METRO MANILA COLLEGE

U-Site, Brgy. Kaligayahan, Novaliches, Quezon City

BASIC EDUCATION DEPARTMENT

MODULE #3: Regional Literature from Luzon

Prepared by: Ms. Lynn V. Yarisantos

 LESSON #3: Regional Literature

CONTENT STANDARD:

The learner…
[CS.LIT.1] understands and appreciates the elements and contexts of 21st century
Philippine literature from the regions.

PERFORMANCE STANDARD:

The learner…
[PS.LIT.1] a written close analysis and critical interpretation of a literary text in terms
of form and theme, with a description of its context derived from research.

OBJECTIVE:

At the end of the module, you should be able to…

[EN12Lit-Id-25] differentiate/compare and contrast the various 21st century literary
genres and the ones from the earlier genres/periods citing their elements, structures
and traditions
 LESSON 3. Regional Literature from Luzon

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After knowing the history of literature and the roster of Philippine national artists,
we must also know the geographic panorama of our country’s literature.

Luzon, Visayas, and Mindanao have their own literature that contributes to the
identity of Philippine literature.

Philippine literature has grown over generations. For every era or period that
passed, different types of genres appeared, and these literary works came from all
regions reflecting their culture, society and lifestyle.

In this module, you will be able to know and analyze the different genres of
literature that Luzon has, and this includes the Ilocos Region, Cagayan Valley, Cordillera
Administrative Region (CAR), Central Luzon, National Capital Region (NCR),
CALABARZON, MIMAROPA, and Bicol Region.

LESSON 3.1. LITERARY MAP OF REGION I- ILOCOS REGION

===============================================
“Ilokanos are progenies of
Austronesian-speaking people
from southern China via
Taiwan. The term Ilokano
originates from i-, “from”, and
looc, “cove or bay, thus
“people of the bay”.” Ilocano
literature is very interesting
from the Philippine Regional
Literature and their literature
is mostly known in the form
of written and oral literature.
The poets expressed
themselves in the literature
they made such as folk and
war songs. In addition, they
also have literary work such
as riddles, folk songs, folk
tales, and myths that features the
theme such as creation, heroes, and beasts.
[ACTIVITY 3.1] Reflect on Me
Directions: Read the selection “How my Brother Leon Brought Home a Wife” by Manuel
E. Arguilla (copy will be given by the teacher) and answer the following questions.

1. Who is Leon? Describe him.

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2. Describe Maria. Do you think she is a typical city girl? What is her physical
description? Does Baldo like her?
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3. What tests were given to Maria? Enumerate. If you were her, would you survive
the challenges?
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4. Characterize the father. How does he react to events unfolding before him?
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5. Given the fact that Maria is used to city life, and she has been put to tests. Could
this be out of love? Can love change a person’s character?
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6. What Filipino tradition is shown in the story?

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7. In today’s generation, if you are in a relationship, would you still introduce the
person you love to your parents?
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 LESSON 3.2. LITERARY MAP OF REGION II- CAGAYAN VALLEY

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Cagayan Valley is the 2nd region from Luzon and

it consists of the provinces of Batanes, Isabela, Nueva
Viscaya and Quirino. This region showcases various
literary texts such as Isinay Baliwayway (Lullabies) that
includes the riddles, proverbs and narrative forms of
tales, legends, ghost stories, fables and oral histories.
Indeed, that this region contributed so much in
Philippine Literature, which we still have in today’s
generation.

One of the famous poets that

contributed much of literature in
this region is Edith L. Tiempo who
is also a National Artist for Literature in 1999. Her two famous
literary works are, “Lament for the Littlest Fellow” and “Bonsai”.
Bonsai

All that I love It’s utter sublimation,

I fold over Till seashells are broken pieces
And once again A feat, this heart’s control
And keep in a box Moment to Moment
Or a slit in a hollow post To scale all love done
Or in my shoe. To a cupped hand’s size

All that I love? From God’s own bright teeth,

Why, yes, but for the moment- And life and love are real
And for all time, both. Things you can run and
Something that folds and keeps easy, Breathless hand over
Son’s note or Dad’s one gaudy tie,
A roto picture of a queen, To the merest child.
A blue Indian shawl, even
A money bill

[ACTIVITY 3.2]: 5 minutes non-stop writing!

Directions: What is the theme of the poem and what have you learned from it?

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 LESSON 3.3. LITERARY MAP OF CORDILLERA ADMINISTRATIVE REGION
(CAR)

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Cordillera Administrative Regions consists the

following provinces: Mt. Province, Apayao, Ifugao,
Abra, Benguet, and kalinga.
One of the regions that is rich in literature; most of
their contributions in Philippine literature are in the
form of oral because they do not have a systematic
form of writing before. Almost every literature that
were produced in this region are about traditions,
beliefs and rituals to prove the wealth of this region.
Some of the literary works of this region are: epic,
ballad, song, short story, and myth.

Here is one of the examples of their literature which is entitled, The Great Flood
by The Tinggians. Tinggian is also known as Itneg, I-tineg, Tinguian, Tinguiannea,
Itnek, Mandaya and Tingian. They live near the Tineg River in the province of Abra,
Ilocos Sur, and Iloilo.

The Great Flood by The Tinggians

The Tinggians, a group of pagan people inhabiting the interior hills of Abra, have their own
story of the Great Deluge.

The tragic incident began with the abduction of Humitau, a sea-maiden guard of tau-mari-u.
lord of the sea, by Aponi-tolau.

One day, Aponi-tolau, god-hero of the Tinggians, went down to the lowlands. He wandered
aimlessly through the plains until he reached the seashore. The calm blue sea, massive and
yet helpless beneath the morning sun which flooded it with golden light, fascinated the
young man. And unable to resist the beauty of the dancing wavelets, he made a rattan raft
and rowed seaward.

On and on he rowed until to the edge of the world. There, in a place where the sea and the
sky meet, Aponi-tolau saw a towering rock, home of Tau-mari-u, lord of the sea. It was
guarded by nine beautiful daughters of the seaweeds. The radiance of the ocean light
reflecting silver and gold upon the greenish hair of the nine guards as they played around
the gates, chasing one another in gay laughter, attracted the mountain lord.
Gathering his courage, the Tinggian warrior went nearer the palace gates. However, when he
inquired what place it was, the maiden guards laughed at him and lured him further inside the
palace walls. This made aponi-tolau very angry. Taking his magic hook, he lashed at the
unsuspecting maidens.

The hook hit the youngest and the most beautiful among them, Humitau. The young Diwata gave
a loud and piercing scream and struggled desperately to free herself from Aponi-tolau’s grip. But
the magic oil which the mountain lord had placed at the tip of his hook weakened her blood and
soon she was helpless.

A wild uproar followed as the guards screamed and fled the gates. Aponi-tolau hurriedly picked up
the unconscious body of the sea-maiden, loaded it on his rattan raft and rowed shoreward.
Shortly after the Tinggian hero had left the bauwi (native hut) gates, Tau-mari-u went out of his
abode to see what the commotion was all about. But he was too late.

In his rage, Tau-mari-u summoned the waves and tunas of the sea and ordered them to bring back
the intruder. The waves lashed at the raft of the mountain warrior and tunas pushed it back.

Alarmed, Aponi-tolau cried out to his mother, Lang-ah of Kadalayapan, mistress of the wind and
rain, for help. The great goddess heard her son’s plea and immediately sent down strong winds to
pull Aponi-tolau ashore. Despite the fury of the waves and efforts of the tunas, the Tinggian
warrior was able to reach the shore unharmed.

But Taru-mari-u was furious. He immediately called a meeting of the gods and demigods of the
seas and ocean, who agreed to punish the dwellers of the land for what Apono-tolau had done.
From the sky, Lang-an knew the plan. She immediately called for the north wind and sent him to
warn her son of the impending flood. She instructed the mountain lord to go to the highest peak
of the Cordillera mountains for safety. Obediently, Aponi-tolau took the members of his
household to the mountain top and waited. The flood came. From his bauwi, Aponi-tolau saw
mighty waves sweeping across the plains, filling the valleys and destroying the crops and working
animals of the inhabitants. Higher and higher went the water until it covered the mountain top
but for the few square meters where Aponi-tolau and his household took shelter.

Frightened, Humitau gave a desperate cry. She knew that she could no longer swim or live in the
water having tasted the mountain food which her husband had given her. The charm removed her
sea powers. She implored Tau-maru to save her.

Despite his anger, the water lord took pity upon his favourite Humitau. So he called back the
water and waves.3.3]:
[ACTIVITY But heVocabulary
promised thatDevelopment.
henceforth he would sink men’s boats and drown
passengers until Aponi-tolau and his wife went down to the lowlands and from them came the
people of the world.
Directions: Give the synonym of the underlined word. Write your answer in the space
provided.

_____ 1. During the great deluge, the waters swept across the plains, filled the valleys
and destroyed the crops and working animals of the people.

a. Fire
b. Flood
c. Earthquake
d. Volcanic eruption

_____ 2. The maidens laughed at him. They tempted and lured him further inside the
palace.
a. Led
b. Brought
c. Enticed
d. Imprisoned

_____ 3. He picked up the unconscious Laura, loaded her in his rattan raft and rowed
shoreward. The abduction of Laura angered her father.
a. Visit
b. Crying
c. Tempting
d. Carrying off

_____ 4. Mario was furious to Jose for abducting his favorite Laura.
a. Very mad at
b. Very proud of
c. Satisfied with
d. Very happy with

_____ 5. The charm removed her sea powers. She implored Tau-maru to save her.

a. Beg for
b. Claim
c. Deny
d. Refuse
 LESSON 3.4. LITERARY MAP OF CENTRAL LUZON

==============================================

Central Luzon includes provinces of Aurora,

Pampanga, Bataan, Tarlac, Bulacan, and Nueva
Ecija.
Central Luzon literary works are mostly about
songs, they have different types of songs such as
songs about love, courtship, fishing, farming,
putting baby to sleep and liturgy or devotional
music, aside from songs they also have riddles and
proverbs.

Kundiman (Awit ng Pag-Ibig or Song of Love)

Noong unang panahon ako ay bata pa

Natisod man ay ‘di pa alintana,

Nang ako ay lumaki at maging dalaga,

Tila sa wari ko ay may pagbabanta pa.

Pagsinta mo sa akin ay di ko tatanggapin

Pagka’t akong ito ay alangan sa tingin,

Ako ay mahirap, pangit pa sa tingin

Bakit naman ngayon ay iibigin?

[ACTIVITY 3.4]: Translate Me!

Directions: What is the message of the song? Who do you think is the speaker in the
SONG? Why do you say so?

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 LESSON 3.5. LITERARY MAP OF NATIONAL CAPITAL REGION (NCR)

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National Capital Region is truly one of the regions that
are rich in literature. It was no doubt because many of
the authors were born in NCR. They are also the men of
the Philippine politics as well as they are the men of
letters because they contributed much in our literature.
One of the men that has a big contribution in NCR
literature is Francisco Balagtas with his famous work
entitled Florante at Laura.
Other literary works that are in this region are more on
oral form of literature such as riddle, proverbs and native
songs.

Another author named Jose Garcia Villa (National Artist for

Literature) was born in NCR and contributed to the
Philippine Literature with his works. One of his famous work
is the Footnote to Youth that he published in 1933.
Now, come to think of why does this Footnote to Youth that
was published by a National Artist is worth to read and
learn.

[ACTIVITY 3.5]: Read and Reflect!

Directions: Read the Footnote to Youth by Jose Garcia- Villa (refer to module 2) and do
the following activities.

Factors to consider before marrying

Marriage
 1. What is the story all about?
2. Who are the characters in the story?
3. In just 3 sentences, describe the setting of the story.
4. What point of view is used in the story?
5. What made Dodong feel that he was no longer a boy but already a man?
6. What character is revealed by Dodong when he got tickled by a worm, jerked his
foot, flinging the worm into air yet never bothered to look at where it fell?
7. How did Teang find married life?
8. When Dodong asked permission to his father that he will get married, his father
felt sorry so as Dodong when Blas asked his permission. They knew that life after
marriage is hard. Why then do you think that they allow their sons to experience
the hardships they have already gone through?
9. What is your thought about the line “Youth must triumph… now, Love must
triumph… Now. Afterwards…. It will be life.”
10. If you were already a parent and your child ask for your permission that they will
get married with the love of their life, what advice would you give to your child?

LESSON 3.6. LITERARY MAP OF CALABARZON AND MIMAROPA

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CALABARZON AND MIMAROPA are region IV A
& B and is composed of provinces such as
Cavite, Laguna, Batangas, Rizal, Quezon,
Mindoro Oriental and Occidental, Marinduque,
Romblon, and Palawan. Some of the literary
works that are in this region are myths,
legends, sonnet, short story and songs.

One of the famous stories that were produced

in this region is the Dead Star by Paz Marquez
Benitez.
Read the story Dead Star by Paz Marquez that will be given by your teacher.

[ACTIVITY 3.6]: Comprehension Check!

Directions: Answer the following questions. Write your answer in the space provided.
1. The story begins in medias res and then makes a flashback. Make a chronology
of events. Why do you think Paz Marquez Benitez used this kind of technique in
presenting the story?
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2. Describe Alfredo’s character. What kind of character does he have and
possessed?
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3. Explain the climax of the story. Does it also reveal a certain character of Alfredo?
In what way?
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4. The story has a love triangle. Alfredo is having a dilemma to choose between
Julia and Esperanza. How did he cope with his dilemma? Explain.
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5. “She was a believer in the regenerative virtue of institutions, in their power to
regulate feeling as well as conduct. If a man were married, why of course, he
loved his wife; if he were engaged, he could not possibly love another woman.”
Explain this paragraph.
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6. Give the significance of the following:
a. Julia’s mistake with Mr. Manalo’s name.
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b. Esperanza’s “indignant relation” about Calixta?
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7. Refer to question #6. How does Paz Marquez Benitez used these situations to
emphasize the characters as well as the theme of the story?
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8. The time where this story was published is during the American Period. Do you
think it has a relation to the story? Why?
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9. What is the theme of the story?
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 10. Explain the title. Do you think it’s a symbolism? And does it connect to the
theme?
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LESSON 3.7. LITERARY MAP OF BICOL REGION

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Bicol Region provinces are Albay, Camarines Sur,

Camarines Norte, Masbate, Catanduanes and
Sorsogon.
This region has the same backgrounds as the other
regions because they have their own literature such as
oral poems, myths, short story and songs which are
same as the other regions, but with Bicol region
literature reflects the history of the people as well as
their traditions, beliefs and ways.
One of the stories that was produced in this region is a
short story entitled Scent of Apples written by Bienvenido Santos who is also a National
Artist for Literature.

[ACTIVITY 3.7]: Fill me out!

Directions: Read the story Scent of Apples (copy will be given by the teacher), then do
the activity.
Fill out the information needed.

Author: Title: ______________________________________________

___________

Settings: Event 1: Event 2: Event 3:

_______________________ ___________ ___________ ___________
_______________________ ___________ ___________ ___________
_______________________ ___________ ___________ ___________
Conflict/Problem:
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Characters:
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Moral of the story:_____________________________________
 BIBLIOGRAPHY (LESSON 3)

Ang, J.G. (2016) Literatura: 21st Century Philippines and World Literatures for Senior High School.
Mindshapers Co., Inc.

Redoblado, S.V.D., Anastacio, T.M., Noval, J.C., Coralejo, E.F. (2017). Contemporary Literature:
21st Century from the Philippines and the World. Brilliant Creations Publishimg, Inc.

Mata, E.L.I., Gabelo, N.C., Ambon, F.M., Babasa, E.E., (2016). 21st Century Literature from the
Philippines and the World for Senior High School. Mutya Publishing House, Inc.
Book Cover:

Pch.vector (2020). Focused tiny people reading books [Digital Image]. Retrieved 3 Feb 2021 from
https://www.freepik.com/free-vector/focused-tiny-people-reading-books_8609147.htm

Pictures for Module 3:

Kurts (2019). Regions of the Philippines [Digital Image]. Retrieved
https://www.google.com/search?q=regions+in+the+philippines+map

Michael (2019). Region I. Ilocos region [Digital Image]. Retrieved

https://www.google.com/search?q=Region+1+map

MAPFoundation (2021). Region II. Cagayan Valley [Digital Image]. Retrieved

https://www.google.com/search?q=cagayan+valley+map

Alchetron (2018). Edith Tiempo [Digital Image]. Retrieved https://alchetron.com/Edith-Tiempo

GovPH (2015). Area of Coverage. The Region [Digital Image]. Retrieved https://ati.da.gov.ph/ati-
car/content/area-coverage

PortCalls (2016). Why region 3 has all the makings of a rising economic hot spot [Digital Image].
Retrieved https://www.portcalls.com/region-3-makings-rising-economic-hot-spot/

Jayemee (2015). That Place Called Pateros spot [Digital Image]. Retrieved
http://jayemeebihag.blogspot.com/2015/02/map-of-national-capital-region-photo.html

STU (2017). Filipino American History Month: Jose Garcia Villa [Digital Image]. Retrieved
https://english.colostate.edu/news/filipino-american-history-month-jose-garcia-villa/

GovPH (2015). Physical and Socio-Economic Profile Calabarzon Region [Digital Image]. Retrieved
https://calabarzon.denr.gov.ph/index.php/about-us/regional-profile

Maturan (2015). Music of Mimaropa [Digital Image]. Retrieved

https://www.slideshare.net/cholzkimaturan/music-7-music-of-mimaropa

Bicol Standard Newspaper (2018). Bicol standard [Digital Image]. Retrieved

http://www.bicolstandard.com/2018/04/bicol-newspaper-bicol-standard.html