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PROPONENTS AND THEIR THEORIES

 Father of modern psychology WILHELM WUNDT
 Father of Psychoanalysis, and Psychosexual
SIGMUND FREUD
theory
 Father of Education and Pedagogy JOHANN HEINRICH
 Classical Conditioning IVAN PAVLOV
 Operant conditioning. BURRHUS F. SKINNER
 Meaningful learning DAVID AUSUBEL
 Discovery learning, spiral curriculum JEROME BRUNER
 Social cognitive learning theory. ALBERT BANDURA
 Law of readiness and exercises EDWARD LEE THORNDIKE
 Life Space Content. KURT LEVIN
 Problem solving by insight, insightful learning KOHLER
 Ecological theory URIE BROFENBRENNER-
 Gender Schema Theory SANDRA BEM
 Theory of multiple intelligence HOWARD GARDNER
 Social Domain Theory ELLIOT TURRIEL
 Moral Development Theory LAWRENCE KOHLBERG
 Triathlon theory intelligence ROBERT STERNBERG
 Psychosocial Development Theory ERIK ERIKSON
 Transfer of Learning, Kindergarten Preparation
MA. MONTESSORI
of Children.
 Creative Problem Solving EDWARD PAUL TORRANCE
 Linguistic Acquisition Theory CHOMSKY
 Cognitive Learning Theory JEAN PIAGET
 Behavioral Theory JOHN WATSON
 Purpose Behaviorism EDWARD TOLMAN
 Attribution Theory BERNARD WEINER
 Emotional Intelligence. DANIEL GOLEMAN
 Structuralism psychology TITCHENER
 Sequence of instruction ROBERT GAGNE
 Hierarchy of needs, motivation theory ABRAHAM MASLOW
 Bloom's cognitive taxonomy BENJAMIN BLOOM
 Affective domain DAVID KRATHWOHL
 Socio-cultural theory of cognitive dev., linguistic
LEV VYGOTSKY
theory, Scaffolding
 Tabularasa, Empiricism JOHN LOCKE
 Looking glass self-theory CHARLES COOLEY
 Metacognition JOHN FLAVEL
 Maturation theory ARNOLD GESELL
 Learning by doing JOHN DEWEY
 Father of kindergarten DAVID FROEBEL
 Father of Sociology. AUGUSTE COMTE
 Fr. of modern education. JOHN AMOS COMENCIUS

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FOUNDATIONS OF EDUCATION
● John Locke
- was an English philosopher and physician "Father of Liberalism”; to form
character (mental, physical, and moral); Education as Training of the mind/Formal
discipline; Notable ideas - "Tabula rasa"
● Francis Bacon
- was an English philosopher, statesman, scientist, jurist, orator and author.
"Father of scientific method" "Father of empiricism"
● Jean Jacques Rousseau
- was a Francophone Genevan philosopher, writer and composer of the 18th
century. “Holistic Education"(physical, moral, intellectual)
Notable ideas - moral simplicity of humanity; child centered learning;
Famous novel: "Emile" or On Education; Human Development
● Edgar Dale
- was an American educator who developed the "Cone of Experience" aka
"Father of Modern Media in Education"
● Erik Erikson
- was a German-born American developmental psychologist and psychoanalyst
known for his theory on "Psychosocial Development" of human beings.
● Johann Heinrich Pestalozzi
- was a Swiss pedagogue and educational reformer who exemplified Romanticism
in his approach. "Social regeneration of humanity" Notable ideas: "Four-sphere
concept of life" his motto was " Learning by head, hand and heart"
● Friedrich Frobel
- was a German pedagogue a student of Pestalozzi who laid the "foundation of
modern education" based on the recognition that children have unique needs and
capabilities. "Father of kindergarten"
● Johann Herbart
- was a German philosopher, psychologist and founder of Pedagogy as an
Academic Discipline.
● Edward Lee Thorndike
- was an American psychologist; "Father of Modern educational psychology;
connectionism; law of effect. ; "Realize the fullest satisfaction of human wants"

PHILOSOPHICAL FOUNDATIONS OF EDUCATION

 IDEALISM - Plato (own ideas) nothing exist except in the mind of a man/ what
we want the world to be
 REALISM - Aristotle; Herbart; Comenius; Pestalozzi; Montessori; Hobbes;
Bacon; Locke
- (experience) fully mastery of knowledge
 BEHAVIORISM - always guided by standards/by procedure; purpose is to
modify the behavior
 EXISTENTIALISM - Kierkegaard; Sartre; "Man shapes his being as he lives"
- Focuses on self/individual
 PRAGMATISM/EXPERIMENTALISM - William James; John Dewey - learn
from experiences through interaction to the environment
- Emphasizes the needs and interests of the children
 PERENNIALISM - Robert Hutchins
- focuses on unchanging/universal truths
 ESSENTIALISM - William Bagley - teaching the basic/essential knowledge
- Focuses on basic skills and knowledge
 PROGRESSIVISM - Dewey/Pestalozzi (process of development)
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- focuses on the whole child and the cultivation of individuality
 CONSTRUCTIVISM - Jean Piaget
- Focused on how humans make meaning in relation to the interaction b/w
their experiences and their ideas. Nature of knowledge w/c represents an
epistemological stance.
 SOCIAL RECONSTRUCTIONISM -George Counts
- recognized that education was the means of preparing people for creating
his new social order
- highlights social reform as the aim of education

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ASSESSMENT OF LEARNING
TYPES OF CURRICULUM
• RECOMMENDED CURRICULUM
✓ proposed by scholars and professional organization
• WRITTEN CURRICULUM
✓ implement/deliver lessons based on a curriculum that appear in school, district
or division "documents"
• TAUGHT CURRICULUM
✓ implemented or delivered planned activities in the classrooms or schools
• SUPPORTED CURRICULUM
✓ implementation of supported curriculum
• ASSESSED CURRICULUM
✓ when students take a quiz or the mid-term and final exams
• LEARNED CURRICULUM
✓ can be achieved through learning objectives (cognitive, affective, & psychomotor
domain)
• HIDDEN CURRICULUM
✓ unintended curriculum (not deliberately planned but may modify behavior or
influence learning outcomes)
GOOD CURRICULUMS - complement & cooperate with other programs of the
community; in logical sequence; continuously involving; complex of details.

CRITERION IN CONTENT SELECTION

• VALIDITY
✓ content is true (authenticity) & related (relevance) to the objectives
• CONTINUITY
✓ concepts be used to recur & be repeated w/ depth for effective learning
• SIGNIFICANCE
✓ content will contribute the basic ideas, concepts, principles and generalization
to achieve the overall aim of the curriculum
• INTEREST
✓ learner will value the content or subject matter if it is meaningful to him/her
• LEARNABILITY
✓ appropriateness of the content; subject matter should be within the range of the
experience of the learners
• UTILITY
✓ usefulness of the content or subject matter

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CURRICULUM ASSESSMENT
✓ gather information about what students know and can do
 PILOT TESTING
✓ process of gathering empirical data to support whether the material or the
curriculum is useful, relevant, reliable & valid
 MONITORING
✓ periodic assessment and adjusment during the try out period
 ACCREDITATION
✓ voluntary review of the curricular program to determine its status in terms of
several ideas that include curriculum & instruction
 CURRICULUM EVALUATION
✓ systematic process of judging the value effectiveness and adequacy of a
curriculum to attain specified objectives
 CURRICULUM IMPROVEMENT
✓ enrich & modify certain aspects of a particular program w/o changing its
fundamental conceptions

EDUCATIONAL TECHNOLOGY
✓ upgrading the quality of teaching and learning in school
✓ broadening the delivery of education outside school through nontraditional
approaches to normal and informal learning
MODEL OF CURRICULUM (by Ralph Tyler’s)
✓ purpose of the school (societal need)
✓ educational experience related to the purpose
✓ organization of the experience
✓ evaluation of the experience

CIPP MODEL (by Stufflebeam)

1. CONTEXT
✓ environment of the curriculum or the real situation where the curriculum is
operating
2. INPUT
✓ goals, instructional strategies, the learners, the teachers, the content and all the
materials needed in the curriculum
3. PROCESS
ways and means of how the curriculum has been implemented
4. PRODUCT
✓ indicates if the curriculum accomplishes its goal

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ASSESSMENT OF LEARNING
TRADITIONAL ASSESSMENT – ito ay tumutukoy sa paggamit ng pen and
paper sa isang objective test.
ALTERNATIVE ASSESSMENT – bukod sa paper-and-pen objective test ay
kabilang din sa method na ito ang performance tests, projects, portfolios, journals,
at iba pa.
AUTHENTIC ASSESSMENT – ito ay tumutukoy sa paggamit ng isang
assessment method na may kaugnayan sa totoong sitwasyon ng buhay.

PURPOSES OF CLASSROOM ASSESSMENT

ASSESSMENT FOR LEARNING – isinasagawa before and during instruction.
∞ Placement Assessment – isinagawa bago ang pagtuturo
= pag-assess sa needs ng mga estudyante
= upang ilagay ang isang mag-aaral kung aling grupo siya nabibilang na ayon sa
kanyang learning style.
∞ Formative Assessment – isinasagawa habang nagtuturo
= patuloy na sinusubaybayan ng guro ang antas ng kakayahan ng mga stuyante
sa mga learning objectives.
= upang malaman ang lakas at kahinaan ng mga bata sa pag-aaral.
∞ Diagnostic Assessment – isinasagawa during instruction.
= ginagamit ito upang matukoy kung saan bang area ng aralin sila nahihirapan.
ASSESSMENT OF LEARNING – isinasagawa pagkatapos ng instruction. Ito’y
karaniwang tinutukoy bilang SUMMATIVE ASSESSMENT.
= ginagamit upang patunayan kung anu ang alam at magagawa ng mga
estudyante.
ASSESSMENT AS LEARNING – ginagawa ito para sa mga guro na
maunawaan at maayos ang kanilang papel na ginagampanan sa pag-assess ng
learning.

PRINCIPLES OF HIGH QUALITY CLASSROOM ASSESSMENT

CLARITY AND APPROPRIATENESS OF LEARNING TARGET – ang learning
target ay na dapat na malinaw na nakasaad, tiyak, at sentro sa kung ano ang tunay
na mahalaga.
APPROPRIATENESS OF METHODS – ang learning target ay sinusukat sa
pamamagitan ng naaangkop na assessment methods. (Mode Assessment:
Traditional, Performance, and Portfolio).
BALANCE – nagtatakda ng mga target sa lahat ng domain of learning;
gumagamit ng pareho ng traditional at alternative assessments.
VALIDITY – sinusukat kung ano ang ninanais na sukatin; Ay tumutukoy sa
pagiging kapaki-pakinabang ng instrument para sa isang naibigay na layunin.
RELIABILITY – tumutukoy sa pagkakapare-pareho ng mga marka na nakuha
ng parehong tao kapag nag-retest gamit ang pareho o katumbas na instrumento.
FAIRNESS – ay nagbibigay sa lahat ng mga mag-aaral ng isang oportunidad
upang ipakita ang kanilang mga achievements.

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PRACTICALITY AND EFFECIENCY – ang impormasyon na nakuha ay dapat
na nagkakahalaga ng mga mapagkukunan at oras na kinakailangan upang
makuha ito.
CONTINUITY – ang assessment ay magaganap sa lahat ng mga yugto ng
pagtuturo. Maaaring gawin ito bago, habang at pagkatapos ng pagtuturo.
AUTHENTICITY – makabuluhang Gawain sa pagganap; Malinaw na
pamantayan; Mga dekalidad na produkto at pagganap; Positibong pakikipag-
ugnayan sa pagitan ng assessee at assessor; Pagbibigay diin sa metacognition at
self-evaluation; Pagbabahagi ng kaalaman.
COMMUNICATION – ang assessment targets at standards ay dapat na
ipaalam; Ang resulta ay dapat na ipaalam sa mga mag-aaral sa pamamagitan ng
direktang pakikipag-ugnayan o regular na pagbibigay ng feedback sa kanilang
progress.
POSITIVE CONSEQUENCES
= Positive consequences to student: nag-uudyok sa kanila na matuto.
= Positive consequences to teacher: nakakatulong sa pagpapabuti ng pagiging
epektibo ng kanilang pagtuturo.
ETHICS – ang mga guro ay dapat na palayain ang mga mag-aaral mula sa
kahihiyan at paglabag sa karapatan ng mga estudyante o iba pang
nakakapinsalang kahihinatnan; Ang mga guro ay dapat na magabayan ng mga
batas at patakaran na nakakaapekto sa kanilang pagtatasa (assessment) sa silid
aralan;
● PERFORMANCE BASED ASSESSMENT – ay isang proseso ng pagtitipon ng
impormasyon tungkol sa pag-aaral ng mag-aaral sa pamamagitan ng aktwal na
pagpapakita ng mga mahahalaga at kapansin-pansin na mga kasanayan at
paglikha ng mga produkto na pinagbabatayan sa mga realidad na konteksto sa
mundo.
● PORTFOLIO ASSESSMENT – ito ay purposeful, ongoing, dynamic, at
collaborative na proseso ng pagtitipon ng maraming mga indicators ng growth at
development ng mga estudyante.
= Working Portfolio – mga koleksyon sa araw-araw na Gawain ng mga
estudyante.
= Show-case Portfolio – koleksyon ng mga pinakamagandang mga gawa o
projects ng mga mag-aaral.
= Documentary Portfolio – kombinasyon ng working at show-case portfolio.
● RUBRIC – ay isang measuring instrument na ginagamit sa pag-rate ng isang
performance-based task.
= Checklist – nagtatanghal at sinusunod ang mga katangian ng isang kanais-nais
na pagganap o produkto.
= Rating scale – sinusukat ang antas ng kalidad ng gawa o pagganap.

TYPES OF RUBRICS
Holistic Rubric – inilalarawan nito ang pangkalahatang kalidad ng pagganap o
produkto.
Analytic Rubric – inilalarawan nito ang detalyadong katangian o kalidad ng
isang pangganap o produkto.
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CURRICULUM DEVELOPMENT
✓ Process of selecting, organizing, executing & evaluating the learning experience
for the possibilities of improving the teaching learning situation.

PHASES OF CURRICULUM DEVELOPMENT

• PLANNING
considers:
✓ needs of the learners
✓ achievable goals & objectives
✓ selection of the content to be taught
✓ motivation to carry out the goals
✓ strategies most fit to carry out the goals
✓ process to measure learning outcomes
• ORGANIZATION
✓ involves decisions, among other things, on grade placement & sequencing of
content
• IMPLEMENTATION
✓ requires the teacher to implement what has been planned
• EVALUATION
✓ a match of the objectives with the learning outcomes will be made
CURRICULUM DESIGN
• SUBJECT CENTERED DESIGN
✓ educators provide the subject matter
✓ easy to deliver for complementary books & materials are commercially available
• LEARNER CENTERED DESIGN
✓ takes each individual's needs, interests, and goals into consideration
• PROBLEM CENTERED DESIGN
✓ draws on social problems, needs, interest & abilities of the learners

BACKWARD DESIGN (Based curriculum)

Stage 1: Identifying Results/Desired Outcomes
✓ Content/Performance standard
✓ Essential understanding
✓ Objectives-KSA
✓ Essential Question
Stage 2: Defining Acceptable Evidence/Assessment
✓ Assessment-Product
✓ Performance
✓ Assessment criteria/tools
✓ Six facets of understanding (e.i. a.p.e.s)
1. Explain
2. Interpret

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3. Apply
4. Perspective
5. Empathy
6. Self-knowledge
Stage 3: Learning Plan/Instruction
✓ Explore
✓ Firm up
✓ Deepen
✓ Transfer

K-12 CURRICULUM (Enhanced Basic Education Curriculum)

1. Universal Kindergarten
2. Contextualization & Enhancement
3. Spiral Progression
4. Mother Tongue-Based Multilingual Education
5. Senior High School
6. College and Livelihood Readiness, 21st Century Skills

MOTHER TONGUE
✓ a medium of instruction from pre-school to grade 3
EVERY CHILD A READER
✓ by the end of SY, every child passing preschool must be reader by grade 1

SUBJECT CENTERED CURRICULUM

1. SEPARATE SUBJECT DESIGN
✓ subject related to another subject but not integrated to put emphasis on that
certain area
e.g. Values Education in HS
2. CORRELATION DESIGN
✓ subjects are related to one another but each subject maintains its identity
e.g. Science & its related concepts in Math
3. DISCIPLINE DESIGN
✓ focus on specific discipline which the scholars used to study as specific content
of their field
e.g. English & Social Studies through History
4. BROAD FIELD DESIGN (interdisciplinary)
✓ integration of contents that are related to each other to comprise in subject area
e.g. geography + civics + culture + history = Social Studies
5. PROCESS
✓ general & not specific to any particular discipline but applicable to all

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LEARNER CENTERED DESIGN
1. CHILD CENTERED DESIGN
✓ curriculum is anchored on the anticipated needs and interest of child
2. EXPERIENCE CENTERED DESIGN
✓ integration of habits & skills in learning the knowledge components of subject
areas
✓ immediate felt interest & needs of learners
3. RADICAL DESIGN (Romantic)
✓ students need to gain awareness, competencies, & attitude to enable them to
take control of their lives
✓ draws upon the ideas of critical theorists
4. HUMANISTIC DESIGN
✓ the development of the self is the ultimate objective of learning (the process of
becoming)
✓ attributed to Abraham Maslow & Carl Rogers

CURRICULUM APPROACHES
• MANAGERIAL APPROACH
✓ school principal is the curriculum leader and at the same time instructional leader
• SYSTEMS APPROACH
✓ organizational chart of the school shows the line staff relationships of personnel
and how decision is made
• BEHAVIORAL APPROACH
✓ change in behavior indicates the measure of the accomplishment
• HUMANISTIC APPROACH
✓ learner is the center of the curriculum
✓ total development of the individual is the prime consideration
• GRASSROOTS APPROACH (by Hilda Taba)
✓ teachers who teach or implement the curriculum should participate in developing
it
PROBLEM CENTERED CUREICULUM
1. LIFE SITUATION DESIGN
✓ connection of subject to real situation increases the relevance of the curriculum
✓ deals w/ life situation of health, worthy home membership, vocation, citizenship,
leisure, ethical character (problem solving is heavily emphasize)
2. CORE DESIGN
✓ centered on general education & is based on problems arising out of common
human activities
✓ curriculum is carefully planned before the students arrive (adjustments can be
made)
3. RECONSTRUCTIONIST DESIGN
✓ engages the learner in a critical analysis of the local, national & international
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✓ gives attention to political practices of business & government groups & their
impact on the economic realities of the workforce

COMPONENTS OF CURRICULUM DESIGN

• OBJECTIVES
✓ bases for the selection of content and learning experience
• LEARNING EXPERIENCE
✓ set the criteria against which learning outcomes will be evaluated
✓ instructional strategies and methods
• CONTENT/SUBJECT MATTER
✓ frequently and commonly used in daily life
✓ suited to the maturity levels and abilities of students
✓ valuable in meeting the needs and the competences of a future career
✓ compendium of facts, concepts, generalization, principles & theories
• EVALUATION APPROACHES
✓ methods and instruments to be used to assess the results of curriculum (quality,
effectiveness or value of the program, process and product)

DESIGN ELEMENTS IN CURRICULUM

• SCOPE (Coverage)
✓ all the content, topics, learning experiences, & organizing threads comprising
educational plan (units, sub-units, chapters, sub-chapters)
✓ broad, limited, simple, general, etc.
• SEQUENCE (Order)
✓ vertical relationships among elements to provide continuous & cumulative
learning
✓ hierarchical manner of arrangement for content & experience; cognitive,
affective & psychomotor domain for developmental patterns of growth
• ARTICULATION (Connectivity)
✓ establishes the vertical "linkage" from level to level, course to course to avoid
glaring gaps & wasteful overlaps
✓ explains connectivity of learning that create seamless learning
• CONTINUITY (Spiral)
✓ vertical repetition & recurring appearances of the content (basic to most difficult)
✓ strengthen the permanency of learning & development of skills
• BALANCE
✓ equitable assignment of content, time, experiences and other elements
✓ content should be fairly distributed in depth & breadth of a particular
discipline/learning area
• INTEGRATION
✓ organization is drawn from the world themes from real life concerns

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SABERTOOTH CURRICULUM - responsive to the environment
SPIRALLED CURRICULUM - increasing level of difficulty
CURRICULUM - planning, design, development, implement, evaluation,
engineering
CURRICULUM PLANNING - aligned to mission, vision, goals

TYPES OF LESSON:
• development lesson
• review lesson
• drill lesson
• appreciation lesson

ENCULTURATION TYPOLOGIES
• pre-figurative
• post figurative
• co figurative

ACCULTURATION TYPOLOGIES
• adopted change
• free borrowing

SOCIETAL TRENDS - Alvin Teoffer

• explosion
• implosion
• technoplosion
• dysplosion

PREFIGURATIVE - learn older generation

POST FIGURATIVE - learn younger generation
CO FIGURATIVE - learn same age
ADOPTED CHANGE - acculturation that is imposed
EXPLOSION - influx of people from rural to urban
INPLOSION - influx of information
TECHNOPLOSION - influx of ICT tools and gadgets
DYSPLOSION - deterioration of human values
KNOWLEDGE FOR PRACTICE – malaman | teacher preparation
KNOWLEDGE IN PRACTICE – maranasan | artistry of practice
KNOWLEDGE OF PRACTICE – maunawaan | systematic inquiries about teaching
CURRICULUM DEVELOPMENT - decision making

TYPES OF KNOWLEDGE
• content knowledge
• pedagogical knowledge
• technological knowledge
• context knowledge

LEE S. SHULMANS - PCK model

ELEMENT OF TIMELINESS – classic | transcends through generation
ELEMENT OF TIMELESSNESS - can withstand the test of time

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TOTAL DEVELOPMENT
• beginner survival
• content survival
• mastery survival

TYPES OF ENVIRONMENT
• social
• economic
• cultural
• political
• technological
• ethical moral

J. ABNER PEDDWELL (1939) - Sabretooth Curriculum

4 DOMAINS
1. planning and preparation
2. classroom environment
3. instruction
4. professional response

TRIVIUM - rhetoric (speech) | grammar (English) | logic

QUADRIVIUM – arithmetic | geometry | music |astronomy
ARITHMETIC - number itself
GEOMETRY - number in space
MUSIC - number in time
ASTRONOMY - number in time and space
HERACLITUS - one cannot bathe in the same river twice
CURRICULUM - sum total of all the experiences provided by the school to
students for optimum growth and development
HARD SKILLS - what do you want the students to learn?
SOFT SKILLS - why do you want them to learn it?
THEORY OF APPERCEPTION - familiar to unfamiliar

EDUCATIONAL DELIVERY SYSTEM

• instruction
• research & extension library
• communication school guidance
• physical facilities canteen
• curriculum

SERVICE LEARNING - teaching method that combines meaningful service to the

community with curriculum based learning and education in action
CLOZE TEST/ PROCEDURE - every 5th or 7th word is omitted
ARBORESCENT - growth is vertical
RHIZOMATIC - growth is horizontal
PROGRESSIVE LEARNING - in order
RETROGRESSIVE LEARNING - reverse order
ROTE LEARNING - not progressive or retro

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5 MAJOR CLUSTERS OF STRATEGIES
 DIRECT INSTRUCTION - developing skills or providing information
 INDIRECT INSTRUCTION – involvement
 EXPERIENTIAL LEARNING - process not product
 INDEPENDENT STUDY - student initiative
 INTERACTIVE INSTRUCTION - social skills

PHILIPS 66 - students group by 6 | 6mins time

MUSIC TYPOLOGIES
 STORY MUSIC - tells a story
 PROGRAM MUSIC - describes
 PURE OR ABSOLUTE MUSIC - doesn’t tell or describe
 GESSELSCHAFTLICH – market | perspective of schooling | (efficiency,
productivity, competition)
 GEMEINSHAFT – community | cultural relationship

TECHNOLOGICAL FORCES OF CHANGE

• acceleration- mabilis
• novelty – new
• diversity
MAX SCHELLER - state of valuelessness | anomie

EDUCATION TYPOLOGIES
• formal
• non formal- alternative learning system
• informal - hidden curriculum
STRATIFICATION - divided grouping
PRIMARY GROUP – family |face to face | intimate and personal
SECONDARY GROUP – impersonal | business like | casual
IN GROUP – solidarity | camaraderie | sympathetic attitude
OUT GROUP – indifference | avoidance | hatred
PEER GROUP - same age | social and economic status including interest
CLIQUE - different age | same interest

INDIVIDUAL BENEFITS
• knowledge
• skills
• values

SOCIETAL BENEFITS
• social
• economic
• cultural
• technological
• political
• ethical moral

SOCIOLOGICAL FOUNDATION OF CURRICULUM - belief will determine the

practice

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CHARACTERS OF CULTURE
• diverse - environment
• gratifying – needs based
• learned - instruction
• adaptive – borrowed, imposed and invented
• social - contact
• transmitted – language

HOW IS CULTURE LEARNED

• enculturation – learning own culture
• acculturation – Knowing the culture of other people
• inculturation – adapt the culture of other people

ENCULTURATION
- process of handling down of culture from one generation to the succeeding one
ACCULTURATION
- process of passing culture from one who knows to somebody who does not know.
CULTURE
- the shared products of human learning

Elements of Culture
1. LANGUAGE
- an abstract system of words, meanings and symbols for all aspects of culture
2. NORMS
- standard of behaviors maintained by a society
3. SANCTIONS
- penalties or rewards for conducting concerning social norms
4. VALUES
- used to evaluate the behavior of others
5. CHANGE
- adjustment of persons or group to achieve relative harmony

Characteristics of Culture
1. Transferable
2. Shared
3. Adaptive
4. Continuous
5. Learned
6. Universal
7. Dynamic
8. Symbolic
9. Borrowed

Forms of Change
1. Cultural Change - refers to all alteration affection new trait or trait complexes
to change
2.Technological Change - revision that occurs in man's application of his
technical knowledge and skills as he adopts himself to environment
3. Social Change - refers to the variation or modification in the patterns of social
organizations, of such groups within a society or the entire society

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SOCIOLOGY
- study of patterns of human behavior
SOCIETY
- group of organized individuals
GROUPS
- unit of interacting personalities
SOCIALIZATION
- refers to the adapting or conforming to the common needs and interests of a
social group
SOCIAL PROCESS
- patterned and recurrent form of competition, conflict, cooperation,
accommodation, assimilation and acculturation
SOCIAL STRATIFICATION
-classification of people based on their socio-economic strata
SOCIAL STABILITY
-refers to movement of individuals/groups from one position of a society's
stratification to another

Types of Social Mobility

1. Horizontal - movement of a person from one social position to another of the
same rank
2. Vertical - movement of a person from one social to another of different rank
3. Intergenerational - involves changes in the social position of children relative
to their parents
4. Intergenerational - involves change in person's social position within her/his
adult life

SOCIAL INEQUALITY
- a condition in which members of the society have different amounts of wealth,
prestige and power
STATUS
- positioned assigned by a person in a group

GENERAL SCIENCE

CELL ORGANELLES AND THEIR FONDLY NAMES

NUCLEUS - brain of the cells
ENDOPLASMIC RETICULUM - transporter
RIBOSOMES - site of protein synthesis
CHLOROPLAST - site of photosynthesis
VACUOLE - garbage bin (storage)
LYSOSOMES - garbage collectors
NUCLEOLUS - site of ribosomal synthesis
CELL MEMBRANE - the guards of the cell
CYTOPLASM - gel- like structure
GOLGI APPARATUS - packaging site of the cell
CELL WALL - plant cell protector
MITOCHONDRIA - powerhouse of the cell

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TEACHING PROFESSION
Common REPUBLIC ACTS in LET:
 PRC BR 435 Code of Ethics for Professional Teachers
 PD 1006 Decree Professionalizing Teachers
 SB 1987 ART. 14 SEK. 6-9 FILIPINO (National Language)

 RA 10931 Universal Access to Quality Tertiary Education

 RA 7836 Philippine Teacher Professionalization Act of 1994
 RA 7796 TESDA Act of 1994
 Article XIV 1987 Philippine (Educ. Sci & Tech, Arts, Culture& Sports) this is
Constitution the very fundamental legal basis of education in
the Philippines.
 Education Act of 1982 an Act providing for the Establishment &
(Batas Pambansa 232, Sept Maintenance of an Integrated System of
11,1982) Education
 RA 4670 Magna Carta for Public School Teachers (June
18,1966)
 RA 6713 Code of Conduct & Ethical Standards For Public
Officials and Employees
 RA 7877 Anti-sexual Harassment Act of 1995
 RA 9155 Decentralization; Legal basis of Shared
Governance in Basic Education
 RA 7784 Establishment of Center of Excellence
 RA 10533 K-12 Curriculum - Enhanced Basic Education
Curriculum
 RA 90210 "An Act to Integrate Information Technology into
the Public Elementary & Secondary Curricula &
Appropriating funds
 RA 10121 DRMM approval headed by OCO office of Civil
defense May 2010
 RA 7610 Anti-child abuse
 RA 7160 Local Government Code
 RA 9262 Violence against women
 RA 7877 Anti-sexual Harassment
 RA 9293 Qualification of teachers, applicants, registration
 RA 9155 “Governance of Basic Education Act of 2001.”
 RA 7796 TESDA ACT
 RA 7722 CHED
 RA 9994 Expanded Senior citizens
 RA 7277 Magna Carta for Disabled Persons
 RA8049 Anti-hazing Law ( fraternity)
 RA 6713 Code of conduct
 COMMONWEALTH ACT NO. “persons in authority”
578
 KAUTUSANG PILIPINO bilang wikang pambansa
PANGKAGAWARAN BLG 7
 PROKLAMA BLG 12 Linggo ng Wika (Balagtas, Mr29-Ap4)
 PROKLAMA BLG. 186 Linggo ng Wika (Quezon, Ag13-19)
 PROKLAMA BLG. 1041 Buwan ng Wika (Ramos)

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 PHIL. CONSTITUTION ACT 14
 REPUBLIC ACT No. 137
 REPUBLIC ACT No. 1425
 REPUBLIC ACT No. 4670
 REPUBLIC ACT 1079
 REPUBLIC ACT No. 6728
 REPUBLIC ACT No. 7722
 REPUBLIC ACT No. 7743
 REPUBLIC ACT No. 7784
 REPUBLIC ACT No. 7796
 REPUBLIC ACT No. 7836
 REPUBLIC ACT No. 7877
 EXECUTIVE ORDER No. 27
 EXECUTIVE ORDER No. 189
 PRESIDENTIAL DECREE No.
6-A
 PRESIDENTIAL DECREE No.
146
 PRESIDENTIAL DECREE
No.451
 PRESIDENTIAL DECREE No.
688
 PRESIDENTIAL DECREE No.
1139
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ESTACS, foster the preservation, enrichment, and
dynamic evolution of a Filipino national culture
-Board of Textbooks. It provided for all public
schools to use only those books approved by the
board for a period of six years from the date of
their adoption.
-The inclusion of a course on the life, works and
writings- especially the Noli Me Tangere and El
Filibusterismo of Dr. Jose Rizal in the curricula of
all public and private schools.
-The Magna Carta for Public School Teachers.
-Commonwealth Act No.117
-Civil Service Eligibility shall be permanent and
shall be valid throughout a person’s lifetime.
-The Act Providing Government Assistance to
Students and Teachers in Private Education.
(Scholarship Programs)
-Creating the Commission on Higher Education
(CHED) composed of a chairperson and four (4)
commissioners.
-the establishment of public libraries and reading
centers in every barangay and municipality of the
country.
-The Centers of Excellence Law
-The TESDA Law
-Philippine Teachers Professionalization Act of
1994
-Anti Sexual harassment Act of 1995
-the inclusion of subject courses on human rights
in the school curricula, textbooks, and other
reading materials
-All Public Secondary School teachers under the
administrative supervision and control of DECS.
-Issued by former President Corazon Aquino.
-known as the Educational Development Decree
of 1972, and was implemented by the late former
President Ferdinand Marcos.
-this decree requiring ALL senior high school
students to pass the National College Entrance
Examination (NCEE) as pre-requisite for
admission to any post- secondary academic or
professional degree program.
-this law repealed R.A No. 6139 and authorized
the Sec. of Education and Culture to regulate the
imposition of tuition fee and other school fees in
all private educational institutions.
-This law gave the Civil Service Commission the
power and authority to give the appropriate
examination for all public school teachers.
-this decree issued on May 13, 1977, created the
position of the undersecretary for NON-FORMAL
Education who shall make an overall assessment
 LET NOTES
of the existing non formal education programs and
shall take charge of all non-formal education
programs of DECS.
 DEPARTMENT ORDER No. 1, -this DECS order reiterates the policy on the use
s.1973 of locally published textbooks of Filipino
authorship in all levels of education, both public
and private.
 DEPARTMENT ORDER No. 25, -The implementation of BILINGUAL
s.1974 EDUACATION Program which mandates the use
of English and Filipino as separate media of
instruction.
 MEC ORDER No. 22, s.1978 -ALL institutions shall offer in all their curricular
programs at least six (6) units of Filipino, starting
the FIRST SEM Of school year 1979- 1980.
 DECS ORDER No. 30, s. 1993 -this order issued on May 20, 1993, providing for a
National Elementary Achievement Test (NEAT) for
ALL grade six pupils in Public and Private schools
 DECS ORDER No. 38, s. 1994 -provided for a National Secondary Assessment
Test (NSAT) to be administered to ALL graduating
public and private high school.
 REPUBLIC ACT No. 1265 -the Law on the Observance of Flag Ceremony

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Philippine History
The Philippine National Hero: Dr. Jose Rizal
The Great Plebian: Andres Bonifacio
The Father of the Katipunan: Andres Bonifacio
Hero of the Tirad Pass Battle: Gregorio Del Pilar
President of the First Philippine Republic General Emilio Aguinaldo
Brains of the Philippine Revolution: Apolinario Mabini
Martyred Priests in 1872: GOMBURZA
Brain of the Katipunan: Emilio Jacinto
Co-founder of La Independencia: General Antonio Luna
Mother of Balintawak: Melchora Aquino
Tandang Sora: Melchora Aquino
Greatest Filipino Orator of the Propaganda Graciano Lopez- Jaena
Movement:
First Filipino Cannon-maker: Pandar Pira
Managing Editor of La Solidaridad: Mariano Ponce
Lakambini of Katipunan: Gregoria de Jesus
Poet of the Revolution: Fernando Ma. Guerrero
Outstanding Diplomat of the First Philippine Felipe Agoncillo
Republic:
First University of the Philippines President: Rafael Palma
Greatest Filipino Painter: Juan Luna
Greatest Journalist of the Propaganda Marcelo H. del Pilar
Movement:
First Filipino Poetess: Leona Florentino
Peace of the Revolution: Pedro Paterno
Founder of Philippine Socialism: Isabelo Delos Reyes
Viborra: Artemio Ricarte
Author of the Spanish lyrics of the Jose Palma
Philippine National Anthem:
Chief of Tondo: Lakandola
The Last Rajah of Manila: Rajah Soliman
Fiancée of Jose Rizal: Leonor Rivera
Maker of the First Filipino Flag: Marcela Agoncillo
Co-founder of Katipunan: Galicano Apacible
Leader of the Ilocano Revolt: Diego Silang
First Filipino Hero: Lapu-lapu
Leader of the Longest Revolt in Bohol: Francisco Dagohoy
The Man of Many Talents: Epifanio Delos Santos
Prince of Tagalog Poets: Francisco Baltazar
Visayan Joan of Arc: Teresa Magbanua
Mother of Biak-na-Bato: Trinidad Tecson
Wife of Artemio Ricarte: Agueda Esteban
Leader of the Tarlac Revolt: Gen. Francisco Makabulos
Composer of the Philippine National Julian Felipe
Anthem:
Spaniards born in the Philippines: Insulares
Leader of Magdalo: Baldomero Aguinaldo
Leader of Magdiwang: Mariano Alvarez
Founder of La Liga Filipina: Jose Rizal
Painter of the Spolarium: Juan Luna

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Rizal's Life and Works
José Protasio Rizal Mercado y Alonso Realonda
 Pepe - Rizal's nickname
 June 19, 1861 - birth date
 December 30, 1896 - date of death at 35 yrs
 June 22, 1861 - baptism date
 More or less 22 languages he can speak
 Uzman - his black dog;
 Alipato - pony old
 Laong Laan - pen name used in newspaper "La Solidaridad"; means ever
ready
 Dimasalang - another pen name, untouchable which means
 Berlin, Germany (1887) - Noli Me Tangere was published
 Ghent, Belgium (1891) - El Filibusterismo was published
 Philippine Commission (Taft Commission) - proclaimed Rizal as the national
hero
 Maximo Viola - savior of Noli Me Tangere; loaned Rizal #300 for 2,000 copies
 Valentin Ventura - savior of El Filibusterismo
 Luis Taviel de Andrade - lawyer of Rizal during his trial
 Tondo - katipunan was founded
 Kalayaan - newspaper of KKK
 Rebellion and Organizing Illegal Societies - crimes of Rizal
 Paco Cemetery - where Rizal was buried
 Narcisa - patiently searched to find his body; and only sister who can recite
from memory all his poem
 Ricardo Canicero - guarded Rizal in Dapitan (he gave him freedom)
 Concepcion/Concha - sister who died at age 3 due to sickness, one of his
greatest heartbreak
 Maria - sister who lived up to 1950s
 7/11 Siblings - Saturnina, Paciano, Narcisa, Olympia, Lucia, Maria, Jose Rizal,
Concepcion, Josefa, Trinidad, Soledad
 St. John (20:17) - bible verse where he took the term "Touch Me Not"
 Fort Santiago - prison cell of Rizal
 Doña Consolacion - laundry woman before her marriage to the officer of the
Guardia Civil; known as the Muse of Guardia Civil; abused Sisa and a wife of
an Alferez
 Don Tiburcio - Spanish husband of Doña Victorina who was limp and
submissive to his wife and pretends to be a doctor
 Don Anastacio - Ibarra seeks advice from
 Pare Salvi - priest admirer of Maria Clara
 Pedro - father of Crispin and Basilio; became addicted to cockfighting
 Eibarramendia - real surname of Crisostomo Ibarra
 Linares - Maria Clara's would-be fiancé
 Basilio - became an aspiring doctor in El Fili
 Isagani - a poet and Basilio's best friend who was dumped by Paulita Gomez
 Juliana de Dios (Juli) - girlfriend of Basilio, youngest daughter of Kabesang
Tales
 Guryon - favorite design of Kite that is of Malay origin
 Claro M. Recto - authored Rizal law (RA 1425)

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 Magsaysay - signed RA 1425 on June 12, 1956
 8 yrs old- he can read and write age wrote Sa Aking Mga Kababata
 9 yrs old - he wrote the poem A Mother's Birthday (Her request)
 Abraham Ibañez (Ben Zayb) - a journalist who thinks he's the only one thinking
about the Philippines.
 Don Custodio - ordinary fellow who married a rich woman to be a member of
Manila's high society; a famous journalist
 Simoun - reincarnated as a wealthy jeweler, bent on starting a revolution
 Carthaginian - empire which he became the emperor of Through Education
Our Motherland Received Light - poem which suggested that education is an
integral part of national character
 A la Virgen Maria - 1st sad poem
 Atty Pasta - great lawyer of mid-Hispanic Manila
 Quiroga - Chinese businessman who hide weapons inside his house
 Placido Penitente - student of UST who was always miserable
 Consumatum Est - last words of Rizal which means "It Is Finish"
 Leoncio Lopez - signed Rizal's baptism
 Juan Mercado - grandfather in father side
 Domingo Lamco - paternal ancestor (Chinese; Chinchew district)
 Ricial - means rice field
 Catalogo Alfabetico de Apellidos - List of produced and published names
 R.C 1849 - giving Spanish surnames to Filipino (Narcisco Claveria)
 Colegio de San Juan de Letran - took the entrance exam prior to Ateneo;
passed
 Manuel Burgos - pamangkin of Fr. Burgos; helped Rizal to get in Ateneo
 Magin Fernando - registrar that denied Rizal in Ateneo
 Philo. and Medicine - two simultaneous courses in UST
 Nov. 25, 1881 - issued to him the licensure in surveying
 A La Juventud Filipina - silver pen
 Beside the Pasig - satirical play in Dec. 8, 1880
 The Council of the Gods - allegory won, but was replaced with Spanish art
 May 3, 1882 - first voyage using SS Salvado Ship
 Universidad Central de Madrid - studied Medicine
 Academy de San Carlos - studied painting and sculpture while studying in
UCDM
 Pastor Ullmer at Wilhemsfield - protestant German pastor who befriended
him, stayed at his vicarage where Noli was finished
 Academy de San Carlos - studied painting and sculpture while studying in
UCDM
 Academia de Bella Artes de San Fernando - enrolled drawing classes
 Mr. Haes - professor in drawing
 Count of Monte Cristo - by Alexander Dumas 1st foreign book he read
 July 5, 1887 - started his journey to go back in the Philippines after Noli was
published
 Ferdinand Blumentritt - Austrian best friend whom he always confides with
through letters
 Louis de Wecker - ophthalmologist tutor in Paris
 Otto Becker - ophthalmologist mentor in Germany
 April 22, 1886 - wrote his poem The Flower of Heidelberg

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 The Philippines A Century Hence - essay about his prophecies on the
condition of Ph.
 They Ask Me for Verses - product of all melancholy of his aching soul
 Governor-General Ramon Blanco - permit Rizal to go to Cuba as a Doctor
 Governor-General Eulogio Despujol - ordered Rizal's exilea eka in Dapitan
 Governor-General Camilo de Polavieja- ordered Rizal's executioni
 Governor-General Rafael Izquierdo - lead the Cavite Mutiny /execution of
GOMBURZA
 Noli Me Tangere - first written novel; published in Berlin, Germany (1887);
means "Touch Me Not"; English Title: The Social Cancer
 El Filibusterismo - published in Ghent, Belgium (1891); means "Subversive";
English Title: The Reign of Greed
 Father Pedro Casañas - Godfather of Rizal
 Father Rufino Collantes - baptized Rizal
 February 15, 1889 - Founding date of La Solidaridad
 November 15, 1895 - Last issue of La Solidaridad
 July 14, 1892 - exile date in Dapitan
 La Liga Filipina - secret society founded by Rizal
 July 3, 1892 - founding date of La Liga Filipina
 Jose Maria Basa - helped Rizal in preparing the constitution of La liga Filipina;
smuggler of his novels
 Hongkong - Rizal conceived the idea of establishing La Liga Filipina
 A La Juventud Filipina - "To the Filipino Youth"; dedicated to the liberal
minded students at the UST
 Emilio Aguinaldo - made December 30 as Day of National Mourning
 Penafrancia - Don Kiko brought Rizal to this in 1868
 Biñan - started his formal schooling
 Calamba - early schooling/education
 2 yrs and 6 months - mother was imprisoned due to allegedly poisoning her
cousin-in-law
 Serious nature, frugality, love for children - Hereditary influences from his
Chinese ancestry
 Scientific ability, religious nature, spirit of self-sacrifice, passion for arts
and literature - inherited from his mother (more on mental process)
 Profound sense of self respect, habit of independent thinking, love for
work - inherited from his father
 Innate desire to travel, love for freedom, indomitable courage - inherited
from Malayan (Filipino) ancestry Elegance of bearing, sensitivity to insult
and gallantry to ladies - inherited from Spanish ancestry
 Capitan Tiago - father of Maria Clara; became drug addict and frequently
visited Calle Fumadero in Tondo (where Chinese addicts were allowed to
smoke opium) Segunda Katigbak - Miss K, first love (childhood) but was fixed
marriage with Manuel Luz
 Leonor Rivera - the greatest love, engaged with him but married Henry
Kipping' inspiration in Mara Clara
 Suzanne Jacoby - Belgian that led him to continue writing El Fili
 Josephine Bracken - called her his "wife" and "estrangera"; they met in
Dapitan (Francisco - their child)
 Consuelo Ortia y Perez - casual relationship; daughter of liberal minded
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 Maestro Celestini, Lucas Padua, Leon Monroy – his teachers who gave him
introduction lessons in Latin (homeschool)
 Uncle Tom’s Cabin by Harriet Beecher Stowe – inspiration of Noli Me
Tangere
 Paciano Rizal – Pilosopo Tasyo
 Richard Kissling – Swiss sculptor of Rizal monument
 Draco rizali – flying dragon
 Rachophorus rizali – tree frog
 Spathomeles rizali – beetle
 Makimasa – unfinished novel
 Mi Ultimu Adios – farewell poem by Rizal; translated as Pahimakas by
Bonifacio
 La Indolencia de Los Filipinos – poem written as a Defense against the
Spaniards who charged that the Filipinos are inherently lazy
 Php 20,000 – lottery won by Rizal
 Fray Jose Rodriguez – first Spanish friar to attack his novels
 Dr. Felipe Ruiz Castillo – took Rizal’s vital sign and pulse rate before the
execution

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Social Science
 Simeon Ola – the man who would lead the Bicolano’s fight for their freedom;
last general of the Philippines to surrender to the American forces after the
Philippine-American War
 Macario Sakay – first president of the Tagalog Republic; was executed
because of the Brigandage Act of 1902
 Gregorio Aglipay – founder of Philippine Independent Church (Aglipayan
Church)
 Aglipayan Church – religious institution is the only living remnant of the
Philippine
 Isabelo delos Reyes – co-founder of Philippine Independent Church;
established the Union Obrera Democratica
 Union Obrera Democratica – first labor union
 Baldomero Aguinaldo – President of Magdalo Faction
 Mariano Alvarez – President of Magdiwang Faction
 Manuel Tinio Y Bundoc – Youngest General of the Filipino Revolutionary
Army.
 Ramon Basa – second President of the Katipunan
 Antionio Pigafetta – writer of Magellan
 Enrique of Malacca – interpreter of Magellan
 Daniel Terona – provoked Andres Bonifacio
 Apolionario Mabini – chief advisor of Gen. Emilio Aguinaldo
 Felipe Agoncillo – First Filipino Diplomat
 Francisco Zaldua – stand witness against GomBurZa during the Cavite Mutiny
 Melchora Aquino – ina ng Katipunan
 Marcela Agoncillo – nagtahi ng Ph flag
 Gregoria de Jesus – Lakambini ng Katipunan
 Teresa Magbanua – Visayan Joan of Arc
 Aguada Cahabagan – Tagalog Joan of Arc
 Monica – first wife of Bonifacio
 Andres Bonifacio – Supremo ng Katipunan; the Great Plebian
 Julio Nakpil – best friend ni Bonifacio
 Emilio Jacinto – Utak ng Katipunan
 Apolinario Mabini – Utak ng Himagsikan
 Gregorio del Pilar – boy general and hero of Tirad Pass
 Bicameralism – Jones Law; present congress
 Unicameralism – 2 chambers combine into 1
 Parliamentary – legislative and executive combined and controlled by 1
 Blood Compact in Bohol – Sikatuna and Legaspi
 Blood Compact in Limasawa – Magellan and Kulambo
 La Spoliarium – Juan Luna
 La Independence – Antionio Luna
 Pag-Ibig sa Tinubuang Lupa – Andres Bonifacio
 Ang Dapat Mabatid ng mga Tagalog – Andres Bonifacio
 Fray Botod – Graciano Lopez Jaena
 Ninay – Pedro Paterno
 El Vidadero Decalogo – Apolinaro Mabini
 Amor Patrio – Jose Rizal
 Fraylocracia – Marcelo H. del Pilar
 Dasalan at Toksohan – Marcelo H. del Pilar

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 Bibliotica Filipina – Padre de Tavera
 La Solidaridad – triumverate (Rizal, Jaena, del Pilar); newspaper of La Liga
Filipina
 KALAYAAN – newspaper of Katipunan
 Estado de las Islas Filipinas in 1810 – Thomas de Comyn; cultural economic
of the Philippines
 Doctrina Christiana – Juan de Plasencia; The First Book Printed in the
Philippines
 Historia de las Islas Filipinas - Antonio de Morga
 Sucesos de las Islas Filipinas – Antonio de Morga
 Relacion de las Islas Filipinas – Miguel de Loarce, teach.eka material culture
 Historia General de Filipinas – Jose Vidal; Philippines as a province of Spain
 Remarks on the Philippine Islands – Henry Pedington
 Historia de la Provincial delos Santo Rosario – Fr. Diego de Advante;
showcased missionary works

Perspective on Philippine Contemporary

 Historiography – Leslie Brazon
 Pamathalaan – Connie Alaras
 Veneracion Without Understanding – Renato Constantino
 Communal Democracy – Renato Constantino
 Contracting Colonialism – Vicente Rafael
 Milagros Guerrero – emphasized that history should deal with articulation of
conscious experience
 Reynaldo Illeto – Pasyon and Revolution
 Zeus Salazar – used Filipinos in Historical discourse
 Renato Constantino – “peoples are primary movers of history”
 Teodoro Agoncillo – positivist approach in writing history
 Gregorio Zalde – Dean of Historiographers
 Biografia de Rizal – Rafael Palma
 The Great Malayan – Carlos Quirino
 Jose Rizal: Life and Times – Camilo Osias
 Jose Rizal: Life, Works, and Writing – Gregorio F. Zaide
 The First Filipino: A Biography of Jose Rizal – Leon Ma. Guerrero

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Sagisag Panulat
 Jose Rizal – Dimasalang, Agno, Laong Laan
 Marcelo H. Del Pilar – Plaridel, Piping Dilar, Siling Labuyo, Dolores Manapat,
Cupang, Maytiyaga, Patos
 Graciano Lopez Jaena – Bolivar, Diego Laura
 Andres Bonifacio – Agapito, Bagumbayan, May Pag-asa, Magdiwang
 Apolinario Mabini – Bini, Paralitiko, Katabay
 Emilio Aguinaldo – Magdalo
 Emilio Jacinto - Katipunan
 Juan Luna – J.B, Buan Pingkian, Dimas; ilaw,
 Antonio Luna – Taga-llog
 Mariano Ponce - Nanding, Kalipulako, Tikbalang
 Amado V. Hernandez - Julio Abrii, Amante Ernani, Herininia de la Riva
 Lope K. Santos - Doktor Lukas, Anak-bayan, Lakandalita
 Severino Reyes – Lola Basyang
 Jose Ma. Panganiban - Memoria Fotografika
 Jose de Jesus – Huseng Batute
 Jose dela Cruz – Huseng Sisiw Jomapa, JMP;
 Nick Joaquin – Quijano de Manila
 Jose Garcia Villa – Goveglion
 Jesus Balmori – Batikuling
 Florantino Collantes – Kuntil Butil
 Nestor Vicente - Madali Gonzales, NVM Gonzales
 Valeriano Peña - Ahas na Tulog, Anong, Damulag, Dating Alba, Isang Dukha,
Kalampag and Kintin Kulirat
 Fernando Ma. Guerrero – Fulvio, Gi, Florisel, eka Hectorat Tristan
 Virgilio Almario – Rio Alma

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FIGURE OF SPEECH
1) SYNECDOCHE - an association of some important part with the whole it
represents.
o Example: The face who launched a thousand ships.
2) SIMILE - an indirect association.
o Example: She is like a flower.
3) PERSONIFICATION - giving human attributes to an inanimate object (animal,
idea, etc.)
o Example: The sun is looking down on me.
4) OXYMORON - a self-contrasting statement.
o Example: Loud silence
5) METONYMY - an association wherein the name of something is substituted by
something that represents it.
o Example: Toothpaste is sometimes called Colgate.
6) METAPHOR - a direct comparison.
o Example: You are the sunshine of my life.
7) IRONY - the contrast between what was expected and what actually happened.
o Example: No smoking sign during a cigarette break.
8) HYPERBOLE - an exaggeration.
o Example: Cry me a river.
9) EUPHEMISM - creating a positive connotation out of something negative.
o Example: Comfort women (prostitute)
10) ELLIPSIS - omission of words in a sentence.
o Example: She walked away and so the world turns....
11) ASYNDETON - not putting any connectors (conjunctions or prepositions).
o Example: No retreat, no surrender
12) APOSTROPHE - a direct address to an abstract things or a person who passed
away.
o Example: Love, please come and take me!

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 LET NOTES
LITERATURE
 Folklore - traditionally derived and orally transmitted literature
 Folktales - reflect the people's beliefs handed down from generation to
generation by word of mouth
 Epilogue - conclusion or final part of non-dramatic literary work
 Genre - distinctive type of literary composition such as epic, tragedy, comedy
& novel
 "Quo Vadis" - means "where are you going"
 Hieroglyphics - oldest form of Egyptian writing
 Allegory - narrative whose meaning is beneath the surface
 Elegy - a meditated poem of grief
 Sonnet - verse w/14 iambic pentameter lines
 Epic - long poem w/c depicts the adventure of a great hero who reveals his
country's aspirations; narrates heroic deeds and supernatural happenings
w/local actor in w/c people sing/chant
 Soliloquy - speech made by a person who reveals his thoughts
 Manuel Arcilla - "How my brother Leon brought home a wife"
 Washington Irving - "The Legend of a Sleepy Hollow"
 Fall of the house of usher - hypochondriac living in morbid fear
 Cyrano de Bergerac - poet & soldier noted for his Peculiar nose
 "The Iliad of Homer" - great epic poem whose plot centers around the anger
& wrath of Achilles against Agamemnon
 "The Bells" - "If eyes are made for seeing, then beauty is its own excuse for
being"
 Cacophony - literary term w/c means harsh & discordant sounds introduced
for poetic effect
 George Bernard Shaw - known for his excellence of characterization,
swiftness of narrative & clarity of style.
 Edgar Allan Poe - greatest American writer of horror and detective stories
 Rabindranath Tagore - best known for his collection of poems called
Gitanjali/song offerings
 Robert Frost - ranked as one of the best modern American poets.
 Geoffrey Chaucer - Morning Star of English Literature
 Mark Twain - "Samuel Clemens"
 Harriet Stowe - "Uncle Tom's Cabin"
 Charles Darwin - Origin of species
 Lazlo Biro - invented the ball point pen
 Harry Potter - epic kind of story
 William Shakespeare – Greatest English writer; Greatest sonnet writing; The
Bard of Avon; Writings:
1. Romeo and Juliet – ill starred-lovers from warring family
2. Macbeth – ambition for power
3. Hamlet – indecision (to be or not to be)
 Edgar Allan Poe – Father of Horror Stories; Father of Detective Stories;
Writings: The Raven; Anabelle Lee; Montellado
 Homer – Mythical Geographer; Writings: Iliad and Odyssey
 William Sydney Porter – “O. Henry”; Writings: The Last Leaf, The Gift of
Magi
 Christopher Marlowe – Father of English Tragedy

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 LET NOTES
 Geoffrey Chaucer – Father of English Literature; Morning Star of English
Literature; Writings: Canterbury Tales
 Edgar Allan Poe – Father of Horror/Detective Stories
 Guy de Maupassant – French Foremost Short Story Writer
 Michael de Montaigne – Father of Essay
 Francis Bacon – Father of English Essay
 Washington Irving – Father of American Literature
 Henry Fielding – Sir Walter Scott; Father of the English novel
 Rabindranath Tagore – Indian National Poet; First Asian to win a Noble prize;
Writing: Gitanjali
 Kalidasa – Shakespeare of India; Greatest sanskrit poet
 Nelson Mandala – model of forgiveness; dream = democracy; trait =
forgiveness; method = nonviolence; campaign unity
 Samuel Clemens – known as Mark Twain
 Wale Soynika – first black Nigerian writer awarded in Nobel 1986
 Yasunari Kawabata – Japanese poet (1968 Nobel)
 Matsuo Basho – Supreme Japanese haiku poet
 Tatamkhulu Afrika – novelist and provate winning poet in Egypt
 Thales of Miletus – first man to replace myth with natur laws
 Elizabeth Barrett Browning – wrote “Sonnets from the Portuguese”
 Nick Joaquin – also known as “Quijano de Manila”; depicts Filipino-Spanish
cultural beliefs
 Jose Garcia Villa – first Filipino National Artist for Literature (1973); “Art for
art’s sake”
 Bienvenido Santos - reflects Filipino’s concept of Americal culture
 Luis San Pedro – composer from Angono, Rizal with National Artist Award

VOCABULARY
Emulate - imitate Dubious - doubtful
Vouchsafe - grant Incriminates - accuse
Abeyance - suspended Frivolous - worthless
Denigrate - malign Susceptible - inclined
Furtive - sneaky Impertinent - irrelevant
Remonstrate - protest Ostracized - excluded
Corroborate - confirm Conglomeration - diffusion
Gullible - easily deceived Cacophonous - loud and unpleasant
Germane - relevant Carnal - worldly
Plebeian - common Aplomb - composure
Vulpine - cunning Candor - honesty
Spendthrift - spender Contemptuous - scornful
Impolitic - unwise Feeble - weak
Terse - concise Inevitable - certain
Parsimonious - stingy Pariah - outcast
Stupefy - make numb Wizened - shriveled

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 LET NOTES
FILIPINO
 Ang panubong - handog sa dalagang may kaarawan (koronang bulaklak)
 Florante at Laura - (awit) "katiwalian ng mga kastila"
 Jose dela Cruz - tungkod ng tulang tagalog
 Noli Me Tangere - (Rizal) suliraning panlipunan ng bayan
 "Doktrina Kristiyana" - Fr. Domingo de Nieva, unang aklat na nalimbag sa
pilipinas
 Severino Reyes - Ama ng dulaang tagalog
 Juan Luna - La Spolarium
 "Alim" - pinakamatandang epiko ng pilipinas
 Jose Palma - naglikha ng "Himno Nacional Filipino"
 Liwayway - nabigyan ng pagpapahalaga ang sariling wika
 Lope K. Santos - "Ama ng balarila ng pilipino"
 Andres Bonifacio - "anak bayan"
 Pupdok/Kinting kulirat - hindi kailanman ginamit ni Marcelo del Pilar
 Teodoro Agoncillo - isang kilalang manunulat ng kasaysayan
 Manuel Quezon - Ama ng Wikang Pambansa
 Constancio de Guzman - lumikha ng awit na "Ang Bayan Ko"
 Pascual Poblete - Ama ng pahayagang tagalog
 Vicente Sotto – Father of Cebuano Letters and Cebuano Language
 Manuel E. Arsenio - Father of Philippine Folklore
 Hermogenes llagan - Father of Tagalog Zarzuela and Philippine Zarzuela
 Deogracia Rosario - Father of Tagalog Short Story
 Antonio “Troy” Velasquez – Father of Tagalog Comics
 Cecilio Lopez – Father of Philippine Linguistics
 Carlos Bulosan - Father of Filipino-American Literature
 Marcelo H. del Pilar - Father of Philippine Journalism and Philippine Masonry
 Jose Nepumuceno - Father of Philippine movies
 Julian Manansala – Father of the Nationalistic Film
 Tomas Pinpin - first to publish and print book
 Francisco Baltazar - the Father of Tagalog Poetry
 Alejandro Abadilla - the Father of Modern Tagalog Poetry and Modern
Tagalog Prose; “Ama ng Manggagawa”
 Amado Hernandez – Luha ng Buwaya
 Pascual Poblete - Father of Filipino Newspaper
 Pedro Bukaneg - the Father of Ilocano Literature
 Bukanegan – Ilocano balagtasan
 Juan Crisostomo Sotto - Father of Pampango Literature
 Jose Corazon de Jesus – Hari ng Balagtasan
 Severino Reyes – Ama ng Zarsuelang Tagalog h.ekal
 Lope K. Santos – nagbalangkas ng Abakada; Ama ng Wikang Pambanda;
Ama ng Bararila

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 LET NOTES
Philippine Literature
 Ninay – Pedro Paterno
 Makamisa – Jose Rizal
 Banaag at Sikat – Lope K. Santos
 Barlaan at Josaphat- Antonio Borja
 Urbana at Feliza – Epistolary, Modesto de Castro
 Sa Pula, Sa Puti – Francisco Rodrigo
 Miss Phathupats – Juan Crisostomo Sotto
 Graduation – F. Sionil Jose
 How My Brother Brought Home a Wife – Manuel Aguilla
 My Father Goes to Court – Carlos S. Bulusan
 Si Mabuti – Genoveva Matute
 Aloha – Deogracias Rosario
 Ang Sampaguitang Walang Bango – Iñigo Ed Regalado
 Lupang Tinubuan – Jose Maria Panganiban
 Flora de Filipinas – Manuel Blanco
 Ako ang Daigdig – Alejandro Abadilla
 El Guinto de Pueblo – Jose Palma
 Uhaw and Tigang na Lupa – Liwayway Arceo
 Dalagang Bukid – Hermogenes llagan
 Dekada 70 – Lualhati Bautista
 Bata, Bata, Paano ka Ginawa – Lualhati Bautista
 Satanas sa Lupa – Celso Al Carunungan
 Tanikalang Ginto - Juan Abad Santos; unang itinanghal noong panahon ng
Dula Na Amerikano
 Kahapon, Ngayon, at Bukas – Aurelio Tolentino
 A Child of Sorrow – Zorio Galang
 Dead Stars – Paz Marquez Benites; Model of Perfection
 Bodabil - dulo na pinaghalong awit, sayaw, drama, katatawanan
 Indarapatra at Sulayman – alamat ng Mindanao.
 Hudhud – epiko ng mga Ifugao
 Alim - piko ng mga Ifugao; pagpapakasal ng Magkapatid
 Hinilawod – epiko ng Panay

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