CARD-MRI DEVELOPMENT INSTITUTE, INC.

Purok Lemonsito, Mankilam, Tagum City

Semi-Detailed Lesson Plan in English 12

I. Objectives
At the end of the lesson, the grade 12 students are expected to:
a. identify the geographic, linguistic and ethnic dimensions of Philippine literary
history during Pre-colonial period;
b. perform a tableau depicting the story of Hinalawod transcribed from the oral
literature during pre-colonial period; and,
c. appreciate the importance of oral forms of literature during Pre-colonial period.

II. Subject Matter

Topic: Oral forms of Literature during the Pre-colonial period
Reference: Curriculum Guide and Diwa Senior High School Textbook page 3-9
Materials: PowerPoint Presentation
Laptop and Projector

III. Procedure
1. Preliminaries
 Prayer
 Greetings
 Classroom Management
 Checking of Attendance
 Review
 Presentation of Objectives
 Motivation
- This portion will serves as the stepping stone to open the topic.
- The teacher will ask the following questions below.
1. What have you remembered about the Philippine oral literature?
2. What are the examples of oral literature?

2. Lesson Proper
A. Activity (Riddles and Proverbs)
 The teacher will present different statements, some of those require an
answer and the students will going to answer those riddles based on
their existing knowledge and experiences.
RIDDLES/PROVERBS ANSWER
1. Isang balong malalim, punong-puno ng patalim. BIBIG
(A deep well that is full of chisels.) (Mouth)
2. Kung ano ang puno, siya ang bunga.
(Whatever the tree, so is the fruit.)
3. Limang puno ng niyog, isa’y matayog. DALIRI
(Five coconut trees, one stands out.) (Fingers)
4. Kung walang tiyaga, walang nilaga.
(If you don’t persevere, you can expect no reward.)
 5. Nang hatakin ko ang baging,
nagkagulo ang mga matsing. KAMPANA
(When I tugged on the vine, the monkeys went crazy.) (Large Bell)

B. Analysis
 What have you noticed about the given statements?
 How do the statements differ from each other?
 What happen to the statements when translated into English
language?

C. Abstraction
Forms of Oral Literature during Pre-colonial Period
1. Proverbs
- practical observations and philosophy of everyday life that are
written usually in a rhyming scheme.
2. Riddles
- are like proverbs with one main difference: they demand an answer
and are used to test the wits of those who are listening to them.
Other form of Literature during Pre-colonial Period
1. Folksongs
- beautiful songs that are informal expressions of our ancestors’
experiences in life
2. Tales
- are stories of origin for certain places, names and creation.
3. Epics
- are long winded-poems about a hero and his adventures and
misadventures.

D. Application
 The class will be divided into (5) five, and they will be given an
Epic story entitled “The Hinilawod.”
 Each group will be going to read the story within their group and
answer the following questions below:
1. How did Labaw Donggon win the hand of Agnoy Ginbitinan
in marriage?
2. Who saved Halawod and Alunsina from being drowned in a
flood?
3. What are the names of the three sons of Alunsina and
Halawod?

IV. Evaluation
In the same group, the students are going to perform a tableau with (3) three
different scene. Each group must have a representative to explain each scene. They
will be guided based on the given rubric.
 Description Sc
Criterion or
e
2 3 4 5
BODY Group does not: Group is rarely Group is Group is
MOVEMENT  Pose with able to: usually able to: consistently able
AND FACIAL audience’s  Pose with  Pose with to:
EXPRESSION perspective audience’s audience’s  Pose with
in mind; perspective perspective audience’s
 Vary body in mind; in mind; perspective in
movement  Use  Use mind;
beyond dramatic dramatic  Use dramatic
neutral; facial facial facial
 Use any expression expression expression
facial appropriate appropriate appropriate to
expression; to thoughts to thoughts thoughts and
 Communic and and feelings of the
ate feelings of feelings of character;
meaning the the  Exaggerate
(the character; character; expression for
thoughts  Exaggerate  Exaggerate audience to
and expression expression see;
feelings of for for  Communicate
the audience to audience to consistent
character) see; see; meaning.
using body  Communic  Communic
and face. ate ate
consistent consistent
meaning. meaning.
FOCUS Group: Group is rarely Group is Group is
 Looks able to: usually able consistently able
outside  Keep focus to: to:
freeze inside  Keep focus  Keep focus
frame; freeze inside inside freeze
 Remains frame; freeze frame;
out of  Remain in frame;  Remain in
character; character;  Remain in character;
 Moves  Remain character;  Remain frozen
 Speaks frozen  Remain when cued;
when cued; frozen  Remain silent
 Remain when cued; when cued.
silent when  Remain
cued. silent when
cued.
COOPERATION Group members Group Group is  All group
don’t know members are usually able to members are
what to do, are rarely able to work as an actively
unable to work work as an ensemble/team. involved in the
 as an ensemble/team ensemble/team.
ensemble/team, .  Share roles
do not share equitably.
ideas, and are
unwilling to
resolve
disagreements.
Score /15

V. Assignment
Research about the Spanish Colonial Philippine Literature.

Prepared by:

LOREJAY C. MALNEGRO