Republika ng Pilipinas

Kagawaran ng Edukasyon
REHIYON V - BIKOL
SANGAY NG MGA PAARALAN NG LUNGSOD NAGA
TINAGO NATIONAL HIGH SCHOOL
M. CASTRO ST., TINAGO, NAGA CITY

A Detailed Lesson Plan in English 10

Third Quarter March 18, 2024
Prepared by: Cyra S. Remoquillo

I. Objectives
A. Content Standard: The learner demonstrates understanding of how world
literature and other text types serve as ways of expressing and resolving
personal conflicts, also how to use strategies in linking textual information,
repairing, enhancing communication, public speaking, emphasis markers in
persuasive texts, different forms of modals, reflexive and intensive pronouns.
B. Performance Standard: The learner composes a short but powerful persuasive
text using a variety of persuasive techniques and devices.
C. MELC: Critique a literary selection based on the following approaches:
a. Structuralist/Formalist
b. Moralist
c. Marxist
d. Feminist
e. Historical
f. Reader-response
D. Specific Objectives:
At the end of the discussion, the learners will be able to:
1. Analyze the socioeconomic themes and ideological messages presented
in a literary selection from a Marxist perspective;
2. Participate in class discussions and debates on socio-political themes and
ideological messages in literature, demonstrating the ability to analyze
Marxist interpretations.
3. Compose an analytical essay applying Marxist literary theory to critique
the text, demonstrating coherent arguments backed by textual evidence.
II. Subject Matter
A. Topic: Critique a literary selection based on the Marxist approach
B. Reference
Gisserietadem. (2020, December 17). Literary Criticism/Theories. Bibliophilia.
https://bibliophiliablogs.wordpress.com/2020/12/17/literary-criticism-theori
es/
Studocu. (n.d.). Langaw ni Kristian Cordero - LANGAW ni Kristian Cordero Noon
kapag ganitong mga umaga, ako lang ang - Studocu.
 https://www.studocu.com/ph/document/camarines-sur-polytechnic-college
s/education/langaw-ni-kristian-cordero/51213543
C. Materials
1. Powerpoint presentation, Laptop, Smart TV
2. Printed copies of the song“Tatsulok”
D. Curriculum Integration
1. English 10- Consider the poems elements in analyzing using the Marxist
approach
2. Araling Panlipunan 9- Discuss the social and political injustices
3. MAPEH 10 (Music)- Sing the song Tatsulok as the chosen selection to be
analyzed using the Marxist Approach
E. Values Integration
1. Collaboration
2. Respect for basic and individual rights
3. Open-mindedness
III. Procedure
Teacher’s Activity Students’ Activity

I. Preliminaries
a. Prayer
b. Checking of cleanliness of the classroom
c. Checking of attendance

II. Review of the Previous Lesson/Checking of

Assignment

“Who among you can recall our previous discussion?” “Last meeting we talked about two different
approaches on how to critique a selection:
structuralist/formalist and moralist
approaches.”

“You’re right! What do we examine in a selection when ● “When we examine a selection using a
we use structuralist/formalist and moralist structuralist/formalist approach, we
approaches?” only have to consider the text itself. We
should not include our emotions to take
over with what the selection wants to
tell. In addition, we should also focus
on its elements such as the characters,
settings, mood, tone, style, and
rhetoric.”
● “Basically, in examining a selection
using the moralist approach, we have
to look for its message or the moral of
the story. The common selection used
here is fables.
III. Activity
a. Motivation: Exploring Socio-political
Themes through Music
“Each one of you will be given a copy of the lyrics of the “Yes, Ma’am!”
song entitled “Tatsulok.” This morning, we are going to The students will sing the song.
sing this song. Are you excited?”

IV. Analysis

“What was the song all about?” “The song was all about the unjust society we
live in today.”

“How do the lyrics of the song convey its message?” “The lyrics of the song convey its message
through the use of figurative languages.”

“State the lyrics of the song that convey social issues.” ● “Hangga’t marami ang lugmok sa
kahirapan, at ang hustisya ay para
lang sa mayaman.”
● “Totoy makinig ka wag kang
magpagabi, baka mapagkamalan ka’t
humandusay dyan sa tabi.”

V. Presentation of Objectives
At the end of the discussion, the learners will be able
to:
a. Analyze the socioeconomic themes and
ideological messages presented in a literary
selection from a Marxist perspective;
b. Participate in class discussions and debates on
socio-political themes and ideological messages
in literature, demonstrating the ability to analyze
Marxist interpretations.
c. Compose an analytical essay applying Marxist
literary theory to critique the text, demonstrating
coherent arguments backed by textual
evidence.

VI. Abstraction

“Do you know what communism and capitalism are?”
● “Communism is a way of creating and
sharing wealth.”
● “In Capitalism, individual people own
property and run companies. Some
communists became rich but paid their
workers very little.”

“Very good! The idea of communism was proposed by “Karl Marx is considered the Father of
Karl Marx. Do you know who he is?” Communism.”

“Alright! In some cases, Karl Marx is considered a “We consider communism a political threat
political threat because he started writing books because the state or the government is the
outlining his theories for communism now known as sole owner of everything we have. For
Marxism. Now, why do we consider communism as a example, our land, houses, and even jobs.”
political threat?”

“Okay! Communism may result to violence,

discrimination, poverty, and corruption. However, Karl
Marx’s idea will depend on our own perspective. If we
look at it positively, we will realize that because of his
theory, we were able to open our eyes to what is really
happening in society. In addition, this concept talks
about social class. What do you think social class is?” “Social class is the division of the society
based on someone’s wealth.”

“Excellent! In Marxism the social class is divided into “Bourgeoisie is the ruling class who owns the
two: bourgeoisie and proletariat. What do these two means of production. While, the proletariat are
symbolize?” the working class who are being exploited for
their labor.”

“Since we already have an idea of the concept of
Marxism, what do you think is its similarity to the song
Tatsulok?”
● “Both Marxism and the song Tatsulok
address social inequality and injustice.”
● “Marxism focuses on the conflict of
social class, bourgeoisie and
proletariat; similarly, the song depicts
the division between the poor or the
marginalized, highlighting challenges
and hardships.”

“Alright! It seems like you already know the concept of

Marxism and how to relate it to a selection. Now, as a
class we are going to analyze the song using these
guide questions:
1. What socio-political themes are addressed in the song
"Tatsulok"?
2. What specific examples of imagery does the song use to
convey its message about societal issues?
3. In what ways does the song reflect Marxist ideas about
class struggle and exploitation?
4. What message or call to action does the song convey to
listeners?
5. Do you agree with the perspectives presented in the song?
Why or why not?
These guide questions will help you analyze a selection
using the Marxist approach.”
VII. Application
Encircle the letter that corresponds to the correct
answer.
1. According to Marxism, society is mainly divided into which
two classes?
a. Upper and middle class
1. “"The song 'Tatsulok' addresses themes such as
poverty, inequality, social injustice, and the
struggles of marginalized individuals. It
highlights the disparities between the rich and
the poor, depicting the harsh realities faced by
those living in poverty. The song also critiques
the existing social order and calls for societal
change to address the root causes of inequality
and oppression."
2. "Ang tatsulok" - his symbolic imagery
represents the hierarchical structure of society,
where those at the top hold power and privilege
over those below them.
"Ang mga bombang nakatutok sa ulo mo" - This
imagery evokes the danger and violence faced
by marginalized individuals in society,
highlighting the threat of oppression and
injustice.
 b. Capitalists and workers
c. Aristocrats and peasants
d. Entrepreneurs and consumers
2. What is the central idea of Marxism regarding wealth and
resources?
a. Wealth should be shared equally among all
b. Wealth should be controlled by the ruling class
c. Wealth should be earned through hard work
d. Wealth should be owned collectively
3. What does Marxism advocate for regarding the means of
production?
a. Private ownership by individuals
b. State ownership by the government
c. Collective ownership by workers
d. Ownership by corporations
4. Which term refers to the social system advocated by
Marxism?
a. Capitalism
b. Feudalism
c. Communism
d. Socialism
5. What social issues are addressed in the song "Tatsulok" by
Bamboo?
a. Environmental degradation
b. Economic inequality and social injustice
c. Technological advancement
d. Cultural diversity
6. What literary device is used in the line "Ang tatsulok ay
simbolo ng kapangyarihan ng mga nakatataas" (The
triangle is a symbol of the power of those above)?
a. Simile
b. Metaphor
c. Personification
d. Hyperbole
7. How does the song "Tatsulok" reflect Marxist ideas about
society?
a. By advocating for capitalism
b. By critiquing capitalism and addressing class
struggle
c. By promoting socialism
d. By praising the ruling class
8. What does the song call for in response to societal
inequality?
a. Maintaining the status quo
b. Accepting social hierarchy
c. Taking action to reverse the triangle of power
d. Ignoring social issues
9. What role does music play in the intersection of art,
politics, and society, as demonstrated by "Tatsulok"?
a. Music has no impact on societal issues
"Ang dating munting bukid ngayo'y sementeryo"
- This imagery suggests the tragic
consequences of societal unrest and conflict,
symbolizing the loss of life and destruction
caused by social inequality and injustice.
"Baliktarin ang tatsulok" - This imagery calls for
the reversal of the existing power dynamics in
society, challenging the status quo and
advocating for social change and justice.
3. "The song 'Tatsulok' reflects Marxist ideas
because it talks about how society is divided
into rich and poor, with the rich having power
and the poor facing injustice. It calls for
changing this by taking action to reverse this
inequality."
4. “The song "Tatsulok" conveys a message of
social awareness and calls for action to address
inequality and injustice in society. It urges
listeners to recognize the realities of poverty
and oppression and to take action to reverse
the existing power dynamics. Specifically, the
song calls for solidarity among the marginalized
and oppressed to challenge the status quo and
strive for a more just and equitable society.”
5. "Yes, I agree with the perspectives presented in
the song 'Tatsulok.' The song effectively
highlights the injustices and inequalities present
in society, particularly the disparity between the
rich and the poor. It calls for action to address
these issues and advocates for social change. I
resonate with the message of solidarity and
believe that it's important to stand up against
oppression and fight for a more just and
equitable society."
 b. Music can inspire political engagement and
activism
c. Music should avoid addressing political topics
d. Music promotes inequality and oppression
10. How does "Tatsulok" illustrate the influence of
socio-political context on artistic expression?
a. By ignoring social issues in its lyrics
b. By addressing universal themes unrelated to
societal context
c. By drawing inspiration from the experiences of
marginalized communities
d. By promoting the status quo

VIII. Generalization

“What is the concept of Marxism?”

“What should we focus on when we use the Marxist
approach in a selection?”
“Alright! As a student, why is it important for you to
learn this concept and approach?”
“The concept of Marxism is the socio-political
issues that are happening in the society. In
addition, the social class that divides us.”
“When we are using the Marxist approach in
analyzing a selection, we should focus on the
social and political issues that it conveys.”
“Understanding the Marxist approach is
important because it provides insights into how
economic factors influence society and shape
power dynamics. By learning about Marxism,
students can develop critical thinking skills to
analyze social issues, inequalities, and
historical events from different perspectives.
Additionally, understanding Marxist concepts
helps students comprehend complex
economic systems and encourages them to
consider alternative political and economic
models. Overall, learning about Marxism
enables students to engage in informed
discussions about societal structures, power
relations, and possibilities for social change.”

IV. Evaluation
Analyze the poem below and formulate a well-structured independent critique using the Marxist
Approach.
“Buhay Paraoma” by Gil L. Gregorio Sr.
An trabaho sa umahan maog-mahon baga Uya baya sarong paraomangpobre
Pano nin paglaom maski tulak nagharatihit na Amayong nagpakalagakaga nin tsokolate;
Tangad sa langit baya sabay pangadyeng toda Ta kasuodma batag, kamoteng kahoy nag-ani
Hagad bendisyon nin pansabwag sa pamilya. Kakanon sa pagkaaga, kontentong pwerte.
 Criteria Excellent (4) Good (3) Fair (2) Poor (1)

The critique demonstrates

a deep understanding of
The critique provides a The analysis of the text
the text's themes, The critique offers
Depth of solid analysis of the text, is somewhat superficial,
characters, and literary limited analysis of the
Analysis covering key aspects focusing on obvious
devices. It offers insightful text, providing only basic
such as themes and elements without delving
analysis and commentary observations without
characters, but may lack into deeper layers of
that goes beyond much depth.
depth in some areas. meaning.
surface-level
observations.

The critique effectively

The critique incorporates The critique includes The critique relies
integrates textual
textual evidence to some textual evidence, heavily on
evidence to support its
Integration of support its arguments, but it is not always generalizations or
arguments, using specific
Evidence but the integration may relevant or effectively personal opinion rather
quotations or examples
be somewhat weak or used to support the than providing sufficient
from the text in a
inconsistent. arguments. textual evidence.
compelling manner.

The critique is The critique is generally

The critique is somewhat
well-organized and clearly clear and coherent, but
unclear or disjointed, The critique is poorly
Clarity and articulated, with a logical there may be some
making it difficult for the organized and difficult to
Coherence progression of ideas and minor issues with
reader to follow the understand.
smooth transitions organization or clarity of
argument.
between paragraphs. expression.

The critique demonstrates

The critique is The critique is somewhat The critique is weak or
exceptional insight,
well-executed overall, lacking in depth or clarity, flawed in several areas,
Overall analysis, and engagement
effectively analyzing the but it still demonstrates a failing to effectively
Impression with the text, leaving a
text and providing basic understanding of analyze or engage with
strong impression on the
thoughtful commentary. the text. the text.
reader.

V. Assignment
Read the poem below and answer the following questions:
 1. How does the poem portray gender roles and expectations? Are there stereotypes or
traditional gender norms present, and if so, how are they challenged or reinforced?
2. What themes or topics related to women's experiences, struggles, and empowerment
emerge in the poem? How does the poem address issues such as sexism, patriarchy,
agency, and identity?
3. Whose voices are represented in the poem, and whose voices are marginalized or
absent? How do gender dynamics influence power structures and perspectives within
the poem?

VI. Remarks

Prepared by:

CYRA S. REMOQUILLO
Pre-service Teacher

Checked by:

GLENN LAWRENCE IAN OSABAL

Cooperating Teacher