OPEDA, SHENA MAE D.

Master in Language and Literature

20 March 2021 ELT216: Interfacing Language and Literature

(Des)aparecídos

to all who disappeared, and to all those who, back

in the town of my childhood, have reappeared—
along the river, on tree branches, and elsewhere

No one ever expected their arrival—

through the course of the river, as
high as the balete tree, or as fresh

as the earth on a newly-filled pit. When they

came to our town, we knew that their loved
ones had any idea where they were.

Or perhaps, it was the very reason why

they came: for those whom they loved
were gone, and that they simply wanted

to be with them again. They would come

in crimsoned garments—always in crimsoned
garments, and crimsoned sweat—that were proofs

to their lingering journey. They would come

while the transistor radios glared of those who
were endlessly in search of the missing—

those who were left behind: spouses, children,

fathers, mothers, friends; weeping, hankering.
So that, like angels outside the tomb, we would

counsel the mourners: do not ever let your faith

wither, do not search here, among the dead,
those who are still full of life.
OPEDA, SHENA MAE D. Master in Language and Literature
20 March 2021 ELT216: Interfacing Language and Literature

LESSON PLAN
Grade 12
I. OBJECTIVES

At the end of the discussion, the students should be able to:

A. analyze the text through group differentiated tasks;

B. explain the issues that arise in the text and their personal views about them through the
worksheets provided;
C. identify the affixes in the words used in the poem through individual worksheets;
D. write a letter of advice to the grieving persons; and
E. perform a choral reading of the poem, Desaparecidos.

II. SUBJECT MATTER: (DES)APARECIDOS by Victor Dennis Nierva

III. NOTES

A. Victor Denis T. Nierva is a poet, teacher, journalist, theatre actor, translator, graphic and
book designer, and cultural advocate. He is from the Bicol region of the Philippines. His
father was Estelito Aguila Nierva, a railway official. His mother was grace Pacay Tino, a
teacher. His early education came at the Central school of Lupi, rural railway town in the
province of Camarines sur. This modest, river and mountain city appears in poetry Niervas.
In many literary gatherings he would recognize that the city is one of his richest sources of
poetic inspiration. Nierva finished basic education in 1992 and enrolled at the University
Ateneo de Naga adnu for high school and College. In 2000 he received a degree in
communication development.
B. Symbolism is a literary device that uses symbols, be they words, people, marks, locations,
or abstract ideas to represent something beyond the literal meaning. The concept of
symbolism is not confined to works of literature: symbols inhabit every corner of our daily
life. For instance, the colors red, white, and blue typically symbolize patriotism
C. A figure of speech is a word or phrase that possesses a separate meaning from its literal
definition. It can be a metaphor or simile, designed to make a comparison. It can be the
repetition of alliteration or the exaggeration of hyperbole to provide a dramatic effect.
D. Tone- refers to the attitude of a writer toward a subject or an audience. Tone is generally
conveyed through the choice of words, or the viewpoint of a writer on a particular subject.
E. Affix-is a set of letters generally added to the beginning or end of a root word to modify its
meaning. The root is the portion of the word that remains when all prefixes and suffixes have
been removed.

F. Desaparecido- a person who has disappeared, presumed killed by members of the armed
services or the police.

IV. REFERENCES

Collie and Slater (1987). Literature in the Language Classroom. Retrieved from
https://www.academia.edu/12529875/Literature_in_the_Language_Classroom_by_Joanne_Coll
ie_and_Stephen_Slater

Lazar (1993). Literature and Language Teaching: A Guide for Teachers and Trainers.
Retrieved from https://www.semanticscholar.org/paper/Literature-and-language-teaching%3A-a-
guide-for-and-Lazar/6adcf838b3ba7f683526c4370ce7f16c7435a0e8
OPEDA, SHENA MAE D. Master in Language and Literature
20 March 2021 ELT216: Interfacing Language and Literature

V. GUIDE QUESTIONS
1. What does ‘desaparecido’ mean?
2. What is the point of view used by the author?
3. What issues in the society are exposed in the poem?
4. What can people do to address these issues?

VI. LESSON PROPER

A. FIRST ENCOUNTERS (10 minutes)

GET IN THE MOOD. (5 minutes)

(The teacher will let the students close their eyes. Turn on a stimulating music and narrate a story that
will lead the students to think of positive experiences with their loved ones. The tone and mood will
change. The teacher will end the narration through asking the questions: What if everything changed?
What if your loved ones suddenly left you without saying a word?)

My dear students, (turns the music https://www.youtube.com/watch?v=7a7jJ2w5S9g )

Take this moment to be silent and reflect. I want you to

slowly close your eyes, feel the music, and smile. Imagine you
are in a very peaceful place--- no heartaches, no pain, no
longing, just love and positivity. The sun is shining, birds are
chirping, and river water is freshly flowing. As you count 1, you
remember your loved ones. They are smiling so brightly. You are
laughing together as you share vibrant memories. You are enjoying
the sound and smell of nature, the heat of the sun and pleasurable
experience you have with your family, with someone you love. As
you count 2, you see your reflection in the river water. 1, 2..
you smile as you see that you’re not alone, you have them behind
you. You said to yourself that you can do all things, you can
conquer whatever problems you might encounter as long as you have
them, patting your shoulders saying “it’s okay, we’re here for
you” or “come what may, we are here rooting for you”. You feel
the warmth, the love. You feel safe—safe from all the negativities
of the world. Take this time to breathe in and out. Remember all
the happy memories you spent together… *silence*

You continue counting, 1, 2… 1, 2… 3. (the teacher will

change the music https://www.youtube.com/watch?v=2YkkMSzY5Iw )
Everything turns out black. All the smiles fade away and you were
left in a small dark room having nobody but yourself. Life is not
always about colors, flowers, and butterflies. As you open your
eyes, let me ask you the questions: What if everything changed?
What if the ones you love suddenly left without saying a word?
OPEDA, SHENA MAE D. Master in Language and Literature
20 March 2021 ELT216: Interfacing Language and Literature

Processing Questions (5 minutes)

1. What did you feel during and after the activity?

2. Have you ever experienced being left by someone you love? How does it feel?

3. Have you overcome it yet? How?

After the processing questions, the teacher will introduce the poem ‘Desaparecido by Victor
Dennis Nierva.

B. MAINTAINING MOMENTUM (40 minutes)

The teacher will distribute a copy of the poem to each student. (If online, the teacher will send
the link of the file to the students.) The students will be given 10 minutes to read the poem
silently.

Comprehension Questions:

1. What is meant by the word ‘desaparecidos’ in the poem?

2. What is the point of view used by the persona? Why do you think it is appropriate to be used?
3. Why do you think the ones being referred to were gone missing? What could be the possible
reasons?

After the exchange of ideas, the teacher will group the students into five. Each group will be given a
different worksheet to be done in 15 minutes. Each group will choose a presenter to share their
collaborative work.

Group 1- Identify the symbolism

Group 2- Identify the figures of speech used
Group 3- Draw the setting of the poem
Group 4- Change the tone of the poem
Group 5- Create a concept map that will discuss the important message of the poem.

WORKSHEET 1: THE SYMBOLISMS

Direction: Read the poem again and look for symbolisms. Write the line number and stanza where we
can find the symbol chosen. Write their meanings in the third column.

Symbolism is a literary device that uses symbols, be they words, people, marks, locations, or
abstract ideas to represent something beyond the literal meaning. The concept of symbolism is not
confined to works of literature: symbols inhabit every corner of our daily life. For instance, the
colors red, white, and blue typically symbolize patriotism
SYMBOL TEXTUAL EVIDENCE Meaning

(What line/stanza is this shown?) (Based on the context of the poem, what
does the symbol mean?)
OPEDA, SHENA MAE D. Master in Language and Literature
20 March 2021 ELT216: Interfacing Language and Literature

WORKSHEET 2: FIGURES OF SPEECH

What figures of speech are present?

Direction: Read the poem again. Identify the figure/s of speech used by the author. Cite the lines where
the figures of speech are evidently seen and explain the possible reasons of the author why they were are
used.

A figure of speech is a word or phrase that possesses a separate meaning from its literal definition.
It can be a metaphor or simile, designed to make a comparison. It can be the repetition
of alliteration or the exaggeration of hyperbole to provide a dramatic effect.
STANZAS FIGURE/S OF SPEECH USED TEXTUAL EVIDENCE AND EXPLANATION

1 and 2

3 and 4

5 and 6

7 and 8

WORKSHEET 3: THE SETTING IN MIND

Direction: If this poem would be given a short story adaptation, what kind of setting would be suited
for this? Draw the setting that you intend to have for this text. Write a caption with minimum of 10 words
and maximum of 15 words (including the determiners and prepositions).
OPEDA, SHENA MAE D. Master in Language and Literature
20 March 2021 ELT216: Interfacing Language and Literature

WORKSHEET 4: CHANGING THE TONE

Based on the lines given in column 1, identify and write the tone used by the author.
Rewrite the lines in a different tone by completing the table below.

TONE refers to the attitude of a writer toward a subject or an audience. Tone is generally conveyed
through the choice of words, or the viewpoint of a writer on a particular subject.
Lines from the poem TONE (Based CHANGED TONE
on Column 1)

to all who disappeared, and to all

those who, back in the town of my
childhood, have reappeared—
along the river, on tree branches, and
elsewhere

No one ever expected their arrival—

through the course of the river, as
high as the balete tree, or as fresh

When they
came to our town, we knew that
their loved
ones had any idea where they
were.
Or perhaps, it was the very reason
why
they came: for those whom they
loved
were gone, and that they simply
wanted to be with them again.
They would come
while the transistor radios glared
of those who
were endlessly in search of the
missing—

those who were left behind:

spouses, children,
fathers, mothers, friends;
weeping, hankering.
So that, like angels outside the
tomb, we would

counsel the mourners: do not ever

let your faith
wither, do not search here, among
the dead,
those who are still full of life.
OPEDA, SHENA MAE D. Master in Language and Literature
20 March 2021 ELT216: Interfacing Language and Literature

WORKSHEET 5: CONCEPT MAP

Direction: It’s about time to synthesize the concepts of the poem. In the circle, write the major theme
of the poem ‘desaparecido’. Write the subthemes in the four parallel rectangles. In the rectangle shown
at the lowest part of the worksheet, write your insights on how you can relate the poem’s themes in your
own life.

After the presentation of the five worksheets, the students will be asked questions related to the
presentation of their classmates from other groups. (This is to ensure that all of them have processed
each worksheet)
OPEDA, SHENA MAE D. Master in Language and Literature
20 March 2021 ELT216: Interfacing Language and Literature

C. EXPLOITING HIGHLIGHTS (10 minutes)

LETTER IN A BOTTLE
The teacher will give each group a bottle and
pieces of paper.
The students will have to put
themselves in the shoe of the persons who
were grieving because of their lost loved ones.
Their task is to write a letter addressed to the
grieving family/loved ones, etc. of the
desaparecidos. The letter must include their
advice.
After this, the teacher will call 3-5
students to share their letter.
All of the letters will be kept in a bottle
to be displayed in the classroom as a reminder
of the lessons learned from Desaparecido’

Google image

THE FOLLOWING ACTIVITIES WILL BE DONE NEXT MEETING

The teacher will let the students recall what happened in the previous meeting. Then, the language
activities will follow.
D. LANGUAGE ACTIVITIES (20 minutes)
The teacher will introduce the language topic, AFFIXES. The words to be used as examples will be
coming from the poem, (des)aparecidos. Also, the teacher will provide a table of affixes so the students
can be able to understand the commonly used prefix and suffix and how they are connected to the root
words.

An affix is a set of letters generally added to the beginning or end of a root word to modify its meaning. The
root is the portion of the word that remains when all prefixes and suffixes have been removed.

TASK 1: UNSCRAMBLE TO APPEAR

Direction: Unscramble the words found in the first column and write them in the second column.
Identify the root word, prefix, suffix, and meaning of the unscrambled words and write them in the
remaining columns. If there is no prefix or suffix, write N/A.

Unscrambled Word Root Word Prefix Suffix Meaning

Example: detsrcuiotn destruction struct de- -ion
1. ddisearpepe
2. hcdireln
3. uormrens
4. oochdlihd
5. hbenid
6. xpecdete
7. nedsselly
8. avriral
9. supoess
10. eprpha
OPEDA, SHENA MAE D. Master in Language and Literature
20 March 2021 ELT216: Interfacing Language and Literature

TASK 2: SPOT THE FREE ROOTS

Direction: Reread the poem (des)aparecidos and encircle at least 10 words with free roots (words can
stand alone with a specific meaning).

E. ENDINGS (40 minutes)

The remaining time will be given for this activity. With the same groupings, the students will
have to prepare/ practice for a chorale reading of the poem ‘Desaparecidos’. The presentation will be
done next meeting.
Rubric for the presentations:

Rubric from https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=W73393&