Republic of the Philippines

Region IX, Zamboanga Peninsula

Department of Education
KABASALAN SCIENCE AND TECHNOLOGY HIGH SCHOOL
Kabasalan, Zamboanga Sibugay

Semi-Detailed Lesson Plan in English 10

(CLASS OBSERVATION 1)
July 4, 2019
I. Objectives: At the end of the period, the students are expected to:

a. Note details from the story;

b. Interpret the significance of the story through varied activities;
c. Identify the big idea and literary elements.

II. Subject Matter:

Topic: Dealing with Personal Challenges

Story: Arachne
References: Celebrating Diversity Through World Literature, 2015, (page 69)
Learning Competencies:

EN10RC-Id-2.15.2: Determine the effect of textual aids like advance organizers, titles, non-linear illustrations, etc. on the understanding of a text
EN10LT-Id-2.2: Explain how the elements specific to a genre contribute to the theme of a particular literary selection
EN10LT-Id2.2.2: Explain the literary devices used

Materials: Teacher-made Visuals, Whiteboard, Pictures

Value Focus: Humility and Gratefulness
 III. Procedure

A. Preliminary Activities (Daily Routine)

Greetings
Prayer
Attendance
Review: MYTHQUESTER MINDMAP Worksheet

In your group, create a mind map to compare story elements found in two myths that we have discussed, Daedalus and Icarus and The Gorgon’s Head. Look
for elements that the stories have in common or that are unique to each story. (Source: Sacred Texts at http://www.sacred-texts.com/index.htm)

B. Lesson Proper:

A. Drill PHOBIA LIST Teacher presents to the students words that contain phobia. Students will be asked to give the meaning of each word.

B. Motivation PICTURE PERFECT Pictures of Mythical Characters will be distributed and every group is tasked to identify the name of each character.

C. Presentation PRE-READING:

 Activating Prior Knowledge – CLASSROOM GRAFITTI WALL Students will be given strips of papers and they will be asked to write or illustrate
 Integration of content knowledge
across curriculum
their thoughts about a SPIDER.
Spiders belong to the Arachnid family which also includes scorpions, mites, and ticks. Arachnids are creatures with two body segments, eight legs,
no wings or antennae and are not able to chew. There are more than 30,000 known species of spiders and scientists have found spider fossils
dating as far back as 2 million years.
Fascinating facts on these eight-legged animals.
Scientists have found spiders in amber that dates back to about 2 million years. Because spider skeletons are quite small and fragile it is
difficult to find whole fossilized spiders.
The word spider is from an Old English verb spinnan, meaning “to spin.”
Spiders are invertebrates that do not have a backbone. Spiders have an exoskeleton, meaning that their skeleton is on the outside. They
are not insects. Most spiders have either six or eight eyes. Most spiders are very nearsighted. To make up for this, they use the hair on their body to
feel their way around and to sense when other animals are near.
The existence of spiders is vital to the earth. Spiders eat many types of harmful insects, helping to keep gardens free of pests. Not only do
they help pollinate plants, they also help recycle dead animals and plants back into the earth. Spiders are also a food source for many small
mammals, birds and fish.
 Vocabulary Development

Each group will be asked to pick an envelope from the spider hanged on the ceiling. The envelope contains a word for them to unlock its meaning.

OBSCURE- not famous or acclaimed.

LOOM- a frame or machine for interlacing at right angles two or more sets of threads or yarns to form a cloth
INDIGNANT- angered at something unjust or wrong
RECKLESS- marked by defiant disregard for danger or consequences

WHILE-READING

 INTERACTIVE QUESTION RESPONSE

The story will be read by the students and questions will be asked along with the story.

Showing of VIDEOCLIP about a SPIDER SPINNING WEB

What is the difference between spinning and weaving?

Both spinning and weaving are traditional textile skills. These two activities are both related to the making of fabric, but spinning is focused on the
creation of yarns or threads which are later used in other processes such as weaving or knitting. Spinning is often done with natural fibers such as
wool, flax, cotton or silk. Natural fibers have organic variations in texture, and so spinning these fibers into thread or yarn smooths the
inconsistencies while giving strength and retaining flexibility. The most ancient method of machine spinning is the drop spindle, but the spinning
wheel has dominated since the 13th century.

Weaving is the art of layering yarns or threads in a crosswise pattern to create continuous lengths of fabric, including patterned weaves and
ribbons. Weaving is most often executed on a loom. Looms may vary in size and can be operated by hand or automated. Some woven fabrics
are what is known as "loose weave." This type of weave is often used with flax fibers to make linen or with finely spun cotton to make gauze.
POST-READING
 ENGAGEMENT ACTIVITIES (Discussion)

SPIN THE WHEEL

The group’s number is placed at the spinning wheel. The group that matches the spinner will be asked to answer the question.

1. What does Arachne value more than anything else?

2. Why does Arachne refuse to accept the advice of the old woman?
3. What beliefs and values are taught in this myth?
4. At the end of the myth, why did Athena turn Arachne into a spider?
5. Imagine you are Arachne. How would you have felt if people always compared your work to Athena’s? Would you have been fl attered?
6. If Arachne changed her attitude, do you think the old woman would have punished her? Explain.
7. Ponder on the title “Arachne”. In what way does it relate to the theme of the selection?

 ENGAGEMENT ACTIVITIES (Small Groups)

Second chance
Could there be an alternative ending to the story? Talk, write or even doodle about how the story would be if an event did not happen as planned. Let them express
their creativity and draw connections.
Getting Colorful
Convey your emotions about the story without using words
The Big Idea
Create a Graphic Organizer that expresses the big idea of the story
Character Analysis
Compare and contrast the 2 main characters in the story using a Graphic organizer
 Each group will be given images that indicate the 3-2-1 strategy.

A. Generalization

IV. Evaluation

1. Based on the story, how can Arachne be described?

a. Humble and kind
b. Clever and generous
c. Talented and insecure
d. Vain and disrespectful
2. At the end of this Greek myth, why did Athena turn Arachne into a spider?
a. Athena did it, because Arachne wove a prettier tapestry than she did.
b. Athena did it, because Arachne was boastful and insulted the gods by the way she portrayed them in her tapestry.
c. Athena did it to defend herself from this dangerous girl.
d. Athena turned Arachne into a spider just to be mean.

3. Which line from the story “Arachne” contains an example of personification?

a. “People could not help but ask”
b. “Arachne couldn’t believe her eyes”
c. “Her fingers are seeking glory”
d. “While Arachne watched in fear”

4. Mythology was a significant influencing factor in the day-to-day lives of the people of ancient Greece. What evidence from the text supports this
statement?
a. Myths were sometimes humorous and intriguing
b. Myths tell people how to live and how to tell right from wrong
c. The ancient Greeks didn’t have televisions or internet
d. Over time, myths changed, ang their events and details varied.

5. What is the generalization or statement about human experiences (THEME) does the story of Arachne make?
a. Sometimes great talent comes with great pride
b. When your fate is set, it'll happen, no matter how hard you try to run away from it.
c. Don’t try to be the best at anything
d. Even under hard circumstances, facing seemingly impossible tasks and obstacles, as long as one tries, he/she will be more likely to succeed
 TABLE OF SPECIFICATION
Taxonomy of Education
OBJECTIVES 60% 30% 10% 100%
Remembering Understanding Applying Analyzing Evaluating Creating Total

a. Note details from the story; 1 2 2

b. Interpret the significance of 1

the story through varied 4
activities;
c. Identify the big idea and 3 5 2
literary elements.

V. Assignment: Extending the Literary Experience/Curriculum Connections

Writing Write your own "spider" story and present it to the class, either by taking on the role of storyteller yourself or acting out the story with your classmates.
Art Using colored paper, bring to class a weaving project with your own design
Science Research about the origin of spiders
Literature Compile any other myths that talk about the existence of something

VI. REFLECTION RESULT OF ASSESSMENT

A. No. of learners who earned 80% in the
evaluation CO 1
B. No. of learners who require additional activities
for remediation MASTERY LEVEL MEAN PERCETAGE SCORE
C. Did the remedial lessons work? No. of learners
Total Raw
who have caught up with the lesson SCORES No. of Students Mastery Level Score
MS MPS
D. No. of learners who continue to require
remediation 5
E. Which of my teaching strategies work well? Why
did these work? 4
3
F. What difficulties did I encounter which my
2
principal or supervisor can help me solve?
G. What innovations or localized materials1did I
used/discover which I wish to share with other
teachers?
 JENNIFER J. SIMYUNN
Master Teacher 1
PEER OBSERVERS:

1. ________________________________________
2. ________________________________________
3. ________________________________________
4. ________________________________________
5. ________________________________________
RATER:

GERNIN S. LARAÑO, Ed.D.

Secondary School Principal I