10

English
Quarter 3– Module 7:
Critiquing a Literary Selection based
on Moralist and Marxist Approaches
English – Grade 10
Alternative Delivery Mode
Quarter 3 – Module 7: Moralist and Marxist Literary Approaches
Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks,
etc.) included in this module are owned by their respective copyright holders. Every effort has
been exerted to locate and seek permission to use these materials from their respective
copyright owners. The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education-III

Regional Director: May B. Eclar , Ph.D. CESO III
Assistant Regional Director: Rhoda T. Razon, Ed.D.CESO IV

Development Team of the Module

Writer: Gladys R. Alawang

Editor: Alma B. Aguila
Reviewer: Marcos C. Vizon
Marlyn Gerio
Glenn Agustin
Aisee Almario
Erwin Iruma
Roland Suarez
Illustrator: Gladys R. Alawang
Layout Artist: Alma B. Aguila
Layout Evaluator: Alma B. Aguila
Management Team: Librada M. Rubio, Ed.D
Ma. Editha R. Caparas, Ed.D
Ramil G. Ilustre, Ph.d
Veronica B. Paraguison, Ph.D.
Sheralyn M. Allas, Ph.D,RGC
Marcos C. Vizon

Printed in the Philippines by Department of Education – Region III

Office Address: Diosdado Macapagal Government Center, Maimpis, City of

San Fernando (P)
Telefax: (045) 589-8580 to 89, (045) 402-7003 to 05
E-mail Address: region3@deped.gov.ph
 English 10
Quarter 3 – Module 7
Critiquing a Literary Selection based
on Moralist and Marxist Approaches
Introductory Message
For the facilitator:
Welcome to the English 10 Alternative Delivery Mode (ADM) Module on Critiquing
a Literary Selection based on Moralist and Marxist Approaches.
This module was collaboratively designed, developed and reviewed by educators
both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.
In addition to the material in the main text, you will also see this box in the body
of the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the
learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the learners
as they do the tasks included in the module.
For the learner:
Welcome to the English 10 Alternative Delivery Mode (ADM) Module on
Critiquing a Literary Selection based on Moralist and Marxist Approaches.

The hand is one of the most symbolized part of the human body. It is often used
to depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner is
capable and empowered to successfully achieve the relevant competencies and skills at
your own pace and time. Your academic success lies in your own hands!
This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
7. Write all your answers on a separate sheet of paper.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone.
We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!
 What I Need to Know
This module was designed and written with you in mind. This will help you
learn literary criticism approaches such as moralist and Marxist. The scope of this
module permits it to be used in many different learning situations. The language
used recognizes the diverse vocabulary level of students. The lessons are arranged
to follow the standard sequence of the course.
The Most Essential Learning Competency (MELC) covered in this module is
to critique a literary selection based on the different approaches namely
structuralist/formalist, moralist, Marxist, feminist and historical literary approach.
This module is divided into two lessons, namely:

• Lesson 1- Moralist Literary Approach

• Lesson 2- Marxist Literary Approach

After going through this module, you are expected to:

1. identify the principles of Moralist and Marxist approaches and
2. critique literary texts applying Moralist and Marxist approaches

What I Know

Activity 1
Directions: Before you proceed to other parts of this module, read and answer the
following questions. Write the letter of your answer on a separate paper.
1. What is an approach to literary criticism that focuses on its morality?
A. Feminist B. Moralist C. Historical D. Marxist
2. Which of the following best describes moralist criticism?
A. It explains why a certain action is right or wrong.
B. It states the literary content.
C. It tells the lesson of the literary piece.
D. It teaches morality.
3. Which of the following is a body of standards or principles derived from a code of
conduct from a particular philosophy, religion or culture?
A. morality B. idealism C. philosophy D. principle
4. Which of the following literary criticism approaches views literary works as
reflections of the social institutions.?
A. Moralist B. Feminist C. Formalist D. Marxist
5. If you are going to critic a literary work based on moralist approach, which one
will you consider?
A. The work in its totality not the passages taken out from the context
B. The content showing struggle between the rich and the poor
C. The opposite meaning of ideas presented
D. The meaning of struggle

1
Activity 2
Directions: Match the term/s on Column A to its definition on Column B. Use a
separate sheet of paper for your answer.

Column A Column B

1. Proletariat A. production capitalist

2. Bourgeoise B. influences morality of an individual
3. Personal values C. influences the attitudes and the
4. Community values conduct of communities
5. Karl Marx D. German philosopher
E. the working class
F. royal king

Lesson
MORALIST LITERARY APPROACH
1

What’s In
Directions: Encircle nine (9) words you can find in the crossword puzzle related to
literary criticism. Use a separate sheet of paper for your answer.

I T X M A S F R M S
F S O I M L M X F O
A P P R O A C H E S
O X F L R M A I M T
L U H X A R L Y I Z
U I I E L O N A N B
E S S T I F O D I C
T R T V S E Q G S H
T U O N T F X N T O
S
T R U C T U R A L

M S I C I T I R C U
R M C J C G P I J T
Y R A R E T I L B V
L H L H D K W X S R

2
 What’s New
Directions: Identify each value inside the box as to community values or personal
values. Write your answer on a separate sheet of paper.
Personal values- are those that influence the morality of the individual e. g. loyalty
to friends, the pursuit of excellence, compassion etc.
Community values- are those that influence the moral attitudes and conduct of
communities such as religious groups, families, societies e.g. the promotion of
education; the protection of a clean and safe environment; care for the marginalized,
equality etc.

HONESTY PEACE

LOVE
WISDOM HEALTH

JUSTICE FREEDOM HAPPINESS

BEAUTY
RESPECT
POWER
WEALTH
FREEDOM
HAPPINESS

RESPECT
WISDOM

PERSONAL VALUES COMMUNITY VALUES

3
 What is It
What are your values? What quality or characteristic of thought / behavior do
you desire? What do you consider good, important and worthwhile for yourself and
others?
By reading and discussing literature, we expand our imagination, our sense of
what is possible, and our ability to empathize with others. It also improves our ability
to read critically and interpret texts while gaining appreciation for different literary
genres and theories of interpretation. When we read a story, we make judgement
based on the lesson it leaves us. We tend to apply the lesson in our day-to- day
activities such as in decision- making and moral reasoning.
What is Moralist Literary Approach?
A moralistic literary approach focuses individuals, couples, families, and
professionals on a moralistic definition of relationship, life, and family processes that
presumes a moral ascendancy of one value system over others.
This theory, then, explains why a certain action is wrong - or why we ought to
act in certain ways. In short, it is a theory of how we determine right and wrong
conduct. It also provides the framework upon which we think and discuss in a
reasoned way, and so evaluate, specific moral issues.

What is moralist criticism?

Moralist Criticism is a type of literary critique that judges the value of the
literature based on its moral lessons or ethical teachings. It is also an approach use
to judge literary works according to moral rather than formal principles. Literature
that is ethically sound and encourages virtue is praised while literature that
misguides and corrupts is condemned.
What are the principles of moralist literary approach?
1. Morality can be a body of standards or principles derived from a code of conduct
from a particular philosophy, religion or culture, or it can be derived from a
standard that a person believes should be universal. Morality may also be
specifically synonymous with "goodness" or "rightness".
2. Quality of human acts by which we call them right or wrong, good or evil.
( Panizo, 1964)
3. Human action is right when it conforms with the norm, rule or law of morality .
What are the considerations in writing a moralist criticism?
1.This approach stresses the close reading of the text with sensitivity to the words
and their various meanings.
2.It searches for structures, patterns, imagery and motifs, and figurative language
along with the juxtaposition (the fact of two things being seen or placed close
together with contrasting effect) of scenes, tone, and other literary techniques in
order to come to conclusions about the meaning of the work and insists that all
statements about the work be supported by references to the text.

4
3.Philosophical (or moral) criticism evaluates the ethical content of literary works.
However, these critics evaluate the work in its totality, not passages taken out of
context.

The Fox and the Grapes

By Aesop
One hot summer’s day a fox was strolling through an orchard when he came
to a bunch of grapes that were ripening on a vine, hanging over a lofty branch.
‘Those grapes are just the things to quench my thirst,’ said the fox. Drawing back
a few paces, the fox took a run and a jump, but just missed the bunch of grapes.
Turning round again he jumped up, but with no greater success. Again, and again
the fox tried to jump up and reach the juicy grapes, but at last had to give it up,
and walked away with his nose in the air, saying: ‘Oh well, I am sure they are sour
anyway.’
https://interestingliterature.com/2018/08/a-summary-and-analysis-of-aesops-the-fox-and-the-grapes-fable/

Story Analysis:
This little story strikes deep at the heart of something we know to be true:
that we all tell ourselves stories about the world, either to make ourselves feel
better about something (as is the case here with the fox and the grapes) or to beat
ourselves up about something. This little story, in other words, contains a keen
truth about the way we as humans tell stories ourselves, spinning narratives, even
fictional ones, to cope with failure and our inability to fulfil our goals. In the last
analysis, though, this little fable of the fox and the grapes hides a nasty and
uncomfortable truth: that we can very quickly turn from desire to hatred purely
because we don’t get what we want. Small wonder, perhaps, that ‘sour grapes’
became such a famous phrase.
https://interestingliterature.com/2018/08/a-summary-and-analysis-of-aesops-the-fox-and-the-grapes-fable/

What’s More

Directions: Give your brief reflection on the given statements. Write your answer
on separate paper.
1. “Don’t do unto others what you don’t want others do unto you”. -Confucious
_____________________________________________________________________________
_____________________________________________________________________________
2. “For every action, there’s an opposite equal reaction.”- Isaac Newton
_____________________________________________________________________________
_____________________________________________________________________________
3. “He, who decides a case without hearing the other side, though decides justly,
cannot be considered just.”-Seneca the Younger
_____________________________________________________________________________
_____________________________________________________________________________

5
 4. “Making the same mistakes over and over can be costly in more ways than
one.”-
(google.comearch?q=“making+the+same+mistakes+over+and+over+can+be+costly+in+more+ways+than+one.”
-&rlz=1C1CHBD_enPH882PH882&hl=en-GB&sxsrf=ALeKk026Qiauw)
_____________________________________________________________________________
_____________________________________________________________________________

What I Can Do
Directions: Read and critic the character’s morality in this story. Write your answer
on a separate sheet of paper.
FEDERIGO’S FALCON
By Giovanni Boccaccio

There was once in Florence a young man named Federigo, renowned above all
other men in Tuscany for his prowess in arms and for his courtliness. As often
happens to most gentlemen, he fell in love with a lady named Monna Giovanna, in
her day considered to be one of the most beautiful and one of the most charming
women that ever there was in Florence; and in order to win her love, he participated
in jousts and tournaments, organized and gave feasts, and spent his money without
restraint; but she, no less virtuous than beautiful, cared little for these things done
on her behalf, nor did she care for him who did them. Now, as Federigo was spending
far beyond his means and was taking nothing in, as easily happens he lost his wealth
and became poor, with nothing but his little farm to his name and one falcon which
was among the best in the world.
More in love than ever, he went to live at Campi, where his farm was. There he
passed his time hawking whenever he could, asked nothing of anyone, and endured
his poverty patiently. Now, during the time that Federigo was reduced to dire need, it
happened that the husband of Monna Giovanna fell ill, and realizing death was near,
he made his last will. He was very rich, and he made his son, who was growing up,
his heir, and, since he had loved Monna Giovanna very much, he made her his heir
should his son die without a legitimate heir; and then he died.
Monna Giovanna was now a widow, and as is the custom among our women,
she went to the country with her son to spend a year on one of her possessions very
close by to Federigo’s farm, and it happened that this young boy became friends with
Federigo and began to enjoy birds and hunting dogs; and after he had seen Federigo’s
falcon fly many times, it pleased him so much that he very much wished it were his
own, but he did not dare to ask for it, for he could see how dear it was to Federigo.
And during this time, it happened that the young boy took ill, and his mother was
much grieved, for he was her only child and she loved him enormously. She would
spend the entire day by his side, never ceasing to comfort him, and often asking him
if there was anything he desired, begging him to tell her what it might be, for if it were
possible to obtain it, she would do everything to get it. After the young boy had heard
her make this offer many times, he said:“Mother, if you can arrange for me to have
Federigo’s falcon, I think I would be well very soon.”
When the lady heard this, she was taken aback for a moment, and she began to
think what she should do. She knew that Federigo had loved her for a long while, the
fact that he never received a single glance from her, so, she said to herself:“How can
I send or go and ask for this falcon of his which is, as I have heard tell, the best that

6
ever flew, and besides this, his only means of support? And how can I be so insensitive
as to wish to take away from this gentleman the only pleasure which is left to him?”
Knowing that she was certain to have the bird if she asked for it, she stood there
without answering him. Finally, the love she bore her son persuaded her that she
should make him happy, she would not send for the bird, but rather go herself for it
and bring it back to him; so, she answered her son:
“My son, take comfort and think only of getting well, for I promise you that the
first thing I shall do tomorrow morning is to go for it and bring it back to you.”
The child was so happy. The following morning, the lady, accompanied by another
woman, went to Federigo’s house and asked for him. Since it was not the season for
it, Federigo had not been hawking for some days and was in his orchard, attending to
certain tasks. When he heard that Monna Giovanna was asking for him at the door,
he was surprised and happy to run there. As she saw him coming, she greeted him,
and once Federigo had welcomed her courteously, she said:
“Greetings, Federigo!” I have come to compensate you for the harm you have
suffered by loving me more than you needed to; and the compensation is this: I intend
to dine with you—a simple meal—this very day.”
Federigo replied: “Monna, I never remember having suffered because of you. So
much good have I received from you that if ever I have been worth anything, it has
been because of your merit and the love I bore for you; and your generous visit is so
dear to me that I would spend all over again that which I spent in the past; but you
have come to a poor host.” And having said this, he received her into his home
humbly. “My lady, since there is no one else, this good woman here, the wife of this
workman, will keep you company while I go to set the table.”
Though he was very poor, Federigo, had never realized to what extent he had
wasted his wealth; but this morning, he could honor the lady for the love of whom he
had once entertained countless men in the past gave him cause to reflect. In great
anguish, he cursed himself and his fortune and, like a man beside himself, he started
running here and there, but could find neither money nor a pawnable object. The
hour was late and his desire to honor the gracious lady was great, he set his eyes
upon his good falcon, perched in a small room; and since he had nowhere else to turn,
he took the bird, he decided that it would be a worthy food for such a lady. So, without
further thought, he wrung its neck and gave it to his servant to pluck, prepare, and
place to be roasted with care; and when he had set the table, he returned, saying that
the meal he was able to prepare for her was ready.
The lady and her companion rose, went to the table together with Federigo, and
they ate the good falcon without knowing what they were eating. And having left the
table and spent some time in conversation, Monna thought its time now to say what
she wanted to say.
“Federigo, if you recall your past life and my virtue, I do not doubt at all that you
will be amazed by my presumption when you hear what my reason for coming here
is; but if you had children, through whom you might have experienced the power of
parental love, it seems certain to me that you would, forgive me. But, just as you have
no child, I do have one, the force of such laws compels me to follow them, against my
own will and against good manners and duty, and to ask of you a gift which I know is
most precious to you; and it is naturally so, since your extreme condition has left you
no other delight, no other pleasure, no other consolation; and this gift is your falcon,
which my son is so taken by that if I do not bring it to him, I fear his sickness will
grow so much worse that I may lose him. And therefore, I beg you, not because of the
love that you bear for me, but because of your own nobility, which you have shown to
be greater than that of all others in practicing courtliness, that you be pleased to give
it to me, so that I may say that I have saved the life of my son by means of this gift,
and because of it I have placed him in your debt forever.”

7
 When he heard what the lady requested and knew that he could not oblige her
since he had given her the falcon to eat, Federigo began to weep in her presence, for
he could not utter a word in reply. The lady thought his tears were caused more by
the sorrow of having to part with the good falcon than by anything else, and she was
on the verge of telling him she no longer wished it, but she held back and waited for
Federigo’s reply after he stopped weeping. And he said:
“My lady, ever since it pleased God for me to place my love in you, I have felt that
Fortune has been hostile to me in many things, but all this is nothing compared to
what she has just done to me, and I must never be at peace with her again, thinking
about how you have come here to my poor home where, while it was rich, you never
deigned to come, and you requested a small gift, and fortune worked to make it
impossible for me to give it to you. When I heard that you, out of your kindness,
wished to dine with me, I considered it right, that I should honor you, according to
my possibilities, with a more precious food than that which I usually serve to other
people; therefore, remembering the falcon that you requested and its value, I judged
it a food worthy of you, and this day you had it roasted and served to you as best I
could; but seeing now that you desired it in another way, my sorrow in not being able
to serve you is so great that I shall never be able to console myself again.”
And after he had said this, he laid the feathers, the feet, and the beak of the bird
before her as proof. When the lady heard and saw this, she first reproached him for
having killed such a falcon to serve as a meal to a woman; but then to herself she
commended the greatness of his spirit, then, having lost all hope of getting the falcon
and, perhaps because of this, improving the health of her son as well, she thanked
Federigo both for the honor to her and for his good will, and she left and returned to
her son. To his mother’s extreme sorrow, either because of his disappointment that
he could not have the falcon, or because his illness must have necessarily led to it,
the boy passed from this life only a few days later.
After the period of her mourning, the lady was repeatedly urged by her brothers
to remarry, since she was very rich and was still young; and although she did not
wish to do so, they became so insistent that she remembered the merits of Federigo
and his last act of generosity—that is, to have killed such a falcon to do her honor—
and she said to her brothers:
“I would prefer to remain a widow, if that would please you; but if you wish me to
take a husband, you may rest assured that I shall take no man but Federigo degli
Alberighi.” In answer to this, her brothers replied:“You foolish woman, what are you
saying? How can you want him; he hasn’t a penny to his name?”To this she replied:
“My brothers, I am well aware of what you say, but I would rather have a man who
needs money than money that needs a man.”
Her brothers, seeing that she was determined and knowing Federigo to be of
noble birth, no matter how poor he was, accepted her wishes and gave her in marriage
to him with all her riches. When he found himself the husband of such a great lady,
whom he had loved so much and who was so wealthy besides, he managed his
financial affairs with more prudence than in the past and lived with her happily the
rest of his days.
(https://americanliterature.com/author/giovanni-boccaccio/short-story/federigos-falcon)

Guide Questions:
1. Why does Monna want Federigo’s falcon?
2. What happen to Monna and Federigo after her son died?
3. If you were Federigo, would you do the same thing that he did?
Support/defend your answer.
4. If you were Monna, would you marry Federigo? Why?

8
Rubric

Exceeds expectation Meet expectation Below expectation

Relevance to Clearly presents and Few ideas are Vague sense of main idea,
the literary supports the idea using missing and weakly weakly supported
approach the approach. supported by the throughout the paper
(40 points) approach.
Excellently presents There is adequate Lack sense of unity and
Organization clear sense of unity and sense of unity and order, transition of
of Ideas order. There is logical order, transition is thoughts and opening and
(40 points) transition of thoughts good and there is closing are ineffective.
and there is highly clear opening and
effective opening and closing.
closing.
No errors in the use of Few errors in the use Many errors in the use of
standard English rules of standard English standard English rules in
Grammar and in grammar, spelling, rules in grammar, grammar, spelling,
Mechanics punctuation and spelling, punctuation punctuation and
(20 points) capitalization that made and capitalization. capitalization that made the
the paper clear and easy paper unclear and difficult
to understand to understand.

What I Have Learned

Directions: Complete the following sentences by supplying the missing word/s.

Use a separate sheet of paper for your answer.

1. Moral theory explains __________________________________________.

2. Human action is right when ________________________________.
3. Morality may also be specifically synonymous _________________________________.
4. Moralist approach is a type of literary critique that _____________________________.
5. After studying this module, I realized that___________________________________.

9
 What’s In

Activity: Agree or Disagree

Directions: Read the following statements and write Agree if the action is right and
write Disagree if the action is wrong. Write your answer on a separate sheet of paper.
1. I will get money from my mother’s wallet to buy food for my younger sister
because she is hungry.
2. I will tell my teacher that my best friend is cheating during the test.
3. I will attend the party even though my parents will get mad at me because
it is far from our home.
4. I will ignore those who bullied me and just report them to our adviser.
5. I will cut classes to attend the SK’s tree planting activity in our barangay.

Lesson

2 MARXIST LITERARY APPROACH

What’s New
Directions: Examine the picture below and answer the questions that follow. Use
separate sheet of paper for your answer.

(https://www.google.com/search?q=discrimination+rich+and+poor&tbm=isch&ved=2ahUKEwjU5I3Xvq7uAhUB4pQ
KHQxHBb0Q2)

10
Processing Questions:
1. What is the cartoon all about?
2. What kind of discrimination is shown in the cartoon?
3. How does discrimination affect a person’s life?

What is It
What is Marxist Literary Criticism?
Marxist literary criticism is a loose term describing literary criticism based on
socialist and dialectic theories. It views literary works as reflections of the social
institutions.

It focuses on how literary works are products of the economic and ideological
determinants specific to that era. Critics examine the relationship of a literary
product to the actual economic and social reality of its time and place (Class
stratification, class relations, and dominant ideology).

Who is the proponent of Marxism Theory?

Marxism Theory originates from the works of 19th-century German
philosophers Karl Marx and Friedrich Engels.
Karl Heinrich Marx (5 May 1818 in Trier – 14 March 1883 in London) was a
German political thinker who wrote about economics and politics. Marx thought that
if a place that works together runs on wage-labor, then there would always be class
struggle.
Quotes on Marxism

• "Genuine equality means not treating everyone the same, but attending equally
to everyone's different needs." - Terry Eagleton, Why Marx was Right.
• "The history of all previous societies has been the history of class struggles." -
Karl Marx.
• "All social rules and all relations between individuals are eroded by a cash
economy, avarice drags Pluto himself out of the bowels of the earth." - Karl
Marx

Theory of Marxism
Marxism is a social, political, and economic theory originated by Karl Marx,
which focuses on the struggle between capitalists and the working class. He believed
that this conflict would ultimately lead to a revolution in which the working class
would overthrow the capitalist class and seize control of the economy.

Marxists believe that if the working class makes itself the ruling class, and
destroys th e basis for class society (private property, or what Marx called "Bourgeois
Property"), there will be a "classless society." In a Marxist society, no social classes are
in conflict, and there is no government anymore. In this theory, those who own

11
property and the means of production are the bourgeois while working class is called
proletariat.

Goals of Marxist criticism

The simplest goals of Marxist literary criticism may include:

• an assessment of the political 'tendency' of a literary work, determining

whether its social content or its literary form are 'progressive'.
• analyzing the class constructs demonstrated in the literature.

Pat A Cake

Pat-a-cake, pat-a-cake baker’s man;

Bake me a cake as fast as you can;
Pat it and prick it, and mark it with a “b”,
Put it in the oven for baby and me.
(https://www.google.com/search?q=pat+a+cake+lyrics&rlz)

Analysis:
This popular game reflects the ideology of those in high class believing that those
who belong to lower class should serve as fast as they can. The baker believed by the
rich people to be the one to bake foods for them so that they won’t have to experience
the inconvenience of baking foods for themselves. And, unfortunately, the baker,
typical worker of the working class, faithfully serves those in the higher class all his
life.

What’s More

Activity: True or False

Directions: Read and analyze each sentence/quotation. Write TRUE if it is related to
Marxism theory otherwise, FALSE. Write your answer on a separate sheet of paper.
1. “The oppressed are allowed once every few years to decide which particular
representatives of the oppressing class are to represent and repress them.”
( https://www.goodreads.com/quotes/54019-the-oppressed-are-allowed-once-every-few-years-to-decide )
2. “The struggle you're in today is developing the strength you need for
tomorrow.” (https://www.google.com/search?rlz=1C1CHBD_enPH882PH882&sxsrf )
3. “Workers of the world, unite!” (https://en.wikipedia.org/wiki/Workers_of_the_world,_unite!
4. “If you don’t like the road you’re walking, start paving another one.“Dolly Parton

12
 What I Can Do
Directions: Read and critic the summary using Marxist approach. Write your
answer on a separate sheet of paper.

The Hunchback of Notre Dame

Victor Hugo

During the 1482 Festival of Fools in Paris, Quasimodo, the hunchback of Notre
Dame, is elected the Pope of Fools for being the ugliest person in Paris. He is hoisted
on a throne and paraded around Paris by the jeering mob. Pierre Gringoire, a
struggling poet and philosopher, tries unsuccessfully to get the crowd to watch his
play instead of the parade. Archdeacon Claude Frollo appears and stops the parade
and orders Quasimodo back to Notre Dame with him. Looking for something to eat,
Gringoire admires the graceful beauty of La Esmerelda, a gypsy street dancer, and
decides to follow her home. After rounding a corner, she is suddenly attacked by
Quasimodo and Frollo. Gringoire rushes to help her but is knocked out by Quasimodo
as Frollo runs away. The King's Archers, led by Phoebus de Chateaupers arrive just
in time and capture the hunchback. Later that night, a group of beggars and thieves
are about to hang Gringoire when La Esmerelda comes forward and offers to save his
life by "marrying" him for four years only.
The next day, Quasimodo is put on trial and sentenced to two hours of torture in
the Place de Grève. He suffers both the pain of being stretched and pulled apart as
well as being publicly humiliated by the crowd of people, who hate him for his
ugliness. He begs for water, but no one answers his pleas until La Esmerelda comes
forth and brings him something to drink. Nearby, a recluse called Sister Gudule,
screams at La Esmerelda for being a "gypsy child- thief" and blames her for her
daughter's kidnapping fifteen years earlier. A few months later, La Esmerelda is
dancing in front of Notre Dame and Phoebus calls her over to him. She has fallen in
love with him and blushes when he asks her to meet him later that night. Frollo
watches them from the top of Notre Dame and becomes insanely jealous of Phoebus.
His obsessive lust for La Esmerelda has made him renounce God and study alchemy
and black magic. In his secret cell at Notre Dame, he plans to trap La Esmerelda like
a spider catching a fly with its web. Later that night, he follows Phoebus to his tryst
with La Esmerelda and stabs Phoebus repeatedly. He escapes and La Esmerelda is
captured by the King's guard.
After being tortured at her trial, La Esmerelda falsely confesses to killing
Phoebus and being a witch. She is sentenced to hang in the Place de Grève. Frollo
visits her in jail and declares his love. He begs her to love him and show him some
pity but she calls him a "goblin-monk" and a murderer, refusing to have anything to
do with him. Before her execution, La Esmerelda is publicly humiliated in front of
Notre Dame. Looking across the square, she suddenly sees Phoebus and calls out his
name. He actually survived the murder attempt but doesn't want anyone to know that
he was injured. He turns away from La Esmerelda and enters the house of his bride-
to-be. Just then, Quasimodo swings down on a rope from Notre Dame and carries her
back to the cathedral, crying out "Sanctuary!" He had fallen in love with her when she
brought him water and had been planning her escape all along.
La Esmerelda is safe from execution just as long as she stays inside the
cathedral. At first, she finds it hard to even look at Quasimodo, but they form an
uneasy friendship. Even though he is deaf, he enjoys being around her when she
sings. Meanwhile, a group of vagabonds resolves to save La Esmerelda after hearing

13
that Parliament has ordered that she will be removed from Notre Dame. But when
Quasimodo sees them attack the cathedral, he thinks they have come to kill La
Esmerelda and he fend them off as best he can, killing a large number of them. Frollo
has used the attack as a diversion to sneak La Esmerelda out of the cathedral. He
offers her two choices: she can either say she loves him or be hanged. She demands
to be executed and he leaves her with Sister Gudule. To their astonishment, they
discover that they are mother and daughter. Gudule tries to protect La Esmerelda,
but it is too late. Back at Notre Dame, Quasimodo goes to the top of the north tower
to find her. Gazing off into the distance, he sees the figure of La Esmerelda in a white
dress hanging from the scaffold. He bellows out in despair and grabs Frollo by the
neck. Holding him up in the air, Quasimodo sighs with grief and then throws Frollo
down to his death. Looking at La Esmerelda hanging off in the distance and Frollo's
wrangled corpse down below, Quasimodo cries out: "There is everything I ever loved!"
Quasimodo is never seen again. Years later when a gravedigger stumbles across La
Esmerelda's remains, he finds the skeleton of a hunchback curled around her.
(https://www.sparknotes.com/lit/hunchback/summary/

Guide Questions:

1. What do people believe about the Festival of Fools in Paris?

2. What kind of social strife can be found in the story?
3. Based from the story, explain how a particular character of the story suffer
from discrimination?

Rubric

Exceeds expectation Meet expectation Below expectation

Relevance to Clearly presents and Few ideas are Vague sense of main idea,
the literary supports the idea using missing and weakly weakly supported
approach the approach. supported by the throughout the paper
(40 points) approach.
Excellently presents There is adequate Lack sense of unity and
Organization clear sense of unity and sense of unity and order, transition of
of Ideas order. There is logical order, transition is thoughts and opening and
(40 points) transition of thoughts good and there is closing are ineffective.
and there is highly clear opening and
effective opening and closing.
closing.
No errors in the use of Few errors in the use Many errors in the use of
standard English rules of standard English standard English rules in
Grammar and in grammar, spelling, rules in grammar, grammar, spelling,
Mechanics punctuation and spelling, punctuation punctuation and
(20 points) capitalization that made and capitalization. capitalization that made the
the paper clear and easy paper unclear and difficult
to understand to understand.

14
 What I Have Learned
Directions: Complete the following sentences by supplying the missing word or
phrases. Use a separate sheet of paper for your answer.
1. Marxism theory is a ___________________________________.
2. Marxist believe that_______________________________________.
3. Critics examine ________________________________________________.
4. Marxist criticism views literary works as _______________________________.
5. After studying this module, I have learned that Marxist literary criticism goal
is to ____________.

Assessment
Directions: Read the following questions below and choose the letter of the correct
answer. Write your answer on a separate sheet of paper.
1. In Marxist theory, what do you call those who own property and the means of
production?
A. wealthy B. bourgeoise C. laborer D. proletariat
2. What do you call those who belong in the working class?
A. wealthy B. bourgeoise C. laborer D. proletariat
3. Which of the following discuss and evaluate specific moral issues?
A. Feminist theory B. Moralist theory C. Marxist theory D. Historical theory
4. Which literary criticism focuses on the literary works as products of economic
and ideological determinants of the specific era?
A. Feminist B. Moralist C. Historical D. Marxist
5. Which theory explains why a certain action is right or wrong?
A. Structural B. Formal C. Marxist D. Moralist
6. Which of the following is NOT a principle of Marxist theory?
A. It opposes economic system based on inequality.
B. It explains rightness or goodness.
C. It argues on profit margins between labor and capital.
D. It believes on the idea that everything that exists as the potential to totally
transform the world.
7. Which of the following best describes moralist criticism?
A. It explains why a certain action is right or wrong.
B. It states the literary content.
C. It tells the lesson of the literary piece.
D. It teaches morality.
8. The following are principles of moralist criticism EXCEPT__________________.
A. Morality is a body of standards derived from a code of conduct.
B. Morality is quality of human acts by which we call them right or wrong.
C. Human beings have the potential to totally change the world.
D. Our action is right when it conforms with the norms, rule or law of morality.

15
9. If you are going to critic a literary work based on moralist approach, which one
will you consider?
A. The work in its totality not the passages taken out from the context
B. The content showing struggle between the rich and the poor
C. The opposite meaning of ideas presented
D. The meaning of conclusions
10. Which is the main goal of Marxist criticism?
A. It determines whether the social content or its literary form are progressive.
B. It judges the value of literature based on its moral lessons or ethical
teachings.
C. It interprets meaning of hard work and struggles.
D. It gives reason to survive every struggle.

Additional Activities

1. Recall a story or a movie which you have read or watched in the past and give
the moral conflict/ lesson that the character experienced. If you were the
character, how would you react to the situation? Why?
2. Recall a story or a movie that reflects conflict between the rich and the poor.
Write the title, author and story’s background.

Criteria

Grammar Usage - 20
Organization of ideas - 30
TOTAL - 50 points

16
 17
Lesson 1
Lesson 1 What’s in Lesson 1
What I What I Can Do Assessment
Answers may 1. B
know
vary Answers may 2. D
Activity 1
1.B vary 3. B
2. A 4. D
What’s New
3.A 5. D
4.D 6. B
Answers may vary Lesson 1
5.A 7. A
What I Have
Activity 2 8. C
Learned
1. E 9. C
2. A Lesson 1 10.A
Answers may vary
3. B What’s more
4. C
5. D Answers may vary
Lesson 2
What’ more
Lesson 2 1. TRUE
Lesson 2 What’s new 2. FALSE
What’s in 3. TRUE
Answers may 4.FALSE
Answers may vary vary
Lesson 2
What I Can
Lesson 2 Do
What I Can Do
What I Have
learned Answers may
Answers may vary Answers may vary
vary
Answer Key
References
Websites:

F. R. Leavis (1895-1978) moral criticism. Retrieved from

https://www.oxfordreference.com/view/10.1093/oi/authority.20110803100
208742
William Harmon, A Handbook to Literature. https://www.eckleburg.org/moral-
criticism-dramatic-construction-360-bc-present-2/
The basic principles of Marxism Critique Sociale. Retrieved from
https://libcom.org/library/basic-principles-marxism-critique-sociale
Hunchback of Notre Dame. Retrieved from
(https://www.sparknotes.com/lit/hunchback/summary/
Pat-a-cake.Retrieved
from(https://www.google.com/search?q=pat+a+cake+lyrics&rlz)
Discriminationrichandpoor
(https://www.google.com/search?q=discrimination+rich+
and+poor&tbm=isch&ved=2ahUKEwjU5I3Xvq7uAhUB4pKHQxHBb0Q2)
Boccaccio, Giovanni.TheDecameron1353(https://americanliterature.com/author/gi
ovanni-boccaccio/short-story/federigos-falcon)

Summaryandanalysisofthefoxandthegrapesfable.Retrieved from
https://interestingliterature.com/2018/08/a-summary-and-analysis-of-
aesops-the-fox-and-the-grapes-fable/

18
For your inquiries or feedback, please write or call:

Office Address: Diosdado Macapagal Government Center, Maimpis,

City of San Fernando (P)
Telefax: (045)589-8580 to 89; (045) 402-7003 to 05
Email Address: region3@deped.gov.ph
.

19