10

English Activity Sheet

Quarter 3 – MELC 3
Composing an Independent Critique of a
Chosen Selection
English 10
Activity Sheet No. 3
First Edition, 2021

Published in the Philippines

By the Department of Education
Region 6 – Western Visayas

Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.

This Learning Activity Sheet is developed by DepEd Region 6 – Western Visayas.

ALL RIGHTS RESERVED. No part of this learning resource may be reproduced or

transmitted in any form or by any means electronic or mechanical without written permission
from the DepEd Regional Office 6 – Western Visayas.

Development Team of Activity Sheet

Writer: June Michael B. Macalalag

Illustrator: Felizardo S. Valdez III

Editor: Ma. Portia G. Galanto

Layout Artist: Felizardo S. Valdez III

Division ManagementTeam:
Ma. Roselyn J. Palcat
Nordy D. Siason, Jr.
Elleda E. de la Cruz
Arthur J. Cotimo
Ma. Portia G. Galanto
Felizardo S. Valdez III
Marve E. Gelera
Management Team:
Ramir B. Uytico
Pedro T. Escobarte, Jr.
Elena P. Gonzaga
Donald T. Genine
Nestor Paul M. Pingil
Introductory Message
Welcome to English 10!

The Learning Activity Sheet is a product of the collaborative efforts of

the Schools Division of Guimaras and DepEd Regional Office VI - Western
Visayas through the Curriculum and Learning Management Division (CLMD).
This is developed to guide the learning facilitators (teachers, parents and
responsible adults) in helping the learners meet the standards set by the K to
12 Basic Education Curriculum.

The Learning Activity Sheet is self-directed instructional materials

aimed to guide the learners in accomplishing activities at their own pace and
time using the contextualized resources in the community. This will also
assist the learners in acquiring the lifelong learning skills, knowledge and
attitudes for productivity and employment.

For learning facilitator:

The English 10 Activity Sheet will help you facilitate the leaching-learning
activities specified in each Most Essential Learning Competency (MELC) with
minimal or no face-to-face encounter between you and learner. This will be made
available to the learners with the references/links to ease the independent learning.

For the learner:

The English 10 Activity Sheet is developed to help you continue learning

even if you are not in school. This learning material provides you with meaningful
and engaging activities for independent learning. Being an active learner, carefully
read and understand the instructions then perform the activities and answer the
assessments. This will be returned to your facilitator on the agreed schedule.
 Quarter 3, Week 3

Name of Learner: _____________________ Grade and Section:______________

Date: ___________________________

ENGLISH 10 ACTIVITY SHEET NO. 3

Composing an Independent Critique of a Chosen Selection

I. Learning Competency with Code

Compose an independent critique of a chosen selection ( EN10WC-IIIg-
14)
II. Background Information for Learners
In your previous lessons, you were able to learn how to compose an
argumentative essay as well as use a variety of writing techniques. For sure,
you are now equipped with knowledge and insights in constructing effective
paragraphs and essays.
The activities and key concepts on this LAS focuses on ideas related to
independent critique i.e. definition and its structure, tips on making an
independent critique, and various reading selections. Make sure you take note
of the salient points discussed in this learning activity sheet.
At the end of this lesson, you will be expected to compose an
independent critique of a chosen selection.
For your reference, the content can be found in Grade 10 English
Learner’s Material (Celebrating Diversity through World Literature) published
by the Department of Education and other selected educational sites.

III. Accompanying DepEd Textbook and

Educational Sites
Almonte, Liza R. et.al.(First Edition 2015). Celebrating Diversity through
World Literature- Grade 10 English -Learner’s Material
Published by the Department of Education, printed by REX Book Store
pp. 299-305, 308-309, 363- 366, 376-380, 385-389.

Burnell, Carol, et al. The World on College Reading and Writing. Retrieved
from https://openoregon.pressbooks.pub/wrd/chapter/critiquing-a-text/
 IV. Activity Proper
If you are asked to critique an article, a reading selection or an essay assigned
by your teacher, what do you usually do? Do you simply give negative observations?
Do you give your personal reaction on the given article? Or do you analyze and
evaluate the reading selection? This time, let us take a closer look on the definition
of an independent critique.
What is a critique?

A critique is a genre of academic writing that briefly summarizes and critically

evaluates a work or concept. Critiques can be used to carefully analyze a variety of
works such as:
● Creative works – novels, exhibits, film, images, poetry
● Research – monographs, journal articles, systematic reviews, theories
● Media – news reports, feature articles

A critique uses a precise, academic writing style and has a clear framework,
that is, an introduction, body and conclusion. Nevertheless, the body of a critique
includes a summary of the work and a comprehensive assessment. The purpose of
an assessment is to evaluate the usefulness or impact of a work in a particular
genre. critique?

Compose an Independent Critique of a Chosen Selection

An independent critique of a book or short story is not primarily a summary;

rather, it comments on and evaluates the work in the light of specific issues and
theoretical concerns in a course.

THE INTRODUCTORY PARAGRAPH:

The introductory paragraph for the short story critique has 3 major elements:
the background, your opinion on the work as a whole, and the thesis. The
background includes all of the useful information (especially who, what, when,
where, and why) leading up to the thesis. The thesis includes the subject and
opinion of the paper followed by the main points.
The most important element in writing a critique is a workable thesis
statement, which shows near the end of the introductory paragraph.

Below is a sample thesis statement:

SUBJECT: The Blind Assassin

OPINION: show’s Atwood’s skills as a writer
MAIN POINTS: because of the visual imagery, the strong characters and
the memorable message.
THE DEVELOPMENT PARAGRAPHS:
These can differ in length and in number. If you state 3 main points in your
thesis, you should have 3 development paragraphs. For this task you should have
from 3-5 main points. Here are a few ideas to choose from:
1. Opening
Hooks - Is the story grabbing from the first line? Does it make you want to
read on?
Introduction of Central Character - Is the Central character introduced
early in the story.
Scene Setting - Can you picture the scene early enough in the story or
have you already imagined your own?
Problem Description - Can you tell what problem confronts the central
character soon enough or are you left wondering what the story is all
about?
2. Characterization Central Character - Does he/she appear in the first few
lines? –
Is it clearly defined who the central character is?
Do you have sympathy with the central character? (This does not mean
likable). Other characters –
Are they easily definable or do they get confused with others?
Do they seem authentic?
Can you easily tell who they sympathize with?
3. Dialogue
Does the dialogue sound authentic? Is it all meaningful? Does it read well?
(If when spoken aloud the reader changes it, this might mean it needs some
attention.)
4. Setting
Does it seem the right place for the story? If it is a real place, has the
author researched it enough? If it is a fictitious place, has the author
planned the setting(s) carefully, making it seem alive and real.
5. Conflicts
Are the conflicts in the story realistic or do they seem artificial? Are the
conflicts original?
6. Suspense Value
Do you want to know what is going to happen next? Does the story goes
well from action to action.
7. Ending
Is the ending concise or does it ramble on? Does it need a lot of
explanation? Is it clear what has happened? Does it seem flat?
8. Structure
Has the plot been developed well throughout the story? Are the characters
described in time or after you've imagined them for yourself? Are the
actions well planned and run well in sequence? Do flashbacks seem well
placed and relevant? Is the time span suitable for the story or should it
take place over a longer or shorter period of time? Is the time span feasible?
(Could the events have taken place in the given time span?)
9. Plot
Is it original? Does it sound authentic? Is it contrived?

THE CLOSING PARAGRAPH:

Here you give your general concept of the story. Did you enjoy it? In general
are the descriptions clearly stated, over-emphasized or not clear enough. You should
also briefly summarize all the issues under discussions. Any further opinions on the
subject would be suitable at this time as well as any final conclusions.

To learn more about independent critique and a sample critique, read pages 308-309
“Task 9 Quick Writes” on your English Learner’s Material 10 book, “Celebrating
Diversity through World Literature.”
Activity 1: Read and Critique!

Direction: Read the story “Story of Keesh” written by Jack London on your book
“Celebrating Diversity through World Literature”, pages 299- 305. Write a critique of
the selection “Story of Keesh” recognizing exclusive rights. Use the following guide in
writing your critique. Write your answers on your answer sheet.

Content (What genre is it? Adventure? Science Fiction? Fantasy? Literary?)

Author’s Intention (What is the author trying to accomplish with the story? If
the story meant to be funny and isn’t, or is meant to be a morality tale but
doesn’t quite pull it off, then it has failed in at least one respect.)

Your Reactions (Note your reactions as you read.)

Literary Devices (Figures of speech used in the story and their purpose)

Literary Technique (Ask yourself if these literary techniques make the

reading experience more enjoyable or strengthen the story.

Ending of the Story (Decide how the ending relates both to the story as a
whole and to its beginning. Does the ending resolve the plot and bring closure
to the crisis of the characters?

Activity 2: Read and Share Insights

Direction: Read the story “ If I Forget Thee, Oh Earth…” written by Arthur C.

Clarke on your book “Celebrating Diversity through World Literature”, pages
385- 388. Answer “Task 10 Sharing Insights” numbers 1-12 on pages 388-389.
Write your answers on your answer sheet.
Activity 3: Compose an Independent Critique

Direction: Choose only one reading selection below. Read the selection and compose
an independent critique of it. Apply the tips on making an independent critique
effectively. Be guided of the rubric while doing the activity. Write your composition
on a separate sheet of paper.

Reading Selection # 1 “The Last Leaf”, written by O. Henry on your

book “Celebrating Diversity through World Literature”, pages 376-380.

Reading Selection # 2 “A Grain As Big As A Hen’s Egg” , written by

Leo Tolstoy on your book “Celebrating Diversity through World Literature”,
pages 363—366.

Rubric for Scoring

Criteria Highly Observed (5) Moderately Observed Poorly Observed (1)

(3)

Introduction Introduces all the Introduces all the Fails to present the
elements such as elements but needs elements, needs total
focus/improvement to improvement/revision
background, opinion
one element
on the work as a
whole, and the thesis
statement

Information Provides accurate, Summarizes main Fails to summarize

Summary concise summary of points in most of the the reading selection,
reading selection reading selection inaccurate
information

Critique Thoughtfully Critiques author’s Fails to present

critiques author’s main points using critique and evidence
main points using evidence to back up to back up the
evidence to back up argument argument
arguments. Critique
is insightful and
thorough
Conclusion Conclusion presents Effective conclusion is Missing or
particularly strong or presented that inconsistent
compelling closing corresponds to the conclusion
statement that ties introduction
clearly to the
introduction
 Organization Information is Information is Missing effective
organized in a fully organized completely elements
manner, presents a with thesis,
strong introduction, supporting
body and conclusion information and
conclusion

Sentence Sentences are Sentences are Repeated errors in

Structure constructed with no constructed with 1 or grammar structure
grammatical errors 2 minor grammatical
errors

Mechanics Spelling, 1- 2 minor errors Repeated errors in

capitalization, and in spelling, spelling,
punctuation error- capitalization, capitalization,
free punctuation punctuation marks
marks

Grade Equivalent:
A. Excellent = 30-35points
B. Very Good = 25-29points
C. Good = 20 – 24 points
D. Needs More Practice = 19 and below

V. Reflection
Complete the statements below by writing on the space provided the things
you have learned from this lesson.

I learned that
__________________________________________________________________________________
__________________________________________________________________________________
____________________________________________________________.

I find the topic on Composing an Independent Critique useful and interesting

because
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_____________________________________________________.

Congratulations for putting your best effort in finishing this

lesson! Keep on doing your best in the next learning activities!
VI. Answer Key
V. Activity Proper

Activity 1 Answers may vary

Activity 2 Answers may vary
Activity 3 Answers may vary