Grade

Schools Division: Passi City 11

Level:
Learning
School: Passi National High School English
Area:
DETAILED Quarter 3
Teacher: Bea Marie V. Esquerra
LESSON PLAN Week/ Day:
Date: April 1, 2024
I. Objectives Performance Standard: The learner will be able to demonstrate understanding
and appreciation of 21st century Philippine literature from
the regions through:

1. a written close analysis and critical interpretation of

literary texts in terms of form and theme, with a
description of its contexts derived from research; and
2. adaptation of a text into other creative forms using
multimedia.
Learning Competency: Identify geographic, linguistic and ethnic dimensions of
Philippine literary history from pre-colonial to the
contemporary.
Code: EN12Lit-Ia-21

Specific Objective(s): At the end of the lesson, the students shall:

1. Know about the condition of the Philippine literature

under the Japanese regime;
2. Write a poem in haiku and tanaga style;
3. Recognize the Filipino playwrights and the famous
plays they wrote during the Japanese colonial period
II. Content Philippine Literature during the Japanese Period
III. Learning References  https://www.slideshare.net/DKPadua/japanese-period-
Resources: of-philippine-literature
 https://en.wikipedia.org/wiki/History_of_the_Philippine
s#Philippine_Revolution
 https://aprilmaynjune.weebly.com/lit-1/the-japanese-
period-1941-1945
 https://www.slideshare.net/ferlaine_cruz_canlas/the-
japanese-period-1941-1945
Materials Laptop, TV Screen, PowerPoint Presentation, Markers,
Brown Envelope, Cartolina
IV. Procedure: Teacher’s Activity Students’ Activity
Preliminary
Activities Good morning, class! Good morning, Ma’am!

1. Prayer Let us start today’s class with a short A prayer will be played on the screen.
prayer. Let us all stand.

2. Checking Do we have any absentees today? Class The class monitor/president

of Attendance monitor/president, kindly list down the checks the attendance.
names of the absentees and give it to me
later.
Review: Before we proceed to our new topic, let
us have a review of our previous lesson.

I will show sentences on the screen and

you have to supply what is/are missing.

1. ____ is the first president of the 1. Emilio Aguinaldo

Philippine Republic.
2. The American colonial period started 2. 1898, 1946
in the year ____ and ended in the
year ____.
3. Spanish, Tagalog, and ____ were the 3. English
 languages used in literary works
during the American colonial period.
4. The American regime’s contributions 4. Education/Instruction
to the Philippine literature are: the
introduction of English as a lingua
franca and free/public _____.
5. ____ writers wrote about nationalism; 5. Spanish, English
Tagalog writers wrote about their
lamentations on the conditions of the
country and their attempts to arouse
love for one’s native tongue; and
____ writers imitated the themes and
methods of the Americans.

Well done, students!

Activity Before we proceed to our lesson, let us

first have an activity called “PICK A
NUMBER.”

1 9 4 1

1 9 4 5
The teacher will post these numbers on
the board. Each number has a question
at the back. The teacher will randomly
select names of students who will each
pick the number they want and answer
the question at the back of the number.

Questions:

1 - I am a land of rising sun, Answer: Japan

Cherry blossoms, culture spun.
Sumo wrestlers and tea ceremonies too,
In which country do these wonders
brew?

9 - I'm a land of islands, warm and bright, Answer: Philippines

Where balmy beaches hug the light.
From rice terraces to bustling cities tall,
In what land do these wonders call?

4 - How would you feel if you lived in an Student’s answer may vary
era when the Philippines was colonized
by a foreign country?

1 - It is a literary form of expression that Answer: Poem

uses language, rhythm, and imagery to
evoke emotions. It often employs various
techniques such as rhyme, meter, and
metaphor. What is this?

1 - If you were transported back in time Student’s answer may vary.

to an era when the Philippines was under
the control of a foreign power, would you
risk your safety by fighting for freedom,
 or would you prioritize personal security
by remaining silent? Why?

9 – It is the correspondence of sound Answer: Rhyme

between words or the endings of words,
especially when these are used at the
ends of lines of poetry. What is this?

4 – The Philippines was colonized by Student’s answer may vary

different foreign countries, which have
influenced our literature, language, and
even way of life. If you could say
something to our country’s colonizers in
the past, what would you say?

5 – What do you call a person who writes Answer: Playwright

plays?
Analysis
1. What was our activity all about? (Students’ answer may vary)
2. How do you think are these (Students’ answer may vary)
related to our today’s lesson?
3. Why do you think it is important to (Students’ answer may vary)
look back and reflect on the
history of our country’s literature?

Abstraction
Philippine Literature during the
Japanese Period
(1941-1945)

Philippine literature in English was

interrupted in its development when the
Philippines was again colonized by
another foreign country—Japan.

On the morning of December 8, 1941,

just ten hours after the attack on Pearl
Harbor, Japan launched a surprise attack
on the Clark Air Base in Pampanga
followed by landings of ground troops on
Luzon. Philippine and United States
troops defended the Philippines under
the command of General Douglas
MacArthur.

However, due to getting outnumbered,

the defending forces withdrew to the
Bataan Peninsula and to the island of
Corregidor at the entrance to Manila Bay.
The Philippine defense continued until
the final surrender of United States-
Philippine forces in 1942. Most of the
80,000 prisoners of war captured by the
Japanese at Bataan were forced to
undertake the infamous Bataan Death
March to a prison camp 105 kilometers to
the north. About 10,000 Filipinos and
1,200 Americans died before reaching
their destination.
The Japanese period has been called
one of the darkest days in the history and
literary tradition of the Philippines. The
wartime experiences and events of the
troubled times left indelible imprints to
the lives of the Filipino nation

During this period, Philippine literature in

English came to a halt because of the
strict prohibitions of the Japanese
regarding any writing in English. All
newspapers in English were stopped by
the Japanese except the Tribune and the
Philippine Review. This had an
advantageous effect on Filipino
Literature, which experienced renewed
attention because writers in English
turned to writing in Filipino. The
Japanese authorities, with extreme hate
to the Americans, did their best to turn
the Filipinos’ sympathy away from them.

The weekly LIWAYWAY was placed

under strict surveillance until it was
managed by a Japanese named
Ishiwara. The Japanese language,
Nippongo, was introduced but not well-
embraced by the Filipinos despite its
being forcefully taught by the Japanese.

With the prohibition of writing literary

pieces in English language, Filipino
literature was given a breakthrough.
Many Filipino writers wrote plays, poems,
short stories, etc. Topics and themes
were often about life in the provinces to
escape Japanese control and
censorship.

A. FILIPINO POETRY DURING

JAPANESE PERIOD

1. Haiku
A poem of free verse that the Japanese
liked. It has three (3) lines. The first line
has five syllables, the second has seven,
and the third has five. It is short and
covers a wide scope in meaning.

2. Tanaga
It is a type of Filipino poem, consisting of
four (4) lines with seven syllables each
with the same rhyme at the end of each
line.

B. FILIPINO DRAMA DURING THE

JAPANESE PERIOD
The drama experienced a lull during the
Japanese period because movie houses
showing American films were closed.
The big movie houses were just made to
show stage shows. Many of the plays
were reproductions of English plays to
Tagalog. The translators were Francisco
Soc Rodrigo, Alberto Concio, and
Narciso Pimentel. They also founded the
organization of Filipino players named
Dramatic Philippines.

A few of playwrights were:

1. Jose Ma. Hernandez – wrote PANDAY
PIRA.
Panday Pira
It was a story of a Pampango Indio
blacksmith who is acknowledged as "The
First Filipino Cannon-maker" and on how
he managed to work as an blacksmith
during the time of Rajah Sulayman and
Gov-Gen Miguel López de Legazpi.

2. Francisco Soc Rodrigo – wrote SA

PULA, SA PUTI

Sa Pula, Sa Puti
Its protagonist was a sabungero, or cock
fighter, who developed an addiction to
cockfighting. This drama chronicles his
education and realization of the folly of
gambling.

3. Clodualdo del Mundo – wrote

BULAGA (an expression in the game
Hide and Seek).

4. Julian Cruz Balmaceda – wrote SINO

BA KAYO?
Sino Ba Kayo?
Its plot revolves around a mysterious
character named Anton who receives a
strange package and is tasked with
uncovering the identity of the sender. As
the story unfolds, Anton delves into a
web of deceit and betrayal that leads to a
shocking revelation about his own past.
Generalization What is Haiku?
What is Tanaga?
How did the Japanese regime influence
Filipino literature?
Why did the Japanese colonizers ban
literatures written in English?
Application:
Group Activity
The teacher will group the students into
three through count-off method. Materials
for each activity are provided by the
teacher. Each group will assign a
member to present their finished work in
front.

STANDARDS FOR GROUP ACTIVITY

1. Work silently
2. Share your ideas with your group
members and cooperate with one
another.
3. Finish your work within the allotted
time (10 minutes).

Group 1
Direction: Write a haiku poem of any
chosen topic.

Group 2
Direction: Write a tanaga poem of any
chosen topic.

Assessment:
Test I. Identification: Read each
sentence carefully and identify what is
being referred to by each sentence.
_____________1. The language 1. Nippongo
introduced and forcefully taught by the
Japanese but not well-embraced by the
Filipinos.
_____________2. The year when the 2. 1941
Japanese began their colonization of the
Philippines.
_____________3. This period has been 3. Japanese period
called one of the darkest days in the
history and literary tradition of the
Philippines.
 _____________4. It was placed under 4. Liwayway
strict surveillance until it was managed
by a Japanese named Ishiwara.
_____________5. It was tragic incident 5. Tagalog writers
in the past wherein 80,000 prisoners of
war were forced by the Japanese military
to march to a prison camp 105 kilometers
to the north. About 10,000 Filipinos and
1,200 Americans died before reaching
their destination.
_____________6. The Japanese banned 6. English
the writing of literature in ______
language.
_____________7. It is a type of Filipino 7. Tanaga
poem, consisting of four (4) lines with
seven syllables each with the same
rhyme at the end of each line.
_____________8. ______ literature was 8. Filipino
given a breakthrough during the
Japanese period.
_____________9. A poem of free verse 9. Haiku
that the Japanese liked. It has three (3)
lines. The first line has five syllables, the
second has seven, and the third has five.
_____________10. He is a playwright 10. Julian Cruz Balmaceda
who wrote the play “Sino ba Kayo?”
_____________11. He wrote the play 11. Jose Ma. Hernandez
“Panday Pira.”
_____________12. This play is about a 12. Sa Pula, Sa Puti
sabungero or cock fighter protagonist
who later realized the foolishness of his
addiction to gambling.
_____________13. Topics and themes 13. Provinces
during the Japanese colonial period
were often about life in the _______ to
escape Japanese control and
censorship.
_____________14. He wrote BULAGA 14. Clodualdo del Mundo
(an expression in the game Hide and
Seek).
_____________15. The year that 15. 1945
marked the end of the Japanese colonial
period in the Philippines.

Assignment
Remarks

Reflection:

Prepared by:

BEA MARIE V. ESQUERRA

Student Intern

Checked by:

FLORECIL BALLENER
SSTIII/Cooperating Teacher