FILAMER CHRISTIAN UNIVERSITY

Autonomous Status – CHED

GRADUATE SCHOOL
Roxas Avenue, Roxas City 5800, Capiz, Philippines
Tel. No. (036) 6212-317 ; Fax No. (036) 6213-0725
Website: http://www.filamer.edu.ph

ENG. 416
TEACHING FILIPINO LITERATURE IN ENGLISH

ANAMIE F. DE LA CRUZ DR. ERLYN C. BEUP

MAT-English Professor

LITERARY APPROACH:
Personal Response Approach

Personal Response Approach enable reader to relate to a text, to reflect on their own reading process
and to make sense of the reading in their own lives. It generally involves several details that analyze, interpret
an make connections to the text that was read. An effective response is elaborate an well –supported with
direct evidence from the text. It focuses on a given text and the reader’s interpretation of it, but it may also
include strategies a reader uses to comprehend and interpret the text.

I.OBJECTIVES
At the end of the lesson the students should be able to:
1. discuss Philippine literature during the liberation period ;
2. identify conflict and reflect the message of the story;
3. write an essay based on the given topic.
II. CONTENT The Land and The Rain By: N.V.M Gonzales

III: LEARNING RESOURCES

A. References Teachers Guide pages Learner’s Materials Other Learning
pages Resources
Language PowerPoint
Literature Presentation
(Philippine Pictures
Literature) Videos
By: Victoria L. Source:
Carbonell and https://
Lourdes M. Ribo www.academia.edu/
38181758/
THE_LAND_AND_THE
_RAIN_
A. Preliminary Activities
1. Prayer
Ask for representative to lead the prayer

2. Greetings
Greet the students!

3. Checking of Attendance
Ask the class secretary to check the attendance
IV. PROCEDURES Teachers’ Activity Students’ Activity Teachers’ Note
A. Reviewing The teacher will show pictures about land and Students will watch
Previous Lesson or rain and ask the students to share their the video and
presenting the new perspective about the given pictures. These answer the
Lesson pictures are as follows: questions
 Nice view/have a
beautiful place

Land

Can help for

growing the plants
Rain

Damaged by rain
Flood

1. Do you live in a province? What have

Answers may vary
you noticed with the actual beauty of the
land?

2. What are the possible damages of too

much rain?

3. Do you have any experiences about

flood?

4. What is your feeling if there is flood?

5. What are the possible solutions in

flooding?

B.Establishing a
Purpose for the At the end of the lesson the students should
Lesson be able to:
1. discuss Philippine literature
during the liberation period ;
2. identify conflict and reflect the
message of the story;
3. write an essay based on the
given topic.

C.Presenting VOCABULARY:
Examples/ GUESS THE WORD
Instances of the
new Lesson Students will try to guess the missing letters 1. Respite
2. decrepit
 to form a word using the context clues. 3. laden
4. trembled
1. R_ S P_ T_ 5. blunt
- a short period of rest or relief from
something difficult or unpleasant.

*The risk was not taken, and the short

R_ S P_ T_ gave time to close the
doors in the face of the invader.
2. D E _ R_P_T
- Wasted and weakened by or as if by
the infirmities of old age

*Another day he falls in with a

D E _ R_P_T old man, and stricken with
dismay at the sight, renews his
questions and hears for the first time of
death.
3. _ A _E N
- heavily loaded or weighed down.

*The tables were to be _ A _E N with all

kinds of food.
4. T_E_B L E_
- shake involuntarily, typically as a result of
anxiety, excitement, or frailty.

*Her lip T_E_B L E_ and a tear ran

down her face.
5. B_UN_
-Having a worn-down edge or point; not
sharp.

*The tail is extremely short and B_UN_ .

D. Discussing new Teacher will present about the background of Students will do the
concepts the author. popcorn reading for
and practicing new The Land and The Rain better
skills #1 Author: Nestor Vicente Madali Gonzales comprehension

Was born Sept. 8, 1915, on the Philippines'

Romblon Island. He grew up in Mindoro, The
setting of much of his fiction.

Among the awards he has won are the first

republic Award of Merit in 1954, the Republic
Cultural Heritage Award in 1960, the Rizal Pro
Patria Award 1961, and the patnubay ng sining
at kalinagan Award in 1971.

His works include Seven hills Away, Children

of the Ash-covered Loam, A season of Grace,
The Bamboo Dancers, “ The bread of salt,” and
a Grammar of Dreams.

Gonzales wrote The winds Of April in 1940-

1941, but the book did not see wide distribution
because of the war. It won an honourable prize
in the First Commonwealth Literary Contest

E. Discussing new The teacher will ask for volunteer/ Students will
concepts representative to read the assigned paragraph. answer the
and practicing new comprehension
skills #2 Guide questions: questions
1. What point of view is used in the story?
2. Who are the characters in the story?
3. What do you think is the conflict in the
story?
4. Who emerges as the enemy in the story?
Why
5. Does the incident narrated in the excerpt
still happen today?

F.Developing Have the students share their ideas :

Mastery Answers may vary
(Leads to formative Why is the flood a fearful enemy?
assessment 3)

G.Finding practical How can you relate the story to current situation
applications of of our country?
concepts and skills
in daily living

H.Making
Generalizations and Answers may vary
Abstractions about
What is the moral of the story?
the Lesson
I.Evaluating Students write an essay about one of the
Learning many contributions or advantages of the land
and the rain in our everyday lives.
RUBRICS:
Areas of EXCELLENT VERY GOO AVERAGE NEEDS
Assessment IMPROVEMENT
Ideas Presents Presents Ideas are Ideas are
ideas in an ideas in a too general vague or
original consistent unclear
manner manner
OrganizationStrong and Organized Some No
organized beg/mid/en organizatio organization;
beg/mid/en d n; attempt lack
d at a beg/mid/end
beg/mid/en
d
Understan- Writing Writing Writing Writing shows
ding shows shows a shows little
strong clear adequate understanding
understandi understandi understandi
ng ng ng
Word Choice Sophisticate Nouns and Needs Little or no use
d use of verbs make more of nouns and
nouns and essay nouns and verbs
verbs make informative verbs
the essay
very
informative
Sentence Sentence Sentence Sentence No sense of
Structure structure structure is structure is sentence
enhances evident; limited; structure or
meaning; sentences sentences flow
flows mostly flow need to
throughout flow
the piece
Mechanics Few (if any) Few errors Several Numerous
errors errors errors
J.Additional
activities for Create a short poem depicting the real/true
application or essence of nature.
remediation
V.REMARKS

The Land and The Rain

By: N.V.M Gonzales

After a respite of only few days, It rained again. The weather gave Ana Daniw scarely a week to rid his
clearing of burnt twigs and pile the bigger logs to one side, so as to form a fence knee-high. Then it started to
rain even harder than before. Other Mangyans had not done the same, with the result their clearings lay in a
decrepit state.
The rain fell all night long and in the morning Sanoy came to the house telling how, for the first time in
ten years, the rain had set in so early. He asked us about his needing a new plow share and mother gave him
one from a stock that father kept in a jute sack, behind the stove- box. Then he hurried back to his holding.
In the stripping- house, Cruz covered the engine with a thick piece of canvas. Then, for lack of something
else to do, he stayed up on a sperch that he had made of loose boards laid across the beams, and there he
slept practically all morning ---and all afternoon.
“Come” said Berio “Let’s see the river now” And against Mother objection, we ran to the river, past the
coconut grove and the hemp trees; and there before us lay the dark brown stream of the Barok, laden with
debris from the clearing upstream. The flood had half- covered the island of cogon grass and the patches of
bamboo around which the trail to Tatay Kanut’s, on the other bank, wove a maze.
The familiar paths that crisscrossed the river bed in the dry season were nowhere in sight. The bamboos
trembled nervously with wave upon wave of flood; and the rain of the past night, it seemed, had sheared the
trees of their leaves. “Can we swim this?” I asked Berio He looked at the water “No” he said “It would be too
dangerous.” We lost the sun most of the days that followed. Intermittently, the sky would clear, but only for
an hour or so; and then there would be a downpour again. Sanoy said it pleased him that way; he could work
with his carabao in the field. “In this weather?” father said “The soil is softer and easier for the plow” Sanoy
explained. “Suit yourself,” said mother. “But this could be death of you.” She even kept me now from going
with Berio too often. He was not having any luck with those traps anyway she said.
There was a bird he particularly wanted, I tried to explained to mother, describing a rooster that once or
twice too often had come no more than five arms lengths from us, only to pause, collect itself, raise head and
crown let go with bravura and lead toward the next bush, to disappear forever. Which hen it was or which
rooster did not seem to matter afterwards. That was the way with rooster and hens anyhow, and the weather
conducive to their doing what they did. The rain did not blunt their need. But for Ama Daniw, it was different.
Weeds were threatening to grow on the half cleared ground of his hill. There was work and looking ahead to a
future.
Ama Daniw tried planting on mornings or afternoons. The rains seemed less heavy, and he feared the
fast growing weeds would not spare him any space altogether and all he’d have would do only for taro and
sweet potatoes. Late one afternoon, he appeared at the house, breathless and excited, his hair dripping wet
the red band he tied around it soaked to the last fold. He now untied the headgear and began to squeeze it so
that a stream of water, gray with sweat, trickled down to the floor. “But Ama” he said to father, “I have fear of
the river.” “The river?” father asked. “Has it not always been like this?” “yes: Ama Dniw replied, “but here is
news. The Bonga, way upstream has already overflowed its bank. And the Bonga flows into Barok…”
“There will be a big flood then?” father asked “There will be a big flood,” Ama Daniw declared. He spoke
in a flat level tone. It was a though he had said. “The harvest is coming Or; “We shall have a bumper crop!”
Father did not seem to show concern either. The rain fell on and on, day after day and night after night, in an
almost heartless way. Father stayed and reading until late in the evening.
Early morning, about a week after Ama Daniw’s visits, the water rose and slipped quietly over the rim of
the river. It was Berio who saw it first, and he began shouting like mad, “The flood, the flood!” We watched
the water from the window. Berio, who had just finished milking the cow, dashed across the front yard, the
pitcher in his hand.
The water came slowly but steadily, a yellowish- brown, jelly-like mass that spread over the abaca
plantation and open field. Sheets of rain covered its approach like a curtain; there was no telling how far it
would reach. After a half-hour panic, we found ourselves on Ama Dniw’s hill. Berio had untethered the milk
cows and they ran with us uphill, lowing mournfully because of the cold.
Two pigs which Pedia kept in a sty behind the house had scampered uphill with us, too. The roosters, for
their part sought roosting places atop trees, the hens the crevices in the trunks of the trees. I was with mother
and my little sister most of the time. As for father, he seemed to be everywhere and nowhere. So was Berio;
so were Cruz and Alcantara and Sanoy who had gone with Berta this time for once. Clearing a trail of their
own through the underbrush between his field and Daniw’s hill.
The water did not have much force, although it did not have a forward thrust, and approached us in long
steady waves that not ungently cast aside, as if with the palm of one giant hand, every obstacle in its path.
Soon the abaca trees lay drooping with only stray leaves trembling in the floodstream.
Soon, too, the stripping-house roof began tilting to one side, and when the water pressed hard against its
west wall, heavy with the full weight of the abaca bales, it fell quietly and disappeared. “The machine”!” cried
Cruz “And the hemp!” said mother But soon even the loose boards which Cruz used as flooring his loft began
about. Our house, which was on a higher elevation than other structures, was not reached by the water until
noon; but even so, not much could be done during those few hours of grace. Berio, with Ama Daniw and his
son Bado, had dragged several sacks of rice as far uphill as would be safe. Pedia made sure to save couple of
lanterns and piled pots, plates, kettles, and frying pans into a huge basket. We dragged those up the hill.
Finally, the flood swept past the house. From Ama Daniw’s hill we stood, speechless, watching our very own
roof reduced to a heap, a corner angled over, until the water finally rammed it against a big dao tree and tore
the rafters and beams.