Grade 1 to 12 DAILY School
LESSON LOG Teacher
Date/Time
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resources (LR)
Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Butansapa NHS Grade Level 10
Josenia P. Constantino Subject English
July 30, 2018 – Monday Quarter 1
1:45-2:45 (Amethyst) / 2:50-3:50 (Pearl)
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.
The learner composes a short but powerful persuasive text using a variety of
persuasive techniques and devices.
EN10VC-Ig 1.5/2.5:Draw generalization and conclusions based on the
material viewed
EN9LT-IVg-17: Analyze literature as a means of understanding unchanging
values in a changing world
EN9LT-IVg-2.2.3: Determine tone, mood, technique, and purpose of the
author
Subskill: Determine the tone and mood used by the author.
Page225 of 247 (CG 2016)
Module 1: Lesson 4 Dealing with Personal Challenges
Selection: Arachne by Olivia Coolidge
Drawing generalization and conclusions
Determining tone and mood
67-72
Invite the students to Your Journey.
Ask them about their insights on it and its connection of the lesson’s theme.
Explain to the students “Your Objectives.”
Tell the students that the expected output to present is “An Impressive Photo
Essay.”
Your Initial Tasks
Task 1. Picture Perfect
Process students’ activity.
1. Whose face flashed at the back of your mind?
2. How do you feel as you look at it?
3. What are its aspects/details that relate to, or show the importance of
dealing with personal challenges in life?
Have the students connect the quotation to the message of the picture.

B. Establishing a purpose for
the lesson
C. Presenting
examples/instances of the
new lesson
D. Discussion new concepts and
practicing new skills #1
Task 2. Puzzle Trial
Task 3. Three Controls
Process all the activities.
Task 4. Setting Expectations
Using the essential questions as focal point, reflect. Answer this question,
“What do I expect or hope to learn?”
Write your targets on what you expect or hope to learn in this lesson.
Tell the students that they will be reading another myth today.
Ask the following:
1. What are the features of myth?
2. What significant truth about human experience does it highlight? (based
on the previous reading)
Tell the students that they will be reading a story about “Arachne” a myth
from Ancient Greece translated by Olivia Coolidge.
But before reading, enrich the students’ vocabulary awareness.
Give the meaning of the following underlined words through context clues.
1. Arachne lived in an obscure, unknown little village, very far from the
town, and her father was a humble dryer of wool.
A. small B. far c. unknown d. humble
2. Praise was all she lived form and it displeased her greatly, she became
annoyed when people compared her to the goddess.
A. annoyed B. pleased c. praised d. great
3. When she heard murmur, she should stop, and look to those people who
are whispering from one another.
A. talking loudly b. whispering C. shouting d. gossiping
4. Arachne turned around indignantly say “With my own ten fingers I
gained this skill, and by hard practice from early morning till night.” She
was so angry with the people who were saying that goods gave her talent in
weaving.
A. happily b. angrily c. luckily d. sadly
Tell to the students that they will be reading the story of “Arachne” a myth
from Ancient Greece translated by the Olivia Coolidge.
Find out how human desires, intuitions, and motives lead to dealing with
personal challenges.
Oral reading of the selection.
Guide Questions for paragraph 1.
1. Describe Arachne, what can you say about her physical looks?
2. Where did she live?

E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery (Leads
to Formative Assessment 3)
3. What is the gift or skill of Arachne?
For paragraph 2
4. How did Arachne become famous?
5. What was the effect of her talent to other creatures?
For paragraph 3
6. What was her attitude whenever people talked about her?
7. How did Arachne react when she was compared to goddess Athena?
Paragraphs 4, 5, and 6
8. Who disguised as Athena?
9. What did she say to Arachne?
10. How did Arachne respond to her?
11. How did Athena respond to the challenge of Arachne?
Paragraphs 7 & 8
12. Describe the design made by Athena? Compare it to that of Arachne?
13. Why did Athena become angry when she saw the design of Arachne?
14. How did Athena feel about it? What did she do to the design of
Arachne?
15. How did Arachne respond to this insult?
Paragraphs 9 & 10
16. What was the cursed of Athena to Arachne?
Deepening of the lesson:
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 and
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 effects
of the story?
Group Work:
Group 1: Justifiers
Discuss the answers to these questions:
1. What is the nature of the conflict in Arachne?
2. What does Arachne do that makes it difficult to her to solve her problem?
3. What happens to her as she lives through her experience?
Group 2: Justifiers:
Discuss the answers to the following questions:
4. What character trait is clearly shown by Arachne?
5. What are some details in the story that will prove that Arachne’s pride is
the reason for her downfall?
 6. What is your opinion on the characteristics of the following based on
their words and actions, especially in dealing with challenges?
a. Arachne
b. the old woman (Athena)

Group 3: Discuss the answers to the following questions:

1. Is the use of poetic justice (a happy ending where a virtue is rewarded and
the vice/wrong doing is punished) as a literary device effective in
“Arachne”? Explain.
2. Had Arachne changed her attitude, do you think the old woman would
have punished her?
3. Does the story help you understand the value of dealing with challenges?
Explain.

Group 4: Discuss answers to the following questions:

4. What generalization or statement about human experience (theme) does
the story make?
5. Ponder on the title “Arachne.” In what way does it relate to the theme
(general truth or observation about human experience/message) of the
selection?
6. Is it used as a symbol to clarify the theme? Explain.

G. Finding practical applications How does the story of Arachne highlight the unchanging values in a
of concepts and skills in daily changing world?
living
In what specific situation can you observe the unchanging values?

H. Making generalizations and What literary devices were highlighted in the story?
abstractions about the lesson How do these literary devices help you understand the theme of the story?
How does the theme of the story help deal with your personal challenges?
I. Evaluating Learning Tasks server as evaluation of learning.

J. Additional activities for

application or remediation
V. REMARKS

VI. REFLECTIONS
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lessons
work? 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 these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovations or localized
materials did I use/discover
which I wish to share with other
teachers?
Noted/Observed/Inspected Noted/Observed/Inspected Noted/Observed/Inspected

JELLY L. SORE ___________________________ ROWENA M. LOTO

EPS-English Public Schools District Supervisor School Head
Date_______________ Date_________________ Date____________________
Grade 1 to 12 DAILY School Butansapa NHS Grade Level 10
LESSON LOG Teacher Josenia P. Constantino Subject English
Date/Time August 1, 2018 – Wednesday Quarter 1
1:45-2:45 (Amethyst) / 2:50-3:50 (Pearl)

I. OBJECTIVES
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 EN10VC-Ig 1.5/2.5:Draw generalization and conclusions based on the
material viewed
EN9LT-IVg-17: Analyze literature as a means of understanding unchanging
values in a changing world
EN9LT-IVg-2.2.3: Determine tone, mood, technique, and purpose of the
author
Subskill: Determine the tone and mood used by the author.
Page225 of 247 (CG 2016)
II. CONTENT Module 1: Lesson 4 Dealing with Personal Challenges
Selection: Arachne by Olivia Coolidge
Drawing generalization and conclusions
Determining tone and mood
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages 67-72
3. Textbook pages
4. Additional Materials from
Learning Resources (LR)
Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting
examples/instances of the
new lesson
D. Discussion new concepts and
practicing new skills #1
E. Discussing new concepts and Deepening of the lesson:
practicing new skills # 2 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?

F. Developing mastery (Leads
to Formative Assessment 3)
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning
J. Additional activities for
application or remediation
4. What prevailing mood is conveyed in “Arachne”? Find words and
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 effects
of the story?
Group Work:
Group 1: Justifiers
Discuss the answers to these questions:
1. What is the nature of the conflict in Arachne?
2. What does Arachne do that makes it difficult to her to solve her problem?
3. What happens to her as she lives through her experience?
Group 2: Justifiers:
Discuss the answers to the following questions:
4. What character trait is clearly shown by Arachne?
5. What are some details in the story that will prove that Arachne’s pride is
the reason for her downfall?
6. What is your opinion on the characteristics of the following based on
their words and actions, especially in dealing with challenges?
a. Arachne
b. the old woman (Athena)
Group 3: Discuss the answers to the following questions:
1. Is the use of poetic justice (a happy ending where a virtue is rewarded and
the vice/wrong doing is punished) as a literary device effective in
“Arachne”? Explain.
2. Had Arachne changed her attitude, do you think the old woman would
have punished her?
3. Does the story help you understand the value of dealing with challenges?
Explain.
Group 4: Discuss answers to the following questions:
4. What generalization or statement about human experience (theme) does
the story make?
5. Ponder on the title “Arachne.” In what way does it relate to the theme
(general truth or observation about human experience/message) of the
selection?
6. Is it used as a symbol to clarify the theme? Explain.
How does the story of Arachne highlight the unchanging values in a
changing world?
In what specific situation can you observe the unchanging values?
What literary devices were highlighted in the story?
How do these literary devices help you understand the theme of the story?
How does the theme of the story help deal with your personal challenges?
Tasks server as evaluation of learning.
V. REMARKS

VI. REFLECTIONS
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lessons
work? 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 these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovations or localized
materials did I use/discover
which I wish to share with other
teachers?
Noted/Observed/Inspected Noted/Observed/Inspected Noted/Observed/Inspected

JELLY L. SORE ___________________________ ROWENA M. LOTO

EPS-English Public Schools District Supervisor School Head
Date_______________ Date_________________ Date____________________
Grade 1 to 12 DAILY School
LESSON LOG Teacher
Date/Time
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resources (LR)
Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting
examples/instances of the
new lesson
D. Discussion new concepts and
practicing new skills #1
Butansapa NHS Grade Level 10
Josenia P. Constantino Subject English
August 2, 2018 – Thursday Quarter 1
1:45-2:45 (Amethyst) / 2:50-3:50 (Pearl)
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.
The learner composes a short but powerful persuasive text using a variety of
persuasive techniques and devices.
EN10G-Ie-26: Using words and expressions that emphasize a point
Page225 of 247 (CG 2016)
Module 1: Lesson 4 Dealing with Personal Challenges
Selection: Arachne by Olivia Coolidge
Using words and expressions that emphasize a point
73
Recall important story of the myth “Arachne.”
Tell the students that they will learn a new lesson today.
Brainstorm the students about their ideas or insights of some words that are
used to signal emphasize a point.
Ask the students:
1. How do you express your point or viewpoint?
2. What expressions do you use to express your viewpoint?
Process students’ answers. Tell the students that they will learn different
expressions that could help them express their viewpoint on something.
Ask the students to classify the words in the box on Task 6. Language
Watch.
Process students’ answers.
How did you classify the words?
What has been your basis?
What do you call these words?
Task 6. Language Watch
B. Giving Emphasis
Read the following sentences from “Arachne,” and think about the italicized
words/phrases.

E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery (Leads
to Formative Assessment 3)
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTIONS
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
1. “I have challenged her to a contest, but she, of course, will not come.
2. They were terribly afraid as they realized they stood in the presence of
Athena.
3. “Surely, Athena herself must have taught her.”
4. “Therefore, where she heard them murmur, she would stop her work and
turn around indignantly.
5. Arachne was immensely proud of her skill.
Process Questions:
1. What do the italicized words/phrases have in common?
2. Do they help in giving emphasis to the action? Prove your point.
Have the students do Task 6.C. Blissful
Pair up and take turns in answer these questions:
1. Are you confident about your ability to deal with trials and obstacles to
your personal goals?
2. How do you overcome your fear when dealing with a difficult challenge?
3. Have you discovered or realized something or felt blissful after you dealt
with the challenge?
Prove your point by citing examples.
Use special expressions to emphasize your point and to clarify your stand.
D. Comfort Zone
 Think about this question: Do you believe that sticking to your
comfort zone instead of taking risks when you face a challenge is a
better decision all the time?
 For five minutes, think and jot down the reasons why you say so.
Include examples to prove your point.
 Use special expressions to emphasize your point and to clarify your
stand.
How do the expressions help you express your viewpoint? How does it help
you improve your communication skill?
Tasks serve as evaluation of learning.
 C. Did the remedial lessons
work? 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 these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovations or localized
materials did I use/discover
which I wish to share with other
teachers?
Noted/Observed/Inspected Noted/Observed/Inspected Noted/Observed/Inspected

JELLY L. SORE ___________________________ ROWENA M. LOTO

EPS-English Public Schools District Supervisor School Head
Date_______________ Date_________________ Date____________________
Grade 1 to 12 DAILY School
LESSON LOG Teacher
Date/Time
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resources (LR)
Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting
examples/instances of the
new lesson
Butansapa NHS Grade Level 10
Josenia P. Constantino Subject English
August 3, 2018 - Friday Quarter 1
1:45-2:45 (Amethyst) / 2:50-3:50 (Pearl)
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.
The learner composes a short but powerful persuasive text using a variety of
persuasive techniques and devices.
EN10RC-If-21: Compare new insights with previous learnings
EN10LC-If-14.2: Determine the roles of discourse markers (e.g.
conjunctions, gambits, adverbs) in signaling the functions of statements made
EN10VC-If-25:Express insights based on the ideas presented in the material
viewed
EN10V-If-13.9:Differentiate formal from informal definitions of words
Module 1: Lesson 5 Winning over Individual Challenges
Selection: How Odin Lost His Eye retold by Catherine F. Sellew
79-85
Invite the students to read “Your Journey.” Ask their insights about it.
Have them read “Your Objectives.” Explain these to the students.
Remind the students of their Final Output.
Have the students do “Your Initial Tasks.”
Task 1 Connect to the Cap
Task 2 Outlook Turn Up
Task 3 Tune In
Task 4. Looking Forward
Ask the students on their goals and targets, things that they would like to
learn which are relevant to winning over individual challenges.
Vocabulary Words
Get the meaning of the following words through context clues.
1. The great king gazed thoughtfully down on the earth below him. He was
carefully looking on the people living on earth.
A. listened B. judged C. stared D. Pitied
 2.

D. Discussion new concepts and

practicing new skills #1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery (Leads
to Formative Assessment 3)
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning
J. Additional activities for
application or remediation
V. REMARKS

VI. REFLECTIONS
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lessons
work? 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 these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovations or localized
materials did I use/discover
which I wish to share with other
teachers?
Noted/Observed/Inspected Noted/Observed/Inspected Noted/Observed/Inspected

JELLY L. SORE ___________________________ ROWENA M. LOTO

 EPS-English Public Schools District Supervisor School Head
Date_______________ Date_________________ Date____________________