Republic of the Philippines
Department of Education
Daily Lesson Log
1. OBJECTIVES
Program Standard
Grade Level Standard
A. Content Standards
B. Performance Standards
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
1. CONTENT
2. LEARNING PROCESS
A. References
Region IV-A CALABARZON
Division of Quezon
School Canda National High School, Grade Level 10- Resilience, Compassion, Accountability
Junior High School Department
Teacher Learning Area English-Celebrating Diversity through
JENNIFER M. OESTAR World Literature
Teaching Dates and Time June 19-23, 2017 Quarter First Quarter , Week 3
Session 1 Session 2 Session 3 Session 4
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.
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.
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.
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.
At the end of the session, learners are expected At the end of the session, learners are At the end of the session, learners are At the end of the session, learners are
to: expected to: expected to: expected to:
EN10RC-Ic-2.15.2: Determine the effect of EN10VC-Ic-1.4/2.4:Determine how connected EN10LT-Ic-2.2: Explain how the elements EN10OL-Ic-3.16: Describe the techniques
textual aids like advance organizers, titles, non- events contribute to the totality of a material specific to a genre contribute to the theme in effective public speaking
linear illustrations, etc. on the understanding of a viewed of a particular literary selection EN10G-Ic-26: Using words and
text EN10V-Ic-13.9:Differentiate formal from EN10WC-Ic-12.2: Formulate a statement of expressions that emphasize a point
EN10LC-Ic-4: Determine the implicit and explicit informal definitions of words opinion or assertion
signals, verbal, as well as non-verbal, used by
the speaker to highlight significant points
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
þ Icarus and Daedalus þ Answering of Module 1: Pre- þ Inspiration to Life - Motivational video þ Icarus and Daedalus
Assessment of a young boy, an inspiration to
millions.
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.
Celebrating Diversity Through World Literature Celebrating Diversity Through World Literature Celebrating Diversity Through World Celebrating Diversity Through World
English - Learner’s Material English - Learner’s Material Literature Literature
First Edition 2015 First Edition 2015 English - Learner’s Material English - Learner’s Material
 First Edition 2015 First Edition 2015

1. Teacher’s Guide pages

2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
Pages 11-16
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/.
Pages 17-19 Pages 20-26 Pages 27-30
Literature in K12, Isagani R. Cruz Ph.D. Literature in K12, Isagani R. Cruz Ph.D. Literature in K12, Isagani R. Cruz Ph.D.
K to 12 English Curriculum Guide May 2016 K to 12 English Curriculum Guide May K to 12 English Curriculum Guide May
Page 199 of 244 Learning Materials are 2016 Page 199 of 244 Learning Materials 2016 Page 199 of 244 Learning Materials
uploaded at http://lrmds.deped.gov.ph/. are uploaded at http://lrmds.deped.gov.ph/. are uploaded at
http://lrmds.deped.gov.ph/.

A. Other Learning Resources Materials Materials Materials Materials

A. Video of the material A. Video of the material A. Video of the material A. Video of the material
B. Laptop and speaker B. Laptop and speaker B. Laptop and speaker B. Laptop and speaker
C. Strips of Colored Paper, Tape and Marker C. Strips of Colored Paper, Tape and Marker C. Strips of Colored Paper, Tape and C. Strips of Colored Paper, Tape and
D. Copy of the Material Marker Marker
D. Copy of the Material
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
each step.

A. Reviewing previous lesson or
presenting the new lesson
Preliminary Activities/ Routines/Checking of Preliminary Activities/ Routines/Checking of Preliminary Activities/ Routines/Checking Preliminary Activities/ Routines/Checking
Attendance/Classroom Management Etc. Attendance/Classroom Management Etc. of Attendance/Classroom Management of Attendance/Classroom Management
Etc. Etc.
VOCABULARY ENHANCEMENT VOCABULARY ENHANCEMENT VOCABULARY ENHANCEMENT
VOCABULARY ENHANCEMENT
1.Giving of the WORD for TODAY and students 1.Giving of the WORD for TODAY and 1.Giving of the WORD for TODAY and 1.Giving of the WORD for TODAY and
make a sentence using the word for today. students make a sentence using the word for students make a sentence using the word students make a sentence using the word
today. for today. for today.
POPULACE
-noun GIZMO COLOSSAL PREVALENT
-(papyuleys) -noun -adjective -adjective
-the people who live in a country or area -(gizmo) -(kolosal) -(prevalentl)
-High officials awkwardly mingling with -a usually small mechanical or electronic -very large or great -accepted, done, or happening often or
the general populace. device -The colossal staue of the town’s over a large area at a particular time,
-We found all sorts of interesting founder was inaugurated yesterday. common or widespread
woodworking gizmos in the garage. -These kinds of accidents seen in
3. Checking of Previous Activities places where mobiles are prevalent.
3. Review on the Previous Lesson
UNFREEZING ACTIVITY 3. Checking of Previous Activities
UNFREEZING ACTIVITY UNFREEZING ACTIVITY
4.To catch students’ attention, the teacher plays UNFREEZING ACTIVITY 3.To catch students’ attention, the teacher,
a video clip of HEY MICKEY.. the teacher plays a video clip of the To catch students’ attention, the teacher,
4.To catch students’ attention, the teacher WALKING SONG. the teacher plays a video clip of the
5.The teacher gives intruction on what the plays a video clip of the TAICHI EXERCISE. STRETCHING SONG.
students should do during the song. 4. The teacher gives intruction on what the
5.The teacher gives intruction on what the students should do during the song. 1. The teacher gives intruction on what
students should do during the song. the students should do during the song.

B. Establishing a purpose for the
lesson
Task 6 VOCABULARY SPINNER
Your teacher will give you instructions on how to
play the vocabulary spinner.
How do personal challenges make you a better
person?
Task 7 OF FLIGHT AND LIGHT
Discussion of Icarus and Daedalus
By Nick Pontikis
The students perform the activity.
The students perform the activity. The students perform the activity.
SPELLING DRILL Task 16 GRAMMARIAN FOR A DAY
A. Scan the paragraphs below. Underline My Mission Statement
1. mischeivous all the pronouns used by the author.
2. potlock He was then tried at the ___________________________
3. ragamuffin Areiopagus, which was the ancient Greek
___________________________
4. impeccable court, and banished from his home city of
5. oblivion Athens. He fled to the island of Crete, ___________________________
6. populace where he began to work at the court of King ___________________________
7. labyrinth Minos and Queen Pasiphae, in the
8. minotaur magnificent palace of Knossos. ___________________________
9. alliteration It is said that Daedalus was the
10. onomatopoeia first to conceive masts and sails for ships
for the navy of Minos, helping Crete
become a naval power. The statues he
carved were so exquisite, they looked as if
they were alive. It is said that they would
have escaped were it not for the chain that
bound them to the palace wall.
Daedelus also constructed a
wooden cow for the queen to hide in to
satisfy her amorous longings for a white
bull sent by Poseidon.
When the dreadful Minotaur was
born, Daedalus built the Labyrinth to
contain the monstrous half-man, half-bull.
For years, Minos demanded a tribute of
youths from Athens to feed the creature as
punishment for the accidental killing of his
son while he was visiting Athens.
Eventually, the Athenian hero
Theseus came to Crete to attempt to slay
the Minotaur. Princess Ariadne, daughter of
King Minos and Queen Pasiphae, fell in
love with Theseus and asked Daedalus to
help him.
Daedalus gave her a flaxen thread for
Theseus to tie to the door of the Labyrinth
as he entered, and by which he could find
his way out after killing the monster.
Theseus succeeded, and escaped Crete
with Ariadne.

C. Presenting examples/instances of
the new lesson
Task 8 FACTS AND DETAILS Task 13 IMAGE IN MY MIND B. Pick at least five (5) sentences with Republic Act No. 10627 or the Anti-
pronouns. Rewrite the statements and Bullying Act of 2013
1. Who hires Daedalus? Your teacher will group you into five. Illustrate make the pronouns reflexive. Make sure
2. What does Daedalus design to hold the the images in your mind as you encountered these pronouns reflect back to the subject “Bullying” refers to any severe, or
Minotaur? the following in the story. of the sentence. repeated use by one or more students of
 3. What does Daedalus invent to help him and Group 1: The Labyrinth
Icarus escape from the Labyrinth? 1.
4. What does he warn Icarus not to do? Group 2: Icarian Sea
2.
5. What happens to Icarus?
Group 3: Minos’s shell
3.
Group 4: Minotaur
4.
Group 5: Icarus’s wings 5.
________________________
_________________________
_________________________
_________________________
_________________________
a written, verbal, or electronic expression,
or a physical act or gesture, or any
combination thereof, directed at another
student that has the effect of actually
causing or placing the latter in reasonable
fear of physical or emotional harm or
damage to his property; creating a hostile
environment at school for the other
student; infringing on the rights of another
student at school; or materially and
substantially disrupting the education
process or the orderly operation of a
school; such as, but not limited to, the
following:

D. Discussing new concepts and
practicing new skills #1
Task 9 WHAT’S GOING ON? CONTINUATION 1. Any unwanted physical contact
C. Construct your own sentences by using between the bully and the victim like
1. Why did Minos imprison Daedalus in the the following pronouns as reflexive punching, pushing, shoving, kicking,
Labyrinth? pronouns. slapping, tickling, headlocks, inflicting
2. Why did Minos think that, if Daedalus can’t school pranks, teasing, fighting, and
find his way out, “so much the better”? 1. (him) the use of available objects as
3. Minos tells Icarus that the plan is __________________________________ weapons;
dangerous. Why does he want them to take
this risk? 2. (her) 2. Any act that causes damage to a
4. Why did Daedalus leave his wings on the __________________________________ victim’s psyche and/or emotional well-
altar of Apollo? Why wouldn’t he want to fly 3. (them) being;
some more? __________________________________
3. Any slanderous statement or
4. (it) accusation that causes the victim
__________________________________ undue emotional distress like directing
foul language or profanity at the target,
name-calling, tormenting, and
commenting negatively on the victim’s
looks, clothes, and body;

4. “Cyberbullying” or any bullying done

through the use of technology or any
electronic means. The term shall also
include any conduct resulting to
harassment, intimidation, or
humiliation, through the use of other
forms of technology, such as, but not
limited to texting, email, instant
messaging, chatting, internet, social
media, online games, or other
platforms or formats as defined in
DepEd Order No. 40, s. 2012; and

E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads for Formative Assessment
3)
5. Any other form of bullying as may be
provided in the school’s child
protection or anti-bullying policy,
consistent with the Act and this IRR.
Task 11 FACT OR NOT CHECKING OF OUTPUT YOUR DISCOVERY TASKS b. 1. The term “bullying” shall also include:
1. Social bullying – refers to any
Tell whether the statement is a fact or not. Draw 1.Have the students exchange papers for the Task 17 MEN UNDER THE deliberate, repetitive, and aggressive
WINGS before each number if the statement is a checking of their work. LENS social behavior intended to hurt others
fact and SUN if otherwise. or to belittle another individual or
A. Make a list of all the personal
The teacher will discuss on ho wthey arrive to group.
_______ Daedalus was an inventor. challenges Icarus and Daedalus
those answers..
_______ King Minos wanted to kill the Minotaur. needed to overcome to escape 2. Gender-based bullying – refers to any
from the cruel living. act that humiliates or excludes a
_______ It would be easy to find your way out of
person on the basis of perceived or
the Labyrinth.
actual sexual orientation and gender
_______ Icarus design his own wings. B. Pick out similar personal challenges you identity (SOGI).
_______ The wings were made of chicken have experienced, as the two characters.
feathers. c. Bully – refers to any student who
commits acts of bullying as defined by
Processing Questions: the Act or this IRR.
1. What do the similarities of your d. Bullied or Victim – refers to any
personal challenges in life and those student who experiences the acts of
of Daedalus and Icarus tell? What bullying or retaliation as defined by the
new discoveries did you find? Act or this IRR.
2. What do these discoveries reveal
about myths and realities of life? Source: The Official Gazette of
the Republic of the Philippines
CONTINUATION.. Task 15 CHARACTER PORTRAIT Task 30 A DAY IN A LIFE
Task 21 DEALING WITH PERSONAL
Extract actions, dialogues, and thoughts of CHALLENGE What would you do to stop or at least
Daedalus from the text you have read, then minimize the cases of bullying if you
write a description about the character. Below are some personal challenges would be any of the following for a day?
encountered by Icarus and Daedalus. How Group 1: A Senator
would you deal with these challenges if you
encounter them? Group 2: A School Janitor
1. abuse of power Group 3: A Teacher
2. self destruction
3. foolishness Group 4: A Parent
4. lack of contentment
5. aggressiveness Group 5: A Priest/Nun
6. hard headedness
7. impetuousness
8. hostility
9. pride
10. boastfulness
11. egocentricity
12. procrastination

G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for application
for remediation
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.
DIGGING DEEPER
1. Have the students summarized what they
have learned for today’s lesson.
2.The teacher gives necessary
corrections/additional insight regarding the
lesson.
CHECKING, RECORDING, SUGGESTING
1. The teacher checks and records students
work.
The teacher makes necessary comments or
suggestions on the students’ output.
AGREEMENT/REMINDERS
Task 10 DIGGING DEEPER
1. In a short paragraph, describe how
Daedalus planned to escape from the
island prison of Crete.
2. Do you think Daedalus’s plan is a good
one? Explain your answer.
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.
DIGGING DEEPER
1. Have the students summarized what they
have learned for today’s lesson.
2.The teacher gives necessary
corrections/additional insight regarding the
lesson.
CHECKING, RECORDING, SUGGESTING
2. The teacher checks and records students
work.
3. The teacher makes necessary comments or
suggestions on the students’ output.
AGREEMENT/REMINDERS
Task 14 TIMELINE
Read the text once again. Create a graphic
organizer of what happened in each of the
following places:
1. The palace of Minos
2. In prison
13. compulsiveness
14. envy
Task 22 THE WORRY SHEET
Things that worry us could be great
challenges. What worries you at this
moment? What can you do about it?
Accomplish the chart below: see page 22.
Task 23 STRESS TABS
Stress is a personal challenge. It affects
your studies and slows you down in
accomplishing a lot of things. Use the chart
below to identify what causes you stress
and how does it affect you.
DIGGING DEEPER
1. Have the students summarized what
they have learned for today’s lesson.
2.The teacher gives necessary
corrections/additional insight regarding the
lesson
CHECKING, RECORDING, SUGGESTING
1.The teacher checks and records students
work.
2.The teacher makes necessary comments
or suggestions on the students’ output.
AGREEMENT/REMINDERS
Task 25 REACT TO THE MAX
Your instant reactions tell something about
yourself. How would you react in each of
the following situations? Write your answer
in the thought balloon.
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.
DIGGING DEEPER
1. Have the students summarized what
they have learned for today’s lesson.
2.The teacher gives necessary
corrections/additional insight regarding the
lesson
CHECKING, RECORDING,
SUGGESTING
1. The teacher checks and records
students work.
2. The teacher makes necessary
comments or suggestions on the students’
output.
YOUR FINAL TASK
You have been informed that the final task
for this quarter is to write a short but
persuasive text. A concise oral
presentation on the causes / effects of
cyberbullying, would help you prepare for
such a performance at the end of the
quarter.
 3. Which events in the myth could have 3. Icarus in the sea Task 26 MATTER OF JUDGMENT
happened in real life? 4. Sicily
4. If you had access to building resources and Weighing two or more things to solve a
materials, how would you design a flying problem could be a real challenge. If you
machine to help you escape from the island were a judge and is to set free one of the
prison of Crete? following prisoners, who would it be and
why? Check the box of your choice and
justify your answer on the space provided
below.

1. Murderer who has eight (8) children

2. Thief who stole your mother’s wedding
ring.
3.Convicted rapist who claims he’s
innocent.
4. Innocent man convicted of a crime but
became a drug pusher while in prison.

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

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.

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 ALODIA A. ALBESTOR

Secondary School Teacher I English Coordinator
Noted by:

ALLAN E. DATA
Principal II