FLEXIBLE LEARNING PLAN

WESTMEAD INTERNATIONAL SCHOOL

COURSE PHILIPPINE LITERATURE

COURSE CODE LIT 1
PRE-REQUISITE
COURSE OVERVIEW
This course is a study of masterpieces of Philippine literature. It provides students with opportunities to explore and respond to multiple genres,
such novels, epic poems, graphic texts, and plays, from various global, historical, and social contexts and cultural texts. The aim is to develop
among students an awareness and appreciation of the depth and breadth of our country’s literature in order to foster among them the desire for
truth, love for country and nature.
At the end of this course, the students should be able to :
KNOWLEDGE
 Define the various terms, themes, and strategies and used in literature;
 Identify and discuss the main themes in a work of literature. This includes summarizing the plot, discussing the main characters and
identifying important images, metaphors and themes.
 Summarize the key characteristics of the different literary genres as they appear in different cultures.
SKILLS
 React to literature in various ways;
 Reflect on the theme of the various pieces of literature;
 Express appreciation for the wisdom imparted by the various piece of literature.
 Compose own literary work.
LEARNING COMPETENCIES
1. Comprehend the Basics of Literature
2. Identify different literary compositions during the Pre-Spanish period
3. Interpret different literary writings during different periods in Philippine history
4. Read and analyze literary selections that exemplify the multivalent Filipino experiences.

Module Title MODULE 2

Unit of Competency Identify different literary compositions during the Pre-Spanish period.
Learning Outcomes:
At the completion of the module, the students must be able to:
1. Describe the features of Philippine literature during the pre- colonial period
2. Appreciate the importance of riddles and maxims to Filipino culture
3. Identify the events and characters in the folktale “Si Malakas at Si Maganda” and “Bakit Mas Maliwanag ang Araw Kaysa Buwan”
4. Sing different folksongs
5. Explain the moral lessons of the fable “The Monkey and the Crocodile”
A. Introduction:

This module is designed to enhance the knowledge, skills and attitude in Philippine Literature. It covers competencies in understanding the
basics of Philippine literature.
 Professor Mary Rose D. Miraples- Perez, LPT, M.Ed

EDUCATION

 Master in Education - Major in English (Golden Gate Colleges)

 Master of Arts in Education - Academic Units- Major in English Language Teaching
(Batangas State University)
 Bachelor of Elementary Education- Major in Communication Arts in English
(Saint Bridget College)

Consultation Hour/s:

Tt
Contact:
maryanmiraples@gmail.com
Course Title PHILIPPINE LITERATURE

IDENTIFY DIFFERENT LITERARY COMPOSITIONS DURING

Unit of Competency
THE PRE-COLONIAL PERIOD

Module Title MODULE 2

NAME:
COURSE/SECTION:

HOW TO USE THIS MODULE

Welcome to the “Philippine Literature Module”. This module is equipped

with training materials and activities for you to complete.
 You are required to go through a series of learning activities in order to complete each
learning outcome of the module. Each learning outcome is provided with Information Sheets
(Reference Materials for further reading to help you better understand the required activities).
Follow these activities on your own and answer the self-check at the end of each learning
outcome. Perform the Tasks sheets and Work sheets until you are confident that your outputs
conform to the course standards. Submit outputs of Task Sheets and Work sheets to your
instructor for evaluation and recording at the end of the quarter.

This module was prepared to help you achieve the required knowledge and learning
competencies, in the Philippine Literature. This will be the source of information for you to
acquire knowledge and skills in this particular area independently and at your own pace, with
minimum supervision or help from your instructor.
 Work through all the information and complete the activities in each section. Read
information sheets and complete the self-check. Suggested references are included to
supplement the materials provided in this module.

 Your instructor will tell you about the important things you need to consider when
you are completing activities and it is important that you listen and take notes.

 Use the self-check questions at the end of each section to test your own progress.

 As you work through the activities, ask for written feedback on your progress. Your
instructor keeps feedback/ pre-assessment reports for this reason.

MODULE CONTENT

MODULE 2
 UNIT COMPETENCY: IDENTIFY DIFFERENT LITERARY COMPOSITIONS
DURING THE PRE-SPANISH PERIOD

Learning Outcome Learning Content Duration

1. Describe the features of - Literary forms during the pre- colonial 3rd week
Philippine literature period
during the pre- colonial - Characteristics of Philippine literature
period during the pre- colonial period
3rd
2. Appreciate the - Riddles week
importance of riddles - Epigrams/Maxims/Proverbs
and maxims to Filipino - Chants
culture - Sayings
3. Identify the events and - Folk Tales 4th week
characters in the - Si Malakas at Si Maganda
folktale “Si Malakas at - Bakit Mas Maliwanag ang Araw
Si Maganda” and Kaysa Buwan
“Bakit Mas Maliwanag
ang Araw Kaysa
Buwan”
4. Sing different folksongs - Folk Songs 5th week
- Bahay Kubo
- Magtanim ay Di Biro
- Pipit
- Leron Leron Sinta

5. Explain the moral - The Monkey and the Crocodile 5th week
lessons of the fable
“The Monkey and the
Crocodile”
 INFORMATION SHEET No. 1.1-1
PRE-COLONIAL LITERATURE

At the end of this lesson, the students must be able to:

1.1 Describe the features of Philippine literature during the pre- colonial period
1.2 Appreciate the importance of riddles and maxims to Filipino culture

Philippine Literature and Texts (Pre-colonial Times)

The variety and abundance of Philippine literature evolved even before the colonial periods.
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. Tales associated with
the Spanish conquest also took part in the country’s rich cultural heritage. Philippine Pre-
colonial Literature

Some of these pre-colonial literary pieces showcased in traditional narratives, speeches and
songs are tigmo in Cebuano, bugtong in Tagalog, patototdon is Bicol and paktakon in Ilongo.
Philippine epics and folk tales are varied and filled with magical characters. They are either
narratives of mostly mythical objects, persons or certain places, or epics telling supernatural
events and bravery of heroes, customs and ideologies of a community. Philippine Pre-
colonial Literature
1. Biag ni Lam-ang (Life of Lam-ang) of the Ilocanos narrates the adventures of the
prodigious epic hero, Lam-ang who exhibits extraordinary powers at an early age. At nine
months he is able to go to war to look for his father’s killers. Then while in search of lady
love, Ines Kannoyan, he is swallowed by a big fish, but his rooster and his friends bring him
back to life. Examples of ethno-epics popularized by different ethnic groups in the country

2. The Agyu or Olahing of the Manobos is a three part epic that starts with the pahmara
(invocation) then the kepu’unpuun ( a narration of the past) and the sengedurog (an episode
complete in itself). All three parts narrate the exploits of the hero as he leads his people who
have been driven out of their land to Nalandangan, a land of utopia where there are no
landgrabbers and oppressors. Examples of ethno-epics popularized by different ethnic groups
in the country

3. Sandayo of the Subanon tells of the story of the hero with the same name, who is born
through extraordinary circumstances as he fell out of the hair of his mother while she was
combing it on the ninth stroke. Thence, he leads his people in the fight against invaders of
their land and waterways. Examples of ethno-epics popularized by different ethnic groups in
the country
Aliguyon or the Hudhud of the Ifugaos tells of the adventures of Aliguyon as he battles his
arch enemy, Pambukhayon among rice fields and terraces and instructs his people to be
steadfast and learn the wisdom of warfare and of peacemaking during harvest seasons.
Examples of ethno-epics popularized by different ethnic groups in the country
Biag ni Lam-ang Sandayo Aliguyon or the Hudhud
Labaw Donggon is about the passionate exploits of the son of a goddess Alunsina, by a
mortal, Datu Paubari. The polygamous hero battles the huge monster Manaluntad for the
hand of Abyang Ginbitinan; then he fights Sikay Padalogdog, the giant with a hundred arms
to win Abyang Doronoon and confronts the lord of darkness, Saragnayan, to win
Nagmalitong Yawa Sinagmaling Diwata. Examples of ethno-epics popularized by different
ethnic groups in the country

Other epics known to most Filipinos are the Ibalon of Bikol, Darangan which is a Muslim
epic, the Kudaman of Palawan, the Alim of the Ifugao, Bantugan of the Maranao, the
Hinilawod of Panay, and the Tuwaang of Manobos. The Tagalogs pride their Myth of
Bernardo Carpio, a folk hero said to hold the mountains of San Mateo apart with his powerful
arms to prevent them from colliding.
There are shorter narratives that tell the origins of the people, the stars, the sky and the seas.
A famous story that tells of the origin of man and woman is that of Malakas (man) and
Maganda (woman) who came out of a bamboo after being pecked by a bird. This and other
stories of equal birthing of man and woman throughout the archipelago assert a woman’s
equal position with a man within the tribal systems.

Literary Forms during the Pre-colonial Period

1. Mythology, body of myths of a particular culture, and also the study and
interpretation of myth. Myth is a complex cultural phenomenon that can be
approached from a number of viewpoints. In general, myth is a narrative that
describes and portrays in symbolic language the origin of the basic elements and
assumptions of a culture. Mythic narrative relates, for example, how the world began,
how humans and animals were created, and how certain customs, gestures, or forms
of human activities originated. Almost all cultures possess or at one time possessed
and lived in terms of myths. MYTHS
2. Myths are traditional stories occurring in a timeless past. They involve supernatural
elements and are beyond the frontiers of logic. Long ago, when our ancestors heard
the sound of thunder and saw lightning, they were frightened because they could not
understand why these things happened. In order to understand these and other natural
events, they created stories. The stories were handed down from generation to
generation all over the country. Although myths are not based on objective truth, they
reflect both universal worries and the worries of specific cultures. MYTHS
3.  a. The Gods and Goddesses (Ilocos) b. Why There is a High Tide during a Full Moon
(Ibanag) c. Why the Dead Come Back No More (Ifugao) d. Mag-asawang Tubig
(Tagalog) e. How the Moon and the Stars Came to Be (Bukidnon – Mindanao) Myths
from the Different Regions of the Philippines

4. Traditional narrative or collection of related narratives, popularly regarded as

historically factual but actually a mixture of fact and fiction. The medieval Latin word
legenda means “things for reading”. During certain services of the early Christian
Church, legenda, or lives of the saints, were read aloud. A legend is set in a specific
place at a specific time; the subject is often a heroic historical personage. LEGENDS
5. A legend differs from a myth by portraying a human hero rather than one who is a
god. Legends, originally oral, have been developed into literary masterpieces.
Legends are stories about real people who are famous for doing something brave or
extraordinary. Every time the story was told, it became more exaggerated and so it is
now difficult to tell how much of the story is really true. LEGENDS
6. The proverbs or aphorisms express norms or codes of behavior, community beliefs or
they instill values by offering nuggets of wisdom in short, rhyming verse. The
extended form, tanaga, a mono- riming heptasyllabic quatrain expressing insights and
lessons on life is “more emotionally charged than the terse proverb and thus has
affinities with the folk lyric.” Some examples are the basahanon or extended didactic
sayings from Bukidnon and the daraida and daragilon from Panay.

7. The folk song, a form of folk lyric which expresses the hopes and aspirations, the
people’s lifestyles as well as their loves. These are often repetitive and sonorous,
didactic and naive as in the children’s songs or Ida-ida (Maguindanao), tulang
pambata (Tagalog) or cansiones para abbing (Ibanag).
8. A few examples are the lullabyes or Ili-ili (Ilongo); love songs like the panawagon
and balitao (Ilongo);harana or serenade (Cebuano); the bayok (Maranao); the seven-
syllable per line poem, ambahan of the Mangyans that are about human relationships,
social entertainment and also serve as a tool for teaching the young; work songs that
depict the livelihood of the people often sung to go with the movement of workers
such as the kalusan (Ivatan), soliranin (Tagalog rowing song) or the mambayu, a
Kalinga rice-pounding song; the verbal jousts/games like the duplo popular during
wakes.

9. Made up of one or more measured lines with rhymes and may consist of 4 to 12
syllables Showcase the Filipino wit, literary talent, and keen observation of the
surroundings Involves reference to one or two images that symbolize the
characteristics of an unknown object that is to be guessed RIDDLES (Bugtong or
Palaisipan)
1. Nagtago si Pedro, labas ang ulo. (Pedro hides but you can still see his head. )
2. Hindi pari, hindi hari, nagdadamit ng sari-sari. (Not a priest, not a king but wears
different kinds of clothes.)
3. Bugtong-pala-bugtong, kadenang umuugong. (Riddle me, riddle me, here comes a
roaring chain).
4. Heto na si Kaka, bubuka-bukaka. (Here comes Kaka, walking with an open leg.)
5. Buhok ni Adan, hindi mabilang. (Adam's hair, you can't count.)
6. Buhok ni Adan, hindi mabilang. (Adam's hair, you can't count.)
7. Sa araw ay bungbong, sa gabi ay dahon. (Roll in the morning, leaf in the
afternoon).
8. Iisa ang pasukan, tatlo ang labasan. (It has one entrance, but has three exit. )

Examples of Riddles
Answers
1. Pako - (Nails)
2. Sampayan - (Clothesline)
3. Tren - (Train)
4.Gunting - (Scissors)
5. Ulan - (Rain)
6. Tubig - (Water)
7. Banig - (Mat)
8. Damit/Baro - (Dress)
10. A proverb is a simple and concrete saying, popularly known and repeated, that
expresses a truth based on common sense or experience. They are often metaphorical.
A proverb that describes a basic rule of conduct may also be known as a maxim.
These have been customarily used and served as laws or rules on good behavior by
our ancestors. To others, these are like allegories or parables that impart lessons for
the young. PROVERBS or EPIGRAMS (Salawikain or Sawikain)

1. A broom is sturdy because its strands are tightly bound. Matibay ang walis,
palibhasa'y magkabigkis. People gain strength by standing together.
2. It is hard to wake up someone who is pretending to be asleep. Mahirap gisingin ang
nagtutulog-tulugan. While it is easy to tell people something they do not know, it is
much harder if they are willfully choosing not to see what is before them. Examples
of Proverbs
3. If you persevere, you will reap the fruits of your labor. Pag may tiyaga, may nilaga.
They don't call them the fruits of labor for nothing. Hard work and perseverance are
needed to reach your goals. But if you keep trying, one day you will enjoy the results
of your efforts.
4. New king, new character. Bagong hari, bagong ugali. New leadership always
brings new ways. Examples of Proverbs

11. Chants are used in witchcraft and enchantments. Our ancestors also believe in unseen
spirits or elemental spirits like dwarfs. They give respect, ask for permission, and
excuse or apology to these spirits in order to deliver them from trouble and danger.
Example of chants, Tabi, tabi po, Ingkong, makikiraan po lamang. Bari-bari Apo,
umisbo lang ti tao. (Ilokano) CHANTS (Bulong)

Sayings are used in teasing or to comment on a persons’ actuations. Example of

sayings, Nag-almusal mag-isa; Kaninglamig, tinapa; Nahulog ang kutsara; Ikaw na
sana, sinta. SAYINGS (Kasabihan)

12. A quatrain with seven syllables each with the same rhyme at the end of each line
Example of tanaga, “Tahak ng tingin, tulak ng sulyap, yakap, lapat ng titig sa balikat,
hatak pa, kindat, hakat.” TANAGA

13.  A form of folk lyric which expresses the people’s hopes, aspirations and lifestyles.
 Repetitive and sonorous, didactic and naïve.  Traditional songs and melodies. 
Inspired by the reaction of the people to their environment. FOLK SONGS
1. Uyayi – lullaby
2. Komintang – war song
3. Kundiman – melancholic love song
4. Harana – serenade
5. Tagay – drinking song
6. Mambayu – Kalinga rice-pounding song
7. Subli – dance ritual song of courship or marriage
8. Tagulaylay – songs of the dead Examples of Folk Songs

14. The ambahan is a literary product and poetic expression of the Southern Mangyans of
Mindoro, Philippines. As a definition, it can be stated that the ambahan is: a. A
rhythmic poetic expression with a meter of seven syllable lines and having rhythmic
end-syllables. b. It is most often presented as a chant without a determined musical
pitch or accompaniment by musical instruments. c. Its purpose is to express in an
allegorical way, liberally using poetic language, certain situations or certain
characteristics referred to by the one reciting the poem. AMBAHAN
1. Buli sa may kaingin Noong s'ya pa'y musmusin Hindi ko pinapansin Nang
gumulang, pagsapit Tanggi ko ang lumain Sariwa kong kukunin Bayong kong lalalain
Lagi kong sasakbitin!

Self-Check No. 1.1-1

PRE-COLONIAL LITERATURE
Direction: Please check the Google Classroom for activities.

INFORMATION SHEET No. 1.2-1

FOLKTALES
At the end of this lesson, the students must be able to:
1. Identify the events and characters in the folktale “Si Malakas at Si Maganda” and
“Bakit Mas Maliwanag ang Araw Kaysa Buwan”

THE LEGEND OF MALAKAS AND MAGANDA

A long time ago, the house of God was a fathomless vast of emptiness.
He was saddened because he can’t see nor hear anything.
The sun rose, bright as a gold and the heavens were embellished with clear blue skies. In a
distance the full moon peeked amidst the darkness with thousands of sparkling and twinkling
stars.
God gracefully lifted His powerful hands and in just a snap, the earth was created. Trees and
grasses sprouted from the lands and fragrant flowers came into bloom.
Oceans waved and surged; rivers outrageously flowed. Birds flew freely in the skies and they
rest to sing for a while.
God then created the world. It was such a beautiful and pleasure paradise to behold!
One day, the king of birds flew and explored the wild blue yonder.He proudly spread his
sturdy massive wings and flew to the forest.
From a distance, he saw a lofty bamboo bending from its waist as a gentle blow of wind
touched it.
He hurried through the bamboo and stopped for a short rest.
Knock! Knock! Knock!
He felt a resounding knock coming from the tall bamboo. He was sure he heard a voice!
“Set me free, o, stalwart king of birds!”, was the plead. “Peck harder! I can’t breathe. It’s a
confinement!”
“It might be a trap!”, the bird thought. After a while, a lizard crawled up to the bamboo. The
starving bird tried to grab the crawling lizard.
He hardly pecked the bamboo in his attempt to catch the lizard.
All of a sudden, the tall bamboo broke. To the bird’s surprise, a handsome man emerged from
the bamboo.
“Thanks, O, great king of the birds! My name is Malakas. Please continue pecking the
bamboo. Release my partner with your grace and power!”
Once again, the bird pecked the bamboo.
A modest and beautiful woman came out from the bamboo. “She is my wife. Her name
is Maganda. You freed us, O, King of the birds! You must live with us forever!”
“I can’t”, replied the bird. “I am but one bird and my home is the immense blue skies. I travel
with the wind. My wings were intended for flight. But, I would always sing for you. Even if
when I’m gone, my nestlings would also sing for you. With their rhythmic voices, they would
sing the song I sang for the both of you!”
“Come! Ride in my massive wings. I would bring you to the Land of the Morning. There you
must live and stay!”
Malakas and Maganda reached the land of green islands. It shone with the brightness of
golden sun. The whole land was a vast of glistening pearls of the east!
There, in the Land of the Morning, Malakas and Maganda lived together – the first parents
of the Filipino race.

WHY THE SUN SHINES MORE BRIGHTLY THAN THE MOON

Long, long ago there lived a fairy with two very beautiful daughters.   Araw, the older
daughter, was very amiable and had a kind disposition; Buwan, unlike her sister, was
dishonest, cruel, and harsh.  She was always finding fault with Araw.  One night, when the
fairy came home from her nocturnal rambles and saw Buwan badly maltreating her elder
sister, she asked God for help against her unruly daughter.

Before this time, God had prepared very valuable gifts for the two sisters.   These gifts were
two enormous diamonds that could light the whole universe.   When God heard the prayer of
the fairy, he descended to Earth disguised as a beggar.  Upon learning for himself how bad-
tempered Buwan was and how sweet and kind-hearted Araw was, God gave the older sister
her diamond as a reward.  Buwan was greatly angered by this favoritism on the part of the
Almighty, so she went to the heavenly kingdom and stole one of God's diamonds.  Then she
returned to earth with the precious stone, but there she found that were jewel was not as
brilliant as Araw's.

When God went back to heaven and learned what Buwan had done, he sent two angels to
punish her.  But the angels abused their commission; they seized both sisters and hurled them
into the sea.  They they threw the two stones upward into the sky and there they stuck. 
But Araw's diamond was bigger and brighter than the one Buwan stole.  Thereafter, the
bigger jewel was called Araw ("day" or "sun") and the smaller one, Buwan ("moon").

Self-Check No. 1.2-1

FOLKTALES

Directions: Please check the Google Classroom for activities.

 INFORMATION SHEET No. 1.3-1
FOLKSONGS

At the end of this lesson, the students must be able to:

1. Sing different folksongs
 BAHAY KUBO

Bahay-kubo, kahit munti

Ang halaman doon ay sari-sari
Singkamas at talong
Sigarilyas at mani
Sitaw, bataw, patani
Kundol, patola, upo't kalabasa
At tsaka mayro'n pang
Labanos, mustasa
Sibuyas, kamatis, bawang at luya
Sa paligid-ligid ay puno ng linga
Bahay-kubo, kahit munti
Ang halaman doon ay sari-sari
Singkamas at talong
Sigarilyas at mani
Sitaw, bataw, patani
Kundol, patola, upo't kalabasa
At tsaka mayro'n pang
Labanos, mustasa
Sibuyas, kamatis, bawang at luya
Sa paligid-ligid ay puno ng linga
Sa paligid-ligid ay puno ng linga

MAGTANIM AY DI BIRO

Magtanim ay di biro,
Maghapong nakayuko.
Di man lang makaupo,
Di man lang makatayo.
Braso ko'y namamanhid,
Baywang ko'y nangangawit.
Binti ko'y namimitig,
Sa pagkababad sa tubig.
Sa umagang paggising,
Ang lahat iisipin.
Kung saan may patanim
May masarap na pagkain.
Braso ko'y namamanhid,
Baywang ko'y nangangawit.
Binti ko'y namimitig,
Sa pagkababad sa tubig.
 Halina, halina, mga kaliyag.
Tayo'y magsipag unat-unat.
Magpanibago tayo ng lakas,
Para sa araw ng bukas.
Para sa araw ng bukas!

PIPIT

May pumukol sa pipit sa sanga ng isang kahoy

At nahagip ng bato ang pakpak ng munting ibon
Dahil sa sakit, di na nakaya pang lumipad
At ang nangyari ay nahulog, ngunit parang taong bumigkas,
"Mamang kay lupit, ang puso mo'y di na nahabag,
Pag pumanaw ang buhay ko, may isang pipit na iiyak
...
May pumukol sa pipit sa sanga ng isang kahoy
At nahagip ng bato ang pakpak ng munting ibon
Dahil sa sakit, di na nakaya pang lumipad
At ang nangyari ay nahulog, ngunit parang taong bumigkas,
"Mamang kay lupit, ang puso mo'y di na nahabag,
Pag pumanaw ang buhay ko, may isang pipit na iiyak
"Mamang kay lupit, ang puso mo'y di na nahabag,
Pag pumanaw ang buhay ko, may isang pipit na iiyak

LERON LERON SINTA

Leron, leron sinta

Buko ng papaya,
Dala-dala'y buslo,
Sisidlan ng sinta,
Pagdating sa dulo'y
Nabali ang sanga
Kapos kapalaran,
Humanap ng iba.

Gumising ka, Neneng,

Tayo'y manampalok,
Dalhin mo ang buslong
Sisidlan ng hinog.
Pagdating sa dulo'y
Lalamba-lambayog,
Kumapit ka, neneng,
Baka ka mahulog.
 Leron, leron sinta
Buko ng papaya,
Dala-dala'y buslo,
Sisidlan ng sinta,
Pagdating sa dulo'y
Nabali ang sanga
Kapos kapalaran,

Ang ibigin ko'y

Lalaking matapang,
Ang baril nya'y pito,
Ang sundang nya'y siyam
Ang lalakarin nya'y
Parte ng dinulang
Isang pinggang pansit
Ang kanyang kalaban.

Leron, leron sinta

Buko ng papaya,
Dala-dala'y buslo,
Sisidlan ng sinta,
Pagdating sa dulo'y
Nabali ang sanga
Kapos kapalaran,
Humanap ng iba

Self-Check No. 1.3-1

FOLKSONGS

Directions: Please check the Google Classroom for activities.

 INFORMATION SHEET No. 1.4-1
FABLES

At the end of this lesson, the students must be able to:

 1. Explain the moral lessons of the fable “The Monkey and the Crocodile”

The Monkey and the Crocodile

Once upon a time, a clever monkey lived in a tree that bore juicy, red rose apples. He was
very happy. One fine day, a crocodile swam up to that tree and told the monkey that he had
traveled a long distance and was in search of food as he was very hungry. The kind monkey
offered him a few rose apples. The crocodile enjoyed them very much and asked the monkey
whether he could come again for some more fruit. The generous monkey happily agreed.

The crocodile returned the next day. And the next. And the next one after that. Soon the two
became very good friends. They discussed their lives, their friends and family, like all friends
do. The crocodile told the monkey that he had a wife and that they lived on the other side of
the river. So the kind monkey offered him some extra rose apples to take home to his wife.
The crocodile’s wife loved the rose apples and made her husband promise to get her some
every day.

Meanwhile, the friendship between the monkey and the crocodile deepened as they spent
more and more time together. The crocodile’s wife started getting jealous. She wanted to put
an end to this friendship. So she pretended that she could not believe that her husband could
be friends with a monkey. Her husband tried to convince her that he and the monkey shared a
true friendship. The crocodile’s wife thought to herself that if the monkey lived on a diet of
rose monkeys, his flesh would be very sweet. So she asked the crocodile to invite the monkey
to their house.

The crocodile was not happy about this. He tried to make the excuse that it would be difficult
to get the monkey across the river. But his wife was determined to eat the monkey’s flesh. So
she thought of a plan. One day, she pretended to be very ill and told the crocodile that the
doctor said that she would only recover if she ate a monkey’s heart. If her husband wanted to
save her life, he must bring her his friend’s heart.
The crocodile was aghast. He was in a dilemma. On the one hand, he loved his friend. On the
other, he could not possibly let his wife die. The crocodile’s wife threatened him saying that
if he did not get her the monkey’s heart, she would surely die.

So the crocodile went to the rose apple tree and invited the monkey to come home to meet his
wife. He told the monkey that he could ride across the river on the crocodile’s back. The
monkey happily agreed. As they reached the middle of the river, the crocodile began to sink.
The frightened monkey asked him why he was doing that. The crocodile explained that he
would have to kill the monkey to save his wife’s life. The clever monkey told him that he
would gladly give up his heart to save the life of the crocodile’s wife, but he had left his heart
behind in the rose apple tree. He asked the crocodile to make haste and turn back so that the
monkey could go get his heart from the apple tree.

The silly crocodile quickly swam back to the rose apple tree. The monkey scampered up the
tree to safety. He told the crocodile to tell his wicked wife that she had married the biggest
fool in the world.

Self-Check No. 1.4-1

FABLES

Directions: Please check the Google Classroom for activities.