DETAILED LESSON PLAN IN ACAD 11
School Grade Level 12
Teacher REGINE PILAYO NASOL Learning Areas Academic and Professional
Purposes
Teaching Quarter Third
Date and
Time
I. OBJECTIVES
A. Content Standards The learner understands the principles and uses of
reaction paper/review/critique
B. Performance Standards The learner produces an objective assessment of an
event, a person, a place or a thing
C. Learning Competencies/ The learners are able to:
Objectives Uses appropriate critical approaches in writing a
critique such as formalism, reader-response, feminism
and marxism.
II. CONTENT Critical Approaches in Writing a Critique
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
2. Learner’s Material Pages
3. Textbook Pages
4. Additional Materials from
Learning Resources (LR) Portal
B. Other Learning Resource Online Resources:
YouTube Sir. Enjay and Ma'am Maica:s Corner
IV. PROCEDURES
A. Reviewing previous lesson or QUESTION:
presenting the new lesson
Ask a questions as a form of review before continuing Answer may vary.
the lesson.
B. Establishing a purpose for the Pick a Number Activity and Say Something!
lesson
Learners pick a number and answer the question
written at the back with a number they choose.
Direction: Take a look in this picture and give at least
three (3) points that you see in the picture.
Answer may vary.
1. By looking at the picture are you thinking about the
beautiful nature?
2. What about the location?
3. Did it cross to your mind who is responsible of taking
care of the nature?
4. What about the feeling of the lady jumping into the
water?
5. Did you ask yourself if you would want to do the
same?
6. What about the reasons why God has created this
nature for us?
7. Have you not wondered how God created the
beautiful world?
C. Presenting examples/ (The teacher will let the students read the definition of A Critique is a
instances of the new lesson Critique) genre of
academic writing
that briefly and
critically
summarizes and
evaluates a work
or concept.
D. Discussing new concepts and Critiques can be used to carefully analyze a variety
practicing new skills # 1 of works such as:
Creative works - novels, exhibits, film,
images and poetry.
Research - monographs, journal articles,
systematic reviews, theories.
Media- news, reports, feature articles.
In short, a critique is a discussion, evaluation and
interpretation of a certain works especially in the literary
field. Critiquing is not merely "finding faults" but
"improving a certain work" and help us understand the
connection of each.
E. Discussing new concepts CRITICAL APPROACHES
and practicing new skills # 2
Formalist Criticism
Also known as formalism, it claims that literary
works contain intrinsic properties and treats
each work has a distinct work of art in shorts it
posits that the key to understanding a text is
through a text.
Reader - Response Criticism
This approach of criticism is concerned with
the reviewers reaction as an audience of a
literary work. This approach claims that the
readers role cannot be separated from
understanding of the work. A text does not
have meaning until the reader reads and
interprets it. Readers therefore are not passive
but active consumers of the materials
presented to them.
In this approach you can criticize the literary
work based on the message it is writing to
point out. How do you feel after reading or
watching the story? What are the lessons you
learned from the story?
Feminist Criticism
This approach is also known as feminism. It
focuses on how literature presents women an
subjects of socio- political, psychological and
economic oppression. It also reveals the
patriarchal aspects of our culture.
In this approach you can criticize the work
based on how men and women are presented.
Are the male characters are powerful or
superior in their position while the female
characters are subordinate or inferior?
Marxist Criticism
Marxist Criticism, also called Marxismis
concerned with the differences between
economic classes and the implications of a
capitalist system, such as the continuing
conflicts between the working class and the
elite members of society.
F. Developing mastery (Leads Activity 1. WORD BANK
to Formative Assessment) Directions: Using the word inside the word bank
identify the critical approach that corresponds to each
given phrase.
Feminist Criticism
Marxist Criticism
Reader- Response Criticism
Formalist Criticism
__________1. Gender Roles. 1. Feminist
__________2. Upper and lower classes of society. Criticism
__________3. Elements of the literary texts.
__________4. Audience Reaction 2. Marxist
__________5. Patriarchal Ideology Criticism
3. Formalist
Criticism
4. Reader -
Response
Criticism
5. Feminist
Criticism
G. Finding practical applications Activity 2.
of concepts and skills in daily Answer may vary.
living I. IDENTIFICATION
Direction: Identify what is asked in each of the
following statements.
1. Critique
_____1. It is a genre of academic writing that briefly
summarizes and critically evaluates a work or a
concept.
____2. This approach of criticism is concerned with the 2. Reader-
reviewers reaction as an audience of a literary work. response criticism
____3. In this approach you can criticize the work
based on how men and women are presented. 3. Feminism
____4. This criticizes the conflicts between the working
class and the elite. 4. Marxist
____5. In this approach is all about the elements of the
text is being criticized. 5. Formalist
II. ESSAY
Directions: Share your thoughts about these
questions:
Are critical approaches necessary in understanding
literary works? Why or why not?
H. Making generalizations and What is critique? Answer may vary.
abstraction about the lesson
What are the Critical Approaches?
I. Evaluating learning Activity 3. TRUE OR FALSE
Directions: Write true if the statement is correct and
false if it is not. Answer may vary
_____1. Critique may be used to analyze a variety of
works. 1. True
_____2. In critiquing, you only find faults. 2. False
_____3. In marxist approach you criticize the structure 3. False
of the text.
4. True
_____4. In feminist approach, you criticize the issues
on gender roles.
_____5. Reader- response criticism argues that the 5. True
meaning of a text is dependent upon a reader's
response to it.
J. Additional Activities for Students are group into four and each grouped will
application or remediation analyze the assigned piece by answering the given
questions.
Reader - Response Criticism Answer may vary.
Group 1. Song Analysis: When I Was Your Man by
Bruno Mars
Group 2. I Do Not Love you except I love you by Pablo
Neruda
Group 3. Short story: A Rose For Emily by William
Faulkner
Group 4. Film: The Fault In our Stars
Guide Questions:
1. What is the authors purpose?
2. Explain whether you agree or disagree with the
author.
3. How would this piece make most people feel?
4. What can you say about the theme?
5. What would you change?
6. Could you connect with any of the characters?
7. Does it hold the same opinion or perspective with
your personal life?
8. Does the text challenge your opinion?
V. REMARKS
A. Number of learners who
earned 80% on the
formative assessment
B. Number of learners who
require additional activities
for remedition
C. Did the remedial lesson
work? Number of learners
who caught up with the
lesson
D. Number 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 teacher?
Prepared by:
REGINE PILAYO NASOL
