Republic of the Philippines

Department of Education
Region III Central Luzon
SCHOOLS DIVISION OF TARLAC PROVINCE
SAN ROQUE NATIONAL HIGH SCHOOL
Bamban, Tarlac

Self Learning Modules

Grade 10 English
Quarter 3
MELC’s 1-4

Prepared by:

Grade 10 English Teachers

ANGELITA A. MEDINA MARIA SOLEDAD P. MACALE, EdD

Master Teacher I, English Teacher III

VICTOR JOHN C. ANUNCIACION ARCEE JOY Q. RADOVAN

Teacher III Teacher I

Noted:

LEONIDA M. DESIERTO, EdD

Head Teacher VI, English

Approved:

AMALIA D. LISING, EdD

Principal III

1
 English 10 Q3- Module 1
Learning Competency: Compose an Argumentative essay.

Learning Objectives:
After going through this module, you are expected to:
1. get familiar with terms used in argumentation/debate;
2. identify the parts and features of argumentative essay.

Lesson 1: Terms in Argumentative Writing

I. Initial Activity: Pre-test

ACTIVITY 1: Directions: Circle the correct letter for the answer to each of the questions.
1.What is an argument?
a. Is an idea that supports the claim c. Is an idea that tells a story.
b. Is an idea that has feelings in it. d. All of the above
2. What does an argumentative essay presents in order to let the reader know why it is more
favorable?
a. The main idea of an essay. c. A sentence that gets the reader's attention.
b. Evidences for a claim d. All of the above
3.What do you call an idea which the opinions of people are different?
a. Argument b. Issue c. Claim d. Evidence.
4.What is a counterargument?
a. Agreeing with your opponent's claim.
b. The response to an argument.
c. An idea given by the opposing side against the claim given.
d. All of the above
5.What is a rebuttal?
a. The response counterargument. c. The return to your claim.
b. The conclusion. d. All of the above
6.There are three parts to an essay. Which choice contains all of them?
a. Thesis, Lead, Hook c. Claim, Counterclaim, Rebuttal.
b. Introduction, Body, Conclusion. d. Only A and B
7.These are the elements of an argumentative essay.
a. Claim, Argument c. Claim, Counterargument, Rebuttal.
b. Evidence, claim and conclusion d. All of the above
8.In which paragraph is the thesis found?
a. Body b. Introduction c. Conclusion d. None of the above
9.How many paragraphs should your essay possess?
a. at least four b. at least two c. at least three d. at least five
10.Your thesis statement must include the points you will discuss. At least how many should you
have in your essay?
a. Three b. One c. Four d. Two

II. What’s In
When we hear the word “argument,” we know this as a heated conversation. However,
academically speaking, it is an attempt to persuade someone by presenting evidence to the reader
for why it is a more favorable choice regarding a particular issue. We persuade people to agree
with our claim using facts. This is called argumentation.

An argumentative essay presents evidences for a claim in order to let the reader know why
it is more favorable. It also shows why the other side of an issue is unfavorable or less favorable. It
also includes, like any other essay, an introduction and conclusion.

An argumentative essay is a piece of writing that takes a stance on an issue. In a good

argumentative essay, a writer attempts to persuade readers to understand and support their point
of view about an issue by stating their reasoning and providing evidence to support it.

 The following are terms related to an argumentative essay.

Issue – an idea about which the opinions of people are different.
Claim – a statement by an author about an issue. A claim has a significant amount of
2
 disagreement about it. A claim needs supporting arguments. A claim is also called a
position, stand, or point of view.
Argument – an idea that supports the claim. An argument needs supporting evidences.
Evidence – facts in the real world that can be used to support an argument.
Examples of evidences are statistics, data from studies, historical events,
habitual practices, and other facts that can support an argument.
Counterargument – an idea given by the opposing side against the claim given in the
argumentative essay.
Rebuttal – the response to the counterargument
Pro – an argument in favor of a claim or advantage regarding something
Con - an argument against a claim or disadvantage regarding something

 Why is it important to learn to write an argumentative essay?

Learning how to write an argumentative essay will help you to develop critical thinking and
research skills along with developing how to rationally defend a position. These skills will help you
progress academically and occupationally.

 Argumentative essays have the following elements:

claim, arguments, evidences, counterargument, rebuttal, and conclusion.

III. What’s New

ACTIVITY 2: The Good and The Bad!
Directions: List 5 each of the PROS (advantages) and CONS (disadvantages) of the given topic.
You can work with somebody who will be your thinking buddy. Discuss the PROS and CONS
with your thinking buddy.

TOPIC: The Advantages and Disadvantages of COMPUTERS.

Example: Pros: Multipurpose use of technology.
Cons: They always needs electricity.

IV. What’s It
Elements of an Argumentative Essay
1. CLAIM- is the position or assertion in relation to the issue. A claim must be defended.
2. ARGUMENT- the statements that support the claim.
3. EVIDENCE – the facts or reasons that support the arguments.
4. COUNTER ARGUMENT- an opposing argument or assertion.
5. REBUTTAL- logical arguments for rejecting the argument
6. CONCLUSION- the conclusion restates the claim, summarizes arguments, restates the
counterclaim and rebuttal and makes any recommendation.
Example:
Issue: Should people be encouraged to travel by bicycle rather than by car?
Claim: People should be encouraged to travel by bicycle rather than by car.
Argument: Maintaining a bicycle is less expensive than a car.
Evidence: 1. The parts of a bicycle are much cheaper than the parts of a car.
2. Fixing a car may require the services of a mechanic who would charge an expensive
amount for labor. On the other hand, many bicycles can be fixed by the owners
themselves.
3. Cars require expensive yearly registration.
3
 Counterargument: Some say that riding a bicycle would increase travel time and decrease
productivity.
Rebuttal: Traveling by bicycle would actually mean avoiding rush hour traffic jams.
Conclusion: So, we encourage people to travel by bicycle rather than by car to avoid traffic jams
during rush hours to keep and it does not make people from being late to their
appointments.
NOTE: Evidence can be FACTS, STATISTICS, and EXAMPLES

V. What’s More
ACTIVITY 3: Directions: Identify whether the sentence provided is a CLAIM or a STATEMENT.
Write your answer on the space provided.
1. The first two novels of The Hunger Games trilogy have become New York Times bestsellers, while
the third novel, Mockingjay, upon its release ranked #1 on all US bestseller list.
Answer: _______________________________________________________
2. The lead character in Cinderella is a young girl living in miserable circumstances that abruptly
became extraordinary after a night at a ball.
Answer: _______________________________________________________
3. The Hunger Games trilogy has more well-developed characters than the Harry Potter series.
Answer: __________________________________________________________________
4. If Cinderella’s fairy godmother had not arrived to help her get ready for the ball, she never would
have married her Prince Charming. Answer:
__________________________________________________________________
5. The San Francisco Giants baseball team achieved the dynasty status when they secured the
World Series in 2010, 2012, and 2014.
Answer: __________________________________________________________________

VI. What I Have Learned

ACTIVITY 4: WHO IS CLAIM?
Direction: Look for the claim in the paragraph. Encircle the claim, box the points to support the
claim.

1. Advertisers target young people when marketing cigarettes, alcohol, and adult movies. This
makes most of the young adult are addicted to vices.

2. As of May 29, 2014 desalinated water already costs about $2,000 an acre foot - roughly the
amount of water a family of five uses in a year. The cost is about double that of water obtained
from building a new reservoir or recycling wastewater, making water an expensive necessity for
the people.
3. Computer shops makes a lot of money from kids when they play computer games, watch
YouTube and even use social media. Regardless of how much they earn, kids become addicted to
playing computer games and watching videos in YouTube.

4. Selling too much unhealthy foods make kids and adults sick. Junk food manufacturers are
poisoning people with their preservatives, additives and artificial flavorings.

5. Video games makes kids violent. Counter Strike, PUBG, GTA5 are games that are war games.

Lesson 2: Components of Argumentative Writing

I. What’s In
Components of Argumentative Writing

4
INTRODUCTION – it is an introductory paragraph; it is in the start of the essay.
- this is called the “gateway” of an essay.
- it is because it attracts the attention of readers to the essay and gives the
readers background information about the topic.
- it also introduces the thesis statement of the essay, which is the heart of
an essay, and tells what to be discussed in the body paragraphs.

Example: Why should we ditch our fancy, high priced, gas guzzling sports car and pick up a low tech
bicycle? Well, we should all choose to take the old fashion route because there are money benefits to
riding a bike round town. Although it may be more work, a bicycle’s benefits will outweigh a car’s
dangerous fumes any day. People should be encouraged to commute by bicycle rather than by car.

 BODY – it is the body paragraph where facts of the given thesis statements of the essay are
written.
- it is where the arguments are written to support the statements.

Example:
(1st Argument) Financial commuting costs for a bicycle are considerably less than for a car. A brand
new car costs a million pesos and it uses expensive fuel to let it run and move, while a bicycle will
only cost more than one thousand pesos but does not need any fuel, and it uses body energy to
pedal and move.

 REFUTATION/COUNTERARGUMENT – it is the argument to refute earlier arguments and

give weight to the actual position.
Example:
(Counterargument) Some say that riding a bike would increase commuting time and decrease
productivity.
(Rebuttal) Commuting by bicycle would mean avoiding rush hour traffic jams and helping the
be early or on time to an appointment.

 CONCLUSION – it is rephrasing the thesis statement, major points, call attention, or just
having the concluding remarks. It even has some recommendations.
Example:
We should choose riding a bicycle. This will not only be less expensive and fuel-free but it gives
us a healthy body. Finally, it brings us to destination on time or even earlier avoiding traffic
jams.

II. What’s New

ACTIVITY 5: To Claim or not to Claim: That is the question?
Going back to your activity 1, you were able to list all the pros and cons of computers. Now them
here in constructing your claim and giving evidences to support your stand about computers. Fill
the table below to build your outline for your argument.

Issue: Are we too dependent on computers?

CLAIM
What do you believe?

ARGUMENTS
Give statements that support your claim.

EVIDENCE
For each evidence, give facts, statistics,
or concrete examples that support the
argument.

COUNTER-ARGUMENT
What might someone say if they disagreed
with you?
REBUTTAL
What would you say to the person who
disagreed with you to change their mind?

5
III. What Have I Learned
ACTIVITY 6: ARGUE WITH ME!
Direction: Read the sentences and identify if they are a claim or a statement. Encircle the correct answer.
1. All mammals are warm-blooded. [ Statement , Claim ]
2. The Harry Potter Novel is the number 1 best-selling book of all time. [ Statement, Claim ]
3. Paper is made from trees. [ Statement , Claim ]
4. Water plants can filter pollution. [ Statement , Claim ]
5. China is the best country in the world. [ Statement , Claim ]
IV. Assessment. Directions: Encircle the letter of the correct answer.
1. What does an argumentative essay presents in order to let the reader know why
it is more favorable?
a. The main idea of an essay. b. Evidences for a claim
c. A sentence that gets the reader's attention. d. All of the above
2. What is a counterargument?
a. Agreeing with your opponent's claim. b. The response to an argument.
c. An idea given by the opposing side against the claim given. d. All of the above
3. These are the elements of an argumentative essay.
a. Claim, Argument b. Evidence, claim and conclusion
c. Claim, Counterargument, Rebuttal. d. All of the above
4.In which paragraph is the thesis found?
a. Body b. Introduction c. Conclusion d. None of the above
5. How many paragraphs should your essay possess?
a. at least four b. at least two c. at least three d. at least five
6.Your thesis statement must include the points you will discuss. At least how many should you
have in your essay?
a. Three b. One c. Four d. Two
7. This are the components of an argumentative essay.
a. Introduction and Body. c. Introduction, Body and Conclusion
b. Refutation and Conclusion d. All of the above
8. It is the body paragraph where facts of the given thesis statements of the essay are written?
a. Introduction b. Refutation c. Body d. Conclusion
9.What is a Conclusion?
a. This is rephrasing the thesis statement only.
b. This is rephrasing the introduction.
c. It is rephrasing the thesis statement, major points and call attention.
d. None of the above
15. It is also called the gateway of an essay?
a. Introduction b. Body c. Refutation d. Conclusion
VI. Reflection
What significant learning have I gained in my study of this module? How can I apply what I
have learned in my day-to-day life?

Answer:
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
PERFORMANCE TASK
Directions: Write an argumentative essay on the following topics. Choose only one. Remember to
support your arguments with facts and observe unity and coherence in your writing.
a. Can video/online games be educational?
b. Is physical distancing an effective measure to avoid COVID-19?/ Physical distancing is an
effective measure to avoid COVID-19.
c. Does my role create impact to environmental protection?

Content - 50
Organization - 30
Mechanics - 20
TOTAL - 100
6
 English 10 Q3- Module 2A
Learning Competency: Using Informative Writing Techniques

Learning Objectives:
While going through this module, you are expected to have:
1. identified the structure and features of informative writing; and
2. written an informative text.

Lesson 1: Using Informative Writing Techniques

I. Initial Activity: Pre-test

ACTIVITY 1: Directions: Circle the correct letter for the answer to each of the questions.
1. It is the most complex skill in communication.
A. Listening B. Reading C. Speaking D. Writing
2. This writing technique gives information and straightforward facts regarding a topic.
A. Analytical B. Informative C. Opinion D. Persuasive
3. Informative writing is sometimes called _____________ writing.
A. argumentative B. explanatory C. narrative D. persuasive
4. It is the purpose of an informative text.
A. to educate B. to entertain C. to narrate D. to persuade
5. In choosing a topic, it must be ______________.
A. broad B. extensive C. narrow D. specific
6. In informative writing, the following are considered evidence except for -
A. data B. facts C. opinion D. statistics
7. It is considered as the road map in an informative text.
A. Body B. Conclusion C. Introduction D. Thesis Statement
8. The road map is usually found in the ______________ part in any type of writing.
A. body B. conclusion C. introduction D. topic sentence
9. This is where facts, statistics, statements, and other supporting details are included.
A. body B. conclusion C. introduction D. thesis statement
10.This part summarizes and reiterates the thesis statement of an informative text.
A. body B. conclusion C. introduction D. thesis statement

II. What’s In
Writing is the most complex of the four macro skills in communication. It takes years and a
lot of practice to master this skill. However, since writing is part of life, you need to hone your
writing skills to prepare you for academic and professional demands.
In the previous modules, argumentative writing was already discussed. Where the
writer needs to take a stand on a certain issue, the writer’s stand must be supported
with evidence. The same is true with informative writing, which we encounter daily from reading
instructions, writing a grocery list, and reading books and announcements among other things.

Informative writing explains a specific topic. The information included in informative

texts is grounded on facts. Informative or informational texts may follow a number of structures
like description, sequence, cause and effect, problem-solution, and comparison and contrast.

An informative text educates readers about a topic or subject. It is meant to inform others
using credible sources as evidence – facts, statistics, and other research data. Informative texts
usually answer the five Ws: who, where, when, what, and why. Sometimes, they also describe
“how” to do or accomplish something. When choosing a topic for informative writing, focus on a
specific topic. Consider the topic that is not too broad or too narrow.

Just like any type of writing, informative texts follow a structure – the introduction, body,
and conclusion.

 The Introduction
Grabbing the attention of readers is part of the beginning - formally known as introduction. It
is where the thesis statement is found. The thesis statement is considered the most essential
part of informative writing. According to Kristina Barroso in her article “Informative Writing
Techniques”, the thesis statement is known as the road map of an informative text because the
whole essay is built around it. The thesis sentence is a sentence that summarizes the entire essay.
7
  The Body
The body or the middle part is where the thesis statement is fully explained. Evidence such
as facts, statistics, statements from experts, and other supporting details are found in this section.
This section requires citing sources of information. The evidence presented will be the basis if the
information is reliable, accurate, and unbiased.

 The Conclusion
The conclusion reiterates the thesis statement and summarizes the main points of the
informative text. No new evidence must be presented at this point because all ideas must have
already been discussed in the body.

Aside from the structure, other features and techniques of informative writing need to be
considered.
1. Tone or attitude of the author toward the topic. The attitude of the author toward the topic
should always be formal, objective, and neutral. As mentioned above, informative writing is fact-
based - biased information is unacceptable. The writer’s opinion and beliefs do not have a place in
informative writing.
2. Clarity. Be specific always. Provide clear answers to the five W’s and one H of the topic you are
writing about. Employ language that is clear, formal, and unbiased.
3. Transitional words. Do not forget to use transitional words for organized and smooth flow of
ideas.

Informative essays vary in length, but all good informative pieces are a product of an
application of several writing techniques. Below are some of the best tips/techniques to help you
write an excellent informative text.
1. Open with an attention grabber and conclude with a summary of the main points of the essay.
2. Use appropriate transitional words to ensure the logical flow of ideas.
3. Observe formal tone.
4. Utilize proper language and applicable vocabulary to the topic. Similarly, avoid biased language.
5. Make use of formatting, nonlinear texts such as flowcharts, graphs, graphic organizers, and
digital texts with hyperlinks when needed

Check out this example of an informative essay, and try to analyze if the aforementioned
techniques were used in this writing.

How to Email your Teachers

The new normal has limited face-to-face interactions, which is why people shifted to sending
emails and chats to transact business. This also has become the set-up even in the educational
setting; teachers, learners, and parents communicate with one another through chat or email.
However, while this medium is more efficient, this could disrupt the communication process
especially if the message is not clearly and coherently. The learner may not be aware that emails
and chats are also formal correspondence and ends up sending friendly and informal messages to
his teachers. The result? Seen-zoned messages, without reply. To avoid miscommunication, follow
these email tips, rules, and examples outlined by educator Katie Azevedo.
First, enter a subject line (for email). This tells the receiver if the message is important, urgent,
work-related and whatnot. Secondly, use a proper greeting or salutation just like you do in business
letters. Next, introduce yourself by stating your name and your class or section. This is necessary
since teachers have hundreds of students to attend to.
After these preliminaries state your concern, preferably by starting with an overview sentence.
Keep it short and simple, and remind yourself to use appropriate language; jokes, sarcasm, and
emojis are not necessary. Lastly, thank your teacher and close out the email or chat. Remember
not to demand an immediate reply. These tips and rules send a message that you only mean
business; hence you are likely to get the answers you are seeking. This is not just a school-skill; this
will be applicable even when you will be applying for a job or when you are emailing or sending
chats to your boss.

Does it comply to the prescribed structure and conventions in informative writing? Does it comply
to the guidelines and techniques?
• It started with a relatable scenario and ended with a repeat of the thesis statement.
• It utilized transitional words such as ‘however, first, second, next, after, lastly.’

8
• The tone is generally formal, but it becomes conversational in parts where the essay shifts to
a second person point of view.
• The language used is simple and appropriate for the target audience – students.
• There aren’t any graphics or visuals, but they are not really necessary considering the length
of the essay and the topic. However, in online platforms, this essay could be presented in a
bullet list with and with other nonlinear texts.

III. What’s New

ACTIVITY 2: GUIDE ME
Directions: Write a “How to Guide” on any of the possible subjects listed below. A “How to Guide”
is a step-by-step process that an individual will follow to complete a task. Use the rubric to guide
you in producing an excellent output.
How to cook…
How to bake…
How to assemble…
How to cope…

IV. What I Have Learned

ACTIVITY 3: NAME ME
Directions: Identify what is being asked in the following statements. Choose the correct answer in
the scroll. Write your answer on a separate sheet.

____________________1. It is the purpose of informative writing.

____________________2. In informative writing, a topic must be ________________, for better
understanding of readers.
____________________3. This is a crucial component of informative writing.
____________________4. This part discusses and shows evidence to support the statement included
in informative writing.
____________________5. They are used to guarantee a smooth flow of ideas in informative writing.

V. Assessment
ACTIVITY 5: A. Multiple Choice
Directions: Answer each question by writing the letter of the best answer on your answer sheet.
1. It is the most complex skill in communication.
A. Listening B. Reading C. Speaking D. Writing
2. This writing technique gives information and straightforward facts regarding a topic.
A. Analytical B. Informative C. Opinion D. Persuasive

9
3. This is where facts, statistics, statements, and other supporting details are included.
A. body B. conclusion C. Introduction D. thesis statement
4. It is the purpose of an informative text.
A. to entertain B. to educate C. to narrative D. to persuade
5. In choosing a topic, it must be ______________.
A. broad B. extensive C. narrow D. specific
6. It is considered as the road map in an informative text.
A. Body B. Conclusion C. Introduction D. Thesis Statement
7. In informative writing, the following are considered evidence except for:
A. data B. facts C. opinion D. statistics
8. The road map is usually found in the ______________ part in any type of writing.
A. body B. conclusion C. Introduction D. topic sentence
9. Informative writing is sometimes called _____________ writing.
A. argumentative B. explanatory C. narrative D. persuasive
10. This part summarizes and reiterates the thesis statement of an informative text.
A. body B. conclusion C. Introduction D. thesis statement
B. True or False
On your answer sheet, write T if the statement is true and F if otherwise.
11. Adverb phrases are used in informative writing for smooth flow of information.
12. Unbiased information is needed in informative writing.
13. The conclusion is the most significant component of an informative text.
14. In explaining a topic, reliable and credible sources are needed.
15. Accurate and essential data are included in an informative text.
VI. Reflection
What significant learning have I gained in my study of this module? How can I apply what I
have learned in my day-to-day life?
Answer:
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
PERFORMANCE TASK
Directions: Compose a three-paragraph informative essay about any of the topics listed below. Use
the rubric to guide you in writing and evaluating your essay.
A. Philippines’ Covid -19 Response
B. Filipino Traditions
C. Topic of your choice

10
 English 10 Q3- Module 3
Learning Competency: Compose an Independent Critique
Learning Objectives:
While going through this module, you are expected to:
1. identify the common elements of a narrative;
2. evaluate sample critiques about works of fiction; and
3. write an in-depth evaluation of a story in the form of a critique.

Lesson 1: Compose an Independent Critique

I. Initial Activity: Pre-test

ACTIVITY 1: Circle the correct letter for the answer to each of the questions.
1. Which of these terms is often used interchangeably with the word “critique”?
A. Summary B. Synopsis C. Review D. Report
2. Which statement is not true about a critique?
A. It is a purely opinionated piece of writing about a story, novel, film, etc.
B. It is usually done by experts or people with considerable knowledge about the work.
C. It does not place emphasis on giving recommendations to possible readers or viewers.
D. It is an in-depth evaluation or assessment of a piece of work such as a short story or film.
3. Which of these story elements is not tackled in a critique?
A. Characterization B. Conflict C. Plot D. None of the above
4. Which of these is not an appropriate subject for critical analysis?
A. Films B. Novels C. Speeches D. Short Stories
5. What information or details is usually included in a critique’s introduction?
A. structure of the plot C. significance of the dialogues
B. authenticity of the conflict D. background or summary of the text
6. Which of these questions should be asked when analyzing the characters in a narrative?
A. How are the characters developed and what makes them interesting and relatable?
B. Are there equal number of male and female characters?
C. Who among the characters is likeable and who is not?
D. Why is the protagonist not a superhero material?
For numbers 7-10, write TRUE if the statement is correct, and FALSE if not.
________ 7. Critiques may follow different formats but they generally have the same content or foci.
________ 8. A critique is intended primarily to point out the faults or flaws in work.
________ 9. It is alright to not give a summary of the story critiqued because the readers are most
likely familiar with it already.
________ 10. A critic is encouraged to write “I think…” or “In my opinion…” in his/her critical essay.

II. What’s In
ACTIVITY 2: REMEMBER ME?
Read the following sentences taken from Anton Chekhov’s “A Day in the Country,” and
identify what narrative elements are described. Write your answers on a separate sheet of paper.
CHARACTERIZATION THEME PLOT SETTING CONFLICT DIALOGUE
1. Every act of kindness is an expression of love.
2. A dark leaden-colored mass is creeping over the sky towards the sun. In a minute there will be a
spurt of May rain and a real storm will begin.
3. Terenty is a tall old man with a thin, pock-marked face, very long legs, and bare feet, dressed in
a woman’s tattered jacket, looking with drowsy eyes.
4. Terenty and Fyokla’s feet are covered with lumps of heavy, wet clay. It is slippery and difficult to
walk, but Terenty strides on more and more rapidly. The weak little beggar-girl is breathless and
ready to stop.
5. “It’s terrible how it is thundering,” the boy says again, rubbing his hand.

III. What Is It
A critique is an in-depth evaluation of a story, novel, film, or other reading/viewing materials
for the purpose of giving the public an insight into the text. Although a critique shares the same
root with the word “criticize,” it does not mean that the write-up merely points out the faults or
flaws in a story or film. Instead, a critique seeks to shed light on the content of a “text” (the story,
novel, song, movie etc.) in order to help future readers or viewers understand better the material
that they are reading or viewing.
11
 Critiques contain a careful evaluation mainly on the following elements of a narrative:
characterization, setting, conflict, plot, dialogue, theme, and style. These aspects, as well as the
manner that they were presented in the material, are studied so that the critic can come up with a
valid evaluation on whether or not the material is good, beautiful, or significant especially for the
readers or viewers.
In assessing the said elements, there are certain questions that the critic should ask. David
Farland (2017) and other critics enumerated some questions one might use to judge a story or
other narratives:
 Setting: How well was the setting developed? Does it appeal to more than one of the senses?
Does it inform or connect to other aspects of the story such as character development and
narrative style?
 Characterization: How well-drawn are the characters in the story? Do we know enough about
them (life, attitudes, some type of history, etc.) to make them interesting and relatable?
Are there unnecessary characters?
 Conflict and Plot: Is there a conflict in the story? Is the plot interesting, original and well-
developed? Are there unnecessary and confusing subplots?
 Theme: How well does the story speak to the readers? Does it raise questions about life, or
provide profound insights?
 Style: How distinctive or unique is the writing style? Are there literary devices or techniques
used? Is it purposeful? Does the style remind you of any other authors you have read?

Having the answer to all these questions does not mean that the critique is complete. There are
other minor yet necessary details to include, and everything must be properly organized into a
cohesive essay. Structure is equally important. Now, try organizing the following steps to develop
a coherent and cohesive critique.

ACTIVITY 3: Copy the statements and write them in the correct box.
1. State your overall assessment of the story’s value, worth, and significance (both positive and
negative).
2. Mention the name of the author and the title of the work.
3. Give a systematic and detailed assessment of the different elements of the work, but make sure
that your discussion and judgement will be supported by specific details such as quotes or
examples from the work itself. (This is the main bulk of the critical essay, and it may run for
more than three paragraphs.)
4. Give recommendations for improvement if necessary.
5. Give a brief summary, including a description, background or context of the work.
6. Indicate the elements you want to examine and state the purpose of your critique.

Are you confident with your answers? To check, refer to the following: Introduction (2,5,6),
Body (3), and Conclusion (1,4).
Finally, here are some additional reminders that budding critics need to take note of when
writing a critique:
Avoid introducing your ideas by stating “I think” or “In my opinion” because this weakens
the analysis.
12
 Always introduce the work. Do not assume that the readers know what you are writing
about and that you don’t need to mention some details anymore.
To be able to write a good critique and help readers understand the story, you yourself
should know well what you are writing about.

IV. What’s More

Activity 4: A Critique’s Critique
Directions: Read the text and answer the questions that follow. Write your answers on a separate
sheet of paper.

____1. Under what genre is the critiqued material?

A. Fantasy B. Comedy C. Drama D. Science fiction
____2. What is the overall assessment of the critic about the material?
A. Positive B. Negative C. Ambivalent D. Not stated
____3. Which paragraphs clearly show the critic’s overall judgment?
A. 1 and 2 B. 2 and 3 C. 3 and 4 D. 1 and 5
____4. What story element was assessed in paragraph 2?
A. Plot B. Setting C. Characterization D. Theme
____5. What detail in a critic was sentence #10 an example of?
A. Summary C. Recommendation
B. Evidence D. Evaluation
____6. What is evidently lacking in this critique if it intends to inform readers?
A. Summary C. Recommendation
B. Evidence D. Evaluation
____7. Which of the following is one of the good points in the essay?
A. The critic gave positive evaluation of the material.
B. The critic showed knowledge about the context of the material.
C. Specific examples from the text itself were mentioned in the discussion.
D. All the things that the readers need to know about the text were mentioned.
8-10. Based on what you learned from the lesson, how can this critique be improved?
(Answer in no more than three meaningful sentences.)
_________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________

V. What I Have Learned

Activity 5: Hit or Missed?
Directions: Read the short story and do a simple critique of it by answering the guide questions
13
 in the table.

The Two Brothers

Leo Tolstoy
Two brothers set out on a journey together. At noon they lay out on a forest to rest. When they
woke up they say a stone lying next to them. There was something written on the stone, and they
tried to make out what it was.
“Whoever finds this stone, let him go straight to the forest at sunrise. In the forest, a river will
appear; let him swim across the river to the other side. There he will see a she-bear and her cubs.
Let him take the cubs from her and run up the mountain with them, without looking back. On the
top of the mountain, he will see a house, and in that house he will find happiness.”
When they had read what was written on the stone, the younger brother said: “Let us go
together. We can swim across the river, carry off the bear cubs, take them to the house on the
mountain, and together they find happiness.” “I am not going into the forest after bear cubs,” said
the elder brother, “and I advise you not to go. In the first place, no one can know whether what is
written on this stone is the truth —perhaps it was written in jest.... In the second place, even if what
is written here is the truth — suppose we go into the forest and night comes, and we cannot find
the river. We shall be lost. And if we do find the river, how are we going to swim across it? In the
third place, even if we swim across the river, do you think it is an easy thing to take her cubs away
from a she-bear? She will seize us, and instead of finding happiness, we shall perish and all for
nothing. And, most of all, the stone does not tell us what kind of happiness we should find in that
house. It may be that the happiness awaiting us there is not at all the sort of happiness we
would want.”
The younger brother replied, “In my opinion, you are wrong. What is written on the stone could
not have been put there without reason. And it is all perfectly clear. In the first place, no harm will
come to us if we try. In the second place, if we do not go, someone else will read the inscription on
the stone and find happiness, and we shall have lost it all. In the third place, if you do not make an
effort and try hard, nothing in the world will succeed. In the fourth place, I should not want it
thought that I was afraid of anything.” And so, the younger brother followed all the instructions on
the stone. When he reached the top of the mountain the people came out to take him to the city,
where they made him their king. He ruled for five years, but in the sixth year, another king waged
war against him. The city was conquered, and he was driven out.
Again, the younger brother became a wandered, and he arrived one day at the house of the
elder brother. The brother was living in a village and had grown neither rich nor poor. The two
brothers rejoiced at seeing each other, and at once began telling of all that happened to them.
“You see,” said the elder brother, “I was right. Here I have lived quietly and well, whole you,
though you may have been a king, have seen a great deal of trouble.”
“I do not regret having gone into the forest and up the mountain,” replied the
younger brother. “I may have nothing now, but I shall always have something to
remember, while you have no memories at all.”
Guide Questions Answers Guide Questions Answers
1. Is the main character relatable to you?
(Cite some qualities that make you similar or
different.)
2. Is the setting effective or useful in making
you visualize the scenes? (Cite some lines
that appeal to your senses.)
3. Is the plot interesting? (Cite aspects of the
story that makes it good or dull.)
4. Is the conflict clear and realistic? (Indicate
if it is something that people are likely to
experience in life.)
5. Is the theme relevant to human
experiences? (Besides an explanation,
write the theme you inferred from the
story.)

VI. Final Assessment

Directions: Circle the correct letter for the answer to each of the questions.
1. Which of these terms is often used interchangeably with the word “critique”?
A. Summary B. Synopsis C. Review D. Report

14
2. Which statement is not true about a critique?
A. It is a purely opinionated piece of writing about a story, novel, film, etc.
B. It is usually done by experts or people with considerable knowledge about the work.
C. It does not place emphasis on giving recommendations to possible readers or viewers.
D. It is an in-depth evaluation or assessment of a piece of work such as a short story or film.

3. Which of these story elements is not tackled in a critique?

A. Characterization B. Conflict C. Plot D. None of the above

4. Which of these is not an appropriate subject for critical analysis?

A. Films B. Novels C. Speeches D. Short Stories

5. What information or details is usually included in a critique’s introduction?

A. structure of the plot
B. authenticity of the conflict
C. significance of the dialogues
D. background or summary of the text

6. Which of these questions should be asked when analyzing the characters in a narrative?
A. How are the characters developed and what makes them interesting and relatable?
B. Are there equal number of male and female characters?
C. Who among the characters is likeable and who is not?
D. Why is the protagonist not a superhero material?

7. What detail can a critic use best to support his/her evaluation of a story?
A. Opinions of those who read the story
B. Quotes from the story itself
C. Statements of the author
D. Reviews of other critique

For numbers 8-11, write TRUE if the statement is correct, and FALSE if not.
________ 8. Critiques may follow different formats but they generally have the same content or foci.
________ 9. A critique is intended primarily to point out the faults or
flaws in work.
________ 10. It is alright to not give a summary of the story critiqued because the readers are most
likely familiar with it already.
________ 11. A critic is encouraged to write “I think…” or “In my opinion…” in his/her critical essay.

For numbers 12-15, identify the correct order of these steps in writing a critique by assigning
the numbers 1 to 4.
_____ 12. Give recommendations as needed.
_____ 13. Give a short summary of the story.
_____ 14. Give an overall evaluation of the story.
_____ 15. State your analysis of the setting, characterization, plot, etc.

VII. Reflection
What part of the lesson proves very challenging on my part? What can I do to address this
challenge?
Answer:______________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________

PERFORMANCE TASK
Critic’s Circle
Read the short story “Clothes Make the Man” on the last page of this module, and then do a critical
analysis of it. Follow the format presented in the discussion. Your critique will be rated based on
the given rubric.

15
CLOTHES MAKE THE MAN
Henri Duvernois
“I don’t like it,” Tango complained again. “I won’t feel right, walking up and down in that.”
“Shut up and put it on!” Mireault told him, and so, of course, Tango obeyed. Mireault was half the
size but he was clever. “If they had given Tango a tail, he would have put it between his legs when
Mireault spoke.
“Now, see?” Mireault said. “What did I tell you?” Looks goof, doesn’t it? See, you’ve even got a
whistle.”
“Not bad,” Tango had to admit, surveying himself in the mirror. He pushed out his mighty chest and
threw back his broad shoulders. Even the Eel, the quick silent one who was Mireault’s working
partner and who rarely opened his mouth, was stirred to speech. “Boy, ain’t he handsome!” he said.
No doubt about it. Tango made a noble sight. The policeman’s uniform might have been cut to his
measure by the best tailor in Paris. His eyes looked brighter beneath the visor of the jaunty cap;
they almost looked intelligent.
“Stop gawking at yourself and wipe that dumb grin off your face,” Mireault said impatiently, “and
listen. This is so simple a half-wit could do it, so maybe if you try hard you can, too.”
With regret Tango turned away from the mirror. His broad forehead wrinkled in the painful
expression that meant he was concentrating.
“All you do is walk up and down the street,” Mireault said. “Easy and slow, like a real cop on his
beat. Then if everyone hears us working in the house they won’t get suspicious, seeing you. Keep
walking until we come out, then hang around a few minutes covering us. That’s all there is to it.
We’ll meet back here. Now you understand?”
“Sure,” Tango said, his eyes straying to the mirror.
“Then get going!” Mireault snapped.

16
Tango was a little nervous walking to the street Mireault and the Eel had picked out, but nothing
happened. It was a prosperous section, and in the dim glow of the shaded corner light Tango could
see what handsome houses they were – sober, solid, well cared for. The house where the job was to
be pulled was in the middle of the nlock, behind a garden wall. Mireault and the Eel had cased it
thoroughly; there was a tin-can wall safe upstairs with a very comfortable load inside. Apparently
the old-fashioned family didn’t believe in banks. Maybe they would, Mireault had said, after tonight.
Tango wondered what it would be like to live in so fine a house, but the effort of imagination was
beyond him. He had seldom ever seen a street such as this. He worked int the shabby quarters of
Paris – a little purse-snatching, a little shoplifting; he even panhandled. Yes, he was good at
panhandling. Timid businessmen usually came right across when Tango’s huge shoulders towered
over them; they looked fearfully at the massive hands and dug for whatever change they had. He
sauntered down the pavement, turned at the corner and came back. Halfway, he saw the two
shadowy figures slip over the garden wall and disappear. Mireault and the Eel were at work.
Tanglo fell to thinking how he had looked in the mirror. With the impressive image vivid in his
mind, he straightened his shoulders and threw out his chest again. Standing erect, he tried a
salute. It felt good. He grinned, oddly pleased, and walked on. It was while he was turning at the
other corner that he saw the police lieutenant. Such a sight was usually enough to send him
traveling as rapidly as his feet would move. He stared in horror. He fancied that the lieutenant,
approaching, was gazing at him curiously. Tango ‘s body was rigid; his palms were sweating. With a
tremendous effort he restrained the wild impulse to plunge away. He shuddered.
Then, stiffly, with the lieutenant no more than a few feet from him, he raised his arm and saluted.
The lieutenant casually acknowledged the salute and passed by. Tango stood peering after him.
After a moment, he felt a peculiar gratification. “Say!” he said to himself. “Say, you see that? I
salute, and he salutes right back. Say that – that’s pretty fine!” It was extraordinary the pleasure it
gave him. He almost wanted to run up to the lieutenant and salute again. He threw back his
shoulders straighter than ever and, erect and proud, walked down the pavement. At the corner he
paused and rocked on his heels a moment as all policemen do. “I guess I looked good to him,” he
told himself. “I guess he don’t see many cops looking so good.”
After a few more trips, he found an old lady hesitating on the corner. He saw her make two or three
false starts and each time nervously come back. Tango did not even notice the plum-looking purse
in her hand. He poised in front of her, saluted, and offered his arm. She looked at him with a sweet
smile. “Oh, thank you, officer!” she said. There was no traffic visible but Tango held up his other
arm majestically, as if halting the horde of roaring trucks. With infinite dignity they crossed to the
other side. It was a pretty picture indeed.
“Thank you so much, officer!” she said.
“Please, madam,” Tango said, “don’t mention it.” He paused. “That’s what we’re here for, you know,”
he added. And, gallantly, he saluted again. He stood proudly watching her retreating figure. Before
she had quite disappeared, she glanced back to regard him with another smile.
Tango continued going down the block, saluting at intervals. An indefinable emotion was stirring in
him. However, moments later, a rowdy drunk approached and shouted insults against Tango being
a cop. “I spit on you,” the drunk declared scornfully. “Bah! There!” And he suited the action to the
words. Furious, Tango seized him, shook him ferociously and dragged him off down the street. At
that same moment, two figures came skimming over the garden wall and landed on the pavement
near him, but he was in no mood to stop.
“You, fool, what are you doing?” Mireault said in a furious whisper. “You want to ruin the whole
job? Let go of him, Blockhead!” And he struck Tango across the cheek. Indescribable emotions
swirled in Tango’s head. He remembered the lieutenant answering his salute; he remembered the
old lady’s look of gratitude and admiration; he remembered the splendid figure of himself in the
mirror. And he remembered what the drunk had said.
He arose to the full pitch of a mighty furor. While Mireault and the Eel stared at him in sheer
paralyzed horror, he stuffed the shiny whistle in his mouth and blew a salvo of blasts loud enough
to bring all the police in Paris.
“Crooks, robbers!” he bellowed. “I arrest you. I arrest you in the name of the law!”

17
 English 10 Q3- Module 4
Learning Competency: Critiquing a Literary Selection:
Formalist Approach
Learning Objectives:
After going through this module, you are expected to:
1. explain the principles of formalist criticism;
2. critique a selection using the formalist approach; and
3. show appreciation of the value of critiquing a literary piece.

Lesson 1: Critiquing a Literary Selection: Using Formalist Approach

I. Initial Activity: Pre-test

ACTIVITY 1: Write the letter that corresponds to your answer. Use a separate sheet of paper for
your answers.
1. Which of the following refers to the evaluation, analysis, description, or interpretation of literary
works?
A. Literary criticism B. Literary approach C. Literary device
2. What element in a literary work is described as the series of related events?
A. Theme B. Setting C. Plot
3. What do you call the opposition of forces which is essential to the plot?
A. Climax B. Conflict C. Exposition
4. What is the most exciting part of a story?
A. Exposition B. Climax C. Rising Action
5. Which of the following is the central or main character in a story?
A. Antagonist B. Protagonist C. Confidant
6. Which among the elements of a short story refers to the perspective of the character or narrator
telling the story?
A. Symbolism B. Point of view C. Theme
7. What literary criticism approach analyzes the structure or form of each individual part of a story
and it focuses only on the text itself?
A. Moralist Approach B. Formalist Approach C. Marxist Approach
8. How to analyze a text using formalist approach?
A. Examine a text including the biographical information about the author and the effect on the
reader.
B. Scrutinize the point of view, structure, social and political ideas.
C. Analyze how the elements work together to give meaning to the text.
9. Which of the following is TRUE about formalism?
A. It is concerned with the historical events outside of the story, cultural, and religious beliefs.
B. It uses quick reading to get the main idea of the text and compare it with other related works.
C. It analyzes the work as a whole, the form of each individual part of the text from the individual
scenes and chapters, elements, and literary devices.
10.Which of these features of a text would a formalist critic be most interested in?
A. Structure B. Author C. Reader

II. What’s In
In your previous lessons in literature, you have learned the elements of a short story (setting,
character, plot, theme, and point of view) and the different literary devices such as imagery,
symbolism, and the different figure of speech among others. All of these are very important in
understanding, critiquing, or analyzing various literary texts. They also help you develop a deeper
appreciation of literature in general.
Welcome Future Literary Critics!
There are various approaches or styles in analyzing a literary piece. In this module you’re going
to learn one of them which is the FORMALIST APPROACH.
This approach analyzes the structure or form of each individual element of a story. It provides
readers with a way to understand and enjoy a work for its own inherent value as a literary art. It
uses close reading of the text to analyze the deeper meaning of the words individually and
collectively. It also focuses only on the text itself.

18
III. What’s New
In using the formalist approach, what literary elements and devices are you going to analyze?
Figure them out!
ACTIVITY 2: I Finally Found You!
Directions: Search for the 10 literary devices and elements analyzed in a short story based on the
formalist approach. Write them on your answer sheet. Clue: The words were formed horizontally,
vertically, and diagonally.

IV. What Is It
Vocabulary Development
• Etymology: The word ‘formalism’ derived from the word ‘form’ or structure. The ‘ism’ is a
belief or an approach of looking at things.
• Literary Criticism is the evaluation, analysis, description, or interpretation of literary works.
• Critique (verb) means to critically evaluate, analyze or give careful judgment in which you
give your opinion about a literary work.
• Critique (noun) is a detailed evaluation or analysis of a literary piece.
• Critic is a person who judges, evaluates, or analyzes a literary piece.
Learn more about Formalism or Formalist Approach through the following diagram

19
V. What I Have Learned
ACTIVITY 3: I’m the One!
Directions: Draw a happy face ( ) if the statement describes a formalist critic. Otherwise, draw a
sad face ( ).
A formalist critic…
____1. must be a close or careful reader who examines all the elements of a text
individually to discover how they form an organic unity.
____2. questions how they come together to create a work of art.
____3. looks beyond the work by reading the author’s life, or literary style.
____4. examines the work’s historical background and condition of the society.
____5. allows the text to reveal itself.
____6. analyzes how the elements work together to form the unity of structure and to give meaning
to the text.
____7. achieves understanding of the text by looking inside it, not outside nor beyond.
____8. studies how the text’s influences or figures out similarity with other works.
____9. takes the elements distinct and separate from each other.
____10. scrutinizes the point of view, structure, symbols, tone, theme and other elements or literary
devices.

VI. What Can I Do

Read the Checklist for Formalist Criticism and use it as a guide in critiquing a selection.
A formalist critic analyzes:
 how the work is structured or organized (formed)
 how it begins
 how it is advancing or transiting to the next line
 how it ends
 how the plot is built
 how each part of the work relates to the work as a whole
 how the narrator or speaker narrates the story
 what is the point of view of the narrator
 who are the major and minor characters
 how the characters are related to one another
 what are the actions of the characters
 what are the literary devices used
 how the literary devices function to create meaning

ACTIVITY 4: Read and Critique!

Trivia:
Did you know that Benguet is a native term which refers to a lake where water does
not drain?
The name “Benguet” was once limited to the area of what is now the La Trinidad Valley,
which was well-cultivated with rice, sweet potatoes, gabi, and sugar cane by its original
settlers. The natives there were generally Ibaloys.
Source: http://latrinidad.gov.ph/wp-content/uploads/2015/08/Brief-History.pdf

20
 Directions: Read the story from Benguet and discover the origin of rice and small streams.

The Origin of Rice and Streams

(Ibaloy Tale)

Once upon a time, there were two blind women. They were kindhearted, but they were very
poor. In order to eat, they had to beg from their neighbors and sometimes they were driven away or
given nothing. Nevertheless, they did not complain but went on living each day as best as they
could.
Once when they had no food for some time, they decided to walk to the next village to try their
luck there. They walked slowly, feeling footholds among the hilly paths. When they had walked some
distance, they bumped into a large rock. The impact sent their bodies reeling. Dazed, they held on
to each other and tried to get back on their feet. But they had gone too long without food, and now
they could not even stand.
The rock opened magically, and out of its granite depths a young woman emerged. She took the two
blind women by the hand and let them inside. An old woman seated them at a stone table and gave
them food to eat. “Now tell what you need,” said the old woman to them when they had finished
their meal.
One of the blind women said, “I am always hungry. I need food, but I am too blind and I cannot
work for a living in the fields.”
The other replied, “I am always thirsty. I always need something to drink, but I, too, am blind
and I cannot find my way even to the smallest spring.”
The old woman gave the first woman a sack of rice that would never be empty. To the other
she gave a bottle of water that would never be drained dry. They both thanked the old woman
profusely and they felt their way back home. They lived together happily, never wanting any more
than what they already had.
After some time, though, they told each other that it was not right to keep to themselves the good
fortune that they had been given. So, the one who owned the magic sack of rice took a handful of
grain and sowed it; when the grain was harvested she gave it to the people in the village. The one
who owned the magic bottle poured some of the water out onto the land where it changed into many
small brooks and streams. On their banks flowers soon grew, and to the streams people came to
fetch water for their various needs.
Source: The Origin of Tapuy and Other Cordillera Tales, Rosella Camte-Banhi,et.al pp.42-43

A. Directions: Write 5 words/phrases that appeal to your senses (sight, smell, hearing, taste, touch).
1. _____________________________________
2. _____________________________________
3. _____________________________________
4. _____________________________________
5. _____________________________________
B. Directions: Use the table below to analyze the selection “The Origin of Rice and Streams.” Use
the guide questions provided in answering.

Elements Descriptions Elements Descriptions

1. Characters: Who are the characters in the story? How
are they related to one another? What are their actions?
2. Setting: Where did the story happen? Describe the
environment/ atmosphere.
3. Conflict: What is the main problem in the story?
4. Plot: How did the story begin? What happened in the
story? How did it end?
5. Tone: What was the author’s attitude towards the
subject? What kind of emotion or feeling did you get
after reading?
6. Point of view: Who is telling or narrating the story? Is
one character acting as a narrator (First Person), or
someone telling what is going on (Third Person)?
7. Theme: What lesson does the author want me to
learn from the story? What lesson does the author want
me to learn about life?

21
VII. Assessment
ACTIVITY 5: Read and answer the questions below. Write the letter that
corresponds to your
answer. Use a separate sheet of paper for your answers.

VIII. Reflection
Share what you have learned from the lesson. Complete the following phrases.
My journey through this lesson enabled me to learn
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

It made me realized that

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

PERFORMANCE TASK

Directions: Read and analyze the poem given below and then write a critique. Use a
separate sheet of paper. Please be guided by the criteria for the activity.

Sonnet 18: Shall I compare thee to a summer’s day?

BY WILLIAM SHAKESPEARE

Shall I compare thee to a summer’s day?

Thou art more lovely and more temperate:

Rough winds do shake the darling buds of May,

And summer’s lease hath all too short a date;

Sometime too hot the eye of heaven shines,

And often is his gold complexion dimm'd;

And every fair from fair sometime declines,

By chance or nature’s changing course untrimm'd;

But thy eternal summer shall not fade,

Nor lose possession of that fair thou ow’st;

Nor shall death brag thou wander’st in his shade,

When in eternal lines to time thou grow’st:

So long as men can breathe or eyes can see,

So long lives this, and this gives life to thee.

22
 Introduction

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Body
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Conclusion
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
___________________________________________________________

23
 SAN ROQUE NATIONAL HIGH SCHOOL
Bamban, Tarlac
WEEKLY HOME LEARNING PLAN-ENGLISH 10
Date: February 21- 25, 2022
S.Y.2021-2022

DAY AND LEARNING LEARNING

LEARNING TASKS MODE OF DELIVERY
TIME AREAS COMPETENCIES
6:00-6:30 Waking up, and doing short morning exercises.
6:30-7:00 Time to prepare, cook and eat for breakfast.
7:00-7:30 Time to take a bath and prepare for homeschooling.
Monday
7: 30- Retrieval and Distribution of Printed Modules by learner’s guardian at the school campus.
12:00
Tuesday
to Friday Accomplish the daily routines.
6:00-7:30
3rd Quarter LESSON 1:
WEEK 1 ENGLISH MELC-1: Terms in Argumentative Writing Printed Modular:
7:30- STE Day 1 Send answered
12:00 St. Agatha Learning I. Initial Activity: Pre-test activities/outputs
St Anne Competency: II. What’s In together with the copy
St. Compose an What is meant by argumentative of the module on your
Bernadette Argumentative essay. essay? respective barangay
St. Cecilia What is it important to learn hall (to be returned to
St. Learning Objectives: argumentative essay? school).
Dominic
St. Francis After going through Day 2 Digital Modular :
St. James this module, you are III. What’s New Send outputs/
St. Joseph expected to: ACTIVITY 2: accomplished answer
SLR 1. get familiar with The Good and The Bad! sheets to a messenger
St. Martin terms used in account or any OER
St. argumentation/debate; Day 3 platforms provided by
Nicholas 2. identify the parts IV. What’s It the teacher
St. and features of Elements of Argumentative
Philomena argumentative essay. Essay Online Class: Send
St. answered
Sebastian Day 4 activities/outputs
St. V. What’s More (picture or softcopy)
Therese Activity 3 on Messenger (Group
St. Chat) any OER
Vincent Day 5 platforms provided by
VI. What Have I Learned the teacher
Activity 4: Who is Claim?

Prepared and Submitted by:

ANGELITA A. MEDINA MARIA SOLEDAD P. MACALE, EdD

Master Teacher I, English Teacher III, English

VICTOR JOHN C. ANUNCIACION ARCEE JOY Q. RADOVAN

Teacher III, English Teacher 1, English

Noted: Approved:

LEONIDA M. DESIERTO, EdD AMALIA D. LISING, EdD

Head Teacher VI, English Principal III

24
 SAN ROQUE NATIONAL HIGH SCHOOL
Bamban, Tarlac

WEEKLY HOME LEARNING PLAN-ENGLISH 10

Date: February 28 – March 4, 2022

S.Y.2021-2022

DAY AND LEARNING LEARNING

LEARNING TASKS MODE OF DELIVERY
TIME AREAS COMPETENCIES
6:00-6:30 Waking up, and doing short morning exercises.
6:30-7:00 Time to prepare, cook and eat for breakfast.
7:00-7:30 Time to take a bath and prepare for homeschooling.
Monday
7: 30- Retrieval and Distribution of Printed Modules by learner’s guardian at the school campus.
12:00
Tuesday
to Friday Accomplish the daily routines.
6:00-7:30
3rd Quarter LESSON 2:
WEEK 2 ENGLISH MELC-1: Components of Argumentative Printed Modular:
7:30- STE Writing Send answered
12:00 St. Agatha Learning Day 1 activities/outputs
St Anne Competency: I. What’s In together with the copy
St. Compose an Components of Argumentative of the module on your
Bernadette Argumentative essay. Writing respective barangay
St. Cecilia hall (to be returned to
St. Learning Objectives: Day 2 school).
Dominic II. What’s New
St. Francis After going through ACTIVITY 5: Digital Modular :
St. James this module, you are To Claim or Not To Claim Send outputs/
St. Joseph expected to: accomplished answer
SLR 1. get familiar with Day 3 sheets to a messenger
St. Martin terms used in III. What Have I Learned account or any OER
St. argumentation/debate; Activity 6: platforms provided by
Nicholas 2. identify the parts Argue with Me the teacher
St. and features of
Philomena argumentative essay. Day 4 Online Class: Send
St. IV. Assessment & VI. Reflection answered
Sebastian activities/outputs
St. Day 5 (picture or softcopy)
Therese Performance Task. on Messenger (Group
St. Write an argumentative essay on the Chat) any OER
Vincent following topics. Choose only one. platforms provided by
Remember to support your arguments the teacher
with facts and observe unity and
coherence in your writing.
Prepared and Submitted by:

ANGELITA A. MEDINA MARIA SOLEDAD P. MACALE, EdD

Master Teacher I, English Teacher III, English

VICTOR JOHN C. ANUNCIACION ARCEE JOY Q. RADOVAN

Teacher III, English Teacher 1, English

Noted: Approved:

LEONIDA M. DESIERTO, EdD AMALIA D. LISING, EdD

Head Teacher VI, English Principal III

25
 SAN ROQUE NATIONAL HIGH SCHOOL
Bamban, Tarlac

WEEKLY HOME LEARNING PLAN-ENGLISH 10

Date: March 7 – 18, 2022

S.Y.2021-2022

DAY AND LEARNING LEARNING

LEARNING TASKS MODE OF DELIVERY
TIME AREAS COMPETENCIES
6:00-6:30 Waking up, and doing short morning exercises.
6:30-7:00 Time to prepare, cook and eat for breakfast.
7:00-7:30 Time to take a bath and prepare for homeschooling.
Monday
7: 30- Retrieval and Distribution of Printed Modules by learner’s guardian at the school campus.
12:00
Tuesday
to Friday Accomplish the daily routines.
6:00-7:30
3rd Quarter Days 1 and 2
WEEKS 3 ENGLISH MELC-2: I. Initial Activity: Pre-test Printed Modular:
and 4 STE II. What’s In Send answered
St. Agatha Learning What is Informative Writing? activities/outputs
7:30- St Anne Competency: together with the copy
12:00 St. Using Informative Days 3 and 4 of the module on your
Bernadette Writing Techniques III. What’s New respective barangay
St. Cecilia ACTIVITY 2: hall (to be returned to
St. Learning Objectives: Guide Me! school).
Dominic VI. What Have I Learned
St. Francis While going through ACTIVITY 2: Digital Modular :
St. James this module, you are Name Me! Send outputs/
St. Joseph expected to have: accomplished answer
SLR 1. identified the Days 5 and 6 sheets to a messenger
St. Martin structure and features V. Assessment account or any OER
St. of informative writing; platforms provided by
Nicholas and Days 7 and 8 the teacher
St. 2. written an VI. Reflection
Philomena informative text. Online Class: Send
St. Day 9 and 10 answered
Sebastian Performance Task activities/outputs
St. Compose a three-paragraph (picture or softcopy)
Therese informative essay about any of the on Messenger (Group
St. topics listed below. Use the rubric Chat) any OER
Vincent to guide you in writing and platforms provided by
evaluating your essay. the teacher
A. Philippines’ Covid -19 Response
B. Filipino Traditions
C. Topic of your choice
Prepared and Submitted by:

ANGELITA A. MEDINA MARIA SOLEDAD P. MACALE, EdD

Master Teacher I, English Teacher III, English

VICTOR JOHN C. ANUNCIACION ARCEE JOY Q. RADOVAN

Teacher III, English Teacher 1, English
Noted: Approved:

LEONIDA M. DESIERTO, EdD AMALIA D. LISING, EdD

Head Teacher VI, English Principal III
26
 SAN ROQUE NATIONAL HIGH SCHOOL
Bamban, Tarlac

WEEKLY HOME LEARNING PLAN-ENGLISH 10

Date: March 21 – April 1, 2022

S.Y.2021-2022

DAY AND LEARNING LEARNING

LEARNING TASKS MODE OF DELIVERY
TIME AREAS COMPETENCIES
6:00-6:30 Waking up, and doing short morning exercises.
6:30-7:00 Time to prepare, cook and eat for breakfast.
7:00-7:30 Time to take a bath and prepare for homeschooling.
Monday
7: 30- Retrieval and Distribution of Printed Modules by learner’s guardian at the school campus.
12:00
Tuesday
to Friday Accomplish the daily routines.
6:00-7:30
3rd Quarter Days 1 and 2
WEEKS 5 ENGLISH MELC-3: I. Initial Activity: Pre-test Printed Modular:
and 6 STE II. What’s In Send answered
St. Agatha Learning Activity 2. Remember Me activities/outputs
7:30- St Anne Competency: together with the copy
12:00 St. Compose and Days 3 and 4 of the module on your
Bernadette Independent critique III. What is It? respective barangay
St. Cecilia ACTIVITY 3: hall (to be returned to
St. Learning Objectives: IV. What’s More school).
Dominic ACTIVITY 4:
St. Francis While going through Digital Modular :
St. James this module, you are Days 5 and 6 Send outputs/
St. Joseph expected to: V. What Have I Learned accomplished answer
SLR 1. identify the common ACTIVITY 5: Hit or Missed sheets to a messenger
St. Martin elements of a account or any OER
St. narrative; Days 7 and 8 platforms provided by
Nicholas 2. evaluate sample VI. Final Assessment the teacher
St. critiques about works VII. Reflection
Philomena of fiction; and Online Class: Send
St. 3. write an in-depth Day 9 and 10 answered
Sebastian evaluation of a story in Performance Task activities/outputs
St. the form of a critique. Critic’s Circle (picture or softcopy)
Therese Read the short story “Clothes Make on Messenger (Group
St. the Man” on the last page of this Chat) any OER
Vincent module, and then do a critical platforms provided by
analysis of it. Follow the format the teacher
presented in the discussion. Your
critique will be rated based on
the given rubric.
Prepared and Submitted by:

ANGELITA A. MEDINA MARIA SOLEDAD P. MACALE, EdD

Master Teacher I, English Teacher III, English

VICTOR JOHN C. ANUNCIACION ARCEE JOY Q. RADOVAN

Teacher III, English Teacher 1, English
Noted: Approved:

LEONIDA M. DESIERTO, EdD AMALIA D. LISING, EdD

Head Teacher VI, English Principal III

27
 SAN ROQUE NATIONAL HIGH SCHOOL
Bamban, Tarlac

WEEKLY HOME LEARNING PLAN-ENGLISH 10

Date: April 4 – 22, 2022

S.Y.2021-2022

DAY AND LEARNING LEARNING

LEARNING TASKS MODE OF DELIVERY
TIME AREAS COMPETENCIES
6:00-6:30 Waking up, and doing short morning exercises.
6:30-7:00 Time to prepare, cook and eat for breakfast.
7:00-7:30 Time to take a bath and prepare for homeschooling.
Monday
7: 30- Retrieval and Distribution of Printed Modules by learner’s guardian at the school campus.
12:00
Tuesday
to Friday Accomplish the daily routines.
6:00-7:30
3rd Quarter Days 1 and 2
WEEKS 7 ENGLISH MELC-4: I. Initial Activity: Pre-test Printed Modular:
and 8 STE II. What’s In Send answered
St. Agatha Learning What is Formalist Approach? activities/outputs
7:30- St Anne Competency: together with the copy
12:00 St. Critiquing a Literary Days 3 and 4 of the module on your
Bernadette Selection: III. What’s New? respective barangay
St. Cecilia Formalist Approach ACTIVITY 2: I Finally Found Out hall (to be returned to
St. IV. What is It? school).
Dominic Learning Objectives: Vocabulary Department
St. Francis Digital Modular :
St. James After going through Days 5 and 6 Send outputs/
St. Joseph this module, you are V. What Have I Learned accomplished answer
SLR expected to: ACTIVITY 3: I’m the One! sheets to a messenger
St. Martin 1. explain the VI. What Can I do? account or any OER
St. principles of formalist ACTIVITY 4: Read and Critique platforms provided by
Nicholas criticism; the teacher
St. 2. critique a selection Days 7 and 8
Philomena using the formalist VII. Final Assessment Online Class: Send
St. approach; and Activity 5 answered
Sebastian 3. show appreciation of VIII. Reflection activities/outputs
St. the value of critiquing (picture or softcopy)
Therese a literary piece. Day 9 and 10 on Messenger (Group
St. Performance Task Chat) any OER
Vincent Read and analyze the poem given platforms provided by
below and then write a critique. the teacher
Use a separate sheet of paper.
Please be guided by the criteria for
the activity.
Prepared and Submitted by:

ANGELITA A. MEDINA MARIA SOLEDAD P. MACALE, EdD

Master Teacher I, English Teacher III, English

VICTOR JOHN C. ANUNCIACION ARCEE JOY Q. RADOVAN

Teacher III, English Teacher 1, English
Noted: Approved:

LEONIDA M. DESIERTO, EdD AMALIA D. LISING, EdD

Head Teacher VI, English Principal III

28