TEACHING GUIDE IN 21ST CENTURY PHILIPPINE LITERATURE FROM THE PHILIPPINES AND IN THE WORLD
TOPIC/ LESSON NAME
CONTENT STANDARS
PERFORMANCE STANDARDS
LEARNING COMPETENCIES
SPECIFIC LEARNING OUTCOMES
TIME ALLOTMENT
21st Century Literature from the Philippines and the World
Essential Topic 4: Philippine Literature: A Regional Literature
Topic: “Footnote to Youth by Jose Garcia Villa
The learner will be able to understand and appreciate the elements and context of 21st century
Philippine Literature from the regions.
The learner will be able to demonstrate understanding and appreciation of 21st Century Philippine
literature from the region through:
1. A written close analysis and critical interpretation of a literary text in terms of form and theme,
with the description of its context derived from the research; and
2. An adaptation of the text in other creative forms using multimedia.
 explain the literary, biographical, linguistic, and sociocultural complex and discuss how they
enhance the text’s meaning and enrich the reader’s understanding;
 explain the relationship of context with the text meaning; and
 produce a creative representation of a literary text by applying multimedia skills:
a. choose an appropriate multimedia format in interpreting a literary text;
b. apply ICT skills in crafting an adaptation of a literary text; and
c. do self and/ or peer assessment of a creative adaptation of a literary text, based on
rationalized criteria, prior to presentation.
At the end of the lesson, the learners will be able to:
1. Analyze a 21st century literary text from the region through the application of:
 Common themes; and
 Literary Elements;
 Devices; and
 Techniques
2. Analyze the relevance of the authors’ choice of literary selection’s theme;
3. Infer values from the literary works through script writing; and
4. Create a video presentation on the story entitled “Footnote to Youth” by Jose Garcia Villa
LESSON OUTLINE:
1. INTRODUCTION
2. MOTIVATION
3. INSTRUCTION/ DELIVERY
4. PRACTICE
5. ENRICHMENT
6. EVALUATION
: Classroom Routines and Articulating Learning Objectives
: Pair Work with Guide Questions and Vocabulary Activity
:Lecture-discussion through Close Analysis of the student’s chosen Literary Text
: Character Analysis and Story Mapping
: Thinking Hats Activity
Problem- Solving Outline
Quiz on the Literary Elements
: Film/ Video Presentation
PROCEDURE
INTRODUCTION
 Articulate the learning objectives
 Review of the Performance Task
 There will be a Regional Conference conducted by the National Anti- Poverty Commission (NAPC) with
a theme: “Acting together to empower children, their families, and communities to end poverty” that will
be attending by national leaders from the different regions in the Philippines. The objective of the event
is to show window on the effects of early marriage through creative form using multimedia. This will be
given life by the actors and actresses with the of the help of the production and the technical staff though
a movie presentation. This will be guided accordingly with the following criteria, a comprehensive
narration of the events showed on the students’ chosen literary text with adequate message,
organization of idea is presented with a clear statement of a purpose or theme, and was completed and
had all required elements of a video/ film presentation such,well edited and moves smoothly from scene
to scene with proper use of transitions and audio and other enhancements were well used.
MEETING LEARNING NEEDS
Note: It is important for the teacher
to review the Performance Task
MOTIVATION
 Activity 1. Think-Pair-Share. Discuss the question below with a partner. Be ready to share your
thoughts with the class.
1) What do you think is the right time to get married?
2) If you were to get married someday, what would e the factors you would want to consider
first before marrying? List them using a concept map.
MARRIAGE
 Activity 2: Vocabulary Activity
1. Students list down words associated with the word “marriage.”
2. The teacher shows pictures of the effect of an early marriage.
Teacher’s Tip:
The teacher may add effects of child
marriage such as the following:
 Mental health
 Isolation and abandonment
 Infant mortality
 Maternal mortality
o ESSENTIAL QUESTIONS:
a. What can you say about the picture? How it affects you?
b. What is child early marriage?
c. What are the results of child early marriage?
INSTRUCTION/ DELIVERY
A. Teacher’s Input/ Lecture Discussion (Author and Context)
a. Jose Garcia Villa, a Filipino poet, critic, short story writer and painter, is an important person to
recognize during Filipino American History Month.
Villa was born in 1907 in the Philippine Islands. His early path did not involve poetry. Instead he
began a pre-medical course of study at the University of the Philippines, eventually switching to prelaw. After some time, Villa recognized that his true passion was in the creative arts, and his career as
a writer began.
In 1929, he published a collection of erotic poems called Man Songs. This collection was met
with some controversy. But that same year, he was selected for the Best Story of the Year from
the Philippine Free Press magazine for his story called Mir-l-Nisa.
Villa moved from the university in the Philippines to attend the University of New
Mexico where he went on to found Clay, a “mimeograph literary magazine.” After finishing his BA
there, he moved to Columbia University for his post-graduate education.
Aside from publishing various collections of poetry, Villa also added to the world of poetic style,
introducing a new rhyme scheme called “reversed consonance.” As Villa explained, “The last
sounded consonants of the last syllable, or the last principal consonant of a word, are reversed for
the corresponding rhyme. Thus, a rhyme for nearwould be run; or rain, green, reign.”
Villa also wrote something he called “comma poems,” where a comma is included after each
word in the poem. As he explained in the preface to his Volume Two, “The commas are an integral
and essential part of the medium: regulating the poem’s verbal density and time movement: enabling
each word to attain a fuller tonal value, and the line movement to become more measured.”
Villa has won numerous awards, including the 1973 National Artist of the Philippines for literature.
His work in both poetry and challenging traditional poetic style continues to have an impact in
modern poetry, both for members of the poetry community and other Asian American writers.
B. Guide Questions
1. Who is the author in the story? In what way is he different and similar to other authors?
2. What is the story all about?
3. What point of view was used in the story?
4. What made Dodong feel that he was ni longer a boy but already a man?
5. How did Teang find married life?
6. When Dodong asked permission to get married, his father felt sorry for him. So did Dodong
when Blas asked for permission to get married. They knew that life is hard after marriage,
why then do you think that they did not prevent their son from experiencing those hardships
that they’ve gone through?
7. Explain the line “Youth must triumph…now. Love must triumph now… now, Afterwards… it
will be life.”
8. What is the moral of the story?
PRACTICE
A. CHARACTER TRAITS ANALYSIS. Characterize the major characters in the story using the
worksheet below:
Teacher tips:
The teacher checks the students’
understanding of the following
literary concepts:
a. Characterization: direct or
indirect
method
of
describing characters
b. Conflict: internal or external
struggle between or among
forces
c. Setting: place, time, and
milieu of the story
d. Theme: insights that can be
derived from the story
e. Symbolism: people, events,
or objects that represent
personal or universal
meanings as contextualized
in the story.
The teacher identifies the elements
of a short story:
 Exposition
 Rising Action
 Climax
 Falling Action
 Resolution
Ckara«tcr Trafts
Think abou' 'he charact ors from the story you read Use ‹ai
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ENRICHMENT
A. Using the student’s chosen literary text; students conduct a meeting to address the issue or problem
about early marriage. The secretary of the group writes the member’s responses on the worksheet
and the leader assigns who to present their work in class.
B. Quiz: Based on the story “Footnote to Youth” by Jose Garcia Villa. Fill out the story map identifying
the elements, devices, and techniques. (15 points)
Title: (1 pt)
Characters and Brief Descriptions (5 pts)
Setting: (2 pts)
Place:
Milieu:
Events: (5 pts)
Exposition
Rising Action
Climax
Falling Action
Resolution
Conflict: (3 pts)
Theme: (4 pts)
EVALUATION
 The students will shoot a film portraying the events in the story entitled “Footnote to Youth” by Jose
Garcia Villa.
Performance Task:
There will be a Regional Conference conducted by the National Anti- Poverty Commission (NAPC) with a
theme: “Acting together to empower children, their families, and communities to end poverty” that will be
attending by national leaders from the different regions in the Philippines. The objective of the event is to
show window on the effects of early marriage through creative form using multimedia. This will be given life
by the actors and actresses with the of the help of the production and the technical staff though a movie
presentation. This will be guided accordingly with the following criteria, a comprehensive narration of the
events showed on the students’ chosen literary text with adequate message, organization of idea is
presented with a clear statement of a purpose or theme, and was completed and had all required elements of
a video/ film presentation such,well edited and moves smoothly from scene to scene with proper use of
transitions and audio and other enhancements were well used.
A HOLLISTIC RUBRIC IN GRADING THE VIDEO/ FILM PRESENTATION
Task Description: Students will work together in assigned teams to create a video project that details a specific aspect of the course. The
presentation should include appropriate photographs, video, music, graphs, and other visual aids. The final project should be burned to a DVD in a
Full Quality Quick-time movie format.
ACTIVITY
Exemplary (4)
Proficient (3)
Partially Proficient (2)
Incomplete (1)
Concept
Has a clear picture of what
they are trying to achieve.
Adequate description of what
they are trying to do and
generally how his/her work will
contribute to the final project.
Has a fairly clear picture of what
they are trying to achieve. Can
describe what they are trying to
do overall but has trouble
describing how his/her work will
contribute to the final project.
Has brainstormed their
concept, but no clear
focus has emerged.
Goals/final product not
clearly defined.
Little effort has been spent on
brainstorming and refining a
concept. Unclear on the goals
and how the project objectives
will be met.
Content/
Organization
The content includes a clear
statement of purpose or
theme and is creative,
compelling and clearly written.
A rich variety of supporting
information in the video
contributes to the
understanding of the project’s
main idea. Events and
messages are presented in a
logical order. Includes
properly cited sources.
Information is presented as a
connected theme with accurate,
current supporting information
that contributes to
understanding the project’s
main idea. Details are logical
and persuasive information is
effectively used. The content
includes a clear point of view
with a progression of ideas and
supporting information. Includes
properly cited sources.
The content does not
present a clearly stated
theme, is vague, and
some of the supporting
information does not
seem to fit the main idea
or appears as a
disconnected series of
scenes with no unifying
main idea. Includes few
citations and few facts.
Content lacks a central theme,
clear point of view and logical
sequence of information.
Much of the supporting
information is irrelevant to the
overall message. The viewer
is unsure what the message is
because there is little
persuasive information and
only one or two facts about
the topic are articulated.
Information is incorrect, out of
date, or incomplete. No
citations included.
POINTS
Quality
Movie was completed and had
all required elements. The
video was well edited and
moves smoothly from scene
to scene with proper use of
transitions. Audio and other
enhancements were well
used.
Movie was completed and
contained all required items.
Editing was not done as well as
it should have been. Some poor
shots remain. Movie is still
somewhat choppy. Audio and
other enhancements were
utilized, but not for maximum
effect.
Movie was made, but had
very little if any editing.
Many poor shots remain.
Video was very
fragmented and choppy
with little to no audio
reinforcement.
There was no movie, or tape
was totally unedited with no
transitions or audio support of
any kind.
Final Score
Group 1- MIGHTY ONE
Angelo P. Ramos – Holy Child Academy, Binalonan, Pangasinan
Jesalyn A. Idnay- Igama Colleges Foundation Inc., Badoc, Ilocos Norte
Ellyn Eulalia C. Gatchalian- Notre Dame Institute, Aringay, La Union
Jocelyn F. Lungao- Saint Theresita’s High School of Tinglayan, Inc.
Ma. Flordeliz C. Rabago- Internatonal School of the Arts, the Languages, and the Academe
Goal: Showcase the effects of early marriage through multimedia.
Role: Production and Technical Staff, Script Writers, Actors and Actresses
Audience: National leaders from the different regions in the Philippines
Situation: A Regional Conference conducted by National Anti- Poverty Commission (NAPC) with a theme: “Acting together to empower
children, their families, and communities to end poverty.”
Product: Video project presentation that details a specific literary text
Standard: Comprehensive narration of the events showed on the students’ chosen literary text with adequate message, organization of idea
is presented with a clear statement of a purpose or theme, and had all required elements of a video/ film presentation such,well
edited and moves smoothly from scene to scene with proper use of transitions and audio and other enhancements were well used.