School Pulo Senior High School Grade Level 11

Learning Area English for Academic

GRADE 11 Teacher Kharmela A. Batonero and Professional
DAILY LESSON LOG Purposes
Teaching Dates Quarter/
January 6-10, 2025 I/ SECOND- WEEK 4
and Time Semester
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES
A. Content Standards The learner understands the principles and uses of a reaction paper/ review/ critique.
The learner…
1) produces an objective assessment of an event, a person, a place or a thing;
2) writes a comprehensive review /reaction paper
 Performance Arts, Play, Dance, Sports, etc.
B. Performance
Film
Standards
 Participation in a religious or community festival
 Art Exhibit
3) critiques design such as industrial design objects or craft objects, furniture, fashion designs based on a set criteria; and
critiques graphic design communication materials such as posters, billboards, commercials, digital and other media.
The learners…
C. Learning 1) uses appropriate critical writing a critique such as formalism, feminism, etc. (CS_EN11/12A-EAPP-Id-f-16)
Competencies/ Most writes an objective/balanced review or critique of a work of art, an event or a program (CS_EN11/12A-EAPP-Id-f-18)
Essential Learning
Competencies (MELC)
Write the LC Code for
each
D. Specific Objectives The learners will.. The learners will.. The learners will… The learners will…
1) describe and critically 1) analyze the given text 1) critically examine 1) define and distinguish
evaluate visual using gender and excerpts from two novels, Marxist criticism and
(photographs, paintings) historical criticism to applying the principles of structuralism, identifying
and written excerpts to identify the critical formalist and gender their key principles and
practice interpreting approach employed and criticism to interpret and applications in literary
content and expressing understand its context evaluate the texts; analysis;
personal viewpoints and message; 2) explain how reader- 2) analyze a literary text,
effectively; 2) assess the clarity and response and media using the Marxist and
effectiveness of the criticism approaches can structuralist approaches
2) construct a clear and
language used in the influence interpretations to extract deeper
coherent written stance
text, determining whether of literary works, meanings and
on the given issue using
 formal language it aligns with the intended showcasing their connections within the
appropriate for their audience and purpose; understanding through work; and
target audience, and and class discussions; and 3) complete a table
integrate elements of 3) express their stand 3) create a simple summarizing the
literary criticism; and with the author’s critique of the provided characteristics and uses
3) present their written perspective, supported excerpts, using formalist of Marxist and
arguments to peers or by critical reasoning and and gender criticism as structuralist criticism and
adults and reflect on how evidence from the text. frameworks, and present their analysis
audience reception demonstrate their ability during class discussions.
impacts the effectiveness to articulate clear,
of their communication. structured arguments in
writing.
APPROACHES IN APPROACHES IN APPROACHES IN APPROACHES IN
II. CONTENT
LITERARY CRITICISM LITERARY CRITICISM LITERARY CRITICISM LITERARY CRITICISM
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s
Material pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES
A. Introduction The teachers will do the The teachers will do the The teachers will do the The teachers will do the
class preliminaries: class preliminaries: class preliminaries: class preliminaries:
a. Readiness of students a. Readiness of students a. Readiness of students a. Readiness of students
b. Attendance b. Attendance b. Attendance b. Attendance

The learners will be The learners will have a The learners will have a The learners will have a
shown a photograph, a review of the previous review of the previous review of the previous
painting, and an excerpt lesson. lesson. lesson.
 from a story.
Then, the teacher will ask
the following:
1) Describe what
you see.
2) What can you
say about it? Did
you appreciate or
not appreciate
what you saw or
read? Why or
why not?
The teacher will discuss The teacher will discuss The teacher will discuss The teacher will discuss
the following approaches the following approaches the following approaches the remaining criticisms:
B. Development in literary criticism: in literary criticism: in literary criticism:  Marxist Criticism
 What is Literary  Gender criticism  Reader-response  Structuralism
Criticism?  Historical criticism
 Formalist criticism  Media Criticism
criticism
The learners will write The learners will read an The teacher will give the The learners supply the
their stand about the excerpt of the homily of learners an excerpt from table below with
issue and consider the the Catholic Archbishop two different novels and information about each
given information below. of Manila, Jaime Cardinal ask the learners to write criticism based on what
Sin, DD. After reading, a simple critique about it they understood from the
Issue: Teenage they will complete the using formalist and discussion.
Pregnancy graphic organizer below. gender criticism.
C. Engagement Target Audience:
Students aged 13-19
Purpose: State your
views about the issue
Language: Formal and
Simple so that the target
audience can easily
understand it.
 The learners will look for The learners will also The learners will answer The learners will answer
two or more persons who answer the following a 15-item test. this:
are students or adults. questions:
They will ask them to 1) Did the author
read their stand about use language
the issue above. They that you
will also ask them of their understood?
opinion on their written. Why do you say
D. Assimilation The learners will ask their so?
participants the following 2) What critical
questions: approach did he
use? Explain why
1.Did they like how you you think that is
express your views? Did the approach.
they find it rude or not? 3) Do you agree
Why? with the author or
2. What were their not? Why or why
comments? How do you not?
feel about it?
Accomplished- ______ Accomplished- ______ Accomplished- ______ Accomplished- ______
Not Accomplished- Not Accomplished- Not Accomplished- Not Accomplished-
V. REMARKS
_____ due to _____ due to _____ due to _____ due to
__________________ __________________ __________________ __________________
VI. REFLECTION
12 STEM= _____/_____ 12 STEM= _____/_____ 12 STEM= _____/_____ 12 STEM= _____/_____
A. No. of learners who
12 HE= _____/_____ 12 HE= _____/_____ 12 HE= _____/_____ 12 HE= _____/_____
earned 80% on the
12 ABM= _____/_____ 12 ABM= _____/_____ 12 ABM= _____/_____ 12 ABM= _____/_____
formative assessment
12 STEM= _____/_____ 12 STEM= _____/_____ 12 STEM= _____/_____ 12 STEM= _____/_____
B. No. of learners who
12 HE= _____/_____ 12 HE= _____/_____ 12 HE= _____/_____ 12 HE= _____/_____
require additional
12 ABM= _____/_____ 12 ABM= _____/_____ 12 ABM= _____/_____ 12 ABM= _____/_____
activities for remediation
___ NONE ___ NONE ___ NONE ___ NONE
C. Did the remedial ___ YES ___ NO ___ YES ___ NO ___ YES ___ NO ___ YES ___ NO
lessons work? No. of ___ NONE ___ NONE ___ NONE ___ NONE
learners who have caught
up with the lesson
D. No. of students who ___ NONE ___ NONE ___ NONE ___ NONE
continue to require
remediation?

E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I ___ NONE ___ NONE ___ NONE ___ NONE
encounter which my
principal or supervisor can
help me solve?
G. What innovation or ___ NONE ___ NONE ___ NONE ___ NONE
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared by: Checked by: Noted by:

KHARMELA A. BATONERO ANALIZA T. CARDOZA JACQUELINE D. SANTOS

Teacher II Master Teacher I Principal II