This document contains a summative assessment for a literature class covering 21st century Philippine and world literature. It includes 3 assessments: 1) Writing the characteristics of different literary genres from the Pre-Spanish period in a table, 2) Matching literary themes to historical periods, and 3) Completing sentences by filling in blanks with correct words or phrases about different periods of Philippine literature. The assessments aim to test the student's understanding of key characteristics, themes, and periods in Philippine literary history.
This document contains a summative assessment for a literature class covering 21st century Philippine and world literature. It includes 3 assessments: 1) Writing the characteristics of different literary genres from the Pre-Spanish period in a table, 2) Matching literary themes to historical periods, and 3) Completing sentences by filling in blanks with correct words or phrases about different periods of Philippine literature. The assessments aim to test the student's understanding of key characteristics, themes, and periods in Philippine literary history.
This document contains a summative assessment for a literature class covering 21st century Philippine and world literature. It includes 3 assessments: 1) Writing the characteristics of different literary genres from the Pre-Spanish period in a table, 2) Matching literary themes to historical periods, and 3) Completing sentences by filling in blanks with correct words or phrases about different periods of Philippine literature. The assessments aim to test the student's understanding of key characteristics, themes, and periods in Philippine literary history.
This document contains a summative assessment for a literature class covering 21st century Philippine and world literature. It includes 3 assessments: 1) Writing the characteristics of different literary genres from the Pre-Spanish period in a table, 2) Matching literary themes to historical periods, and 3) Completing sentences by filling in blanks with correct words or phrases about different periods of Philippine literature. The assessments aim to test the student's understanding of key characteristics, themes, and periods in Philippine literary history.
Assessment 1. Characterize Me! Complete the table below by writing the characteristics of the following literature during the Pre- Spanish Period.
Legends Folk Tales The Epic Age Folk Songs
1. 2.
ASSESSMENT 2: Match the literary theme on SET A to the exact period when it was written from SET B. A B _____ 1. sense of nationalism; oppression A. Pre-colonial Period _____ 2. heroic deeds; nature; supernatural B. Early Spanish Period _____ 3. morality; religion C. Revolutionary Period _____ 4. poverty; injustice; activism; social issues D. American Period _____ 5. longing for independence; E. Japanese Period social justice and consciousness F. Post-colonial Period
ASSESSMENT 3: WHAT I HAVE LEARNED. Fill in the blanks the correct/appropriate word/phrase that best complete the sentences.
1. ____________________ is characterized by Legends, Folk Tales, The Epic Age, and Folk Songs. 2. The Propaganda Movement (1872-1896) was spearheaded mostly by the intellectual middle-class like ____________________, Marcelo del Pilar, ____________________, Antonio Luna, Mariano Ponce, ____________________ and Pedro Paterno. 3. In the ____________________, Americans influenced Filipino writers to write using the English language. ____________________ as a medium of instruction was introduced in the schools as the intellectual language of education. 4. In the Period of Activism, campus newspapers were written to show their ____________________. They held pens and wrote on placards in red paint the equivalent of the word ____________________ (To dare!). 5. Period of the New Society poems dealt with ____________________, regard for native culture, customs, and the ____________________of nature and surroundings. 6. The period of the ____________________was romantic and ____________________. 7. Post EDSA I noticed in the new Filipino songs, in the ____________________, in the speeches, and even in the ____________________ programs.
Prepared by: ____________________________________
Signature over Printed Name of Learner MARIA GLENDA G. VENTURA Subject Teacher ____________________________________ Signature over Printed Name of Parent/Guardian
