WEEK 1

🌏 DAY 1: Introduction to World Literature

Topic: What is Literature? Why Study World Literature?

Time Allotment: 60 minutes
Objectives:

 Define “literature” and “world literature.”

 Explain the value of studying world literature.
 Recognize how literature reflects life and culture.

I. Classroom Routine (5 minutes)

Teacher’s Script:

“Good morning, class! Let’s begin our day with a short moment of prayer. Can I ask
one of you to lead us?”

[After prayer]

“Thank you. Let’s now check your attendance.”

[Call names. Greet each student.]

“Please make sure you have your notebooks and pens ready. We’ll begin our
journey into the world of literature.”

II. Motivation Activity: “Guess the Origin” (10 minutes)

Teacher’s Script:

“I’m going to show you a few images or short clips. Your task is to guess where
each story or work came from. Ready?”

[Show visuals from: The Little Prince, Harry Potter, Ramayana, Things Fall Apart]

“Who can tell me where The Little Prince came from?”

➡️Expected answer: France

[Do the same for the rest.]

“Each of these works tells a story unique to its culture. But they also share
something in common—they teach us something about life, love, struggle, or hope.
That’s what we’re about to explore in world literature.”

III. Lesson Proper (30 minutes)

A. Discussion: What is Literature?

“Let’s define literature. It comes from the Latin word littera which means ‘letter.’
But literature is more than just written words. It includes oral stories passed from
generation to generation—like folk tales, riddles, and epics.”

Definition: “Literature is a body of written and oral works that express human
ideas, emotions, values, and experiences.”

“Literature is a mirror of life—it reflects what people feel, believe, and experience.”

B. What is World Literature?

“World Literature refers to the collection of works from around the globe, across
time. It includes writings translated and appreciated in multiple languages and
cultures.”

Definition: “World Literature is a broad term that includes literary works from
different nations, languages, and historical periods.”

C. Importance of Studying World Literature

“Why should we study literature from other countries?”

🟢 Promotes global awareness – We learn about the lives, beliefs, and struggles
of people in other places.
🟢 Teaches empathy – We feel what others feel through stories.
🟢 Reveals universal themes – Stories around the world talk about love, death,
freedom, justice, identity.

“Let’s look at some global literary examples.”

 📝 Epic of Gilgamesh – Mesopotamia’s ancient hero tale

 📝 The Analects by Confucius – China’s guide to ethics
 📝 Don Quixote by Miguel de Cervantes – Spain’s satire of chivalry
 📝 The Alchemist by Paulo Coelho – Brazil’s philosophical novel

“These works show us how literature crosses borders and generations.”

IV. Processing: Think-Pair-Share (10 minutes)

Instructions:

1. “Think of a foreign story or movie you’ve watched. What country is it from?”

2. “Pair up and talk about how that story reflects the country’s culture or
values.”
3. “Then I’ll ask volunteers to share what they talked about.”

[Facilitate the sharing.]

V. Assignment (5 minutes)

Teacher’s Script:
“Before we end, I want you to write a short reflection for tomorrow. The question is:
👉 Why is it important to read stories from other cultures?

Write at least 5–7 sentences. This will be your entry ticket for tomorrow’s class.”

🌏 DAY 2: Features of Asian and African Literatures

Topic: Understanding Regional Literary Characteristics

Time Allotment: 60 minutes
Objectives:

 Identify key features of Asian literature

 Describe traits of African literature
 Differentiate oral and written traditions

I. Review (5 minutes)

Ask 3 students:

1. “What is literature?”
2. “What does world literature mean?”
3. “Why is it important to study world literature?”

[Briefly affirm or correct answers.]

II. Lecture-Discussion (30 minutes)

A. Asian Literature

“Asia is rich in history, religion, and philosophy. Literature here is often spiritual and
symbolic.”

🟤 Key Features:

 Influenced by Confucianism, Taoism, Buddhism

 Uses symbols, metaphors
 Themes of harmony, nature, and balance

🟢 Forms:

 Haiku (Japan): 3-line poem about nature

 Epics like Ramayana (India)
 Fables (China): moral lessons

📝 Sample Texts:

 Ramayana (India) – values of loyalty, duty, and honor

 Tao Te Ching by Lao Tzu (China) – balance and simplicity
 Haiku by Matsuo Basho (Japan) – beauty in brevity
B. African Literature

“Africa has a powerful oral tradition passed through generations.”

🟤 Key Features:

 Oral forms: proverbs, folktales, riddles

 Community-centered storytelling, often with music and dance
 Themes of ancestry, wisdom, and myth

📝 Sample Texts:

 Things Fall Apart by Chinua Achebe – African identity vs. colonization

 Anansi Stories (West Africa) – spider trickster god in folktales

III. Group Activity (20 minutes)

Instructions:

 Divide the class into 4 groups (2 for Asia, 2 for Africa).

 Each group:
1. Picks 1 literary feature
2. Finds 1 representative work
3. Prepares a short 2-minute presentation

[Guide and assist.]

IV. Reflection (5 minutes)

Ask:
“How does literature from Asia or Africa reflect their values and beliefs?”
[Call 2–3 students to share.]

V. Assignment:

“Search for a proverb from either an Asian or African culture.

Write:

1. The proverb
2. Its meaning
3. Its cultural significance”

🌍 DAY 3: Features of European and Latin American Literatures

Topic: Exploring Literature from the West and South America
Time Allotment: 60 minutes
Objectives:
 Recognize literary traits of European and Latin American regions
 Understand how culture and history influence literature
 Compare Western and non-Western literary traditions

I. Review Game: Four Corners (10 minutes)

Preparation:
Label each corner of the classroom:
📍 Asia 📍 Africa 📍 Europe 📍 Latin America
Instructions:
 Read a clue aloud.
 Students go to the corner they think the clue belongs to.
 After each round, explain the answer briefly.
Sample Clues:
1. “This literature is known for magical realism.” (Latin America)
2. “Confucianism and Taoism influence its themes.” (Asia)
3. “Often delivered through songs and dance.” (Africa)
4. “Shakespeare was born here.” (Europe)

II. Lecture-Discussion (30 minutes)

A. European Literature
Teacher’s Script:
“European literature has classical roots from ancient Greece and Rome. Many
literary works reflect the growth of philosophy, religion, and modern thinking.”
🟢 Key Characteristics:
 Influence of Greek tragedy, Roman epics
 Philosophical and religious themes (Christianity, Enlightenment)
 Strong tradition of drama, novels, poetry
📝 Sample Works:
 Divine Comedy by Dante Alighieri (Italy) – journey through Hell, Purgatory,
and Paradise
 Romeo and Juliet by William Shakespeare (England) – love, fate, and tragedy
“European literature greatly shaped modern storytelling and intellectual thought.”

B. Latin American Literature

Teacher’s Script:
“Latin American literature often blends indigenous culture and colonial influences.
One famous style here is Magical Realism, where magical elements appear in
realistic settings.”
🟢 Key Characteristics:
 Magical realism (fantasy mixed with reality)
 Political themes, myths, and indigenous beliefs
 Emphasis on identity, colonial history, and spirituality
📝 Sample Works:
 One Hundred Years of Solitude by Gabriel García Márquez (Colombia) –
history, family, and magic
 The House of the Spirits by Isabel Allende (Chile) – memory, trauma, and
feminism
“These stories help us understand Latin America’s complex past and vibrant
imagination.”

III. Partner Work (15 minutes)

Activity: Venn Diagram – Comparing European and Latin American Literature
Instructions:
 In pairs, draw a Venn diagram.
 Compare the two literatures based on:
o Themes (e.g., religion, politics)
o Genres (e.g., novel, epic)
o Tone (e.g., dramatic, poetic)
o Purpose (e.g., moral, historical, expressive)
[Facilitate and observe discussions.]

IV. Sharing and Reflection (5 minutes)

Ask:
“Which region’s literature would you like to explore more? Why?”
[Call on 2–3 students to share.]
Wrap-up Script:
“Today we saw how Europe gave us structure and tradition, while Latin America
gave us magical perspectives and deep political stories.”

🌏 DAY 4: Integration and Performance Task – “A Global Literary Tour”

Topic: Distinguishing World Literatures
Time Allotment: 60 minutes
Objectives:
 Synthesize key features of Asian, African, European, and Latin American
literatures
 Express appreciation for global literary diversity
 Demonstrate understanding creatively

I. Review Quiz: “Match the Feature” (10 minutes)

Instructions:
Write matching items on the board or handouts.
Match the literary region to the correct:
1. Keyword
2. Author
3. Work
4. Value or theme
📝 Sample Items:
 Haiku → Asia (Japan)
 Things Fall Apart → Africa (Nigeria)
 Dante → Europe (Italy)
 Magical Realism → Latin America (Colombia)
[Go over answers with the class.]

II. Performance Task: “Literary Passport Project” (30 minutes)

Instructions:
Students create a mini-literary passport with these pages:
 Asia – 1 keyword, 1 author/work, 1 cultural value
 Africa – same
 Europe – same
 Latin America – same
🧠 Example (for Europe):
 Keyword: Tragedy
 Author: William Shakespeare
 Theme: Love and fate
Materials Needed:
Bond paper, coloring pens, scissors (for passport fold)
📝 Teacher’s Script:
“Your passport is your ticket to travel the world of literature. Make each page reflect
what you learned this week. Be creative but informative!”
[Guide students as they work. Play soft instrumental music to set an artistic mood.]

III. Sharing Session (15 minutes)

Instructions:
Students present their “passport” to a partner or in small groups of 3.
Guide Questions:
 “Which part of your passport do you like most?”
 “Which literature made you curious or interested to read more?”

IV. Final Reflection (5 minutes)

Ask students to write their answers to these prompts:
1. What did I learn from other cultures?
2. How does literature unite and celebrate diversity?
Closing Script:
“Through world literature, we’ve journeyed across continents. We met ancient
heroes, wise elders, passionate lovers, and dreamers. May we continue reading,
with open minds and open hearts.”
👏 “Great job this week, class!”

WEEK 2

📘 DAY 1 TEACHING SCRIPT

Subject: 21st Century Literature from the Philippines and the World
Grade Level: Grade 12
Time Allotment: 60 minutes
Week Focus: Philippine Regional Literature
Learning Competency: EN12Lit-Ib-22
Topic: Introduction to Regional Literature of the Philippines

🎯 OBJECTIVES:
At the end of the session, students should be able to:
✅ Define what regional literature is.
✅ Identify the major literary regions in the Philippines.
✅ Appreciate the richness and diversity of Philippine literature by region.

🕐 TIME-BY-TIME SCRIPT
🕒 I. Classroom Routine (5 mins)
Teacher's Script:
"Good morning, class! Please settle down and arrange your chairs properly. Let’s
begin with a short prayer. May I request a volunteer to lead us?"
[Let the student lead.]
"Thank you. Let me now check your attendance."
[Call roll.]
"As you prepare your notebooks, take a deep breath and get ready to explore
something that is very close to our identity as Filipinos—our very own regional
literature."

🕒 II. Motivation Activity – “Region Radar” (10 mins)

Teacher’s Script:
"On the board, I have listed some regions of the Philippines: Ilocos, Cordillera, Bicol,
Visayas, Mindanao. Now, I want you to tell me: what comes to your mind when you
hear these regions? It can be food, language, festivals, anything."
[Write student responses on the board.]
Example Responses:
 Ilocos – Bagnet, Biag ni Lam-ang
 Bicol – Mayon Volcano, spicy food
 Visayas – Sinulog, Cebuano
 Mindanao – Kulintang music, Islam
 Cordillera – Igorot, rice terraces
"Very good! Now, did you know that each of these regions also has its own
literature? Yes! And that’s what we’re going to explore this week."

🕒 III. Lesson Proper – “What is Regional Literature?” (15 mins)

🔹 A. Mini Lecture
Teacher’s Script:
“Let’s define the term regional literature together.”
📌 Regional literature refers to the body of literary works that come from various
provinces and cultural communities in the Philippines. These are written in local
languages and reflect the traditions, values, and experiences of the people in each
area.
"Imagine a poem written in Ilocano, a folk song from the Ifugao, or an epic told in
Maranao—these are all examples of regional literature."
Ask:
"Why do you think it is important to study literature from different regions of our
country?"
[Accept student answers.]
Possible Responses:
 “To understand different cultures in the Philippines.”
 “To preserve our local languages and stories.”
 “Because they reflect who we are as Filipinos.”
"Excellent answers! Remember, when we explore regional literature, we are not just
learning about texts—we are celebrating the diversity of our identity."

🔹 B. The Literary Regions of the Philippines

Teacher's Script:
"There are many regions in the Philippines, but when it comes to literature, we often
focus on major cultural-linguistic areas. Let’s name some and see a few examples."
Example of
Region Language
Literature
Ilocos Region Biag ni Lam-ang Ilocano
Cordillera (CAR) Hudhud ni Aliguyon Ifugao
Central Luzon Florante at Laura Tagalog
Bicol Region Ibalon Bikol
Visayas Hinilawod Kinaray-a/Cebuano
Mindanao Darangen / Bantugan Maranao
Teacher’s Script:
"These texts come from different parts of the Philippines, written in our native
tongues. Some are oral epics, some are written poems or stories, but all reflect their
communities."

🕒 IV. Activity – “Text-Region Matching” (15 mins)

Instructions:
1. Distribute small cards to the class. Half of the cards contain titles of
regional literary texts, and the other half contain names of Philippine
regions.
2. Students walk around and find their match (text ↔ region).
Example Matches:
 Biag ni Lam-ang ↔ Ilocos
 Hinilawod ↔ Visayas
 Darangen ↔ Mindanao
 Florante at Laura ↔ Central Luzon
 Hudhud ni Aliguyon ↔ Cordillera
Teacher’s Script:
"When you’ve found your match, sit together and discuss:
1. What do you know about this literary work?
2. What values or traditions might it show?"
[After 5–7 mins, ask 2–3 pairs to share.]

🕒 V. Synthesis and Reflection (10 mins)

Teacher’s Script:
"From today’s lesson, we realized that our literature is as rich and colorful as our
culture. Whether you're from Luzon, Visayas, or Mindanao, there are stories, poems,
chants, and songs that represent who we are."
🗣 Ask Students:
 “Which literary text or region did you find most interesting? Why?”
 “How can literature help us appreciate our regional identity?”
[Accept responses. Guide them to appreciate diversity.]
🕒 VI. Assignment (5 mins)
Teacher’s Script:
"For tomorrow, I want you to choose one Philippine region—any that interests
you. Search for a short literary text or excerpt from that region. You may choose
a folktale, a poem, a song, or an epic. Print it or copy it in your notebook and be
ready to explain what it’s about and what it tells us about that region’s culture."
📝 Sample Prompt to Write on Board:
“Find 1 Philippine regional text. Write the title, author (if available), region, and a 3-
5 sentence summary. Be ready to present it tomorrow.”

📘 DAY 2 TEACHING SCRIPT

Topic: Representative Texts from Luzon
Time Allotment: 60 minutes
Objectives:
✅ Identify key literary texts from the Luzon regions
✅ Analyze how these texts reflect the history, values, and culture of the region
✅ Appreciate the literary heritage of Northern and Central Philippines

🕒 I. Routine & Review (10 mins)

Teacher’s Script:
“Good morning, everyone! Let’s begin with a short prayer led by [name].”
“Let me check attendance quickly.”
“Now, let’s recall: What is regional literature? Why is it important to study literary
works from different parts of the Philippines?”
[Call 2–3 volunteers.]
“Who brought a regional text or excerpt today from a Philippine region? Let’s hear
from two volunteers. Please tell us the title, the region it came from, and a short
summary.”

🕒 II. Discussion – Luzon Literature (25 mins)

Teacher’s Script:
“Today we will explore selected literary texts from Luzon, which includes Ilocos,
Central Luzon, Bicol, and the Cordillera region.”
1. Ilocos Region – Biag ni Lam-ang
“An epic poem written in Ilocano. This story is about a brave hero, Lam-ang, who
has supernatural strength and intelligence even at birth. It reflects the Ilocano love
for courage, loyalty to family, and honor.”
2. Cordillera (Ifugao) – Hudhud ni Aliguyon
“An epic chant recited by women during rice harvesting and rituals. It tells the story
of Aliguyon, a warrior-leader from Ifugao. This piece promotes peace through the
theme of reconciliation after war.”
3. Central Luzon – Florante at Laura by Francisco Balagtas
“This poetic novel written in Tagalog uses the awit form (four-line stanzas with 12
syllables each). It uses allegory to reflect oppression and justice during Spanish
rule.”
4. Bicol Region – Ibalon
“This is another epic that tells the story of heroes like Handyong and Baltog. It
showcases the battle between man and monsters, and emphasizes bravery and
wisdom.”
🗣 Ask Students:
 “Which text from Luzon are you familiar with?”
 “What values are common in these stories?”

🕒 III. Group Activity – “Luzon Literature Gallery” (20 mins)

Instructions:
 Divide class into 4 groups.
 Assign each group one Luzon region text.
 Provide each group with a short excerpt (printed or on slides).
 Task:
1. Read the excerpt.
 2. Identify theme and values.
3. Identify how language or imagery reflects the region’s culture.
4. Present findings creatively (short skit, tableau, or poster).
Teacher’s Script:
“You have 15 minutes to prepare. Then each group will share their output with the
class in 2–3 minutes.”
[Monitor group work. Provide support.]

🕒 IV. Sharing & Synthesis (5 mins)

Teacher’s Script:
“Let’s hear from each group.”
[Guide each group during sharing.]
“From these texts, we learned that Luzon’s literature is rich in themes of bravery,
peace, and resistance, told in poetic or epic forms that reflect pre-colonial and
colonial Filipino life.”

🕒 V. Assignment (Optional Homework)

📌 “Choose 1 Luzon text and write a reflection (5–7 sentences):
‘What values did I learn from this story that are still important today?’”

📗 DAY 3 TEACHING SCRIPT

Topic: Representative Texts from Visayas and Mindanao
Time Allotment: 60 minutes
Objectives:
✅ Identify key literary works from Visayan and Mindanaoan regions
✅ Analyze cultural and historical influences in these texts
✅ Appreciate the oral traditions and literary artistry of southern Philippines

🕒 I. Routine & Review (10 mins)

Teacher’s Script:
“Good morning! Let’s open in prayer and check attendance.”
“Let’s review. What are some famous texts from Luzon? What values do they
highlight?”
“Who can name one region from Visayas or Mindanao and share what they know
about its culture or language?”
[Allow quick sharing.]

🕒 II. Mini-Lecture – Visayas & Mindanao Literature (25 mins)

1. Visayas – Hinilawod
“An epic from Panay, written in Kinaray-a. It tells the story of Labaw Donggon and
his magical adventures. This is one of the longest epics in the Philippines, showing
deep connections to ancestry, courage, and romance.”
2. Cebuano Poetry and Tales
“Well-known writers like Vicente Sotto and Marcel Navarra emerged from Cebu.
Many tales are moralistic and written in poetic forms.”
3. Mindanao – Darangen
“An epic from the Maranao people, part of UNESCO’s Intangible Cultural Heritage. It
praises heroes like Prince Bantugan and highlights values such as honor, sacrifice,
and Muslim traditions.”
4. Modern Mindanaoan Writers
“Authors like Telesforo Sungkit Jr. write about Lumad and Moro identity, conflict,
displacement, and peace.”
Ask Students:
 “What themes are common in these epics?”
 “How do these stories reflect the geography, religion, or history of the
region?”

🕒 III. Debate Activity – “Translate or Not?” (15 mins)

Prompt:
“Should regional literary works be translated into Filipino/English for wider
understanding?”
  Group A: YES
 Group B: NO
Each group prepares their argument (5 mins) and presents (2 mins per side).
Then open class feedback (3 mins).
Teacher’s Script:
“This debate helps us consider the balance between accessibility and preserving
original cultural meaning.”

🕒 IV. Wrap-Up (5 mins)

Teacher’s Script:
“Today, we saw how oral tradition remains strong in Visayas and Mindanao. Their
stories remind us of bravery, identity, and unity in diversity.”

📝 Assignment (Oral/Performance Prep)

📌 “Prepare a 2-minute storytelling performance or summary of a regional story
(from any region). You may retell it, act it out, or draw a scene. Present it tomorrow.”

📕 DAY 4 TEACHING SCRIPT

Topic: Integration and Performance Task – Appreciating Philippine Regional Texts
Time Allotment: 60 minutes
Objectives:
✅ Demonstrate understanding of representative regional texts
✅ Retell or present texts creatively
✅ Reflect on how literature strengthens Filipino identity

🕒 I. Routine and Quick Quiz (10 mins)

Teacher’s Script:
“Let’s have a short quiz. Match the text to its region.”
Example Items (on board or paper):
1. Biag ni Lam-ang – _____
2. Darangen – _____
3. Florante at Laura – _____
4. Hinilawod – _____
5. Hudhud – _____
[Check and discuss.]

🕒 II. Performance Task: “Literary Showcase” (30 mins)

Instructions:
Each student presents their chosen story from previous assignment. Formats
allowed:
 Oral storytelling
 Skit or dramatic reading
 Illustrated scene with explanation
Teacher Rubric:
 Content accuracy (5 pts)
 Creativity (5 pts)
 Expression/delivery (5 pts)
 Cultural relevance (5 pts)
Total: 20 pts
[Provide time warnings. Encourage applause after each.]

🕒 III. Reflection Writing (15 mins)

Teacher’s Script:
“Now let’s reflect. Please answer these prompts in your notebook:”
1. “Which region’s literature did I connect with the most? Why?”
2. “How does reading literature from different regions help us appreciate Filipino
identity?”
3. “What message do I take away from the stories I’ve heard this week?”
[Collect responses or assign for homework.]
🕒 IV. Closing Remarks (5 mins)
Teacher’s Script:
“Philippine literature is a treasure that connects us across islands, languages, and
histories. Whether from the mountains of Ifugao or the shores of Mindanao, our
stories carry wisdom, strength, and identity. Thank you for your wonderful
participation this week!”

K to 12 Detailed Daily Lesson Log (DLL)

School: [Insert School Name]
Teacher: [Insert Teacher Name]
Grade Level: Grade 12
Learning Area: 21st Century Literature from the Philippines and the World
Quarter: First Quarter
Week: Week 3
Dates: [Insert Dates]
Module: Module 3 – Historical Overview of Philippine Literature: Colonial Period
No. of Meetings: 4 days

Day 1: Introduction to Philippine Literature During the Colonial Period

Script/Teaching Input: "Good day, class! Today we begin an exciting journey
through Philippine literature during the colonial period. We'll explore how three
major colonial powers—Spain, America, and Japan—shaped not just our political and
economic systems, but also our identity, culture, and way of life. Before we dive into
the literature, let’s start by identifying how these influences can be seen in
ourselves today."
Task Instruction:
 Distribute the "WHO AM I?" checklist.
 Instruct students to reflect on their preferences, choices, and even fashion
style to determine if they are more influenced by Eastern (conservative,
group-oriented) or Western (individualistic, liberal) values.
 After the checklist, students will answer the reflection questions at the
bottom of the page.
Wrap-up Prompt: "Think about this: How do the choices you make daily reflect the
historical influences left by our colonizers?"

Day 2: Literature During the Spanish Colonial Period

Script/Teaching Input: "Welcome back! Yesterday we discussed how colonization
affected our identity. Today, let’s go deeper. Did you know that for more than 300
years, Spanish influence was evident in our religious practices, governance, and of
course, our literature? Much of early writing during this time was religious—
novenas, prayer books, and didactic poems that taught moral values. But toward
the later part of Spanish rule, literature turned revolutionary. Writers like Jose Rizal
and Andres Bonifacio wrote to ignite change and awaken the nation."
Task Instruction:
 Group Activity: Assessment 1a. Provide a table with three columns:
Government, Education, Religion. Have groups fill it out with influences from
the Spanish period.
 Sharing: Ask a representative from each group to present one column.
 Assessment 1b: Facilitate a discussion where students list positive and
negative influences of the Spanish colonizers.
 Reading: Share an excerpt from "Florante at Laura" and guide the class in
identifying the subtle themes of nationalism within the poetic romance.
Wrap-up Prompt: "Reflect: How did Spanish literature shape the way Filipinos
began to view their colonizers and their country?"

Day 3: Literature During the American and Japanese Colonial Periods

Script/Teaching Input: "Today we tackle the transition from Spanish to American
and Japanese colonization. Unlike the Spaniards, Americans introduced a democratic
form of government and free public education. English became the new language of
instruction. As a result, many literary pieces were written in English—but were often
imitations of American styles. On the other hand, the Japanese, although here for a
short time, suppressed English and encouraged Tagalog. Literature became a tool
for resistance."
Task Instruction:
 Reading Activity: Divide the class into two groups. One group reads "Dead
Stars" by Paz Marquez Benitez. The other group reads "Lupang Tinubuan" by
Narciso Reyes.
 Guide each group in annotating their texts, highlighting key lines that reflect
the historical backdrop.
 Pair Discussion: Partners discuss the author's intent and how literature
mirrored life during the American or Japanese regimes.
 Assessment 2a: Distribute Francisco Benitez’s essay or summarized version.
Students fill out the table describing characteristics of an educated Filipino.
 Assessment 2b: In pairs or individually, compare the meaning of education
across the three periods.
Wrap-up Prompt: "How did Filipino writers use literature to fight back and
preserve culture, especially when freedom of speech was restricted?"

Day 4: Synthesis and Performance Task

Script/Teaching Input: "This is our culminating day. Over the past sessions, we’ve
seen how literature transformed—from religious to nationalistic, from imitation to
resistance. Today, you will showcase what you’ve learned creatively. Literature is
more than just text; it is a voice, a tool, a mirror of society."
Task Instruction:
 Written Task: Complete the paragraph in "What I Have Learned."
 Performance Task Instructions:
o Choose one: dramatization, spoken word poetry, monologue, or
creative reflection.
o Your piece should reflect the characteristics, struggles, or
transformations in literature from any or all of the three colonial
periods.
o Oral presentations must be 3-5 minutes; written outputs should be
300-500 words.
 Gallery Walk or Class Sharing: Arrange desks/stations for written outputs or
stage oral presentations.
 Use a rubric to score content, creativity, delivery, and historical accuracy.
Closing Discussion Prompt: "What does colonial literature teach us about
resilience? And why do you think many of its themes are still relevant today—
corruption, identity, freedom, and patriotism?"
Exit Ticket:
 One thing I learned...
 One question I still have...