MODULES IN

GRADE 12
TVL TRACK
QUARTER 1 – WEEK 5
 Module Code : Pasay –21stCL-Q1-W5- D1

Name : ________________________________________ Grade : ________________

Name of Teacher: ______________________________ Strand : ________________

DEPARTMENT OF EDUCATION- NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE IN 21st Century Literature from the Philippines and the World
First Quarter/ Week 5/ Day 1

OBJECTIVE: Discusses how different contexts enhance the text’s meaning and enrich the
reader’s understanding (EN12Lit-Ie-28)

YOUR LESSON FOR TODAY:

Making you understand texts based on their authors’ biography, society, and language

All literary texts were written by different authors with different background, culture, society,
language, etc. On the other hand, you, as a reader, also differ from the writer and other readers of
the literary text. This lesson will help you understand the different literary texts that you will
encounter not only in this course but also during your leisure reading. This will help you
understand texts based on their authors’ biography, society, and language and how these factors
connect to your own experience and reading.

Essential Question
How can knowledge of the various contexts of a literary work enhance our
understanding and appreciation of the text?
Literary Contexts - to understand and appreciate a literary selection, a reader must
understand the significant contexts in which it was written.

Learn and discover the different literary texts

Biographical Context
While it is important to know the characters in a literary text, it is also essential for readers to
understand the author’s background. Through studying the author, they may be able to connect
the characters and their morals to the author’s life, and analyze the patterns of behaviour shown
between and among the characters, the author, and the reader himself. After all, it is through
getting to know others that we also get to know ourselves better.
There are reasons to read literature through the biographical context
(Gioia and Kennedy 2007):
✓ Understanding the author’s life can help you understand his or her work
thoroughly.
✓ Reading the author’s biography or autobiography helps you see how much his
References for experiences shape his or her work directly and indirectly.
further enhancement:
https://youtu.be/4n7qmGc2yWQ
https://youtu.be/SMxkN81Qhkw
https://youtu.be/JZ8bkus3vis

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Name : ________________________________________ Grade : ________________

Name of Teacher: ______________________________ Strand : ________________

Here are biographical strategies that you may use:

• Research on what the author believes in and also what he or she does not.
• Analyze how the author’s belief system is reflected in his or her work.
• Look at the author’s other works and analyze if there is a pattern with regard
to the theme that is indicative of his or her life and beliefs.

Here are some examples of literary works written by authors of different backgrounds. In
their sample writings, their personal stories and beliefs reflect the way they project the
characters in their narrative:

1. Under My Invisible Umbrella” by Laurel Fantauzzo is a literary essay that

talks about a Filipino-Italian who was born in the United States. Because her
features are more Italian than Filipina, she had encountered problems with
EXAMPLE 1 people treating her as “extra special” in the Philippines, but she finds it more
BIOGRAPHICAL
CONTEXT
isolating than welcoming.
➢ Fantauzzo’s way of writing reflects a lot about her personal encounters
within the Philippines. To understand her essays better, the reader must
know her background first so that they may know the reasons behind her
dilemmas.
Sociocultural Context
Aside from understanding a literary text through a biographical perspective, it is also important
to note the year or period it was written. You would be able to identify the historical events
that took place in that year. We would also find out the roots of an event’s cause and the reasons
behind the character’s motives and interests.
TIPS: Here are some important questions to ask when reading sociocultural context to
better get the gist of the text.
• What specific historical events were happening when the work was being
composed?
• What historical events does this work deal with?
• In what ways did history influence the writer’s outlook?
• What is the relationship between the characters or the speakers in the text and their
society?

EXAMPLE: QUICK RECALL OF HISTORICAL EVENT

Recall the timeline of Philippine history. Reflect on some events that may have transpired
during those periods of time by creating a visual image that represents each of them.

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Name : ________________________________________ Grade : ________________

Name of Teacher: ______________________________ Strand : ________________

What are some important events that took place in the following years? What would
a third-person observer be living in those times had written about his or her situation?
➢ 1882 – Rizal, a well-known hero of today, leaves for Spain to pursue his studies.
➢ 1898 – Americans introduced formal education in the Philippines.
➢ 1972 – Ferdinand Marcos declared Martial law in the Philippines.
➢ 1986 – People Power Revolution took place among the Filipino people.
➢ 2016 – Rodrigo “Digong” Duterte was elected the 16 th president of the Philippine
Republic.
Perspective Approach
You may use several sociological, economic, and cultural perspectives when
reading using the sociocultural context. Marxism is one of the famous perspectives
used for this reading. Feminism, queer theory, historicism, postcolonialism, and
New Historicism are also perspectives or literary theories that you may use.
Linguistic Context
According to David Richter, “Practically everything we do that is specifically human is expressed
in language.” This is why literary texts can be read through the context of the language used to
write the text as well as the way language is used in the text. This literary reading adheres to
Roland Barthes’s famous maxim, “The author is dead.” Reading through a linguistic context
focuses on the language used in the literary work and how it is used to convey meaning.
Here are guide questions that may help you when you read literature through the linguistic
context:
What were the What nouns are the most
prominent? Are these Are the sentences in the
striking words in the usual order of subject-
concrete or abstract
text? What words predicate? What are the
nouns? Does the author dependent clauses? What
were unfamiliar to use common words or are the independent
you? Which words lofty diction? Are the clauses? If you
attracted your words short or long? Is restructure a sentence or
a phrase, would it make a
attention? What words there any word that has
difference?
were dramatic? two or more meanings?

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Name : ________________________________________ Grade : ________________

Name of Teacher: ______________________________ Strand : ________________
Literary Approaches
➢ You may consult literary approaches that focus on language. Structuralism,
poststructuralism, and formalism have linguistic aspects. These approaches may
lead you in your view of reading through the linguistic context.

ARE YOU READY TO PRACTICE?

PRACTIVE EXERCISE 1: Let’s Check your understanding. If any case of confusion, you
can always go back and review the lesson. Answer the following questions.

1. What are the details that a reader should look for in reading an author’s biography?

2. Why is it important to know the character and the author’s life as well?

3. How can an author’s belief system be reflected in an excerpt?

4. What is the relationship between the characters or the speakers in the text and their society?

5. If you were an author, how would you describe your main character?

PRACTIVE EXERCISE 2

Write the type of literary perspective suitable for each Philippine movie title.
__________________ 1. Jun Robles Lana’s Die Beautiful
__________________ 2. Artikulo Uno productions’ Heneral Luna
__________________ 3. Loy Arcenas’s Ang Larawan
__________________ 4. Marilou Diaz-Abaya’s Muro-Ami
__________________ 5. Rory Quintos’s Anak

PRACTIVE EXERCISE 3:

Analyze the poem through its literary context by answering the following questions:
Below is a poem that Jose Rizal has written:

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Name : ________________________________________ Grade : ________________

Name of Teacher: ______________________________ Strand : ________________

1. What are the striking

words used in the
Josephine, poem?
Who to these shores came,
Searching for a home, a nest, 2. How many meaningful
Like the wandering swallows, statements are used in
If your fate guides you
the poem?
To Shanghai, China, or Japan,
Forget not that on these shores
A heart beats for you. 3. What imagery was
used in the poem?

EVALUATION

How Well Did I Learn?

Do a self-check on how well you learned the lessons in this unit. Place a checkmark in
the appropriate box.
I think I need I am familiar and I am confident that I
SKILLS more practice can perform well can perform this on
and with minimal my own
assistance assistance
I can identify the different ways
one may evaluate a literary text,
specifically by examining its
biographical context, sociocultural
context, and linguistic context.
I can distinguish
various critical
reading strategies.

Writer: JAN BIANCA SANTOS, PCWHS

REFERENECES CITED:
https://www.academia.edu/378270381st_Century_Literature_from_the_Phlippines_and_the_world_Unit1_Contextu
al_Reading_Approaches
“7 Critical Reading Strategies.” Salisbury University. Accessed May 3, 2018. http://www.
salisbury.edu/counseling/new/7_critical_reading_strategies.html.
Bethge, Wolfgang. 2007. “Josephine Bracken - Her Bonds of Love with Jose Rizal.” Josephine
Bracken - Her Bonds of Love with Jose Rizal.
http://www.insightsphilippines.de/brackenengl.htm.
Brizee, Allen, J. Case Tompkins, Libby Chernouski, and Elizabeth Boyle. “Literary Theory and
Schools of Criticism.” OWL Purdue Online Writing Lab.
https:// owl. english.purdue.edu/owl/resource/722/1/.

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 Module Code : Pasay –21stCL-Q1-W5- D2

Name : ________________________________________ Grade : ________________

Name of Teacher: ______________________________ Strand : ________________

DEPARTMENT OF EDUCATION- NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE IN 21st Century Literature from the Philippines and the World
First Quarter/ Week 5/ Day 2

OBJECTIVE: Evaluates the importance of contexts in enhancing the text’s meaning and the
reader’s understanding (EN12Lit-Ie -28)
YOUR LESSON FOR TODAY:

Literary Approaches t o evaluate the importance of contexts in enhancing the text’s meaning
and the reader’s understanding

In the previews lesson, w e have discussed the d i f f e r e n t approaches in

reading context including the “literary approaches/ criticism” now in this lesson, we
will deepen your understanding about the importance of context using the literary
approaches thoroughly.

The lesson today will help you enhance text’s meaning with the use of different
literary approaches! Enjoy!
Essential Question
What are the influences on how we read, interpret, and understand a text?
The Basic Idea
A critical analysis is an in-depth examination of some aspect of the literary work
You may examine any element of the text: character development, conflicts, narrative
point of view, etc.
Literary critical theories inform us of certain ways to approach big ideas in the novel.

Learn and discover the different literary approaches

Remember Cinderella?

In a far away, long ago kingdom, Cinderella is living happily

with her mother and father until her mother dies. Cinderella’s father
remarries a cold, cruel woman who has two daughters. When the father
dies, Cinderella's wicked stepmother turns her into a servant in her own
house. Meanwhile, across town in the castle, the King determines that
his son the Prince should find a suitable bride and provide him with a
required number of grandchildren. So the King invites every eligible
maiden in the kingdom to a fancy dress ball, where his son will be able
to choose his bride. Cinderella has no suitable party dress for a ball, but
her friends (the mice and the birds) lend a hand in making her one, a
dress the evil stepsisters immediately tear apart on the evening of the
ball. At this point, enter the Fairy Godmother, the pumpkin carriage,
Retrieved from: the royal ball, the stroke of midnight, the glass slipper, and the rest, as
http s://images.ap p
.goo.gl/Yd6EfX they say, is fairy tale history.
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References for further enhancement:

(If you wish to know more and view a video regarding this lesson then you may go to these following links_ Enjoy!)
https://m.youtube.com/watch?v=f31V4XiPBdl
https://m.youtube.com/Watch?v=90lY35BRls4

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Name : ________________________________________ Grade : ________________

Name of Teacher: ______________________________ Strand : ________________

Literary Approaches
1. Biographical Criticism
• views literature as the reflection of an author's life and times (or of the characters' life and times).
Application of the Approach
Cinderella
How the life of the characters does: Cinderella, stepmother, father and step sisters can be related to
the real life stories of the same situation?

2. New Historicism

Analysis of the work in the context in which it was created

Analysis of the work in the context in which it was critically evaluated.
Application of the Approach
Cinderella
What can we infer about the society in which this story—considering, especially, the violence
and vengeance in the Grimm version—would evolve and be told to young children?
What can we infer about property and inheritance laws in the society in which “Cinderella”?
evolved? What can we infer about the society’s view of royalty and monarchic power?

3. Formalism / New Criticism

all information essential to the interpretation of a work must be found within the work itself
focuses on analyzing irony, paradox, imagery, and metaphor
Application of the Approach
Cinderella
Look for symbolic, or some other, significance for the specific items and animals chosen (for the
coach and staff) and/or the numbers of each chosen.
Compare the speech patterns of Cinderella and the stepmother and stepsisters. Are there noticeable
differences in cadence? Do any use more (or less) figurative or poetic language than the others? Do
any speak noticeably more (or less) than the others?
Are there any internal ironies or inconsistencies that render the work disunified?

4. Marxist Criticism

Focus on the ideological content of a work

race, culture, class, and power
constructs
Application of the Approach
Cinderella
Consider Cinderella as a representative of the proletariat:
oppressed by her bourgeoisie stepmother and stepsisters, who have stolen her rightful inheritance
and turned her into a servant in her own home;
desiring to join the ranks of the bourgeoisie by marrying the prince.

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Name : ________________________________________ Grade : ________________

Name of Teacher: ______________________________ Strand : ________________

5. Feminist/Gender Criticism
...the ways in which literature (and other cultural productions) reinforce or undermine the economic,
political, social, and psychological oppression of women
Role of women in the literary work; representations of women

Application of the Approach

Cinderella
Can Cinderella save herself? Why in need of man? Can’t woman exist independent of man?
Consider the values conveyed in the portrayal of the “good girl” as physically beautiful and the
“wicked girls” as physically ugly
Are women only valuable to men as sexualized objects?

ARE YOU READY TO PRACTICE?

PRACTICE EXERCISES 1: Let’s Check your understanding. If any case of confusion,

you can always go back and review the lesson. Answer the following questions.

Excerpt From: (Mountains Beyond Mountains: The Quest of Dr. Paul Farmer, A Man Who
Would Cure the World by Tracy Kidder)
And I can imagine Farmer saying he doesn’t care if no one else is willing to follow
their example. He’s still going to make these hikes, he’d insist, because if you say
that seven hours is too long to walk for two families of patients, you’re saying that
their lives matter less than some others’, and the idea that some lives matter less is the
root of all that’s wrong with the world.

1. The literary Approach that can be used in the above text is Biographical Approach, write
some points on why it is Biographical
2. How did the author reflect his/her own understanding to the Farmer in the text?

Excerpt From: (Into the Wild by Jon Krakauer) On July 2, McCandless finished reading
Tolstoy’s “Family Happiness”, having marked several passages that moved him:
“He was right in saying that the only certain happiness in life is to live for
others…”Then, on July 3, he shouldered his backpack and began the twenty- mile
hike to the improved road. Two days later, halfway there, he arrived in heavy rain
at the beaver ponds that blocked access to the west bank of the Teklanika River. In
April they’d been frozen over and hadn’t presented an obstacle. Now he must
have been alarmed to find a three-acre lake covering the trail.

3. The literary Approach can be used in the above text is Biographical Approach, write
some points on why it is Biographical
4. How did the author reflect his/her own understanding to the Farmer in the text?

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Name : ________________________________________ Grade : ________________

Name of Teacher: ______________________________ Strand : ________________

ARE YOU READY TO PRACTICE?

PRACTICE EXERCISES 2: YOU ARE IN THE CRITICS PERSPECTIVE! The

following critic questions statements are the critic approach, Choose what approach
/criticism is the statement given.

A. Biographical Criticism

B. New Historicism
C. Formalism / New Criticism

D. Marxist Criticism

E. Feminist/Gender Criticism

. 1. Were the circumstances happened to the author before the writing of the text?
ANSWER: _________________________________________________________________

2. Analysis of the work in the context in which it was critically evaluated

ANSWER: __________________________________________________________________

3. Involves a close reading of the text.

ANSWER: __________________________________________________________________

4. Our civilization is pervasively patriarchal

ANSWER:
_____________________________________________________________________________

5. Dealing with the history that influenced the writing of literature.

ANSWER: __________________________________________________________________

ARE YOU READY TO PRACTICE?

PRACTICE EXERCISE 3: TRUE OR FALSE. Write TRUE If the statement is

correct; otherwise write FALSE if the statement is incorrect.

1. A feminist critic sees cultural and economic disabilities in a “patriarchal” society

that have hindered or prevented women from realizing their creative possibilities, including
woman’s cultural identification as merely a passive object, or “Other,” and man is the defining and
dominating subject.

2. The Historical Perspective: When applying this perspective, you view a literary text
within its historical context.

3. New Historicism is another perspective in the sociocultural context. It focuses

not only on the history when the literary text was written, but also how the history happened.

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Name : ________________________________________ Grade : ________________

Name of Teacher: ______________________________ Strand : ________________

4. According to the Marxist perspective, literature shows class struggle and

materialism.
5. Formalism is a school of literary criticism and literary theory that focuses on the
structure of a particular text.

EVALUATION

Select an appropriate approach from the learned literary approaches that you can
use to analyze The Lion King. Be guided by the given questions for each
approach.
LITERARY CRITICISM/APPROACHES

1. Biographical Criticism

2. New Historicism

3. Formalism / New Criticism

4. Marxist Criticism
5. Feminist/Gender Criticism

https ://i ma ges .a pp.goo.gl /Pv3RJWo

Literary Criticism: Biographical (Example)

Critics: (As many as you can)

Writer: JAN BIANCA SANTOS, PCWHS

REFERENCES CITED:
Schools of Criticism.” OWL Purdue Online Writing Lab.
https:// owl. english.purdue.edu/owl/resource/722/1/.
https://www.academia.edu/378270381st_Century_Literature_from_the_Phlippines_and_the_wor ld_Unit1_Contextual_Reading_Approaches
http://www.literarydevices.com/biography/
https://owl.purdue.edu/owl/subject_specific_writing/writing_in_literature/literary_theory_and_sc hools_of_criticism/feminist_criticism.html
https://www.sparknotes.com/short-stories/where-are- you-going-where-have- you-been/summary/
https://mooneyclassblog.files.wordpress.com/2014/12/appleman_activities.pdf

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Name : ________________________________________ Grade : ________________

Name of Teacher: ______________________________ Strand : ________________
DEPARTMENT OF EDUCATION- NATIONAL CAPITAL REGION
SCHOOLS DIVISION OF PASAY CITY

MODULE IN 21st Century Literature from the Philippines and the World
First Quarter/ Week 5/ Day 3

OBJECTIVE: Introduce the Philippine Literature authors from regions 1 to 6 with their
biographical context (EN12Lit-Ie-29)

YOUR LESSON FOR TODAY:

Introduction of the Philippine Literature authors from regions 1 to 6 with their

biographical context

In the previews lesson, we have discussed the importance of the author’s biography to the
works he/she had done. It is necessary to know about the author and the political,
economical, and sociological context of his times in order to truly understand his works.
Moreover, it takes us back to the moment of his/her time through the works that had been
done or rather contributed to the Philippines that made a significant change in Philippine
Literature and its people.

Essential Question How does looking through the eyes of the

author help us better understand the text
and its purpose?

✓ Through studying the author, readers may be able to connect the characters and
their morals to the author’s life, and analyze the patterns of behavior shown
between and among the characters, the author, and the reader himself.

Learn and discover the Renowned Philippine Literature authors from regions
1 to 6 with their biographical context

REGION 1 Pedro Bukaneg (1591- 1626)

• Filipino writer, born in Ilocos in 1591 and died to 1626,

which translated religious works of Spanish or latin
language native ilocana and vice versa, in addition to being
author of several epic poems, reason why it is also known
by the nickname of "Father of the Litratura Ilocana".
https://images.app.goo.gl/LJvZRTmjX9grt5Z79

References for further enhancement:

https://youtu.be/zsl.Sbk7r-c Page 11 of 20
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Name : ________________________________________ Grade : ________________

Name of Teacher: ______________________________ Strand : ________________

REGION 1
Pedro Bukaneg (1591- 1626)
• Bukaneg taught the monks of Bantay to speak and write in the native languages of the region
of Simtay (ancient name of Ilocos), which facilitated the task of the evangelization of the
peoples of the area. Fruit of this effort was the first grammar of a vernacular Philippine Treaty:
the art of the language Ilocana, whose author was the father of Francisco López, one of the
preceptors of Pedro Bukaneg.
• BIAG NI LAM-ANG (Life of Lam-ang) is a pre-Hispanic epic poem of the Ilocano people
of the Philippines. The story was handed down orally for generations before it was written
down around 1640 assumedly by a blind Ilokano bard named Pedro Bucane

Leona Florentino (April 19, 1849-October 4, 1884)

• a Filipino poet in the Spanish and Ilocano languages. She is
considered as the "mother of Philippine women's literature"
and the "bridge from oral to literary tradition".

• Born to a wealthy and prominent family in Vigan, Ilocos Sur,

Florentino began to write her first verses in Ilocano at a young
age. Despite her potential, she was not allowed to receive a
https://images.app.goo.gl/X8fNN
4Go9vMCa5iz9 university education because of her gender.
• Due to the feminist nature of her writings, Florentino was shunned by her husband and son;
she lived alone in exile and separately from her family.She died at the age of 35.

REGION II Fernando Mamuri Maramág 1893-1936

• was born on January 21, 1893 in Ilagan, Isabela. He was
educated in the Philippine Normal School, and then transferred
to the University of the Philippines. He worked as teacher at the
Instituto de Manila, which later became the University of
Manila. He was also writer and editor at several magazines,
including Rising Philippines, Citizen, Philippine National
Weekly, Philippines Herald, and The Tribune. He also served in
the Publication Division of the Department of Justice, and then
transferred to the office of the President of the Senate under
Manuel L. Quezon.

REGION III Francisco Balagtas (April 2, 1788 – February 20, 1862

• Francisco Balagtas y de la Cruz (April 2, 1788 – February 20,
1862), also known as Francisco Baltazar, was a prominent Filipino
poet, and is widely considered as one of the greatest Filipino literary
laureate for his impact on Filipino literature. The famous epic,
Florante at Laura, is regarded as his defining work.
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Name : ________________________________________ Grade : ________________

Name of Teacher: ______________________________ Strand : ________________
• The name "Baltazar", sometimes misconstrued as a pen name, was a
legal surname Balagtas adopted after the 1849 edict of Governor-
General Narciso Claveria y Zaldua, which mandated that the native
population adopt standard Spanish surnames instead of native ones.
• The name "Baltazar", sometimes misconstrued as a pen name, was a
legal surname Balagtas adopted after the 1849 edict of Governor-
General Narciso Claveria y Zaldua, which mandated that the native
population adopt standard Spanish surnames instead of native ones.

REGION IV José Protasio Rizal Mercado y Alonso Realonda

• popularly known as José Rizal (Spanish pronunciation: [xoˈse riˈsal]; June
19, 1861 – December 30, 1896), was a Filipino nationalist and polymath
during the tail end of the Spanish colonial period of the Philippines.

• While in Europe, José Rizal became part of the Propaganda Movement,

connecting with other Filipinos who wanted reform. He also wrote his
first novel, Noli Me Tangere (Touch Me Not/The Social Cancer), a work
that detailed the dark aspects of Spain's colonial rule in the Philippines,
with particular focus on the role of Catholic friars. The book was banned
in the Philippines, though copies were smuggled in. Because of this novel,
https://images.app.goo.gl/VqkEt6 Rizal's return to the Philippines in 1887 was cut short when he was
he5cS39F99A targeted by police.

REGION V CARLOS OJEDA AUREUS

Caloy Aureus, an ex-seminarian and an old bachelor, was born in Naga
City. He was educated at the Naga Parochial School, the Holy Rosary
Seminary, the Ateneo de Naga, Silliman University, the University of the
Philippines in Diliman, the Universidad Central de Madrid in Spain, and
Fordham University in New York. He held the Diamond Jubilee
Professorial Chair in English and Comparative Literature in UP Diliman.
He also taught Latin and Spanish at UP's Department of European
Languages. He holds the record of having been the first and only UP post-
graduate student to finish a Ph.D. (Anglo-American Literature) in less than
https://images.app.goo.gl/L4G
13kyWbvgzEd3E6
one year and a half.

REGION VI Magdalena Jalandoni

• Magdalena Jalandoni was known as Western Visayas first woman
writer. She is now remembered as one of the most prolific Filipino
writer in the Hiligaynon language. She was the first recipient of the
Republic Culture Heritage Award for Literature in 1969 by President
Ferdinand Marcos.
• She also wrote poems and novels in Filipino and English language. She
did 36 novels, 122 short stories, 231 short lyrics, 8 narrative poems, 7
novelettes, 5 corridos, 7 long plays, a number of sculptures and
hundreds of paintings throughout her lifetime. Her works are said to
have left permanent and significant milestones in Philippine literature.
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Name : ________________________________________ Grade : ________________

Name of Teacher: ______________________________ Strand : ________________

ARE YOU READY TO PRACTICE?

PRACTICE EXERCISE 1: Reflect to the novel of Jose Rizal “Noli Me Tangere” and
answer the following questions:

1. Why did Jose Rizal write Noli Me Tangere?

2. What are the implications of the novel to the Philippine

society and its people?

PRACTICE EXERCISES 2: The poem below was written by Fernando Mamuri

Maramág, explore further by researching more about his life and interpret the poem
reflecting his background.

The Rural Maid EXPLANATION/INTERPRETATION

Thy glance, sweet maid, when first we met,

Had left a heart that aches for thee,
I feel the pain of fond regret—
Thy heart, perchance, is not for me.

We parted: though we met no more,

My dreams are dreams of thee, fair maid;
I think of thee, my thoughts implore
The hours my lips on thine are laid.

Forgive these words that love impart,

And pleading, bare the poet’s breast;
And if a rose with thorns thou art,
Yet on my breast that rose may rest.

I know not what to name thy charms,

Thou art half human, half divine;
And if I could hold thee in my arms,
I know both heaven and earth were mine.

PRACTICE EXERCISE 3:

Recall one of your favorite stories. Find out the life story of its author
and answer the following questions:

1. Describe the author of the story.

2. What are some personal experiences that affect his/her viewpoint in
life?
3. How are viewpoints reflected in one’s writing?

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 Module Code : Pasay –21stCL-Q1-W5- D3

Name : ________________________________________ Grade : ________________

Name of Teacher: ______________________________ Strand : ________________

EVALUATION

Create your own story

• How would your story be the reflection of your own experiences, viewpoints in life,
and your own style in writing?
• Will you be using yourself as the character or you will create your own character?

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Writer: JAN BIANCA SANTOS, PCWHS

REFERENCES FOR FURTHER ENHANCEMENT:

http://josadera.blogspot.com/2013/10/region-ii-authors.html?m=1
http://panitikan.ph/2014/06/07/fernando-mamuri-maramag/
https://www.biography.com/political-figure/josé-rizal
https://prezi.com/nsdtagu2rd-x/the-literary-works-of-region-iv/

https://theculturetrip.com/asia/philippines/articles/the-life-and-legacy-of-jose-rizal-the-philippines-national-hero/
http://hamsternice.blogspot.com/2015/02/leading-filipino-women-magdalena-g.html?m=1

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 Module Code: Pasay –21stCL-Q1- W5-D4

Name : ________________________________________ Grade : ________________

Name of Teacher: ______________________________ Strand : ________________

DEPARTMENT OF EDUCATION- NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE IN 21st Century Literature from the Philippines

First Quarter/ Week 5/ Day 4
OBJECTIVE: Understanding linguistic contexts and authors from regions 7-12 (EN12Lit-Ie-29)

YOUR LESSON FOR TODAY:

Understanding linguistic contexts through the literary works from regions 1-7
Reading the text on its own, regardless of the author’s biography and sociocultural context,
may help you understand the literary text through analyzing the words/language used,
sentences, patterns, imagery, its environment etc. of the text.
In this lesson, it will help you to analyze the literary text’s grammar, syntax, or phonemic
pattern may help you find the meaning of the text within its form and help you interpret it
by simply analyzing the content of the literary work.

Essential Question
What is linguistic context? and How it will help readers understand the meaning of the
text?
The Basic Idea
• According to David Richter, “Practically everything we do that is specifically human is
expressed in language.”
• Linguistic context refers to the context within the discourse, that is, the relationship
between the words, phrases, sentences and even paragraphs
• Based on the context, people make predictions about the meanings of utterances,"

Learn and discover the linguistic context through the literary works
from regions 1-7
REGION 7 The Chambers of the Sea
by Edith L. Tiempo
To read and have full access of the story:
https://prezi.com/qvpe8r87wupr/the-chambers-of-the-
sea/https://www.studymode.com/essays/Chamber-Of-The-Sea-59941386.html
Linguistic context of The Chambers of the Sea
• The Chambers of the Sea, one of Tiempo's short stories, deals with the issues of
human identity, society, family, rejection, acceptance, stereotypes, and queerness.
• These topics are the obstacles in the life and times of Tio Teban, the main
protagonist of the piece.
• Her language has been marked as "descriptive but unburdened by scrupulous
detailing."
References for further enhancement:
https://youtu.be/4hb-SQ7MjTc
https://study.com/academy/lesson/how-an-authors-life-influences-literary-works.html

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 Module Code: Pasay –21stCL-Q1- W5-D4

Name : ________________________________________ Grade : ________________

Name of Teacher: ______________________________ Strand : ________________

REGION An Pagtabang ni San Miguel,

8 by: Norberto Romualdez

To read and understand further the literary contexts of their literature:

http://gwhs-stg02.i.gov.ph/~s2govnccaph/subcommissions/subcommission-on-the-arts-sca/literary-arts/the-literature-
of-eastern-visayas/
Linguistic context:
• The zarzuela as a dramatic form enthralled audiences for its musicality and dramatic
action.
• Waray literature
• Revolves the story to political views of the author.
• English Translation “The Aid of St. Michael)

REGION THE DOLL

9 by Egmidio Enriquez

To read and have full access of the story:

https://www.sushidog.com/bpss/stories/doll.htm
Linguistic context:
• The story showcases how important a good parenting to ward’s child developing years.
• It depicts the inequality regarding women and men’s role in the society.
• Third person point of view was used by the author.
• The doll symbolizes gender inequality.

Open Letters to Filipino Artists

REGION
10 by: Emmanuel F. Lacaba

To read and have full access of the story:

https://bombmagazine.org/articles/two-poems-lacaba/
Linguistic context:
• Plainest and simple form of Filipino language used
• Used slang and vulgar language
• bold and easily understood words
• Each stanza of the poem has different meaning.

REGION
Continuing Love
11 By: Ricardo M. de Ungria

To read and have full access of the story:

http://cordite.org.au/chapbooks-features/centrehold/two-poems-by-ricardo-m-de-ungria/
Linguistic context:
• Written for Agnes Locsin, who turned them into dance.
• It was a mini biography of Mrs. Locsin as told by Agnes.
• The poems are therefore about death and life and art and woman and creation, and the
energies of natural elements around us that will outlive our shining human moments

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 Module Code: Pasay –21stCL-Q1- W5-D4

Name : ________________________________________ Grade : ________________

Name of Teacher: ______________________________ Strand : ________________

REGION Indarapatra & Sulayman

12 The famous Mindanao epic

To read and have full access of the story :

https://www.tagaloglang.com/indarapatra-and-sulayman/
Linguistic context:
• The story that teaches people to be courageous.
• The four monsters in the story symbolizes life’s challenges, struggles, circumstances that are
unexpected to come.
• The hero in the story represents a “true hero” who people describe someone who will sacrifice
himself/herself just to save other people.

ARE YOU READY TO PRACTICE?

PRACTICE EXERCISE 1: Read and analyze the legend story below and answer the
questions.

THE TWO MOUNTAINS

(legend of two mountains standing in the plain between Zamboanga and Jolo.)

In the past, there was only one newlyweds. They love to visit parents in Zamboanga. One day, they informed
the girl's parents that they were going to Zamboanga. When they allowed it, they borrowed the girl's father's
vintage and sail. He put down this sail and it was fine. After they had prepared the vinegar, they filled it
with food and sailed away one Friday. Early in the morning they started sailing. As they sailed the wind
pushed their steam into the ocean of Sulu until they reached the Basilan Coast. After a week they also
reached Zamboanga, and they went to the man's parents' house.
One day, a year later, she said good-bye to her mother-in-law. It was also Friday when they left for Jolo.
The sea is quiet and no waves can be seen. They waited for the wind to blow. Then the north wind began to
blow. By midnight, the wind had changed and the atmosphere was cloudy, there was a storm. They are no
longer safe because they are in the middle of the ocean. They cannot control their vinegar
in the strength of the slope. As the boat was being tossed by the waves, they were just praying to God. “Oh
my God, bless us. And if we were to die, our bodies would have become two mountains, ”the man said.
After praying to God and their prophet Mohammed, the two embraced. A moment later a strong wave hit
them and they were thrown into the sea. They were never seen again. After the storm two mountains
appeared in the middle of the ocean. It is the source of two highlands located between Zamboanga and Jolo.

1. What were the striking words in the text?

2. What words were unfamiliar to you?

3. Which words attracted your attention? What words were dramatic?

4. Does the author use common words or lofty diction?

5. Are the words short or long?

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 Module Code: Pasay –21stCL-Q1- W5-D4

Name : ________________________________________ Grade : ________________

Name of Teacher: ______________________________ Strand : ________________

ARE YOU READY TO PRACTICE?

PRACTICE EXERCISE 2: Using the story in exercise 1 (THE TWO MOUNTAINS)
List three imagery or symbolism found in the story and write its meaning.

1. _____________ 2. _____________ 3. _____________

Meaning: Meaning: Meaning:

PRACTICE EXERCISE 3: Listen and analyse the song “BAYAN KO” by

Freddie Aguilar and answer the following questions.

You may use the link below to direct you to the song.
http://youtu.be/_JQW7ihCI0

Give the meaning of the following lines from the song:

1. Bayan Ko –

2. Pag-ibig sa kanyang palad nag-alay ng ganda’t dilag

3. At sa kanyang yumi at ganda, dayuhan ay nahalina.

4. Ibon man may laying lumipad

5. Pilipinas kong minumutya

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 Module Code: Pasay –21stCL-Q1- W5-D4

Name : ________________________________________ Grade : ________________

Name of Teacher: ______________________________ Strand : ________________

EVALUATION
Listen and evaluate the song “Bulag, Pipi at Bingi” By Freddie Aguilar, this song
has gained so much attention for its meaning and emotional appeal.

Evaluate how the words or the language used to give meaning to the song and its
message.

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REFERENCES CITED:
http://rehiyonixzamboangapeninsula.blogspot.com/2014/04/ang-panitikan-ng-rehiyon-ix.html?m=1
http://literaturepoem.blogspot.com/2011/10/eastern-visayas.html?m=1
http://rehiyonixzamboangapeninsula.blogspot.com/2014/04/ang-panitikan-ng-rehiyon-ix.html?m=1
https://www.thoughtco.com/what-is-context-language-1689920
https://www.studymode.com/essays/Chamber-Of-The-Sea-59941386.html

Writer: JAN BIANCA SANTOS, PCWHS

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