JAVIER LP Updated 04-4-23 Till Literary Approach and Balank Format

Republic of the Philippines
Department of Education
MIMAROPA REGION
Division of Oriental Mindoro
BULBUGAN NATIONAL HIGH SCHOOL
Sta. Maria, Gloria
DAILY School BULBUGAN NATIONAL HIGH SCHOOL Grade Level GRADE 10 – SSC
LESSON GRADE 10 - DALTON
LOG Teacher SHIELLA S. JAVIER Learning Area ENGLISH
Teaching Dates MARCH 20-21, 2023 Quarter THIRD QUARTER
and Time 2:00 – 3:00 / 3:00 -4:00 PM
THEME:
I.OBJECTIVES
PROGRAM STANDARD
The learner demonstrates communicative competence through his/ her understanding of
literature and other texts types for a deeper appreciation of Philippine Culture and those of other
countries.
GRADE LEVEL STANDARD

The learner demonstrates communicative competence through his/ her understanding of
literature and other text types for a deeper appreciation of World Literature, including Philippine
Literature.
CONTENT STANDARD The learner demonstrate understanding of how world literatures and other text types serve as
vehicles of expressing and resolving conflicts among individual or groups; also how to use
evaluative reading, listening and viewing strategies, special speeches for occasions, pronouns
and structures of modification.
PERFORMANCE STANDARD The learners skillfully delivers a speech for special occasions through utilizing effective verbal
and non-verbal strategies and ICT resources.
LEARNING EN10LT-IIIa-2.2.1- Express appreciation for sensory images used

COMPETENCIES/OBJECTIVES
Specific Objectives
1. Understand what is sensory images;

2. Explain and provide example of sensory images;
3. Identify sensory images in the sentences.
4. Appreciate the use of sensory imagery through writing a short essay and a sentences.
II. CONTENT
STUDY SKILLS Literary Appreciation
III. LEARNING RESOURCES
REFERENCES
 TG Pages
 LM Pages pp.299-301
 Other Learning Resources google
IV. PROCEDURES
A. Reviewing Previous Lesson
What are the elements of the story?
Who is Kesh?
Where does the story happened?
B. Establishing a Purpose for Tell me something about it.

the lesson/Motivation
Direction: Pictures will be shown to the students and they will tell something about it.
C. Presenting
examples/instances of the Let us say that you have a friend but she/he is in other place. You want to show the places you
new lesson are living in, the school and your surrounding. How can you make them see the vivid picture of
your place in just reading your letter without using a picture. How can she/he imagine your
place?
D. Discussing new concepts

and practicing skills #1 What a Wonderful World
I see trees of green

Red roses too
I see them bloom
For me and you
And I think to myself
What a wonderful world
I see skies of blue

And clouds of white
The bright blessed day
The dark sacred night
The colors of the rainbow

So pretty in the sky
Are also on the faces
Of people going by
I see friends shaking hands
Saying how do you do
They're really saying
I love you
I hear babies cry

I watch them grow
They'll learn much more
Than I'll ever know
Yes, I think to myself
Ooh, yes
Learners will be given a time to hear a song by Louis Armstrong entitled “What a Wonderful
World” and will answer the following comprehension question.
1. What do you think is the purpose of the song?

2. Can you describe the world as still wonderful? Why or why not?
3. What are the words you find tin the song that will help you to imagine the world?
E. Discussing new concepts

and practicing skills #2 The teacher will discuss the sensory imagery.
Five Kinds of Sensory Images
Visual images are images that appeal to the sense of sight.
Ex. The green field of green green grass is a scenic beauty
Auditory images are images appeal the sense of hearing.
Ex: The big bell rang loudly after the mass.

Gustatory images are images that appeal to the sense of taste.
Ex: The big beel rang loudly after the mass.
Tactile images are images that appeal to the sense of touch.G G
Ex: Andrea has a silky long hair.
Olfactory images are images that appeal to the sense of smell.
Ex: The scent of sweet honey suckle reminded him of his mother.
F. Developing Mastery (leads

to formative assessment) ACTIVITY: Making sense
Directions:
a. The teacher will divide the class into groups.
b. Each group will receive an envelope with a paper. c. Inside each envelope is a paper with 5
sentences and strips of paper that contains 5 senses- sight, smell, taste, hearing and touch.
d. Each group must identify the senses that are shown in the sentences and paste them on the
box before each sentence. There are key words that are underlined to guide them while
answering.
e. Each group should also choose a reporter to present their answers.
f. They will be given 5 minutes to answer.
Group 1.
 Anna said that she can’t sleep last night because of her brothers snore.
ANS: Sense of hearing
 Annalyn is eager to go home. She want to pet the cottony fur of her cat.
ANS: Sense of touch
 The sourness of the lemon complimented the creaminess of the icing.
ANS: Sense of taste
Group 2.
 Mark woke up to the burn smell of toasted bun.

ANS: Sense of smell
 The burning sensation of the sun makes Anna sweaty.
ANS: Sense of touch
 Yna pick the dotted pink dress for her mother.
ANS: Sense of Sight
Group 3.
 The dark brown leaves fall from the huge tree.

ANS: Sense of sight
 The fine white sand was hot in the mid afternoon.
ANS: Sense of touch
 Mia is craving for sweet and juicy strawberry.
ANS: Sense of taste
G. Finding practical Directions:
applications and skills in
daily living
1.Students will work in pair.

2.On a clean sheet of paper write two sentences for each picture using sensory imagery.
3. They will be given 10 minutes to do the task.
4. Students will identify what imagery they used.
5. The students will be guided by the following rubrics.
1.
2.
3.
4.
5.
H. Making generalizations and Comprehension Question:
abstractions about the
lesson
1. What are the five types of sensory imagery?
2. How important is the use of sensory imagery? In our daily life? Cite an example.
3. Do you know someone who doesn't have one of those senses? How will you react to people
without any of the senses?
4. How are you going to show appreciation in the God-given gifts such as the completeness of
your sensory organs?
I. Evaluating Learning Direction: Write the correct types of sensory imagery that corresponds to the description:
Olfactory Imagery, Gustatory Imagery, Visual Imagery, Tactile Imagery or Auditory Imagery
1. The stench of the rotting garbage overpowered my nostril when I open the bi
ANS: Olfactory Imagery
2. The room is filled with pink balloons.

ANS: Visual Imagery
3. The room is filled with lavender from the scented candle.

ANS: Olfactory Imagery
4. The soft white quilt was a gift from my mother.

ANS: Tactile Imagery
5. The wind whistle as I am walking down the field.

ANS: Auditory imagery
6. The tree bark is rough like a hollow blocks

ANS: Tactile Imagery
7. The sunset and the sunrise is my most favorite scenic of nature.

ANS: Visual Imagery
8. The vanilla sweet ice cream is one of my favorite flavor.

ANS: Gustatory Imagery
9. The loudness of the orchestra is echoing all throughout the stadium.

ANS: Auditory Imagery
10. The sweet salted-caramel pie melted on her mouth.

ANS: Gustatory Imagery
J. Additional Activities for

application or remediation Students will write a short
essay about theirr favorite
place using sensory imagery.
Students will be guided by the

following criteria.
V. REMARKS
VI. REFLECTION
A. No of learners who earned ___ out of ___ (Grade/Section) earned 80% above
80% on the formative
assessment
B. No. of learners who require ___ out of ___ (Grade/Section) require additional activities for remediation
additional activities for
remediation
C. Did the remedial lessons ___Yes ___No
work? No. of learners who ___ out of ___ (Grade/Section) caught up with the lesson
have caught up with the lesson
D. No. of learners who continue ___ out of ___ (Grade/Section) continue to require remediation
to require remediation
E. Which of my teaching
strategies work well? Why did
these work?
F. What difficulties did I
encounter that my principal or
supervisor can help me solve?
G. What innovations or localized
materials did I use/discover
that I wish to share with other
teachers?
Prepared By:
Shiella S. Javier
Pre-Service Teacher
Noted By:
Connie H. Panaligan
Master Teacher I, Cooperating Teacher

MIMAROPA REGION
Sta. Maria, Gloria
School BULBUGAN NATIONAL HIGH SCHOOL Grade Level 10- SSC, B, & D
DAILY Teacher SHIELLA S. JAVIER Learning Area ENGLISH
LESSON Teaching Dates March 27, 28,2023 Quarter Third Quarter
LOG and Time 11:00-12:00 am/2:00-3:00
.10:00-11:00/1:00-2:00/2:00-3:00
THEME:
I.OBJECTIVES
PROGRAM STANDARD The learner demonstrates communicative competence through his/ her understanding of
countries.
GRADE LEVEL STANDARD The learner demonstrates communicative competence through his/her understanding of British-
American Literature, including Philippine Literature and other text types for a deeper appreciation
of Philippine Culture and those of other countries.
CONTENT STANDARD The learner demonstrates understanding of world literature and other text types serve as means
of valuing other people.
PERFORMANCE STANDARD The learner proficiently and competently present a report on socio-cultural issue
LEARNING EN10RC-IIIe-22.5: Relevance of the selection to the historical context during which it was
COMPETENCIES/OBJECTIVES produced
EN10LT-IIIe-3: Explain how a selection may be influenced by culture, history, environment or
other factors
EN10VC-IIIe2.9-: React intelligently and creatively to the text listened to
Objectives:
1. Understand the Historical Approach in Literature
2. Define a historical approach
3. Understand the values, environment and events
3. Explore thoughts expressed in the story to gain insights.
II. CONTENT
STUDY SKILLS Reading Comprehension Skills (Historical Approach)
REFERENCES
 TG Pages
 LM Pages
 Other Learning Resources Youtube.com, google
IV. PROCEDURES a
A. Reviewing Previous Lesson Ask: What is a Marxist approach?
Where does it focus on?
B. Establishing a Purpose for During your childhood days, what particular toys did you paly most?
C. Presenting Guess the emoticon
examples/instances of the new -HISTORY
lesson -INDEPENDENCE DAY
-LITERATURE
-SETTING
-READING
D. Discussing new concepts Learners will be given a notes of topic. Learners will be called to answer the given questions.
and practicing skills #1
Processing Questions:
1. Why do you think literature is the reflection of the past?
2. How does history impacted the literature?
E. Discussing new concepts and Learners will be given a clip of story

practicing skills #2 and will answer the following questions:
1. Where is the story taking place?
2. When is the story taking place?
3. How do you say so, give
F. Developing Mastery (leads to
formative assessment)
G. Finding practical applications Give Insights:

and skills in daily living
“You have to understand the past to understand the present.”
H. Making generalizations and ASK:

abstractions about the lesson
1. What is the focus of the of the Historical approach?
2. Historical Approach seeks to understand the literature through what?
I. Evaluating Learning Learners will be given a clip of story and will answer the following questions:
1. Where is the story taking place?
2. When is the story taking place?
3. How do you say that it happened at that time?
J. Additional Activities for Read about the Reader’s-Response Approach.
application or remediation
V. REMARKS
VI. REFLECTION
A. No of learners who earned 80% ___ out of ___ (Grade/Section) earned 80% above
on the formative assessment
additional activities for remediation
C. Did the remedial lessons work? ___Yes ___No
No. of learners who have caught up ___ out of ___ (Grade/Section) caught up with the lesson
with the lesson
D. No. of learners who continue to ___ out of ___ (Grade/Section) continue to require remediation
require remediation
E. Which of my teaching strategies
work well? Why did these work?
F. What difficulties did I encounter
that my principal or supervisor can
help me solve?
materials did I use/discover that I
wish to share with other teachers?
Prepared by:
SHIELLA S. JAVIER
Pre-Service Teacher
Checked by:
CONNIE H. PANALIGAN
Master Teacher I, Coordinating Teacher
Inspected by:
RUPERTO S. AGONCILLO JR.

Principal III

MIMAROPA REGION
Sta. Maria, Gloria
DAILY School BULBUGAN NATIONAL HIGH SCHOOL Grade Level 10- SSC, B, & D
LESSON Teacher SHIELLA S. JAVIER Learning Area ENGLISH
LOG Teaching Dates March 27, 28, 2023 Quarter THIRD
and Time 10:00-11:00/1:00-2:00/2:00-3:00
THEME:
I.OBJECTIVES
countries.
GRADE LEVEL STANDARD The learner demonstrates communicative competence through his/her understanding Philippine
Literature and other text types for a deeper appreciation of Philippine Culture and those of other
countries.
CONTENT STANDARD The learner demonstrates understanding of how world literature and other text types serve as
sources of wisdom in expressing and resolving conflicts among individuals, groups and nature;
also, how to use evaluative reading, listening and viewing strategies, special speeches for
occasion, pronouns and structures of modification.
PERFORMANCE STANDARD This module tackles about critiquing a certain literature. Learning the specific skill may help you
develop your critical thinking which can be applied in your oral discourse.
LEARNING EN10WC-IIIg-14: 1. Critique literary selections based on the reader-response approach.
COMPETENCIES/OBJECTIVES General Objectives:
1. Understand the Reader-Response Approach
2. Define Reader-Response approach;
3. Show the appreciation of the value of critiquing a literary text.
II. CONTENT
STUDY SKILLS Reading Comprehension (Reader-Response Approach)
REFERENCES
 TG Pages
 LM Pages
 Other Learning Resources Google.com, Studocu.com, Youtube.com
https://courses.lumenlearning.com/intro literature/chapter/readerresponse-criticism-suggested
Retrieved December 14, 2020 https://americanliterature.com/author/guy-de-
IV. PROCEDURES
A. Reviewing Previous Lesson Ask:
What is Historical Approach?
What is the focus of this approach in critiquing?
B. Establishing a Purpose for Ask:

the lesson/Motivation 1. When you are young, what is your favorite game?
2. Do you play dolls?
C. Presenting Describe the following pictures. Give at least two sentences.

examples/instances of the new
lesson
D. Discussing new concepts Learners will given notes about readers-response.

E. Discussing new concepts and Learners will be instructed to listen to the text “My Three Passion by Bertrand Russell twice and
practicing skills #2 will answer the following questions:
1. According to the author,

what is his three
passion?
2. Why does Russell call
the three passion
simple?
3. Where does he
compared his three
passion?
4. Why do you think he
compared it to it?
F. Developing Mastery (leads to An in-depth evaluation:
Students will reread the essay and will answer the following questions.
G. Finding practical applications

and skills in daily living What is the importance of love in life according to Russell?
H. Making generalizations and

abstractions about the lesson Reader-response theory recognizes the reader as an active agent who imparts "real existence"
to the work and completes its meaning through interpretation. It argues that literature should be
viewed as a performing art in which each reader creates their own. possibly unique, text-related
performance. Thus, there is no right or wrong answer to a reading response.
I. Evaluating Learning Write your reading response to one whole sheet of paper.
If you could meet Russell, what are you going to say to him?
What are your advices to him?
Why you want to know?
J. Additional Activities for Learners will be ask to list five words and will use it in a sentence.
V. REMARKS
VI. REFLECTION
with the lesson
require remediation
help me solve?
Prepared by:
SHIELLA S. JAVIER
Pre-Service Teacher
Checked by:
CONNIE H. PANALIGAN
Master Teacher I, Cooperating Teacher
Inspected by:

Principal II

MIMAROPA REGION
Sta. Maria, Gloria
DAILY School BULBUGAN NATIONAL HIGH SCHOOL Grade Level 10- SSC,B,& D
LOG Teaching Dates March 20-21,2023 Quarter THIRD QUARTER
and Time 10:00-11:00/1:00-2:00/3:00-4:00
THEME:
I.OBJECTIVES
countries.
GRADE LEVEL STANDARD The learner demonstrates communicative competence through his/her understanding Literature,
including Philippine Literature and other text types for a deeper appreciation of Philippine Culture
and those of other countries.
CONTENT STANDARD The learner demonstrates understanding of how world literature and other text types serve as
sources of wisdom in expressing and resolving conflicts among individuals, groups and nature;
also, how to use evaluative reading, listening and viewing strategies, special speeches for
occasion, pronouns and structures of modification.
PERFORMANCE STANDARD This lesson tackles about critiquing a certain literature. Learning the specific skill may help you
develop your critical thinking which can be applied in your oral discourse..
LEARNING EN10RC-IIIa-22.1: Overall Artistic value of structure and elements of the selection
COMPETENCIES/OBJECTIVES Objectives:
At the end of the discussion the students should be able to;
1. Explain the principles of formalist criticism:
2. Define the principles of formalist approach and
3. Show appreciation of the value of critiquing a literary piece.
II. CONTENT
STUDY SKILLS Reading Comprehension and Writing Skills (Formalist Approach in literary Criticism)
REFERENCES
 TG Pages
 LM Pages
 Other Learning Resources Youtube.com, Studocu.com and Google.com
IV. PROCEDURES
A. Reviewing Previous Lesson Ask: 1. What is literary criticism?
B. Establishing a Purpose for Wordle: Student will guess the word with a hurdle letter.
the lesson/Motivation 1.PYHICALALLOSOPHI APACHPRO – PHILOSOPHICAL APPROACH
2. LITSYORMAF PAAROCHP – FORMALIST APPROACH
3. HYSIRITOLAC TESVEN – HISTORICAL EVENTS
4. RALYSTOMI ROAAPCHP – MORALIST APPROACH
5.KRICQUETI- CRITIQUE
C. Presenting Introduction:
examples/instances of the new 1. How are you?
lesson 2. Why do you need to have a unity in a community?
D. Discussing new concepts Learners will be given a notes about Structuralist/Formalist approach
and practicing skills #1 Processing Questions:
1. What are the elements that needs to consider in examining a literary piece in formalist
approach?
2. What are the three types of point of view?
E. Discussing new concepts and Learners will be given a notes about the elements needs to consider in formalist approach.
practicing skills #2
F. Developing Mastery (leads to DIRECTION: Use the table to analyze the text "Story of an Hour"
G. Finding practical applications Ask:

and skills in daily living 1. What have you learned in our discussion?
2. What is the main focus of formalist approach?
H. Making generalizations and Formalist approach scrutinized the work as a whole the form of each individual part of the text
abstractions about the lesson from the individual scenes and chapters, the characters, the settings, the tone, the point of view,
the theme, and all other literary elements and devices such as imagery.
I. Evaluating Learning Assessment: Students will be given a short quiz.
. Write M if the statement describe a moralist critic and F if it is formalist.
1. This is an approach that needs a close or careful reading to examine all the elements of
a text individually to discover how they form an organic unity.
2. An approach that interprets literature within the context of philosophical thought of a
period or group.
3. Must be a close or careful reader who examines all the elements of a text individually to
discover how they form an organic unity.
J. Additional Activities for Read the Story “Story of Keesh” and write an analysis. Work wil be graded based on the rubri
V. REMARKS
VI. REFLECTION
with the lesson
require remediation
help me solve?
Prepared by:
SHIELLA S. JAVIER
Pre-Service Teacher
Checked by:
CONNIE H. PANALIGAN
Master teacher I, Coordinating Teacher
Inspected by:

Principal III
MIMAROPA REGION
Sta. Maria, Gloria
DAILY School BULBUGAN NATIONAL HIGH SCHOOL Grade Level 10- SSC, B, & D
LOG Teaching Dates March 22, 2023 Quarter THIRD
and Time 10:00-11:00/1:00-2:00/2:00-3:00
THEME:
I.OBJECTIVES
countries.
GRADE LEVEL STANDARD The learner demonstrates communicative competence through his/her understanding of World
Literature, including Philippine Literature and other text types for a deeper appreciation of
Philippine Culture and those of other countries.
CONTENT STANDARD The learner demonstrates understanding of how literature and other text types serve as means
of valuing other people; also how to use evaluative reading, listening and viewing strategies,
special speeches for occasions, pronouns and structure of modification.
PERFORMANCE STANDARD The learner proficiently write critiques using Moralists Approach
LEARNING EN10RC-IIIb-22.2 Treatment of underlying or overarching issues concerning human experience
COMPETENCIES/OBJECTIVES (moralist)
Objectives: at the end of the lesson, student are expected to:
1. Understand the Moralist approach;
2. Use the Moralist approach in the literary criticism;
3. Appreciate the literature and values
II. CONTENT
STUDY SKILLS Reading and writing Skills (Moralist Approach in Literature)
REFERENCES
 TG Pages
 LM Pages
 Other Learning Resources Google, Studocu.com, youtube
IV. PROCEDURES
A. Reviewing Previous Lesson Ask: 1. What is formalist approach?
2. Where does it focus on?
B. Establishing a Purpose for “Education is the art of making man ethical” George Wilhelm Hegel
C. Presenting Ask:
examples/instances of the new Can you say it is right even though it is wrong just because many are doing it?
lesson
D. Discussing new concepts Learners will be given a notes about Moralist approach.
1. Why do you think moralist critic believes that the purpose of literature is to teach
morality?
E. Discussing new concepts and Leaners will work in pairs. Discuss the quotes “ Morality is the basis of things and truth is the
practicing skills #2 substance of all morality” by Mahatma Ghandi
F. Developing Mastery (leads to Learners will work in group

Write an acrostic poem about
MORAL
G. Finding practical applications Ask: Do you think morality is important in society?

and skills in daily living What is important in life, money or morality?

abstractions about the lesson What is the focus of Moralist approach?
I. Evaluating Learning Assessment:

Fill in the blank with the corresponding words that will make the paragraph complete with ideas
and thought.
Moralist criticism the value of the literature based on its moral lessons or . It
also determine the worth of literature by seeing if it encourages good out of the . Bible
and other religious guide book is a form of . Critics believe that the larger purpose
of literature is to teach morality and probe .
Judges ethical teachings

Philosophical Issues
Reader Moral Literature
J. Additional Activities for Write 3 words and use it in a sentence.
V. REMARKS
VI. REFLECTION
with the lesson
require remediation
help me solve?
SHIELLA S. JAVIER
Pre-Service Teacher
Checked by:
CONNIE H. PANALIGAN
Inspected by:
Principal III

MIMAROPA REGION
Sta. Maria, Gloria
DAILY School BULBUGAN NATIONAL HIGH SCHOOL Grade Level 9- SSC, A, B, C, D & E
LOG Teaching Dates March 23, 2023 Quarter SECOND
and Time 7:30-8:30,10-11, 11-12, 2-3
THEME:
I.OBJECTIVES
countries.
GRADE LEVEL STANDARD The learner demonstrates communicative competence through his/her understanding World
Literature including Philippine Literature and other text types for a deeper appreciation of
PERFORMANCE STANDARD The learner proficiently write critiques using Marxist Approach
LEARNING EN10RC-IIIc-22.3: Power struggles of characters (Marxist)
COMPETENCIES/OBJECTIVES Objectives: At the end of the lesson, students are expected to:
1. Identify the Marxist approach and its proponent;

2. Appreciate the importance of literary criticism
3. Use Marxist in literary criticism
II. CONTENT
STUDY SKILLS Reading Skills- Marxist Approach
REFERENCES
 TG Pages
 LM Pages
 Other Learning Resources Google.com, Studocu.com
IV. PROCEDURES
1. What is the focus of formalist Approach?
2. What is the focus of Moralist approach?
B. Establishing a Purpose for Spelling:

the lesson/Motivation 1. Patriarchy
2. Inequality
3. feminism
4. empowerment
5. social status
6.
C. Presenting Present picture (4 pics 1 word) to form the word related
examples/instances of the new to the pictures.
lesson
D. Discussing new concepts Learners will be given a copy of the topic
1. Do you believe in equality?
2. Is social status an advantage?
3. Who are the least privileged in life do you think?
E. Discussing new concepts and Students will read the story “Story of an Hour”
practicing skills #2 Direction :
1. Students will work according to their previous group
2. Students will read the story and write a reaction to the Story
3. One person per group will read their work in front
F. Developing Mastery (leads to Each learner will jot down the details of the story
formative assessment) - Who are involved?
- What happened?
- When did it happen
- Where did it happen?
- How did it happen?
and skills in daily living 1. How is equality shown in school?
2. Do you think the rich are always worth of privileged?
3. Do you practice equality?
H. Making generalizations and Complete the sentence below:
After the lesson I have learned that
J. Additional Activities for Students will critic the story “Story of an Hour”. Works will be graded according to the rubric.
V. REMARKS
VI. REFLECTION
with the lesson
require remediation
help me solve?
SHIELLA S. JAVIER
Pre-Service Teacher
Checked by:
CONNIE H. PANALIGAN
Inspected by:

Principal III

MIMAROPA REGION
Sta. Maria, Gloria
DAILY School BULBUGAN NATIONAL HIGH SCHOOL Grade Level G-10 B & D
LOG Teaching Dates March 24, 2023 Quarter THIRD
and Time
THEME:
I.OBJECTIVES
countries.
PERFORMANCE STANDARD The learner comprehensively define the using Feminist Approach
LEARNING EN10RC-IIId-22.4: Gender relationships of
COMPETENCIES/OBJECTIVES characters (feminist)
Objectives: At the end of the lesson, students are expected to:
1. Identify the Feminist Approach;

2. Understand the focus of Feminist Approach;
3. Appreciate the importance of critiquing;
4. Use Feminist Approach in literary.
II. CONTENT
STUDY SKILLS Reading Skills- Feminist Approach
REFERENCES
 TG Pages
 LM Pages
 Other Learning Resources Google.com, Studocu.com
IV. PROCEDURES
1. What is the focus of Marxist Approach?
2. What is the focus of Marxist approach?

the lesson/Motivation What if you are a prisoner and given a chance for an hour to be free, what will the things that you
will do?
C. Presenting
examples/instances of the new “What man can do, Woman can do also”
lesson Ask: Do you believe in this saying? Why?
D. Discussing new concepts Learners will be given a copy of the topic

1. What does color violet symbolizes?
2. Do you believe that man is great than a woman?
3. Can woman be a leader? If that happen do you think world will be great?
E. Discussing new concepts and Students will make an acrostic poem from the word
FEMINIST
F. Developing Mastery (leads to Each group will complete the graphic organizer with words related to WOMAN
WOMAN

Feminism has the ultimate goal to change the world by gender equality. How will you promote
gender equality? Cite 3 concrete examples.
H. Making generalizations and Ask:

What is the focus of the Feminist approach?
Feminist focuses on female representation in literature, paying attention to female points of view,
concerns, and values.

Learners will be given a short quiz.
J. Additional Activities for Students will read the story “ Story of an Hour” and will answer the following questions:
1. What is notable about the manner by which Louise receive the news of her husband’s
death?
2. Why Josephine and Richard is being careful about beating the news to Louise?
3. “There would be no one to live for her during those coming years; she would live for
herself”?
4. Does the word “free, free, free!” means?
5. What is ironic about the story’s last line?
V. REMARKS
VI. REFLECTION
with the lesson
require remediation
help me solve?
SHIELLA S. JAVIER
Pre-Service Teacher
Checked by:
CONNIE H. PANALIGAN
Inspected by:

Principal III
MIMAROPA REGION
Sta. Maria, Gloria
DAILY School BULBUGAN NATIONAL HIGH SCHOOL Grade Level 10- SSC, B
LOG Teaching Dates March 28-29, 2023 Quarter SECOND
and Time 10:00-11:00, 1:00-2:00,
THEME:
I.OBJECTIVES
countries.
PERFORMANCE STANDARD The learner proficiently write critics using different approach and comprehend with the lesson.
LEARNING EN10VC-IIIb-23: Share viewpoints based on the materials presented
COMPETENCIES/OBJECTIVES EN10RC-IIIh-23.1: Identifying textual detail that affirm or refute claim
Objectives:
1. Define literary criticism
2. Identify the six approaches: Structuralist/Formalist, Moralist, Marxist, Feminist, Historical and
Reader-Response
3.
II. CONTENT
STUDY SKILLS Reading and Writing – Critiquing A Literary Selection Based on Different Approaches
REFERENCES
 TG Pages
 LM Pages
 Other Learning Resources Google.com, reading passages.com.
IV. PROCEDURES
A. Reviewing Previous Lesson Ask: 1. What is critique?
2. How do you write a critique?
B. Establishing a Purpose for Decoding the Text:
the lesson/Motivation Learners will grouped and work on activity to decode the hidden word.
“Marcos pushed for a stronger role for the Association of Southeast Asian Nations (ASEAN) in
tackling matters related to China, and he welcomed the Quad and AUKUS as mechanisms that
“help prevent destabilizing actions in the region.” He also rejected the use of nuclear weapons as
a form of deterrence and called for the reduction of the global stockpile of this type of armament.”
-POLITICS
“Inflation is projected to remain too high for too long. Therefore, the Governing Council today
decided to increase the three key ECB interest rates by 50 basis points,” the ECB said in a
statement. One basis point is equal to 0.01%. This latest move brings the bank’s main rate to
3%. It was in negative territory before July last year” -ECONOMICS
The Philippines were claimed in the name of Spain in 1521 by Ferdinand Magellan, a
Portuguese explorer sailing for Spain, who named the islands after King Philip II of Spain. They
were then called Las Felipinas. By the 1830's Spanish culture and thought had penetrated into
Filipino culture to the extent that the Filipino people began thinking about liberation from Spain.
The government of Spain developed Filipino agriculture to the point that it was self-sufficient. -
HISTORY
C. Presenting ONE PIC ONE WORD
lesson
D. Discussing new concepts Learners will be given a copy of a topic

1. What are the different approaches you can use in writing a critique?
2. Give a common questions asked in structuralist analysis?
3. What approach focus on the dynamics between genders in text?
E. Discussing new concepts and Learners will work in pairs. They will answer the following questions and then find it in the puzzle.
F. Developing Mastery (leads to Collaborative Task: Evaluate what kind of approaches the short clip is demonstrating.
The short story of Ana Beltran entitled " Memoirs " exemplified the lives of Filipinas' during mid
80's. It showcased how the olden values such as being mahiyain slowly being influenced by
modernities. The author highlighted confidence brought by propaganda on media but she failed
to undermine other reasons for this. Overall, the story is nostalgic but a replication of reality.
-MORALIST
The story of Johny Duer entitled Love in War vividly captured the events during World War II.
The series of dreadful events did not stop the characters to develop a love affair. Such unlikely
setting for love to blossom. Truly, Duer brings joys in the midst of sorrow.
-HISTORICAL
Why Women Wash the Dishes
(An Excerpt) by Filomena N. Colendrino

Ka Ugong's chest sank again. His chin also went down. He held on the edge of the table
nervously.
"You!" he said in a much lower tone. "You are the woman. You should do all the
housework.
"And what do you do?" asked Ka Maldang. "You tie the carabao to the reeds in the field and then
you lie down on the grass to watch it graze.
You call that hard work? I cook, clean the house, wash your clothes, I scrub the floor, I do all the
work that only slaves should do. And yet, you even refuse to help me wash the plate which you
have eaten!" Ka Maldang's voice was now raised to a high pitch and her tears posed on her
eyelids at Ka Ugong and at her broom. She grabbed the broom. She raised the broom to strike
him, crying, "You, you, you lazy man!"
Ka Ugong ducked under the table. "Don't" he cried. "Don't strike me!"
"Come out from under the table, you coward." ordered Ka Maldang.
-FEMINIST
G. Finding practical applications What's the Right Approach!

Direction: Listed hereunder are titles of classic literary pieces. If you were to make a literary
criticism for each what approach is best to be used for them. Provide logical basis for your
responses. Kindly use a separate sheet for this.
1. Romeo and Juliet

2. . Ibong Adarna
3. Wonder woman movie
4. Probinsiyano teleserye
H. Making generalizations and Processing Question:

1. What are the six approaches that can be used in literary criticism.
2. How this approaches does differs from others.
I. Evaluating Learning Learners will answer the assessment.

Give insights about the passage in an essay form consisting of 10 (maximum) sentences and
minimum of 6 sentences.
V. REMARKS
VI. REFLECTION
with the lesson
require remediation
help me solve?
SHIELLA S. JAVIER
Pre-Service Teacher
Checked by:
CONNIE H. PANALIGAN
Inspected by:

Principal III
MIMAROPA REGION
Sta. Maria, Gloria
DAILY School BULBUGAN NATIONAL HIGH SCHOOL Grade Level G10- D

LOG Teaching Dates March 30, 2023 Quarter SECOND
and Time ,2:00-3:00
THEME:
I.OBJECTIVES
countries.
LEARNING EN10VC-IIIb-23: Share viewpoints based on the materials presented
COMPETENCIES/OBJECTIVES EN10RC-IIIh-23.1: Identifying textual detail that affirm or refute claim
Objectives:
1. Define literary criticism
2. Identify the six approaches: Structuralist/Formalist, Moralist, Marxist, Feminist, Historical and
Reader-Response
II. CONTENT
REFERENCES
 TG Pages
 LM Pages
IV. PROCEDURES
A. Reviewing Previous Lesson Ask: 1. What is critique?
2. How do you write a critique?
B. Establishing a Purpose for Decoding the Text:
the lesson/Motivation Learners will grouped and work on activity to decode the hidden word.
“Marcos pushed for a stronger role for the Association of Southeast Asian Nations (ASEAN) in
tackling matters related to China, and he welcomed the Quad and AUKUS as mechanisms that
“help prevent destabilizing actions in the region.” He also rejected the use of nuclear weapons as
a form of deterrence and called for the reduction of the global stockpile of this type of armament.”
-POLITICS
“Inflation is projected to remain too high for too long. Therefore, the Governing Council today
decided to increase the three key ECB interest rates by 50 basis points,” the ECB said in a
statement. One basis point is equal to 0.01%. This latest move brings the bank’s main rate to
3%. It was in negative territory before July last year” -ECONOMICS
The Philippines were claimed in the name of Spain in 1521 by Ferdinand Magellan, a
Portuguese explorer sailing for Spain, who named the islands after King Philip II of Spain. They
were then called Las Felipinas. By the 1830's Spanish culture and thought had penetrated into
Filipino culture to the extent that the Filipino people began thinking about liberation from Spain.
The government of Spain developed Filipino agriculture to the point that it was self-sufficient. -
HISTORY
C. Presenting ONE PIC ONE WORD
lesson
D. Discussing new concepts Learners will be given a copy of a topic

4. What are the different approaches you can use in writing a critique?
5. Give a common questions asked in structuralist analysis?
6. What approach focus on the dynamics between genders in text?
E. Discussing new concepts and Learners will work in 5’s. They will answer the following questions and then find it in the puzzle.
F. Developing Mastery (leads to Collaborative Task: Evaluate what kind of approaches the short clip is demonstrating.
The short story of Ana Beltran entitled " Memoirs " exemplified the lives of Filipinas' during mid
80's. It showcased how the olden values such as being mahiyain slowly being influenced by
modernities. The author highlighted confidence brought by propaganda on media but she failed
to undermine other reasons for this. Overall, the story is nostalgic but a replication of reality.
-MORALIST
The story of Johny Duer entitled Love in War vividly captured the events during World War II.
The series of dreadful events did not stop the characters to develop a love affair. Such unlikely
setting for love to blossom. Truly, Duer brings joys in the midst of sorrow.
-HISTORICAL
Why Women Wash the Dishes
(An Excerpt) by Filomena N. Colendrino

Ka Ugong's chest sank again. His chin also went down. He held on the edge of the table
nervously.
"You!" he said in a much lower tone. "You are the woman. You should do all the
housework.
"And what do you do?" asked Ka Maldang. "You tie the carabao to the reeds in the field and then
you lie down on the grass to watch it graze.
You call that hard work? I cook, clean the house, wash your clothes, I scrub the floor, I do all the
work that only slaves should do. And yet, you even refuse to help me wash the plate which you
have eaten!" Ka Maldang's voice was now raised to a high pitch and her tears posed on her
eyelids at Ka Ugong and at her broom. She grabbed the broom. She raised the broom to strike
him, crying, "You, you, you lazy man!"
Ka Ugong ducked under the table. "Don't" he cried. "Don't strike me!"
"Come out from under the table, you coward." ordered Ka Maldang.
-FEMINIST
G. Finding practical applications What's the Right Approach!

Direction: Listed hereunder are titles of classic literary pieces. If you were to make a literary
criticism for each what approach is best to be used for them. Provide logical basis for your
responses
1. Romeo and Juliet

2. Ibong Adarna
3. Wonder woman movie
4. Probinsiyano teleserye
H. Making generalizations and Processing Question:

3. What are the six approaches that can be used in literary criticism?
4. How this approaches does differs from others?

Give insights about the passage in an essay form consisting of 10 (maximum) sentences and
minimum of 6 sentences.
V. REMARKS
VI. REFLECTION
with the lesson
require remediation
help me solve?
Prepared by:
SHIELLA S. JAVIER
Pre-Service Teacher
Checked by:
CONNIE H. PANALIGAN
Inspected by:

Principal III
MIMAROPA REGION
Sta. Maria, Gloria
DAILY School BULBUGAN NATIONAL HIGH SCHOOL Grade Level G10- SSC
LESSON Teacher SHIELLA S. JAVIER EN10VC-IIIi-28: Learning Area ENGLISH
LOG Teaching Dates April 3, 2023 Quarter SECOND
and Time 10:00-11:00/3:00 -4:00
THEME:
I.OBJECTIVES
PROGRAM STANDARD The learner demonstrates understanding of how wold literature and other text types serves as
sources of wisdom in expressing and resolving conflicts among individuals, groups and nature.
PERFORMANCE STANDARD The learners participates actively and collaboratively in the given tasks.
LEARNING EN10VC-IIIi-28: Disclose a personal significance of a materials viewed.
COMPETENCIES/OBJECTIVES EN10LC-iiiI-2.9 React Intelligently and creatively to the text listened to.
Objectives:
1. Realize the feminine side of nature and appreciate its importance;
2. Disclose the personal significance of a material viewed;
3. Explain how the elements specific to a selection build its theme.
II. CONTENT
STUDY SKILLS Reading and Writing Skills - Reconciling with Nature – Song of Autumn
REFERENCES
 English 10 , pp. 317-319
TG Pages
 LM Pages
 Other Learning Resources Google.com, reading passages.com. youtube.com
IV. PROCEDURES
1. What are the six approaches that can be used in literary criticism?
2. Differentiate them by giving their focus.
B. Establishing a Purpose for Learners will guess the words based on the pictures given. Three pics , one word (3pics 1word)
SUMMER, WINTER, AUTUMN, FALL
C. Presenting Learners will watch the video entitled “Why do Leaves Change Color in the Fall?”
examples/instances of the new Processing Questions:
lesson 1. What are the things you have discovered about the autumn season?
2. How does trees eat?
D. Discussing new concepts Learners will read the poem “Song of Autumn” written by French author Charles Baudelaire and
and practicing skills #1 translated to English by William Aggeler.
E. Discussing new concepts and

practicing skills #2 Discuss the following questions with their groups. (10 minutes)
Group 1: Why was the poem entitled Autumn? What ideas and/or feeling/s does the title evoke?
Group 2: Autumn is described as in-between summer and winter. What things/events could best
represent these two seasons?
Group 3: How would you relate the title of the poem to what is happening now to the Earth?
Group 4: Did you realize that even nature has its own limits? How do you deal with this? Relate it
to real-life situations by sharing your own, personal experience/s.
F. Developing Mastery (leads to Learners will make the following according to their group will present in front. (15 minutes)
Group 1, 2 & 3 – Slogan about the Nature
Group 4,5 & 6 – Poster Making
POSTER’S RUBRIC
SLOGAN’S RUBRICS
G. Finding practical applications Processing Question:

1. How can you relate the four season in life?
2. In life, what do you think the autumn represent?
H. Making generalizations and The lesson that we discussed is about ________________.

Life is like four season, Autumn can represent change. In autumn, leaves fall from the tress, like
in life we need to let go of the old and learn to embrace the new. Winter is time for going inwards
and can be your time to closed the old doors and accept the new ones. Spring time is to start
moving forward and time to start your new beginnings of your new chapters in life. Summer time
is the season to step back and celebrate your progress.
I. Evaluating Learning Let’[s Do this:
In order to understand the poem more clearly and explain its theme, study how the writer
developed the overall style of the poem. Identify the words through description
1. Identify the writer’s T_ _ _

What is the attitude of the author towards the subject?
2. Next, study the authors W_ _ D C _ _ I _ E

How are the word/phrases in the selection loaded with connotation, associations, or
emotional impact?
3. Study how the author used I _ _ G _ _ Y

What images are created by the winter?
4. Observe the writer’s S _ _ _ E
How the writer developed the overall style of poem?
5. Identify the T _ _ _ E
What is the context or the topic of the poem?

application or remediation Make a shape collage representing the two opposing ideas in the poem. Try to vividly describe
“summer” and “winter” as described in the poem and in relation to what’s happening to mother
Earth at present. You could cut out pictures from magazines or newspapers and paste them on
an oslo paper. Be sure to form an icon/ symbol that could best represent your response to the
poem on how you perceive nature’s limits and how you can respond to it positively.
V. REMARKS
VI. REFLECTION
with the lesson
require remediation
help me solve?
Prepared by:
SHIELLA S. JAVIER
Pre-Service Teacher
Checked by:
CONNIE H. PANALIGAN
Inspected by:

Principal III
MIMAROPA REGION
Sta. Maria, Gloria
DAILY School BULBUGAN NATIONAL HIGH SCHOOL Grade Level 10- SSC, B & D
and Time 10:00-11:00, 1:00-2:00, 2:00-3:00
THEME:
I.OBJECTIVES
countries.
PERFORMANCE STANDARD The learner proficiently write an expanded definition of word and organize them in a paragraph.
LEARNING EN10V-IIIf-13.9: Give expanded definition of words
COMPETENCIES/OBJECTIVES Objectives:
1.Define expanded definition of words;
2. Interpret the knowledge of writing expanded words;
3. Identify the various ways on giving the expanded definition words and;
4. Organize the paragraph to form an expanded definition.
II. CONTENT
STUDY SKILLS Reading and Writing – Expanded Definition of Words
REFERENCES
 TG Pages
 LM Pages
 Other Learning Resources https://www.youtube.com/watch?v=cOLQGihYltg
https://youtu.be/x42k2bNSPmg
https://depedtambayan.net/grade-10-english-module-giving-expanded-definitions-of-words/
IV. PROCEDURES
1. What is the title of the poem we had read?

2. Who translated it in English?

What can you say about the picture? What comes into your mind when you heard or see
cellphone? How about books, what comes into your mind if you hear or see books?
C. Presenting
examples/instances of the new Learners will sing and watch the video about “Coconut Song” from Youtube.
lesson
1. What is the song about?

2. What did you observe from the lyrics?
3. Give definition about the book and the cellphone in your own words.
D. Discussing new concepts Matching the word from column A to B to have their meaning or definition.
E. Discussing new concepts and Learners will be given notes about the expanded form and the various ways on giving the
practicing skills #2 expanded form.
Processing question;
1. Which of the following sentences gives the additional definition of the term being
defined?
2. Which sentence is the problem?
3. Which sentences gives a distinguishing characteristics?
F. Developing Mastery (leads to Direction: Examine the paragraph. Determine the sentence. What various expanded definitions
formative assessment) of the word it states?
Vaccine
1. Vaccine is a substance containing a virus or bacterium in a form that is not harmful,

given to a person or animal to prevent them from getting the disease that the virus or
bacterium causes. 2. Vaccine took its name from vaccinia, the virus that caused cowpox.
It was the original ingredient used to vaccinate people against smallpox. 3. Edward
Jenner (English scientist and country doctor), was the first to test a method to protect
against smallpox in a scientific manner. He did his study in 1796, and although he did
not invent this method, he is often considered the father of vaccines because of his
scientific approach that proved the method worked. 4. Vaccine protects the vaccinated
persons and those around them who are vulnerable to the diseases, reducing the risk of
diseases spreading among family members, school mates or colleagues, friends,
neighbors and other people in the community.
1. Description
2. Etymology
3. Historical background
4. Advantages

and skills in daily living 1. What do you think is the important of expanding the definition of word?
2. Is it important in writing? In a research?
H. Making generalizations and Ask:

1. What is expanding the definition of words?
2. Give at least 5 ways on giving an expanded definition of words?
Direction: Organize the following to form an expanded definition. Write A-E in uppercase. Please
pay attention to highlighted words as they will set as your guide to the order of the sentences
comprising your extended form
Coronavirus
There are several known coronaviruses that infect people and usually only cause mild
respiratory disease, such as the common cold. However, at least two previously
identified coronaviruses have caused severe illness - Severe Acute Respiratory
Syndrome (SARS) coronavirus and Middle East Respiratory Syndrome (MERS)
coronavirus.
Coronaviruses are a large family of viruses that are actually common throughout the
world and can cause respiratory illness in people and animals.
Research is showing that COVID-19 is spread through droplets from coughing or

sneezing, which is why it's so important to be wearing masks. Other mode of
transmission is through touching surfaces like doorknobs and hands.
According to the Department of Health's COVID-19 CASE TRACKER updated last April
17, 2021, there is a total of 203, 710 active cases, 706, 532 cases of recovery and 15,
810 cases of death. Source: https://doh.gov.ph/covid-19/case-tracker
This pandemic has affected thousands of peoples, who are either sick or are being
killed due to the spread of this disease. The most common symptoms of this viral
infection are fever, cold, cough, bone pain and breathing problems, and ultimately
leading to pneumonia.
J. Additional Activities for Write an expanded definition of Cholera using the following ways of expanding defintion of
application or remediation words.
1.Definition/Description
2.Etymology
3.Historical Background
4. Causes
5. Problem Solution
V. REMARKS
VI. REFLECTION
with the lesson
require remediation
help me solve?
SHIELLA S. JAVIER
Pre-Service Teacher
Checked by:
CONNIE H. PANALIGAN
Inspected by:

Principal III

MIMAROPA REGION
Sta. Maria, Gloria
and Time 10:00-11:00, 1:00-2:00, 2:00-3:00
THEME:
I.OBJECTIVES
countries.
LEARNING Objectives:
II. CONTENT
REFERENCES
 TG Pages
 LM Pages
IV. PROCEDURES
B. Establishing a Purpose for

C. Presenting
lesson

E. Discussing new concepts and .




V. REMARKS
VI. REFLECTION
with the lesson
require remediation
help me solve?
SHIELLA S. JAVIER
Pre-Service Teacher
Checked by:
CONNIE H. PANALIGAN
Inspected by:

Principal III
MIMAROPA REGION
Sta. Maria, Gloria
and Time 10:00-11:00, 1:00-2:00, 2:00-3:00
THEME:
I.OBJECTIVES
countries.
II. CONTENT
REFERENCES
 TG Pages
 LM Pages
IV. PROCEDURES

C. Presenting
lesson





V. REMARKS
VI. REFLECTION
with the lesson
require remediation
help me solve?
SHIELLA S. JAVIER
Pre-Service Teacher
Checked by:
CONNIE H. PANALIGAN
Inspected by:

Principal III

MIMAROPA REGION
Sta. Maria, Gloria
and Time 10:00-11:00, 1:00-2:00, 2:00-3:00
THEME:
I.OBJECTIVES
countries.
II. CONTENT
REFERENCES
 TG Pages
 LM Pages
IV. PROCEDURES

C. Presenting
lesson





V. REMARKS
VI. REFLECTION
with the lesson
require remediation
help me solve?
SHIELLA S. JAVIER
Pre-Service Teacher
Checked by:
CONNIE H. PANALIGAN
Inspected by:

Principal III
MIMAROPA REGION
Sta. Maria, Gloria
and Time 10:00-11:00, 1:00-2:00, 2:00-3:00
THEME:
I.OBJECTIVES
countries.
II. CONTENT
REFERENCES
 TG Pages
 LM Pages
IV. PROCEDURES

C. Presenting
lesson






V. REMARKS
VI. REFLECTION
with the lesson
require remediation
help me solve?
SHIELLA S. JAVIER
Pre-Service Teacher
Checked by:
CONNIE H. PANALIGAN
Inspected by:

Principal III
MIMAROPA REGION
Sta. Maria, Gloria
and Time 10:00-11:00, 1:00-2:00, 2:00-3:00
THEME:
I.OBJECTIVES
countries.
II. CONTENT
REFERENCES
 TG Pages
 LM Pages
IV. PROCEDURES

C. Presenting
lesson






V. REMARKS
VI. REFLECTION
with the lesson
require remediation
help me solve?
SHIELLA S. JAVIER
Pre-Service Teacher
Checked by:
CONNIE H. PANALIGAN
Inspected by:

Principal III
MIMAROPA REGION
Sta. Maria, Gloria
and Time 10:00-11:00, 1:00-2:00, 2:00-3:00
THEME:
I.OBJECTIVES
countries.
II. CONTENT
REFERENCES
 TG Pages
 LM Pages
IV. PROCEDURES

C. Presenting
lesson





V. REMARKS
VI. REFLECTION
with the lesson
require remediation
help me solve?
SHIELLA S. JAVIER
Pre-Service Teacher
Checked by:
CONNIE H. PANALIGAN
Inspected by:

Principal III
MIMAROPA REGION
Sta. Maria, Gloria
and Time 10:00-11:00, 1:00-2:00, 2:00-3:00
THEME:
I.OBJECTIVES
countries.
II. CONTENT
REFERENCES
 TG Pages
 LM Pages
IV. PROCEDURES

C. Presenting
lesson





V. REMARKS
VI. REFLECTION
with the lesson
require remediation
help me solve?
SHIELLA S. JAVIER
Pre-Service Teacher
Checked by:
CONNIE H. PANALIGAN
Inspected by:

Principal III
MIMAROPA REGION
Sta. Maria, Gloria
and Time 10:00-11:00, 1:00-2:00, 2:00-3:00
THEME:
I.OBJECTIVES
countries.
II. CONTENT
REFERENCES
 TG Pages
 LM Pages
IV. PROCEDURES

C. Presenting
lesson





V. REMARKS
VI. REFLECTION
with the lesson
require remediation
help me solve?
SHIELLA S. JAVIER
Pre-Service Teacher
Checked by:
CONNIE H. PANALIGAN
Inspected by:

Principal III

JAVIER LP Updated 04-4-23 Till Literary Approach and Balank Format

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Republic of the Philippines

GRADE LEVEL STANDARD

LEARNING EN10LT-IIIa-2.2.1- Express appreciation for sensory images used

1. Understand what is sensory images;

B. Establishing a Purpose for Tell me something about it.

D. Discussing new concepts

I see trees of green

I see skies of blue

The colors of the rainbow

I hear babies cry

1. What do you think is the purpose of the song?

E. Discussing new concepts

Five Kinds of Sensory Images

Visual images are images that appeal to the sense of sight.

Ex. The green field of green green grass is a scenic beauty

Auditory images are images appeal the sense of hearing.

Ex: The big bell rang loudly after the mass.

Ex: The big beel rang loudly after the mass.

Tactile images are images that appeal to the sense of touch.G G

Ex: Andrea has a silky long hair.

Olfactory images are images that appeal to the sense of smell.

F. Developing Mastery (leads

a. The teacher will divide the class into groups.

e. Each group should also choose a reporter to present their answers.

f. They will be given 5 minutes to answer.

 Mark woke up to the burn smell of toasted bun.

 The dark brown leaves fall from the huge tree.

1.Students will work in pair.

2. The room is filled with pink balloons.

3. The room is filled with lavender from the scented candle.

4. The soft white quilt was a gift from my mother.

5. The wind whistle as I am walking down the field.

6. The tree bark is rough like a hollow blocks

7. The sunset and the sunrise is my most favorite scenic of nature.

8. The vanilla sweet ice cream is one of my favorite flavor.

9. The loudness of the orchestra is echoing all throughout the stadium.

10. The sweet salted-caramel pie melted on her mouth.

J. Additional Activities for

Students will be guided by the

Republic of the Philippines

E. Discussing new concepts and Learners will be given a clip of story

G. Finding practical applications Give Insights:

H. Making generalizations and ASK:

RUPERTO S. AGONCILLO JR.

Republic of the Philippines

B. Establishing a Purpose for Ask:

C. Presenting Describe the following pictures. Give at least two sentences.

D. Discussing new concepts Learners will given notes about readers-response.

1. According to the author,

G. Finding practical applications

H. Making generalizations and

RUPERTO S. AGONCILLO JR.

Republic of the Philippines

G. Finding practical applications Ask:

RUPERTO S. AGONCILLO JR.

F. Developing Mastery (leads to Learners will work in group

G. Finding practical applications Ask: Do you think morality is important in society?

H. Making generalizations and

I. Evaluating Learning Assessment:

Judges ethical teachings

Republic of the Philippines

1. Identify the Marxist approach and its proponent;

B. Establishing a Purpose for Spelling: