GRADE 10
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency/
Objectives
II. CONTENT
III. LEARNING RESOURCES
1. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource
(LR)portal
Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
School BARANGBANG NATIONAL HIGH SCHOOL Grade Level 10
Teacher HONEY BRYLLE B. TANDAYAG Learning Area ENGLISH
Teaching Dates and Time MAY 8 – 12, 2023 Quarter 4
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
1. Identify the common 3. Write an in – depth 1. Define Literary Criticism and the Structuralism and 4. Define other literary approaches:
elements of a narrative. evaluation of a story in the Formalism Approach. - moralist
2. Evaluate sample critiques form of a critique. 2. Differentiate Structuralism from Formalism Approach - Marxist
about works of fiction. 3. Critique a literary selection based on the - feminist
Structuralism and Formalism Approach - historical
5. Evaluate the author’s message in
their literary work.
The learner demonstrates understanding of how world literature and other text types serve as vehicles of expressing and resolving conflicts among individuals or groups; also,
how to use strategies in critical reading, listening, and viewing and affirmation and negation markers to deliver impromptu and extemporaneous speeches.
The learner proficiently delivers an argumentative speech emphasizing how to resolve conflicts among individuals or groups.
(EN10WC-IIIg-14) Compose an Independent Critique of a Chosen (EN10RC-IIIa-22) Critique a literary selection based on the EN10RC-IIIa-22) Critique a literary
Selection following approaches: Structuralism or Formalism selection based on the following
approaches:
- moralist
- Marxist
- feminist
- historical
Composing an Independent Critique of a Chosen Selection Critiquing a literary selection based on the following Critiquing a literary selection based on
approaches: Structuralism or Formalism the following approaches: Moralist,
Marxist, Feminist and Historical
English 10: Quarter 3 – MELC 3 English 10: Quarter 3 – MELC 4
In your previous lessons, you Continuation of the lesson There are different elements of Continuation of the lesson Have you been critiquing a literary
were able to learn how to the story. These are the selection using the various
compose an argumentative characters, setting, plot and approaches? What literary type have
essay as well as use a variety of moral lesson. These elements you critiqued? Did you do it well?
1

B. Establishing a purpose for the
lesson
C. Presenting examples/Instances
of the new lesson
writing techniques. For sure, you
are now equipped with
knowledge and insights in
constructing effective
paragraphs and essays.
Take a look at these jumbled
letters and try to rearrange
them.
Rtucqiie
Dirtouncnot
Nusiclonco
Salinsya
Our lesson for today is to
compose an independent
critique of a chosen selection.
If you are asked to critique an
article, a reading selection or an
essay assigned by your teacher,
what do you usually do? Do you
simply give negative
observations? Do you give your
personal reaction on the given
article? Or do you analyze and
evaluate the reading selection?
This time, let us take a closer
help to understand the content
of the story.
The teacher will divide the class The teacher will go back to the activity
into four groups. The Activity is “Jumbled Bee”.
titled “Jumbled Bee”.
Directions
1. Each group will be given a set
of jumbled letters.
2. Mix and match the letters
accordingly to reveal the correct
answer
3. A literature about related to
the jumbled letter will be given,
for you to be able use as your
scaffolding in
answering the activity.
4. A 3-minute time will be
allotted for the activity
5. Once completed a member of
the group will present the
assembled words to the teacher.
6. Every correct answer is
equivalent to a single point.
7. Literary texts are given as
your clues to guess.
Welcome, Future Literary The teacher will present the objectives.
Critics!
For today’s lesson, it is about
literary approach criticism.
There are various approaches or
styles in analyzing a literary
piece or what we call literary
lenses.
- Structuralist/formalist
- moralist
- Marxist
- feminist
- historical
2

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)
G. Finding practical application of
concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
look on the definition of an
independent critique.
Discussion about Critique and
its Parts
The students will read a selection
entitled, “The Necklace by Guy de
Maupassant” and will also read a
sample critique based on it.
ACROS-TIQUE
Complete the acrostics of the
word “CRITIQUE” by writing
important points you have learned
about the topic. Write in complete
sentences for each letter.
The students will be asked of the
following questions:
"Did you understand our topic for
today's class?"
"Now class, let’s recall the parts
of a critique. What are these?"
 The students will Discussion on the other literary
discover the definition approaches
of literary criticism - moralist
using the pictograph. - Marxist
 Discussion of - feminist
Structuralist / Formalist - historical
Approach
 Discussion on the
elements of the
story to help
understand the
content of the
story.
The students will read and
analyze the excerpt from
the story “God Sees the
Truth but Waits” and
answer the questions that
follow.
The students will read and The students will read some literary
critque the story and fill in selections on each type of literary
the boxes with own ideas. approach and answer the questions
that follow.
The students will recall all The teacher will ask the students about
the lessons and fill in the the other literary approaches and their
blanks. definition.
The following are the
things I learned about the
lesson:
1. The two literary
approaches are:
_____________________.
2. The Formalism
approach refers to
_____________________.
3
 3. The Structuralism
approach refers to
_____________________.
I. Evaluating learning TRUE or FALSE. 4 items only. IDENTIFICATION. Tell IDENTIFICATION
Write TRUE if the statement is which literary approach is
correct, and FALSE if not. used in the statements.
1. Critiques may follow different
formats but they generally have MULTIPLE CHOICE.
the same content or foci.
2. A critique is intended primarily
to point out the faults or flaws in
work.
3. It is alright to not give a
summary of the story critiqued
because the readers are most
likely familiar with it already.
4. A critic is encouraged to write “I
think…” or “In my opinion…” in
his/her critical essay.
J. Additional activities for Read the selection “THE TWO Research for the other
application or remediation BROTHERS” by Leo Tolstoy and literary approaches or
compose an independent critique styles in analyzing a
of it. Apply the tips on making an literary piece or what we
independent critique effectively. call literary lenses.
Be guided of the rubric while - moralist
doing the activity. Write your - Marxist
composition on a separate sheet - feminist
of paper. - historical
V. REMARKS

VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons work?
No. of learners who have
caught up with the lesson
D. No. of learners who continue to

4
 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?