MARIANO MARCOS STATE UNIVERSITY

College of Teacher Education

Name of Practice SUMALDE, HERSHEY GWYNETH Section L. Kasilag

Teacher Aristotle
Tourmaline
Learning Area English Time 7:00 AM – 8:00 AM
9:00 AM – 10:00 AM
11:15 AM – 12:15 AM
Grade Level 10 Date February 26, 2024

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of how world literature and
other text types serve as sources of wisdom in expressing and resolving
conflicts among individuals, groups and nature; also how to use evaluative
reading, listening and viewing strategies, special speeches for occasion,
pronouns and structures of modification
B. Performance The learner skilfully delivers a speech for a special occasion through
Standard utilizing effective verbal and non-verbal strategies and ICT resources.
C. Learning • Critiquing a Literary Selection Based on different approaches
Competencies (EN10WC-IIIg-1)
D. Learning At the end of the lesson, the learners should be able to:
Objectives a. determine the relationship and influence of the chosen author’s
experiences and beliefs to their works;
b. identify the dominant and salient literary features of selected ;
and
c. derive on the themes of the given poems through the identified
poetic features and devices.
II. CONTENT
A. Topic Types of Literary Criticism
B. Values a. Active Listening
Infused b. Critical Thinking
III. Learning Resources
A. Other
Learning
Resources
IV. PROCEDURES TEACHER’S ACTIVITY LEARNER’S ACTIVITY
A. Review 1. Greetings
previous Good morning, class! Students: Good afternoon,
lesson or ma’am!
presenting the 2. Prayer
new lesson. Before we begin our lesson for today, may
we all stand and ask the guidance of the
Lord. May we have the president of the
class to lead the prayer? (The Section President starts
the prayer)

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College of Teacher Education

3. Classroom Management
Alright, before you take your seats, please
arrange your chairs and pick up the pieces
of paper or plastic around you so that we
(Students tidy up the room)
can have a more organized classroom.

You may now take your seats.

4. Attendance

Secretary, kindly check the attendance for (Secretary fills out the
today. attendance sheet)

Thank you so much.

5. Recall

The past lesson we have already covered

half of the literary criticisms. And what are
those literary criticisms? Students: Biographical
criticism, Formalism and
Very good. So, as we talk about these Historicism, ma’am.
different kinds of criticisms since the past
week, it might be worth our time to recall
the locus of meaning for each of the
literary criticism.

Where can we find meaning when we use

biographical criticism? Student 1: Meaning can be
found by analyzing the life of
the author, ma’am.
Correct, student 1. By the word
“biographical” it means that we can look
into the life of the author to understand
meaning of a literary selection.

How about formalism? Student 2: Meaning can be

found in the text itself,
Yes, you don’t need any other factors ma’am
because meaning is found in the work or
in the text itself.

Lastly, historicism? Student 3: Meaning can be

understood using real life
past events, ma’am; the

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 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

times and the culture in

Very good, student 3! Now that we've which the work was written.
refreshed our memory on these concepts,
let's dive deeper into our discussion for
today. Shall we begin?

B. Establishing a
purpose for Warm-Up: Identity Bingo: Is This Your Role?

the lesson Today, we're going to kick off our lesson

with a fun activity called "Identity Bingo: Is
This Your Role?"

In this game, each of you will receive a

bingo card. Instead of numbers, the
squares on your card contain statements
related to personal characteristics or
roles. Your task is to find a classmate who
fits each role.

But here's the twist: you must find

someone outside your group, and no
repeating names on one card. The first
one to complete the bingo will win a prize!

Remember, honesty is key. Do not write

your name if the role does not match you. Students: Yes, ma’am!
(Students perform the
activity)

Congratulations, to student 4 she

managed to complete their bingo card
first. Alright, let's wrap up the game.

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 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

Excellent job, everyone! Now, let's reflect

on some of the roles we encountered
during the game. Who came to mind when
you read the role "doing laundry, dishes,
or loves shopping for makeup?" Was it a
male or a female that you tried to Students: Female classmate,
approach first? ma'am.

Interesting observation. Now, how about

roles such as being tasked to lift heavy Students: Male classmates,
objects, driving, and farm work? ma’am.

Now, I do not intend to stereotype men

and women with limited roles, but I just
want you all to acknowledge that these
roles are deeply ingrained in our societal
expectations.

So, let me ask you, are they fair or

accurate representations of everyone's
capabilities? Do you think women are
Students: Definitely no,
limited to doing house chores, or are men
ma’am
only capable of being the provider?

Precisely. Now, in our society it is women

who often experience limitations. Often
women are viewed as inferior all due to
these gender expectations.

So what do you literary criticism do you

think are we discussing today? Students: Feminist ma’am.
Here is when feminist criticism comes into
play. Feminist criticism challenges these
traditional gender roles and explores how
they're represented in literature and
society. By examining texts through a
feminist lens, we can expose how these
roles are constructed, sustained, and
challenged.

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In honor of Women's Month, I encourage

everyone to take this opportunity to listen
and learn about feminism through the lens
of feminist criticism.

C. Presenting Feminist criticism examines images of

examples/ women and concepts of the feminine in
instances of myth and literature. Often, it focuses on
the new female characters that have been
lesson neglected in other literary criticism.

For example, the widespread use of

derogatory terms like "slut" or "whore" to
shame women only for their behavior is a
common occurrence in movies, television
shows, and even in everyday language.
When such language is repeatedly used in
media without proper critique or
challenge, it can contribute to the
normalization of harmful stereotypes
about women's sexuality.

So, if you want to expose these harmful

stereotypes, the best literary criticism to
use is the lense of feminist criticism.

Can you read the following definitions of Students: Moreover,

Feminist Criticism. Feminist Criticism is
concerned with the politics
of women’s condition within
literature.

This includes the depiction of

fictional female characters.
Most specifically, it looks
into marginalization of
women as depicted in
literature.
So it is concerned with politics of women’s
condition within literature and looks into
the marginalization of women.

Now let’s try to understand these terms Student 5: Government

when you hear the word, “politics” what officials ma’am

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 MARIANO MARCOS STATE UNIVERSITY
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word or concept do you usually associate

it to? Student 6: Money, ma’am.

Now, these concepts: government and

money are all rooted from “power.” So
when we say, “politics of women,” we are
looking into the power dynamics between
genders. Therefore, in feminist criticism,
we try to expose how dominance and
submission play out.

If men are seen as more superior than

women, it means that men hold more
dominance within the society. That is why
in extremely patriarchal societies when
you are born a man you are already born
with privilege.

Now if this dominance and privilege is

abused, then we can say that there is a
marginalization of women.
Marginalization is like the margins in the
pages where it is located on the edges of a
paper, like the experiences of women in
some parts of the world they are pushed
to the edge giving them less opportunities Students: Yes, ma’am.
than men who occupy the whole page.

One prominent example of the patriarchal

system in the film industry is the gender
pay gap, where male actors are often paid
significantly more than their female
counterparts for similar roles or levels of
experience. Feminist criticism can shed
light on these gaps challenging unequal
pay practices, and advocating for fairer
compensation policies that recognize and
value the labor of all individuals,
regardless of gender.

Now, are you able to get a grasp of

feminist criticism? Student 8: Yes, ma’am. I
have learned that feminist

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 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

criticism does not only

Good observation, student 8!
expose these inequalities of
power and social structures.
It is also used to correct or
supplement wrong actions
and ideas towards women.

Hence, if you want to use feminist

criticism in creating your critique paper
you can base from these guide questions
to make your writing flow smoothly and
your ideas are cohesive:

1. How are women’s lives portrayed

in the work?
2. What behavioral expectations are
imposed on the characters?
3. If a female character were male,
how would the story be different
(and vice versa)?
4. Does the work challenge or affirm
traditional views of women?
D. Discussing The following were notable forerunners of
new concepts the Feminist movement and criticism.
and practicing They are classified based on each of the
new skills #1 following traditions of the movement:

The First Wave Feminism started on the

late 1700s – until early 1900s.

Mary Wollstonecraft is one of the notable

feminist during the first wave. She is an
English writer who advocated women’s
equality through her book, A Vindication
of the Rights of Woman. Specifically, she
pressed for educational reforms
benefitting women.

Susan B. Anthony was known as a

suffragist, abolitionist, author and
speaker. She served well as the president
of the National American Woman Suffrage
Association.

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College of Teacher Education

Suffragist were women who fought for

women’s right to vote and abolitionist
means she was part of the movement to
ending slavery.

Anthony and Wollstonecraft and many

other feminist paved the way for women’s
access to basic rights such as right to
education and the right to vote. Their
contribution has lead to National
Universal Suffrage in 1920 with passing of
the Nineteenth Amendment.

The second wave feminism initiated in

early 1950s to late 1970’s

One of the prominent female writers in

the Philippines at this time was Paz
Márquez-Benítez was a Filipino short-
story writer, educator and editor. You
can't study women's literature in the
Philippines without starting with Paz
Marquez-Benitez.

Her contributions as a writer are seen as

an important step within the
advancement of women in professional
careers as well as in the development of
Philippine literature.

And lastly, the third Wave Feminism

started early 1990s to our present time

Alice Walker works to reconcile feminism

with the concerns of the black community.
She forwarded the survival and the
wholeness of her people. Her writings
promoted valorization of women in all
fields of work.

These women and more helped society

raise awareness about issues like equal
pay, access to education and other basic
rights, and ending violence against

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 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

women. By speaking up and taking action,

feminists make our society fairer and
more inclusive for everyone.

So let us wrap our discussion with this

quote from Kate Nash “FEMINISM is not a
dirty word. It does not mean you hate
men, it does not mean you hate girls that
have nice legs and a tan, and it does not
mean you are a ‘bitch’ or ‘dyke’; it means
you believe in EQUALITY.”

E. Discussing
new concepts
and practicing
new skills #2
F. Developing
Mastery
G. Finding
Practical
application of
concepts and
skills in daily
living
H. Evaluating

Additional
for
remediation
application
activities
or
learning

I. Additional
activities for
application or
remediation

Prepared by:

Hershey Gwyneth Sumalde

Student Teaching Intern

Checked and verified by:

Ronald T. Ventura
Teacher III, Cooperating Teacher

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 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

Noted:

Joeffrey C. Bataan
Head Teacher III

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