G L IS H 10

EN O N 4
Q3 L E S S
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Ms. Darizze her
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OPENING PRAYER
God, our source of all strength and inspiration, we
praise You for the gift of another school year. Grant us
pardon for the times when we failed to celebrate the
meaning of a new beginning. Thank You for, despite
this crisis, we continue to be blessed with Your saving
grace. Send forth Your spirit so that we may continue
building our nation through education. We lift all these
prayers in your mighty name, Jesus, Amen.
 RECAPITULATION Q3 Lesson 3: Writing A Movie Review
Directions: Tell whether the statement is either TRUE or FALSE.
______1. Writing a critique means looking at the weaknesses of a
FALSE
work.
______2. Writing a movie review allows the writer to criticize a film
FALSE
and its elements.
TRUE
______3. Watching a film is the first step when writing a movie
review.
______4. A critique is a form of academic writing which allows the
TRUE
writer to critically evaluate a work/output.
______5. Movie review is an example of analytical writing.
TRUE
 E S S ON 4
Q3 L
r o a c h e s t o
App r e :
L i t e r at u
OR M A L I S T
U R A L I S T / F
ST R UCT a s ed on the
y selectio n b
ue a lit er a r rmalist.
E LC : C r it iq ctu r alis t / f o
M
a pp r oa ch e s: stru
following
 Learning Objectives:
• Analyze the structure of a given text
• Identify the figures of speech used in
the poem.
• Point out the literary devices in the
poem.
 When was the last time you read a
story, went on an adventure, learned
something new that stimulated your
imagination, and exercised your
creative and critical thinking?
 FUN FACTS
Do you know that reading not only builds
vocabulary and strengthens the brain, but it
also reduces stress and lessens depression
symptoms?
 Reading can expand your horizon.
The more you read, the more you understand the
world around you. Yes! When you read stories, the
more you discover life and its values.
 To establish better connection with the text,
an analysis of it is needed to broaden the
reader’s understanding on the true meaning
and value of the text.

LITERARY CRITICISM
 What is Literary Criticism?
• It refers to the act of analyzing,
interpreting, and studying literature.
• Purpose: to know its overall value and
determine its strengths and weaknesses
 How do we analyze
or interpret a
literary work?
Let’s take this as an example…
There was a girl who was riding a bicycle.
Suddenly….
she slipped and fell off the bike.

What
happened to
the girl?
IfIfIf you
you
you think
thinkititis
believe itisbecause
because
is ofshe
because thedrove
her too
whofast
boysbike to
is old
pushed
avoid
her her rich
because classmates
they believe who
and some of its parts are broken…
that always
cycling isbully
only her
for
becausemen…she is poor…

FORMALIST
FEMINIST
MARXIST
APPROACH
APPROACH
In literary criticism, an approach is
needed to analyze the text.

NOTE: Your interpretation will

depend on the approach that
you will use to view it.
 Literary Approaches
• sometimes called “lenses”, are the different
perspectives we can consider in analyzing or
interpreting a text.

1. structuralist/formalist 4. Marxist
2. feminist 5. historical-biographical
3. moralist 6. reader-response
Imagine literary approaches as a pair of lenses/glasses through which
you view the text that you are reading.

the way in which

you view the text

TEXT

LITERARY
APPROACH
 Parts of A Literary Criticism
Provides a quick snapshot of the text’s background information
such as:
INTRODUCTION
Thesis Statement:
-Title and Author of the work
-Thesis Statement

This paper Summarize

SUMMARY aims totheexamine the text
(a sentence that sums up the central point of the essay/purpose for writing)

text in your own words.

using formalismInterpret
as andthis approach
evaluate is useful
the text using a literary approach:
ANALYSIS
in understanding historical-biographical,
the poem’sandform and its
(formalist/structuralist, feminist, moralist, Marxist,
reader-response)
ultimate meaning.
CONCLUSION Summarize the main ideas presented in the
essay.
If you think it is because her bike is old
and some of its parts are broken…

FORMALIST
APPROACH
 What is Formalist Approach?
• a.k.a the “structuralist” approach
• It discovers the true meaning of a text through
close reading – focuses on specific details.
• It analyzes the form or structure, elements, and
literary devices operating in it.
in other words….
It considers the work in isolation,
disregarding the author’s background,
context, and anything else outside the
work itself.
 How to use the Formalist Approach?
Consider the following:
1. Literary Genre: prose, poetry, narrative, novel,
fiction, play, etc.
2. Elements: character, setting, tone, point of view,
theme
3. Language: literary devices and sound devices
LITERARY DEVICES SOUND DEVICES
simile rhyme
metaphor repetition
imagery assonance
symbolism alliteration
personification onomatopoeia
 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:
simile, metaphor, imagery, symbolism,
and personification
1. SIMILE (indirect comparison)
• two unrelated objects are being compared
to each other with the use of the words
“like” or “as”
Examples:
 You are as brave as a lion.
 This tree is like a god of the forest.
2. METAPHOR (direct comparison)
• A statement in which two objects, often
unrelated, are compared to each other.
Examples:
 He is a lion.
 This tree is a god of the forest.
3. IMAGERY
• Imagery is language used by poets, novelists
and other writers to create images in the mind of
the reader.
• It engages the senses to deepen the reader's
comprehension of what is happening and how to
feel about it.
Examples:
a. Sight imagery: The tree spread its gigantic, sun-flecked
shoulders.
b. Sound imagery: The forest was hushed, resounding with
echoes of the tree’s stoic silence.
c. Touch imagery: The tree felt smooth as sandstone.
d. Taste imagery: The tree’s leaves tasted bitter, like unroasted
coffee beans.
e. 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.
Examples:

 rainbow – hope and promise

 red rose – love and romance
 dove – peace
 wedding ring – commitment and matrimony
5. PERSONIFICATION
• giving human attributes to nonhuman
objects.
Examples:
The car needs a cold shower.
The trees danced in the wind.
The sun smiled happily down at us.
The gray clouds cried drops of rain.
 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:
rhyme, repetition, assonance, alliteration, and
onomatopoeia
1. RHYME
• is the matching vowel sounds at the end of
words or lines.
Example:
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.
Rhyme Scheme: ABAB
2. REPETITION
• is the repeating of any words, phrases,
sentences or lines within a poem.
Example:
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.
Examples:
 He claps his hands and stamps his feet.
 The rain in Spain falls mainly on the plain.
 Mike’s bike has bright white stripes.
 He eats the sweet treats.
4. ALLITERATION
• is repetition of the consonant sounds at the
beginning of words.
Example:
Rain races,
Ripping like wind.
Its restless rage
Rattles like rocks ripping
through the air.
5. ONOMATOPOEIA
• uses words which imitate the natural sound
of things.
Example:
 The sack fell into the river with a splash.
 The books fell on the table with a loud thump.
 The sheep went, “Baa.”
 The clanging pots and pans awoke the baby.
 I love the sound of bacon sizzling on a plate.
Formalist Approach in
“The Road Not Taken”
by Robert Frost
IsWhat
there amakes
differenceyou decide
between to take
the two? If you that
were
How many roads can you
to choose between those two,
road? which will you take?
see?
About the Author
Robert Frost
(1874-1963)
• An American poet
• was highly regarded for his realistic
depictions of rural life.
• was awarded the Congressional
Gold Medal in 1960 for his poetical
works.
Guide Questions to Formalist
Approach:
1. What is the genre/form of the text?
2. Who is speaking in the text?
3. What kind of language does the author use to
narrate the literary work? What literary and
sound devices were used in the text?
 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.
GROUP DISCUSSION
The class will be divided into 5 groups.
Each group will be tasked to analyze the
assigned stanza and answer the given
questions in 10 minutes.
 The Road Not Taken
By Robert Frost

1Two 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;
GROUP 1
1st – First Stanza
a. In what ways are the two roads different?
b. How does the persona feel about not being able
to take both roads?
c. What do you think these two roads represent?
 The Road Not Taken
By Robert Frost

2Then 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,
GROUP 2
2nd – Second Stanza
a. On the second stanza, did he already make
up his mind?
b. Which road did he take?
c. Describe the road mentioned in this stanza?
 The Road Not Taken
By Robert Frost

3And 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.
GROUP 3
3rd – Third Stanza
a. What other description is given in the third stanza that
pertains to the road taken by the persona?
b. Explain these two lines:
“Yet knowing how way leads on to way,
I doubted if I should ever come back.”
c. Why is it difficult to turn back after traveling for a while?
 The Road Not Taken
By Robert Frost

4I 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.
GROUP 4
4th – Fourth Stanza
a. Did he regret his decision towards the end?
b. The speaker took the “less traveled road” and claimed that “it
has made all the difference.” What does making a difference
means?
c. What realization did the persona have when he took the road
less travelled by?
GROUP 5
a. If you were the speaker, would you choose the “the less
traveled road,” too?
b. Is it always better to take the less traveled road? Why or why
not?
c. Should people be free to make their own choices or is it better
to follow parents and society?
d. What do you think is the personality of the persona as
reflected in his decision to take the less traveled road?
ORDER OF PRESENTATION
Group 1
Group 2
Group 3
Group 4
Group 5
Formalist Approach in
“The Road Not Taken”
by Robert Frost
 a choice in life ‘diverged’ – means split or
(metaphor) divided

1Two roads diverged in a yellow wood, regrets not being able to

And sorry I could not travel both make both choices - as
‘one traveller’ we
And be one traveler, long I stood
cannot do this
And looked down one as far as I could
To where it bent in the undergrowth;
represents the need to make the
choice
 sees both choices as having equal merit
– pros and cons

the narrator chooses the

2Then took the other, as just as fair, path that was grassier,
And having perhaps the better claim, hence less people had
Because it was grassy and wanted wear; walked it in the past.
Though as for that the passing there
Had worn them really about the same,
shows the difficulty in
making choices
He noticed that the leaves were both fresh fallen –
hence no one had walked on.

exclamation of regret –
3And both that morning equally lay expresses a wish to
In leaves no step had trodden black. come back and try the
Oh, I kept the first for another day! other way
Yet knowing how way leads on to way,
I doubted if I should ever come back.
He had doubts if he can come
back since life is too short.
he looks to the future – he is uncertain if his choice
was the right one

repetition of opening –
4I shall be telling this with a sigh This is Frost telling the
Somewhere ages and ages hence: same story again in the
Two roads diverged in a wood, and I— future
I took the one less traveled by,
And that has made all the difference.
does not mean he made the right choice, rather
that he had to make the choice and it changed
everything
Learning Task 1/Quiz
Read each question and all the choices
carefully and then identify the best
choice that completes the statement.
(refer to English 10 Q3 W5 Learner’s packet (LeaP)