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
Region IV-A CALABARZON
Division of Quezon
School Canda National High School, Grade Level Excellence, Integrity, Resilience,
Junior High School Department 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
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, At the end of the session, learners At the end of the session, learners are At the end of the session, learners At the end of the session, learners
learners are expected to: are expected to: expected to: are expected to: are expected to:
1.Familiarize oneself with the 1. Determine the tone, mood, 1.Define oral tradition and the 1.Define movie adaptation and 1.Define movie adaptation and
lyrics of the soundtrack “Let It technique and purpose of the elements that make it a story. elements that make it a story. elements that make it a story.
Go.” author in writing the text.
2. Anticipate events that happened in 2. Anticipate events that happened 2. Anticipate events that happened
2. Use implicit and explicit signals 2. Use graphic organizer to further the story The Gorgon’s Head through in the story through watching and in the story through watching and
to better understand the text. understand the reading text. the use of A-R Guide. predicting events from the movie. predicting events from the movie.
3. Interpret the song through 3. Write a letter to yourself. 3.Comprehend the details of the story 3.Comprehend the details of the 3.Comprehend the details of the
song and dance.
through Story Grammar Technique/ story through Story Grammar story through Story Grammar
4. Show appreciation of the theme
RETEACHING OF SOME by creating a TV Ad. Non textual Graphs and organizers. Technique/ Non textual Graphs Technique/ Non textual Graphs and
CONCEPTS FOR SECTIONS and organizers. organizers.
AFFECTED BY MEETINGS, RETEACHING OF SOME WATCHING OF VIDEO CLIP
ETC. CONCEPTS FOR SECTIONS STORYTELLER GREEK WATCHING A MOVIE WATCHING A MOVIE
AFFECTED BY MEETINGS, ETC. MYTHOLOGY-ORPHEUS ADAPTATION: LIFE OF PI ADAPTATION: LIFE OF PI (STORY
(STORY 1, PRELUDE STORY) 2, SURVIVAL STORY)
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 Implicit and Explicit Signals Orpheus by Alice Low, continuation Movie Adaptation: Life of Pi
Let It Go by Idina Menzel Orpheus by Alice Low, continuation

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 Celebrating Diversity Through Celebrating Diversity Through World Celebrating Diversity Through Celebrating Diversity Through World
World Literature World Literature Literature World Literature Literature
English - Learner’s Material English - Learner’s Material English - Learner’s Material English - Learner’s Material English - Learner’s Material
First Edition 2015 First Edition 2015 First Edition 2015 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
Curriculum Guide (May 2016) pp.
221
English Learner‘s Material for
Grade 10 pp.52 – 54
Literature in K12, Isagani R. Cruz
Ph.D.
Curriculum Guide (May 2016) pp.
221
English Learner‘s Material for
Grade 10 pp.54 – 58
Literature in K12, Isagani R. Cruz
Ph.D.
Curriculum Guide (May 2016) pp. 221
English Learner‘s Material for Grade
10 pp.54 – 58
Literature in K12, Isagani R. Cruz
Ph.D.
Curriculum Guide (May 2016)
pp. 221
English Learner‘s Material for
Grade 10 pp.59-66
Literature in K12, Isagani R.
Cruz Ph.D.
Curriculum Guide (May 2016) pp. 221
English Learner‘s Material for Grade
10 pp.24 – 66
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/.
K to 12 English Curriculum Guide
May 2016 Page 199 of 244
Learning Materials are uploaded at
http://lrmds.deped.gov.ph/.
K to 12 English Curriculum Guide May K to 12 English Curriculum K to 12 English Curriculum Guide
2016 Page 199 of 244 Learning Guide May 2016 Page 199 of May 2016 Page 199 of 244 Learning
Materials are uploaded at 244 Learning Materials are Materials are uploaded at
http://lrmds.deped.gov.ph/. uploaded at http://lrmds.deped.gov.ph/.
http://lrmds.deped.gov.ph/.

A. Other Learning Resources Materials Materials Materials Materials Materials

3. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
 Video of the material  Video of the material  Video of the material  Video of the material  Video of the material
 Laptop and speaker  Laptop and speaker  Laptop and speaker  Laptop and speaker  Laptop and speaker
Strips of Colored Paper, Tape  Strips of Colored Paper, Tape Strips of Colored Paper, Tape and Strips of Colored Paper, Tape Strips of Colored Paper, Tape and
and Marker and Marker Marker and Marker Marker
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.
Preliminary Activities/ Preliminary Activities/ Preliminary Activities/ Preliminary Activities/ Preliminary Activities/
Routines/Checking of Routines/Checking of Routines/Checking of Routines/Checking of Routines/Checking of
Attendance/Classroom Attendance/Classroom Attendance/Classroom Management Attendance/Classroom Attendance/Classroom Management
Management Etc. Management Etc. Etc. Management Etc. Etc.

VOCABULARY ENHANCEMENT VOCABULARY ENHANCEMENT VOCABULARY ENHANCEMENT VOCABULARY VOCABULARY ENHANCEMENT

1.Giving of the WORD for
TODAY and students make a
sentence using the word for
today.
2.. Checking of Previous
Activities
1.Giving of the WORD for TODAY
and students make a sentence
using the word for today.
2. Checking of Previous Activities
UNFREEZING ACTIVITY
1.Giving of the WORD for TODAY and
students make a sentence using the
word for today.
2. Checking of Previous Activities
UNFREEZING ACTIVITY
ENHANCEMENT
1.Giving of the WORD for
TODAY and students make a
sentence using the word for
today.
2. Checking of Previous
Activities
1.Giving of the WORD for TODAY
and students make a sentence using
the word for today.
2. Checking of Previous Activities
UNFREEZING ACTIVITY

B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
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.
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.
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.
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.
The students perform the activity.
PRESENTATION OF THE SONG
“LET IT GO.”
The students perform the activity.
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.
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.
The students perform the activity.
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?
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
3.To catch students’ attention, the
UNFREEZING ACTIVITY teacher plays a video clip.
3.To catch students’ attention, 4.The teacher gives instruction on
the teacher plays a video clip. what the students should do during
the song.
4.The teacher gives instruction
on what the students should do The students perform the activity.
during the song.
The students perform the
activity.
INTRODUCTION
MOVIE WATCHING
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.
VIDEO PRESENTATION
MOVIE WATCHING
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.
 Mythology?
D. Discussing new concepts and CONTINUATION STORY GRAMMAR TECHNIQUE ELEMENT ARRAY
practicing new skills #1 MOVIE WATCHING
 Title
 Author
 Setting
 Charcaters
 Plot
Exposition
Conlict
Climax
Resolution
 Theme

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

F. Developing mastery
(Leads for Formative Assessment
3)
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.
PRESENTATION OF PROCESSING QUESTIONS: RUBRICS FOR LETTER WRITING CONTINUATION
THE SONG 5. Pi’s full name, Piscine Molitor
1. What did you notice in the way Patel, was inspired by a Parisian
In groups, interpret the song “Let these words are defined? swimming pool that “the gods would
It Go” by Idina Menzel through have delighted to swim in.” The
song and dance. 2. How do you differentiate shortened form refers to the ratio of a
definition A from B? circle’s circumference divided by its
Theme Accepting oneself and diameter. What is the significance of
overcoming personal 3. Which is a better way to define Pi’s unusual name?
challenges. a word? 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

G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about 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.
3. Call on a few students to share
their small group discussion.
4. Synthesize the lesson.
DIGGING DEEPER
1. Have the students summarized
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?
DIGGING DEEPER
1. Have the students summarized
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
INSIGHTS SHARING
1.Have each student discuss
his/her ideas with a partner.
2.Have each pair join another
pair to expand their sharing
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?
INSIGHTS SHARING
1.Have each student discuss his/her
ideas with a partner.
2.Have each pair join another pair
 what they have learned for
today’s lesson.
2.The teacher gives necessary
corrections/additional insight
regarding the lesson.
what they have learned for today’s
lesson.
2.The teacher gives necessary
corrections/additional insight
regarding the lesson.
they have learned for today’s lesson.
2.The teacher gives necessary
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.
CHECKING, RECORDING, SUGGESTING
4. The teacher checks and records students
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
CHECKING, RECORDING, SUGGESTING
7. The teacher checks and records students
work.
The teacher makes necessary comments or
suggestions on the

J. Additional activities for application SONG INTERPRETATION FINAL TASK

for remediation Processing Questions:
1.The class will be divided into
two groups. 1. How did you feel about the
2. Each group will create a song activity?
interpretation through song and 2. What diagram was assigned to
dance. you?
3. Did you find diagramming
Theme: Accepting Oneself and difficult? Why or why not?
Overcoming personal Challenges 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 EXCELLENCE- EXCELLENCE- EXCELLENCE- EXCELLENCE- EXCELLENCE-
assessment.
INTEGRITY- INTEGRITY- INTEGRITY- INTEGRITY- INTEGRITY-
RESILIENCE- RESILIENCE- RESILIENCE- RESILIENCE- RESILIENCE-
COMMITMENT- COMMITMENT- COMMITMENT- COMMITMENT- COMMITMENT-
B. No. of learners who require additional activities for EXCELLENCE- EXCELLENCE- EXCELLENCE- EXCELLENCE- EXCELLENCE-
remediation.
INTEGRITY- INTEGRITY- INTEGRITY- INTEGRITY- INTEGRITY-
RESILIENCE- RESILIENCE- RESILIENCE- RESILIENCE- RESILIENCE-
COMMITMENT- COMMITMENT- COMMITMENT- COMMITMENT- COMMITMENT-
C. Did the remedial lessons work? No. of learners who EXCELLENCE- EXCELLENCE- EXCELLENCE- EXCELLENCE- EXCELLENCE-
have caught up with the lesson.
INTEGRITY- INTEGRITY- INTEGRITY- INTEGRITY- INTEGRITY-
RESILIENCE- RESILIENCE- RESILIENCE- RESILIENCE- RESILIENCE-
COMMITMENT- COMMITMENT- COMMITMENT- COMMITMENT- COMMITMENT-
D. No. of learners who continue to require. EXCELLENCE- EXCELLENCE- EXCELLENCE- EXCELLENCE- EXCELLENCE-
INTEGRITY- INTEGRITY- INTEGRITY- INTEGRITY- INTEGRITY-
RESILIENCE- RESILIENCE- RESILIENCE- RESILIENCE- RESILIENCE-
COMMITMENT- COMMITMENT- COMMITMENT- COMMITMENT- 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