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A Culture-based Lesson for Grade


12 HUMSS Creative Writing Class

Prepared by:
Ms. M.J.K. Bayanay

Reviewed by:
Mrs. Sebastiana E. Tupas
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Learning Competencies:

HUMSS_CW/MPIg-i-11: Identify the various elements, techniques and literary devices in fiction

HUMSS_CW/MPIg-i-14: Write a short scene applying the various elements, techniques and literary
devices in fiction

I. Objectives

At the end of the lesson, the students are able to:

 Review some of the local objects and beliefs through the provided pictures
 Summarize the short story using a story grammar
 Draw out the practices, beliefs and traditions of the local tribe presented in the text
 Define the culture of the particular region by observing the local color manifested in the
story
 Respond critically and creatively to the text through a role-play

II. Subject Matter

Topic: Wedding Dance by Amador T. Daguio

Time Frame: 2 hours

References: Valeros & Gruenberg, Filipino Writers in English, Dimalanta & Mata (2004)
Philippine Contemporary Literature in English: Tradition and change (from the 20’s to the
present), Rubric (retrieved from cte.sfasu.edu/wp-content/uploads/2012/01/Skit.doc)

Value: Respecting traditions

III. Teaching and Learning Sequence

A. Motivation: Picture Puzzle Surprise

The teacher divides the class into two (or just follows the seat plan as it readily
shows the division of the class; the participating class is only divided into two). Each
will be given kits containing puzzle pieces.

The class will form the puzzle which shows the picture of the author, Mr. Amador
Daguio. Behind the completed picture is his quotation about writing:
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The class reads the quote. Next, the teacher asks the following questions:
 What does Mr. Amador suggest when writing literature?
 What is valued in this principle?

B. Vocabulary Exercise: Say Something on this Album

There are pictures and a set of terms about local objects and beliefs posted on the
board. The students will match the local objects and beliefs to the picture that
describe them. They are also asked how these represent the culture of the tribe in
the text. Finally, they are encouraged to make their labeling/captioning creative.

For example:

Obsidians
Caption: Black Beauty

Here is the list of the local objects and beliefs:

a. Gangsas
b. Seven harvest
c. Kabunyan
d. Split bamboo floor
e. Battle axe and spear points
f. Betel nut box

C. Discussion

C1. Providing the Guide Questions

1. What is the “unwritten rule” of the tribe? How does this affect the
relationship of Awiyao and Lumnay? Give lines that support your
answer.
2. Justify the actions of each character. If you were Awiyao or Lumnay,
how would you have dealt with the situation?
3. Draw out the practices, beliefs, and traditions of the tribe concerning
the following:
a. Courtship and marriage
b. Male and female roles
c. Cultural events
d. Faith to God/ Faithfulness to spouse
e. Tribal authority
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4. What can be inferred from the last paragraph: “Lumnay’s fingers moved
a long, long time among the growing bean pods.”?

5. What is local color? How does the application of local color reflect the
message of the writer about cultural traditions and their effect on
people? Do you agree with the author’s view? Or disagree? Share your
opinion.

Local color or regional literature is fiction and poetry that emphasizes


the characters, dialect, customs, topography, and other features
particular to a specific region.

C2. Story Grammar

The class summarizes the story through a story grammar. (The story is pre-
read by the students.)

C3. Answering the questions

IV. Evaluation: The Unwritten Scene

The class will be divided into groups again. Then they are tasked to prepare a role play
about what could happen in the provided scenes below:

a. Lumnay confronts the village elders in the midst of the wedding dance.
b. Lumnay and Madulimay meets.
c. Awiyao talks to the village elders including the men of the tribe about his situation.
d. Lumnay continues life after the wedding of her former husband.

See attached rubric.

V. Assignment
Ask your parents or grandparents about the belief, tradition of their birthplace or
province. Write a short story showing the culture of their hometown. Your work will be
evaluated based on your style, your work’s cultural relevance and aesthetic sense.
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Some examples are community newsletters written by learners; elders' stories made into
dramatizations,

Lesson TopicThe Mats by Francisco Arcellana

Materials

Strips of Colored paper, art materials

Objectives:

At the end of the lesson, the students are able to:

 Predict the next event of the story


 Present the summary of the story through story quilts
 Identify the practice and value of Filipinos
 Write the important details needed for their own short story about Philippine culture