1. The document provides a detailed lesson plan about identifying distinguishing features of literature during the Philippine period of emergence. 2. The lesson plan outlines objectives, procedures, and activities to familiarize students with events of the emergence period and recognize its importance to Philippine literature. 3. Key features discussed include the shift from romantic idealism to realism, experimentation with forms and techniques, and notable writers like Jose Garcia, Manuel Arguilla, and Nick Joaquin.

1. REPUBLICOFTHEPHILIPPINES
COMMISSIONONHIGHEREDUCATION
ALFELORSR.MEMORIALCOLLEGEINC.
ZONEIIDELGALLEGOCAMARINES
DETAILEDLESSONPLANINGRADE7
LearningCompetency:EN7LT-II-a-5.1Identifythedistinguishingfeaturesofliteratureduringtheperiodof
emergence.
ContentStandard:Thelearnerdemonstratesunderstandingof:PhilippineliteratureinthePeriodofEmergenceas
atooltoassertone’sidentity;strategiesinlisteningtoandviewingofinformativeandshortnarrativetexts;word
relationshipsandassociations;informativespeechforms;anduseofdirect/reportedspeech,passive/active
voice,simplepastandpastperfecttenses,andsentenceconnectors.
PerformanceStandard:Thelearnertransferslearningby:showingwaysofassertingone’sidentity;
comprehendinginformativeandshortnarrativetextsusingschemaandappropriatelisteningandviewing
strategies;expressingideas,opinions,andfeelingsthroughvariousformats;andenrichingwrittenandspoken
communicationusingdirect/reportedspeech,active/passivevoice,simplepastandpastperfecttensesand
connectorscorrectlyandappropriately.
I.OBJECTIVES:
Attheendofthelesson,studentsshouldbeableto:
1.Familiarizewiththeeventsthathappenedduringtheemergenceperiod.
2.Distinguishthesignificantdetailsduringtheperiodofemergence.
3.RecognizetheimportanceoftheperiodofemergencetothePhilippineliterature.
II.SUBJECTMATTER:
A.Topic:Featuresofliteratureduringtheperiodofemergence.
B.Reference:EN7LT-III-a-5.1
https://www.slideshare.net/mobile/LeaCabar/day-3-day-of-emergence
https://www.slideshare.net/mobile/majorieashleycalar/period-of-emergence-game
C.Materials:Cartolina,marker,printedmaterials
D.Values:Developagenuineloveforreading,cooperationandappreciation.
III.PROCEDURE
TEACHER'SACTIVITY STUDENTS'ACTIVITY
PRELIMENARIES
1.GREETINGS
Goodmorning/afternoonclass
2.OPENINGPRAYER
Everybodystandupplease
Rizza,pleaseleadtheopeningprayer
3.CHECKINGOFATTENDANCE
Secretary,pleasechecktheattendanceandsubmit
ittomeafterthissession.
4.CHECKINGOFASSIGNMENT
Lastmeeting,Igaveanassignmentright?
Couldyoupleasepassyourassignment
Goodmorning/afternoonsir
(studentswillstandup)
InthenameoftheFather.....
(secretarywillchecktheattendance)
Yessir!
(Studentswillpasstheirassignment)

2. 5.RECALL
Beforewestartanewlesson,letushaveareview.
Whatisourpreviouslesson?
Verygood!Lastmeeting,wediscussedthe
functionofthemodalverbsinthesentences.
6.MOTIVATION
Okayclass,Ihaveheresomepicturestobe
identifiedthemessageusingthegivenclueonthe
picture.
Firstis, (POSTTHEPICTURE)
Whocananswerthisone?
(mentionthenameofstudentwhowillraise)
Verygood!
Thenextoneis,
(POSTTHEPICTURE)
Whowanttoanswerthisone?
(mentionthenameofstudentwhowillraise)
Verygood!
Thelastoneis,
(POSTTHEPICTURE)
Doesanyonehereknowthis?
(mentionthenameofthestudentwhowillraise)
Verygood!
Now,weidentifythemessagesofthegiven
pictures,doyouhaveanideaaboutthemessages
ofgivenpictures?
Verygood!
Ourpreviouslessonisaboutthemodalverbs.
Japanese
(studentswillraisetheirhands)
"JAPANESE"
PhilippineCommonwealth
(studentswillraisetheirhands)
"PHILIPPINECOMMONWEALTH"
Tagalog
(studentswillraisetheirhands)
"Tagalog"
(studentsmay/maynotraisetheirhand)
Japaneseera
Commonwealthperiod

3. 7.PRESENTATIONOFTHEOBJECTIVES
Attheendofthelesson,studentsshouldbeable
to:
1.Familiarizewiththeeventsthathappenedduring
theemergenceperiod.
2.Distinguishthesignificantdetailsduringthe
periodofemergence.
3.Recognizetheimportanceoftheperiodof
emergencetothePhilippineliterature.
A.LESSONPROPER
1.ACTIVITY
Okayclass,Iwillgroupyouintothree.
Ihaveherethreepiecesofpaper,eachpaperhas
aquestionyouaregoingtoanswer.Eachgroup
shouldhavearepresentativetopresenttheir
answeratthefront.Therepresentativesofeach
groupwillreadthequestionbeforeanswerit.
Thisactivitywillmeasureyouhowyouarefamiliar
inthedifferentperiodsofthePhilippineliterature.
Theleadersofeachgroupwillpickonehere.
ThePre-colonialperiodstartedand
endedintheyear_______.
a.1898-1910
b.1910-1935
c.1935-1945
TheEmergencePeriodstartedand
endedintheyear_______.
a.1898-1910
b.1910-1935
c.1935-1945
TheApprenticeshipPeriodstartedand
endedintheyear______.
a.1898-1910
b.1910-1935
c.1935-1945
(studentsarelistening)
(studentswillformintothreegroups)
(studentsarelisteningintheinstruction)
(leaderswillpickaquestion)
1898-1910
1935-1945
1910-1935

4. 2.ANALYSIS
Class,haveyoudoneyouractivity?
Okay,Group1pleasepresentyouranswer.
Verygood!
Nextisgroup2.
Verygood!
Thelastisgroup3.
Verygood!
Allofyougotthebestanswer
Doesanyonehereknowourtopicinthis
morning/afternoon?
Ifnone,ourtopicinthismorning/afternoonisall
aboutthefeaturesofliteratureduringtheperiodof
emergence.
Butbeforethat,whatisemergence?
Doesanyoneherehaveanidea?
Okay,ifnone
(POSTTHEIMS)
Emergence
>theprocessofbecomingexposed
afterbeingcanceledtobecome
known,Revealed.
EmergencePeriod
>Theyears1935-1945sawthe
emergenceofasignificanttrendin
PhilippineliteratureinEnglish.
>Thisperiodstartedandendedinthe
year1935-1945.
>JoseM.Hernandezdescribesthis
periodasatimeofselfdiscoveryand
rapidgrowth.
QualitiesofLiteratureduringthis
period:
1.Writersconsciouslyand
purposefullytocreateanational
literature.
2.Thewritershadgainedfullcontrol
ofEnglishlanguageandcould
successfullymanipulateitasaliterary
medium.
Yessir!
(representativeofgroup1willpresenttheir
answer)
(student'sanswermaydependonapicked
question)
(representativeofgroup2willpresenttheir
answer)
(student'sanswermaydependonthepicked
question)
(representativeofgroup3willpresenttheir
answer)
(student'sanswermaydependonapicked
question)
(studentsmayormaynotanswer)
No/nonesir
(studentsmayormaynotanswer)
Nonesir!
(studentsarelistening)

5. 3.Experimentationwithdifferent
literaryformsandtechniquesand
moodswasthefashion.
4.Threegroupsofwritersemerged
Concernedwith:
>social
>craftsmanship
>determinedtoexplorelocalcolor
Theperiodofemergencesawashift
fromromanticidealismtoromantic
realism.
Japaneseoccupation(1941-1945)
Threetypesof
poems:
>Haiku
>Tanaga
>UsualForm
Somewritersofthisgroupformedthe
veronicans.
Veronicans-Theiraimwastomake
theirwritingsbeartheimprintofthe
faceofthePhilippinesjustasthecloth
ofVeronicanboretheimprintofthe
faceoftheChrist.
Somenotablewritersinthisliterature
(Periodofemergence)
Theshortstorywriters:
ManuelE.Arguilla,N.V.MGonzales
andNickJoaquin
Thepoet:JoseGarcia
Theessayist:SalvadorP.Lopez
3.ABSTRACTION
>Whyistheperiodofliteraturecalledtheperiod
ofemergence?
>Whyitisimportantthatstudentsareawareofthe
eventsthathappenedduringthisperiodof
literature?
(studentsarelistening)
(studentsarelistening)
Itisthetimeofselfdiscoveryandgrowth
amongwriterstocreatealiteratureof
nationalisticappeal.
ItgaveachancetoFilipinowriterstocreatea
literatureusingnativelanguage.
Ithelpstostudentstoidentifythefeaturesof
literatureduringemergenceperiod.
Itisimportantthatstudentsareawareto
distinguishthefeaturesofliteratureduringthe
periodofemergence.

6. 4.APPLICATION
(INDIVIDUALACTIVITY)
Enumeratethefive(5)notablewritersduringthe
periodofemergence.
IV.EVALUATION
Fillintheblankthemissingwordofthefollowingsentences;
1.TheperiodofEmegencesawashiftfromromantic_____toromanticrealism.
2.Theyear__________saw theemergenceofasignificanttrendinPhilippineliterature.
3.JoseM.Hernandezdescribesthisperiodasatimeof________andrapidgrowth.
4.Somewritersofthisgroupformedthe_______.
5.______istheprocessofbecomingexposedafterbeingcanceledtobecomeknownandrevealed.
V.ASSIGNMENT
Answerthefollowingquestionsononewholesheetofpaper.(5pts.each)
1.Giveatleastfive(5)writersduringtheperiodofemergence.
2.Explainwhytheemergenceperiodisatimeofselfdiscoveryandrapidgrowth.
MARLOV.MERCADO FERNANR.SABARIA
CRITICTIC DEMOSTUDENT