SENIOR HIGH SCHOOL CORE SUBJECT

QUARTER ONE– 21ST CENTURY PHILIPPINE LITERATURE FROM THE REGIONS

TOPIC / LESSON NAME Essential Topic # 1: Reading 21st Century Literature from the Philippines and the World
The learner will be able to demonstrate understanding and appreciation of literary texts in various genres across
CONTENT STANDARDS
national literature and cultures.
The learner will be able to demonstrate understanding and appreciation of 21st century Philippine literature from
PERFORMANCE STANDARDS the regions through 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. Appreciate the contribution of the canonical Filipino writers to the development of national literature.
LEARNING COMPETENCIES
2. Analyze the figure of speech and other literary techniques and devices in the text.
3. Produce a creative representation of a literary text by applying multimedia skills.

At the end of this lesson, the learners will be able to:

1. Analyze the literary devices used in the text.
SPECIFIC LEARNING OUTCOMES
2. Examine the text’s form and theme through close reading and visualization of the text.
3. Write a 500-word critical interpretation of the poem, with a description of its context derived.
TIME ALLOTMENT 3 sessions (180 minutes)

LESSON OUTLINE:
1. INTRODUCTION : Classroom Routines and Communicating of Learning Objectives and Historical Approach (10 minutes)
2. MOTIVATION : Pre-reading: Schema Activation through a Picture (10 minutes)
3. INSTRUCTION/DELIVERY : Close Analysis of Cirilo F. Bautista’s “Third World Geography” (40 minutes)
4. PRACTICE : Interpreting Symbols & Identifying Literary Devices (20 minutes)
5. ENRICHMENT : Panel Discussion of the Theme of the Poem (30 minutes)
Digital Poster Making (How d/o 21st people combat oppression in their small ways?)
6. EVALUATION : Writing a Critical Paper (30 minutes)

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QUARTER ONE– 21ST CENTURY PHILIPPINE LITERATURE FROM THE REGIONS

MATERIALS Copy of the story, “Third World Geography”, Teacher-Made Worksheets, Copy of the Rubrics
Retrieved from file:///C:/Users/COM/Desktop/05%2021st%20Century%20Literature%20from%20the
RESOURCES %20Philippines%20and%20the%20World.pdf

Sanchez, et.al. 21st Century from the Philippines and the World. Manila: Vibal.

PROCEDURE MEETING LEARNERS’ NEEDS

1. INTRODUCTION (10 MINUTES)
Communicate the learning objectives. To start the discussion, the
1. Introduce the following learning objectives using any of the suggested protocols (Verbatim, Own Words, teacher will ask the class to
Read-aloud). have their seatmate as their
a. I can identify the literary device/s used in the poem, partner. Together, they will have
b. I can appreciate the use of poetic devices such as dramatic situation in the development of to answer the first worksheet.
meaning in the poem
c. I can respond critically to the poem’s theme and consequently articulate this response through
visualization of the poem
2. Unlock the definitions of the following words. Ask the learners first and see if the class can derive the Teacher Tips:
definitions based on student responses: The students may provide
a. Historical Criticism examples to support their
b. Context interpretation of the picture.

3. Review (10 MINUTES) There is no definite answer here,

1. Ask the learners what they remember about Historical Criticism. so please encourage students to
2. Ask them to cite the different elements that Historical Criticism focuses on (context, setting, time) express freely their answers.
3. Write the following phrases on the board: Let’s see what they got.
a. The world behind the text
b. The political setting
4. Ask them about some ideas they could think of about the phrases written on the board, as they relate their
ideas to Historical Criticism.
2. MOTIVATION (10 minutes)
PRE-READING
Worksheet 1: Directions: Interpret the picture below.

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QUARTER ONE– 21ST CENTURY PHILIPPINE LITERATURE FROM THE REGIONS

PROCEDURE MEETING LEARNERS’ NEEDS

Checking and Processing of Worksheet 1: Skills Used:
The teacher asks a maximum of three pairs to show to the class their answers. The teacher also add  Verbal Communication
follow up questions to justify the students’ answers.  Creativity
a. What are the different scenarios in the past time that show oppression?  Building Connections
b. What are the different scenarios in the present time that show oppression? (Tapping Schema)

x Teacher Tips:
3. INSTRUCTION/DELIVERY (40 minutes) Observe the students. Take note
READING PROPER of their reactions—facial
The teacher may read the poem aloud while the students are following through silent reading; the expressions, gestures, while
teacher may call a student to read it aloud for the class while the students are following through silent reading. You may use these for
reading. the processing.

INPUT DISCUSSION (40 minutes)

After reading, the teacher may ask the following SAMPLE QUESTIONS:
1. Who is the persona in the poem? Teacher Tips:
2. What has happened to hope in the poem, as described by the lines “The man who watches over it To better facilitate their learning,
has commandeered all hopes, placed them in a sack, and tied its loose end. He goes around carrying it on give them examples; you may
his back.”? also ask for examples from
3. What are the “feathers” discussed in the poem supposed to be a metaphor of? them.
4. “You kneel on parched earth and pray for rice.” This implies that the people in the poem are _____.
Encourage them to go back to
ON CANON their past readings or movies
- refers to the collection of works determined by a society to have significant value and importance. they have watched and cite
ON HISTORICAL APPROACH there some experiences.
- seeks to understand the text based on the cultural, and historical events.
ON DRAMATIC SITUATION as a LITERARY DEVICE
- the combination of setting, characters, and action in a poem/text which is supposed to engage the
reader.
ON ALLEGORY as a LITERARY DEVICE
- story, poem, or picture that can be interpreted to reveal the hidden meaning, typically a moral or
political one.
ON PERSONIFICATION as a LITERARY DEVICE
- a figure of speech in which a thing, idea, or animal is given human attributes.

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QUARTER ONE– 21ST CENTURY PHILIPPINE LITERATURE FROM THE REGIONS

PROCEDURE MEETING LEARNERS’ NEEDS

(The worksheets below are only suggestions; the use of the following materials is under the discretion of the The strategy that can be
teacher.) applied for these Maintaining
Momentum Worksheets-
WORKSHEET 2: ON UNDERSTANDING THE DRAMATIC SITUATION USING THE HISTORICAL CONTEXT Activities would be the THINK-
Instructions: Give a short actual historical data on what happened during the time of Marcos. Use the graphic PAIR-SHARE.
organizer below.
Every after the answering, take
time to discuss the answers of
the students.
 Entertain questions.
 Clarify issues.
 Verify whether their
inferences or
interpretations on the
4. PRACTICE (20 minutes) symbols used are valid.
Provide additional exercises on determining the literary devices in a poem.
WORKSHEET 3: ON ALLEGORICAL IMAGE
Instructions: In this table are lines which were gotten from the poem. Circle the word/phrase that contains
allegorical image. On the first column, provide its literal image; on the second column, provide its “allegorical”
image.

LINES FROM THE POEM LITERAL IMAGE ALLEGORICAL IMAGE

1. The country without miracles

sits heavy on the map.
2. The man who watches over it
has commandeered all hopes,
placed them in a sack and tied
its loose end.
3. That’s how light the burden of
government is in peace time.
4. Only the wind hears your Teacher Tip:

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useless words. You can also have this part as

5. But the bold ink and sharp colors a journal entry for them.
hold it down.  identify the problem in
the society that is being
WORKSHEET 4: addressed by the poem
Instructions: Explain how allegory is demonstrated in the poem.  reflect on how they are
“Third World Geography” towards the effect of
martial law

Here the students will have to

learn:
 critical thinking by
carefully weighing the
two sides of the issue
WORKSHEET 5:  make their own stand
Instructions: List down examples of personification found in the poem. about the issue
“Third World Geography”  classify the different
perspectives of the
issue on martial law
 justify their stands
based on factual and
valid evidences

5. ENRICHMENT
PANEL DISCUSSION of the theme of the poem (30 minutes)
Class activity: Panel Discussion
Directions:
a. The class would be divided into four (4) groups.
b. Each of the following groups would give a short talk about their answers on the following questions
below.
c. Remind them that their groups must have a stand on the issues raised in the questions.

Let’s invest on the strengths of

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our students. You may let them

Questions: group with their other
1. What are the realities of struggles that happen in a country faced with an oppressive ruler? classmates, or you can let
2. How can the details and images present be related to actual historical events in the poem? them work on this Post
3. How does martial law affect the new generation? Reading task individually.
POST READING (30 MINUTES)
Directions: You are given three options below as part of our synthesis to the discussion. Choose only Here, they would have to
one. You may do the task individually or by group. practice:
TASK: DIGITAL POSTER MAKING  creativity
Directions: Let us create an advocacy poster on how to combat oppression in our society. You may  camaraderie
work with a group. Have the following as our guide for the posters:  active listening and
A. Do this using Photoshop, Indesign, Canva, Adobe, Paint. responding
B. Ensure that the poster imbibes the theme of the advocacy.  responsibility and
6. EVALUATION (30 MINUTES) dependability
PERFORMANCE CHECK:  task orientation
Directions: Write a Critical Paper as an extension of our discussion on Cirilo F. Bautista’s “Third World
Geography”. Particularly, be able to provide answers to the following:
a. What are the strengths and weaknesses of the poem in delivering the message?
b. Was the over-all presentation through the use of the literary devices become effective?
c. What were the new and significant learning that this poem has given you? Expound.
d. What would be your own share in this advocacy? Explain.

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EVALUATION RUBRIC for the POST READING ACTIVITIES

5 4 3 1-2
CRITERIA
Excellent Very Good Good Needs Improvement
The outputs or The outputs or The outputs or performances The outputs or performances
performances are directly performances are related to are somewhat related to the are seemed to not satisfy the
related to the theme of Cirilo the theme of Cirilo theme of Cirilo Bautista’s theme discussed in the poem
UNITY WITH Bautista’s poem. There is Bautista’s poem; however, poem although there are of Cirilo Bautista. It felt like it
THE THEME no doubt whatsoever in the there are details/instances some rough did not really represent any
relationship of the work and that deviate the focus from transitions/details/instances advocacy.
the theme. the theme. in their outputs/performances.

The content of the poster The content of the poster and The content of the poster and
The content of the poster
flow and choice of choice of activities/pieces has choice of activities/pieces
and choice of
CONTENT OF activities/pieces is very rich activities/pieces has incorporated realizations become just a work for
incorporated realizations although these realizations submission sake.
THE OUTPUT OR with realizations that it
PERFORMANCE becomes an eye opener to that add to the impact of the only had a little impact to the
output/performance. audience.
the audience.

The poster is very creative— The poster is creative— The poster is somehow The poster seems cliché. It
pleasing to the eyes, pleasing to the eyes, creative—pleasing to the does not resonate the theme.
convincing impact. convincing impact. eyes, convincing impact.

QUALITY OF
THE OUTPUT OR
PERFORMANCE

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The presentation follows the The presentation is a few The presentation is five The presentation is ten
prescribed time limit. minutes (not more than five minutes below or beyond the minutes below or beyond
TIME LIMIT minutes) below or beyond the prescribed time limit. the prescribed time limit.
prescribed time limit.

EVALUATION RUBRIC (Critical Paper)

CRITERIA 4 (Excellent) 3 (Satisfactory) 2 (Needs Improvement) 1 (Not Visible)

The central idea and The central idea is clear, but There is a central idea, but
The central idea is unclear
supporting ideas are there are one to two the supporting details are
CONTENT and there are no supporting
coherent and well-crafted. supporting ideas that do not incoherent.
details evident.
support it.

The ideas are excellently There are one to two ideas Some ideas are properly Ideas are in disarray. There
ORGANIZATION sequenced and transitional that do not follow the logical sequenced, but there is a is no logical arrangement
devices were superbly pattern of thought. There is lack of transitional devices. and transition words are not
used. adequate use of transitional appropriately used.
devices.

The essay is well- Ten percent or less of the Twenty-five percent of the
Fifty percent of the essay
GRAMMAR AND proofread; thus, there is no essay shows error in essay shows problems in
MECHANICS shows problems in grammar
error in grammar and grammar and mechanics. grammar and mechanics.
and mechanics.
mechanics spotted.

All borrowed ideas are Most borrowed ideas (85%) Some (75%) borrowed
USE OF Borrowed ideas are not cited
CITATIONS AND properly cited and the are properly attributed/ cited. ideas are cited, but the
and there is no bibliography.
BIBLIOGRAPHY bibliographic entries follow There are few errors in the bibliography does not follow
the prescribed format. bibliographic format. the prescribed format.

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