School: SUAL NATIONAL HIGH SCHOOL Grade Level: 10

DAILY LESSON LOG Teacher: RICHELLE FAYE V. RAMOS Learning Area: ENGLISH
Teaching Date: March 20, 2023 Quarter: 3

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
I. 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.

10- MARANGAL (6:00-7:00 am)

Section and Time 10- Magalang (12:15- 1:15 pm)
10- Matulungin (1:15- 2:15 pm)

A. Content Standards: The learner demonstrates understanding of how world literature and other
text types serve as sources of wisdom 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.
B. Performance Standards: The learner skillfully delivers a speech for a special occasion through
utilizing effective verbal and non-verbal strategies and ICT resources.

C. Learning EN10RC-IIIb-22.2: Critique a literary selection based on underlying or

Competencies/Objectives: overarching issue concerning human experience (moralist)
Write the LC Code for each  Define moralist approach;
 relate significant lessons from a selection to real-life experience; and
 Critique a selection using 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

Moralist Approach

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 concrete
III. LEARNING RESOURCES
and manipulative materials as well as paper-based materials. Hands-on learning
promotes concept development.

A. References
1. Teacher’s Guide Pages -------------------------------
2. Learner’s Materials -------------------------------
Pages
3. Textbook Pages -------------------------------
4. Additional Materials -------------------------------
from Learning Resource
(LR) portal
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B. Other Learning Resource Self-Learning Module, PowerPoint Presentation

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
IV. PROCEDURES 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.
A. Reviewing Previous Let the students arrange the jumbled letter to form the word being defined.
Lesson or Presenting the 1. ORAITSML – MORALIST - one concerned with regulating
New Lesson the morals of others
2. MRLTIAOY – MORALITY - conformity to ideals of right human
conduct
3. CCIIIMSRT – CRITICISM - the art of evaluating or analyzing works
of art or literature.
4. RRAYIETL- LITERARY - concerning the writing, study, or content of
literature, especially of the kind valued for quality of form.

B. Establishing a Purpose for Introduce and explain the objectives of the lesson.
the Lesson
 Define moralist approach;
 relate significant lessons from a selection to real-life experience;
and
 Critique a selection using moralist approach.

C. Presenting
Examples/Instances of the 1. Moralist Criticism is a type of literary critique that judges the value
Lesson of the literature based on its moral lessons or ethical teachings. In
simpler terms, it determines the worth of literature by seeing if it
encourages good out of the reader. For moral criticism, it evaluates
the maturity, sincerity, honesty, sensitivity, and courage of literature.

Moralist Approach – used to determine whether a work conveys a lesson

or message and whether it can help readers lead better lives and improve
their understanding of the world.

What is the basis of the morality?

 To establish principles of the GOOD and those of right behavior.
Ethics deals with the basic principles that serve as the basis for
moral rules. That is, a person is immoral if that person breaks the
moral rules.
How do you evaluate or interpret a literary selection?
 Judge the value of literature based on its moral lessons or ethical
teachings.
 Evaluate the literary selection according to its purpose- is it mainly
telling a story? Or more importantly, is it teaching morality?
Questions/Points to Consider:
 If the author seeks corruption or negative influence.
 The moral and ethical teachings the author presents.
 How does the text play out ethical principles?
 Is a practical, moral, or philosophical idea being
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 presented?

2.

3. Read and discuss The Story of an Hour by Kate Chopin

D. Discussing New Concepts Activity No. 1 Identify the figure of speech used in each sentence. Choose the
and Practicing New Skills #1 answer from the choices below.

Simile Metaphor Personification

Hyperbole Onomatopoeia

__________1. She did not hear the story as many women have heard the same,
with a paralyzed inability to accept its significance.
__________2. When the storm of grief had spent itself she went away to her
room alone.
__________3. The delicious breath of rain was in the air.
__________4. There was a feverish triumph in her eyes, and she carried herself
unwittingly like a goddess of Victory.
__________5. She sat with her head thrown back upon the cushion of the chair,
quite motionless, except when a sob came up into her throat and shook her, as a
child who has cried itself to sleep.

E. Discussing New Concepts Activity No. 2 Arrange the order of events that took place in the story by numbers
and Practicing New Skills #2 (1-5).
_________1. While alone, she does some hard thinking and decides that she's
kind of glad her husband died, because she's so scared and excited about getting
to be an independent individual again.
_________2. Mrs. Mallard dies.
_________3. As soon as she's come to terms with this new feeling of freedom,
she leaves the room, only to see her husband and receive the shock she was
protected from at the beginning.
_________4. Mrs. Mallard has a bad heart but survives learning the news of her
husband's death.
_________5. She cries a lot and wants to be by herself in a locked room.

F. Developing Mastery
(Leads to Formative ------
Assessment 3)
G. Finding Practical Let the learners recall the time when you had to make a difficult decision
Applications of Concepts and answer the question below.
and Skills in Daily Living  Do you think you made the right choice? Was the outcome
favorable or not?
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 H. Making Generalizations Let the learners summarize the lesson through answering the following
and Abstractions about the question:
Lesson  What is moralist approach?
 What did you realize through the lesson?
I. Evaluating Learning Group the students and complete the CRITIQUE MAP of the Story of an
Hour by answering the given questions in each part of the map.

STORY’S GENRE Is the story about fantasy, adventure, science fiction,

romance or literary? Why do you think so?

AUTHOR’S PURPOSE What is the purpose of the author in writing the

story?

LITERARY DEVICES Give at least two (2) literary devices or figures of

speech used in the story. Why do you think the writer used these literary
devices?

REACTION RESPONSE What is your reaction as you read the story? Did
you like the story? How was it? Were you able to appreciate the moral of
the story?

STORY ENDING How do you find the ending of the story? Was it
moralistic? Why did you say so?

J. Additional Activities for

Application or Remediation

V. REMARKS

VI. 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
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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?

Checked by:
MICHAEL V. SANTOS
Teacher III

SHEILA MARIE R. BIASON

Head Teacher III – English
Noted:

CARINA C. UNTALASCO, PhD

Principal IV