DIVISION OF NAVOTAS CITY

21st Century Literature

from the Philippines
and the World
Second Semester

S.Y. 2021-2022
NAVOTAS CITY PHILIPPINES
21st Century Literature from the Philippines and the World for Senior High School
Alternative Delivery Mode
Second Semester
Second Edition, 2021

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
an agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Kenee Winie B. Pailma, Erwin C. Mores, Regine P. Dacquigan

Editors: Rose Eden L. Cortez, June Grace S. Casaje
Reviewers: Marco D. Meduranda
Illustrator:
Layout Artist: Hazel M. Santorce
Management Team: Alejandro G. Ibañez, OIC- Schools Division Superintendent
Isabelle S. Sibayan, OIC- Asst. Schools Division Superintendent
Loida O. Balasa, Chief, Curriculum Implementation Division
Marco D. Meduranda, EPS in English
Grace R. Nieves, EPS In Charge of LRMS
Lorena J. Mutas, ADM Coordinator
Vergel Junior C. Eusebio, PDO II LRMS

Inilimbag sa Pilipinas ng ________________________

Department of Education – Navotas City

Office Address: BES Compound M. Naval St. Sipac-Almacen Navotas City
____________________________________________
Telefax: 02-8332-77-64
____________________________________________
E-mail Address: ____________________________________________
[email protected]
 Table of Contents

What I Know ................................................................................1

Module 1......................................................................................3

Module 2......................................................................................15

Module 3......................................................................................24

Module 4......................................................................................34

Module 5......................................................................................43

Module 6......................................................................................61

Module 7......................................................................................71

Assessment ..................................................................................85

Answer Key ..................................................................................87

References ...................................................................................90
DIRECTIONS: Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.

1. “Examines how sexuality influences the creation and reception of literary

works”. The statement being described belongs to which Literary criticism?

a. Biographical Criticism
b. Gender Criticism
c. Psychological Criticism
d. New Historicism Criticism
2. James discussed in his class yesterday the life of the author of his chosen
poem for his project. Giving attention to the author’s life is part of which
Literary Criticism?
a. Formalism
b. Gender Criticism
c. Formalism
d. Biographical Criticism
3. “The recurrent universal patterns underlying most literary works”. This
statement belongs to which criticism below?
a. Structuralism
b. Psychological Criticism
c. Mythological Criticism
d. Biographical Criticism
4. Mr. Ramos, Lily’s teacher, accepted her interpretation on her poem. He
said that, “Whatever the interpretation of the reader is correct”. This
statement from Mr. Ramos is under which Literary Criticism?
a. Gender Criticism
b. Formalism
c. Reader Response
d. Structuralism
5. Mark focuses on how the literary texts arrive at their meanings, rather
than the meaning themselves. Choose among the options below the
technique he uses for the literary text.
a. Gender Criticism
b. Formalism
c. Reader Response
d. Structuralism

1
B. Write TRUE if the statement is correct and FALSE if it it’s not.

1. Literature teaches the significance of life.

2. Literature is both an art and a form of communication

3. Literature mirrors and highlights significant human experiences.

4. “Dulce” refers to excellence of literary form which relates to the

ideas that literature must have or sense while “utile” refers to what literature
can offer to its readers in effect.

5. The timeliness of thought and of idea relates to the notion

that a work of literature must reveal a theme and must reflect a condition
which is applicable to the world.

6. Most ancient literary forms were in oral tradition since

there was no system of writing during the pre-colonial period.

7. Literature is a way used by our ancestors to communicate

their stories to the next generations.

8. Legends are stories which highlight the origin of a thing.

9. Foreign occupation affected and influenced the Philippine

literature.

10. Philippine text was only written in our native language.

2
 MODULE 1

This module was designed and written with you in mind. In today’s
globalization, technology-mediated society courses on literature can be
useful for exploring geographic, ethnic, linguistic, and social issues to
serve as a model for connected and active teaching-learning process.
Moreover, literature is a lasting memorabilia of a person’s inner
thoughts, feelings, desires and significant experiences. It also serves as
a source of ideals to better understand and appreciate life.

The module is divided into three parts, namely:

● ·Lesson 1 – Philippine Literature History

- Literature;
- Forms and Genres of Literature; and
- Literary Periods form Pre-Colonial to Contemporary
After going through this module, you are expected to:
1. Define literature;
2. Differentiate the forms and genres of literature; and
3. Identify geographic, linguistic and ethnic dimensions of
Philippine literary history

Lesson Philippine Literature

1 History

Literary text is written by different authors with different backgrounds,

culture, society, language and more. However, you as a reader, also differ from the
writers and other readers of literary text. This lesson will help you understand the
different literary texts. This will provide you information and understand text based
on the author's biography, geographic, linguistic, society and language and how
these factors are connected to you as students.

3
 Literature’s value and sense can be manifested in various forms. The
creative expression of man’s thoughts, feelings and conditions may be shaped
and established with the use of language. The importance of knowing the
characters in a literary text is the same as to the readers to understand the
author's background. In studying the author, you may be able to connect the
characters and their morals to the author's life and analyze the behaviors that
have been shown between the author and the character itself. It is also for
you readers to know yourself better.

Scaffolds for Learning

A. Perhaps the word “Literature” is a familiar one to you. What are your
ideas about it? Define literature based on your own perspective. Write
your answer on your answer sheet.

LITERATURE

B. Accomplish the table below by providing your responses for each box.
Write your answer on your answer sheet.

WHAT DO I KNOW ABOUT LITERATURE?

.
WHAT DO I WANT TO KNOW ABOUT LITERATURE?

4
Define Literature
It has been a common understanding among people that reading is mainly
for the acquisition of relevant information and entertainment. Also, most
people are engaged in reading different materials like books and magazines
which contain different stories for entertainment and amusement. Perhaps
there are other good reasons to read literature like to satisfy one’s curiosity,
uplift understanding, and fulfil one’s desire and aspiration as motivation.

Literature is a group of works that is made up of words. Most are written

but some were passed on by word of mouth. They are works of prose and
poetry which were also sub-divided into categories.

Major Forms of Literature

a. Prose
This form is mainly recognized to be composed freely. This form does
not have any measurement. Also, it has greater irregularity and the
language used in this form is ordinary for it has a close resemblance
to a man’s pattern of everyday speech. Prose is a form or technique of
language that exhibits a natural flow of speech and a grammatical
structure.
Examples: Novels, Textbooks, Newspaper, History, Philosophy, Law

b. Poetry
It is the form of literature characterized by its highly controlled manner
of choosing and arranging language with the use of regulating devices
such for sound and rhythm to aesthetically convey a meaning which
call for a specific emotional response.

5
Genres of Literature

Barritugo et.al (2002) explained that literature has specific classifications.

It can be classified into four genres namely: poetry, prose fiction, drama,
and non-fiction prose.

a. Poetry
Ascribed as the most economical means of expression since it only uses
limited number of words, its beauty is mainly forced by the intricate
and careful use of words, figurative expression, imagery, rhythm, and
sound.

b. Prose Fiction
This is mainly characterized by scholars as any literary work that is an
imaginative recreation and reconstruction of life. This type covers short
stories and novels in which these are said to be manifestations of the
creative and imaginative thinking of a writer.

c. Drama
This involves stories concerning significant human encounters which
are intended to be performed on stage. It may involve a certain number
of characters who also deal with some complications and issues.

d. Non-fiction prose
These genres mainly attempt to present, to interpret, or to describe
facts. With such, judgment, opinions, and commentaries may be
framed and expressed in the form of essays, feature articles, editorials
and the like. (biography, memoirs, journalism)

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Literary Periods

PERIODS DESCRIPTION FORMS THEMES

It is in oral in 1. Oral Life and Death

nature and is full Literature
of lessons and a. Riddles Gods
ideas about life, and
b. Proverbs
blessings and Goddess
2. Folk Songs
consequences. es
Pre- Contains ideas a. Lullabies
Colonial from birth to the b. Love Songs
Period Heroes
grave/death c. Songs of
(BC-1564) and
The sources are Death
Heroines
usually the local d. Religious
native town folk Songs
3. Folk Supernatu
Tales ral beings

a. Myths
b. Legends
c Fables
d. Epics

Christianity was 1.Religious Moro-

proclaimed by the Literatur Moro
first group of e Awit
Duplo
colonizers a .Pasyon
Sarswela
b.Senakulo
Spain’s c.Komedya
occupation 2. Secular or
during the 16th Non-Religious
The century brought Literature
Spanish numerous
Period changes not only
3.Doctrin
(1565 in religion, way of
a
- life and culture,
Cristi
1872) but also in
na
language and
- “Ave
system of writing
Maria”
- “Hail
Mary”
- “Our
Father”

7
 For almost 3 1.Propagand Propaganda
Period of centuries being a Authors
under Spanish Literature -Graciano Lopez
Enlightenme
control, there
nt (1872- 2.Revolutionar Jaena
were no
1896) and y Literature - Marcelo H. Del
significant
Revolutionar literary Pilar
y Period development. - Jose Rizal,
(1896-1900) However, Noli Me Tangere
Filipinos had Revolutionary
achieved a
Authors
degree of
importance in - Andres
society, the Bonifacio
desire to exhibit - Emilio Jacinto
their intellect
- Apolinario
Mabini
- Jose Rizal, El
Filibusterismo

The Philippines 1. Poetry Themes and

had a great leap - Jose Corazon motifs were related
in Education and De Jesus to peoples search
Culture (Balute) and desire for
- E.g. Mga independence
Gintong
The use of Dahon,
English Sa
alongside with Dakong
Filipino was Silangan
practiced. 2. Drama
Severino
Reyes
Public School E.g. Walang
American
system was also Sugat,
Colonizatio
introduced Kahapon,
n (1900-
Ngayon at
1942)
Bukas,
Tanikalang
Free public
Guinto
instruction to
3. Remake
Filipino
Novels
.
- Gabriel Beato
Francisco
(Capitan
Bensio)

8
 - Inigo Ed.
Regalado
(Madaling
Araw)
- Juan Lauro
Arsciwals
(Lalaking
Uliran o
Tulisan)

In this period, a Free verse Expression

group of poetry of emotion
Period of aristocratic Novels and First person point
Initial writers was Theatrical of views
Autonomy formed and were shows were Focus of literary
(1935-1942) known as slowly works were
“Panitikan”. becoming comparisons of
popular rural and urban
. living

During this Haiku – Nationalism

period, Japan’s
journalistic foremost Patriotism
writing was poetic form
created. Life struggle
Japanese
Conquest Ex. “Lupang
This serves as the Tanaga –
(1942-1945) Tinubuan”- Narciso
“golden period” for was being
short stories and introduced Reyes
Tagalog drama. by Ildefonso
Santos “Dugo at Utak-
English language Cornelio S. Reyes
was then
prohibited, the
vernacular or
national language
was the dominant
one.

9
 First republic was Commercial
Post-War established.
Period/ Form Literary
Period of
Philippine Form Social issues
Republic Domestic
(1946- Poetry, conditions
1972) Fiction,
Drama,
Newspape
r, Essays

Activity 1: Journey to Meaningful Learning

DIRECTIONS: The lesson started with an opening task which talks about what you
know and what you know more about literature. Now complete the K-W-L Chart by
accomplishing the third part which highlights newly learned and discovered ideas
after the lesson. Use your own words. (Write your answer in your answer sheet.

WHAT I KNOW ABOUT LITERATURE?

. WHAT I WANT TO KNOW MORE ABOUT LITERATURE?

. WHAT I HAVE DISCOVERED ABOUT LITERATURE?

10
Activity 2
DIRECTIONS: Using the Venn Diagram, show the differences and similarities
between prose and poetry.

PROSE POETRY

11
Activity 3
DIRECTIONS: Complete the table below by supplying what you have learned
from the discussion. Write your answer on your answer sheets.

REPRESENTATIVE
THEMES LITERARY
PERIOD WRITERS AND
AND MOTIFS FORMS
TEXT

1.Pre-Colonial

2. Spanish
Colonization

3. Period of
Enlightenment

4. American
Colonization

5. Period of Initial
Autonomy

6. Japanese
Conquest

7. Period of
Philippine
Republic

12
Activity 1
DIRECTIONS: Answer the following questions. (Write your answer in your
answer sheet)

1. As a student, how do you think you can benefit from literature?

2. Between prose and poetry, which do you feel comfortable with

and which one will help you express your idea?

3. How does learning about the history of Philippine Literature

affect or influence a millennial like you towards studying or
reading literature?

13
Activity 2
DIRECTIONS: Analyze the statements below. Write YES if you agree and NO if
you don’t. Write your answer on your answer sheet.

1. Ancient settlers of the Philippines had their own form of literature even
before the Spaniards came.
2. Ancient Philippine literature was generally in oral tradition.
3. Literature contains historical and cultural pieces of information that
were used to reveal their way of living.
4. It was only during the Spanish occupation that literature was introduced
to us.
5. Primitive literature revealed the life of our ancestors including
traditions, beliefs and more.
6. Most ancient literary forms were in oral tradition since there was no
system of writing during the pre-colonial period.
7. Literature is a way used by our ancestors to communicate their stories
to the next generations.
8. Legends are stories which highlight the origin of a thing
9. Foreign occupation affected and influenced the Philippine literature
10. Philippine text was only written in our native language.

Activity 3
DIRECTIONS: A. Identify the geographic, linguistic, ethnic and language used
in the following poetry.
QUIETNESS
Amador T. Daguio

I am lover of quietness-
Unechoed songs within silent heart,
A silver pond, a statued
loveliness Where
words can take no
part.

I love the quiet ways of

memory, The quiet look to
give you loving praise,
The quiet secrets of
my misery Through
quiet nights and days.

The quiet mountains of the

earth I love, The moving clouds,
the sun, the dewy leaf.
My quiet questioning o
God above, My quiet,
tearless grief

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 MODULE 2

This module was designed and written for you to appreciate and
recognize the different texts by authors in each region. Each one of you
came from different places, have different perspectives, beliefs, and
traditions. It is then in this module that you will learn to appreciate
every uniqueness and nature of each region.

The module is mainly focused on:

· Lesson 1 –Literature from the Regions

After going through this module, you are expected to:

1. Identify the literatures of each region;

2. Determine representative texts and authors in each region; and
3. Appreciate literature and write a close analysis about scenery.

15
 Lesson
Literature from Regions
2

Recognizing and appreciating literature opens the consciousness and

curiosity of one’s mind. As literature is art and the language of human
experience, it plays a part in one's history. Different regions depict the way of
their living, norms, traditions and languages. The beauty of harmony creates
an everlasting impact on readers' desire and aspirations for literature that
touches not just the mind of others but also their hearts.

In the previous lesson, you learned the different dimensions and

evolution of Philippine Literature from the Pre-colonial to Contemporary
Period. In this lesson, you are about to identify, recognize and appreciate
literature from the different regions here in the Philippines. At the end of the
lesson, you will be able to acknowledge and love the Philippine literature from
other places.

Directions: Identify which region the following story belongs to.

Item Stories Region

1 Biag ni Lam-ang- Pedro Buc(k)aneg

2 Prome- Jose Garcia Villa

3 Sampaguita Song- Marjorie Evasco

4 To a Lost One- Angela Manalang Garcia

5 Amira- Mae Monteclaro Roca

16
Prior to the colonization of the Philippines, its literature is purely alive in
written and oral forms. Poets expressed themselves creatively through their
works. The following are some of the representative texts and authors from the
different regions.

Regions Authors Works

Pedro Bukaneg Biag ni Lam-ang is an epic

-Acknowledged author of poem of Ilocano people. It
the epic Biag ni Lam-ang talks about the bravery of
REGION -Blind since birth but Lam-ang who was gifted
I grew up as smart and from birth. The epic is all
talented one. He dictated about his journey in search
the text of his poems, for his father.
songs as someone will
wrote it
down.

Fernando Maramag The Rural Maid is a poem

-Born on January 21, that revolves in a hopeless
REGION 1893 in Ilagan, dreamer’s passion for a girl
II Philippines. he could and never would
-He published countless own.
poem
like “My Queen”, “Jose
Rizal”, “The Rural Maid”
and more.

Angela Manalang-Gloria To A Lost One is a poem all

-A Filipino poet born on about death. It describes the
REGION
III August 24, 1907 in feeling of being haunted. It
Guagua, Pampanga conveys the emotions of
pain,
loneliness and separation.

17
 Dr. Jose Rizal Noli Me Tangere or “Touch
-He was tagged as the me not” is a written novel
National Hero of Filipino on 1887 during colonization
REGION people and writer which of Spain. It was originally
IV-A advocated political written in Spanish but were
reforms under the Spain publish on either Tagalog or
colony. English. It was considered
as a national epic of the
Philippines along with El
Filibusterismo.

Ambahan is a set of poetic

REGION
expression with a measured
IV-B rhyme of seven-syllable
lines and
having rhyming end
syllables.

Potenciano Gregorio Sr Sarung Banggi is a famous

Bicolano musician song in Bikol Language
REGION and composer of
V Sarung Banggi (One
evening)

John Iremil Teodoro Author of Kung ang Tula ay

Filipino writer, literary Pwedeng Pambili ng Lalaki
critic and cultural which was listed for 2006
REGION scholar Manila Critics Circle
VI National Book Award

Michael Obenieta Likhaan is the best in

Poetry and prose writer Philippine poetry and
REGION Fiction (1996 and 1997)
in both Cebuano and
VII
English

Illuminado Lucente An Iroy ng Tuna (1945) The

Considered to be one of Motherland is a patriotic
REGION the finest writers song in Spanish
VIII in Waray language

Enriquez, Egmidio Alvarez Blood in the Moon

REGION A novelist and a story
writer
IX

18
 Regino L. Gonzales The Battle of Tagoloan is a
He, together with his story of the battle against
unit, were part of Japanese force.
REGION Filipino-American forces
X defending the North
against Japanese forces.

Ricardo M. de Ungria Walking Ice: Poem records a

A Filipino poet who father’s spirals of emotion
was awarded a Fulbright as he tries to understand his
Grant/ son’s addiction.
REGION
XI
Shine is a story of a girl who
Candy Gourley suffers from illness.

REGION Jaime An Lim Peace in Mindanao

XII

19
 Activity 1.
DIRECTIONS: Examine the sample text below. Analyze its meaning by
answering the given guided questions. Write your answers on your answer
sheet.

The Song of Maria Clara

By: Dr. Jose Rizal

Guide Questions:
1. What is the emotion shown in the lines of the poem?

2. Who is referred to as the “mother” in the poem?

3. How does the speaker talk about her/his native language?

20
Activity 2
DIRECTIONS: Compose an acrostic poem using “I AM A FILIPINO” as the
first letter of the poem. Your work should show your love, appreciation and
pride for being a Filipino.

21
Activity 1.
DIRECTIONS: Match the title of the literary pieces in Column A with their
respective authors in Column B. Write your answers in your answer sheet.

COLUMN A COLUMN B

1. Shine
A. Angela Manalang-Gloria
2. Soledad’s Sister
B. Jose Rizal
3. To A Lost One
4. The Battle off C. Potenciano Gregorio Sr.
Tagoloan D. Jose Dalisay Jr.
5. An Iroy ng Tuna E. John Iremil Teodoro
6. Sarung Banggu F. Pedro Bukaneg
7. The Rural Maid G. Jaime An Lim
8. Peace in Mimdanao H. Regino L. Gonzales
9. Biag ni Lam-ang I. Fernando Maramag
10. Noli Me Tangere J. Egmidio Enriquez
11. Blood in the Moon K. Illuminado Lucente
12. Likhaan L. Amador T. Daguio
13. Oyayi, Ang Zarzuela M. Candy Gourley
14. Kung and Tula ay N. Michael Obenieta
Pwedeng Pambili ng O. Frank Rivera
Lalaki

22
Activity 2.
DIRECTIONS: Talk about your favorite song. Which words or expressions from
the lyrics seem to have been preserved or have lasted as time passes by? What
do these words mean to you?

Activity 3.
DIRECTIONS: Compare and contrast the expressions of love shown from the
works during the time of Rizal and in the present time. How does the setting
affect one’s literary works?

23
 MODULE 3

This module was designed and written for you to appreciate and
recognize the different text by authors in each region. Each one of you came
from different places having different perspectives, beliefs, and traditions. It is
then in this module that you will learn to appreciate the uniqueness and nature
of each region.

The module is focused on:

● Lesson 1 – 21st Century Literature Genre vs. Earlier Period Genre

After going through this module, you are expected to:

1. Recall the Earlier Literature Genre;

2. Identify 21st Century Literature Genre; and
3. Differentiate 21st Century Genres from the Earlier Genre

24
 21st Century Literature
Lesson
Genre vs. Earlier Period
3
Genre
Literature is indeed a country’s living treasure. They are a significant
mark of the cultures and a lot of important pieces of information that will help
us understand human life’s experiences. The Philippines itself has a very rich
and unique culture and history in terms of literature. Cultural and linguistic
diversity of the country pushed the production of literature.
Various moves in time bring changes, development and new creations. Such
ideas are evident not just to us Filipinos. Perhaps these events made a move
in time that brought effects and impact on us. Changes are inevitable, but it
does not mean that you must forget where you came from. It is necessary to
trace the development of literature during a significant period in our history
that shaped our identities. Recall the Philippines World War I for example. In
this lesson, you are about to see the comparison and contrast of the earlier
period to contemporary period of literature.
Fill in the boxes below with what you know about the Earlier Period and 21st
century Literature.

25
Early Period Genre 21st Century Genre

VS

26
 Philippine Literature has withstood and gone through all time periods and has
evolved through generations. As time passed, literatures slowly changed. These
changes reflect on the way of the culture, society, and lifestyle as it goes along.

Here is the comparison and contrast of the previous and current

literatures in the Philippines.

EARLY PERIOD 21ST CENTURY LITERATURE GENRE

· Pre-colonial Literature was · Illustrated Novel present stories

mostly in oral form since through text and illustrated
technology was not images.
available. Examples are · Digi-Fiction or Triple Media
epics, salawikain, bugtong, Literature. Examples are books,
legends and folklore. movie/video, and internet
website.
· Spanish Period · Graphic Novels are narratives in
- Christianity comic book formats.
· Manga is the Japanese word for
- Awit
comics. It is considered an
- Duplo
artistic storytelling style.
- Zarzuela · Doodle Fiction incorporates
- Moro-moro doodle writing and drawings.
Example is the Diary of a Wimpy
· Filipinos retain their native Kid.
traditions and poems in the · Text-Talk Novels are stories told
field of poetry like lyrical almost completely in dialogue
folksong such as Bahay like blogs and emails.
Kubo, Kundiman · Chick Literature is a genre
fiction which addresses issues
· Propaganda Movement was of modern womanhood.
reformatory in objective. · Science Fiction is a genre of
Example is the Noli Me speculative fiction dealing with
Tangere by Jose Rizal. imaginative concepts such as
futuristic science and
technology, space travel, time
· Revolutionary Movement
travel or more. Example is
Hunger Games.

27
- The climax and most · Creative Non-fiction is a genre
intense protest (RAM) that uses literary styles and
Reform the Army techniques to create factual and
Movement by Marcos accurate narratives.
loyalist soldiers · Hyper Poetry involves set of
- The Katipunan words,
phrases, and lines.

28
DIRECTIONS: Search for examples of Early Period and 21st Century Literary
works. Examine the samples by filling in the outline provided below with what was
being asked. Write your answers on your answer sheet.

29
Activity 1.

DIRECTIONS: In your own words, what are the differences of Early Literature
and Contemporary or 21st Literature.

30
Activity 2. Collaging the History
DIRECTIONS: Make a collage that shows the history of both Earlier Period and
Contemporary/21st Century Literature and how it affects you as a student.

31
Activity 1.
DIRECTIONS: Read each question carefully. Then, identify what is being asked.
Write your answers on your answer sheet.

1. This involved the use of literary styles and techniques

to create factual and accurate narratives.

2. This period is where Christianity was introduced.

3. A story that was made with an imaginative concept like time

travel.

4. In this period, Philippine literature was orally told. Literature was

passed on by the “word of mouth”.

5. Noli Me Tangere was written under ______________ period.

32
Activity 2.
DIRECTIONS: Read the “Footnote to Youth” by Jose Garcia Villa and reflect
on it.

33
 MODULE 4

This module was designed and written with you in mind. It is here to help
you acquire knowledge about Literature. 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.

The module has 1 Lesson with different activities: Before, During and After the
Lesson itself.
· Lesson 1 – Literary Criticism

After going through this module, you are expected to:

1. Explain the literary, biographical, linguistic, and sociocultural
contexts, and
2. Discuss how they enhance the text’s meaning and enrich the reader’s
understanding.

Lesson
Literary Criticism
4

Try to answer these two questions. Keep your answers in mind, we need them
later.

Note: Do not proceed without answering the given questions.

1. Have you tried being a judge for a contest/activity before?

2. If Yes, how did you evaluate the contestants?

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LITERARY CRITICISM

1. READER-RESPONSE CRITICISM

“To describe what happens in the reader’s mind while interpreting a text” a
literary criticism that focuses primarily on the reader's reaction to a text.

Example:
“For God so loved the world that He gave His one and only Son, that everyone
who believes in Him shall not perish but have eternal life” – John 3:16

Whatever the reader’s reaction is correct, whatever the reader’s interpretation

is correct because this criticism focuses on the reader’s reaction to the text.

2. FORMALIST CRITICISM

When examining text, it is like judging the book by its cover, not the meaning
of the book.

“Formalist critic has particular interest in the elements of the form-style,

literary devices (diction, flashback, foreshadowing etc.), element of the story,
structure, tone, imagery and etc. that are found within the text.”

Example:
Harry Potter – The cinematography was great, it seems real. The plot of the story was
also great especially the climax where Voldemort took the Elder wand and became
more powerful. The diction of the characters is a bit confusing to me because sometimes
I can’t even understand some words.

3. BIOGRAPHICAL CRITICISM

“Begins with the simple but central insight that literature is written by actual people
and that understanding an author’s life can help readers more thoroughly comprehend
the work.”

“Focuses on explicating the literary work by using the insight provided by knowledge
of the author’s life.”

Example:
Felix Manalo is a 2015 Philippine film about the life of Felix Ysagun Manalo, the first
Executive Minister of the Iglesia Ni Cristo and the church he preached. Manalo is
regarded by the members of the Iglesia ni Cristo as the last messenger of God and the
35
restorer of the true Church of Christ.

4. HISTORICAL CRITICISM

The goal of historical criticism, traditionally, has been to try to understand the text’s
meaning in its original context and to answer questions about the text, such as:

* Who wrote it?

* When was it written?

* What else what happening at the time of its writing?

* How did it come to be in the form we have it today?

* What did it mean to the people who first read or heard it?

Example:

People are trying to understand what the bible really means. They want to know its
true meaning, the real meaning behind each word.

5. GENDER CRITICISM

“Examines how sexuality influences the creation and reception of literary works.”

Masculinist - “approach recently advocated by Robert Bly”

an ideology of masculinity; and ideology opposed to or opposed by feminism.
Feminist- a social theory or political movement arguing that legal and social restrictions
on females must be removed in order to bring about equality of both sexes in all aspects
of public and private life.

Example:
The song “Sirena” by Gloc-9 really implies a gay son who wears lipstick and dresses
like a girl, but his father doesn’t want, what he wants, and this thing results to abuse.
In the end, realization comes and everything changes.

6. SOCIOLOGICAL CRITICISM

“Examines literature in the cultural, economic and political context in which it is written
or received.”
“It shows the relationship of the artist and the society.”

Example:
Marxist Criticism- focuses on the economic and political elements of art, often
emphasizing the ideological content of literature; because Marxist Criticism often
argues that all art is political, either challenging or endorsing status quo.”
36
7. PSYCHOLOGICAL CRITICISM

“Reflects the effect that modern psychology has had upon both literature and literary
criticism.”

SIGMUND FREUD: “Psychoanalytic theories changed our notions of human behavior

by exploring new or controversial areas like wish-fulfillment, sexuality, the
unconscious, and repression.”

Example:
The movie Black Swan, the movie does an excellent job of portraying the terror related
to psychosis, there is a large amount of artistic license taken. There are simply too
many psychological issues going on with Nina. She shows elements of an anxiety
disorder with obsessive compulsive behaviors. She also manifests self-injurious
behavior and some signs of an eating disorder. She dabbles with substance abuse.
She has psychotic breaks if not outright psychosis. A case could also be made for a
personality disorder.

8. NEW HISTORICISM CRITICISM

“Approach to literature that emphasizes the interaction between the historic context of
the work and a modern reader’s understanding and interpretation of the work.”

“New historicism acknowledges and then explore various versions of “history,

“sensitizing us to the fact that the history on which we choose to focus is colored by
being reconstructed from our present circumstances.”

Example:
New Historicists do not believe that we can look at history objectively, but rather that
we interpret events as products of our time and culture and that "...we don't have clear
access to any but the most basic facts of history...our understanding of what such facts
mean...is...strictly a matter of interpretation, not fact". Moreover, New Historicism holds
that we are hopelessly subjective interpreters of what we observe.

9. MYTHOLOGICAL CRITICISM

This criticism emphasizes “The recurrent universal patterns underlying most literary
works.” Combining the insights from anthropology, psychology, history and
comparative religion. One key concept in mythological criticism is the Archetype – a
symbol, character or situation or images that has deep universal response.

MYTHOLOGICAL CRITICISM by CARL JUNG:

37
 “All individuals share a “collective unconscious, a set of primal memories common to
the human race, existing below each person’s conscious mind”

Example:
Many cultures have creation stories that involve a god, frail humans, corruption,
salvation and rebirth. According to the archetypal approach, there are so many of these
stories because elements of spirituality are ingrained in our collective unconscious.

10. STRUCTURALISM

“Examines how literary texts arrive at their meanings, rather than the meaning
themselves.”

Example:
Weddings, choices of partners and the focus of bearing children are the main structure
within a marriage and will not change even though the surface components (love or
arranged marriages) differ.

38
Activity 1
Here are the questions provided earlier in this module.

1. Have you tried being a judge for a contest/activity before?

2. If Yes, how did you evaluate the contestants?

Next thing to do is, I want you to judge/assess the given song under Activity 1. The
big question is How? See the explanation below.

In assessing, you need tools to use like criteria for you to assess or judge a certain
product or item. In Literature, you need the Literary criticism to examine, analyze,
assess or judge a certain piece of art like poem or song. Literary criticism works as
criteria for you to analyze a certain idea.
Read the lyrics of the song “Let it Go” and apply one literary criticism that you think
would fit with it. Explain your idea in applying the literary criticism in 3-5 sentences.

LET IT GO

Let it go, let it go

Can’t hold it back anymore
Let it go, let it go
Turn away and slam the door
I don’t care what they’re going to say
Let the storm rage on
The cold never bothered me anyway

- From Disney “Frozen”

39
Activity 2: Practicing Literary Criticism
DIRECTIONS: Choose your favorite film. Write a 3-5 sentences summary of
the chosen movie and apply 1 or 2 Literary Criticism using 3-5 sentences.

40
Activity 1.
DIRECTIONS: Multiple Choice. Choose the letter of the best answer. Write
the chosen letter on a separate sheet of paper.
1. “Examines how sexuality influences the creation and reception of literary
works” the statement being described belongs to which Literary criticism?
a. Biographical Criticism
b. Gender Criticism
c. Psychological Criticism
d. New Historicism Criticism
2. Mr. Ramos, Lily’s teacher, accepted her interpretation on her poem. He
said that, Whatever the interpretation of the reader is correct. This
statement from Mr. Ramos is under which Literary Criticism?
a. Gender Criticism
b. Formalism
c. Reader Response
d. Structuralism
3. Mark focuses on how the literary texts arrive at their meanings, rather
than the meaning themselves. Choose among the options below the
technique he uses for the literary text.
a. Gender Criticism
b. Formalism
c. Reader Response
d. Structuralism
4. James discussed in his class yesterday the life of the author of his chosen
poem for his project. Giving attention to the author’s life is part of which
Literary Criticism?
a. Formalism
b. Gender Criticism
c. Formalism
d. Biographical Criticism
5. “The recurrent universal patterns underlying most literary works” this
statement belongs to which criticism below?
a. Structuralism
b. Psychological Criticism
c. Mythological Criticism
d. Biographical Criticism

41
Activity 2.

Making of your own Literature

Instruction: Create a 4-stanza poem with topic related to the chosen movie
from Activity 2.

42
 MODULE 5

This module was designed and written with you in mind. It is here to help
you acquire knowledge about Literature in the Philippines. 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.

The module contains different Literature made by Filipino artists.

· Lesson 1 – To the flowers of Heidelberg
· Lesson 2 – Day on the Farm
· Lesson 3 – March of Death
· Lesson 4 – Soledad
· Lesson 5 - Magnificence

After going through this module, you are expected to:

Produce a creative representation of a literary text by applying multimedia

skills 11.1 choose an appropriate multimedia format in interpreting a literary
text 11.2 Apply ICT skills in crafting an adaptation of a literary text.

43
 Lesson Literature in the
5 Philippines
In our last Module we discussed literary Criticism. In this module you will encounter
real works from real artists in the Philippines. Since you know all the literary
criticism, it is time for you to apply it to real artworks. Be ready to read a lot for this
module as well as ready your skills because you will be doing activities.

Do you still remember this story when you were a kid? The story of “Lazy John” let
us go back and recall his story.

Lazy John and the guava fruit

Lazy John sets his eyes on a guava fruit hanging from a tree in his
backyard. But instead of climbing up the tree to pick the fruit himself, he
decides to just lie beneath the tree and let gravity do its work. There he
remained, waiting for the fruit to fall into his gaping mouth.

The story is teaching us that being lazy is not a good attitude, we must work
for our goals and dreams for it to be real.

See, according to the story, we must not just relax. The story tells us to be
industrious and for this module, we must keep on reading. We must not relax too
much because we will be reading and reading and reading.

Do not be scared, just enjoy it!

44
We have here 5 Literature from 5 different artists. Please read each literature
carefully and try to understand the meaning behind each masterpiece from our
Filipino artists.

You may start now, you may also take rest after each selection. Reminder! Do not
look at the explanation without reading the whole selection.

To the Flowers of Heidelberg

Author: Jose Rizal

Go to my country, go, O foreign flowers,

sown by the traveler along the road,

and under that blue heaven

that watches over my loved ones,

recount the devotion

the pilgrim nurses for his native sod!

Go and say say that when dawn

opened your chalices for the first time

beside the icy Neckar,

you saw him silent beside you,

thinking of her constant vernal clime.

Say that when dawn

which steals your aroma

was whispering playful love songs to your young

sweet petals, he, too, murmured

canticles of love in his native tongue;

that in the morning when the sun first traces

the topmost peak of Koenigssthul in gold

45
 and with a mild warmth raises

to life again the valley, the glade, the forest,

he hails that sun, still in its dawning,

that in his country in full zenith blazes.

And tell of that day

when he collected you along the way

among the ruins of a feudal castle,

on the banks of the Neckar, or in a forest nook.

Recount the words he said

as, with great care,

between the pages of a worn-out book

he pressed the flexible petals that he took.

Carry, carry, O flowers,

my love to my loved ones,

peace to my country and its fecund loam,

faith to its men and virtue to its women,

health to the gracious beings

that dwell within the sacred paternal home.

When you reach that shore,

deposit the kiss I gave you

on the wings of the wind above

that with the wind it may rove

and I may kiss all that I worship, honor and love!

But O you will arrive there, flowers,

and you will keep perhaps your vivid hues;

46
 but far from your native heroic earth

to which you owe your life and worth,

your fragrances you will lose!

For fragrance is a spirit that never can forsake

and never forgets the sky that saw its birth.

Historical- Biographical Criticism

The story was written when Jose Rizal was in Heidelberg, Germany to study
ophthalmology. It pains him to go far from his native land, Philippines. He used
flowers to send his regards and wishes to the Philippines, commanding it to go to his
land. His inability to go back to the Philippines led him to speak to the flowers as a
way to guide his country and share his messages to his family. However, just like the
flower, it withers as his presence does because he is of no use after all.

Socio-Cultural Relevance

It is related to OFWs who wish to go back to their native lands. However, they
have to accomplish their goals for their loved ones.

Day on the Far

m
By Luis G. Dato

I’ve found you fruits of sweetest taste and found you

Bunches of duhat growing by the hill,

I’ve bound your arms and hair with vine and bound you

With rare wildflowers but you are crying still.

I’ve brought you all the forest ferns and brought you

Wrapped in green leaves cicadas singing sweet,

I’ve caught you in my arms an hour and taught you

Love’s secret where the mountain spirits meet.

Your smiles have died and there is no replying

To all endearment and my gifts are vain;

47
 Come with me, love, you are too old for crying,

The church bells ring and I hear drops of rain.

Bicol as the setting

The male persona gave his woman Duhat as the commonly seen fruit in Bicol. There
were also vines, rare wildflowers, forest ferns and cicadas which emphasize the
provincial set up of the poem in relevance to the author’s birthplace.

Summary:

The man could only offer what he could provide, evident in his province. However,
his way of love could not suffice the woman. She did not smile nor replied in spite of
all the endearments he gave. She could not stop crying. At the end, they heard the
church bells ring and rain drops as a sign for them to go home.

The March of Death

By Bienvenido N. Santos

Were you one of them, my brother

Whom they marched under the April sun
And flogged to bleeding along the roads we knew and loved?

March, my brother, march!

The springs are clear beyond the road
There is rest at the foot of the hill.

We were young together,

So very young and unafraid;
Walked those roads, dusty in the summer sun,
Brown pools and mud in the December rains;
We ran barefoot along the beaten tracks in the canefields
Planted corn after the harvest months.

Here, too, we fought and loved

Shared our dreams of a better place
Beyond those winding trails.

March, my brother march!

The springs are clear beyond the road
There is rest at the foot of the hill.

We knew those roads by heart

Told places in the dark
By the fragrance of garden hedge
In front of uncle’s house;
The clatter of wooden shoes on the bamboo bridge,

48
 The peculiar rustling of bamboo groves
Beside the house where Celia lived.

Did you look through the blood in your eyes

For Celia sitting by the window,
As thousands upon thousands of you
Walked and died on the burning road

If you died among the hundreds by the roadside

It should have been by the bamboo groves

With the peculiar rustling in the midnight.

No, you have not died; you cannot die;

I have felt your prayer touch my heart

As I walked along the crowded streets of America.

And we would walk those roads again one April morn,

Listen to the sound of working men

Dragging tree trunks from the forests,

Rebuilding homes- laughing again-

Sowing the field with grain, fearless of death

From cloudless skies.

You would be silent, remembering

The many young bodies that lay mangled by the roadside;

The agony and the moaning and the silent tears,

The grin of yellow men, their bloodstained blades opaque in the sun;

I would be silent, too, having nothing to say.

What matters if the winters were bitter cold

And loneliness stalked my footsteps on the snow?

March, my brother, march!

49
 The springs are clear beyond the road

Rest, at the foot of the hill.

And we would walk those roads again on April morn

Hand in hand like pilgrims marching

Towards the church on the hillside,

Only a little nipa house beside the bamboo groves

With the peculiar rustling in the midnight

Or maybe I would walk them yet,

Remembering... remembering

Historical Criticism

This criticism is used in understanding the text further by knowing its historical
connection.

Bienvenido Santos wrote this poem in relation to the Death March in Bataan during
the Japanese colonization. He showed sympathy to those who suffered brutality and
starvation in that event.

Hope for Death Marchers!

1. “Did you see through the blood in your eyes, for Celia is sitting at the window.”

“Celia” was used a representation of loved ones waiting for those marchers to survive
despite the brutality and suffering.

2. “Dragging tree trunks from the forests, Rebuilding homes-laughing again-“

It was served to be a motivation of imagining the same simple life they had before
without the intervention of the Japanese in the Philippines. The communities and
neighborhood were served as one of sources of happiness of these fellow Filipino men.

Brutality
Bievenido effectively described the way death marchers suffered. These are the text
evidences:

1. “flogged to bleeding along the roads…”

2. “Walked those roads, dusty in the summer sun…”
3. “Ran barefoot along the beaten tracks in the canefield...”
4. “Walked and died on the burning road?”

50
 Soledad
Angela Manalang-Gloria

It was a sacrilege, the neighbors cried,

The way she shattered every mullioned pane

To let a firebrand in. They tried in vain

To understand how one so carved from pride

And glassed in dream could have so flung aside

Her graven days, or why she dared profane

The bread and wine of life for some insane

Moment with him. The scandal never died.

But no one guessed that loveliness would claim

Her soul’s cathedral burned by his desires
Or that he left her aureoled in flame…
And seeing nothing but her blackened spires,
The town condemned this girl who loved too well
and found her heaven in the depths of hell.

● “The way she shattered every mullioned pane to let a firebrand in.”

A woman expected to do what is expected of her religiously breaks the order

by letting a man in the church. There is this speculation that the woman had
pre-marital sex. “… or why she dared profane The bread and wine of life for
some insane moment with him. The scandal never died.”

● “The town condemned this girl who loved too well and found her heaven in the
depths of hell.” The town judged the girl for this said to be scandal. However,
she chose the man rather than staying to their expectations.

Magnificence

Estrella D. Alfon

51
There was nothing to fear, for the man was always so gentle, so kind. At night when
the little girl and her brother were bathed in the light of the big shaded bulb that
hung over the big study table in the downstairs hall, the man would knock gently on
the door, and come in. he would stand for a while just beyond the pool of light, his
feet in the circle of illumination, the rest of him in shadow. The little girl and her
brother would look up at him where they sat at the big table, their eyes bright in the
bright light, and watch him come fully into the light, but his voice soft, his manner
slow. He would smell very faintly of sweat and pomade, but the children didn’t mind
although they did notice, for they waited for him every evening as they sat at their
lessons like this. He’d throw his visored cap on the table, and it would fall down with
a soft plop, then he’d nod his head to say one was right or shake it to say one was
wrong.

It was not always that he came. They could remember perhaps two weeks when he
remarked to their mother that he had never seen two children looking so smart. The
praise had made their mother look over them as they stood around listening to the
goings-on at the meeting of the neighborhood association, of which their mother was
president. Two children, one a girl of seven, and a boy of eight. They were both very
tall for their age, and their legs were the long gangly legs of fine spirited colts. Their
mother saw them with eyes that held pride, and then to partly gloss over the maternal
gloating she exhibited, she said to the man, in answer to his praise, But their
homework. They’re so lazy with them. And the man said, I have nothing to do in the
evenings, let me help them. Mother nodded her head and said, if you want to bother
yourself. And the thing rested there, and the man came in the evenings therefore,
and he helped solve fractions for the boy, and write correct phrases in language for
the little girl.

In those days, the rage was for pencils. School children always have rages going at
one time or another. Sometimes for paper butterflies that are held on sticks, and
whirr in the wind. The Japanese bazaars promoted a rage for those. Sometimes it is
for little lead toys found in the folded waffles that Japanese confection-makers had
such light hands with. At this particular time, it was for pencils. Pencils big but light
in circumference not smaller than a man’s thumb. They were unwieldy in a child’s
hands, but in all schools then, where Japanese bazaars clustered there were all
colors of these pencils selling for very low, but unattainable to a child budgeted at a
baon of a centavo a day. They were all of five centavos each, and one pencil was not
at all what one had ambitions for. In rages, one kept a collection. Four or five pencils,

52
of different colors, to tie with strings near the eraser end, to dangle from one’s book-
basket, to arouse the envy of the other children who probably possessed less. Add to
the man’s gentleness and his kindness in knowing a child’s desires, his promise that
he would give each of them not one pencil but two. And for the little girl who he said
was very bright and deserved more, ho would get the biggest pencil he could find.

One evening he did bring them. The evenings of waiting had made them look forward
to this final giving, and when they got the pencils they whooped with joy. The little
boy had two pencils, one green, one blue. And the little girl had three pencils, two of
the same circumferences as the little boy’s but colored red and yellow. And the third
pencil, a jumbo size pencil really, was white, and had been sharpened, and the little
girl jumped up and down, and shouted with glee. Until their mother called from down
the stairs. What are you shouting about? And they told her, shouting gladly, Vicente,
for that was his name. Vicente had brought the pencils he had promised them. Thank
him, their mother called. The little boy smiled and said,

Thank you. And the little girl smiled, and said, Thank you, too. But the man said,
Are you not going to kiss me for those pencils? They both came forward, the little girl
and the little boy, and they both made to kiss him but Vicente slapped the boy
smartly on his lean hips, and said, Boys do not kiss boys. And the little boy laughed
and scampered away, and then ran back and kissed him anyway.

The little girl went up to the man shyly, put her arms about his neck as he crouched
to receive her embrace, and kissed him on the cheeks. The man’s arms tightened
suddenly about the little girl until the little girl squirmed out of his arms, and laughed
a little breathlessly, disturbed but innocent, looking at the man with a smiling little
question of puzzlement. The next evening, he came around again. All through that
day, they had been very proud in school showing off their brand new pencils. All the
little girls and boys had been envying them. And their mother had finally to tell them
to stop talking about the pencils, pencils, for now that they had, the boy two, and
the girl three, they were asking their mother to buy more, so they could each have
five, and three at least in the jumbo size that the little girl’s third pencil was. Their
mother said, Oh stop it, what will you do with so many pencils, you can only write
with one at a time. And the little girl muttered under her breath, I’ll ask Vicente for
some more. Their mother replied, He’s only a bus conductor, don’t ask him for too
many things. It’s a pity. And this observation their mother said to their father, who
was eating his evening meal between paragraphs of the book on masonry rites that
he was reading. It is a pity, said their mother, People like those, they make friends

53
with people like us, and they feel it is nice to give us gifts, or the children toys and
things. You’d think they wouldn’t be able to afford it.

The father grunted, and said, the man probably needed a new job, and was softening
his way through to him by going at the children like that. And the mother said, No, I
don’t think so, he’s a rather queer young man, I think he doesn’t have many friends,
but I have watched him with the children, and he seems to dote on them. The father
grunted again and did not pay any further attention. Vicente was earlier than usual
that evening. The children immediately put their lessons down, telling him of the
envy of their schoolmates, and would he buy them more please? Vicente said to the
little boy, Go and ask if you can let me have a glass of water. And the little boy ran
away to comply, saying behind him, But buy us some more pencils, huh, buy us
more pencils, and then went up to stairs to their mother. Vicente held the little girl
by the arm, and said gently, Of course I will buy you more pencils, as many as you
want. And the little girl giggled and said, Oh, then I will tell my friends, and they will
envy me, for they don’t have as many or as pretty. Vicente took the girl up lightly in
his arms, holding her under the armpits, and held her to sit down on his lap and he
said, still gently, what are your lessons for tomorrow? And the little girl turned to the
paper on the table where she had been writing with the jumbo pencil, and she told
him that that was her lesson, but it was easy. Then go ahead and write, and I will
watch you. Don’t hold me on your lap, said the little girl, I am very heavy, you will
get very tired.

The man shook his head, and said nothing, but held her on his lap just the same.
The little girl kept squirming, for somehow, she felt uncomfortable to be held thus,
her mother and father always treated her like a big girl, she was always told never to
act like a baby. She looked around at Vicente, interrupting her careful writing to
twist around. His face was all in sweat, and his eyes looked very strange, and he
indicated to her that she must turn around, attend to the homework she was writing.
But the little girl felt very queer, she didn’t know why, all of a sudden, she was
immensely frightened, and she jumped up away from Vicente’s lap. She stood looking
at him, feeling that queer frightened feeling, not knowing what to do. By and by, in
a very short while her mother came down the stairs, holding in her hand a glass of
sarsaparilla, Vicente.

But Vicente had jumped up too soon as the little girl had jumped from his lap. He

54
snatched at the papers that lay on the table and held them to his stomach, turning
away from the mother’s coming. The mother looked at him, stopped in her tracks,
and advanced into the light. She had been in the shadow. Her voice had been like a
bell of safety to the little girl. But now she advanced into glare of the light that held
like a tableau the figures of Vicente holding the little girl’s papers to him, and the
little girl looking up at him frightenedly, in her eye’s dark pools of wonder and fear
and question.

The little girl looked at her mother, and saw the beloved face transfigured by some
sort of glow. The mother kept coming into the light, and when Vicente made as if to
move away into the shadow, she said, very low, but very heavily, Do not move.

She put the glass of soft drink down on the table, where in the light one could watch
the little bubbles go up and down in the dark liquid. The mother said to the boy,
Oscar, finish your lessons. And turning to the little girl, she said, Come here. The
little girl went to her, and the mother knelt down, for she was a tall woman and she
said, Turn around. Obediently the little girl turned around, and her mother passed
her hands over the little girl’s back. Go upstairs, she said.

The mother’s voice was of such a heavy quality and of such awful timbre that the girl
could only nod her head, and without looking at Vicente again, she raced up the
stairs. The mother went to the cowering man and marched him with a glance out of
the circle of light that held the little boy. Once in the shadow, she extended her hand,
and without any opposition took away the papers that Vicente was holding to himself.
She stood there saying nothing as the man fumbled with his hands and with his
fingers, and she waited until he had finished. She was going to open her mouth, but
she glanced at the boy and closed it, and with a look and an inclination of the head,
she bade Vicente go up the stairs.

The man said nothing, for she said nothing either. Up the stairs went the man, and
the mother followed behind. When they had reached the upper landing, the woman
called down to her son, Son, come up and go to your room. The little boy did as he
was told, asking no questions, for indeed he was feeling sleepy already. As soon as
the boy was gone, the mother turned on Vicente. There was a pause.

Finally, the woman raised her hand and slapped him full hard in the face. Her
retreated down one tread of the stairs with the force of the blow, but the mother
followed him. With her other hand she slapped him on the other side of the face
again. And so down the stairs they went, the man backwards, his face continually

55
open to the force of the woman’s slapping. Alternately she lifted her right hand and
made him retreat before her until they reached the bottom landing.

He made no resistance, offered no defense. Before the silence and the grimness of
her attack he cowered, retreating, until out of his mouth issued something like a
whimper.

The mother thus shut his mouth, and with those hard-forceful slaps she escorted
him right to the other door. As soon as the cool air of the free night touched him, he
recovered enough to turn away and run, into the shadows that ate him up. The
woman looked after him and closed the door. She turned off the blazing light over
the study table and went slowly up the stairs and out into the dark night.

When her mother reached her, the woman, held her hand out to the child. Always
also, with the terrible indelibility that one associated with terror, the girl was to
remember the touch of that hand on her shoulder, heavy, kneading at her flesh, the
woman herself stricken almost dumb, but her eyes eloquent with that angered fire.
She knelt, She felt the little girl’s dress and took it off with haste that was almost
frantic, tearing at the buttons and imparting a terror to the little girl that almost
made her sob. Hush, the mother said. Take a bath quickly.

Her mother presided over the bath the little girl took, scrubbed her, and soaped her,
and then wiped her gently all over and changed her into new clothes that smelt of
the clean fresh smell of clothes that had hung in the light of the sun. The clothes
that she had taken off the little girl, she bundled into a tight wrenched bunch, which
she threw into the kitchen range.

Take also the pencils, said the mother to the watching newly bathed, newly changed
child. Take them and throw them into the fire. But when the girl turned to comply,
the mother said, No, tomorrow will do. And taking the little girl by the hand, she led
her to her little girl’s bed made her lie down and tucked the covers gently about her
as the girl dropped off into quick slumber.

About the text:

Elements of the plot

1. Exposition: Mother and Father, two children, and Vincente (bus

conductor)

2. Conflict (struggle or problem)

56
 Vincente came for the tutorial for the kids. He gave the kids pencils: Oscar
for two pencils (blue and green) and the little girl (one red, one yellow and
one big white pencils (red-passion, yellow, white-innocence)).

3. Rising Action (events that increase the tension)

Vincente took the girl up to his lap and his face became sweaty, his eyes
looked very strange, and he indicated to her that she must turn around.

4. Climax (highest point of the story)

The girl jumped from his lap. The mother was holding a Sarsaparilla,
silence occupied the house. Then the mother slapped Vincente until he ran
away from the house.

5. Falling Action (tension decreases, and everything begins to settle down)

The mother felt the girl’s dress. Took it off with haste, tearing the buttons.

6. Resolution (conflict has been solved and indicates the ending)

The mother told the kid to take a bath. She let her sleep in a quick slumber.

Psychological Criticism:

Vincente has “phallo-centration” where a person thinks that pointy objects are
genitals. Example: Vincente said: “I will give you the biggest pencil.”

57
Activity 1
DIRECTIONS: Choose 1 Literary criticism and apply it on the masterpiece that you
have. Explanation for Literary criticism must be 3-6 sentences.

Twist of the Activity

This time you will not choose your own masterpiece, you will follow the system
provided below.

Literature 1 – To the Flowers of Heidelberg: All surnames starting with letter A-

E.
Literature 2 – Day on the Farm: All surnames starting with letter F-J.
Literature 3 – March of Death: All surnames starting with letter K-O
Literature 4 – Soledad: All surnames starting with letter P-T
Literature 5 – Magnificence: All surnames starting with letter U-Z

Activity 2
DIRECTIONS: Analyze the following text carefully.

1. To the flowers of Heidelberg - the story was written when Jose Rizal was in
Heidelberg, Germany to study ophthalmology. It pains him to go far from his native
land, Philippines. He used flowers to send his regards and wishes to the Philippines,
commanding it to go to his land.

2. Bienvenido Santos wrote this poem in relation to the Death March in

Bataan during the Japanese colonization. He showed sympathy to those
who suffered brutality and starvation in that event.

3. “Phallo-centration” means a person thinks that pointy objects are genitals.

4. Soledad - The town judged the girl for this said to be scandal. However,
she chose the man rather than staying to their expectations.

5. Day on the farm - the man could only offer what he could provide evident
in his province. However, his way of love could not suffice the woman.

58
DIRECTIONS: Choose 2 literature among the 5 literature read in this module
then make a MOVIE POSTER representing your interpretation about it and add
TAGLINE that represents the theme of the literature. you have 3 options for
this activity.

HARDCOPY FORMAT

- Materials: newspaper, magazine, glue, scissors, pen, coloring

materials etc.
- Size: 1/8 illustration board (you may use illustration board or any
materials as long as you follow the size)

SOFTCOPY FORMAT

(recommended format for this activity, but if you do not have the means you
may use the hardcopy format)

- Materials: gadget like laptop, desktop or phone

- Size: Legal (long bondpaper)
- Program: word, excel, powerpoint or any editing app or tool.

OPTIONS

1st option – make 2 hardcopy posters of your chosen literature

2nd option – make 2 softcopy posters of your chosen literature

3rd option – make 1 hardcopy and 1 softcopy posters of your chosen literature

59
CRITIERIA FOR MOVIE POSTER

4 pts. 3 pts. 2 pts. 1 pt. SCORE

CRITERIA DISTINGUISHED PROFICIENT APPRENTICE NOVICE

Used colorful Poster used Poster used Project did

Graphics and consistent consistent many not use
and backgrounds background different backgroun
Content: that enhanced throughout. conflicting ds.
the mood of Used background Graphics
10 pts the poster. graphics to s. Graphics were
Graphics support were used inappropri
helped to poster's but did not ate and
clarify, ideas and always detracted
explain, and content. support the from
support content. poster.
content.

Design- Design was Design was Made a few Used only

Creativity unique and original. changes to design
and interesting. Used three background templates.
Originality Used more to five or layout. Ideas were
: than five original Used one or not
original ideas ideas. two original original
10 pts ideas.

Media- Made extensive Used three Used one or Used no

Photograp use of original or more two pieces original
h and photographs original of original photograp
Illustratio and photograph photographs hs and
n illustrations. s and and illustratio
Combined illustration illustrations ns or used
10 pts multiple media s. Used . Missed simplistic
elements to media in a opportuniti or
create a unique unique way. es to gratuitous
effect. creatively media.
use media Media
elements. choices
detracted
from the
poster.

TOTAL

60
 MODULE 6

This module was designed and written for you to appreciate and learn
different literature from different nation. The literature of one country develops
together with other national literatures. They enrich each other borrowing certain
literary elements. It is then in this module that you will learn different authors and
literary text from Asia, North America, Europe, Latin America, and Africa.

The module is mainly focused on:

· Lesson 1 – Literature from the world

After going through this module, you are expected to:

1. Identify the literature of each nation

2. Determine representative text and authors
from Asia, North America, Europe, Latin
America, and Africa.
3. Appreciate literatures and write a close analysis about a
scenery

Lesson
World Literature
6

Each nation`s literature has its own artistic and national features. World
literature emerged only in the 19th century when the literary connections of
different countries had spread and strengthened.The term “world literature” was
introduced by Jogann Wolfgang von Goethe. He used the word “Weltliteratur” in
1827 and studied the characteristic features and interrelationships of different
national literatures,
World literature is the cultural heritage of all humanity. Studying world literature
benefits us to understand life of different people around the world, widens our
world-outlook and familiarize us with the masterpiece of literature.

61
 Scaffolds for Learning

This is a picture of a passport. Imagine that you will be given

the chance to travel around the world. Which country do you want
to go first?

Your Country of
destination

What makes the

country more
interesting?

What I Know about

the country and
their literature?

What I want to
discover about
their literature?

World literature is writing that goes beyond borders to touch readers

worldwide. This lesson will enumerate different authors and literary text
from different nation that have had a lasting influence across the globe.

62
63
64
65
66
Activity 1. Journey to Meaningful Learning

Read the story below and answer the guided questions. Write your answer on
your answer sheet.

The Lion Makers

Four Brahmans lived near one another and were friends in a small town. Three
of them had been scholars their whole lives and had learned much, but they had
no common sense. The fourth could not be bothered to study from dusty dry books,
but he had a great deal of common sense.
One day they got together to talk and decided that all their accomplishments and
learning were pointless if they didn’t go out in the world to meet people, see places,
gain a little political power, and make a little money. So, they decided to travel
together.
They hadn’t gone far when the eldest said, “One of us is not smart enough or
educated enough, having nothing but common sense. He will not make it very far
in the world without scholarship, so let us not share our money with him. He should
go back home.”
The second said, “That’s true, friend, you should go home.” But the third said, “No,
this is no way to treat our friend who we have known since we were small children
playing together. He will stay with us and have a share of the money we earn.”
So, they agreed and all four continued on together. Soon they came upon the bones
of a dead lion in the forest. One of them said, “Here is a chance to show off how
intelligent and learned we are. Let us bring him back to life through our superior
knowledge.”
The first said, “I can assemble the skeleton for I know how it should go.” The
second
said, “I can add on the muscles, organs, and skin.” The third said, “I can give it
life.”

But the fourth, who was the man of no scholarship said, “This is a lion. If you give
it life it will kill every one of us.”

“The scholars replied, “We will not make all our learning pointless. We must use it
at every opportunity.” So, the fourth replied again, “Then wait a moment while I
climb this tree.”
When this had been done, the lion was brought to life, rose up, and killed all three.
But the man of sense, after the lion had gone elsewhere, climbed down and went
home.

67
And that is why I say:

“Scholarship is less than sense. Therefore, seek intelligence: Senseless

scholars in their pride Made a lion, then they died.”

Guide Questions:

1. Why did the first and the second youth Brahman

outcast the fourth Brahman?

2. What do you think of the three Brahman have that the

fourth Brahman does not have?

3. What do you think the four Brahman would do to the bones of the dead
lion?

4. Is bringing a lion back to life a good idea? Why?

68
Activity 2
DIRECTIONS: What is the meaning of the following statement from the story?

“Scholarship is less than sense. Therefore, seek intelligence:

Senseless scholars in their pride Made a lion, then they died.”

My Interpretation:

69
Activity 1.
DIRECTIONS: Read the poem written by David Diop. Analyze the poem then supply
the table below.

Africa my Africa
Africa of proud warriors in ancestral savannahs Africa of whom my grandmother
sings
On the banks of the distant river I have never known you
But your blood flows in my veins
Your beautiful black blood that irrigates the fields The blood of your sweat
The sweat of your work The work of your slavery Africa, tell me Africa
Is this your back that is unbent
This back that never breaks under the weight of humiliation This back trembling
with red scars
And saying no to the whip under the midday sun But a grave voice answers me
Impetuous child that tree, young and strong That tree over there
Splendidly alone amidst white and faded flowers That is your Africa springing up
anew
springing up patiently, obstinately Whose fruit bit by bit acquires The bitter taste
of liberty.

70
 MODULE 7

This module was designed and written with you in mind. It is to help you
master applying multimedia and ICT in producing creative literary representation.

Literature changes through time. The transition of time changed the style of
writing, the structure and genre of literature.

With the advent of technology, we appreciate literature through social media,

YouTube, literature websites etc. It is then in this module that you will enjoy
applying multimedia platforms in creating literary representation.

The module is mainly focused on:

· Lesson 1 – Producing creative representation of a literary text by

applying multimedia ICT skills

After going through this module, you are expected to:

1. Select an appropriate multimedia in presenting a literary text

2. Apply ICT/multimedia skills in creating literary representation
3. Produce a creative literary representation by applying multimedia
skills

71
 Applying Multimedia and ICT in
Lesson
Producing Creative Literary
7
Representation

Technology makes a huge impact in society, culture and literature. As

technology evolved, the internet has become an avenue of writing literary text
such as stories, poems, articles, blogs, and other literary representation of
existing literature. That is one way that literature has been impacted—there
are so many literary works available.

As 21st Century learners, you utilize the internet for knowledge advancement.
You also use multimedia to produce literary text creatively.
Thus, this lesson will help you appreciate world literature by applying
multimedia skills.

CREATE AND PRESENT USING POWERPOINT PRESENTATION

Direction: CREATE AND PRESENT USING POWERPOINT PRESENTATION

Based on the activity, make a simple PowerPoint presentation illustrating the

plot of a story. You may include images or videos in your presentation. After
which upload your presentation to our Facebook group. Use the rubric as a
guide in creating your PowerPoint presentation.

72
 Criteria Poor (1pt) Fair (2pts) Good (3pts) Excellent 4pts)

Approp 1-4 slides 5-8 slides 9-12 slides 13-15 slides

riate
Length

Knowledge Demonstrated Demonstrated Demonstrated a Demonstrated an

poor fair competent excellent knowledge
understanding of comprehension of understanding of the material and
the material; left material and of the material Provided well-
too many anticipated most and anticipated researched answers
questions questions. questions by to anticipated
unanswered. providing questions.
answers.

Design Poorly developed Fairly developed Well-developed Creative use of

slides that either slides that may slides that slides with short-to-
contained errors have contained contained the- point
and/or lacked too many images messages that messages that
information or information, or demonstrated a demonstrated a
or compacted too not enough balance between balance between
much images and images and
information information with information
(overload) per a few exceptions.
slide.

Transitions Contained none. Little or no Transitions exist Transitions are

transitions exist but are not effective throughout
to guide the consistent or the presentation
audience through effective. and guide the
the presentation. audience
throughout.

Source: Copyright © 2020 Reazon Systems, Inc. All rights reserved.

73
 Multimedia is also used in education and training. Learning has become more
interesting and interactive with educational programs such as “edutainment” that
is a combination of education and entertainment. Multimedia is used as a common
source of reference. Encyclopedias, directories, dictionaries, and electronic books
are among multimedia references.
Multimedia is a broad term for combining multiple media formats. Whenever
text, audio, still images, animation, video, and interactivity are combined, the result
is multimedia. So multimedia is the presentation of information by using a
combination of text, audio, graphic, video or animation. Slides, for example, are
multimedia as they combine text and images, and sometimes video and other types.
PowerPoint presentation is already a form of multimedia.
Many video creators exist nowadays such as “vloggers”. It takes a lot of
multimedia skills in producing such vlogs or even videos. Since you know how to
navigate and create presentations using any media platform, in just one click of
your finger you can now upload your video in social media using your smart phones,
tablet or laptops/desktop computers. Creating vlogs and uploading to social media
requires ICT skills. ICT skills are the skills needed to efficiently use the elementary
functions of information and communication technologies to retrieve, assess, store,
produce, present and exchange information, and to communicate and participate
in collaborative networks via the internet.
As 21st Century students, you will be using multimedia in making literary
presentations. This table will show the primary structural components and types of
multimedia and demonstrate their field of applications, so stay tuned to learn more
about the phenomenal world of multimedia.

74
 Components of
Multimedia

Seen as one of the most frequently combined

mediums in the colorful world of multimedia. It
TEXT started as a written message you wanted to send
across to readers and has been one of the key forms
of communication in the world
for ages.

Considered as a collection of sounds that can be

added and combined with all other types of media in
AUDIO FILES multitude ways. First audio files can function as
musical
backgrounds to images and photographs, and even
texts.

Probably one of the oldest forms of media that date

back to prehistory and the time of cave drawings.
IMAGES
AND With the advent of civilization and technology,
PHOTOGRAP images have first been combined with texts and
HS printed in books and
newspapers and are now seen in all forms of media.

Collection of moving pictures combined with audio

VIDEO files
MATERIAL that provides one of the most intensive multimedia
experiences out there.

One of the frequent types of animation seen on the

web today are GIFs, also known as graphic image
ANIMATION
files, that are in fact a simple collection of images
that rapidly
change, giving the illusion of motion.
Source: http://www.firefogg.org/5-basic-types-of-multimedia/

75
 You will make your presentation by using multimedia presentations and
exhibit your ICT skills by uploading your output in FB Group.
Directions: Select an appropriate multimedia like Kinemaster, Powerdirector,
Movie Maker, PowerPoint/Slides, and other video maker applications. The
following are the scenarios you will use in creating your presentation.
Be sure to consider the components of multimedia when presenting your
presentation. All presentations will be uploaded to your respective Facebook
Group.

A. JOURNEY OF MY LIFE. Create a presentation showing your

life journey or story of your life. What are the important events
that happened in your life, the ups and down of your life?

B. THE DEBUTANT. You are tasked to make a short video clip

showing the transformation of your friend into a fine lady.

C. GOLDEN ANNIVERSARY. Your parent will celebrate their

Golden Anniversary. As a good son/daughter, you wanted to
give them a surprise by creating a presentation showing their
life as a parent, as a husband and wife and their commitment
to each other until they reach their golden anniversary.

Activity 2
DIRECTIONS: Let us see how much you learn from the activity given.

1. Why is acquiring ICT/multimedia skills useful to 21st Century learners

76
 2. How does multimedia skills help you in creating literary representation
creatively?

Activity 3
The previous lesson helped you to identify various 21st century literary genres
and their elements, structures, and traditions from across the globe.

Read the story and supply the table after.

The Blanket by Floyd Dell

It was a fine September night. A thin white moon rose over the valley. Peter,
eleven years old, did not see the moon. He did not feel the cool September
breeze blow into the kitchen, for his thoughts were fixed on a red and black
blanket on the kitchen table.

The blanket was a gift from his Dad to his Grandad . . . a going-away gift. They
said that Grandad was going away . . . that's what they called it "going away

Peter had not really believed his Dad would send Grandad away. But now --
there it was -- the going-away gift. Dad had bought it that very morning. And
this was the last evening he and his Grandad would have with each other.

Together the old man and the young boy washed the supper dishes. Dad had
gone out . . . with that woman he was to marry. He would not be back for some
time. When the dishes were finished, the old man and the boy went outside
and sat under the moon. "I'll get my harmonica and play for you," the old man
said. "I'll play some of the old tunes.

But instead of the harmonica, he brought out the blanket. It was a big, double
blanket. "Now, isn't that a fine blanket?!" said the old man, smoothing it over
his knees. "And isn't your father a kind man to be giving the old man a blanket

77
like this to go away with? It costs something, it did look at the wool in it! And
warm it will be these cold winter nights to come. There will be no other blanket
like it up there."

talked about "going away," Grandad had said it was his idea. Imagine -- leaving
a warm house and friends to go to that building . . . that government place
where he would be with so many other old fellows, having the best of
everything. But Peter had not really believed Dad would do it. Until this night
when he brought home the blanket. "Oh, yes, it's a fine blanket," Peter said
and got up and went into the house. He was not the kind to cry, and besides,
he was too old for that. He had just gone in to get Grandad's harmonica.

The blanket dropped to the floor as the old man took the harmonica. It was the
last night they would have together. Neither the old man nor the young boy
had to say a word. Grandad played a few notes and then said, "You'll remember
this one."

The thin moon was high overhead, and the gentle breeze blew down the valley.
The last time, Peter thought. He would never hear Grandad play again. It was
well that Dad was moving to a new house -- away from here. He did not want
to sit here outside on fine evenings under a white moon with Grandad gone.
The music ended, and the two sat for a few minutes in silence Then Grandad
spoke "Here is something happier."

Peter sat and looked out over the valley. Dad would marry that girl. Yes, that
girl who had kissed him and who had said she would try to be a good mother
to him and all that.

The tune stopped suddenly, and Grandad said, "It's a poor tune, except to be
dancing to." And then, "It's a fine girl your father's going to marry. He will feel
young again with a pretty wife like that. And what would an old fellow like me
do around the house . . . getting in the way . . . an old fool with all the talk
about backaches and pains! "And then there will be babies coming, and I don't
want to be around listening to them cry all hours of the night. No, it is best
that I leave. Well, one more tune or two, and then we will get to bed, get some
sleep. In the morning I will get my new blanket and take my leave. Listen to
this. It's a bit of a sad tune but a nice one for a night like this."

They did not hear the two people coming down the road, Dad, and the pretty
girl with a hard-bright face like a doll. But they heard her laugh and the tune
stopped suddenly.

Dad did not say a word, but the girl walked up to Grandad and said prettily,
"I'll not be seeing you in the morning, so I came over to say good-bye." "It's kind
of you," said Grandad, looking down at the floor; and then seeing the blanket
at his feet, he bent down to pick it up. "And will you look at this," he said,
sounding himself like a little boy. "Isn't this a fine blanket my son has given
me to go away with? " "Yes," she said, "it's a fine blanket." She felt the wool
again. and said, "A fine blanket indeed." She turned to Dad and said to him
coldly, "Must have cost a pretty penny.

78
Dad cleared his throat . . . "I . . . I wanted him to have the best. . .." The girl
stood there, still looking at the blanket. "Mm mm . . . it's a double one, too."
"Yes," the old man said, "it's a double one . . . a fine blanket for an old fellow
to be going away with."

The boy suddenly walked into the house. He could hear the girl, still talking
about the expensive blanket. He heard his Dad get angry in his slow way. And
now, she was leaving. As Peter came out, the girl turned and called back, "No
matter what you say, he doesn't need a double blanket!" Dad looked at her with
a funny look in his eye. "She is right, Dad," the boy said. "Grandad doesn't
need a double blanket. Here, Dad " -- and he held out a pair of scissors -- "Cut
it, Dad . . . cut the blanket in two." Both looked at the boy surprised. "Cut it in
two, I tell you, Dad. And keep the other half" "That’s not a bad idea "said
Grandad gently. "I don't need such a big blanket." "Yes " the boy said "a single
blanket is enough for an old man when he's sent away. We’ll save the other
half, Dad; it will come in useful later." "Now what do you mean by that?" asked
Dad. "I mean," said the boy slowly, "that I'll give it to you, Dad -- when you're
old and I'm sending you away." There was a big silence, and then Dad went
over to Grandad and stood before him, not saying a word

But Grandad understood, for he put out his hand and laid it on Dad's shoulder.
Peter was watching them. And he heard Grandad whisper softly . . . "It's all
right, son. I knew you didn't mean it " And
then Peter cried. But it did not matter because all three were crying together.

Directions: Give what is being asked in the table below. Use the rubric below
as your guide in working the activity.

Excellent Good Fair Poor (7pt)

(4pts) (13pts) (10pts)

in Can only Cannot describe

PLOT Accurately the Can retell most
describe certain the parts of how a
describes is of the structure
parts of how story is
detail how of the
the story structured.
story story.
is
structured. Uses
structured
combination
. No
details
details,
and
only
general
general
description
s. descriptio
ns

Named · Named a Did not nam

CHARACT Name t
some of few of the any e the
ER d all h
e the character of
char
characters. s chara
acter
cters

79
 · Described ·Described ·Did not
SETTING · Described the
part of some of describe the
setting: when
setting: the setting or
and where
when or setting: atmosphere.
the story took
where the when and
place.
story took where the
Described the
place. story took
atmosphere
Can place. Can
of the story.
describe only
some identify
characteri 1
stics of characteristi
the c
that
atmosphe
describ
re of the
es the
story

· Stated · Described · Did not

CONFLICT · Stated the
most of the some of state the
main
problem. the problem.
problem(s)
setting:
when and
where the
story took
place. Can
only
identify
1
characteristi
c that
describe
s the
atmosphere
of the story.

· Stated
SOLUTION · Stated
most of
· Stated · Did
how the some of not
the
proble the state
proble
m was proble how
m.
solved. m. the
probl
em
was
solved

· Has · Cannot
THEME · · Can
describe
descri
troubl the
Describ be the
e theme of
es the them
descri the
theme e of
bing story.
of the the
the
story story
theme
and in
of the
how some
they story
detail

80
 can and needs
learn gener to be
from al prom
descri pted
the ption to
theme. s compl
Uses ete
details. train

of
thought

· Can · Has · Cannot

POINT ·
descri troubl describe
OF Describ be the e in the point
VIEW ed the point descri of view
point of of bing
view view the
correctl in point
y some of
detail view
Source: Copyright © 2020 Reazon Systems, Inc. All rights reserved.

81
Activity 1.
To explore more on your ICT/multimedia skills, create a close analysis about the
story of “Appointment with Love” by S.I Kishor.

Direction: Create your close analysis creatively by using effects, background

music and transition. Follow the instructions below.

1. Record your close analysis.

2. Use effects, background music and transition using
PowerPoint or any multimedia platform.

3. Use image or illustration to support your analysis

4. Upload your output in your Facebook Group

RUBRICS

Category 2 3 4 5

Knowledge Content is Includes Includes Covers

and minimal or essential essential topic
Content there are information knowledge in
several factual about the about the depth, with
errors. topic but topic. details and
there are two Subject example
or more knowledge is s. Subject
factual error good. knowledge
is
excellent.

Thinking Student Student Student Student

makes makes at makes at make
fewer least 3 least more
than 3 reasonable reasonable than
reasonable and and 4
and insightful insightful insightful
insightful connections connections connections
connections to the prior to prior to prior
to the learning. learning. learning.
prior learning.

82
Communicatio Delivery Delivery Relatively Interesting,
n not smooth but interesting, well-
smooth. Poor not able to rehearsed rehearsed,
interest to the catch with a with smooth
audience. audience smooth delivery that
attention delivery hold
that mostly audience
catch interest.
audience
interest

Application Make use of Make use of Make use of Makes

font, color, font, color, font, color, excellent use
graphics, graphic graphics, of font, color,
effects etc. but s, effects effects etc to graphics
these often etc. enhance effects etc.,
distract from but the to enhance
the occasionally presentation the
present distract . presentation.
ation the
content presentation Uses Content is
content headings or well
bulleted lists organized,
There was no to organize using
clear or Content but the headings, or
logical is overall bulleted lists
organizational logically organization to group
structure just organized in al topic has related
lots most part some flaws. material.
of facts

83
Activity 2.

84
DIRECTIONS: Choose the letter of the BEST answer.

A. Multiple Choice: Choose the correct answer of each statement. Use a

separate sheet of paper.

1. A collection of moving pictures combined with audio files.

a. Video Material c. Image
b. PowerPoint d. Illustration
2. A collection of images that rapidly change, giving the illusion of
motion.
a. Audio files c. Illustration
b. Animation d. Text
3. It functions as musical backgrounds to images and photographs,
and even texts.
a. Images c. Pictures
b. Texts d. Audio files
4. It is combined with texts and printed in books and newspapers.
a. Graphics c. Images
b. Drawings d. Scriptures
5. A written message you wanted to send across to readers
a. Picture c. Video Files
b. Texts d. Writings
6. The field concerned with the computer-controlled integration of text,
graphics, drawings, still and moving images (Video), animation,
audio, and any other media where every type of information can be
represented, stored, transmitted and processed digitally.
a. Multimedia c. Film
b. Social Media d. Blog
7. The following are advantages of multimedia except for.
a. Increase learning effectively
b. Give information to individuals
c. Integrated and interactive
d. Requires special hardware
8. This is a best example of multimedia.
a. slides c. audio
b. images d. video presentation
9. This is the skill exhibited in making presentations in representing a text.
a. ICT skill c. multimedia skill
b. literary skill d. video making skill

85
 10. It is the skill of participating and communicating collaborative
networks via the internet.
a. ICT skill c. multimedia skill
b. literary skill d. video making skill

B. TRUE OR FALSE: Write whether the statement is true or false. Write true
if the statement is correct and false if it is not.

1. Multimedia is beneficial in education and training.

2. Multimedia is a broad term for combining multiple media formats.
3. Slides combine text and images, and sometimes video and other
types.
4. ICT skill is very evident when a student can upload videos on
social media
5. The 21st century literature does not use any of the multimedia
elements.

86
 87
What I Can Do
Activity 2
1. YES
2. YES
3. YES
4. NO
5. YES
6. YES
7. YES
8. YES
What I Know 9. YES
A. 10. NO
1. B
2. D Module 1
3. C
4. C
5. D
B.
1. TRUE
2. TRUE
3. TRUE
4. FALSE
5. FALSE
6. TRUE
7. TRUE Pre-Test
8. TRUE
9. TRUE
 88
What I Can Do
1. B
2. C
3. D
4. D
5. C
Module 4
What I Can Do
1. Creative
Non-
fiction
2. Spanish
Period
3. Science
Fiction
What I Can Do Module 3
1. M
2. D
3. A
4. H
5. K
6. C
7. I
8. G
Module 2
9. F
10. B
11. J
12. N
13. O
14. E
 89
Assessment
A
Assessment
A
B
B
T D
T C
T B
T A
F D
D
A
Post Test
What's More
Activity 2.1
F
F
T
T
F
Module 7
References

Module 1

Print Materials: Bronda, A.J. (2016). 21ST Century Literature from the
Philippines and the World Quezon City: JFS Publishing Services.
Online Resources

Senior High School Core Subject: 21st Century Literature from the
Philippines and the World. (n.d.). Retrieved July 29, 2020 from
https://www.courses.com.ph/senior-high-school-core-subject-21st-
century- literature-from-the-philippines-and-the-world/

Cuevas R. 21st Century Literature from the Philippines and the World,
Unit 1: Contextual Reading Approaches. Retrieved from https://
www.academia.edu/37827038/21st_Century_Literature_from_the_Philip
pines_a nd_the_World_Unit_1_Contextual_Reading_Approaches

Candia, M. (n.d.). 21st Century Literature from the Philippines and the
World. Retrieved July 29, 2020 from https://
www.academia.edu/37213709/21st_Century_Literature_from_the_Philip
pines_a
nd_the_World

Module 2

Print Materials
Baronda, A. J. (2016).21st Century Literature from the
Philippines and the World. Pasay City: JFS
Publishing.
Online Resources:

Senior High School Core Subject: 21st Century Literature from the
Philippines and the World. (n.d.) Retrieved July 29, 2020 from
https://www.courses.com.ph/senior-high-school-core-subject-21st-
century- literature-from-the-philippines-and-the-world/

IRubric: Writing an Acrostic Poem rubric. (n.d.). Retrieved July 29, 2020 from
https://www.rcampus.com/rubricshowc.cfm?code=N2AC64

The Song of Maria Clara by Jose Rizal. (n.d.). Retrieved July 29,
2020 from https://allpoetry.com/The-Song-of-Maria-Clara

90
Module 3
Print Materials:

Baronda, A. J. (2016).21st Century Literature from the

Philippines and the World. Pasay City: JFS
Publishing.

Online Resources:

Gacusan, P. (May 25, 2018). 21st Century Literary Genre. Retrieved July
29, 2020 from
https://l.facebook.com/l.php?u=https%3A%2F%2Ffanyv88.com%3A443%2Fhttp%2Fwww.slideshare.net%
2Flhengacusan%2F21st-century-literary-
genre%3Ffrom_m_app%3Dandroid%
26fbclid%3DIwAR0wifhVPgg6fnSeY9gQzU9bJKXZlgw-RLSEihVJMc-
h9NGtqy4ceIFP3wU&h=AT1lM3FAMP4Ay1PQkq4LK2H8CGhXJgrtu7zb2
UnRag1HA9
shdIniaUH0OVcWspPKpzDiV8HkTEP3IplWjBuwXaJQ9pLEOz4mjq1YcSn
U0V6Wmk mY96ofTRVDmfvi1wODm-n

Cruz, K. Introduction to Philippine Literature. Retrieved July 29, 2020

from https://21stcenturylitph.wordpress.com/introduction-to-
philippine-literature/

Fernando, J. 21st century literature vs. earlier periods (Venn Diagram).

Retrieved July 29, 2020 from
https://creately.com/diagram/example/irlza88m/21st%20century%
20literature%20vs%20earlier%20periods

Module 4
Figure 1
https://www.123rf.com/clipart-
vector/judging.html?sti=nlatk5c3jbiwgts3w0|&mediapopup=102845677

-Male teacher Clipart

https://www.kindpng.com/imgv/TJwiTi_transparent-teacher-cartoon-png-male-
teacher-png-png/

-Film clipart
https://www.google.com/search?q=film&sxsrf=ALeKk013LixrQdHLiLf5JNeYitDYJZX
vCA:1592058213235&source=lnms&tbm=isch&sa=X&ved=2ahUKEwi6sIuC__7pAhU

91
CHXAKHdT1BPcQ_AUoAXoECBEQAw&biw=1242&bih=524#imgrc=2Uj-It6UStWyKM

-Literary
https://www.vocabulary.com/dictionary/literary

-Criticism
https://www.vocabulary.com/dictionary/criticism

-Literary Criticism
https://www.vocabulary.com/dictionary/literature

-pen and paper

https://www.google.com/search?q=writing+clipart&tbm=isch&ved=2ahUKEwi65eC
exIDqAhVSAaYKHZiXDNsQ2-
cCegQIABAA&oq=writing+clipart&gs_lcp=CgNpbWcQAzIHCAAQsQMQQzICCAAyAgg
AMgIIADICCAAyAggAMgIIADICCAAyAggAMgIIADoECAAQQ1DHDljKImCGJWgBcAB4
AIAB2wGIAZsLkgEFMC43LjKYAQCgAQGqAQtnd3Mtd2l6LWltZw&sclient=img&ei=M
7DlXvr_B9KCmAWYr7LYDQ&bih=568&biw=1242#imgrc=YYbXvA6lUSbouM

Gender Criticism
https://www.slideshare.net/shei7in/gender-critcism

historical Criticism
http://queergrace.com/historical-criticism/

Readers response criticism

https://www.merriam-webster.com/dictionary/reader-response%20criticism

Critical Approach to literature

http://home.olemiss.edu/~egjbp/spring97/litcrit.html#:~:text=Of%20particular%20in
terest%20to%20the,shape%20its%20effects%20upon%20readers

Black Swan
https://www.pchtreatment.com/the-black-swan-movie-and-psychological-
illness/#:~:text=While%20the%20movie%20does%20an,disorder%20with%20obsessi
ve%20compulsive%20behaviors.

Felix Manalo
https://en.wikipedia.org/wiki/Felix_Manalo_(film)

Mythological criticism
https://www.enotes.com/homework-help/what-most-important-aspects-
mythological-236243

new historicism
https://owl.purdue.edu/owl/subject_specific_writing/writing_in_literature/literary_t

92
heory_and_schools_of_criticism/new_historicism_cultural_studies.html

Module 5
21st Century Literature from the World – Module of Technological Institute of the Philippines
– QC

Screenshots from Netflix - Philippines

To the flowers of Heidelberg

https://allpoetry.com/To-the-Flowers-of-Heidelberg

Day on the farm

https://luisgdato.blogspot.com/2019/08/day-on-farm.html

March of Death
http://wsosapercu.blogspot.com/2010/08/march-of-death-by-bienvenido-n-santos.html

Soledad
https://readalittlepoetry.wordpress.com/2005/08/30/soledad-by-angela-manalang-gloria/

Magnificence
http://compilationofphilippineliterature.blogspot.com/2011/04/magnificence-estrella-d-
alfon.html

US
https://www.google.com/search?q=movie+poster&sxsrf=ALeKk02w0SUz3j9zDFei0yB9Doa4
ZAX8-
Q:1592192119555&tbm=isch&source=iu&ictx=1&fir=xAEar9jrNCgzbM%253A%252C2gbgD
xMmFEg8ZM%252C_&vet=1&usg=AI4_-kTa7-
S3hYQA_L3V0pE7XN63rcq1qQ&sa=X&ved=2ahUKEwj7zMzt8YLqAhXGMd4KHc1oB_sQ9QE
wEXoECAwQUg&biw=1366&bih=625#imgrc=zNQTzic0t91O8M

Jumanji
https://www.google.com/search?q=movie+poster&sxsrf=ALeKk02w0SUz3j9zDFei0yB9Doa4
ZAX8-
Q:1592192119555&tbm=isch&source=iu&ictx=1&fir=xAEar9jrNCgzbM%253A%252C2gbgD
xMmFEg8ZM%252C_&vet=1&usg=AI4_-kTa7-
S3hYQA_L3V0pE7XN63rcq1qQ&sa=X&ved=2ahUKEwj7zMzt8YLqAhXGMd4KHc1oB_sQ9QE
wEXoECAwQUg&biw=1366&bih=625#imgrc=xAEar9jrNCgzbM

Module 6
Barrot, J. (2016). Academic reading and writing for senior high school. C & E
Publishing Inc. Quezon City, Philippines

93
 Dagdag, L., Padilla, M., Ranin, V., Esguerra, A., Roxas, F. and Buluran, C (2007).
Fundamentals of research and business correspondence. Mutya Publishing
House Inc. Malabon City, Philippines

Tendero, E., Tanuecoz, N., Bongat, D., Canare, F., Garcia, C., and Gutierrez, R.
(2010). Technical writing for research, reports and business letters. Mutya
Publishing House Inc. Malabon City, Philippines

Valdez, P.N (2016). English for academic and professional purposes. The Phoenix
Publishing House Inc. Quezon City, Philippines
Purdue University (nd). Parts of a memo. Retrieved from:
https://owl.purdue.edu/owl/subject_specific_writing/professional_technical
_writing/memos/parts_of_a_memo.html
Memorandum sample. Retrieved from https://www.facebook.com/
photo/?fbid=3207611325929896&set=a.694735683884 152

Images sources
Job interview [Clip art]. (n.d.). Needpix.com. https://www.needpix.com/
photo/97181/job-interview-career-conference-conversation-discussion-
employer-employment- interview-interviewee
Resume Clipart [Clip art]. (n.d.). PNGITEM. https://www.pngitem.com/middle/
iimTmmR_resume-clip-art-contemporary-gallery-clipart-of-resumes/
Hands with cv or resume clip-art Free Vector [Clip art]. (n.d.). Freepik.com. <a
href="https://www.freepik.com/vectors/business">Business vector created
by djvstock-www.freepik.com</a>
Emails concept illustration Free Vector [Clip art]. (n.d.). Freepik. <a
href='https://www.freepik.com/vectors/marketing'>Marketing vector created
by stories-www.freepik.com</a>
Interview concept illustration Free Vector [Clip art]. (n.d.). Freepik.com. <a
href='https://www.freepik.com/vectors/office'>Office vector created by
stories - www.freepik.com</a>

Module 7

Pictures retrieved from URL

Positive Peer Pressure
Clipart [Clip art]. (n.d.).
PNGITEM.
https://www.pngitem.com
/middle/
hmoRbim_places-clipart-child-home-positive-peer-pressure-clipart/]
Positive Peer Pressure [Clip art]. (n.d.). Clipart
Library. http://clipart-library.com/ picture-
of-peer-pressure.html

94
Peer Pressure. (n.d.). Brain POP.
https://www.brainpop.com/health/personalhealth/pe
erpressure/

Literary Text retrieved from URL

The Lady Or The Tiger? (n.d.). East of the Web.
Retrieved November 25, 2020, from
http://www.eastoftheweb.com/short-
stories/UBooks/LadyTige.shtml
O. Henry. (1905, December 10). The Gift of the Magi.
American Litereature. Retrieved November 25,
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henry/short-story/the-gift-of-the- magi

JCoxBBB. (2012, February 23). Flash fiction examples

[PowerPoint slides]. Slideshare. Retrieved
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The City Mouse and the Country Mouse. (n.d.). Story Arts.
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Graphic Organizer retrieved from URL

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arts-
docs/resources/Reading%20Resources/Text%20Structures/C
ompare%20and%20Contrast/Compare%20and%2
0Contrast.pdf

95
Pictures:
· Subpng.com 2020. PowerPoint Logo. Retrieved from
https://www.subpng.com/png- 4fh7zx/ : Uploaded by Zboutorvgk
· Brian Handly. April 27, 2018. Social Media Logo Retrieved from
https://marketingland.com/customer-acquisition-on-social-media-with-
your-own- data-238268
· Bego Romero on March 27, 2018. Blog Logo Retrieved from
https://blog.mailrelay.com/en/2018/03/27/what-is-a-blog-and-
what-is-it-for
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:text=Mult
imedia%20is%20a%20computer%2Dbased,%2C%20animation%2C%20au
dio%20an
d%20video.&text=In%20its%20potentially%20supportive%20role,by%20La
nger%20(i n%20press)%20.
· Edmund Blanco June 20, 2014. Multimedia
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96
For inquiries or feedback, please write or call:

Department of Education – Schools Division Office Navotas

Learning Resource Management Section

Bagumbayan Elementary School Compound

M, Naval St., Sipac Almacen, Navotas City

Telefax: 02-8332-77-64
Email Address: [email protected]