SENIOR HIGH SCHOOL CORE SUBJECT

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

TOPIC/LESSON 21st Century literature from Visayas: Ili-ili Tulog Anay (Ilonggo Folksong)
The learner will be able to understand and appreciate the elements and contexts of
CONTENT STANDARDS
21st century Philippine Literature from Region VI (Western Visayas).
The learner will be able to demonstrate understanding and appreciation of 21st
Century literature of the world through a written critical analysis of a literary text
PERFORMANCE STANDARDS
in terms of form and theme, with a description of its context derived from
research.
Identifying the geographic, linguistic, and ethnic dimensions of Philippine literary
LEARNING COMPETENCIES
history from pre-colonial to contemporary (EN12Lit-Ia-21)
At the end of the lesson, the learners will be able to:
1. Determine briefly the different periods of in the literary history of the
Philippines
SPECIFIC LEARNING 2. Discuss the lyric of the song in its geographic, linguistic and ethnic
OUTCOMES dimensions.
3. Write a critical paper demonstrating understanding of the meaning of the
literary text in terms of and theme, with description of its context derived
from research.
TIME ALLOTMENT 120 minutes
Copy of a folk song “Ili-ili Tulog Anay”, teacher made worksheets, audio recording
MATERIALS
of the song, notebook, paper
RESOURCES PowerPoint presentation adapted from Jessa Irinco Cerbito

PROCEDURE MEETING THE LEARNERS’

NEEDS
INTRODUCTION (performance standards)
Classroom routines
 Greetings/verse/quote of the day
 Checking of attendance
 Articulating the specific learning objectives
At the end of the lesson, the learners will be able to:
1. Identify the geographic, linguistic, and ethnic dimensions of Philippine Literary
History from pre-colonial to the contemporary
2. Analyze the message of the song
3. Write a critical paper demonstrating understanding of the meaning of the
literary text from the different regions written in different genre/ genres
particularly in the Visayas region
MOTIVATION (performance standards)
The teacher will present a riddle and the students will try to guess the meaning of it. The
teacher will ask the students of the riddles they know and let their classmates guess the
answer.
Teacher: Gamay nga balay damo binitay. (halayan)
INSTRUCTION/DELIVERY (highest enabling strategy to use in developing the Ili ili Tulog Anay
highest thinking skills to assess)
Background presentation Ili ili tulog anay, Wala diri
The teacher will present the PowerPoint on the three periods in the literary imong nanay.
history of the Philippines Kadto tienda bakal papay. Ili ili
tulog anay
Idea processing
Ili ili tulog anay, Wala diri
The students will answer the following questions in pairs
imong nanany.
a. Is literature important to the society? Why?
Kadto tienda bakal papay. Ili ili
b. What description can you give to our fore fathers on the ways they
tulog anay
treasure the early forms of literary works?
Mata kana tabangan mo. Ikarga
ang nakompra ko.
Kay bug-at man sing putos ko.
Tabangan mo ako anay. Kay bug-at
man sing putos ko. Tabangan mo
Reading proper
The teacher will play the song, then the teacher will ask a students to sing
with the audio recording

Input discussion
After listening and singing the song, the teacher will ask the following
sample questions:
1. Who is the persona in the poem?
What line in the song shows that persona?
2. How was the line written?
3. What is the message of the song?
PRACTICE (highest thinking skill to assess)
The students will be working in groups to answer the worksheets given.
Directions: Read the lyrics of the song again and discuss with your group mates the
answers to the questions below. Write your answers on the worksheet provided for you.
1. What line/s in the poem show/s some ethnic dimensions of the Ilonggo?
Line in the poem Ethnic dimension

2. How is the family being represented through the song?

Characteristics of Ilonggo Family

Ilong
go
famil

3. After identifying the ethnic dimension revealed in the lyric of the song, how can you
compare the present family situation to that of the past in terms of values and mindset?
Comparison of Ethnic Dimension of Ilonggo Families

Past Present
ENRICHMENT (highest thinking skill to assess; culminating performance standards; performance The students will reflect on the
task) lyrics of the song and write a
Reflective writing 500-word essay about it
Directions: You are given 30 minutes to think and write a 500-word essay on the theme applying their personal
of the song applying your personal experience about your parents. Write your answer experience about their parents.
on your activity notebook as guided by the following questions:
1. What line in the song that reflects its theme?
2. What makes you think so?
3. Based on the chosen line of the song, what is the prevailing theme?
EVALUATION (highest thinking to assess; culminating performance standards; performance task)
Directions: Write a short speech about family relationships based on your overall
understanding of the lyrics of the song. Write your final copy on one whole sheet of
paper.
Criteria for the essay:
Content – 40%
Clarity of the flow of thought – 30%
Creativity of ideas – 30%
ASSIGNMENT The students will have a copy
Directions: Check the internet for the list of Philippine National Artist in Literature; of the list of the Philippine
look for a list of their works and choose a sample to be used next meeting. National Artists and their
masterpieces