DA School ELISEO C. RONQUILLO SR.

MEMORIAL NHS Grade Level 10

I Teacher THELMA R. VILLANUEVA Learning Area ENGLISH
L Teaching Dates and Time WEEK 7-March 11-15, 2024 Quarter THIRD
Y
DATE / TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standards/
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of World Literature, including
Grade Level
Philippine Literature.
Standard
B. MELC/s Critique a literary selection based on the following approaches: structuralist/formalist
At the end of the session, the At the end of the session, the At the end of the session, the students are
students are expected to: students are expected to: expected to:
a. recall the concept of critique. a. identify elements of a a. draw conclusion on how CATCH –UP
C. Achievable Learning
HOLIDAY selection through effective is the treatment of
Objectives
structuralist/formalist the underlying or overarching FRIDAY
approach. issue concerning human (See DLP for Catch Up
experience (moralist) Friday)
a. CONTENT Critique Structuralist/ Formalist Moralist
b. 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 English- Grade 10 Alternative Delivery Mode Quarter 3 - Module 2: Literary Approaches First Edition, 2020
Resources
c. PROCEDURES
Review of the previous lesson. Task 1 WHAT’S THE WORD Review of the previous lesson.
A. Reviewing previous
Choose the vocabulary word that
lesson or presenting
completes each sentence from the
the new lesson
pool of words below.
B. Establishing a What is a critique? It is a careful Task 2 READ ME Now, read the Task 1 SAY WHAT YOU SEE Share your
purpose for the lesson analysis of an argument to story “The Necklace” by Guy de viewpoints on the following pictures.
determine what is said and how Maupassant Relate your perspective on today’s events.
the points are made, what Use a separate sheet of paper for your
assumptions underlie the responses.
argument, what issues are
overlooked, and what
implications are drawn from
 such observations
A critique is a genre of
academic writing that briefly
C. Presenting summarizes and critically
examples/instances of evaluates a work or concept.
the new lesson
Simple steps to follow in writing
a critique:
 Study the work under
D. Discussing new discussion.
concepts and  Make notes on key parts of the
practicing new skills work.
#1  Develop an understanding of
the main argument.
 Consider how the work relates
to a broader issue.
Activity 1. Getting to Know
Directions: Before introducing
you the different approaches in
E. Discussing new writing a critique, try to answer
concepts and the activity below by filling-in
practicing new skills the second column with letter A
#2. if you agree and D if you
disagree with the statement.
F. Developing Mastery
Relate the lesson to real-life
G. Finding practical situations.
applications of
concepts and skills in
daily living.
H. Making Share what have learned.
generalizations and
abstractions about the
lesson
I. Evaluating learning
The teacher presents a sample
literary piece.
Structuralist Criticism
In literary theory, structuralism
challenged the belief that a work of
literature reflected a given reality;
instead, a text was constituted of
linguistic conventions and situated
among other texts.
Formalist Criticism
In literary theory, formalism refers to
critical approaches that analyze,
interpret, or evaluate the inherent
features of a text. These features
include not only grammar and syntax
but also literary devices such as
meter and tropes.
Task 4 MIX AND MATCH Select
the appropriate term that best
completes the statement
Relate the lesson to real-life
situations.
Share what have learned.
Task 5 CONNECT AND KINECT
Accomplish the table below to have
an overall grasp of the short story
“The Necklace” using the
structuralist and formalist approach.
Guide Questions:
1. How important is nature to you?
2. Do you live in an environment
same as the pictures shown above?
Describe the current environment
you are living today.
3. As a youth of today’s generation,
how can you help to save Mother
Earth?
Moralist Criticism is a type of literary
critique that judges the value of the
literature based on its moral lessons or
ethical teachings. In simpler terms, it
determines the worth of literature by seeing
if it encourages good out of the reader. For
a moral criticism, it evaluates the maturity,
sincerity, honesty, sensitivity, and courage
of literature.
Task 2 READ BETWEEN THE LINES
Now, read the poem, “God’s Grandeur” by
Gerard Manley Hopkins
Comprehension Check: What is the overall
message of the poem? Was the author
effective in expressing his message? Share
your reasons. How did the author express
the cause and effect of man’s attitude
towards nature?
Share what have learned.
Task 4 EFFECTIVE OR NOT.
Complete the table below to make sense of
how effective or ineffective the treatment is
of the underlying or overarching issue
concerning human experience using the
 lines from the poem “God’s Grandeur”.
J. Additional activities
for application or
remediation
d. REMARKS
e. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
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 worked
well? Why did these
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 teachers?

Prepared by: Checked by: Noted by:

THELMA R. VILLANUEVA RAMON A. VENEZUELA, JR. JOEL S. AMON, PhD

T-III, Subject Teacher OIC Designate Principal IV