Ii. Content Iii. Learning Resources: Melcs

Region XI Grade Level 11
GRADE 11 Teacher ANAMAE F. SUELLO Learning Area ENGLISH FOR ACAD

DAILY March 26,
LESSON Teaching 2021 CSS-1 2ND QUARTER
PLAN Dates and 9:30-10:30 AM RESILIENC Quarter
Time E
Session 1
I. OBJECTIVES At the end of the lesson the students are able to;
1. Define critique
2. Identify the various approaches writing a critique
A. Content Standards
The learners understand the principles and uses of a reaction paper/review/critique
B. Performance The learners shall be able to:

Standards 1. Produces an objective assessment of an event, a person, a place or a thing.
2. Critiques graphic design communication materials such as posters, billboards,
commercials, digital and other media
C. Learning
Competencies /
Uses appropriate critical writing a critique such as formalism, feminism, etc.
Objectives
(CS_EN11/12A-EAPP-ld-f-16)
Write the LC code for
each
II. CONTENT Critical approaches in writing a critique
III. LEARNING
Power point and zoom meeting
RESOURCES
A. References English for Academic Learners Module, pp. 7-17
1. Teacher’s Guide
p.
pages
2. Learner’s
Quarter 1-Module 2-pp 7-17
Materials pages
3. Textbook pages pp
4. Additional
[email protected]
Materials from
Learning
Resource (LR)
file:///C:/Users/NONIEC~1/AppData/Local/Temp/7zO49F4D727/index.html-lrmds
portal
B. Other Learning
MELCS
Resources
IV. PROCEDURES
A. Reviewing previous ELICIT

lesson or presenting
the new lesson Question and Answer (Strategy 1)
The teacher reviews previous lesson by asking questions to the students.

1 What is outlining?
2 What are the two (2) types of an outline?
3 Give at least 3 steps in creating an outline
B. Establishing a ENGAGE (HOTS questions)
purpose for the
lesson 1.How did you find the picture?
C. Presenting 2.By looking at the picture, are you thinking about the
examples/ instances beautiful nature?
of the new lesson 3. What about the location?
4. What about the feeling of the lady jumping onto the
water?
Boardwork
Let the students illustrate the picture that presented while ago. (consider the answers
given by the students previously)
Brainstorm Ideas
Show to the students the summary of the results on the previous activity.
Let them analyze and give their ideas. Ask them what idea can you infer with respect
to the image? (HOTS question)
D. Discussing new EXPLORE

concepts and
practicing new skills Activity/Task Performance Activity 1: WHAT I CAN DO
#1
E. Discussing new Give the instructions.
concepts and Directions: Summarize what you have read by completing the table with what you
practicing new skills understood. Write your answer in you notebook.
#2
Approaches in Literary What it is How it is Done
Criticism (DEFINITION) (TECHNIQUE IN WRITING)
Ex. FORMALISM This approach regards A primary goal for formalist critics
literature as “a unique is to determine how elements of
form of human form (style, structure, tone,
imagery, etc.) work together with
knowledge that needs to
text’s content to shape its effects
be examined on its own
upon readers.
terms.”
F. Developing mastery EXPLAIN

(Leads to Formative What is critique?
Assessment) Why do we write critiques?
How to write a critique
G. Finding practical ELABORATE-Reminding norms

applications of VALUES INTEGRATION and SET THE RULES
concepts and skills ACTIVITY 2: READ CRITICALLY
in daily living Directions: Get the meaning of these words from any dictionary so that you can
H. Making understand what you are reading better: Write your answer in your notebook.
generalizations and WORDS MEANING FROM DICTIONARY
abstractions about Cynic
the lesson Demoralize
Destabilize
Transcend
How did you find the activity?

I. Evaluating learning EVALUATE – Fill in the Blanks
Direction: Write your answer in the space provided.
__________ 1. 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. ANSWER: CRITIQUE
__________2. This approach regards literature as “a unique form of human

Knowledge that needs to be examined on its own terms.
ANSWER:Formalist
__________3. This approach “examines how sexual identify influences the creation and
Reception of literary works. ANSWER: GENDER CRITICISM
__________4. Focuses on how human behavior is determined by social, cultural and

psychological structures. ANSWER: STRUCTURALISM
__________5. Focuses on man’s relationship to others in society, politics, religion, and

Business. ANSWER: SOCIOLOGICAL
J. Additional activities EXTEND

for application or Do research on how to writes an objective/balanced review or critique of a work of
remediation art, an event or a program.
VI. REMARKS
VII. 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 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:
ANAMAE F. SUELLO
Teacher I

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Region XI Grade Level 11

GRADE 11 Teacher ANAMAE F. SUELLO Learning Area ENGLISH FOR ACAD

B. Performance The learners shall be able to:

A. Reviewing previous ELICIT

The teacher reviews previous lesson by asking questions to the students.

D. Discussing new EXPLORE

F. Developing mastery EXPLAIN

G. Finding practical ELABORATE-Reminding norms

How did you find the activity?

Direction: Write your answer in the space provided.

__________ 1. Is a careful analysis of an argument to determine what is said, how

__________2. This approach regards literature as “a unique form of human

__________4. Focuses on how human behavior is determined by social, cultural and

__________5. Focuses on man’s relationship to others in society, politics, religion, and

J. Additional activities EXTEND

A. No. of learners who

B. No. of learners who

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