A Detailed Lesson Plan in

MAJ 7- Language Program & Policies in Multilingual Societies

By: Dalaguit, Fabillar, Juarez, Lungcob, Malanog, Olveros, Sevilla, and Suminggit
BSED-English II Group 2

I. Objectives
At the end of the lesson, the students should be able to:
1. Identify the different language policies and the failure of Spanish language education;
2. Reflect on our history and learn from it through understanding the history of language policies and
the failure of Spanish language education; and
3. Demonstrate an understanding in the different language policies and the failure of Spanish language
education through teamwork activity called “Ambagan Quiz”.

II. Subject Matter

Topic: History of Language Policies under Spanish Occupation and the Failure of the Spanish
Language Education
Reference: Ms. Vanessa Vasquez, LPT- MAJ 7 Softcopy
Materials: Visual Aids, Laptop, and TV

III. Procedure

Teacher’s Activity Students’ Activity

A. Preliminary Activities
1. Greetings & Opening Prayer
- “Good Afternoon class!” - “Good afternoon, sir. We are glad to see you.”
- “Okay, before we start let’s have a prayer - “A student volunteer will lead a prayer.”
first. Who wants to lead the prayer?”
- “Good morning once again, before you take - (Students pick up some pieces of papers…)
your seat, kindly pick up the pieces of paper
under your chairs and tables.”
- “So, how are you today?” - “We’re fine sir.”
- “Oh, that sounds wonderful.”

2. Checking of attendance
- “Class monitor, who is absent for today?” - “None sir.”
- Wow, that’s good to hear. Clap your hands - (Students clapping their hands)
for everyone is present today.

3. Setting of Classroom Standards

“Before we start our formal lesson, I want you
to promise that you are to going to follow our
classroom rules. Everyone please read:
Stay focus
Maintain positive attitude
Avoid making too much noise
- (Students read the classroom rules)
Raise your hand if you want to answer
Think before you act.
- “Yes sir.”
- So, all throughout our lesson I want you all to
be SMART, okay?
- “Is everything clear now? Any clarification - “None sir.”
about our classroom rules?”
- “Very good!”
B. Motivation
- “Today, we are going to have some fun.”
- “We are going to play a very interesting
game.”
- “Are you all excited? Do you want to know - “Yes sir.”
the game that we are going to play?”
- “The game is called “Chop the Colonizers.”
- “Sounds exciting right?” - “Yes sir.”
- “Class, please read the mechanics.”

“Chop the Colonizers”

Game Mechanics:
- The class will be divided into two groups.
- The first group will be identified as the
“colonizer” and the second group will be
called as “Filipino People”.
- To determine what group you are, the group
representative will pick an envelope.
- Under each table there are piece of papers that
represent the territories here in the - (The students will read the game mechanics)
Philippines.
- The two groups must collect and find all those
piece of papers as fast as they can and as
many as they can.
- The “colonizer” group will find and collect all
those piece of papers and occupy the
territories.
- To chop the colonizers, the “Filipino” group
will defend the territories by collecting and
protecting those territories.
- Each piece of papers contain clues; using the
clues that your group have collected, you
must form words as many as you can. Write
the words on the blackboard.
- The winner will be the group who have the
most number of territories collected and most
number of words formed.
- Remember, 1 territory is equivalent to 3
points, and 1 word is equivalent to 5 points.
- Colonizer group, you have 1 minute to
occupy territories. Filipino people group, you
have also 1 minute to protect you territories.
And both groups have 2 minutes to find clues,
form words, and write the words in the
blackboard.
- “At the count of 3, you may start.”
- (The activity was done)
- “The group “Filipino” got the total score of
24, and the group “colonizer got the total
score of 21. It means that winner group for
this activity is the team Filipino. You, indeed,
chopped the colonizers.”
- “Congratulations, everyone!”

C. Presentation
- “Now, the activity that we did has something
to do with our topic for today.”
- “Based on our activity, based on the words - “We have formed the words occupation and
that you have formed earlier, what do you three hundred thirty-three, and since the
think is our topic for today? Spaniards had colonized our country for 333
years, I think our topic for today is something
 about Spanish occupation.”

- “Very good observation Nila. You’re exactly

right, Spanish had colonized us for 333 years. - “We have formed the words language policies
Your answer is almost there.” and language education. I think that our topic
- “How about you Mary, what do you think is for today is all about the language policies
our topic for today?” and language education under the Spanish
- “Very well said Mary! Yes it’s right. To make occupation.”
it exact, our topic for today is all about the
History of Language Policies under Spanish
Occupation and Failure of Spanish Language - (The students will read the lesson objectives
Education.” that will be flash on screen)
- “Before we proceed, let’s us figure our
objectives for today’s lesson. Everybody,
please read!”

“Very good! Well, I have here eight flashcards that

contains words that could be classified according to
what
they do in a sentence. To make this lesson fun and
interesting, I’ll introduce to you all the parts of
speech with
a twist.” - “I think the Filipino before were deprived
from it.”
“First, grouped yourselves into five with eight
members. - “I don’t have any idea sir.”
Time is ticking, start looking for your group mates
now.
Each group will be given eight parts of speech badges
and
have it distributed to your group members. So, is
everyone
ready
D. Discussion
- “Language Policy is very important to every
educational system. The MOI is inculcated
into it, and as we all know MOI is very
important to make sure that there is an
effective teaching and learning.”
- “I am sure that you are all aware on the - “In this decree, the Romanized letters were
Spanish occupation here in our country. What introduces and the teaching of Castilian was
do you think is the situation of the education mandated.”
under the Spanish occupation?”
- “Yes you’re right.”
- “Donita, do you have any idea about the - “The decree stated that learning of indigenous
language policy under Spanish occupation?” languages by the friars was inadequate”
- “Now let’s find out the history of language
policies under Spanish occupation.”
- “Let’s start with the decree in 1550.”
- “This decree was issued by Carlos I in
Valladolid in June 7, 1550. This decree had
significant implications during Spanish
colonization. As part of the decree, the
Romanized letter were introduced. This
- “Yes sir”
influenced the writing system in the
Philippines. And also this decree specifically
mandated the teaching of Castilian in the
Spanish colonies, including the Philippines.
- “Again, what are the implication of the decree
in 1550? Chairyl?”
- “For them to understand the natives sir.”
- “Very Good, Chairyl!”
- “The second decree is the decree in 1596.”
- “Nila, please read the first bullet.”
- “Thank you, Nila! From that bullet, what do
you think is this decree all about?”
- “Well said. This decree was an instruction - “Yes sir.”
from King Felipe II to the governor of the
Philippines. And you’re right, the decree
stated that learning of indigenous languages - “The paragraph explains that Felipe VI
by the friars was inadequate for missionary demanded the colonial government to teach
purposes. In addition, the policy aimed to Spanish to all natives.”
facilitate the spread of Christianity and
assimilate the local population into Spanish
culture. Understood class?”
- “Very good!”
- “The third decree is the decree in 1603.”
- “This decree required teaching of the Spanish
language to the natives, while also demanding
that friars learn indigenous languages.”
- “What do you think was the reason why friars - “No sir because it is not okay to forced us to
demanded to learn the indigenous use their language.”
languages?” Jake?”
- “Exactly, it recognized the practical need for
friars to understand and communicate in the
indigenous languages.” - “Yes sir.”
- “Is the third decree is now clear to you class?”
- “Okay, let’s proceed to the fourth decree
which is the decree in 1634.”
- (The students will read the paragraph)
- “Perandoz, kindly read and explain the first
- “The decree emphasized the importance of
paragraph.”
Spanish language instruction to the natives.”
- “Very good Pervandoz! This decree stated
that the Spanish teaching should be given to
the natives. Unlike to previous decrees, this
decree required all natives to learn Spanish.”
- “The fifth decree is the decree in 1686.”
- “This decree aimed to establish Spanish as the
- “Yes sir”
primary language for official communication
and education.”
- “For you, do you think is it a good idea to
imposed this decree?”
- “Yes you’re right. This decree forced the
Filipino people to speak Spanish. However, - “I think it because not all natives agreed to
we can see a good thing into this because their policies.”
Filipino also learned another language. Am I - “Same to Carlo. I think no natives followed
right class?”
their policies wholeheartedly.”
- “Now let’s proceed to the last decree which is
the decree in 1792.”
- “Everyone, please read the paragraph.”
- “Angel, what do you think is this decree all
about?” - “Yes sir. I have noticed that the language
- “Very well said Angel! This decree is a instruction are similar.”
decree built upon the previous decrees. This
decree was more realistic than the former
decrees in that it mentioned clearly the
financial sources, the type of desirable
teachers and the mandatory use of Spanish in
the domestic affairs. Are you following
class?”
- “Very good.”
- “Those are all the language policies under the
 Spanish occupation. Now let’s proceed to the
failure of Spanish language education.”
- “Why do you think there was a failure in
Spanish language education?”
- “Okay, how about you Bryan?”

- “Thank you Bryan and Carlo. Now let’s find

out the failure of Spanish language
education.”

- “Did you notice the similarities of the

language policies or the decrees under
Spanish occupation?”
- “Exacly! The reason of this is that most of the
Spanish educational decrees were not - “Yes sir”
observed. The decrees suffered a natural death - This means that the decrees implemented by
upon their receipt here.” the Spanish were originally designed with the
- “The first reason of failure of Spanish Americas.”
language education is the Philippines is
geographically distant from Spain, so royal
decrees were not forceful as in the home land.
Factors such as communication, delays, and
local context could be enforced in distant
territories like Philippines.”
- “The second reason is that the in order to
prevent the impact of independence from latin - “Yes sir”
America, the authority wanted the natives to
be barred from the news from outside,
therefore, hesitant to spread the Spanish
language. This means that the authorities - “I think it is because Spanish was not widely
wanted to maintain the control over the used in daily life for economic or social
colonies and prevent the dissemination of advancement for most Filipinos.”
ideas that could possibly lead to unrest of
rebellion among native nations.”
- “Understood?”
- “Now please read and explain the third
reason, hazel.”

- “Exactly Hazel. The decrees did not always

fit the unique realities of the Philippines.”

- “The fourth reason is the lacks of fund.

During the Spanish language education,
education was not always a critical item in
government’s finances.”
- “Did you understand class?” - “No sir”
- “Now, let’s proceed to the fifth reason which
is there were generally no incentives for
natives to learns Spanish.”
- “What do you think was the reason of it?”

- “Nailed it Mary! As what Bernabe said, the

absence of practical need to use Spanish made
it unattractive to many people.”
- “The last reason is the Spaniards were
forbidden to live in the native village except
friars, therefore, natives had few chances to
practice Spanish.”
- “The Spanish authorities often enforced strict
segregation policies that limited the
 interactions between Spaniards and the
natives.”
- “Those are the reasons of the failure of the
Spanish language education. Do you have any
question on the 7 reasons?
- “Very Good!”

E. Application
- “Now to truly test your knowledge about
today’s topic, we are going to have another
activity.”
- “Before that, let me group you first into two.
Under your chair there’s a piece of paper that
represents your team. Now get the paper
under your chair and to all who got the blue - “Yes sir.”
piece of paper will be the Team Blue, and to
those who got the red piece of paper will be
the Team Red.”

- (The teacher will assigned each team to their

respective station)
- “There are 6 decrees and there are 7 reasons
- The activity that you are all going to play is of the failure of the Spanish language
“Flip the Bottle: The Battle of Brains” education.”
- “Now here’s the mechanics.”
1. The members of the group will fall in line. - “The Spanish enforced their language. And
2. When the facilitator signals, and the first the suppression of indigenous languages was
person in the line will run as fast as they present.”
can and will flip the bottle and have it
land it on the table perfectly.
3. The first student to land the bottle
perfectly will have a chance to answer the
question and if it answered correctly,
he/she will 5 gain points.

- “Everyone, did you understand?”

- “The game starts now!”

F. Generalization
- “From what I have witnessed in your
presentation, I can clearly see that you
embody our lesson today.”
- “Again, how many decrees and reasons of
failure of the Spanish language education?”

- “Well said Aubrey”

- “What is the situation of language policies
and language education under Spanish
occupation?”
- “Yes, indeed, it’s correct.”
- “Wow, you truly understand our lesson for
today.”

IV. Evaluation

Test 1. INSTRUCTION: Identify what is asked, write the letter of the correct answer on the spaces provided
before each number.

A. Decree in 1550 C. Decree in 1603 E. Decree in 1686

B. Decree in 1596 D. Decree in 1634 F. Decree in 1792
1. The ___________ was an instruction from King Felipe II to the governor of the Philippines. And you’re
right, the decree stated that learning of indigenous languages by the friars was inadequate for missionary
purposes.
2. In _________, the Romanized letters were introduces and the teaching of Castilian was mandated.
3. __________ aimed to establish Spanish as the primary language for official communication and education
4. __________ is a decree built upon the previous decrees.
5. __________ required teaching of the Spanish language to the natives, while also demanding that friars
learn indigenous languages.

Test 2. INSTRUCTION: Write T (TRUE) if the statement is correct, and F (FALSE) if the statement is
incorrect.
1. The Spanish authorities often enforced strict segregation policies that allowed the interactions between
Spaniards and the natives.
2. The fourth reason is the lacks of fund. During the Spanish language education, education was not always
a critical item in government’s finances.
3. The authorities wanted to deny the control over the colonies and prevent the dissemination of ideas that
could possibly lead to unrest of rebellion among native nations.
4. Factors such as communication, delays, and local context could be enforced in distant territories like
Philippines.
5. The first reason is that the in order to prevent the impact of independence from latin America, the
authority wanted the natives to be barred from the news from outside, therefore, hesitant to spread the
Spanish language

Answer Key:
TEST 1. TEST 2.
1. B 2. A 3. E 4. F 5. C 1. F 2. T 3. F 4. T 5. F

V. Assignment

INSTRUCTION: In a long bond paper, write a descriptive essay about your understanding on the failure of the
Spanish Language Education.