21st Century Literature from

the Philippines and the World

Quarter 3 – Module 1:
History of Philippine Literature
from Pre-Colonial to 21st Century
21st Century Literature from the Philippines and the Word – Grade 11
Quarter 3 – Module 1: History of Philippine Literature from Pre-Colonial to 21st Century
First Edition, 2020

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21st Century Literature from
the Philippines and the World
Quarter 3 – Module 1:
History of Philippine Literature
from Pre-Colonial to 21st Century
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!
 Let Us Learn

This module was designed and written to provide help you understand and
appreciate the elements and contexts of 21st century literature compared to the
previous genres of literature from the pre-colonial period and up to this present age
of computers.

The module aims to engage students in appreciation and critical study of

21st Century Literature from the Philippines encompassing their various
dimensions, genres, elements, structures, contexts, and traditions.

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:
a. the geographic, linguistic, and ethnic dimensions of Philippine literary
history from pre-colonial to the contemporary
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)

Specifically, in this module, you will be able to:

 identify geographic, linguistic, and ethnic dimensions of Philippine literary
history from pre-colonial to contemporary and representative texts from the
regions;
 identify representative texts and authors from the different regions; and
 write a close analysis and critical interpretation of literary texts from the
representative texts from the regions.

Let Us Try

Directions: Write True if the given statement is correct. Write False if the
given statement is incorrect. Write your answer on a separate sheet of paper.

1. During the Pre-Spanish Period, Jose Rizal‘s works such as Noli Me Tangere
and El Filibusterismo were written to awake the mind of the Filipino people.

2. Because of the archipelagic nature of the Philippines, its geographical

features, and the presence of various ethno-linguistic groups in the country,
regional literature has become rich and varied.

3. Oral and written literatures were not present in the Filipino culture before
the colonizers came.
4. The most prominent characteristic of Philippine literature during the
Spanish era was the use of religion as the content in the works of the early
literature.

5. The separate, yet parallel developments of Philippine literature in English

and those in Tagalog and other languages of the archipelago during the
American period only proved that literature and writing in whatever
language and in whatever climate were able to survive mainly through the
active imagination of writers.

6. Poetry works during the EDSA I Period were romantic and revolutionary.

7. Doctrina Cristiana and Urbana and Felisa were written to support or

contradict the Catholic Church during the Period of Enlightenment.

8. It was during the American Period when Filipinos witnessed newspapers

which were once branded crony newspapers become instant opposition
papers. Many wrote plays, poems, short stories, etc. Topics and themes were
often about life in the provinces.

9. Filipino literature was given a break during the Japanese period. Many wrote
plays, poems, short stories, etc. Topics and themes were often about life in
the provinces.

10. The American Period presented new trends in writing using modern
technology.

11. Poetry during the New Society Period was dealt with patience and regard for
native culture and customs.

12. Philippine regional literature can be best described as dynamic.

13. Imagery in poetry pertains to mental pictures.

14. Literature developed alongside Philippine history is a valid observation of

literary development in the Philippines.

15. The use of the vernacular in regional literature is encouraged so that the
culture and tradition of a people are upheld despite effects of modernization.
Lesson The Geographic, Linguistic, and
Ethnic Dimensions of Philippine
1 Literary History from Pre-Colonial to
the Contemporary

The diversity and richness of Philippine literature evolved side by side with
the country‘s history. This can be best appreciated in the context of the country‘s
pre-colonial traditions and the socio-political histories of its colonial and
contemporary culture. Owing to the works of our own archaeologists and
anthropologists, we are able to know more and better judge information about our
pre-colonial times set against a bulk of material about early Filipinos as recorded
by Spanish, Chinese, Arabic and other chroniclers in the past to the 21st century.

The average Filipino‘s unfamiliarity with his indigenous literature was due to
what has been imposed upon him: that his country was discovered and, hence
Philippine history started only in 1521. But as the years go by, Filipino writers,
artists and journalists are trying to correct this inequity by recognizing the
country‘s wealth of geographic, linguistic and ethnic traditions disseminating them
through their literary works in schools and in the mass media. The rising of the
nationalistic pride in the 1960‘s and 1970‘s also helped bring about this change of
attitude among a new breed of Filipinos concerned about the Filipino identity from
the pre-colonial period up to the present.

Let Us Study

Activity 1: Fill Me Out!

What are the key points or important things that you have learned per period of our
Philippine Literature? Can you give some significant or important points that
describes the periods mentioned? Write your ideas below.

Literary Periods in Important Key Points

Philippine Literature

1. Pre- Colonial Period

( BC-1564)

2. Spanish Colonization
( 1565-1863)
3. Period of Enlightenment
( 1872-1898))
 4. American Colonization
( 1898-1944)
5. Period of Activism
( 1970-1972)
6. Period of the New Society
(1972-1980)
7. Japanese Occupation
(1941-1945)
8. Period of the Third
Republic (1981-1985)
9. Post -EDSA 1 Revolution
(1986-1995)
10. 21st Century Period

This time, let us discuss the each period to understand how literature in the
Philippines has evolved through time.
Discussion 1: Let Me Reminisce!
Pre-Colonization
Oral and written literatures were present in our culture even before
colonizers came. We had our own alphabet that our Malayan ancestors used. The
written literary forms did not last because of the materials used such as: 1) leaves,
2) bamboo canes, and 3) the ground. Such materials did not last long because of its
organic composition but the oral literature continued by word of mouth like: 1)
riddles, 2) proverbs, 3) folksongs and folktales, 4) myths and legends, etc. The way
our ancestors lived during the early days is evident in the contents of these literary
forms. Work and activity songs described how people earn their livelihood like
farming, fishing, pottery, and a lot more. An example is the popular song by the
Tagalogs-―Magtanim ay di Biro‖ (Planting Rice is Never Fun).

Spanish Colonization
When the Spaniards came, it paved the way for the use of paper and so
written literature in the Philippines was born. The most prominent characteristic of
our literature during the Spanish era is the use of religion as the content in the
works of the early literature. One great example of this is the idea of goodness that
will be rewarded and that evil deeds will be punished. The first Filipino alphabet,
called alibata, was replaced by the Roman alphabet. Also, the teachings of the
Christian Doctrine became the basis of religious practices. European legends and
traditions brought here became assimilated in our songs, corridos, and moro-
moros. Folk songs manifest the artistic feelings of the Filipinos and show their
innate appreciation for and love of beauty. The examples are Leron-Leron Sinta,
Pamulinawen, Dandansoy, Sarong Banggi, and Atin Cu Pung Sing-sing. There were
also many recreational plays performed by Filipinos during the Spanish times.
Almost all of them were in a poetic form such cenaculo, panunuluyan, salubong
and zarzuela.
 Period of Enlightenment (1972- 1898)
In 19th Century, Filipino intellectuals educated in Europe called Ilustrados
began to write about the hitch of colonization. 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.

 Some of Rizal‘s writings were Noli Me Tangere, Mi Ultimo Adios, Sobre La

Indolencia Delos Filipinos and Filipinas Dentro De Cien Aňos
 Some of Del Pilar‘s writings were Pagibig sa Tinubuang Lupa (Love of
Country), Kaingat Kayo (Be Careful), and Dasalan at Tocsohan (Prayers
and Jokes)
 Some of Jaena‘s writings were Ang Fray Botod, La Hija Del Fraile (The
Child of the Friar), and Everything is Hambug (Everything is mere show),
Sa Mga Pilipino...1891), and Talumpating Pagunita Kay Kolumbus (An
Oration to Commemorate Columbus)

The American Regime (1898-1944)

Linguistically, Americans influenced Filipino writers to write using English
language. Jose Garcia Villa became famous for his free verse.

Characteristics of Literature during this period:

The languages used in writing were Spanish and Tagalog and the
dialects of the different regions. But the writers in Tagalog continued in their
lamentations on the conditions of the country and their attempts to arouse
love for one‘s native tongue and the writers in English imitated the themes
and methods of the Americans.

The Japanese Period (1941-1945)

Philippine Literature was interrupted in its development when another

foreign country, Japan, conquered the Philippines between1941-1945.
Philippine literature in English came to a halt. This led to all newspapers not
to be circulated in the community except for Tribune and Philippine
Review.

 Filipino poetry during this period was focused on themes on

nationalism, country, love, and life in the barrios, faith, religion, and
the arts.

Three types of poems emerged during this period:

a. Haiku, a poem of free verse that the Japanese like. It was made up of
17 syllables divided into three lines.
b. Tanaga, like the haiku, is short, but it had measure and rhyme.
c. Karaniwang Anyo is usual and common form of poetry.

Philippine Literature in English (1941-1945)

Because of the strict prohibitions imposed by the Japanese in the
writing and publishing of works in English, Philippine literature in English
experienced a dark period. For the first twenty years, many books were
published both in Filipino and in English. In the New Filipino Literature,
Philippine literature in Tagalog was revived during this period. Most themes
in the writings dealt with Japanese brutalities, the poverty of life under the
Japanese government, and the brave guerilla exploits.

Period of Activism (1970-1972) According to Pociano Pineda, youth

activism in 1970-72 was due to domestic and worldwide causes. Because of
the ills of society, the youth moved to seek reforms. The youth became vocal
with their sentiments. They demanded a change in the government. It was
manifested in the bloody demonstrations and the sidewalk expressions and
also in literature.

Period of the New Society (1972- 1980) The Period of the New Society
started on September 21, 1972. The Carlos Palanca Awards continued to
give annual awards. Poems dealt with patience, regard for native culture,
customs, and the beauties of nature and surroundings. Newspapers donned
new forms. News on economic progress, discipline, culture, tourism, and
the like were favored more than the sensationalized reporting of killings,
rape, and robberies. Filipinos before were hooked in reading magazines and
comics.

Period of the Third Republic (1981-1985) After ten years of military rule
and some changes in the life of the Filipino, which started under the New
Society, Martial Rule was at last lifted on January 2, 1981. The Philippines
became a new nation, and this, former President Marcos called ―The New
Republic of the Philippines.‖ Poems during this period of the Third Republic
were romantic and revolutionary. Many Filipino songs dealt with themes
that were true-to-life like those of grief, poverty, aspirations for freedom,
love of God, of country and fellowmen.

Post EDSA 1 Revolution (1986-1995) History took another twist. Once

more, the Filipino people regained their independence, which they lost
twenty years ago. In four days from February 21-25, 1986, the so-called
People Power (Lakas ng Bayan) prevailed. In the short span of the existence
of the real Republic of the Philippines, several changes already became
evident. It was noticed in the new Filipino songs, newspapers, speeches,
and even in the television programs. The now crony newspapers that
enjoyed an overnight increase in circulation were The Inquirer, Malaya, and
The People‘s Journal.

21st Century Period New trends have been used and introduced to meet
the needs and tastes of the new generation. 21st Century learners are
demanded to be ICT inclined to compete with the style and format of writing
as well. New codes or lingos are used to add flavor in the literary pieces
produced nowadays.

Contemporary Forms of Literature:

With the advancement of technology, contemporary forms of literature

have emerged. The use of the internet as medium emerged different literary
types and medium of sharing and reading literature.
  Hyperpoetry – presents poems linked through hyperlinks.
 Blog – is a website created for users to upload user-made
articles or posts.
 Textula – is a poem produced and shared using mobile phones.
It traces its origins to the traditional tagalog form of poetry
called tanga. It consists of 4 lines with 7 syllables.

Rhyme Schemes
 The Basic or AAA Rhyme Scheme
 The Enclosed or ABBA Rhyme Scheme (a.k.a. inipit in Filipino)
 The Alternate or ABAB Rhyme Scheme (a.k.a. salitan in Filipino)
 AABB Rhyme Scheme (a.k.a. sunuran in Filipino)

 Chick Lit – is a fiction which talks about women and their

struggles in modern times.
 Flash fiction – is a very short story that can be read in one-
sitting.

Discussion 2: Let Me Think!

Guide Questions for Writing a Literary Close Analysis and Critical
Interpretation

1. What is a literary critical analysis? A literary critical analysis explains a

work of fiction, poetry or drama by means of interpretations. The goal of a
literary analysis (as with any other analysis) is to broaden and deepen
your understanding of a work of literature.

2. What is an interpretation? An interpretation is an individual response

that addresses meaning. Example: The mother in Jamaica Kinkaid's
story "Girl" cannot speak directly of her love for her daughter, so Kinkaid
uses details about a woman's everyday life to convey her pride and
anxiety about her daughter.

3. How do you develop an interpretation? Interpretations are developed by

an in-depth examination of a text. An interpretation often will be the
thesis of your paper.

4. How do you conduct an "in-depth" examination of a text?

1. Before reading the work, make sure to examine the title carefully.
Often the title is a clue to an important idea in the work.

2. Make sure you look up in the dictionary any words with which you
are not familiar.

3. After reading the work the first time, ask yourself the following
questions:
  What is the geographical, historical and social setting? How does
this affect the story or poem?
 Who is (are) the main character(s)?
 Who are the secondary characters, and how are they linked to the
main characters?
 Does the main character change? If so, how and why? If not, why
not?
 What is the conflict? Can you trace the development and
resolution of the conflict?
 Who is telling the story? How does this influence the story or
poem?
 In poetry, can you find a pattern of rhyme and meter?

4. As you re-read the work, make sure you can answer these questions.
Then ask yourself the following questions, which may help you to
discover deeper meanings that will lead you to an interpretation.
 Can you summarize the author's meaning in one paragraph?
 Can you state a theme of the work in one sentence?
 Can you identify any symbols or metaphors? What do they mean?

5. How do you prove your interpretation? You prove your interpretation by

finding a pattern of examples in the literature that support your idea.
You find this pattern in the literary elements, such as plot, point of view,
character, setting, symbols, tone, and style. In poetry, the uses of
language (rhyme, meter and metaphors) are also patterns that can
support your interpretation. If interpretations are an individual response,
are all interpretations valid? Because an interpretation must be
supported, the strength or weakness of your interpretation rests on the
strength or weakness of your argument. In other words, you must
organize a discussion that convinces the reader that your point of view is
astute.

6. Where do you find evidence to support your interpretation? In a literary

analysis evidence is found mainly from the work you are discussing.
Secondary sources (published critical analyses) may support your point
of view as well.

7. How much of the story should you retell in a critical analysis? You do
need to locate your reader to the scene or section of the poem that you
are discussing; therefore, some plot summary is necessary, but re-telling
the story or a poem is not considered an analysis. You can assume your
reader has read the work.

8. What should be documented in a critical analysis? Any secondary

sources must, of course, be documented. Also, direct quotes should be
documented. Unlike secondary sources, a summary of a literary scene or
event does not need documentation. Typically, MLA style documentation
is used.
 Source: https://www.sierracollege.edu/_files/resources/student-
services/academic-support/writing-center/documents/LitCrit.pdf

Let Us Practice
Read the textula by Frank Rivera, ang Makata ng Cellphone and do the
activity that follows.

About the Author:

Frank Rivera was born on 29 February 1948 in Paete, Laguna. He received

his AB English-Filipino degree from the University of the Philippines. His books
include Tuhog-tuhog (2005); Jose Rizal: Iba't ibang Pananaw (2005); Halik sa
Kampilan (2005); Makata sa Cellphone (2005); TAO: Isang Tagulaylay Sa
Ikadalawampu't Isang Siglo (2004); Oyayi, Ang Zarzuela (2004); Darna, Etc.(2003);
Sining Kambayoka's Mga Kuwentong Maranao (2003); Ambon, Ulan, Baha:
Sarsuwelang Pinoy (2003); Gothic Telemovies (2002); MULAT: Mga Isyung
Panlipunan sa mga Dulang Pantelebisyon (2002); Mga Dula sa Magkakaibang
Midyum (1982); Ama at iba pa, Sari-saring Dula (1982).

His awards include Komisyon sa Wikang Filipino honors; Paete Outstanding

Citizen Award; Aliw Awards; Dalitext; Global Filipino Literary Award; Palanca;
National Book Award; UP National Fellow; MSUKambayoka Gador Award; CCP and
NCCA Awards; Urian; PhilippinCentennial Literary Award; Patnubay ng Sining,
Manila; People's Journal Award; Bahag-Hari Television; Catholic Mass Media
Award; Manila Film Festival; Film Academy of the Philippines; Star Awards; and
the Famas.

Textula is a poetry genre mastered by Frank Rivera. Also known as ―makata

sa cell phone with his popular ― textula series, Rivera has, to date, authored 21
books of plays for stage, radio, TV and film; plus short stories, essays and four
books of poetry published by the UST Publishing House. He has received four
National Book Awards while his poems and ―textula are read in political rallies,
passed around as text messages, read on radio, posted on social media, printed in
tabloid and newspaper columns, recited in school programs and utilized as
material in oratorical and declamation contests.

Bayang mahilig sa ganda/

Inuuna ang postura/
Walang laman ang bituka/
Kundi gasgas na pag-asa.//

Si MEGAN YOUNG nang manalo/

Nagbunyi ang Pilipino/
May dala sanang asenso/
Magkakapag-asa tayo.//

Nagkagyera sa Mindanao/
Kaban ng bayan ninakaw/
Sa Bagyo’y daming pumanaw/
MISS WORLD, salamat sa araw.//
 Activity 1: Write Up

Directions: Using the guide questions below, write a three-paragraph close

analysis of the textula by Frank G. Rivera. First paragraph is the
introduction, second paragraph is the body and the last paragraph is the
conclusion. Write your answers on a separate sheet of paper. You will be
rated according to the rubric below:

Poetry Close Analysis Rubric

Teacher Score Comments

(Student Checklist) and
1 2 3 4 Sub score
Organization and Focus
Introduction
 Engaging or attention-grabbing opener
 Appropriate background information (title of poem?
poet?)
 Coherent thesis/controlling impression (literary
elements)

Body Paragraphs
 Topic sentences support main idea
 Effective and fluid transitions are present between
sentences and paragraphs
 Statements and claims are supported by precise and
relevant examples (lines, stanzas)

Writing  Elaborates and explains supporting details

Strategies (anecdotes, descriptions, facts, statistics,
quotations, paraphrases)

Conclusion
 Conclusion restates thesis and summarizes key
points
 Final comment provides insight, life applications,
broader themes

Style
 Fluid integration of supporting evidence (quotes
can’t stand alone).
 Varied, precise and vivid word choice
 Varied sentence structure
 Appropriate voice and tone for audience, 3rd person

Sentence Structure
Written  Correct and complete sentences
Language
Conventions  Correct use of phrases, clauses, conjunctions,

prepositions and modifiers

 Grammar and Usage
 Correct subject/verb agreement
 Correct pronoun usage
 Accurate and consistent verb tense
 ______________________

Spelling, Punctuation and Capitalization

 Correct use of punctuation, capitalization, and
spelling

 Demonstrates a comprehensive grasp of the poem

Writing  Analyzes the way in which stylistic devices
Applications contribute to the
Response meaning of the text (e.g. imagery, symbols, figurative
to language, etc.)
Poetry
 Supports ideas through accurate and detailed
references to the text(s) (l. #) (ll. #)

Overall Score
http//eudotopia-stw-prep-literaryanalysis-rubric

Guide Questions

Introduction:
1. What is the title of the poem?
2. Who is the author?
3. What is the textula all about?

Body:
1. Does the textula have rhyming patterns?
2. How about the verse, do they have a similar number of syllables per line?
3. Is it similar to the traditional poems that you have read before? In what
way is it similar or different?
4. What are possible venues of social media where we can use textula?
5. What is the theme / message? Do you agree with the author? Why? Why
not? Support your claim with proofs and evidences.

Conclusion:
1. What is the implication of the theme of the textula in your life as citizen
of this country?
2. What are your realizations after reading the poem?
3. How are you going to apply it in your life to make a difference and
become more productive as an individual?
 Let Us Practice More

Activity 2: Write Up Twice

Directions: Below is another textual sent via twitter. Make an analysis using the
guide questions. The rubric for poetry close analysis in Activity 1 will be used again
to rate your work in this activity.

Guide Questions

Introduction:
1. What is the title of the poem?
2. Who is the author?
3. What is the poem about?
4. What is the theme/ mood of the poem?
5. What is the rhyming pattern?

Body:
1. Can you relate with the poem?
2. Have you experienced being in love with an artist or any famous
individual?
3. How does it feel?
4. Why do you think it makes you feel that way?
5. Does it make any sense at all? Why?
6. What is the message of the poem? Do you agree with the author?
Why? Why not? Prove your claim with evidences.

Conclusion:
1. What are your realizations after reading the poem?
2. How are you going to apply it in your life to become less vulnerable of
the heartaches due to unrequited love between a fan and an idol?
3. What advice can you give to those people who tend to idolized famous
individuals like crazy?
 Let Us Remember

 The diversity and richness of Philippine literature evolved side by side with
the country‘s history. This can be best appreciated in the context of the
country‘s pre-colonial traditions and the socio-political histories of its
colonial and contemporary culture.

 With the advancement of technology, contemporary forms of literature have

emerged. The use of the internet as medium emerged different literary types
and medium of sharing and reading literature.

Let Us Assess

Directions: Read the chic lit My Imaginary Ex by Mina V. Esguerra.

After reading, write a 3-paragraph close analysis/literary interpretation of it. Write
your essay on a separate sheet of paper.

About the Author

Mina V. Esguerra writes contemporary romance and young adult novellas.

She has a bachelor‘s degree in Communication and a master‘s degree in
Development Communication, put to good use in her work as trainer and
content manager consultant. Mina lives in Metro Manila, Philippines, with
her husband and daughter.
Source: http//www.goodreads.com/author/show

My Imaginary Ex
by Mina V. Esguerra
Synopsis

―Here‘s what happens when you play pretend. When Zack asks Jasmine to pretend
to be his ex-girlfriend, she gamely agrees, thinking it would be fun. A few years
later, she still has to keep convincing people that they were never together! Then
one day, she finds out he‘s getting married—to someone she‘d just met once! All of
a sudden, things aren‘t so clear-cut anymore. Can Jasmine sort out her feelings
(sometimes, she can‘t even tell real from pretend when it comes to her and Zack)
before it‘s too late?‖
Excerpt

SAY WHAT?
"THEN WHY DOES he want to marry her?"

"I don't know, Jasmine. You studied psychology. Why does he keep having
relationships with girls he isn't actually compatible with?"

"What do you think, Lena?"

She smiled slyly. She looked like she had been waiting to say this the entire
evening. "Because he's never gotten over you, and he deliberately gets into doomed
relationships until you finally realize you love him too and will save him from
himself."

I groaned. "I can't believe you're starting this again." I wanted to say that she was
wrong, that she couldn't be more wrong. Zack and I, I had to remind myself
sometimes, were never together. There was nothing to "get over." There was no
dramatic senior prom, no tearful "let's be friends" reconciliation during high school
graduation. She was mistaken then, and mistaken now.

Chapter 1

LENA WAS ONE of those friends who never called. That in itself wasn't unusual.
Five years since college graduation—people move on. I was only in touch with a
handful of people, most of them from my AB Psychology block. Lena was not from
that block. We weren't even in the same orgs or the same barkada. I tried to recall
how we were friends. For some reason her name triggered stress and anxiety in me,
but I couldn't figure out why. And then: Oh, right. Zack. She was the ex of my friend
Zack. Then I remembered why my stomach was doing little nervous flips. Lena
Mallari was the recipient of one of the longest-running lies I had ever told, and after
almost ten years, I could no longer keep my stories straight. So I decided to avoid
her as much as possible. Out of the blue, I got a text from her: Jas, Coffee Bean, 6
tonight. BE THERE. Even if you have other plans, just stop by. Need to talk to you,
urgent. In my first year of college, I told Lena that Zachary Tomas—the cute guy
who asked her to the Freshman Night party—was my high school boyfriend. It was
not true, but I never come clean about it. While walking to the coffee shop, I tried to
piece together every single detail woven into that story. I couldn't remember it all.
Maybe this was the day to just admit it? After all, she and Zack had been broken
up for years.

"JASMINE! I THOUGHT you weren't going to show up," Lena smiled

widely. "Chai tea latte?"

"Sure."

I watched Lena lean a cylindrical object (yoga mat?) against our table as she stood
up and headed to the counter. She was slender and perky, with a head full of lush
curly hair. I remember she had a health kick in college, and wasn't surprised she
did yoga. She returned with a tea latte a size larger than what I was used to. Like
she was expecting this "meeting" of ours to last longer than I thought. I got
nervous.
"You look great!" she gushed, as if we were close friends.
"Did you do something different to your hair? It looks so nice. I noticed.

"Thanks, Lena. It's like you haven't changed at all."

She seemed to take it as a compliment. (It was.)

"So... how are you? Where are you working again?"

"Oh, you mean actually brushing it? I had a tomboyish ponytail going on in college.
Now I actually made an effort to style my hair, which I had grown past my
shoulders. The whole production took half an hour each morning, but at least the
waves in my hair looked like I wanted them there. It was nice that she
"I'm good. I'm in HR for a Business Process Outsourcing firm."

"Do you work the night shift?"

"Sometimes. But not usually."

"Were you always there? I thought you worked at a pharma company after college."

"I moved. Been at this office for three years now." I sipped my tea, trying to ignore
the awkwardness. "And you?"

"I've actually quit my job! Trying to get my own business running."

Lena started to tell me about the business she started, something to do with
designing accessories, and that she had opened a small store. I asked her a few
follow-up questions, just to keep her talking about herself, consequently putting
less pressure on me to share. I‗d always been introverted, but I got better at talking
to people. I discovered that the key was to ask questions. Keep them talking for a
while, and you'll hardly need to do anything. Lena was in mid-sentence when she
checked her watch, a frustrated look on her face.

"I can't believe this. I said six o'clock."

"Why, Lena? What's up?"

"Jas, I guess I should just start. Do you have a boyfriend?"

"What? Well, no."

"Good. That's good."

I started to panic. "Wait! Are you setting me up with somebody?"

"No, no. Or maybe. Have you talked to Zack lately?"

Uh-oh! "No," I said, and that was the truth. "I think the last time I heard from him
was... it's got to be months."

"You got an invitation to his wedding, right?"

"Yes." This conversation was becoming even weirder. "Did you?"

"No. We didn't stay friends after college.

Do you know anything about his fiancée, Kimmy?"

"I've met her, but I don't really know her."

Lena sighed. "This is going to be harder than I thought then. Jasmine, I was
going to ask you to stage some sort of intervention for our Zack."

"What?"

"I want you to get him to break his engagement. Call off the wedding. Do
anything, just keep him from marrying that girl."
Close Analysis and Literary Interpretations Rubric:

Criteria Outstanding Exceeds Meet Approaching Unacceptabl

expectation expectations expectations e
5 4 3 2
1
Intro/ o Introduction o Introduction o Introduction o Introduction or o No
Conclusion grabs sparks provides context conclusion does introduction
attention and some interest for the argument not and/or
provides and but is flow with the conclusion
meaningful effectively obvious and/or argument of the
context to a introduces basic paper
persuasive reasonable
argument argument o Conclusion o Introduction or
restates conclusion
o Conclusion o Conclusion arguments, contains
effectively restates but recycles blanket or vague
restates arguments, previous statements; needs
the argument, but uses new statements development to be
but language and verbatim effective
fresh language shows
and understanding
meaningful of the big
insight picture
leaves reader
wanting more

Thesis o Argument is o Thesis o Thesis is a o Thesis o Thesis not

clearly presents a plausible demonstrates evident;
articulated and reasonable argument; misunderstanding thesis is a
persuasive, opinion, contains a of fact or
contains argument is legitimate the prompt or text plot
an original clear and opinion, summary;
opinion focused but somewhat thesis
broad and basic not in correct
position

Topic o Topic sentences o Topic o Topic sentences o Topic sentences o Topic

Sentences contribute to the sentences are present are sentences not
and highly persuasive articulate and make an not linked to the evident
Transitions nature of the precise argument thesis o Topic
argument argument; connected to the o Topic sentences sentences are
logically thesis; show facts or
linked to however, ideas misunderstanding summaries
thesis are obvious and or
basic prompt or text

Evidence o You have o Your o Evidence is o Evidence chosen o Little or no

chosen, evidence is present, but does evidence;
for the most part, believable and superficial not support
the best evidence convincing thesis/topic
to and supports sentences
support your your argument o Textual evidence
point is
 o Evidence is irrelevant
highly
persuasive and
effective in
supporting your
argument
Commentary O o Analysis is o Analysis o Ideas lack o Analysis
Creative/original believable supports your development; not present
ideas and and argument, but misunderstanding simply plot
insights; convincing, a ideas are of summary
extensive few obvious and prompt or text; o Analysis
commentary, assertions basic illogical argument; does not
refreshing; goes may lack address the
beyond obvious specific prompt
and examples, but
basic assertions are
commentary still clearly
connected to
the
argument

Style, o Sophisticated o Effectively o Blend quoted o Problems with o Serious

Vocabulary, vocabulary; blends direct material sentence clarity, problems
Sentence sentence quotation with smoothly; but redundancy; some with
Structure variety; explanatory sentence quotes stand coherence
quotations words and structure lack alone; and
are smoothly phrases to variety- basic and some vague sentence
blended introduce the obvious; attempts sentences; clarity;
quotation and to little use of class most
facilitate incorporate more vocabulary or sentences
narrative flow; advanced sentence need
still vocabulary variety revision;
attempting most
advanced quotes stand
vocabulary alone
and lack
introduction/
connection to
the
paper

o Perfect! o Effective o Minor problems o Several o Major

Mechanics and (or 1 or 2 minor punctuation; with distracting spelling,
Coherence errors) close to coherence, problems with grammar,
perfect grammar, spelling, grammar, punctuation
spelling, punctuation, errors;
punctuation, but coherence; distracts and
does not citations interferes
interfere with the incorrect with
understanding of understandin
paper g of
paper;
citations
nonexistent

Source: http//eudotopia-stw-prep-literaryanalysis-rubric
 Let Us Enhance
Write four different textula of a subject or topic of your choice. Write your
output on a separate sheet of paper.

Criteria:
Creativity - 5 points
Diction/Wordings -10 points
Rhyme - 5 points
Use of Verse - 5 points
Total: 25 points

Let Us Reflect

Amador Daguio defines literature as the beautiful expression of

man‗s personal interpretations of some aspect of human life, or a wording
out in a unique, beautiful, and personal manner of saying what an author
thinks is a passionate meaning of life. This is saying that literature not only
becomes but is ―life itself.

In this module, you learned more about the history of literature in the
specified regions. As students, you will look at how certain aspects such as
setting, people, and language contribute to the flourishing of contemporary
regional literature in the Philippines while under the influences of different
periods in our history. Before colonization, the Philippines was greatly
influenced by diverse cultures and traditions from traders coming from India
and China. The Islamic tradition of our Malayan ancestors from the
southern part of the country was established around the 14th century, while
an upsurge in literature started during the ruling of Spain and the United
States that continued and flourished after the American colonization to the
21st Century.

Learning about the literary history will make you understand better
the importance of each period that influenced writers and their readers to
become aware of the diverse and richness of our culture. This will help you
become more appreciative of your own works and become more proud as
Filipino who survived everything that has happened in the past. Being
strong and resilient in times immemorial, in whatever problems may arise,
you can make a difference as long as you are able to understand the past
better you will know how to deal with the future. Be reminded always that
we are shaped by our actions in the past, so whatever we have to face in the
present and in the future you can always apply your learnings in this
module in your daily life as we continue to journey despite the covid-19
pandemic, we learn as one. As it is said that literature is life itself- it is
indeed beautiful despite everything!
Let Us Study
Activity 1. Fill Me Out (Answers may vary)
Sample Answers:
1.
1. Oral and written literature were present.
2. Spanish era used religion as the context in the
works of literature.
3. Filipino intellectuals in Europe called Illustrados
began to untie the hitch of colonization through
their writings.
Let Us Try
4. Americans influenced writers to write using English
language during this period.
5. The common themes in their poems during the 1. True
Japanese occupation was nationalism, country, life 2. True
in the barrios, etc. 3. False
6. Philippine Literature in Tagalog was revived during 4. True
this time. 5. False
7. The youth moved to seek reforms. 6. False
8. Poems in this period dealt with patience, regard to 7. False
native culture, customs, and the benefits of nature 8. False
and surroundings. 9. True
9. Many Filipinos songs dealt with themes that were 10. False
true-to-life like grief, poverty, etc. 11. True
10.People power prevailed. 12. True
11.21st century learners are demanded to be ICT 13. True
inclined. 14. True
15. True
Answer key to Activities
 References

Enriquez, Delia C. 2003. Philippine Literature: A Regional Approach. Navotas,

M.M. National Bookstore
Manalo, Paolo. , 2003. Jolography. MA Thesis. Quezon City: University of the
Philippines
Saymo, Apolinario S. et. al., 2004. Philippine Literature. Meycauayan,
Bulacan. Trinitas Publishing Inc.
https://www.sierracollege.edu/_files/resources/student-services/academic-
support/writing-center/documents/LitCrit.pdf
http//eudotopia-stw-prep-literaryanalysis-rubric
http://education.maritime.history.sa.gov.au/documents/PoetryWordgames.pdf
www.enotes.com
http://www.femalenetwork.com/summit-books/my-imaginary-ex/
http://filcols.blogspot.com/2013/10/mga-akda-ni-sir-frank-rivera.html
For inquiries or feedback, please write or call:

Department of Education – Davao City Division

Elpidio Quirino Ave., Poblacion District, Davao City, 8000 Davao del Sur

Telefax: (082) 224-3274, (082) 222-1672

E-mail Address: davao.city@deped.gov.ph