A semi- detailed lesson plan

In English for Senior High School

Grade: 11/12 Date: July 12, 2019

Course description: Study and appreciation of the literature of the region where the school is located to
the literature of the regions of the country.

I. Objectives

By the end of the lesson, the students are expected to have been able to

a. Identify representative texts and authors from each region;

b. Appreciate the use of poetic devices such as dramatic situation in the development of
meaning in a poem; and
c. Respond critically to the poem and consequently articulate this response through a
creative visualization of the poem.

II. Subject Matter

Topic: Oppression: What is it and how we can stop it

Materials: Speakers, Laptop, PPT
References:
Strategy: Cooperative learning,
Value integration: Teamwork, Respect, Discipline, Bravery, Brotherhood

III. Procedure

1. Prayer
- Let us pray.
2. Greetings
- Good morning to everyone.
- How have you been?
3. Checking of attendance
- Is anyone absent?
- Good
 4. Review
- What was our discussion the last time?
5. Motivation
- A Short video clip will be presented to the class.
- What can you infer from the video we watch a while ago?
- What are the different scenarios in the present time that show oppression?
- Yes?
- Good
A. Presentation

- Today, we will discuss about how the 21st century people combat oppression in
their simple ways, and appreciate contributions of the canonical Filipino writers to the
development of national literature.
- The teacher will discuss and let the students share their ideas about the topic.
- Can any define the word oppression?
- How can you stop oppression?
- The teacher shares a historical data on what happened during Marcos’ time.

Oppression: What is it and how can I stop it?

Oppression is a word that is often talked about but it isn’t always explained. Dictionary. com defines
“oppression” as: the exercise of authority or power in a burdensome, cruel, or unjust manner; an act
or instance of oppressing; the state of being oppressed; the feeling of being heavily burdened,
mentally or physically, by troubles, adverse conditions, anxiety, etc.

So…what does that mean? Why is talking about oppression so important on campus? The answer is
simple: it’s because it happens on campus-in fact it happens everywhere you look. From the way
that people speak, how people are perceived…overall-it’s how groups of people feel like they are
treated.

Confused yet? Picture this scene: 2 students (a male and a female) sitting in Eickhoff, talking about a
test that had just occurred that was difficult. The woman says “The test was hard because the
professor is black…he just wants us to all suffer” and the guy says nothing. Now imagine that you
are a student overhearing this conversation, how does it make you feel? Do you wonder if more
students feel this way? What about other groups? Maybe even a group that you identify as.

The next question is: why didn’t the guy say something? Why didn’t he say: “that’s not true…it was
tough because the class is supposed to be.” There are many answers to that question…maybe he
wasn’t comfortable saying something to the woman and didn’t know how to address it, or maybe he
agrees with her and silence is his way of agreeing.
So…if you overheard this conversation…what could you do? How can you stop oppression? Or at
least not actively encourage it…

 Be aware of the language that you use. Using language, jokes, and phrases that are
discriminating against groups of people

 Educate yourself on other groups that exist in your environment. While it is important to be
aware of the groups that are in your environment it is equally important to learn about them so
that you can potentially understand what might be viewed as oppressive behaviour for them.

 Learn to recognize the signs of oppression: what kind of jokes and actions that can be
viewed as oppressive behaviour. It is hard to address the issue of oppression if you don’t know
what it is.

 When you are comfortable-> say something when you hear someone say something
oppressive confront them about their actions.

 Support others when you hear them speak up about oppression-speaking up takes courage
and when others hear the support one person gets they are more likely to say something the
next time they hear someone say something like “that’s so gay.”

Bottom line when thinking about oppression: regardless if you encourage oppression or if you speak
out against it, remember how both reflect back on you and how others perceive the person that you
are.

- The teacher will show another short video clip related to the topic
B. Practice

- All right. Let’s have an activity. I’ll group you into 5- 6 members each.
Dramatized the different instances of oppression in the present time. You are given 20
minutes to discuss with your group members, and given 2 minutes each group to
perform in front of the class.

Instructions: You will be grouped into 5- 6 members each group and dramatized t he
different instances of oppression in the present time. You are given 20 minutes to
discuss with your group members, and given 2 minutes each group to perform in front
of the class.
 Rubric for Role-Play

30 20 10
Fluency Delivers their part Somewhat delivers Inappropriately
accurately and their lines delivers their lines
shows appropriate accurately and accurately and
expressions shows some shows lack of
appropriate expressions
expressions
Group Participation Contributes to the Sometimes Does not contribute
group ideas and contributes to the to group ideas &
group work. Speaks group ideas and work. Has trouble
appropriately and group work. Speaks speaking and is off
stays on task somewhat kindly. task most of the
Show off task time
behaviour at times
Props Make sense to the Make sense to the No props
plot of the play and plot of the play but
are used are sometimes used
appropriately inappropriately
Presentation Speaks loudly and Speaks quietly and Silent or hereby
clearly. Works clearly. Works audible. Has trouble
cooperatively with cooperatively with cooperating with
group members group members group members
most of the time

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- Any questions?
- Good
IV.Evaluation

- Go back to your group mates and read the poem titled “Third World Geography
“by Cirilo F. Bautista.
- Brainstorm with your group and answer the following questions in a piece of
paper.
 Third World Geography
Cirilo F. Bautista

A country without miracles

Sits heavily on the map,
Thinking of banana trees rotting
In the sunlight,
The man who watches over it
Has commandeered all hopes,
Placed them in a sack,
And tied its loose end,
He goes around carrying it
On his back,
When asked what is inside,
He says, “just a handful of feathers.”
That’s how light the burden
Of government is in peace of time-
Any tyrant can turn it into a metaphor.
You kneel on the parched earth
And pray for rice.
Only the wind hears your useless words.

The country without miracles

Tries to get up from the page,
But the bold ink and sharp colors
Hold it down.

a. Write about the realities of struggles that happen in a country faced with an
oppressive ruler.
b. Relate the details and images in the poem and how it can be related to actual
historical events in the story.
c. Explain the dramatic situation presented in the poem.
d. Explain how allegory was demonstrated in the poem by identifying the literal
and symbolic meaning of the poem

V. Assignment
- Cut new clippings of oppression happening in other parts of the world, paste this on a
sheet of paper and write your reaction about it.