Republic of the Philippines

Department of Education
REGION X – NORTHERN MINDANAO
DIVISION OF BUKIDNON
PANGANTUCAN NATIONAL HIGH SCHOOL
Pangantucan, Bukidnon

DETAILED LESSON PLAN (DLP)

Subject : ENGLISH 10
School Pangantucan National High School Grade Level Grade 10
Teacher DINAH JOY S. ALSOLA Learning Area ENGLISH
Time and Date March 9, 2023 Quarter Third Quarter
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of how world literature and other tex
types serve as sources of wisdom in expressing and resolving conflicts amon
individuals, groups and nature; also how to use evaluative reading, listening
and viewing strategies, special speeches for occasion, pronouns and structure
of modification.
B. Performance Standards The learner skilfully delivers a speech for a special occasion through utilizin
effective verbal and non-verbal strategies and ICT resources.
C. Learning Critique a literary selection based on the overall artistic value of its
competencies/objectives. structure and elements (Structuralist)
(Write the LC code for each) (EN10WC-IIIg-14)
a. Analyze the structure and identify the literary elements used in the stor
b. Recognize the importance of literary elements in critiquing a text
c. Present differentiated output that represents a literary element.
2. CONTENT Literary Approaches: Formalist and Structuralist (Literary Elements)
3. LEARNING RESOURCES
A. REFERENCES Reference: 3rd Quarter (Lesson 2), Version 5 Module
 Teacher’s Guide
 Learner’s Material
 Textbooks
 Others
B. OTHER LEARNING -https://www.youtube.com/watch?v=TiGYnT37Dwc
RESOURCES - https://www.studocu.com/ph/document/isabela-state-university/secondary-
education-in-english/grade-10-dlp-face-to-face-format-critiquing-a-literary-
selection-based-on-different-approaches/27298461
- https://www.youtube.com/watch?v=oEZTqmStiYE
-http://members.tripod.com/dscorpio/images/literary_elements.ppt
-https://www.slideshare.net/paullettelanuza/rubric-for-group-activity-1
C. VALUES INTEGRATION The students will appreciate and recognize the importance of
understanding literary elements in reading literary piece.

D. SUBJECTS INTEGRATION PE (Breathing Drill), Math (Solving – Jigsaw Puzzle) (Current Events/Social
Study -Application)
E. TEACHING STRATEGIES Interactive Discussion; Jigsaw Puzzle ; Socratic Method; ICT Integration;
Group Activity – Differentiated learning
2. PROCEDURES
PRELIMINARIES (4 mins)  Prayer
 Checking of Attendance
 Reminder on observation of Public Health Standards
 Exercise/Breathing Drill. (MAPEH INTEGRATION)
https://www.youtube.com/watch?v=TiGYnT37Dwc
 Classroom Management
 -Giving of classroom rules: The 4Ps ( Be Positive, Be Polite &
Respectful, Be Prepared & Be Productive)
-Introduction of hand Signals for when to Listen, Stop, Be Silent, an
pay attention.
(Annotation) COT Indicators 4 & 5:
#4: Use effective verbal and nonverbal classroom communication strategies
to support learners understanding, participation, engagement, and
achievement
#5: establish safe and secure learning environments to enhance learning by
consistently implementing policies, guidelines, and procedures.
MOV: Giving of classroom rules and verbal and nonverbal communication
strategies to ensure safety and nurturing learning environment.
REVIEW (3mins) Elicit students’ Ideas on the Previous Topic. Facilitate. Review th
Interactive Discussion. (REALISM)
 Let the learners read the objectives of today’s lesson.
A. ACTIVITY (Motivational) Activity 1: Solve my Element! (JIGSAW PUZZLE with a twist – Read and
(5mins) Solve ) as preparation to today’s lesson (MATH INTEGRATION)
https://youtube.com/watch?v=oEZTqmStiYE
(Annotation) COT Indicator 2& 3:
#2: Used a range of teaching strategies that enhance learner achievement in
literacy and numeracy skills
#3: Applied a range of teaching strategies to develop critical and creative
thinking as well as higher order thinking skills.
MOV: Reading aloud the puzzle and Solving its element. Well-structured
groupings.; Made use of Solving to enhance critical thinking skills.
Group the class according to their interest to inspire and ensure learners’
active participation and promotes equal opportunity.
Groups: 1. The Artists
2. The Storyteller
3. The Writer
4. The Singer/ Entertainer
5. Actors/Actresses
https://www.studocu.com/ph/document/isabela-state-university/secondary
education-in-english/grade-10-dlp-face-to-face-format-critiquing-a-literary-
selection-based-on-different-approaches/27298461
The quietest/ most behave group will be given extra 20 points; and
the first to finish will have 35 points; 2nd will have 30 points; 3rd will have 25
4th will have 20 and the last will have 15 points on top of your 20 points for
this activity.
(Annotation) COT Indicator 5:
#5: Managed learner’s behavior constructively by applying positive and
non-violent discipline to ensure learning-focused environments
MOV: Observance of the reward system to ensure utmost participation.
B. ANALYSIS (3mins) Socratic Method: ( Progressivism)
1. Did you enjoy the activity?
2. How do you find it?
3. How did you come up with your answers?
4. Was it easy to form words out of those pieces of papers?
5. Based on the activity, do have any hint/clue about the lesson we are
going to discuss today?
C. ABSTRACTION (15 mins) To give the learners an explicit understanding about the topic, the teacher
will discuss the different literary elements that are needed in order to come u
with a critique using the Formalist/ Structuralist Approach.
To further explain these different the literary elements. I have here a short
Presentation for you.
-Supplemental PPT PRESENTATION OF THE LESSON
 -http://members.tripod.com/dscorpio/images/literary_elements.ppt
Literary elements:
- Setting – What are the elements of setting?
- Characters – what are the different types of characters? Identify and
relate the different types of characters in the people of society? (AP
Integration)
(Annotation) COT Indicator 3:
#3: Applied a range of teaching strategies to develop critical and creative
thinking as well as higher order thinking skills
- Point of View – what are the types of point of view?
- Conflict - what are the conflicts visible in our society today? (AP
Integration)
- Theme
- Plot – What are the parts of plot?
(Annotation) COT Indicator 1 & 8:
#3: Applied knowledge of content within and across curriculum teaching
areas.
#8: Selected, developed, organized and used appropriate teaching and
learning resources, including ICT to address learning goals.
MOV: Integrating AP lessons in the discussion; Made use of PowerPoint
Presentation to supplement discussion.
D. APPLICATION ( Differentiated Activity: To apply the learning gained, learners will do the
following task according to their interest: (Existentialism)
Groups: 1. The Artists- will draw the setting of the text read.
2. The Storyteller - will retell the plot using the plot diagram
3. The Writer – will write a one-liner slogan, motto or quote that
will express the theme of the text read.
4. The Singer/ Entertainer – will introduce the characters through
rap.
5. Actors/Actresses-will present a single scenario showing the
conflict of the text read.
Remember the Group Activity Standards:
Talk quietly
Everyone’s ideas are important
Actively participate
Manage your behavior

Rubrics:
- Process skills – 30 pts.
- Presentation - 30 pts
- Content - 40 pts
100 pts
https://www.slideshare.net/paullettelanuza/rubric-for-group-activity-1

(Annotation) COT Indicator 6&7:

#6: used differentiated, developmentally appropriate learning experiences to
address learner’s gender, needs, strengths, interest and experiences.
#7: Planned, managed and implemented developmentally sequenced teachin
and learning processess to meet curr. Requirements and varied teaching
context
MOV: Differentiated instruction, made use of rubrics to assess performance

7.
7.
2.
1. 8. 8.
3.
2. 9. 9.
4.
10. 1
5.
E.
GENERALIZATION
The teacher will ask the
students to complete
each of the sentences.
Statement of fact is
___________________
__.
Statement of opinion is
 __________________.
Statement of preference
is _____________.
Statement of
convention is
________________
E. ASSESSMENT Pair Work Assessment: Based on the Text “ The Dead Stars”, identify the
Literary Elements by filling in the Diagram with the correct information. (See
attached Activity Sheet)
(Annotation) COT Indicator 9:
#9: designed, selected, organized and used diagnostic, formative and
summative assessment strategies consistent with curriculum requirements.
MOV: Self-made Activity Sheet in line with the objectives to assess learning.

F. ASSIGNMENT/AGGREEMENT VALUES INTEGRATION: Is it important to recognize the literary elements

in the formalist/ structuralist approach of writing a critique? Why?. (1/2
Crosswise)

3. REMARKS
4. 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 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
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:

DINAH JOY S. ALSOLA NENITA M. ABONIAWAN

Teacher I MT-1/Observer

Approved by:

LIGAYA S. GONZALES, EdD.

School Principal