11/12

21st Century Literature

of the Philippines and
the World
Quarter I - Module 5
Contexts in Literature

CONTEXTUALIZED LEARNING-INSTRUCTION KIT

(CLIK)

SCHOOLS DIVISION OF PUERTO PRINCESA CITY

21st Century Literature of the Philippines and the World- Grade 11
Contextualized Learning-Instruction Kit (CLIK)
First Quarter – Module 5: Contexts in Literature
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders. Every
effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Schools Division of Puerto Princesa City

Development Team of the Module

Writer: Amie S. Tabi (Sta. Monica HS)

Content Editor: Jay M. Maravilla (PPCNSHS); Glenda A. Almeniana (EPS, English)

Language Editor: Ellen Grace C. Manzano (PPCNSHS); Suzenne O. Ramos (SMHS)

Reviewer: Jay M. Maravilla (PPCNSHS); Glenda A. Almeniana (EPS, English)

Illustrator: Joie Rey S. Dagsa (Bacungan NHS)

Layout Artist: Kenneth B Dueňas (SMHS)

Amie S. Tabi (Sta. Monica HS)
Management Team:
Servillano A. Arzaga, CESO V, SDS
Mabel F. Musa, PhD. OIC-ASDS
Cyril C. Serador, PhD. CID Chief
Ronald S. Brillantes, EPS-LRMS Manager
Glenda A. Almeniana, EPS-English
Eva Joyce C. Presto, PDO II
Rhea Ann A. Navilla, Librarian II
External Evaluator: Jonalyn B. Villarosa, Director, Curriculum and Instruction Materials
Development Office (CIMDO), Palawan State University

Division of Puerto Princesa -Learning Resource Management Section (LRMS)

Sta. Monica Heights, Bgy. Sta. Monica, Puerto Princesa City
Telephone no.(048) 434 9438
Email Address: puertoprincesa@deped.gov.ph
 11/12
21st Century Literature of the
Philippines and the World
Quarter I - Module 5
Contexts in Literature

This module was collaboratively developed and reviewed by

educators and program supervisors from public schools of the Division of
Puerto Princesa City. We encourage teachers and other education
stakeholders to email their feedbacks, comments, and recommendations
to the Department of Education, Division of Puerto Princesa City at
puertoprincesa@deped.gov.ph.

We value your feedback and recommendations.

 Introductory Message
For the Teachers:

This learning material is designed to help learners enrich their learning

experiences by answering activities that are meaningful to their lives which can be
done by themselves. A variety of enjoyable tasks are presented.
Activities are provided as formative assessment to check from time to time
learner’s understanding of the lesson. Given the range of learning activities in this
package, teachers are encouraged to freely adapt them to suit their school contexts
and learners’ needs, interests and abilities.

For the Learner:

This Learning Resource Contexts in Literature is developed for you to enjoy

while learning. There are various activities and check-up tests you need to take.
Take note of the instructions as you journey through this module to have a solid
understanding on what you are expected to accomplish. Carefully read and follow the
instructions to hit what you are expected to do.
Answer keys are provided which you can refer to when checking your answers.
Record your score at the Learner’s Progress Chart and inform your teacher on your
development.
Feel free to use this material and if progress is not evident, you can make use
of it again until such that the desired passing mark is achieved.

As you read through this module, you will notice the following icons.They will
help you find your way around the module more quickly.

This will give you an idea of the skills or

What I Need
competencies you are expected to learn in the
to Know module.

What I Know This part includes an activity that aims to check

what you already know about the lesson to
take.

What’s In This is a brief drill or review to help you link the

current lesson with the previous one.

In this portion, the new lesson will be

What’s New introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity, or a situation.
 This section provides a brief discussion of the
What is It lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic.

What I Have This includes questions or blank

Learned sentences/paragraphs to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity that will help

you transfer your new knowledge or skill in
real-life situations or concerns.

Additional In this portion, another activity will be given to

Activities you to enrich your knowledge or skill of the
lesson learned.

Assessment This is a task which aims to evaluate your level

of mastery in achieving the learning
competency.

Answer Key This contains answers to all activities in the

module.

References This is a list of all sources used in developing

this module.

Just remember, this module is not intended to replace textbooks and other
existing learning resources but rather to provide an additional alternative that is
contextualized and resilient to education systems that address the challenges of the
current pandemic.

-The Development Team

 This module is packed with notes and essential information covering everything you
need to know about the different contexts in literature, and how each context helps in enriching
the meaning of a text, as well as your interpretation and understanding of it.

There are warm-up and exam-style practice questions for every part to give you an idea
of how well you have already grasped the lesson. This also contains topic-based questions for
focused skills to test your understanding of the concepts of the lessons under the Most
Essential Learning Competencies.

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 Competency:

Explain the literary, biographical, linguistic, and sociocultural contexts
and discuss how they enhance the text’s meaning and enrich the reader’s
understanding.

By the end of this module, you should be able to cover the following lessons with
specified learning objectives:

Lesson 1 Literary Journalistic Essay

• Identify different contexts in understanding and analyzing a Literary

Journalistic Essay.
• Discuss the importance of literary contexts.
• Explain the contexts present in the literary text.

Lesson 2 Topical Essay

• Identify different contexts in reading and understanding a Topical Essay.

• Discuss how the different literary contexts function in enhancing text
meaning and reader’s understanding
• Explain a literary text using a reader-response criticism.

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Part I Directions: Match column A with the correct answer on column B. Write only
the letter of your answer on the space provided.

Column A
_____1. Literary Context
_____2. Biographical Context
_____3. Linguistic Context
_____4. Sociocultural Context
_____5. Historical context
Column B
A. It is learning about the author’s background
or author’s culture, beliefs and experiences
that help readers better under understand the
text.
B. It is the details or situations that a writer
provides to enable readers to understand a
literary text.
C. It is the social, political, cultural, economic,
and environmental situations in the past that
influence the events or trends that we see
happen during that time.
D. It is the way how language is used in the
literary text to convey meaning.
E. It pertains to the culture and social setting
creates impact to the meaning of the literary
text.
F. It pertains to the particular form that a
passage takes, and to the words, sentences
and paragraphs that surround the passage you
are studying.

Part II Directions: Read and answer the following questions. Circle only the letter of
your answer.

1. It is used to describe any written or spoken material. Its major forms include
prose, poetry, and drama.
a. Litrature
b. Literay genre
c. Literary Fiction
d. Literary Nonfiction

2. The following is true about literature, except:

a. Literature relives history
b. Literature stimulates our imagination and ingenuity
c. Literature defines who we really are
d. Literature sharpens our sense of moral judement

3. It is a fact-based writing that makes use of the styles and elements of fiction.
a. Creative writing
b. Creative mind
c. Creative nonfiction
d. Creative fiction

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4. The following are popular types of creative nonfiction, except:
a. Literary journalism essay
b. Personal essay
c. Autobiography
d. Legend

5. It refers to a form of nonfiction printed prose that combines factual reporting

with fiction writing, narrative and rhetorical techniques.
a. Literary fiction
b. Creative nonfiction
c. Literary journalism
d. Literary genre

6. The following describes literary journalism, except.

a. It is a creative nonfiction
b. It is fact-driven
c. It is well-researched
d. It concentrates on memories of the writer

7. Which of the following can be used as a topic for literary journalistic essay?
a. Adventure
b. Popular culture
c. History
d. Travel
e. All of the above

8. This context in literature focuses on the words and dialogues that help
readers give meaning to the text.
a. Literary context
b. Linguistic context
c. Sociocultural context
d. Biographical context

9. This context in literature describes the events of a certain time period

surrounding the literary text. It describes how the text depicts one’s society
and culture.
a. Sociocultural context
b. Biographical context
c. Linguistic context
d. Historical context

10. It is a critical approach in studying literature which establishes interaction

between the reader and the piece of literature. The reader’ reaction is vital
to explain the meaning of the text.
a. Marxism
b. Feminism
c. Moral/Intellectual approach
d. Reader-respnse approach

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 Lesson

1 Literary Journalistic Essay

Who does not love a cup of coffee? Not Filipinos. Coffee, which is now considered as
a staple by Filipinos, is anybody’s go-to drink in all forms, be it ground or instant. Its
consumption among younger generation is expanding, making it increasingly in demand.
According to www.statista.com (2020), Philippines has consumed a total of 3.4 million of
60kg bags of coffee in 2019. Surprising? Not anymore!
In this module, you will not only discover about one’s enthusiasm and love for coffee,
but you will learn about the literary text’s genre and the different contexts that contribute to
its meaning and most importantly to your understanding as a reader. This module also
highlights how local writers like the author of the text that you are about to read contributes
to the development of our local literary traditions. This is in congruence with the learning
area’s aim to put emphasis on the study and appreciation of our regional literature.
Without further ado, let us now begin learning about Literary Journalistic Essay! Have
fun!

Activity: One-Minute Reflection

Directions: Reflect on the previous topic about Poetry. Collect your thoughts and write
them down based from your understanding of the lesson. Make use of the concept map
provided below.

Song
Monologue

Lyric Dramatic
Poetry Poetry

Poetry

4
 Hi! My name is Letty! Have you heard of Literary
Journalistic Essay? What do you think links literature with
journalism?
Read the following essay titled, Coffee and Love by
Mar Balcos, published on Palawan News Online page in
March 19, 2019. While reading, take notice of the
underlying contexts that you think may have contributed to
your understanding of the reading material.

Coffee and Love

By Mar Balcos

Coffee and love are served best when they are

hot – so goes a German adage.
The world loves coffee and there are a hundred
thousand ways of enjoying this invigorating elixir
whether infused, boiled, vacuumed, or ‘combined’
prep through coffeemakers, espresso machines,
French press, pod machines and what not.
Entertainingly, the first cup of coffee was not as
complicatedly prepared as we presently know.
An Ethiopian goat-herder who noticed the unusual effects when his flock nibbled on
red berries, chewed some of the fruits himself. Feeling energetic, he brought the berries
to a monk in a nearby monastery.
The monk scorned at the bitter taste, threw them into the fire, from which an enticing
aroma billowed, causing other monks to interrogate. The roasted beans raked from the
embers, ground up and dissolved in hot water, resulted as the world’s first cup of coffee.
Or so the legend says.
In Ethiopia (believed to be the origin of coffee plant) the ethnic group Oromo were
the first to use the remarkable effects of coffee. Hunters of the tribe would consume it
before engaging in long treks. The drink helped them overcome thirst and hunger.
The earliest evidence of coffee drinking is from the early 15th century, in the Sufi
monasteries of Yemen. A century later, coffee reached the rest of the Middle East, and to
the known world. It then spread to the Balkans, Italy, and to the rest of Europe.
In the 17th century, coffee had become a celebrated commodity in the Habsburg
empire, most particularly in the Viennese culture.
The Viennese citizen Georg Franz Kolschitzky was the first to obtain a license to
serve coffee in the then-walled city. Lore has it that bags of the precious beans were left
behind by the Turks after the Siege of 1683 and Herr Kolschitzky made the exotic beans
the basis of his entrepreneurship.
One of the oldest coffeehouses in the world is found here. Café Central (1876) has
been a popular historical landmark of Viennese cultural history as this café served as an
incubator for prominent intellectuals including Freud, Lenin, and the like.
Café Le Procope (1686), which is found in Paris is the oldest operating café in France,
and arguably one of the oldest in the world, known for hosting revolutionaries and
intellectuals such as Voltaire, Rousseau, etc.
Like many European coffeehouses, the Viennese ones were centers of intellectual
discussions and intercourses.

5
 Artisans, psychologists, and politicians, in short, the “ilustrados” would hang out in
coffeehouses to stimulate their thirst for information and feed the mind. After all,
broadsheet newspapers were freely available to any customer. This was the period way
before the internet and televisions. Nowadays, visiting a Viennese coffeehouse is both a
cultural and gastronomic adventure for those wishing to time-travel and indulge in a little
whip of extravagance.
In Pinas, drinking coffee was not a communal theme nor a social event. The coffee
plant was foreign, introduced to the archipelago by the “puti” and the effect after drinking
it was very different to what the indigenous peoples (IPs) were used to. There were no
rituals or ceremonies attached to it.
In the Visayas area, “dawat”, “bahal”, or “tuba” from coconut saps were ever popular.
In the Ilocos region “basi” from fermented sugarcane or “lambanog” from rice or from the
Mountain Provinces, the “tapuy” were drank to offer to deities. All brew connotate the
festive intoxicating mood.
In southern Palawan, certain feasts of indigenous communities were highlighted with
dance and a tipsy mixture. Rice (with added banana leaves for aroma) was fermented over
time in a large earthenware. The ‘juice’ or ‘tapuy’, was later shared by the whole community
using a single communal bamboo straw. All members of the neighborhood were to sip
from it. (Filipinos love to share!)
For modern Pinoys, the same equalitarian culture can be observed in “kalye” or
street drinking as drinkers share one glass of vile liquor. A designated pourer tops up the
glass and passes it around – “tagay” – round-robin style. When the glass gets to you, you
are expected to drink it all, bottoms-up. (This drinking-sharing ritual, ironically, can never
be observed of Pinoys drinking over coffee.)
Still, down the line, the growing number of coffee shops in almost every corner of
key cities in Pinas has become the most evident indication that the coffee industry is a
thriving business. Whether it’s a form of social activity or simply a favorite pastime, drinking
coffee has become an inevitable trend.
For the Pinoy coffee aficionados, the ‘Kapeng Barako’ or Cofea liberica sp.
(originally in Spanish Café Verraco meaning wild boar) is quite popular amongst the other
cultivars – Benguet and Sagada Coffee (Arabica sp.) or the Sulu Coffee (Robusta sp.).
This species which has been transported via the galleon trade found its way to the
lowlands of Batangas around the 1740s during the Spanish period.
In the early 1880s, the Philippines became one of the top four producers of coffee
after coffee rust disease devastated many plantations worldwide.
However, from 1889 onwards the Kapeng Barako plantations also suffered the same
fate after rust hit the islands. Many farmers shifted to new rust-resistant varieties and
Kapeng Barako seemed to have demised.
Presently, there had been a recent interest in reviving and conserving barako,
including the increasing preference for it in local coffee shops in Pinas. It is, however,
rarely exported, as most production comes from small farms.
In other parts of the islands most notably in far-flung barrios, coffee beans were rare
and roasted rice or corn were made into “kape” blend. I remember my Lola who roasted
rice or corn using her “kawali” until they were black, crumbly and hot.
She’d pulverize it using her “almirez” until powdery almost dusty in texture.
Whenever she wanted the ‘kick’, she’d boil water and filter the ground rice or corn coffee
and voila! her own instant decaf coffee. (Fact is, rice or corn coffee has no caffeine. Every
100 gram of corn coffee contains carbohydrates, fiber, ash, protein, and antioxidants).
Many of us, like my Lola, rely on a morning cup of coffee or a jolt of caffeine in the
afternoon to help us get through the day. But caffeine does so much more than just keeping
one awake. It stimulates the central nervous system that affects one’s body in numerous
ways. When caffeine reaches the brain, the most noticeable effect is alertness.
Studies have also found that people who drink coffee regularly have a lower risk of
developing Alzheimer’s and dementia, and cut suicide risk by 45 percent. These benefits

6
 are limited to people who drink high-octane coffee, not decaf. Some people consider coffee
to be a health drink, but like most foods, overindulging can cause side effects.
Notwithstanding, one famous man understood the whole significance of this
beverage. He said, “Among the numerous luxuries of the table…coffee may be considered
as one of the most valuable. It excites cheerfulness without intoxication; and the pleasing
flow of spirits which it occasions…is never followed by sadness, languor or debility”.
I agree with Benjamin Franklin. That’s why I awfully love coffee.

(Source: Marvin Balcos. “Coffee and Love,” Palawan News Online. Published March 9, 2019.
Accessed June 5, 2020. https://palawan-news.com/coffee-and-love/)
Writer in Focus:
Marvin S. Balcos (Mar Balcos) hailed from Cagayan de Oro. His family settled in Puerto Princesa
City in 1993. He earned his BS Agriculture (Crop Science) in Ateneo de Cagayan Xavier University,
and his MS in Horticulture in Vienna, Austria. He has featured articles published in Manila Times,
Philippine Daily Inquirer, Bandillo Ng Palawan, among others. At present, he is a contributor for
Palawan News Online. He currently resides with his family in Vienna, Austria while employed as the
first and only Filipino train attendant in the Austrian Federal Railways.

Hello there! My name is Rhett! Did you like

what you have read? Now, let us expand your
knowledge by focusing on some unfamiliar terms that
you have encountered in the text.

Vocabulary Check: Read each sentence. Select the

correct substitute of the highlighted word from the given
options. Circle only the letter of your answer.

1. Coffee and love are served best when they are hot – so goes a German adage.
In the sentence, adage means:
a. A proverb
b. A myth
c. A verse
d. A lyric
2. The world loves coffee and there are a hundred thousand ways of enjoying this
invigorating elixir whether infused, boiled, vacuumed, or ‘combined’ prep
through coffeemakers, espresso machines, French press, pod machines and
what not.
In the sentence, elixir means:
a. An alcohol
b. A poison
c. A potion
d. A soup
3. In Pinas, drinking coffee was not a communal theme nor a social event.
In the sentence, communal means:
a. private
b. exclusive
c. common
d. uncommon

7
4. Artisans, psychologists, and politicians, in short, the “ilustrados” would hang out
in coffeehouses to stimulate their thirst for information and feed the mind.
In the sentence, ilustrados mean:
a. untrained
b. illiterate
c. poor
d. educated
5. For the Pinoy coffee aficionados, the ‘Kapeng Barako’ or Cofea liberica sp.
(originally in Spanish Café Verraco meaning wild boar) is quite popular amongst the
other cultivars – Benguet and Sagada Coffee (Arabica sp.) or the Sulu Coffee
(Robusta sp.)
In the sentence, aficionados mean:
a. amateur
b. enthusiasts
c. inexpert
d. critic
Comprehension Check: Examine the literary journalistic text you
have just read through its social and cultural context, and answer
the following questions:

1. How was the first cup of coffee discovered?

______________________________________________________________
______________________________________________________________
______________________________________________________________
2. How essential is drinking coffee among people in the past and in the present?
Cite some of people’s experiences, as mentioned in the text.
______________________________________________________________
______________________________________________________________
______________________________________________________________
3. Was coffee a common drink among Fillipinos in the past? Yes or No? Explain
why, based on the evidence provided in the text.
______________________________________________________________
______________________________________________________________
______________________________________________________________
4. What are the different ways to enjoy a cup of coffee? What makes the
experience of making a cup of coffee inviting?
______________________________________________________________
______________________________________________________________
________________________________________________________
5. What was the Filipino society like at the time the text was written? How is it linked
to the society in the past, as described by the author?
______________________________________________________________
______________________________________________________________
________________________________________________________

Now that you already have an inkling about sociocultural context that
is being highlighted in the text, I am sure that you are now ready to
embark on learning more about other contexts in literature.

8
What are the different types of contexts in
literature?
Literary Context. It relates to a particular form a
passage takes (the literary genre) and to the
words, sentences, and paragraphs that surround
the passage you are studying (Duvall & Hayes,
2012).

Linguistic Context. It refers to words and

sentences in a conversation and the way these
are used in the text that helps determine the
text’s meaning and interpretation.

Biographical Context. It is a study of

author’s biography to show the relationship
between the author’s life and their writings
or works of literature.

Sociocultural Context. It is basically how

languages are linked to the culture and the
society in which these languages are used.
It is the way in which the features of the
society that a certain writing is set in creates
impact on its meaning.

Knowing literary contexts is important as these give us an idea of what

was going around the time when a certain literary text was written or
produced. Further, literary contexts give us insights into the concepts,
themes, and even discussions that were going on at the time of the
author’s writing.

9
 What is Literary Journalism?
Literary journalism is a form of Creative Nonfiction that
combines characteristics of both journalism and literature. It
is fact-driven and requires research and, often, interviews.
One way for you to practice writing literary journalism is for
you to create a personal essay first and start researching
facts behind your personal experiences related to your
essay. You may include historical data and interviews, or
you may also explore cultural and political issues linked to
your personal essays.

Consider the following questions before writing a literary

journalistic essay:

• What type of lead do I wish to use?

• What is the story about?
• What are the themes?
• What major points do I wish to make?
• What facts do I have? What facts do I still need?
• Are my facts verifiable?
• Who have I interviewed? Who must I still interview?
• How do I want to organize the essay? By topic?
Chronological order? Logical order?
• What are my own views on the topic? How do I wish
to incorporate my views into the essay?

Activity 1: FILL-IN-THE-BLANK
Directions: Read the following excerpts from the essay,
Coffee and Love and indicate what context does each
line corresponds to. Write your answer on the space
provided after each item. Be guided with the given
example below.

Sociocultural Context Biographical Context

Literary Context Linguistic Context

Example: In the 17th century, coffee had become a celebrated commodity in

the Habsburg empire, most particularly in the Viennese culture.
Answer: Sociocultural context

10
 1. The ‘juice’ or ‘tapuy’ was later shared by the whole community using a single
communal bamboo straw. All members of the neighborhood were to sip from it.
(Filipinos love to share!) Answer: _______________________

2. I remember my Lola who roasted rice or corn using her “kawali” until they
were black, crumbly and hot. Answer: ________________________

3. In the Visayas area, “dawat”, “bahal”, or “tuba” from coconut saps were ever
popular. In the Ilocos region “basi” from fermented sugarcane or “lambanog”
from rice or from the Mountain Provinces, the “tapuy” were drank to offer to
deities. Answer: _______________________

4. “That’s why I awfully love coffee.” Answer: __________________________

5. Like many European coffeehouses, the Viennese ones were centers of

intellectual discussions and intercourses. Answer: ______________________

Activity 2: ON MY OWN

Directions: Having immersed yourself with the different

literary influeces that help give meaning to literary texts, you
now need to refocus yourself on the essay, Coffee and Love.
Read the following questions, collect your thoughts and
answer them according to your understanding and
interpretation of the essay.

1. What does the title Coffee and Love mean for you? You may support your
statements by combining details from the text with your own ideas and/or
experiences.
____________________________________________________________
____________________________________________________________
____________________________________________________________
2. What words or phrases in the text caught your interest, which helped you
understand the text better? Explain why.
____________________________________________________________
____________________________________________________________
____________________________________________________________
3. What do you think are the author’s personal influence to the text? Mention
some evidences found in the text.
____________________________________________________________
____________________________________________________________
____________________________________________________________
4. In your own understanding, what does “coffee and love are served best when
they are hot” mean?
____________________________________________________________
____________________________________________________________
____________________________________________________________

11
 5. Why do you think coffee shops have become so popular these days?
Mention some benefits one can get from drinking coffee.
____________________________________________________________
____________________________________________________________
____________________________________________________________

Activity 3: THE FIVE W’S

Directions: Answer the following questions based from the topic discussed:

1. In Coffee and Love, who did the author mention that is personally related to
him? _________________________
2. What may be included in writing a literary journalistic essay?
________________________________________________________
3. Where is coffee plant believed to have originated from?
____________________
4. When can you say that a reading selection can be interpreted through its
biographical context?
__________________________________________________
5. What should you consider before writing a literary journalistic essay? Give
one or two.
_________________________________________________

12
 It’s time to send an electronic
postcard!

Directions: Using a pencil, draw your own

version of a coffee cup on the first box.
Remember to be creative as you can be! On
the second box, complete the sentences with
answers from the text that encapsulate what
you have learned from today’s lesson.

Example: Draw here!

In this lesson, I have learned that 1.____________________________

is a form of Creative Nonfiction that combines characteristics of both
journalism and 2._____________. I also found out that there are
several contexts that help give meaning to literatury texts. These are
literary context, 3.____________________, Linguistic context, and
4.________________. Specifically, sociocultural context is what
helped me understand more the essay, 5.______________________
by Mr. Mar Balcos.

13
Directions: This time, think of a poem or a song with any of the following themes: faith,
environment, compassion, or patriotism. Share a few lines from your chosen literary
piece. Through linguistic context, share the striking words and specific terms and/or
symbolisms that helped you better understand the song. What do those words or
phrases mean to you? Share your thoughts on the space provided below.

Example: Trees by Joyce Kilmer Striking words, terms and/or

I think that I shall never see
A poem lovely as a tree.
A tree whose hungry mouth is prest
Against the earth’s sweet flowing
breast;
A tree that looks at God all day,
And lifts her leafy arms to pray;
A tree that may in Summer wear
A nest of robins in her hair;
Upon whose bosom snow has lain;
Who intimately lives with rain.
Poems are made by fools like me,
But only God can make a tree.
symbolisms:
The word Tree, for me, symbolizes life. It is
as if it is a human like me because it has a
life and is described to be doing what
humans exactly do. The words God, pray,
arms, lives, make me understand the poem
better. The last two lines are especially
striking because I think it tells me that no
art—not even anyone can outdo or match
God’s creation, which I totally agree.

Title: _______________________
Excerpts/few lines:______________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

Striking words, terms and/or symbolisms:

____________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_________________________________________________________________

14
 Now, let’s talk about you! Having understood Coffee
and Love through the lense of different contexts in literature,
let us cool it down a little this time!
Question: If you were a Philippine coffee, which
variety would your life be and why? In 2-3 sentences, you
may directly answer it or you may personalize your thoughts
by writing your own motto or saying. Make use of any of the
descriptive words in the given illustration.

Robusta: Sharp
Arabica/Kapeng Tagalog: bittersweet

Liberica/Kapeng Barako: Strong Excelsa: Mild

Example: Just like these coffee varieties, my life is a combination of every flavor there
is in a Philippine coffee: bittersweet, strong, mild, and sharp. I love my life! I may
stumble, I may fall, but at the end of the day, I will deliver, because I always look at
the bright of everything, and I have learned to always bring my own sunshine!
______________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

15

4. If there exists a relationship
between the author and his
writings
5. Contexts are important as
they give us an idea of what
was going around the time
when a certain literary text
was written or produced
What I have learned
1. Literary journalism
2. Literature
3. biographical context
4. sociocultural context
5.Coffee and Love
What I can do: (Please see
example in the activity page)
Additional Activity: Please
see example on activity page
16
What's More
Fill-in-the-blank
1. sociocultural context
2. biographical context
3. linguistic context
4. biographical context
5. sociocultural context
On My Own
1. Coffee and love means
2. The local terms like tagay,
kalye, etc. because the terms
made me relate to the content
of the essay.
3. His memory of his lola, and
his personal love for coffee.
4. Hot in love connote wit the
words warm and care, which
means love like coffee is best
expressed with warmth and
care.
5. Drinking coffee may lower the
risk of developing alzheimers
and dementia. Coffee shope are
popular probably because of
other countries and their
cultures’ influences.
THE FIVE W’S
1. His Lola
2. Historical data and
interviews
3. Ethiopia
What’s In: (Please see
example in activity page)
Vocabulary Check:
1. a
2. c
3. c
4. d
5. b
Comprehension questions:
1. An Ethiopian goat-herder who
noticed…
The monk scorned at the bitter
taste…
2. Coffee helped people overcome
thirst and hunger. Coffeehouses
served as an incubator for
prominent intellectuals for
intellectual discussions.
3. No, because In Pinas, drinking
coffee was not a communal theme
nor a social event...
4. The world loves coffee and
there are a hundred thousand
ways of enjoying this invigorating
elixir whether infused, boiled,
vacuumed, or ‘combined’ prep
through coffeemakers, espresso
machines, French press, pod
machines, and etc.
5. The essay was written in 2019
where people are already popular
and have already become a
staple, just like in the past, people
drink coffee for the same health
and communal reasons.
 Lesson

2 Topical Essay

Filipinos are joyful people! According to an article by Osorio (2016), out from his
survey from among Facebook friends, it turned out that Filipinos’ source of happiness
include family, friends, food, fun, and faith. We, Filipinos, know how to make fun out of
anything, even out of trials and tribulations. Our sense of humor is rooted from our love
for life and our resilience towards adversities, because we have always believed that
eventually, all will be well. Haven’t we?

In this module, you will discover about another local writer and her joyful
recollection, including her interpretation of what it is to be joyful—of what could bring
joy to anyone. Along with that, you will learn what topical essay is being another sub-
genre of creative nonfiction. Essentially, you will know why contexts behind any literary
text help enhance text meaning and how these literary influences add to your better
and deeper understanding of any literary pieces that you will encounter in the future.

Without further ado, let’s begin and have fun learning!

Activity: Lesson Learned

Directions: Using a circle organizer, share 5 things that you remember about
our previous lesson.

6. 1.

5. 2.
Literary Journalism

4. 3.

17
 Making Joy
By Susan P. Evangelista

I belong to a small book club that is just getting started. One of the group chooses
something to read, we all get it on Kindle and read it, and then meet to talk about it. And of
course since we do this in the late afternoon, we have something nice to eat.
Our first book rather surprised me – it wasn’t a novel and the title seemed strangely
upbeat in times such as these. It was called, simply, Joyful.
It started out with sort of an academic horror story like many I have heard in my life:
you write out your thesis or gather your material, get your critics around a table, and wait with
bated breath for their verdicts. In the case of writer Ingrid Fetell Lee, who was a young
designer, dead silence fell when she presented her projects. Finally one of her esteemed
professors looked up from the display and said “I can’t quite put my finger on it, but these
pieces make me – – – happy!”
There was widespread agreement. She had designed pieces which brought Joy.
In the rest of her book, and for the next ten years of her life, she tries to discover where
Joy comes from. And it is fascinating.
Colors – especially bright colors – especially in unexpected places – bring joy. I guess
I’ve known this since I became a senior – and suddenly wanted to wear brightly colored
clothes, or was attracted to colorfully painted walls in rooms or on exteriors. I’ve never been
much for jewelry but I began to love brightly colored beads. I bought a red car. I love it when
the drawer of a plain brown or white desk or table opens to reveal bright yellow lining or
pictures of sunflowers. When I snorkel, I seek out the tiny bright blue fish darting around in
coral reefs. I look at the way color is balanced on dinner plates. For me, there has to be
something bright – at least lettuce and tomato salad, or some orange slices.
Round shapes, too, bring joy. Think circular designs, smiley faces, babies’ faces.
Pictures with circular frames, polka dots, whirling dervishes with those incredible circular
skirts. Songs that come out as rounds. Cakes and pizzas. (Those square ones just never
look right!) Balls, the forever and always child’s favorite. Yoyos that you can swing in a big
circle. Balloons – especially balloons that fly!
Flowers are usually round or circular, and usually bright colored as well. But they have
qualities of their own, too, that produce extra joy. They smell good. They are often delicate
and flutter in the wind. Fields full of flowers bring almost overwhelming feelings of joy. Think
of a field of tulips. Or Wordsworth’s daffodils.
Nature produces joy. Just being outside is a pleasure, and looking out over fields,
flowers, mountains and valleys, the sea. There is something about being free, not being shut
in or surrounded by walls, that allows the spirit to rise. Green is a wonderful color – the color
of life and growth, nourishment. Flowers burst forth and bloom in green fields. In cartoons
portraying the devastation of the world, brown, grey, dead, suddenly a little green bud pops
out and grows, and that one bud is answered by others bursting out and growing. Life returns!

18
 There are lots that are dead in our world, in our schools, hospitals. City streets can
close us in and gray facades pull us down. In some places people have experimented with
brightly colored paint on school buildings – and this apparently cuts down on absentees and
reduces disruptive behavior. Flowers and beautiful pictures in hospital rooms actually speed
recovery. As does giving patients a chance to walk or be wheeled around in a small garden.
The good news is that you can make a little joy almost anywhere, on your own – and
it is good for you, and good for your brain. You don’t need to be the one in charge. You don’t
have to have a giant budget. We see the bright red flower on the windowsill of a very run-
down house in a dark, crowded area: we smile. Someone in there, probably a woman, is
doing what she can to make her world better, lighting up her own heart and giving a little
encouragement to everyone!

(Source: Susan Evangelista. “Making Joy.” Palawan News Online. July 24, 2019. Accessed June 5,
2020. https://palawan-news.com/making-joy/ )

About the author:

Dr. Susan P. Evangelista was born and raised in Michigan, USA. She came to the
Philippines in the 60s as a Peace Corps Volunteer. Afterwards, she taught English and
Interdisciplinary Studies in Ateneo de Manila University for thirty years, then moved to
Puerto Princesa City in 2000. She then started at Palawan State University. In 2009, she
and her daughter founded an NGO that serves reproductive health education needs and
services. Dr. Sue, as she is fondly called by many, is now enjoying her retirement, which
means having more time to write!

Hi, there! This is me, Letty! Are

you having happy thoughts after
reading the essay? I am, too!

Vocabulary Check: Read each

sentence and work out the meaning
of the highlighted word. Select the
correct substitute of the highlighted
word from the given options. Encircle
only the letter of your answer.
1. It started out with sort of an academic horror story like many I have heard
in my life: you write out your thesis or gather your material, get your critics around a
table, and wait with bated breath for their verdicts.
In the sentence bated means:
a. Anxious
b. Surprised
c. Afraid
d. Joyful
2. Finally one of her esteemed professors looked up from the display and said “I can’t
quite put my finger on it, but these pieces make me – – – happy!”
In the sentence, esteemed means:
a. Desired
b. Respected
c. Applauded
d. Celebrated

19
3. When I snorkel, I seek out the tiny bright blue fish darting around in coral reefs.
In the sentence, darting means:

a. To move slowly
b. To move reluctantly
c. To move rapidly
d. To move consciously
4. They are often delicate and flutter in the wind.
In the sentence, flutter means:
a. To hover unsteadily
b. To hover synchronously
c. To hover uncertainly
d. To hover steadily
5. There is lots that is dead in our world, in our schools, hospitals. City streets can close
us in and gray facades pull us down.
In the sentence, façade means:
a. Behind/back
b. Front/frontage
c. Rooftop
d. Basement
Comprehension Check. Examine the essay that you have
just read and answer the following questions:

1. What does the word joyful pertain to in the text?

______________________________________
2. What connotes the word, joyful? Write down some of the
things mentioned in the text that relate with it.
______________________________________________________________
______________________________________________________________
______________________________________________________________
3. According to the author, how can you make a little joy anywhere?
______________________________________________________________
______________________________________________________________
______________________________________________________________
4. How does nature produce joy?
______________________________________________________________
______________________________________________________________
__________________________________________________________

20
 5. Based from the text, through what things do round shapes associate with being
joyful?_________________________________________________________
______________________________________________________________
______________________________________________________________

Having learned a thing or two, I suppose you

are now ready to discover more about our topic for
today. Therefore, let us now proceed!

Thinking about learning

something new? Same here!

What is Topical Essay?

Topical essay or Topical writing is a sub-genre in creative nonfiction
that is closest to a blogspot, and in which talks about the author’s take
on a topic of interest. Whether opinion-oriented/commentary or
personal essay or a combination of the two, the author may explore nature, travel, and
food writing, reflection writing and many more that allows personal engagement with
the writer’s experiences in relation to the topic that is driving the essay.

21
 Parts of an Essay

Introduction  Opening sentence or

paragraph
 Thesis statement

Body  Topic Sentence

 Supporting Details

Conclusion  Summary
 Concluding Sentence
or Paragraph

Having learned about the different types of contexts in literature

on the previous lesson, you shall now discover why these
contexts help enhance not only the meaning of the text that you
read, but also your understanding of the text. Sounds
interesting, right?

How do contexts in literature help

enrich both the text meaning and your
understanding?
Looking into the different contexts in reading any piece of
literature definitely improves one’s understanding of literary texts.
The use of contexts enhances the meaning of a literary text because
of the information, the new concepts, and the words that develop reader’s
thoughts. Not only do literary pieces contain multiple layers of meaning, but they also
expose your awareness to different cultures. Therefore, without a clear understanding
of the context of the text you are reading, you cannot fully comprehend the views and
values of the author, nor the overall meaning of the text. Many studies have already
proven the effectiveness of the use of literary texts in language classrooms, and that
they can be effectively mined for discussions. Essentially, studying literary texts help
readers be skilled in their basic skills (reading, writing, listening and speaking), and in
language area such as vocabulary, grammar, and pronunciation.
Studying literary texts through the lense of literary contexts is useless without
basic comprehension because comprehension or understanding is the whole point of

22
reading. Therefore, to help you better understand the meaning of the literary piece you
have just read a while ago, use the following critical reading strategies as your guide:

Strategy What it means

Previewing Learning about the text before actually

reading it
Annotating Making notes of important information
and/or ideas in the text
Contextualizing Placing the text in its appropriate contexts
(Biographical, socio-cultural, etc.)
Outlining and Identifying main ideas and restating them in
Summarizing your own words
Analyzing Testing the logic, credibility, and emotional
impact of the argument that has been made
Rereading Repeated scrutiny and examination of the
text
Responding Expression of thoughts, feelings, or even
questions about the text, and sharing
understanding with others.

Are you ready to learn more?

Then, let us keep going!

Activity 1: ESSAY OUTLINE

Directions: Now that you are already given the idea

of what topical essay is, its structure, including
certain strategies that can help you better
understand literary texts through literary influences,
re-focus yourself on the essay, Making Joy.
Fill in the empty sections in the worksheet with information
from the essay that you have read.

23
 Title:

Catchy first sentence/attention-grabber: ___________________________________________

____________________________________________________________________________
Thesis Statement: _____________________________________________________________

First, Next, Lastly,

Conclusion: ________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

You might be thinking of the biographical/authorial

context that could have contributed to your understanding and
interpretation of the text. We’re on the same page! What
personal circumstance or event was described at the time of
composition that motivated the author to write it?

Activity 2: TEXT TO SELF

Directions: Share a short recollection that somehow
connects the “joyful” theme that the author is trying to convey to
your life, experiences, and feelings. Use one of the prompts
provided below.

• My joyful experience was

when…
• One of my happy recollections
occurred when…
• The flowers and colors remind
me of …
• The atmosphere in the text
makes me think of a place…
24
Activity 3: ICON MAP
Directions: Examine the central concept in the box below. Create associations by
drawing icons and/or pictures from the essay, Making Joy that represents the context/s
that helped you better understand the concept. Make use of the space provided.
Ex. Flowers of different shapes and colors were mentioned by the author several
times to help enrich reader’s understanding and interpretations of the essay, Making
Joy. Aside from flowers, what else?

flowers
Making Joy
(Related Icon)
by
(Related Icon)
Susan P. Evangelista
(Central Concept)

(Related Icon) (Related Icon)

25
Directions: Having “joyfully” immersed yourself in meaning-making through in-depth
reading of the essay, simply supply the empty boxes below with information that reflects
what you have learned about topical essay and the importance of context in
understanding a literary text.

…and So now
I READ I THINK I UNDERSTAND

26
 Let’s spread some positivity through shoutouts!

Directions: Take a pause and think of somebody (e.g. a parent, a friend,

a stranger, etc.) that you would like to give a shout out to for causing you
to be happy in one way or another. With your pen, write a thankful or
positive note for your chosen individual or group of people. Make use
of our imaginary emoji sticky note for your message of appreciation.

Example: Shout out to my

classmates who helped me clean our
room and water the plants this
morning! Thank you! 

Write your shoutout here!

27
Directions: Read a portion of the speech by His Excellency, former President Jose P.
Laurel, addressed to the Filipino youth titled, Youth of My Beloved Land. Figure out the
possible context/s behind the speech. Write a short reader-response criticism to the
article using appropriate literary perspectives that you have learned from Lesson 1 and
Lesson 2. Remember that there is no right or wrong answer to a reading response.
However, it is important that you demonstrate your understanding of the text and be
able to clearly explain or support your answers. Be guided by the following
reader-response worksheet:

Reader-Response Worksheet
Title of the Text:
Author:
Did you like the speech? Color one

What do you think is the author’s

purpose? Is the author trying to inform,
persuade, or entertain you? About what?
If you are to answer, Where is the Filipino
youth going? What would your response
be?
Choose a line in the speech that has
impacted you as a youth. Give a brief
explanation.
What particular literary influences or
contexts do you think have contributed to
the writing of the speech, which helped
you understand it better? Explain briefly.
What are your personal reflections or
thoughts after reading the speech? In
short, what have you realized?

28
 Youth of My Beloved Land
By Jose P. Laurel

In this critical period of our history, we need the heart, the soul and the
vigor of the youth of our land to help us build our country on the most enduring
basis of brotherhood and solidarity of all Filipinos. I am, therefore, happy to
know of the integration of the Filipino youth and that the Filipino youth is now
on the march. The question is: Where is it going? Is it marching with irresistible
will and determination toward progress and civilization, peace and order, and
the prosperity and happiness of the Fatherland? If it is, I, as the chosen head of
our nation and our people, heartily welcome it and bid it Godspeed.

It is trite saying that the future belongs to youth, especially to those

dynamic, aggressive and self-confident young men and women who have
foresight. Thus they have the bounden duty to ensure it. So much faith the
greatest Filipino patriot and hero, Rizal, had in the youth of the land that while
he was still in his teens, he dedicated to it his prize winning poem entitled “To
the Filipino Youth,” and he called the Filipino youth not without reason and
justification “Fair hope of my Fatherland.”

…Rizal’s fair and sacred hope is represented by the young men and
women of today, by you, the Filipino youth on the march, you who will be either
the leaders and masters of your country and your country’s fate tomorrow or the
hewers of wood and drawers of water for other people more ambitious and far-
seeing than you, men with vision, with courage, and with an indomitable will to
succeed whatever be the obstacles…

(Source: http://malacanang.gov.ph/5475-speech-of-president-laurel-addressed-to-
the-filipino-youth-february-29-1944/)

29

What I can do: (Please see
example in the activity page)
Additional Activity: 1.
The author is trying to inform
us young people about our
purpose in and for our country
2. Filipino youth is moving
forward, determined, wiser and
hopefully better, while still
carrying the ideals of intelligent
and courageous heroes in the
past.
3.“Fair hope of the
Fatherland”—for a hero to trust,
to hope, and have confidence
on fellow youth during his time
is very realistic until this
generation.
3. Sociocultural because of the
influences and ideals of our
country’s hero, Rizal, and
because of the current political
and social situation that’s being
reflected in the speech of the
President at the time.
4. I realized how important my
role is in our community and
country, and how I should be
determined to continue the
legacy, trust, and hope put to us
youth by our heroes and
legends in the past. I think
young people should study well.
30
B. Text to Self:
Example 1:My joyful experience
was whenever I join and win
table tennis competions when I
was in elementary.
Example 2:One of my happy
recollections occurred when my
family used to go to our farm
together.
What I have learned
I read that Topical essay or Topical
writing is a sub-genre in creative
nonfiction that is closest to a
blogspot, and in which talks about
the author’s take on a topic of
interest.
I think that context in literature is
very importantbecause it helps me
better understand and interpret
literary pieces. It also gives more
meaning to the texts I am reading, jut
like Making Joy.
So now I understand that different
contexts bring meaning to literary
texts. I have also come to
understand that topical essay is
among the many examples of
creative nonfiction.
What’s In: Answers may
vary
1. creative nonfiction
2. Facts
3. literature
4. Coffee and Love
5. Sociocultural context
What's More
A. Essay Outline
Title: Making Joy
Catchy sentence: It started
out with sort of an academic horror
story like many I have heard in my
life: you write out your thesis or
gather your material, get your
critics around a table, and wait with
bated breath for their verdicts.
Thesis Statement: In the rest of
her book, and for the next ten
years of her life, she tries to
discover where Joy comes from.
And it is fascinating.
Body:
First, Colors – especially bright
colors…
Next, Nature produces joy…
Lastly, There is lots that is dead…
Conclusion: The good news is
that…
 References
Bong Osorio. “So here’s what really makes Filipinos happy.” Philstar.com. August 11,
2019.https://www.philstar.com/lifestyle/sunday-life/2019/08/11/1942234/so-heres-
what-really-makes-filipinos-happy
”Introduction to Literature.” Lumen. Accessed June 21, 2020.
https://courses.lumenlearning.com/atd-baycollege-introlit/chapter/reader-
response-criticism/
Lee Gutkind, “What is Creative Nonfiction?” Creative Nonfiction. Accessed July 10,
2020. https://www.creativenonfiction.org/online-reading/what-creative-nonfiction

“Literary Journalism.” Purdue Online Writing Lab. Accessed July 12, 2020.
https://owl.purdue.edu/owl/teacher_and_tutor_resources/writing_instructors/creati
ve_nonfiction_in_writing_courses/literary_journalism.html

Marvin Balcos. “Coffee and Love,” Palawan News Online. Published March 9, 2019.
Accessed June 5, 2020. https://palawan-news.com/coffee-and-love/

Mohammad Khatib. “Enhancing Reading Comprehension through Short Stories in

Iranian EFL Learners.” Theory and Practice in Language Studies. 2, No. 2 (2012):
240-246. Doi 10.4304/tpls.2.2.240-246

Office of the Solicitor General Library. “Speech of President Laurel addressed to the
Filipino youth, February 29, 1944.” Presidential Museum and Library. Accessed
June 19, 2020. http://malacanang.gov.ph/5475-speech-of-president-laurel-
addressed-to-the-filipino-youth-february-29-1944/
“Strategies for Reading More Critically.” Writing@CSU. Accessed June 20, 2020.
https://writing.colostate.edu/guides/page.cfm?pageid=615&guideid=31
“Sub-genres of Creative Nonfiction.” Purdue Online Writing Lab. Accessed June 19,
2020.
https://owl.purdue.edu/owl/subject_specific_writing/creative_writing/creative_nonfi
ction/sub_genres_of_creative_nonfiction.html
Susan Evangelista. “Making Joy.” Palawan News Online. July 24, 2019. Accessed June
5, 2020. https://palawan-news.com/making-joy/

“Total Coffee Consumption in the Philippines from 2010 to 2019.” Statista. Accessed
July, 1, 2020. https://www.statista.com/statistics/314989/philippines-total-coffee-
consumption/

“21st Century Literature from the Philippines and the World Unit 1: Contextual Reading
Approaches.” Academia.edu. Accessed July 10, 2020.
https://www.academia.edu/37827038/21st_Century_Literature_from_the_Philippi
nes_and_the_World_Unit_1_Contextual_Reading_Approaches

31
For inquiries or feedback, please write or call:

Division of Puerto Princesa City

Sta. Monica Heights, Bgy. Sta. Monica, Puerto Princesa City
(02) 634-1054 o 634-1072
imcsetd@yahoo.com / puertoprincesa@deped.gov.ph

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