Saint Theresa’s College of Cebu

Basic Education Department

SY. 2020 - 2021

Learning Module

Communication Arts - English

(English for Academic & Professional Purposes)
First Semester

Name:_________________________

Grade/Strand/ Section: __________

Teacher: Mrs. Christine H. Pepito

0
Module No. 6 Week Date: Oct. 5 - 9, 2020
No. of Meetings: 2 (4 periods)

Modules 4 and 5 had your attention! You were exposed to the rigidity but thoroughness of
academic writing. It challenged you to apply everything that you have learned since Module 1. Now
for two meetings this week, you are going to finish your critique.

It is my hope that you do this with the utmost consideration of making well-planned
recommendations. Please always think about this question: What should you, a 21st-century
learner, do in order to make a sound recommendation of a well-planned critique?

FIRST MEETING:
Learning Outcomes:
By the end of this lesson, you will be able to:
 use appropriate critical approaches* in writing a critique such as formalism, feminism, etc.; and
 cite specific sources to support claims.

Essential Question:
What should you, a 21st-century learner, do in order to make a sound recommendation of a well-planned
critique?

Learning Materials/Resources:
 Aralinks CLE
 attachments
 photos from( the ) web (mostly from Google Image)
 textbook, pp. 30 – 44 1
 LEARNING EXPERIENCES:

This meeting, you do activities and answer summative

assessments that will somehow compel you to make a critique,
your first performance task (PT). I advise you to consider the
rubric so that you know the expectations set for you in your PT.
Hopefully, this week will end with a neophyte writer smiling
because of his / her honest accomplishments in academic writing.

Activity 6.1 : Consider the Rubric

Go over the body paragraph rubric of this performance task, writing a critique. Highlight the
words/phrases which you think you really intend to consider / target.
1 2 3 4 SELF TEACHER
30/30 Needs Less than Meets Standards Exceeds Standards (10 (90%)
Improvement/ Adequate (84%) (100%) %)
Limited (64%)
(52%)
BODY topic sentence: topic sentence: topic sentence: topic sentence: present
not present in all present in 2 body present in all body in all body paragraphs
P body paragraphs; paragraphs; paragraphs; and constructed as the
A not discussed at all somewhat discussion of all FIRST sentence; very
R discussed each topic sentences in comprehensively
A topic sentence 4 -5 sentences discussed in 5 sentences
G
R discussion/evaluati discussion/evaluati discussion/evaluati thorough
A on of the 3 ideas of on of the 3 ideas of on of the 3 ideas of discussion/evaluation of
P the TS and the TS and the TS and the 3 ideas of the TS and
H CRITICAL CRITICAL CRITICAL CRITICAL APPROACH:
S APPROACH: not APPROACH: only 2 APPROACH: seen seen all 3 paragraphs;
seen at all; ideas were in all paragraphs;
discussed;
(30%) body paragraphs: body paragraphs body paragraphs body paragraphs are still
no longer aligned are to some extent are aligned to the very much aligned to
to the thesis aligned to the thesis statement the thesis statement
statement thesis statement

opinions: not opinions: opinions: based opinions: logically

based on facts somewhat based on facts based on facts
on facts
Citations: not Citations: Citations: found Citations: found (at
found somewhat found (at least two); least 3); with the correct
but with the wrong with the correct format
format format
2
4.68 pts. 5.76 pts. 7.56 pts. 9 pts.
 Questions to Ponder
1. Which column do your highlighted words mostly belong?
2. How much effort are you going to invest in this
performance task? What about honesty and
thoroughness?
3. Are you committed to base your opinion on the facts?

Get as much information as you

continue to read the Lesson Discussion
that follows. Hopefully, this will guide
you in writing the body and concluding
paragraphs of your critique.

Keep learning!

Lesson Discussion
A critique looks critically at a particular subject, area or topic. It has
the perspective of an EXPERT; unlike a review which can be written by
anyone who has an interest in a particular topic (Attachment 5.04).

Go to Attachment 6.0 and see the basic considerations in writing a

great critique / critical essay.

Questions to Ponder
1. What is unique about a critique /
critical essay?
2. What other academic writing
considerations / guidelines should be
followed aside from the information found
in the attachment sheets of
the lesson discussion? Can you
highlight or list down these in your
notebook / textbook?
3. What should you, a 21st-century learner, do
in order to make a sound recommendation
of a well-planned critique?

3
 Get as much information as you prepare for Assessment 6.1. Review the modules that you think can
help you write a critique in the next assessment.

Assessment 6.1: Critique It Now!

This assessment is the performance task itself. Copy paste your introductory paragraph and summary from
Module 5 and finish the entire critique to be encoded in a Word file document (long-sized bond paper). Consider
all the writing considerations in Modules 1 to 3 (TRAP, Text Structure, FOECS, thesis statement, summaries,
etc. and the reminders in writing a critique from Modules 4 to 6.
Questions to Ponder
1. How would you describe your experience of writing a critique?
2. Has the critique helped you in writing academically? What are the writing
considerations that should be prioritized as super important?
3. What contrary, legitimate views have you raised?
4. How has the chosen critical approach helped you in writing your critique?
5. If you could change any one thing about your writing process, what would that be? Why?
If you could master any one writing skill, what would you want it to be? Why?
6. With the skills in making a critique, what should you, a 21st-century learner, do in order to
make a sound recommendation of a well-planned critique?

Closure Activity: So what’s up with…?

Raise questions about something you either were unsure about or need clarification.
Encode your answer in the Meeting Chat before you leave in out synchronous meeting.
For the learners offline, send your response in my email.

You have just started writing your performance task. It may

not be as easy as you think but with determination and
perseverance, anything is possible.

Every time I let my students write, I would always remember the four
st
skills that you need to be successful in the 21
century: Communication… Creativity… Critical
Thinking… Collaboration. You may fail in the last C due
to our unique situation right now but I am sure we will find time to
do collaboration in the next few meetings.

I hope that you will have the drive to finish it well next
meeting. Thank you for your utmost participation today!
Keep learning! 4
SECOND MEETING:
Learning Outcomes:
By the end of this lesson, you will be able to:
 use appropriate critical approaches* in writing a critique such as formalism, feminism, etc.;
 apply the principles of writing effective reviews and critiques;
 write an objective / balanced review or critique of a work of art, an event or a program; and
 cite specific sources to support claims.

Essential Question:
What should you, a 21st-century learner, do in order to make a sound recommendation of a well-planned
critique?

Learning Materials/Resources:
 Aralinks CLE
 worksheets / attachments
 photos from the web
 textbook, pp. 30 - 44

LEARNING EXPERIENCES:
Glad you are finally here in the second meeting of Module 6. Often times, you may think of
yourself as a “bad writer.” Mainly, this is due to the misconception that you are naturally
either a great writer or a bad writer. That is why, this exercise of writing a critique may
allow you to discover more about your strengths and weaknesses as a writer. Writing a
critique may allow you to develop and practice the skills needed to create a well-developed,
thoughtful piece of writing. No one, not even professional writers, will write out an error-
free draft in their first attempt. Writing is a process that requires time and effort and should
be learned accordingly.

Activity 6.2: Let’s Exchange, Writing Buddy!

Get ready with your critique. This time, work with a classmate. For your writing
buddy, you are automatically paired like this: the first odd class number will work
closely with the second even class number. For example, class numbers 1 and 2
will be writing buddies, 3 and 4, 5 and 6 and so on and so forth. If the last class
numbers happen to be 3, then work as writing buddies with three members.

Read your partner’s critique/s. Based on the critique rubric in

Attachment 6.02, make at least three positive comments and three
recommendations (in bullets)on your partner’s critique. Inform
him/her via Teams’ Message Chat. Copy paste all your comments in
Attachment 6.1 and pass it via MS Teams Assignment ribbon tab. 5
 Questions to Ponder
1. Was it easy or difficult to make comments in order to
help a neophyte writer like you?
1. What are the successes and challenges that you have met in helping a
classmate? What values were at work?
2. What were the most striking reminder or consideration that has really
helped you in improving the critique of your partner?

Segue
You have just known how to apply what you have learned in the
previous meetings about writing a critique by helping your writing
buddy. To know more, please do the next activity.

Lesson Discussion
Article:
All you need to do now is to review the Lesson Discussion Writing Critical Reviews
and Questions to Ponder given last meeting plus visiting this https://guides.library.queens
website indicated to your right and the other previous modules u.ca/introduction-
research/writing/critical
to know more about writing a critique.

Segue
As of this time, I really hope that the confidence in making the critique has leveled up. Continue
improving your critique based on the given rubric. For the next assessment, start on working on the
academic writing considerations. You are on your way to success!

Assessment 6.2: Doing Metacognition

For this assessment, consider the
picture while doing the last few tasks in
your critique. After taking the quiz, upload
your Word document to the Assignment
tab ribbon in Teams or send the file in my
email for the
offline learners.
Metacognition involves awareness
of how you learn, an evaluation of
your learning needs, generating
strategies to meet these needs and
then implementing the strategies
(Hacker, 2009).
6
 Questions to Ponder
1. How was the writing process? What were the challenges and successes that you’ve
met along the way? How did you deal with them?
2. What is the most important idea that was generated in writing your critique?
3. Can you explain the process of writing the critique to the next Gr. 11 student or a friend?
4. How does this process of writing the recommendation shed light on writing a critique?
5. What value can you possibly mention as you finish your critique?
6. Now that you know how to write a critique, what should you, a 21st-century learner, do in
order to make a sound recommendation of a well-planned critique?

Closure Activity: Numbered Heads Together

Go back to your writing buddy. As partners, create a list of 3-5 things learned in the
lesson and the answer of the essential question (EQ): What should you, a 21st-century
learner, do in order to make a sound recommendation of a well-planned critique?

Encode in the message chat of our MS Teams your reports about what you
both have learned and the answer of the EQ. For the offline learners, send your answers
in my email.

You have successfully written a complete critique!

Congratulations!

With the intention of sharpening your communicative skills in

writing one, you were able to show thoroughness and practice
honesty in writing your first performance task in EAPP, writing
a critique.

Hopefully, you have already answered this question:

What should you, a 21st-century learner, do in order to
make a sound recommendation of a well-planned critique?

Stay keen, curious and honest, Theresians! See you

next week!