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7/27/2019 Chapter Plan 13-14 (1) (1)
1/12
Siena College Q. C.Del Monte Avenue Quezon City
Integrated Basic Education Department
Chapter Plan
Chapter Plan no:01
Topic: Finding our Roots:
Introduction to Philippine Oral
Lore and Pre-Hispanic
Literature
Characteristics of Pre-
Hispanic Philippine
Literature
Examples of Pre-Hispanic
Philippine Literature
The Cycle of the Sunand the MoonThe Monkey and the
Turtle
Subject Area: ENGLISH 7
Big Idea: Literary Appreciation
Cultural Appreciation
Cultural Sensitivity
Year Level: GRADE 7
7-Excellence
7-Love of God
7-Unity7-Love for the Eucharist
7-Faith (BHS)
Allocated Time: 12 Meetings Designer/s: Mr. Jayson D. Zabala
Ms. Mirasol L. LastimozaInterdisciplinary Integration:
Social Studies early Philippine Culture (Pre-Colonial Period)
Filipino pre-Hispanic Philippine Literary Tradition
Speech Theater and Drama
Religion The Creation Story
Graduate Attributes:
AD 1.1. Effective Communicator
1.1.2. Demonstrates Comprehension in Reading.
1.1.9. Clearly articulates his/her stand concerning issues.
AD 1.3. Creative Learner1.3.1. Applies acquired knowledge and skills in any given situation or
problem.
AD 1.5. Visual Learner
1.5.1. Illustrates abstract ideas in different forms.
AD 1.7. People Smart
1.7.1. Communicates and interacts effectively with others.
1.7.3. Respects the feelings and viewpoints of others.
AD 1.8. Self-Smart1.8.6. Expresses his/her thoughts and ideas with confidence.
SD 5. The Proud Global Pinoy
5.1. Speaks and Promotes Filipino History and Culture.
5.2. Shows respect for different ethnic groups.
5.14. Respect for different cultures, ideologies, and religious beliefs.
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Stage 1.0 Desired Results
Established Goals: (K to 12 Basic Education Curriculum, DepEd) G
RC 1b: Use information presented in a reading or viewing selection to infer, toevaluate, and to express critical ideas.
RC 1e: Respond to ideas, issues and concerns presented in a reading or viewing
selection in creative forms.
OL 1: Use the right stress, intonation, phrasing, and pacing when reading short
written passages and engaging in interpersonal communication.
WC 1a: Identify the exclusive features and properties of oral language.
WC 1b: Identify the exclusive features and properties of written language.
VD 1: Establish semantic relationships of words as well as familiar, colloquial,
and idiomatic expressions.
AT 1: Ask sensible questions on his/her own initiative.
SS 1: Use appropriate mechanisms/tools in the library for locating resources.
Performance Standard:
The learner interpretatively and proficiently performs in an excerpt of a play
or drama highlighting human rights.
The learner presents an excerpt of a play highlighting significant human
experiences.
Essential Questions: Q
When does a story become literary?
What is culture?
How is culture created?
What determines our cultural identity?
What is the significance of literature in
our culture?
Topical Questions:
What is Literature?What makes literature alive in the tradition
of a particular civilization or community?
Who are the main characters in the storiespresented?
When did these stories take place?
Where do you think these stories took
place?What are some important events in the
stories?What do you think is the purpose of the
Early Filipinos in telling these stories?
Enduring Understanding: UStudents will understand that
Literature exposes us to ideas and
concepts which define our construct
of the world and mold our presentidentity.
Literature promotes respect,
harmony, cultural appreciation aswell as cultural sensitivity.
Literature releases our creativity
and helps us go beyond norms,therefore creating newer paths.
A strong literary tradition nourishes
a strong culture; a strong culturebuilds a strong society; a strong
society empowers people to be the
best they can be.
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What composes Pre-Hispanic Literature?
Who brought these types of literature to thePhilippines?
What are the literary types with Indonesian
roots?
What are the literary types with Malayanroots?
What are the kinds of epics?
What are the kinds of folktales?What are the kinds of poems?
Knowledge: KStudents will know
The Correlation of Literature and
Social Identity
The Pre-Hispanic Philippine
Literary Tradition
Examples of Pre-Hispanic
Philippine Literature
Skills: SStudents will be able to do
Place the Pre-Hispanic Literature in
its proper pedestal in the Philippine
Literary Tradition by being able todistinguish pre-Hispanic literature
from other types of literature
existing in the Philippines;
Display a deeper sense ofappreciation and understanding for
the ingenuity of pre-HispanicLiterature through the production of
a play.
Stage 2.0 Assessment EvidencePerformance Task/Transfer: T
TEATRO PITO
The Repertoire Philippines, a famous theater company here in the country, is
staging an adaptation of Philippine Folktales and legends for the current theater season.
These folktales, are however, available only in a narrative format from their original
sources.
The company, then, must be able to make an appropriate script the essence of the
narratives, but the senior scriptwriters added the twist of including social issues andsocial commentaries within the dialogues. Without sacrificing the important information
such as the main events, the company must be able to deliver the message through actors
who possess the proper emotions, gestures, and skills to be able to give conviction to
these stories.
The Department of Education has pledged full support for this undertaking andhas sent a memorandum to all public and private schools to encourage Grade 7 students
to watch the theatrical adaptation of the story: Why do Women Wash the Dishes? (Bakit
ang mga babae ang naghuhugas ng mga Pinggan?), the folktale adopted for the play.
It is expected that the members of Repertoire Philippines exhibit proper gestures,
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facial expressions and mastery of the dialogues between characters to be able to make this
project a success. The presentation is also to be videoed and subtitled in English forfuture reference as well as for ease of viewing for Foreigners.
Other Evidences: OE
Assignment 1. Search for examples of Pre-Hispanic Literature from Philippine Tribes.
Students will search for literary selections from the Pre-Hispanic Period throughresearch in the library or from the internet. They will then compile this as a responsible
team for reference in the Web me! Task.
Assignment 2. Parents Interview.
Students will interview their parents regarding their experiences of having
misunderstandings and how were they able to overcome these. The students will also
share these in class.
Group Task 1: Paint me a Picture!
Grouped according to their respective responsible teams, the students
enact different scenes from the selections
using the tableau technique. The teacherand another teacher will serve as a judge
for the selection of the group with the best
tableau (to win a point). The group with the
most number of points at the end of theactivity wins.
Group Task 2: Web me!
Students go to their respectiveresponsible teams to web in a manila
paper the literary types inherited from the
Malaysians and the Indonesians. They willindicate the titles of the types of literature
inherited from these two civilizations.
Think Pair Share.
Students answer the comprehension
response questions after the selections
using the Think-pair share method. Criticaldiscussions will be induced as well since
selected members of the class will be askedto share their insights.
Critical Discussion 1:
Is Literature still important in a
modern society?
Everyone shares his or her opinionregarding the question posted by the
teacher on the blackboard. Anyone cancomment in support or in opposition to thecomment of the previous speaker. Even the
instructor can commend or question the
arguments or the reasons of the speakers.
Students capacity to reason out andidentify ideas is exhibited in this activity.
Critical Discussion 2:
What causes a shift in the literary
traditions of people?
Students share their opinions about
the Diaspora or displacement of tribes thatsettled in the Philippines once another,
more powerful tribe comes in the scene.
The teacher previously discussed that asnew settlers come in, the previous settlers
move to a higher place, (for example, when
the Malay and the Indonesians came, theAetas were driven from the lowlands to the
highlands) the literary tradition shifts as
well. Students point out particularcharacteristics of literary pieces with Aeta,
Indonesian and Malayan influences toprove or disprove comments.
Critical Discussion 3:
Why do Filipinos believe in
Supernatural Beings?
Students share their insights and
share particular instances where Filipinosdeeply believed in supernatural beings and
where these beliefs were disproven. The
class forms a concept as to why Filipinosduring the Pre-Hispanic Period have
regarded nature as a powerful force through
the literature that involved thepersonification of natural forces as divine
beings or even deities.
Critical Discussion 4:
Mang-gad and Binotong =
Filipino Women?
Upon reading, students have found
out that the Sun called the Moon mang-
gad (property) and binotong (slave).
Prelude to Theatrics Workshop: Paint me
a Picture (Part II)
Students, grouped according to theirrespective Responsible Teams, act out
scenes from the story The Monkey and the
Turtle through the production of a
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The Moon was badly hurt by this, that is
why she left the house.Students come to the realization
that Filipino Women, and women in
general, across several cultures, have been
reduced to mere properties or slaves bymen. Students react to this concept of the
women as a lesser being, inferior to themen.
Students also relate the story with
the current context: while in some countries
womens rights are still denied, the worldis slowly accepting the concept of gender
equality. Students react to this slow yet
steady development, and take their sideswhether they agree to it or not. They open
their ideas for the possibility of furtherdiscussion and comment. The teacher alsoinputs his or her own insights to make
the discussion colorful.
diorama. Particular scenes, such as the
following:
The Turtle ferrying the treeto the other side of the river where the
Monkey is waiting; The Monkey on top of the
Turtles banana tree and consumingeverything while the turtle prepares the
thorny bushes around the tree.
The Monkey eating the ChiliPeppers while the Turtle runs away.
The Monkey sitting on the
coconut shell where the Turtle is hiding.
The Monkey dying due to
the injuries he sustained when he hit his
belly with a rock.
Students who exude the best
emotions, facial expressions, bodily
actions, etc. will be awarded a point. TheResponsible Team with the most number of
points wins the game and will be awarded a
special prize.
The lesson is integrated with a
primer on how to be able to act in the
theatric scene: the actors must be able toexude the proper facial expressions, bodily
movements and emotions in order for themto be able to effectively deliver the
message of their lines or acts.
Script-writing workshop.
Students will be taught the basics of
script-writing through a workshop-seminar
to be conducted by the teacher or an invited
resource speaker who works in the field.The students will have to be able to
compose grammatically sound sentences
and meaningful dialogues to accomplishthe task of editing and translating their
script from Filipino to English.
Theatrics workshop.
In conjunction with their speech
class, students will be taught the basics of
appropriate facial expression and gestures
in theater. A resource speaker who actuallyworks in the theater industry may be
invited to scaffold the students in this task
which prepares them for the mainperformance task which is to perform the
play Why do Women wash the dishes? in
front of an audience.
LEGEND: Facets of UnderstandingE Explanation P- Perspective
I Interpretation S Self-Knowledge
A - Application
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Stage 3.0 Learning Plan
Learning Activities: LA
Learning Plan 1Literature and History
Motivation
Students are presented the question What is Literature? and are tasked to write
on the board any related word that comes to their mind. When all students had their turn,the instructor then asks the students to share what particular experiences they had that
were funny, sad, embarrassing, angering, outrageous, etc.
Fig. 1.
Presentation
Students are shown a video about Philippine Pre-History and how Filipino culture
was enriched during the time. Students share their insight as to how Filipinos enriched
their culture.
The element of literature as a catalyst for cultural development is introduced and
centered on three aspects: the beginning of Literature as a simple story, where studentsacknowledge the fact that literature is based on universal human experiences. It follows
that in order for the Literature to come alive and stay alive, it must be shared, first
within the community, then outward; when such story is already inculcated in the
traditions of the people, it then becomes part of the culture of the people who aremembers of the community; hence, an identity is formed based on the culture that a
particular people exhibit, whether in small tribes or large communities.
Development/Formative Assessment
LITERATUR
E
Critical Discussion 1:
Is Literature still important in a modern society?
Everyone shares his or her opinion regarding the question
posted by the teacher on the blackboard. Anyone can comment in support
or in opposition to the comment of the previous speaker. Even theinstructor can commend or question the arguments or the reasons of the
speakers. Students capacity to reason out and identify ideas is exhibited
in this activity.
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Generalization
A Society with a Strong Literary Tradition has a Strong Culture;
The foundations of nationalism lie within a strong culture.
Students arrive at the concept that significant human experiences are the
foundations of a sound literary tradition; a strong literary tradition nourishes a strongculture, and a strong culture promotes national identity which can eventually lead to
progress.
Learning Plans 2, 3 and 4
Pre-Hispanic Literature
Recall
Students recall the significance of Literature in the Society. They also reiterate therelation of an established literary tradition in the formation of a strong culture which
leads to a sense of identity and nationalism, eventually resulting to a collective effort of
the community towards progress and growth.
Presentation
Students are shown a video about pre-Historic and Pre-Hispanic Philippine
Literature and its kinds. They also copy notes from a transparency film prepared by theteacher.
The teacher discusses the origins of Pre-Hispanic Literature: Primarily coming
from the oral and written traditions of the first three civilizations that settled in the
Philippines: The Aeta, the Indonesians, and the Malay/Malayans. Students are shown thepictures of people from these three civilizations. The students distinguish the
characteristics of the Aeta, Indonesians and the Malay, based on their clothing, their style
of daily living, etc., and connect it to how their literature reflected the said descriptions.
The students also distinguish the characteristics of each kind of literature presented.
Development/ Formative Assessment
Assignment
Critical Discussion 2:
What causes a shift in the literary traditions of people?
Students share their opinions about the Diaspora or displacementof tribes that settled in the Philippines once another, more powerful tribe
comes in the scene. The teacher previously discussed that as new settlers
come in, the previous settlers move to a higher place, (for example,when the Malay and the Indonesians came, the Aetas were driven from
the lowlands to the highlands) the literary tradition shifts as well.
Students point out particular characteristics of literary pieces with Aeta,Indonesian and Malayan influences to prove or disprove comments.
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Students should read p.35, The Cycle of the Sun and the Moon, from their
ECAS book.
Learning Plan 5 and 6
The Cycle of the Sun and the Moon
Motivation/Recall
Presentation
Reading Activity and Seatwork.
Students read the selection The Cycle of the Sun and the Moon on Page
35 of the book English Communication Arts and Skills through Filipino
Literature. They also answer the Comprehension Response Questions on Page 37
of the same book. The class then discusses the Comprehension ResponseQuestions as the teacher writes the students answers, especially on the particular
events that happened in the story.
Students come into the concept that literature like these, written or orally
shared during the Pre-Hispanic Period, were often considered by the people as
gospel truths and are taken in as facts since the people continually shared themfrom generation to generation. While we may chuckle a little at the sight of these
stories given that Science and scientific evidence has already disproven them, it
has still become part of our culture and literary tradition.
Do you love me?
Students play the game Do you love me? First, they
arrange their chairs in a circular manner then they select an it who
will then approach another student to ask him or her the question Do
you love me? if the student asked said Yes, the whole classreshuffles seats and finds a position that is different from his or her
previous location. If the student said No, then that student has to
specify qualities of people whom he or she loves (e.g. I love peoplewho have braces, I love people who have knee-high socks, etc.) then
only these people will reshuffle seats. The selection of the next it
will depend on the person who will be denied a seat in the circle. Afteran it has been identified, the cycle continues. The person who has
been selected as the it for the most number of times will be given a
special dare next meeting.
Throwback!
Students are asked regarding their parents if there are
times that they see their parents having misunderstandings or such. Theyshare their experiences regarding these. They are also asked if they saw
fellow classmates or friends or any other people in a relationship who are
experiencing or who experienced the same thing. The teacher then relatesit to the context of the current lesson. Lesson presentation follows
afterward.
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Development/Formative Assessment
Generalization
Students realize that literature, as previously discussed, determines the
culture of a particular civilization; also, it defines their identity as a tribe oras a collective whole. Literature, after all, is about a story a story that is based
only on universal human experiences that are borne from the traditions,
customs, and daily routines of the people from the community.
Further, the story teaches the students that conflict is inevitable yet
resolvable. While conflicts and misunderstandings happen from time to time,
parties can always exercise reconciliation through a contrite heart and a
sincere intention to make amends. While in this story, there was noreconciliation, it does not mean to say that we should not reconcile with those
who hurt us and those whom we have hurt; we should always ask for
forgiveness and give forgiveness where it is due.
Assignment
Parents Interview
Critical Discussion 3:
Why do Filipinos believe in Supernatural Beings?
Students share their insights and share particular instances where
Filipinos deeply believed in supernatural beings and where these beliefs were
disproven. The class forms a concept as to why Filipinos during the Pre-Hispanic Period have regarded nature as a powerful force through the literature
that involved the personification of natural forces as divine beings or even
deities.
Critical Discussion 4:
Mang-gad and Binotong = Filipino Women?
Upon reading, students have found out that the Sun called the Moon
mang-gad (property) and binotong (slave). The Moon was badly hurt by
this, that is why she left the house.Students come to the realization that Filipino Women, and women in
general, across several cultures, have been reduced to mere properties or
slaves by men. Students react to this concept of the women as a lesser being,
inferior to the men.Students also relate the story with the current context: while in some
countries womens rights are still denied, the world is slowly accepting theconcept of gender equality. Students react to this slow yet steady development,and take their sides whether they agree to it or not. They open their ideas for
the possibility of further discussion and comment. The teacher also inputs
his or her own insights to make the discussion colorful.
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Students have a first-hand experience of interviewing their parents
regarding experiences that they had as a couple. Were there anymisunderstandings in the relationship? Were there specific challenges they had to
face? How were they able to overcome it? The students then report a summary of
their interview next meeting.
Pre-Reading
Students should have read Page 69 of the English Communication Arts
and Skills book. This contains the story of the Monkey and the Turtle, to be
discussed next meeting.
Learning Plan 7, 8 and 9
The Monkey and the Turtle
Motivation/Recall
Reporting/Sharing
Students report a summary of their interview with their parents. They are
allowed to summarize their interview in two to five sentences.
Paint me a Picture (Part I)
Students group according to their Responsible Teams (RT) and are askedto provide a diorama (or a still picture using themselves as subjects) of the
following situations:
Ateneo vs. La Salle Rivalry in the hard court.
Miami and San Antonio Spurs fighting for the NBA championship.
The robber who stole your cellphone got caught but the cellphone was
already sold to another person.
Lapu-Lapu and Magellan fighting in Mactan, Cebu.
Students identify the pattern that these rivalries or pairings have one thing
in common: they have differences which are, or which were, irreconcilable. These
differences have led to dangerous, if not fatal or deadly, outcomes. This conceptthen related to the context of the current lesson. Students are asked regarding their
experiences of having friends who in turn became their rivals or enemies and stillthey have not reconciled with each other.
Presentation
Comprehension Response.
Students answer the Comprehension Response questions on page 71,
where they pair up and do the think-pair-share method of answering. The classthen discusses the major points of the story such as the place where the story
happened, the characters in the story, the major events of the story, etc. Students
form a character sketch of the Monkey and the Turtle, listing all their traits onseparate sides of the board.
Prelude to Theatrics Workshop: Paint me a Picture (Part II)
Students, grouped according to their respective Responsible Teams, act
out scenes from the story The Monkey and the Turtle through the production of
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a diorama. Particular scenes, such as the following:
The Turtle ferrying the tree to the other side of the river where the
Monkey is waiting;
The Monkey on top of the Turtles banana tree and consuming
everything while the turtle prepares the thorny bushes around the tree. The Monkey eating the Chili Peppers while the Turtle runs away.
The Monkey sitting on the coconut shell where the Turtle is hiding.
The Monkey dying due to the injuries he sustained when he hit his
belly with a rock.
Students who exude the best emotions, facial expressions, bodily actions,
etc. will be awarded a point. The Responsible Team with the most number of
points wins the game and will be awarded a special prize.
The lesson is integrated with a primer on how to be able to act in the
theatric scene: the actors must be able to exude the proper facial expressions,bodily movements and emotions in order for them to be able to effectively deliver
the message of their lines or acts.
Generalization
Students are led to the concept that Pre-Hispanic Literature not only deals
with how Filipinos lived back then, but also teaches lessons on good morals
and right conduct.
They were also treated as reference guides for good behavior and wereoften told and retold to children across generations, so, the continuum follows that
in order for someone to live a virtuous life, he or she must be able to see throughthe message of the fables and other forms of pre-Hispanic literature and be able to
apply it in the real-life settings.
Assignment
Students are grouped according to pairs, and each pair is tasked to look fora dialogue which they could use for next meeting.
Summative Assessment
Students answer the summative assessment for Chapter 1. They are given
an entire period to answer the whole summative test.
Learning Plan 10 and 11*
Theatrics Workshop: The World of Theater
Learning Plan 12 and 13*
Script-writing Workshop: Getting ready
*Please see appendices for the lesson plans for Learning Plans 10-13. They will be
activities meant to enhance the learners awareness of theater, and these were
obtained online, recommended for teachers who would like to integrate Speechand Drama in their classroom instruction.
Resources (Websites, Software, etc)
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Lapid, M. and Serrano, J. (2012).English Communication Arts and Skills
through Filipino Literature. Quezon City: Phoenix
Showalter, E. (2003). Teaching Literature. Victoria, Australia: Blackwell
Publishing.
Materials/Equipment needed:
Blackboard/Whiteboard
Chalk/Whiteboard marker
Props as needed
Teachers Reflection:
________________________________________________________________________________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Prepared by: Checked by:
Mr. Jayson Donor Zabala Ms. Marilou O. LagaoTeacher English ATL
Noted by: Approved by:
Mrs. Nida Cruz Sr. Angelita V. Codilla, O. P.
Coordinator for Academics IBED Principal