TOPIC / LESSON NAME TOPIC / LESSON NAME
21
21stst Century Literature from the region where the school is based in relation to the literature of other Century Literature from the region where the school is based in relation to the literature of other
regions in various genres and forms in consideration of three (3) canonical authors and works of regions in various genres and forms in consideration of three (3) canonical authors and works of Philippine National Artists in Literature
Philippine National Artists in Literature CONTENT STANDARDS
CONTENT STANDARDS The learner will be able to understand and appreciate the elements and contexts of 21The learner will be able to understand and appreciate the elements and contexts of 21
st
st century century
Philippine Literature from the regions (National Capital Region) Philippine Literature from the regions (National Capital Region) PERFORMANCE STANDARDS
PERFORMANCE STANDARDS The learner will be able to demonstrate understanding and appreciation of 21The learner will be able to demonstrate understanding and appreciation of 21
st
st Century Philippine Century Philippine
Literature from the regions through a critical interpretation of a literary text in terms of theme. Literature from the regions through a critical interpretation of a literary text in terms of theme. LEARNING COMPETENCIES
LEARNING COMPETENCIES Analyzin Analyzing a literag a literary text ry text and apand appreciatinpreciating the cog the contributiontributions of ns of the canthe canonical onical Filipino wFilipino writers to thriters to thee development of national literature (En12Lit-Ic-24)
development of national literature (En12Lit-Ic-24)
SPECIFIC LEARNING OUTCOMES SPECIFIC LEARNING OUTCOMES
At the e
At the end of nd of this lessthis lesson, the on, the learners learners will be awill be able to:ble to: 1.
1. Read one Read one poem written poem written by a by a Filipino writer using the Filipino writer using the Historical and Biographical Criticism; andHistorical and Biographical Criticism; and 2.
2. Write a 500-word critical interpretation of the Write a 500-word critical interpretation of the poem, with a poem, with a description of its context deriveddescription of its context derived from research.
from research. TIME ALLOTMENT
TIME ALLOTMENT 60 minutes60 minutes LESSON OUTLINE:
LESSON OUTLINE: 1.
1. Introduction:Introduction: Communicating learning objectives and Historical Criticism (13 minutes) Communicating learning objectives and Historical Criticism (13 minutes) 2.
2. Motivation:Motivation: Reading a Local News Article (7 minutes) Reading a Local News Article (7 minutes) 3.
3. Instruction:Instruction:Close Reading of “A Man Falls to His Death” (15 minutes)Close Reading of “A Man Falls to His Death” (15 minutes) 4.
4. PracticePractice: Group Discussion (20 minutes): Group Discussion (20 minutes) 5.
5. EvaluationEvaluation: Essay homework (5 minutes): Essay homework (5 minutes) MATERIALS
MATERIALS Copy of the poem, notebookCopy of the poem, notebook RESOURCES
RESOURCES
Bautista,
Bautista, Cirilo. “A Man Falls to His Death”Cirilo. “A Man Falls to His Death”
Galupo, Rey. “Man dies after jumping off NLEX Overpass” Galupo, Rey. “Man dies after jumping off NLEX Overpass”
QUARTER ONE 21 CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD
PROCEDURE MEETING LEARNERS’ NEEDS
INTRODUCTION (3 MINUTES)
A. Communicate learning objectives
1. Introduce the following learning objectives using any of the suggested protocols (Verbatim, Own Words, Read-aloud)
a. I can read a poem written by a Filipino writer using the Historical and Biographical Criticism. b. I can write a 500-word critical interpretation of the poem, with a description of its context
derived from research.
2. Unlock the definitions of the following words. Ask the learners first and see if the class can derive the definitions based on student responses:
a. Historical and Biographical Criticism b. Context
REVIEW (10 MINUTES)
1. Ask the learners what they remember about Historical and Biographical Criticism.
2. Ask them to cite the different elements that Historical and Biographical Criticism focuses on (author, context, setting, time)
3. Write the following phrases on the board: a. The world behind the text
b. The life of the author
4. Ask them about some ideas they could think of about the phrases written on the board, as they relate their ideas to Historical Criticism.
Sample responses:
1. Historical criticism looks at ‘ the world behind the text, ’ by understanding the time the text was written and what other events took place upon the writing of the text.
2. Historical criticism investigates details about the author’s life – about his family, birthplace, and educational background that could be used to better understand the text.
3. Historical criticism also investigates the context and life of the reader of the text, by understanding current events in relation to the meaning of the text.
Scaffolding:
If the learners are having a difficult time in remembering the meaning of “Historical Criticism,” you may use these critical interpretations of different texts:
From the novel, Noli Me Tangere, Padre Damaso depicts the friars from the Spanish colonial era and exhibits the inequities of the Spanish Catholic priests and the ruling government. Amanda Bartolome, the main
character in Lualhati Bautista’s “Dekada 70” is a woman who’s unappreciated by the people around her, especially her family. The story was set in the 1970s, revealing the unjust ruling of Martial Law.
MOTIVATION (7 MINUTES)
1. Remind the learners that today’s topic revolves on current events, and that they need to be aware about the happenings in their environment.
2. Hand out a copy of the news article, distributed as worksheets. This may also be written on a manila paper; or shown as a news item on-screen.
3. Let them read the text quietly for 2 minutes.
Man dies after jumping off NLEX Overpass By Rey Galupo, The Philippine Star,
April 23, 2015 – 12:00AM
MANILA, Philippines - A man died after jumping off an overpass along the North Luzon Expressway interchange in Paso de Blas, Valenzuela City, snarling traffic in the area Tuesday night. Renjie Navarro died instantly after he fell on passing vehicles along the highway, Valenzuela police chief Senior Superintendent Rhoderick Armamento said.
Reports said barangay watchmen saw Navarro apparently waiting for vehicles before he jumped off the overpass at around 10:30 p.m. One of the watchmen, Antonio Ligasan, approached Navarro and tried to persuade him not to jump but to no avail.
Medrano said the victim’s identification card shows that Navarro was a worker at a factory in Barangay Parada, Valenzuela. Police checked the closed-circuit television camera installed in the area but it was not operational when the incident happened.
4. Ask the learners to write their questions about the given article on their notebooks. Encourage them to write as many questions as they can for 2 minutes.
5. Gather some questions from the class. 6. Write their questions on the board.
Teacher Tips: On sensitivity:
This topic is a bit sensitive, so guide the learners by reminding them to regularly be aware about the happenings in their
surroundings, and be updated with the local and international news as much as possible.
On Inquiry-Based Learning: The sample questions from the learners do not need to be answered right away. This is the premise of Inquiry-Based Learning – that some questions are broad
and are better left rhetorical. Sample questions from the learners:
1. Why did he jump off NLEX? 2. Was he suffering from
psychological difficulties? 3. Did he suffer problems with
the factory he’s working in? 4. What will happen to his
family?
5. Why are these incidents very common these days?
QUARTER ONE 21 CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD INSTRUCTION (15 MINUTES)
1. Remind the learners that they are living in the 21st Century and that some notable Filipino writers are
already giving their perspective on current events.
2. Inform them that one of these writers is Dr Cirilo Baustia who is National Artist for Literature. Dr. Cirilo Bautista. We will study one of his well-known poems which might clarify some perspectives we have about Renjie Navarro, or answer your questions as to why these events happen. It may help us understand how we, as viewers, view these events.”
3. Post the reading on the board, or hand out as sheets. This may also be written on a manila paper. 4. Allow them to read the poem quietly for five (5) minutes.
A M a n F a l l s T o H i s D e a t h
By Dr Cirilo Bautista
Blood is nothing. Space is all. Is. A simple diagram illustrates this:
where A is the tenth floor of steel and glass (He was on the noon shift forging the dream to a reality fine mean
could slumber in, or whores, in antechamber, touch their bone) and B the level earth (Above the clogged engine
a shadow traced the lines on his foot, while shoot his brain with firelights the money did). Put down an imaginary circle around the vertical. Compute the square of guilt against an integral his age built when he was young: wrong, axiomatic: the sum stands thus: Along
the curve X (none noticed the leap; what they saw was the red imprint) by which we know
Teacher Tips:
A Challenge to the Learners: This poem may present some difficulty for the learners, but allow them to undergo the necessary reading of the poem despite its complex language.
Characteristics of Poetry:
Remind the learners that poetry is intentionally vague to allow a number of interpretations to surface. Remind them to read the poem in these manners:
a. Continuous reading in a normal pace
b. Continuous reading in a slow pace
c. Reading in parts (every five lines) in a slow pace
carried him to the point beyond the dictum — Hic primus geometros—for a body physical, a Mass, emits energy equal to zero, the stay Necessary to arrive at a base, as in Berger’s Formula for optics. Here we remember the fallacy of inclusive force if we extend
A to the absolute (He was, a day ago, threatened With dismissal for displeasing a superior)
and call it the Cause: heat, hunger, air — these were just contingent. To recapitulate: Berger’s law does not apply here, as the late
Projections of X show, space being non-mathematic; from A to B the descent exhibits a quick
increase in force, though the exact ellipsis we know not. (The Blank and Blank Co., Inc., regrets to announce that. . .) 5. Ask them the following:
a. What was your experience in reading the poem? Was it easy or difficult to read? Why? b. What words make it a difficult poem?
c. What is the tone of the poem? How does it sound like? 6. Ask a learner to read the words outside the parentheses.
7. Instruct the rest of the class to listen to the one reciting the poem. 8. After reading the words outside the parentheses, ask for their meaning. 9. Next, ask another learner to read the words inside the parentheses.
10. After reading the words inside the parentheses, ask the learners to highlight the words inside the parentheses.
QUARTER ONE 21 CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD PRACTICE (20 MINUTES)
1. Direct the learners to look at the words inside the parentheses:
a. He was on the noon shift forging the dream to a reality fine mean could slumber in, or whores, in antechamber, touch their bone
b. Above the clogged engine a shadow traced the lines on his foot, while shoot his brain with firelights the money did
c. None noticed the leap; what they saw was the red imprint
d. He was, a day ago, threatened with dismissal for displeasing a superior e. The Blank and Blank Co., Inc., regrets to announce that…
2. Divide the class into five groups. Enforce the “One Voice Rule” before allowing any of the groups to discuss the questions among themselves.
3. Remind the groups to have a “Group Facilitator” who will moderate the discussion.
4. Remind the groups to have a “Scribe” who will write the key concepts shared b y each member. 5. Remind the groups that the remaining members who are not “Group Facilitators” or “Scribes” will take
the role of the “Reporters.” They will share three group insights after the group discussions. 6. Assign one item for each group to study.
7. Each group needs to discuss the following questions: a. Who are the character/s present in this line? b. What do you think happened here?
c. This line contributed to the man’s death. How does this affect his decision to “fall on his death”? 8. Allow them to discuss for 10 minutes.
9. After the groups have reviewed their answers, instruct each group to share their findings to the class.
Teacher Tips: On Group Dynamics:
The teacher may notice that some groups may experience the following:
a. A member dominating the discussion, leaving other members passive
b. Most members stuck with the passage given to them c. Some members not using the
“One Voice Rule” Sample responses from the learners:
a. We believe this line (A) tells us that he works in a
construction site. Maybe, he is a construction worker and their company is building a hotel or a casino.
b. Perhas he is desperate to earn money and that he is not content with his daily wage. c. Our group thinks he did it
when all of the construction people have finished working. d. We believe that he jumped off
the site because he had a fight with his boss. e. We think this is from an
EVALUATION (5 MINUTES)
1. For homework, ask the learners to write an essay to respond to the following questions:
a. What are the details about Cirilo Bautista’s life that tells of his background on scientific studies and humanities?
b. Was there a tragedy that happened during the author’s lifetime that motivated him to write about this topic?
c. How do companies treat casualties from their companies these days?
2. Remind them to write their answers on a sheet of paper to be submitted after a week.
3. Instruct them to cite references accordingly, following the Modern Language Association (MLA) Format.
Teacher Tips:
Allotting Enough Time:
To come up with a rich reflection, learners need enough time to process and express their thoughts in writing. Also, consider their academic load in the other subjects as well.
EVALUATION RUBRICS (For the Group Discussion)
1 (NOT VISIBLE) 2 (NEEDS IMPROVEMENT) 3 (MEETS EXPECTATIONS) 4 (EXCEEDS EXPECTATIONS)
Participation
Learners do not know their roles and are not actively performing these roles.
Learners know their roles but are not actively performing these roles.
Learners know their roles and they are actively performing these roles.
Learners listen to other groups while other groups are reporting.
Discussion
Learners did not try and were not able to give a critical interpretation of the assigned part of the poem.
Learners were able to come up with 1-2 critical
interpretations of their assigned parts.
Learners were able to come up with 3-5 critical
interpretations of their assigned parts.
Learners were able to come up with critical interpretations of their assigned parts and were able to link it with other parts in the poem.
EVALUATION RUBRICS (For the Enrichment Paper)
1 (NOT VISIBLE) 2 (NEEDS IMPROVEMENT) 3 (MEETS EXPECTATIONS) 4 (EXCEEDS EXPECTATIONS)
Meaningfulness
The student did not try answering the questions and did not research data about the poet or about the context of the poem.
The student was able to answer 1-2 answers, but lacking depth (no supporting details given).
The student was able to answer the three questions and was able to create a deep understanding of the poem.
The student was able to create a cohesive and comprehensive paper, with supporting details to the context of the author, and to current events.
