School Carlos L.

Albert High School Grade Level 10

DAILY LESSON LOG Teacher Miguel S. Soler Jr. Learning Area English
Teaching Dates and Time Aug. 29, 2023 (6:00-7:00 AM) Quarter/Week First Quarter, Week 1
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of how world literature serves as a way of expressing and resolving one’s personal conflicts through using strategies in
linking, textual information, repairing or enhancing communication, and crafting formal/informal word definitions; the ethics and strategies of public speaking;
and using of emphasis markers in persuasive texts.
B. Performance Standards The learner transfers learning by composing short persuasive texts using a variety of techniques/devices and words and expressions that emphasize a point,
particularly modals and reflexive and intensive pronouns.
C. Learning The learners…
Competencies/Objectives Express appreciation for sensory images used. (EN10LT-Ib2.2.1)
Objectives:
 Get information from various text types that can be used in everyday life;
 Determine how connected events contribute to the totality of a material viewed;
 Express appreciation for a sensory image used;
 Use intensive pronouns
II. CONTENT
The Gorgon’s Head by Anne Terry White
III. LEARNING RESOURCES
A. References
1. Teacher Guide pages Pages 8-9
2. Learner's Materials Grade 10 English Learner’s Materials Pages 20, 25-26
pages
3. Textbook pages
4. Additional Materials
from learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Task 1. What Am I?
lesson or presenting
the new lesson 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 hold on to when it’s raining. What am I?
3. I am what you wear when 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. ____________________________________________________________

Make sense of all your answers together to come up with the answer to this riddle.

What “D” is built for protection?

B. Establishing a purpose Task 2. Discrimination Check

for the lesson You probably have experienced, observed or learned about a lot of discrimination at home, in school, among your
peers, etc. What are these discrimination?

Make a list of them in the following table.

DISCRIMINATION
Family School Peers
 Share and compare your list with a partner.
 Add items from others’ list to yours.

C. Presenting Task 3. Reflection

examples/instances of Watch and listen to the song “Reflection” from the movie Mulan and answer the questions that follow.
the new lesson
Processing Questions:

1. What is the song all about?

2. What type of discrimination was underscored in the song?
3. How is this discrimination related to your life (if applicable)?
4. Pick out your favorite lines from the song and explain why you picked those lines.

Share your answer with a partner.

How do I build the best defenses against challenges to acquire the best quality of life? (Remember this
question as you work on the phases of this lesson.)

D. Discussing new Task 4. Story Anticipation Guide

concepts and practicing
new skills #1 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 you found the correct answer for each statement.
3. Reflection: Are you correct? If not, what did you learn?

Agree/Disagree Page No. Reflection

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 was killed by a monster.
E. Discussing new Task 5. The Text
concepts and practicing HOW DO I BUILD THE BEST DEFENSE AGAINST CHALLENGES TO ACQUIRE THE BEST QUALITY OF LIFE POSSIBLE
new skills # 2 FOR ME?

THE GORGON’S HEAD

From Ancient Greece
Anne Terry White

Dissecting the Text

1. What was the “dreadful oracle” that was delivered to King Acrisius?
2. What adventure did 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 was fulfilled.
5. What was 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 was ben-
eficial to Perseus.
7. What heroic characteristics did Perseus have?
8. What help did he get on his quest?
9. How did Perseus’ quest enable him to prove himself a hero?

F. Developing Mastery Task 6. Visualizing the Text (Group Differentiated Activity)

Each group will be given a specific task to work on.

Group 1: Create a timeline of events in the story.

Group 2: Create a Venn diagram that compares the characteristics of Perseus and
Medusa.
Group 3: Create a diagram that shows the challenges of Perseus in his quest to
acquire the Gorgon’s head.
Group 4: Using the Gorgon’s head as a diagram, point out at least five utterances of
Perseus that strike your group the most.
Group 5: Create a diagram that shows the relationship of all the characters in the
myth.
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. What help do these textual aids provide?

G. Finding practical Task 7. Act and Counteract

applications of Examine all the group outputs from the previous task. Note down observations about the outputs of the other
concepts and skills in groups. Don’t write anything about your own group’s output.
daily living
Group Observations
1

Processing Questions:

1. What specific characteristics does each of the diagrams have?

2. Are there notable similarities or differences among the diagram?
3. How would these diagrams help you in understanding the text as a whole?

H. Making generalizations Task 8. Makes Sense to Me

and abstractions of the Pick out at least ten sentences from the myth that shows sensory images. Identify the senses to which this
new lesson statements appeal.

I. Evaluating Learning Task 9. MY TREASURE

“When you build defenses, you are minimizing the risk of encountering future problems. Through these defenses, you
learn how to cope with the changing times and how to turn each challenge into something beneficial.”

My journey through this lesson enabled me to learn ___________________________________

_____________________________________________________________________________
_____________________________________________________________________________

It made me realize that __________________________________________________________

_____________________________________________________________________________
_____________________________________________________________________________
I, therefore, commit to ___________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
J. Additional activities for Task 10. Triple Treat
application or Below are paragraphs lifted from “The Gorgon’s Head”.
remediation
Task A. Circle all the pronouns from the paragraph.

That was the last time Perseus ever used the horrible head. (1-2) He gave it most willingly to Athena, who kept it ever
after.

(3) Now that Polydectes was dead. Danae yearned to go home again and be reconciled to her father. (4) So Perseus
made the fisherman Dictys King of island and sailed with his mother and Andromeda to Greece.

(5-6) But it happened that when they came to Argos, King Acrisius was away from home. (7) Games were being held in
Larissa, and Perseus, hearing of them, decided to go there and take part. (8) And there at the game it was that the oracle with
Acrisius had received at Delphi was strangely fulfilled. (9) For when it came Perseus’ turn to throw the discus, (10-11) he threw it
so that it swerved to one side. (12) It landed among the spectators and killed an old man. That old man was King Acrisius, who
had gone to such cruel lengths to avoid the fate which the gods had ordained.
Task B. Paraphrase at least five sentences by transforming the circled pronouns into reflexive or intensive pronouns IF
APPLICABLE. Write R on the blank before each item if the pronoun is Reflexive or I if intensive.

_____1. _____________________________________________________________

_____2. _____________________________________________________________

_____3. _____________________________________________________________

_____4. _____________________________________________________________

_____5. _____________________________________________________________

V. REMARKS
VI. REFLECTIONS
A. No. of learners who
earned 80% of the
formative assessment
B. No. of learners who
require additional
activities for
remediation
C. No. of learners who
have caught up with
the lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
Strategies worked
well? Why did this
work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with
other teachers.

Prepared by: Observed by:

JUAN MIGUEL R. DELA CRUZ MIGUEL S. SOLER JR. MERYGEE L. JAVIER PhD
Teacher Head Teacher, English Dept. Principal IV