School: Tininggaan National High School Grade Level 10

Learning
Monday and Teacher Rica O. Dionaldo English
Area
Wednesday
Teaching Dates and March 6 & 8, 2023 Quarter &
3W4
Time 7:45- 9:45 Week

At the end of the lesson, the learners should be able to: (PROPEL, CARES, ReaLL
2.0)

I. a. define and recall stages of appreciation skills;

OBJECTIVES
b. discuss the moral values of literary works concerning human experience;
c. suggest solution/treatment on the issues concerning the human experience.

The learner demonstrates communicative competence through his/ her

A. Content
understanding of literature and other texts types for a deeper appreciation of
Standards
World Literature, including Philippine Literature.
The learner demonstrates communicative competence through his/ her
B. Performance
understanding of literature and other texts types for a deeper appreciation of
Standards
World Literature, including Philippine Literature.
Conclude how effective the treatment of underlying and overarching issue
C. LC with
concerning human experience (moralist). (NC)
CODE

II. CONTENT
Literary Appreciation: Moralist
III. Learning
Resources
A. References
1.Teacher’s
Guide pages
2.Learner’s
Materials
3.Textbook
pages
4.Additional SLM- E10Q3M4. Downloaded on April 1, 2021 at
Materials from https://drive.google.com/drive/folders/1CfRrPrd5ExGJkpMOChlppjGr-u46M379?
Learning usp=sharing
resource portal
B. Other
learning Power point presentation, worksheets
Resources
IV. Procedures
A. Review
previous lesson
or presenting Activity 1. The lesson I Learned.
the new lesson
(PROPEL, Let the learners share their significant learning about their life-experiences.
CARES, ReaLL
2.0)

B. Establishing We are humans, and we are gifted with intelligence that makes us different from
a purpose for other creations. We can learn and apply those learnings in real-life scenarios. As
the lesson we constantly deal with other people, we are expected to appreciate each one
despite the individual differences in attitudes, cultures, languages, and beliefs.
You are in Grade 10, you are indeed special, and this LAS is meant for you. For
sure, you have been experiencing living life in a world with certain personal
conditions and attitudes, the ups and downs, with good and evil, and you have
been in a situation of trying to understand certain actions as right or wrong.
 Activity 2. Write True if you agree or False if you disagree.

____________1. The human experience is a term for the realities of human

existence, including the mental, emotional, spiritual, and physical characteristics
C. Presenting of human life.
examples/ _____________2. Nature is a gift from God.
instances of _____________3. People will not benefit from slowing down and getting outside, and
the new lesson refreshing themselves with the beauty that God has created.
_____________4. God created beauty, and the human spirit does not respond to the
beauty He created.
_____________5. Every creation of God is unique and incomparable.

'Literary appreciation refers to the evaluation of works of imaginative literature as

an intellectual or academic exercise.' It is a process when the reader interprets,
evaluates or classifies a literary work to determine the artistic merits or demerits of
D. Discussing such work, according to Ogenlewe (2006). Donelson and Nilsen (2009) echoed
new concepts sentiments and added that it is the process by which one' gauges one's an
and practicing interpretive response as a reader to a literary work'. Let us expound on the
new skills #1 different stages of literary appreciation skills, according to Donelson and Nilsen
(2009):
(PROPEL, Level-1, Pleasure, and Profit (Ages 0-5: Pre-school)
CARES, ReaLL Level-2, Decoding -Learning to Read (Ages 6-8: Grades 1-3)
2.0) Level-3, Losing oneself in a story (Ages 9-11: Grades 4-6)
Level-4, Finding oneself in a story (Ages 12-15: Junior High)
Level-5, Venture beyond oneself- (Ages 16-18: Senior High)
Levels – 6 & 7, Variety in reading or reading widely and aesthetic
purposes/appreciation (Ages 19-Death)
When literary appreciation skills are enhanced, you can better manifest a higher
level of knowledge in literature reading. This will allow you to understand better
the human emotions, insights, themes, ideas, and significant human experiences
conveyed in different literary texts.

E. Discussing Literary appreciation focuses on the adequate grasp of the definitions and
new concepts applications of traditional literary devices such as plot, character, metaphor,
and practicing setting, and symbolism, which may be encountered within texts.
new skills #2
(PROPEL, Morals in literary works usually reflect truth values according to the author's view,
CARES, ReaLL and that is what it is delivered to the reader. As for Kenny (in Nurgiyantoro, 2015:
2.0) 430), he states that morality in the story is intended to relate to certain practical
moral teachings and taken or interpreted through the story concerned by the
reader. Bear in mind, examples of morals in a story are different from the moral of
a story. Morals are rules that govern a person's behavior. The moral of a story,
however, is the overarching teaching the author is trying to present.

F. Developing Read the selection/passage and answer the questions that follow. Choose and
mastery encircle the letter of the best answer.
(Leads to
Formative The ultimate dilemma of any teenager is to distinguish love from infatuation. A
Assessment 3) young mind may consider every liking to be a case of pure or undying love.
He/she would see any attempt to question of this "love" as an insult to his/her
(PROPEL, feelings.
CARES, ReaLL Infatuation is a feeling that has a reasonable basis. One can point out exactly
2.0) what she/he likes about the apple of his/her eye. Good looks is the most reason
behind an infatuation. Intelligence, personality, a cheerful disposition or a great
sense of style are other things that might lead one to be infatuated toward
someone. However, the one thing common between most cases of infatuation is
that the positive usually outweigh the negative aspects of a person. In other
words, you are temporarily blinded to all the flaws of the person in question.
Love is quite the opposite in these cases. In love, what matters is not the absolute,
but the relative. What appears flawless to you might be perceived as worthless by
someone else. Love is the marriage of true minds, because it is about finding a
perfect match to your temperament. Also, love does not allow us to be ignorant
 about our partner's wrongs. On the contrary, it is something that makes us want
to seek and reform those imperfections together.

1. What does the article remind us most about infatuation?

A. Infatuation has reasonable bases.
B. It helps us see the positives and negatives.
C. It keeps us from seeing the wrongs of the person.
D. Good looks are the usual reason for infatuation.

2. What does the idiom "apple of one's eye" mean?

A. favorite apple
B. very best friend
C. an apple for the eyes
D. object of one's affection

3. To what sensory image does the following sentence appeal? Intelligence,

personality, a cheerful disposition, or a great sense of style are other things that
might lead one to be infatuated by someone.
A. tactile C. auditory
B. visual D. olfactory

4. What can you infer about teenagers who experience infatuation?

A. They are optimistic people.
B. They are loving and lovable.
C. They seek love and attention.
D. They are blinded by the feeling.

5. Which would be an appropriate conclusion for the whole passage?

A. Infatuation and love are both wonderful feelings.
B. Love is more difficult than infatuation because it is more lasting than the latter.
C. Infatuation is generally for teenagers, while love is for the more serious adults.
D. Love considers both the positives and negatives in a person; infatuation does
not.

G. Making
generalizations How does the Moral of the Story help you appreciate literary works?
and
abstractions
about the
lesson
Knowledge of Poetry/Literary Interpretation
Directions: What is your understanding of each of the following phrases?
Choose and encircle the letter of the correct answer from the given options.

1. … the sound of silence

A. absence of interaction C. no miscommunication
B. failure to understand D. search for sounds
2. … people talking without speaking
H. Evaluating A. no serious message C. no communication taking place
learning B. speaking without feeling D. sign language
(PROPEL, 3. … people hearing without listening
CARES, ReaLL A. People are not paying attention. C. No one is talking, all just listening.
2.0) B. People are being very noisy. D. people are deaf.
4. … silence like a cancer grows
A. Silence is not always welcome. C. Silence is like a disease.
B. Silence could explode and kill. D. Silence spreads.
5. … the wells of silence
A. containers for water
B. holes in the ground
C. increasing, a worsening situation of miscommunication
D. a silent place

I. Additional Read three stories and determine the moral lesson in each story.
activities for
application or
remediation

V. REMARKS

VI.
REFLECTION
B. No. of
D. No. of
learners who C. Did the
learners
A. No. of require remedial lessons
who
learners who additional work? No. of
continue
earned 80% in activities for learners who
to require
the evaluation remediation who have caught up
remediati
scored below w/the lesson.
on
80%.
E. Which of my
teaching
strategies
worked well?
Why did this
work?
F. What
difficulties did
I encounter
which my
principal or
supervisor can
help me solve?
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with
other teacher?

Prepared by:

RICA O. DIONALDO
Subject Teacher

Checked by:

RECHIE B. GENERALAO
School Head
 Republic of the Philippines
Department of Education
Region Ix, Zamboanga Peninsula
Schools Division of Zamboanga Del Norte
TAMPILISAN DISTRICT
TININGGAAN NATIONAL HIGH SCHOOL
Tininggaan, Tampilisan, Zamboanga del Norte

Name: ________________________________ Score: ______________

School: _________________________________________ Parent’s Signature: _________________________
ENGLISH 10 WORKSHEET
Quarter 3 Week 4
Learning Competency: Conclude how effective the treatment of underlying and overarching issue
concerning human experience (moralist). (NC)

Activity 1. Write True if you agree or False if you disagree.

____________1. The human experience is a term for the realities of human existence,
including the mental, emotional, spiritual, and physical characteristics of human life.
_____________2. Nature is a gift from God.
_____________3. People will not benefit from slowing down and getting outside, and
refreshing themselves with the beauty that God has created.
_____________4. God created beauty, and the human spirit does not respond to the beauty
He created.
_____________5. Every creation of God is unique and incomparable.

Activity 2. Read the selection/passage and answer the questions that follow. Choose and
encircle the letter of the best answer.

The ultimate dilemma of any teenager is to distinguish love from infatuation. A young
mind may consider every liking to be a case of pure or undying love. He/she would see any
attempt to question of this "love" as an insult to his/her feelings.
Infatuation is a feeling that has a reasonable basis. One can point out exactly what
she/he likes about the apple of his/her eye. Good look is the most reason behind an
infatuation. Intelligence, personality, a cheerful disposition or a great sense of style are other
things that might lead one to be infatuated toward someone. However, the one thing common
between most cases of infatuation is that the positive usually outweigh the negative aspects
of a person. In other words, you are temporarily blinded to all the flaws of the person in
question.
Love is quite the opposite in these cases. In love, what matters is not the absolute, but
the relative. What appears flawless to you might be perceived as worthless by someone else.
Love is the marriage of true minds, because it is about finding a perfect match to your
temperament. Also, love does not allow us to be ignorant about our partner's wrongs. On the
contrary, it is something that makes us want to seek and reform those imperfections together.

1. What does the article remind us most about infatuation?

A. Infatuation has reasonable bases.
B. It helps us see the positives and negatives.
C. It keeps us from seeing the wrongs of the person.
D. Good looks are the usual reason for infatuation.

2. What does the idiom "apple of one's eye" mean?

A. favorite apple
B. very best friend
C. an apple for the eyes
D. object of one's affection

3. To what sensory image does the following sentence appeal? Intelligence, personality, a
cheerful disposition, or a great sense of style are other things that might lead one to be
infatuated by someone.
A. tactile B. visual C. auditory D. olfactory
4. What can you infer about teenagers who experience infatuation?
A. They are optimistic people. B. They are loving and lovable.
C. They seek love and attention. D. They are blinded by the feeling.

5. Which would be an appropriate conclusion for the whole passage?

A. Infatuation and love are both wonderful feelings.
B. Love is more difficult than infatuation because it is more lasting than the latter.
C. Infatuation is generally for teenagers, while love is for the more serious adults.
D. Love considers both the positives and negatives in a person; infatuation does not.

EVALUATION
Knowledge of Poetry/Literary Interpretation

Directions: What is your understanding of each of the following phrases? Choose and
encircle the letter of the correct answer from the given options.

1. … the sound of silence

A. absence of interaction C. no miscommunication
B. failure to understand D. search for sounds
2. … people talking without speaking
A. no serious message C. no communication taking place
B. speaking without feeling D. sign language
3. … people hearing without listening
A. People are not paying attention. C. No one is talking, all just listening.
B. People are being very noisy. D. people are deaf.
4. … silence like a cancer grows
A. Silence is not always welcome. C. Silence is like a disease.
B. Silence could explode and kill. D. Silence spreads.
5. … the wells of silence
A. containers for water
B. holes in the ground
C. increasing, a worsening situation of miscommunication
D. a silent place

ADDITIONAL ACTIVITY
Read three stories and determine the moral lesson in each story.

Title of the Story Moral Lesson

'Literary appreciation refers to the evaluation of works of
imaginative literature as an intellectual or academic exercise.'
It is a process when the reader interprets, evaluates or
classifies a literary work to determine the artistic merits or
demerits of such work, according to Ogenlewe (2006). Donelson
and Nilsen (2009) echoed sentiments and added that it is the
process by which one' gauges one's an interpretive response as
a reader to a literary work'. Let us expound on the different
stages of literary appreciation skills, according to Donelson and
Nilsen (2009):
Level-1, Pleasure, and Profit (Ages 0-5: Pre-school)
Level-2, Decoding -Learning to Read (Ages 6-8: Grades 1-3)
Level-3, Losing oneself in a story (Ages 9-11: Grades 4-6)
Level-4, Finding oneself in a story (Ages 12-15: Junior High)
Level-5, Venture beyond oneself- (Ages 16-18: Senior High)
Levels – 6 & 7, Variety in reading or reading widely and
aesthetic purposes/appreciation (Ages 19-Death)
When literary appreciation skills are enhanced, you can better
manifest a higher level of knowledge in literature reading. This
will allow you to understand better the human emotions,
insights, themes, ideas, and significant human experiences
conveyed in different literary texts.
Literary appreciation focuses on the adequate grasp of the
definitions and applications of traditional literary devices such
as plot, character, metaphor, setting, and symbolism, which
may be encountered within texts.
Morals in literary works usually reflect truth values according
to the author's view, and that is what it is delivered to the
reader. As for Kenny (in Nurgiyantoro, 2015: 430), he states
that morality in the story is intended to relate to certain
practical moral teachings and taken or interpreted through the
story concerned by the reader. Bear in mind, examples of
morals in a story are different from the moral of a story.
Morals are rules that govern a person's behavior. The moral of
a story, however, is the overarching teaching the author is
trying to present.
'Literary appreciation refers to the evaluation of works of
imaginative literature as an intellectual or academic exercise.'
It is a process when the reader interprets, evaluates or
classifies a literary work to determine the artistic merits or
demerits of such work, according to Ogenlewe (2006). Donelson
and Nilsen (2009) echoed sentiments and added that it is the
process by which one' gauges one's an interpretive response as
a reader to a literary work'. Let us expound on the different
stages of literary appreciation skills, according to Donelson and
Nilsen (2009):
Level-1, Pleasure, and Profit (Ages 0-5: Pre-school)
Level-2, Decoding -Learning to Read (Ages 6-8: Grades 1-3)
Level-3, Losing oneself in a story (Ages 9-11: Grades 4-6)
Level-4, Finding oneself in a story (Ages 12-15: Junior High)
Level-5, Venture beyond oneself- (Ages 16-18: Senior High)
Levels – 6 & 7, Variety in reading or reading widely and
aesthetic purposes/appreciation (Ages 19-Death)
When literary appreciation skills are enhanced, you can better
manifest a higher level of knowledge in literature reading. This
will allow you to understand better the human emotions,
insights, themes, ideas, and significant human experiences
conveyed in different literary texts.
Literary appreciation focuses on the adequate grasp of the
definitions and applications of traditional literary devices such
as plot, character, metaphor, setting, and symbolism, which
may be encountered within texts.
Morals in literary works usually reflect truth values according
to the author's view, and that is what it is delivered to the
reader. As for Kenny (in Nurgiyantoro, 2015: 430), he states
that morality in the story is intended to relate to certain
practical moral teachings and taken or interpreted through the
story concerned by the reader. Bear in mind, examples of
morals in a story are different from the moral of a story.
Morals are rules that govern a person's behavior. The moral of
a story, however, is the overarching teaching the author is
trying to present.