SUBJECT English GRADE LEVEL 10 WEEK NUMBER 1-4

NAME: SECTION
TEACHER: DATE SUBMITTED

MODULE 1: ARGUMENTATIVE ESSAY

PRETEST

Direction: Write the correct letter for the answer to each of the questions on your notebook.

1.What is an argument?
a. Is an idea that supports the claim
b. Is an idea that has feelings in it.
c. Is an idea that tells a story.
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.
b. Evidence for a claim
c. A sentence that gets the reader's attention.
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.
b. The conclusion.
c. The return to your claim.
d. All of the above

6.There are three parts to an essay. Which choice contains all of them?
a. Thesis, Lead, Hook
b. Introduction, Body, Conclusion.
c. Claim, Counterclaim, Rebuttal.
d. Only A and B

7.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

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

11.This are the components of an argumentative essay.

a. Introduction and Body.
b. Refutation and Conclusion
c. Introduction, Body and Conclusion
d. All of the above

12.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

13.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

14.What is logic?
a. Reason
b. Feelings
c. Facts
d. Opinions

15. It is also called the gateway of an essay?

a. Introduction
b. Body
c. Refutation
d. Conclusion

LESSON 1 – ARGUMENTATIVE ESSAY

LECTURE # 1
(Copy the lectures on your notebook)

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.
 To do that, we need to do research and find evidence to support our claim. This kind of writing
is what we call “argumentative essay.” An argumentative essay is a written form of argumentation.

An argumentative essay presents evidence 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.
Argumentative essay writing is a common assignment for high school and college students.

Generally, argumentative essay topics are related to science, technology, politics, and health
care.

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 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.
In this module, we will learn about the argumentative essay including its elements and components.

WRITTEN OUTPUT #1 – The Good and The Bad!

Direction: 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.

Identifying the pros and cons of the topic will help you choose your stand and write your arguments.
From this, you can research to support your claim and defend it with facts. This is called
“brainstorming”. With this method, you can bring out all your ideas.

LECTURE # 2
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.
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
After knowing the elements of an argumentative essay, we also need to learn the components of an
argumentative essay.

WRITTEN OUTPUT 2 – PROVE IT!

Direction: Read the example Argumentative Essay provided and provide what is being asked. Place
your answers on the space provided.

As online learning becomes more common and more and more resources are converted to
digital form, some people have suggested that public libraries should be shut down and, in their
place, everyone should be given an iPad with an e-reader subscription.
Proponents of this idea state that it will save local cities and towns money because libraries
are expensive to maintain. They also believe it will encourage more people to read because they won’t
have to travel to a library to get a book; they can simply click on what they want to read and read it
from wherever they are. They could also access more materials because libraries won’t have to buy
physical copies of books; they can simply rent out as many digital copies as they need.
However, it would be a serious mistake to replace libraries with tablets. First, digital books
and resources are associated with less learning and more problems than print resources. A study
done on tablet vs book reading found that people read 20-30% slower on tablets, retain 20% less
information, and understand 10% less of what they read compared to people who read the same
information in print. Additionally, staring too long at a screen has been shown to cause numerous
health problems, including blurred vision, dizziness, dry eyes, headaches, and eye strain, at much
higher instances than reading print does. People who use tablets and mobile devices excessively also
have a higher incidence of more serious health issues such as fibromyalgia, shoulder and back pain,
carpal tunnel syndrome, and muscle strain. I know that whenever I read from my e-reader for too
long, my eyes begin to feel tired and my neck hurts. We should not add to these problems by giving
people, especially young people, more reasons to look at screens.
Second, it is incredibly narrow-minded to assume that the only service libraries offer is book
lending. Libraries have a multitude of benefits, and many are only available if the library has a
physical location. Some of these benefits include acting as a quiet study space, giving people a way
to converse with their neighbors, holding classes on a variety of topics, providing jobs, answering
patron questions, and keeping the community connected. One neighborhood found that, after a local
library instituted community events such as play times for toddlers and parents, job fairs for
teenagers, and meeting spaces for senior citizens, over a third of residents reported feeling more
connected to their community. Similarly, a Pew survey conducted in 2015 found that nearly two-
thirds of American adults feel that closing their local library would have a major impact on their
community. People see libraries as a way to connect with others and get their questions answered,
benefits tablets can’t offer nearly as well or as easily.
While replacing libraries with tablets may seem like a simple solution, it would encourage
people to spend even more time looking at digital screens, despite the myriad issues surrounding
them. It would also end access to many of the benefits of libraries that people have come to rely on.
In many areas, libraries are such an important part of the community network that they could never
be replaced by a simple object.
SOURCE: https://blog.prepscholar.com/argumentative-essay-examples
1. What is your Analysis on the given essay? -
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
____________________________________________________________________________________
2. What this essay does well? Give at least 3 reasons.
3. How can this essay be improved? Provide your best answer.

WRITTEN OUTPUT # 3
Direction: 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: __________________________________________________________________

WRITTEN OUTPUT 4 – WHO IS CLAIM?

Direction: Look for the claim in the paragraph. Encircle the claim, box the points to support the

claim.

Example: The COVID-19 Virus spread all over the world. The new virus affected the economy of every

country.
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.

WRITTEN OUTPUT NUMBER 5 - Match the Evidence

Direction: Match the claim to the evidence in the boxes. Color the claim and its corresponding
evidence 1 color. Each pair should have different colors to differentiate each claim and evidence. An
example was done for you. Please explain why some items are in boldface. Otherwise,

Wild animals should be High-fructose corn syrup

protected
Doctors agree that it is okay to
eat sweets in moderation, as
long as you have balanced and
healthy diet overall.
Video games help kids learn
It is proven that diversity in
wildlife help maintain a consume too much unhealthy involved in school if we get to
healthy ecosystem.
Kids who are 12 and over
should be banned should be allowed to vote for
the president.
The president and the Some studies have shown that
president’s decisions affect certain types of games can help
everyone-including kids. kids learn problem-solving
skills.
We should be allowed to Not all Junk food is bad
choose what we want to learn
in school
Studies show us that if we We will be more interested and
food, it can cause health make our own choices
problems, like obesity and
diabetes.

LESSON 2 – COMPONENTS OF ARGUMENTATIVE ESSAY

LECTURE NUMBER 2
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.

WRITTEN OUTPUT NUMBER 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 evidence 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?

WRITTEN OUTPUT NUMBER 6 - ARGUMENT WRITING: PARTS OF AN ARGUMENTATIVE

When you write an argumentative essay, you are trying to convince your reader that your opinion is
correct. A strong argumentation has six key parts.
Claim A statement of opinion. This is the thesis of your argumentation. A claim
requires arguments.
Argument An idea that supports the claim. An argument needs supporting evidence.
Evidence Proof or facts that support your each of your arguments.
Counter- An argument that your reader would make if they disagreed with your
Argument claim.
Rebuttal Your response to the counterargument.
Conclusion A convincing restatement of the original claim.

Direction: Underline each part of the following argumentation using the colors listed above.
Dear Mom,
I think we should get a pet dog. Dogs make great pets because they are loyal. I have heard of
a dog who did not leave its master even when the master died. According to scientists, dogs have
evolved to be loyal to humans. They also help deter criminals, like thieves. When dogs bark, criminals
become afraid. Dogs growl at people they think are a threat. They also help boost people’s moods
because they are friendly and playful. Doctors have even found that owning a dog can improve a
person’s health. According to them, dogs reduce the risk of cardiovascular disease, and they help
prevent allergies, asthma, and eczema in children! You might think that I am not responsible enough
to have a pet dog. But I have demonstrated responsibility by making my bed every morning and doing
my homework every afternoon. I know that I would be responsible for walking our pet dog and
cleaning up after it. Getting a pet dog would be good for our whole family!
Love, Natalie

WRITTEN OUTPUT NUMBER 7: 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. Whales are mammals. [ Statement, Claim]
3. The Harry Potter Novel is the number 1 best-selling book of all time. [ Statement, Claim]
4. Not all dogs belong to the canine family. [ Statement, Claim ]
5. Wolves are canine. [ Statement, Claim]
6. The universe was created with a Big Bang. [ Statement, Claim]
7. Paper is made from trees. [ Statement, Claim]
8. Water plants can filter pollution. [ Statement, Claim ]
9. China is the best country in the world. [ Statement , Claim ]
10. Some plants can be watered once a week. [ Statement , Claim ]

ACTIVITY 8: WHAT AM I?
Direction: Read the claim, evidence and conclusion. Identify the conclusion if it is a STATEMENT or
a CLAIM.
What I Can Do

1. All doctors are health workers.

1. ____________ All nurses are health workers.
Therefore, all doctors are nurses.

2. Nurses are angels.

2. ____________
Doctors are angels.
Therefore, doctors are nurses.

3. People need water.

3. ____________
Animals need water.
Therefore, people and animals need water.

4. Plants are food.

4. ____________
Spinach is a food
Therefore, all plants are food.

5. Peanut is a nut.
5. ____________
Cashew is a nut.
Therefore, coconut is a nut.
Quiz #1
Assessment
1.What is an argument?
a. Is an idea that supports the claim
b. Is an idea that has feelings in it.
c. Is an idea that tells a story.
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.
b. Evidences for a claim
c. A sentence that gets the reader's attention.
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.
b. The conclusion.
c. The return to your claim.
d. All of the above

6.There are three parts to an essay. Which choice contains all of them?
a. Thesis, Lead, Hook
b. Introduction, Body, Conclusion.
c. Claim, Counterclaim, Rebuttal.
d. Only A and B

7.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

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

11.This are the components of an argumentative essay.

a. Introduction and Body.
b. Refutation and Conclusion
c. Introduction, Body and Conclusion
d. All of the above
12.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

13.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

14.What is logic?
a. Reason
b. Feelings
c. Facts
d. Opinions

15. It is also called the gateway of an essay?

a. Introduction
b. Body
c. Refutation
d. Conclusion

PERFORMANCES TASKS
PAPER#1
Write an argumentative paper about Guards on Uniform. (250 WORDS)
PAPER#2
Directions: Write your positive & negative arguments about the given issue.

PUBLIC UTILITY VEHICLE MODERNIZATION PROGRAM

POSITIVE
1. Argument#1

2. Argument #2

NEGATIVE
3. Argument #1

4. Argument #2

5. Conclusion

PAPER#3
Directions: Expand your ideas and add relevant content to support each in the argumentative
outline.

Topic: Do you think bullying has become a serious problem in school?

Introduction

YES, IT HAS NO, IT HAS NOT

It has because (explain/ why) It has not because (explain/ why)

It has because (explain/ It has not because (explain/ why)

Conclusion
MODULE 2: USING INFORMATIVE WRITING TECHNIQUES

PRE-TEST

Directions: Select the best answer to each question by writing the letter of your choice 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

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

B. TRUE or FALSE
Directions: Write T if the statement is true and F if otherwise.
11. Transitional words and phrases are used in informative writing for smooth flow of information.
12. Biased information is needed in informative writing.
13. The thesis statement 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.

LECTURE:
(Copy this on your notebook)
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 several 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. A topic is too broad if you cannot explain it in one or two pages. For example,
you cannot choose special education as the topic because it has a big scope. Rather, you can be more
specific and select causes of hearing-impairment as your topic. On the other hand, a topic is too
narrow when it is very simple and can be explained in a sentence or a short paragraph.
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.
Aside from stating the thesis statement, writers introduce the main idea, provide definition for
difficult words/concepts, and give a short description on what will be discussed.
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.
Tone, clarity (being clear) and transition words
Aside from the structure, other features and techniques of informative writing need to be considered.
First is 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. Second, always be specific. Provide clear answers to the five Ws and one H of the
topic you are writing about. Employ language that is clear, formal, and unbiased. Also, do not forget
to use transitional words (discussed in previous modules) for organized and smooth flow of ideas. In
doing so, readers can get a better understanding of the information they read.
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.

Now, 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.
Emails and chats are indeed an effective and efficient forms of communication,
especially if done correctly, simply, and respectfully.

This essay is probably way shorter than most informative essays, but 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.’
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 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.

Informative writing plays a vital role not only in the academic world but also in the
real world. It is a skill so essential that it can affect your grades and future job
opportunities. Becoming an effective writer is not easy, but it pays to be one.

PAPER#4: 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.
a. How to cook…
b. How to bake…
c. How to assemble…
d. How to cope…
CRITERIA 5 3 1
Topic is clear all Topic is unclear.
Topic is a bit clear.
throughout the guide. Three steps are
Four to five steps are
Six or more steps are included. Student
CONTENT included. Student
included. Student shows shows no interest or
shows interest about
interest and knowledge knowledge about the
topic.
about the topic. topic.
Some transitional There are no
Transitional words are
words are included. transitional words
ORGANIZATION included. Instructions
Instructions are used. Instructions are
are sequenced correctly.
sequenced correctly. unclear.
Few or no errors in Some errors in Has some difficulty in
grammar, spelling, grammar, spelling, grammar, spelling,
CONVENTIONS
capitalization, and capitalization, and capitalization,
punctuation. punctuation. punctuation.
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. West Philippine Sea Dispute Between Philippines and China
c. Community Pantries
d. Others (Own chosen topic)

CRITERIA 5 3 1
The introduction
engages the reader The introduction The introduction does not
and states a thesis in engages the reader state the
a compelling way. and sets forth the thesis clearly.
Includes a clear thesis. The essay does not include
Focus and introduction, body, The essay includes an an
Organization and conclusion. introduction, introduction, body, and
The conclusion body, and conclusion. conclusion.
summarizes ideas The conclusion The conclusion does not
and offers fresh summarizes ideas and summarize ideas and may
insight into the supports the thesis. not relate to the thesis.
thesis.
The essay includes The research includes
Reliable and relevant
specific reasons, some specific reasons,
Evidence and evidence is not included.
details, facts, and details, facts, and
Elaboration The tone of the essay is
quotations from quotations from
not objective or formal.
selections and outside selections and outside
 resources to support resources to support The language used is
thesis. The tone of the the thesis. imprecise and not
essay is always formal The tone of the appropriate for the
and objective. research is mostly audience and purpose.
Language used is formal and objective.
precise and Language used is
appropriate for the generally precise and
audience and appropriate for the
purpose. audience and purpose.
Most sentences are Sentences sound
well constructed, but awkward, are
All sentences are well
they have a similar distractingly repetitive or
constructed and have
structure are difficult to understand.
varied structure and
and/or length. The The author makes
Conventions length. The author
author makes several numerous errors.
makes no errors in
errors in grammar, in grammar, mechanics,
grammar, mechanics,
mechanics, and/or and/or spelling that
and/or spelling.
spelling that interfere interfere with
with understanding. understanding.

QUIZ#2
Activity 7: 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
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
PAPER#5: BE INFORMED!
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.
MODULE 3: COMPOSE AN INDEPENDENT CRITIQUE
PRE: TEST
Directions: Choose the letter of the best answer and write it on a separate sheet of paper.
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
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 critics

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.

LECTURE
(Note: Copy this lecture on your notebook)

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.) to help future readers or viewers understand better the material that they are reading or
viewing.

Critical essays about texts are indeed very important in helping us make sense of what we just read
or viewed. At times, it can also inform our decisions on what other good materials we can read or
watch next. What are the elements that make a critique so informative? What aspects of a story or
movie are assessed or studied by a critic?

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 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. 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.
✓ 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.

WRITTEN OUTPUT#1: 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 SETTING PLOT 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.
WRITTEN OUTPUT# 2: CRTIQUE ME?
Now, go over this sample critique which is part of your English 10 Learner’s Material “Celebrating
Diversity through World Literature.” Read the essay, and reflect if it is informative, in-depth, and
comprehensive enough to be a critique. Let’s try to ‘critique’ this sample critique based on the
concepts previously presented.

SAMPLE CRITIQUE
“Lee” published by Crime Factory (Posted by Abdulat 8/10/2008 12:46:00PM)

I recently finished a fiction anthology called “Lee.” The book features seventeen short stories,
all written by crime writers and inspired by Lee Marvin — his life, his movies. The stories flow in
chronological order with the first taking place in 1944 and the last in 1987, just after Lee died.
Frankly, I thought the concept was a little goofy, and I didn’t really expect the book to be that good.
I bought it only because its publisher, Crime Factory, had published two of my short stories. I
liked what they’d done in their journal, and figured I’d check out what else they’ve brought to the
world.
I am happy to admit that I was very wrong. Not only is every story in the collection really
good, but it turns out that the concept really worked. In a word, the book rocks! It was fun to see
how the different authors tackled the task of writing a Lee Marvin-inspired story. I particularly
liked the stories: “1966: Just Swell,” “Cameron Ashley,” “1967: The Gun Hunter.” Eric Beetner’s
novel The Devil Doesn’t Want Me has now moved up to number three on my reading list, which
hopefully means I’ll get to it in June.
I feel good that in my own little way I’m associated with these writers tangentially.
Finishing “Lee” has also made me more interested in Lee Marvin’s movies. I watched The Man
who Shot Liberty Valence during a film class in college and was blown away by his performance,
but I don’t think I’d seen another one of his movies. And I consider myself something of an old film
buff, but I took a step forward correcting this oversight last night by watching The Dirty Dozen —
awesome!

1. Where does the writer present some background and summary of the text?
2. Would you say the background information about the text is enough? Why?
3. What does the writer say about the different narrative elements?
4. Is the evaluation exhaustive? Why yes? Why not?
Consider these:

o Notice that the writer presents the background and the summary in the first paragraph.
o However, the background is not enough to inform the readers what “Lee” is all about, making
them unable to relate to the critic’s impressions about it.
o Actually, there was no evident attempt to analyze the plot, characters, and others. What is
obvious are the writer’s personal reactions to “Lee” and his failure to support his judgement
about the material. In other words, this sample critique fails to make an in-depth evaluation of
the text; hence, it is really not informative.
o Thus, the evaluation was not exhaustive. There wasn’t any exhaustive analysis of the material
to really support the critic’s evaluation. He seems very familiar with the material, and he could
do a better critique of it.

WRITTEN OUTPUT# 3: A Critique’s Critique

Read the text and answer the questions that follow. Write your answers on a separate sheet of
paper.
The Duplicate War: A Review” by David Lowe
Critique by Robert Keating

(1) The most valuable portion of any critique is “What I didn’t like and why.” (2) Unfortunately,
there’s not much wrong with The Duplicate War: A Review. (3)I will try to be as specific as possible
with my praise, so you’ll know what you did right.
 (4) The vehicle of an opera review to tell your tale is an excellent one. (5)I have seen this approach
before, and it is very effective as long as it keeps moving. (6) Your tale moved at a brisk (but not
rushed) pace.

(7) “The photograph of his father in the wheelchair that had brought him back from Vietnam
could be dusted…” (8) The paragraph this line appears in is an excellent example of
characterization by setting; and the line I referenced is the wonderful little which completes the
scene and sheds a little light on who Scott is.
(9) “The networks showed the tape over and over; he sat up drinking strong coffee and watched
Michael every hour until dawn.” (10)I think that amending this line to end “…and watched
Michael die every hour until dawn” will add impact and help justify Scott’s actions later.
(11) This is an excellent story and should see publication. (12) It is on par with what I see in
the short science fiction markets.

____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 B. Evidence C. Recommendation D. Evaluation
____6. What is evidently lacking in this critique if it intends to inform readers?
A. Summary B. Evidence C. Recommendation 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.)
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_____________________________________

WRITTEN OUTPUT#4: HIT OR MISSED?

Read the short story and do a simple critique of it by answering the guide questions 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

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 make 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.)

PAPER 6: 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.

CRITERIA VERY GOOD (4-5) GOOD (3) NEEDS IMPROVEMENT (2)

Introduction All the contents The contents are The introduction lacks the
required are present, complete, but the required content, and the
and the summary is summary could have summary is poorly
well-written. It is been written better. outlined. It is not catchy
attention-grabbing. at all.
 Analysis There is excellent There is good There is insufficient
evaluation of the text’s evaluation of the text’s attempt to present the
strengths and strengths and weaknesses or strengths
weaknesses. Clarity, weaknesses. However, of the text. Also, the
originality, and depth clarity, originality and output shows superficial
of thought about the depth of thought seem thinking about the topic.
topic are also evident. lacking.
Supporting There is coherent Coherent organization The output lacks a clear
Evidence organization and and development are focus and organization,
interesting evident, but several and the details lifted from
development of details and examples the story seem random
analysis supported are not carefully and unrelated.
with carefully chosen selected form the
details and examples story.
from the story.
Conclusion The conclusion clearly The conclusion gives a The critique does not have
wraps up the entire decent generalization a clear wrap up, and there
critique’s good and of the critique and an isn’t any clear statement
bad points, and gives overall evaluation. about the evaluation of
an overall evaluation the story read.
of the story.
Grammar and Sentences are clear Sentences are mostly Sentences are poorly
Mechanics and concise. Errors in clear and concise. structured, and the
grammar and There are noticeable grammatical errors are too
punctuation are very errors, but they do not many that it affects the
minimal and affect the clarity of the comprehensibility of the
negligible. output. essay.

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.
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.

MODULE 4-5: CRITIQUING A LITERARY SELECTION: FORMALIST APPROACH AND MORALIST

APPROACH
LECTURE
(Note: Copy this lecture on your notebook)

Formalism/Formalist Approach refers to critical approaches that analyze, interpret, or evaluate

the inherent features of a text. These features include not only grammar and syntax but also
literary devices such as meter and figures of speech. The formalist approach reduces the
importance of a text’s historical, biographical, and cultural context.

Literary Devices are tools used by writers to hint at larger themes, ideas, and meaning in a story
or piece of writing. Some of them are as follows:

1. Simile- (indirect comparison) two unrelated objects are being compared to each other with the
use of the words “like” or “as.” Ex. You are as brave as a lion.
2. Metaphor- (direct comparison) a statement in which two objects, often unrelated, are compared
to each other.
Ex. This tree is the god of the forest.
3. Imagery- it engages the senses to deepen the reader's comprehension of what is happening and
how to feel about it.
Ex. Sight imagery: The tree spread its gigantic, sun-flecked shoulders.
Sound imagery: The forest was hushed, resounding with echoes of the tree’s stoic silence.
Touch imagery: The tree felt smooth as sandstone.
Taste imagery: The tree’s leaves tasted bitter, like unroasted coffee beans.
Smell imagery: The sweet aroma of the freshly baked chocolate chip cookies wafted from the
kitchen to the living room

4. Symbolism-uses symbols which can be words, people, marks, locations, or abstract ideas to
represent something beyond the literal meaning.
Ex. rainbow–symbolizes hope and promise
red rose–symbolizes love and romance
four-leaf clover–symbolizes good luck or fortune
wedding ring–symbolizes commitment and matrimony

5. Personification-giving human attributes to nonhuman objects.

Ex. The car needs a cold shower.

SOUND DEVICES are special tools the poet can use to create certain effects in the poem to convey
and reinforce meaning through sound. Some of them are:
1. Rhyme- is the matching vowel sounds at the end of words or lines.
Ex. Out of the night that covers me
Black as the pit from pole to pole,
I thank whatever gods may be
For my unconquerable soul.

2. Repetition- is the repeating of any words, phrases, sentences or lines within a poem.
Ex. To the swinging and the ringing
of the bells, bells, bells-
Of the bells, bells, bells, bells
Bells, bells, bells-
To the rhyming and the chiming of the bells!’

3. Assonance- is repetition of vowel sounds within words.

Ex. I like to decline an offer of wine to define my style.

4. Alliteration- is the repetition of the consonant sounds at the beginning of words.

Ex. The shepherd shook his head in negation.

5. Onomatopoeia- uses words which imitate the natural sounds of things

Ex. The sack fell into the river with a splash.

The Road Not Taken

BY ROBERT FROST
Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
 And looked down one as far as I could
To where it bent in the undergrowth;

Then took the other, as just as fair,

And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for that the passing there
Had worn them really about the same,

And both that morning equally lay

In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.

I shall be telling this with a sigh

Somewhere ages and ages hence:
Two roads diverged in a wood, and I—
I took the one less traveled by,
And that has made all the difference.
WRIITEN OUTPUT ON ENGLISH 10

THE ROAD NOT TAKEN By Robert Frost

Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;
And both that morning equally lay
In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.

Then took the other, as just as fair,
And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for that the passing there
Had worn them really about the same,
I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I—
I took the one less traveled by,
And that has made all the difference.

LEARNING TASK 1: QUIZ

Directions: Read each question and all the choices carefully and then identify the best
choice that completes the statement. Write the letter of the best answer on your ¼ pad
paper.
1. Based on the information in the poem, what do yellow woods represent?
a. choice b. older people c. People d. Poets
2. In the first stanza of the poem, how is the word “diverged” used?
a. headed to the same place c. went in different directions
b. circled around and went backward d. continued forward in a straight line
3.The rhyme scheme in the first stanza is
a. ABAAB b. ABBAB c. ABABB d. ABBAA
4. What is the setting of this poem?
a. a wood with two roads in it c. a quiet street near a town
b. a dark forest in the middle of winter d. the back yard of a house in the country
5. In line 20, what “has made all the difference” according to the speaker of the poem?
a. The speaker took the road less traveled by.
b. The speaker chose a road after looking as far down it as possible.
c. The speaker selected the road that bent in the brushwood.
d. The speaker chose the first of the two roads.
6. You can infer that the tone of the poem is
a. love and determination c. happiness and satisfaction
b. confusion and hesitation d. weariness and despair
7. Why the road have “wanted wear” and been “grassy?” in the second stanza?
a. The second road had been taken by only few people.
 b. The second road had a nice view.
c. The second road had been chosen by many people.
d. The second road was near a river that was near the woods.
8. What do you think is the theme of this poem?
a. living life to the fullest c. making a choice
b. giving up hope d. having strong determination
9. “I shall be telling this with a sigh”. This in this line refer to
a. the picture of the first road winding in the undergrowth
b. the plants and grasses that lay near the paths in the yellow woods
c. the residence of the speaker in the vicinity of the yellow woods
d. the explanation of why the speaker chose the second road
10. What are the various sounds that are used to emphasize some sections of the poem?
a. alliteration, assonance, rhyme, rhythm
b. alliteration, assonance, rhyme, onomatopoeia
c. rhythm, alliteration, assonance, euphony
d. cacophony, assonance, rhyme, alliteration

LEARNING TASK 2
Directions: Robert Frost created the extended metaphor by using diction (word choice). Go
over the poem. Look at the diction. Use the graphic organizer below and list down words or
phrases related to travel and road. Stanza 1 has been started for you.

Stanza 1 two roads, diverged, travel, one traveler, it bent

Stanza 2
Stanza 3
Stanza 4
LEARNING TASK 3
Directions: Based on the poem, answer the following questions. Write your answers on your
large notebook.

1. Give the line in the poem which tells that the word “diverged” means went in different directions.
2. Choose the lines which tell that the speaker wishes that he or she did not have to make a choice
between the roads.
3. The speaker claims that he or she has taken the road less traveled by.
4. Is the speaker telling the truth? Support your answer with evidence from the text.
5. What makes the poet decide to take the less traveled road? What does it signify?
6. What does the image of two diverging roads symbolize?

LEARNING TASK 4
Directions: Based on the poem, answer the given task. Write your answers in your large
notebook.
1. Give the rhyming pattern of each stanza.
2. Pick the lines in the poem that use the following sounds:
a. alliteration
b. assonance
c. rhyme
3. Identify the lines which show imagery in the poem.
4. Enumerate the elements used in this poem.

LECTURE
(Note: Copy this lecture on your notebook)

MORALIST APPROACH is a type of literary critique that judges the value of the literature based on
its moral or ethical teachings.
• Its concern is not only to discover meaning but also to determine whether works of literature
are both true and significant.
• It is used to determine whether a work conveys a lesson or message and whether it can help
readers lead better lives and improve their understanding of the world.
 • Using this approach, literature that is ethically sound and virtuous is praised while literature
that misguides and corrupts is condemned.

THE ROAD NOT TAKEN By Robert Frost

Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;
And both that morning equally lay
In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.

Then took the other, as just as fair,
And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for that the passing there
Had worn them really about the same,
I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I—
I took the one less traveled by,
And that has made all the difference.

LEARNING TASK 1
Directions: After reading the poem, answer these questions. Write your answer on your pad paper.
1. Why is the poem entitled “The Road Not Taken”?
2. What attitude of the speaker is revealed by choosing the road less traveled by?
3. What do you think would have happened had the traveler made a different choice?
4. Does this choice influence his behavior in life? Why?
5. How would you decide if you were in the same situation?
6. Recall a time when you had to make a difficult decision. Do you think you made the right choice?
Was the outcome favorable or not?

LEARNING TASK 2
Directions: Answer the following questions then write your answers on your pad paper.
1. What is the moral conveyed in the poem? Is it explicit or implicit? Explain.
2. What does the poem say about human nature when it comes to decision making?
3. How does this poem remind you of the personal choices that you made before?
4. In your point of view, do you think the speaker in the poem is happy about his choice? Why or
why not?
5. What are the chances that the speaker will get to come back and try the other path?

LEARNING TASK 3
Directions: Write an essay about a time when you had to choose something over another. Tell about
the outcome and how it affected you. Kindly use this rubric as a guide when writing your essay.

Traits 4 3 2 1
There is one clear, There is one clear, There is one The topic and
Details
Focus and

well focused. well focused topic. main ideas are not

topic. Main ideas are topic. Main ideas are Main ideas are clear.
clear and are well clear but are not somewhat clear.
supported by detailed well supported by
and accurate detailed information.
information.
The introduction is The introduction The introduction There is no clear
Organization

inviting, states the states the main states the main introduction,
main topic, and topic and topic. A structure, or
provides an provides an conclusion is conclusion.
overview of the overview of the included
paper. information is paper. A conclusion
relevant and is included.
presented in a
logical order. The
conclusion is strong.
LEARNING TASK 4
Directions: Explain the following lines from the poem considering the realities of life to support your
explanation.

1.Lines 2-3
And sorry I could not travel both
And be one traveler, long I stood
2. Lines 4-5
And looked down one as far as I could
To where it bent in the undergrowth;
3. Line 6
Then took the other, as just as fair
4. Lines 7-8
And having perhaps the better claim,
Because it was grassy and wanted wear;
5. Lines 9-10
Though as for that the passing there
Had worn them really about the same,
6. Lines 11-12
And both that morning equally lay
In leaves no step had trodden black
7. Lines 14-15
Yet knowing how way leads on to way,
I doubted if I should ever come back.
8. Lines 16-17
I shall be telling this with a sigh
Somewhere ages and ages hence:
9. Line 19
I took the one less traveled by,
10. Line 20
And that has made all the difference.

MODULE 6 -8: CRITIQUING A LITERARY SELECTION: MARXISM, FEMINISM, HISTORICAL AND

READER-RESPONSE APPROACHES
LECTURE
(Note: Copy this lecture on your notebook)

A literary piece cannot be sufficiently interpreted with a single approach.

In the previous lessons, you have learned about structuralist or formalist approaches. Now, it is
time for you to explore another two literary approaches.
Before that, guess the mystery words below.
Very good! Now, do these things affect the author’s writing style and readers’ interpretation? If yes,
then how?

There are certain misconceptions about critical thinking, particularly ones that assume it refers to
simply finding fault. However, critical thinking actually centers on exercising a level of reflective,
intelligent judgement on a variety of matter – being able to weigh the merits of a matter as opposed
to blindly following or deciding.

A critique does four things:

✓ demonstrates a clear understanding of the material being critiqued, along with the author’s
purpose and meaning
✓ analyzes that material by dividing it into its main sections, or approaching its aspects
✓ defines and discusses the meaning and importance of each of these sections
✓ uses all of these information on identified set of criteria to judge the worth or value of the
material
✓
This lesson will teach you two ways to critique a literary piece.
First, is MARXIST which focuses on power struggles of the characters. This concerns class
differences, economic , as well as the implications and complications of the capitalist system.
Moreover, it is interested in answering the overarching question, whom does it [the work] benefit?
The elite? The middle class? Marxist critics are also interested in how the lower or working classes
are oppressed - in everyday life and in literature.
Second, is FEMINIST or the gender relationships of characters in the story. It advocates gender
equality especially towards women. It also examines how some aspects of our culture are inherently
patriarchal or male dominated.
To sum it up, here is a comparison chart of the typical questions to use for the two criticisms.

MARXIST CRITICISM FEMINIST CRITICISM

• Whom does it benefit if the work or effort is
accepted/successful/believed, etc.?
• What is the social class of the author?
• Which class does the work claim to
represent?
• What values does it reinforce?
• What values does it subvert?
• What conflict can be seen between the values
the work champions and those it portrays?
• What social classes do the characters
represent?
• How do characters from different classes
interact or conflict?
• Is the author male or female?
• Is the text narrated by a male or female?
• What types of roles do women have in the
text?
• Are the female characters the protagonist or
secondary and minor characters?
• Do any stereotypical characterizations of
women appear?
• How does the author’s culture influence
his/her attitude?
• What are the attitudes of male characters tow

Learning Task 1. Critical Reading

Read the poem below.

If We Must Die
BY CLAUDE MCKAY
If we must die, let it not be like hogs
Hunted and penned in an inglorious spot,
While round us bark the mad and hungry dogs,
Making their mock at our accursèd lot.
If we must die, O let us nobly die,
So that our precious blood may not be shed
In vain; then even the monsters we defy
Shall be constrained to honor us though dead!
O kinsmen! we must meet the common foe!
Though far outnumbered let us show us brave,
 And for their thousand blows deal one death-blow!
What though before us lies the open grave?
Like men we’ll face the murderous, cowardly pack,
Pressed to the wall, dying, but fighting back!

Poetry Foundation. (n.d.). If We Must Die by Claude McKay. Retrieved April 10, 2021, from
ttps://www.poetryfoundation.org/poems/44694/if-we-must-die

LEARNING TASK 2. THINK-PAIR-SHARE

Directions: First, think of your answer to the following questions. Second, using any available app
(i.e Messenger, SMS, Twitter, etc.) discuss your ideas with a classmate and revisit your answers.
1. What was the author’s purpose for writing the poem?
2. Why did the author use apostrophe in most of the poem?
3. To whom did the author direct the message of the poem?
4. Describe the situation of the persona in the poem.

LEARNING TASK 3. WRITING FIX 1A.

Directions: Write a critique of the poem “If We Must Die” recognizing the power struggles of
characters and their gender relationships. Be guided by the sentence prompts below.

NAME: _______________________ TEACHER: ____________________

SECTION: ______________________ DATE: _______________________

LITERARY CRITIQUE
[POEM TITLE]
[NAME OF AUTHOR]
The poem is about…
In the poem, females were highlighted/not highlighted as…
The poem portrayed male characters as…
Moreover, the poem presents the suppression of …
It can also be observed that the author belongs to the (social class) …
All in all, the poem clearly aims to say that…

You work will be graded according to:

VERY GOOD GOOD FAIR POOR
Analytical
Critic uses the
Marxist and
Feminist
approaches to
discuss the Critic uses the Marxist
elements of the and Feminist
Critic uses the Marxist
text and evaluate approaches to discuss Critic only identifies
and Feminist
how well they the elements of the text and/or describes
approaches to discuss
contribute to the and evaluate how well elements of the text.
elements of the text.
theme. they contribute to the
Furthermore, theme.
critique presents
an interesting
comparison or
contrast.
Expressive
Figurative Figurative language is The critic relies more on Only straightforward
language is used present. straightforward expressions are used.
 throughout the expressions-figurative
text . language rarely used.
Well – Coordinated
Critique avoids
stringy
sentences. Stringy sentences
Some stringy sentences
Sentences have Critique avoids stringy distract from the reading
are present, but not
an engaging flow sentences. of the critique, rendering
distracting.
through the use it ineffective.
of coordination
and parallelism.

Learning task 4. Writing fix 1B.

Directions: Review your critique from the previous activity. Go back to the details and justify your
points by citing the lines from the poem. Complete the table that follows.

Statements from the critique Details from the text Cite Line No

ASSESSMENT

Directions: Write TRUE if the statement is true and FALSE if the statement is erroneous. Write your
answers in any available paper.
_______1. Marxist Criticism explores the context of the powerful and the powerless and to whom
a literary piece is beneficial.
_______2. Critique usually takes the form of an essay.
_______3. Feminist criticism aims to reveal social inequalities in a literary piece.
_______4. Feminist criticism focuses on how men and women were portrayed.
_______5. In writing a critique, one must consider the context, the author’s intention, readers’
reaction, literary devices, literary techniques, and the ending.

LECTURE
(Note: Copy this lecture on your notebook)

You were introduced to some approaches in literary criticism during the previous lesson, this
time you are about to discover other approaches further. Study the following and picture out
how these two are used as well as how they differ from one another.

Historical – sees literature as both a reflection and a product of the times and circumstances in
which it is written.

Reader-response- Literature may be judged according to how the reader perceives it instead of what
the author intends. The text itself has no meaning until it is read by a reader. The reader creates the
meaning. Analysis of the reader's role in the production of meaning makes someone's reading a
function of personal identity. It recognizes that different people view works differently and that
people's interpretations change over time.

READ AND CAREFULLY ANALYZE THE SELECTION THAT FOLLOWS , THEN PROCEED DOING
THE TASKS.

The Hunchback of Notre Dame

Victor Hugo
During the 1482 Festival of Fools in Paris, Quasimodo, the hunchback of Notre Dame, is elected the
Pope of Fools for being the ugliest person in Paris. He is hoisted on a throne and paraded around
Paris by the jeering mob. Pierre Gringoire, a struggling poet and philosopher, tries unsuccessfully to
get the crowd to watch his play instead of the parade. Archdeacon Claude Frollo appears and stops
the parade and orders Quasimodo back to Notre Dame with him. Looking for something to eat,
Gringoire admires the graceful beauty of La Esmerelda, a gypsy street dancer, and decides to follow
her home. After rounding a corner, she is suddenly attacked by Quasimodo and Frollo. Gringoire
rushes to help her but is knocked out by Quasimodo as Frollo runs away. The King’s Archers, led by
Phoebus de Chateaupers arrive just in time and capture the hunchback. Later that night, a group of
beggars and thieves are about to hang Gringoire when La Esmerelda comes forward and offers to
save his life by “marrying” him for four years only.
The next day, Quasimodo is put on trial and sentenced to two hours of torture in the Place de Grève.
He suffers both the pain of being stretched and pulled apart as well as being publicly humiliated by
the crowd of people, who hate him for his ugliness. He begs for water, but no one answers his pleas
until La Esmerelda comes forth and brings him something to drink. Nearby, a recluse called Sister
Gudule, screams at La Esmerelda for being a “gypsy child- thief” and blames her for her daughter’s
kidnapping fifteen years earlier. A few months later, La Esmerelda is dancing in front of Notre Dame
and Phoebus calls her over to him. She has fallen in love with him and blushes when he asks her to
meet him later that night. Frollo watches them from the top of Notre Dame and becomes insanely
jealous of Phoebus. His obsessive lust for La Esmerelda has made him renounce God and study
alchemy and black magic. In his secret cell at Notre Dame, he plans to trap La Esmerelda like a spider
catching a fly with its web. Later that night he follows Phoebus to his tryst with La Esmerelda and
stabs Phoebus repeatedly. He escapes and La Esmerelda is captured by the King’s guard.
After being tortured at her trial, La Esmerelda falsely confesses to killing Phoebus and being a witch.
She is sentenced to hang in the Place de Grève. Frollo visits her in jail and declares his love. He begs
her to love him and show him some pity but she calls him a “goblin-monk” and a murderer, refusing
to have anything to do with him. Before her execution, La Esmerelda is publicly humiliated in front
of Notre Dame. Looking across the square, she suddenly sees Phoebus and calls out his name. He
actually survived the murder attempt but doesn’t want anyone to know that he was injured. He turns
away from La Esmerelda and enters the house of his bride-to-be. Just then, Quasimodo swings down
on a rope from Notre Dame and carries her back to the cathedral, crying out “Sanctuary!” He had
fallen in love with her when she brought him water and had been planning her escape all along.
La Esmerelda is safe from execution just as long as she stays inside the cathedral. At first, she finds
it hard to even look at Quasimodo, but they form an uneasy friendship. Even though he is deaf, he
enjoys being around her when she sings. Meanwhile, a group of vagabonds resolves to save La
Esmerelda after hearing that Parliament has ordered that she be removed from Notre Dame. But
when Quasimodo sees them attack the cathedral, he thinks they have come to kill La Esmerelda and
he fends them off as best he can, killing a large number of them. Frollo has used the attack as a
diversion to sneak La Esmerelda out of the cathedral. He offers her two choices: she can either say
she loves him or be hanged. She demands to be executed and he leaves her with Sister Gudule. To
their astonishment, they discover that they are mother and daughter. Gudule tries to protect La
Esmerelda, but it is too late. Back at Notre Dame, Quasimodo goes to the top of the north tower to
find her. Gazing off into the distance, he sees the figure of La Esmerelda in a white dress hanging
from the scaffold. He bellows out in despair and grabs Frollo by the neck. Holding him up in the air,
Quasimodo sighs with grief and then throws Frollo down to his death. Looking at La Esmerelda
hanging off in the distance and Frollo’s wrangled corpse down below, Quasimodo cries out: “There is
everything I ever loved!” Quasimodo is never seen again. Years later when a gravedigger stumbles
across La Esmerelda’s remains, he finds the skeleton of a hunchback curled around her.

Task 1
Directions: Read and analyze the two sets of questions below.

Set A
1. How does the work reflect the time when
it was written?
2. Does the story show or contradict
prevailing values of the period?
3. What historical influences helped shape
the form and content of the story?
Set B
1. How does the author provide information
or details to make the story seem
realistic?
2. What real-life people or events are you
reminded of by the characters or events
in the story? Explain why.
 3. Why do you think the author wrote this
story?

From your analysis, write down at least three differences between the sets of questions.
1. _______________________________________________________
2. _______________________________________________________
3. _______________________________________________________

Task 2
Directions: Rearrange the scrambled letters to find the word that completes each consideration for
the corresponding literary approaches.

Reader-response
1. SLFAW in the plot
2. The theme and USEOPR of the text
3. Explain what you KILE or don’t like in the text
4. Explain why you agree or disagree with the writer’s REPSPCEIVTE

Historical
1. ENHW the work was written
2. NETVES occurring at the time of writing
3. Ideas circulating at the MEIT of writing
4. Author's HBYOAIRGP and social background
5. What the work TEMAN to the people who first read it

Task 3
Directions: Now that you are already able to identify the types of questions for an analysis of a
literary selection using the historical and reader-response approaches, list down 5 questions for
each approach and provide the answers as well. Use the table:

The Hunchback of Notre Dame

Victor Hugo

HISTORICAL APPROACH
Your Questions Your Answer (In paragraph form)

Reader-response
Your Questions Your Answer (In paragraph form)
Find words related to each approach and write them down inside the circles

ASESSEMENT
Directions: Determine whether each of the given questions falls under historical or reader-
response approach. Write HA or RRA respectively.
_____1. In which period of French history does the novel take place?
_____2. How does your perception of Quasimodo change over the course of The Hunchback of Notre
Dame?
_____3. What thematic role does Notre-Dame Cathedral and its architecture play in The Hunchback
of Notre Dame?
_____4. What historical foreshadowing is referred in the novel?
_____5. Why do you think the author wrote this story?

FINAL PERFORMANCE TASK

Choose one from the following titles of novels then make a literary criticism of it. You can choose
one from the approaches that we discuss. You can ask your teacher for the digital copy of the novel

THE LIITLE PRINCE HOPE FOR THE FLOWERS JONATHAN LIVINGSTON

SEAGULL