21st Century Literature
from the Philippines
and the World
Quarter 4 – Module 6:
Compare and Contrast 21st Century
Literary Genres
21st Century from the Philippines and the World
Quarter 4 – Module 6: Compare and Contrast 21st Century Literary Genres
First Edition, 2020
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21st Century Literature
from the Philippines
and the World
Quarter 4 – Module 6:
Compare and Contrast 21st Century
Literary Genres
Introductory Message
For the facilitator:
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 at home. Furthermore, you are
expected to encourage and assist the learners as they do the tasks included
in the module.
For the learner:
As a learner, you must learn to become responsible of your own
learning. Take time to read, understand, and perform the different activities
in the module.
As you go through the different activities of this module be reminded of
the following:
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 Let Us Try before moving on to the other
activities.
3. Read the instructions 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 done.
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!
ii
Let Us Learn
Literature is a reflection not only of the authors’ life experiences but as well
as their rich cultures and practices. This lesson will discuss the types of
literary genres across the globe.
Learning Competency:
•
Compare and contrast the various 21st century literary genres and their
elements, structures, and traditions from across the globe (EN12Lit-IId25)
After going through this module, you are expected to:
•
compare and contrast the various 21st century literary genres, and its
elements, structures, and traditions from across the globe.
Let Us Try
Directions: Read the following questions carefully. Write the letter of the
correct answer on a separate sheet of paper.
1. Which is a literary work of imaginative narration fashioned to entertain
and make the readers think and more so, to feel?
a. arts
c. literature
b. fiction
d. fiction
2. Which is a literary work based on history and facts and which main
thrust is intellectual appeal?
a. anthology
c. fiction
b. drama
d. nonfiction
3. Which is written in the common flow of language in sentences and
paragraphs to give information, relate events, express ideas or present
opinions?
a. poetry
c. prose
b. point of view
d. soliloquy
4. Which is expressed in verse, measure, rhythm, sound, and imaginative
language?
a. essay
c. poetry
b. music
d. prose
5. Which is NOT a genre of literature?
a. arts
c. diction
b. drama
d. fiction
1
6. Which is NOT an example of prose?
a. anecdotes
c. epic
b. biography
d. legend
7. Which is NOT an example of poetry?
a. ballad
c. oration
b. idylls
d. textual
8. Which element of poetry refers to the regular rise and fall of word
stress?
a. meter
c. rhythm
b. rhyme
d. verse
9. Which element of poetry refers to how the poet speaks usually from
simplicity to eloquence?
a. artistry
c. mood
b. diction
d. tone
10.
Which type of poetry is written in verse without meter and rhyme
a. blank verse
c. refrain
b. free verse
d. stanza
11.
Which presents peculiar ways on how man sees life as evidenced
by the formation of his ideas, forms, structures, and expressions which
marked by their memorable substance?
a. artistry
c. symbol
b. mood
d. style
12.
Which refers to the significant truth about life, its realization,
reflection or lesson that the readers may extract from the work?
a. structure
c. theme
b. symbol
d. tone
13.
Which is a reference in a work of literature to another work of
literature, or to a well-known person, place or event outside of
literature?
a. allusion
c. apostrophe
b. antonomasia
d. assonance
14.
Which of the following is a recount of the life of a person that is
generally chronological?
a. autobiography
c. diary
b. biography
d. memoir
15.
Which refers to a written account of an event, a season of life that
is generally personal, evocative and specific?
a. autobiography
c. journal
b. diary
d. memoir
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Let Us Study
Activity 2. Author Tracker.
The pictures are tagged with the name of foreign authors. Using the T-chart,
identify the country of the author and write their notable literary works and
awards. Do this in another sheet of paper.
How do you find the activity? Were you able to track the authors and
their achievements? Check your answers using the Answer Key.
In the previous lessons, you have learned that literature can be fiction
of nonfiction. Literature can be classified as fiction or nonfiction. Fiction is
invented from the writer’s creative mind and perceived to be unrealistic whilst
nonfiction is based on true facts and relevant information.
In this module, we will learn two literary texts written in different
structures: prose and poetry; thereby comparing these 21st century literary
texts on its structure, elemetns, traditions, and theme while unraveling the
salient features of the literary work of 21st century foreign authors. These
authors are Anamika and Malala Yousafzai.
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Structures of Literature
Literature can be written in a form of prose or poetry. Prose is ascribed
as free-flow of sentences. It resembles man’s everyday speech. While poetry is
characterized as highly measured or arranged languages with the use sound
and rhythm (Baronda 2016, 28).
The table shows the examples of genres in literature
Form of
Literature
Prose - ascribed
as to be
composed to
have free-flow of
sentences as its
resemblance to
man’s pattern of
everyday speech
Examples
• Novel & Novelette –long
narrative divided into
various chapters; events
are taken from true-tolife stories
• Short Stories – short
narrative involving a
simple plot and few
characters
• Folk Tales – The songs,
stories, myths, and
proverbs of a people as
handed down orally
before they were ever
written down.
• Fairy Tales – Stories
with fairies or other
magical creatures,
usually for children. A
modern fairy tale is
written in a traditional
style with the elements
of folklore but with a
contemporary twist.
• Fables – Narration
demonstrating a useful
truth, especially in
which animals speak as
humans
• Anecdotes – merely a
product of imagination
to bring lessons to the
readers
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• Legends – Stories,
sometimes of a national
or folk hero, which have
a basis in fact but also
include imaginative
material.
• Myths – Legend or
traditional narrative,
often based in part on
historical events that
reveal human behavior
and natural phenomena
by its symbolism.
• Essays – A short literary
composition that reflects
the author’s outlook or
point of view.
• Speeches, Declamations,
Orations – Public
address or discourse
• News – record of every
day events
• Biography – A story of a
person’s life written by
an individual with
exceptional knowledge of
the subject.
• Memoirs – A record of
events based on the
writer’s recall of the
past.
Poetry ascribed as to
have
measurement
scheme or most
economical
means of
expression
• Epic – extended
narrative poetry about
a hero of a race
• Metrical Tales –
narrative written in
verse and can be a
ballad or metrical
romance
• Idylls/Home tales –
Bayani sa Bukid by Al
Perez
• Love Tales – Florante at
Laura
• Tales of Supernatural –
written for strong moral
purpose in verse form
(Ibong Adarna)
• Ballad – story song that
often has a refrain or
chorus intended to be
sung
• Dramatic poetry –
monologue, soliloquy
• Corrido – narrative
poetry characterized
uniformed 8 syllables
for each verse
• Lyric poem – usually
recited with the
accompaniment of the
lyre
• Ode – dedicated to a very
special someone with
dignified and sincere
words
• Limerick – five-verse
poem with a verse
pattern of aabba
• Acrostic poetry– special
feature of forming or
revealing its subject by
looking at the first letters
of each verse
• Comedy – dramatic
poetry starts with a
problem and ends
happily
• Psalm – basically
religious and usually
sung or chanted
• Concrete poetry – typed
and arranged according
to what the subject is
the subject If the subject
is an airplane, it should
be typed like an airplane
• Free verse – written in
verse without meter and
rhyme
• Haiku – characterizes 57-5 number syllables in
every verse
(Baronda, 2016, 49-51) (Routman, 2005) (St. Louis Review Center, Inc. 2015, Factsheets)
For this module, you will learn the two classifications of literature which
are fiction and nonfiction. These literary genres are also in the form of poetry
and prose.
You are going to unravel the salient features of the literary work of 21st
century foreign authors. The chosen authors namely Anamika and Malala
Yousafzai will surely entertain or inform you with the societal issues around
the globe.
5
Let Us Practice
Read the poem entitled “Salt” by Anamika and discern the central message
and its sense. Be ready to answer the questions that follow.
Salt
by Anamika
Salt is earth’s sorrow and its taste.
Earth’s three-fourths is brackish water,
And men’s heart a salt mountain.
Weak is
melts,
it sinks in salt’s heart,
very quickly it shame
when plates are flung
due to salt’s varied strength.
There standsa government buildinglike a salt shakershakes with much sophistication, sprinkles
salt in my wound.
Women are the salt of the earth,
they have all the salt in the mould of their face.
Ask those women
how heavy it feels –
their saline faces?
All those determined to pay the salt’s price,
all those who couldn’t betray their masters
have annoyed the seven seas and
the revolutionaries.
Gandhi knew the salt’s worth
as the girl-guava-sellers.
Whether or not something
stays in the world,
there shall always be salt.
God’s tears and man’s sweatthis is salt
that balances the earth.
Translation from the Hindi By Sudeep Sen (Datu, et.al 2017, 66-67)
Activity 2. Who I Am?
In this activity, you will analyze and interpret the poem “Salt” written
by Anamika. Write your answers in another sheet of paper. Writing rubric is
provided on page 12 for your reference.
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Elements of
Poetry
Questions
I. Human
What is the situation being described?
Experience and
the Speaker
Who is the speaker?
II. Organization of How is the poem organized?
Ideas
What keywords are repeated?
III. Tone and
Diction
What attitude is the speaker taking toward the
subject?
How are women depicted in the poem?
What does the author mean with “all those who
couldn’t betray their masters and have annoyed the
seven seas and the revolutionaries?
IV. Imagery and
Symbolism
What images and metaphors for salt are presented in
the poem?
What allusions are made in the poem?
What does it mean for women to be considered salt of
the earth?
What is the essence of salt for the women, for the men,
and for the earth?
V. Theme
What is the significance of the title?
What is the theme of the poem?
Let Us Practice More
Delve into Nonfiction
In appreciating nonfiction, it is relevant to be keen to details for it is based on
real people, places and events. As well, it is a profound truth to address the
emerging struggle for life, peace and education and the like.
The excerpt you will about to read is based on real life experiences,
events of an eye-witness Malala Yousafzai. It is a written account which
recounts her story and reflects her point of view in a form of memoir.
7
Be mindful as you read and it is important to situate it historical,
cultural and political context in Pakistan. Also, it exercises your rhetorical
skills as it raises consciousness about society, culture and government.
I am Malala: The Girl Who Stood Up for Education and
was Shot by the Taliban (excerpts)
by Malala Yousafzai
Chapter 1
When a boy is born in Pakistan, it is a cause for celebration. Gifts are
placed in the baby’s cot. The boy’s name is inscribed on the family tree. But
when a girl is born, no one visits the parents.
My father paid no mind to these customs. I’ve seen my name ¬¬– in bright
blue ink – right there among the male names of our family tree. Mine was the
first female name in three hundred years.
Sometimes, when I thought about the future, I remembered the kite-flying
contests we had as kids. The boys who wanted to win tried to cut the other
kids’ kite strings. I always felt a bit sad to see the pretty kites sputter to the
ground.
I worried that my future could be cut down just like those kites – simply
because I was a girl.
As Safina and I got older, we’d be expected to cook and clean for our
brothers. We couldn’t be lawyers or engineers, fashion designers or artists – or
most other things we dreamed of. And we wouldn’t be allowed to go outside
our homes without a male relative to accompany us.
Chapter 2
Sometimes Safina and I watched Shaka Laka Boom Boom, a show about
a boy named Sanju, who could make anything real by drawing it with a magic
pencil. If he was hungry, he drew a bowl of curry, and it appeared. If he was
in danger, he drew a policeman. He was a little hero, always protecting people.
I began to dream about a magic pencil of my own. At night I would pray,
God, please give me Sanju’s pencil. I won’t tell anyone. Just leave it in my
cupboard. I will use it to make everyone happy. Then I would check the drawer.
But the pencil was never there.
I really wanted the magic pencil when my mother asked me to take
rubbish to the dump near our house. Then I could have erased it all: the smell,
the rats, the giant mountain of rotting food. I was about to toss our potato peels
8
and eggshells onto the rubbish heap one afternoon when I saw something
move. I jumped.
It was a girl my age. She and some boys nearby were sorting through
rubbish. I wanted to talk to them, but I was scared.
Later that night I asked my father about the children. Why weren’t they
in school?
He told me that these children sold what they found at the dump to help
feed their families; if they went to school, their families would go hungry.
Chapter 5
Another day I found my father with his head in his hands. “Oh, jani,” he
said, “the world has gone mad.” He told me that Fazlullah’s men had destroyed
a girls’ school in a nearby town.
I felt my heart drop. I could not imagine why anyone would want to rob
children of the chance to learn to read and write. Why was a school building
such a threat to the Taliban?
Please, God, I prayed, help us to protect our valley and to stop this
violence.
Every day, Fazlullah’s men struck a new target. Stores, roads, bridges,
and schools.
Most of the attacks were outside Mingora, but soon they got closer. One
day I was cleaning dishes in the kitchen, and a bomb went off so close that the
whole house rattled and the fan over the window fell.
I had grown up hearing the word terrorism, but only now did I
understand it. Terrorism is different from war – where soldiers face one another
in battle. Terrorism is going to sleep at night and not knowing what horrors the
next day will bring. It is walking down your own street not knowing whom you
can trust. It is the enemy everywhere and the attacks coming out of nowhere.
Chapter 16
When I finally watched the news, I learned that a spokesman for
Fazlullah said the Taliban had been “forced” to shoot me because I would not
stop speaking out against them.
They had warned me, they told the press, but I wouldn’t stop.
My other crimes? I spoke for education and peace. In their terms, I was
speaking for Western education, which was against Islam, in their opinion.
9
The Taliban would try again to kill me, Fazlullah said. “Let this be a
lesson.”
It was a lesson, indeed. My mother was right when she quoted from the
Holy Quran. “Falsehood has to die,” she had told me all those years earlier,
when I was considering doing the blog for the BBC. “And truth has to come
forward.”
Truth will always triumph over lies. This is the true Islamic belief that
has guided us on our journey.
The Taliban shot me to try to silence me.
But the whole world was listening to my message now.
(Yousafzai, 2013) (Teachers Resources, 2013)
Note:
You may download
GrowPK.com.com_.pdf
the
whole
story
through
pdf
by
malala-
Activity 3. Speak Up: Let Your Voice Be Heard! In this activity, you will
write in complete sentences your insights and views as your response to
Malala Yousafzai’s life’s experiences. Write your answer in a separate paper.
Writing rubric is provided on the next page for your reference.
I am Malala
Chapter 1
Questions
How is the birth of a girl treated differently to the birth
of a boy in Pakistan?
How does Malala’s father defy tradition when she was
born? What does this tell you about him?
Why do Malala and Safina worry about their future?
What are the barriers or challenges girls or women,
and men face in the society?
How can we breakdown these barriers?
What does it mean to be a girl or boy in different parts
of the world and the society?
Chapter 2
What power does the magic pencil have?
What else do you think Malala use the magic pencil if
she could get one?
If you had a magic pencil, what would you use it for
and why?
10
Why are the children at the dump not in school?
Without education, what do you think the future will
look like for these children?
For you, what are the benefits of your education 1)
you, as a person, 2) your family, 3) your community,
4) your country?
Chapter 5
What do you think Malala’s father mean when he says
that “the world has gone mad”?
How is terrorism different from war?
What are the emotions do you think Malala feels living
under the daily threat of terrorism?
Why does educating girls pose a threat for the Taliban
and its religious or cultural practices?
How do you beat terrorism?
What is the impact of terrorism across the world?
Chapter 16
Why do you think Fazlullah and the feel that they had
been “forced to shoot” Malala? Do you think they had
no choice?
How do the views of Malala’s mother differ from those
of the Taliban? Why is this significant term of religion?
What is Malala fighting for? Why will she not be
silenced?
How can media be a powerful tool when it comes to
revealing the truth?
Why is it important for the whole world to listen to
Malala?
What can we learn from her experiences?
Writing Rubric
Criteria:
Depth of Reflection
(Reflective thinking, self-disclosure and implications for
future learning)
Content
(Synthesis of ideas, in-depth analysis and original thinking)
Style and Mechanics
(Vocabulary,
spelling, grammar, punctuation and
capitalization)
_____ /20
_____ /10
Total
11
Points
_____ /20
_____ /50
Let Us Remember
•
•
Prose resembles to man’s pattern of everyday speech. The genres may
include fiction (i.e. short story, novel, folktale, legend, essays), and
nonfiction (i.e. biography, speeches, news, memoirs).
Poetry characterizes with measurement scheme and/or limited or
controlled language. This includes epic, ballad, ode, psalm, haiku,
free verse and etc.
Let Us Assess
Test 1. Beyond Compare!
In this activity, you will compare and contrast using the Venn Diagram the two
different literary genres: poetry represented by the poem of Anamika entitled “Salt”
and a memoir written by Malala Yousafzai entitled “I am Malala: The Girl Who Stood
Up for Education and Was Shot by the Taliban” in terms of the structure, elements,
tradition, and theme as reflected in the literary selections. Use another sheet of paper
for your answers.
Salt vs I am Malala
Test II. Multiple Choice. Read the following questions carefully. Write only
the letter of the correct answer on a separate sheet of paper.
For numbers 1- 5, refer to the poem, Salt.
1. In what country was Anamika born?
a. Angora
c. Mumbai
b. India
d. Nepal
2. What figurative language is used in “men’s heart a salt mountain?”
a. allusion
c. metaphor
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b. alliteration
d. simile
3. What is the meaning for men to have a heart that is “salt mountain”?
a. brave and strong
c. introspective
b. hide emotions and pain d. sorrowful
4. What genre of literature is “Salt”?
a. fiction
c. poetry
b. nonfiction
d. prose
5. Which is the meaning of Gandhi in the poem Salt?
a. lawyer
c. spiritual leader
b. politician
d. venerable
For questions 6-10, refer to the memoir of Malala Yousafzai.
6. What happens when a girl is born in Malala’s culture?
a. break an egg
c. town festivity
b. nothing
d. celebrate birthday
7. What is the theme of Chapter 1?
a. discrimination
c. Islamic culture
b. gender inequality
d. sexism
8. What is the theme of Chapter 2?
a. amulet
c. wish
b. power
d. magical pencil
9. Which is the theme of Chapter 5?
a. assurance
c. terror
b. goodwill
d. trouble
10.
What is the theme of Chapter 16?
a. hope and truth
c. peace and unity
b. humility in success
d. freedom of choice
Let Us Enhance
Activity 4. Around the World.
In this activity, you will identify the country and genre of the literary works of
different 21st Century world authors. Write your answers on a separate sheet
of paper.
1. Alice Munro _______________
“Hateship, Friendship, Courtship, Loveship, Marriage”
_____________
2. Isabel Allende_______________
“Tales of Passion” _____________
3. Cyril Wong _______________
“Pneumonia” _____________
13
4. Hassan Blasim _______________
“The Reality and the Record from Madman of Freedom Square”
_____________
5. Orhan Pamuk _______________
“The Red-Haired Woman” _____________
6. Paulo Coelho _______________
“The Devil and Miss Prym” _____________
7. Pierre Alferi _______________
“Oxo” _____________
8. Juan Gelman_______________
“Watching People Walk Along” _____________
9. Taiye Selasi _______________
“Bye-bye Babar” _____________
10.
Zadie Smith _______________
“Some Notes on Attunement” _____________
Let Us Reflect
In this module, you have learned two genres: poetry (Salt) and memoir
(I am Malala). You have also learned that both genres have different elements
and structures however both texts share the same the same – social issues
experienced in the 21st century society. By now you will have a clear
understanding that literature is life. Literature may have different genres,
structures and elements and reflects the imagination and experiences of
people in the society.
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Answer Key
15
References
Baronda, A.J. 21st Century literature from the Philippines and the world, 28, 49-51.
Pasay City: JFS Publishing Services, 2016.
Datu, P., Pascua, P.J.A., and Olayres, W.D. 21st Century Literature from the
Philippines and the world: Redefining Literature Across Nation and Time, 66-67.
Quezon City: Cronica Bookhaus, 2017.
Designing
your
memoir.
Accessed
on
November
26,
2020
https://www.pearsonhighered.com/content/dam/region-na/us/highered/en/products-services/course-products/johnson-sheehan-3einfo/pdf/chapter5.pdf
at
Lee-Miller, E., Elements of Memoir, 2009. Accessed on November
https://etheleemiller.com/wp-content/uploads/sites/9/2013/02/5Elements-of-Memoir.pdf
12,
Manning, L. Unmeasured Strength, 2011. Accessed November
https://us.macmillan.com/excerpt?isbn=9781250012142
12,
2020.
Martin, Guevarra, Del Ocampo, & Perez. Beyond borders, 72-75. Quezon City:
Phoenix Publishing House, Inc., 2016.
Mata, Gabelo, Ambon, & Babasa. 21st Century literature from the Philippines and
the world for senior high school, 112-113. Malabon City: Mutya Publishing
House, Inc., 2016.
Moore-Slater, C. How to Write a memoir, 2020. Accessed on November 26, 2020.
https://www.vanderbilt.edu/olli/class-materials/MemoirClassOutline2.pdf
Routman, R. Writing essentials: Heinemann: Portsmouth, NH, 2005. Accessed on
November
26,
2020
http://www.ux1.eiu.edu/~cfder/GenreCharacteristicsChart.pdf
Teacher Resources: Extract and notes for teachers and librarians on Malala: My
Story of Standing up for Girls’ Rights by Malala Yousafzai, 2013. Accessed June
5, 2017.
St. Louis Review Center, Inc. Literature from the Philippines and the world:
Factsheets: Davao City. 2015.
Yousafzai, M. with Lamb, C. I am Malala: The Girl Who Stood Up for Education and
Was Shot by the Taliban, 2013. Accessed June 18, 2017. malalaGrowPK.com_.pdf
16
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Department of Education – Davao City Division
E. Quirino Avenue, Davao City
Telephone: (082) 227 4762
Email Address: lrms.davaocity@deped.gov.ph