LESSON PLAN IN ENGLISH 8

I. OBJECTIVES
At the end of the lesson, students should be able to:
 identify the elements of the A Portrait of the Artist as Filipino by Nick Joaquin;
 explain the author’s purpose in writing the story; and
 perform a role play using the idea “Filipino family with mixed cultures”.
II. SUBJECT MATTER
Topic: A PORTRAIT OF THE ARTIST AS FILIPINO BY NICK JOAQUIN
References: https://www.academia.edu/35582139/A_Portrait_of_the_Artist_as_Filipino_Plot
_summary_and_thematic_description
Visual Materials: VIDEO CLIPS, PPT PRESENTATION, PROJECTOR
Value Focus: FAMILY
III. PROCEDURE
A. Routine Activities
 Opening Prayer
 Greetings
B. Motivation

TEACHER’S ACTIVITY STUDENTS’ ACTIVITY

- The teacher will show a video - The students will watch the video
presentation about the story of a presentation. Then, three (3) students
family. will share their thoughts about the
- Afterwards, the teacher will ask three story of their family.
(3) students to share their own
thoughts about the story of their
family.

C. Vocabulary Enrichment
Urge - advise somebody strongly
Boarder - somebody paying for food and bed
Stubborn - unreasonably determined
Portrait - painting, photograph, or drawing of somebody, somebody's face, or a related group
Obnoxious - very offensive and unpleasant

D. Presentation/Discussion

TEACHER’S ACTIVITY STUDENTS’ ACTIVITY

- The teacher will introduce the lesson,
A Portrait of the Artist as Filipino by
Nick Joaquin, to the students. - The students will listen to the
- Afterwards, the teacher will discuss discussion.
the lesson.

A PORTRAIT OF THE ARTIST AS FILIPINO

Set in the Filipino world of pre-World War II Intramuros of Old Manila in October 1941, the play
explores the many aspects of Philippine high society by telling the story of the Marasigan sisters,
Candida and Paula, and their father, the painter Don Lorenzo Marasigan. Due to an artistic drought on
Don Lorenzo's part, the family has to make ends meet by relying on the financial support provided by
their brother Manolo and sister Pepang, who were urging them to sell the house. Later on, they also had
to take a male boarder, in the person of Tony Javier. Don Lorenzo, who refused to sell, donate, or even
exhibit his self-portrait in public, was only content in staying inside his room, a stubbornness that
already took a period of one year. The painting has attracted the attention and curiosity of journalists
such as a family friend named Bitoy Camacho, and other obnoxious visitors pretending as art critics.
When one of the daughters, Paula, elopes with Tony, a journey of personal liberation is set in motion,
which ends with a restoration of family relations which had been strained due to the neediness of the
artist's family. She also felt regret after destroying the portrait.
 The play is divided into 3 scenes:

THE FIRST SCENE – Candida and Paula meet again, after more than 10 years, Bitoy a son of one of
their papa’s regular visitors during Sunday’s terulias. Tony arrives and is followed by members of
media who are asking to see the painting. They want to borrow the painting (that reminded me of The
Picture of Dorian Gray by Oscar Wilde) for exhibition in an art gallery but the sisters do not agree.

THE SECOND SCENE – The Marasigans are visited by the an old-time friend family headed by
Senator Perico. During the visit, the elder Marasigans, Manolo and Pepang, are also there. They all
want the sisters to donate the painting to the government, the two to live with their elder siblings while
getting pension money from the government and for Don Lorenzo to be taken to the hospital. Again, the
sisters do not agree.

THE THIRD SCENE – The portrait is gone. Why? Who took it? Who is Tony to the sisters? How do
the sisters feel for each other? They’ve been living together all their lives but do they really love each
other? Is Don Lorenzo, who has not been seen since the start of Scene 1, really inside the bedroom? Is
he still alive or already dead? What will happen to the three of them if they will not leave the house and
the Japanese comes to invade the city?

Guide Questions: (Individual Activity)

1. Who are the major and minor characters, what do they represent, and how do they relate to one
another?
2. What is the setting? Does the setting play an important role in revealing any element of the
story?
3. What is the overall tone of the story?
4. What common human concerns are revealed in the story?
5. What real-life people or events are you reminded of by characters or events in the story?
Explain why.
6. What did the author’s purpose seem to be?

E. Application
Group Activity
TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
- The teacher will divide the class into - The students will be divided into three
three (3) groups. (3) groups.
- Each group will perform a role play - Afterwards, they will a role play using
using the idea “Filipino family with the idea “Filipino family with mixed
mixed cultures”. cultures”.

CATEGORY 4 3 2 1
Almost all historical Most of the Very little of the
All historical information information historical historical
Historical appeared to be accurate appeared to be information was information was
Accuracy and in chronological accurate and in accurate and in accurate and/or in
order. chronological chronological chronological
order. order. order.
Point-of-view,
Point-of-view, Point-of-view,
Point-of-view, arguments, arguments, and
arguments, and arguments, and
and solutions proposed solutions
Role were consistently in
solutions proposed
proposed were
solutions proposed
were often in were rarely in
character. sometimes in
character. character.
character.
Can clearly Cannot explain
Can clearly explain Can clearly explain
explain one way in one way in which
several ways in which his several ways in
which his his
Knowledge character \"saw\" things which his character
character \"saw\" character \"saw\"
Gained differently than other \"saw\" things
things differently things differently
characters and can differently than
than other than other
clearly explain why. other characters.
characters. characters.
Student included more Student included Student included Student included
Required
information than was all information that most information less information
Elements required. was required. that was required. than was required.
Student uses several
Student uses 1-2
props (could include The student uses
props that Student uses 1-2
costume) that accurately no props OR the
accurately fit the props which make
Props/Costume fit the period, show
period, and make the presentation
props chosen
considerable detract from the
the presentation better.
work/creativity and make presentation.
better.
the presentation better.
 F. Generalization
TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
The teacher will ask the students questions The students will answer the following
about the topic discussed. questions.
1. Give the following elements of the short
story “A Portrait of the Artist as Filipino by
Nick Joaquin”.
 Characters
 Setting
 Tone
 Theme

IV. EVALUATION
Directions: Make a reflection about what you’ve learned in the story A Portrait of the Artist
as Filipino” by Nick Joaquin.

I. ASSIGNMENT
Directions: If you were the author and you were be able to make your own ending, what
ending would it be? Do this in your activity notebook.

Prepared by:
Aira Jane V. Villa
Teacher I