Learning Area
ENGLISH
LESSON PLAN IN ENGLISH 10
School
SAN JOSE PROVINCIAL HS
Teacher
Stephanie F. Alob
Teaching Date
Teaching Time
September 26, 2023
Grade
Level
Learning
Area
Quarter
No. of
Days
10
English
1ST
1
ANNOTATION
I. OBJECTIVES
At the end of the lesson, learners are expected to:
K- Define and identify the plot and its elements;
S- Arrange the events of a given story
chronologically, and;
A- Reflect and give their own meaning of love and
death based on their own perspective.
II. Content Standard
demonstrates understanding of the elements of
literary texts for effective oral expression.
III.
Performance
Standard
uses elements of literary texts to sufficiently
extend meaning and sequence the events
happened in the story.
Most
Essential
Learning
Competencies
(MELCs)
II. CONTENT
Use appropriate graphic organizers to show
the sequence of events in a text read (story)
EN10VC-Ie25
"The
Myth of Orpheus and Eurydice
and the 5 Elements of Plot"
III. LEARNING RESOURCES
A. References
a. Teacher’s Guide
pp. 35-36
Pages
b. Learner’s Material
pp. 35-36
Page
c.
Instructional
Pictures, rolled construction papers
Materials
IV. PROCEDURES
A. PREPARATION
1. Prayer
a. Review
2. Routinary Activities
 Daily reminders
Regulations
3. Checking of Attendance
4. Review of the past lesson
of
Rules
and
- Teacher will utilize “Brain Bag” as her way of
reviewing the past lesson.
These objectives are aligned
in
the
Most
Essential
Learning Competencies.
- Learners will have to write a brain dump about
all of the pieces of information they remember
from the unit.
- From the brain dump they write at least one
question on an index card with the answer on the
back.
- Students need to write their name on the index
card, too. We place all of the questions in a brown
paper sack. This is our class “brain bag” with a
bunch of facts we know.
- The person who wrote the question asks the
whole class. Each team records their answer on
a small whiteboard, shows their whiteboard to
me, and can earn a point for a correct response.
b. Motivation
"Don't look back Game!"


Four members of the group will make a reallife painting to picture out the word that I will
attach on the back of one of the other members
who will guess the mystery word.
The four members only have 30 seconds to
make the real-life painting. After that, the
audience will say. "Don't look back" and
another 30 seconds will be given to the guesser
to guess the word. No one is allowed to talk
except the guesser until he gets the answer.
You have to say "farewell" when the guesser
gets the answer.
Words that need to be guessed:
1.
2.
3.
4.
musician
death
wedding
love
Processing Questions:
1. What have you felt while performing the
activity?
2. What were the problems encountered
while doing the activity? How did you
overcome them?
3. Do you think those words mentioned
earlier are relevant to our topic today?
 HOTS questions were asked
to the students in order to
verify whether students
have
understood
the
activity.
B. PRESENTATION

I. UNLOCKING OF DIFFICULTIES
1. Meadow (N.)- a usually flat area of land that is
covered with tall grass
2. Tarry (V.) - to stay somewhere
3. Summoned (V) -to order someone to come to a
place
4. Unutterably (ADJ.)-too strong or great to be
expressed
5. Borne (V.) -to be carried or transmitted
ICT integration is evident
in this area. Students
will have to identify the
meaning of the unfamiliar
word by clicking the right
answer.
II. Now I want you to give a word or phrases
that pop up into your mind when you hear or
read the word "DEATH" It depends on how you
see this concept personally, whether positive,
or negative.
LOV
E
DEAT
H
III. Students have to look under their
armchairs. They will find a card with a certain
classification. The Olympians, Demigods,
Nymphs, Titans and Mortals. The teacher will
instruct
the
students
to
gather
per
classification.
IV. Olympians will be reading the first
paragraph aloud; Demigods, for the second
paragraph; Nymphs, the third paragraph which
is the song of Orpheus; Mortals, the fourth
paragraph, and the titans for the last.
The Myth of Orpheus and Eurydice is originated
from Greek Mythology.
Let us discover the story of the great musician of
the Argonauts.
Students will be given time
to read the story as per
their
group’s
classification. (LITERACY)
V. But before that, I want you to take note of
these names and how they were pronounced
correctly.
Repeat after me.
Orpheus
Eurydice
Hades
Proserpine
Cerberus
Maenads
Athena
Hermes
Ixion
Sisyphus
Tantalus
Plot - focuses on important events of the story.
Whether it is a novel, or a short literary piece, the
plot emphasizes the settings, the main
characters, and the conflict of the story.
Plot has five primary elements. Everybody look at
the diagram.
The Myth of Orpheus and Eurydice
The very earliest musicians were the gods. Athena,
goddess, and strategic war invented a flute she never
played upon. Hermes, God of commerce, made the
shepherd -pipe for himself and drew enchanting music
from it. Next in order came a few mortals so excellent
in their art that they almost equaled the divine
performers. Of these by far the greatest was Orpheus,
son of one of the nine muses and a Thracian Prince.
Orpheus had no rival there or anywhere except the
gods alone.
Where he first met and how he wooed the
women he loved, Eurydice, we are not told, but it is
clear that no maiden he wanted could have resisted the
power of his song. They were married but their joy was
brief. Directly after the wedding, as the bride walked in
a meadow with her bridesmaids, a viper stung her, and
she died. Orpheus' grief was overwhelming. He could
not endure it. He determined to go down to the world
of dead and try to bring Eurydice back. He dared more
than any other man ever dared for his love. He took the
fearsome journey to the underworld. There he struck
his lyre, and at the sound all that vast multitude were
charmed to stillness. The dog Cerberus relaxed his
guard; the wheel of Ixion stood motionless; Sisyphus
sat at rest upon his stone; Tantalus forgot his thirst; for
the first time, the faces of the dread goddesses, the
Furies, were wet with tears. The ruler, Hades, drew
near to listen with the queen.
No one under the spell of his voice could refuse
him anything. He drew iron tears down Hade's cheek,
and made the hell grant what love did seek. They
summoned Eurydice and gave her to him, but upon one
condition: that he would not look back at her as she
followed him, until they had reached the upper world.
The two passed through the great doors of Hades to the
path which would take them out of the darkness,
climbing up and up. He knew that she must be just
behind him, but he longed unutterably to give one
glance to make sure. But now they were almost there,
the blackness was turning gray; now he had stepped
out joyfully into the daylight. Then he turned to her. It
was too soon; she was still in the cavern. He saw her
in the dim light, and he held out his hands to clasp her;
but on the instant she was gone. She has slipped back
into the darkness. All he heard was one faint word
"farewell".
Desperately he tried to rush after her and
follow her down, but he was not allowed. The gods
would not consent his entering to the world of the dead
a second time, while he was still alive. He was forced
to return to the earth alone, in utter desolation. Then
he forsook the company of men. He wandered through
the wild solitudes of Thrace, comfortless except for his
lyre, playing, always playing and the rocks, rivers and
trees heard him gladly. But at last, a band of Maenads,
distraught women because of wine, came into him.
They slew the gentle musician, tearing him limb from
limb, and plunged the severe head into the swift river
of Hebrus. It was borne along past the river's mouth
onto the Lesbian shore, nor had it suffered any changed
from the sea when the Muses found it and buried it in
the sanctuary of the island. His limbs were gathered
and places in a tomb at the foot of Mount Olympus
where the Gods reside. There to this day, the
nightingales sing more sweetly than anywhere else.
Guide Questions:
1. Did you understand the flow of the
story?
2. How did the story begin?
3. What problem did Orpheus faced?
4. In order to solve his problem, what
action did Orpheus take?
5. What happened along their journey?
6. How did the story end?
7. How can death be a happy ending for
Orpheus?
C. PRACTICE
Directions: Arrange the following scenes in
chronological order and write the letter of the
correct answer on the given diagram. Write your
answer on a one whole sheet of paper.
A. Due to so much grief, Orpheus begged
Hades, the God of the Dead, to allow
Eurydice to get back to life. Hades agreed
with one condition.
B. Orpheus, son of one of the nine muses and
a Thracian Prince, had no rival there or
anywhere except the gods alone when it
comes to music.
C. Orpheus went back to earth alone and was
shortly killed by Maenads.
D. Eurydice, Orpheus' beloved, was stung by
a viper on the day of their wedding and died.
E. When Orpheus and Eurydice were on their
way back to upper world, Orpheus
unintentionally disobeyed Hades' condition,
so Eurydice disappeared before his eyes.


Values integration is
evident in this part.
Lesson acquired in the
story is connected to
real-life situations.
V. EVALUATION
Differentiated Instructions based on Content

Directions: Divide the class into four groups. Ask them
to assign two members who will present their output in
class. Each group will accomplish the following task
within 10 minutes.
Group 1 – Create a timeline of events in the story.
Include only 10 most significant events.
Group 2 – Using Orpheus’ Lyre, create a diagram that
shows the challenges Orpheus encountered in his
quest to save Eurydice.
Group 3- Using the Cause-and-Effect Chart, answer
the following questions given.
Group 4- Create a cycle of the most interesting to
the least interesting events in the story.
RUBRICS
VI. ASSIGNMENT
VII. REFLECTION
Directions: On a one-half sheet of paper, answer
the question in three to five sentences.
1. How are you similar to Orpheus? Eurydice?
Directions: Think of why you need to learn the
concepts presented and ponder on what you have
learned, what you have realized, and what you
intend to apply in the future. Use the sentence
starters below and write your reflections in your
journal notebook.
I have learned thatI have
_______________________
I have realized that ________________________
I will apply ________________________________
Activities are based on the
student’s capacity.

Differentiated
instructions are based on
Content.
Annotations
Objective 13: Applied A Personal philosophy of teaching that is
learner-centered (learning objectives)
Part I: Objectives
The teacher’s objectives were problem-based learning. It is the
constructivism philosophy of teaching that is learner centered. The
goal of the teacher was to develop motivated and independent
learners effectively equipped with learning skills on the elements of
plot.
Part II. Practice
In this cooperative and collaborative learning, students worked
together in small groups to maximize their own and each other’s
learning. Again, the teacher used the constructivism philosophy of
teaching that is learner centered.
Part III. Assessment
In this assessment, learners built a strong emphasis on problemsolving and critical thinking. The teacher used the progressivism
philosophy of teaching that is learner centered.