Republic of the Philippines
Pangasinan State University
Alaminos City Campus
Detailed Lesson Plan
Third Year College: El 112 Mythology and Folklore
Grade: Subject
School:
Teacher:
Teaching Date:
Teaching Time:
I.
Pangasinan State University – Alaminos City Campus
Robert C. Barawid Jr.
OBJECTIVES
A. Content Standards:
B. Performance Standards:
The learner demonstrates an understanding of Classical Mythology as a
distinction of culture, tradition, and beliefs of Greeks; the use of information
sources about the untold legends and folk tales that depict the state and
condition of the human race; and the use of creativity and imagery in reading
and understanding literature.
The student transfers learning by showing appreciation for the Greek
Classical Mythology, comprehending and determining the theme of a story
by engaging in an inclined exercise, and applying their creative thinking
skills,
C. Learning
At the end of the lesson, 80% of the students should be able to:
Competencies/Objective:
1. identify the characters of the story and their key features.
2. reflect and give their own meaning of love based on their own
perspective; and
3. demonstrate understanding of the story by actively participating in the
discussion and by performing the assigned tasks.
II.
CONTENT
EL112 Mythology
and Folklore:
Stories of Love and
Adventure
Topic: Orpheus
and Eurydice
III.
LEARNING RESOURCES
A. References
1. Teacher’s Guide
2. Learner’s Guide
Mythology: Timeless Tales of Gods and Heroes. Hamilton, Edith.
Introduction to Classical Mythology. Eight Brief Tales of Lovers. Orpheus and
3. Textbook
Eurydice. pp 107-110
PowerPoint Presentation, Marker, White Board, Video Clip , Printed
Pictures, Printed text, Envelopes, Small Plastic Container for students’ name
B. Other Learning Resources: https://www.enotes.com/homework-help/please-analyze-orpheusand-eurydice-by-unknown-1887283https://chompchomp.com/terms/coordinating-conjunction
https://www.greekmyths-greekmythology.com/orpheus-and-eurydice/
4. Additional Material


C. Values Integration
IV.
PROCEDURES
Teacher’s Activity
PRE – DEVELOPMENTAL ACTIVITY
Student’s Activity
A. Elicit
1. Prayer
Everybody, stand up for the
prayer. Miss (student’s name),
kindly lead.
2. Greetings
Good morning class!
3. Checking of attendance
Is there anyone who is absent
today?
None, Sir.
4. Classroom Management
Before you take your seat,
kindly pick up the pieces of
Good morning, Sir!
trash and arrange your chairs
properly.
Let me just remind you of our
classroom rules.
1. Keep silent and listen if
someone is talking.
2. Raise your hand if you want
to recite.
Are those clear?
5. Review
“Before we proceed to our
discussion, let us firstly recall
about what we had last
meeting.”
“Last time we learned about
the love story of Pyramus and
Thisbe, right?”
“I will randomly pick your
name here in my container. I
will used it throughout our
discussion. ”
“Now, let us have a recap.”
(Pick student’ name)
(Questions will be shown in
the screen)
“Where did Pyramus and
Thisbe communicate?”
“Correct! There was a chink in
a shared wall that went
unnoticed except by the two
lovers. Through it they
whisper their sorrows and
joys. The wall that separated
them become their means of
reaching each other.”
Yes, Sir.
Yes, Sir.
(Pick students name.)
“Why did the white mulberries
turn red?”
“Very good! Pyramus
believed that Thisbe was
killed by a lioness, so, he was
guilty and killed his self.
When he falls back onto the
ground, blood spurts so high
that it stain the white berries
on the tree.”
(Pick students name.)
“Why are the jaws of lioness
are bloody?”
“Yes. Correct! The lioness
jaws already bloody when
Thisbe saw it. So, Thisbe was
not killed by the lioness.”
(Pick students name.)
“Who opposed a relationship
between Pyramus and
Thisbe?”
“Correct. Their parents
forbade their relationsip for
reasons not explain in the
story.”
(Pick students name.)
“Where would Pyramus and
Thisbe meet?”
“Very good! They agreed to
meet at a well- known place,
the Tomb of Ninus.”
“Before we proceed to our
discussion, let us firstly recall
about what we had last
meeting.”
“Last time we learned about
the love story of Pyramus and
Thisbe, right?”
“I will randomly pick your
name here in my container. I
will used it throughout our
discussion. ”
“Now, let us have a recap.”
(Pick student’ name)
(Questions will be shown in
the screen)
“Where did Pyramus and
Thisbe communicate?”
“Correct! There was a chink in
a shared wall that went
unnoticed except by the two
lovers. Through it they
whisper their sorrows and
joys. The wall that separated
them become their means of
reaching each other.”
(Pick students name.)
“Why did the white mulberries
turn red?”
“Very good! Pyramus
believed that Thisbe was
killed by a lioness, so, he was
guilty and killed his self.
When he falls back onto the
ground, blood spurts so high
that it stain the white berries
on the tree.”
(Pick students name.)
“Why are the jaws of lioness
are bloody?”
“Yes. Correct! The lioness
jaws already bloody when
Thisbe saw it. So, Thisbe was
not killed by the lioness.”
(Pick students name.)
“Who opposed a relationship
between Pyramus and
Thisbe?”
“Correct. Their parents
forbade their relationsip for
reasons not explain in the
story.”
(Pick students name.)
“Where would Pyramus and
Thisbe meet?”
“Very good! They agreed to
meet at a well- known place,
the Tomb of Ninus.”
“Before we proceed to our
discussion, let us firstly recall
about what we had last
meeting.”
“Last time we learned about
the love story of Pyramus and
Thisbe, right?”
“I will randomly pick your
name here in my container. I
will used it throughout our
discussion. ”
“Now, let us have a recap.”
(Pick student’ name)
(Questions will be shown in
the screen)
“Where did Pyramus and
Thisbe communicate?”
“Correct! There was a chink in
a shared wall that went
unnoticed except by the two
lovers. Through it they
whisper their sorrows and
joys. The wall that separated
them become their means of
reaching each other.”
(Pick students name.)
“Why did the white mulberries
turn red?”
“Very good! Pyramus
believed that Thisbe was
killed by a lioness, so, he was
guilty and killed his self.
When he falls back onto the
ground, blood spurts so high
that it stain the white berries
on the tree.”
(Pick students name.)
“Why are the jaws of lioness
are bloody?”
“Yes. Correct! The lioness
jaws already bloody when
Thisbe saw it. So, Thisbe was
not killed by the lioness.”
(Pick students name.)
“Who opposed a relationship
between Pyramus and
Thisbe?”
“Correct. Their parents
forbade their relationsip for
reasons not explain in the
story.”
(Pick students name.)
“Where would Pyramus and
Thisbe meet?”
“Very good! They agreed to
meet at a well- known place,
the Tomb of Ninus.”
“Before we proceed to our
discussion, let us firstly recall
about what we had last
meeting.”
“Last time we learned about
the love story of Pyramus and
Thisbe, right?”
“I will randomly pick your
name here in my container. I
will used it throughout our
discussion. ”
“Now, let us have a recap.”
(Pick student’ name)
(Questions will be shown in
the screen)
“Where did Pyramus and
Thisbe communicate?”
“Correct! There was a chink in
a shared wall that went
unnoticed except by the two
lovers. Through it they
whisper their sorrows and
Yes, Sir. Last time, we discussed about
trigonometric ratios on special angles, and
we got to familiarize the 30°-60°-90° and
45°-45°-90° right triangles. We also
identified their trigonometric ratios by
using the mnemonic SOHCAHTOA.
joys. The wall that separated
them become their means of
reaching each other.”
(Pick students name.)
“Why did the white mulberries
turn red?”
“Very good! Pyramus
believed that Thisbe was
killed by a lioness, so, he was
guilty and killed his self.
When he falls back onto the
ground, blood spurts so high
that it stain the white berries
on the tree.”
(Pick students name.)
“Why are the jaws of lioness
are bloody?”
“Yes. Correct! The lioness
jaws already bloody when
Thisbe saw it. So, Thisbe was
not killed by the lioness.”
(Pick students name.)
“Who opposed a relationship
between Pyramus and
Thisbe?”
“Correct. Their parents
forbade their relationsip for
reasons not explain in the
story.”
(Pick students name.)
“Where would Pyramus and
Thisbe meet?”
“Very good! They agreed to
meet at a well- known place,
the Tomb of Ninus.”
That’s right! Looks like you
really understood our previous
lesson.
B. Engage
“To begin with our lesson, I
have here a set of photos.”
“Arrange and connect all
these pictures based on your
preference to form a sentence
or a short story”
EXAMPLE:
“The family went to the
church and the little boy saw
the balloon”
“Is it clear?”
(Group of photos will be
posted in the board)
(Teacher will call student to go
the board. Pick students name.)
“Very goood! Thank you for
your answer. ”
“There was a couple and the
boy love to play lyre. They
decided to marry, but
unfortunately after the
wedding a snake stung the
bride and died. The groom
was so heart broken.”
“Now, what do you think our
lessons’ all about?”
“Exactly! It’s about love story.”
(Teacher will call student to go
the board. Pick students name.) Yes, Sir!
“Very goood! Thank you for
your answer. ”
“There was a couple and the
boy love to play lyre. They
decided to marry, but
unfortunately after the
wedding a snake stung the
bride and died. The groom
was so heart broken.”
“Now, what do you think our
lessons’ all about?”
“Exactly! It’s about love story.”
(Teacher will call student to go
the board. Pick students name.)
“Very goood! Thank you for
your answer. ”
“There was a couple and the
boy love to play lyre. They
decided to marry, but
unfortunately after the
wedding a snake stung the
bride and died. The groom
was so heartbroken.”
“Now, what do you think our
lessons’ all about?”
“Exactly! It’s about love story.”
Look up, look up, shake shake shake,
Look up, look up, relax. (2x)
It was fun, Sir!
The ceiling, Sir!
The electric fan, Sir!
Sir, by using measuring instruments like
meter stick.
Yes, Sir.
DEVELOPMENTAL ACTIVITY
“Now, pay attention to the
C. Explore
video clip that I will play.”
(A video clip will be played.)
((Pick students name.)
“Now, what can you say
about the video clip? ”
“Ok. Very good! That was a
good analyzation!”
(Pick students name.)
“How about you
Ms./Mr._______?”
“Very good! Thank you!”
Yes, Sir!
Sir, as I went out of our house, I checked if
the weather is fine today.
Sir, before heading out, I looked up to our
wall clock to check what time it is.
D. Explain
“Ok. Since you already have
an idea on what we are going
to discuss.”
“Today we will talk about one
of the great adventures and
love stories in Greek
Mythology. The story of
Orpheus and Eurydice.”
(PowerPoint Presentations)
“The accounts of Orpheus
with the Argonauts were told
by Apollonius of Rhodes.”
“Apollonius write a Greek epic
poem called ARGONAUTICA
which tells about the voyage
of Jayson and the Argonauts
to retrieve the golden fleece.”
“Argonauts is a band of
heroes in Greek mythology.”
“And then are the two
Roman poets who told the
rest of the story and they
were Virgil and Ovid.“
“During that time musicians
were divided into two. Gods
were the first early
musicians.
“Athena she is not
distinguished
in that line
but she invented the flute;”
“Hermes made a lyre and then
gave it to Apollo, he also made
a shepherd-pipe for himself;”
“ Pan made a pipe of reeds;
and the muses had no
instruments but they
possessed lovely voices that
beyond compares.”
“The second one are the
mortals
and one of the greatest was
Orpheus”
“But, before we proceed to the
main events of the story. Let us
have first an activity. I have
divided you into three groups.”
“As I call your name please go to
your respective groups.”
(Teacher will read the
groupings posted on the
screen.)
“Are all in their own groups?”
“Here are three envelopes for
each group, and your
materials for our activity. Read
the instruction inside. You can
open that now.”
(Teacher will give each group
activity materials and enveloped
with instruction inside.)
(GROUP 1- The Expedition)
(GROUP 2- Go Underworld)
(GROUP 3- Return to Earth)
“Again, you have to arrange
chronologically the events written
in the pieces of paper. Paste your
final answer into another whole
sheet of bond paper provided for
you. You only have 2 minutes to
finish that. The team with more
correct answers will get additional
1 point on our quiz! ”
“Are you ready?”
“Ok. Your timer starts now!”
(Timer for 2 minutes)
(While the students make their
group activity, the teacher will
make sure that all students are
participating by checking the
groups constantly until the given
time.)
“Ok! Time’s Up!”
(After 2 minutes. Each group will
present their works.)
“ Here are the correct sequences.
Group 1 please check all your
correct answers.”
“ How many correct answers did
you get?”
“Going back to the story,
Orpheus was a son of one
of the Muses and a Thracian
prince. He was the greatest
of all human musicians. His
mother gave him the gift of
music. And when he played
and sang no one could ever
resist him”
“Orpheus went to an
expedition together with
Jayson on Argo and proved
himself as a most useful
member of it.”
“Along the way, when they
are having a hard situation
in their journey Orpheus
played his lyre and everything
will be fine”
“Orpheus also saved the
heroes from the sirens, which
is a beautiful yet dangerous
creatures”
“It is evidence that when
Orpheus played no maiden
can resist his power of song.
One of this maiden is
Eurydice”
“They were married, however
their happiness abrupt”
“Precisely after the
matrimony, a viper stung
Eurydice and died.”
“Now, Group 2 here is
correct answers, check
your answers.”
(Correct answer will be shown in
the screen. )
“How many correct answers did
you get?”
“After Eurydice died. Orpheus
became extremely sad. So,
he decided to go down to the
underworld to bring Eurydice
back.”
“Orpheus used his melodic
song to captivate Hades and
Persephone.”
“Right after Orpheus struck
his lyre, that’s what
happened:





dog Cerberus
relaxed his guard;
wheel of Ixion
stood motionless;
Sisiphus sat at rest
upon his tones;
Tantalus forgot his
thirst;
for the first time the
faces of the dread
goddesses Furies,
were wet with
tears”
“Finally Hades gave Eurydice
to Orpheus but with one
condition: that he would not
look back at her as she
followed him, until they had
reached the upper world.”
“As they were climbing up,
Orpheus longed to give one
glance to make sure that
Eurydice was following him.
So, he turns to her. ”
“In an instant Eurydice was
gone and Orpheus heard was
one faint word farewell.”
“Now, for the last group check
your answers.”
(Correct answer will be
posted.)
“How many correct answers
did you get?”
“He tried to rush after and
follow her, but he was not
allowed, because gods
disapprove entering the world
of the dead a second time,
while still alive. ”
“He was forced to return to
the earth alone, in extreme
loneliness, and he started to
wander the wild solitudes of
Thrace.”
“But at last a band of
Maenads came upon him and
slew the gentle musician,
tearing him limb from limb,
and hung the severed head
into the swift river Hebrus.”
“At the end of the story the
Muses found Orpheus body
and placed in a tomb at the foot
of Mt. Olympus.”
“Do you understand the story?”
“Do you have any questions or
clarifications?”
POST – DEVELOPMENTAL ACTIVITY
E. Elaborate
Let’s answer this one.
Which among the following
illustrations show an angle of
The 1st, 3rd, and 5th illustrations show
elevation?
angles of elevation, Sir.
Do you agree class?
Yes, Sir!
If that’s so, can you write on the
board the line segments that
represent the line of sight,
horizontal line, and angle of
elevation
of
the
three
illustrations?
Let’s start with the first one.
Who wants to try? Yes
(student’s name).
1.
Line of sight
Horizontal line
Angle of elevation
CA
CB
ACB
How about the second one?
Okay let’s have (student’s
name).
2.
Line of sight
Horizontal line
Angle of elevation
AC
AB
CAB
And for the last one? Any other
hands? Yes (student’s name).
3.
Line of sight
Horizontal line
Angle of elevation
CA
CB
ACB
Class, let us check the answer of
your classmates.
Are all their answers, correct?
Yes, Sir!
Again, how can you say that
those illustrations show angles
The angles are formed above the
of elevation?
horizontal line, Sir. Or we can also say
that since the line of sight is above the
horizontal line, an angle of elevation is
formed.
Very good, class! Excellent!
That is how you define an angle
of elevation.
Suppose you are seating 2
meters away from the board.
This writing on the board is 1.5
meters from the ground. What is
your angle of elevation if you
are seated 0.75 meter up?
Who wants to try to illustrate the
problem on the board? Draw the
lines and measurements only.
Class, is the illustration given by
(student’s name) correct?
Yes, Sir!
Now, who wants to solve the
problem?
tan 𝜃 =
tan𝜃 =
𝑜𝑝𝑝
𝑎𝑑𝑗
. 75
2
tan𝜃 = .375
= 𝑡𝑎𝑛!"(.375)
𝜃 = 20.56°
Therefore, the angle of elevation
is 20.56°.
Very good, class. It looks like
you have already mastered the
lesson.
Give
yourselves
One, two, three. One, two, three,
‘Mabuhay clap’
Mabuhay!
Do you have any questions
None, Sir!
regarding our discussion?
If none, I think you are now
ready for a short quiz.
Bring out one whole sheet of
paper for your answers.
F. Evaluate
A. Identify the line segments that represent the line of sight, horizontal line, and angle of elevation of
the following illustrations.
1.
2.
3.
3.
B. Illustrate and solve the following problems. For illustration, use a protractor for the angle and
ruler for lengths (1m=1in).
1. The angle of elevation from a campfire to an observation tower is 30°. If the tower is 28m tall, how far is
the campfire from the tower?
2. A fisherman is sailing 100m away from the base of a lighthouse. If the lighthouse is 40m high, what is the
angle of elevation observed by the fisherman?
3. Tom measured that the angle of elevation from the ground to the lamppost is 42°. If he stands 5 meters
away from it, what is the height of the lamppost?
G. Extend
A. Do the following:
a. Look for 3 tall/high objects at your home.
b. Illustrate an angle of elevation of 28°, 38°, and 48° from the ground
corresponding to those three objects. (Use a protractor)
c. Solve for their height if you are 2 meters away from each of them.
(1m=1in)
B. Read about angle of depression on page 458 of Mathematics 9
Learner’s Module
Remarks
Reflection
Prepared by:
RYAN MARCO V. RADOVAN
Student Teacher
Checked:
DR. ELLEN GRACE B. UGALDE
Supervisor