Learning Area English Grade Level Grade 10
W7 Quarter Third Quarter Date
I. LESSON TITLE Approaches to Literary Criticism
II. MOST ESSENTIAL LEARNING Critique a literary selection focusing on power struggles of characters (Marxist)
COMPETENCIES (MELCs) and gender relationships of characters (Feminist).
III. CONTENT/CORE CONTENT Content: Marxism and Feminism
Suggested
IV. LEARNING PHASES Learning Activities
Timeframe
A. Introduction 30mins A literary piece cannot be sufficiently interpreted with a single approach.
In the previous lessons, you have learned about structuralist or formalist
approaches. Now, it is time for you to explore another two literary
approaches.
Before that, guess the mystery words below.
(Illustration were made using Canva)
Very good! Now, do these things affect the author’s writing style and
readers’ interpretation? If yes, then how?
There are certain misconceptions about critical thinking, particularly
ones that assume it refers to simply finding fault. However, critical thinking
actually centers on exercising a level of reflective, intelligent judgement
on a variety of matter – being able to weigh the merits of a matter as
opposed to blindly following or deciding.
A critique does four things:
demonstrates a clear understanding of the material being
critiqued, along with the author’s purpose and meaning
analyzes that material by dividing it into its main sections, or
approaching its aspects
defines and discusses the meaning and importance of each of
these sections
uses all of these information on identified set of criteria to judge
the worth or value of the material
This lesson will teach you two ways to critique a literary piece.
First, is Marxist which focuses on power struggles of the characters. This
concerns class differences, economic , as well as the implications and
complications of the capitalist system. Moreover, it is interested in
answering the overarching question, whom does it [the work] benefit? The
elite? The middle class? Marxist critics are also interested in how the lower
or working classes are oppressed - in everyday life and in literature.
Second, is Feminist or the gender relationships of characters in the
story. It advocates gender equality especially towards women. It also
examines how some aspects of our culture are inherently patriarchal or
male dominated.
To sum it up, here is a comparison chart of the typical questions to use for
the two criticisms.
Suggested
IV. LEARNING PHASES Learning Activities
Timeframe
MARXIST CRITICISM FEMINIST CRITICISM
• Whom does it benefit if the work or • Is the author male or female?
effort is • Is the text narrated by a male or
accepted/successful/believed, female?
etc.? • What types of roles do women
• What is the social class of the have in the text?
author? • Are the female characters the
• Which class does the work claim to protagonist or secondary and
represent? minor characters?
• What values does it reinforce? • Do any stereotypical
• What values does it subvert? characterizations of women
• What conflict can be seen between appear?
the values the work champions and • How does the author’s culture
those it portrays? influence his/her attitude?
• What social classes do the • What are the attitudes of male
characters represent? characters towards the female
• How do characters from different characters?
classes interact or conflict?
B. Development 1hr 25mins Learning Task 1. Critical Reading
Read the poem below.
If We Must Die
BY CLAUDE MCKAY
If we must die, let it not be like hogs
Hunted and penned in an inglorious spot,
While round us bark the mad and hungry dogs,
Making their mock at our accursèd lot.
If we must die, O let us nobly die,
So that our precious blood may not be shed
In vain; then even the monsters we defy
Shall be constrained to honor us though dead!
O kinsmen! we must meet the common foe!
Though far outnumbered let us show us brave,
And for their thousand blows deal one death-blow!
What though before us lies the open grave?
Like men we’ll face the murderous, cowardly pack,
Pressed to the wall, dying, but fighting back!
Poetry Foundation. (n.d.). If We Must Die by Claude McKay. Retrieved
April 10, 2021, from ttps://www.poetryfoundation.org/poems/44694/if-
we-must-die
Learning Task 2. THINK-PAIR-SHARE
Directions: First, think of your answer to the following questions. Second,
using any available app (i.e Messenger, SMS, Twitter, etc.) discuss your
ideas with a classmate and revisit your answers.
1. What was the author’s purpose for writing the poem?
2. Why did the author use apostrophe in most of the poem?
3. To whom did the author direct the message of the poem?
4. Describe the situation of the persona in the poem.
C. Engagement 1hr 30mins Learning task 3. Writing fix 1A.
Directions: Write a critique of the poem “If We Must Die” recognizing the
power struggles of characters and their gender relationships. Be guided
by the sentence prompts below.
NAME: TEACHER:
_______________________ ____________________
Suggested
IV. LEARNING PHASES Learning Activities
Timeframe
SECTION: DATE:
______________________ _______________________
LITERARY CRITIQUE
[POEM TITLE]
[NAME OF AUTHOR]
The poem is about…
In the poem, females were highlighted/not highlighted as…
The poem portrayed male characters as…
Moreover, the poem presents the suppression of …
It can also be observed that the author belongs to the (social class) …
All in all, the poem clearly aims to say that…
You work will be graded according to:
VERY GOOD GOOD FAIR POOR
Analytical
Critic uses the Critic uses the Critic uses the Critic only identifies
Marxist and Feminist Marxist and Feminist Marxist and Feminist and/or describes
approaches to approaches to approaches to elements of the text.
discuss the discuss the discuss elements of
elements of the text elements of the text the text.
and evaluate how and evaluate how
well they contribute well they contribute
to the theme. to the theme.
Furthermore,
critique presents an
interesting
comparison or
contrast.
Expressive
Figurative Figurative The critic relies Only straightforward
language is used language is more on expressions are
throughout the text present. straightforward used.
. expressions-
figurative language
rarely used.
Well – Coordinated
Critique avoids Critique avoids Some stringy Stringy sentences
stringy sentences. stringy sentences. sentences are distract from the
Sentences have an present, but not reading of the
engaging flow distracting. critique, rendering it
through the use of ineffective.
coordination and
parallelism.
Learning task 4. Writing fix 1B.
Directions: Review your critique from the previous activity. Go back to the
details and justify your points by citing the lines from the poem. Complete
the table that follows.
Statements from the Details from the text Cite
critique Line No.
Suggested
IV. LEARNING PHASES Learning Activities
Timeframe
D. Assimilation 10mins
(Illustration were made using Canva)
V. ASSESSMENT 15mins Directions: Write TRUE if the statement is true and FALSE if the statement is
(Learning Activity Sheets erroneous. Write your answers in any available paper.
for Enrichment, _______ 1. Marxist Criticism explores the context of the powerful and
Remediation or the powerless and to whom a literary piece is beneficial.
Assessment to be given _______ 2. Critique usually takes the form of an essay.
on Weeks 3 and 6) _______ 3. Feminist criticism aims to reveal social inequalities in a
literary piece.
_______ 4. Feminist criticism focuses on how men and women were
portrayed.
_______ 5. In writing a critique, one must consider the context, the
author’s intention, readers’ reaction, literary devices,
literary techniques, and the ending.
VI. REFLECTION 10mins The learner, in their notebook, will write their personal insights
about the lesson using the prompts below.
I understand that ___________________.
I realize that ________________________.
I need to learn more about __________.
Prepared by: Checked by:
SHIERLEY Q. OLAR LUCINDA A. JURILLA
