SCHOOL SUNRISE INTEGRATED SCHOOL GRADE 10

DAILY TEACHER KAREEN A. ABASCAL SUBJECT ENGLISH

LESSON
LOG DATE January 27-31, 2025 (1:00PM-1:45PM) QUARTER 3 Week 4
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed,
additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment
strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly
objectives shall be derived from the curriculum guide.
A. Content The learner demonstrates understanding of how world literature and other text types serve as sources of wisdom in expressing and
Standard 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 The learner skillfully delivers a speech for a special occasion through utilizing effective verbal and non-verbal strategies and ICT
Standard resources
C. Learning Critique a literary selection based on the structuralist /formalist and moralist Approaches. (EN10WC-IIIg-14)
Competencies Learning Objectives:
with LC code a. Understand the meaning of Moralist approach;
b. Recognize the use of Moralist approach using a nonlinear text;
c. Appreciate literature to enrich values in life;
d. Analyze a poem/short story using the Moralist Approach; and
e. Write a literary analysis using the moralist approach.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT CRITIQUING A LITERARY SELECTION BASED ON
MORALIST APPROACH
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of
RESOURCES concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
Teacher’s Guide pages
Learner’s Material pages None
Textbook pages None
Additional Materials English – Grade 10
from learning Resource Alternative Delivery Mode
(LR) portal Quarter 3 – Module 3a: CRITIQUING A LITERARY SELECTION BASED ON
STRUCTURALIST/FORMALIST AND MORALIST APPROACHES
Second Edition, 2021
 B. Other https://ilide.info/doc-viewer-v2
Learning https://www.youtube.com/watch? v=aSfm2xdKau4
Resources Self –Learning Module, PowerPoint Presentation, pictures

IV. Procedures These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to
learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.
Preliminary Activities
 Prayer
 Greetings
 Arranging of Chairs
 Checking of Attendance
A. Reviewing previous Identify the following Filipino WHO AM I? Directions: Sketch a thing or scene you FAMBAM >Remedial/
lesson or presenting traits using the following Let students choose a mask dream of. Complete your own family Enhancement
pictures. and a personality they want  to graduate tree by placing pictures in Reading
the new lesson other people to know them.  to have a dream house the designated members of schedule
 to have a dream life the family... >NMP
 to have a successful life

B. Establishing a (before delving to a new >Presenting Learning >Presenting Learning Objectives >Presenting Learning
purpose for the discussion, the teacher will Objectives >Thought Balloon Objectives
lesson introduce first the lesson Students Reflect on their aspirations in life
objectives) using one sentence.
 >Presenting Learning
Objectives
>Motive Question:
“ Which trait is positive?
Negative?”

C. Presenting Activity: What I Know Motive Question: WORD POOL Motive Question:
examples/ Instances Ask: When is the last time you Would you also help a stranger? Choose one word from the pool and give What is a good
of the new lesson were task to give your comments the meaning. daughter/son?
about a story or a poem?
( GIVING HOT QUESTIONS)
1. How do you usually respond
or answer to that activity?
2. Do you have any suggestions
on how to comment on that?
Say: This lesson will help you
critique on a certain literary
piece.
(The teacher will randomly call
a student to answer the
questions)
D. Discussing new (The teacher will present the (The teacher will present the (The teacher will present the lesson (The teacher will present
concepts and lesson through PPT/Visual Aids) lesson through PPT/Visual through PPT/Visual Aids) the lesson through
Aids) PPT/Visual Aids)
practicing new Discuss about the following: >Discuss and showing more
skills #1  Moral/Ethical Criticism examples of Moralist Approach
 Moral Philosophy
E. Continuation of >>The teacher will continue to >To understand more about the >To understand more about the topic, the >To understand more
discussion of new discuss the topic via PPT/Visual topic, the teacher will show teacher will present a poem entitled: about the topic, the teacher
aids. video entitled: I Believe will show video entitled:
concepts leading to The Good Samaritan The Prodigal Son
formative
assessment
F. Developing Mastery TASK Process Questions: Directions: Answer the following
(Leads to formative Identify a positive and negative 1. What happened to the man in questions based on the selection.
Filipino trait. Complete the the story? 1. What happened to the man in
Assessment 3) illustration below to identify the 2. How did the three people the story?
effects of the identified traits. react when they saw the
2. Would you also help a
halfdead
man?
stranger?
3. If you were the priest and the 3. What is the moral of the
Levite, would you do the same story?
thing? Why?
4. Would you also help a
stranger?
5. What is the moral of the
story?
G. Finding practical Group Activity
applications of >Directions: Compose a critique based on
moralist approach according to your group.
concepts and skills (Anyone from the group will read the
in daily living instruction)
Group 1: The Advocates- should create a
banner indicating moral decisions.
Group 2: The Narrators—radio drama (1
minute presentation; just provide a line
that makes it a moralist approach base on
real life situation)
Group 3: The Critical Thinker—will read
a short piece of a short story and will
present what they have learned.
Group 4: The Actors- will act morally or
immorally base on real-life situation
Group 5: The Singers- will create a song;
at least 3 lines will do
a. Making TASK General question: Card 3, 2, 1 Exit Card Students compose the
generalizations Give at least 3 possessions you Based on the moral contexts literary analysis using the
value the most. Rank them encountered right from the start given template and guide
and abstraction according to of the class, how did it help questions
about the lesson your most priority down to the you to be morally responsible?
least. Or what benefits have you
 1. ___________________ experienced from learning
2. ___________________ about moral responsibility in
3. ___________________ the beginning of the class?

b. Evaluating Finally, you were able to deal with the different related activities to sharpen your skills on CRITIQUING A LITERARY SELECTION BASED
learning ON MORALIST APPROACH. Now, it’s time to evaluate your learning. Ready? Here we go!

(The teacher will either presents a video or give a copy of the story)

Directions: Create a CRITIQUE MAP of the story entitled “The Golden Touch of King Midas” using the Moralist Approach and give the moral
lesson of the story.

A. Additional
Assignment:
Activities for
“HOME”
application or Read the “The Rabbit and the Tortoise” by Jean de La Fontaine. and compose a critique based on moralist approach
remediation

V. REMARKS

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.

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
lessons.
D. No. 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:
KAREEN A. ABASCAL, T-I
Teacher Checked by:
GAUDIOSA L. ALKUINO, HT-II
School Head