Learning Area ENGLISH Grade Level 10

W2 Quarter 3 Date February 20-24, 2023

I. LESSON TITLE
II. MOST ESSENTIAL LEARNING
COMPETENCIES (MELCs)
III. CONTENT/CORE CONTENT
Structuralist/Formalist Approach
Critique a literary selection based on the overall artistic value of its structure and
elements (Structuralist)
Enabling competencies
-Analyze the structure of a given text
-Identify the figures of speech used in the poem.
-Point out the literary devices in the poem.

Literary Criticism is the evaluation, analysis, description, or interpretation of literary

works. It is essentially an opinion, supported by evidence, relating to theme, style,
setting, or historical or political context.
Critique (verb) means to critically evaluate, analyze or give careful judgment in
which you give your opinion about a literary work.
Critique (noun) is a detailed evaluation or analysis of a literary piece.
Critic is a person who judges, evaluates, or analyzes a literary piece.
Literary Criticism helps us in three ways
1. It helps us understand what is essential about the text.
2. It allows us to see the relationship between the authors, readers and text.
3. It enhances the enjoyment of our reading of the literary work.
Functions of Literary Criticism
1. To analyze study and evaluate works of literature.
2. To form general principles for the examination of works of literature.

Formalism/Formalist Approach
Etymology:
The word ‘formalism’ derived from the word ‘form’ or structure. The ‘ism’ is a belief
or an approach of looking at things
• refers to critical approaches that analyze, interpret, or evaluate the inherent
features of a text.
• The formalist approach reduces the importance of a text’s historical,
biographical, and cultural context.
• These features include not only grammar and syntax but also literary devices
such as meter and figures of speech.

Literary Devices are tools used by writers to hint at larger themes, ideas, and
meaning in a story or piece of writing. Some of them are as follows:
1. Simile- (indirect comparison) two unrelated objects are being compared to
each other with the use of the words “like” or “as.”
Ex. You are as brave as a lion.
2. Metaphor- (direct comparison) a statement in which two objects, often
unrelated, are compared to each other.
Ex. This tree is the god of the forest.
3. Imagery- it engages the senses to deepen the reader's comprehension of
what is happening and how to feel about it.
Visual: appeals to the sense of sight through the description of color,
light, size, pattern, etc.
Auditory: appeals to the sense of hearing or sound by including melodic
sounds, silence, harsh noises, and even onomatopoeia.
Gustatory: appeals to the sense of taste by describing whether
something is sweet, salty, savory, spicy, or sour.
Tactile: appeals to the sense of touch by describing how something
physically feels, such as its temperature, texture, or other sensation.
 Olfactory: appeals to the sense of smell by describing something’s
fragrance or odor.
Ex. Sight imagery: The tree spread its gigantic, sun-flecked shoulders.
Sound imagery: The forest was hushed, resounding with echoes of the
tree’s stoic
silence.
Touch imagery: The tree felt smooth as sandstone.
Taste imagery: The tree’s leaves tasted bitter, like unroasted coffee
beans.
Smell imagery: The sweet aroma of the freshly baked chocolate chip
cookies wafted from the kitchen to the living room.

4. Symbolism-uses symbols which can be words, people, marks, locations, or

abstract ideas to represent something beyond the literal meaning.
Ex. rainbow–symbolizes hope and promise
red rose–symbolizes love and romance
four-leaf clover–symbolizes good luck or fortune wedding
ring–symbolizes commitment and matrimony
5. Personification-giving human attributes to nonhuman objects.
Ex. The car needs a cold shower.

Sound devices are special tools the poet can use to create certain effects in the
poem to convey and reinforce meaning through sound. Some of them are:
1. Rhyme- is the matching vowel sounds at the end of words or lines.
Ex. Out of the night that covers me
Black as the pit from pole to pole,
I thank whatever gods may be
For my unconquerable soul.
2. Repetition- is the repeating of any words, phrases, sentences or lines within a
poem.
Ex. To the swinging and the ringing of the bells, bells, bells-
Of the bells, bells, bells, bells
Bells, bells, bells-
To the rhyming and the chiming of the bells!’
3. Assonance- is repetition of vowel sounds within words.
Ex. I like to decline an offer of wine to define my style.
4. Alliteration- is the repetition of the consonant sounds at the beginning of
words.
Ex. The shepherd shook his head in negation.
5. Onomatopoeia- uses words which imitate the natural sounds of things
Ex. The sack fell into the river with a splash.

Learning Task 1 Read and carefully analyze the poem before doing the learning
task.

The Road Not Taken

BY ROBERT FROST

Two roads diverged in a yellow wood,

And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;

Then took the other, as just as fair,

And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for that the passing there
Had worn them really about the same,

And both that morning equally lay

In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.

I shall be telling this with a sigh

Somewhere ages and ages hence:
Two roads diverged in a wood, and I—
I took the one less traveled by,
And that has made all the difference.

Directions: Read each question and all the choices carefully and then identify the
best choice that completes the statement. Write the letter of the
best answer on your pad paper.
1. Based on the information in the poem, what do yellow woods represent?
a. choice b. older people
c. People d. Poets
2. In the first stanza of the poem, how is the word “diverged” used?
a. headed to the same place
b. circled around and went backward
c. went in different directions
d. continued forward in a straight line
3.The rhyme scheme in the first stanza is
a. ABAAB b. ABBAB
c. ABABB d. ABBAA
4. What is the setting of this poem?
a. a wood with two roads in it
b. a dark forest in the middle of winter
c. a quiet street near a town
d. the back yard of a house in the country
5. In line 20, what “has made all the difference” according to the speaker of the poem?
a. The speaker took the road less traveled by.
a. The speaker chose a road after looking as far down it as possible.
b. The speaker selected the road that bent in the brushwood.
 c. The speaker chose the first of the two roads.
6. You can infer that the tone of the poem is
a. love and determination
b. confusion and hesitation
c. happiness and satisfaction
d. weariness and despair
7. Why the road have “wanted wear” and been “grassy?” in the second stanza?
a. The second road had been taken by only few people.
b. The second road had a nice view.
c. The second road had been chosen by many people.
d. The second road was near a river that was near the woods.
8. What do you think is the theme of this poem?
a. living life to the fullest
b. giving up hope
c. making a choice
d. having strong determination
9. “I shall be telling this with a sigh”. This in this line refer to
a. the picture of the first road winding in the undergrowth
b. the plants and grasses that lay near the paths in the yellow woods
c. the residence of the speaker in the vicinity of the yellow woods
d. the explanation of why the speaker chose the second road
10. What are the various sounds that are used to emphasize some sections of the poem?
a. alliteration, assonance, rhyme, rhythm
b. alliteration, assonance, rhyme, onomatopoeia
c. rhythm, alliteration, assonance, euphony
d. cacophony, assonance, rhyme, alliteration

LEARNING TASK 2
Directions: Based on the poem, answer the following questions. Write your answers
on your pad paper.
1. Give the line in the poem which tells that the word “diverged” means went in
different
directions.
2. Choose the lines which tell that the speaker wishes that he or she did not have
to make a
choice between the roads.
3. The speaker claims that he or she has taken the road less traveled by.
Is the speaker telling the truth? Support your answer with evidence from the
text.
4. What makes the poet decide to take the less traveled road? What does it
signify?
5. What does the image of two diverging roads symbolize?
LEARNING TASK 3
Directions: Based on the poem, answer the given task. Write your answers in your
pad paper.
1. Give the rhyming pattern of each stanza.
2. Pick the lines in the poem that use the following sounds:
a. alliteration
b. assonance
c. rhyme
3. Identify the lines which show imagery in the poem.
4. Enumerate the elements used in this poem.