School: SAMBOANG- NGILAY HIGH SCHOOL Grade Level: 10

GRADES 1 to 12
Learning
DAILY LESSON LOG Teacher: JEANMAR S. DE LOS REYES Area: English
Teaching Dates
and Time: January 13-17, 2025 Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be
I. OBJECTIVES 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 guides.
A. Grade Level The learner demonstrates communicative competence through his/her understanding of literature and other text
Standards types for a deeper appreciation of World Literature, including Philippine Literature.
B.Learning Critique a literary selection based on the following approaches:
Competencies/ - structuralist/formalist
Objectives:
Write the LC
Code for each
C. Objectives: 1. Define structuralist as a 1. Explain the principles of 1.Analyze the structure of a 1. Evaluate the text content, LONG QUIZ
literary approach formalist criticism; given text elements, features and properties
2. Identify the ways in 2. Critique a selection using the 2. Identify the figures of using a set of
critiquing using the formalist approach; and speech used in the poem. criteria and over-all artistic value and
structuralist literary 3. Show appreciation of the value 3. Point out the literary elements of a given selection
approach; of critiquing a literary piece. devices in the poem (structuralism and formalism)
3. Critique a literary 2. Explain how the elements specific
selection using this to a genre contribute to the theme of
approach a
literary selection and the information
contained in the material viewed in
terms of accuracy and effectiveness

II. CONTENT Structuralist/Formalist

III. LEARNIN
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
G there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
RESOURCES
A.References
1. Teacher’s
Guide Pages
2. Learner’s SSLM SSLM SSLM SSLM
Materials
Pages
3. Textbook
Pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning ● PowerPoint Presentation ● PowerPoint Presentation ● PowerPoint Presentation ● PowerPoint Presentation
Resources ● Activity Sheets ● Activity Sheets ● Activity Sheets ● Activity Sheets
● Pictures ● Pictures ● Pictures ● Pictures

School: SAMBOANG- NGILAY HIGH SCHOOL Grade Level: 10

GRADES 1 to 12
Learning
DAILY LESSON LOG Teacher: JEANMAR S. DE LOS REYES Area: English
Teaching Dates
and Time: January 13-17, 2025 Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCE 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
DURES 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.
A. Preliminaries Performing Routinary Performing Routinary Activities Performing Routinary Performing Routinary Activities Performing
Activities a. Prayer Activities a. Prayer Routinary Activities
a. Prayer b. Greetings a. Prayer b. Greetings a. Prayer
b. Greetings c. Checking of Attendance b. Greetings c. Checking of Attendance b. Greetings
c. Checking of d. Lesson Recap c. Checking of Attendance d. Lesson Recap c. Checking of
Attendance d. Lesson Recap Attendance
d. Lesson Recap d. Lesson Recap
B. Reviewing Review of the previous Read and answer the questions Review of the previous lesson Review of the previous lesson
Previous Lesson lesson below based on your initial
or Presenting the knowledge of the topic to be
New Lesson discussed.

C. Motivation Activity – What’s the Ask this question to the learners: The learners will read and The learners will choose the letter
Origin? carefully analyze the poem, of the correct answer from the
1. The teacher shall group When was the last time you read a “The Road Not taken”. choices given.
the class into 4 groups. Each story and went on an adventure,
group will be given jumbled learned something new, stimulated
cutouts of letters in which your imagination, and exercised
they have to make a word your creative and
out of it later. The word critical thinking?
they will be making must
correspond to the images
they are seeing at the
PowerPoint presentation.
They will create the correct
word that will tell us where
that specific thing came
from. For example, an egg
comes from a chicken. The
class will be given 5
minutes to complete the
Word
D. Activity Direction: Read each Activity 1: I Finally Found You! Directions: Read each question Directions: What is your favorite
statement carefully. Identify Directions: Search for the 10 and all the choices carefully movie? Try to recall the scene in
if it is correct or not. If it is literary devices and elements and then identify your favorite movie and answer
the best choice that completes the questions.
correct write the word analyzed in a short story based on
the statement
TRUE meanwhile if it is the formalist approach.
not, write the word FALSE.

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
V. PROCE
assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
DURES 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.
E. Analysis After doing the activity, How do you read as a formalist critic? Directions: Robert Frost Directions: Analyze the
the teacher shall ask the Work on Activity 2 and identify the created the extended structure and form of the
students these questions: characteristics of a formalist literary metaphor by using diction text and answer the
1. What strategy did you critic. Activity 2: I’m the One! (word choice). Go over the questions below. The
use to complete the Direction: Draw a happy face if the poem. Take a look at the following excerpt is taken
correct word? statement describes a formalist critic. diction. Use the graphic from The Turn of the
2. What have you Otherwise, draw a sad face organizer below and list Screw by Henry James, a
observed from the down words or phrases 19th-century horror novel.
activity? related to travel and road.
F. Abstraction Critiquing may help you Etymology: The word ‘formalism’ Formalism/Formalist “Structuralism” can be
to think logically and derived from the word ‘form’ or Approach refers to critical viewed as an extension of
create your own insight of structure. The ‘ism’ is a belief or an approaches that analyze, “Formalism” in that that
the story. We just approach of looking at things. interpret, or evaluate the both “Structuralism” and
do not do that every day Literary Criticism is the evaluation, inherent features of a text. “Formalism” devoted their
in our lives as a habit but analysis, description, or interpretation These features attention to matters of
it is also very useful and of literary works. Critique (verb) include not only grammar literary form (i.e. structure)
helpful educationally. means to critically evaluate, analyze and syntax but also literary rather than social or
In this lesson, you will or give careful judgment in which you devices such as historical content; and that
learn how to critique a give your opinion about a literary meter and figures of speech. both bodies of thought were
literary selection using work. Critique (noun) is a detailed The formalist approach intended to put the study of
the Structuralist/Formalist evaluation or analysis of a literary reduces the literature on a scientific,
literary approach. piece. Critic is a person who judges, importance of a text’s objective basis.
evaluates, or analyzes a literary piece. historical, biographical, and “Structuralism” relied
cultural context. initially on the ideas of the
Swiss linguist, Ferdinand
Literary Devices are tools de
used by writers to hint at Saussure. Like Plato,
larger themes, ideas, and Saussure regarded the
meaning in a story or piece signifier (words, marks,
of writing. symbols) as arbitrary and
unrelated to the concept,
the signified, to which it
referred.
“Formalism” is, as the
name implies, an
interpretive approach that
emphasizes literary form
and the study of literary
devices within the text. The
work
of the Formalists had a
general impact on later
developments in

“Structuralism”
and other theories of
narrative. “Formalism,”
like “Structuralism,” sought
to place he study of
literature on a scientific
basis through objective
analysis of the motifs,
devices, techniques, and
other “functions” that
comprise the literary work.
G. Valuing 1. Do you think this Activity 3: Wrap it up and reflect! As a student, do you think I have learned that in
Finding practical approach will help you in Direction: Share what you have you are fully ready and critiquing a literary
applications of critiquing different learned from the lesson. Complete equipped to write a critique selection I need to…
concepts and skills in selections? the following phrases. My journey using this
approach?
daily living through this lesson enabled me to
learn
F. Application I. Direction: Read the Checklist for Formalist Directions: Based on the Directions: Read the
Developing mastery The teacher will be using Criticism and use it as a guide in poem, answer the following excerpt “The Appearance
(Leads to Formative the same 4 groups in the critiquing a selection. A formalist questions. Write your of the Sorcerer” by Elias
Assessment 3 class. Each group will be critic analyzes answers on your pad paper. Canetti from The Tongue
given two signboards 1. Give the line in the poem Set Free. Then answer the
with a written sad and which tells that the word guide questions in
happy face on it. Students “diverged” means went in Independent Activities 1
will have to identify if different directions. and 2
the provided statement 2. Choose the lines which tell
describes a that the speaker wishes that
Structuralist/Formalist he or she did not
literary approach. If yes, have to make a choice
they will have to raise the between the roads.
signboard with a HAPPY 3. The speaker claims that he
face and the SAD face if or she has taken the road less
otherwise. traveled by.
Is the speaker telling the
truth? Support your answer
with evidence from the text.
4. What makes the poet
decide to take the less
traveled road? What does it
signify?
5. What does the image of
two diverging roads
symbolize?
School: SAMBOANG- NGILAY HIGH SCHOOL Grade Level: 10
GRADES 1 to 12
DAILY LESSON LOG Learning Engli
Teacher: JEANMAR S. DE LOS REYES Area: sh
Teaching Dates
and Time: January 13-17, 2025 Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

VI. PROCE 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
DURES 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.
H. Evaluation Read and answer the Activity 4: Read and Critique! Directions: Based on the poem, Read and answer the statements
Additional questions below answer the given task. Write your carefully. Write ✓ if the statement
activities for based on what you Directions: Read the story answers in is correct and X if not
application or have learned from Benguet and discover the your pad paper.
remediation from the lesson. origin of rice and small 1. Give the rhyming pattern of
Write the letter that streams. each stanza.
corresponds to your 2. Pick the lines in the poem that
answer. A. Directions: Write 5 use the following sounds:
words/phrases that appeal to a. alliteration
your senses (sight, smell, b. assonance
hearing, taste, touch) c. rhyme
3. Identify the lines which show
B. Directions: Use the table imagery in the poem.
below to analyze the selection 4. Enumerate the elements used
“The Origin of Rice and in this poem
Streams.” Use the guide
questions provided in
answering.

I. AGREEMENT Reminisce your Read and understand the Read the story and answer the Read the poem and answer the
Additional favorite movie. selection “The Story of an following activities using the following activities using the
activities for Share the title and Hour”. Analyze it using Structuralist Approach. Formalism Approach.
application or the excerpt of that Formalist Approach. Be guided
movie. Make your by the Checklist for Formalist
remediation
own critique of that Criticism (page 8) that you
story use the learned in this lesson. Use the
Structuralist/ graphic organizer provided on
Formalist literary page 16 or you may create
approach. Use the your own design for the
guide given below. presentation of your analysis
Put your answer on a
separate sheet

J. REMARKS

K. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation who
scored blow 80%
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
used/discover which I
wish to share with
other teachers?

Prepared by: Reviewed by: Checked by:

JEANMAR S. DE LOS REYES SWELO C. LAMATA MICHAEL A. ADAM
Teacher I Academic Head Principal I