ME-EngLT-11-Q1-0501_PS_The-Precolonial-Period.pptx PDF

Lesson 5.1 The Precolonial Period Do You Want to Edit this Presentation? Make a copy and Download an offline edit in Google copy and edit in Slides. Microsoft PowerPoint. 1. On the menu...

Lesson 5.1 The Precolonial Period Do You Want to Edit this Presentation? Make a copy and Download an offline edit in Google copy and edit in Slides. Microsoft PowerPoint. 1. On the menu bar, click File and then Make a copy and 1. On the menu bar, click File Do you want to edit this Entire Presentation. 2. Type a name for the file. and then Download as. 2. Choose a file type. Select presentation? 3. Choose where to save it on your Google Drive. Microsoft PowerPoint (.pptx). 4. Click Ok. 3. Wait for the file to be 5. A new tab will open. Wait for downloaded to your local disk. the file to be completely 4. Once completely downloaded, loaded on a new tab. open the file and edit it using 6. Once the file has loaded, edit Microsoft PowerPoint or any this presentation using offline presentation program. Google Slides. Learning Competency At the end of this lesson, the students should identify the geographic, linguistic, and ethnic dimensions of Philippine literary history from pre-colonial to the contemporary (EN12Lit-Ia-21 EN12Lit-Ie-30).  Objectives At the end of this lesson, the learner should be able to do the following: Identify conventions of oral literature. Read and analyze precolonial text such as those from the mythological and heroic ages, as well as folktales and baybayin. Essential Question What are the different qualities of Philippine precolonial literature?  Try it! Warm-Up 1.Form groups with four members each. Assign a member to be a “storyteller,” a “listener or recounter,” and a “recorder.” 2.The storyteller will be shown an English version of a Filipino short story (of about one to two paragraphs long) and he/she will read and memorize as much as he or she can of it. Without reading from the paper, the storyteller will retell the story to the listener or recounter only. The listener can have the story repeated to him or her as many times as needed.  Try it! Warm-Up 3. The listener then heads to the recorder to again retell the story. The recorder can also listen to the story multiple times. 4. Lastly, the recorder heads to the board and writes the story that he or she has listened to but in Filipino.  Try it! Warm-Up Guide Questions What was challenging about your role as storyteller, listener, or recorder? How similar is the recorded story to that of the original? What made it so? What made it different?  Vocabulary words 1. communal (adjective) - of or relating to a community Public communal baths are common in Japan. 2. deities (noun) - beings exalted or revered as supremely good or powerful Ancient civilizations worshipped various deities. 3. epic (noun) - a long narrative poem in elevated style recounting the deeds of a legendary or historical hero The epic of Lam-ang is a well-known Filipino classic. 4. stereotyping (noun) - an often unfair or untrue belief that many people have about all people or things with a particular characteristic Minorities are often subject to stereotyping by the dominant classes. 5. transmission (noun) - the act or process by which something is spread or passed from one person or thing to another The government is scrambling to stop the widespread transmission of diseases that should have been eradicated already.  Learn about It Most literary works during the precolonial period were transmitted through oral tradition. In some cases, our ancestors made use of a writing system to pen down some works of literature. Early literary written forms of pre-colonial Filipinos were destroyed by the Spanish friars. Surviving texts were restored because of resistance and geographical isolation.  Learn about It Conventions of Oral Literature 1. Common experiences of the community as subject matter 2. Communal authorship 3. Formulaic repetitions 4. Stereotyping of characters 5. Regular rhythmic and musical devices Learn about It E. Arsenio Manuel, a literary scholar notable for his studies on Philippine folk literature, divided Philippine precolonial literature into three, namely the Mythological Age, Heroic Age, and Folktales from all ages.  Learn about It Mythological Age the period when our ancestors told stories about the creation of human beings and the world, natural phenomena, and deities and spirits  Learn about It Heroic Age Ordinary mortals and cultural heroes became the chief subject matter in this period. Epics became a popular genre. Epics are chanted during important events in the community to inspire people. Epics are also performed to remind the community of their ideals and values.  Learn about It Folktales These are traditional stories that had humans, animals, and even plants as characters. These are fictional tales that have been modified through successive retellings before they were finally recorded and written down. Learn about It Baybayin writing system - derived from Kawi, a Javanese (Indonesian) script  Learn about It Early Filipinos wrote on palm leaves or bamboo using knives as pens and sap from plants and trees as ink. The ancient Tagalog script had seventeen basic syllables composed of three vowels and fourteen consonants. ○ Vowels: a, e/i, o/u ○ Consonants: ba, ka, da/ra, ga, ha, la, ma, na, nga, pa, sa, ta, wa, ya Symbols used could be modified to present different vowel sounds. Learn about It The Monkey and the Crocodile (Tale from Zambales)  Learn about It Guide Questions 1. How would you classify the story? What characteristics of the story make you think so? 2. How would you describe the characters in the story? 3. What is the main source of conflict? 4. How is the conflict resolved? 5. What message does the story seem to convey?  Analysis Read and analyze the selection below, then answer the following questions comprehensively. Responses must be at least one paragraph long. Bagobo Tradition (excerpt)  Analysis Short Response Questions: 1. In what era would you classify the selection? Why do you say so? 2. What are the characters like? 3. What source(s) of tension can you find in the selection? 4. What kind of story is it? What is its purpose? 5. What theme does the selection seem to convey?  Analysis Criteria Score Content (Focus on details is clearly evident; it is clearly related to the topic.) 6 pts. Organization (Logical progression of details; clear transitions between ideas.) 6 pts. Language (spelling, mechanics, grammar, and usage) 3 pts. Score: /15  Values Integration How can knowledge of our earliest traditions help you to better understand our present culture and attitudes?  Synthesis 1. Form groups of three. Research on other pre-colonial creation myths. 2. Each group’s task is to come up with your own creation myth, drawing inspiration from your research. The creation myth must feature characteristics of Philippine pre-colonial literature, and follow the standard conventions of a story. 3. Present your myth in a makeshift storybook. You may supplement your text with illustrations. Each group may be called to present their work in class. Your classmates may comment or ask questions.  Assignment Read and analyze the selection below, then answer the following questions comprehensively. Responses must be at least one paragraph long. Story of Lumabat and Wari (Bagobo Tradition) Short Response Questions 1. In what era would you classify the selection? Why do you say so? 2. What are the characters like? 3. What source(s) of tension can you find in the selection? 4. What kind of story is it? What is its purpose? 5. What theme does the selection seem to convey? Criteria Score Content (Focus on details is clearly evident; it is clearly related to the topic.) 6 pts. Organization (Logical progression of details; clear transitions between ideas.) 6 pts. Language (spelling, mechanics, grammar and usage) 3 pts. Score: /15  Bibliography Baritugo, Mercedita R., Reynaldo G. Caranguian, Angelita C. Punzalan, and Ernesto Thaddeus M. Solmerano. 2007. Philippine Literature: An Introduction to Poetry, Fiction, and Drama. Manila: FEU Publications. Bugtong_Filipino_Riddles. Eugenio, Damiana. 1982. Philippine Folk Literature: An Anthology. Quezon City: University of the Philippines Press. Cordero-Fernando, Gilda. 2012. “Song hit kit from 1935 to 1943.” Philippine Daily Inquirer. Accessed March 7, 2017. http://lifestyle.inquirer.net/78941/song-hit-kit-from-1935-to- 1943/ Del Rosario, M. M. “55 Examples of Filipino Proverbs.” Last modified August 21, 2015. http://hubpages.com/education/examples-of-filipino-proverbs. Del Rosario, M. M. “Filipino Riddles.” Last modified April 5, 2015.  Bibliography Kahayon, Alicia H., Magdalena P. Limdico, Erlinda M. Santiago. 2010. Panitikang Filipino: Kasaysayan at Pag-unlad. Mandaluyong City: National Book Store, Inc. Lorenzo, Carmelita S., Rosario U. Mag-atas, Gloria P. San Juan, Corazon P. San Juan, Zenaida S. De Leon, Marianne C. Ortiz, and Randy D. Sagun. 2012. Literaturang Pilipino Tekstong Pangkolehiyo. Quezon City: National Book Store, Inc. Lumbera, Bienvenido, and Cynthia Nograles Lumbera, eds. 2005. Philippine Literature: A History and Anthology. Mandaluyong City: Anvil Publishing, Inc. Manuel, E. Arsenio. 2007. Filipino Myths and Folktales Treasury Stories. Pasig City: Anvil Publishing, Inc. “Propp’s Morphology of the Folk Tale.” Accessed March 2, 2017. http://changingminds.org/disciplines/storytelling/plots/propp/propp.htm “The Creation Story.” Accessed March 1, 2017. http://www.seasite.niu.edu/tagalog/folktales/