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“QUIAPO:THE PROCESSION

OF THE BLACK NAZARENE”


PRE-ACTIVITY

• What do you know about the annual celebration of the Feast of


the Black Nazarene in the district of Quiapo?
• If you have not heard of this event, have you read this
celebration from newspaper and from books?
• Is a difference in the style of presentation of information
between these two sources?
• How do the newspaper accounts differ from the book sources?
LESSON PROPER

• Read the poem aloud.


• Paraphrase the poem.
• In the first stanza, explain to them the reference to “The sober days
that follow the intoxicated season.” How does the poem describe
the atmosphere on the feast day of the black Nazarene?
• Who are being described in the second stanza?
• Notice the shift in the object of description in the third stanza.
LESSON PROPER

• As the procession moves, more description is given in the


fourth stanza.
• The fifth stanza, through a series of parallel phrases,
mentions the manifestations of the devotion to the Black
Nazarene.
• The sixth stanza, through another series of parallel
phrases, emphasizes what the devotees’ experience.
POST ACTIVITY

•Prepare a list of new words they learned


from the poem.
•Make them use these words in sentences.
“BLACK NAZARENE
PROCESSION AWES
AMERICAN TOURIST”
ACTIVITY

•Review of the elements of reporting.


• What information should be included in a
news report? How is news conveyed to the
audience?
LESSON PROPER

• Does the article “Black Nazarene Procession Awes American


Tourist” follow a conventional format of a news report?
• What have you observed to the opening paragraphs of the
news article?
• What is the function of these paragraphs?
• What is contained in the last two paragraphs of the article?
POST ACTIVITY
• The American tourist Gerry Blevins said that “the Philippines is [a]
much nicer [place] than the United States.” Comment on this remark.
• Give examples of why they think (or do not think) the Philippines is a
better place than other parts of the world.
• The students can also form two teams and conduct a debate on the
topic “Why the Philippines is a good/not a good place for tourists to
visit.”
ASSESSMENT
• Gather information on interesting places, folk traditions, cultural
practices, and beliefs found in their hometown.
• Do this through observations and cultural exposure, interviews with
the elders in the community, and research in the internet and in
school and public libraries.
• Submit an outline of their findings.
• Prepare an essay summarizing their findings.
ASSESSMENT
• Examples of Topics:
• 1. The students of Arts and Design can choose an interesting work(s) of
art that their place is known for (e.g., the paintings by folk artists of
Angono, Rizal; the old churches in Ilocos, in Metro Manila or in the Visayas;
handwoven textiles of the T’boli and Yakan communities; the wooden
furniture of Betis).
• 2. The students of Sports can choose to focus on Filipino games or any
sports activity that is popular in the community.
ASSESSMENT
• 3. The students taking the academic track, particularly those in the
Social Sciences and the Humanities may opt to investigate our
religious beliefs and cultural practices.
• 4. The students who are going to specialize in creative writing may
choose to write a poem or a story to talk about their discoveries;
the arts students may want to paint a scenery depicting a cultural
tradition. introduction of more sophisticated machines
ASSESSMENT
• 5. Those going into the health sciences can look at the relevance of
folk healing practices and examine their contribution to the
contemporary medical practices.
• 6. Students interested in science and technology can attempt to
connect folk technology with scientific gadgets. The use of simple
technology such as the pulley mechanism used in outdoor
performances of religious plays like the sinakulo or the salubong can
be enhanced with the introduction of more sophisticated machines.

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