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Republic of the Philippines

Department of Education
Region VII-Central Visyas
SCHOOLS DIVISION OF BOHOL

WEEKLY LESSON PLAN

SUBJECT & GRADE: GRADE-10 ENGLISH QUARTER: 3rd Quarter

WEEK: 5
MOST General Objectives:
ESSENTIAL Compose an independent critique of a chosen selection EN10WC-IIIg-14
LEARNING
COMPETENC Specific Objectives:
Y (MELC)

A. Knowledge: identify the format on how to critique a short story,

B. Psychomotor: compose an independent critique of a chosen selection,

C. Affective: Display enthusiasm in using a variety of writing techniques .

CONTENT Critique a chosen selection

LEARNING Quick Writes, Celebrating Diversity Through World Literature, pp.308-309
RESOURCES www.google.com

Enhanced Module Q3 Week 5 & 6

PROCEDURE A. PREPARATION
1. Prayer
2. Checking of attendance
3. Reminder on house rules
4. Activating prior knowledge
MONDAY
Group the students into four and let them criticize/say comments in each funny signage

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below. Give at least five comments.

Group 1-

Group 2-

Group 3-

Group 4-

 Let the students present their answers in the class.

TUESDAY

B. PRESENTATION
1.Let the students read the following:
Competency: What genre is it? Adventure? Science fiction?
Compose an independent CONTEXT
critique of a chosen selection EN10WC-IIIg-14
Fantasy? Literary?
Specific objectives:
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1. identify the format on how to critique a short story,

2. compose an independent critique of a chosen selection.

2.Based on the group activity, answer the following questions:

> What are the common comments given by each group?
> Give your criticisms on the signages.
> How do you come up with those comments/criticism?

3. Directions: Put a check mark ( ) on the items that contain the correct idea of
“Critique” and an “x” mark (X) if it doesn’t. Use another sheet of paper.

______1. Most of us tend to think of criticism as being negative or mean, but in the
academic sense, doing a critique is not the least bit negative.
______2. Among the synonyms of the word “critique” are analysis, evaluation, and
review.
______3. It is questioning the text, arguing with it, and delving into it for deeper
meanings.
______4. Being a critique means you should be strict and mean.
______5. Criticism is important to improve one’s performance.

C. LESSON PROPER
1. Activity – Let the students read the concept notes and the teacher explains
the concept.
CRITIQUING A TEXT

Here’s a new term: when we critique (crih-TEEK) a text, we evaluate it, asking it

questions. Critique shares a root with the word “criticize.” Most of us tend to think of
criticism as being negative or mean, but in the academic sense, doing a critique is not
the least bit negative. Rather, it’s a constructive way to better explore and understand
the material we’re working with. The word’s origin means “to evaluate,” and through our
critique, we do a deep evaluation of a text. 

Here are some ideas to consider when critiquing a text:

 How did you respond to the piece? Did you like it? Did it appeal to you?
Could you identify with it?
 Do you agree with the main ideas in the text?
 Did you find any errors in reasoning? Any gaps in the discussion?
 Did the organization make sense?
 Was evidence used correctly, without manipulation? Has the writer used
appropriate sources for support?
 Is the author objective? Biased? Reasonable? (Note that the author might
just as easily be subjective, unbiased, and unreasonable! Every type of
writing and tone can be used for a specific purpose. By identifying these
techniques and considering why the author is using them, you begin to
understand more about the text.)
 Has the author left anything out? If yes, was this accidental? Intentional?
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 Are the text’s tone and language text appropriate?

 Are all the author’s statements clear? Is anything confusing?
 What worked well in the text? What was lacking or failed completely?
 What is the cultural context* of the text?
*Cultural context is a fancy way of asking who is affected by the ideas and who stands
to lose or gain if the ideas take place. When you think about this, think of all kinds of
social and cultural variables, including age, gender, occupation, education, race,
ethnicity, religion, economic status, and so forth. These are only a few ideas relating to
critique, but they’ll get you started. When you critique, try working with these
statements, offering explanations to support your ideas. Bring in content from the text
(textual evidence) to support your ideas.
Writing a Short Story Critique

A critique of a short story should include the following:

1. Introduction - In the introduction, you should include some basic facts about the
story, including the title, the author, and the story genre. You should also say something
about your opinion of the story, along with your reasons for liking or disliking it.

2. Summary- Briefly summarize the story. Discuss the setting, the main character(s)
and the main events or problems that the characters experience. Do not give the ending
away!

3. Personal reflection- Discuss what you like or dislike about the story. Give reasons to
support your opinion. You may want to compare the story with other stories you have
read by the same author or in the same genre. You can also compare the story to your
own personal experience or a current event in the news.

4. Critical analysis - In the critical analysis, some questions to explore are:

 What is the author’s purpose for writing the story? Is the author successful in
achieving this purpose?
 What is the setting of the story? Is it appropriate to the genre?
 How well are the characters developed? Do they think, feel, speak, and act in a
believable way?
 How well is the plot structured? Is the action suspenseful enough? Are the events too
predictable?
 What is the theme, or the central idea, of the story?
 Does the story have a ‘coda’, or a lesson? What is it?
 Does the story have a ‘twist’, or an unexpected ending?
 Does the author use any literary devices, such as metaphor, simile, or alliteration?

5. Conclusion- In the conclusion, you should evaluate the story and either recommend
it or not recommend it to others, depending on whether you think it is worthwhile
reading.

Before you begin writing the critique, make sure you read the story closely and take
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good notes.

WEDNESDAY

D. PROBLEM/APPLICATION

GROUP ACTIVITY
1. Directions: The task below shows the basic format in writing a critique of a
short story. Write its characteristics on the space provided. No. 1 is done
for you.

Parts Characteristics

1.Introduction One should include some basic facts

about the story, including the title, the
author, and the story genre. Then, say
something about your opinion of the story,
along with your reasons for liking or
disliking it.

2.Summary

3.Personal Reflection

4. Critical Analysis

5. Conclusion

2. Directions: Below is an example of a “critique work” of Jack London’s “The Law of

Life”. Locate the details of each part. Introduction is done for you. Use separate sheet of
paper.

What Does Jack London Teach Readers in The Law of Life?

To better understand London’s perspective of the story, it is important to know

beforehand a glimpse of his past, perceptions, beliefs, and ideals, which affect how he
perceives the narration. All these aspects come from his perspective when he created
the story. It is worth noting that this short story is from his second compilation, Children
of the Frost (1902), where the judgment of the laws to the nomadic tribes was brutal and
ruthless.

The tale interprets the story of the elder Indian Old Koskoosh from the north,
who was left in the snow-filled forest by his tribe because he was too old to cope up with
everyone. In the forest, he sits beside a fire, knowing that any minute he will take his
last breath. Koskoosh’s son obeyed the practices of the tribe, to leave his father there,
fully knowing the moment he leaves Koskoosh in the forest is his end. Dermot
MacManus described in his review that his son made a huge sacrifice, but this event is
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to continue the cycle of their beliefs that elders who can no longer function for everyone
should be left out.

While Old Koskoosh was simply waiting for the last minutes of his life, he was
thinking of his childhood and remembering his early days, particularly about his
experience encountering a moose, where its flesh was fancied by the wolves when he
watched it as it died. However, during that moment in the snowy forest, it was he
instead who was attacked by the wolves. He did not resist. That time, he knew he had to
give up; he was accepting of his death with no bitterness, because to him, it was
inevitable.

Jack London’s works are impressively strong with the intensity of emotions they
bring to readers. His ‘The Law of Life’ is not an exclusion. The author wants to show us
that the most important task of being human is to appreciate life.

In this ‘The Law of Life’ literary analysis sample, every student can consider that
Jack London demonstrates the negotiation of the norms of morality, because the only
thing characters want to save is their own lives. They even don’t regret the death of their
relatives. Also, one of the main themes is the human confrontation of the mind before
death. On the one hand, people are afraid of it because of the suspense of this
phenomenon, but on the other, they understand that there is nothing to fear. After
reading it, people can realize that they lived fair lives and can face death without
mourning.

From the interpretation of Hà Lê Thị Thanh of the story, “old Koskoosh accepted his fate
as something all living things in the world must undergo” (28). London may imply from
his story that all must be ready to face death in many ways. Koskoosh adopts the easy
path and embraces his fate. He accepted that his end had begun, even if it would be
from the hand of the wolves.

As Mo Yan states in his novel, “Where there’s life, death is inevitable.” Life is for the
living where everybody is going to enjoy it. But death will eventually prevail over human
flesh at the end. It is inevitable.

Parts Details

Introduction To better understand London’s

perspective of the story, it is important to
know beforehand a glimpse of his past,
perceptions, beliefs, and ideals, which
affect how he perceives the narration. All
these aspects come from his perspective
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when he created the story. It is worth

noting that this short story is from his
second compilation, Children of the
Frost (1902), where the judgment of the
laws to the nomadic tribes was brutal and
ruthless.

Summary

Personal Reflection

Critical Analysis

Conclusion

THURSDAY

E. GENERALIZATION
Guide Questions:
1. How to write a critique of a short story?
2. Write down the ideas on critiquing a short story.

F. EVALUATION

INDIVIDUAL ACTIVITY

Directions: Read the short story below and write a short critique using the
correct format.Use separate sheet of paper.

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Love matters more than material items

“Some time ago, a man punished his young daughter for wasting a roll of gold
wrapping paper. Money was tight and he became angry when the child tried to
decorate a box to put under the Christmas tree.

Nevertheless, the girl brought the gift to her father on Christmas day and said, ‘This
is for you, daddy.’

The man became embarrassed by his overreaction a few days before, but his rage
continued when he saw that the box was empty. He yelled at her, ‘Don’t you know,
when you give someone a gift, there’s supposed to be something inside?’

The little girl looked up at her dad with tears in her eyes and cried; ‘Oh, daddy, it’s
not empty at all. I blew kisses into the box. They’re all for you, daddy.’

The father was devastated. He put his arms around his daughter and begged for her
forgiveness.

A little while later, the girl died in an accident. Her father kept the gold box by his
bed for many years and, whenever he was feeling down, he would take out an
imaginary kiss and remember the love of the child who had put it there.”

My Critique Work
Introduction
__________________________________________________________
________________________________________________________________
________________________________________________________________
.
Summary
_______________________________________________________________
________________________________________________________________
_______________________________________________________________.
Personal Reflection

________________________________________________________________
________________________________________________________________
_________________________________________________.
Critical Analysis
__________________________________________________________
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________________________________________________________________
_______________________________________________________________.

Be guided with the following rubric:

4 3 2 1

Content and Very informative Somewhat Give some new Gives no new
Focus and well- informative and information but information and
organized. Well-organized. It poorly organized. very poorly
has four It has six organized.
misplaced ideas. misplaced ideas.
(50%) It has eight
misplaced ideas.

Spelling and All spelling and It has 1-3 wrong It has 4-5 wrong It has 6 or more
Grammar (30%) grammar are spelling and 1-3 spelling and 4-5 wrong spelling
correct. errors in grammar errors in grammar and errors in
grammar

Word Count The critique work The critique work The critique work The critique work
has 350 or more has 300-349 has 150-299 has 149 below
(10%) words words words words.

Formatting Paper uses all 4 Paper uses 3 of Paper uses 2 of Paper uses 1 of
formatting the 4 formatting the 4 formatting the for 4
(10%) requirements requirements requirements formatting
requirements

FRIDAY
Conclusion
Let the students write a short reflection of what they have learned with the lesson
they discussed for the whole week.

G. CLOSING
“Don’t criticize what you don’t understand, son. You never walked in that man’s
shoes.”
– Elvis Presley

REMARKS
REFLECTION

PREPARED BY:

ROCHELLE B. IMPANG
MT-1, UNHS

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