FormalistStructuralis Approach

School: Signal Village National Grade Level: 10
High School
Teacher: Vila, Desiree Nicole T. Learning English
Area:
MY DAILY LESSON PLAN Teaching Dates and February 26, 2024 Quarter: 3rd Quarrter
Time:
DAY: Monday
TIME: 6:00 – 12:20 AM GRADE&SECTION: 10 – Makabayan, ROOM:

Makatao, Makabansa, Matatag,
Makakalikasan
I. OBJECTIVES
A. Content Standards: The learner demonstrates understanding of how world literature serves as
a way of expressing and resolving one's personal conflicts through using
strategies in linking, textual information, repairing or enhancing
communication, and crafting formal/informal word definitions; the ethics
and strategies of public speaking; and using of emphasis markers in
persuasive texts.
B. Performance The learner transfers learning by composing short persuasive texts using a
Standards:
variety of techniques/devices and words and expressions that emphasize a
point, particularly modals and reflexive and intensive pronouns.
C. Learning At the end of the lesson, the students are able to:
Competencies/Objectiv
es: Write the LC Code for a. define structuralism and formalism;
each. b. differentiate structuralism from formalist approach; and
c. interpret the nursery song using the structuralist approach.
a.
b.
c. dete
Most Essential Competencies (MELCS)

Different Approaches to Use in Writing a Critique
II. CONTENT
III. LEARNING Lists the materials to be used in different days. Varied sources of
RESOURCES materials sustain children’s interest in the lesson and in learning.
Ensure that there is a mix of concrete and manipulative materials as
well as paper-based materials. Hands-on learning promotes concept
development.
A. References
1. Teacher’s Guide English 10 Quarter 3 Module 4
Pages
2. Learner’s English 10 Quarter 3 Module 4
Materials
Pages
3. Textbook Pages
4. Additional Materials PowerPoint Presentation, laptop, projector
from
Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing Previous Teacher’s Activity Student’s Activity
Lesson or Presenting the - Prayer
New Lesson - Greetings
- Classroom management
- Quick Checking of Attendance
- Review
B. Establishing a Purpose Before we start our formal discussion lets have
for the Lesson
an activity first
The teacher will ask several questions related to the topic that she will
discuss later.
Task 1: Answer Me!
1. What is Literary Criticism?
2. What is Structuralist, or the root word of Structuralist?
3. What is Formalist, ow the root word of Formalist
C. Presenting
Examples/Instances of The teacher will present the meaning of formalism and
the Lesson structuralism, ask someone to read the meaning, and ask them
for their interpretation of what they read.
D. Discussing New
Concepts and Practicing
New Skills #1
E. Discussing New
Concepts and Practicing
New Skills #2
F. Developing Mastery
(Leads to Formative LET’S HAVE A DRILL!
Assessment 3)
The teacher will ask her students what their other interpretations of the
nursery song Jack and Jill are, and they can relate it to other themes.
G. Finding Practical The teacher will ask a question to her students

Applications of Concepts
and Skills in Daily Living
“How do you think learning these approaches will help you in your
critique essay?”
H. Making
Generalizations and
Abstractions about the
Lesson
I. Evaluating Learning
QUIZ TIME!
Choose the correct answer and write it in a separate sheet of paper.
1.This is a method of interpreting and analyzing a literary piece that
focuses on contrasting ideas and show how they relate to the whole
structure.
Structuralism or Formalism
2. It views literature as a unique form of human knowledge that needs
to be examined on its own terms.
Formalism or Element
3. It shows the beginning of the conflict, how the character faces the
conflict, and the effect of the character’s action toward the conflict or
how the conflict is solved.
Setting or Conflict
4. Refers to time and place the story takes place. This includes
weather condition and social condition.
Setting or Conflict
5. the evaluation, analysis, description or interpretation of literary
works.
Literary Criticism or Setting
_______6. This is an element of the story that refers to the people or

person who faces the conflict in the story.
________7. This is an element of the story that refers to place and
time the story happens.
________8. This is an element of the story that narrates the sequence
of the story.
________9. This is an element of the story that refers to the central
idea of the story.
________10. This is the struggle of the protagonist that he needs to
face. This gives the sense and highlight of the story.
J. Additional Activities
for Application or
Remediation
V. REMARKS
VI. REFLECTION
SUBMITTED BY: Desiree Nicole T. Vila
SUBMITTED TO: Mrs. Maria Imelda N. Nollora
NOTED BY:

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School: Signal Village National Grade Level: 10

TIME: 6:00 – 12:20 AM GRADE&SECTION: 10 – Makabayan, ROOM:

Most Essential Competencies (MELCS)

G. Finding Practical The teacher will ask a question to her students

_______6. This is an element of the story that refers to the people or

SUBMITTED BY: Desiree Nicole T. Vila

SUBMITTED TO: Mrs. Maria Imelda N. Nollora

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