SENIOR HIGH SCHOOL SUBJECT

QUARTER I – 21ST CENTURY PHILIPPINE LITERATURE FROM THE REGIONS

TOPIC/ LESSON 21st Century Literature from Luzon: Apo On the wall by Bj Patino
NAME
CONTENT The learner will be able to understand and appreciate the elements and contexts of 21st century Philippine literature from the
STANDARD regions.
PERFORMANCE The learner will be able to demonstrate understanding and appreciation of 21 stCenturyPhilippine literature from the regions
STANDARD through:
1.a written close analysis and critical interpretation of a literary text in terms of form and theme, with a description of its
context derived from research; and
2.an adaptation of a text into other creative forms using multimedia.
LEARNING Writing a close analysis and critical interpretation of literary texts and doing an adaptation of these require from the learner
COMPETENCIES the ability to:
6. infer literary meaning from literal language based on usage
7. analyze the figures of speech and other literary techniques and devices in the text
8. explain the literary, biographical, linguistic, and socio-cultural contexts and discuss how they enhance the text’s meaning
and enrich the reader’s understanding
SPECIFIC At the end of the lesson, the learners will be able to:
LEARNING  Explain the text’s theme through the use of Historical Criticism.
OUTCOMES  Compose a critical paper by understanding the persona, symbol and theme as an element of poetry and critical
approach derived from the research.
TIME ALLOTMENT 2 sessions (120 Minutes)

LESSON OUTLINE:

1. INTRODUCTION: Classroom Routines and Articulating the Learning Objectives(5 minutes)

2. MOTIVATION: Give an activity through a “Pictionary” and “World Cafe”(5 minutes)
3. INSTRUCTION/DELIVERY: Close Analysis of Bj Patino’s “Apo On the Wall”(15 minutes)
4. PRACTICE: Interpreting persona, symbols and theme of the poem “Apo On the Wall”(15 minutes)
5. ENRICHMENT:Answering guide questions(15 minutes)
6. EVALUATION: Composing of critical paper (5 minutes)
 MATERIALS The poem, “Apo On the Wall”, Teacher-Made Worksheets, Copy of the Rubrics

RESOURCES 21st Century Literature From the Philippines and the World (2016) by Marikit Tara A. Uychoco

PROCEDURE MEETING THE LEARNERS’

NEEDS
INTRODUCTION To start the discussion, the
Articulate the learning objectives. teacher will ask the students
After the discussion on BjPatino’s “Apo On the Wall”, the students should be able to: to have their group and a
a. Explain the text’s theme through the use of Historical Criticism. leader as their representative.
b. Compose a critical paper by understanding the persona, symbol and theme as an element of poetry and Together, they will have to do
critical approach derived from the research. the first activity,

MOTIVATION Teacher Tips:

Activity No.1: (Pictionary) The leader of the group may
Directions: The leader of the group will pick a paper strip that contains the word to be drawn on the board relating draw any figure related to the
relevant images about a word. The rest of the group will guess. given word.

Activity No.2: (World Cafe)

Directions: With your group, discuss your answers to the questions posted. The rest of the members will go and
share to the other groups while the leader listens to the answers of the other groups. When all the members reach
all tables the leader then discuss a summary of the important points given by all groups.
INSTRUCTION/DELIVERY
READING PROPER
The teacher may read the poem aloud while the students are following through silent reading; the teacher
may call a student to read it aloud for the class while the students are following through silent reading.

INPUT DISCUSSION
After reading, the teacher may ask the following SAMPLE QUESTIONS:
1. Who is Apo in the poem?
2. How would you describe the relationship between the persona’s father and Apo?

ON PERSONA as a LITERARY DEVICE

- refers to the voice or mouthpiece of the writer within a literary text.

ON SYMBOLISM as a LITERARY DEVICE

- an artistic and poetic movement or style using symbolic images and indirect suggestion to express
mystical ideas, emotions, and states of mind. It originated in late 19th century France and Belgium, with
important figures including Mallarmé, Maeterlinck, Verlaine, Rimbaud, and Redon.

ON THEME as an ELEMENT
- is the central idea that the poet wants to convey.

Worksheet No. 1:
Directions: Fill in the blanks in the worksheet below. The first row has been filled out for you.
Character Details about the Character Conclusion
Persona Sneaking in the office The persona is a child.
“Boy”, not a man He is afraid of his father.
Scared of Jesus He is afraid of authority figures like
his father.
He doesn’t always follow his father.
Persona’s Father (1) (2)
Apo (3) (4)

Worksheet No.2:
Directions: In this table are lines which were gotten from the poem. Circle the word/phrase that contains
symbolism. On the first column, provide its literal meaning; on the second column, provide its “symbolic” meaning.

LINES FROM THE POEM LITERAL MEANING SYMBOLIC MEANING

 1. There’s this man’s photo on the
wall
of my father’s office at home
2. still wearing his green uniform
and colored breast plates
3. looking at the stuff on his wall-
handguns plaques a sword,
medals, a riffle
4. looking at me while I move
around
his eyes following me like he was
that scary Jesus

Worksheet No.3:
Directions: Answer the questions:
1. How does this poem provide the reader a glimpse of what Martial law was like?
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
2. How did the poem make you feel?
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________

PRACTICE
Provide additional exercises on determining the characteristics of a persona in a poem, interpreting
symbolisms, and identifying the theme.

ENRICHMENT Teacher Tips:

Class Activity : Onion Layer If the student cannot answer,
Directions: Questions are being written on sheets of paper and crumpled together forming layers of an he may call a friend.
onion. This onion will be passed on students while singing “the timi song”. Once the teacher says stop, the Here the students will have
student holding the onion paper will peel one layer and tries to answer the question. to learn:
 critical thinking by
 Questions: giving his own
1. How would you describe the relationship between the persona’s father and Apo? understanding to the
2. What do you think is the father’s perspective about Martial Law? presented issue
3. What kind of values does the persona’s father want to teach his child? Do you agree to these values?  relate and make their
4. Why is Apo compared to the scary Jesus in the hallway? own stand about the
5. Do you think the persona’s perspective about Martial Law is the same as his father’s? Why or why not? issue
6. How can we relate the theme of the poem to the present setting? What is your opinion about it?  classify the different
perspectives of the
Post-Reading: issue on
Directions: You are given three options below as part of our synthesis to the discussion. Choose only one. authoritarianism
You may do the task individually or by group.  justify their stands
based on factual and
TASK A: TULA-DULA/PLAY POEM valid evidences
Directions: Let’s give advices to the persona in dealing with his/her father’s point of view. Through your
understanding of the theme, write a simple poem that would include your perspectives Teacher Tips:
about the issue and dramatize it. You can have the following questions as a guide: There will be a narrator who
A. If you are to tell the story of the persona, how are you going to deliver it? What is your recites the piece and two or
version? three actors provide the
B. What is your message to the persona himself? movement and the sound
C. What is your message to the society we are in? effects.

TASK B: ASSEMBLAGE MAKING

Directions: Let us create an assemblage that would reflect the theme of the poem to the issues in our Teacher Tips:
society today and your views. You may work with a group. Have the following as our guide Assemblages are artworks
for the posters: made from paper collages,
A. Do this in a ¼ illustration board. wood scraps, and other found
B. You may use any scrap material such as used pens, plastic pieces, wires, beads, etc. objects. Use scrap materials
C. Ensure that the poster imbibes the theme of the poem. to help you highlight your
D. Be sure to use strong glues or adhesives to avoid rearrangement of the pieces used. views.

TASK C: SONGWRITING
Directions: Let us prepare an intermission number with your original song which is about the theme of Teacher Tips:
the poem and your stand related to issues in today’s society. Compose lyrics and music Use elements of music such
accompaniment and present it to the class. Be guided by the following: as pitch, rhythm, melody,
A. Compose a two stanza song with a refrain and/or chorus parts. timbre, dynamics, etc.
B. You can use any musical instrument for the music accompaniment.
EVALUATION
Performance Check:
Directions: Write a Critical Paper as an extension of our discussion on Bj Patino’s “Apo On the Wall”.
Particularly, be able to provide answers to the following:
a. What are the strengths and weaknesses of the poem in delivering the message?
b. Was the over-all presentation through the use of the literary devices become effective?
c. What were the new and significant learning that this poem has given you?
d. What would be your opinion with the values which the persona’s father highlights?

EVALUATION RUBRIC for the POST READING ACTIVITIES

CRITERIA 5 4
Excellent
UNITY WITH The outputs or
THE THEME performances are directly
related to the theme of Bj
Patino’s poem. There is
no doubt whatsoever in
the relationship of the
work and the theme.
CONTENT OF
The content of the
THE OUTPUT
poem/assemblage/song is
OR
very rich with realizations
PERFORMANCE
that it becomes an eye
opener to the audience.
3 1-2
Very Good Good Needs Improvement
The outputs or The outputs or performances The outputs or
performances are related are somewhat related to the performances are
to the theme of Bj theme of Bj Patino’s poem seemed to not satisfy the
theme discussed in the
Patino’s poem; however, although there are some poem of Bj Patino. It felt
there are rough like it did not really
details/instances that transitions/details/instances represent any advocacy.
deviate the focus from in their
the theme. outputs/performances.
The content of the The content of the The content of the
poem/assemblage/song
poem/assemblage/song poem/assemblage/song has
become just a work for
has incorporated incorporated realizations
submission sake.
realizations that add to although these realizations
the impact of the only had a little impact to the
output/performance. audience.
 QUALITY OF The poem is very The poem is convincing. All The poem is somehow The poem is not
THE OUTPUT convincing. All elements elements of poetry are convincing. There are only 2 convincing. There are only
OR of poetry are used very used. elements of poetry used. 2 elements of poetry and
were misused.
PERFORMANCE well.
The assemblage is The assemblage is creative— The assemblage is just a
The assemblage is very creative—pleasing to the pleasing to the eyes but with copied version—
creative—pleasing to the eyes, and with convincing low convincing impact. pleasing to the eyes
eyes and with full impact. The materials are and with no convincing
convincing impact. The organized. The song slightly convinces impact.
materials used are well the listeners. The elements of
organized. The song convinces the music are not that evident. The song did not convince
listeners. The elements of The lyrics are not original. The the listeners. The
The song convinces the music are observed. The music accompaniment is a elements of music are not
listeners effectively. The lyrics are original. The rendition. evident. The song is just a
rendition/revival from
choice of lyrics and music music accompaniment is a
another song.
accompaniment is rendition.
original.
TIME LIMIT The
The elements of music
presentation are
follows The presentation is a few The presentation is five The presentation is
properly included.
the prescribed time limit. minutes (not more than five minutes below or beyond the ten minutes below or
minutes) below or beyond
the prescribed time limit. prescribed time limit. beyond the prescribed
time limit.