Republic of the Philippines

Department of Education
Region I
SCHOOLS DIVISION OF ILOCOS NORTE

21 Century Literature
st

in the Philippines and

the World
Quarter I Unit I

Module 1:
Various Dimensions of Philippine Literary
History from Precolonial Period to
Contemporary Period

MELC: Write a close analysis and critical interpretation of literary

texts, applying a reading approach, and doing an adaptation of these
require you the ability to identify:
a. The geographic, linguistic and ethnic dimensions of the
Philippine literary history from pre-colonial to the contemporary
(EN12Lit-la-21);
b. Representative texts and authors from each region (e.g. engae in
oral history research with focus on key personalities from the
students’ region/province/town) (EN12Lit-lc-23)

Prepared by:

GERALYN E. NABAYSA
SHS Teacher III
Nueva Era National High School
21st Century Literature from the Philippines to the World- Grade 11/12
Quarter 1 – Module 1: Various Dimensions of Philippine Literary History from
Pre-colonial Period to Contemporary Period
First Edition, 2020

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

Development Team
Writers: Geralyn E. Nabaysa, Antoneth M. Palafox
Editor: Ritchelle Blanco Dejolde
Reviewer: Ritchelle Blanco Dejolde
Illustrators:
Layout Artist: Geralyn E. Nabaysa
Management Team: Joann A. Corpuz
Joye D. Madalipay
Arnel S. Bandiola
Jenetrix T. Tumaneng
Name of EPS In Charge
Name of PSDS In Charge

Schools Division of Ilocos Norte

Office Address: Brgy. 7B, Giron Street, Laoag City, Ilocos
Norte
Telefax: (077) 771-0960
Telephone No.: (077) 770-5963, (077) 600-2605
E-mail Address: ilocosnorte@deped.gov.ph
 11/12
21st Century
Literature from
the Philippines to
the World
Quarter 1 – Module 1:
Various Dimensions of Philippine
Literary History from Pre-
Colonial Period to Contemporary
Period
Introductory Message
For the Facilitator:

Welcome to the 21st Century Philippine Literature from the Philippines

to the World Alternative Delivery Mode (ADM) Module on Various Dimensions of
Philippine Literary History from Pre-colonial Period to Contemporary Period.

This module generally directs a promising terrain that the current century’s
literature may traverse. It hopes to engage the learners into guided and
independent learning activities at their own pace and time as they trace the
historical background of Philippine literature and let them discover the recurring
themes and elements in each period.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Note to the Teacher

This contains helpful tips or strategies that will help you
in guiding the learners

As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them
to manage their own learning. Furthermore, you are expected to encourage and
assist the learners as they do the tasks included in the module.

For the learner:

Welcome to the 21st Century Literature from the Philippines to the World
Module on Various Dimensions of Philippine Literary History from Pre-colonial to
Contemporary Period. This module was designed to provide you with fun and
meaningful opportunities for guided and independent learning at your own pace
and time. You will be enabled to process the contents of the learning resource while
being an active learner.

1
This module has the following parts and corresponding icons:

What I Need This will give you an idea of the skills or

to Know competencies you are expected to learn in the
module.

What I This part includes an activity that aims to check

Know what you already know about the lesson to take. If
you get all the answers correct (100%), you may
decide to skip this module.

What’s In This is a brief drill or review to help you link the

current lesson with the previous one.

Whats New In this portion, the new lesson will be introduced to

you in various ways such as a story, a song, a poem,
a problem opener, an activity or a situation.

What is it This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent practice to

solidify your understanding and skills of the topic.
You may check the answers to the exercises using
the Answer Key at the end of the module.

What I have This includes questions or blank

Learned sentence/paragraph to be filled in to process what
you learned from the lesson.

What I Can This section provides an activity which will help you
Do transfer your new knowledge or skill into real life
situations or concerns.

Assessment This is a task which aims to evaluate your level of

mastery in achieving the learning competency.

Additional In this portion, another activity will be given to you

Activities to enrich your knowledge or skill of the lesson
learned.

Answer Key This contains answers to all activities in the module.

2
At the end of this module you will also find:
This is a list of all sources used in developing this
References module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

What I Need to Know

This module covers Lesson 1 of the 1st Quarter, Unit I titled, “Various
Dimensions of Philippine Literary History from Pre-colonial Period to Contemporary
Period.”

Studying the various dimensions of your own literary history keeps you
rooted from the channels of your own culture. This module was designed to let you
absorb the perspectives of the past and develops your ability to read texts critically
and reflectively with personal pleasure as well.

After going through this module, you are expected to:

 Write a close analysis and critical interpretation of literary texts, applying a
reading approach, and doing an adaptation of these require you the ability to
identify:
c. The geographic, linguistic and ethnic dimensions of the Philippine
literary history from pre-colonial to the contemporary (EN12Lit-la-21);
d. Representative texts and authors from each region (e.g. engae in oral
history research with focus on key personalities from the students’
region/province/town) (EN12Lit-lc-23)

3
 What I Know
Task 1. AGREE or DISAGREE
Directions: Analyze the statements below and express whether you
agree or not. Put a check in the column of your response.

YES NO

1. Ancient settlers in the island of the Philippines

had their own form of literature even before the
coming of Spaniards.
2. Ancient Philippine Literature was generally in oral
tradition.
3. Most of the ancient literary forms were in oral
tradition since there was no system of writing that
existed during the pre-colonial period.
4. Literature contains historical and cultural pieces
of information that were used to reveal the way of
life of our forebears.
5. It was only during the Spanish occupation that
literature was introduced to the Philippines.
6. Literature is a way used by our forebears to
communicate their stories to future generations.
7. Primitive literary forms revealed the way of life of
our forebears including their traditions, beliefs,
costumes and mores.
8. Legends are stories popular in the country which
highlights the assumed origin of a thing, place or
anything.
9. Various foreign occupations in the Philippines
affected and influenced the features and themes of
its literature
10.Philippine literary texts are only those written in
the native or local language.
Source: (Baronda, 2016)

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 Various Dimensions
Lesson of Philippine Literary History
1 from Pre-colonial
to Contemporary Period

What’s In

Hello kabayan! Today, you are going to

strengthen your identity as a true Filipino
by discovering the 101 Facts About the
Philippines by clicking the following link.
While watching the video, you are going
to answer the following items.

101 Facts About The Philippines

https://bit.ly/2J6MquB

Task 2. Philippine Fact File: Only in the Philippines!

Directions: Read the following questions and write the letter of the correct
answer.
1. What is an archipelago?
A. An archipelago is a term for Spanish explorers.
B. An archipelago is a large island.
C. An archipelago is a large collection of islands that are close together.
D. An archipelago is a piece of land too small to be called an island.
2. Who was the Philippines named after?
A. English King Philip II C. Japanese Emperor Philip II
B. American President Philip II D. Spanish King Philip II

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3. What is the capital of the Republic of the Philippines?
A. Baguio B. Cebu C. Manila D. Davao
4. What is the largest island of the Philippine Archipelago?
A. Luzon B. Tawi-Tawi C. Visayas D. Palawan
5. Where is the highest peak in the Philippines?
A. Mt. Apo B. Mt. Pinatubo C. Mt. Pulag D. Mt. Province
6. What is the oldest city of the Philippines?
A. Davao B. Manila C. Cebu D. Pasig
7. The Philippines is predominantly Catholic in religion. Islam is the second
largest religion of the Philippines and most of the Filipino Muslims live in
what Island?
A. Luzon B. Tawi-Tawi C. Visayas D. Mindanao
8. What is the longest river in the Philippines?
A. Cagayan River B. Pasig River C. Agno River D. Marikina River
9. The Philippines is composed of approximately how many islands?
A. 15,000 B. 7,500 C. 5,500 D. 2,000
10. During World War II, it was known as “The Rock” due to its fortress and the
strong resistance of the USAFFE (United states Army Forces in the Far
East) forces. What is the name of this island?
A. Mindoro B. Bataan C. CorregidorD. Palawan

Note to the Teacher

The teacher must consider the prerequisite skills needed in
the development of this competency including the schema or
background knowledge which may reinforce learning. This module
will help the learners bridge the gap of learning to attain mastery
of the lesson in its spiral progression.

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 What is New

“True Literature is a piece of written work which is undying. It expresses the

feelings and emotions of people in response to his everyday efforts to live, to be
happy in his environment and, after struggles, to reach his Creator.”

- Brother Azurin

Literature represents a language or a people: culture and tradition. But,

literature is more important than just a historical or cultural artifact. In order to
know the history of a nation’s spirit, one must read its literature. Hence it is,
that to understand the real spirit of a nation, one must “trace the little rills as
they course along down the ages, broadening and deepening into the great
ocean of thought which men of the present source are presently exploring.”
LITERATURE AND HISTORY
Literature and history are closely interrelated. In discovering the history of a race,
the feelings, aspirations, customs and traditions of a people are sure to be
included. These feelings, aspirations, customs and traditions that are written is
literature. History can be written and this too, is literature. Events that can be
written down are part of true literature. Literature, therefore is part of history.

What is It

Hi! How are you? Do you want to travel

with me and learn the most precious
legacy that evolved in your own literary
history? Come on and let’s travel back to
the Historical Periods of Philippine
Literature from the Precolonial to
Contemporary!

WHAT IS PHILIPPINE LITERATURE?

 Philippine Literature is a diverse and rich group of works that has evolved
side by side with the country’s history. Literature had started with fables
and legend made by the ancient Filipinos long before the arrival of Spanish
influence. The main themes of Philippine literature focus on the country’s
precolonial cultural traditions and socio-political histories of its colonial and
contemporary traditions. (Arellano University, n.d.)
 A collection of texts, both oral and written, whether published as books,
serialized in periodicals, recorded in tapes, mimeographed in loose sheets,

7
 etched on bamboo, chanted at home or recited around a fire, which are
created by Filipinos of all ages and stock, of different languages both local
and foreign (including Fil-Ams and OFW writings and literatures around the
globe), in forms indigenous or borrowed as adapted which portray the
experiences of Filipinos.
TIMELINE OF THE LITERARY HISTORY OF THE PHILIPPINES
Philippine Literature has a strong prehistory and consists of work from
many subcultures of the land. It has evolved from fables and prehistoric tales, to
profound work on socio-political issues. As a result, people can develop historical
knowledge and gain new ideas from studying literature from the Philippines. The
transition has been a part of the development of Hispanic writing systems and the
integration of various languages in the pursuit of excellence.
A. Pre-Colonialism
Philippine literature had evolved much before colonization. The early
literary forms of the Philippines were epics, legends, riddles and
proverbs which were told and retold by the natives.
The literature of the pre-colonial Filipinos bore the marks of the
community. It was predominantly a reflection of the indigenous
culture and traditions of the land.
Filipinos managed to preserve laws, legends, songs and epics by
inscribing them on barks of trees, palm leaves and bamboos.
Some of the literary forms have managed to survive war and tropical
disasters because they retained in the common minds and were later
reduced to permanent forms.
Philippine literature developed much later than in most other
countries. Evidence reveals the use of a script called “Baybayin” that
flourished in 1521. “Baybayin” was used to write about legends in
Luzon during Spaniard domination. The literature thus preserved was
limited to the seventeen basic symbols that had predetermined,
inherent sound.
The literature handed down was in a ‘raw’ state and needed to be
developed.
The Tagalog language script that was used initially to preserve and
hand down literature, was limited to a diacritical mark or “kudlit” that
further modified pronunciation and writing. The dot, line or arrow
head was either placed above or below the symbol. The literature thus
preserved has played a very important role in the public schooling
arena and the rise of the educated class.
Close to the religious and political organizations of the ancient
Filipinos.
The verses were addressed to the ears rather than the eyes. Verses
composed and sung were regarded as group property.
VERSIFICATION

 Octosyllabic- ex. Legendary and religious poems

 Dodecasyllabic – ex. Romance
LITERARY FORMS
1. Oral Literature
 RIDDLES (bugtong) – showcases the Filipino wit, literary talent
and keen observation of the surroundings. It is made up of one or

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 more measured lines with rhymes and may consist of 4 to 12
syllables that involve reference to one or two images that symbolize
the characteristics of an unknown object that is to be guessed.
(tigmo- Cebu, paktakon- Ilonggo, patotdon- Bicol, burburtiya- Iluko)

Example: Ate mo, ate ko, ate ng lahat ng tao. (My sister, your
sister, everyone’s sister) Ans. Atis (Sugar apple)

 EPIGRAMS/MAXIMS/ PROVERBS: Salawikain & Sawikain –

These are short poems that have been customarily been used and
served as laws or rules on good behavior by your ancestors.
- Allegories or parables that impart lessons for the young often
expressing a single idea, that is usually satirical and had a
witty ending.
- Maxims are rhyming couplets (5,6,8 syllables)

Ex. Of Salawikain: Ang matapat na kaibigan, tunay na

maaasahan. (You will know a true friend in time of need.)
Ex. Of Sawikain:
kumukulo ang dugo (blood is boiling) – is very angry
isulat sa tubig (write on water) – forget about it
Ex. Of Maxims:
Pag hindi ukol, hindi bubukol – What is not intended for one will
not bear fruit
 CHANTS (Bulong) – used in witchcraft or enchantments
Ex. Tabi-tabi po, Ingkong, Makikiraan po lamang

2. FOLK TALES
 MYTHS – derived from Philippine folk literature, which is the
traditional oral literature of the Filipino people. This refers to a
wide range of material due to the ethnic mix of the Philippines.
- Presence of different deities (ex. Bathala, Lakambakod)
- Mythical creatures such as aswang, dila, diwata, dwende,
tikbalang, mangkukulam etc.
ANCIENT METRICAL TALES

Ifugao – Hudhud hi Aliguyon- the exploits of Aliguyon as he

battles his arch enemy, Pambukhayon
 Ilocos – Biag ni Lam-ang- tells the adventures of Lam-ang
who exhibits extraordinary powers at a very early age.
 Bicol – Ibalon- the story of three Bicol heroes: Baltog,
Handiong and Bantiong
 Mindanao – Darangan
 Panay – Hinilawod- oldest and longest epic poem in Panay.
The exploits of three Saludnon demigod brothers, Labaw
Donggon, Humadapnon and Dumalapdap of ancient Panay
 Bagobo – Tuwaang
 Kalinga – Ulaliim
 Manobo – Agyu 0r Olahing
 Subanon – Sandayo
 LEGENDS – explain the origin of things
 FABLES – used an animal characters and allegory

9
  FANTASTIC STORIES – deal with underworld characters such as
“tiyanak”, “aswang”, “kapre” and others
3. FOLK SONGS – a form of folk lyric which expresses the people’s
hopes, aspirations, and lifestyles. It is a repetitive and sonorous,
didactive and naïve traditional songs and melodies inspired by the
reaction of people to their environment.
Ex.
Uyayi (lullaby) komintang (war song)
kundiman (melancholic love song) harana (serenade)
tagay (drinking song) Tagulay (songs of the dead)
mambayu (Kalinga rice pounding song)
subli- dance ritual song of courtship/marriage
4. EPICS – these are narratives of sustained length based on oral
tradition revolving around supernatural events or heroic deeds.
B. Spanish Colonization Period (1565-1863)
It has two distinct classifications: religious and secular
It introduced Spanish as the medium of communication
LITERARY FORMS
1. Religious Literature – religious lyrics written by ladino poets or those
versed in both Spanish and Tagalog were included in early catechism and
were used to teach Filipinos the Spanish language.
a. Pasyon – long narrative poem about the passion and death of Christ.
The most popular was “Ang Mahal na Pasyon ni Jesu Cristong
Panginoon Natin” by Aquino de Belen.
b. Senakulo – dramatization of the pasyon, it shows the passion and
death of Christ
2. Secular (non-religious) Literature
a. Awit – colorful tales of chivalry made for singing and chamting.
Ex. Ibong Adarna
b. Korido – metrical tale written in octosyllabic quatrains
c. Prose narratives – written to prescribe proper decorum
Ex. Dialogo, Manual de Urbanidad, ejemplo, tratado

C. Nationalistic/Propaganda and Revolutionary Period (1864-1896)

Planted seeds of nationalism in Filipinos
Language shifted from Spanish to Tagalog
Addressed the masses instead of the “intelligentsia”
LITERARY FORMS
1. Propaganda Literature – Reformatory in objective
a. Political essays – satires, editorials and news articles were written to
attack and expose the evils of Spanish rule.
Ex. Diariong Tagalog- founded by Marcelo H. del Pilar
La Solidaridad – editor-in-chief was Graciano Lopez Jaena
b. Political Novels
Noli Me Tangere and El Filibusterismo- Jose Rizal’s masterpieces that
paved the way to the revolution.
2. Revolutionary Literature – more propagandastic than literary as it is
more violent in nature and demanded complete independence for the
country.
a. Political essays helped inflame the spirit of revolution
Kalayaan – newspaper of the society, edited by Emilio Jacinto

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 b. Poetry
True Decalogue – Apolinario Mabini
Katapusang Hibik ng Pilipinas – Andres Bonifacio
Liwanag at Dilim – Emilio Jacinto
D. American Colonial Period (1910-1945)
1. Period of Apprenticeship (1910-1930)
Filipino writers imitated English and American models
Poems written were amateurish and mushy, which phrasing and
diction is awkward and artificial
a. Short Stories
Dead Stars – Paz Marquez Benitez
The Key – Paz Latorena
Footnote to Yputh – Jose Garcia Villa
b. Novels
Children of Sorrow – first novel in English by Zoilo Galang
2. Period of Emergence (1920-1930)
Highly influenced by western literary trends like Romanticism and
Realism
a. Short stories – most prevalent literary form
Jose Garcia Villa – earned the international title “Poet of the
Century”

E. Japanese Occupation (1942-1960)

1. War Years (1942-1944)
Tagalog poets broke away from the Balagtas tradition and instead
wrote in simple language and free verse
Fiction prevailed over poetry
a. 25 Pinakamabuting Maikling Kathang Pilipino (1943) –
compilation of the short story contest by the military
government
Suyuan sa Tubigan – Macario Pineda
Lupang Tinubuan – Narciso Reyes
Uhaw ang Tigang na Lupa – Liwayway Arceo
2. Period of Maturity and Originality (1945-1960)
Bountiful harvest in poetry, fiction, drama and essay
Filipino writers mastered English and familiarized themselves with
diverse techniques
Literary “giants” appeared
a. Palanca Awards for Literature
Jose Garcia Villa Gegorio Brillantes
Nick Joaquin Gilda Cordero Fernando
NVM Gonzales Bienvenido Santos
b. National Artist Awards
Jose Garcia Villa Nick Joaquin
F. Contemporary/Modern Period
Martial Law repressed and curtailed human rights, including freedom
of the press
Writers’ symbolisms and allegories to drive home their message at the
face of censorship
Theater was used as a vehicle for protest, such as the PETA
(Philippine Educational Theater Association) and UP Theater
From the 80s onward, writers continue to show dynamism and
innovation

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 What’s More

What is a Timeline?
A timeline provides a visual representation of events that helps you better
understand history, a story, a process or any other form of an event sequence
arranged in chronological order and displayed along a line (usually drawn left to
right or top to bottom).
It explains what happened during a certain period or to a particular person,
starting with the earliest event and moving forward through time. It is useful to
document for any type of development, providing an easy-to-understand history
and helping viewers to understand past and ongoing quickly.

WHY DO WE NEED TO STUDY THE TIMELINE OF PHILIPPINE LITERATURE?

 We study literature so that we can better appreciate our literary heritage.
 We cannot appreciate something that we do not understand.
 Through a study of our literature, we can trace the rich heritage of ideas
handed down to us from our forefathers. Then we can understand ourselves
better and take pride in being a Filipino. Like other races of the world, we
need to understand that we have a great and noble tradition which can serve
as the means to assimilate other cultures.
 Through such a study, we will realize our literary limitations conditioned by
certain historical factors and we can take steps to overcome them. Above all,
as Filipinos, who truly love and take pride in our own culture, we have to
manifest our deep concern for our own literature and this we can do by
studying the literature of our country.

What I have Learned

Literary Periods in Philippine Literature

1. Pre-colonization (--BC – 1564)
 Based on oral traditions
 Crude on ideology and phraseology
2. Spanish Colonization (15-65-1898)
 It has two distinct classifications: religious and secular
 It introduced Spanish as the medium of communication
a. Nationalistic/Propaganda (1864-1896) – planted seeds of nationalism in
Filipinos, language shifted from Spanish to Tagalog
b. Period of Enlightenment (1872-1898)
c. Period of Active Revolution (1896-1898)

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 3. American Colonization (1898-1941)
 Filipino writers imitated English and American models
a. Period of Reorientation (1898-1910)
b. Period of Imitation (1910-1924)
c. Period of Apprenticeship (1910-1930)
d. Period of Emergence (1920-1930)
e. Period of Self-discovery (1925-1941)
4. Japanese Colonization (1941-1945)
5. The Rebirth of Freedom (1946-1970)
6. Period of Activism (1970-1972)
7. Period of the New Society (1972-1981)
8. Period of the Third Republic (1981-1985)
9. Contemporary Period (1986 to present)

What I Can Do

Directions: Complete the table below by supplying the necessary pieces

of information

Period Themes and Medium, Dominant Representative

Motifs Language Literary forms Writers and
Sample Texts

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Task 3. TAWID: Traversing the Ancient Works of Philippine Literature, their
Ideologies & Development

Directions: Read the above infogram on the historical development of Philippine

Literature and using the graphic organizer below, create a timeline of historical
development of 21st Century Philippine literature. Post your created timeline on
your Facebook wall and tag your teacher.

Timeline Title:
___________________________
___________________________

14
 Assessment Congratulations for doing a good job.
Your journey to the timeline of
Philippine Literature has highlighted the
beauty of a diversified identity. Now,
you are ready to answer the following
test.

Take this test to assess if you have learned something by comparing your initial
score from the pre-test.
Directions: Read and analyze the following items, then write the answer before
each number.
A. True or False. Write true if the statement is correct and false if it is
incorrect.
____1. The “putong” is a pre-colonial ornament which may signify that the wearer
has killed someone.
____2. Philippine myths show that ancient Filipinos believed in one supreme god
and in a number of lesser gods and goddesses
____3. The last of the 19th century saw the new breed of writers; strong feeling of
nationalism was the main agenda of Revolutionary Period. 
____4. In the Spanish period most of the works are written
____5. Corrido is a chivalric poem about a hero, usually about saints.
____6. Awit is a legendary religious narrative form that usually deals the lives of
saints or the history of tradition
____7. Carillo is a play that uses shadows at its main spectacles.
____8. Pasyon is a blood-and-thunder melodrama depicting the conflict of
Christians and Muslims.
____9. Philippine myths show that ancient Filipinos believed in one supreme god
and in number of lesser gods and goddesses.
____10. The mission of Spanish Friars is to spread Education For All Act

B. Multiple Choice Test. Choose the letter of the best answer.

____11. Most literary works during the pre-colonial period were passed down by
word of mouth. What do you call this kind of transmission?
A. Oral Tradition C. Oral Conduction
B. Mechanical Storytelling D. Technical Storytelling
____12. Identify the two classifications of folk literature:
A. Dynamic and Static C. Floating and Oral
B. Flat and Round D. Local and Global
____13. The period of time before colonization of a region or territory .
A. Colonial C. Pre-history
B. Pre-Colonial D. Post-Colonial
____14. Pre- colonial period literature characterized by mere storytelling by the use
of voice, actions, gestures, etc. 
A. Oral literature C. Sign language literature
B. Conversational literature D. Reader’s Theatre Literature
____15. What do we call the American teachers who came to the Philippines to teach
English language to the Filipinos?

15
 A. Churcillians C. Lincolians
B. Thomasites D. Georgians

Additional Activities

Directions: Write a reflection paper on how history shapes the 21 st

century, its people, culture, tradition, and the nation in general.

____________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________

_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
After today, How much do you know?
Your outputs will be scored using the following rubrics:

16
 Product-based Assessment Rubric for Timeline Construction

Excellent Good Satisfactory Needs Improvement

7 5 3 1

The timeline has

The timeline has a
an effective title
creative title that The timeline has a
that accurately The title is missing or
Title accurately describes title that is easy to
describes the difficult to locate.
the material and is locate.
material and is
easy to locate.
easy to locate.
The timeline The timeline
The timeline contains contains at least contains at least 5- The timeline contains
Documentation
all 13 significant 9-12 significant 8 significant less than 5 significant
of Events
events. This includes events. This events. This events. This includes
date and description. includes date and includes date and date and description.
description. description.

Facts were accurate for Facts were Facts were Facts were often
all events reported on accurate for accurate for most inaccurate for the
Content/Facts the timeline. almost all events (75%) of the events events that were
reported on the reported on the reported on the
timeline. timeline. timeline.
At least 9-12 of
All dates indicated on At least 5-8 of the Less than 5 of the
the dates are
timeline are correct dates are accurate dates are accurate or
Accuracy accurate or
and are sequenced in or sequences are in sequences are in the
sequences are in
the proper order. the proper order. proper order.
the proper order.

Events are clearly Events are Events are not Events are described
described using described well, described well and using vague language
Sentence accurate and vivid but language is language is often or inaccurate
Fluency language sometimes vague vague or information.
or inaccurate. inaccurate.

All graphics are All graphics are Some graphics are Several graphics are
effective and balanced effective, but effective and their not effective.
Graphics with text use. there appear to use is balanced
be too few or too with text use.
many.
Marginally
legible
Legible handwriting, Writing is not
Legibility handwriting, Writing is not legible.
typing, or printing. legible in places.
typing, or
printing.
Style & The timeline was set The timeline was The timeline was The time period
Organization up to cover the set up to cover set up to cover covered was
relevant time period. It the relevant time most of the inappropriate. Yearly
contains appropriate period. It relevant time divisions were not

17
 contains yearly
period. It contains
yearly gradations of set gradations, but
appropriate yearly uniform.
intervals not at set
gradations.
intervals.
Mechanics Punctuation, spelling, Punctuation, Punctuation, There are many
and capitalization were spelling, and spelling, and punctuation, spelling,
checked and are capitalization capitalization are and capitalization
correct throughout. were checked somewhat correct errors.
and are mostly and may or may
correct. not have been
checked.

Source: www.thomas.k12.ga.us/userfiles/422/timeline_grading_rubric.doc

Product-based Assessment Rubric for Reflection Essay

Criteria Below Average Average Excellent

5-9 points 10-12 points 13-15 points

Information is Information organized; Information very well

Organization disorganized; paragraphs well- constructed organized; paragraphs well-
not well-constructed paragraphs constructed; logical
structure

Quality and Level of Information not relevant to
Information main topic; information
disorganized; missing
details and/or examples;
information is not
factual/accurate; little
evidence of critical
thinking/reflection/insight
Information clearly linked
to main topic; provides
some supporting
details/examples;
information is
factual/correct and
relevant for the most
part; demonstrates some
critical
thinking/reflection/insight
Information clearly linked to
main topic; includes several
supporting
details/examples; accurate
use of information and
course concepts;
information is relevant;
demonstrates superior level
of critical
thinking/reflection/insight

Writing Mechanics Many grammatical, Few grammatical, No grammatical, spelling

spelling, and/or spelling, and/or nor punctuation errors
punctuation errors punctuation errors

Source: olms.cte.jhu.edu/olms2/data/ck/.../Strategic_Plan_Analysis_Presentation_Rubric.docx

18
 Answer Key
WHAT IS IN WHAT I KNOW
Assessment
1. C 1. Yes
1. TRUE 2. D 2. No
2. TRUE 3. C 3. No
3. TRUE 4. A
4. FALSE 4. Yes
5. A
5. FALSE 5. No
6. C
6. FALSE
7. D 6. Yes
7. TRUE 7. Yes
8. FALSE
8. A
9. B 8. Yes
9. TRUE
10.FALSE 10. C 9. Yes
11.A TASK 3. TAWID & WHAT I 10. No
12.C CAN DO
13.B
14.A Outputs vary. See rubrics for
15.B scoring.

References
Arellano University, M. (n.d.). Retrieved from https://www.coursehero.com.
Baronda, A. J. (2016). 21st Century Literature from the Philippines and the World.
Pasay City, Philippines: JFS Publishing Services.
funtrivia.com/trivia-quiz/Geography/The-Archipelago-143552.html
http://jacs.weebly.com
https://www.scribd.com/doc/36510088/Philippine-Literary-Periods
olms.cte.jhu.edu/olms2/data/ck/.../
Strategic_Plan_Analysis_Presentation_Rubric.docx
www.thomas.k12.ga.us/userfiles/422/timeline_grading_rubric.doc

19
1
For inquiries and feedback, please write or call:

Schools Division of Ilocos Norte – Curriculum Implementation Division

Learning Resource Management Section (SDOIN-CID LRMS)

Office Address: Brgy. 7B, Giron Street, Laoag City, Ilocos Norte
Telefax: (077) 771-0960
Telephone No.: (077) 770-5963, (077) 600-2605
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