21st century literature from the philippines and the world

. 1. SENIOR HIGH SCHOOL CORE SUBJECT QUARTER ONE – 21ST CENTURY

LITERATURE FROM THE PHILIPPINES AND THE WORLD Page 1 of 7 TOPIC /
LESSON NAME 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 three
(3) canonical authors and works of Philippine National Artists in Literature CONTENT
STANDARDS The learner will be able to understand and appreciate the elements and
contexts of 21st century Philippine Literature from the regions (National Capital Region)
PERFORMANCE STANDARDS The learner will be able to demonstrate understanding and
appreciation of 21st Century Philippine Literature from the regions through a critical
interpretation of a literary text in terms of theme. LEARNING COMPETENCIES Analyzing
a literary text and appreciating the contributions of the canonical Filipino writers to the
development of national literature (En12Lit-Ic-24) SPECIFIC LEARNING OUTCOMES At
the end of this lesson, the learners will be able to: 1. Read one poem written by a Filipino
writer using the Historical and Biographical Criticism; and 2. Write a 500-word critical
interpretation of the poem, with a description of its context derived from research. TIME
ALLOTMENT 60 minutes LESSON OUTLINE: 1. Introduction: Communicating learning
objectives and Historical Criticism (13 minutes) 2. Motivation: Reading a Local News Article
(7 minutes) 3. Instruction: Close Reading of “A Man Falls to His Death” (15 minutes) 4.
Practice: Group Discussion (20 minutes) 5. Evaluation: Essay homework (5 minutes)
MATERIALS Copy of the poem, notebook RESOURCES Bautista, Cirilo. “A Man Falls to
His Death” Galupo, Rey. “Man dies after jumping off NLEX Overpass”
. 2. SENIOR HIGH SCHOOL CORE SUBJECT QUARTER ONE – 21ST CENTURY
LITERATURE FROM THE PHILIPPINES AND THE WORLD Page 2 of 7 PROCEDURE
MEETING LEARNERS’ NEEDS INTRODUCTION (3 MINUTES) A. Communicate
learning objectives 1. Introduce the following learning objectives using any of the suggested
protocols (Verbatim, Own Words, Read-aloud) a. I can read a poem written by a Filipino
writer using the Historical and Biographical Criticism. b. I can write a 500-word critical
interpretation of the poem, with a description of its context derived from research. 2. Unlock
the definitions of the following words. Ask the learners first and see if the class can derive the
definitions based on student responses: a. Historical and Biographical Criticism b. Context
REVIEW (10 MINUTES) 1. Ask the learners what they remember about Historical and
Biographical Criticism. 2. Ask them to cite the different elements that Historical and
Biographical Criticism focuses on (author, context, setting, time) 3. Write the following
phrases on the board: a. The world behind the text b. The life of the author 4. Ask them about
some ideas they could think of about the phrases written on the board, as they relate their
ideas to Historical Criticism. Sample responses: 1. Historical criticism looks at ‘the world
behind the text,’ by understanding the time the text was written and what other events took
place upon the writing of the text. 2. Historical criticism investigates details about the
author’s life – about his family, birthplace, and educational background that could be used to
better understand the text. 3. Historical criticism also investigates the context and life of the
reader of the text, by understanding current events in relation to the meaning of the text.
Scaffolding: If the learners are having a difficult time in remembering the meaning of
“Historical Criticism,” you may use these critical interpretations of different texts: From the
novel, Noli Me Tangere, Padre Damaso depicts the friars from the Spanish colonial era and
exhibits the inequities of the Spanish Catholic priests and the ruling government. Amanda
Bartolome, the main character in Lualhati Bautista’s “Dekada 70” is a woman who’s
unappreciated by the people around her, especially her family. The story was set in the 1970s,
revealing the unjust ruling of Martial Law.
. 3. SENIOR HIGH SCHOOL CORE SUBJECT QUARTER ONE – 21ST CENTURY
LITERATURE FROM THE PHILIPPINES AND THE WORLD Page 3 of 7 MOTIVATION
 (7 MINUTES) 1. Remind the learners that today’s topic revolves on current events, and that
they need to be aware about the happenings in their environment. 2. Hand out a copy of the
news article, distributed as worksheets. This may also be written on a manila paper; or shown
as a news item on-screen. 3. Let them read the text quietly for 2 minutes. Man dies after
jumping off NLEX Overpass By Rey Galupo, The Philippine Star, April 23, 2015 – 12:00AM
MANILA, Philippines - A man died after jumping off an overpass along the North Luzon
Expressway interchange in Paso de Blas, Valenzuela City, snarling traffic in the area Tuesday
night. Renjie Navarro died instantly after he fell on passing vehicles along the highway,
Valenzuela police chief Senior Superintendent Rhoderick Armamento said. Reports said
barangay watchmen saw Navarro apparently waiting for vehicles before he jumped off the
overpass at around 10:30 p.m. One of the watchmen, Antonio Ligasan, approached Navarro
and tried to persuade him not to jump but to no avail. Medrano said the victim’s identification
card shows that Navarro was a worker at a factory in Barangay Parada, Valenzuela. Police
checked the closed-circuit television camera installed in the area but it was not operational
when the incident happened. 4. Ask the learners to write their questions about the given article
on their notebooks. Encourage them to write as many questions as they can for 2 minutes. 5.
Gather some questions from the class. 6. Write their questions on the board. Teacher Tips: On
sensitivity: This topic is a bit sensitive, so guide the learners by reminding them to regularly
be aware about the happenings in their surroundings, and be updated with the local and
international news as much as possible. On Inquiry-Based Learning: The sample questions
from the learners do not need to be answered right away. This is the premise of Inquiry-Based
Learning – that some questions are broad and are better left rhetorical. Sample questions from
the learners: 1. Why did he jump off NLEX? 2. Was he suffering from psychological
difficulties? 3. Did he suffer problems with the factory he’s working in? 4. What will happen
to his family? 5. Why are these incidents very common these days?
. 4. SENIOR HIGH SCHOOL CORE SUBJECT QUARTER ONE – 21ST CENTURY
LITERATURE FROM THE PHILIPPINES AND THE WORLD Page 4 of 7 INSTRUCTION
(15 MINUTES) 1. Remind the learners that they are living in the 21st Century and that some
notable Filipino writers are already giving their perspective on current events. 2. Inform them
that one of these writers is Dr Cirilo Baustia who is National Artist for Literature. Dr. Cirilo
Bautista. We will study one of his well-known poems which might clarify some perspectives
we have about Renjie Navarro, or answer your questions as to why these events happen. It
may help us understand how we, as viewers, view these events.” 3. Post the reading on the
board, or hand out as sheets. This may also be written on a manila paper. 4. Allow them to
read the poem quietly for five (5) minutes. A Man Falls To His Death By Dr Cirilo Bautista
Blood is nothing. Space is all. Is. A simple diagram illustrates this: where A is the tenth floor
of steel and glass (He was on the noon shift forging the dream to a reality fine mean could
slumber in, or whores, in antechamber, touch their bone) and B the level earth (Above the
clogged engine a shadow traced the lines on his foot, while shoot his brain with firelights the
money did). Put down an imaginary circle around the vertical. Compute the square of guilt
against an integral his age built when he was young: wrong, axiomatic: the sum stands thus:
Along the curve X (none noticed the leap; what they saw was the red imprint) by which we
know the nothing particular, the momentum Teacher Tips: A Challenge to the Learners: This
poem may present some difficulty for the learners, but allow them to undergo the necessary
reading of the poem despite its complex language. Characteristics of Poetry: Remind the
learners that poetry is intentionally vague to allow a number of interpretations to surface.
Remind them to read the poem in these manners: a. Continuous reading in a normal pace b.
Continuous reading in a slow pace c. Reading in parts (every five lines) in a slow pace
. 5. SENIOR HIGH SCHOOL CORE SUBJECT QUARTER ONE – 21ST CENTURY
LITERATURE FROM THE PHILIPPINES AND THE WORLD Page 5 of 7 carried him to
the point beyond the dictum— Hic primus geometros—for a body physical, a Mass, emits
energy equal to zero, the stay Necessary to arrive at a base, as in Berger’s Formula for optics.
Here we remember the fallacy of inclusive force if we extend A to the absolute (He was, a day
 ago, threatened With dismissal for displeasing a superior) and call it the Cause: heat, hunger,
air— these were just contingent. To recapitulate: Berger’s law does not apply here, as the late
Projections of X show, space being non-mathematic; from A to B the descent exhibits a quick
increase in force, though the exact ellipsis we know not. (The Blank and Blank Co., Inc.,
regrets to announce that. . .) 5. Ask them the following: a. What was your experience in
reading the poem? Was it easy or difficult to read? Why? b. What words make it a difficult
poem? c. What is the tone of the poem? How does it sound like? 6. Ask a learner to read the
words outside the parentheses. 7. Instruct the rest of the class to listen to the one reciting the
poem. 8. After reading the words outside the parentheses, ask for their meaning. 9. Next, ask
another learner to read the words inside the parentheses. 10. After reading the words inside
the parentheses, ask the learners to highlight the words inside the parentheses.
. 6. SENIOR HIGH SCHOOL CORE SUBJECT QUARTER ONE – 21ST CENTURY
LITERATURE FROM THE PHILIPPINES AND THE WORLD Page 6 of 7 PRACTICE (20
MINUTES) 1. Direct the learners to look at the words inside the parentheses: a. He was on
the noon shift forging the dream to a reality fine mean could slumber in, or whores, in
antechamber, touch their bone b. Above the clogged engine a shadow traced the lines on his
foot, while shoot his brain with firelights the money did c. None noticed the leap; what they
saw was the red imprint d. He was, a day ago, threatened with dismissal for displeasing a
superior e. The Blank and Blank Co., Inc., regrets to announce that… 2. Divide the class into
five groups. Enforce the “One Voice Rule” before allowing any of the groups to discuss the
questions among themselves. 3. Remind the groups to have a “Group Facilitator” who will
moderate the discussion. 4. Remind the groups to have a “Scribe” who will write the key
concepts shared by each member. 5. Remind the groups that the remaining members who are
not “Group Facilitators” or “Scribes” will take the role of the “Reporters.” They will share
three group insights after the group discussions. 6. Assign one item for each group to study. 7.
Each group needs to discuss the following questions: a. Who are the character/s present in this
line? b. What do you think happened here? c. This line contributed to the man’s death. How
does this affect his decision to “fall on his death”? 8. Allow them to discuss for 10 minutes. 9.
After the groups have reviewed their answers, instruct each group to share their findings to
the class. Teacher Tips: On Group Dynamics: The teacher may notice that some groups may
experience the following: a. A member dominating the discussion, leaving other members
passive b. Most members stuck with the passage given to them c. Some members not using
the “One Voice Rule” Sample responses from the learners: a. We believe this line (A) tells us
that he works in a construction site. Maybe, he is a construction worker and their company is
building a hotel or a casino. b. Perhas he is desperate to earn money and that he is not content
with his daily wage. c. Our group thinks he did it when all of the construction people have
finished working. d. We believe that he jumped off the site because he had a fight with his
boss. e. We think this is from an obituary page.
. 7. SENIOR HIGH SCHOOL CORE SUBJECT QUARTER ONE – 21ST CENTURY
LITERATURE FROM THE PHILIPPINES AND THE WORLD Page 7 of 7 EVALUATION
(5 MINUTES) 1. For homework, ask the learners to write an essay to respond to the
following questions: a. What are the details about Cirilo Bautista’s life that tells of his
background on scientific studies and humanities? b. Was there a tragedy that happened during
the author’s lifetime that motivated him to write about this topic? c. How do companies treat
casualties from their companies these days? 2. Remind them to write their answers on a sheet
of paper to be submitted after a week. 3. Instruct them to cite references accordingly,
following the Modern Language Association (MLA) Format. Teacher Tips: Allotting Enough
Time: To come up with a rich reflection, learners need enough time to process and express
their thoughts in writing. Also, consider their academic load in the other subjects as well.
EVALUATION RUBRICS (For the Group Discussion) 1 (NOT VISIBLE) 2 (NEEDS
IMPROVEMENT) 3 (MEETS EXPECTATIONS) 4 (EXCEEDS EXPECTATIONS)
Participation Learners do not know their roles and are not actively performing these roles.
Learners know their roles but are not actively performing these roles. Learners know their
roles and they are actively performing these roles. Learners listen to other groups while other
groups are reporting. Discussion Learners did not try and were not able to give a critical
interpretation of the assigned part of the poem. Learners were able to come up with 1-2
critical interpretations of their assigned parts. Learners were able to come up with 3-5 critical
interpretations of their assigned parts. Learners were able to come up with critical
interpretations of their assigned parts and were able to link it with other parts in the poem.
EVALUATION RUBRICS (For the Enrichment Paper) 1 (NOT VISIBLE) 2 (NEEDS
IMPROVEMENT) 3 (MEETS EXPECTATIONS) 4 (EXCEEDS EXPECTATIONS)
Meaningfulness The student did not try answering the questions and did not research data
about the poet or about the context of the poem. The student was able to answer 1-2 answers,
but lacking depth (no supporting details given). The student was able to answer the three
questions and was able to create a deep understanding of the poem. The student was able to
create a cohesive and comprehensive paper, with supporting details to the context of the
author, and to current events.