A DETAILED LESSON PLAN IN ENGLISH 10

Prepared by: Aira C. Mirandilla

l. Objectives:

At the end of the discussion the students should be able to;

1. Explain the principles of formalist criticism;

2. Critique a selection using the formalist approach; and

3. Show appreciation of the value of critiquing a literary piece.

ll. Subject Matter

Topic: Critiquing a literary selection based on formalist approach

(EN10)

References:

Google.com

Almonte, Liza, Lerma Flandez, Angelou Hermosa, Nedia Lagustan, Liberty Mangaluz, Elenita R. Miranda, Paul
Anthony Mendoza, Lito Palomar, Grace Annette Barradas- Soriano, and Karen Villanueva. 2015. Celebrating
Diversity Through World Literature. 1st ed. Pasig City: REX Book Store, Inc.

Andres, Salirick. 2016. "Formalist Criticism Is the First of The Series of Literary Critic". The Mindsmith.
https://salirickandres.altervista.org/formalist-criticism/.

Bunting, Joe. 2021. "Point of View In 2021: Guide To 1St Person, 2Nd Person, 3Rd Person POV". The Write
Practice. Accessed January 26. https://thewritepractice.com/point-of-viewguide/.

Writing A Formalist Literary Analysis". 2021. www2.Bellevuecollege.Edu. Accessed January 22.

https://www2.bellevuecollege.edu/artshum/materials/engl/silano/fall2005/101lsb/
formalistlitanalyassgn.htm. #:~:text=A%20formalist%20critic%20examines% 20the,make%20it%20a%20single
%20text

lll. Learning Procedure

Teacher's Activity Students Activity

( Prayer )

( Review of the previous modules )

Good afternoon, everyone!

Good afternoon, ma'am.

Would you like to start our lesson with a game? Yes.

Alright, that's great! So this game was called " I

RACE YOU! " Are you ready?
Motivation Activity Yes we are.

I Race you!

Directions: You will be divided into 4 groups

(team: Charizz, Uwu, Corona, and Gora). This will
look like a race because I will present here 10
jumbled letters, and each group will just have to
raise their group name if they know the answer.
The first one to have raise their group name will
be the one to answer. If their answer are correct
then the points will be given to the group, and if
not, other groups will be given a chance to raise
their group name and give the answer. The team
who got the highest score will be declared as the
winner.

1. YGOLOMYTE

2. LTEIRRYA 1. ETYMOLOGY

3. RICTIMSIC 2. LITERARY

4. CCRIIT 3. CRITICISM

5. CIRQUETI 4. CRITIC

6. FROTMALSI 5. CRITIQUE
7.CAAPPHOR 6. FORMALIST

8. YREGAMI 7. APPROACH

9. RETCARACH 8. IMAGERY

10. TEEHM 9. CHARACTER

Again, what are those words that we found in the 10. THEME
ff. jumbled letters? Can anyone enumerate it?
Ma'am, the words that we formed are;
Etymology, Literary, Criticism, Critic,
Critique, Formalist, Approach, Imagery,
So, what did you observe from it?
Character, and Theme.

It's related to literary critiquing because I

Very good! So, from the activity that we have notice that the words, criticism, critic and
made, we are being directed to our new topic for literary are mentioned.
this day which is about Critiquing a literary
selection based on formalist approach
A. Modelling

While we are discussing the topic Critiquing a

literary selection based on formalist approach we
will encounter this ff. words ;

Etymology: The word ‘formalism’ derived from the

word ‘form’ or structure. The ‘ism’ is a belief or an
approach of looking at things.
Literary Criticism is the evaluation,
Next who can read? analysis, description, or interpretation of
literary works.
Literary Criticism
Critique (verb) means to critically
Critique
evaluate, analyze or give careful judgment
in which you give your opinion about a
literary work.

Critique (noun) is a detailed evaluation or

analysis of a literary piece.
Critic is a person who judges, evaluates, or
* It discovers the true meaning of a work
analyzes a literary piece.
by giving attention to the form or
structure, elements and literary devices
operating in it.

FORMALISM OR FORMALIST APPROACH

* It studies how the elements work
Structure/ form- It scrutinizes the plot together to form unity and to give
(chronological sequence) and the conflict in a meaning to a text.
story.
Character- It is a person, animal, being ,
This are some guide questions under this; creature or anything personified in a
story.
a. How do elements conspire or work together?
Setting-It is not only the place and time a
b. How does the conflict affect the characters’
story takes place but also includes the
actions?
atmosphere.
c. What do the objects, events, images or actions
Tone- It is the overall emotion conveyed
symbolize?
by both the choices of words, theme,
Next sensory images, symbolism and the
narrator of the story such as suspenseful,
* It analyzes the work as a whole, the form of each
affectionate, happy or sad.
individual part of the text from the individual
scenes and chapters, the characters, the settings, Point of View- It answers the question
the tone, the point of view, the theme, and all “Who is telling the story?”
other literary elements and devices such as
Theme- It is the author’s message to the
imagery.
readers.
Alright! Who can read the definition of the Imagery- It consists of descriptive
following words? language to their senses.

Plot- the main events of a play, novel,

movie, or similar work, devised and
presented by the writer as an interrelated
sequence.

TYPES:

1. First person - It uses either of the two

pronouns “I” or “We”. The narrator is a
Formalism or formalist approach was divided into participant in the story relating his or her
types and this are; the first person, Second person own experiences directly or an observer.
and Third person.
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
* Formalism also examines a text exclusively as a
or may be a limited omniscient who
self-contained object in isolation from the world,
usually cannot see into minds or know the
biographical information about the author, or the
future, etc.
text’s effect on the reader.
* It does not concern the historical events
Very well said! Now, who can read the last two
outside of the story, social, cultural,
definitions?
religious nor political ideas.

* It emphasizes the value of the text as an

entity in itself.

Alright! Thank you class.

Always remember that Literary Criticism is the

comparison, analysis, interpretation, and/or
evaluation of works of literature. And is essentially
an opinion, supported by evidence, relating to
theme, style, setting or historical or political
context.

So now, we will proceed to another guided

activities that will surely give you a broader
understanding about the topic.

B. Guided Practice

Directions: 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. 1. 😊
____2. questions how they come together to 2. 😊
create a work of art.
3. ☹️
____3. looks beyond the work by reading the
author’s life, or literary style. 4. ☹️

____4. examines the work’s historical background 5. 😊

and condition of the society.
6. 😊
____5. allows the text to reveal itself.
7. 😊
____6. analyzes how the elements work together
8. ☹️
to form the unity of structure and to give meaning
to the text. 9. ☹️

____7. achieves understanding of the text by 10. 😊

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.
.

C. Independent Practice .

Read and Critique!

Trivia: Did you know that Benguet is a native term

which refers to a lake where water does not drain?

* The name “Benguet” was once limited to the

area of what is now the La Trinidad Valley, which
was well-cultivated with rice, sweet potatoes,
gabi, and sugar cane by its original settlers. The
natives there were generally Ibaloys.

Directions: Read the story from Benguet and

discover " The Origin of Rice and Streams".
 (The students are given a copy ) (The students are given a copy )

A. Directions: Use the table below to analyze the

selection “The Origin of Rice and Streams.” Use
the guide questions provided in answering.
ELEMENTS DESCRIPTIONS
ELEMENTS DESCRIPTIONS 1. Characters: Who * Two blind Women
are the characters in (both of them are
the story? How are kindhearted and
1. Characters: Who are the
they related to one caring)
characters in the story? another? What are * The young women
How are they related to their actions? who gave them a sack
of rice that would
one another? What are never be empty and a
their actions? bottle that would
never be drained dry.
2. Setting: Where did the 2. Setting: Where did La Trinidad Valley
the story happen? (Benguet)
story happen? Describe the Describe the
environment/atmosphere. environment/atmosph
ere.
3. Imagery: ( sense of 3. Imagery: ( sense of They were driven
touch, smell, taste, away (sound).
touch, smell, taste, sound,
sound, sight ) Bumped into a large
sight ) rock (touch).
Opened magically...
4. Plot: How did the story (Sight)
Finished their meal
begin? What happened in
(taste)
the story? How did it end? 4. Plot: How did the It begins with a two
story begin? What blind Women One is
5. Tone: What was the happened in the always hungry and the
author’s attitude towards story? How did it end? other is always thirsty,
But the two blind
the subject? What kind of Women are too blind
emotion or feeling did you and cannot work for a
living in the fields and
get after reading? one day while walking
a hilly paths they
6. Point of view: Who is bumped into a large
telling or narrating the rock and met a young
women and the young
story? Is one character
women gave them a
acting as a narrator (First sack of rice that would
Person), or someone telling never be empty and a
bottle that would
what is going on (Third never be drained dry.
Person)? And in the end the
Both blind Women
7. Theme: What lesson together happily and
shares their good
does the author want me to fortune to the village.
learn from the story? What 5. Tone: What was the The author's attitude
lesson does the author authors attitude towards the
towards the subject? subject(The two blind
want me to learn about What kind of emotion Women) is positivity.
life? or feeling did you get
after reading?
6. Point of view: Who Third Person.
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 Learn to help other
lesson does the people and be grateful
author want me to for what you have.
learn from the story?
What lesson does the
D. Generalization author want me to
learn about life?
Class, what have you learned for today? What is
literary criticism?

We have learned about Critiquing a

Literary Selection using a formalist
approach.

Literary Criticism is the comparison,

analysis, interpretation, and/or evaluation
of works of literature. And is essentially an
opinion, supported by evidence, relating
to theme, style, setting or historical or
What is a formalist approach and its form?
political context.

( Answer may vary)

Why is it important to critic a literary piece?

Researching, reading, and writing works of

literary criticism will help you to make
better sense of the work, form judgments
Very well said! So now we'll proceed to the
about literature, study ideas from
evaluation part.
different points of view, and determine on
Evaluation: an individual level whether a literary work
is worth reading.
Directions: Read and discover " The Origin of Lake
Bulusan" Use the table below to analyze the
selection. Use the guide questions provided in
answering.

ELEMENTS DESCRIPTION
S ELEMEN DESCRIPTIONS
TS
1. Characters: Who are the
characters in the story? How 1. Raja Pinangunay (pirate from
are they related to one Characters Malacca known as tyrannical and
: godless ruler at his younger days)
another? What are their
actions? Kinsmen The women/ captives
(slaves)
2. Setting: Where did the story
happen? Describe the 2. Setting: Vintas ( San Bernardino Strait )

environment/atmosphere. Binorongan Seaport of Aguingay

(a place where they landed)
 3. Imagery : ( sense of touch, Bulusan Sorsogon
smell, taste, sound, sight ) 3. Imagery * Sun came out shining radiantly
: (sight).
4. Plot: How did the story
begin? What happened in the * Wave lashed the overloaded
story? How did it end? vibtas (hearing).

* Wind blew favorably (touch).

5. Tone: What was the authors
attitude towards the subject? 4. Plot: It begins with the old Raja and his
What kind of emotion or feeling party who capture much
did you get after reading? treasure. Halfway across San
Bernardino Strait, a typhoon
6. Point of view: Who is telling came, waves lashed the
overloaded vintas mercilessly.
or narrating the story? Is one
Many of his captives and men got
character acting as a narrator lost in the angry sea.The women
(First Person), or someone went on praying, the pagan Raja
telling what is going on (Third promised them freedom if their
Person)? prayers could stop the typhoon.
Then the angry sea became calm.
7. Theme: What lesson does When they got to the village he
the author want me to learn had them locked up and given
only little food to eat. The sky
from the story? What lesson
opened up and it rained until the
does the author want me to village sank under water.The
learn about life? village was turned into a lake.
Nobody was saved among the
proud inhabitants of the village
except the slaves, working out in
the kaingin.

5. Tone: The speaker speaks with positivity

and sadness.

6. Point of Third Person.

Assignment : Answer Assessment 2 of Q3 Module view:
4
7. Theme: Always mean what you have
promised.
Directions: Using the same story " The Origin of
the Lake Bulusan " create a video clip about your
reactions and thoughts about the story. Point out
words/phrases that appeal to your senses (sight,
smell, hearing, taste, touch) guided by the rubrics.
 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.

THE LEGEND OF MAYON VOLCANO

Summary
In the golden days, there lived in Ibalon a lovely maiden named Daragang Magayon. Daragang Magayon’s
beauty attracted many suitors from different tribes. Among them was the haughty Pagtuga, the great hunter and
powerful chieftain from Iriga, who courted her by lavishing her father with fabulous gifts. But Daragang Magayon did not
love Pagtuga. She had given her heart to Panganoron, the brave son of Rajah Karilaya of the far-off tagalog region. He had
saved her from death in the river one morning. She had gone to bathe in the Yaw River which was stolen after a night of
heavy rain. Balancing herself on the stones, she slipped and fell into the water. She did not know how to swim, and she
would have been carried away by the swift current had Panganoron not come to her rescue. He happened to be passing
by, and when he heard the maidens frantic cry for help, he plunged into the river. In an instant, he was at her side. Then,
he tenderly carried the frightened girl to dry land. Not long after, he spoke to her of his love. Daragang Magayon shyly
admitted that she had also fallen in love with him. This gave the youth courage to thrust his spear at the foot of the stairs
of Rajah Makusog’s house. Makusog gave the couple his blessings. With great joy, Panganoron left for home to prepare
for the wedding. So Daragang Magayon was brought before Pagtuga. Told that Makusog would to be put to death if
Daragang Magayon refused to be Pagtuga’s bride, she tearfully consented to marry him. Then they got married seven
days after. Learning of this sudden turn of events, Panganoron abandoned his own wedding preparation and hastily
returned to Rawis with his brave warriors. In the battle that ensued, Panganoron slew Pagtuga. But while Magayon was
rushing joyously to meet her beloved, a stray arrow caught her at the back. As Panganoron held the dying maiden in his
arms, he was struck dead by a spear hurled by Linog, Pagtuga’s henchman. Seeing this, Makusog rushed at Linog and
killed him with his minasbad. Thus, what would have been a joyful occasion became a day of mourning as the people
buried their dead. Raja Makusog himself dug the grave where he tenderly laid the bodies of the lovers. Days after, the
people saw the grave rise. As it grew higher, muffled rumblings and quakes attended it. Then it spewed at red-hot
boulders from its crater. Even now, it does so from time to time. Old folks explain the phenomenon as Pagtuga, aided by
Linog, agitating the volcano to retrieve his gifts, which, following ancient custom, were buried with Magayon. On certain
days, when the tip of the volcano is shrouded and mist in cloud, the old folks say that Panganoron is kissing Magayon.
When afterwards rain trickles down the mountain slopes, they say that the raindrops are Panganorons tears as he cries
over his lost love. The volcano’s name has since been shortened to Mayon. It’s majestic shape lords over the lovely
countryside of Albay.