School Sablayan National Comprehensive High Grade Level 12

School
Teacher DHAIRENE GAY P. GAMIT Learning English For
Area Academic and
Professional
Purposes
GRADE 1 TO 12 DAILY
Teaching Dates SEPTEMBER 16, 2024 Quarter 1
LESSON PLAN
and Time

I.OBJECTIVES

A. Content Standard The learner understands the principles and uses of a reaction paper/ review/ critique

B. Performance Standard The learner produces an objective assessment of an event, a person, a place or a
thing. Writes a comprehensive review /reaction paper
 Performance Arts, Play, Dance, Sports, etc.
 Film
 Participation in a religious or community festival
 Art Exhibit

Critiques designs such as industrial design objects or craft objects, furniture, fashion
designs based on a set criteria critiques graphic design communication materials
such as posters, billboards, commercials, digital and other media.
C. Learning Competency/ Uses appropriate critical approaches in writing a critique such as formalism,
Objectives. Write the LC code for feminism, etc.CS_EN11/12A-EAPP-Id-f-16
each. At the end of the lesson, the students will be able to:

1. Define critique;
2. Identify the various approaches in writing a critique;
3. Criticize the texts using the different approaches of criticism.
CONTENT Topic: Cites specific sources to support claims
Integration within CC:
 English(Graphic Organizer, Essay)

Integration across CC:

 Math

21ST Century Skills: Communication Skills and Critical Thinking Skills

I. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages K to 12 Most essential Learning Competencies

2. Learner’s Materials pages EAPP Module 2, pp 19-30

3. Textbook pages

4. Additional Materials from

Learning Resource (LR)portal

B. Other Learning Resource Laptop, TV, Powerpoint presentation, Learning Activity Sheet (LAS)

II. PROCEDURES

A. Reviewing previous lesson or A. Daily Routine

presenting the new lesson
 Greetings
 Prayer
 Checking of Attendance
 Introducing the Classroom Rule
Activity 1: Recap

1
 What is Citation?
What is the importance of citation?

.
 Establishing a purpose for the Activity 2:
lesson Directions: Play the game “Word Game” and guess the words that are encrypted
with numbers using the given clues. The student who will give the correct answer
will have a chance to spin the wheel and receive a prize.

A B C D E F G H I J K L M
1 2 3 4 5 6 7 8 9 10 11 12 13

N O P Q R S T U V W X Y Z
14 15 16 17 18 19 20 21 22 23 24 25 26

1. 18+5+1+3+20+9+15+14+16+1+16+5+18=Reaction Paper
2. 18+2+22+9+5+23= Review
3. 3+18+9+20+9+17+21+5= Critique
4. 6+15+18+13+1+12+9+19+13= Formalism
5. 6+5+13+9+14+9+19+13 = Feminism
6. 13+1+18+3+9+19+13 = Marcism
7. 18+5+1+4+5+18+18+5+19+16+15+14+3+5 = Reader Response

Today, we are going to discuss the uses of appropriate critical approaches in writing
a critique such as formalism, feminism, etc.. In this lesson, you are expected to:

1. Define critique;
2. Identify the various approaches in writing a critique;
3. Criticize the texts using the different approaches of criticism.
 Presenting examples/Instances
of the new lesson Activity 3:
Directions: Read the selection and answer the questions that follow.

How important
citing sources is?
• Did you try
using/borrowing
someone else’s

2
work without
citing it?
C. Presenting
examples/
instances of the
new lesson.

How important
citing sources is?
• Did you try
using/borrowing
someone else’s
work without
citing it?
C. Presenting
examples/
3
instances of the
new lesson.

1. Is this how one should write a reaction paper? Why?

2. What is a GOOD reaction paper?

A reaction paper, a review, a critique are specialized forms of writing

in which a reviewer or reader evaluates any of the following:
• a scholarly work (e.g., academic books and articles)
• a work of art (e.g., performance art, play, dance, sports, film, exhibits)
• designs (e.g., industrial designs, furniture, fashion design)
• graphic designs (e.g., posters, billboards, commercials, and digital
media)

Reaction papers, reviews and critiques usually range in length from 250 to 750
words. They are not simply summaries but are critical assessments, analyses, or
evaluation of different works. As advanced forms of writing, they involved your skills
in critical thinking and recognizing arguments. However, you should not connect the
word critique to cynicism and pessimism.

Reviewers do not simply rely on mere opinions; rather, they use both proofs
and logical reasoning to substantiate their comments. They process ideas and
theories, revisit and extend ideas in a specific field of study, and present an
analytical
response to a book or article.

4
 Ask: Based on what we have discussed, can you identify the various approaches in
writing a critique?
 Discussing new concepts and Activity 4:
practicing new skills # 1 Direction: Draw a smiling face ☺ if the statement is true and a sad face ,if the
statement is false.
______ 1. A review or reaction paper involves higher order thinking skills.

______ 2. A reaction paper, review and critique generally used the same
organization of ideas.

______ 3. A review must always be organized using a structure.

______ 4. Feminist criticism relates to conflicts between ideas.

______ 5. Marxist criticism involves the analysis of the intrinsic features of a text.

______ 6. More than half of a review or critique should be devoted to the summary.

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 ______ 7. The name of an author and title of the reviewed article are placed at the
end of a review or critique.

______ 8. The reviewer’s overall impression of the material being reviewed should
be placed in the introduction.

______ 9. When writing a review, reaction paper, or critique, only one perspective
should be used.

______ 10. Writing a reaction paper, review or critique is exclusive for scholars.
 Discussing new concepts and Activity 5: Watch and react.
practicing new skills # 2 Direction: Watch the movie “lolo and the kid”. Each group will be using different
critical approaches in writing their critique.

Group 1( Reader-response)

Group 2 ( Formalism)

Group 3 ( Marxism)

 Developing mastery ACTIVITY 6:

Directions: Read the poem at least twice and write a critique (300 to 500 words)
(leads to Formative Assessment 3) using critical approach.

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 Finding practical application of Activity 7: Share Your Thoughts and Feelings
concepts and skills in daily living  As a student why is it important to Cites specific sources?
 How can it help you?

 Making generalizations and Activity 8: Summing Up!

abstractions about the lesson Let the students summarize the lesson by completing the phrase below.

I have learned that

__________________________________________________________________.

Ask: How will you improve yourself for you to be able to cope up with the lesson?
 Evaluating learning ACTIVITY 9:
Directions: Read the following questions and write the letter of the correct answer
in the answer sheet provided.
1. Which of the following is NOT true about the reaction paper?
A. It may include the main purpose of the event.
B. It conveys incisive insights into its analysis of events.
C. It is mainly written to communicate a fair assessment.
D. It purely expresses one’s opinions on certain issues and concerns.

2. Which of the following can be a form of a reaction paper?

A. news report
B. book review
C. incident report
D. romantic poem

3. Which critical approach focuses on understanding ways gender roles are reflected
or contradicted by texts?
A. Marxist
B. Feminism
C. Historicism
D. Reader-response

4. Which critical approach focuses on ways texts reflect, reinforce, or challenge the
effects of class, power relations, and social roles?
A. Marxist
B. Feminism
C. Historicism
D. Reader-response

5. Which critical approach focuses on understanding texts by viewing texts in the

context of other texts?
A. Marxist
B. Feminism
C. Historicism
D. Reader-response

6. Which critical approach 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
B. Feminism
C. Historicism
D. Reader-response

7. Which critical approach 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. Formalism
B. Historicism
C. Media Criticism
D. Reader-response

 Additional activities for

application or remediation

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III. REMARKS

IV. REFLECTION

A. No. of learners who earned 80% in

the evaluation

B. No. of learners who require

additional activities for remediation
who scored below 80%

C. Did the remedial lessons 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:

DHAIRENE GAY P. GAMIT

Teacher I

Checked by:

PERLA P. GARCIA
Head Teacher VI-English Department

Noted by:

RODEL M. BAHIA, PhD hc

Principal IV