School Grade Level 10

MATI NATIONAL COMP. H.S.

DAILY Learning
Teacher JOSELITO F. CADOTDOT English
LESSON Area
LOG
Dates and Time JUNE 10, 2022 Quarter 3

1st COT in Modular Learning

2nd Quarter
Topic: Critique a Literary Selection Based on the Reader-Response Approach
I - OBJECTIVES In charting the course of your journey in this module, you are expected to:
1. define a reader-response approach;
2. critique literary selections based on the reader-response approach.
A. Content Standards 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.
B. Performance This module tackles about critiquing a certain literature. Learning the specific skill may help
Standards you develop your critical thinking which can be applied in your oral discourse.
C.Learning EN10WC-IIIg-14: 1. Critique literary selections based on the reader-response
Competencies approach.
(with LC Code)/
Objectives
II. CONTENT
III – LEARNING SESSION 1
RESOURCES
A. References
1. Teacher’s guide SLM Quarter 3 – Module 4: Critique a Literary Selection Based on the Reader-Response
Approach
2, Learner’s Material Quarter 3 – Module 4: Critique a Literary Selection Based on the Reader-Response
Approach
Sound 4. Additional https://courses.lumenlearning.com/introliterature/chapter/readerresponse-criticism-suggested
Materials from Retrieved December 14, 2020
learning Resource(LR) https://americanliterature.com/author/guy-de-maupassant/shortstory/the-necklace Retrieved
portal December 15, 2020 https://www.poetryfoundation.org/poems/45521/i-wandered-lonelyas-a-
cloud Retrieved December 13, 2020
https://www.sparknotes.com/short-stories/the-necklace/summary/
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing of  Preliminary Activities (Prayer and Filling up of the Attendance Link)
previous  Review
lesson or presenting Show a video clip and let the students guess what type of essay is being inferred
the new from the video.
lesson
 Pre-Assessment
Answer the pre-assessment to check your prior knowledge on the topics of this module.
Write the word AGREE if the statement is correct and write DISAGREE if the statement is
wrong. (This activity will be answered through google form.)

__________ 1. Reader Response is a critical theory that stresses the importance of

the role of the reader in constructing the meaning of a work of literature.
__________ 2. Critique is an academic writing that summarizes and critically
evaluates a work or concept.
__________ 3. The role of the reader cannot be omitted from understanding of
literature
__________ 4. You must not consider in your critique how the work relates to a
broader issue.
__________ 5. There is no right or wrong answer to a reading response.
 Process students’ answers.

B. Establishing a  Picture Analysis

purpose for the Let the students judge and interpret the given pictures. Remind the students that there is
Lesson no wrong interpretations.

1. 2. 2.

C. Presenting examples/
instances of the new
lesson Just take a look with the illustration below:

Reader-response suggests that the role of the reader is essential to the meaning of a text, for
only in the reading experience does the literary work come alive. Its purpose is to examine,
explain, and defend your personal reaction to a text. There is no right or wrong answer to a
reading response. Nonetheless, it is important that you demonstrate an understanding of the
reading and clearly explain and support your reaction.

Steps in Writing Reader-Response :

1. Write the introduction. Make sure that the introduction clearly specifies the name of
both the text and the author.
2. Write the body paragraphs. You should write 3-4 paragraphs that discuss the text and
the reading questions in depth..
3. Remember to explain how, why, and what. As you write your paper, think about
explaining not just how you felt about the text, but why it made you feel a certain way.
4. Incorporate specific examples into your analysis. Each body paragraph should include at
least 1-2 specific examples from the text.
5. Keep quotations short and sweet. Resist the temptation to string together multiple
multi-line quotes, and make sure to include at least one sentence after each quote
explaining how it relates to the point you are making.
6. Write the conclusion. This should be one paragraph that summarizes your arguments so
far, and brings the reader back to your thesis or main point.
7. Proofread, proofread, proofread!! Make sure and give your paper a thorough once-over,
looking for typos, grammatical errors, and things that don't quite make sense.

D. Discussing new A. The teacher will set the standards in listening and instruct the students to note down
concepts and practicing significant information as well as unfamiliar words coming from the recorded video text.
new skills #1 - Play the recorded video about the text twice.
Motive Questions:

1. What are the three passions of the author?

_____________________________________________________________________
2. Why does Russell call the three passions ‘simple’?
_____________________________________________________________________ __

3. Why has he compared the three passions to great winds?

____________________________________________________________________

E. Developing Mastery Let Us Practice

 Let us evaluate more the content of the selection above for you to have a better understanding
and to gather more information to be used for your critique. Read again the essay of Bertrand
Russell and then answer the comprehension questions below.

F. Finding practical According to Russell, what is the importance of love in life?

application of _________________________________________________________
concepts and skills in _______________________________________________________________
daily living _______________________________________________________________
_______________________________________________________________

F. Making Reader-response theory recognizes the reader as an active agent who imparts “real
generalizations and existence” to the work and completes its meaning through interpretation. It argues that
abstractions about the literature should be viewed as a performing art in which each reader creates their own,
lesson possibly unique, text-related performance. Thus, there is no right or wrong answer to a
reading response.
G. Evaluating learning

If you could talk to Bertrand Russel, what advice would

you give him? What questions would you ask this to him?
Why you want to know that?

H. Additional activities Let Us Reflect

for application or
remediation In addition, please try to interpret the quotation below.

ANNOTATIONS:

In this lesson, I used existentialism as the basis for planning and designing
my activities. The activities I made are self-paced, self-directed, and included a great deal of
individual contact with me as their teacher. This helped me relate to my learners openly.
Date Observed: _______________

Prepared by: Observed and Checked by:

JOSELITO F. CADOTDOT HIEDE S. LUMANDONG

Teacher Master Teacher in English

Observed and Checked by:

MARYBETH J. ESTOQUE
English Department Head