Senior High School
NOT
st
21 Century
Literature from
the Philippines
and the World
Department of Education ● Republic of the Philippines
st
21 Century
Literature from
the Philippines
and the World
Quarter 1 - Module 1
Philippine Literary History
This instructional material was collaboratively developed and reviewed
by educators from public and private schools, colleges, and or/universities.
We encourage teachers and other education stakeholders to email their
feedback, comments, and recommendations to the Department of Education
at action@ deped.gov.ph.
We value your feedback and recommendations.
Department of Education ● Republic of the Philippines
st
21 Century Literature from the Philippines and
the World Alternative Delivery Mode
Quarter 1 – Module 1: Philippine
Literature First Edition, 2020
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Development Team of the Module
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Senior
High
gh
School
School
st
21 Century
Literature from
the Philippines
and the World
Quarter 1 - Module 1
Philippine Literary History
This instructional material was collaboratively developed and reviewed
by educators from public and private schools, colleges, and or/universities.
We encourage teachers and other education stakeholders to email their
feedback, comments, and recommendations to the Department of Education
at action@ deped.gov.ph.
We value your feedback and recommendations.
Department of Education ● Republic of the Philippines
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Table of Contents
What This Module is About........................................................................................................................i
What I Need to Know..................................................................................................................................i
How to Learn from this Module...............................................................................................................ii
Icons of this Module....................................................................................................................................ii
What I Know.................................................................................................................................................iii
Lesson 1 Week 1:
Philippine Literature in Pre-Colonial Period
What I Need To Know -------------------------------------------------------------------1
What’s In-------------------------------------------------------------------------------------1
What’s New.......................................................................................................................2
What Is It............................................................................................................................3
What’s More......................................................................................................................4-5
What I Have Learned.....................................................................................................6
What I Can Do.................................................................................................................6
Lesson 2 Week 2:
Philippine Literature in Spanish Period
...........................................................
What’s In............................................................................................................................8
What I Need to Know.....................................................................................................8
What’s New.....................................................................................................................9
What Is It.........................................................................................................................9-10
What’s More……………………………………………………………………11-14
What I Have Learned--------------------------------------------------------------------14
What I Can Do...............................................................................................................15
Lesson 3 Week 3:
Philippine Literature in American Period
.....................................................
What’s In-------------------------------------------------------------------------------------------16
What I Need to Know--------------------------------------------------------------------------16
What’s New.....................................................................................................................17
What Is It.........................................................................................................................17
What’s More………………………………………………………………..18-25
What I Have Learned---------------------------------------------------------------------26
What I Can Do--............................................................................................................26
Lesson 4 Week 4:
Philippine Literature in Japanese Period .....................................................
What’s In--------------------------------------------------------------------------------------------28
What I Need to Know-------------------------------------------------------------------28
What’s New......................................................................................................................29
What Is It.........................................................................................................................29
What’s More....................................................................................................................30
What I Have Learned---------------------------------------------------------------------31
What I Can Do...............................................................................................................31
Lesson 5 Week 5:
th
Literature in the Late 20 Century
..............................
What’s In............................................................................................................................34
What I Need to Know.....................................................................................................34
What’s New.....................................................................................................................35-39
What Is It.........................................................................................................................39-40
What’s More....................................................................................................................40
What I Have Learned----------------------------------------------------------------------41
What I Can Do...............................................................................................................41-42
Lesson 6 Week 6:
st
Various 21 Century Literature Genres
.............................................................
What’s In............................................................................................................................43
What I Need to Know.....................................................................................................43
What’s New.....................................................................................................................44-47
What Is It.........................................................................................................................48-49
What’s More 50-51
What I Have Learned--------------------------------------------------------------------52
What I Can Do...............................................................................................................53
Lesson 7 Week 7:sthe Philippines and the World
.....................
What’s In............................................................................................................................55
What I Need to Know.....................................................................................................55
What’s New.....................................................................................................................44-47
What Is It.........................................................................................................................55-60
What’s More 61-62
What I Have Learned--------------------------------------------------------------------63
What I Can Do
64-67
Summary.....................................................................................................................................................68
Assessment: (Post-Test).........................................................................................................................69-73
Key to Answers..........................................................................................................................................74-76
References..................................................................................................................................................77-79
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What This Module is About
Hello Learners! Let us now have our Module 1 for this subject. You are going to read
st
and learn 21 Century literature from the region where our school is based in relation to the
literature of other regions in various genres and forms in consideration of the various
dimensions of Philippine literary history from pre-colonial to contemporary.
The following are the lessons contained in this module:
Lesson 1. Philippine Literature in Pre- Colonial Period
Lesson 2. Philippine Literature in Spanish Period
Lesson 3. Philippine Literature in American Period
Lesson 4. Philippine Literature in Japanese Period
Lesson 5. Philippine Literature in the Contemporary Period
Lesson 6. 21
st
Century Philippine Literature
What I Need to Know
In this module, you are going to write a close analysis and critical interpretation
of literary texts and doing an adaptation of these which require you the ability to:
a. Identify the geographic, linguistic, and ethnic dimensions of Philippine literary
history from pre-colonial to the contemporary.
b. Identify representative texts and authors from each region (e.g. engage in oral history
research with focus on key personalities from the students’ region/provinces.
st
c. Compare and contrast the various 21 century literary genres and the ones from
the earlier genres/periods citing their elements, structures and traditions.
d. Discuss how different contexts enhance the text’s meaning and enrich the reader’s
understanding,
e. Produce a creative representation of a literary text by applying multi-media and ICT
skills,
f. Do self-and/or peer assessment of the creative adaptation of a literary text, based on
rationalized criteria, prior to presentation,
i
How to Learn from this Module
To achieve the objectives cited above, you are to do the following:
•
Take your time reading the lessons carefully.
•
Follow the directions and/or instructions in the activities and
exercises diligently.
•
Answer all the given tests and exercises.
Icons of this Module
What I Need to
Know
This part contains learning objectives that
are set for you to learn as you go along the
module.
What I know
This is an assessment as to your level of
knowledge to the subject matter at hand,
meant specifically to gauge prior related
What’s In
knowledge
This part connects previous lesson with that
of the current one.
What’s New
An introduction of the new lesson through
various activities, before it will be presented
to you
What is It
These are discussions of the activities as a
way to deepen your discovery and understanding of the concept.
What’s More
These are follow-up activities that are intended for you to practice further in order to
master the competencies.
What I Have
Activities designed to process what you
Learned
have learned from the lesson
What I can do
These are tasks that are designed to showcase your skills and knowledge gained, and
applied into real-life concerns and situations.
ii
d. awit
d. elegy
What I Know
Directions: Choose the letter of the correct answer.
1. Which of the following deals with ideas, thoughts, and emotions of man. It
is said to be the story of man?
a. literature
b. history
c. generation
d. tragedy
2. Which deals with the life of a person which may be about himself, his
autobiography or that of others?
a. interview
b. biography c. anecdote
d. play
3. Which lyric poem has 14 lines dealing with an emotions, a feeling, or idea?
a. ballad
b. sonnet
c. psalm
4. Which is an example of Corridos (Kuridos)?
a. Florante at Laura b. Ibong Adarna c. The Lover’s Death d. Chit-Chirit-Chit
5. Which lyrical poetry refers to a noble feeling expressed with dignity, with
no definite number of syllables or definite lines in a stanza?
a. ode
b. folksongs
c. psalm
6. Which Latin word of “literature” is derived?
a. literus
b. litera
c. literature
d. literia
7. Which is written by Carlos Bulosan?
a. Without Seeing the Dawn
c. The Laughter of My Father
b. El Filibusterismo
d. Thirteen Plays
8. “The Moth and the Lamp” is an example of which genre?
a. anecdote
b. essay
c. biography
d. oration
9. Who is the prince of Philippine Literature?
a. Francisco Balagtas
c. Ricaredo Dementillo
b. Francisco Baltazar
d. Wilfredo M. Guerrero
10. An example of a Bikolano folksong.
a. Pamulinawen
c. Manang Biday
b. Inday, Inday sa balitaw d. Sarong banggui
https://www.slideshare.net/emral8/g12-21st-century-literature-diagnostic-test
iii
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Lesson
1
Philippine Literature
in Pre-Colonial Period
Grade 12, First Semester, Q1 – Week 1
What I Need to Know
Hello Learners! Today, we are going to study sample literary works
before our country was colonized by other countries, like Spain, United States
of America and Japan.
At the end of this lesson, you are expected to:
a. Identify the geographic, linguistic, and ethnic dimensions of Philippine literary
history from pre-colonial to the contemporary (
);
b. Identify representative texts and authors from each region (e.g. engage in oral
history research with focus on key personalities from the students’
region/provinces( );
st
c. Compare and contrast the various 21 century literary genres and the ones
from the earlier genres/periods citing their elements, structures and traditions(
); and
d. Discuss how different contexts enhance the text’s meaning and enrich the
reader’s understanding (
).
What I Know
Activity 1. Have you heard the following selections below? Try identifying their
literary forms.
1. Biag ni Lam-ang
= _____________________
2. Taga Ilog ! –Tagailog
= _____________________
3. The moon and the Sun
= _____________________
4. The Monkey and the Turtle= _____________________
5. Kundiman
= _____________________
What’s In
✓
Activity 2. Identify the following statements as True or False.
Write your answer on the space provided at the end of every
statement.
SHARED OPTIONSSENIOR HIGH ALTERNATIVE RESPONSIVE EDUCATION DELIVERY
GRADE 11 DLP LEARNING ACTIVITY SHEET
1. Folktales about Juan are very popular. Some emphasize certain virtues, and
some serve as warning about behavior. _______
2. “Biag ni Lam-ang” is an Ilocano epic that tells about the adventures of Lam-ang,
a man with supernatural powers. _______
3. The monkey is a common animal character in Philippine fables. It is often
depicted as a tricky animal. ________
4. There are different Filipino legends of the great flood. The story of Bukidnon tells
that a huge crab caused the water to rise by going into the sea. _______
5. There are Philippine versions of the creation myth. The Igorot’s story tells that
Lumawig the Great Spirit created people. ________
1
What’s New
In the pre-colonial times, oral transmission was the primary means of
communicating and preserving Philippine literature. Long before the colonizers brought
their own influences to our culture, our literary collection had already amassed
an abundance of folk sayings, stories and songs (Simoun Victor D. Redoblado, Brilliant
Creations Publishing, Inc., 2017:8-11).
Literary forms during this period were:
1. Oral Literature
3. Folk Songs
a. Riddles
a. Lullabies
b. Proverbs
b. Drinking Songs
2. Folk Tales
c. Love songs
a. Myth
d. Songs of Death
b. Legends
e. Religious Songs
c. Epic
d. Fables
Activity 3. Identify the literary forms.
1. It is better to have a
hut Inhabited by a
person Than a mansion
Wherein an owl lives
= _____________________
2. Go to sleep, my child
Your father is far He
cannot fetch us
For the way is muddy and rugged=_________________
3. Skin and bone flying,
4. Let’s sing and feast
For two hearts who are to be married
the path they’ll pass
Let’s strew the rice.= ______________________
5. Pass now the glass of tuba,
For we are tired and thirsty.
Don’t take too big a gulp
Because you might drown. = _______________________
Have you identified them correctly? These are typical examples of the precolonial literary works.
2
What Is It
To this day, the literary genre of the riddle in pre-colonial times has endured. It
has many names and forms: bugtong in Tagalog, paktakon in Ilongo, patototdon in
Bicol, and buburtia in Ilocano. Riddles relied on talinghaga or metaphor. It is a
guessing game of objects represented by other objects (Simoun Victor D. Redoblado,
Brilliant Creations Publishing, Inc., 2017:2-3).
Here is an example:
Buto’t balat, lumilipad (Saranggola)
Skin and bone flying,(Kite)
Proverbs are statement of a particular culture’s codes of behavior and beliefs
and intended to teach values. They are known as kasabihan in Tagalog, panultihon
or pagya among the Cebuano, kasebian among the Pampango, and humbaton or
hurobaton among the Ilonggo. In Panay it was called daragiton or daraida, and
basahanan in Bukidnon. (Simoun Victor D. Redoblado, Brilliant Creations Publishing, Inc.,
2017:3). Here is an example:
(Tagalog)
Bahay man ay palsyo
It is better to have a hut
Kung ang laman ay kuwago
inhabited by a person
Mabuti pa ang kubong
than a mansion
Laman ay tao.
Wherein an owl lives.
Epics were the most prominent literary genre of the pre-colonial period. It
featured local heroes taking on (and, indeed succeeding in) various adventures.
Across the country, each tribe has at least one epic, along with five or six minor
epics. It was called darangen in Maranao, ulahingan in Manobo, guman in Subanon,
and hudhud in Ifugao.
Popular examples are Biag ni Lam-ang from the Ilocanos, the Ibaloy epic
Kabunlan and Bendian, the Tagalog epic Kumintang, the Palawan epic Kudaman,
the Panay-Bisaya epic Maragtas at Hinilawod, the Manobo epic Tuwaang Midsakop,
the Negros Bisaya epic Hari sa Bukit, the Mindanao epic Darangen, the Muslim epic
Bantugan, and the Ifugao epic Hudhud at Alim.
Myths, legends, and fables are short forms of fiction. Myths served to explain
how the world was created. Legends explained the origin of things while fables
were meant to teach lessons.
Aside from short fiction and epics, our country’s pre-colonial literature also
abounded in songs. There love songs, courtship songs, serenades and lullabies.
Lullabies were songs to put infants to sleep.
As children grew, they continued to have songs tailored to their imagination and
playtime. Other songs were intended for activities shared by the members of the
community. Like a song for rowing, for pounding rice, for making pots and for hunting
bees. There were even songs for drinking (Simoun Victor D. Redoblado, Brilliant
Creations Publishing, Inc., 2017:4-6).
3
What’s More
You have just learned the different genres in the pre-colonial period.
Now, let us dwell on the common myths about how the world was created. Read the
following selections to appreciate how different points of view-one from Luzon, one
from Mindanao-pictured the world’s creation(Simoun Victor D. Redoblado, Brilliant
Creations Publishing, Inc., 2017:8-11).
Bilaan Story of Creation from Mindanao.
In the very beginning there lived a being so large that he cannot be compared
with any known thing. His name was Melu, and when he sat on the clouds, which
were his home, he occupied all the space above. His teeth were pure gold, and
because he was very cleanly and continually rubbed himself with his hands, his skin
became pure white. The dead skin which he rubbed off his body was placed on one
side in a pile, and by and by this pile became so large that he was annoyed and set
himself to consider what he could do with it.
Finally Melu decided to make the earth; so he worked very hard in putting the
dead skin into shape, and when it was finished he was so pleased with it that he
determined to make two beings like himself, though smaller, to live on it.
Taking the remnants of the material left after making the earth he fashioned
two men, but just as they were all finished except their noses, Tau Tana from below
the earth appeared and wanted to help him.
Melu did not wish any assistance, and a great argument ensued. Tau Tana
finally won his point and made the noses which he placed on the people upside
down. When all was finished, Melu and Tau Tana whipped the forms until they
moved. Then Melu went to his home above the clouds, and Tau Tana returned to his
place below the earth.
All went well until one day a great rain came, and the people on the earth
nearly drowned from the water which ran off their heads into their noses. Melu, from
his place on the clouds, saw their danger, and he came quickly to earth and saved
their lives by turning their noses the other side up.
The people were very grateful to him, and promised to do anything he should ask
of them. Before he left for the sky, they told him that they were very unhappy living on
the great earth all alone, so he told them to save all the hair from their heads and the dry
skin from their bodies and the next time he came he would make them some
companions. And in this way there came to be a great many people on the earth.
Source: Mabel Cook Cole, Philippine Folk Tales (Chicago: A. C. McClurg and Company, 1916:139-140).
4
Read another story on creation. This was still made during pre-colonial period.
The Creation Story
Tagalog
When the world first began there was no land, but only the sea and the sky,
and between them was a kite (a bird something like a hawk). One day the bird which
had nowhere to light grew tired of flying about, so she stirred up the sea until it threw
its waters against the sky. The sky, in order to restrain the sea, showered upon it
many islands until it could no longer rise, but ran back and forth. Then the sky
ordered the kite to light on one of the islands to build her nest, and to leave the sea
and the sky in peace.
Now at this time the land breeze and the sea breeze were married, and they
had a child which was a bamboo. One day when this bamboo was floating about on
the water, it struck the feet of the kite which was on the beach. The bird, angry that
anything should strike it, pecked at the bamboo, and out of one section came a man
and from the other a woman.
Then the earthquake called on all the birds and fish to see what should be
done with these two, and it was decided that they should marry. Many children were
born to the couple, and from them came all the different races of people.
After a while the parents grew very tired of having so many idle and useless
children around, and they wished to be rid of them, but they knew of no place to
send them to. Time went on and the children became so numerous that the parents
enjoyed no peace. One day, in desperation, the father seized a stick and began
beating them on all sides.
This so frightened the children that they fled in different directions, seeking
hidden rooms in the house -- some concealed themselves in the walls, some ran
outside, while others hid in the fireplace, and several fled to the sea.
Now it happened that those who went into the hidden rooms of the house later
became the chiefs of the islands; and those who concealed themselves in the walls
became slaves. Those who ran outside were free men; and those who hid in the
fireplace became negroes; while those who fled to the sea were gone many years,
and when their children came back they were the white people.
Source: Mabel Cook Cole, Philippine Folk Tales (Chicago: A. C. McClurg and
Company, 1916:187-188).
Process Questions
Activity 4. In 2 to 3 sentences, answer the following questions:
1. How do you compare the origin of the two stories? Which elements do they
share, and what differences do they have in explaining how the world came to
be?
2. Which creation story is espoused by your religion? How do you compare
that particular origin story to these two folk narratives?
55
3. Which aspects of the two cultures could have influenced the stories?
Based on the details of the two creation stories, what can we conclude
about the two cultures that came up with them?
4. Is there such a thing as a “correct” version of how the world was created?
What can we learn about diversity from the creation stories that we have?
What I Have Learned
Activity 5. Compare and contrast how your time and the early Filipinos
viewed God as reflected in the myth you have read and the
belief you have now through a Venn Diagram.
A
C
B
How Filipinos viewed
God:
A. Early Filipinos’
viewed God
B. Your time views
God
C. Similar views
on God by early
Filipinos and
now.
What I Can Do
Activity 6. Write your own version of Creation based on your imagination.
Please do refer to the Rubrics found on the last part of this lesson.
66
Rubrics for a Story Writing:
CATEGORY
4
3
2
1
Audience/Purpose Presents details
targeted at a
unique audience;
successfully
narrates the
events of a story
Plot (x2)
Presents events
that create a
clear narrative
Presents details
suited to an
audience;
narrates the
events of a story
Supports no
purpose; is not
written for a
specific audience
Characters (x2)
Goes in-depth
with description;
covers all aspects
of character
Presents few
details suited to
an audience;
some ides
conflict with
narration of story
Presents a
confusing
sequence of
events
Includes some
description;
covers some
aspects of
character
Point of View (x2)
Dialogue &
Elaboration (x2)
Grammar
Use of Language
Page Length
Successfully goes
in depth with
description;
clearly covers all
aspects of
character
Writes from a
consistent point
of view
Contains details
that provide
insight to
character;
contains
dialogue that
reveals
characters and
furthers the plot
Contains no
errors in
grammar,
punctuation and
spelling
Uses fresh word
choice and tone
to reveal story’s
setting and
character
Meets required
page length
Presents
sequence of
events
Told from a
specific point of
view
Contains details
and dialogue that
develop
characters
Contains
inconsistent
points of view
Contains
characters and
setting; contains
some dialogue
Contains few
errors in
grammar,
punctuation, and
spelling
Uses interesting
and fresh word
choices
Contains some
errors in
grammar,
punctuation, and
spelling
Uses clichés and
unoriginal
expressions
--------------------
--------------------
Presents no
logical order
Does not go in
depth with
description; does
not cover all
aspects of
character
Uses an
inconsistent
point of view
Contains few or
no details to
develop
characters or
setting; no
dialogue
provided
Contains many
errors in
grammar,
punctuation, and
spelling
Uses uninspired
word choices
Does not meet
required page
length
Adopted: http://jfmueller.faculty.noctrl.edu/toolbox/examples/cihock10/narrative.pdf [accessed
June 12, 2020].
Assessment
Multiple Choice. Choose the best answer. Write the letter of your answer on the
blank before the number.
--------1. What literary genre are the lines below?
Bungbong kung liwanag
Bamboo stem during the day
Kung gabi ay dagat.
At night, a sea.
a. Proverbs
b. Riddle
c. Epic
d. Legend
______2. What object is described in the number 1 literary work?
a. Bed
b. Wall
C. Mat
d. Map
______3. What literary genre are the lines below?
Bahay man ay palasyo
It is better to have a hut
Kung ang laman ay kuwago
Inhabited by a person
Mabuti pa ang kubong
than a mansion
Laman ay tao.
Wherein an owl lives.
a. Proverbs
b. Riddle
c. Epic
_____4. What is the message of the literary work in Number 2?
a. It is nice to live in a big house with an owl.
b. It is nice to live in a hut with poor people.
c. It is nice to live in a hut with a human being.
d. It is nice to live in a mansion of an owl.
____5. Which one is a song of a boatman?
a. How pitiful are those born poor
Our sinews if we don’t stretch
Will not earn silver.
b. Row, let’s row
Our full strength let’s give
The wind is strong; we might be benighted
c. Go to sleep, my child
Your father is far He
cannot fetch us.
d. Badla will also descend
He’ll give away strength
Let the Baylans dance…
d. Legend
7
Lesson
Philippine Literature
in Spanish Period
2
Grade 12, First Semester, Q1 – Week 2
What I know
Activity 1. Multiple Choice. Choose the best answer. Write the letter of your
answer on the blank before the number.
---------1. Work of poetry written in octosyllabic verse.
a. Duplo
b. Corrido
c. Balagtasan
d. Awit
---------2. A poetic competition in speaking and reasoning.
a. Duplo
b. Corrido
c. Balagtasan
d. Awit
--------3. A poetic competition which debates a particular topic or issue.
a.
Duplo b. Corrido
c. Balagtasan
d. Awit
--------4. The most popular composition of Dr. Jose P. Rizal.
a. Doctrina Crstiana
c. Noli Me Tangere
b. Florante at Laura
d. La Solidaridad
--------5. The most popular verses written by Francisco Balagtas.
a. Doctrina Crstiana
c. Noli Me
Tangere
b. Florante at Laura
d. La Solidaridad
What’s In
We learned in the previous lesson that during the pre-colonial period
there were already different genres of literature existed. Let us see if you can
remember some of them.
Activity 2. Arrange the jumbled letters below to form the different
genres and other forms of literature during the precolonial period.
Jumbled Words
Correct Words
1.
SYMHT
_________________________
2.
AELFB
_________________________
3. E E L D G N_________________________
4. L L L A I E U B_________________________
5. V R P B S O E_________________________
What I Need to Know
Hello Learners! Let us now journey Lesson 2 for this Module.
At the end of this lesson, you are expected to:
1. Identify the geographic, linguistic, and ethnic dimensions of Philippine literary
history from pre-colonial to the contemporary ( );
2. Identify representative texts and authors from each region (e.g. engage in
oral history research with focus on key personalities from the students’
region/provinces( );
st
3. Compare and contrast the various 21 century literary genres and the ones
from the earlier periods citing their elements, structures and traditions( ); and
4. Discuss how different contexts enhance the text’s meaning and enrich the
reader’s understanding( ).
What’s New
Activity 3. Arrange the jumbled letters below to identify some of
the Philippine literatures which were influenced by the
Spanish.
1. O R C R R D O_________________
2. A O Y R R S_________________
3. S N K L I A U O_________________
4. S S W L R A A E _________________
5. P U L D O
_________________
What Is It
There were many changes occurred during the Spanish period. The
Spanish have a strong influence on our literature. They introduced the Roman
alphabet. The teaching of the Christian Doctrine became the basis of religious
practices. Many Filipinos embraced the Catholic religion. Our periodicals
gained religious tone. The Spanish language became the literary language. But
they collected and translated our ancient literature to Tagalog. Many grammar
books they have were printed in Filipino.
The Christian Doctrine (Doctrina Cristiana) was the first book printed in
the Philippines in 1593. It was written by Fr. Juan de Placencia and Fr.Domingo
Nieva in Tagalog and Spanish. It contained the Our Father (Pater Noster), Hail
Mary (Ave Maria), Hail Holy Queen (Regina Coeli), The Ten Commandments of
God, the Commandments of the Catholic Church, the Seven Mortal Sins, How to
Confess, and the Catechism.
The Passion is another book printed which is about the life and sufferings
of Jesus Christ that is still read during Lenten season nowadays by devout
Catholics. This book is an example of a narrative poetry.
Religious lyric poems included complimentary verses and meditative verses.
Complimentary verses were intended to attract readers to read a certain book by
giving praises. It served a double purpose: to draw readers and to teach the Spanish
language to the Filipinos. Meditative verses were found in novenas and catechisms.
Examples of meditative verses were Francisco de Salazar’s “Dalit sa Caloualhatian
sa Langit na Cararatnan nang mga Banal” and Pedro Suarez Ossorio’s “Salamat
nang Ualang Hoyang.” Verses in novenas and catechisms tended to be written in the
poetic form dalit, an early form that resembles free verse, in that there is no fixed
rhyme or meter, save for some octosyllabic four-line stanzas.
The Spaniards brought a variety of dramatic forms to enrich Philippine theater.
These forms included sarswela, the sinakulo and the komedya. It is evident that
even in the genre drama, religious themes continued to be dominant. The sinakulo,
for one, dramatized the pasyon, in that it was a live action simulation of Christ’s
passion and death. Even battles between Christian and Muslims-itself an
9
longstanding issue-was dramatized in the moro-moro or comdia de capa y
espada(Simoun Victor D. Redoblado, Brilliant Creations Publishing, Inc., 2017:12-14).
Other contributions of the Spanish were: Duplo, it is a poetic joust in
speaking and reasoning. Balagtasan is another poetic joust of skills in debate on
a particular topic or issue. This replaced duplo and is held in honor of Francisco
“Balagtas” Baltazar. Folksongs became widespread in the Philippines. Each
region had its song. It manifests the artistic feelings of the Filipinos. Examples
which are sting sang today are: Leron-Leron Sinta from the Tagalog, and
Dandansoy, a Bisaya song. There was also a Corrido. It is in octosylllabic verse.
Example to this is Ibong Adarana. Awit is another work which is dodecasyllabic.
Florante at Laura of Francisco Balagtas is an example.
It was in this period that our national hero, Dr. Jose Rizal made many
compositions which are still known today. Like the Noli Me Tangere and El
Filibusterismo. His two masterpieces that portrayed the colorful characteristics of
Philippine society. Before he died, he wrote the Mi Ultimo Adios.
Source: Alicia H. Kahayon and Celia A. Zulueta, Philippine Literature: Through the Years,
Cacho Hermanos, Inc., 2010:31-43).
What More
Being colonized by the Spanish government for more than three
centuries, Jose Rizal expressed his feelings towards them published in La
Solidaridad in 1890. Examine carefully how he voiced out his mind fearlessly
against a notion held by the Spaniards in his write up “The Indolence of the
Filipinos”.
10
11
12
13
Source: Rodrigo M. Martinez, Philippine’s Literary: GEMS An Anthology, (Mindshapers. Co. Inc,
2016:99-102).
Process Questions
Activity 4. Based on the given preceding excerpt, briefly answer the
following questions:
1. Whose idea was Dr. Rizal responding to? What exactly was the notion held
about Filipinos during Rizal’s time?
2. How did Rizal defend the identity of his countrymen? What arguments,
conditions, and examples did he cite to substantiate his case?
3. Among Rizal’s arguments, which was the most helpful to his defense of
Filipinos? Explain.
4. In your own experience and perspective, how can you prove that the Filipinos
are, in actuality, hardworking? Cite concrete examples to make your case.
Source: Simoun Victor D. Redoblado, Brilliant Creations Publishing, Inc., 2017:20.
What I Have Learned
Activity 5. Fill in the blanks with the correct literary works during the
Spanish period.
1. _______________was a debate in poetic delivery during the
Spanish time which is still done today.
2. _______________is recited during Lenten season by Catholic devotees.
3. _______________is written by Dr. Jose P. Rizal before he died.
4. _______________the first book printed which consisted the rosary and
commandments.
5. _______________means lazy.
14
What I Can Do
Activity 6. Write a reflective essay to prove that Filipinos are one of the most
industrious people in the world. Provide specific examples or instances.
Essay Rubrics:
Adopted: https://catlintucker.com/2018/08/middle-school-writing-rubrics/
Assessment
Multiple Choice. Choose the best answer. Write the letter of your
answer on the blank before the number.
----------1. It has a religious theme which dramatizes the passion of Christ.
a. Sarswela
b. Sinakulo
c. komedya
d. moro-moro
---------2. A book which is about the life and sufferings of Jesus Christ.
a. Christian Doctrine
c. Complimentary Verse
b. The Passion
d. Meditative Verse
--------3. A religious lyric poem were novenas and catechisms are found
a. Christian Doctrine
c. Complimentary Verse
b. The Passion
d. Meditative Verse
--------4. What did Rizal believe can cure the cause of indolence among Filipinos.
a. revolution b. peace
c. education
d. slavery
--------5. What was the situation of the Filipinos based on “The Indolence of
Filipinos” essay.
a. They lived lazily in their homes
b. They worked so hard with less pay.
c. They worked but not appreciated.
d. They lived without work.
15
Lesson
3
Philippine Literature
in American Period
Grade 12, First Semester, Q1 – Week 3
What I Know
Activity 1. Multiple Choice. Choose the best answer. Write the letter of your
answer on the blank before the number.
______1.Leads the modernization of poetry.
a. Zoilo Galang
c. Jose Garcia Villa
b. Paz marquez Benitez d. Wilfredo Ma. Guerrero
______2.The first Philippine novel in English.
a. Have Come, Am Here b. A Child of Sorrow
b. Sons For Sale
d. Dead Stars
______3.The first successful Philippine short story in English.
a. Have Come, Am Here b. A Child of Sorrow
b. Sons For Sale
d. Dead Stars
______4.A prolific writer who wrote100 plays and helped the Philippine theater
scene reached new heights.
a. Zoilo Galang
c. Jose Garcia Villa
b. Paz Marquez Benitez d. Wilfredo Ma. Guerrero
_____5. The first Philippine book of essays in English.
a. Stealer of hearts
c. Condemned
b. Life and Success
d. Souls in Torment
What’s In
We have just learned in the previous lesson that different genres of literature
existed during the pre-colonial and Spanish period. Let us see if you can remember
some of those.
Activity 2.Identify and encircle horizontally, vertically and/or diagonally the
words discussed in the previous lesson.
E
I
Z
E
N
H
O
R
W
E
A
I
N
G
E
L
E
I
O
I
P
D
A
L
O
N
Z
Z
N
S
N
H
N
N
A
I
D
A
L
D
E
N
R
I
N
G
N
L
T
O
O
L
E
A
L
S
I
N
A
K
U
L
O
K
I
A
O
N
G
P
A
M
E
B
O
M
S
L
G
S
L
M
A
N
R
M
O
O
O
H
D
A
A
M
C
I
E
M
R
M
A
U
Y
N
I
E
G
D
M
C
O
N
P
S
A
T
P
H
Y
Y
A
B
A
L
A
G
T
A
S
A
N
N
A
D
O
B
O
A
L
T
S
R
E
What I Need to Know
Hello learners! We are now in Lesson 3.
At the end of this lesson, you are expected to:
1. Identify the geographic, linguistic, and ethnic dimensions of Philippine literary history
from pre-colonial to the contemporary ( );
2. Identify representative texts and authors from each region (e.g. engage in oral history
research with focus on key personalities from the students’ region/provinces( );
st
3. Compare and contrast the various 21 century literary genres and the ones from
the earlier genres/periods citing their elements, structures and tradition ( ); and,
4. Discuss how different contexts enhance the text’s meaning and enrich the reader’s
understanding ( ).
16
What’s New
The Filipino Revolutionists won against the Spaniards who colonized for
more than 300 years. On June 12, 1898 the Philippine flag was raised as a
symbol of our independence. Many Filipinos started writing again and the
nationalism of the people remain undaunted.
Activity 3. Guess what are the forms of literature did we have during the
American period by putting a check (✓) beside the word and x if you
think it was not done.
1. Poetry
_____
2. Novels
_____
3. Essays
_____
4. News Reports ______
5. Short Stories ______
What Is It
th
At the dawn of the 20 century, American culture began to establish its form
grip on the Filipino identity. They brought another groundbreaking cultural
milestone: the English language. The Philippine writers appreciated the new styles
and genres of writing that they brought.
From the 1920s onwards, Philippine literature in English began to gain
momentum. The genres of poetry, fiction, drama, and essay saw remarkable growth.
Modernization of poetry took place. It was headed by Jose Garcia Villa in his “Have
Come, Am Here” in two volumes. Then many adopted. Novel was also introduced in this
period. Many vernacular novels were written. The first Philippine novel in English was
Zoilo Galang’s “A Child of Sorrow” which was published in 1921.
Short stories had its start during this period. The “Dead Stars” by Paz
Marquez Benitez in 1925 was the first successful Philippine short story in English.
She mentored other writers that in 1927, a collection of Philippine short stories in
English written by one author was published, Jose Villa Panganiban’s “Stealer of
Hearts”. It is then followed in 1933, “Footnote to Youth” by Jose Garcia Villa.
Drama was also introduced in this period. The three former UP Presidents
had legacies of excellent drama writing. Carlos P. Romulo who became President of
the United Nations General Assembly, wrote “Sons for Sale”, “The Ghost” and “The
Real Leader.” Jorge Bacobo published four plays: Vidal Tan gained fame with Rizal
inspired plays like “The Meeting in the Town Hall” and “Souls in Torment.”
From 1922-1931, nearly 40 plays were produced or published in the country.
These plays echod cries for independence from the American colonizers. The next
10 years were dominated by an all-time great in Philippine Literature: Wilfredo Ma.
Guerrero. A highly prolific writer to whom over 100 plays are credited. Guerrero
helped the Philippine theater scene reached new heights. His masterpieces
included, “Condemned” , “ Women are Extraordinary”, and “Forever”.
Essay genre flourished in this period too. Just as he was the pioneer in
fiction, Zoilo Galang broke new ground with essays as well. In 1921, he published
“Life and Success,” the first Philippine book of essays in English.
Literary criticism also emerged. Manuel A. Viray was among the most
notable critics, aside from being a poet and fictionist himself.
Source: Simoun Victor D. Redoblado, (Brilliant Creations Publishing, Inc., 2017:25-3).
17
What More
He
Let us study the masterpiece of Wilfredo Ma. Guerrero, “Condemned.”
It is a hallmark literary piece considered a legacy of the American influence.
The excerpt below reflects how the Americans helped fortify the Philippine
drama scene.
18
19
20
21
22
23
24
Source: Simoun Victor D. Redoblado, (Brilliant Creations Publishing, Inc., 2017:31-38).
25
Process Questions
Activity 4. Based on the given drama, answer the following questions briefly:
1. What conflicts are confronted by Pablo in this excerpt? Are his internal
struggles more difficult than his clashes with the other characters?
2. How would you describe Pablo’s relationship with the three women in
this excerpt? To whom is the closest?
3. Is Pablo a dynamic character in this excerpt? Does his character
experience significant change by the end of the play? Explain.
4. How would you evaluate Guerrero’s use of the English language in this
play? Can we consider “Condemned” to be a testament of Filipino’s
mastery of the language? Justify your claim by citing details from the
excerpt of the drama.
What I Have Learned
Activity 5. Answer the following questions by choosing the letter only.
Write it on the space provided before the number.
_____1. Who was Cristina in Pablo’s life?
a. mother b. fiancée
c. wife
d. sister
_____2. Why did Pablo hate his mother?
a. His mother loved gambling than him.
b. His mother left his father.
c. His mother abandoned him.
d. His mother did not teach him right attitude.
_____3. Did Pablo get angry with Tia Cheding when he learned that she did
not tell the true reason of his mother’s gambling.
a. YES
b. NO
(explain your answer)
_____4. Based on how the story was presented, did Pablo forgive his
mother?
a. YES
b. NO (explain your answer)
_____5. Based on how the story was presented, What was the ending of the
story?
a. Angela will be back to Marcos Nable.
b. Angela will be angry with Tia Cheding.
c. Angela and Tia Cheding will friends again.
d. Angela will take care of Cristina.
What I Can Do
Activity 6. State whether you “Agree” or Disagree” to the
following questions by justifying your claim.
1. If you were about to be married to a person who is sentenced to death,
will you still push through the marriage before his/her death? Why?
2. Is it right to blame anybody of the plight/condition you have in the
future? Why?
26
Adopted: https://catlintucker.com/2018/08/middle-school-writing-rubrics/accessedJune 12,2020
Assessment
Multiple Choice. Choose the best answer. Write the letter of your
answer on the blank before the number.
______1. In the story, “Condemned” what qualities did Pablo want for his mother.
a. A mother who would love him.
b. A mother would discipline him.
c. A mother who would not mind him.
d. Both a and b
______2. Pablo grew up with undesirable traits because
a. He has everything he wanted
b. He was tolerated by Tia Chedeng.
c. He lacked his mother’s love.
d. He was very poor.
______3. Cristina wanted to marry Pablo before his death because
a. She has no one to turn to.
b. Pablo’s mother was rich.
c. Pablo has wealth to leave her.
d. She loved Pablo very much.
______4.Whom did Pablo blame his life sentence?
a. The man who attempted to rape Cristina.
b. Cristina who walked alone that night.
c. His mother who left him since 10 years old.
d. Tia Chedeng for always understanding him.
______5.Who has the greatest love for Pablo.
a. His mother Angela.
b. His fiancée Cristina
c. His Aunt Tia Chedeng
d. His priest friend.
______6.Who was condemned in the play, “Condemned”
a. Angela.
b. Cristina
c. Pablo
d. All of the above
27
Lesson
4
Philippine Literature
in Japanese Period
Grade 12, First Semester, Q1 – Week 4
What I Know
This time we will study the Philippine literature during
the Japanese Period and its contributions to our literature.
Activity 1. Read the following questions carefully. Then choose your answers
from the words in the box.
HAIKU
TANAGA
ISHIWARA
LIWAYWAY
TRIBUNE
_________________1. One of the two newspapers which were not stopped to operate
during the Japanese period.
_________________2. A weekly magazine which was under surveillance until it was
managed by a Japanese.
_________________3. A Japanese who managed the weekly magazine who gave a
break to Filipino literature.
_________________4. A free verse poem in 17 syllables, divided into three lines.
_________________5. A free verse poem on which each line has 17 syllables.
What’s In
We are now in Lesson 4. Previously, we have studied about the
American contributions in Philippine literature. Do you still remember
some of them?
Activity 2. Fill in the squares to form the different genres or composition
our Filipino writers have developed during the American
period.
D
P
C
E
SHORTSTORI ES
Y
L
Y
What I Need to Know
At the end of this lesson, you are expected to:
1. Identify the geographic, linguistic, and ethnic dimensions of Philippine literary history
from pre-colonial to the contemporary( );
2. Identify representative texts and authors from each region (e.g. engage in oral history
research with focus on key personalities from the students’ region/provinces( );
st
3. Compare and contrast the various 21 century literary genres and the ones from the
earlier genres/periods citing their elements, structures and traditions( ); and
4. Discuss how different contexts enhance the text’s meaning and enrich the reader’s
understanding( ).
28
What’s new
Activity 3. This time we will study the Philippine literature during the Japanese
Period and its contributions to our literature.
Try to analyze this:
1. You’re pulling a saber
The flowers shivered
When you approached.
How many lines is the poem? __________
How many syllables are there in the poem? ___________
2. He’s a behaved palay
Who bowed when the wind
blew But stood up again
And bore gold.
How many lines is the poem? ________________
How many syllables are there in the poem? _____________
Which is a Haiku? Tanaga?
What Is It
Haiku is a poem of free verse that Japanese liked. which is made up
of 17 syllables divided in three lines.It is allegorical in meaning, short and covers a
wide scope of meaning. The same with Tanaga, short but with 17 syllables in each
line and it has measure and rhyme. Source: Alicia Kahayon and Celia A. Zulueta, ( Cacho
Hermanos Inc..,2010:84).
Rejecting the English language espoused by Americans, the Japanese
colonizers sought to redefine Philippine Literature by strengthening the vernacular
languages. There were Filipino writers who distinguished themselves as excellent
practitioners of short fiction in the vernacular.
In the post- war period, there were vernacular novels that reflected social
and political realities. Literature in Tagalog brought their own touch of modernism.
American influence could be gleaned from the writers’ works that reflected realism.
Vernacular poetry continued to blossom. The strains of modernism were evident to
some ‘writers but produced excellent works. Writers based in the Ateneo de
Manila University, focused on concrete objects rather than the abstract ideas
espoused by the poets of old. We see emphasis on the tangible along with a touch of
modernism.
The modernist movement continued to be dominant in the post –war period,
particularly in the genre of poetry.
Source: Simoun Victor D. Redoblado, (Brilliant Creations Publishing, Inc., 2017:4045).
What’s More
Read the poem that follows. Notice the style and blend of images-a
testament to the uniqueness of poetic voices during that literary epoch.
Source: Simoun Victor D. Redoblado, (Brilliant Creations Publishing, Inc., 2017:45).
Process Questions:
Activity 4. In 3 to 5 sentences, answer the following questions:
1.Describe the poem’s handling of standard English grammar-punctuation,
capitalization, sentence/phrase structure. What effect do liberties of the poem have
on the message that it imparts?
2. Why does the poem allude to Icarus and Daedalus? ‘what is the story of these
figures of Greek mythology, and what does this story have to do with the poem.
3. What persona is being invoked by this poem? Who or what could be the voice
that unfolds each line of the poem.
30
What I Have Learned
Activity 5. Compare and contrast Ilio’s use of the English language with
Guerrero’s handling of English in “Condemned”. As suggested by “Icarus,” to
what extent have our writers embraced the English language during the post-war
period? Rubrics are found on the last page of this lesson.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
What I Can Do
Activity 6. Be a Poet! Get inspired with the poem. Compose a free verse
poem in ten lines, which expresses a specific emotion, too. Rubrics are on the last
page of this lesson.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
31
Rubrics for Comparison and Contrast
Description
Meets or
Exceeds
Expectations
3
Meets Some
Expectations
Meets Few
Expectations
Meets No
Expectations
2
1
0
1. Purpose & Supporting Details
a. The paper compares and contrasts
items clearly.
b. The paper points to specific examples
to illustrate the comparison.
c. The paper includes only the
information relevant to the comparison.
2. Organization & Structure
a. The paper breaks the information into
the whole-to-whole, similarities todifferences, or point by-point structure.
b. The paper follows a consistent order
when discussing the comparison.
c. The paper breaks the information into
appropriate sections or paragraphs to
the ideas.
3. Transitions & Coherence
a. The paper moves smoothly from one
idea to the next.
b. The paper uses comparison and
contrast transition words to show
relationships between ideas.
c. The paper uses a variety of sentence
structures and transitions.
4. Conventions
a. The paper shows correct grammar and
usage.
b. The paper follows the rules for
punctuation.
c. The paper includes words that are
spelled correctly
TOTAL
Adopted:https://www.eriesd.org/site/handlers/filedownload.ashx?moduleinstanceid=14837&dat
aid=13730&FileName=5Comparison%20Contrast%20Rubric.pdf [accessed June 12, 2020].
32
Rubrics for the Poem
Adopted: https://www.teacherspayteachers.com/Product/Basic-Poetry-Rubric-3691783
[accessed June 12, 2020].
Assessment
Multiple Choice. Choose the best answer. Write the letter of your
answer on the blank before the number.
______1. Below is an example of _________.
You’re pulling a saber
The flowers shivered
When you approached.
a.
Haiku
b. Tanaga
c. Free verse
______2. Below is an example of _________.
He’s a behaved palay
Who bowed when the wind blew
But stood up again
And bore gold.
a. Haiku
b. Tanaga
c. Free verse
______3. In the poem,”Icarus in Catechism Class”, who do you think is speaking?
a. Icarus
b. Daedalus
c. angels
labyrinth
______4. The lines in “Icarus in Catechism Class”, what does it mean?
Or make us angels all, with dirty feet,
Without wings, chanting the
beatitudes,
a. Icarus was interested to fly.
b. Icarus was disinterested to fly.
c. Icarus was excited to fly.
d. Icarus wanted to fly for escape.
______5. What did the poem,“Icarus in Catechism Class” believed for angels?
a. with dirty feet b, with halo c.with clean
feet d. without halo
33
Lesson
5
Literature in the
th
Late 20 Century
Grade 12, First Semester, Q1 – Week 5
What I Know
Activity 1. List down five (5) Filipino foods you love to eat. Describe
why you love those foods. Use the chart below.
Foods
Reason/s
1
2
3
4
5
What’s In
In our previous lesson, we learned that Icarus in Catechism Class by
Dominador I. IIio, which was based on the story “Myth of Icarus.” In the story,
Icarus was the son of Daedalus who attempted to escape prison from the hands
of King Minos. In like manner, the story talked about Icarus's father who made
feather out of wax for them to use in escaping the dark labyrinth.
Today, our new lesson is about Puto-Bumbong, Bibingka, Salabat, atbp:
The Filipino Christmas Table by Doreen Fernandez.
34
What’s New
Puto-Bumbong, Bibingka, Salabat, atbp:
The Filipino Christmas Table
Doreen Fernandez as published in Sarap: Essays on Philippine Food
Rice Delicacy for Christmas
"I'm dreaming of a green Christmas," wrote a Filipina working at the United
Nations in New York. In the midst of the snow and tinsel, the bright shop windows and
the glittering trees of an American Christmas, she remembered the soft lantern light from
a star-shaped parol, the nip in the air as one walked to the dawn misa de gallo, and
especially the food: "It was not really the choir voices nor the whispered prayers of our
elders that kept us awake. It was something else... the promise of the piping hot puto
bumbong being prepared by the vendors along the way home that kept our spirits up,
our appetites whetted, and hence, our senses disquieted. The sweet lavender rice
sprouting out of little bamboo tubes, topped by a generous sprinkling of grated coconut
meal and brown sugar, was part of our Christmas delight."
She was, of course, remembering the makeshift stalls that sprout like
mushrooms the week the dawn masses begin. Along the streets leading to the
churches, and especially in the patios-at Las Piňas, under an ancient tree lit by a
galaxy of lanterns-are built lean-tos made from bamboo poles and roofed with old
blankets or coconut leaves, with a dulang in front serving as counter. From them
cooking smells tantalize the churchgoers and render children impatient to get
through mass.
Not only is there puto bumbong made from violet-colored pirutung rice, but
also bibingka, flat and soft and fragrant in banana leaves a mite singed by the
charcoal fire above and below. Sometimes these have a bit of native cheese on them
or a sliver of salted egg-but always they come with freshly grated coconut meat for
sprinkling on the hot, moist and golden cake. With it is served a customary free cup
of hot tea or salabat, ambrosia on a cold morning.
The above simbang gabi fare in the Tagalog provinces is echoed by the other
rice cakes and dishes in other regions at Christmastime. It is asif our forebears,
dependent on rice as staple and base and year-round pampabigat sa tiyan, gratefully
gave it primacy of place in the celebration of native Christmas. Thus, just as breads
mark Christmas for the German, pudding for the Englishman, and cakes like Buche
de Noel and Gateaux des Rois for the Frenchman, so rice cakes signify Christmas
for the Filipino.
In Pampanga, for example, the region acknowledged to have some of the
richest gastronomic traditions, the Christmas week specialties include putong sulot
and especially putong lusong eaten with panara. Putong lusong is a white, aniseflavored cake cut in thick trapezoidal wedges; panara is a little pasty filled with grated
upo or green papaya sauteed with garlic, chopped onion, cooked pork and shrimp,
and seasoned with salt and plenty of black pepper. This is wrapped like a turnover in
a dough of galapong,anisado wine and achuete, then fried in hot fat in a large kawali
35
right in front of the buyer. It comes sizzling out of the pan and is laid on banana leafcovered tables to cool.
"They were hot!" remembered the late Enriqueta David Perez (author of the
excellent, long-running cookbook Recipes of the Philippines)." Yet one could hardly
wait to pick them up. So I would take two pieces of puto and use them to pick up my
panara.The puto would take two pieces of puto and use them to pick up my panara,
The puto would also serve to absorb some of the oil. The combination was perfect:
the hot, peppery panara, the soft white puto and a little grated coconut making juice
on the tongue. And the tea with pandan and no sugar- hot and fragrant."
Cebuanos, novelist Lina Espina Moor recounted, call the predawn breakfast
painit (since it literally warms one up). It traditionally features hot, sticky chocolate,
potomaya (malagkit cooked with coconut milk), suman bodbod (sweetened malagkit
cooked in coconut leaves), biko (sweetened malagkit molded on a plate) and bibingka.
Sanirose Singson Orbeta, born and bred in Vigan, remembers that an important
part of her Christmas was the preparation of tinubong, also from rice. A half-cooked puto
mixture would be poured into a long bamboo tubes and left to cook on coals while the
whole town went off to midnight mass. When they returned, the coals would be dying
down, the bamboo charred and the tinubong cooked. The long tubes were then cut and
distributed among the family. The lazy (to cook) could buy them at stores in 10-centavo
(pre-1950s prices), 20-centavo and even 50-centavo (for the greedy) lengths. For
Sanirose the sound that brings back Vigan media noches is the cracking of hot, charred
bamboo tubes in hands eager to get at the food of Christmas.
In Laoag, Ilocos Norte, on the other hand, the traditional delicacy is tupig.
Writer Benjamin Pascual, in a piece written for the old Sunday Times Magazine,
remembers that the whole town would prepare it "or risk the wrath of the children."
Preparations would start before daybreak on December 24, and children would wake
up to the sound of the townswomen pulverizing the malagkit : "the rhythmic thuds of
thousands of wooden pestles against thousands of mortars in the town became one
huge throb of gaiety... we youngsters sat on our haunches to watch the alternately
bobbing women. Our purring cats made warm cushions on our laps."*
This variety of puto was flavored with molasses, which had been stored in
cans long before the holiday season. 'When the can was not closed tight, lizards
burglarized it and feasted and then drowned on sweetness.. The upper layer of
molasses thus had to be scooped off, and this task fell to us children. For all the
exertions of plunging a crowbar into the asphalt-tough molasses, we enjoyed the
work because we were free to sample the sweet..."
The next step was the grating of coconut to be mixed with the dough, and
here again the children involved themselves, "riding" the coconut graters carved from
tree trunks and shaped like horses, dogs or even alligators. The coconut-mixed
dough was next wrapped in layers of dark green, mature banana leaves, and cooked
by burying them in a huge mound of burning rice chaff, a community oven for several
neighbors. "The virtue of rice chaff is that it does not burst into flames, but smolders
in a leisurely way," such that the tupig bakes unhurriedly and evenly as in an oven.
Besides the tupig, a Laoag media noche would include patupat or tinapet,
also rice delicacies, this time wrapped in pyramidal fashion in the young, lemonyellow shoots of the banana plant. (In other towns coconut fronds are used).
36
Many other varieties of puto, suman and bibingka exist around the islands,
among them putong puti, which in its modern version uses baking powder; putong
pula, sweet with brown sugar; kutsinta colored with lye; rich suman with a thick
topping of latik; kutsinta colored with lye; rich suman with a thick topping of latik;
"poverty" suman with but a hint of coconut milk and sugar; suman to be rolled in
sugar, or dipped in coconut, or fried, or rolled in leaves, or folded in leaves, or sliced.
And of course there are all the other kakanin for which each region, even each town,
has its own names and its own Christmas memories.
Still another rice-based Christmas delicacy is the Filipino tamales, which is
quite different from the Mexican variety, being made basically of rice, coconut milk,
achuete and ground toasted peanuts, with slices of pork, chicken, duck, shrimp,
ham, etc., depending on region, availability and budget of the maker. A Cebuana
remembers tamales of two kinds;one sweet and one pepper hot, both wrapped in
layers of banana leaf and those of Sorsogon are said to take three days to make.
Those who have them as part of their Christmas memories seek them in vain in the
streets and foodshops of the big city.
Although this plethora of rice cakes forms the basis of our Christmas fare,
other dishes drawn from the Chinese, Spanish and American influences on our food
culture have become traditional too- to families, to regions. This is because the
centrality and grandeur of the feast make it imperative to have something special,
and "special" is determined both by the culture and by the individual taste. An
informant from a poor Sorsogon barrio told us, for example, that her family ate fish all
year round and had pork adobo once in the year, for the media noche. The next
days, it was "isda na naman".
Lunch and Desserts Foods
“Special” for many are the Spanish dishes that have become traditional fiesta
fare. For Enriquetta Guerrero clan, it was cocido. “Oh, I hardly wait for the Mass to
be over,” she told us in that long-ago interview, “so that we could have the cocido. It
was the usual old-fashioned recipe, with jamon China, chorizo de Bilbao,morcilla,
beef kenchi with marrow bone, chicken, pork, cabbage, pechay, carrots, potatoes,
onion, tomato sauce and a thick broth- and served with eggplant sauce.”
Leni Guerrero of the Ermita Guerrero clan, whose French mother added richly
to their Christmas traditions, remembers their customary galantine and relleno, the
latter a fat capon stuffed with an assortment of riches, including, in the old days, foie
gras, truffles, ground pork, olives, imported pork sausages, Spanish sausages, and
such other luxuries. A Pampanga family known for its cooking liked fat nilagang
manok for its media noche, the chicken especially fattened and readied for the feast.
A Nueva Ecija family had pesang manok; one Negros family always had lechon
stuffed with tanglad. How central lechon can be to many a family feast is shown by
the near-riot at ELAR lechon office when the machine turning over the rows of lechon
spits broke down. The pigs had to be roasted in Montalban and were delayed and
hundreds crowded the office on Christmas Eve clamoring for their festal lechon, or
for their regales for compadres, ninongs and relatives.
Almost everyone used to have jamon en dulce, obviously another tradition
inherited from Spain. This used to be imported salted Chinese ham (also called jamon
Pina, or jamon en funda, because it would come in cloth sack), cooked in sugar, white
37
wine, beer, pineapple juice and fragrant spices-notably cloves-with a crisp, shiny
sugar glaze seared in by a hot sianse. Local and homemade hams now fill in for the
imported type, but most Filipinos of medium and high income levels cannot think of
Christmas even now without remembering rosy red slices of ham, with their
translucent strips of fat topped by a thick and delicious sugar layer.
Besides these, there were usually acharas of all kinds, sweetly pickled young
papayas and other vegetables cut into flowers, stars, (and/or) butterflies. And
wilderness of desserts: more suman of various persuasions; quivering leche flan
fragrant with dayap, macapuno en dulce in pale, translucent strands; santol strands;
santol preserves with that sweet sourness that the Filipino palate cannot resist;
preserved citrus fruit peel; pastillas in wrappers with cutout designs and mottoes like
"Recuerdo" and glass jars, thickly and sweetly purple; and whatever other specialties
mothers, aunts and grandmothers- all of them long on time and patience-were
known for.
There were, further, imported delicacies that used to appear only at Christmas
time: fragrant apples and Mandarin oranges; walnuts, pecans and Brazil nuts; brown,
sticky castañas; bunches of grapes fresh from their sawdust; and turrones de jijona
and turrones de alicante. The turrones came from Spain in flat, round tins or in
wooden boxes that were a ritual to open. They were so hard that they had to be
hacked on a wooden cutting board with a very dull knife and were given out in thin
slivers and slices, hard enough to break one's teeth. But they were delicious, a
mixture of honey and almonds covered with a paper-thin wafer like a communion
hostia, seemingly made for Christmas and for no other season. All the above are still
available, but at astronomical prices, making them part of the Christmas only of the
nostalgic elite, and not of the majority.
Breakfast on Christmas Day usually featured Spanish-style chocolate: hot and
thick ("Chocolate E" for espeso) if one could afford it; thin and watery ("Chocolate A"
for aguado) if one's budget was cramped. With this rich, savory drink were usually
served slices of queso de bola- hard, cream-colored Edam cheese that came in
cans-and ensaimadas, whose sweet light dough and butter-sugar-cheese topping
make the expatriate Filipino wax nostalgic, since they go so perfectly with the
saltiness of the cheese and the heavy sweetness of the chocolate.
Noche Buena (Christmas) and Media Noche (New Year)
Writer and gourmet E. Aguilar Cruz believes that the media noche is the most
important part of the urban Filipino's Christmas, but that for the rural Filipino it is the
Christmas Day breakfast and luncheon. Christmas Day used to be the time to visit
relatives and godparents, to give the ritual greetings (kiss on the hand, or hand on
the forehead), and receive gifts of money, sweets, toys, or religious objects.
Writer Carmen Guerrero-Nakpil remembers going to visit, in a bygone Ermita,
aunts in whose homes were laid out "an assortment of sweetmeats, some brought from
Bulacan and Pampanga and even Spain and America,but mostly prepared in their own
family kitchen. There were towering castillo (veritable monuments of candied pastry),
pastillas wrapped in decorated tissue paper, newly wrapped tamales and all manner of
candies and bonbons. These were pressed upon us with great insistence..."
This was the day the dulces de Magalang would appear, Abe Cruz remembersthose many-splendored sweets from Magalang, Pampanga. It was also the day aunts
38
and mothers trotted out the Brazo de la Reina, a meringue roll with a syrupy egg yolk
and butter filling; tocino del cielo, tiny and wickedly rich caramel custards in miniature
cups; meringue sweets that were chewy inside and crisp outside and "wrapped in
paper, " my father remembered,"only at Christmas time." The Ilocos homes might
have instead abrillantados, crystallized colored coconut candy rolled in fine white
sugar.Other regions or families had kalamay, or pinipig pudding, or yemas.
The Christmas noonday meal, which may be taken with immediate family or
with one's grandparents, or with the oldest of the clan, depending on familial custom,
differs widely in different regions. It might be pinapaitan in Abra (a peppery dish of
goat variety meats); embutido or morcon in a Manila household; bam-i in a Cebuano
home (chicken, pork, dried shrimp, mushrooms and two kinds of noodle; legend has
it that only a Cebuano can cook it properly); pancit Molo in an Ilongo family;
sincuchar (beef variety meats) or kilawin of goat meat in an Ilocano homes. In a poor
household, it is whatever the budget could make available- the long-kept chicken,
rarely seen pork, or the fish and rice of everyday. For the affluent, it is very often
lechon. In urban homes,it is often American roast turkey or baked ham, German
ginger-bread and almond stollen, French Buche de Noel.
Conclusion
The Filipino Christmas has adapted much from the foreign cultures that history
has introduced into our lives. Just as Christmas cards and trees have joined the belen,
villancicos like "Vamos Pastores" and the misa de gallo; just as blinking Christmas lights
surround the star-shapped bamboo parol; so have turkey, cheese cake and rum
puddings joined the native and Spanish dishes on the media noche table.
But, although our Christmases have Spanish and other foreign flavors, basic
to it are the puto bumbong, bibingka and salabat in church courtyards, the suman
and kutsinta at the family reunions, the taste of rice and of home, of which our
Christmas memories are made.
http://walking-writer.blogspot.com/2011/12/essay-puto-bumbong-bibingka-salabat.html
What is It
Activity 2. Based on the essay you have read, answer the following questions
succinctly:
1. What particular season does the essay focus on? Have you tried any of the
seasonal foods mentioned in the essay? If so, which ones?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
39
2. Describe the author’s style of writing. What techniques make her portrayal of
food effective?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
3. Name other occasions in our country that also feature a seasonal set of
food. Why do you think Filipinos favor specific food for specific seasons?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
What’s More
Activity 3.
Comment on the essay’s historical dimension. What
information does the essay give about our country’s
past colonizers? Write your answer in the space
provided.
Begin Here:
Comment 1
Comment 2
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
40
What I Have Learned
Activity 4. Complete the statement below in the
“Worth Remembering Note.” Write your answer
on the space provided.
WRN: I learned that…
First,
____________________________________________________________
____________________________________________________________
Second,
____________________________________________________________
____________________________________________________________
Lastly,
____________________________________________________________
____________________________________________________________
What I Can Do
Activity 5.
Complete the table below by interviewing any of your family
member.
Family Members
Father
Mother
Brother
Sister
Others
Preferred Food/s
Reason/s
41
Assessment
Based on the story Puto-Bumbong, Bibingka, Salabat, atbp: The
Filipino Christmas Table, make a collage using the following rubrics.
Rubric on Collage / Poster Making
Criteria
Still a Goal
1. Organization
* relevance to
the theme
✓
2.Appropriateness
of
pictures used
✓
3. Creativity
✓
✓
4. Neatness/
Tidiness
✓
(1-7)
Output is
unrecognized/
not related to
the theme
(1-2)
Pictures used
are
inappropriate.
(1-2)
Lacks
imaginative
thinking output
Produced has
no innovative
and unique
qualities
(1-2)
Lacks neatness
On Standard
(8-14)
Shows some
organization of
work.
✓
(3-4)
Pictures are
appropriate and
related to the
theme.
(3-4)
Demonstrates
moderate
imaginative skills.
Output produced
has some
innovative and
unique qualities.
✓
✓
✓
✓
(3-4)
Shows neatness
in her work
Above Standard
✓
✓
✓
✓
✓
✓
4. Over-all
Appearance
(9-17)
Has a very well
organized work.
Total
Points
(17)
(5-7)
Pictures used
are very
appropriate.
(7)
(5-7)
Demonstrate
imaginative
thinking.
Output
produced has
innovative &
unique qualities.
(7)
(5-7)
Shows a very
neat output.
Observes
cleanliness &
orderliness at all
times.
(5-7)
Shows a very
attractive work.
(7)
(1-2)
(3-4)
(7)
Work has
✓ Shows an
✓
unattractive
attractive work
appearance.
Adopted from: Ampong, Ronald, Differentiated Approach in Enhancing the
Reading Proficiency Level
✓
Begin Here:
42
Lesson
6
st
Various 21 Century
Literature Genres
Grade 12, First Semester, Q1 – Week 6
What I Need to Know
At the end of this Lesson 2, you will be able to:
st
a. Compare and contrast the various 21 century literary genres and
the ones from the earlier genres/periods citing their elements,
structures and traditions; and
b. Discuss how different contexts enhance the text’s meaning and
enrich the reader’s understanding
What I Know
Activity 1. Give two proverbs or salawikain that you may have heard
from your elders. Then extract the lessons which influences
our existence today.
Proverbs
Lessons
__________________________
____________________________________________
__________________________
____________________________________________
__________________________
____________________________________________
__________________________
__________________________________________
________________________
__________________________
____________________________________________
__________________________
____________________________________________
__________________________
____________________________________________
__________________________
__________________________________________
________________________
43
What’s In
In our previous lesson, we learned the story entitled Puto-Bumbong,
Bibingka, Salabat, atbp: The Filipino Christmas Table by Doreen
Fernandez as published in Sarap: Essays on Philippine. This essay
reflects that Filipinos as “lovers of eating” for their own sake or (at most,
for the sake of friendship, family, or religion). However, this time, we will
st
discuss about various 21 century literary genres.
What’s New
The Story of Tunkung Langit and Alunsina
(a folklore from Panay)
Once upon a time when the earth was but a shapeless, formless void
appeared the god called Tungkung Langit (“Pillar of Heaven”) and the virgin goddess
of the eastern skies, Alunsina (“The Unmarried One”).
The old Visayan folklore states that Tungkung Langit fell in love with Alunsina.
After he had courted her for many years, they married and made their home in the
highest part of heaven. There the water was always warm and the breeze was
forever cool, not a bad weather was in sight, and the couple was happy. In this place
in the heavens, order and regularity began.
Tungkung Langit was a loving, hard-working god. He wanted to impose order
over the confused world. He decided to arrange the world so that the heavenly
bodies would move regularly. On the other hand, Alunsina was a lazy, jealous, selfish
goddess. She sat at the window of their home all day doing nothing but brush her
long beautiful hair. Sometimes she would leave her home, sit down by a pool near
the door, and comb her long, jet-black hair all day long. One day Tungkung Langit
told his wife that he would be away for some time. He said he must make time go on
smoothly and arrange everything in the world and did not return for a long time.
Alunsina thought he was off to see a lover, so she summoned the breeze to spy on
Tungkung Langit. Tungkung Langit caught the spying breeze and he became very
angry with Alunsina. After he returned home, he told her that it was ungodly of her to
be jealous since there were no other gods in the world except the two of them.
Alunsina resented this reproach, and they quarreled all day. In his anger,
Tungkung Langit drove his wife away. And with that, Alunsina suddenly disappeared,
without a word or a trace to where she went. A few days passed, Tungkung Langit felt
very lonely and longed for his wife. He realized that he should not have lost his temper.
But it was too late, Alunsina is gone. Their home which was once vibrant with Alunsina's
sweet voice, his home became cold and desolate. In the morning when he
44
woke up, he would find himself alone. In the afternoon when he came home, he
would feel loneliness creeping deep within him.
For months Tungkung Langit lived in utter desolation. Try as he did he could
not find Alunsina. And so in his desperation, he decided to do something to forget his
sorrow and win back his wife’s favor. So he came down to earth and planted trees
and flowers that she may notice it, but she still didn’t come home. Then in
desperation, he took his wife's jewels and scattered them in the sky. He hoped that
when Alunsina should see them she might be induced to return home.
Alunsina's necklace became the stars, her comb the moon, and her crown the
sun. But in spite of all his efforts, Alunsina did not return home. Until now, as the
story goes, Tungkung Langit lives alone in his palace in the skies and sometimes, he
would cry out for Alunsina and his tears would fall down upon the earth as rain and
his loud voice, calling out for his wife, was believed to be the thunder during storms,
begging for her to come back to their heavenly palace once more.
Source: http://vizayanmyths.blogspot.com/2013/05/creation-myth-variant-1.htmls
The Story of Creation
Holy Bible
[a] 2
In the beginning, when God created the universe,
the earth was formless and
desolate. The raging ocean that covered everything was engulfed in total darkness, and
[b]
3
the Spirit of God was moving over the water. Then God commanded, “Let there be
4
light”—and light appeared. God was pleased with what he saw. Then he separated the
1
5
light from the darkness, and he named the light “Day” and the
darkness “Night.” Evening passed and morning came—that was the first day.
6-7
Then God commanded, “Let there be a dome to divide the water and to keep
it in two separate places”—and it was done. So God made a dome, and it separated
8
the water under it from the water above it. He named the dome “Sky.” Evening
passed and morning came—that was the second day.
9Then God commanded, “Let the water below the sky come together in one
10
place, so that the land will appear”—and it was done.
He named the land “Earth,”
and the water which had come together he named “Sea.” And God was pleased with
11
what he saw.
Then he commanded, “Let the earth produce all kinds of plants, those that
12
bear grain and those that bear fruit”—and it was done.
So the earth produced
all kinds of plants, and God was pleased with what he saw.
morning came—that was the third day.
14
13
Evening passed and
Then God commanded, “Let lights appear in the sky to separate day from
[c]
15
night and to show the time when days, years, and religious festivals
begin;
they will
16
shine in the sky to give light to the earth”—and it was done.
So God made the two larger
lights, the sun to rule over the day and the moon to rule over the night; he also made the
17
18
stars.
He placed the lights in the sky to shine on the earth,
to rule
45
over the day and the night, and to separate light from darkness. And God was pleased
19
with what he saw.
Evening passed and morning came—that was the fourth day.
20
Then God commanded, “Let the water be filled with many kinds of living beings, and
21
let the air be filled with birds.”
So God created the great sea monsters, all kinds of creatures
22
that live in the water, and all kinds of birds. And God was pleased with what he saw.
He
blessed them all and told the creatures that live in the water to reproduce and to fill the sea,
23
and he told the birds to increase in number.
Evening passed and morning came—that
was the fifth day.
24
Then God commanded, “Let the earth produce all kinds of animal life: domestic and
25
wild, large and small”—and it was done.
So God made them all, and he was pleased with
what he saw.
26
Then God said, “And now we will make human beings; they will be like us and
[d]
resemble us. They will have power over the fish, the birds, and all animals, domestic and wild,
27
large and small.”
So God created human beings, making them to be like himself. He
28
created them male and female,
blessed them, and said, “Have many children, so that your
descendants will live all over the earth and bring it under their control. I am putting you in charge
29
of the fish, the birds, and all the wild animals.
I have provided all kinds of grain and all kinds of
30
fruit for you to eat;
but for all the wild animals and for all the birds I have provided
31
grass and leafy plants for food”—and it was done.
God looked at everything he had made,
and he was very pleased. Evening passed and morning came—that was the sixth day. .
Source: https://www.biblegateway.com/passage/?search=Genesis+1&version=GNT
Typhoons
(an except)
by Rio Alma (translated by Marne Kilates)
The typhoons’ episodes of terror are yearly:
Berserk wind and shattered glass
Streaming from the mouths of a thousand serpents,
Smoke of dark crystal billowing
From beyond the ancient shoulders of the bristling land.
The heavens crawl with crackling electricity
And the verdicts of thunder are without forgiveness or pity.
There were nights
When we were children watching
And listening for the keening
And whiplash of wet, demented monsters:
Turning wildly they tore every roof,
They toppled and smashed every wall and post;
The drains and canals choked,
The distressed bamboo begged for mercy.
46
We shut our eyes
At the final rumbling rape
Of our prostrate crops, the helpless land.
Tightly we shut our eyes,
Tightly, ever tightly…
Only to wonder in the morning
What power of sun expunged
And expelled these armies of the night.
Source: https://wordsmadeflesh.wordpress.com/tag/rio-alma/
Coñotations
by Paolo Manalo
1. I’m like tripping right now I have suitcase fever.
2. Dude, man, pare, three people can be the same.
3. Except he’s not who he says he is, pare. He’s a sneeze with Chinese blood:
Ha Ching!
4. Naman, it’s like our Tagalog accent, so they won’t think we’re all airs; so much
weight it means nothing naman.
5. Dude, man, pare, at the next stop we’ll make buwelta. So they can see
we know how to look where we came from.
6. It’s hirap kaya to find a connection. Who ba’s puwede to be our guide?
7. Dude, man, can you make this areglo naman?
8. Make it pabalot kaya in the mall. So they can’t guess what you’re
thinking. That’s what I call a package deal.
9. Who says ’coz should be shot.
10. Only kolehiyalas make tusok the fishballs. Us guys, dude, pare,
we make them tuhog.
11. Talaga, she said she’d sleep with you? Naman pare, when she says talaga,
it means she’s lying.
12. Hey, wala namang like that-an.
https://aquarius129.wordpress.com/2009/03/08/conotations-a-poem-by-paolo-manalo/
4
What is It
Activity 3. Compare and contrast the story of creation as told by
the story of Tungkung Langit and Alunsina with the
story of creation that appears in Genesis from the
Bible. Write your answer in the table.
Elements of the
Tungkung Langit and
The Creation
Story
Alunsina
1. Setting/s
2. Characters
5. Conflict/s
6. Result/s
48
What’s More
Activity 4. In 3 to 6 sentences, answer the following questions:
1.
Write the similarities and differences of the god mentioned in Tungkung
Langit and Alunsina to the God mentioned in the Bible .
GOD
Similarities
Differences
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_____________________________
_____________________________
2. What are the similarities and differences in the creation of the universe in
both stories?
Creation of the Universe
Similarities
Differences
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_____________________________
_____________________________
3. How about the similarities and differences in the creation of man?
Creation of Man
Similarities
Similarities
_______________________________
________________________________
_______________________________
________________________________
_______________________________
________________________________
_______________________________
________________________________
_______________________________
________________________________
_____________________________
________________________
49
What I Have Learned
Activity
5. Provide human
qualities or traits(personifications)
mentioned in the following lines of the poem
“Typhoons”(pp.46-47).
1. The heavens crawl with crackling electricity
What is being personified?
What human trait or quality is given?
-
_____________________
_____________________
2. And whiplash of wet, demented monsters: Turning wildly they tore every roof
What is being personified?
_____________________
What human trait or quality is given?
_____________________
3. The drains and canals choked
What is being personified?
What human trait or quality is given?
-
_____________________
_____________________
4. The distressed bamboo begged for mercy
What is being personified?
What human trait or quality is given?
-
_____________________
_____________________
5. What power of sun expunged and expelled these armies of the night
What is being personified?
_____________________
What human trait or quality is given?
_____________________
Activity 6. Based on the poem “Coñotations,” answer the following questions:
1. Who do you think are the characters in the poem?
_________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. Using the urban dictionary, define “CoÑo”.
_________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. What do these characters talk about?
_________________________________________________________________
___________________________________________________________________
___________________________________________________________________
50
4. Is there a story that you can derive from the poem?
_________________________________________________________________
___________________________________________________________________
___________________________________________________________________
5. What are some events or situations mentioned in the poem?
_________________________________________________________________
___________________________________________________________________
___________________________________________________________________
6. What language/s did the author use in the given selection?
_________________________________________________________________
___________________________________________________________________
___________________________________________________________________
7. Have you tried using the same language while talking to friends or
other family members?
_________________________________________________________________
___________________________________________________________________
___________________________________________________________________
8. Do you easily understand the meaning of the lines in the poem based on the
language used?
_________________________________________________________________
___________________________________________________________________
___________________________________________________________________
9. Who do you think are the types of individuals using such language?
_________________________________________________________________
___________________________________________________________________
___________________________________________________________________
51
What I Can Do
Activity 6. Complete the statement below in the “Leaning Map “LMs”,” Write your
b b answer on the space provided.
1
Title
Leaning
__________________________________
__________________________________
_______________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
______________________________
2
Leaning
__________________________________
__________________________________
__________________________________
Title
__________________________________
__________________________________
__________________________________
_______________________________
__________________________________
__________________________________
__________________________________
______________________________
52
Assessment
. Read the text on “Textula” below and answer the questions that follow.
The term "textula" is a blend of the English word "text" and
the Filipino word "tula! ' Meaning, it is a poem written in the
form of a text message. Usually consisting of one or two
stanzas, it is a form of direct communication to a person
close to the sender.
Textula
1. Ayy! Napana ang
Tigre Ang dilaw
naging verde Di-El-EsYu-Yu-Es-Ti
Mga Ten gang nagwagi.
2. Sa mahilig sa bola
Hindi bago ang kanta
Nang mag-dribble si
Ama Sa anak ipinasa.
Begin Here:
1. What is the text tula about?
______________________________________________________________
______________________________________________________________
2. Is it similar to the traditional poems that you have read before? In what way
is it similar or different?
______________________________________________________________
______________________________________________________________
3. Does the text tula have rhyming patterns?
______________________________________________________________
______________________________________________________________
4. How about the verse, do they have a similar number of syllables per line?
______________________________________________________________
______________________________________________________________
5. What are possible venues of social media where we can use text tula?
53
Philippine Literature
in Pre-Colonial Period
Lesson
7
Grade 12, First Semester, Q1 – Week 7
What I Need to Know
At the end of Lesson 7, the learners are expected to:
a. Discuss how different context enhance the text’s meaning
and enrich the readers understanding; and
b. Produce creative representation of a literary text by
applying multi-media and ICT skills.
What I Know
Activity 1.
Read and analyze the questions below. Write your answers
in the space found in the table.
st
How would you compare 21 century genres (such as Tweets and SMS
st
Fiction) with traditional forms of literature? What makes these 21
century literature texts unique?
th
st
20 Century Literature
21 Century Literature
54
What’s In
In our previous lesson, you learned about the stories of Tungkung
Langit and Alinsina, The Creation, Typhoons, Coñotations.
st
Today, we will discuss the 21 century stories from the Philippines
and the World.
What’s New
Activity 2. Briefly answer the questions below.
1. Did you witness an accident? What was your reaction?
_________________________________________________________
_________________________________________________________
_________________________________________________________
2. Complete the sentence: If there is a calamity, I will –
________________________________________________________
_________________________________________________________
_________________________________________________________
What is It
Except From New York City Post 9/11
by Cristina P. Hidaldo
Who is Cristina Pantajo – Hidalgo? She is an award winning Filipina fictionist
critic and a pioneering writer of creative nonfiction. She was born on August 21,
1944, a high school Valedictorian of St Paul College, Quezon City. She has been
writing since the age of 15. She has worked as a writer, editor, and a teacher in
Thailand, Lebanon, Korea, Myanmar and New York.
Everything starts in October 4, Cristina and her friends, Preachy Legasto and
Fe Mangahas, were traveling together to attend a conference in New York City. That
was Cristina’s first trip to US after 9/11 security check were tighter and the lines were
miles long.
55
What happen on 9/11? The innocent dies, heroes truly tried, and the masses
cried. Cristina wanted to go to Ground Zeroformerly known ad “world trade center”,
she wanted to see 9/11changed America or New York City. SO she went to ground
zero, there are images of the incredible collapse of those towers, played so often on
international TV that they had become indelibly imprinted on the imagination. BBC
anchor, saying “And now we return to New York and its Broken Heart” GroundZero
America changed, New York changed. Change is painful but citizens of
America move forward and accept the fact that it happened. Things won’t be the
same anymore. Life goes on, but they will NEVER FORGET what happened.
th
Earlier, America marked the 15 anniversary of 9/11. Fifteen years after the
September 11, 2001 terrorist attacks, friends, and families still grieve. Children
search for understanding. Survivors still suffer.
The nation and the world still REMEMBER. Seeing how the world change
after 9/11 isn’t what hurts, what hurts is remembering how it used to be.
The Baby in the Backpack
by Patricia Evangelista
The backpack sat on the curbside. The surface was flaking, the purple print
scratched. We found it in the afternoon, beside three corpses in body bags. The men
working along the highway said that the bodies had just been recovered. They said
there was a baby in the backpack.
It was cold that day. The air smelled of dead. I remember crouching beside
the bag and hunting for the zipper, remember thinking I had to verify the story,
remember feeling uneasy. It was a morbid act, like opening a stranger’s closed
coffin. Maybe it was a convenient excuse, an odd conservatism in a city where the
dead had been shoved into plastic garbage bags. I didn’t open the bag, ran my
hands over it instead, tracing the lumps of head and hands and folded knees.
It was 15 days since the storm, and there was a corpse inside the backpack.
I write this late at night, in Manila, almost three months after typhoon Haiyan.
It is difficult to write. I meant to write something else, have been trying to write
something else for a week, an analysis of post-disaster vulnerabilities and
government mishandling. I did the interviews, read the documents, watched the
congressional hearings and the resulting glad-handing and politicking that came with
it: the secretary of the interior smiling, the mayor of the broken city smiling back, the
men and women in the background smiling along, all of them grinning as if they were
not witness to weeks of calling each other liars and frauds.
Instead I’m writing about how it was, on the ground, the apocalypse that all of
us found when we landed on the Tacloban tarmac. I seem to be unable to write
about anything else. I’ve been a columnist for ten years, a reporter for the last five.
My beat is disaster and human rights and the stories that fall in between – the dead,
the lost, the rebels and the survivors. Nothing I’ve seen prepared me for what I saw
after Haiyan.
I don’t claim to be a veteran. What I’ve seen is nothing to what many others
have seen, and my version of reportage is very often limited to individual human
56
experience instead of the larger implications. I fixate on images, sentences, narrative
arcs, the smoke in the sky, the blood on the doorknob, the bottle of White Flower
carried by the defendant, the color and pattern of the tiles on the floor of Quezon City
Regional Trial Court Branch 221 instead of the decision handed down by the trial
court judge. For me, Haiyan was the rainbow blanket around the dead boy. It was the
father who covered his drowned daughter’s corpse with a tin roof to protect her from
the rain. It was the man who walked daily to his girlfriend’s grave, the plastic panda
floating in the water, the baby in the purple backpack.
There were many other stories. Government ineptitude. Political infighting. The
scale of displacement and the terrible conditions forced on the survivors. I admit I went
looking for the dead, an easy thing in Haiyan country. My reasoning is the same as it's
always been – in a situation where morals are suspended and the narrative makes no
sense, it is necessary to hold whatever truth is left: that the dead shouldn't be dead.
Maybe there is some ego involved here, the awareness that the sights and smells
and sounds that will force the average person to turn away is something that can be
handled without flinching, safe under the cloak of public interest. It is necessary to
pretend those of us who report are tougher than everyone else. It is necessary, very
often, to pretend this is a job, a commitment, a challenge met that separates us from the
government clerk or the lawyer or even the reporters who cover the seemingly safer
beats. We understand, for example, that it is possible to step away, to retreat to some
safe mental corner while noting down the observation that the body in the water is
probably female, that what may or may not be breasts are still under the faded yellow
shirt, in spite of the fact the face above the shirt has been stripped of skin and flesh.
It is of course presumptuous for me to use the word “we” instead of “I,” but “I”
is a pronoun that I have used under protest in the last few years. “I” is personal, it
redirects the spotlight, it is arrogant and indulgent and emphasizes the primacy of
personal opinion instead of the real story. I don’t pretend to speak for all journalists,
or even for some journalists. I’m not certain I even speak for myself, as the safe
mental corner that I used to have is no longer particularly safe. Fourteen million
people were affected, at least 6,000 died. What I felt and continue to feel is not the
story I mean to tell, as there are many things more deserving of public space than
the confusion of a 28-year-old journalist, especially one who demanded for this
coverage and found out that the magic cape has holes.
Everyday I asked the questions. Framed the interviews. Rolled the video.
Held up a hand to stop a weeping man midsentence because of the roar of the C130
swooping overhead. Nodded, in understanding, as if it was possible to understand
how it feels to watch wife and children drown while hanging on to a slab of concrete.
I asked survivors about the height of the waters and the loss of daughters, and
although many of them were desperate to tell their stories, it was impossible not to
feel exploitative, that we were, or I was, using their grief to add to the grand drama
that was the aftermath of typhoon Haiyan.
I don’t pretend I made any sort of difference. The stories I told were stories people
might or might not read or watch – or share, in the language of the Internet – but they
were only stories, and at the end of the day I knew I was leaving, knew that in a week or
two weeks I would be in Manila at my desk and the weeping father would still be there, in
the dark, dreaming of his lost babies. I suspect I went looking for the worst to validate my
being on the ground. It would be romantic to say I was bearing witness for the victims.
The truth was that I went from shock to further shock, and I was afraid, always, that I
wasn’t doing anyone’s story justice. Covering Haiyan was like walking into a Salvador
Dali painting and discovering the paint was still damp.
57
I asked for a week longer, after a week I stayed one more, and then was allowed
one more. I like to think I stayed as long as I could, but that’s only one way of telling the
story. The longer I stayed, the less guilty I felt. I admit I didn’t finish out that last week,
because on the 16th day I found myself on the coast shooting a woman’s corpse
hanging from a tree. It took a long time to see the body. I was standing less than five feet
across, I could smell it, I was told it was there, but her head was pushed back and her
arms were the color of dead wood and my brain refused to acknowledge that what I was
staring at used to be a person. When the image suddenly made sense in my head, I took
the photo, then turned to vomit into the bushes.
There were many more bodies before and after that, mass graves with
hundreds of tangled dead, but none of them had me heaving with my hands on my
knees. Maybe it was the fact she hung meters away from the shanty of a man who
refused to leave for an evacuation center because he was waiting for his missing
wife to come home – “I want to be here when she comes,” he said. His name is
William Cabuquing, and he was one of the survivors who packed the bodies of his
neighbors into bags 14 days after he staggered home bleeding after being swept
across the bay. He did not know who the woman on the tree was.
That night I was on the phone with my editor. Are you all right, she asked. It
was a question that at that point seemed terribly important, and I stuttered and
mumbled and was largely inarticulate until I managed to say, after a series of
evasions, that yes, I wanted to go home.
The truth is that there is no going home. It is difficult to write about it, and more
difficult to write about anything else. I am aware there are many journalists who can
move past stories like this, that my job demands I move past it myself. I also know there
are others like me who have been smoking too much and sleeping too long, who have
come home to wake in the night, unable to move on to other stories and other
responsibilities, aware, one way or another, that whatever story comes along, Haiyan is
out there, and the promises we made are still no more than promises.
I like to think of journalism as an attempt to make the public imagine. We
cannot protest against what we cannot see, we cannot move when we cannot be
made to feel. Six thousand is a large number, larger than Ketsana’s 464, Bopha’s
1,067 or Washi’s 1,453, but it is difficult, as with any statistic, to remember that each
one of the thousands in each of the storms shouldn’t have died, could have been
saved, deserved, if nothing else, to be buried with some attempt at dignity instead of
being left to rot in a muddy field covered with campaign posters. We are meant to
understand that, to imagine that, to stand in the shoes of the man scrabbling in the
muck for his fiancée. To forget what happened makes us all guilty, makes us
accomplices to what brought them here, allows the same tragedy to happen again
and again, as it has happened, again and again.
I don’t know what I intended to say. Maybe that I can’t forget, or that I’m afraid
I will. Many of us who were on the ground are afraid to say what it was like, because
we’re supposed to be tough as nails. We’re supposed to be brave. We’re meant to
serve the story. We’re supposed to walk away from the mass grave and report the
number and the state of decomposition. We can stand in the hellhole that was
Zamboanga City in September and say yes, we can take more. We’re afraid if we
say we can’t, we won’t be sent to the next story, will be told we don’t have the balls,
don’t have what it takes, can’t deliver, won’t survive. I say “we” because it’s harder to
say “I,” and maybe that was what I meant to say. – Rappler.com
58
21
st
st
Century Literature for 21 Century Readers
As society and technology change, so does literacy because technology has
st
increased the intensity complexity of literate environments, the 21 century demands that a
literate person possesses a wide range of abilities and competencies. These literacies
– from the reading online newspapers to participating in virtual classrooms
– are multiple, dynamic and malleable. As such, twenty-first century readers and
writers need to:
1. Develop proficiency with the tools of technology.
2. Build relationships with others to pose and solve problems collaboratively
and cross-culturally.
3. Design and share information for global communities to meet a variety
of purposes.
4. Manage, analyze, and synthesize multiple streams of simultaneous
information.
5. Create, critique, analyze, and evaluate multi-media texts.
As widely known, the twenty-first century readers grow up using technology as
primary learning tool. They are capable of navigating and interpreting digital formats and
media messages. They possess literacy skills which include technological abilities such
as keyboarding, internet navigation, interpretation of technological speak, ability to
communicate and interpret coded language and decipher graphic.
21st century literature per se is anything that was written and published in the
year 2000s. It is a bit too early to give a definite and elaborate description of the 21st
century literature in the Philippines and the world. It is possible, however, to
approach contemporary literature as a reaction to and dialogue with existing forms of
expressive culture. As we engage in technology more and more, we create and
discover more existing forms of expressive culture as well.
Here are more examples of literary genres in the 21st century Philippine
literature:
1. Creative nonfiction. It’s a rich mix of flavors, ideas, and techniques, some of
which are newly invented and others as old as writing itself. Creative
nonfiction can be an essay, a journal article, a research paper, a memoir, or a
poem; it can be personal or not, or it can be all of these. Some of the creative
nonfiction in the Philippines are:
1. “The Cardinal’s Sins, the General’s Cross, the Martyr’s Testimony,
and Other Affirmations” by Gregorio C. Brillantes
2. “Manananggal Terrorizes Manila and Other Stories” by Jessica Zafra
2. Hyper poetry. Hypertext poetry and hypertext fiction are new genres of literature
that use the computer screen as medium, rather than the printed page. The
literary works rely on the qualities unique to a digital environment, such as linked
World Wide Web pages or effects such as sound and movement.
Hypertext “poetry” can consist of words, although not necessarily organized
into lines and stanzas, as well as, sounds, visual images, movement or other
special effects.
59
3. Mobile phone text tula. A cell phone novel, or mobile phone novel is a literary
work originally written on a cellular phone via text messaging. This type of
literature originated in Japan, where it has become a popular literary genre.
4. Chick lit. This is genre fiction, which “consists of heroin-centered narratives
that focus on the trials and tribulations of their individual protagonists”. The
genre often addresses issues of modern womanhood – from romantic
relationships to female friendships to matters in the workplace – in humorous
and lighthearted ways. Some of the chick lit in the Philippines are:
1. Spotlight New Adult by Mina V. Esguerra
2. Tall Story by Candy Gourlay
5. Speculative fiction. It covers all stories from fantasy to science fiction to
slipstream to magic realism to urban fantasy — so on and so forth. In other words
(or in other worlds), it encompasses all the stories that are removed from the
reality that we are currently living in.” Some of the speculative fiction in the
Philippines are:
1. Smaller and Smaller Circles by FH Batacan
2. The Secret Origin of Spin-Man by Andrew Drilon
6. Flash fiction. Flash fiction goes by many names, including microfiction,
microstories, short-shorts, short stories, very short stories, sudden fiction,
postcard fiction and nanofiction. While it can be difficult to pinpoint an exact
definition of flash fiction based on word count, consideration of several of its
features can help provide clarity, like its brevity, length, background and
purpose. Some of the flash fiction in the Philippines are:
1. 100 Kislap, by Abdon M. Balde Jr.
2. Karapote: Antolohia Dagiti 13 a Nasuerte A Sarita, by Ariel S. Tabag
7. Blog. A blog (shortening of “weblog”) is an online journal or informational
website displaying information in the reverse chronological order, with latest
posts appearing first.
8. Graphic novels. The ‘graphic novel’ has existed as an art form arguably from
the time our species learned how to paint. However, the term has only been in
use since the 1960’s, and though it’s often a hotly debated issue, it’s generally
accepted that a graphic novel is a longer work or collection of works presented
in ‘comics’ style. Some of the graphic novels in the Philippines are:
1. The Mythology Class (Nautilus comics) by Arnold Arre
2. Light (Anino comics) by Rob Cham
Contemporary writers often consciously draw inspiration and ideas from the
writers who have come before them. As an outcome, many works of 21st literature
deal with the events, movements and literature of the past in order to make sense of
the current times.
-https://21stcenturylitph.wordpress.com/introduction-to-philippineliterature/
60
What’s More
Activity 3. Answer the following questions briefly:
1. How was “Ground Zero” of the 9/11 terrorist attack transformed into a
memorial? What does it look like? Find a picture of the latest ground zero
memorial grounds.
2. What is Hidalgo’s essay all about? Who is its target audience?
3. How does an author’s voice affect the essay? How can an author establish
his or her voice in writing an essay?
4. What does the writer want to communicate to her readers through this essay?
How do you respond to the message that you perceive from what she has
written?
Activity 4. Answer the “Learning Map” (LMs) below. Write your answer
in the space provided.
What is one personal story that you have
that can help you relate more to the essay
on hand? How is the deadly Typhoon Haiyan
portrayed in the text?
Do you still remember what you were doing
during Typhoon Haiyan? Discuss the
extent of the typhoon damage and a
survivor’s story.
LM 2
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
LM 1
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
LM 3
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Is this essay entertaining resisting or
challenging the events or beliefs of the
Filipino culture? What does it say about
journalism and writing?
61
Activity 5. You, the 21st century students, are privileged to enjoy the literary
innovations of your time. Use these developments to exercise your
creative thinking skills. Compose the texts indicated below. Adhere
to the themes that are related to the 21st century. See the rubrics
for the criteria.
Rubrics in the online Lit
Publication
O
VG
G
S
NI
1. Creativity
5
4
3
2
1
2. Relevance to the theme
5
4
3
2
1
3. Use of the language
5
4
3
2
1
4. Plus Factor
5
4
3
2
1
TOTAL POINTS
Compose 3 tweets about the theme “The Benefits of Information
and Communication Technology.”
Compose a Facebook post about the theme
“The offense of plagiarism.”
Compose a story in SMS/text language; convey the theme of
“Cyber-bullying and why it should be avoided.”
62
What I Have Learned
Activity 6. In no less than 3-6 sentences, answer following questions:
st
1. What is the importance of using 21 century technology responsibility? What
are the ill effects that will happen if we do not put this to practice? What are
the implications of this issue for literature?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
st
2. Which 21 century genres do you like the best? Which of these genres has
caught your attention the most, and why?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Activity 7. Write six-word stories on what you have learned. SWS is a story
within a limited number of character. Example: “It’s not working, let
me go.”
1
63
2
3
4
5
6
What I Can Do
Activity 8. Textula is done using a mobile phone. With the use of social
media, we can practice expressing our emotions and
opinions in a more creative and artistic way while more
people have the chance to see it.
I.
Create a twitter account and send your Tanaga/text tula with a hash tag
#21CPhiLit. Make it trend on twitter by making sure the whole class sends it at
the same time.
II.
As a visual artist, one of your tasks is to create a beautiful multimedia
presentation that show cases one of the best Philippine short stories written.
This is to be showcased in an international festival as an introduction to
Philippine society and culture.
Tips to Remember:
1. Your multimedia presentation must not exceed five minutes and can be
through any media possible.
2. It must have the complete elements of the story. Be creative and be visually
appealing.
3. See the rubrics below for the criteria.
64
Rubrics on Audio- Visual (AVP) Presentation
Areas
organization
Needs
Improvement
(2)
There is no
sequence of
information, just a
series of facts
Satisfactory
Very Good
Outstanding
(3)
Content is
logically organized
for the most part,
but audience
could have some
difficulty following
presentation.
(4)
presents
information in
logical sequence
which audience
can follow, but
the overall
organization of
topics is basic.
Includes
essential
knowledge about
the topic. Subject
knowledge
appears to be
good, but student
doesn't
elaborate.
Visuals related to
text and
presentation.
Student makes
good use of font,
color, graphics,
effects, etc. to
enhance to
presentation.
(5)
Presents
information in
logical, interesting
sequence which
audience can
follow.
Three or fewer
misspellings
and/or
mechanical
errors.
No misspellings or
grammatical
errors.
Content
Knowledge
Content is minimal
and/or there are
several factual
errors.
Includes some
essential
information about
the topic and/or
there are a few
factual errors.
Visual
Attractiveness
Student used little
to no visuals
and/or use of font,
color, graphics,
effects etc.distract
from the
presentaion
content.
Mechanics
More than 4 errors
in spelling or
grammar.
Student
occasionally used
visuals that rarely
supported text and
presentation.
Student makes
use of font, color,
graphics, effects,
etc. but
occasionally these
detract from the
presentation
content.
Four misspellings
and/or
grammatical
errors.
Covers topic indepth with details
and examples.
Subject
knowledge is
excellent.
used visuals to
reinforce
presentation and
makes excellent
use of font, color,
graphics, effects,
etc. to enhance
the presentation.
Total Point
Adapted from: http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=2562213&
III.
As a leading digital artist of a production company, they want you to make an
audio-visual presentation (AVP) of the future of Philippine literature for an
upcoming PEN conference.
Tips to Remember:
1. Your AVP must, first and foremost, feature the different trends in Philippine
literature and some notable stories and their scenes in it.
2. It must be creative and hip for the younger audience, but also comprehensible
for the more mature ones. It should also not be longer than 5 minutes.
3. See the rubrics for the criteria.
65
Rubrics on Audio- Visual (AVP) Presentation
Areas
Content
Quality
Included
Description
APA
formatting
as needed
Needs
Improvement
(2)
The multimedia
element lacks a
clear point of view
and logical
sequence of
information.
Missing
requirements.
Does not address
aspects such as
one objective
focus, visual
images, written
words, and selfcontained
Multimedia
element is unclear.
If sound is
included, it is not
easy to
hear/understand. If
video is included, it
cannot be seen
and/ or cannot be
heard.
Description does
not include the
main parts of a
lesson (intro,
objective, content,
and assessment).
Uses little to no
correct APA
formatting.
Satisfactory
Very Good
Outstanding
(3)
The multimedia
element is vague in
conveying a point
of view and does
not create a strong
sense of purpose.
(4)
The multimedia
element reflects a
fairly logical
progression of
ideas. Includes
ALL assignment
requirements.
(5)
The multimedia
element is clear
and concise, with a
very logical
progression of
ideas. Includes
ALL assignment
requirements.
Includes some of
the requirements.
Somewhat
addresses aspects
such as one
objective focus,
visual images,
written words, and
selfcontained
Multimedia element
is mostly unclear. If
sound is included,
it is not easy to
hear/understand. If
video is included, it
cannot be seen
and/ or cannot be
heard.
Description
includes some
information
regarding the main
parts of a lesson
(intro, objective,
content, and
assessment).
Reflects
incomplete
knowledge of APA
formatting.
Addresses
aspects such as
one objective
focus, visual
images, written
words, and selfcontained
Multimedia
element is
somewhat clear. If
sound is included,
it is easy to
hear/understand.
If video is
included, it can be
seen and/ or can
be heard.
Description
somewhat
addresses the
main parts of a
lesson (intro,
objective, content,
and assessment).
Documents most
sources using
APA formatting
with minor
violations.
Clearly addresses
aspects such as
one objective
focus, visual
images, written
words, and selfcontained
Multimedia
element is clear. If
sound is included,
it is easy to
hear/understand. If
video is included, it
can be seen and/
or can be heard.
Description clearly
and concisely
addresses ALL of
the main parts of a
lesson: intro,
objective, content,
and assessment.
Documents
sources using APA
formatting
accurately and
consistently.
Total Point
Adapted from:
https://conference.iste.org/uploads/ISTE2016/HANDOUTS/KEY_100536516/AudioVideoPresentation.pdf
IV.
Imagine that you are a highly regarded professor. You are tasked by your
university to write a critical review of a book published in your region or
hometown. It may be any book that you wish to review as long as it promotes
local culture and way of life.
Tips to Remember:
1. Your review must be two to four pages long, doubled-spaced, and with a
proper title and format of a critical paper.
66
2. It must also be entertaining for both young adults and adults, for it will be
printed on both magazines and school journals. After writing, you will
exchange work with your colleague.
3. Both of you will give constructive criticism about each other’s work.
See the rubric below for the criteria.
Rubrics on Critical Analysis Essay
Areas
Needs
Improvement
(2)
Satisfactory
Very Good
Outstanding
(3)
(4)
(5)
Introduction
and
Conclusion
(Background
History/Thesis
Statement)
Background details are
a random, unclear
collection of
information. Thesis is
vague and unclear.
Conclusion is not
effective and does not
summarize main points.
Introduction adequately
explains the
background, but may
lack detail. Thesis states
the topic, but key
elements are missing
Introduction creates
interest. Thesis states
the position.
Conclusion effectively
summarizes the topic.
Main Points
(Body
Paragraphs)
Less than three
ideas/main points are
explained and/or they
are poorly developed.
The story tells; it
doesn’t show
Three or more main
points are present, but
lack details in describing
the event. Little
descriptive language is
used.
Organization
(Structure
And
Transitions)
Writing is not
organized. The
transitions between
ideas are unclear or
non existent.
Organization is clear.
Transitions are present
at times, but there is
very little variety.
Three or more main
points relate to the
thesis, but some may
lack details. The
analysis shows events
from the author’s point
of view, but could use
more descriptive
language.
Logical progression of
ideas. Transitions are
present throughout the
essay, but lacks
variety.
There is a welldeveloped introduction
with an attention
grabber that grabs the
reader’s interest and
continues to engage the
reader up until the
thesis statement.
Conclusion should
effectively wraps up and
re stresses the
importance of the
thesis.
Well developed main
points/topic sentences
that relate directly to the
thesis. Supporting
examples are concrete
and detailed. The
analysis is developed
with an effective points
Style
(Sentence
Flow, Variety,
Diction)
Writing is confusing and
hard to follow. Contains
fragments and/or runon sentences.
Writing is clear, but
could use a little more
sentence variety to
make the writing more
interesting.
Writing is clear and
sentences have varied
structure, Diction is
consistent.
Mechanics
(Spelling,
Punctuation,
Capitalization)
Distracting errors in
punctuation, spelling,
and capitalization.
There are only a few (34) errors in punctuation,
spelling, and
capitalization.
Punctuation, spelling,
and capitalization are
generally correct with
few errors (1-2)
Logical Progression of
ideas with a clear
structure that enhances
the thesis. Transitions
are effective and vary
throughout the
paragraph, not just in
the topic.
Writing is smooth,
skillful, and coherent.
Sentences are strong
and expressive with
varied structure. Diction
is consistent and words
are well chosen.
Punctuation, spelling,
and capitalization are all
correct. No errors.
Total Point
Adapted from: http://swaskiewicz.blogs.ccps.us/files/2015/12/RubricforcriticalanalysisEssay.pdf
67
Summary
Philippines is rich with literature which has existed long before it was colonized by
different countries like Spain, America and Japan. It shows the customs and traditions of
our ancestors. It also expresses the feelings about love, happiness, griefs, thoughts and
even sentiments of the Filipinos during the time when we were already under the
Spanish government, American and Japanese government. It is closely interrelated with
our history. But not all literature are true to history because we have fiction and nonfiction. Fictions are just mere imagination of the writers like the stories of creation shared
in this module. Non-fictions are stories which really happened like
th
the story of the 9/11 in New York in early 20 century which is also found in this
module.
Our literature has evolved. First, it was written using our own alphabets and
dialects of the different provinces of the country and others were shared orally by
their parents and passed on from one generation to the next generation which we
call it folktales. The Spaniards proved that our ancestors we were fond of poetry,
songs, stories, riddles and proverbs. We have many stories about legends like how a
certain place got its name. There were also heroic stories about saving a woman or
saving a village which we call it as epic stories.
Then came the Spaniards. We were under the Spanish government for more
than 3 centuries. We were taught with Roman alphabets and Catholic religion. Many
Filipinos were converted, so our literature has religious tone. We have stage plays
about the passion and death of Jesus Christ and poems orally delivered during
Lenten season. But we have Balagtasan in Tagalog, a poetic debate on particular
issue. We also Corrido and Awit which are long narrative stories.
When the Americans came after the Spaniards, more Filipinos were inspired
to write not only using the dialects from the different provinces as the medium, but
also in English language. Most of the works of literature were published because we
already have periodicals. Added to the different genres was the essay, formal and
informal essays.
The last to invade our country was the Japanese. They introduced short
poems which are called Haiku and Tanaga.
st
And now in this 21 century. Everybody can be a writer in any way we want.
We can express our feelings and deliver it through writing in different platforms
through Internet. There is no more observance of rhymes, syllabications or medium
used. It can be spread right away. All are considered correct because freedom of
expression nowadays is well emphasized.
68
Assessment (Post Test)
Choose the correct letter that best corresponds to your choice.
1. Our Father and Hail Mary are found in what book during the Spanish period.
a. Nuestra Seňora del Rosario
c. La Solidaridad
b. Libro de los Cuatro Postprimeras de Hombre
d. Doctrina Cristiana
2. Part of the dramatization is the death of Jesus Christ.
a. Sinakulo
b. sarswela
c. duplo
d. passion
3. It is a literary genre which talks about heroic deed of a character during Precolonial period.
a. myth
b. legend
c. epic
d. essay
4. A statement of a particular culture’s codes of behavior and beliefs and intended to teach
values.
a. riddle
b. proverbs
c. lullaby
d. folktale
5. A guessing game of objects represented by other objects.
a. riddle
b. proverbs
c. lullaby
d. folktale
6. These are sang to tack babies to sleep.
a. riddle
b. proverbs
c. lullaby
d. folktale
7. It was written by Jose P. Rizal before he died.
a. Like the Molave b. Mi Ultimo Adios c.In My Youth d. El Filibusterismo
8. The poem, Tanaga was introduced by the________.
a. Spanish
b. Americans
c. Japanese
d. Millenials
8. The dead skin which he rubbed off his body was placed on one side in a
pile, and by and by this pile became so large that he was annoyed and
set himself to consider what he could do with it. What attitude is observed
in this sentence.
a. Industry b. innovative
c. self-reliant
d. boredom
9. Literary criticism was first practiced during what period?
a. Spanish period b. American period c. Japanese period d. 21
st
Century
10. Condemned is an example of __________.
a. Play
b. song
c. essay
d. poem
11.The people were very grateful to him, and promised to do anything
he should ask of them. What is expressed in this sentence?
a. Debt of gratitude c. Deep gratitude b. a
lifetime promise d. a broken promise
12. Before he left for the sky, they told him that they were very unhappy living on
the great earth all alone, so he told them to save all the hair from their
heads and the dry skin from their bodies and the next time he came he
would make them some companions. And in this way there came to be a
great many people on the earth. The italicized line tells us that
a. Blessings come when we do our part. c. Blessing come easily
b. Blessing come with a condition. d. Blessings come when there is love.
13. “The Indolence of Filipinos” was written by Rizal because
a. He believed that Filipinos are really indolent.
b. He explained why Filipinos are indolent.
c. He gave the causes of the indolence of Filipinos.
d.He wanted to express his anger to the Spaniards
14. The life of Filipinos in “The Indolence of Filipinos” were compared to the life of
69
the a. Spanish
b. friars
c. clerks
d. soldiers
15. What did Rizal believe can cure the cause of indolence among Filipinos.
a. revolution b. peace
c. education
d. slavery
3. What was the situation of the Filipinos based on “The Indolence
of Filipinos” essay.
They lived lazily in their homes They
worked so hard with less pay. They
worked but not appreciated. They
lived without work.
4. In the story, “Condemned” what qualities did Pablo want for his mother.
A mother who would love him.
A mother would discipline him.
A mother who would not mind him.
Both a and b.
5. Pablo grew up with undesirable traits because
6. Cristina wanted to marry Pablo before his death because
She has no one to turn to.
Pablo’s mother was rich.
Pablo has wealth to leave her.
She loved Pablo very much.
7. Whom did Pablo blame his life sentence?
8. Who has the greatest love for Pablo.
His mother Angela.
His fiancée Cristina
His Aunt Tia Chedeng
His priest friend.
9. Who was condemned in the play, “Condemned”
Angela.
Cristina
Pablo
All of the above
23. In the poem,”Icarus in Catechism Class”, who do you think is
speaking? a. Icarus b. Daedalus c. angels labyrinth 24. The lines in
“Icarus in Catechism Class”, what does it mean?
Or make us angels all, with dirty feet,
Without wings, chanting the beatitudes,
a. Icarus was interested to fly.
b. Icarus was disinterested to fly.
c. Icarus was excited to fly.
d. Icarus wanted to fly for escape.
25. What did the poem,“Icarus in Catechism Class” believed for angels?
a. with dirty feet b, with halo c.with clean
feet d. without halo
70
.
26. Below is an example of a ________________. It
is better to have a hut
Inhabited by a person
Than a mansion
Wherein an owl lives
a. riddle
b. proverbs
c. lullaby
d. folktale
27. What is meant by the lines in No. 26.
a. It is better to be poor but kind than rich but rude.
b. It is better to be rich with a mansion than poor with a hut.
c. It is better to live simply with a human heart.
d. It is better to live meticulously.
28. What is meant by this folk song created during pre-colonial period?
When I was still young
You tripped me and still you don’t care
When I grew up to be a woman
I believe that there is even a threat!
a. Before she was not noticed by him but now he seems like her.
b. Before she looked ugly but now she looks beautiful.
c. Before he didn’t care but now he cares.
d. Before he hit her but didn’t care and now he plans to hit her again.
29. What kind of folk song is the stanza above?
a. war
b. love
c. courtship
d. grief
30. What is the message of the maxim below:
To one who can understand
A few words will suffice.
a. A man of few words.
b. A wise man can understand once.
c. A man of understanding can take one direction.
d. A man doesn’t want to be told many times.
31. What particular season does the article, Puto-Bumbong,
Bibingka, Salabat, atbp focus on?
A. Hot Season C. Rainy Season B. Cool Season D.
32. In the selection of Doreen Fernandez, How dis the writer concluded the
story?
a. Christmas has a Spanish flavour.
b. Christmas has Spanish and foreign flavours basic to it are
bibingka, salabat, atbp in church courtyard.
c. Christmas is a wonderful and happy season.
d. Christmas in the Philippines marks remarkable experience to
all.
33. In the selection, Tungkung Langit and Alunsina, what was the main
reason of their quarrel?
a. Alunsina’s character which is lazy, zealous and selfish.
b. Alunsina does not listen at all.
c. Alunsina thought off to see a lover so she summoned the
breeze to Tungkung Langit, and when Tungkung Langit
caught breeze spying.
71
d. Alunsina wants to impose order over the confused world.
C. masses cries
D. both B and C
34. In the selection, The Creation, what was God created on the third day?
a. He created light and dark C. He created skies b. He
created human beings D. He produces all kinds of plants
35. The following are the characters in the poem Coñotation, except:
a. mare
C. pare
b. dude
D. man
36. What does Coño means ________?
a. nickname of a person
C. nickname of an old man
b. Nickname of an old woman
D. nickname of a family
member
37. What language in the poem, Coñotation being used?
a. Filipino-English
C. English-Tagalog
b. Cebuano-Filipino
D. Multilanguage
38. How does “Ground Zero” of 9/11 terrorist attack being describe by
the writer?
a. America change
b. Innocent dies
39. What is Hidalgo’s essay all about?
a. It captured how terrorist attract the tower.
b. It highlighted how the world trade center incredibly collapsed.
c. It talked about life is not permanent.
d. It focused on the painful experiences.
40. How do you fell after reading the selection of Hidalgo?
a. excited
C. sad
b. happy
D. contented
41. How was the typhoon Haiyan being describe in the article writer?
a. Covering Haiyan was like walking into a Salvador
Dali painting, discovering the paint…
b. Witnessing Haiyan incident was painful.
c. Seeing the incident, “the longer I stayed, the less guilty I felt”…
d. Covering a photo means turned to vomit into the bushes.
st
42. The following are the reasons why 21 century readers and
writers exposed themselves in reading, except:
a. Develop proficiency with the tools of technology
b. Build relationships with others to pose and solve
problems collaboratively and cross-culturally
c. Manage technological skills
d. Design and share information for global communities to
meet a variety of purposes
43. Cardinal Sins’ the Genaral’s Cross, the Martyr’s Testemony and other
Affirmations by Brillantes, is an example of ____________.
a. Hyper poetry
C. Click It
b. Creative nonfiction
D. Speculative Fiction
44. The Smaller and Smaller Circles by FH Batacan, is an example of
________?
A. Hyper poetry
C. Click It
72
B. Creative nonfiction
D. Speculative Fiction
45. ____________ it is an example of online journal displaying
information which the latest posts appearing first.
a. Hyper poetry
C. Blog
b. Graphic visual
D. Flash fiction
73
Key To Answers
Lesson 2
What I Know/Pre Test
1. B
2. A
3. C
4. C
5. B Lesson 1
What’s In
What I Know/Pre-Test
Activity 2
1. Epic
1. Myth
2. Legend
2. Fable
3. Folktale
3. Legend 4. Fable
4. Lullaby 5. Folksong
.D Sarong Baggui 10.
.B Francisco Baltazar 9.
.A anecdote 8.
Father
.C The Laughter of my 7.
.B litera 6.
.A ode 5.
.A Florante at Laura 4.
.B Sonnet 3.
.B Biography 2.
.A Literature 1.
Activity 1
What I know
5. Proverbs
What’s In
What’s New Activity 2
Activity 3
1. True
1. Corrido 2. True
3. True
2. Rosary
True
3. Sinakulo 4.
True
4. Sarswela 5.
5. Duplo
What’s New
What’s More Activity 3
Activity 4
1, Proverbs
Answers vary 2. Riddle
What I Have Learned
3. Lullaby
Activity 5
4. Wedding Song
indolent .5
Doctrina
.4
Mi Ultimo Adios . 3
.2
BalagtasanAssessment/Post.1 Test
5. Drinking Song
CristianaWhIHave Learned
Activity 4
PassionAnwers vary
1. B
Assessment/Post Test2.
C
3. A
1. b
4. C
2. b
5. b
3. d
4. c
5. b/c
74
Lesson 3
What’s In
Activity 2
E
I
Z
E
I
N
G
E
A
L
O
N
N
A
I
D
N
G
N
L
S
I
N
A
O
N
G
P
L
G
S
L
O
H
D
A
M
A
U
Y
O
N
P
S
B
A
L
A
A
D
O
B
N
L
Z
A
T
K
A
M A
N
A
G
O
H
O
R
W
E
E
I
O
I
P
Z
N
S
N
H
L
D
E
N
R
O
O
L
E
A
U
L
O
K
I
M
E
B
O
M
A
N
R
M
O
M
C
I
E
M
I
E
G
D
M
T
P
H
Y
Y
T
A
S
A
N
A
L
T
S
R
A
D
N I
L
A
S
O R
C
A
N
E
✓
.5
✓
.4
✓
.3
✓
.2
.1
✓
1.
2.
3.
4.
5.
.No He was loved and cared by Tia Chedeng 3.
C .2
B .1
Activity 5
What I Have Learned
Lesson 4
What’s In
Activity 2
Tanaga .5
Haiku .4
Ishiwara .3
Liwayway .2
Tribune .1
1Activity
What I Know
Activity 4
Answers vary
What I Can Do
Activity 6
Answers vary
Assessment/Post Test
.Yes Because he asked to take care of Cristina . 4.
What’s New
D
What’s More
D .5
3.Activity
R
A
C
M
A
S H O
What I Know
Activity 1
1. C
2. B
3. D
4. D
5. B
P
o n d e M n e d
E
T
N
R T S T O R I
Y
V
E
p L a Y
E
S
E S
A
Y
s
What’s New
What’s More
Activity 3
Activity 4
1. 3
Answers vary
15
What I Have Learned
2. 4
Activity 5
20
Answers vary
Assessment/ Post Test
1. A
3. A
5. b
2. B
4. b
D
b/c
d
a/b/c
d
75
30. .B A wise man can understand .once
29. .C Courtship
seems like her
28. .A Before she was not noticed by him, but noe he
.C It is better to live simply with a human .heart
but .rude
27. .A It is better to be poor but kind than to be rich
26. .B Proverbs
.c with clean feet
25. .B with halo
24. .B Icarus was disinterested to .fly
.23 Icarus.A
22. .D All of the above
21. .B His fiancée
.old
20. .C His mother who left him since 10 years
19. .D She loved Pablo very .much
18. .C He lacked his mother’s .love
17. .D Both A & B
.C The Filipinos workd but not appreciated
.pay
.B The Filipinos worked so hard with less 16.
.C Education 15.
.A Spanish 14.
.B He explained why Filipinos are indolent 13.
.B 12.
.A Debt of gratitude 11.
.A Play 10.
.B Amrican period 9.
.B Innovative 8.
.B Mi Ultimo Adios 7.
.C Lullaby 6.
.A Riddle 5.
.B Proverbs 4.
.C Epic 3.
.D Passion 2.
.D Doctrina Cristiana 1.
Assessment
76
C .45
D .44
B .43
C .42
A .41
C .40
B .39
D .38
A .37
C .36
A .35
D .34
C.33
B .32
B .31
References
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“Bible Gateway passage: Genesis 1 - Good News Translation”, Accessed June 14,
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“Caitlin Tucker,” Argumentative Rubric,accessed June 12, 2020,
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“Coñotations: A Poem by Paolo Manalo”, Accessed June 14, 2020. Thoughts and
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Mabel Cook Cole, Philippine Folk Tales (Chicago: A. C. McClurg and Company,
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Philippines Luzviminda. Creation Myth Variant 1: Tunkung Langit and Alunsina.
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http://vizayanmyths.blogspot.com/2013/05/creation-myth-variant-1.html
“Powtoon - Excerpt from new York city post 9/11”, Accessed June 14, 2020.
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https://www.une.edu.au/library/support/eskills-plus/mastering-the-academicliterature/literature-review
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https://wordsmadeflesh.wordpress.com/tag/rio-alma/
Rodrigo M. Martinez, Philippine’s Literary:GEMS An Anthology
(Mindshapers.Co.Inc, 2016)
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SHARED OPTIONSSENIOR HIGH ALTERNATIVE RESPONSIVE EDUCATION
DELIVERY GRADE 11 DLP LEARNING ACTIVITY SHEET
Simoun Victor D. Redoblado, (Brilliant Creations Publishing, Inc., 2017
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https://www.biblegateway.com/passage/?search=Genesis+1&version=GNT
“Typhoons by Rio Alma (translated by Marne Kilates)”, Accessed 14 June 2020
https://wordsmadeflesh.wordpress.com/tag/rio-alma/
“21st Century Literature for 21st Century Readers”, Accessed 14 June 2020
https://21stcenturylitph.wordpress.com/introduction-to-philippine-literature/
“21st Century Literary Genre”, Accessed June 14, 2020. Slideshare.net.
https://www.slideshare.net/lhengacusan/21st-century-literary-genre
“Walking Poet. Essay: Puto-Bumbong, Bibingka, Salabat, atbp: The Filipino
Christmas Table”, Accessed June 14, 2020. Walking-writer.blogspot.com.
http://walking-writer.blogspot.com/2011/12/essay-puto-bumbong-bibingkasalabat.html
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