Detailed Lesson Plan in English 10

Most Essential Learning Competency (MELC): Critiquing a Literary Selection based on

Varied Approaches (Structuralist/Formalist, Feminism, Marxist)

OBJECTIVES
At the end of the lesson, the students will be able to:
a. define structuralism and formalism approaches;
b. write a critique of a literary selection according to the structuralist and
formalist approach; and
c. tell the importance of understanding the structuralism and formalism
approach in studying the literary piece.

I. SUBJECT MATTER: Feminism

Reference: English 10 Self-Learning Module (SLM) 3 for Quarter 3, pages 8-9,
and Online References,
Materials: Laptop, TV set, cartolina paper and permanent marker

II. Procedure
Teacher’s Activity Student’s Activity
I. Preliminary Activities

A. Prayer

Let us all stand for the opening prayer. For the In the name of the Father,
Catholics make sign of the cross. the Son, the Holy Spirit.
Amen.
B. Greetings

Good morning, class!

Before you take your seats, kindly pick up the pieces Good morning, Ma’am.
of paper under their chairs and align their chairs (Students will arrange their
properly. chairs and will pick up the
Are you now settled? trashes).
Excellent! How is your day so far? Yes, Ma’am.
I am pleased to hear that. So can I expect a full blast of We are fine, Ma’am.
energy and active participation from you? Yes, Ma’am.

C. Energizer
 D. Checking of Attendance

Who are the absentees for today? No one is absent today,

Ma’am.
Very good! I’m so glad that everyone understands the (Students will clap their
reasons of coming to school regularly. Let’s give hands)
ourselves a round of applause for your perfect
attendance.

E. Classroom Rules

These are the following rules that you must remember (Students will read the
and follow in our class. Everybody let us read the classroom rules.)
classroom rules.

Respect each other;

If you want to speak, raise your hand;
Give your full attention;
Help one another;
Take part of the discussion; and lastly
Share new ideas.

F. Passing of Assignments
Class, were you assigned an assignment last meeting? Yes, Ma’am.

G. Review/Drill
What was the topic we have discussed last meeting?
The topic that we discussed
last meeting is about
Composing an Independent
Critique of a Chosen
Selection.

Very good!

For you to think back of our discussion last meeting,

get a ¼ sheet of paper and answer the given
statements. Write TRUE, if the statement is correct
and FALSE, if it is not.
TRUE
1. Critique is a systematic, yet personal response and
evaluation of what you read. TRUE
2. In writing a critique, you analyze how points are made
and supported, what assumptions underlie the given
 arguments, what issues are overlooked, and what
implications can be drawn from what was provided.
3. It is an objective writing because it expresses the
writer’s opinion or evaluation of a text.
4. Organizing your critique essay is an easy step when FALSE
producing quality work. To be able to effectively let
your reader know what you think about a certain TRUE
object or idea you have to be able to put your thoughts
together in a cohesive and logical manner.
5. An outline helps you see how each of your ideas are
connected and how every idea contributes to the
understanding of another- moreover, it allows you to TRUE
gauge how well the order of your ideas complements
your thesis statement.
6. State your conclusions, reminding the reader of the
points you have made and your reasons for making
them. TRUE
7. In organizing a critique, review the background facts
or issues that must be understood before the point of TRUE
reading can be appreciated: significance, design,
appeal, and so on.
Test I. Enumerate the parts of an outline that shows how to
(Students will do the task)
write a critique.
8. Introduction
9. Body
10. Conclusion

Very good. It seems that you really have understood

our topic last meeting. Now, I will have another
activity that will lead you to our topic this morning.

H. Motivation
We will have an activity which is called “Magic
Square: How well do you know these concepts?”
Directions: Recall your knowledge about literature by
identifying what is being described. Select from the
numbered statements the best description for each of
the concepts. Put the number of your answer in the
proper space in the “magic square box.” The sum of
the numbers will be the same across each row and
down each column. Each correct answer is worth 1
point, and if you find the MAGIC NUMBER, you get an (Students will answer.)
additional 4 points.

Concepts Statements
A. Alliteration 1. It is the incidence
B. Allusion where an implausible
C. Hyperbole concept or character is
D. Irony brought into the story
E. Metaphor in order to resolve the
F. Metonymy conflict and to bring
G. Onomatopeia about a pleasing
H. Oxymoron solution.
I. Paradox 2. It refers to the meaning
J. Personification or identify ascribed to
one subject by way or
another.
3. It is the use of concepts
or ideas that are
contradictory to one
another, yet, when
placed together hold
significant value on
several levels.
4. It is playing around
with words such that
the meaning implied by
a sentence or word is
actually different from
the literal meaning.
5. A figure of speech
whereby the author
refers to a subject
matter such as the
place, event, or literary
work by way of passing
reference.
6. The practice of
drawing comparisons
between two unrelated
and dissimilar things,
people, beings, places,
and concepts.
7. Words whose sounds
 are close to the sound (Expected Answer)
they are meant to
depict.
A B C D
8. A symbolism device
1 1 1 1
where meaning of a
greater, often abstract, E F G H
concept is conveyed 1 1 1 1
with the aid of a more
material object or idea I J K L
being used as an 1 1 1 1
example. M N O P
9. A literary device 1 1 1 1
wherein the author
uses specific words and
phrases that Magic Number: ___32____
exaggerate and
overemphasize the 1. P
basic crux of the 2. E
statement in order to 3. I
produce a grander and 4. D
more noticeable effect. 5. B
10. The practice of 6. K
attaching human traits 7. G
and characteristics to 8. N
inanimate objects, 9. C
phenomena, and 10. J
animals, 11. F
11. The practice of not 12. O
using the formal word 13. M
for an object or subject 14. H
and instead referring 15. L
to it by using another 16. A
word that is intricately
linked to the formal
name or word.
12. The practice of
rhyming words placed
at the end of the lines
in prose or poetry. It
refers to the order in
which particular words
rhyme.
13. A literary device that
helps to establish a
relationship based on
 similarities between
two concepts or ideas.
14. A literary device that
allows the author to
use contradictory,
contrasting concepts
placed together in a
manner that actually
ends up making sense
in a strange and
slightly complex
manner.
15. The arrangement of
details in a story
according to a pattern.
16. A literary device that
uses words in quick
succession. It begins
with letters belonging
to the same sound
group.

1. The arrangement of
details in a story
according to a pattern.
2. A literary device that
uses words in quick
succession. It begins
with letters belonging
to the same sound
group.

MAGIC SQUARE BOX

A B C D
E F G H
I J K L
M N O P
 Magic Number: ___________________________ The choices are called
literary devices.
Literary devices are tools
used by writers to hint at
I. Analysis larger themes, ideas, and
meaning in a story or piece
Class, what have you observed from the activity? of writing.

Good observation. What is a literary device?

No, Ma’am.

Very good. Did you know that literary devices will

be very helpful in order for us to identify the
structure of a certain text?
Yes, Ma’am. Our discussion
Alright! As we go along in our discussion, you will
might be about critiquing a
find out the relevance of literary devices in
literary selection
critiquing a certain literary selection based on a
particular literary approach.

Do have now an idea of what will be our discussion

for today?

Good idea. Today, we will discuss about Critiquing a

Selection based on Strucuturalist/Formalist
approach
Yes, Ma’am.
II. Lesson Proper At the end of the lesson, the
students will be able to:
A. Abstraction
a. identify the distinct
features of structuralism
Before we begin our discussion, let us read
and formalism approaches;
first the learning objectives. Kindly read the
objectives, everyone. b. write a critique of a
literary selection according
to the structuralist and
formalist approach; and
c. tell the importance of
understanding the
 structuralism and
formalism approach in
studying the literary piece.

(Possible answers of
students: To find fault, to
review, to attack, etc.)
Yes, Ma’am.
Literary Criticism is the
comparison, analysis,
Class, if you hear the word criticize what comes interpretation, and/or
into your mind? Anyone? evaluation of works of
literature. Literary criticism
is essentially an opinion,
Okay, your answers are related to that word. In supported by evidence,
literature we used the term Literary Criticism. So, relating to theme, style,
what is Literary Criticism? Kindly read the setting or historical or
definition, class. political context.

(Students will search for its

definition.)
“Approach is a way of
Very good. Literary criticism is when we evaluate, dealing with something.”
analyze, describe or interpret the specific literary
work.

How about approach? Can I ask anyone to look for

its definition in the dictionary?

In this lesson, we will learn how to critique a Yes, Ma’am.

literary selection using the
Structuralist/Formalist literary approach.
 Structuralist/
But first, let us get to know better what Formalist emphasizes
Structuralist/ Formalist literary approach is. the work as an
independent creation, a
Kindly read the definition of self-contained unit,
structuralist/Formalist criticism, class. something to be
studied in itself, not as
a part of some larger
 context, such as the
author’s life or a
historical period.

Okay, Ma’am.
 The emphasis is on the
Alright! It means to say that in formalist criticism, form of the work, the
we will focus on the material as it is. Text as a relationships between
complete isolated unit. It pays no attention to the parts- the
either the author or the readers. construction of the
plot, the contrasts
Please continue reading, class. between characters,
the functions of
rhymes, the point of
view, and so on.

 explication (the
unfolding of meaning,
line by line or even
word by word)
So, a formalist critic studies the elements such as  analysis (the
language, imagery, points of view, plot structure, examination of the
and or character development. relations of parts).

In practice, formalist criticism usually takes one of

two forms, and what are these? Kindly read.

Alright! A formalist critic examines the form of the

work as a whole, the form of each individual 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 analysing
each part, the critic then describes how they work
together to give meaning (theme) to the text.

Take a look at this example. Class, please read the

 poem “Sonnet 18” by William Shakespeare. (Possible Answer)
“The literary devices which
are present in the poem are
Okay. Now, we will study the structure of the
repetition, anaphora and
poem. Like a usual sonnet, Sonnet 18 comprises
contrast.
three quatrains in iambic pentameter ending in
heroic couplet, following a rhyming scheme of “more lovely and more
abab cdcd efef gg. temperate,” every fair from
fair”
What are the literary devices which is present in
the poem? “Lines 6 and 7, lines 10 and
11, lines 13 and 14 are used
heavily throughout the
That’s a good observation. Can you give an sonnet.
example of repetition in the poem? “More temperate. Rough
winds and the last words of
lines 5 and 6 opposing
Very good. How about anaphora? shines with dimm’d”

Great! How about contrast, class?

A. Application
Now, let’s try to put knowledge into practice. I will
divide the class into 4 groups. Each group will be
given two signboards with a written sad and
happy face on it. You will have to identify if the
provided statement describes a
Structuralist/formalist literary approach. If yes, HAPPY
you will have to raise the signboard with a HAPPY
face and the SAD face if is not.
SAD
A formalist critic…
HAPPY
1. must be a close or careful reader who
examines all the elements of a text individually
to discover how they form an organic unity.
SAD
2. looks beyond the work by reading the author’s
life, or literary style. HAPPY
3. analyses how elements work together to form
the unity of structure and to give meaning to
the text. HAPPY
4. examines the work’s historical background
 and condition of the society.
5. achieves understanding of the text by looking
SAD
inside it, not outside nor beyond.
6. scrutinizes the point of view, structure, HAPPY
symbols, tone, theme and other elements or
literary devices. HAPPY
7. concerned with understanding the role of SAD
power, politics, and money in the literary
texts.
8. examines how structure affects the text
9. examines a text as a self-contained object.
10. studies how text’s influences or figures out
similarity with other works.

B. Generalization

Before we proceed to assessment, let us first have

this activity. This activity is entitled 3-2-1. All you
have to do is give me:

3 things that you learn for today’s lesson

2 things that you find interesting in critiquing a
literary text using formalist and structuralist
approach
1 thing that you realize about the importance of
understanding the structuralism and formalism
approach in studying the literary piece.

Using a name picker, the 3 students will share it to

the class.

C. Evaluation

To assess your understanding about our

discussion, you read carefully each statement.
Write in your paper the letter of that corresponds
to the correct answer.

1. What do literary criticism a method of

(Expected Answer)
interpreting and analysing a literary piece that
focuses on contrasting ideas and show how B.
they relate to the whole structure?
a. Feminism
b. Structuralist
 c. Marxist
d. Historical
2. What is the main goal of a Formalist critic?
a. To examine how war affects a character’s
life
D.
b. To examine how economics, affects a
character’s life
c. To examine how feminism affects a
character’s life
d. To examine how structure affects the text.
3. What figures of speech is used in the following
lines?
A.
A poem lovely as a tree
Poems are made by fools like me,

a. simile
b. metaphor
c. personification
d. hyperbole
4. What literary device is used in the following
lines?
B.
Out of the night that covers me
Black as the pit from pole to pole,
I thank whatever gods may be
For my unconquerable soul.

a. alliteration
b. rhyme
c. consonance
d. assonance
5. What literary criticism perspective
emphasizes the form of a literary work to
determine its meaning, focusing on literary C.
elements and how they work to create
meaning?
a. Feminist
b. Historical
c. Formalist
d. Marxist
Test II.
Directions: Read each question and all the choices carefully
and then identify the best choice that completes the
statement.
Note: Refer your answer on the poem entitled “The Road Not
Taken” by Robert Frost
For items 1-4, you base your answer on the following lines
of the poem.
Two roads diverged in a yellow wood.
And sorry I could not travel both
And be one traveller, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;

1. Based on the interpretation in the poem, what do

yellow woods represent?
a. choice c. older people A.
b. people d. poets
2. In the first stanza of the poem, how is the word
“diverged” used? C.
a. headed to the same place
b. circled around and went backward
c. went in different directions
d. continued forward in a straight line
3. The rhyme scheme in the first stanza is
a. ABAAB
b. ABABB
c. ABBAB A.
d. ABBAA
4. What is the setting of this poem?
a. a wood with two roads in it
b. a dark forest in the middle of winter
B.
c. a quiet street near a town
d. the back yard of a house in the country

5. In line 20, what “has made all the difference”

according to the speaker of the poem?

a. The speaker took the road less travelled by. A.

b. The speaker chose a road after looking as far
down it as possible.
c. The speaker selected the road that bent in the
brushwood.
 d. The speaker chose the first of the two roads.

6. You can infer that the tone of the poem is

_______________.
a. love and determination
b. confusion and hesitation
c. happiness and satisfaction C.
d. weariness and despair
7. Why the road have “wanted wear” and been
“grassy?” in the second stanza?
a. The second road had been taken by only few
people.
b. The second road had a nice view. A.
c. The second road had been chosen by many
people.
d. The second road was near a river that was near
the woods.
8. What do you think is the theme all about in this
poem?
a. living life to the fullest
b. making a choice
c. giving up hope
B.
d. having strong determination
9. “I shall be telling this with a sigh”. This in this line
refer to
a. the picture of the first road winding in the
undergrowth
b. the plants and grasses that lay near the paths in
D.
the yellow woods
c. the residence of the speaker in the vicinity of the
yellow woods
d. the explanation of why the speaker chose the
second road
10. What are the various sounds that are used to
emphasize some sections of the poem?
Then took the other, as just as fair,
And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as far that the passing there A.
Had worn them really about the same,

a. alliteration, assonance, rhyme, rhythm

b. alliteration, assonance, rhyme, onomatopoeia
c. rhythm, alliteration, assonance, euphony
 d. cacophony, assonance, rhyme, alliteration

C. Assignment

Get your notebook and copy your assignment.

Direction: Based on the poem “The Road Not

Taken” by Robert Frost. On a whole sheet of paper,
answer the given questions. (Expected Answer)

1. Give the line in the poem which tells that the “And sorry I could not
word “diverged” means went in the different travel both”
directions.
2. Choose the lines which tell that the speaker “And be one traveller, long I
wishes that he or she did not have to make a stood”
choice between the roads.
3. The speaker claims that he or she has taken the “Yes. The line in the poem
road less travelled by. Is the speaker telling the that can support this is, “it
truth? Support your answer with evidence from was grassy and wanted
the text. wear (line 8).
4. What makes the poet decide to take the less (Answers vary)
travelled road? What does it signify? It symbolizes life’s choices.
5. What does the image of the two diverging roads
symbolize?
III. Closing

A. Classroom Management
(Students will do what the
Before you leave the room, please pick the pieces
teacher said).
of papers under your chairs and arranged your
chairs properly. Let us all stand for the closing
prayer.
B. Prayer
Classmates, let us pray. In
Let us all stand for the closing prayer. the name of the Father, the
Student A, you lead the prayer. Son, the Holy Spirit. Amen.

C. Goodbye Greetings
Goodbye, class! Goodbye, Ma’am and
goodbye classmates!
DIANNE ROSE A. MACION CHRYSLENE MAE LABAYNA
BSEd IV/English English Teacher
Student Teacher Cooperating Teacher