School: SUAL NATIONAL HIGH SCHOOL Grade Level: 10

DAILY LESSON LOG Teacher: RAMOS, RICHELLE FAYE V. Learning Area: ENGLISH
Teaching Date: April 11, 2023 Quarter: 3

Objectives must be met over the week and connected to the curriculum standards. To
meet the objectives, necessary procedures must be followed and if needed, additional
lessons, exercises and remedial activities may be done for developing content knowledge
and competencies. These are using Formative Assessment strategies. Valuing objectives
I. OBJECTIVES
support the learning of content and competencies and enable children to find
significance and joy in learning the lessons. Weekly objectives shall be derived from the
curriculum guides.

Section and Time 10- MARANGAL(6:00-7:00am)

A. Content Standards: The learner demonstrates understanding of how world literature and other
text types serve as sources of wisdom in expressing and resolving conflicts
among individuals, groups and nature; also how to use evaluative reading,
listening and viewing strategies, special speeches for occasion, pronouns
and structures of modification.
B. Performance Standards: The learner skillfully delivers a speech for a special occasion through
utilizing effective verbal and non-verbal strategies and ICT resources.
C. Learning EN10RC-IIIb-22.2: Critique a literary selection based on (historical)
Competencies/Objectives:  Define Historical approach to literature;
 Identify the things to remember in critiquing a text using historical approach; and
Write the LC Code for each
 Analyze a text based on historical approach.

Content is what the lesson is all about. It pertains to the subject matter that the teacher
II. CONTENT aims to teach. In the CG, the content can be tackled in a week or two.

HISTORICAL APPROACH

Lists the materials to be used in different days. Varied sources of materials sustain
children’s interest in the lesson and in learning. Ensure that there is a mix of concrete
III. LEARNING RESOURCES
and manipulative materials as well as paper-based materials. Hands-on learning
promotes concept development.

A. References
1. Teacher’s Guide Pages -----
2. Learner’s Materials -----
Pages
3. Textbook Pages -----
4. Additional Materials -----
from Learning Resource
(LR) portal
B. Other Learning Resource Self-Learning Module, PowerPoint Presentation

These steps should be done across the week. Spread out the activities appropriately so
IV. PROCEDURES
that students will learn well. Always be guided by demonstration of learning by the
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 students which you can infer from formative assessment activities. Sustain learning
systematically by providing students with multiple ways to learn new things, practice
their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time
allotment for each step.
A. Reviewing Previous Review the past lesson about feminism:
Lesson or Presenting the  What is feminist approach?
New Lesson  What do we examine when we critique using feminist approach?
B. Establishing a Purpose for Explain and introduce the objectives
the Lesson  Define Historical approach to literature;
 Identify the things to remember in critiquing a text using historical approach; and
 Analyze a paragraph based on historical approach.

C. Presenting HISTORICAL APPROACH

Examples/Instances of the - Historical approach sees literature as both a reflection and product of the times
and circumstances in which it is written.
Lesson
- It is giving enough information to help readers understand a text using its history
as background.

What is Historical Approach in Reading Literature?

o it is an approach that states in order to get the essence of a literary piece, a
reader must look closely how and when the text is created.
o The text background has a great influence in the meaning the literature is trying to
provide.
Things to remember in Historical Approach

a) How does it reflect the time in which it was written?

b) How accurately does the story depict the time in which it is set?
c) What literary or historical influences helped to shape the form and content of the
work?
d) How does the story reflect the attitudes and beliefs of that time in which it was
written or set?(consider beliefs attitudes related to race, religion, society, politics ,
gender, philosophy, etc.)
e) What other literary works may have influenced the writer?
f) What historical events or movements might have influence this writer?
Here is an example of a short text with historical background: Chocolate: A
Short and Sweet History.
D. Discussing New Concepts Guided Practice: Direction: Arrange the following statements from 1-5 based on
and Practicing New Skills #1 the text provided earlier.

_________The industrial revolution found ways in speeding up the chocolate-

making process which led to the creation of chocolate in food form.
_________Mayan and Aztec people believed that cocoa beans had magical
powers. They consumed chocolate as a drink popular among nobility. It played an
important part in ritual and culture.
_________Many “chocolate houses” were built as a trendy meeting place for
many English citizens.
_________Chocolate became so popular in America that this was included in the
rations for soldier during the Revolutionary war.
_________Europeans brought chocolate home to Europe and added cinnamon
and sugar instead of original chilli and corn.
E. Discussing New Concepts From the selection we just read, answer the following questions.
and Practicing New Skills #2 1. Which cultures were the first to consume chocolate?
a. The Swiss and the Dutch
b. The Mayans and Aztecs
c. The English and the Mayans

2. How did the chocolate become popular in Europe?

a. People discovered it grew naturally there
b. Explorers brought it back from America
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 c. A famous actor drank it

3. For most of its history, chocolate was mainly eaten by:

a. Everyone
b. Peasants
c. The upper classes

4. Why was chocolate so expensive in Europe

a. It was so delicious
b. It took a long time to make
c. It was imported from another country
F. Developing Mastery
(Leads to Formative ----
Assessment 3)

G. Finding Practical Keep in mind that…

Applications of Concepts
and Skills in Daily Living “The more you know about the past, the better prepared you are for the future.” –
Theodore Roosevelt

Let the learners answer this:

Write your thoughts about this. What does it imply and how will you preserve the
richness of our history and literature. Cite at least 2 examples.
H. Making Generalizations To wrap up everything that we talked about in this lesson, always remember that:
and Abstractions about the Historical Approach sees literature as both a reflection and product of the times
Lesson and circumstances in which it is written. History and literature come hand in hand
because together, they interpret human experiences and allow us to know the
things that shape our present time.
I. Evaluating Learning Activity:
Directions: Read each passage and look for clues that reveal the setting. Then
explain your answer.

Mr. Holland walked up to the teller and handed her a paper slip. She punched a
few figures into the computer and ran the slip through a machine. It printed some
numbers on the back of the slip. She handed the slip back to him along with five
$20 bills. Then she asked him, "Is there anything else that I can help you with
today?" Mr. Holland grabbed the money off the counter and tipped his hat to the
woman, "Not today, thank you."
1. Where is this story taking place?
2. When is this story taking place?

Dr. Zavares tightened the final screw on his contraption. He tossed the wrench on
the workbench with a thud. The beakers in the center of the room bubbled with
activity. "Computer," he announced to the empty room, "Zavares needs a
lemonade." A beeping and grinding noise could be heard in the distance and then
a small robot floated into the laboratory with a glass of lemonade on a platter. Dr.
Zavares grabbed the lemonade from off of the platter and drank it. He then
returned the glass to the floating platter and the robot hovered away. "Well, here
goes nothing," Dr. Zavares said to himself as he reached for the power switch on
his latest contraption.

3. Where is this story taking place?

4. When is this story taking place?

Crack! Org banged the two rocks together. Ur watched him from across the pit.
Crack! Crack! Crack! Org wiped his forehead with his arm and said, "It no work."
Ur gathered more small sticks from off of the ground and dropped them in the pit.
She climbed a nearby tree and grabbed a coconut. She peeled some of the husk
from off of the coconut and dropped it in the pit. "You try now!" Ur grunted. Crack!
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 Crack! Crack! Crack! Org relentlessly pounded the two rocks together, but still
there was no fire.

5. Where is this story taking place?

6. When is this story taking place?

J. Additional Activities for

Application or Remediation

V. REMARKS

VI. 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 work?
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?

Checked by:
MICHAEL V. SANTOS
Teacher III

SHEILA MARIE R. BIASON

Head Teacher III - English
Noted:
CARINA C. UNTALASCO, PhD
Principal IV