-Based on Annex 2B.6 to DepEd Order No. 42, s.

2016
DAILY School Sogod National High School Grade Level & Quarter Grade 11 Quarter 1
LESSON Teacher Zesa A. Siona - Bulabos SHS Track Academic
LOG Inclusive Dates December 1, 2022 21st Century
Learning Area Literature from the
10:00 – 11: 00 AM
Scheduled Time Philippines and the
Grade 11 STEM 1
World

At the end of the lesson, students should be able to;

1. Define the concepts of critique paper and critical approaches to literature;
I. OBJECTIVES
2. Write a critique paper using appropriate critical approaches in literature; and
3. Value and appreciate the importance of writing critiques in literature.
A. Content Standard The learner will be able to understand and appreciate literary texts in various genres across national
literature and cultures.
B. Performance Standards The learner will be able to demonstrate understanding and appreciation of 21 st century literature of the
world through: critical paper that analyses literary text in relation to the context of the reader and the
writer or a critical paper that interprets literary texts using any of the critical approaches.
C. Learning Competencies / Writing a close analysis and critical interpretation of literary text, applying a reading approach, and doing
Objectives (Write the LC an adaptation of these, require from the learner the ability to identify: representative texts and authors from
Code) Asia, North America, Europe, Latin America, and Africa.
II. CONTENT Writing Critique Paper using Various Critical Approaches in Literature
LEARNING RESOURCES
A. References A Handbook of Critical Approaches to Literature by Wilfred Guerin (book)
1. Teacher’s Guide pages
2. Learners’ Materials
pages
3. Textbook pages
Most Essential Learning Competencies (MELC)
4. Additional Materials
Video
from Learning
Images
Resources Portals
Metastrips
B. Other Learning Resources Google & Pinterest for the images, Youtube for the videos, brainyquote.com for the quote
PROCEDURES
A. Revising previous lesson The teacher divides the class into two groups and conducts the game called Quiz for the Wiz. Each group
or presenting the new will be represented with 1 contestant. The teacher who is the quiz master will give 10 questions to the
lesson contestants. The first group to get the highest points after the 10 questions will win in the game. The game is
a review activity of the previous lessons. After the game the teacher will establish the connection of the
 activity to the new lesson.
The teacher shows a bunch of pictures and gathers responses from the students. The questions are;
1. What do these images imply?
2. What is the woman doing?
B. Establishing a purpose for
3. How are the lead questions and the emoticons related?
the lesson
Afterwards, a video is shown to the students and the teacher asks;
1. What are the speakers doing in the video?
2. What are they saying about?
The teacher shows through a PowerPoint presentation the game Daily Jumble where students identify the
C. Presenting examples/
jumbled word in a span of 30 seconds. After determining the jumbled word, the teacher asks;
instances of the new
1. What is your idea about the word critique?
lesson
2. What do you do when you critique a piece?
The teacher asks;
D. Discussing new concepts 1. What is critique paper?
and practicing new skills 2. Why is it importance for you to know how to write a critique paper?
#1 3. How is critiquing a part of the 21st century skill?
Then the teacher provides an in- depth discussion about the concept critique paper.
The teacher divides the class into three (3) groups and instructs the group to do the game called Match and
Learn in which students are given metastrips containing concepts about critical approaches in literature, its
E. Discussing concepts and
definitions, and supporting pictures that can aide them to understand better the concepts. They will be given
practicing new skills #2
3 minutes to match the metastrips. After successfully matching the strips, a group representative will explain
their learning about the assigned concepts.
The teacher lets the students recalls the Danish epic Beowulf and asks them the possible critical approaches
in literature which could be applied to the literary texts. Then the teacher asks;
F. Developing mastery 1. If writing a critique paper is academic in nature, what format is used in writing a critique paper?
(Leads to Formative 2. What should be included in the introduction, body, and conclusion?
Assessment 3) Then, the teacher lets the students perform the activity called Sort it Out! In this activity, the teacher
presents questions and let the students sort out these questions according to the parts of the critique paper.
They students do this as their board work.
Using the strategy rapid ideation and guided by the previous activity Sort it Out! , the students perform the
G. Finding practical
activity called Think it, Ink it, Writer’s Digest. In this activity, students will think rapidly of ideas which will
applications of concepts
answer the guide questions given that will eventually lead them to write the first draft of their critique paper
and skills in daily living
about the Danish epic Beowulf using the most suited critical approach in literature.
H. Making generalizations The teacher shows to the whole class the quote by Mark Brand.
and abstractions about Then the teacher asks these questions;
the lesson 1. What possible interpretations can we make out from the quote of Mark Brand?
2. What then is your own definition of critique paper?
3. How do you describe a critique paper?
 4. Why is it important as a student of literature to know how to write a critique paper?
The teacher conducts a short quiz to the students.

Direction: Identify the terms meant in the given definition.

_____________________1. Signifies gender issues are present in literary works and other aspects of life.
_____________________2. It considers the readers are not passive and distant, but are active consumers of
materials presented to them.
_____________________3. It reveals that the ultimate source of people’s experience is the economic system.
_____________________4. It claims that literary works contain intrinsic properties and treats each work as a
distinct work of art.
I. Evaluating learning
_____________________5. It argues that the social environment must be considered in analysing a text.
_____________________6. It suggests that facts about the author or his/her experience can help a reader decide
how to interpret a literary piece.
_____________________7. Concerns itself with the structure of narrative.
_____________________8. It focuses on aspects of everyday life in various cultures; using ideas of folklore, ritual,
celebrations, traditions.
_____________________9. It aims at uncovering the workings of the human mind especially that expression of the
unconscious.
_____________________10. It is the lens through which we understand a piece of writing.
J. Additional activities for
The teacher instructs the students to write the final draft of their critique paper about the Danish epic
application or
Beowulf using the most suited critical approach in literature.
remediation
III. REMARKS
IV. 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
worked well? Why did it 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 learners?

Observers:
DR. LEA P. CARAQUIL AURA O. AGUILAR
Head Teacher I School Principal II