A Detailed Lesson Plan

in
English – Grade 10

I. LEARNING OBJECTIVES / COMPETENCIES

A. Understand the reading text using the graphic organizers
B. Analyze the elements of the story to get the theme
C. Relate oneself to the theme of the story

II. LEARNING CONTENT

A. Lesson: How Odin Lost His Eyes, Retold by Catherine F. Sellew

B. Materials: copy of the reading text, laptop and LCD projector (if available), copy of the powerpoint presentation
of the lesson, task cards (copy of the activities), Story Retell Maps, copy of the song “Roar” by Katy Perry,
Bluetooth speaker, tarpapel of the other materials, gift box

C. References: English Learner‘s Material for Grade 10 (pp. 80 - 91)

D. Methodology: Inductive Method and 4 A’s Approach

III. LEARNING TASKS

Teacher’s Hint Teacher’s Activity Student’s Activity

A. Preliminary Good morning class! How is your day so far? Good morning Ma’am. We are fine.
Activities
That’s good to hear! So can I expect a full blast
Greeting of energy and active participation from you? Yes Ma’am.

Before we begin our lesson this morning, let us (A student leads the prayer.)
ask the guidance of our Almighty God and let Let us bow our head and feel the presence of
us enlighten our mind to completely understand the Lord.
the lesson this morning. Father God
Martha, please lead the prayer. Come be with us today,
Fill our hearts with joy,
Prayer
Fill our minds with learning,
Fill our classrooms with peace,
Fill our lessons with fun,
Fill our friendships with kindness,
Fill our school with love.
Amen

I would like to request everyone to arrange your (The students arrange their chairs and pick up
Classroom
chairs properly and make sure there are no the trashes.)
Management
trashes around you.

As I can observe, everyone is present. I’m so

Checking of
glad that everyone understands the reasons of
attendance
coming to school regularly.

B. Developmental Let’s move on to our first activity this morning.

Activities Are you ready class? Yes ma’am.
I have here a list of some personal challenges
that each of us can experience or encounter in
our readings. (Choose 3 students to answer the (The students participate actively.)
questions.)
1. Which of these challenges affect your life
and how?
2. Which challenge would you like to happen or
not to happen again?
 Task 1. Challenges Affecting Me

Challenges Affecting Me
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 / incapacitated
mental, and physical and emotional attributes
Being overwhelmed by a difficult task

Task 2. Outlook Turn Up

Study the picture on the screen / board. Use
picture clues and see how it relates to your idea
about winning over challenges.
1. Does the drawing portray a man of action?
Explain.
2. What can you tell about the person’s
personality from the drawing?
3. Which details in the drawing show how to
overcome over individual challenges?
4. Considering today’s context, what can we (The students share their thoughts and ideas.)
possibly do to win over challenges?

Task 3 Tune In (The students listen to the song and list down
Listen to the song “Roar” by Katy Perry, and words and expressions that relate to the ways
find out what it says about challenges. we deal with challenges.)
List down words and expressions that relate to
C. Motivation
the ways we deal with challenges.
(The teacher plays the song.)
(The teacher asks 3 students to share and
discuss the message of the song.)

After doing the prior activities, it’s time to read (A student reads the information about Catherine
the story “How Odin Lost His Eye”, retold by F. Sellew.)
Catherine F. Sellew. Do you know Catherine?
Who can tell us about her?

D. Reading
Activity

While reading, take note of the important details

in the story. Use this graphic organizer / visual
story map.
 Let’s discuss the story that you had read using (The students fill in the information needed in the
the Visual Story Map. map.)
E. Analysis (Explain the contents of the map and discuss.)
Task 4. Read to Achieve (Visual Story Map)
(See attachment)

F. Abstraction For the next activity, form small groups of four (The students will form their groups and choose
and work on your assigned task. Remember their leader with this activity. The leader will
that each group will share their ideas, thoughts pick / select a card for their task.)
and experiences with the class.
(The teacher asks the representative of each TASK 5. SMALL GROUP DIFFERENTIATED
group to pick / select the activity that is written ACTIVITIES 1 (Understanding the Text)
in the task card.
Group 1 Vocabulary Hunt
1. Look for difficult words found in the selection
―How Odin Lost His Eyes.
2. Use a dictionary to find their denotative
meaning, and then share how you understand
each word (connotative meaning).
3. Describe each word to other groups by using
words and gestures.
4. Ask members of other groups to identify the
word you‘re describing.
5. 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? Look for phrases and
sentences that express his duty to his family
particularly to his son) and duty to his people.

Conflict in “How Odin Lost His Eye”

Duty to his family (son) Duty to his people

2. Focus on character change and use the

dialogue or the character‘s experiences with the
supporting character/s to support your answers.
a. Do you consider Odin as a hero? Why or
why not?
b. Does he only think of himself or other
people? Why does he think that way?
c. Consider Odin‘s desire. Does it serve as an
opportunity to prove he can face the challenges?
d. How did the character succeed over his
challenges? What did he learn from the
experience?
e. Was there a change in his actions, thoughts,
feelings, and attitude, or did he remain the same
till the end?

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 and 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.

Group 4 Thinking It Through

1. What details from the story made a powerful
or lasting impression on you about winning 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?

Group 5 Theme Connection

1. 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.
2. Explain why it is important to read and discuss
myths, tales, legends, or other stories.
3. 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.

Group 6 Winning Appeal

1. Recall how the myths, legends, tales, and
other stories you have encountered in class
appeal to you.
2. Analyze which of the following persuasive
techniques in myth is employed in “How Odin
Lost His Eyes,” and in your chosen myth.
Her appeal – the character is the only one who
can do the job.
 Basic humanity appeal – the character is really a
good person who is not afraid to do something
or he is the only one who has a good solution to
the problem.
Promise appeal – the character is offered some
kind of reward for doing something.
3. Explain which techniques are still used in
today’s persuasive writing and speaking.

At this stage, you should have several ideas on (The students do their work quietly.)
the value of dealing with challenges positively.
Eventually, you are ready to prove your
understanding of winning over personal
challenges and this can be realized through
getting involved in real-life tasks.
Do the next activity.
TASK 6. The Gift
1. Imagine that your best friend or your loved
one will celebrate his/her birthday.
2. Think of a gift you can give him/her in the
form of an advice on how to win over a
challenge.
3. Use the box entries in Ways to Win over
Challenges, and choose one or two which you
believe would be appropriate for your friend’s or
relative’s need.

G. Application

4. Design a gift box following the illustration.

1. I need to sacrifice
1. Why do you need to sacrifice something to
something to help the people I love because in
help the people that you love?
reality, a person cannot gain something without
losing something.
2. Why must we struggle against the forces of
2. Facing challenges and navigating one’s way
evil or why it is necessary to win over
H. Generalization through them builds resilience capacity. Knowing
challenges?
that one can overcome challenges, learn from
struggles and benefit from mistakes lays a solid
foundation for success in later life.
3. How must we proceed to win over
3. We must proceed to win over challenges in
challenges?
the pursuit of excellence.
 Read the following excerpt from “The Koran” as
translated by N.J. Dawood. (Task 7. Life Skills
Connection)
Find out what it says about challenges in life as
well as our attitudes toward them.

COMFORT
from The Koran
translated by N.J. Dawood

In the name of Allah

the Compassionate, the Merciful
Have we not lifted up your heart and relieved
you of the burden which weighed down your
back?
Have we not given you high renown?
Every hardship is followed by ease.
Every hardship is followed by ease.
I. Evaluation
When your task is ended, resume your toll, and
seek your Lord with all your fervor.
--- Sura 94
Think back of the literary characters who serve
as models of moral values that are shared,
preserved, and survived.
Answer the following questions:
1. What does the verse say to those
experiencing challenges?
2. How does one face hardship?
3. What is the verse trying to persuade you to
think or do in response to the challenges in
life?
4. What kind of appeal (emotion or reason)
does the writer seem to favor?
5. Does the author convince you to accept his
position? Why?
6. Which part is specially convincing? Explain.

IV. Assignment
Task 8 Giving Your Best
 Form a panel of 5 to 6 members (1 chairman and 5 panelists or discussants)
o The chairman serves as the facilitator who sees to it that the discussion proceeds smoothly; as
an initiator who starts the discussion through a question or asks one in the group to start the
discussion; or a clarifier who makes clear any vague responses during the exchange.
o The summarizer is the one who gives the summary during the discussion or at the end of the
discussion.
 Prepare for a panel discussion by choosing the best way to win over challenges.
o What is the best way to adopt in order to win over challenges?
o Do you think this will help you in persuading others?
 Develop set of questions to be asked during the discussion.
o Decide which question your group will tackle, how you’ll assign the questions among the group
members, and how long should each panel discuss and talk.
o Conduct research (if possible), and take notes of the possible answers
 to the questions.
o Focus on its impact, effects, and solutions.
 Elect a leader and assign roles to the chairman and the panelists or the discussants, the moderator then
establish rules for the panel.
 Plan on the points to be covered during the discussion by preparing an outline.
 Revisit the features of and the required format for a panel discussion:
o Have opening remarks by a chairperson to set the purpose.
o Introduce the issue in the form of a question, a statement, or a situation
 and supply some background.
 o Introduce the speakers or panel members (pose as experts on the subject being discussed).
o Present the panel members’ different points of view on the aspects of the issue.
o Have informal exchange of comments, additional details, and rebuttals
 to reinforce meaning of the issue.
o Allow the audience to ask questions and to give comments.
 Remember to apply the following conventions and strategies in group speaking.
o Sharing points or information from observations and interview.
 (if possible)
o Adding extra details to what others shared (use graphs or charts)
o Asking questions and clarifications of a designated discussant or
 speaker
o Challenging a statement
o Giving an opinion
o Supporting personal opinion with evidence
o Respecting all opinions and consider them justified.
 End the discussion by summarizing the panels’ views and have an evaluation of the participants’
performance.
 Use the following rubric as your guide.
Criteria 5 4 3 2 1 TOTAL
Focus (concentrates on a specific topic that is clear, significant,
and supportable)
Teamwork (manifests coordination and collaboration among the
panelists to clarify the topic at hand)
Persuasive Techniques (uses logical and emotional appeals;
avoids fallacies)
Clarity of ideas (clearly presents reasons, facts, and opinion as
supports)
Response to questions asked (thinks before speaking; presents
relevant ideas; clearly uses evidences; gives reasons)

Language Convention (uses simple, direct, concise, and clear

expressions free from errors; articulate responses clearly)

Total
Legend: Rating – Description
5 - Excellent
4 - Very Impressive 3 - Impressive
2 - Convincing
1 - Beginning
Formula = F + T + P T + C + R + L = Total / 6 =
6

Prepared by:

JESICA DEL ROSARIO ESPELITA

Teacher I Applicant