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Week 1 Learning Module

This document outlines the learning procedures for three weekly lessons on Philippine literature: Week 1 introduces pre-colonial and Spanish colonial literature, defining terms and genres from each era. Students will analyze family histories and compose poems. Week 2 focuses on poetry, including elements, representative authors, and a close reading activity. Students will interpret imagery in a poem and answer questions about another. Week 3 covers short stories, alluding to elements and influential authors. Students will recall favorite TV shows, create a digital poster, and plot a story using Freytag's pyramid. The goal is for students to appreciate literature's role in shaping Philippine identity and culture over time.

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Ellaine Kyle V. Rivera
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218 views

Week 1 Learning Module

This document outlines the learning procedures for three weekly lessons on Philippine literature: Week 1 introduces pre-colonial and Spanish colonial literature, defining terms and genres from each era. Students will analyze family histories and compose poems. Week 2 focuses on poetry, including elements, representative authors, and a close reading activity. Students will interpret imagery in a poem and answer questions about another. Week 3 covers short stories, alluding to elements and influential authors. Students will recall favorite TV shows, create a digital poster, and plot a story using Freytag's pyramid. The goal is for students to appreciate literature's role in shaping Philippine identity and culture over time.

Uploaded by

Ellaine Kyle V. Rivera
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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LEARNING PROCEDURE (WEEK 1: August 31 to September 5):

INTRODUCTION TO THE 21st CENTURY LITERATURE


 BRIEF HISTORY OF PHILIPPINE LITERATURE
 PHILIPPINE LITERATURE FROM PRE-COLONIAL TO SPANISH
COLONIAL ERA
I. Overview: The students will be introduced definition of literature as well as
the literature during precolonial and Spanish colonial era. It will also explain
why they need to study literature and its relevance in our lives.
II. Learning Objectives: The students will define what constitutes literature and
appreciate it as a tool to engage with the world and its ever-changing realities.
They identify the dimensions of Philippine literary history from precolonial to
Spanish colonial era.
III. Materials Needed: Cellphone or laptop with Internet connection. Learning
Module.
IV. References:
1. Uychoco, Marikit Tara A. (2016). 21st Century Literature from the
Philippines and the World: Rex Book Store.
2. Steinberg, T. L. (2013). Literature, the Humanities, and Humanity.
Retrieved from https://open.umn.edu/opentextbooks/textbooks/literature-
the-humanities-and-humanity
3. Godinez-Ortega, C. F. (n.d.). Literary Forms in Philippine Literature.
Retrieved from
http://www.seasite.niu.edu/Tagalog/Literature/literary_forms_in_philippin
e_lit.htm
4. Maharai, R. (2014). Philippine Literature. Retrieved from
https://www.scribd.com/doc/201386639/Philippine-Literature
V. Lesson Proper:
1. Motivation:
i. The students will try answer the riddles given in the module(5
mintues)

ii. Writing Down My Ancestry – the learners will organize their


thoughts about the background of their family and will create
their family map or tree using a concept map. (10 minutes)
2. Discussion: (20 minutes)
i. Key Concepts: Definition of literature, genres of literature that
existed during precolonial and Spanish colonial era, element
utilized by the said genres
ii. Essential Question: How does culture affect literature? Does the
practices seen on our literature during this period became a part of
our identity as a Filipino?
iii. Asynchronous activity: The students will compose a short poem
about an object that they can see around their house which
represents the American influence in the Filipino culture. This will
be submitted two days before the next meeting.
iv. Expected skills and values: The students will be more aware to
ideals and beliefs of our ancestors. The students will also practice
critical thinking through the riddle game and concept mapping at
the beginning of the lesson.
VI. Assessment: Using a “T-square” concept map, the students will the
similarities and differences of the literature from Pre-Colonial to Spanish
Colonial era. This will be submitted two days before the next meeting.
VII. Assignment/ Reminders:
1. Reflection essay: The students will watch a 19-minute on youtube. It is a
TED Talk by Chimananda Ngozi Adichi about the “danger of a single
story.” They will write a 500-word reflection essay. Submission will be
two days before the next class session.
2. Interview: The students will interview at least three family members and
ask them about their favorite proverb and ask them to explain why.

Prepared by: Lisette S. Isonza August 5, 2020


SHS Faculty

Checked by: Sr. Natalia C. Agustin, OSA


HUMSS, Team Leader
LEARNING PROCEDURE (WEEK 2): POETRY IN THE ARCHIPELAGO

I. Overview: The students will learn the diferent elements that dominate poetry
writing in the Philippines. They will also do a close reading of poems to
deepen their understanding of a poem’s meaning.
II. Learning Objectives: The students will representative texts and authors from
each region and discuss how different contexts enhance the text’s meaning
and enrich the reader’s understanding.
III. Materials Needed: Cellphone or laptop with Internet connection. Learning
Module.
IV. References:
1. Atienza, O. et.al. (1984). Panitikang Pilipino. Katha Publ.
2. Sayumo, C. M. M. (2019). 21st Century Literature from the Philippines
and the World. Diwa Learning Systems.
3. Godinez-Ortega, C. F. (n.d.). Literary Forms in Philippine Literature.
Retrieved from
http://www.seasite.niu.edu/Tagalog/Literature/literary_forms_in_philippin
e_lit.htm
4. Maharai, R. (2014). Philippine Literature. Retrieved from
https://www.scribd.com/doc/201386639/Philippine-Literature
5. Mendoza, P. A., et al. (n.d.). 21st Century Literature from the Philippines
and the World. Retreived from
https://www.scribd.com/document/412634387/21st-Century-Literature-of-
the-Philippines-and-of-the-World-1
V. Lesson Proper:
1. Motivation: The students will analyze a poem by Alfred Yuson titled
Many Kings of One Language.
2. Discussion: (25 minutes)
i. Key Concepts: Definition of poetry, elements of poetry
ii. Essential Question: In what ways did poetry reflect the country’s
history and national identity?, What is the role of language in the
writer’s struggle in owning their newfound identity?
iii. Asynchronous Activity: The students will read Gabu by Carlos
Angeles and draw their interpretation of the imagery present in the
poem
iv. Expected skills and values: The students will be hone their
creativity through visual arts activity. They will also be practice
their critical thinking skills by performing a close reading of a
poem.
VI. Assessment: The students will read Marjorie Evasco’s poem Is it the
Kingfisher which tackles the different ways in which we can communicate
with God. They will answer the question provided in the module.
VII. Assignment/ Reminders: The students will watch a video about prejudice
and discrimination and answer the question provided through a reflection
essay.
Prepared by: Denisse B. Dizon August 4, 2020
SHS Faculty

Checked by: Sr. Natalia C. Agustin, OSA


HUMSS, Team Leader
LEARNING PROCEDURE (WEEK 3): LANDSCAPE OF PHILIPPINE FICTION

I. Overview: The students will learn the different elements that dominate short-
story writing in the Philippines. They will also plot a Freytag’s Triangle of a
short story.
II. Learning Objectives: The students will representative texts and authors from
each region and discuss how different contexts enhance the text’s meaning
and enrich the reader’s understanding.
III. Materials Needed: Cellphone or laptop with Internet connection. Learning
Module.
IV. References:
1. Atienza, O. et.al. (1984). Panitikang Pilipino. Katha Publ.
2. Cole, M. C. (1916). Philippine Folk Tales. A.C. McClurg & Co., UK
3. McRae, J. (2008). Creative Reading and Literature with the Small “l”.
Anvil Publishing Inc.
4. Sayumo, C. M. M. (2019). 21st Century Literature from the Philippines
and the World. Diwa Learning Systems.
5. Godinez-Ortega, C. F. (n.d.). Literary Forms in Philippine Literature.
Retrieved from
http://www.seasite.niu.edu/Tagalog/Literature/literary_forms_in_philippin
e_lit.htm
6. Maharai, R. (2014). Philippine Literature. Retrieved from
https://www.scribd.com/doc/201386639/Philippine-Literature
7. Mendoza, P. A., et al. (n.d.). 21st Century Literature from the Philippines
and the World. Retreived from
https://www.scribd.com/document/412634387/21st-Century-Literature-of-
the-Philippines-and-of-the-World-1
8. https://www.sushidog.com/bpss/appendix.html
9. https://www.youtube.com/watch?v=D9Ihs241zeg
V. Lesson Proper:
1. Motivation: The students will recall their favorite tv series and answer
questions about why they liked that certain show and how they were able
to relate to it.
2. Discussion: (25 minutes)
i. Key Concepts: Definition of Fiction, elements of Fiction
ii. Essential Question: How can fiction resemble reality?, In what
way has fiction shaped or influenced literature in the Philippines?
iii. Asynchronous Activity: The students will create a digital poster
that they will upload in their social media accounts.
iv. Expected skills and values: The students will be honing their
creativity through digital poster making.
VI. Assessment: The students will read chose a story from the website/link
provided and they will plot the story using Freytag’s pyraid
VII. Assignment/ Reminders: The students will interview a family member and
ask them about their favorite tv shows. They will write a short journal entry
about what they have discussed with their family.
Prepared by: Denisse B. Dizon August 4, 2020
SHS Faculty

Checked by: Sr. Natalia C. Agustin, OSA


HUMSS, Team Leader

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