ARELLANO UNIVERSITY

SENIOR HIGH SCHOOL DEPARTMENT

S.Y. 2021-2022 FIRST SEMESTER

Lesson Plan in: 21st Century Literature from the Philippines and the World
Date: September 19-23

I. Topic: Appreciating Japanese Literature

II. OBJECTIVES
At the end of the lesson, the learner should be able to:
 Identify the various literary forms in Japanese Period.
 Know the content of the “Aged Mother”, a folklore from Japan
 Enable to unlock unfamiliar words in the story
 Know the moral of the story that is applicable to real-life situation.
III. References: 
21st Century Literature from the Philippines and the World (Second Edition) Solmenaro, etal ∙
Literatura (21st Century Philippine and World Literatures) for SHS by Jaime Gutierrez- Ang IV.
Teaching Procedure/ Strategies 

Daily Routine :
-Prayer
-Energizer
-Checking of Attendance
-Online Classroom Management
-Submission of Assignment
Simple Recall/ Review :
Motivation: The teacher will show pictures depicting the Philippine-Japanese Literature
Development of the Lesson 

Warm-up!
Spelling Test

The teacher starts off with a spelling test. The words are found from the story that will be taught to the
students later in the lesson proper.

(For the Spelling Test)

1. Despotic (adj)
2. Barbarous (adj)
3. Reverence (noun)
4. Gourd (noun)
5. Heed (verb)
6. Summit (noun)
7. Smote (verb)
8. Distress (noun)
9. Blaze (noun)
10. Abolished (verb)
 A. CN #6
Philippine Japanese Literature
The Japanese Period (1941-1945)

Historical Background
 Between 1941-1945, Philippine literature was interrupted in its development when the Philippine
was again conquered by another foreign country, Japan. Philippine literature in English came to a
halt. Except for the TRIBUNE and the PHILIPPINE REVIEW, almost all news papers in English
were stopped by the Japanese.
 This had an advantageous effect on Filipino literature, which experienced renewed attention
because writers in English turned to writing in Filipino. Juan Laya, who used to write in English
turned to Filipino because of strict prohibitions of the Japanese regarding any writing in English.
 The weekly Liwayway was placed under strict surveillance until it was managed by a Japanese
named Ishiwara.
 In other words, Filipino literature was given a break during this period. Many wrote plays, poems,
short stories, etc. Topics and themes were often about life in the provinces.

Filipino Poetry During This Period

 The common theme of most poems during the Japanese occupation was nationalism, country,
love, life in the barrios, faith, religious and arts.
 Three types of poems emerged during this period:
1. Haiku
2. Tanaga
3. Karaniwang Anyo
1. Haiku
 Is a poetic form and a type of poetry from the Japanese culture.
 Combines form, content, and language in a meaningful, yet compact form.
 Many themes include nature, feelings, or experiences.
 Usually they use simple words and grammar.
 has 5-7-5 syllabic structure.

A fat bee stings me, The bee flies quickly.

It hurts very badly but, It turns around and stings me.
I do not cry tough. Then falls to the ground.

Ladybugs are red, Moths go flying by.

And have black spots on their wings. They are very beautiful,
Experts at flying. Fluttering around.
2. Tanaga
 is an indigenous type of Filipino poem, that is used traditionally in the Tagalog language.
 is using the 7 or 8 or 9 syllabic verse and different rhyme schemes.

Mahal Kaibigan

Mahal na ang delata Ang katoto kapag tunay

Mahal pa’ng abre-lata hindi ngiti ang pang-alay
Minamahal kong sinta, kundi isang katapatan
Nagmahal ka na rin ba? Ng mataus na pagdamay

3. Karaniwang Anyo (Usual Form)

 like those mentioned earlier in the beginning chapters of this book

The Aged Mother

by Matsuo Basho

Long, long ago there lived at the foot of the mountain a poor farmer and his aged,
widowed mother. They owned a bit of land which supplied them with food, and they were
humble, peaceful, and happy.

Shining was governed by a despotic leader who though a warrior, had a great and
cowardly shrinking from anything suggestive of failing health and strength. This caused
him to send out a cruel proclamation. The entire province was given strict orders to
immediately put to death all aged people. Those were barbarous days, and the custom of
abandoning old people to die was not uncommon. The poor farmer loved his aged mother
with tender reverence, and the order filled his heart with sorrow. But no one ever thought
twice about obeying the mandate of the governor, so with many deep and hopeless sighs,
the youth prepared for what at that time was considered the kindest mode of death.

Just at sundown, when his day’s work was ended, he took a quantity of unwhitened
rice which was the principal food for the poor, and he cooked, dried it, and tied it in a
square cloth, which he swung in a bundle around his neck along with a gourd filled with
cool, sweet water. Then he lifted his helpless old mother to his back and started on his
painful journey up the mountain. The road was long and steep; the narrow road was
crossed and re-crossed by many paths made by the hunters and woodcutters. In some
place, they lost and confuse, but he gave no heed. One path or another, it mattered not.
On he went, climbing blindly upward -- ever upward towards the high bare summit of what
is known as Obatsuyama, the mountain of the “abandoning of the aged.”

The eyes of the old mother were not so dim but that they noted the reckless
hastening from one path to another, and her loving heart grew anxious. Her son did not
know the mountain’s many paths and his return might be one of danger, so she stretched
forth her hand and snapping the twigs from brushes as they passed, she quietly dropped a
handful every few steps of the way so that as they climbed, the narrow path behind them
was dotted at frequent intervals with tiny piles of twigs. At last the summit was reached.
Weary and heart sick, the youth gently released his burden and silently prepared a place
of comfort as his last duty to the loved one. Gathering fallen pine needles, he made a soft
cushion and tenderly lifted his old mother onto it. Hew rapped her padded coat more
closely about the stooping shoulders and with tearful eyes and an aching heart he said
farewell.

The trembling mother’s voice was full of unselfish love as she gave her last
injunction. “Let not thine eyes be blinded, my son.” She said. “The mountain road is full of
dangers. LOOK carefully and follow the path which holds the piles of twigs. They will guide
you to the familiar path farther down.” The son’s surprised eyes looked back over the path,
then at the poor old, shriveled hands all scratched and soiled by their work of love. His
heart broke within and bowing to the ground, he cried aloud: “oh, Honorable mother, your
kindness breaks my heart! I will not leave you. Together we will follow the path of twigs,
and together we will die!”

Once more he shouldered his burden (how light it seemed now) and hastened down
the path, through the shadows and the moonlight, to the little hut in the valley. Beneath the
kitchen floor was a walled closet for food, which was covered and hidden from view. There
the son hid his mother, supplying her with everything she needed, continually watching
and fearing she would be discovered. Time passed, and he was beginning to feel safe
when again the governor sent forth heralds bearing an unreasonable order, seemingly as
a boast of his power. His demand was that his subjects should present him with a rope of
ashes.
 The entire province trembled with dread. The order must be obeyed yet who in all
Shining could make a rope of ashes? One night, in great distress, the son whispered the
news to his hidden mother. “Wait!” she said. “I will think. I will think” On the second day
she told him what to do. “Make rope of twisted straw,” she said. “Then stretch it upon a
row of flat stones and burn it on a windless night.” He called the people together and did
as she said and when the blaze died down, there upon the stones, with every twist and
fiber showing perfectly, lay a rope of ashes.

The governor was pleased at the wit of the youth and praised greatly, but he
demanded to know where he had obtained his wisdom. “ Alas! Alas!” cried the farmer, “
the truth must be told!” and with deep bows he related his story. The governor listened
and then meditated in silence. Finally he lifted his head. “Shining needs more than
strength of youth,” he said gravely. “ Ah, that I should have forgotten the well-known
saying, “with the crown of snow, there cometh wisdom!” That very hour the cruel law was
abolished, and custom drifted into as far a past that only legends remain.

B. ANALYSIS (the students will answer the questions, form of oral recitation) 
 What disrupted the peaceful life of the poor farmer and his mother?
 If you were the farmer, would you have obeyed the law or proclamation?
Why?
 Do you think that the farmer truly loved his mother?

C. ABSTRACTION 
The teacher asks the students about the summary of today’s lesson.

D. APPLICATION:
Assessment

The students will answer the following questions. This will determine if the students have
understood the moral of the story.
Questions:
1. Is it true that when old age comes, a person becomes useless and irrelevant?
2. Have your parents shown a love for you? How?
 Activity 6

Direction: The students will make an essay about their parents/guardians. A rubric will provided

RUBRIC FOR ESSAY

Content and Comprehensibility 10%

Organization 10%
Spelling and Grammar 10%
TOTAL 30%

*Note: 4 paragraphs; 4-5 sentences each