G7SHFIL Indigenous Literature of the Philippines and the Adarna Tree – Comprehensive Notes
Module Overview and Context
G7SHFIL module title: Indigenous Literature of the Philippines and the Adarna Tree (Ibong Adarna).
Purpose: Develop communicative competence, critical thinking, understanding, and appreciation of literature using technology and various text genres from Indigenous Era to Spanish Colonial Era.
Curriculum alignment: Filipino language literacy and cultural literacy aligned to the K-12 Basic Education Curriculum.
Target audience: Grade 7 students (Filipino 7).
Structure across the year: four units/quarters
First Quarter: The Colonial Period (Panitikan Panulaan sa Panahon ng Katutubo)
Second Quarter: Continuous Learning in the Indigenous Era
Third Quarter: Reflections on the Spanish Colonial Period
Fourth Quarter: The Colorful World of Ibong Adarna
Learning stages per lesson: Introduction as discovery, Interaction as exploration and deepening, Integration as transfer of learning to other communicative and cultural contexts in Filipino society.
Pedagogical tools: Graphic aids to facilitate understanding and encourage independent learning; links to electronic resources.
Institutional goal: Broaden communicative competence and appreciation for Filipino culture using Filipino language.
Important concepts introduced: Indigenous literature forms, linguistic features, textual analysis, multimodal storytelling, and ethical/societal responsibilities in communication.
Structure and Learning Stages
Three-stage learning model used in each lesson:
Introduction (discovery): reading/warm-up questions; initial questions; acrostic activities.
Interaction (exploration & deepening): guided discussions, textual analysis, and activities (e.g., identifying themes, recognizing text types, analyzing linguistic features).
Integration (transfer): applying knowledge to new contexts, producing multimodal outputs (e.g., stories, poems, brochures) reflecting Filipino values.
Visual/graphic cues used to symbolize activities:
Introduction/Discovery activities
Interaction/Reading and analysis activities
Integration/Reflective and transfer activities
Assessment framework across the quarter:
PAMANTAYANG PANGNILALAMAN: Develop communicative competence, creativity, and critical understanding of Indigenous era texts (Tula, Karunungang Bayan, Awiting Bayan) and informational texts; produce multimodal texts for specific audiences.
PERFORMANCE MONITORING: Narratives about the most important events in a character’s life in a comic-book brochure format; multimodal elements; emphasize communicative competence and ethical responsibility.
Key competencies tied to global goals:
SDG 11: Sustainable cities and communities (recognizing developing cities/communities; healthy/accessible spaces)
SDG 3: Good health and well-being (health emphasis in activities)
SDG 15: Life on land (valuing creation and the earth)
SDG 16: Peace, justice, and strong institutions (societal values, institutions)
SDG 4: Quality education (heritage knowledge as foundation for daily life)
Quarter 1: Panitikan Panutuban sa Panahon ng Katutubo (Indigenous Literature of the Philippines)
I. Panimula
Focus on Indigenous Era texts: Tula (poetry), Karunungang Bayan, Awiting Bayan, Epikong Bayan
Informational texts included to identify topics, purposes, ideas; recording information; mechanics of writing; sentence construction; and expressing ideas.
Outcome: produce a narrative about significant events in a character’s life in a comic-book brochure format (multimodal, with ethical considerations).
Core questions:
1) Can Filipino culture be understood through texts from the Panahon ng Katutubo? How?
2) How can informational texts and academic skills be used to craft writing that reflects communicative and ethical skills and responsibility?
II. Saklaw ng Aralin (Scope of the Lesson)
Module Map covers: Traditional Literature in the Age of Modernity; Indigenous Poetry; Filipino Language; National Heritage; National Anthem; Epic Text Analysis; and related textual devices (e.g., grammatical cohesion, evidence, etc.).
Module Map highlights the following units/areas:
TRADITIONAL LITERATURE IN THE AGE OF MODERNITY
Indigenous Poetry
Filipino Language
National Heritage
National Anthem
Epic
Text Analysis
Evidence, Force without coercion, and Grammatical Cohesion
Writing exercises: Poem writing; AWTPUT SA LINGGO (weekly tasks)
Teacher support and evaluation (Head of Quarter, Sariling Pagtataya)
III. Students’ Study Guides
Guides correspond to each aralin (lesson) with prompts for reading, identifying text types, and applying concepts (e.g., text features, author’s purpose, main idea, supporting ideas).
IV. Panimulang Pagtataya sa Buong Kwarter
An initial assessment activity to gauge baseline understanding and set expectations for Quarter 1 tasks. (Format includes short questions and prompts for planning.)
V. Aralin 1: PANITIKAN
Panitikan: Katutubong Panitikan; Wika: Pagtukoy sa Teksto
Objective: Analyze original text using historical context; examine explanation, description, narration; connect important thoughts, forces, goals, and ideas; use appropriate expressions in writing informative texts.
Related Power Competency and SDG alignments (as above).
VI. Aralin 2: PANULAAN (Line 2 in Table of Contents)
Panitikan: Panulaang Pilipino; Wika: Pagtukoy sa Paksa
Focus: Historical traditions; writing reflective essays on geography; SDG implications; health and well-being; peace and strong institutions.
III. Aralin 3–5 (Culture and Heritage Topics)
Aralin 3: National Heritage; Panitikan: Mga Salawikain, Kasabihan, Bugtong; Wika: Pangungusap na Walang Paksa.
Aralin 4: Awiting Bayan; Panitikan: Mga Awiting Bayan; Wika: Providing Evidence; include video analyses and critical thinking.
Aralin 5: Epiko; Panitikan: Indarapatra at Sulayman; Wika: Grammatical Cohesion; Learning outcomes include PAGBUO NG NATATANGING SALAYSAY (development of a strong narrative).
VII. Head of the Entire Quarter
Administrative/structural section for quarterly overview and evaluation tracking.
VIII. Sariling Pagtataya (Personal Evaluation)
Self-assessment sections to reflect on learning progress and readiness for summative tasks.
IX. Susing Sagot sa Mga Gawain (Answer Key)
Guided solutions for activities and exercises (reference material for teachers).
Summary of key contents within Lesson 1–5:
Indigeneous literature forms: Awiting Bayan, Bugtong, Salawikain, Palaisipan, Sawikain, Alamat, Myth, Epiko, Panulaang Pilipino, Diona, Kumintang, Kundiman, Talindaw, Balitaw, etc.
Textual analysis skills: identifying theme, main idea, purpose, and evidence; analyzing structure; recognizing subject/verb relationships in Filipino, and extracting information from informational texts.
Language features: Pangungusap na Walang Paksa (impersonal/predicative constructions), and its use in analysis.
Unit-specific outputs and tasks:
Mini Task 1: Writing a Poem (reflection, creativity, and linguistic accuracy).
PAMANTAYANG PANGNILALAMAN: Multimodal storytelling; narrative and dialogic structure; ethical commitments in storytelling.
Sample assessment items (illustrative):
Multiple-choice on text types (epic, myth, proverb, etc.).
Vocabulary and grammar practice (e.g., Pangungusap na Walang Paksa, suffix types, and word meanings).
Grammar and rhetoric tasks: identifying sentence types without force; analyzing grammar in context.
Activities and thematic prompts:
Acrostic activity describing PANITIKAN.
Discussions on “Do You Know… Poetry” with quotes by Abadilla, Macaulay, and others.
Conceptual maps of change; poster reviews; and poems with meter and rhyme.
Indigenous Poetry and Textual Forms (Pananaw sa Panitikan)
Traditional poetry overview:
Indigenous panitikan reflects the life, beliefs, customs, and daily activities of ancient Filipinos.
Forms include: Awiting Bayan (folk songs), Bugtong (riddles), Salawikain (proverbs), Alamat (myths/legends), Myth, Epiko (epic), Proverb, Bulong (spirits appeal), Palaisipan (puzzle), Sawikain (idioms), Folk Tales, Folk Songs.
Epiko: long narrative or epic poem about a hero, often with divine ancestry and extraordinary powers.
The state of Panitikan in the Katutubo era:
Panulaang Katutubo and Awiting Bayan documented, but many works were burned or destroyed during Spanish colonization; surviving works often on leaves/wood; some preserved orally.
Key terms defined:
Bugtong: a concise riddle describing a desired object; has measure and standard.
Salawikain: meaningful sayings with cultural guidance.
Palaisipan: a riddle-like puzzle without fixed measure.
Sawikain: idioms; convey implied meanings.
Epiko: long, heroic narrative; gods/goddesses often involved.
Bulong: spirits/duendes invocation for help.
Alamat: origin stories; beginnings.
Thematic content of classic indigenous poetry:
Expressions of gratitude, prosperity, love for barangay/leadership, and respect for nature.
Frequent presence of gods/goddesses in mythic narratives; heroism and communal values emphasized in epics.
Instructional aim: Identify and analyze themes, forms, and cultural significance; connect literature to nation-building and cultural identity.
Do You Know… Poetry and Informative Texts
Do You Know sections provide multiple perspectives on poetry and literature definitions:
Webster’s definition of literature as expression of human thoughts and feelings.
Maria Ramos: literature as the history of the souls of the people; it reflects goals, dreams, fears, and struggles.
Literature as a force for patriotism, unity, and cultural preservation.
Informative Text: non-fiction writing that provides information and explanations; objective, evidence-based; structure often includes headers/sections to highlight main ideas and supporting details.
Elements of informative texts:
The author’s purpose
Key ideas and main idea (often with section titles and organizational markers)
Supporting details that provide evidence or context
The Poetic Craft: Elements of Poetry (as introduced in the module)
POETRY (nature and significance):
A form of art that describes life, distilled and expressed through carefully chosen words.
Yardsticks distinguishing poetry from other literature: word choice, meter, rhythm, imagery, and figure of speech.
Elements of Poetry:
A. Meter: number of syllables in each line; examples: 12, 16, 18; other forms possible (e.g., 6, 8, 24, free verse).
B. Tugma (Rhyme): Ganap (perfect rhyme) vs. Di-ganap (imperfect rhyme).
C. Talinhaga (Figurative language): metaphors, idioms, vivid imagery.
D. Symbolism: symbols with meanings in the reader’s mind.
E. Larawang-diwa (Imagery): vivid images to evoke mental pictures.
Historical notes on Tagalog poetry:
Pre-Spanish era poetry existed in folk songs, chants, ballads; poetry shaped everyday life and belief systems; later written forms were partially suppressed during Spanish era.
Practice prompts from the module focus on analyzing meter, rhyme, and figurative language in sample lines, as well as identifying imagery and symbolism.
Identifying Theme, Purpose, and Textual Analysis (Informative and Narrative Texts)
Theme and purpose in informative texts:
Theme: author’s central purpose; what the text is focusing on.
The main idea answers questions like what, who, where, when.
Topic and purpose determine how the text is described and organized.
Key elements of informative texts:
Author’s purpose
Main idea and supporting ideas
Organizational markers to help readers see the main idea quickly
Practice activities in this module:
PRACTICE 2: Giving Meaning to Words – Meaning, Synonyms, and Definitions for selected Filipino terms.
PAGSASANAY 3: PAG-UNAWA SA NILALAMAN – Analysis of poems (measures, tugma, talinhaga, symbolism).
PRACTICE 2: UNDERSTANDING GRAMMAR AND RHETORIC – Identify types of sentences lacking a subject; identify sentence types and parts of speech in given sentences.
Output expectations: students write personal stories; compose informational texts about topics of interest; reflect on thematic questions like the role of literature in early Filipino life.
The Epics: Indarapatra at Sulayman (Mindanao Epic) and Grammatical Cohesion
Epic overview (Indarapatra at Sulayman):
Indarapatra and Sulayman are brothers; Indarapatra is the king of Mantapuli; Sulayman is a brave warrior.
They confront monsters (e.g., Kurita and Tarabusaw) and mythical birds (Pah).
Narrative details include the leaf with a spirit, Sulayman’s journey, battles, and eventual resurrection of Sulayman via a water-based revival.
The epic emphasizes leadership qualities, loyalty, courage, and communal protection.
Grammatical cohesion in Epiko analysis:
Substitution: Anapora (replacing a noun with a pronoun) and Katapora (replacing later elements with an earlier reference).
Ellipsis: omission of repeated parts of a sentence for conciseness.
Correlative: conjunctions, prepositions, and pang-ukol (case markers) to connect ideas and maintain coherence.
Practical tasks:
List and analyze cohesion devices in epic passages.
Identify qualities of leadership demonstrated by Indarapatra and Sulayman; discuss how these qualities affect decisions.
Compare and contrast narrative elements in epic with other forms of traditional literature.
Informational Texts and Evidence in Filipino Texts
Providing evidence in texts:
Methods discussed: Explanations, Comparisons, Examples, Statistics.
Examples illustrate how to present evidence in support of claims (e.g., use of SWS surveys; national contexts; policy statements).
Class activities:
PRACTICE 1–2: Focused-listing; critical analysis and point of view (watch a YouTube link and respond).
PRACTICE 3: Underlying content comprehension and identifying details (topics like Ili-Ili, Dandansoy, etc.).
Data and statistics use:
Statistics are used to support claims about social conditions (e.g., pandemic impacts, education trends).
National Songs and Folk Heritage
National songs and folk songs: Their role in preserving identity and culture; examples of Filipino folk songs such as Kundiman, Kumintang, Dalagang Pilipina, Balitaw, etc., with translations and cultural context.
Folk songs as living heritage: Notable examples include Ili-Ili (Oyayi), Kumintang, Batang Munti, Kundiman, Dalagang Pilipina, and more; these reflect life events, gender roles, and social rituals.
Thematic significance: Folk songs capture love, work, harvests, gratitude, and communal celebrations; reflect the environment and daily lives of Filipino communities.
The Integration Task: Multimodal Comic Book Brochure (Pagtataya/Output)
Final integration product (End of Quarter 1): Create a narrative about a character’s significant life events in a comic-book brochure; must incorporate dialogue and stage directions; include Narrator and Script elements.
Rubric considerations:
Originality and precision in capturing key events
Clear organization from beginning to end
Coherence and logical progression in the storyline
Originality while preserving Filipino values
Spelling, grammar, and punctuation quality
Additional integration guidance:
The output should demonstrate multimodality (text plus visuals/dialogue) and highlight ethical competence and responsibility.
Output Formats and Rubrics (Summary)
Quarterly assessment structure:
A. Written Work – 30%
B. Performance Task – 50%
C. Quarterly Examination – 20%
Inclusive during Quarter 1: Completion Week and Head of Quarter, with self-assessment and teacher evaluation (Sariling Pagtataya and Guro/Group Leader inputs).
End-of-unit rubrics emphasize: content accuracy, organization, originality, linguistic quality, and alignment with Filipino cultural values.
Additional Content Across the Provided Material
Related textual topics from later pages (2nd-4th pages) include:
Other unit structures, assessment formats, and sample items for the 1st–4th quarters (e.g., “MGA PAGTATAYA” sections for Written Work, Performance Task, and Quarter Examinations).
The 36-hour Indigenous Environment/Adarna Bird module (SY 2025-2026) with a focus on producing a narrative in a comic-book brochure format; similar to the G7SHFIL module in terms of multimodality and ethical skills, but with a distinct focus on the Adarna Bird theme.
The Adarna Bird module specifics (as per the 2025-2026 document):
Focus: Indigenous Peoples’ History and Culture
Hours: 36 hours (First Quarter and Third Quarter listed) with an instructional schedule of 4 hours per day (July–September in the provided text).
Learning outcomes: Reading selected Indigenous-era works (Tula, Karunungang Bayan, Awiting Bayan) and informational texts; use of academic conventions for topic, purpose, and ideas; writing mechanics; multimodal expressions; and ethical considerations in communication.
Output: Narrative about significant events in a character’s life using a comic-book brochure format incorporating visual and multimodal elements.
Essential questions:
Can Filipino culture be understood through Panahon ng Katutubo texts? How?
How can informational texts be used to craft writing that reflects communicative and ethical skills and responsibility?
Lesson components in the Adarna module (akin to G7SHFIL):
FIRST TOPIC: POLITICAL WRITING IN THE AGE OF NATURALIZATION
Lessons include: Textbook analysis (Pagtukoy sa Teksto), Reference analysis (Pagtukoy sa Paksa), Poetry analysis (Karunungang Bayan) with focus on subject-less sentences, Epiko/Prose (Indarapatra at Sulayman) for grammatical cohesion, and the evaluation of text through evidence and reasoning.
Additional textual prompts in the older materials (2022/2023) cover:
Poetic theory and structure (Meter, Tugma, Talinhaga, Symbolism, Larawang-diwa).
The role of literature in nation-building and cultural preservation.
Activities designed to test conceptual understanding (e.g., theme identification, text analysis, and interpretation of poems and legends).
Key Formulas, Numbers, and References
No mathematical formulas are explicitly used in the provided module content.
Numerical references present in the material:
Hours for Indigenous Environment module: 36 Hours (given as total hours).
Daily schedule: 4 hours/day (Iskedyul).
Assessment weights for Quarter evaluations: Written Work 30%, Performance Task 50%, Quarterly Examination 20%
SDG references explicitly attached to learning objectives: SDG 3, SDG 4, SDG 11, SDG 15, SDG 16.
LaTeX formatting (for potential future equations): any mathematical or statistical references in this content should be formatted as when included (none present in the current material).
Practical Implications and Connections
Cultural literacy and language development: The module ties literature study to Filipino culture, identity, and ethical communication; emphasizes respect for elders and traditional wisdom.
Multimodal and ethical literacy: Emphasizes creating narratives that are not only informative but also empathetic and responsible in representation.
Language mechanics in Filipino: Focus on components like Pangungusap na Walang Paksa, tugma, meter, and coherence devices (anapora, katapora, ellipsis, pang-ukol, etc.).
Real-world relevance: Skill sets prepared include critical thinking, textual analysis, information literacy, and responsible media production (e.g., comic-book brochures) that can be applied in journalism, history, and cultural studies.
Quick Reference: Major Forms and Concepts to Memorize
Indigenous literary forms: Awiting Bayan, Bugtong, Salawikain, Palaisipan, Sawikain, Alamat, Myth, Epiko, Panulaang Pilipino, Diona, Kundiman, Kumintang, Talindaw, Balitaw, Ili-Ili (Oyayi).
Key literary terms:
Panitikan: Indigenous literature broadly; Panulaan: theatre/performance drama;
Epiko: Epic; Panulaang Pilipino: Filipino theatre/pagan drama; Karunungang Bayan: folk wisdom sayings.
Pangungusap na Walang Paksa: Impersonal sentence structure used in analytic writing.
Grammatical cohesion devices:
Substitution (Anapora, Katapora)
Ellipsis
Correlative devices (conjunctions, prepositions, pang-ukol)
// End of comprehensive notes for the provided transcript. This collection consolidates the module’s overarching structure, lesson content, learning objectives, assessment schemes, and integration tasks across Indigenous Filipino literature and related genres, including Epiko, poetry, and informative texts, with a focus on multimodal outputs and ethical communication.