PROJECT CLAID (Contextualized and Localized Activities Intended for Distance Learning)

Name : ___________________________________ Date: ___________ Score:____

READING AND WRITING - G11

Quarter 4 – Week 3
Competency: Familiarize on the unique features and
requirements of a literature review
Lesson: Literature Review

Objective/s:
1. Differentiate the parts of a Literature Review

2. Criticize sample texts through a guided inquiry approach

3. Draft a Literature Review

CONCEPT
At this very moment, there are so many books to be read and to
be explored. The possibility of reading many novels, articles, stories,
poems or even an adage remain almost endless. Everywhere can be a
reading experience. Likewise, to make reading more of a pleasure for
academic purposes, Literature Reviews are done from simply
analyzing the characters, setting and plot; to the point of exhaustion
of resources, comparing and contrasting characters from different
storylines towards dealing with political or social issues.

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Q2 Week No.3 Competency Code: EN11/12RWS-IVdg-12
Competency: Familiarize on the unique features and requirements of a literature review
 PRE-TEST

Directions: Browse the net to be familiar with the following parts of a

Literature Review. Match the parts in Column A to its definition in Column B.
Write the letter of the correct answer beside the number in column A.

Answers COLUMN A COLUMN B

1. Introduction a. Details about the material, such as
the title, author, publishing date
2. Plot Summary
and significance of writing.
3. Analysis b. Creates the central idea of the
4. Interpretation elements of a literary text.
c. Tells briefly what the literary text is
5. Evaluation about.
d. Suggests other elements that may
be added to make the reading
experience broader.
e. Employs literary criticisms such as
Formalism, Marxism, or Feminism.
f. Details about the participants’
information and background.

ACTIVITY NO.1

Getting Started
Directions: Identify what criticism is being referred by each statement.
Choose from the choices below.

A. Feminism C. Formalism

B. Marxism D. Reader-response

1. It focuses on women empowerment.

2. It highlights the re-occurring division or classification of classes

present in the text.

3. It analyses how the text is written.

4. It is concerned with the reviewer’s reaction as an audience of a

work.

5. It claims that literary artworks contain intrinsic properties and

thus, must be treated distinctively.
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Q2 Week No.3 Competency Code: EN11/12RWS-IVdg-12
Competency: Familiarize on the unique features and requirements of a literature review
Discussion

Literature Review is a type of academic paper that showcases

substantial results and logical reasoning. It follows a systematic method of
discovering and expounding on a particular topic of interest in literary texts.
This is different from a Book Review, which solely focuses on the analysis of
the elements of the literary text itself.

ACTIVITY NO.2

Getting it Right
Directions: Using your Facebook messenger application, choose a partner
among your classmates. Confer with your partner and study the text below.
Answer the questions that follow.

The Story of the Aged Mother began with the emperor, thinking that
old people were not any more useful to his dominion, thus, he decided to make
a decree that everyone must put the old people in Mount Obatsuyama. The poor
farmer was first hesitant to do this, because he loved his old mother so much,
but she convinced him that this was the best way.

The conflicts among social classes were clearly visible in the story.
Although the farmer loved his mother so much, he decided to succumb with the
order of the emperor because simply of the gap in power and authority between
the two characters. This also relatively implied that during the age of feudalism,
the emperor, the provincial directors and the governors were considered to be
the upper class while farmers belonged to the lower class.

In addition, the demarcation line between the old and the young ones
was also highlighted. The old mother, for the sake of her son and his life,
decided to be calm, rational and be the bigger person as she accepted her fate.
The mother had not struggled nor sought for justice. During the journey to the
mountain, the old mother proved more to be loving and useful as she put some
twigs as trails, allowing her son not to get lost on the mountain. From this, the
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Q2 Week No.3 Competency Code: EN11/12RWS-IVdg-12
Competency: Familiarize on the unique features and requirements of a literature review
poor farmer was determined to keep her, thus, he carried her back to his house
and hid her. (Japanese folktale entitled, The Story of the Aged Mother, written
by Matsuo Basho)

1. Who are the main characters of the story?

A. aged mother C. poor farmer

B. stern father D. wicked emperor

2. What was the decree of the emperor?

A. Send all the old people to the mountain side.

B. Put all the young people into a military school.

C. Make a statue of great heroes, to be carved at the mountains.

D. Have an appreciation day for the hardworking people in the country.

3. What was the reaction of the farmer towards the decree of the emperor?

A. accepting C. retaliated

B. joyous D. uncertain

4. What kind of parent does the mother of the poor farmer illustrate when she
accepted her fate calmly, as she was worried for the safety of her own son if
he did not follow the decree?

A. callous C. loving

B. demeaning D. wise

5. What type of character does the mother illustrate when she set some trails
of twigs to guide her son on his way back home, from the mountain.

A. callous c. loving

B. demeaning d. wise

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Q2 Week No.3 Competency Code: EN11/12RWS-IVdg-12
Competency: Familiarize on the unique features and requirements of a literature review
6. What literary criticism is employed in analyzing the story?

A. Feminism C. Formalism

B. Marxism D. Reader-response

7. What kind of relationship existed between the wicked emperor and the poor
farmer, as mentioned on the text?

A. The unwavering fellowship between men.

B. The strong bond among members of the family.

C. The difference of social classes between a ruler and a servant.

D. The prevailing social conditions between the poor and the rich.

8. What kind of relationship existed between the aged mother and her son, as
mentioned on the text?

A. The unwavering fellowship between men.

B. The strong bond among members of the family.

C. The difference of social classes between a ruler and a servant.

D. The prevailing social conditions between the poor and the rich.

9. Why are the descriptions of the characters being emphasized on the story?

A. To give a filtered perspective of the existing social classes.

B. To emphasize the camaraderie between men as reflected on the text.

C. To imbibe the value of bonds between the ruling and serving classes.

D. To highlight the different social conditions that each character was

facing at that time.

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Q2 Week No.3 Competency Code: EN11/12RWS-IVdg-12
Competency: Familiarize on the unique features and requirements of a literature review
10. What does the text imply about the past and present conditions of society?

A. Those in the lower hierarchy must obey the higher ones.

B. There is always a gap of understanding between old and young.

C. The poor mostly get the end of the stick.

D. All of the above.

POST-TEST

Directions: Read the text entitled “The Judgement between Two Mothers”
taken from the Bible, 1 Kings 3:16-28 Contemporary English Version (CEV).
Answer the questions that follow.

16 One day two women[a] came to King Solomon, 17 and one of them
said: Your Majesty, this woman and I live in the same house. Not long ago my
baby was born at home, 18 and three days later her baby was born. Nobody
else was there with us.

19 One night while we were all asleep, she rolled over on her baby, and
he died. 20 Then while I was still asleep, she got up and took my son out of my
bed. She put him in her bed, then she put her dead baby next to me.21 In the
morning when I got up to feed my son, I saw that he was dead. But when I
looked at him in the light, I knew he wasn’t my son. 22 “No!” the other woman
shouted. “He was your son. My baby is alive!”

“The dead baby is yours,” the first woman yelled. “Mine is alive!” They
argued back and forth in front of Solomon, 23 until finally he said, “Both of you
say this live baby is yours. 24 Someone bring me a sword.” A sword was
brought, and Solomon ordered, 25 “Cut the baby in half! That way each of you
can have part of him.”

26 “Please don’t kill my son,” the baby’s mother screamed. “Your

Majesty, I love him very much, but give him to her. Just don’t kill him. ”The other
woman shouted, “Go ahead and cut him in half. Then neither of us will have
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Q2 Week No.3 Competency Code: EN11/12RWS-IVdg-12
Competency: Familiarize on the unique features and requirements of a literature review
the baby.” 27 Solomon said, “Don’t kill the baby.” Then he pointed to the first
woman, “She is his real mother. Give the baby to her.” 28 Everyone in Israel
was amazed when they heard how Solomon had made his decision. They
realized that God had given him wisdom to judge fairly.

1. What was the relationship between King Solomon and the two women in
the story?

A. doctor and patients C. monarch and constituents

B. employer and workers D. parent and children

2. What was the feud in the story?

A. Knowing who the real mother of the baby is.

B. Claiming an ownership of a land.

C. Reducing pay for a workload.

D. Stealing money.

3. What was the decision of the King about the baby?

A. Cut the baby in half.

B. Take care of the baby himself.

C. Have a personality test for the mothers.

D. Send the two women away and never to be seen by the baby.

4. What was the ending of the story?

A. The baby was cut in half.

B. The baby was given to the real mother.

C. The baby was taken care of by the King.

D. The baby was sent to an unfamiliar place.

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Q2 Week No.3 Competency Code: EN11/12RWS-IVdg-12
Competency: Familiarize on the unique features and requirements of a literature review
5 – 7. What literary criticism can be applied for this text? Explain your
answer.
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8 – 10. Write a short literature review of the text based on your selected
literary criticism.
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REFERENCES:
Barrot, Jessie S., and Sipacio, Philippe John F. Communicate Today English
for Academic and Professional Purposes for Senior High School. Quezon: C &
E Publishing Inc. 2016.

Gil, Myrna A., and Gumangan, Maribel A. Literature through the Ages II.
Manila: Innovative Educational Materials Inc. 2006.

Prepared by:
MARLO G. ORTINEZ
Highway Hills Integrated School
SDO Mandaluyong

Editors:

MARY JANE SP. YORO CLARISSA P. TIBAR JAYPEE G. CASIPIT

Master Teacher II, MHS Master Teacher II, ABIS Master Teacher II, MPNAG
Content Language Layout

Approved:

RAMON M. BELARDO JR.

Education Program Supervisor, English

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Q2 Week No.3 Competency Code: EN11/12RWS-IVdg-12
Competency: Familiarize on the unique features and requirements of a literature review