HINATUAN NATIONAL COMPREHENSIVE HIGH SCHOOL

Detailed Lesson Plan in English 10 Quarter 3 – Week 6&7

Prepared By: JO MAICHEL MORENO Date Delivered: March 11, 2024

I. OBJECTIVES
A. CONTENT STANDARDS: The learners demonstrate about the different
approaches of literary critique.

B. PERFORMANCE STANDARDS: The learners competently critique a literary

work using the different approaches of a literary critique.

C. LEARNING COMPETENCIES: MELC: Critique a literary selection based on the

following approaches: (a) Structuralist/Formalist, (b) Moralist, (c) Marxist, (d)
Feminist, (e) Historical, and (f) Reader-response. (EN10RC-IIIa-22)
D. Learning Objectives:
At the end of the lesson, students are expected to:
1. identify the different types of critical
approaches to literature;
2. value the importance of critical approaches in
writing a critique paper; and
3. write a critique of a literary selection using one
of the formalist criticism approach.
II. CONTENT
• Topic: FORMALIST CRITICISM
• Materials: Laptop, Projector, Manila Paper, Chalk, Marker

Teacher’s Activity Students’ Activity

Routine Matters:
Prayer
Greetings
Checking of Attendance
(learners will do as directed)

For us to have a smooth flow of discussion and

activity I need you to follow this mnemonic/memory
device.

G- Give thoughtful feedback

R- Respect others & their thoughts
O- Obedient all the time
U- Use soft voices
P- Participate actively
S- Stay with your group (the students will read the
 house rules)
B. Recalling previous knowledge
Before we start our new lesson, let's have a review
regarding to our previous lesson.

What was our previous lesson all about?

Our previous lesson is all about
composing a critique paper,
ma’am.
What is critique?

Critique is a deep evaluation of

What is the framework of writing a critique paper?
Okay, very good. It Seems like you have learned
something from our previous lesson. By this time,
we will have another topic to discuss.
a selection, giving the readers
an easier way of understanding
the selection.
Introduction, Summary, Critical
Evaluation, and Conclusion

Are you ready to listen?

But before that let us have an activity first.

Yes ma’am!
C. Priming Activity

You will be divided into six groups. Each group

will be given odd and even numbers and these
numbers corresponds a letter in the alphabet. A
guide will be given to you. You only have three
minutes to finish the task.

Activity: BREAK THE CODE

Direction: Break the code and reveal the answer.

Group 1
6 15 18 13 1 12 9 19 20
Our word ma’am, is
What word have you formed group 1? FORMALIST

Group 2
13 15 18 1 12 9 19 20
Our word ma’am, is
MORALIST
What word have you formed group 2?
Group 3
13 1 18 24 9 19 20
Our word ma’am, is MARXIST
Reveal your word group 3

Group 4
6 5 13 9 14 9 19 20
Our word ma’am, is FEMINIST
How about you group 4? What word have you
formed?

Group 5
8 9 19 20 15 18 9 3 1 12
Our word ma’am, is
Group 5 reveal the word you have formed. HISTORICAL

Group 6
1 5 1 4 5 1 - 1 5 1 6 1 1 9 5
8 8 8 9 5 4
Our word ma’am, is READER-
What about you group 6? What word have you RESPONSE
formed?

Okay, so we have Formalist, Moralist, Marxist,

Feminist, Historical, and Reader-response. I want
you to remember those words because you will
bump into them all throughout our class for this Yes, ma’am!
week and next week. Am I clear?
‘

Lesson Proper

Activity
Yes, ma’am.
Last week, I gave you a copy of the story of Romeo
and Juliet by William Shakespeare. Did you read it?

Okay, since you already read it we will have a game

called “GUESS ME”. You will be divided into four
groups and you will form a circle within your group.
You will be given letter cards with your group
numbers that you will use in the entire activity. Each
group shall choose one representative who will
answer the question by raising the flag. A change of
representative after the first one is required.
Activity 2: GUESS ME
Direction: Guess the characters from the story
Romeo and Juliet according to the given
description.
Yes, ma’am!
Are you ready?

[The teacher will start the activity]

A kinsman of the prince, and suitor of Juliet

most preferred by Capulet.
A Franciscan friar, friend to both Romeo and
Juliet. He secretly marries the impassioned
lovers.
The daughter of Capulet and Lady Capulet.
Two servants of the Capulet. They
successfully provoke some Montague men
into a fight.
The son and heir of Montague and Lady
Montague.

ANSWER:
Paris
Friar Lawrence
Juliet
Sampson & Gregory
Romeo

Analysis
The teacher will ask questions after the students are
done presenting their work. The activity was challenging
ma’am because we cannot
1. How was the activity? remember well the names of
the characters.

By reading and understanding

2. How did you guess the characters? the story beforehand, ma’am.
Also looking for clues.

3. What do you think will happen if you did not read We won’t guess the characters
the story? in the activity, ma’am.

All right, our lesson for today is all about the critical
approaches that you can use in your critical
evaluation when writing your critique paper.
Are you ready to listen?

Yes, ma’am.
Abstraction

For us to be guided, let us read our objectives for

this lesson:

At the of the lesson, the students are expected to:

identify the different types of critical

approaches to literature;
value the importance of critical approaches in
writing a critique paper; and
write a critique of a literary selection using
one of the formalist criticism approach.

And now let us proceed to our discussion.

Critical Approaches to literature reveal how or why

a particular work is constructed including its social
and cultural implications.

We have six types of critical approaches and those

are the words you have formed earlier. But we will
discuss first the FORMALIST critical approach.

FORMALIST/FORMALISM
- In formalism approach, a literary work can be
understood only by reference to its intrinsic
features, which are elements. These
elements include the CHARACTERS,
SETTING, PLOT, POINT OF VIEW, THEME,
and SYMBOLISM.

PLOT – this is the sequence of events or actions in

the story. It is the development of the story in terms
of beginning, middle, and end.

Example:
Exposition: The play begins with a feud between
the Montague and Capulet families in Verona.
Romeo, a Montague, is infatuated with Rosaline,
but his feelings quickly shift when he meets Juliet, a
Capulet, at a party.
Rising Action: Romeo and Juliet fall deeply in
love and secretly marry with the help of Friar
Laurence. However, their happiness is short-lived
as tensions between their families escalate.
Climax: Tybalt, Juliet's cousin, challenges Romeo
to a duel, resulting in Tybalt's death at Romeo's
hands. In retaliation, Romeo is banished from
Verona.
Falling Action: Juliet is devastated by Romeo's
banishment and seeks Friar Laurence's help. He
gives her a potion that will make her appear dead
for 42 hours. The plan is for Romeo to rescue her
from the Capulet tomb.
Romeo, unaware of the plan, hears of Juliet's death
and believes she is truly dead. He buys poison and
goes to Juliet's tomb, where he encounters Paris,
who also grieves for Juliet. Romeo kills Paris and
then drinks the poison, dying beside Juliet.
Resolution: Juliet awakens to find Romeo dead
and takes her own life with his dagger. The tragedy
of their deaths brings the Montagues and Capulets
together in grief, ending the feud.

CHARACTERS - These are the individuals or

entities that drive the story forward. They can be
protagonists, antagonists, or supporting characters.
Effective short stories often focus on a few key
characters rather than a large cast.
Example:
Romeo
Juliet
Tybalt
Benvolio
Friar Lawrence
Mercutio

SETTING – The location, time and the surrounding

circumstances of a short story. The writer provides
details about setting for the reader to shape into a
complete picture.

Example:
Verona, Italy

POINT OF VIEW – The narrator of the story. It can

be classified into three:
a. First person. The narrator is one of the
 characters in the story and narrates the story
from his own observation.
b. Third person. The narrator is not a participant
in the story.
c. Omniscient. The narrator is “all present.” He
knows what is going on in the minds of the
characters, and he comments on it.
omniscient point of view is like having a
storyteller who knows everything about
everyone in the story. This narrator can see
into the thoughts and feelings of all the
characters, almost like they're watching the
events unfold from above.

THEME – it is an underlying idea that comments on

human condition; a truth in life which is in the heart
of the story.
Example:
Love, Friendship, Courage, Or Even Bigger Ideas
Like Justice, Freedom, or The Passage of Time.

SYMBOLISM – is a concrete object, event, or

character in the story which represents an abstract
idea like love, patriotism, etc.
Example:
Roses: Throughout the play, roses symbolize love.
Light and Darkness: Light and darkness are
frequently used to symbolize the duality of love and
death in the play. light represents love and hope,
while darkness symbolizes conflict and death.
Stars: The stars symbolize fate and destiny. This
comparison suggests that Juliet is a guiding light in
Romeo's life, and their love is written in the stars.
Poison: Symbolizes the destructive nature of
hatred and violence. This symbolizes the tragic
consequences of the feud between their families.

Here’s an example of a critique using formalist

approach:

Shakespeare's classic tragedy "Romeo and Juliet"

is carefully written with formalist features. The play's
five acts follow traditional dramatic forms, leading
the audience through a well-crafted narrative arc.
Characters like as Romeo and Juliet are shaped by
their words and actions, representing classic
themes of fate and love. Throughout the play,
recurring symbols like light and dark, stars, and
poison give it greater levels of meaning. All the
elements of the play—language, structure,
characterization, and symbolism—contribute to its
theme unity and artistic consistency. "Romeo and
Juliet" is still regarded as a timeless masterpiece
because of its enduring relevance and discussion of
the human condition. The play, viewed through a
formalist lens, highlights Shakespeare's skill and
capacity to arouse strong feelings.

Application

GROUP ACTIVITY

Activity
With the same group you will be task to read the
poem The Road Not Taken by Edgar Allan Poe.
The learners will read the selection in your group,
and they will write a critical analysis using the
formalist approach.

Direction: Read the poem below and write a

critique paper about it using the formalist approach.

The Road Not Taken

Robert Frost

The 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 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.

Your performance will be graded based on the

following:

Evaluation

Direction: Identify what words are described in each

item.

1. Reveal how or why a particular work is

constructed.
2. The location, time and the surrounding
circumstances of a short story.
3. A literary work can be understood only by
reference to its intrinsic features, which are
elements.
4. These are the individuals or entities that drive the
story forward.
5. The narrator of the story.
6. This is the sequence of events or actions in the
story.
7. Central message of the story.
8. The narrator is one of the characters.
9. The narrator is not a participant in the story.
10. The narrator is “all present.”

ANSWER:
1. CRITICAL APPROACHES
2. SETTING
3. FORMALIST
4. CHARACTERS
5. POINT OF VIEW
6. PLOT
7. THEME
8. FIRST PERSON
9. THIRD PERSON
10. OMNISCIENT

Assignment

Direction: Research and read the story of Pyramus and Thisbe. Create Venn diagram
about the similarities and differences of the two stories: Pyramus and Thisbe and
Romeo and Juliet. Write your answer in a one whole sheet of paper.

Prepared by: Checked and Reviewed by:

JO MAICHEL MORENO MARIELLE A. BATISTIL

Student Teacher Cooperating Teacher