School NHS Grade Level 10

LESSON Teacher Richelle Learning Area English

EXEMPLAR Teaching Date March 31, 2023 Quarter 3rd
Teaching Time 11:45-12:45 No. of Days 1

PIVOT IDEA Lesson Alignment with the Module

Exemplar Format
I. OBJECTIVES
The learner demonstrates understanding of how world literature and other text
types serve as sources of wisdom in expressing and resolving conflicts among
A. Content
Standards
individuals, groups, and nature; also, how to use evaluative reading, listening, and
viewing strategies, special speeches for occasion, pronouns, and structure of
modifications.
B. Performance The learner skillfully delivers a speech for a special occasion through utilizing effective
Standards verbal and non-verbal strategies and ICT-resources.
C. Most Essential
Learning
Competencies Critiquing a literary selection based on the Following Approaches;
(MELC) Structuralist/Formalist, Moralist and Marxist (EN10WC-IIIg-14)
(If available, write the
indicated MELC)

At the end of the lesson, the learners are expected to:

D. Learning  Define literary criticism;
Competencies or  identify the formalist, moralist and Marxist approach
Objectives  write a critique of a literary selection using one of the approaches; and
 show appreciation of the value of critiquing a literary piece.
E. Enabling
Competencies
(If available, write the
attached enabling
competencies)
II. CONTENT Literary Selection Critique Based on Specific Approaches
III. LEARNING
RESOURCES
A. References
a. Teacher’s PIVOT 4A Learner’s LEAP
Guide Pages
b. Learner’s
Material Pages
c. Textbook PiVoT
Pages
d. Additional LEAP,
Materials from
Learning
Resources
B. List of Learning Laptop/Power point
Resources for Television
Development and
Engagement
Activities

Class reminders:
 Greetings
IV. PROCEDURES  Prayer
 Attendance

A. Introduction

What I need to know:

 At the end of the lesson, the learners are expected to:
 Define literary criticism;
 Identify the different approaches use in writing a critique; and
 write a critique of a literary selection using one or more of the approaches

What I know:

Here are the correct answers.

1.B
2.C
3.A
4.B
5.A
What’s In
Activity 1: GUESS THE WORD
Directions: Study each icon. Identify which approach in critiquing a literary selection is
being represented.

B. Development What’s new:

 What is literary criticism?

Discover the definition of literary criticism using the pictograph.

Literary criticism is the , analysis, interpretation, and/or of works

Of literature. It is essentially an opinion, supported by , relating to theme,

, setting or historical or political context.

Literary criticism is the comparison, analysis, interpretation, and/or evaluation of

works of literature. It is essentially an opinion, supported by evidence, relating to
theme, style, setting or historical or political context.
Sometimes called “lenses”, are the different perspectives we can consider in
 analyzing or interpreting a text.

What It is:

Activity2. MATCHING LITERARY APPROACHES AND THEIR IDEAS

Directions: Use the pool of ideas to match each literary approach to its corresponding
explanation.

LITERARY APPROACHES

Structuralist Moralist Marxist formalist

Answers:
1. D 2. C 3.
A 4. B

 “Let me give you a simple illustration, let’s say a girl is riding her bicycle when all
of a sudden, she fell off her bike. We may analyze the scenario using different approaches.
We can think that the reason the little girl fell is that her bike was old, and the tire got
punctured, causing her to fall. This is the formalist/structuralist approach.”
 “We can also perceive that the reason she fell is that she was hurrying to go home
because she was being bullied by her rich classmates for being poor. This approach is
Marxism.”

“These are just some of the critical approaches that I will discuss in detail.”

There are various ways on how to critique a literary text. You will learn the three
approaches to critiquing a literary selection.

 Structuralism/formalism
Holds that the true meaning of a text can be determined only by analyzing
the literary elements of the text and by understanding how these elements
work together to form up a cohesive whole. Study of a text without taking
into account any outside influence like historical background and
biography of the author in this approach.
What are being analyzed are the following.
 Literary elements
 Literary devices
 Structure
 Language

 Structuralist criticism – all text is part of a bigger picture because of symbols and
signs.

Ex.

Horror stories

Example: “Dead stars” was a narrative story, published from a perspective in the third
person, the author informs the tale (using pronouns they, she, he, it, etc)

 Marxism
This approach relates literary text to the society, history, cultural, and political
systems in which it is created. It does not consider a literary text devoid of its writer and
the influences on the writer. Marxist criticism views literary works as reflections of the
social institutions from which they originate.
Example: Mathilde should not be blamed for dreaming a luxury of life. She is just a victim
of the materialistic values of the French society. In a culture affected by materialism and
 even existentialism, the Loisels have many unethical options in the face of this misery.

 Moralism
To study literature from the moral/intellectual perspective is therefore to
determine whether a work conveys a lesson or message and whether it can
help readers lead better lives and improve their understanding of the
world.
An approach that judges the value of a literary work based on its moral
Example:
 “Deads stars” by Paz Marquez Benitez is a story about cheating. It emphasized
how men fall into temptation and abandon years of commitment to their
significant others for pleasure and lust for another woman that they have just met.
It is sad, really, so many relationships, marriages, and years are wasted and
broken because of this.
 Restrictions on marriage


Same literary piece/ different views

Structuralism -universal patterns

Formalism- formal elements
Moralism- moral
Marxism- conflict between rich and poor

What’s more?

Activity 3: IDENTIFYING LITERARY APPROACH

Directions: Study each item. Identify which literary approach is being used.

________ 1. Study The Adventures of Huckleberry Finn by Mark Twain. This book takes
place in the American South in the 19th century and follows a white boy, Huck, as he
helps a black slave, Jim, escape his situation. Here we've got quite a bit more detail.
Instead of just two large classes, society is divided into several smaller ones (Study.com.
Accessed August 28, 2020).

_________ 2. Samuel Johnson once stressed in his novel entitled, The History of Rasselas,
Prince of Abissinia the following words: “I have here the world before me; I will review it
at leisure: surely happiness is somewhere to be found… Happiness must be something
solid and permanent, without fear and without uncertainty.” He simply recounts the story
C. Engagement of a prince ‘who escapes from the valley of happiness,’ to search for perpetual bliss.
However, he realizes that this kind of happiness does not exist (“Moral - Examples and
Definition of Moral.” Literary Devices, May 28, 2017).

_________3. Through Phoenix’s strenuous journey in the wild country of Natchez Trace,
Eudora Welty uses her protagonist to symbolically show the struggle of African-
Americans toward equality and integration in the South after the Civil War (Writing a
Formalist Literary Analysis. Accessed September 1, 2020).

_________ 4. It gives more value to study the literary piece’s ethical concerns.

_________ 5. It scrutinizes both political and social conditions of the literary work.

Answers:

1. Marxist 2. Moralist 3. Structuralist 4. Moralist 5. Marxist

D. Assimilation What I can do?

Divide the participants into three groups and assign them different roles.

Group 1. POEM (creative writing)

To create a poem using a Marxist approach, you can consider the following steps:

 Choose a social or political issue that is relevant to your context. For example, you
could choose to write about inequality, exploitation, or the struggles of the
working class.
 Consider how this issue is reflected in the dominant ideologies and power
structures of your society. Think about how the issue affects different groups of
 people and how power is distributed in relation to it.
 Use poetic devices such as imagery, metaphor, and symbolism to convey your
message. For example, you could use metaphors to represent the struggle between
the working class and the ruling class, or you could use imagery to depict the
harsh realities of life for those who are oppressed.
 Consider the language and style of your poem. Think about how you can use
language to challenge dominant ideologies and power structures, and how you can
create a sense of solidarity with those who are marginalized or oppressed.
 Read your poem out loud.

Group 2. ROLE-PLAYING

 assign roles for the different characters.

 Have the group discuss the moral issues raised in the movie ANAK.
 Think about what ethical choices their character faces and what values are at stake.
 Act out their assigned roles in a role-playing exercise. Encourage them to stay in
character and respond to the ethical and moral issues in the text.
 After the role-playing exercise, have the participants reflect on what they learned
about the moral themes of the text. Encourage them to share their thoughts on how
the moral values presented in the movie relate to their own lives and experiences.

Group 3. POSTER MAKING

 Ask the group to create a poster on a specific social or political issue using a
structuralist approach.
 Guidelines;
use of specific visual elements,
analyze the underlying structures and patterns that shape the poster's
meaning and impact
share your work and engage in a discussion about how the poster reflects
and challenges dominant ideologies and power structures.

Reflect on what you learned from the lesson by completing the sentence
below:

The part of the lesson which help me understand more of the topic is…
_______________________________________________________
V. REFLECTION _________________________________________________________________________
The task which I found difficult, and challenging is __________ because…
_________________________________________________________________________
_________________________________________________________________________
I realized that learning how to write a critique could be helpful when…
__________________________________________________________

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