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QUARTER ONE 21ST CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD
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
RESOURCES
Galupo, Rey. Man dies after jumping off NLEX Overpass
Page 1 of 7
INTRODUCTION (3 MINUTES)
A. Communicate learning objectives
1. Introduce the following learning objectives using any of the suggested protocols (Verbatim, Own
Words, Read-aloud)
a. I can read a poem written by a Filipino writer using the Historical and Biographical Criticism.
b. I can write a 500-word critical interpretation of the poem, with a description of its context
derived from research.
Scaffolding:
If the learners are having a difficult
time in remembering the meaning
of Historical Criticism, you may
use these critical interpretations of
different texts:
2. Unlock the definitions of the following words. Ask the learners first and see if the class can derive
the definitions based on student responses:
a. Historical and Biographical Criticism
b. Context
REVIEW (10 MINUTES)
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,
context, setting, time)
3. Write the following phrases on the board:
a. The world behind the text
b. The life of the author
4. Ask them about some ideas they could think of about the phrases written on the board, as they relate
their ideas to Historical Criticism.
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 authors 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.
Page 2 of 7
Teacher Tips:
On sensitivity:
This topic is a bit sensitive, so
guide the learners by reminding
them to regularly be aware about
the happenings in their
surroundings, and be updated with
the local and international news as
much as possible.
On Inquiry-Based Learning:
The sample questions from the
learners do not need to be
answered right away. This is the
premise of Inquiry-Based Learning
that some questions are broad
and are better left rhetorical.
Sample questions from the
learners:
1. Why did he jump off NLEX?
2. Was he suffering from
psychological difficulties?
3. Did he suffer problems with
the factory hes working in?
4. What will happen to his
family?
5. Why are these incidents
very common these days?
Page 3 of 7
Teacher Tips:
A Challenge to the Learners:
This poem may present some
difficulty for the learners, but allow
them to undergo the necessary
reading of the poem despite its
complex language.
3. Post the reading on the board, or hand out as sheets. This may also be written on a manila paper.
4. Allow them to read the poem quietly for five (5) minutes.
A Man Falls To His Death
By Dr Cirilo Bautista
Blood is nothing. Space is all. Is.
A simple diagram illustrates this:
Characteristics of Poetry:
Remind the learners that poetry is
intentionally vague to allow a
number of interpretations to
surface. Remind them to read the
poem in these manners:
a. Continuous reading in a
normal pace
b. Continuous reading in a slow
pace
c. Reading in parts (every five
lines) in a slow pace
Page 5 of 7
Teacher Tips:
On Group Dynamics:
The teacher may notice that some
groups may experience the
following:
a. A member dominating the
discussion, leaving other
members passive
b. Most members stuck with the
passage given to them
c. Some members not using the
One Voice Rule
Sample responses from the
learners:
a. We believe this line (A) tells
us that he works in a
construction site. Maybe, he
is a construction worker and
their company is building a
hotel or a casino.
b. Perhas he is desperate to
earn money and that he is not
content with his daily wage.
c. Our group thinks he did it
when all of the construction
people have finished working.
d. We believe that he jumped off
the site because he had a
fight with his boss.
e. We think this is from an
obituary page.
Page 6 of 7
Teacher Tips:
Allotting Enough Time:
To come up with a rich reflection,
learners need enough time to
process and express their thoughts
in writing. Also, consider their
academic load in the other subjects
as well.
3. Instruct them to cite references accordingly, following the Modern Language Association (MLA)
Format.
3 (MEETS EXPECTATIONS)
4 (EXCEEDS EXPECTATIONS)
Participation
1 (NOT VISIBLE)
Discussion
Meaningfulness
2 (NEEDS IMPROVEMENT)
3 (MEETS EXPECTATIONS)
4 (EXCEEDS EXPECTATIONS)
Page 7 of 7