DLL English 10 Q1_Module 1_Lesson 1_ Daedalus and Icarus, Intensive and Reflexive Pronoun, Anti-Bullying Act.docx

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 10-14, 2019 Quarter FIRST
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:
EN10RC-Ic-2.15.2: Determine
the effect of textual aids like
advance organizers, titles, non-
linear illustrations, etc. on the
understanding of a text
EN10LC-Ic-4: Determine the
implicit and explicit signals,
verbal, as well as non-verbal,
used by the speaker to highlight
significant points
At the end of the session, learners
are expected to:
EN10VC-Ic-1.4/2.4: Determine how
connected events contribute to the
totality of a material viewed
EN10V-Ic-13.9: Differentiate formal
from informal definitions of words
At the end of the session, learners
are expected to:
EN10LT-Ic-2.2: Explain how the
elements specific to a genre
contribute to the theme of a particular
literary selection
EN10WC-Ic-12.2: Formulate a
statement of opinion or assertion
REGULAR NONWORKING
HOLIDAY: INDEPENDENCE DAY
learners are expected to:
EN10OL-Ic-3.16: Describe the
techniques in effective public
speaking
EN10G-Ic-26: Using words and
expressions that emphasize a point
students are expected to:
Objectives:
1. Apply what one has learned
from the week’s lesson.
2. Show enthusiasm in answering
Quiz 1.
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
 Daedalus and Icarus  Answering of Module 1: Pre-
Assessment
 Daedalus and Icarus
 Intensive and Reflexive Pronoun
Introduction
 Daedalus and Icarus
 Intensive and Reflexive Pronoun
Introduction
 Anti-Bullying Act
 Daedalus and Icarus Quiz 1
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
Celebrating Diversity Through World
Literature
Literature
Literature
Celebrating Diversity Through
World Literature

First Edition 2015 First Edition 2015 First Edition 2015 First Edition 2015 First Edition 2015
1. Teacher’s Guide pages
2. Learner’s Materials pages Pages 11-16 Pages 17-19 Pages 20-26 Pages 27-30 Pages 11-30
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/.
Ph.D.
K to 12 English Curriculum Guide May
2016 Page 199 of 244 Learning
Materials are uploaded at
Ph.D.
K to 12 English Curriculum Guide May
2016 Page 199 of 244 Learning
Materials are uploaded at
Ph.D.
May 2016 Page 199 of 244
Learning Materials are uploaded
at http://lrmds.deped.gov.ph/.
Ph.D.
May 2016 Page 199 of 244
Learning Materials are
uploaded at
A. Other Learning Resources Materials
A. Video of the material
B. Laptop and speaker
C. Strips of Colored Paper, Tape
and Marker
D. Copy of the Material
Materials
C. Strips of Colored Paper, Tape and
Marker
Materials
C. Strips of Colored Paper, Tape and
Marker
D. Copy of the Material
Materials
C. Strips of Colored Paper, Tape
and Marker
Materials
A.Pen and Paper
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.
3. Checking of Previous
Activities
UNFREEZING ACTIVITY
4.To catch students’ attention,
the teacher plays a video clip.
5.The teacher gives instruction
on what the students should do
during the song.
Management Etc.
VOCABULARY ENHANCEMENT
1.Giving of the WORD for TODAY
and students make a sentence using
the word for today.
3. Checking of Previous Activities
UNFREEZING ACTIVITY
4.To catch students’ attention, the
teacher plays a video clip.
5.The teacher gives instruction on
what the students should do during
the song.
The students perform the activity.
Management Etc.
and students make a sentence using
the word for today.
3. Review on the Previous Lesson
UNFREEZING ACTIVITY
3.To catch students’ attention, the
teacher, the teacher plays a video
clip.
4. The teacher gives intruction on
the song.
Management Etc.
and students make a sentence
using the word for today.
UNFREEZING ACTIVITY
To catch students’ attention, the
clip.
the song.
Management Etc.
and students make a sentence
using the word for today.
UNFREEZING ACTIVITY
To catch students’ attention, the
clip.
what the students should do
during the song.
The students perform the
activity.

B. Establishing a purpose for the
lesson
Task. VOCABULARY
SPINNER
Your teacher will give you
instructions on how to play the
vocabulary spinner.
How do personal challenges
make you a better person?
Task 7 OF FLIGHT AND LIGHT
Discussion of Icarus and
Daedalus
By Nick Pontikis
SPELLING DRILL
1. mischeivous
2. potlock
3. ragamuffin
4. impeccable
5. oblivion
6. populace
7. labyrinth
8. minotaur
9. alliteration
10. onomatopoeia
Task. GRAMMARIAN FOR A DAY
A. Scan the paragraphs below.
Underline all the pronouns used by the
author.
He was then tried at the
Areiopagus, which was the ancient
Greek court, and banished from his
home city of Athens. He fled to the
island of Crete, where he began to
work at the court of King Minos and
Queen Pasiphae, in the magnificent
palace of Knossos.
It is said that Daedalus was
the first to conceive masts and sails for
ships for the navy of Minos, helping
Crete become a naval power. The
statues he carved were so exquisite,
they looked as if they were alive. It is
said that they would have escaped
were it not for the chain that bound
them to the palace wall.
Daedelus also constructed
a wooden cow for the queen to hide in
to satisfy her amorous longings for a
white bull sent by Poseidon.
When the dreadful Minotaur
was born, Daedalus built the Labyrinth
to contain the monstrous half-man,
half-bull. For years, Minos demanded
a tribute of youths from Athens to feed
the creature as punishment for the
accidental killing of his son while he
was visiting Athens.
Eventually, the Athenian
hero Theseus came to Crete to
attempt to slay the Minotaur. Princess
Ariadne, daughter of King Minos and
Queen Pasiphae, fell in love with
Theseus and asked Daedalus to help
him.
Daedalus gave her a flaxen thread for
Theseus to tie to the door of the
Labyrinth as he entered, and by which
he could find his way out after killing
the monster. Theseus succeeded, and
escaped Crete with Ariadne.
My Mission Statement
_____________________
______________________
______________________
______________________
______________________
DAEDALUS AND ICARUS
IDENTIFICATION
1. Author of the myth Daedalus
and Icarus.
2. Ancient story created to explain
natural events.
3. The meaning of the name
Daedalus.
4. Homeland of Daedalus.
5. Daedalus nephew and his
apprentice.
6. A maze or passage created to
house the pet of King Minos.
7. A half-bull and a half human
beast, pet of King Minos.
8. The Queen who has an
amorous longing for a white bull.
9. Invented by Daedalus to satisfy
the queen’s amorous longing for a
white bull.
10. Daedalus’ father, son of
Erectheus.
11. The ancient Greek court.
12. The goddess of wisdom.
13. The sun-god.
14. The goddess of wisdom
changed Perdix into a ____.
15. The island where Daedalus
was banished.
16. The name of the kingdom of
King Minos.
17. The son of Daedalus.
18. The King of Crete.
19. The daughter of the King of
Crete.
20. The Athenian hero who had
slain the minotaur.
21. A material given by Daedalus
to Theseus to escape in the
labyrinth.
22. He had given Icarus a proper
burial.
23. The sea where Icarus was
drowned.
24. The palace of King Cocalus.
25. The island where Daedalus
continued his journey after Icarus’
death.

26. The temple where Daedalus
offered his artificial wings.
27. The challenged device by
King Minos to look for Daedalus.
28. They killed King Minos.
29. Daedalus ended up in this
place after he left Camicus.
30. Daedalus travelled with him, a
nephew of Heracles.
ENUMERATION
31-33. Inventions of Daedalus
34-35. Inventions of Perdix
36-37. Materials used for the
Artificial Wings
38-40. 3 islands where Daedalus
and Icarus reached after escaping
from Crete.
41-42. The advises given by
Daedalus to Icarus
43-45. Reputedly mothers of
Daedalus
46-49. Words for Today
50.Bonus
C. Presenting examples/instances of
the new lesson
Task .FACTS AND DETAILS
1. Who hires Daedalus?
2. What does Daedalus
design to hold the
Minotaur?
3. What does Daedalus invent
to help him and Icarus
escape from the Labyrinth?
4. What does he warn Icarus
not to do?
5. What happens to Icarus?
Task. IMAGE IN MY MIND
Your teacher will group you into five.
Illustrate the images in your mind as
you encountered the following in the
story.
Group 1: The Labyrinth
Group 2: Icarian Sea
Group 3: Minos’s shell
Group 4: Minotaur
Group 5: Icarus’s wings
B. Pick at least five (5) sentences
with pronouns. Rewrite the
statements and make the pronouns
reflexive. Make sure these pronouns
reflect back to the subject of the
sentence.
1. ________________________
2. _________________________
3. _________________________
4. _________________________
5. _________________________
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:
CONTINUATION

D. Discussing new concepts and
practicing new skills #1
Task .WHAT’S GOING ON?
1. Why did Minos imprison
Daedalus in the Labyrinth?
2. Why did Minos think that, if
Daedalus can’t find his way
out, “so much the better”?
3. Minos tells Icarus that the
plan is dangerous. Why
does he want them to take
this risk?
4. Why did Daedalus leave
his wings on the altar of
Apollo? Why wouldn’t he
want to fly some more?
CONTINUATION
C. Construct your own sentences by
using the following pronouns as
reflexive pronouns.
1. (him)
______________________________
2. (her)
______________________________
3. (them)
______________________________
4. (it)
______________________________
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
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.
CONTINUATION
E. Discussing new concepts and
practicing new skills #2
Task. FACT OR NOT
Tell whether the statement is a
fact or not. Draw WINGS before
each number if the statement is
a fact and SUN if otherwise.
CHECKING OF OUTPUT
1.Have the students exchange papers
for the checking of their work.
The teacher will discuss on how they
YOUR DISCOVERY
TASKS
Task. MEN UNDER THE
LENS
A. Make a list of all the
personal challenges Icarus
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
CONTINUATION

_______ Daedalus was an
inventor.
_______ King Minos wanted to
kill the Minotaur.
_______ It would be easy to find
your way out of the Labyrinth.
_______ Icarus design his own
wings.
_______ The wings were made
of chicken feathers.
arrive to those answers.. and Daedalus needed to
overcome to escape from
the cruel living.
B. Pick out similar personal challenges you
have experienced, as the two characters.
Processing Questions:
1. What do the similarities of your
personal challenges in life and those
of Daedalus and Icarus tell? What
new discoveries did you find?
2. What do these discoveries reveal
about myths and realities of life?
Daedalus’ Personal Challenges
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).
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
F. Developing mastery
(Leads for Formative
Assessment 3)
CONTINUATION. Task. CHARACTER PORTRAIT
Extract actions, dialogues, and
thoughts of Daedalus from the text you
have read, then write a description
about the character.
Task. DEALING WITH PERSONAL
CHALLENGE
Below are some personal challenges
encountered by Icarus and Daedalus.
How would you deal with these
challenges if you encounter them?
1. abuse of power
2. self destruction
3. foolishness
4. lack of contentment
5. aggressiveness
6. hard headedness
7. impetuousness
8. hostility
9. pride
10. boastfulness
11. egocentricity
12. procrastination
13. compulsiveness
14. envy
Task. A DAY IN A LIFE
What would you do to stop or at
least minimize the cases of bullying
if you would be any of the following
for a day?
Group 1: A Senator
Group 2: A School Janitor
Group 3: A Teacher
Group 4: A Parent
Group 5: A Priest/Nun
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.
INSIGHTS SHARING
1.Have each student discuss his/her
ideas with a partner.
Task. THE WORRY SHEET
Things that worry us could be great
challenges. What worries you at this
moment? What can you do about it?
INSIGHTS SHARING
1.Have each student discuss his/her
ideas with a partner.
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.
2.Have each pair join another pair to
expand their sharing.
3. Call on a few students to share
their small group discussion.
Accomplish the chart below: see page
22.
Task. STRESS TABS
Stress is a personal challenge. It
affects your studies and slows you
down in accomplishing a lot of things.
Use the chart below to identify what
causes you stress and how does it
affect you.
2.Have each pair join another pair to
expand their sharing.
2.Have each pair join another pair
to expand their sharing.
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.
regarding the lesson.
DIGGING DEEPER
lesson.
regarding the lesson
DIGGING DEEPER
lesson.
DIGGING DEEPER
lesson.
I. Evaluating learning CHECKING, RECORDING,
SUGGESTING
1. The teacher checks and
records students work.
The teacher makes necessary
comments or suggestions on
the students’ output.
CHECKING, RECORDING,
SUGGESTING
2. The teacher checks and records
students work.
3. The teacher makes necessary
comments or suggestions on the
students’ output.
SUGGESTING
1.The teacher checks and records
students work.
2.The teacher makes necessary
students’ output.
SUGGESTING
1. The teacher checks and records
students work.
students’ output.
SUGGESTING
1. The teacher checks and
records students work.
students’ output.
J. Additional activities for
application for remediation
AGREEMENT/REMINDERS
Task.DIGGING DEEPER
1. In a short paragraph,
describe how Daedalus
planned to escape from the
island prison of Crete.
2. Do you think Daedalus’s
plan is a good one?
Explain your answer.
3. Which events in the myth
could have happened in
real life?
4. If you had access to
building resources and
materials, how would you
design a flying machine to
AGREEMENT/REMINDERS
Task 14 TIMELINE
Read the text once again. Create a
graphic organizer of what happened in
each of the following places:
1. The palace of Minos
2. In prison
3. Icarus in the sea
4. Sicily
AGREEMENT/REMINDERS
Task. REACT TO THE MAX
Your instant reactions tell something
about yourself. How would you react in
each of the following situations? Write
your answer in the thought balloon.
Task. MATTER OF JUDGMENT
Weighing two or more things to solve
a problem could be a real challenge. If
you were a judge and is to set free one
of the following prisoners, who would
it be and why? Check the box of your
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.

help you escape from the
island prison of Crete?
choice and justify your answer on the
space provided below.
1. Murderer who has eight (8) children
2. Thief who stole your mother’s
wedding ring.
3.Convicted rapist who claims he’s
innocent.
4. Innocent man convicted of a crime
but became a drug pusher while in
prison.
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-
COMMITMENT-
EXCELLENCE-
INTEGRITY-
RESILIENCE-
COMMITMENT-
EXCELLENCE-
INTEGRITY-
RESILIENCE-
COMMITMENT-
EXCELLENCE-
INTEGRITY-
RESILIENCE-
COMMITMENT-
B. No. of learners who require additional
activities for remediation.
EXCELLENCE-
INTEGRITY-
RESILIENCE-
COMMITMENT-
EXCELLENCE-
INTEGRITY-
RESILIENCE-
COMMITMENT-
EXCELLENCE-
INTEGRITY-
RESILIENCE-
COMMITMENT-
EXCELLENCE-
INTEGRITY-
RESILIENCE-
COMMITMENT-
EXCELLENCE-
INTEGRITY-
RESILIENCE-
COMMITMENT-
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson.
EXCELLENCE-
INTEGRITY-
RESILIENCE-
COMMITMENT-
EXCELLENCE-
INTEGRITY-
RESILIENCE-
COMMITMENT-
EXCELLENCE-
INTEGRITY-
RESILIENCE-
COMMITMENT-
EXCELLENCE-
INTEGRITY-
RESILIENCE-
COMMITMENT-
EXCELLENCE-
INTEGRITY-
RESILIENCE-
COMMITMENT-
D. No. of learners who continue to
require.
EXCELLENCE-
INTEGRITY-
RESILIENCE-
COMMITMENT-
EXCELLENCE-
INTEGRITY-
RESILIENCE-
COMMITMENT-
EXCELLENCE-
INTEGRITY-
RESILIENCE-
COMMITMENT-
EXCELLENCE-
INTEGRITY-
RESILIENCE-
COMMITMENT-
EXCELLENCE-
INTEGRITY-
RESILIENCE-
COMMITMENT-
E. Which of the teaching strategies
worked well? Why did these works?
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?
(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 II

DLL English 10 Q1_Module 1_Lesson 1_ Daedalus and Icarus, Intensive and Reflexive Pronoun, Anti-Bullying Act.docx

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DLL English 10 Q1_Module 1_Lesson 1_ Daedalus and Icarus, Intensive and Reflexive Pronoun, Anti-Bullying Act.docx