Topic/ Lesson Name Philippine Literature During the Spanish Colonial Period ( 1152-1898)

Battle of Philippine Wizards on the Spanish Literature Conquest 2019

CONTENT STANDARDS 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 Philippine literature from the regions
through an adaptation of a text into other creative forms.
LEARNING COMPETENCIES  identify the evident dimensions of Philippine literary
history from precolonial to the contemporary
 differentiate/compare and contrast the various 21st
century literary genres and the ones from the earlier
genres/periods citing their elements, structures and
traditions
 appreciate the contributions of the Filipino writers in all
periods to the development of national literature

LEARNING OBJECTIVES At the end of the lesson, the learners are able to:
1. re-enact through a human tableau the Spanish Influences to
Philippine Literature;
2. analyze each tableau by answering questions related to it;
3. discuss the Philippine literature during the Spanish colonial
period through the Battle of Philippine Wizards on the Spanish
Literature Conquest;
4. demonstrate a deeper sense of understanding of its valuable
effects by answering higher order thinking skills questions in
the battle;
5. participate actively in class discussions and presentations in
class
Teaching Strategies The teacher will employ collaborative, inquiry-based and child-
centered strategies in the Battle of Philippine Wizards on the Spanish
Literature Conquest 2019
Time Allotment 2 hours (2 meeting days)
Materials Powerpoint presentations, power cards, speaker etc.
3 mins Daily Routines and Learning Objectives
10 mins ACTIVITY
Focus: Ask students to perform the words related to Spanish Colonial
Literature through a group tableau
ROUND 1: TAKE A POSE IN A HUMAN TABLEAU
HUMAN TABLEAU

Each member of the group will strike a pose and not move as they
perform a tableau of the words that are related to the Spanish
Colonial Literature for 2 mins.

To get points in the first round, the group must be able to make the
audience guess the word/s that they are portraying. In this round, the
group will get 10 points for every guessed tableau.

Note: Relate the tableau to the lesson on Philippine Literature during

the Spanish Colonization.
10 mins ANALYSIS
Focus: Analyze the previous tableau presentations and answer the
questions below
ROUND 2: OF CROSS, TRADE AND BURNT LITERATURE
LET’S ANALYZE IT ALL
This time, the class will be asked to analyze the tableau presentations
by playing the game entitled OF CROSS, TRADE AND BURNT
LITERATURE.

The teacher will play a song while the students pass some crumpled
papers with their peers, when the music stops, whoever is holding the
paper will answer the questions below:

1. What are the following words reenacted by the human

tableau?
2. Who are the culprit of such huge impact on Philippine
literature?
3. Which among the reenacted words are still evident and
practiced in today’s generation?
4. Do you think the Spanish colonization helped our country and
its literature to improve itself?
5. Aside from the words reenacted by the groups, what other
literature that you know of under the Spanish colonial period?
TWIST OF THE GAME

CROSS. The students who will get this icon will be free
from any question and will automatically receive 20 points
for this round.

TRADING. The person who will get this will be

asked to trade sides with a chosen trusted
classmate.

BURNT LITERATURE. This photo shows a student’s burnt

passion/desire to answer a question, so the student
who will be able to pick this will answer the question
right away.

Insightful Learning: We all know that during the Spanish colonial

 period, the colonizers brought Christianity to the country, liberal
ideas of faith, education and government entered the country
through the Manila-Acapulco trade (1565-1815) and they even
tried to burn all the written literature down to replace it with their
own, making our oral literature survive and flourish.

25 mins ABSTRACTION AND APPLICATION

Focus: Identify and value the important influences of the Spanish
colonization in the Philippines/ Demonstrate a deeper sense of
understanding of its valuable effects by answering higher order
thinking skills questions in the battle
ROUND 3: TEST YOUR WITS ON THE SPANISH LITERATURE
CONQUEST
CONQUER THE UNCONQUERABLE

This round will constitute 10 questions with choices where most of

the Philippine Literature during the Spanish Occupation will be
discussed.

With this, students will not only try to determine the right answers
but the teacher will also impart valuable insights as they discuss
further on the given facts.

Each correct answer is equivalent to 30 points. Each leader will have

to pick 3 power cards to be utilized in this round alone, the power
cards are as follows:

REVIVE. No STEALER. The

card will take group will
effect on your steal 30 points
group if you to any
have this. opponent in
the quiz bee.
 TARGET COLONIZER.
SPOTTED. Exchange
Select a group points with
skip other groups
answering a at the end of
question for this round.
the given
round.
COPY CAT. Use
this card to copy
the answer of
the other group.

Note: Please refer on the Notes on the Spanish Colonial Period

attached in this plan for reference.

ROUND 4: FINAL BATTLE OF THE PHILIPPINE WIZARDS

LAST MAN STANDING

LAST MAN STANDING

In this final round, each group will select the best member of the
 group to participate in the Last Man Standing Round, in this round,
each participant is expected to apply their learnings and knowledge
in the past rounds and demonstrate a deeper sense of
understanding of the Spanish influences in Philippine Literature by
answering some difficult questions.

In every question, only two out of the five participants who’ll stand
up the fastest way possible will be allowed to answer the question.
The teacher will decide whose responses earn 50 points.

The following questions are as follows:

1. What do the literary works and events in the Spanish
Colonial Period reflect/show about the Filipinos back then?
2. How has the literature during the Spanish era differed from
the literature during the precolonial era?
3. Do you believe that the Spanish colonization really helped
our literature to flourish? Yes or No? Explain your point.

CRITERIA FOR GRADING

Delivery 15 pts
Quality of Answer/Argument Given 25 pts
Confidence and Presence of Mind 10
----------
50 pts

5 mins. AGREEMENT

Read Mariang Makiling as retold by Gat. Jose P. Rizal in Northern

Luzon and identify how he magnificently retold the famous
mysterious maiden who once lived in the mountains of his hometown.

5 mins. CLOSING
 Reflect on the quotation below:

5 mins. 2QAD
Identify the meaning of the underlined words below:

1. What is the other term for Moro-moro? Why is it considered

to be a type of comedy?
2. What is the difference between Awit and Corrido?

Prepared by:

Charisel Jeanne H. Casala

Senior High School Teacher
21st Century Literature from the Philippines and the World

Noted by:

Neliza P. Cuasay
Secondary School Principal II