Grade Level 10

Learning Area ENGLISH

Quarter 1

I. Objectives
Learning EN10RC-Ib-2.15.2: Determine the effect of textual
Competency/ Objective aids like advance organizers, titles, non-linear
illustrations, etc. on the understanding of a text
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.
Performance 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.
II. Content Orpheus
III. Learning
Resources
A. References Department of Education. (2015). Celebrating
Diversity Through World Literature. Pasig City:
DepEd-IMCS, pp. 54-58.
B. Value Focus Justifies the value of trust and obedience
C. Other Learning Storyboard, cycle diagram
Resources
IV. Developmental
Activities
A. Pre-Reading The teacher will ask someone from the class to
1. Review recapitulate the activities done beforehand:
 What are textual aids? Cite examples.
(flow charts, diagrams, story map, storyboards,
titles, and other non-linear illustrations)
 What are their purpose?
(Textual aids are educational instruments, could
be written texts, or printed texts and other ways of
emphasizing the essential phrases, thoughts,
graphs, and/or images. Textual aids are tools or
 materials that provide support and facilitate
understanding of texts.)
2. Motivation Question: To what extent would you use your
strengths to save the person you love?
3. Unlocking of Before reading the materials, students are
Difficulties presented with unfamiliar words used in the
sentence. By unlocking the reading difficulties,
students will decode the meaning of the unfamiliar
words underlined through context clues. Then, they
will need to formulate a new sentence using each
unfamiliar word.
1. I will charm Persephone and Hades with my
music and win Eurydice’s release.
2. Orpheus continued to play his lyre tenderly as he
made his way through the gloomy underworld.
3. Cold Persephone was so moved that, for the first
time in all her months in the underworld, her heart
melted.
4. Orpheus and Eurydice left the underworld and
made their way through the dark passage that led
to the upper world.
5. And so he wandered to different places of the
earth alone.

B. During Reading Reading Strategy: Reading aloud

1. Activity
Tell the students that they will read the story
“Orpheus”.But before reading, group the students
into 5. Throw a ball to a group who is going to read
the story. The group holds the ball while reading.
On the teacher’s signal, they will stop reading and
pass the ball to the next group that they want to
continue reading. Repeat the process until every
group is done reading.

Question:
Did you understand the story? (Ask each group)
Note: most of the students will probably answer that
they did not entirely understand the story.
Say: All right, since most of you did not entirely
understand the story, let us see if this storyboard
will guide you in understanding the text better.
(Provide storyboard to each group). Now, I want you
 to look at each picture in the storyboard and discuss
among yourselves the series of events. I will give
you five minutes.

Ask:
Did you like reading with pictures?
Did you understand the story better?

C. Post-Reading Discuss:
1. Analysis
1. What is the greatest strength of Orpheus? How
about his weakness?
2. To whom does Orpheus owe his talent? Why
was he able to win the sympathy of the gods?
3. Why does Orpheus decide to rescue his wife
from the underworld?
4. Why does Orpheus look back to see if Eurydice
is following him?
5. Explain why the gods put a condition on
permitting Orpheus and his bride to return to
earth.
6. If you were Orpheus, what could you have done
to save Eurydice?
7. A. Have you experienced being mistrusted?
How about breaking a promise or vice versa?
How did you feel?
B. Have you disobeyed your parents? What was
the consequence?
2. Abstraction 1. What is a storyboard?
2. Did the storyboard help you in understanding
the text?
 3. Did it activate your vivid imagination?
4. How does the story board help you understand
the flow of the story?
5. What other textual aids can we use to help us
understand the text better?
The storyboard helps us to visualize the story and
aids us in understanding the flow of the events in
the story.

3. Application Instructions: Read the text about the Olympian

Gods and Goddesses; the text is provided with
table/chart.
The Olympian Gods and Goddesses
In Greek mythology, twelve gods and goddesses
ruled the universe from atop Greece's Mount
Olympus. These Olympians had come to power after
their leader, Zeus, overthrew his father, Kronos,
leader of the Titans. All the Olympians are related to
one another. The Romans adopted most of these
Greek gods and goddesses, but with new names.
The Twelve Olympians, also called the
Dodekatheon, were the principal gods in Greek
Mythology. They were said to reside atop Mount
Olympus. The Twelve Olympians are Zeus, Hera,
Poseidon, Demeter, Ares, Athena, Apollo, Artemis,
Hephaestus, Aphrodite, Hermes, and Dionysus.
Hades was not one of the Twelve because he did not
have a seat on the Mount as he spent almost all his
time in the underworld. Hestia was originally one of
the Twelve, but when Dionysus was offered a seat,
the total number of Olympians became thirteen.
Because thirteen was believed to be an unlucky
number, Hestia chose to step down leaving the
number of Olympians at twelve.
Zeus (Roman name: Jupiter)
The most powerful of all, Zeus was god of the sky
and the king of Olympus. His temper affected the
weather, and he threw thunderbolts when he was
unhappy. He was married to Hera but had many
other lovers. His symbols include the oak and the
thunderbolt.
Hera (Roman name: Juno)
Hera was goddess of marriage and the queen of
Olympus. She was Zeus's wife and sister; many
myths tell of how she sought revenge when Zeus
betrayed her with his lovers. Her symbols include the
peacock and the cow.
Poseidon (Roman name: Neptune)
Poseidon was god of the sea. He was the most
powerful god except for his brother, Zeus. He lived in
a beautiful palace under the sea and caused
earthquakes when he was in a temper. His symbols
include the horse and the trident (a three-pronged
pitchfork).
Hades (Roman name: Pluto)
Hades was king of the dead. He lived in the
underworld, the heavily guarded land where he ruled
over the dead. He was the brother of Zeus and the
husband of Persephone, Demeter's daughter, whom
he kidnapped.
Aphrodite (Roman name: Venus)
Aphrodite was the goddess of love and beauty, and
the protector of sailors. She may have been the
daughter of Zeus and the Titan Dione, or she may
have risen from the sea on a shell. Her symbols
include the myrtle tree and the dove.
Apollo
Apollo was the god of music and healing. He was
also an archer, and hunted with a silver bow. Apollo
was the son of Zeus and the Titan Leto, and the twin
of Artemis. His symbols include the laurel tree, the
crow, and the dolphin.
Ares (Roman name: Mars)
Ares was the god of war. He was both cruel and a
coward. Ares was the son of Zeus and Hera, but
neither of his parents liked him. His symbols include
the vulture and the dog, and he often carried a bloody
spear.
Artemis (Roman name: Diana)
Artemis was the goddess of the hunt and the
protector of women in childbirth. She hunted with
silver arrows and loved all wild animals. Artemis was
the daughter of Zeus and Leto, and the twin of Apollo.
Her symbols include the cypress tree and the deer.
Athena (Roman name: Minerva)
Athena was the goddess of wisdom. She was also
skilled in the art of war, and helped heroes such as
Odysseus and Hercules. Athena sprang full-grown
from the forehead of Zeus, and became his favorite
child. Her symbols include the owl and the olive tree.
Hephaestus (Roman name: Vulcan)
Hephaestus was the god of fire and the forge (a
furnace in which metal is heated). Although he made
armor and weapons for the gods, he loved peace. He
was the son of Zeus and Hera and married Aphrodite.
His symbols include the anvil and the forge.
Hermes (Roman name: Mercury)
Hermes was the messenger god, a trickster, and a
friend to thieves. He was said to have invented
boxing and gymnastics. He was the son of Zeus and
the constellation Maia. The speediest of all, he wore
winged sandals and a winged hat and carried a
magic wand.
Demeter (Roman name: Ceres)
Demeter was the goddess of the harvest. The word
“cereal” comes from her Roman name. She was the
sister of Zeus. Her daughter, Persephone, was
forced to live with Hades each winter; at this time
Demeter let no crops grow. Her symbols include
wheat.
Dionysus (Roman name: Bacchus)
Dionysus was the god of wine, which he invented. In
ancient Greece Dionysus was honored with
springtime festivals that centered on theater.
Dionysus was the son of Zeus and Semele, a mortal.
His symbols include ivy, the snake, and grapes.
Hestia (Roman name: Vesta)
Hestia was the goddess of the hearth (a fireplace at
the center of the home). She was the most gentle of
the gods, and does not play a role in many myths.
Hestia was the sister of Zeus and the oldest of the
Olympians. Fire is among her symbols.
(https://www.infoplease.com/arts-
entertainment/mythology/olympian-gods-and-
goddesses)
Answer the following questions:
1. Who is the most powerful god among the
Olympians?
2. Where do the Olympians live?
3. To whom did Hestia give up her seat?
4. Who is the Goddess of wild things?
5. Who are the twins among the Olympians?
6. Enumerate the original Olympians.
7. Why was Hades not considered as an
Olympian?
8. Who is the second in eminence to Zeus?
9. Whose God is hateful and violent?
10. Who is the ugliest God?
11. Was it easier to understand the whole text using
a textual aid like chart?
12. What is the importance of textual aids in
understanding a text?

Have the students restate the generalization:

As presented in our previous activities, we used
textual aids like storyboard, diagram and chart,
together with the selection. It is best to employ
textual aids in reading because it helps us in
understanding the whole context of a text or
selection. Also, it is easier to recall bits of
information when it is organized in textual aids.
V. Evaluation Read the following news report

Final tally sheets for President, VP

RG Cruz, ABS-CBN News
Posted at May 28, 2016 02:56 AM

Here's a look at the consolidated official tally sheets

of the Certificates of Canvass for the 2016
presidential and vice-presidential elections.

Davao City Mayor Rodrigo Duterte and Rep. Leni

Robredo have officially won the May 9 presidential
and vice-presidential elections, respectively, based
on the final tally of votes by Congress sitting as the
National Board of Canvassers.

Duterte, now all but proclaimed as the president-

elect, had a lead of 6,623,822 over his closest rival,
Mar Roxas. Grace Poe was in third place, followed
by Jejomar Binay, Miriam Defensor Santiago, and
Roy Seneres.

The final, official tally of votes for President,

based on all 167 certificates of canvass (COCs),
are: Duterte - 16,601,997, Roxas - 9,978,175, Poe -
9,100,991, Binay - 5,416,140 and Defensor
Santiago - 1,455,532.
Robredo ran neck and neck with Marcos in the vice-
presidential race. The son of the former dictator
enjoyed a lead of much as close to 3 million votes
before Robredo caught up. She finished the race
with a lead of 263,473 over Marcos.

Senator Alan Peter Cayetano placed third, followed

by senators Chiz Escudero, Antonio Trillanes, and
Gregorio Honasan.

The final, official tally of votes for Vice-

President, based on all 167 COCs, are: Robredo -
14,418,817, Marcos - 14,155,344, Cayetano -
5,903,379, Escudero - 4,931,962, Trillanes -
868,501, and Honasan - 788,881

https://news.abs-cbn.com/focus/05/27/16/read-final-
tally-sheets-for-president-vp

Answer the following based from the news report:

1. Who were the candidates for presidency?
2. Who were the candidates for the vice
presidency?
3. When was the election conducted?
4. How many votes did Duterte get?
5. How many votes did Robredo get?
6. What was the lowest number of votes for
presidency?
7. What was the lowest number of votes for vice
presidency?
8. Who ranked second on the presidency?
 9. Was the data clear when presented with a
textual aid like graph?
10. What is the importance of textual aids in
understanding the text?
VI. Assignment/ In your assignment notebook, supply the KWL chart.
Enrichment Write the things you already know about the textual
aids under K column; the things you want to
clarify/questions you want to ask/things that you don’t
know yet about textual aids under column W; and the
things that you learned today under column L.

Writer: RACHEL ANN S. JAGORIN

School: MANAPLA NHS

Edited and Approved by:

MA. ELNA Z. REYES KATRINA F. SELDA

Master Teacher I Head Teacher III
Negros Occidental HS Hinigaran NHS

Noted by:

RIZA G. GEA
Education Program Supervisor - English
Division of Negros Occidental