21st Century Literature from the Philippines and the World

First Semester Quarter 1

Module 1: The Dimensions of Philippine Literary History from Pre-Colonial Period
First Edition, 2020

The Marcelino Fule Memorial College is committed to provide a quality education amidst the
situation that the nation is facing due to the recent pandemic. We are one with the vision of the
Department of Education that learning should continue by exerting all the efforts to do so. In
doing so, the MFMC Administration and Faculty work out in an all- encompassing study to
provide a Learning Module that would be a great tool in understanding and execution of the
curriculum context in its entirety, to the teachers, parents and students.
MFMC Learning modules are solely the intellectual property of the institution, all rights
reserved. Any redistribution or reproduction of part or all of the contents of this module in any
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and/ or writer is punishable by the law- Republic Act No. 8293 Section 176.

Module Collaborators Team

Writers:
Michelle R. Cajuday
SHS Faculty
Edlord O. Malabanan
SHS Faculty
Joshua P. Bejosano
SHS Faculty
Illustrators/Lay out Artist: Edlord Malabanan
Editors/Reviewers:
Liwayway B. Monreal
High School Principal
SENIOR HIGH SCHOOL

st
21 Century Literature from
the Philippines and the
World
First Semester Quarter
Module 1
The Dimensions of Philippine Literary History
from Pre-colonial to Spanish period
Content Standard: The learner will be able to understand and appreciate the elements and
contexts of 21st century Philippine literature from the regions.

Performance Standard: The learner will be able to demonstrate understanding and appreciation
of 21st Century Philippine literature from the regions through:

1. a written close analysis and critical interpretation of a literary text in terms of form and
theme, with a description of its context derived from research; and

2. an adaptation of a text into other creative forms using multimedia.

Most Essential Learning Competencies

Writing a close analysis and critical interpretation of literary texts and doing an
adaptation of these require from the learner the ability to identify:

a. the geographic, linguistic, and ethnic dimensions of Philippine literary history from
pre-colonial to the contemporary

b. representative texts and authors from each region (e.g. engage in oral history research
with focus on key personalities from the students’ region/province/town)

Specific Learning Outcomes

At the end of this lesson, you are able to:

1. Identify the different classification of Philippine Literary in the pre-colonial to Spanish

period..
2. Recognize the geographical settings of the Philippine literary text from pre-colonial to
Spanish period
3. Understand and appreciate the importance of studying the linguistic, and ethnic
dimensions of Philippine literary history from pre-colonial period to Spanish period
4. Create a graphic organizer of the Philippine literary history from pre-colonial period to
Spanish period
Pre-Test

Before we start the study of this module. Read and answer the following item below in order for
you to know what is/are your prior knowledge of the lesson that we are going to discussed. Write
your answer on the space provided for.

1. Are practical observations and philosophy

of everyday life that are written usually in
a rhyming scheme.
2. Are like proverbs with one main
difference: they demand an answer and are
used to test the wits of those who are
listening to them.
3. Are beautiful songs that are informal
expressions ofour ancestors’ experiences
in life.
4. Are stories of origin from certain places,
their names and their creation.

5. Are long-winded poems about hero and

his adventures and misadventures.
6. It is a legendary religious narrative from
that usually details the lives of saints or
history of a tradition.
7. Is chivalric poem about hero, usually
about a saint.
8. Is a blood-and-thunder melodrama
depicting the conflict of Christian and
Muslims.
9. Narrative dramas that are connected to
Catholic mourning rituals.
10. It is the dramatic reenactment of
St.Helena’s search for the Cross.

Lesson The Dimensions of Philippine Literary

1 History from Pre-colonial to the

 Contemporary

Introduction

Literature is the beautiful expression of man‘s personal interpretations of some aspect of

human life, or a wording out in a unique, beautiful, and personal manner of saying what an
author thinks is a passionate meaning of life. This is saying that literature not only becomes but
is ―life itself. -Amador Daguio

This lesson will allow the students to know more about the history of literature in the
specified regions. We will look at how certain aspects such as setting, people and language
contribute to the flourishing of contemporary regional literature in the Philippines while under
the influences of different periods in our history

Before colonization, the Philippines was greatly influenced by diverse cultures and
traditions from traders coming from India and China. The Islamic tradition of our Malayan
ancestors from the southern part of the country was established around the 14th century, while an
upsurge in literature started during the ruling of Spain and the United States that continued and
flourished after the American colonization
 Let’s Explore

Activity 1

“Glimpse of the past”

Direction: Look at the following pictures below. Are you familiar with this pictures?
Please identify each one of them.

v
 Processing Questions:

1. In what field of study and country does each identified picture belongs to?
2. In what period of time does the story of each photo existed?
3. Are there any social issues shown in each story of the pictures? Name some.

Activity 2
“Pictures of thousand words”
Look at the pictures below. Lists problems or social issues that we are facing today or experience
as shown in each picture. You are free to write as many social problems or social issues you may
observe. You will be given 5 minutes to complete the second column.

Images Problems or Social issues

presented
 Processing Questions:
1. How did you do understand the photo and stated what kind of problem or issue it represents?
2. Are these issues can be considered as part of Philippine history? Why?
3. What are the different categories of problems and issues are present in the images,is it
individual, familial, communal or National?

Brain The issues presented in your chart are usually the same issues presented in pieces
Tip! of literary works. As our discussion on literature continues, you will encounter
some of these issues and these may be present in some or all of the periods in our
Philippine Literature history.
 Let’s Study

Long before the Spaniard and other foreigners landed on Philippine shores, our
forefathers already had their own literature stamped in the history of our race.
Our ancient literature shows our customs and traditions in everyday life as trace in our
folk stories, old plays and short stories.
Our ancestors also had their own alphabet which was different from that brought by the
Spaniards. The first alphabet used by our ancestors was similar to that of the MalayoPolynesian
alphabet.
Colonization Oral and written literatures were present in our culture even before
colonizers came. We had our own alphabet that our Malayan ancestors used. The written literary
forms did not last because of the materials used such as:
1)leaves,
2)bamboo canes, and
3) the ground.
Such materials did not last long because of its organic composition. But the oral literature
continued by word of mouth like:
1) riddles,
2) proverbs,
3) folksongs and folktales,
4) myths and legends, etc.
The way our ancestors lived during the early days is evident in the contents of these
literary forms. Work and activity songs described how people earn their livelihood like farming,
fishing, pottery and a lot more. An example is the popular song by the Tagalogs-―Magtanim ay
di Biro‖ (Planting Rice is Never Fun).

Riddles
Riddles are generally poetic in form and come in one, two, three or four lines. During the
pre-colonial period, riddles serve as a form of folk speech and are about the battle of the wits.
Riddles use one or more images to refer to an object to be guessed. The use of obscure words has
been invented for the purposes of rhyme and meter.
 Very often, obscure or vague words appear as proper names, fictitious names of
animals, also to meet the need of rhyme. Sometimes the riddle may be in the form of a direct
question. These riddles are called is tigmo in Cebuano, bugtong in Tagalog, paktakon in
Ilongo and patototdon in Bicol.
One prominent element present in riddles is the use of a metaphor. Riddles describe
something by comparing it to another that has no significant relation to it but has similarities.
Then anyone can try guessing what the thing being described is. What are metaphors?
Metaphor-is a figure of speech that uses direct comparison of two unlike things or
ideas without using the words ―like‖ or ―as‖.
Example: Dear Lord:
Let thou be the street cleaner
Whilst I be the road
(Prayer by NVM Gonzales)
In the example above, the Lord is being compared t a street cleaner and
the one praying compared himself to the road.
 Let’s Practice

Activity 4

Below are examples of riddles from different regions and ethnic groups. Choose the best answer
from the choices on the box. Write the letter of the correct answer on the space provided for.

A. jackfruit D. pineapple G. flower

B. earrings E. sili H. ears
C. water F. boat I. bell(kampana)
J. eyes

1. Aklanon
Nagabuka owa‘t baba (It opens though it has no mouth)
Nagahiyom-hiyom (It smiles quietly)
2. Bondoc
Wada san duay sing-anag-I (There are two brothers)
Menkasidkugda. (They turn their backs on one another)
3. Badjao
Daing-daing ai bang kekita, (What kind of fish is this that
Angekit kita? (When we bite, it bites us?)
4. Tagalog
Dalawa kong kahon Buksan walang ugong
(My two boxes are opened without a sound)
5. Bisaya
May ligon nga balay, (What house has post on top,)
Ang haligi atua sa taas, (A roof at the bottom,)
Ang atop atua sa ubos, (While the rain comes from below)
Ang ulan gikan usab sa ubos

6. Ilocano
Ajjar tangapakking (When you cut it)
Awaya ipagalliuk (It is mended without a scar)
7. Visaya
Baboy sa lasang (A wild pig of the forest) )
Ang tunok puro lansang. (Covered with spikes)
8. Tagalog
Nang hatakin ko ang baging (When I tugged on the vine)
Nagkagulo ang mga matsing. (The monkeys went crazy).
9. Aeta
Muminuddukam (It wears a crown but isn‘t a queen)
A ningngijjitan (It has scale but isn‘t a fish)

10. Bisaya
Gipalit ko bisan ug mahal, (I bought it and it‘s costly)
Apan magpulos lamang ug magbitay. (But I use it for hanging only.)

Let’s Study
Brain Filipino proverbs or Tagalog proverbs or salawikain, echo the values of the
Tip! Philippines. Though they have been retold and passed down from one generation
to another, and the values and lessons they impart to us still hold true to this day.

Let’s Practice
Activity 5

List down some proverbs or salawikain that you may have heard from your

elders. Then give the lesson that it is trying to impart on us.

Proverb1._____________________________________________________

Lesson _______________________________________________________

Proverb 2. _____________________________________________________

Lesson _______________________________________________________

Proverb 3. _____________________________________________________

Lesson _______________________________________________________

Proverb4. _____________________________________________________

Lesson _______________________________________________________

Proverb 5._____________________________________________________

Lesson ______________________________________________________

Let’s Study
Brain The Tony award winning artist, Ms Lea Salongs recorded an album of traditional
Tip! folksongs in December 2018 entitled,“Bahaghari: Rainbow”. It is Salonga’s 10th
studio album, with National Artist for Music Ryan Cayabyab as producer. The
musical outing contains 15 tracks, with songs in six languages – Ilocano,
 Bicolano, Ilonggo, Bisaya, Kapampangan and Tagalog.
The release is aimed to reach the consciousness of the young Filipino generation
to revive our traditional music’s heritage and preserve the importance and beauty
of this art.
Source: https://news.abs-cbn.com/entertainment/12/10/18/lea-salonga-releases-album-of-
traditional-pinoy-folk-songs

Activity 6
“You complete Me…mes!”
Direction: You will be in group through zoom breakout rooms and are going to
create memes with the use of the following phrases below. Memes template that can be used
will be sent through the group chat. (Note: for modular at home same direction will be applied through
an individual work)
Memes Template:
1. Habang maiksi ang kumot,_____________________________________________

2. Ang tumatakbo ng matulin,_____________________________________________

3. Kung may itinanim, ___________________________________________________

4. Kapag may tiyaga, ____________________________________________________
5. Mabuti pa ang bahay na kubo ang nakatira ay tao, ___________________________
___________________________________________________________________
 Let’s Practice

Let’s Study

Prose Fiction presents a story that is invented and not literally “true”. It is written to be read
rather than acted or performed and the events depicted are told to us by a narrator, not
enacted or dramatized. One example of this is a myth.
Myth is often a story of origins, how the world and everything in it came to be. It may
explain a practice, belief or natural occurrence.
An example of a myth is the story of ―Tungkung Langit and Alunsina‖ as adapted by F. Landa
Jocano. Watch the video presentation below and answer the questions that follows.
 Let’s Practice

Activity 8

Video Presentation 1

Tungkung Langit and Alunsina

https://www.youtube.com/watch?v=mTcrVqRi5o4

Processing Questions:

1. Are there other stories of creation that you have heard before? Please share it
in class.
2. How is this story similar or different from the myth given above?
3. Have you heard of the story of Adam and Eve? Do you see any similarities and
differences between Adam and Eve and Tungkung Langit and Alunsina? Please
discuss them in class.
 Let’s Study

When the Spaniards came in 1521, it paved the way for the use of paper and so written
literature in the Philippines was born. The most prominent characteristic of our literature during the
Spanish era is the use of religion as the content in the works of the early literature. One great example
of this is the idea of goodness that will be rewarded and that evil deeds will be punished.

Religion introduced theater which we would come to know as komedya, the sinakulo, the
sarswela, the playlets and the drama. Spain also brought to the country ideas about internationalism
that influenced our own Filipino intellectuals and writers for them to understand the meanings of
"liberty and freedom."

Literature in this period may be classified as religious prose and poetry and secular prose and
poetry.

Religious lyrics from the poems of ladinos (Filipinos who know both Spanish and Tagalog) was
included in cathechisms during that period. This was a way of teaching Filipinos the Spanish language.

Among the religious poetry from the period is the pasyon in octosyllabic quintillas that played an
important part in the Filipinos‘ way of remembering Christ's agony. Gaspar Aquino de Belen's "Ang
Mahal na Passion ni Jesu Christong Panginoon natin na tola" (Holy Passion of OurLord Jesus Christ in
Verse) put out in 1704 is the country's earliest known pasyon.

Other known pasyons chanted during the Lenten season are in Ilocano, Pangasinan, Ibanag,
Cebuano, Bicol, Ilongo and Waray.

Spanish colonization also brought about the romantic tradition that gave birth to metrical
romance, specifically the awit and korido in Tagalog. The awit as a popular poetic genre reached new
heights in Balagtas' "Florante at Laura", the most famous of the country's metrical romances. Some of
the leading poets of the time were Jose Corazon de Jesus (Huseng Sisiw) and Francisco Balagtas. Some
secular poets who wrote in this same tradition were Leona Florentino, Jacinto Kawili, Isabelo de los
Reyes and Rafael Gandioco.

Much was written during the period both in Spanish and Tagalog about other themes like love
for one‘s country and discontent for Spanish rule. Jose Rizal wrote Mi Ultimo A Dios (My Last Farewell)
to express his love for his native soil, while Andres Bonifacio wrote a patriotic poem entitled Pag-Ibig sa
Tinubuang Lupa (Love for the Native Land).
 Let’s Practice

Actvity 10
“Translator for a day”
Direction: Think one of your favourite songs and translate it’s chorus into Spanish using a
language translation application in the internet. Be ready to be selected to perform it in the class
through a poem or singing.

Song Spanish Translation

 Let’s Advance

Actvity 11
“Research
Make a research and list down the pre-colonial to spanish literature of Laguna that is in existence
up to this time and part of Lagunense’s daily life. Use the graphic organizer below as a guide or
you may use any graphic representation you wish to.

Riddles Sawikain/Salawikain
1. 1.
2. 2.
3. 3.

Folksongs Myth
1. 1.
2.
3.
2.
3.

Legend Poetry
1. 1.
2. 2.
3. 3.

Let’s Evaluate