1. Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Quezon
Daily Lesson Log
School Canda National High School,
Junior High School Department
Grade Level 10- Excellence, Integrity, Resilience,
Commitment
Teacher
JENNIFER M. OESTAR, Ph.D. Learning Area English-Celebrating Diversity
through World Literature
Teaching Dates and Time June 17-21, 2019 Quarter First Quarter
Session 1 Session 2 Session 3 Session 4 Session 5
1. OBJECTIVES Objective must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and
competencies. These are assessed using Formative Assessment Strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
Program 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.
Grade Level Standard The learner demonstrates communicative competence through his/ her understanding of literature and other text types for a deeper appreciation of World Literature, including Philippine
Literature.
A. 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.
B. Performance Standards The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
C. Learning Competencies/ Objectives
RC -Reading Comprehension
LC -Listening Comprehension
VC -Viewing Comprehension
V-Vocabulary Development
LT-Literature
WC -Writing and Composition
F -Oral Language and Fluency
G -Grammar Awareness
At the end of the session, learners
are expected to:
1.Gain understanding on the concept
of bullying and the different types of
it.
2.Analyze and weigh situations on
how to resolve bullying issues in
school, home, community etc.
RETEACHING OF SOME TOPICS
on ANTI-BULLYING ACT
Role Playing on the Manifestation
of Different Types of Bullying and
Possible Solutions
At the end of the session, learners
are expected to:
1.Listen critically and emphatically to
a song and pick out important lines
from it.
2. Write your personal mission
statement on how to overcome one’s
challenges in life.
At the end of the session,
learners are expected to:
1.Define oral tradition and the
elements that make it a story.
2. Anticipate events that
happened in the story The
Gorgon’s Head through the use of
A-R Guide.
3.Comprehend the details of the
story through Story Grammar
Technique/ Non textual Graphs
and organizers.
At the end of the session, learners
are expected to:
1.Define oral tradition and the
elements that make it a story.
2. Anticipate events that happened
in the story The Gorgon’s Head
through the use of A-R Guide.
3.Comprehend the details of the
story through Story Grammar
Technique/ Non textual Graphs and
organizers.
At the end of the session,
students are expected to:
Objectives:
1. Apply what one has learned
from the week’s lesson.
2. Show enthusiasm in
answering Quiz 1.
(Afternoon Session: HRPTA
Meeting)
1. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach, in the CG, the content can be tackled in a week or two.
MODULE 1: Lesson 1_Overcoming Challenges
 Republic Act No. 10627 or the
Anti-Bullying Act of 2013
 Reflection, soundtrack of the
movie Mulan
 Oral Tradition  Oral Tradition  The Gorgon’s Head Quiz

2.  Personal Mission Statement  The Gorgon’s Head by
Anne White
 The Gorgon’s Head by
Anne White
2. LEARNING PROCESS List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulate materials as well as paper-based materials. Hands-on learning promotes concept
development.
A. References Celebrating Diversity Through World
Literature
English - Learner’s Material
First Edition 2015
Celebrating Diversity Through World
Literature
English - Learner’s Material
First Edition 2015
Celebrating Diversity Through
World Literature
English - Learner’s Material
First Edition 2015
Celebrating Diversity Through World
Literature
English - Learner’s Material
First Edition 2015
Celebrating Diversity Through
World Literature
English - Learner’s Material
First Edition 2015
1. Teacher’s Guide pages
2. Learner’s Materials pages Pages 27-30 Pages 31-34 Pages 35-51 Pages 35-51 Pages 35-51
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
Literature in K12, Isagani R. Cruz
Ph.D.
K to 12 English Curriculum Guide May
2016 Page 199 of 244 Learning
Materials are uploaded at
http://lrmds.deped.gov.ph/.
Literature in K12, Isagani R. Cruz
Ph.D.
K to 12 English Curriculum Guide May
2016 Page 199 of 244 Learning
Materials are uploaded at
http://lrmds.deped.gov.ph/.
Literature in K12, Isagani R. Cruz
Ph.D.
K to 12 English Curriculum Guide
May 2016 Page 199 of 244
Learning Materials are uploaded
at http://lrmds.deped.gov.ph/.
Literature in K12, Isagani R. Cruz
Ph.D.
K to 12 English Curriculum Guide
May 2016 Page 199 of 244 Learning
Materials are uploaded at
http://lrmds.deped.gov.ph/.
Literature in K12, Isagani R. Cruz
Ph.D.
K to 12 English Curriculum Guide
May 2016 Page 199 of 244
Learning Materials are
uploaded at
http://lrmds.deped.gov.ph/.
A. Other Learning Resources Materials
A. Video of the material
B. Laptop and speaker
Strips of Colored Paper, Tape and
Marker
Materials
C. Video of the material
D. Laptop and speaker
E. Strips of Colored Paper, Tape and
Marker
Materials
F. Video of the material
G. Laptop and speaker
Strips of Colored Paper, Tape and
Marker
Materials
H. Video of the material
I. Laptop and speaker
Strips of Colored Paper, Tape and
Marker
Materials
J. Video of the material
K. Laptop and speaker
Strips of Colored Paper, Tape
and Marker
3. PROCEDURES These steps should done across the week. Spread out the activities appropriately so that that the students will learn well. Always be guided by demonstration of learning by the students which you can infer from the formative assessment activities. Sustain learning
systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for
each step.
A. Reviewing previous lesson or
presenting the new lesson
Preliminary Activities/
Routines/Checking of
Attendance/Classroom
Management Etc.
VOCABULARY ENHANCEMENT
1.Giving of the WORD for TODAY
and students make a sentence using
the word for today.
2.. Checking of Previous Activities
UNFREEZING ACTIVITY
3.To catch students’ attention, the
teacher plays a video clip.
Preliminary Activities/
Routines/Checking of
Attendance/Classroom
Management Etc.
VOCABULARY ENHANCEMENT
1.Giving of the WORD for TODAY
and students make a sentence using
the word for today.
2. Checking of Previous Activities
UNFREEZING ACTIVITY
3.To catch students’ attention, the
teacher plays a video clip.
4.The teacher gives intruction on
what the students should do during
the song.
Preliminary Activities/
Routines/Checking of
Attendance/Classroom
Management Etc.
VOCABULARY ENHANCEMENT
1.Giving of the WORD for TODAY
and students make a sentence
using the word for today.
2. Checking of Previous Activities
UNFREEZING ACTIVITY
3.To catch students’ attention, the
teacher plays a video clip.
4.The teacher gives intruction on
what the students should do
during the song.
Activities/ Routines/Checking of
Attendance/Classroom Management Etc.
VOCABULARY ENHANCEMENT
1.Giving of the WORD for TODAY and students make
a sentence using the word for today.
2. Checking of Previous Activities
UNFREEZING ACTIVITY
3.To catch students’ attention, the
teacher plays a video clip.
4.The teacher gives intruction on
what the students should do during
the song.
Activities/ Routines/Checking
of Attendance/Classroom
Management Etc.
VOCABULARY
ENHANCEMENT
1.Giving of the WORD for
TODAY and students make a
sentence using the word for
today.
2. Checking of Previous
Activities
UNFREEZING ACTIVITY
3.To catch students’ attention,
the teacher plays a video clip.

3. 4.The teacher gives intruction on
what the students should do during
the song.
The students perform the activity.
The students perform the activity. .
The students perform the activity. 4.The teacher gives intruction on
what the students should do
during the song.
The students perform the
activity.
B. Establishing a purpose for the
lesson
REVIEW OF THE PREVIOUS
LESSON
WRITING
Write a short persuasive essay about
a simple act of heroism. Be sure to
employ words and expressions that
emphasize a point (scoordination and
subordination, transitional phrases,
and relative clauses) and reflexive
and intensive pronouns.
MY PURPOSE
Create a Personal Mission
Statement and discover your
purpose. To write your mission
statement, begin by answering these
questions:
1. What do I value most in
life? (List those things.)
2. What is my life’s purpose?
3. What legacy do I want to
leave my school?
Now, considering the answers to
those questions, draft a personal
mission statement.
The students perform the
activityRead the following text
carefully.
Note the following background
information as you read the text.
Anne Terry White (1896), who
was born in Russia, has worked as a
teacher, a social worker, and a
translator
of Russian literature. Amongst her
most-loved tales is the “Gorgon’s
Head.”
An oral tradition is the manner
in which information is passed
from one generation to the next
in the absence of writing or a
recording
medium. In the days before near-
universal
literacy, bards would sing or chant
their
people’s stories.
They employed various
techniques to aid in their own
memory
and to help their listeners keep track
of
the story. This oral tradition was a
way
to keep the history or culture of the
people
alive, and since it was a form of story-
telling, it was a popular entertainment
RECAPITULATION
As you read the myth, look for the
heroic qualities of Perseus and the
personal challenges he has to
overcome to acquire “the Gorgon’s
head”.
ENGLISH 10: World Literature
QUIZ NO. 2-The Gorgon’s
Head
IDENTIFICATION: Tell what is
being asked for. Choose from
the options below.
1. Retold the story The
Gorgon’s Head
2. A story that is not written and
had transferred through songs
3. King of Argos, received a
dreadful oracle that he would be
slain by his grandson
4. The supreme god and the
father of Persues (Greek)
5. The mother of Perseus,
daughter of the King of Argos
6. A fisherman who found Danae
and Perseus in the treasure
chest
7. The waves had taken them
(Danae and Perseus) to this
place
8. The king who fell in love with
Danae
9. The only Gorgon that could be
slain
10. Winged monsters with
snakes on their head instead of
hair
11. The messenger of the gods,
gave Perseus a sword (Greek)
12. The goddess of wisdom,
gave Perseus a bright shield

4. 13. 3 sisters who share only one
eye, knew where the nymphs are
14. The fairies of the waters to
had given Perseus 3 magical
things
15. Beautiful maiden whom
Perseus fell in love with.
16. The mother of the beautiful
maiden, envied by the gods
17. The Greek god of the sea
18. The king of Ethiopia
19. The uncle of Andromeda,
tried to stop the wedding
20. Place where there is a game
that Perseus joined
21. The Roman counterpart of
Zeus
22. The Roman counterpart of
Hermes
23. The Roman counterpart of
Athena
24. The object that caused the
death of King Acrisius
25. The priceless thing given by
the nymphs to make Perseus fly
26. The priceless thing given by
the nymphs to make Perseus
invisible
27. The priceless thing given by
the nymphs to contain things just
fit for its size
28. It gave the King the warning
that he would be killed by his
grandson
29. Danae and young Perseus
was place here when they are
banished or thrown on the sea
30. The Roman counterpart of
Poseidon
C. Presenting examples/instances of
the new lesson
Essay Rubric
Your essay will be graded based on
this rubric. Consequently, use this
rubric as a guide when writing your
essay and check it again before you
submit your essay.
TRAITS
 Focus and Details
WHAT AM I?
Read each statement closely, and
identify what is suggested by each
statement.
1. I am a vitamin you need if you
have colds. What am I?
2. I am what you use when it’s
raining. What am I?
Accomplish the Story
Anticipation Guide below:
1. Before reading, mark the
checklist with a (/) if you
agree or (x) if you disagree
with the statement.
2. After reading, fill in the
column with the page
number of the text where
Task. VISUALIZING THE TEXT
Your teacher will group you into five.
Each of the groups will be given a
specific task to work on.
Group 1: Create a timeline of events
in the story. Why are these significant
events?
CONTINUATION

5.  Organization
 Voice
 Word Choice
 Sentence, Grammar,
Mechanics and Spelling
3. I am what you wear when the
sun is at its peak. What am I?
4. I once protected China from
invaders, now I am a wonder for
visitors. What am I?
Answers:
1. _________________________
2. _________________________
3. _________________________
4. ________________________
you found the correct answer
for each statement.
3. Reflection: Are you correct?
If not, what did you learn?
Group 2: Create a Venn diagram
that compares the characteristics of
Perseus and Medusa. Provide
evidence.
Group 3: Create a diagram that
shows the challenges of Perseus in
his quest to acquire the Gorgon’s
head. How did you choose them?
Group 4: Using the Gorgon’s head
as a diagram, point out at least five
utterances of Perseus that strike your
group the most. Explain why?
Group 5: Create a diagram that
shows the relationship of all the
characters in the myth. Cite the
reasons for these relationships.
D. Discussing new concepts and
practicing new skills #1 Republic Act No. 10627 or the
Anti-Bullying Act of 2013
“Bullying” refers to any severe, or
repeated use by one or more students
of a written, verbal, or electronic
expression, or a physical act or
gesture, or any combination thereof,
directed at another student that has
the effect of actually causing or
placing the latter in reasonable fear of
physical or emotional harm or
damage to his property; creating a
hostile environment at school for the
other student; infringing on the rights
of another student at school; or
materially and substantially disrupting
the education process or the orderly
operation of a school; such as, but not
limited to, the following:
Make sense of all your answers
together to come up with the answer
to this riddle.
What “D” is built for protection?
The first one to give the correct
answer wins.
MIRROR, MIRROR
You must have known people who
have successfully overcome
discrimination. Pair up, and reflect on
the question below:
Think of a person who gave you
inspiration in dealing with
discrimination.
How does he/she inspire you? Write
your answers in the balloon.
AGREE OR DISAGREE
 A Gorgon is a monster.
 Perseus is a hero.
 Perseus could be successful in killing
Medusa without the help of the gods.
 None may look upon the Gorgon
and live.
 The sight of them turns men to stone.
 Andromeda is killed by a monster.
CONTINUATION CONTINUATION
E. Discussing new concepts and
practicing new skills #2
1. Any unwanted physical contact
between the bully and the victim
like punching, pushing, shoving,
kicking, slapping, tickling,
headlocks, inflicting school
pranks, teasing, fighting, and the
REFLECTION
Watch/listen to the song
“Reflection” from the movie Mulan
and answer the questions that
follow.
WATCHING THE MOVIE
“PERSEUS AND THE GORGON”
CONTINUATION CONTINUATION

6. use of available objects as
weapons;
2. Any act that causes damage to a
victim’s psyche and/or emotional well-
being;
3. Any slanderous statement or
accusation that causes the victim
undue emotional distress like
directing foul language or
profanity at the target, name-
calling, tormenting, and
commenting negatively on the
victim’s looks, clothes, and body;
4. “Cyberbullying” or any bullying
done through the use of
technology or any electronic
means. The term shall also
include any conduct resulting to
harassment, intimidation, or
humiliation, through the use of
other forms of technology, such
as, but not limited to texting, email,
instant messaging, chatting,
internet, social media, online
games, or other platforms or
formats as defined in DepEd
Order No. 40, s. 2012; and
5. Any other form of bullying as may
be provided in the school’s child
protection or anti-bullying policy,
consistent with the Act and this
IRR.
Source:
http://www.youtube.com/watch?v=
GWooGBya_nk
26 Minutes
Perseus and the
Gorgon.mp4
F. Developing mastery
(Leads for Formative
Assessment 3)
b. 1. The term “bullying” shall also
include:
1. Social bullying – refers to any
deliberate, repetitive, and
aggressive social behavior
intended to hurt others or to belittle
another individual or group.
2. Gender-based bullying – refers to
any act that humiliates or excludes
a person on the basis of perceived
or actual sexual orientation and
gender identity (SOGI).
Processing Questions:
1. What is the song all about?
2. What type of discrimination was
underscored in the song?
3. Does this kind of discrimination
on women still exist these days?
How or in what way?
4. Pick out your favorite lines from
the song and explain why you
picked those lines.
Share your answers with a partner.
DISSECTING THE TEXT
1. What is the “dreadful oracle”
that was delivered to King
Acrisius?
2. What adventure does
Polydectes suggest that Perseus
undertake?
3. List three perilous encounters
that Perseus experienced during
his adventure.
4.Explain how the oracle given to
King Acrisius is fulfilled.
CONTINUATION CONTINUATION

7. c. Bully – refers to any student
who commits acts of bullying as
defined by the Act or this IRR.
d. Bullied or Victim – refers to
any student who experiences the
acts of bullying or retaliation as
defined by the Act or this IRR.
Source: The Official
Gazette of the Republic of
the Philippines
Your teacher will ask the class to sing
the song aloud.
5.What is Polydectes’ true motive
in sending Perseus to kill
Medusa?
6.Medusa was beheaded by
Perseus, yet her head continued
to have power. Explain how the
evil Gorgon’s head is beneficial to
Perseus.
7.What heroic characteristics
does Perseus have?
8.What help does he get on his
quest?
9.How does Perseus’ quest
enable him to prove himself a
hero?
G. Finding practical applications of
concepts and skills in daily living
INSIGHTS SHARING
1.Have each student discuss his/her
ideas with a partner.
2.Have each pair join another pair to
expand their sharing.
3. Call on a few students to share
their small group discussion.
4. Synthesize the lesson.
INSIGHTS SHARING
1.Have each student discuss his/her
ideas with a partner.
2.Have each pair join another pair to
expand their sharing.
3. Call on a few students to share
their small group discussion.
4. Synthesize the lesson.
INSIGHTS SHARING
1.Have each student discuss
his/her ideas with a partner.
2.Have each pair join another pair
to expand their sharing.
3. Call on a few students to share
their small group discussion.
4. Synthesize the lesson.
INSIGHTS SHARING
1.Have each student discuss his/her
ideas with a partner.
2.Have each pair join another pair to
expand their sharing.
3. Call on a few students to share
their small group discussion.
4. Synthesize the lesson.
INSIGHTS SHARING
1.Have each student discuss
his/her ideas with a partner.
2.Have each pair join another
pair to expand their sharing.
3. Call on a few students to
share their small group
discussion.
4. Synthesize the lesson.
H. Making generalizations and
abstractions about the lesson
DIGGING DEEPER
1. Have the students summarized
what they have learned for today’s
lesson.
2.The teacher gives necessary
corrections/additional insight
regarding the lesson.
DIGGING DEEPER
1. Have the students summarized
what they have learned for today’s
lesson.
2.The teacher gives necessary
corrections/additional insight
regarding the lesson.
DIGGING DEEPER
1. Have the students summarized
what they have learned for
today’s lesson.
2.The teacher gives necessary
corrections/additional insight
regarding the lesson.
DIGGING DEEPER
1. Have the students summarized
what they have learned for today’s
lesson.
2.The teacher gives necessary
corrections/additional insight
regarding the lesson.
DIGGING DEEPER
1. Have the students
summarized what they have
learned for today’s lesson.
2.The teacher gives necessary
corrections/additional insight
regarding the lesson.
I. Evaluating learning CHECKING, RECORDING,
SUGGESTING
1. The teacher checks and records
students work.
The teacher makes necessary
comments or suggestions on the
CHECKING, RECORDING,
SUGGESTING
2. The teacher checks and records
students work.
3. The teacher makes necessary
comments or suggestions on the
CHECKING, RECORDING,
SUGGESTING
4. The teacher checks and
records students work.
The teacher makes necessary
comments or suggestions on the
CHECKING, RECORDING,
SUGGESTING
5. The teacher checks and records
students work.
6. The teacher makes necessary
comments or suggestions on the
CHECKING, RECORDING,
SUGGESTING
7. The teacher checks and
records students work.
The teacher makes necessary
comments or suggestions on the

8. students’ output. students’ output. students’ output. students’ output. students’ output.
J. Additional activities for
application for remediation
YOUR FINAL TASK
You have been informed that the final
task for this quarter is to write a short
but persuasive text. A concise oral
presentation on the causes / effects
of cyberbullying, would help you
prepare for such a performance at
the end of the quarter.
SETTING EXPECTATIONS
What do you expect to learn from this
lesson? Write your targets in the box.
FINAL TASK
Processing Questions:
1. How did you feel about the
activity?
2. What diagram was assigned to
you?
3. Did you find diagramming
difficult? Why or why not?
4. How do these textual aids help
you in understanding the text?
4. REMARKS
5. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisor can provide for you so when you meet them, you
can ask them relevant questions.
A. No. of learners who earned 80% on
the formative assessment.
EXCELLENCE-
INTEGRITY-
RESILIENCE-
COMMITMENT-
EXCELLENCE-
INTEGRITY-
RESILIENCE-
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B. No. of learners who require additional
activities for remediation.
EXCELLENCE-
INTEGRITY-
RESILIENCE-
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EXCELLENCE-
INTEGRITY-
RESILIENCE-
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C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson.
EXCELLENCE-
INTEGRITY-
RESILIENCE-
COMMITMENT-
EXCELLENCE-
INTEGRITY-
RESILIENCE-
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D. No. of learners who continue to
require.
EXCELLENCE-
INTEGRITY-
RESILIENCE-
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EXCELLENCE-
INTEGRITY-
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EXCELLENCE-
INTEGRITY-
RESILIENCE-
COMMITMENT-
E. Which of the teaching strategies
worked well? Why did these work?
F. What difficulties did I encountered
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I used/ discover which I
wish to share with other teachers?
Narrative Reflection
(Above information came from Division Memorandum 194, s. 2016 dated June 8, 2016)
Prepared by: Checked by:

9. JENNIFER M. OESTAR, Ph.D. ALODIA A. ALBESTOR
Secondary School Teacher III English Coordinator
Noted by:
ALLAN E. DATA
Principal II