Scribd
Upload
18 views4 pages

DLP-Q3W6-LEGGIE-M (Independent Critique)

The lesson plan summarizes an English class that will teach 10th grade students how to write an independent critique. [1] The class objectives are to differentiate between subjective and objective perspectives and determine the parts of an independent critique. [2] The lesson will introduce the concept of an independent critique and its purpose, and demonstrate how to analyze a short story using techniques like identifying rhetorical devices. [3] Students will practice writing a critique of a video clip and evaluate their understanding through a short quiz.

Uploaded by

Mark Leggie Feliciano Rontale
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
18 views4 pages

DLP-Q3W6-LEGGIE-M (Independent Critique)

The lesson plan summarizes an English class that will teach 10th grade students how to write an independent critique. [1] The class objectives are to differentiate between subjective and objective perspectives and determine the parts of an independent critique. [2] The lesson will introduce the concept of an independent critique and its purpose, and demonstrate how to analyze a short story using techniques like identifying rhetorical devices. [3] Students will practice writing a critique of a video clip and evaluate their understanding through a short quiz.

Uploaded by

Mark Leggie Feliciano Rontale
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
You are on page 1/ 4

Manuel Luis Quezon High School

Daily Lesson Plan


Teacher: MARK LEGGIE F. RONTALE Grade Level: 10

March 11, 2024


Date: (Monday) Learning ENGLISH
Semi-detailed Lesson Plan in Area:
ENGLISH
SECTION TIME
Jacinto 12:30-1:30
Time: Del pilar 1:30 – 2:30 Quarter: Third
Bonifacio 2:30 – 3:30
Aquino 3:50-4:50
I. OBJECTIVES
A. Content Standards 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.
B. Performance Standards The learner skillfully delivers a speech for a special occasion
through utilizing effective verbal and non-verbal strategies and ICT
resources.
C. Learning Objectives At the end of the class session, the students will be able to:
a. differentiate subjective from objective.
b. determine the parts of independent critiques.
c. interpret the text through analyzing the techniques used in
the text.

II. CONTENT
A. Module Self-Learning module Q3-W3
B. Lesson
WRITING INDEPENDENT CRITIQUE
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials Materials
- English notebook
- ballpen
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources visual aids, powerpoint
IV. PROCEDURES
A. Reviewing previous lesson or Preliminary Activities
presenting the new lesson 1. Prayer
2. Checking of Attendance
3. Classroom Management

B. Establishing a purpose for the The teacher will show pictures to the students then ask them to
lesson observe.

1. Based on your observations what have you notice?


2. As a connection from the images, what do you think is our topic
for today?
C. Presenting examples /
instances of the new lesson Independent Critique
A technique that aims to study, discuss, evaluate and interpret
literary works.
A critical could be:
 a critical essay.
 an evaluating a literary piece.
 a review.

F. Discussing new concepts and Why do we need to critique a literary work?


practicing new skills #1 1. To know its overall value.
2. To determine its strengths and weaknesses.

Let’s differentiate Subjective and Objective.


 Subjective - based on or influenced by personal feelings,
tastes, or opinions.
 Objective – means verifiable information based on facts
and evidence.

Parts of a Critique.

Introduction
 State the title of the work and the author’s name.
 Outline main ideas and identify the author’s thesis.
(objective)
 State your own thesis statement and your main idea about
the work. (subjective)

Summary
 Summarize the text in your own words. (objective)

Analysis (objective)
 State what you like and do not like about the text.
 Interpret and evaluate the text based on:
a. How the text is organized.
b. The style of rhetoric.
 Logos appeals to the audience's reason,
building up logical arguments.
 Ethos appeals to the speaker's status or
authority, making the audience more likely
to trust them.
 Pathos appeals to the emotions, trying to
make the audience feel angry or
sympathetic.
c. How effective the message is.
d. Whether or not the author did justice to the
message.
e. How the text appealed to its target audience.

Conclusion (subjective)
 Restate your thesis in new words.
 Summarize your main ideas, if possible, with new and
stronger words.
 Include all actions.
E. Discussing new concepts and The teacher will present a short video clip and provide an example
practicing new skills #2 for them to visualize the lesson.

Title: “The Necklace” by Gay de Maupassant.


F. Developing mastery
(Leads to Formative Assessment 3)

G. Finding practical applications of The teacher will ask the learners takeaways.
concepts and skills in daily living
Question:
As a learner, why is it important to learn how to write an
independent critique?
H. Making Generalization and "In this lesson, we practice how to write feedback constructively
abstractions about the lesson and appreciate the art of literature by understanding deeply how
they formed their literature."

I. Evaluating Learning True or False


Directions: Identify if the statement is either True or False. Write
your answer before the number.
1. A critique takes into account the broader literary and
cultural context. (True)
2. A critique does not require a deep understanding of the
book. (False)
3. A critique only focuses on the book's strengths. (False)
4. A critique is an objective and academic examination of a
book. (True)
5. A critique is a superficial analysis of a book. (False)
J. Additional activities for Read and review the story we’ve discussed your last Friday
application or remediation (Catct-up Friday) “The two Brothers” by Leo Tolstony.

V. REMARKS
VI REFLECTION
A. No. of learners who earned 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 this work?
F. What difficulties did I encounter .
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I used / discover which
I wish to share with other teachers?

Prepared by: Checked by:

MARK LEGGIE F. RONTALE MARIZ E. CASTRO


Student Teacher Cooperating Teacher

OLIVIA Q. TIPAY
English Head Department

You might also like