Learning Area
ENGLISH
2nd CLASSROOM OBSERVATION FOR S.Y. 2021-2022
School
Teacher
SAN JOSE PROVINCIAL HS
Teaching Date
Teaching Time
July 18, 2022
8:00 a.m.
Stephanie F. Alob
Grade Level
Learning
Area
Quarter
No. of Days
10
English
4th
1
ANNOTATION
I. OBJECTIVES
At the end of the lesson, learners are expected to:
These objectives are aligned
in
the
Most
Essential
Learning Competencies.
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.
Express insights based on the ideas
Most
Essential
presented in the
Learning
material read.
Competencies
EN10VC-Ie25
(MELCs)
"The Myth of Orpheus and Eurydice"
II. CONTENT
III. LEARNING RESOURCES
A. References
a. Teacher’s Guide
pp. 35-36
Pages
b. Learner’s Material
pp. 35-36
Page
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.
- 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
1
INDICATOR 8
Design, adapt and implement
teaching
strategies
that
are
responsive
to
learners
with
disabilities, giftedness, and talents.

During the preparatory activities, the
teacher reminded the class that there
was a student watching and listening
via Google Meet who was in
quarantine. This is the student who
was close in contact with the person
who tested positive for Covid-19 who
was with them at home. The student
initiates to join the class virtually.
Thus,
the
teacher
created
an
environment where learners feel
equally involved.
INDICATOR 4
Establish safe and secure learning
environments to enhance learning
through the consistent implementation of
policies, guidelines, and procedures
During preparatory activities, classroom
management was done. Rules and
regulations on the classroom were done
to have a productive classroom with
focused, attentive, and on-task students.
paper sack. This is our class “brain bag” with a
bunch of facts we know.
- The person who wrote the question asks it to 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.
The teacher also reminded the students
about Covid-19 classroom precautions.
She reminded the learners about
physical distancing, health and handhygiene and always wearing of their face
masks to protect themselves from the
virus and to prevent the spread of Covid19.
INDICATOR 6
Maintain learning environments
that nurture
and
inspire
learners
to
participate,
cooperate and collaborate in
continued learning.
The learners enjoy the game
because they are generating the
questions. It also helps to dispel
misunderstandings if students write
an incorrect answer for the question
they submitted. As a class, we help
to explain the correct answer.
INDICATOR 9
Adapt and use culturally
appropriate teaching strategies
to address the needs of learners
from indigenous groups.
 In the class, there was a Mangyan
student, one of the indigenous
people. He understands Tagalog but
the teacher made sure that from the
start of the class she used a
respectful tone of verbal and nonverbal communication to appreciate
the challenges and adjustment of the
said student.
b. Motivation
"Don't look back Game!"


1.
2.
3.
4.
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 got the answer. You
have to say "farewell" when the guesser got the
answer.
Words that need to be guessed:
musician
death
wedding
love
Processing Questions:
2
INDICATOR 2
Display proficient use of Mother
Tongue, Filipino and English to
facilitate teaching and learning.
There is a grammar translation done by
the teacher in giving instructions to the
learners
especially
in
doing
the
Motivation game called “Don’t Look
Back.” The teacher also speaks Bisaya so
that learners can better understand what
is being instructed/taught to them as
well as for the students to develop a sense
of belongingness to a classroom
community.
INDICATOR 3
Use effective verbal and nonverbal
classroom
communication strategies to
support learner understanding,
participation, engagement, and
achievement.
 At the start of the class, the
teacher smiled to convey to
the learners that they are
welcome in my English Class
and
to
promote
open
1. What have you felt while performing the
communication
between
activity?
teacher and learners.
2. What were the problems encountered
while doing the activity? How did you
INDICATOR 6
overcome them?
Maintain learning environments
3. Do you think those words mentioned that nurture and inspire
learners
to
participate,
earlier are relevant to our topic today?
cooperate and collaborate in
continued learning.
 In the “Don’t look Back” activity,
it helps the learner to be
independent to think through on
their own.
B. PRESENTATION
I. UNLOCKING OF DIFFICULTIES will be done
through Wordwall.net
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
INDICATOR 2
Display proficient use of Mother
Tongue, Filipino and English to
facilitate teaching and learning.
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.
INDICATOR 3
Use effective verbal and nonverbal
classroom
communication strategies to
support learner understanding,
participation, engagement, and
achievement.
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
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 Some parts of the lesson were
translated and explained into
Bisaya in favor of learner’s
linguistic concerns.
 During lesson proper, the
teacher
discussed
the
unfamiliar terms that will be
encountered
along
the
lesson, she also taught her
learners
to
correctly
pronounce the name of the
characters in the story.
Therefore, the teacher used
SPOKEN words that include
instructions and she used
non-spoken messages that
include
gesture,
body
movements and postures.
INDICATOR 5
Maintain learning environments
that promote fairness, respect,
and care to encourage learning.

In this activity, the teacher
encouraged and reminded
the learners not to be afraid
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.
to answer and said it is not
bad to try to answer by
trying to pronounce the
words.
The Myth of Orpheus and Eurydice is originated
from Greek Mythology.
Let us discover the story of the great musician of
the Argonauts.
V. But before that, I want you to take note of
these names and on how they were
pronounced correctly.
Repeat after me.
Orpheus
Eurydice
Hades
Proserpine
Cerberus
Maenads
Athena
Hermes
Ixion
Sisiphus
Tantalus
Hebrus
Plot - focuses on important events of the story.
Whether it is a novel, or a short literary piece, plot
emphasizes the settings, the main characters,
and the conflict of the story.
Plot has five primary elements. everybody look at
the diagram.
INDICATOR 6
Maintain learning environments
that nurture
and
inspire
learners
to
participate,
cooperate and collaborate in
continued learning.
 The
teacher
provided
learning opportunities and
engaged
learners
to
participate and cooperate in
the hands-on activity.
4
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; Sisiphus
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 queen.
Orpheus sang,
O Gods who rule the dark and silent world,
To you all born of a woman needs must come.
All lovely things at last go down to you.
You are the debtor who is always paid.
A little while we tarry up on earth,
Then we are yours forever and ever.
But I seek one who came to you too soon
The bud was plucked before the flower bloomed.
I tried to bear my lost. I could not bear it.
Love was too strong. O god, o King, you know it
If that old tale men tell is true, how once,
The flowers saw the rape of Proserpine.
Then weave again for sweet Eurydice
Life's pattern that was taken from the loom
Too quickly. See, I ask a little thing,
Only that you will lend, not give her to me.
She shall be yours when her years' span is full.
5
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.
INDICATOR 9
Adapt and use culturally
appropriate teaching strategies
to address the needs of learners
from indigenous groups.
The teacher knew that the curriculum of
the Indigenous People is focused on their
daily lives, that is why in this part of the
lesson, the teacher asked the student the
why’s and how’s questions displayed the
culture and experience of Mangyan that
they have in their home. It is also
displayed how the Mangyans will apply
these things in real-life situations.
INDICATOR 1
Apply knowledge of content
within and across curriculum
teaching areas.
 Values was integrated since
the topic is all about Love.
The teacher has elicited
answers from the students
by asking them how far they
would go in the name of love.
 In this part, Objective no. 2
is observable since one of
the Principles of Teaching
and
Learning
is
Guide Questions:
Relevance,
thus,
1. Did you understand the flow of the
materials that should be
story?
used in the educative
2. How did the story begin?
process
must
be
3. What problem did Orpheus faced?
meaningful.
4. In order to solve his problem, what
action did Orpheus take?
5. What happened along their journey?
6. How did the story end?
6
7
Differentiated Instructions based on Content
C. PRACTICE
Directions: Divide the class in to five 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 – Create a Venn diagram that compares the
characteristics of and Orpheus. Provide evidence.
Group 3 – Create a diagram that shows the challenges
of Orpheus encountered in his quest to saving
Eurydice.
Group 4 – Using the Orpheus’ Lyre as a diagram,
point out at least five utterances of Orpheus that strike
your group the most. Make sure to explain each.
Group 5 – Create a diagram that shows the
relationship of all the characters in the myth. Cite
the reasons for these relationships and include an
image for every character.
RUBRICS
o
Each group is given 10 minutes to do the
task.
INDICATOR 6
Maintain learning environments
that nurture and inspire learners
to participate, cooperate and
collaborate in continued learning
 The teacher provided tasks in
which all learners share the
authority of setting goals,
assessing
learning,
and
facilitating learning.
INDICATOR 5
Maintain learning environments
that promote fairness, respect, and
care to encourage learning.
 In the activity, the teacher
showed fairness in the way of
waiting for the learners who did
not follow-on time with the
instructions, and she repeated
the instructions for the learners
not immediately able to finish
the activity.
INDICATOR 7
Apply a range of successful
strategies that maintain learning
environments
that
motivate
learners to work productively by
assuming responsibility for their
own learning.
 In this part, there was a timer
present in the class and the
teacher gives 10 minutes to the
learners to finish the activity.
Because of this, the teacher was
able
to create a learning
environment for the learners to
have active engagement and selfmotivation to finish this activity.
 In this part, Objective no. 2
is observable since one of
the Principles of Teaching
8
and
Learning
is
Participation,
thus,
Learning is enhanced
when it takes place in a
social and collaborative
environment.
V. EVALUATION
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.
INDICATOR 6
Maintain learning environments
that nurture and inspire learners
to participate, cooperate and
collaborate in continued learning
 In this part of the lesson,
learners were asked whys and
how’s questions. In this case, it
allows
learners
to
gain
realization and possibly be
encouraged and inspired.
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 disobey Hades' condition, so
Eurydice disappeared before his eyes.
VI. ASSIGNMENT
Directions: On a one-half sheet of paper, answer
the question in three to five sentences.
1. How are you similar to Orpheus? Eurydice?
9
VII. REFLECTION
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 ________________________________
Additional Annotation:
In my lesson, I see to it that all the basic principles of learning and
teaching are evident such as:
1. Participation
2. Repetition
3. Relevance
4. Transference
5. Feedback
10