Diocese of Imus Catholic Educational System, Inc.

Office of the Superintendent of the Diocesan Schools

Office of Curriculum and Instructions

LEARNING ACTIVITY SHEET

Name: _______________________________ Expert Teacher: ___________________ Quarter: _1st_ Act. #: 3

Grade/Year & Section: ____________________ Subject: _____________________ Date: ________________
Please check the box for the type of the activity:
Concept Notes Illustrations/Examples Seat work Written Work (Pls. Specify WW:______________
Quiz Performance Task Meaning-making Activity Others:
________________________________
Activity Title: Lodi!
Learning Target/Competency:
 identify representative texts and authors from each region (e.g. engage in oral history research
with focus on key personalities from the students’ region/ province/town)
 appreciate contributions of the canonical Filipino writers to the development of national literature
Values/Graduate Attributes: Reflective and critical thinking
Reference(s) & Author(s): Ligaya A. Viray, Ma.Corazon P. Lim, Lamberto A. Batino, Jr., Jeffrey O. Boja,
Jennifer S.J. Alarcon. Philippine Literature Through the Ages
Page(s) No.

I. Concept Notes
Who is a Filipino National Artist in Literature?
 The form and content of their writings created a sense of nationhood or instilled
nationalism
 Pioneered a unique style of creative expression in the literary arts that inspired
younger generations of writers
 Displayed consistent excellence in the quality of their works
 Gained recognitions and awards from prestigious national or international
literary institutions
II. Exercises
A. DIRECTIONS: Choose one among the Filipino National Artists in Literature. From
their body of literary works, choose one of any genre and do a critique of it. Did it
meet the National Artist criteria of creating a sense of nationhood, unique style of
creativity, profound impact on society and excellence? Explain why or why not?
 Diocese of Imus Catholic Educational System, Inc.
Office of the Superintendent of the Diocesan Schools
Office of Curriculum and Instructions

LEARNING ACTIVITY SHEET

Name: _______________________________ Expert Teacher: ___________________ Quarter: _1st_ Act. #: 4

Grade/Year & Section: ____________________ Subject: _____________________ Date: ________________
Please check the box for the type of the activity:
Concept Notes Illustrations/Examples Seat work Written Work (Pls. Specify WW:______________
Quiz Performance Task Meaning-making Activity Others:
________________________________
Activity Title: Fire in the Hole!
Learning Target/Competency:
 differentiate/compare and contrast the various 21st century literary genres/periods citing their
elements, structures and traditions
 infer literary meaning from literal language based on usage
 analyze the figures of speech and other literary devices in the text
Values/Graduate Attributes: Reflective and critical thinking
Reference(s) & Author(s): Marikit Tara A. Uychoco. (2016)). 21st Century Literature from the Philippines
and the World: Rex Book Store Inc.
Page(s) No. pp. 27-30

I. Concept Notes
Chekhov’s Gun is a dramatic principle that states, every element in a story must be
necessary, and irrelevant should not appear to make “false promises” by never coming into
play.

II. Exercises
A. DIRECTIONS: Search the short story, “Preludes” by Daryll Delgado, what takes
place of Chekhov’s Gun? How does this help in your appreciation of the story?

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