Content Standards

•The learner demonstrates

understanding of how Afro-Asian
literature and other text types equip
him/her with communication skills
that lead to embracing diverse
cultural heritage.
 Performance Standards
•The learner performs an
interactive human exhibit
of Afro-Asian literary
characters.
 Objectives
At the end of the lesson, the students should be
able to:
•define speech choir; EN8V-IVh-15
•perform choral interpretation of a selected
text; EN8OL-IVh-3.7
•appreciate one’s identity and responsibility as
a Filipino. EN8RC-IVh-2.12
 Review
In the poem Africa, Diop described blood as
black for this reason:
a.to arouse pity from the readers
b.to link to his African roots
c.to emphasize the black race, of which he is proud
of
d. to show the great sufferings of the Africans
 Review
The line, Saying Yes to the whip under
the Midday Sun speaks about-
a.Liberty
b.Poverty
c.Slavery
d.Treachery
 Review
Who is the author of the poem?
a. David Diop
b.Felix Bautista
c. Leticia Ursua
d.Pio Oineza
Motivation
Arrange puzzles in
order to form its
original image.
•Who are the persons
in the picture
puzzles?
•What do you think
are their professions?
•What are the
qualities do they
possess? Are they
pure Filipinos?
•What do you think
are they proud of?
•How do you see
yourself as a
Filipino?
Activities
•Read a choral interpretation,
The Anatomy of a Filipino by
Prof. Felix Bautista.

• Class will be divided into groups

to answer different tables and
present to class afterwards.
•What is the anatomy of a Filipino? Use
the table below to write down your
answers.
•What perspective of a Filipino does the
reading text provide? Is the a change of
perspective in the latter part? Use the table
below to write down your answers.
•Fill the table below with your answers.
Are you
ready?
The Anatomy of a Filipino
By: Prof. Felix Bautista
All: I like to think that I
am a Filipino, that I am as
Good, a Filipino as
Anyone.
Girls: My heart thrills,
when, I Hear, the
National anthem,
being played.
Boys: And my Blood
Rises, when, I see our
flag, Fluttering in the
breeze.
All: And Yet, I find
myself asking, How
Filipino Am I,
Really?
Boys: My First Name
is American.
Girls: My Last Name
Is Chinese.
Boys: When I’ am with
Girlfriends or more correctly,
when, I’ am with my Friends,
who happen to be girls
- I talk to them in English.
Girls: If they are
thirsty, I buy them, a
Bottle of American
coke.
Boys: If they are
hungry, I treat them,
to an Italian Pizza
pie.
All: And when, I
have the money, I
give them a real
Chinese Lauriat.
Boy (solo): Considering all
these, considering my
taste, for many things
foreign, what right do I
have, to call myself, a
Filipino?
Girls (solo): Should I
not call myself, a
culture orphan? The
illegitimate child of
many races?
All: Rightly or wrongly,
whether we like it or not, we
are the end products, of our
history, fortunately or
unfortunately, our history is a
co-mingling, of polyglot pol·y·glot
/ˈpälēˌɡlät/ adjective

influences. - knowing or using

several languages.
Boys: Malayan and
Chinese.
Girls: Spanish and British.
Boys: American and
Japanese.
All: This is historic fact, we
can not ignore, a cultural
reality we can not escape,
form to believe otherwise
is to indulge in fantasy.
Boy (solo): I must confess, I’ am an
extremely confused, and
Bewildered young man. Wherever
I’ am, whatever I may be doing, I’
am Bombarded, on all sides, by
people who want, me to search
for my national identity. bom·bard
/bämˈbärd/ verb
- assail (someone) persistently, as
with questions, criticisms, or
information.
All: Tell me the Language I
speak should be replaced, by
Filipino; they urge me to do
away with things foreign to
act and think, and buy
Filipino.
Girl (solo): Even in
art, I’ am getting
bothered and
Bewildered. bewildered
/bəˈwildərd/ adjective
- perplexed and confused; very puzzled.
All: The Writer
should use Filipino,
as his medium, the
nationalists cry.
Boys: The Painter
should use his genius,
in portraying themes
purely Filipino, they
demand.
Girls: The Composer
should exploit, endless
Possibilities, of the
haunting kundiman,
they insist.
All: All these sound
wonderful. But Rizal
used Spanish, when
he wrote, Noli and Fili.
Boys: Was he less of a
nationalist, because of
it? Must the artist, to be
truly Filipino, paint with
the juice of the duhat?
Girls: And must he draw
picture of topless
Muslim women or
Igorot warriors in G-
String?
All: And if the composer, desert,
the kundiman, and he writes
song faithful to the spirit of the
Youths of today, does he
become Unfilipino? We are
what we are today, because of
our History.
Boys: In our veins, pulses
blood with traces of
Chinese and Spanish and
American, but It does not
stop, being a Filipino,
because of these.
Girls: Out culture, is
tinges with foreign,
influences, but it has
become rich therely.
All: This mingling, in fact could
speed us on the road, to national
greatness, look at America, it is a
great country, and yet it is the
melting pot of Italian, and German,
British, and French, or Irish and
Swedish.
Boy (solo):
Filipinism, after all,
is in the heart.
All: If that heart beats
faster, because the
Philippines is making
progress, if it Fills, with
compassion because its
people are suffering,…
All: then it belongs to a true
Filipino, and it throbs, with pride, in
our past, if it pulses with
awareness, of the present , if it
beats with a faith in the future,
then we could ask, for nothing,
more all other things are
Unimportant.
Boys: I have, an
American First Name.
Girls: And I have, a
Chinese Last Name.
All: And I’ am proud,
very, very proud, -
because Underneath
these names beats A
Filipino Heart…
Analysis
•Answer the
following
questions.
•Who are talking in
the reading text?
•How do the children in
the text feel when they
hear the national
anthem being played?
•How does the boy feel when
he searches for his national
identity?
•What are the children proud
of?
•What is the central
theme of the
Anatomy of the
Filipino?
•What is the central
theme of the
Anatomy of the
Filipino?
The class read the piece line by
line…

What do you call of the

process that you just
did?
Abstraction
 Speech Choirs are performance
groups that recite speeches in
unison, often with elements of
choreography and costuming to
help bring the speech to life.
It is also called Choral Speaking.
 The first plays put on by Greeks
featured choruses of speakers.
Today, Speech Choir is a popular
teaching as well as a performing art.
It operates like a musical choir minus
the music, instead of singing, speech
choirs perform spoken-word pieces like
poems.
There are two types of Speech Choir.
First is the Traditional or Conventional
Speech choir wherein the speakers simply
recite the spoken words without the use of
costumes, choreography, nor props.
 The other type of Speech Choir is the
Dynamic or Theatrical Speech Choir which
makes use of props, costumes, and
sometimes, choreography.
Generalization
Complete the sentence about the lesson for this day.
I have learned that:
•A speech choir is ____________________
•It has _____________________________
•According to the reading text, the Anatomy of
the Filipino ___________________
•As a Filipino___________________
Application
•Perform your interpretation of The
Anatomy of a Filipino.
•You will be given 5-7 minutes to
practice and 3 minutes for their
presentation.
•Each member must participate.
Criteria
• Voice Quality - 20%
• Verbal Expression (Diction, Intonation, Stress) - 20%
• Non- verbal Expression - 20%
(Facial expression, Gestures, Body Movements)

• Teamwork - 20%
• Overall performance - 20%
• TOTAL 100 %
Assessment
•Fill out the table to
capture your learning
challenges and
successes.
Assignment
•Do an advance reading
about,
The Vanity of the Rat.