This document provides an overview of an upcoming literature lesson. It outlines expectations for students, learning objectives, and an overview of the lesson content. Specifically, it will explore the poem "Third World Geography" by Cirilo F. Bautista through concepts like dramatic situations, persona, allegory, canon, and personification. Students are asked to define oppression and discuss how it has affected Philippine society. They must also explain dramatic situations and their effects in literary works. The lesson will be assessed through an offline task and questions about the analyzed poem.
This document provides an overview of an upcoming literature lesson. It outlines expectations for students, learning objectives, and an overview of the lesson content. Specifically, it will explore the poem "Third World Geography" by Cirilo F. Bautista through concepts like dramatic situations, persona, allegory, canon, and personification. Students are asked to define oppression and discuss how it has affected Philippine society. They must also explain dramatic situations and their effects in literary works. The lesson will be assessed through an offline task and questions about the analyzed poem.
This document provides an overview of an upcoming literature lesson. It outlines expectations for students, learning objectives, and an overview of the lesson content. Specifically, it will explore the poem "Third World Geography" by Cirilo F. Bautista through concepts like dramatic situations, persona, allegory, canon, and personification. Students are asked to define oppression and discuss how it has affected Philippine society. They must also explain dramatic situations and their effects in literary works. The lesson will be assessed through an offline task and questions about the analyzed poem.
Subject Teacher • Please show up on time. • Find a quiet place, free from distraction (siblings, pets, parents, television, etc.)
• Respect each other’s perspectives (speaking, writing,
appearance)
• Raise your virtual hand/ comment on the chat box if you want to answer/ ask a question.
• Focus on the classroom conversation and activities.
At the end of this lesson, you should be able to… 1. Identify the geographic, linguistic, and ethnic dimensions of Philippine literary history from pre- colonial to the contemporary of Philippine Literature. 2. Explain the role of literature in addressing social concerns. Lesson Overview •This lesson tackles dramatic situations, persona, allegory, canon, and personification through exploring Cirilo F. Bautista’s “Third World Geography.” Oppression is a familiar word in the Filipino vocabulary. There have been many uses for this term, whether it describes the oppression of the less privileged by the elite, or the oppression of gender by a patriarchal society. In a way, Filipinos have always had to face oppression in some form or another, beginning with our own history of colonization. Eventually, these colonizers would become conquerors and would prop up themselves at our expense. 1.Define oppression. 2.Cite instances where Filipinos/ other races experience oppression. 1. Jose Rizal’s classic A. Hermenegildo Flores’ “Hibik ng 2. Literary expressions of what were Pilipinas sa Inang Espanya” and perceived to be abuses by the Spanish Marcelo H. Del Pilar’s “Sagot ng colonizing power. Espanya sa Hibik ng Pilipinas” 3. This play became controversial during the early American period because of its B. Jose Corazon “Batute” de Jesus sharp criticism of the US, particularly in wrote Sa Dakong Silangan. how their presence stymied the Philippine revolution. C. Aurelio Tolentino’s play, 4. This story re-tells history of the Philippines Kahapon, Ngayon, at Bukas, by way of allegory, presenting the US as conspiring with Spain to fool the D. Noli Me Tangere and El Philippines into subservience. Filibusterismo OFFLINE TASK 1: Respond critically to the following questions. 1. Define oppression and discuss how it affects Philippine society. 2. Explain dramatic situation and discuss its effects in a literary work. Cirilo F. Bautista was born in 1941 and is a well- known poet, fictionist, critic, and non- fiction writer. He taught creative writing and literature at St. Louis University and at the University of Santo Tomas. He has also taught in De La Salle University- Manila and became the professor emeritus. He was awarded as a National Artist for Literature by the Philippine Government in 2014. He passed away, May 6, 2018, at the age of 76. He is fondly remembered as one of this generation’s literary greats, whose works were expressive of Filipino experience. A country without miracles Sits heavy 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, just a handful of feathers. ” That is how light the burden of government is in peace 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 worth. The country without miracles tries to get up from the page, but the bold ink and sharp colors hold it down. 1. The figure of speech used in the lines “A country without miracles sits heavy on the map, thinking of banana trees rotting in the sunlight” is ___________. a. hyperbole b. metaphor c. personification d. simile 2. What has happened to hope in the poem, as described by the lines "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." a. It has been killed c. It has been stolen b. it has been conquered d. It has been silenced
3. What are the “feathers" discussed in the poem supposed to be a
metaphor of? a. The burden of government c. The feathers of dead birds b. The dashed hopes of people d. The poverty in the country 4. "You kneel on parched earth and pray for rice." This implies that the people in the poem are a. angry c. hungry b. depressed d. thirsty
5. The persona speaking in the poem is
a. a character in the poem c. the author b. an unbiased observer d. the man who watches over the country 1. Who wrote the poem? 2. What is the subject of the poem? 3. What is the author’s style in writing poetry? 4. What does the title of the poem suggest 5. What message does the author want convey? 6. What literary devices were used in the poem? COLUMN A COLUMN B 1. It refers to the combination of setting, characters, and action in a poem which is supposed to engage A. Dramatic Situation the reader. B. Persona 2. He/she is the speaker, or teller, of the poem; rarely the poet himself or herself. C. Allegory 3. It refers to symbolic representations of truths or D. Canon generalizations about human existence. 4. This refers to the collection of works determined by a E. Personification society to have significant value and importance. 5. It is a figure of speech where a non-human object is given human qualities. REMINDER: FIRST MONTHLY EXAM (AUGUST) August 26 & 27, 2020