Republic of the Philippines

Department of Education
REGION III – Central Luzon
SCHOOLS DIVISION OF AURORA
DITUMABO NATIONAL HIGH SCHOOL
DITUMABO, SAN LUIS, AURORA

LESSON PLAN IN ENGLISH 10

School DITUMABO NATIONAL Grade Level 10

HIGH SCHOOL
Grade 10
Teacher MA. LOVEL M. CANSINO Learning ENGLISH
Daily Lesson
Area
Plan
Teaching March 20, 2023 Quarter 3RD
Date

I. LEARNING
OBJECTIVES
The learner demonstrates understanding of how world
literature and other text types serve as sources of wisdom
Content Standard 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.
The learner skillfully delivers a speech for a special
Performance Standard occasion through utilizing effective verbal and non-
verbal strategies and ICT resources.
Critique a literary selection based on the given literary
Learning Competencies/Code approach of Structuralist/Formalist. (EN10WC-lllg-14)

Objectives
 Knowledge  Analyze the literary approach of structuralist.
 Skills  Identify the literary devices and its types.
 Attitude  Point out the literary devices used in the given poem.

II. CONTENT
Structuralist/Formalist Literary Approach
III. LEARNING
 RESOURCES
A. REFERENCES
1. Teacher’s Guide
pages (EN10WC-lllg-14)

2. Learner’s Materials Learner’s Packet [LeaP] Week5 – English 10

pages
3. Textbook pages
4. Additional Materials Literary Criticism (Charles Bressler)
from Learning Resource
(LR) portal
B. OTHER
LEARNING PowerPoint, Laptop, TV, Handouts, Internet
RESOURCES
C. SUPPLIES,
EQUIPMENT,
TOOLS, ETC.
IV. PROCEDURES
Preparatory Activities
1. Daily Routine
a. Prayer Say: Let’s all stand for a prayer.

b. Greetings Say/Ask:  Everyone may be seated now. Good day

everyone!  How are you today?  
c. Checking of Say:  Who is/are absent today?  Let us know them by
Attendance checking the members of each group through their
secretary.
d. Checking of Say:  Let us check first your assignment if there’s any
Assignment before moving on to the next part of our activity.

A. Review / “What’s your say?”

Introductory The teacher will introduce the lesson by providing the
Activity students a chance to share their insights in this question:
Can a text have more than one interpretation?

B. Activity / Activity 1: Unscrable Me!

Motivation 1.. CALISTTRUSTUR
2. OPRES-ERDAERNSE
 3. TSEIMNFI
4. MRASILTO
5. MTSARIX
6. SAHTLCIIRO
Answer key:
1. Structuralist
2. Readers-response
3. Feminist
4. Moralist
5, Marxist
C. Analysis / A. Discussion of the Literary Criticism
Presenting
examples of the Literary criticism is an extension of this social activity of
new lesson where interpreting. One reader writes down his or her views on
the concepts are what a particular work of literature means so that others
clarified can respond to that interpretation. The critic's specific
purpose may be to make value judgements on a work,
explain his or her interpretation of the work, or provide
other readers with relevant historical or biographical
information. The critic's general purpose, in most cases,
is to enrich the reader's understanding of the literary
work.

Critics typically engage in dialogue or debate with other

critics, using other critics’ views to develop their points.
Unfortunately, when critics assume that their readers are
already familiar with previous criticism, the argument
may be difficult to follow.
D. Discussing new B. Discussion of Literary Approach
concepts and It refers to a “lens” that has different perspectives that we
practicing new skills need to consider in analyzing or interpreting a text.
The following are the literary approaches:
 Structuralist/Formalist
 Moralist
 Marxist
 Feminist
 Historical
 Readers-response

E. Valuing: Finding The teacher will present an image and will discuss a
Practical scenario as an example from the different approaches.
Applications of
Concepts and Skills Imagine this girl is riding a bike and then suddenly she
in Daily Living fell over it?
 1. It is because she is just riding a bike while her friends
are riding a scooter – Marxism.
2. The girl was pushed by her other boy playmates, that’s
why she fell over. – Feminism
3. The girls bike is already old, she lost control of its
break and fell over the ground. – Structuralist
F. Discussing new C. Discussion of Structuralist/Formalist
concepts and Approach
practicing new skills Studies a text as a “self-contained object” where generally it
emphasizes the form of the work. In this approach, it focuses
on the following: (a) form of each individual part of the text,
that includes the individual chapters and scenes, (b)
characters, (c) setting, (d) tone, the point of view, (e) diction
and all other elements. The critic underlines on how these
elements: point of view, setting, characters, plot, symbols and
theme work together to give sense to the text.

D. Discussion of Literary Devices

are tools used by writers to hint at larger themes, ideas, and
meaning in a story or piece of writing.
 Simile and Metaphor
 Imagery
 Symbolism and Personification

G. Generalization In formalism, readers do not need detailed contextual

knowledge beyond the text. The meaning is inherently
conveyed in the text's unique form or structure.

A.) Technical - attempts to be a science of literature, with a

technical vocabulary.

B.) Explicate - emphasizes clarification, or "close reading," of

"the work itself"
C.) Formal - aims to classify, categorize, and catalog works
according to their formal attributes.

H. Assessment Activity 2: Directions: Robert Frost created the extended

metaphor by using diction (word choice). Go over the poem.
Take a look at the diction. Use the graphic organizer below
and list down words or phrases related to travel and road.
Stanza 1 has been started for you.

Stanza 1 Two roads, diverged, travel, one

traveler, it bent
Stanza 2
Stanza 3
Stanza 4
 I. REMARKS
J. REFLECTION
B. No. of learners who earned 80% on the
formative assessment
C. No. of learners who require additional
activities for remediation.
D. Did the remedial lessons work?  No. of
learners who have caught up with the
lesson.
E. No. of learners who continue to require
remediation
F. Which of my teaching strategies worked
well?  Why did these work?
G. What difficulties did I encounter which
my principal or supervisor can help me
solve?
H. What innovation or localized materials
did I use/discover which I wish to share
with other teachers?

Prepared by: Noted/ Observed by: 

Ma. Lovel M. Cansino Noel John C. Berjay
Student Teacher (Aurora State College of Technology) Teacher III
Bachelor of Secondary Eduation

Name of School: DITUMABO NATIONAL HIGH SCHOOL

Address: Ditumabo, San Luis, Aurora
Email Address: [email protected]
Telephone No.: