Teacher: HANNA SHAYNE GONZALES
Date: MARCH 13, 2024
Daily Lesson Plan in
ENGLISH
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. CONTENT
A. Module
B. Lesson
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
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
Grade Level: 10
Learning ENGLISH
Area:
Bonifacio 12:55-1:50
Time: Quarter: THIRD
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.
The learner skilfully delivers a speech for a special occasion through utilizing
effective verbal and non-verbal strategies and ICT resources.
Critique a literary selection based on the following approaches;
structuralist/formalist, moralist, Marxist, feminist, historical, reader-response:
a. Identify the Marxism;
b. Understand the Marxist literary approach and some of its relying
principles;
c. Critique a literary text in the lens of Marxism.
CRITIQUING A LITERARY SELECTION:
MARXIST APPROACH
Quarter 3 Module 4
Visual aid, board, chalk
Preliminary Activities
1. Prayer
2. Greetings
3. Checking of cleanliness
4. Checking of attendance
Recall:
Why is analyzing the form of literature important?
"Understanding the form of literature and how they work together helps the
reader to extract the true meaning of that literature."
Motivation
The teacher will show a picture to the students and ask them questions
connected to it. This activity is used to illustrate capitalism.
Question:
1. What is in the picture?
"A glass of water"
2. Where does water come from?
"From nature"
3. What is its purpose?

C. Presenting examples /
instances of the new lesson
D. Discussing new concepts and
practicing new skills #1
E.. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
"To quench our thirst/hydrate us/clean"
4. Do you think water should be free?
"Yes"
But why are we paying for it is because of capitalism.
Capitalism is an economic system where private individuals or businesses
own capital goods (physical assets and resources used by businesses and
organizations to produce goods and services). The production of goods and
services is based on supply and demand in the general market, rather than
being planned or controlled by a central government.
Marxism is a critique of capitalism, examining its impact on workers,
suggesting they are exploited and alienated from their own labor. It is a set of
political and economic ideas developed by Karl Marx and Friedrich Engels.
In an ideal Marxist society, there are no classes. Everyone works for a
common good, and class struggle is theoretically eliminated.
Marxist Approach relates literary text to the society, history, cultural, and
political systems in which it is created. It does not consider a literary text
devoid of its writer and the influences on the writer. Marxist criticism views
literary works as reflections of the social institutions from which they
originate.
- They analyze the presentation of different social classes, such as
proletariat (working class), bourgeoisie (businessman/middle
class).
Since literature reflects economics, politics, the kind of people and their
society where they live in, one literary piece can be subject to analysis not in
its feature elements and devices but in its contents, style of the writer in
developing the plot and to the extent of his background as a compelling
contributing factor to the over-all effect of the whole story.
In doing a Marxist literary criticism, one must look for the following details:
✓ social classes that constitute the setting of the story
(their importance and role to run the plot and in injecting ideas);
✓ characteristics of such social classes (as to how social classes interact each
other and make conflicts between or among social classes);
✓ author’s idea about the prevailing social issue like oppression;
✓ technique of the author in using the social conflicts;
✓ resolving the embedded issue or problem;
✓ author’s message on the issue or problem whether stated directly through
characters or merely implied;
✓ author’s main purpose of writing the story far from entertaining the reader;
✓ background of the author and his views on economy, politics and society;
✓ the place where the literary piece was written (time period, culture,
traditions, practices, economy and politics that might have influenced one
literary piece).
Activity: Mr. Baker Man
Directions: Read and analyze the nursery rhyme "Mr. Baker Man". Answer
the following questions after.
Mr. Baker Man
Pat-a-cake, pat-a-cake, baker's man,
Bake me a cake as fast as you can.
Roll it, pat it, mark it with a B,
And put it in the oven for baby and me.
Comprehension Questions:
1. How does the nursery rhyme "Pat-a-cake, Pat-a-cake, Baker's Man" reflect
the relationship between the baker (bourgeoisie)and the speaker (proletariat)?
"The nursery rhyme reflects a hierarchical relationship where the baker,
representing the bourgeoisie or capitalist class, holds the power and control
over the means of production (baking). The speaker, representing the
proletariat or working class, relies on the baker for the production of goods
(cake) and is dependent on their labor."
2. In what ways does the act of baking a cake in the nursery rhyme symbolize
the labor of the working class and the exploitation of their efforts by the
ruling class?
"The act of baking a cake symbolizes the labor of the working class. The

G. Finding practical applications of
concepts and skills in daily living
speaker, as part of the proletariat, requests the baker to "bake me a cake."
This highlights the working class's role in producing goods and providing
labor. The exploitation is implied as the cake is requested to be made "as fast
as you can," indicating the pressure to produce quickly for the benefit of the
ruling class."
3. What does the instruction to "mark it with a B" in the nursery rhyme
signify in terms of class distinction and ownership of the baked goods?
"The instruction to "mark it with a B" signifies class distinction and
ownership of the baked goods. The "B" represents the baker's mark,
symbolizing their ownership and control over the product. This highlights the
capitalist's claim and control over the fruits of the labor of the working class."
4. How does the nursery rhyme challenge or reinforce the power dynamics
between the baker (bourgeoisie) and the speaker (proletariat) in terms of the
distribution and consumption of the cake?
"The baker is the one who has the ability to produce and distribute the cake,
while the speaker, representing the proletariat, is dependent on the baker for
access to the product. This reinforces the power and control of the
bourgeoisie over the means of production and the distribution of goods."
Activity: Mary had a Little Lamb
Directions: Read and analyze the nursery rhyme "Mary had a little lamb".
Answer the following questions after.
Mary had a little lamb
Mary had a little lamb,
Its fleece was white as snow;
And everywhere that Mary went,
The lamb was sure to go.
It followed her to school one day,
Which was against the rule;
It made the children laugh and play,
To see a lamb at school.
Comprehension Questions:
1. How does the nursery rhyme "Mary Had a Little Lamb" reflect the
relationship between Mary (bourgeoisie) and the little lamb (proletariat)?
"The nursery rhyme reflects a relationship where Mary, representing the
bourgeoisie or capitalist class, has ownership and control over the little lamb,
symbolizing the proletariat or working class. Mary's ownership of the lamb
signifies her control over the means of production (the lamb's labor) and the
exploitation of its resources for her benefit."
2. In what ways does the nursery rhyme depict the ownership of the little
lamb as a form of property and the potential exploitation of its labor by
Mary?
"The nursery rhyme depicts the little lamb as a form of property that is
owned and controlled by Mary. This ownership implies the potential for the
exploitation of the lamb's labor or resources for Mary's benefit. The lamb's
presence and obedience to Mary's commands reflect a power dynamic where
the working class is subservient to the capitalist class."
3. What does the presence of the little lamb in various settings, such as
following Mary to school, symbolize in terms of challenging social norms
and power structures?
"The presence of the little lamb in various settings, such as following Mary to
school, symbolizes a disruption of social norms and power structures. It
challenges the established rules and expectations by introducing an element
of the working class into spaces traditionally reserved for the bourgeoisie.
This can be seen as a symbol of resistance or a desire for equality and
inclusion."
4. How does the nursery rhyme explore the theme of class distinction and the
potential for solidarity or resistance among the working class, as represented
by the little lamb?
"The nursery rhyme explores the theme of class distinction by highlighting
the divide between the bourgeoisie (Mary) and the proletariat (the little
lamb). However, it also presents the potential for solidarity or resistance

H. Making Generalization and
abstractions about the lesson
I. Evaluating Learning
J. Additional activities for
application or remediation
V. REMARKS
VI REFLECTION
A. No. of learners who earned 80%
on the formative assessment
B. No. of learners who require
additional activities for remediation
among the working class. The presence of the little lamb in different settings
and its loyalty to Mary can be seen as a form of resistance or a call for unity
among the working class against the capitalist class"
The teacher will ask the students takeaways from the lesson.
Question:
Why do we need to analyze the economic system of the literature?
"As a reader or an audience, it helps us see the problems that lying in our
society that we failed to see as part of our society. Literature is the reflection
of our society and the problems in it, and it teaches us what we should stop
doing and not repeat again."
Assignment:
Listen to the song "Labor" by Paris and write your thoughts about.

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 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 teachers?

Prepared by: Checked by:

HANNA SHAYNE A. GONZALES JAYCIELYN JOY B. ADRIANO

Student Teacher Cooperating Teacher

ANITA V. INGCONG
English Department Head

WILHELMINA D. TARNATE, PhD

Principal II