PRIETO DIAZ NATIONAL HIGH

GRADES 1 to 12 School: SCHOOL Grade Level: 10

DAILY LESSON LOG Learning
Teacher: REYZIE D. OZAETA Area: English
Teaching
Date/Time: Quarter: 3

I. OBJECTIVES

A. Content Standards: The learner demonstrates understanding on multimodal to asserts them

with knowledge of the subject or field of the text and textual knowledge of
how to best convey meaning through the text.

B. Performance Standards: The learner needs to develop increasing control over the different
semiotic contributions of each of the modes deployed, and at the same
time, attend to creatively combining modes into a meaningful whole.
C. Learning MELC: Critiquing a Literary Selection: Formalist/ Structuralist
Competencies/Objectives: Approach
1. explain the principles of formalist criticism
2. critique a selection using the formalist approach

II. CONTENT Topic: Literary Criticism – Formalist Approach

III. LEARNING RESOURCES

A. References English 10, Quarter 3
B. Other Learning Resources Google.com, studocu.com

IV. PROCEDURES
A. Reviewing Previous Review of the lessons learned the other day.
Lesson or Presenting the
New Lesson
B. Establishing a Purpose for “ Picture a Word”
the Lesson Ask the students to guess the hidden word through pictures as clues.
1. + + =

2. + + ING =

3. + =
 4. + RY =

5. + + =

C. Presenting Unlocking of Difficulties: Match the following definition to the words inside the
Examples/Instances of the word pool.
Lesson
Formalism Literary Criticism Critique(verb)
Critique(noun) Critic

1. A person who judges, evaluates, or analyzes a literary piece.

2. Derived from the word ‘form’ or structure, the ‘ism’ is a belief or an
approach of looking at things.
3. The evaluation, analysis, description, or interpretation of literary works.
4. To critically evaluate, analyze or give careful judgment in which you give
your opinion about a literary work.
5. A detailed evaluation or analysis of a literary piece.

D. Discussing New Concepts Structure/Form

and Practicing New Skills - It scrutinizes the plot (chronological sequence)
#1 and the conflict in a story

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

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

personified in a story.
Setting- it is not only the place and time a story takes place but also
includes the atmosphere.
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.
Point of View - It answers the question "Who is telling the story?"
Types:
1. Fist 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 of 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.
Theme - It consists of descriptive language to create images in the mind
of the readers through their senses.
E. Discussing New Concepts Critiquing a selection in formalist approach is like using the Scientific
and Practicing New Skills Method. Identifying the similarities between the two.
#2

A formalist critic analyzes:

 how the work is structured or organized (formed)
 how it begins
 how it is advancing or transiting to the next line
 how it ends
 how the plot is built
 how each part of the work relates to the work as a whole
 how the narrator or speaker narrates the story
 what is the point of view of the narrator
 who are the major and minor characters
 how the characters are related to one another
 what are the actions of the characters
what are the literary devices used how the literary devices function to
create meaning

F. Developing Mastery Direction: Read the story from Benguet “The Story of an Hour”. Activity will
be answered by group. The answers must be guided by a rubric.
Directions: Use the table below to analyze the selection by answering the
questions provided on it.

Presentation of Group Outputs.

G.Finding Practical
Applications of Concepts Why do we need to learn about the formalist or structuralist approach?
and Skills in Daily Living How can we relate it in our real-life scenario?
H. Making Generalizations Direction: Directions: Put a smiley if the statement describes a formalist
and Abstractions about critic. Otherwise, put a sad face if not.
the Lesson 1. A formalist must be a close or careful reader who examines all the
elements of a text individually to discover how they form an organic unity.
2. A formalist questions how they come together to create a work of art.
3. A formalist looks beyond the work by reading the author’s life, or
literary style.
4. A formalist examines the work’s historical background and condition of
society.
5. A formalist allows the text to reveal itself.

I. Evaluating Learning Direction: Read and answer the questions below based on what you
 have learned. Write the letter that corresponds to your answer in a ¼
sheet of paper.
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. 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.
J. Additional Activities for Direction: Read a sample journal on analysis of a literary “The Old Man
Application or and The Sea” by Thomas Peterson. Make your own literary criticism by
Remediation following the different points you’ve learned in critiquing a literary
selection using
Formalist Approach. Do this in a long bond paper to be submitted next
meeting.

IV. REMARKS

V. 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 works?
F. What difficulties did I
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?

Prepared by: REYZIE D. OZAETA

English Teacher

Check by: ADRIAN D. DOMALAON

HT I - English Noted by: MARY JEANE B. CASTILLO
Principal II