CUENCA INSTITUTE

SENIOR HIGH SCHOOL COMMUNITY

CUENCA, BATANGAS

English for Academic and Professional Purposes T5.1: Teaching Guide

Topic 5: CRITICAL APPROACHES T5: Acid Plan (1st)

TOPIC / LESSON NAME CRITICAL APPROACHES

CONTENT STANDARDS The learner acquires knowledge of appropriate reading strategies for a better understanding of academic texts

PERFORMANCE STANDARDS The learner produces a detailed abstract of information gathered from the various academic texts read

The learner would be able to:

LEARNING COMPETENCIES
 Examine the critical approaches in an academic text

Objectives (per meeting) At the end of the lesson, the learner will be able to:
 Identify the benefit of each critical approaches in an academic text
SPECIFIC LEARNING OUTCOMES
 Critique a an academic text based on critical approaches used
 Make a graphic organizer on how they understand the critical approaches
TIME ALLOTMENT 4 hours (August 6-9 2018)

Photos, videos of artwork

MATERIALS
Power Point Presentation

Page 1 of 3
 CUENCA INSTITUTE
SENIOR HIGH SCHOOL COMMUNITY
CUENCA, BATANGAS

English for Academic and Professional Purposes T5.1: Teaching Guide

Topic 5: CRITICAL APPROACHES T5: Acid Plan (1st)

Wyson; English for Academic and Professional Purposes; 2016 by Vibal Group Inc.
RESOURCES 1253 G. Araneta Avenue, Quezon City
FILES%202017-2018/FIRST%20SEMESTER'S%20FILES/CG-Jhomz/SHS%20Contextualized_English%20for%20Academic
%20and%20Professional%20Purposes%20CG.pdf

LESSON OUTLINE:
INTRODUCTION : Activity: “What you expect to learn vs What you should learn”
2. MOTIVATION : Activity “Charades”
3. INSTRUCTION/DELIVERY : Discussion of critical approaches through “Jigsaw”
4. PRACTICE : Provide easy-medium-hard questions
5. ENRICHMENT : Allow students to have a small group
6. EVALUATION : Supply a diverse questions bank for written work and exercise

MEETING
PROCEDURE LEARNERS’ NEEDS

1. ACTIVITY / INTRODUCTION :
When you hear the word Critical Approaches what comes to your mind?

2. MOTIVATION : “Charades”
Call for student volunteers who will act out the different title of 21 st Century literature which their
classmates will guess.
Titles of Literary Pieces
1. Harry Potter- J.K. Rowling; 1997-2007
2. The Notebook- Nicholas Sparks; 2004
3. Fifty Shades- E. L. James; 2011-2017
4. The Fault In Our Stars- John Green; 2012

Page 2 of 3
 CUENCA INSTITUTE
SENIOR HIGH SCHOOL COMMUNITY
CUENCA, BATANGAS

English for Academic and Professional Purposes T5.1: Teaching Guide

Topic 5: CRITICAL APPROACHES T5: Acid Plan (1st)

5. Hunger Games- Suzanne Collins; 2008

What is common among the choices?

3. ANALYSIS / INSTRUCTION / DELIVERY : “JIGSAW”

The class will be divided into nine groups and will be given a literary approach which they will discuss
among themselves.
Group1 Formalism
Group 2 Marxism
Group 3 Structuralism
Group 4 Post structuralism: Deconstruction
Group 5 New Historicism
Group 6 Feminism
Group 7 Reader Response
Group 8 Biographical
Group 9 Mythological

After the group discussion the students will form new groups composed of one member each from the
previous groups. They will now share their knowledge on the different literary approaches assigned to their
new group mates.

4. ABSTRACTION / PRACTICE :
Let the students answer the following questions.
_____________ 1. Argues that we must take an author’s life and background into account when we study a text.
_____________ 2. Emphasizes economic and social conditions.
_____________ 3. Any critic can take any approach that helps him/her explain what they think the author is
saying in his/her work.

Page 3 of 3
 CUENCA INSTITUTE
SENIOR HIGH SCHOOL COMMUNITY
CUENCA, BATANGAS

English for Academic and Professional Purposes T5.1: Teaching Guide

Topic 5: CRITICAL APPROACHES T5: Acid Plan (1st)

_____________ 4. Argues that social contexts (the social environment) must be considered when analyzing a
text.
_____________ 5. Argues that since there is no single meaning of any word, there can be no single meaning of a
text.
_____________ 6. It has different perspectives we consider when looking at a piece of literature.
_____________ 7. A text as a revelation of its author’s mind and personality.
_____________ 8. It is concerned with the role, position, and influence of women in a literary text.
_____________ 9. Argues that every literary work is a product of its time and its world.
_____________ 10. Emphasizes the form of a literary work to determine its meaning, focusing on literary
elements and how they work to create meaning.

4. ENRICHMENT:
The students will complete a Venn diagram by comparing and contrasting the two select literary
approaches.

5. ASSESMENT / EVALUATION:
A. The class will create a graphic organizer that explains two different approaches
B. Search what is fact and opinion. Give each 5 examples.

Prepared by: Noted by:

________________________ _________________________
JHOMALYN C. ASUAR LILIA L. REMO

Page 4 of 3