DLP Eng G10 Q3 Melc 3

LESSON PLAN IN ENGLISH 10
School Grade Level & Section 10

Teacher Quarter 3
Learning English Teaching Dates & Duration Up to 4 days
Area
I. LEARNING OBJECTIVES
Content Standards The learner demonstrates understanding of how world literature and
other text types serve as ways of delivering a prepared or impromptu
talk on an issue employing techniques in public speaking.
Performance Standards The learner writes an argumentative speech trying to convince the
listener to agree with the speaker’s point of view.
Learning Competencies/Code Compose an independent critique on a chosen selection.
Objectives
 Knowledge - Identify characteristic of an effective critique
 Skills - Construct an independent critique on a chosen selection
 Attitude - Analyze the content of a sample presented
II. CONTENT Composing an Independent Critique
III. LEARNING RESOURCES
A. References
1.Teacher’s Guide pages
2.Learner’s Materials pages
3.Textbook pages
SDO NegOr Self Learning Module for Quarter 3-Module 2 on
4.Additional Materials from Learning
Resource (LR) portal
Composing An Independent Critique Written by Jenny Rose
Sumagaysay EdD
Source: Celebrating Diversity through World Literature. Department
B. Other Learning Resources
of Education. English 10 Learner’s Material.
C. Supplies, Equipment, Tools, etc. Copies of the SLM, enlarged version of some of the activities in the
SLM
IV. PROCEDURES
A. Review/Introductory The teacher prepares the class by letting them say something about the given
Activity quote.
“You may not always write well, but you can edit a bad page. You can’t edit a blank
page.”
— Jodi Picoult
B. Activity/ Motivation This time the teacher asks her students to answer the short quiz to prepare them
for the new lesson.
A. Directions: Answer the following questions below by choosing the letter of

the correct answer. Write the answers in your notebook.
1. It is an analysis of a particular piece of writing.
a. essay b. critique c. editorial d. story
2. What does a critique aim to?
a. summarize the original text
b. analyze how well the points in the article are made
c. prove how flawed the literary work is
d. show the elements of the piece
3. A critique must be written based on observations of the text.
a. subjectively b. emotionally c. objectively d. freely
4. Which of the following states how critiques benefit the writer of the text
being critiqued?
a. Critiques help the writer make his work better.
b. Critiques encourage the writer to pursue a different line of work.
c. Critiques give the writer concrete ideas for a new text.
d. All of the above
5. Which of the following follows the correct steps in writing a critique?
1. State a conclusion as well as reasons for it.
2. Read and understand the text.
3. Evaluate the ideas and their flow in the text.
4. Orient the reader regarding the text.
a. 2341 b. 1234 c. 2431 d. 2413
B. Directions: Read the statements below. In your notebook write a check (√)
mark if the statement is a characteristic of a critique; write an X mark if it
is not.
1. A critique should be subjective.
2. A critique should be flexible.
3. A critique should be acceptable.
4. A critique should be long to be comprehensive.
5. A critique should be constructive.
C. Analysis/Presenting - The teacher will then ask the following questions. (Please answer complete
examples of the new in complete sentence).
lesson where the
concepts are clarified 1. How did you find the activity?
2.Did it prepare you for the new lesson?
3.Are you ready for the new lesson?
4.What do you think will be the new lesson of the day?
D. Abstraction The teacher introduces the days lesson by telling the students that they will be
acquainted on what is a critique how to write it.
A critique is a careful analysis of an argument to determine what is said,

how well the points are made, what assumptions underlie the argument, what issues
are overlooked, and what implications are drawn from such observations. It is a
systematic, yet personal response and evaluation of what you read.
Moreover, critiquing a short story usually takes the form of an essay. It is an

in-depth evaluation of the story for the purpose of giving the reading public insight
into the story. Writing a critique requires you to reassemble the elements in such a
way that your intended audience has a better understanding of the story’s strengths,
weaknesses, and highlights.
There are several criteria on how to write a critique paper that you can use,
depending on primary objectives. Basically, you may use the following standards:
Audience. Students evaluate the appropriateness of an item to the audience. For

instance, outstanding critique papers show the weaknesses and strengths of the
article or the object under evaluation. Besides, they contain ways to improve the
source and fit the readers’ needs discussed in critique essays.
Information. Critique essays examine the usefulness of the material under

analysis. In particular, one considers if the information makes sense to the audience
or contributes to existing knowledge. This process on how to write a critique paper
helps to determine if the information expresses the intended meaning.
Logic. Learners examine if specific information makes sense to readers. Possible

factors to consider may include conceivable jumps in logic, among other
weaknesses. As a result, this criterion determines the overall quality of a piece of
work under review.
Bias. Critique essays may focus on the balance between facts and fiction.
Basically, the criterion applies where two sides of an argument exist. In this case,
students determine the vagueness of the information presented when organizing
critique papers.
How to Write a Critique?
Before you start writing, it is important to have a thorough
understanding of the work that will be critiqued.
• Study the work under discussion.
• Make notes on key parts of the work.
• Develop an understanding of the main argument or purpose being expressed in the

work.
• Consider how the work relates to a broader issue or context.
There are a variety of ways to structure a critique. You should always check
your criteria. The following template, which showcases the main features of a
critique, is provided as one example.
First step: Make your Introduction
Typically, the introduction is short (less than 10% of the word length) and you
should:
 Name the work being reviewed as well as the date it was created and the
name of the author/creator.
 Describe the main argument or purpose of the work.
 Explain the context in which the work was created. This could include the
social or political context, the place of the work in a creative or academic
tradition, or the relationship between the work and the creator’s life
experience.
 Have a concluding sentence that signposts what your evaluation of the work
will be. For instance, it may indicate whether it is a positive, negative, or
mixed evaluation.
Second step: Make a Summary (Part of introduction)
Briefly summarize the main points and objectively describe how the writer
portrays these by using techniques, styles, media, characters, or symbols. This
summary should not be the focus of the critique and is usually shorter than the
critical evaluation.
Third step: Develop a Critical evaluation (Body)
This section should give a systematic and detailed assessment of the different
elements of the text, evaluating how well the writer was able to achieve the purpose
through these.
A critical evaluation does not simply highlight negative impressions. It should

deconstruct the work and identify both strengths and weaknesses. It should examine
the work and evaluate its success, in light of its purpose.
As a result, you must:

 deconstruct the work.
 consider questions like:
Ø what types of evidence or persuasion are used? Has evidence been interpreted
fairly?
Ø How is the work structured? Does it favor a particular interpretation or point of

view? Is it effective?
Ø What literary devices and techniques were used? Are they effective in conveying
the message of the writer?
Ø How did you respond to the piece? Did you like it? Did it appeal to you? Could
you identify with it?
Ø Do you agree with the main ideas in the text?
Ø Did you find any errors in reasoning? Any gaps in the discussion?
Ø Are the text’s tone and language text appropriate?
 identify the strengths and weaknesses; and

 examine the success of the source in achieving the primary purpose.
Fourth step: Make a Conclusion
The closing paragraphs contain a summary of the overall evaluation of the work.
Basically, one should include:
 key reasons identified during the assessment process;

 purpose of the evaluation;
 recommendations for improving the whole work.
Additional Tips for Writing Critique Papers
The Analysis
This section of critique papers serves as the heart of the analysis. Students
should use compelling examples to support the main ideas and arguments.
Moreover, the inquiry method used must align with the one mentioned in the thesis
statement.
Closing Paragraph
One must seek advice from the instructor on how to close the paper for learning how
to write a critique paper. For example, some instructors may require students to
restate the thesis statement at the end of critique essays. Effective conclusions:
 link body paragraphs to the introduction;

 do not present new information.
To summarize everything, you can also remember this sequence below.

E. Valuing: Finding
Practical Applications The teacher asks the students to read the sample critique and answer the
of Concepts and Skills given questions in complete sentence. Write your answer in your notebook.
in Daily Living
1.What genre is the book being critique?

2. How did the writer of the critique present the introduction of the essay?
3. How did the writer of the critique respond to the piece? Did he like it? Did it appeal to
him?
4. How did the writer end his critique?
F. Generalization - The teacher instructs the students to write a reflection by completing the
lines below. Let them write their reflections in their notebooks.
I have learned that_______________________________
I have realized that _________________________________________
I will apply__________________________________________
G. Assessment - The teacher asks the students to read the short story on “The Necklace” by
Gay Maupassant and write a short critique composed of three or more
paragraphs. Please be reminded of the guidelines in writing a critique.
Your work will be graded based on this rubric.
The Necklace
by Guy De Maupassant
Mathilde is born to a low-class family; with no money for a dowry, she is

married to Monsieur Loisel, a clerk from the Board of Education. Mathilde–now
Madame Loisel–had always felt like she should have been upper class and is
unhappy in her married life: she hates their home, their food, and her lack of fine
clothing and jewelry. One evening, her husband excitedly presents her with an
invitation to attend an event at the Minister of Public Instruction’s home. To the
surprise of M. Loisel, Mme. Loisel throws the invitation down in dismay, weeping
and complaining that she has nothing to wear to such an event. Her husband offers
to give her the money for something suitable, but as the day of the ball approaches,
she is still dismayed. When asked why, she replies that she is embarrassed to
attend the ball without any jewels. Her husband suggests that she ask to borrow
some jewels from her rich friend, Madame Forestier. She agrees and goes to see
her friend the next day, greedily choosing one of Madame Forestier’s finest
necklace.
At the ball, Madame Loisel is a hit: elegant, joyful, and desired for waltzes.
She and M. Loisel return home at nearly 4 o’clock in the morning, and only when
they arrive home does Mme. Loisel realize she lost the necklace. After a week
with no news, M. Loisel proclaims that they must replace it, and the couple finds a
replacement for 36,000 francs. Loisel has 18,000 francs from his father’s will and
borrows the remaining sum, bit-by-bit and making “ruinous promises” (p.36)
along the way. After all this, Madame Loisel is able to return the newly bought
necklace in the original’s case, apparently rousing no suspicion.
To pay off the debt, both Monsieur and Madame Loisel must work tirelessly.
After ten years, they are finally able to pay off all of their debts. One day, while
taking a walk, Madame Loisel runs into Madame Forestier. She approaches her
old friend, but Mme. Forestier almost doesn’t recognize her. In sudden emotion,
Madame Loisel reveals her entire story of losing the necklace, replacing it, and
working off the cost of the replacement ever since. In response, Madame Forestier
replies that the original necklace contained not actual diamonds but rather fake
diamonds, meaning the original necklace cost no more than 500 francs.
V. REMARKS
VI. REFLECTIONS
A. No.of learners who
learned 80% on the
formative assessment
B. No.of learners who
require additional
activities for remediation.
C. Did the remedial
lessons 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:
JOSEPHINE V. AUSTERO
English Teacher

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LESSON PLAN IN ENGLISH 10

School Grade Level & Section 10

A. Directions: Answer the following questions below by choosing the letter of

a. 2341 b. 1234 c. 2431 d. 2413

A critique is a careful analysis of an argument to determine what is said,

Moreover, critiquing a short story usually takes the form of an essay. It is an

Audience. Students evaluate the appropriateness of an item to the audience. For

Information. Critique essays examine the usefulness of the material under

Logic. Learners examine if specific information makes sense to readers. Possible

How to Write a Critique?

Before you start writing, it is important to have a thorough

understanding of the work that will be critiqued.

• Study the work under discussion.

• Make notes on key parts of the work.

• Develop an understanding of the main argument or purpose being expressed in the

• Consider how the work relates to a broader issue or context.

First step: Make your Introduction

Second step: Make a Summary (Part of introduction)

Third step: Develop a Critical evaluation (Body)

A critical evaluation does not simply highlight negative impressions. It should

As a result, you must:

Ø How is the work structured? Does it favor a particular interpretation or point of

Ø Do you agree with the main ideas in the text?

Ø Are the text’s tone and language text appropriate?

 identify the strengths and weaknesses; and

Fourth step: Make a Conclusion

 key reasons identified during the assessment process;

Additional Tips for Writing Critique Papers

 link body paragraphs to the introduction;

To summarize everything, you can also remember this sequence below.

1.What genre is the book being critique?

I have learned that_______________________________

I have realized that _________________________________________

Mathilde is born to a low-class family; with no money for a dowry, she is

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