School: Lamo Grade Level: 10

National
High School

GRADE Teacher: Abegail B. Learning Area: ENGLISH

DAILY LESSON LOG Ansen
(Daily Lesson Plan)
Teaching Dates Quarter: 3
and Time:

Grade and Section

I. OBJECTIVES
At the end of the lesson the students will be able to:
1. Define what is Formalist Approach in a literary criticism;
2. Reads a literary piece (poem);
3. Be attentive in class discussion and to the given activities; and
4. Critique a literary piece using Formalist approach.

A. Content Standards

B. Performance Standards

C. Learning Critique a literary selection based on Formalist/

Competencies/Objective Structuralist Approach
s (LC Code for each) (EN 10WC- lllg-14)
II. CONTENT Critique a Literary Selection based on Formalist Approach

III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide Page/s

2. Learner’s Materials Laptop, pictures and Power point presentation

Page/s
3. Textbook Page/s

4. Additional Materials Slide decks, TV monitor, cartolina, Marker, printed activities, card
(LR) board, chalk
B. Other Learning Resources https://www.youtube.com/watch?v=liK87I1yM3s
IV. LESSON PROPER Teacher’s Activity Student’s Activity
 Preliminaries
1. Opening Prayer

- Everybody stand and let us start

our day by giving thanks unto the
Lord.
- Anyone who will lead a prayer?
- Yes ma’am.
Classmates, let’s bow
our head and let us
pray.
- Thank you, Lord for
everyday of our lives,
thank you Lord for
being with us always.
Thank you, Lord for
your unending love.
This is we pray in
Jesus mighty name,
Amen.

2. Greetings
- Good morning
- Good morning everyone! ma’am!

- How are you today?

- We are very fine
ma’am.
- Oh, Good to hear that you are
fine.

- Who is absent today?

- Very good, perfect attendance!

- Before proceeding to our

discussion, again I want to show - Always raise your
you my rules. hand if you want to
speak or answer.
- Be attentive in our
class.
- You are not allowed
to use your
cellphones unless if it
is necessary.

A. Review of Previous 3. Recap

Lesson / Presentation of
the New Lesson
- Okay, now, let’s have a review
first on our past lesson. I have
here a crumpled paper form like a
cabbage and in every piece of that
 paper has a question on it. So, the
mechanics here is, I’m going to
play a music and then while the
music is playing, you’re going to
pass the cabbage to your side.
And then when the music stops
and you’re still holding the
cabbage, you’re going to detached
one paper and then answer the
question that has been given.
- Is it clear? - Yes ma’am.

- Alright let’s start. (music play)

- Pass the cabbage, Go! (students pass the cabbage.)

- Alright the cabbage stopped to

Mr. Kurt.

- Read the question and then - What is critique?

answer. - Ma’am critique is a
technique that aims to
study, discuss,
evaluate and
interprets literary
works.
-
- Very well said! Again, pass the
cabbage. (music continues)

- Okay, Miss Sham Nicholye, read - What are the two

the question then answer. reasons why we
critique a literary
work?
- Ma’am to know its
overall value and to
- Very good! determine its strengths
and weaknesses.
- Alright, let’s continue. Pass the
cabbage. (music continues)

- The cabbage stopped to Mr.

Benedict. Read the question and
- What are the parts of a
answer.
critique?
- Ma’am the parts of a
critique are
Introduction,
- Excellent! Summary, Analysis and
- Your answers are all correct. Conclusion.
- I’m glad that you really
understood our past lesson.
- And for that, let’s, clap for - (students do the clap)
ourselves. Let’s do the bird clap.
B. Establishment of a
Purpose for the Lesson OBJECTIVES:
At the end lesson, the students
will be able to:
1. Define what is Formalist
Approach in a literary criticism;
2. Reads a literary piece (poem);
3. Be attentive in class discussion
and to the given activities; and
4. Critique a literary piece using
Formalist approach.

C. Presentation of 4. Motivation
Examples / Instances of
the New Lesson - Before we start our discussion,
let’s have an activity first. This
activity is called “Fix me, I’m
shattered!”. So, in this activity, I
will be grouping you into four.
- You start counting. (Students will count)
- Now, proceed to your respective
groups.

- Are you ready? - Yes ma’am

- Alright let’s start.

- Take a look at the definition that

has been written on the board.

- Everyone, I want you to read the  It is the study,

definition. evaluation, analysis
and interpretation of
- Now, in every group, I will be literature.
giving a jumbled letters, and what
you’re going to do is to fix or
arrange the letters in order to form
the phrase that has been defined.

- The first group to be done

arranging the letters will be
considered as the winner.

- Do you understand?
- Yes ma’am.

- Then you may now start.

Directions:
Arrange the jumbled letters.

 YLETAIRR MICSRTISI
 - Shout UWU if you’re done. - (Group _ will be
shouting UwU.)
- Seems like Group _ are already
done.

- What’s the answer?

- Ma’am the answer is
Literary Criticism.
- Good job!
- Let’s give them Mommy Dionisia
clap. - (students do the clap)

- Now the word that we found is

very essential on our topic for
today.

D. Discussion of New 1. Presentation of the topic

Concepts and Practice
of New Skills (1)
- Now, based on this activity that
we did earlier, do you have any
idea what will be our topic for - Ma’am Literary
today? Anyone? Criticism.

- Well said.

- Alright, let’s say we will be

discussing or defining what is
literary criticism, but let’s try to
dig deeper about our topic
critiquing a literary selection.

- Is it clear class? - Yes ma’am.

- Are you excited?

- Very good.
- Yes ma’am.

2. LECTURE

- Alright, again let us define what

is literary criticism.

Literary selection Critique

 * Piece of written works like:
-poems
-short stories
-legends
-fables and others.

* Critique is a technique that

analyze, describe, evaluate,
study a topic.

LITERARY CRITICISM

*It is the study, evaluation, analysis and

interpretation of literature.

- There are various approaches or

styles in analyzing a literary piece.
It can be Formalist/structuralist,
Marxist, Historical, Feminism and
Moral approaches. Today, you are
going to learn one of them. Are
you excited?
- Yes ma’am

- For todays’ topic, we will be

discussing the
Formalist/Structuralist Approach.

 Formalism or Formalist
Approach

 Etymology:

*The word ‘formalism’ derived from the

word ‘form’ or structure. The ‘ism’ is a
belief or an approach of looking at things.

- So, what is Formalist approach?

  This approach analyzes the
structure or form of each
individual element of a story.
 It focuses only on the text itself
and does not take any outside
influence into consideration, it
simply disregards the works
cultural, historical or social
influence, authorship and content.

 This time, we will be focusing on

critiquing a poem. So, it is very
essential to learn the literary
elements and literary devices of a
poem.

*LITERARY ELEMENTS
1. Conflict
-Man vs. man
- Man vs. environment
- Man vs. Society

2. Theme
- Lesson
- Main idea

3. Point of view
- First person
- Second person
- Third person

4. Tone/mood
- Happy
- Sad

5. Style
- Narrative
-Dramatic
- Lyric

*LITERARY DEVICES

- Figures of Speech
1. Simile- “like” or “as”
2. Metaphor – compares two different
things without using like or as.
3. Personification
4. Hyperbole
5. Euphemism

*Language
 - Vivid
-Complex
- Interesting
*Vocabulary
- Complicated
- Simple

*Syntax or grammar
-organized
-unity

 It analyzes the work as a whole,

the form of each individual part of
the text from the individual scenes
and chapters, the conflicts, the
theme, the tone, the point of view,
the mood, the style and all other
literary elements and devices.

*It studies how the elements work

together to form unity and to give
meaning to a text.
* Questions to base.
a. How do literary elements conspire or
work together?
b. How does the conflict affect the
characters’ actions?
c. What do the objects, events, images or
actions symbolize?

E. Discussion of New - Now, for me to further assist your

Concepts and Practice knowledge about Formalist
of New Skills (2) Approach, we will be reading a
selection which is a poem entitled,
“Mother to Son”.
- You will be reading it by group.
- The first group will be the Stanza
1, the second group will be the
stanza 2, the third group will be
stanza 3 and the last group will
the stanza 4.

- Start reading.

MOTHER TO SON
BY LANGSTON HUGHES  Group 1

Well, son, I’ll tell

you:
Life for me ain’t been
no crystal stair.
It’s had tacks in it,
And splinters,
 And boards torn up,
And places with no
carpet on the floor—
Bare.

 Group 2

But all the time

I’se been a-climbin’
on,
And reachin’
landin’s,
And turnin’ corners,
And sometimes goin’
in the dark
Where there ain’t
been no light.

 Group 3

So boy, don’t you

turn back.
Don’t you set down
on the steps
’Cause you finds it’s
kinder hard.

 Group 4

Don’t you fall now—

For I’se still goin’,
honey,
I’se still climbin’,
And life for me ain’t
been no crystal stair.

F. Development of Mastery
- Now, for you to understand more
(Through Formative about our topic, let’s have an
Assessment) activity.

- This activity is True or false.

- Still, you will do it by group.

- So, I will each group a card board

and then you write your answer in
the card board after I read the
questions.

- Raise your answer if you are

done.

- The group gathered the higher

points will be the winner.
 - Do you understand class? - Yes ma’am
- Now, are you ready class? - Yes ma’am

 TRUE OR FALSE

1. Formalist approach analyzes the - Tre ma’am

structure of a selection.
2. It studies the author’s background. - False
3. It focuses only on the text itself
and does not take any outside - True
influence.
4. It does not study the literary - False
elements and literary devices.
5. In critiquing, we are also - True
analyzing.
6. It considers the history of the - False
selection.
7. In formalist approach, it allows - False
you to dig deeper to the history of
the poem.
8. The author’s information matters. - False
9. Literary is a piece of written - True
literary works.
10. Formalist approach is like
examining methodically the - True
constitution or structure of a
selection.

- Alright! Good job everyone. Your

answers are all correct!

- Let’s do the Good job clap! (students do the clap)

G. Finding Practical
Applications of Concepts - Now, class I wanted to ask you.
and Skills in Daily - Based on the selection that we
Living have just read, what have you
learned from it.
- Since our core values for this
month is “HOPE”, I want you to
reflect on that poem. If you were
in the situation, what will you do?

- Yes. Benedict?

- Ma’am, there is hope

for everything. Even
thought there are lot
or struggles and
challenges in life, but
don’t forget that God
always gives us hope
 - Very good Benedict. to continue and
- How about the others? What have overcome those
you learned upon reading the challenges in life.
poem?

Very good class. - Life is not always

- I’m glad that didn’t only learn for good, there are ups
our discussion but you also and downs but thank
learned a lesson that you can Go because he
apply in your daily living. always gives us hope.

- Everybody stands and let’s do the

Hope clap.

(students will do the clap)

H. Making Generalizations - Again, class what is a literary - Literary Criticism is
and Abstractions about criticism? the evaluation,
the Lesson analysis, description,
or interpretation of
- Very good. literary works.

- How about Formalist approach? - This approach

analyzes the structure
or form of each
individual element of
a story. It provides
readers with a way to
understand and enjoy
a work for its own
- Excellent! inherent value as a
literary art.

- Looks like you really understood

our topic for today.

- Any reaction or clarification?

- And for that let’s do the frog clap.

(students will do the frog clap)

I. Evaluating Learning
3. EVALUATION

- Now, for your additional activity,

you will still do this by group.
- Based on the poem that we have
 just read, you will be critiquing
the poem by using the Formalist
approach.
- I will give each group a task.

Group 1- Analyze the Literary elements

of the poem.
Group 2- Analyze the literary devices of
the poem.
Group 3- Analyze the language and the
vocabulary of the poem.
Group 4- Analyze the syntax or the
grammar of the poem.

- Answer it in a 1 whole sheet of

paper.
- Yes ma’am.
- Is it clear class?

- You may now start.

J. Additional Activities for
Application or 4. ASSIGNMENT
Remediation
- If you are not done yet with your
movie review that will serve as
your assignment.

- Is everything clear?
- Yes ma’am!
- Okay then good.

- So that would be all for today.

- Thank you for listening.

- Please arrange your chairs and

wait for your next teacher.

- Good bye class! - Good bye ma’am and

thank you!
V. REMARKS

VI. REFLECTION

Observe by:

Prepared by:
ABEGAIL B. ANSEN
Checked by:
MARYJANE MIRAN
Instructor