Nuestra Señora De Guia Academy of Marikina

98 Soliven St. Greenheights Subd. Ph.3, Nangka, Marikina City

Tel. No. 8535-4384 / 7719-3744 E-mail: [Link]@[Link]

LESSON NO. _1_:(INTRODUCTION TO LITERATURE)

ACTIVITY NO. __1__
LEARNING OBJECTIVES:
• Define Literature.
• Distinguish the differences between Prose and Poetry.
• Identify the different branches of Literature.

DISCUSSION:

I. LITERATURE
• It came from the Latin word “literatura” which means “writing formed with letters.”
• It refers to artistic writings worthy of being remembered.

BRANCHES OF LITERATURE
A. FICTION- it is where the authors make up the entire story, they can choose to
include factual information in a made-up story.
B. NON-FICTION- it is also called “informational materials”, this type of literature
provides information that is factual.

TYPES OF LITERATURE
A. PROSE- It is a form of language which implies ordinary grammatical structure and
natural flow of speech rather than rhythmic structure.
Examples of Prose:
1. NOVEL- a fictitious prose narrative of book length, typically representing
character and action with some degree of realism.
2. SHORT STORY- a story with a fully developed theme but significantly shorter
and less elaborate than a novel.
3. PLAYS- is a work of drama, usually consisting mostly of dialogue between
characters and intended for theatrical performance rather than just reading.
4. ESSAY- a short piece of writing on a particular subject.
5. LEGENDS- a traditional story sometimes popularly regarded as historical but
unauthenticated.
6. FABLES- a short story, typically with animals as characters, conveying a moral.
7. ANECDOTES- a short amusing or interesting story about a real incident or
person.
8. MYTH- a traditional story, especially one concerning the early history of a
people or explaining some natural or social phenomenon, and typically involving
supernatural beings or events.
9. BIOGRAPHY- an account of someone's life written by someone else.
10. NEWS- newly received or noteworthy information, especially about recent or
important events.

B. POETRY- It came from the Greek word “POIESIS” which means “making”. It
refers to those expression in verse, with measure and rhyme, line and stanza, and has
more melodious tone.

Examples of Poetry:
1. NARRATIVE POETRY - it describes important events in real life or
imaginary.
Examples of Narrative Poetry:
a. EPIC- a long poem, typically one derived from ancient oral tradition,
narrating the deeds and adventures of heroic or legendary figures or the
history of a nation.
 Nuestra Señora De Guia Academy of Marikina
98 Soliven St. Greenheights Subd. Ph.3, Nangka, Marikina City
Tel. No. 8535-4384 / 7719-3744 E-mail: [Link]@[Link]

b. BALLAD - a poem or song narrating a story in short stanzas. Traditional

ballads are typically of unknown authorship, having been passed on orally
from one generation to the next as part of the folk culture.
c. METRICAL TALE - is a long poem that tells an already developed story in
verse. The metric tale is also known as the “metric romance”, appeared in the
Renaissance. The themes associated with the metric tale are adventures of
questing knights, courtly love and romance. Its length varies, it can either be
the size of a short story, or spanning to the length of a novel.

2. LYRIC POETRY- it applies to any type of poetry that expresses emotions and
feelings of the poet.

Examples of Lyric Poetry:

a. FOLK SONG -a song that originates in traditional popular culture or that is
written in such a style.
b. SONNET-a poem of fourteen lines using any of a number of formal rhyme
schemes, in English typically having ten syllables per line.
c. EULOGY- a speech that praises someone who has died.
d. ODE- a poem in which a person expresses a strong feeling of love or respect
for someone or something.
e. PSALM- a song or poem used in worship and especially one from the Bible.
f. AWIT- is a type of Filipino poem, consisting of 12-syllable quatrains. It
follows the pattern of rhyming stanzas established in the Philippine epic
Pasyon.
g. CORRIDO- it is a popular narrative song and poetry that forms a ballad.
The songs are often about oppression, history, daily life for peasants, and
other socially relevant topics. It is still a popular form today in Mexico and
was widely popular during the Mexican Revolutions of the 20th century.

3. DRAMA- It is a theatrical dialogue performed on stage.

Examples of Drama:
a. COMEDY- it is an entertainment consisting of jokes intended to make an
audience laugh. For ancient Greeks and Romans, a comedy was a stage-play
with a happy ending. In the Middle Ages, the term expanded to include
narrative poems with happy endings and a lighter tone.
b. TRAGEDY-treats in a serious and dignified style the sorrowful or terrible
events encountered or caused by a heroic individual. By extension the term
may be applied to other literary works, such as the novel.
c. MELODRAMA- is a dramatic work wherein the plot, which is typically
sensational and designed to appeal strongly to the emotions, takes
precedence over detailed characterization. Melodramas typically concentrate
on dialogue, which is often bombastic or excessively sentimental, rather than
action.
d. FARCE- a comedy that aims at entertaining the audience through situations
that are highly exaggerated, extravagant, and thus improbable. Farce is also
characterized by physical humor, the use of deliberate absurdity or nonsense,
and broadly stylized performances.

REFERENCE: Sanchez, et. Al, 21st Century Literature from the Philippines and the World, Vibal
Publishing.
 Nuestra Señora De Guia Academy of Marikina
98 Soliven St. Greenheights Subd. Ph.3, Nangka, Marikina City
Tel. No. 8535-4384 / 7719-3744 E-mail: [Link]@[Link]

NAME: SCORE:
GRADE &
DATE:
SECTION:

LESSON NO. _1_:(INTRODUCTION TO LITERATURE)

ACTIVITY NO. __1__

Directions: Answer the following question below.

1. In your own word, what do you mean by literature?

2. What is the main reason in studying and understanding literature?

3. In the Venn diagram below write the similarities and differences of Fiction and Non-Fiction.

FICTION NON-FICTION
 Nuestra Señora De Guia Academy of Marikina
98 Soliven St. Greenheights Subd. Ph.3, Nangka, Marikina City
Tel. No. 8535-4384 / 7719-3744 E-mail: [Link]@[Link]

LESSON NO. _2_:(FIVE BROTHERS, ONE MOTHER)

ACTIVITY NO. __2__
LEARNING OBJECTIVES:
• Identify the Elements of Story in the “Five Brothers. One Mother”.
• Give personal definition of home.
• Interpret the message/theme of the story.
• Discover tourist spots and history of Marikina

DISCUSSION:
I. ABOUT THE PLACE
➢ MARIKINA
• The Shoe Capital of the Philippines.
• 1st class highly urbanized city in Metro Manila.
• Land Area: 21.52 km²
• Population: 450,741 (2015)
FAMOUS TOURIST SPOT IN MARIKINA
• Our Lady of the Abandoned Parish
• Marikina Sports Center
• Marikina River Park
• Marikina City Footwear Museum

II. ABOUT THE AUTHOR

➢ ALEXIS AUGUSTO L. ABOLA (EXIE ABOLA)
• MA in Creative Writing from UP Diliman
• Currently teaches at the English Department at the Ateneo de Manila.
AREAS OF SPECIALIZATION
• Creative Writing
• Philippine Fiction in English
AWARDS
• Carlos Palanca Memorial Awards for Short Story (2015, 2011, 2005)
• Carlos Palanca Memorial Awards for Essay (2000)

III. LITERARY PIECE

“FIVE BROTHERS, ONE MOTHER”
(An excerpt from the essay “The Many Mansions”)
Exie Abola
The Marikina house wasn’t finished yet, but with an ultimatum hanging over our heads,
we had no choice but to move in. Just how unfinished the house became bruisingly clear on
our first night. There was no electricity yet, and the windows didn’t have screens. There were
mosquitoes. I couldn’t sleep the whole night. My sister slept on a cot out in the upstairs hall
instead of her room downstairs, maybe because it was cooler here. Every so often she would
toss and turn, waving bugs away with half-asleep hands. I sat beside her and fanned her. She
had worked the next day. In the morning someone went out and bought boxes and boxes of
Katol.
Work on the house would continue, but it remains unfinished eight years later. All the
interiors, after a few years of intermittent work, are done. But the exterior remains unpainted,
still the same cement gray as the day we moved in, though grimier now. Marikina’s factories
aren’t too far away. The garden remains ungreened; earth, stones, weeds, and leaves are
where I suppose Bermuda grass will be put down someday.
In my eyes the Marikina house is an attempt to return to the successful Green meadows
plan, but with more modest means at one’s disposal. The living room of the Cinco Hermanos
house features much of the same furniture, a similar look. The sofa and wing chairs seem at
ease again. My mother’s growing collection of angel figurines is the new twist. But there is
 Nuestra Señora De Guia Academy of Marikina
98 Soliven St. Greenheights Subd. Ph.3, Nangka, Marikina City
Tel. No. 8535-4384 / 7719-3744 E-mail: [Link]@[Link]

less space in this room, as in most of the rooms in the Marikina house, since it is a smaller
house on a smaller lot.
The kitchen is carefully planned, as was the earlier one, the cooking and eating areas
clearly demarcated. There is again a formal dining room, and the new one seems to have been
designed for the long narra dining table, a lovely Designs Ligna item, perhaps the one most
beautiful piece of furniture we have, bought on the cheap from relatives leaving the country
in a hurry when we still were on Heron Street.
Upstairs are the boys’ rooms. The beds were the ones custom-made for the Green
meadows house, the same ones we’d slept in since then. It was a loft or an attic, my mother
insisted, which is why the stairs had such narrow steps. But this "attic," curiously enough,
had two big bedrooms as well as a wide hall. To those of us who actually inhabited these
rooms, the curiosity was an annoyance. There was no bathroom, so if you had to go to the
toilet in the middle of the night you had to go down the stairs and come back up again, by
which time you were at least half awake.
Perhaps there was no difference between the two houses more basic, and more dramatic,
than their location. This part of Marikina is not quite the same as the swanky part of Ortigas
we inhabited for five years. Cinco Hermanos is split by a road, cutting it into two phases, that
leads on one end to Major Santos Dizon, which connects Marcos Highway with Katipunan
Avenue. The other end of the road stops at Olandes, a dense community of pedicabs, narrow
streets, and poverty. The noise – from the tricycles, the chattering on the street, the trucks
hurtling down Marcos Highway in the distance, the blaring of the loudspeaker at our street
corner put there by eager-beaver barangay officials – dispels any illusions one might harbor
of having returned to a state of bliss.
The first floor is designed to create a clear separation between the family and guest areas,
so one can entertain outsiders without disturbing the house’s inhabitants. This principle owes
probably more to my mother than my father. After all, she is the entertainer, the host. The
living room, patio, and dining room – the places where guests might be entertained – must be
clean and neat, things in their places. She keeps the kitchen achingly well-organized, which is
why there are lots of cabinets and a deep [Link] she put them to good use. According
to Titus, the fourth, who accompanied her recently while grocery shopping, she buys
groceries as if all of us still lived there. I don’t recall the cupboard ever being empty.
That became her way of mothering. As we grew older and drifted farther and farther
away from her grasp, defining our own lives outside of the house, my mother must have felt
that she was losing us to friends, jobs, loves – forces beyond her control. Perhaps she figured
that food, and a clean place to stay, was what we still needed from her. So, over the last ten
years or so she has become more involved in her cooking, more attentive, better. She also
became fussier about meals, asking if you’ll be there for lunch or dinner so she knows how
much to cook, reprimanding the one who didn’t call to say he wasn’t coming home for dinner
after all, or the person who brought guests home without warning. There was more to it than
just knowing how much rice to cook.
I know it gives her joy to have relatives over during the regular Christmas and New Year
get-togethers, which have been held in our house for the past half-decade or so. She brings
out the special dishes, cups and saucers, platters, glasses, bowls, coasters and doilies she
herself crocheted. Perhaps I understand better why her Christmas decor has grown more
lavish each year. After seeing off the last guests after the most recent gathering, she sighed,
"Ang kalat ng bahay!" I didn’t see her face, but I could hear her smiling. My father replied,
"Masaya ka naman." It wasn’t a secret.
Sundays we come over to the house, everyone who has moved out, and have lunch
together. Sunday lunches were always differently esteemed in our household. Now that some
of us have left, I sense that my siblings try harder than they ever did to be there. I know I do.
I try not to deprive my mother the chance to do what she does best.

REFERENCE: Sanchez, et. Al, 21st Century Literature from the Philippines and the World, Vibal
Publishing.
 Nuestra Señora De Guia Academy of Marikina
98 Soliven St. Greenheights Subd. Ph.3, Nangka, Marikina City
Tel. No. 8535-4384 / 7719-3744 E-mail: [Link]@[Link]

NAME: SCORE:
GRADE &
DATE:
SECTION:

LESSON NO. _2_:(FIVE BROTHERS, ONE MOTHER)

ACTIVITY NO. __2__

DIRECTIONS: Answer the following question below.

1. Explain the theme of the story “A mother’s love will never end and it is there from beginning to
end.”

2. In the image below, list down five things that you love and five things you want to
improve/change in your home.

Things I love in our Home Things I want to improve/change

in our Home

3. Write the elements of the story using the format below. Use another sheet of paper for your
answer.
I. Characters c. Climax
II. Setting d. Resolution
III. Plot e. Ending
a. Exposition IV. Theme
b. Conflict V. Moral of the Story
 Nuestra Señora De Guia Academy of Marikina
98 Soliven St. Greenheights Subd. Ph.3, Nangka, Marikina City
Tel. No. 8535-4384 / 7719-3744 E-mail: [Link]@[Link]

LESSON NO. _3_:(THE HAIYAN DEAD)

ACTIVITY NO. __3__
LEARNING OBJECTIVES:
• Research about the Typhoon Yolanda.
• Analyze the message of the given poem through poster making.
• Distinguish the differences of Metaphor and Simile.
• Make a slogan showing the theme of the poem.

DISCUSSION
I. ABOUT THE PLACE
➢ LEYTE
• Capital: Tacloban City
• Located at Eastern Visayas
• Land Area: 5,712.80 sq. km.
• Population: 2,388,518 (2015)
• Language: Waray/Cebuano
FAMOUS TOURIST SPOT IN LEYTE
• The Sto. Niño Shrine
• Red Beach
• The San Juanico Bridge
• Leyte Landing Memorial
FAMOUS DELICACIES IN LEYTE
• Binagol and Choco Moron

II. ABOUT THE AUTHOR

➢ MERLIE ALUNAN
• Born: December 14, 1943
• Place: Dingle, Iloilo
• Graduated at Silliman University
• Teaches Creative Writing at the
• Creative Writing Center, UP Visayas Tacloban College
• She lives in Tacloban City.
AREAS OF SPECIALIZATION
• Creative Writing
AWARDS
• Carlos Palanca Memorial Awards
• Ani ng Dangal
• National Book Award etc.

III. LITERARY PIECE

“The Haiyan Dead”
Merlie M. Alunan
Leyte

do not sleep
They walk our streets
climb stairs of roofless houses
latchless windows blown-off doors
they are looking for the bed by the window
cocks crowing at dawn lizards in the eaves
they are looking for the men
who loved them at night the women
who made them crawl like puppies
 Nuestra Señora De Guia Academy of Marikina
98 Soliven St. Greenheights Subd. Ph.3, Nangka, Marikina City
Tel. No. 8535-4384 / 7719-3744 E-mail: [Link]@[Link]

to their breasts babes they held in arms

the boy who climbed trees the Haiyan dead
are looking in the rubble for the child
they once were the youth they once were
the bride with flowers in her hair
red-lipped perfumed women
white-haired father gap-toothed crone
selling peanuts by the church door
the drunk by the street lamp waiting
for his house to come by the girl dreaming
under the moon the Haiyan dead are
looking for the moon washed out
n a tumult of water that melted their bodies
they are looking for the bodies that once
move to the dance to play
to the rhythms of love moved
in the simple ways---before wind
lifted sea and smashed it on land---
of breath talk words shaping
in their throat lips tongues
the Haiyan dead are looking
for a song they used to love a poem
a prayer they had raised that sea had
swallowed before it could be said
the Haiyan dead are looking for
the eyes of God suddenly blinded
in the sudden murk white wind seething
water salt sand black silt---and that is why
the Haiyan dead will walk among us
endlessly sleepless---

II. FIGURES OF SPEECH

1. SIMILE - a figure of speech involving the comparison of one thing with another thing of
a different kind, used to make a description more emphatic or vivid, with the use of
“like” and “as”.
• You were as strong as a lion.
• Watching the show was like watching grass grow.
2. METAPHOR - is a figure of speech that describes an object or action in a way that isn't
literally true, but helps explain an idea or make a comparison.
• His heart of stone surprised me.
• The criminal has blood on his hands.

REFERENCE: Sanchez, et. Al, 21st Century Literature from the Philippines and the World,
Vibal Publishing.
 Nuestra Señora De Guia Academy of Marikina
98 Soliven St. Greenheights Subd. Ph.3, Nangka, Marikina City
Tel. No. 8535-4384 / 7719-3744 E-mail: [Link]@[Link]

NAME: SCORE:
GRADE &
DATE:
SECTION:

LESSON NO. _3_:(THE HAIYAN DEAD)

ACTIVITY NO. __3__

DIRECTIONS: Answer the following activity below. Write your answer on the space provided.

1. Research about the Typhoon Yolanda and write the ideas that you have gathered on the space
provided below.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. On the space provided, make a slogan regarding the theme of the poem “The Haiyan Dead”.

3. Draw a poster about what your idea on the poem. Use the space provided below.

4. Write at least 5 examples of Simile and Metaphor. Write it on a separate sheet of paper.
 Nuestra Señora De Guia Academy of Marikina
98 Soliven St. Greenheights Subd. Ph.3, Nangka, Marikina City
Tel. No. 8535-4384 / 7719-3744 E-mail: [Link]@[Link]

LESSON NO. _4_:(PROMDI@MANILA)

ACTIVITY NO. __4__

LEARNING OBJECTIVES:
• Identify the elements of the Story in “Promdi@Manila”
• Analyze the differences of the two characters in the story.
• Distinguish the different types of character used in the story.

DISCUSSION:

I. ABOUT THE PLACE

➢ ANTIQUE
• Hantik (also called Hamtik or Hamtic) became Antique. Hantik was named for the large
black ants found on the island called "hantik-hantik".
• Capital: San Jose De Buenavista
• Land Area: 2,729.17 km2
• Population: 582,012 (2015)
• Language: Kinaray-A
FAMOUS TOURIST SPOT IN ANTIQUE
• Malalison Island
• Seco Island
• Nogas Island
• Igsapungaw Island

II. ABOUT THE AUTHOR

➢ GENEVIEVE L. ASENJO
• Born: 1982 in Antique
• She is a Filipino poet, novelist, translator and literary scholar in Kinaray-a, Hiligaynon
and Filipino.
• Her first novel, Lumbay ng Dila, received a citation for the Juan C. Laya Prize for
Excellence in Fiction in a Philippine Language in the National Book Award.

AWARDS
• Carlos Palanca Memorial Awards for Short Story in Hiligaynon

III. LITERARY PIECE

➢ Visit the provided link below for the copy of the Story.
[Link]
9rrRaTu17hZa_V5Fm7apxvQiiv8/edit?usp=sharing

CHARACTERS- It is the composition of a person in a work of fiction.

TYPES OF CHARACTER:
1. ROUND CHARACTER- t is usually dynamically changes or transforms by the end of the
story.
2. FLAT CHARACTER- It stays the same at the end of the story and is considered static.
3. FOIL CHARACTER- It stands in contrast to another character, usually emphasizing a
particular attribute of a more prominently characterized figure.

REFERENCE: Sanchez, et. Al, 21st Century Literature from the Philippines and the World, Vibal
Publishing.
 Nuestra Señora De Guia Academy of Marikina
98 Soliven St. Greenheights Subd. Ph.3, Nangka, Marikina City
Tel. No. 8535-4384 / 7719-3744 E-mail: [Link]@[Link]

NAME: SCORE:
GRADE &
DATE:
SECTION:

LESSON NO. _4_:(PROMDI@MANILA)

ACTIVITY NO. __4__

DIRECTIONS: Answer the following questions below.

1. According to the story, how is Manila different from Antique?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. What lesson can we get to the story?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

3. Using the T-Chart, compare and contrast Julia and Teray.

JULIA TERAY

4. Identify the Elements of the Story using the format below.

I. Characters c. Climax
II. Setting d. Resolution
III. Plot e. Ending
a. Exposition VI. Theme
b. Conflict VII. Moral of the Story
 Nuestra Señora De Guia Academy of Marikina
98 Soliven St. Greenheights Subd. Ph.3, Nangka, Marikina City
Tel. No. 8535-4384 / 7719-3744 E-mail: [Link]@[Link]

LESSON NO. _5_:(THIRD WORLD GEOGRAPHY)

ACTIVITY NO. __5__

LEARNING OBJECTIVES:
• Research about Martial Law.
• Identify the different Figures of Speech used in the poem.
• Determine the message of the poem that can apply in the current situation of our country.
• Create a visualization of the poem.

DISCUSSION:

I. ABOUT THE PLACE

➢ MANILA
• The city's name, originally Maynilad, is derived from that of the nilad plant, a flowering
shrub adapted to marshy conditions, which once grew profusely along the banks of the
river; the name was shortened first to Maynila and then to its present form.
• Capital of the Philippines
• Land Area: 42.88 km²
• Population: 1.78 million (2015)
• Language: Tagalog/English
FAMOUS TOURIST SPOT IN MANILA
• Rizal Park
• Manila Ocean Park
• Manila Bay
• Malacañang Palace

II. ABOUT THE AUTHOR

➢ CIRILO F. BAUTISTA
• Born: JULY 9, 1941
• Died: MAY 6, 2018
• A poet, fictionist and essayist with exceptional achievements and significant
contributions to the development of the country’s literary arts.

AWARDS
• Carlos Palanca Memorial Awards in different Genres of Literature.

III. LITERARY PIECE

“THIRD WORLD GEOGRAPHY”

Cirilo F. Bautista
Manila

A country without miracles

Sits heavy on the map,
Thinking of banana trees rotting
In the sunlight.
The man who watches over it
Has commandeered all hopes,
Placed them in a sack,
And tied its loose end.
He goes around carrying it
On his back.
When asked what is inside,
He say, “Just a handful of feathers,
Just a handful of feathers.”
 Nuestra Señora De Guia Academy of Marikina
98 Soliven St. Greenheights Subd. Ph.3, Nangka, Marikina City
Tel. No. 8535-4384 / 7719-3744 E-mail: [Link]@[Link]

That’s how light the burden

Of government is in peace time –
Any tyrant can turn it into a metaphor.
You kneel on the parched earth
And pray for rice. Only the wind
Hears your useless words.
The country without miracles
Tries to get up from the page,
But the bold ink and sharp colors
Hold it down.

FIGURES OF SPEECH:

1. SIMILE - a figure of speech involving the comparison of one thing with another thing of a
different kind, used to make a description more emphatic or vivid, with the use of “like”
Example:
• The cloud is fluffy like cotton candy.

2. METAPHOR- is a figure of speech that describes an object or action in a way that isn't literally
true, but helps explain an idea or make a comparison.
Example:
• Your voice is music to my ears.

3. PERSONIFICATION - the attribution of a personal nature or human characteristics to

something nonhuman, or the representation of an abstract quality in human form.
Example:
• The stars in the clear night sky winked at me.

4. HYPERBOLE - exaggerated statements or claims not meant to be taken literally.

Example:
• I've told you to clean your room a million times!

REFERENCE: Sanchez, et. Al, 21st Century Literature from the Philippines and the World, Vibal
Publishing.
 Nuestra Señora De Guia Academy of Marikina
98 Soliven St. Greenheights Subd. Ph.3, Nangka, Marikina City
Tel. No. 8535-4384 / 7719-3744 E-mail: [Link]@[Link]

NAME: SCORE:
GRADE &
DATE:
SECTION:

LESSON NO. _5_:(THIRD WORLD GEOGRAPHY)

ACTIVITY NO. __5__

Directions: Using the provided box below. Create a visualization of the poem entitled, “Third World
Geography.” You may use photographs or illustrations to showcase the message or theme of the poem.
 Nuestra Señora De Guia Academy of Marikina
98 Soliven St. Greenheights Subd. Ph.3, Nangka, Marikina City
Tel. No. 8535-4384 / 7719-3744 E-mail: [Link]@[Link]

LESSON NO. _6_:(SWADDLING CLOTHES)

ACTIVITY NO. __6__

LEARNING OBJECTIVES:
• Describe main character’s behavior in the story.
• Discover places and traditions in Japan.
• Identify the theme and moral of the story

DISCUSSION:

I. ABOUT THE PLACE

➢ JAPAN
➢ Capital: Tokyo
➢ Population: 126,476,461 (2020)
➢ Land Area: 377,915 km²
➢ Language: Nihongo
➢ Currency: Japanese Yen
➢ Type of Government: Parliamentary

FAMOUS TOURIST SPOT IN JAPAN

➢ Shinjuku Gyoen National Garden
➢ Chidorigafuchi Green Way
➢ Jingu Gaien Ginkgo Avenue
➢ Mount Fuji

FOOD AND DELICACIES

➢ Sushi
➢ Yakitori
➢ Kaiseki
➢ Sashimi

II. ABOUT THE AUTHOR

➢ Born: Kimitake Hiraoka January 14, 1925 (Tokyo, Japan)
➢ Died: November 25, 1970 (aged 45) Tokyo, Japan
➢ Cause of death: Suicide by Seppuku
➢ Resting place: Tama Cemetery
➢ Alma mater: University of Tokyo
➢ Occupation: Novelist, Playwright, Poet, Short-Story writer, Essayist, Critic.

AWARDS
➢ Shincho Prize from Shinchosha Publishing, 1954, for The Sound of Waves
➢ Kishida Prize for Drama from Shinchosha Publishing, 1955 for Shiroari no Su (白蟻の巣
, "Termites' nest")
➢ Yomiuri Prize from Yomiuri Newspaper Co., for best novel, 1956, The Temple of the
Golden Pavilion

III. LITERARY PIECE

➢ Swaddling Clothes by Yukio Mishima
➢ Visit the provided link below for the copy of the Story.
[Link]

REFERENCE: Sanchez, et. Al, 21st Century Literature from the Philippines and the World, Vibal
Publishing.
 Nuestra Señora De Guia Academy of Marikina
98 Soliven St. Greenheights Subd. Ph.3, Nangka, Marikina City
Tel. No. 8535-4384 / 7719-3744 E-mail: [Link]@[Link]

NAME: SCORE:
GRADE &
DATE:
SECTION:

LESSON NO. _6_:(SWADDLING CLOTHES)

ACTIVITY NO. __6__

Directions: Answer the following guided questions correctly based on the said story.

1. What kind of woman do you think is Toshiko?

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2. How about her husband? What kind of husband she has?

3. Why do you think their nurse lied to them about her condition?

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4. What do you think happen to Toshiko after the homeless man seized her in her wrist?

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5. What do you think happens to someone who starts off life so badly? Does it make a difference?

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Directions: Compare and contrast the story from the Philippines entitled “Promdi@Manila” and story
from Japan entitled “Swaddling Clothes” using the Venn Diagram below. Write the things you observed
that are similar and different from our country’s tradition and belief.

PROMDI@MANILA SWADDLING CLOTHES

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98 Soliven St. Greenheights Subd. Ph.3, Nangka, Marikina City
Tel. No. 8535-4384 / 7719-3744 E-mail: [Link]@[Link]

LESSON NO. _7_:(IF YOU WERE A DINOSAURS, MY LOVE)

ACTIVITY NO. __7__

LEARNING OBJECTIVES:
• Read and comprehend the poem
• Interpret the message/theme of the poem
• Relate the used comparison between T-rex and the lover.
• Illustrate your emotion thru Dinosaur’s representation

DISCUSSION:
I. ABOUT THE PLACE
➢ UNITED STATES OF AMERICA
➢ Capital: Capital: Washington, D.C.
➢ Population: 328.2 million
➢ Land Area: 9.834 million km²
➢ Language: English

FAMOUS TOURIST SPOT IN JAPAN

➢ Grand Canyon
➢ Statue of Liberty
➢ White House

FOOD AND DELICACIES

➢ Buffalo wings
➢ Apple pie
➢ Barbecue ribs
➢ Hamburger

II. ABOUT THE AUTHOR

➢ Born: April 14, 1982 at San Jose, California, United States
➢ Nationality: American
➢ Period: 2006 – present
➢ Genre: Science fiction, Fantasy

▪ Rachel Swirsky - is an American literary, speculative fiction and fantasy writer, poet, and editor
living in Oregon. She was the founding editor of the PodCastle podcast and served as editor from
2008 to 2010. She served as Vice President of the Science Fiction and Fantasy Writers of
America in 2013.
AWARDS
➢ Notable Works:
- The Lady Who Plucked Red Flowers beneath the Queen's Window
- If You Were a Dinosaur, My Love

➢ Notable Awards: Nebula Award (2010, 2013)

IV. LITERARY PIECE

➢ "If You Were a Dinosaur, My Love" by Rachel Swirsky

"If You Were a Dinosaur, My Love" by Rachel Swirsky

If you were a dinosaur, my love, then you would be a T-Rex. You’d be a small one, only five feet, ten
inches, the same height as human-you. You’d be fragile-boned and you’d walk with as delicate and polite
a gait as you could manage on massive talons. Your eyes would gaze gently from beneath your bony
brow-ridge.

If you were a T-Rex, then I would become a zookeeper so that I could spend all my time with you. I’d
bring you raw chickens and live goats. I’d watch the gore shining on your teeth. I’d make my bed on the
floor of your cage, in the moist dirt, cushioned by leaves. When you couldn’t sleep, I’d sing you lullabies.
 Nuestra Señora De Guia Academy of Marikina
98 Soliven St. Greenheights Subd. Ph.3, Nangka, Marikina City
Tel. No. 8535-4384 / 7719-3744 E-mail: [Link]@[Link]

If I sang you lullabies, I’d soon notice how quickly you picked up music. You’d harmonize with me, your
rough, vibrating voice a strange counterpoint to mine. When you thought I was asleep, you’d cry
unrequited love songs into the night.

If you sang unrequited love songs, I’d take you on tour. We’d go to Broadway. You’d stand onstage,
talons digging into the floorboards. Audiences would weep at the melancholic beauty of your singing.

If audiences wept at the melancholic beauty of your singing, they’d rally to fund new research into
reviving extinct species. Money would flood into scientific institutions. Biologists would reverse engineer
chickens until they could discover how to give them jaws with teeth. Paleontologists would mine ancient
fossils for traces of collagen. Geneticists would figure out how to build a dinosaur from nothing by
discovering exactly what DNA sequences code everything about a creature, from the size of its pupils to
what enables a brain to contemplate a sunset. They’d work until they’d built you a mate.

If they built you a mate, I’d stand as the best woman at your wedding. I’d watch awkwardly in green
chiffon that made me look sallow, as I listened to your vows. I’d be jealous, of course, and also sad,
because I want to marry you. Still, I’d know that it was for the best that you marry another creature like
yourself, one that shares your body and bone and genetic template. I’d stare at the two of you standing
together by the altar and I’d love you even more than I do now. My soul would feel light because I’d
know that you and I had made something new in the world and at the same time revived something very
old. I would be borrowed, too, because I’d be borrowing your happiness. All I’d need would be
something blue.

If all I needed was something blue, I’d run across the church, heels clicking on the marble, until I reached
a vase by the front pew. I’d pull out a hydrangea the shade of the sky and press it against my heart and my
heart would beat like a flower. I’d bloom. My happiness would become petals. Green chiffon would turn
into leaves. My legs would be pale stems, my hair delicate pistils. From my throat, bees would drink
exotic nectars. I would astonish everyone assembled, the biologists and the paleontologists and the
geneticists, the reporters and the rubberneckers and the music aficionados, all those people who—
deceived by the helix-and-fossil trappings of cloned dinosaurs-- believed that they lived in a science
fictional world when really, they lived in a world of magic where anything was possible.

If we lived in a world of magic where anything was possible, then you would be a dinosaur, my love.
You’d be a creature of courage and strength but also gentleness. Your claws and fangs would intimidate
your foes effortlessly. Whereas you—fragile, lovely, human you—must rely on wits and charm.

A T-Rex, even a small one, would never have to stand against five blustering men soaked in gin and
malice. A T-Rex would bare its fangs and they would cower. They’d hide beneath the tables instead of
knocking them over. They’d grasp each other for comfort instead of seizing the pool cues with which they
beat you, calling you a fag, a towel-head, a shemale, a sissy, a spic, every epithet they could think of,
regardless of whether it had anything to do with you or not, shouting and shouting as you slid to the floor
in the slick of your own blood.

If you were a dinosaur, my love, I’d teach you the scents of those men. I’d lead you to them quietly, oh so
quietly. Still, they would see you. They’d run. Your nostrils would flare as you inhaled the night and then,
with the suddenness of a predator, you’d strike. I’d watch as you decanted their lives—the flood of red;
the spill of glistening, coiled things—and I’d laugh, laugh, laugh.

If I laughed, laughed, laughed, I’d eventually feel guilty. I’d promise never to do something like that
again. I’d avert my eyes from the newspapers when they showed photographs of the men’s tearful
widows and fatherless children, just as they must avert their eyes from the newspapers that show my face.
How reporters adore my face, the face of the paleontologist’s fiancée with her half-planned wedding,
bouquets of hydrangeas already ordered, green chiffon bridesmaid dresses already picked out. The
paleontologist’s fiancée who waits by the bedside of a man who will probably never wake.

If you were a dinosaur, my love, then nothing could break you, and if nothing could break you, then
nothing could break me. I would bloom into the most beautiful flower. I would stretch joyfully toward the
sun. I’d trust in your teeth and talons to keep you/me/us safe now and forever from the scratch of chalk on
pool cues, and the scuff of the nurses’ shoes in the hospital corridor, and the stuttering of my broken
heart.
 Nuestra Señora De Guia Academy of Marikina
98 Soliven St. Greenheights Subd. Ph.3, Nangka, Marikina City
Tel. No. 8535-4384 / 7719-3744 E-mail: [Link]@[Link]

NAME: SCORE:
GRADE &
DATE:
SECTION:

LESSON NO. _7_:(If you were a Dinosaurs, My Love)

ACTIVITY NO. __7__

I. DIRECTIONS: Answer the following questions correctly based on the poem entitled, “If you were a
Dinosaurs, My Love.”

1. How would the narrator’s lover be different from a typical T-rex?

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____________________________________________________________________________________
____________________________________________________________________________________

2. If your true love were a dinosaur, what kind would s/he be?

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

3. What kind of relationship would you maintain with your dinosaur lover?

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

II. DIRECTIONS: Using the box below, paste a dinosaur’s pictograph that can show about your love
emotion towards your loved one and give short explanation.
 Nuestra Señora De Guia Academy of Marikina
98 Soliven St. Greenheights Subd. Ph.3, Nangka, Marikina City
Tel. No. 8535-4384 / 7719-3744 E-mail: [Link]@[Link]

LESSON NO. _8_:(CIVILIAN AND SOLDIERS)

ACTIVITY NO. __8__

LEARNING OBJECTIVES:
• Discover places and traditions in Nigeria.
• Interpret and relate the theme and message of the poem to current situation.
• Apply critical reading strategies in literature.

DISCUSSION:
I. ABOUT THE PLACE
➢ NIGERIA
➢ Capital: Abuja
➢ Population: 195.9 million (2018)
➢ Land Area: 923, 768 km²
➢ Language: English
➢ Currency: Nigerian Naira
➢ Type of Government: Federal

II. FAMOUS TOURIST SPOT IN NIGERIA

➢ The Ibeno Beach
➢ Obudu Mountain Resort
➢ The Giant Footprint
➢ Osun-Osogbo Grove

FOOD AND DELICACIES

➢ Jollof Rice
➢ Porridge Yam
➢ Egusi Soup and Eba
➢ Pepper Soup

III. ABOUT THE AUTHOR

WOLE SOYINKA
➢ He was born on July 13, 1934 at Abeokuta, near Ibadan in western Nigeria.
⮚ He studied preparatory university studies in 1954 at Government College in Ibadan.
⮚ He continued at the University of Leeds, where, later, in 1973, he took his doctorate.
⮚ He was awarded a Rockefeller bursary and returned to Nigeria to study African drama. (1960)
⮚ In 1960, he founded the theatre group, “The 1960 Masks”
⮚ In 1964, the “Orisun Theatre Company”.
⮚ During the civil war in Nigeria, Soyinka appealed in an article for cease-fire.
⮚ For this he was arrested in 1967, and was held as a political prisoner for 22 months until 1969.
⮚ Soyinka has published about 20 works: drama, novels and poetry.
LITERARY WORKS
⮚ The Swamp Dwellers
⮚ The Lion and the Jewel
⮚ The Trial of Brother Jero
⮚ A Dance of the Forests
⮚ A Play of Giants
⮚ Requiem for a Futurologist
AWARDS
⮚ 1986 Nobel Prize in Literature
⮚ Academy of achievement golden plate award
 Nuestra Señora De Guia Academy of Marikina
98 Soliven St. Greenheights Subd. Ph.3, Nangka, Marikina City
Tel. No. 8535-4384 / 7719-3744 E-mail: [Link]@[Link]

IV. LITERARY PIECE

“Civilian and Soldier”

by Wole Soyinka

My apparition rose from the fall of lead,

Declared, 'I am a civilian.' It only served
To aggravate your fright. For how could I
Have risen, a being of this world, in that hour
Of impartial death! And I thought also: nor is
Your quarrel of this world.

You stood still

For both eternities, and oh I heard the lesson
Of your trading sessions, cautioning -
Scorch earth behind you, do not leave
A dubious neutral to the rear. Reiteration
Of my civilian quandary, burrowing earth

From the lead festival of your more eager friends

Worked the worse on your confusion, and when
You brought the gun to bear on me, and death
Twitched me gently in the eye, your plight
And all of you came clear to me.

I hope someday
Intent upon my trade of living, to be checked
In stride by your apparition in a trench,
Signaling, I am a soldier. No hesitation then
But I shall shoot you clean and fair
With meat and bread, a gourd of wine
A bunch of breasts from either arm, and that
Lone question - do you friend, even now, know
What it is all about?

V. CRITICAL READING STRATEGIES IN LITERATURE

1. Previewing

• Before you begin reading the text, preview it by gathering important information about it.

• Previewing helps prepare your mind for the barrage of information that is to come when you do
the actual reading.

• When you preview a text, you skim it to get the big picture or an overview of the entire text.

2. Annotating

• Annotating involves highlighting or making notes of important ideas in the text.

3. Contextualizing

• When you contextualize, you consider the historical, cultural, or biographical context of the text.
Identify the context(s) in which the text was written and determine how this context differs from
your own.
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98 Soliven St. Greenheights Subd. Ph.3, Nangka, Marikina City
Tel. No. 8535-4384 / 7719-3744 E-mail: [Link]@[Link]

4. Outlining and Summarizing

• Outlining and summarizing the text help you identify the main ideas in the text and express them
again in your own words.

5. Analyzing

• Analyzing a text deals with examining the information presented to support the author’s
argument(s).

6. Rereading

• It requires a repeated examination of the text to enable you to improve your comprehension of the
text and to identify ideas that you may not have noticed in initial reading.

7. Responding

• It means drawing meaning from what you have read and presenting it in writing or talking about
it to others.

REFERENCE: Sanchez, et. Al, 21st Century Literature from the Philippines and the World, Vibal
Publishing.
 Nuestra Señora De Guia Academy of Marikina
98 Soliven St. Greenheights Subd. Ph.3, Nangka, Marikina City
Tel. No. 8535-4384 / 7719-3744 E-mail: [Link]@[Link]

NAME: SCORE:
GRADE &
DATE:
SECTION:

LESSON NO. _8_:(CIVILIAN AND SOLDIERS)

ACTIVITY NO. __8__

DIRECTIONS: Read an understand carefully the literary text below of Robert Frost and apply the
critical reading strategies using a separate paper.

The Road Not Taken

by Robert F ros t

Two roads diverged in a yellow wood,

And sorry I could not travel both

And be one traveler, long I stood

And looked down one as far as I could

To where it bent in the undergrowth;

Then took the other, as just as fair,

And having perhaps the better claim,

Because it was grassy and wanted wear;

Though as for that the passing there

Had worn them really about the same,

And both that morning equally lay

In leaves no step had trodden black.

Oh, I kept the first for another day!

Yet knowing how way leads on to way,

I doubted if I should ever come back.

I shall be telling this with a sigh

Somewhere ages and ages hence:

Two roads diverged in a wood, and I—

I took the one less traveled by,

And that has made all the difference.