TEACHING

MULTI-GRADE
CLASSES
ELECTIVE

MRS. ARLENE AVECILLA

 TEACHING MULTI-GRADE CLASSES
CHAPTER 3: Teaching in the Multi-grade Classroom

Lesson 1: Differentiated Instruction

In order to succeed in a Multigrade classroom, beginning teachers need to understand and acquire applicable
instructional skills to overcome the problems and uniqueness of multigrade education. The use of specific strategies and
techniques that focus on academic diversity supports the educational work of Multigrade teachers as well as the varied
learning needs of the pupils.

Academic diversity characterizes a multi grade class (UNESCO,2001). The integration of multiple learners with
varying skills, readiness, desires, preferences, and learning styles is a characteristic structure in a multi grade class
(Tomlinson, 1999).

A multi grade classroom diversity is the norm, and it is viewed as an asset that enriches the learning environment
(Johnson, 2014) . Vygotsky's learning concepts have a profound influence on multi grade teaching and learning. The entire
learning process is founded on a socially constructivist foundation, in which learners interact, explore, and learn in a
social setting (Cornish, 2006).

As a facilitator of learning, the teacher must organize varied activities for various groups of learners. It is unlikely
that one-size-fits-all training can adjust to the learning needs of varied learners (Tomlinson and Moon, 2013). In other
words, teaching in a multigrade class entails categorizing students based on their experiences, preparation, learning
patterns, preferences, and reactivity in various circumstances. Differentiated instruction is at the heart of education in a
multi grade class.

Tomlinson (2001) defined differentiation of instruction as learner centered, which involves learners in tasks that
require them to participate and cooperate with one another well also providing them with a learning experience that
maximizes the potential of being in a multi grade class.

Differentiating instruction means doing what is fair for students while allowing for flexibility. This entails
providing a variety of opportunities for students with varying skills, interest, or learning requirements to engage in equally
appropriate modes of learning (Nordlund, 2003).

Three approaches to DIFFERENTIATED INSTRUCTION

1. Differentiating content
2. Differentiating process
3. Differentiating product
DIFFERENTIATING CONTENT

Differentiating content defines the essential principle that all student must understand and adjust the complexity
of the information as needed. The following are the few examples:

 Using reading materials/books appropriate for learners various reading levels

 Using spelling or vocabulary lists based on the learner's skill level
 Presentation of ideas through audio visual means
 Having a reading body, a peer mentor, or an adult mentor
 Gathering in small groups to reteach a concept or technique to struggling learners or to broaden the ideas or
skills of experienced learners.

DIFFERENTIATING PROCESS

Differentiating process refers to the activities that students engage in order to understand or muster the topic. This
means that the teacher must change the operations and strategies used to explain each concept. A more challenged student
would require more direct coaching, whereas a more capable learner would be able to participate in more independent
study. The following are some methods for differentiating a process:

 Used tiered activities for those who do not comprehend the concept, those who have some understanding of
the subject, and those who understand the concept.
 Providing interest centers
 Making use of manipulatives and materials
 Applying flexible grouping by utilizing the ebb and flow of experiences
 Varying the amount of time that it takes a student to perform assignments.

DIFFERENTIATING PRODUCT

Differentiating product can take the form of exams activities, projects, written work, or oral presentations, and it
allows teachers to construct lessons that are relevant and customize to any learner by modifying the depth, amount, or
independence of the product (Nordlund, 2003). This outputs are best achieved by:

 Assigning assignments according to the learner's level;

 Employing rubrics that match the learner's varying ability levels.
 Allowing students to work on their projects alone or in small groups.

The ultimate purpose of differentiation is to ensure that students have the best learning experiences possible based on
their readiness -- ability to learn; interest- desire to learn; and learning profile-- ways of learning.

Lesson 2: Whole Class Teaching

Whole class teaching is a typical and convenient method of teaching in a multi grade class since the teacher
displays to the students as a group. This technique of teaching saves the teacher's time and effort because he or she just
has to compose one Lesson plan with the average category of skills as a criterion. The teacher must select a concept or
skill, choose an activity to introduce the concept or skill, and arrange relevant activities for the entire class. The teacher
may consider subject integration, provide materials, and the mechanics of how the students will be evaluated while
developing and implementing full class activities (Konstantinos, 2002)
 The teacher has more interaction with all of the students with this form of teaching. It is easier to prepare
materials, it is easier to monitor student progress and behavior, and it increases student involvement in working with the
entire class in particularly created activities (Konstantinos, 2002). Furthermore, this strategy is effective in a variety of
activities such as storytelling, singing, playing, dancing, and doing arts and crafts.

The concept of differentiated instruction, on the other hand, can be used to the whole class teaching technique.
Similar activities are provided for the entire class, but evaluation is multi leveled or differentiated due to the varying
expectations of the learner groups. A multigrade teacher uses tiered activities to ensure that all students focus on
fundamental understandings and skills at varying levels of complexity, abstractness, and open-endedness. In other words,
learner must be evaluated based on their performance in relation to their level of knowledge of the subject.
Lesson 3: Group Teaching

Every day, the multigrade teacher interacts with the students and notices that each child is similar to but distinct
from the others. Each child has a diverse set of interests and distinct styles of thinking, acting, and creating. A multigrade
teacher is frequently tasked with meeting the various needs of the students in determining how to correctly organize
students in order for them to reach their full potential. These activities are professionally demanding, but when completed
successfully, they are personally rewarding for the teacher.

Frequent and adaptable grouping is seen as an important component of good mixed grade teaching (Taole, 2017)
it is anticipated that if students are categorized based on more or less the same skills or a mix of talents, they will interact
more with students with various abilities, making more progress and learning more quickly. It is considered that the
interaction and cooperation of learners with varying intellectual levels, social behaviors, experience, and balance might
have educational benefits worth highlighting (Gouws, 2007).

Who are intellectually and socially mature become mentors, giving them the opportunity to develop leadership
skills and so boost their self-esteem. On the other hand, younger, less cognitively and socially mature learners gain
teamwork and collaboration abilities in an environment where they are well supervised and feel secure (Taole, 2017).

Mixed ability grouping is thought to be a useful strategy for multi grade teachers. It can provide solutions for
multi grade teachers while also ensuring high levels of quality in multigrade education. This is strategy allows the teacher
to monitor the actions of all students and give extra time and attention to those who require it.

Same grade level group is type of grouping is based on the children's chronological age or grade level. This is
based on the premise that children in the same age group progress at roughly the same rate. This category is known as "
Teaching by Different Concepts," or more colloquially as the " Jump-jump approach." Because the pupils in the
multigrade glass are grouped by the same grade level, the instructor must prepare varied themes, materials, and
evaluations based on their grade levels. This necessitates extensive planning on the side of the teacher, as well as time and
classroom management skills, as the teacher teaches multiple topics in a single setting.

INSTRUCTIONAL CHARACTERISTICS

• The teacher instructs one grade level while the other two grade levels work on group or individual
projects

• To teach the various ideas, the teacher "jumps" or moves to the other grade levels.

• This type of group instruction necessitates much planning on the side of the teacher and strict discipline
on the part of the pupils.

• Discipline issues are reduced by appointing A pupil leader to monitor and support other kids in each grade
level.

• For the smooth delivery of various tasks, instructional material such as activity sheets or workbooks must
be available.

• Encourage students to take ownership of the learning by rewarding them for a job well done.

Ability grouping is a prominent educational method that groups pupils in the same grade based on actual or
perceived ability into distinct instructional groups with varying degrees of aptitude or achievement (Ainsworth 2013).
This is based on the premise that students learn more effectively when they are grouped with other students who have
similar academic skills or prior levels of competence.

Ability group type 1. In this arrangement, the teacher introduces the topic or skill to the entire class before
administering a diagnostic test. Based on the results in the diagnostic test, the students are divided into
 three groups; fast, average, and slow. Each group receives a different type of leveled instructional
materials. However, before leveled educational materials are offered to the slow group corrective
instruction must be provided.

One advantage of this grouping is that learners can study at nearly their own pace due to their similar
level of competence. As the teacher shifts learners from one group to another, he/she takes on the function
of learning facilitator. (teachers can use technique like sorting hat)

Ability group type 2. The second type of ability grouping is based on Pupils prior level of comprehension
or success. Certain concepts or skills have previously been learned by the students, and the teachers role
is to determine who has mastered, just grasped, or has not fully understood the concept or skill.

In this type of grouping, a pretest on the desired ability is given to the entire class and the students are
then classified as low, average, or fast depending on their performance on the pretest. As enrichment, the
first group will be handed modules or activity sheets, well the teacher teaches the skill to both the slow
and average groups. Both groups will then be given their leveled educational materials.

The benefit of this form of grouping is that the teacher has more time to devote to the slow learners as he
thoroughly explains the subject or skill to them.

GUIDELINES OF ITS EFFECTIVE USE

 The teacher should give enough learning resources, such as modules and activity sheets, for
each ability level in order to have good task delivery and performance.
 Each student is responsible for his or her own learning.
 Ensure that each group knows the objectives, procedure, and responsibilities assigned to
them.

Mixed ability group is type of grouping provides for a diverse range of abilities. This entails bringing together
learners in the form of skills and abilities in the various areas as needed for a specific learning activity or project. Such as
group is frequently formed to plan an activity or project that will keep all kids engaged.
 Mutual compatibility group/Social Group/Friendship Group is type of grouping is based on the compatibility of
students who attend school together or are grouped together with a strong friendship tie. This technique instills a sense of
harmony in children and minimizes the harmful effects of severe competition.

CONTENT &
PEDAGOGY IN THE
MOTHER TONGUE
MTB-MLE 1

MRS. GRACE ENDRIGA

 Instructional Materials Development for MTB-MLE following OBE framework

Instructional Materials
Are define as the variety of materials in any format which influence the student’s learning and instructor’s
teaching.

 According to Faize and Dahan (2011) instructional materials are print and non-print items that are designed to
impact information to students in the educational process.
Kinds of Instructional Materials

1. Printed Materials
 Textbooks
 Supplemental Materials
2. Audio Aids
 Radio
 Tape Recorders
3. Visual Aids
 Chalkboard
 Still pictures
1. Non-projected (Photographs, illustration)
2. Projected (SlideShare, ppt, filmstrips)
Purpose of an Effective Instructional Materials
• The relevance of the IMs to be utilized in teaching a certain topic is very essential. The more you make it relevant,
the more it effective.
• Improve learners’ performances.
• Motivate and captivate their attention to the discussion
Types of instructional materials
• Story book in big and small (share reading)
• Alphabet chart
• Activity cards
• Charts stories
What are big books?
• The use of big books is a technique that foster natural literacy development.
Big book events:
• Shared Reading- Is an interactive reading experience that occurs when students join in or book or other text while
guided and supported by a teacher.
• Modeled reading-Is an instructional practice in which the teacher models. Verbally, to the students a reading
process or strategy example: reading text loud to students while they listen and observe.
• Independent Reading- Is a children reading of text such as books, magazines, and newspaper on their own with
minimal to no assistance from adults, it can consist of reading done in or out of school, including purely voluntary
reading for enjoyment or assigned reading for homework.
Alphabet Charts
• It is teaching aids that is used in teaching language alphabets.
Activity cards
• Skills building activity cards are fun, engaging, child friendly early literacy activities to try with 3-5 years old
children. They’ll give you new ideas for bringing literacy activities into your classroom, home and daily routine.
The cards were created with both parents and educators in mind, and they’re and they are free and easy to print.
Chart stories
 A story map or chart stories is a strategy that uses a graphic organizer to help students learn the element of a
book or story. By identifying story characters, plot, setting, problem and solution, students read carefully to
learn the details.
What is OBE Framework?

OBE is an educational process which is based on trying to achieve

certain specified outcomes in terms of individual student learning. The three components that encompass an outcome-
based approach to learning are:

 an explicit statement of learning intent expressed as outcomes which reflect educational aims, purposes and
values;
 the method or approach to enable the intended learning to be achieved and demonstrated (curriculum, teaching,
learning, assessment and support and guidance methods); and
 criteria for assessing learning which are aligned to the intended outcome.

The two most important aspects of OBE Framework

1. Objective
2. Outcome

Types of Outcomes

 Knowledge or aptitude
 Skills
 Etiquette and Attitudes towards work

Connections

 From traditional instruction (MTB-MLE) to modern instruction (OBE) implemented policy education
 MTB-MLE supports OBE framework
 MTB-MLE serves as the guidelines of OBE Framework

How can we develop effective IM’s for MTB-MLE following the OBE Framework?

 Identify first on what are goals

 Take practice in using Mother Tongue as the medium of instruction
 Make IM’s more relevant
PAGTUTURO NG
FILIPINO SA
ELEMENTARY (II)
PANITIKAN SA
PILIPINAS
FIL 5

MRS. MILAGROS ALIMANE

 KABANATA 5

Panahon ng Amerikano

KALIGIRANG PANGKASAYSAYAN
Ang mga Pilipinong mapanghimagsik ay nagwagi laban sa mga Kastila na sumakop sa atin nang higit sa tatlong
daang taon. Nai- wagayway ang ating bandila noong ika-12 ng Hunyo, 1898, tanda ng pagkakaroon natin ng kalayaan.
Nahirang si Hen. Emilio Aguinaldo noon bilang unang pangulo ng Republika ng Pilipinas, subalit ang kalagayang ito'y
naging panandalian lamang sapagkat biglang lumusob ang mga Amerikano. Nagkaroon ng digmaang Pilipino- Amerikano
na siyang naging sanhi ng pagsuko ni Hen. Miguel Malvar noong 1903. Gayun pa man, ang kilusang pangkapayapaan ay
nagsimula noon pang 1900. Maraming Pilipino noon ang nagsa- long ng sandata at muling nanulat, sapagkat ang diwa at
damdaming makabayan ng mga kababayang ito ay hindi nakuhang igupo ng mga Amerikano, bagkus ay lalong naging
maalab pa.
Pinasok ng mga manunulat na Pilipino ang lahat ng larangan ng panitikan tulad ng lathalain,tula, kuwento, dula,
sanaysay, nobela, at iba pa. Maliwanag na mababasa sa mga akda nila ang pag- ibig sa bayan at pag-asam ng kalayaan.
Ang masiglang kilusan sa larangan ng panitikan ay nagsimu- lang mabasa sa mga sumusunod na pahayagan.

1. El Nuevo Dia (Ang Bagong Araw) -- itinatag ni Sergio Osmeña noong 1900. Makalawang pinatigil ng mga
sensor na makabayan. Amerikano ang paglalathala nito at binalaan si Osmeña at ang kaniyang mga kasamahan na
ipatatapon dahil sa mga lathalaing makabayan.
2. El Grito del Pueblo (Ang Sigaw Ng Bayan)-itinatag ni Pascual Poblete nong 1900.
3. El Renacimiento (Muling Pagsilang)-itinatag ni Rafael Palma noong 1900.

Marami ring mga dala ang naisulat noon, ngunit sa una ikalawang pagtatanghal pa lamang sa Teatro Zerilla ay
ipinatigildin ng mga Amerikano dahil sa diwang makabayan pa rin ang pinapaksa. Kabilang dito ang mga sumusunod:

1. Kahapon, Ngayon At Bukas-sinulat ni Aurelio Tolentino Naglalahad ito ng panlulupig ng mga Amerikano at
ang tangka nilang manakop sa Pilipinas.
2. Tanukalang Ginto-ni Juan Abad
3. Malaya-ni Tomas Remegio
4. Walang Sugat-ni Severino Reyes

AMADO V. HERNANDEZ

Si Amado V. Hernandez ang tinaguriang "Makata ng Mga Manggagawa" sa ating panitikan sa dahilang
nasasalamin sa kaniyang mga tula ang marubdob na pagmamahal sa mga dukhang manggagawa. Para sa kaniya, ang tula
ay halimuyak, taginting, salamisim, aliw-iw. Ang panitik ay makapangyarihan at ayon sa kaniya pati hari ay napayuyuko
ng panitik. Marami siyang akdang naihandog sa panitikan tulad ng Isang Dipang Langit, Mga Ibong Mandaragit, Luha ng
Buyawa, Bayang Malaya, Ang Panday, Mun- ting Lupa, at iba pa, ngunit ang pinaka-obra-maestra niyang isinaa- lang-
alang ay ang tulang "Ang Panday
Narito Ang Ilan Sa Ating Mga Manunulat:

 Jose Garcia Villa-pinakatanyag na Pilipinong manunulat s Ingles sa larangan ng maikling katha at tula. Kilala rin
siya sa sagisag na "Doveglion".
 Jorge Bocobo - isang mananaysay at mananalumpati. Ilan sa kaniyang mga sinulat ay ang "Filipino Contact with
America, A Vision of Beauty" at "College Education".
 Zoilo Galang sumulat ng kauna-unahang nobelang Pilipino sa Wikang Ingles na pinamagatang "A Child of
Sorrow".
 Angela Manalang Gloria umakda ng "April Morning". Nakilala siya sa pagsulat ng mga tulang liriko noong
panahon ng Komonwealth.
 Zulueta de Costa-nagkamit ng unang gantimpala sa kaniyang tulang "Like The Molave" sa Commonwealth
Literary Contest noong 1940.
 NVM Gonzales-may-akda ng "My Islands" at "Children of the Ash Covered Loom". Ang huli ay isinalin sa iba't
ibang wika sa India.
 Estrella Alfon-ipinalalagay na pinakapangunahing manunu- lat na babae sa Ingles bago magkadigma. Siya ang
sumulat ng "Magnificence" at "Gray Confetti".
 Arturo Rotor - siyang kauna-unahang aklat na nalimbang sa Philippine Book may-akda ng "The Wound and the
Scar" na kauna-unahang aklat na nailimbag sa Philippine Book Guild.

PANITIKAN SA PANAHON NG REPUBLIKA (1946-1972)

 Manuel A. Roxas - unang halal na pangulo ng Republika. Pangunahing suliranin niya ang pag- ahon ng bansa sa
lubhang kahirapan at pagsugpo sa mga pandaraya at katiwalian.
 Elpidio Quirino - naging suliranin ang pagpapayaman ng mga nanunungkulan dahil sa pagsasamantala.
Nararamdamn din ang suliraning pangkapayapaan dahil sa pagdami ng Huk na namundok sa Sentral Luzon.
 Ramon Magsaysay - nadama nag kapayapaan at pagmamalasakit ng pamahalaan. Tinaguriang "Pangulo ng
Masang Pilipino"
 Carlos P. Garcia at Diosdado Macapagal - suliraning pangkabuhayan at pampahalaan
 Ferdinand E. Marcos - kasukdulan ang suliranin ng ating bansa. Nakipag-ugnayan sa Russia at China. ca
Nadagdagan ang mga magasing nalimbag at lumabas na pinaglathalaan ng mga tula, nobelang dugtunga at mga
maiikling kwento.

Magasin:
 Panorama
 Bulletin
 Philippines Herald Time Magazine
 Bulaklak
 Kayumanggi
 Sinagtala
 Liwayway
  Jorge Bacol - "College Uneducation", "Filipino Contact with America" at "A Vision of Beauty"
 N.V.M. Gonzales - "Children of the Ash Covered with Loam"
 “Doveglion” sagisag ni Jose Garcia Villa
 "A Child of Sorrow" ni Zoilo Galang
 "Like the Molave" ni Zulueta dela Costa

Nagdaos ng gantimpala at patimpalak

 Palanca Memorial Awards in English and Filipine Literature

 Gawad ni Balagtas
 Republic Cultural Heritage
 Taunang Gawad ng Surian ng Wikang Pambansa

Katipunan ng mga Aklat: "Press and Poetry" ni Nick Joaquin

"Philippine Harvest" nina Maximo Ramos and Florentino Valeros

“Philippine Writings" ni Teodoro Agoncillo

Samahang Pampanitikan:

 Philippine Writers Association

 Philippine Educational Theatre Association

Paksa ng tula – Pagpupuri at Pag-ibig sa Bayan

Dalawang Pangkat ng mga Makata

Makalang Makaluma Konserbatibo

 Lope K. Santos
 Idelfonso Santos
 Rufino Alejandro
 Teodoro Agoncillo
 Teodoro Gener
 Inigo Ed. Regalado
 Pedro Gatmaitan
 Jose Villa Panginan
Makatang Makabago

 Jose Corazon de Jesus

 Cirio H. Panganiban
 Florentino Collantes
 Emilio Mar Antonio
 Fernando Monteon
 Anicieto F. Silvestre
 Amado V. Hernandez
 Alejandro G. Abadilla
 Clodualdo del Mundo

 Jose Villa Panganiban - Kinilala sa panahong ito dahil sa akdang "Ang Bayan Ko'y Ito"

 Anicieto Silvestre - "Pambansang Makata". Ipinapanalo niya ang kanyang dalawang tula sa patimpalak ng SWP
noong 1946. "Mutya ng Silangan" at "Ako'y Lahing Kayumanggi"

 Alejandro G. Abadilla - "Makata ng makabagong panahon. Tinalikuran ang matandang panulaan sa tulang "Ako
ang Daigdig". Tinanghal na "Pangunahing Makata" noong 1957. Tradisyunal pa rin ang istilo dahil mabulaklak at
sentimental pa rin ang pagsusulat.

Aliwan – Bagong bersyon ng nobela

Nobela

 "Lumang Simbahan"
 "Halik sa Bandila"
 "Dalagang Bukid"
 "Banaag at Sikat"
 "Tahanang Walang Ilaw"

Katangian ng Nobela - nagtatanghal ng makabayan, kamalayang sosyal, kamala pangkasaysayan at kinakikitaan ng

intelektwalismo

Nobelista:

 Julian Cruz Balmaceda

 Faustino Aguilar
 Faustio Galauran
 Lope K. Santos
 Jose Esperanza Cruz
  “Hulyo 4, 1934 AD" ni Dionisio Salazar pinakamahusay na dulang naisulat. Dulang naglalahad ng isang
mapanganib at madugong misyon ng Hukbong Mapagpalaya ng Bayan. Layuning mapabagsak ang pamahalaang
Pilipino sa panahon ni Magsaysay.
 "Sampung Dula na Tig-iisang Yugto" nina S. Flores at M.J. Enriquez - Nailimbag na katipunan sa panahong
ito

KILUSAN

Mga kilusang nagbigay sigla sa sining ng dula

 Children's Museum and Library Inc.

 Citizen's Crusade for Mass Media
 Philippine Educational Theatre Association
 UP Mobile Theatre
 Arena Theatre

PANITIKAN SA PANAHON NG AKTIBISMO (1960-1972)

Manunulat na Aktibista (panahon ng Amerikano):

 Patricio Mariano
 Tomas Remigro
 Pedro Paterno
 Pascual Poblete
 Juan K. Abad
 Aurelio Tolentino

Manunulat na aktibista (panahon ng Hapon):

 Teodoro Agoncillo
 Teo S. Buhain
 "Sulong Tayong Girilyero" palasak na awitin ng HUKBALAHAP
 Pahayagan - "Katubusan ng Bayan" at "Hukbalahap"
 Paksa ng dula – pakikibaka
  NECDA - Nueva Ecija Cultural and Dramatic Association, isang samahang pangkultura 1960-1970 –
kinkitaan ng kaisahan, kalinawan, kaayusan ng pagkakaugnay-ugnay ang pagsasalaysay at ang kanilang wika ay
simple at tahasan

NOBELA

 Amado V. Hernandez - "Ibong Mandaragit" at "Luha ng Buwaya"

 "Mga Halik sa Alabok" ni Dominadro Mirasol
 "Satanas sa Lupa" ni Celso A. Carunungan
 "Dilim sa Umaga" ni Efren Abueg
 "Daluyong" ni Lazaro Francisco
 "Apoy sa Madaling Araw" ni Rogelio Ordoez
 "Dugo sa Bukang Liwayway" ni Rogelio Sikat

PEDRO M. RICARTE

Sinuri ang mga akdang nasuuslat sa panahon ng aktibismo ay nakita niyang sa panahong ang isang bansa ay nasa
kalagayang humihingi ng pagbabago, ang mga makatang may pakikilahok ang siyang kailangan at masasabing may
mahalagang papel na dapat gampanan.

Ang mga makata ay mga propetang tagahanap ng katotohanan at pananalig

Ang bagong panitikan sa panahon ng aktibismo ay para sa masa at mararahas na salita ang kailangan upang
maipadama ang katotohanan sa mga mambabasa.

AMADO V. HERNANDEZ

Isang manunulat na naghimagsik sa lenggwahe ng tula. Isang sosyolista raw ayo kay Buenaventura S. Medina Jr.
Tinaguriang "Makata ng Manggagawa o Anakpawis".

 "Isang Dipang Langit",

 "Ang Panday",
 "Ang Pulubi sa Puno ng Tulay",
 "Walong Salarin",
 "Butil ng mga Perlas at Patak ng Luha",
 "Luha ng Buwaya" at
 "Ibong Mandaragit"

Makata:
  Virgilio S. Almario Teo S. Baylen
 Rodolfo S. Salandanan
 Bienvenido Ramos
 Rogelio Mangahas
 Epifanio San Juan

Ang mga madre at pari ay nakialam na rin at nakilahok sa pamamagitan ng paglulunsad ng mga babasahin.

Katangian - mapanuri at mapagmasid sa kalagayan ng bayan, nagpapakita ng kamalayang panlipunan, nagtataglay ng

damdaming mapanghimagsik, matapat, hindi makasarili at nag-aanyaya ng pakikilahok at pagkilos, tahasan, matatalim at
mabalasik ang wika.

Paksa - kabulukan ng lipunan, pamahalaan at pulitika, kalakaran ng buhay na tiwali at kahirapan ng mga anakpawis

PANITIKAN SA PANAHON NG BATAS MILITAR AT BAGONG LIPUNAN (1972- 1985)

 Setyembre 21, 1972 - ipinairal ni Marcos ang Batas Militar.

 Nagkaroon ng katahimikan. Natigil ang krimen at pagtaas ng mga bilihin dahil sa KADIWA CENTERS.
 Nagkaroon ng pagbabagong-isip ang mga Pilipino
 Pang. Marcos - pangunahing manunulat
 Tinaguriang panahon ng SANAYSAY at TALUMPATI and panahong ito.
 Itinuring na pinakubod ng panitikang pampulitika at panlipunan an pganulat ni Marcos


SLOGAN

 “Sa ikauunlad ng bayan, disiplina ang kailangan"

 "Ang pagsunod sa magulang ay tanda ng anak na magalang"
 “Huwag magsiksikan, tayo'y magbigayan"
 “Magplano ng pamilya, nang ang buhay ay lumigaya"
 “Tayo'y magtanim upang mabuhay"

AKDA

 "Five Years of the New Society"

 "Notes on the New Society"
 "The Democratic Revolution in the Philippines"
 "Today's Revolution: Democracy"
 "Tadhana: The History of the Filipino People"
 "The Rebellion of the Poor"
 "A Dialogue with my People (katipunan ng talumpati)

TULA
  Paksa - pag-ibig, buhay at kaligtasan
 "Pilipino: Isang Depinisyon ni Ponciano Pineda
 "Mga Nota sa Loob ng Isang Lounge" ni Elinya Mabanglo
 "Tula sa Aking Panahon" ni CC. Mark Uez Jr.
 "Uod" ni Rogelio Salandanan
 "Punta Blanco" ni Mike L. Birgonia
 "Bangungot sa Katanghalian" ni Jesus Manuel Bautista

NOBELA

 Ang mga nobelang naisulat sa Bagong Lipunan ay KOMERSYAL ang anyo.

 Paksa - pag-ibig

Nobelista:

 Liwayway Arceo
 Bautista Rosario
 Guzmen Lingat
 Bienvenido Ramos
 Benjamin Pascual

URI NG DULA

 Nicanor Tiongson
 Palabas - ang mga dulang Pilipino na may impluwensiya ng Kastila tulad ng sarswela at komedya, stage show at
bodabil. Layunin ng mga dulang palabas ang magbigay ng aliw.
Halimbawa, "Hanggang Dito na Lamang at Maraming Salamat" ni Orlando Nadres at "Bata pa si Sabel" ni Raul
Silos
 Paloob - dulang sumasalamin sa lipunan at pakikisangkot ng tao sa lipunan.
Halimbawa, "Kabesang Tales" ni Paul Dumol at "Maranatha" ni Rodolfo Galenzaga
 Imelda Marcos - tinangkang buhayin ang sarswela sa pamamagitan ng SARSWELA FOUNDATION OF THE
PHILIPPINES
 Mahalagang Tungkulin ng Dula - pagkakagamit nito pagtataguyod ng mga proyektong inilunsad para
mapaunlad ang mga kaanyuan.
 Youth Civic Action Program
 Paksa - pagpaplano ng pamilya, pagtatanim at pagpapasagana sa buhay bunga ng sariling pagsisikap

PANITIKAN SA PANAHON NG LAKAS BAYAN HANGGANG SA KASALUKYAN (1896-kasalukuyan)

 Agosto 21, 1983 - nagimbal ang sambayanang Pilipino nang naganap ang pagkamatay ni Benigno Aquino
 Pebrero 12, 1986 - nagkaroon ng halalan na labag sa itinadhana ng Saligang Batas.
  Sa pagbabago ng pamahalaan ay muling nabuhay ang panitikan ng mga manunulat na ilang panahon ding
nanahimik.
 Naging malaya muli ang kanilang panulat
 Nagkaroon ng kalayaan sa pagpapahayag
 Naging layunin ng makata na ang mga tulang kanilang sinusulat ay makapaghatid ng mahahalagang mensahe sa
mga mambabasa upang maging kasangkapan sa pagbabago ng lipunang Pilipino
 May mga awiting gumigising ng damdamin at mangangaral sa mga Kabataan
 Ang mga rap nina Francis Magalona, Andrew E at Carlos Agassi ay ipinagpapalagay na mabisa sa paghahatid na
mensahe


Nobelista:

 Rogelio Sikat
 Efren Abueg
 Dominador Mirasol
 Rogelio Ordonez

2 uri ng nobela:

 Pampanitikan - layuning maghasik ng kamalayang panlipunan

 Komersyal- layunin ay kumita ng pera

MANANAYSAY

 Isagani Cruz Edgardo Maranan

 Pedro Ricarte
 Buenaventura Medina
 Rolando Tinio
 Virgilio Almario


KWENTISTA

 Jun Cruz Reyes

 Benjamin P. Pascual
 Pedro M. Ricarte
 Efren Abueg
 Ave Perez Jacob
 Lualhati Bautista