21st Century Literature From The Philippines and The World TM

LOUIE JON A.
SANCHEZ
• MIGUEL ANTONIO N. LIZADA
• AROY
yon sa ala TRISTAN
mat, la son ng pan
B. AGUSTIN A country wit
hout miracles
•ngJOSE
ang lumikh
dalagang n
a sa buMARI
ama
a ni Pagtu
lkan—libin
g a n it o
B.
ga,
CUARTERO
th in k in g o f b
s
a
its heavy on
n ana trees
the map,
tay sa isan rotting in the
g digmaan The man wh sunlight.
. o watches ov
Ngayon, an has command er it
o ang tutu
21st-Century Literature
gayong na
ng abo, ng
Tinitigan k
giging mala
tao. Manga
w
bo sa paan
a k na itong
nganak na
an ng May
s
on
ementeryo
placed them
and tied its lo
eered all hop
in a sack,
ose end.
es,
from the Philippines

ng ulap at
Baka saka
o ang naka
ng sariling
li, magpak
ngangang
usok ang t
kayâ ito?
bulkan—b
uktok, gat
inabalot
as sa labi.
He goes arou
When asked
nd carrying
on his back.
it
and the World

ita, nang m what is insid
ay silbi an he says, “Jus e,
g kamera. t a handful o
Sa ilang r f feathers,
etrato na ib just a handfu
lusaw na t inebenta n l of feathers.”
ae ang nag g mga bata
li li y ab na lava sa Cagsaw That’s how li
Matandan a ght the burde
g nag-nga
TEACHER’S MANUAL
nganga ay
on naman
, dumadaloy
sa isang m
pababa. of governmen
any tyrant c
t is in peace
an turn it into
n
time—
Sa isang lu akata. a metaphor.
mang post You kneel on
Kapag sa m card na na the parched
alayo, isa kita ko sa earth
s iy a Antigo Mer and pray for
Handa sa n g magandan kado— rice. Only th
pagkapka g sikyung hears your u e wind
p, naghihin nakatanod seless words.
tay sa iyon ,
g pagpaso The country
k. without mira
tries to get u cles
p from the pa
but the bold in ge,
k and sharp
colors
hold it down
.
ii
21st-Century Literature from the Philippines and the World
Teacher’s Manual and Resource Materials
ISBN: 978-971-07-4086-4
Copyright © 2016 by Vibal Group, Inc.
All rights reserved. No part of this book may be reproduced or transmitted in

any form or by any means-electronic or mechanical, including photocopying,
recording, or any information storage and retrieval system without permission in
writing from the publisher and authors.
Published and printed by Vibal Group Inc. with main office at 1253 G. Araneta
Avenue, Quezon City
Regional Offices: 0290 Nivel Hills, Lahug, Cebu City and Kalamansi St. cor. 1st
Ave., Juna Subdivision, Martina, Davao City
iii
Preface
21st – Century Literature from the Philippines and the World - Teacher’s Manual is created with
today’s busy teachers in mind. Complementing its worktext, this manual contains strategies and
techniques that are 100% practical, easy to implement, and interesting to students.
This book incorporates a bucket of ideas on how to deliver the content in the worktext. It is made
to help teachers to make wise decisions in the classroom while they make learning relevant to all
learners.
The Authors
Content Outline
21st Century Literature
I. From the Regions

A. 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:
1. various dimensions of Philippine literary history from pre-colonial to contemporary
2. canonical authors and works of Philippine National Artists in Literature
3. names of authors and their works, and backgrounds of the literature from the region where the
high school is located
B. Study and appreciation of literary texts from the different regions written in different genres
covering:
1. regions in Luzon, Visayas, Mindanao
2. major genres (poetry, fiction, drama, creative nonfiction, as well as hyperpoetry, blogs, mobile
phone Texttula, click lit, speculative fiction, flash fiction, etc.)
II. From the World

A. Literary genres, traditions, and forms from different national literature and cultures, namely,
Asian, Anglo-American, European, Latin American, and African
B. Basic textual and contextual reading approach in the study and appreciation of literature.
iv
TM Walkthrough
This teacher’s manual is divided into two chapters (quarters): 21st Century Literature from the
Regions and from the World.
Each chapter contains the following components:

Chapter Overview spells out the important concepts, themes, and genres that will be discussed
in each chapter. It also contains the content standards and performance standards that students
should meet at the end of each quarter.
Each chapter contains ten lessons. Each lesson contains the following components:
Lesson Overview traces the important concepts, themes, and genres that will be covered in the
lesson. It also introduces the literary selection that will be discussed.
Lesson Objectives identify the learning competencies that students should meet every lesson.
The Instructional Plan follows a practical, learner-centered process:

In Motivation, the teacher diagnoses students’ knowledge, activate their prior knowledge, and
hook their attention towards the text. The teacher should spell out the essential question in this
stage.
In Presentation of Content/Reading Materials, the teacher should give a pre-reading activity,

introduce the text, and let the students read the literary selection.
In Processing & Generalizing, Deepening & Integration, the teacher facilitates students’ learning
by exploring the text through differentiated instruction.
In Remediation, Reinforcement, Enrichment, and Formative Assessment, the teacher should

provide remedial activities for students who have difficulty in understanding the text, conduct
activities that will reinforce the skills that students should develop and enrich important themes
that students should understand. Also, the teacher should conduct formative assessments in this
stage.
In Reflection, the teacher gives opportunities for students to monitor their own learning.
Each lesson ends with Additional Resources and Summative Assessment (with rubric). Also,
some activities in the lesson have processing questions for some activities.
CONTENTS v
CHAPTER I PHILIPPINE LITERATURE
LESSON 1 Traditions and Locations: The Filipino Poem ................. 2

LESSON 2 Representation and the Philippine Canon....................... 9
LESSON 3 Philippine Literature: Writing in the Regions................... 17
LESSON 4 Writing the Regions: Traditions and Trends.................... 24
lesson 5 Emerging Trends in Philippine Literature:
The Literary Essay.......................................................... 33
lesson 6 The Language of Literature............................................. 38
lesson 7 Philippine Literary Turns and Tropes............................... 45
lesson 8 What Surrounds the Literary Text.................................... 54
lesson 9 The Region in the Nation................................................. 63
lesson 10 Texts and Contexts.......................................................... 71
CHAPTER II WORLD LITERATURE
lesson 11 Rethinking the Tower of Babel......................................... 76

lesson 12 Literary Landmarks.......................................................... 83
lesson 13 Memory of the Empire and in the Cosmopolitan
Port City........................................................................... 94
lesson 14 The Question of Race..................................................... 104
LESSON 15 Passing Through, Going Through the Motions................ 116
LESSON 16 East Asian Literature:
Exchanges and Cultural Networks.................................. 125
LESSON 17 Symbol in Southeast Asian Literature............................. 131
LESSON 18 African Literature and Mandela’s Legacy........................ 138
LESSON 19 From Boom to Post-Boom Latin American Literature...... 144
LESSON 20 South Asian Literature: The Postcolonial Turn................ 148
21st-Century Literature
from the Philippines
and the World
TEACHER’S MANUAL
2
Chapter 1: Philippine Literature
Chapter Overview [Refer to LM on page 2]
• Start the course by directing students’ attention to Philippine Literature in Chapter 1 by giving
an overview of what they will read in the next meetings.
• Stress the sublime experiences of artists that give life to different literary pieces.
• Define the term poetry and explain its concept briefly.
• Discuss the long history of poetry by enumerating the different forms of poem from pre-colonial
era to present.
• Stress major themes and styles in the development of Philippine poetry such as national
identity, romances, free verse, and examination of society.
• Explain the concept of regions and how regional cultures define Philippine culture in its entirety.
• Finally, entice the students with the different literary selections that will be covered in this
chapter.
Content Standards 1. The learner will be able to understand and appreciate the elements and
contexts of 21st century Philippine literature from the regions.
Performance Standards The learner will be able to demonstrate understanding and appreciation of
21st century Philippine literature from the regions through:
1. a written close analysis and critical interpretation of a literary text in
terms of form and theme, with a description of its context derived from
research;
2. an adaptation of a text into other creative forms using multimedia.
Lesson No. 1
Lesson Title: Traditions and Locations: The Filipino Poem
Lesson Overview [See “View” on pp. 2-4]

This lesson explores a representative text of Bikol literature.
• Point out how Bikol tradition and literature put a splendid backdrop to Philippine culture. Identify
various highlights of Bikol literature and some Bikolano literary writers.
• This lesson tackles poetry, image, meter, allusion, expansion, and figurative language through
analyzing Kristian Sendon Cordero’s “Mayon.”
Lesson Objectives
1. Identify the geographic, linguistic, and ethnic dimensions of Philippine literary history from
pre-colonial to modern.
2. Appreciate the application of imagery in the text provided, paying particular attention to the
regional origins of the poem.
3. Respond critically to the poem and articulate this response through a presentation that
showcases regional culture.
3
Instructional Plan
A. Motivation
1. Diagnose students’ knowledge by administering a diagnostic test.
Diagnostic Test
Complete the following statements.
1. _____, and its product, _____, are pieces of writing that usually have figurative language.
2. The _____ was a riddle that used _____, or metaphor that actually helped convey the answer
to the riddle.
3. _____ were long, episodic, chanted poems which told a story about a _____ and spirit.
4. The most notable Filipino poet of the Spanish era is _____, who became known as _____.
5. The method of writing, called _____ for the tagalog, was suppressed, as friars called it blas-
phemous.
Answer Key:
1. Poetry, poem
2. bugtong, talinghaga
3. epics, legendary hero
4. Fransisco Baltazar, Balagtas
5. baybayin
2. Activate students’ prior knowledge by doing the activity on the worktext. [See “Trackback: On
Mayon Volcano” on p.5]
• Divide the students into small groups. Let the students discuss the questions on the worktext.
Process the activity by asking the following questions:

a. What did you discover in the activity?
b. Legends are story about mythical or supernatural beings or events. What do you think about
legends?
c. Do legends play an important role in modern societies? Explain your answer.
3. Hook students’ interest by asking them to write a caption to the picture of Mayon Volcano
below.
4
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

a. What do you think about Mayon Volcano?
b. Have you visited this landmark?
c. Why do you think people love this tourist destination?
4. Instruct the students to read the essential question.
Essential Question:
How does contemporary regional Filipino poetry apply the elements of poetry?
B. Presentation of Content / Reading Materials

• Give a short geographical background of the Bicol region. Call students to share their experi-
ences when they visited Bicol.
• Before reading the selection, ask the students to give their ideas about what makes a poem.
Tell them to fill in the boxes below.
Poetry

a. Do you like poems? Why or why not?
b. Why do you like poems? Why don’t you like poetry?
c. How do poems differ from other forms of literature?
d. Why do you think people write and read poems?
• Instruct the students to read the selection. [See “Mayon” by Kristian Sendon Cordero on
pp. 5-6.] Guide them to look for image, expansion, and figurative language in the poem. Ex-
plain other elements such as meter and allusion.
5
C. Processing & Generalizing, Deepening & Integration

• To respond critically, ask the students to answer the activity on the worktext. [See “Navigate”
on pp. 6-7].
• For differentiated instruction, group the students into three. Tell each group to answer the ques-
tions assigned to them:
Questions
Beginning Who wrote the poem?
What is the subject of the poem?
Intermediate What is the author’s style in writing poetry?
What does the title of the poem suggest?
Advanced What message does the poem convey?
How was the poem constructed?
What literary devices were used in the poem?
• Instruct the students to read additional information about the text. [See “Configure: A Volcanic
Poet, Bikol Literature – A Tradition in Transition” on pp.7-8]

a. Why is Cordero popular among Bikolano writers?
b. What advocacy does he promote in his works?
c. How did Bicol writing evolve?
D. Remediation, Reinforcement, Enrichment, Formative Assessment

• For remediation, ask the students to form groups of four. Let each group assign a member to
explain a stanza. Tell them to write their explanations in a grid.
Explanation
Stanza 1
Stanza 2
Stanza 3
Stanza 4

a. How did the group activity help you understand the poem?
b. Which stanza made the most impact on you? Explain.
• For reinforcement, ask the students to do the following activities:
The poem is rich in image. Let the students identify the various images in the poem. Tell them
to fill in a grid.
6
Sight
Sound
Touch
Taste
Smell

a. What is the dominant image?
b. How do the images create an overall picture of Mayon?
c. Do you like the overall image of Mayon? Explain your answer.
The poem may have literal and figurative meanings. Tell the students to brainstorm how the
poem “Mayon” can be interpreted through literal and figurative meanings.
Literal Figurative

b. What did you consider in writing the figurative meaning?
c. Which meaning do you prefer? Why?
• For enrichment, ask the students to do the following activities:
Let the students conduct small group discussions and answer the question indicated on the
worktext. [See “Condense: Regional Perspective and Practices” on p.8]

a. What did you discover in your discussion?
b. What do you feel now towards Mayon?
c. Would you like to visit Mayon anytime soon? Elaborate your answer.
The poem displays the positive and the negative side of Mayon. Ask the students to do the
same exercise that they did in the worktext with another Philippine landmark.
7
Landmark:
Positive Negative

a. What do you think about the positive side of your chosen landmark?
b. What do you feel about the negative side of your chosen landmark?
c. Which one is stronger: the positive or the negative? Explain your answer.
The subject of the poem was described vividly through the effective use of image. Think of
another Philippine landmark and list down possible image that you can create out of creative
words.
Landmark Sight
Sound Touch
Taste Smell
Process the activity:

a. How did this exercise help you appreciate image?
b. Which aspect perfectly describes your chosen landmark?
Poetry reading, also known as spoken word and performance poetry is a fad among millen-
nials. Let the students read the poem aloud in class. Tell them to demonstrate appropriate facial
expression and tone while delivering the poem.
• For formative Assessment, ask the students to do the following activities:

Let the students conduct a research of their region’s culture and present it to the class. [See
“Assess: Constellate” on p. 9]
Tell the students to define the terms in this lesson. [See “Synthesize” on p.9]
Make the students write three to five paragraph critique of the poem by focusing on its image.
[See “Process” on p. 10]
Instruct the students to write at least a paragraph to explain if they would want to visit Mayon
Volcano[See “Speculate” on p. 10]
8
E. Reflection
Ask the students to answer the sentence completion reflection on the last part of the lesson. [See
“Set Out” on p. 11]
Summative Assessment
I. Identification. Identify the word that is being described in each statement.

1. It is a figure of speech that refers to another textual work, leaving the reader to figure out the
connection between current and previous work.
2. It is the basic rhythmic structure of a line in poetry.
3. It refers to the possibility of images to go beyond what they normally mean.
4. It refers to the writing that aims to present ideas and evoke an emotional experience through
the use of meter, image, and rhythm.
5. It refers to the use of sense impressions to represent objects, events, actions, or ideas in a way
that is physically appealing.
Answer Key:
1. Allusion
2. Meter
3. Expansion
4. Poetry
5. Image
II. Essay. How does the poem “Mayon” help you appreciate landmarks? Explain your answer in
two paragraphs.
Rubric:
Strongly Evident Evident Not Evident

Content
Conciseness
Application
of concepts
in this lesson
9
Lesson No. 2
Lesson Title: Representation and the Philippine Canon

This lesson recognizes the contributions of representative or canonical texts to the development
of Philippine Literature.
• Define oppression and discuss how it affects Philippine society. Explain the role of literature in
addressing this social concern. Identify how writers develop dramatic situations and persona in
poetry. Discuss the meaning of some figures of speech. Introduce the poem for this lesson.
• This lesson tackles dramatic situations, persona, allegory, canon, and personification through
exploring Cirilo F. Bautista’s “Third World Geography.”
Lesson Objectives
1. Describe oppression as a common theme in Philippine literature.
2. Appreciate the use of poetic devices such as dramatic situation in the development of meaning
in a poem.
3. Respond critically to the poem and consequently articulate this response through a creative
visualization of the poem.
Instructional Plan
A. Motivation
Diagnostic Test
Identify the word being described in each statement.
1. It is the combination of setting, characters, and action in a poem, in which is supposed to
engage the reader.
2. It refers to the speaker or teller of the poem.
3. It pertains to the symbolic representations of truths or generalizations about human existence.
4. It is the collection of works determined by a society to have significant value and importance.
5. It refers to the figure of speech where a non-human object is given human qualities.
Answer Key:
1. dramatic situation
2. persona
3. allegory
4. canon
5. personification
2. Activate students’ prior knowledge by doing the activity on the worktext. [See “Trackback: The
Marcos Dictatorship” on pp.13-14]
• Make the students do an investigative research into the actual historical data that happened
during the time of Marcos. Tell them to present their findings through a chart or infographic.
10

b. What do you feel about the information?
c. What is the relevance of this information to the 21st century youth?
3. Hook students’ interest by asking them to make a mind map of what they think about Marcos
Administration. Call students to share their mind map to the class.
Mind Map
Process this activity by asking the following questions:

a. What did you notice in your mind map?
b. What group of ideas dominated your mind map?
c. What are the new information/knowledge you gathered about the Marcos administration?

Essential Question:
What makes a text, and a writer, representative?

The poem that the student is about to read explores the topic of oppression. Let the students give
the meaning of the word oppression and tell them to give five examples of oppression in different
settings: country, barangay, school, family, friends.
Oppression
Meaning Example

a. Did your concept of oppression change after the lesson?
b. What are the different scenarios in the present time that show oppression?
c. As a Filipino youth, what would you feel if there was no freedom of expression?
• Before reading the selection, let the students predict what the poem is all about by looking at
the title.
11
What the title means to me
• Instruct the students to read the selection. [See “Third World Geography” by Cirilo F. Bautista
on p.14] Tell the students to observe the figure of speech used in the poem.

on pp. 14-15].
• For differentiated instruction, group the students into three. Tell each group to do the following
activities:
Beginning Intermediate Advance
Identify the image used in the Describe the persona, Explain the theme of the poem.
poem. addressee, and the subject of
the poem.
• Instruct the students to read additional information about the text. [See “Configure: An Epic of
a Poet, Canon and Representative Writers” on p. 16]

a. What can you say about Bautista as a writer?
b. Why did Marcos control literature during his regime?
c. What would you feel as a writer if there was no freedom of expression? Explain your answer.

• For remediation, ask the students to do a think-pair-share of their thoughts in each sentence in
the poem. The length of sentences varies, and sometimes, it exceeds one line. Let the students
write their thoughts in the grid below.
Sentence Insight
12

a. How did the activity help you better understand the poem?
b. Which sentence remains unclear?
c. What sentence strikes you the most? Why?
The poem is rich in personification. Personification refers to a form of metaphor that gives
human-like characteristics to an inanimate object, animal, or idea. Let the students identify the
lines that include personification. Ask them to rewrite the line to explain idea in simple words.
Personification in the poem Paraphrase

a. What did you notice among the paraphrased sentences?
b. How is it different with the original lines?
c. What effect does personification create in the poem?
The poem “Third World Geography” is allegorical. Allegory is a form of extended metaphor, in
which objects, persons, and actions in a narrative, are equated with the meanings that lie outside
the narrative itself. The underlying meaning has religious, social, moral, or political importance,
and characters are often personifications of abstract ideas. Thus an allegory is a story with two
meanings, a literal meaning and a symbolic meaning.
Tell the students to explain how allegory was demonstrated in the poem by identifying the literal
and symbolic meaning of the poem.
“Third World Geography”
Literal Symbolic

a. What lines would justify that the poem is allegorical?
b. What do you think is the purpose of the author in using allegory?
The poem is rich of image that stirs the emotion of the readers. Let the students identify the
image that stood and also the feeling that each one stirred in them.
13
Image Feeling

a. What is the purpose of the image in the poem?
b. What is the dominant image presented in the poem?
c. What is the mood in the poem? Does it help deliver the message? Explain your answer.
The poem depicts how oppression happens. Ask the students to identify lines and style of the
poet that contribute in building up the theme.
Lines Style

a. What is the theme of the poem?
b. What overall effects do the separate parts of the poem combine to create?
c. Is there a possibility of multiple interpretations? Explain your answer.
Cirilo Bautista was able to build dramatic situation in the poem. In the box below, ask the
students to explain the dramatic situation presented in the poem.
Dramatic Situation

Ask the students to perform the poem through a poetry theater. Let the students observe voice
emphasis and body movement.
Let the students do one of the following activities: a) conduct an interview, b) cut out clippings,
or c) research ideas regarding oppression. [See “Condense: Interview with a Writer” on p. 17].
Tell the students to write a fractured poem by rewriting the poem from another angle. Ask them
to consider the perspective of one of the following:
14
Marcos himself 21st century youth

Nature Hero in the past
My poem using the angle of ______________

a. Why did you select that particular angle?
b. How did the poem become different?
c. Does the angle of the poem influence the dramatic situation? Elaborate your answer.
The poem explores the concept of oppression during Martial Law. The students did not
experience Martial Law, and they might not have a clear idea of what it was after/before they read
the poem. Instruct them to feel for the victims of Martial Law by writing a letter to them. Challenge
them to express their thought regarding the evil of this era in Philippine history.
Dear _________________,

a. What did you feel before, during and after writing the letter?
b. What do you think would the recipients feel if they read this letter?
c. Does your letter express the same or different dramatic situation as the one expressed in the
poem? Justify your answer.
Oppression still exists today. Instruct the students to write an opinion column that explores this
topic.
Opinion Column
15

a. How does your column reflect your attitude toward oppression?
b. What does oppression mean to your world?
c. Is there a possibility to end oppression? Explain your answer.
• For formative assessment, ask the students to do the following activities:
Ask the students to use photographs or illustrations to make a visualization of the poem. [See
Let the students answer the sentence completion activity on the worktext [See “Synthesize” on
p. 17]
Instruct the students to write a five paragraph essay discussing how the details in the poem
relate to actual event in the country. [See “Process” on p. 18]
Make the students create a poster that will show how people can overcome simple forms of
oppression. [See “Speculate” on p. 18]
E. Reflection
• Ask the students to answer the sentence completion reflection on the last part of the lesson.
[See “Set Out” on p.19]
• Ask the students to write down their thoughts and feelings, and future actions that they realized
at the end of the lesson.
Insights after reading the poem

My thoughts
My feelings
My future actions
F. Additional Resources
• http://www.britannica.com/place/Philippines/Martial-law
I. Fill in the blanks. Fill each blank with the correct answer.
1. _____ refers to the speaker or teller of the poem.
2. Allegory pertains to the symbolic representations of truths or generalizations about _____.
3. _____ refers to the figure of speech where non-human object is given human qualities.
4. Dramatic situation is the combination of setting, _____, and action in a poem, in which is
supposed to engage the reader.
5. _____ is the collection of works determined by a society to have significant value and
importance.
16
Answer Key:
1. persona
2. human existence
3. personification
4. characters
5. canon
II. Poetry writing. Write a two to three stanza poem that demonstrates dramatic situation about
the ills of oppression at present. Observe the rubric below.
Rubric:
Creative use of allegory
Imagery
Application
of concepts
in this lesson
17
Lesson No. 3
Lesson Title: Philippine Literature: Writing in the Regions

This lesson examines the essay, and its techniques, in response to a particular context.
• Elaborate the incident in Mt. Pinatubo eruption. Explain the relationship of region and context.
Define what makes an essay. Position Pampango literature in Philippine literature. Introduce
the literary text for this lesson.
• This lesson tackles the essay, context, style, tone, humor, and scene through discussing the
essay written by John Jack G. Wigley entitled “The Home of the Ashfall.”
Lesson Objectives
1. Value the contributions of local writers to the development of regional literary traditions.
2. Identify how tone is related to literary style and how both help create a unique meaning in the
essay.
3. Respond critically to the essay and consequently articulate this response through a five minute
skit reenacting the aftermath of the Mt. Pinatubo eruption.
Instructional Plan
A. Motivation
Diagnostic Test
Identify the word being described in each statement.
_____ 1. It refers to the collection of interrelated conditions in which something occurs.
_____ 2. It is a unique way of expressing oneself.
_____ 3. It refers to the attitude being conveyed by the language used by the writer.
_____ 4. It is a funny or amusing quality that is used in literary writing.
_____ 5. It refers to the division in a written work where an action occurs without a break in time.
Answer Key:
1. context
2. style
3. tone
4. humor
5. scene
2. Activate students’ prior knowledge by doing the activity on the worktext. [See “Trackback:
p. 22]
Make the students interview family members or friends who were alive during the eruption of
Mt. Pinatubo. Let them create a video presentation that includes pictures of this catastrophe.
Tell them to show the video presentation n class.
18
Work Plan for the Video Presentation

a. What did you feel when you were making the video?
b. What did you feel after you watched the final product?
c. Did the incident in Pampanga create an impact to you? Explain your answer.
3. Hook students’ interest by telling them to share an experience where they came home to see
what happened to their family after a similar serious incident. Tell the students to share their
answers with their seatmates.
When I came home in ________________, I ________________

a. What did you feel in doing this activity?
b. Does it remind you of your feelings when that particular incident happened?
c. What lesson did you learn in that incident? Expound your answer.

Essential Question:
How does the essay create unique expressions of memory, particularly when faced with an
overarching context that surrounds it?

Essay is a form of nonfiction that was popularized during the 20th century. Let the students give
their understanding of this literary genre by asking them to write the definition of essay and give
the features of this particular work.
Essay
Meaning Features

a. How does essay differ from other literary genres?
b. Are the features mentioned above exclusive to essay? Explain your answer.
c. Do you like essays? Why?
19
• Before reading the entire selection, ask the students to read the first paragraph. Ask them
to share their first impression about the essay. Later on, go back to their answers if these
impressions changed.
• Instruct the students to read the selection. [See “Home of the Ashfall” by John Jack Wigley on
pp. 23-26]. Tell the students to look for incidents, as well as the insights of the author, as they
read the entire essay.

on pp. 27-28]
tions assigned to them:
Beginning
What made the author bid farewell to his hometown?
What does the lack of knowledge of the people in central region about Mt. Pinatubo suggest?
What happened to the author when he left the cinemas?
Intermediate
Why did he suddenly want to go to Angeles City?
What hindered the author from going home immediately?
What was revealed among the conversations of other bus passengers?
Advanced
What did the author have to experience to reach home? Narrate the incidents that lead him to his home.
What does the conclusion of the essay reveal?
• Instruct the students to read additional information about the text. [See “Configure: A Portrait of
an Essayist, Style or Substance” on p. 28]

a. What can you say about Wigley as a writer?
b. What do you understand about defamiliarization?
c. How did you encounter defamiliarization in the text? Expound your answer.

• For remediation, ask the students to form a triad. In each triad, tell the students to explain the
main ideas in the essay. Call volunteers from each triad to share their answers to the class.
Main Ideas in the Essay
20

a. What did you discover in the sharing?
b. Was the essay easy or hard to understand?
c. What part of the essay did you find confusing? Explain your answer.
The dominant tone of the writer is humorous and casual, but he changes from one incident to
another. Tell the students to give at least five incidents in the essay, and identify the tone that the
speaker has in narrating each incident.
Incident Tone of the Author
1.
2.
3.
4.
5.
Tell the students to explain the style of the writer by describing how the writer used words and
sentences to deliver his message and commenting on the use of anecdotes in the essay.
Style of the Writer

b. How did the style of the writer contribute to the overall meaning of the text?
c. Did you appreciate the author’s style? Explain your answer.
It is common among essay writers to sound humorous in their essays. This strategy connects
the writer to the experiences of the common reader. Humor enhances the overall quality of an
essay. In a grid, tell the students to list down five parts of the essay that they found humorous. In
each part, let them explain why that particular part seems to be funny.
Humor in the Essay
Part of the Essay Explanation
1.
2.
3.
4.
5.
21
The story began with startling statistics followed by a brief description of the Mt. Pinatubo
eruption. Ask the students to explain the significance and the choice of the author to have this
kind of introduction.
Purpose of introduction

a. Why did the author choose that kind of introduction?
b. What effect or impact did it create?
c. Do you find the introduction effective? Explain your answer.
The author utilized Kapampangan language in some of the dialogues in the essay. Ask the
students to list down three possible reasons and three possible effects that this technique made.
Use of Kapampangan Language
Reasons Effects

a. Do you find this technique effective? Explain your answer.
b. What would happen to the text if these dialogues will be removed?
c. Did you like the use of Kapampangan language?
John Jack Wigley demonstrates sincerity, honesty, and openness in his essay. Let the students
cite incidents how the writer displayed these qualities.
John Jack Wigley in “Home of the Ashfall”

a. Did you like and appreciate the author’s sincerity, honesty, and openness in the essay?
b. What effect the qualities mentioned above give to the overall quality of the essay?
c. Why do writers, especially essay writers, express a deep sincerity in their writing?
Let the students answer the activity about humor on the worktext. Tell the students to share
their insights in a small group discussion. [See “Condense: Overcoming Hardships” on p. 29]
22
After reading the essay, ask the students for important insights that the author shared in the
essay. In return, tell the students to write an email to the author. Encourage them to ask questions
to the writer and express gratitude in producing this particular essay.
Dear Mr. Wigley,

a. What did you feel in writing the letter?
b. What did you consider to include in your letter?
c. How do you think will Wigley react/respond to your letter? Elaborate your answer.
Essay is a form of literature that allows writers to explore a particular topic. Tell the students
to write a five paragraph essay that explores an important part of their life that lets them realize
something. Call some volunteers to read their essay to the class.
Title:
Essay:

a. What did you consider in choosing a topic for your essay?
b. Was your style similar/different to the work of Wigley? How do you say so?
c. What tone did you use in writing the essay? Explain your answer.
Tell the students to present a skit that will reenact the scenes in the essay. [See “Assess:
Constellate” on p. 29] Observe the rubric in the worktext.
Instruct the students to answer the sentence completion activity on the worktext [See
“Synthesize” on p. 29].
Ask the students to write three to five paragraphs that explain how Wigley’s humor examined
how Filipinos deal with adversity [See “Process” on p. 30]
Make the students conduct a panel discussion to share how they would act if they faced a
similar situation. [See “Speculate” on p. 30]
E. Reflection
• Ask the students to answer the sentence completion reflection in the last part of the lesson.
[See “Set Out” on p. 31]
23
• Make a thought bubble about your realization in this lesson.
• http://www.rappler.com/move-ph/issues/disasters/96424-1991-mount-pinatubo-eruption
I. Identification
Directions: Write the word that is being described in each statement.
1. It is a funny or amusing quality that is used in literary writing.
2. It refers to the division in a written work where an action occurs without a break in time.
3. It refers to the collection of interrelated conditions in which something occurs.
4. It is a unique way of expressing oneself.
5. It refers to the attitude being conveyed by the language used by the writer.
Answer Key:
1. humor
2. scene
3. context
4. style
5. tone
II. Essay. How does Wigley reflect the context of Pampanga in his essay? Explain your answer in
2 to 3 paragraphs.
Rubric:
Good Very Good Excellent

Message
Manner of writing
Application
of concepts
in this lesson
24
Lesson No. 4
Lesson Title: Writing the Regions: Traditions and Trends

This lesson recognizes the use of fiction and of fictional techniques in appreciating regional
literature.
• Describe fiction and how this genre explores context. Elaborate on Ilocano literature. Introduce
the text for this lesson
• This lesson tackles fiction, plot, plot devices, narrative, flashback, and foreshadowing by raising
these elements in Ariel S. Tabag’s short story entitled “Voice Tape.”
Lesson Objectives
1. Appreciate the contributions of the canonical Filipino writers to the development of national
literature.
2. Relate how plot and plot devices help create the reading experience in works of fiction.
3. Respond critically to the story and articulate this response through a skit.
Instructional Plan
A. Motivation
Diagnostic Test
Fill in the blanks.
1. _____ is the term we used to refer to stories that are written about events that are not real.
2. _____ refers to the series of events in a story which have a causal relationship with each other.
3. _____ are techniques that the writer uses to creatively present the events in the story.
4. _____ is a plot device where the story moves away from the current events happening in the
story to a time in the past.
5. ______ is a plot device where the story presents an image or a scene which gives the reader
clues as to events which will happen in the future.
Answer Key
1. Fiction
2. Plot
3. Plot devices
4. Flashback
5. Foreshadowing
p. 34]
• Let the students gather pictures of their OFW relatives/family members. Tell them to create a
montage and present it in class.
25
Montage

a. How did you feel in making the montage?
b. Is it okay with you that your family member is an OFW? Justify your answer.
c. What makes you happy/sad with your situation? Explain.
3. Hook students’ interest by asking them to narrate an incident where they became so close with
their relatives. Tell the students to share it with their seatmates.
My experience…

a. How did your chosen relative shape your childhood years?
b. What important values did you learn from him/her?
c. What aspect of your life now reflects his/her influence? Expound your answer.
Essential Question:
How do writers use fiction and fictional techniques to respond to contexts that surround them?
B. Presentation of Content
• The short story that the students are about to read explores a family concern. Let the students
share an incident in their lives when they experienced facing an important crisis in the family.
Tell them to write a short paragraph about it, and share their story with their seatmate.
I’ll not forget the time when

26

a. What did you feel when you try to remember this part of your life?
b. Is this part of your life important to you?
c. Was it resolved? How?
• Before reading the selection, define plot and explain the stages of the plot.
Meaning of plot
Meaning
Exposition
Complication
Rising Action
Climax
Denouement

b. Is it important to know the parts of the plot? Explain your answer.
c. Do all stories have the same plot structure? Justify your answer.
• Instruct the students to read the selection. [See “Voice Tape” by Ariel S. Tabag on pp. 34-43]
Direct the students to pay attention to details such as flashback and foreshadowing, which are
dominant in the selection.

on pp. 44-45]
tions that are assigned to them:
27
Beginning
How does the story begin?
What does the description of the house reveal about the narration?
What does the letter of Angkel Ato reveal about his attitude towards his wife?
Intermediate
What role did mentioning about the gun play in the story?
How does the narrator view the age of his uncle’s marriage?
Was the narrator brave or not?
Advanced
Angkel Ato’s wife decided not to come home. What role does this decision play during the incident
of Angkel Ato?
Why do you think the narrator did not name Angkel Ato’s wife?
What can you say about the ending?
What is the theme?
How does the ending strengthen the theme of the story?
• Instruct the students to read additional information about the text. [See “Configure: Ariel S.
Tabag’s local color, The future of Ilocano writing” on p. 46]
Process the activity by asking the questions:

a. Do you agree that cultures coexist?
b. How did Ilocano writing evolve?
c. How was Ilocano culture reflected in the story?

• For remediation, ask the students to make a story grammar to understand the story in an easier
manner.
Setting
Characters
Plot
Point of View

a. How did the activity help you understand the short story?
b. Which element did you appreciate most?
c. What part of the story do you still find confusing?
• For reinforcement, ask the students to make a character sketch of the important characters in
the story.
Dante Nanang
Angkel Ato Angkel Ato’s Wife

28

a. Who among the characters are flat characters? Who among them are round characters?
b. How was characterization developed in the story?
c. Who is the character you like the most? Explain your answer.
Flashback and foreshadowing are important plot devices that the author used in the short story.
Let the students identify the different instances when the writer referred to the past events that
happened to the author and to the instances that the author provided clues for what is going to
happen.
Flashback Foreshadowing
Process the activity:

a. Did these plot devices confuse you? Why or why not?
b. What effects did these devices have in the story?
c. What is the significance of the foreshadowing of the voice tape in the story? Explain your
answer.
The narrator built up clues for the readers to be able to predict possible next sequence but
eventually surprise them because sometimes, clues distract the readers. In other times, the
narrator creates tension in the story. In that case, the reader may be intrigued why something has
changed in the mood of the story. Tell the students to identify the prediction that they made in the
story that eventually did not happen. Also, ask them to write the instances when the author built
up tension in the story.
My predictions that did not happen
Instances when the author built up tension

a. What did you feel when your predictions did not occur?
b. What is the purpose of the author in putting distractions?
c. Were those techniques helpful to the overall effect that the story creates?
Ask the students to explain the major themes in the story. Tell them to write three statements
that presents the three most prevailing themes in the story. Let them explain how each theme are
reflected in the story.
29
Theme From the text

1.
2.
3.
The story is rich in Filipino customs and traditions. List down the exact lines from the story
where the customs and traditions were mentioned.
Elaborate how each particular tradition works.
From the text In real life

a. Which of the customs mentioned above do you practice?
b. Which of the customs do you find strange?
c. What roles do customs play in the way of life of Filipinos?
The story is narrated in first person point of view. There are several instances that the writer
expresses his insights on the events that happened to him and his family. For example, he shared,
“Kung hindi ako nagkakamali, may tatlong sulat kaming nagawa. Maiiksi. Kagaya din ng kanyang
pagsasalita—maiiksi.” Tell the students to list six insights that the narrator shared in the story.
Insights
1.
2.
3.
4.
5.
30

a. What did you notice among the insights?
b. Which insight struck you the most? Why?
c. How did these insights help build the theme?
Family planning is another issue that was raised in the story. Ask the students to locate the part
where the narrator mentioned this in the story. Then, ask them to give their interpretation on the
author’s attitude towards family planning.
Family Planning
In the story Interpretation

a. Do you believe in family planning?
b. What are the pros and cons of family planning?
c. Is family planning good or bad? Justify your answer.
In one of the incidents in the story, the narrator confessed, “Palihim akong umiyak.” Ask the
students to explain the narrator’s actions, and connect it to the experiences of most men in society.
Reason of the author for crying privately Reason why men rarely cry

a. Why do you think men seldom cry?
b. Is crying for men good or bad? Why?
c. What do you think of men who cry? Explain your answer.
The story is full of Filipino customs and traditions. The narrator said, “Babasaging plato na
ginagamit lamang tuwing may bisitang mataas na uring tao.” Ask the students to explain the quote
and let them show how it occurs in real life.
Meaning of the character’s quote In real life

b. What have you realized in this practice?
c. Do you think it’s a good custom? Why or why not?
31
The angle of suicide was implied in the story. Let the students speculate on the character
motivation of Angkel Ato. Tell them to share their opinion about suicide. (Trigger Warning)
Character Motivation Readers’ Opinion

a. What did you feel with what happened to Angkel Ato?
b. Did the incident that happened to Angkel Ato show the characters’ helplessness? Explain your
answer.
c. What do you think about the ending? Expound your answer.
Let the students brainstorm on other possibilities that could have happened in the story. [See
Tell the students to answer the sentence completion activity on the worktext [See “Synthesize”
on p. 47]
Make the students write a five-paragraph essay that explains if “Voice Tape” can be considered
a realistic story. [See “Process” on p. 48]
Ask the students to write a letter to a loved one who works as an OFW. [See “Speculate” on
p. 48]
E. Reflection
• Let the students write a journal entry on how they relate with the characters in the story.
I. Identification. Identify the word that is being described in each statement.

1. These are techniques that the writer uses to creatively present the events in the story.
2. It is a plot device where the story moves away from the current events happening in the story
to a time in the past.
3. It is the term we use to refer to stories that are written about events that are not real.
4. It refers to the sequence of events in a story which often have a causal relationship with each
other.
5. It is a plot device where the story presents an image or a scene which gives the reader clues
as to events which will happen in the future.
32
Answer Key
1. Plot devices
2. Flashback
3. Fiction
4. Plot
5. Foreshadowing
II. Essay. How did Tabag develop the plot of the story? Explain your answer in two to three
paragraphs.
Rubric:
Clarity of content
Organization
Application of concepts
in this lesson
33
Lesson No. 5
Lesson Title: Emerging Trends in Philippine Literature: The Literary Essay

This lesson notes the differences between the 21st century essay and earlier forms of the same
genre.
• Define home and essay as defined in dictionaries. Home is where you live at a particular time
and essay is an analytic or interpretive literary composition. Explain the misconceptions about
essays. Trace the history of essay writing in the Philippines. Discuss the emergence of creative
nonfiction. Introduce the selection in this lesson.
• This lesson tackles creative nonfiction, use of description and narration, anecdotes, dialogues,
and insights through discussing Exie Abola’s essay entitled “Five Brothers, One Mother.”
Lesson Objectives
1. Differentiate/compare and contrast the various 21st century literary genres from those of earlier
periods, citing their elements, structures, and traditions.
2. Contrast the said elements and conventions with Philippine essays from earlier periods.
3. Respond critically to the essay and articulate this response through an audiovisual presentation.
Instructional Plan
A. Motivation
Diagnostic Test
Identify the term that is being described in each statement.
1. It refers to the impression of a person, object, or event that enables the reader to get a clear
picture of what is being described.
2. It is the act of telling a story.
3. It refers to a short story based on true accounts.
4. It refers to a conversation found in written works such as books, plays, or films.
5. It is the expansion of understanding gained by the narrator or reader.
Answer Key:
1. description
2. narration
3. anecdote
4. dialogue
5. insight
Home” on p. 44]
• Let the students conduct a little research on their parents’ homes. Tell them to create a family
home tree.
34

b. What did you feel about your discovery?
c. How did it differ from your homes now?
3. Hook students’ interest by posting pictures of homes on the board and asking the students to
describe the pictures and compare it to their houses.

a. What is your most favorite part of your house?
b. What makes your house special?
c. What is the difference between a house and a home?

Essential Question:
What are the main characteristics of the 21st century essay that make it different from essays
of earlier times?

• Before reading the selection, ask the student to share how they viewed their homes when they
were younger. Tell them to share their answers to their seatmates.
• Build among the students’ a stronger understanding of creative nonfiction.
Creative Nonfiction
Meaning Characteristics
• Instruct the students to read the selection. [See “Five Brothers, One Mother” by Exie Abola on
pp. 52-54] Direct the students to trace some anecdotes in the essay.
on p. 54]
activities:
Beginning Intermediate Advanced
Describe the manner of the Give the characteristics of the Explain the message that
author in telling his experiences people mentioned in the essay. Abola wants to deliver in the
in his home. essay.
35
• Instruct the students to read additional information about the text. [See Configure: Exie Abola
and his many Mansions, Creative nonfiction: crafting the real through the fictional” on p. 55]

a. What was Abola’s attitude towards the tradition of essay writing?
b. What did you discover about craft and insight?
c. Did you notice your discovery in Abola’s essay? Expound your answer.

• For remediation, ask the students to list three important insights that stood out for them.
Top Three Insights
1.
2.
3.

b. What did you feel in your discovery?
c. How can you relate these insights to your life? Expound your answer.

Have small group discussions about home and how people develop their ideas. [See “Condense:
Home-ing In” on p. 55]
a. What did you find out in the sharing?
b. What did you realize in answering the reflection questions?
c. Aside from the purpose of shelter and protection, what is home to you?
The essay began with the original ambiance of the author’s home. Ask the students to write a
paragraph that describes the kind of house they had the first time they settled in that domicile.

a. What do you think about this memory of yours?
b. What do you feel when you first settle in your home?
c. What have changed in your home?
36
The relationship among the family differentiates a home from a house. Tell the students to write
four things that they love about their homes.
Homes

a. What do you like most about your home?
b. What do you hate in your home?
c. What makes your home unique?

Let the students present a 5-minute audio-visual presentation about how they see their homes
fifty years from now. [See “Assess: Constellate” on p. 56]
Ask the students to define important terms in this lesson. [See “Synthesize” on p. 56]
Tell the students to write three to five paragraphs explaining if Abola’s essay dramatizes the
saying “home is where the heart is.” [See “Process” on p. 56]
E. Reflection
I. Directions: Fill in the blanks

1. ____ refers to a short story based on true accounts.
2. ____ refers to a conversation found in written works such as books, plays, or films.
3. ____ is the expansion of understanding gained by the narrator or reader.
4. ____refers to the account of a person, object, or event that enables the reader to get a clear
picture of what is being described.
5. ____ is the act of telling a story.
Answer Key:
1. anecdote
2. dialogue
3. insight
4. description
5. narration
37
II. Essay. Write an anecdote about your visit in one of your relatives’ homes. Include insight,
description, and narration.
Rubric:
Clarity of content
Organization
Application
of concepts
in this lesson
38
Lesson No. 6
Lesson Title: The Language of Literature

This lesson explains the concept of literary meaning and how inference can help in the appreciation
of literary text.
• Defamiliarization as the process by which language allows a text to be literary by shedding new
light on ordinary things.
• Stress the importance of language in making a piece of literature literary. Explain the importance
of making literature strive to make life comprehensible and intelligible. Introduce the essayist.
• This lesson tackles autobiography, characterization, narrative structure, and fabula through the
discussion of “The Love of Magdalena Jalandoni” by Winton Lou G. Ynion.
Lesson Objectives
1. Infer literary meaning from literal language based on usage.
2. Describe how literary meaning is created in the essay by way of characterization and structure.
3. Respond critically to the essay and articulate this response through a presentation of a short
biography of a local woman writer from your area or region.
Instructional Plan
A. Motivation
Diagnostic Test
Identify the word that is being described in each statement.
1. It refers to the account of a person’s history written by another person.
2. It pertains to the account of a person’s history, which is written by the subject himself/herself.
3. It is the literary crafting of personality through various means.
4. It refers to the chronological order of events.
5. It pertains to the movement of a particular literary discourse.
Answer Key:
1. Biography
2. Autobiography
3. Characterization
4. Fabula
5. Narrative structure
Bionotes” on pp. 59-60]
• Form small groups and let the students answer the questions on the worktext. Ask some
members to share their answers with the entire class. After the activity, ask the following
questions:
39
a. What is the role of Rizal in your life?

b. Did his life and works affect you? Why or why not?
c. What do you feel about how history has treated Rizal? Elaborate your answer.
3. Hook students’ interest by asking them to write a biography of a person that they know well. Tell
them to write a brief paragraph telling an aspect of the person’s life. Let them share their work
with a small group.
Biography of _______________

a. Why did you choose your subject?
b. What characteristic of your subject interests you the most?
c. Who do you think will perfectly write your biography? Explain your answer.

Essential Question:
How does the language of an essay suggest literary meaning?

Wide readers, not just authors, are entertained not only by the works that they read, but also by
the life of the people who made them. Ask students to identify their favorite author and explain
why they like the writer.
My favorite writer is Because

a. When did you start reading the work of that particular author?
b. What qualities did the author have in his/her work/s?
c. If you had a chance to meet the author, what would you ask him/her?
• Before reading the selection, differentiate biography from autobiography.
Meaning Examples
Biography
Autobiography
40
• Instruct the students to read the selection. [See “The Love of Magdalena Jalandoni” by Winton
Lou G. Ynion on pp. 60-62]. Let the students observe how Jalandoni was characterized by
Ynion.

on pp. 62-64].
• For differentiated instruction, group the students into three. Tell each group to answer the
questions that are assigned to them.
Beginning
What kind of Rizal did Jalandoni love?
How was Rizal described at the beginning of the essay?
Describe Jalandoni as a writer. What does her age in the beginning to write tell about her?
Intermediate
Who prohibited her to be a writer? Why?
What was implied about Jalandoni’s marriage? Explain your answer.
Why was Jalandoni’s residence a historical landmark?
Advanced
Describe the feast of the Lady Candle. What was revealed about the feast at the end of the essay?
What was Jalandoni’s accomplishment in her work Juanita Cruz?
Describe the themes in Jalandoni’s work as mentioned in the essay.
• Instruct the students to read additional information about the text. [See “Configure: Winton Lou
and Magdalena Jalandoni, Focusing on Hiligaynon Literature” on p. 64-65].

a. How is Winton Lou Ynion related to Magdalena Jalandoni?
b. What does Jalandoni’s gender have to do with her popularity as a writer?
c. What do you think of Jalandoni’s contribution to Philppine literature? Elaborate your answer.
• For remediation, let the students grab a partner and discuss their insights on the essay.

a. What insights did you gain in the pair activity?
b. What difficulties did you encounter in understanding the essay?
c. How did your partner help you understand the essay?
• For reinforcement, ask the students to do any of the following activities:
Let the students describe the main idea in each paragraph. In most essays, each paragraph
explores one topic. Make the students write the main idea of each paragraph.
Paragraph Main Idea
1.
41
2.
3.
4.
5.
6.
7.
8.
9.

a. Which of the paragraph appeals to you the most? Why?
b. Which paragraph says a lot about Jalandoni’s past?
c. Which paragraph says a lot about Jalandoni’s legacy?
Winton Lou G. Ynion was able to compress the life of Jalandoni in a short essay. Challenge the
students to make it shorter by making an ad blurb of a book (a short advertisement, announce-
ment or description). Tell them to write important details that will make readers read the essay. Let
them share their work in the class.
Ad blurb

a. What makes your ad blurb unique?
b. How does your ad blurb resemble the essay?
c. Do you think people will want to read the essay because of your ad blurb? Explain your work.
Jalandoni’s characterization was written well in the essay. Tell the students that they will
immortalize Jalandoni by making a mock writer interview. Let them present a skit of a talk show
with a host, Jalandoni, and Ynion.
42
Write the script here:

a. What do you think about the interview?
b. What part of the interview demonstrated the ideas in the essay?
c. Were the actors believable? Explain your answer.

Direct the students to group themselves and discuss how society has changed women. [See
“Condense: Locating Women in Philippine Culture” on p. 65]
Ynion described the influence of Rizal to Jalandoni. Let the students think about these influences
and brainstorm on the influences that Rizal has to the 21st century youth.
Influence of Rizal
To Jalandoni To the 21st century youth

a. What can you say about the results in the activity?
b. What do you feel about it?
c. Do you think Rizal is still significant today? Defend your answer.
Feminism is a world-renowned movement wherein women upheld strong principles and beliefs
that make a difference in a world dominated by men. Jalandoni is one of the few early writers who
triumphed in this endeavor. Name other five female personalities who succeeded and made a big
impact in the Philippines.
Name of female personality Contributions
1.
2.
3.
4.
5.
43
Ynion’s work is a biography. Tell the students to write an autobiography of it. Let them write
a part of their life that they think is significant and worth-sharing. Ask them to write at least five
paragraphs. Call volunteers to read their autobiography.
My autobiography

a. What did you feel when you wrote your autobiography?
b. What did you consider in choosing the contents of your essay?
c. What will people get/take away from your essay? Elaborate your answer.

Instruct the students to write a short biography of women writers in their region. [See “Assess:
Constellate” on pp. 65-66] Observe the guidelines and rubrics.
Let the students answer the activity in the worktext [See “Synthesize” on p. 66]
Tell the students to explain one of the quotes in the essay into three to five paragraphs [See
“Process” on p. 66]
Ask the students to list down three important programs that will educate people about the
contributions of women in the society. [See “Speculate” on p. 67].
E. Reflection
• Ask the students to answer the checklist for the depth of learning in the last part of the lesson.
• Write a brief biography on any of the following:
Your parent Your favorite relative
Your best friend Your favorite teacher
• http://www.panitikan.com.ph/content/magdalena-g-jalandoni
44
I. Identification. Write the word that is being described in each statement. Choose the answer
from the box.
fabula narrative structure biography autobiography characterization
1. It is the literary crafting of personality through various means.

2. It refers to the chronological order of events.
3. It pertains to the movement of a particular literary discourse.
4. It refers to the account of a person’s history written by another person.
5. It pertains to the account of a person’s history, which is written by the subject himself/herself.
Answer Key:
1. characterization
2. fabula
3. narrative structure
4. biography
5. autobiography
II. Essay. Write two paragraphs that explain the important role women play in our society today.
Rubric:
Clarity of content
Organization
Application
of concepts
in this lesson
45
Lesson No. 7
Lesson Title: Philippine Literary Turns and Tropes

This lesson underlines the importance of tropes in understanding our cultural imagination, as
discoursed in poetry.
• Situate typhoons as a subject in Philippine literature. Help students define storm in literal and
metaphorical meanings. Explain the meaning of tropes, and connect it to figurative language.
• This lesson tackles tropes, figures of speech (such as simile and metaphor), literal and
metaphorical levels, and tenor and vehicle through analyzing the poem entitled “The Haiyan
Dead” by Merlie M. Alunan.
Lesson Objectives
1. Analyze the figures of speech and their literary techniques and devices in the poem.
2. Understand how these figures and devices contribute to the larger meaning of the poem.
3. Respond critically to the poem and consequently articulate this response through a short class
discussion on climate change.
Instructional Plan
A. Motivation
Diagnostic Test
Identify the term that is being described in each statement.
1. It refers to the creative use of language mostly found in literature.
2. It is a comparison that utilizes connective words such as like and as.
3. It is a kind of figure of speech that directly compares without using connective words.
4. It pertains to the part of the metaphor that is the subject of the comparison, to which characteristics
are attributed.
5. It refers to the part of the metaphor that is the object that possessed the attributed characteristics.
Answer Key
1. trope
2. simile
3. metaphor
4. tenor
5. vehicle
2. Activate students’ prior knowledge by doing the activity in the worktext. [See “Trackback:
Remembering Super Tyhpoon Haiyan or Yolanda” on pp. 69-70]
Let pthe students bring pictures of devastation of the super typhoon Haiyan or Yolanda. Instruct
them to share their answers to the questions listed on the worktext. Ask the students to process
the activity by asking the following questions:
46
a. What did you feel when you saw the pictures?

b. What do you think about the people in the pictures?
c. What do you think about the lives of these victims now?
3. Hook students’ interest by asking them to make a mind map on the word “storm.” Encourage
them to write as many ideas as they can think of. Tell them to draw lines that mark the
relationships among ideas.
Mind Map
bored flood can't go out
Storm
no TV
brownout heavy rain

a. What can you say about your mind map?
b. Look at the mind map of your classmate. Do you have the same ideas regarding storms?
c. Aside from its ecological meaning, what other contexts are related to storms?

Essential Question:
How does a poem embody a nation’s imagination of particular natural phenomena?

The poem that the students are about to read explores a vivid description of the devastation of
the typhoon Yolanda. Before reading the selection, ask the students to brainstorm on the things
that they know about Yolanda. This will help them understand and appreciate the image that the
poem has painted through the play of words. Instruct the students to describe the areas affected
by the typhoon before, during, and after the typhoon has devastated the regions. Guide them also
to think about the current condition of these places.
Before Yolanda During Yolanda
After Yolanda Now

a. What do your answers reflect about your knowledge about the tragic storm?
b. What role did you play in the said calamity?
c. Could the loss of lives have been avoided? Why or why not?
47
Poems are written in lines and stanzas. Point out that this particular poem does not follow the
usual writing mechanics. As they read the poem, instruct them to its form and meaning. [See “The
Haiyan Dead” by Merlie M. Alunan on pp. 70-71]

on pp. 71-72]. In a triad, make the students share their answers on the worktext. During the
discussion, call a representative of each triad to answer one of the questions.
activities:
Make a character sketch of the Draw a poster that demonstrates Write an editorial that explores
persona in the poem. the images that are depicted in the theme of the poem.
the poem.
• Instruct the students to read additional information about the text. [See “Configure: On Merlie
M. Alunan and Her Chronicles of the Storm, Visayan Poetry and Southern Consiousness” on
pp. 72-73]

a. What do you think about the poet?
b. Do you know other writers who explore environmental themes?
c. What lesson did the writer teach you?
• The storm is used by the author as a metaphor. Instruct the students to look for current cultural
text that explore storms and their signification in our life, interview family members about what
they think about storms, and read articles from the Internet how people react to upcoming
storms. [See “Condense: Storms as a Metaphor of Filipino Life” on p. 73].
• Let the students share their findings with the class.

• For remediation, ask the students to make an image map. Poems are easily understood if
readers try to imagine the images that are used in the text. To understand the poem, lead the
students in listing the images that can be found in “The Haiyan Dead.”
Sight
Sound
Taste
48
Touch
Smell

a. What did you notice among the images?
b. What is the dominant image in the poem? What role does it play in the poem?
c. How do the images help deliver the message of the poem?
Let the students read an old news article about the typhoon Haiyan or watch a TV news clips.
Tell them to make sure that the article displays the same things that happened because of the
typhoon. In the table below, instruct them to list down the similarities and differences between the
news article and the poem.
Similarities
Differences
News article Poem

a. What makes the news article different from Alunan’s poem?
b. What did you feel in reading the news article? Did you feel the same way when you read the
poem? Explain your answer.
The speaker in the poem does not only paint the picture of the devastation of the typhoon, but it
also describes the place before the typhoon actually hit and destroyed people’s homes and lives.
Ask the students to make a table, and list the things that describe what happened before and after
the typhoon.
Before the typhoon After the typhoon
49

a. How did the speaker shift between the past and the aftermath of the typhoon?
b. What effect did this technique create?
c. What do the last six lines mean?
The poem talks about different kinds of people that were affected in the typhoon. Direct the
students to list the names of the people in the table below. For each person, let them write the
description that was written in the poem and provide their own description on what they think
might have happened to each person.
Person in the poem What the poem says about the What I think might have
person happened to the person

a. What was the tone of the speaker when he/she described the victims of the typhoon Haiyan?
b. What was the mood created in those descriptions?
c. Are your answers in the third column similar or related to your answers in the second column?
Why is that so?
The poem was written in a structure that does not follow the usual mechanics. Using a thought
bubble, make the students brainstorm the reason why the author chose to do this style. Allow
them to speculate the effect that it creates to the overall meaning of the poem.
Instruct the students to share their answers with their seatmate. After the sharing, ask the
following process questions:
a. What did you notice among your answers?
b. What was your basis to give such speculation?
c. Did you like the style of the author? Explain your answer.
The poet beautifully delivers a powerful message on the impact of the typhoon Haiyan. One
factor that made her poem successful is the use of figure of speech. In the table below, tell the
students to write the lines in the poem that utilize figure of speech. Instruct them to identify the
figure of speech used in the line in the second column and explain its meaning or interpretation
in the third column.
Lines from the Poem Type of figure of speech Meaning

a. How did the figures of speech enhance the message of the poem?
b. Would the poem be different without the figures of speech? Why or why not?
c. Do you appreciate figures of speech? Explain your answer.
50
• For enrichment, ask the students to do the following activities.

Like what was stated earlier, storms may stand for something else in the perspectives of the
readers. Challenge the students to name different things that they may consider as storms in their
lives. During the sharing, note down the answers.

a. What do you think about the storms?
b. What do you feel about those storms? Why did you consider them as storms in our life?
c. What do you think can you do to overcome those storms?
Make the activity meaningful by emphasizing students’ ideas on how to overcome storms in our
lives and after doing so, erase the storms that they have shared. This act will deliver a message
that anyone can rise up from the devastation of the storm.
The last six lines of the poem stress that although the aftermath of the storm is a nightmare
compared to the sophistication of life before it, the terrifying scene of the devastation of the
typhoon Haiyan will never be forgotten. Challenge the students to extend the poem into ten more
lines and let them expound the ideas that the lost lives of people will be remembered forever.
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
Ask the students to read their work in class. Process the activity by asking the following
questions:
a. What do you think is the purpose of this activity?
b. How did the lines demonstrate the importance of remembering the victims?
c. Aside from remembering, what role should you play among the victims of the super typhoon?
Days and weeks after the typhoon, people in different places of the country and the world sent
their support to the victims of the strong calamity that hit the Philippines. Aside from financial
resources, some people abroad sent their support and encouragement to the victims. One of
them came from Japanese students. Look for this article on the net.
Make the students read the article, and discuss their reaction to the article.
51

a. What do you feel towards the Japanese students?
b. Do you consider it thoughtful? Why or why not?
c. Why do you think these people send those letters? If you were in their shoes, would you do the
same? Explain your answer.
The letters in the news article in the previous activity came from people who do not live in the
country. Challenge the students to write a letter to the victims as if the calamity has just happened
or it has been a few years after the calamity. Let them share how support might be expressed from
a person who lives in the same country.

b. Was it easy to write the letter? Why or why not?
c. What would you feel if you were the one who received the letter?
Divide the class into three and let each group present the current research findings on the
relationship between weather disturbances and climate change, cases of weather disturbances in
the Philippines, and actions being undertaken by the government to avoid these problems. [See
Let the students answer the sentence completion exercise. [See “Synthesize” on p. 74]
Instruct the students to write three to five paragraphs that explain their thoughts on how the dead
are dramatized as restless and relate this to how the speaker considers the event as something
that has to be remembered. [See “Process” on p. 74]
Tell the students to write a short poem of five to ten lines that will show how someone else
witnesses the aftermath of a storm. [See “Speculate” on p. 75]
E. Reflection
• Make the students write a journal entry on their own experience of witnessing a storm.
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
52
• http://www.britannica.com/event/Super-Typhoon-Haiyan
I. Matching Type. Match Column A with Column B.
A B
1. It pertains to the part of the metaphor that A. trope
is the subject of the comparison, to which
characteristics are attributed.
2. It refers to the part of the metaphor that is B. simile
the object that possessed the attributed
characteristics.
3. It refers to the creative use of language mostly C. metaphor
found in literature.
4. It is a comparison that utilizes connective words D. tenor
such as like and as.
5. It is a kind of figure of speech that directly E. vehicle
compares without using connective words.
Answer Key:
1. D
2. E
3. A
4. B
5. C
II. Essay. Read the poem below, and answer the question that follows.
Typhoons
By Rio Alma
The typhoons’ episodes of terror are yearly:

Berserk wind and shattered glass
Streaming from the mouths of a thousand serpents,
Smoke of dark crystal billowing
From beyond the ancient shoulders of the bristling land.
The heavens crawl with crackling electricity
And the verdicts of thunder are without forgiveness or pity.
There were nights

When we were children watching
And listening for the keening
And whiplash of wet, demented monsters:
Turning wildly they tore every roof,
They toppled and smashed every wall and post;
53
The drains and canals choked,

The distressed bamboo begged for mercy.
We shut our eyes

At the final rumbling rape
Of our prostrate crops, the helpless land.
Tightly we shut our eyes,
Tightly, ever tightly…
Only to wonder in the morning
What power of sun expunged
And expelled these armies of the night.
http://nameabledays.jimdo.com/translations/rio-alma/
• What images and mood does this poem try to make? Write your answer in three paragraphs.
Rubric:
Clarity of content
Organization
Application
of concepts
in this lesson
54
Lesson No. 8
Lesson Title: What Surrounds the Literary Text

This lesson expounds the dilemma among Filipino writers.
• Describe the novel as a genre and as a means in exploring Filipino identity. Introduce the
selection as a text that explores the context in Mindanao. Compare epic and novel and
enumerate the different contexts that help readers understand literature.
• This lesson tackles novel as a genre, realism, verisimilitude, naturalism, social realism,
narrative, and heteroglossia through discussing salient features in Antonio Enriquez’s Green
Sanctuary.
Lesson Objectives
1. Explain the literary, biographical, linguistic, and sociocultural contexts and discuss how they
enhance the text’s meaning and enrich the reader’s understanding.
2. Formulate key ideas about the genre of the novel as a national narrative informed by the
aforementioned extratextual elements surrounding its writing.
3. Respond critically to the excerpt of the novel and consequently articulate this response through
an exhibit of individual posters campaigning for lasting peace in Mindanao.
Instructional Plan
A. Motivation
Diagnostic Test
Identify the term being described in each statement.
1. It is a narrative poem that tells the heroic exploits of a hero in a certain locality.
2. It refers to a fictional writing that features people faced with conflicts, and their struggles to
overcome these conflicts that cover longer time frames and larger spaces.
3. It is often described as an authentic rendition of reality.
4. It pertains to the quality of feeling real, and is the most important quality of realism.
5. It refers to the pessimistic literary viewpoint that sees social, hereditary, and historical conditions
as inescapable.
6. It is a literary viewpoint that criticizes the oppressive social structures.
7. It pertains to the sequencing of a story that creates a singular effect.
8. It is a term used to describe the diverseness of the novel’s language.
Answer Key:
1. epic
2. novel
3. realism
4. verisimilitude
5. naturalism
55
6. social realism
7. narrative
8. heteroglossia
Encountering Bangsamoro” on p. 79]
Divide the students into groups. In each group, let the students collect current information
about the issues in Mindanao by gathering information from newspaper, magazines, periodicals,
and Internet. Instruct the students to share their answers by giving a situationer in class. Ask the
students to process the activity by asking the following questions:
a. What did you feel about the facts?
b. Why do you think these things happen?
c. As a student, what can you do about these issues?
3. Hook students’ interest by asking them to recall an incident/situation that makes them upset
regarding their community. Tell them to write this anecdote, and share it with their classmates.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

a. Do you feel afraid about your anecdote/ your classmate’s anecdote?
b. What makes it scary?
c. Do you think that happens in other parts of the country? Explain your answer.

Essential Question:
What possibilities does context bring in the reading of a novel?

The evolution of the novel as a genre plays an important role in different societies. As mentioned
in the background, explore with the students the difference between the novel and its earlier
counterpart, the epic.
Novel Epic
56

a. What makes the two genres similar?
b. What makes the two genres different?
c. Why do readers relate to novels and epics?
Before reading the selection, ask the students to brainstorm about the setting of the story.
Then, let the students write down the questions that they have about Cotabato. At the end of the
lesson, let the students go back with the table below, and list the things that they learned about
Cotabato based on the story.
Cotabato
What I know What I want to know What I learned

a. What do you think about the place?
b. What made you know those facts?
c. Do you think what you know about Cotabato is similar to what it really is? Explain your answer.
• Instruct the students to read the selection. [See “Green Sanctuary” by Antonio Enriquez on
pp. 79-81]

To respond critically, ask the students to answer the activity on the worktext. Let the students form
small groups. For differentiated instruction, ask the students to present their assignment in class
based on their grouping. [See “Navigate” on pp. 81-83]
Task
Beginning #1
Intermediate #3
Advanced #6
• For another differentiated instruction, group the students into three. Tell each group to do the
following activities:
Report the author and historical Describe the characters and the List the important events in the
background of the text. point of view in the excerpt. excerpt and explain the theme.
57
• Instruct the students to read additional information about the text. [See “Configure: Antonio
Enriquez as Novelist of Mindanao, The Tradition of the Filipino Novel” on pp. 83-84]

a. What can you say about the professional life of Antonio Enriquez?
b. What is the power of his novels?
c. How did Enriquez become part of the Rizalian project?

• For remediation, let the students write down striking statements in the excerpt. Tell them to
write their interpretation or the impact of the statement/s on them on the table below.
Striking Statement Interpretation

a. How did the activity help you understand the novel?
b. Why did you find the statements striking?
c. How will you connect yourself to the novel? Elaborate your answer.
Let the students survey articles, documentaries, and videos and find out how Mindanao is
regularly viewed. Let them answer the questions on the worktext. [See “Condense: Re-imagining
Mindanao” on pp. 83-84]

a. What did you feel in doing the activity?
b. Was the activity easy? Why or why not?
c. How did the activity change your perspective on Mindanao?
The excerpt from the novel presented on the worktext contains an important conflict. Let the
students decide whether that part of the novel demonstrates internal or external conflict. Explain
how the conflict is presented.
Type of Conflict Evidences/Events
58

a. How did the conflict enhance the story?
b. What do you feel about the conflict?
c. Do you find this conflict in your own life? Explain your answer.
The theme of a novel explores important issues in the society today. Direct the students to
the excerpt and find out the three prevailing themes. Explain how each theme is explored in the
events in the story.
Theme Explanation
1.
2.
3.

a. What do you think about the theme in the excerpt?
b. Does this theme resemble in everyday life?
c. Does the theme reflect a slice of our society? What do you feel about it? Explain your answer.
The impression on the reader is very important in understanding a fictional selection. Much of
the impression involves the mood. Ask the students to determine the mood of the story. Let them
give five sentences in the excerpt that support their answer.
Dominant Mood Evidences

a. What did you feel after you read the story?
b. How did the mood help you understand the story?
c. Does the mood help build the theme? Explain your answer.
Rewrite two to four paragraphs in the story using a different perspective. A story develops as
the narrator tells the story evolving from a conflict. The narrator plays an important role in the
story. Challenge the students to change the narrator and find out how the story will change.
My version…
59

a. Who is your narrator?
b. Why did you choose his/her perspective?
c. How did the story change?
Extend the understanding of the students by letting them explain the theme of the novel using
different contexts. Assign a group of students to share their answer for a particular context.
Context Explanation
1. Literary
2. Biographical
3. Linguistic
4. Sociocultural
Through the years, government officials are demanded to enact policies for the Bangsamoro
community. Let the students imagine that they are part of the Congress and they are to deliver
a speech that will convince the House of Representatives to pass an important policy/law for
the benefit of the said community. Instruct them to devise a one-page speech. Call volunteers to
deliver their speech.
My speech
a. What can you say about your speech / the speech of your classmate?
b. Do you find it convincing? Why or why not?
c. What role does your speech play for the Bangsamoro community? Explain your answer.
The need for peace and order in the community is usually not uncommon especially in the
areas where conflicts exist. Let the students name five other different areas where peace and
order is an important issue to be resolved. Ask the students to explain how it is shown in each
area and explain how it can be addressed.
Area Explanation Solution
60

a. Can you relate to those issues? Share your own experience.
b. What do you feel about the issues?
c. What role can you play to solve those issues?
Mindanao has geographical treasures. Make the students brainstorm the good side that people
can see in Mindanao. Let them complete the table below.
Culture Values
Industries Tourism
Talents Products

a. How do these aspects complement the issues that Mindanao experience?
b. Did it change your attitude towards Mindanao? Why or why not?
c. Why is it important for people to have a balanced perspective to a certain place or group of
people? Explain your answer.
The author painted a picture of Pikit as a terrifying place for people. Tell the students to list
down the scenes that explain how Pikit scares people. Connect these scenes to the students’
experiences by asking them to describe instances where they experienced the same fear.
Fearful Incidents
In Pikit In my life
Although it’s fictional, the story that involves Pikit shows how people outside the community
view places in Mindanao. After reading the story, it is expected that the students were able to
gain a different lens on how to view this section in the country. To do this, ask the students to
conceptualize a TV commercial or a print ad that will promote tourism in Mindanao.
TV commercial script
Print ad
61
Process the activity by asking:

a. Why are advertisements helpful?
b. What should these advertisements contain to convince a lot of people to visit Mindanao?
c. With the commercials/print ads that you have seen, would you visit Mindanao? Explain your
answer.
Let the students mount an exhibit of poster promoting for lasting peace in Mindanao. [See
“Assess: Constellate” on p. 85] Observe the rubrics.
Make the students explain the terms that are given in the worktext. [See “Synthesize” on
pp. 85-86]
Instruct the students to write three to five paragraphs explaining what you think Enriquez is
trying to expose on how people collectively view Mindanao. [See “Process” on p. 86]
Tell the students to write a short letter stating their position on the need for lasting peace in
Mindanao. [See “Speculate” on p. 87]
E. Reflection
• Ask the students to monitor the depth of their learning by answering a checklist. [See “Set Out”
on p. 88]
• Let the students complete the following statements:
I learned that…
I realized that I…
I relearned that I…
I was surprised that…
I noticed that I…
I was pleased that I
I was displeased that I…
• http://www.gov.ph/bangsamoro/
I. Multiple Choice. Read the following statements, and choose the word that is being described
by the statement.
1. It pertains to the sequencing of a story that creates a singular effect.
a. narrative c. descriptive
b. expository d. explanatory
2. It is a term used to describe the diverseness of the novel’s language.
a. hubris c. multiculturalism
b. hamartia d. heteroglossia
62
3. It is a narrative poem that tells the heroic exploits of a hero in a certain locality.
a. epic c. lyric
b. ballad d. song
4. It refers to a fictional writing that features people faced with conflicts, and their struggles to
overcome these conflicts that cover longer time frames and larger spaces.
a. epic c. autobiography
b. essay d. novel
5. It refers to the pessimistic literary viewpoint that sees social, hereditary, and historical
conditions are inescapable.
a. idealism c. pragmatic
b. realism d. naturalism
Answer Key
1. a
2. d
3. a
4. d
5. b
II. Essay. Write two to three paragraphs that narrate your experience of a terrifying situation when
you went to an unfamiliar place. Mimic the way Enriquez described Pikit.
Rubric:
Clarity of content
Organization
Application
of concepts
in this lesson
63
Lesson No. 9
Lesson Title: The Region in the Nation

This lesson underlines how the concept of the region figures in the discussion of nation and
identity in Philippine literature.
• Explain the concept of regions. Point out how diverse culture is reflected among the various
regions. Elaborate the impact of regionalization to the country’s economy and government.
Then, introduce the text as an example of regional taste.
• This lesson tackles the idea of regions, nature and types of characters, and setting through the
short story by Genevive L. Ansejo entitled “Promdi@Manila.”
Lesson Objectives
1. Situate the text in the context of the region and the nation.
2. Recognize how characterization and setting contribute to the elucidation of the idea of the
region and the nation.
3. Respond critically to the short story and articulate this response through a presentation of an
interview-narrative on people who left the region for want of a better life in the city.
Instructional Plan
A. Motivation
Diagnostic Test
Read the following statements. Identify the word that is being described in each statement.
1. It refers to the composition of a person in a work of fiction.
2. It refers to the miscalculation or mistake brought about by pride and high regard to self.
3. It pertains to the character who stands in contrast to another character.
4. It involves the time and place where the story unfolds.
5. It is a type of a character who stays the same at the end of the story.
Answer Key
1. character
2. hubris
3. foil
4. setting
5. flat character
2. Activate students’ prior knowledge by doing the activity on the worktext. [See “Trackback: Your
Family Movements and Genealogy” on p. 90]
Survey your family members about the history of their moving. Report the findings in the class.
64
Ask the students to process the activity by asking the following questions:
a. What did you discover in your survey?
b. What does it reveal about your family?
3. Hook students’ interest by asking them to describe the city where they live or the city that they
last visited. Let them share what do they see, smell, hear, and feel in that particular city.
City: ______________
See Hear Feel Smell

a. What did you discover in doing the activity?
b. Do you like what you see, hear, feel, and smell in that city?
c. Do you find the city a good place to live? Explain your answer.

Essential Question:
How does the short story characterize the dynamic engagement of the concepts of region and
nation?

Promdi is not a familiar term for 21st century students. Its tagalog counterpart probinsyano is
more familiar since the term was used as a movie and television series title. Let the students
brainstorm the ideas that come to their minds when they hear the word promdi or probinsyano.
Promdi / Probinsyano

a. What do your ideas reflect about your attitude towards these kind of people?
b. Is it positive or negative to be a promdi?
c. What does promdi have to do with the short story? Share your prediction.
65
• Instruct the students to read the selection. [See “Promdi@Manila” by Genevive L. Asenjo on
pp. 90-95]. Direct the students to find out how the story introduce the characters of Jul and
Teray.

on pp. 96-98] Let the students form small groups and discuss their answers. For specific items,
instruct the students to let their most quiet/smallest/youngest member share the answer.
• The setting and the character are important elements in the short story. For differentiated
instruction, group the students into three. Tell each group to do the following activities:
Make a sketch of the setting of Make a character sketch of Make a character sketch of Jul.
the story. Teray.
• For a different set of differentiated instruction, ask the students to answer the questions that
are assigned to them.
Beginning How did the author begin the story?
Describe the family of Jul. How are they described
in the story?
Jul’s characterization was developed all throughout
the story. Enumerate the characteristics that were
revealed chronologically.
Who is Teray? How was she introduced in the
story?
Intermediate What can you say about the style of the author?
What kind of point of view was used?
What was Jul’s attitude towards Teray at the first
part of the story?
Why did Jul idolize people who went to Manila?
Was it the reason why she went there as well?
Explain your answer.
Why did Jul have second thoughts in coming to see
Teray?
Advanced Did Jul have an easy life when she came to Manila
for the first time? Explain your answer.
What role does the mention of different brands play
in the story?
What does the death of Jul’s father have to do with
the life of the people in Jul’s hometown?
What does the ending imply? Explain your answer.
What is the theme of the story? How did the parts of
the story contribute in building up the theme?
66
• Instruct the students to read additional information about the text.

[See “Configure: Genevive Asenjo and Her Regional Narratives, Narrating the Region through
the ‘Sugilanon’” on pp. 98-99]

a. What can you say about Genevive Asenjo?
b. What do you think is her important contribution to Philippine literature?
c. Why do writers use their language and other regional trademarks in their short story? What do
you feel about it? Explain your answer.
• For remediation, ask the students to make a character description by answering the following
table:
Describe the characters based on Teray Jul
What they say/think
What other characters say about them
How the characters are described
What the characters do along with the
circumstances in which they do it
Type of character
a. What does the table reveal about Teray and Jul?
b. Are they similar or different?
c. What makes them similar? What makes them different?
• For reinforcement, ask the students to the following activities:
Let the students explain which of the two main characters is round and which one is flat. Tell
them to cite examples to explain their answer.
Flat Round

a. Why do you think Teray did not change in the story?
b. What made Jul change in the end?
c. What impact did the change in Jul’s character create in you?
The story depicts the characteristics of two parts of the country: Manila and Antique. Let the
students describe the two locales by writing the descriptions given in the text:
Manila Antique
67

a. What do you like about Manila?
b. What do you think will you like in Antique?
c. Choosing between the two, where do you want to leave? Defend your answer.
Center and the periphery is a trope that was used in the story. Let the students explain its
occurrence in the story between the two main characters. Tell them to write their explanation in
two paragraphs.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
The theme refers to the general point that the story attempts to deliver. The theme is described
as the significant truth about life and human nature reflected in the decisions and actions of the
characters. There are several principles in expressing the theme. The theme is usually expressed
in complete statements. To state the theme, ask the students to write three statements that they
think express the general points of the story.
Statements
Theme #1
Theme #2
Theme #3
• For enrichment, ask the students to the following activities:
There are different characters that were named in the story. Ask the students to select one
character and write the grades that you want to give the character based on different criteria.
Refer to the grading table provided.
Name of character: __________________________________________Age_____ Sex_____
Year ______________________________________ Section __________________________

Subjects Final Grade Descriptions Final Grade
1. Industry Outstanding 90-100
2. Helpfulness
Very Satisfactory 85-89
3. Kindness
4. Optimism Satisfactory 80-84
5. Perseverance
Fairly Satisfactory 75-79
6. Patience
68

a. Why did you give the grades that you wrote?
b. Did the character pass your standard? Defend your answer.
c. What might the character do to change your grade? Explain.
The story is filled with flashbacks of the different things that happened to Jul and the people
around her life. Let the students write a Chapter Zero. This chapter will narrate several events
that happened before the beginning of the story. Challenge the students to be creative as much
as possible.
Chapter Zero
Process the activity by asking the following activities:

a. What do you think about your chapter zero?
b. Why did you decide to choose that event?
The story was told in third person – omniscient point-of-view. The thoughts and feelings of the
characters especially Jul was revealed throughout the story. Challenge the students to rewrite the
story in the perspective of any of the following characters:
Jul Teray
Jul’s father Jul’s boyfriend

a. What changes happened in the rewritten story?
b. What is the importance of point of view in the story?
c. Which point of view do you prefer? Explain your answer.
Regionalism is an important issue that is being implicitly explored in the story.

Solicit students’ ideas about regionalism. Ask them to write the pros and cons of regionalism.
Regionalization
Pros Cons
69
Process the activity by asking the following activities:

a. What do you feel about the results in the activity?
b. Which is heavier: the pros or the cons? Defend your answer.
c. What do you think is the best solution to address the cons?
People from the provinces like the people in the story like to go to Manila to find their fortune.
Sad to say, not everyone succeeds. Because of that, there are problems that arise. Let the students
enumerate the problems of too much people going to Metro Manila and provide suggestions to
the problems.
People going to Metro Manila
Problems Solutions

a. What do you feel about the problems?
b. Do you feel some urgency on some of them? Explain your answer.
c. Who should be blamed for the problems that you have listed? Why?
Let the students interview one person who had left his region to have a better life in the city. Tell
them to write a report of their interview. [See “Assess: Constellate” on p. 100]
Tell the students to answer the sentence completion activity on the worktext. [See “Synthesize”
on pp. 100].
Instruct the students to write three to five paragraphs to discuss the relevance of Jul’s reverting
back to the old song after she decided to accompany Teray to the shopping mall. [See “Process”
on p. 101]
Tell the students to express what they could do to develop an idea of regionalism that brings
people together. [See “Speculate” on p. 101]
E. Reflection
• Ask the students to answer the depth of learning checklist. [See “Set Out” on p. 101].
• The kindness of Jul dominated at the story’s ending. Write a short journal entry that narrates
your own experience on showing kindness.
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
70
• http://www.britannica.com/art/short-story
I. Matching Type: Match Column A with Column B.

A B
1. It pertains to the character who stands in con- A. Setting
trast to another character.
2. It involves the time and place where the story B. Foil
unfolds.
3. It is a type of a character who stays the same at C. Round
the end of the story.
4. It refers to the composition of a person in a work D. Flat
of fiction.
5. It is a character that usually changes or trans- E. Character
forms by the end of the story.
Answer Key
1. B
2. A
3. D
4. E
5. C
II. Essay. How does the context of the region reflected in the story of Asenjo? Write your answer
in 2 to 3 paragraphs.
Rubric:
Clarity of content
Coherence
Application
of concepts
in this lesson
71
Lesson No. 10
Lesson Title: Texts and Contexts

This lesson elucidates the intersection of contexts and texts in the experience of reading literature
• This lesson tackles the objective quality of text, literary approaches to interpretation, aspects
of Character (external and internal), locality, particularity, point of view, plot, and context by
discussing “One Day on the Road” by Temistokles M. Adlawan.
Lesson Objectives
1. Explain the relationship of context with the text’s meaning.
2. Practice contextual appreciation by relating the story of the text with details from the author’s
biography.
3. Respond critically to the short story and consequently articulate this response through a
presentation of individual social media photography posts and impressions about street life
and public transport.
Instructional Plan
A. Motivation
Diagnostic Test
Read the following statements. Identify the word that is being described in each statement.
1. It refers to the interesting information about a particular place and about the people who live
there that is included in the story.
2. It refers to the perspective from which we are being told the story.
3. It is also known as the I-narrator.
4. It refers to the perspective that is all-knowing and able to get into the minds of all the characters.
5. It refers to the point where the conflict or tension explodes or heightens.
Answer Key
1. local color
2. point of view
3. first person
4. third person - omniscient
5. climax
Traffic Jam” on p. 104]
Let the students form groups. In each group, instruct the students to share their most
unforgettable experience in riding a public transport.
72
Ask the students to process the activity by asking the following questions:
a. What did you feel in that experience?
b. What does it reflect about public transport in the Philippines?
3. Hook students’ interest by asking them to do the following activity:

Let the students describe the following pictures of public transportation. Tell them to share the
advantages of riding in each public transportation.
Tricycle FX/UV Express
MRT / LRT Jeepney
Bus Pedicab / Padyak
Calesa Taxi
a. Which among the public transportations do you consider the best?
b. Which of them do you consider the least practical/economical?

Essential Question:
How does an appreciation of context enrich the reading of a short story?

Before reading the selection, discuss the meaning of local color. Then, let students identify
important local products or identities that are unique to their locale. Tell them to give at least six
items, and explain the value of each item.
1. 4.
2. 5.
3. 6.
• Instruct the students to read the selection. [See “One Day on the Road” by Temistokles M.
Adlawan on pp. 104-108]

on pp. 108-109].
activities:
Describe the setting. Enumerate the characters and their Identify the parts of the plot.
major characteristics.
• Instruct the students to read additional information about the text. [See “Configure: Temistokles
Adlawan and Cebuano Street life, Its Own Center: Cebuano Literature” on pp. 110-111]
73

a. What do you feel about the two views in the essay?
b. Why do you think the author and other people have different views?
c. Do you think the assumption of the author on other people’s view is true? How do you say so?

• For remediation, ask the students to make a story grammar about the story.
Setting
Characters
Conflict
Plot
Point of View
Theme
• For reinforcement, ask the students to do the following:
Point of view determines the perspective in which story is narrated. Let the students identify the
point of view of the story, and explain why.
Point of view of the story Explanation
Characters have internal and external qualities. Explore with the students the external and
internal qualities of the following characters.
External Internal
Miguel
Sherwin
Local color refers to the use of superficial elements of setting, dialect, and customs that reflect
the culture of a particular locality in literature. Let the students identify 10 examples of local color
in the story.
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
74
• For enrichment, ask the students to do any of the following activities:
Draft a character report card for the characters in the story. Decide what grade should be given
to the characters. Devise a grading system and standard for the report card.
Grade
Miguel
Sherwin
The values/principles of tricycle drivers, as well as other public transportation drivers, are
always compromised on the roads. Make a slogan for the drivers and for the passengers on how
to observe responsible driving.

Take a photo of a street life scene and upload it on social media with a caption of not more than
700 words [See “Assess: Constellate” on pp. 111-112]
Answer the True or False test on the worktext. [See “Synthesize” on p. 112]
Explain the theme in three to five paragraphs. [See “Process” on p. 112]
Make a poster campaign for disciplined or responsible driving. [See “Speculate” on p. 113]
E. Reflection
[See “Set Out” on p.113]
• Write a journal entry that describes one of your memorable experience in riding a tricycle.
My tricycle experience…
• http://www.britannica.com/art/local-color
75
I. Matching Items. Match Column A with Column B

A B
1. It refers to the perspective that is all-knowing and able to get A. local color
into the minds of all the characters.
2. It refers to the point where the conflict or tension explodes or B. point of view
heightens.
3. It refers to the interesting information about a particular C. first person
place and about the people who live there that is included
in the story.
4. It refers to the perspective from which we are being told the D. third person – omniscient
story.
5. It is also known as the I-narrator. E. climax
Answer Key
1. D
2. E
3. A
4. B
5. C
II. Essay. Explain how the local color complements the context of a short story. Write your answer
in two to three paragraphs.
Rubric:
Clarity of content
Conciseness
Application
of concepts
in this lesson
76
Chapter 2: World Literature
Chapter Overview [Refer to LM on pp. 118-120]

• After reading literary texts from different localities in the Philippines in Chapter 1, direct students’
attention to world literature in Chapter 2 by giving an overview of what they will read in the next
meetings.
• Begin with explaining the difficulty in defining what comprises world literature because of
diverse geographies, religions, and languages. Emphasize that literature vary in many ways.
• Identify salient features among literary texts in World Literature. For example, Classic Greek
literature demonstrates the relationship of art and state through tragic drama. On the other hand,
literature during the Medieval Age in Europe depicts the relationship of literature and Christian
theology. Similarly, Eastern literature also presents the fusion of religious and literary tradition.
• Tell the students that traditionally, most of the readings in World Literature are Western literature.
Since a worldview is a way of comprehending reality, stress that the context of world literature
in this course involves how authors see the world by engaging with issues of the contemporary
world.
• Finally, explain why the literary selections in the learners’ worktext showcase the works of
Filipino writers.
Content Standards 1. The learner will be able to understand and appreciate literary
texts in various genres across national literature and cultures.
Performance Standards The Learner will be able to demonstrate understanding and

appreciation of 21st century literature of the world through:
1. a written close analysis and critical interpretation of a literary
text in terms of form and theme, with a description of its
context derived from research;
2. critical paper that analyzes literary texts in relations to the
context of the reader and the writer or a critical paper that
interprets literary texts using any of the critical approaches;
and
3. an adoption of a text into other creative forms using
multimedia.
Lesson No. 11
Lesson Title: Rethinking the Tower of Babel
Lesson Overview [Refer to “A Diet of Identity” on pp. 120-121]

This lesson explores the use of taste as device for talking about what it means to live in a
multicultural setting in Australia.
• From defining the scope of World Literature, begin the first lesson by focusing on the experiences
that happened in the neighborhood. In this lesson, introduce the concept of taste. Delve on
different aspects of taste such as biological, personal, social, cultural, and linguistic. Ask the
students to think of their favorite dish and other foods that trigger good (or bad) memories.
• This lesson tackles the concept of plot, conflict, worldview, and literary canon by studying the
short story “An Earnest Parable” by Merlinda Bobis.
77
Lesson Objectives
1. Identify some representative texts and authors from Europe and Asia.
2. Articulate a more nuanced understanding of a multicultural, globalized world.
3. Respond critically to the short story and consequently articulate this response through a
preparation of a “recipe” for an ideal multicultural setting.
Instructional Plan
A. Motivation
1. Diagnose students’ knowledge by giving a diagnostic test.
Diagnostic Test
Give a 5-item test. Ask the students to write T if the statement is true and F if otherwise.
1. A parable is a type of text that is meant to give a lesson.
2. Tongue has only two meanings: biological and social.
3. Being multicultural means being able to relate to other cultures.
4. All nationalities have their own taste, and they will never learn to like one another’s recipes.
5. Western literature is hard to understand because Filipinos cannot find connections to their culture.
Answer Key:
1. T
2. F
3. T
4. F
5. F
2. Activate students’ prior knowledge by doing the following activity. [Refer to “Trackback: Food
and Function” on pp. 121-122]
• Tell the students to form four or five groups. In each group, instruct them to prepare a list of
five uniquely Filipino or Asian dishes and describe their social functions when they are served.
Give the students 10 minutes to prepare for their presentation. After preparing, call a
representative for each group to share their work.
a. What do you think about the chosen dishes?
b. What do feel whenever you eat those dishes during those occasions?
c. Do you think these dishes are very important in those occasions? Why do you say so?
3. Hook students’ interest by making the students answer the following quiz:
True or False
1. Every person has a unique tongue print.
2. All of the estimated 10,000 taste buds are located on the tongue.
3. Almost 50 percent of the bacteria in the mouth lives on the surface of the person’s tongue.
4. If a human tongue was proportioned the same way as a chameleon, a person who was 5 ft. tall
would have a tongue over 7 feet long.
5. In Tibet, it is considered bad manners to stick out your tongue at guests.
78
Answer Key:
1. True
2. False. They’re also on your cheeks, lips, etc.
3. True
4. True
5. False. It’s considered good manners.
Essential Question:
How does Merlinda Bobis utilize the parable form to talk about life in a multicultural setting
in Australia?

• Before reading, ask the students to explain their understanding of a parable. To help them
represent their ideas, use the following concept map:
Meaning Parable Purpose of Text
Examples
• Solicit different meanings of a parable. [Refer to Pitstop on p. 122]. Stress that every text has
a purpose, and parables are usually narrated to teach lessons.
• Ask a few students to share the titles of parables that they have already read, as well as to give
the gist of story and the lesson they learned from it.
• When students have understood the meaning of parables, introduce the short story entitled
“An Earnest Parable” by Merlinda Bobis on pp. 122-123. As they read, tell them to find out how
Bobis painted a multicultural setting in her story.

• Ask the students to answer the questions in the worktext. [Refer to “Navigate” on pp. 123-124].
Solicit answers to the given questions.
79
• For differentiated instruction, ask the students to do the following tasks:
Beginning Ask these students to list the experiences of the six people in the neighbor-
hood.
Intermediate Compare and contrast the qualities of the Filipino cook and the Australian
couple.
Advanced Explain how the differences among the six people draw them closer to each
other.
• Instruct the students to give a short presentation on the following topics [Refer to “Configure”
on p. 124-125]:
- “The Filipina Down Under” through biographical montage
- “A Diet of Multiculturalism” through a graphic organizer
- “Tongue in Check” through comparative analysis

• For remediation, ask students to make a character map of the six people in the story
(See diagram below). Ask students to note how the characters use their tongues for food and
communication.
Turkish baker
Australian couple
Filipino cook
Sri Lankan tailor Italian butcher
• For reinforcement, do any of the following activities:
Musical Score. Ask the students to turn this story into a movie. Choose a piece of music to use
as the movie’s theme. Tell them to play it for the class and explain why they chose it.
Movie Trailer. Ask the students to create a script based on their chosen parts of the story. Tell
them to cast at least four students to act out the script, rehearse, and perform the scene in class.
Ask the students to identify a Western text that tackle an issue that Filipinos can relate to.
Tell them to distinguish the qualities that make the text Western and enumerate points on how to
connect it with Filipino context. [Refer to “Condense: Case Study” on p. 126].
• For enrichment, do any of the following activities:

80
Rubric:
Clarity of content
Conciseness
Application
of concepts
in this lesson
Ask the students, “If you could not be yourself but you could be someone else, what is the
name of the character would you most like to be?” Tell them to write down on a piece of paper the
name of a person chosen from real life, fiction, the news, movies, literature, cartoons, history, etc.
Then, ask follow up questions such as “Would your list be different three years ago?”, “Would your
best friend be able to guess the names on your list?” Help students realize that they can associate
themselves to other characters and stories in spite of differences.
Ask the students to create a television commercial promoting the Bessel Street. Instruct the
students to videotape the commercial and present it to the class.
Ask the students to design a board game.
Let the students imagine that they will go to another country for a year or for good. Ask them
what Filipino food will they miss during their stay in that country. Ask them to explain their answers.
• For formative assessment, ask the students to do the following activites:
Tell the students to form groups of four or five. In each group, explain to them that they need
to produce a recipe on how to live harmoniously in a multicultural community. [See “Assess:
Constellate” on p. 126]
Let the students answer the sentence completion activity on the worktext. [See “Synthesize”
on p. 127]
Make the students write three to five paragraph essay on how a Filipino student appreciate
Western literary selection. [See “Process” on p. 127]
Ask students to imagine that they were part of Bessel Street. Instruct them to think of a food
that they could share. [See “Speculate” on p. 127]
81
Think...
Feel...
Do...
E. Reflection
• Think-Feel-Do [Refer to “Set Out” on p. 127].
Ask the students to answer the following questions by filling out the think-feel-do diagram
similar to the illustration below. Provide an opportunity for reflection of learning. Ask the
students to answer the Think-Feel-Do activity. Remember that closure is an investment that
can pay off dramatically in increased retention of learning.
• End the session with sharing of reflections. Share yours and give a final challenge or words of
challenge on living in a multicultural society.
• http://plato.stanford.edu/entries/multiculturalism/
• http://www.edchange.org/multicultural/papers/caleb/multicultural.html
• http://www.greatschools.org/gk/articles/cultural-diversity-at-school/
• http://www.sciencekids.co.nz/sciencefacts/humanbody/tongue.html
• http://www.merlindabobis.com.au/biography.htm
I. Fill in the blanks

1. A __________ is a type of text that is meant to give a lesson.
2. The __________ has different meanings such as biological and social contexts like for taste
and for instrument for conversation.
3. Being __________ means being able to relate to other culture.
4. __________ literature is hard to understand because Filipinos cannot find connections on their
culture.
II. Read the passage below and answer the essay question that follows:
Working for her family, Angelie went to Taiwan for the third time as a factory worker. Although
she graduated as an I.T. specialist, she didn’t mind working there because of the promising salary.
82
However, there were things in the Philippines that she missed. On her first week, Angelie accepted
a bowl of hot noodles from her neighbor. She never expected that the Korean couple were as
hospitable as her own neighbors in her country. In return, she gave them some dried goods that
she brought with her. As much as she wanted to keep it to herself, she realized that it would be a
greater feeling to share it with her newly-found friends. In her dining area, she and her neighbors
savored a wonderful dinner as they shared culture and conversation.
Essay Prompt. Describe how Angelie reacted to multiculturalism by explaining how similarities
and differences affect how people relate to one another.
Rubric:
Good Very Good Excellent
Content 0–5 6–8 9–10
Displays little Displays impressive Displays excellent
understanding on understanding on understanding on
multiculturalism multiculturalism multiculturalism
Organization 0–1 2–3 4–5
Does not observe Observes conciseness Observes conciseness
conciseness and and coherence well and coherence
coherence fairly excellently
Grammar 0–1 2–3 4–5
Contains many Contains few Contains no
grammatical errors grammatical errors grammatical errors
Answer Key:
1. parable
2. tongue
3. multicultural
4. Western
83
Lesson No. 12
Lesson Title: Literary Landmarks

This lesson will examine how element and genre come together through the poem “Stonehenge”
by Rio Alma.
• Explain what critical appreciation really means. Tell the students that knowledge about the
different genre can help readers appreciate and understand the text they read. For example,
short stories and poems are written in different forms and conventions. The characteristics of
each genre help readers better understand the text. Stress that landmarks have cultural and
historical backgrounds. Some of the world’s most famous landmarks are highlighted in many
different literary works.
This lesson tackles literary genre, landmarks, cultural significance, poetry, couplets, and
allusion by analyzing Rio Alma’s poetry entitled “Stonehenge.”
Lesson Objectives
1. Explain the text in terms of literary elements, genres, and traditions.
2. Demonstrate a more appreciative way of looking at landmarks and other cultural icons.
3. Respond critically to the poem and consequently articulate this response through an educational
brochure of a landmark or tourist spot of the students’ choice.
Instructional Plan
A. Motivation
Diagnostic Test
Ask the students to read the statements below and identify the term that is being described in
each item.
1. It is a distinctive type of category of literary composition, such as the epic, tragedy, comedy,
novel, and short story.
2. It is a form of literature that is shorter than the novel; it has few characters and one conflict.
3. It is a form of literature that is written in metrical feet forming rhythmical lines.
4. These are figures of speech that make reference to historical, mythological, and fictional figures.
5. It is a structure of a poem where the stanza comes in twos.
Answer Key:
1. Genre
2. Short story
3. Poem
4. Allusion
5. Couplet
Check the answers of the students, and tell the students that in this lesson, they will work on
the terms in the diagnostic test.
84
2. Activate student’s prior knowledge by doing the activity on the worktext. [See “Trackback:
Heroes” on p. 130].
• Instruct the students to brainstorm five landmarks from media that are named after historical/
fictional/mythological figures. Tell them to consider the current popular landmarks which are
well-visited by the public. Beside each landmark, ask them to identify the structures/features
of each landmark and search for their origins. For processing questions, ask the following
questions:
b. Is it hard to think of landmarks that have origins? Why or why not?
c. Why do you think popular media adapt early literary landmarks at present?
3. Hook students’ attention by doing any of the following activities: (10-15 mins.)
• Since some students enjoy challenging games, conduct a charade of popular characters from
movies and television series who originated from earlier literary pieces. Before the session,
prepare strips of paper that contain the names of the characters. During the session, form
two separate groups. Ask each group to select a representative for every round. Tell the
representative to act out the character that is on the strip of paper without mouthing or saying
any word while the other members will try to guess the name of the character. If the groupmates
will not be able to guess the name, give the opposing team a chance to guess the name.
For every correct response, give one point. The group that accumulates the highest points wins
the game. After the game, ask the following process questions:
a. What did you feel during the activity?
b. Did your members perform well?
c. Was it easy to guess the landmarks?
d. What do you think about the names on the strips of paper? Do they have something in
common?
• Picture Perfect. Form four to five groups. Ask each group to brainstorm a perfect scene for the
relationship of the present and the past. Encourage them to be as creative as possible. Give
them five to ten minutes to prepare. After their preparation, ask one group to show their picture
while one representative explains the picture. After every picture, ask the following questions:
a. What do you think about their picture?
b. What do you feel about their concept of past and present?
c. Do you think your past is important to your present? Why or why not?

Essential Question:
How does Rio Alma’s poem invite us to reexamine the ways we look at standards that
have significant cultural value to people?

Introduce the text by doing the following activities:
• The poem that the students are about to read contains footnotes. Explain that footnotes are
used to give important information to the reader to understand the text that they read. Ask the
students to read the footnotes.
85
• Most students already know what Stonehenge is. Ask the students to make a thought bubble
on Stonehenge. Encourage all the students to put as many ideas as possible. Give them two
minutes to think on their own. After two minutes, instruct them to share their thought bubbles
with their seatmate. After the sharing, call a few students to share the answer of their seatmate.
Publish students’ answers on the thought bubble that is drawn on the board.
Stonehenge
• For an alternative activity, post a picture of Stonehenge on the board. Tell the students to
describe the picture. To guide the students in describing the picture, ask the following questions:
a. What do you see in the picture?
b. What is the purpose/use of Stonehenge?
c. How does the Stonehenge affect the life of humanity?
d. Is it still significant to people at present? How?
Source:
https://www.google.com.ph/imgres?imgurl=http://www.english-heritage.org.uk/remote/www.english-heritage.org.uk/content/properties/
stonehenge/gallery-for-stonehenge/EH--Stonhenge--0174-2013.jpg%253Fw%253D1144%2526mode%253Dnone%2526scale%253D-
downscale%2526quality%253D60%2526anchor%253Dmiddlecenter&imgrefurl=http://www.english-heritage.org.uk/visit/places/stone-
henge/&h=533&w=800&tbnid=ntL3fyaEWicUDM:&docid=DAPdeXO09udVKM&ei=fTngVpXeJcjfmAX67qCwDw&tbm=isch&ved=0ahUKEwjVkPSp7r-
PLAhXIL6YKHXo3CPYQMwgZKAAwAA
• After the activity, ask the students to read the selection. [See “Stonehenge” by Rio Alma on
pp. 130-133]
86

• Appreciation of literary genre helps readers gain a profound understanding of the text.
One of the prominent literary genres is poetry. The text in this lesson is a poem. Solicit ideas
from students about the characteristic of poems that they know. Make a cluster concept map.
• From students answers, explain the elements that make up a poem. Spell out the three
elements that readers observe when they read poetry.
Sense Sound Structure
It pertains to the meaning of It pertains to the sound devices It pertains to the form of the
the poem (denotative and used in the poem such as poem.
connotative meaning). alliteration, consonance, It includes the organization of
It points out the figure of assonance, and onomatopoeia. the words, lines, and stanzas.
It also includes the rhyme
speech and imagery used in the
(internal and external rhyme).
poem.
• Discuss how the genre of the poem influences its interpretation. Unlike short stories and essays
poems are shorter, so words are arranged in such a way that it delivers a powerful message.
Contrast poetry from short story by making a table. Point out characteristics that are salient for
poetry.
Short Story Poetry
Words in their best order The best words in the best order
Example: Example:
Written in sentences in paragraphs Written in lines and verses
• Since poems can be analyzed in three aspects, ask the students to analyze the poem
“Stonehenge” by Rio Alma using the three elements that make a poem. For differentiated
instruction, ask the students to analyze the poem based on the element assigned to them.
Tell the students to explain how that element contribute to the overall beauty of the poem.
Structure Sound Sense
87
• Ask the students to answer the question in the worktext [See “Navigate” on pp. 133-134]. For
differentiated instruction, ask the students to do the following activities:
Beginning: Explain why the speaker of the poem chose the Stonehenge against other landmarks
[lines 1-6]
Intermediate: Illustrate their interpretation of the grandeur of the Stonehenge [lines 7 to 16]
Advanced: Relate the Stonehenge to the present time landmarks [lines 37 – 50].
• Group the students based on their level and tell them to share their answers with their group.
Call the students to choose a rapporteur.
• For additional discussion, ask the students the following questions:
a. Describe the persona of the poem. What is his attitude on the subject? Why do you think he
has that attitude?
b. How did the persona describe the formation of the Stonehenge? Cite some lines that will give
distinct description of Stonehenge.
c. What is the attitude of the speaker towards the past? What is your attitude towards the past?
d. How can you describe the people and events in the past? Do you agree that people at present
are related to them? Why or why not?
e. What’s the purpose of the speaker’s curiosity of the past? Are you curious about the past?
When are the times do you feel curious about it?
f. What does this line mean: “And we explain to ourselves with a little raised eyebrow”?
g. Personification is “the act of attributing human characteristics to abstract ideas etc.” What are
the lines that demonstrate personification? How did it enhance the description of Stonehenge?
h. In the line, the speaker asked “What if one day their poet-king awoke and spoke?” What is the
relevance of that question to people at present? If you are to respond to the question, how will
you answer it?
i. What other stories in literature or history that tells an event when a king asks his subordinates
for an interpretation to a dream? Why do you think people in the past valued dreams? Do you
think about your dreams? What do you think about it?
• Tell the students to recall some literary stories, poems, or other selections that they read in the
past that has historical background or relation. Ask the students to make a table similar below,
and tell them to give at least five stories. Beside each selection, tell them to give the summary
and write a short historical background that is related to the story. Engage the students and
guide them to appreciate literature as a way of connecting the present to our past.
Title of the selection Summary Historical Connection
1. Ex. The Book Thief by Mark As a narrator, Death tells the The setting and the character
Zusak story of a young girl as she descriptions paint a picture of
gains interest in reading books, the world during World War II.
most of which she doesn’t
usually own while the whole
world experience greater
problems such as war and
survival.
88
2.
3.
4.
5.

• For remediation, ask the students to do any of the following activities:
Ask the students to read the poem. Tell them to interpret how to analyze a poem according to
the message of the poem below:
INTRODUCTION TO POETRY
By Billiy Collins
I ask them to take a poem

and hold it up to the light
like a color slide
or press an ear against its hive.
I say drop a mouse into a poem
and watch him probe his way out,
or walk inside the poem’s room
and feel the walls for a light switch.
I want them to water-ski
across the surface of a poem
waving at the author’s name on the shore.
But all they want to do
is tie the poem to a chair with rope
and torture a confession out of it.
They begin beating it with a hose
to find out what it really means.
Source: Billy Collins, Sailing Around the Room Alone (New York: Random House, 2001), p. 16.
(look for copyright/internet)
Apply the concepts about poetry as a literary genre that were discussed. Point out the elements
that make poems, and guide the students to identify how it was demonstrated in the text above.
One way for students to understand poetry is to lead them in identifying images. To lead the
students in understanding the poem of Rio Alma, ask them to identify 5 images from the poem
that appeals most to them. Tell them to explain why and share their answers to their classmates.
89
Line in the poem Explanation
1.
2.
3.
4.
5.
Emphasize the meaning of allusion. Provide additional examples.
Examples of Allusion (Paraphrased from http://www.sjusd.org/lincoln/docs/AP_common_allu-

sions.pdf)
From Greek Mythology (For Paraphrase)

Achilles’ heel weakness of a person
Adonis handsome young man
Erotic (from Eros) full of sexual passion or love
Martial (from Mars) war or warrior
Narcissism (from Narcissus) conceited
Pandora’s Box something bad leads to other bad incidents
Odyssey journey
From Literature
a person who needs fairy godmother to rescue
Cinderella
him/her from misery
Don Quixote a person who is idealistic
Frankenstein a threatening person
From the Bible

Original Sin the cause of misery of mankind
Cain a brother who hates a brother
Jonah a person who brings bad fortune
Judas, Judas’ kiss something to do with being a traitor
From History
Nostradamus someone who tells predictions
Spartan strong and brave person
Waterloo defeat
90
To familiarize the students with other allusions that might possibly be used in literature and
even in daily life, ask them to provide their own examples for each category:
From Greek Mythology From Literature
From the Bible From History
Ask students to give their own examples from the text and from other selections:
Title of Text Allusion Original Description Use in the Text
1. “Stonehenge”
2.
3.
4.
5.
Tell the students to read additional information of the text [See “Configure: The Poet as an
Examine of the Self as Society and Whose Landmark Is It Anyway?” on p. 135] and ask the
following questions:
a. What are the roles of literary writers in letting people examine the self and society?
b. Do you remember other poems that let you understand issues in society?
c. Why should people at present respect the past?
Differentiate the two groups of people in the poem: the people from the past and the people
at present. Ask the students to make a contrast chart that shows the difference between the two.
People from the Past People at Present
91
Process this activity, ask the students the following questions:

a. What do the differences tell about the people from the past? People at present?
b. Who is better? Explain your answer.
c. If you were from the past, how would you feel about how people at present have changed
drastically?
The theme refers to the central idea that a poet delivers to his readers through the poem.
One of the themes of Rio Alma’s Stonehenge includes “Modern men need to humble themselves
and avoid the pitfall of conceitedness.” From the poem, ask the students to get lines from the
poems that explain this theme and write an explanation for each line.
Line from the Poem Explanation
• For enrichment, tell the students to do any of the following activities:
Identify the detrimental effects of our personal experiences and biases on the way we look at
things. [See “Condense: Wonders of the World” on pp. 135-136].
Interview a History teacher to share his favorite landmark. Ask him where to find it and what
cover story does it have.
Design a postage stamp that displays the physical and cultural beauty of another historical
landmark.
Ask the students to write an advice column for millennials to respect the past.
• For formative assessment, ask the students to form groups of four or five. Tell each group to think
of a landmark or tourist spot located in the country and make a brochure that will highlight the
characteristics of that landmark. Observe the rubric. [See “Assess: Constellate” on p. 137]
• For other assessments, ask the students to do the following activities:
Answer the sentence completion activity [See” Sythesize” on p. 137]
Write their own back story of the poem “Stonehenge” [See “Process” on p. 137]
Write three to five paragraphs that will explain how to become a responsible global citizens
[See “Speculate” on p. 138]
92
E. Reflection
• Instruct the students to answer the sentence completion activity in the worktext. [See “Set Out”
on p. 139]
• To ask students to reflect on the lesson, tell them to make a journal. A journal is a piece of personal
writing that highlights the thoughts and feelings of the writer on a certain topic by connecting it to
his own experiences. Ask the students to write a journal in any of the following topics:
- Give an important landmark in your life and explain its relevance to you.
- Choose an object that will remind you of a very important event in the past that matters to you
and your family/friends.
- Choose a part of your life that can be symbolized by the Stonehenge. Explain their connections.
• http://www.poetry.org/whatis.htm
• http://www.britannica.com/art/poetry
• https://www.goodreads.com/author_blog_posts/3870872-ang-kompletong-rio-alma
I. Identify the term that is being described in each statement. Choose your answer from the box.
1. __________ is dominant in poems because it allows reader to activate their senses when they
read this particular literary work.
2. Readers should familiarize themselves with the __________ of people and events to recognize
the allusions in literature.
3. __________ are places where people of the modern world visit that connect them to the past.
4. Virgilio S. Almario, who wrote “Stonehenge,” is popularly known by his pen name __________.
5. __________ is a form of literature that is written in metrical feet forming rhythmical lines.
6. __________ are figures of speech that make reference to historical, mythological, and fictional
figures.
7. __________ is a structure of a poem where in the stanza comes in twos.
Answer Key:
1. Image
2. Landmarks
3. Cultural Significance
4. Rio Alma
5. Poetry
6. Allusions
7. Couplet
II. Read the poem, and choose any of the questions that follow. Answer the questions in three to
five sentences.
Mariquita
1 Because of her,
2 You will never forget that mole of an island
3 On the green face of a placid sea.
93
4 Mariquita,
5 Most giving, most guileless allure of brown skin,
6 Sparkling scent of sweet rice and anise.
7 What sorcery was there in her kiss—
8 Waking memory’s seeds when we most unwanted,
9 When we’re buried in the fragrance of a foreign breast.
10 You say you were an innocent when first enticed
11 By the tiny stings of her love.
12 And, too, it was she drove you
13 To your long and endless wandering.
14 What weed have you eaten
15 From the wild of her belly dark and grim? [1]
16 Friend, what a child you are in your longing,
17 And you call her Native Land.
[1] Allusion to the first line of Francisco Balagtas’s allegorical metrical romance, Florante at Laura:
“Sa isang madilim, gubat na mapanglaw” (in a forest dark and grim).
Questions:
1. How does Line 15 use allusion?
2. What makes this poem a poem?
The students will get five points for an activity, if they will be able to point out.
1 The meaning of the allusion and how it was used in the poem.
2 The elements of poetry that contribute to the overall literary aspect of the poem.
Source of the poem:

http://nameabledays.jimdo.com/translations/rio-alma/
94
Lesson No. 13
Lesson Title: Memory of the Empire and in the Cosmopolitan Port City
Lesson Overview [See “View” on pp.140-141]

This lesson explores the concept of cosmopolitanism in J Neil Garcia’s “XVIII, From Amsterdam:
A Cycle.”
• Stress that cities serve as critical and definitive markers of modernity. Explain the features of
modern life namely order, predictability, and scientific advancement. Define cosmopolitanism.
Connect it with openness to various cultures of the world.
• This lesson tackles modern age, cosmopolitanism, diversity, colonial experience, synecdoche,
metonymy, and postcolonial experience by exploring “XVIII, From ‘Amsterdam: A Cycle’” by J.
Neil C. Garcia.
Lesson Objectives
1. Situate the texts in the context of the region, the nation, and the world.
2. Articulate the significance and place of cultural and national memory in an increasingly
globalized world.
3. Respond critically to the poem and consequently articulate this response through a
conceptualization of a monument that memorializes a particular event or person in contemporary
Philippine history.
Instructional Plan
A. Motivation
Diagnostic Test
Identify the word that is being described in each statement.
1. It refers to the feature of a city that refers to the spaces in the city that are organized according
to zones.
2. It refers to the feature of a city that pertains to the goods that are valued through prices, travel
time is calculated based on traffic conditions.
3. It refers to a global mindset that characterizes an openness to the different cultures and world-
views of people.
4. It is a figure of speech in which a part stands for the whole.
5. It is a figure of speech that consists of using a name as a substitute to another name.
Answer Key:
1. Order
2. Predictability
3. Cosmopolitanism
4. synecdoche
5. metonymy
95
2. Activate student’s prior knowledge by doing the activity on the worktext. [See “Trackback:
The Philippine Colonial Experience” on pp. 141-142]
• Ask the students to explain postcolonialism and identify the positive and negative effects of
colonialism to our culture. Tell the students to grab a partner and give them five minutes to
answer the activity on the worktext. After answering, call few pairs to share their answers with
the class. After the activity, process it by asking the following questions:
a. What do you feel about the activity?
b. What do you feel about the positive effects of colonialism?
c. What do you feel about the negative effects of colonialism?
3. Hook students’ interest by asking them to do any/some of the following activities:

• List five examples of way of life that is salient in the past. In each way of life, cite how this way
of life changed.
Past Present

a. What would you feel if you lived in the past?
b. Do you like your way of life at present?
c. How is the past and present related/opposite to each other?
• Make a mind map by mapping the ideas that one can connect to modern age. See sample
below.
Modern Age
96

a. What did you notice in your mind map?
b. How do you feel about modern age?

Essential Question:
How does Garcia critique the notion of cosmopolitanism in his poem on Amsterdam?

• Amsterdam: A Cycle is composed of 60 cycles. Ask the students to get a summary or background
information of “Amsterdam: A Cycle.” Assign two students to report their summary in class.
• Ask the students to preview the poem. Guide them in checking the poem’s form, shape, number
of lines, and length of each line.
• Tell the students to read “XVIII, From ‘Amsterdam: A Cycle’” by J. Neil C. Garcia. [See poem on
p. 142] Read the poem aloud. Tell the students to pause at the end of each complete thought,
not at the end of each line. Instruct them to listen for rhyme or rhythm.
• Teach the students how to write annotations (comments or marginal notes that are written
around the text). As they read the poem, tell the students to write annotations such as comments,
interpretations, ideas, and questions that they have about the poem.

• XVIII, From “Amsterdam: A Cycle” was written by J. Neil C. Garcia who uses poetry as a
means to understand and examine post-colonialism. In Amsterdam, he wrote 60 cycles of the
observation of the speaker in Amsterdam.
• Before analyzing the poem, define colonialism and postcolonialism. Define and explain the
characteristics of postcolonialism.
Imperialism Post-colonialism
The policy extending a nation’s authority by ter- It is a critique of western representation of
ritorial gain, or by the establishment of economic race, ethnicity, culture, and human identity after
and political dominance over other nations colonization.
• Form pairs or trios and ask each of them to visualize the setting of the poem. Also, ask the
students to go back to the poem and think about the words and phrases in each line. Guide
them to wonder about any word or any phrases that stand out. Let them think how the use of
words contributes to the overall message of the poem. Then, instruct the student to answer the
questions on the worktext. [See “Navigate” on pp.142-143]
• For differentiated introduction, ask the students to do the following activities with their
groupmates:
Beginning – Give a brief historical background about Amsterdam. Present it through a short
documentary skit.
Intermediate – Explain the connection of the Creoles, the Natives, and the Others to Amsterdam.
Present it through a graphic presentation.
Advanced – Discuss the theme of the poem by using a PowerPoint Presentation.
• To deepen the discussion, ask the students to read more information about the text.
[See “Configure: The Poet as a Traveller, It’s in the Dash, The City from the Sea” on pp.144-145]
Ask the following questions:
97
a. What are the common theme and style of J. Neil Garcia?

b. What is postcolonialism? What are the characteristics of postcolonialism?
c. What is the role of cultural materials, political structures, and memory in postcolonialism?
d. Why did flourishing cities near the sea become successful in the past? Explain the connection
of the sea and the cities.
• J. Neil Garcia is recent interest centers on post-colonial perspectives of writers. He tries to
answer if poetic theories respond to the problems and issues of postcolonialism. The text
below is an excerpt from his blog. Ask the students to read the passage below and answer the
questions that follow.
“Possibly because of the nature of my research, and certainly by virtue of my being a Filipino
(meaning: a neocolonized subject who, like other Filipinos, is heir to the anguish and depredations of
Europe’s imperial age), many of the poems I wrote for the 60-poem cycle “Poems from Amsterdam”
resonate what I now see to be pointedly “post-colonial” themes. In particular, in these pieces, the
speaker would appear to shuttle between colonial-minded identification with and anti-colonial dis-
identification from the imperial presence that doubtless constitutes the absence that is his own—as
well as his people’s—difficult past.”
~J. Neil Garcia
http://flowers4isaak.blogspot.com/2010/07/j-neil-garcias-post-colonial.html
a. What does it reveal about J. Neil Garcia?

b. What do you think of Garcia as a post-colonial poet?
c. What ideology does Garcia possess? Is it obvious in his poem and in the passage above?
Ideology is “a collection of doctrines or beliefs shared by members of a group or a society. It can

be described as a set of conscious and unconscious ideas which make up one’s beliefs, goals,
expectations, and motivations. An ideology is a comprehensive normative vision that are followed
by people, governments, or other groups that is considered the correct way by the majority of the
population, as argued in several philosophical tendencies.” ~Wikipedia
• The poem demonstrates just an example of post-colonial people usually problematize.

To understand the impact of the poem, ask the students to answer the following questions:
As a descendant of the colonizers, how do you As a descendant of the colonized people, how do
feel that the descendants of your colonized you feel that the descendants of the colonizers
country mingle/live with you (as if nothing ever mingle/live with you (as if nothing ever happened)?
happened)?
a. Do you think the world really forgets the past?

b. Do people choose what to remember and what to forget? What can you say about this?
c. Why do you think people live with great oblivion of colonialism?
d. Did colonized people move on because they are free or because they have to survive?
98

• For remediation, elaborate the meaning of synecdoche and metonymy. Show additional
examples of synecdoche and metonymy:
Figure of Speech Meaning Example
1. Synecdoche It is a figure of speech in which a part is The ranch has several hired
substituted for the whole or the whole hands.
stands for a part.
2. Metonymy It is a figure of speech in which one Malacanang asked the radio
word or phrase is substituted for another stations for air time on Friday
with which it is closely associated; also, night.
the rhetorical strategy of describing
something indirectly by referring to things
around it.
Ask the students to give their own examples. Give five examples for each figure of speech.
Beside each example, explain the meaning of the figure of speech.
Example of Synecdoche Meaning
1.
2.
3.
4.
5.
Example of Metonymy Meaning
1.
2.
3.
4.
5.
Ask the students to find again the examples of metonymy and synecdoche from the poem:
Synecdoche from the poem Metonymy from the poem
99
Instruct the students to identify the point of the poem. Direct them to what message does the
poet try them to understand. Ask them to summarize the poem. From their summary, let them
figure out the central idea that the poet want his readers realize.
Summary of the Poem Theme
The poem demonstrates irony perfectly. Irony is the use of words to express something other
than and especially the opposite of the literal meaning. In literature, ironical situations are utilized
to hook the interest of the readers. It makes a literary selection more appealing and stirring among
the readers. Also, ironies are often present in literature the same manner that they occur in daily
life. That makes literature closer to the life of the readers. Ask the students to explain the irony in
the poem.
Irony in the Poem
The speaker of the poem plays an important role in letting the readers decipher the context
of the poem or where is the poem coming from. It also allows the reader to understand what
perspective or angle, the lines and stanzas should be taken into account. The speaker refers
to the voice of a poem. At times, the speaker is the poet. Also, it pertains to a fictional person
or object. The speaker’s words deliver a particular tone or attitude towards the subject that the
poem attacks. Ask the students to write a background of the speaker of “XVIII, From ‘Amsterdam:
A Cycle.” Tell them to write their sketch or ideas in a box. After identifying and describing the
speaker, ask the following questions:
a. What does the speaker observe?
b. What made him give those observations?
c. What did he feel towards what he saw?
d. If you saw what the speaker witnessed, would you react in the same manner? Why or why not?
To let the students think critically, ask the students to rewrite the poem in the perspective of
a colonizer’s descendant. Tell them not to deviate from the situation, but establish the different
perspective in using a different speaker. [See “Process” on p. 147]
Read “I Hear America Singing” by Walt Whitman and identify the synecdoche in the poem.
100
I Hear America Singing

By Walt Whitman
I hear America singing, the varied carols I hear,

Those of mechanics, each one singing his as it should be blithe and strong,
The carpenter singing his as he measures his plank or beam,
The mason singing his as he makes ready for work, or leaves off work,
The boatman singing what belongs to him in his boat, the deckhand singing on the steamboat
deck,
The shoemaker singing as he sits on his bench, the hatter singing as he stands,
The wood-cutter’s song, the ploughboy’s on his way in the morning, or at noon intermission or at
sundown,
The delicious singing of the mother, or of the young wife at work, or of the girl sewing or washing,
Each singing what belongs to him or her and to none else,
The day what belongs to the day—at night the party of young fellows, robust, friendly,
Singing with open mouths their strong melodious songs.
Identify the significance of each object and landmark in the Philippines. [See “Condense:
Objects as Markers of Memory” on pp. 145-146]
Ask the students to remember the lessons that you had in Philippine History. Create a collage
that reflects your thoughts and feelings on colonial influence to modern Filipinos.
Ask the students to grab a partner. In pairs, instruct them to brainstorm a list of questions that
they would possibly ask to the colonizers in the Philippines. See the table below:
Spaniards Americans Japanese
Example: Example: Example:
Do you sincerely want to Why did you let Filipinos get Why did you have to abuse and
spread Christianity to the rest of access to education? kill many innocent people?
humanity?
• For formative assessment ask the students to do the following activities:
Form groups of five to six members. Prepare a proposal to erect a monument based on the
following guidelines: current event/person, intended monument/landmark, location, and reason.
Observe the rubric for the activity. [See “Assess: Constellate” on p. 146]
Answer the sentences completion activity. [See “Synthesize on p. 147]
Rewrite the poem using the same structure but from the perspective of “Creoles, Natives, and
Others.”
101
E. Reflection
• Ask the students to answer the questions on worktext. [See “Set Out” on p. 149]
• Write a double-entry journal. Show the students how do make a double-column journal. On the
left side, tell them to state a fact about something that happened to them in the city where they
belong or anything that they know about the city. In the right column, tell them to write their
reaction about the fact. See example below:
Fact My reaction
Example: Example:
Although some city people prefer to live in I feel that condominiums are walling people
condominium, other people still want to live in to each other. Yes, it makes our way of life
houses in villages or communities. convenient; but it decreases the opportunity for
neighbors to socialize.
1.
2.
3.
4.
5.
• http://www.panitikan.com.ph/content/j-neil-c-garcia
• http://flowers4isaak.blogspot.com/2010/07/j-neil-garcias-post-colonial.html
• “Mula Torre Patungong Palengke”
I. Matching Type. Match the items in Column A to Column B.
A B
1. It refers to the feature of a city that pertains A. Order

to the goods that are valued through prices,
travel time is calculated based on traffic
conditions.
2. It is a figure of speech in which a part stands B. Predictability
for the whole.
3. It refers to a global mindset that C. Cosmopolitanism
characterizes an openness to the different
cultures and worldviews of people.
4. It refers to the feature of a city that refers D. Synecdoche
to the spaces in the city that are organized
according to zones.
5. It is a figure of speech that consists of using E. Metonymy
a name as a substitute to another name.
102
Answer Key:
1. B
2. D
3. C
4. A
5. E
II. Essay. Explain the theme of the poem in five to ten sentences. [Note: Focus on post-colonial
idea that is reflected in the poem.]
Excerpt from “VII, from “Amsterdam: A Cycle”
It’s the same world isn’t it

but here the sky is bottle-blue at
midnight, the wind dries even as it cools
the goose pimply skin. It’s the same world
isn’t it but here strangers barrel down cobbled streets
and are stranger, they pass the left and right of
oneself and are taller, their eyes crystals set in
clear mountain water, their complexions the pastels
of bleached bone, flawed only by freckles and,
here and there, scumblings of lovely fur.
It’s the same world isn’t it, but here you turn
a knob and things work as they’re meant to,
the taps gush with hot water, cold water, the TV
burbles in an English you can’t quite catch.
Late at night you surf its dim foam and it brims
with the gibbous breasts of women, with the rumps and
mouths and lolling tongues of women. Their shrieks
sound familiar, but not nearly so. In sleep finally
you begin your journey backward, sweet slow
descent homeward, straight to the crunchy green mango
dipped in spicy shrimp paste, the itchy white tubers
mashed into sour pork stew, back to the pitch-black
night, the lukewarm sea, the chirp of frogs and crickets
pining away in light, tropic rain. A buzz, two
buzzes, the habit of a hand swiftly moving
to swat the offending visitor against a cheek.
You’re awake in the skin of another world.
Which is the same world, after all, fed by
and feeding on the same mortal blood.
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Rubric:
Clarity of content
Organization of Words
Application
of concepts
in this lesson
104
Lesson No. 14
Lesson Title: The Question of Race

This lesson explores the theme of homecoming and identity within the Filipino-American context.
• Describe Filipino-American writing. Enumerate the three critical phases of Filipino-American
writers.
• Read the essay “Under My Invisible Umbrella” by Laurel Fantauzzo.
• Explain the concept of liminality.
• This lesson tackles Filipino-American writing, liminality, homecoming, tone, and metaphor by
analyzing the essay of Laurel Fantauzzo entitled “Under My Invible Umbrella.”
Lesson Objectives
1. Appreciate the cultural and aesthetic diversity of literature of the world.
2. Show a deeper understanding of the personal and social issues Filipino-Americans face.
3. Respond critically to the poem and consequently articulate this response through an introduction
to the Philippines as guide for balikbayans.
Instructional Plan
A. Motivation
Diagnostic Test
Write True if the statement is true; write False if otherwise.
1. Filipino-American literature is usually too distant from its Philippine literature written in English
counterparts.
2. Filipino-American literature does not include literary selections that were written during Martial
Law.
3. The concern on identity makes Filipino-American literature an example of liminality.
4. Liminality refers to the metaphysical state of being neither here or there.
5. The tone reflects the readers’ emotions after reading a particular text.
Answer Key:
1. False
2. False
3. True
4. True
5. False
Cultural Clashes” on p. 152]
Ask the students to prepare an itinerary for a balikbayan. Form groups of five or six. Prepare
a presentation for the itinerary. Let a representative in each group to present their list of itinerary.
After the activity, process it by asking the following questions:
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a. How did you plan the itinerary? What did you consider in writing the itinerary?
b. If you were the balikbayan, would you appreciate your itinerary? Why or why not? How about
the itinerary of the other groups?
3. Hook students’ interest by asking them to do the following activity:

If you were the balikbayan, what do you think would be the problems that you would still see
in the Philippines? Elaborate each issue by giving a specific scenario. List those issues on a
grid similar below.
Issue / Concern Scenario
1.
2.
3.
4.
5.

a. What do you feel about the issues/concerns that were raised?
b. Why do you think these issues persist in the Philippines?
c. Who is/are responsible with these issues?

Essential Question:
How does the essay of Laurel Fantauzzo explore the experience of reintegration as this
relates to the stereotypes of whiteness?

Before reading the selection, ask the students to predict what the story is all about based on
reading the title and the first paragraph.
Title
First Paragraph
The essay of Fantauzzo narrates a gripping experience of a lady’s homecoming and her
yearning for understanding her identity at present. Let the students situate themselves in the
shoes of Fantauzzo. Ask them how they would feel if they will come back to their hometown.
Tell them to share their answer with their seatmate.
• Instruct the students to read the selection. [See “Under My Invisible Umbrella” by Laurel
Fantauzzo on pp. 152-156]
106

on p. 156].
activities:
Enumerate the difficulties of Point out the privileges that the Explain the major points
some Filipinos who do not share author experience because of of the essay by presenting
the same privilege with the her skin color by presenting a comprehensive report.
author by presenting a skit. talk show.
Since this selection appeals closely to the readers, conduct a socialized recitation. Ask the
following questions. For differentiated instruction, ask the students to do the assigned activity for
them:
Beginning
a. Describe the writer at the beginning of her essay.

b. Why did the man hold the umbrella for her? How does it start to signal the main idea of the text?
c. How is the writer different from the others? What does it feel to be one of the two: brown and
white?
d. Do you feel the same uneasy feeling whenever you encounter the same experience? How do
you handle it?
Intermediate
e. Instead of feeling privileged, why does the writer feel sorry about her whiteness?
f. What is your reaction to Filipinas who use skin whiteners just to have the complexion that they
desire? How does it contradict with the thoughts of the people who are already white?
g. What do you feel when people show favoritism or patronage for people who have a different
color?
h. According to the writer, what is the formula that she has that makes her privileged compared to
others? Do you want to have the same privileges? Why or why not?
i. Although the writer thought that she was privileged, she felt that she was still alienated in her
motherland? Why do you think so?
Advanced
j. How did Fantauzzo get her privileged status? What is the role of her parents?
h. Does Fantauzzo explain the reasons of Filipino workers for doing some unacceptable deeds
to make them reasonable? Does it make them right? Why do you think so? Who should be
blamed in their plights?
i. Why is it hard to commit mistakes for Filipino servers?
j. Compare the attitude of the writer on patriotism to her brothers.
k. Does Fantauzzo display a desire to fit in? How did she show her interest?
l. Describe the two parties in the essay.
m. What do you think the title of the essay mean?
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• Instruct the students to read additional information about the text. [See “Configure: A Writer
Searching for Roots, The Filipino People’s White Love” on pp. 157-158] Ask the following
questions:
a. Describe the relationship of the work and the author.

b. Identify the perks that the Americans gave to Filipinos.
c. Trace the difference between the perks and the notion that the author noticed in her homecoming
experience.
d. How does the author’s personal experience reflect society as a whole?
• Ask the students to list media texts that illustrate Filipinos white love. [See “Condense: White
Love Is Everywhere” on p. 158]
• Ask the students to make a Venn Diagram comparing the attitude/opinion of the writer and the
attitude that she thought people had on whiteness.
Other’s View Author’s View

a. What do you feel about the two views in the essay?
b. Why do you think the author and other people have different views?
c. Do you think the assumption of the author on other people’s view is true? How do you say so?
The author demonstrates liminality in the essay. Ask the students to help the author trace her
identity by answering the table below: What makes her a white woman and what makes her a
Filipina?
White woman Filipina
Process the activity by asking the students:

a. What do you feel when you are confused with your place in the society?
b. What are your coping mechanisms when such things happen?
c. Is it always easy to tell who you are and who you are not? Explain your answer.
108

• For remediation, ask the students to answer the table below. Write five personal issues that
Fantauzzo discussed. On the opposite side, give the social issue counterpart of each issue.
Personal Issue of the Writer Social Issue Counterpart

a. Why do you think the issues of the writer are related to important social issues?
b. How would you address the issues that she raised?
For reinforcement, ask the students to explore the concept of favoritism in the society.
Specifically, this form of favoritism may be considered enthnocentric where a group of people
thinks a certain race is higher than the rest. Aside from color, name other groups of people who
experience privilege in our society. Explain how these people experience such privileges.
Privileged People Explanation
1.
2.
3.
4.
5.

a. What do you feel about it?
b. What do you think should be done? Is it an important issue? Why or why not?
Essays contain views of the writer. Tell the students to be vigilant in differentiating a fact from
opinion. Facts refer to statements that can be proven while opinions are statements that cannot
be proven. Ask the students to write down facts and opinions that they found in the text.
Fact Opinion
The author might have the same and different views with the views of the readers. Ask the
students to identify the views that they share with the writer and the views that they don’t.
Similar Different
Writer’s View My View Writer’s View My View
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a. Which view do you share with the writer?
b. What view of the writer do you find different from yours? Why?
c. After reading the essay, did some of your views change or match with the view of the author?
Explain your answer.
Metaphor is beautifully used in the essay. Umbrella is the metaphor that has been used in
the essay. Ask the students to identify the parts of the essay where the author made mention of
umbrella. Beside each incident, let them explain the significance of each occurrence.
Use of umbrella as metaphor Implication
The essay demonstrates a popularly coined word in the 21st century – problematize. There are
so many issues that people in the country experience every day but because of busy work, many
of us fail to stop and reflect. Nonfiction, like this essay, empowers readers to see society through
a different lens. Essays express readers’ observation of the world, and its power depends on how
much connection the reader can draw between the writers’ experience and his. Train the students
to problematize. Ask them to think of three important social issues that they observe that require
immediate attention. Then, tell them to cite situations or incidents that those issues happened to
them. Finally, ask them to explain what makes the issue an issue (or the problem a problem).
Issue Based on my Experience Explanation

1.
2.
3.
Ask the students to choose from the three issues and write an essay similar to the work of
Fantauzzo.
• For enrichment, ask the students to do express their own sentiments. Ask the students do any
of the following activities:
Ask the students to share an experience when they encountered favoritism in a certain situation.
Tell them to express how they felt during that time.
When I Experienced Favoritism
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Aside from rampant patronage or favoritism, one of the issues that Fantauzzo discussed in
her essay pertains to the desire of Filipinos to go abroad. Divide the class into two and using
the information in the text and the experiences/knowledge of the students, conduct a debate on
whether Filipinos must go to other countries to work. Encourage the students to discuss the pros
and cons to the economy, to the services in the country, to the families, etc. For an alternative
activity, ask them to jot down their ideas on the pros and cons of the exodus of Filipino workers.
Exodus of Filipino Workers

Pros Cons
Based on the observation of the author, ask the students to think of the things that workers
in public establishments or transportation should observe. Tell the students to prepare an
advertisement looking for a particular employee and highlight the qualities that the potential
employee should possess.
Ask the students the following questions: “What is privelege? What causes people to feel or
commit favoritism? What are the reasons and effects privelege?” Instruct the students to write
their answer in the box similar below:
Kinds of Privelege Reasons for Privelege
Ways people show Privelege Effects of Privelege
For an alternative activity, ask students to form three groups and dramatize one way that
people can show or experience privelege.
111
Usually, balikbayans are the ones who brought and prepared box/package of valuable items
for their loved ones. This time, ask students to list 20 items that they would possibly want to place
inside a box for their balikbayan relatives.

a. What did you consider in choosing the items?
b. What are the things that you consider the most valuable item? Which do you consider the least
valuable?
c. What would be the reaction of your relatives once they saw your package? Why?
Ask the students to recall their experiences with salesman or saleslady in stores. Ask them
what qualities do they like most and least that salespeople possess. Write five qualities of ideal
sales people in order of importance.
Qualities of a Good Sales Person

1.
2.
3.
4.
5.

a. What do you feel when sales people make face or mistreat a customer?
b. What do you think should be done to sales people before and after they do such things?
Brainstorm on “The Five Things A Balikbayan Needs To Do To Fit In” guide. [See “Assess:
Constellate” on p. 158]
Ask the students to answer the sentence completion activity. [See “Synthesize” on p. 159]
Tell the students to write two to five paragraph essay that discusses the dangers of white love.
[See “Process” on p. 159]
Ask the students to rewrite the ending of the essay considering the perspective of the guard.
[See “Speculate” on p. 159]
E. Reflection
• The essay recounts the sentiments of a writer on social issues that people experience in the
country. To inspire the students, ask them to listen to the song entitled “One Day” by Jewish
American reggae singer, Matisyahu. Tell them to take down at least three lines that captured
their attention. Then, tell them to write on the opposite side their understanding of their chosen
lines.
112
One Day
by Matisyahu
Sometimes I lay
Under the moon
And thank God I’m breathing
Then I pray
Don’t take me soon
‘Cause I am here for a reason
Sometimes in my tears I drown

But I never let it get me down
So when negativity surrounds
I know some day it’ll all turn around because...
All my life I’ve been waiting for

I’ve been praying for
For the people to say
That we don’t wanna fight no more
There will be no more wars
And our children will play
One day [6x]
It’s not about

Win or lose
‘Cause we all lose
When they feed on the souls of the innocent
Blood-drenched pavement
Keep on moving though the waters stay raging
In this maze you can lose your way (your way)

It might drive you crazy but don’t let it faze you, no way (no way)
Sometimes in my tears I drown (I drown)

But I never let it get me down (get me down)
So when negativity surrounds (surrounds)
I know some day it’ll all turn around because...

One day [6x]
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One day this all will change

Treat people the same
Stop with the violence
Down with the hate
One day we’ll all be free

And proud to be
Under the same sun
Singing songs of freedom like
One day [4x]

One day [6x]
(https://www.youtube.com/watch?v=sl9voSKJmEU)
Lines from the Song Meaning to You
Write three to five journal entries in different perspectives. Choose the perspective of any of the
Filipino workers cited in the essay.
Journal Entries 1.
2. 3.
4. 5.
Metaphors are used to discuss important social issues. What other objects can you use to discuss
other issues? Suggest five objects.
Metaphor Social Issue

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• http://www.liminality.org/about/whatisliminality/
• http://www.wired.co.uk/news/archive/2013-01/02/where-is-the-umbrella-tech
• http://www.bbc.com/news/magazine-30450980
I. Define the following terms:
1. essay - __________________________________________________________________
2. liminality - ________________________________________________________________
3. tone - __________________________________________________________________
4. metaphor - _______________________________________________________________
5. social issue - _____________________________________________________________
II. Read the essay about umbrellas. Then do the activity that follows. [5 Points]
Umbrellas have been around for more than 3,000 years, but young designers are trying to reinvent
them.
They get lost. They poke people in the eye. They misbehave on windy days.
But umbrellas are one of the design classics of the modern world. From Mary Poppins to the Mikado to
burlesque dancing routines, they feature regularly in popular culture. More than 5,000 models are on sale
on Amazon. One city, Songxia in China, is able to make 500 million a year in more than 1,000 dedicated
factories.
They in come in many sizes and colours, but the key thing we think we know about the umbrella is that
they don’t change. We think the umbrella is as good as it’s going to get.
The most common umbrella, featuring foldable steel ribs under the canopy, was first sold by English-
man Samuel Fox in 1852. Compact, collapsible models have been widely available since the 1930s and
the larger golf-style umbrella since the 1970s.
Cheaper plastic versions, sometimes see-through, are available, as are disposable ones. Lackeys
carry umbrellas for heads of government and state, while British pub gardens are full of large parasols in
the summer.
It would appear to the layman that most things that can be done have already been thought of. But
designers are looking at evolving the umbrella further.
http://www.bbc.com/news/magazine-30450980 Can the umbrella be improved?

By Justin Parkinson, BBC News Magazine
Umbrella is not used as a metaphor in the article, but it served as a topic. As a social issue,
choose another object or situation that can elaborate the problems of the society on umbrellas.
Write five to seven sentences for your answer.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
115
Rubric:
Clarity of content
Conciseness
Application
of concepts
in this lesson
116
Lesson No. 15
Lesson Title: Passing Through, Going Through the Motions

This lesson explores the significance of structure in understanding themes of ennui and
aimlessness in modern life.
• Point out the connection of form and content. Give a short background in the history of literary
genre. Explain the meaning of intertextuality. Define the meaning of “ennui” and “material
conditions.”
• This lesson tackles history of genre, intertextuality, material conditions, nihilism Greek
tragedy, catharsis, hubris, downfall, recognition, structured articulation of ideas, conventional
organization of essay: chronological, spatial, according to importance, and ennui by exploring
the essay entitled “The Roadrunner” by Rowena Tiempo-Torrevillas
Lesson Objectives
1. Compare and contrast the various 21st century literary genres and their elements, structures,
and traditions, across the globe.
2. Explain the concept of ennui as it relates to the structure of Tiempo-Torrevilla’s essay.
3. Respond critically to the essay and consequently articulate this response through the use of
social media.
Instructional Plan
A. Motivation
Diagnostic Test
Read the statements below, and identify the term that is appropriate for each statement.
1. It refers to that lethargic feeling wrought out of routine, out of the repetition of meaningless
things.
2. It refers to the idea that a given text is a response to what has already been written, be it explicit
or implicit.
3. These concerns involve marriage, property, and social propriety, which are shared by the social
class to which most novel readers changed.
4. These are poems that are written in paragraphs.
5. It refers to an attitude that finds meaninglessness in things, societal structures, rituals, habits,
and moral codes.
Answer Key:
1. ennui
2. intertextuality
3. middle class concerns
4. prose poetry
5. nihilism
117
2. Activate students’ prior knowledge by doing the activity on the worktext. [See “Trackback: A
Day in the Life” on pp. 162-163] Ask the students to take a selfie of their usual routines. Tell
them to answer the activity on the worktext.

a. What do you feel about your answers?
b. What do you notice about your activities?
c. Do you want to continue these activities? Why or why not?
3. Hook students’ interest, by asking them to do any of the following activities:

• Instruct the students to take an inventory of their lives. Draw a large circle on the board.
Tell them that the circle represents a segment of their life. Instruct them to divide the circle
into four quarters using dotted lines wherein each slice represents six hours. Then, ask them to
estimate how many hours or parts of an hour they spend on each of the following areas: Sleep,
homework, school, chores in the house, playing sports, being alone, watching TV, being with
family, and other activities.

a. What do you feel about your pie of life? Are you satisfied? Why or why not?
b. Do you want to change the size of some of your slices? What is it? Why?
Emphasize to the students that there is no exact way to divide the pie. Everyone lives a different
kind of life.
Creativity Exercise. Divide the class into four and ask them to choose a volunteer to play the
game. Tell them that they have to think of possible ways to use a particular object (example:
hanger, paper clip). Give each group one minute to brainstorm and help their representatives to
think of many possible ways (example: hanger as bow, cellphone, flat iron; paper clip as toothpick,
key).
Play the game by asking each representative to give one use at a time. The last player standing
is the winner. After the game, process the activity by asking the following questions:
a. What do you think about the activity?
b. What did you feel after playing the activity?
c. Why did you win/lose? Do you have any strategy?
Essential Question:
How does Rowena Tiempo-Torrevillas’s analysis of the Roadrunner cartoons explore the themes
of ennui and aimlessness?

• As part of their childhood, students will be able to relate to cartoons. Cable networks feed
children with different animated stories. Looney Tunes is among the most common animated
series. Let the students share their experiences in watching cartoons.
• Play a video clip of Roadrunner cartoon. Use any of the following links:
118
• https://www.youtube.com/watch?v=qWdFIXn2Mdo
• After watching the clip, ask the students to answer the following questions:
a. What did you notice in the video?
b. Who are the characters?
c. Do you like the clip? Why or why not?
d. What is the message of the clip?
Tell the students to read the essay. [See “The Roadrunner” by Rowena Tiempo-Torrevillas on
pp. 163-164] Guide the students what they should do while reading. Instruct the students to pause
from time to time to predict what will come next, add information to what they already learned, and
evaluate what they read.

The essay of Tiempo-Torrevillas contains principles in Greek tragedy and philosophy. Explain the
meaning of those terms.
Catharsis
Nihilism
Ideas in essays are developed through efficient organization. For differentiated instruction, ask
each group to discuss the characteristics of the assigned organizational structure.
Level Structure
Beginning Chronological
Intermediate Spatial
Advanced According to importance
To respond critically, ask the student to answer the questions on the worktext [See “Navigate”
on pp. 164-165]. For differentiated instruction, ask the students to answer the following questions:
Beginning
Beg What problem does Tiempo-Torrevillas see on “The Roadrunner” series?
Intermediate
How is nihilism demonstrated on “The Roadrunner” series?
Advanced
What is the impact or consequence of nihilism in the storyline of “The Roadrunner”?
Ask the students to read additional information about the text. [See “Configure: A Child of
Writing and Structure of the Essay” on pp. 165-166]

• For remediation, instruct the students to reread the essay. Ask them to share the strongest
impression that they had when they finished reading the selection. Discuss these impressions
in class. Publish students’ answers on the board.
• For reinforcement, ask the students to suggest possible ways on how to make their mundane
rituals more productive. [See Condense: Cutting Edge” on p. 166]
119
The essay begins with a striking statement, “I have problems with the narrative structure of
the “Roadrunner” Looney Tunes. Ask the students the impact of this strategy as an introduction
to an essay.
Discuss other strategies that writers use to introduce their topic:
Anecdote The writer tells a relevant experience that can hook readers’ attention
Quotation The writer uses a popular quotation by a famous personality or by a common
person who delivers the quote in a significant event.
Statistics The writer utilizes statistics to paint a general view of what is going on.
Questions The writer prompts readers with important questions that need to be answered
on the essay.
Ask the students to write a different version of Tiempo-Torrevillas’s introduction for her essay,
using the four different strategies.
Anecdote Quotation
Statistics Question

a. What strategy is the easiest to do?
b. What strategy is the hardest?
c. What strategy is the most effective for the topic?
d. Is strategy important in writing the introduction?
To let the students understand the point of the author, ask the students to get a sample storyline
of “The Roadrunner.” Tell them to illustrate a six-box comic strips of that storyline. Let the students
share their work to their seatmate.
120

a. What did you notice on the comic strips?
b. Is it similar to what was mentioned in the essay?
Information and discussions in essays can shape the perspective of each individual reader. Ask
the students if reading the essay changes any of their thoughts on doing meaningless activities.
Ask them to write a reaction paper of three paragraphs. Tell them that they may agree or disagree
with the author. Encourage them to write as honestly as possible and support their argument with
clear and persuasive reasons. To help the students write the essay, ask them to complete the
sentences below. Challenge them to write as many reasons as possible.
I agree because... I disagree because...

a. Do you believe in the opinion of the writer? Why or why not?
b. What do you feel about watching cartoons?
c. What are the pros and cons for children who are watching cartoons?
Ennui refers to “the feeling of being bored by something tedious.” Some people think that
doing household chores lead students to feel ennui. That is why they do other things to distract
themselves such as playing computer games, surfing the net, or watching movies. For some
adults, they think that these activities are actually the ones that should be considered as ennui.
Make a table and brainstorm how students and adults think about the following as ennui.
Doing household chores as “Ennui”

For Adults For Students
Playing computer, surfing the net, watching movies, etc. as “Ennui”

For Adults For Students
Process the activity by asking the students the following questions:

a. What are your school and parents doing to address the problem on ennui?
b. Which do you think is the real ennui? Explain your answer.
121
Form groups of four and ask each group to brainstorm ways in which students can avoid
nihilism. Tell them to explain their ideas through an editorial for their school newspaper. Use the
following structure to make the editorial.
Ask the students to evaluate whether or not children should be encouraged to watch cartoons
such as “Roadrunner.” With a group of four members, instruct the students to draw a scale similar
to one below, and have each person mark the scale to reflect his view. Then, tell them to discuss
their ideas.
1 2 3 4 5 6 7 8 9 10
Harmful Helpful
Let the students think of other 6 cartoons or shows that children watch that demonstrate
Nihilism. In each cartoon or show, explain how nihilism can be observed on them.
1. 4.
2. 5.
3. 6.

b. Were you able to watch those programs?
c. What did you feel before when you watched them? What do you feel now?
Design a video game that will make people look or think on things that are important. Write a
summary of the features and mechanics of the game.
Summary of the Game Mechanics of the Game
To process the activity, ask the following questions:

a. What do you feel about the game?
b. Do you think teenagers like you will love this game? Why?
Announcement
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Tell the students to write a public announcement encouraging the students to use their time and
energy wisely.
To process the activity, ask the following questions:

a. Do you think people should need reminders on time management?
b. Who are the people you know who need this advertisement? Explain your answer.
Break the class into groups. Each group will select any of the following issue:
Too Much Use of Facebook
Addiction to Computer Games
Ask each group to identify five to six possible positions on their issue.
Ultra-conservative Stand
Conservative Stand
Moderate Stand
Liberal Stand
Radical Stand
After completing the procedure, ask each member to share their own position. Ask the following
questions:
a. How do you find the different perspectives?
b. Which perspective do you consider the most appealing?
c. Which perspective do you consider the least appealing?
Present a skit that advocates ways on making time and effort productive. [See “Assess:
Constellate” on p. 166].
123
Ask the students to define important terms in this lesson. [See “Synthesize” on p. 167] Tell the
students to write a 200-word essay that explains whether they agree or not on Tiempo Torrevillas’s
insights. [See “Process” on p. 167]
Instruct the students to rewrite the story of one of the episodes of Roadrunner to remove the
aspect of nihilism. [See “Speculate” on p. 168]
E. Reflection
• Tell the students to answer the reflection at the end of the lesson. [See “Set Out” on p. 169]
• Ask the students to answer several percentage questions. As each percentage question is
read, tell the students to write down their own answers. Break class into small groups and ask
them to share and discuss their answers.
a. What percentage of your allowance do you save?
b. Of your free time do you spend alone? With friends? With family?
c. Of your money do you spend for amusement?
d. Of what subjects in school do you enjoy?
• http://www.iep.utm.edu/nihilism/
• http://philosophytalk.org/community/blog/john-perry/2015/04/nihilism-and-meaning
• http://www.panitikan.com.ph/content/rowena-tiempo-torrevillas
• http://lifestyle.inquirer.net/2252/a-golden-age-of-writing
I. Identification. Read the statements below, and identify the term that is appropriate for each
statement. Choose your answer from the box.
Ennui Nihilism Prose poetry Middle class concerns Intertextuality
1. These are poems that are written in paragraphs.

2. It refers to an attitude that finds meaninglessness in things, societal structures, rituals, habits,
and moral codes.
3. It refers to the idea that a given text is a response to what has already been written, be it explicit
or implicit.
4. These concerns involve marriage, property, and social propriety, which are shared by the social
class to which most novel readers changed.
5. It refers to that lethargic feeling wrought out of routine, out of the repetition of meaningless
things.
Answer Key:
1. prose poetry
2. nihilism
3. intertextuality
4. middle class concerns
5. ennui
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II. Read the passage below, and answer the questions that follow.
Sesame Street is actually an exploration of Plato’s Republic and, specifically, his Allegory of the Cave.
Here is part of the argument made by redditor theterrorofmuffins:
Plato uses the sun and light to represent knowledge, truth, and reason many places in his works — light
allows us to see objects for what they really are rather than in the darkness, and the sun is the source
of all light. Plato also emphasizes that true reason is something humans can never fully obtain, but it
is something we can work for — Kallipolis, the ideal city he envisions, is a fantasy that we can move
towards, but we can never achieve. As imperfect rational beings, we don’t know how to get there.
“Sunny days, sweepin’ the clouds away. Can you tell me how to get to Sesame Street?” Now, what about
the philosopher ruler who must pass on his wisdom in order to educate and enlightenthe world not overtly,
but subtly. In the allegory, the enlightened individual who saw the light of the sun can only achieve this
through creating shadowy illusions on the cave wall. However, there are many other “puppet masters”
making shadows on the wall for the prisoners to watch, and they deceive and conjure things untruthfully
and without reason. The enlightened one, however, because of the inevitability of his rejection to convey
his reason directly, must use this shadowy mode of illusory puppeteering to get his message across by
meager demonstration.
And that is what Sesame Street is -- the shadows on the wall, demonstrations of how we might live in a
harmonious society. It’s given to us at a young age through television by it’s enlightened creators so that
we might adapt to and absorb its positive message. Thank you, Sesame Street.
- 8 Crazy Fan Theories about Children’s Television Shows
John Farrier • Tuesday, April 30, 2013

Source: http://www.neatorama.com/neatobambino/2013/04/30/Crazy-Fan-Theories-about-Childrens-
Television-Shows/
What is the Greek principle that is discussed in the excerpt? Is this principle really demonstrated
in “Sesame Street”? Explain your answers in eight to ten sentences.
Rubric:
Strong Argument
Coherent Elaboration
Application
of concepts
in this lesson
125
Lesson No. 16
Lesson Title: East Asian Literature: Exchanges and Cultural Networks

This lesson distinguishes the literary uses of language from the non-literary and understands their
use as well as the formal features and conventions of literature.
• Discuss the rise of China and Japan in the 21st century. Share also the progress of South
Korea. Enumerate the canon of 21st century East Asian Literature. Point out that East Asian
literature explores the psychological effects of economic progress, social upheaval, and war.
• Explain what makes literature literary. Draw connections between East Asia and the Philippines.
This lesson tackles East Asian Literature, historical fiction, refraction, and theme by studying the
short story entitled “Stories” by Caroline Hau.
Lesson Objectives
1. Distinguish the literary uses of language from the non-literary and understand their use as well
as the formal features and conventions of literature.
2. Recognize the formal features and conventions of literature by reflecting on the tone, style, and
manner of narration of the story.
3. Respond critically to the short story and consequently articulate this response through a video
essay.
Instructional Plan
A. Motivation
Diagnostic Test
List down five ideas that you have on historical fiction.
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
Answer Key:
The description of the setting, characters, and events are very detailed.
The conflict of the main character is realistic.
The plot may be a combination of imagined or real events.
Themes usually involve what people learn from their mistakes.
The setting is the most important literary element.
The characters may be real or imagined.
The dialogue between characters shows their personalities and helps the plot move along.
It shows how people lived during that time.
126
2. Activate students’ prior knowledge by doing the activity on the worktext [See “Trackback:
The Chinese Connection” on p. 173]
• Form groups with four or five members. Assign each group to prepare a photographic
presentation on Filipino Chinese Art, Cuisine, Architecture, Medicine, and Literature. After the
presentation of all the group, ask the following process questions:
a. What did you feel about the activity?
b. What did you notice with the Filipino Chinese works?
c. What salient features did you find in those works?
3. Hook students’ interest, do any of the following activities:
If you are the one who will narrate a story to your son/daughter in the future, what part of your
life do you want to share? Why?
a. How do you feel about your own story?
b. What lesson can your son/daughter get from your story?
Make a concept map by asking the students to brainstorm things that they think about when they
hear about “hardships.”
a. What do you feel about the things you wrote?
b. What role do hardships play in your life?

Essential Question:
How does the story present the Chinese as part of Philippine writing?

Before reading, ask the students to share a common story that their parent/s told them when they
were young.
a. What did you feel about the story of your parent?
b. Can you relate to his/her story?
c. What does that story tell about your parent?
Tell the students to read the story. [See “Stories” by Caroline Hau on pp. 173-176]

Historical fiction is a novel, novella, or short story that sets fictional characters against historical
context and highlights the details about the period where it is set. Share some examples of
movies and books that are famous among different audiences. Ask the students to give their own
examples.
Movie Book
127
• The characters, plot, and setting in historical fiction are fictional, but the time period is real.
Ask the students why they should read historical fiction or instruct them to explain how the
purposes given below be possible among readers.
Purpose for reading with
Explanation
historical fiction
Reading historical fiction will bring readers
to different places and eras.
It takes them to people and ways of life
from the past.
It provides them understanding of past events.
It educates them how people lived, how they
spoke, and how they interacted with one another.
• Ask the students to answer the activity on the worktext [See “Navigate” on pp. 176-177].
• Instruct the students to read additional information on the worktexts. [See “Configure:
Filipino-Chinese Writer, What Makes It Literary, The Idea of Theme” on p. 177-178]
• For differentiated instruction, ask the students to answer the following questions that are
assigned to them:
a. Comment on the beginning d. Why did the father use the g. What legacy did the
of the story. Why do you think pronoun we in his storytelling? grandfather leave to
did Lau’s father create a his son and his relatives?
garden? e. Describe how the narrator’s
father’s family survived the h. How did the father react
b. Why was the narrator’s father absence of the father in the when the narrator told
a late bloomer in story telling? family. him that she wanted to
be a writer?
c. Are teenagers nowadays so f. Why was salt important?
busy? How? i. What is the theme of the
story? What does it reveal
about telling and knowing
stories?
• For an alternative differentiated activity, ask the students to create a script based on the scene
assigned to them. Ask the students to rehearse and perform the scene in class.
Beginning The life of the writer’s father
Intermediate The life of the grandfather
Advanced The life of the writer

• For remediation, ask the students to choose any of the following part of the story. Tell them to
work with a group of four and improvise a dialogue between the father and the daughter. In the
dialogue, instruct them to let the father tell the story to his daughter.
• For reinforcement, let the students do any of the following activities:
To reinforce the rudiments of historical fiction, ask the students to describe how Hau’s story
displayed the characteristics of historical fiction.
128
Characteristics In Hau’s “Stories”
The characters may be real or imagined.

The dialogue between characters shows their
personalities and helps the plot move along.
The description of the setting, characters, and
events are very detailed.
The conflict of the main character is realistic.
The plot may be a combination of imagined
or real events.
Themes usually involve what people learn
from their mistakes.
The setting is the most important literary element.
To process the activity, ask the students the following questions:

a. Did Lau’s story demonstrate the characteristics of historical fiction?
b. Which characteristic is Lau most effective?
c. Which characteristic needs to be elaborated?
Divide the class into three groups and ask each group to collect personal accounts of the first
generation of Chinese migrants in the Philippines, trace how these people migrated, and see how
the present Chinese people different from the their first generation counterparts [See “Condense:
Migration and Narration” on pp. 178-179]
Study the book cover and the ad blurb. Give the impression that you have upon the picture.
Write your impression below.
https://www.google.com.ph/imgres?imgurl=http://www.cseas.kyoto-u.ac.jp/wp-content/uploads/2014/06/TCQ-cover-ﬁnal.jpg&imgrefurl=http://
www.cseas.kyoto-u.ac.jp/en/about/staff_all/division2/hau-caroline-sy/&h=567&w=800&tbnid=R3nZCBQ807BY_M:&docid=RsnqWK7xe-
Jp7-M&ei=7-fjVtDBD-TLmwXz1brwCw&tbm=isch&ved=0ahUKEwiQ9amO8brLAhXk5aYKHfOqDr4QMwgnKA8wDw
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
129
Present a role-play displaying two scenarios: the one that happened when the narrator told her
father that she wanted to be a writer and another possible scenario.
Ask the students the following process questions:
a. What did you feel on doing the activity?
b. Which response do you think is realistic?
c. If you did the same thing to your parents, which one would most likely happen?
Visualize the setting and the characters. Make a sketch of these two elements. Write three to five
sentence captions for the pictures.
Pretend to be the daughter in the story. Write a thank-you letter to your father for telling you the
stories. Explain why you appreciate the stories.
Dear father,

b. What made your letter precious and appreciative?
c. What impact do stories give us?
Brainstorm for a 5-mintue, short narrative video that will tackle information about
Filipino- Chinese in the Philippines. [See “Assess: Constellate” on p. 179]
Answer the sentence completion activity [See “Synthesize” on p. 179]
In one or two paragraphs, describe the kind of life that the characters have experienced in
China. [See “Process” on p. 180]
In not more than five sentences, explain whether or not you would follow the beliefs of narrator’s
father’s beliefs. [See “Speculate” on p. 180]
E. Reflection
• Ask the student/s to answer the sentence completion activity at the end of the lesson [See “Set
Out” on p. 181].
• Instruct the students to write a thank you letter to the person who helped you when you were
growing up. On that letter, tell them to show their appreciation to that person for teaching them
an important lesson about life. Suggest to them that they can give an anecdote of one of their
encounters.
• The father of the writer experienced a lot of hardships. Ask the students to share a story about
someone in their life who braved all the very difficult situation in his/her life.
130
• Ask the students to identify any of his family who stands out in their minds. Tell them to write a
paragraph to explain why.
Connect the story with your experience.
Do any of the characters share the same thoughts and experiences with you?
Does the story remind you of a person or an event in your life?
• https://www.goodreads.com/genres/historical-fiction
• https://www.goodreads.com/shelf/show/historical-fiction
• http://www.readwritethink.org/files/resources/lesson_images/lesson404/HistoricalFictionDefn.pdf
I. Fill in the blanks.

1. The characters may be ________.
2. The ______ between characters shows their personalities and helps the plot move along.
3. The description of the setting, characters, and events are very _______.
4. The conflict of the main character is ______.
5. The _______ is the most important literary element.
Answer Key:
1. real or imagined
2. dialogue
3. detailed
4. realistic
5. setting
II. Compose the first two paragraphs of a short historical fiction that happened 10 years ago.
Observe the characteristics of this genre.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Rubric:
Observation of
Historical Fiction
characteristics
Clarity and creativity
Application
of concepts
in this lesson
131
Lesson No. 17
Lesson Title: Symbol in Southeast Asian Literature
This lesson underlines the importance of tropes in understanding our cultural imagination, as
discoursed in poetry.
• Present Southeast Asia as a region that is emerging economically. Emphasize the condition
of Singapore. Singapore is an example of progressive countries in Asia. Highlight the theme
of 21st century Southeast Asian literature, which includes the effects of rapid urbanization and
economic progress. Explain the meaning of symbol and irony.
This lesson tackles Southeast Asia, symbol, irony and city as a symbol by analyzing the poem by
Dinah Roma entitled “The Lucky Plaza.”

Lesson Objectives
1. Identify the figures of speech and other literary techniques and devices in the text.
2. Comprehend how these figures and devices contribute to the larger meaning of the poem.
3. Respond critically to the poem and consequently articulate this response through a scrapbook
of stories about the places of convergence of Overseas Filipino workers.
Instructional Plan
A. Motivation
Diagnostic Test
Read the following statements and identify the following terms.
1. It signifies an object or event which in its turn signifies something, or has a range of reference,
beyond itself.
2. It is the root sense of dissembling or hiding what is actually the case; not however, in order to
deceive, but to achieve special rhetorical or artistic effects.
3. It is a symbol for cultural idea of progress and rapid development.
4. It refers to a particular society at a particular time and place or the tastes in art and manners
that are favored by a social group.
Answer Key:
1. symbol
2. irony
3. city
4. culture
Community Life and Overseas Filipino Workers” on p. 184]
Ask the students to conduct a research on stories of OFWs. Tell them to gather any piece that
will recollect their experiences abroad. Let the students share their work in the class.
132
After the sharing, ask the following process questions:

a. How did you find your materials in the assignment?
b. What did you feel about the task?
c. What did you realize after you got and shared your assignment?
3. Hook students’ interest by doing the following activity:

• Ask the students to grab a partner and record what they already know about OFW in the left-
hand column of a chart like the one below. Next, in the middle column, tell them to identify the
questions that they would like to locate in the selection. After reading the poem, ask them to
record on the third column what they learned.
OFW
What We Know What We Want to Learn What We Learned

b. Where did most of your knowledge come from?
c. What makes you curious about OFWs?
Essential Question:
How does the poem symbolize the idea of progress in Singapore?

Lucky Plaza is a common place where people socialize in Singapore. Before reading, ask the
students to identify places in the country where people go to socialize with their friends after work
or school. Tell them to list five places and share the activities that people do in those places.
Place Activities
1.
2.
3.
4.
5.
133

a. Why do people go to these places after work or school?
b. Do you want to go to those places too? Why or why not?
• Let the students see the photo of “The Lucky Plaza.” Make them give a short caption for the
photo.
https://www.google.com.ph/imgres?imgurl=http://www.thepoortraveler.net/wp-content/uploads/2011/08/orchard-road.jpg&imgrefurl=http://www.thepoor-
traveler.net/2011/08/orchard-road-singapore/&h=800&w=1200&tbnid=Ew2pj4U4xjj4gM:&docid=HeTK3o0t_iClNM&ei=bPHjVpXPJMbTmwXKya2Y-
Ag&tbm=isch&ved=0ahUKEwiVtd2U-rrLAhXG6aYKHcpkCyMQMwgiKAowCg
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

a. What do you feel about the place?
b. Does it resemble establishments in the Philippines? Cite examples.
c. What made it different?
d. Why do you think this plaza is significant for Filipinos in Singapore?
• Instruct the students to read the poem. [See “The Lucky Plaza” by Dinah Roma on p. 185]

• After reading the poem, ask the students to answer the questions on the worktext. [See
“Navigate” on p. 186]
• Ask the students to read additional information about the text on the worktext. [See “Configure”
on p. 187]
• For differentiated instruction, answer the following questions.
Beginning a. Describe “Lucky Plaza”

b. Who is the speaker in the poem?
Intermediate c. Describe the stories that the speaker and her

friend share.
Advanced d. Explain the irony of the setting/title and the

people in the poem.
e. Identify how redemption is showed in the
ending of the poem.
134
• The speaker in the poem would like to detach herself from her small talk with her friend.
Ask the students to predict the possible reason why she wished that.

a. Did you experience the same encounter with a friend?
b. Why would you want to end a small talk?
c. How do you feel whenever you end a small talk?
d. How do you feel when your friend initiates the end of a small talk?
• For remediation, ask the students to give their first impression on the poem. To fully understand
and appreciate the poem, ask them to read the poem several times. After each reading, let
them share their understanding with their seatmate.
• For reinforcement, let the students do the following activities:
Ask the students to determine the advantages and disadvantages of living in particular cities
stated on the worktext. [See “Condense: What to expect” on pp. 187-188]
Let the students to list down the good and bad impression that the speaker had on his friend.
Good Impression Bad Impression

a. Do you share the same impressions? Why?
b. What do you feel about her impression to her friend?
Form a small group and discuss the following questions: What do you know about the experience
of OFW in other countries? Do you have any family members or friends who have experienced
working abroad? Share your thoughts. Publish the answers on the board.
Experiences of OFW
Experiences of family members

a. What do you think about the activity?
b. What do you feel about the descriptions?
Tell the students to work with a partner and imagine that they are to write a letter of the friend
that the speaker in the poem see at the Plaza. On the perspective of that OFW, instruct them
to narrate the possible challenges and experiences that she had in her work. Call volunteers to
share the letter with the entire class.
135
Interview an OFW and ask the following questions:

a. Why did you go to that country?
b. What were your expectations to that country?
c. What were your challenges in your stay in the country?
Write a transcript of the interviews and include a photo of your interview.

OFWs go abroad to have what they want in life. Imagine that they would not need to go abroad
if they have a magic box. In this activity, the concerns of students will be revealed.
Tell the students about a magic box that can provide anything a student wants. Ask the students,
“If you saw a magic box in front of your door one afternoon, what would you want to be in it?
Let the students answer additional questions:
a. “What would you want in a magic box for your family member?”
b. “What would you want for your enemy?”
Ask the students to devise a questionnaire that has 10 questions that will solicit responses from
people whether or not they want to work abroad. Tell them to administer the survey to at least ten
people. Report the findings.
Question/Statements Agree Disagree

5 4 3 2 1
1.
2.
3.
4.
5.
6.

b. What do you think about the statements on the survey?
c. What you feel about the results?
d. Do the results say something about how people want to work abroad?
Let the students design their own city. Challenge them to include important components of the
city. Tell them to make a simple blueprint of how the city will look like.
Blueprint of _______ City

136

a. How did you feel in making a city?
b. What is the most important component of your city?
c. What are the characteristics of your city?
Six Thinking Hats. Making a choice is sometimes difficult. Edward de Bono suggests a strategy
called Six Thinking Hats. Each hat represents a lens on seeing a situation. Imagine yourself as
the princess; jot down your thoughts about deciding to go abroad.
White Hat Black Hat Green Hat
(Facts) (Cautions) (Alternatives, Suggestions)
Red Hat Yellow Hat Blue Hat

(Emotions) (Possibilities / Opportunities) (Decision)
The speaker of the poem has a lot of yearnings in life based on her experiences. Explore the
desire that students have by asking them to complete unfinished sentences:
1. If I had 24 hours to live…
2. If I had my own house and car…
3. I feel best when people…
4. If I had a million pesos I would…
5. Secretly I wish…
6. I am best at…
• For formative assessment, let the students answer the following activities:
Contribute a five-paragraph anecdote that is needed in making a class scrapbook. Observe the
rubric on the worktext. [See “Asses: Constellate” on pp. 188-189].
Define important terms on this lesson. [See “Synthesize” on p. 189]
Pretend to introduce Dinah Roma in an awarding ceremony by describing how she uses a
symbol in her poem. [See “Process” on p. 189]
Write a speech showing your sympathy to Filipinos working abroad. [See “Speculate” on p. 190]
E. Reflection
• Instruct the students to do sentence completion on the worktext. [See “Set Out” on p. 191]
• Ask the students to do any of the alternative activities:
• Write a journal entry that the writer might create to express what she thought when she saw her
friend at the Plaza.
137
• Making a choice requires courage and thoughtful deliberation of pros and cons. Remember
that success comes to those who make the right choice. As a reflection in this lesson, write
your insights below:
My journey through this lesson enabled me to learn…

It made me realize that …
I, therefore, commit to…
• http://www.rappler.com/move-ph/balikbayan/voices/90319-ofw-community-singapore

1. ________ is a symbol for cultural idea of progress and rapid development.
2. ________is the root sense of dissembling or hiding what is actually the case; not however, in
order to deceive, but to achieve special rhetorical or artistic effects.
3. ________refers to a particular society at a particular time and place or the tastes in art and
manners that are favored by a social group.
4. ________signifies an object or event which in its turn signifies something, or has a range of
reference, beyond itself.
Answer Key:
1. city
2. irony
3. culture
4. symbol
II. Write a poem that describes someone’s experience in one of the cities in the Philippines. In the
poem, incorporate literary devices such as symbol and irony.
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
Rubric:
Clarity of content
Application
of concepts
in this lesson
138
Lesson No. 18
Lesson Title: African Literature and Mandela’s Legacy

This lesson articulates the importance of context, specifically the biographical, historical, and
cultural characteristics of the subject being tackled in a piece of literature – in this case, a poem.
By broadening the comprehensive ability of the reader, the facts of African history are taken into
account and are used to understand the poem.
• Explain why Africa is considered a home to many diverse and rich cultures. Discuss the role
of Mandela in African history. Touch some famous African writers who made a difference in
African literature. Identify the common trends and themes in African selections.
This lesson tackles Africa and the social by analyzing the poem entitled “The Breath of Sparrows”
by Jim Pascual Agustin.
Lesson Objectives
1. Explain the biographical, linguistic, and socio-cultural contexts and discuss how they enhance
the text’s meaning and the reader’s understanding.
2 Identify the element the speaker uses to demonstrate the effect of the news of Mandela’s death
on him.
3. Respond critically to the poem and consequently articulate this response through a video essay
which defines the new Africa.
Instructional Plan
A. Motivation
Diagnostic Test
Write True if the statement is correct and False if the statement is incorrect.
1. Darkness in African continent pertains to biological side of the continent.
2. Chinua Achebe wrote Things Fall Apart, which questions the Western concept of African reality.
3. Nelson Mandela is a former president of Nigeria.
4. The social is the sphere of human interaction which affects the imagination of the writer as he
is also a social being.
5. Mandela is considered a traitor for Africans.
Answer Key:
1. False
2. True
3. False
4. True
5. False
2. Activate students’ prior knowledge by doing the following activity [See “Trackback: Comparing
the Philippines and South Africa” on p. 194].
139
Ask the students to form a group with four members and prepare a short report on the possible
similarities of the Philippines with countries in Africa. After the reports, ask the students the
following questions:
a. What did you notice with the similarities?
b. What differences did you notice?
c. How you find the connection between the Philippines and the African countries?
3. Hook students’ interest by asking them to do any of the following activities:

People have different ways of saying goodbye. Form a group of three and present a short
role-play how someone would say goodbye to a close friend, a teacher, a parent, and a sibling.
For additional experience, let the students reflect personally how they say goodbye.
To a close friend To a parent
To a teacher To a sibling

b. What did you notice in your responses?
c. Which manner of farewell do you consider as the best? Explain your answer.

Essential Question:
How does the poem articulate the connection between African historical experiences and the
present Philippines?

Before reading the text, ask the students to describe sparrows. Tell them to describe sparrows
as vividly as possible.
_________________________________________________________
_________________________________________________________
_________________________________________________________
a. Where do sparrows live?
b. What are the characteristics of sparrows?
c. How do sparrows relate to humans?
140
• Instruct the students to read the poem. [See “The Breath of Sparrows” on pp. 194-195].

• Ask the students to answer the questions on the worktext. [See “Navigate” on pp. 195-196]
• For additional information, ask the students to read the worktext. [See “Configure: A Filipino
Poet in the Last Frontier, Transnational Connections” on pp. 196-197]
• For differentiated instruction, ask the students to answer the following questions based on their
assigned group:
Describe the speaker by Explain the feeling of losing Discuss the theme of the poem
transcribing the way he thinks on someone as described in the through a comprehensive report.
a thought bubble. poem. Use a concept map to
show ideas that will explain your
answer.

• For remediation, ask the students to read the poem. Group the students into four. Ask each
group to paraphrase each stanza. Paraphrasing is another strategy to understand the meaning
of poems.
Stanza 1 Stanza 3
Stanza 2 Stanza 4
Conduct small group discussions. [See “Condense: Mandela’s Legacy” on p. 197]
Imagine that the narrator will attend to the funeral of Mandela. Write a eulogy that he might
deliver to the countrymen of Mandela.
Make an epitaph for Mandela.
If you could talk to Nelson Mandela, what would you ask him? Write a list of five questions that
you would ask him in an interview about his causes.
Questions
1.
2.
3.
4.
5.
141
Choose five people who have an important legacy for human race. Share their contribution to
the world.
Name Legacy
1.
2.
3.
4.
5.
Form a group and identify a figure whom they could draw parallelism with Nelson Mandela.
[See “Assess: Constellate” on p. 197].
Define the terms listed in the table on the worktext. [See “Synthesize” on p. 198].
Write one to three paragraphs describing the importance of similes and metaphors in shaping
a personal experience in poetry. [See “Process” on p. 198]
Write a short speech that will express what Africa means to them. [See “Speculate” on p. 199]
E. Reflection
• Ask the students to do the sentence completion in the last part of the lesson. [See “Set Out” on
p. 199]
• Ask the students to think about their own legacy to the world. In two to three paragraphs, tell
them to write their legacy to your fellow men.
________________________________________________________________
________________________________________________________________
For a variation of the activity above, ask the students to identify their legacy to each of the
following recipients:
Recipients Legacy
1. Your family
2. Your country
3. Mother Earth
• http://www.britannica.com/biography/Nelson-Mandela

1. “The girl in blue uniform has become the apple of his eye” is an example of ____.
2. “After the storm, living in our house is like living in dead waters; it’s uninhabitable.” This is an
example of _____.
142
3. Knowing the biographical, linguistic, and cultural aspect of a literary work means understanding
the _____.
4. _____ is a person’s life history written by that person.
5. _____ refers to the context wherein the subject experiences an intense life condition.
Answer Key:
1. metaphor
2. simile
3. context
4. autobiography
5. dramatic situation
II. Read the poem below and answer the question that follows.
Ang Pag-ibig alinsunod sa Tide Ultra
By Gilbert M. Sape
sabi ko
ayaw kong maglaba sa gabi
hindi ko alam kung bakit
siguro’y ayaw kong makitang
nakasungaw ang bituin sa ulap
at pinapanood ang bawat kong kusot
pero hindi kagabi—
ang totoo
naglaba ako
sinamantala ko ang pangungulimlim

ng bituin sa nangingilid na ulap
at natitiyak ko
maputi ang aking nilabhan
sinunod ko yata ang bawat instruksyon
sa likod ng pakete ng tide ultra:
1. kunin sa timba ang damdaming

matagal nang ibinabad
2. kusutin nang mabuti pabulain…

pabulain upang matiyak
na natatakpan na ng bula
ang mga salitang noon pa sana sinabi
3. at dahil nahuli na sa sikat ng araw

na siyang pagkukulahan,
lagyan na lamang ng clorox
upang kumupas at walang makakita
sa mantsa ni Eros
143
4. banlawan
maraming banlaw
at tiyaking maisama sa tubig
ang mga sentimiyento
at panghihinayang
5. ibuhos sa kanal ang tubig

upang makapagtago sa burak
ang mga pagsinta
6. isampay sa mahanging lugar

ang nilabhang damdamin
pabayaan itong makahinga
matagal na rin namang
naikubli ito sa baul
Pagmumuni pagkatapos…
napigaan ko na ang damit
mariin
nakalimutan ko nga lamang
pigaan ang tubig sa aking mata
paalam muna
samantala’y magpapatuyo muna ako—
ng damit
ng mata
sana’y walang makakita
salamat sa pakete ng tide ultra
Explain the context of the poem. Write your answer in 4 to 8 sentences.

______________________________________________________________
______________________________________________________________
______________________________________________________________
Rubric:
Excellent Good May Still be Improved
Clarity of content
Application
of concepts
in this lesson
144
Lesson No. 19
Lesson Title: From Boom to Post-Boom Latin American Literature

This lesson defines the relationship of the text and context by exemplifying particular characteristics
through a comparison of Latin America and the Philippines.
• Explain the commonalities among Latin American history. Elaborate the meaning of post-
“boom” era. Explain the relationship of text and context.
• Cite Nick Joaquin’s work (see Hidalgo’s Fabulists and Chroniclers and the docu Dahling Nick)
as having preceded the Latin Am “boom” in the country; specify political and cultural parallelisms
between Latin Am and Phils.
This lesson tackles Latin America, text and context, comparison, colonialism, realism, and magic
realism by discussing the essay entitled “Gabriel Garcia Marquez” by Louie Jon A. Sanchez.
Lesson Objectives
1. Examine the relationship between text and context.
2. Identify the points of similarity between the Philippines and Columbia by evaluating the role of
context and text in producing meaning.
3. Respond critically to the essay and consequently articulate this response through a group
report.
Instructional Plan
A. Motivation
1. Diagnose students knowledge by conducting a diagnostic test.
Diagnostic Test
Read the statements carefully. Identify the term that is being described in each statement.
1. It is a condition for the text to be produced, read, and eventually reach the level that may be
categorized as political, ideological, or literary.
2. This era includes the struggles of writers to establish a Latin American identity.
3. It is a rhetorical strategy that articulates the similarities and differences between two subjects.
4. It pertains to the control exerted by one country over other countries and peoples.
5. It is a tradition of writing that originated in Latin America and goes against European influenced
notions of reality by portraying events and characters that are unbelievable or larger than life.
Answer Key:
1. context 4. colonialism
2. post-‘boom’ 5. magic realism
3. comparison
2. Activate students’ prior knowledge by doing the following activity. [See “Trackback: The Spanish
Connection” on p. 202]
Ask the students to form a group with four members and prepare a PowerPoint presentation
that will discuss the Spanish influence to Filipinos in terms of culinary tradition, public education,
religion, architecture, and family culture. For processing questions, ask the students the following
questions:
145
a. How can you relate to the activity?

b. What do you feel that there are a lot / only few Spanish influences on you?
3. Hook students interest by asking them to do the following activity:

Who are your favorite authors? List three of your favorite authors and their works that you love to
read. Explain why you like each author.
Author Literary Work Explanation

1.
2.
3.

Essential Question:
How are the Philippines and Colombia comparable with one another?

Before reading the essay, ask the students to share their knowledge about “Gabriel Garcia
Marquez” using a concept map.

a. Where did you get to know the name of this writer?
b. How did Marquez become prominent?
c. Based on your knowledge about the author, do you think he is a good writer? Why or why not?
• Instruct the students to read the essay. [See “Gabriel Garcia Marquez” by Louie Jon A. Sanchez
on pp. 202-206]

• Ask the students to answer the questions on the worktext. [See “Navigate” on pp. 207-208]
• Instruct the students to read additional information on the worktext. [See “Configure: A Master
Storyteller, A Filipino and Latin American Convergence” on p. 208].
• For differentiated instruction, group the students into three. Tell each group to answer the
questions assigned to them:
Beginning Make a poster that shows the difference between Rizal and Marquez.
Intermediate Make a chart that lists the characteristics of Gabriel Garcia Marquez’s works.
Make a PowerPoint presentation highlighting the influence of Gabriel Garcia

Advanced
Marquez to different writers.

• For remediation, instruct the students to reread the essay. Ask them to share the strongest
impression that they had when they finished reading the selection. Discuss it in class and
publish their answers on the board.
146
• For reinforcement, ask the students to compare the news in the Philippines and the news in
Colombia. Also, ask them to draw the similarities between the Philippines of Rizal and Colombia
of Garcia Marquez. [See “Condense: Link Between” on p. 209]
Ask the students to imagine that Louie Jon A. Sanchez will speak to the class about Gabriel
Garcia Marquez. Tell them to write the speech that he might give Call a volunteer to share the
speech.
Tell the students to imagine that Louie Jon A. Sanchez will hold a seminar on Gabriel Garcia
Marquez. Write a promotional leaflet about the event, persuading the public to attend the seminar.
Instruct the students to pretend that the writers that were influenced by Gabriel Garcia Marquez
will become guests on a talk show. The topic for discussion will be magic realism and post
colonialism. Write a short dialogue among the writers.
Form a group and present a report about the legacy of Gabriel Garcia Marquez in Latin
American Literature and Culture. [See “Assess: Constellate” on p. 209]
Describe the terms that were demonstrated in the essay. [See “Synthesize” on p. 210]
Explain if the essay showed the connection between the Philippines and Latin America in terms
of context and colonial experience. [See “Process” on. p. 210]
Create a short exchange of dialogues between Rizal and Marquez. [See “Speculate” on p. 211]
E. Reflection
• Answer the sentence completion activity at the end of the lesson. [See “Set Out” on p. 211]
• Gabriel Garcia Marquez is a good role model in world literature. Think of a person from other
fields that might become a role model to the world. List the qualities of that person that make
him/her a role model.
• http://www.britannica.com/biography/Gabriel-Garcia-Marquez
I. Matching Type. Match Column A with Column B.
A B
1. It is a rhetorical strategy that articulates the similarities and differences A. context
between two subjects.
2. It pertains to the control exerted by one country over other countries B. post-‘boom’
and peoples.
147
3. It is a condition for the text to be produced, read, and eventually reach C. comparison
the level that may be categorized as political, ideological, or literary.
4. It is a tradition of writing that originated in Latin America and goes D. colonialism
against European-influenced notions of reality by portraying events
and characters that are unbelievable or larger than life.
5. This era includes the struggles of writers to establish a Latin American E. magic realism
identity.
Answer Key:
1. C 4. E
2. D 5. B
3. A
II. Write a two-paragraph essay comparing Rizal and Marquez.

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Rubric:
Clarity of content
Conciseness
Application
of concepts
in this lesson
148
Lesson No. 20
Lesson Title: South Asian Literature: The Postcolonial Turn

This lesson examines the role of context in determining the meaning of South Asia in literature
and as to how such is approached using different critical reading strategies.
• Give a short background about India.
• Enumerate prevailing South Asian literature in the 21st century.
• Explain the fundamental reading strategies. Relate how Ramayana connect to Filipino readers.
• Specify the adaptations other than Lumbera’s, and point out the cultural and political
interrogations being done by these adaptations.
This lesson tackles South Asian literature, 21st Centuy Canon of South Asian Literature,
fundamental reading strategies, dramatic situation, awit, and musical by exploring the poems of
Bienvenido Lumbera entitled “Dalawang Awit Mula sa “Rama Hari.”
Lesson Objectives
1. Understand the literary meanings in context and the use of critical reading strategies.
2. Appreciate the role of India in developing a new context of reading the world.
3. Respond critically to the poem and consequently articulate this response through a performance
of a poetry interpretation.
Instructional Plan
A. Motivation
1. Diagnose students’ knowledge by conducting a diagnostic test.
Diagnostic Test
Fill in the blanks.
1. _____ refers to the idea that the world has entered a new phase of history wherein most of the
former colonies have gained independence and self-government.
2. The ______ between rich and poor in India remains thick.
3. _______ is the theory that refers to the relationship between the text and the world.
4. _______ is the theory that pertains to audience reception and how people are affected by the
work.
5. ______ is an old tradition of lyric poetry that follows the pattern of the metrical romance where
one hears the stress at every interval.
Answer Key:
1. Post-colonialism
2. Gap
3. Mimetic theory
4. Pragmatic theory
5. Awit/song
2. Activate students’ prior knowledge by doing the following activity. [See “Trackback: Ramayana
in the Philippines” on pp. 214-215]
149
• Form small groups and ask each group to research about “Rama Hari “ and “Ramayana.” Tell
them to locate how Rama is addressed in other countries. Tell group to share their findings with
the class. After the activity, ask the following processing questions:
a. What did you notice about your research?
b. What is your initial reaction to Ramayana and Rama Hari?
c. What do you feel to the Filipino intertextuality of Ramayana?
3. Hook students’ interest by asking the students to write their own songs of three stanzas.
a. What do you think about your song?
b. What is the subject of your song?
c. Why did you choose that subject? Explain your answer.

Essential Question:
How do we read South Asian Literature using a Philippine text?

Before reading, ask the students to predict what the poem is all about based on the title.
Awit ng Pagsinta
Magbalik Ka Na, Mahal
Publish students’ answers on the board.
• Instruct the students to read the selection on the worktext. [See “Dalawang Awit Mula sa ‘Rama
Hari’” by Bienvenido Lumbera on p. 215]

• Ask the students to answer the questions on the book. [See “Navigate” on pp. 215-216]
• Ask the students to read additional information on the worktext. [See Configure: Writing the
Nation, Writing the World, On Adaptations on p. 217]
What do you think about the speaker of the poem?
How would you describe the speaker’s attitude toward love.
• For differentiated instruction, ask the students to answer the following questions assigned to
them.
Beginning
Who is the speaker of the poem? Describe his thoughts, feelings, and perspectives.
Intermediate
What is the subject of the poem? How do the lines and choice of words reflected the subject?
Advanced
What is the theme of the poem? How did the parts and elements of the poem help build the theme?
150
For another differentiated instruction , ask the students to analyze the two poems using the
assigned reading strategy.
Reading Strategy
Beginning Mimetic theory
Intermediate Pragmatic theory
Advanced Expressive theory
Ramayana is a problematic text for Hindi women themselves, and to focus only on the narrative
of love is to perpetuate gender stereotypes (Sita, beautiful, loyal, pure, suffering wife, is the Maria
Clara of Hindi women, and women who do not submit to their husbands–no matter how gallant
and society’s expectations, are discriminated against by society.)

• For remediation, let the students grab a partner. Tell them to share their insights with their
partner. One will discuss “Awit ng Pagsinta.” The other will explain “Magbalik Ka Na, Mahal.”
• For reinforcement, ask the students to compose the tune that will match the two songs of
Lumbera. Tell them to perform it in class.

a. Was it easy to compose a tune for the song? Why?
b. What did you feel in singing the song?
c. Does the song express the same intense feeling when recited and when sang?
Form groups to discuss the questions on the worktext. [See “Condense: Love of South Asia”
on p. 217]. Make a photo essay based on the theme of the poem.
The theme refers to the central message about life or human nature that the author/writer
presents to the reader. At times, a theme is directly stated. Other times, a theme is implied, and
the reader must decipher it. Ask the students to identify the theme and explain it in three to five
sentences.
Theme Explanation
151
Ask the students to conceptualize a magazine cover that pertains to love against all odds.
Stage a short class musical performance. [See “Assess: Constellate on pp. 217-218]
Ask the students to define the terms on the worktext. [See “Synthesize” on p. 218]
Tell the students to identify metaphors that they can use to express their longing and loss for
Rama. [See “Speculate” on p. 219]
E. Reflection
• Tell the students to answer the sentence completion on the last part of the lesson. [See Set Out
on p. 219]
• http://www.britannica.com/topic/Ramayana-Indian-epic
I. Identification. Choose the answers from the box.
Awit/song pragmatic theory gap mimetic theory post colonialism
1. _______ is the theory that pertains with audience reception and how people are affected by the
work.
2. ______ is an old tradition of lyric poetry that follows the pattern of the metrical romance where
one hears the stress at every interval.
152
3. _____ refers to the idea that the world has entered a new phase of history wherein most of the
former colonies have gained independence and self-government.
4. The ______ between rich and poor in India remains thick.
5. _______ is the theory that refers to the relationship between the text and the world.
Answer Key:
1. Pragmatic theory
2. Awit/song
3. Post-colonialism
4. gap
5. Mimetic theory
II. Read the poem below. Write a two-paragraph analysis using mimetic theory.
Ayos Na, Manedyer (Hanuman)

By Bienvenido Lumbera
Ayos na, manedyer

Ang inyong inatas
Ang mundo’y nilibot
Si Sita’y nahanap
Sa malayong bayang
Lanka kung tawagin
Naroon si Sita
Halina’t sagipin
Bihag ni Ravana
Gustong paamuin
Sa suyo at sindak
Gustong palambutin
Kanyang hinihintay
Ang iyong pagdating
Buo ang tiwala
Na palalayain
Araw ng paglaya’y
Hangad padaliin
Ang araw at aga
Ay halos higitin
Maghanda ka Rama
Kumilos ngayon din
Tawagin ang hukbo
Si Sita’y palayain
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
153
Rubric:

Clarity of content
Conciseness
Application
of concepts
in this lesson
154
notes

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LOUIE JON A.

from the Philippines

and the World

21st-Century Literature from the Philippines and the World

Teacher’s Manual and Resource Materials

Copyright © 2016 by Vibal Group, Inc.

All rights reserved. No part of this book may be reproduced or transmitted in

21st Century Literature

I. From the Regions

II. From the World

Each chapter contains the following components:

The Instructional Plan follows a practical, learner-centered process:

In Presentation of Content/Reading Materials, the teacher should give a pre-reading activity,

In Remediation, Reinforcement, Enrichment, and Formative Assessment, the teacher should

CHAPTER I PHILIPPINE LITERATURE

LESSON 1 Traditions and Locations: The Filipino Poem ................. 2

CHAPTER II WORLD LITERATURE

lesson 11 Rethinking the Tower of Babel......................................... 76

Chapter 1: Philippine Literature

Chapter Overview [Refer to LM on page 2]

Lesson Title: Traditions and Locations: The Filipino Poem

Lesson Overview [See “View” on pp. 2-4]

Process the activity by asking the following questions:

Process the activity by asking the following questions:

4. Instruct the students to read the essential question.

B. Presentation of Content / Reading Materials

Process the activity by asking the following questions:

C. Processing & Generalizing, Deepening & Integration

Process the activity by asking the following questions:

D. Remediation, Reinforcement, Enrichment, Formative Assessment

Process the activity by asking the following questions:

• For reinforcement, ask the students to do the following activities:

Process the activity by asking the following questions:

Process the activity by asking the following questions:

• For enrichment, ask the students to do the following activities:

Process the activity by asking the following questions:

Process the activity by asking the following questions:

Process the activity:

• For formative Assessment, ask the students to do the following activities:

I. Identification. Identify the word that is being described in each statement.

Strongly Evident Evident Not Evident

Lesson Title: Representation and the Philippine Canon

Lesson Overview [See “View” on pp. 12-13]

Process the activity by asking the following questions:

Process this activity by asking the following questions:

4. Instruct the students to read the essential question.

B. Presentation of Content / Reading Materials

Process the activity by asking the following questions:

What the title means to me

C. Processing & Generalizing, Deepening & Integration

Process the activity by asking the following questions:

D. Remediation, Reinforcement, Enrichment, Formative Assessment

Process the activity by asking the following questions:

• For reinforcement, ask the students to do the following activities:

Process the activity by asking the following questions:

Process the activity by asking the following questions:

Process the activity by asking the following questions:

Process the activity by asking the following questions:

• For enrichment, ask the students to do the following activities:

Marcos himself 21st century youth

My poem using the angle of ______________

Process the activity by asking the following questions:

Process the activity by asking the following questions:

When I came home in , I