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    Team Chada: Nicamar Angel L. Arsenio Rolando B. Acosta Narlina A. Espanto Jannet B. Dacanag John Lito B. Yao

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    Lui Harris S. Catayao
    This lesson outline summarizes a 3-session discussion on Telesforo Sungkit's poem "I Higaonon". Session 1 involves introducing learning objectives and having students trace their family's ethnicity. Session 2 focuses on a close reading and analysis of "I Higaonon". Session 3 includes reading another poem, discussing themes and techniques, comparing the two poems, and having students write essays and do role plays. The lesson aims to explore Philippine literary history and local writers' contributions through analyzing poetic techniques and themes in the featured texts.

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    Team Chada: Nicamar Angel L. Arsenio Rolando B. Acosta Narlina A. Espanto Jannet B. Dacanag John Lito B. Yao

    Uploaded by

    Lui Harris S. Catayao
    157 views14 pages
    This lesson outline summarizes a 3-session discussion on Telesforo Sungkit's poem "I Higaonon". Session 1 involves introducing learning objectives and having students trace their family's ethnicity. Session 2 focuses on a close reading and analysis of "I Higaonon". Session 3 includes reading another poem, discussing themes and techniques, comparing the two poems, and having students write essays and do role plays. The lesson aims to explore Philippine literary history and local writers' contributions through analyzing poetic techniques and themes in the featured texts.

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    ET1_Powerpoint.pptx

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    This lesson outline summarizes a 3-session discussion on Telesforo Sungkit's poem "I Higaonon". Session 1 involves introducing learning objectives and having students trace their family's ethnicity. Session 2 focuses on a close reading and analysis of "I Higaonon". Session 3 includes reading another poem, discussing themes and techniques, comparing the two poems, and having students write essays and do role plays. The lesson aims to explore Philippine literary history and local writers' contributions through analyzing poetic techniques and themes in the featured texts.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    157 views14 pages

    Team Chada: Nicamar Angel L. Arsenio Rolando B. Acosta Narlina A. Espanto Jannet B. Dacanag John Lito B. Yao

    Uploaded by

    Lui Harris S. Catayao
    This lesson outline summarizes a 3-session discussion on Telesforo Sungkit's poem "I Higaonon". Session 1 involves introducing learning objectives and having students trace their family's ethnicity. Session 2 focuses on a close reading and analysis of "I Higaonon". Session 3 includes reading another poem, discussing themes and techniques, comparing the two poems, and having students write essays and do role plays. The lesson aims to explore Philippine literary history and local writers' contributions through analyzing poetic techniques and themes in the featured texts.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 14

    Team CHADA

    NICAMAR ANGEL L.
    ARSENIO

    ROLANDO B. ACOSTA

    NARLINA A. ESPANTO

    JANNET B. DACANAG

    JOHN LITO B. YAO


     LESSON OUTLINE:
    1. INTRODUCTION : Classroom Routines and Articulating
    Learning Objectives (10 minutes)
    2. MOTIVATION : Tracing the Ethnicity of Family (30 minutes)
    3. INSTRUCTION/DELIVERY : Close Analysis of Telesforo Sungkit’s “I
    Higaonon” (40 minutes)
    4. PRACTICE : Elaboration of the Techniques and Themes
    (20 minutes)
    5. ENRICHMENT : Analysis on the poem “And you call me
    colored” (30 minutes)
    Differentiated Activities (Open-ended Essay
    Writing, Reflection etc.) (40 minutes)
    6. EVALUATION : Essay Writing (Significant Human
    Experience) (30 minutes)
    1. INTRODUCTION (10 MINUTES)
    Articulate the learning objectives.
    After this three-session discussion on Telesforo Sungkit’s
    “I Higaonon”, the students should be able to:

    a.Identify the geographic linguistic and ethnic dimension of


    Philippine literary history;
    b.Value the contributions of local writers to the development of
    regional literary traditions;
    c.Analyze the literary techniques and themes in the text; and
    d.Produce a creative representation of a literary text by applying
    multi-media skills.
    1. MOTIVATION (10 minutes)Tracing Ethnicity of Family using
    Family Tree. Worksheet 1: Family Tree Template

    Directions: Fill out the Family Tree Template to trace your families’
    ethnicity.
    THINK-PAIR-SHARE ACTIVITY (20 mins)
     
    The teacher asks the group to share their output
    towards the other group. The teacher asks a volunteer to
    share their output to the class.
    2. INSTRUCTION/DELIVERY (40 minutes)
    READING PROPER
    The teacher may call a student to read it aloud for the class while the students
    are following through silent reading.
    CLASS DISCUSSION (10 minutes)
    After reading, the teacher facilitates the discussion using these GUIDE

    QUESTIONS:
    1.Who is the persona of the poem?
    2.What are his feelings towards the text? Why?
    3.What part of the poem struck you most?
    4.How poetic diction (choice of words) does conveys strong emotion in the
    poem?
    “I Higaonon”
    Poetry by Telesforo Sungkit Jr. | May 22, 2011

    Telesforo Sungkit is from Sumilao, Bukidnon. He wrote Batbat hi Udan


    (The story of udan), considered to be the first Lumad novel. Sungkit
    was in Taboan 2011 in Davao.
    CLASS DISCUSSION (10 minutes)
    After reading, the teacher facilitates the discussion using these GUIDE

    QUESTIONS:
    1.Who is the persona of the poem?
    2.What are his feelings towards the text? Why?
    3.What part of the poem struck you most?
    4.How poetic diction (choice of words) does conveys strong emotion in the
    poem?
    1. ENRICHMENT
    READING ALOUD of the POEM “And You Call Me Colored” by Agra Gra (30
    minutes)
     
    “And You Call Me Colored
    ”
    Poem by: Agra Gra
    Class activity: Round Table Discussion
    1. What is/are the theme/s used in the poem?
    2. What is/are the technique/s used in the poem? Do they have the same
    technique? Justify your answer
    3. How is “And You Call Me Colored” similar to “I Higaonon”? Use a
    Venn Diagram Template
    Class Activity: Essay Writing
    The students, individually, will write an essay out of the poem they had read.
    Performance Check: Role Play
    The students with their group mates will create a situation wherein they
    have experienced social injustice or discrimination.
     

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