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Virgen Milagrosa University Foundation

College of Education
Martin P. Posadas Ave., San Carlos City (2420), Pangasinan
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Website: www.vmuf.edu.ph Email: vmuf1958@gmail.com

SEMI-DETAILED LESSON PLAN ON

TEACHING INTERNSHIP
4TH YEAR

Prepared by: John Carlos Aguilan

 A SEMI-DETAILED LESSON PLAN ON COMPOSE AN INDEPENDENT CRITIQUE OF A CHOSEN
SELECTION

I.Learning Competency/Objectives. (MELC)

At the end of this lesson, learners should be able to:

 analyze literary text;

 appreciate the beauty of literature; and

 compose an independent critique

.

II. Subject Matter

Compose an Independent Critique of a Chosen Selection
References: Module 3: Compose an Independent Critique

Materials:
a. PPT / TV
b. Laptop
III. Instructional Procedure
A. Preparation / Classroom Routines
a. Prayer
b. Checking of Attendance
c. Observing the cleanliness of the classroom

B. Review of the previous Lesson;

 What is argumentative writing and how can you use it on your daily lives?

C. Motivation
Read the following sentences taken from Anton Chekhov’s “A Day in the Country,” and identify what
narrative elements are described. Write your answers on a separate sheet of paper.

CHARACTERIZATION THEME PLOT CONFLICT SETTING 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.

After the Pre-Test activity, the teacher will rationalize the activity with the students.
D. Lesson Proper

The teacher will proceed to discuss about the two important details of the lesson:

What is 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.
- 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.
- seeks to shed light on the content of a “text” (the story, novel, song, movie etc.) in order to help future
readers or viewers understand better the material that they are reading or viewing.

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 or
not the material is good, beautiful, or significant especially for the readers or viewers

In assessing the said elements, there are certain questions that the critic should ask. David Farland (2017)
and other critics enumerated some questions one might use to judge a story or other narratives:
Setting: How well was the setting developed? Does it appeal to more than one of the senses? Does it
inform or connect to other aspects of the story such as character development and narrative style?
Characterization: How well-drawn are the characters in the story? Do we know enough about them (life,
attitudes, some type of history, etc.) to make them interesting and relatable? Are there unnecessary
characters?
Conflict and Plot: Is there a conflict in the story? Is the plot interesting, original and well-developed? Are
there unnecessary and confusing subplots?
Theme: How well does the story speak to the readers? Does it raise questions about life, or provide
profound insights?
Style: How distinctive or unique is the writing style? Are there literary devices or techniques used? Is it
purposeful? Does the style remind you of any other authors you have read?

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.

After the discussion, the learners will try to answer the activity by recitation by question-and-answer
portion.
 E. Application

Organize 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

INTRODUCTION

BODY

CONCLUSION

F. Generalization
➢ What do you think is the importance of Critique?

G. Valuing
How critique writing be useful beside from academic use?

IV.Evaluation

Complete the acrostics of the word “CRITIQUE” by writing important points you have learned about the topic.
Write in complete sentences for each letter. The first and the last have been given as examples, but you may
change them if you wish to.

C — Critiques are informative and objective evaluation of a work.

R
I
T
I
Q
U
E Evaluations are coupled with examples from the material itself.
 V. Assignment
Watch the Video https://www.youtube.com/watch?v=1Nb1juZAp0s English 10, Quarter 2- Lesson 3:
Compose an Independent Critique of a Chosen Selection.
 A SEMI-DETAILED LESSON PLAN ON PERSUASICE WRITING TECHNIQUES

I. Most Essential Learning Competency/Objectives (MELC)

At the end of this lesson, students are expected to:

 Understand the purpose and importance of argumentative writing

 Students will be able to identify and utilize various argumentative writing techniques
effectively

 Students will demonstrate their understanding of argumentative writing by creating their own
argumentative piece.

II. Subject Matter

Use Argumentative Writing Techniques
References: Module 2: Use a variety of informative, persuasive, and argumentative writing
techniques

Materials:
a. PPT / TV
b. Laptop
III. Instructional Procedure

A. Preparation / Classroom Routines

a. Prayer
b.Checking of Attendance
c. Observing the cleanliness of the classroom

B. Review of the previous Lesson;

 What is persuasive writing?
 What are the techniques used in persuasive writing?

C. Motivation

Identify where these elements are found in an argumentative essay by putting a check mark on the
corresponding column.

Introduction Body Conclusion

Background
Information
Counterargument
Reason
Summary
Evidence/Proof
Thesis Statement

D. Lesson Proper
The teacher will proceed to discuss about the two important details of the lesson:
What is Argumentative writing?
- is a type of writing wherein the writer aims at presenting an issue (be it scientific, political, social, etc.) and
then taking side or making a stand, which he will have to support by giving proof or evidence.
- it is quite similar with persuasive writing in some aspects, but argumentative texts adopt a fair, formal and
reasonable tone; hence emotive appeal do not play a significant role here. In terms of structure,
argumentative essays should have a straightforward structure so they are easy for readers to follow.

This task requires that the writer read about the topic and research about evidence (e.g., statistics, statement of
experts, legal documents).

Structure of an argumentative essay

- Introductory paragraph – This part should provide an outline of the topic, the background information
needed to understand your argument, the evidence you will present, and your thesis statement. (A thesis
statement is a clear, concise, one-sentence summary of your main point and claim.)
- Body paragraphs – This part comprises at least three paragraphs that contains reasons and evidence (such
as examples, research, statistics, statements from an authority, etc.) that back up your claim.
- Counterargument – This paragraph is still part of the body, but it is reserved for acknowledging opposing
claims and then refuting them to further support your side or stance
- Conclusion – This is a one-paragraph part that restates your thesis and summarizes all of the
arguments. Here, no other arguments should be introduced anymore.
To make sure that the content of each paragraph has substance, here are some argumentative writing
techniques or tips outlined from Sarikas (2019) and other sources:
1. Make your thesis crystal clear. Readers should be able to pinpoint immediate what your thesis
statement is; otherwise, it would make your essay weak. Make it stand out by putting it in the first
paragraph of your essay.
2. Use evidence to support your side. For every point that you make, make sure you have facts to back
it up. This not only makes your essay stronger, but it also helps you build your authority or credibility
as a writer.
3. Show why the other side is weak. The best argumentative essays are not that focuses only on their
side but those that present opposing arguments and then countering them. This tells the reader that
the writer has really considered all sides and found out which is better.
4. Use logical connectors. Knowing the right words or phrases to use plays an important part in making
sure that all the contents of the essay are organized. Therefore, make sure to use where appropriate
some logical connectors such as however, on the other hand, consequently, therefore, and so on.

After the discussion, the learners will try to answer the activity by recitation of the teacher.
 E. Application
Read the given thesis, and then choose from the table two valid and strong arguments and three
accompanying evidences that would support the thesis. Write your answers on a one whole sheet of
paper.

Thesis: In times of a pandemic, and in a place where discipline is not part of every citizen’s vocabulary,
a lockdown is still the Philippine’s best option to keep the coronavirus disease under control.

Arguments:
1. Limiting the movement of people in
public spaces minimizes the spread of the
virus.
2. A lockdown compels the leaders to prove
their worth in extending public service.
3. Staying at home allows for a much-
needed bonding time among family
members.
4. Imposing curfews and window hours help
ensure public order and safety among
residents.
5. A time off from public spaces allows the
environment to heal itself.
6. 6. All countries who successfully
contained the virus implemented a
lockdown.
Evidences:
1. At least 7.3 million Filipinos lost their jobs
because of the pandemic based on the record
of the Philippine Statistics Authority.
2. According to a study by the University of the
Philippines, there is an 83 percent decrease in
Covid-19 cases during the implementation of
the lockdown.
3. Philippine National Police record shows that
crime rate dropped to 55 percent during the
lockdown period.
4. The ozone layer was reported to have
recovered, and Manila Bay is a lot cleaner
now.
5. Former health secretary and dean of Ateneo
School of Medicine Manuel Dayrit said, “Not
imposing community quarantine will risk a
Wuhan-like situation.”
6. In March alone, over 17,000 lockdown
violators were arrested.

F. Generalization
Question:
➢ What is a persuasive and argumentative writing?
➢ How persuasive writing differ from argumentative writing?

G. Valuing
How can you use persuasive and argumentative writing in your own daily lives?
 IV. Evaluation
In a one whole sheet of paper, copy and answer the table below. Base your answers from the
discussions in this module.

Persuasive Argumentative

Purpose

Stating Point

Structure

Support

Tone
 V. Assignment
In a short coupon bond write either a persuasive or an argumentative essay (three to five
paragraphs) about any of the topics listed below. This would require you to research about your chosen
topic. Also, be guided with the content of the rubric.
a. Social Issues
b. Scientific Issues
c. Political Issues
d. Anything Under the Sun

5 4 3 2
Content There is one There is a single, There is one The theme and
distinct, well- well-defined topic. topic. The main primary ideas are
defined issue. The The main ideas themes are unclear.
main ideas are are somewhat
obvious and understandable; evident.
supported by however, they are
extensive and not well backed
precise data. by detailed facts.

Organization The introduction The introduction The introduction There's no

is welcoming, presents the main presents the major obvious
explains the main topic and a topic. The introduction or
issue, and gives a summary of the conclusion is organization. or
summary of the article. The included. conclusion.
article. conclusion is
Information is included.
relevant and
given in a logical
sequence. The
conclusion is
solid.

Purpose The author's The author's aim The author's goal The author's
writing purpose is for writing is for writing is reason for writing
clearly stated, and somewhat reasonably is unclear.
there is obvious, and there evident, and there
significant is some evidence is indication of
evidence of of care. To the audience
audience audience. The awareness. The
awareness. The author's author has
author's knowledge and/or minimal expertise
substantial familiarity with and/or experience
expertise and/or the subject is/are with the issue.
familiarity in the clear.
subject is/are
clear.

Word Choice The author The author The author The writer has a
 employs vibrant employs vibrant employs clear limited
vocabulary and vocabulary and terminology, yet vocabulary.
phrases. The phrases. Word the prose lacks Jargon and clichés
word choice and selection and variation. may be present,
placement appear placement are detracting from
to be accurate, occasionally the message.
natural, and not wrong and/or
forced. appear excessive.

Prepared By:
John Carlos P. Aguilan
Pre-Service Teacher

Checked By:
Mrs. Lee Ann Sandoval
Teacher II