21st Century Literature from the Philippines and the World

WORKSHEET 3: Teaching Guide

1st Quarter – 21ST CENTURY PHILIPPINE LITERATURE FROM THE PHILIPPINES AND THE WORLD

TOPIC/LESSON NAME 21ST Century Literature text from BJ PATINO “Apo On the Wall”

CONTENT STANDARDS The learner will be able to understand and appreciate literary texts in various genres across national
literatures and cultures.

The learners will be able to demonstrate understanding and appreciation of 21 st Century Philippine
PERFORMANCE STANDARDS
Literature through a written close analysis and critical interpretation of a literary text in terms of form and a
theme.

Writing a close analysis and critical interpretation of literary text and doing an adaptation of this require
LEARNING COMPETENCIES from the learner the ability to;
9. situate the text in the context of the region and the nation.
10.explain the relationship of context with the text’s meaning.
At the end of the lesson, the students will be able to:
A. Examine the literary text’s theme through close reading
SPECIFIC LEARNING OUTCOMES
B. Interpret the message and context of the poem through of unlocking symbolic meaning; and
C. Produce an MTV interpreting the message of the poem.
Two-session discussion (180 minutes)
TIME ALLOTMENT

LESSON OUTLINE:

1. Introduction: Classroom routines and Articulating Learning Objectives

2. Motivation: Pre-Reading; Schema Activation through Pictures

3. Instruction: Close Reading of Bj Patino’s “Apo on the Wall”

4. Practice: Characterization and Theme Interpretation

5. Evaluation: Producing an MTV based on the theme of the literary text

 21st Century Literature from the Philippines and the World

MATERIALS
Laptop, Projector

RESOURCES Uychoco, Marikit T. (2017). 21st Century Literature from the Philippines and the World. Manila, Philippine :Rex
Book Store Publishing Inc.. pp. 11

PROCEDURES MEETING THE LEARNERS’ NEEDS

1. INTRODUCTION Teacher Tip:
Articulate the learning objectives. To start the discussion, the teacher will show
After this two-session discussion on Bj Patino’s ”Apo on the Wall,” the students should be able to: pictures of different known leaders and ask the
A. Examine the literary text’s theme through close reading students how familiar they are with them.
B. Interpret the message and context of the poem through of unlocking symbolic meaning; and
C. Produce an MTV interpreting the message of the poem.

2. MOTIVATION Teacher Tip:

PRE-READING The students may use other people’s experiences
WORKSHEET 1: to explain their ideas.
Directions: Look at the different pictures presented. Tell everything you know about each picture.
There is no definite answer here, so encourage
the students to express freely their answers. Let’s
see what they got.

1. What do you know about Martial Law and Ferdinand Marcos?

2. Why are there people who post Facebook statuses that are nostalgic about Martial Law?

Checking and Processing of Worksheet 1

The teacher asks a maximum of five students to share their experiences or research to the class. The
 21st Century Literature from the Philippines and the World
teacher may also add follow up questions to enrich the students’ answers.

3. INSTRUCTION/DELIVERY Skills Used:

 Verbal Communication
PRE-READING  Building Connections (Tapping Schema)
The teacher will give a background information on the different themes that are used in presenting literary
text. She will give importance on one of these themes which is “Realism” since it suggests a great
connection to the topic that will be discussed. Teacher Tip:
Observe the students. Take note of their
REALISM- attempts to represent subject matters as they truly are, without artificiality- avoiding artistic reactions-facial expressions and gestures, while
conversations in terms of forms and the implausible, exotic and supernatural elements in terms of theme. reading the poem. You may use these for the
Creative writers of this movement aim to reproduce “object reality” and showing activities of someone’s processing.
life.
READING PROPER
The teacher will read the poem aloud while the students are following through silent reading or the
teacher may call a student to read it aloud for the class while the rest are following through silent reading. To better facilitate their learning, give them
examples, you may also ask for examples from
INPUT DISCUSSION them.
After reading, the teacher asks the following sample questions.
1. Who is the persona in the poem? Encourage them to go back to their past readings
2. What is his narrative? or movies they have watched on Martial Law.

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 movement and poetic movement or style using symbolic images and direct suggestion
to express mystical ideas, emotions and states of mind.
4. PRACTICE Teacher Tip:
WORKSHEET 2: CHARACTERIZATION
Instruction: In order to help you analyse the poem, fill in the columns of the table below. The first row has Entertain questions
been filled out for you. Clarify issues
Character Details about the Character Conclusion
 21st Century Literature from the Philippines and the World
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
Apo

Share your conclusions regarding the characters with the rest of the class.

WORKSHEET 3: COMPREHENSION CHECK

Instruction: Think-Pair-Share. Find a partner and share your ideas on the following questions.
1. How would you describe the persona and the persona’s father? How would you describe their
relationship?
2. Who is Apo in the poem? Cite evidence to support your answer.
3. How would you describe the relationship of the father and Apo? What does this tell us about the
father’s perspective about Martial Law?
4. What kind of values does the persona’s father want to teach his child, specifically, about what it
means to be a man?
5. Why is Apo compared to the “scary” Jesus in the hallway? What do they have in common?
6. Read the last line of the poem. What does it mean? How does this regulate the persona’s
behavior?
7. Do you think the persona’s perspective about Martial Law is the same as his father’s? Why or why
not?

WORKSHEET 4: ON SYMBOLS
Instruction: In this table are lines which were taken from the poem. Underline the word 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 Figurative Meaning

1. There’s this man’s
photo on the wall
2. Of my father’s
 21st Century Literature from the Philippines and the World
office at home, you
Know, where father
brings his work,
3. Still wearing his
green uniform
And colored breast
plates,
4. Also brought a
photo of his boss
Whom he calls Apo,
5. Looking at the stuff
on his wall-
handguns,
Plaques, a sword,
medals a rifle-
6. Told me that was
no place for a boy
7. His eyes following
me

Teacher Tip:
5.EVALUATION Here, the students will have to integrate :
PERFORMANCE CHECK: GROUP ACTIVITY  Critical thinking
Directions: Perform an MTV of Bj Patino’s “Apo on the Wall.”  Collaboration
 Responsibility

CRITERIA:
Quality of Song Interpretation (30%)
Visual Effects (30%)
 21st Century Literature from the Philippines and the World
Originality (20%)
Delivery (20%)
__________
100 %

MEMBERS: NAME SCHOOL

1.MARIELLE V. GARCIA JET MONTESSORI SCHOOL OF RAMOS, INC.
2.KATRINA S. IBBAY UNIVERSITY OF CAGAYAN VALLEY
3.CRIZA MAE V. RAGGUINAN SANTO ANGEL DELA GUARDIA ACADEMY
4.MAEGANNE ANNE JOY A. DIONISIO SAINT THOMAS MONTESSORI DE SAN MARIANO, INC.
5.MARK M. CIRIACO CITY TECHNOLOGICAL INSTITUE, INC.
6.KATRINA JANE B. TUMAMAO VERIDIANO ACADEMY FOUNDATION
7.JOVALYN C. ABBIDO SCHOOL OF ST. JOSEPH
8.MINA B. SAMORTIN LYCEUM OF CAMIGUIN