21st century literature from the philippines and the world

1. 1. SENIOR HIGH SCHOOL CORE SUBJECT QUARTER ONE – 21ST CENTURY

LITERATURE FROM THE PHILIPPINES AND THE WORLD Page 1 of 7 TOPIC /
LESSON NAME 21st 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 Philippine National Artists in Literature
CONTENT STANDARDS The learner will be able to understand and appreciate the
elements and contexts of 21st century Philippine Literature from the regions (National
Capital Region) PERFORMANCE STANDARDS The learner will be able to
demonstrate understanding and appreciation of 21st Century Philippine Literature from
the regions through a critical interpretation of a literary text in terms of theme.
LEARNING COMPETENCIES Analyzing a literary text and appreciating the
contributions of the canonical Filipino writers to the development of national literature
(En12Lit-Ic-24) SPECIFIC LEARNING OUTCOMES At the end of this lesson, the
learners will be able to: 1. Read one poem written by a Filipino writer using the
Historical and Biographical Criticism; and 2. Write a 500-word critical interpretation of
the poem, with a description of its context derived from research. TIME ALLOTMENT
60 minutes LESSON OUTLINE: 1. Introduction: Communicating learning objectives and
Historical Criticism (13 minutes) 2. Motivation: Reading a Local News Article (7
minutes) 3. Instruction: Close Reading of “A Man Falls to His Death” (15 minutes) 4.
Practice: Group Discussion (20 minutes) 5. Evaluation: Essay homework (5 minutes)
MATERIALS Copy of the poem, notebook RESOURCES Bautista, Cirilo. “A Man Falls
to His Death” Galupo, Rey. “Man dies after jumping off NLEX Overpass”
2. 2. SENIOR HIGH SCHOOL CORE SUBJECT QUARTER ONE – 21ST CENTURY
LITERATURE FROM THE PHILIPPINES AND THE WORLD Page 2 of 7
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.
3. 3. SENIOR HIGH SCHOOL CORE SUBJECT QUARTER ONE – 21ST CENTURY
LITERATURE FROM THE PHILIPPINES AND THE WORLD Page 3 of 7
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.
4. 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?
5. 4. SENIOR HIGH SCHOOL CORE SUBJECT QUARTER ONE – 21ST CENTURY
LITERATURE FROM THE PHILIPPINES AND THE WORLD Page 4 of 7
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 Man Falls To His Death 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 the nothing particular, the momentum 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
6. 5. SENIOR HIGH SCHOOL CORE SUBJECT QUARTER ONE – 21ST CENTURY
LITERATURE FROM THE PHILIPPINES AND THE WORLD Page 5 of 7 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
7. 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.
8. 6. SENIOR HIGH SCHOOL CORE SUBJECT QUARTER ONE – 21ST CENTURY
LITERATURE FROM THE PHILIPPINES AND THE WORLD Page 6 of 7 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 by 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 obituary page.
9. 7. SENIOR HIGH SCHOOL CORE SUBJECT QUARTER ONE – 21ST CENTURY
LITERATURE FROM THE PHILIPPINES AND THE WORLD Page 7 of 7
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
10. 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.
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