21ST Module Week1

list.
This is an exclusive property of Philippine Christian University-Dasmariñas SHS and is provided

only to enrolled students for their academic use. This module is provided for free by the school
through softcopy and/or printed media. Reproduction of this module without official permission is
prohibited.
Philippine Christian
University Sampaloc 1, Dasmariñas City,
Cavite 4114 SENIOR HIGH SCHOOL S.Y.
2020-2021
MODULE IN 21ST CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD
(GRADE 12) QUARTER 1 - WEEK 1 (SEPTEMBER 14-18)
LESSON 1: PRE-COLONIAL TO CONTEMPORARY PERIOD
Overvie
w
Before colonization, the Philippines was greatly influenced by diverse cultures and
traditions from traders. The Philippine Literature is about four hundred years old. Timelines may
not be necessary to the study of literature, but since literature and history inescapably related, it
has become facilitative to map up system which will aid us in delineating certain time
boundaries. In addition, Balabar, et al., (1989) posits “Philippine literature is as old as its
country’s history.
Objectiv
es
At the end of this lesson, you are

expected to:
1. write a close analysis and critical interpretation of literary texts and doing an
adaptation of
these require from the learner the ability to identify the geographic, linguistic, and
ethnic dimensions of Philippine literary history from pre-colonial to the contemporary 2.
identify the characteristics of Pre-colonial Period to Contemporary Period of the
Philippine
literature; 3. describe the different literary genres during these periods; 4. name some
literary works in each period that marked the Philippine Literature; 5. distinguish the
writers and their literary works under all the periods; 6. understand the timeline given,
the literary authors and their contributions; and 7. value the contributions of local
writers to the development of regional literary traditions.
Test
Yourself
Essence and Significance of

Literature
1. Literature (origin of term – litera which means letter) deals with ideas, thoughts and emotions
of man – thus it can be said the literature is the story of man. (Kahayon, 1998, p. 5-7); literature
comes from the French phrase “bellesletters” which means beautiful writing. (Baritugo, et al.
2004, p 1) 2. Through literature, we learn the innermost feelings and thoughts of people – the
most real part of themselves, thus we gain an understanding not only of others, but more
importantly, of ourselves and of life itself. (Garcia, et al, 1993, p.4) 3. Literature is one of the
seven arts (i.e., music, dance, painting, sculpture, theatre and architecture) and as such,
literature is a creative product of creative work, the result of which is form and beauty. (__.
Nuggets, 2004, p.2) 4. Why do people read literature?
For information, for amusement, for higher and keener pleasure, for cultural upliftment and
for discovery of broader dimensions in life. (__. Nuggets, 2004, p.2-3)
Disclaimer: This module is adapted and modified from the source materials listed in the
references list. This is an exclusive property of Philippine Christian University-Dasmariñas SHS
and is provided only to enrolled students for their academic use. This module is provided for
free by the school through softcopy and/or printed media. Reproduction of this module without
official permission is prohibited.
Define literature on your own words. Reflect on the significance of literature in your life and
integrate it in making your own meaning. It must start with – “any written works that ...”
____________________________________________________________________________
_________
____________________________________________________________________________
_________
Study the terms
Division of Literature All literature falls under two main divisions: (Nuggets, 2004, p.8)
PROSE POETRY
Form Written in paragraph form Written in stanza or verse from
Expressed in ordinary language Expressed in metrical, rhymical
Language
and figurative language
Appeal To the intellect To the emotion
To convince, inform, instruct,
Aim
imitate and reflect
Discussion
You may copy and paste the link then enter to the search engine to play video/s.
https://youtu.be/AHDf8sM1CnU
PRE-COLONIAL PERIOD (__B.C. to 1564)
Long before the Spaniards, came to the Philippines, Filipinos had civilization of their own. This
civilization partly came from the Malay settlers and partly from their response to the new
environment. Many of these customs and these traditions, government and way of life, have
come down to the present day, despite the changes brought about by the westernization and
modernization.
The variety and abundance of Philippine Literature evolved even before the colonial period. Folk
tales, epics, poems, and marathon chants existed in most ethno linguistic groups that were
passed on from generation to generation through word of mouth.
Some of these pre-colonial literary pieces showcased in traditional narratives, speeches and
songs. The Philippine folk tales are varied and filled with magical characters. They are either
narratives of mostly
Stir the imagination and set an ideal of how life should be
(https://i.ytimg.com/vi/EZTLgtTOTNo/maxresdefault.jpg) C
2
Disclaimer: This module is adapted and modified from the source materials listed in the references
list. This is an exclusive property of Philippine Christian University-Dasmariñas SHS and is provided
prohibited.
mythical objects, persons, or certain places or epics telling supernatural events and bravery of
heroes, customs and ideologies of a community.
Literary
Forms
1. RIDDLE
(Bugtong)
- A mystifying, misleading, or puzzling question posed as a problem to be solved or
guessed - Gives an enigma
For
example:
Apat sa umaga, dalawa sa tanghali, tatlo sa gabi (It has four legs in
the morning, two in the afternoon, three in the evening.) Answer:
Human
2. CHANTS
(Bulong)
- Used in witchcraft or enchantment
For
example:
“Tabi tabi po, makikiraan lamang

po”
3. PROVERBS
(Salawikain)
- A brief popular epigram or maxim - Short poems that have customarily used and
served as laws or rules on good behavior by our
ancestor
s
For
example:
Hangga’t makitid and kumot, matutong

mamaluktot.
(While the blanket is short, learn how to
bend.)
Pag may tiyaga, may nilaga. (If you persevere, you

will reap the fruits of your labor.)
4. FOLK
SONGS
- A song that originates in traditional popular culture - Form of
lyric that expresses hope, aspiration and lifestyles For example:
Uyayi – lullaby Kundiman – melancholic

love song Komintang – war song
Kalusan – work song Harana –
serenade Kanogan – song of
lamentation for the dead
5. FOLK
TALES
• Myths - A usually traditional story of ostensibly historical events that serves to unfold
part of the world
view of people or explain a practice, belief or natural
phenomemon
For
example:
❖ The Gods and the Goddesses (Iloko)
http://www.seasite.niu.edu/Tagalog/folktales/iloko/gods_and_the_god
desses.htm ❖ How the Moon and the Stars Came to be (Mindanao)
http://getwokeebooklist.com/sacredtexts/asia/pft/pft34.htm ❖ Why the Dead Come
Back No More )Ifugao
3
prohibited.
http://www.seasite.niu.edu/Tagalog/folktales/Ifugao/dead_come_
back _no_more.htm
• Legend - Explaining the origin of things - One popularly
regarded as historical although not verifiable
For
example:
❖ The Legend of Coconut Tree
https://hubpages.com/religion-philosophy/Philippine-Legend-The-
Legend-Of- Coconut
• FABLES - Used animal characters

and allegory
For
example:
❖ The Hare and the Tortoise
http://read.gov/aesop/025.ht
ml
• EPICS - A long narrative poem in elevated style recounting the deeds of a legendary or
historical hero - Revolving around supernatural events or heroic deeds
For
example:
❖ Biag ni Lam-Ang ❖
Aliguyon or the Hudhud ❖
Labaw Donggon
THE SPANISH REGIME (1565-

1863)
The Spanish colonialization of the Philippines started in 1565 during the time of Miguel
de Legazpi, the first Spanish Governor-General in the Philippines. The literature started to
flourish at this time.
The literary scene during this era was focused on religious themes due to the
Christianization of the Philippines by the Spaniards.
a. Took on a Religious
Character
• Christianization of the
Philippines
• Introduced the first printing press
• Doctrina Christiana – the first published book
(1593) b. Literary Output
• Catechisms
• Confession Manuals
• Grammar Books
• Dictionaries c. Poems in Spanish and Tagalog were written by “Ladinos” who were
both well-versed in both
language
s.
(https://macarayanblog.files.wordpress.com/2016/03/planting-of-the-first-cross-by-vicente-))00manansala.jpg)
jpg)
C
4
Disclaimer: This module is adapted and modified from the source materials listed in the
references list. This is an exclusive property of Philippine Christian University-Dasmariñas SHS
and is provided only to enrolled students for their academic use. This module is provided for
free by the school through softcopy and/or printed media. Reproduction of this module without
official permission is prohibited.
• Pasyon – the most popular form of religious literature A long narrative poem about the passion
and death of Christ Ang Mahal na Pasyon ni Jesu Cristong Panginoon Natin – Gaspar Aquilino
de Belen’s well know pasyon.
• Sinakulo/Cenakulo – a dramarization of the pasyon A play on the passion and death of Christ
performed during the holy week
• Two Popular Narrative Poems
❖ Awit ❖ Korido ➢ Both can be sung or chanted
➢ Florante at Laura – Most Famous Awit
THE NATIONALISTIC PERIOD (1864-1896)
• The last of the 19th century saw a new breed of writer.
• A strong feeling of nationalism was the main agenda of this literary period.
• This period is divided into two groups: the Propaganda and the Revolution (Rizal, Lopez Jaena
&Del Pilar)
• At the close of the 19th century the revolutionist took over and there was a shift not only in
languages (from Spanish to Tagalog) but in the audience or readers from the “intelligentsia” to
the masses. (Balabar, 1989, p.25)
• Bonifacio, Jacinto and Mabini were the prominent revolutionary writers
• This period was truly significant because it produced a literature that was realistic and truly
Filipino. (Balabar, 1989, p.26) THE UNITED STATES COLONIAL RULE (1910-1930, 1920-
1945)
• Literature (in three languages) flourished
(https://aprilmaynjune.weebly.com/uploads/8/4/1/9/8419682/5684006_orig.jpg)
(https://prezi.com/qdzvgqvmgjq2/literature)
5
prohibited.
(Reading, writing,
speaking)
➢ Spanish
➢ English
➢ Filipino
• May be divided into two periods:
1. The Period of Apprenticeship
➢ Paz Marquez Benitez – “Dead Stars” ➢ Paz
Latorena – “The Small Key” ➢ Jose Garcia Villa
– “Footnote to Youth” ➢ Zoilo Galang – “Child
of Zorrow” 2. The Period of Emergence
- Before the war and the Japanese Occupation -
Noted Short Story Writers ➢ Manuel E. Arguilla
➢ Arturo Rotor ➢ N.V.M. Gonzales ➢
Francisco Arcellana ➢ Bienvenido N. Santos
THE JAPANESE OCCUPATION

(1942-1944)
• This literary period broke away from tradition especially among the tagalog poets.
Instead of writing in the Balagtas tradition (rhetorical, verbose, figurative) poets wrote
in simple language and free verse.
• This was a bountiful harvest in poetry, fictions and in the field of drama and essay.
(Balabar, 1989, p.27)
• Poets wrote in a simple language and free verse (Ako ang Daigdig by Alejandro
Abadula)
THE CONTEMPORARY PERIOD

(1960-1986)
• upheavals in Nation’s
History
- first quarter storm of the Seventies
• Martial Law Years
• Assasination of Ninoy
Aquino
• Merging of these three traditions
➢ Oral Lore – Ethnic Tradition
➢ Spanish Tradition ➢
American Colonial Tradition
(https://prezi.com/qdzvgqvmgjq2/post-edsa-
literature)
6
prohibited.
• Literary Expressions
- Give responses to the historical and political force that have shaped
Philippine society since the pacific
war.
POST EDSA LITERATURE

(1986- ___)
• Post-EDSA publishing has been marked by adventurousness, a willingness to gamble on
“non- traditional’ projects.
• Dominant concerns demonstrated by the writer’s output and to the direction towards which
literary studies are tending.
• Developing trust towards the retrieval and the recuperation of writing in Philippine
languages other than tagalog.
• Essays work cooperatively and responsibly in today’s global
village. - Coping with Challenges - Instructional Essay - Personal
Narratives - Factual Recounts - Personal recounts Analysis
(https://aprilmaynjune.weebly.com/uploads/8/4/1/9/8419682/5684006_orig.j
pg)
(https://prezi.com/qdzvgqvmgjq2/post-edsa-
literature)
7
prohibited.
Look and study the following concept timelines made by other students. Analyze how they come
up with the idea of conceptualizing each period to a particular illustration. Examine how a
particular period is related to the image used.
Activity # 1 Name ________________________________________

Strand and Section ________________
I. Analyze the following scenarios in order to select the specific period in the
timeline of
Phil
Lit.
1. The religion was the thematic focus during this Era.
__________________ 2. This period broke away from
the tradition specially among the tagalog poets.
_______________ 3. Integration of Ethnic, Spanish and
American Tradition __________________ 4. Strong
feeling of patriotism and devotion to the country
_________________ 5. Spanish, English and Filipino
languages flourished in this period
_________________ 6. Writers used symbolisms and
allegories to drive home their message against the
government________________ 7. Encouraging the use
of vernacular and local tradition _________________ 8.
Literary work helpfully and dutifully in universal
community _________________ 9. The used of
symbols and metaphors to express messages against
the foreign oppressor. _________________ 10. The
period wherein literature used as a tool to assert one’s
unique identity _________________
II. Complete the diagram below.
8
prohibited.
Periods Pre-
coloni
al The
Period Nationalist
The ic Period
The
Contempora
Nationalist
ry Period
ic Period
The
Nationalist
Characteristi ic Period
cs The
Nationalist
ic Period
The
United
States
Coloni
Literary
al Rule
Works
The
United
States
Coloni
al Rule
REFERENC The
ES United
States
Coloni
al Rule
m The
United
States
Coloni
al Rule
m The
United
States
Coloni
al Rule
The The
Japanese Japanese
Occupation Occupation
The The
Japanese Japanese
The The
Japanese Japanese
Gutierrez-Ang, Jaime, LITERATURA21st Century Philippine & World

Literature
Mata E.L et al (2016), 21st Century Literature from the Philippines and from the World
for Senior High, Malabon, Mutya Publishing Inc.
Thaddeus E.M et. Al. (2017) 21st Century Literature from the Philippines and from
the World. 21st 2nd Ed.
Prepared by: Checked by: Noted by:
Ms. Kristine Bangate Mr. Arjake D. Magtoto Mario S. Mecate, Ph.D.

English 12 Coordinator Principal
Ms. Emelyn S.
Amor
Mr. Martin S.
Cardaño
Ms. Karen Mae B.

Cuizon
Ms. Andrea Nicole S.

Cura
Ms. Marjorie C.
Lacson
Ms. Clarisse
E.Lanzuela
Ms. Jenny M.
Lizano
Ms. Jharen G.
Macayan
Ms. Pauline Jan S.

Mantele
9
prohibited.
Ms. Paulene S.
Patam
Ms. Jinia M.
Rodrigueza
Ms. Kate B.
Ruiz
Ms. Angela Lalaine C.

Vicente
Ms. Leah C.
Villafuerte
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21ST Module Week1

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list.

This is an exclusive property of Philippine Christian University-Dasmariñas SHS and is provided

LESSON 1: PRE-COLONIAL TO CONTEMPORARY PERIOD

At the end of this lesson, you are

Essence and Significance of

“Tabi tabi po, makikiraan lamang

Hangga’t makitid and kumot, matutong

Pag may tiyaga, may nilaga. (If you persevere, you

Uyayi – lullaby Kundiman – melancholic

• FABLES - Used animal characters

THE SPANISH REGIME (1565-

THE JAPANESE OCCUPATION

THE CONTEMPORARY PERIOD

POST EDSA LITERATURE

Activity # 1 Name ________________________________________

II. Complete the diagram below.

Gutierrez-Ang, Jaime, LITERATURA21st Century Philippine & World

Prepared by: Checked by: Noted by:

Ms. Kristine Bangate Mr. Arjake D. Magtoto Mario S. Mecate, Ph.D.

Ms. Karen Mae B.

Ms. Andrea Nicole S.

Ms. Pauline Jan S.

Ms. Angela Lalaine C.

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