POTRERO NATIONAL HIGH SCHOOL

English Department
COT 1 – First Quarter/ Friday/ July 12, 2019/7:40 – 8:30 AM/Grade 10 - Integrity

I. LEARNING COMPETENCIES
COMMENTS AND
In charting the course of module 1, lesson 3, the following competencies
SUGGESTION
are to be mastered

1. EN10LT-Ic-2.2: Explain how the elements specific to a genre

contribute to the theme of a particular literary selection
2. EN10WC-Id12.2: Formulate a statement of opinion or assertion
3. EN10VC-Ie25: Express insights based on the ideas presented in the
material viewed/read

II. SPECIFIC OBJECTIVES

At the end of the day’s lesson, the students will be able to;

1. Note significant details from the story read

2. Define words through context clues
3. Extract real – life lessons from various events in the story
4. Capitalize strengths and weaknesses through collaborative activities

III. SUBJECT MATTER

Topic: ORPHEUS by Alice Low

Reference: Celebrating Diversity through World Literature, pp. 53 - 57
Domain: Literary Comprehension and Vocabulary
Skills: Noting and Organizing Details, Literary Exegesis and
Extraction, Context Clue Analysis
Materials: LCD Projector, Audio/Video, Pieces of Bond papers

IV. PROCEDURE

A. Daily Routine
- Prayer
- Classroom Management
B. Activity
 PRE – TEST
Write True if the statement is correct and False if not.
____ 1. Myths are stories about gods, goddesses, and heroes passed
from one generation to another.
____ 2. Story elements contribute to the understanding of a story’s
overall theme.
____ 3. Each individual is created unique and possesses a type of
intelligence.
____ 4. In building defenses, one needs not to recognize
weaknesses but capitalize on strengths alone.
____ 5. None of us is created perfect but all of us are endowed with
strengths.
Answer Key: 1. T, 2. T, 3.T, 4. F, 5. T

 PERKING UP

Joaquin and Cristina are trapped in a magic box. They want to be

free! Using the chart below, list down the individual strengths that
Joaquin and Cristina could use to free themselves from the box.
 COMMENTS AND
SUGGESTION

Processing Questions:
1. What qualities of Joaquin have you identified? How about
Cristina?
2. In what way could these qualities help them escape from the
box?
3. Do you think we could interchange the qualities of Joaquin
and Cristina?
What would interchanging their qualities imply?

To provide students strength to understand further the selection, vocabulary

activity is set for them to answer.

 VOCABULARY DEVELOPMENT

Directions: Identify the meaning of underlined words in the following

sentences through context clues. Choose the letter of the correct answer.
A. Charmed/Fascinated
B. Sent for/called forth
C. Triumph (over)/ win (against)
D. To go from here and there/ back and forth
E. Not favored/ doomed

____ 1. After leaving for a week, the queen summoned him back to the palace.
____ 2. The snake was entranced by the music. It remained static and harmless
in a minute.
____ 3. She overcame a leg injury and is back running again.
____ 4. I roamed around the house to look for my little earring.
____ 5. The government condemns all acts of terrorisms.

C. Analysis

After the vocabulary activity, the teacher will direct the students to a song
entitled “AIN’T NO MOUNTAIN HIGH” and make this song a jumpstart for
the story of ORPHEUS. Focus on lyrics and the persona’s intention and relate
it to how Orpheus manifested his strengths to show how much he loves
Eurydice.
“There ain’t no mountain high enough
Ain’t no valley low enough
Ain’t no river wide enough
To keep me from getting to you baby.”

1. What is the song about?

2. What characteristics takes a lover to have said these lines?
3. To what extent would you use your strengths to save the person you love?
 Literary Exploration (Elemental Explication) COMMENTS AND
Group 1: Presentation of the Characters SUGGESTION
Group 2: Significant Events
Group 3: Lessons Learned
Group 4: Story Reconstruction

Literary Exploration (Content Exegesis)

- What words can be used to describe Orpheus’ gift?
(let students watch video about effects of music and multiple
intelligences)
- If you were Orpheus, would you have looked back to see if
Eurydice was following? Why or why not?
- Does the story reveal certain realities of life? Explain.
D. Abstraction
- How far would you go in knowing the real you?
- What risks are you willing to take to successfully overcome the
hurdles of life?
E Application
GROUP 1: Choose an OFFICIAL SOUND TRACT that fits the story’s
theme. The song will be sung or played while the rest of the members will
make a live MTV of three two scenarios in the story.
GROUP 2: Write a UNIFIED LETTER to yourselves 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.
Begin the letter with DEAR FUTURE US!

GROUP 3: Create a sample VLOG entry for 1 to 2 minutes on

encouraging people to discover how to make the most of their strengths and
improve their weaknesses.

GROUP 4: DANCE INTERPRET in one to two minutes the lyrics of the

song YOU ARE MY STRENGTH. Explain why you chose those actions.

PEER EVALUATION

Group Congruency Creativity Content Delivery Total

Evaluator to the
Instruction
Group 1 - Group 2
Group 2 - Group 3
Group 3 - Group 4
Group 4 - Group 1
POST – TEST
Write True if the statement is correct and False if not.
____ 1. None of us is created perfect but all of us are endowed with
strengths.
____ 2. Myths are stories about gods, goddesses, and heroes passed from one
generation to another.
____ 3. Each individual is created unique and possesses a type of
intelligence.
____ 4. Story elements contribute to the understanding of a story’s overall
theme.
____ 5. In building defenses, one needs not to recognize weaknesses but capitalize on strengths alone.
Answer Key: 1. T, 2. T, 3.T, 4. T, 5. F
IV. ASSIGNMENT
Answer TASK 11: A GIFT OF CHANGE