LESSON PLAN IN ENGLISH 10

School Grade Level & Section 10

Teacher Quarter 1

Learning English Teaching Dates & Duration Up to 4 days

Area

I. LEARNING OBJECTIVES

Content Standards The learner demonstrates understanding of how world literature

and other text types serve as ways of expressing and resolving
personal conflicts and how to use strategies in linking textual
information.

Performance Standards The learner composes a reflective journal that highlights the
challenges you are facing now and clarify the effects.

Learning Competencies/Code - Compare and contrast the contents of the material viewed
with outside sources of information in terms of accessibility
and effectiveness (EN10VCIVa-15)

Objectives

- Compare and contrast two different people/things and

● Knowledge
compare new insights with previous learning

- Give meanings of words through using dictionary and / or

● Skills
context clues

● Attitude - Use special words/expressions that emphasize a point

II. CONTENT Compare and Contrast the Contents of the Material Viewed
with Outside Sources of Information in Terms of Accessibility and
Effectiveness

III. LEARNING RESOURCES

A. References

1.Teacher’s Guide pages

2.Learner’s Materials pages

3.Textbook pages

SDO NegOr Self Learning Module for Quarter 1-Module 4 about

4.Additional Materials from Learning Compare and Contrast of the Material Viewed with Outside Sources
Resource (LR) portal of Information in Terms of Accessibility and Effectiveness written by
Marilou S. Zapanta

B. Other Learning Resources

C. Supplies, Equipment, Tools, etc. Copies of the SLM, enlarged version of some selected texts

IV. PROCEDURES

A. Review/Introductory - The teacher instructs the class to complete the given diagram to easily show
Activity the similarities and differences between James and Peter who are both
 Grade 10 students based on the given short article in the SLM.

James and Peter are Grade 10 students. James is bright while Peter is just an
average student. They are all doing good in school. They have perfect attendance
and they all come to school on time. Though James is smart, but he always gets
worried if he gets few errors in the test especially if he is not getting the highest
score. Peter on the other hand is always contented of what he gets for he has in
mind that success is not measured by the figures that appear in the card. He just
makes sure that he learns from the discussion and believes that he can apply what
he learns.

B. Activity/ Motivation - The teacher says the following lines:

You are about to read a text about “Arachne” which is a myth. A myth is a
traditional story that is rooted in a culture; basically, religious and explains a belief,
a mysterious natural phenomenon, or a ritual. When you think of myth, you cannot
help but remember that they highlight significant truths about human experiences
you can rely on for you to understand yourself better. Remember that they start
from the examples of human desires, intuitions and motives that make them as
reliable, self-tested guides for people who are following their destiny and searching
for meaning in life.

Enjoy reading the story and come to think of your own challenges in life
 especially in this new normal in education. Try asking yourself these questions:

⮚ What personal challenges do I have/

⮚ Am I like Arachne, the maiden in the story?

⮚ How do I differ from her?

C. Analysis/Presenting - The teacher will ask the students to look for at least eight (8) unfamiliar
examples of the new words in the selection they are about to read entitled “Arachne” and look
lesson where the for the meaning of it using the dictionary or context clues as well as use it in
concepts are a sentence. Write these in your notebook.
clarified

D. Abstraction - The teacher distributes handouts of the reading selection entitled

“ARACHNE”

ARACHNE

By Olivia Coolidge

Arachne was a maiden who became famous throughout Greece, though she
was neither well-born nor beautiful and came from no great city. She lived in an
obscure little village, and her father was a humble dyer of wool. In this he was
very skillful, producing many varied shades, while above all, he was very famous
for the clear, bright scarlet which was made from shellfish, and which was the
most glorious of all the colors used in ancient Greece. Even more skillful than
her father was Arachne. It was her task to spin the fleecy wool into a fine, soft
thread and to weave it into cloth on the high, standing loom within the cottage.
Arachne was small and pale from overwork. Her eyes were light, and her hair
was a dusty brown, yet she was quick and graceful, and her fingers, roughened
as they were, went so fast that it was hard to follow their flickering movements.
So soft and even, so fine her was thread, so fine her cloth, so gorgeous her
embroidery, that soon her products were known all over Greece. No one had
ever seen the like of them before.

At last Arachne’s fame became so great that people used to come from far
and wide to watch her working. Even the graceful nymphs would steal in from
stream or forest and peep shyly through WHAT IS IT 6 the dark doorway,
watching in wonder the white arms of Arachne as she stood at the loom and
threw the shuttle from hand to hand between the hanging threads, or drew out
the long wool, fine as a hair, from the distaff as she sat spinning. “Surely Athene
herself must have taught her,” people would murmur to one another. “Who
else could know the secret of such a marvelous skill?”

Arachne was used to being wondered at, and she was immensely proud of
the skill that had brought so many to look on her. Praise was all she lived for,
and it displeased her greatly that people should think anyone, even a goddess,
could teach her anything. Therefore, when she heard them murmur, she would
stop her work and turned around indignantly to say, “With my own ten fingers I
gained this skill, and by hard practice from early morning till night. I never had
time to stand looking as you people do while another maiden worked. Nor if I
had, would I give Athene credit because the girl was more skillful than I. As for
Athene’s weaving, how could there be finer cloth or more beautiful embroidery
than mine? If Athene herself were to come down and compete with me, she
could do no better than I.”

One day when Arachne turned around with such words, an old woman
answered her, an old gray woman, bent and very poor, who stood leaning on a
staff and peering at Arachne amid the crowd of onlookers. “Reckless girl,” she
said, “how dare you claim to be equal to the immortal gods themselves? I am an
old woman and have seen much. Take my advice and ask pardon of Athene for
your words. Rest content with your fame of being the best spinner and weaver
that mortal eyes have ever beheld.” “Stupid old woman,” said Arachne
indignantly. “Who gave you a right to speak in this way to me? It is easy to say
that you were never good for anything in your day, or you would not come here
in poverty and rags to gaze at my skill. If Athene resents my words, let her
answer them herself. I have challenged her to a contest, but she, of course,
would not come. It is easy for the gods to avoid matching their skill with that of
men.”

All these words the old woman threw down her staff and stood erect. The
wondering onlookers saw her grow tall and fair and stand clad in long robes of
dazzling white. They were terribly afraid as they realized that they stood in the
presence of Athene. Arachne herself flushed red for a moment, for she had
never really believed that the goddess would hear her. Before the group that
was gathered there, she would not give in; so, pressing her pale lips together in
obstinacy and pride, she led the goddess to one of the great looms and set
herself before the other. Without a word both began to thread the long woolen
strands that hang from the roller, and between which the shuttle moved back
and forth. Many skeins lay heaped beside them to use, bleached white, and
gold, and scarlet, and other shades, varied as the rainbow. Arachne had never
thought of giving credit for her success to her father’s skill in dyeing though in
actual truth the colors were as remarkable as the cloth itself.

Soon there was no sound in the room but the breathing of the onlookers,
the whirring of the shuttles, and the creaking of the wooden frames as each
pressed the thread up into place or tightened the pegs by which the whole was
held straight. The excited crowd in the doorway began to see that the skill of
both in truth was very nearly equal, but that, however the cloth might turn out,
the goddess was the quicker of the two. A pattern of many pictures was growing
on her loom. There was border of twined branches of the olive, Athene’s
favorite tree, while in the middle, figures began to appear. As they looked at the
growing colors, the spectators realized that Athene was weaving into her
pattern a last warning to Arachne. The central figure was the goddess herself
competing with Poseidon for possession of the city of Athens; but in the four
corners with mortals who had tried to strive with gods and pictures of awful fate
that had overtaken them. The goddess ended a little before Arachne and stood
back from her marvelous work to see what the maiden was doing.

Never had Arachne been matched against anyone whose skill was equal, or
even nearly equal to her own. As she stole glances from time to time at Athene
and saw the goddess working swiftly, calmly, and always a little faster than
herself she became angry instead of frightened, and an evil thought came into
her head. Thus, as Athene stepped back a pace to watch Arachne finishing her
work, she saw that the maiden had taken for her design a pattern of scenes
which showed evil or unworthy actions of the gods, how they had deceived far
 maidens, resorted to trickery, and appeared on earth from time to time in the
form of poor humble people. When the goddess saw this insult glowing in bright
colors on Arachne’s loom, she did not wait while the cloth was judged, but
stepped forward, her gray eyes blazing with anger, and tore Arachne’s work
across. Then she struck Arachne across her face. Arachne stood there a
moment, struggling with anger, fear, and pride. “I will not live under this insult,”
she cried, and seizing a rope from the wall, she made a noose and would have
hanged herself.

The goddess touched the rope and touched the maiden. “Live on, wicked
girl,” she said. “Live on a spin, both of you and your descendants. When men
look at you, they may remember that it is not wise to strive with Athene.” At
that the body of Arachne shriveled up, and her legs grew tiny, spindly, and
distorted. There, before the eyes of the spectators hung a little dusty brown
spider on a slender thread.

All spiders descend from Arachne, and as the Greeks watched them spinning
their thread wonderfully fine, they remembered the contest with Arachne and
thought that it was not right for even the best of men to claim equally with the
gods.

Source: Almonte, L. R., et.al. (2015) Celebrating Diversity Through World Literature. Pasig City: Department of Education.

E. Valuing: Finding - The teacher gives the following questions taken from the selection and the
Practical students should link it to their own lives based on the situations given.
Applications of
Concepts and Skills 1. What caused Arachne’s fear and failure? How about you, were you able to
in Daily Living
encounter failures in life as a student and as an ordinary individual?
2. How did Arachne try to fight her fear and carry out the condition of the
challenge? Are you like her or do you fight your fears in life? In what way?
3. How did she feel about her waving skills?
4. What prevailing mood is conveyed in “Arachne” Are you experiencing it
personally?
5. What tone is used in the selection?
6. Describe how the tone and mood contribute to the total effect of the story?
7. What is the nature of the conflict of the story?
8.What did Arachne do that it made it difficult for her to solve her problem?
Are you like her making your problem complicated and difficult to solve?
9. What are some details in the story that will prove that Arachne’s pride is the
reason for her downfall?
10. Had Arachne changed her attitude; do you think the old woman would have
punished her? Explain
11. Does the story help you understand the value of dealing with challenges?
12. What statement about human experience does the story make?
F. Generalization - The teacher instructs the students to make a journal on the lesson about
Comparing and Contrasting the Contents of the Material Viewed with
Outside Sources of Information in Terms of Accessibility and Effectiveness
and the value of discovering personal challenges from the story of Arachne.
 Then, they will be asked to write their reflection in their notebook by
completing the statement below.

My journey_______________________________

It made me realize that _________________________________________

I, therefore, commit to__________________________________________

G. Assessment - The teacher instructs the class to do the following:

Imagine you are living in a world where there are lots of challenges that you’re
constantly learning to cope with. Write a reflective journal about the challenges
you are facing now and clarify the effects. Make use of the following questions as
your guide:

⮚ What part of the lesson do you find difficult/most challenging?

⮚ Include at least three possible ways/steps you can adopt to overcome this
difficulty.

⮚ Which skills do you hope to strengthen in the next lesson/s?

• Use factual recounts of incidents to support your ideas

. • Be guided by the rubrics below:

clarity of ideas (10)

organization of words and ideas (15)

impact of ideas (10)

V. REMARKS

VI. REFLECTIONS

A. No.of learners who

learned 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
remediation

E. Which of my
teaching strategies
worked well? Why did
these work?

F.What difficulties did I

encounter which my
principal or supervisor
can help me solve?

G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared by:

JOSEPHINE V. AUSTERO
English Teacher