SOUTHEASTERN COLLEGE

COLLEGE DEPARTMENT
Padada, Davao del Sur 8000
www.southeasterncollege.net

“OLI IMPAN” LEARNING PLAN

ENGLISH LITERATURE

Duration: 1 session; 50 minutes

Learning Domain: English Literature

I. Objectives: At the end of the session, the students must be able to:
a. Discuss the issues presented in the text.
b. Appreciate the values presented in the story.
c. Make their own version of the ending of the text.

II. Subject Matter

Topic: “Oli Impan” by Alberto Florentino
Teaching Strategy: Lecture Method, Group Dynamics
Resources: A Mindanao Reader: Philippine Literatures
Material/s: teacher-support materials, Visual Aids,
III. Procedures

1. Preliminaries
a. Opening prayer
b. Greetings
c. Checking of Attendance
d. Reminders

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2. Review
Ask the students the following questions.

3. Motivation
Title: Puzzle
 The teacher will group the students into five.
 Each of the five groups will be given a puzzle.
 The puzzles are pictures of the themes of the story which are:
1. Inequality
2. Friendship
3. Poverty
4. Christmas
5. Innocence
 These themes will soon be used in analyzing the story.

4. Lesson Proper
Lesson Presentation: “OLI IMPAN” by: Alberto Florentino

A. Activity: Reading activity - OLI IMPAN

 Pre-Reading : Group the class into two. Each group will be assigned as a
character of the play.

 Reading: The class will be asked to read the play “OLI IMPAN” by:
Alberto Florentino

 Post-Reading:

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 e. The teacher will ask the question:
1. Based on our activity, what do you think is our story for today all
about?
f. The teacher will process the students’ responses.

B. Abstraction
The teacher and the students will read and discuss the story.

“OLI IMPAN”
Alberto Florentino

After the liberation of Manila, hundreds of indigent families settled in the squalid, cramped space
of the bombed ruins of an old government building of Juan Luna. For more than a decade these
“squatters” tenaciously refused to move out in spite of court rulings. The “casbah”, as the
compound was popularly known, became a breeding place for vice and corruption. The city
government was able to evict the“squatters” only on December 20, 1958 – five days before
Christmas.
(On the middle of the stage, extending from side to side, is a stone wall one and a half feet high.
At left may be seen a portion of a tall edifice. At right, is a portion of the “casbah”. Beyond the
stone wall, an estero (unseen) – and the sky. A five-year-old girl sits on the stone wall, her thin
legs dangling in the air. Offstage there is a continuous commotion of evacuation. A woman’s
voice rises above the commotion as she reprimands a child for getting in her way. A six-year-old
boy appears on stage walking backwards – away from his mother, nagging offstage. The mother
quiets down. The boy turns around and plays with his toy: an empty milk can pulled along the
ground with a piece of string.)
Girl: Is there a fire?
Boy: (Stops playing and faces her) Huh?
Girl: I said, is there a fire?
Boy: There is no fire. (Continues to play)
Girl: (Looks toward the street. After a pause.) I think there is no fire.
Boy: (Stops playing) I told you there’s none.
Girl: There is.
Boy: How do you know? Do you see any smoke? Do you hear any fireman? (resumes his play.
Runs around imitating a fire engine) EEEEEEEEEEEEEEE! I like it when there is a big fire!
Girl: (Worried) If there is no fire, why are they putting these things out? (pints to a pile of
household belongings nearby)
Boy: Because we are being thrown out.
Girl: Who told you?
Boy: My mother.
Girl: Who is throwing us out?
Boy: (Sits on the other end of the stone wall) The government.
Girl: What is a government?
Boy: I don’t know.
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Girl: You didn’t ask your mother?
Boy: I forgot to ask her.
Girl: Why should the government throw us out?
Boy: (Points to the compound) Because it owns this.
Girl: (Enraged) But this is ours!
Boy: No, it is not ours.
Girl: (Insistent) It is ours! It is!
Boy: It is not!
Girl: (A tiny scream) It is! It is!
Boy: (Loud) How do you know it is ours?
Girl: We’ve always been here, haven’t we?
Boy: Yes, but that doesn’t mean it is ours.
Girl: (After a pause) If they throw us out, we’ll have nowhere to go. How about you? You have
any place to go?
Boy: None. But we will have one. (Proudly) My mother has a job.
Girl: She has?
Boy: Yes!
Girl: What does she do?
Boy: She reads hands.
Girl: She reads – hands? (Looking at her hands) Why does she read hands?
Boy: So she can tell what will happen tomorrow.
Girl: She can do that? By reading hands?
Boy: Yes, She can!
Girl: (Showing him her hands) Can she read my hands? I want to know where we will stay
tomorrow.
Boy: She can’t read your hands.
Girl: (Looks at them) Why not?
Boy: They are too small… and dirty.
Girl: (She quickly withdraws them and quietly wipes them on her dress)
Boy: Besides… she reads only men’s hands.
Girl: Only men’s hands? Why?
Boy: Because they are big.. and easy to read.
Girl: How does she read hands? Like she reads the comics?
Boy: I don’t know.
Girl: You don’t know? Don’t you watch her?
Boy: My mother won’t let me. She makes me go out and play. And she closes the door.
Girl: She closes the door! How can she read in the dark?
Boy: I don’t know. (Proudly) But she can!
Girl: Don’t you ever peep?
Boy: No, I don’t.
Girl: Why not?
Boy: She’ll beat me up.
(Commotion offstage.)
Girl: What’s that? What’s happening there?
Boy: (Tries to see) I don’t know. I can’t see. (Pulls her) Come out, let’s take a look!
Girl: (Resisting) I can’t.

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Boy: Why not?
Girl: My father told me to stay here. He said not to go anywhere.
Boy: (Turning) Then I will go and take a look.
Girl: (Frightened) No, don’t. Stay here. Don’t leave me.
Boy: Why?
Girl: I’m afraid.
Boy: Afraid of what?
Girl: I don’t know.
Boy: But how can we find out what’s happening?
Girl: Let’s not find out anymore.
Boy: (Restless) But I want to see. (Scampers up the stone wall) I can see from here!
Girl: What do you see?
Boy: (Incredulous) They are destroying our homes. (Sound of wrecking crew at work)
Girl: (frightened) Who are destroying them?
Boy: The men with hammers!
Girl: Nobody is stopping them?
Boy: Nobody.
Girl: But why? Are there no policemen?
Boy: There are. There are many policemen.
Girl: What are they doing? What are the policemen doing?
Boy: Nothing.
Girl: Nothing? They are not stopping the men?
Boy: No.
Girl: Why not?
Boy: I don’t know.
(Commotion. Shouts. Curses)
Girl: (Alarmed) What’s happening now?
Boy: (excited throughout) A man is trying to stop the men with hammers! Now the policemen are
trying to stop him. They’re running after him. But the man fights like a mad dog! (A man shouts,
cursing)
Girl: (Suddenly, with terror in her voice). That’s my father! (In her fright she covers her eyes with
hands)
Boy: Your father?
Girl: Yes, he’s my father! What are they doing to him? Are they hurting him?
Boy: No, they are only trying to catch him… Now they’ve caught him! They are tying his hands!
Girl: What will they do to him? 
Boy: I don’t know. Now they are putting him in a car. A police car.
Girl: (Whimpers) Father… Father…
Boy: They are taking him away! (A car with siren drivers away)
Girl: (Screams) FATHER! FATHER!
Boy: He can’t hear you now.
Girl: (Starts to cry) hu hu hu hu hu
Boy: (Walks to and sits beside her) Why are you crying? Don’t cry please…
Girl: They are going to hurt my father, aren’t they?
Boy: No, they won’t hurt him.
Girl: (Removes her hands from her eyes) How do you know?

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Boy: I just know it. (Suddenly) Come, let’s sing a song.
Girl: I don’t know how to sing.
Boy: I’ teach you.
Girl: How?
Boy: I’ll sing… and you listen. (She nods and wipes her eyes dry)
Boy: (Sings) Saylenay…
Olinay…
Oliskam…
Olisbray…
Ranyonberginmaderenchayle…
Oli impansotenderenmayle…
Slipinebenlipis…
Slipinebenlipis…
Girl: (Smiling) That’s a pretty song. Who taught you that song?
Boy: (Proudly) My mother!
Girl: What does it mean? I can’t understand it.
Boy: It’s about God.
Girl: What’s a “God”?
Boy: I don’t know. I haven’t asked my mother. But she told me God was born in a stable.
Girl: What’s a stable?
Boy: A place for horses.
Girl: (Incredulous) He was born there? In a place for horses? Why?
Boy: My mother said he had nowhere to stay.
Girl: Was he poor?
Boy: I don’t know.
Girl: (Suddenly) I like the song. Will you sing it again?
Boy: No, let’s sing it together.
Girl: I told you, I don’t know how.
Boy: I’ll teach you. I’ll sing it a little… and you sing after me. (She smiles and nods)
Boy: (Sings) Saylenay…
Girl: Saylenay…
Boy: Olinay…
Girl: Olinay…
Boy: Oliskam…
Girl: Oliskam…
Boy: Olisbray…
Girl: Olisbray…
Boy: Ranyonberginmaderenchayle…
Girl: Ranyon…(She giggles) I can’t say that!
Boy: Let’s skip it. (Sings) Oli impan… n, skip that, too. (Sings)
Slipinebenlipis…
Girl: Slipinebenlipis…
Boy: Slipinebenlipis…
Girl: Slipinebenlipis…

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  Deepening: The teacher will ask the students the following questions:
1. What is the story all about?
2. What are the themes of the story?
3. How do we relate the story to our local context?
4. If you were the girl in the story, what would you do?
5. Do you know someone or anyone with the same story as the
characters?
6. What course of action do we take to help these people?

C. Application
The students will be asked to make an essay about what are the values they find
relevant based on the story. They will be graded by the rubric below:
EXPERT ACCOMPLISED CAPABLE BEGINNER
4 3 2 1
-Piece is written -Piece was -Piece had little -Piece had no
in an written in an style or voice. style or voice.
Quality of extraordinary interesting style -Gives new -Gives no new
Writing style and voice. and voice. information and information and
-Very informative -Somewhat poorly organized. very poorly
and well- informative and organized.
organized. organized.
-No spelling, -Few spellings -Several spelling, -So many
Grammar, punctuations, or and punctuation punctuation or spelling,
Usage, and grammatical errors, minor grammatical punctuation, and
Mechanics errors. grammatical errors. grammatical
errors. errors.

D. Evaluation
With the same group they had, the teacher will ask the students to make a role-
play based on how they want the story to end. They will be graded according to
the criteria below.
Clarity of the plot – 40%
Costumes – 30%
Voice projection – 20%
Impact – 10%
TOTAL – 100%

PRESENTED BY: CHECKED BY:

APASO, LYKA P MONTEJO, RACHELYN P

Bachelor of Secondary Education Teaching of Literature

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Major in English Professor