Republic of the Philippines

Department of Education
Division of Parañaque City
DR. ARCADIO SANTOS NATIONAL HIGH SCHOOL
ENGLISH DEPARTMENT
DAILY LESSON
LOG
School DR. ARACDIO SANTOS NATIONAL HIGH SCHOOL Grade Level TEN (10)
Teacher JOZELL B. MONTE Learning Area ENGLISH
Teaching Dates March 27-31, 2023 Quarter Third (3rd)
Teaching Time 6-7, 8-9 & 9:20-10:20 AM Section SARDONYX, RUBY, ZIRCON

Day 01 Day 02 Day 03 Day 04

I. OBJECTIVES
A. Content Standards 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.
B. Performance Standards The learner skilfully delivers a speech for a special occasion through utilizing effective verbal and non-verbal strategies and ICT
resources.
C. Learning  Critique a literary selection  Critique a literary selection  Critique a literary selection  Critique a literary
Competencies/ based on: Marxist based on: Marxist based on: Marxist selection based on:
objectives Objective: Objectives: Objectives: Marxist
1. Study the concept of Marxist  Appreciate literature to enrich  Analyze a poem/short story Objectives:
Write the LC code for each
Approach through a graphic values in life through a audio- using the Moralist Approach.  Write a literary
organizer. video activity. analysis using the
marxist approach.

D. CONTENT MORALIST APPROACH MORALIST APPROACH MORALIST APPROACH MORALIST APPROACH

E. LEARNING RESOURCES
A. Reference
1. Teacher’s Guide Pages Week 7 - Quarter 3 pp.1-6 Week 7 - Quarter 3 pp.1-6 Week 7 - Quarter 3 pp.1-6 Week 7 - Quarter 3 pp.1-6
2. Learner’s Materials Pages Week 7 - Quarter 3 pp.1-6 Week 7 - Quarter 3 pp.1-6 Week 7 - Quarter 3 pp.1-6 Week 7 - Quarter 3 pp.1-6
 3. Textbook Pages Week 7 - Quarter 3 pp.1-6 Week 7 - Quarter 3 pp.1-6 Week 7 - Quarter 3 pp.1-6 Week 7 - Quarter 3 pp.1-6
4. Additional Materials form ENGLISH-10_WEEK-7_MODULE- ENGLISH-10_WEEK-7_MODULE- ENGLISH-10_WEEK-
ENGLISH-10_WEEK-7_MODULE-4.pdf
Learning Resource (LR) portal 4.pdf 4.pdf 7_MODULE-4.pdf
B. Other Learning Resources
F. PROCEDURES
A. Review previews lesson or ACROSTIC ACROSTIC Get the plot of the story using the WORD POOL
presenting a new lesson Complete the acrostic with words Complete the acrostic with words illustration below. Choose one word and explain its
representing the ideas for moralism. representing the ideas for marxism. connection to Marxist approach.
M- M– THE NECKLACE
O– A– Guy de Maupassant
R–
A–
R–
L– X–
I– I–
S– S–
M- M-

B. Establishing a purpose for the Study the graph below. With the Thought Balloon Watch the short video. Identify GUESS WHO?
lesson combined income of your family, Students Reflect on their the class struggles evoked in the 1.
identify the class to which your aspirations in life using one video.
family belong. sentence.

2.
C. Presenting examples/ What are the two extreme class https://www.youtube.com/watch?
instances of new lesson v=4Vl4I0weXPU
that can be identified in the table?

3.

4.

5.
D. Discussing new concepts and Discussion: "The Necklace" or "The Diamond
practicing new skills #1 Necklace" is an 1884 short story
by French writer Guy
E. Discussing new concepts and de Maupassant. It is known for its
twist ending, which was a
practicing new skills #2
hallmark of de Maupassant's
style.
The story was first published on
17 February 1884 in the French
newspaper Le Gaulois.
 F. Developing mastery
(Leads to formative
assessment
G. Finding practical applications
of concepts and skills in
daily living
Identify opposing forces that can be
considered under Marxism approach.
Grp 1 _________ vs. ___________
Grp 2 _________ vs. ___________
Grp 3 _________ vs. ___________
Grp 4 _________ vs. ___________
Grp 5 _________ vs. ___________
Get the plot of the story using the Directions: Answer the following
illustration below. questions based on the selection.
1. What are the struggles
THE NECKLACE depicted in the poem?
Guy de Maupassant 2. How does the persona deal
with his plight?
3. What lesson can be learned
from the poem?
4. How can you relate the theme
of the poem in reality?
GRASPS
Goal: Your goal is to create
an analysis of a song
“Paradise” by BTS using
the Marxist Approach.
Role: You are a song
analyst.
Audience: Your audience
is your family, relatives,
and friends.
Situation: You have
watched from the
YouTube Ad that

H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
Paranaque City Hall needs
a song analyst for the
upcoming competition on
Literary Criticism. One of
the
requirements is to listen
to the song “Paradise” by
BTS
then use Marxist
Approach to analyze the
song. Create
a 2-paragraph (200-300
Group Presentation:
Grp 1 - Who are the characters in the
short story? Describe each of them.
Grp 2 - . Describe the social status of
the character in the story.
Grp 3 - What are the social struggles of
Matilde?
Grp 4 - If the main character were in
the higher class, do you think she
would have realized that the necklace
 was fake? Explain.
Grp 5 - In this short story, who has the
money/power and who does not?

J. Additional activities for Read the story, “The Necklace” by Guy Read the poem “The Little Black Students may continue the given
application or remediation de Maupassant. Boy” by William Blake. task at home.

H. REFLECTION
A. No. of learners who earned 70% 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 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:
 JOZELL B. MONTE
Teacher I

Checked/ Verified:
MA. THERESA D. MENDOZA
Head Teacher III, English Department

Noted:
MARILOU A. DE JESUS MRS. WILMA T. LORIA DR. RODRIGO C. MORALES
Secondary School Principal IV Public School District Supervisor, Education Program Supervisor