Structuralist Approach

Republic of the Philippines
Department of Education
Region II – Cagayan Valley
Schools Division of Nueva Vizcaya
Paniki High School
Paniki, Bagabag, Nueva Vizcaya
Student Teacher: Maricar C. Ablang Grading Period: 3rd QUARTER

Grade 10 Carlos Garcia and Diosdado Macapagal
PROGRAM STANDARD The learner demonstrates communicative competence
through his/ her understanding of literature and other
text types for a deeper appreciation of Philippine Culture
and those of other countries.
GRADE LEVEL STANDARD The learner demonstrates communicative competence
through his/ her understanding of literature and other
text types for a deeper appreciation of World Literature,
including Philippine Culture.
I. OBJECTIVES Date: February 29, 2024 (Thursday)
A. 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
strategies evaluative reading, listening and viewing
strategies, special speeches for occasion, pronouns and
structures of modification.
B. Performance The learner skillfully delivers a special occasion through
Standards utilizing effective verbal and non-verbal strategies and
ICT resources.
C. Learning MELC: Critique a literary selection based on the
Competencies/ following approaches:
Objectives and LC -structuralist/formalist
Codes -moralist
-Marxist
-feminist
-historical
At the end of a 60-minute lesson, the students can:

A. define what is literacy criticism.
B. critique the story of “The Selfish Giant.”
C. share insights from the lesson.
II. CONTENT Critiquing a Literary Selection: Formalist Approach
- Review of the Elements of a Short Story
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide MELC/CG
Pages ADM English 10 Quarter Module 3: Compose an
Independent Critique
Address: Paniki, Bagabag, Nueva Vizcaya

Telephone Nos.: 09159605078 / 09164915393
Email Address: panikihs01@gmail.com / nv.300643@deped.gov.ph
Paniki High School
2. Learner’s Material
Pages
3. Textbook pages
4. Additional N/A
Materials from (LR)
Portal
B. Other Learning
Resources
C. Materials
Powerpoint Presentation.
IV. PROCEDURES
Teacher’s Activity Students’ Activity
a. Preliminaries
 Prayer and Greetings
Good morning, class. May I request

Rainjill to lead our prayer.
Dear Lord, as we begin this class, we ask for your
guidance and wisdom. Help us to understand and absorb
what we learn. Amen.
Once again, good morning, students.

Good morning, ma’am!
 Checking of Attendance
Okay let us check first the attendance.
As you sit down, remember to arrange

your seats first and pick any pieces of
paper you may see under your chair and
put it in your bag.
 Classroom Rules
I have shown here on the screen our

classroom rules that we should follow
every day. Everybody read.
L-isten to your teacher
E-ngage in classroom discussion

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Paniki High School
A-lways be on time.
R-espect your teachers and your classmates
N-o to cheating, transferring seats, and using of phones
unless needed.
E-ncourage others to learn.
R-aise your hand if you have questions.
S-tay on your seats.
As we go on with our discussion, always
remember our classroom rules.
 Review of the Previous Lesson
Who can recall what you have done last

week class?
We had our performance on the dramatic monologue.
Yes, and your performances were great!
Are you happy with your performance?
Yes, ma’am!
Okay! Let’s start our lesson with an
activity! Are you ready class? Yes, we are ma’am!
b. Motivation
You are going to unjumble the given set

of letters to come up with a word. Use
the pictures provided to guide you in
forming the words.
1. ATEYRARIL TMCISRIIC 1. LITERARY CRITICISM

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Paniki High School
2. CRITIQUE
2. CTIUERQI
3. CRITIC
4. SELECTION
3. TICIRC

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Paniki High School
4. NTIOLCEES
c. Discussion
Based on our activity, was it hard for

you to guess the jumbled letters?
Yes ma’am, we had a hard time guessing the word.
Upon guessing or knowing the correct
answer, were you able to define what
that word means?

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Paniki High School
No ma’am!
But have you heard about these words
or have your read it somewhere?
Yes ma’am!
Let’s see what’s the meaning of these

words. First, we have literary criticism.
Roderick, please read.
Literary Criticism is the evaluation, analysis,
description, or interpretation of literary works.
This includes the classification by
genre, analysis of structure and
judgment of value.
Next, we have critique. Kindly read,

Maribel. Critique (verb) means to critically evaluate, analyze, or
give careful judgment in which you give your opinion
about a literary work.
In simple word, it means to review or

examine a literary piece.
What about a selection? what does it

mean? A selection or also literary piece/work refers to the story
that is being read or analyzed.
Critique (noun) is a detailed evaluation

or analysis of a literary piece. Critic is a person who judges, evaluates, or analyzes a
literary piece.
Who among you here knows a critic?

Or do you know someone who is a
critic? I think that English teacher can be one of the critics.
Very good!
Let’s take a bigger look at this picture.
We have five approaches in critiquing a

literary selection/piece. These are:
 Structuralist/Formalist
Approach

Telephone Nos.: 09159605078 / 09164915393
Paniki High School
 Moralist
 Marxist
 Feminist
 Historical
Today, we will focus on the structuralist

or formalist approach. From the word
“formalist”, what does it mean? It is based on the “form” or the “structure.”
Correct! So, basically, we’re going to

discuss about the structure of a selection
mainly on the elements of a short story.
Who can tell me the elements of a short
story? Erica, can you enumerate the
elements of a short story. The elements of a short story are:
 Characters
 Point of View
 Imagery
 Tone
 Theme
 Settings
You have a sharp memory, very good!
Let’s try to do a character analysis on

the character of the giant in the story
“The Selfish Giant”. What is his At the beginning of the story, he was selfish and
attitude in the beginning? How about in hardhearted because he didn’t want the children to enter
the ending of the story? and play inside his garden. Near the end of the story, his
heart softens because he realized that he brought winter
into himself, and he knows that spring only returns to
the garden when the children sneak inside to play.
Therefore, he immediately made an amendment and he
let the children play inside.
Based on the story, the theme that I know are friendship,

How about the theme of the selection, and kindness. It talks that being selfish is not good
what can you say about it? because it will make us lonely and prevents us from
enjoying things. And showing kindness to others will
give us an everlasting friendship with other.

Telephone Nos.: 09159605078 / 09164915393
Paniki High School
d. Enrichment Activity
I AM A CRITIC!
Last Tuesday, I gave you a story to read called It is a good story because the giant became good as the
“The Selfish Giant” by Oscar Wilde. What can story goes on.
you say about it? Is the selection a good story
to read?
For your activity, using the story “The Selfish

Giant”, write a critique about what can you say
on the selection. You can focus on the theme,
the characters on how they develop their selves
throughout the story, the tone, imagery, or the
plot itself. You can write in a one whole sheet
of paper.
e. Generalization -We learned about what is literary criticism, critique,

From the lesson that we had, what have critic, and a selection.
you learned about it? -We learned what is formalist and how to critique a
selection.
f. Valuing We need to critique a literary piece so that the reader’s

Why do we need to critique or analyze a understanding on the piece can be broaden, to determine
story or a literary piece? its strengths and weaknesses, if it is recommended to be
read by other readers.
V. Evaluation
Their enrichment activity will serve as their evaluation.
VI. Assignment
Read carefully the story “To Build a Fire” by Jack London
Prepared by:

Telephone Nos.: 09159605078 / 09164915393
Paniki High School
________Maricar C. Ablang_______
Checked by:
______Leah De La Cruz________
Resource Teacher

Telephone Nos.: 09159605078 / 09164915393

Structuralist Approach

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Republic of the Philippines

Student Teacher: Maricar C. Ablang Grading Period: 3rd QUARTER

At the end of a 60-minute lesson, the students can:

Address: Paniki, Bagabag, Nueva Vizcaya

Good morning, class. May I request

Once again, good morning, students.

Okay let us check first the attendance.

As you sit down, remember to arrange

I have shown here on the screen our

Address: Paniki, Bagabag, Nueva Vizcaya

 Review of the Previous Lesson

Who can recall what you have done last

You are going to unjumble the given set

1. ATEYRARIL TMCISRIIC 1. LITERARY CRITICISM

Address: Paniki, Bagabag, Nueva Vizcaya

Address: Paniki, Bagabag, Nueva Vizcaya

Based on our activity, was it hard for

Address: Paniki, Bagabag, Nueva Vizcaya

Let’s see what’s the meaning of these

Next, we have critique. Kindly read,

In simple word, it means to review or

What about a selection? what does it

Critique (noun) is a detailed evaluation

Who among you here knows a critic?

We have five approaches in critiquing a

Address: Paniki, Bagabag, Nueva Vizcaya

Today, we will focus on the structuralist

Correct! So, basically, we’re going to

You have a sharp memory, very good!

Let’s try to do a character analysis on

Based on the story, the theme that I know are friendship,

Address: Paniki, Bagabag, Nueva Vizcaya

For your activity, using the story “The Selfish

e. Generalization -We learned about what is literary criticism, critique,

f. Valuing We need to critique a literary piece so that the reader’s

Address: Paniki, Bagabag, Nueva Vizcaya

Address: Paniki, Bagabag, Nueva Vizcaya

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