Republic of the Philippines

Department of Education
Region IV-A CALABARZON
Division of Quezon

School Canda National High School, Grade Level 10- Excellence, Resilience,
Junior High School Department Commitment, Integrity
Daily Lesson Log Teacher
JENNIFER M. OESTAR Learning Area English-Celebrating Diversity through
World Literature
Teaching Dates and Time July 8-12, 2019 Quarter Second

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 At the end of the
session, learners are
expected to:
1. Differentiate formal and
informal definition of words
2. Give the formal and
informal definitions of
words
3. Participate actively in
the discussion
At the end of the session, learners are
At the end of the session, learners are
expected to:
1. Differentiate formal and informal
definition of words
2. Give the formal and informal
definitions of words
3. Participate actively in the
discussion
At the end of the session, learners At the end of the session, learners At the end of the session, learners
are expected to: are expected to: are expected to:
1. Understand the reading text 1.Recall important events in the 1. Answer quiz by recalling details in
using graphic organizer myth “Orpheus.” the stories discussed.
2. Analyze the elements of the
2.Determine the tone, mood,
story to get the theme
technique, and purpose of the
3. Express ideas in a panel author in writing the text.
discussion
4. Relate oneself to the theme of
the story.

2. 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

Formal and Informal Formal and Informal Definition of How Odin Lost His Eyes Retold How Odin Lost His Eyes Retold How Odin Lost His Eyes Retold
Definition of Words Words (Continuation) by Catherine F. Sellew by Catherine F. Sellew by Catherine F. Sellew
(Continuation)
2. LEARNING PROCESS
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
A. Other Learning Resources
3. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
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 th ere is a mix of concrete and manipulate
Celebrating Diversity Through Celebrating Diversity Through World Celebrating Diversity Through World Celebrating Diversity Through World Celebrating Diversity Through World
World Literature
English - Learner’s Material
First Edition 2015
Curriculum Guide (May 2016)
pp. 221
English Learner‘s Material for
Grade 10 pp. 61 - 63
From Grammar to Fluency in
30 Days pp. 74-90
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/.
Materials
A. Video of the material
B. Laptop and speaker
C. Strips of Colored Paper,
Tape and 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
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
Activities
materials as well as paper-based materials. Hands-on learning promotes concept development.
Literature Literature Literature Literature
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
Curriculum Guide (May 2016) pp. 221 Curriculum Guide ((may 2016) Curriculum Guide ((may 2016) Curriculum Guide ((may 2016)
pp. 220 pp. 220 pp. 220
English Learner‘s Material for Grade English Learner‘s Material for English Learner‘s Material for English Learner‘s Material for
10 pp. 61 - 63 Grade 10 (pp. 80-91) Grade 10 (pp. 80-91) Grade 10 (pp. 80-91)
From Grammar to Fluency in 30 Days
pp. 74-90
Literature in K12, Isagani R. Cruz Literature in K12, Isagani R. Cruz Literature in K12, Isagani R. Cruz Literature in K12, Isagani R. Cruz
Ph.D. Ph.D. Ph.D. Ph.D.
K to 12 English Curriculum Guide May K to 12 English Curriculum Guide K to 12 English Curriculum Guide K to 12 English Curriculum Guide
2016 Page 199 of 244 Learning May 2016 Page 199 of 244 Learning May 2016 Page 199 of 244 Learning May 2016 Page 199 of 244 Learning
Materials are uploaded at Materials are uploaded at Materials are uploaded at Materials are uploaded at
http://lrmds.deped.gov.ph/. http://lrmds.deped.gov.ph/. http://lrmds.deped.gov.ph/. http://lrmds.deped.gov.ph/.
Materials Materials Materials Materials
A. Video of the material A. Copy of the reading text C. Copy of the reading text E. Copy of the reading text
B. Laptop and speaker B. Paper and Pen D. Paper and Pen Paper and Pen
C. Strips of Colored Paper, Tape and
Marker
each step.
Preliminary Activities/ Preliminary Activities/ Preliminary Activities/ Preliminary Activities/
Routines/Checking of Routines/Checking of Routines/Checking of Routines/Checking of
Attendance/Classroom Management Attendance/Classroom Management Attendance/Classroom Management Attendance/Classroom Management
Etc. Etc. Etc. Etc.
VOCABULARY ENHANCEMENT VOCABULARY ENHANCEMENT VOCABULARY ENHANCEMENT VOCABULARY ENHANCEMENT
1.Giving of the WORD for TODAY and 1.Giving of the WORD for TODAY 1.Giving of the WORD for TODAY 1.Giving of the WORD for TODAY
students make a sentence using the and students make a sentence using and students make a sentence using and students make a sentence using
word for today. the word for today. the word for today. the word for today.
2. Checking of Previous Activities 2. Checking of Previous Activities 2. Checking of Previous Activities 2. Checking of Previous Activities
UNFREEZING ACTIVITY UNFREEZING ACTIVITY UNFREEZING ACTIVITY UNFREEZING ACTIVITY
3.To catch students’ attention, the 3.To catch students’ attention, the 3.To catch students’ attention, the 3.To catch students’ attention, the

B. Establishing a purpose for the
lesson
UNFREEZING ACTIVITY
3.To catch students’
attention, the teacher plays a
video clip of the unfreezing
activity.
4.The teacher gives intruction
on what the students should
do during the song.
The students perform the
activity.
PAPER AND PENCIL
TEST Identify the following
statements as to FORMAL
or INFORMAL.
_______________ 1.
Spiders are small
creatures with eight legs.
_______________ 2.
Spiders are scary.
_______________ 3.
Spiders are insects that
create sticky web.
_______________ 4.
Spiders are from the order
of Arachnids.
_______________ 5.
Grass is a plant that has a
narrow green leaves.
_______________ 6.
Mirror is a symbol for self-
reflection.
_______________ 7.
Mirror is a piece of glass
that reflects images.
_______________ 8.
Rubber is an elastic
substance.
_______________ 9.
Rubber is combustible.
_______________ 10.
Rubber comes in different
colors.
teacher plays a video clip of the
unfreezing activity.
4.The teacher gives instruction on what
the students should do during the
song.
The students perform the activity.
PAPER AND PENCIL TEST
Identify the following statements as
to FORMAL or INFORMAL.
_______________ 1. Spiders are
small creatures with eight legs.
_______________ 2. Spiders are
scary.
_______________ 3. Spiders are
insects that create sticky web.
_______________ 4. Spiders are
from the order of Arachnids.
_______________ 5. Grass is a
plant that has a narrow green
leaves.
_______________ 6. Mirror is a
symbol for self-reflection.
_______________ 7. Mirror is a
piece of glass that reflects images.
_______________ 8. Rubber is an
elastic substance.
_______________ 9. Rubber is
combustible.
_______________ 10. Rubber
comes in different colors.
teacher plays a video clip of the
unfreezing activity.
4.The teacher gives instruction on
what the students should do during
the song.
The students perform the activity.
Introduction:
Just like the heroes in classic
myths and tales, you want to
achieve your goal. In doing so,
you can‘t avoid meeting
challenges or tests which you
must surpass or hurdle. Have
you ever found yourself facing a
problem which seemed to have
no solution? That‘s a challenge,
of course! One thing is certain;
you were able to learn from it.
Did you learn the lesson the hard
way?
Sometimes you feel that the
stakes you have to pay are too
high, but what matters most is,
win or lose, you‘ve got to face
these challenges head on. You
can change the course of your
life for the best. At this point, you
know that these challenges affect
your decisions in life, therefore
you need to have control over the
decision you make. How
important is winning over your
challenges? In what ways can
winning over these challenges
prepare you for a more fulfilling
life?
teacher plays a video clip of the
unfreezing activity.
4.The teacher gives instruction on
what the students should do during
the song.
The students perform the activity.
SMALL GROUP
DIFFERENTIATED ACTIVITIES
(SGDA) UNDERSTANDING THE
TEXT
Form small groups of six, and
work on your assigned task.
Remember to share your ideas,
thoughts, and experiences with
the class.
Group 1 Vocabulary Hunt • Look
for difficult words found in the
selection ―How Odin Lost His
Eyes.‖ • Use a dictionary to find
their denotative meaning, and
then share how you understand
each word (connotative
meaning). • Describe each word
to other groups by using words
and gestures. • Ask members of
other groups to identify the word
you‘re describing. • Repeat the
process until the last difficult
word is clear to all.
Group 2 The Power of C2
(Conflict and Character) •
Discuss the answer to the
following questions. 1. What
internal conflict has Odin
experienced as he faced Mimir?
Look for phrases and sentences
teacher plays a video clip of the
unfreezing activity.
4.The teacher gives instruction on
what the students should do during
the song.
The students perform the activity.
QUIZ
MODALS: Choose the most
appropriate modal to complete
the meaning of each sentence.
Shade the letter.
1. How ______ you have left the
bathroom in such a mess?
(A) should (B)might (C)could
(D)will
2. Mat ______ be lazy but he is
certainly not stupid.
(A)would (B)must (C)should
(D)may
3. I ______ speak Swedish,
Dutch and Japanese.
(A)can (B)may (C)should
(D)would
4. I think we are lost. The man
______ have given us the wrong
directions. (A)might
(B)should (C)would (D)can
5. You ______ not be serious
about swimming outdoors in
winter. (A)would
(B)should (C)could (D)must
6. Plants ______ have sunlight in
order to make food.
(A)can (B)may (C)must (D)will
7. Since our bags are identical
you ______ have taken mine by
mistake. (A)must
(B)will (C)shall (D)could
that express his duty to his family
particularly to his son) and duty
to his people. Write this conflict in
the chart below.
8. Parents ______ take care of
their children.
(A)may (B)could (C)would
(D)should
9. ______ you excuse me for a
moment?
(A)Would (B)Should (C)Must
(D)might
10. She ______ stay up late if
she takes a nap now.
(A)must (B)should (C)shall
(D)would
11. She looks pretty sick. I think
she ________ go to a doctor.
(A)can (B)should (C)will (D)could
12. You've been driving all day.
You ________ be exhausted!
(A)must (B)should (C)might
(D)would
13. You ________ smoke so
much. It's bad for your health.
(A)can‘t (B)shouldn‘t (C)might not
(D)wouldn‘t
14. Hey I'm lost. ________ you
help me? (talking to stranger)
(A)should (B)can (C)could
(D)may
15. You have such a beautiful
voice. You ________ sing for us!
(A)should (B)can (C)might (D)will
16. I know he speaks five
languages, but ________ he
speak Arabic?
(A)should (B)can (C)will (D)might
17. ___________ you believe I
lost ten pounds in one week?
(A). Should (B). Would (C). May
(D). Must
18. I ________ believe that you
failed your test!
(A). couldn‘t (B). shouldn‘t (C).
wouldn‘t (D). may not
19. __________ I help you bring
the LED TV. (talking to a teacher)
(A). can (B). should (C). may (D).

C. Presenting examples/instances
of the new lesson
ON THE BOARD
Collect ten words with
picture and provide the
formal and informal
definition of each. Use 3x5
cardboard for each word.
Write the meaning of the
word bellow the picture.
Punch a hole at the upper
left hand corner then use a
ribbon to bind them. Refer
to the rubrics below for
your guidance.
ON THE BOARD
Collect ten words with picture and
provide the formal and informal
definition of each. Use 3x5
cardboard for each word. Write the
meaning of the word bellow the
picture. Punch a hole at the upper
left hand corner then use a ribbon
to bind them. Refer to the rubrics
below for your guidance.
CONNECT TO THE CAP
Form groups of five. For three
minutes, think back and list down
the personal challenges you‘ve
experienced or encountered in
your readings. Check them
against the entries in the box.
might
20. I ________ afford that Iphone
6s.
(A). shouldn‘t (B). couldn‘t (C).
wouldn‘t (D). mustn‘t
HOW ODIN LOST HIS EYE.
Identify what is asked for.
• Focus on character change and Choose your answer from the
use the dialogue or the options below.
character‘s experiences with the
supporting character/s to support 21. The Norse counterpart of
your answers. Zeus and Jupiter, main character
in the story.
1. Do you consider Odin as a
22. She retold the story How
hero? Why or why not?
Odin Lost His Eye.
2. Does he only think of himself 23. The beautiful palace of Odin.
or other people? Why does he 24-25. The two black ravens of
think that way? Odin.
26. They were tiny people who
3. Consider Odin‘s desire. Does it lived between heaven and earth,
serve as an opportunity to prove took care of all the bees and
he can face the challenges? butterflies.
27. They lived in the heart of the
4. How did the character mountains, they forged iron and
succeed over his challenges? metals, made tools and weapons.
What did he learn from the 28. They were the ones who
experience? brought cold and ice to the world
5. Was there a change in his and shook the earth in anger.
actions, thoughts, feelings, and They hated Odin and all the
attitude, or did he remain the works of the gods.
same till the end? 29. Color of the cloak of Odin.
30. Odin’s passageway to go
from Asgard down to the earth.
31. Location where the magic
well can be found.
32. In it one could see pictures of
things that had happened and
things that were going to happen.
33. His face was lined with the
troubles of the world; he guards
the magic well.
34. The beloved son of Odin.
35. The literal meaning of the
name “Mimir.”

D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
36. Color of the eyes of Odin.
37-39. Three Scandinavian
countries.
40. How Odin Lost His Eye is a
_________ Mythology.
CONTINUATION CONTINUATION  Challenges Affecting Me Group 3 Lasting Virtue LIFE OF PI. Identify what is
Yes No Having internal asked for. Choose your answer
conflict 1. What do Odin‘s actions and from the options below.
(grappling/struggling traits reveal about human 41. Real name of Pi
against my opposing nature? 2. What behavior 42. Father of Pi
feelings, beliefs, needs (admired or condemned by gods) 43. The Bengal Tiger in the
and desires, envy, has been illustrated or featured in movie “Life of Pi”
anxiety, fears, ―How Odin Lost His Eye‖? 44. Transfer of written work, in
oversensitivity to 3. Are the virtues highlighted still whole or in part, to a feature film
criticism; idealized observed these days? Prove your 45. Author of the novel “Life of Pi”
image or what I prefer to point. 46. Director of the movie “Life of
be or feel ought to be) Pi.”
 Comparing self to 4. Which of the characters do you 47. Days of Pi’s survival story.
someone more powerful like best? Did he promote an 48. Name of Japanese ship
 Deciding where true enduring virtue that can be which sank in the movie.
integrity and loyalty lies applicable even today? In what 49. A French territory in India,
 Accepting adult way? setting of Part 1 of “The Life of
responsibilities Pi.”
5. Do you think Odin‘s attitude 50. Occupation of the Patel
 Overcoming great odds
would be helpful to win over our family before they planned to
Being caught off guard
personal challenges? Explain. move in Canada
 Being treated unfairly
 Becoming a victim of 6. From which of the characters
prejudice Feeling do you think you learn the most
inadequate/insecure/inc valuable lesson? Why?
apacitated (physical,
mental, and emotional 7. Which of the characters
attributes) consistently portrayed a positive
attitude of winning over
challenges?
8. How did the last part surprise
you? Explain.
CONTINUATION CONTINUATION Choose a specific Group 4 Thinking It Through
example that interests 1. What details from the story
your group, and talk made a powerful or lasting
about it. Answer the impression on you about winning
following questions:  over challenges? Explain how
Why is it bad for you? they can make you a better

F. Developing mastery
(Leads for Formative
Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
CONTINUATION
INSIGHTS SHARING
1.Have each student discuss
his/her ideas with a partner.
2.Have each pair join another
CONTINUATION
INSIGHTS SHARING
1.Have each student discuss his/her
ideas with a partner.
2.Have each pair join another pair to
 How does it affect your
life?  What are its
advantages and
disadvantages?  Which
challenge would you
like to happen or not to
happen again? 
Consider the positive
attitudes listed in the
following figure.
Consider the positive attitudes
listed in the following figure.
Decide which of these positive
attitudes are important for young
people like you to win over a
difficult challenge.
INSIGHTS SHARING
1.Have each student discuss his/her
ideas with a partner.
2.Have each pair join another pair to
person.
2. What lessons did you learn
about overcoming challenges?
3. How does ―How Odin Lost
His Eyes‖ help you understand
your world? Will your life change
from what you learned? How?
4. Explain how your perception
has changed and what you plan
to do from now on.
5. Which of the following ways
will you adopt to win over your
challenges? Why?
Group 5 Theme Connection
Point out which of the ways
above are easy, difficult, or not
very important choices to make in
order to win over a difficult
challenge. Explain why it is
important to read and discuss
myths, tales, legends, or other
stories.
How will you convince or
persuade others to agree with
you that it is important to read
and discuss traditional
literatures? Explain why it is

H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application for remediation
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.
CONTINUATION
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.
CONTINUATION
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.
READ TO ACHIEVE
Read the story ―How Odin Lost
His Eye‖ Retold by Catherine F.
Sellew. While reading, take note
important to practice and to
uphold these ways.
I SAW IT!
In the eye figure below, write
your explanation of the theme.
You should be able to answer the
following questions:  What is the
theme of the story?  How did you
come up with that idea?  What
clues from the story helped you
in identifying the theme?
https://encrypted-tbn2.gstatic.com/images?
q=tbn:ANd9GcQfhwDiaC07nZiNvC1jhh9VIw3976R
Xg0C6zm8xCqKFBseFNXLczw
DIGGING DEEPER DIGGING DEEPER
1. Have the students summarized 1. Have the students summarized
what they have learned for today’s what they have learned for today’s
lesson. lesson.
2.The teacher gives necessary 2.The teacher gives necessary
corrections/additional insight corrections/additional insight
regarding the lesson. regarding the lesson.
CHECKING, RECORDING, CHECKING, RECORDING,
SUGGESTING SUGGESTING
3. The teacher checks and 5. The teacher checks and
records students work. records students work.
4. The teacher makes necessary The teacher makes necessary
comments or suggestions on comments or suggestions on the
the students’ output. students’ output.
Striking Lines
 Re read ―How Odin Lost His
Eye,‖ and choose memorable
lines.  Explain how these lines
 of the important details in the can help you win over your
story. You may use the graphic challenges in life.  Be open to
organizer below. comments and suggestions.

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 III English Coordinator
Noted by:

ALLAN E. DATA
 Principal

References