A Semi-Detailed Lesson Plan in

English 10 – Jacob
COT 2
Teacher: Learning Area: English
Date /Time: March 2021, Monday at 8:30 – 9:30 a.m. Quarter: Third
Grade Level and Section: 10 – Jacob Time Allotment: 60 minutes

I. OBJECTIVES
A. Content Standard
The learner demonstrates communicative competence through his or her
understanding of literature and other text types for a deeper appreciation of world
literature, including Philippine Literature.

B. Performance Standard
Organize an independent and systematic approach to critiquing a selected reading
selection.

C. Learning Competency
Critique a literary selection based on moralist approach

D. Learning Objectives
At the end of a 60-minute discussion, at least 80% of the students are expected to:
1. Identify the characteristics of moralist approach;
2. critique a literary selection based on Moralist approach; and,
3. Do a meaningful task to apply the characteristics of moralist approach

II. SUBJECT MATTER

A. Topic
Features and Characteristics of Moralist Approach

B. Integrated Values
● Patience in understanding the lesson
● Independent learning

C. 21st Century Skills

● Oral Communication Skills
● Critical Thinking Skills

D. References
Learning Activity Sheet No. 4 Quarter 3
Pages 1-5
Online references

F. Learning Materials
● Speaker
● Powerpoint for the discussion Indicator 3
● Video clip
● Worksheets

III. PROCEDURE
A. Preliminary Activities
- Instruct the learners to stand for a prayer
 - Tell them to pick up the pieces of paper under the chair or on the floor and remove
unnecessary things on their armchair
- Check students’ attendance
- Ask them on what makes them inspired or what motivates them to study, what is
their current situation this trying time. (Indicators 1, 2)
- Set the mood of the learners and remind them that during discussion of the lesson,
everybody should listen carefully and participate in the discussion.
- Review of the past lesson about formalist approach using True or False activity
(Indicator 2)

B. Motivation
- Watch and understand the short video clip. (Indicator 3)
- Instruct them on what to do during and after the video clip was shown.
- Ask the students the following questions: What is the video clip about? What traits of
the children were shown? Have you experienced the same with your sibling? What
did you do? Why? (Indicator 1)

C. Presentation of the lesson

- Connect the video clip with the lesson for the day
- Present objectives of the lesson

D. Discussion of the lesson

- Discuss carefully the meaning, characteristics, and features of moralist approach
based on the video clip previously watched.
- Emphasize in the lesson that judging literary works by their ethical teachings and by
their effects on readers is the focus of the moralist approach.
- Give students 3 pictures where they will apply the concepts of moralist approach.
(Indicators 1-3).
- After discussion of the lesson, the students are encouraged to ask questions or clarify
things about the characteristics of moralist approach.

E. Practice Task
- What are the things that your mother has sacrificed for you? How do you appreciate
your mother’s sacrifice? Are you also willing to take sacrifice for you mother?
(Indicator 1 – contextualized and integrated to EsP)
- Read the text “The Story of the Aged Mother” by Matsuo Basho. Give a short
background of the author and the story (Indicator 1 – Integrated to AP). Then, the
students are instructed to answer the questions and be ready for the sharing
afterwards. (Note: the story was given in advance to save time and students would
not find it hard to decipher the story on the day of the discussion.)
- Give Unlocking of Difficulties for some important words from the story which might
be unfamiliar to the students such as despotic (par.2 sentence 1) – autocratic, one
who is superior to others; reverence (par.2 sen.5) – respect, and mandate (par.2 sen.6)
– order. (Indicators 1,2,3)
- Discuss the guide questions. They are given 3 minutes to go over again the questions
for discussion afterwards. (Indiccators 1,20
a. What can you say about the proclamation of the Governor? Are you in favor or
against it? Why or why not?
b. Do you think the demand of the leader is JUST and FAIR for the old ones?
c. Do the characters in the story show an ethical value as a person?
d. Do you think obeying the rules all the time is the best thing to do? Why or why
not?
- After the students were praised on their wonderful ideas, practice task will be given.
 LET’S CREATE! (Indicators 1, 2, 3)
Do the activity individually or by pair. Choose one activity below. Use the
rubric as your guide in accomplishing your task. Use a short-sized bond paper for
your output.
1. Express your love and appreciation to your parents/guardians. Write a three-stanza
poem for them.
2. Compose a song dedicated to your parents.
3. Look for a picture of at least three Filipino heroes. Then, cite two good values they
possess and use one graphic organizer only to illustrate their good traits.
4. Choose one character from the story above. Draw your chosen character and
explain why you have chosen that character.

CATEGORY Exceptional Good Work Developing Beginning

7 5 3 1
The entire output The entire The entire output The concept
is related to the output is either is somewhat of formalist
Content chosen task and related to the related to the approach is
applies the chosen task or chosen task or not applied.
concept of applies the applies the
formalist concept of concept of
approach formalist formalist
approach approach
Creativity The output is The output There is little No creativity
done creatively. shows evidence of can be shown.
creativity. creativity in the
output.
Spelling and There are no There are 1-5 There are 6-10 The are more
Punctuation spelling or spelling or spelling and than 10
punctuation punctuation punctuation spelling and
errors. errors. errors. punctuation
errors.
Title Title is creative, Title is related Title is present, No title.
sparks interest to the task and but does not
and is related to topic. appear to be
the task and related to the task
topic. and topic.
- One sample output will be shown to the class and the teacher praises them for the job
well done.
F. Generalization
- Present a picture. In your own words, how would you characterize moralist approach
in understanding a literary text? (Indicators 1,2,3)
IV. EVALUATION
Get ½ crosswise and in 5 minutes, answer the question below.
In your own words, how would you characterize moralist approach in understanding a
literary text?

V. ASSIGNMENT

A. Look for a short story that shows positive trait/s of any character. Explain your
answer and write it on a ½ crosswise. Attach a copy of the story that you’ve chosen.

B. Study the Marxist Approach in critiquing a literary text.

References:
Learning Activity Sheet No. 5 Quarter 3
Pages 1-6
Other online sources
VI. REMARKS

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