Republic of the Philippines

Department of Education
Region IX – Zamboanga Peninsula
SCHOOLS DIVISION OF ZAMBOANGA DEL SUR
Dao, Pagadian City

LEARNING ACTIVITY SHEET (LAS)

Subject and Grade: ENGLISH 10
Quarter No. 3 Week No. 5

I. Learner and Material Basic Information

Name: ___________________________________________ Score: _______________
Section: __________________________________________ Date: ________________

Activity Title : Get Moving. Make a Critique!

Learning Competency:
Critique a literary selection based on the following
approaches: Structuralist/Formalist, moralist,
Marxist, Feminist and Historical.

References : Columbres. Alternative Delivery Mode. Literary

Selection Critique based on Specific Approaches
First Edition, 2020
ttps://galasnhs.zdnorte.net/wpcontent/uploads/2022/03

“Critical Approaches to Literature.” --- CRITICAL

APPROACHES TO LITERATURE ---. Accessed
December 10, 2020.
http://home.olemiss.edu/~egjbp/spring97/litcrit.html.

Most Essential Learning Competency. Philippines:

Department of Education, 2020.

II. Concept Notes/Digest/Background information/Illustrative Examples

When was the last time you read a story that took you on an
adventure, taught you something new, sparked your imagination, and
challenged your creative and critical thinking?
Indeed, reading can help you broaden your horizons. The more you
read, the more you will understand the world around you. Yes! The more
tales you read, the more you learn about life and its principles.
You have already mastered the fundamentals of literature and the
various literary methods. All of them are critical in understanding,
critiquing, or analyzing various literary texts.
Welcome, Future Literary Critics!

CRITIQUE
 (verb) means to critically evaluate, analyze or give careful judgment in
which you give your opinion about a literary work.
(noun) is a detailed evaluation or analysis of a literary piece.

PARTS
Introduction states the outline of the main idea and the
identity of the author’s thesis.

Summary sums the literary according to the reader’s

words.

Analysis interprets and analyzes the text organization,

literary styles, approaches, and themes.

Conclusion restates the thesis statement in new words and

calls for action considering the literary theme.

There are various approaches or styles in analyzing a literary piece.

Today, you are going to learn six approaches to critiquing a literary
selection. Are you excited?
Literary Criticism, sometimes called ‘lenses’, are the different
perspectives we can consider in analyzing or interpreting a text.

LITERARY APPROACHES
1. Structuralist/formalist – 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. It also includes different
literary devices and language structures.

2. Moralist – judges literary works, according to moral principles.

It further study literature from the moral and intellectual
perspective, therefore, determines whether a work conveys a
lesson or message and whether it can help readers lead better
lives and improve their understanding of the world.

3. Marxist – scrutinizes the text as “an expression of

contemporary
class struggle.” It is grounded on Karl Marx’s theories,
wherein it concerns on the insinuations and snags of the
capitalist system. In this approach, literature is regarded not
 simply as a matter of personal taste or expression. It
unquestionably focuses on political and social conditions.
Marxist literary critics would abide on the following inquiries:
Is the text a mirror of social values? Is it a form of propaganda
for the ruling classes? Can literature challenge social norms.

4. Feminist – examines the text in the context of recognizing

women’s knowledge in literary concepts, and in terms of
valuing their experiences. It further focuses on female
representation in literature, paying attention to female point of
view, concerns, and values.

5. Historical – analyzes literary text by using historical events

and evidences, that include information about the author’s
life, historical and social circumstances.

III. Activities/Exercises/Guide Questions

A. Consider the picture below and identify the different approaches on the
following analysis. Write S if the analysis is Structural, M for Moralist, Mx
for Marxist, F for Feminist, and H for Historical. Write your answer on the
space provided before the number.

The Girl is riding a bicycle when

all of the sudden she fell off.

________1. The girl got an injury after allegedly pushed by group of boys
because the boys believe that biking are suited for them rather than for
females.
________ 2. Without checking the wheels of the bike, the girl used an
old bicycle for her to go to school. While on her way, the tire got
punctured which threw her away.
________ 3. It is always the best practice to check our vehicles before
going to a distant place to avoid accidents.
________ 4. She hurried pedaled her bicycle away after hearing
comments from her classmates saying that her two-wheeler was too
old-fashioned and she will never fit in the group because she owned
ugly things.
 ________ 5. It was the same date at the same place where the accident
reoccurred. It was pitiful.

B. MATCHING LITERARY APPROACHES AND THEIR IDEAS. Use the pool of

ideas in Column A to match its corresponding literary approach in
Column B.

COLUMN A COLUMN B
______ 1. In this approach, it focuses on the a. Marxist Approach
following: (a) form of each individual part of b. Feminist Approach
the text, (b) characters, (c) setting, (d) tone, c. Moralist Approach
the point of view, (e) diction and all other d. Structuralist Approach
elements. e. Historical Approach
______ 2. The approach is as old as
literature itself, for literature is a traditional
mode of imparting morality, philosophy,
and religion.
______ 3. This approach also “seeks to
understand a literary work by investigating
the social, cultural, and intellectual context
that produced it.
______ 4. It is an approach which mirrors of
social values.
______ 5. This approach examines how
works of literature embody patriarchal
attitudes or undercut them, sometimes both
happening within the same work.

C. Directions: Read the story from Benguet and discover the origin of rice and
small streams. Further, answer the questions that follow.

The Origin of Rice and Streams

(Ibaloy Tale)
Once upon a time, there were two blind women. They were kindhearted,
but they were very poor. In order to eat, they had to beg from their neighbors
and sometimes they were driven away or given nothing. Nevertheless, they did
not complain but went on living each day as best as they could.
Once when they had no food for some time, they decided to walk to the
next village to try their luck there. They walked slowly, feeling footholds among
the hilly paths. When they had walked some distance, they bumped into a large
rock. The impact sent their bodies reeling. Dazed, they held on to each other
and tried to get back on their feet. But they had gone too long without food, and
now they could not even stand.
The rock opened magically, and out of its granite depths a young woman
emerged. She took the two blind women by the hand and let them inside. An
old
woman seated them at a stone table and gave them food to eat. “Now tell what
you need,” said the old woman to them when they had finished their meal. One
of the blind women said, “I am always hungry. I need food, but I am too blind
and I cannot work for a living in the fields.”
 The other replied, “I am always thirsty. I always need something to drink,
but I, too, am blind and I cannot find my way even to the smallest spring.”
The old woman gave the first woman a sack of rice that would never be
empty. To the other she gave a bottle of water that would never be drained dry.
They both thanked the old woman profusely and they felt their way back home.
They lived together happily, never wanting any more than what they already
had.
After some time, though, they told each other that it was not right to keep to
themselves the good fortune that they had been given. So, the one who owned
the magic sack of rice took a handful of grain and sowed it; when the grain was
harvested she gave it to the people in the village. The one who owned the magic
bottle poured some of the water out onto the land where it changed into many
small brooks and streams. On their banks flowers soon grew, and to the
streams
people came to fetch water for their various needs.

Make It Short and Simple. Make a one-paragraph short critique of the story
you have read.

STRUCTURALIST
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

MORALIST
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
FEMINIST
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
MARXIST
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
 HISTORICAL
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

D. Reflective Leaning Flow. Write a reflective learning log about writing a

critique by answering the questions inside the box. You may express your
answers in a more critical and creative presentation of your great learning.
Have fun and enjoy!

Lesson on writing a What learnings have What learnings can I

critique guides me to
reflect on
____________________
____________________
____________________
____________________
I found from this
lesson?
____________________
____________________
____________________
____________________
share with my
peers?
____________________
____________________
____________________
____________________

-----------------------------------------------------
IV. Answers’ Key

C. 1. F B. 1. D A. 1. Varied Answers
2. S 2. C 2. Varied Answers
3. M 3. E 3. Varied Answers
4. Mx 4. A 4. Varied Answers
5. H 5. B 5. Varied Answers

Prepared by: DEXTER LLOYD C. CATIAG

Midsalip National High School
Zamboanga del Sur