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Republic of the Philippines

Department of Education
Region VII-Central Visyas
SCHOOLS DIVISION OF BOHOL

WEEKLY LESSON PLAN

SUBJECT & GRADE: GRADE-10 ENGLISH QUARTER: 3rd Quarter

WEEK: 6
MOST General Objectives:
ESSENTIAL Critique a literary selection based on the following approaches:
LEARNING - structuralist/formalist
COMPETENCY - moralist
(MELC) - Marxist
Specific objectives:
1. Knowledge: compare and contrast the structuralist /formalist, moralist,
Marxist approaches in a literary selection,
2. Psychomotor: critique a literary selection based on
structuralist/formalist, moralist, and Marxist approaches,
3. Affective: Display diligence in critiquing a selection.

CONTENT Critique a literary selection based on structuralist/formalist, moralist and Marxist

approaches
LEARNING www.google.com
RESOURCES ENGLISH 10 LEARNING MATERIAL, “The Story of Keesh”, pp. 299-305, 309-310
Enhanced Module Q3 Week 7 & 8
PROCEDURE A. PREPARATION
1. Prayer
2. Checking of attendance
3. Reminder on house rules
4. Activating prior knowledge

MONDAY
GROUP ACTIVITY
Read the story “The Story of Keesh” on pages 299-205.
Then, work in groups of five and write a critique of the Story of Keesh and do “Writing
Fix1A” on pages 309-310.
What genre is it? Adventure? Science fiction?
TUESDAY CONTEXT
Fantasy? Literary?

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B. PRESENTATION
1.Let the students read the following:
Competency:
Critique a literary selection based on the following approaches:
- structuralist/formalist
- moralist
- Marxist
2. Based on the story “The Story of Keesh” , answer the following questions:
1. What is the plot of the story? (Exposition, Rising Action, Climax, Falling Action &
Resolution)
2. Describe the struggle in the story.

3. Directions: Write the letter of the correct answer. Use another sheet of paper.
1. It is an in-depth evaluation of the story for the purpose of giving the reading public
insight into the story.
A. Relating C. Composing
B. Critiquing D. Evaluating
2. In making a review of a literary work the following are to be considered except____.
A. context/focus C. personal reflection
B. author’s intention D. reader’s technique
3. This approach in writing a literary work follows a physical format and uses the
elements of the selection to present thought.
A. Marxist C. Feminist
B. Structuralist D. Moralist
4. This approach in writing a literary is inspired by story of Karl Marx wherein the
character has to struggle to obtain power and authority.
A. Marxist C. Feminist
B. Structuralist D. Moralist
5. “Considering that we are all part of the Mother Earth, an indivisible, living community
of interrelated and interdependent beings with a common destiny; unexcitement gratefully
acknowledging that Mother Earth is the source of life and nourishment.” is an example text
for __________.
A. Marxist B. Structuralist C. Feminist D. Moralist

C. LESSON PROPER

1. Activity – Let the students read the concept notes and the teacher explains
the concept.

Critiquing a selection is usually in the form of an essay. It is an in-depth evaluation of

the story for the purpose of giving the reading public insight into the story. Writing a
critique requires you to resemble the elements in such a way that your intended
audience has better understanding of the story’s flaws and highlights. Below is a
sample critique.

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Structuralist/formalist Approach - illustrates how a story’s meaning develops from its

overall structure rather than from each individual story’s isolated theme. According to
Aristotle, all narratives develop longitudinally, from beginning to middle and the end
through the casual selection and temporal combination of events. This includes the
usage of the elements of a narrative and other literary device to develop the story.

Marxist Approach- It is through the theories of class struggle, politics, and economics
that Marxist literary criticism emerged. The thought behind Marxist criticism is that works
of literature are mere products of history that can be analyzed by looking at the social
and material conditions in which they were constructed. Put simply, the social situation
of the author determines the types of characters that will develop, the political ideas
displayed, and the economical statements developed in the text.

Moralist Approach – A tendency—rather than a recognized school—within literary

criticism to judge literary works according to moral rather than formal principles. –
Judging literary works by their ethical teachings and by their effects on readers.

WEDNESDAY

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D. PROBLEM/APPLICATION

1. PAIR ACTIVITY

Directions: Compare and contrast the Structuralist, Marxist, Moralist

approaches by completing the chart below.

STRUCTURALIST

(Differences)

SIMILARITIES

MARXIST MORALIST

(Differences) (Differences)

2. INDIVIDUAL ACTIVITY

A. Directions: Write a critique of a sample Structuralist selection below:

“A Day in A Country” Summary

'A day in the country' is written by Chekhov. It pays homage to an

unsung hero, a homeless cobbler whose name is Terenty.  In the beginning of
the story a beggar girl named Fyokla, who is 6 years old comes running through
a village. The village is preparing for an approaching storm. She addresses
everyone as “uncle”. She is searching for some person. She finally finds Terenty
in the kitchen-garden. He is a “tall old man with a thin, pock-marked face, very
long legs, and bare feet, dressed in a woman’s tattered jacket”. He does not look
like a hero.

         The story tells us that Terenty “answers all questions, and there is no
secret in Nature which baffles him. He knows everything”. The writer further adds
that indeed “all the villagers, generally speaking, know as much as he does”. But
the difference is that Terenty is willing to share his knowledge and time with the
two orphan children. The children love him for this reason.

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                The two children retire to a deserted barn after spending the day with
Terenty. And Terenty goes to the tavern. Chekhov further talks about Terenty's
sincerity and love for the two orphan children. Terenty comes back later and puts
bread under their heads making the sign of the cross while they are asleep.  In
this way Terenty is tries to make the lives of Fyokla and Danilka a little better
than his own.
THURSDAY
B. Write a critique of a Marxist selection below:

The Story of Keesh Summary

The story of Keesh is a short story which was written by Jack London that
was first published in January of 1904. Keesh was the son of a great huntsman,
who was well known and respected in his tribe. Unfortunately, Keesh’s father
died when Keesh was very young. As is often the case, the legendary exploits of
Keesh’s father were forgotten with time.

After many years, the child grows to be thirteen. Inspired by tales of his
father’s skills as a hunter and emboldened by his self-confidence and the
lackluster amount of food being gathered by the tribe, he addressed the village
elders in the Igloo of the tribe’s chief. A child addressing the tribal elders was
seen as precocious. Keesh declared that he would honor his father’s memory
and became a great hunter and bring back a wealth of meat for his people. He
was scorned, and they allowed him to go off on his own. Many never expected to
hear from him again.

Four days later Keesh returned, with an enormous burden of freshly killed
meat over his shoulders. He explained that an entire polar bear’s carcass laid a
day’s travel from the village. The villagers were stunned by this boy having
endured the elements and succeeded in his quest, became suspicious. After
several more hunting excursions on Keesh’s part, all alone and all resulting in
enormous amounts of meat for the tribe, the villagers begin whispering that
Keesh is undoubtedly practicing witchcraft. However, they had no choice but to
be loyal to this man child, as he had begun to provide them all with bounteous
food. Keesh had the appreciative villagers construct for him an enormous Igloo,
rivaling that of the chief.

After more speculation and Inuendo as to the source of Keesh’s hunting

prowess, it was decided to send two scouts to follow him on a hunting exhibition.
They returned several days later, having been successful in trailing Keesh to his
kill, an enormous (and dangerous) polar bear. They told a tale that the tribal
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council simply couldn’t believe. Upon his return, the tribe gathered in Keesh’s
igloo to accuse him of witchcraft. He answered their charges well. Keesh
explained the source of his hunting success. He explained why the two scouts
sent to follow him observed him striding up to the bear, enraging it, and
convincing it to follow him.

He explained why the scouts witnessed his leaving small round balls of
food on the ice for the bear, and why the bear soon became ill, and deranged.
He explained how he was then able to spear the bear without endangering
himself.

C. Write a critique of a Moralist selection below:

To Build a Fire Summary

A miner and a dog trek through a frozen wasteland. They are in Canada, in
the Yukon, heading toward a mining camp. The dog (which is actually part wolf) feels
that they should be hunkered down out of the cold, but the man pushes on. He's not
worried about traveling, even though he should be. He thinks back on advice he had
from an older miner, who told him never to travel alone if the temperature was under 50
degrees below zero. Distracted, the man falls through some ice and gets his feet wet.
He decides to stop and build a fire. (The alternative at this point is to freeze to death).
He manages to get a fire started and pulls some twigs off a tree to feed it. But
snow falls from the branches and puts out his fire. He tries to restart it, but his hands are
too frozen, and he can't make his fingers work. 'And all the while the dog sat and
watched him, a certain yearning wistfulness in its eyes, for it looked upon him as the fire
provider, and the fire was slow in coming.' This quote shows the true relationship
between the man and the dog. While the dog may seem loyal, it is actually staying with
the man out of self-interest. The dog knows that the man represents food and warmth.
The man begins to panic and decides to kill the dog to warm his hands. He plans
to strangle the dog and cut its belly open. He calls the dog over and tries to crush it, but
he can't do that either, so decides to make a run for it. He dashes toward the mining
camp, which is still miles away, and quickly collapses. He thinks about the other miners
finding his body, especially the old man who told him not to travel alone. The freezing
man imagines telling the elder that he was wrong and falls into a deep sleep.
The man dies, and the dog waits a moment for him to get up. Then the dog
begins to howl and finally trots away from the frozen miner. The dog heads toward the
camp, where it imagines it will find fire and food.

Be guided with the following rubrics:

4 3 2 1

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Content and Very Somewhat Give some Gives no new

Focus informative informative new information
and well- and Well- information but and very
organized. organized. poorly poorly
organized. organized.
(50%) It has four
misplaced It has six It has eight
ideas. misplaced misplaced
ideas. ideas.

Spelling and All spelling It has 1-3 It has 4-5 It has 6 or

Grammar and grammar wrong spelling wrong spelling more wrong
(30%) are correct. and 1-3 errors and 4-5 errors spelling and
in grammar in grammar errors in
grammar

Word Count The critique The critique The critique The critique
work has 350 work has 300- work has 150- work has 149
(10%) or more words 349 words 299 words below words.

Formatting Paper uses all Paper uses 3 Paper uses 2 Paper uses 1
4 formatting of the 4 of the 4 of the for 4
(10%) requirements formatting formatting formatting
requirements requirements requirements

FRIDAY

E. GENERALIZATION
Guide Questions:
1. What is writing critique?
2. Give the differences and similarities of Structuralist, Marxist, and Moralist
approach in a selection.
3. How to write a critique of a certain selection?

F. EVALUATION

INDIVIDUAL ACTIVITY

Let the students, answer the following questions:

1. What is writing a critique?
2. How to critique a certain selection?
3. Explain the following:
A. Structuralist Approach
B. Marxist Approach
C. Moralist Approach

Conclusion

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What is the importance of writing a critique?

G. CLOSING
“Criticism, like rain, should be gentle enough to nourish a man’s growth without
destroying his roots.”
– Frank A. Clark
REMARKS
REFLECTION

Prepared By:

ROCHELLE B. IMPANG
MT-1, UNHS

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