W7 Learning Area

Quarter
English
Third Quarter
Grade Level
Date
Grade 10

I. LESSON TITLE Approaches to Literary Criticism

II. MOST ESSENTIAL LEARNING Critique a literary selection focusing on power struggles of characters
COMPETENCIES (MELCs) (Marxist) and gender relationships of characters (Feminist).
III. CONTENT/CORE CONTENT Content: Marxism and Feminism

Suggested
IV. LEARNING PHASES Learning Activities
Timeframe
A. Introduction A literary piece cannot be sufficiently interpreted with a single
approach. In the previous 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.

ones that assume it refers to simply finding fault. However, critical

thinking actually centers on exercising a level of reflective, intelligent
 Illustration were made using
Canva)

and

There are certain misconceptions about critical thinking,

particularly
Very good! Now, do these things affect the author’s writing style
readers’ interpretation? If yes, then how?
able to weigh the merits of a matter as

on a variety of matter – being

demonstrates opposed
a clear understanding of the material being
to blindly following or deciding. ding it
into its main sections, or
A critique does four things:
 defines and discusses the meaning and importance of each of

 analyzes that material by divi on identified set of criteria to judge

approaching its aspects
 these sections
 uses all of these information to critique a literary piece.
critiqued, along with the power
author’s purposeofand
the worth or value of onthe struggles the characters.
meaning This
material
, as well as the implications and
This lesson will teach you two . Moreover, it is interested in
ways uestion, whom does it [the work] benefit?
First, is Marxist which focuses The
concerns class differences, economic
in everyday life and in literature.
complications of the capitalist system
answering the overarching q relationships of characters in the
gender equality especially towards women. It
or working classes are oppressed also
- how some aspects of our culture are inherently patriarchal or
Second, here is a comparison
is Feminist or thechart of the typical questions to use
gender story. It advocates
examines
elite? The middle
male dominated.
class? Marxist To
critics are also interested in how the
sum it up, the two criticisms. lower

Suggested
IV. LEARNING PHASES Learning Activities
Timeframe

MARXIST CRITICISM FEMINIST CRITICISM

• Whom does it benefit if the work or • Is the author male or female?
effort is • Is the text narrated by a male or
accepted/successful/believed, etc.? female?
• What is the social class of the • What types of roles do women
author? have in the text?
• Which class does the work claim to • Are the female characters the
represent? protagonist or secondary and
• What values does it reinforce? minor characters?
• What values does it subvert? • Do any stereotypical
• What conflict can be seen between characterizations of women
the values the work champions and appear?
those it portrays? • How does the author’s culture
• What social classes do the influence his/her attitude?
characters represent? • What are the attitudes of male
• How do characters from different characters towards the female
classes interact or conflict? characters?
 B. Development Learning Task 1. Critical
Reading Read the poem below.

If We Must Die
BY CLAUDE MCKAY

1hr 25mins
If we must die, let it not be like hogs
Hunted and penned in an inglorious spot,
While round us bark the mad and hungry dogs, Making their mock at our
accursèd lot.
If we must die, O let us nobly die,
So that our precious blood may not be shed In vain;
then even the monsters we defy
Shall be constrained to honor us though dead! O kinsmen! we must
meet the common foe!
Though far outnumbered let us show us brave,
And for their thousand blows deal one death-blow!
What though before us lies the open grave? Like men we’ll face the
murderous, cowardly pack, Pressed to the wall, dying, but fighting
back!

Poetry Foundation. (n.d.). If We Must Die by Claude McKay. Retrieved

April 10, 2021, from ttps://[Link]/poems/44694/if we-must-

die

Learning Task 2. THINK-PAIR-SHARE

Directions: First, think of your answer to the following questions.
Second, using any available app (i.e Messenger, SMS, Twitter, etc.)
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.

C. Engagement 1hr 30mins Learning task 3. Writing fix 1A.

Directions: 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:
_______________________ ____________________

IV. Suggested Timeframe

LEARNING Learning Activities
PHASES
 VERY GOOD GOOD FAIR SECTION: DATE:
Analytical ______________________
_______________________
Critic uses the Critic uses the Critic uses the Critic only identifies
Marxist and Marxist and Marxist and Feminist and/or describes
Feminist Feminist approaches to elements of the
approaches to approaches to discuss elements of text. LITERARY CRITIQUE
discuss the discuss the the text.
elements of the elements of the
[POEM TITLE]
text and evaluate text and evaluate [NAME OF AUTHOR]
how well they how well they
contribute to the contribute to the
theme. theme.
Furthermore, The poem is about…
critique presents
an In the poem, females were highlighted/not
interesting
comparison or highlighted as…
contrast.
Expressive The poem portrayed male characters as…
Figurative Figurative The critic relies Only
language is used language is more on
Moreover, the
straightforward
poem presents the suppression of
throughout the text present. straightforward …
expressions are
. expressionsfigurativ used.
e language rarely It can also be observed that the author belongs to
used. the (social class) …
Well – Coordinated
Critique avoids Critique avoids Some stringy Allsentences
Stringy in all, the poem clearly aims to say that…
stringy sentences. stringy sentences. sentences are distract from the
Sentences have an present, but not reading of the
engaging flow distracting. critique, rendering it
through the use of You work will be graded according to:
ineffective.
coordination and
parallelism. Learning task 4. Writing fix 1B.
Directions: Review your critique from the
previous activity. Go back to the details and
justify your points by citing the lines from the
poem. Complete the table that follows.

Statements Details from the Cite

from the text Line No.
critique
IV. Suggested Timeframe
LEARNING Learning Activities
PHASES
D. 10mins
Assimi (Illustration were made using Canva)
lation
V. 15mins Directions: Write TRUE if the statement is true
ASSESSME and FALSE if the statement is erroneous. Write
NT your answers in any available paper.
(Learnin _______ 1. Marxist Criticism explores the
g context of the powerful and the
Activity powerless and to whom a
Sheets literary piece is beneficial.
for _______ 2. Critique usually takes the form of
Enrichm an essay.
ent, _______ 3. Feminist criticism aims to reveal
Remedia social inequalities in a literary
tion or piece.
Assessme
_______ 4. Feminist criticism focuses
nt to be
on how men and women were
given on
portrayed.
Weeks 3
and 6) _______ 5. In writing a critique, one mu
consider the context, the
author’s intention, readers’ reaction, literary
devices,
literary techniques, and the ending.
VI. 10mins  The learner, in their notebook, will write
REFLECTI their personal insights about the lesson
ON using the prompts below.
I understand that ___________________.
I realize that ________________________.
I need to learn more about __________.
Prepared Checked
by: by:
SHIERLEY Q. OLAR LU
CINDA A. JURILLA