Republic of the Philippines

Department of Education
REGION IV-A CALABARZON
CITY SCHOOLS DIVISION OF CABUYAO
SOUTHVILLE 1 INTEGRATED NATIONAL HIGH SCHOOL
Block 54-55, Southville 1 Niugan, Cabuyao City, Laguna
________________________________________________________________________
__________________________
A DETAILED LESSON PLAN IN ENGLISH 10
LESSON: Critical Approaches: Moralist Approach
Day: 1
Date: March 11-12, 2024
I. OBJECTIVES
At the end of the lesson, learners are expected to:
 Discuss the principles of moralist criticism;
 Critique a selection using the moralist approach; and
 show appreciation of the value of critiquing a literary piece.
A. Content Standards:
The learner demonstrates understanding of how world literature and other text types serves as sources
of wisdom in expressing and resolving conflicts among individuals, groups and nature; also how to use
evaluate reading, listening and viewing strategies, special speeches for occasion, pronouns and
structures of modifications.
B. Performance Standards:
The learner skillfully delivers a speech for special occasion through utilizing effective verbal and non-
verbal strategies and ICT resources.
C. Most Essential Learning Competencies (MELC):
Compose an independent critique of a chosen selection.
C. Enabling Competencies

II. CONTENT
A. References
a. Teacher’s Guide Pages: CLMD Budget of Work in English 10 page 33
 b. Learner’s Material Pages:
c. Textbook Pages:
d. Additional Materials from Learning Resources:
Department of Education. (2021). CLMD 4A Budget of Work Version 3.0. DepEd REGION IV-A
CALABARZON Curriculum and Learning Management Division page 33.
Everding, G. (2021, February 9). People stay true to moral colors, studies find - The Source -
Washington University in St. Louis. The Source. https://source.wustl.edu/2016/02/people-stay-
true-moral-colors-studies-find/
A guide to personification, with 33 examples. (2023, April 10). Personification: Definition and 33
Examples | Grammarly Blog. https://www.grammarly.com/blog/personification/

IV. PROCEDURES TEACHER’S ACTIVITY STUDENT’S ACTIVITY

A. Introduction What I need to know?
At the end of the lesson, learners are expected to:
 Discuss the principles of moralist criticism;
 Critique a selection using the moralist approach; and
 Show appreciation of the value of critiquing a literary piece.

What’s New?
Analyze the picture and tell us what you have observed.
“It’s all about morality”
“Good manners & right
conduct”

B. Development What I know?

PRE-TEST
1. Type of literary critique that judges the value of the
literature based on its moral or ethical teaching.
A. Moralist Approach The students will be
B. Formalist Approach given 3 minutes to
C. Marxist Approach answer the pre-test
2. It evaluates literary works based on the moral statements
and judgments the characters and author express throughout
the literary text.
A. Marxist Approach
B. Moralist Approach
C. Formalist Approach
3. Which sentence is True about the Moralist Approach.
A. Concerned with the struggles of lower and middle
class workers, with the conflict between social classes,
and with economic inequality.
B. Analyzing all of the events behind the creation of
the work, including the author's life, and applying the
results to understand that piece of literature.
 C. Judging literary works by their ethical teachings and
by their effects on readers.
4. Which of these features of a text would a moralist critic be
most interested in?
A. Author
B. Moralistic Definition of Relationship
C. It is concerned with the historical events outside of
the story, cultural, and religious beliefs.
5. A moralist critic analyzes the following EXCEPT_____
A. Centered on the belief that a work of literature
comes alive when the reader interacts and connects
with it.
B. Concerned with content and values.
C. Judges the value of literature based on the moral
lessons and ethical teachings
What is in?
Directions:Write the words you can find in the crossword
puzzle related to moral. The students will have 5
minutes to look and find
the words that is
connected and related to
the word moral.

The students will go to

the blackboard to write
the words they have
found in the word puzzle.

What is it?
MORALIST APPROACH

 a type of literary critique that judges the value of the

literature based on its moral or ethical teachings.

 It is used to determine whether a work conveys a lesson

or message and whether it can help readers lead better
lives and improve their understanding of the world.

 Remember that literature that is ethically sound and

encourages virtue is praised. While the literature that
misguides and/or corrupt is condemned.

A moralistic literary approach focuses individuals, couples,

families, and professionals on a moralistic definition of
 relationship, life, and family processes that presumes a moral
ascendancy of one value system over others.

In short, it is an approach of how we determine right and

wrong conduct.

It searches for structures, patterns, imagery and motifs, and

figurative language along with the juxtaposition (the fact of two
things being seen or placed close together with contrasting
effect) of scenes, tone, and other literary techniques in order
to come to conclusions about the meaning of the work and
insists that all statements about the work be supported by
references to the text.

Here are some of literary device that we will encounter in

creating a critique using Moral Approach:

1. Simile- a type of figurative language that describes

something by comparing it to something else with the
words ”like" or "as”.

2. Metaphor- a figure of speech that describes an object or

action in a way that isn’t literally true, but helps explain an
idea or make a comparison.

3. Personification- Personifying an object means figuratively

describing it with human traits in order to craft a vivid
image of that object in your reader’s mind.

C. Engagement What’s more?

Read The Story of an Hour by Kate Chopin (1894)
and answer the following questions:
1. What is the story all about? “Marriage”
2. Do you think the marriage of Mr & Mrs.Mallard is happy? “Yes, I think they just feel
Why? bored and lack of thrill in
their relationship”

3. How does Mrs. Mallard die?

“Mrs. Mallard die due to
too much happiness she
4. If you are in the situation of Mrs. Mallard what would you felt”
feel after hearing the news, your husband is dead?
“I will feel sad but
somehow at peace”
(See the attached file to see “The Story of an Hour” by Kate
Chopin).
What I can do?
Group Activity
 The students have 10
minutes to do the activity.
They are now completing
the map that is assigned
each group.

Direction: Complete the CRITIQUE MAP of the Story of an

Hour by answering the given questions in each part of the
map.
What other enrichment activities can I engage in?
(Additional Activities)
Arrange the order of events that took place in the story by
numbers (1-5). The students are now
_________1. While alone, she does some hard thinking and analyzing the story and
decides that she's kind of glad her husband died, because later on organize the
she's so scared and excited about getting to be an events in order.
independent individual again.
_________2. Mrs. Mallard dies.
_________3. As soon as she's come to terms with this new
feeling of freedom, she leaves the room, only to see her
husband and receive the shock she was protected from at the
beginning.
_________4. Mrs. Mallard has a bad heart, but survives
learning the news of her husband's death.
_________5. She cries a lot and wants to be by herself in a
locked room.
D. Assimilation What I have learned?
The teacher will ask what they have learned in the previous
group activity. Specifically,
“In the story that I have
“What have you learned in the story you read?” read, I realized that in
marriage its not only the
“As a students, why do you think it is important for us to use happiness we are
the moralist approach in creating a critique?” experiencing but we
must ready in boring
days”
What I can do? (Assessment)
Read each sentence and choose the letter of the correct
answer.
1. What is the response of Mrs. Mallard to her husband’s
death?
 A. joy B. anger C. sorrow
2. "When the doctors came they said she had died of heart After the students
disease- of joy that kills." What is the figure of speech or answering the
literary device used in the last sentence of the story? assessment, the
students will now check
A. Hyperbole B. Foreshadowing C. Irony their answers.
3. How important is the story’s setting?
A. The setting takes place in a huge house where the
protagonist feels trapped.
B. The story is set in a time where women have few rights.
C. The setting does not make any difference in the totality
of the story.
4. Why do you think the writer did not mention the first name
of Mrs. Mallard?
A. The author thinks that the first name of the protagonist
was not important.
B. The author wants to show that Mrs. Mallard’s identity
was denied for a long time.
C. The author does not want to recognize the first name of
Mrs. Mallard.
5. How would you evaluate the story in a moralistic aspect?
A. Each individual has the right to choose what he/she wants
to do and there should be no limitation as to what he/she can
do.
B. Every person should feel free despite of the challenges
encountered in life.
C. No one has the right to be deprived of the freedom that
one wishes to have.
V. REFLECTION Reflect on what you learned in this lesson about listening by completing the statements
(Reflection on the below.
type of Formative 1. I realize that ___________________________________________________.
Assessment used 2. I need to learn more about ________________________________________.
for this Particular 3. I still need the help of my teacher in _________________________________.
Lesson)
REFLECTION A. I understand that…

B. I realized that…

C. No. Of learners who earned 80％ on the formative assessment.

____ out of _____ earned 80% on the formative assessment.
 10- Conde:
10-Antonio:
10- Amorsolo:
10- Fransisco:
D. No. of Learners who required additional activities for remediation.
____ out of ___ require additional activities for remediation.
E. No. of learners who have caught up with the lesson.
____ out of ____ have caught up with the lesson.
F. No. of learners who continue to require remediation.
____ out of ____ continue to require remediation.

Prepared by:

EJ LOVELY SUKIM
Student Teacher

Reviewed and checked by:

BERNADETTE B. BENJAMIN
Critic Teacher

Noted by:

URSULA S. MUYA
Head Teacher I