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FINAL REQUIREMENT WORKSHEET

OBJECTIVES: This final requirement worksheet is designed to make you go through the mental processes that should actually be involved every time
you plan for a class. In answering the worksheet, you will have to do the following:
- Keep the teaching of Literature aligned to the Vision, Mission, and Goals of your institution
- Acknowledge and accept the fact that there are not enough time and resources to cover all the topics and competencies that are required by
unrealistically ideal syllabi that most of our institutions have
- Keep in mind that we are not teaching students many things, but just one thing: We are teaching them how to learn.
- Make the hard decisions to choose from among objectives, competencies, and scope of topics to ensure the mastery of competencies by your
students (non multa sed multum)
- Make these hard decisions in favor of what comes in the lower rungs of the scaffolding of competencies first before those in the higher rungs
- Allot a realistic number of competencies for the whole school year, then for each grading period, then for each week’s learning/lesson plan
- Allot enough time for mastery*, not merely to be able to say the class has touched on the subject matter.
o *Decide what mastery means for you operationally: For example, 90% achievement level for 90% of my students.
- Provide classroom experiences the reflection on which will lead the students to arrive at the target competencies
o Hence the importance of constructing well-articulated, well-targeted, and well-sequenced questions
o This emphasis on Experiences does not privilege classroom activities. Rather it refers to appropriate, attainable, and relevant mental
experience.
- Provide at least a metacognitive, if not actually a literary critical moment in the lesson;
- Construct summative assessments directly aligned to the target competencies, and evaluative assessments that are directly aligned to the
summative assessments.
- Have ready remediation strategies for whenever the need arises
- Provide the students at the end of a lesson or a unit of lessons a venue in which they can reflect on how that particular lesson or unit transforms
them as persons and what action they can take because of this transformation
Rest assured, that while accomplishing this worksheet may seem tedious at first, the mental processes will eventually become habitual and easy.
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Use this file to submit this worksheet. When you have filled in this worksheet, SAVE it under the following filename: (Your Last Name) Final Requirement Worksheet. For
example, I would save it as “Gonzalez Final Requirement Worksheet.” Remember that you will need to submit other materials with this worksheet.
The deadline for submission of this requirement and all accompanying materials is midnight of March 16, 2019. Late submission during the following three days will merit the highest
possible score of 3.50 for this requirement. Later submission of the succeeding three days will merit the highest possible score 3.00. For every next three days following, the highest score will
be lowered by O.50 point.

I. REASONS FOR TEACHING LITERATURE

Reasons identified in reports and readings:

A. Language Proficiency: Reading and Understanding I. Filipino Culture and History Appreciation: _(Regional/National)_
B. Language Proficiency: Writing (Composition and Rhetoric) J. Other’s Culture and History Appreciation: _(specify)_
C. Language Proficiency: Listening K. Argumentation and Logic
D. Language Proficiency: Speaking L. Literary Analysis: Narrative Elements, Poetic Elements, Drama Elements, Genre
E. Knowledge of the English Language: Grammar and Mechanics Studies, Literary History/Movements, etc.
F. Knowledge of the English Language: Vocabulary M. Literary Criticism: _(Formalist, Marxist, Feminist, Postcolonial, Ecological, etc)_
G. To Delight N. Creative Writing
H. Values Formation: _(specify values)_

Fill in the table. For each phrase or sentence in your school’s vision-mission-goals (V-M-G) that is significantly pertinent to the teaching of Literature. In Column B,
identify what reason/s for teaching Literature is/are aligned to it. Explain the connection briefly in the third column (Column C). Exclude phrases and sentences from the
V-M-G which are rather tenuous. You may add rows to the table as needed.
TABLE 1 REASONS FOR TEACHING LITERATURE
(A) Phrase or Sentence from the Vision-Mission-Goals of (B) Reason/s for Teaching Literature for (Academic (C) Connection between the First Two Columns
Your School Level)_ (Write the letter with specification if any)
Research and Extension Service G, I, J, M Teaching Literature is not just about in-depth
understanding, symbolisms, or criticisms. I believe that
students of this generation must also connect the views
and principles in Literature in terms of research and
other academic papers. Reading and writing research
articles about the said discipline with enhance deeply
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their appreciation not just in the Filipino culture but to

God-Fearing and Nation-Loving
Productive and Globally-Competitive Graduates
“..Shall cultivate a culture of excellence”
other cultures and history as well. Critical approaches in
Literary Criticism may be used in critiquing academic
papers regarding Literature.
G, H, N, F The context of Literature relies not only in academic
excellence but in values formation also. We teach
literature not just to be informed of other cultures and
histories but to reflect and develop values needed in
establishing the identity of a particular country.
E, A, F, B Being a productive and globally-competitive graduate
not just involve the context of being excellent in terms
of reflection, ideals, or argumentations. It is highly
significant for them to be outstanding also in the field of
grammar and mechanics, vocabulary, as well as in
written compositions and rhetoric.
N, H I believe that establishing a culture of excellence
involves not only the skills in reading, writing, and
thinking. We teach literature to reflect. We teach the
discipline to understand. And most importantly, we
teach literature to develop the students’ values. That is,
I believe, the true nature of excellence.

II. PRIORITY COMPETENCIES

Based on your reasons for teaching Literature (Part I), what specific competencies do you want to impart to your students? List them below (Column E) in order of
chronological priority (Column D), with the more basic competencies occupying the higher priority. Think of only one grading period in answering this table (but which
requires you to think beforehand of your targets for the school year). For each competency, identify the level of mastery or minimum achievement you are targeting in Column
F. Example of level of mastery: no more than five grammatical mistakes in a one-page composition. Example of Minimum Achievement: At least 50 vocabulary words
within a grading period. And then prioritize the list of competencies (number them 1 to 10) according to importance in Column G. You can have no more than ten
competencies in the list. Therefore you may not rows to this table.
TABLE 2: PRIORITY COMPETENCIES FOR THE GRADING PERIOD: __1st sem______ (Identify the grading period)
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(D) (E) Specific Competency – What students should know by memory (F) Reason for Teaching (G) Level of Mastery/ Minimum (H) Priority of
Chronological (knowledge), What students should be able to do (Skill), or What attitude Literature from which the Achievement at the end of the Importance
Priority students should have (Attitude) Competency Arises. Just grading period
write the letter from the
list on page 2.
1 Give at least 10-20 specific
Discuss the nature, classifications, types, and branches of Literature. L examples on each of the 1
categories of Literature such as
its classifications, types, and
branches.
2 Provide5-10 specific examples of
Present oral performances based from the major influences of the Pre- I the significant influences of Pre- 2
Spanish and Spanish Period. Spanish and Spanish Period in a
creative presentation. (Ex. Mini
Role-Play, Video Presentation,
Oral Presentations, etc.)
3 L Cite the major similarities and
Identify the nature of Contemporary Literature. differences of Literature during 3
the Spanish Period and
Contemporary Literature in terms
of narrative and poetic elements
in written or oral tasks.
4 Give 1-2examples of literary texts
L,D,G (and explain each) under any of 4
Explain the context of the different periods of Philippine Literary History. the three major periods every
start of the discussion within the
semester.
5 Be able to write a 5-6 page
Analyze selected literary texts based on the context of the given literary M,A analysis paper of any selected 5
period where it belongs. literary text at the end of each
literary period discussed utilizing
an approach in Literary Criticism.
6 No more than five errors in
Write and present academic papers discussing the context of any of the B, E, F composition/paragraph structure 6
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Philippine Literary Periods as well as the literary texts under it. and grammar in a one to two-
page insight paper.
7
Research on the different contemporary local writers as well as their E, B, I, L No more than five mistakes in 7
written works in the Bicol Region. citing sources using APA format.
8 Be able to avoid more than three
Adopt awareness on the literary styles of literary texts from the past I, L, G mistakes in outlining the 8
compared to the literary pieces of Contemporary Literature. different as well as similar
contexts between literary pieces
from the past and Contemporary
texts in terms of literary styles.
9 Be able to write five original
Create and present their original literary pieces based on the context of N literary pieces based on the 9
any literary periods discussed. context of each of the literary
periods discussed at the end of
the semester. (Examples: Songs,
Poems, short stories, etc.)
10 Be able to write a comprehensive
Maximum Reflect on the different literary pieces on each of the literary periods G, H, A, B, E, F, L reflection paper on the 10
through academic papers and oral performances. significant influences of each of
the literary periods in Philippine
Literature taking in to
consideration the correctness in
grammar, vocabulary, and in-
depth content of the paper.

III. INITIAL PLANNING FOR A ONE-WEEK LEARNING PLAN
Before you get lost in the excitement of designing your learning plan, settle on the following points first as required by Table 3. Check with this table while you are designing
the details of your learning plan every now and then, to make sure that you are keeping on track.
TABLE 3 Initial Thoughts on the One-Week Learning Plan
Grading Period/Week: 1st Semester (Week 1)
(I) Target Competencies for the One Week Learning
Plan
Items here must come from Table 2 (E).
Limit yourself to 7 items only.
Discuss the nature, classifications, types, and branches
of Literature.
Present oral performances based from the major
influences of the Pre-Spanish and Spanish Period.
(J) Summative Assessment
How do you intend to do the
summative assessment? Items here
must directly assess the competency in
Column (I)
Online Assessment (THINK AND
PAIR): Collaborative activity in
creating a FB meme in discussing
the similarities and differences of
any of the given categories of
Literature at the end of the lesson.
Oral performances upon
presenting the various mythical
creatures and monsters in the
Philippines (Mini Cosplay)- Pre-
Spanish Period
Creative Presentations in
discussing the major influences of
(K) Mastery Level/Min Achievement
Items here must coincide with Table 2
(G). If the week you are working on is in
the early part of the grading period, the
levels here might yet be lower than those
in Column G.
Give at least 5-6 specific examples
on each of the categories of
Literature such as its classifications,
types, and branches.
Provide5-10 specific examples of the
significant influences of Pre-Spanish
and Spanish Period in a creative
presentation. (Ex. Mini Role-Play,
Video Presentation, Oral
Presentations, etc.)
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(L) Text/s to Be Used
Ensure that the text is appropriate to your
clientele, interesting and accessible to them, and
relevant to your target competencies.
Note: A video presentation will be utilized
in discussing the nature, classifications,
types, and branches of literature.
Texts/Articles: Harry Potter and the
Deathly Hallows and a sample Newspaper
article (These copies will be used in the
beginning of the lesson. Two groups of
students will assess the similarities and
differences of the given book and
newspaper article. One group will
describe the given book and the other will
assess the newspaper article.)
The Aswang Project (2018). A
Compendium of Creatures and Mythical
Beings from Philippine Folklore and
Mythology. Retrieved from
https://www.aswangproject.com/creatures-
mythical-beings-philippine-folklore-
mythology/

Analyze selected literary texts based on the context of
the given literary period where it belongs.
Spanish period in the Philippine
Literature (Songs, Mini Theater,
Oral Presentations)
Submit an analysis paper on any of
the given texts on each of the
literary periods discussed. A
critical approach in literary
criticism must be utilized upon
analyzing and critiquing the
chosen literary texts.
Be able to write a 5-6 page analysis
paper of any selected literary text at
the end of each literary period
discussed utilizing an approach in
Literary Criticism.
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(Internet Resource)- Pre-Spanish Period
Spanish Period:
Eight Recreational Plays: Tibag,
Lagaylay, Cenaculo, Panunuluyan,,
Salubong, Carillo, Zarzuela, Sainete,
Moro-Moro, Karagatan, Duplo
First Books: Doctrina Cristiana,
Urbana at Felisa, etc.
Folk Songs
(Pre-Spanish Period)
Myths : The Second Creation-Tiruray,
The Great Flood- Tinggian, Tungkong
Langit and Alunsina- Panay-Visayan
Folktales: The Story of the Orphan Girl-
Subanon, The Monkey and the Turtle-
Bilaan
Legends: How the Angels Built Lake
Lanao- Maranao
Epic: Tuwaang Attends a Wedding
(Spanish Period)
Literary Compositions:Arte y Reglas
de la LenguaTagala, Compendio de la
LenguaTagala, Vocabulario de la
LenguaTagala, Vocabulario de la
Lengua Pampanga, Vocabulario de la

Reflect on the different literary pieces on each of the
literary periods through academic papers and oral
performances.
Explain the context of the different periods of
Philippine literary history. .
Submit an insight paper reflecting
on the impacts of the given literary
periods as well as the literary texts
associated to each in the context
of Philippine Literature today.
Graded Oral
Presentations/Recitations about
the different periods of Philippine
Literary History at the end of the
chapter.
Be able to write a comprehensive
reflection/insight paper on the
significant influences of each of the
literary periods in Philippine
Literature taking in to consideration
the correctness in grammar,
vocabulary, and in-depth content of
the paper.
Give 1-2examples of literary texts
(and explain each) under any of the
three major periods every start of
the discussion within the semester.
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LenguaBisaya
Pre-Spanish Period)
Myths : The Second Creation-Tiruray,
The Great Flood- Tinggian, Tungkong
Langit and Alunsina- Panay-Visayan
Folktales: The Story of the Orphan Girl-
Subanon, The Monkey and the Turtle-
Bilaan
Legends: How the Angels Built Lake
Lanao- Maranao
Epic: Tuwaang Attends a Wedding
(Spanish Period)
Literary Compositions:Arte y Reglas
de la LenguaTagala, Compendio de la
LenguaTagala, Vocabulario de la
LenguaTagala, Vocabulario de la
Lengua Pampanga, Vocabulario de la
LenguaBisaya
The Aswang Project (2018). A
Compendium of Creatures and Mythical
Beings from Philippine Folklore and
Mythology. Retrieved from
https://www.aswangproject.com/creatures-
mythical-beings-philippine-folklore-
mythology/
(Internet Resource)- Pre-Spanish Period
Spanish Period:
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Eight Recreational Plays: Tibag,

Lagaylay, Cenaculo, Panunuluyan,,
Salubong, Carillo, Zarzuela, Sainete,
Moro-Moro, Karagatan, Duplo
First Books: Doctrina Cristiana,
Urbana at Felisa, etc.
Folk Songs

(Pre-Spanish Period)
Myths : The Second Creation-Tiruray,
The Great Flood- Tinggian, Tungkong
Langit and Alunsina- Panay-Visayan
Folktales: The Story of the Orphan Girl-
Subanon, The Monkey and the Turtle-
Bilaan
Legends: How the Angels Built Lake
Lanao- Maranao
Epic: Tuwaang Attends a Wedding

(Spanish Period)
Literary Compositions:Arte y Reglas
de la LenguaTagala, Compendio de la
LenguaTagala, Vocabulario de la
LenguaTagala, Vocabulario de la
Lengua Pampanga, Vocabulario de la
LenguaBisaya

Write and present academic papers discussing the Submit a mini research paper No more than five errors in The Aswang Project (2018). A
Compendium of Creatures and Mythical

context of any of the Philippine Literary Periods as well
as the literary texts under it.
regarding the context of the
Philippine Literary Periods and its
impact in the nature of Philippine
Literature today. (To be submitted
before the end of the semester
Sample: Views and Perceptions of
Tertiary and Secondary Students
on the Major Literary Periods in
Philippine Literature
composition/paragraph structure
and grammar in a one to two-page
insight paper.
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Beings from Philippine Folklore and
Mythology. Retrieved from
https://www.aswangproject.com/creatures-
mythical-beings-philippine-folklore-
mythology/
(Internet Resource)- Pre-Spanish Period
Spanish Period:
Eight Recreational Plays: Tibag,
Lagaylay, Cenaculo, Panunuluyan,,
Salubong, Carillo, Zarzuela, Sainete,
Moro-Moro, Karagatan, Duplo
First Books: Doctrina Cristiana,
Urbana at Felisa, etc.
Folk Songs
(Pre-Spanish Period)
Myths : The Second Creation-Tiruray,
The Great Flood- Tinggian, Tungkong
Langit and Alunsina- Panay-Visayan
Folktales: The Story of the Orphan Girl-
Subanon, The Monkey and the Turtle-
Bilaan
Legends: How the Angels Built Lake
Lanao- Maranao
Epic: Tuwaang Attends a Wedding
(Spanish Period)
Literary Compositions:Arte y Reglas
de la LenguaTagala, Compendio de la
LenguaTagala, Vocabulario de la

Create and present their original literary pieces based
on the context of any literary periods discussed.
Submit a compilation of their
original literary pieces based on
the context of any literary periods
discussed. (Written Task- Optional)
Present an original song or spoken
poetry based on the context of any
literary periods discussed.
(Performance Task-Optional)
Be able to write five original literary
pieces based on the context of each
of the literary periods discussed at
the end of the semester. (Examples:
Songs, Poems, short stories, etc.)
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LenguaTagala, Vocabulario de la
Lengua Pampanga, Vocabulario de la
LenguaBisaya
The Aswang Project (2018). A
Compendium of Creatures and Mythical
Beings from Philippine Folklore and
Mythology. Retrieved from
https://www.aswangproject.com/creatures-
mythical-beings-philippine-folklore-
mythology/
(Internet Resource)- Pre-Spanish Period
Spanish Period:
Eight Recreational Plays: Tibag,
Lagaylay, Cenaculo, Panunuluyan,,
Salubong, Carillo, Zarzuela, Sainete,
Moro-Moro, Karagatan, Duplo
First Books: Doctrina Cristiana,
Urbana at Felisa, etc.
Folk Songs
(Pre-Spanish Period)
Myths : The Second Creation-Tiruray,
The Great Flood- Tinggian, Tungkong
Langit and Alunsina- Panay-Visayan
Folktales: The Story of the Orphan Girl-
Subanon, The Monkey and the Turtle-
Bilaan
Legends: How the Angels Built Lake
Lanao- Maranao
Epic: Tuwaang Attends a Wedding
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(Spanish Period)
Literary Compositions:Arte y Reglas
de la LenguaTagala, Compendio de la
LenguaTagala, Vocabulario de la
LenguaTagala, Vocabulario de la
Lengua Pampanga, Vocabulario de la
LenguaBisaya

IV. One Week Learning Plan

General Information
Grade or Year Level: First Year College
Grading Period/Week: 1st Sem (Week 1) RUBRICS
Name of the Subject: Philippine Literature in English
Number of Class Periods: 2 periods a week
Length of Class Periods: 2 hours per period
A. Target Competencies (Mastery Level/Min Achievement) From Table 3 (I) and 3(K)
 Discuss the nature, classifications, types, and branches of Literature. (Give at
least 5-6 specific examples on each of the categories of Literature such as its
classifications, types, and branches.)
 Present oral performances based from the major influences of the Pre-
Spanish and Spanish Period. (Provide5-10 specific examples of the significant
influences of Pre-Spanish and Spanish Period in a creative presentation. (Ex.
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Mini Role-Play, Video Presentation, Oral Presentations, etc.))

B. Text/s/Articles from the internet: From Table 3 (L)

The Aswang Project (2018). A Compendium of Creatures and Mythical Beings from Attachment 1: Electronic copy of text or paste the url for an online copy here.
Philippine Folklore and Mythology. Retrieved from
https://www.aswangproject.com/creatures-mythical-beings-philippine-folklore-
mythology/

StayPinoy(2018). 15 Monsters and Mythical Creatures of the Philippnes. Retrieved

from http://staypinoy.com/creatures-of-the-philippines/

Video Presentation:
Isagani Cruz (2012). What is Literature for High School Teachers of the
Philippines. Retrieved from https://www.youtube.com/watch?v=GvfQb0DDGc0

Period 1
C1. Assignment before Class (Prelectio) What are students asked to read or do before the class?
How will accomplishment of the assignment be checked?
Read any research article regarding the nature of Literature. Submit an insight paper
about it in the actual class. Two-three students will discuss the Literature article they
have orally in class.

D1. Motivation (Indicate filenames of materials attached.) Is the motivation pertinent to the lesson?
The teacher will orally state the titles of famous literary texts around the world. (The Is the time to be spent on the motivation reasonable?
way of delivery must catch the attention of students) Is the connection to previous related lessons articulated?
Using a PowerPoint presentation, images of sample texts /covers will be shown by the
students. Questions will be raised by the teacher regarding the perceptions of
students in the presented images.
Duration: 5-6 minutes
E1. Learning Activities (Lectio) (Indicate filenames of materials attached.) Describe the activities in the sequence that you imagine you will execute them.
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 In-depth discussion in the nature of Literature. Do the activities let the students experience the texts adequately?
 Ask students with regards to the meaning of universality as one of the major Do the activities let the students arrive at the target knowledge/competency by their
contexts of Literature. own experience and reflection? (to the degree possible)
 Reflective discussion on how Literature never dies. Is modeling by the teacher done where/when it is needed?
Group the students into two. Sample materials will be distributed to each What questions will be posed to the students? In what sequence? And during which
group of students. One group will be given the book Harry Potter and the activities are they posed?
Deathly Hallows and a sample newspaper article will be given to the other Does the flow of activities and questions posed follow the expected mental process of
group. the students?
 For five minutes, the students will describe the structure and content of the Is there a minimum of praecepta? Are there many exempla given?
sample materials given to them.
 Afterwards, a mini presentation regarding their group discussion will be Attachments: Powerpoint presentations, worksheets, group activity instructions,
presented in class. and all other materials that will be used.
 After the presentations, the teacher will then introduce the two
classifications of Literature that are then related to the previous mini activity.
(Literature of Knowledge and Literature of Power)
 The lecture will go on as the students tackle the two types of Literature
(Literature with Big letter L and Literature with small letter l)
 Examples on each type of literature will come from the students as part of
their comprehension assessment.
 Branches of Literature will be discussed also along with its specific examples.
(Poetry and Prose)
 Selected students will give specific examples regarding the branches of
Literature.

F1. Learning Activities outside the Classroom Session, if any. (Indicate filenames of How will accomplishment of these activities be checked?
materials attached.) Attachments:Instruction, Powerpoint presentations, worksheets, group activity
instructions, and all other materials that will be used.
G1. Evaluative Assessment (Exercises for mastery and achievement) It is possible that Are there very many exercises given?
this is not present in each and every period. (Indicate filenames of materials
attached.)
The remaining hour will be utilized for students to proceed with the online quiz. With
a partner, the students are going create a FB meme showing their own understanding
of Literature. They may also focus in the similarities and differences of any of the

categories given in the context of Literature. Their online assessments will be checked
via online but the students must be able to present their work in the actual class.
Period 2
C2. Assignment before Class (Prelectio)
 The students must read an article or any reading material regarding the
mythical creatures and monsters in the Philippines. They could also ask some
of their relatives regarding their beliefs and perceptions about the topic. Data
and information gathered will be discussed orally in the actual class.
 The students will be grouped into four. Each group will be tasked to bring
materials/art materials, cosmetics, and props (related to mythical creatures)
for their activity in the second half of the actual class.
D2. Motivation (Indicate filenames of materials attached.)
 “Do you believe in Aswang?” (this will be the first question of the teacher in
front of the class)
Expected outcome: The students will give their own perceptions regarding the
question. Beliefs and experiences will be entertained and discussed in the class,
Time spent: 6-10 minutes
E2. Learning Activities (Lectio) (Indicate filenames of materials attached.)
- Photos of selected mythical creatures will be posted in front. (Examples:
Nuno sa punso, Tyanak, Manananggal, etc.)
- The students will give their own description and perceptions first before the
teacher identifies the kind of creature being shown.
- Descriptions and mythical powers of the selected creatures will be discussed.
- Ideas, experiences, and perceptions of students for every creature are
necessary as part of their comprehension assessment.
GUIDE QUESTIONS:
1. Cite your ideas regarding the existence of such creatures.
2. In your own opinion, why do these mythical creatures and monsters became
a part of exploring the context of Philippine Literature?
3. Can these mythical creatures be a symbol on certain happenings in our
generation nowadays? (Who are considered as Aswangs and Manananggals
Page 15 of 17
What are students asked to read or do before the class?
How will accomplishment of the assignment be checked?
Is the motivation pertinent to the lesson?
Is the time to be spent on the motivation reasonable?
Is the connection to previous related lessons articulated?
Attachments: Powerpoint presentations, worksheets, group activity instructions,
and all other materials that will be used.
Describe the activities in the sequence that you imagine you will execute them.
Do the activities let the students experience the texts adequately?
Do the activities let the students arrive at the target knowledge/competency by their
own experience and reflection? (to the degree possible)
Is modeling by the teacher done where/when it is needed?
What questions will be posed to the students? In what sequence? And during which
activities are they posed?
Does the flow of activities and questions posed follow the expected mental process of
the students?
Is there a minimum of praecepta? Are there many exempla given?
Attachments: Powerpoint presentations, worksheets, group activity instructions,
and all other materials that will be used.
 Page 16 of 17

in our country? Who are considered as monsters in the Philippines? Would you
consider someone as a monster? In what way?) Explain your assertions.
F2. Learning Activities outside the Classroom Session, if any. (Indicate filenames of How will accomplishment of these activities be checked?
materials attached.) Attachments: Instruction, Powerpoint presentations, worksheets, group activity
instructions, and all other materials that will be used.
G2. Evaluative Assessment (Exercises for mastery and achievement) It is possible that Are there very many exercises given?
this is not present in each and every period. (Indicate filenames of materials
attached.)
- The remaining hour will be utilized for each group (there are four groups) to
work on a Mini Cosplay presenting selected mythical creatures and monsters
in the Philippines that are on the first half of the class.
- Upon presenting, each presenters on every group must be able to discuss the
description and context of the selected mythical creatures and monsters
chosen by their group.

PERFORMANCE RUBRIC:

Creativity- 30%
Content- 40%
Actual Performance- 20%
Audience Impact- 10%

NOTE: THERE ARE ONLY TWO PERIODS (TWO HOURS EACH) A WEEK IN TEACHING
PHILIPPINE LITERATURE IN ENGLISH IN THE TERTIARY LEVEL.

H. Repetition and Remediation (Repetitio) (Indicate filenames of materials Describe here how students will be made to do repetition?
attached.) Describe how remediation will be done if it becomes necessary?

I. Students’ Personal Reflection (Indicate filenames of materials attached.) How are students led towards reflection on themselves, their lives, or life contexts?
Ask students to write a one page insight-reflection paper regarding the significance of How are students led towards insight into their cognitive patterns? (metacognitive)
Literature in one’s life. (esp. in a student’s life) Attachments: Materials for student personal reflection
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J. Summative Assessment (Indicate filenames of materials attached.) Does the summative assessment really evaluate the target competencies?
Write a 4-5 page paper based on these guide questions: Attachments: Materials for summative assessment
1. Explain the context of Literature’s immortality. Cite sample literary texts that
are considered immortal.
2. What are the possible symbolisms of the mythical creatures and monsters in
the Philippines with regards to the present status quo of our country these
days?

K. Repetition of the Summative Assessment How will the summative assessment be reviewed by the class?

Two to four students will discuss their assertions in their paper orally in class.