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21 Century
st

Literature from the

Philippines and the
World
Department of Education ● Republic of the Philippines
 21 Century st

Literature from
the Philippines
and the World
Quarter 2 - Module 2
Literature Around the World

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Department of Education ● Republic of the Philippines

21st Century Literature from the Philippines and the World
Alternative Delivery Mode
Quarter 1 – Module 1: Philippine Literature
Quarter 2 – Module 2: Literature Around the World
First Edition, 2020

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Lesson

11 African Literature
Grade 12, First Semester, Q2 – Week 3
What I Need to Know

Congratulations! You are now in Lesson 4 of this module. It is time for us to

visit another continent. This time let’s go to Africa known to be “The Cradle of
Humankind.”
In this Lesson, you are going to:

a. Identify representative texts and authors from Asia, North America,

Europe, Latin America, and Africa; (EN12Lit-IIa-22)
b. Compare and contrast the various 21st century literary genres and
their elements, structures, and traditions from across the globe
(EN12Lit-IId-25)
c. Do self- and/or peer-assessment of the creative adaptation of a
literary text, based on rationalized criteria, prior to presentation.
(EN12Lit-IIij-31.3)

What I Know
Let’s review the elements of a story. Identify the element being described. Choose
your answer from the word bank below.

exposition climax setting theme

rising action conflict mood denouement

plot falling action

1. The complication begins to show itself on the ___________________

characters, setting, and events in the story

2. The result of the climax, and it is the part ___________________

when things start falling into place for the characters
3. The locale or period in which the action of ___________________
a story takes place

4. The sequence of series of events in a story ___________________

5. The underlying message that the writer would

like to get across. ___________________
6. The beginning of the story, wherein the writer ___________________
 sets the scene by introducing the characters,
describing the setting, and sometimes will give
a brief background of the story.
7. The event with the greatest tension in the story. ___________________

8. Where the story reaches its final conclusion ___________________

and the writer starts to get ready to tell the ending
by way of explaining a finality to make the story complete.
9. A struggle between two opposing forces ___________________
10. Evokes certain feelings or vibes in readers through
words and descriptions ___________________

What’s New

Every story has basic components: characters, setting, plot, theme,

conflict. Read Aesop’s fable The Lion and the Mouse, and fill in the story mind map
below. You need to copy the mind map in your LITERATURE ACTIVITY
NOTEBOOK.

The Lion and the Mouse

Once when a Lion was asleep a little Mouse began running up and down
upon him. This soon awakened the Lion, who placed his huge paw upon the Mouse
and opened his big jaws to swallow him.

“Pardon, O King,” cried the little Mouse, “forgive me this time, I shall never
forget it: and I may be able to do you a favor in the future.” The Lion was so taken at
the idea of the Mouse being able to help him, that he let him go.

Some time after, the Lion was caught in a trap, and the hunters tied him to a
tree. Just then the little Mouse happened to pass by, and seeing the sad plight of the
Lion, went up to him and soon gnawed away the ropes that bound the King of the
Beasts. “Was I not right?” said the little Mouse.

Story Mind Map

What is it about? Where did it take place?

Title

Who are the characters? When did it happen?

Why did it happen?

 
What Is It

The development of African literature, from its oral tradition up to the current
trends, reflects the history of its people, the continent’s feelings and the minds of its
population.
Having been denied sharing their unique culture to the rest of the world,
African literature takes pride in their identity as a people along with their rich
heritage. The Dark Continent enjoys a vast collection of masterpieces, both in oral
and written literature, which are highly diverse and at the same time common.
The writings on Africa started in the middle ages when Arabic was introduced
to them and then it moved forward in the 1800s with the coming of the alphabet. With
the birth of the Negritude (which literally means ‘blackness’) movement in 1934,
African writers committed to look into their own culture, traditions, and values that
can be applied in the modern world. The drive of writers to write and excite political
freedom grew and the dignity of African traditions has been asserted. The Negritude
movement opened the avenue for writers to celebrate what is truly African.
Though African writers like Chinua Achebe, Wole Soyinka, Kofi Awoonor,
Ngugi wa Thiong’o, Okot p’Bitek, Dennis Crutus, Es’kia Mphahlele, Nadine
Gordimer, and Jacques Rabemananjara wrote in European language, they
nevertheless embodied the spirit of nationalism. So strong and effective were their
works that they gained worldwide acclaim.
In the aftermath of the colonial experience, African writers have since
chronicled new challenges that have emerged in their respective societies. New,
sovereign governments may have been installed, but their own problems caused
writers to react. This was evident in the case of Ngugi wa Thiong’o, who was
imprisoned for a play considered to have subversive messages against the Kenyan
administration of the time. Corruption in society, a longstanding theme of African
writers in postcolonial times, was reflected in V.Y. Mudimbe’s Before the Birth of the
Moon (1989). (https://www.scribd.com/document/412634387/21st-Century-Literature-of-the-
Philippines-and-of-the-World-1) and Simoun Victor D. Redoblado, (Brilliant Creations Publishing,
Inc., 2017), 108

Even before the colonizers arrived in Africa and indelibly shaped the
continent’s identity, local traditions were already flourishing in terms of cultural
wealth. The following selections, both belonging to the myth genre, attest to the
power of the motherland’s literary tradition that had its roots in ancient times.

What’s More
Compare the two African myths to the narrative below. Consider how
the story-telling evolved from the myths of ancient times to the stories of the modern
scene. Analyze the structure, plot, and underlying purpose of the narratives. Copy
the table in your LITERATURE ACTIVITY NOTEBOOK.
 Things Fall Apart (summary)
Chinua Achebe

Okonkwo is a wealthy and respected warrior of the Umuofia clan, a lower

Nigerian tribe that is part of a consortium of nine connected villages. He is haunted
by the actions of Unoka, his cowardly and spendthrift father, who died in disrepute,
leaving many village debts unsettled. In response, Okonkwo became a clansman,
warrior, farmer, and family provider extraordinaire. He has a twelve-year-old son
named Nwoye whom he finds lazy; Okonkwo worries that Nwoye will end up a failure
like Unoka.
In a settlement with a neighboring tribe, Umuofia wins a virgin and a fifteen-year-old
boy. Okonkwo takes charge of the boy, Ikemefuna, and finds an ideal son in him.
Nwoye likewise forms a strong attachment to the newcomer. Despite his fondness
for Ikemefuna and despite the fact that the boy begins to call him “father,” Okonkwo
does not let himself show any affection for him.
During the Week of Peace, Okonkwo accuses his youngest wife, Ojiugo, of
negligence. He severely beats her, breaking the peace of the sacred week. He
makes some sacrifices to show his repentance, but he has shocked his community
irreparably.
Ikemefuna stays with Okonkwo’s family for three years. Nwoye looks up to
him as an older brother and, much to Okonkwo’s pleasure, develops a more
masculine attitude. One day, the locusts come to Umuofia—they will come every
year for seven years before disappearing for another generation. The village
excitedly collects them because they are good to eat when cooked.
Ogbuefi Ezeudu, a respected village elder, informs Okonkwo in private that
the Oracle has said that Ikemefuna must be killed. He tells Okonkwo that because
Ikemefuna calls him “father,” Okonkwo should not take part in the boy’s death.
Okonkwo lies to Ikemefuna, telling him that they must return him to his home village.
Nwoye bursts into tears.
As he walks with the men of Umuofia, Ikemefuna thinks about seeing his
mother. After several hours of walking, some of Okonkwo’s clansmen attack the boy
with machetes. Ikemefuna runs to Okonkwo for help. But Okonkwo, who doesn’t
wish to look weak in front of his fellow tribesmen, cuts the boy down despite the
Oracle’s admonishment. When Okonkwo returns home, Nwoye deduces that his
friend is dead.
Okonkwo sinks into a depression, neither able to sleep nor eat. He visits his
friend Obierika and begins to feel revived a bit. Okonkwo’s daughter Ezinma falls ill,
but she recovers after Okonkwo gathers leaves for her medicine.
The death of Ogbuefi Ezeudu is announced to the surrounding villages by
means of the ekwe, a musical instrument. Okonkwo feels guilty because the last time
Ezeudu visited him was to warn him against taking part in Ikemefuna’s death. At
Ogbuefi Ezeudu’s large and elaborate funeral, the men beat drums and fire their
guns. Tragedy compounds upon itself when Okonkwo’s gun explodes and kills
Ogbuefi Ezeudu’s sixteen-year-old son.
Because killing a clansman is a crime against the earth goddess, Okonkwo
must take his family into exile for seven years in order to atone. He gathers his most
valuable belongings and takes his family to his mother’s natal village, Mbanta. The
men from Ogbuefi Ezeudu’s quarter burn Okonkwo’s buildings and kill his animals to
cleanse the village of his sin.
Okonkwo’s kinsmen, especially his uncle, Uchendu, receive him warmly. They
help him build a new compound of huts and lend him yam seeds to start a farm.
Although he is bitterly disappointed at his misfortune, Okonkwo reconciles himself to
life in his motherland.
During the second year of Okonkwo’s exile, Obierika brings several bags of
cowries (shells used as currency) that he has made by selling Okonkwo’s yams.
Obierika plans to continue to do so until Okonkwo returns to the village. Obierika
also brings the bad news that Abame, another village, has been destroyed by the
white man.
Soon afterward, six missionaries travel to Mbanta. Through an interpreter
named Mr. Kiaga, the missionaries’ leader, Mr. Brown, speaks to the villagers. He
tells them that their gods are false and that worshipping more than one God is
idolatrous. But the villagers do not understand how the Holy Trinity can be accepted
as one God. Although his aim is to convert the residents of Umuofia to Christianity,
Mr. Brown does not allow his followers to antagonize the clan.
Mr. Brown grows ill and is soon replaced by Reverend James Smith, an
intolerant and strict man. The more zealous converts are relieved to be free of Mr.
Brown’s policy of restraint. One such convert, Enoch, dares to unmask an egwugwu
during the annual ceremony to honor the earth deity, an act equivalent to killing an
ancestral spirit. The next day, the egwugwu burn Enoch’s compound and Reverend
Smith’s church to the ground.
The District Commissioner is upset by the burning of the church and requests
that the leaders of Umuofia meet with him. Once they are gathered, however, the
leaders are handcuffed and thrown in jail, where they suffer insults and physical
abuse.
After the prisoners are released, the clansmen hold a meeting, during which
five court messengers approach and order the clansmen to desist. Expecting his
fellow clan members to join him in uprising, Okonkwo kills their leader with his
machete. When the crowd allows the other messengers to escape, Okonkwo
realizes that his clan is not willing to go to war.
When the District Commissioner arrives at Okonkwo’s compound, he finds
that Okonkwo has hanged himself. Obierika and his friends lead the commissioner to
the body. Obierika explains that suicide is a grave sin; thus, according to custom,
none of Okonkwo’s clansmen may touch his body.
(https://www.sparknotes.com/lit/things/summary/)

What I Have Learned

Write your answers in your LITERATURE ACTIVITY NOTEBOOK.

Things Fall Apart

Structure
Exposition
Rising action
Climax
Falling action
Denouement

Plot

Purpose
 Post assessment

Read carefully each statement. Choose the correct answer, and write the
letter of the correct answer in your LITERATURE ACTIVITY NOTEBOOK.

1. This the part of the story where complication begins to show itself on the
characters, setting, and events in the story.
A. exposition B. rising action C. climax D. plot

2. The result of the climax, and it is the part when things start falling into place for the
characters.
A. denouement B. falling action C. conflict D. exposition

3. What is the locale or period in which the action of a story takes place?
A. conflict B. setting C. theme D. plot

4. Which of the following tells about the sequence of series of events in a story?
A. plot B. conflict C. setting D. theme

5. Theme is the underlying message that the writer would like to get across. What is
the theme of Things Fall Apart?
A. struggle between change and tradition
B. struggle between Okonkwo and the whites
C. struggle of Okonkwo
D. struggle of the colonizers

6. The event with the greatest tension in the story.

A. exposition B. rising action C. climax D. plot

7. Where the story reaches its final conclusion and the writer starts to get ready to
tell the ending by way of explaining a finality to make the story complete.
A. exposition B. climax C. falling action D. denouement

8. A struggle between two opposing forces

A. plot B. conflict C. setting D. theme

9. What is the mood of Things Fall Apart?

A. somber and tragic
B. cheerful and reflective
C. gloomy and melancholy
D. romantic and whimsical

10. Who writes the literary piece, “Things Fall Apart”? Give a short background of
his/her literary life.
 Lesson

12 European Literature - I
Grade 12, First Semester, Q2 – Week 4

What I Need to Know

Congratulations! You are now in Lesson 4 of this module. In this lesson, your
quest is to explore the literature of Europe.

In this Lesson, you are going to:

a. Identify representative texts and authors from Asia, North America,

Europe, Latin America, and Africa; (EN12Lit-IIa-22)
b. Compare and contrast the various 21st century literary genres and
their elements, structures, and traditions from across the globe
(EN12Lit-IId-25)
c. Do self- and/or peer-assessment of the creative adaptation of a
literary text, based on rationalized criteria, prior to presentation.
(EN12Lit-IIij-31.3)

What I Know
Let’s check your knowledge about European literature.
Answer
each item below. Choose the correct answer, and write ONLY the letter your answer
in your LITERATURE ACTIVITY NOTEBOOK.

1. Who is Sir Kay’s squire?

A. Merlin B. Arthur C. His cousin D. Sir Ector

2. Who lied about finding the sword?

A. Arthur B. Archbishop C. Kay D. Ector

3. Why did Merlin wait to the very last minute to have Arthur pull the sword from the
stone?
A. To show everyone how smart he is
B. To show everyone Arthur was king
C. To prove that the Archbishop is very noble
D. To show that those arrogant men were weak

4. How does Arthur prove he is the rightful king of England?

 A. by winning the tournament
B. he married the princess
C. by pulling the sword from the stone
D. by dividing the stone

5. The Middle Ages in Europe had been regarded as the Age of ___.
A. poetry B. drama C. epics D. prose

6. No other period in English literature displayed more variety in style, theme, and
content. What period is it?
A. Medieval B. Romantic C. Victorian D. Enlightenment

7. What period in European literature gives attention to detail and replicates the true
nature of reality?
A. Romantic B. Victorian C. Realism D. Naturalism

8. During this period, writers identify the underlying causes for a person’s actions or
beliefs; the environment played a large part in the narrative structure of their works.
A. Realism B. Naturalism C. Victorianism D. Imperialism

9. The ________ literary period uses crime and punishment as example of the
principles used in their work.
A. Realism B. Naturalism C. Imperialism D. Existentialism

10. Writers during this period are now free to try new concepts in writing like the use
of the unreliable narrator.
A. Naturalism B. Existentialism C. Modernism D. Naturalism

 
What Is It

The history and catalogue of the European literature is so rich that it is quite
close to impossible to describe it and give justice to its entire list of great works and
even greater writers in an introduction. However, to give learners a little background
information, European literature refers to the literature in many languages; among
the most important of the modern written works are those in English, Spanish,
French, Dutch, Polish, German, Italian, Modern Greek, Czech, Russian, Bosnian and
works by the Scandinavians and Irish. Important classical and medieval traditions
are those in Latin, Ancient Greek, Old Norse, Medieval French and the Italian
Tuscan dialect of the renaissance are also part of its collection.
The Medieval Period (500-1500) of European literature already saw masterful
works like Beowulf, The Song of Roland, The Nibelungenlied, and seminal work of
Geoffrey Chaucer, The Canterbury Tales. The mentioned works of art was followed
by even more popular titles, because during the Renaissance Period, writers like
Edmun Spencer (The Faerie Queen), John Milton (Paradise Lost), and William
Shakespeare (Romeo and Juliet ;Macbeth) took the level of its literary standard into
a whole new high.
Following the Medieval Period was the Age of Enlightenment (1700-1800) and
at its center was a celebration of ideas – ideas about what the human mind was
capable of, and what could be achieved through deliberate action and scientific
methodology. Many of the new, enlightened ideas were political in nature. Writers
like Voltaire and Jean-Jacques Rousseau were the torchbearers of Enlightenment
literature and philosophy.
No other period in English literature displays more variety in style, theme, and
content than the Romantic Movement (1798-1870) of the 18 th and 19th centuries.
Romanticism is concerned with the masses and not with the middle class, the
individual more than with society. With writers like Mary Shelley and her
masterpiece, Frankenstein and Lord Byron’s Don Juan, the focus of literature shifted
from the scientific to the mysterious.
Then came the Victorian Period. The name given to the period is borrowed
from the royal matriarch of England, Queen Victoria. The Victorian writers exhibited
some well- established habits from previous eras, while at the same time pushing
arts and letters in new and interesting directions. Victorian novelists and poets like
Charlotte and Emily Bronte, Lord Tennyson, Robert Browning, Gustave Flaubert,
George Eliot, Fyodor Dosteyevsky, and Thomas Hardy wrote with simplicity, truth
and tempered emotion.
Realism (1820-1920), the next period in European literature, is precisely what
it sounds like. It is attention to detail, and an effort to replicate the true nature of
reality in a way that novelists had never attempted. Famous writers during this period
were Franz Kafka, William Butler Yeats, T.S. Eliot, and Vicente Biasco Ibanez,
among others.
Naturalism (1870-1920) sought to go further and be more explanatory than
Realism by identifying the underlying causes for a person’s actions or beliefs. In
Naturalism, the environment played a large part in the narrative structure. Emile
Zola, one of the most influential writers in this period of literature, provided inspiration
and model in writing during this period.
Crime and punishment is a profound example of how some of the principles of
existentialist (1850-today), the next literary period. Doytoyevsky’s story shows that
thinking can be perverted, leading to ethical decay and personal destruction. Another
writer, Franz Kafka, has also been associated with 20 th century existentialism. But
the name most related to existential literature is Albert Camus.
The Modernist Period (1910-1965) in literature presented a new way of living
and seeing the world. Writers are now free to try new concepts in writing like the use
of the unreliable narrator, among others. Modernism was set in motion, in one sense,
through a series of cultural shocks where the poets took fullest advantage of the new
spirit of the times, and stretched the possibilities of their craft to lengths not
previously imagined.
All these period in literature influenced and led to what is now seen in the
works of 21st century European writers.  ("21St Century Literature Of The Philippines And Of
The World (1) Scribd" 2020)

King Arthur is a key figure in all of European literature. The legendary

king and the episodes of his life have been echoed in literary texts for several
centuries. The following selection presents the pivotal movement in which a
precocious young man began his transformation into ruler of England.

The Miracle of the Sword and Stone

Now Arthur, the prince, had all this time been nourished in Sir Ector’s house
as his own son, and was fair and tall and comely, being of the age of fifteen years,
great in strength, gentle in manner, and accomplished in all exercises proper for the
training of a knight.
But as yet he knew not of his father, for Merlin had so dealth, that none save
Uther and himself knew aught about him. Wherefore it befell, that many of the
knights and barons who heard King Uther speak before his death, and call his son
Arthur his successor, were in great amazement; and some doubted, and others were
displeased.
Anon the chief lords and princes set forth each to his own land, and, raising,
armed men and multitudes of followers, determined every one to gain the crown for
himself; for they said in their hearts, “If there be any such a son at all as he of whom
this wizard forced the king to speak, who are we that a beardless boy should have
rule over us?”
So the land stood long in great peril, for every lord and baron sought but his
own advantage; and the Saxons, growing ever more adventurous, wasted and
overran the towns and villages in every part.
Then, Merlin went to Brice, the Archbishop of Canterbury, and advised him to
require all the earls and barons of the realm and all knights and gentlemen-at-arms
to come to him at London, before Christmas, under pain of cursing, that they might
learn the will of Heaven who should be king. This, therefore, the archbishop did, and
upon Christmas Eve were met together in London all the greatest princes, lords, and
barons; and long before day they prayed in St. Paul’s Church, and the archbishop
besought Heaven for a sign who should be lawful king of all the realm.
And as they prayed, there was seen in the churchyard, set straight before the
doorways of the church, a huge square stone having a naked sword stuck in the
midst of it. And on the sword was written in letters of gold, “Whoso pullet out the
sword from this stone is born the rightful King of Britain.”
At this, all the people wondered greatly; and, when Mass was over, the
nobles, knights, and princes ran out eagerly from the church to see the stone and
sword, and a law was forthwith made that whoso should pull out the sword should be
acknowledged straightway King of Britain.
Then, many knights and barons pulled at the sword with all their might, and
some of them tried many times, but none could stir or move it.
When all had tried in vain, the archbishop declared the man whom Heaven
had chosen was not yet there. “But God,” said he, “will doubtless make him known
ere many days.”
So ten knights were chosen, being men of high renown, to watch and keep
the sword, and there was proclamation made through all the land that whosoever
would, had leave and liberty to try and pull it from the stone. But though great
multitudes of people came, both gentle and simple, for many days, no man could
ever move the sword a hair’s breadth from its place.
Now at the New Year’s Eve, a great tournament was to be held in London,
which the archbishop had devised to keep together lords and commons, lest they
should grow estranged in the troublous and unsettled times. To the which
tournament there came, with many other knights, Sir Ector, Arthur’s foster-father,
who had great possessions near to London, and with him came his son, Sir Key, but
recently made knight, to take his part in jousting, and young Arthur also to witness all
the sports and fighting.
But as they rode towards the jousts, Sir Key found suddenly he had no sword,
for he had left it at his father’s house; and turning to young Arthur, he prayed him to
ride back and fetch it for him. “I will with a good will,” said Arthur, and rode fast back
after the sword.
But when he came to the house he found it locked and empty, for all were
gone forth to see the tournament. Whereat, being angry and impatient, he said within
himself, “I will ride to the churchyard and take with me the sword that sticketh in the
stone, for my brother shall not go without a sword this day.”
So he rode and came to the churchyard, and alighting from his horse he tied
him to the gate, and went to the pavilion, which was pitched near the stone, wherein
abode the ten knights who watched and kept it, but he found no knights there, for all
were gone to see the jousting.
Then he took the sword by its handle, and lightly and fiercely he pulled it out
of the stone, and took his horse and rode until he came to Sir Key and delivered him
the sword. But as soon as Sir Key saw it, he knew well it was the sword of the stone,
and riding swiftly to his father, he cried out, “Lo! here, sir, is the sword of the stone,
wherefore it is I who must be king of all this land.”
When Sir Ector saw the sword, he turned back straight with Arthur and Sir
Key and came to the churchyard, and there alighting, they went all three into the
church, and Sir Key was sworn to tell truly how he came by the sword. Then he
confessed it was his brother Arthur who had brought it to him.
Whereat Sir Ector, turning to young Arthur, asked him – “How gottest thou the
sword?”
“Sir,” said he, “I will tell you. When I went home to fetch my brother’s sword, I
found nobody to deliver it to me, for all were abroad to the jousts. Yet was I loath to
leave my brother swordless, and, bethinking me of this one, I came hither eagerly to
fetch it for him, and pulled it out of the stone without any pain.”
Then said Sir Ector, much amazed and looking steadfastly on Arthur, “If this
indeed be thus, ‘tis thou who shalt be king of all this land – and God will have it so –
for none but he who should be rightful Lord of Britain might ever draw this sword
from that stone. But let me now with mine own eyes see thee put back the sword into
its place and draw it forth again.”
“That is no mystery,” said Arthur, and straightway set it in the stone. And then
Sir Ector pulled at it himself, and after him Sir Key, with all his might, but both of
them in vain; then Arthur reaching forth his hand and grasping at the pommel, pulled
it out easily, and at once.
Then fell Sir Ector down upon his knees upon the ground before young Arthur,
and Sir Key also with him, and straightway did him homage as their sovereign lord.
But Arthur cried aloud, “Alas! mine own dear father and my brother, why kneel
ye thus to me?”
“Nay, my Lord Arthur,” answered then Sir Ector, “we are of no blood-kinship
with thee and little though I thought how high thy kin might be, yet wast thou never
more than foster-child of mine.” And then he told him all he knew about his infancy,
and how a stranger had delivered him, with a great sum of gold, into his hands to be
brought up and nourished as his own born child, and then had disappeared.
But when young Arthur heard of it, he fell upon Sir Ector’s neck, and wept,
and made great lamentation, “For now,” said he, “I have in one day lost my father
and my mother and my brother.”
“Sir,” said Sir Ector presentlym, “when thou shalt be made king, be good and
gracious unto me and mine.”
“If not,” said Arthur, “I were no true man’s son at all, for thou art he in all the
world to whom I owe the most; and my good lady and mother, thy wife, hath ever
kept and fostered me as though I were her own; so if it be God’s will that I be king
hereafter as thou sayest, desire of me whatever thing thou wilt and I will do it; and
God forbid that I should fail thee in it.”
“I will but pray,” replied Sir Ector, “that thou wilt make my son Sir Key, thy
foster-brother, seneschal of all the lands.”
“That shall he be, “said Arthur; “and never shall another hold that office, save
thy son, while he and I do live.” (Simoun Victor D. Rodoblaco, Brilliant Creations Publishing)
 What’s More
Determine how the Arthurian themes are echoed in the work of 21 st
century writer, Alan Fenton. Then, identify how the writer uses characters, scenes,
and imagery that parallel the tales of King Arthur and his knights. Copy the table in
your LITERATURE ACTIVITY NOTEBOOK. Then, fill in the table that can be found
after the story with your answer.

CALL OF DESTINY (excerpt)

Alan Fenton

On the summit of a hill in the county of Somerset stands a solitary church

tower, bearing witness to the ferocity of nature and of man. It is all that survives of
two churches that once stood here. The first was destroyed by an earthquake, the
second by the command of Henry the Eight. As sunset approaches, subtle details of
stone and lichen, archway and niche, buttress and embrasure, are lost in the
deepening shadows. Silhouetted against the evening sky the stark stone mass of the
tower dominates the soft contours of the landscape, uniting earth and heaven.
A few yards from the base of the tower, on a mound that marks the crest of
the Tor two motionless figures stand, one taller than the other. Seen from the valley
below, their dark shapes loom, remote and mysterious. There is a haunting and
powerful aura about them, as if they were not people but primeval monoliths or
statues of pagan gods in an ancient burial ground. In some strange way they are
beings apart, belonging not to the present time, but to time itself.
The hill is otherwise deserted, as are the woods at its foot and the countryside
beyond.
The red ball of the sun sinks below the horizon, the west wind that has gusted
all day is suddenly stilled. Not a sound, not even a breath of air, disturbs the silence.
Nothing stirs. In this hushed moment, the earth and all the planets that only an
instant before wheeled round the sun, seem to hang motionless in space.
Slowly the taller figures raises his hand, as if to release the world from its
spell, then touches the boy lightly on the shoulder. ‘Shall we go? It’s getting late.’
They begin the descent. ‘Tell me more about him.’ says the boy.
‘He was a great leader,’ his older companion responds. ‘King of Britain, as
they called it then. When he came to the throne the country was under constant
attack by its enemies, both from outside and within.’
Down the steep track they jolt, each for a time absorbed in his own thoughts,
the boy’s head buzzing with questions.
‘But what exactly did he do?’
‘The world had gone mad. The king tried to bring it back to its senses, and
restore meaning to people’s lives. He wanted to give them courage and hope for the
future. But to do that he first had to impose order on chaos.’
“How do you mean, impose?’
The man nods approvingly. ‘You are right to question that word. He
questioned it too. The thought of using force troubled him. But after much heart
searching he decided that if mankind was to be saved, he had no other choice. He
was given the power to do it, you see, power so formidable that many thought he
had been sent to earth by God, or even that he himself was a divine being.’
‘And was he?’
‘No.’
‘So he was just an ordinary man?’
A brief silence. ‘He was a man, but no ordinary man. When he was young he
found it hard to believe he had a special destiny. He wanted to lead a fun life and
have a happy time, just as most people do. But as he grew older he came to
understand that he was not the same as other men, and that the road he would have
to take would be a different one.’
‘Because of the power he had?’
‘Yes. And because of the way he chose to use it.’
‘How do you mean?’
‘Other men would have used it for selfish ends, but not him. He decided to
fight the forces of darkness and chaos. He was a brave and cunning warrior; but he
was also much more than that, a philosopher and a visionary, a wise and humane
individual, gallant, just and honourable. Those who ruled by terror feared him. Those
whom they terrorised, worshipped him. And in return he loved and honoured them,
the ordinary men and women. He had a dream, a dream that one day the meek
really would inherit the earth. But he knew they could only do it with his help.’
‘Was there no one else they could turn to?’
‘No one else whom good men and women would follow, no other leader who
had the courage and strength of character to meet the challenge. Not that he was
the only one who saw the world descending into chaos; there were leaders in other
lands who feared for the future but were too weak, or too corrupt, or simply too afraid
to act. As everything around them disintegrated, resigned to self-destruction,
accepting that mankind was doomed. They had abandoned all hope of changing
anything; they no longer cared what happened. But he cared. He did everything in
his power to create a new world for mankind, a world based on love and respect and
justice.’
‘And did he succeed?’ ‘
For a while. Until things started to go wrong.’
The boy is impatient. ‘But how? Why? I want to know everything.’
‘It’s a long story. Are you sure you want to hear it?’ asks the man, teasing his
young friend.
‘You know I do!’
A loving hand rests lightly on the boy’s head. ‘Then you shall.’
A mole of thought furrows the boy’s brow. ‘Is it just a story? or was there really
such a person?’
‘There was,’ says the man, adding tantalisingly, ‘and may be again.’ The boy
looks puzzled.
‘There are those who say that if ever he is needed, he will come again.’
The boy’s eyes shine. ‘What will he do?
In the twilight the first star shows itself. A pale silver of moon floats above the
horizon.
‘Now there’s a question,’ the man says softly. ‘What will he do…? Well now, I
imagine he will try to save mankind, just as he did all those centuries ago. Lord
knows, we need saving.’
The boy nods in acknowledgement, though scarcely understanding.
‘You never told me his name.’
‘You know it already.’
‘I do?’
 ‘From the story books.’
the boy stands still and looks up at his beloved mentor, puzzled.
The man looks fondly down. ‘You want a clue?’
‘Yes.’
‘You have the same name as that king.’
For a second or two the wide eyes dream, catching the starlight, then
suddenly sparkle as he laughs with delight. ‘Oh, that king!’ On an impulse he cups
his hands around his mouth and shatters the silence, crying out the name at the top
of his voice. ‘Arthur!’
(https://www.alanfenton.co.uk/the-call-of-destiny-the-first-book-by-author-alan-fenton/)

The Miracle of the Sword Call of Destiny

and Stone
Characters
* protagonist
* antagonist

Scenes

Imagery

What I Can Do

What I Have Learned

Answer the questions below. Write your answers in your LITERATURE

ACTIVITY NOTEBOOK.

1. What is the moral of the story The Miracle of the Sword and Stone?
___________________________________________________________________
___________________________________________________________________

2. What is the theme of The Miracle of the Sword and the Stone?

___________________________________________________________________
___________________________________________________________________
Post assessment
Let’s check what you’ve learned from our lesson on European
literature. Answer each item below. Choose the correct answer, and write ONLY the
letter your answer in your LITERATURE ACTIVITY NOTEBOOK.

1. No other period in English literature displayed more variety in style, theme, and
content. What period is it?
A. Medieval B. Romantic C. Victorian D. Enlightenment
2. What period in European literature gives attention to detail and replicates the true
nature of reality?
A. Romantic B. Victorian C. Realism D. Naturalism
3. During this period, writers identify the underlying causes for a person’s actions or
beliefs; the environment played a large part in the narrative structure of their works.
A. Realism B. Naturalism C. Victorianism D. Imperialism
4. The ________ literary period uses crime and punishment as example of the
principles used in their work.
A. Realism B. Naturalism C. Imperialism D. Existentialism
5. Writers during this period are now free to try new concepts in writing like the use
of the unreliable narrator.
A. Naturalism B. Existentialism C. Modernism D. Naturalism
6. Who is Sir Kay’s squire?
A. Merlin B. Arthur C. His cousin D. Sir Ector
7. Which of the following is NOT a theme of The Miracle of the Sword and the
Stone?
A. deception B. trust C. betrayal D. love
8. Why did Merlin wait to the very last minute to have Arthur pull the sword from the
stone?
A. To show everyone how smart he is
B. To show everyone Arthur was king
C. To prove that the Archbishop is very noble
D. To show that those arrogant men were weak

9. How does Arthur prove he is the rightful king of England?

A. by winning the tournament
B. he married the princess
C. by pulling the sword from the stone
D. by dividing the stone
10. Which of the following is the moral of the story The Miracle of the Sword and the
Stone?
A. Follow your instincts.
B. It's about recognizing other people’s powers.
C. Follow your destiny no matter what happens.
D. It's about how to grow up well and be a good person.

Lesson

13 North American Literature - I

Grade 12, First Semester, Q2 – Week 6

What I Need to Know

You are now in Lesson 4 of this module. In this lesson, your quest is to
explore the literature of North America where you will be introduced to one of the
known works of this region.

In this Lesson, you are going to:

a. Identify representative texts and authors from Asia, North America,

Europe, Latin America, and Africa; (EN12Lit-IIa-22)
b. Compare and contrast the various 21st century literary genres and
their elements, structures, and traditions from across the globe
(EN12Lit-IId-25)
c. Do self- and/or peer-assessment of the creative adaptation of a
literary text, based on rationalized criteria, prior to presentation.
(EN12Lit-IIij-31.3)

What I Know
Answer each item below. Write the letter of the correct
answer in your LITERATURE ACTIVITY NOTEBOOK.
1. The part of the story that reveals the solution and takes care of the conflict.
A. the theme B. the climax C. the resolution D. the introduction

2. The story’s time and place is _____.

A. voice B. tone C. plot D. setting

3. The message that the author wants to get across is the ____.
A. plot B. tone C. theme D. setting

4. Which part of the plot creates tension and suspense?

A. climax B. rising action C. falling action D. resolution

5. Which part of the plot is the most intense?

A. climax B. exposition C. falling action D. resolution

6. A struggle between two or more opposing forces is called ____.

A. climax B. conflict C. chapter D. character

7. The sequence of events in a story is the _____.

A. plot B. theme C. character D. genre

8. What is the theme of a story?

A. The author’s point of view.
B. The major life lesson or message.
C. The character’s personality traits.
D. The series of events in a story.

9. The most exciting moment of the story; turning point.

A. climax B. conflict C. rising action D. exposition

10. Cassandra relates the events that happened in the beginning, middle, and end
of the book she just read. This means that she is relating the _____________.
A. setting B. plot C. theme D. conflict

What’s In
You have just finished your quest in learning about European literature
where you were able to read and critique the summary of J.K. Rowling’s Harry Potter
and the Sorcerer’s Stone. You also analysed the selection A Story in Emerald. Now,
let’s have a new quest – exploring the North American literature. But, before going
there, let’s look back and review.

Tell which of the following is the beginning, middle, and end of A Study in Emerald.

___________1. The investigation takes the detective and the veteran to a music hall
show, starring a noted actor called Sherry Vernet. A "tall, languid" man, Vernet stars
in three productions, including a historical narrative depicting the war between
Humanity and the Great Old Ones. Posing as a theatrical agent offering to take the
show to the New World, the detective meets Vernet and quickly determines that he
and another, a man with a limp and skill with surgical equipment, were present in the
room where the German noble died. Agreeing to meet the detective in his rooms,
Vernet seemingly does not suspect a thing; the detective promptly summons
Lestrade, intending to have Vernet arrested. He reveals what he has deduced: that
Vernet is a seditionary "restorationist", an anarchist who believes that the Old Ones
are not the benevolent rulers they claim, but vicious, soul-destroying monsters from
whom Humanity must be freed. Vernet lured the German noble to the Whitechapel
rooms and turned the noble over to his accomplice, who committed the actual
murder.

___________2. Vernet possesses considerable deductive skill, having deduced that

the detective was not who he claimed to be. Posing as "Sigerson", Vernet had briefly
corresponded with the detective, offering suggestions for future undercover work and
complimenting him on several papers the detective had written, including "The
Dynamics of an Asteroid". Vernet, who also uses the alias "Rache", leaves a letter
confirming the detective's suspicions, and details horrors committed by the Old Ones
as justification for the crime. As Lestrade rushes off to search for Vernet and the
limping accomplice (tentatively identified as a former military surgeon named John
Watson), the detective admits that it is unlikely that Vernet has left the city, having
probably elected (as the detective would) to hide in the lawless depths of the rookery
of St Giles. He requests that the veteran burn Vernet's letter, dismissing it as
seditionary nonsense. The veteran does not do so, instead adding a copy of the
letter and an account of the investigation to his bank deposit box, not to be opened
until everyone involved in the case is dead. He supposes that due to current events
in Russia that this will likely be an imminent occurrence.

___________3. The unnamed narrator, a veteran of a bloody war against the "gods
and men of Afghanistan", where he has been brutally tortured and his arm injured,
setting the scene for things to come. Seeking lodgings upon his return to England (or
"Albion", as it is referred to throughout the story), he meets and strikes up a
friendship with a man who possesses extraordinary insight and deductive skill, and
who puts this ability to use in the service of the police as a 'consulting detective'.
Early on in their acquaintance, Inspector Lestrade of Scotland Yard arrives at their
lodgings in Baker Street with a matter of extreme and delicate urgency regarding a
brutal murder in a Whitechapel slum, and the detective is to be hired to solve the
case. After investigating the murder scene (where the detective correctly deduces
that the victim is an alien noble from Germany, owing to his inhuman appearance
and number of limbs), and puzzling over the word Rache scrawled onto the wall in
the victim's blood (echoing a scene from A Study in Scarlet), they are taken to the
Palace. The Queen, one of the Great Old Ones who defeated Humanity 700 years
ago and now rule the world, consults with them about the affair. As payment for his
service, the Queen heals the veteran's withered shoulder with a touch.

What’s New

Recall and search the seven parts of Freytag’s Pyramid. Copy the pyramid in your
LITERATURE ACTIVITY NOTEBOOK. Then, label the pyramid.
 
What Is It

During its early history, America was a series of British colonies to what is
now known as the United States. Thus, the literary tradition of the country can be
connected to the British literary tradition. However, the modern day American writing
is completely separated from the earlier tradition because of its diverse nature and
the breadth of its production.

The earlier American writings will include, Captain John Smith’s A True
Relation of Virginia which discussed the advantages of colonial rule to both the
colonies and the colonist audiences. Political writings like the works of Samuel
Adams, Benjamin Franklin and Thomas Paine are hailed for its wit and its
contribution to building the nation that is today.
Furthermore, the political writings of Alexander Hamilton, James Madison, John Jay,
and Thomas Jefferson influenced their very Constitution.

The list of influential American writers will go on and include Washington

Irving, with his works Salmagundi, A History of New York by Diedrich Knickerbocker,
The Legend of Sleepy Hollow, and Rip Van Winkle to name a few; James Fenimore
Cooper and his classic, The Last of the Mohicans; Edgar
Allan Poe, who is considered the father of short stories, wrote The Raven, The Cask
of Amontillado, The Falls of the House of Usher and a lot more of other seminal
works; Herman Melville’s Moby Dick and Nathaniel Hawthorne’s The Scarlet Letter
comprise the Dark Romanticism subgenre.

To continue the shortlist of celebrated American writers, you also have to take
not of the works of Walt Whitman and Emily Dickinson who are honoured as two of
the greatest 19th century poets; the proponents of realism, Mark Twain and Henry
James, should be remembered for their writing style changed the way American’s
write their language. The two writers created characters who speak like real people
and sound distinctly American with accents native to their region.

At the beginning of the 20 th century, American novelists started experimenting

in style and in subject matter. Writers like Edward Bellamy, Upton Sinclair, and
Henry Adams discussed political and educational issues and the power of
corporations in their works. American writers also expressed their disillusionment
following upon the war. F. Scott Fitzgerald wrote, The Great Gatsby which shows
how the dreams and ambitions of the youth may quickly disappear and ultimately
lead to disappointment.

There are still many other influential American writers that we were not
able to mention here. Therefore, we could say that the history of American literature
is very rich in content and tradition and definitely shaped the writing style of
contemporary writers. (https://www.scribd.com/document/412634387/21st-Century-Literature-
of-the-Philippines-and-of-the-World-1)

American literature at the turn of the 21 st century has become democratic and
heterogeneous. Regionalism has flowered, and international, or “global,” writers
refract U.S. culture through foreign perspectives. Creative nonfiction and memoir
have flourished.The short story genre has gained luster, and the “short” short story
has taken root. A new generation of playwrights continues the American tradition of
exploring current social issues on stage.
American writer Suzanne Collins is the author of the bestselling The Hunger
Games series and The Underland Chronicles.
Collins recalled that The Hunger Games trilogy was born while she was
watching television late one night. Flipping through the channels, Collins was
suddenly struck by the lack of distinction between reality TV and coverage of the Iraq
war.
For Collins, The Hunger Games and her other books touch on the very
subjects – necessary and unnecessary wars – that her own father often discussed
with her. (https://www.scribd.com/document/412634387/21st-Century-Literature-of-the-
Philippines-and-of-the-World-1)

Now, it is time for you to watch the movie The Hunger Games, and then
complete the activities that follow. Use the link http://j.mp/18UG0Fx or
https://drive.google.com/drive/u/1/folders/1jakPnULT6_xmpH2BbusukwJI59Y7HAAM

source: https://commons.wikimedia.org/wiki/File:Thehungergames.jpg

Plot refers to the series of events that occur in the story. The plot is the
underlying pattern of the story that gives it unity and order. In traditional narrative,
the plot can be broken down into the following elements:
 exposition – the introduction of the characters and the situation
 inciting incident – the main conflict is introduced
 rising action – the chain of events that build from the conflict
 climax – the moment of crisis in which the outcome will be determined
 falling action – the problems are solved
 resolution – the main conflict is answered
 denouement – the outcome or the conclusion – the unravelling or the
untangling of the conflict

Theme refers to the general point that the story attempts to make. The theme
is not merely limited to the fictional reality of the character’s lives, but often
comments upon the reality of our own existence as well. The theme is described as
the significant truth about life and human nature reflected in actions, preoccupations,
and decisions of the characters.

Setting refers to the time and location in which the story takes place. These
two elements together create the entire social and environmental context of the
story.

What’s More

Using the Freytag’s Pyramid, write the plot of the movie The Hunger Games.

What I Have Learned

Answer the following questions. Write your answers in your

LITERATURE ACTIVITY NOTEBOOK.

1. What did you like best about the movie? ___________________________

______________________________________________________________

2. What do you think is the message of the movie?

______________________________________________________________
______________________________________________________________
 3. What is the theme of The Hunger Games? _________________________
______________________________________________________________

4. How do you relate it to the issues that are happening in the world today?
______________________________________________________________
______________________________________________________________

What I Can Do

Read the following descriptions about each district in The Hunger

Games and create a visual representation of a district of your choice. Use a blank
sheet for your illustration.

District 1: Members of District 1 were known to produce luxury items such as jewelry. Due to their
skill in craftsmanship, the goods that came out of District 1 were used to decorate the Capitol. Those
who lived in District 1 were some of the wealthiest citizens of Panem. Tributes from District 1 were
known as "Careers" because they trained for years before competing in the Hunger Games.

District 2: Located in the Rocky Mountains, District 2 was one of the largest communities in Panem.
It was also home to wealthy citizens, resulting in a positive relationship with the Capitol. District 2 was
known for its masonry and weapon manufacturing.

District 3: The main industry in District 3 was technology as the people there produced
televisions, computers, and other electronics. During Katniss' Victory Tour, she noticed that District 3
was one of the more rebellious districts.

District 4: This district specialized in the fishing industry. The citizens in District 4 were known to
be wealthy and very good-looking. Their tributes were also Careers, training from a very early age to
prepare for the Games.

District 5: District 5 was responsible for power and electricity. The area produced the electricity
that powered all of Panem. They housed a hydroelectric dam which many of the citizens worked in.
The dam became a target by the rebels in Mockingjay as they tried to cut out the power in the Capitol.

District 6: The core industry within District 6 was transportation. It served as the hub for the
transport network throughout all of Panem. Similar to District 3, District 6 supported Katniss and the
rebellion's efforts against the Capitol.

District 7: District 7 supplied Panem with copious supplies of lumber. The area was said to be
surrounded mostly by trees.

District 8: District 8 was known for their work in the textiles industry. One of their factories was
dedicated to producing the uniforms used by the Peacekeepers. Along with a few other districts,
District 8 was instantly open to joining the rebellion.

District 9: The main industry at the focus of District 9 was grain production. The area was the least
referenced district in all of Panem. Not much is known about the victors or tributes from District 9.

District 10: District 10 focused on the livestock industry. Their main job was to raise animals and
supply the meat to the Capitol. Katniss never mentioned any of the specific tributes from District 10.

District 11: District 11 was said to be composed of a very large area, possibly the entire Southern
region of Panem. Agriculture was the main industry of District 11 as the land was covered in
orchards, crop fields, and cattle farms. District 11 was one of the poorest districts and its citizens lived
in small shacks in an area patrolled by Peacekeepers.
District 12: District 12 was the smallest and poorest district in Panem. The district was located in
Appalachia and their main industry was coal mining. After the Second Rebellion, the coal mine was
closed and the district began to produce medicines.
source: https://screenrant.com/hunger-games-districts-explained/

Criteria Description Score

10 points 7 points 4 points
Outstanding use of Adequate use of Inappropriate use of
Visual Appeal color, design and color, design, and color, design, and
space; overall space; overall space; lack of
design is pleasing design is mostly harmonious design
and harmonious pleasing and in presentation
harmonious
Artistry Aesthetically Somewhat Fairly aesthetically
pleasing aesthetically pleasing
pleasing
Interpretation The illustration is Most of the Some parts of the
related to what has illustration is related illustration are
been written and to the written work. related to the
allows the reader to The illustration written work, but a
understand much wanders off at one reader does not see
more about what point, but the reader much about the
he/she has read can still identify written work.
elements from the
written work.
Neatness Particularly neat in Neat in design and May be messy at
design and layout layout times and/or show
lack of organization
Score /40

Post assessment
Answer each item below. Write the letter of the correct answer in your
LITERATURE ACTIVITY NOTEBOOK.
1. The struggle or problem in a story is called _____.
A. exposition B. conflict C. resolution D. rising action
2. The people, animals, or things that help to shape the plot.
A. characters B. protagonist C. antagonist D. villain
3. The central idea or lesson to be learned in a story is called _____.
A. plot B. tone C. theme D. setting
4. Which part of the plot creates tension and suspense?
A. climax B. rising action C. falling action D. resolution
5. Which part of the plot is the most intense?
A. climax B. exposition C. falling action D. resolution
6. The ending of a story where the outcome is revealed.
A. climax B. rising action C. resolution D. falling action
7. All of the following are examples of themes EXCEPT
A. survival B. friendship c. your friend D. acceptance
8. Which of these might be an example of a story’s theme?
A. Your friend is upset.
B. A boy finds a lost treasure.
 C. You will play your football game.
D. Staying true to yourself is important.

9. The most exciting moment of the story; turning point.

A. climax B. conflict C. rising action D. exposition
10. Cassandra relates the events that happened in the beginning, middle, and end
of the book she just read. This means that she is relating the _____________.
A. setting B. plot C. theme D. conflict

--------- THE END OF 2ND QUARTER ---------