LESSON PLAN IN ENGLISH 10

School Grade Level & Section 10

Teacher Quarter 3
Learning Area English Teaching Dates & Duration Up to 4 days
I. LEARNING OBJECTIVES
Content Standards The learner demonstrates understanding of how world literature and
other text types serve as ways of expressing and resolving personal
conflicts and how to use strategies in linking textual information.
Performance Standards Identify literary selections based on Marxist and Feminist approaches
Learning Competencies/Code Critique a literary selection based on the following approaches: Marxist and
Feminist
Objectives
 Knowledge - Describe a text through giving the reader a sense of the
writer’s overall purpose and intent
- Determine what a Marxism and Feminism Approaches
 Skills - Analyze a selection’s content using Marxism and Feminism
- Make a literary critique using the appropriate approach
 Attitude - Interpret and share the values conveyed in a selection
II. CONTENT Critiquing a Literary Selection based on Marxist and Feminist Approaches
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
SDO NegOr Self Learning Module for Quarter 3-Module 3.b about
4. Additional Materials from Learning
Critiquing a Literary Selection based on Marxist and Feminist Approaches
Resource (LR) portal
is written by Roqueza Jane Macra-Taladua.
B. Other Learning Resources
C. Supplies, Equipment, Tools, etc. Copies of the SLM
IV. PROCEDURES
A. Review/Introductory The teacher will give the following pre-assessment as an introductory activity.
Activity
DIRECTIONS: Read the following questions/incomplete statements and choose the
letter of the word or phrase that best answers the questions.

111 1. What is Marxism?

a. A religion c. A disease
b. A theory d. An idea
2. In Marxist contexts, this group is the capitalist class who owns
most of society's wealth and controls the means of production.
a. Bourgeoisie c. Baby Boomers
b. Proletariat d. Parliament
3. This school of literary criticism claims that literature presents a
masculine-patriarchal view in which the role of women is
negated or minimized.
a. Reader Response c. Biographical
b. Feminism d. Post-colonialism
4. In Marxist contexts, this group is composed of workers or
working-class people.
a. Bourgeoisie c. Baby Boomers
b. Proletariat d. Parliament
5. If you were to answer the question "Does, the work suggest a
solution to society’s class conflicts?" which critical lens would
you use?
a. Feminism c. Marxism
b. Historical d. Formalism
6. If you were to answer the question "What types of role do
women have in the text?", which critical lens are you use?
a. Marxism c. Post-colonialism
b. Feminism d. Reader Response
7. Feminist Criticism depicts and questions which of the
following?
a. Social classes c. Gender roles and equality
b. Psychology d. Effects of colonization
8. Marxist literary theory could be described as...
 a. focusing on the struggles between social classes and those who
oppress and those are oppressed
b. focusing on communism
c. A criticism of any rich characters
d. being irrelevant after 1991

B. Activity/ Motivation The teacher let the students read poem and answer the questions that follow.

From this activity, the learners will be given an idea of what a Feminism approach.

1. Who is complaining in the poem? Why?

2. Who is being referred to by the word, “You” in the first and second lines? How is
the person being described?
3. What do you think is the author’s stand with the issue in the poem?

The teacher processes the answers of the learners.

C. Analysis/Presenting UNDERSTANDING MARXISM AND FEMINISM
examples of the new
lesson where the concepts
are clarified

Marxism is the name for a set of political and economic ideas that come from the works of
Karl Marx and Friedrich Engels. Its core idea is that the world is divided into classes- the
bourgeoisie, or business owners who control the means of production, and the proletariat or
workers whose labor transforms raw commodities into economic goods.

Karl Marx was a German political thinker who

wrote about economics and politics. Marx
thought that if a place that works together runs on
wagelabor, then there would always be class
struggle. Marx thought that this class struggle
would result in workers taking power. He
believed that no economic class—wage
workers, landowners, etc. should have power
over another. Marx believed that everyone
should contribute what they can, and everyone
should get what they need.
 Friedrich Engels II’s father was a very rich
factory owner, and he sent Friedrich to England
to run one of the factories. The way the workers
were living at his father's factories made Engels
upset with the class system. At about this time,
he began to write about politics and workers'
struggles.

It focuses on the struggle between capitalists and the working class. Marx wrote
that the power relationships between capitalists and workers were inherently
exploitative and would inevitably create class conflict.

Feminism

Feminism is a social and political movement. Feminism is

about changing the way that people see male and female rights
(mainly female), and campaigning for equal ones. Feminism is
advocating for women’s rights and asking for equal rights for
no matter a person’s gender. Somebody who follows feminism
is called a feminist.

This idea was put forward by some philosophers in the 18th

and 19th centuries such as Mary Wollstonecraft and John
Stuart Mill.

As feminism evolved throughout the years, it added new

values to it, focused on major issues women faced in each era,
and went through different waves that fought for different
rights for women. There are three main waves of feminism: the
1st wave was concerned with women’s right to vote, the 2nd
wave was a liberation movement for equal social rights, and
the 3rd wave embraced concepts such as diversity and the
importance of individualism; it reinstated the definition of
being a feminist.

Feminism is not “anti-men”, but it is asking for equal rights

for men and women. This would include the home life and care
work. Women do not always have to do those roles and it can
be shared with men as well.

Feminism today still has the same objectives and demands

equality for all genders in different ways; it also has a more
applicable meaning that empowers women.

In today’s world feminism is about being the woman you want

to be, being successful in what you choose to be, and not
waiting for approval by society because what you are doing is
not the norm. When thinking of feminism in today’s world it
also means girls supporting each other and empowering one
another.

CRITIQUING A LITERARY SELECTION

Let’s review:
 When we summarize a text, we capture its main points. When we analyze a text, we
consider how it has been put together—we dissect it, more or less, to see how it works.

Here’s a new term: when we critique (crih-TEEK) a text, we evaluate it, asking
it questions. Critique shares a root with the word “criticize.” Most of us tend to
think of criticism as being negative or mean, but in the academic sense, doing a
critique is not the least bit negative. Rather, it’s a constructive way to better explore
and understand the material we’re working with. The word’s origin means “to
evaluate,” and through our critique, we do a deep evaluation of a text.

When we critique a text, we interrogate it and our own opinions and ideas
become part of our textual analysis. We question the text, we argue with it,
and we delve into it for deeper meanings.
D. Abstraction Now the teacher will give focus on critiquing literary texts using two approaches- Feminism
and Marxism.

Feminist Approach

Feminist Criticism (1960s-present) is concerned with "the ways in which literature (and
other cultural productions) reinforce or undermine the economic, political, social, and
psychological oppression of women" (Tyson 83).

The following are the questions the students need to take full consideration of when
critiquing using Feminist approach:

a. How does the story re-inscribe or contradict traditional gender

roles? For example, are the male characters in “power
positions” while the women are “dominated”?
b. Are the men prone to action, decisiveness, and leadership
while the female characters are passive, subordinate?
c. Do gender roles create tension within the story?
d. Do characters’ gender roles evolve over the course of the
narrative?

The teacher will present the following sample short story written by Kate Chopin
entitled “The Story of an Hour”. Then, she instructs the students to read and
reread to fully understand then presents the succeeding section of a sample critique
of the story itself using the Feminist approach. The students will observe how the
critique is being done.

ABOUT THE AUTHOR:

Kate Chopin born on February 8, 1850, is credited for being one of
the first popular feminist authors of the 20th century and introduced
this movement in literature. After the death of her husband, Kate
moved in with her mother who shortly died thereafter. She was left
alone raising her children and suffered from depression. Nevertheless,
her doctor and friend recommended her to fight depression by writing.
They advised her that writing would be therapeutic, healing and that it
could ultimately provide her with much needed income.

"The Story of An Hour"

Kate Chopin (1894)

Knowing that Mrs. Mallard was afflicted with a heart trouble,

great care was taken to break to her as gently as possible the news of
her husband's death.
It was her sister Josephine who told her, in broken sentences;
veiled hints that revealed in half concealing. Her husband's friend
Richards was there, too, near her. It was he who had been in the
newspaper office when intelligence of the railroad disaster was
received, with Brently Mallard's name leading the list of "killed." He
had only taken the time to assure himself of its truth by a second
telegram, and had hastened to forestall any less careful, less tender
friend in bearing the sad message.
She did not hear the story as many women have heard the
same, with a paralyzed inability to accept its significance. She wept at
once, with sudden, wild abandonment, in her sister's arms. When the
storm of grief had spent itself she went away to her room alone. She
would have no one follow her.
There stood, facing the open window, a comfortable, roomy
armchair. Into this she sank, pressed down by a physical exhaustion that
haunted her body and seemed to reach into her soul.
She could see in the open square before her house the tops of
trees that were all aquiver with the new spring life. The delicious breath
of rain was in the air. In the street below a peddler was crying his wares.
The notes of a distant song which someone was singing reached her
faintly, and countless sparrows were twittering in the leaves.

There were patches of blue sky showing here and there

through the clouds that had met and piled one above the other in the
west facing her window.
She sat with her head thrown back upon the cushion of the
chair, quite motionless, except when a sob came up into her throat and
shook her, as a child who has cried itself to sleep continues to sob in its
dreams.
She was young, with a fair, calm face, whose lines bespoke
repression and even a certain strength. But now there was a dull stare in
her eyes, whose gaze was fixed away off yonder on one of those
patches of blue sky. It was not a glance of reflection, but rather
indicated a suspension of intelligent thought.

There was something coming to her and she was waiting for it,
fearfully. What was it? She did not know; it was too subtle and elusive
to name. But she felt it, creeping out of the sky, reaching toward her
through the sounds, the scents, the color that filled the air.
Now her bosom rose and fell tumultuously. She was
beginning to recognize this thing that was approaching to possess her,
and she was striving to beat it back with her will--as powerless as her
two white slender hands would have been. When she abandoned
herself, a little whispered word escaped her slightly parted lips. She
said it over and over under the breath: "free, free, free!" The vacant
stare and the look of terror that had followed it went from her eyes.
They stayed keen and bright. Her pulses beat fast, and the coursing
blood warmed and relaxed every inch of her body.
She did not stop to ask if it were or were not a monstrous joy
that held her. A clear and exalted perception enabled her to dismiss the
suggestion as trivial. She knew that she would weep again when she
saw the kind, tender hands folded in death; the face that had never
looked save with love upon her, fixed and gray and dead. But she saw
beyond that bitter moment a long procession of years to come that
would belong to her absolutely. And she opened and spread her arms
out to them in welcome.

There would be no one to live for during those coming years;

she would live for herself. There would be no powerful will bending
hers in that blind persistence with which men and women believe they
have a right to impose a private will upon a fellow-creature. A kind
intention or a cruel intention made the act seem no less a crime as she
looked upon it in that brief moment of illumination.
And yet she had loved him--sometimes. Often, she had not.
What did it matter! What could love, the unsolved mystery, count for in
the face of this possession of self-assertion which she suddenly
recognized as the strongest impulse of her being!

"Free! Body and soul free!" she kept whispering.

Josephine was kneeling before the closed door with her lips to
the key hold, imploring for admission. "Louise, open the door! I beg;
open the door-you will make yourself ill. What are you doing, Louise?
For heaven's sake open the door."
"Go away. I am not making myself ill." No; she was drinking
in a very elixir of life through that open window.Her fancy was running
riot along those days ahead of her. Spring days, and summer days, and
all sorts of days that would be her own. She breathed a quick prayer that
life might be long. It was only yesterday she had thought with a shudder
 that life might be long.
She arose at length and opened the door to her sister's
importunities. There was a feverish triumph in her eyes, and she carried
herself unwittingly like a goddess of Victory. She clasped her sister's
waist, and together they descended the stairs. Richards stood waiting for
them at the bottom.
Someone was opening the front door with a latchkey. It was
Brently Mallard who entered, a little travel-stained, composedly
carrying his gripsack and umbrella. He had been far from the scene of
the accident and did not even know there had been one. He stood
amazed at Josephine's piercing cry; at Richards' quick motion to screen
him from the view of his wife.

When the doctors came, they said she had died of heart
disease--of the joy that kills.
CRITIQUE:

In the short story, Chopin reveals a deep-rooted problem the

woman faced in marital relationships. She plotted the idea that
women were oppressed through unhappy marriages. In a marriage,
women are restricted and are viewed as property, being subservient
to men. Husbands held the powers and often imposed their will onto
their wives. The wives had no other choice but to bend to the
husband’s will. Women had no sense of freedom or individuality and
were inferior to men. “There would be no powerful will bending hers
in that blind persistence with which men and women believe they
have a right to impose a private will upon a fellow-creature” (789).
These words show the picture of Mrs. Mallard’s family life. She was
unhappy with her husband; she couldn’t have her own opinion and
couldn’t show her own will; that’s why she is happy to be free!

A careful reader understands the deep sense of the words

about “patches of blue sky showing here and there through the
clouds…” (789). These words didn’t appear in the story for no reason.
All these details make us feel the growth of Mrs. Mallard’s excitement
and make us understand the sign of the meaning of the blue sky as a
symbol of freedom and future life. However, for one moment she gets
afraid allowing herself to be happy about her freedom: “she was
striving to beat it back with her will” (789). This shows us that Mrs.
Mallard is a “product” of her time and has to be dependent on society
rules. She realizes that society would determine her thoughts of
freedom inappropriate, but she can’t stop herself from feeling that
way.

Being a widow is the only way for Mrs. Mallard to get free.
“Free! Body and soul free!” (789). We read these words and share with
Mrs. Mallard her feelings, her excitement, and hopes. At this point Mrs.
Mallard’s sister Josephine is looking ridiculous, with her words
“Louise, open the door! You will make yourself ill.” (789). Because
practically talking, Mrs. Mallard, being a woman who had numerous
years under her husband’s will, finally gets an absolute freedom; a
miraculous freedom that she even didn’t hope to get the day before.
However, her sister is far from understanding it.

Mrs. Mallard dies “of joy that kills” (790). These words carry
the absolutely opposite meaning than they read. We understand that
the doctors are wrong thinking that she dies from happiness of
seeing her husband again. She chooses rather to die than to live again
under her husband’s will, especially after experiencing freedom, even
just for one hour. This hour in a comfortable armchair in front of the
open window made her feel happy and free; it made her
understand the sense of her being, and it was the only real hour of her
life.

Natalia Dagenhart January 18, 2005

Marxist Approach
The simplest goals of Marxist literary criticism can include
an assessment of the political tendency of a literary work. Further,
another of the ends of Marxist criticism is to analyze the narrative of
class struggle in a given text.
A Marxist interpretation reads the text as an expression of
contemporary class struggle. What do Marxist literary critics do with
texts?
They explore ways in which the text reveals ideological oppression
of a dominant economic class over subordinate classes. In order to do
this a Marxist might ask the following questions:
1. Does the text reflect or resist a dominant ideology? Does it do
both?
2. Does the main character in a narrative affirm or resist
bourgeois values?
3. Whose story gets told in the text?
4. Are lower economic groups ignored or devalued?
5. Are values that support the dominant economic group given
privilege? This can happen tacitly, in the way in which values
are taken to be self- evident.

ABOUT THE AUTHOR:

Theodor Seuss Geisel is an

American writer, filmmaker, and

illustrator of immensely popular
children's books, which were noted
for their nonsense words, playful
rhymes, and unusual creatures. He
wrote stories under the pseudonym,
“Dr. Seuss.”

“Yertle the Turtle”

Yertle was once a king of a pond that is on a far-away

Island of Sala- ma-son. The pond he ruled over had
everything the other turtles needed such as food, and
warm water and the turtles were very happy until
Yertle became ungrateful about the throne, he sits due
to it being low and he thought that if he could make
it higher, he would be a great ruler of all he can see so
he called 9 of the turtles who serve him, to attention.

EXCERPT FROM YERTLE THE TURTLE

...But, while Yertle was shouting, he saw with
surprise That the moon of the evening was starting to
rise Up over his head in the darkening skies.

“What’s THAT?” snorted Yertle. “SAY, what IS that

thing
That dares to be higher than Yertle the
King? I shall not allow it! I’ll go higher still!
 I’ll build my throne higher! I can and I will! I’ll call some more turtles. I’ll stack
ʻem to heaven! I need ʻbout five thousand, six hundred and seven!”

But, as Yertle, the Turtle King, lifted his hand and started to order and give the
command, That plain little turtle below in the stack,
That plain little turtle whose name was just Mack, Decided he’d taken enough. And
he had.

And that plain little lad got a little bit mad and that plain little Mack did a plain
little thing. He burped!
And his burp shook the throne of the king!

Critique:
Written by the renowned author Dr. Seuss, “Yertle the Turtle”
is a child’s storybook which represents the Hitler and the Nazi in
Germany during World War II.
In the story of Yertle, the Turtle, Yertle interprets as Hitler, the
Nazi regime, of real world. The story begins with very peaceful calm
pond with Turtles and Yertle. However, since Yertle utters, “I’m ruler
of all that I see. But I don’t see enough. That’s the trouble with
me”, he suddenly recognizes the kingdom he ruled was too small.
This indicates Yertle’s desire to take dictatorial rule of his place,
the surrounding area and turtles, which also connects with Hitler’s
desire to expand his kingdom he ruled and invade Germany and
various parts of Europe. Then, in the storybook’s plot, “Yertle orders
the turtles to stack up under him, building a now throne for him, so that
he could look down whole view and rule everything he sees beneath.
Yertle’s dictatorship parallels with real world, Hitler, to rule everything,
in a world of pure race.
In the plot, the turtles that support Yertle in high position,
being throne of Yertle, are having pain to carry huge weight. The turtle
called, “Mack”, embodying the German society under Hitler in real
world or the oppressed, states, “But down here below, we are feeling
great pain. I know, up on top you are seeing great sights, but down her
at the bottom we, too, should have rights. We turtles can’t stand it. Our
shells will all crack. Besides, we need food. We are starving!”. These
represent how German society has felt during the dictatorship of Hitler.
He has been in great power at the top but Germans were living with
rationed food and really limited rights. These are the cries of the
common people especially those under power and wealth.
Although turtles are suffering under Yertle’s dictatorship,
Yertle desires to expand his power and his rule. However, as the night
came and mood rise up, he said, “That dares to be higher than Yertle the
King? I shall not allow it! I’ll go higher still!”. He becomes furious that
the moon is placed higher than him, which resulted more turtles stack
up to build higher throne of Yertle. This relates with real world by
expressing Hitler’s desire to invade everything he sees without any
consciousness to his people. True enough there are some people who
aspire even higher to the extent of stepping on others.
Then, the suffering turtle, Mack, got a bit mad, burping toward
the Yertle, which resulted the turtles above him, to shake. The Yertle
falls off his throne and into the mud. This connects with real world that
German society rise until not able to stay under Hitler’s dictatorship.
This action is very significant in the plot because it represents the initial
contrary voices from the German society causing the restriction of
Hitler’s dictatorial rule.

E. Valuing: Finding The students will write 3 important learnings gained from the discussion of the Marxist
Practical Applications of approach and another 3 from the Feminist approach. They will place their answers in the
Concepts and Skills in table.
Daily Living
Marxist Approach Feminist Approach

F. Generalization For further understanding of the lesson, the teacher instructs the learners to answer the
following activity. They will determine the approaches used in the statements below.
They will write M if the answer is Marxism and F if the answer is Feminism.

1. It explores ways in which the text reveals ideological

oppression of a dominant economic class over subordinate
 classes.
2. The question, “Are lower economic groups ignored or
devalued?” appears in the analysis when you use this
approach.
3. One of its ends is to analyze the narrative of class struggle in
each text.
4. It is concerned with "the ways in which literature (and other
cultural productions) reinforce or undermine the economic,
political, social, and psychological oppression of women".
5. “How does the story re-inscribe or contradict traditional
gender roles”, is one of the questions that serves as your
guide in critiquing using this approach.
6. This approach in critiquing literary selections is composed of
three waves.
7. Another important question in this approach is “Do gender
roles create tension within the story?”
8. This approach is not “anti-men”, but it is asking for equal
rights for men and women.
9. The question, “Does the work suggest a solution to society’s
class conflicts?" is under this approach.
10. The question, “What were the economic conditions for the
publication of a work?” falls under this approach.

The teacher will process the answers of the students.

G. Assessment The teacher instructs the students to make a literary critique on the text below using
the appropriate approach. They will be guided by the questions for the approach
that they will be using. A set of rubrics is provided after the text that will serve as
the guidelines for rating their work.

My Father Goes to Court

By: Carlos Bulosan

When I was four, I lived with my father and brothers and

sisters in a small town on the island of Luzon. Father’s farm had been
destroyed by one of our sudden Philippine floods, so several years
afterwards we all lived in the town. We had as a next-door neighbor a
very rich man, whose sons and daughters seldom came out of the house.
While we boys and girls played and sang in the sun, his children stayed
inside and kept the windows closed. His house was so tall that his
children could look in the window of our house ad watched us played,
or slept, or ate, when there was any food in the house to eat.
Now, this rich man’s servants were always frying and cooking
something good, and the aroma of the food was wafted down to us from the
windows of the big house. We hung about and took all the wonderful smells
of the food into our beings.
Some days the rich man appeared at a window and glowered
down at us. He looked at us one by one, as though he were condemning
us.
As time went on, the rich man’s children became thin and
anemic, while we grew even more robust and full of life. The rich man
started to cough at night. His wife began coughing too. Then the
children started to cough.
One day the rich man appeared at a window and stood there a
long time. He looked at my sisters, then at my brothers. He banged
down the window and ran through his house, shutting all the windows.
From that day on, the windows of our neighbor’s house were
always closed. We could still hear the servants cooking in the kitchen,
and no matter how tight the windows were shut, the aroma of the food
came to us in the wind and drifted gratuitously into our house.
One morning a policeman from the presidencia came to our
house with a sealed paper. The rich man had filed a complaint against
us for stealing the spirit of his wealth and food.
 On the day of the trial, we were the first to arrive. The rich
man arrived with his young lawyer. Spectators came in and almost
filled the chairs. The judge entered the room and sat on a highchair. We
stood in a hurry and then sat down again.
After the courtroom preliminaries, the judge looked at Father, asked if he
had a lawyer to which Father replied that he didn’t need any.
The rich man’s lawyer jumped up and pointed his finger at
Father and started to ask him questions. After being somehow proven
guilty by the lawyer, Father agreed to pay for our committed crime. He
took my straw hat and began filling it up with centavo pieces that he
took out of his pockets. Mother added a fistful of silver coins; my
brothers threw in their small change. The hat was almost full of coins.
He walked to the room across the hall, shook the hat; the sweet tinkle of
the coins carried beautifully in the courtroom. Father came back, stood
before the complainant, and asked him if he heard the sound - the spirit
of the money. When the rich man answered yes, Father said, “Then you
are paid.”
The rich man opened his mouth to speak and fell to the floor
without a sound. The lawyer rushed to his aid. The judge pounded his
gavel.
“Case dismissed,” he said.

Rubrics:
 Presents original ideas not just
rehashing of class discussion
 Presents well thought out
Content 10 7 4 2
interpretation and sophisticated
analysis
 Provides accurate, fair, and plausible
information/analysis from texts
Develop-  Develops ideas fully an awareness of
ment and audience needs
support of  Provides substantial support of
10 7 4 2
Ideas assertion through citing of lines or
sentences
 Provides accurate, fair and plausible
information from the text
 Uses language, which is clear,
concise and appropriate Uses 10 7 4 2
Grammar  standard English and its
conventions consistently Varies
 sentence structure

V. REMARKS
VI. REFLECTIONS
A. No.of learners who
learned 80% on the
formative assessment
B. No.of learners who
require additional activities
for remediation.
C. Did the remedial
lessons work? No.of
learners who have caught
up with the lesson.
D. No.of learners who
continue to require
remediation
E.Which of my teaching
strategies worked well?
Why did these work?
F.What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
 to share with other
teachers?

Prepared by:

RENELDA D. ESPINAS
English Teacher