Republic of the Philippines

Compostela Davao de Oro

Davao de Oro State College

Teacher Education Department

Submitted by:
Leslie R. Labtic
BSED ENGLISH 4A
FIELD STUDY STUDENT
 SEMI-DETAILED LESSON PLAN IN ENGLISH 10
February 2025

I. OBJECTIVES
At the end of the lesson, the students are able to:
a. identify structuralist /formalist approaches as ways in critiquing a literary
selection.
b. critiquing a literary selection using the structuralist/ formalist and moralist
approaches
c. elaborate or explain the need to critique a literary selection or literary piece
and the importance of the different approaches to literature

II. SUBJECT MATTER

Learning Competency: Compose an independent critique of a chosen

selection based on insightful interpretation and evaluation (EN10WC-IIIg-14).
Topic: Compose a Literary Selection based on the following approaches:
Structuralist/Formalist
Materials: PowerPoint presentation, blackboard, laptop, television, IMs
Reference: Self Learning Module for Quarter 3-Module 3.a about Critiquing a
Literary Selection based on Structuralist/ Formalist and Moralist Approaches
written by Ms. Evely C. Amante, Dev EdD
Value(s): critical thinking and creativity

III. Procedure
A. Preparatory Activities
1. Classroom Routine
 Prayer
 Greeting
 Attendance

2. Motivation
ACTIVITY: Finally Found You!
 Directions: The class will be divided into 3 groups and they will
search for 10 literary devices and elements analyzed in a short
story.

B. Lesson Proper
1. Activity-
 2. Analysis

3. Abstraction

STRUCTURALIST/FORMALIST APPROACH
The word ‘formalism’ derived from the word ‘form’ or structure. The ‘ism’
is a belief or an approach of looking at things.

Structuralist/Formalist Approach
It studies how the elements work together to form unity and to give meaning to a
text.
a. How do elements conspire or work together?
b. How does the conflict affect the characters’ actions?
c. What do the objects, events, images or actions symbolize?
 It discovers the true meaning of a work by giving attention to the form or
structure, elements and literary devices operating in it.
 Structure/ form - It scrutinizes the plot (chronological sequence) and the
conflict in a story.
It analyzes the work as a whole, the form of each individual part of the text from the
individual scenes and chapters, the characters, the settings, the tone, the point of
view, the theme, and all other literary elements and devices such as imagery.
Character- It is a person, animal, being, creature or anything personified in a story.
Setting- It is not only the place and time a story takes place but also includes the
atmosphere.
Tone- It is the overall emotion conveyed by both the choices of words, theme,
sensory images, symbolism and the narrator of the story such as suspenseful,
affectionate, happy or sad.
Point of View- It answers the question “Who is telling the story?”
Types: 1. First person- It uses either of the two pronouns “I” or “We”. The narrator is
a participant in the story relating his or her own experiences directly or an observer.
2. Second person- The story is told to “You”.
3. Third person- It uses pronouns “They”, “She”, “He”, “It” or a name. The narrator
may be omniscient (all- knowing) or has a full access to the thoughts and
experiences of all characters in the story or may be a limited omniscient who usually
cannot see into minds or know the future, etc.
Theme- It is the author’s message to the readers.
Imagery- It consists of descriptive language to create images in the mind of the
readers through their senses.
FORMALIST APPROACH
 It examines a text exclusively as a self-contained object in isolation from the
world, biographical information about the author, or the text’s effect on the
reader.
 It does not concern the historical events outside of the story, social, cultural,
religious nor political ideas.
 It emphasizes the value of the text as an entity in itself.

Application

Direction: Draw a happy face if the statement describes a formalist critic.

Otherwise, draw a sad face.

A formalist critic…
____1. must be a close or careful reader who examines all the elements of a text

individually to discover how they form an organic unity.

____2. questions how they come together to create a work of art.

____3. looks beyond the work by reading the author’s life, or literary style.

____4. examines the work’s historical background and condition of the society.

____5. allows the text to reveal itself.

____6. analyzes how the elements work together to form the unity of structure and

to give meaning to the text.

____7. achieves understanding of the text by looking inside it, not outside nor

beyond.

____8. studies how the text’s influences or figures out similarity with other works.

____9. takes the elements distinct and separate from each other.

____10. scrutinizes the point of view, structure, symbols, tone, theme and other

elements or literary devices.

IV. Evaluation
Directions: Read the story from Benguet and discover the origin of rice and
small streams.

The Origin of Rice and Streams

(Ibaloy Tale)

Once upon a time, there were two blind women. They were kindhearted, but they
were very poor. In order to eat, they had to beg from their neighbors and
sometimes they were driven away or given nothing. Nevertheless, they did not
complain but went on living each day as best as they could. Once when they had
no food for some time, they decided to walk to the next village to try their luck
there. They walked slowly, feeling footholds among the hilly paths. When they
had walked some distance, they bumped into a large rock. The impact sent their
bodies reeling. Dazed, they held on to each other and tried to get back on their
feet. But they had gone too long without food, and now they could not even
stand. The rock opened magically, and out of its granite depths a young woman
emerged. She took the two blind women by the hand and let them inside. An old
woman seated them at a stone table and gave them food to eat. “Now tell what
you need,” said the old woman to them when they had finished their meal. One of
the blind women said, “I am always hungry. I need food, but I am too blind and I
cannot work for a living in the fields.” The other replied, “I am always thirsty. I
always need something to drink, but I, too, am blind and I cannot find my way
even to the smallest spring.” The old woman gave the first woman a sack of rice
that would never be empty. To the other she gave a bottle of water that would
never be drained dry. They both thanked the old woman profusely and they felt
their way back home. They lived together happily, never wanting any more than
what they already had. After some time, though, they told each other that it was
not right to keep to themselves the good fortune that they had been given. So,
the one who owned the magic sack of rice took a handful of grain and sowed it;
when the grain was harvested, she gave it to the people in the village. The one
who owned the magic bottle poured some of the water out onto the land where it
changed into many small brooks and streams. On their banks flowers soon grew,
 and to the streams people came to fetch water for their various needs.

A. Directions: Write 5 words/phrases that appeal to your senses (sight, smell,

hearing, taste, touch).

1.
2.
3.
4.
5.

B. Directions: Use the table below to analyze the selection “The Origin of Rice and
Streams.” Use the guide questions provided in answering.

ELEMENTS DESCRIPTIONS

1. Characters: Who are the characters

in the story? How are they related to
one another? What are their actions?

2. Setting: Where did the story happen?

Describe the environment/ atmosphere.

3. Conflict: What is the main problem in

the story?

4. Plot: How did the story begin? What

happened in the story? How did it end?

5. Tone: What was the author’s attitude

towards the subject? What kind of
emotion or feeling did you get after
 reading?

6. Point of view: Who is telling or

narrating the story? Is one character
acting as a narrator (First Person), or
someone telling what is going on (Third
Person)?

7. Theme: What lesson does the author

want me to learn from the story? What
lesson does the author want me to learn
about life?

V. ASSIGNMENT
Directions: Choose a short story or folktale from your local community or a literary
piece of your choice. Then, critique the story using the Structuralist/Formalist
approach. Answer the following guide questions in a well-organized paragraph:
1. Characters: Who are the characters in the story? How are they related to one
another? What are their roles?
2. Setting: Where and when does the story take place? How does the setting
affect the plot?
3. Conflict: What is the main problem in the story? How does it drive the events?
4. Plot: Summarize the key events of the story in order. How does the structure
(beginning, middle, and end) contribute to its impact?
5. Tone: What is the author's attitude toward the story? What emotions does the
story evoke?
6. Point of View: Who is telling the story? Is it in the first, second, or third
person?
7. Theme: What message or moral does the story convey?
Checked by:

Excell V. Balinas
Teacher II
Cooperating Teacher

Prepared by:

Leslie R. Labtic
Pre-service Teacher