21stCL L1 - TG.docx

TEACHING GUIDE in 21 st CENTURY LITERATURE (Grade 12) TOPICS/LESSON NAMES

CONTENT STANDARD PERFORMANCE STANDARDS

LEARNING COMPETENCIES

SPECIFIC LEARNING OUTCOMES

21ST CENTURY LITERATURE FROM THE REGION WHERE THE SCHOOL IS BASED IN RELATION TO THE LITERATURE OF OTHER REGIONS IN VARIOUS GENRES AND FORMS (dimensions of Philippine literary history during pre-colonial period [poetry, tale, drama], canonical authors and works of Philippine national artists in literature; names of authors and their works, and backgrounds of the literature from the region where the high school is located) The learner will be able to understand and appreciate the elements and contexts of 21st century Philippine literature from the regions. 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 a literary text in terms of form and theme, with a description of its context derived from research; Writing a close analysis and critical interpretation of literary texts and doing an adaptation of these require from the learner the ability to: 1. Identify the geographic, linguistic, and ethnic dimensions of Philippine literary history from pre-colonial to the contemporary 1. Value the contributions of local writers to the development of regional literary traditions 2. Appreciate the contributions of the canonical Filipino writers to the development of national literature “Bugtungan” session (using Choose Wisely Template) Powerpoint presentation on various authors per region Tableau presentation Chamber Theater Big book Critical Paper June 25 – 25 – August August 24      

TIME ALLOTMENT

LESSON OUTLINE: 1. Introduction: 20 minutes 2. Motivation: 60 minutes 3. Instruction/Delivery: 19 hours 4. Practice: 4 hours 5. Enrichment: 3 hours 6. Evaluation: 120 minutes MATERIALS RESOURCES

Television, Aralinks teachnology, Choose Wisely Template, Philippine Literature during the pre-colonial period (mp4), Big book Tayao, M, et al. “By Word of Mouth.” 21 Mouth.” 21 st Century Literature from the Philippines and the World for Senior High School, C & E Publishing, Inc., 2017, pp. 4-11 Philippine Literature during pre-colonial period. Retrieved from https://www.youtube.com/watch?v=5MhR0jQnaME Ibalong. Retrieved from http://literature-westfieldsos.blogspot.com/2010/09/ibalon.html Summary of Hinilawod. Retrieved from December 17, 2017. https://twenty1stcenturyliterature.wordpress.com/2017/12/17/summary-ofhinilawod/ Summary of Bidasari. Retrieved from August 17, 2013. http://michaeyangela.blogspot.com/2013/08/summary-of-bidasari-people-inkembayat.html Bidasari (Epikong Mindanao). Retrieved from https://www.kapitbisig.com/philippines/tagalog-version-of-epics-mga-epiko-bidasariepikong-mindanao_606.html?nopaging=1 , https://www.kapitbisig.com/philippines/tagalog-version-of-epics-mga-epiko-bidasariepikong-mindanao_606.html/page/0/1 

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Children's Big Book: Preparation, Usage, and Guidelines. Retrieved from https://www.slideshare.net/RonaldQuileste/childrens-big-bookpreparation-usage-and-guidelines Close-Textual-Analysis. Retrieved from http://www.mesacc.edu/~bruwn09481/Rhetoric/ppt/Close-Textual-Analysis.ppt Write a Close Reading. Retrieved from https://guides.lib.uoguelph.ca/c.php?g=130967&p=4938496

PROCEDURE

MEETING LEARNER’S NEEDS

INTRODUCTION (20 minutes) 1. Routinary activities 2. Presentation of objectives: Define literature o Characterize the literary forms of Philippine literature during pre-colonial period o Express appreciation of the different form and genre of Philippine literature by deciphering riddles o Make a powerpoint on the numerous canonical authors and their works from the respective regions o Conduct an oral report using the powerpoint and present a tableau o Perform chamber theater o Retell epics from Luzon, Visayas, and Mindanao using Big Book as an instructional material. o Write a close analysis of a text o

Students will know what they need to achieve in this lesson. They would also understand the rationale of the varied activities they will be given.

MOTIVATION MAGBUGTUNGAN TAYO (15 minutes) Students will be grouped into 4. They will be shown several riddles/ bugtong, bugtong , that they need to decipher by giving the word or name of the thing that the riddle is referring to.

Students’ critical thinking will be tapped in this activity. They will also enjoy this activity by providing fun riddles (riddles with funny or interesting answers). Students shall know that answering each item will be in a limited time only. This







8. 9. 10. 11. 12. 13. 14.

15. 16. 17. 18. 19. 20.

Kay lapit-lapit na sa mata di mo parin nakikita. Answer: Tenga/ Ears Isang prinsesa nakaupo sa tasa. Answer: Kasoy/ Cashew Ate ko, ate mo, ate ng lahat ng tao. Answer: Atis/ Sweetsop or sugar-apple Which weighs more, a pound of feathers or a pound of bricks? Answer: Neither What can run but can’t walk? Answer: Water What’s full of full of holes but still holds water? Answer: Sponge My name is Ruger. I live on a farm. There are four other dogs on the farm with me. Their names are Snowy, Flash, Speedy, and Brownie. What do you think the fifth dog’s name is? Answer: Ruger What five-letter word becomes shorter when you add two letters to it? Answer: Short Isda ko sa maribeles nasa loob ang kaliskis Answer: Sili/ Chili pepper Ang anak ay nakaupo na, ang ina’y gumagapang pa. Answer: Kalabasa/ Squash Bumili ako ng alipin, mataas pa sa akin. Answer: Sumbrero/ Hat Ako’y aklat ng panahon, panahon, binabago taon-taon. Answer: Kalendaryo/ Calendar Dala mo dala ka, dala ka ng iyong dala. Answer: Sapatos/ Shoes







incorporate this word with.

VIDEO SHOWING (20 mins) A short video clip shall be shown about Philippine Literature during the precolonial period (mp4). It shall include types of literature during pre-colonial period including video examples embedded in the video.

INSTRUCTION JIGSAW (20 mins) After Give Me Five, the teacher will provide a concise discussion of pre-colonial period. Afterwards, students will be tasked to work in groups. Each group will be given a task to work on. Each group has to provide the following: meaning, examples with reenactment, and ways they think these literary forms have been passed on. Group 1 – 1 – Poetry Poetry Group 2 - Tale Group 3 - Drama After 5 minutes the leaders will collaborate on the things that their respective groups have talked about. This is to make sure that every group will contribute to the totality of the topic, just like a piece of jigsaw grouped together to form a puzzle. Students will also be graded accordingly. Rubrics:

These activities do not only measure the vocabulary of the student, but also, it raises the awareness of the students in terms of what they learned in the past years about the topic given.













#SQUADREPORT (15 days) The students shall be paired/grouped into 2 to 3 members. Each pair/group shall be assigned to one region. They shall provide map to show the location of the region in the Philippines. They shall also provide brief information about the region, highlighting the canonical authors and their works. After the reporting they shall proceed to the tableau presentation where they should show a highlight from a story they have chosen. They shall be graded based on the rubrics below. CRITERIA

DESCRIPTION

SCORE (10 pts)

PREPAREDNESS

The group is prepared for the report. This is manifested through harmonious coordination among the group members, great sense of composure, and initiative to start the discussion. The members have finished the power point ahead of time.

CONTENT

The information presented is substantiated with videos, pictures, maps, and other visual/factual evidences/samples relevant to the topic assigned. The group members also have easy command of information. The persons are able to relay the information through confident oral presentation of the topic. The transition of ideas is smooth and fluent. They are confident and are able to effectively address the queries of the class.

(20 pts)

DELIVERY

The tableau presentation reflects a significant part of a chosen text in the region assigned to them. The tableau presentation is well-rehearsed with costumes and is properly explained and executed.

(50 pts)

CREATIVITY

(20 pts)

PRACTICE (4 days) BIG BOOK: THE EPIC OF IBALONG, HINILAWOD, AND BIDASARI

Students need to be oriented first on









RUBRICS for Big Book Size

Style and Format

Illustration and color

DESCRIPTION The big book is the size of half-cartolina. The big book is characterized by chronological/sequential arrangement of ideas and of the plot. The designs and manner of presentation are engaging as well. It is also 70% pictures and 30% words. The drawing/pictures/images are gender sensitive and realistic and the color is stimulating. The words are well written/properly printed. Words are vivid and can easily be

SCORE (10 pts) (20 pts)

(20 pts)

(20 pts)







Ibalon. Handiong came to the rescue. Handiong and his brave seasoned men threw themselves at the stampeding and winging wild enemies. For untold hours, Ibalon saw mortal combat. Blood flowed freely over the land and the streams. One by one, they slew the beasts. Only one monster escaped Handiong’s mortal mortal blows. This was Oriol., the serpent who could transform itself into a beautiful woman. With her seductive words, she enticed him. But Handiong pursued her through the forest without rest. To save itself, the she-snake struck an alliance with Handiong. She promised to drivethe evil spirits out of the mountains if Handiong would leave her alone. And at last, peace came to Ibalon again. Handiong encouraged the people to plant, invent farming equipments, build banca and houses. Under his wise administration, Ibalon







He survived the beating but was not able to surpass the powers ofSaragnayan’s pamlang and eventually he gave up and was imprisoned bySaragnayan beneath his house. They rode their sailboats through the region of eternal darkness, passed theregion of the clouds and the land of stones, finally reaching Saragnayan’s home. Labaw Donggon’s defeat and subsequent imprisonment by the Lord of Darknessalso angered his brothers. Humadapnon was so enraged that he swore to the gods of Madya-as Madya-as that hewould wreak revenge on all of Saragnayan’s kinsmen and followers.







kaharian upang malaman kung may babaeng higit na maganda sa sultana. Nakita ng mga tauhan ni Lila Sari si Bidasari at siya ay higit na maganda kaysa kay Lila Sari. Inanyayahan ng Sultana si Bidasari sa palasyo palasyo upang diumano ay gagawing dama ng sultana. Ngunit pagsapit doon, si Bidasari ay lihim na ikinulong ni Lila Sari sa isang silid at doon pinarurusahan. Nang hindi na matiis ni Bidasari ang mga pagpaparusa sa kanya, sinabi niyang kunin ang isdang ginto sa halamanan ng kanyang ama. Kapag araw ito'y ipinakukuwintas kay Lila Sari at sa gabi'y ibinabalik ibinabalik sa tubig at hindi maglalaon si Bidasari ay mamamatay. Pumayag si Lila Sari. Kinuha niya ang isdang ginto at pinauwi na niya si Bidasari. Bidasari.







Lecture shall include the following: Close reading means reading to uncover layers of meaning that lead to deep comprehension. Requires students to get truly involved with the text they are reading. The purpose is to teach students to notice features and language used by the author. “Close reading involves looking at something again and again, studying details, and being curious.” Christopher Lehma Choose a passage If you have not been assigned a passage or poem, then you must select a text and a specific passage.  

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Limit your selection to a paragraph or two at the most. In some cases, a sentence or two (or a few lines, if you are dealing with a poem) will be sufficient. Keep in mind that literature (and especially poetry) can be very dense. You will be surprised at how much you can glean from a short section – section – and and how easily you can be overwhelmed by selecting a section that is too long.











21stCL L1 - TG.docx

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