DLL English 10 Q1_Module 1_Lesson 3_Myth, Implicit and Explicit Signals, Let It Go, Orpheus, Life of Pi.docx

Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Quezon
Daily Lesson Log
School Canda National High School,
Junior High School Department
Grade Level Excellence, Integrity, Resilience,
Commitment
Teacher
JENNIFER M. OESTAR, Ph.D. Learning Area English-Celebrating Diversity through
World Literature
Teaching Dates and Time June 24-28, 2019 Quarter First
Session 1 Session 2 Session 3 Session 4 Session 5
1. OBJECTIVES Objective must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises
and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment Strategies. Valuing objectives support the learning
of content and competencies and enable children to find significance and joy learning the lessons. Weekly objectives shall be derived from the curriculum guides.
Program Standard The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Culture and those of other
countries.
Grade Level Standard The learner demonstrates communicative competence through his/ her understanding of literature and other text types for a deeper appreciation of World Literature, including Philippine
Literature.
A. Content Standards The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal conflicts, also how to use strategies in linking textual
information, repairing, enhancing communication public speaking, emphasis markers in persuasive texts, different forms of modals, reflexive and intensive pronouns.
B. Performance Standards The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
C. Learning Competencies/ Objectives
RC -Reading Comprehension
LC -Listening Comprehension
VC -Viewing Comprehension
V-Vocabulary Development
LT-Literature
WC -Writing and Composition
F -Oral Language and Fluency
G -Grammar Awareness
At the end of the session,
learners are expected to:
1.Familiarize oneself with the
lyrics of the soundtrack “Let It
Go.”
2. Use implicit and explicit signals
to better understand the text.
3. Interpret the song through
song and dance.
RETEACHING OF SOME
CONCEPTS FOR SECTIONS
AFFECTED BY MEETINGS,
ETC.
1. Determine the tone, mood,
technique and purpose of the
author in writing the text.
2. Use graphic organizer to further
understand the reading text.
3. Write a letter to yourself.
4. Show appreciation of the theme
by creating a TV Ad.
RETEACHING OF SOME
CONCEPTS FOR SECTIONS
AFFECTED BY MEETINGS, ETC.
At the end of the session, learners
are expected to:
1.Define oral tradition and the
elements that make it a story.
2. Anticipate events that happened in
the story The Gorgon’s Head through
the use of A-R Guide.
3.Comprehend the details of the story
through Story Grammar Technique/
Non textual Graphs and organizers.
WATCHING OF VIDEO CLIP
STORYTELLER GREEK
MYTHOLOGY-ORPHEUS
1.Define movie adaptation and
2. Anticipate events that happened
in the story through watching and
predicting events from the movie.
3.Comprehend the details of the
story through Story Grammar
Technique/ Non textual Graphs
and organizers.
WATCHING A MOVIE
ADAPTATION: LIFE OF PI
(STORY 1, PRELUDE STORY)
1.Define movie adaptation and
2. Anticipate events that happened
in the story through watching and
predicting events from the movie.
3.Comprehend the details of the
story through Story Grammar
Technique/ Non textual Graphs and
organizers.
WATCHING A MOVIE
ADAPTATION: LIFE OF PI
(STORY 2, SURVIVAL STORY)
1. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach, in the CG, the content can be tackled in a week or two.
MODULE 1: Overcoming Challenges

Myth
Let It Go by Idina Menzel
Implicit and Explicit Signals
Orpheus by Alice Low,
continuation
Orpheus by Alice Low, continuation Movie Adaptation: Life of Pi
2. LEARNING PROCESS List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulate
materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References Celebrating Diversity Through
World Literature
English - Learner’s Material
First Edition 2015
Celebrating Diversity Through
World Literature
First Edition 2015
Celebrating Diversity Through World
Literature
First Edition 2015
Celebrating Diversity Through
World Literature
First Edition 2015
Celebrating Diversity Through World
Literature
First Edition 2015
1. Teacher’s Guide pages Curriculum Guide (May 2016) pp.
221
Curriculum Guide (May 2016) pp.
221
Curriculum Guide (May 2016) pp. 221 Curriculum Guide (May 2016) pp.
221
Curriculum Guide (May 2016) pp. 221
2. Learner’s Materials pages English Learner‘s Material for
Grade 10 pp.52 – 54
English Learner‘s Material for
Grade 10 pp.54 – 58
English Learner‘s Material for Grade 10
pp.54 – 58
English Learner‘s Material for
Grade 10 pp.59-66
English Learner‘s Material for Grade
10 pp.24 – 66
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
Literature in K12, Isagani R. Cruz
Ph.D.
K to 12 English Curriculum Guide
May 2016 Page 199 of 244
Learning Materials are
uploaded at
http://lrmds.deped.gov.ph/.
Ph.D.
May 2016 Page 199 of 244
Learning Materials are uploaded
at http://lrmds.deped.gov.ph/.
Literature in K12, Isagani R. Cruz Ph.D.
K to 12 English Curriculum Guide May
2016 Page 199 of 244 Learning
Materials are uploaded at
Ph.D.
May 2016 Page 199 of 244
Learning Materials are
uploaded at
Ph.D.
K to 12 English Curriculum Guide May
2016 Page 199 of 244 Learning
Materials are uploaded at
A. Other Learning Resources Materials
 Video of the material
 Laptop and speaker
Strips of Colored Paper, Tape
and Marker
Materials
 Strips of Colored Paper, Tape
and Marker
Materials
Strips of Colored Paper, Tape and
Marker
Materials
Strips of Colored Paper, Tape
and Marker
Materials
Strips of Colored Paper, Tape and
Marker
3. PROCEDURES These steps should done across the week. Spread out the activities appropriately so that that the students will learn well. Always be guided by demonstration of learning by the students which
you can infer from the formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for go each step.
A. Reviewing previous lesson or
presenting the new lesson
Preliminary Activities/
Routines/Checking of
Attendance/Classroom
Management Etc.
VOCABULARY
ENHANCEMENT
1.Giving of the WORD for
TODAY and students make a
sentence using the word for
today.
2.. Checking of Previous
Management Etc.
VOCABULARY ENHANCEMENT
1.Giving of the WORD for TODAY
and students make a sentence
using the word for today.
2. Checking of Previous Activities
UNFREEZING ACTIVITY
Attendance/Classroom Management
Etc.
1.Giving of the WORD for TODAY and
students make a sentence using the
word for today.
UNFREEZING ACTIVITY
Management Etc.
VOCABULARY
ENHANCEMENT
1.Giving of the WORD for
TODAY and students make a
sentence using the word for
today.
2. Checking of Previous
Activities
Management Etc.
1.Giving of the WORD for TODAY
and students make a sentence using
the word for today.
UNFREEZING ACTIVITY

Activities
UNFREEZING ACTIVITY
3.To catch students’ attention,
the teacher plays a video clip.
4.The teacher gives intruction on
what the students should do
during the song.
The students perform the
activity.
3.To catch students’ attention, the
teacher plays a video clip.
4.The teacher gives instruction on
what the students should do during
the song.
activity.
what the students should do during the
song.
The students perform the activity.
UNFREEZING ACTIVITY
3.To catch students’ attention,
the teacher plays a video clip.
4.The teacher gives instruction
on what the students should do
during the song.
activity.
what the students should do during
the song.
B. Establishing a purpose for the
lesson
INTRODUCTION
Myths are stories about gods,
goddesses, and heroes passed
from one generation to another.
Many Greek myths have a great
deal of influence on our culture.
For ages, writers, artists, and
musicians have used mythological
characters as their inspiration.
―Orpheus,‖ whose story shall be
discussed today, is one of the
mythological characters around
the world.
PRESENTATION OF THE SONG
“LET IT GO.”
MY UNDERSTANDING OF THE TEXT
After reading the text, answer the
following questions in your notebook.
Then, be ready to share your answer in
class.
1. What was the greatest strength of
Orpheus? What was his weakness?
2. What effect did Orpheus‘music have
on people and gods? Cite two
examples of this. 3. Why did Orpheus
decide to rescue his wife from the
underworld?
4. Why did Orpheus look back to see if
Eurydice was following him?
5. What reasons might the gods have
for allowing Orpheus and Eurydice to
be reunited?
INTRODUCTION
Movie Adaptations — This is the
transfer of written work,
in whole or in part, to a feature
film. It is a type of derivative
work.
The movie “Life of Pi” by Yann
Martel, is an example of a film
adapted from a novel.
MOVIE WATCHING
C. Presenting examples/instances of
the new lesson
LET IT GO!
Listen to the song entitled ―Let It
Go‖ from the movie Frozen.
Determine implicit and explicit
signals from the lyrics that are
used by the composer to highlight
significant points.
VIDEO PRESENTATION
1.Students will be watching a thirty-
minute movie clip of the story
“Orpheus.”
2.They will take down notes
important details from the story.
3.Story grammar technique will be
employed on this activity.
6. Explain why the gods gave a
condition to Orpheus and to his bride to
return to earth. 7. What main
characteristic of this text makes it a
myth?
8. To whom does Orpheus owe his
talent? Why was he able to win the
sympathy of the gods?
9. In what situations were the gods
willing to help humans?
10. Does the story reveal certain
realities about Greeks? What are
these?
11. What does the story reveal about
the concept of gods in Greek
Mythology?
VIDEO PRESENTATION
You will be watching the 2012
film adaptation of “Life of Pi”
by Yann Martel. While
watching, take note of the
important details in the movie.
Be ready to answer the
succeeding questions.
MOVIE WATCHING

D. Discussing new concepts and
practicing new skills #1
CONTINUATION STORY GRAMMAR TECHNIQUE
 Title
 Author
 Setting
 Charcaters
 Plot
Exposition
Conlict
Climax
Resolution
 Theme
ELEMENT ARRAY
MOVIE WATCHING
E. Discussing new concepts and
practicing new skills #2
PROCESSING QUESTIONS:
1. What is the song all about?
2. What explicit and implicit
signals were used by the singer to
highlight significant points?
3. How do these signals add value
to the lyrics and overall
meaning of the song?
CONTINUATION TASK. A LETTER LATER
Write a letter to yourself which you will
only open 20 years from now. Highlight
in your letter how you were able to
capitalize on your strengths and
recognize your weaknesses to
become a better person. Use
statements expressing opinions or
strong assertions in your letter.
CONTINUATION Task. THIN LINE
Create a timeline of events for the
movie “Life of Pi.”
How did the connected events
contribute to the totality of the movie?
Processing Questions:
1. In his introductory note Yann
Martel says, “This book was born
as I was hungry.” What sort of
emotional nourishment might
“Life of Pi” have given to its
author?
2. Pondicherry is described as an
anomaly, the former capital of
what was once French India. In
terms of storytelling, what makes
this town an appropriate choice
for Pi’s upbringing?
3. Yann Martel recalls that many
Pondicherry residents provided
him with stories, but he was
most intrigued by this tale
because Mr. Adirubasamy said it
would make him believe in God.
Did Pi’s tale alter your beliefs
about God? In what way?
4. Early in the novel, we discover
that the narrator majored in
religious studies and zoology,
with particular interests in a
sixteenth-century Kabbalist and
the admirable three-toed sloth. In

subsequent chapters, he
explains the ways in which
religions and zoos are both
steeped in illusion. Discuss
some of the other ways in which
these two fields find unlikely
compatibility.
F. Developing mastery
(Leads for Formative
Assessment 3)
PRESENTATION OF
THE SONG
In groups, interpret the song “Let
It Go” by Idina Menzel through
song and dance.
Theme Accepting oneself and
overcoming personal challenges.
PROCESSING QUESTIONS:
1. What did you notice in the way
these words are defined?
2. How do you differentiate
definition A from B?
3. Which is a better way to define a
word?
RUBRICS FOR LETTER
WRITING
CONTINUATION
5. Pi’s full name, Piscine Molitor
Patel, was inspired by a Parisian
swimming pool that “the gods would
have delighted to swim in.” The
shortened form refers to the ratio of a
circle’s circumference divided by its
diameter. What is the significance of
Pi’s unusual name?
6. How would the novel’s flavor be
different if Pi’s sole surviving animal
was the zebra or orange juice? (We
assume that if the hyena had been
the only surviving animal, Pi would
not have lived to tell us his story.)
7. Pi sparks a lively debate when all
three of his spiritual advisors try to
claim him. At the heart of this
confrontation is Pi’s insistence that he
cannot accept an exclusively Hindu,
Christian, or Muslim faith; he can only
be content with all three. What is Pi
seeking that can solely be attained by
this apparent contradiction?
8. What do you make of Pi’s assertion
that we are all “in limbo, without
religion, until some figure introduces
us to God”? Do you believe that Pi’s
piousness was a response to his
father’s atheism?
9. Among Yann Martel’s gifts is a rich
descriptive palette. Regarding
religion, he observes the green
elements that represent Islam and the
orange tones of Hinduism. What color
would Christianity be, according to
Pi’s perspective?
10. How do the human beings in your
world reflect the animal behavior
observed by Pi? What do Pi’s
strategies in dealing with Richard

Parker teach us about confronting the
fearsome creatures in our lives?
11. Besides the loss of his family and
possessions, what else did Pi lose
when the Tsimtsum sank? What did
he gain?
12. Nearly everyone experiences a
turning point that represents the
transition from youth to adulthood,
albeit seldom as traumatic as Pi’s.
What event marks your coming of
age?
13. How does Mr. Patel’s zoo-keeping
abilities compare to his parenting
skills? Discuss the scene in which he
tries to teach his children a lesson in
survival by arranging them to watch a
tiger devour a goat. Did this in any
way prepare Pi for the most
dangerous experience of his life?
14. Pi imagines that his brother would
have teasingly called him Noah. How
does Pi’s voyage compare to the
biblical story of Noah, who was spared
from the flood while God washed away
the sinners?
G. Finding practical applications of
concepts and skills in daily living
INSIGHTS SHARING
1.Have each student discuss
his/her ideas with a partner.
2.Have each pair join another
pair to expand their sharing.
3. Call on a few students to share
their small group discussion.
4. Synthesize the lesson.
READ TO ACHIEVE
To what extent would you use your
strengths to save the person you
love?
Read the story and find out what
Orpheus did to save his only love.
While reading, be guided by the
questions below.
What words can be used to
describe Orpheus ‘gift?
If you were Orpheus, would you
have looked back to see if
Eurydice was following? Why or
why not?
INSIGHTS SHARING
1.Have each student discuss his/her
ideas with a partner.
2.Have each pair join another pair to
expand their sharing.
3. Call on a few students to share their
small group discussion.
4. Synthesize the lesson.
INSIGHTS SHARING
1.Have each student discuss
his/her ideas with a partner.
2.Have each pair join another
pair to expand their sharing
INSIGHTS SHARING
1.Have each student discuss his/her
ideas with a partner.
2.Have each pair join another pair
H. Making generalizations and
abstractions about the lesson
DIGGING DEEPER DIGGING DEEPER DIGGING DEEPER
1. Have the students summarized what
they have learned for today’s lesson.

1. Have the students summarized
what they have learned for
today’s lesson.
2.The teacher gives necessary
corrections/additional insight
regarding the lesson.
1. Have the students summarized
what they have learned for today’s
lesson.
corrections/additional insight
regarding the lesson.
corrections/additional insight regarding
the lesson.
I. Evaluating learning CHECKING, RECORDING,
SUGGESTING
1. The teacher checks and records
students work.
The teacher makes necessary comments
or suggestions on the students’ output.
CHECKING, RECORDING, SUGGESTING
2. The teacher checks and records students
work.
3. The teacher makes necessary comments
or suggestions on the students’ output.
work.
5. The teacher makes necessary comments or
suggestions on the students’ output.
CHECKING, RECORDING,
SUGGESTING
6. The teacher checks and records
students work.
The teacher makes necessary
comments or suggestions on the
work.
The teacher makes necessary comments or
suggestions on the
J. Additional activities for
application for remediation
SONG INTERPRETATION
1.The class will be divided into
two groups.
2. Each group will create a song
interpretation through song and
dance.
Theme: Accepting Oneself and
Overcoming personal Challenges
FINAL TASK
Processing Questions:
1. How did you feel about the
activity?
2. What diagram was assigned to
you?
3. Did you find diagramming
difficult? Why or why not?
4. How do these textual aids help
you in understanding the text?
4. REMARKS
5. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what
help your instructional supervisor can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% on the
formative assessment.
EXCELLENCE-
INTEGRITY-
RESILIENCE-
COMMITMENT-
EXCELLENCE-
INTEGRITY-
RESILIENCE-
COMMITMENT-
EXCELLENCE-
INTEGRITY-
RESILIENCE-
COMMITMENT-
EXCELLENCE-
INTEGRITY-
RESILIENCE-
COMMITMENT-
EXCELLENCE-
INTEGRITY-
RESILIENCE-
COMMITMENT-
B. No. of learners who require additional activities
for remediation.
EXCELLENCE-
INTEGRITY-
RESILIENCE-
COMMITMENT-
EXCELLENCE-
INTEGRITY-
RESILIENCE-
COMMITMENT-
EXCELLENCE-
INTEGRITY-
RESILIENCE-
COMMITMENT-
EXCELLENCE-
INTEGRITY-
RESILIENCE-
COMMITMENT-
EXCELLENCE-
INTEGRITY-
RESILIENCE-
COMMITMENT-
C. Did the remedial lessons work? No. of learners
who have caught up with the lesson.
EXCELLENCE-
INTEGRITY-
RESILIENCE-
COMMITMENT-
EXCELLENCE-
INTEGRITY-
RESILIENCE-
COMMITMENT-
EXCELLENCE-
INTEGRITY-
RESILIENCE-
COMMITMENT-
EXCELLENCE-
INTEGRITY-
RESILIENCE-
COMMITMENT-
EXCELLENCE-
INTEGRITY-
RESILIENCE-
COMMITMENT-
D. No. of learners who continue to require. EXCELLENCE-
INTEGRITY-
RESILIENCE-
COMMITMENT-
EXCELLENCE-
INTEGRITY-
RESILIENCE-
COMMITMENT-
EXCELLENCE-
INTEGRITY-
RESILIENCE-
COMMITMENT-
EXCELLENCE-
INTEGRITY-
RESILIENCE-
COMMITMENT-
EXCELLENCE-
INTEGRITY-
RESILIENCE-
COMMITMENT-

E. Which of the teaching strategies worked well?
Why did these work?
F. What difficulties did I encountered which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I used/
discover which I wish to share with other teachers?
Narrative Reflection
(Above information came from Division Memorandum 194, s. 2016 dated June 8, 2016)
Prepared by: Checked by:
JENNIFER M. OESTAR, Ph.D. ALODIA A. ALBESTOR
Subject Teacher, English 10 English Coordinator
Noted by:
ALLAN E. DATA
Principal II

DLL English 10 Q1_Module 1_Lesson 3_Myth, Implicit and Explicit Signals, Let It Go, Orpheus, Life of Pi.docx

More Related Content

What's hot (20)

Similar to DLL English 10 Q1_Module 1_Lesson 3_Myth, Implicit and Explicit Signals, Let It Go, Orpheus, Life of Pi.docx (20)

More from JenniferOestar3 (20)

Recently uploaded (20)

DLL English 10 Q1_Module 1_Lesson 3_Myth, Implicit and Explicit Signals, Let It Go, Orpheus, Life of Pi.docx