Content Standard: Performance Standard:

The learner demonstrates The learner composes a short

understanding of how world but powerful persuasive text using a literature and other text
types serve variety of persuasive techniques and devices. 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.

I - 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
 EN10LT-Ib-2.2: Explain how the elements specific to a genre contribute to the theme of a
particular literary selection

Objectives:
1. Understand the reading text using graphic organizer
2. Analyze the elements of the story to get the theme
3. Express ideas in a panel discussion
4. Relate oneself to the theme of the story

II - LEARNING CONTENT
Lesson: How Odin Lost His Eyes Retold by Catherine F. Sellew

Materials:
• Copy of the reading text
• Paper and Pen

References:
Curriculum Guide ((may 2016) pp. 220
 English Learner‘s Material for Grade 10 (pp. 80-91)

III - LEARNING TASKS  Introduction:

Just like the heroes in classic myths and tales, you want to achieve your goal. In doing so, you
can‘t avoid meeting challenges or tests which you must surpass or hurdle. Have you ever found yourself
facing a problem which seemed to have no solution? That‘s a challenge, of course! One thing is certain;
you were able to learn from it. Did you learn the lesson the hard way?
Sometimes you feel that the stakes you have to pay are too high, but what matters most is, win
or lose, you‘ve got to face these challenges head on. You can change the course of your life for the best.
At this point, you know that these challenges affect your decisions in life, therefore you need to have
control over the decision you make. How important is winning over your challenges? In what ways can
winning over these challenges prepare you for a more fulfilling life?

 Preliminary Activity:
TASK 1. CONNECT TO THE CAP
Form groups of five. For three minutes, think back and list down the personal challenges you‘ve
experienced or encountered in your readings.
Check them against the entries in the box.
Challenges Affecting Me Yes No
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,

emotional attributes)
Being overwhelmed by a difficult task

Choose a specific example that interests your group, and talk about it.
Answer the following questions:
 Why is it bad for you?
 How does it affect your life?
 What are its advantages and disadvantages?
 Which challenge would you like to happen or not to happen again?
 Consider the positive attitudes listed in the following figure.

Consider the positive attitudes listed in the following figure.

Decide which of these positive attitudes are important for young people like you to win over
a difficult challenge.

1 1 1

Enthusiasm Perseverance Strong Will

Power

Share your thoughts with the rest of the class.

ACTIVITY
TASK 2. READ TO ACHIEVE
Read the story ―How Odin Lost His Eye‖ Retold by Catherine F. Sellew. While reading, take
note of the important details in the story. You may use the graphic organizer below.
 CHARACTERS PLOT

SETTING CONFLICT

ANALYSIS

TASK 3. SMALL GROUP DIFFERENTIATED ACTIVITIES (SGDA)

UNDERSTANDING THE TEXT
Form small groups of six, and work on your assigned task. Remember to share your ideas,
thoughts, and experiences with the class.

Group 1 Vocabulary Hunt

• Look for difficult words found in the selection ―How Odin Lost His Eyes.‖
• Use a dictionary to find their denotative meaning, and then share how you understand each word
(connotative meaning).
• Describe each word to other groups by using words and gestures.
• Ask members of other groups to identify the word you‘re describing.
• 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. Write
this conflict in the chart below.
 Conflict in “How Odin Lost His Eye”
Duty to his family (son) Duty to his people

• Focus on character change and use the dialogue or the character‘s experiences with the supporting
character/s to support your answers.
1. Do you consider Odin as a hero? Why or why not?
2. Does he only think of himself or other people? Why does he think that way?
3. Consider Odin‘s desire. Does it serve as an opportunity to prove he can face the challenges?
4. How did the character succeed over his challenges? What did he learn from the experience?
5. 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? 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

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

ABSTRACTION
TASK 4. I SAW IT!
In the eye figure below, write your explanation of the theme. You should be able to answer the
following questions:
• What is the theme of the story?
• How did you come up with that idea?
• What clues from the story helped you in identifying the theme?
https://encrypted -tbn2.gstatic.com/images?q=tbn:ANd9GcQfhwDiaC07nZiNvC1jhh9VIw3976RXg0C6zm8xCqKFBseFNXLczw

APPLICATION

Task 5. SMALL GROUP DIFFERENTIATED ACTIVITIES (SGDA) 2 

Form six groups, and work on your assigned task.
• Remember to share your ideas, thoughts, and experiences with the class.
Group 1 Striking Lines
• Re read ―How Odin Lost His Eye,‖ and choose memorable lines.
• Explain how these lines can help you win over your challenges in life.
• Be open to comments and suggestions.

Group 2 Follow Up
• Think of another story, television program, movie, or real-life experience which portrayed a lesson
about winning over challenges.
• Explain how it is similar to ―How Odin Lost His Eye.‖ • Be open to comments
and suggestions.

Group 3 The Gift

• Imagine that your best friend or your loved one will celebrate his/her birthday.
• Think of a gift you can give him/her in the form of an advice on how to win over a challenge.
• Revisit the box entries in Ways to Win over Challenges, (Task 5 Group 4) and choose one or
two which you believe would be appropriate for your friend‘s or relative‘s need.
 • Design a gift box following the illustration and the instructions.

Reasons Why You

Give the Gift

Effect of the Gift The Gift Your Wish for the The Recipient of
Recipient the Gift
Ways to Use the
Gift Positively

• Be open to comments and suggestions.

Group 4 The Power of a Song

• Think of a simple tune (rap song) or a folk song ( sung to highlight the important experience of
common people. It is a part of folk traditions of most countries).
• Share any folk song you know that highlights the value of winning over challenges.
• Does it persuade you to win over challenges? • How does it give inspiration to people? Sing it
before the class.
• Be open to comments and suggestions.

Group 5 What Always Worked

• Find ads/commercials that use fair or unfair persuasive techniques.
• Present them to the class.
• Point out parts/elements of the ads/commercial that use fair or unfair persuasive techniques.
• Explain the effect of these persuasive techniques.
• Be open to comments and suggestions.

Group 6 Thoughts for Today

• Write whatever is in your wildest imagination about the following:
 kind of challenge you don‘t want to meet or do when you leave this room
 the challenge you (more than anything else in the world) prefer to meet, when you
walk out of this room
• Give reasons to support your responses.
• Remember to use modals in sharing ideas, thoughts, and
experiences about winning over individual challenges.
 • Be open to comments and suggestions.

• Final Task:
TASK 6. PANEL DISCUSSION
This time you will participate actively in a panel discussion. Remember to use the skills you‘ve
learned for you to give your best. Here are some ideas for your panel discussion. Do the following:
o Form a panel of 5 to 6 members (1 chairman and 5 panelists or discussants)
 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.
 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.
 What is the best way to adopt in order to win over challenges?
 Do you think this will help you in persuading others?
o Develop set of questions to be asked during the discussion.

 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.
 Conduct research (if possible), and take notes of the possible answers to the
questions.
 Focus on its impact, effects, and solutions.
o Elect a leader and assign roles to the chairman and the panelists or the discussants, the
moderator then establish rules for the panel.
o Plan on the points to be covered during the discussion by preparing an outline.
o Revisit the features of and the required format for a panel discussion  Have opening remarks

by a chairperson to set the purpose.

 Introduce the issue in the form of a question, a statement, or a situation and supply
some background.
 Introduce the speakers or panel members (pose as experts on the subject being
discussed).
 Present the panel members‘ different points of view on the aspects of the issue.
  Have informal exchange of comments, additional details, and rebuttals to reinforce
meaning of the issue.
 Allow the audience to ask questions and to give comments.
o Remember to apply the following conventions and strategies in group speaking.
 Sharing points or information from observations and interview. (if possible)
 Adding extra details to what others shared (use graphs or charts)
 Asking questions and clarifications of a designated discussant or speaker
 Challenging a statement
 Giving an opinion
 Supporting personal opinion with evidence
 Respecting all opinions and consider them justified.
o End the discussion by summarizing the panels‘ views and have an evaluation of the participants‘
performance.

 Assessment:

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 =