School WAWA NATIONAL
HIGH SCHOOL
DAILY LESSON LOG
I. OBJECTIVES:
A. Content Standard
B. Performance Standard
C. Learning Competencies
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages
2. Learner's Materials
3. Textbook pages
4. Additional Materials from LR
B. Other Learning Resources
IV. PROCEDURE
A. Reviewing previous
lesson or presenting the
new lesson.
B. Establishing a purpose
for the lesson
C. Presenting
examples/instances of the
new lesson
Grade Level G10
Teacher REJOY O. Learning ENGLISH
PANGANIBAN Area
June 24, 2019
Teaching Date and Time (12:30-1:30) PM Quarter FIRST
1. Decipher the theme of the story
2. Use different kinds of graphic organizer in presenting details of the
selection
3. Report orally the details of the story based on the graphic organizers they created
4. Determine the effect of textual aids on understanding a literary text
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.
The learner composes a short but powerful persuasive text using a variety of persuasive
techniques and devices.
EN10VC-IIIb-23: Determine the effect of textual aids on understanding a literary text
EN10VC-IIIg-10: Explain how the elements specific to a genre
contribute to a theme of a particular literary selection
Lesson: The Gorgon’s Head by Anne Terry White Remarks
pp 37 – 42
Checking the students’ attendance.
The teacher will start their lesson with a spelling bee followed by the review of
yesterday’s activity.
TASK 1. STORY ANTICIPATION GUIDE
1. Before reading, mark the checklist with (/) if you agree or (x) if you disagree
with the statement.
2. After reading, fill in the column with the page number of the text where you
found the correct answer for each statement.
3. Reflection: Are you correct? If not, what did you learn?
TASK 2. MYSTERY WORD Study the definitions and word forms. Then,
rearrange the letters in bold to form the correct word for each item below. Write
the word in the box.
 D. Discussing new
concepts and practicing
new skills #1
E. Discussing new concepts
and practicing new skills #2
F. Developing Mastery
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstraction about the
lesson
I. Evaluating Learning
J. Additional activities for
application or remediation
TASK 3. READ TO ACHIEVE Read the selection entitled ―The Gorgon‘s
Head‖ by Anne Terry White. Note down important details such as the names of
the characters and important events.
TASK 4. DISSECTING THE TEXT Divide the class into nine groups. Each
group will pick one question, while the teacher will select which member shall
answer the question.
1. What is the ―dreadful oracle‖ that was delivered to King Acrisius?
2. What adventure does Polydectes suggest that Perseus undertake?
3. List three perilous encounters that Perseus experienced during this
adventure.
4. Explain how the oracle given to King Acrisius is fulfilled.
5. What is Polydectes‘ true motive in sending Perseus to kill Medusa?
6. Medusa was beheaded by Perseus, yet her head continued to have power.
Explain how the evil Gorgon‘s head is beneficial to Perseus.
7. What heroic characteristics does Perseus have?
8. What help does he get on his quest?
9. How does Perseus‘ quest enable him to prove himself a hero?
TASK 5. VISUALIZING THE TEXT Divide the class in to five groups. Ask
them to assign two members who will present their output in class.
Group 1 – Create a timeline of events in the story. Include only 10 most
significant events.
Group 2 – Create a Venn diagram that compares the characteristics of Perseus
and Medusa. Provide evidence.
Group 3 – Create a diagram that shows the challenges of Perseus in his quest to
acquire the Gorgon‘s head.
Group 4 – Using the Gorgon‘s head as a diagram, point out at least five
utterances of Perseus that strike your group the most. Make sure to explain
each.
Group 5 – Create a diagram that shows the relationship of all the characters in
the myth. Cite the reasons for these relationships and include an image for every
character.
After the presentation, answer the following questions.
1. Did you find diagramming difficult? Why or why not?
2. Are there notable similarities or differences among the diagrams? Explain.
3. How would these diagrams help you in understanding the text as a whole?
TASK 6. TRIPLE THEME Let the students work in trio and find three themes
from the selection. Make sure that each theme is supported with lines from the
text. You may use the graphic organizer below.
V. REMARKS

VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation.
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked
well? Why did this
work?
F. What difficulties did I
encountered which
my principal or
supervisor can helped
me solve?
G. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?
Prepared: Noted:

REJOY O. PANGANIBAN GERLIE C. LOPEZ

Teacher II Principal I