LESSON PLAN IN ENGLISH 10

School Dumingag National High School Grade Level 10

Teacher Janice A. Basilisco Quarter
3
Position Teacher III
Observer Josephine L. Hangad Date and Time March 27, 2023
3:00- 4:00
Position Head Teacher V Section Mars
Learning Area English Duration 1 hour
I. LEARNING OBJECTIVES
Content Standards The learner demonstrates understanding of how world
literature and other text types serve as sources of wisdom
in expressing and resolving conflicts among individuals,
groups and nature; also how to use evaluative reading,
listening and viewing strategies, special speeches for
occasion, pronouns and structures of modification.
Performance Standards The learner skilfully delivers a speech for a special occasion
through utilizing effective verbal and non-verbal strategies
and ICT resources.
Learning Competencies/Code Critique a literary selection focusing on power struggles of
characters (Marxist) and gender relationships of characters
(Feminist).
Objectives
● Knowledge - Identify marxism and feminism

● Skills - Critique a poem using Marxism and feminism

● Attitude - Appreciate the value of critiquing a literary
piece for easily understanding the text.

II. CONTENT Approaches to Literary Criticism (Marxism and

Feminism)
III. LEARNING RESOURCES
A. References
1.Teacher’s Guide pages
2.Learner’s Materials pages
3.Textbook pages
4.Additional Materials from Learning Resource (LR) DepEd Cordillera Self Learning Module for Quarter 3-
portal Module 1 about Literary Criticism
B. Other Learning Resources Learners’ Pocket
C. Supplies, Equipment, Tools, etc. Copies of the SLM, Android Phone with WPS App or
Word App, PPT, TV,
IV. PROCEDURES
A. Review/Introductory A literary piece cannot be sufficiently interpreted with a single approach. In the previous
Activity 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.

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.
B. Activity/ Motivation Look at the pictures below. What does each picture imply?

Picture 1 Picture 2

C. Analysis/Presenting Picture 1 implies on power struggles of the characters. This concerns class differences,
examples of the new economic, as well as the implications and complications of the capitalist system while second
lesson where the picture illustrates advocates gender equality especially towards women. By just looking the
concepts are pictures we can critique and analyze.
clarified
However, we are going to learn the two ways to critique a literary piece.

The first one 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.
D. Abstraction To sum it up, here is a comparison chart of the typical questions to use for the two criticisms.

E. Valuing: Finding Learning Task 1. Critical Reading Read the poem below.
Practical
Applications of
Concepts and Skills
in Daily Living

Learning Task 2. THINK-PAIR-SHARE

Directions: First, think of your answer to the following questions. Second, using any available
app (WPS, WORD) 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.
Learning Task 3. Writing fix 1A.
Directions: With your android phone and the WPS app, 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:______________________
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…

F. Generalization The teacher instructs the learners to write their personal insights in their notebook about the
lesson using the prompts below.

I understand that ___________________.

I realize that ________________________.
I need to learn more about __________.

G. Assessment
Directions: Write TRUE if the statement is true and FALSE if the statement is erroneous.
Write your answers in any available paper.
_______ 1. Marxist Criticism explores the context of the powerful and the powerless and to
whom a literary piece is beneficial.
_______ 2. Critique usually takes the form of an essay.
_______ 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.

V. REMARKS
VI. REFLECTIONS
A. No.of learners who
learned 80% on the
formative assessment
B. No.of learners who
require additional
activities for remediation.
C. Did the remedial
lessons work? No.of
learners who have
caught up with the
lesson.
D. No.of learners who
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why did
these work?
F.What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
 use/discover which I wish
to share with other
teachers?

Prepared by:

JANICE A. BASILISCO
English Teacher

Checked by:

JOSEPHINE L. HANGAD
Head Teacher V