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TEACHING GUIDE

TOPIC/ LESSON 21ST Century Literature in the Philippines


NAME
A. Regional

Reading Text:
“Balaki ko Day”(Recite me a Poem” by: Adonis Durado

CONTENT The learner will be able to understand and appreciate the elements
STANDARDS and contexts of 21st century Philippine Literature from the regions.

PERFORMANCE The learner will be able to demonstrate understanding and


STANDARDS appreciation of 21st Century Philippine Literature from the regions
through 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.

LEARNING Value the contribution of local writers to the development of


COMPETENCIES regional literary traditions.

SPECIFIC LEARNING At the end of the lesson, the learners will be able to:
OUTCOMES a. read the poem orally with expression and feelings.
b. identify the literary devices used in the poem.
c. infer the motive and message of the poem and the purpose of
the author.
d. write a close analysis of the poem.

TIME ALLOTMENT 4 hours

LESSON OUTLINE:
1. INTRODUCTION : Introduction of the author Adonis G. Durado and a brief
overview of Cebuano Literature.
2. MOTIVATION : Reciting a poem/Song Lyrics
3. INSTRUCTION DELIVERY : Collaborative Learning.
4. PRACTICE : Short Poetry writing
5. ENRICHMENT : Listening to a song: “HAHAHAHASULA”
6. EVALUATION : Regional Poetry Critique Paper

PROCEDURE

1. INTRODUCTION :Introduce the author Adonis G. Durado and a brief The students
overview of Cebuano Literature. Ask the question: will be the
one to report.
Aside from English and Filipino poems, why do you think it is also They will be
important to study and appreciate regional literature like Cebuano and Bisaya? given a time
to prepare.
2. MOTIVATION :Recite a poem or song lyrics to the person close to your
heart. Call a representative for each group to share to the class by reciting the
poem or singing a few lines of a song. (15 mins.)

3. INSTRUCTION OR DELIVERY (40mins.)


Activity #1: Picture Discussion related to the poem. Show a picture of
a habalhabal driver in the mountain area then ask the students to describe the
picture shown or share a personal experience riding a habalhabal.

Activity #2: Read the poem aloud. Then, the teacher will show the
comprehension questions then each group will discuss the answer to the
question.
Comprehension Questions:
1. Who are the characters of the poem?
2. Identify the descriptive words in the poem that
describes the setting. How do you feel about it?
3. Where do you think the woman in the poem is
going? Why?
4. What is the mood of the poem?
5. Identify the literary devices used in the poem?
A. Onomatopoeia
B. Imagery
C. Symbolism Each group
6. What is the theme of the poem? will present
Activity #3: Class Sharing. Representative for each group will share their critique
their answer in the class. using visual
aid like
4. PRACTICE: Poem Writing (Format: 2 stanzas, four lines every stanza and manila paper.
apply at least 2 literary devices) (20 mins.) The students will write a poem
following the given format. The poem can be about nature, family, love, etc.
The poem can be Bisaya, Cebuano, Filipino, and Emglish.

5. ENRICHMENT :Song Interpretation (Song Title: “Hahasula”). The


class will listen to the song then they will discuss the message and literary
devices used in the poem. They will discuss the elements, devices, message,
and theme of the song.

6. EVALUATION : Poem Analysis. The students will research other


Cebuano poetries such as spoken word poetry. Then they will write a poetry
critique paper. The critique paper should criticize the elements, devices,
message, and theme of the poem.

GRASPS
You are a feature writer in this school paper and you are going to
write a poetry critique of a popular spoken word in Cebuano. The target
audience will be the community who will be receiving the school paper. The
critique paper should have 3 to 5 paragraphs. It will be graded as shown in
the rubric:
CRITIQUE EXCELLENT 4 VERY GOOD 3 AVERAGE 2 NEEDS
IMPROVEMENT 1
CONTENT: Reflects a strong Reflects a Reflects a Needs improvement
Critical understanding of developing limited or does not reflect
Analysis the poem by understanding of understanding critical analysis
explaining the the poem by of the poem
literary elements explaining the
and devices literary elements
and devices
DEEPTH Entry shows Entry shows Entry is Needs improvement
evidence of some reflection missing some or no reflection at all
reflection about the about the poem significant
poem reflection
GRAMMAR There are no errors There are some There are many The grammar and
in grammar and errors in errors in spelling are poor.
spelling grammar and grammar and
spelling spelling
ORGANIZA The essay has a The essay has One part of the The essay is messy
TION clear flow of ideas somewhat clear essay is and disorganize;
with introduction, flow of ideas missing. ideas are hard to
body and with introduction, follow.
conclusion body and
conclusion

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