Republic of the Philippines

DEPARTMENT OF EDUCATION
Region XII-SOCCSKSARGEN
Division of General Santos City
GENERAL SANTOS CITY NATIONAL SECONDARY SCHOOL OF ARTS AND TRADES
Tiongson Street, Barangay Lagao, General Santos City

Teacher: Eden Joy Y. Hermoso Grade Level: 10

Teaching Date: March 23, 2023 Learning Area: English
Teaching Time: Akiatan (7:30 – 8:30 TWThF) Quarter: Third
Malasaga (1:30 – 2:30 MTWTh)

I.OBJECTIVES
A.Content Standard 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 Standard The learner demonstrates communicative competence through his/ her understanding of
literature and other texts types for a deeper appreciation of Philippine Culture and those of
other countries.
C.Learning Competencies Compose an independent critique of a chosen selection (EN10WC-IIIg-14)
D. Objective At the end of this lesson, learners are expected to:

1. Identify ways to compose an independent critique; and

2. Analyze the given selection using components of an independent critique
II.CONTENT Critiquing a Selection
III.LEARNING
PROCEDURES
A. References
1. Teacher’s Guide
2. Learner’s SSLM ( Quarter 3)
Material pages
3. Textbook pages Pages 1-3
4. Additional Esquire Philippines (2023). A Filipino Scientist Discovered a New Cockroach. He Named It
Materials from After a Pokemon. https://www.esquiremag.ph/long-reads/features/nocticola-pheromosa-
Learning cockroach-named-after-pokemon-a00203-20230309
Resourse (LR)
Portal
B. Other Learning Laptop,powerpoint, instructional materials, SSLM
Resources
IV.PROCEDURES
Preliminaries Activities
 Prayer The teacher will ask for a student volunteer to lead the prayer.

2. Setting Guidelines The teacher will present the classroom rules on the screen.

 Checking of The teacher will check the students’ attendance by calling their names individually.
Attendance
A.Reviewing previous lesson The teacher will recall the previous lesson by asking students on the following questions:
or presenting new lesson
What is an argumentative writing?
What are the tips in writing an argumentative text?

B.Establishing a purpose for

the lesson  The teacher will let all students read aloud the objectives.
 Then, the teacher will let students play 4 Pics 1 Word. In this game, the students
will guess the word that is asked based on the four pictures provided. A hint is
also given by placing one letter or more in the answer section depending on the
length of the terms. Then, students will answer questions that follow:
 Motivational Activity: 4 Pics 1 Word

1. 2. 3.

4. 5. 6.

7. 8.

Processing questions:
1. What are the clues that help you derive the right answer?
2. What are your observations of the terms used? Are they related or not? Why?
3. Why is it important to consider all the details presented?
C.Presenting Activity 1: Think, Pair, and Share
examples/instances of the In this activity, students will be paired with their seatmate. Then, they will read the
new lesson following selection, analyze the text, and answer the questions that follow.

Newly-discovered cockroach species named after Pokemon

A Filipino-led team of scientists has discovered a new species of

cockroach at the Bukit Timah nature reserve in Singapore and aptly named it after a
Pokemon. Nocticola pheromosa is a new species of cockroach discovered by Cristian
C. Lucañas, an entomologist at the University of the Philippines Los Baños Museum of
Natural History and lead author of the study, and Singaporean entomologist Foo
Maosheng.
According to a study published by Lucañas and Foo, the inspiration for the
name was the Pokemon Pheromosa, whose white appearance may have been inspired
by the American cockroach that has recently molted.
“There are some similarities between Pheromosa and the delicate
cockroach that we found, such as having a long antenna, wings that mimic a hood and
long slender legs,” Foo told the Straits Times. “Both (Lucañas) and I are Pokemon fans,
so we thought, why not name it after a Pokemon inspired by a cockroach,” Foo added.
Compared to house cockroaches, N. pheromosa has a more slender and delicate body.
“This represents the ninth known fully-winged species of the genus,” wrote the authors.
The discovery was published in the Journal of Asia-Pacific Entomology on
February 27, 2023. It is the first time a cockroach of the genus Nocticola has been
documented in Singapore, but the two entomologists became curious when a then-
unknown male species of the cockroach was found in Bukit Timah nature reserve in
2016. Photos of the male species were uploaded on the website Biodiversity of
Singapore, which caught the attention of Lucañas, who promptly contacted Foo and
collaborated with Foo. It was Lucañas who dissected the cockroach and published the
study.
According to the Pokedex, Pheromosa is “a life-form that lives in another
world, its body is thin and supple, but it also possesses great power.” It is a bug-type
Pokemon designed for fighting. Its special ability is Beast Boost, which boosts the
Pokemon’s most proficient stat every time it knocks out a target.

(Source: Esquire Philippines (2023). A Filipino Scientist Discovered a New Cockroach.

He Named It After a Pokemon. https://www.esquiremag.ph/long-reads/features/nocticola-
pheromosa-cockroach-named-after-pokemon-a00203-20230309)
 Comprehension questions:
1. What is the text all about?
2. Who discovered the new species of cockroach?
3. What important details presented in the text?
4. When critiquing a text, how do these details help you understand the selection?
What is a critique?
D.Discussing New concepts  A critique is a genre of academic writing that briefly summarizes and critically
and practicing new` skills #1 evaluates a work or concept.
 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
 A critique uses a precise, academic writing style and has a clear framework, that
is, an introduction, body and conclusion. Nevertheless, the body of a critique
includes a summary of the work and a comprehensive assessment.
 An independent critique of a book or short story is not primarily a summary; rather,
it comments on and evaluates the work in the light of specific issues and
theoretical concerns in a course.

How to compose an independent critique of a chosen selection?

A. The Introductory Paragraph
 The introductory paragraph for the short story critique has 3 major
elements: the background, your opinion on the work as a whole, and
the thesis. The background includes all of the useful information
(especially who, what, when, where, and why) leading up to the thesis.
The thesis includes the subject and opinion of the paper followed by the
main points.
 The most important element in writing a critique is a workable thesis
statement, which shows near the end of the introductory paragraph.

Below is a sample thesis statement:

SUBJECT: The Blind Assassin

OPINION: shows Atwood’s skills as a writer
MAIN POINTS: because of the visual imagery, the strong characters and the memorable
message.

B. The Development Paragraphs

 These can differ in length and in number. If you state 3 main points in your
thesis, you should have 3 development paragraphs. For this task you should
have from 3-5 main points. Here are a few ideas to choose from:

1. Opening
 Hooks - Is the story grabbing from the first line? Does it make you want to
read on?
 Introduction of Central Character - Is the Central character introduced early
in the story.
 Scene Setting - Can you picture the scene early enough in the story or have
you already imagined your own?
 Problem Description - Can you tell what problem confronts the central
character soon enough or are you left wondering what the story is all about?

2. Characterization Central Character

 Does he/she appear in the first few lines?
 Is it clearly defined who the central character is?
 Do you have sympathy with the central character? (This does not mean
likable).
Other characters:
 Are they easily definable or do they get confused with others?
 Do they seem authentic?
 Can you easily tell who they sympathize with?

3. Dialogue
  Does the dialogue sound authentic?
 Is it all meaningful?
 Does it read well? (If when spoken aloud the reader changes it, this might
mean it needs some attention.)

4. Setting
 Does it seem the right place for the story?
 If it is a real place, has the author researched it enough?
 If it is a fictitious place, has the author planned the setting(s)
carefully, making it seem alive and real.

5. Conflicts
 Are the conflicts in the story realistic or do they seem artificial?
 Are the conflicts original?

6. Suspense Value
 Do you want to know what is going to happen next?
 Does the story goes well from action to action?

7. Ending
 Is the ending concise or does it ramble on?
 Does it need a lot of explanation?
 Is it clear what has happened?
 Does it seem flat?

8. Structure
 Has the plot been developed well throughout the story?
 Are the characters described in time or after you've imagined them
for yourself?
 Are the actions well planned and run well in sequence?
 Do flashbacks seem well placed and relevant?
 Is the time span suitable for the story or should it take place over a
longer or shorter period of time?
 Is the time span feasible? (Could the events have taken place in the
given time span?)
9. Plot
 Is it original?
 Does it sound authentic?
 Is it contrived?

C. The Closing Paragraph

 In this part, you give your general concept of the story. Did you enjoy it?
In general, you should briefly summarize all the issues under discussions.
Any further opinions on the subject would be suitable at this time as well
as any final conclusion.

Question to ponder:
 Why is it important to place useful information (i.e., 4 Ws and 1 H) in the
introductory paragraph?
 How does the development paragraph support your thesis statement?
 What should you include in your closing paragraph?

Activity 2: Critique Time!

E.Developing mastery (leads
to formative assessment) In this activity, the class will be divided into five (5) groups. The teacher will
present a short story “Love and Time. In a one whole sheet of paper, groups will write an
independent critique of the presented story based on the chart provided below. Afterward,
each group will chose a presenter to share their output in class.

Love and Time

Once upon a time, there was an island where all the feelings lived: Happiness,
Sadness, Knowledge, and all of the others, including Love. One day it was announced
 to the feelings that the island would sink, so all constructed boats and left. Except for
Love.
Love was the only one who stayed. Love wanted to hold out until the last
possible moment. When the island had almost sunk, Love decided to ask for help.
Richness was passing by Love in a grand boat. Love said, “Richness, can you
take me with you?” Richness answered, “No, I can’t. There is a lot of gold and silver in
my boat. There is no place here for you.”
Love decided to ask Vanity who was also passing by in a beautiful vessel.
“Vanity, please help me!” I can’t help you, Love. You are all wet and might damage my
boat,” Vanity answered.
Sadness was closed by so Love asked, “Sadness, let me go with you.”
“Oh...Love, I am so sad that I need to be by myself!”
Happiness passed by Love, too, but she was so happy that she did not even
hear when Love called her.
Suddenly, there was a voice, “Come Love, I will take you.” It was an elder. So
blessed and overjoyed, Love even forgot to ask the elder where they were going.
When they arrived at dry land, the elder went her own way. Realizing how
much was owed the elder, Love asked Knowledge, another elder, “Who helped me?” “It
was Time,” Knowledge answered. “Time?” asked Love. “But why did Time help me?”

Chart for an Independent Critique of the Selected Text

ELEMENTS DESCRIPTION/S
Characters
Dialogue
Setting
Conflicts
Ending
Structure
Plot

F. Finding practical
applications to concepts and The teacher will assess the learning of students through an exit ticket. In sentence form,
skills in daily living students will write what they learned, their questions in mind, and what they will do with
their gained knowledge from the lesson.

Exit ticket in 3… 2… 1…
3 interesting 2 questions I have in 1 thing that I will do
things I learned mind with what I have
today learned
1. 1. 1.
2. 2.
3.

G. Making generalization and The teacher will provide a bird’s eyeview of the lesson through asking students of the
abstraction following questions:
1. What is a critique?
2. What are the three (3) major parts or paragraphs that composed an independent
critique?

Refer to E. Developing mastery (leads to formative assessment), the teacher will assess
students’ understanding of the lesson based on their group output. The attached rubrics
H.Evaluate learning below will be used to assess their outputs.

Rubrics for the Analysis of the Selected Text

Criteria Very Good (4 pts.) Good (3 pts.) Fair (2 pts.)

Analysis Provides a Provides complete The analysis made
thorough and analysis of each is vague.
substantial analysis component;
of the text. however, there is a
need to improve
one element
 Elements Includes all the Includes all the There are noticiable
elements presented elements but needs missing elements.
based on the chart. improvement to one
element.
Output The presentation is The presentation is The presentation is
Presentation clear and direct. clear, but needs to vague or no
The presenter improve the presentation at all.
explains all the explanation to one
analysis of element.
elements made by
the group.
Sentence Sentences are Sentences are Sentences are
Structure constructed with no constructed with 1 constructed with 3
grammatical errors. or 2 minor to 5 minor
grammatical errors. grammatical errors.
I.Additional activities for Assignment: Learning Continuation
application or remediation The students will critique the myth about Apollo and Daphne using the chart provided.
Their output will be graded based on the rubrics attached below.

Apollo and Daphne

In Greek Mythology, Apollo was the God of Light, and it was his job to pull the sun
across the sky in his 4-horse chariot every day. He has also been referred to as the
God of music, poetry, art, medicine, knowledge, plague and archery. Apollo was the
son of Zeus (the God of Thunder) and Leto. He had a twin sister, Artemis, who was the
Goddess of Hunting.
Apollo was also famous for being an oracular god, and had two cults in Delphi and
Delos. People would come from all over the world to learn from Apollo what their future
held. It was believed that, as the God of both medicine and plague, Apollo could heal
people as well as cause disease by shooting people with his arrows.
Daphne was a Naiad Nymph in Greek Mythology, and was the daughter of a river
god. She was famous for being incredibly beautiful and for catching the eye of Apollo.
However, Daphne was determined to remain unmarried and untouched by a man by the
rest of her life.
Greek Mythology states that Apollo had been mocking the God of Love, Eros (also
known as Cupid). In retaliation, Eros fired two arrows: a gold arrow that struck Apollo
and made him fall in love with Daphne, and a lead arrow that made Daphne hate
Apollo. Under the spell of the arrow, Apollo continued to follow Daphne, but she
continued to reject him. Apollo told Daphne that he would love her forever.
Daphne turned to the river god, Peneus, and pleaded for him to free her from
Apollo. In response, Peneus use metamorphosis to turn Daphne into a laurel tree.
Apollo used his powers of eternal youth and immortality to make Daphne’s laurel leaves
evergreen. It’s believed that Daphne has to sacrifice her body and turn into a tree as
this was the only way she could avoid Apollo’s sexual advances.

(Source: <a href="https://greekgodsandgoddesses.net/myths/apollo-and-

daphne/">Apollo and Daphne: https://greekgodsandgoddesses.net</a> - Greek Gods &
Goddesses, November 30, 2016)

Chart for an Independent Critique

ELEMENTS DESCRIPTION/S
Introduction
Characters
Conflicts
Plot
Structure
Ending

Rubrics for the Analysis of the Chosen Text

 Criteria Very Good (5 pts.) Good (4 pts.) Fair (3 pts.)
Analysis Provides a Provides complete The analysis made
thorough and analysis of each is vague.
substantial analysis component;
of the text. however, there is a
need to improve
one element
Elements Includes all the Includes all the There are noticiable
elements presented elements but needs missing elements.
based on the chart. improvement to one
element.
Sentence Sentences are Sentences are Sentences are
Structure constructed with no constructed with 1 constructed with 3
grammatical errors. or 2 minor to 5 minor
grammatical errors. grammatical errors.
Punctuality Submit the output Submit the ouitput Submit the output
on time. one day late. two days late.
V. REMARKS
VI.REFLECTION
A.Number of learners who
earned 80% in the
evalaution.
B.Number of learners
required addtional activities
for remediation who scored
below 80%.
C.Did the remedial lesson
work? Number of learners
who have caught up with the
lesson?
D.Number of learners to
require remediation
E.Which of my teaching
strategies worked well?
F.Which difficulties did I
encounter which any
principal or my supervisor
can help me solve?
G.What innovations or
localized materilas did I
used/discover which I wish to
share with other teachers?

Prepared by:
EDEN JOY Y. HERMOSO
Pre-service Teacher

Checked by:
HERMIE C. AKIATAN
Teacher III

Concurred by:
FEBELYN M. ERAMIS
Academic Head – MT I