Republic of the Philippines

Department of Education
Region III
Division of Nueva Ecija
GENERAL LUNA NATIONAL HIGH SCHOOL
General Luna, Llanera, Nueva Ecija
S.Y. 2023-2024

A Daily Semi-Detailed Lesson Plan

in English 10

Date: February 26, 2024

Yr. & Section: Grade 10 (Mabini,
Bonifacio, and Rizal)
Time: 9: 50 am- 10:50 am and
3:00 pm-4:00 pm
I. Objectives
At the end of the examination, the students should be able to:
a. define what critique is;
b. identify the common elements of a narrative;
c. appreciate the importance of critiquing the text ; and
d. write important points about critique.
II. Subject Matter
Topic: Compose an Independent Critique
Reference: CO_Q3_English10_ Module pages 5-8
Materials: Projector/Smart TV, Laptop, PowerPoint Presentation
III. Procedures
A. Preliminary Activities
 Prayer
 Greetings
 Classroom Management
 Checking of Attendance
B. Motivation: Tell me something
The teacher will present five movie posters and the students will rate them from 1-5, five
as the highest and one as the lowest. Then, the students have to explain why they gave
that rate.
C. Lesson Proper
 Presenting and Discussing of New Concepts

A critique is an in-depth evaluation of a story, novel, film, or other

reading/viewing materials for the purpose of giving the public an insight into the
text. Although a critique shares the same root with the word “criticize,” it does not
mean that the write-up merely points out the faults or flaws in a story or film.
Instead, a critique seeks to shed light on the content of a “text” (the story, novel,
song, movie etc.) in order to help future readers or viewers understand better the
material that they are reading or viewing.
Parts of a critique or critical analysis
1. Introduction
 State the title of the work and the author’s name
 Outline main ideas and identify the author’s thesis
 State your own thesis statement and your main idea about
the work

2. Summary
 Summarize the text in your own words.

3. Analysis
 State what you like and do not like about the text
 Interpret and evaluate the text based on:
 How the text is organized
 The style
 How effective the message is
  Whether or not the author did justice to the message
 How the text appealed to its target audience

4. Conclusion
 Restate your thesis n new words
 Summarize your main ideas
 Include a call to action

Certain questions that the critic should ask. David Farland (2017):
 Setting: How well was the setting developed? Does it appeal to more
than one of the senses? Does it inform or connect to other aspects of
the story such as character development and narrative style?
 Characterization: How well-drawn are the characters in the story? Do
we know enough about them (life, attitudes, some type of history, etc.)
to make them interesting and relatable? Are there unnecessary
characters?
 Conflict and Plot: Is there a conflict in the story? Is the plot interesting,
original and well-developed? Are there unnecessary and confusing
subplots?
 Theme: How well does the story speak to the readers? Does it raise
questions about life, or provide profound insights?
 Style: How distinctive or unique is the writing style? Are there literary
devices or techniques used? Is it purposeful? Does the style remind
you of any other authors you have read?

Finally, here are some additional reminders that budding critics need to take note
of when writing a critique:
 Avoid introducing your ideas by stating “I think” or “In my opinion”
because this weakens the analysis.
 Always introduce the work. Do not assume that the readers know
what you are writing about and that you don’t need to mention some
details anymore.
 To be able to write a good critique and help readers understand the
story, you yourself should know well what you are writing about.

 Practice and Exercise Proper

Directions: Read the text and answer the questions that follow. Write your answers on a
separate sheet of paper.
 “The Duplicate War: A Review” by David Lowe Critique by Robert Keating

(1)The most valuable portion of any critique is “What I didn’t like and why.” (2)Unfortunately, there’s not much
wrong with The Duplicate War: A Review. (3)I will try to be as specific as possible with my praise so you’ll
know what you did right. (4)The vehicle of an opera review to tell your tale is an excellent one. (5)I have seen
this approach before and it is very effective as long as it keeps moving. (6)Your tale moved at a brisk (but not
rushed) pace. (7) “The photograph of his father in the wheelchair that had brought him back from Vietnam
could be dusted…” (8) The paragraph this line appears in is an excellent example of characterization by
setting; and the line I referenced is the wonderful little which completes the scene and sheds a little light on
who Scott is. (9) “The networks showed the tape over and over; he sat up drinking strong coffee and watched
Michael every hour until dawn.” (10)I think that amending this line to end “…and watched Michael die every
hour until dawn” will add impact and help justify Scott’s actions later. (11)This is an excellent story and should
see publication. (12)It is on par with what I see in the short science fiction markets.

____1. Under what genre is the critiqued material?

A. Fantasy B. Comedy C. Drama D. Science fiction
____2. What is the overall assessment of the critic about the material?
A. Positive B. Negative C. Ambivalent D. Not stated
____3. Which paragraphs clearly show the critic’s overall judgment?
A. 1 and 2 B. 2 and 3 C. 3 and 4 D. 1 and 5
____4. What story element was assessed in paragraph 2?
A. Plot B. Setting C. Characterization D. Theme
____5. What detail in a critic was sentence #10 an example of?
A. Summary B. Recommendation C. Evidence D. Evaluation
____6. What is evidently lacking in this critique if it intends to inform readers?
A. Summary B. Recommendation C. Evidence D. Evaluation
____7. Which of the following is one of the good points in the essay?
A. The critic gave positive evaluation of the material.
B. The critic showed knowledge about the context of the material.
C. Specific examples from the text itself were mentioned in the discussion.
D. All the things that the readers need to know about the text were mentioned.

8-10. Based on what you learned from the lesson, how can this critique be improved?
(Answer in no more than three meaningful sentences.)
_________________________________________________________________________
 _________________________________________________________________________
_________________________________________________________________________

 Generalization
The teacher will ask the students a questions based on their understanding of the
lesson.
1. What is independent critique?
2. Identify the common elements of narrative text?
3. How is it important to critique a text?

IV. Evaluation
Directions: Complete the acrostics of the word “CRITIQUE” by writing important points you have learned
about the topic. Write in complete sentences for each letter. The first and the last have been given as
examples, but you may change them if you wish to.
C -----Critiques are informative and objective evaluation of a work

-----Evaluations are coupled with examples from the material itself

E

V. Assignment
Directions: Make an advance reading about the story of “The Two Brothers”

Prepared by: Checked by: Noted by:

MHICO DC. JAVIER NORLEE FAYE C. ARCANGEL ANTONIO G.REYES
Practice Teacher Cooperating Teacher School Principal III
 Republic of the Philippines
Department of Education
Region III
Division of Nueva Ecija
GENERAL LUNA NATIONAL HIGH SCHOOL
General Luna, Llanera, Nueva Ecija
S.Y. 2023-2024

A Daily Semi-Detailed Lesson Plan

in English 10

Date: February 27, 2024

Yr. & Section: Grade 10 (Mabini,
Bonifacio, and Rizal)
Time: 9: 50 am- 10:50 am and
3:00 pm-4:00 pm
I. Objectives
At the end of the examination, the students should be able to:
a. comprehend the story “The Two Brothers”;
b. appreciate the lesson or moral of the story ; and
c. write an in-depth evaluation of a story in the form of a critique.
II. Subject Matter
Topic: Compose an Independent Critique
Sub-topic: Compose an Independent Critique of a Chosen Selection: The Two Brothers
Reference: CO_Q3_English10_ Module page 9-11
Materials: Projector/Smart TV, Laptop, PowerPoint Presentation
III. Procedures
A. Preliminary Activities
 Prayer
 Greetings
 Classroom Management
 Checking of Attendance
B. Motivation:
The teacher will ask the students to give the title of their favorite book and ask them why
they like it.
Questions:
 1. What is the title of your favorite book?
2. Why did you like that book?

C. Lesson Proper
 Presenting and Discussing of New Concepts
The Two Brothers
Leo Tolstoy
Two brothers set out on a journey together. At noon they lay out on a forest to rest. When they
woke up they say a stone lying next to them. There was something written on the stone, and they
tried to make out what it was.
“Whoever finds this stone, let him go straight to the forest at sunrise. In the forest, a river will
appear; let him swim across the river to the other side. There he will see a she-bear and her cubs.
Let him take the cubs from her and run up the mountain with them, without looking back. On the
top of the mountain, he will see a house, and in that house he will find happiness.”
When they had read what was written on the stone, the younger brother said: “Let us go together.
We can swim across the river, carry off the bear cubs, take them to the house on the mountain,
and together they find happiness.”
“I am not going into the forest after bear cubs,” said the elder brother, “and I advise you not to go.
In the first place, no one can know whether what is written on this stone is the truth —perhaps it
was written in jest.... In the second place, even if what is written here is the truth — suppose we go
into the forest and night comes, and we cannot find the river. We shall be lost. And if we do find the
river, how are we going to swim across it? In the third place, even if we swim across the river, do
you think it is an easy thing to take her cubs away from a she-bear? She will seize us, and instead
of finding happiness, we shall perish and all for nothing. And, most of all, the stone does not tell us
what kind of happiness we should find in that house. It may be that the happiness awaiting us
there is not at all the sort of happiness we would want.”
The younger brother replied, “In my opinion, you are wrong. What is written on the stone could not
have been put there without reason. And it is all perfectly clear. In the first place, no harm will
come to us if we try. In the second place, if we do not go, someone else will read the inscription on
the stone and find happiness, and we shall have lost it all. In the third place, if you do not make an
effort and try hard, nothing in the world will succeed. In the fourth place, I should not want it
thought that I was afraid of anything.”
And so, the younger brother followed all the instructions on the stone. When he reached the top of
the mountain the people came out to take him to the city, where they made him their king. He ruled
for five years, but in the sixth year, another king waged war against him. The city was conquered,
and he was driven out.
Again, the younger brother became a wandered, and he arrived one day at the house of the elder
brother. The brother was living in a village and had grown neither rich nor poor. The two brothers
rejoiced at seeing each other, and at once began telling of all that happened to them.
“You see,” said the elder brother, “I was right. Here I have lived quietly and well, whole you,
though you may have been a king, have seen a great deal of trouble.”
“I do not regret having gone into the forest and up the mountain,” replied the younger brother. “I
may have nothing now, but I shall always have something to remember, while you have no
memories at all.”

.
  Practice and Exercise Proper
Directions: Based on the story of “The Two Brothers” by Leo Tolstoy, evaluate and critique
it by answering the following questions bellow.

Guide Questions Answers

1. Is the main character relatable to you? (Cite
some qualities that make you similar or
different.)
2. Is the setting effective or useful in making
you visualize the scenes? (Cite some lines that
appeal to your senses.)
3. Is the plot interesting? (Cite aspects of the
story that make it good or dull.)
4. Is the conflict clear and realistic? (Indicate if
it is something that people are likely to
experience in life.)
5. Is the theme relevant to human
experiences? (Besides an explanation, write
the theme you inferred from the story.

 Generalization
The teacher will ask the students a questions based on their understanding of the
lesson.
1. What is story all about?
2. What is the moral or lesson of the story?

IV. Evaluation
Directions: Choose the letter of the best answer and write it on a separate sheet of paper.

1. Which of these terms is often used interchangeably with the word “critique”?
A. Summary B. Synopsis C. Review D. Report
2. Which statement is not true about a critique?
A. It is a purely opinionated piece of writing about a story, novel, film, etc.
B. It is usually done by experts or people with considerable knowledge about the work.
C. It does not place emphasis on giving recommendations to possible readers or viewers.
D. It is an in-depth evaluation or assessment of a piece of work such as a short story or film.
 3. Which of these story elements is not tackled in a critique?
A. Characterization B. Conflict C. Plot D. None of the above
4. Which of these is not an appropriate subject for critical analysis?
A. Films B. Novels C. Speeches D. Short Stories
5. What information or details is usually included in a critique’s introduction?
A. structure of the plot
B. authenticity of the conflict
C. significance of the dialogues
D. background or summary of the text
6. Which of these questions should be asked when analyzing the characters in a narrative?
A. How are the characters developed and what makes them interesting and relatable?
B. Are there equal number of male and female characters?
C. Who among the characters is likeable and who is not?
D. Why is the protagonist not a superhero material?

For numbers 7-10, identify the correct order of these steps in writing a critique by assigning the
numbers 1 to 4.
_____ 7. Give recommendations as needed.
_____ 8. Give a short summary of the story.
_____ 9. Give an overall evaluation of the story.
_____ 10. State your analysis of the setting, characterization, plot, etc.

V. Assignment
Directions: Have an advance reading on the next topic

Prepared by: Checked by: Noted by:

MHICO DC. JAVIER NORLEE FAYE C. ARCANGEL ANTONIO G.REYES
Practice Teacher Cooperating Teacher School Principal III
 Republic of the Philippines
Department of Education
Region III
Division of Nueva Ecija
GENERAL LUNA NATIONAL HIGH SCHOOL
General Luna, Llanera, Nueva Ecija
S.Y. 2023-2024

A Daily Semi-Detailed Lesson Plan

in English 10

Date: February 29, 2024

Yr. & Section: Grade 10 (Mabini,
Bonifacio, and Rizal)
Time: 9: 50 am- 10:50 am and
3:00 pm-4:00 pm
I. Objectives
At the end of the examination, the students should be able to:
a. define formalist approach;
b. understand the importance of knowing the feminism approach; and
c. critique a selection using the feminist approach.
II. Subject Matter
Topic: Critiquing a Literary Selection: Feminist Approach
Reference: https://www.slideshare.net/saqibjajua/types-of-feminism
Materials: Projector/Smart TV, Laptop, PowerPoint Presentation
III. Procedures
A. Preliminary Activities
 Prayer
 Greetings
 Classroom Management
 Checking of Attendance
B. Motivation: Make a conclusion
The teacher will show a different pictures of women and the students will compare those
images.
 Question:
 After comparing all the photos, what have you observe about women?

C. Lesson Proper
 Presenting and Discussing of New Concepts

Feminism or Feminist Approach

- Focuses on female representation in literature, paying
attention to female point of view, concerns, and value.
- Is a range of political movements, ideologies, and social
movements that share a common goal which is to define and
advance political, economic, personal, and social rights for
women.
- This includes seeking to establish equal opportunities for
women in education and employment

FOUR BASIC PRINCIPLES IN FEMINISM

 Working to increase equality
 Expanding human choice
 Eliminating gender stratification
 Ending sexual violence and promoting sexual freedom
 TYPES OF FEMINISM
There are four basic forms of feminism:

1. Liberal Feminism- is an individualistic form of feminist theory, which

focuses on women's ability to maintain their equality through their own
actions and choices. Liberal feminism is simply women and men being
treated as equals
2. Social Feminism- is a movement that calls for an end to capitalism
through a socialistic reformation of our economy. Basically, socialist
feminism argues that. capitalism strengthens and supports the sexist
status quo because men are the ones who currently have power and
money.
3. Radical Feminism- is a movement that believes sexism is so deeply
rooted in society that the only cure is to eliminate the concept of gender
completely
4. Cultural Feminism- is a movement that points out how modern society
is hurt by encouraging masculine behaviour, but society would benefit
by encouraging feminine behaviour instead. Cultural feminism believes
in encouraging feminine behaviour rather than masculine behaviour.

Sample of Feminist Analysis

Phenomenal Woman by Maya Angelou
"It's in the click of my heels,
The bend of my hair,
The palm of my hand,
The need for my care.
'Cause I'm a woman
Phenomenally.
Phenomenal woman,
That's me.
This poem celebrates the beauty and confidence of women.
Through her words, Angelou challenges conventional beauty standards and
reminds women of their inherent worth.

 Practice and Exercise Proper

Directions: Read the story “Dead Stars” by Paz Marquez Benitez and answer the following
questions below.
“Dead Stars” by Paz Marquez Benitez
The short story "Dead Stars" revolves around a man, Alfredo Salazar, and his affairs.
Alfredo Salazar believes in true love and optimism to discover ecstasy in its stir. Esperanza
 is the first woman he falls in love with. The families of both of them are acquainted with
each other and hence they start a loving relationship. Both get engaged after three years of
their relationship. Alfredo is a lawyer who has strong desires and wants warmth and
compassion, however, Esperanza is an impassionate woman having strong will and
principles. Alfredo's love for her soon fades away when he meets Julia, Julia, now,
becomes a new object of his desire. Julia Salas is sister-in-law of the Judge, who is a friend
of Alfredo's father. Julia is an optimistic and enthusiastic person having her own dreams
and desires. When Alfredo comes across her, he is strongly attracted to her. On his visit to
her with his father, he engages himself in conversation with her and is attracted to her
charm. Even he is so passionate that he doesn't disclose his engagement to Esperanza.

So as to avoid the discovery of his fiancée, he keeps secrets from Esperanza too. His eyes
are doomed when he learns about Julia's return to his native town. With the fear of losing
her, Alfredo decides to declare his true feelings for Julia. When the Church's function ends,
Alfredo goes to meet her, though his fiancé is waiting for him. When he reaches there, he
learns that Julia has already known about his engagement to Esperanza. She wishes him
for his marriage and leaves him. On his return home, he gets a double blow. He finds
Esperanza talking to her friend about loyalty and faithfulness. Alfredo senses a desire to
communicate. He supports the reason for craving and choice over dishonesty. Esperanza
soon confesses that she knew about his affair with Julia. In pursuit of his lust and heart's
content, she encourages him to cancel the wedding. However, the wedding goes ahead as
scheduled and Alfredo surrenders to reason.

Near Julla's native town, Alfredo, after eight years, is sent to some work duty. On his visit,
he feels nostalgic and cannot resist his lust for Julia and soon finds an excuse to meet her.
Julia is still single that forces Alfredo to dream about starting a new life with her, however,
he soon realizes that everything is not the same as it were before. Moreover, Julia has also
changed lost something.
.
1. Is the author male or female?
2. Is the text narrated by male or female?
3. What types of roles do women have in the story?
4. What are the attitudes toward women held by the main character?
5. Do any stereotypical characterization of women appear?

 Generalization
The teacher will ask the students a questions based on their understanding of the
lesson.
1. What is feminist approach?
2. Identify the basic principles and four types of feminism?
3. How is it important to know feminism approach in critiquing literary text?
IV. Evaluation
Directions: Read and answer the questions below based on what you have learned from this
lesson. Write the letter that corresponds to your answer. Use a separate sheet of paper for your answers.
1. Focuses on female representation in literature, paying attention to female point of view,
concerns, and value?
A. Moralist Approach B. Formalist Approach C. Feminist Approach
2. It is a movement that calls for an end to capitalism through a socialistic reformation of our
economy?
A. Liberal Feminism B. Social Feminism C. Radical Feminism
3. It is a movement that points out how modern society is hurt by encouraging masculine
behaviour, but society would benefit by encouraging feminine behaviour instead?
A. Cultural Feminism B. Social Feminism C. Radical Feminism
4. It is an individualistic form of feminist theory, which focuses on women's ability to maintain their
equality through their own actions and choices?
A. Liberal Feminism B. Social Feminism C. Radical Feminism
5. It is a movement that believes sexism is so deeply rooted in society that the only cure is to
eliminate the concept of gender completely?
A. Cultural Feminism B. Social Feminism C. Radical Feminism
6. Is a range of political movements, ideologies, and social movements that share a common goal
which is to define and advance political, economic, personal, and social rights for women?
A. Moralist Approach B. Formalist Approach C. Feminist Approach
7-10. Enumerate the 4 basic principles in feminism
V. Assignment
Directions: Have an advance reading on the next topic

Prepared by: Checked by: Noted by:

MHICO DC. JAVIER NORLEE FAYE C. ARCANGEL ANTONIO G.REYES
Practice Teacher Cooperating Teacher School Principal III
 Republic of the Philippines
Department of Education
Region III
Division of Nueva Ecija
GENERAL LUNA NATIONAL HIGH SCHOOL
General Luna, Llanera, Nueva Ecija
S.Y. 2023-2024

A Daily Semi-Detailed Lesson Plan

in English 10

Date: February 28, 2024

Yr. & Section: Grade 10 (Mabini,
Bonifacio, and Rizal)
Time: 9: 50 am- 10:50 am and
3:00 pm-4:00 pm
I. Objectives
At the end of the examination, the students should be able to:
a. define formalist approach;
b. show appreciation of the value of critiquing a literary piece; and
c. critique a selection using the formalist approach.
II. Subject Matter
Topic: Critiquing a Literary Selection: Feminist Approach
Reference: CO_Q3_English10_ Module 4 pages 6-7
Materials: Projector/Smart TV, Laptop, PowerPoint Presentation
III. Procedures
A. Preliminary Activities
 Prayer
 Greetings
 Classroom Management
 Checking of Attendance
B. Motivation: Word Puzzle
Directions: Search for the 10 literary devices and elements analyzed in a short story
based on the formalist approach. Write them on your answer sheet. Clue: The words were formed
horizontally, vertically, and diagonally.
 Answer: tone, point of view, theme, metaphor, characters, imagery, irony, plot,
setting, and symbol

C. Lesson Proper
 Presenting and Discussing of New Concepts

Formalism or Formalist Approach

 It discovers the true meaning of a work by giving attention to the form
or structure, elements and literary devices operating in it.

 It does not concern the historical events outside of the story, social,
cultural, religious nor political ideas.

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

 It analyzes the work as a whole, the form of each individual part of the
text from the individual scenes and chapters, the characters, the
settings, the tone, the point of view, the theme, and all other literary
elements and devices such as imagery .

1. Character- It is a person, animal, being , creature or anything

personified in a story.

2. Setting-It is not only the place and time a story takes place but
also includes the atmosphere.
 3. Tone- It is the overall emotion conveyed by both the choices
of words, theme, sensory images, symbolism and the narrator
of the story such as suspenseful, affectionate, happy or sad.

4. Point of View- It answers the question “Who is telling the

story?”

1. First person- It uses either of the two pronouns “I” or “We”.

The narrator is a participant in the story relating his or her own
experiences directly or an observer.

2. Second person- The story is told to “You”.

3. Third person- It uses pronouns “They”, “She”, “He”, “It” or a

name. The narrator may be omniscient (all- knowing) or has
a full access to the thoughts and experiences of all characters
in the story or may be a limited omniscient who usually cannot
see into minds or know the future, etc.

5. Theme- It is the author’s message to the readers.

6. Imagery-It consists of descriptive language to create images

in the mind of the readers through their senses

 Practice and Exercise Proper

Directions: Read the story from Benguet and answer the following questions below.

The Origin of Rice and Streams (Ibaloy Tale)

Once upon a time, there were two blind women. They were kindhearted, but they were very
poor. In order to eat, they had to beg from their neighbors and sometimes they were driven
away or given nothing. Nevertheless, they did not complain but went on living each day as
best as they could. Once when they had no food for some time, they decided to walk to the
next village to try their luck there. They walked slowly, feeling footholds among the hilly paths.
When they had walked some distance, they bumped into a large rock. The impact sent their
bodies reeling. Dazed, they held on to each other and tried to get back on their feet. But they
had gone too long without food, and now they could not even stand. The rock opened
magically, and out of its granite depths a young woman emerged. She took the two blind
women by the hand and let them inside. An old woman seated them at a stone table and
gave them food to eat. “Now tell what you need,” said the old woman to them when they had
finished their meal. One of the blind women said, “I am always hungry. I need food, but I am
too blind and I cannot work for a living in the fields.” The other replied, “I am always thirsty.
I always need something to drink, but I, too, am blind and I cannot find my way even to the
 smallest spring.” The old woman gave the first woman a sack of rice that would never be
empty. To the other she gave a bottle of water that would never be drained dry. They both
thanked the old woman profusely and they felt their way back home. They lived together
happily, never wanting any more than what they already had. After some time, though, they
told each other that it was not right to keep to themselves the good fortune that they had been
given. So, the one who owned the magic sack of rice took a handful of grain and sowed it;
when the grain was harvested she gave it to the people in the village. The one who owned
the magic bottle poured some of the water out onto the land where it changed into many small
brooks and streams. On their banks flowers soon grew, and to the streams people came to
fetch water for their various needs.
Elements Descriptions
1. Characters: Who are the
characters in the story?
2. Setting: Where did the story
happen? Describe the environment/
atmosphere.
3. Conflict: What is the main
problem in the story?
4. Plot: How did the story begin?
What happened in the story? How
did it end?
5. Tone: What was the author’s
attitude towards the subject?

6. Point of view: Who is telling or

narrating the story?

7. Theme: What lesson does the

author want me to learn from the
story?

 Generalization
The teacher will ask the students a questions based on their understanding of the
lesson.
1. What is formalist approach?
2. Identify the elements and devices used in analyzing a literary piece?
3. What is the importance of formalist approach in critiquing a literary piece?
IV. Evaluation
Directions: Read and answer the questions below based on what you have learned from this
lesson. Write the letter that corresponds to your answer. Use a separate sheet of paper for your answers.
1. What literary criticism approach analyzes the structure or form of each individual part of a story
and it focuses only on the text itself?
A. Moralist Approach B. Formalist Approach C. Marxist Approach
2. Which of the following refers to the evaluation, analysis, description, or interpretation of literary
works?
A. Literary approach B. Literary device C. Literary criticism
3. Which of the following is TRUE about formalism?
A. It is concerned with the historical events outside of the story, cultural, and religious beliefs.
B. It uses quick reading to get the main idea of the text and compare it with other related
works.
C. It analyzes the work as a whole, the form of each individual part of the text from the
individual scenes and chapters, elements, and literary devices.
4. Which of these features of a text would a formalist critic be most interested in?
A. Structure B. Author C. Reader
5. What is the most exciting part of a story?
A. Exposition B. Climax C. Resolution
6. What element in a literary work is described as the series of related events?
A. Theme B. Plot C. Rising Action
7. Which of the following is the central or main character in a story?
A. Antagonist B. Confidant C. Protagonist
8. What do you call the opposition of forces which is essential to the plot?
A. Climax B. Conflict C. Exposition
9. Which among the elements of a short story refers to the perspective of the character or
narrator telling the story?
A. Symbolism B. Theme C. Point of view
10. How to analyze a text using formalist approach?
A. Examine a text including the biographical information about the author and the effect on the
reader.
B. Scrutinize the point of view, structure, social and political ideas.
C. Analyze how the elements work together to give meaning to the text.

V. Assignment
Directions: Have an advance reading on the next topic

Prepared by: Checked by: Noted by:

MHICO DC. JAVIER NORLEE FAYE C. ARCANGEL ANTONIO G.REYES
Practice Teacher Cooperating Teacher School Principal III

Republic of the Philippines

Department of Education
Region III
Division of Nueva Ecija
GENERAL LUNA NATIONAL HIGH SCHOOL
General Luna, Llanera, Nueva Ecija
S.Y. 2023-2024

A Daily Semi-Detailed Lesson Plan

in English 10

Date: February 28, 2024

Yr. & Section: Grade 10 (Mabini,
Bonifacio, and Rizal)
Time: 9: 50 am- 10:50 am and
3:00 pm-4:00 pm
I. Objectives
At the end of the examination, the students should be able to:
a. answer the test questions legibly; and
b. show integrity answering the questions; and
c. distinguish the most plausible answers..
II. Subject Matter
Topic: Pre-Test in Critique and Formalist Approach 10
Reference: Grade 10 Alternative Delivery Mode Quarter 3 Modules
Materials: Projector/Smart TV, Laptop, PowerPoint Presentation
III. Procedures
A. Preliminary Activities
 Prayer
 Greetings
 Classroom Management
 Checking of Attendance
 B. Motivation: Line Reflection
“Honesty is the best policy” – Make the learners reflect on the given line before
administering the pre-test

C. Lesson Proper

Pre-Test: The teacher will give the general instructions for taking the test including the
directions, rules and duration to accomplish the test.

IV. Evaluation
The Pre-Test is in Multiple Choice, identification, enumeration and true or false type with
50 items which the students must answer legibly and finish answering within the time
duration.

V. Assignment
Directions: Have an advance reading on the next topic

Prepared by: Checked by: Noted by:

MHICO DC. JAVIER NORLEE FAYE C. ARCANGEL ANTONIO G.REYES
Practice Teacher Cooperating Teacher School Principal III