St.

Mary’s College of Baliuag

Baliuag, Bulacan

UNIT PLAN
SY: 2016-2017

Subject Area: 21st Century Literature from the Philippines and the World
Semester/Quarter: Second Semester, Third Quarter
Unit: I
No. of Days: 30
Unit Topic: Rediscovering the Filipino Identity through Literature

STAGE 1
CONTENT STANDARDS

 Identify the values, dreams, and struggles of the Filipinos from the literary
texts discussed
 Share insights on the cultures, traditions, and practices of the Filipinos from
the different regions

Day 1: Various Definitions of Literature

Day 2: Significance of Literature
Day 3: Divisions of Literature: Poetry
Day 4: Divisions of Literature: Prose
Day 5: Various dimensions of Philippine Literary History: Pre-colonial Period to
American Period
Day 6: Various Dimensions of Philippine Literary History: Japanese Period to
Contemporary Period (Social Media Age)
Day 7: Philippine National Artists for Literature
Day 8: Philippine National Artists for Literature
Day 9: Narrative/ Fiction and Its Elements
Day 10: Footnote to Youth by Jose Garcia Villa
Day 11: The Bread of Salt by N.V.M. Gonzalez
Day 12: Promdi@Manila by Genevieve L. Asenjo
Day 13: Poetry: Kinds and Elements
Day 14: Third World Geography by Cirilo F. Bautista
Day 15: The Haiyan Dead by Merlie M. Alunan
Day 16: Darangan: An Epic of the Maranao
Day 17: Drama: Kinds and Elements
Day 18: History and Development of Philippine Drama
Day 19: New Yorker in Tondo by Marcelino Agana Jr.
Day 20: Essay: Definition, Structure and Types
Day 21: The Literary Essay: Structure and Features
Day 22: “Five Brothers, One Mother” from Many Mansions by Exie Abola
Day 23: Home of the Ashfall by John Jack Wigley
Day 24: Bayan O Sarili by Jose Ma. Montelibano
Day 25: Other Genres: Blogs as Literature
Day 26: Other Genres: Textula/ Tanaga (Frank Rivera)
Day 27: Other Genres: Chick Literature (Wattpad stories)
Day 28: Other Genres: Speculative Fiction
Day 29: Other Genres: Flash Fiction
Day 30: Performance Task Day
TRANSFER GOAL
The students in the long run and on their own will be able to…
Understand, respect and promote the culture, traditions and practices of the
Filipinos from the different regions through the study of literature in order to
help in lessening cynicism and prejudices against races and promoting national
understanding and peace
ESSENTIAL UNDERSTANDING
The students will understand that…
 Literature provides a record of
man’s struggles and
achievements and serves as a
tool to pass lessons from
generation to generation.
KNOWLEDGE
The students will know…
1. the various definitions of
literature
2. the significance of literature to the
individual and society
3. definitions and different types of
poetry
4. the different genres under prose
5. the history and development of
Philippine Literature
6. the history and development of
Philippine Literature
7. the different national artists for
literature and their contributions to
Philippine literature
8. the varied types of narratives and
their elements
9. the impact of their decisions and
actions in their life
10. the characteristics of “coming of
age” stories
11. the different implications of
regionalism
12. the distinct features of poetry
13. allegory and its uses
14. similes and metaphors as poetic
devices
15. the structure of an epic and the
archetypes present in the epic
16. the distinct features of drama as a
literary type
17. the history and development of
ESSENTIAL QUESTIONS
The students will keep considering…
 Why do I have to study
literature?
 In what ways has literature
brought me a greater
understanding of myself, my
community, or the world?
SKILLS
The students will be able to…
1. define literature
2. discuss the significance of studying
literature
3. recognize various types of poetry
4. enumerate the literary genres
under prose
5. identify the geographic, linguistic,
and ethnic dimension of Philippine
literary history from pre-colonial to
American Colonization Period
6. identify the geographic, linguistic,
and ethnic dimension of Philippine
literary history from Japanese
Occupation to the contemporary
7. appreciate the contributions of the
Philippine National Artists to
Literature to the development of
national literature
8. differentiate narratives from other
literary types
9. relate significant aspects of text to
actual life situations
10. recognize and interpret symbols
used in the story
11. situate the text in the context of the
region and the nation
12. differentiate poetry from other
literary types
13. explain the literary and socio-
cultural context of the poem
14. infer literary meaning from literal
language based on how it is used
in the text
15. examine the cultural and historical
context of the epic
16. differentiate drama from other
literary types
17. recognize and appreciate the
 Philippine drama essence of Philippine drama and
how it enhances the country’s
cultural heritage
18. the importance of knowing and 18. illustrate the socio-cultural context
keeping national identity of the play
19. the distinct features of essay as a 19. distinguish essay from other
literary work literary types
20. the structure and features of 20. differentiate the literary essay from
creative non-fiction or the literary the traditional/ standard essay
essays
21. the concept of home and its 21. respond critically to the essay
importance to society
22. the contributions of local writers to 22. identify how tone is related to
the development of regional literary literary style and how both create a
traditions unique meaning in the essay
23. the importance of a strong 23. respond critically to the essay
argument and critical stance in
persuasive essay
24. the advantages and disadvantages 24. compare and contrast blogs with
of blogs as literature the standard published essays
25. the structure and elements of 25. differentiate textual and the
textula as a 21st century literary traditional poems
genre
26. the history and development of 26. distinguish chick literature from
chick literature literary fiction
27. the different genres of speculative 27. differentiate the different genres of
fiction speculative fiction
28. the history and features of flash 28. distinguish flash fiction from the
fiction other types of narrative
STAGE 2
ASSESSMENT

In recent years, movies, memes, video, blogs and other forms of multi-media have
become popular ways of expressing one’s feelings, insights and creativity. These
multi-media formats have also become effective ways of bringing awareness on an
issue and promoting ideals because they can reach a large audience (e.g. Heneral
Luna on patriotism).
At present many young Filipinos are not aware of their own culture especially their
literature. To bring awareness and promote Philippine Literature, you are tasked to
produce a creative adaptation of a Philippine literary text which shall be presented to
grade 7 to 11 teachers and students. You must apply various ICT skills in your
creative adaptation.

G - to produce a creative adaptation of a Philippine literary text

R – multi-media producers/ artists
A - grade 7 to 11 teachers and students
S - In recent years, movies, memes, video, blogs and other forms of multi-media have
become popular ways of expressing one’s feelings, insights and creativity. The
multi-media formats have also become an effective way of bringing awareness on
an issue and promoting ideals because they can reach a large audience
P - a creative adaptation of a Philippine literary text
S - Your work shall be evaluated based on the following criteria:

RUBRIC

Criteria 4 - Excellent 3 – Good 2 – Fair 1 - Poor

Appropriateness The multi- The multi- The multi- The multi-
and media format media format media format media format
Effectiveness of is appropriate is relatively is somewhat is appropriate
the Multi-Media for the content appropriate for appropriate for for the content
Format Used in or literary text the content or the content or or literary text
Interpreting the chosen. literary text literary text chosen.
Literary Text chosen. chosen.

Knowledge and The multi- The multi- The multi- The multi-
Understanding media media media media
of the Literary adaptation adaptation adaptation adaptation
Text adapted demonstrated demonstrated demonstrated demonstrated
and its elements an excellent a good some poor
X2 understanding understanding understanding understanding
of the literary of the literary of the literary of the literary
text and its text. The text. text. Several
elements. All elements of Some important
main aspects the literary important aspects of the
of the text work like aspects of the text were left
were characters, texts were out of the
accurately and theme/s and either not adaptation
excellently plot were present in the and or the
covered. analyzed fairly video or did multi-media
well. One or not accurately product was
very few cover the very
important texts. inaccurate in
parts of the its recall of
text were important
either not parts of the
adequately text.
covered or not
accurately
recalled.

Use of Multi- The output The product The output The use of
Media involves the uses several had a few media
effective use media media resources is
of extensive resources. resources. very limited.
media
resources.
ICT Skills Extensive and Several ICT A few ICT The number of
applied in effective use skills were skills were ICT skills
Crafting the of ICT skills is applied applied. applied is
Adaptation evident in the limited.
output.

OTHER EVIDENCES:

Diagnostic Formative Summative

Written Output Pre-test Graphic Unit Tests
Organizers Quarterly Test
Seatworks/ drills Written
Journal Writing assignments
Journals
Critique Paper
Exit Slips
quiz
 Performance/ Recitation Performance task
Product Reporting (a creative
Group Activities adaptation of a
(e.g. games) Philippine literary
text)
Stage 3
Learning Activities

Day 1 (2 hrs): Various Definitions of Literature

 Pre-Assessment
 Introduce the Unit
 Present the EU, EQ
 Discuss the Performance Task
Memory Game: Match the literary works with their writers. Discussion of
Concept

Significance of Literature
Sentence Completion: Literature is…
A written work is considered as a work of literature when…
Group Discussion: Each group shall be given a definition of literature which
they shall discuss in the group and in the class.
Students accomplish “Agree/ Disagree Sheet” about literature
 Round-Robin Discussion: Students will list down and discuss reasons for
studying literature.
 Journal Writing: Write a reflection paper on the significance of studying
literature to the individual and to the society where he/she belongs.

Day 2 (2 hrs): Divisions of Literature: Poetry

 TPR: Stand if the statement describes poetry; otherwise remain seated.
 Students will receive a general introduction on poetry
 Discussion of the different types of poetry
 Students will classify poems as to narrative, dramatic and lyric: Put the
following terms and titles under the correct heading:

Divisions of Literature: Prose

 Put the following terms, descriptions, and titles under the correct heading.
 Discussion on the different literary genres under prose.
 Venn Diagram: Compare and Contrast prose and poetry

Day 3 (2hrs): Various dimensions of Philippine Literary History:

Pre-colonial Period to American Period
 Film viewing
 Class lecture and discussion on salient points shown in the film.

Various Dimensions of Philippine Literary History: Japanese Period to

Contemporary Period (Social Media Age)
 Gallery Walk: Each group is assigned to feature/ discuss one period in the
history and development of Philippine Literature.
 Class discussion/ Processing of the activity Gallery Walk
 Graphic Organizer: Students will make a timeline of the history and
development of Philippine Literature

Day 4 (2hrs): Philippine National Artists for Literature

 Gallery: Students will make a gallery for the national artists (Pre-Assigned)
 Students visit the gallery and go around to learn about the national artists.
Some students were assigned to discuss the background and contribution of
each national artist.
 Philippine National Artists for Literature
 Recalling/ Sharing of insights about the gallery visit
 Journal Writing: What is the significance of the national artists (specifically in
literature) to our nation?
 Why should great artists and their works be given recognition?
 Students discuss and evaluate the style, facts and ideas of the story as they
collectively guess who wrote it?

Day 5 (2 hrs): Narrative/Fiction and Its Elements

 Mix-and Match: Students will match the type of narrative with its definition.
 Students will work on groups with 5 to 6 members each. Each group will
be given type/s of narrative to discuss.
Group A: myths, legends and fables
Group B: parables
Group C: epic and metrical romance
Group D: short story
Group E: novel
Students report their output or ideas to the class.
 Word Wall: Put the following titles under the correct heading.

Footnote to Youth by Jose Garcia Villa

 Family Feud: Identify 7 factors that Filipinos consider before marrying
 Graphic Organizer: Story Map: Identifying/ Analyzing the elements of the short
story
 Journal Writing: Note to Self
After reading Footnote to Youth, what advice would you give yourself and your
fellow teenagers?

Day 6 (2 hrs): The Bread of Salt by N.V.M. Gonzalez

 A bread of salt (pandesal) will be brought to class. Students will give their
individual impressions on the bread.
 Round-Robin Discussion: Students will discuss in their group common/
possible symbolisms that are associated with the bread of salt.
 Identifying the elements of the story
 Presenting / Analyzing the text as a coming of age story

Promdi@Manila by Genevieve L. Asenjo

 Trackback/ Think-Pair-Share: Trace your family movements and genealogy a)
Where did your family come from and why did you move to where you are
now? b) From what you remember, what were the difficulties of coping with life
away you’re your place of origin? C) How did this (personal, family) movement
affect your life?
 Concept Mapping: promdi
 Discussion of the text

Day 7 (2 hrs): Poetry: Kinds and Elements

 Students will restate in their own words the given poetic expressions.
 Concept Mapping/ K-W-L: POETRY
 Discussion of Concept with Powerpoint presentation
 Interpreting figurative/ poetic expressions
 Trident on what will best describe poetic language

Third World Geography by Cirilo F. Bautista

 Analyzing the elements of the poem and the poet’s writing style/ technique
 Class discussion on the tone and social message of the poems
 Small Group Discussion: a) Relate the details and images in the poem to the
 events during the Marcos regime.; b) Why do you think so many people have
differing opinions on the Marcos regime?
 Poster-Making: Design a poster which details how people can combat small
forms of oppression, like bullying.

Day 8 (2 hrs): The Haiyan Dead by Merlie M. Alunan

 Discussion on the author’s life
 Viewing: Video Clips of the devastation caused by the Super-typhoon Haiyan/
Yolanda
 Think-Pair-Share: a) How do you feel seeing and recalling the devastation
caused by Yolanda? ; b) Can we really prepare enough for these calamities?
Why? Why not? Class discussion on the elements of poetry present in the
poems

Darangan: An Epic of the Maranao

 Discussion on the structure and elements of the epic
 Read selected passages of the text aloud. Focus on the overarching themes
found throughout the epic: the tension between hero and villain, good and evil,
war and peace, etc.
 Role play of scenes in the story reflecting certain practice, tradition, and culture
of the tribe

Day 9 (2 hrs): Drama: Kinds and Elements

 Descriptions of different literary genres were posted on the board. Students shall
put the descriptions under the correct heading (narrative, drama, poetry and
essay).
 Using acrostic of the word DRAMA, students will define/ characterize drama.
 Graphic Organizer: Venn Diagram
Compare and contrast the two dramatic modes
 Discussion of Concept
 Students will classify the drama titles as to comedy and tragedy.
 Students will give titles for each type of drama.

History and Development of Philippine Drama

 Video presentation
 Word Wall of the unique features and development that took place during
each period of drama was posted on the board. Students shall put each
feature under the correct period.
 Discussion of Concept with Powerpoint presentation
 Short quiz

Day 10 (2 hrs): New Yorker in Tondo by Marcelino Agana Jr.

 Think-Pair-Share: Do you dream of working abroad? Why? Why not?
 Short Video Presentation to introduce the characters, conflicts and setting
 Understanding the Text: Identify the elements of the drama

Essay: Definition, Structure and Types

 Titles Select: Student will identify the essays from the list of literary work that
the teacher will show.
 Diagramming: Using the titles that they have selected, students will complete
the table below.
 Title of the Text Why you think/believe that Characteristic/s of Essay
it is an essay that you know (is/are
shown on this title)

 Discussion of Concept
 Text Analysis: Students will work on groups of four. Each group will be given a
text/ essay to analyze. Using the given essays, students will identify the
characteristic/s of a well-written essay. They should also explain the
importance of each characteristic.
 Using Venn diagram, students will compare essay with other literary types
 One Sentence Summary: Complete the statements
Essay
is_____________________________________________________.
The thing that interests me about essay is_________________________.
I can apply my knowledge in essay
in_____________________________.
I can use essay in spreading God’s words by_______________________.

 The Literary Essay: Structure and Features

Day 11 (2 hrs): “Five Brothers, One Mother” from Many Mansions by Exie Abola
 Concept Mapping/ Semantic Webbing: What words or phrases do you
associate with “home”.
 Think-Pair-Share: a) What qualifies as a “home” to you? b) How many “homes”
do you really have?
 Discussion of the text and its elements
 Mini-Task: 3-4 members per group: What will home mean fifty years from now?
Present your answer in the form of a 5-minute audio-visual presentation.
Present this in class, allowing for an open forum.

Home of the Ashfall by John Jack Wigley

 Viewing of video clips during and after the June 15, 1991 Mt. Pinatubo eruption
 Reading of the essay
 Group Work: Reenact selected scenes from the essay.
 Discussion of the text
a) Discuss what the author means by this line “But not the poor; they are like
fungi. They don’t die. They morph after a catastrophe.”
b) What effect does the writer’s humorous tone have on the essay?
c) Would a more serious tone have added more meaning to the essay? Why
or Why not?
 Sentence Completion:
I have discovered that literary style can…
I learned that the importance of tone in written works is…
I understood that, in the face of disaster, I can/ should…
 Purposive Assignment: Write a 5 paragraph essay about facing adversity with
humor.

Bayan O Sarili by Jose Ma. Montelibano

 Think-Pair-Share: How can we convince others to agree with us on important
issues?
 Role Play: See persuasion in action
 Role Play scenarios when one has to persuade another person. (e.g. a child
asking her parents to buy him/her a new phone; a salesperson convincing
buyers to try a new product)
 Discussion of the essay
  Discuss the elements of successful arguments
 Reread the essay and identify the arguments presented by the author to
support his claim/s

Day 12 (2 hrs): Other Genres: Blogs as Literature

 Think-about-It: Are blogs literature?
 Recall the definitions and characteristics of literature. Do blogs qualify as
literature?
 Utilization of Computer Laboratory: Using the Internet explore the top blog
sites in the Philippines
 Some recommendations: This is a Crazy Planets by Lourd de Veyra;
www.professionalheckler.com; www.spot.ph; www.leasalonga.com;
www.lifeafterbreakfast.com; www.radikalchick.com; www.thirdworldnerd.com;
www.thefatkidinside.com

Other Genres: Textula (Frank Rivera)

 Concept Mapping: Semantic Webbing: POETRY/ POEM
 Discuss the emergence of textual
 Students read several textula/ tanaga
 Students write their own textual/ tanaga

Day 13 (2 hrs): Other Genres: Chick Literature (Wattpad stories)

 Think-about-It: What makes a book “chick litt”?

 Other Genres: Speculative Fiction

 Other Genres: Flash Fiction

 Gallery Walk: Posted on different stations in the room are examples of flash
fiction: Students read examples of flash fiction
 Discussion of concept
 Writing of flash fiction

Day 14 (2 hrs): Performance Task

 Students present their creative multimedia adaptation of a Philippine literary
text in the class
 Basis for Grading: Please see rubric for complete details
 Appropriateness and Effectiveness of the Multi-Media Format Used in
Interpreting the Literary Text
 Knowledge and Understanding of the Literary Text adapted and its
elements
 Use of Multi-Media
 ICT Skills applied in Crafting the Adaptation

Prepared by: Checked by:

________________________ _________________________
Signature of Teacher/Date SAC/Date

St. Mary’s College of Baliuag

 Baliuag, Bulacan

UNIT PLAN
SY: 2016-2017

Subject Area: 21st Century Literature from the Philippines and the World
Semester/Quarter: Second Semester, Fourth Quarter
Unit: I
No. of Days: 30
Unit Topic: Making Sense of the World through Literature

STAGE 1
CONTENT STANDARDS

 Identify the values, dreams, and struggles of the Philippines and the World
from the literary texts discussed
 Share insights on the cultures, traditions, and practices of the Filipinos and the
World
 Utilize research in the writing of close analysis and critical interpretation of a
literary text

Day 1: Literary Criticism: An Overview

Day 2: Biographical/ Historical Approach
Day 3: Moral/ Philosophical
Day 4: Formalism/ Structuralism
Day 5: Psychological
Day 6: Mythological/ Archetypal
Day 7: Structure of Critical Analysis/ Critique:
Day 8: Asian Culture and Literature: An Overview
Day 9: Stories (a short story) by Caroline Hau (Japan)
Day 10: The Lucky Plaza by Dinah Roma, (Singapore)
Day 11: Dalawang Awit Mula sa “Rama Hari” ni Bienvenido Lumbera (India)
Day 12: African Literature: An Overview
Day 13: The Breath of Sparrows (a poem) by Jim Pascual Agustin (for Nelson
Rolihlahla Mandela): Mandela’s Legacy
Day 14: African Text No. 2
Day 15: African Text No. 3
Day 16: European Literature: An Overview
Day 17: Stonehenge by Rio Alma, United Kingdom
Day 18: XVIII, from “Amsterdam, A Cycle” by J. Neil C. Garcia, The Netherlands
Day 19: European Text No. 3
Day 20: Australia/ Oceania: An Overview
Day 21: An Earnest Parable (short story) by MerlindaBobis
Day 22: Australian Text No. 2
Day 23: North/South America
Day 24: Under my Invisible Umbrella by Laurel Fantauzzo (United States)
Day 25: The Roadrunner by Rowena Tiempo-Torrevillas,(United States)
Day 26: Latin American Culture and Literature: An Overview
Day 27: Gabriel Garcia Marquez (1927-2014) (an essay) by Louie Jon A. Sanchez
Day 28: Latin American Text No. 2
Day 29: Performance Task
TRANSFER GOAL
The students in the long run and on their own will be able to…
Evaluate texts critically to develop better understanding and appreciation of
literature which may lead in increased awareness of the world
ESSENTIAL UNDERSTANDINGS ESSENTIAL QUESTIONS
The students will understand that…
 Literature enriches the mind
and presents a way to
understand and improve the
world not only through its
beauty but also through the
ideas it contains.
 Critical evaluation of a literary
work may lead to a better
understanding and appreciation
of the text.
KNOWLEDGE
The students will know…
1. the definition and functions of literary
criticism
2. the biographical and historical literary
criticism approach
3. the moral and philosophical literary
criticism approach
4.the definition of formalism and
structuralism
5. the definition of psychological literary
criticism approach
6. the common literary archetypes
7. the features and structure of critique
8. the unique features of Asian culture
and literature
9. the literary and non-literary use of
language
10.the biographical and socio-cultural
contexts of the text
11. the Indians influences in the world’s
culture
12. the influences of African Literature
13. the influences and contributions of
Nelson Mandela to the African nation
and its people
14. African Text 2
15. African Text 3
16. the influences of European Literature
17. the functions of the literary devices
allusion and couplets
18. the significance of cultural and
national memory in a globalized world
19. European Text 3
The students will keep considering…
 Why do I have to study the
literature of other countries?
 In what ways has literature
brought me to a greater
understanding of myself and
the world around me?
 Why do I need to evaluate what I
read?
SKILLS
The students will be able to…
1.discuss the importance of literary
criticism
2. familiarize on the biographical and
historical approach in literary criticism
3. distinguish moral from philosophical
approach in literary criticism
4. explain formalism and structuralism
5. familiarize on the psychological
approach in literary criticism
6.explain how archetypal characters are
reflection of human nature
7.analyze and evaluate a text by writing a
critique
8. discuss the importance of knowing and
preserving one’s own culture
9. identify the tone, style, and manner of
the narration of the story
10. identify and interpret the figures of
speech and other literary techniques
and devices in the text
11. respond critically to the poem through
a performance of poetry interpretation
12. explain the influences of African
Literature
13. explain the biographical, linguistic,
and socio-cultural contexts of the text
14. respond critically to the message of
the text presented
15. explain the inter-continental
differences of the text discussed
16. relate to the significant details of
European Literature
17. create an educational brochure of a
popular landmark or tourist spot
18.situate the texts in the context of the
region, the nation and the world
19. identify the figurative languages and
its relation to the way how message is
conveyed
20. the influences of Australia/Oceania
Literature
21. the significance of food as cultural
objects and markers for identity
22. Australian Text 2
23. the significance of North/South
American Literature
24. the effects of cultural clashes
25. the importance of proper time
management
26. the history and culture of Latin
America
27. the contributions of Gabriel Garcia
Marquez to world literature
28. Latin American Text 2
STAGE 2
ASSESSMENT
20. relate the Australian and Oceanian
Literature
21. recognize and interpret the use of
allegory in the text
22. apply significant points present on the
text
23. compare the significant details of
North and South American Literature
24. identify the theme of the essay
25. explain the concept of ennui as it
relates to the structure of the essay
26. identify the parallel elements in the
history and culture of Latin American
countries and the Philippines
27. analyze the relationship between text
and context
28. analyze the patterns in writing on
Latin American text

In the age of technology and Social Media, people get unlimited access to
information. But with the influx of information, different propagandas and other types
of information manipulation come with it. As a result of these propagandas, many
people were misled by the information they receive.
To develop your skill of critical thinking and to help other readers better understand
and appreciate the text, you are tasked to write a critical analysis of a 21 st century
literary text of your choice. You may use any of the literary approaches in writing your
analysis. Your paper, which will be presented to your classmates and teacher, must
consider the form, theme and context of your chosen text.

G - to write a critical analysis of a 21st century literary text

R – themselves (as readers/ people who process information)
A – your classmates and teachers
S - many people were misled by the information they receive.
P – a critical analysis that considers the form, theme and context of the literary text
S - Your work shall be evaluated based on the following criteria:

RUBRIC

Criteria 4 - Excellent 3 – Good 2 – Fair 1 - Poor

Elements of The purpose The writing The writing The writing
Literary of explaining offers some does little to does not
Analyses/ meaning is new insight deepen the deepen the
Interpretations achieved, into the work reader’s reader’s
thereby or related understanding understanding
deepening the works, but the of the work or of the work or
reader’s analysis may related works. related works.
understanding not The analysis Summary may
of the work or consistently may be substituted
related works. summarize the summarize for analysis.
The analysis work to the instead of
summarizes extent needed analyze, or fail
the work to the to clarify main to summarize
extent needed points, or it as needed to
to clarify main may explain points. The discussion
points but unnecessarily of the form,
 does not retell retell the work. Form, theme theme and
the work. and context of context of the
Form, theme the text were text was very
Form, theme and context of fairly limited.
and context of the text were discussed.
the text were well
extensively discussed.
discussed.
Organization The analysis The analysis The analysis The analysis
begins with a begins with a begins with a does not begin
clear thesis thesis thesis with a thesis
statement that statement that statement that statement, and
identifies the identifies the identifies the the writer fails
work by title, work by title work by title to identify the
author, and and author and author, but work by title,
genre and and states the it may not author, and
succinctly meaning of the address the genre. No
states the whole work or meaning of the organizational
meaning of the some part of it. whole work or plan is evident.
whole work or The body some part of it.
some part of it. explains and The body only
The body develops the partially
expertly thesis and explains or
explains and provides develops the
develops the supporting thesis; few
thesis and examples from supporting
provides the work. The examples from
supporting conclusion the work are
examples from brings the given. The
the work itself analysis to a conclusion
or from related satisfactory may be weak,
works that close. repetitive, or
back up the missing.
thesis. The
conclusion
leaves the
reader with a
question, a
quotation, a
fresh insight,
or another
memorable
impression.
Grammar, There are few There are There are There are
Usage, or no errors in some errors in several errors many serious
Mechanics, mechanics, mechanics, in mechanics, errors in
and Spelling usage, usage, usage, mechanics,
grammar, or grammar, or grammar, or usage,
spelling. The spelling. Most spelling. Only grammar, and
title of the conventions some of the spelling. Few
work and related to conventions or none of the
evidence from capitalizing related to conventions
the work are and capitalizing related to
correctly punctuating and capitalizing
capitalized and the title of the punctuating and
punctuated work and the title of the punctuating
throughout. supplying work and the title of the
 evidence from supplying work and
the work are evidence from supplying
followed. the work are evidence from
followed the work are
followed.

OTHER EVIDENCES:

Diagnostic Formative Summative

Written Output Pre-test Graphic Unit Tests
Organizers Written
Seatworks/ drills assignments
Journals
Critique Paper
Exit Slips
quiz
Performance/ Recitation Performance task
Product Reporting (Critical Analysis of
Group Activities a Literary Text)
(e.g. games)
STAGE 3
LEARNING ACTIVITIES

Day 1 (2 hrs): Literary Criticism: An Overview

 Present the students pictures of Leonardo da Vinci “Mona Lisa” and Juan
Luna’s The Spoliarium. Students will give their comments/ impressions of the
paintings.
 What do you think of the paintings? Have you seen these paintings
before? How do you feel about the painting? Is the painting a realistic
portrayal of life? Do these paintings remind you of any other paintings you have
seen? If so, what painting or artists? What do you think was the message each
painter was trying to convey?
 Semantic Webbing: Criticism
 Students read statements quoted from book reviews and literary criticism
articles. They will identify whether each statement is from a book review or a
literary criticism.
 Discussion of the concept
Explain to students that Literary Criticism is not just “criticizing” a work. Explain
proper definition.
 Exit Slips:
Literary criticism is…
Literary criticism is important because…

 Biographical/ Historical Approach

 Moral/ Philosophical

Day 2 (2 hrs): Formalism/ Structuralism

 Psychological

 Mythological/ Archetypal
 Students play a game called Name that Character
 Discussion of the Concept: Common Literary Archetypes
 Archetypal Characters (i.e., hero, good mother, sage, trickster, etc.)
 Archetypal Patterns (i.e., journey of initiation, search for the father, etc.)
 Archetypal Symbols (i.e., colors, water, light/dark, etc.)
  Universal Connections (i.e., making choices, winning/losing,
relationships, self and other, etc.)
 Students will be given copy of the Archetypal Bingo sheet and
work independently to jot down as many examples in each box as possiblefor
each archetype from literature, children’s books,movies, TV shows, etc. (about 5
minutes). After writing down as many examples as possible, students will go
around the room and share/get new examples.
 Writing a simple plot of a story

Day 3 (2 hrs): Structure of Critical Analysis/ Critique:

 Think-Pair-Share: Do you read product reviews before deciding to buy
something? If so, how were they helpful to you as a buyer of the said product?
 Group Discussion: Organize the class into five groups. Each group shall be
given an example of a critique paper. Study the critique based on the following:
subject, target audience, purpose, choice of expression, and arrangement of
materials.
 Writing a Critique

Asian Culture and Literature: An Overview

 Graffiti: Fill the page with words or phrases you associate with Asia
 Agree/Disagree statements about Asian countries, people and culture
 One-Minute Speech:
What makes you an Asian?
Are you proud of being Asians?
How can you help in preserving and promoting the Asian culture?

Day 4: Stories (a short story) by Caroline Hau (Japan)

 Research assignment: History of the Chinese in the Philippines
Present your research in photographs and clippings, accompanied by a
paragraph on the following assigned sub-topics: Filipino Chinese Art; Filipino
Chinese Cuisine; Filipino Chinese Architecture; Filipino Chinese Medicine;
Filipino Chinese Literature
 Analyzing the Text: Basic Elements of Fiction: Theme, Tone and Style of
Narration
What makes the text literary?
 Graphic Organizer: Venn Diagram
Compare and contrast literary and non-literary language.

The Lucky Plaza (poem) by Dinah Roma, (Singapore)

 Family Feud:
Round 1: Top 5 Foreign Countries with the highest number of OFW
Round 2: Top 6 professions/ jobs abroad for the OFW
 Virtual Tour in Singapore (Lucky Plaza will be highlighted)
Discussion of the significance of Lucky Plaza to the OFW in Singapore
 Sentence Completion:
In the analysis of “The Lucky Plaza” by Dinah Roma, I have discovered
that symbol is…
After this lesson, I now comprehend that the images of the poem are…
In relation to our class activity, I learned that as a city, Singapore is…

Dalawang Awit mula sa “Rama Hari” ni BienvenidoLumbera (India)

 Students will be given an overview/ brief background on Ramayana, a Sanskrit
epic
 Discussion of the text
 Students perform their interpretation of the poem with a new context

Day 5 (2 hrs): African Culture and Literature: An Overview

  Short Response: Students give their first impression of Africa and its people

The Breath of Sparrows (a poem) by Jim Pascual Agustin

(for Nelson Rolihlahla Mandela)
 Mandela’s Legacy
 Research on African liberation and Nelson Mandela’s fight for national
independence in South Africa.
 Small Group Discussion: Tackle the following in your groups.
 Who is Nelson Mandela in the eyes of Africans? in the eyes of the world?
 How do South Africa and the Philippines share experiences and history?
 Is there a political figure in the Philippines which we can compare to Mandela?
 What can we learn from Mandela and the South African history that could be
applied in the Philippines?

 African Text No. 2

 African Text No. 3

Day 6 (2 hrs): European Literature: An Overview

Stonehenge by Rio Alma, United Kingdom

 Students will be shown a picture of Stonehenge
 What do you know about this landmark?
 Discussion of the text (highlighting the use of allusion and couplet)
 Graphic Organizer: Wonders of the World

WONDERS OF THE WHAT IT IS TO ME WHAT IT IS TO THE

WORLD PEOPLE
(preferably pictures)

The White House

The Taj Mahal

The Pyramids of Egypt

The Eiffel Tower

 Make an educational brochure of a popular landmark or tourist spot (may serve

as an assignment)

Day 7 (2 hrs): XVIII, from “Amsterdam, A Cycle” by J. Neil C. Garcia, The

Netherlands
 Students draw a dramatic interpretation of the poem. They will be advised to be
conscious of the setting.
 Unlocking of Difficulty:
Who are “the creoles, the natives and the Others”? Why are these terms
especially significant in relation to the setting of the poem (Amsterdam, the
capital of the Netherlands)?
 Graphic Organizer: Objects as Markers of Memory
Identify the significance of the following objects and discuss why it is important to remember
them and the cultural memories associated with them.
OBJECT/ LANDMARK WHAT IS IT WHY IS IT
(preferably pictures) ASSOCIATED WITH IMPORTANT TO
REMEMBER WHAT
THIS STANDS FOR
Rizal Monument
 Magellan’s Cross
EDSA People Power
Monument

 Sentence Completion
In this lesson, I learned that when reading literary works one has to…
I learned that the stories of our cities is…
I learned that to be a citizen of the world, one needs to…

 Text from Europe

Day 8 (2 hrs): Australia/ Oceania

An Earnest Parable (short story) by Merlinda Bobis

 Group Activity: List at least 5 uniquely Filipino or Asian dishes and their social functions. Be
guided with the given example:
DISH SOCIAL/ CULTURAL FUNCTION
Lechon Baboy This is a permanent fixture in many Filipino parties. A
celebration of a milestone—a birthday, wedding, or graduation
—is rarely without lechon. Lechon is always shared with family
and friends. This tells us how much Filipinos value the
companionship and camaraderie of family and friends.

 Decoding the Symbol: Tongue in Check

How did the characters value the tongue?
What are the descriptions given to tongue? Why is the meaning of each
description?
List down 3 things the tongue has done to the community as a whole.
 Short quiz

 Australian Text No. 2

Day 9 (2 hrs): North and South America: An Overview

Under my Invisible Umbrella by Laurel Fantauzzo (United States)

 One Minute Speech: If you will be given a chance to migrate to any country of
your choice, what country would you choose? Why?
 Group Work: You are hosting a balikbayan relative who has not been in the
country for 15 years. Prepare an itinerary for him/her so that he/she can
experience the homecoming visit of his/her life? What places should he/she
visit? What food should he/she eat?
 Explain the theme of the essay: White Love is everywhere by accomplishing the table below.
MEDIA TEXT HOW WHITE LOVE IS
DEMONSTRATED
Filipino/ Tagalog Film
Print Advertisement
TV commercial
Sports
 Make a list of “5 things that a Filipino should do to fit in a foreign country” and 5
things that a Balikbayan Needs to do to fit in”. Write a short paragraph to
explain your list

Day 10 (2 hrs): The Roadrunner by Rowena Tiempo-Torrevillas,(United States)

 Students shall watch clips from the cartoon Roadrunner
 Explain “doing everything and therefore nothing”. Relate it to the text
  Journal Writing:
A Day in the Life of _____________

ACTIVITY TIME SPENT ON THE WHY I LIKE DOING IT

ACTIVITY

 Sharing of insights in small groups: Do you think your activities are a “waste of
time”? Why? Why not? What other things could you have done? Would you
say that those activities are more or less productive?
 Discussion of the text and in relationship to the “ennui” concept
 Sentence Completion:
I learned that modern life is…
To live in this time period means…
Proper time management means…

Day 11 (2 hrs): Latin American Literature: An Overview

 Gabriel Garcia Marquez (1927-2014) (an essay) by Louie Jon A. Sanchez

 Research on the life and works of Gabriel Garcia Marquez (pre-assigned)
 Concept mapping: Important information about Gabriel Garcia Marquez and his
contributions
 Venn Diagram: Compare and contrast Gabriel Garcia Marquez with Jose Rizal
 Sentence Completion:
In the analysis of Gabriel Garcia Marquez, I have discovered that context is…
After this lesson, I now comprehend that the context of the text is…

Day 12-14 (2 hrs. each): Performance Task

Prepared by: Checked by:

________________________ _________________________
Signature of Teacher/Date SAC/Date