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Senior High School

Supplementary Learning Material
21st Century Literatures from the Philippines and the World
Lesson 1.1: Close Analysis and Critical Interpretation of Literary Texts

Development Team of the Supplementary Learning Material

Writers: Patrick A. Matala, Vanessa R. Natulla, Joveth T. Tampil

Editors: Tammy C. Catubig, Genalyn M. Dispo
Reviewer: Maria Dinah D. Abalos,
Illustrator: Eldon Jay T. Balais
Layout Artist: Jeffry M. Panes
Management Team: Francis Cesar B. Bringas
Isidro M. Biol Jr.
Gladys S. Asis
Maria Dinah D. Abalos
Donald Orbillos

Donald D. Orbillos

Department of Education – Schools Division of Butuan City

Office Address: Rosal St., Brgy. Dagohoy, Butuan City

Telefax: 341-0022

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 21 Century
st

Literatures from
the Philippines
and the World
Close Analysis and
Critical Interpretation of
Literary Texts

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Introductory Message

For the learner:

Welcome to the 21st Century Literatures from the Philippines and the World
Supplementary Learning Material (SLM) on Close Analysis and Critical
Interpretation of Literary Texts.

The key goal is for you to develop critical learning and reading comprehension skills
through guided independent reading activities. It contains contextualized and
authentic activities that are anchored to your interest.
This SLM has the following parts and corresponding icons:

Come Aboard
This will activate your prior knowledge about the topic.

Set Sail
In this portion, the lesson will be introduced to you in
various ways such as a story, a song, a poem, a
problem opener, an activity or a situation.
Navigate This section provides a brief discussion of the lesson.
Also, this part comprises of three different stages of
activities.
First Wave- Guided exercises
Second Wave- Guided/ independent exercises
Third Wave- Independent exercises
Sail On
This section provides an activity which will help you
transfer your new knowledge or skill into real life
situations or concerns.

At the end of this SLM you will also find:

References This is a list of all sources used in developing this
SLM.

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 BALANGAY: SAILING ON THROUGH ENGLISH
LESSON 1.1

Grade 12/11
The learner will be able to understand and appreciate literary
Grade Level texts in various genres across national literatures and
Standards
cultures.
Writing a close analysis and critical interpretation of literary
texts, applying a reading approach, and doing an adaptation
MELC/
Curriculum of these, require from the learner the ability to identify
Guide representative texts and authors from Asia, North America,
Europe, Latin America, and Africa. (EN12Lit-IIa-22)
COME ABOARD

A. Remember the things that you prayed for yourself. List at least three. Write
one in each boat below. Color the boat with the prayer/s that is/are granted
already.

B. Find the word in the net puzzle that fits in each meaning found
in the box.

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1. (adverb) in a way that shows very strong and sincere feelings about something
2. (noun) a fish with a flat head and long hairs around its mouth that lives in rivers or
lakes; known in Bisaya as “pantat”
3. (verb) to throw something into the water to catch fish with
4. (noun) an artificial insect or other small animal that is put on the end of a fishing line to
attract fish
5. (adjective) unhappy, disappointed, or without hope

SET SAIL

Read the text carefully and answer the questions that follow.

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 The Parable of the Catfish
(Based on a story by Juan Flavier; Adapted by Vanessa R. Natulla)

(1) There was a fisherman

who wanted to provide for the
needs of his family.
Unfortunately, he was having
difficulty catching fish in the
local lake. So, he fervently
prayed and asked God to help
him. He even asked his family
members and his church leader
to pray for him.
(2) The next day, he woke
up early and went to the local
lake to fish. However, two hours already passed, there was still no catch. Feeling
disappointed, he prayed and cast his fishing rod once again into the lake. A
moment later, a big fish started tugging the lure. The fisherman felt so excited.
Finally, he can bring a fish home for his family to eat.
(3) He uttered words of thanks to God as he brought the fish to shore.
However, upon clearly seeing the fish he caught, he felt sad. It was merely a
catfish. He wouldn’t eat such kind of trash. Hence, he threw it back to the lake.
(4) Instantly, he remembered his prayers. He finally understood that the fish
he considered as trash was God’s answer. Unfortunately, it was not something he
expected.
(5) With deep regret, he kneeled and begged for forgiveness. He prayed again
for fish to catch and promised not to throw it back. He tried fishing once again for
another hour and a half, but nothing came up. The fisherman left the lake with a
dejected heart but with a lesson learned.

NAVIGATE

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 A literary critical analysis conveys the meaning of a literary work through giving
an in-depth interpretation of the text.

When analyzing and interpreting literary texts, you undergo such processes
below:

1. Identify the literary elements used in the literary work such as characterization,
setting, plot, and theme;
2. Understand how character, setting, plot, and theme influence one another; and
3. Use textual evidences from a literary work to justify an interpretation.

A. First Wave
Refer back to the parable. Write the letter of the correct answer.
1. How many character/s is/are there in the story?
a. 1
b. 3
c. 4
d. none of the above

2. Which paragraph exposes the setting of the story?

a. Paragraph 1
b. Paragraph 2
c. Paragraph 3
d. Paragraph 4

3. What type of conflict did the fisherman experience?

a. human vs. human
b. human vs. self
c. human vs. supernatural
d. human vs. society

4. In paragraph 3, what emotion is being shown by the fisherman?

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 a. anger
b. confusion
c. disappointment
d. regret

5. In paragraph 4, how did the fisherman show regret?

a. He did not want to pray anymore.
b. He prayed to God for forgiveness.
c. He threw the catfish back to the lake.
d. He gave the catfish to his church members.

B. Second Wave

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Task 1:
Complete the story pyramid by providing appropriate words and information.

STORY PYRAMID

1. ____________

2. __________________

3. _______________________

4. ______________________________

5. _____________________________________

1.one word that tells the livelihood of the main character

2. two-three words/phrases to describe the setting
3. three-four words/phrases to state the conflict
4. four-five words/phrases to describe the main character
5. five-six words/phrases to state the values learned by the main character

Task 2:

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Arrange the pictures based on how they happened in the story. Write letters A-F.

11 2

3 4

5 6

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 C. Third Wave

Test your critical analysis and interpretation of the text you have read. You
may go back to the story to answer the following questions.

1. Identify the character traits shown by the main character before and after
the fishing event. Fill out the graphic organizer below. Support your
answers by giving evidences found in the text.

BEFORE THE FISHING EVENT AFTER THE FISHING EVENT

Trait/s : Trait/s :

Evidence/s : Evidence/s :

______________________ ______________________
______________________ ______________________

2. In your own words, what does the author want to convey in the line...”
The fisherman left the lake with a dejected heart but with a lesson learned.”
in paragraph 5?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
 SAIL ON

Choose one (1) of the activities that shows understanding and appreciation
of the literary text.

#1 POEM MAKING
Compose a two-stanza poem in relation to the values conveyed in the story.
#2 POSTER- SLOGAN MAKING
Create a poster-slogan about the values of the story.
#3 WRITING STORY ENDING
Write your own version of the ending of the story.

Here are the rubrics for you to be guided in doing your chosen activities.

3 2 1

The poster-slogan The poster-slogan The poster-slogan

clearly exhibits the fairly exhibits the does not exhibit the
idea/concept idea/concept idea/concept
creatively. creatively. creatively.
Presentation is Presentation is Presentation lacks
visually appealing visually appealing visual appeal or is
through effective through competent untidy.
Poster
use of lines, strokes, use of lines, The message does
Slogan
or colors. The strokes, or colors. not demonstrate
message clearly The message fairly substantive and
demonstrates demonstrates meaningful ideas
substantive and substantive and in a creative
meaningful ideas. meaningful ideas manner
in a creative
manner.
Poem The composition The composition The composition
clearly expresses fairly expresses does not express
ideas that are ideas that are ideas that are
relevant to the topic. relevant to the topic. relevant to the
It is originally made It is originally made topic. It is not
and presents an and presents originally made and
 effective use of partially effective presents
figurative language. use of figurative ineffective use of
language. figurative language.

The composition The composition The composition

clearly expresses fairly expresses does not express
ideas that are ideas that are ideas that are
relevant to the topic. relevant to the topic. relevant to the topic.
Story Ending
It is originally made It is originally made It is not originally
Composition
and presents the and presents partly made and does not
elements of the short the elements of the present the
story. short story. elements of the
short story.

Answer Key:

COME ABOARD
A. Answers may vary

B.1. fervently
2. catfish
3. catch
4. lure
5. dejected
References:

Oxford Dictionary of English.

Cambridge Dictionary
Flavier, J., 1989. Parables Of The Barrio. Silang, Cavite: IIRR Book Project.
K to 12 Most Essential Learning Competencies with Corresponding CG Codes. Department
of Education Curriculum and Instruction Strand. Retrieved on 14 January 2020 from
https://commons.deped.gov.ph/K-to-12-MELCS-with-CG-Codes.pdf.