Republic of the Philippines

Department of Education
Region IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS CITY

A Learning Area English

Learning Delivery Modality Face to Face Learning Modality

School Balete Integrated School Grade Level 10

Teacher Joseph B. Aguilando Learning Area English
Teaching Date January 20, 2025 Quarter 3rd
Teaching Time 7:00-7:45 G10-Rizal No. of Days 1
Daily Lesson 8:30-9:15 G10-Bonifacio
Plan 11:15 – 12:00 G10-Luna
1:15- 2:00 G10-Quezon
2:00 – 2:45 G10-Mabini

I. OBJECTIVES
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. Most Essential Learning Critique a literary selection based on the following approaches:
Competencies (MELC) - structuralist/formalist
- moralist
- Marxist
- feminist
- historical
- reader-response
D. Learning Competencies At the end of the lesson the students are expected to:
or Objectives
1. Analyze the impact of characters' decisions on the overall moral message of the text.
2. Write a critique using moralist approach.
3. Reflect on how the moral lessons in a literary selection can apply to real-life situations.
E. Enabling Competencies -Show understanding of the message of the poem.
(If available, write the attached -Interpret the lines of the poem
enabling competencies)
II. CONTENT Moralist
III. LEARNING RESOURCES
A. References
a. Teacher’s Guide English 10
Pages
b. Learner’s Materials
Pages
c. Textbook Pages
B. List of Learning Resources
for Development and Instructional materials
Engagement Activities
lV. Procedures
l. Introduction Teacher’s Activity Students’ Activity

Preliminaries:
a. Prayer

Heavenly Father,
We thank You for this day and for the opportunity to learn and
grow. Guide us as we explore new knowledge and skills.
Grant us focus, understanding, and wisdom in all we do today. (Students pray together)
Bless our teachers, classmates, and everyone who supports us.
May this session be fruitful and meaningful.
Amen.

b. Greeting

Good morning Class! Good morning, Ma’am!

Before you sit, please pick all your mess under your chairs and
put it in your bag!

Balete Integrated School Bridge. Inspire. Serve.

Address: Balete, Batangas City
Telephone No.: (043) 726-5560
Email Address: 301470@deped.gov.ph
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS CITY

c. Checking of attendance

Ms. Secretary, who are absent today? The absentees today is / are(state).

d. Review Student 1: Last time we discussed the

Let's have a recap about what you have discussed last meeting.
May I have three students to give me a short recap.
Yes sir (surname) Student 1: Last time we discussed the
Yes ma’am (surname)
Yes ma’am (surname)

Student 1: Last time we discussed the

Okay, very good!

Motivation

We will play a game. I have here a box, inside this box is a set Students: Yes, Ma’am!
of questions and a dare, I will play a song and let this box roam
around and when the music stops, the one who’s holding the
box will pick a ball paper. The students will either answer a
question or do the dare. Do you understand?

Questions:
1.If you could make one rule that everyone in your school
should follow, what would it be, and why do you think it’s
important?
2. If you had the chance to help someone in need but it required
you to sacrifice something of your own, would you do it? Why or
why not?
3. Do you think it's important to always be honest, even when
the truth might hurt someone’s feelings? Why or why not?
4. If a friend asks you to lie for them to avoid getting in trouble,
what would you do? Why?

Dare:
1.Pass the box to someone you want to answer next.
2.Dance like nobody’s watching for 10 seconds before passing
the box to the next person.
3.Act like you're stuck in slow motion while passing the box to
someone else.

That was a fun game, and it was thrilling to hear your different
perspectives towards different situations.

Today, we are going to talk about how our actions and

decisions align with our personal values and ethics. In this
activity, when you answer moral questions, you’re not just giving
an answer—you’re reflecting on your own values. You’re
thinking about what you believe is right or wrong and why. In
critiquing a certain piece using Moralistic Approach, we are
judging the value of the
literature based on its moral or ethical teachings.
 Its concern is not only to discover meaning but also to
determine whether works of literature are both true and
significant.
 It is used to determine whether a work conveys a lesson or
message

Balete Integrated School Bridge. Inspire. Serve.

Address: Balete, Batangas City
Telephone No.: (043) 726-5560
Email Address: 301470@deped.gov.ph
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS CITY

and whether it can help readers lead better lives and improve
their understanding of the world.
 Using this approach, literature that is ethically sound and
virtuous is
praised while literature that misguides and corrupts is
condemned.

ll. Development
Activity 2.

Yesterday, we analyzed the poem “ The Road Not Taken” by

Robert Frost and today, we will analyze it using the Moralistic
Approach.

Let’s analyze it by line.

First Stanza
Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;

“‘Two roads diverged in a yellow wood’ is where the poem’s

main metaphor starts. The ‘roads’ represent the choices we
make in life, and the ‘yellow wood’ gives us a sense of autumn,
which can symbolize a time when we have to make an
important decision or when we’ve reached a point of maturity.
‘And sorry I could not travel both,’ the speaker is expressing
regret about not being able to explore every possible option.
Life often forces us to make decisions, and we can’t take every
path that comes our way.
‘And be one traveler, long I stood’ shows how the speaker
hesitates and spends time thinking carefully before making a
choice. It reminds us that it’s important to pause and really

Balete Integrated School Bridge. Inspire. Serve.

Address: Balete, Batangas City
Telephone No.: (043) 726-5560
Email Address: 301470@deped.gov.ph
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS CITY

consider our decisions before we move forward.

.
"And looked down one as far as I could" shows the speaker
trying to foresee where the path might lead, symbolizing our
human desire to predict the consequences of our actions.
"To where it bent in the undergrowth" implies that the future is
uncertain, as the path disappears into the unknown.

Second Stanza
Then took the other, as just as fair,
And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for that the passing there
Had worn them really about the same

In the line, ‘Then took the other, as just as fair,’ the speaker
chooses the second road, thinking it’s just as good as the first. It
shows how decisions in life aren't always clear-cut. Sometimes,
we believe one choice is better, but both paths can be equally
valid.
In the line ‘And having perhaps the better claim, because it was
grassy and wanted wear,’ the speaker notices the second road
is less traveled. It’s a way of showing the speaker’s desire to
take a different, less conventional path in life.
Later, when the poem says, ‘Though as for that the passing
there had worn them really about the same,’ the speaker
realizes both roads were actually worn down in the same way. It
reveals that choices we think are unique might not be as
different as we believe.

Third Stanza
And both that morning equally lay
In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.

‘And both that morning equally lay in leaves no step had

trodden black,’ it means that both paths were fresh and
untrodden. It shows that sometimes in life, choices come with
equal potential and uncertainty. Both paths seem just as valid,
but we can never be sure where they’ll take us.
‘Oh, I kept the first for another day!’ it reflects a hopeful, yet
somewhat naïve, thought that they might return to the first path
later. It’s how we sometimes think we can put off decisions or
revisit opportunities when we feel ready, but life doesn’t always
allow for that.
‘Yet knowing how way leads on to way, I doubted if I should
ever come back,’ points to the reality that one decision leads to
another, making it hard to return to where we started. Once a
choice is made, we can’t always undo or revisit it. Life’s
decisions are connected, and we move forward, not backward.

Fourth Stanza
I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I—
I took the one less traveled by,
And that has made all the difference.

‘I shall be telling this with a sigh,’ it shows that they will look
back on this choice with mixed emotions, maybe regret,
nostalgia, or even satisfaction. It’s like when you reflect on a
decision and feel a mix of feelings about it over time.
‘Somewhere ages and ages hence’ refers to a distant future,
reminding us how the choices we make today can have an
impact for many years to come.

Balete Integrated School Bridge. Inspire. Serve.

Address: Balete, Batangas City
Telephone No.: (043) 726-5560
Email Address: 301470@deped.gov.ph
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS CITY

‘Two roads diverged in a wood, and I— I took the one less

traveled by,’ signify the speaker’s individuality. It shows how
they made a unique choice, going against the usual or easier
path, which requires courage.
‘And that has made all the difference,’ it concludes that the
decision, whether it turned out good or bad, has shaped the
speaker’s life in a meaningful way.

Remember in critiquing a certain piece using Moralist Approach;

You may express your complete disapproval if a particular work

promotes or justifies negative behavior or thoughts.

You may also discuss answers to questions like:

What moral statement, if any, does this literary work make? Is it
implicit or explicit?
What does the work say about the nature of the good or evil?
Is good rewarded? Is evil punished?
What does the work say about human nature?

lll. Engagement
Okay let's have this activity.

Class listen!

Activity 3
Directions: On a one whole sheet of paper. Copy and answer
these questions.

1.Why is the poem entitled "The Road Not Taken"?

2. What attitude of the speaker is revealed by choosing the road
less traveled by?
3. What do you think would have happened had the traveler
made a different choice?
4. Does this choice influence his behavior in life? Why?
5. How would you decide if you were in the same situation?
6. Recall a time when you had to make a difficult decision. Do
you think you made the right choice? Was the outcome
favorable or not?

IV. Assimilation Why is it important to analyze a piece using moralist

approach ? Student 1: It’s important to analyze a
piece using the moralist approach
because it helps us understand the
deeper lessons or values that the text
is trying to communicate.

Student 2: When we use the moralist

approach, it makes us think about our
own values and how the choices in
the story connect to real-life
situations. It helps us realize how
decisions affect not just the
characters, but also how we think
about what’s right and wrong in our
own lives.

Student 3: It gives us a chance to talk

about these ideas with others, so we
can see different points of view and
get a deeper understanding of morals.
moralist approach is important because it helps us look at a
story through the lens of what’s right and wrong. It's about
examining the choices the characters make and the
consequences of those choices. When we analyze a piece
using this approach, we focus on the moral lessons that can be
learned from the characters' actions. This teaches us to reflect
on our own decisions and the impact they can have on our lives

Balete Integrated School Bridge. Inspire. Serve.

Address: Balete, Batangas City
Telephone No.: (043) 726-5560
Email Address: 301470@deped.gov.ph
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS CITY

and others around us.

What’s valuable about this approach is that it helps us
understand that every decision, big or small, matters. It
encourages us to think critically about our values and to make
choices that are not only good for us but also for those around
us. By using the moralist approach, we start to see the world in
a more thoughtful way. We begin to ask ourselves, ‘What would
I do in this situation?’ and ‘What’s the right thing to do?’ These
kinds of reflections help us grow as individuals, making us more
aware of the moral consequences of our actions—not just in
literature, but in real life too.

Assessment
Directions: Write an essay about a time when you had to
choose something over another. Tell about the outcome and
how it affected you. Kindly use this rubric as a guide when
writing your essay.

Criteria Excellent Good (4) Satisfactor Needs

(5-6) y (2-3) Improveme
nt (0-1)
Introductio Effectivel Introduce Provides Fails to
n y s the basic introduce
introduce situation introductio the
s the and moral n to the situation or
situation dilemma, situation moral
and sets but lacks and moral dilemma
the some dilemma clearly.
context, detail or but lacks
presentin clarity. sufficient
g the explanatio
moral n.
dilemma
clearly
and
engagingl
y.
Descriptio Provides Describes Describes Fails to
n of the a detailed both the choices adequately
Choice and choices but lacks describe
insightful with detail or the choices
descriptio adequate explanatio or reasons
n of both detail, but n behind behind
choices, some each them.
explainin reasons choice.
g the behind
reasons each
behind choice
each. are
unclear.
Personal Provides Reflects Provides Fails to
Reflection deep on how minimal reflect on
personal the reflection how the
reflection decision or unclear decision
on how affected connection affected
the them, but between them
decision lacks the personally
affected depth or decision or morally.
them clarity in and
morally, the moral personal
showing reflection growth.
growth .
and
learning.
Clarity and The essay The essay The essay The essay
Organizati is very is mostly is lacks
on well- clear and somewhat clarity and
organized organized unclear or organizatio

Balete Integrated School Bridge. Inspire. Serve.

Address: Balete, Batangas City
Telephone No.: (043) 726-5560
Email Address: 301470@deped.gov.ph
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS CITY

, clear, , but disorganiz n, making

and some ed, making it difficult
logical, transition it harder to to
with s or follow. understand
smooth structure .
transition could be
s between improved
ideas. .
Grammar Virtually Few Noticeable Frequent
and no minor errors in grammar,
Mechanics grammar, errors in grammar, spelling, or
spelling, grammar, spelling, or punctuatio
or spelling, punctuatio n errors
punctuati or n that that
on errors; punctuati occasionall significantl
writing is on that do y hinder y hinder
polished. not affect readability. readability.
readabilit
y.

Assignment
Research the definition of Marxist Approach.

V. REFLECTION
A. The learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation

Prepared by:

QUENIE ROSE C. RICAPLAZA

Student Teacher

Checked by:

LAIDELYN M. ALMONGUERA
Cooperating Teacher

Balete Integrated School Bridge. Inspire. Serve.

Address: Balete, Batangas City
Telephone No.: (043) 726-5560
Email Address: 301470@deped.gov.ph