12

Mindanao Community School

SELF LEARNING MODULE

21 st Century
Literature from
the Philippines
and the World
Quarter 1 – Module 1:
Dimensions of Philippine
Literary History

21st Century Literature from the Philippines and the

World – Grade Twelve
Self-Learning Modules Quarter 1 - Module 1:
Dimensions of Philippine Literary History
_________________________________________________

Module Modified from DepEd 2020

Prepared by
Fatima Grace D. Dollesco
 11
21st Century
Literature from the
Philippines and the
World
Quarter 1 – Module 1: Dimensions of
Philippine Literary History
Introductory Message

For the facilitator:

Welcome to the 21st Century Literature from the Philippines and the World– Grade 11 Self-Learning
Module (SLM) on Dimensions of Philippine Literary History!

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:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

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– Grade 11Self-Learning
Module (SLM) on Dimensions of Philippine Literary History

The hand is one of the most symbolized part of the human body. It is often used to depict skill, action and
purpose. Through our hands we may learn, create and accomplish. Hence, the hand in this learning
resource signifies that you as a learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in your own hands!

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:

What I Need to Know This will give you an idea of the skills or competencies you
are expected to learn in the module.

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 such as 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 in to 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. This also tends
retention of learned concepts.

Answer Key This contains answers to all activities in the module.

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!

What I Need to Know

This module was designed and written with you in mind. It is here to help you master the
geographic, linguistic and ethnic dimensions of Philippine literary history from pre-colonial to the
contemporary as well as be acquainted with the representative texts and authors from each region in the
country.

The scope of this module permits it to be used in many different learning situations. The language
used recognizes the diverse vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to correspond with the
textbook you are now using.

In this module, you will be able to:

• identify the geographic, linguistic and ethnic dimensions of Philippine literary history from pre-
colonial to the contemporary
• identify representative texts and authors from each region in the Philippines

Specifically, you are expected to:

 discover the features of the dimensions of the periods of Philippine literature
 recognize representative texts and authors from different regions
 value the importance of knowing the Philippine literary history, our local authors and their works
 What I Know

Before we start with our lesson, let us check your prior knowledge about Philippine literary history
and representative text and authors from each region in the Philippines.

Directions: Read each item carefully and write the letter of your answer in the blank before each number.

_____1. It is considered the imaginative works of poetry and prose.

a. Literature b. Convention c. Genre d. Art

_____2. This period is influenced by the birth of public school systems.

a. Contemporary b. Spanish c. American d. Japanese

_____3. This period makes use of figurative languages and other modern techniques.
a. Contemporary b. Spanish c. American d. Japanese

_____4. This period is considered the war times with influence on literary arts and forms.
a. Pre-colonial b. Spanish c. Japanese d. American

_____5. This period has something to do with Alibata.

a. Pre-colonial b. Spanish c. Japanese d. American

_____6. This period can be associated with religion and propaganda.

a. Pre-colonial b. Spanish c. Japanese d. American

_____7. This dimension of literature tells us about places and the relationships between people and their
environment.
a. Ethnic b. Geographic c. Linguistic d. Form

_____8. This dimension of literature is related to a system of conventional spoken, manual (signed), or
written symbols by which individuals express themselves.
a. Ethnic b. Geographic c. Linguistic d. Form

_____9.This dimension of literature refers to social entities sharing real or putative features like a common
origin or cultural-linguistic legacy.
a. Ethnic b. Geographic c. Linguistic d. Form

_____10. The literature “The Widow’s Son” compiled by Mabel Cook Cole was told by this tribe.
a. Subanon b. Mandaya c. Bukidnon d. Igorot
 What’s In

Hello learner! As a treat, you are in for travelling the world for free? Prepare yourself and be ready
for a take-off. Welcome to the first chapter of our journey to the Philippines and the World through
literature.

But before we land to the center of this adventure, let us discover first how it all began. Our first
stop is the Philippine literary history. We can see many reading materials around us. We even have our
favorite short stories and books. Have you ever wondered how these all started? Try to think about how
they all began.

Activity 1: Get a New Name!

Directions: Study the symbols below and write your first name inside the box using these symbols.
Answer the questions that follow.

1. What do you remember about these symbols?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

2. How do you feel with the new letter symbols of your name?
_______________________________________________________________________________
_______________________________________________________________________________
_____________________________________________________________

These symbols are called “Baybayin” or also known as “Alibata” which was an old writing system
widely used in the northern part of our country during the 16th and 17th centuries. Since our
country has its unique geographical structure, we also had various alphabet symbols which were
 used by a specific ethnic group across the archipelago. Our next activity will now
let you remember the different regions in our country.

What’s New

Our country is divided geographically into 17 regions. What makes it more interesting is the rich
number of ethnic groups and the dialects each region has. Also, this region is represented by their
provinces.

Activity 2: Match and Connect

Directions: Match the regions of our country in Column A to the names of provinces in Column B. Write the
letter of your answer in the space provided before the number

Column A Column B

1. REGION I a. CAGAYAN VALLEY

2. REGION II b. ILOCOS
3. REGION III c. CALABARZON
4. REGION IV-A d. CENTRAL LUZON
5. REGION V e. WESTERN VISAYAS
6. REGION VI f. BICOL
7. REGION VII g. EASTERN VISAYAS
8. REGION VIII h. CENTRAL VISAYAS
9. REGION IX i. NORTHERN MINDANAO
10. REGION X j. ZAMBOANGA PENINSULA
11. REGION XI k. SOCCSKSARGEN
12. REGION XII l. DAVAO
13. REGION XIII m. CARAGA

These regions are varied with distinct dimensions and have unique literary pieces that represent
their culture, tradition. These literary pieces are sometimes presented using their own dialects and later
translated into English Language. For our next activity, you have probably come across with this literary
piece before. Have fun!

Activity 3: Know the Legend!

Directions: Arrange the events about “The Legend of the Pineapple” in order. Use the letters A-J and write
your answer on the space provided.

_____1. One day, her mother got sick and asked her to cook for her. But Pina still had excuses and kept
playing in the backyard. Her mother called her again. By then, she went inside angrily. Her mother asked
her again to cook porridge.

_____2. Her mother cried out and didn’t know what to do with Pina’s laziness anymore. She wept bitterly
and wished that Pina would grow a thousand eyes so she wouldnot give excuses anymore.
 _____3. Suddenly, it became so quiet. After a while, her mother decided to get up to check Pina and to
cook porridge herself but she couldn’t find her. She just thought she went to her friends.

_____4. Once upon a time, in a tiny village, there was a woman who lived with her daughter, Pina. They
were so poor.

_____5. Hours and days went by but her mother still cannot find Pina. She was so worried but there is
nothing else she could do.

_____6. Her mother worked hard day and night while Pina was very lazy. Whenever her mother asked for
help, she would always find an excuse so that she would not be forced to look for certain objects.

_____7. After a while, her mother asked her if she was done. Pina said she did not make porridge because
she couldn’t find the ladle.

_____8. To honor her memory, she named the plant Pina. She took care of it like her daughter until it bore
many fruits that became famous in the neighborhood. From Pina, its name evolved until it became what we
now call pinya or pineapple.

_____9. One afternoon, while she was sweeping in the backyard, she noticed an unusual plant that grew
exactly where she last saw Pina. She noticed that the plant resembled a head with many eyes.

_____10. To her horror, she realized that she must’ve cursed her own child!

hat Is It

Literature plays a vital role in our lives. It mirrors human experiences and it lets you go around the
world and learn and experience different cultures. It comes in various forms like poetry, riddles, stories,
legends etc.

Before we land to the center of this adventure, let us discover first how it all began. Our first stop is
the Philippine literary history and its dimensions.

Periods of Philippine Literary History

Period Literary Forms

1. Pre-Colonial Period a. Folk speeches/ riddles
The first period of the Philippine literary history is the b. Folk songs
longest. Long time before the Spaniards and other c. Folk narratives
foreigners landed on Philippine shores, our d. Indigenous rituals
forefathers already had their own literature stamped e. Mimetic dance
in the history of our race.
f. Proverbs/ aphorisms
 2. Spanish Colonization Period a. Folk speeches/ riddles
Spanish occupied Philippines in early 15th century. b. Folk songs
The Spanish colonization period has two distinct
c. Folk narratives
classifications – religious and secular.
d. Indigenous rituals
e. Mimetic dance
f. Proverbs/ aphorisms
3. American Colonization Period a. Free verse
Philippine literature in English, as a direct result of b. Modern short story
American colonization of the country, could not c. Novels
escape being imitative of American models of writing
d. Essays
especially during its period of apprenticeship.
Period Literary Forms
4. Japanese Colonization Period a. Haiku
This period is considered the war years and period of b. Tanaga
maturity and originality c. Karaniwang anyo
5. Contemporary/ Modern Period a. Chick lit
Many novels in English seem to have been written b. Mobile phone text tula
for literary contests like Palanca and Asia Man. The c. Speculative fiction
debate over textual and contextual criticism,
balagtasismo and modernism, formalism and d. Flash fiction
historical criticism has persisted to this day in the e. Blog
academe. The more popular but banal issue is called f. Hyperpoetry
“literature (art) and propaganda.”

Dimensions of Philippine Literary History

Geography- the study of places and the relationships between people and their environments

Language- a system of conventional spoken, manual (signed), or written symbols by which individuals
express themselves

Ethnicity- a notion that refers to social entities sharing real or putative ascriptive features like a common
origin or cultural-linguistic legacy which assumedly command special collective commitment, as well as
their retention and transmission

Here is an example on how to identify the geographic, linguistic and ethnic dimensions of a literary
piece. Read the epic below and note the dimensions:

Indarapatra at Sulayman
(Epikong Mindanao)
By: Bartolome del Valle (Region XII- SOCCSKSARGEN)

Si Indarapatra ay ang matapang na hari ng Mantapuli. Nabalitaan niya ang malimit na

pananalakay ng mga dambuhalang ibon at mababangis na hayop sa ibang panig ng Mindanao. Labis
niyang ikinalungkot ang mga nangyayaring ito sa mga naninirahan sa labas ng kaharian ng Mantapuli.

Ipinatawag ni Indarapatra ang kanyang kapatid na si Sulayman, isang matapang na kawal.

Inutusan ni Indarapatra si Sulayman upang puksain ang mga ibon at hayop na namiminsala sa mga tao.
Agad na sumunod si Sulayman. Bago umalis si Sulayman, nagtanim si Indarapatra ng halawan sa may
 durungawan. Aniya kay Sulayman, Sa pamamagitan ng halamang ito ay malalaman ko ang nangyayari
sa iyo. Kapag namatay ang halamang ito, nanganaghulugang ikaw ay namatay.”

Sumakay si Sulayman sa hangin. Narating niya ang Kabilalan. Wala siyang nakitang tao. Walang
anu-ano ay nayanig ang lupa, kaya pala ay dumating ang halimaw na si Kurita. Matagal at madugo ang
paglalaban ni Sulayman at ni Kurita. Sa wakas, napatay rin ni Sulayman si Kurita, sa tulong ng kanyang
kris. Nagtungo naman si Sulayman sa Matutum. Kanyang hinanap ang halimaw na kumakain ng tao,
na kilala sa tawag na Tarabusaw. Hinagupit nang hinagupit ni Tarabusaw si Sulayman sa pamamagitan
ng punongkahoy. Nang nanlalata na si Tarabusaw ay saka ito sinaksak ni Sulayman ng kanyang
espada.

Pumunta si Sulayman sa Bundok ng Bita. Wala rin siyang makitang tao. Ang iba ay nakain na ng
mga halimaw at ang natirang iba ay nasa taguan. Lumingalinga pa si Sulayman nang biglang magdilim
pagkat dumating ang dambuhalang ibong Pah. Si Sulayman ang nais dagitin ng ibon. Mabilis at ubos
lakas ng tinaga ito ni Sulayman. Bumagsak at namatay ang Pah. Sa kasamaang palad nabagsakan ng
pakpak ng ibon si Sulayman na siya niyang ikinamatay.

Samantala, ang halaman ni Sulayman sa Mantapuli ay laging pinagmamasdan ni Indarapatra.

Napansin niyang nanlata ang halaman at alam niyang namatay si Sulayman.

Hinanap ni Indarapatra ang kanyang kapatid. Nagpunta siya sa Kabalalan at nakita niya ang
kalansay ni Tarabusaw. Alam niyang napatay ito ng kapatid niya. Ipinagpatuloy ni Indarapatra ang
paghahanap niya kay Sulayman. Narating niya ang bundok ng Bita. Nakita niya ang patay na ibong
Pah. Inangat ni Indarapatra ang pakpak ng ibon at nakita ang bangkay ni Sulayman. Nanangis si
Indarapatra at nagdasal upang pabaliking muli ang buhay ni Sulayman. Sa di kalayua'y may nakita
siyang banga ng tubig. Winisikan niya ng tubig ang bangkay at muling nabuhay si Sulayman. Parang
nagising lamang ito mula sa mahimbing na pagtulog. Nagyakap ang magkapatid dahil sa malaking
katuwaan.

Pinauwi na ni Indarapatra si Sulayman. Nagtuloy pa si Indarapatra sa Bundok Gurayu. Dito'y wala

ring natagpuang tao. Nakita niya ang kinatatakutang ibong may pitong ulo. Sa tulong ng kanyang
engkantadong sibat na si juris pakal ay madali niyang napatay ang ibon.

Hinanap niya ang mga tao. May nakita siyang isang magandang dalaga na kumukuha ng tubig sa
sapa. Mabilis naman itong nakapagtago. Isang matandang babae ang lumabas sa taguan at nakipag-
usap kay Indarapatra. Ipinagsama ng matandang babae si Indarapatra sa yungib na pinagtataguan ng
lahat ng tao sa pook na iyon. Ibinalita ni Indarapatra ang mga pakikilaban nilang dalawa ni Sulayman
sa mga halimaw at dambuhalang ibon. Sinabi rin niyang maaari na silang lumabas sa kanilang
pinagtataguan. Sa laki ng pasasalamat ng buong tribu, ipinakasal kay Indarapatra ang anak ng hari,
ang magandang babaeng nakita ni Indarapatra sa batisan.

Geographic Linguistic Dimension Ethnic Dimensions

Dimension (Where (What are the terms in (What are the cultures and traditions of an ethnic group
did the story the passage that that were being portrayed in the story?)
happen?) represent the Family members rule over kingdoms by blood.
community?) Men rulers being very brave and good in fighting.
(Mindanao) Use of kris, espada, juris pakal in fighting.
The names Indarapatra
Belief in symbols such as the death of a certain plant
Kaharian ng and Sulayman are distinct
that represents someone is also the death of that
in Mindanao.
Mantapuli person.
Birds and other creatures as enemies.
The names of the enemies Belief in miraculous water that can bring back life.
Kabilalan
Kurita, Tarabusaw, Pah
King letting their daughter to be married to another king
are distint, too.
Matutum or someone with high position as a gift or gratitude.

The weapons kris,

Bita espada, and juris pakal
Gurayu

What’s More

Activity 4. Time Travel!

Directions: Arrange the rambled letters to form a name of some literary forms during the pre-colonial to
the Contemporary periods.

Name

1. NVOEL ____________________
2. KIRDOO ____________________
3. RDEIDLS ____________________
4. BOLG ____________________
5. HKAIU ____________________
6. HPOTERPERYY ____________________
7. TGANAA ____________________
8. FLOK SNOGS ____________________
9. FERE VRSEE ____________________
10. RGILIOUES PTREOY ____________________

Activity 5: Understand the Dimension!

Directions: Identify whether the given information about the dimension of literary form is Geographic,
Linguistic or Ethnic. Write your answer on the space provided.

______________1. They still love each other but they have to separate because their tribe’s custom states
that every man in that tribe should have one or more child that would carry his name and if his wife cannot
give him a child he can marry another woman. It’s a man’s necessity to have a child. (The Wedding
Dance)

_______________2.A very long time ago, the large island of Mindanao was completely covered with
water, and the sea extended over all the lowlands so that nothing could be seen but mountains jutting from
it. (Indarapatra and Sulayman)
_______________3.Bisan pa man may yara na kahulsay, kaalikaya, kag katahum sa sulod sang balay
nga ginatinguhaan ni Cita nga mapadayun tubtub sa iya masarangan.(Monyeka)

______________4.The "savakan" (bride-wealth consisting of articles and wrapped food to be paid for by
the groom's kinsmen) are offered one by one, until only the two most costly remain. One is given the value
of an ancient gong with ten bosses and nine relief-rings; the other is redeemable only by a golden guitar
and a golden flute.
(Tuwaang Attends a Wedding)
______________5.It was a chilly night but Regino was sweating in his foxhole in the beach of Tagoloan, a
town in northern Mindanao. It would be his first encounter against the formidable Japanese imperial army.
(The Battle of Tagaloan)

Activity 6.Understand the Dimension, More!

Directions: Identify the dimensions of the literary text given. Write your answer inside the table provided.

Tuwaang Attends a Wedding

(The Second Song of the Manuvu Ethnoepic Tuwaang cycle) By: E. Arsenio Manuel

Tuwaang, after finishing some work, calls his aunt aside and informs her that the wind has brought
him a message: he is to attend the wedding of the Maiden of Momawon. The aunt tries to dissuade him
from going, for she foresees trouble. Tuwaang, however, is determined to go. He picks the heart-shaped
costume made by goddesses, arms himself with a long blade and dagger, and takes his shield and
spear. He rides on a flash of lightning and arrives at the "kawkawangan" grassland. While resting there
a while, he hears a "gungutan" bird crowing. He decides to catch the fowl, but soon sees the "gungutan"
with a daggerlike spur. The "gungutan" tells Tuwaang he came to know of his coming in a dream and
that he wants to go with him to the wedding celebration. Tuwaang agrees to bring the "gungutan" along.
The two shake their shoulders and are carried into space.

Upon arriving at Momawon, Tuwaang is admitted into the hall. He sits on a golden stool, while the
"gungutan" perches on a crossbeam. Meantime, enchanting sounds from afar and flowering trees signal
the arrival of the Young Man of Panayangan. Other gallants – the Young Man of Liwanon and the Young
Man of the Rising Sun – arrive. Finally, the groom, the Young Man of Sakadna, arrives with a hundred
followers. He haughtily asks the houseowner to clear the house "of dirt," implying the people in the
house who do not count. To this insult Tuwaang answers there are "red leaves," i.e. heroes, in the
house.

Preliminaries of the wedding ceremony start. The "savakan" (bride-wealth consisting of articles and
wrapped food to be paid for by the groom's kinsmen) are offered one by one, until only the two most
costly remain. One is given the value of an ancient gong with ten bosses and nine relief-rings; the other
is redeemable only by a golden guitar and a golden flute. The groom confesses his inability to redeem
these articles. Tuwaang saves the groom from the embarrassing predicament by taking his place:
through his magic breath he produces a more ancient gong, which is accepted by the bride's party. He
also produces the golden flute and golden guitar.

The bride is now asked to come out of her room and serve the guests some betel chew. She
commands her betel box to serve everyone. Magically the betel box obeys, with the betel chew jumping
into the mouths of the guests. After two betel chews leap into the groom's mouth, the betel box moves
 on to Tuwaang, before whom it stops altogether. Tuwaang brushes it away, but the box does not budge.
The bride decides to sit beside Tuwaang.

The groom blushes; he is shamed. He decides to fight Tuwaang. He goes down the house and
challenges Tuwaang to come down to the yard.

After the bride unrolls and combs Tuwaang's hair, Tuwaang goes down to fight. The "gungutan",
meanwhile, has been fighting the groom's men and has slain a number of them until only six gallants
remain. Tuwaang and the gungutan engage the six gallants.

Finally only Tuwaang and the Young Man of Sakadna are left moving about. Tuwaang is thrown
against a boulder, which turns into dust. Trees get bent and topple. Tuwaang gets hold of his foe, throws
him down so hard that he sinks into the earth. The Young Man of Sakadna surfaces quickly and
confronts Tuwaang once more. Tuwaang in turn is thrust into the earth and sinks into the Underworld.
There he talks to Tuhawa', god of the Underworld, who tells him the secret to overcoming his foe.
Tuwaang surfaces and summons the golden flute in which the Young Man of Sakadna keeps his life.
Tuwaang asks his foe to become his vassal in exchange for his life. The groom prefers death. Tuwaang
therefore destroys the golden flute, ending his protagonist's life.

Accompanied by the "gungutan", Tuwaang takes his bride home to Kuaman, where he rules
forever.

Geographic Linguistic Ethnic

(Where did the story happen?) (What are the new terms in the ( What are the cultures and
passage you encountered that traditions of an
represent the community? ethnic group that were being
portrayed in the story?

1. 4. 7.

2. 5. 8.

3. 6. 9.

10.

hat I Have Learned

Wow! You are almost done! Let us check what you have learned so far before we proceed to your
assessment. This activity will; give a summary of everything you learned from our lesson.

Activity 7: Express your thoughts!

Directions: Fill in the blanks with correct information about the geographic, linguistic and ethnic
dimensions of Philippine literary history from pre-colonial to the contemporary.
 Geography is the study of places and the relationships between people and their environments.
________ is a system of conventional spoken, manual (signed), or written symbols by which individuals
express themselves. ________ is a notion that refers to social entities sharing real or putative
inscriptive features like a common origin or cultural-linguistic legacy which assumedly command
special collective commitment, as well as their retention and transmission.

________ was the first period of the Philippine literary history which introduces some literary
forms like __________, folk songs, etc. _____________ occupied Philippines in early 15th century.
The Spanish colonization period has two distinct classifications – religious and secular. Most of the
literary forms in this period include ___________ lyrics, poetry and narratives. During the _________,
Philippine literature was translated into English._______________ is considered the war years and
period of maturity and originality. Some of the literary pieces introduced were __________, Tanaga
and Karaniwang anyo. During the _______________many novels in English seem to have been written
for literary contests like Palanca and Asia Man.

hat I Can Do

Activity 8: Show Your Creativity!

Directions: Choose one literary form from pre-colonial. Make a creative poster of your chosen literary form
and paste it here.

Activity 9: Your New Version!

Directions: Read the poem entitled “Marupok” by Jose Corazon de Jesus and compose a spoken poetry
piece in your own dialect and based on your understanding about it. Write your piece in the box.

Marupok
Tula ni Jose Corazon de Jesus

Kalapating puti sa gitna ng hardin,

Iginawa kita ng bahay na siím; May dalawang latang
palay at inumin,
Saka walong pinto sa apat na dingding.

Minsan kang nagutom at ako’y nalingat, Oh, kalapati ko, bigla

kang lumipad.
Sa nagdaang kawan sumama ka agad,
Ayaw mong mabasa ng luha ang pakpak.

Ikaw naman rosas, na mahal kong mahal,

 Dinilig kita kung hapong malamlam; Sa bawat umaga’y
pinaaasuhan,
At inaalsan ko ng kusim sa tangkay.
Minsan lang, Nobyembre, nang di ka mamasid,
Nakaligtaan kong diligin kang saglit;
Aba, nang Disyembre, sa gitna ng lamig, Sa mga tangkay
mo’y nag-usli ang tinik.

Ang hardin ko ngayo’y ligid ng dalita,

Walang kalapati’t rosas man ay wala; May basag na paso’t
may bahay na sira,
At ang hardinero’y ang puso kong luksa.

Babae, hindi ka marapat lumiyag,

Napakarupok mo, maselan at duwag.
Sa Tabor ay walang tuhod na di gasgas,
Sa Glorya, anghel ma’y may sira ring pakpak.

Assessment

A. Directions: Read each item carefully and write the letter of your answer in the blank before
each number.

_____1. It is considered the imaginative works of poetry and prose.

b. Literature b. Convention c. Genre d. Art

_____2. This period is influenced by the birth of public school systems.

b. Contemporary b. Spanish c. American d. Japanese

_____3. This period makes use of figurative languages and other modern techniques.
b. Contemporary b. Spanish c. American d. Japanese

_____4. This period is considered the war times with influence on literary arts and forms.
b. Pre-colonial b. Spanish c. Japanese d. American

_____5. This period has something to do with Alibata.

b. Pre-colonial b. Spanish c. Japanese d. American

_____6. This period can be associated with religion and propaganda.

b. Pre-colonial b. Spanish c. Japanese d. American
_____7. This dimension of literature tells us about places and the relationships between people and their
environment.
b. Ethnic b. Geographic c. Linguistic d. Form

_____8. This dimension of literature is related to a system of conventional spoken, manual (signed), or
written symbols by which individuals express themselves.
b. Ethnic b. Geographic c. Linguistic d. Form

_____9.This dimension of literature refers to social entities sharing real or putative features like a common
origin or cultural-linguistic legacy.
b. Ethnic b. Geographic c. Linguistic d. Form

_____10. The literature “The Widow’s Son” compiled by Mabel Cook Cole was told by this tribe.
b. Subanon b. Mandaya c. Bukidnon d. Igorot

B. Go back to the “What Is It” part of this module and read the story ‘ The Widow's Son’. Then,
identify the dimensions in the said literary piece by accomplishing the table below:

Geographic Linguistic Ethnic

(Where did the story (What are the new terms in the (What are the cultures and
happen?) passage you encountered that traditions of an ethnic group that
represent the community? were being portrayed in the story?

1 4 7

2 5 8

3 6 9

10

Additional Activities

Congratulations! You’ve come this far. You’ve learned a lot about the periods of Philippine Literary History
and representative texts and authors from each region. Now, for your additional activity:
1. Conduct and interview among the members of your family about what riddles, poems, legends,
myths or stories that they know.
2. Make a compilation of these literary forms using a portfolio.

Rubrics:

5 3 1
Content The compilation The compilation The compilation
contains 5 literary contains 3 literary contains 3 literary
pieces. pieces. pieces.
Creativity The compilation The compilation The compilation
maximized the use utilized audio or utilized MS Word
of multimedia such visual presentation. only.
as audiobook or
storytelling.
Promptness The compilation is The compilation is The compilation is
passed ahead of passed on time. passed after the
time. deadline.