Daily Lesson Log English 10 Quarter 3 L3esson 5LL Q3 L5.docx

Critique a literary selection based on structuralist

1. DAILY LESSON LOG
School: NARRA INTEGRATED SCHOOL Grade Level: 10
Teacher: ROSENDA N. GULANE Learning Area: English
Dates and Time: Week 5, February 26-March 1, 2024 Quarter: 2
I. OBJECTIVES
The learner demonstrates communicative competence through his/ her understanding of literature and other texts
types for a deeper appreciation of World Literature, including Philippine Literature
A. Content Standards:


The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal conflicts,
also how to use strategies in linking textual information, repairing, enhancing communication public speaking, emphasis markers in persuasive texts,
different forms of modals, reflexive and intensive pronouns.
B. Performance
Standards:
The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.

C. Learning
Competencies/Objectiv
es:
Write the LC Code for
each
EN10WC-IIIg-14

Compose an
independent critique
of a chosen selection

 know what
literary
criticism is;
 critique a
sample literary
selection;

EN10WC-IIIg-14

Compose an independent
critique of a chosen
selection

 critique a sample
literary selection
 Determine their
strengths and
weaknesses



EN10WC-IIIg-14

Compose an
independent critique
of a chosen selection

Critique a literary selection
based on
Structuralist/formalist
approach


 tell what
structuralist/formalist
approach is
 identify the elements
of the
structuralist/formalist
approaches to
literature

CATCH-UP FRIDAY

 Learn new
words from the
text

 Comprehend the
text

 Critique the
short story using
structuralist/
formalist
approach

II. CONTENT
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Compose an
independent critique
of a chosen selection

Compose an independent
critique of a chosen
selection

Compose an
independent critique
of a chosen selection

Critiquing a Literary
Selection based on
Formalism/Structuralism
Argumentative
Essay: Is
Euthanasia Morally
Wrong?
III. LEARNING RESOURCES

A. References
1. Teacher’s Guide
Pages

2. 2. Learner’s Materials
Pages

3. Textbook Pages
4. Additional Materials
from Learning
Resource (LR) portal
Self-learning Modules Self-learning Modules Self-learning Modules Self-learning Modules Hand-outs/ Reading
text
B. Other Learning
Resources

Slide presentation
Video clip
Slide presentation
Video clip
1. Worksheets
2. Video clip
Slide presentation
Video clip

I. PROCEDURES


A. Reviewing Previous
Lesson or Presenting the
New Lesson

 Have a memory
check by reviewing
the previous topic
 Have a memory check
by reviewing the
previous topic
Have a memory check
by reviewing the
previous topic
Have a memory check
by reviewing the
previous topic
Review the previous
lesson
B. Establishing a Purpose
for the Lesson

 Present the
objectives
 Present the objectives Present the objectives Present the objectives Present the
objectives
C. Presenting
Examples/Instances of
the Lesson



Let the students
arrange the jumbled
letters to reveal the
words on each box and
write them on the
board


Ask the learners to make a
graph of their grades for
the second quarter.
Let them discover their
strength and weaknesses
based on their output
Inform the class that
the song they are going
to critique was
performed by the
Filipino rapper Francis
Magalona and won the
Best Produced Record
of the Year.
Let the class listen to
the song “What a
Wonderful World “ by
Louis Armstrong
Unlocking of
Difficulties
D. Discussing New Concepts
and Practicing New Skills
#1

Discuss the definition of
literary criicism
Read the excerpts from
“Kaffir Boy” by Mark
Mathabane

Answer the
comprehension questions
Listening of the song

Let them answer the
comprehension
quetions
Discuss the message of
the song and ask the
learners to answer the
comprehension
questions
Reading of the text

3. E. Discussing New
Concepts and Practicing
New Skills #2




Present the different
features in writing
independent critique.

Equip the learners on
the things they need to
know about why and
how to write a critique.
Share inputs about
structuralist/ formalist
approach
Instruct the class to
read a short story


F. Developing Mastery



Show sample critique to
the learners.
Ask them to identify its
features
Read the excerpts again
from “Kaffir Boy” by Mark
Mathabane and critique
the literary selection.
Check their
understanding by
asking some questions
Let them answer the
comprehension
questions
G. Finding Practical
Applications of Concepts
and Skills in Daily Living


Ask this questions: Why
do they need to critique
literary piece?
Continuation of the above
activity
Use the chart to
analyze the short story.
Inform them to Use the
questions as their guide

Go back to the story
once again and fill out
another chart

Role Play:
Create a scenario
where they need to
practice euthanasia.
H. Making Generalizations
and Abstractions about
the Lesson
Ask the definition of
literary criticism and on
how to write a critique.
Cont… Sum-up the lesson
I. Evaluating Learning

Quiz (10 items) Con… Using the information
they wrote on the two
charts , write a critique
of the story . Be guided
by the following rubric.
Write on a whole sheet
of paper.
Let them write their
reflection on what
they have read

4. Developed by: Noted by:

ROSENDA N. GULANE TRINIDAD B. BAYOT
Teacher III Master Teacher II/ OIC-English Department





IV. REMARKS
V. REFLECTION
A. No. of learners who earned
80% in the evaluation

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 work well? Why did
these work?

F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?

G. What innovations or localized
materials did I used/discover
which I wish to share with
other teachers?