Daily School BBSMNHS Grade Level GRADE 10

Lesson Teacher CAMILLA B. MAGSINO Learning Area ENGLISH

Log Teaching Date & Time FEBRUARY 28 -MARCH 1-3, 2023 Quarter THIRD
I.OBJECTIVES

A. Most Essential EN10WC-IIIg-14

Learning
Competencies Compose an independent critique of a chosen selection
(MELC)

B. Objectives 1. Identify the parts of a critique

2. Organize ideas to compose a critique
3. Compose a critique of a chosen selection

II. CONTENT Lesson 3

Composing an Independent Critique of a Chosen Selection

III. LEARNING RESOURCES

A. References

a. Teachers Guide MELC

BOW
Learners’ Packet
SLM-SD Pasig City
Quarter 3
English 10

b. Learners Learners’ Packet

Material SLM-SD Pasig City
Learners’ Material
Quarter 3
English 10
Pages 3--14
 c. Additional https://www.youtube.com/watch?v=KapzGh8fZ1g
Materials https://forms.gle/iPaKguVBQtgbWXiK6

IV. PROCEDURES

a. Reviewing PRETEST (PowerPoint Presentation

previous lesson/s
or presenting the Directions: Identify the right answer to the given questions. Choose the letter of the correct answer.
new lesson
1. Which is a definition of a critique?
A. the systematic investigation and study of materials and sources to establish facts and to reach new conclusions.
B. a detailed analysis and assessment of something, especially a literary, philosophical, or political theory.
C. a short piece of writing that expresses information as well as the writer's opinion on a particular topic.

2. Which is the purpose of a Critique?

A. To evaluate somebody's work in order to increase the reader's understanding of it.
B. To collect your ideas and observations on any number of things and put the happenings of each day into writing.
C. To present a coherent argument in response to a stimulus or question, and to persuade the reader that your position is
credible.

3. Which writing style does a Critique belong?

A. Creative Writing
B. Expository writing
C. Persuasive Writing

4. Which statement is True in writing a Critique?

A. It assess the strengths and weaknesses of the piece of writing.
B. It explains a topic in a logical and straightforward manner.
C. It Assist a reader in understanding a particular piece of writing.

5. Which would be the other term for critique writing?

A. Critical Analysis
B. Critical Thinking
C. Critical Discussion

b. Establishing a
purpose for the Writing will always be a part of your studies especially that of essay writing, it is important that you know how to
 lesson construct and compose sentences and paragraphs. You will not be able to reach college without being able to write an essay
and college work will be hard if you don’t know how to write. Writing gives voice to our inner thoughts and allows us to share
them, it equips us with communication and thinking skills and this makes it an important skill that we have to learn.

In school, you are asked to submit a written work, be it an essay, a literary piece or research which are examples of
academic writing that you have to accomplish as a requirement and one that you have to do if you want to graduate. Writing
academically will help you, students to analyze, to convey understanding and to think critically. Writing gives voice to our inner
thoughts and allows us to share them, it equips us with communication and thinking skills and this makes it an important skill
that we must learn.

c. Presenting
examples/instances
d. Discussing new Video Lesson
concepts https://www.youtube.com/watch?v=KapzGh8fZ1g

e. Continuation of the One academic writing that you must learn is writing a critique.
discussion of the
new concepts A critique is a genre of academic writing that briefly summarizes and critically evaluates a work or concept. A simpler
definition is a review of something. Critiques can be used to carefully analyze a variety of works such as:

Creative works – novels, exhibits, film, images, poetry

Research – monographs, journal articles, systematic reviews, theories Media – news reports, feature articles

The purpose for writing a critique is to evaluate somebody's work (a book, an essay, a movie, a painting...) in order to
increase the reader's understanding of it. A critical analysis is subjective writing because it expresses the writer's opinion or
evaluation of a text. An example of a critique is a professor writing notes about a student's artwork. We learn to analyze from
our study or reading and come out with what is important

Like an essay, a critique uses a formal, academic writing style and has a clear structure, that is, an introduction, body
and conclusion. However, the body of a critique includes a summary of the work and a detailed evaluation. The purpose of an
evaluation is to gauge the usefulness or impact of a work in a particular field. An understanding of the work’s purpose intended
audience, development of argument, structure of evidence or creative style and a recognition of the strengths and weaknesses
of the work.
In writing a critique, it is important to have a thorough understanding of the work that will be critiqued by studying the
work under discussion, making notes on the key parts and developing an understanding of the main argument or purpose
being expressed in the work. You also have to consider how the work relates to a broader issue or context.

Here are the parts of a Critique:

1. 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.

2. Summary

Briefly summarize the main points and objectively describe how the creator 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.

3. Critical Evaluation (Body)

This section should give a systematic and detailed assessment of the different elements of the work, evaluating how
well the creator was able to achieve the purpose through these. For example: you would assess the plot structure,
characterization and setting of a novel; an assessment of a painting would look at composition, brush strokes, color and light; a
critique of a research project would look at subject selection, design of the experiment, analysis of data and conclusions.
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.
This evaluation is written in formal academic style and logically presented. Group and order your ideas into paragraphs.
Start with the broad impressions first and then move into the details of the technical elements. For shorter critiques, you may
discuss the strengths of the works, and then the weaknesses. In longer critiques, you may wish to discuss the positive and
negative of each key critical question in individual paragraphs.
To support the evaluation, provide evidence from the work itself, such as a quote or example, and you should also cite
evidence from related sources. Explain how this evidence supports your evaluation of the work.

4. Conclusion

This is usually a very brief paragraph, which includes:

A statement indicating the overall evaluation of the work
A summary of the key reasons identified during the critical evaluation and why this evaluation was formed.
In some circumstances, recommendations for improvement on the work may be appropriate.

To summarize, writing a critique of a piece of writing or art is to:

1. Describe: give the reader a sense of the writer’s overall purpose and intent.
2. Analyze: examine how the structure and language of the text or art convey its meaning.
3. Interpret: state the significance or importance of each part of the text or art and,
4. Assess: make a judgment of the work’s worth or value.
f. Developing
mastery Pair Activity

Arrange the following paragraphs to compose a review of the 2012 movie, Dark Knight Rises by writing the numbers 1-6 on the
space provided before the letters.

_______A. This film served as great entertainment with its colorful cast and numerous plot twists. Nolan used actors appeared
in previous Batman films or in his blockbuster hit Inception, and all of them shone in their respective roles: Tom Hardy was
almost unrecognizable in his Bane costume, while Joseph Gordon-Levitt and Marion Cotillard were both excellent—and
obviously comfortable with Nolan’s directing style and the film’s dramatic tone.
_______B. When crisis threatens Gotham City, Bruce Wayne jumps back into the Batmobile to fight crime. Batman is joined on
his quest by an eager orphaned cop (Joseph Gordon-Levitt), a seductive cat burglar (Anne Hathaway), and a violent masked
villain (Tom Hardy).
_______C. Despite the films minor shortcomings, The Dark Knight Rises is exciting, creative, and dark—and well worth a few
hours of your time.
_______D. Christopher Nolan brings yet another adrenaline-filled, comic-inspired movie to the big screen, with “The Dark Night
rises”. We see all sorts of familiar faces this time around, but the audience is introduced to a few new characters as well.
_______E. True to Nolan’s style, at 164 minutes, this film is fairly long. There were a few times when the movie felt a bit drawn
out, but the gorgeous action scenes and impressive dialogue really held the audience’s attention and kept them on the edge of
their seats. However, the timeline was a bit unclear at times. For a number of scenes, it was hard to tell whether it had been
days or months or years that had passed since the last time a given character had been on screen.
_______F. The one actor that gave this reviewer pause was Anne Hathaway as Selina Kyle. She has historically been
typecast as the girl next door, so it was a shock to watch her steal and fight her way through the City of Gotham. After a few
scenes, however, we were convinced that the casting decisions was a good one, as Hathaway portrayed the darker cat woman
role brilliantly

g. Finding practical
applications of Enumerate the information to include and things to consider in writing a critique.
concepts and skills Why is it essential to consider the guidelines in composing a critique of a chosen selection?
in daily living
h. Making
generalizations and Explain the importance of writing an honest critique of a piece of writing or a work of art.
abstractions about
the lesson
i. Evaluating learning
Quiz 1

Directions: Identify what is being described by choosing the right word from the word pool before the questions.
Introduction Summary Critical Evaluation Conclusion
_____________ 1. Part of a critique that gives the important details of a work.
_____________ 2. Part of a critique that points out the main objective of a work.
_____________ 3. Part of a critique that summarizes the main points of the evaluation of a work.
_____________ 4. Part of a critique that gives a detailed analysis of the elements of a work.
_____________ 5. Part of a critique that discusses the strengths and the weaknesses of a work.

Quiz 2

Directions: Decide whether the statement is True or false. Put a ✓ or X mark on the space provided before the number.
_____ 1. Writing a critique is to criticize a piece of literature or art.
_____ 2. Reading a critique about an art or literature is not enlightening.
_____ 3. Writing a critique is to understand thoroughly a work of art or a piece of literature.
_____ 4. Assessing the strengths and weaknesses of the thing to be critiqued is needed for a sound judgment of the piece of
writing or art.
_____ 5. Critiquing is a careful judgement of evaluating in a detailed and analytical way a piece of literature or a work of art.

Quiz 3

Directions: Identify the following paragraphs from a critique by Greg Downey titled, Langdon Winner,” Who will we be in
cyberspace?”(1996) , as to parts: Introduction, Summary, Evaluation/Body & Conclusion. One part will be used twice.
___________ 1. In particular, Winner is worried that flashy consumer gadgets marketed to us to fill our needs as individuals
mask profound social or collective consequences. This a pattern he sees throughout the early 20th century, where the modern
world was to be a place in which personal desires would be fulfilled through consumption of industrially produced commodities
but missing from the picture was any attention to collective goods and collective problems.”
___________ 2. I think Winner’s argument is a persuasive one, and I like the way he uses a broad historical set of examples
from the early 20th century to make his point about looming 21st century technological change. I wish he would say more
about, why “market forces” are not enough by themselves, to indicate what kinds of technologies would be best for us to
choose as a society of consumers.
___________ 3. In this article from 1996(before Google, before You tube, before Facebook), philosopher of technology
Langdon Winner argues that in terms of online information systems, to invent a new technology requires that society also
invents the kinds of people who will use it.
___________ 4. The effects that concern Winner the most seem to be political ones. Winner introduces the term “myth
information” to point out the danger of holding the simplistic, utopian view that “the spread of information machines is somehow
inherently democratic and that no one needs to lift a finger to achieve democratization and create a good society.
___________ 5. In the end, Winner wants us to avoid sleepwalking through periods of technological change-what he calls
“technological somnambulism” and instead make active choices about what technologies we use, and how we use them. This
is a special responsibility for those in the information industries, working as creative or engineers to build these new systems
and insert them into workplaces, schools and homes: “Persons whose professional work gives them insight into the choices
that matter must be diligent in expressing their knowledge and judgements to a broad public.”

Quiz 4
 https://forms.gle/iPaKguVBQtgbWXiK6

j. Additional activities Critique the story “The Necklace” by Guy De Maupassant.

V. Remarks

VI. Reflection

Prepared by:

CAMILLA B. MAGSINO
English Teacher