Republic of the Philippines
Department of Education
MONDAY
DATE: March 20, 2023
MELC: Critique a literary selection based on the following approaches EN10WC-IIIH-14
LEARNING 1. Familiarize oneself with
OBJECTIVES the principles and
techniques of literary
criticism
2. Identify the different
literary criticism
approaches.
3. Explore the different
National Capital Region
Schools Division Office of Quezon City
NORTH FAIRVIEW HIGH SCHOOL
North Fairview, 5th District, Quezon City, Metro Manila
DAILY LESSON LOG (DLL)
Grade 10 English SY 2022-2023
Quarter 3 Week 5
February March 20-24, 2023
TUESDAY WEDNESDAY THURSDAY FRIDAY
DATE: March 21, 2023 DATE: March 22, 2023 DATE: March 23, 2023 DATE: March 24, 2023
1. Identify the elements of a 1. Familiarize oneself with 1. Discuss the principles of 1. Enhance one’s collaboration
story through Marxism literary criticism and feminist criticism through watch skills.
structuralist/formalist key concepts. and learn activity.
approach
2. Develop Teamwork
2. Identify the conflicts between 2. Critique a literary piece applying
2. Appreciate the overall the “haves” and “have nots” concept learned.
artistic value of the structure
2. Critique a literary piece
and elements of the
through feminist criticism
selection.
3. Critique a literary selection 3. Show appreciation of the value approach.
based on Marxism approach. of critiquing a literary piece using
feminist approach.
3.Respond to a literary text
1|Page
 literary views on how to
critique a literary text
LEARNING Literary Criticism Approach
CONTENT
Benefits of Criticism
LEARNING English SLM,
RESOURCES
Module 4 Q3
https://drive.google.com/
drive/u/0/folders/
1wYesFXric94_nTFc72-
bVklWFhDt4E6J
English Time Magazine
Grade 10 Quarter 3
pp. 43-48
LEARNING INITIAL TASK
STRATEGIES
Task 1 Let’s Think Aloud
The Cinderella Complex
Write the thoughts for the
questions below based on
using different approaches.
Structural/ Formalist Literary Approaches Literary Criticism Literary Criticism
Approach
Marxism Approach Feminist Approach Feminist Approach
The Necklace
Group Differentiated Task
English SLM, English SLM, English SLM, English SLM,
Module 4 Q3 Module 4 Q3 Module 4 Q3 Module 4 Q3
https://drive.google.com/ https://drive.google.com/ https://drive.google.com/drive/ https://drive.google.com/drive/
drive/u/0/folders/ drive/u/0/folders/ u/0/folders/ u/0/folders/
1wYesFXric94_nTFc72- 1wYesFXric94_nTFc72- 1wYesFXric94_nTFc72- 1wYesFXric94_nTFc72-
bVklWFhDt4E6J bVklWFhDt4E6J bVklWFhDt4E6J bVklWFhDt4E6J
English Time Magazine English Time Magazine English Time Magazine English Time Magazine
Grade 10 Quarter 3 Grade 10 Quarter 3 Grade 10 Quarter 3 Grade 10 Quarter 3
pp. 43-48 pp. 43-48 pp. 43-48 pp. 43-48
INITIAL TASK INITIAL TASK INITIAL TASK  The learners will be
divided into four groups;
Task 1: Task 1: Watch and React Task 1: Arrange Me! each group will be given a
differentiated task
Identify the Elements of the Study the definitions and word connected to Feminism and
short story. forms. Then rearrange the letters Feminist Literary Criticism.
to form the correct word for each This activity will deepen their
item below. understanding about the
topic, it will also enhance
2|Page
your understanding and
observation about
1. In the Cinderella story,
how did she overcome
difficulties in life?
2. What do you think about
waiting for someone else to
save or help you?
3. What do you like about
Cinderella? What do you
dislike about her?
4. Does being physically
beautiful link to being a
person with a beautiful
heart or kind behavior?
About her stepsisters, who
are depicted as mean and
Task 2: UnLOCK me!
Inside the box are a jumbled
letters that need to be
formed.However the box is
still closed. For you to unlock
the box you have to answer
the question first.
Problem 1.( 19-5 ) ÷ 2 + 8 =?
(H.E.T )
Problem 2.6 ( 12 ÷ 2 ) -25 = ?
(E.K.N.C L.C.A.E )
TheNecklace.
What do you remember about
this Film? Write your responses in
your notebook.
Source:
https://www.youtube.com/watch?
v=mfmrPu43DF8
HUNGER GAMES TRILOGY
Every year in the ruins of what was
once North America, the evil Capitol
of the nation of Panem forces each
of its twelve
districts to send a
teenage boy and girl
to compete in the
Hunger Games.
A twisted punishment for a past
uprising and an ongoing
government
intimidation tactic, The Hunger
Games
are a nationally televised event in
which
1. ________is an in-depth evaluation
of a story, novel, film, or other
reading/viewing materials for the
purpose of giving the public an insight
into the text.
E-R-C-I-I-Q-U-C Answer: critique
2._______A part of Critique that
explains the context of the work.
N-O-I-T-C-U-D-O-R-T-N-I Answer:
Introduction
3._____A part of critique that briefly
enumerate and explain the main
points and objectively describe how
the creator portrays.
S-U-R-Y-M-M- A Answer: Summary
4._____A part of Critique that
should give a systematic and
detailed assessment of the
different elements of the work.
L-A-C-I-T-I-R-C E-V-A-T-I-O-N-L-U-A
Answer: Critical Evaluation
their collaborative skills as
they will work and evaluate
each other.
Task 4: Let’s Work Together
Scenario: In preparation for
the upcoming Women’s
Month your school will be
conducting an exhibit that
give honor to all the women
and their importance to the
society. In line with that,
your group are chosen to
organize the exhibit by doing
the assigned task.
Group 1: The Powerful
Women
Research three famous
feminist authors. Make sure
to include a short biography
about their life as a female
author and present also their
famous literary masterpiece.
Group 2: Show me how to
Hashtag!
Create a hashtag that will
show the importance of
celebrating women
empowerment.
3|Page
ugly? Does ugliness equate
with unkindness?
Task 2. Let’s See the Link
Identify the Elements of the
short story.
DISCOVERY TASK
Task 3. Let’s Dig Deeper
(Discussion of the lesson)
Task 3: Name Me
Choose the vocabulary word
that completes each
sentence below.
1. She was one of those
pretty and charming girls,
born by a blunder of destiny
in a family of employees.
2. She had no dowry, no
expectations, no means of
being known, understood,
loved, married by a man rich
and distinguished; and she
let them make a match for
her with a little clerk in the
Department of Education.
3. She was simple since she
could not be adorned; but
she was unhappy as though
kept out of her own class; for
women have no caste and no
descent, their beauty, their
grace, and their charm
serving them instead of birth
"Tributes" must fight with one
another
until one survivor remains.
PONDER ON THIS…
What do you think is the
purpose of this film? Type your
response in the chat panel.
Every writer in literature has a
purpose for writing their piece and
as a reader, it is our main goal to
find what is it and come up with an
interpretation and evaluation of the
significance of his/her work.
DISCOVERY TASK
Task 2. Uncover It
(Discussion of the lesson)
A Marxist Criticism
- Gets its name from KARL
MARX, the German
philosopher who wrote “The
5._______A part of Critique that
indicates the overall evaluation of
the work.
N-I-O-S-U-L-C-N-O-C Answer:
Conclusion
Task 2. What is on your Mind?
Express your thoughts/ ideas
about the remarks presented.
What’s the remarks all about?
Why do you think the people say
it? What can you say about it?
Processing Questions:
- What is common among
the remarks/dialog?
- What can you say about
stereotyping women?
- Why do you think that
the society believes that women
are less powerful, intelligent,
skillful than men? Do you agree
with that? why or why not?
DISCOVERY TASK
Task 3. Watch and Learn!
Group 3: Be a Feminist Artist
Create a poster that will
show the importance of
women in the society.
Group 4
Compose a song that shows
women empowerment.
Criteria for Differentiated
Tasks
 Content: 10 points
 Grammar: 5 points
 Pronunciation: 3 points
 Fluency: 2 points
 Teamwork: 5 points
 Total: 20 pts
Note: For Peer Evaluation
(Group 4 will evaluate Group 1,
Group 1 will evaluate Group 2,
Group 2 will evaluate Group 3,
and Group 3 will evaluate Group
4)
Peer Evaluation Criteria:
Readiness: 5 pts
Creativity: 5pts
Impact: 5pts
Total: 15pts
4|Page
and fortune.
4. All these things, which
another woman of her caste
would not even have
noticed, tortured her and
made her indignant.
5. Their native keenness,
their instinctive elegance,
their flexibility of mind, are
their only hierarchy; and
these make the daughters of
the people the equals of the
loftiest dames.
https://
www.vocabulary.com/lists/
136961
DISCOVERY TASK
Task 4. Recall Me!
(Discussion of the lesson)
Communist Manifesto”. Watch the 5-minute excerpt video
from the series Maria Clara and
- Argues that all of history is
Ibarra. Take note of all the
about the struggle
important details that you will see
between the haves and have-nots.
and heard from it.
- Keeps in mind issues of
power and money.
Link: https://www.youtube.com/watch?
v=L_E0ook-4m4
- Gives a glimpse into a
different culture and society.
- Shows how money or lack of
it affects a story.
- Shows how social class
affects a story.
Processing Questions:
- Gives the poor, invisible, or
disenfranchised a voice in literature. 1.What is the video all about?
- Evaluates whether class and 2.Who are the characters shown in
inequality are a driving force in our
the scene?
society.
3.What are the men in the scene
talking about?
Task 3. Uncover the Unknown
4.One of Ibarra’s amigos
mentioned: “Ang babaeng tahimik
at masunurin ay hulog ng langit
ngunit ang babaeng nakapag tapos
sa unibersidad ay sakit lamang sa
ulo ng mga lalake” What does this
statement imply about society's
view of women back then?"
5|Page

Comprehension Check:
1. Describe Mathilde.
C. FINAL TASK 2. What do the Loisels end
up doing about the lost
ASSIGNMENT necklace?
Task 4. See the Link 3. What did the diamond
necklace symbolize? How did
Read the summary of
it change Madame
Cinderella. Answer the
given activity below. Loisel’s life?
4. What is ironic about the
ending of the story?
5. Explain the significance of
Mathilde’s reflection upon
losing the necklace:
“How small a thing is
needed to make or ruin us”.
Source:
https://ennyman.medium.com/trials-and-
tribulations-of-the-itsy-bitsy-spider-
a1059678c91d
https://allnurseryrhymes.com/itsy-bitsy-
spider/
5.How did Klay react on the men’s
conversation?
6.Do you agree with Kla’y
statement toward men’s
stereotype? Do you think women
can be equally powerful to men?
Discussion Questions:
- Based on the scene we
watched, what is the definition of
Feminism?
 Feminism: is a field of
study that explores issues related
to sex, gender, gender expression,
gender identity, and sexuality as
they are understood via social
theories and political activity.
-Now, what do you think Feminist
Literary Approach is?
 Any interpretation of the
text is influenced by the reader’s
own status, which includes
gender and attitudes towards
gender
 Men and women are different:
they write differently, read
differently, and write about
6|Page

https://
www.bookreports.info/
cinderella-summary/
1.What can we infer about
property and inheritance
laws in the society where
Cinderella evolved?
2. What can we infer about
society’s view of royalty and
monarchic power?
3. What are the pieces of
evidences/points from the
story that deals with the
different approaches.
Plot - It is the sequence of events in
a story or play. The short story
usually has one plot so it can be
read in one sitting.
II. Setting - Time and location a story
takes place.
III. Character - There are two
meanings for "character": 1) a
person in a fictional
story; or 2) qualities of a person.
1) People in a work of fiction can be
a:
• Protagonist – Principal character
of a story
• Antagonist - Opposition or
"enemy" of main character.
IV. Point of View - The angle from
which the story is told.
First Person - Story told by the
protagonist or a character who
interacts closely with the
protagonist or other characters;
speaker uses the pronouns "I",
"me", "we".
Second Person - Story told by a
narrator who addresses the reader
or some other assumed "you";
speaker uses pronouns "you",
their reading differently.
Practices
 Identify the gender of the
FINAL TASK author and narrator/ main
ASSIGNMENT character of the text.
Task 4. GROUP TASK: MARXISM  Observe how sexual
CRITIQUE stereotypes might be reinforced
or undermined in the text-
Go to your respective group
specifically how the text
chat in messenger and come up
reflects, distorts, or supports
with your own literary analysis
the place of women (and men)
in a form of an essay using the
in society.
Marxism approach for “Les
Miserables” by Victor Hugo. Use
what you have learned in our
FINAL TASK
discussion. Send your answer in
the GC and have someone
ASSIGNMENT
present it to the class. Be able to
prepare an essay containing an Task 4. Let’s Work Together
introduction, body, and
conclusion. Group Activity
The learners will be divided into 4
groups, each group will be given a
GROUP TASK: GUIDE FOR CRITIQUING differentiated task connected to
Feminism and Feminist Literary
To critique a piece of writing is to do the
Critique.
following:
1. Describe: give the reader a sense of
the writer’s overall purpose and intent
2. Analyze: examine how the structure
and language of the text convey its
7|Page
"your", and "yours".
Third Person - Story told by a
narrator who sees all of the action;
V. Theme - Central message, "moral
of the story," and the underlying
meaning of a
fictional piece; may be the
author's thoughts on the topic or
view of human nature.
FINAL TASK
ASSIGNMENT
Task 5. Surface Critique
Accomplish the table below to
have an overall grasp of the
short story “The Necklace” using
the structuralist and formalist
approach
meaning
3. Interpret: state the significance or
importance of each part of the text
4. Assess: make a judgment of the
work’s worth or value
Note : Rubrics for Assessment
GROUP TASK: FORMAT OF CRITIQUE
Refer to English 10 Q2 Mod7
I. Introduction Multimodal And Its Elements page
14
A. Name of author and work
B. Brief summary/description of work
as a whole
C. A general indication of the overall
significance of work
II. Body
A. Detailed analysis
B. Interpretation
III. Conclusion
A. Overall interpretation and analysis of
the work as a whole
B. Critical assessment of the value,
worth, meaning, or significance of the
work, both positive and negative
8|Page
Remarks: Remarks: Remarks: Remarks: Remarks:

No. of learners within the No. of learners within the No. of learners within the mastery No. of learners within the mastery No. of learners within the mastery
mastery level: ______ mastery level: _____ level: _________ level: ______ level: _____

No. of learners needing No. of learners needing No. of learners needing remediation No. of learners needing remediation No. of learners needing
remediation /reinforcements : remediation /reinforcements :_________ /reinforcements : ____ remediation /reinforcements :_____
____ /reinforcements :_____

Interventions/ Interventions/Reinforcement Interventions/Reinforcement Interventions/Reinforcement Interventions/Reinforcement

Reinforcement Activities Activities Activities: Activities Activities

9|Page
Prepared by:          

MERLIZA P. ALIBIN    

    Teacher I
Date submitted: March 16, 2023

Checked and verified by:

MA. ADELLE C. SOLIABAN

Master Teacher II, English

DAISY D. SOMERA MAY D. DELOS SANTOS MARK JOSEPH A. MEDINA GINA A. TIMAN ROMILYN D. TATAD
Teacher III Teacher I Teacher I         Teacher I     Teacher I       
                    
             
Checked by: 

CHARLIE I. SORIANO
Head Teacher III, English

LAUNCELOT T. LAUIGAN, EdD

Secondary School Principal IV

10 | P a g e
11 | P a g e