DA School ELISEO C. RONQUILLO SR.

MEMORIAL NHS Grade Level 10

I Teacher THELMA R. VILLANUEVA Learning Area ENGLISH
L Teaching Dates and Time WEEK 8-March 18-22, 2024 Quarter THIRD
Y
DATE / TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standards/
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper appreciation of World Literature, including
Grade Level
Philippine Literature.
Standard
B. MELC/s Critique a literary selection based on the following approaches: Structuralism or Formalism, Moralism, Marxism, Feminism, Historical and Reader-Response (No Code).
At the end of the session, the students At the end of the session, the students At the end of the session, the At the end of the session, the
are expected to: are expected to: students are expected to: students are expected to:
a. examine a selection with a a. realize the feminine side of a. analyze the selection and a. create a meaning of CATCH –UP
C. Achievable Learning
focus on the power struggles literature. its historical context. a reading selection
Objectives
of characters. using a reader- FRIDAY
response criticism. (See DLP for Catch Up
Friday)
a. CONTENT Marxist Feminist Historical Reader-response
b. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning English- Grade 10 Alternative Delivery Mode Quarter 3 - Module 2: Literary Approaches First Edition, 2020
Resources
c. PROCEDURES
Task 1 RECALL AND RELATE Review of the previous lesson. Task 1. Know the Author Review of the previous lesson.
Recall the story “The Necklace” and Directions: Read the short
A. Reviewing previous relate the theme of the story to your biography of Jack London, the
lesson or presenting personal experience where you tend to author of “To Build a Fire”, on your
the new lesson sacrifice something because of your book, Celebrating Diversity
personal desires and ambitions? Through World Literature by Liza
Almonte, et. al., on page 338.
B. Establishing a Task 2 PICTURE ANALYSIS Study Task 1 GIRL POWER Give your Task 2. Sit Back and Read PICTURE ANALYSIS.
purpose for the the picture below and answer the own definition of the word Direction: Read the short story
lesson questions that follow. Write your “Feminism” by filling in the graphic entitled “To Build a Fire” by Jack
answer on a separate sheet of paper. organizer below. London on your book, Celebrating
Diversity Through World Literature

C. Presenting
examples/instances of
the new lesson
Process Questions:
 What does the picture show?
 What conclusions can be
D. Discussing new
drawn from the picture itself?
concepts and
practicing new skills  Do you have a personal
experience which you can
#1
relate to the scenario shown
from the picture? Share your
answer.
What is Marxist Criticism?
- is a careful reader or viewer who
keeps in mind issues of power and
money.
Why do this?
E. Discussing new
 to show how money or lack of it
concepts and
affects a story
practicing new skills
 to show how social class affects a
#2.
story
 to give the poor, invisible, or
disenfranchised a voice in literature
 to evaluate whether class and
inequality is a driving force in our
society
Task 4 TRUE OR FALSE Write T if
the statement is TRUE and F if the
F. Developing Mastery
statement is FALSE.
Task 5 FIGURE IT OUT Analyze a
G. Finding practical
character by completing the character
applications of
chart.
concepts and skills in
daily living.
Task 2 READING TEXT Now, get
your English Learner’s Material and
open on page 322 to read the
selection “A Beautiful Woman I
Cannot Forget” and recognize the
feminine side of the selection.
Feminist Literary Criticism helps
us look at literature in a different
light. It applies the philosophies and
perspectives of feminism to the
literature we read. Some theorists
examine the language and symbols
that are used and how that language
and use of symbols is “gendered.”
Feminist Lens:
 Is the author male or female?
 Is the text narrated by a male or
female?
 What types of roles do women have
in the text?
 Are the female characters the
protagonists or secondary and minor
characters?
Task 4 STRONGLY AGREE OR
DISAGREE Take a stand in each
statement by writing “Strongly
Agree” and “Strongly Disagree”.
Relate the lesson to real-life
situations.
by Liza Almonte, et. al. on pages
338-341.
After learning about the author and
having read the story, you can easily
identify the relevance between the
historical background of the author
and his written work entitled “To
Build a Fire”.
Historical context is a crucial part
of life and literature, and without it,
memories, stories, and characters
have less meaning. It refers to
social, religious, economic, and
political conditions that existed
during a certain time and place.
“To Build a Fire” is a story that
reflects the character of Americans
and shows their strengths and
weaknesses. Americans are known
to be independent, adventurous,
courageous, and full of endurance.
Task 3. See the Story Direction: Use
the short story To Build a Fire to
answer the following questions.
Task 5. Sharing Insights
Instructions: Now, you are ready to
share what you have learned. You
are expected to write all the things
you learned from this lesson.
Activity 1. Getting to Know
Directions: Before introducing
you the different approaches in
writing a critique, try to answer
the activity below by filling-in
the second column with letter A
if you agree and D if you
disagree with the statement.
Reader-Response Criticism
takes as a fundamental tenet that
“literature” exists not as an
artifact upon a printed page but
as a transaction between the
physical text and the mind of the
reader.
It attempts “to describe what
happens in the reader’s mind
while interpreting a text” and
reflects that reading is a creative
process. Meanings derive only
from the act of individual
readings and that different
people view works differently.
Activity 2. Read Me. Directions:
Read the sample selection below
and answer the items that follow
Relate the lesson to real-life
situations.
 Process Questions: Task 5 COMPARE AND Task 4. Test Yourself Directions: Share the
 How did they face the conflicts CONTRAST Complete the Venn Read the following statements.
H. Making
through their words, actions, and diagram below to compare and
generalizations and
motives? contrast the words, Mother and
abstractions about
 Based on your analysis of the two Nature.
the lesson
characters, who is more effective in
responding to the people’s needs?
Task 6 TEST YOURSELF Task 6 TEST YOURSELF Read the Task 5. Let’s Build a Fire ACTIVITY 3. Check me.
Instructions: Read the questions questions carefully and choose the Directions: To get the historical Directions: Based on your
I. Evaluating learning carefully and choose the letter of the letter of the correct answer. context of the story, do the readings, answer the items to
correct answer. following activity. Paste a picture of check how well you understood
a man inside the biggest rectangle. the lesson.
J. Additional activities
for application or
remediation
d. REMARKS
e. REFLECTION
A. No. of learners who
earned 80% 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 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?

Prepared by: Checked by: Noted by:

THELMA R. VILLANUEVA RAMON A. VENEZUELA, JR. JOEL S. AMON, PhD

T-III, Subject Teacher OIC Designate Principal IV