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 Critique a literary selection based on the following approaches:

- structuralist/formalist
- moralist
- Marxist
- feminist
- historical
- reader –response EN10WC-IIIg-14

I. Objectives:
At the end of the lesson, the students are expected to:
A. define Marxist approach in literary criticism;
B. critique a literary selection based on the Marxist approach through a
literary essay; and
C. discuss the importance of equality in the society.
II. Subject Matter: Marxist Approach in Literary Criticism
Reference/s:
Tiango, A. (2018, January 22). Literary Theories: Critical Approaches in
Critiquing Literature [Slideshare presentation]. Retrieved from
https://www.slideshare.net/andreatiangco9/literary-theories-critical-approaches-in-
critiquing-literature
Materials: PowerPoint Presentation, printed materials
III. Procedure: 4A’s Method
 Teacher’s Activity Students’ Activity
Preliminary Activities

Good morning, class!

Kindly all stand for the prayer. Let us all remember…Our Father…Amen.

Before you take your seat, kindly pick up some

pieces of paper on the floor and arrange your (Students do as told)
chairs properly.

Since, I already introduce myself last time, how

are you going to call me again, class?

How are you going to call me again, class? Miss Marie.

Alright!

How is your day so far? Fine so far, miss.

Are there any absentees? None, miss.

Are there any assignments that need to be

passed? None, miss.

Did you remember our classroom rules? LRBB

L- Listen
R- Respect
B- Be quiet and stay focus on the lesson
B- Be attentive and participate in the activity

I want you to observe these classroom rules

throughout the class.

Are the classroom rules clear to you, class? Yes, miss.

1. Review

Before we proceed with our discussion this

morning, let us first have review through an
activity.

What was our topic last meeting? We discussed about the Formalist Approach in
 Teacher’s Activity Students’ Activity
Literary Criticism.

Now, who can recall what a Formalist Approach It emphasizes the form of a literary piece.
is?

What do we need to consider in critiquing a We need to consider the elements and

literary piece using Formalist approach? structures of the literary works.

That is right! We also need to consider how the entire

structure is unified.

Any questions about our previous lesson? None miss.

Does that also mean you are now ready for our
next discussion?

2. Motivation

Before we proceed with our discussion. I have

here a picture. Think of something that is
happening in our society now and reflect on the
given picture.

What is the cartoon all about? It is about inequality in our society.

What kind of discrimination is shown in the It is about social inequality. Someone makes
cartoon?
other people feel that they are powerless that
others have more rights or power because of
their social status.
That’s right! Inequality is about showing unequal
opportunities and rewards to those people who
have different social positions or status.
 Teacher’s Activity Students’ Activity
How does inequality affect a person’s life? Inequalities not only affect our confidence to
speak up for our rights or what we deserve but
also it affects our mental health.

For example, your classmate discriminate you, I will feel frustrated.

what would you feel?

On point! You will start to feel frustrated or

stressed with people around you.

Those words that you have mentioned, such as

inequalities, power, and social status have
something to do with our topic this afternoon.

3. Statement of the Subject Matter and

Objectives

So, this morning we will get to know more about

this as we discuss “Marxist Approach in Literary
Criticism.”

Kindly read again our topic for this afternoon. Marxist Approach in Literary Criticism

Everyone must listen attentively because at the

end of the lesson you are expected to attain the
following objectives

For the first objective, all girls kindly read. a. Define Marxist approach in literary criticism.

For the second objective, all boys. b. Critique a literary selection based on the
Marxist approach through a literary essay.
Third objective, altogether. Begin! c. Discuss the importance of equality in the
society.

Are the objectives clear to you, class? Yes miss.

A. Activity

To formally start our discussion today, let us first

have an activity called “Let’s crack it up!”
Kindly read the instructions. Begin!

Activity 1: “Let’s crack it up!”

Instructions:

 Divide the class into 3 groups.

 Read and analyze the summary of the
 Teacher’s Activity Students’ Activity
literary selection and answer the
following guide questions.
 Do this activity in 5 minutes.
 Share/present your answers before the
class.

This will be group 1, this will be group 2, and

group 3. You may now go to your group and
form a circle.

At the count of 5, 4, 3, 2, 1.

Kindly go back to your proper seats everyone.

Group 1 are you ready? Representatives of

Group 1, please proceed in front.

Assigned literary selection:

(Marxist) Rice by Manuel Arguilla

Summary:

The story also reflects a situation of repression

and manipulation of workers by their owners. It
is evident when the announcement of five sacks
of rice borrowed become ten at harvest time
comes in. Mang Pablo and his fellow farmers
repeated over and over that they have always
borrowed tersiohan i.e. four sacks of rice become
six. "Five become ten," the encargado said,
"Either that or you get no rice." "Do you see
those trucks?" she had finished, pointing to three
big red trucks under the mango tree in the yard.
"If you do not take the rice today, tonight the
trucks will carry every sack in sight to the city.
Then I hope you all starve, you ungrateful
beasts!" The story also depicts value for things
for their usefulness in the society. For the
oppressed (Mang Pablo and the other farmers),
rice is a thing that they, lowly people, value and
use to satisfy their hunger for food. For the
oppressors (Señora and the authority), they value
rice for it symbolizes that they are of high social
status and have power to dominate over the low-
class people. This literary work's context remains
consistent with the ideology that rice is a staple
food for everyone to satisfy hunger, and to
symbolize one's social status and power in the
society. "Why doesn't he come home? He knows
 Teacher’s Activity Students’ Activity

I have been waiting the whole day for the rice he

is bringing home! I am so hungry. I cannot even
drag my bones away from the stove. What is he
doing at the house of Elis, the shameless, good-
for-nothing son-of-a-whore?" Pablo moved away
from the fence, stumbling a little, for the long
blades of grass got in his way. "There is no rice,
Osiang," he called back wheezily over his
shoulder, but evidently the woman did not hear
him for she went on talking: "Mang Pablo, how
many cavanes of rice did you borrow?..." The
following sentence taken from the selection
implies that Mang Pablo succumbs to be a lowly
servant to the people in Hacienda Consuelo
when he couldn't bring himself anymore to
Osiang to tell the bad announcement. Pablo
looked up at her and wanted to tell her again that
there was no rice, but he could not bring himself
to do it... In the middle of the story, Mang Pablo
is being dominated by his superego of
contradicting his fellow farmers' plan of stealing
the sacks of rice they carefully harvested and the
probable chance of killing the truckloaders. It is
evident in the story when his fellow farmer,
Andres, arrives home to his wife, Osiang.

"Don't be a fool, Andres," he said, coughing to

clear his throat and trying to appear calm...
"What can you do, Andres?" he said. "You say
you will stop the trucks bearing the rice to the
city. That will be robbery." In the end what
dominated in Mang Pablo's psyche is his id.
After the watchman, together with his wife and
children, approach him and tell him of his
family's violation, Mang Pablo contemplates on
how to find payment for his family's violation
and on how to find food to feed his family. His
daughter, Sabel, repeatedly comes and mutters to
him her hunger for food. Until that night, he
decides to succumb to his id - he decides to go
with Andres and their fellow farmers' plan of
stealing and killing the truckloaders of the rice
they harvested in the morning.

Now let us hear from group 1. Group 1

Guide Questions:
1. Where did the story happen, and how
Thank you group 1, kindly give them 3 big claps
does social class contribute to the
 Teacher’s Activity
with a BRAVO at the end. Begin!
And now, for let us hear from group 2.
Brilliant analysis group 2. Kindly give them 3
big claps with BRILLIANT at the end. Begin!
Last but not the least group 3.
Magnificent, Group 3! Give 5 big claps and a
“wow” for them. Begin!
Thank you, everyone! Kindly give yourself an A
clap. Begin!
B. Analysis
Now, based on the activity that you did earlier,
let us check all of your answers.
What is the literary piece assigned to you?
What do you think is the story all about?
Exactly!
Where did the story happen?
Now, the first guide question of Group 1 is
Where the story did happen, and how does social
class contribute to the setting of the story?
What is señora’s personality, and how does she
interact with the other characters in the story?
Students’ Activity
setting of the story?
2. What is señora’s personality, and how
does she interact with the other
characters in the story?
Group 2
Guide Questions:
1. What do you think is the idea or
perception of the author why she/he
write a story about the differences in
social classes?
2. Does the author intend to tell us that the
character's economic status can
influence their decisions and the
outcome of the story? Give reasons.
Group 3
Guide Questions:
1. What do you think is the message of
author of the story to the reader?
2. How do power and wealth influence
each other?
Rice by Manuel Arguilla
The story is all about the inequality between a
farmer and the owner of the hacienda.
The story happened in the farm.
The story happens in a rural setting, where
social class determines access to resources and
opportunities.
The señora is depicted as exploitative and
indifferent to the struggles of the lower-class
characters, using her power to maintain control
 Teacher’s Activity Students’ Activity
over them.
And for group 2’s guide questions, What do you
think is the idea or perception of the author why The author likely aims to highlight the
she/he write a story about the differences in disparities and injustices stemming from social
social classes? class divisions, shedding light on the struggles
faced by the marginalized.
Does the author intend to tell us that the
character's economic status can influence their Yes, the author likely suggests that characters'
decisions and the outcome of the story? economic status can heavily influence their
decisions and shape the outcome of the story,
reflecting broader societal inequalities.
Group 3’s guide question is, What do you think
is the message of author of the story to the The author's message to the reader may be
reader? about the inherent injustice and cruelty
perpetuated by systems of power and wealth.
How do power and wealth influence each other?
The story underscores the close relationship
between power and wealth, illustrating how
those who possess wealth often wield power
Perfect! over those who are economically
disadvantaged, perpetuating cycles of
oppression and exploitation.
Since we are talking about materialism and
social status, what could be the approach that the The approach or theory that is being used is the
third group employed in this passage? Is it Marxist approach.
Marxist or Formalism?

Why do you say so?

Do you agree with your classmate?
With your classmate’s brief explanation. What
do you think is Marxist Approach is?
It is Marxist, miss, because formalism by
definition deals with the form and literary
elements; however their work is more focused
on the social classes or status.
Yes, miss! I agree

Can you give a brief definition of the Marxist

Marxist emphasizes economic and social
approach?
conditions.
Excellent!

Marxist highlights the economic and social

conditions.

To have a uniformity of definition. Can anyone

read the definition on the board? Marxist Approach emphasizes economic and
social conditions based on the political theory
of Karl Marx.
 Teacher’s Activity
Let us know who Karl Marx is.
Karl Marx
- German philosopher and economist
- he is known as the Father of Communism
- he is best known for his theories that led to the
development of Marxism
- he believed that capitalism, with its emphasis
on profit and private ownership, led to inequality
among citizens.
What keyword can you create for Marxist
approach?
Well-said! Or it can be, Marxist is for social
stratification.
What’s the keyword again?
For you to be guided here are some of the things
that we need to consider when analyzing
literature using Marxist. Kindly read.
Precisely! Its goal is concerned with
understanding the role of power, politics, and
money in literary texts.
When we critique a literary piece using Marxist
approach what are the common aspect that we
need to include?
Students’ Activity
It is also concerned with differences between
economic classes and implications of capitalist
system, such as continuing conflicts between
the working class and the elite
Emphasizes economic and social conditions.
social stratification
Goals of Marxist Approach
 To show how money or lack of it
affects a story
 To show how social class affects a story
 To give the poor a voice in literature
✓social classes that constitute the setting of the
story (their importance and role to run the plot and
in injecting ideas);
✓author's idea about the prevailing social issue like
oppression
✓technique of the author in using the social
conflicts;
✓resolving the embedded issue or problem;
✓ author's message on the issue or problem
whether stated directly through characters or merely
implied;
✓ author's main purpose of writing the story far
from entertaining the reader;
✓ background of the author and his views on
economy, politics and society;
✓the place where the literary piece was written
 Teacher’s Activity Students’ Activity
(time period, culture, traditions, practices, economy
and politics that might have influenced one literary
In Marxist Approach, we also need to include the piece)
background of the author because sometimes the
life of the author can contribute to his/ her
writing.

The author himself, Manuel Arguilla is from a

rural place, particularly in Bauang, La Union. He
is a son of farmer as the story, it is all about the
life of a farmer.
Yes miss.
Is the Marxist Approach clear to you, class?

Alright!
None miss.
Any questions or clarifications?

C. Abstraction It emphasizes the economic and social

Now class, based on our discussion class, how conditions.
would you define Marxist approach?
Karl Marx.
Who is the proponent again?
We need to consider the background of the
When we critique a literary piece using Marxist author and his views on economy, politics and
approach what are the common aspect that we society;
need to include?

Very good class!

Marxist Approach is used to uncover the hidden

occurrences in a society - focuses on unresolved
tensions or conflicts.
Yes miss.
Is Marxist Approach clear to you now, class?

D. Application
Now that you have already had an idea on what
Marxist Approach is, to test whether you fully
understood our discussion, we will have an
activity. .

Activity 2: “UnraveLink!”

Instructions: Divide the class into 3 groups. Do

the differentiated activity assigned to your group
based on the literary selection “Rice” by Manuel
Arguilla. Group 1 “Story Diagram”
Instructions: Critique the literary selection
Criteria:
 Teacher’s Activity Students’ Activity
Content – 10 “Rice” by Manuel Arguilla based on the
Grammar – 5 Marxist Approach through a diagram.
Organization – 5
Creativity – 5
Total: 25 pts.

Kindly go to your groups now. At the count of 5,

4, 3, 2, 1…

Group 2 “Reflective Letter”

Instructions: Write a letter to the author addressing
Times up! how you felt after reading the story he wrote.

Thank you, class for your excellent analysis, it
means that you really understand our discussion
this morning.
Give yourselves an A clap! Begin!
Group 3 “Jingle Theme”
Instructions: Create a jingle about the theme of
the story “Rice” by Manuel Arguilla. Present
your jingle before the class.

Questions? Yes miss.

Values Integration
Now class, going back to the last literary piece
we unravelled a while ago titled Rice. This poem
reflects how the farmers cope with the
challenges of poverty, exploitation, and social
injustice

How about you class what would you feel if

someone belittle or treat you unequal to others
just because they are more capable of
something?
That is right!
I would likely feel frustrated and perhaps even
a sense of injustice. Being treated unfairly
based on our status of superiority can be deeply
hurtful and demoralizing.

I want you to reflect on this quotation.

Genuine equality means not treating everyone

the same, but attending equally to everyone's
different needs." - Terry Eagleton

We should treat everyone as equal.

IV. Evaluation

Activity: TRUE or FALSE

Directions: Write T if the statement is TRUE and F if the statement is FALSE. Write your answer on
a separate sheet of paper.

____T___1. The Marxist critic is a careful reader or viewer who keeps in mind issues of power and
money.

____F _ 2. Marxist criticism answers the question, "Is the author male or female?"

___ T 3. To show how a social class affects a story is one purpose of Marxist criticism.

____F___ 4. Marxist focuses on the structure and elements of a literary work.

T 5.Karl Marx is the founder of Marxist criticism.

__ _T___6.The characters personality can influence the decision, setting and the whole story.

___ T___7.Conflicts between the working class and the elite can be included in Marxist approach.

___ T___ 8.Author's background is relevant to Marxist approach.

___ F___ 9.Gender is the common issue in Marxist approach.

_ _T___ 10.The struggle between the haves and the have-nots is the main concern of Marxist.

V. Assignment:
Compare and Contrast
Directions: Using a Venn diagram, compare and contrast formalist/structuralist approach and Marxist
approach. Write it in a 1 whole bondpaper.

Prepared by

GRACE MARIE D. LAGAT Checked by

Pre-Service Teacher, BSED
MS. MERYL R. ALFANTA
Cooperating Teacher, OCSAT