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GRADE 10 READER-RESPONSE

The document is a semi-detailed lesson plan for an English 10 class focusing on the reader-response approach in literary criticism. It outlines objectives, subject matter, procedures, and evaluation methods for students to analyze and critique literary selections based on their personal interpretations. The lesson includes activities, readings, and assignments aimed at fostering independent thinking and appreciation of literature.

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0% found this document useful (0 votes)
18 views10 pages

GRADE 10 READER-RESPONSE

The document is a semi-detailed lesson plan for an English 10 class focusing on the reader-response approach in literary criticism. It outlines objectives, subject matter, procedures, and evaluation methods for students to analyze and critique literary selections based on their personal interpretations. The lesson includes activities, readings, and assignments aimed at fostering independent thinking and appreciation of literature.

Uploaded by

leslie.labtic
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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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. define the reader-response approach in literary criticism
b. analyze a literary selection using the reader-response approach
c. compose an independent critique of a literary selection based on their
personal interpretation and interaction with the text

II. SUBJECT MATTER

Learning Competency: Compose an independent critique of a chosen


selection based on the following approach: Reader-response approach
(EN10WC-IIIg-14)
Topic: Critiquing a Literary Selection based on Reader-response Approach
Materials: PowerPoint presentation, blackboard, laptop, television, IMs
Reference: DepEd MELCs, Self Learning Module for Quarter 3-Module 3.c
about Critiquing a Literary Selection based on Reader-response Approach
written by Lee Arthur V.
Jumentohttps://docs.google.com/document/d/1SgSMrnxlDbkpqfzoNUyNMAT
NEhdcLLeo/edit
Value(s): independent thinking, appreciation

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

2. Motivation
PICTURE ANALYSIS
The class will be divided into 3 groups. Each group will receive a
shredded or cut-up picture. As a team, students will work together
to piece the shredded picture back together like a puzzle. Once the
picture is reconstructed, the group should analyze its details
carefully.

 What emotions or messages does the picture convey?


 How does this image relate to real-life experiences or
events?
 What possible story or meaning can you infer from this
image?

B. Lesson Proper
1. Activity
The students will read a short passage and analyze it focusing on their
personal reactions, emotions, and interpretations.
Maria stood at the edge of the stage, her hands trembling as she
gripped the microphone. The entire auditorium seemed to blur into one
massive, intimidating shadow. She took a deep breath, remembering
her mother’s words: “Courage is not the absence of fear, but the
determination to face it.” With a shaky voice, she began to speak. As
her words flowed, the fear slowly melted away, replaced by something
stronger—confidence.
2. Analysis
 What emotions did you feel while reading the passage?
 Have you ever been in a situation where you had to overcome fear? How did
you handle it?
 How do Maria’s actions connect to your own experiences?

3. Abstraction
READER-RESPONSE APPROACH
Reader-response criticism is a school of literary theory that focuses on the reader (or
"audience") and has experience of a literary work, in contrast to other schools and
theories that focus attention primarily on the author or the content and form of the
work. In other words, the reader creates the meaning.
There are Five (5) types of reader-response approach:

1. Transactional reader-response theory, led by Louise Rosenblatt and


supported by Wolfgang Iser, involves a transaction between the text's
inferred meaning and the individual interpretation of the reader influenced by
his personal emotions and knowledge.

2. Affective stylistics, established by Fish, believe that a text can only come
into existence as it is read; therefore, a text cannot have meaning that is
independent from the reader.

3. Subjective reader-response theory, associated with David Bleich, looks


entirely to the reader's response for literary meaning as individual written
responses to a text are then compared to other individual interpretations to
find continuity of meaning.

4. Psychological reader-response theory, employed by Norman Holland,


believes that the readers’ motives heavily affect how they read, and
subsequently use this reading to analyze the psychological response of the
reader.

5. Social reader-response theory is Stanley Fish's extension of his earlier


work, stating that any individual interpretation of a text is created in an
interpretive community of minds consisting of participants who share a
specific reading and interpretation strategy.

Reader-Response
A view of literary interpretation associated with the American critic Stanley Fish. It
holds that meaning does not reside in the text, but in the mind of the reader. The text
functions only as a canvass onto which the reader projects whatever his or her
reactions may be. The text is a cause of different thoughts but does not provide a
reason for one interpretation rather than another. The theory chimes in with much in
postmodernism but threatens to make a mockery of the fact that there is such a thing
as learning to read, also that a sign such as ‘sharp bend’ does not only cause some
people to expect a sharp bend but gives them good reason to do so. See also
indeterminacy of translation.
Reader response criticism not only allows for, but even interests itself in how these
meanings to change from reader to reader and from time to time. Reader-response
theory recognizes the reader as an active agent who imparts “real existence” to the
work and completes its meaning through interpretation. It argues that literature
should be viewed as a performing art in which each reader creates their own
possibly unique text-related performance.

Reader-Response is a literary theory that focuses on the reader's interpretation and


experience of a text. Instead of viewing meaning as something fixed and solely
determined by the author, Reader-Response Theory argues that meaning is created
through the interaction between the reader and the text. This approach recognizes
that each reader brings their own background, emotions, and perspectives to a work,
leading to multiple valid interpretations.
Steps in Writing Reader-Response

1. Write the introduction. Make sure that the introduction clearly


specifies the name of both the text and the author. It should also
include some description of the text, and what it’s about. The
Introduction should end with your thesis statement or argument.

2. Write the body paragraphs. You should write 3-4 paragraphs that
discuss the text and the reading questions in depth. You don’t
necessarily have to answer each question in order. Multiple questions
can be combined and addressed in a single paragraph, or reordered in
a way that flows well and makes sense to you.
3. Remember to explain how, why, and what. As you write your paper,
think about explaining not just how you felt about the text, but why it
made you feel in a certain way. Remember that a reader response is meant to be
personal, so it’s OK to incorporate all anecdotes and opinions into your analysis.

4. Incorporate specific examples into your analysis. Each body


paragraph should include at least 1-2 specific examples from the text.
These don't all have to direct quotations. For example, you might
simply describe a particular event or passage in the text.

5. Keep quotations short and sweet. Resist the temptation to string


Together multiple multi-line quotes and make sure to include at least
one sentence after each quote explaining how it relates to the point you
are making.
6. Write the conclusion. This should be one paragraph that summarizes
your arguments so far, and brings the reader back to your thesis or main
point.

7. Proofread, proofread, proofread!! Make sure and give your paper a


Thorough once-over, looking for typos, grammatical errors, and things
that don't quite make sense.

Application

Students will read Bertrand Russell’s essay "The Three Passions I Have Lived For"
and analyze it using the Reader-Response Approach.

The Three Passions I Have Lived For

By Bertrand Russell
Three passions, simple but overwhelmingly strong, have governed my life: the
longing for love, the search for knowledge, and unbearable pity for the suffering of
mankind. These passions, like great winds, have blown me hither and thither, in a
wayward course, over a deep ocean of anguish, reaching to the very verge of
despair.

I have sought love, first, because it brings ecstasy—ecstasy so great that I would
often have sacrificed all the rest of life for a few hours of this joy. I have sought it
next because it relieves loneliness—that terrible loneliness in which one shivering
consciousness looks over the rim of the world into the cold unfathomable lifeless
abyss. I have sought it finally because in the union of love I have seen, in a mystic
miniature, the prefiguring vision of the heaven that saints and poets have imagined.
This is what I have sought, and though it may seem too good for human life, this is
what—at last—I have found.

With equal passion I have sought knowledge. I have wished to understand the hearts
of men. I have wished to know why the stars shine. And I have tried to apprehend
the Pythagorean power by which number holds sway above the flux. A little of this,
but not much, I have achieved.

Love and knowledge, so far as they were possible, led upward toward the heavens.
But always pity brought me back to earth. Echoes of cries of pain reverberate in my
heart. Children in famine, victims tortured by oppressors, helpless old people a hated
burden to their sons, and the whole world of loneliness, poverty, and pain make a
mockery of what human life should be. I long to alleviate the evil, but I cannot, and I
too suffer.

This has been my life. I have found it worth living, and would gladly live it again if the
chance were offered me.

INSTRUCTIONS: Students will be divided into three groups. Students will read
Bertrand Russell’s essay "The Three Passions I Have Lived For" and analyze it
using the Reader-Response Approach.
1. What are the three passions of the author?
2. Why does Rusell call the ‘three passions simple’
3. Why has he compared the three passions to great winds?

INSTRUCTION: Read again the essay of Bertrand Russell and then answer the
comprehension questions below.

QUESTIONS ANSWER

Do the author’s personal experiences


contribute to his success?

Would you wish to have the same


passion as the author? Why?

What are the three most important


things worth pursuing throughout my
life?

How did the author present his idea


about his passions?

How did the author use language in


conveying his ideas?

IV. Evaluation

Directions: (Choose ONE of the following tasks and complete it in at least 150
words.)

 Option 1: Letter to the Author


Write a letter to the author of a short story, poem, or novel you have read.
Share how their work made you feel, what it reminded you of, and any
personal connections you made while reading.
 Option 2: Personal Reflection on a Story or Poem
Think of a story or poem that had a strong emotional impact on you.
Explain how it made you feel and why you reacted that way. What
personal experiences or beliefs influenced your interpretation?
 Option 3: Alternative Ending
Choose a literary work you’ve read and rewrite the ending based on how
you personally interpreted the story. Explain why you think this ending fits
your understanding of the text.

V. ASSIGNMENT
INSTRUCTION: Choose one literary selection from the list below. Read the text
carefully and reflect on your personal interpretation of its meaning. Then, write a 1–
2-page critique based on the Reader-Response Approach, following the guide
questions provided.

 Length: 1-2 pages (300-500 words)


 Font: Times New Roman, 12 pt, double-spaced
 Title: Your critique should have a creative title

1. Dead Stars by Paz Marquez Benitez


2. The Lottery by Shirley Jackson
3. The Little Prince by Antoine de Saint-Exupéry
4. Footnote to Youth by José Garcia Villa
5. To Kill a Mockingbird (an excerpt) by Harper Lee

GUIDE QUESTIONS
1. Personal Reaction – How did the text make you feel? Did it remind you of
any personal experiences?
2. Interpretation – What message or theme did you take away from the story?
How do your personal beliefs, emotions, or background influence this
interpretation?
3. Character Connection – Were there any characters you related to? Why?
4. Symbolism & Meaning – Did any objects, settings, or events stand out to
you? What personal meaning did you assign to them?
5. Overall Evaluation – Do you agree or disagree with the way the story was
written or its ending? Why or why not?

CRITERIA DESCRIPTION POINTS


Comprehension & Shows deep 5
Analysis understanding of the text,
clear interpretation
Personal reflection Strong personal 5
connection and
engagement with the text
Organization and Clarity Well-structured, logical 5
flow of ideas
Grammar and Mechanics Proper punctuation, 5
spelling, and sentence
structure

Checked by:

Excell V. Balinas
Teacher II
Cooperating Teacher

Prepared by:

Leslie R. Labtic
Pre-service Teacher

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