INTERACTIVE READING - RESPONDING TO

AND WRITING ABOUT LITERATURE

a. Annotating a Text
b. Reading and Responding in a
Journal

By : Fhinne Lea Manlucot

Michelle Caburog
 Objectives
At the end of the lesson, the students are able to:
1 • ACTIVELY READ, RESPOND TO, AND WRITE ABOUT A
LITERARY PIECE, NOte details and ideas more keenly;

2 • NOTE DETAILS AND IDEAS MORE KEENLY

3 • PREDICT THE MEANINGS AND IMPLICATIONS OF THE

SITUATION AND Actions of character;

4 • VALUE HARD WORK AND PATIENCE IN THE INTERACTIVE READING

PROCESS
 Motivating Activity
Read this paragraph taken from the story "The Servant Girl" by Estrella Alfon. In each box, write what
you think about the kind of character described; what disturbs you, what strikes you most; what
impressions or conclusions you can draw about the character and the situation she is in.

She could stand but she found she could not walk. The women had
gone back to their drying seeing she was up and apparently nothing
the worse happened from the accident. Rosa looked down at her
right foot but it made her wince. She tried the heel but that also
made her bite her lip. Already her foot above the ankle was swelling
She thought of the slap her mistress had given her for staying in the
bathhouse too long and the slap she was most certain to get now for
delaying like this. But she couldn't walk, that was settled.
From "The Servant Girl", Estrella Alfon
 Motivating Activity
Read this paragraph taken from the story "The Servant Girl" by Estrella Alfon. In each box, write what
you think about the kind of character described; what disturbs you, what strikes you most; what
impressions or conclusions you can draw about the character and the situation she is in.

She could stand but she found she could not walk. The women had
gone back to their drying seeing she was up and apparently nothing
the worse happened from the accident. Rosa looked down at her
right foot but it made her wince. She tried the heel but that also
made her bite her lip. Already her foot above the ankle was swelling
She thought of the slap her mistress had given her for staying in the
bathhouse too long and the slap she was most certain to get now for
delaying like this. But she couldn't walk, that was settled.
From "The Servant Girl", Estrella Alfon
 Processing Activity
1 . What were your responses as you read this paragraph?

2. What are the positive and negative impressions presented in the

paragraph?

3. Is there interaction as you read the paragraph?

4. Does active interaction and responding help you better understand and
predict what the story would be?
 Interactive Reading Responding to and Writing about
Literature

Answering questions intelligently about a literary work is difficult. However

reading it carefully and interactively will help you better understand a literary
piece. You must first understand the details, respond to the words, get at the
ideas, and understand the implication of the situation. You must refer to your
own experiences and evaluate the truth of the situation and incidents. You must
also express your own emotional responses to the characters and their
problems.
There might have been a special bond
between them because they only
had each other?
The relationship got sour
then died.

So, both women built fence.

The husband disappeared.

They did not hear from

each other again.
 Annotating a text

To annotate is to make notes on or mark up a text with one's

thoughts, questions, or realizations while reading. The term
annotation refers to the actual notes one has written during the
process of annotating. This process of annotating is used to help
readers think through a piece of text, whether it be for academic
purposes or a piece of personal interest.
 Annotating a text

If you own your book, mark it by highlighting, underlining or making

marginal notes about what pleases you what interests you, what
pleases you or bores you. Think of your possible responses asking
yourself as you reread the prose.
One kind of annotation is a question mark in the margin, jotted down in
order to indicate uncertainty about the meaning of a word. You should
have a dictionary on hand to help you know the precise meanings and
implications of the writers words in order to feel and appreciate the
effect he or she is trying create. The more you become aware of how
richly meaningful words can be in a literary text, the more sensitive
you will be about the words you use in your prose.
 Reading and Responding in a journal

The marginal comment is the main interactive reading tool you must learn.for
But you must keep a journal for lengtier responses the shape your impressions
into thoughtful analysis. You need to read the material more than once to be
able to write your analysis.
 GUIDELINES FOR READING
Observation for Basic
Understanding
a. Explain words, situations, and concepts. Write down words which are new and
unclear. If you find a difficult passage decide whether the problem arises from
unknown words. Use your dictionary and record relevant meanings that would
clarify your understanding
1. Where do the actions take place?
b. Ask these questions 2 What do they show?
3. Who is involved?
4 Who is the mat figure
5. Why is she/he the major figure?
6. What are their concerns?
7. What do they do?
8. Who says what to whom?
9. How do the speeches advance the action
and reveal the character?
 c. Trace developing patterns. Make an outline for the main idea. What conflicts appear?
Does these conflicts exist between people/ groups or ideas? How does the author
resolve these? Does one side/idea emerge as the "winner" Why? How do you feel
towards the winner? the loser?
d. Write messages that are important. Memorize them if you can.
2. Notes on First Impressions

a. In your marginal notation, record your first responses to the work. What did you think was funny, memorable,
noteworthy or otherwise striking? Did you laugh, smile, worry, get scared, get thrill, learn a great deal, feel proud
find a lot to think about? In your journal, record these responses and explain them more fully.
b. Describe interesting characterization, events, techniques and ideas. Write down why you like or don't like a
character or idea. Is there anything in the work that you especially like or dislike? Are parts easy or difficult to
understand? Why? Are there any surprises? What was your reaction to them? Use your own words when writing
your explanation.
 SUMMARY OF "THE FENCE "
by Jose Garca Villa

The story takes place in a desolate region where only two nipa huts
can be seen from a long way away. The people who live in both
houses do not get along with each other very well. They act in ways
that show how far away and empty their place is. A fence keeps
them from getting too close to each other.

The setting tells us what kind of people and what kind of situation
they would be in. The nipa huts look desolate and empty, symbolic of
how their occupants act and feel for each other.
They do not have neighbours but their need for each other seems far away and remote.
Hatred rules. They are most afraid that one of them would give way. They seem to think
that they need to build a fence to keep each other safe.
Hatred comes from a betrayal – when Aling Biang caught her husband with Aling Sebia,
the childless widow.
Aling Biang built the fence out of rage after catching her husband with Aling Sebia and
now wishes to safeguard her “properties” from the “thief”. Aling Sebia, on the other
hand, built the other half of the fence as a result of the pain she felt as a result of
Aling Biang’s disrespectful and frigid words toward her. The author used the fence to
symbolise their mutual anger, which is why it was built by both of them, because in
addition to the fence they literally built, there is also the great hatred exerted by both
of their hearts, acting as a barrier that prevents them from forgiving one another.
Aling Biang couldn’t forgive. Aling Sebia, too, does not seem to be sorry as she shows the
same anger and hatred as Aling Biang. The husband flees silently and never returns.He is
part of the mess, but he did not solve it.
Some of the vegetable rows that used to separate the huts are dying. Because the
owners are afraid that if they watered the vegetables, they would also water and care
for plants from the other garden. This seems to show that they do not want to forgive
and start over.

Aling Sebia is going to give birth to a child. Aling Biang is the only person who could help
her. She needs to speak with her immediately. This could have been an opportunity for
them to reconcile. However, even after Aling Biang assisted her, the bitterness
continued unabated.
The hate is like a curse. The children of the two women get fat and ugly. The children’s
qualities were influenced by their conflict. As their children grew ill and unattractive, the
hatred festered like a curse. The author even employed ironies such as “the fence his
mother had built and strengthened—to crush his soul. ” and the barrier’s “crushing
sternness”. These ironies were used to illustrate how Iking felt about his mother’s wrath,
which had been crushing him, his soul, for years. He may have been pleased if there had
been no animosity between the two women. Aling Biang makes Iking hate himself, even
though Iking thinks the opposite.
Iking, AlingBiang’s son, and Aling Sebia’s daughter grow up unaware of each other’s
existence. They are the unwitting victims of their family strife. They, too, are
condemned to a life of desolation on either side of the brutal bamboo fence. They are
both physically ungifted, yet in their loneliness, they yearn for company and even
friendship.
Iking takes a glance at the girl through the decaying fence one day, and his heart is captured
by her. Even though she appears to be more attractive than him, his need for companionship
leads him to fall for the only girl he has ever seen.

Then he notices her playing the guitar. She does not finish her notes, and Iking is impatient to
hear her finish. Aling Biang tries to instil enmity in Iking’s heart, but he exhibits calm resistance.

Slowly but steadily, he becomes captivated to the music emanating from the house next door.
His mother no longer sleeps next to him when he is 15. This is what he wants. He wants to be
able to see and hear the guitar being played through the door. There are signs that he is
getting angry, but he is still very weak.

He even begins sleeping beside the door, where he can hear the girl playing the guitar. He
feels compelled to dismantle the fence, but his mother reinforces it, and finally, the guitar
stops playing.
 The plot then jumps forward three years to Christmas Day. Iking has become malnourished and feeble as
a result of being deprived of the girl’s sight and music. Aling Biang, his mother, requests that he rest
while she prays to God.
It is Christmas time. There are times when they pray, but Iking is not sure if his mother could really pray
at all. If the fence gets to her heart, he is afraid. There is no fence in his heart, though.
But Iking is only interested in hearing the guitar and goes to the fence. He speaks to the girl through the
openings in the fence. He asks her to play the guitar, and she nods, as though she agrees.He waits for
the girl to respond to his subdued appeal. However, there is no music. He is concerned that the girl may
harbour a grudge against him, despite the fact that he does not. Unfortunately, the boy dies at 2 a.m.
before the girl can fulfil his wishes.

This time, he knows that the girl who plays the guitar is the one who does it. If he can not get the fence
down, he does not want to do it. His mother, on the other hand, keeps up with the decaying stakes that
had been worn down by time.
 The plot then jumps forward three years to Christmas Day. Iking has become malnourished and feeble as
a result of being deprived of the girl’s sight and music. Aling Biang, his mother, requests that he rest
while she prays to God.
It is Christmas time. There are times when they pray, but Iking is not sure if his mother could really pray
at all. If the fence gets to her heart, he is afraid. There is no fence in his heart, though.
But Iking is only interested in hearing the guitar and goes to the fence. He speaks to the girl through the
openings in the fence. He asks her to play the guitar, and she nods, as though she agrees.He waits for
the girl to respond to his subdued appeal. However, there is no music. He is concerned that the girl may
harbour a grudge against him, despite the fact that he does not. Unfortunately, the boy dies at 2 a.m.
before the girl can fulfil his wishes.

This time, he knows that the girl who plays the guitar is the one who does it. If he can not get the fence
down, he does not want to do it. His mother, on the other hand, keeps up with the decaying stakes that
had been worn down by time.
A situational irony occurred between Iking and Aling Sebia’s daughter when Iking spoke to Aling
Sebia’s daughter for the first time; it was also the final time, While Iking waits for the music, he
begins to lose hope and considers the possibility that, unlike him, the girl harboured no ill will or
hatred. This means that you have the option of living a life of hatred or not. And “as the moon
descended” alluded to his heartbeat steadily diminishing. He died without a trace of fury in his
heart, with an ear anticipating but never receiving music.

The guitar played as though in lament for Iking’s demise, but Aling Buang viewed it as a joke.
She stood and gazed accusingly to the other side, but saw nothing except the stately white
fence that symbolises her hatred. When she stares at her neighbour, she is overcome with
hatred.

Iking death does not make her heart any kinder. The fence is still strong
 ACTIVITY
Read "The Fence" by
Jose Garca Villa. Do the following exercises and answer the
discussion questions. You can work in groups)

Exercise 1 Exercise 2

Make some marginal Make some interactive

annotations of the story reading and responding
 Discussion questions
1. Who are the characters in the story?
2. How do they behave in the story?
3. How did the tension start in the story?
4. Are their actions justified?
5. Does the setting create the mood of the story?
6. Does the setting compliment the thought from which the story
revolves?
7. What is the prevailing mood or tone of the story?
8. From whom or from where is this mood emphasized?
 Discussion questions
1. Who are the characters in the story?
Aling Biang: She is one of the main characters and is
deeply involved in the conflict with her neighbor, Aling
Sebia.
Aling Sebia: The other central character who is involved
in the feud with Aling Biang.
Iking: Aling Biang's son, who becomes interested in Aling
Sebia's daughter and is a central figure in the story.
Children of both families: They are indirectly affected by
the ongoing feud.
 Discussion questions
2. How do they behave in the story?
Aling Biang and Aling Sebia behave with deep-seated
animosity, constructing the fence as a physical
representation of their hatred.
Iking is initially captivated by the music played by Aling
Sebia's daughter, which brings him solace. He attempts
to communicate with the girl next door and eventually
seeks to dismantle the fence.
 Discussion questions
3. How did the tension start in the story?
The tension in the story originates from a betrayal
involving Aling Biang's husband and Aling Sebia. Aling
Biang caught her husband with Aling Sebia, leading to
the feud and the construction of the fence.
4. Are their actions justified?
The actions of the characters are not necessarily justified, as
their long-standing hatred and refusal to reconcile lead to
negative consequences, including the physical and emotional
suffering of the children and, ultimately, Iking's tragic death. The
story highlights the destructive nature of their actions.
 Discussion questions
5. Does the setting create the mood of the story
. The setting, described as a desolate region with nipa
huts, creates a mood of isolation and bitterness.
The physical separation between the huts by the
fence reinforces the mood of division and
animosity.
6. Does the setting compliment the thought from which the story
revolves?
The setting, with its desolation and the fence acting as a physical
barrier, mirrors the emotional and physical separation between the
characters. It complements the central theme of the story, which
revolves around the consequences of hatred and the inability to
forgive.
7. What is the prevailing mood or tone of the story?
The prevailing mood in the story is one of bitterness,
isolation, and tragedy. It reflects the long-lasting and
destructive nature of the characters' hatred.
8. From whom or from where is this mood emphasized?

The mood is emphasized through the characters' actions

and the physical presence of the fence. It's also evident in
the consequences of their bitterness, such as the physical
appearance of their children and Iking's tragic death. The
lack of reconciliation and the persistence of hatred
contribute to the prevailing mood of the story.