TEACHING GUIDE in 21st CENTURY LITERATURE (Grade 12)
TOPICS/LESSON NAMES
CONTENT STANDARD
PERFORMANCE STANDARDS
LEARNING COMPETENCIES
SPECIFIC LEARNING OUTCOMES
TIME ALLOTMENT
LESSON OUTLINE:
1. Introduction: 20 minutes
2. Motivation: 60 minutes
3. Instruction/Delivery: 19 hours
4. Practice: 4 hours
5. Enrichment: 3 hours
6. Evaluation: 120 minutes
MATERIALS
RESOURCES
21ST CENTURY LITERATURE FROM THE REGION WHERE THE SCHOOL IS BASED IN RELATION TO THE LITERATURE OF OTHER REGIONS IN VARIOUS
GENRES AND FORMS (dimensions of Philippine literary history during pre-colonial period [poetry, tale, drama], canonical authors and works of
Philippine national artists in literature; names of authors and their works, and backgrounds of the literature from the region where the high school
is located)
The learner will be able to understand and appreciate the elements and contexts 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 regions through:
1. a written close analysis and critical interpretation of a literary text in terms of form and theme, with a description of its context derived from
research;
Writing a close analysis and critical interpretation of literary texts and doing an adaptation of these require from the learner the ability to:
1. Identify the geographic, linguistic, and ethnic dimensions of Philippine literary history from pre-colonial to the contemporary
1. Value the contributions of local writers to the development of regional literary traditions
2. Appreciate the contributions of the canonical Filipino writers to the development of national literature
 “Bugtungan” session (using Choose Wisely Template)
 Powerpoint presentation on various authors per region
 Tableau presentation
 Chamber Theater
 Big book
 Critical Paper
June 25 – August 24
Television, Aralinks teachnology, Choose Wisely Template, Philippine Literature during the pre-colonial period (mp4), Big book
 Tayao, M, et al. “By Word of Mouth.” 21st Century Literature from the Philippines and the World for Senior High School, C & E Publishing,
Inc., 2017, pp. 4-11
 Philippine Literature during pre-colonial period. Retrieved from https://www.youtube.com/watch?v=5MhR0jQnaME
 Ibalong. Retrieved from http://literature-westfieldsos.blogspot.com/2010/09/ibalon.html
 Summary of Hinilawod. Retrieved from December 17, 2017. https://twenty1stcenturyliterature.wordpress.com/2017/12/17/summary-of-
hinilawod/
 Summary of Bidasari. Retrieved from August 17, 2013. http://michaeyangela.blogspot.com/2013/08/summary-of-bidasari-people-in-
kembayat.html
 Bidasari (Epikong Mindanao). Retrieved from https://www.kapitbisig.com/philippines/tagalog-version-of-epics-mga-epiko-bidasari-
epikong-mindanao_606.html?nopaging=1, https://www.kapitbisig.com/philippines/tagalog-version-of-epics-mga-epiko-bidasari-
epikong-mindanao_606.html/page/0/1
  Children's Big Book: Preparation, Usage, and Guidelines. Retrieved from https://www.slideshare.net/RonaldQuileste/childrens-big-book-
preparation-usage-and-guidelines
 Close-Textual-Analysis. Retrieved from http://www.mesacc.edu/~bruwn09481/Rhetoric/ppt/Close-Textual-Analysis.ppt
 Write a Close Reading. Retrieved from https://guides.lib.uoguelph.ca/c.php?g=130967&p=4938496

PROCEDURE MEETING LEARNER’S NEEDS

INTRODUCTION (20 minutes)
Students will know what they need to
1. Routinary activities achieve in this lesson. They would also
2. Presentation of objectives: understand the rationale of the varied
o Define literature activities they will be given.
o Characterize the literary forms of Philippine literature during pre-colonial period
o Express appreciation of the different form and genre of Philippine literature by deciphering riddles
o Make a powerpoint on the numerous canonical authors and their works from the respective regions
o Conduct an oral report using the powerpoint and present a tableau
o Perform chamber theater
o Retell epics from Luzon, Visayas, and Mindanao using Big Book as an instructional material.
o Write a close analysis of a text

MOTIVATION
Students’ critical thinking will be tapped
MAGBUGTUNGAN TAYO (15 minutes) in this activity. They will also enjoy this
Students will be grouped into 4. They will be shown several riddles/ bugtong, that they activity by providing fun riddles (riddles
need to decipher by giving the word or name of the thing that the riddle is referring with funny or interesting answers).
to. Students shall know that answering each
item will be in a limited time only. This
There will be 10 riddles in English and 10 riddles in Filipino questions. would encourage them to think quickly
and to actively participate.
1. What comes once in a moment and twice in eternity?
Answer: letter E Students may be given prices if they ever
2. What has hands but can’t clap? get the answer right.
Answer: Clock
3. What is the end of a rainbow?
Answer: letter W
4. What starts with the letter “T,” is filled with “T,” and ends in “T?”
Answer: A teapot
5. What gets wetter and wetter the more it dries?
Answer: towel
6. Heto na ang magkapatid, naguunahang pumanhik.
Answer: Paa/feet
7. Dalawang bating itim, malayo ang nararating.
Answer: Mata/Eyes
 8. Kay lapit-lapit na sa mata di mo parin nakikita.
Answer: Tenga/ Ears
9. Isang prinsesa nakaupo sa tasa.
Answer: Kasoy/ Cashew
10. Ate ko, ate mo, ate ng lahat ng tao.
Answer: Atis/ Sweetsop or sugar-apple
11. Which weighs more, a pound of feathers or a pound of bricks?
Answer: Neither
12. What can run but can’t walk?
Answer: Water
13. What’s full of holes but still holds water?
Answer: Sponge
14. My name is Ruger. I live on a farm. There are four other dogs on the farm with me. Their names are Snowy, Flash, Speedy, and
Brownie. What do you think the fifth dog’s name is?
Answer: Ruger
15. What five-letter word becomes shorter when you add two letters to it?
Answer: Short
16. Isda ko sa maribeles nasa loob ang kaliskis
Answer: Sili/ Chili pepper
17. Ang anak ay nakaupo na, ang ina’y gumagapang pa.
Answer: Kalabasa/ Squash
18. Bumili ako ng alipin, mataas pa sa akin.
Answer: Sumbrero/ Hat
19. Ako’y aklat ng panahon, binabago taon-taon.
Answer: Kalendaryo/ Calendar
20. Dala mo dala ka, dala ka ng iyong dala.
Answer: Sapatos/ Shoes

SHORT PASSAGES (5 minutes)

The teacher shall provide short passages where students are going to complete. This is an individual work so the teacher must remind
the class to work independently. The content of this activity are as follows.
1. It is a of works.

2. It is an form or style of expression

3. It can also be an expression of and experiences.

GIVE ME FIVE (20 mins)

Students will think of 5 words they would incorporate with the word LITERATURE. After this,
the teacher will ask for their ideas to form a definition. The definition shall follow a web
diagram where the word literature shall center the diagram and the words that students’
incorporate this word with.

VIDEO SHOWING (20 mins)

A short video clip shall be shown about Philippine Literature during the pre-
colonial period (mp4). It shall include types of literature during pre-colonial period
including video examples embedded in the video.

INSTRUCTION

JIGSAW (20 mins)

After Give Me Five, the teacher will provide a concise discussion of pre-colonial period. Afterwards, students will be tasked to work in These activities do not only measure the
groups. Each group will be given a task to work on. Each group has to provide the following: meaning, examples with reenactment, vocabulary of the student, but also, it
and ways they think these literary forms have been passed on. raises the awareness of the students in
terms of what they learned in the past
Group 1 – Poetry years about the topic given.
Group 2 - Tale
Group 3 - Drama

After 5 minutes the leaders will collaborate on the things that their respective groups have talked about. This is to make sure that every
group will contribute to the totality of the topic, just like a piece of jigsaw grouped together to form a puzzle.

Students will also be graded accordingly.

Rubrics:
Content (40%) The teacher has to make sure students
Presentation (30%) have ample thinking and work time.
Behavior and enthusiasm (30%)

JUICE IT UP (4 days)
The teacher shall provide a recap of the discussed topics and add supplementary
information. The teacher will also provide a power point presentation on pre-colonial To make sure that each group will
period and the literary types during that time. achieve the targets for this topic, either
the teacher or members will choose the
It shall also include authors’ works during pre-colonial period, Spanish period, leader.
American period, Japanese period, and 21st century literature their works.
#SQUADREPORT (15 days)
The students shall be paired/grouped into 2 to 3 members. Each pair/group shall be assigned to one region. They shall provide map to
show the location of the region in the Philippines. They shall also provide brief information about the region, highlighting the canonical
authors and their works. After the reporting they shall proceed to the tableau presentation where they should show a highlight from a
story they have chosen. They shall be graded based on the rubrics below.

CRITERIA DESCRIPTION SCORE

(10 pts)
The group is prepared for the report. This is manifested through harmonious
PREPAREDNESS coordination among the group members, great sense of composure, and initiative to
start the discussion. The members have finished the power point ahead of time.
(20 pts)
The information presented is substantiated with videos, pictures, maps, and other
CONTENT visual/factual evidences/samples relevant to the topic assigned. The group members
also have easy command of information.

The persons are able to relay the information through confident oral presentation of (20 pts)
DELIVERY the topic. The transition of ideas is smooth and fluent. They are confident and are able
to effectively address the queries of the class.
The tableau presentation reflects a significant part of a chosen text in the region (50 pts)
CREATIVITY assigned to them. The tableau presentation is well-rehearsed with costumes and is
properly explained and executed.

PRACTICE (4 days)

BIG BOOK: THE EPIC OF IBALONG, HINILAWOD, AND BIDASARI Students need to be oriented first on
To appreciate further value the works of Filipino writers, students shall be grouped into 3. what is a big book and how to make it.
Each group shall be assigned with any of the following epics: Ibalong, Hinilawod, and Rubrics must be provided by teacher so
Bidasari. The groups shall be given atleast a week to prepare for this task. And while a time is that the students would know what are
allotted for this work, the teacher must discuss the overviews of the epics. expected of them.

Sample big book.

Sample big book reading

RUBRICS for Big Book DESCRIPTION SCORE
Size The big book is the size of half-cartolina. (10 pts)

(20 pts)
The big book is characterized by chronological/sequential arrangement of ideas and
Style and Format of the plot. The designs and manner of presentation are engaging as well. It is also 70%
pictures and 30% words.
(20 pts)
The drawing/pictures/images are gender sensitive and realistic and the color is
Illustration and color
stimulating.

The words are well written/properly printed. Words are vivid and can easily be (20 pts)
Text, Grammar, understood. It follows correct subject-verb agreement, and is in accordance with the
Punctuations conventions of formal writing further manifested by the use of appropriate
punctuations.
The presenter reads the story with modulated voice, gestures and appropriate facial (30%)
Delivery expressions. S/He is able to deliver segway naturally. There is an integration of story with
the real life.

SUMMARY OF IBALON
Long ago, the land of Ibalon, known as Bicol, was a land of lush and virginal beauty, but no one lived there.

One day, a mighty warrior called Baltog came upon the land. The richness and beauty of the region made him decide to take his
family and his workers to this wonder place. Here they lived in peace and prosperity.

But one day, the tranquility of their lives was threatened by a huge man-eating wild boar. The ferocious beast destroyed the linsa or
gabi plants and other crops as well. It also killed people. Soon, vast areas in Ibalon were reduced to waste, and countless people were
either killed or maimed. Baltog was dumb-founded as he surveyed the depredation wrought on his kingdom.

Leaving his home under the cover of the night, he went to the muddy fields to wait for his enemy.

Baltog waited for long, long time. Finally, when the moon was bright, the man-eating boar came snorting and tearing crops as it went
along. Baltog hid under the bushes. When the boar came within reach, he sprang at it. Man and beast tumbled to the ground in
mortal combat. Fortunately, Baltog was able to pin down the beast and summoning all his strength, he finally subdued the boar, not
with a spear, but breaking its super-sized jaws with his own strong arms. Baltog’s victory put an end to a terror that had ravished his
kingdom for a time.

Ibalon, however, saw few years of peace. One day, huge carabaos followed by winged sharks and giant crocodiles rushed to Ibalon.
Every mortal was in fright: death and destruction took a heavy toll. The mighty Baltog could no longer defend his kingdom, for years
had sapped his strength. Defenseless, Ibalon had become an easy prey.

Luck, however, was still with Ibalon. On that tragic day, Handiomg, a mighty warrior of the neighboring kingdom, happened to pass by
 Ibalon. Handiong came to the rescue.

Handiong and his brave seasoned men threw themselves at the stampeding and winging wild enemies. For untold hours, Ibalon saw
mortal combat. Blood flowed freely over the land and the streams. One by one, they slew the beasts.

Only one monster escaped Handiong’s mortal blows. This was Oriol., the serpent who could transform itself into a beautiful woman.
With her seductive words, she enticed him. But Handiong pursued her through the forest without rest. To save itself, the she-snake struck
an alliance with Handiong. She promised to drivethe evil spirits out of the mountains if Handiong would leave her alone. And at last,
peace came to Ibalon again.

Handiong encouraged the people to plant, invent farming equipments, build banca and houses. Under his wise administration, Ibalon
became rich and peaceful again.

Outside Handiong’s domain, there appeared another threat to his kingdom. This time it was Rabut, a far more terrible monster, for
under its spell, mortals could turn to stone.

Handiong called his friend and companion, the mighty Bantong, to deal with the enemy. Together with a handful of men, Bantong
raided the monster’s lair. He found the enemy taking its nap. With a cat-like agility, Bantong delivered a mortal blow at the monster’s
neck. The wounded monster cried in agony, and in his struggle for breath, the earth cracked and the water in the sea rolled landward.

Ibalon underwent great physical change. New island beagn to dot the water near the peninsula. Finally, a tall and perfect cone
reared its head to lord over the leveled ruins. This perfect cone is now known as Mayon Volcano.

Thus ends Ibalon.

Summary of Hinilawod

Labaw Donggon, the eldest of the three, asked his mother to prepare his magiccape, hat, belt and kampilan for he heard of a place
called Handug where abeautiful maiden named Angoy Ginbitinan lived. Labaw Donggon proceeded home with his new bride. The
giant would not allow Labaw Donggon to go through without a fight. Labaw Donggon won the hand of Abyang Durunuun and also
took her home.

The moment he set foot on the ground Saragnayan asked him, “Who are youand why are you here?” To which he answered, “I am
Labaw Donggon, son ofDatu Paubari and goddess Alunsina of Halawod. I came for the beautifulMalitong Yawa Sinagmaling Diwata.”
Saragnayan laughed.

Labaw Donggon then challenged Saragnayan to a duel saying that whoeverwins will have her.

Labaw Donggon submerged Saragnayan under water for seven years, but whenhe let go of him, Saragnayan was still alive.

The latter uprooted a coconut tree and started beating Labaw Donggon with it.
 He survived the beating but was not able to surpass the powers ofSaragnayan’s pamlang and eventually he gave up and was
imprisoned bySaragnayan beneath his house.

They rode their sailboats through the region of eternal darkness, passed theregion of the clouds and the land of stones, finally reaching
Saragnayan’s home.

Labaw Donggon’s defeat and subsequent imprisonment by the Lord of Darknessalso angered his brothers.

Humadapnon was so enraged that he swore to the gods of Madya-as that hewould wreak revenge on all of Saragnayan’s kinsmen
and followers.

Humadapnon prepared to go to Saragnayan’s domain.

Right after Humadapnon left to seek Saragnayan’s followers and relatives hisbrother Dumalapdap left for Burutlakan-ka-adlaw where
the maiden Lubay-Lubyok Hanginun si Mahuyokhuyokon lived.

Labaw Donggon went to the north, Humadapnon went south, Dumalapdap tothe west and Datu Paubari remained in the east.

Buod ng Bidasari
Ang epikong Bidasari ng Kamindanawan ay nababatay sa isang romansang Malay. Ayon sa kanilang paniniwala, upang tumagal
ang buhay ng tao, ito'y pinaalagaan at iniingatan ng isang isda, hayop, halaman o ng punongkahoy.

Ang salaysay ng Bidasari ay ganito:

Ang kaharian ng Kembayat ay naliligalig dahil sa isang dambuhalang ibon. Ang ibong ito ay mapaminsala sa mga pananim at
maging sa buhay ng tao. Ang ibong ito ay ang ibong garuda. Kapag dumarating na ang garuda, mabilis na nagtatakbuhan ang
mga tao upang magtago sa mga yungib. Takot na takot sila sa ibong garuda pagka't ito'y kumakain ng tao.

Sa pagtatakbuhan ng mga tao, nagkahiwalay sa pagtakbo ang sultan at sultana ng Kembayat. Ang sultana ng Kembayat ay
nagdadalantao noon. Sa laki ng takot ay naisilang niya ang sanggol na babae sa may tabi ng ilog. Dahil sa malaking takot at
pagkalito naiwan niya ang sanggol sa bangka sa ilog.

May nakapulot naman ng sanggol. Siya ay si Diyuhara, isang mangangalakal mula sa kabilang kaharian. Kanyang pinagyaman at
iniuwi sa bahay ang sanggol. Itinuring niya itong anak. Pinangalanan nila ang sanggol ng Bisari. Habang lumalaki si Bidasari ay lalo
pang gumaganda. Maligaya si Bidasari sa piling ng kanyang nakikilalang magulang.

Sa kaharian ng Indrapura, ang sultang Mongindra ay dalawang taon pa lamang kasal kay Lila Sari. Mapanibughuin si Lila Sari.
Natatakot siyang umibig pa sa ibang babae ang sultan. Kaya lagi niyang itinatanong sa sultan, kung siya'y mahal nito na sasagutin
naman ng sultan ng : mahal na mahal ka sa akin. Hindi pa rin nasisiyahan ang magandang asawa ng sultan. Kaniyang itinanong na
minsan sa sultan: Hindi mo kaya ako malimutan kung may makita kang higit na maganda kaysa akin? Ang naging tugon ng Sultan
ay: Kung higit na maganda pa sa iyo, ngunit ikaw ang pinakamaganda sa lahat. Nag-alala ang sultana na baka may lalo pang
maganda sa kanya at ito ay makita ng sultan. Kaya't karakarakang inutusan niya ang matapat niyang mga kabig na saliksikin anh
 kaharian upang malaman kung may babaeng higit na maganda sa sultana.

Nakita ng mga tauhan ni Lila Sari si Bidasari at siya ay higit na maganda kaysa kay Lila Sari.

Inanyayahan ng Sultana si Bidasari sa palasyo upang diumano ay gagawing dama ng sultana. Ngunit pagsapit doon, si Bidasari ay
lihim na ikinulong ni Lila Sari sa isang silid at doon pinarurusahan.

Nang hindi na matiis ni Bidasari ang mga pagpaparusa sa kanya, sinabi niyang kunin ang isdang ginto sa halamanan ng kanyang
ama. Kapag araw ito'y ipinakukuwintas kay Lila Sari at sa gabi'y ibinabalik sa tubig at hindi maglalaon si Bidasari ay mamamatay.
Pumayag si Lila Sari. Kinuha niya ang isdang ginto at pinauwi na niya si Bidasari.

Isinuot nga ni Lila Sari ang kuwintas ng gintong isda sa araw at ibinabalik sa tubig kung gabi. Kaya't si Bidasari ay nakaburol kung araw
at muling nabubuhay sa gabi. Nag-alala si Diyuhara na baka tuluyang patayin si Bidasari. Kaya nagpagawa siya ng isang
magandang palasyo sa gubat at doon niya itinira nang mag-isa si Bidasari.

Isang araw, ang Sultan Mongindra ay nangaso sa gubat. Nakita niya ang isang magandang palasyo. Ito'y nakapinid. Pinilit niyang
buksan ang pinto. Pinasok niya ang mga silid. Nakita niya ang isang napakagandang babae na natutulog. Ito ay si Bidasari. Hindi
niya magising si Bidasari. Umuwi si Sultan Mongindra na hindi nakausap si Bidasari. Bumalik ang sultan kinabukasan. Naghintay siya
hanggang gabi. Kinagabihan nabuhay si Bidasari. Nakausap siya ni Sultan Mongindra. Ipinagtapat si Bidasari ang mga ginawa ni Lila
Sari. Galit na galit ang sultan. Iniwan niya si Lila Sari sa palasyo at agad niyang pinakasalan si Bidasari. Si Bidasari na ang naging
reyna.
Samantala, pagkaraan ng maraming taon ang tunay na mga magulang ni Bidasari ay matahimik nang naninirahang muli sa
Kembayat. Nagkaroon pa sila ng isang supling. Ito'y si Sinapati. Nang pumunta sa Kembayat ang isang anak ni Diyuhara ay nakita
niya si Sinapati, anak ng sultan at sultana ng Kembayat.

Si Sinapati ay kamukhang-kamukha si Bidasari. Kinaibigan nito si Sinapati at ibinalita ang kapatid niyang si Bidasari sa kamukhang-
kamukha ni Sinapati. Itinanong ni Sinipati sa mga magulang kung wala siyang kapatid na nawawalay sa kanila. Pinasama ng ama si
Sinapati sa Indrapura. Nang magkita si Bidasari at si Sinapati ay kapwa sila nangilalas dahil sa silang dalawa ay magkamukhang-
magkamukha. Natunton ng Sultan ng Kembayat ang nawawala niyang anak na si Bidasari. Nalaman ng sultan ng Indrapura na ang
kanyang pinakasalang si Bidasari ay isa palang tunay na prinsesa.

ENRICHMENT (3 days)

BLOG Students have to be familiar with the

(Attached herewith is a separate teaching guide has been made for this.) steps and parts of a critical paper. They
must be able to look closely at the
WRITING A CRITICAL PAPER; close analysis elements and style used in writing the
After discussing the background of the authors including the geographical, text.
linguistic, and historical facet of their works, students will be proceed to the
critical analysis of a paper. They shall be provided with lecture on critical
analysis and how to conduct close analysis of a text.
Lecture shall include the following:
 Close reading means reading to uncover layers of meaning that lead to deep comprehension.
 Requires students to get truly involved with the text they are reading. The purpose is to teach students to notice features and
language used by the author.
 “Close reading involves looking at something again and again, studying details, and being curious.” Christopher Lehma
 Choose a passage
If you have not been assigned a passage or poem, then you must select a text and a specific passage.

Limit your selection to a paragraph or two at the most. In some cases, a sentence or two (or a few lines, if you are dealing with
a poem) will be sufficient. Keep in mind that literature (and especially poetry) can be very dense. You will be surprised at how
much you can glean from a short section – and how easily you can be overwhelmed by selecting a section that is too long.

Look for unusual or repetitive images or themes and passages with rich imagery or language.

Also pay particular attention to passages that relate to central characters or definitions of keywords; you may decide to focus
on one section and how it helps you understand a character, relationship, issue, or idea.
 Steps in Close analysis
1. Step 1: Read the passage.
Take notes as you read. Mark anything that seems relevant or interesting to you – even if you are unsure why a particular
section of the text stands out.

Ask yourself: HOW is language and/or argument being used? Take notes about your observations of the passage, even if
these observations seem simplistic or self-evident. Also pay attention to how language use changes over the course of your
passage. For example, if the same word appears at the beginning and end, does it mean different things in both places?
Does the author's tone or attitude change?

After you have read the entire text, you can return to these sections to look for repeated patterns, themes, or words. Often,
a close reading will focus on one example of a theme or pattern to study the significance of this theme or pattern more in
depth.

2. Analyze the passage.

Begin by writing answers to some of the following questions, focusing on the kinds of rhetorical and literary devices you see
in the passage.

Diction:
What words are being used here?
Are any words repeated in this passage?
What adjectives are used? What nouns do they describe? How do they alter your understanding of these nouns?
Are any two (or more) words used in this passage connected in some way?

If any words are unfamiliar, look them up. If you are analyzing an older text, keep in mind that words may mean different
things at different points in history—so be sure to look up any words that may be familiar but used in an unfamiliar way. The
Oxford English Dictionary (OED) will provide you with definitions as well as histories of word use.
 Whether you are looking at an historical or contemporary text, remember that words can be used in different ways. Ask
yourself: Are any words being used in unusual ways? Are any words referring to something more than what is simply stated?
Are any two (or more) words in the passage connected in some way?

Narrative Voice:
Who is speaking in this passage?
What narrative perspective is being used in this passage?
What does the narrative voice tell you?
What characters does it give you access to?

Tone:
Is the speaker being straightforward, factual, open?
Is he or she taking a less direct route toward his or her meaning?
Does the voice carry any emotion? Or is it detached from its subject?
Do you hear irony (what is said is different from what is meant)? If so, where?

Rhetorical and Literary devices:

Do you notice any figurative language, such as metaphors and similes?
Do you observe any imagery?
Is the sound of the language and sentences important (e.g., rhyme, repetition, choppy or long sentences)?
What is the effect of these devices and techniques? (e.g., do they add emphasis or connect key ideas?)

3. Develop a descriptive thesis.

Once you have finished looking at the language in detail, you can use your observations to construct a descriptive thesis.
For example, you could argue that a passage is using short, simple sentences, or that it is using irony or a combination of
these things. Your descriptive thesis should attempt to summarize the observations you have made about HOW language is
being used in your passage.

Remember, this is not your final thesis statement. It's just your first step to arriving at an analytical thesis.

4. Construct an argument about the passage.

Now that you have some idea of HOW language is being used in your passage, you need to connect this to the larger
themes of the text. In other words, you now need to address WHY language is being used in the way (or ways) you have
observed.

This step is essential to a successful close reading. It is not enough to simply make observations about language use – you
must take these observations and use them to construct an argument about the passage.

Transform your descriptive thesis into an argument by asking yourself WHY language is used in this way:
What kinds of words are used (intellectual, elaborate, plain, or vulgar)? Why are words being used in this way?
Why are sentences long or short? Why might the author be using complicated or simple sentences? What might this type
of sentence structure suggest about what the passage is trying to convey?
 Who is the narrator? What is the narrative voice providing these particular descriptions? Why are we given access to the
consciousness of these particular characters? Why not others?
What images do you see in the passage? What might they represent? Is there a common theme?
Why might the tone of the passage be emotional (or detached)?
To what purpose might the text employ irony?
What effect/impact is the author trying to create?

5. Develop an outline based on your thesis

After you have established your thesis, you’ll need to write an essay that supports this argument with examples and analysis.

For example, you might argue that in the novel Jane Eyre, Jane’s friend Helen Burns uses language and imagery to
describe God in a very different way from characters who represent religious authority. To prove your argument, you must
organize your essay to show examples of how Helen Burns describes God and interpret her description. You must also
analyze how her description differs from the status quo in the novel and tell readers why this difference matters to our
understanding of the novel.

Students will be reading Back Breaking which is found in the book cited in the resources. The submitted close analysis shall be returned
to the students immediately. This shall allow students to know what are the strengths and weakness of their work. A revised work shall be
submitted if needs arise.

EVALUATION ( 120 minutes)

In case, more 25% of the class fails, the
For the assessment, the teacher shall be providing 2 tests. The first one shall be conducted and the other shall be done after. teacher shall provide practice exercises
The tests are attached herewith. This is done to know whether or not students learned. for the students.