Daily Lesson Log in English 10

Teaching Date: Sections: Time:

July 30, 2019 Newton
Tuesday Galilei
Thomson

I. OBJECTIVES:
A. Content Standard
B. Performance Standard
C. Learning
Competency/Objectives
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, and public
speaking.
The learner composes a short but powerful persuasive text using a variety of persuasive
techniques and devices.
EN10V-If13.9: Differentiate formal from informal definitions of words.
EN10LT-If-2.2: Explain how the elements specific to a genre contribute to the theme
of a particular literary selection.

EN10OL-If3.16.1: Employ the techniques in public speaking in a sample public

speaking situation.

II. CONTENT “Orpheus” by Alice Low

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide English 10 Teacher’s Guide pp.
pages
2. Learner’s English 10 Learner’s Guide pp. 54-58
Materials pages
3. Textbook pages N/A
4. Additional N/A
Materials from
Learning Resource
(LR) portal
B. Other Learning https://www.musicnotes.com/now/tips/how-to-read-sheet-music/
Resource
IV. PROCEDURES
A. Reviewing previous How many are the elements of plot? Enumerate and explain each.
lesson or presenting the
new lesson
B. Establishing a Refer to the given objectives by letting the students to read them one by one.
purpose for the lesson Inform the students about the classroom rules.
C. Presenting Learn how to play a lyre by getting familiar with basic note-reading first.
examples/ instances of
the new lesson The staff consists of five lines and four spaces. Each of those lines and each of those
spaces represents a different letter, which in turn represents a note. Those lines and
spaces represent notes named A-G, and the note sequence moves alphabetically up
the staff.
 Treble Clef

There are two main clefs with which to familiarize yourself; the first is a treble clef.
The treble clef has the ornamental letter G on the far-left side. The G’s inner swoop
encircles the “G” line on the staff. The treble clef notates the higher registers of
music, so if your instrument has a higher pitch, such as a flute, violin or saxophone,
your sheet music is written in the treble clef. Higher notes on a keyboard also are
notated on the treble clef.

Notes placed on the staff tell us which note letter to play on our instrument and how
long to play it. There are three parts of each note, the note head, the stem, and the
flag.

Practice playing the song “Twinkle Twinkle Little Star” using the following music
sheet as a guide.
D. Discussing new Knowing the following words will help you as you read Orpheus. Remember how
concepts and practicing these words are defined.
new skills
1. Inspiration A. something that brings on creative activity
B. motivation
2. Lyre A. a small stringed musical instrument
B. similar to a harp
3. Entranced A. to put somebody into trance
B. charmed
4. Condemned A. to express an unfavorable or adverse judgment
B. doomed
5. Summoned A. sent for
B. called forth
 Processing Questions:
1. What did you notice in the way these words are defined?
2. How do you differentiate definition A from B?
3. Which is a better way to define a word?
D. Discussing new Read the story “Orpheus” by Alice Low and discuss the following elements of myth
concepts and practicing with your groupmates.
new skills
Group 1: Characters
Group 2: Settings
Group 3: Plot
Group 4: Tone and Mood
Group 5: Theme
F. Developing mastery Answer the following questions:
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. Explain why the gods gave a condition to Orpheus and to his bride to return to
earth.
5. Does the story reveal certain realities about Greeks? Why?
G. Finding practical Do the following task with your groupmates:
application of concepts
and skills in daily Group 1: If you are the author of the story, how would you like to end it? Present a
living short skit about your own ending of the story of “Orpheus.” Explain why you choose
that kind of ending after your skit.

Group 2: Show a tableau presentation that represents the difference between the
courtship in the Philippines vs. Greece. One member of the group will explain while
the rest of the member will freeze while portraying the given scenarios.

Group 3: Present a press conference about the issue of betrayal between Gerard
Anderson and Bea Alonzo, and Joshua Garcia and Julia Barreto. Assign roles in your
group who will play the roles of these celebrities while the rest will serve as
journalists. Emphasize the concept of trust and loyalty in your presscon.

Group 4: Think of a song that fits the theme of the story of Orpheus. Perform your
chosen song and explain why it is related to the story, and how its theme can be
applied in real-life situations.

Group 5: Compose a eulogy for your loved ones who have already passed away by
remembering your precious memories with them and how you feel about them.
Deliver your speech in the class.

H. Making Give the gist of the day’s lesson.

generalizations and
abstractions about the
lesson
I. Evaluating learning Your group performance will be evaluated using the following rubric:
 CRITERIA DESCRIPTION POINTS
GIVEN
Teamwork The group worked very well with each
(5pts) other and the presentation was shared
equally among the group members.
Focus (5pts) The thesis is very clearly stated; the
topic is narrowed sufficiently; the
specific audience has clearly been
taken into account when delivering the
speech
Organization The presentation is logically arranged
(5pts) from the introduction to conclusion
that makes it easy to understand.
Development The speech has a clear introduction
that catches the audience’s attention
effectively and is connected to the
whole; effective transitions recap each
main point; the conclusion effectively
summarizes the speech and is related
to the whole
Style (5pts) All main points begin with a clear
topic sentence; all main and supporting
points are supported by specific and
highly effective examples/evidence;
the main and supporting points all
relate to each other
Delivery (5pts) Language is memorable; language is
well-chosen; tone is appropriate.
Visuals and/or interactions with
audience are clear, engaging, and fully
support the presentation.
J. Additional activities Read the story Orpheus once again. Determine the tone, mood, technique, and
for application or purpose of the author in writing the text.
remediation

V. REMARKS

VI. REFLECTION A. No. of learners who earned 80% in

the evaluation
B. No. of learners who require
additional activities for remediation who
scored below 80%
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 strategies
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:

ROANN M. BALEZA
English Teacher
Checked by:

CARINA F. ALFARO
Head Teacher

Noted/Observed by:
RAMON BELARDO
English Supervisor

DR. CORAZON R. REGINO

Principal III