(NEW) Module in Survey of Philippine Literature in Englsh

Module:
Survey of Philippine
Literature in English
Module in Survey of Philippine Literature in English
This course is a study of the literary forms or genres as exemplified by selected literary
texts from the Philippines written at different periods throughout the Philippine literary history.
One important aspect of this course deals with the distinct genres of literature such as poetry and
prose and more recently the views and sentiments about current social issues confronted by
Filipinos. This three-unit course is designed to analyze literary traditions and trends, sources
and influences as well as historical events embedded in the texts. It provides an opportunity to
explore a cross-section of Philippine literature particularly written in English most of which
dramatize the historical and rich cross-cultural experience of Filipinos. Each work will be
treated in its socio-political, and other cultural and thematic contexts. The course enables the
students to analyze the growth and development of Philippine Literature in English from 1900 to
the present along socio-historical events as shown in representative works.
This module provides the parameters for the adoption and integration of flexible learning
and teaching that are suitably aligned with the institutional learning and teaching goals and
objectives. Online strategy will be made through synchronous modality (happening
collaboratively and at the same time with a group of online learners and usually a teacher) and
asynchronous modality (happening at any time, not necessarily in a group, but with teachers’
feedback). In addition, the writer of this module decided to follow the format suggested by
Pawilen, G. T. (2019) in writing module for flexible learning.
Anticipatory Set Performance Task Performance Task

(Critical Thinking) (Collaboration,
Communication,
Creativity &
Innovation)
Read Reflect Respond
At the end of the course, the students are expected to:
 Characterize the literatures of the different regions of the Philippines;
 Show appreciation of the diverse and rich literatures of the Philippines;
 Identify various significant Philippine writings in English which have become integral
part of our cultural heritage;
 Cultivate appreciation and understanding of Filipino literature through the analysis of
some representative works;
 Discover and develop aesthetic sensibilities and creative imagination through the study of
literary selections;
 Show appreciation of diversified literary works of art by giving enjoyment and
instruction to its multiple audiences;
 Highlight the issues, ethics, cultural and socio-political responsibility and their relevance
to students’ lives;
 Sharpen intellectual capacity through discussion of the elements and key characteristics
of representative literary works of the period;
 Explain the grading system;
 State the academic expectations and learning outcomes
 Determine how ideas, issues, and/or subjects developed in specific literary works
applicable to one’s own life;
 Point out the most significant impact of the cultural values in the texts to broader context
of life as Filipinos;
 Evaluate the contemporary theme and other elements found in the literature produced;
 Describe an overview of more contemporary literary history of Philippine Literature;
 Identify basic beliefs, perspectives and philosophical assumptions underlying an author’s
work;
 Competent educated learners as creative, thinking, and feeling members of the society;
who continually search for forms and meaning that will help them establish their identity
as competitive world-class professionals.
Week 1: Literary Forms in Philippine Literature
““The obscenities of this country are not girls like you. It is the poverty which is obscene, and
the criminal irresponsibility of the leaders who make this poverty a deadening reality. The
obscenities in this country are the places of the rich, the new hotels made at the expense of the
people, the hospitals where the poor die when they get sick because they don't have the money
either for medicines or services. It is only in this light that the real definition of obscenity should
be made.”
― F. Sionil José, Ermita
At the end of the lesson, the students are expected to

 characterize the literatures of the different regions of the Philippines;
 create
define alinguistics
blog; and
 show appreciation of the diverse and rich literatures of the Philippines
Before we Begin…
Establish your own basic knowledge regarding Philippine Literature by accomplishing
the KWLA Graphic Organizer. Submit your work to your professor through Messenger.
What I know What I would want to know
What I learned What affected me

READ
The diversity and richness of Philippine literature evolved side by side with the country's
history. This can best be appreciated in the context of the country's pre-colonial cultural
traditions and the socio-political histories of its colonial and contemporary traditions.
The average Filipino's unfamiliarity with his indigenous literature was largely due to
what has been impressed upon him: that his country was "discovered" and, hence, Philippine
"history" started only in 1521.
So successful were the efforts of colonialists to blot out the memory of the country's
largely oral past that present-day Filipino writers, artists and journalists are trying to correct this
inequity by recognizing the country's wealth of ethnic traditions and disseminating them in
schools and in the mass media.
The rousing of nationalistic pride in the 1960s and 1970s also helped bring about this
change of attitude among a new breed of Filipinos concerned about the "Filipino identity."
The diversity and richness of Philippine literature evolved side by side with the country's
history. This can best be appreciated in the context of the country's pre-colonial cultural
traditions and the socio-political histories of its colonial and contemporary traditions.
An Overview to the Literary Periods of the Philippines

Precolonial Period
 characterized mainly by oral tradition
 crude on ideology and phraseology
 literature shows our customs and traditions in everyday life self – expression
Spanish Period
 literature is classified as religious and secular
 liberal ideas and internationalism influenced Filipinos minds in understanding “liberty
and freedom”
American Period
 firm establishment of English as the medium of instruction in all schools
 active arousal in the field of literature started to be felt in the following newspapers
 Filipino writers went into all forms of literature like news, reporting, poetry, stories,
plays, essays, and novels
 writings clearly depicted their love of country and their longings for independence.
Japanese Period
 Philippine literature in English came to a halt – writers in English turned to write in
Filipino
 Filipino literature was given a break during this period
 topics and themes were often about life in the provinces
Postwar Period
 Before The Declaration Of Martial Law - Philippine writing in vernacular became
popular
 1946-1960 - The writers had a better knowledge of their craft and enjoyed political
activism
 1970 – 1972 (Rise of Nationalism and Students Activism)
Nationalism was emphasized by young and aspiring writers.
Revolutionary form of literature attacked the ills of the society
 1970 – 1972 (Period of New Society)
Provided a venue in reviving traditional drama and in creating original
plays.
 1981 – 1985 (3rd Republic) - Continues to reflect on social, political realities.
Contemporary Period
 Filipino writer has become more conscious of his art with the proliferation of writers
workshops here and abroad and the bulk of literature available to him via the mass media
including the internet
Well-known Filipino Literary Figures
A country shaped by centuries of colonization by violent wars, long-lasting political

upheaval, and the idyllic beauty of its islands, the Philippines offers writers plenty of material to
work with. In stories drawn from this complex heritage, Filipino authors stand out for their
creative, compelling voices. Culture Trip rounds up seven of the best literary talents to come
from the Philippines.
Jessica Hagedorn
Best known for her 1990 novel Dogeaters, Jessica

Hagedorn was born and raised in the Philippines and
relocated to San Francisco in her teens. Hagedorn’s ethnic
heritage is a mix of Spanish, Filipino, French, Irish, and
Chinese. Dogeaters, which won the American Book Award
and was a finalist for the National Book Award, shines a
light on the many layers of Filipino society, especially the
American influence prevalent in the entertainment industry.
Hagedorn is also a poet and playwright. Her first
play, Mango Tango, was produced by Joseph Papp in 1978,
the same year she moved to New York, where she currently
lives with her daughters.
F. Sionil Jose
A writer deeply concerned with social justice, F. Sionil Jose’s novels have been
translated into 22 languages, and he’s one of the most widely read Filipino authors. Sionil
Jose’s Rosales Saga is a five-volume work that follows the Samson family and their changing
fortunes over a 100-year timeframe. Sionil Jose’s books are especially illuminating for anyone
interested in provincial life in the Philippines, the revolution against Spain, and the framework of
the Filipino family. His anti-elitist views have made him a somewhat unpopular author within
the Philippines, but Sionil Jose’s works are among the most
highly acclaimed internationally of any Filipino writer. He
won the Ramon Magsaysay Award for Literature in 1980.
Nick Joaquin
Winning the National Artist

award for Literature, Nick Joaquín is
probably the most esteemed writer the
Philippines has produced. Joaquin
came from a well-educated family and
was published at the early age of 17.
After winning a scholarship in a
nationwide essay contest, he left the
Philippines to study in Hong Kong. On
his return to Manila he worked for
many years as a journalist, and his
highly intellectual writing raised the
standards of journalism in the country. Joaquin’s book, The Woman With Two Navels is essential
reading in Philippine literature. However many of his short stories, such as “May Day Eve,” are
extremely accessible and enjoyable for those new to the Philippines.
Merlinda Bobis
Award-winning writer Merlinda Bobis

started off as a painter, but grew into a writer as
“painting with words was cheaper.” Bobis’
books, short stories, and poems tell of lesser-
known aspects of Filipino life, often from a
strong feminist stance. One of her most well-
known novels, Fish-Hair Woman, describes a
romance between a young village woman and an Australian soldier in the middle of a harrowing
conflict that threatens the entire province. The Australian called it a “superb novel” that
“maintains its tragic intensity throughout.” Bobis has also won the international Prix Italia award
for her play Rita’s Lullaby and the Steele Rudd Award for her short story “White Turtle.”
Jose Dalisay Jr.
Jose Dalisay Jr. writes a popular online

column where he’s more commonly known by his
pen name, Butch Dalisay. Dalisay was imprisoned
during Martial Law, and his experiences from this
portion of Philippine history are brought to life in
his first novel, Killing Time in a Warm Place. His
second novel, Soledad’s Sister tackles the plight
of overseas Filipino workers, and was shortlisted
for the Man Asian Literary Prize in 2007. Within
the Philippines, Dalisay has won 16 Palanca
Awards, the country’s highest prize for literature.
Jose Rizal
The Philippines’ national hero was

also a prolific writer, poet, and essayist.
Jose Rizal’s two novels, Noli me
Tangere and El Filibusterismo were social
commentaries that sharply revealed the
injustices of Spanish colonization while
praising the Filipino in his most natural
state. The novels, which are surprisingly
wry and romantic, crystallized the growing
anti-Spanish sentiment and were banned
within the Philippines. The execution of
Jose Rizal at 35 years old set off the
Philippine Revolution and paved the way
for the country’s independence. Even
without these dramatic events, Rizal’s
books and his final poem, “Mi Ultimo
Adios,” stand on their own literary merit,
and have influenced scores of Filipino
writers since.
Additional Material:
Watch and listen to this video clip:
https://www.youtube.com/watch?v=8sGzhIezR_U&t=500s
Be ready for the synchronous discussion on _____________ at

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REFLECT
Answer the following questions:
1. Why is Philippine Literature considered to be rich?

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2. How can you describe the influence of the Spanish Period to Philippine Literature?
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3. How can you describe Jessica Hagedorn?

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4. What makes the novels Noli me Tangere and El Filibusterismo a social commentary?
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RESPOND
Task 1: Time Grind

Macro Skills: reading and writing Mode of Submission (Options)
Date of Submission: ________________ Online: Google Site
Offline: Short Bondpaper
Create a Time Grind of Philippine Literature.
Task 2: Blog Writing
Date of Submission: ________________ Online: See the instructions below
Offline: See the instructions below
Research a Filipino literary figure, and discuss how they contributed to the rich body of
literature that the Philippines possessed.
Online: Upload your blogs on Google Site
Offline: Write your synthesis in the module. Include a design related to the topic.
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Essay Rubric
Criteria 1 2 3 4
Thesis and/or problem Introduction states the Introductory paragraph Well-developed
is vague or unclear. thesis but does not contains some introductory paragraph
Background details are adequately explain the background contains detailed
a seemingly random background of the information and states background
Introduction collection of problem. The problem the problem, but does information, a clear
information, unclear, or is stated, but lacks not explain using explanation or
not related to the topic. detail. details. States the definition of the
thesis of the paper. problem, and a thesis
statement.
Conclusion does not Conclusion Conclusion Conclusion
adequately summarize summarizes main summarizes main summarizes the main
the main points. No topics, but is topics. Some topics without
suggestions for change repetitive. No suggestions for change repeating previous
Conclusion or opinions are suggestions for change are evident. sentences; writer's
included. and/or opinions are opinions and
included. suggestions for change
are logical and well
thought out.
Less than three main Three or more main Three or more main Three or more main
points, with poor points, but all lack points are present but points are well
development of ideas. development. may lack detail and developed with
Refutation missing or Refutation paragraph development in one or supporting details.
vague. missing and/or vague. two. Refutation Refutation paragraph
Main points
paragraph acknowledges the
acknowledges the opposing view, and
opposing view, but summarizes their main
doesn't summarize points.
points.
Lacks sources and/or All sources are All source material is All source material is
sources are not accurately used. All sources are used and smoothly
accurately documented. documented, but many accurately integrated into the text.
Incorrect format is are not in the desired documented, but a few All sources are
used. format on the Works are not in the desired accurately documented
Use of sources
Sources are not Cited page. Some format on the Works and in the desired
relevant nor reliable. sources are relevant Cited page. format on the Works
and reliable. Most sources are Cited page.
relevant and reliable. All sources are
relevant and reliable.
Work contains multiple Work contains Sentence structure is Punctuation and
incorrect sentence structural weaknesses generally correct. capitalization are
structures. There are and grammatical Some awkward correct.
Mechanics four or more errors in errors. There are three sentences do appear.
punctuation and/or or four errors in There are one or two
capitalization. punctuation and/or errors in punctuation
capitalization.
References for Week 1
Godinez-Ortega, C.F. (n.d.). The literary forms in philippine literature. National Commission for
Culture and Arts. Retrieved from
http://gwhs-stg02.i.gov.ph/~s2govnccaph/subcommissions/subcommission-on-the-arts-sca/
literary-arts/the-literary-forms-in-philippine-literature/
Teacher Anele (2017, January 3). Summary of the Philippine literary periods. Retrieved from
https://anelepapers.wordpress.com/2017/01/03/summary-of-the-philippine-literary-periods/
De La Cruz, E. (2018). The 7 most legendary Filipino authors. The Culture Trip. Retrieved from
https://theculturetrip.com/asia/philippines/articles/the-filipino-authors-you-should-know/
Images
https://i2.wp.com/smithsonianapa.org/bookdragon/wp-content/uploads/sites/10/2001/02/Jessica-
Hagedorn-2.jpg?fit=446%2C599
https://www.philstar.com/images/authors/1315036.jpg
https://upload.wikimedia.org/wikipedia/commons/f/fd/Nick_Joaquin_Portrait_from_Fringe.jpg
https://alchetron.com/cdn/merlinda-bobis-49f3b0ad-dc55-4cd5-9caa-9027b6aff83-resize-
750.jpeg
https://2.bp.blogspot.com/-QL8jLKAuDYA/VDAqILFL5wI/AAAAAAAABJw/
FM4D2G6XHe8/s1600/JoseDalisay-photo-crop.jpg
https://upload.wikimedia.org/wikipedia/commons/b/b0/Jose_rizal_01.jpg
Weeks 2 &3: Pre-Colonial Period
“I have observed that the prosperity or misery of each people is in direct proportion to its
liberties or its prejudices and, accordingly, to the sacrifices or the selfishness of its forefathers. -
Juan Crisostomo Ibarra”
― José Rizal, Noli Me Tángere

 end
At the determine how ideas,
of the lesson, issues, are
the students and/or subjects
expected to developed in specific literary works
applicable to one’s own life;
 critique
define linguistics
a story; and
 highlight the issues, ethics, cultural and socio- political responsibility and their
relevance to students’ lives.
Before we begin…
Establish your own goals for learning the Pre-Colonial Period of Philippine literature by
accomplishing the Goal Organizer: 5W’s and H worksheet below. Send your work to your
professor through Messenger.
READ
Pre-Colonial Literature
The variety and abundance of Philippine literature evolved even before the colonial
periods. Folk tales, epics, poems and marathon chants existed in most ethno linguistic groups
that were passed on from generation to generation through word of mouth. Tales associated with
the Spanish conquest also took part in the country’s rich cultural heritage. Philippine Pre-colonial
Literature.
Some of these pre-colonial literary pieces showcased in traditional narratives, speeches
and songs are tigmo in Cebuano, bugtong in Tagalog, patototdon is Bicol and paktakon in
Ilongo. Philippine epics and folk tales are varied and filled with magical characters. They are
either narratives of mostly mythical objects, persons or certain places, or epics telling
supernatural events and bravery of heroes, customs and ideologies of a community. Philippine
Pre-colonial Literature
LITERARY FORMS
RIDDLES (bugtong) – battle of wits among participants. It is called Tigmo in Cebu, Paktakon
in Ilonggo and Patotdon in Bicol
PROVERBS (salawikain) – wise sayings that contain a metaphor used to teach as a food for thought.
TANAGA – one stanza poems consisted usually of four lines with seven syllables, all lines
rhyming.
FOLK SONGS – one of the oldest forms of Philippine literature that emerged in the Pre-Spanish
period.
a. Hele or oyayi –lullaby
b. Ambahan (Mangyan) –about human relationships and social entertainment
c. Kalusan (Ivatan) – work songs
d. Tagay (Cebuano and Waray) – drinking song
e. Kanogan (Cebuano) – song of lamentation for the dead
MYTHOLOGY
In general, myth is a narrative that describes and portrays in symbolic language the origin of the
basic elements and assumptions of a culture. Mythic narrative relates, for example, how the
world began, how humans and animals were created, and how certain customs, gestures, or
forms of human activities originated. Almost all cultures possess or at one time possessed and
lived in terms of myths.
One enduring mythology is the Tagalog story of creation – Si Malakas at Si Maganda:
In the beginning there was
only sky, sea, and a single bird. The
bird grew tired and, while looking for
a place to rest, stirred up the sea until
its waters reached the sky. The sky
then showered the sea with islands in
order to calm it down, and told the
bird to pick an island to build its nest
there.
One day, the bird was struck
by a bamboo pole, the child of the
land and sea breezes. Annoyed the
bird struck at the nodes of the bamboo
until it split. From one half a man, Malakas ("strong one") emerged and from the other half a
woman, Maganda ("beautiful one"). Then the earthquake called on all the birds and fish to see
what should be done with these two, and it was decided that they should marry. They had a great
number of children.
One day the couple grew tired of the offspring's idleness and wanted to get rid of them.
Malakas grabbed a stick and started beating their children. This scared them so much that they
fled to all directions, seeking hidden rooms in the house. Some concealed themselves in the
walls, some ran outside, while others hid in the fireplace, and several fled to the sea.
Those who went into the hidden rooms of the house later became the chiefs of the
islands. Those who concealed themselves in the walls became slaves, while those who ran
outside were free men. The children who hid in the fireplace became dark-skinned; while those
who fled to the sea were gone many years, and when their children came back they had white
skins.
Deities
The stories of ancient Philippine mythology include deities, creation stories, mythical
creatures, and beliefs. Ancient Philippine mythology varies among the many indigenous tribes of
the Philippines. The Tagalog people are a major ethnic group in the Philippines, and here are
some of their deities in the ancient Philippine mythology:
First Generation
1. Bathala – The supreme god of being; creator of man and earth and addressed sometimes
as Bathalang Maykapal. He dwells in Kaluwalhatian (heaven) together with the lesser
gods and goddesses. Aside from the lesser gods and goddesses, he sent his anitos in order
to assist the daily lives of every human. When most of the natives were converted to
Christianity during the Spanish Era, he was referred to the Christian God.
2. Amanikable – Originally this god was worshipped as the god of Hunters. In more modern
stories he has become associated as the ill-tempered god of the sea, replacing Aman
Sinaya among of the first generation gods (aside from Bathala), he was never married
after his love was spurned by a beautiful mortal maiden, Maganda. In frustration, he
swore vengeance against the humans by sending turbulent waves and horrible tempests in
order to wreck boats and to drown men.
3. Idiyanale – The goddess of labor and good deeds. Natives used to call for her guidance in
order to make their works successful. She married Dimangan and had two offspring.
Dimangan The god of good harvest. He was married to Idiyanale and had two offspring.
4. Ikapati – The goddess of cultivated land. She was the most understanding and kind
among the deities of Bathala. Her gift to man was agriculture. As the benevolent giver of
food and prosperity, she was respected and loved by the people. From her came fertility
of fields and health of flocks and herds. Ikapati was said to have married Mapulon, god of
seasons. They had a daughter named Anagolay, who became the goddess of lost things.
When Anagolay attained maidenhood, she married Dumakulem, son of Idianale and
Dumangan, by whom she had two children, Apolaki and Dian Masalanta.
5. Lakapati – Often confused with Ikapati from variant Tagalog pantheons, Lakapati was a
major fertility deity. During sacrifices made in a new field, the farmer would hold up a
child and say, “Lakapati, pakanin mo yaring alipin mo; huwag mong gutumin [Lakapati,
feed this thy slave; let him not hunger]”
6. Mapulon – The god of seasons and husband of Ikapati of whom they had a daughter.
Second Generation
1. Mayari – The goddess of the moon and one of the three daughters of Bathala by a mortal
woman. She was the most charming of all the goddesses. She had two sisters, Tala and
Hanan.
2. Tala – The goddess of the stars; sister of Mayari and Hanan and one of the three
daughters of Bathala by a mortal woman.
3. Hanan – The goddess of morning; sister of Mayari and Tala and one of the three
daughters of Bathala by a mortal woman.
4. Dumakulem – The strong, agile guardian of mountains and the son of Idiyanale and
Dimangan. His sister was Anitun Tabu. He later married Anagolay.
5. Anitun Tabu – The fickle-minded goddess of wind and rain. She was the daughter of
Idiyanale and Dimangan and the sister of Dumakulem.
6. Anagolay – The goddess of lost things and the only offspring of Ikapati and Mapulon.
She was married to Dumakulem.

Third Generation
1. Apolaki – The god of sun and the chief patron of warriors. He was the son of Anagolay
and Dumakulem.
2. Dian Masalanta – The goddess of love, conception and childbirth and the protector of
lovers. She was the daughter of Anagolay and Dumakulem and youngest of all the
deities.
EPICS
These are narratives of sustained length based on oral tradition revolving around supernatural
events or heroic deeds. Some examples of these are:
1. Biag ni Lam-ang (Life of Lam-ang) of the Ilocanos

narrates the adventures of the prodigious epic hero,
Lam-ang who exhibits extraordinary powers at an early
age. At nine months he is able to go to war to look for his
father’s killers. Then while in search of lady love, Ines
Kannoyan, he is swallowed by a big fish, but his rooster
and his friends bring him back to life.
2. The Agyu or Olahing of the Manobos is a three part epic that starts with the pahmara
(invocation) then the kepu’unpuun ( a narration of the past) and the sengedurog (an
episode complete in itself). All three parts narrate the exploits of the hero as he leads his
people who have been driven out of their land to Nalandangan, a land of utopia where
there are no landgrabbers and oppressors.
3. Aliguyon or the Hudhud of the Ifugaos tells of the adventures of Aliguyon as he battles
his arch enemy, Pambukhayon among rice fields and terraces and instructs his people to
be steadfast and learn the wisdom of warfare and of peacemaking during harvest seasons.
4. Sandayo of the Subanon tells of the story of the hero with the same name, who is born
through extraordinary circumstances as he fell out of the hair of his mother while she was
combing it on the ninth stroke. Thence, he leads his people in the fight against invaders of
their land and waterways.
5. Labaw Donggon is about the passionate exploits of the son of a goddess Alunsina, by a
mortal, Datu Paubari. The polygamous hero battles the huge monster Manaluntad for the
hand of Abyang Ginbitinan; then he fights Sikay Padalogdog, the giant with a hundred
arms to win Abyang Doronoon and confronts the lord of darkness, Saragnayan, to win
Nagmalitong Yawa Sinagmaling Diwata.
Other epics known to most Filipinos are the Ibalon of Bikol, Darangan which is a Muslim
epic, the Kudaman of Palawan, the Alim of the Ifugao, Bantugan of the Maranao, the Hinilawod
of Panay, and the Tuwaang of Manobos. The Tagalogs pride their Myth of Bernardo Carpio, a
folk hero said to hold the mountains of San Mateo apart with his powerful arms to prevent them
from colliding.
https://www.youtube.com/watch?v=x5SoQ0L2NNs

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REFLECT
Create a collection of Myths and Legends in Philippine Literature. Answer
the question: What does it show on Philippine culture?
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RESPOND
Task 1: Short Response

Date of Submission: ________________ Online: Google Classroom
Offline: Module

1. How can you describe Pre-Colonial Philippine Literature?
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2. What is a mythology?
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3. How can you describe Biag ni Lam-ang?

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4. Why do you think Pre-colonial Filipinos created these stories?
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Task 2: Story Critique

Read and analyze the story of Malakas and Maganda, and discuss your opinions as to why early
Filipinos used the characteristics malakas (strong) for the male character, while maganda (beautiful) is
used for the female one.
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Task 2: Short Story Writing

Macro Skills: writing Mode of Submission (Options)
Using the discussed Tagalog deities discussed in this module, w rite your own version of how
the world was created.
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Essay Rubric
Criteria 1 2 3 4
statement.
thought out.
Main points
points.
Use of sources
Mechanics Work contains multiple Work contains Sentence structure is Punctuation and
four or more errors in errors. There are three sentences do appear.
capitalization.
Short Story Assessment Rubric
Needs Fair Good Very Score

work good
1. Content:
 Originality of ideas
 Appropriateness of setting
 Development of characters and plot 1-5 6-10 11-15 16-20
 Other points of interest, e.g. use of dialogue,
point of view, irony, symbolism, theme
2. Organization:
 Plot structure, e.g. orientation, complication,
climax, resolution
 Coherence and cohesion of ideas
1-5 6-10 11-15 16-20
 Paragraphing
 Other points of interest, e.g. flashback, story
within a story, transitions, twist
3. Language and style:

 Range and appropriateness of vocabulary
 Range and accuracy of grammar structures
 Accuracy of spelling, capitalization, punctuation
 Appropriateness of tone and register
 Use of narrative writing techniques, e.g. varying 1-5 6-10 11-15 16-20
short and long sentences, appealing to the five
senses, withholding details to create suspense
 Use of literary devices, e.g. alliteration,
onomatopoeia, simile, metaphor, personification
Total:
/60
Comments:
References for Weeks 2 & 3
Verdeflor, S.M. (2018, February 2). Timeline of Philippine Literature. Retrieved from
https://www.slideshare.net/sophiamarieverdeflor/timeline-of-philippine-literature?
from_action=save
Lepiten, A.J. (2017, July 4). Philippine Literature and Texts (Pre-colonial Times and Spanish
Colonizations). Retrieved from https://www.slideshare.net/AttheaJaneLepiten/philippine-
literature-and-texts-precolonial-times-and-spanish-colonizations-77510710
Encyclopedia Mythica (2001). Malakas and Maganda, as cited in Cook Cole, Mabel.
(1916). Philippine Folk Tales. Chicago: A.C. McClurg & Co., 187. Retrieved from
https://pantheon.org/articles/m/malakas.html
The Aswang Project (2016). Ancietnt tagalog deities in philippine mythology. Retrieved from
https://www.aswangproject.com/ancient-tagalog-deities-in-philippine-mythology/
Images
https://4.bp.blogspot.com/-qpV3Pp1liSo/Tz3hsp2cXtI/AAAAAAAAADg/FP_CHcmrQV0/
s640/maganda__malakas_small.jpg
https://image.slidesharecdn.com/philippinedeitiesethnicreport-160721133119/95/philippine-
deities-philippine-mythology-2-638.jpg?cb=1469107904
https://jonathanmdejesus.files.wordpress.com/2015/07/download.jpg?w=247&h=368
Week 4: Spanish Colonial Period
As you can see, there are quite a number of things taught in school that one has to unlearn or at
least correct.”
― Ambeth Ocampo

 identify various significant Philippine writings in English which have become
At the end of thepart
integral lesson, thecultural
of our students are expected to
heritage;

 summarize the story; and
define linguistics

 show appreciation of the diverse and rich literatures of the Philippines.
Before we begin…
Let’s review some of the influences you think that the Spaniards contributed to Philippine
history. In the boxes below, write these influences. Send your work to your professor through
Messenger.
SPANISH
COLONIZATION
READ
It is an accepted belief that the Spanish colonization of the Philippines started in 1565
during the time of Miguel Lopez de Legazpi, the first Spanish governor-general in the
Philippines. Literature started to flourish during his time.
Due to the long period of colonization of the Philippines by the Spaniards, they have
exerted a strong influence on Philippine literature. Among them are:
1. The first Filipino alphabet called Baybayin was replaced by the Roman alphabet;
2. The teaching of the Christian Doctrine became the basis of religious practices;
3. The Spanish language which became the literary language during this time lent many of
its words to the Filipino language;
4. European legends and traditions brought here became assimilated in the local songs,
corridos, and moro-moros;
5. Ancient literature was collected and translated to Tagalog and other dialects:
6. Many grammar books were printed in Filipino, like Tagalog, Ilocano and Visayan;
7. Periodicals during these times gained a religious tone.
The First Books

1. Doctrina Cristiana (The Christian Doctrine)
This was the first book printed in the Philippines in 1593 in
xylography. It was written by Fr. Juan de Placencia and Fr.
Domingo Nieva, in Tagalog and Spanish. It contained the Pater
Noster (Out Father), Ave Maria (Hail Mary), Regina Coeli (Hail
Holy Queen), the Ten Commandments of God, the
Commandments of the Catholic Church, the Seven Mortal Sins,
How to Confess, and the Cathecism. Three old original copies of
this book can still be found at the Vatican, at the Madrid Musem and at the US Congress.
It contains only 87 pages.
2. Nuestra Señora del Rosario

The second book printed in the Philippines was written by Fr. Blancas de San
Jose in 1602, and printed at the UST Printing Press with the help of Juan de Vera, a
Chinese mestizo. It contains the biographies of saints, novenas, and questions and
answers on religion.
3. Libro de los Cuatro Postprimeras de Hombre

This is the first book printed in typography.
4. Barlaan and Josaphat

This is a Biblical story printed in
the Philippines and translated to Tagalog
from Greek by Fr. Antonio de Borja. It is
believed to be the first Tagalog novel
published in the Philippines even if it is
only a translation. The printed translation
has only 556 pages. The Ilocano
translation in poetry was done by Fr.
Agustin Mejia.
5. The Pasion
This is the book about the life and sufferings of Jesus Christ. It is read only during
Lent. There were 4 versions of this in Tagalog and each version is according to the name
of the writer. These are the Pilapil version (by Mariano Pilapil of Bulacan, 1814), the de
Belen version (by Gaspar Aquino de Belen of Bat. in 1704), the de la Merced (by Aniceto
de la Merced of Norzagaray, Bulacan in 1856) and the de Guia version (by Luis de Guia
in 1750). Critics are not agreed whether it is the Pilapil or the de la Merced version which
is the most popular.
6. Urbana and Felisa

A book by Modesto de Castro, the so called Father of Classic Prose in Tagalog.
These are letters between two sisters Urbana at Felisa and have influenced greatly the
behavior of people in society because the letters dealt with good behavior.
7. Ang Mga Dalit kay Maria (Psalms for Mary)

A collection of songs praising the Virgin Mary. Fr. Mariano Sevilla, a Filipino
priest, wrote this in 1865 and it was popular especially during the Maytime “Flores de
Mayo” festival.
Literary Compositions
1. Arte y Reglas de la Lengua Tagala (Art and rules of the Tagalog language). Written by
Fr. Blancas de San Jose and translated to Tagalog by Tomas Pinpin in 1610.
2. Compendio de la Lengua Tagala (Understanding the Tagalog language). Written by Fr.
Gaspar de San Agustin in 1703.
3. Vocabulario de la Lengua Tagala (Tagalog vocabulary). The first Tagalog dictionary
written by Fr. Pedro de San Buenaventura in 1613.
4. Vocabulario de la Lengua Pampanga (Pampanga vocabulary). The first book in
Pampanga written by Fr. Diego in 1732.
5. Vocabulario de la Lengua Bisaya (Bisayan vocabulary). The best language book in
Visayan by Mateo Sanchez in 1711
6. Arte de la Lengua Ilokana (The Art of the Ilocano language). The first Ilocano grammar
book by Francisco Lopez.
7. Arte de la Lengua Bicolana (The Art of the Bicol language). The first book in the Bicol
language and written by Fr. Marcos Lisbon in 1754.
Religious Plays
There are many recreational plays performed by Filipinos during the Spanish times. Almost all
of them were in poetic form. Here are examples:
1. Tibag – the word tibag means to excavate. This ritual was brought here by the Spaniard
to remind the people about the search of St. Helena for the Cross on which Jesus died.
2. Lagaylay – this is a special occasion for the Pilareños of Sorsogon during Maytime to get
together. As early as April, the participating ladies are chosen and sometimes, mothers
volunteer their girls in order to fulfill a vow made during an illness or for a favor
received. In some parts of Bicol, a different presentation is made but the objective is the
same – praise, respect and offering of love to the Blessed Cross by St. Helen on the
mound she had dug in.
3. The Cenaculo – this is a dramatic performance to commemorate the passion and death of
Jesus Christ. There are two kinds: the Cantada and Hablada . In the Hablada the lines are
spoken in a more deliberate manner showing the
rhythmic measure of each verse and the rhyming in
each stanza and is more dignified in theme; the
Cantada is chanted like the Pasion. The Cenaculo is
written in octosyllabic verse, with 8 verses to the
stanza. The full length versions take about 3 nights
of staging. Performers come in costumes with wigs
and performers are carefully chosen for their
virtuous life. One performs the role of Jesus Christ and another the role of the Virgin
Mary. Many famous Cenaculo players come from the Tagalog regions although there are
also those from Ilocos, Pampanga, Bicol and both Sibulanon and Hiligaynon.
4. Panunuluyan – this is presented before 12:00 on Christmas Eve. This is a presentation of

the search of the Virgin Mary and St. Joseph for an inn wherein to deliver the baby Jesus.
5. The Salubong (or Panubong) - The Salubong is an Easter play that dramatizes the
meeting of the Risen Christ and his Mother. It is still presented in many Philippine towns.
6. Carillo (Shadow Play) – this is a form of dramatic entertainment performed on a

moonless night during a town fiesta or on dark nights after a harvest. This shadow play is
made by projecting cardboard figures before a lamp against a white sheet. The figures are
moved like marionettes whose dialogues are produced by some experts. The dialogues
are drawn from a Corrido or Awit or some religious play interspersed with songs.
7. The Zarzuela – considered the father of the drama; it is a musical comedy or melodrama
three acts which dealt with man’s passions and emotions like love, hate, revenge, cruelty,
avarice or some social or political problem.
8. The Sainete – this was a short musical comedy popular during the 18 th century. They
were exaggerated comedies shown between acts of long plays and were mostly
performed by characters from the lower classes. Themes were taken from everyday life
scenarios.
The Moro-Moro
Like the Cenaculo, the Moro-
moro is presented also on a special
stage. This is performed during town
fiestas to entertain the people and to
remind them of their Christian
religion. The plot is usually the same
that of a Christian princess or a
nobleman’s daughter who is captured
by the Mohammedans.
The father organizes a rescue
party where fighting between the
Moros and the Christians ensue. The
Mohammedans are defeated by some
miracle or Divine Intercession and the Mohammedans are converted to Christianity. In some
instances, the whole kingdom is baptized and converted. One example of this is Prinsipe
Rodante.
https://www.youtube.com/watch?v=qI2i4pAxb_Y&t=789s

_______________.
REFLECT
1. How did the Spaniards conquered the literature of the Filipinos?

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2. How can you describe The Doctrina Christiana?

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3. What is The Cenaculo?

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4. How can you describe the plot of a Moro-Moro?

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RESPOND
Task 1: Poem Writing

Compose a poem (two stanzas and 4 lines each). Its theme must be about the Filipino way of
expressing adhering to their religion and/or chosen faith.
Online: Upload your poems on Facebook
Offline: Write your poem in the module. Include a design related to the topic.
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RESPOND
Task 2: Short Story Writing

Write a short story regarding the theme Good vs. Evil, and how it relates to a person’s
morality, sense of religion and/or faith.
Online: Upload your short story on Facebook
Offline: Write your short story in the module. Include a design related to the topic.
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Short Story Assessment Rubric
Needs Fair Good Very Score

work good
2. Content:
 Originality of ideas
 Appropriateness of setting
 Development of characters and plot 1-5 6-10 11-15 16-20
 Other points of interest, e.g. use of dialogue,
point of view, irony, symbolism, theme
3. Organization:
 Plot structure, e.g. orientation, complication,
climax, resolution
 Coherence and cohesion of ideas
1-5 6-10 11-15 16-20
 Paragraphing
 Other points of interest, e.g. flashback, story
within a story, transitions, twist
4. Language and style:

 Range and appropriateness of vocabulary
 Range and accuracy of grammar structures
 Accuracy of spelling, capitalization, punctuation
 Appropriateness of tone and register
 Use of narrative writing techniques, e.g. varying 1-5 6-10 11-15 16-20
short and long sentences, appealing to the five
senses, withholding details to create suspense
 Use of literary devices, e.g. alliteration,
onomatopoeia, simile, metaphor, personification
Total:
/60
Comments:
References for Week 4:

Ironmao (n.d.). The Spanish period. Retrieved from
http://ironmao.weebly.com/uploads/5/4/1/6/54162303/philit_during_the_spanish_period.pdf
Images
https://lh3.googleusercontent.com/proxy/aCVS-GHzaKdo_KxOCA8leLITudi1KuEmtl0879Ht-
9tYEQ_akXC25CJNNNpfRgkmhxdzhXzIHKd5HTL6JS-
V3sT2OlxppS00rYGL_75cQu4PNdcwkfshLbWbfFPE9tbSdk0k
https://1.bp.blogspot.com/-KLMmdBorIyg/T_zaYTO5RbI/AAAAAAAABi4/ZsLtdNzqF48/
s1600/barlaam.jpg
https://www.catholicsandcultures.org/sites/default/files/pages/
senakulo_2015_finale.mp4_.01_25_57_19.still007.jpg
https://blog.palabas.org/content/images/2018/02/komedya-06.png
Weeks 5 - 7: American Colonial Period and Japanese
Occupation
Sometimes it pays not to be interested in what happened but in what did not happen.”
― Ambeth Ocampo, Rizal Without the Overcoat

 identify various significant Philippine writings in English which have become
At the end of thepart
integral lesson, thecultural
of our students are expected to
heritage;

 critique a story and a poem; and
define linguistics

 show appreciation of the diverse and rich literatures of the Philippines.
Before we begin…
Establish your impression of things, events, places or people commonly associated with
the American and Japanese Periods in the Philippines by drawing them in the box provided
below. Send your work to your professor through Messenger.
READ
Overview
American Period (1898-1941)

Over the years, Philippine literature has been into its emergence. From our prehistoric
times until modern day, there were several discovery, creativity and wide range of imagination.
All these things happened because of the experiences of our country whether slavery, freedom,
poverty and independence. With a certain degree of freedom of the press from Spanish Slavery,
the writers in Tagalog began to express themselves more freely, and therefore started writing in
the native language.
However, the American colonization brought forth the use of English as a language of
education, which then spread to being the mode of literary expression. With this in mind, three
literary periods emerged during the American colonization. These are:
The Period of Re-orientation (1898-1910)

The word of reorientation came into existence during this period. English as a literary
vehicle came with the American occupation in August 13, 1898 and as they say, a choice bestow
on us by history. By 1900, English came to be used as a medium of instruction in the public
schools.
The first attempts in English were in two periodicals of this time:
1. El Renacimiento – founded in Manila by Rafael Palma in 1901
2. Philippines Free Press – established in Manila by R. McCullough Dick and D.
Theo Rogers
Prominent Literary Figures and their Works:
1. “Sursum Corda” by Justo Juliano (which first appeared in Renacimiento, was the first
work to be published in English).
2. “My Mother,” and “Air Castles” by Jan F. Salazar.
3. “To My Lady in Laoag” by Proceso Sebastian
Period of Imitation (1910-1924)

By 1919, schools particularly the UP College Folio published the literary compositions of
the first Filipino writers in English. They were the pioneers in short story writing. They were
then examining their way into imitating American and British models which resulted in a
mannered, artificial and unnatural style, lacking vigor and spontaneity. Their models included
Longfellow and Hawthorne, Emerson and Thoreau, Wordsworth and Tennyson, Thackeray and
Macaulay, Longfellow, Allan Poe, Irving and other American writers of the Romantic School.
Writers of this folio included Fernando Maramag (the best editorial writer of this period) Juan F.
Salazar, Jose Ma. Hernandez, and Vicente del Fierro among others. They pioneered in English
poetry.
Prominent Poetic Figures and their Works:

1. Fernando Mamuri Maramág was a poet and essayist. He translated
Ibanag folk songs into English, such as the “Cagayanon Labor Song,” “A
Translation of an Orphan’s Song,” and “Cagayano Peasant Song”. His
poems include “To a Youth,” “The Aetheist,” and “Moonlight on Manila
Bay”. His essays were anthologized in Leopoldo Yabes’ Filipino Essays
in English 1910-1954 (1954).
Moonlight on Manila Bay
A light, serene, ethereal glory rests

Its beams effulgent on each crestling wave;
The silver touches of the moonlight wave
The deep bare bosom that the breeze molests;
While lingering whispers deepen as the wavy crests
Roll with weird rhythm, now gay, now gently grave;
And floods of lambent light appear the sea to pave-
All cast a spell that heeds not time‘s behests.
Not always such the scene; the din of fight

Has swelled the murmur of the peaceful air;
Here East and West have oft displayed their might;
Dark battle clouds have dimmed this scene so fair;
Here bold Olympia, one historic night,
Presaging freedom, claimed a people‘s care.
2. Juan F. Salazar's biography was the history of the beginning of Filipino-English literature, of
the growth of English as the vehicle and it's triumph over the criterion that English is too exotic
to reflect the native mood, the mannerism, the idiosyncrasies of the Filipino mind. He left Manila
High-School for newspaper work. In 1913, he joined The Philippine Republic, a Filipino weekly
in Hong-Kong. The following year, he returned to the country as a reporter for La Democracia
and El Renacimiento Filipino. He then left for America in 1915 as a mess boy on the transport
Thomas- the same transport that brought the first American school teachers to the Philippines.
He worked in the salmon canneries in Alaska and later joined The Sacramento Union in
California where he rose from reporter to copyreader to feature writer.
Vacation days at last are here,

And we have time for fun so dear,
All boys and girls do gladly cheer,
This welcomed season of the year.
In early June in school we’ll meet;
A harder task shall we complete
And if we fail we must repeat
That self same task without retreat.
We simply rest to come again
To school where boys and girls obtain
The Creator’s gift to men
Whose sanguine hopes in us remain.
Vacation means a time for play
For young and old in night and day
My wish for all is to be gay,
And evil none lead you astray
– Juan F. Salazar

Philippines Free Press, May 9, 1909
3. Jose Ma. Hernandez is a distinguished dramatist, author and educatorhad. He had his training
in the theater in the United States. His most significant plays are “Panday Pira,” a historical
drama in three acts which was presented by UP’s Rizal Center; “Prelude to Dapitan,” which he
wrote in collaboration with Jose Villa Panganiban; “White Sunday,” which won a prize in the
Palanca Memorial award in Literature for the one-act play in 1960, and “And the Day But One,”
the Cultural Center of the Philippines play awardee in 1970.A prolific writer, Dr. Hernandez
authored An Introduction to Literary Criticism and Business English and Correspondence, and
co-authored English for Filipinos with Jean Edades, and The Rizal Caravan and Social Studies
and Character Education with Z.C. Ella and E.A. de Ocampo.
The bureau of Education has incorporated in the “Philippine Prose and Poetry” series
for secondary schools three literary pieces of Dr. Hernandez. The poem “My Home” is included
in Volume III, while the Play, “Panday Pira” and the treatise, “The Outlook for Filipino Drama,”
are found in Volume IV.
4. Vicente del Fierro developed not only into a fine journalist, but also a creative writer. His
vast readings in English and American literature helped him both as a writer and teacher of
journalism. The years before and after the Second World War were the height of his career. Del
Fierro wrote more than 200 poems. Of these, more than half was published in local magazines,
like the Herald Mid – Week Magazine and the Women’s Outlook. Among his memorable poems
are “Aurora,” “The Message of Camia,” “Winds,” “Silangan,” “The Dream That Was Our
Yesterday” and “Understanding Mother.” One of his poems, “Blazed Trails,” appeared in
Harpers Magazine, famous American publication. He also wrote about 20 short stories that
presented life in the countryside and the gentleness of its people. He was considered as one of the
most forceful short story writers in the Philippine after the publication of “On the Wings of
Fancy” on the Herald Mid – Week Magazine.
His literary productions included two unpublished novels on the life during the Japanese
Occupation.
Period of Self-Discovery and Growth (1925-1941)

By this time, Filipino writers had acquired the mastery of English writing. They now
confidently and competently wrote on a lot of subjects although the old-time favorites of love
and youth persisted. They went into all forms of writing like the novel and the drama.
Prominent Literary Figures and their Works:

In Poetry
Jose Garcia Villa is the author of Footnote to Youth, published in
1933 and Mir-in-isa. Also known as the Comma Poet and used the
penname Doveglion (derived from dove, eagle, and lion), He was
awarded the National Artist of the Philippines title for literature in 1973.
In Short Stories
Probably because of the incentives provided by publications like the Philippine Free
Press, The Graphic, The Philippine Magazine and college publications like the UP Literary
Apprentice, poetry and the short story flourished during these times. From 1930 to 1940 is the
Golden Era of Filipino writing in English.
In Essays
Essays during this period improved with the years in quality and quantity, in content,
subject and style, such as:
a. Political, social reflective essays: Federico Mangahas, Salvador P. Lopez, Pura S.
Castrence, Vicente Albano Pacis, Ariston Estrada and Jose A. Lansang.
b. Critical essays were espoused by Salvador P. Lopez, I.V. Mallari, Ignacio Manlapaz,
Jose Garcia Villa, Arturo B. Rotor, and Leopoldo Y. Yabes. An example of this is
Maximo V. Soliven’s “They Called It Brotherhood.”
c. Personal or Familiar essays were written by F.B. Icasiano (Mang Kiko), Alfredo E.
Litiatco, Solomon V. Arnaldo, Amando G. Dayrit and Consuelo Gar (Catuca).
 Salvador P. Lopez authored “Literature and Society (1940),” a collection of critical

reflections and serious essays which won first prize in the Commonwealth Literary
Contest of 1940.
 Camilo Osias wrote “The Filipino Way of Life (1940),” a series of essays on the Filipino
way of life as drawn from history, folkways, philosophy and psychology of the
Philippines.
 In 1941, the best of Icasiano’s essays were reprinted in the Sunday Times Magazine
under the column From My Nipa Hut. It is an essay of the common “tao” and is written
with humor and sympathy.
 In August 16, 1941, Carlos P. Romulo had an editorial printed in the Philippines Herald,
entitled “I am a Filipino.” It was reprinted in his book My Brother Americans in 1945 in
New York by Doubleday & Co.
 Other essayist include Ignacio Manlapaz, Vicente Albano Pacis, I.V. Mallari, Jose M.
Fernandez, Leopoldo Y. Yabes, Isidro L. Ritizos, Pura Santillan. The Philippine Writer’s
League put out a collection of essays called Literature Under the Commonwealth.
Amando G. Dayrit with his column Good Morning Judge led others like Leon Ma.
Guerrero, Salvador P. Lopez, Vicente Albano Pacis, Jose A. Lansang and Federico
Mangahas.
In Publications
The Philippine Free Press provided the first incentives to Filipino writers in English by
offering prizes to worthwhile contributions. Other publications followed suit.
In Dramas
Drama during this period did not reach the heights attained by the novel or the short
story. The UP provided the incentives when they introduced playwriting as a course and
established the UP Little Theater.
Japanese Period (1942-1945)

In 1941-1945, Philippine Literature was interrupted in its development when the
Philippines were again conquered by another foreign country, Japan. Philippine Literature in
English came to a halt.
Except for the Tribune and the Philippine Review, almost all newspapers in English were
stopped by the Japanese. This had an advantageous effect on Filipino Literature, which
experienced renewed attention because writers in English turned to writing in Filipino.
Juan Laya, who use to write in English turned to Filipino because of the strict
prohibitions of the Japanese regarding any writing in English. The weekly Liwayway was placed
under strict surveillance until it was managed by Japanese named Ishiwara. In other words,
Filipino literature was given a break during this period. Many wrote plays, poems, short stories
etc. topics and themes were often about life in the provinces.
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. Three types of poems emerged
during this period. They were:
1. Haiku – a poem of free verse that the Japanese like. It was made up of 17 syllables
divided into three lines. The first line had 5 syllables, the second, 7 syllables and the third, five.
The haiku is allegorical in meaning, is short and covers a wide scope in meaning.
The first noted Filipino poet to write haiku was Gonzalo K. Flores, also known as
Severino Gerundio, an avant-garde poet during the Japanese period. Here are some of his haiku,
published in Liwayway, June 5, 1943:
dragonfly
pulling your sword...
the flower trembled
as you approached
invitation
lonely grass
by the silent river
come, my dear
2. Tanaga – like the Haiku, is short but it had measure and rhyme. Each line had 17
syllables and it’s also allegorical in meaning
Tanaga is a poem composed of four lines with each line having seven syllables, written in aaaa
or aabb, abba, or abab rhyming pattern. Tanaga have no titles. Below is an example of a tanaga:
bango ay todo bigay

rosas siyang donselya
tinik na kapamilya
hindi man lang mapugay
living life at full pelt

she is a rose so pure
yet her own prickles
she just overlooks
https://www.youtube.com/watch?v=f4rDxFcS3QY&t=28s
https://www.youtube.com/watch?v=_r5vySOoMhI&t=285s

_______________.
REFLECT
Answer this question: The United States eventually acknowledged that the
World War II incarceration of Japanese Americans was based on "race
prejudice, war hysteria and a failure of political leadership." What can we
learn from this historical event? How can we ensure that the US does better at
living up to its democratic ideals, especially in times of crisis?
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RESPOND

Offline: Module
1. How can you describe the Period of Re-Orientation?

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2. What are the main concepts that became prominent in the Period of Imitation?
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3. How can you describe the Period of Self-Discovery and Growth?

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4. How did Filipino literature flourished during the Japanese Occupation?

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Read and analyze the short story May Day Eve written by Nick Joaquin, and using any literary
approach, explain your evaluation regarding its narrative.
Online: Upload your blogs on your Google Sites
Offline: Write your analysis in the module. Include a design related to the topic.
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Read and analyze the short story Footnote to Youth written by Jose Garcia Villa, and using any
literary approach, explain your evaluation regarding its narrative.
Online: Upload your blogs on your Google Sites.
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Task 3: Poem Critique
Choose and analyze any poems discussed in the American Period of Philippine literature, and
using any literary approach, explain your evaluation regarding its poetic aesthetic.
Online: Upload your blogs on Google Sites
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Task 4: Poem Writing
Write a poem using the haiku standard measurement, choosing among themes of:
a. freedom
b. nature
c. emotion
Online: Upload your poem on your Google Sites
Offline: Write your poem in the module. Include a design related to the topic.
Essay Rubric
Criteria 1 2 3 4
statement.
thought out.
Main points
points.
Use of sources
capitalization.
References for Weeks 5 – 7:
Panitikan (2014). Fernando mamuri maramag. Retrieved from

http://panitikan.ph/2014/06/07/fernando-mamuri-maramag/
Quindoza-Santiago, L. (n.d.). Philippine literature during the American Period. Retrieved from
https://ncca.gov.ph/about-ncca-3/subcommissions/subcommission-on-the-arts-sca/literary-arts/
philippine-literature-during-the-american-period/
Prodigaldrifter (2009). Jose ma. Hernandez. Retrieved from
https://prodigaldrifter.wordpress.com/2009/11/25/jose-ma-hernandez/
Heli, B. (n.d.). Philippine literature in english. Retrieved from
https://www.scribd.com/doc/148331401/Philippine-Literature-in-English
National Historical Commission of the Philippines. Vicente del Fierro. Retrieved from
https://drive.google.com/file/d/0B0oUmYu-GacndnZHU3ltUldtdU0/view
Acelar, E. (2015). Philippines and philippine literature in english. Retrieved from
https://www.slideshare.net/ezr001/philippines-and-philippine-literature-in-english
Santiago, E.P. (n.d.). A history of Philippine haiku. Retrieved from
https://www.thehaikufoundation.org/omeka/files/original/f5c5d8879bfe018401a94da6fe9c9b70.
pdf
Images
https://4.bp.blogspot.com/-XfS6OaW4x7Q/XDSDpsveewI/AAAAAAAAADs/
ek1kFQuCUoo5j_DR1XfdCGhIDTKrIOIKgCLcBGAs/s1600/images%2B%25285%2529.jpeg
https://api.poets.org/sites/default/files/styles/poem_a_day_portrait/public/images/biographies/
Jose%CC%81-Garcia-Villa-Poetry-19432.jpg?itok=uwJGkP9C
Weeks 8 - 12: Contemporary Philippine Literature
“Filipinos are not a reading people, and despite the compulsory course on the life and works of
Rizal today, from the elementary to the university levels, it is accepted that the 'Noli me Tangere'
and 'El Filibusterismo' are highly regarded but seldom read (if not totally ignored). Therefore
one asks, how can unread novels exert any influence?”
― Ambeth Ocampo, Rizal Without the Overcoat

 discover and develop aesthetic sensibilities and creative imagination through the
At the end of of
study theliterary
lesson,selections;
the students are expected to

 critique a story; and
define linguistics

 cultivate appreciation and understanding of Filipino literature.
Before we Begin…
Establish your prior knowledge regarding the words “contemporary literature” by
accomplishing the KWLA Graphic Organizer. Submit your work to your professor through
Messenger.
What I know What I would want to know

What I learned What affected me
READ
Overview
THE REBIRTH OF FREEDOM (1946-1970)

 The Americans returned in 1945.
 Filipinos rejoiced and guerillas who fled to the mountain joined the liberating American
Army.
 On July 4, 1946, the Philippines regained is freedom and the Filipino flag waved joyously
alone. The chains were broken.
THE STATE OF LITERATURE DURING THIS PERIOD
 The early post-liberation period was marked by a kind of “struggle of mind and
spirit” posed by the sudden emancipation from the enemy, and the wild desire to see
print.
 Philippines literature in Tagalog was revived during this period. Most themes in the
writings dealt with Japanese brutalities, of the poverty of life under the Japanese
government and the brave guerilla exploits.
PERIOD OF ACTIVISM (1970-1972)

 Many young people became activists to ask for changes in the government. In the
expression of this desire for change, keen were the writings of some youth who were
fired with nationalism in order to emphasize the importance of their petitions.
THE LITERARY REVOLUTION
 The youth became completely rebellious during this period. This was proven not
only in the bloody demonstrations and in the sidewalk expressions but also in
literature. Campus newspapers showed rebellious emotions. The once aristocratic
writers developed awareness for society. They held pens and wrote on placards in red
paint the equivalent of the word MAKIBAKA.
WRITINGS DURING THE PERIOD OF ACTIVISM

 The irreverence for the poor reached its peak during this period of the mass
revolution.
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. • Almost all themes in most writings dealt with
the development or progress of the country –like the Green Revolution, family planning,
proper nutrition, environment, drug addiction and pollution.
OVERVIEW OF THE LITERATUE DURING THE NEW SOCIETY
 Bilingual education which was initiated by the Board of National Education as early
as 1958 and continued up to the period of Martial Rule in September 21, 1972,
resulted in the deterioration of English in the different levels of education. The focus
of education and culture was on problems of national identity, on re-orientation,
renewed vigor and a firm resolves to carry out plans and programs.
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.
Notable Works
Manuel Arguilla’s How My Brother Leon Brought Home a Wife

The short story focuses on the brother-in-law Baldo’s perspective or thoughts upon
meeting his brother’s wife Maria. It started when Maria was introduced by Leon or in Maria’s
way of naming him Noel, Baldo had immediately noticed that she was beautiful and fragrant just
like the morning when the papayas are on bloom. He noticed the small features of her face like
her dimples for example.
When the three went to see Labang a bull that his family kept and cared for as a pet,
Maria wasn’t frightened or scared of him. She even went to touch Labang’s forehead. As they
travel to go to their house, Baldo noticed his brother’s and Maria’s closeness and affection for
each other are true and strong like they were in their own world.
As instructed before by
Baldo’s father they are to take a
shortcut, which surprised the
couple. Though, in Waig the
stars were of full brightness and
visibility. Maria had noticed and
was awed for its beauty, and
together the couple sang the
song Sky sown with stars. When
they arrived his mother and
sister Aurelia was already
waiting for them and as they met
Leon’s wife they cried.
Baldo was called by his father to report back. He told his father all good things and the
fact that she wasn’t afraid of Labang. Maria was a city woman who had never experienced life in
the countryside.
Carlos Bulosan’s America is in the Heart

America is in the Heart is an autobiography told in four parts. A coming of age story, it
begins in the Philippines, ends in America, and spans decades. It is similar to other social
activism classics such as Steinbeck’s The Grapes of Wrath, but is unique in that it portrays the
plight of Filipino immigrants in America during the first half of the twentieth century. Themes of
literacy, tradition and heritage, violence, organized labor, and identity are explored throughout.
Author Carlos Bulosan—who goes by Allos for most of the book—is an illiterate peasant
child in the Philippine town Binalonan. His awareness of his family is limited to impressions.
His father is a hard-working, sad man who is forced to watch the dwindling of the land he is
allowed to farm. His mother is a long-suffering, perennially pregnant woman with a generous
heart but no real aspirations beyond survival. Allos has brothers whom he has never even met
during the first part of the book.
Allos’s travels—sometimes he will visit three or more towns in the space of a page—
expose him to the middle class, a privileged group of elites who despise the peasants. He is
consumed with a desire to educate himself, but knows that this is unlikely if he remains in the
Philippines. Eventually, after his father loses all of the family land, Allos goes to America.
Unfortunately, America is not what he had
imagined. Filipinos are not only looked down upon by
much of American society, at least in California, but they
are despised. They cannot become naturalized American
citizens, which hampers their upward mobility and
aspirations. Allos begins an endless series of trips as he
searches for work, hope, and his scattered family
members. The destinations of his trips rarely matter.
Rather, his frantic, aimless wandering shows an utter lack
of roots and purpose in his new country.
With the help of inspirational acquaintances,
Allos eventually becomes educated enough, largely
through reading, to write and broaden his perspective of
what his life might be. However, his intellectual horizons
are constrained by the frequent acts of violence that he
witnesses and occasionally participates in. Each time he
makes a breakthrough in his education, or his view of
himself and his people begins to improve, he sees
something, or experiences something, that sets him back.
America is in the Heart is the story of Allos’s search for identity. Until he stops moving
and decides on a course of action for his mind and for his life, he is unable to gain any true sense
of self. He is simply a body in motion, subject to all of the vicissitudes and whims of life in early
twentieth-century America.
As the book concludes, Allos is on the firmest ground of his life, even though he is
battling a serious illness. He succeeds in his quest to become a published writer. Not only that,
his writing is of an activist, political bent. He finally finds a way to fight against a corrupt system
that does not require him to bleed or to shed blood.
NVM Gonzalez’s’ Seven Hills Away and Other Stories
Seven Hills Away and Other Stories is composed of 12
short stories written by NVM. This collection short stories was
first publish in Denver Colorado in the year 1947. All 12 short
stories are tales that depicts the simple life of Pilipino way back
in his years. The forest clearings, hunting wild game, the
planting and harvesting crops, our tradition and old
beliefs( anting-anting/agimat at mga kasabihan). Almost all the
tales are situated in the island of Mindoro where NVM spend
his childhood.
Francisco Arcellana’s Divide by Two

The story started while they are watching their neighbor, the husband is putting up a
fence between their cottages. With him are three boys. Meanwhile, the wife is playing some
classical music. Belle seems to dislike what they are doing, putting up a fence without consulting
them and playing some classical music. They had arguments about their neighbor.
Belle’s husband realized that the music
suddenly stopped so he went to their music
player. Before he could play something Belle
interrupted him. Belle feels like their
neighbor, the wife doesn’t seem to like her.
Belle wants to be friends with her by giving
her some gifts but it seems that she still
doesn’t like her. Belle's husband doesn’t seem
to care about that.
Belle said to take a look at the fence
because she noticed that the fence are near
their cottage. He was upset so they thought
they could give their neighbor a note about the
fence on a yellow paper using the old
typewriter. While typing he started hear some
classical music again from their neighbor. They called Nata to send the note when it was
finished.
The music suddenly turned off and he noticed that their neighbor is approaching their
cottage. Their neighbor, the husband invited him to talk on the street. It was deep in the night
then. Bell’s husband was surprised because their neighbor asked if Belle and he are fighting. He
became furious when their neighbor told him to take their problem about the fence to the
authority. Their loud conversation attracted their other neighbors.
Suddenly Belle appeared and break them from shouting at each other. Her husband insist
that this is their fight, she should not interfere. It is while her husband is dragging her away.
Bienvenido Santos’ You Lovely People

It is a chronicle of the Bienvenido Santos’ experiences while he
was staying in America during World War II. The book was written
during the time when Bienvenido Santos studied in University of
Illinois, Columbia and Harvard and worked in the Philippine
government in Washington.
The book includes 19 short stories, and in the 1991 reprinted
copy published by Bookmark Inc., it included an introduction from
NVM Gonzales. In the introduction, NVM Gonzales said that America,
through different universities (Columbia, Harvard, Burnett, Richards) taught Bienvenido Santos
English, but eventually Santos “studied the Filipino heart”.
Gregorio Brillantes’ Distance to Andromeda and Other Stories

The Boy Ben, thirteen years old, sits there and wide-eyed before the screen of the theater,
in the town of Tarlac, his heart thumps in awe and excitement, and his hands are balled into
unconscious fists, as the spaceship burns its blue-flamed journey through the night of the
universe that is forever silent with a high metallic hum.
Enclosed in time within the rocket, the
ship itself surrounded by timelessness, which is
in turn framed by the boundaries of the cinema
screen, the last men and women and children of
Earth watch the asteroids, the stream of cosmic
dust, the barren planets drift past the portholes
like luminous flowers at once beautiful and
monstrous, floating in the ocean of space. The
traveler search the night for another world of air
and greenness, remembering the end of the
Earth, the Final War, the flickering radioactive
fires upon the lifeless continents. Beyond the
dead seas of Mars, and beyond the ice-bound
tomb of Neptune, past the orbit of Pluto and out
into the black immeasurable depths, the rocket
flashes onward, through years of space and
time: a moving speck among the twinkling
stars, propelled by the flame of its engine and a
certain destiny. A sun looms up from the
blackness, more golden and more gentle than the star they have always known; and as a globe of
shining water and green-shadowed land appears through the viewports; they break out into
jubilant cries and dazed whispers of thanks to God. Cradled by a final blast of power, the
spacecraft lands on the meadow: a quiet moment before the airlocks open, a sigh of wind in the
nearby trees. The survivors of the Earth climb down onto the grass, and the filmed prophecy ends
with them gathered as on a pilgrimage beneath the vertical cylinder of their rocket, looking out
across the plain to the hills green in the light of the new sun.
The curtains close the window of the screen; an amplified phonograph scratches out a
tired rhumba; there is a brief scramble for vacated seats, the usual reluctant shuffling towards the
exit after the show. Ben thinks of staying for one more screening but his friend Pepe stood up to
leave, waving to him from the aisle.
He and Pepe go up the aisle, stepping on brittle peanut shells and candy tinfoil; in the
diffused light, the audience waits for the lovely and terrible dream.
The two boys linger before the moviehouse and look up at the photo stills tacked on the
display board: the nuclear-bombed cities, New York and Paris and London, where no man would
ever breath and walk again; tomorrow’s spaceship, flaming meteor-like in the night of space; the
faces of the last people, brave before the unexplored night.
Ben looks up at the pictures, and he feels again, deep in a silence within him, like the
vibration of invisible wires, the hum of the universe, the movement of the planets and stars. He
turns to his friend in a kind impatience, his eyes bright, his chest tightening; he begins to speak,
but the hum and movement cannot be uttered. “C’mon, Ben,” says Pepe, and they cross the street
away from the sound and glare of the theater, through the small belling tinkle of the calesas and
the warm gasoline dust, while the strangeness within him strains almost like a pain for utterance.
They saunter down the main street in the manner of boys who have no immediate reason
for hurry, lazy-legged and curious-eyed. They come to the plaza; children are roller-skating
around the kiosko, and the stars are clear in the sudden night over the town.
The two boys get up on the bench and sit on the back rest and watch the skating children.
In the white light of the neon lamps, the continuous rumbling sound of the skaters rises and falls
with the quality of the cemented rink: now hollow and receding, now full and ascending, going
around, seemingly unending. Tito comes by and join them atop the bench; and they talk of a
swim in San Miguel tomorrow morning; they agree to meet here, at the kiosko, after the
last Mass. After a few random topics, from basketball to the new swept-winged jets that passed
over the town during the day, the talk shifts to the movie Ben and Pepe have just seen. Tito does
not go for that kind of picture, so fantastic he says, so untrue to life.
With every second the night deepens in the sky. As though in obedience to some secret
signal, Ben looks up at the stars. The Southern Cross hangs in the meridian; the half-man and the
half-horse in Centaurus rides over the acacias, and the Milky Way is a pale misted river dividing
the sky. The stars are faraway suns… The strangeness stirs in silence within him: the
unknowable words die stillborn in his mind, and the boy joins in the casual conversation, while
the rumble of the skates rises and falls, around and around, as if forever, and the stars swing
across the sky.
“I wonder if there are people on Mars – like in the comics.”
“If there are any,” says Tito, “they’d look like Mr. Cruz.”
“Just because he flunked you in algebra.”
“Do you think people will ever get to the moon?”
“Ahh, nobody’s going to land on the moon,” says Tito, “there’s no air up there.”
“They’ll bring their oxygen in the rocketship.”
“Moon, rocketship, Mars – what kind of crazy talk is that?”
With comic farewells, the three boys part ways, Ben walks home alone, back across the
plaza, past the skaters and the lamp-posts of kiosko, the border of trees and the town hall. The
empty house on Romulo Street stares at him through a vein of vines, like a sick old woman
abandoned by her children. The electric plant by the river thunders compressedly as he goes by,
the massive dynamos producing heat and light; it is as though he were discovering the power of
the machines for the first time, quivering in the air, trembling underground. On the bridge, he
stops to gaze at the sky; the far edge of the river, without trees or houses, planes into a horizon;
the stars seem to rise from the dark land and the water.
He stands alone on the bridge, and he is suddenly lonely, the vast humming turning
within him, waiting: for a streak of blue flame, a signal flare among the stars. Where and why …
Thousands of years away by the speed of light, the other worlds… He recalls the view of the
heavens through the port holes of the rocket, and the photographs of the galaxies, the
whirlpooled suns in the book his father gave him one Christmas. The rocket, an atom wandering
in the outer reaches of unknown space: to be lost
and lovely forever in the starry night… He feels
very tiny, only a boy, shrinking, helpless, standing
between the dark river and the lights in the sky.
Stevan Javellana’s Without Seeing the Dawn

The title of Stevan Javellana's only novel in
English Without Seeing the Dawn was derived
from one of José Rizal's character in the Spanish-
language novel Noli Me Tangere or Touch Me
Not. Javellana's 368-paged book has two parts,
namely Day and Night. The first part, Day,
narrates the story of a pre-war barrio and its people
in the Panay Island particularly in Iloilo. The
second part, Night, begins with the start of World War II in both the U.S. and the Philippines,
and retells the story of the resistance movement against the occupying Japanese military forces
of the barrio people first seen in Day. It narrates the people's "grim experiences" during the war.
F. Sionil Jose’s Rosales Saga

The Rosales Saga, also known as the Rosales Novels, is a series of five historical and
political novels written by Filipino National Artist F. Sionil José. Chronologically, it is
composed of five interconnected novels, namely Po-on (written in 1984), Tree (written in 1978),
My Brother, My Executioner (written in 1973), The Pretenders (written in 1962), and Mass
(written in 1973).
The Rosales Saga traced the five generations of two families, namely the Samsons (poor
farmers) and the Asperri (wealthy mestizos) through Spanish and American periods in the
History of the Philippines up until the period after Philippine Independence.
https://www.youtube.com/watch?v=HS4IMMjDML0&t=1062s
_______________.
REFLECT
Complete the Synthesis Journal below. Write your answer on this module.
Send it to your professor through Messenger/ Facebook
RESPOND
Offline: Module
1. How can you describe the state of literature during the Rebirth of Freedom?
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2. What do you think defined the Period of Activism? Explain.

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3. How can you describe the Period of New Society?

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4. What do you think defined the literature of the Period of New Society? Explain.
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Read and analyze the short story Manuel Arguilla’s How My Brother Leon Brought
Home a Wife, and using any literary approach, explain your evaluation regarding its narrative.
Online: Upload your critique on your Google Sites.
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Read and analyze Gregorio Brillantes’ Distance to Andromeda, and using any literary
approach, explain your evaluation regarding its narrative.
Online: Upload your critique on your Google Sites.
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Tasks 4: Story Critique

Choose two (2) novels in Sionil Jose’s Rosales Saga to read and analyze, and using any
literary approach, explain your evaluation regarding the two novels’ narrative.
Online: Upload your critiques on your Google Sites.
Offline: Write your analyses in the module. Include a design related to the topic.
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Essay Rubric
Criteria 1 2 3 4
Introduction Thesis and/or problem Introduction states the Introductory paragraph Well-developed
collection of problem. The problem the problem, but does information, a clear
statement.
thought out.
Main points
points.
Use of sources
capitalization.

Estroga, I.J. (2016, January 27). Philippine literature: The contemporary period. Retrieved from
https://www.slideshare.net/josephestroga/philippine-literature-the-contemporary-period#:~:text=2.,The
%20Americans%20returned%20in%201945.&text=On%20July%204%2C%201946%2C%20the,Filipino
%20flag%20waved%20joyously%20alone.
Brainly. How my brother leon brought home a wife. Retrieved from https://brainly.ph/question/927776
Supersummary. America is in the heart summary and study guide. Retrieved from
https://www.supersummary.com/america-is-in-the-heart/summary/
Gabriyel, A. Seven hills away and other stories. Retrieved from
https://www.goodreads.com/review/show/228993335
Canilla, K. (2017, September 25). Divide by two. Retrieved from https://prezi.com/6sow1izevmek/divide-
by-two/?fallback=1
The Yeoman (2011, October 4). You lovely people. Retrieved from
https://tangledbythenotionofbeingqueer.wordpress.com/2011/10/04/you-lovely-people-by-bienvenido-
santos/
Castillo, S. (n.d.) The distance to Andromeda by gregorio c. brillantes. Retrieved from https://stories-in-
the-sand.blogspot.com/2008/11/distance-to-andromeda-by-gregorio-c.html
Goodreads. Without seeing the dawn. Retrieved from
https://www.goodreads.com/book/show/1847704.Without_Seeing_the_Dawn
Goodreads. Rosales saga by F. sionil josé. Retrieved from https://www.goodreads.com/series/42488-
rosales-saga
Images
https://bryanluisballesteros21stcenturyliterature.files.wordpress.com/2017/12/leon-1.jpg?w=840
https://i.gr-assets.com/images/S/compressed.photo.goodreads.com/books/1406071642l/22758734.jpg
https://panitikan.ph/wp-content/uploads/2014/06/Arcellana-Francisco.jpg
https://images-na.ssl-images-amazon.com/images/I/
61ayjYHwTWL._SY291_BO1,204,203,200_QL40_ML2_.jpg
https://upload.wikimedia.org/wikipedia/en/thumb/f/fb/Without_Seeing_the_Dawn_
%28or_The_Lost_Ones%29_by_Stevan_Javellana_book_cover.jpg/220px-Without_Seeing_the_Dawn_
%28or_The_Lost_Ones%29_by_Stevan_Javellana_book_cover.jpg
https://sumthinblue.com/wp-content/uploads/2015/01/Recently-Updated1.jpg
Weeks 14 - 15: Contemporary Philippine Cinema

“I knew my affection for the Philippines was equally as telling: a democracy on paper,
apparently well ordered, regularly subverted by irrational chaos. A place where I'd felt instantly
at home.”
― Alex Garland, The Beach

At the
 end of theand
discover lesson, the students
develop aresensibilities
aesthetic expected to and creative imagination through the
 study
defineoflinguistics
literary selections;

 critique a motive critique; and
 cultivate appreciation and understanding of Filipino literature.
Before we Begin…
Are you ready to move forward? Circle the symbol that best represents your readiness and
explain why you chose such.
READ
Jose Rizal (1998)

Accused of treason, Dr. Jose P. Rizal awaits
trial and meets with his colonial government-
appointed counsel, Luis Taviel de Andrade. The two build the case and arguments for the
defense as significant events in the central figure's life prior to his incarceration unfold. Upon
hearing Rizal's life story, Taviel begins to realize that the accused is not only innocent but
exhibits in fact all the qualities of an extraordinary man. When the mock trial unreels, Taviel is
all set to act as the prime advocate for his client as Rizal himself is about to give an earth-moving
speech to defend his honor and address his countrymen. Meanwhile, the Spanish authorities have
worked out the vast political machinery to ensure a guilty verdict. A revolution awaits in the
wings.
Muro-ami (1999)
Fredo (Cesar Montano) is a fisherman who has
endured more than his share of hardship in life; his wife
and child both perished in a boating accident, and today
Fredo approaches each trip to the sea with the angry
determination of a man out for revenge. Fredo
commands a crew of young people from poor families
as he takes his rattletrap ship into the ocean in search of
fish that live along the reefs, snaring catch with an
illegal netting system. Not all of Fredo's youthful sailors
are willing to put up with his abusive arrogance,
however, and even his father Dado (Pen Medina) and
close friend Botong (Jhong Hilario) have grown weary
of Fredo's tirades. Fredo's body is beginning to betray
him as well, and as he and his crew damage the sea's
reef beds in search of fish, no one is certain how much
longer he will be able to continue.
Bata, Bata … Paano ka ginawa (or Lea's Story , 1998)

Lea Bustamante (Vilma Santos) a volunteer for a human rights organization is a non-
conformist woman who shuns the stereotypes of the majority. She teaches her daughter Maya
(Serena Dalrymple) to recite an unconventional and witty poem about human conception in her
kindergarten graduation ceremony. This caused an
argument between her and Maya’s father Ding (Albert
Martinez), who is a weakling mama’s boy who feels
compelled to always obey his mother’s commands. Yet
everything in their life is going smoothly in her life she
is living under the same roof with Ding together with
her teenage son Ojie (Carlo Aquino), from her first
husband Raffy (Ariel Rivera). But as her children are
growing up she finds herself fighting for her right to
take care of them as their fathers want to take them
away from her. Raffy comes back to persuade Ojie to
live with him in the states, while as her relationship
with Ding gets complicated, Ding is insisting his right
to take Maya with him. As Lea faces her fear of losing
both of her children, she gets to spend more time for
work and with the organization she is volunteering for.
But being the non-conformist that she is, she gives her
children the right to choose on who they want to grow
up with.
Mother Ignacia, Ang Uliran (1998)

A community of native women in the 17th
century colonial Philippines struggles to attain
religious freedom during the past three hundred
years. The founder of this community is Ignacia
del Espiritu Santo, a Chinese mestiza from
Binondo. Against the will of the King of Spain and
with little support from church authorities, these
women stand for what they believe in and defy any
attempt to stifle their desire to serve God.
RESPOND
Tasks 1 - 3: Movie Critique

Macro Skills: watching and writing Mode of Submission (Options)
Choose three (3) films in this module. Watch, analyze, and using any literary approach, explain
your evaluation regarding the three films’ narrative.
Online: Upload your critiques on your Google Sites.
Offline: Write your analyses in the module. Include a design related to the topic.
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Essay Rubric
Criteria 1 2 3 4
statement.
thought out.
Main points
points.
Use of sources
capitalization.

Film Reference. Philippine: Contemporary film. Retrieved from
http://www.filmreference.com/encyclopedia/Independent-Film-Road-Movies/Philippines-
CONTEMPORARY-FILM.html
IMDB. Jose rizal. Retrieved from https://www.imdb.com/title/tt0186257/plotsummary
IMDB. Muro-ami. Retrieved from https://www.imdb.com/title/tt0256213/plotsummary
Star Cinema. Bata, bata…paano ka ginawa. Retrieved from
https://starcinema.abs-cbn.com/movies/bata-bata-paano-ka-ginawa
Mowelfund Film Institute. Mother ignacia: Ang uliran. Retrieved from
https://mfi.com.ph/films/mother-ignacia-ang-uliran
Images:
https://usa.inquirer.net/files/2018/12/1544825671365blob.jpg-620x882.png
https://3.bp.blogspot.com/-U80_t3Gb3cA/U4HPP7mQmnI/AAAAAAAAImg/FhnLGldQFg4/
s1600/Muro-Ami.jpg
https://m.media-amazon.com/images/M/
MV5BNzdlNWIwY2EtMmQ3My00MDViLWE1OGUtNTExYTJjMGIyYzBiXkEyXkFqcGdeQ
XVyNTI5NjIyMw@@._V1_.jpg
https://mfi.com.ph/images/film/thumbnail/1542693402Mother-Ignacia.png
Week 16-17: Performance Task
Task: Literary Portfolio

Compile all of your written tasks that you have written over the course of this module.
Online: Create a blog website (Google Sites) containing all of your written works. One written work is
equivalent to one article/page of your blog/website. Make it sure that each article contains:
1. By line (your name, e.g. Article Title by First Name Middle Initial Surname).
Offline: Write/Compile your written work in a short clear book. It must contain the following:
1. Title page containing your name, year and section.

2. Table of contents
3. Border and designs
(Electronic) Writing Portfolio Suggested Assessment Rubric
Superior (4) Satisfactory (3) Needs Unsatisfactory (1)
Improvement (2)
Content Fully responds to Sufficiently responds Does not respond or Does not respond to
all criteria of the to most criteria of the incompletely most criteria of the
assignment assignment responds to some assignment
criteria of the
Clearly identifies Identifies and Does not identify or
assignment
and fully develops main develop most
develops all ideas/themes, but Does not identify or ideas/themes
ideas/themes some may lack develop some main
Provides few details
clarity or depth ideas/themes
Provides logical, and little support or
valid and specific Generally provides Provides support but support that is
details and logical and valid may not be logical or illogical or invalid
support details and support valid; some details
Omits relevant
may be missing
Effectively uses Effectively uses most information; outside
all relevant relevant information, Frequently omits sources
information, including outside relevant information; inappropriate or
including outside sources outside sources may missing
sources be inappropriate or
For the most part, Draws
missing
Draws clear and draws clear and unclear/inappropriat
appropriate appropriate Draws mostly e conclusions or
conclusions conclusions unclear or omits conclusions
inappropriate entirely
conclusions
Organiza- Clearly and Consistently Frequently does not Does not organize
tion consistently organizes ideas, but organizes ideas; ideas
organizes ideas structure may be structure is formulaic
Conveys little or no
formulaic or or unsophisticated
Maintains focus or sense of
unsophisticated
consistent focus Sometimes lacks purpose
and sense of Generally maintains focus or sense of
For the most part,
purpose focus purpose
does not structure or
Effectively For the most part, Often does not order paragraphs
structures and effectively structures structure or order
Does not link ideas
orders paragraphs and orders paragraphs
paragraphs
Links ideas with Links some ideas,
smooth and For the most part, but transitions are
effective effectively links
transitions ideas, but transitions missing or unclear
may be unclear or
ineffective
Style Shows clear For the most part, Is inconsistent in Shows little
awareness of shows awareness of showing awareness awareness of
purpose and purpose and audience of purpose and purpose and
audience audience audience
Uses effective and
Uses varied sentence Uses little variety in Uses no variety in
sophisticated and structure sentence structure; sentence structure;
varied sentence some syntax errors syntax errors
Uses vocabulary and
structure may be present frequently present
style that are mostly
Uses vocabulary appropriate to the Uses vocabulary or Uses vocabulary or
and style that are audience; some style that are style that are
appropriate to the words may be used frequently inappropriate to the
audience incorrectly inappropriate to the audience; words are
audience; words are consistently used
often used incorrectly
incorrectly
Mechanics Makes virtually Makes few grammar, Makes occasional Makes frequent
no grammar, punctuation, or grammar, grammar,
punctuation, or spelling errors; these punctuation, or punctuation, or
spelling errors are not distracting to spelling errors; these spelling errors;
the reader may be distracting to these are distracting
Uses correct
the reader to the reader
citation format to Identifies and
document documents most Sometimes uses Uses incorrect or no
references and sources appropriately correct citation citation format to
sources format to document document
references and references and
sources sources

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Anticipatory Set Performance Task Performance Task

At the end of the lesson, the students are expected to

What I know What I would want to know

What I learned What affected me

An Overview to the Literary Periods of the Philippines

A country shaped by centuries of colonization by violent wars, long-lasting political

Best known for her 1990 novel Dogeaters, Jessica

Winning the National Artist

Award-winning writer Merlinda Bobis

Jose Dalisay Jr.

Jose Dalisay Jr. writes a popular online

The Philippines’ national hero was

Be ready for the synchronous discussion on _____________ at

1. Why is Philippine Literature considered to be rich?

3. How can you describe Jessica Hagedorn?

Task 1: Time Grind

At the end of the lesson, the students are expected to

1. Biag ni Lam-ang (Life of Lam-ang) of the Ilocanos

Be ready for the synchronous discussion on _____________ at

Task 1: Short Response

Answer the following questions:

3. How can you describe Biag ni Lam-ang?

Task 2: Story Critique

Task 2: Short Story Writing

Short Story Assessment Rubric

Needs Fair Good Very Score

3. Language and style:

At the end of the lesson, the students are expected to

The First Books

2. Nuestra Señora del Rosario

3. Libro de los Cuatro Postprimeras de Hombre

4. Barlaan and Josaphat

6. Urbana and Felisa

7. Ang Mga Dalit kay Maria (Psalms for Mary)

4. Panunuluyan – this is presented before 12:00 on Christmas Eve. This is a presentation of

6. Carillo (Shadow Play) – this is a form of dramatic entertainment performed on a

Be ready for the synchronous discussion on _____________ at

1. How did the Spaniards conquered the literature of the Filipinos?

2. How can you describe The Doctrina Christiana?

3. What is The Cenaculo?

4. How can you describe the plot of a Moro-Moro?

Task 1: Poem Writing

Task 2: Short Story Writing

Needs Fair Good Very Score

4. Language and style:

References for Week 4:

At the end of the lesson, the students are expected to

American Period (1898-1941)

The Period of Re-orientation (1898-1910)

Period of Imitation (1910-1924)

Prominent Poetic Figures and their Works:

Moonlight on Manila Bay

A light, serene, ethereal glory rests

Not always such the scene; the din of fight

Vacation days at last are here,

– Juan F. Salazar

Period of Self-Discovery and Growth (1925-1941)

Prominent Literary Figures and their Works:

 Salvador P. Lopez authored “Literature and Society (1940),” a collection of critical

Japanese Period (1942-1945)

Filipino Poetry during This Period

bango ay todo bigay