INTEGRATED, LITERATURE-BASED LESSON PLAN IN ENGLISH-10

I. OBJECTIVES

A. Expressive Objectives:

1. To realize that each person can overcome challenges.

2. To appreciate the author’s use of descriptive words in narrating.

B. Instructional Objectives

1. To sketch the Labyrinth of the Minotaur as the story’s setting

2. To identify emotional reaction of the character

3. To infer characteristics of the main character

4. To evaluate and react to the character’s actions.

5. To compare and contrast certain events in the story

II. CONTENT

Daedalus and Icarus by Nick Pontikis

English- 10 Learner’s Material pp. 13- 15

III. MATERIALS

Charts, graphic organizers, powerpoint presentation

IV. PROCEDURE

A. Prereading

1. Teaching Vocabulary

Read the statements and study the underlined words. Using context clues, write your
own definition of the word. Then, complete the chart below. Verify your answers using a
dictionary.

1. Manny Pacquiao’s achievements figured prominently in the history of boxing.

2. Walking in the woods, I saw a partridge perching on the branch of a tree.

3. William Shakespeare’s Romeo and Juliet is such an amorous novel.

4. He is still lamenting the unexpected passing away of his father last month.

5. The vengeful son of the murdered Kidapawan farmer joined the rebellion against the
government.

WORD ROOTWORD MEANING Noun Adj. Verb Adv.

prominently
partridge
amorous
lamenting
vengeful

2. Story Anticipation-Reaction Guide (pp. 11-12)

1. Before reading- read the statements in the table on the next page and check the
column that corresponds to your response.

2. After Reading – review your answers and write in the last column whether you were
right or wrong.

Disagree Agree Statement Were you right?

1. Daedalus is a famous architect and
inventor.
2. Daedalus created King Minos a maze so
complex that nobody could escape from it.
3. To keep Daedalus from revealing the
secrets of the maze, Minos imprisoned him
and his son, Icarus.
4. Icarus flew too close to the sun.
5. Icarus drowned in the sea.

3. Motivation: What is the meaning of your name?

Motive: What is the meaning of Daedalus’ name?

B. Reading

Oral Reading of the Selection

Comprehension Guide:
1. What was the job of Daedalus?

2. What did Minos ask Daedalus to design to hold the Minotaur?

3. Why did the Athenian hero Theseus come to Crete to slay the Minotaur?

4. How did Theseus succeed in entering and finding his way out after killing the
Minotaur?

5. What did King Minos do after knowing that his pet was killed and Theseus escaped
with his daughter Ariadne?

6. Why did Daedalus manage to escape from the Labyrinth?

7. How did Daedalus plan their escape from the Crete?

8. What did he warn Icarus?

9. What happened to Icarus?

10. How did Minos try to make Daedalus reveal himself?

11. What happened to King Minos at the end of the story?

12. What did Daedalus do that brought disappointment to King Cocalus and his
daughters?

C. Post Reading

1. Engagement Activities

Group 1 (Setting Sketch)

Glimpse of the Labyrinth

In a cartolina, illustrate the Labyrinth of the Minotaur. Emphasize the complexity of the
maze. Then on the space provided below, write your own description of the Labyrinth.

Group 2 (Thought Balloon)

In My Mind…

If you were Daedalus, what could you be possibly thinking at the time after Icarus flew
close to the sun and drowned in the sea. Draw the main character and fill-in the thought
balloon.
Title: Daedalus and Icarus
Character: Daedalus
Episode: After Icarus flew close to the sun and drowned in the sea.

Group 3 (Semantic Feature Analysis)

Who is Daedalus?

Is Daedalus a bad or a good person? Here is a rating scale. On one side are positive
traits and on the other side are negative traits. From a scale of 1-5 with 1 as the lowest
and 5 as the highest, how will you rate Daedalus? Think about it. When you are
through analyzing his character, summarize and give us a real picture of he really is.

Positive Traits Negative Traits

wise 1 2 3 4 5 1 2 3 4 5 foolish

kind 1 2 3 4 5 1 2 3 4 5 cruel

conscientious 1 2 3 4 5 1 2 3 4 5 heartless

appreciative 1 2 3 4 5 1 2 3 4 5 envious

creative 1 2 3 4 5 1 2 3 4 5 uninventive

We can say that in general Daedalus is___________________________________

This was shown when __________________________________________________

____________________________________________________________________

____________________________________________________________________

We also believe that he is _______________________________________________

when he _____________________________________________________________

____________________________________________________________________

Group 4 (Decision Chart)

If I Were Him

If you were the character involved, what will you do in each of the following situation?

Situations What the Character Did What I Will Do

1. Daedalus had a nephew Daedalus
whose skills nearly rivaled
his.
2. Princess Ariadne fell in Princess Ariadne
love with Theseus, an
Athenian who wanted to
slay her father’s Minotaur.
3. Icarus flew using the Icarus
wings that his father gave
him.
4. Daedalus was saved by Daedalus
King Cocalus and his
daughters when they killed
King Minos.

Group 5 (Venn Diagram)

Similar or Different?

Compare and contrast Theseus’ entrance and successful exit from the Labyrinth and
Daedalus’ threading of a spiral shell. Write down the similarities and differences in the
Venn diagram below.
 Theseus & Daedalus &
the Labyrinth the Seashell

2. GPU (Gradual Psychological Unfolding) Presentation and discussion of small-group

activities.

 What is the meaning of Daedalus’ name?

 As a skilled worker, what are his jobs?
 Who were believed by different sources to be Daedalus’ nephews who were as
skilled as he was?
 How did he treat his nephew?
 What character trait of Daedalus was shown by that? ( Group 3)
 If you were him, how would you treat a nephew who is as skillful as you? (Group
4)
 What did King Minos ask him to design to hold the Minotaur?
 How was the Labyrinth crafted? Describe the maze. ( Group 1)
 Why did the Athenian hero Theseus come to Crete to slay the Minotaur?
 What did Princess Ariadne feel for Theseus?
 How did she prove her love for the Athenian hero?
 If you were her, would you do the same?
 What did King Minos do to Daedalus and Icarus upon knowing that his pet was
slayed and his daughter went away with Theseus?
 Were Daedalus and Icarus able to get out of the Labyrinth? Why?
 How did Daedalus plan their escape from the Crete?
 What did he warn Icarus?
 What did Icarus do when he was flying?
 If you were him, what would you do?
 What happened to Icarus?
 After Icarus had drowned, what was Daedalus probably thinking and feeling?
(Group 2)
 After calling the ocean Icaria in memory of his son, where did he go?
 What did King Minos do to locate Daedalus?
 When King Minos reached Sicily and presented the contest at Cocalus’ court,
what did Cocalus do?
 How did Daedalus thread the spiral seashell?
 In what way is it the same with how Theseus entered and went out of the
Labyrinth? (Group 5)
 In what way were they different?
 What character trait of Daedalus does it reveal?
  How did Cocalus save Daedalus from King Minos?
 Did Daedalus pay gratitude to Cocalus and his daughters? Why/ why not?
 Do you think his action was good? Explain.

3. Enrichment

Wanted: Job for an Ex- Convict!

Let us help Daedalus start a new life after leaving Camicus! Create a job advertisement
for Daedalus, one that he would be able to apply to and be accepted.

_________________________________________________
(Name of your company)

is in need of

(work description)

Qualifications: ______________________________________________________
__________________________________________________________________
__________________________________________________________________

LANGUAGE LESSON

I. OBJECTIVES

A. Recognize pronouns.
B. Classify pronouns into reflexive and intensive.
C. Use reflexive and intensive pronouns in sentences.

II. CONTENT
Reflexive and Intensive Pronouns

III. MATERIALS
Chart, powerpoint presentation

IV. PROCEDURE

A. Presentation
Read the sentences below. Underline all the personal pronouns used by the author.

1. Daedalus was then tried at the Areiopagus, which was the ancient Greek court, and
banished from his home city of Athens.

2. It is said that Daedalus was the first to conceive masts and sails for ships for the navy
of Minos, helping Crete become a naval power.

3. The statues Daedalus carved were so exquisite, they looked as if they were alive.

4. Daedalus gave her a flaxen thread for Theseus to tie to the door of the Labyrinth as
he entered.

B. Highlighting of Form and Discussion

 What is a pronoun?
Pronoun- a word that is used instead of a noun

Antecedent- a word or phrase that is represented by a pronoun

 In each of the sentences above, what is the pronoun used? What is the
antecedent of each pronoun?

Reflexive Pronoun- reflects back to the subject. It can be used as the

direct object, indirect object, or object of a preposition in a sentence.

Example: The queen saw herself in the mirror.

Intensive Pronoun- emphasizes a preceding noun, often the noun

immediately before the pronoun.

Hint: You can leave it out of the sentence.

Example: The queen (herself) gave the night the award.

 If we are to change the pronouns you have underlined earlier into reflexive or
intensive pronouns, what will they be?
 What are other reflexive or intensive pronouns?
 myself yourself ourselves yourselves themselves

C. Practice

Study the use of the pronoun in each sentence below. Write RP if it is a reflexive
pronoun and IP if it is an intensive pronoun.

 I found the treasure box myself.

 You yourself should know the rules for pronoun usage.
 When James found his wallet, he bought himself an ice cream.
 My neighbors found themselves involved in a lawsuit.
 The police officer herself witnessed the accident.
 I gave you the blueprint myself so I know you have it.
 The television announcer couldn’t hear himself speaking so he spoke louder and
louder.
 Four students found themselves locked out of the room when they were late to
class.
 We bought ourselves a tent for the camp.
 The cat itself watched over the food on the table for an hour.

D. Skilled Work

Study the antecedent and fill in the appropriate pronoun in each sentence below. Then,
on the blanks at the right, write RP if it is a reflexive pronoun and IP if it is an intensive
pronoun.

1. The parents ____________ decided to repaint the walls of the classroom. ________
2. My mother baked a cake for ____________ on her birthday. ________
3. I doubted the officers so I _____ got involved in the investigation. ________
4. Although we give a lot to people, we also save something for _______. ________
5. “You, people, have to give __________ the respect you deserve.” ________

E. Mastery

Write your own sentence using the given pronoun and function.

1. Myself - intensive
2. himself - reflexive
3. herself - intensive
4. itself - reflexive
5. ourselves - intensive
CURRICULUM CONNECTION (Values Education)

I. OBJECTIVES
A. To reflect on the value of overcoming one’s personal challenges
B. To simulate instant reactions in difficult situations
C. To evaluate the appropriateness of one’s reactions

II. Content

Nick Vujicic—“No Arms, No Legs, No Worries

III. Activity

A. Ask the students to recall the personal challenges faced by Icarus and Daedalus and
compare those with their own personal challenges.

B. Watch the video of Nick Vujicic, a person who was born without arms and legs, but
never worries about it.

C. Discussion
 What are the personal challenges that Nick Vujicic overcame?
 Have you personally known someone who had the same physical deformity?
What kind of life does he/she live?
 If you were born without arms and legs, how would you feel? What would you do
out of your life?
 How do you feel for and about yourself after watching the video?

D. Group Activity: React to the Max

Your instant reactions tell something about yourself. How will you react in each of
the following situations? Present a short role play with your group (The class will be
divided into 5 groups).

1. You were not invited to your friend-classmate’s birthday.

2. Your parents broke their promise of giving you a new cell phone on your birthday.
3. You got a grade of 73 in your English subject during the first quarter of the school
year.
4. Your best friend spilled out your secret.
5. Your mother always suspects you’re dating every time you come home late.

E. Processing
 What should be the appropriate reaction in each of the situations you have
presented? Why?

Food for the Heart:

In tough times, respond. Don’t react.

FINAL TASK

I. OBJECTIVES

A. Present an oral report

II. SUBJECT MATTER

Oral Report, Learner’s Material for Gr. 1o- English, pp. 27-29

III. MATERIALS

Visual aids, multimedia technology

IV. PROCEDURE

A. Let the students watch a concise oral report and ask them to evaluate it using the
Oral Presentation Rubric found on page 29 of their book. This way, they will be able to
understand what is expected of them in this task.

B. Divide the class into five groups. Each group shall prepare a concise report about the
given topic and should have one representative to report in front of the class. The report
should be 5-8 minutes. Multimedia technology may be used to make the report more
effective. The sources of information should be properly acknowledged in the report to
avoid plagiarism.

Topics:

Group 1- What is Bullying?

Group 2 – Causes of Bullying

Group 3 – Effects of Bullying

Group 4 – Cyberbullying

Group 5 – Cyberbullying Cases in the Philippines

C. Oral Reporting by Group

D. Evaluation of the Oral Presentation using the Rubric

E. Journal Writing
Write concise answers to the reflection questions on page 30 of the book.