Literary

Criticis
m
Performance Task 3
Third Quarter
 Literary Criticism
Content Standard Performance Standard Most Essential Learning
Competency

The learner The learner is able to Critique a literary

demonstrates present a video selection based on the
understanding of applying the following approaches:
literary criticism’s appropriate literary Structuralist/Formalist,
approaches: criticism’s approach: Moralist, Marxist,
Structuralist /Formalist, Structuralist/ Formalist, Feminist, Historical.
Moralist, Marxist, Moralist, Marxist,
Feminist, Historical. Feminist, Historical.
 Objectives and
Competencies Covered:
1. Critique a literary selection based on
the following approaches:
a. Structuralist
b. Formalist
c. Moralist
d. Marxist
e. Feminist
f. Historical
g. Reader-response
h. Psychoanalysis

2. Identify literary devices and

techniques in writing a critique.

3. Compose an independent critique of

Overview of the Activity
Literary criticism is the discipline of studying written
works in order to gain the fullest appreciation of their meaning,
and to identify and evaluate the means by which writers
express themselves and achieve their effects. It is where the
reader critiques a literary text, either a work of fiction, a play,
or poetry. Alternatively, some works of literary criticism address
how a particular theory of interpretation informs a reading of a
work or refutes some other critics’ reading of a work.
Powerful works of literature invoke multiple readings. In
other words, we can all read the same story or poem (or watch
the same movie or listen to the same song) and come up with
different, even conflicting, interpretations about what the work
means. Who we are reflects how we read texts. Our experiences
inspire us to relate to and sympathize with characters and
difficult situations.
Analyzing different literary works helps students in
many ways. Reading and discussing literature helps us expand
our imagination, our sense of what is possible, and our ability to
empathize with others. It improves our ability to read critically
and interpret texts while gaining appreciation for different
literary genres and theories of interpretation.
 The Activity

Expected Independent Critique on a Chosen Literary Piece

Output:

Mode of Hard copies may be submitted to the teacher

Submission: TNR 12 1.5 Spacing
A4 Bond Paper

Date of February 3, 2025

Submission:

Note:
The Activity:
1. Grade 10 students will be given a list of Literary works.
Students will be asked to choose 1 literary piece from the list
to be analyzed using the following approaches
a. Formalist b. Feminist
c. Structuralist d. Historical
e. Moralist f. Marxist
g. Reader-response h. Psychoanalysis
2. The chosen piece will be analyzed using two different
literary lenses. (Format: Arial 12, double spacing)
3. The essay/s should have the following parts: (See next
slide)
a. Introduction c. Critical evaluation
b. Summary d. Conclusion
4. Provide a copy of the piece that you have chosen. (Movie-
Summary only, Song, poem, and short story- full copy of the
piece)
5. Do not forget to highlight the literary theories you have
used in analyzing the piece.
5. Please acknowledge your references.
 In writing a critique, it is important to have a thorough understanding of
the work that will be critiqued by studying the work under discussion, making
notes on the key parts and developing an understanding of the main argument or
purpose being expressed in the work. You also must consider how the work relates
to a broader issue or context.

Here are the parts of a Critique:

1. Introduction
Explain the context in which the work was created. This could include the social or political context, the place
of the work in a creative or academic tradition, or the relationship between the work and the creator’s life
experience.
2. Summary
Briefly summarize the main points and objectively describe how the creator portrays these by using
techniques, styles, media, characters or symbols. This summary should not be the focus of the critique and is
usually shorter than the critical evaluation
3. Critical Evaluation (Body)
This evaluation is written in formal academic style and logically presented. Group and order your ideas into
paragraphs. Start with the broad impressions first and then move into the details of the technical elements.
For shorter critiques, you may discuss the strengths of the works, and then the weaknesses. In longer
critiques, you may wish to discuss the positive and negative of each key critical question in individual
paragraphs. To support the evaluation, provide evidence from the work itself, such as a quote or example,
and you should also cite evidence from related sources. Explain how this evidence supports your evaluation
of the work.
4. Conclusion
A statement indicating the overall evaluation of the work A summary of the key reasons identified during the
critical evaluation and why this evaluation was formed. In some circumstances, recommendations for
improvement on the work may be appropriate.
Your output will be graded using the following rubric:

Criteria Outstanding (5) Above Average (4) Competent (3) Insufficient (2,1)
Writer’s Approach The analysis presents fresh and defensible insights into the work The analysis presents defensible insights The analysis limits itself to obvious The analysis lacks insight, offers only
being analyzed. The writer’s ethos is one of confidence and into the work being analyzed but may perspectives and insights—it plays it commonplaces, or regurgitates class
competence. not go much further than the obvious. safe. Writer seems to be relying on notes. There is no sense of the writer
The writer’s ethos is one of competence status quo instead of establishing taking responsibility for the
her/his own ethos. interpretation.
Application of Critical Essay reflects mastery of the literary perspective applied. The Essay reflects a solid understanding of Essay reflects some understanding of Essay reflects little to no understanding
Technique & Perspective writer is fluent in the language and theory behind the the literary perspective applied. The the literary perspective applied. The of the literary perspective applied. The
perspective. writer is using much of the language writer struggles to use the language and writer barely uses the language and
and theory behind the perspective. theory behind the perspective theory behind the perspective.
Use of Textual Proof The textual proof is thoroughly examined, explained, and clearly The textual proof is adequately The textual proof may be inconsistently The textual proof is usually insufficiently
relevant to the thesis examined, explained, and relevant to examined, explained, or relevant to the examined, explained, or relevant to the
the thesis. thesis. thesis.
Use of Summary The analysis summarizes the work to the extent needed to The analysis may not consistently The analysis may summarize instead of Summary may be substituted for
clarify main points but does not retell the work. summarize the work to the extent analyze or fail to summarize as needed analysis.
needed to clarify main points, or it may to explain points.
unnecessarily retell the work.
Organization The analysis begins with a clear thesis statement that identifies The analysis begins with a thesis The analysis begins with a thesis The analysis does not begin with a
the work by title, author, and genre and succinctly states the statement that identifies the work by statement that identifies the work by thesis statement, and the writer fails to
point of the overall analysis or some part of it. The body expertly title and author and states the meaning title and author, but it may not address identify the work by title, author, and
explains and develops the thesis and provides supporting of the overall analysis or some part of it. the meaning of the overall analysis or genre. No organizational plan is evident.
examples from the work itself or from related works that back The body explains and develops the some part of it. The body only partially
up the thesis. The conclusion leaves the reader with a question, thesis and provides supporting explains or develops the thesis; few
a quotation, a fresh insight, or another memorable impression. examples from the work. The conclusion supporting examples from the work are
brings the analysis to a satisfactory given. The conclusion may be weak,
close. repetitive, or missing.
Writer’s Language Word choice is consistently precise, vivid, or powerful. Word choice is generally precise. Word choice is generally imprecise and Word choice is incorrect or confusing.
may be misleading.
Use of Borrowed All borrowed material smoothly is incorporated without error, Borrowed material may be inserted Borrowed material may be inserted Borrowed material is incorrectly
Information and citations are complete and correct. clumsily, but its incorporation is without clumsily, and/or its incorporation may inserted, or not clearly identified as
error and citations are complete and have a few minor errors in the format of borrowed material, or not correctly or
correct. citations. completely documented.
Execution Essay is flawlessly written with a flair for academic style. There Essay is well written with a solid Essay is acceptably written with some Essay is poorly written with little
are few or no errors in mechanics, usage, grammar, or spelling. academic style. There may be a few academic style. There are several errors academic style. There are serious errors
This is ready to be submitted as a conference paper or article errors in mechanics, usage, grammar, or in mechanics, usage, grammar, or in mechanics, usage, grammar, and
now. spelling. With revision, this can be spelling— enough to distract a reader. spelling. This is not up to the level we
submitted as a conference paper or This is not yet ready to present to a expect for academic writing in advanced
article. professional audience. courses.
Suggested Literary Works to be Analyzed
by the Students:
MOVIES
The Gifted Ang Babae sa Septic Tank

T-Bird at Ako Heneral Luna

Magnifico Marcova: Comfort Gay

Alagwa Anak

Kita Kita Crying Ladies

Saving Sally Patay Na Si Hesus

Himala

Sister Stella
Suggested Literary Works to be Analyzed
by the Students:
Short Stories
Short Story Author
The Homecoming Paulino Lim Jr.

Magnificence Estrella Alfon

Clay Juan T. Gatbonton

The Virgin Kerima Polotan Tuvera

In the Garden Jose Dalisay Jr.

The Contender Bienvenido Santos

Faith, Love Time, and Dr. Lazaro Greg Brilliantes

The Level of Each Day’s Need Gilda Cordero-Fernando

The Life of Cardo Amador T. Daguio

Wedding Dance Amador T. Daguio

Divided by Two Francisco Arcellana

Suggested Literary Works to be Analyzed
by the Students:
Short Stories
Short Story Author
Letter to Pedro, Also Called Pete Rene Estella Amper
Patricia of the Green Hills Maximo D. Ramos
How My Brother Leon Brought Home A Wife Manuel Arguilla
My Father Goes to Court Carlos Bulusan
Si Ama Edgardo M. Reyes
The Small Key Paz Latorena
Nanking Store Macario D. Tiu
A House Full of Daughters Kerima Polotan Tuvera
Footnote to Youth Jose Garcia Villa
The House on Zapote St. Nick Joaquin
Scent of Apples Bienvenido N. Santos
Suggested Literary Works to be Analyzed
by the Students:
Short Stories
Short Story Author
Of Cocks and Hens Alejandro R. Roces
May Day Eve Nick Joaquin
The Legend of the Virgin’s Jewel Nick Joaquin
The Chieftest Mourner Aida Rivera-Ford
The Centipede Rony V. Diaz
The Visitation of the Gods Gilda Cordero Fernando
The God Stealer F. Sionil Jose
Heart of Summer Jose V. Ayala
Tell me in Darkness Julian E. Dacanay Jr.
The Hill of Samuel Alfred A. Yuson
Ark Resil B. Mojares
Suggested Literary Works to be Analyzed
by the Students:
Short Stories
Short Story Author
Children of the City Amadis Ma. Guerrero
The Woman Who Had Two Navels Nick Joaquin
Impeng Negro Rogelio R. Sikat
Kuwento Ni Mabuti Genoveva Edroza- Matute
Bayan ng mga Bulag Hilarion Henares Jr.
Suggested Literary Works to be Analyzed
by the Students:
Makabayan Folk Songs

Song Artist
Sierra Madre Coritha
Lolo Jose Coritha
Masdan Mo Ang Kapaligiran Asin
Himig ng Pag-ibig Asin
Himig Natin Juan Dela Cruz Band
Oras Na Coritha
Tao Sampaguita
Tayo’y Mga Pinoy Banyuhay ni Heber
Itanong Mo sa Mga Bata Asin
Suggested Literary Works to be Analyzed
by the Students:
Makabayan Folk Songs

Song Artist
Kahit Konti Gary Granada
Mabuti Pa Sila Gary Granada
Bulag, Pipi, at Bingi Freddie Aguilar
Si Tatang Florante
Ang Pipit Pilita Corales
Mamang Sorbetero Celeste Legaspi
Sa Bayan Ni Juan Mike Hanopol
Pitong Gatang Fred Panopio
Saranggola Ni Pepe Celeste Legaspi
Suggested Literary Works to be Analyzed
by the Students:
OPM
Kaleidoscope (Francis M.) Upuan (Gloc9) Harana (Parokya Ni Edgar)
Narda (Kamikazee) Walang Natira (Gloc9) Buloy (Parokya Ni Edgar)

Ang Huling El Bimbo Hari ng Tondo (Gloc9) Ugoy ng Duyan (Aiza

(Eraserheads) Seguerra)

Anak (Freddie Aguilar) Mang Jose (Parokya Ni Beautiful Girl (Jose Mari
Edgar) Chan)
Spolarium (Eraserheads) Magda (Gloc9) Peklat Cream (Bita and
Botflies)
Sirena (Gloc9) Kanlungan (Noel Kung Puntod na ang
Cabangon) Bukirin (Gazera)
Magdalena(Freddie Paubaya (Moira dela Torre) Utang (Ignacio Dennis E.
Aguilar) Roxas)
Tatsulok (Bamboo) Banal na Aso, Santong Langit Lupa Impyerno
Kabayo (Yano) (Chud Festejo)
Nanlaban (Bandido) Ayaw (Syd Harta)
Suggested Literary Works to be Analyzed
by the Students:

Folk Songs
Sitsiritsit Leron, Leron, Sinta Tinikling

Kalesa Pamaypay ng Maynila Ang Pipit

Magtanim ay Di Biro Paruparong Bukid Bahay Kubo

Doon po sa Amin Ako ay May Lobo Sampaguita

Sinisinta Kita
Suggested Literary Works to be Analyzed
by the Students:
Poems

Poems Author
Man of Earth Amaror T. Daguio
I Was Not Young Long! I Met the Soul Early Jose Garcia Villa
Ermita Rolando A. Bernales
Sonnet to a Gardener Trinidad Subido
Icarus in the Catechism Class Dominador I. Ilio
It is difficult to Speak of Saints Emmanuel Torres
Isang Dipang Langit Amado V. Hernnandez
Ang Dampa Kong Pawid Claro M. Recto
Ang Guryon Ildefonso Santos
Ang Punong Kawayan Francisco ‘Soc’ Rodriguez
Kamalayan Elmo C. Villanueva