21 Century Literature From The Philippines and The World

21st Century
Literature from the

Philippines and the
World
21 Century Literature
st
from the Philippines

and the World
Geographic, Linguistic and Ethnic
Dimensions of Philippine Literary
History from Pre-Colonial to the
Contemporary
21st Century Literature from the Philippines and World
Geographic, Linguistic and Ethnic Dimensions of Philippine Literary History from Pre-Colonial to the Contemporary
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines.
However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of
such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are
owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these
materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them.
Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Development Team of the Module
Writers: Allan A. Balud, Noel D. Anciado, and Marites M. Aguilar

Editors: Alson Rae F. Luna and Paula J. Martinez
Reviewers: Catherine A. Costoy, Abigail P. Asunto, and Marissa O. Aguirre
Illustrator: Mary Grace S. Santos and Veronica O. Peroja
Layout Artist: Jennifer U. Cruz
Management Team: Wilfredo E. Cabral, Job S. Zape Jr., Elaine T. Balaogan, Fe M. Ong-ongowan, Lourdes T. Bermudes, Bernadette T.
Luna Violeta L. Francisco, Marissa O. Aguirre, Ednel A. Almoradie
Department of Education – Region IV-A CALABARZON
Office Address: Gate 2 Karangalan Village, Barangay San

Isidro Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
E-mail Address: region4a@deped.gov.ph
Introductory Message
For the Facilitator:
Welcome to the 21st Century Literature 11 Alternative Delivery Mode (ADM) Module.
This module was collaboratively designed, developed, and reviewed by educators both from public and private
institutions to assist you, the teacher, or facilitator in helping the learners meet the standards set by the K to 12
Curriculum while overcoming their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners in guided and independent learning activities at their own
pace and time. Furthermore, this also aims to help learners acquire the needed 21st-century skills while taking
into consideration their needs and circumstances.
As a facilitator, you are expected to orient the learners on how to use this module, encourage and assist them as
they do the tasks, and track their progress while allowing them to manage their learnings.
For the Learner:
Welcome to the 21st Century Literature 11 Alternative Delivery Mode (ADM) Module.
The hands are one of the most symbolized parts of the human body. They often used to depict skill, action, and
purpose. Through your hands, you may learn, create, and accomplish. Hence, the hands in this learning resource
signify that you, as a learner, is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!
This module was designed to provide you with fun and meaningful opportunities for guided and independent
learning. You will be enabled to process the contents of the learning resource while being an active learner.
This module has the following parts and corresponding icons:
What I Need to
Know This will give you an idea of the skills or competencies you are expected to
learn in the module.
What’s In
This is a brief drill or review to help you link the current lesson with the
previous one.
What’s New
In this portion, the new 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.
What is It
This section provides a brief discussion of the lesson. This aims to help you
discover and understand new concepts and skills.
What’s More
This comprises activities for independent practice to solidify your
understanding and skills of the topic. You may check the answers to the
exercises using the Answer Key at the end of the module.
What I Have
Learned This includes questions or blank sentence/paragraph to be filled in to
process what you learned from the lesson.
What I Can Do
This section provides an activity which will help you transfer your new
knowledge or skill into real life situations or concerns.
Assessment
This is a task which aims to evaluate your level of mastery in achieving the
learning competency.
Additional
Activities In this portion, another activity will be given to you to enrich your knowledge
or skill of the lesson learned. This also tends retention of learned concepts.
Answer Key
This contains answers to all activities in the module.
At the end of this module you will also find:
References This is a list of all sources used in developing this module.
1
Weeks
1-2
Lesson 1 Geographic, Linguistic and Ethnic
Dimensions of Philippine Literacy History from
Pre-Colonial to the Contemporary
21st Century Literature from the Philippines and the World Module aims to engage
students in appreciation and critical study of 21st Century Literature from the
Philippines and the World, encompassing their various dimensions, genres,
elements, structures, contexts, and traditions.
What I Need to Know

This lesson was designed and written with you in mind. It is here to help you
understand 21st Century Literature from the Philippines to the World. The scope of
this lesson permits it to be used in many different learning situations. The
language used recognizes the diverse vocabulary level of students. The lessons are
arranged to follow the standard sequence of the course about:
 Geographic, Linguistic and Ethnic Dimensions of
Philippine Literary History from Pre-Colonial to
the Contemporary.
 Identifying Representative Texts from the Regions
After going through this lesson, you are expected to:

1. Identify geographic, linguistic, and ethnic dimensions of Philippine literary
history from pre-colonial to contemporary and representative texts from the
regions.
2. Write a close analysis and critical interpretation of literary texts.
3. Show a sense of adaptability of the Philippine Literary History
What’s In
1. What do you know about the different Literary Periods in Philippine
Literature?
2. What are the essential elements of the literary pieces under different
periods of literature?
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What’s New
Task 1. Literary Timeline
Directions: Try to complete the literary TIMELINE below. Choose your
answers from the given choices written below.
15651566-1872-1898- 1941- 1946- 1970- 1981- 1886- 2001-

18711898184119451970198018851999present
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
a. Japanese Period f. 21st Century

b. Rebirth of Freedom g. Spanish
c. Post EDSA h. Period of Enlightenment
d. American Period i. Period of Activism & New Society
e. Pre-Spanish Period j. Period of Literature in English
What is It
Think About This!
Our forefathers already had their literature, which reflected in their
customs and traditions. They had their alphabet even before they had
colonized. The Spanish friars burned their alphabet in the belief that
they were works of the devil or were written on materials that quickly
perished, like the barks of trees, dried leaves, and bamboo cylinders,
which could not have remained firm even if efforts were made to preserve
them. Our unique geographic location is the reason why we are rich and
varied.
PRE-SPANISH LITERATURE - is characterized by:

 Folk tales. These are made up of stories about life, adventure,
love, horror, and humor where one can derive lessons
about life. An example of this is THE MOON AND THE SUN.
 The Epic Age. Epics are long narrative poems in which a series of
heroic achievements or events, usually of a hero, are dealt with
at length.
 Folk Songs. These are one of the oldest forms of Philippine literature that
emerged in the pre-Spanish period. These songs mirrored
the early forms of culture. Many of these have 12syllables.
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Examples of which are Kundiman, Kumintang o Tagumpay,
Ang Dalit o Imno, Ang Oyayi o Hele, Diana, Soliraning and
Talindaw
Understanding Literary History

Literature in this period may be classified as religious prose and poetry and secular
prose and poetry.
 Spanish Influences On Philippine Literature

The first Filipino alphabet, called ALIBATA, was replaced by the Roman
alphabet. Also, the teaching 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
It manifests the artistic feelings of the Filipinos and shows their innate
appreciation for and love of beauty. The examples are Leron-Leron Sinta,
Pamulinawen, Dandansoy, Sarong Banggi, and Atin Cu Pung Sing-sing.
 Recreational Plays
There are 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) - This movement 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.
o Some of Rizal’s writings: Noli Me Tangere, Mi Ultimo Adios,

Sobre La Indolencia Delos Filipinos and Filipinas Dentro De
Cien Aňos.
o Some of Del Pilar’s writings: Pagibig sa Tinubuang Lupa (Love of
Country), Kaingat Kayo (Be Careful), and Dasalan at Tocsohan
(Prayers and Jokes).
o Some of Jaena’s writings: 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).
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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)

Between 1941-1945, Philippine Literature was interrupted in its development when
another foreign country, Japan, conquered the Philippines. Philippine literature in
English came to a halt. Except for the TRIBUNE and the PHILIPPINE REVIEW,
almost all news-papers in English were stopped by the Japanese.
o Filipino Poetry During This Period

The common theme of most poems during the Japanese
occupation was nationalism, country, love, and life in the barrios,
faith, religion, and the arts.
o 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 and
b. Tanaga – like the Haiku, is short, but it had measure
and rhyme.
c. Karaniwang Anyo (Usual Form)
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.
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The Literary Revolution
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 but 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

The new trends have been used and introduced to meet the need 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.
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What’s More
Activity 1. Who’s Who?
Direction: Identify the author of the following literary pieces written by the
Illustrados. Write the letter of your correct answer.
A. Jose Rizal B. Marcelo H. Del Pilar C. Graciano Lopez Jaena
1. Sa Mga Pilipino 6.El Filibusterismo

2. Mi Ultimo Adios 7.Kaingat Kayo
3. Filipinas Dentro De Cien Aňos 8.Ang Fray Botod
4. Pag-Ibig sa Tinubuang Lupa 9.Sobre La Indolencia Delos Filipinos
5. La Hija del Fraile 10.Dasalan at Tocsohan
Assessment 1. Characterize Me!

Directions: Complete the table below by writing the characteristics of the
following literature during the Pre-Spanish Period
Legends Folk Tales The Epic Folk Songs

Age
Activity 2. Thinker’s View

Directions: Given below is a sample of a Filipino Folktale in the Pre-Spanish
Period. Answer the questions that follow.
THE SUN AND THE MOON
(Tingguian folk tale)
In the olden days, like the moon, the sun had also star children which were yellowish
in color, very bright and very hot.
The star children of the moon, however, were reddish and cool. That moon was
scared hat his stars would wither and die if they play with the star children of
the sun.
The moon suggested to the sun that they kill their children who were
crowding the heavens with their number.
When the sun had killed her children, the moon merely hid behind the clouds.
In the evening, when the clouds faded, the moon stars appeared.
This angered the sun so he gave chase to the moon. Thus, when he overtakes the
moon, we have the so-called eclipse.
Every morning, the sun kills the moon stars that he catches.
Until now, this chase continues and because the moon still continues…
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1. What is the concern of the moon regarding his stars?
2. Why does the moon anger the sun?
3. What particular phenomenon is described in the Filipino Folktale?
Assessment 2. Closer Look

Directions: Write three words that will highlight the message of the excerpt
from one of the most famous literary pieces during Spanish time,
Pasyon.
1. 2. 3.
KASAYSAYAN NG PASYONG MAHAL NI

HESUKRISTONG PANGINOON NATIN
(COPYRIGHT 1949 BY IGNACIO LUNA & SONS)
Panalangin sa Diyos Oh Diyos
sa kalangitan Hari ng
sangkalupaan Diyos na walang
kapantay,
mabait lubhang maalam
at puno ng karunungan.
Ikaw ang Amang tibobos
ng nangungulilang lubos
amang di matapus-
tapos,
maawi't mapagkupkop sa taong lupa't alabok. Iyong itulot sa
Assessment 3. Saying a Song

Directions: One of the songs in the Post-EDSA I era is the song Ang Bayan Ko.
Analyze and interpret the emotions of Filipinos and situations of the
country found in each paragraph of the song.
Ang Bayan Ko
I. Ang bayan kong PIIi.lipinas

Lupain ng ginto't bulaklak II. At sa kanyang yumi at ganda
Dayuhan ay nahalina
Pag-ibig na sa kanyang
palad Nag-alay ng ganda't Bayan ko, binihag ka
dilag Nasadlak sa dusa
CHORUS
Ibon mang may layang lumipad kulungin mo at
umiiyak bayan pa kayang sakdal-dilag
ang 'di magnasang makaalpas,
Pilipinas kong minumutya pugad ng luha at dalita
aking adhika makita kang sakdal laya
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What I Have Learned
1. Pre-Spanish Literature is characterized by Legends, Folk Tales, The Epic
Age, and Folk Songs.
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.
3. 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.
4. In the Period of Activism, campus newspapers were written to show their

protest. They held pens and wrote on placards in red paint the equivalent of
the word MAKIBAKA (To dare!).
5. Period of the New Society poems dealt with patience, regard for native
culture, customs, and the beauties of nature and surroundings.
6. The period of the Third Republic was romantic and revolutionary.
7. Post EDSA I noticed in the new Filipino songs, in the newspapers, in the
speeches, and even in the television programs.
What I Can Do
Task 1. As a grade 11 Filipino learner, in what way you can show a sense of
adaptability to the diverse Philippines Literary History? State your
answer in a 3 -5 paragraph essay.
Lesson 2 Identifying Representative Texts

from the Regions
The country’s rich repertoire of literary masterpieces may be rooted in the diverse
cultural heritage of the Filipino people. They have produced varied texts because of
differences. The mighty roar of the North and to the fiery temperament of the South
blended well. The Filipinos speak of the collective experiences from the people who
have gone through difficulties, triumphs, struggles, successes, armed conflicts,
bloodless revolutions, and others. It is the reason why these masterpieces
resonated loud and clear in the Philippine archipelago.
What’s In
1. What are the different Literary Periods in Philippine Literature?
2. What are the basic elements of the literary pieces under the Japanese
Regime? American Period? Spanish Period?
3. What are changes in Literature during the 21st Century?
9
What’s New
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 figural language. It represents
objects, places, ideas, or even actions that appeal to the senses of the
readers.
Gabu
by Carlos A. Angeles
The battering restlessness of the sea And neutral where the sea has
Insists a tidal fury upon the beach beached its brine,
At Gabu, and its pure consistency Where the spilt salt of its heart lies
Havos the wasteland hard within its spread
reach. Among the dark habiliments of
Brutal the daylong bashing of its heart Time. The vital splendor misses. For
Against the seascape where, for miles here, here
around, At Gabu where the ageless tide recurs
Farther than sight itself, the rock- All things forfeited are most loved and
stones part dear.
And drop into the elemental wound. It is the sea pursues a habit of shores.
The waste of centuries is grey and
dead
1. What image does the poem, Gabu, try to create?

2. Which word or group of words from the poem help you form
this image? Draw this on a separate sheet of paper.
What is It
A Taste of Philippine Poetry
Located in the northwest of Luzon, the Ilocos Region or Region 1 is comprised of
four provinces, namely: Ilocos Norte, Ilocos Sur, La Union, and Pangasinan. It is
bordered to the west by the turbulent South China Sea, to the east by the
Cordillera Administrative Region, the northeast and southeast by Cagayan Valley
and the South by Central Luzon. Most of the inhabitants of the Ilocano homeland
are concentrated along a narrow coastal plain. Because of geographical boundaries,
these people often experience heavy rains and violent typhoons, especially during
rainy seasons.
The region, then, takes pride in long stretches of white sand and clear waters
alongside its rich cultural heritage. What you are about to read is a poem written
by a Carlos Palanca Memorial Awardee in Poetry in 1964, Carlos A. Angeles. His
collection of poems entitled, Stun of Jewels, also bagged him the Republic Cultural
Heritage Award in Literature in the same year.
A Moment of Silence
Gabu depicts a coastline in Ilocos that is constantly experiencing the battering
restlessness of the sea. The water that comes back to the shore seems furious and
ruthless with its daylong bashing, which havocs the wasteland. Being an
archipelagic country, the Philippines knows the importance of water and the sea.
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A Taste of Tagalog Essay
More popularly known now as the CALABARZON referring to the provinces of
Cavite, Laguna, Batangas, Rizal, and Quezon, Region IV-A is home to Tagalog-
speaking people in the Philippines. Recognized all over the country for their bravery
and fearlessness in battles, CALABARZON has participated actively in the country’s
fight for freedom and democracy. It is home to many a Philippine hero foremost,
and among them are Rizal of Laguna, Mabini of Batangas, and Aguinaldo of Cavite.
A Taste of Creative Nonfiction

The island of Visayas is one of the major geographical divisions in the Philippines,
the other two being Luzon and Mindanao. It is divided into Western, Central, and
Eastern Visayas. The Visayas region is comprised of several islands circling the
Visayan Sea. Its people, therefore, share a sea-based culture and tradition that may
be rooted in a strong religious foundation.
The dwelling place of many festivals such as the Ati-Atihan, Di-nagyang, Sinulog,
Pintados, and Maskara, the Visayas may indeed be considered as one of the cradles
of Philippine civilization.
What’s More
Activity 1. Graphic Organizer
Directions: Delve deeper into the poem Gabu by Carlos A. Angeles using the
graphic organizer. You may re-read the poem to get the details that
would complete the organizer.
Title of the Text:
Author:
QUESTIONS RESPONSE
TOPIC
What is the text all about?
SITUATION
What is the setting referred to or

described in the text?
CLIENT
Who is the target group of readers

of the text?
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How would you describe the group
in terms of skills, values, beliefs
and attitudes.
PURPOSE
Why was the text written

What does it hope to achieve
especially among its client?
PERSONA
Who is the voice behind the text?
What is known about him or her?
Assessment 1. Reflect On Me
Direction: Read and answer the questions.
Aug 2009 by SIGLIWA
Salubungin ang (Bagong) Daluyong ng mga Agos sa Disyerto
SA PANAHONG tila natutuyuan ang mga linang ng panitikan noong gitnang

bahagi ng dekada ’60, dumaloy ang mga akda nina Efren R. Abueg,
Dominador B. Mirasol, Rogelio L. Ordo-ñez, Edgardo M. Reyes at Rogelio R.
Sikat, sa aklat katipunang Mga Agos sa Disyerto.
Unang buhos ng daluyong ay noong 1964 at isang dekada ang lumipas,

muling umalon at binasa ang namimitak na lupain ng panitikang Filipino
nang mailimbag ang ikalawang edisyon ng Mga Agos sa Disyerto noong
1974.
Huling sargo ng daluyong ng Agos ay 16 na taon ang nakararaan, nang

lumabas ang ikat-long edisyon nito noong 1993.
Ngayon, sa panahong sampu isang pera ang patakbuhing literaturang

patuloy na lumuluoy sa diwa at kaluluwa ng mga Pilipino, muling nagbabanta
ang pagbugso ng mga Agos sa Disyerto.
1. In what language was the text, Maga Agos sa Disyerto written?
2. What did the text aim to accomplish?
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Activity 2. Outline
What does the writer want to say about the use of Filipino especially in awakening
the social and moral consciousness of the masses? Outline the main points of the
essay through the graphic organizer below.
Assessment 2. Theme’s Up
Pananalamin sa Tubig ng Katotohanang Panlipunan

Sinalamin ng 25 akdang isinama sa Agos (na 20 lamang
noong ika-2 edisyon) katotohanang umiiral sa lipunan.
Binigyang mukha ng mga ito ang kalagayan ng
karaniwang tao, maging ang pingkian ng kapangyarihan
at karumaldumal na karalitaan at kawa-langhiyaang
umiiral sa ating lipunan.
Nilaro ng mga akda ang emosyon at kaisipan, na
bagaman ginagawa na noon, hindi ganoong kahantad.
1. What is the central theme of this text?
13
What I Have Learned
1. 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.
2. Gabu depicts a coastline in Ilocos that is constantly experiencing the
battering restlessness of the sea.
3. 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 in its people.
4. The Dreamwaevers is a text written by a feminist Filipina who strongly
promotes women’s rights.
What I Can Do
Activity 1. Verse of the Day
The text you are about to encounter is written by a native Visayan who was born in
Maribojoc, Bohol. Considered by many as a feminist Filipina who strongly promotes
women’s rights, Marjorie Evasco is not only a Don Carlos Palanca Memorial
Awardee but also recipient to several accolades here and abroad. Give the meaning
of the following verses: 1,6, & 7
Dreamweavers
Marjorie Evasco
We are entitled to our own

definitions of the worlds
we have in common:
earth house (stay)
water well (carry)
fire stove (tend)
air song (sigh)
ether dream (died)
and try out new combinations
with key words
unlocking power
house on fire sing!
stove under water stay.
earth filled well die.
The spells and
spellings Of our
vocabularies
Are oracular
In translation
One woman in Pagnito-an
Another in Solentiname
Still another in Harxheim
And many other women
Naming
Half the world together
can move their
earth
must house their fire
be water to their song
will their dreams
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Assessment
Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. Chant (Bulong) was used in witchcraft or enchantment especially in

remote places in the Visayas.
a. Japanese Period
b. Rebirth of Freedom
c. Pre-Spanish Period
d. Period of Enlightenment
2. Lagaylay was used in a special occasion for the Pilareños of Sorsogon

during May time to get together.
a. Spanish Period
b. New Society Period
d. Period of 3rd Republic
3. PAGIBIG SA TINUBUANG LUPA was translated from the Spanish

AMOR PATRIA of Rizal, published on August 20, 1882, in Diariong Tagalog.
a. Spanish Period
b. American Period
d. Period of Enlightenment
4. Tagalog Zarzuela, Cenaculo and the Embayoka of the Muslims were presented
in the rebuilt Metropolitan Theater, the Folk Arts Theater and the Cultural
Center of the Philippines.
a. New Society Period
b. American Period
c. 21st Century Period
5. Haiku, is short with a measure and rhyme consisting of 17 syllables

which had favorable diminishing effect on Tagalog literature.
b. American Period
6. English as medium of instruction was introduced in the schools as

intellectual language of education in this period.
b. American Period
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7. This is the period wherein the youth became vocal with their sentiments and
demanded change in the government.
a. Spanish Period
b. Period of Activism
8. Filipinos during this period were hooked in reading magazines and comics.
b. American Period
c. Period of 3rd Republic
d. 21st Century Period
9. “Ang Bayan ko” is a song popularized in this period.

a. Period of 3rd Republic
b. New Society Period
d. Post-EDSA 1 Period
10.This period is notable in the reawakening of the Filipino spirit when the 3
priests Gomez, Burgos and Zamora were guillotined without sufficient
evidence of guilt.
a. Post-EDSA 1 Period
b. Period of 3rd Republic
c. Period of Enlightenment
d. Period of Activism
11.A statement of fact about Philippine regional literature is .

a. It mirrors the deeply ingrained Filipino values, culture and
tradition even when keeping up with the changing times.
b. It reflects the conservatism of indigenous folks who have maintained
a backward expression style.
c. It embraces only the written compilation of literary works in
various styles and genres.
d. It depicts the influences of various colonizers that occupied
the country for more than three centuries.
12.An element in poetry that refers to the image or picture created in the
minds of readers that helps give light to the main idea is .
a. form
b. imagery
c. rhythm
d. sound pattern
16
13.Many Filipino authors, writers, or poets are encouraged to use the mother
tongue as the medium of expression in their craft because .
a. Readers fail to comprehend a piece not written in either English
or Tagalog.
b. Our people’s culture and tradition are upheld through this despite
effects of colonization or even modernity.
c. The expression of thoughts, feelings, and ideas of a writer
are emphasized in the personalized codes that they use.
d. The continuous flow of feelings and insights are inhibited when
a foreign language is used instead.
14.The development of literature in the Philippines .

a. is given life only in the oral tradition of the country.
b. could reflect the richness of our country’s resources.
c. may be attributed to both local and foreign influences.
d. grew and prospered alongside the country’s history.
15.Philippine regional literature has become rich and varied because of .

a. the contributions of numerous artists who patterned after
the Western literary masters.
b. the nationalistic fervor of texts written in various stages of our
history as a nation.
c. various topics used as themes by the writers and their alignment
to world events.
d. the archipelagic nature of the Philippines, its geographical
features, and the presence of various ethno-linguistic groups in the
country.
Additional Activities
Activity 1 Short Reflection
1. In what ways can you as a Filipino reader be affected by such

works (short stories in Tagalog) that endeavor to open the minds of
people on socio-political and moral issues confronting the country.
17
21 Century Literature
st

and the World
Conventional And 21st Century
Genres
Conventional and 21st Century Literary Genres
First Edition, 2020

Writers: Reivy L. Cadacio and Fritz A. Caturay

Editors: Alson Rae F. Luna and Paula J. Martinez
Reviewers: Catherine A. Costoy, Abigail P. Asunto and Wenifreda S. Diquit
Illustrator: Mary Grace S. Santos and Shaine Rita B. Incapas
Management Team: Wilfredo E. Cabral, Job S. Zape Jr., Elaine T. Balaogan, Fe M. Ong-ongowan, Rommel C. Bautista, Elias A. Alicaya Jr.
Ivan Brian L. Inductivo, Elpidia B. Bergado, Noel S. Ortega, Josephine M. Monzaga

Telefax: 02-8682-5773/8684-4914/8647-7487
18
Week
3
Lesson 1 21st Century Literacy Genres
21st Century Literature
21st Century Literature refers to new literary work created within the last
decade. It is written by contemporary authors which may deal with current
themes/ issues and reflects a technological culture. It often breaks
traditional writing rules.
21st Century Reader

A 21st Century Reader grew up using technology as a primary learning tool. He is
capable of navigating and interpreting digital formats and media messages. He also
possesses literacy skills, which include technological abilities such as keyboarding,
internet navigation, interpretation of technological speak, ability to communicate
and interpret coded language and decipher graphics.
What I Need to Know

This lesson is a standalone section that you can use based on your needs and
interests to enhance your competency on how to differentiate the various 21st
century literary genres and the ones from the original genres, citing their elements,
structures and traditions.
1. differentiate the 21st century literary genres, and the one’s from the original
genres;
2. enumerate the elements, structures and traditions of each genre;
3. appreciate the unique features of each genre.
What’s In
This module will help you classify literary pieces you have read or will be reading
into different 21st century literary genres.
What’s New
Directions: Look for the conventional literary genres in the puzzle below and, on a
separate sheet of paper, answer the questions that follow.
W F H I O M B O Z I
A E C D R A M A A O
P T S U P B W P F L
U O T H U N D I I K
L I E S W R F Y C F
K F L T Q T W T T I
G X P M R A S K I C
H N W N L Y E V O T
D J R V A E R B N I
X Y J C U I U Y E O
N O N F I C T I O N
19
1. What are the four conventional literary genres have you found in the puzzle?
2. What are their unique features?
Let’s recall the major literary genres!
POETRY- is an imaginative awareness of experience expressed through meaning, sound

and rhythmic language choices to evoke an emotional response. It has been known to
employ meter and rhyme. The very nature of poetry as an authentic and individual mode of
expression makes it nearly impossible to define.
DRAMA- is a composition in prose or verse presenting in dialogue or pantomime a story

involving conflict more contrast of character, especially on intended to be acted on a
stage: a play. It may be any situation or series of events having vivid, emotional, conflicting
or striking interest.
FICTION- is literature created from the imagination, not presented as fact, though it
may be based on a true story or situation. Types of literature in the fiction include the
novel, short story and novella.
NON-FICTION- is based on facts and the author’s opinion about a subject. The
purpose of non-fiction writing is to inform and sometimes to persuade. Its examples
are biographies, articles from textbooks and magazines and newspapers.
What is It
You have rediscovered the conventional literary genres. This part of the module
would let you learn modern literary genres presently used by 21st century writers.
21st Century Literature Genres

ILLUSTRATED NOVEL
 Story through text and illustrated images
 50% 0f the narrative is presented without words
 The reader must interpret the images to comprehend the story completely.
 Textual portions are presented in traditional form.
 Some illustrated novels may contain no text at all.
 Span all genres.
 Examples include The Invention of Hugo Cabret by Brian Selznick and The Arrival by
Shaun Tan.
DIGI-FICTION
 Triple Media Literature
 Combines three media: book, movie/video and internet website
To get the full story, students must engage in navigation, reading, viewing in all three forms.
 Patrick Carman’s Skeleton Creek and Anthony Zuiker’s Level 26 are examples.
GRAPHIC NOVEL
 Narrative in comic book formats
 Narrative work in which the story is conveyed to the reader using a comic form.
 The term is employed broadly manner, encompassing non-fiction works and thematically
linked short stories as well as fictional stories across a number of genres.
 Archie Comics by John Goldwater and illustrator, Bob Montana, is a good example.
MANGA
 Japanese word for comics
 It is used in the English-speaking world as a generic term for all comic books and graphic
novels originally published in Japan.
20
 Considered as an artistic and storytelling style.
 Ameri-manga- sometimes used to refer to comics created by American artists in manga style.
 Shonen- Boy’s Manga (Naruto, Bleach, One Piece)
 Shojo- Girl’s Manga (Sailormoon)
 Seinen- Men’s Manga (Akira)
 Josei- Women’s Manga (Loveless, Paradise Kiss)
 Kodomo- Children’s Manga (Doraemon, Hello Kitty)
DOODLE FICTION
 Literary presentation where the author incorporates doodle writing and drawings and
handwritten graphics in place of the traditional font.
 Drawing enhances the story, often adding humorous elements
 Examples include The Diary of a Wimpy Kid by Jeff Kinney and Timmy Failure by Stephan
Pastis.
TEXT-TALK NOVELS
 Blogs, email and IM format narratives
 Stories told almost entirely in dialogue simulating social network exchanges.
CHICK LIT or CHICK LITERATURE
 Is genre fiction which addresses issues of modern womanhood, often humorously and
lightheartedly.
 Chick Lit typically features a female protagonist whose femininity is heavily thermalizing in
the plot.
 Scarlet Bailey’s The night before Christmas and Miranda Dickinson’s It started with a Kiss
are examples of this.
FLASH FICTION
 Is a style of fictional literature of extreme brevity
 There is no widely accepted definition of the length and category. It could range from word to
a thousand.
SIX-WORD FLASH FICTION
 Ernest Hemingway: For sale: baby socks, never worn.
 Margaret Atwood: Longed for him. Got him, Shit.
CREATIVE NON-FICTION
 Also known as literary non-fiction or narrative non-fiction
 A genre of writing that uses literary styles and techniques to create factually accurate
narratives.
 Contrasts with other non-fiction, such as technical writing or journalism, which is also rooted
in accurate fact, but is not primarily written in service to its craft.
 As a genre, creative non-fiction is still relatively young and is only beginning to be scrutinized
with the same critical analysis given to fiction and poetry.
 1000 Gifts by Ann Voscamp and Wind, Sand, and Stars by Antoine de Saint-Exupery are
examples.
SCIENCE FICTION
 Is a genre of speculative fiction dealing with imaginative concepts such as futuristic science
and technology, space travel, time travel, faster than light travel, a parallel universe and
extra- terrestrial life.
 Often explores the potential consequences of scientific and other innovations and has been
called a “literature of ideas”.
 Examples include Suzanne Collins’ Mockingjay and Sarah Maas’ Kingdom of
Ash. BLOG
 A weblog, a website containing short articles called posts that are changed regularly.
 Some blogs are written by one person containing their own opinions, interests and
experiences, while others are written by different people.
HYPER POETRY
 Digital poetry that uses links using hypertext mark-up
 It can either involved set words, phrases, lines, etc. that are presented in variable order but
sit on the page much as traditional poetry does, or it can contain parts of the poem that move
and mutate.
 It is usually found online, through CD-ROM and diskette versions exist. The earliest examples
date to no later than the mid-1980’s.
21
What’s More
After learning about different conventional and modern genres of literature, you are
now ready to explore more about these concepts by answering the activities that
follow.
Activity 1
Direction: Analyze the content of the picture below and identify its literary
genre.
Source: https://twitter.com/reivylc/status/1170266247012831233
Assessment 1
Write a 5-10 sentence paragraph describing the characteristics of Tristan
Café that qualifies it as a 21st century literary piece. Use the paragraph
writing rubric as your guide.
Criteria 4 3 2 1 Points
Content At least three At least two At least two Only one
characteristics characteristics characteristic characteristic
of the genre are of the genre s of the genre is written
listed and are listed and are listed but
explained explained not explained
22
Organization Details are in Details are in Some details All details are
logical order logical order are not in not in logical
and interesting yet less logical order order
interesting
Mechanics No errors in One to two Three to five Six or more

and Grammar punctuation, errors in errors in errors in
capitalization, punctuation, punctuation, punctuation,
and spelling capitalization, capitalization, capitalization,
and spelling and spelling and spelling
errors errors errors
Activity 2
Directions: Compare and contrast these modern literary genres using the Venn
Diagram – Blog, Text-Talk Novel, Hyper Poetry
Assessment 2
Based on your answer in Activity 2, briefly answer the following questions.
1. What characteristics make these genres similar in terms of elements?
2. What characteristics make these genres similar in terms of structure?
Activity 3
Directions: Write the similarities and differences of the Doodle Fiction, Manga
and Graphic Novel using the Compare and Contrast Graphic Organizer.
Assessment 3
Create a blog post based on your answer in Activity 3. Use the rubric below as your
guide.
4 3 2 1
Content
Opinions and Opinions and Opinions and Opinions and information
information shared information shared are information shared are shared are
are complete limited to 2 modern limited to 1 modern unconnected/irrelevant to
literary genres literary genre the given topic
Sources
Cited an extensive Cited an extensive Cited an extensive Information shared based
information from a information from a information from a on personal opinion
variety of reliable variety of reliable variety of reliable without sources to back it
sources correctly sources with very few sources numerous up
minor errors errors
Creativity
Language and blog Language and blog Language and blog Language and blog
features are features are features are features are not
communicated in communicated in communicated in communicated in
surprising and unusual interesting ways interesting ways but surprising and interesting
ways not related to the topic ways
23
What I Have Learned
You have tried your hands in discovering the characteristics of the literary genres
discussed in this module. Reflect on what you have learned by answering the
questions that follow.
1. What are the conventional literary genres?

2. What are the common characteristics of conventional literary genres?
3. What are the different 21st century literary genres?
4. What are the common characteristics of modern literary genres?
5. What is the difference between conventional and modern literary genres?
What I Can Do
You have learned the different conventional and modern literary genres. As a
21st century learner, retell the old Filipino folktale The Sun and the Moon
using one of the genres below and post your work on your Facebook page
with the hashtag #folktalesinthe21stcentury. Use the rubric as your guide.
A. 30-word flash fiction
B. 4-panel comic
C. One-page doodle fiction
4 3 2 1
Structure
Presents all elements and Exhibits at least three Exhibits at least two Does not present elements and
correct structure of the elements and correct elements and correct correct structure of the chosen
chosen genre structure of the structure of the genre
chosen genre chosen genre
Creativity
The story is The story is The story is in The story is not communicated
communicated in communicated in interesting ways, but in surprising and interesting
surprising and unusual interesting ways not related to the ways
ways topic
Mechanics
No errors in punctuation, One to two errors in Three to five errors in Six or more errors in
capitalization, and punctuation, punctuation, punctuation, capitalization, and
spelling capitalization, and capitalization, and spelling errors
spelling errors spelling errors
Assessment
Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.
1. A story told using a combination of text and illustrations or without text at all.
a. Digi-Fiction
b. Doodle Fiction
c. Illustrated Novel
d. Creative Non-Fiction
2. A site of collected posts or articles written by one or more people and updated
regularly.
24
a. Blog
b. Flash Fiction
c. Hyper Poetry
d. Digi-Fiction
3. Brief stories told in a thousand words or less.
a. Blog
b. Flash Fiction
c. Hyper Poetry
d. Digi-Fiction
4. Tales are written and presented using dialogues in social media applications.
a. Chick Lit
b. Digi-Fiction
c. Hyper Poetry
d. Text-Talk Novel
5. A factual story is written using literary devices and techniques.
a. Digi-Fiction
b. Doodle Fiction
6. Drawings enhance stories in this form where illustrations and handwritten graphics
are incorporated.
a. Digi-Fiction
b. Doodle Fiction
7. The genre of speculative fiction dealing with concepts of time, travel, parallel
universe, extra-terrestrial life, and futuristic technology.
a. Digi-Fiction
b. Doodle Fiction
c. Science Fiction
8. It is a collection of stories presented in comic book formats.
a. Digi-Fiction
b. Doodle Fiction
d. Graphic Novel
9. Literature that uses hypertext mark-up (HTM) to connect to other parts of the piece.
a. Blog
b. Flash Fiction
c. Hyper Poetry
d. Digi-Fiction
10. In English-speaking countries, these are stories with illustrations published in
Japan.
a. Manga
b. Digi-Fiction
c. Graphic Novel
d. Illustrated Novel
11. A 700-word story like Angels and Blueberries by Tara Campbell is a one-
shot fiction that falls under this literary genre.
a. Blog
b. Flash Fiction
c. Hyper Poetry
d. Digi-Fiction
12. Christopher Ford’s Stickman Odyssey, which tells the story through text and
handwritten graphics, is an example of this literary genre.
a. Digi-Fiction
b. Doodle Fiction
25
13. Before it was adapted into an anime, Yoshihiro Togashi’s Hunter x Hunter is
a comic book series from Japan that falls under this literary genre.
a. Manga
b. Digi-Fiction
c. Graphic Novel
14. Batman: The Dark Knight by Frank Miller is a popular example of this literary
genre where the story is written in comic book format.
a. Manga
b. Digi-Fiction
c. Graphic Novel
15. Sophie Kinsella’s Confessions of a Shopaholic, which revolves around a woman’s
shopping addiction and her journey to overcoming it, is an example of this literary
genre.
a. Chick Lit
b. Digi-Fiction
c. Hyper Poetry
d. Text-Talk Novel
Further test what you have learned and examine the two examples below and do
the following tasks:
1. Identify the literary genres of each example.
2. Compare and contrast the characteristics of the two.
A B
Excerpt from Shakespeare’s Romeo and Juliet

Source:http://shakespeare.mit.edu/romeo_juliet/romeo_juliet.2.2.ht
26
from the Philippines and
the World
Context and Text’s Meaning
Context and Text’s Meaning
First Edition, 2020

Writers: Lydia S. Villanueva and Butch C. Cabanig

Editors: Alson Rae F. Luna
Reviewers: Abigail P. Asunto and Catherine A. Costoy
Illustrator: Mary Grace Santos
Management Team: Wilfredo E. Cabral, Job S. Zape Jr., Elaine T. Balaogan, Fe M. Ong-ongowan, Christopher D. Diaz, Lualhati O.
Cadavedo Gemma G. Cortez, Leylanie V. Adao, Cesar Chester O. Relleve

Telefax: 02-8682-5773/8684-4914/8647-7487
27
Week
4
Lesson 1 Context and Text’s Meaning
Reading literary pieces becomes a challenge to a student like you. But as the years
go by, changes happened even in the literary genre. Understanding the selection
you read takes time, but if you will familiarize yourself with the context of the
literary piece, appreciation comes along.
What I Need to Know

This lesson was designed and written with you in mind. It is here to help you fully
understand literary contexts and the text’s meaning. The scope of this lesson
permits it to be used in many different learning situations. The language used
recognizes the diverse vocabulary level of students. The lessons are arranged to
follow the standard sequence of the course. But the order in which you read them
can be changed to correspond with the textbook you are now using.
MELC: Discuss how different contexts enhance the text’s meaning and enrich the
reader’s understanding.
This lesson helps you 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.
1. Identify words, ideas, structure, and purpose of the text
2. Explore the different social and socio-cultural contexts to enhance and

enrich the understanding of the text.
3. Appreciate the importance of understanding the literary context and
its meaning to one’s own life experiences.
What’s In
Let us recall the previous lesson you have studied in Module 2. From the
conventional and modern genre of literature: poetry, drama, fiction, non-fiction,
21st-century literary genres were presented to you. Fill out the organizer by writing
LETTERS only under column 2 & 3, write WORDS under column 4. Note: two
letters may be repeated as you answer the grid.
SAMPLE
GENRE SIMILARITY/IES DIFFERENCES
( write the title/words)
1 2 3 4
1.Manga
2.Graphic novel
3.Blog
4.Doodle fiction
5.Hyper poetry
6.Text-talk novel
28
a. Make use of web or internet connection.
b. A website containing short articles called posts updated regularly by
the same person or by people interested in the same topic.
c. Involved set of words, phrases, lines, etc. presented in a variable, sits on the
page much as traditional poetry does, or may contain parts of the poem that
move and mutate.
d. All make use of illustration in presenting stories.
e. An artistic storytelling style originated in Japan.
f. Encompasses non-fiction works and thematically linked short stories as
well as fictional stories across a number of genres.
g. Literary presentation where doodle writing and drawings are incorporated.
h. Stories told almost completely in dialogue simulating social
network exchanges.
What’s New
Below is a poem written by Danton Remoto, a Filipino author. Read and try to
discover what this poem wants to convey. Then, answer the essential question
that follow.
Padre Faura Witness The Execution of Rizal
Author: Danton Remoto
(Poetry)
I stand on the roof

Of the Ateneo municipal, And on this day
Shivering With the years beginning to
On this December morning. turn, Salt things my eyes.
Months ago, I see
Pepe came to me Pepe, A
In the observatory. blur
I thought we would talk Between the soldiers
About the stars With their Mausers raised
That do not And the early morning’s
collide In the sky: Star:
Instead, he asked me about Still shimmering
purgatory (His cheeks still ruddy Even if millons of miles away,
From the sudden The star itself
sun After the bitter Is already dead
winter
In Europe
Essential Questions:
1. Who are the characters in the poem? Write a piece of short information
about each character.
2. Who speaks in the poem? Extract a sentence from the poem to prove
your answer.
29
3. Discuss the form/structure of the poem.
4. What was the situation when Padre Faura stood in the balcony of Ateneo
de Manila?
5. What was the situation of our country based on the poem? Prove
your answer by extracting a line from the poem.
6. To whom the poem is addressed? Explain your answer.
7. How do you feel while reading the poem, that Padre Faura witnessed
the execution of his former student?
8. What was the feeling displayed by the author in the poem?
9. What was the message that Danton Remoto wanted to convey in this poem?
What is It
Context originates from the notion of weaving together. It is defined as the
circumstances that form the setting of events, statements, or ideas and in the way
of which it can be fully understood and assessed. Reading a literary piece may
contribute to the production of the author and the reception of the reader as they
appreciate and explore.
 The writer's context is knowing about the writer's life, values,
assumptions, gender, race, race, sexual orientation, and the political
and economic issues related to the author.
 Reader's context is about the reader's previous reading experience,
values, assumptions, political and economic issues.
 The text's context is about its publishing history. It is part of the
larger text such as newspaper, history, events, translated in it.
 Social context and socio-cultural of a text feature the society in which
the characters live and in which the author's text was produced.
30
In this lesson, you will unravel what goes with the poem.
The structure of the poem refers to words that are put together or arranged
such that they make sense.
Imagery is creating a picture in the reader's mind by using words that

appeal to the senses. There are types of Imagery that are used in this
module. (Menoy 2016))
 Visual imagery produced by the use of words that appeal to the

sense of sight.
 Auditory Imagery produced by the use of words that appeal to the
sense of hearing.
 Kinesthetic imagery produced by the use of words that appeal to
the actions and movement.
Literary Techniques are methods the author or writer of a literary piece

used to convey what they want to impart to the reader, such as Flashback
where the events have taken place before the present time the narration is
following.
What’s More
Activity 1. Understanding the Text
To understand a piece of literature, answering the given questions enable the
readers to appreciate literature more.
Multiple Choice. Read each question. Choose and write the letter of the best
answer on a separate sheet of paper.
1. Who was Fr. F. Faura to Jose Rizal?
a. His godfather
b. His uncle
c. His teacher
d. His friend
2. What was the nickname given to Jose Rizal mentioned in the poem?
a. Star
b. Mauser
c. Ruddy
d. Pepe
3. Why Padre Faura expected that they would talk about the stars?
a. Because Padre Faura worked in the observatory
b. Because Pepe was a star
c. Because Pepe just arrived from Europe
d. Because Pepe was fascinated in the observatory
31
4. Why Padre Faura was in the observatory when Pepe visited him?
a. It was the only place where they can talk.
b. He was in-charged in the observatory.
c. The observatory was near the Ateneo De Manila
d. The observatory was near Bagunbayan.
5. Why instead of stars, Pepe asked about purgatory to Padre Faura?

a. Pepe was interested in the after-life.
b. Padre Faura was sick.
c. Pepe was hopeless
d. Pepe was about to be executed
Assessment 1. Getting familiar with texts’ meaning

Direction: Read the poem and make the necessary responses to the following
instructions given below.
Earnest wish
by
Lydia S. Villanueva
I will I will
Count the multitude of stars Tend the garden
The leaves in all the Rearrange the stones in a pile
branches Weed the grass in the field
The flock of birds perched in the Harvest the fruits in
loft The blades of grass in the season And do again all of
meadow And the cogon flowers in these.
the air.
Let us
I will Bring the front liners back
Listen to the sound of home Fight the unforeseen
breeze To the rustling of enemy Help the new beginning
leaves To the chirping of Contribute to the humanity
birds Flatten the curve
To the buzzing of the bees Stay at home!
To the flapping of butterfly’s wings.
1. A multitude gathered along with Wan Chai District in Hongkong to protest

the new policy there and to call to ban some products. Thousands of
protesters were arrested. Multitude in this sentence means .
a. A few in number of people
b. A great number of people
c. Some people
d. Several numbers of people
2. In the poem, Earnest Wish, identify the words that suggest the meaning
of the word, multitude.
3. The author used imagery in the poem, such as visual, auditory, and
kinesthetic imagery. Write the words that suggest Visual Imagery, Auditory
Imagery & Kinesthetic Imagery
4. Discuss the structure of the poem, the stanza, lines, rhyme scheme.
5. Discuss how the author presented the ideas of the poem up to the
point where the message was presented.
32
Activity 2. Understanding the Context
Directions: Look at each picture below. In Column A, each picture depicts the
event presented in the poem. In Column B, based on your understanding of the
poem, write what event happened in each picture and how do you feel about it.
A B
Assessment 2. Finding the Purpose

1. What was the situation when the author wrote this poem?
2. How the author presents the events in the poem?
33
3. How did the author present her willingness to attain her fervent wish?
4. What nearly impossible things or difficult tasks the author was willing to do?
5. What do you think the main reason why the author wrote this piece?
Activity 3. Knowing Author’s Context
Lydia Sapitanan-Villanueva hails from the agricultural town of Imus,

Cavite. Her parents were farmers and her residence is in the midst of the
agricultural property of her in-laws in Malagasang 1A, City of Imus. She
holds a Doctor of Philosophy in Southeast Asian Studies from Centro
Escolar University and Master of Arts in Teaching Language and Arts from
Philippine Normal University. She is currently the Vice-President and one
of the founders of School Paper Advisers Movement, Inc., a national non-
profit organization of campus journalists and advisers with members from
elementary to college. She is also a CPD resource speaker for Action
Research.
Dr. Villanueva is a Master Teacher 1 since she joined Department of

Education in 2016. During the pandemic caused by Covid-19 and during
community quarantine, Dr. Villanueva wrote several poems including
Earnest Wish. Her profound love for writing started during her primary
years. She always believes that experiences and surroundings play a
strong influence on the prolific mind of a writer. Write now or forget it
forever drives her to write about her environment.
Reflect on the importance of a biographical context in understanding a text.

1. Discuss the environment that surrounds the author while writing the poem.
Prove your answer.
2. Discuss the occurring event in the society during that time that
influence the author in writing the poem.
3. Discuss the message of the author in the poem.
34
What I Have Learned
Reading and appreciating literature can be made possible by understanding the
context and text’s meaning.
 During the reading, there was recognition and recall.
o I recall that Dr. Jose Rizal was shot in . (place)

o During this time, the Philippines was under the government.
o The purpose of the poem was to .
o The author wrote the poem for the .
o The poem was based from the historical perspective. Recalling
our past as Filipinos, what was the most trying moment of Jose
Rizal during those time? .
o With that challenging situation, Dr. Jose Rizal was able to write two
novels .
o As you read the poem, what experiences in life can you consider
challenging and why? .
 Values, assumptions, political and economic issues, and events related to
the author and reader play a significant role in understanding context and
the text’s meaning in a literary piece.
What I Can Do
Directions: Write a two-stanza poem using visual imagery. Describe your
surrounding that mostly influence your line of thought.
Rubrics for Poem

Beginning Developing Accomplished Exemplary Score
1 2 3 4
Form Uses an May use an Effectively uses an Creatively uses an
inappropriate appropriate appropriate poetic appropriate poetic
poetic form. poetic form. form. form.
Word Usage Student’s use of vocabulary is Student’s use of Student’s use of
vocabulary is very very basic. vocabulary is vocabulary is
basic. Student’s use of routine and precise, vivid, and
vocabulary is workable. paints a strong clear
more telling and complete
than showing. picture in the
reader’s mind.
Mental Uses few mental Uses some Uses mental image Effectively uses
Image image. mental image to reinforce the mental to reinforce
theme. the theme.
Assessment
Multiple Choice. Read each statement. Choose and write the letter of the best
answer. on a separate sheet of paper.
1. The persona in the poem “Padre Faura Witness The Execution of Rizal” was
.
a. Danton Remoto
b. Dr. Jose Rizal
35
c. Padre Faura
d. You
2. The mood of the poem was .
a. Mournful
b. Delightful
c. Joyful
d. Mysterious
3. The speaker was shivering while standing in the roof because .
a. He was dizzy.
b. It was cold.
c. It was December.
d. It was high.
4. In stanza 2 & 3 the persona recalled what transpired between him and Pepe.
This literary device is called .
a. Prophecy
b. Symbolic
c. Flashbacking
d. foreshadowing
5. Pepe came from Europe where winter was bitter. His face became ruddy because
.
a. He was exposed to humiliation
b. He was exhausted.
c. He was not accustomed to the weather
d. He was exposed to sudden sun.
6. The characteristics of the star were used to compare with Jose Rizal
was shimmering because .
a. he was well-known
b. he was about to die
c. he studied astronomy
d. his teacher was in the observatory
7. Months before Pepe’s execution, he visited Padre Faura. Pepe talked about
purgatory instead of colliding star maybe because .
a. Padre Faura was sick
b. Pepe was terminally ill
c. Pepe knew he would be executed
d. Pepe did not believe in the afterlife
8. Padre Faura witnessed the execution of Rizal from the Azotea of Ateneo because
.
a. there was no building in between Bagumbayan
b. the old Ateneo de Manila was in Intramuros
c. the Observatory was part of Ateneo
d. he was invited
9. The author in the poem below expressed her willingness to do some
impossible tasks stated below. What makes the tasks impossible to do?
I will
Count the multitude of stars
The leaves in all the
branches
The flock of birds perched in the loft
The blades of grass in the meadow
And the cogon flowers in the air.
a. The tasks were impossible to do because birds are flying high.
b. The tasks were impossible to do because the birds are perched on a loft.
c. The tasks were impossible to do because quantifiers are needed.
d. The tasks were impossible to do because nouns there are uncountable.
36
10. In this stanza, the author used auditory imagery which appeals to the sense of
hearing. Among the sounds, which could not be heard clearly.
I will
Listen to the sound of breeze
To the rustling of leaves
To the chirping of birds
To the buzzing of the bees
To the flapping of butterfly’s wings
a. Rustling
b. Buzzing
c. Flapping
d. Chirping
11. Dr. Jose Rizal was being compared to a shimmering star in the poem. In the
line, the star itself is already dead means .
Star:
Still shimmering
Even if millions of miles away,
The star itself
Is already dead.
a. Dr. Jose Rizal was no longer shimmering.
b. Dr. Jose Rizal was not a star.
c. Dr. Jose Rizal was sent to the sky.
d. Dr. Jose Rizal was sent down.
12. In the poem, Preludes by T.S. Eliot, imagery is used. Which line appear to
the sense of touch?
1. The winter evening settles down
2. With smell of steaks in passageways.
3. Six o'clock.
4. The burnt-out ends of smoky days.
5. And now a gusty shower wraps
6. The grimy scraps
a. 4
b. 5
c. 6
d. 2
13. In the poem below, which word is used to refer to snow?

"Kissed by Snow" - Kelly Roper
1. Standing in darkness with face upturned as
2. Frosty, feathery stars drift down from the sky
3. And land like gentle kisses from cold lips
4. On my cheeks, my nose, my lips and closed eyes
a. Sky
b. Eyes
c. Lips
d. stars
37
14. Using the same poem, Kissed by Snow, which line used
metaphorical language?
a.1
b.2
c.3
d.4
15. In the poem, "Man Versus Pepper- Kelly Roper, what situation is expressed?
One sniff gives a clue of the heat within.
First bite feels like swallowing a lighted blow torch,
And tears stream from his eyes like a flash flood
As the dying ghost pepper delivers its savage revenge.
a. The persona in the poem shares his great time eating spicy food.
b. The persona in the poem expressed his experience eating spicy food.
c. The persona in the poem describes how he feels while eating spicy food.
d. The persona in the poem warns the reader not to eat spicy food.
Let us try to test your prior knowledge in the events that happened hundreds of
years back and how you will relate it with your current situation.
Talking Heads
Based on your understanding after reading the poem plus what the Philippine
history shared with you, what kind of society/ situation each character live? How
each character struggle in his situation?
Situation: Padre Faura was telling the story before and during the
execution of Pepe. How did he feel during those times?
_ _
_ _
At present what current situation in the society/community/household you

found challenging or difficult. Please explain your answer . Write your answer
about the negative & positive effect.
38
and the World
Creative Representation of
Literary Text
21st Century Literature from the Philippines and the World
Creative Representation of Literacy Text
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the
Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of
royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this
module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use
these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over
them.

Writers: Alma Teresa Atrero-Corpuz, Florabel B. Jacinto, Roanne Julie D. Davila Lawrence B. Icasiano, Paula J. Martinez
Editors: Reviewers: Abigail I. Mirabel-Agapay, Roderick O. Delmo, Julieta R. De Jesus
Illustrators: Patrick L. Pernia, Norvin B. Taniza
Layout Artists:Marites K. Chavez, Elleden Grace L. Denosta

Management Team:Wilfredo E. Cabral, Job S. Zape Jr., Elaine T. Balaogan, Fe M. Ong-ongowan, Editha M. Atendido, Luz E. Osmeña, Editha B. Gregorio, Laarni R. Granado, M

Telefax: 02-8682-5773/8684-4914/8647-7487
39
Weeks
5-6
Lesson 1 Multimedia Formats in
Interpreting Literary Text
How do you interpret literary texts? What methods and tools do you use in trying to
understand the author, content, characters and message of a text? Have you used
your mobile phone, laptop or computer in understanding and appreciating literary
works of varied authors?
What I Need to Know

This lesson was designed and written with you in mind. It is here to facilitate you
and to create artistic representation of literary text by applying multimedia skills.
The scope of this lesson permits it to be used in many different learning situations.
The language used recognizes the diverse vocabulary level of students. The lessons
are arranged to follow the standard sequence of the course about:
 Multimedia Formats in Interpreting Literary Text
 Applying ICT Skills in Interpreting Literary Text

1. demonstrate an understanding of the anecdote;
2. interpret the anecdote using appropriate multimedia format;
3. apply ICT skills in crafting an adaptation of a literary text; and
4. show an appreciation on the use of multimedia to creatively interpret a
literary text.
What’s In
In the previous module, you have learned about how literary, biographical,
linguistic and socio-cultural contexts enhance the text’s meaning and enrich the
reader’s understanding. Specifically, how biographical context is used to understand
the poem “Padre Faura Witnesses the Execution of Rizal”. In this module, you will
be learning that close analysis and critical interpretations of literary texts could be
done through the use of varied multimedia formats aside from understanding the
contexts of a literary piece. But before you learn something new, try to do the
activity below. Answer the following questions on a piece of paper.
1. Who authored the poem, “Padre Faura Witnesses the Execution of Rizal”?
2. What is a biography?
3. Which type of context is formed by the beliefs, experiences, education and

culture of the author?
40
What’s New
Watch the video of a group of students interpreting the song of Levi Celerio, “Ang
Pipit.” Video link https://www.youtube.com/watch?v=hPa0rjDtVMQ
After watching the video, answer the following questions:
1. What message does the lyricist, Levi Celerio, convey in his song?
2. How did the students interpret the song?
3. What media platform did the students use in interpreting the song?
What is It
Have you found studying literature more exciting with multimedia supports
where you can actively and collaboratively build knowledge structures using
technology? Evidently most of the learners like you have realized the huge impact of
the use of multimedia in studying literature. It provides opportunities for learners
like you to construct and reconstruct your ideas in audio and visual formats.
Through multimedia platforms, you can apply a wide range of strategies to
understand, interpret and evaluate texts.
Marshall (2001) defined multimedia as computer-controlled integration of
text, graphics, drawings, still and moving images (video), animation, audio, and any
other media where every type of information can be represented, stored,
transmitted and processed digitally.
Here are some of the multimedia formats that you can use to creatively
interpret various genres of literary texts.
1. Blog or a “weblog” is a website containing informational articles about a

person’s own opinions, interests and experiences. These are usually
changed regularly (DepEd 2013, 9).
2. Mind mapping is a graphical technique to visualize connections of ideas and
pieces of information. This tool structures information to better analyze,
comprehend, synthesize, recall and generate new ideas. You can use
Microsoft Word or online mind mapping tools in creating a mind map
(Pasuello 2017).
3. Mobile phone text tula is a traditional Filipino poem. A particular example
of this poem is a tanaga that consists of 4 lines with 7 syllables each with
the same rhyme at the end of each line. (DepEd 2013, 8).
4. Slideshow presentation is created with the use of Microsoft
PowerPoint. It contains series of pictures or pages of information
(slides) arranged in sequence and often displayed on a large screen
using a video projector (Computer Hope 2018).
5. Tag cloud is a visual, stylized arrangement of words or tags within a
textual content such as websites, articles, speeches and databases
(Techopedia 2020).
6. Video is an electronic device used to record, copy, playback, broadcast, and
display moving visual media (Lexico 2020).
41
What’s More
Activity 1. Mind Mapping: Do the following instructions below.
1. Create a cluster map as shown below using Microsoft Word.
2. Write related concepts on multimedia formats used to interpret literary texts
in the cluster map.
3. Write a brief explanation of the cluster map
4. Send your output to your teacher via messenger.
Activity 2. Mobile Text tula: Do the following.

1. Read the transcriptions on page 52 or watch again the video clip, “Ang
Pipit”, by Levi Celerio.
2. Create a mobile phone text tula reflecting your interpretation on the message
of the song.
3. Send your output to your teacher via text messaging.
What I Have Learned

Directions: Reflect on what you have learned on the use of multimedia formats
in interpreting literary texts. On your Facebook wall, post your thoughts on how
multimedia make studying literature more exciting and meaningful.
What I Can Do
Directions:
1. Read the poem, “Apo On the Wall” by Bj Patino.
2. Interview people about their experiences during the Martial Law.
3. Create a collage of photos using PowerPoint depicting the experiences of
people during Martial Law. Write a brief description to your work.
42
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.
Assessment
Directions: Choose the letter of the correct answer. Write the chosen letter on
a separate sheet of paper.
1. Which is of the following is NOT a multimedia format that a learner can use
to interpret literary texts?
a. blog
b. slogan
c. text tula
d. tag cloud
2. Which Filipino poem consists of four lines with seven syllables each with the
same rhyme at the end of each line?
a. ode
b. haiku
c. tanaga
d. corrido
3. It is an electronic medium for recording, copying, replaying, broadcasting
and displaying of moving visual media.
a. video
b. tag cloud
c. mind mapping
d. PPT presentation
43
4. Which Microsoft Office application can a learner use to create a slideshow
presentation?
a. Word
b. Excel
c. Paint
d. PowerPoint
5. Which of the statements is TRUE?
a. All multimedia formats are hard to use.
b. Multimedia uses animation and audio only.
c. Learners can only make use of one multimedia format.
d. Studying literature becomes more exciting due to multimedia supports.
6. It is a graphical way to represent ideas and concepts.
a. tags
b. video
c. mind mapping
d. mobile phone text tula
7. If a learner wishes to interpret the essay, “Where is the Patis?” of
C. Guerrero-Nakpil by expressing his insights in order to elicit opinions of
other people, he may create a .
a. blog
b. video
c. text tula
d. mind mapping
8. This refers to a visual, stylized method that represents the occurrence of
words within a textual content of a website.
a. video
b. tag cloud
c. music video
d. slideshow presentation
9. Multimedia is a computer-controlled integration of many forms of media
EXCEPT .
a. text
b. video
c. audio
d. equipment
10.It is a website that contains short articles called posts that are updated
regularly.
a. blog
b. tags
c. slides
d. message
11.It is a wireless handheld device that allows the users to make and receive
calls and send text messages, among other features.
a. laptop
b. computer
c. cellphone
d. digital camera
12. Which is used to create a movie from still images?
a. editing
b. messaging
c. animation
d. multimedia
44
13.Slideshow presentation is a series of often displayed on a
large screen using projector.
a. tags
b. words
c. texts
d. slides
14. This refers to a short traditional verse
a. text tula
b. haiku
c. sonnet
d. blogging
15. Which does NOT belong to the group?
a. blog
b. mind mapping
c. PPT presentation
d. Storyboard
Directions: Create a character sketch of the persona’s father in the poem, “Apo On
the Wall”. The character sketch must highlight the physical and behavioral
attributes as described in the poem. Choose an appropriate multimedia format in
creating a character sketch.
Lesson 2 Applying ICT Skills in

Interpreting Literary Texts
Have you applied computer programs and applications in doing school-
related tasks like studying literature? What computer programs and applications
have you used? Does using these ICT tools make your learning more meaningful
and exciting?
What’s In
In the previous lesson, you have learned about the multimedia formats that
you can use to creatively understand and interpret a literary text. Lesson 2 will
introduce you to an analysis of an anecdote with the use of multimedia in
furtherance of your ICT skills. Before you learn something new, try to do the
activity below.
Directions: Identify the type of multimedia format described in each of the
statements below. Write your answer on a piece of paper.
1. This refers to a stylized method that represents the occurrence of words

within a textual content such as websites, articles, speeches and
databases.
2. It is an electronic medium for the recording, copying, replaying,
broadcasting and displaying of moving visual media.
3. This is a website containing short articles called posts that are
changed regularly.
4. These are series of slides, often displayed on a large screen using a projector.
5. It is a graphical way to represent ideas and concepts.
45
What’s New
Directions: Study the picture below. Post on your Facebook wall a personal
experience related to the picture below. Then, invite your FB friends to give their
comments and to share their own experiences as well.
What is It
Have you read an anecdote? Have you ever retold a personal experience to
someone? How do you find recalling past experiences?
We are fond of sharing humorous experiences in life to our family members

and friends. We might not be aware that we are already sharing stories like
anecdotes all day, every day.
An anecdote is a short entertaining or interesting story about a real
incident or person (Nagpal 2016).
Anecdotes tell about a variety of stories and tales, since they can be about
any topic under the sun. It is a short story about a real person or event which
usually intends to make the listeners laugh or ponder over a topic (Your Dictionary
2020).
For example, if a group of learners tell about their favorite pets, and one
learner shares a story about how his dog cuddles every time he comes home from
school, then that learner has just imparted an anecdote. Let's look at how John
Jack Wigley made use of anecdotes in his memoir “Home of the Ashfall”.
HOME OF THE ASHFALL (an excerpt)
by John Jack G. Wigley
The eruption of Mount Pinatubo was recorded as the second largest terrestrial
eruption of the 20th century, and the largest eruption populated area. Ash fall
affected almost the entire island of Luzon, and even reached the neighboring
countries of Malaysia and Vietnam. To the Kapampangans and to the people affected
by this tragedy, it would serve as a testament to their irrepressible attribute of rising
about their plight and predicament.
I was no longer living in Angeles City when Mt. Pinatubo erupted on June 15,
1991. I was promoted from being a crew member at Pizza Hut Dau to management
46
trainee at Pizza Hut Harrison Plaza in December 1990. It was my first time to work
in Manila. Ed Calupitan, a fellow Pizza Hut crew member now based in Manila,
offered me a place to stay in his two-bedroom apartment.
Weeks before the eruption, I read several news and warnings about
Mt. Pinatubo. Frankly, I never knew there was a volcano in the Zambales mountain
range. Nobody among my Kapampangan friends did. I guess we were all clueless
about the impending danger this world cause in our lives. Later on, I realized that the
summit of the volcano was just fourteen kilometers away from the extent of Clark Air
Base. I thought that volcanoes were conspicuous mountains and had fierce-looking
summits like Mayen’s and Haicon’s. But this one was deeply hidden among several
mountains called the “Cabusilan mountains” of Zambales.
Hell, I thought that if there was a mountain near us which I imagined would
erupt anytime, it would be the Arayat, which was located at the heart of Pampanga,
with its open mouth and forbidding countenance. Not this obscure mountain whose
native inhabitants, the Aetas, never knew about. I paid no more attention to
warnings.
I had only been to Manila for barely six months and was enjoying a new-
found independence. I would sometimes go to Angeles City to see my mother during
days off.
That fateful day, after my opening shift, I went to see a film. It was
“Hihintayin Kita sa Langit”, a film adaptation of Bronte’s “Wuthering Heights”
directed by Carlitos Siguion Reyna. The film starred erstwhile lovers played by
Richard Gomez and Dawn Zulueta. I was feeling all mushy and melodramatic after
watching the film when, once outside, I saw parked cars covered with what seemed
like a whitish-gray blanket. And so were the streets.”Is it finally showing in Manila?”
I thought, as I felt some of the particles in my hand and smudge my shirt. When I
looked closely and touched them, they were grainy. It was like ash from an ashtray.
(Ermino 2017)
Let’s explore some of the purposes of anecdotes:
1. To Bring Cheer
Stories pop up anywhere and these are just sometimes making people laugh
to brighten their mood. Here is an example of an anecdote meant to look
back on happy memories:
• At the dinner, a Grade 11 learner shared his story on his first day at
school when he got lost and attended a wrong class.
2. To Reminisce
In most anecdotes, people are talking about their experiences in the past.
They try to look back on moments in their lives and share the joy of that
time with others. Here is an example of an anecdote with a hint of
reminiscence:
• A mother tells her children a story about her life in the province
when she was teenager.
3. To Caution
47
Sometimes, just giving rules for individuals is not effective. Sharing to them
48
frightening stories of dangers can be helpful for them to realize the
possible consequences of their actions. Here is an example of cautionary
anecdote:
• Before beginning a lecture on not following traffic rules, a father tells
his son an incident of collision that caused many lives due to
ignoring traffic signs.
4. To Persuade or Inspire
Sometimes, people share stories on how they surpassed their struggles in
life. These, most of the time, give encouragement to others who have been in
similar situations. The message usually conveys successes in life as a fruit
of hard work. Here is an example of an inspirational anecdote:
• Before beginning a remedial class, the teacher tells the students
how a boy who used to struggle in reading managed to be a proficient
reader.
What’s More
Activity 1
1. Watch the short video on YouTube entitled “Salbabida Story”.
Video Link: (http://www.youtube.com/watch?v=xYNv32ZqwmQ)

2. Pick out some lines (at least three) wherein the speakers look back at
some of their experiences like the example below:
“Kasi dati, nabubully ako sa school. Ang pumasok lang sa isip ko nun,
gumanti. Siya (KB) yung tututong sa ‘kin na makipagresbakan, and akala ko
nun ano e, ‘makikipagbugbugan’ kami e, sapakan. Tinuruan ako ni KB kung
paano maging Salbabida rin sa iba.”
3. After writing down some of the lines about their memories, compose your
own interpretation of what you think the video is about. Write a text tula as
a tribute to the people in the video and acknowledge their share in the
society by helping other people.
Activity 2. Answer the following questions based on the video clip you have
watched. Write your answers on a separate sheet of paper.
1. In the first part of the video, we are introduced to Efren Peñaflorida, 2009
CNN Hero of the Year. To whom does he compare his friend and mentor,
KB Manalaysay?
2. What does he mean by this comparison?
3. What was Efren’s problem when KB met
him? How was the latter able to help him?
4. How has KB’s simple act of kindness affected Efren? How was it able to
affect not only Efren but many other kids like Kesz, for example?
5. What do you think is the message of the video? What lesson does it want to
share to the viewers?
49
What I Have Learned
Directions: Reflect on what you have learned in using multimedia in interpreting
literary texts. Post on your Facebook wall on how applying ICT skills makes you
better appreciate studying anecdotes.
What I Can Do
Directions: Read again the selection “Home of the Ashfall” written by John Jack
Wigley. On your Facebook wall, share your own experiences during a calamity or
disaster, including how you handled the situation. End your story with a slogan
about the importance of disaster preparedness. Invite your FB friends to give
comments on your post.
Assessment
Directions: Choose the letter of the correct answer. Write the chosen letter on
a separate sheet of paper.
1. The author’s purpose of using anecdotes in his memoir “Home of the Ashfall”
is to .
a. bring cheer
b. reminisce
c. caution
d. persuade
2. Most of the writers use anecdote to .

a. tell a story
b. deal with differences of opinions
c. share helpful tips on making a living
d. impart a lesson in an entertaining way
3. What someone talks about when he/she shares an anecdote?

a. opinions
b. personal experiences
c. plans and dreams in life
d. biography of other people
4. It is a brief, serious, amusing and interesting story.

a. tale
b. fable
c. legend
d. anecdote
5. “My mother tells about her epic experience at the department store while
buying a dress to wear for the party” is an example of anecdote.
a. cautionary
b. motivational
c. inspirational
d. reminiscence
50
6. What J. J. Wigley tells about in the “Home of the Ashfall”?
a. eruption of Mt. Pinatubo
b. new found indepence in Manila
c. story of “Hihintayin Kita sa Langit”
d. his journey to becoming management trainee
7. When someone talks about his/her past and shares the joy of his/her
experience, he/she intends to .
a. inspire c. reminisce
b. caution d. bring cheer
8. An anecdote is a story with a point which
means that .
a. it reveals an issue
b. it is easy to understand
c. it reveals truth about life
d. it intends to provoke laughter
9. Which of the following statements about anecdote is TRUE?
a. Anecdote is an unusual story.
b. It presents complicated story plot.
c. It deals with particular topic to talk about.
d. Like other genres, it is interpreted in many ways.
10.What anecdote shares frightening stories of dangers that can be avoided by
following regulations?
a. motivation
b. cautionary
c. reminiscence
d. entertainment
11. “I never knew there was a volcano in the Zambales mountain range. Nobody
among my Kapampangan friends did.” What do these statements suggest?
a. The speaker is clueless.
b. The author is indifferent.
c. The speaker is very busy at work.
d. He is not mindful of his surroundings.
12. When someone shares his story to lighten people’s mood, he intends to .
a. inspire
b. enlighten
c. reminisce
d. bring cheer
13. Where is J. J. Wigley’s hometown?
a. Tarlac
b. Bataan
c. Zambales
d. Pampanga
51
14.What point of view did the author use in the “Home of the Ashfall”?
a. first person
b. omniscient
c. third person
d. second person
15.Which paragraph does J.J. Wigley express his strong conviction that
Kapampangans can survive and once again alleviate their lives after the
calamity?
a. 1
b. 2
c. 4
d. 5
Additional Activity
Directions: Reflect on the message conveyed in John Jack Wigley’s “Home of the
Ashfall”. Make a two-minute video using your mobile phone with the help of your
classmates, friends, or family members. Show the lesson/s you have learned from
the story. Do a self-assessment of your presentation using the rubric below.
Score Description
5 Very great extent (VGE)
4 Great extent (GE)
3 Some extent (SE)
2 Little extent (LE)
1 Not at all (N)
Criteria VGE GE SE LE N
5 4 3 2 1
1. Uses audio / visual aids or media to clarify
information
2. Presents relevant content based on the
theme of the story
3. Shows considerable originality and
inventiveness
4. Presents the ideas in a unique and
interesting way
TOTAL
52
Attachments
Ang Pipit Lyrics - Philippine Folk Songs
by: Levi Celerio
May pumukol sa Pipit sa sanga ng ng isang kahoy
At nahagip ng bato ang pakpak ng munting ibon
Dahil sa sakit,
di nakaya pang lumipad
At ang nangyari ay nahulog ngunit parang taong
bumigkas Mamang kay lupit, ang puso mo'y di na
nahabag
Pag pumanaw ang buhay ko,
may isang pipit na iiyak (2x)
Texts on Video:
“Ang Pipit” is a popular Filipino song about a bird that is known in Tagalog as a
pipit. Many Filipinos don’t realize that it’s an English word too, so they force-
translate the song’s title as “My Sparrow”. The pipit is a bird in the family
Motacillidae.
The key signature of the song is in A minor.
Our group has decided to use instruments that are not commonly used.
Levi Celerio (April 20,1910 – April2, 2002) is a Filipino composer and lyricist. He
received a scholarship to the Academy of Music in Manila and becomes the youngest
member of the Manila Symphony Orchestra.
He wrote several numbers of songs for local movies, which earned him the
Lifetime Achievement Award of the film Academy of the Philippines. Celerio has
written for more than 4,000 Filipino folk, Christmas, and love songs including many
that became movie titles.
Celerio is probably best recognized for being leaf-player, an achievement where he
was place into the Guinness Book of World Records as the only man who could play
music with a leaf. On October 9, 1997, he was proclaimed National Artist for Music
and Literature. His citation read that his music “was a perfect embodiment of the
heartfelt sentiments and valued traditions of the Filipino.”
He died at Delgado Clinic in Quezon City on April 2, 2002 at the age of 91.
He was awarded the title of the national artist for music and literature in 1997 by
Philippine President Fidel Ramos who cited the prolific lyricist and composer for
writing music that was a perfect embodiment of the heartfelt sentiments and valued
traditions of the Filipino.
In this song, a bird has her wing injured by a rock thrown by a man, likely from a
slingshot. The bird was so hurt, she couldn’t fly. Like a person she spoke up, “Oh
cruel man. How pitiless your heart is? If I die, there is pipit bird who will cry.”
Considering how plaintively sad the theme and word are of this folk song, it’s
slightly incongruous with contemporary sensibilities that most canonical
interpretations of the melody, such as by Pilita Corales and the Mabuhay Singers,
are very upbeat. It’s almost like gleefully making fun of a helpless creature in deep
throes of pain.
53
The Pipit is a metaphorical representation of how our country gets abused and
abandoned.
Performers: Students of De La Salle College of St. Benilde
Zildjian Benitez (vocals); Tim Marquez (guitarist);

Diana Mapa (percussions)
Date performed: April 3, 2016
Location: Grand Tower

Instruments: Vitamin C case; shoes; wall; acoustic guitar, clap, cabinet
Source: https://tagalong.com/ang-pipit-bird/
Salbabida Story
Efren: Ako ay si Efren Peñaflorida at sila Kesz at KB ako ay

naniniwalang lahat ng tao ay pwedeng maging salbabida kase ang taong
sumalba sakin, yung taong tumulong sakin ay si KB.
KB: Dahil sa Cavite City maraming mga bata nasasadlak sila sa mga
gang. Marami silang nabibiktima at kinakatandaan na nila yun so
naging posisyon ko na tulungan yung mga bata, nagkakaroon ng
mga problema sa pag aaral. Doon ko nakilala si Efren at nakita ko na
malaki ang binubunong problema dahil ayaw na nya mag aral.
Efren: Kasi dati binubully ako sa school, ang pumasok sa isip ko ay

gumanti. Siya yung tutulong sakin na makipagresbakan. Ang akala ko
nun ano eh makikipagbugbugan kami eh, sapakan pero sabi nya ibang
paraan yung gagawin nya. Tinuran ako ni KB na kung paano maging
salbabida rin sa iba, marami na sakin tumatawag na kuya Efren, isa na
nga dun si Kesz.
Kesz: Nakatira po ako sa isang dumpsite sa Cavite City po. Bale po

Ang ginagawa ko ay nangangalahig po ako ng basura po at namalimos
din po ako pera sa palengke po.
Efren: Actually, di lang ako nakatagpo, kasama ko nun si KB, kaming

dalawa. Nakita namin 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?
Kesz: Four... Four years old po mga gnun po.
EP: Si KB yung nagbigay ng ano, nagbigay ng unang tulong sa kanya.
Efren: Ang process nung Kariton Klasrum ano, dinadala namin yung
54
Kariton dun sa community tapos sa tulong din ng mga grupo nila Kesz,
kasi si Kesz meron na siyang sariling grupo eh. Actually, nag volunteer
siya samin, when he was six years old, bata pa siya nun.
KB: Sabi nya nga nun, "Magaling naman po ako mag wash ng hands
Tsaka magbrush ng teeth”. Sabi ko Efren bakit di natin kunin tong
Hygiene Demonstrator highly effective brushing of the teeth kasi
nakakarelate yung mga children kasi kilala nila si Kesz kasi he was one
of them.
EP: Ahh nung una kaming nagtulak ng kariton, talagang ano,

Maraming negative reactions yung mga narereceive namin. Talagang
minumura kami sa kalye, tapos pinagtatawanan kami. Binabato kami,
so hindi maganda yung pagtanggap sa amin.
KB: Hindi dapat kinakahiya ang isang bagay na tama.
Efren: Sabi nga ni KB ah, pag nagtutulak kayo ng kariton wag kayong
Yuyuko ahhh kasi kung kinakahiya nyo yan baka mabangga kayo pag
nakayuko kayo. Tapos nung pumasok itong CNN Hero. Turn around talaga
yung reaction, maraming nasiyahan, maraming nag approve. Sabi naman
samin ni KB nun "Oh yan na ah kilala na yung mga ginagawa nyo sikat
na kayo, marami ng kumikilala sa inyo na wag naman kayong
magtutulak ng kariton na nakataas ang noo. Just continue kung ano yung
ginagawa mong mabuti".
KB: Pagtulong hindi naman costly eh, lalo na pag simpleng pag-
angat lang kailangan ng mga tao. May mga bagay na pwede kang
itulong sa kanila na di ka naman kailangan gumastos ng malaki. If
there is a need, you have to do something. So, whenever you see them,
kumilos na.
Efren: So, eight years old nagsolo na si Kesz. Meron na

siyang sariling organization.
Kesz: Ang ginagawa po namin ay nagtuturo kami sa mga bata

po sa mahihirap na communities po.
Efren: Kahit bata sila, meron silang magagawa, kasi ganun din
yung pinaramdam samin ni KB nun na do not let anyone look down
on because you are young.
55
and the World
Elements of a Short Story
21st Century Literature from the Philippines and the World
Elements of a Short Story
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the
Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of
royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this
module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use
these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over
them.

Writers: Editors: Reviewers: Delia

Illustrators:
B. Tañag,Layout
KynahArtists:
Amor M. Darvin, Charlene Joyce V. Judit Lawrence B. Icasiano, Paula J. Mar
Management Team: Abigail I. Mirabel-Agapay, Roderick O. Delmo, Julieta R. De Jesus Patrick L. Pernia, Norvin B. Taniza
Marites K. Chavez, Elleden Grace L. Denosta
Wilfredo E. Cabral, Job S. Zape Jr., Elaine T. Balaogan, Editha M. Atendido, Luz E. Osmeña Fe M. Ong-ongowan,

Telefax: 02-8682-5773/8684-4914/8647-7487
56
Weeks
7-8
Lesson 1 Basic Elements of a Short Story
A short story has six basic elements that you as a reader should look for when
analyzing one. Every story begins with a seed of an idea. Hence, the author should
think of these basic elements when writing a story. Although not all stories put
equal importance on every aspect, each of these elements must be expected in the
story. At the end of this lesson, you are expected to do a self- and/or peer
assessment of the creative adaptation of a literary text, based on rationalized
criteria.
What I Need to Know

This lesson was designed and written with you in mind. It is here to help you
master the basic elements of a short story. The scope of this lesson permits it to be
used in many different learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow the
standard sequence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using.
This lesson also aims to engage you in appreciation and critical study of 21st
Century Literature from the Philippines and the World, encompassing their various
dimensions, genres, elements, structures, contexts, and traditions. This lesson
allows you to embark on a journey from Philippine regions to the different parts of
the world through various literary encounters.

1. demonstrate understanding of a short story;
2. analyze a short story by identifying its basic elements;
3. appreciate the use of multimedia in sharing the lessons learned from a
short story; and
4. perform a self or peer-assessment in evaluating one’s work.
What’s In
Studying literature can be very easy with the right amount of knowledge
gained from your studies in the past. Can you recall module 4? How do you define
anecdote? What are the purposes of an anecdote? What lesson does the anecdote in
“Home of the Ashfall” convey? For this next lesson, you will be guided in gathering
more literary tools that will surely make learning more exciting.
What’s New
In this module, you will learn about the six basic elements of a short story.
You will be reading a short story entitled “Sinigang” by Marie Aubrey J. Villaceran,
a professor at the Department of English and Comparative Literature in the
University of the Philippines, Diliman. In the story, Liza narrates how she deals
with the issue of her father, having an affair with another woman, and how it
emotionally separates her from him. Read and learn more about the story and find
out how the basic elements are used.
57
SINIGANG
Marie Aubrey J. Villaceran
“So, what happened?”
She 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.
I wasn’t usually the one who assisted my aunt with the cooking. She preferred my
younger sister, Meg, for I knew far less in this area—not having the aptitude, or the
interest, I guess—for remembering recipes. That didn’t matter today, though. This
time, Tita Loleng wanted more than just an extra pair of hands in the kitchen.
“Nothing much,” I answered offhandedly. “We did what people usually do

during funerals.” I reminded myself to tread carefully with her. Though I did not
really feel like talking, I could not tell her off for she took offense rather easily.
I put the tomatoes in the small palanggana, careful not to bruise their
delicate skin, and carried them to the sink.
“Did you meet…her?” Tita Loleng asked.
There came to me a memory of sitting in one of the smaller narra sofas in

the living room in Bulacan. I faced a smooth white coffin whose corners bore gold-
plated figures of cherubs framed by elaborate swirls resembling thick, curling
vines. Two golden candelabras, each supporting three rows of high-wattage electric
candles, flanked the coffin and seared the white kalachuchi in the funeral wreaths,
causing the flowers to release more of their heady scent before they wilted
prematurely. Through an open doorway, I could see into the next room where a few
unfamiliar faces held murmured conversations above their coffee cups.
“Are you Liza?” A woman beside me suddenly asked.
I was surprised, for I had not heard anyone approaching. Most of the
mourners preferred to stay out on the veranda for fear that the heat from the lights
might also cause them to wither.
I looked up slowly: long, slim feet with mauve-painted toenails that peeked
through the opening of a pair of scruffy-looking slippers; smooth legs unmarred by
swollen veins or scars—so unlike the spider-veined legs of my mom—encased in a
black, pencil-cut skirt; a white blouse with its sleeves too long for the wearer,
causing the extra fabric to bunch around the cuffs; a slim neck whose skin sagged
just a little bit; and a pale face that seemed like it had not experienced sleep in
days. The woman looked to me like she was in her forties—the same age as my
mother.
58
“Yes,” I had answered that woman—the same answer I now gave to Tita Loleng.
I gently spilled out all the tomatoes into the sink and turned on the tap. The
water, like agua bendita, cleansed each tomato of the grime from its origins.
“What did she tell you?” Tita Loleng asked.
“Nothing much. She told me who she was.”
“What did she look like?”
“She’s pretty, I guess.”
She was. She looked like she had Indian blood with her sharp nose and
deep- set eyes thickly bordered by long lashes. Just like Mom, she still maintained
a slim figure though she already had children. The woman, upon seeing my curious
stare, had explained, “I am Sylvia.”
All my muscles tensed upon hearing her name. It took all my self-control to
outwardly remain calm and simply raise an eyebrow.
My reaction caused a range of emotion to cross the woman’s face before it

finally crumbled and gave way to tears. Suddenly, she grabbed my hand from
where it had been resting on the arm of the sofa. Her own hands were damp and
sticky with sweat. She knelt in front of me—a sinner confessing before a priest so
he could wash away the dirt from her past.
But I was not a priest. I looked down at her and my face remained impassive.
When her weeping had subsided, she raised her head and looked at me.
“Everyone makes mistakes, Liza.” Her eyes begged for understanding.
It was a line straight out of a Filipino soap opera. I had a feeling that the
whole situation was a scene from a very bad melodrama I was watching.
I looked around to see if anyone had witnessed the spectacle unfolding in

this living room, but it was as if an invisible director had banned all but the actors
from the set. Except for us, not a soul could be seen.
I wanted Sylvia to free my hand so I nodded and pretended to understand.

Apparently convinced, she let go and, to my shock, suddenly hugged me tight. My
nose wrinkled as the pungent mix of heavy perfume and sweat assailed me. I
wanted to scream at her to let go but I did not move away.
“Hmm, I think they’re washed enough na.” Tita Loleng said.
Turning off the tap, I placed the tomatoes inside the basin once more. Then, as an
afterthought, I told my Tita, “I don’t think she is as pretty as Mom, though.”
59
Tita Loleng nodded understandingly. She gestured for me to place the basin
on the table where she already had the knives and chopping board ready.
“Where was your Dad when she was talking to you?”
“Oh, he was sleeping in one of the bedrooms. Mom did not want to wake him
up because they told her he had not slept for two nights straight.”
Tita Loleng snorted. “Haay, your mother talaga,” she said, shaking her head.
I had to smile at that before continuing. “When he saw me, Sylvia had
already been called away to entertain some of the visitors.”
“Was he surprised to see you?” Tita knew that I had not wanted to go to the
funeral. Actually, she was one of the few people who respected, and understood, my
decision.
“No.” I sliced each of the tomatoes in quarters. The blade of the knife clacked
fiercely against the hard wood of the chopping board. “He requested Mom to make
me go there.” We both knew that I could never have refused my mother once she
insisted that I attend. I had even gone out and gotten drunk with some friends the
night before we were to leave just so I could have an excuse not to go, but my mom
was inflexible. She had ordered my two sisters to wake me up.
Tita Loleng gave me a sympathetic look. “No choice then, huh?” She was
forever baffled at the way my mother could be such a martyr when it came to my
father and such a tyrant to her children.
Clack! Clack! The knife hacked violently against the board.
“Nope.”
When my Dad had come out of the room, I remembered sensing it

immediately—the same way an animal instinctively perceives when it is in danger. I
had been looking at the face of my dead half-brother, searching for any
resemblance between us. Chemotherapy had sunk his cheeks and had made his
hair fall out, but even in this condition, I could see how handsome he must have
been before his treatment. His framed photograph atop the glass covering of the
coffin confirmed this. Lem took after my father so much that Dad could never even
hope to deny that he was his son. I, on the other hand, had taken after my mother.
I knew my father was staring at me but I refused look at him. He

approached and stood next to me. I remained silent.
“I am glad you came,” he said.
60
I gave him a non-committal nod, not even glancing his way. Tita Loleng
interrupted my thoughts with another one of her questions.
“Did you cry?”
I shook my head vehemently as I answered, “No.”
I took the sliced tomatoes, surprised to find not even a splinter of wood with
them, as well as the onions Tita Loleng had chopped and put them in a pot. “What
next?” I asked her.
“The salt.” Then she went and added a heaping tablespoonful of salt to the
pot.
“Is that all?”
“Uh-huh. Your Mom and I prefer it a bit saltier, but your Dad likes it this
way.” Then she gestured towards the pot, closing and opening her fist like a baby
flexing its fingers.
I started crushing the onions, tomatoes, and salt together with my hand.
“He was an acolyte in church,” my father had said then, finally splintering the
silence I had adamantly maintained. “Father Mario said that we shouldn’t feel sad
because Lem is assured of going to a better place because he was such a good
child.” Good, I thought, unlike me whom he always called “Sinverguenza”, the
shameless daughter.
I finally turned to him. There was only one question I needed to ask. “Why?”
He met my gaze. I waited but he would not—could not— answer me. He looked
away.
My mask of indifference slipped. It felt like a giant hand was rubbing salt
into me, squeezing and mashing, unsatisfied until all of me had been crushed.
“Stop it na, Liza!” Tita Loleng exclaimed. “Any more of that mashing and you
will be putting bits of your own flesh and bone in there,” my aunt warned. She went
to the refrigerator and took out plastic bags containing vegetables. She placed them
in the sink. “All of these will be needed for the sinigang,” she said. “Prepare them
while you’re softening the meat.” Then she took off her apron, “You go and finish off
here. I will just go to my room and stretch my back out a bit.” With a tender pat on
my head, she walked out of the kitchen.
I breathed a sigh of relief. The questions had stopped, for now.
61
I poured the hugas bigas into the mass of crushed onions and tomatoes and
added the chunks of beef into the concoction before covering the pot and placing it
on the stove. I turned on the flame. The sinigang needed to simmer for close to an
hour to tenderize the meat.
In the meantime, I started preparing all the other ingredients that will be
added to the pot later on. Taking all the plastic bags, I unloaded their contents into
the sink then washed and drained each vegetable thoroughly before putting them
beside my chopping board.
I reached for the bunch of kangkong and began breaking off choice sections
to be included in the stew. When I was a child, before Tita Loleng had chosen to
stay with us, my mom used to do the cooking and she would have Meg and I sit
beside her while she readied the meals. I remembered that whenever it came to any
dish involving kangkong, I would always insist on preparing it because I loved the
crisp popping sound the vegetable made whenever I broke off a stem. It was on one
such occasion, I was in second year high school by then but still insistent on
kangkong preparation, when Mom had divulged the truth about the boy who kept
calling Dad on the phone every day at home. Meg had also been there, breaking off
string beans into two-inch sections. Neither of us had reacted much then, but
between us, I knew I was more affected by what Mom had said because right until
then, I had always been Daddy’s girl.
When the kangkong was done, I threw away the tough, unwanted parts and
reached for the labanos. I used a peeler to strip away the skin—revealing the white,
slightly grainy flesh—and then sliced each root diagonally. Next came the
sigarilyas, and finally, the string beans. Once, I asked Tita Loleng how she knew
what type of vegetable to put into sinigang and she said, “Well, one never really
knows which will taste good until one has tried it. I mean, some people cook
sinigang with guavas, some with kamias. It is a dish whose recipe would depend
mostly on the taste of those who will do the eating.”
I got a fork and went to the stove where the meat was simmering. I prodded
the chunks to test whether they were tender enough—and they were. After pouring
in some more of the rice washing, I cleared the table and waited for the stew to boil.
A few minutes later, the sound of rapidly popping bubbles declared that it
was now time to add the powdered tamarind mix. I poured in the whole packet and
stirred. Then I took the vegetables and added them, a fistful at a time, to the pot.
As I did so, I remembered the flower petals each of my two sisters and I had
thrown, fistful by fistful, into the freshly dug grave as Lem’s casket was being
lowered into it.
My dad was crying beside me and I recalled thinking, would he be the same
if I was the one who had died? I glanced up at him and was surprised to find that
he was looking at me. His hand, heavy with sadness, fell on my shoulder.
“I’m sorry,” he had told me.
62
I let the stew boil for a few more minutes before turning off the fire.
The sinigang would be served later during dinner. I pictured myself seated in
my usual place beside my father who is at the head of the table. He would tell Mom
about his day and then he would ask each of us about our own. I would answer,
not in the animated way I would have done when I was still young and his pet, but
politely and without any rancor.
Then, he would compliment me on the way I had cooked his favorite dish
and I would give him a smile that would never quite show, not even in my eyes.
DIRECTIONS: Study the following questions carefully and write your answers on a
separate sheet of paper.
1. Where did the story happen?
2. Who are the characters in the story?

3. What do you think led to the emotional separation of Liza from her father?
4. What was the most interesting part of the story?
5. What was the story about?
6. Who narrated the story?
What is It
BASIC ELEMENTS OF A SHORT STORY
1. Character– A character in a short story is a person, in some stories an animal,
who takes part in the action of the story or other literary work. The way an author
develops the character in a story is very important in making the story appeal to
the readers. It is said that the heart of the story are the characters. The two most
important characters in a short story are the protagonist and the antagonist.
a. The protagonist is considered as the main character or most important of

all the characters. It is the character who learns something or undergoes some
changes throughout the course of the story. Some stories depict the protagonist as
the hero of the story, while in other stories the protagonist is not considered a hero
as he has done nothing heroic. In any case, the story always revolves around the
protagonist.
b. The antagonist is the character that challenges the main character. It has
no concern for the well-being of the main character. The antagonist may be a
person, the nature, the society, or any intangible matter that contends with or
creates a problem for the protagonist.
2. Setting– The place (locale) and time (period) when the story happens is called
the setting. The setting may be based on real place and real time or it may also be
based on the author’s imagination. When analyzing the setting of the story,
consider where the action is taking place. Most authors use descriptive words
to describe the
63
landscape, scenery, buildings, season, or weather to provide a strong sense of
setting which will help the reader visualize the story and connect to the story’s plot.
3. Plot– A plot is the actual story. It is what the story is all about. It is also the
series of events and characters’ actions that lead to the highest point of interest in
a short story. The following are the different parts of a story’s structure:
a. Exposition –This is the beginning of the story. This is where the author
introduces the characters, identifies where the story is happening, and establishes
the main conflict.
b. Rising Action – This event occurs as you begin to move throughout the
story. This is where conflicts start to build.
c. Climax– It is the most exciting part of a short story. This is the part in the
story when important decisions are made or important things are discovered.
d. Falling Action– This point occurs after the climax as the problems in the
story start to work themselves out. The excitement becomes less and less as the
conflict is resolved.
e. Resolution– This is the solution to the problem in a story. The solution
may not be what you hoped for but as long as it fits the story in tone and theme,
the conflict has been resolved.
4. Conflict– Every story needs to have a problem and this problem is called
conflict. The main character, also called the protagonist, needs to have someone or
something to challenge him. Without conflict, the story will not go anywhere and
will not be very interesting to the readers. The main character may be faced with
one of the four different types of conflict. These four types of conflict are:
 man versus man;

 man versus nature;
 man versus himself; and
 man versus society.
5. Theme- This is the central idea in a short story and a general truth. This is
considered as the author’s message to the readers.
6. Point of View – This is the way the story is told or narrated. It is also known as
the vantage point that a writer uses to narrate the story. The following are the types
of point of view in a short story:
a. First Person – the narrator participates in and tells the story using the
pronoun ‘I’.
b. Limited Third Person – the narrator is not in the story and narrates
using the pronouns ‘she’ or ‘he’. Also, the narrator is unable to see into the minds
of the characters.
c. Omniscient Third Person – the narrator is not in the story and tells the
story using the pronouns ‘she’ or ‘he’. In this point of view, the narrator can tell the
thoughts of the characters as he can see into their minds.
64
What’s More
The elements of a short story are the characters, setting, plot, conflict, theme, and
point of view. The plot structures are the following: exposition, rising action,
climax, falling action and resolution.
A. DIRECTIONS: Identify the six (6) elements from the short story Sinigang.
1. Setting :
2. Characters :
3. Plot :
4. Conflict :
5. Theme :
6. Point of View :
B. DIRECTIONS: In this activity, you have to identify the plot structure of the story
“Sinigang”. Write A for exposition; B for rising action; C for climax; D for falling
action; and E for resolution. Write your answers on a separate sheet of paper.
1. “Did you meet…her?” Tita Loleng asked.
2. The woman looked to me like she was in her forties—the same age as my mother.
3. The woman, upon seeing my curious stare, had explained, “I am Sylvia.”
4. I finally turned to him. There was only one question I needed to ask. “Why?”
5. I wanted to scream at her to let go but I did not move away.
6. All my muscles tensed upon hearing her name. It took all my self-control to
outwardly remain calm and simply raise an eyebrow.
7. When my Dad had come out of the room, I remembered sensing it immediately—
the same way an animal instinctively perceives when it is in danger.
8. When her weeping had subsided, she raised her head and looked at me.
“Everyone makes mistakes, Liza.” Her eyes begged for understanding.
9. I continued to pick out tomatoes for the sinigang we were to have for dinner. I
wasn’t usually the one who assisted my aunt with the cooking.
10. “I’m sorry,” he had told me.
65
What I Have Learned
DIRECTIONS: Reflect on the short story, “Sinigang”, by Maria Aubrey J. Villaceran
and answer the questions below. Write your answers on a separate sheet of paper.
1. What significant lesson have you learned from the story? How will you apply it in
your own life?
2. Why do you think some married men commit extramarital affair?
3. React on this: It is ordinary in our Filipino culture for husbands to commit

adultery and look for another woman who can satisfy their desires simply because
they are men and not saints.
What I Can Do
Activity 1: Act It Out
Directions: Choose a part in the story, Sinigang, which you find the most
interesting. Then, produce a three-minute video of it using the characters’ lines and
depicting their feelings. You may involve a friend or a family member in the video.
Activity 2: Blog
Directions: Create a blog on moral values that you got from the short story
"Sinigang" and its impact to you as a 21st century learner. Share it to the world by
posting your blog in WordPress. Let your classmate or friend evaluate your work
using the rubric below.
Tick the box of the score given. Be guided of the score and its
description. Score Description

5 Excellent
4 Very Good
3 Good
2 Fair
1 Poor
No. CRITERIA 5 4 3 2 1
1. Uses audio/visual aids or media to
clarify information.
2. Presents relevant content based on the
theme of the story.
3. Shows considerable originality and
inventiveness.
4. Presents the ideas in a unique and
interesting way.
66
Assessment
DIRECTIONS: Choose the letter of the correct answer. Write the chosen letter
on a separate sheet of paper.
1. Who is the writer of the short story “Sinigang”?

a. Marie Aubrey Villaceran c. Edith L. Tiempo
b. NVM Gonzales d. Manuel E. Arguilla
2. Where is the setting of the story?

a. farm c. cemetery
b. house d. garden
3. Who is the main character in the story?

a. Sylvia c. Lem
b. Liza d. Tita Loleng
4. What point of view did the author use in telling the story?
a. Third Person c. First Person
b. Omniscient Third Person d. Limited Third Person
5. Whose favorite dish is the “Sinigang”?

a. Liza c. Liza’s mother
b. Tita Loleng d. Liza’s father
6. What type of conflict was shown in the story?

a. man versus man c. man versus himself
b. man versus nature d. man versus society
7. What element refers to the events in the story?

a. Setting c. Plot
b. Theme d. Conflict
8. What is known as the essence of fiction?
a. Setting c. Conflict
b. Theme d. Climax
9. What do you call the series of events when things begin to happen in
the story?
a. Rising Action c. Exposition
b. Theme d. Climax
10. What element is presented at the final part of the story?

a. Resolution c. Exposition
b. Theme d. Climax
11. What element is considered the high point in the story?

a. Setting c. Exposition
b. Theme d. Climax
67
12. What element creates the tone, presents the characters and other important
facts to introduce the story?
b. Theme d. Climax
13. What element includes the locale and period in a story?

b. Theme d. Climax
14. Based on the text, what does the word “Sinverguenza” mean?
a. a person who is shameless c. a person who is calm
b. a person who is sinful d. a person who is reckless
15. What type of character contends with the main character?

a. opposition c. antagonist
b. protagonist d. instigator
DIRECTIONS: Accomplish the self-assessment table below. Do this task
objectively. Remember that there are no wrong answers for this activity. Refer to
the activities that you have completed as basis in completing this task.
Usually Sometimes Seldom Never

1. I can analyze a short story by
identifying its basic elements.
2. I identify the point of view used in
the story.
3. I can demonstate an
understanding of the moral values
taught in the story .
4. I enjoy using multimedia in
making creative representations of a
literary text.
68
69
References
Module 1
Chua, R. G. (2016). 21st Century Literature from the Philippines and the World. Makati City: DIWA
Learning Systems
Croghan SJ, Richard V. (1975). The Development of Philippine Literature in English:

Quezon City:Alemar-Phoenix Publishing House.
Fosdick, Carolyn, and Tarrosa (1954). Literature for Philippine High Schools. New York:
Macmillan Company.
SIGLIWA, “Salubungin ang (bagong) Daluyong ng mga Agos sa Disyerto, Agosto 20, 2019,
https://panitikanatbp.wordpress.com/2009/08/20/salubungin- ang- bagong-daluyong-ng-mga-
agos-sa-disyerto/
Velasco, Nel, “CNF Figures of Speech and Literary Devices, February 26, 2020,
https://versozanelson.blogspot.com/
Zaide, Gregorio F. (1970). Jose Rizal: Life, Works and Writings. Manila: Villanueva Book
Store. Retrieved from
https://www.scribd.com/doc/26364271/Philippine-Literature-Pre-
Spanish- Period.
Module 2
Friesen C. 21st Century Literary Genres [PowerPoint slides]. Retrieved from

https://www.slideshare.net/darinjohn2/21st-century-literary-genres-by-calle-
friesen
Module 3
Books:
Menoy, Jesus Z. 21st Literature of the Philippines and the World, Books Atbp.,
2016
Solmerano, and Ernesto Thaddeus et.al. 21st Century Literature of the Philippines
and the World, 2nd Edition, Fastbook Educational Supply, Manila Philippines
2017
Journal Articles:
Huijen, Tim, van de Grift, Wim, van Boxtel, Carla and Holthuis, Paul,
“Promoting Historical Contextualization: The Development and Testing
of Pedagogy”, Journal of Curriculum Studies, 50:3, 410-434,
DOI:10.1080/00220272.2018.1435724, 2018,
https://bookspagez.com/blog/reading-comprehension-toolkit-identifying-
authors-purpose/
Mustofa, Ali, Hill Jonnie Lynn, “Understanding Cultural Context in Responding to
Literature”, Researching the Teaching the Literature in EFL Classroom
Context English Language Teaching, Vol. 11, No.6; 2006, ISSN 1916-
4742 E-ISSN 1916-4750, Canadian Center of Science and Education
Websites:
Example of Imagery and Poetry, Your Dictionary, LoveToKnow 2020
https://examples.yourdictionary.com/examples-of-imagery-poems.html
Faura, Federico, In V. Almario (Ed.), Sagisag Kultura (Vol. 1). Manila: National Commission for
Culture and the Arts, 2015. Retrieved from https://philippineculturaleducation.com.ph/faura-
federico/
Remoto, Danton, Goodreads, “Summer Reading”, Goodreads Inc. 2020,

https://www.goodreads.com/author/show/524322.Danton_Remoto
https://www.merriam-webster.cm/dictionary
70
Module 4
Benitez, Zildjian, “Ang Pipit.” Last uploaded April 13, 2016. Video, 4:09.
https://www.youtube.com/watch?v=hPa0rjDtVMQ
Computer Hope. “Slide show.” Last modified April 1, 2018.

https://www.computerhope.com/jargon/s/slidesho.htm
DepEd. “SHS-Core 21st Century Literature of the Philippines and the World CG.” Last uploaded
2019.
https://www.deped.gov.ph/wp-content/uploads/2019/01/SHS-Core_21 st Century-
Literature-from-the- Philippines-and-the-World-CG.pdf
Ermino, Liezel, “Home of the Ashfall”. Last uploaded June 28, 2017.
https://www.scribd.com/document/352427772/Home-of-the-Ashfall
Lexico. “Meaning of video in English.” Accessed June 2, 2020.

https://www.lexico.com/definition/video
Litemind. “What is Mind Mapping.” Accessed May 20, 2020. https://litemind.com/what-is-

mind-mapping/
Maglione, Maria Grazia. “Teaching and Learning through Multimedia,” SlideShare.

Uploaded 2009.
https://www.slideshare.net/mg.maglione/teaching-and-learning-literature-through-
multimedia-1223510
Marshall, Dave. “What is Multimedia?” Last modified October 4, 2001.

https://users.cs.cf.ac.uk/Dave.Marshall/Multimedia/node10.html
Nagpal, Amit. 2016. “Anecdotes: Interesting incidents and stories from everyday
life.” (web blog), Last modified June 29, 2016.
https://community.nasscom.in/communities/sales-marketing/anecdotes-interesting-
incidents-and-stories-from-everyday-life.html
Penaflorida, Efren, “Salbabida”. Last uploaded July 12, 2014. Video, 5:28.
https://www.youtube.com/watch?v=xYNv32ZqwmQ
Sanchez, Louie Jon A., et.al. 21st Century Literature from the Philippines and the World.
Quezon City: Vibal Group, Inc., 2016, 50-54.
Techopedia. “Tag Cloud.” Accessed May 22, 2020.

https://www.techopedia.com/definition/5200/tag-cloud
Uychoco, Marikit Tara A. 21st Century Literature from the Philippines and the World. Sampaloc,
Manila: Rex Book Store Inc. ,2016, 11-13.
Victoria State Government; Education and Training. “Creating multimodal texts.” Uploaded
2019 at https://www.education.vic.gov.au/school/teachers/teachingresources/
discipline/english/literacy/multimodal/Pages/createmultimodal.aspx
Your Dictionary. “Examples of Anecdotes.” Accessed May 19, 2020.
https://examples.yourdictionary.com/examples-of-anecdotes.html
Module 5
Lacia, Ferdilyn C., Lydia L. Libunao, Mark G. Fabella and Vivian I. Buhain. The Literatures of the
Philippines. Quezon City Metro Manila: Rex Book Store, Inc.: 2016.
Marcos, Lucivilla,Wilfredo Bantados and Suzette Valdez. Introduction to Literature with Special Glimpse
of Philippine Literature. City of Manila, Metro Manila: Purely Books Trading & Publishing
Corp., 2012.
The Best Philippine Short Stories. “Sinigang by Marie Aubrey J. Villaceran.” Last modified September
2015. https://www.sushidog.com/bpss/stories/sinigang.htm
71
For inquiries or feedback, please write or call:
Department of Education - Bureau of Learning Resources (DepEd-BLR) Ground Floor, Bonifac
Meralco Avenue, Pasig City, Philippines 1600 Telefax: (632) 8634-1072; 8634-1054; 8631-498
Email Address: *
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21st Century

Literature from the

from the Philippines

Published by the Department of Education

Development Team of the Module

Writers: Allan A. Balud, Noel D. Anciado, and Marites M. Aguilar

Department of Education – Region IV-A CALABARZON

Office Address: Gate 2 Karangalan Village, Barangay San

For the Learner:

This module has the following parts and corresponding icons:

At the end of this module you will also find:

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

What I Need to Know

After going through this lesson, you are expected to:

15651566-1872-1898- 1941- 1946- 1970- 1981- 1886- 2001-

a. Japanese Period f. 21st Century

PRE-SPANISH LITERATURE - is characterized by:

Understanding Literary History

 Spanish Influences On Philippine Literature

PERIOD OF ENLIGHTENMENT (1972- 1898)

The Propaganda Movement (1872-1896) - This movement was spearheaded

o Some of Rizal’s writings: Noli Me Tangere, Mi Ultimo Adios,

Characteristics of Literature during this period:

THE JAPANESE PERIOD (1941-1945)

o Filipino Poetry During This Period

PHILIPPINE LITERATURE IN ENGLISH (1941-1945)

PERIOD OF ACTIVISM (1970-1972)

The youth became vocal with their sentiments. They demanded a

PERIOD OF THE NEW SOCIETY (1972- 1980)

PERIOD OF THE THIRD REPUBLIC (1981-1985)

POST-EDSA 1 REVOLUTION (1986-1995)

21st CENTURY PERIOD

A. Jose Rizal B. Marcelo H. Del Pilar C. Graciano Lopez Jaena

1. Sa Mga Pilipino 6.El Filibusterismo

Assessment 1. Characterize Me!

Legends Folk Tales The Epic Folk Songs

Activity 2. Thinker’s View

Assessment 2. Closer Look

KASAYSAYAN NG PASYONG MAHAL NI

Assessment 3. Saying a Song

I. Ang bayan kong PIIi.lipinas

2. The Propaganda Movement (1872-1896) was spearheaded mostly by the

3. In the American Regime, Americans influenced Filipino writers to write using

4. In the Period of Activism, campus newspapers were written to show their

6. The period of the Third Republic was romantic and revolutionary.

Lesson 2 Identifying Representative Texts

1. What image does the poem, Gabu, try to create?

A Taste of Creative Nonfiction

Title of the Text:

What is the text all about?

What is the setting referred to or

Who is the target group of readers

Why was the text written

SA PANAHONG tila natutuyuan ang mga linang ng panitikan noong gitnang

Unang buhos ng daluyong ay noong 1964 at isang dekada ang lumipas,

Huling sargo ng daluyong ng Agos ay 16 na taon ang nakararaan, nang

Ngayon, sa panahong sampu isang pera ang patakbuhing literaturang

1. In what language was the text, Maga Agos sa Disyerto written?

2. What did the text aim to accomplish?

Pananalamin sa Tubig ng Katotohanang Panlipunan

1. What is the central theme of this text?

We are entitled to our own

1. Chant (Bulong) was used in witchcraft or enchantment especially in