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,
Commitment, Integrity
Teacher
JENNIFER M. OESTAR Learning Area English-Celebrating Diversity through
World Literature
Teaching Dates and Time July 8-12, 2019 Quarter Second
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 At the end of
the session, learners are
expected to:
1. Differentiate formal and
informal definition of words
2. Give the formal and
informal definitions of
words
3. Participate actively in
the discussion
At the end of the session, learners
are At the end of the session,
learners are expected to:
1. Differentiate formal and informal
definition of words
2. Give the formal and informal
definitions of words
3. Participate actively in the
discussion
At the end of the session, learners
are expected to:
1. Understand the reading text
using graphic organizer
2. Analyze the elements of the
story to get the theme
3. Express ideas in a panel
discussion
4. Relate oneself to the theme of
the story.
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. Answer quiz by recalling details in
the stories discussed.
2. 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
Formal and Informal
Definition of Words
(Continuation)
Formal and Informal Definition of
Words (Continuation)
How Odin Lost His Eyes Retold
by Catherine F. Sellew
How Odin Lost His Eyes Retold
by Catherine F. Sellew
How Odin Lost His Eyes Retold
by Catherine F. Sellew

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 th ere 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 Curriculum Guide (May 2016)
pp. 221
Curriculum Guide (May 2016) pp. 221 Curriculum Guide ((may 2016)
pp. 220
Curriculum Guide ((may 2016)
pp. 220
Curriculum Guide ((may 2016)
pp. 220
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. 80-91)
English Learner‘s Material for
Grade 10 (pp. 80-91)
English Learner‘s Material for
Grade 10 (pp. 80-91)
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
C. Strips of Colored Paper,
Tape and Marker
Materials
A. Video of the material
B. Laptop and speaker
C. Strips of Colored Paper, Tape and
Marker
Materials
A. Copy of the reading text
B. Paper and Pen
Materials
C. Copy of the reading text
D. Paper and Pen
Materials
E. Copy of the reading text
Paper and Pen
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
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
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
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
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

UNFREEZING ACTIVITY
3.To catch students’
attention, the teacher plays a
video clip of the unfreezing
activity.
4.The teacher gives intruction
on what the students should
do during the song.
The students perform the
activity.
3.To catch students’ attention, the
teacher plays a video clip of the
unfreezing activity.
4.The teacher gives instruction on what
the students should do during the
song.
The students perform the activity.
3.To catch students’ attention, the
teacher plays a video clip of the
unfreezing activity.
4.The teacher gives instruction on
what the students should do during
the song.
The students perform the activity.
3.To catch students’ attention, the
teacher plays a video clip of the
unfreezing activity.
4.The teacher gives instruction on
what the students should do during
the song.
The students perform the activity.
3.To catch students’ attention, the
teacher plays a video clip of the
unfreezing 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
PAPER AND PENCIL
TEST Identify the following
statements as to FORMAL
or INFORMAL.
_______________ 1.
Spiders are small
creatures with eight legs.
_______________ 2.
Spiders are scary.
_______________ 3.
Spiders are insects that
create sticky web.
_______________ 4.
Spiders are from the order
of Arachnids.
_______________ 5.
Grass is a plant that has a
narrow green leaves.
_______________ 6.
Mirror is a symbol for self-
reflection.
_______________ 7.
Mirror is a piece of glass
that reflects images.
_______________ 8.
Rubber is an elastic
substance.
_______________ 9.
Rubber is combustible.
_______________ 10.
Rubber comes in different
colors.
PAPER AND PENCIL TEST
Identify the following statements as
to FORMAL or INFORMAL.
_______________ 1. Spiders are
small creatures with eight legs.
_______________ 2. Spiders are
scary.
_______________ 3. Spiders are
insects that create sticky web.
_______________ 4. Spiders are
from the order of Arachnids.
_______________ 5. Grass is a
plant that has a narrow green
leaves.
_______________ 6. Mirror is a
symbol for self-reflection.
_______________ 7. Mirror is a
piece of glass that reflects images.
_______________ 8. Rubber is an
elastic substance.
_______________ 9. Rubber is
combustible.
_______________ 10. Rubber
comes in different colors.
Introduction:
Just like the heroes in classic
myths and tales, you want to
achieve your goal. In doing so,
you can‘t avoid meeting
challenges or tests which you
must surpass or hurdle. Have
you ever found yourself facing a
problem which seemed to have
no solution? That‘s a challenge,
of course! One thing is certain;
you were able to learn from it.
Did you learn the lesson the hard
way?
Sometimes you feel that the
stakes you have to pay are too
high, but what matters most is,
win or lose, you‘ve got to face
these challenges head on. You
can change the course of your
life for the best. At this point, you
know that these challenges affect
your decisions in life, therefore
you need to have control over the
decision you make. How
important is winning over your
challenges? In what ways can
winning over these challenges
prepare you for a more fulfilling
life?
SMALL GROUP
DIFFERENTIATED ACTIVITIES
(SGDA) UNDERSTANDING THE
TEXT
Form small groups of six, and
work on your assigned task.
Remember to share your ideas,
thoughts, and experiences with
the class.
Group 1 Vocabulary Hunt •
Look for difficult words found in
the selection ―How Odin Lost
His Eyes.‖ • Use a dictionary to
find their denotative meaning,
and then share how you
understand each word
(connotative meaning). •
Describe each word to other
groups by using words and
gestures. • Ask members of other
groups to identify the word you‘re
describing. • Repeat the process
until the last difficult word is clear
to all.
Group 2 The Power of C2
(Conflict and Character) •
Discuss the answer to the
following questions. 1. What
internal conflict has Odin
experienced as he faced Mimir?
QUIZ
MODALS: Choose the most
appropriate modal to complete
the meaning of each sentence.
Shade the letter.
1. How ______ you have left the
bathroom in such a mess?
(A) should (B)might (C)could
(D)will
2. Mat ______ be lazy but he is
certainly not stupid.
(A)would (B)must (C)should
(D)may
3. I ______ speak Swedish,
Dutch and Japanese.
(A)can (B)may (C)should
(D)would
4. I think we are lost. The man
______ have given us the wrong
directions. (A)might
(B)should (C)would (D)can
5. You ______ not be serious
about swimming outdoors in
winter. (A)would
(B)should (C)could (D)must
6. Plants ______ have sunlight in
order to make food.
(A)can (B)may (C)must (D)will
7. Since our bags are identical
you ______ have taken mine by
mistake. (A)must
(B)will (C)shall (D)could

Look for phrases and sentences
that express his duty to his family
particularly to his son) and duty
to his people. Write this conflict in
the chart below.
8. Parents ______ take care of
their children.
(A)may (B)could (C)would
(D)should
9. ______ you excuse me for a
moment?
(A)Would (B)Should (C)Must
(D)might
10. She ______ stay up late if
she takes a nap now.
(A)must (B)should (C)shall
(D)would
11. She looks pretty sick. I think
she ________ go to a doctor.
(A)can (B)should (C)will (D)could
12. You've been driving all day.
You ________ be exhausted!
(A)must (B)should (C)might
(D)would
13. You ________ smoke so
much. It's bad for your health.
(A)can‘t (B)shouldn‘t (C)might not
(D)wouldn‘t
14. Hey I'm lost. ________ you
help me? (talking to stranger)
(A)should (B)can (C)could
(D)may
15. You have such a beautiful
voice. You ________ sing for us!
(A)should (B)can (C)might (D)will
16. I know he speaks five
languages, but ________ he
speak Arabic?
(A)should (B)can (C)will (D)might
17. ___________ you believe I
lost ten pounds in one week?
(A). Should (B). Would (C). May
(D). Must
18. I ________ believe that you
failed your test!
(A). couldn‘t (B). shouldn‘t (C).
wouldn‘t (D). may not
19. __________ I help you bring
the LED TV. (talking to a teacher)

(A). can (B). should (C). may (D).
might
20. I ________ afford that Iphone
6s.
(A). shouldn‘t (B). couldn‘t (C).
wouldn‘t (D). mustn‘t
C. Presenting
examples/instances of the new
lesson
ON THE BOARD
Collect ten words with
picture and provide the
formal and informal
definition of each. Use 3x5
cardboard for each word.
Write the meaning of the
word bellow the picture.
Punch a hole at the upper
left hand corner then use a
ribbon to bind them. Refer
to the rubrics below for
your guidance.
ON THE BOARD
Collect ten words with picture and
provide the formal and informal
definition of each. Use 3x5
cardboard for each word. Write the
meaning of the word bellow the
picture. Punch a hole at the upper
left hand corner then use a ribbon
to bind them. Refer to the rubrics
below for your guidance.
CONNECT TO THE CAP
Form groups of five. For three
minutes, think back and list down
the personal challenges you‘ve
experienced or encountered in
your readings. Check them
against the entries in the box.
• Focus on character change and
use the dialogue or the
character‘s experiences with the
supporting character/s to support
your answers.
1. Do you consider Odin as a
hero? Why or why not?
2. Does he only think of himself or
other people? Why does he think
that way?
3. Consider Odin‘s desire. Does it
serve as an opportunity to prove
he can face the challenges?
4. How did the character succeed
over his challenges? What did he
learn from the experience?
5. Was there a change in his
actions, thoughts, feelings, and
attitude, or did he remain the
same till the end?
HOW ODIN LOST HIS EYE.
Identify what is asked for.
Choose your answer from the
options below.
21. The Norse counterpart of
Zeus and Jupiter, main character
in the story.
22. She retold the story How
Odin Lost His Eye.
23. The beautiful palace of Odin.
24-25. The two black ravens of
Odin.
26. They were tiny people who
lived between heaven and earth,
took care of all the bees and
butterflies.
27. They lived in the heart of the
mountains, they forged iron and
metals, made tools and weapons.
28. They were the ones who
brought cold and ice to the world
and shook the earth in anger.
They hated Odin and all the
works of the gods.
29. Color of the cloak of Odin.
30. Odin’s passageway to go
from Asgard down to the earth.
31. Location where the magic
well can be found.
32. In it one could see pictures of
things that had happened and
things that were going to happen.
33. His face was lined with the
troubles of the world; he guards
the magic well.
34. The beloved son of Odin.

35. The literal meaning of the
name “Mimir.”
36. Color of the eyes of Odin.
37-39. Three Scandinavian
countries.
40. How Odin Lost His Eye is a
_________ Mythology.
D. Discussing new concepts and
practicing new skills #1
CONTINUATION CONTINUATION  Challenges Affecting
Me Yes No Having
internal conflict
(grappling/struggling
against my opposing
feelings, beliefs, needs
and desires, envy,
anxiety, fears,
oversensitivity to
criticism; idealized
image or what I prefer to
be or feel ought to be)
 Comparing self to
someone more powerful
 Deciding where true
integrity and loyalty lies
 Accepting adult
responsibilities
 Overcoming great odds
Being caught off guard
 Being treated unfairly
 Becoming a victim of
prejudice Feeling
inadequate/insecure/inc
apacitated (physical,
mental, and emotional
attributes)
Group 3 Lasting Virtue
1. What do Odin‘s actions and
traits reveal about human nature?
2. What behavior (admired or
condemned by gods) has been
illustrated or featured in ―How
Odin Lost His Eye‖?
3. Are the virtues highlighted still
observed these days? Prove your
point.
4. Which of the characters do you
like best? Did he promote an
enduring virtue that can be
applicable even today? In what
way?
5. Do you think Odin‘s attitude
would be helpful to win over our
personal challenges? Explain.
6. From which of the characters
do you think you learn the most
valuable lesson? Why?
7. Which of the characters
consistently portrayed a positive
attitude of winning over
challenges?
8. How did the last part surprise
you? Explain.
LIFE OF PI. Identify what is
asked for. Choose your answer
from the options below.
41. Real name of Pi
42. Father of Pi
43. The Bengal Tiger in the
movie “Life of Pi”
44. Transfer of written work, in
whole or in part, to a feature film
45. Author of the novel “Life of Pi”
46. Director of the movie “Life of
Pi.”
47. Days of Pi’s survival story.
48. Name of Japanese ship
which sank in the movie.
49. A French territory in India,
setting of Part 1 of “The Life of
Pi.”
50. Occupation of the Patel
family before they planned to
move in Canada
E. Discussing new concepts and
practicing new skills #2
CONTINUATION CONTINUATION Choose a specific
example that interests
your group, and talk
about it. Answer the
Group 4 Thinking It Through
1. What details from the story
made a powerful or lasting
impression on you about winning

following questions:
Why is it bad for you?
How does it affect your
life? What are its
advantages and
disadvantages? Which
challenge would you
like to happen or not to
happen again?
Consider the positive
attitudes listed in the
following figure.
over challenges? Explain how
they can make you a better
person.
2. What lessons did you learn
about overcoming challenges?
3. How does ―How Odin Lost
His Eyes‖ help you understand
your world? Will your life change
from what you learned? How?
4. Explain how your perception
has changed and what you plan
to do from now on.
5. Which of the following ways
will you adopt to win over your
challenges? Why?
F. Developing mastery
(Leads for Formative
Assessment 3)
CONTINUATION CONTINUATION Consider the positive attitudes
listed in the following figure.
Decide which of these positive
attitudes are important for young
people like you to win over a
difficult challenge.
Group 5 Theme Connection
Point out which of the ways
above are easy, difficult, or not
very important choices to make in
order to win over a difficult
challenge. Explain why it is
important to read and discuss
myths, tales, legends, or other
stories.

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.
How will you convince or
persuade others to agree with
you that it is important to read
and discuss traditional
literatures? Explain why it is
important to practice and to
uphold these ways.
I SAW IT!
In the eye figure below, write
your explanation of the theme.
You should be able to answer the
theme of the story?
clues from the story helped you
in identifying the theme?
https://encrypted-
tbn2.gstatic.com/images?q=tbn:ANd9GcQfhwDiaC0
7nZiNvC1jhh9VIw3976RXg0C6zm8xCqKFBseFNX
Lczw
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.
4. The teacher makes necessary
comments or suggestions on
the students’ output.
CHECKING, RECORDING,
SUGGESTING
5. 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
CONTINUATION CONTINUATION READ TO ACHIEVE
Read the story ―How Odin Lost
His Eye‖ Retold by Catherine F.
Sellew. While reading, take note
of the important details in the
story. You may use the graphic
organizer below.
Striking Lines
Eye,‖ and choose memorable
lines. Explain how these lines
can help you win over your
challenges in life. Be open to
comments and suggestions.
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 III English Coordinator
Noted by:
ALLAN E. DATA
Principal
References