21st Century Literature from the

Philippines and the World

Quarter 3 – Module 2:
Literary Works and Authors from
Luzon
21st Century. Literature from the Philippines and the World – Grade 11
Quarter 3 – Module 2: Literary Works and Authors from Luzon

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 21st Century Literature from
the Philippines and the World
Quarter 3 – Module 2:
Literary Works and Authors from
Luzon
Introductory Message
For the facilitator:
As a facilitator, you are expected to orient the learners on how to use
this module. You also need to keep track of the learners' progress while
allowing them to manage their own learning at home. Furthermore, you are
expected to encourage and assist the learners as they do the tasks included
in the module.

For the learner:

As a learner, you must learn to become responsible of your own
learning. Take time to read, understand, and perform the different activities
in the module.
As you go through the different activities of this module be reminded
of the following:
1. Use the module with care. Do not put unnecessary mark/s on any
part of the module. Use a separate sheet of paper in answering the
exercises.
2. Don’t forget to answer Let Us Try before moving on to the other
activities.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are done.
If you encounter any difficulty in answering the tasks in this module,
do not hesitate to consult your teacher or facilitator. Always bear in mind
that you are not alone. We hope that through this material, you will
experience meaningful learning and gain deep understanding of the relevant
competencies. You can do it!

ii
 Let Us Learn

In this module, you will learn 21st century literary works and authors
from Luzon.
Learning Competency:
 Writing a close analysis and critical interpretation of literary
texts and doing an adaptation of these require from the learner
the ability to identify:
o a. the geographic, linguistic, and ethnic dimensions of
Philippine literary history from pre-colonial to the
contemporary
o b. representative texts and authors from each region (e.g.
engage in oral history research with focus on key
personalities from the students’ region/province/town)
At the end of this module, you will be able to:
 identify 21st century literary works and authors from Luzon;
 write a critical analysis of a literary work written by an author
from Luzon; and
 adapt a literary work.

Let Us Try
Directions: Choose the letter of the correct answer.

1. Written literature is defined as:

a. self- expression of thought c. use of pen by literary intellect
b. ancient form of literature d. word of mouth

2. Linguistically identified, these are ethnic groups that share centuries

of residence in Cagayan River at Northern Luzon:
a. Tagalog c. Bisaya
b. Ilocano d. Gaddang

3. is a traditional type of Filipino poem, that is used traditionally in

the Tagalog language.
a. Pasyon c. Dalit
b. Tanaga d. Folklore

4. What was the epic recently featured for the Ballet Philippines and the
cultural center of the Philippines as four National Artists come

1
 together in one of the most spectacular shows in the Philippine
theater?
a. Likhang Dila c. The Child of Sorrow
b. Rama Hari d. Rak of Aegis

5. Who was the author of “Don’t Take a Bath on a Friday: Philippine

Superstitions and Folk Beliefs” and “Ngalang Pinoy: A Primer on
Filipino Wordplay” who was also received the 1993 National Book
Award for Children’s Literature and National Book Award citation for
Excellence in 1992?
a. “Neni” Sta. Romana Cruz c. Manuel Arguilla
b. Bienvenido Lumbera d. Bj Patino

Let Us Study
Literary pieces of Filipino cultures often depict the setting of the
society at various timelines as writers from different regions would depict
and how the influences from different cultures of colonizers have somewhat
melted into Philippine culture. They give us a foretaste of how life was in the
Philippines- then and now.

Luzon is the largest island in the Philippines. Almost half of the ethnic
groups of the Philippines are found in Luzon (the 2010 NSO statistics tally
about 48.8%). These ethnic groups use these major regional languages:
Tagalog, Ilocano, Kapampangan, Bicolano, and Pangasinense. Literature
from this island is largely associated with post- colonial literature wherein
experimentation with a new language, particularly on foms and imagery
offerred by English and American literature, such as The Child of Sorrow
(1921) written by Zoilo Galang. A part of early present day Philippine writing
was composed during the American time frame, frequently as a declaration
of post-Hispanic patriotism by the individuals who had either been
uninformed in Spanish or had lived in the Bisaya-talking urban areas, and
whose standards entered in clash with American social patterns.

Ilokano writing is quite possibly the most dynamic feeders to the

overall Philippine writing, close to Tagalog (Filipino) and Philippine
Literature in English.

On the other hand, it should be noticed that three of our country's

most powerful authors in the English language, Jose Garcia Villa, Nick
Joaquin, and F. Sionil Jose, have profound relationship with the city of
Manila. Manor and Joaquin were brought into the world in Manila, while
Jose, however brought into the world in the area of Pangasinan, has made
Manila his other home over the course of the times of his visit in the city.

Some notable 21st century artists in liturature have also lived in

Luzon. The 2005 “Ngalang Pinoy: A Primer on Filipino Wordplay” author and
award- winning writer Flor Marie “Neni” Sta. Romana Cruz was a Cum
Laude of St. Scholastica’s College, and is now the head of the Children’s
Media Center in the International School- Manila. The national artist for
literature, Bienvenido Lumbera with his notable works: “Likhang Diwa,”
“Likhang Dila” and the epic “Rama Hari” that was recently featured for Ballet
Philippines, 2020 is now associated with The UP Institute of Creative Writing
and is part of its board of advisers.

Today, the Internet is connecting the people of our archipelago in so

many ways. It has allowed writers to explore and experiment with other
forms of literary skill expression, especially in Luzon- where a good amount
of the population is wired. Some new types of imaginative yield intervened
by new innovations and gadgets are being made. Instances of these are the
web log or the blog, online books, and the cell phone or text "tula." Despite
the fact that these structures are as yet excluded from our national literary
canon, we can't reject that such works are opening new skylines for the
present age of Filipino creators in Luzon and around the country.

Let Us Practice
Instructions: Read the short story below and answer the questions
that follow.

About the Author

The story is written by Merlinda Bobis, a contemporary Philippine-

Australian writer born in Legazpi City, Albay. The short story is taken from
her book entitled “Banana Heart Summer” a novel that tells of food, family
and longing; a lively celebration of friendship and community. It is a
bittersweet coming of age story of a poor girl in the Philippines. Lengua Para
Diablo means “The Devil Ate My Words.” Lengua means tongue in Spanish
and is also a name of a dish made of cow’s tongue or beef tongue (e.g.
Lengua Estofada). It is a story about the concerns of a father and how he no
longer has power over his family.

Lengua Para Diablo (The Devil Ate My Words)

[Excerpt from Banana Heart Summer]
by Merlinda Bobis

I suspected that my father sold his tongue to the

devil. He had little to say in our house. Whenever
he felt like disagreeing with my mother, he
murmured. 'The devil ate my words'. This meant he
forgot what he was about to say and Mother was
often appeased. There was more need for
appeasement after he lost his job.
The devil ate his words; the devil ate his capacity for words. The devil ate his
tongue. But perhaps only after prior negotiation with its owner what with
Mother always complaining, I'm already taking a peek at hell!' when it got
too hot and stuffy in our tiny house. She seemed to sweat more that
summer, and miserably. She made it sound like Father's fault, so he cajoled
her with kisses and promises of an electric far; bigger windows, a bigger
house, but she pushed him away, saying, 'Get off me, I'm hot, ay, this
hellish life!' Again, he was ready to pledge relief, but something in my
mother's eyes made him mutter only the usual excuse, 'The devil ate my
words,' before he shut his mouth. Then he ran to the tap to get more water"

Guide Questions:
1. What do you think does “lengua para diablo” symbolize?
2. How does the story mirror issues in reality? Describe at least
one example.
3. What do you think is the lesson we can get from the story?
4. How is the Father described in the story?
5. What does the story tell us about Philippine society?

Let Us Practice More

Instructions: Read the poem below and answer the guide questions
that follow.

About the Author

Bj Patino or Bernard Julian is a master’s degree in literature graduate

of the Ateneo de Manila University and also a faculty member of the English
department of the same school. Some of his works include “Late Mourning”
and “Ninth Day.” He is also a photojournalist of Mindanao News and
Information Cooperative Center. He is currently working towards a master’s
degree in anthropology.

Apo on the Wall was written by Bj Patino and talks about a child’s
point of view about his strict father and a hanging photo on the wall. This
advocates reasonably close to the realization of giving importance on
looking back at our past, moving forward through our present and ensuring
the success of our future.
 Apo on the Wall
by Bj Patino

There’s this man’s photo on the

wall Of my father’s office at home,
you Know, where father brings his
work, Where he doesn’t look
strange
Still wearing his green uniform
And colored breast plates, where,
To prove that he works hard, he
Also brought a photo of his boss
Whom he calls Apo, so Apo could
You know, hang around on the wall
Behind him and look over his shoulders
To make sure he’s snappy and all.
Father snapped at me once, caught me
Sneaking around his office at home
Looking at the stuff on his wall- handguns,
Plaques, a sword, medals a rifle-
Told me that was no place for a boy
Only men, when he didn’t really
Have to tell me because, you know,
That photo of Apo on the wall was already
Looking at me around,
His eyes following me like he was
That scary Jesus in the hallway, saying
I know what you’re doing.
Comprehension Question:

1. Who was the writer of the poem Apo on the Wall?

a. BJ patino
b. Merlinda Bobis
c. Resil Mojares
d. Ernesto Lariosa
2. What was the father’s work?
a. a writer
b. a teacher
c. a soldier
d. a cook
3. What does lengua mean in Spanish?
a. beef
b. tongue
c. ears
d. mask
4. Lengua Estofada is a Filipino dish made out of:
a. beef tongue
b. pig ears
c. chicken meat
d. fish sauce
5. In 1972, the entire Philippines was put under Martial Law, who was
the president at that time?
a. Ferdinand Marcos
b. Ninoy Aquino
c. Rodrigo Duterte
d. Fidel Ramos

Guide Questions:
1. Who do you think is the author referring to as “Apo”?
2. What do you think is the job of the author’s father?
3. How was the father described in the poem? What type of father do
you think is he?
4. How does the poem give you a glimpse of how Martial Law was
like? How does that make you feel?
 Let Us Remember

 Literary pieces of Filipino cultures often depict the setting of the

society at various timelines as writers from different regions
would depict and how the influences from different cultures of
colonizers have somewhat melted into Philippine culture.

 Philippine Literature gives a foretaste of how life was in the

Philippines- then and now.

 Authors use geographic perspectives when crafting novels,

stories, or other works.

 The relationship between people and their natural environment

is a key part of a story's plot, theme, or setting. Culture
influences literature through religious ideas, moral values,
language, and gender norms.

Let Us Assess
Directions: Reread the poem, Apo on the Wall. Write a 150-
word critical analysis of the poem using the following guide
questions below:
 What is the geographical, historical setting of the poem? How
does this affect the poem?
 What is the poem all about?
 What is the message/theme of the poem?
 Do you agree or disagree with the author’s message? Why? Why
not? Support your answer with evidences.

Rubric:
Criteria 5 3
Clarity of the Analysis Analyze thoroughly the
whole parts of the poem and
references are clear.
Organization Organization is very clear
with transitions that are
effective and varied
throughout the paragraphs.
Evidences Presented Presents extensive evidences
from the poem and
relevant supports to back-up
his/her interpretation.
Analyze parts of the poem and
some references are clear.
Organization is clear.
Transitions are present at
times, but there is very little
variety.
Presents some evidences from
the poem with some relevant
supports to back-up his/her
interpretation.
1
Analyze the poem a little and
the references are not clear.
Writing is not organized. The
transitions between ideas
are not clear.
Presents little evidence from
the poem and
relevant supports to back-up
his her interpretation.
 Let Us Enhance
Make your own poem

Make a 2 stanza poem in Cebuano. The poem should be an adaptation or

related to the theme of the poem, “Apo on the Wall”. It may be about your
parents, siblings, or your family. Make your output on a separate sheet of
paper. You will be graded by the rubric below.

Rubric: 4 3 2 1

Exceptional Very Developing Beginning

Satisfactory
Creativity The poem The poem The poem There is little
contains many contains a few contains a few evidence of
creative details creative details creative details creativity in
and/or and/or and/or the poem. The
descriptions descriptions descriptions, author does
that contribute that contribute but they not seem to
to the reader's to the reader's distract from have used
enjoyment. The enjoyment. The the poem. The much
author has author has used author has tried imagination.
really used his his imagination. to use his
imagination. imagination.
Imagery Many vivid, Some vivid, The reader can The reader has
descriptive descriptive figure out what trouble
words are used. words are used. to picture in the figuring out
The reader can The reader can poem, but the what imagery
picture the somewhat author didn't the poem is
imagery in the picture the supply much using and
poem. imagery in the detail. what the
poem. author wants
him/her to
picture.
Spelling & There are There is one There are 2- The final draft
Punctuation no spelling spelling or 3 spelling has more than
or punctuation and 3 spelling and
punctuation error in the punctuation punctuation
errors in the final errors in the errors.
final draft. draft. final draft.
Cebuano Cebuano words Cebuano words Cebuano words No Cebuano
Words used used in a used creatively used do not words used.
creative way, and somewhat spark interest.
related to the interesting.
topic and
sparks interest.
Answer Key
 References

Baronda, A. C. (2016). 21st Century Literature From The Philippines and The
World. Pasay City, Philippines: JFS Publishing Services.

Alec Daniel Cruz, N. (2018, February 09). Lengua Para Diablo by Merlinda
Bobis: Summary and Analysis. Retrieved January 15, 2021, from
https://sensationalstudentguide.wordpress.com/2017/11/08/lengua-para-
diablo-analysis/

Cruz, K. (2018, May 25). Introduction to Philippine Literature. Retrieved

January 15, 2021, from
https://21stcenturylitph.wordpress.com/introduction-to-philippine-
literature/

Lapingcao, A. S. (1970, January 01). Apo on the Wall by Bj Patino. Retrieved

January 15, 2021, from https://bertsnewblog.blogspot.com/2018/07/apo-
on-wall-by-bj-patino.html

Senior High School Core Subject: 21st Century Literature from the
Philippines and the World. (n.d.). Retrieved January 15, 2021, from
https://www.courses.com.ph/senior-high-school-core-subject-21st-century-
literature-from-the-philippines-and-the-world/
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