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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 PreHispanic Philippine Literature Examples of Pre-Hispanic Philippine Literature The Cycle of the Sun and the Moon The Monkey and the Turtle Big Idea: Literary Appreciation Cultural Appreciation Cultural Sensitivity

Subject Area:

ENGLISH 7

Allocated Time: 12 Meetings

Year Level: GRADE 7 7-Excellence 7-Love of God 7-Unity 7-Love for the Eucharist 7-Faith (BHS) Designer/s: Mr. Jayson D. Zabala Ms. Mirasol L. Lastimoza

Interdisciplinary 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 Learner 1.3.1. 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-Smart 1.8.6. Expresses his/her thoughts and ideas with confidence. SD 5. 5.1. 5.2. 5.14. The Proud Global Pinoy Speaks and Promotes Filipino History and Culture. Shows respect for different ethnic groups. Respect for different cultures, ideologies, and religious beliefs.

Stage 1.0 Desired Results Established Goals: RC 1b: RC 1e: OL 1: WC 1a: WC 1b: VD 1: AT 1: SS 1: (K to 12 Basic Education Curriculum, DepEd) G

Use information presented in a reading or viewing selection to infer, to evaluate, and to express critical ideas. Respond to ideas, issues and concerns presented in a reading or viewing selection in creative forms. Use the right stress, intonation, phrasing, and pacing when reading short written passages and engaging in interpersonal communication. Identify the exclusive features and properties of oral language. Identify the exclusive features and properties of written language. Establish semantic relationships of words as well as familiar, colloquial, and idiomatic expressions. Ask sensible questions on his/her own initiative. 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 Enduring Understanding:
Students will understand that

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 stories presented? 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?

Literature exposes us to ideas and concepts which define our construct of the world and mold our present identity. Literature promotes respect, harmony, cultural appreciation as well 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 culture builds a strong society; a strong society empowers people to be the best they can be.

What composes Pre-Hispanic Literature? Who brought these types of literature to the Philippines? What are the literary types with Indonesian roots? What are the literary types with Malayan roots? What are the kinds of epics? What are the kinds of folktales? What are the kinds of poems? Knowledge:
Students will know

Skills:
Students will be able to do

S Place the Pre-Hispanic Literature in its proper pedestal in the Philippine Literary Tradition by being able to distinguish pre-Hispanic literature from other types of literature existing in the Philippines; Display a deeper sense of appreciation and understanding for the ingenuity of pre-Hispanic Literature through the production of a play.

The Correlation of Literature and Social Identity The Pre-Hispanic Philippine Literary Tradition Examples of Pre-Hispanic Philippine Literature

Stage 2.0 Assessment Evidence Performance Task/Transfer: 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 and social 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 and has 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,

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 for future 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 through research 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! Group Task 2: Web me! Grouped according to their Students go to their respective respective responsible teams, the students responsible teams to web in a manila enact different scenes from the selections paper the literary types inherited from the using the tableau technique. The teacher Malaysians and the Indonesians. They will and another teacher will serve as a judge indicate the titles of the types of literature for the selection of the group with the best inherited from these two civilizations. tableau (to win a point). The group with the most number of points at the end of the activity wins. Think Pair Share. Critical Discussion 1: Students answer the comprehension Is Literature still important in a response questions after the selections modern society? using the Think-pair share method. Critical Everyone shares his or her opinion discussions will be induced as well since regarding the question posted by the selected members of the class will be asked teacher on the blackboard. Anyone can to share their insights. comment in support or in opposition to the comment of the previous speaker. Even the instructor 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. Critical Discussion 2: Critical Discussion 3: What causes a shift in the literary Why do Filipinos believe in traditions of people? Supernatural Beings? Students share their opinions about Students share their insights and the Diaspora or displacement of tribes that share particular instances where Filipinos settled in the Philippines once another, deeply believed in supernatural beings and more powerful tribe comes in the scene. where these beliefs were disproven. The The teacher previously discussed that as class forms a concept as to why Filipinos new settlers come in, the previous settlers during the Pre-Hispanic Period have move to a higher place, (for example, when regarded nature as a powerful force through the Malay and the Indonesians came, the the literature that involved the Aetas were driven from the lowlands to the personification of natural forces as divine highlands) the literary tradition shifts as beings or even deities. well. Students point out particular characteristics of literary pieces with Aeta, Indonesian and Malayan influences to prove or disprove comments. Critical Discussion 4: Prelude to Theatrics Workshop: Paint me Mang-gad and Binotong = a Picture (Part II) Filipino Women? Students, grouped according to their Upon reading, students have found respective Responsible Teams, act out out that the Sun called the Moon mang- scenes from the story The Monkey and the gad (property) and binotong (slave). Turtle through the production of a

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 the concept 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.

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.

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 accomplish the 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 actually works in the theater industry may be invited to scaffold the students in this task which prepares them for the main performance task which is to perform the play Why do Women wash the dishes? in front of an audience.

LEGEND: Facets of Understanding E Explanation P - Perspective I Interpretation S Self-Knowledge A - Application

Stage 3.0 Learning Plan Learning Activities: Learning Plan 1 LA

Literature 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.

LITERATUR E

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 students acknowledge 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 are members 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 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 the instructor 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.

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 strong culture, 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 the relation 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 the teacher. 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 the pictures 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 Critical Discussion 2: What causes a shift in the literary traditions of people? Students share their opinions about the Diaspora or displacement of 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.

Assignment

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 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 class reshuffles 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 people who 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. After an 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. They share 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 relates it to the context of the current lesson. Lesson presentation follows afterward.

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 Response Questions 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 them from 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.

Development/Formative Assessment 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 PreHispanic 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 the concept 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.

Generalization Students realize that literature, as previously discussed, determines the culture of a particular civilization; also, it defines their identity as a tribe or as 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 no reconciliation, 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

Students have a first-hand experience of interviewing their parents regarding experiences that they had as a couple. Were there any misunderstandings 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 asked to 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 concept then 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 still they 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 class then 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 on separate 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

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 were often 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 through the 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 for a 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 Speech and Drama in their classroom instruction. Resources (Websites, Software, etc)

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: Mr. Jayson Donor Zabala Teacher Noted by: Mrs. Nida Cruz Coordinator for Academics

Checked by: Ms. Marilou O. Lagao English ATL Approved by: Sr. Angelita V. Codilla, O. P. IBED Principal