LP 2nd CO Composing an Independent Critique of a Chosen Selection PDF

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REGION IIIDIVISION OF PAMPANGAPARALAYA HIGH SCHOOLCANDABADetailed Lesson Plan in English 10I. Objectivesa. Expand ideas using principles of cohesion, b. identify the steps in writing an independent critique and c. compose an independent critique of a specific selection. (E10WC-IIIg-14)II. Topic: Com...

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REGION III DIVISION OF PAMPANGA PARALAYA HIGH SCHOOL CANDABA

Detailed Lesson Plan in English 10 I.

Objectives a. Expand ideas using principles of cohesion, b. identify the steps in writing an independent critique and c. compose an independent critique of a specific selection. (E10WC-IIIg-14)

II.

Topic: Composing an Independent Critique of a Chosen Selection Sub-topic: Lesson 1 – Cohesive Devices Lesson 2 – Writing an Independent Critique References: SLM in English 10, Quarter 3, Module 5 Materials: Laptop, Television, Power Point Presentation and Visual Aids

III.

Procedure

Teachers’ Activity A. Routinary Activities  Prayer  Greetings  Checking of Cleanliness  Checking of Attendance  Checking of Assignment B. Motivation

Student’s Activity

(The students will participate.)

Before we go on, let us have a trivia about our topic that we’re going to discuss. Are you ready? Cohesion is an important quality of a wellorganized essay or a critique. Cohesion comes from the word “cohere” which means to stick together. Think of it as the glue or paste that holds together varying parts of a whole. This is the same concept for critique or essay. A cohesive essay is held together by cohesive devices and strategies without these devices and strategies, the essay falls apart. If coherence deals with macro-organization between paragraphs and the essay as a whole, cohesion manages the micro-organization.

Yes ma’am.

By the way, macro-organization is when you look at the bigger picture in your decluttering journey. You are more concerned about getting everything corralled in the same location rather than the tiny details. Whereas, micro-organization helps to establish the meaning. Cohesion ensures cohesiveness or connection and relationship between ideas in the paragraph level. Did you get an idea about our topic? Nice guess. Let’s find out. C. Presentation of the Lesson Our lesson for today is “Composing an independent critique of a chosen selection” D. Lesson Proper Now, let us go through the different ways we can use to achieve cohesion in writing. 1. Repetition of a key term or phrase 2. Synonyms 3. Pronouns 4. Transitional words 5. Sentence patterns The first method that we can use to make sentences connected is repetition of a key term or phrase. (Flash on screen) Repetition of a key term or phrase helps to focus your ideas and to keep your reader on track. Let us look at these two examples: 1. The provincial government here has set up another isolation facility as part of its proactive response to the coronavirus disease 2019 (Covid-19) pandemic. 2. Located in Mexico town, the facility was previously used as an evacuation center and modified to be used by asymptomatic and mild cases of Covid-19. What key word or phrase is mentioned in both sentences?

Yes ma’am, maybe it is about cohesion?

That’s right! The term “facility” is used in both sentences. Another example: The problem with contemporary art is that it is not easily understood by most people. Contemporary art is deliberately abstract and that means it leaves the viewer wondering what she is looking at. What is the repeated term? Correct! It is the “contemporary art.”

The keyword is “facility” ma’am.

Repeating keywords and phrases can make a powerful cohesive effect but too much of it can make a paragraph absurd for the readers. The next method is the use of synonyms. (Flash on screen) Synonyms are words with the same meaning. It makes us repeat ideas using different words. The repeated term is contemporary art. Look at this example: Myths narrate sacred histories and explain sacred origins. These traditional narratives are, in short, a set of beliefs that are a real force in the lives of the people who tell them. The words histories, origins, and beliefs were used in the sentence as they are interrelated and share much information about studying the past. Did you get it? Good! Method number three is using pronouns. (Flash on screen) Pronoun is a word used to replace a noun by using pronouns. We are also repeating an idea by using a different word to avoid redundancy. Let's have a look at this example: Another isolation hub has been set up in Pampanga as part of the provincial government's proactive response to the Covid19 pandemic. It has a 194-bed capacity. Yes ma’am. In this example the pronoun “it” in the second sentence refers to the term isolation hub in the

first sentence. Another example: When scientific experiments do not work out as expected, they are often considered failures until some other scientists try them again. Those that work out better the second time around are the ones that promise the most rewards. Can you identify the pronouns used the example? Correct! These are the pronouns “they, them, and those” and they are clearly referring to the subject “scientific experiments.” The next method is using transitional words. (Flash on screen) Transitional words cue the readers to relationships between sentences and joining sentences together. Look at this example: Governor Delta Pineda said, “we have no announcement yet for lockdown but it depends if there will be surge, I might be forced to do it. However, if we take extra caution, we will not reach that point.” In this example, the sentences used a transitional word “but” and “however” and all show contrast. Can you follow? Very Good! The last method is using sentence patterns. (Flash on screen) Sometimes using parallel grammatical forms and sentence patterns is a great way to make connections between ideas and help readers follow along. Let us have this quote as an example: “Give a man a fish and he will eat for a day. Teach a man how to fish and he will eat for a lifetime.” We can see the obvious parallelism in these sentences. The sentences basically have the

The pronouns used are “they, them and those” ma’am.

same words but the author interchanged some words in the second sentence to create an emphatic contrasting idea. Again, these are the cohesive devices that we can use in writing sentences in paragraphs. Please read.

Yes ma’am.

Let’s apply what you have learned. Get your paper and pen and answer the following questions. (Checking time.) Great job everyone! Let’s keep going! We just discussed the ways on how we can achieve cohesion in an essay or a critique. Make sure to apply these ways in your essay or critique. Oh, wait, i kept on mentioning the word “critique”. (Show on screen) A critique is a genre of academic writing that briefly summarizes and critically evaluates a work or concept. Well, not only in school you can do a critique, but also in everyday situations. For instance, you might ask, is this the right outfit for a birthday party? You critique your outfit. You can also say, why did she choose that guy over me? Is there something wrong with my personality or looks? Another, your teacher reminded you to submit all your answer sheets on time and you asked yourself. Should I do it or play mobile games instead? You critique the situation to what you think you really need to prioritize. When you constantly do a critique or an evaluation in every circumstances of your life whether personal or in school, the more you develop your critical and creative thinking skills. This will have an impact to your career path.

(The students will read.) 1. 2. 3. 4. 5.

Repetition of a key term or phrase Synonyms Pronouns Transitional words Sentence patterns

(The students will answer a 5-item multiple choice question.)

Now what I want you to do today is to take a look at the parts of a critique and to go over them one by one. Are you ready? Let’s read them altogether. The parts we'll look at are:

Perfect! 1. First the introduction. Unlike the introduction to most of the essays you write in school with the main purpose is simply to introduce the thesis. The introduction of a critique is more complex. First, you must introduce the author and the title of the work being critiqued. Second, state the author's main point and sometimes called the “takeaway.” What the author wants the reader to remember or to do after reading. Third, state and one to two sentences your overall evaluation of the work. You're critiquing now if overall evaluation sounds like your conclusion. Fourth and last, be sure to add any background information. The reader needs to place the author's work in context. What overall topic is the work related to, is there? Is controversy involved? Be sure to set the stage since your reader hasn't read the work as you have. After the introduction comes part two. 2. The summary. This is a summary of the entire work of what you're critiquing. Now, when you're writing the summary, you should be like a reporter. Providing objective unbiased reportage of the following: -The author's overall point or take away. -The main supports offered for that point. Again, like a good reporter your language should be untainted by your own views and certainly be written in the third person. Can you follow?

Yes ma’am. (Show on screen) 1. Introduction 2. Summary 3. Evaluation 4. Response 5. Conclusion...