LEARNING ACTIVITY SHEET

GRADE LEVEL QUARTER / DOMAIN

WEEK & DAY NO. LC CODE
GRADE 12 1st QUARTER/21st CENTURY
WEEK 1 EN12Lit-Ia-21
STEM LITERATURE OF THE PHILIPPINES

Name : _____________________________________ Year & Section: ___________________

TOPIC: GEOGRAPHIC, LINGUISTIC, AND ETHNIC DIMENSIONS OF PHILIPPINE LITERARY

HISTORY
LEARNING COMPETENCY: identify the geographic, linguistic, and ethnic dimensions of Philippine
literary history from pre-colonial period to the contemporary period; EN12Lit-Ia-21
Activity No. 1

GEOGRAPHIC, LINGUISTIC, AND ETHNIC DIMENSIONS OF PHILIPPINE LITERARY

HISTORY

I. OBJECTIVES:
1. Make their own creative interpretation of the life during pre-colonial period.
2. Recognize the difference and importance of life during Pre-Colonial period and contemporary period.

II. A.MATERIALS:

Pen and paper

B. REFERENCES:

21st Century Literature from the Philippines and the world for Senior High School Tayao,Ph.D., Alonzo, Ph.D.,
and Flores, Ph.D. 192-195 and 212-215
III. PROCEDURE:

Song Analysis (Elicit)

Learners will be asked to listen attentively to the song “Magellan” by Yoyoy Villame. Accomplish the S.R.O.
(suggestion, reaction, opinion) activity sheet base on your analysis/interpretation about the song.

S.R.O. ACTIVITY SHEET

suggestion REACTION OPINION

Objective words random

Personal social interaction scientific method thematic
Subjective multiple method statistics physical world purposive
Proceeds gradually control or manipulate conditions systematic
Numerals plan research aspects in advance
Preserve the natural setting of research
 Picture Analysis (Engage)

Write your observations on the given pictures below. After which show your outputs in the camera. Your
obsevrations on picture no. 1 must be enclosed in circle, for picture no. 2 is square and for picture no. 3
rectangle.

1.

2.

3.
Locate Me! (Explore)

DIRECTIONS: Study the literary map below. Note how our geographic, linguistic, and ethnic dimensions of
Philippine literary history from pre-colonial to the contemporary time contribute and are influenced by the
various events to answer the questions below. Draw strings to connect the literary pieces to their locations on
the map.

Think about This!

1. Which among the literary pieces are you familiar with?
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2. What does the activity say about the geographic, linguistic, and ethnic dimensions of Philippine literature from pre-
colonial to contemporary time?
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3. What do you think were the changes happened in our literature as the time passed by?
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Its Real! (Elaborate)

Directions: Explain the given piece below by giving or providing real-life scenarios or situations.

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IV. ANALYSIS:

SITUATIONAL ANALYSIS:
If you live in both different era (Pre-colonial time and present time), how are you going to differentiate one
from the other? Site the advantages and dis advantages in living on different era.
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V. GENERALIZATION:

VENN DIAGRAM
Directions: Compare and contrast the life and literature of Filipinos during Pre-colonial period and the life at
present.

Pre-Colonial Period Present

VI. APPLICATION:
Creating images or symbols

Directions: Create images or symbols to represent or describe Pre-Colonial period. Give a brief description
or caption.

VII. ENRICHMENT ACTIVITY:

Spoken Poetry

Directions: Create a spoken poetry about your reflection to the tingguian folktale entitled “The moon and the
sun” by Mabel Cook Cole 1916.

“The Moon and the Sun”

Mabel Cook Cole 1916.

Once, the Sun and theMoon were married. They shared a home in the sky.

When the Moon left tocollect vegetables from the jungle, she asked the Sun to guard their sleepingchildren.
She also warned him to stay a safe distance away from the babies,since his heat would burn them.

The Sun kept closewatch over the children. But he was overcome with affection for them, andwanted to kiss
them goodnight. He forgot the Moon’s warning, leaned over thebabies, and they melted beneath him.

Horrified at hisfoolishness and afraid of his wife’s rage, the Sun hid. The Moon came back toan empty sky
house, and discovered what happened. After some time, the Sunreturned, and he and the Moon had a
terrible fight. The Sun threw the junglevegetables at the Moon’s face, and that was the final straw. The
Moon abandonedthe Sun for good.
This is why, on a fullnight, you can see the marks left by the Sun against the Moon’s face. The lostchildren
have become stars. And the Sun constantly chases the Moon, trying towin back her affections.

Spoken Poetry Rubric

CATEGORY 4 3 2 1

Delivery A combination of A combination of Inconsistent use of eye Lack of eye contact,

appropriate and appropriate eye contact, clarity and clarity and projection
effective eye contact, contact, clarity, and projection of voice, of voice, tone and pace
posture, clarity of projection of voice, tone and pace make the reading
expression, projection tone and pace are interrupt the flow of difficulty to follow.
of voice, tone and used but without a the reading.
pacing significantly smooth cohesiveness.
enhance the speakers’
words.

Preparedness Completely prepared, Prepared but could Seems somewhat Does not seem at all
memorized well and have used more prepared, but it is clear prepared for
has obviously used the practice and tips from that the information presentation. 
material presented by the guest speaker presented has not
the guest speaker been practiced
appropriately. 

Time Student is within the Student is slightly over Student is one minute Student is beyond one
time frame allowed (3 time. over time. minute over time.
minutes max)

Enthusiasm / Facial expressions, Facial expressions, Facial expressions, Very little use of facial
Creativity in ideas and body ideas and body ideas and body expressions, original
presenting language generate a language sometimes language are used to ideas or body language;
strong interest and generate a strong try to generate does not generate
enthusiasm about the interest and enthusiasm, but seem much interest in topic
topic. It is a creative enthusiasm about the somewhat lacking.
presentation. topic.

Topic/Theme Appropriately focused Focused topic which A vague sense of the Lack of focus or
topic with a clear partially purpose of the topic confused purpose,
understanding of the demonstrated requiring the audience which results in
intent of the topic. understanding of the to make assumptions. confusion for the
intent of the topic. audience.

Total Score: __________

Learner’s Name: __________________________________
Comments:
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