NAME: _________________________________________
GRADE&SECTION: _____________
SUBJECT: ______________
DATE: _______________
21ST CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD
WHAT I NEED TO KNOW
(MODULE 1 WEEK 1 QUARTER 1)
The use of this module requires every learner to demonstrate understanding of transformation in
the Philippine literature through times. Through this, each learner will experience how language, ethnic
and geographic dimensions contribute and are influenced by changes in the government.
Learning Competency:
EN12Lit-Ia-21 Identify geographic, linguistic, and ethnic dimensions of Philippine literary history from
pre-colonial to the contemporary
Objectives:
LESSON 1: PHILIPPINE LITERARY HISTORY FROM PRECOLONIAL TO CONTEMPORARY
At the end of the lesson, you are expected to:
 Identify various dimensions of Philippine literary history from precolonial to contemporary;
 Enumerate differences between and among periods of Philippine literature as presented by
geographic, linguistic, and ethnic dimensions;
 Show appreciation of the early and contemporary forms of Philippine literature through a
letter.
WHAT I KNOW
PRE-TEST: TESTING THE WATER
DIRECTIONS: Read the questions carefully then, write the letter of the correct answer on the space
provided in the answer sheet.
1. Jose Rizal’s works such as Noli Me Tangere and El Filibusterismo were written to awake the mind of our
countrymen.
A. Spanish Period
B. American Period
C. Pre-Spanish Period
D. Period of Enlightenment
2. The Philippines had literature such as legends, folktakes, folksongs, and the like.
A. Spanish Period
B. Japanese Period
C. Pre-Spanish Period
D. Period of Enlightenment
3. In this period, religious books were written such as Doctrina Cristiana and Urbana and Felisa to support
or contradict the Catholic Church.
A. Spanish Period
B. American Period
C. 21st Century Period
D. Period of Enlightenment
4. Filipino writers went into all forms of literature like news, reporting, poetry, stories plays, essays, and
novels which clearly depicted their love of country and their longings for independence.
A. Edsa I Period
B. American Period
C. Pre-Spanish Period
D. The 3rd Republic Period
5. Filipino literature was given a break during this period for the Filipino literature was prohibited to use.
Many wrote plays, poems short stories, etc. Topics and themes were often about life in the provinces.
A. Japanese Period
B. American Period
C. Pre-Spanish Period
D. The 3rd Republic Period
WHAT’S NEW
ACTIVITY 1: PLOTTING THE COURSE
DIRECTIONS: Study the literary map below. Note how our geographic, linguistic, and ethnic
dimensions of Philippine literary history from pre-colonial to the contemporary time contribute and are
influenced by the various events to answer the questions below. Draw strings to connect the literary pieces
to their locations on the map.
1|21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD
Japanese and American Period
Pre-colonial
Kahapon, ngayon, at bukas Kapangpangan
Ida-Ida- Maguidanao
Ang Mga Tunuksan Isa Ca
Ibanag- Tagalog
Bulacalac -Visaya
Lullabyes or ili-ili- Ilongo
Ambahan- Mangyan
Harana- Cebuano
Kissa- Tausug
Spanish and Period of Enlightenment
Awit and Korido- Tagalog
Lagaylay- Sorsogon
THE MORO-MORO- Mindanao
Think about This!
1. Which among the literary pieces are you familiar with?
2. What does the activity say about the geographic, linguistic, and ethnic dimensions of Philippine
literature from pre-colonial to contemporary time?
3. What do you think were the changes happened in our literature as the time passed by?
WHAT IS IT
Did you know that….our forefathers already had their own literature which was reflected in their customs
and traditions?
They had their own alphabet even before they were colonized. Their alphabet was burned by the Spanish
friars in the belief that they were works of the dev
il or were written on materials that easily perished, like the barks of trees, dried leaves and bamboo cylinders
which could not have remained undestroyed even if efforts were made to preserve them.
Other records that remained showed folk songs that proved existence of a native culture truly our own.
Some of these were passed on by word of mouth till they reached the hands of some publishers or printers who
took interest in printing the manuscripts of the ancient Filipinos. Our unique geographic location is the reason or
having rich and varied.
HISTORY OF POETRY
1. BC-1564 The Pre-Colonial Period
Filipinos are no strangers to poetry; it has been a part of Filipino Culture ever since pre-Hispanic times. The
awit, or song, existed in many forms and were used for varied purposes. Aside from songs, the two major preHispanic forms were the riddle, or bugtong and the proverbs, or sawikain.
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Bugtong was a riddle that used talinhaga, or metaphor that actually helped convey the answer to
riddle. These are statements that contain superficial words, but they function figuratively and as
metaphors, and are in the form of questions.
Sawikain or (salawikain) were proverbs that were used to express pieces of wisdom or beliefs that were
important to Filipino society.
Epiko or (epic) were long, episodic, chanted poems which told a story, normally about a legendary
hero and his adventures, often contending with, and also being aided by, supernatural creatures and
spirits.
Folk Songs- these are folk lyrics that are usually chanted.
2. 1521-1898 The SPANISH Period
LEGENDS. Legends are a form of prose the common theme of which is about the origin of a thing,
place, location or name. The events are imaginary, devoid of truth and unbelievable. Old Filipino
customs are reflected in these legends.
FOLK TALES. Folk tales are made up of stories about life, adventure, love, horror and humor where
one can derive lessons about life. These are useful to us because they help us appreciate our
environment, evaluate our personalities and improve our perspectives in life. An example of this is
THE MOON AND THE SUN.
2|21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD
THE FIRST BOOKS
 ANG DOCTRINA CRISTIANA (THE CHRISTIAN DOCTRINE). This was the first book printed in the Philippines
in 1593 in xylography.
 Nuestra Señora del Rosario. It contains the biographies of saints, novenas, and questions and answers
on religion.
 Libro de los Cuatro Postprimeras de Hombre (in Spanish and Tagalog). This is the first book printed in
typography.
 Ang Barlaan at Josephat. This is a Biblical story printed in the Philippines and translated to Tagalog
from Greek by Fr. Antonio de Borja.
 The Pasion. This is the book about the life and sufferings of Jesus Christ. It is read only during Lent.
Urbana at Felisa.
RECEREATIONAL PLAYS. There are many recreational plays performed by Filipinos during the Spanish
times. Almost all of them were in poetic form.
 Tibag – The word tibag means to excavate. This ritual was brought here by the Spaniard to remind
the people about the search of St. Helena for the Cross on which Jesus died.
 Lagaylay – This is a special occasion for the Pilareños of Sorsogon during Maytime to get together.
 The Cenaculo – This is a dramatic performance to commemorate the passion and death of Jesus
Christ.
 Panunuluyan – This is presented before 12:00 on Christmas Eve. This is a presentation of the search of
the Virgin Mary and St. Joseph for an inn wherein to deliver the baby Jesus.
 The Salubong (or Panubong) - The Salubong is an Easter play that dramatizes the meeting of the Risen
Christ and his Mother. It is still presented in many Philippine towns.
 Carillo (Shadow Play) – this is a form of dramatic entertainment performed on a moonless night during
a town fiesta or on dark nights after a harvest.
 Zarzuela – considered the father of the drama; it is a musical comedy or melodrama three acts which
dealt with man’s passions and emotions like love, hate, revenge, cruelty, avarice or some social or
political proble
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Sainete – this was a short musical comedy popular during the 18th century. They were exaggerated
comedies shown between acts of long plays and were mostly performed by characters from the
lower classes. Themes were taken from everyday life scenarios.
MORO-MORO. Like the Cenaculo, the Moro-moro is presented also on a special stage. This is
performed during town fiestas to entertain the people and to remind them of their Christian religion.
KARAGATAN. This is a poetic vehicle of a socio-religious nature celebrated during the death of a
person.
DUPLO. The Duplo replaced the Karagatan. This is a poetic joust in speaking and reasoning. The roles
are taken from the Bible and from proverbs and saying. It is usually played during wakes for the dead.
BALAGTASAN. This is a poetic joust or a contest of skills in debate on a particular topic or issue. This is
replaced the DUPLO and is held to honor Francisco “Balagtas” Baltazar.
THE DUNG-AW. This is a chant in free verse by a bereaved person or his representative beside the
corpse of the dead. No definite meter or rhyming scheme is used.
AWIT and the CORRIDO. Some use these two interchangeably because distinction is not clear.
SPANISH INFLUENCES ON PHILIPPINE LITERATURE
The first Filipino alphabet called ALIBATA was replaced by the Roman alphabet.
The teaching of the Christian Doctrine became the basis of religious practices.
The Spanish language which became the literary language during this time lent many of its words
to our language.
European legends and traditions brought here became assimilated in our songs, corridos, and
moro-moros.
Ancient literature was collected and translated to Tagalog and other dialects.
Many grammar books were printed in Filipino, like Tagalog, Ilocano and Visayan.
Our periodicals during these times gained a religious tone.
3. 1900-1942 The AMERICAN Period
After having been colonized by the Spaniards, a new set of colonizers brought about new changes in
Philippine literature. Linguistically, Americans influenced Filipino writers to write using English language. English
as medium of instruction was introduced in the schools as intellectual language of education. Jose Garcia
Villa became famous for his free verse. Angela Manalang Gloria used free verse in writing her poetry about
illicit love.
Alongside this development, writers in the provinces continued to use vernacular language. Some of
them are Lope K. Santos, Valeriano Hernandez Pena and Patricio Mariano. American’s influence was evident
3|21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD
in the fusion of American pop cultures and romantic tradition such as Edgar Rice Burroughs’ Tarzan by F.P
Boquecosa who also penned Ang Palad ni Pepe after Charles Dicken’s David Copperfield.
The active arousal in the field of literature started to be felt in the following newspapers.
EL NUEVO DIA (The New Day). Established by Sergio Osmeña in 1900. The American censors twice banned
this and threatened Osmeña with banishment because of his nationalistic writings.
EL GRITO DEL PUEBLO (The Call of the Nation). Established by Pascual Poblete in 1900.
EL RENACIMIENTO (The Rebirth). Founded by Rafael Palma in 1901.
Plays written during the period
KAHAPON, NGAYON AT BUKAS (Yesterday, Today and Tomorrow). Written by Aurelio Tolentino depicting
the suppression done by the Americans and their plan to colonize the Philippines.
TANIKALANG GINTO of Juan Abad.
MALAYA by Tomas Remigio.
WALANG SUGAT by Severino Reyes.
Characteristics of Literature during this period
 During the first year of the American period, the languages used in writing were Spanish and Tagalog and
the dialects of the different regions, but Spanish and Tagalog predominated.
 The writers in Tagalog continued in their lamentations on the conditions of the country and their attempts
to arouse love for one’s native tongue.
 The writers in English imitated the themes and methods of the Americans.
4. 1941-1945 The JAPANESE Period
Between 1941-1945, Philippine Literature was interrupted in its development when the Philippines was
again conquered by another foreign country, Japan. Philippine literature in English came to a halt. Except
for the TRIBUNE and the PHILIPPINE REVIEW, almost all newspapers in English were stopped by the Japanese.
 FILIPINO POETRY DURING THIS PERIOD
The common theme of most poems during the Japanese occupation was nationalism, country, love,
and life in the barrios, Faith, religion and the arts.
Three types of poems emerged during this period. They were:
Haiku – a poem of free verse that the Japanese like. It was made up of 17 syllables divided into
three lines. The first line had 5 syllables, the second, 7 syllables, and the third, five. The Haiku is
allegorical in meaning, is short and covers a wide scope in meaning.
Tanaga – like the Haiku, is short but it had measure and rhyme. Each line had 17 syllables and it’s
also allegorical in meaning.
Karaniwang Anyo (Usual Form)
 THE FILIPINO SHORT STORY DURING THE JAPANESE PERIOD
 The field of the short story widened during the Japanese Occupation. Many wrote short stories, among
them were: Brigido Batungbakal, Macario Pineda, Serafin Guinigindo, Liwayway Arceo, Narciso
Ramos, NVM Gonzales, Alicia Lopez Lim, Ligaya Perez, and Gloria Guzman.
 PHILIPPINE LITERATURE IN ENGLISH (1941-1945) Because of the strict prohibitions imposed of the
Japanese in the writing and publishing of works in English, Philippine literature in English experienced
a dark period.
 POETRY IN ENGLISH DURING THIS PERIOD For the first twenty years, many books were published both in
Filipino and in English.
 THE NEW FILIPINO LITERATURE DURING THIS PERIOD Philippine literature in Tagalog was revived during
this period. Most themes in the writings dealt with Japanese brutalities, of the poverty of life under the
Japanese government and the brave guerilla exploits.
WHAT’S MORE
ACTIVITY 2: TRACE AND RACE
DIRECTIONS: Describe the changes happened in our literature from Pre-colonial Period to Japanese
Period. Put emphasis on the language used and the influences contributed by Americans, Japanese and
Spaniards in the Philippine literature.
WHAT I CAN DO
ACTIVITY 3: APPROACHING THE DESTINATION
DIRECTIONS: Make a gratitude letter addressed to ilustrados indicating the importance of their writings
in the attainment of nation’s freedom and in the development of Philippine literature. Use the template
provided in the answer sheet.
4|21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD
ASSESSMENT
DROPPING THE ANCHOR
I. Directions: Identify the literary historical period as described by geographic, linguistic, and ethnic
dimensions. Write the of the correct answer on the space provided in the answer sheet.
1.
Chant (Bulong) was used in witchcraft or enchantment especially in far places in Visayas.
a) Japanese Period
b) Rebirth of Freedom
c) Pre-Spanish Period
d) Period of Enlightenment
2.
Haiku, is short with a measure and rhyme consisting of 17 syllables which had favorable diminishing effect
to Tagalog literature.
a) New Society Period
b) American Period
c) 21st Century Period
d) 3rd Republic
3.
Lagaylay was used in a special occasion for the Pilareños of Sorsogon during May time to get together.
a) Spanish Period
b) New Society Period
c) Pre-Spanish Period
d) Period of 3rd Republic
4.
EL NUEVO DIA (The New Day) was established by Sergio Osmeña in 1900. The American censors twice
banned this and threatened Osmeña with banishment because of his nationalistic writings.
a) Spanish Period
b) New Society Period
c) Pre-Spanish Period
d) Period of 3rd Republic
5.
The Moro-moro is presented on a special stage. This is performed during town fiestas to entertain the
people and to remind them of their Christian religion.
a) Spanish Period
b) New Society Period
c) Pre-Spanish Period
d) Period of 3rd Republic
II.
Directions: Use the ticket on the next page to write your reflection about the discussion we have had.
Write 2 new things you’ve learned, 2 realizations you’ve formed, and 1 question in mind. Use the
space provided in the answer sheet.(5pts)
 2 learnings
 2 realizations
 1 question
What I can show?
Which category in 21st Century skills do you think the core of our topic falls in? (Communication,
collaboration, creativity, critical thinking, productivity, leadership and technology literacy). Explain why.
Prepared by:
________________________________
Mrs. Rochelle May G. Gayacan, LPT
SUBJECT TEACHER
5|21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD
**THIS PORTION OF THE MODULE SHOULD BE SUBMITTED BACK TO MA’AM ROCHELLE FOR CHECKING**
Name of Student: ________________________________________________
Grade/Strand: _________________
Present Address: _________________________________________________
Contact no.____________________
Subject Matter: 21ST Century Literature from the Philippines and the World
Topic: LESSON 1: PHILIPPINE LITERARY HISTORY FROM PRECOLONIAL TO CONTEMPORARY
PRE-TEST (WHAT I KNOW) TESTING THE WATER
1.
2.
3.
4.
5.
WHAT’S NEW- ACTIVITY 1: PLOTTING THE COURSE
Japanese and American Period
Kahapon, ngayon, at bukas Kapangpangan
Ang Mga Tunuksan Isa Ca
Bulacalac -Visaya
Pre-colonial
Ida-Ida- Maguidanao
Ibanag- Tagalog
Lullabyes or ili-ili- Ilongo
Ambahan- Mangyan
Harana- Cebuano
Kissa- Tausug
Spanish and Period of Enlightenment
Awit and Korido- Tagalog
Lagaylay- Sorsogon
THE MORO-MORO- Mindanao
THINK ABOUT THIS
1.
2
3.
WHAT’S MORE- ACTIVITY 2: TRACE AND RACE
6|21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD
WHAT I CAN DO- ACTIVITY 3: APPROACHING THE DESTINATION
Dear Ilustrados,
Truly yours,
ASSESSMENT- DROPPING THE ANCHOR
TEST I.
1.
2.
3.
4.
5.
TEST II.
2 LEARNINGS
2 REALIZATIONS
1 QUESTION
WHAT I CAN SHOW
Which category in 21st Century skills do you think the core of our topic falls in? (Communication, collaboration,
creativity, critical thinking, productivity, leadership and technology literacy). Explain why.
Prepared by:
________________________________
Mrs. Rochelle May G. Gayacan, LPT
SUBJECT TEACHER
7|21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD