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Group 4
Demonstrator: Mark Tyrone C. Octubre
Leader: Zenaida S. Candia
Members:
1. Miss Janice C. Velasco
2. Miss Sittie Far-aileen C. Pacasmo
3. Miss Russel D. Lumactod
5. Miss Maria Christina M. Santillan
6. Mrs Merry Crist C. Zapico
TEACHING GUIDE
TOPIC/ LESSON NAME 21ST Century Literature in the Philippines
A. Regional
Reading Text:
“Balaki ko Day”(Recite me a Poem” by: Adonis Durado
CONTENT STANDARDS The learner will be able to understand and appreciate the elements and contexts of 21st century Philippine Literature from the
regions.
PERFORMANCE STANDARDS The learner will be able to demonstrate understanding and appreciation of 21st Century Philippine Literature from the regions
through 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.
LEARNING COMPETENCIES Value the contribution of local writers to the development of regional literary traditions.
SPECIFIC LEARNING OUTCOMES At the end of the lesson, the learners will be able to:
a. read the poem orally with expression and feelings.
b. identify the literary devices used in the poem.
c. infer the motive and message of the poem and the purpose of the author.
d. write a close analysis of the poem.
LESSON OUTLINE:
1. INTRODUCTION : Introduction of the author Adonis G. Durado and a brief overview of Cebuano Literature.
2. MOTIVATION : Reciting a poem/Song Lyrics
3. INSTRUCTION DELIVERY : Collaborative Learning.
4. PRACTICE : Short Poetry writing
5. ENRICHMENT : Listening to a song: “HAHAHAHASULA”
6. EVALUATION : Regional Poetry Critique Paper
PROCEDURE:
1. INTRODUCTION :Introduce the author Adonis G. Durado and a brief overview of Cebuano Literature. Ask the question: The students will be
the one to report.
Aside from English and Filipino poems, why do you think it is also important to study and appreciate regional literature like Cebuano and Bisaya? They will be given a
time to prepare.
2. MOTIVATION :Recite a poem or song lyrics to the person close to your heart. Call a representative for each group to share to the class by reciting
the poem or singing a few lines of a song. (15 mins.)
Activity #1: Picture Discussion related to the poem. Show a picture of a habalhabal driver in the mountain area then ask the students to describe
the picture shown or share a personal experience riding a habalhabal.
Activity #2: Read the poem aloud. Then, the teacher will show the comprehension questions then each group will discuss the answer to the
question.
Comprehension Questions:
1. Who are the characters of the poem?
2. Identify the descriptive words in the poem that describes the setting. How do you feel about it?
3. Where do you think the woman in the poem is going? Why?
4. What is the mood of the poem?
5. Identify the literary devices used in the poem?
A. Onomatopoeia
B. Imagery
C. Symbolism
6. What is the theme of the poem?
Activity #3: Class Sharing. Representative for each group will share their answer in the class.
4. PRACTICE: Poem Writing (Format: 2 stanzas, four lines every stanza and apply at least 2 literary devices) (20 mins.) The students will write a
poem following the given format. The poem can be about nature, family, love, etc. The poem can be Bisaya, Cebuano, Filipino, and Emglish.
5. ENRICHMENT :Song Interpretation (Song Title: “Hahasula”). The class will listen to the song then they will discuss the message and literary Each group will
devices used in the poem. They will discuss the elements, devices, message, and theme of the song. present their critique
using visual aid like
6. EVALUATION : Poem Analysis. The students will research other Cebuano poetries such as spoken word poetry. Then they will write a poetry manila paper.
critique paper. The critique paper should criticize the elements, devices, message, and theme of the poem.
GRASPS
You are a feature writer in this school paper and you are going to write a poetry critique of a popular spoken word in Cebuano. The target
audience will be the community who will be receiving the school paper. The critique paper should have 3 to 5 paragraphs. It will be graded as shown in
the rubric: