Department of Education

Region VI-Western Visayas

Division of Iloilo City
JALANDONI M MORIAL NATIONAL HIGH SCHOOL
Abanilla St., Lapuz, Iloilo City

LESSON PLAN IN ENGLISH 10

JULY 8, 2019

I. Objectives

A. Content Standards
The learners demonstrate 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 learners compose a short but powerful persuasive text using a variety of persuasive techniques
and devices.

C. Learning Competency
EN10RC-Ib-2.15.2: Determine the effect of textual aids like advance organizers, titles, non-linear
illustrations, etc. on the understanding of a text

II. Content

The Gorgon’s Head

III. Learning Resources

A. References
B. Teacher’s Guide Pages
p. 20-28
C. Learner’s Material Pages
p. 33-43
D. Textbook Pages
E. Additional Materials from LRMDS Portal
F. Other Learning Materials
PowerPoint Presentation, Music Video, Speakers, Projector

IV. Procedures

A. Reviewing previous lesson or presenting the new lessons

B. Establishing a purpose for the lesson

Task 1. What am I?
Ask the students to 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 use when it’s raining. What am I?
3. I am what you wear when the 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?
Put all your answers together to come up with the answer to this riddle.
What “D” is built for protection?
C. Presenting examples/instances of the new lesson

Let the students watch the video or listen to the song “Reflection” and answer the questions
that follow.
1. What is the song all about?
2. What type of discrimination has been underscored in the song?
3. How is the discrimination related to your life? (if there’s any)
4. Pick out your favourite lines from the song and explain why.
Let them share their answers to the class.

Allow the students to share strategies on how they have combated discrimination.
Ask them to reflect on the following questions:
1. Who do you consider as a person who inspires you because he/she has
successfully combated discrimination?
2. What do you think are the defenses he/she has built to overcome
discrimination?
Allow them to share their answers to the whole class.
Don’t forget to commend those learners who participate in the discussion.

Ask the students if they are ready to proceed to the next phase of the lesson as part of
assessment as learning.

D. Discussing new concepts and practicing new skills #1

Let learners accomplish the story anticipation guide in the LM

Ask the students to unscramble the letters to form the correct word in each item found in the
LM.

Post the question: “How do I build the best defenses against challenges to acquire the best
quality of life possible for me?”

E. Discussing new concepts and practicing new skills #2

Let learners read the story, The Gorgon’s Head
Discuss the story with the learners

Ask the learners the following questions:

1. What is the dreadful oracle that is delivered to King Acrisius?
2. What adventure does Polydectes suggest that Perseus undertake?
3. Explain how the oracle given to King Acrisius is fulfilled.
4. What is Polydectes’ true motive in sending Perseus to kill Medusa?
5. What help does Perseus get on his quest?

F. Developing mastery (leads to Formative Assessment 3)

Discuss kinds of Diagrams

Group the students into five. Each of the 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 overcame by 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.

Learners will be given time to finish the activity.

-A Rubric will be used to assess the diagrams

Process the activity using the following questions:

1. How did you feel about the activity?
 2. What diagram is assigned to you?
3. Do you find diagramming difficult? Why or why not?
4. What help would these textual aids provide?

G. Finding practical applications of concepts and skills in daily living

- Let learners cite instances in real life wherein the story, The Gorgon’s Head is applicable

H. Making generalizations and abstractions about the lesson

- Let learners generalize the day’s discussion

I. Evaluating Learning

The students will answer individually the test.

I. Identify what is asked in each question. (10 pts.)

1. How does the Gorgon's Head become useful to Perseus?

2. Polydectes suggests that Perseus cut off the Medusa's head because...
3. What are horrible monsters with hair made of snakes?
4. What is the dreadful oracle about?
5. What characteristic must a hero such as Perseus possess?

II. Create a Venn diagram that compares your characteristics with Perseus(10 pts.)
-A Rubric will be used to assess the diagrams

V. Assignment

Make a diagram of the challenges that you encountered in your life.

Do your assignment in a 1 whole sheet of paper.
-A Rubric will be used to assess the diagrams

VI. Reflection

Instructional Decision:

Prepared by:

SHANE JAY S. BOLIVAR

English Teacher I

Observed by:

Observed by:
Observed by: