GRIT MODULE NO.

1: analyzing critical issues

Welcome to the fourth quarter! Congratulations on finishing the 1st, 2nd and 3rd quarter of
this school year. I hope you are more eager to learn and engage now with our activities and
exercises because I know that your parent or guardians are still guiding you all the way.
Are you excited to learn today? Good! Let’s begin our journey with prayer. (Pray the
Prayer of Blessed Bartolo to St. Joseph)

Hello again my dear! As we start our discussion on Elements of Literature, I want you to read
and understand the standard that you are going to meet within the 3rd quarter.

Learning Standard: You will understand how Anglo-American literature and other text types
serve as means of connecting to the world; also how to use ways of analysing one-act play and
different forms of verbals and non-verbal strategies for him/her to skillfully perform in a one-act
play; and ICT resources based on the following criteria: Focus, Voice, Delivery, and Dramatic
Conventions.

Compassion Standard: You will become intelligent and emphatic user of social media who will
serve as catalyst in promoting gender-equality. Now read these learning targets. These will tell
you what specific knowledge and skills you need to master for the entire week.

Learning Targets:

1. Judge the relevance and worth of ideas, soundness of author’s reasoning, and the effectiveness
of the presentation (DAY 1 & 2)

2. React to lay value judgment on critical issues that demand sound analysis and call for prompt
actions (Day 3 & 4)

Kindly ask the help of your parents to produce the following:

1. Reference book

2. Pen and sheet of paper

3. Laptop or mobile phone (if available)

I am expecting that you will be able to:

[Link] and understand every discussion that we have on this module,

2. use your reference textbook as a guide to our discussion,

3. answer all activity boxes given in this module, and [Link] your activities properly.

I am also expecting that your parent/guardian/ or whoever is assisting you at home will
(Inaasahan ko na ang iyong magulang/tagagabay/ o kung sino man ang gumagabay sa iyo sa
inyong tahanan ay)

: 1. provide all the materials you need for this module (maibibigay sayo ang mga kinakailangang
kagamitan para sa modyul na ito),

2. assist you when you are answering the module (gabayan ka sa pagsagot sa modyul),

3. give you enough time in learning the content of the module and (bigyan ka ng sapat na oras sa
iyong aralin at)

4. involve themselves in every conversation you will have (makilahok sa bawat talakayan kung
kinakailangan).

Required video material/s: Use of Internet:

_/__ - None
- Kindly visit Youtube and click ___ - None
the link below _/__ - Optional, for enrichment
___- Teacher-made video purposes
___- Minimal use is required

Hi again my dear Grade 9 student! I want to officially welcome you in our English class.
Are you ready to learn with me today? I hope your books and other learning materials are
there beside you. Nice! Let’s get started.
To begin with, take a look at the picture illustrated below, I know that you are all aware of
what is happening in our country today, what comes to your mind when you look at the
picture? What can you say?

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With that help, you enable your critical thinking to analyze things especially in reading.
and that is of great help in our discussion today!

But first, let`s have an activity to see if you have an idea about our topic.

DEATH WITH DIGNITY

Several years ago, my older cousin Torch (born at home by the light of a flashlight, or torch) had a seizure
that turned out to be the result of lung cancer that had gone to his brain. I arranged for him to see various
specialists, and we learned that with aggressive treatment, including three to five chemotherapy sessions a
week, he would live perhaps four months. Ultimately, Torch decided against any treatment and simply
took pills for brain swelling. He moved in with me. We spent the next eight months doing a bunch of things
that he enjoyed, having fun together like we hadn’t in decades. We went to Disneyland, his first time. We’d
hang out at home. Torch was a sports nut, and he was very happy to watch games and eat my cooking. He
even gained a bit of weight, eating his favorite foods rather than hospital meals. He had no serious pain,
and he remained highspirited. One day, he didn’t wake up. He spent the next three days in a coma like
sleep and then died. The cost of his medical care for those eight months, for the one drug he was taking,
was about $20. Torch was not a doctor, but he knew he wanted life of quality, not just quantity. Don’t most
of us? If there is a state of the art of end-of-life care, it is this: death with dignity. As for me, my physician
has many choices. They were easy to make, as they are for most physicians. There will be no heroics, and
will go gentle into that good night. Like my mentor Charlie. Like my cousin Torch. Like my fellow doctors.
Ken Murray is clinical assistant professor of family medicine at the University of South California. Excerpted
from Zocalo Public Square (November 30, 2011), a project of the Center for Social Cohesion.
Are you enjoyed reading the article? Great! Now answer the following question.

1. What are your insights from the reading text?

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2. What reading strategy did you use to get the insight of the text?
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After you answer the questions, you realize that you already understand what you are
reading, and that is ways to analyze articles. And that is what we will study today about
critical reading.

OVERVIEW

What is Critical Reading? Reading critically does not necessarily mean being critical of what you
read. Critical reading means engaging in what you read by asking yourself questions such as,
‘what is the author trying to say?’ or ‘what is the main idea being presented?’

Here are the suggested steps in critical reading:

1. Before you read. Scan the reading text to get an idea of what it is about and what the main
argument is. This may include reading an introduction if there is one, or the subheadings.

2. While you read. Keep a running dialogue with the author through annotation by recording
your thoughts, ideas, and questions. Underline, highlight, or circle important parts and points,
and write comments in the margins.

3. After you have read. Look over your annotations to get an overall idea of the text. You may
also choose to write a summary to solidify your understanding.

4. Responding to the text. After you have developed a clear sense of the author’s argument and
line of reasoning, you are able to analyze the author’s argument and methods. Then, you can
develop your own ideas—perhaps into an essay of your own.
Critical reading involves presenting a reasoned argument that evaluates and analyses what you
have read. Being critical, therefore - in an academic sense - means advancing your
understanding.

As a critical reader you should reflect on:

• What the text says: after critically reading a piece you should be able to take notes and
paraphrase the key points in your own words.

• What the text describes: you should be confident that you have understood the text
sufficiently to be able to use your own examples and compare and contrast with other writing on
the subject in hand.

• Interpretation of the text: this means that you should be able to fully analyze the text and
state a meaning for the text as a whole.

Critical reading means being able to reflect on what a text says, what it describes and what it
means by scrutinizing the style and structure of the writing, the language used as well as the
content.

To sum up, critical reading is a form of language analysis that does not take the given text at
face value, but involves a deeper examination of the claims put forth as well as the supporting
points and possible counterarguments.