School
Romero High School
DAILY LESSON LOG
I. Reading Program
Learning Competencies /
Objectives
1. Pre-Reading Activities
2. During Reading 1 hr
Bonifacio V.
Grade Level 7
Teacher Learning Area English/MAPEH/TLE
Teaching Dates and Time Feb 2, 2024; 7:00-9:00 Quarter Third
Time
5 mins Objectives
a. Identify and describe the characters in the Greek myth;
b. Relate the story to real-life situation;
c. Show/ brainstorm modern-day symbols of evil and hope
20 mins 1. Show a picture of a box or a sample Pandora’s box. (Motivation/ Springboard)
2. While talking in pairs, try to guess as to what you think might be inside the box. (Leave it to students to guess). (A paired task)
3. Who among you would like to open the box? (allow students to stand if they would like to open the box)
4. Why would you like to open the box? Expected answer: I am curious what’s inside the box.
Vocabulary
CURIOUS/ CURIOSITY – A STRONG DESIRE TO KNOW SOMETHING
Anticipated question:
By looking at the title of the story, answer the question
“Why do you think Pandora’s curiosity brings trouble?
Reading of the text
Suggested strategies: Taking turns, group reading, individualized reading, silent reading
Task 1:
Pass the ball: The teacher will play a song and let the student pass the ball to another person. When the music stops, the person holding the ball will
stand and try to answer the question (drawn from the story).
1. Who are the characters in the story? Enumerate at least 4 main characters. (Zeus, Pandora, Epimetheus, Prometheus)
2. Where is the story set? (Greece)
3. Who is the protagonist in the story? (Prometheus)
4. What was Prometheus like? Describe the character. (a giant, played a trick on Zeus)
5. What did Prometheus do in the story? (he created people)
6. Give at least 2 adjectives that would describe Zeus. (powerful, gets mad easily)
7. Give at least 2 adjectives that would describe Pandora. (curious, beautiful, nagging woman, first woman created)
8. Who among the characters is afraid of Zeus? (Epimetheus)
9. What is in Pandora’s box? (evil, hatred, hurt and hope)
10. Why did Zeus give Pandora a box? (To get back at Prometheus for stealing fire from the sun)
 Task 2:
Sequencing Game: The teacher will group the students into 5. Strips of paper containing the highlights of the story will be distributed to the groups. They
will arrange the events according to how they happened in the story. Each group will post their answers on the board. (Collaborative work)

Students will connect the topic with the real-life situations.

Group Activity
Having the same group, make your modern-day Pandora’s box. Design your box according to your creativity. Considering what’s happening in the world
today, what good things would you trap in? What bad things would you trap in? State your reasons and present them in class.

e.g. war, famine, epidemic, calamities (bad)

Praying people, people helping each other (good)

Reflection:
Question to answer:
How is the myth of Pandora’s box compared to the events that are happening nowadays? (Comparison)
If you were Pandora, would you open the box to unleash your curiosity? Why and why not? (Opinion sharing)
What is the moral of the story? (Valuing)
Answer: Sometimes taking hold of one’s curiosity may lead to dangerous situations.
Unchecked curiosity and disobedience can be dangerous, but hope remains…

1 hr Differentiated Instruction: Ask each responsible team to do any of these assigned task
RT1- Song
RT2- Spoken Poetry/ Readers Theater
3. Post-Reading Activity RT3- Infographics/ Slogan
RT4- Interpretative Dance
RT5- Skit/ Role Play

Health Break 9:00-9:30

9:30-10:30
II. Homeroom Guidance

10:30-12:00 Theme: Sexual and Reproductive Health

III. Health Education Sub theme: Cultural Norms and Sources of Messages Relating to Sexuality

Learning Competencies /  Analyze and comprehend the cultural norms and sources of messages relating to sexuality.
Objectives  Appreciate and respect uniqueness and individuality

A. Friday routine exercise/
Dynamic stimulator
B. Current Health News
Sharing
C. Health sessions
 Demonstrate inclusive environment that respects diverse perspective on sexuality, encouraging a supportive and non-judgmental
atmosphere.
____ mins
Sitting Exercise
____ mins The teacher will ask the students to read a news article about the wedding of Vice Ganda and Ion Perez.
Let some learners give their insights about what they have read.
____ mins The teacher will guide the learners on the following activities.
A. FACT or BLUFF
Instructions:
1. Divide the learners into small groups.
2. Each group will be provided with two “flashcards” (with the word BLUFF and FACT written on them)
3. The teacher will read a statement and the learners will be encouraged to use critical thinking and collaboration to make
their decision after.
4. The teacher will give a “GO” signal when the learners will be raising their flashcards.
5. After the set time, call a representative their reasoning for each statement.
Note: The teacher will guide the learners in processing their thoughts.
 You have the right to choose your partner freely.
 All countries do not limit someone’s sexuality for example by prohibiting homosexuality
 Cultural norms may influence someone’s sexuality
 Cultural norms have impact to acceptance and expression of non-heteronormative sexual orientation in various
societies
 It is not possible to feel attracted to both men and women
B. JUMBLED WORDS
Unscramble the following letters to form meaningful words. (The teacher will give the learners some clues.)
BELIEF -FSIEBEL
RELIGION -NIOGRELI
SOCIAL MEDIA -ALISOA MEDIA
FAMILY -MIFALY
PEERS -SREEP
COMMUNITY - N I TY C O M M U
INBORN -BORNIN
Guide Questions:
1.
 C. Role Playing:
1.

____ mins The Power of the Mirror

Think of a person
with a significant
impact in your life,
reflect on the
D. Reflection and Sharing qualities and values
you admire about
her/him and how
he/she greatly
influence you.
 ____ mins
Direction: The teacher will let the learners write a striking take away they have from the session before their flight home.

Take off slip

E. Wrap Up

Prepared: