SENIOR HIGH SCHOOLCORE SUBJECT

QUARTERONE– 21STCENTURY PHILIPPINE LITERATUREFROMTHEREGIONS

Mapping the Features of Philippine Literature

a. Geographic, linguistic, and ethnic dimensions of Philippine literary history from pre-colonial to the
TOPIC / LESSON NAME
contemporary.
b. Canonical authors and works of Philippine National Artists in Literature.

The learner will be able to understand and appreciate the elements and context of the 21 st century Philippine
CONTENTSTANDARDS
literature from the region.

The learner will be able to demonstrate understanding and appreciation of 21 st century Philippine literature
from the regions through:
PERFORMANCE STANDARDS
1. Making a critique paper of two literary texts in terms geographic, linguistic and ethical dimensions of a
literary piece from pre-colonial to contemporary.

LEARNING COMPETENCIES
Writing a close analysis and critical interpretation of literary texts, applying a reading approach, and doing an adaptation of
these, require from the learner the ability to:
1. Analyze the national issues affecting people and society through recognizing the various dimensions of
Philippine Literary history from pre-colonial to contemporary.
2. Produce the contributions of the canonical Filipino writers to the development of national theme.

At the end of this lesson, the learners will be able to:.

 Identify canonical authors and writers from different era.
SPECIFIC LEARNING OUTCOMES  Produce a literary text valuing the contributions of the canonical author in the development of
Philippine Literature.

TIMEALLOTMENT 4 sessions (240 minutes)

LESSON OUTLINE:
1. INTRODUCTION : Classroom Routines and Articulating Learning Objectives (10 minutes)
2. MOTIVATION : Puzzle (15 minutes)
3. INSTRUCTION/DELIVERY : Close Reading and Analysis of the poem “Ang Buhay ng Tao” by Jose Corazon de Jesus (45 minutes)
4. PRACTICE : Graphic Organizer (30 minutes)
5. ENRICHMENT : Critique Paper (50 minutes)
6. EVALUATION : 3D Digital Painting in Paint (60 minutes)

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QUARTERONE– 21STCENTURY PHILIPPINE LITERATUREFROMTHEREGIONS

Copy of the poem, “Ang Buhay ng Tao”,Teacher-Made Worksheets, Copy of the Rubrics, Pictures, Laptop,
MATERIALS
Projector

RESOURCES http://www. Kapitbisig.com>Philippines

Rina Garcia Chua (2016).21st century literature from the Philippines and the world
Legaspi Village, 1229 Makati City: Diwa Textbooks

MEETINGLEARNERS’NEED
PROCEDURE
S
1. INTRODUCTION Skills Used:
 Literary Analysis
Classroom Routines and Articulating Learning Objectives  Analytical Thinking Skills
 Appreciation of Filipino
2. MOTIVATION Cultural heritage

Puzzle Teacher Tips:

The students will be grouped into 5. In each group there will be a given puzzle to complete. Observe the students. Take
After completing the puzzle the groups will say something about the completed pictures. note of their answers, this
may come handy in your
3. INSTRUCTION/DELIVERY (45 minutes) discussion.
CLOSE READING and ANALYSIS
The students will read the poem “Ang Buhay ng Tao” by Jose Corazon de Jesus in a silent
way.
Teacher Tips:
After reading, the teacher may ask the following SAMPLE QUESTIONS: To better facilitate their
learning, give them examples;
GUIDE QUESTIONS: you may also ask for
1. Who is the speaker (persona) in the poem? How would you describe this persona? examples from them.

Encourage them to go back to

their past readings or movies
they have watched and cite
2. How do the authir chooses the words used in the poem?
there some experiences.

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QUARTERONE– 21STCENTURY PHILIPPINE LITERATUREFROMTHEREGIONS

3. In the last line in the first stanza, what do the word “ahas” imply?

4. 4. What stanza in the poem struck you the most? Why? Explain by relating it to real life
situation?

MEETINGLEARNERS’NEED
PROCEDURE
S

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QUARTERONE– 21STCENTURY PHILIPPINE LITERATUREFROMTHEREGIONS

The students will fill in the below table from the poem “Ang Buhay ng Tao” by Jose Corazon de Jesus. Teacher Tip:
You can also have this part.
GEOGRAPHIC LINGUISTIC ETHNIC
 cite the significance of
the authors from pre-
colonial to
contemporary

Here the students will have to

learn:
4. PRACTICE (30 minutes)  here the students
could express their
The students will make a graphic organizer of the canonical authors from pre-colonial to thoughts not solely in
contemporary. writing but also in arts,

5. ENRICHMENT (50 minutes)

The students will research prominent literary piece. And then they will make a critique paper out
of those literary pieces through identifying geographic, linguistic and ethnical dimensions Here, they would have to
present in it. practice:
 creativity
6. EVALUATION (60 minutes)  camaraderie
PERFORMANCE CHECK:  responsibility and
Direction: Produce a literary text valuing the contributions of the canonical author in the development of dependability
Philippine Literature.  task orientation

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EVALUATION RUBRIC for the LITERARY TEXT

CRITERIA PERCENTAGE OVERALL SCORE
CONTENT 50
CHOICE OF WORDS 25
RELEVANCE TO THE TOPIC 25

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