DAILY
School:
LESSON Teacher:
PLAN
Time and Dates:
Schedules
PAG-ASA NATIONAL HIGH SCHOOL
Grade Level:
LIZZIE ANN G. CARBONEL
Learning Area
FEBRUARY 17, 2025
Quarter / Semester:
ADVOCATORS: Monday-Thursday, 10:00-11:00
AGRONOMISTS: Tuesday-Friday, 2:00-3:00
CULTIVATORS: Monday, 1:00-3:00
Friday, 8:30-9:30 and 10:00-11:00
INNOVATORS: Tuesday-Friday, 1:00-2:00
PATHFINDERS: Monday-Thursday, 8:30-9:30
PLANNERS: Tuesday-Friday, 11:00-12:00
ELEVEN
READING AND WRITING
Q4/ S2
WEEK NO. 2 SESSION NO. 1
I. OBJECTIVES
A. Content Standard
B. Performance standard
C. Learning Competencies/Objectives
Write the LC Code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages (CG, TG)
2. Learner’s materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
BEFORE THE LESSON
A. Reviewing previous lesson or
Presenting the new lesson
The learner understands the requirements of composing academic writing and
professional correspondence.
The learner produces each type of academic writing and professional
correspondence following the properties of well-written texts and process approach
to writing.
Learning Competency 8: Identifies the unique features of and requirements in
composing texts that are useful across disciplines EN11/12RWS-IVdg-12
a) Book Review or Article Critique EN11/12RWS-IVdg-12.1
At the end of the session, the learners should be able to:
1. explain how one’s purpose is a crucial consideration in academic and
professional writing;
2. identify the unique features of requirements in composing a book review/article
critique; and
3. apply appropriate methods to writing book reviews/article critiques
professionally.
Writing a Book Review or Article Critique
DepEd SHS Core Subjects MELCs, Pages 538-539
Quarter 4 – Module 3: Purposeful Writing in the Disciplines, Pages 8-18
a. How to Write the Perfect Book Review
URL: https://youtu.be/Vzf0sw222qE?feature=shared
b. How to Write a Book Review
URL: https://youtu.be/IhYF3v3zTeo?feature=shared
Laptop, Television, Visual Aids
 ROUTINES:
a. Greetings-Prayer-Checking of Orderliness-Attendance
b. READ-ligiously (words, sentence, paragraphs)
 Viscount [ˈvīˌkount]
 Supposedly [səˈpōzədlē]
 Suite [swēt]
 Salmon [ˈsamən]
B. Establishing a purpose for the
lesson
 READING OF THE OBJECTIVES:
At the end of the session, the learners should be able to:
1. explain how one’s purpose is a crucial consideration in academic and
professional writing;
2. identify the unique features of requirements in composing a book review/article
critique; and
3. apply appropriate methods to writing book reviews/article critiques professionally.
 REVIEW:
-Now that we are halfway done with lessons on this subject, do you find yourself
more engaged in reading and writing now? What books have you read that interest
you? What writing activities made you thrilled?
 DIAGNOSTIC TEST:
Directions: Read each sentence carefully. Choose your answer by writing the letter
of your choice on the space before each number.
_________ 1. It is an evaluation report of previous studies related to the subject
matter of an academic paper.
A. Book Review
C. Article Review
B. Literature Review
D. Movie Review
_________ 2. It is a problem-solution text that aims to persuade its reader to grant
funding on the project.
A. Project Proposal
C. Project Material
B. Project Cost
D. Project Budget
_________ 3. It is a critical assessment, analysis, or evaluation of a work
A. Book Review
C. Article Review
B. Literature Review
D. Movie Review
_________ 4. It is an expanded paper that presents interpretations and analysis of
a phenomenon based on experiments and previous information
A. Book Report
C. Scientific Report
B. Research Report
D. Survey Report
_________ 5. It contains a summary and synthesis of all available sources.
A. Book Review
C. Article Review
B. Literature Review
D. Movie Review
_________ 6. The main purpose of this writing is to persuade book readers of a
particular genre or researchers in a specific field.
A. Article Review
C. Book Review
B. Literature Review
D. Movie Review
_________ 7. It expresses a writer’s position on an issue and the reasons for the
writer’s stand.
A. Review Paper
C. Position Paper
B. Book Paper
D. Term Paper
_________ 8. It has a purpose to persuade or make the readers believe that the
writer’s opinion is probable or should be considered by a decisionmaking group.
A. Position Paper
C. Book Paper
B. Review Paper
D. Term Paper
_________ 9. It is a laborious work produced through formal investigation and
scientific inquiry.
A. Book Report
C. Scientific Report
B. Research Report
D. Survey Report
_________ 10. It is highly persuasive and informative document that aims to address
a particular problem or issue.
A. Project Proposal
C. Project Material
B. Project Cost
D. Project Budget
_________ 11. This is a form of criticism in which a book is analyzed based on
content, style and merit.
A. Book Review
C. Literature Review
B. Position Paper
D. Research Report
_________ 12. This is an essay that present an opinion about an issue, typically that
of the author or another specific entity, such as political party.
A. Book Review
C. Research Report
B. Position Paper
D. Project Proposal
_________ 13. This is a detailed description of a series of activities aimed at solving
a certain problem.
A. Book Review
C. Research Report
B. Position Paper
D. Project Proposal
_________ 14. This is a written document or oral presentation based on a written
document that communicates the purpose, scope, objectives,
hypotheses, methodology, findings, limitations and recommendations
A. Book Review
C. Research Report
B. Position Paper
D. Project Proposal
________ 15. This is the objective analysis of a literary or scientific article that
emphasizes on whether the author supported his main points with
reasonable and applicable arguments based on facts.
A. Book Review
C. Literature Review
B. Article Critique
D. Research Report
DURING THE LESSON:
C. Presenting examples/instances of
the lesson
ACTIVITY 1: Spell Back-to-Back
-The students will be given words
-The students will spell the words to their classmates’ back
-The group who can spell the words correctly will be the winner.
Words:
 Book
 Article
 Review
 Critique
D. Discussing new concepts and
Practicing new skills #1
 ACTIVE LEARNING DISCUSSION
What is a Book Review or Article Critique?
A book review or article critique is a specialized form of academic writing in
which a reviewer evaluates the contribution to knowledge of scholarly works such
as academic books and journal article.
A book review or article critique, which is usually ranges from 250 to 750
words, is not simply a summary. It is a critical assessment, analysis, or evaluation
of a work. However, take care not to equate the word “critique” to cynicism and
pessimism. As an advance form of writing, it involves your skills in critical thinking
and recognizing arguments.
A book review or article critique is different in movie review that you see in
a newspaper. Although movie review involves the analysis of one’s work, they are
written for a general audience and primarily aim to offer a persuasive opinion. An
academic book review or article critique, on the other hand, addresses a more
specific audience and usually offers a critical response to a published scholarly
work. Moreover, book review must not be mistaken for book reports. Book reports
focus on describing the plot, characters, or idea of a certain work.
Book and article reviewers do not just share mere opinion; rather, they use
both proofs and logical reasoning to substantiate their opinions. They process ideas
and theories, revisit and extend ideas in a specific field of study, and present
analytical responses.
E .Discussing new concepts and
Practicing new skills #2
ACTIVE LEARNING DISCUSSION 2
Structure of a Book Review or Article Critique
Introduction (around 5% of the paper)
• Title of the book/article
• Writer’s name
• Writer’s thesis statement
Summary (around 10% of the paper)
• Writer’s objective or purpose
• Methods used (if applicable)
• Major findings or claims
Review/Critique (in no particular order) (Around 75% of the paper)
• Appropriateness of methodology to support the arguments
• Theoretical soundness
• Soundness of explanation in relation to other available information and
experts
• Sufficiency of explanation
• Other perspectives in explaining the concepts and ideas
• Coherence of ideas
Conclusion (around 10% of the paper)
• Overall impression of the work
• Scholarly value of the reviewed article/book
• Benefits to the intended audience
• Suggestion for future directions
Example:
(A Book Review of Ivan Brian L. Inductivo’s Got Logic?)
"Got Logic? A Romp Through the Basics of Reasoning and Critical Thinking, with an
Introduction to Philosophy" by Ivan Brian L. Inductivo is an easy-to-understand guide that
explores the basic ideas of logical reasoning and how to use them for critical thinking. Inductivo
believes that understanding logical principles is important for making good decisions in different
areas of life.
The book is designed to help readers learn the basics of logic to improve their thinking
skills. It discusses topics like how arguments are structured, how to spot common logical
fallacies, and how to use logical reasoning in everyday situations. Inductivo presents concepts
clearly and gives practical examples and exercises to help readers grasp the material. The main
idea is that being good at logical reasoning is key to analyzing information and making smart
choices.
Inductivo’s method of teaching works well by mixing theory with real-life applications.
This combination helps readers not only understand the concepts but also use them in their daily
lives. The book is well-organized, with each chapter building on the last to help reinforce what
the reader learns.
However, the book could improve by including a wider range of examples, especially from
different cultures and modern settings, to give a fuller picture of how logic applies in various
contexts.
Compared to other books on the topic, "Got Logic?" stands out because it’s clear and
practical. Many logic textbooks can be difficult to read, but Inductivo’s writing is engaging and
makes tough ideas easier to understand. Still, including more viewpoints and examples from
different fields could make it even better.
Overall, "Got Logic?" by Ivan Brian L. Inductivo is a helpful resource for anyone looking
to strengthen their critical thinking skills through a better understanding of logic. Its detailed
content and practical teaching approach make it a great tool for students, teachers, and
professionals. For future editions, adding more diverse examples and contemporary
perspectives would enhance its relevance and attract a wider audience.
F. Developing mastery
(Leads to Formative Assessment 3)
ACTIVITY 2. Classifying Ideas
-The students will classify the statements whether they are correct or wrong.
-They will analyze and share thoughts by participating with their group mates.
-They shall complete the table.
The statements are correct; I should These are not correct; these should be
remember these.
disregarded.










G. Finding Practical applications of
Concepts and skills in daily living
A review or a critique involves higher-order thinking skills.
A book description is similar to a book review.
A book review or article critique uses the organization of ideas.
A book review or article critique presents the strengths and weaknesses of
a reading material.
A book review is exclusive for professionals.
More than half of the review should be devoted to the summary.
The name of the author and title of the reviewed article is placed at the end
of article critique.
The purpose of an article critique is to inform and persuade readers.
The reviewer’s overall impression of the work should be placed in the
introduction.
When reviewing a book or article, only one perspective should be used.
ACTIVITY 3. Cabbage of Knowledge
-The class will be passing the cabbage of knowledge—papers filled with questions—
to each other until the music stops.
-The student will answer the question inside it and support it with enough reasons.
1. Why is it important to know how to write a good book review or article
critique?
2. What are common mistakes you used to make in writing that you want to
avoid when writing a book review or article critique?
3. How does writing a critique help you in developing critical thinking and
analytical skills?
4. Will you be a constructive critic or not? Why?
H. Making generalizations and
Abstractions about the lesson
I. Evaluating learning
Generalization questions:
1. What are the elements of the structure of a book review or article critique?
2. What is the difference between a book report and a book review?
3. Define what is a book review/article review.
 EVALUATION
Instruction: Analyze the text very carefully. Then, complete the table that follows.
This paper purports to assess the linguistic complexity of students’
narratives and reading texts. However, the authors never stated the purpose
behind the study. The authors provide no motivations and goals for the study, no
research questions, no strong methodological practices, and very few findings that
can be easily interpreted. While reading the study, every new sentence is a
surprise. There are no details and the entire paper is completely under referenced.
Below I will discuss some of the major problems with the paper. First, the
authors never provide a rationale for their study. They never give a reason as to
why they are studying reading and writing together and they fail to link the two
skills. The authors assume that the reader knows the narrative and made no
attempt to assist them in developing the narrative of the paper. Another major
problem with the paper is the naiveté that is apparent in the literature review, the
methods, and the analysis. The literature review is perhaps two pages long and
boost up on their knowledge of L2 writing and reading theory before they submit a
paper to a professional journal.
It is interesting that the language background of the participants is never
made explicit (participants are at the mid beginners to high beginners level in using
English as a second language). The extent to which any results found in the study
would be widely generalizable to what is typically conceived as an EFL/ESL
learner is not clear. Moreover, the authors continually draw on literature meant for
an L1 acquisition audience and therefore of dubious extension to L2 contexts.
The methods section contains no details at all. Ten participants per grade
level, in a stratified random sample, hardly seemed enough to get much stable
data. Since, there are only ten participants per grade level on both accredited and
non-accredited schools due to logistical constraints; the paper is more on
exploratory study. In other words, it seems a stretch to ask most journal readers
to generalize from such a limited sample from such a specific population. The
authors state that “pupils were not given limits as to time and number of words, for
them to be relaxed in their narrative production” (p.5). However, later the authors
explain that those written data also form the basis of the corpus used for analysis.
How does this differential production affect the results of the analysis? Surely, a
participant who produces 1,000 words will have different results from one who
produce 500. It is not clear how the authors can assert any sort of pattern from
linguistic ‘snapshot’ from just 10 students per school, producing such
heterogeneous data samples. Again, from such a modest sample size.
In general, the paper is hard to read. This likely goes back to the lack of
research problems. There are few transitions and, organizationally, the paper does
not set up any expectations for the reader. The first paragraph is a great example
because it contains a single sentence and at least five different clauses. The final
paragraph in the introduction (right before the methods sections) is another
example. I have read that paragraph four times and am not sure how to process
it.
There are major problems with this paper, but I do not have a time or the
energy to discuss them all. The authors really need to rethink the purpose of the
collected data and educate themselves in the field of L2 reading and writing. I
would highly suggest that the authors reread issues of the journal of Second
Language Writing and Reading in a Foreign Language.
Source:http://www.uwlux.edu/uploadedFiles/Academics/Deparments/Political_Science_and_Public_Admin/journa
l_article_critique_example.pdf
Ask the students to watch the video lesson:
AFTER THE LESSON:
J. Additional activities for application or
Remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for
remediation.
C. Did the remedial lessons work? No.
a. How to Write the Perfect Book Review
URL: https://youtu.be/Vzf0sw222qE?feature=shared
b. How to Write a Book Review
URL: https://youtu.be/IhYF3v3zTeo?feature=shared
Of learners who have caught up the
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?
For improvement, enhancement and /or clarification of any DepEd material used, kindly submit feedback to blb.tld@deped.gov.ph
Prepared by:
Checked by:
LIZZIE ANN G. CARBONEL
Pre-service Teacher II
Noted :
SEVILLA B. DE VILLA
EDRIAN S. SAPUL
SHS T-III