2019 SUMMER IN-SERVICE TRAINING FOR SENIOR HIGH SCHOOL TEACHERS

PEAC- NSET April 26-28, 2019

st
Subject- 21 Century Literature

Group 4
Demonstrator: Mark Tyrone C. Octubre
Leader: Zenaida S. Candia

Members:
1. Miss Janice C. Velasco
2. Miss Sittie Far-aileen C. Pacasmo
3. Miss Russel D. Lumactod
5. Miss Maria Christina M. Santillan
6. Mrs Merry Crist C. Zapico

CIDAM (Classroom Instruction Delivery Alignment Map)

 Performance
Standards Learning Competencies

Minimum Maxim RBT Enabling Teaching

Content Content Level um MINIMUM K BM WW QA PC Strategy Strategy
Standards Level U
D

The The learner Regional Poetry

Philippine learner will be able Value the U Analyzing Short Critque Paper Communicating Collaborative
Literature: will be to contribution Poetry Learning
able to demonstrate of local Writing
A. understand understandi writers to the Applying
Regional and ng and development Literary
appreciate appreciatio of regional Devices Picture
the n of 21st literary discussion
elements Century traditions.
Reading and Philippine
Text: contexts of Literature Poem
“Balaki ko 21st from the Reading
Day century regions
Philippine through
Literature written Listening to
from the close Cebuano
regions. analysis Song
and critical
inretation
of a literary Write Shop
text in
 terms of
form and
theme, with
a
description
of its
context
derived
from
research.

TEACHING GUIDE
TOPIC/ LESSON NAME 21ST Century Literature in the Philippines

A. Regional

Reading Text:
“Balaki ko Day”(Recite me a Poem” by: Adonis Durado

CONTENT STANDARDS The learner will be able to understand and appreciate the elements and contexts of 21st century Philippine Literature from the
regions.

PERFORMANCE STANDARDS The learner will be able to demonstrate understanding and appreciation of 21st Century Philippine Literature from the regions
through 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.

LEARNING COMPETENCIES Value the contribution of local writers to the development of regional literary traditions.
SPECIFIC LEARNING OUTCOMES
At the end of the lesson, the learners will be able to:
a. read the poem orally with expression and feelings.
b. identify the literary devices used in the poem.
c. infer the motive and message of the poem and the purpose of the author.
d. write a close analysis of the poem.

TIME ALLOTMENT 120 minutes

LESSON OUTLINE:
1. INTRODUCTION : Introduction of the author Adonis G. Durado and a brief overview of Cebuano Literature.
2. MOTIVATION : Reciting a poem/Song Lyrics
3. INSTRUCTION DELIVERY : Collaborative Learning.
4. PRACTICE : Short Poetry writing
5. ENRICHMENT : Listening to a song: “HAHAHAHASULA”
6. EVALUATION : Regional Poetry Critique Paper

PROCEDURE:

1. INTRODUCTION :Introduce the author Adonis G. Durado and a brief overview of Cebuano Literature. Ask the question: The students will be
the one to report.
 Aside from English and Filipino poems, why do you think it is also important to study and appreciate regional literature like Cebuano and Bisaya? They will be given a
time to prepare.
2. MOTIVATION :Recite a poem or song lyrics to the person close to your heart. Call a representative for each group to share to the class by reciting
the poem or singing a few lines of a song. (15 mins.)

3. INSTRUCTION OR DELIVERY (40mins.)

Activity #1: Picture Discussion related to the poem. Show a picture of a habalhabal driver in the mountain area then ask the students to describe
the picture shown or share a personal experience riding a habalhabal.

Activity #2: Read the poem aloud. Then, the teacher will show the comprehension questions then each group will discuss the answer to the
question.
Comprehension Questions:
1. Who are the characters of the poem?
2. Identify the descriptive words in the poem that describes the setting. How do you feel about it?
3. Where do you think the woman in the poem is going? Why?
4. What is the mood of the poem?
5. Identify the literary devices used in the poem?
A. Onomatopoeia
B. Imagery
C. Symbolism
6. What is the theme of the poem?
Activity #3: Class Sharing. Representative for each group will share their answer in the class.

4. PRACTICE: Poem Writing (Format: 2 stanzas, four lines every stanza and apply at least 2 literary devices) (20 mins.) The students will write a
poem following the given format. The poem can be about nature, family, love, etc. The poem can be Bisaya, Cebuano, Filipino, and Emglish.

5. ENRICHMENT :Song Interpretation (Song Title: “Hahasula”). The class will listen to the song then they will discuss the message and literary Each group will
devices used in the poem. They will discuss the elements, devices, message, and theme of the song. present their critique
using visual aid like
6. EVALUATION : Poem Analysis. The students will research other Cebuano poetries such as spoken word poetry. Then they will write a poetry manila paper.
critique paper. The critique paper should criticize the elements, devices, message, and theme of the poem.
GRASPS
You are a feature writer in this school paper and you are going to write a poetry critique of a popular spoken word in Cebuano. The target
audience will be the community who will be receiving the school paper. The critique paper should have 3 to 5 paragraphs. It will be graded as shown in
the rubric:

CRITIQUE EXCELLENT 4 VERY GOOD 3 AVERAGE 2 NEEDS IMPROVEMENT 1

CONTENT: Critical Analysis Reflects a strong understanding of
the poem by explaining the
literary elements and devices
DEEPTH Entry shows evidence of
reflection about the poem
GRAMMAR There are no errors in grammar
and spelling
Reflects a developing
understanding of the poem by
explaining the literary elements
and devices
Entry shows some reflection
about the poem
There are some errors in
grammar and spelling
Reflects a limited
understanding of the poem
Entry is missing some
significant reflection
There are many errors in
grammar and spelling
Needs improvement or does not
reflect critical analysis
Needs improvement or no
reflection at all
The grammar and spelling are poor.
ORGANIZATION The essay has a clear flow of The essay has somewhat clear One part of the essay is The essay is messy and
ideas with introduction, body and flow of ideas with introduction, missing. disorganize; ideas are hard to
conclusion body and conclusion follow.