GRADE 10 SCHOOL SAMAL NATIONAL HIGH SCHOOL GRADE LEVEL GRADE 10

LESSON PLAN LEARNING

TEACHER CES ARIANNE FLOR R. ALFORQUE ENGLISH
AREA
February 27, 2024 QUARTER 3
DATE/TIME Yakal (7:40-8:40) (11:00-12:00)
Ginsiring (2:00-3:00) WEEK 4

CONTENT STANDARD The learner demonstrates understanding of how world literature and other text types
serve as sources of wisdom in expressing and resolving conflicts among individuals,
groups and nature; also how to use evaluative reading, listening and viewing strategies,
special speeches for occasion, pronouns and structures of modification.
PERFORMANCE STANDARD The learner skillfully delivers a speech for a special occasion through utilizing effective
verbal and non-verbal strategies and ICT resources.
LEARNING COMPETENCY & ITS Compose an independent critique of a chosen selection (EN10WC-IIIg-14)
CODE
Writing critique involves conducting a systematic analysis of a scholarly article or book and then
KEY CONCEPT writing a fair and reasonable description of its strengths and weaknesses.
I. Learning At the end of the lesson, the students will be able to:
Objectives
 determine guidelines for writing a critique;
 make a critique out of a given selection, and
 relate your own experiences when giving a critique.

II. CONTENT Writing Critique

LEARNING RESOURCES
A. References MELCS, pg.140& ENGLISH BOW
1. Teacher’s Guide pages SLM English 10 Module 3-Week 4
2. Learner’s Materials pages SLM English 10 Module 3-Week 4
3. Learning Portal/Electronic https://writingcenter.unc.edu/esl/resources/writing-critiques/
References https://www.indeed.com/career-advice/career-development/how-to-write-a-critique
B. Other Learning Resources PowerPoint Presentations, reading materials, visual aid
C. Integration Within Curriculum
English for Academic Purposes 11: Writes an objective/balanced review or critique of a work of
art, an event or a program (
CS_EN11/12A-EAPP-Id-f-18)
Across Curriculum
Creative Non-Fiction 11: Write a mini critique of a peer’s work based on coherence and
organization of paragraphs, development of literary elements use of factual information,
and other qualities concerning form and content (HUMSS_CNF11/12-IId-e-18)

D. Strategies The following strategies are employed in this lesson:

Differentiated activities, lecture method, and PowerPoint presentation
III. PROCEDURES Preliminaries:
a. Prayer
b. Greetings
(5 minutes) c. Checking of Attendance
d. Classroom regulations:
 Listen attentively.
 Keep your phones unless I said so.
 Strictly NO BULLYING.
 Do not interrupt someone when talking, if you have any concerns, just raise
your hand.
 Participate actively during activities.

e. Presentation of Objectives:

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 At the end of the lesson, the students will be able to:

 determine guidelines for writing a critique;

 make a critique out of a given selection, and
 relate your own experiences when giving a critique.

ENGAGE
A. Reviewing previous lesson or Directions: Let students recall all the topics discussed last time by asking the questions below.
presenting the new lesson
(3 minutes)  What does it mean when we say “writing critique”?
 What are the structures of critique writing?

B. Establishing a purpose for the Let’s spin the wheel.

lesson
(7 minutes) Directions: When your last name appears on the screen after spinning the wheel, you stand up,
and answer the question being asked.

Questions:

 Do we need criteria in writing a critique? Why?

 Does observing the body of work necessary? Why?
 Is making research important in writing a critique? Why?
 Do we need to have a claim in critique writing? Why?

EXPLORE
C. Discussing new concepts and Directions: In the word pool, identify the guidelines in writing a critique paper, and write it in one-
practicing new skills #1 half sheet of paper.
(5 minutes)
WORD POOL
Determine the criteria Observe the body of work

Do your research Make a claim

Format your critique Write a clear thesis statement

Write an introductory paragraph

Attained Objective 1

Write body paragraph Write a conclusion

EXPLAIN
D. Developing mastery (leads to Let’s spin the when again!
Formative Assessment 3)
(10 minutes)
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 Directions: When your last name appears on the screen after spinning the wheel,
you stand up, and answer the question being asked.

Questions:

 What does the body contain?

 What are the things we need to observe in the body of work when
writing critique?
 Why do we need criteria when writing a critique?
 What does the introductory paragraph include?
 Why is formatting your critique important?
 How can we ensure the reliability of your research?
 What should the conclusion contain?

ELABORATE
E. Finding practical applications of Directions: Read the text below and, using the guidelines tackled, write a short
concepts and skills in daily living critique of the given selection. Your output will be graded based on the rubric
(15 minutes) below.

The Black Cat by Edgar Allan Poe

A chilling tale narrated by an unnamed protagonist who recounts his

descent into madness. The narrator begins by reflecting on his love for
animals, particularly his affection for his black cat, Pluto. However, after
descending into alcoholism and experiencing increasing feelings of
resentment and violence, he eventually commits a heinous act of cruelty
towards Pluto, blinding the cat and ultimately hanging it from a tree. Soon
after, the narrator's home burns down, leaving only a single remaining wall
which bears the outline of a cat with a noose around its neck. The narrator
soon adopts another black cat, which bears a striking resemblance to
Pluto, but as his descent into madness deepens, he becomes increasingly
haunted by the cat's presence. In a fit of rage, he attempts to kill the cat
but inadvertently murders his wife instead. He conceals her body within
the walls of his house, but the police soon discover the truth. As they tear
Attained Objective 2 down the wall where the body lies hidden, they are startled to find the
missing black cat, whose desperate cries reveal the narrator's guilt.

Criteria Points
Organization 10
Summary 10
Critique 10
Mechanics 10
Total 40
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F. Making generalization and What are the guidelines in writing a critique?
abstraction about the lesson  Determine the criteria
(5 minutes)  Observe the body of work
 Do your research
 Format your critique
 Write an introductory paragraph
 Write body paragraphs
 Write a conclusion
EVALUATE
G. Evaluating learning Directions: Read the narratives of Bertrand Russell entitled “My Three Passions I Have Lived
(10 minutes) For”. On one whole sheet of paper, write a critique paper about the given selection and answer
the following questions that follow. Your output will be checked using a rubric.

My Three Passions I Have Lived For 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 sought
and, though it might seem too good for human life, this is what at least 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 over 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 chances were offered to me.
Questions:
1. Would you wish to have the same passion as the author? Why?
2. What are the three most important things worth pursuing throughout your life?
3. Would Criteria Points you agree that
Organization 10 Russel’s life is
worth Summary 10 living? Why?
Critique 10
Mechanics 10
Total 40
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Attained Objective 3

IV. REMARKS
V. REFLECTION
A)No. of learners who earned 80% of
the evaluation
B) No. of learners who require
additional activities for remediation
who scored below 80%
C)Did the remedial lesson work? No.
of learners who have caught up with
the lesson.
D)No. 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 teachers?

Prepared by: Checked by:

CES ARIANNE FLOR R. ALFORQUE IRWINA M. CABUGUANG

Student Teacher English Cluster Head/CT
Date: _________________ Date: ___________________

Approved by:

NOEL P. MAMAC
Principal I
Date: __________________

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