Chapter Plan 13-14 (1) (1)

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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 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.


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.


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.


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


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


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


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.


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

Documents

Chapter Plan 13-14 (1) (1)