UNIVERSITY OF ANTIQUE

College of Teacher Education

Sibalom, Antique

School Concepcion L. Cazeñas Memorial School Grade Level 10

Lesson Plan
Student Teacher Carla Chin Marie P. Dollopac Subject ENGLISH
Date and Time March 02, 2022 Quarter III

CONTENT STANDARD
The learner demonstrates understanding of how world literature and other text types serve as
source of wisdom in expressing and resolving conflicts among individuals, groups and nature; also
how to use evaluative reading, listening and viewing strategies, special speeches for occasion,
pronouns and structures of modification.

PERFORMANCE STANDARD
The learner skillfully delivers a speech for a special occasion through utilizing effective
verbal and non-verbal strategies and ICT resources.

LEARNING COMPETENCY
EN10WC-IIIg-14
Compose an independent critique of a chosen selection

I. OBJECTIVES
At the end of the lesson, the students should be able to do the following:
1. Define critique
2. Compose an independent critique of a chosen selection

II. SUBJECT MATTER

Topic: Composing an Independent Critique of a Chosen Selection
References:Learner’s Module
Materials: PPT presentation, handouts, manila paper, marker

III. TEACHING PROCEDURE

A. Pre-Activity
1. Greetings
2. Prayer
3. Checking of Attendance
B. Presentation of the Objectives
C. Motivation
The teacher flashes a game called “4 Pics 1 Movie”. All pictures entail to the movie “ENCANTO”.

ENCANTO
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College of Teacher Education
Sibalom, Antique

After guessing the movie, the teacher asks the students a short review of the movie with
the following questions:
1. Can someone tell me the central theme of the movie?
2. For you, what makes ‘Encanto’ a great movie?
3. Why do you think it is loved by everyone regardless of the viewer’s gender and age?

D. Lesson Proper
1. Activity
The class will be divided into three (3) groups.The teacher gives the students a copy of the
activity sheet. Each group will jot down a comment and a question as they read the selection. This
activity will further deepen students’ recalling abilities and further understanding of the text.

Direction: Read the selection carefully and note your reaction, comment or personal stand about
the selection below. Work with your groupmates and present your output in the class.

Should our school have a civilian attire day?

By Mary Catherine Siena

High school students like us, who are mostly teenagers, find many ways to express
ourselves. Sometimes, we like to express ourselves through art like those cool drawings and
paintings we find in our Visual Arts classroom or the small doodles we draw in our notebooks.
However, one of the simplest ways we express ourselves is through clothes that we wear. Hence,
I believe that we should have a day for civilian attire.

Notes:

The teacher asks the students to present their work by choosing one representative for each group.
After the activity, the teacher tells the students that what they did is simply “Critiquing”.
The teacher will then ask the students the following questions:
1. Based on the activity earlier, how did you describe the selection?
2. How did you come up with your ideas?

2. Analysis and Discussion

What is a critique?
A critique is a genre of academic writing that briefly summarizes and critically evaluates a
work or concept. Critiques can be used to carefully analyze a variety of works such as;
 Creative works- novels, exhibits, film, images, poetry
 Research- monographs, journal articles, systematic reviews, theories
 Media- news reports, feature articles

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

The framework for writing a critique is as follows:

 UNIVERSITY OF ANTIQUE
College of Teacher Education
Sibalom, Antique

Introduction
This is a short section where you must identify the title and author of the work, briefly
describe the context that informs the creation of the work, and state your thesis, or the overall
evaluation of the work-what you feel its goal is and whether or not it succeeded at that. The
evaluation may be positive, negative, or mixed, but there must be an evaluative stand. A neutral or
opinionless evaluation is not much of a critique.

A summary of the work

The reader will need this information in order to understand your analysis and evaluation
afterwards, so include relevant plot elements, character details, and information about the context of
the work. Point out as well how the author accomplishes the goals of the text, by naming techniques,
styles, symbols, literary devices, or figurative language. The rule of thumb for this section is: if you
will examine it in depth in the evaluation, or if the information helps the evaluation section becomes
clearer, it should be include here.

Critical evaluation
This section should include an organized, detailed analysis of the work using your chosen
lens, expressing your thesis statement and providing supporting information for why you feel the
work succeeded at its goal or not. You must identify the strengths and weaknesses of the work, using
specific examples, and evidence from the text. You may organize this section by starting with the
broader, larger scale impressions, and then moving on to the more specific, technical points.

Conclusion
This is where you briefly summarize the points you have just made, leading to a restatement
of your verdict about the text.

3. Abstraction
In the simplest of terms, how do you define Critique?

4. Application
The teacher will give students a writing activity that will practice their skill in writing a
critique. The class will be divided into Four (4) groups. Each group will work with the critique
part assigned to them. A draw lots will be done to divide the work fairly.

Direction: Read the poem, “Invictus” by William Ernest Henley and compose an
independent critique of it. Apply the tips on making an independent critique effectively.

Rubrics on Writing a Critique

Criteria Score
Content- 30
(There is substantial, specific, and/or illustrative content demonstrating
strong development and sophisticated ideas)
Organization and Focus 25
(Maintains a consistent point of view, focus, and effective use of transitions.
Demonstrates a clear understanding of purpose and audience)
Word choice- 20
(The writer uses vivid words and phrases. The choice and placement of words
seems accurate, natural, and appropriate)
Sentence Structure, Grammar, Usage & Mechanics- 25
(All sentences are well -constructed and have varied structure and length. The
author makes very few errors in grammar, mechanics, and/or spelling)
Total score - 100
 UNIVERSITY OF ANTIQUE
College of Teacher Education
Sibalom, Antique

IV. ASSIGNMENT
Read or watch the summary of “The Glass Menagerie” by Tennessee Williams. After
reading/watching, compose an independent critique about it. Critiques must be typed, in 12 point font
and double spaced. A three paragraphs-essay will do.

Rubric on Writing a Critique

Criteria Score
Analytical- 50% The critique uses the aesthetic approach to discuss
elements of the text and evaluate how well they
contribute to the theme. Further, critique is able to
present the evaluated text to other texts that present an
interesting comparison and contrast
Expressive- 30% The critique uses figurative language to enhance the
expression of reactions to the text; the figurative
language used throughout the text follows a consistent
theme or pattern.

Well-coordinated- 20% The critique avoids stringy sentences. Lengthy sentences

have an engaging flow through the effective us of
coordination and parallelism
Total Score- 100%

Prepared by:

CARLA CHIN MARIE P. DOLLOPAC

Student Teacher