Unit 1
Appreciating Traditional Culture Through Folk Literature

Lesson 1
Literature Study                  : The Creation (An Igorot Myth)
                                                       : Malakas at Maganda (Myth of the First Man and Woman)​
                                                       : Plot, Setting, and Narrative
Language and Grammar :   Nouns as Building Blocks of Sentences
Learning Strategy              :   Reading for Meaning
Worktext Pages                   :   4–9, 87–91, 124
Suggested No. of Days    :   ​Week 1 (4 meetings)
DESIRED RESULTS
Lesson Objectives
DepEd Curriculum Standards
  • Compare different kinds of folk literature
  • Apply the SQ3R strategy for effective reading
  • Identify and use nouns and noun determiners correctly
  • Note information from a program viewed
  • Make a list using nouns and noun determiners 
  • Describe the different literary genres during the precolonial period
  • Discover literature as a means of connecting to a significant past
  • Identify the elements of the narrative
  • Note information from a program viewed
  • Use the appropriate reading style (scanning, skimming, speed reading, intensive reading, etc.) for one’s purpose
ESSENTIAL QUESTIONS
  • How do traditional Filipino myths reflect the values and traditions of our Filipino forefathers? How does the narrative exemplify the early literature of Filipinos?
  • How does one become an effective reader?
  • How do nouns serve as building blocks in language?
RESOURCES
​Technology-based resources
Materials
  • ​English in Perspective 7 worktext
  • library resources/books on Filipino folk literature
  • ​computer/LCD projector
  • ​flash cards with names or nouns taken from the myths
LEARNING PLAN
Day 1
Literature Study
Learning Strategy
Prereading
  1. Introduce the unit by offering a brief discussion of how Philippine literature was in the precolonial period. Draw responses from students about what they know about how Filipinos lived before the Spanish colonizers came to the islands. Refer to the unit introduction on page 1 of the worktext. 
  2. Refer to Strategy Point on page 124. Tell the students that to become effective readers, they should know first the strategies and techniques used to aid them in reading efficiently. Teach the SQ3R (Survey, Question, Read, Recite, and Review) sequence. Read through the notes on page 124 and briefly discuss how each step in the reading process can help them become better readers.
  3. Introduce the lesson briefly by telling the students that they will be learning about ancient literature, which includes myths, fables, legends, poems, songs, epics, and others. State that lesson 1 will focus on creation myths. 
  4. Ask students to do what is asked in Perceive Ideas on page 4. Have them describe the picture of the mythical figures Malakas and Maganda. 
  5. Refer to Probe Word Meanings on page 7. Unlock vocabulary words by letting the students match the underlined words in sentences to their definitions.​
  6. ​Read the brief introduction in Peruse and Read on page 4. Discuss that the literary form to be learned in this lesson is the narrative. Point out that narrative is a type of text that is typically written as a story.  
  7. Ask the motive question: Why do you think you need to learn about Filipino narratives?
During Reading
Ask the students to read the myths The Creation and Malakas and Maganda on pages 5 to 7. Have them refer to the guide questions in the text as they read the selections.  ​
Post-reading
  1. Discuss the myths by answering the comprehension questions in Literature Activity 1 on page 8. Relate how the creation myths reflect the paganistic beliefs of the precolonial Filipinos. 
  2. You may assign Literature Activity 2 and 3 on pages 8 and 9 as homework.  
  3. Refer to Literary Point on page 8 and discuss the different elements of the narrative: plot, setting, and characters. Ask the students to look for examples of local myths, epics, and legends on the Internet or in the library as homework. Have them bring a copy of the myth or folktale to class the next day.
Day 2
Literature Study
Post-reading
  1. ​Review the creation myths read by the students. Ask them to summarize these myths in their own words. 
  2. Point out how the presence of a great spirit is common characteristic of both narratives and what symbolisms were used (i.e., the bamboo and pottery).
  3. Ask the students to define each of the forms of folk narratives and its features based on the information they learned from the library or Internet. Discuss their answers. Answers may vary for this activity.
  4. Refer to Point Out Connections on page 9. Ask the students to log on to the the website www.filipinoforkids.com and watch the video "Malakas at Maganda," or have the class view it on a large screen projector. As they view the video, have them take notes about how the mythical characters are featured. Ask how the video is similar or different from the myths they had learned. 
  5. Ask the students to do the activity in Perform Expressions on page 9. Group the students. Ask each group to research andchoose a myth or folktale to their liking, then have them ready to perform or portray the myth or folktale in class. Give this as an assignment the day before.
  6. Conclude the literature lesson by asking students to reflect on the essential question: How do traditional Filipino myths reflect the values and traditions of our Filipino forefathers?
Day 3
Language and Grammar
Presentation
​
  1. Discuss the parts of speech. Tell the students that these parts are the building blocks in language. Prepare flash cards with names or nouns taken from the myths. Ask the students to read the words shown on each card. After reading these, ask them to identify what part of speech these words are. 
  2. Ask the students to recall the different parts of a sentence. You may write on the board the following sample sentence from the myth "The Creation": Lumawig, the Great Spirit, came down from the sky and cut many reeds.
  3. Ask the students to underline the nouns and verbs found in the sentence given. Let them recall what nouns are and what functions these serve in sentences.
  4. Ask students to study the text in Grammar Point on pages 87 to 89. Discuss the different nouns and noun determiners. Point out how determiners indicate number of nouns (as in quantifiers) and ownership (as in possessive adjectives).
​Practice
  1. Have the students answer the Grammar Practice exercises on pages 89 to 91. In Grammar Practice 1, the students need to identify the correct determiner for each given sentence. In Grammar Practice 2, they must identify the given nouns in the Bagobo myth entitled "Origin" and label these as singular or plural (example: man/woman--singular; children--plural). In Grammar Practice 3, the students have to underline the noun phrases in the given passage and then use these noun phrases in sentences of their own (example: two children). The sentences that the students will construct may vary.​
  2. Briefly check the answers to the exercises. You may opt to give some of these exercises as homework.
Day 4
Language and Grammar
Production
  1. Review the use of nouns and noun determiners as learned in Grammar Point on pages 87 to 89.
  2. Refer to Participate in Interactions on page 91. Ask the students to find a partner. In pairs, let them alternately ask each other the questions given and take note of the noun phrases their partner gives. Emphasize that they need to use nouns and noun determiners correctly. 
  3. Have the pupils do the task in Publish Works on page 91. With their partner, ask the students to pretend that they are going grocery shopping for  a coming field trip. Tell them to come up with a grocery list using nouns and noun phrases correctly. Follow the directions given in the worktext. 
  4. Conclude the lesson in grammar by reviewing how important nouns are as a part of speech. Let the students answer the essential question: How do nouns serve as a building block in language?