11
21st Century Literature from
the Philippines and the World
Quarter 2 – Module 6:
Literary Genres, Traditions,
and Forms Across the World
English – Grade 11
Alternative Delivery Mode
Quarter 2 – Module 6: Literary genres, Traditions, and Forms Across the World
First Edition, 2020
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Published by the Department of Education
Secretary:
Leonor Magtolis Briones
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Reviewers: Ellen E. Edrial EdD
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Fay C. Luarez, TM, EdD, PhD
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Anna Lee A. Amores, EdD
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11
21st Century Literature
from the Philippines and
the World
Quarter 2 – Module 6:
Literary Genres, Traditions and
Forms Across the World
Introductory Message
For the Facilitator:
Welcome to the 21st Century Literature from the Philippines and the World
Alternative Delivery Mode (ADM) Module 6 on Literary Genres, Traditions and
Forms Across the World.
This module was collaboratively designed, developed and reviewed by educators
both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of
the module:
Give Learners an uncommon experience.”
“
As a facilitator, you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.
For the Learner:
Welcome to the 21st Century Literature from the Philippines and the World
Alternative Delivery Mode (ADM) Module 6 on Literary Genres, Traditions and
Forms Across the World.
This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.
This module has the following parts and corresponding icons:
This will give you an idea of the skills or
What I Need to Know
competencies you are expected to learn in the
module.
ii
What I Know
This part includes an activity that aims to check
what you already know about the lesson to take.
If you get all the answers correct (100%), you
may decide to skip this module.
What’s In
This is a brief drill or review to help you link the
current lesson with the previous one.
What’s New
In this portion, the new lesson will be introduced
to you in various ways; a story, a song, a poem, a
problem opener, an activity or a situation.
What is It
This section provides a brief discussion of the
lesson. This aims to help you discover and
understand new concepts and skills.
What’s More
This comprises activities for independent practice
to solidify your understanding and skills of the
topic. You may check the answers to the
exercises using the Answer Key at the end of the
module.
What I Have Learned
This
includes
questions
or
blank
sentence/paragraph to be filled into process what
you learned from the lesson.
What I Can Do
This section provides an activity which will help
you transfer your new knowledge or skill into real
life situations or concerns.
Assessment
This is a task which aims to evaluate your level of
mastery in achieving the learning competency.
Additional Activities
In this portion, another activity
will be given to
you to enrich your knowledge or skill of the
lesson learned.
Answer Key
This contains answers to all
module.
activities
in the
At the end of this module you will also find:
References
This is a list of all sources used in developing
this module.
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The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone.
We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it.
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TABLE OF CONTENTS
CONTENT
PAGES
TITLE PAGE ------------------------------------------------
i
INTRODUCTORY MESSAGE-----------------------------For the Facilitator--------------------------------For the Learner-----------------------------------------
ii
ii
ii
WHAT I NEED TO KNOW --------------------------------Learning Competency--------------------------------Learning Objectives ---------------------------------
1
1
1
WHAT I KNOW-----------------------------------------------Task 1------------------------------------------------
2
2
WHAT’S IN-----------------------------------------------Task 2------------------------------------------------
3
3
WHAT’S NEW-----------------------------------------------Task 3------------------------------------------------
3
3
WHAT IS IT------------------------------------------------
4
WHAT’S MORE-----------------------------------------------Task 4------------------------------------------------
7
7
WHAT I HAVE LEARNED --------------------------------Task 5---------------------------------
8
8
WHAT I CAN DO---------------------------------------Task 6-------------------------------------------------
8
8
ASSESSMENT-----------------------------------------------Task 7---------------------------------------------------
9
9
ANSWER KEYS------------------------------------------------
11
REFERENCE LIST--------------------------------------------
12
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WHAT I NEED TO KNOW
Welcome to this module! You must be very eager to learn about different literature
from the world. After all, it’s always nice to travel. This module will deal about 21st
Century Literature from the world through different literary genres like poetry, short
story and essay.
It desires to situate our study of literary texts to our current time, where you need
to, not just learn your own culture and values, but also those of other countries with
the end of broadening your horizons and perspective in this highly globalized world.
Different representative texts from different international literature and cultures
specifically from Asia, Anglo-American, European, Latin American and Africa will be
presented in this module. Also, this takes up life issues as viewed from the literary text,
emphasizing how literature has enabled us to reflect on human experiences and
condense it into writing in a coherent and creative way.
The lessons in this module are made with an aim of making you better appreciate
literature and culture.
Learning Competencies:
1. Identify representative texts and authors from Asia, North America, Europe,
Latin America, and Africa. (EN12Lit-11a-22)
2. Explain the text in terms of literary elements, genres, and traditions. (EN12Lit11bc)
Objectives:
At the end of this lesson, you will be able to:
1. Identify authors from African, Latin American and North American
Literature; and
2. Explain the literary elements the speaker uses to enhance understanding of the text;
and
3. Uses critical thinking to accomplish tasks given.
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WHAT I KNOW
Task 1
Instructions: Multiple Choice. Kindly answer the following statements by writing the
letter of the correct answer on your activity notebook.
1. It is a figure of speech in which ideas, actions, or objects are described in nonliteral terms.
A. Imagery
C. Metaphor
B. Hyperbole
D. Symbolism
2. It refers to the use of an object, figure, event, situation, or other idea in a written
work to represent something else—typically a broader message or deeper meaning
that differs from its literal meaning.
A. Metaphor
C. Symbolism
B. Imagery
D. Hyperbole
3. It is an exaggerated statement that's not meant to be taken literally by the reader.
A. Simile
C. Metaphor
B. Hyperbole
D. Imagery
4. It is a figure of speech where an author describes a scene, thing, or idea so that it
appeals to our senses (taste, smell, sight, touch, or hearing). This device is often
used to help the reader clearly visualize parts of the story by creating a strong
mental picture.
A. Imagery
C. Simile
B. Metaphor
D. Symbolism
5. It is a figure of speech comparing two unlike things that is often introduced by
like or as.
A. Metaphor
C. Symbolism
B. Imagery
D. Simile
6. It is a collection of discrete accounts of a person’s experiences and thoughts each
day.
A. Drama
C. Blog
B. Comedy
D. Diary
7. A type of drama that makes the audience laugh.
A. Comedy
B. Diary
C. Fiction
D. Blog
8. It is a literary work that tells a story through actions and dialogues.
A. Drama
C. Diary
B. Fiction
D. Comedy
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9. It is a literature that describes imaginary events and people.
A. Blog
C. Fiction
B. Diary
D. Comedy
10.
This refers to your regular thoughts, opinions, or experiences that you put
on the internet for the people to read.
A. Diary
C. Comedy
B. Blog
D. Fiction
WHAT’S IN
Task 2
Instructions: Accomplish the mind map by writing what you know
about the author.
Eavan
Boland
What’s New
Task 3.
Instructions: In column B, write a quick explanation of the terms found in column A.
Literary Elements/Genre
Explanation/Description
1. Figures of Speech
2. Theme
3. Point of View
4. Drama
5. Short Story
6. Poetry
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WHAT IS IT
Living the Moment
Advancement in Technology has always been the hallmark of the 21st century. It has made
a big impact on people especially on lifestyle. One of the many things technology has benefited us
is through having information and communication easier and convenient. In our present
generation, people especially the youth, is so obsessed in using gadgets. That is why, it is
undeniable to say, that the use of gadgets in this modern age has become a way of life. It is
needed in everyday lifestyle and helps us a lot in making things easier and faster. As we become
addicted in these devices, we sometimes forget to live in the moment and just focus on things that
are virtual. The poem that you will be reading is a poem written by Irish writer Eavan Boland.
Europe and European Literature
Europe is one of the seven traditional continents of the Earth. Physically and geologically,
Europe is the westernmost peninsula of Eurasia, west of Asia. Europe is bounded to the north by
the Arctic Ocean, to the west by the Atlantic Ocean, to the south by the Mediterranean Sea, to the
southeast by the Caucasus Mountains and the Black Sea and the waterways connecting the Black
Sea to the Mediterranean. To the east, Europe is generally divided from Asia by the water divide
of the Ural Mountains, the Ural River, and by the Caspian Sea. European literature refers to the
literature of Europe. It includes literature in many languages; among the most important of the
modern written works are those in English, Spanish, French, Dutch, Polish, German, Italian,
Modern Greek, Czech and Russian and works by the Scandinavians and Irish. Important classical
and medieval traditions are those in Ancient Greek, Latin, Old Norse, Medieval French and the
Italian Tuscan dialect of the renaissance. European literature, also known as Western literature,
and can also be defined as the literature written in the context of Western culture in the languages
of Europe, as several geographically or historically related languages. Diverse as they are,
European literatures, like Indo-European languages, are parts of a common heritage belonging to
a race of proud nations which boast the likes of Homer who wrote Iliad and Odyssey, Virgil who
wrote the Aeneid, Dante who wrote Divine Comedy, Chaucer who wrote Canterbury Tales.
These, and other literary masterpieces form part of what we call as Western Canon.
(SOURCE: Brazalote, Tumoroh. (2011). Readings in World Literature. Mandaluyong City: Books Atbp. Publishing. )
4
Instructions: Read the poem from Ireland and be able to answer questions for in-depth
understanding.
Atlantis—A Lost Sonnet
Eavan Boland/ Ireland
How on earth did it happen, I used to wonder
that a whole city—arches, pillars, colonnades,
not to mention vehicles and animals—had all
one fine day gone under?
I mean, I said to myself, the world was small then.
Surely a great city must have been missed?
I miss our old city —
white pepper, white pudding, you and I meeting
under fanlights and low skies to go home in it. Maybe
what really happened is
this: the old fable-makers searched hard for a word
to convey that what is gone is gone forever and
never found it. And so, in the best traditions of
where we come from, they gave their sorrow a name
and drowned it.
Poem Analysis
In the first stanza, the narrator begins the poem by asking herself how an entire city could just
disappear. How could an entire city, animals, cars, and buildings, just melt into the ocean--never to be
seen again?
In the second stanza, the narrator again, asks how a whole city could suddenly disappear. She
reminded herself that way back when, the world seemed "smaller", so surely a huge city disappearing
would be a big deal! The narrator then flashes back to her old city where she grew up.
In the third stanza, the speaker thinks back to her hometown, with the amazing food and boardwalks,
and having friends to go home to. Then the narrator makes a guess about really happened to Atlantis.
In the fourth stanza, the narrator tells herself that it would be impossible for an entire city to be lost.
Then she guesses that maybe, Atlantis is just a symbol that people made up to describe the feeling of
losing something, and never getting it back.
5
In the fifth and final stanza, the narrator convinces herself that Atlantis is just a metaphor, used to
give emotions a name and a reason-not an actual city.
(Source: Eavan Boland. (2007). Atlantis—A Lost Sonnet, from Domestic Violence. W. W. Norton & Company, Inc.)
About the Poet
Eavan Boland
Eavan Boland was born in Dublin, Ireland, in 1944. She is one of Ireland’ preeminent
contemporary poets and the author of A Poet’s Dublin and A Women Without a Country,
among others. Boland is currently working as a professor of English at Stanford University,
where she directs the creative writing program.
She lives in California with her husband, the author Kevin Casey, and their two daughters. In
"Atlantis: A Lost Sonnet," Eavan Boland uses literary devices to illustrate and express her ideas.
(Source: Eavan Boland. (n.d) Retrieved from https://www.poetryfoundation.org/poets/eavan-boland Essay, The. (1997). In the Bloomsbury
Dictionary of English Literature. Retrieved from http://www.credoreference.com )
Here, let us define and identify the different 21st literary genres we enjoy today.
Diary- It is a collection of discrete accounts of a person’s experiences and
thoughts each day.
Drama – It is a literary work that tells a story through actions and dialogues.
Comedy- A type of drama that makes the audience laugh.
6
Fiction- It is a literature that describes imaginary events and people.
Blog- This refers to your regular thoughts, opinions, or experiences that you put
on the internet for the people to read
(Source: Jean-Marie, Gaetane, Anthony H. Normore, and Jeffrey S. Brooks. "Leadership for social justice: Preparing 21st
century school leaders for a new social order." Journal of Research on Leadership Education 4, no. 1 (2009): 1-31.)
.
Literary devices are techniques a writer uses to produce a special effect in their writing.
Examples are:
Simile- It is a figure of speech comparing two unlike things that is often introduced by like or as.
Metaphor- is a figure of speech in which ideas, actions, or objects are described in non-literal
terms. In short, it’s when an author compares one thing to another. The two things being
described usually share something in common but are unalike in all other respects.
Symbolism- refers to the use of an object, figure, event, situation, or other idea in a written work
to represent something else—typically a broader message or deeper meaning that differs from its
literal meaning. The things used for symbolism are called "symbols," and they’ll often appear
multiple times throughout a text, sometimes changing in meaning as the plot progresses.
Hyperbole- is an exaggerated statement that's not meant to be taken literally by the reader. It is
often used for comedic effect and/or emphasis Imagery- is a figure of speech where an author
describes a scene, thing, or idea so that it appeals to our senses (taste, smell, sight, touch, or
hearing). This device is often used to help the reader clearly visualize parts of the story by
creating a strong mental picture.
(Source: Reyes, Dinia Delfina S. (2011). World Literature:Literacy Gems of the East and West. Manila, Philippines: Rex
Bookstore.)
WHAT’S MORE
Task 4
Instructions: Do what are asked. Write your answer on your
notebook.
1. Give a quick explanation what each stanza means.
_______________________________________________________________
2. Choose one stanza from the poem and explain its significance.
________________________________________________________________
________________________________________________________________
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WHAT I HAVE LEARNED
Task 5
Directions: Write your reflection in your notebook by completing the unfinished
statements below.
I have learned that ________________________________________________________
___________________________________________________________________________
I have realized that _______________________________________________________
__________________________________________________________________________
I will apply _______________________________________________________________
WHAT I CAN DO
Task 6
Direction: Fill in what are asked in the table. The first one is provided for your guidance.
Genre/Elements used in the
Sonnet
Figure of speech used
Answers
Extended Metaphor
Point of View
Imagery
Attitude
Theme
Genre
Speaker’s Tone
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Explanation
Compares the lost city of
Atlantis to the sorrows of
people
ASSESSMENT
Task 7
Instructions: Multiple Choice. Kindly answer the following statements by writing the
letter of the correct answer on your activity notebook.
1. It is a figure of speech in which ideas, actions, or objects are described in nonliteral terms.
A. Imagery
C. Metaphor
B. Hyperbole
D. Symbolism
2. It refers to the use of an object, figure, event, situation, or other idea in a written
work to represent something else—typically a broader message or deeper meaning
that differs from its literal meaning.
A. Metaphor
C. Symbolism
B. Imagery
D. Hyperbole
3. It is an exaggerated statement that's not meant to be taken literally by the reader.
A. Simile
C. Metaphor
B. Hyperbole
D. Imagery
4. What is personification?
A. A word that mimics a sound
B. Repetition of consonant sounds
C. Using symbols to represent something
D. Giving human-like traits to non-living objects.
5. A segment of a poem that is divided into groups of lines.
A. Lines
C. Symbolism
B. Stanza
D. Meter
6. It refers to a collection of discrete accounts of a person’s experiences and thoughts
each day.
A. Drama
C. Blog
B. Poetry
D. Diary
7. This refers to your regular thoughts, opinions, or experiences that you put on the
internet for the people to read.
A. Comedy
C. Fiction
B. Diary
D. Blog
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8. It is a literary work that tells a story through actions and dialogues.
A. Drama
C. Diary
B. Fiction
D. Epic
9. It is a literature that describes imaginary events and people.
A. Blog
C. Fiction
B. Diary
D. Comedy
10.
A type of drama that makes the audience laugh.
A. Blog
C. Diary
B. Comedy
D. Fiction
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ANSWER KEY
Task 1
1.C
2.C
3.B
4.A
5.B
6. C
7. A
8. A
9. C
10. B
Task 2
Eavan Boland- an Irish poet
- was born in Dublin, Ireland, in 1944
- one of Ireland’ preeminent contemporary poets
- a professor of English at Stanford University
- died at the age of 75
Task 3 - Answers may vary
-
Task 4
In the first stanza, the narrator begins the poem by asking herself how an entire city could just disappear. How
could an entire city, animals, cars, and buildings, just melt into the ocean--never to be seen again?
In the second stanza, the narrator again, asks how a whole city could suddenly disappear. She reminded herself
that way back when, the world seemed "smaller", so surely a huge city disappearing would be a big deal! The
narrator then flashes back to her old city where she grew up.
In the third stanza, the speaker thinks back to her hometown, with the amazing food and boardwalks, and having
friends to go home to. Then the narrator makes a guess about really happened to Atlantis.
In the fourth stanza, the narrator tells herself that it would be impossible for an entire city to be lost. Then she
guesses that maybe, Atlantis is just a symbol that people made up to describe the feeling of losing something, and
never getting it back.
In the fifth and final stanza, the narrator convinces herself that Atlantis is just a metaphor, used to give emotions a
name and a reason-not an actual city.
Task 5 - Answers may vary
Task 6
Genre/Elements used in the
Sonnet
Figure of speech used
Extended Metaphor
Point of View
Imagery
Attitude
First person
Old city
Sadness, wondering, sorrowful
Theme
Cherish the moment
Genre
Speaker’s Tone
Poetry
Hesitant, unsure
Answers
Explanation
Task 7
1. C
2. C
3. B
4. D
5. D
6. D
7. D
8. A
9. C
10.B
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Compares the lost city of Atlantis to
the sorrows of people
Uses “I”
Triggers memories of a city in the past
How the city disappeared and further
expresses sorrow on how it should
feel when something is lost forever
The author tries to emphasize to live
in the moment because once the
moment is gone, it is gone for good.
Poem (sonnet) in structure
The speaker asks how an entire city
could just disappear one day
REFERENCES
Arabic Literature. (2018). Encyclopedia Britannica (2nd ed.) Retrieved from
https://www.britannica.com/art/Arabic-literature
Brazalote, Tumoroh. (2011). Readings in World Literature. Mandaluyong City: Books Atbp.
Publishing.
Cruz, Jesus Q.,et.al. (2010). A Treasury of World Literature. City: Books Atbp. Publishing.
Eavan Boland. (2007). Atlantis—A Lost Sonnet, from Domestic Violence. W. W. Norton &
Company, Inc.
Eavan Boland. (n.d) Retrieved from https://www.poetryfoundation.org/poets/eavan-boland
Essay, The. (1997). In the Bloomsbury Dictionary of English Literature. Retrieved from
http://www.credoreference.com
Latin America. (2016). Encyclopedia Britannica (2nd ed.) Retrieved from
https://www.britannica.com/topic/list-of-countries-in-Latin-America-2061416
Reyes, Dinia Delfina S. (2011). World Literature: Literacy Gems of the East and West. Manila,
Philippines: Rex Bookstore.
12
For inquiries or feedback, please write or call:
Department of Education – Schools Division of Negros
Oriental
Kagawasan, Avenue, Daro, Dumaguete City, Negros
Oriental
Tel #: (035) 225 2376 / 541 1117
Email Address: negros.oriental@deped.gov.ph
Website: lrmds.depednodis.net