SENIOR HIGH SCHOOL CORE SUBJECT

QUARTER ONE – 21ST CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD

TOPIC / LESSON NAME
CONTENT STANDARDS
PERFORMANCE STANDARDS
LEARNING COMPETENCIES
SPECIFIC LEARNING OUTCOMES
TIME ALLOTMENT
21st Century Literature from the region where the school is based in relation to the literature of other
regions in various genres and forms in consideration of three (3) canonical authors and works of
Philippine National Artists in Literature
The learner will be able to understand and appreciate the elements and contexts of 21st century
Philippine Literature from the regions (National Capital Region)
The learner will be able to demonstrate understanding and appreciation of 21st Century Philippine
Literature from the regions through a critical interpretation of a literary text in terms of theme.
Analyzing a literary text and appreciating the contributions of the canonical Filipino writers to the
development of national literature (En12Lit-Ic-24)
At the end of this lesson, the learners will be able to:
1. Read one poem written by a Filipino writer using the Historical and Biographical Criticism; and
2. Write a 500-word critical interpretation of the poem, with a description of its context derived
from research.
60 minutes

LESSON OUTLINE:
1. Introduction: Communicating learning objectives and Historical Criticism (13 minutes)
2. Motivation: Reading a Local News Article (7 minutes)
3. Instruction: Close Reading of “A Man Falls to His Death” (15 minutes)
4. Practice: Group Discussion (20 minutes)
5. Evaluation: Essay homework (5 minutes)

MATERIALS Copy of the poem, notebook

Bautista, Cirilo. “A Man Falls to His Death”
RESOURCES
Galupo, Rey. “Man dies after jumping off NLEX Overpass”

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QUARTER ONE – 21ST CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD

PROCEDURE MEETING LEARNERS’ NEEDS

INTRODUCTION (3 MINUTES) Scaffolding:

A. Communicate learning objectives If the learners are having a difficult
1. Introduce the following learning objectives using any of the suggested protocols (Verbatim, Own time in remembering the meaning
Words, Read-aloud) of “Historical Criticism,” you may
a. I can read a poem written by a Filipino writer using the Historical and Biographical Criticism. use these critical interpretations of
b. I can write a 500-word critical interpretation of the poem, with a description of its context different texts:
derived from research.
From the novel, Noli Me
2. Unlock the definitions of the following words. Ask the learners first and see if the class can derive Tangere, Padre Damaso
the definitions based on student responses: depicts the friars from the
a. Historical and Biographical Criticism Spanish colonial era and
b. Context exhibits the inequities of the
Spanish Catholic priests and
REVIEW (10 MINUTES) the ruling government.
1. Ask the learners what they remember about Historical and Biographical Criticism.
2. Ask them to cite the different elements that Historical and Biographical Criticism focuses on (author, Amanda Bartolome, the main
context, setting, time) character in Lualhati Bautista’s
3. Write the following phrases on the board: “Dekada 70” is a woman who’s
a. The world behind the text unappreciated by the people
b. The life of the author around her, especially her
4. Ask them about some ideas they could think of about the phrases written on the board, as they relate family. The story was set in the
their ideas to Historical Criticism. 1970s, revealing the unjust
ruling of Martial Law.
Sample responses:
1. Historical criticism looks at ‘the world behind the text,’ by understanding the time the text was
written and what other events took place upon the writing of the text.
2. Historical criticism investigates details about the author’s life – about his family, birthplace, and
educational background that could be used to better understand the text.
3. Historical criticism also investigates the context and life of the reader of the text, by understanding
current events in relation to the meaning of the text.

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QUARTER ONE – 21ST CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD

MOTIVATION (7 MINUTES) Teacher Tips:

1. Remind the learners that today’s topic revolves on current events, and that they need to be aware
about the happenings in their environment. On sensitivity:
This topic is a bit sensitive, so
2. Hand out a copy of the news article, distributed as worksheets. This may also be written on a manila guide the learners by reminding
paper; or shown as a news item on-screen. them to regularly be aware about
the happenings in their
3. Let them read the text quietly for 2 minutes. surroundings, and be updated with
the local and international news as
much as possible.
Man dies after jumping off NLEX Overpass
By Rey Galupo, The Philippine Star, On Inquiry-Based Learning:
April 23, 2015 – 12:00AM The sample questions from the
learners do not need to be
MANILA, Philippines - A man died after jumping off an overpass along the North Luzon Expressway answered right away. This is the
interchange in Paso de Blas, Valenzuela City, snarling traffic in the area Tuesday night. Renjie premise of Inquiry-Based Learning
Navarro died instantly after he fell on passing vehicles along the highway, Valenzuela police chief – that some questions are broad
Senior Superintendent Rhoderick Armamento said. and are better left rhetorical.

Reports said barangay watchmen saw Navarro apparently waiting for vehicles before he jumped off Sample questions from the
the overpass at around 10:30 p.m. One of the watchmen, Antonio Ligasan, approached Navarro learners:
and tried to persuade him not to jump but to no avail. 1. Why did he jump off NLEX?
2. Was he suffering from
Medrano said the victim’s identification card shows that Navarro was a worker at a factory in psychological difficulties?
Barangay Parada, Valenzuela. Police checked the closed-circuit television camera installed in the 3. Did he suffer problems with
area but it was not operational when the incident happened. the factory he’s working in?
4. What will happen to his
4. Ask the learners to write their questions about the given article on their notebooks. Encourage them to family?
write as many questions as they can for 2 minutes. 5. Why are these incidents
very common these days?
5. Gather some questions from the class.

6. Write their questions on the board.

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QUARTER ONE – 21ST CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD

INSTRUCTION (15 MINUTES) Teacher Tips:

1. Remind the learners that they are living in the 21st Century and that some notable Filipino writers are
already giving their perspective on current events. A Challenge to the Learners:
This poem may present some
2. Inform them that one of these writers is Dr Cirilo Baustia who is National Artist for Literature. Dr. Cirilo difficulty for the learners, but allow
Bautista. We will study one of his well-known poems which might clarify some perspectives we have them to undergo the necessary
about Renjie Navarro, or answer your questions as to why these events happen. It may help us reading of the poem despite its
understand how we, as viewers, view these events.” complex language.

3. Post the reading on the board, or hand out as sheets. This may also be written on a manila paper.
Characteristics of Poetry:
4. Allow them to read the poem quietly for five (5) minutes. Remind the learners that poetry is
intentionally vague to allow a
A Man Falls To His Death number of interpretations to
By Dr Cirilo Bautista surface. Remind them to read the
poem in these manners:
Blood is nothing. Space is all. Is. a. Continuous reading in a
A simple diagram illustrates this: normal pace
b. Continuous reading in a slow
pace
c. Reading in parts (every five
lines) in a slow pace
where A is the tenth floor of steel and glass (He was on
the noon shift forging the dream to a reality fine mean
could slumber in, or whores, in antechamber, touch their bone)
and B the level earth (Above the clogged engine
a shadow traced the lines on his foot, while shoot
his brain with firelights the money did). Put
down an imaginary circle around the vertical.
Compute the square of guilt against an integral
his age built when he was young: wrong,
axiomatic: the sum stands thus: Along
the curve X (none noticed the leap; what they saw
was the red imprint) by which we know
the nothing particular, the momentum

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QUARTER ONE – 21ST CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD
carried him to the point beyond the dictum—
Hic primus geometros—for a body physical, a
Mass, emits energy equal to zero, the stay
Necessary to arrive at a base, as in Berger’s
Formula for optics. Here we remember
the fallacy of inclusive force if we extend
A to the absolute (He was, a day ago, threatened
With dismissal for displeasing a superior)
and call it the Cause: heat, hunger, air—
these were just contingent. To recapitulate:
Berger’s law does not apply here, as the late
Projections of X show, space being non-mathematic;
from A to B the descent exhibits a quick
increase in force, though the exact ellipsis we know not.
(The Blank and Blank Co., Inc., regrets to announce that. . .)

5. Ask them the following:

a. What was your experience in reading the poem? Was it easy or difficult to read? Why?
b. What words make it a difficult poem?
c. What is the tone of the poem? How does it sound like?

6. Ask a learner to read the words outside the parentheses.

7. Instruct the rest of the class to listen to the one reciting the poem.

8. After reading the words outside the parentheses, ask for their meaning.

9. Next, ask another learner to read the words inside the parentheses.

10. After reading the words inside the parentheses, ask the learners to highlight the words inside the
parentheses.

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QUARTER ONE – 21ST CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD

PRACTICE (20 MINUTES) Teacher Tips:

1. Direct the learners to look at the words inside the parentheses:
a. He was on the noon shift forging the dream to a reality fine mean could slumber in, or whores, in On Group Dynamics:
antechamber, touch their bone The teacher may notice that some
groups may experience the
b. Above the clogged engine a shadow traced the lines on his foot, while shoot his brain with
following:
firelights the money did a. A member dominating the
c. None noticed the leap; what they saw was the red imprint discussion, leaving other
d. He was, a day ago, threatened with dismissal for displeasing a superior members passive
e. The Blank and Blank Co., Inc., regrets to announce that… b. Most members stuck with the
passage given to them
2. Divide the class into five groups. Enforce the “One Voice Rule” before allowing any of the groups to c. Some members not using the
“One Voice Rule”
discuss the questions among themselves.
Sample responses from the
3. Remind the groups to have a “Group Facilitator” who will moderate the discussion. learners:
a. We believe this line (A) tells
4. Remind the groups to have a “Scribe” who will write the key concepts shared by each member. us that he works in a
construction site. Maybe, he
5. Remind the groups that the remaining members who are not “Group Facilitators” or “Scribes” will take
is a construction worker and
the role of the “Reporters.” They will share three group insights after the group discussions.
their company is building a
hotel or a casino.
6. Assign one item for each group to study.
b. Perhas he is desperate to
7. Each group needs to discuss the following questions: earn money and that he is not
a. Who are the character/s present in this line? content with his daily wage.
b. What do you think happened here? c. Our group thinks he did it
c. This line contributed to the man’s death. How does this affect his decision to “fall on his death”? when all of the construction
people have finished working.
8. Allow them to discuss for 10 minutes. d. We believe that he jumped off
the site because he had a
9. After the groups have reviewed their answers, instruct each group to share their findings to the class. fight with his boss.
e. We think this is from an
obituary page.

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QUARTER ONE – 21ST CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD

EVALUATION (5 MINUTES) Teacher Tips:

1. For homework, ask the learners to write an essay to respond to the following questions:
a. What are the details about Cirilo Bautista’s life that tells of his background on scientific studies and Allotting Enough Time:
humanities? To come up with a rich reflection,
b. Was there a tragedy that happened during the author’s lifetime that motivated him to write about learners need enough time to
this topic? process and express their thoughts
c. How do companies treat casualties from their companies these days? in writing. Also, consider their
academic load in the other subjects
2. Remind them to write their answers on a sheet of paper to be submitted after a week. as well.

3. Instruct them to cite references accordingly, following the Modern Language Association (MLA)
Format.

EVALUATION RUBRICS (For the Group Discussion)

1 (NOT VISIBLE)
Learners do not know their
Participation roles and are not actively
performing these roles.
Learners did not try and were
not able to give a critical
Discussion
interpretation of the assigned
part of the poem.
2 (NEEDS IMPROVEMENT)
Learners know their roles but
are not actively performing
these roles.
Learners were able to come
up with 1-2 critical
interpretations of their
assigned parts.
3 (MEETS EXPECTATIONS)
Learners know their roles and
they are actively performing
these roles.
Learners were able to come
up with 3-5 critical
interpretations of their
assigned parts.
4 (EXCEEDS EXPECTATIONS)
Learners listen to other
groups while other groups are
reporting.
Learners were able to come
up with critical interpretations
of their assigned parts and
were able to link it with other
parts in the poem.

EVALUATION RUBRICS (For the Enrichment Paper)

1 (NOT VISIBLE) 2 (NEEDS IMPROVEMENT) 3 (MEETS EXPECTATIONS) 4 (EXCEEDS EXPECTATIONS)
The student was able to
The student did not try
The student was able to The student was able to create a cohesive and
answering the questions and
answer 1-2 answers, but answer the three questions comprehensive paper, with
Meaningfulness did not research data about
lacking depth (no supporting and was able to create a deep supporting details to the
the poet or about the context
details given). understanding of the poem. context of the author, and to
of the poem.
current events.

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