Lesson Plan Learning Area: Grade Level: Quarter: Date/ Time:

English for 12 1 09/10/2024

Academic and 60 mins
Professional
Purposes

I. OBJECTIVES
At the end of the lesson, students must be able to:
1. differentiate the different approaches in literary criticism,
2. write objective assessments, and
3. express ideas in appropriate language and manner.

II. SUBJECT MATTER

A. Topic: Uses appropriate critical writing a critique such as formalism,
feminism etc.
B. References: English for Academic Purposes Teacher’s Guide, Deped,
2016)
C. Teaching Materials: PowerPoint Presentation, Laptop, TV

III. PROCEDURE

A. Activity

Directions: Take a look at this dialogue. Answer the questions that follow.
Write your answer in your activity notebook.

Process Questions:

1. Was the response of the student appropriate? Why?

 2. What kind of language should the student use?

3. What are the things to consider when you want to express your
thoughts?

B. ANALYSIS

Approaches in Literary Criticism

When you express your views, it is also important to use appropriate language
for a specific discipline. There are terms that you should prefer to put in your writing
depending on the field or context you are in.

For example, if you are to convince people who are experts in the field of
Science and Mathematics, you need to use their language. Here are examples of
terms that you can use in the following disciplines.

Science Mathematics General Terms

Experiments Equation Test

Lab equipment Statistical tool Materials

Invention Solution Action

Laboratory test Result Pregnancy Test

Family
Hormones and Genes Equivalent Values
 1. Formalist Criticism

This approach regards literature as “a unique form of human knowledge

that needs to be examined on its own terms.” All the elements necessary for
understanding the work are contained within the work itself. Of particular interest to the
formalist critic are the elements of form—style, structure, tone, imagery, etc.— that are
found within the text. A primary goal for formalist critics is to determine how such elements
work together with the text’s content to shape its effects upon readers.

2. Gender Criticism
This approach “examines how sexual identity influences the creation and
reception of literary works.” Originally an offshoot of feminist movements, gender
criticism today includes a number of approaches, including the so-called
“masculinist” approach recently advocated by poet Robert Bly. The bulk of
gender criticism, however, is feminist and takes as a central precept that the
patriarchal attitudes that have dominated western thought have resulted,
consciously or unconsciously, in literature “full of unexamined ‘male-produced’
assumptions.” Feminist criticism attempts to correct this imbalance by analyzing
and combatting such attitudes—by questioning, for example, why none of the
characters in Shakespeare’s play Othello ever challenge the right of a husband to
murder a wife accused of adultery. Other goals of feminist critics include
“analyzing how sexual identity influences the reader of a text” and “examining
how the images of men and women in imaginative literature reflect or reject the
social forces that have historically kept the sexes from achieving total equality.”

3. Historical Criticism

This approach “seeks to understand a literary work by investigating the

social, cultural, and intellectual context that produced it—a context that
necessarily includes the artist’s biography and milieu.” A key goal for historical
critics is to understand the effect of a literary work upon its original readers.

4. Reader-Response Criticism
This approach takes as a fundamental tenet that “literature” exists not as
an artifact upon a printed page but as a transaction between the physical text and
the mind of a reader. It attempts “to describe what happens in the reader’s mind
while interpreting a text” and reflects that reading, like writing, is a creative
process.

5. Media Criticism
It is the act of closely examining and judging the media. When we
examine the media and various media stories, we often find instances of media
bias. Media bias is the perception that the media is reporting the news in a partial
 or prejudiced manner. Media bias occurs when the media seems to push a
specific viewpoint, rather than reporting the news objectively. Keep in mind that
media bias also occurs when the media seems to ignore an important aspect of
the story. This is the case in the news story about the puppies.

6. Marxist Criticism
It focuses on the economic and political elements of art, often
emphasizing the ideological content of literature; because Marxist criticism often
argues that all art is political, either challenging or endorsing (by silence) the
status quo, it is frequently evaluative and judgmental, a tendency that “can lead
to reductive judgment, as when Soviet critics rated Jack London better than
William Faulkner, Ernest Hemingway, Edith Wharton, and Henry James, because
he illustrated the principles of class struggle more clearly.” Nonetheless, Marxist
criticism “can illuminate political and economic dimensions of literature other
approaches overlook.”

7. Structuralism
It focused on how human behavior is determined by social, cultural and
psychological structures. It tended to offer a single unified approach to human life
that would embrace all disciplines. The essence of structuralism is the belief that
“things cannot be understood in isolation, they have to be seen in the context of
larger structures which contain them. For example, the structuralist analysis of
Donne’s poem, Good Morrow, demands more focus on the relevant genre, the
concept of courtly love, rather than on the close reading of the formal elements of
the text.

C. ABSTRACTION
You have just been given several approaches in literary criticism that you
can use when you make your own review or critique. You can use this in the following
activities. Just remember to apply which is easy for you to do and follow the
techniques in using it. Since you have learned that it is important to use appropriate
language, you can already express your ideas appropriately.

D. APPALICATION

Get the meaning of these words from any dictionary so that you can
understand what you are reading better. Write your answer in your activity notebook.

WORDS MEANINGS FROM DICTIONARY

 1. Cynic

2. Demoralize

3. Destabilize

4. Anarchic

5. Unrelentingly

6. Chronic disease

7. Callous

8. Predominant

9. Transcend

10. Authentic

11. Vigorously

IV. EVALUATION

Ang Bayan Muna Bago ang Sarili (an excerpt) by Jaime

Cardinal Sin, DD at the Mass celebrating the 5th Death
Anniversary of Ninoy Aquino)

(1) Five years later, we might ask ourselves; has Ninoy’s dream been fulfilled? Have
we succeeded in building a new nation, by “transcending our petty selves,” by
setting aside our differences by working together in a spirit of true self-giving,
loving our country first, above our own interest? Bayan muna, bago ang sarili. It is
a question we must ask ourselves, as we remember Ninoy’s gift.

(2) It has been said that the truest motto of our people is “K.K.K”. No, not Katipunan,
shaping unity out of our diversity. How we wish that were our authentic name! But
rather:
 Kanya-Kanya’ng Katwiran,
Kanya-Kanya’ng Kagustuhan,
Kanya-Kanya’ng Kabig (or worse)
Kanya-Kanya’ng Kurakot...
or whatever else each one “specializes” in!

(3) Cynics among us say that K.K.K is the definition of our national character, the
predominant strain in our national culture. It’s what we are when we are “most
natural”, most ourselves. “Bayan muna, Bago ang Sarili” is an abstract, non-
operative ideal,good for speeches, good for posters, goo for classroom rhetoric
but not for real, not for real life. For real is K.K.K.
(4) Kanya-Kanyang Katwiran, Kanya-Kanyang kagustuhan. We all remember the
three monkeys; See no Evil, hear no evil, speak no evil. Sometimes one wonders,
if it has become a national pastime, to see and hear and speak nothing, but evil
against our fellow-citizens. Talk can be a great service in a free nation: Talk is
space for free discussion, for intelligent debate, the exchange of information and
perception, the clash of views.

(5) Ninoy himself said: “We must criticize in order to be free, because we are free
only when we criticized.” We may not, at our own peril, forget that. But we must
remind ourselves that criticism is not an end in itself; it is not the absolute. It is
meant to help us to become free, but if it becomes the all-encompassing output of
our days, a way of life... so it takes up most of our energy, most of our time, when
we begin to take delight in tearing down, demoralizing, destabilizing; when we are
at each other’s throats all day long, then we really are engaged in self-destruction,
and the destruction of hope, the creation of despair, especially among the poor
who continue to suffer in our midst.

(6) There is a Latin saying: “Unicuique suum, non praevalebunt.” “Every man for
himself: That’s the formula for disaster.” When Ninoy spoke of “the quest for that
elusive national unity which is imperative for the nation’s survival”-he said
“survival”. He meant “survival”. How can we survive, as a nation and as a people,
if we have made the name of our national game as anarchic free-for-all in a
“basket of crabs?”

(7) K.K.K also means, we are told, Kanya Kanyang Kabig, Kanya- Kanyang Kurakot.
Surely I don’t need to dwell on this theme this morning. For weeks, the papers,
radios, TV, have shouted nothing else. It is the talk of the marketplace. I myself have
spoken, often enough, of the 40 big thieves left behind in our midst, and many many
smaller ones which might include . . . even ourselves? Who among us did not re-echo
the sentiments and the work of the beloved Chino Roces when he asked for a
renewed moral order in government and society? It is a problem which must be
addressed, and addressed vigorously and unrelentingly.
(8) I am sure this will be increasingly done by our president, by consistent personal
example she has set a pattern for others to follow. I know she is bent on pursuing
the battle against corruption with ever more forceful and energetic action. But we
know, we know that she and those around her cannot do this all by themselves.
As citizens, we must go “into an action mode ourselves.” The task cannot be done
without us.

(9) We must begin, rather, where we can begin, with ourselves we must ask: What
can we do about it? What in our own heart, in our own attitudes, in our own
practices, must be changed? What sacrifices must we ourselves do to make a
positive contribution of deeds, to put under control this chronic illness in our
society, and in our culture?
(10) If all we do is talk and talk, and throw dirt at each other-forgetting to mind the ship
and its engines, and steer it in mine-filled waters-why, we will still be taking and
quarrelling when our ship goes down into the sea!

(11) If everyone in this church this morning, in Ninoy’s memory, pledge before the
Lord that for one year, “Bayan Muna, Bago ang Sarili”, would really be made an
operative guideline, could it not mark at least a beginning? If for one year, just to
get going, we would make the principle govern our deeds, our conduct in society,
would that not be smart already? How can we “dream the impossible dream” and
promise to follow the stars” if we have become too calloused to do even this?

Answer the questions given:

1. Did the author use language that you understood? Why do you say so?

2. What critical approach did he use? Explain why you think that is the approach.

3. Do you agree with the author or not? Why or why not?

 4. What you have read is an example of how one expresses opinions using one
approach in criticism. This can be a good model for you to study and follow.

V. ASSIGNMENT
Write your critique of the homily. Be sure to use appropriate
language,
manner and one critical approach.

REFLECTION

A. No. of learners who earned 80% on the

formative assessment
B. No. of learners who require additional
activities for remediation
C. Did the remedial lessons work? No. of
learners who have caught up with the lesson.
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did
I use/ discover which I wish to share with
other teachers?
Checked by:
SANTIAGO E. SIDRO JR. HT-IV
School Head
Prepared by:
MARICHELLE E. SISTER
Teacher I