San Pablo Diocesan Catholic Schools System

Diocese of San Pablo

Liceo de San Pablo
M. Paulino St., San Pablo City

Tel. No. (049) 562-3808

Learning Module

Quarter 1
Week 1

Philippine Literature
Mapping Our Literary Past, Present, and Future

Mr. RONNEL C. PALASIN

SENIOR HIGH SCHOOL TEACHER

_______________________________________________
Name of the Student

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 A Student's Prayer

Dear Lord,

Help me to be the best student I can be.

Help to study well and to study often,

especially when I don't feel like studying at all.

Help me to be honest when I'm tempted to cheat.

Help me to listen to my teachers and my coaches.

Help me to play fair and to play safely.

Help me to be kind to everyone at school

and especially to those whom others treat unkindly.

Help me to treat others as I would like them to treat me.

Help me to be a good friend to others.

Help me to help others who need my help.

Help me to do the best work I can do.

Help me to use all the gifts you have given me.

Help me to love and respect my parents.

Help me to trust in you, Lord, and in your love for me.

Help me, Lord, I need you!

Amen.

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 What I Know
Direction: Choose the letter of the best answer. Write the chosen letter on space provided in
each number.

_____1. During this period, Jose Rizal’s works such as Noli Me Tangere and El Filibusterismo were
written to awake the mind of our countrymen.
a. Spanish Period
b. American Period
c. Pre-Spanish Period
d. Period of Enlightenment

_____2. The Philippines had literature such as legends, folktales, folksongs, and the like.
a. Spanish Period
b. Japanese Period
c. Pre-Spanish Period
d. Period of Enlightenment

_____3. In this period, religious books were written, such as Doctrina Cristiana and Urbana and
Felisa, to support or contradict the Catholic Church.
a. Spanish Period
b. American Period
c. 21st Century Period
d. Period of Enlightenment

_____4. Filipino writers went into all forms of literature like news, reporting, poetry, stories play,
essays, and novels which clearly depicted their love of country and their longings for independence.
a. Edsa I Period
b. American Period
c. Pre-Spanish Period
d. The 3rd Republic Period

_____5. Filipino literature was given a break during this period for the Filipino literature was prohibited
from using. Many wrote plays, poems, short stories, etc. Topics and themes were often about life in
the provinces.
a. Japanese Period
b. American Period
c. Pre-Spanish Period
d. American Period

_____6. Haiku and Tanaga were influenced by what period?

a. Spanish Period
b. Japanese Period
c. 21st Century Period
d. Period of Enlightenment

_____7. This period presented new trends in writing using modern technology.
a. Edsa I Period
b. 21st Century Period
c. Pre-Spanish Period
d. The 3rd Republic Period

_____8. This literary period witnessed newspapers, which were once branded crony newspapers,
become instant opposition papers.
a. Japanese Period
b. American Period
c. Pre-Spanish Period
d. Edsa I Period
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_____9. Poetry during this period were during this period were romantic and
revolutionary.
a. The 3rd Republic Period
b. Edsa I Period
c. 21st Century Period
d. Pre-Spanish Period

_____10. Poetry during this period were dealt with patience, regard for native culture
and customs.
a. The 3rd Republic Period
b. 21st Century Period
c. Edsa I Period
d. New Society Period

_____11. Philippine regional literature can be BEST described as ___________.

a. Dynamic
b. Outdated
c. Spoken
d. Traditional

_____12. Imagery in poetry pertains to _____________.

a. Mental pictures
b. Unique drawings
c. Vague resemblances
d. Word creations

_____13. The use of the vernacular in regional literature is ___________

a. discouraged because many people do not understand a piece not written in either English or
Tagalog
b. encouraged so that the culture and tradition of a people are upheld despite effects of
modernity
c. opposed because its constraints the expression of thoughts, feelings, and ideas of a writer
d. affirmed by many for it allows free flow of feelings and in-sights not understandable to
readers

_____14. A valid observation of literary development in the Philippines is that _______.

a. History is recorded only in the oral tradition of the country.
b. No literature could reflect the richness of our country's experiences.
c. Literary masterpieces are written by great persons with great remembrances.
d. Literature developed alongside Philippine history.

_____15. Because of the archipelagic nature of the Philippines, its geographical features, and the
presence of various ethno-linguistic groups in the country, regional literature has become
____________.
a. Anti-modern and traditional
b. Short yet vivid
c. Rich and varied
d. Nationalistic

Content Standard: Performance Standard:

The learner will be able to understand and The learner will be able to demonstrate
4|Page
appreciate the elements and contexts of 21st understanding and appreciation of 21st Century
century Philippine literature from the regions. Philippine literature from the regions through an
adaptation of a text into other creative forms using
multimedia.

Most Essential Learning Competencies:

 Writing a close analysis and critical interpretation of literary texts and doing an adaptation of
these require from the learner the ability to identify:
a. the geographic, linguistic, and ethnic dimensions of Philippine literary history from pre-
colonial to the contemporary.
b. representative texts and authors from each region (e.g., engage in oral history research
with focus on key personalities from the students’ region/province/town)

Objectives:
At the end of this lesson, I will be able to:
1. Identify geographic, linguistic, and ethnic dimensions of Philippine literary history from pre-colonial
to contemporary and representative texts from the regions.

2. Write a close analysis and critical interpretation of literary texts.

3. Show a sense of adaptability of the Philippine Literary History

Pre-class activity

Task 1. Literary Timeline

Directions: Try to complete the literary TIMELINE below. Choose your answers from the given
choices written below.

EVOLUTION OF PHILIPPINE LITERARTURE

1565 1566- 1872- 1898- 1941- 1946- 1970- 1981- 1986- 2001-
1871 1898 1944 1945 1970 1980 1985 1995 present
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

a. Japanese Period f. 21st Century

b. Rebirth of Freedom g. Spanish
c. Post EDSA I h. Period of Enlightenment
d. American Period i. Period of Activism & New Society
e. Pre-Spanish Period j. Period of Literature in English

Content
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Lesson 1: Geographic, Linguistic and Ethnic Dimensions of Philippine
Literary History from Pre-Colonial to the Contemporary

Think About This!

Our forefathers already had their literature, which reflected in their customs and traditions. They
had their alphabet even before they had colonized. The Spanish friars burned their alphabet in the
belief that they were works of the devil or were written on materials that quickly perished, like the
barks of trees, dried leaves, and bamboo cylinders, which could not have remained firm even if
efforts were made to preserve them. Our unique geographic location is the reason why we are rich.

PRE-SPANISH LITERATURE - is characterized by:

• Folk tales. These are made up of stories about life,

adventure, love, horror, and humor where one can derive
lessons. An example of this is THE MOON AND THE
SUN.

• The Epic Age. Epics are long narrative poems in which

a series of heroic achievements or events, usually of a
hero, are dealt with at length.

• Folk Songs. These are one of the oldest forms of Philippine literature that emerged in the pre-
Spanish period. These songs mirrored the early forms of culture. Many of these have 12 syllables.
Examples of which are Kundiman, Kumintang o Tagumpay, Ang Dalit o Imno, Ang Oyayi o Hele,
Diana, Soliraning and Talindaw.

Understanding Literary History

Literature in this period may be classified as
religious prose and poetry and secular prose and
poetry.

• Spanish Influences on Philippine Literature

The first Filipino alphabet, called ALIBATA,
was replaced by the Roman alphabet. Also, the
teaching of the Christian Doctrine became the basis
of religious practices. European legends and
traditions brought here became assimilated in our
songs, corridos, and moro-moros.

• Folk Songs
It manifests the artistic feelings of the Filipinos and shows their innate appreciation for and love
of beauty. The examples are Leron-Leron Sinta, Pamulinawen, Dandansoy, Sarong Banggi, and
Atin Cu Pung Sing-sing.

• Recreational Plays
There were many recreational plays performed by Filipinos during the Spanish times. Almost all
of them were in a poetic form such Cenaculo, Panunuluyan, Salubong and Zarzuela.

PERIOD OF ENLIGHTENMENT (1872- 1898)

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 In 19th Century, Filipino intellectuals educated in Europe called Ilustrados began to write about
the hitch of colonization.

The Propaganda Movement (1872-1896) - This movement was spearheaded mostly by the
intellectual middle-class like Jose Rizal, Marcelo del Pilar; Graciano Lopez Jaena, Antonio Luna,
Mariano Ponce, Jose Ma. Panganiban, and Pedro Paterno.

o Some of Rizal’s writings: Noli Me Tangere, Mi Ultimo Adios, Sobre La Indolencia Delos
Filipinos and Filipinas Dentro De Cien Aňos.

o Some of Del Pilar’s writings: Pagibig sa Tinubuang

Lupa (Love of Country), Kaingat Kayo (Be Careful), and
Dasalan at Tocsohan (Prayers and Jokes).

o Some of Jaena’s writings: Ang Fray Botod, La Hija

Del Fraile (The Child of the Friar), and Everything Is Hambug
(Everything is mere show), Sa Mga Pilipino...1891), and
Talumpating Pagunita Kay Kolumbus (An Oration to
Commemorate Columbus).

THE AMERICAN REGIME (1898-1944)

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

Characteristics of Literature during this period:

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

THE JAPANESE PERIOD (1941-1945)

Philippine Literature was interrupted in its development when another foreign country, Japan,
conquered the Philippines between1941-1945. Philippine literature in English came to a halt. This
led to all newspapers not to be circulated in the community except for TRIBUNE and PHILIPPINE
REVIEW.

o Filipino Poetry during this period the common theme of most poems during the Japanese
occupation was nationalism, country, love, and life in the barrios, faith, religion, and the arts.

o Three types of poems emerged during this period:

a. Haiku, a poem of free verse that the Japanese like. It
was made up of 17 syllables divided into three lines and
b. Tanaga – like the Haiku, is short, but it had measure
and rhyme.
c. Karaniwang Anyo (Usual Form)

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PHILIPPINE LITERATURE IN ENGLISH (1941-1945)
Because of the strict prohibitions imposed by the Japanese in the writing and publishing of
works in English, Philippine literature in English experienced a dark period. For the first twenty years,
many books were published both in Filipino and in English.
In the New Filipino Literature, Philippine literature in Tagalog was revived during this period.
Most themes in the writings dealt with Japanese brutalities, the poverty of life under the Japanese
government, and the brave guerilla exploits.
PERIOD OF ACTIVISM (1970-1972)
According to Pociano Pineda, youth activism
in 1970-72 was due to domestic and worldwide
causes. Because of the ills of society, the youth
moved to seek reforms.

The Literary Revolution

The youth became vocal with their sentiments.
They demanded a change in the government. It
was manifested in the bloody demonstrations
and the sidewalk expressions and in literature.

PERIOD OF THE NEW SOCIETY (1972- 1980)

The period of the New Society started on September 21, 1972. The Carlos Palanca Awards
continued to give annual awards. Poems dealt with patience, regard for native culture, customs,
and the beauties of nature and surroundings. Newspapers donned new forms.

News on economic progress, discipline, culture, tourism, and the like were favored more than
the sensationalized reporting of killings, rape, and robberies. Filipinos before were hooked in
reading magazines and comics.

PERIOD OF THE THIRD REPUBLIC (1981-1985)

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

POST-EDSA 1 REVOLUTION (1986-

1995)
History took another twist. Once more,
the Filipino people regained their
independence, which they lost twenty years
ago. In four days from February 21-25, 1986,
the so-called People Power (Lakas ng Bayan)
prevailed. In the short span of the existence of
the real Republic of the Philippines, several
changes already became evident.
It was noticed in the new Filipino songs, newspapers, speeches, and even in the television
programs. The now crony newspapers that enjoyed an overnight increase in circulation were THE
INQUIRER, MALAYA, and the PEOPLE’S JOURNAL.

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

Task 2. Who’s Who?

Directions: Identify the author of the following literary pieces written by the
Ilustrados. Write the letter of your correct answer.

A. Jose Rizal B. Marcelo

H. Del Pilar C. Graciano Lopez Jaena

____1. Sa Mga Pilipino ____6. El Filibusterismo

____2. Mi Ultimo Adios ____7. Kaingat Kayo

____3. Filipinas Dentro De Cien Aňos ____8. Ang Fray Botod

____4. Pag-Ibig sa Tinubuang Lupa ____9. Sobre La Indolencia Delos Filipinos

____5. La Hija del Fraile ____10. Dasalan at Tocsohan

Task 3. Thinker’s View

Directions: Given below is a sample of a Filipino Folktale in the Pre-Spanish
Period. Answer the questions that follow.

THE SUN AND THE MOON

(Tingguian folk tale)

Once, the Sun and the Moon were married. They shared a home in the sky.

When the Moon left to collect vegetables from the jungle, she asked the Sun to guard their sleeping
children. She also warned him to stay a safe distance away from the babies, since his heat would
burn them.

The Sun kept close watch over the children. But he was overcome with affection for them and
9|Page
 wanted to kiss them goodnight. He forgot the Moon’s warning, leaned over the babies, and they
melted beneath him.

Horrified at his foolishness and afraid of his wife’s rage, the Sun hid. The Moon came back to an
empty sky house and discovered what happened. After some time, the Sun returned, and he and
the Moon had a terrible fight. The Sun threw the jungle vegetables at the Moon’s face, and that was
the final straw. The Moon abandoned the Sun for good.

Therefore, on a full night, you can see the marks left by the Sun against the Moon’s face. The lost
children have become stars. And the Sun constantly chases the Moon, trying to win back her
affections.
Guide Questions:

1. What is the concern of the sun regarding his children?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
__________________________________________________________________.

2. Why does the moon anger the sun?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
__________________________________________________________________.

3. What phenomenon is described in the Filipino Folktale?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
__________________________________________________________________.

Assessment
1. As a grade 12 Filipino learner, in what way you can show a sense of adaptability to the diverse
Philippines Literary History? State your answer in a 3 -5 paragraph essay.
_______________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
______________________________________________________________________.
_______________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
______________________________________________________________________.

"Learn from the Past,

Live in the Present,
Believe in the Future.”

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Content
Lesson 2: Identifying Representative Texts from the Regions

The country’s rich repertoire of literary masterpieces may be rooted in the diverse cultural
heritage of the Filipino people. They have produced varied texts because of differences. The mighty
roar of the North and the fiery temperament of the South blended well. The Filipinos speak of the
collective experiences from the people who have gone through difficulties, triumphs, struggles,
successes, armed conflicts, bloodless revolutions, and others. It is the reason why these
masterpieces resonated loud and clear in the Philippine archipelago.

Imagery is a poetic element that tries to create a picture in the mind of the reader or a mental
image using figural language. It represents objects, places, ideas, or even actions that appeal to the
senses of the readers.

Gabu
by Carlos A. Angeles
The battering restlessness of the sea
Insists a tidal fury upon the beach
At Gabu, and its pure consistency
Havos the wasteland hard within its
reach.
Brutal the daylong bashing of its heart
Against the seascape where, for miles
around,
Farther than sight itself, the rockstones part
And drop into the elemental wound.
The waste of centuries is grey and dead
And neutral where the sea has
beached its brine,
Where the spilt salt of its heart lies
spread
Among the dark habiliments of Time.
The vital splendor misses. For here,
here
At Gabu where the ageless tide recurs
All things forfeited are most loved and
dear.
It is the sea pursues a habit of shores.

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Task 3. Graphic Organizer
Directions: Delve deeper into the poem Gabu by Carlos A. Angeles using the graphic
organizer. You may re-read the poem to get the details that would complete the organizer.

Title of the Text:

Author:

QUESTIONS RESPONSE

TOPIC

What is the text all about?

SITUATION

What is the setting referred to or

described in the text?

CLIENT

Who is the target group of readers of

the text?

How would you describe the group in

terms of skills, values, beliefs, and
attitudes?

PURPOSE

Why was the text written?

What does it hope to achieve especially

among its clients?

PERSONA

Who is the voice behind the text?

What is known about him or her?

Reference:
Sayuno C., (2019). 21st century literature from the Philippines and the world. (Second Edition) Module: DIWA LEARNING SYSTEM,
Inc.)
Chua, R. G. (2016). 21st Century Literature from the Philippines and the World.
Makati City: DIWA Learning Systems
Croghan SJ, Richard V. (1975). The Development of Philippine Literature in
English: Quezon City:Alemar-Phoenix Publishing House.
Fosdick, Carolyn, and Tarrosa (1954). Literature for Philippine High Schools. New
York: Macmillan Company.
SIGLIWA, “Salubungin ang (bagong) Daluyong ng mga Agos sa Disyerto, Agosto 20,
2019, https://panitikanatbp.wordpress.com/2009/08/20/salubungin- angbagong-daluyong-ng-mga-agos-sa-disyerto/
Velasco, Nel, “CNF Figures of Speech and Literary Devices, February 26, 2020,
https://versozanelson.blogspot.com/
Zaide, Gregorio F. (1970). Jose Rizal: Life, Works, and Writings. Manila: Villanueva
Book Store. Retrieved from
https://www.scribd.com/doc/26364271/Philippine-Literature-Pre-SpanishPeriod.

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 Assessment 1
Multiple Choice. Choose the letter of the best answer. Write the chosen letter on space provided in
each number.
_____1. Chant (Bulong) was used in witchcraft or enchantment especially in remote places in the
Visayas.
a. Japanese Period
b. Rebirth of Freedom
c. Pre-Spanish Period
d. Period of Enlightenment

_____2. Lagaylay was used in a special occasion for the Pilareños of Sorsogon during May time to
get together.
a. Spanish Period
b. New Society Period
c. Pre-Spanish Period
d. Period of 3rd Republic

_____3. PAGIBIG SA TINUBUANG LUPA was translated from the Spanish AMOR PATRIA of Rizal,
published on August 20, 1882, in Diariong Tagalog.
a. Spanish Period
b. American Period
c. Pre-Spanish Period
d. Period of Enlightenment

_____4. Tagalog Zarzuela, Cenaculo and the Embayoka of the Muslims were presented in the rebuilt
Metropolitan Theater, the Folk Arts Theater and the Cultural
Center of the Philippines.
a. New Society Period
b. American Period
c. 21st Century Period
d. Period of 3rd Republic

_____5. Haiku is short with a measure and rhyme consisting of 17 syllables which had favorable
diminishing effect on Tagalog literature.
a. New Society Period
b. American Period
c. 21st Century Period
d. Period of 3rd Republic

13 | P a g e
_____6. English as medium of instruction was introduced in the schools as intellectual language of
education in this period.
a. New Society Period
b. American Period
c. 21st Century Period
d. Period of 3rd Republic

_____7. This is the period wherein the youth became vocal with their sentiments
and demanded change in the government.
a. Spanish Period
b. Period of Activism
c. Pre-Spanish Period
d. Period of 3rd Republic

_____8. Filipinos during this period were hooked in reading magazines and comics.
a. New Society Period
b. American Period
c. Period of 3rd Republic
d. 21st Century Period

_____9. “Ang Bayan ko” was a song popularized in this period.

a. Period of 3rd Republic
b. New Society Period
c. 21st Century Period
d. post-EDSA 1 Period

_____10. This period is notable in the reawakening of the Filipino spirit when the 3 priests Gomez,
Burgos and Zamora were guillotined without sufficient evidence of guilt.
a. post-EDSA 1 Period
b. Period of 3rd Republic
c. Period of Enlightenment
d. Period of Activism

Reflection…today, you are able to

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
_________________________________________________________________________.

14 | P a g e
 San Pablo Diocesan Catholic Schools System
Diocese of San Pablo
Liceo de San Pablo
M. Paulino St., San Pablo City

Tel. No. (049) 562-3808

Learning Module

Quarter 1
Week 2

Philippine Literature
21st Century Genres and
Context and Text’s Meaning

Mr. RONNEL C. PALASIN

SENIOR HIGH SCHOOL TEACHER

_______________________________________________
Name of the Student

15 | P a g e
 A Student's Prayer

Dear Lord,

Help me to be the best student I can be.

Help to study well and to study often,

especially when I don't feel like studying at all.

Help me to be honest when I'm tempted to cheat.

Help me to listen to my teachers and my coaches.

Help me to play fair and to play safely.

Help me to be kind to everyone at school

and especially to those whom others treat unkindly.

Help me to treat others as I would like them to treat me.

Help me to be a good friend to others.

Help me to help others who need my help.

Help me to do the best work I can do.

Help me to use all the gifts you have given me.

Help me to love and respect my parents.

Help me to trust in you, Lord, and in your love for me.

Help me, Lord, I need you!

Amen.

What I Know
16 | P a g e
 Multiple Choice. Choose the letter of the best answer. Write the chosen letter on space provided in
each number.
_____1. It is a genre of speculative fiction dealing with imaginative concepts
such as futuristic science and technology, space travel, time travel,
faster than light travel, a parallel universe and extra-terrestrial life.
a. Digi-Fiction
b. Doodle Fiction
c. Science Fiction
d. Creative Non-Fiction
_____2. A literary genre which combines three media: book, movie/video and internet website.
a. Digi-Fiction
b. Doodle Fiction
c. Science Fiction
d. Creative Non-Fiction

_____3. A Literary presentation where the author incorporates doodle writing and drawings and
handwritten graphics in place of the traditional font
Spanish Period
a. Digi-Fiction
b. Doodle Fiction
c. Science Fiction
d. Creative Non-Fiction

_____4. Stories told almost entirely in dialogue, simulating social network

exchanges.
a. Chick Lit
b. Digi-Fiction
c. Hyper Poetry
d. Text-Talk Novel

_____5. It is a genre fiction which addresses issues of modern womanhood, often humorously and
lightheartedly.
a. Chick Lit
b. Digi-Fiction
c. Hyper Poetry
d. Text-Talk Novel

_____6. Dom Caruso is a trained sniper. He used a Mauser during his training and in his real
combat. Mauser is used for the long-range target. Mauser is a _______.

17 | P a g e
 a. long rifle
b. automatic rifle
c. high-velocity automatic rifle
d. German high-velocity automatic rifle

_____7. Park Seo Joon starred in Itaewon Class showed in the Netflix.
a. The actor who was chosen for the sub-role
b. The actor that performed outstandingly
c. The principal actor who played the chief role
d. The principal actor who played the second lead role

_____8. After the birth of Jesus, the Three Wise Men followed a guiding star to Bethlehem.
a. A natural luminous celestial body visible in the sky at night
b. A waning fortune or fame
c. A prominent spark at night
d. A figure with many sides

_____9. Roman Catholic Christians believe that souls of those who die in God’s grace went to
purgatory for cleansing of past sins.
a. A place where intense sufferings are being experienced
b. A place which is humid and dry
c. Intermediate state after death for expiatory purification of souls
d. A state of after death where hopes grow
_____10. Mt. Everest, located at Mahalangur Himal, a subrange of the Himalayas, with its height of
29,029 ft is the roof of the world.
a. An extended limit
b. the highest point
c. an upper limit
d. extremely high point

Content Standard: Performance Standard:

The learner will be able to understand and The learner will be able to demonstrate
appreciate the elements and contexts of 21st understanding and appreciation of 21st Century
18 | P a g e
century Philippine literature from the regions. Philippine literature from the regions through an
adaptation of a text into other creative forms
using multimedia.

Most Essential Learning Competencies:

 Compare and contrast the various 21st century literary genres and the ones from the earlier
genres/periods citing their elements, structures, and traditions.

Objectives:
At the end of this lesson, I will be able to:
1. differentiate the 21st century literary genres, and the one’s from the original genres.
2. enumerate the elements, structures, and traditions of each genre.
3. appreciate the unique features of each genre.

Pre-class activity
Task 4. Word Hunt!
Directions: Look for the conventional literary genres in the puzzle below and, on a separate
sheet of paper, answer the questions that follow.

W F H I O M B O Z I
A E C D R A M A A O
P T S U P B W P F L
U O T H U N D I I K
L I E S W R F Y C F
K F L T Q T W T T I
G X P M R A S K I C
H N W N L Y E V O T
D J R V A E R B N I
X Y J C U I U Y E O
N O N F I C T I O N

1.____________ 2. ____________ 3. ____________ 4. ____________

Content
Lesson 3: 21st Century Literary Genres

Discussion

21st Century
Literature refers to new literary work created within the last decade. It is written by contemporary
19 | P a g e
authors which may deal with current themes/ issues and reflects a technological culture. It often
breaks traditional writing rules.

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

Let’s recall the major literary genres!

POETRY- is an imaginative awareness of experience expressed through meaning, sound, and

rhythmic language choices to evoke an emotional response. It has been known to employ meter and
rhyme. The very nature of poetry as an authentic and individual mode of expression makes it nearly
impossible to define.

DRAMA- is a composition in prose or verse presenting in dialogue or pantomime a story

involving conflict more contrast of character, especially on intended to be acted on a stage: a play. It
may be any situation or series of events having vivid, emotional, conflicting, or striking interest.

FICTION- is literature created from the imagination, not presented as fact, though it may be
based on a true story or situation. Types of literature in the fiction include the novel, short story, and
novella.

NON-FICTION- is based on facts and the author’s opinion about a subject. The purpose of
non-fiction writing is to inform and sometimes to persuade. Its examples are biographies, articles from
textbooks and magazines and newspapers.

21st Century Literature Genres

ILLUSTRATED NOVEL
 Story through text and
illustrated images.
 50% of the narrative is
presented without words.
 The reader must interpret
the images to
comprehend the Textual
portions are presented in
traditional form.
 Some illustrated novels
may contain no text at all.
 Span all genres.
 Examples include The Invention of Hugo Cabret by Brian Selznick and The Arrival by
Shaun Tan.

DIGI-FICTION
 Triple Media Literature
 Combines three media: book, movie/video, and
internet website.
To get the full story, students must engage in navigation,
reading, and viewing in all three forms.
 Patrick Carman’s Skeleton Creek and
Anthony Zuiker’s Level 26 are examples.

GRAPHIC NOVEL
 Narrative in comic book formats
 Narrative work in which the story is conveyed to the reader using a comic form.
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  The term is employed in broadly manner, encompassing non-fiction works and
thematically linked short stories as well as fictional stories across several genres.
 Archie Comics by John Goldwater and illustrator, Bob Montana, is a good example.

MANGA
 Japanese word for comics
 It is used in the English-speaking world as a generic term for all comic books and
graphic novels originally published in Japan.
 Considered as an artistic and storytelling style.
 Ameri-manga- sometimes used to refer to comics created by American artists in manga
style.
 Shonen- Boy’s Manga (Naruto, Bleach, One Piece)
 Shojo- Girl’s Manga (Sailormoon)
 Seinen- Men’s Manga (Akira)
 Josei- Women’s Manga (Loveless, Paradise
Kiss)
 Kodomo- Children’s Manga (Doraemon, Hello
Kitty)

DOODLE FICTION
 Literary presentation where the author incorporates
doodle writing, drawings, and handwritten graphics in
place of the traditional font.
 Drawing enhances the story, often adding humorous
elements.
 Examples include The Diary of a Wimpy Kid by Jeff
Kinney and Timmy Failure by Stephan Pastis.

TEXT-TALK NOVELS
 Blogs, email, and IM format narratives
 Stories told almost entirely in dialogue
simulating social network exchanges.

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 CHICK LIT or CHICK LITERATURE
 Is genre fiction which addresses issues
of modern womanhood, often
humorously and lightheartedly.
 Chick Lit typically features a female
protagonist whose femininity is heavily
thermalizing in the plot.
 Scarlet Bailey’s The night
before Christmas and
Miranda Dickinson’s It started
with a Kiss are examples of this.

FLASH FICTION
 Is a style of fictional literature of extreme brevity?
 There is no widely accepted definition of the length and category. It could range from
word to a thousand.

SIX-WORD FLASH FICTION

 Ernest Hemingway: For sale: baby socks, never worn.
 Margaret Atwood: Longed for him. Got him, Shit.

CREATIVE NON-FICTION
 Also known as literary non-fiction or narrative non-fiction
 A genre of writing that uses literary styles and techniques to create factually accurate
narratives.
 Contrasts with other non-fiction, such as technical writing or journalism, which is also
rooted in accurate fact, but is not primarily written in service to its craft.
 As a genre, creative non-fiction is still relatively young and is only beginning to be
scrutinized with the same critical analysis given to fiction and poetry.
 1000 Gifts by Ann Voscamp and Wind, Sand, and Stars by Antoine de Saint-Exupery
are examples.

SCIENCE FICTION
 Is a genre of speculative fiction dealing with imaginative concepts such as futuristic
science and technology, space travel, time travel, faster than light travel, a parallel
universe and extra-terrestrial life?
 Often explores the potential consequences of scientific and other innovations and has
been called a “literature of ideas”.
 Examples include Suzanne Collins’ Mockingjay and Sarah Maas’ Kingdom of Ash.

BLOG
 A weblog, a website containing short articles called posts that are changed regularly.
 Some blogs are written by one person containing his or her own opinions, interests, and
experiences, while others are written by different people.

HYPER POETRY
 Digital poetry that uses links and hypertext mark-up
 It can either involved set words, phrases, lines, etc. that are presented in variable order
but sit on the page much as traditional poetry does, or it can contain parts of the poem
that move and transform.
 It is usually found online, through CD-ROM and diskette versions exist. The earliest
examples date to no later than the mid-1980’s.

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Task 4. Let’s Compare it!
Directions: Compare and contrast these modern literary genres using the Venn Diagram

Content
Lesson 4: Context and Text’s Meaning

Reading literary pieces becomes a challenge to a student like you. But as the years go by,
changes happened even in the literary genre. Understanding the selection, you read takes time, but if
you will familiarize yourself with the context of the literary piece, appreciation comes along.

Below is a poem written by Danton Remoto, a Filipino author. Read and try to discover what
this poem wants to convey. Then, answer the essential questions that follow.

Padre Faura Witness The Execution of Rizal

Author: Danton Remoto
(Poetry)
I stand on the roof And on this day
Of the Ateneo municipal, With the years beginning to turn,
Shivering Salt things my eyes.
On this December morning. I see Pepe,
Months ago, A blur
Pepe came to me Between the soldiers
In the observatory. With their Mausers raised
I thought we would talk And the early morning’s
About the stars Star:
That do not collide Still shimmering
In the sky: Even if millions of miles away,
Instead, he asked me about purgatory The star itself
(His cheeks still ruddy Is already dead
From the sudden sun In Europe
After the bitter winter

Essential Questions
1. Who are the characters in the poem? Write a piece of short information about each
character.

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 2. Who speaks in the poem? Extract a sentence from the poem to prove your answer.

3. Discuss the form/structure of the poem.

4. What was the situation when Padre Faura stood in the balcony of Ateneo de Manila?

5. What was the situation of our country based on the poem? Prove your answer by
extracting a line from the poem.

6. To whom the poem is addressed? Explain your answer.

7. How do you feel while reading the poem, that Padre Faura witnessed the execution of his
former student?

8. What was the feeling displayed by the author in the poem?

9. What was the message that Danton Remoto wanted to convey in this poem?

Task 5. Understanding the Text

To understand a piece of literature, answering the given questions enable the
readers to appreciate literature more.

Multiple Choice. Read each question. Choose and write the letter of the best
answer on a separate sheet of paper.

_____1. Who was Fr. F. Faura to Jose Rizal?

a. His godfather
b. His uncle
c. His teacher
d. His friend

_____2. What was the nickname given to Jose Rizal mentioned in the poem?
a. Star
b. Mauser
c. Ruddy
d. Pepe

_____3. Why Padre Faura expected that they would talk about the stars?
a. Because Padre Faura worked in the observatory

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 b. Because Pepe was a star
c. Because Pepe just arrived from Europe
d. Because Pepe was fascinated in the observatory

_____4. Why Padre Faura was in the observatory when Pepe visited him?
a. It was the only place where they could talk.
b. He was in-charged in the observatory.
c. The observatory was near the Ateneo De Manila
d. The observatory was near Bagumbayan.

_____5. Why instead of stars, Pepe asked about purgatory to Padre Faura?
a. Pepe was interested in the afterlife.
b. Padre Faura was sick.
c. Pepe was hopeless
d. Pepe was about to be executed

Task 6. Understanding the Context

Directions: Look at each picture below. In Column A, each picture depicts the event presented
in the poem. In Column B, based on your understanding of the poem, write what event happened in
each picture and how do you feel about it.

A B

ASSESSMENT 2
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You have learned the different conventional and modern literary genres. As a 21st century learner,
retell the old Filipino folktale The Sun and the Moon using one of the genres below and post your
work on your Facebook page with the hashtag #folktalesinthe21stcentury. Use the rubric as your
guide.

A. 30-word flash fiction

B. 4-panel comic
C. One-page doodle fiction

4 3 2 1
Structure
Presents all Exhibits at least Exhibits at least Does not present elements
elements and three elements two elements and and correct structure of the
correct structure of and correct correct structure of chosen genre
the chosen genre structure of the the chosen genre
chosen genre

Creativity
The story is The story is The story is in The story is not communicated
communicated communicated interesting ways, in surprising and interesting
in amazing and in interesting but not related to ways
unusual ways ways the topic

Mechanics
No errors in One to two errors Three to five Six or more errors in
punctuation, in punctuation, errors in punctuation, capitalization, and
capitalization, capitalization, and punctuation, spelling errors
and spelling spelling errors capitalization,
and spelling
errors

Reflection…today, you are able to

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
_________________________________________________________________________.

“It is a far, far better thing that I do, than I have ever done; it is a far, far better rest I go to than
I have ever known.”

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