School: RAMON NATIONAL HIGH SCHOOL Grade Level: 10

GRADES 1 to 12
DAILY LESSON LOG Teacher: MARK JAYSON F. BACLIG Learning Area: English
Teaching Dates and
Time: February 20-24 Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards:
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed,
additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment
strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly
objectives shall be derived from the curriculum guides.
The learner demonstrates understanding of how world literature and other text types serve as vehicles of expressing and resolving
conflicts among individuals or groups; also how to use strategies in critical reading, listening, and viewing, and affirmation and negation
markers to deliver impromptu and extemporaneous speeches.

B. Performance Standards:
C. Learning
Competencies/Objectives:
Write the LC Code for each
The learner proficiency delivers an argumentative speech emphasizing how to resolve conflicts among individuals or groups.
Distinguish the types of Examine a selection with Examine a selection with Examine a selection with Examine a selection with
literary approaches in a focus on the power a focus on the power a focus on the power a focus on the power
critiquing a selection struggles of characters struggles of characters struggles of characters struggles of characters
(EN10WC-IIIg-14) (Marxist) (EN10RC-IIIc- (Marxist) (EN10RC-IIIc- (Marxist) (EN10RC-IIIc- (Marxist) (EN10RC-IIIc-
22.3); 22.3); (The Necklace) 22.3); (The Necklace) 22.3); (The Necklace)
Lesson Objectives: Lesson Objectives:

 Define literary  Define Marxist  Read and  Read and  Read and
criticism and Criticism; comprehend the comprehend the comprehend the
identify its types;  Realize the story “The story “The story “The
 Realize the purpose of Necklace”; Necklace”; Necklace”;
purpose of each Marxist  Realize the  Realize the  Realize the
literary approach in purpose of purpose of purpose of
approach; critiquing a Marxist Marxist Marxist
 Explain selection; approach; approach; approach;
difference  Critique a  Dissect the first  Dissect the  Dissect the third
among literary literary selection part of the story second part of part of the story
approaches. using Marxist and point out the story and and point out
Approach. the Marxism point out the the Marxism
presented. Marxism presented.
presented.

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
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II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
IV.PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
Lesson
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of
concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
Powerpoint Presentation Powerpoint Presentation
and Learner’s Module and Learner’s Module
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by
the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge.
Indicate the time allotment for each step.
Let the students proceed Pot of Luck! Volunteer Patrol! Recalling! Recalling!
to their respective Direction: Pick an object Call three volunteers and Review the first part of Review the second part
groupings and prepare inside the pot and say let them give a short the story the Necklace of the story the Necklace
for their presentation. something about the recap regarding Marxist through random calling. through random calling.
word on it. Literary Approach
Present the lesson Present the learning Present the lesson Present the lesson Present the lesson
objectives of the day. competency of the week objectives of the day. objectives of the day. objectives of the day.
(cited above)
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C. Presenting Examples/Instances
of the Lesson
D. Discussing New Concepts and
Practicing New Skills #1
IV.PROCEDURES
E. Discussing New Concepts and
Practicing New Skills #2
Briefly instruct each Word Factory! What if? Guide Question: Guide Question:
group on the guidelines Arrange the jumbled Guide Question: Who were the characters What is the conflict in the
of the presentation. letters to form a word What if you were given a in the story? Briefly story?
and unveil the lesson of very beautiful necklace describe each.
the day. that you could wear,
would you accept?
Let each group present Discuss the proponent of Introduce the author of Introduce the second Introduce the third or
their graphic organizer Marxist approach and its the story “The part of the story “The last part of the story
on the concept of literary origin. Necklace” (Guy De Necklace.” “The Necklace.”
criticism. Maupassant)
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by
the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge.
Indicate the time allotment for each step.
Let each group discuss Discuss the important Cooperatively read the Cooperatively read the Cooperatively read the
the types of literary key notes on using first part of the story and first part of the story and first part of the story and
criticism based from their Marxist approach in unlock the words that unlock the words that unlock the words that
sharings. analyzing a selection. they are unfamiliar with. they are unfamiliar with. they are unfamiliar with.
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F. Developing Mastery
(Leads to Formative Assessment
3)
Directions: Write T if Collaboratively identify Collaboratively explain Collaboratively discuss
After every presentation,
each group will be askedthe statement is TRUE the characters and their the plot and the conflict. the ending or resolution
a question: and F if the statement status in life. of the story.
is FALSE. Write your
Guide Question:
answers in a one-half
How did you understand
the concept of literary sheet of paper
criticism? crosswise.

G. Finding Practical Applications
of Concepts and Skills in Daily
Living
After every presentation, Guide Question: Guide Question: Guide Question: Guide Question:
each group will be asked Do you think the creation If you were Mathilde What is the conflict of the What is the resolution in
a question: of social movement is a Loisel, would you opt to story? the story?
nice idea to combat marry someone like her
Guide Question: oppression? husband?
Out of those types you
have presented, which of
it could be the most
useful for you as a
student?

V. PROCEDURES
H. Generalizing and Abstractions Guide Question:
about the Lesson What is literary criticism?
How does each type vary
from one another?
Guide Question: Guide Questions: Guide Questions: Guide Questions:
What is the concept of Who are the characters What is the conflict How did the characters
Marxist Literary in the story? presented in the story? resolve the conflict?
Approach?

I. Evaluating Learning If you were to rate your Directions: Read and Directions: Complete Directions: Complete Directions: Complete
presentation from 1 to answer the questions the box below by briefly the box below by briefly the box below by briefly
10, how would you rate it below based on what explaining the nature of explaining the nature of explaining the nature of
and why? you have learned. the characters based the characters based the characters based
from the first part of the from the first part of the from the first part of the
Write the letter that
story. story. story.
corresponds to your
answer. Characters Actions Characters Words Characters Motives
Mathilde Mathilde Mathilde
Loisel Loisel Loisel
Husband Madame Husband
Forestier

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 J. Additional Activities for
Application or Remediation

VI.REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the
VII. REFLECTION students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80%
in the evaluation

B. No. of learners who require

additional activities for
remediation

C. Did the remedial lessons work?

No. of learners who have caught
up with the lesson

D. No. of learners who continue to

require remediation

E. Which of my teaching strategies

work well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor
can help me solve?

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G. What innovations or localized
materials did I used/discover
which I wish to share with other
teachers?

Prepared by: Checked by: Approved by: Noted by:

MARK JAYSON F. BACLIG VIRGINIA P. BALOT GLORIA V. BULATAO, EdD MARILYN V. RAMOS,
Teacher I Master Teacher I Head Teacher III Head Teacher III, OIC- Office of the School Principal