Republic of the Philippines

DEPARTMENT OF EDUCATION
Region III-Central Luzon
Schools Division Office of Bulacan
ALEXIS G. SANTOS NATIONAL HIGH SCHOOL
Liciada, Bustos, Bulacan

DATE: February 29, 2024, Thursday

TIME: 9:50-10:40, 12:50-1:40, 1:40-2:30, 3:00-3:50, 3:50-4:40, 4:40-5:30
GRADE LEVEL: 10-Hooke, 10-Einstein, 10-Galilei, 10-Faraday, 10-Mendel,

A Semi-Detailed Lesson Plan in English 10

3rd Quarter Module 4

COMPOSING AN INDEPENDENT CRITIQUE OF A CHOSEN SELECTION

I. Objectives
At the end of the learning session, each student shall be able to
a. identify the elements of a critique writing,
b. share insights about the importance of good criticism, and
c. compose an independent critique of a chosen selection.

Most Essential Learning Competencies (MELCs):

Compose an independent critique of a chosen selection (EN10WC-IIIg-14).

II. Subject Matter

A. Main Topic: Compose an independent critique of a chosen selection.
B. References: Almonte, Liza R. et.al. (First Edition, 2015). Celebrating Diversity Through World
Literature-Grade 10- English-Learner’s Manual pages 290-300, and Mangulabnan, Ma. Melanie M.
et.al. Quarter 3 - Module 4 (Composing an Independent Critique of a Chosen Selection), pages 1-28
C. Materials: PowerPoint Presentation, Pictures, Visual Aids, Traditional assessment (paper-and-pencil test)
D. Teaching Strategies: Lecture-based Learning, Dual Coding, Interdisciplinary Teaching

III. Learning Procedure

A. Routinely Activities
1. Prayer
2. Greetings
3. Classroom conditioning
4. Checking of Attendance

B. Recall
Teacher asks the learners the following questions to refresh their prior knowledge about the previous
lesson.
1. Enumerate the three writing techniques.
2. What are the three parts of argumentative essay, informative essay?
3. What are the three author’s purposes in writing various text?

C. Motivation

Do not judge the book by its cover

Donut judge the book bye eats cover

WORDS
HIDDEN MEANING
 Learners identify the words behind the images which are being presented by the teacher. Then, they
decipher the hidden message and give their insights regarding the metaphorical phrase, “Do not judge
the book by its cover”.

Teacher asks the following questions to the students.

1. Have you ever judged something or someone?
2. When you judge or criticize, what is your basis?

“We critique something using an accepted criterion to prove or support our points especially to the text
that we are critiquing.”

Teacher asks, “If you can still recall the first day you met each other as classmates, have you
ever judged someone the way he or she looks like? His or her aura, attitude or even personality? Do you
think first impression lasts?”

Another question, “What do you think is the importance of good criticism in a selected text?

Lesson Proper

D. Discussion
The teacher introduces the new lesson by asking the students, “What is a critique?”
 According to Merriam-Webster’s dictionary, a critique is a formal word that typically refers to a careful
judgement in which someone gives an opinion about something.
 In this lesson, 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:
o Creative works – novels, exhibits, film, images, poetry
o Research – monographs, journal articles, systematic reviews, theories
o Media – news reports, feature articles
 Class, take note that a critique is an academic writing that carefully analyze a variety of works.
 The table below contains some of the important elements in critique composition:

 Teacher discusses the elements in critique writing and explains the components under of each element.

E. Application
Directions: Read the passage on the left page of the book, then answer the questions on the right page by
choosing only the letter of the correct answer.

The Minasa Festival in Bustos, Bulacan, is a 1.What is the tone of passage?

a. anxious b. suspenseful c. happy d. sad
lively celebration filled with traditional vibes and strong
community spirit. The festival is a carnival that full of 2. Which mood is implied?
happy laughter and lively music. Everyone is excited, a. excited b. fear c. sad d. thrilled
showing the community's shared joy.
3. Which of the following literary devices is used in the
When the sun set, the streets become lively statement?
with drums and dancers in bright clothes. The sound of “The festival is a carnival that full of happy laughter and lively
music.”
'bom! bom! bom! tssshhh...' and the clapping from the
a.simile b. metaphor c. onomatopoeia d. hyperbole
people make the celebration really exciting. The air
smells sweet with minasa, a tasty local treat sold at stalls. 4. Which of the following statements is an example of
Families and friends come together, to witness the onomatopeia?
amazing performance of the participants. Minasa dancers a. The sound of 'bom! bom! bom! tssshhh...' and the clapping
are wearing colorful costumes, creating an energetic from the people make the celebration really exciting.
atmosphere like an enthusiastic performance. The designs b. Everyone is excited, showing the community's shared joy.
c. The designs for Minasa Festival are as beautiful as a rainbow.
for Minasa Festival are as beautiful as a rainbow.
d. The air smells sweet with minasa, a tasty local treat sold at
stalls.
The Minasa Festival is more than just a
cultural celebration; it was a special time where the 5. The designs for Minasa Festival are as beautiful as a rainbow.
community's spirit danced along with its rich heritage. This is an example of ______.
a. hyperbole b. onomatopoeia c. metaphor d. simile
F. Generalization
Teacher asks the learners the following questions;

1. What is the meaning of critiquing?

2. What are the six (6) elements of a critique writing?
3. How can constructive criticism contribute to the growth and improvement of yourself?

G. Valuing
What is the importance of knowing how to make a good critique/judgment?

Subject Integration:

Within English
 In English 10 (Recognize the textual aids being used.)
 During Grade 9 English (Differentiate the different kinds of figures of speech.)
 Edukasyon sa Pagpapakatao – (Show appreciation of accepting constructive criticism for self-
growth and improvement)
 Filipino (Recognize the figurative languages in Filipino.)

IV. Evaluation

Directions: Read each statement carefully inside the graphic organizer. On the space provided, write whether
it is author’s intention, context, ending of the story, literary devices, literary techniques or reaction.

2. This serves as
1.It is the data
the conclusion and
that helps to
solution to the
make sense of a
conflict.
literary text's
message.

6. These are tools used

by authors to create 3. It is the possible
impact on their ELEMENTS OF reactions as well as
writing, to help readers CRITIQUE your attitude as
understand their WRITING critic when you
writing at a deeper
level. read the literary
piece.

5. It is an element
4. It is the reason
in critique writing
for or intent in
referring to tone
writing.
and mood.
V. Assignment
Directions: Read the summary of “The Story of Keesh” and answer the questions that follow. Write only the
letter of your answer.
The Story of Keesh
(A Summary)
The story of Keesh is a short story which was written by Jack London that was first published in January of 1904.

In the beginning of the story, the author talks about a boy who had name Keesh lived in the poor condition together with his mother,
Ikeega. Keesh lived at the edge of the polar sea. Keesh was the son of a great huntsman. He was the only son. Unfortunately, his father died
hunting for food, when he was very young.

One night, the village council met in the big Igloo of Klosh-kwan, the chief. Keesh listened, then he waited for silence. He said, “It is
true that you give us some meat. But it is often old and tough meat, and has many bones.” The hunters were surprised. This was a child speaking
against them. The council ordered Keesh to go to bed. After the reaction from the council men, Keesh jumped to his feet. “Hear me!” he cried.
“Never shall I speak in the council igloo again. I shall go hunt meat like my father.

The next day, Keesh started out for the shore, where the land meets the ice. Those who watched saw that he carried his bow and many
arrows. Across his shoulder was his father’s big hunting spear.

Early next morning, Keesh walked into the village. Across his shoulders was fresh meat. His mother was very happy. Keesh, trying to
be a man, said to her mother that he would sleep because he was tired. There was much talk after Keesh went to his igloo. The killing of a bear
was dangerous.

On his next trip, he killed a young bear and on the following trip, a large male bear and its mate. Then there was talk of magic and
witchcraft in the village. Keesh continued to bring meat to the village. Some people thought he was a great hunter.

After five days, they returned. The council met to hear their story, then the two hunters reported what they had seen. Klosh-kwan led the council
to the igloo of Keesh. Keesh told the people in the village how he had killed the bears: he bent some thin pieces of whalebone. The sharp points
made the bear sick. It is easy to kill them. Keesh used head-craft, instead of witchcraft, he rose from the poorest igloo to be the chief in the
village. And for all the years that followed, his people were happy. No one cried at night with pains of hunger.
Source: http://philnews.ph/2019/11/21/summar-of-keesh-a-story-written-by-jack-london

1. Based on the summary what do you think is the purpose of the author in writing this story?
a. to entertain b. to inform c. to inspire d. to persuade
2. Which genre is used by the author?
a. adventure b. fantasy c. Literary d. all of the above
3. What literary device is used by the author in the statements of Ugh-Gluk and Klosh- Kwan below?
“Ay, with our own eyes. And this continued until the bear stood suddenly upright and cried aloud in pain, and trash his four paws
madly about.”
a. hyperbole b. metaphor c. onomatopoeia d. simile
4. In what part of the story that the mystery of Keesh is revealed?
a. beginning b. ending c. in all parts d. middle
5. What makes the conflict of the story interesting?
a. emotions for the intended audience make it interesting
b. poorly drawn characters make it interesting
c. the twists and turns of the plot make it interesting.
d. the author involves all of the senses in describing the setting.

6. Do you agree or disagree with the ending of the story? Why or why not?
____________________________________________________________________________________________________________

Prepared by:

ANNABELLE H. ANGELES
Teacher I

Checked by:

BELEN V. MARTIN
Head Teacher III

Noted by:

LOLITA S. VALERIO
School Head III