Republic of the Philippines

Tarlac State University

College of Education
A.Y 2020-2021

DETALED LESSON PLAN IN English 7

Philippine
Literature during
Pre-Colonial
Period
In the Partial Fulfillment of the Course Requirement in SS 1C: Reading in
the Philippine History

Prepared by:

JESSICA MARIE D. AGUILAR

 BSED ENGLISH 1B
1 Semester 2020-2021
st

Iniwasto ni:

Sir Stefhan Angelo A. Payad

Date
I. Objectives:
At the end of the lesson the students will be able to:

a) Understand different literary forms during pre-colonial period

b) Describe the different literary genres during the pre-colonial period
c) Appreciate the connection with Philippine‘s rich past through the different
literary forms

II. Subject Matter:

A. Topic: Philippine Literature during Pre-Colonial Period
B. Materials
Visual Aids
a. Review:
a. New Lesson
b. Motivation:
a. Print out jumbled letters of literary forms
c. Group Activity
a. Print out copies of literary works with instructions.
d. Valuing:
a. Appreciation to the Philippine literature.
C. Reference:
K to 12 Curriculum Guide (May 2016), p. 148
Pre-Colonial Philippine Literature, Retrieved from
http://philfolks.blogspot.com/p/pre-colonial-philippine-literature.html
D. Values:
 Appreciation and sense of valuing.

II. Learning Procedure:

Teacher Student

A. First Activity
a. Prayer
Lets us all stand and feel the presence of
the Lord.

Prayer:
”Let us pray first” (One student will lead the prayer)
Angel of God Angel of God

b. Greetings
Good morning class! Good morning ma’am!

c. Checking of Attendance
(Each leader of the group will tell who’s
Call the leader of each group to check absent in their group)
their members’ attendance.

B. Motivation

Activity: I will show jumbled letters

and you will guess the what the word
is. The student who will guess the
most words will get an additional Yes ma’am
point. Is that clear?
PROVERBS
1.VSOPERBR
RIDDLES
2. ISDDLER
MYTHS
3. MHTYS
LEGENDS
4. DEGELNS
FOLKTALES
5. FOKETALLS
LULLABIES
6. SULLALIBE
WORKING SONG
7. WOGNI RSKONG

Very nice! I am glad that you were able

Yes ma’am/No ma’am
to identify the words correctly. Do you
know what these words are for?
C. Lesson Proper
Presentation:
These words are the different literary
forms during pre-colonial period which is
what we are going to discuss for today.
(Student/s will volunteer to answer)
Long before the Spaniards came to the
“Ma’am, I think we should study the
Philippines, the Filipinos already have
literatures of the Philippines because it is
their own culture. It was influenced by
part of our culture and one way of
Malaysians, Indonesians, Chinese, Arabs,
enriching and preserving it is by studying
Persians, and other foreigners who came
and remaining it unforgotten.”
to trade with them. Much of ancient
literature was oral, community-bound,
and derived from the peoples‘
experiences and observations. So why do
you think we should study the literatures
of the Philippines?
“Yes, ma’am”
“Very good! Now let’s proceed to our
discussion, shall we?”
D. Discussion
The diversity and richness of Philippine
literature evolved side by side with the
country's history. This can best be
appreciated in the context of the
country's pre-colonial cultural traditions
and the socio-political histories of its
colonial and contemporary traditions.

Pre-Colonial Times
Pre-colonial inhabitants of our islands
showcase a rich past through their folk
speeches, folk songs, folk narratives and
indigenous rituals and mimetic dances
that affirm our ties with our Southeast
Asian neighbors.

Folk Speeches
1. Riddle - The most important of these
folk speeches is the riddle which is tigmo
in Cebuano, bugtong in Tagalog,
paktakon in Ilongo and patototdon in
Bicol. Central to the riddle is the
talinghaga or metaphor because it
"reveals subtle resemblances between
two unlike objects" and one's power of
observation and wit are put to the test.

2. Proverbs- The proverbs or aphorisms

express norms or codes of behavior,
community beliefs or they instill values by
offering nuggets of wisdom in short,
rhyming verse.

3. Tanaga- a mono-riming heptasyllabic

quatrain expressing insights and lessons
on life is "more emotionally charged than
the terse proverb and thus has affinities
with the folk lyric." Some examples are
the basahanon or extended didactic
sayings from Bukidnon and the daraida
and daragilon from Panay.

Folk Songs
1. Lullabies- a soothing refrain specifically
: a song to quiet children or lull them to
sleep
2. Harana - harana or serenade
(Cebuano); the bayok (Maranao); the
seven-syllable per line poem, ambahan of
the Mangyans that are about human
relationships, social entertainment and
also serve as a tool for teaching the
young.
3. Work Songs - depict the livelihood of
the people often sung to go with the
movement of workers such as the
kalusan (Ivatan), soliranin (Tagalog
rowing song) or the mambayu, a Kalinga
rice-pounding song.

Folk Narratives
1. Epics - Our country's epics are
considered ethno-epics because
unlike, say, Germany's
Niebelunginlied, our epics are not
national for they are "histories" of
varied groups that consider
 themselves "nations."
2. Folk Tales - a tale or legend
originating and traditional among a
people or folk, especially one forming
part of the oral tradition of the
common people.
3. Fables – is a short fictional story that
has a moral or teaches a lesson.
Fables use humanized animals,
objects, or parts of nature as main
characters, and are therefore “Yes! Ma’am”
considered to be a sub-genre of
fantasy. The word fable comes from
the Latin fābula meaning discourse or
story.

“Were you able to understand the

lesson?”

” Very good! Now, to test your

understandings about our discussion, let’s
have an activity”
E. Process Activity
(The teacher will give the instructions for
the activity.)
“For our activity, you will be grouped into “Yes! Ma’am”
three groups. Each group will be given a (The students will choose their
task that can either be under folk speech, representative and after that, they will
folk narrative, and folk song. Every group work as a group for their performance)
will choose a representative to pick their
task, respectively. After that, you will be
given five minutes to prepare for their
performance. The first row will be the
group one, the second row will be the
group two, and the last row will be the
group three. Is that clear?”
F. Generalization
“I am very impressed with all your (The students will volunteer to answer)
performances. I can see that you really “Ma’am I have learned that even before
understand our lesson. Now, who can the Spaniards came, the Filipinos already
summarize what they have learned in our have their culture which includes
discussion?” literature and much of ancient literature
was oral, community-bound, and derived
from the peoples‘ experiences and

“Very well said! Who else would like to
share their answer?”
“Very good! I am glad that you are able
to understand our lesson”
observations.”
“Ma’am I have also learned that Pre-
colonial inhabitants of our islands
showcase a rich past through their folk
speeches, folk songs, folk narratives and
indigenous rituals and mimetic dances
that affirm our ties with our Southeast
Asian neighbors.”

G. Evaluation
Directions: With the description given on
different literary forms, share other
examples you know.

1. Proverbs
2. Riddles
3. Fables
4. Folktales
5. Lullabies
H. Assignment
Directions: Complete the statement below

“Through the different literary forms

during the pre-colonial period, we are
able to
know_________________________”.