The document outlines a classroom observation for an 11th-grade English lesson focused on critical approaches to literary analysis. It includes activities such as group critiques using various criticisms, concept mapping, and reflection writing aimed at enhancing students' understanding and application of critical theory. The lesson is structured with introductions, motivational activities, skill practices, and evaluations to assess student learning.

1. Classroom Observation
Grade 11 – Jade
August 29 2024
You’re braver than you believe, stronger than you seem,
and smarter than you think. -- A.A. Mine
Author/Poet
Demonstration Teacher: ROMNICK M. CELESTINO
Teacher II

2. Preliminary Activities
 Prayer
 Greetings
 Checking Attendance
 Giving General Rules/Instructions

3. Reviewing the Previous
Lesson
Question: What is summarizing?
Why do we need to summarize
text?

4. Motivational Activity
Guess aWord
Directions: Using the cut letters inside the heart-
shaped envelope, form a word/s which refers to the
given words or phrases. This is good for 2 minutes
only. (This is done by groups)

5. Learning Objectives
At the end of the period, the students should be able to:
a. describe the critical approaches used in pictures and
articles,
b. perform the key concepts using the critical approaches; and
c. reflect on the importance of critical approaches through
writing.

6. Establishing a Purpose
for the Lesson
Configuration
Directions: For three (3) minutes, guess the hidden words that are associated with reading through
configuration. (This is done through Oral)
1. quickly reading a text to get the summary of it

9. Practicing New Skills
Show and Tell!
Group 1
Directions: Based on the TV series entitled “Ang Probinsyano”, write a short
critique of eight (8) to ten (10) sentences using Marxist Criticism. Then, present
a Jazz Chant using the short critique. Please be guided by the attached rubric.
This is good for five (5) minutes only.

10. Practicing New Skills

11. Practicing New Skills
Group 2
Directions: Based on the history of Rome’s Colosseum, write a short critique of eight (8)
to ten (10) sentences using Historical Criticism. Then, present a Newscast using the short
critique. Please be guided by the attached rubric. This is good for five (5) minutes only.

12. Practicing New Skills

13. Practicing New Skills
Group 3
Directions: Based on the article entitled “Sympathy” written by Paul
Laurence Dunbar, write a short critique of eight (8) to ten (10) sentences using
Reader-response Criticism. Then, present a Talk-Show using the short critique.
Please be guided by the attached rubric. This is good for five (5) minutes
only.

15. Practicing New Skills
Discovering Time!
Group 4
Directions: Based on the summary of the story entitled “Hidden Figures”,
create a concept Map using Feminism. Then, get ready to present your output.
Please be guided by the attached rubric. This is good for five (5) minutes only.

18. Practicing New Skills
Group 5
Directions: Based on the summary of the novel entitled “Noli Me
Tangere”, create a Concept Map using Biographical Criticism. Then,
get ready to present your output. Please be guided by the attached
rubric. This is good for five (5) minutes only.

21. Finding Practical
Application of a Concept
Reflection Time!
In three (3) minutes, write two (2) to three (3) sentences about the importance of using the critical
approaches in writing a critique paper. Please be guided by the attached rubric.
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22. Making
Generalizations

23. Evaluating Learning
Multiple Choice. Read each statement. Choose and write the letter of the best
answer on ¼ crosswise sheet of paper. (Answer in five (5) minutes only). (This is
done individually)
1. It is a critical approach which focuses on understanding ways gender roles are
reflected or contradicted by texts?
a. Reader-response c. Feminism
b. Historicism d. Marxist

24. Evaluating Learning
2. It is a critical approach which focuses on ways reflect,
reinforce, or challenge the effects of class, power relations, and
social roles?
a. Marxist c. Feminism
b. Historicism d. Reader-response

25. Evaluating Learning
3. It is a critical approach which focuses on understanding texts
by viewing texts in the context of other texts?
a. Marxist c. Feminism
b. Historicism d. Reader-response

26. Evaluating Learning
4. It is a critical approach which focuses on each reader’s
personal reactions to a text, assuming meaning is created by a
reader’s or interpretive community’s personal interaction with a
text?
a. Marxist c. Feminism
b. Historicism d. Reader-response

27. Evaluating Learning
5. It is a critical approach which focuses on “objectively”
evaluating the text, identifying its underlying form? It may study,
for example, a text’s use of imagery, metaphor, or symbolism?
a. Reader-response c. Formalism
b. Media Criticism d. Historicism

28. Assignment
Directions: Research and read in
advance about Analyzing the Arguments
Used by the Writers in Manifestos.
Prepare for an Oral Recitation tomorrow.

29. The greatest glory in living
lies not in never falling, but
in rising every time we fall.
-Nelson Mandela