Literary Criticism Approaches Lesson

Department English Quarter 3 Week 4
Writers English 10 Teachers Lesson No: 4

Subject / English 10 / Regular Submission
Section Sections Dates
I. Learning Competencies
1. Critique a literary selection based on the following approaches:
• Feminist
• Reader-Response
• Historical/Biographical
II. Objectives
1. appreciate the relevance of the selection to the historical context during
which it was produced and to the reader
2. raise questions to clarify issues covered in a material viewed
3. explain how a selection may be influenced by culture, history, environment,
or other factors
4. Critique a literary selection based on the following approaches:
• Feminist
• Reader-Response
III. CONTENT:
Literary Criticism Approaches
• Feminist
• Reader-Response
Literary Text: To Build a Fire
IV. LEARNING RESOURCES

References:
English 10 Diversity (Celebrating Multiculturism Through World Literature)
Additional materials from Learning Resource (LR) portal
Other Learning Resources: Pictures, video clips, links
V. PROCEDURE
DAY 1
A. Reviewing previous lesson or presenting the new lesson
“If I were to name the three most precious resources of life, I should say books,
friends, and nature; and the greatest of these, at least the most constant and
always at hand, is nature.” - John Burroughs (American Naturalist, 1837-1921)
Nature is a gift from God as it provides us with everything that we need.
This is actually what the third week lesson let us realize and will continue
appreciate as we go along the discussion. Nature is indeed spectacular. It tells
us what beauty really is and it is the answer to all our human needs. According to
Albert Einstein, “Look deep into nature, and then you will understand everything
better.” If we only know how to appreciate what it gives us, assess its present
state, and do something to protect it, then we can be assured of healthy living,
and we can experience the power of nature at its best!
In this lesson, you will see the power of nature which can both be
nourishing and destructive. If humans do not take care of the natural balance on
Earth, we will witness the destructive forces of nature more.
How does nature affect you?
Property of Pampanga High School – DepEd Division City of San Fernando, Pampanga 1
Furthermore, you were able to explore various approaches during
the previous lesson mainly structuralist, formalist, moralist and marxist. Let
us have a quick review of what you have learned.
Structuralists assert that, since language exists in patterns,
certain underlying elements are common to all human experiences.
Structuralists believe we can observe these experiences through patterns:
A formalist critic examines the form of the work as a whole, the
form of each individual part of the text (the individual scenes and
chapters), the characters, the settings, the tone, the point of view, the
diction, and all other elements of the text which join to make it a single
text. After analyzing each part, the critic then describes how they work
together to make give meaning (theme) to the text.
On the other hand, theorists working in the Marxist tradition,
therefore, are interested in answering the overarching question: Whom
does it [the work, the effort, the policy, the road, etc. benefit? The elite?
The middle class? And Marxists critics are also interested in how the lower
or working classes are oppressed: in everyday life and in literature.
Lastly, moralist approach is a tendency—rather than a recognized
school—within literary criticism to judge literary works according to moral
rather than formal principles. ... Judging literary works by their ethical
teachings and by their effects on readers.
Did you know that when you read and discuss literature, you have
not only expanded your imagination and sense of possibilities but also
was able to acquire the ability to empathize with others?
Hope you had fun during the previous approaches because you are
about to improve more your ability to read critically while gaining
appreciation for other literary texts with the next approaches to explore ---
feminist, reader-response, historical and biographical. Have more fun
while learning!
http://bentonenglish.com/wp-content/uploads/2014/02/literary-
criticism.pdf?fbclid=IwAR3EhrypAJfTzbOuEWLshbws_9yAYkECpgZzevOgp2rajZmcFQTWAESyisk
https://www.google.com/search?q=moralist+literary+criticism&oq=moralist+&aqs=chrome.3.69i57j0l7.4483j1j4&sourceid=chrome&ie=UTF-8
https://www2.bellevuecollege.edu/artshum/materials/engl/silano/fall2005/101lsb/formalistlitanalyassgn.htm
B. Establishing a purpose for the lesson

In addition to the first four literary approaches discussed last week, this
week you are expected to appreciate the relevance of the selection to the
historical context during which it was produced and to the reader. Moreover,
you may raise questions to clarify issues covered in the material read and
explain how it may be influenced by culture, history, environment, or other
factors. Lastly, to better enhance your skill in literary criticism, you are going to
critique a literary selection based on the feminist, reader-response and
historical/biographical approaches.
Day 2
C. Presenting examples/instances of the new lesson

Let us now continue the discussion on the other literary criticism
approaches in addition to structuralist/formalist, moralist and Marxist.
Feminist Criticism
“Feminist criticism examines the ways in which literature (or artifacts, cultural
productions) reinforces or undermines the economic, political social and
psychological oppression of women” (Tyson 78).
Description of Theory:
The construct of patriarchal society has deemed women as the inferior
gender. In literature feminist theory searches for where the texts perpetuates
the power-struggle of patriarchy’s sexists ideal: the belief that women are
man’s “other” to which women have been defined by their inadequacy in
comparison to men. Even more so feminist theory seeks to discover where the
patriarchal ideology that women can only have two identities: Madonna (virgin)
or whore is either reinforced or broken.
Benefits of Theory:
This theory is constantly incorporating new theories in order to understand the
oppression of women, specifically Freud’s Psychoanalysis in which,
“Psychoanalysis can be used to help understand the psychological effects of
patriarchal ideology as well as how and why women and men internalize it”
(Tyson 89) and Marxism to “help understand how economic forces have been
manipulated by patriarchal law and custom to keep women economically,
politically, and socially oppressed as an underclass” (Tyson 89). This theory
seeks to provide more realistic portrayals of women in texts.
Disadvantages of Theory:
This theory often branches into race because feminism is commonly known as
white feminism for white women which has often caused barriers between
white and black women who believe that feminism does not include women of
color nor benefit them and within text the struggles and oppression of minority
women are often overlooked or not given the same treatment. Also within
literature older text are often condemned of being anti-feminist, but that in part
is due to the times, in which case the literature often addresses the struggle by
showcasing the oppression of women, externally and internally, and should be
considered within the criticism. This theory at times becomes a political
battlefield.
Questions of Feminist Theorists to Interpret a Text:

By using these questions to analyze a text society can begin to understand the
oppression of women and remove the blinders that persons are not willing to
see nor help change, or are actually perpetuating.
üHow does the work portray race, class, and other cultural factors
intersected with gender in producing the woman’s experience?
üHow is the work gendered? Where does the text define the roles of
femininity, especially among women of color?
üDoes the text show evidence of a bond between women and is there a
formation of a sisterhood?
Notable Theorist/s:
Kate Millett argued gender is socially constructed as it

is performed, taught and reinforced into the concepts of
masculinity and femininity.
Simone de Beauvoir argued men are considered

essential subjects (independent selves with free will),
while women are considered contingent beings (dependent beings controlled
by circumstances).
Reader-Response Criticism
“How do readers feel about what they read?” (Tyson 161).
Reader-Response theory focuses on the individual reaction and interpretation
of a text by the reader as it is proposed that only the reader can give a text
sufficient meaning. Each and every reader will interpret a text differently
between readings depending on their intellect or knowledge of the history of
which the text describes, mood, personal experiences, ideologies, and culture.
Benefit of Theory:
The text forces the reader to look beyond its words and search for the deeper
meaning. As each reader interprets differently groups of readers form
connections and understandings based on each other’s perspectives. As well
perspectives will change over time and therefore making meaning unstable.
Disadvantage of Theory:
This theory is too subjective because it focuses on the reader’s interpretation
therefore reader’s bias and ignores the actual meaning of the text (if there is
one), meaning the reader can misinterpret the text and if the reader knows the
author’s interpretation then the reader may not believe it, find fault in it, or
completely disregard it.
Questions of Reader-Response Theorists to Interpret a Text:

These questions are important because different perspectives will help
enlighten different aspects of the story that would not be seen if not from a
certain point of view.
üWhere does the text have gaps of missing information “indeterminacy” in
the story that causes the reader to have to fill in themselves?
üAt what points is a reader most connected to a text? Why?
Notable Theorist:
Louise Rosenblatt coined Transactional
Reader-Response Criticism. She deemed
that both the text and the reader are
equally needed to form meaning. She is
profound like other critics in her area in the
belief that between the reader and the text
occurs a “transaction” based on personal
associations. Readers use past
experiences to base expectations of what
is forthcoming in the text. The
transactional process allows readers to
create interpretations by using not only
personal connection, but the aesthetic
response of all five senses and emotion.
https://sites.wp.odu.edu/tatum-fisherengl333/theory-1/
D. Discussing new concepts and practicing new skills #1
Understanding Biographical and Historical Criticisms
Historical / Biographical critics see works as the reflection of an author’s life
and times (or of the characters’ life and times). H/B approach deems it
necessary to know about the author and the political, economical, and
sociological context of his times in order to truly understand the work(s).
Benefit of Theory:
This approach works well for some works -like those of Alexander Pope,
John Dryden, and Milton – which are obviously political in nature. It also is
necessary to take a historical approach in order to place allusions in their
proper classical, political, or biblical background.
Disadvantage of Theory:
New Critics refer to the historical / biographical critic’s belief that the meaning or
value of a work may be determined by the author’s intention as “the intentional
fallacy.” Thus, art is reduced to the level of biography rather than universal.
A Checklist of Historical Critical Questions:

ü When was the work written?
ü When was it published?
ü How was it received by the critics and public and why?
ü What does the work’s reception reveal about the standards of taste and
value during the time it was published and reviewed?
ü What social attitudes and cultural practices related to the action of the
word were prevalent during the time the work was written and published?
ü What kinds of power relationships does the word describe, reflect, or
embody?
ü How do the power relationships reflected in the literary work manifest
themselves in the cultural practices and social institutions prevalent
during the time the work was written and published?
ü To what extent can we understand the past as it is reflected in the literary
work?
ü To what extent does the work reflect differences from the ideas and
values of its time?
A Checklist of Biographical Critical Questions:

ü What influences—people, ideas, movements, events—evident in the
writer’s life does the work reflect?
ü To what extent are the events described in the word a direct transfer of
what happened in the writer’s actual life?
ü What modifications of the actual events has the writer made in the literary
work? For what possible purposes?
ü What are the effects of the differences between actual events and their
literary transformation in the poem, story, play, or essay?
ü What has the author revealed in the work about his/her characteristic
modes of thought, perception, or emotion?
ü What place does this work have in the artist’s literary development and
career?
https://onehundredpages.wordpress.com/literary-criticism-101/
Applying Biographical Criticism to a Literary Text

v Alice's Adventures In Wonderland and Through The Looking Glass by
Lewis Carroll
ü Lewis Caroll was born in Cheshire, England
ü He suffered from a stammer
ü He was conservative
ü Wrote poetry and short stories as a boy
ü Formed a friendship with a family by the name of Liddell; the
youngest daughters name was Alice
E. Discussing new concepts and practicing new skills #2

Jack London, the man in the picture, is once again the writer of
the following short story that you are going to read which is entitled,
“To Build a Fire.” Naturalist around the turn of the 20th century.
Jack London was born in San Francisco in 1876. He witnessed the settlement
of the last frontier. During his early life, his family struggled and they were very
poor. They continually moved to find a way to make ends meet. He started
working by selling newspapers when he was only 10 years old to help
supplement the family’s income. He was a work beast working for long hours
almost 6 or 7 days a week doing anything and everything he could to get paid.
Some jobs were adventurous in places like Alaska and others not so much like
shoveling coal in a power station. He saw in socialism a chance of salvation for
the poor and the lost as he had once been. He could not forget the sufferings
of his early life. His family struggles and poverty stimulated his interest in
knowledge and hunger for success. He saw these as means of changing his
life for one with less struggles and suffering. He was quick to take the
underdog’s side against injustice or oppression of any kind.
His first success at writing came at the age of 24 and by the age of 29 he
was already internationally famous for The Call of the Wild and The Sea-Wolf
among other journalistic accomplishments. He became the highest paid, most
popular novelist and short story writer of his time. He wrote passionately about
life and death. He weaved his firsthand experiences at sea, in Alaska, coal
mining etc. into his writings. These combined with his early life hardships and
explicit scenery descriptions made his writings seem very natural and real,
appealing to most people and making his writings very popular.
http://westp.wordpress.com/2012/10/07/jack-london-naturalism/
To Build a Fire
The man walked down the trail on a cold, gray day. Pure white snow and ice covered the Earth
for as far as he could see. This was his first winter in Alaska. He was wearing heavy clothes and
fur boots. But he still felt cold and uncomfortable.
The man was on his way to a camp near Henderson Creek. His friends were already there. He
expected to reach Henderson Creek by six o’clock that evening. It would be dark by then. His
friends would have a fire and hot food ready for him.
A dog walked behind the man. It was a big gray animal, half dog and half wolf. The dog did not
like the extreme cold. It knew the weather was too cold to travel.
The man continued to walk down the trail. He came to a frozen stream called Indian Creek. He
began to walk on the snow-covered ice. It was a trail that would lead him straight to Henderson
Creek and his friends.
As he walked, he looked carefully at the ice in front of him. Once, he stopped suddenly, and
then walked around a part of the frozen stream. He saw that an underground spring flowed
under the ice at that spot. It made the ice thin. If he stepped there, he might break through the
ice into a pool of water. To get his boots wet in such cold weather might kill him. His feet would
turn to ice quickly. He could freeze to death.
At about twelve o’clock, the man decided to stop to eat his lunch. He took off the glove on his
right hand. He opened his jacket and shirt, and pulled out his bread and meat. This took less
than twenty seconds. Yet, his fingers began to freeze.
He hit his hand against his leg several times until he felt a sharp pain. Then he quickly put his
glove on his hand. He made a fire, beginning with small pieces of wood and adding larger ones.
He sat on a snow-covered log and ate his lunch. He enjoyed the warm fire for a few minutes.
Then he stood up and started walking on the frozen stream again.
A half hour later, it happened. At a place where the snow seemed very solid, the ice broke. The
man’s feet sank into the water. It was not deep, but his legs got wet to the knees. The man was
angry. The accident would delay his arrival at the camp. He would have to build a fire now to dry
his clothes and boots.
He walked over to some small trees. They were covered with snow. In their branches were
pieces of dry grass and wood left by flood waters earlier in the year. He put several large pieces
of wood on the snow, under one of the trees. On top of the wood, he put some grass and dry
branches. He pulled off his gloves, took out his matches, and lighted the fire. He fed the young
flame with more wood. As the fire grew stronger, he gave it larger pieces of wood.
He worked slowly and carefully. At sixty degrees below zero, a man with wet feet must not fail in
his first attempt to build a fire. While he was walking, his blood had kept all parts of his body
warm. Now that he had stopped, cold was forcing his blood to withdraw deeper into his body.
His wet feet had frozen. He could not feel his fingers. His nose was frozen, too. The skin all over
his body felt cold.
Now, however, his fire was beginning to burn more strongly. He was safe. He sat under the tree
and thought of the old men in Fairbanks. The old men had told him that no man should travel
alone in the Yukon when the temperature is sixty degrees below zero. Yet here he was. He had
had an accident. He was alone. And he had saved himself. He had built a fire.
Those old men were weak, he thought. A real man could travel alone. If a man stayed calm, he
would be all right. The man’s boots were covered with ice. The strings on his boots were as
hard as steel. He would have to cut them with his knife.
He leaned back against the tree to take out his knife. Suddenly, without warning, a heavy mass
of snow dropped down. His movement had shaken the young tree only a tiny bit. But it was
enough to cause the branches of the tree to drop their heavy load.
The man was shocked. He sat and looked at the place where the fire had been. The old men
had been right, he thought. If he had another man with him, he would not be in any danger now.
The other man could build the fire. Well, it was up to him to build the fire again. This time, he
must not fail.
The man collected more wood. He reached into his pocket for the matches. But his fingers were
frozen. He could not hold them. He began to hit his hands with all his force against his legs.
After a while, feeling came back to his fingers. The man reached again into his pocket for the
matches. But the tremendous cold quickly drove the life out of his fingers. All the matches fell
onto the snow. He tried to pick one up, but failed.
The man pulled on his glove and again beat his hand against his leg. Then he took the gloves
off both hands and picked up all the matches. He gathered them together. Holding them with
both hands, he scratched the matches along his leg. They immediately caught fire.
He held the blazing matches to a piece of wood. After a while, he became aware that he could
smell his hands burning. Then he began to feel the pain. He opened his hands, and the blazing
matches fell on to the snow. The flame went out in a puff of gray smoke.
The man looked up. The dog was still watching him. The man got an idea. He would kill the dog
and bury his hands inside its warm body. When the feeling came back to his fingers, he could
build another fire. He called to the dog. The dog heard danger in the man’s voice. It backed
away.
The man called again. This time the dog came closer. The man reached for his knife. But he
had forgotten that he could not bend his fingers. He could not kill the dog, because he could not
hold his knife.
The fear of death came over the man. He jumped up and began to run. The running began to
make him feel better. Maybe running would make his feet warm. If he ran far enough, he would
reach his friends at Henderson Creek. They would take care of him.
It felt strange to run and not feel his feet when they hit the ground. He fell several times. He
decided to rest a while. As he lay in the snow, he noticed that he was not shaking. He could not
feel his nose or fingers or feet. Yet, he was feeling quite warm and comfortable. He realized he
was going to die.
Well, he decided, he might as well take it like a man. There were worse ways to die. The man
closed his eyes and floated into the most comfortable sleep he had ever known.
The dog sat facing him, waiting. Finally, the dog moved closer to the man and caught the smell
of death. The animal threw back its head. It let out a long, soft cry to the cold stars in the black
sky.
And then it turned and ran toward Henderson Creek…where it knew there were food and a fire.
Sources: http://www.manythings.org/voa/stories/To_Build_a_Fire_-_By_Jack_London.html
http://ia600407.us.archive.org/11/items/AmericanStories/To_Build_a_Fire_-_By_Jack_
London.mp3
ACTIVITY 1.COMPREHENSION CHECK: Answer the following based on the story.

1. Why do you think the protagonist is referred to as “the man” as opposed to being given a
name?
2. What is the weather like at day break when the story begins? What do you think this
foreshadows for the rest of the story?
3. London writes, “He was quick and alert in the things of life, but only in the things, and not
in the significances” (498). What does this tell us about the man? What is his character
like?
4. How are the man and the dog similar? How are they different?
5. Do you agree or disagree with the man when he sends the dog ahead of himself to aid in
his own safety? What would you do?
6. Why does London point out that the dog acts from instinct?
7. When he falls in the river, the man curses his bad luck. Do you agree with where he
places his blame? Why or why not?
8. In the paragraph where the man reflects on “old-timers” and “men who are men” what do
you think of his mentality and beliefs?
9. What happens to the man’s fire and why?
10. As defined in the Oxford dictionary, naturalism is the philosophical belief that everything
arises from natural properties and causes, and supernatural or spiritual explanations are
excluded or discounted. When the man contemplates “using” his dog for survival, how
does London emphasize the qualities of naturalism?
Day 3
F. Developing mastery (Leads to Formative assessment
Feminist criticism is concerned with "the ways in which literature (and
other cultural productions) reinforce or undermine the economic, political,
social, and psychological oppression of women". Feminist criticism is also
concerned with less obvious forms of marginalization such as the exclusion
of women writers from the traditional literary canon.
ACTIVITY 2: LET’S READ AND ANALYSE
DIRECTION: Read and analyse the poem properly and answer the questions
after.
TRANSLATIONS
BY ADRIENNE RICH
You show me the poems of some woman
my age, or younger
translated from your language
Certain words occur: enemy, oven, sorrow
enough to let me know
she’s a woman of my time
obsessed
with Love, our subject:
we’ve trained it like ivy to our walls
baked it like bread in our ovens
worn it like lead on our ankles
watched it through binoculars as if
it were a helicopter
bringing food to our famine
or the satellite
of a hostile power…
1. Is the author male or female?
______________________________________________________________________
2. Is the text narrated by a male or female? Justify your answer by providing some lines
from the poem.
______________________________________________________________________
3. What types of roles do women have in the text?
______________________________________________________________________
4. Are the female characters the protagonists or secondary and minor characters?
______________________________________________________________________
5. Do any stereotypical characterizations of women appear?
______________________________________________________________________
6. Is feminine imagery used? If so, what is the significance of such imagery?
______________________________________________________________________
https://owl.purdue.edu/owl/subject_specific_writing/writing_in_literature/literary_theory_and_schools_of_criticism/feminist_criticism.html
https://www.readpoetry.com/5-feminist-poems-we-all-need-to-read-right-now/
READER’S RESPONSE
Reader-response theory focuses mainly on the readers and their relationship
with the text to create or generate meaning. Reader-response theorists share
two beliefs: (1) that the role of the reader cannot be omitted from our
understanding of literature and (2) that readers do not passively consume the
meaning presented to them by an objective literary text; rather they actively make
the meaning they find in literature.
ACTIVITY 3: TELL ME MORE
DIRECTION: Read the story “TO BUILD A FIRE” again then accomplish the
graphic organizer below.
Recall a fact
Write at least 2 facts that

you learn from your
reading.
https://core.ac.uk/download/pdf/48878167.pdf https://www.google.com/search?q=reader-
response+criticism+WORKSHEET+WITH+ANSWER+PDF&sxsrf=ALeKk03DkE20JaQAt1VLUbDCqMZKXOdX5w:1601447524305&tbm=isch&source=iu&ictx=1&fir=Se4QL64_
uclPNM%252CxrsWsO8r-gbEJM%252C_&vet=1&usg=AI4_-kTk-
tsJ0CIxPbgMv4dINcgpyauqNA&sa=X&ved=2ahUKEwj_27_2oJDsAhUYPnAKHZykAocQ9QF6BAgKEEk#imgrc=Se4QL64_uclPNM
Day 4
G. Finding practical applications of concepts and skills in daily living
As it was discussed in the previous part of this lesson, Historical criticism,
is literary criticism in the light of historical evidence or based on
the context in which a work was written, including facts about the author’s
life and the historical and social circumstances of the time. This is in
contrast to other types of criticism, such as textual and formal, in which
emphasis is placed on examining the text itself while outside influences on
the text are disregarded. Take consider the following questions in studying
the text using the historical criticism approach: 'What happened?' and
'What does the event tell us about history?'
https://www.britannica.com/art/historical-criticism-literary-criticism
Let us give a try by doing the activity below.
ACTIVITY 4A: BACK IN TIME: Read back the text, The Story of Keesh, and do
what is asked in each of the box in the illustration.
The Story of Kessh

By Jack London
Describe the setting of the story and Go back in time and check whether
cite evidence that relates to the there were situations similar to what’s
past. (indicate the period/time the happening now in our society
story happens)
Describe in general the characters in

the story and their true existence.
http://www.kstrom.net/isk/maps/houseshtml/igloo
http://igloostuff.blogspot.com/2011/07/igloo-facts.html
https://www.pinterest.ph/pin/656118239455755477/
ACTIVITY 5B: HISTORICALLY SPEAKING. Analyze the descriptions given from

each of the box then discuss it in relation to historical criticism.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
As discussed in this module, Biographical criticism is a form of literary criticism
which analyzes a writer's biography to show the relationship between the
author's life and their works of literature.
https://www.definitions.net/definition/biographical+criticism
Let us try to analyze and study an example some of the works of Jack London.
Do the activity below and discuss the biographical details in the life of Jack
London and relate it to his literary texts, The Story of Keesh and To Build a Fire.
https://www.britannica.com/biography/Jack-London
Jack London
Search and know more of who Jack

London was. Note details of him
which could be related to the main
character, Keesh
Describe the character Keesh as he was

described in the story. How are they
similar with the author, Jack London?
Explain your
answer.___________________________
_
Activity 5: Writer-Text-Connect: Analyze the information and details about the

author, Jack London, then compare them to the descriptions of the character
Keesh in the story. Discuss how they are related in the angle of biographical
critic or criticism.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
H. Making generalizations and abstractions about the lesson

In this lesson, you learned four types of Literary Criticism. Each of it has a
feature that makes it unique. In the graph below, write a word that will
summarize how you understood the type of literary criticism and write a
one-sentence explaning it.
I LEARNED THESE IN THE MODULE…

HISTORICAL CRITICISM BIOGRAOHICAL CRITICISM
________________ ________________
Explanation:_________________________ Explanation:_________________________
___________________________________ ___________________________________
FEMINISM READER’S RESPONSE
________________ ________________
Explanation:____________________________ Explanation:_________________________
______________________________________ ___________________________________
Let us remember that we have these types of Literary Criticism, not

to Criticize but to understand and appreciate the literature even
more. Happy reading!
Day 5
I. Evaluating learning
ACTIVITY 6. LET US EVALUATE. Identify what literary criticisms are the
following whether HISTORICAL, BIOGRAPHICAL and FEMINIST criticism.
1. Woman and Mother Earth are providers of life, sustenance and
creativity. ____________________
2. Woman in China go through a test to determine if she has potential
to marry and bring honor to her family. This happened in the movie,
Mulan as well as real life. ______________
3. Edward Fitzgerald was born from an Irish descent and his family
moved to America. He was the writer of The Great Gatsby which is
considered the best American novel and the second best novel in
English. _______________
4. Women are oppressed by patriarchy economically, politically,
socially, and psychologically; patriarchal ideology is the primary
means by which women are oppressed. _______________
5. William Faulkner wrote many of his novels and stories during or
after WWII, which help explain the feeling of darkens, defeat and
struggle that pervade most of his work. __________________
6. Western society has actually been structured to protect women from
the brutalities of war and commerce, allowing them to be nurturers,
mothers, and homemakers. ___________________
7. After the groundbreaking work on the New Testament by Friedrich
Schleiermacher (1768–1834), the next generation analyzed in the
mid-19th century the historical records of the Middle East from
biblical times, in search of independent confirmation of events in the
Bible. ___________________
8. A group of women sacrificed their lives to protect a grove of sacred
trees. ___________________
9. Kate Chopin’s behavior-shocked people in the small town in
Louisiana where they lived after her husband closed his cotton
shop; after the death of her husband, she met a married man who
was attracted to her and she gave him more than passing attention.
________________________
10. Women are seen as closer to nature and it also makes them easier
to subordinate, just as nature itself is everywhere devalued and
subordinated. _________________________
ACTIVITY 7. IT’S TIME TO CRITIQUE. DIRECTION: Critique a literary selection
based on Reader’s Response approach. Analyze the poem properly and answer
the questions after.
LIFE
Things will get rough
There will be bad days
It may seem all like a haze
Butt through it all
Always, always stand tall
Giving is not an option
Never turn your back and run
Through good times and bad
Through happy times and sad
As long as you keep moving
You will never stop growing
https://www.pinterest.ph/pin/392235448791003560/
1. What were your feelings after reading the poem?

________________________________________________________________
________________________________________________________________
________________________________________________________________
2. Did this poem make you laugh? cry? cringe? smile? cheer? Explain
________________________________________________________________
________________________________________________________________
________________________________________________________________
3. What connections are there between the poem and your life? Explain
________________________________________________________________
________________________________________________________________
________________________________________________________________
4. What was the author’s purpose for writing this poem?
________________________________________________________________
________________________________________________________________
________________________________________________________________
5. How have you changed after reading this poem? Explain
________________________________________________________________
________________________________________________________________
________________________________________________________________
J. Additional activities for application or remediation
CAPTION IT!
In response to the prevailing social conditions happening now, particularly
the state of nature, write something expressing your sentiments using the
hashtag #ilovemotherearth. Write it on a bondpaper, decorate it, and post it
in your room.
Take note of the following criteria:

CRITERIA:
Content/Meaning 40%
Presentation 20%
Relevance 20%
Creativity 20%
100%

Literary Criticism Approaches Lesson

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Department English Quarter 3 Week 4

Writers English 10 Teachers Lesson No: 4

Literary Text: To Build a Fire

IV. LEARNING RESOURCES

B. Establishing a purpose for the lesson

C. Presenting examples/instances of the new lesson

Questions of Feminist Theorists to Interpret a Text:

Kate Millett argued gender is socially constructed as it

Simone de Beauvoir argued men are considered

Questions of Reader-Response Theorists to Interpret a Text:

D. Discussing new concepts and practicing new skills #1

Understanding Biographical and Historical Criticisms

A Checklist of Historical Critical Questions:

A Checklist of Biographical Critical Questions:

Applying Biographical Criticism to a Literary Text

E. Discussing new concepts and practicing new skills #2

ACTIVITY 1.COMPREHENSION CHECK: Answer the following based on the story.

Write at least 2 facts that

The Story of Kessh

Describe in general the characters in

ACTIVITY 5B: HISTORICALLY SPEAKING. Analyze the descriptions given from

Search and know more of who Jack

Describe the character Keesh as he was

Activity 5: Writer-Text-Connect: Analyze the information and details about the

H. Making generalizations and abstractions about the lesson

I LEARNED THESE IN THE MODULE…

Let us remember that we have these types of Literary Criticism, not

1. What were your feelings after reading the poem?

Take note of the following criteria:

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