School Leon C.
Arcillas National High Grade 10
School Level
Teacher Phoebe Limuei de Castro Learning English
Area
Date January 13, 2025 Quarter 3
Time 6:00 AM - 10:50 AM No. of Day 5
I. OBJECTIVES 1. Identify the Literary Devices and Sound Devices
through the discussion.
2. Recognize the importance of Formalist Approach by
analyzing the poem The Road Not Taken by Robert
Frost.
A. Content The learners demonstrate understanding of how
Standards formalism approach is used in critiquing a poem and point
out each of the literary devices and sound devices in a
poem.
B. Performance Write a critique paper using the formalist approach with
Standards the poem The Road Not Taken by Robert Frost
C. Most At the end of the lesson the learner’s should be able to:
Essential
Learning Critique a literary selection based on the overall artistic
Competencies value of its structure and elements.
(MELC)
D. Enabling Analyze the structure of a given text.
Competencies Identify the figures of speech used in the poem.
Point out the literary devices in the poem.
II. CONTENT Formalism/Formalist Approach
III. LEARNING
RESOURCES
A. A. References
a. a. Teacher’s Learner's Material – English 10 Quarter 3 Module 4
Guide Pages
b. b. Learner’s Learner’s Material – English 10 Quarter 3 Module 4
Materials
Pages
c. c. Textbook
Pages
d. d. Additional LEARNER’S PACKET (LeaP)
Materials
From
Learning
Resources
B. B. List of
Resources for
Development
and Engagement
Activities
IV. PROCEDURES
A. Introduction ● Prayer
● Checking of attendance
● Review
What can the students recall on the part lessons?
What is a critique?
How do you think formalists will play a role in
criticizing a story or poem?
● Motivation
Instructions:
The students will be grouped according to your
seating arrangement. The learners will pick a
representative to draw a word. Each group will be
given 5 minutes to rearrange the jumbled words.
Once done, the students must shout the word that
your group representative have drawn.
Answer:
1. Simile 6. Rhyme
2. Metaphor 7. Repetetion
3. Personification 8. Assonance
4. Imagery 9. Alliteration
5. Symbolism 10. Onomatopoeia
B. Development Questions:
1. Are the students familiar with the literary devices
and sound devices that they have answered?
2. Give a short definition or an example of any literary
devices and sound devices that they know.
3. Base on the past lessons and the activity that the
students did, what do the student this will be the
lesson for the day?
What Is It?
C. Engagement
Learning Task 1
Read and carefully analyze the poem before doing the
different learning tasks.
Questions:
What is the structure of the poem?
What literary devices are used?
How is imagery used? Which senses are invoked?
Directions: Read each question and all the choices
carefully and then identifythe best choice that completes
the statement. Write the letter of the best answer on your
pad paper.
Answer:
1. A 6. C
2. C 7. A
3. A 8. C
4. A 9. D
5. A 10. A
D. Assimilation Directions: Based on the poem, answer the given task.
Write your answers on your pad paper
V. REFLECTION What I Have Learned
The interpretation, analysis, classification, and ultimately,
the judgment of literary works is called
__________________________________.
Some of the structures or elements of poetry are
a.___________, b. _________, c. ____________, d. ____________,
and e. ____________.
Prepared by:
Phoebe Limuei de Castro
Student Teacher
Checked:
Maria Cecilia Diangkunay
Teacher I
Noted:
