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DLL English 10_Module 1_Lesson 4_Arachne.docx

  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, Resilience, Compassion, Commitment, Integrity, Einstein Teacher JENNIFER M. OESTAR, Ph.D. Learning Area English-Celebrating Diversity through World Literature Teaching Dates and Time July 1-5, 2019 Quarter First Session 1 Session 2 Session 3 Session 4 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.Recall important events in the myth “Orpheus.” 2.Determine the tone, mood, technique, and purpose of the author in writing the text. At the end of the session, learners are expected to: 1.Recall important events in the myth “Orpheus.” 2.Determine the tone, mood, technique, and purpose of the author in writing the text. At the end of the session, learners are expected to: 1. Explain the main idea of the story through movie review. 2. Show appreciation in watching movie by comparing it to textual/ book version. 3. Determine the flow of the movie review form. At the end of the session, learners are expected to: 1. Explain the main idea of the story. 2. Use graphic organizers for better understanding of the text. 3. Summarize important details from the reading selection 4. Show understanding of the theme through a photo essay. At the end of the session, learners are expected to: 1. Explain the main idea of the story. 2. Use graphic organizers for better understanding of the text. 3. Summarize important details from the reading selection 4. Show understanding of the theme through a photo essay. 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: Overcoming Challenges Orpheus by Alice Low, continuation Orpheus by Alice Low, continuation Arachne translated by Olivia Coolidge Orpheus by Alice Low, continuation PRESENTATION OF LET IT GO 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.
  2. 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 Curriculum Guide (May 2016) pp. 221 Curriculum Guide (May 2016) pp. 221 Curriculum Guide (May 2016) pp. 222 Curriculum Guide (May 2016) pp. 222 Curriculum Guide (May 2016) pp. 222 2. Learner’s Materials pages English Learner‘s Material for Grade 10 pp. 61 - 63 From Grammar to Fluency in 30 Days pp. 74-90 English Learner‘s Material for Grade 10 pp. 61 - 63 From Grammar to Fluency in 30 Days pp. 74-90 English Learner‘s Material for Grade 10 pp. 68-77 English Learner‘s Material for Grade 10 pp. 68-77 English Learner‘s Material for Grade 10 pp. 68-77 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  Video of the material  Laptop and speaker  Strips of Colored Paper, Tape and Marker Materials  Video of the material  Laptop and speaker  Strips of Colored Paper, Tape and Marker Materials  Video of the material  Laptop and speaker  Strips of Colored Paper, Tape and Marker Materials  Video of the material  Laptop and speaker  Strips of Colored Paper, Tape and Marker Materials  Video of the material  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 of the unfreezing activity. 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 of the unfreezing activity. 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 of the unfreezing activity. 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 of the unfreezing activity. 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 of the unfreezing activity.
  3. 4.The teacher gives intruction on what the students should do during the song. The students perform the activity. 4.The teacher gives instruction on what the students should do during the song. The students perform the activity. 4.The teacher gives instruction on what the students should do during the song. The students perform the activity. 4.The teacher gives instruction on what the students should do during the song. The students perform the activity. 4.The teacher gives instruction on what the students should do during the song. The students perform the activity. B. Establishing a purpose for the lesson MYTHS DEFINED Myths are stories about gods, goddesses, and heroes passed from one generation to another. Many Greek myths have a great deal of influence on our culture. For ages, writers, artists, and musicians have used mythological characters as their inspiration. ―Orpheus,‖ whose story shall be discussed today, is one of the mythological characters around the world. MY UNDERSTANDING OF THE TEXT After reading the text, answer the following questions in your notebook. Then, be ready to share your answer in class. 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. Why did Orpheus look back to see if Eurydice was following him? 5. What reasons might the gods have for allowing Orpheus and Eurydice to be reunited? 6. Explain why the gods gave a condition to Orpheus and to his bride to return to earth. 7. What main characteristic of this text makes it a myth? 8. To whom does Orpheus owe his talent? Why was he able to win the sympathy of the gods? 9. In what situations were the gods willing to help humans? 10. Does the story reveal certain realities about Greeks? What are these? 11. What does the story reveal about the concept of gods in Greek Mythodology? Read a quotation and try answering these questions: Whose face flashed at the back of your mind? How do you feel as you read it? What are its aspects / details that relate to, or show the importance of dealing with personal challenges in life? THE OTHER VERSION Arachne was a gifted weaver. Her tapestries were admired by people all over the world. She would weave day and night. She boasted about being a better weaver than even the goddess Athena herself, who was the goddess of skill. After hearing Arachne's statement, Athena confronted her and a contest was planned to see who was the better weaver. The loser of the contest could never weave on their loom again. After both of them were finished with their tapestries, it was time to choose a winner. Athena's tapestry was beautiful; it showed her winning a competition between herself and Poseidon. Arachne's tapestry was breathtaking, it was so beautiful that it seemed like the images on the fabric were alive. Even Athena herself stood in awe after seeing it. Unfortunately, the work of Arachne was one that showed the Gods' past embarrassments. Athena and the viewers did not take the offense lightly. They rejected her work and made her the loser. Arachne was heartbroken at the fact that she would never be able to weave again. When she felt her guiltiness, Arachne committed suicide by hanging THE STUDENTS PERFORM THE CHORAL PRESENTATION
  4. herself, for the guilt and regret was too much to bear for her. Athena, however, did not expect the death of Arachne. Thus, Athena pitied Arachne and transformed her into a spider, so that she could weave forever. C. Presenting examples/instances of the new lesson LET IT GO! Listen to the song entitled ―Let It Go‖ from the movie Frozen. Determine implicit and explicit signals from the lyrics that are used by the composer to highlight significant points. Read the story Orpheus once again. Determine the tone, mood, technique, and purpose of the author in writing the text. Use the graphic organizer below to show your answer. Preliminary Activity: A PUZZLING TRIAL Think about a puzzling problem, a trial, or a challenge you have experienced. Find a partner, and take turns in explaining what happened. Tell what you like / dislike about it. How did you deal with it? that you‘d like to change / improve? Share your experiences with others. Word Finder Continuation Find difficult/unfamiliar words in the selection, and look up the meaning of each through the use of a dictionary or context clues. Image Makers Discuss the answers to these questions: 1. What caused Arachne‘s fears and failures? 2. How did Arachne try to fight her fear and carry out the conditions of the challenge? 3. How does she feel about her weaving skill? 4. What prevailing mood is conveyed in ―Arachne‖? Find words/phrases in the selection that convey that mood clearly. 5. What tone is used in the selection? Cite paragraph/s that support your contention? 6. Describe how the mood and the tone contribute to the total effect of the story. THE STUDENTS PERFORM THE CHORAL PRESENTATION D. Discussing new concepts and practicing new skills #1 Processing Questions: 1. What is the song all about? 2. What explicit and implicit signals were used by the singer to highlight significant points? 3. How do these signals add value to the lyrics and overall meaning of the song? A LETTER LATER Write a letter to yourself 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. READ TO ACHIEVE Read ―Arachne, ‖ a myth from Ancient Greece, translated by Olivia Coolidge. Find out how human desires, intuitions, and motives lead to dealing with personal challenges. Use the graphic organizer below to note
  5. important details from the story. E. Discussing new concepts and practicing new skills #2 MYSTERY WORDS Knowing the following words will help you as you read Orpheus. Remember how these words are defined. 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 THANKS FOR THE AD! Draw inspiration from the theme of the story. Make your own Information Ad (TV, radio, or print) that would campaign on capitalizing on strengths and recognizing your weaknesses. SMALL GROUP DIFFERENTIATED ACTIVITIES (SGDA) - THE GOLDEN DOOR Form four groups, and work on your assigned task. Remember to share your ideas, thoughts, and experiences with the class. 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. THE STUDENTS PERFORM THE CHORAL PRESENTATION F. Developing mastery (Leads for Formative Assessment 3) 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? CONTINUATION CONTINUATION CONTINUATION CONTINUATION 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. INSIGHTS SHARING 1.Have each student discuss his/her ideas with a partner. 2.Have each pair join another pair to expand their sharing. INSIGHTS SHARING 1.Have each student discuss his/her ideas with a partner. 2.Have each pair join another pair to expand their sharing. INSIGHTS SHARING 1.Have each student discuss his/her ideas with a partner. 2.Have each pair join another pair to expand their sharing. INSIGHTS SHARING 1.Have each student discuss his/her ideas with a partner. 2.Have each pair join another pair to expand their sharing.
  6. 3. Call on a few students to share their small group discussion. 4. Synthesize the lesson. 3. Call on a few students to share their small group discussion. 4. Synthesize the lesson. 3. Call on a few students to share their small group discussion. 4. Synthesize the lesson. 3. Call on a few students to share their small group discussion. 4. Synthesize the lesson. 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. 2. The teacher makes necessary comments or suggestions on the students’ output. CHECKING, RECORDING, SUGGESTING 1. The teacher checks and records students work. 2. The teacher makes necessary comments or suggestions on the students’ output. CHECKING, RECORDING, SUGGESTING 1. The teacher checks and records students work. 2. The teacher makes necessary comments or suggestions on the students’ output. CHECKING, RECORDING, SUGGESTING 3. The teacher checks and records students work. The teacher makes necessary comments or suggestions on the students’ output. CHECKING, RECORDING, SUGGESTING 3. The teacher checks and records students work. The teacher makes necessary comments or suggestions on the students’ output. J. Additional activities for application for remediation READ TO ACHIEVE To what extent would you use your strengths to save the person you love? Read the story and find out what Orpheus did to save his only love. While reading, be guided by the questions below. What words can be used to describe Orpheus‘ gift? If you were Orpheus, would you have looked back to see if Eurydice was following? Why or why not? SUBMISSION OF PROJECT Writing an Autobiography Paragraph 1: Description of Oneself Paragraph 2: Family Background Paragraph 3: Childhood Experiences Paragraph 4: Early Education Paragraph 5: Awards, Recognitions Etc. Paragraph 6: Skills, Hobbies, Talents Paragraph 7: Ambition in Life Paragraph 8: Definition of Life to you 5-10 sentences per paragraph. Word Finder Find difficult/unfamiliar words in the selection, and look up the meaning of each through the use of a dictionary or context clues. Image Makers Discuss the answers to these questions: 1. What caused Arachne‘s fears and failures? 2. How did Arachne try to fight her fear and carry out the conditions of the challenge? 3. How does she feel about her weaving skill? 4. What prevailing mood is conveyed in ―Arachne‖? Find words/phrases in the selection that convey that mood clearly.
  7. 5. What tone is used in the selection? Cite paragraph/s that support your contention? 6. Describe how the mood and the tone contribute to the total effect of the story. 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. B. No. of learners who require additional activities for remediation. C. Did the remedial lessons work? No. of learners who have caught up with the lesson. D. No. of learners who continue to require. 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: JENNIFER M. OESTAR ALODIA A. ALBESTOR Secondary School Teacher I English Coordinator Noted by: ALLAN E. DATA Principal II
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