Manuel Luis Quezon High School

Daily Lesson Plan

Teacher: MARK LEGGIE F. RONTALE Grade Level: 10

March 12, 2024

Date: (Tuesday) Learning ENGLISH
Semi-detailed Lesson Plan in Area:
ENGLISH
SECTION TIME
Jacinto 12:30-1:30
Time: Del pilar 1:30 – 2:30 Quarter: Third
Bonifacio 2:30 – 3:30
Aquino 3:50-4:50
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 skillfully delivers a speech for a special occasion
through utilizing effective verbal and non-verbal strategies and ICT
resources.
C. Learning Objectives At the end of the class session, the students will be able to:
a. differentiate review from critique.
b. determine the literary devices used in the text.
c. interpret the text through analyzing the techniques used in
the text.
II. CONTENT
A. Module Self-Learning module Q3-W3
B. Lesson
WRITING INDEPENDENT CRITIQUE
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials Materials
- English notebook
- ballpen
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources visual aids, powerpoint
IV. PROCEDURES
A. Reviewing previous lesson or Preliminary Activities
presenting the new lesson 1. Prayer
2. Checking of Attendance
3. Classroom Management

B. Establishing a purpose for the
lesson
C. Presenting examples /
instances of the new lesson
The teacher will ask based on the yesterday’s topic.
Independent Critique
A critique is a genre of academic writing that briefly summarizes
and critically evaluates a work or concept.

F. Discussing new concepts and

Review Critique
practicing new skills #1
  subjective
 personal opinion
 often include a
summary of the book
 there is viewer's
thoughts on the story,
characters, and
themes
 and whether they
would recommend the
book to others
 intended for a general
audience.
 aims to help readers
decide whether they
might want to read the
book.
 more in-depth critical
analysis of a book
 objective
 academic
 examines the book's
strengths and
weaknesses.
 evaluates its literary
techniques.
 analyzes its contribution
to its field or genre.
 explore the author's use
of language, plot
structure, character
development, and
thematic elements.
 A critique requires a
deep understanding of
the book as well as the
broader literary and
cultural context in which
it was written

E. Discussing new concepts and Some examples of literary devices:

practicing new skills #2
1. Allusion: An allusion is a reference to a person, place, event,
or work of literature.
Example: In Taylor Swift's song "Love Story," she alludes to the
story of Romeo and Juliet: "Romeo, take me somewhere we can
be alone."

2. Allegory: An allegory is a story or poem that can be interpreted

to reveal a hidden meaning.
Example: In Taylor Swift's song "Wildest Dreams," the lyrics can
be seen as an allegory for a toxic relationship: "Say you'll
remember me, standing in a nice dress, staring at the sunset,
babe."

3. Euphemism: A euphemism is a mild or indirect word or

expression used to replace something that may be considered
harsh or unpleasant.
Example:
1. A bun in the oven: pregnant
2. No longer with us: dead
3. Let go: fired
4. Plastered: drunk
5. Time of the month: menstruation

4. Foreshadowing: Foreshadowing is a literary device that hints

at or suggests future events in a story.
Example: In Taylor Swift's song "I Knew You Were Trouble," she
foreshadows the heartbreak to come: "I knew you were trouble
when you walked in."

5. Anaphora: Anaphora is the repetition of a word or phrase at the

beginning of successive clauses or lines.
Example: In Taylor Swift's song "Shake It Off," she uses
anaphora to emphasize her resilience: "Cause the players gonna
play, play, play, play, play, and the haters gonna hate, hate, hate,
hate, hate."

6. Symbolism: Symbolism is the use of symbols to represent

ideas or qualities.
Example: In Taylor Swift's song "Red," the color red is used as a
symbol for intense emotions: "Loving him was like driving a new
Maserati down a dead-end street, faster than the wind, passionate
as sin, ending so suddenly."

7. Diction: Diction refers to the choice and use of words in writing

or speech.

F. Developing mastery
(Leads to Formative Assessment 3)
Example: In Taylor Swift's song "You Belong with Me," she uses
informal diction to create a conversational tone: "If you could see
that I'm the one who understands you, been here all along, so why
can't you see?"
8. Metonymy: Metonymy is a figure of speech in which a word or
phrase is substituted with a word that is closely associated with it.
Example: In Taylor Swift's song "Style," she uses metonymy to
describe a person's appearance: "You've got that James Dean
daydream look in your eye."
9. Irony: Irony is a literary device that involves a contrast between
what is expected and what actually happens.
Example: In Taylor Swift's song "I Knew You Were Trouble," she
uses irony to express regret and hindsight: "And the saddest fear
comes creeping in, that you never loved me or her, or anyone, or
anything."
10. Imagery: Imagery is the use of descriptive language to create
vivid mental images that appeal to the senses.
Example: In Taylor Swift's song "Fearless," she uses imagery to
depict a romantic scene: "And I don't know why, but with you, I'd
dance in a storm in my best dress, fearless.
The teacher will give seatwork to check their understanding from
the lessons.
Direction: Interpret the story of “the two brothers” by Leo Tolstony
through using independent critique.
Time duration: 30 Minutes.
Follow the guidelines and outline:
1. Introduction – 1 paragraph with 4 to 5 sentences.
2. Summary – 1 paragraph with 4 to 5 sentences.
3. Analysis – 2 paragraphs with 3 to 5 sentences each paragraph.
4. Conclusion – 1 paragraph with 3 to 5 sentences.

G. Finding practical applications of
concepts and skills in daily living
The two brothers by Leo Tolstoy
Two brothers set out on a journey together. At noon they lay out on
a forest to rest. When they woke up, they say a stone lying next to
them. There was something written on the stone, and they tried to
make out what it was.
“Whoever finds this stone, let him go straight to the forest at
sunrise. In the forest, a river will appear; let him swim across the
river to the other side. There he will see a she-bear and her cubs.
Let him take the cubs from her and run up the mountain with them,
without looking back. On the top of the mountain, he will see a
house, and in that house, he will find happiness.”
When they had read what was written on the stone, the younger
brother said: “Let us go together. We can swim across the river,
carry off the bear cubs, take them to the house on the mountain,
and together they find happiness.”
“I am not going into the forest after bear cubs,” said the elder
brother, “and I advise you not to go. In the first place, no one can
know whether what is written on this stone is the truth —perhaps it
was written in jest.... In the second place, even if what is written
here is the truth — suppose we go into the forest and night comes,
and we cannot find the river. We shall be lost. And if we do find the
river, how are we going to swim across it? In the third place, even if
we swim across the river, do you think it is an easy thing to take
her cubs away from a she-bear? She will seize us, and instead of
finding happiness, we shall perish and all for nothing. And, most of
all, the stone does not tell us what kind of happiness we should find
in that house. It may be that the happiness awaiting us there is not
at all the sort of happiness we would want.”
The younger brother replied, “In my opinion, you are wrong. What
is written on the stone could not have been put there without
reason. And it is all perfectly clear. In the first place, no harm will
come to us if we try. In the second place, if we do not go, someone
else will read the inscription on the stone and find happiness, and
we shall have lost it all. In the third place, if you do not make an
effort and try hard, nothing in the world will succeed. In the fourth
place, I should not want it thought that I was afraid of anything.”
And so, the younger brother followed all the instructions on the
stone. When he reached the top of the mountain the people came
out to take him to the city, where they made him their king. He
ruled for five years, but in the sixth year, another king waged war
against him. The city was conquered, and he was driven out.
Again, the younger brother became a wandered, and he arrived
one day at the house of the elder brother. The brother was living in
a village and had grown neither rich nor poor. The two brothers
rejoiced at seeing each other, and at once began telling of all that
happened to them.
“You see,” said the elder brother, “I was right. Here I have lived
quietly and well, whole you, though you may have been a king,
have seen a great deal of trouble.”
“I do not regret having gone into the forest and up the mountain,”
replied the younger brother. “I may have nothing now, but I shall
always have something to remember, while you have no memories
at all.”
The teacher will ask the learners takeaways.
Question:
As a learner, why is it important to learn how to write an
independent critique?
H. Making Generalization and "In this lesson, we practice how to write feedback constructively
abstractions about the lesson and appreciate the art of literature by understanding deeply how
they formed their literature."

I. Evaluating Learning True or False

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
Directions: Identify if the statement is either True or False. Write
your answer before the number.
1. A critique takes into account the broader literary and
cultural context. (True)
2. A critique does not require a deep understanding of the
book. (False)
3. A critique only focuses on the book's strengths. (False)
4. A critique is an objective and academic examination of a
book. (True)
5. A critique is a superficial analysis of a book. (False)
Kindly review we’ll having a quiz tomorrow.
Pointers to review:
 Persuasive essay
 Independent Critique

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 used / discover which
I wish to share with other teachers?

Prepared by: Checked by:

MARK LEGGIE F. RONTALE MARIZ E. CASTRO

Student Teacher Cooperating Teacher

OLIVIA Q. TIPAY
English Head Department