GRADE 10 SCHOOL SAMAL NATIONAL HIGH SCHOOL GRADE LEVEL GRADE 10

LESSON PLAN LEARNING

TEACHER JANE C. PEJANA ENGLISH
AREA
February 27, 2024 QUARTER/
DATE/TIME 3-Week 4
Einstein (10:00-11:00) WEEK

CONTENT STANDARD The learner demonstrates understanding of how world literature and other text
types serve as sources of wisdom in expressing and resolving conflicts among
individuals, groups and nature; also how to use evaluative reading, listening and
viewing strategies, special speeches for occasion, pronouns and structures of
modification.
PERFORMANCE The learner skillfully delivers a speech for a special occasion through utilizing
STANDARD effective verbal and non-verbal strategies and ICT resources.
LEARNING COMPETENCY & Compose an independent critique of a chosen selection (EN10WC-IIIg-14)
ITS CODE
Writing critique involves conducting a systematic analysis of a scholarly article or
KEY CONCEPT book and then writing a fair and reasonable description of its strengths and
weaknesses.
I. Learning At the end of the lesson, the students will be able to:
Objectives
 define critique;
 identify the structures in writing a critique, and
 demonstrate an understanding of writing a critique.

II. CONTENT Writing Critique

LEARNING RESOURCES
A. References MELCS, pg.140& ENGLISH BOW
1. Teacher’s Guide pages SLM English 10 Module 3-Week 2
2. Learner’s Materials pages SLM English 10 Module 3-Week 2
3. Learning Portal/Electronic https://writingcenter.unc.edu/esl/resources/writing-critiques/
References
B. Other Learning Resources PowerPoint Presentations, reading materials, visual aid
C. Integration Within Curriculum
English for Academic Purposes 11: Writes an objective/balanced review or
critique of a work of art, an event o ra program (
CS_EN11/12A-EAPP-Id-f-18)
Across Curriculum
Filipino 10: Naibibigay ang kaugnay na mga konsepto ng piling salitang critique
at simposyum (F10PB-Ii-j-69)
D. Strategies The following strategies are employed in this lesson:
Differentiated activities, lecture method, game method.
III. PROCEDURES Preliminaries:
a. Prayer
b. Greetings
(5 minutes) c. Checking of Attendance
d. Classroom regulations:
 Listen attentively.
 Keep your phones unless I said so.
 Strictly NO BULLYING.
 Do not interrupt someone when talking, if you have any concerns, just
raise your hand.
 Actively participate during activities.

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ENGAGE
A. Reviewing previous lesson or
presenting the new lesson
(3 minutes)
B. Establishing a purpose for the
lesson
(7 minutes)
Attained Objective 1
EXPLORE
C. Discussing new concepts and
practicing new skills #1
(5 minutes)
Attained Objective 2
e. Presentation of Objectives:
At the end of the lesson, the students will be able to:
 define critique;
 identify the structures in writing a critique, and
 demonstrate an understanding of writing a critique.
Directions: Let students recall all the topics discussed last time by asking the
questions below.
 What are the three writing techniques we talked about?
 When can you say that a certain text is informative?
 What is the difference between persuasive and argumentative types of
writing techniques?
Word Hunt
Directions: Group the students into five (5) and let them answer the following
logical questions accordingly in order to complete the missing letters of the word
“critique”. Don’t forget to let students answer the question after the activity.
1. _2. _ 3._ 4._ 5._ 6._ 7._ 8._
1. I am the third letter in alphabet.
2. What is the seventh letter of the word “programming” when you
start counting at the end?
3. In the word “imagination” what letter comes before “N”?
4. I am the repeated letter in the word “potato”.
5. In roman numerals, I am the number one.
6. A letter that follows after the “P” in the alphabet.
7. I am the fifth vowel letter.
8. What is the last letter in the word “recipe”?
Question:
 What is critique?
Clouds of Thought
Directions: Based from their prior knowledge, the students will brainstorm ideas
about the structure of writing a critique. Use one whole sheet of paper for your
answers.
Introduction Body Conclusion
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 EXPLAIN
D. Developing mastery (leads to
Formative Assessment 3)
(10 minutes)
Attained Objective 2
ELABORATE
E. Finding practical applications of
concepts and skills in daily living
(15 minutes)
Directions: The students will identify the following words or phrases in the box
and let the students put them in a glass where they think the statements belong.
 Interpretation
 Overall interpretation of the element studied
 Name of author and work
 Detailed analysis
 Brief summary/ description of work as a whole
 Focusing sentences indicating the element you want to
examine
 Consideration of all elements within the context of the work as
a whole
 Literal description of the first major element or portion of the
work
 Critical assessment of the value, worth, meaning, or
significance of the work, both positive and negative
Introduction Body Conclusion
Agree or Disagree
Directions: The teacher will have different statements put in a box. The student
will pick a random statement, read it aloud, and answer the question below the
given statements. These are the following statements:
 Knowing the author and his or her background is important when writing
a critique.
 Critique is academic writing that summarizes and critically evaluates a
work or concept.
 Mention the name of the work, the date of its creation, and the name of
the creator in your critique.
 You must not consider in your critique how the work relates to a broader
issue.
 Facts and evidence from the selection are important in writing a critique.
 A critique recognizes the strengths and weaknesses of the work.
 The body of a critique includes a summary of the work and a detailed
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Attained Objective 3
F. Making generalization and
abstraction about the lesson
(5 minutes)
EVALUATE
G. Evaluating learning
(10 minutes)
evaluation.
 Critiques can be used to carefully analyze creative works, research, and
media.
 A critique has introduction, body, and conclusion.
 Conclusion must indicate the overall evaluation of the work.
Question:
Do you agree with the statement? Why or why not?
What is critique?
 A genre of academic writing that briefly summarizes and critically
evaluates a work or concept.
 Used to carefully analyze variety of works such as creative works,
research, and media.
What are the structures in writing a critique?
 Introduction, body, and conclusion
Directions; Let the students read the short text below and answer the questions
that follows. Use separate paper to write your answers.
My Three Passions I Have Lived For Bertrand Russell
Three passions, simple but overwhelmingly strong, have governed my life:
the longing for love, the search for knowledge, and unbearable pity for the
suffering of mankind. These passions, like great winds, have blown me
hither and thither, in a wayward course, over a deep ocean of anguish,
reaching to the very verge of despair. I have sought love, first, because it
brings ecstasy- ecstasy so great that I would often have sacrificed all the
rest of life for a few hours of this joy.
I have sought it, next, because it relieves loneliness-that terrible loneliness
in which one shivering consciousness looks over the rim of the world into
the cold unfathomable lifeless abyss. I have sought it, finally, because, in
the union of love, I have seen, in a mystic miniature, the prefiguring vision
of the heaven that saints and poets have imagined. This is what I sought
and, though it might seem too good for human life, this is what at least I
have found.
With equal passion, I have sought knowledge. I have wished to
understand the hearts of men. I have wished to know why the stars shine.
And I have tried to apprehend the Pythagorean power by which number
holds sway over the flux. A little of this, but not much, I have achieved.
Love and knowledge, so far as they were possible, led upward toward the
heavens. But always pity brought me back to earth. Echoes of cries of
pain reverberate in my heart. Children in famine, victims tortured by
oppressors, helpless old people a hated burden to their sons, and the
whole world of loneliness, poverty, and pain make a mockery of what
human life should be. I long to alleviate the evil, but I cannot, and I too
suffer.
This has been my life. I have found it worth living and would gladly live it
again if the chances were offered to me.
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 Questions:

1. What are the three passions of the author?

2. Why does Russell call the three passions' simple"?
3. Why has he compared the three passions to great winds?
4. According to Russell, what is the importance of love in life?
Attained Objective 3 5. How have the three passions contributed to the quality of Russell's life?
IV. REMARKS
V. REFLECTION
A)No. of learners who earned 80% of
the evaluation
B) No. of learners who require
additional activities for remediation
who scored below 80%
C)Did the remedial lesson work? No.
of learners who have caught up with
the lesson.
D)No. of learners who continue to
require remediation
E) Which of my teaching strategies
worked well? Why did these work?
F)What difficulties did I encounter
which my principal or supervisor can
help me solve?
G) What innovation or localized
materials did I use/ discover which I
wish to share with other teachers?

Prepared by: Checked by:

JANE C. PEJANA IRWINA M. CABUGUANG

Student Teacher English Cluster Head/CT
Date: _________________ Date: ___________________

Approved by:

NOEL P. MAMAC
Principal I
Date: __________________

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