Philippine Literary History: A Reflection of Culture and Society

Synthesis
Literature acts as a form of expression for each individual author. Some books mirror
society and allow us to better understand the world we live in. However, literature confirms
the real complexity of human conflict”. Literature is a reflection of humanity and a way for us
to understand each other. Literature is important in everyday life because it connects
individuals with larger truths and ideas in a society. Literature creates a way for people to
record their thoughts and experiences in a way that is accessible to others, through
fictionalized accounts of the experience.
Geographic, Linguistic and Ethnic Dimensions of Philippine Literary History from Pre-
Colonial to the Contemporary. In this lesson the literary timeline is being discussed. To be
specific, it explained the pre Spanish literature, understanding literary history, period of
enlightenment, the American regime, the Japanese period, Philippine literature in English,
period of activism, period of the new society, the third republic, post-EDSA 1 revolution, and
21st period. In this lesson I learned many thing such as: (1) In the American Regime,
Americans influenced Filipino writers to write using the English language. English as a
medium of instruction was introduced in the schools as the intellectual language of
education. (2) The Propaganda Movement (1872-1896) was spearheaded mostly by the
intellectual middle-class like Jose Rizal, Marcelo del Pilar, Graciano Lopez Jaena, Antonio
Luna, Mariano Ponce, Jose Ma. Panganiban and Pedro Paterno and many more.
Identifying Representative Texts from the Regions. Specifically it talks about literary
periods in Philippine history, the basic elements of the literary pieces under the Japanese
Regime, American Period and Spanish Period and changes in Literature during the 21st
Century. In this lesson I learned that imagery is a poetic element that tries to create a picture
in the mind of the reader or a mental image through the use of figurative language, Gabu
depicts a coastline in Ilocos that is constantly experiencing the battering restlessness of the
sea, Panahon na muling Padaluyin ang Agos is a persuasive essay that focuses on the
potent capacity of a national language to arouse patriotism and love of country and its
people, the Dreamweaver’s is a text written by a feminist Filipina who strongly promotes
women’s rights.
Conventional and 21st century genres. In here, what is discussed is all about the
major genres of literary pieces such as: poetry, drama, fiction, and non-fiction. Another are
the modern literary genres presently used by 21st century writers such as: illustrated novel,
digi-fiction graphic novel, manga, doodle fiction, text-talk novels, chick literatures, flash
fiction, six word flash fiction, creative non-fiction, science fiction, blog, hyper poetry. What I
have learned in this lesson are the conventional literary genres, common characteristics of
conventional literary genres, different 21st century literary genres, and common
characteristics of modern literary genres, difference between conventional and modern
literary genres.
Context and text’s meaning this module helped me specifically develop a skill to
discuss how the different literary social and socio-cultural contexts enhance the text’s
meaning and enrich the reader’s understanding. After learning the module I was able to
identify words, ideas, structure, and purpose of the text, explore the different social and
socio-cultural contexts to enhance and enrich the understanding of the text; and appreciate
the importance of understanding the literary context and its meaning to one’s own life
experiences.
Multimedia Formats in Interpreting Literary Text. In this lesson, multimedia formats

that can be used to creatively interpret various genres of literary texts are being enumerated
and discussed and these are blog, mind mapping, mobile phone text-tula, slideshow
presentation, tag cloud, and video. After studying the lesson, I was able to know who
authored the poem, “Padre Faura Witnesses the Execution of Rizal, what is a biography,
and which type of context is formed by the beliefs, experiences, education and culture of the
author.
Applying ICT Skills in Interpreting Literary Texts. The lesson introduced me to an

analysis of an anecdote with the use of multimedia in furtherance of your ICT skills. The
lesson focused more on anecdotes and applying ICT skills. After learning the module, I was
able to demonstrate an understanding of the anecdote; interpret the anecdote using
appropriate multimedia format; apply ICT skills in crafting an adaptation of a literary text; and
show an appreciation on the use of multimedia to creatively interpret a literary text.
Elements of a short story. In this lesson the six basic elements of a short story is
being discussed. The basic elements are explained and enumerated, these are; character in
which they could be protagonist or antagonist, setting, plot wherein it has five parts namely;
exposition, rising action, climax, falling action, and resolution, conflict, theme, and point of
view wherein it can be first person, limited third person, omniscient third person. After
studying the lesson I was able to demonstrate understanding of a short story, analyse a
short story by identifying its basic elements; appreciate the use of multimedia in sharing the
lessons learned from a short story; and perform a self or peer-assessment in evaluating
one’s work.
Lastly, all the lesson is very useful. I’m impressed that all the topics given teach me
about literature. I’m thankful that I have this kind of subject, after learning all these things I
realized that it is important to study the literary text because it can bring back the records
that past. I encourage everyone to study literature it can help us in the future.
Republic of the Philippines
Department of Education
Region 02 (Cagayan Valley)
Schools Division Office of Isabela
Tumauini North District
300610-REGIONAL SCIENCE HIGH SCHOOL for REGION 02
Camp Samal, Arcon, Tumauini, Isabela 3325
Excelsior RSHS
Subject: 21st Century Literature from the

Name: Leanne Cristelle P. Dela Cruz
Philippines and the World
Grade and Section: 11 – Viking Learning Activity Sheet: 1 (Week 1)
Colonial to the Contemporary
What I Know
1. C 6.) B 11. A
2. D 7.) B 12. A
3. A 8.) D 13. B
4. B 9.) A 14. D
5. A 10. D 15. C
Lesson 1: Geographic, Linguistic and Ethnic Dimensions of Philippine Literary

History from Pre-Colonial to the Contemporary
What’s In
1. Different literary periods in Philippine literature include the pre-colonial period, the
Spanish colonial era, the American colonial era and the contemporary period.
2. There are some elements that can be found in all literary texts, regardless of the time
span. Setting, theme, form, point of view, and diction are among them. The social,
economic, and religious circumstances of the time period in which the texts were
written have a profound effect on all of these elements.
What’s New
E. Pre-Spanish Period G. Spanish
H. Period of Enlightenment D. American Period

A. Japanese Period J. Period of Literature in English
I. Period of Activism & New Society B. Rebirth of Freedom
C. Post Edsa F. 21st Century
What’s More
 Activity 1: Who’s Who?
1. C 6. A
2. A 7. A
3. A 8. C
4. Andres Bonifacio 9. A
5. C 10. B
 Assessment 1: Characterize Me!
Legends Folk tales The Epic Age Folk Songs

It portrays a This are stories in It details It mirrored the
historical hero the oral tradition, or extraordinary early forms of
rather than one tales that people tell feats and cultures.
who is god or each other out loud, adventures of
goddess. rather than stories in characters from
written forms. a distant past.
 Activity 2: Thinker’s View
1. That his stars would wither and die if they play with the star children of the sun.
2. Because the moon stars appeared instead of the sun’s stars.
3. Eclipse
 Assessment 2: Closer Look
1. Awe
2. Faith
3. Worship
 Assessment 3: Saying a Song

1st Paragraph- It talks about the beauty of the Philippines.
2nd Paragraph- It talks about the Philippines being colonized because of its beauty.
3rd Paragraph (Chorus)- It talks about the Philippines crying for freedom.
What I Can Do
Philippine Literary History is indeed a magnificent and vital treasure of our country. It
gives enlightenment to every Pilipino and foreigners to what our cultures are in this country.
It materializes the essence of artistry and how we give importance to what we have. As a
Grade 11 student, there are numerous ways for me to show my adaptability to our country’s
literary history, these are; (1) By studying it sincerely, (2) Witnessing it as much as possible
trough looking at pictures etc. and, (3) By giving importance to the primary essence of the
literature.
Showing a sense of adaptability is to first understand the subject. By studying the

literary history of our country, I will be able to learn the important details of what our cultures
are. When I study its very details, I am also adapting to its diversity because it shows that I
am preparing myself for the diverseness that I will be encountering.
Through witnessing the history by looking at picture or any forms of visual

presentation, I am showing my adaptability because through this I could personally analyze
the history. Despite the diverseness of it, by witnessing it, I could connect them by knowing
their purpose to our country.
I could also show my adaptability by giving importance to the primary essence of

each literature, which is to emphasize our culture as a Pilipino. Although the diversity of this
makes it look scattered, by knowing their natural purpose will reconnect them in the minds of
the people.
To sum it all, to show a sense of adaptability to the diverse literary history of our
country is by understanding, witnessing and analyzing the very detail of it. Just like in a
workplace, in order for you to show your adaptability, you must understand your work,
witness how your work must be done and analyze the essence of your work. By that, you are
showing your ability to adjust to your workplace and likewise to Philippine literary history.
Excelsior RSHS

Colonial to the Contemporary
Lesson 2: Identifying Representative Texts from the Regions
What’s In
1. include the pre-colonial period, the Spanish colonial era, the American colonial era and
the contemporary period.
2. • Japanese Regime
The major Filipino poetry themes at the time include nationalism, country, love,
faith, religion, arts, and life in barrios.
Also, three distinct poems came to be which includes: Haiku, Tanaga, and
Karaniwang.
• American period
Change in language: The writers changed from using Spanish, Tagalog, and
various dialects of several regions, to American English
Change in themes: during this period, the writers were influenced to write
according to American themes and methods of writing.
• Spanish Period
Filipino alphabets known as "Alibata" changed to the Roman Alphabet.
European legends were infused into Filipino's songs and corridos 3. Folk songs
became popular
3. Here's another distinction in 21st century writing, modernists will be mostly in lines of
free verse, no fixed rhyme scheme, or style unlike traditional authors. Traditional
literature, if you may call it that, was mainly oral, didactic, and mythical, with a lot of
romanticism and idealism.
What’s New
1. Sea.
2. “The battering restlessness of the sea.”
“And neutral where the sea reaches its brine.”
What’s More
Activity 1: Graphic Organizer
Title Of The Text: Gabu

Author: Carlos A. Angeles
Questions Response
It is about the underlying restlessness of life
TOPIC itself and the search of the soul to find a
What is the text all about? type of spiritual permanence within its
turmoil.
SITUATION
What is the setting referred to or described In a beach of a place called Gabu

in the text?
CLIENT
Who is the target group of readers of the The target group of the text are the people
text? How would you describe the group in who contemplate about life.
terms of skills, values, beliefs and
attitudes?
PURPOSE To show people that life is fleeting, the only

constant thing in life is change, life can be
Why was the text written? What does it rough like sea, and that we can find our
hope to achieve especially among its stability like when the sea once meets the
client? shore.
PERSONA
Probably someone on the beach at Gabu
Who is the voice behind the text? What is watching the rough sea, contemplating life.
known about him or her?
Assessment 1: Reflect on Me
1. Tagalog
2. To encourage people to be excited about literature.
Activity 2: Outline
 Introduction: Philippine Literature is going through drought
 1st point: many are anticipating the reawakening of literature
Supporting evidence: It can be proven by numerous artists in our generation that

we see on the news and internet who promotes literature that is being left out.
 2nd point: literature today is focused on the demand of the public
Supporting evidence: The literature now is based on the trend in our society which
can be proven also on what we observe on the internet, it is most on mere
aesthetics which the public looks for.
 3rd point: A call for the re-emergence of Philippine literature
Supporting evidence: The text urges the reader to re-emerge of the Philippine
literature which we can see on some part of the text. It is because Philippine
literature is fading slowly.
Assessment 2: Theme’s Up
1. It talks about the situation of ordinary people and the injustice that lives within our
society. It talks about anger and resentment.
What I Can Do
 Verse 1: Our experiences determine how things appear to us.
 Verse 6: Women when together, are stronger
 Verse 7: It talks about of the strengths of women both physically, spiritually and
mentally.
Assessment
1. C 6. B 11. A
2. A 7. B 12. B
3. D 8. D 13. B
4. A 9. D 14. D
5. A 10. C 15. D
Additional Activities
I am affected in a way that it gives me a new perspective or view to consider in some

particular socio-political and moral issues confronting our country.
Excelsior RSHS

Conventional and 211st Century Genres
What I Know
1. C 6. A 11. A
2. A 7. C 12. A
3. B 8. D 13. D
4. D 9. B 14. D
5. A 10. C 15. C
Lesson 1: 21st Century Literature Genres
What’s New
1. Poetry, Drama, Fiction and non-fiction
2. Poetry is expressed through meaning, sound and rhythmic language choices to evoke
an emotional. Drama is presented in dialogue or pantomime a story involving conflict
more contrast of character, especially on intended to be acted on a stage: a play.
Fiction is created from the imagination, not presented as fact, though it may be based
on a true story or situation. Non-fiction is based on facts and the author’s opinion about
a subject.
What’s More
Activity 1
It is a form poetry which tells about a contradicting viewpoint of two person who at
least once loved each other. The woman lets the man go to make him happy, while the man
lets the woman go to make himself happy and because of his discontentment.
Activity 2
Activity 3
Name: Leanne Dela Cruz

Differences in Terms Similarities Differences in terms of elements
of Structure
Doodle fictions follow a All of these genres Doodle fictions use handwritten
novel or story book type incorporate drawings, elements to write its text and
of narration, unlike illustration, or graphics drawing.
manga and graphic in telling a story. All of
Manga use a very specific Japanese
novels. Doodle fictions these styles, to be
art style to draw the graphics, also
show both text and even more obvious,
they are all read from right to left.
pictures in a way like contains, pictures that
Element in manga always pertain,
articles are written, engages viewers
exclusively, to the Japanese. These
while, the comic book effectively. These are
Japanese elements include the
styles don’t. all from the 21st
culture, people and environment,
Century. Each genre
behaviour, and the likes.
couldn’t come into
being without the Graphic novels use a very
assistance of a Americanized art style in drawing the
computer or through comic, and must be read from left to
digital mechanisms. right.
What I Have Learned
1. Myths, fables, epics, ballads, legends, folk rhymes, folktales, fairy tales, trickster tales,
tall tales, cumulative tales and pourquoi tales are part of this genre.
2. – They are based in oral tradition with no known author
- Anytime and anyplace
- Common ending
- Often magical
- Typically evil is defeated
- Contain universal truths and values of time
- Were sometimes used to instruct children in values
3. The module will focus on contemporary literature, exploring 21st literary forms, modes
and genres including game writing, auto fiction, speculative fiction, specialist poetry,
hypertext, and experimental; fiction
Assessment
1. C 6. B 11. B
2. A 7. C 12. B
3. B 8. D 13. A
4. D 9. C 14. C
5. D 10. A 15. A
1. Picture A is Text Novel and Picture B is Fiction.
2. Picture B is a Text Novel because they use SMS to present stories while picture B is a
fiction because it was made my Shakespeare, it is not a true story but on
contemporary, it is a true story.
Excelsior RSHS

Context and Text’s Meaning
What I Know
1. D 6. B 11. D
2. C 7. C 12. B
3. A 8. C 13. B
4. C 9. A 14. C
5. B 10. C 15. A
Lesson 1: Context And Text’s Meaning
What’s In
1. D E
2. D F
3. A B
4. D G
5. A C
6. A H
Activity 1: Understanding the Text
1. C
2. D
3. A
4. B
5. D
Assessment 1: Getting Familiar with Text’s Meaning
1. B
2. Leaves of trees, flock of birds, blade of grass, cogon flowers
3. Visual- star, grass leaves, birds, flowers Auditory- sound, rustling, chirping, buzzing,
flapping Kinesthetic- tend, re-arrange, weed, harvest, do again
4. The poem has 4 stanzas, has 7 and 8 syllables. The poem has a shape.
5. The author presented the poem by showing the intention to do things that re not
possible to do and narrowed down to flattening the curve of COVID-19 cases.
Activity 2: Understanding the Context
 Picture 1- Manila - I felt amazed because the picture of manila presented in the activity
is old fashioned.
 Picture 2- Padre Faura witnessed Dr. Jose Rizal’s execution - I felt sad because this
shows how Padre Faura felt when he witnessed Rizal’s execution.
 Picture 3- Azotea de Ateneo overlooking Bagumbayan -I felt impressed because this

show how the place is developing.
Assessment 2
1. The situation was during the lockdown during the cOVID-19 pandemic
2. The author described first what she heard, see, can do, before relaying the message.
3. The author was willing to do some impossible task. The author used exaggeration.
4. Count the uncountable, listen to the sounds of nature, redo all the things have been
done.
5. The author wanted to persuade the readers about the things can be done amid
pandemic; to do necessary thing to cooperate for one goal.
Activity 3
1. The environment pictures the nature where the author was, in a farm surrounded by
trees and plants
2. There was an enhanced community quarantine/lockdown due to COVID-19 pandemic

3. Bring the front liners back home Fight the unforeseen enemy Help the new beginning
Contribute to the humanity Flatten the curve Stay at home!
What I Have Learned
1. Bagumbayan
2. Spanish
3. To remember our hero Dr. Jose Rizal
4. Filipinos
5. From the moment he was handed his death sentence to his final steps towards the
firing squad.
6. Noli Me Tangere and El Filibusterismo
7. The experience in life that I felt challenging is when I had a dengue because during this
time I felt weak and there is a great amount of money needed to invest to pay the bills.
Assessment
1. C 6. D 11.A
2. A 7. C 12. C
3. B 8. C 13. B
4. C 9. D 14. B
5. A 10. B 15. D
Excelsior RSHS

Creative Representation of Literary Text
What I Know
1. 1. D 6. B 11. B
2. 2. A 7. D 12. D
3. 3. C 8. C 13. C
4. 4. B 9. C 14. A
5. 5. C 10. A 15. A
Lesson 1: Multimedia Formats in Interpreting Literary Text
What’s In
1. Danton Remoto
2. DANTON REMOTO
- Birthday: March 25, 1963
- Occupation: essayist, writer, columnist, field reporter and professor
What’s New
1. The pipit is a metaphorical representation of how our country get abused and
abandoned.
2. The pipit represents our country and the man who sling shot the bird are the countries
who abused our country. How the pipit is feeling is the same feeling we have after
being abused and abandoned.
3. In a video and text from using YouTube. 4. Biographical context.
What’s More
Activity 1: Mind Mapping
Activity 2: Mobile text Tula
Lyrics of the song been told,
Displays country’s need to hold.
The injustice has been fold,
Triumph will never get cold.
Assessment
1. B 6. C 11. C
2. C 7. A 12. C
3. A 8. B 13. D
4. D 9. D 14. A
5. D 10. A 15. D
Lesson 2: Applying ICT Skills in Interpreting Literary Texts
What’s In
1. Tag Cloud
2. Video
3. Blog
4. Slideshow Presentation
5. Mind Mapping
What’s More
Activity 1
 Efren: Kahit bata sila, meron silang magagawa, kasi ganun din Yung pinaramdam sa
min ni KB nun na do not let anyone look down on because you are young.
Efren: Actually ,dilang ako nakatagpo,kasama ko nun si KB, kaming dalawa. Nakita
naming si Kesz na natutulog sa harapan ng convenient store. Nagkaroon ako ng
compassion, si KB na tulungan si Kesz. Kasi ano eh, sinisipa-sipa siya nung mga
dumadaan, tapos puro sugat pa yung ulo nya tapos wala syang damit. Ilan taon ka nun
Kesz?
Efren: Ako ay si Efren Peñaflorida at sila Keszat KB ako ay naniniwalang lahat ng tao
ay pwedeng maging salbabida kase ang taong sumalba sakin, yung taong tumulong
sakin ay si KB.
Drowned in the poverty’s flood,
Salbabida helped me up.
Gave me hope and made me glad.
Left me inspired and not stop.
Activity 2
1. KB Manalaysay is the salbabida. In metaphor salbabida means a life saver to a

person. Just like what KB did he helps Efren Penaflorida and mr Penaflorida pass it to
another and helps another person.
2. It compares how he educate the people to be helpful and be a hope to everyone
3. When Efren was giving up and decided to stop from going school because of all the
bullying he have encountered. KB help him by encouraging him to pursue and continue
his studies and be a 'Salbabida' to others, like what KB did to him.
4. Efren was able to get back on his feet thanks to KB's simple kindness, and he realized
that he needed to fight back and pursue his life, his studies, so that he could support
other people as well. These simple acts of kindness inspired other children, such as
Kesz, and people on the verge of giving up, such as Efren, to never give up and to
keep fighting. And capable of inspiring Kesz and Efren to support others and be a
'Salbabida' in the lives of others.
5. It teach us how to be a salbabida to others. The lesson does it want to share to the
viewer’s on that all of us can be a salbabida and help others in need.
Assessment
1. D 2. C 3. A
4. D 5. A 6. A
7. C 8. C 9. A
10. B 11. A 12. A
13. C 14. A 15. C
Unbeknownst to some people, even small information can actually save lives. It is
indicated in the story that a simple news was heard by them and he did not took it seriously.
Considering this, I learned that even the simplest detail we get regarding a dister or any
warnings must be heard and taken seriously. We must never neglect anything when it is
about our safety. Secondly, I learned from the story the essence of awareness. Everyone
must be encouraged to be aware about safety and protection. The narrator of the story was
not aware that the volcano was going to erupt so he was left shocked. The story clearly
evokes that awareness is a must when it comes to one’s safety. Lastly, preparedness came
into my mind when I finished reading the story. The author was not prepared and maybe
some of the people too, so they encountered certain consequences. In every situation we
must always be prepared to assure our safety. To sum it all, the story taught me about the
importance of taking the smallest information seriously, awareness, and preparedness which
paved my way towards a safe and sound environment.
Excelsior RSHS

Elements of a Short Story
What I Know
1. B 6. C 11. D
2. C 7. B 12. C
3. B 8. C 13. C
4. C 9. C 14. C
5. D 10. A 15. D
Lesson 1: Basic Elements of a Short Story
What’s New
1. The story took place in Liza's home where she and her aunt, Tita Loleng, were cooking
sinigang which is her father's favourite dish.
2. Liza, Meg, Tita Loleng, Liza;s Father and, Mother, sylvia and lem.
3. When she learned about his father having an infidelity in others, it led her to separate
to his father. It was all about how Liza deals with issue of his father having an affair
with Sylvia and eventually had a son.
4. The most interesting part of the story was when Sylvia her father's mistress appeared
and confessed to Liza and asked for forgiveness explaining that nobody's perfect,
everybody commits mistakes.
5. Liza’s father having affair with sylvia and had a son named Lem. The story setting is in
Liza’s home where aunt loleng cooking sinigang her father’s favourite dish.
What’s More
A. 1. Liza’s home
2. Liza, Meg, Tita Loleng, Liza;s Father and, Mother, sylvia and lem.
3. The story is about how Liza deals with the issue of her father who had an
extramarital affair with Sylvia, and consequently had a son, Lem. The story took place
in Liza's home where she and her aunt, Tita Loleng, were cooking sinigang which is
her father's favourite dish.
4. The fact that her father had an extramarital affair with another woman and
consequently had a child. This conflict tainted Liza's relationship with her father. This is
a man versus man because this conflict is between Liza and his father.
5. Liza had finally decided to ask the question. I had been wondering how long my Tita
Loleng could contain her curiosity. I continued to pick out tomatoes for the sinigang we
were to have for dinner.
B. 1. A 6. D
2. A 7. C
3. B 8. B
4. C 9. A
5. C 10. E
What I Can Do
Activity 2
The story Sinigang taught me reality that every human is imperfect, each makes
mistakes and forgiving is a great thing. This also showed the importance of humility and
admitting own mistakes. Along with this is the essence of apologizing sincerely to the ones
you have affected in negative way. Ultimately, it displayed the beauty of acknowledging your
problem or weaknesses because through this we could start knowing what is too be solved
and improved.
Assessment
1. A 6. A 11. D
2. B 7. C 12. C
3. B 8. C 13. A
4. C 9. A 14. A
5. D 10. A 15. C
Additional Activity
Usually Sometimes Seldom Never

1. 
2. 
3. 
4. 
5. 

Philippine Literary History: A Reflection of Culture and Society

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Synthesis

Multimedia Formats in Interpreting Literary Text. In this lesson, multimedia formats

Applying ICT Skills in Interpreting Literary Texts. The lesson introduced me to an

Subject: 21st Century Literature from the

Lesson 1: Geographic, Linguistic and Ethnic Dimensions of Philippine Literary

E. Pre-Spanish Period G. Spanish

H. Period of Enlightenment D. American Period

I. Period of Activism & New Society B. Rebirth of Freedom

C. Post Edsa F. 21st Century

 Activity 1: Who’s Who?

 Assessment 1: Characterize Me!

Legends Folk tales The Epic Age Folk Songs

 Activity 2: Thinker’s View

2. Because the moon stars appeared instead of the sun’s stars.

 Assessment 2: Closer Look

 Assessment 3: Saying a Song

Showing a sense of adaptability is to first understand the subject. By studying the

Through witnessing the history by looking at picture or any forms of visual

I could also show my adaptability by giving importance to the primary essence of

Subject: 21st Century Literature from the

Lesson 2: Identifying Representative Texts from the Regions

Filipino alphabets known as "Alibata" changed to the Roman Alphabet.

2. “The battering restlessness of the sea.”

“And neutral where the sea reaches its brine.”

Activity 1: Graphic Organizer

Title Of The Text: Gabu

What is the setting referred to or described In a beach of a place called Gabu

PURPOSE To show people that life is fleeting, the only

2. To encourage people to be excited about literature.

 1st point: many are anticipating the reawakening of literature

Supporting evidence: It can be proven by numerous artists in our generation that

 2nd point: literature today is focused on the demand of the public

 3rd point: A call for the re-emergence of Philippine literature

 Verse 1: Our experiences determine how things appear to us.

 Verse 6: Women when together, are stronger

I am affected in a way that it gives me a new perspective or view to consider in some

Subject: 21st Century Literature from the

Conventional and 211st Century Genres

Lesson 1: 21st Century Literature Genres

Name: Leanne Dela Cruz

What I Have Learned

2. – They are based in oral tradition with no known author

- Anytime and anyplace

- Typically evil is defeated

- Contain universal truths and values of time

- Were sometimes used to instruct children in values

1. Picture A is Text Novel and Picture B is Fiction.

Subject: 21st Century Literature from the

Context and Text’s Meaning

Lesson 1: Context And Text’s Meaning

Activity 1: Understanding the Text

Assessment 1: Getting Familiar with Text’s Meaning

2. Leaves of trees, flock of birds, blade of grass, cogon flowers

Activity 2: Understanding the Context

 Picture 3- Azotea de Ateneo overlooking Bagumbayan -I felt impressed because this

2. There was an enhanced community quarantine/lockdown due to COVID-19 pandemic

What I Have Learned

3. To remember our hero Dr. Jose Rizal

6. Noli Me Tangere and El Filibusterismo

Subject: 21st Century Literature from the

Creative Representation of Literary Text

Lesson 1: Multimedia Formats in Interpreting Literary Text

- Birthday: March 25, 1963