Teaching Literature Module Orientation

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L1 Teaching and Assessment of Literature Studies
education (Urdaneta City University)
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A MODULE IN ENGLISH
TOPIC OUTLINE
Unit 1: Orientation and Introduction of the Course
Module 1: 1. Overview on the Nature of Literature and its Genres

a. Literature as Significant Human Experience
b. Purposes of Literature
c. Prose vs. Poetry vs. Drama
d. Fiction vs. Non-Fiction
e. A Survey of Authors
f. Filipino Authors
g. International Well-Known Authors
h. Literature Competencies in English K to 12 Curriculum
2. Teaching Literature – An Overview

a. Value of Literature
b. Choosing Books and Reading Materials
c. Models of Teaching Literature
d. Language Model 1987 Constitution of the Philippines
MODULE 1
ORIENTATION AND INTRODUCTION OF THE

COURSE
OUTLINE

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Module 1: 1. Overview on the Nature of Literature and its Genres
a. Literature as Significant Human Experience

b. Purposes of Literature
c. Prose vs. Poetry vs. Drama
d. Fiction vs. Non-Fiction
e. A Survey of Authors
f. Filipino Authors
g. International Well-Known Authors
h. Literature Competencies in English K to 12 Curriculum
2. Teaching Literature – An Overview
a. Value of Literature
b. Choosing Books and Reading Materials
c. Models of Teaching Literature
d. Language Model 1987 Constitution of the Philippines
OUTCOMES
At the end of the unit, the English majors should be able to:
1. discover literature as significant human experience;

2. identify the purposes of literature;
3. explain the genres under the literature umbrella;
4. identify notable authors appropriate for literature study in
K to 12 English Literature;
5. recognize important concepts in teaching literature in English;
6. discuss the right books, reading materials, and comprehension
questions in teaching literature; and
7. identify appropriate models in teaching literature.
OVERVIEW
Literature plays a vital role to students in the classroom. It provides multiple

opportunities and experiences for them to grow. Literature pertains to the ideas, feelings,
expressions, emotions, and thoughts in black and white. It really helps develop the language
skills of students in speaking, writing, reading, critical reasoning, appreciating of texts,
valuing education and other abilities and qualities that contribute to the substantial
enhancement and development of students. In every successful lesson and application of
literature is always taught by the teachers who have the goals to achieve and that is
learning. Teachers apply different methods, strategies, approaches and procedures or
choose effective and appropriate pathways in their teaching and assessment. It is very
useful to use certain of these in any form of literature in enabling students to improve their

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language and literary skills inside and outside the classroom. Let’s get started to study the
teaching and assessment of literature studies!
LESSON PROPER: Getting started (Pre-assessment,

activating prior knowledge,
and/or review), Discussion, activities/tasks, assessment
INTRODUCTION: Pre-assessment provides teachers the source for
monitoring students' progress and for determining mental development. They also
can help focus students' attention on specific learning goals and communicate
expectations for students' performance.
PRE-ASSESSMENT
Part 1
Direction: Choose the letter of the correct answer. Write your answer on the space
provided.
___1. This broadly refers to any collection of written or oral work, but it more
commonly and narrowly refers to writings specifically considered to be an art form,
especially prose fiction, drama, and poetry, in contrast to academic
writing and newspapers.
a. dictionary
b. encyclopedia
c. literature
d. thesaurus

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___2. It is a form or technique of language that exhibits a natural flow of

speech and grammatical structure.
a. fiction c. non-fiction
b. narrative poem d. prose
___3. This pertains to a narrative form, in any medium, consisting of people, events, or
places that are imaginary. In other words, it is not based strictly on history or fact.
a. fiction c. poem
b. non-fiction d. prose
___4. It is the specific mode of fiction represented in performance like
play, opera, mime, ballet, etc., performed in a theatre, or on radio or television.
a. drama c. fairytale
b. epic d. proverb
___5. It is derived from the Greek poiesis, "making" and it is a form of literature that
uses aesthetic and often rhythmic qualities of languages.
a. epic
b. fable
c. poem
d. short story

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___6. It is any document or content that purports in good faith to represent truth and
accuracy regarding information, events, or people.
a. drama c. poetry
b. non-fiction d. proverb
___7. In the model of teaching literature, this helps English as a Foreign Language
(EFL) students enhance their knowledge of the target language by working on familiar
grammar, lexical and discourse categories.
a. communication model c. language model
b. financial growth model d. personal growth model
___8. It is a model of teaching literature that provides an opportunity for students to
explore cultural background which leads to a genuine understanding of literary works
and encourages students to understand different cultures and ideologies in relation to
their own.
a. culture model c. culturally model
b. cultural model d. extremely cultural model
___9. It is a way of teaching content that has a broader term than method.
a. approach c. tactic
b. strategy d. trick
___10. Its focus is to discover moral values while reading a particular literary text
a. behavioral approach c. moral-philosophical approach
b. cultural approach d. philosophical approach
___11. “Look at me. I can bring a smile to your face, A tear to your eye, Or even a
thought to your mind. But, I can't be seen. What am I?” is a good example of_______?
a. idiom c. proverb
b. poem d. riddle
___12. What kind of poem is being shown in the picture below?
source: shorturl.at/mrVW6
a. epic poem
b. Japanese poem or haiku
c. narrative poem
d. shape poem

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___13. What kind of poem is being shown in the picture below?
source: shorturl.at/fEYZ8
a. epic poem c. narrative poem

b. Japanese poem or haiku d. shape poem
___14. It is one of the literacy techniques in teaching literature that helps students
build their fluency, self-confidence, and motivation in reading. A student or a group of
students reads passages altogether.
a. choral reading
b. silent reading
c. speech choir
d. theatrical play

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___15. These are various elements and techniques used in writing that construct the
whole of your literature to create an intended perception of the writing for the reader.
a. literary devices c. literacy devices
b. literature devices d. linguistic devices
___16. It is a reading skill which allows one to read without voicing the words. This may
involve subvocalization or silent speech.
a. choral reading
b. silent reading
c. speech choir
d. theatrical play

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___17. “Careful, now. You don’t want to go opening Pandora’s Box.” is an example of what
literary device?
a. allusion
b. diction
c. euphemism
d. flashback
___18. “Before he died, he made a suicidal letter”. What is the other term of the
underlined phrase in euphemism?
a. Before he decided to stop living c. Before he was killed
b. Before he was dead c. Before he passed away
___19. “The wind whistled past my ears like a familiar tune I’d long forgotten.” is an
example of what literary device?
a. hyperbole c. personification
b. metaphor d. simile
___20. “Crows are used to symbolize a bad omen, like death. ” is an example of what
literary device?
a. alliteration
b. foreshadowing
c. onomatopoeia
d. personification

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Part II
Direction: In your own words, kindly give the meaning of the word “teaching literature”.
Each letter should be connected to one another.
T-
E-
A-
C-
H-
I-
N-
G-
L-
I-
T-
E-
R-
A-
T-
U-
R-
E
Part III
Direction: Through the concept map, give the purposes of literature based on your own
understanding.

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Purposes
of
Part IV
Direction: This activity is called “Miss Q and A”. Answer the questions vividly.

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1. Being an educator, why is it necessary to know the teaching and assessment in

literature studies? You can cite scenarios.
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Part V
Direction: Define the following words or terms in literature based on your own
understanding.

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Value Definition
entertainment value
political value
artistic value
cultural value
historical value
philosophical value
moral value
ethical value
Part VI
Direction: Answer the question with supporting details.

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Question: What are the factors to consider in choosing books or reading materials in
teaching literature?
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Part VII
Direction: Through concept mapping, think of more terms or words connected to the
models of teaching literature?
The Cultural Model

The Cultural Model
The Language Model

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The Personal Growth Model
LESSON 1
OVERVIEW ON THE NATURE OF LITERATURE AND ITS GENRES

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LITERATURE AS SIGNIFICANT HUMAN EXPERIENCE
“That is part of the beauty of all literature. You discover that your longings are universal longings, that
you’re not only and isolated from anyone. You belong.”
-F. Scott Fitzgerald
What is
literature?
Definitions of Literature
 Literature is any form of writing which deals with the significant human
experience – his society and his experiences – which is artistically conceived for an
effect (Malonzo, 2014).
 Literature is the enactment of human possibilities, or a vehicle that will help us
discover more about ourselves and the meaning we can make of life (Malonzo, 2014)
 Literature broadly refers to any collection of written or oral work, but it more
commonly and narrowly refers to writings specifically considered to be an art form,
especially prose fiction, drama, and poetry, in contrast to academic
writing and newspapers (Wikipedia).
Literature as Significant Human Experiences
What defines a piece of writing as great literature? One of the elements that
sets literature apart from writing purely for the purpose of entertainment and escapism
is its commentary on the human condition. The human experience in literature contains
themes about life and society that are relatable to readers. There are endless themes
related to the human experience. Here are the following themes:
 parent-child  conformity  charity
relationship  growing up  equality
 death  aging  materialism
 loneliness  human rights
What are the

purposes of
literature?

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Purposes of Literature
 To improve your command of language
 To teach you about life, culture, experience of people in other parts of the world
 To give you information about other parts of the world which you may never be
able to visit in your lifetime
 To entertain you and provide useful occupation in your free time
 To make you a wiser and more experienced person by forcing you to judge,
sympathize with, or criticize the characters you read about
 To help you compare your own experience with experiences of other people
 To give you information which may be useful in other subjects, for example, in
Geography, Science, History, Social Studies, and so on
What is prose?
What are the divisions or types
of prose?
What are the structural
elements of prose?
DEFINITIONS OF PROSE
 Prose is ordinary language.
 Prose is written in sentences and paragraphs that may include dialogue.
 Most of the literature we read is written in prose.
 It is a form or technique of language that exhibits a natural flow of
speech and grammatical structure.
 It is derived from the Latin word prosa which means straightforward.
DIVISIONS AND TYPES OF PROSE

 Fiction- this pertains to a narrative form, in any medium, consisting of people,
events, or places that are imaginary. In other words, it is not based strictly on
history or fact.
Examples: short stories, legend, fairy tale letters, folk tale memoirs, novels,
short stories, fables, myths etc.
 Non-Fiction- It is any document or content that purports in good faith to
represent truth and accuracy regarding information, events, or people.
Examples: essay, report, personal narrative, memoirs, letter, article, journal,
biographies etc.

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STRUCTURAL ELEMENTS OF PROSE

 Sentence – group of words that express a complete thought.
 Paragraph - sentences that are grouped together.
 Dialogue – words or sentences that quote what a person has said.
What is poetry?
What are the divisions and
types of poetry?
What are the structural
elements of poetry?
DEFINITIONS OF POETRY
 It refers to those expressions in verse, with measures, rhymes, lines, stanzas, and
melodious tone.
 Poetry is an expressive form of writing. It allows the author to share an idea or
insight with others in a meaningful way.
 Poetry is not written in sentences and paragraphs like prose. Instead, it uses
different structures that make it interesting to read.
 It came from the Greek word poiesis which means making.
DIVISIONS AND TYPES OF POETRY

 Lyric Poetry- in earlier days, it was meant to be sung to the accompaniment of
musical known as lyre.
a. simple lyric- embraces a wide variety of poems and is characterized by
subjectivity, imagination, melody, and emotion.
b. song- short lyric poem which has a specific melodious quality and is
intended to be sung.
c. sonnet- a poem expressing of 14 lines with a formal rhyme.
d. elegy- a poem expressing lament or grief for dead.
e. ode- most splendid type of lyric poetry.
 Narrative Poetry- it tells a story following an order of events. It includes
a. ballad- short simple narrative poem composed to be sung and is orally
told from one generation to another.
b. metrical romance- a long rambling love story in verse which is centered
around the adventures of knights and lords, and their royal ladies during the
age of chivalry.
c. epic- a long majestic narrative poem which tells the adventures of a
traditional hero and the development of a nation.
 Dramatic Poetry- it has the elements that are closely related to drama because it
is written in dramatic form or make use of a dramatic technique. It includes:
a. dramatic monologue- a combination of drama and poetry which
represents the speech of a character in a particular situation at a critical
moment.

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b. soliloquy- passage spoken by the speaker in a poem of a character in the

play except that there is no one present to hear him except the audience or
the reader.
c. character sketch- poem which the writer is concerned less with complete
or implied matters of a story, but rather with arousing sympathy or
antagonism for, or some interest in an individual.
STRUCTURAL ELEMENTS OF POETRY

 Verse – one line of poetry.
 Stanza – group of verses.
 Rhythm – beats or accented syllables.
 Meter – pattern of beats or accented syllables.
 Rhyme – syllables that sound similar.
What is drama?
What are the
structural elements of
drama?
DEFINITION OF DRAMA
 Drama can also be called a play.
 In its written form, a play includes a cast of characters, dialogue, and stage
directions.
 Drama may be organized in scenes and acts.
 It is the specific mode of fiction represented in performance like
play, opera, mime, ballet, etc., performed in a theatre, or on radio or television.
STRUCTURAL ELEMENTS OF DRAMA

 Cast- list of characters in play.
 Dialogue – words that tell the actors what to say.
 Stage Directions – words that tell how the stage should look or what the actors
should do.
 Setting - words that tell where and when a play takes place.
 Scenes - sections of the play with similar setting.
 Acts - major sections of a long play.

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DRAMA
A SURVEY OF AUTHORS: FILIPINO AUTHORS
Who are some famous

local and international
authors?
List of the most popular authors from Philippines, listed alphabetically with
photos when available. For centuries authors have been among the world's most
important people, helping chronicle history and keep us entertained with one of the
earliest forms of storytelling. Whether they're known for fiction, non-fiction, poetry or
even technical writing, the famous Filipino authors on this list have kept that tradition
alive by writing renowned works that have been praised around the world. You can find
useful information below about these notable Filipino writers, such as when they were
born and where their place of birth was.

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1. Edith L. Tiempo is a poet, fictionist,

teacher and literary critic. She is one of the finest
Filipino writers in English whose works are
characterized by a remarkable fusion of style and
substance, of craftsmanship and insight. She was
born on April 22, 1919 in Bayombong, Nueva Vizcaya,
her poems are intricate verbal transfigurations of
significant experiences as revealed, in two of her
much anthologized pieces, "The Little Marmoset" and "Bonsai". As fictionist, Tiempo is
as morally profound. Her language has been marked as "descriptive but unburdened by
scrupulous detailing. " She is an influential tradition in Philippine literature in English.
Together with her late husband, Edilberto K. Tiempo, she founded and directed the
Silliman National Writers Workshop in Dumaguete City, which has produced some. of
the country's best writers.
Tiempo's published works include the novel A Blade of Fern (1978), The Native
Coast (1979), and The Alien Corn (1992); the poetry collections, The Tracks of
Babylon and Other Poems (1 966), and The Charmer's Box and Other Poems (1993);
and the short story collection Abide, Joshua, and Other Stories (1964).
2. Bienvenido Lumbera, is a poet,

librettist, and scholar. As a poet, he introduced
to Tagalog literature what is now known as Bagay
poetry, a landmark aesthetic tendency that has
helped to change the vernacular poetic tradition.
He is the author of the following works: Likhan
Dila, Likhang Diwa (poems in Filipino and English),
1993; Balaybay, Mga Tulang Lunot at
Manibalang, 2002; Sa Sariling Bayan, Apat na
Dulang May Musika, 2004; "Agunyas sa
Hacienda Luisita," Pakikiramay, 2004.
As a librettist for the Tales of the Manuvu and Rama Hari, he pioneered the
creative fusion of fine arts and popular imagination. As a scholar, his major books
include the following: Tagalog Poetry, 1570-1898: Tradition and Influences in its
Development; Philippine Literature: A History and Anthology, Revaluation: Essays on
Philippine Literature, Writing the Nation/Pag-akda ng Bansa.

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3. Nestor Vicente Madali Gonzalez, better

known as N.V.M. Gonzalez, fictionist, essayist,
poet, and teacher, articulated the Filipino spirit in
rural, urban landscapes. Among the many
recognitions, he won the First Commonwealth
Literary Contest in 1940, received the Republic
Cultural Heritage Award in 1960 and the Gawad
CCP Para sa Sining in 1990. The awards attest to
his triumph in appropriating the English language
to express, reflect and shape Philippine culture and Philippine sensibility. He became
U.P.’s |nternational-Writer-In-Residence and a member of the Board of Advisers of the
U.P. Creative Writing Center. In 1987, U.P. conferred on him the Doctor of Humane
Letters, honoris causa, its highest academic recognition.
Major works of N.V.M Gonzalez include the following: The Winds of April, Seven
Hills Away, Children of the Ash-Covered Loam and Other Stories, The Bamboo
Dancers, Look Stranger, on this Island Now, Mindoro and Beyond: Twenty -One
Stories, The Bread of Salt and Other Stories, Work on the Mountain, The Novel
of Justice: Selected Essays 1968-1994, A Grammar of Dreams and Other Stories.
4. Virgilio S. Almario, also known as Rio

Alma, is a poet, literary historian and critic, who
has revived and reinvented traditional Filipino
poetic forms, even as he championed modernist
poetics. In 34 years, he has published 12 books of
poetry, which include the seminal Makinasyon and
Peregrinasyon, and the landmark trilogy
Doktrinang Anakpawis, Mga Retrato at Rekwerdo
and Muli, Sa Kandungan ng Lupa. In these works,
his poetic voice soared from the lyrical to the
satirical to the epic, from the dramatic to the incantatory, in his often severe
examination of the self, and the society.
He has also redefined how the Filipino poetry is viewed and paved the way for the
discussion of the same in his 10 books of criticisms and anthologies, among which are
Ang Makata sa Panahon ng Makina, Balagtasismo versus Modernismo,Walong Dekada
ng Makabagong Tula Pilipino, Mutyang Dilim and Barlaan at Josaphat
Many Filipino writers have come under his wing in the literary workshops he
founded —the Galian sa Arte at Tula (GAT) and the Linangan sa Imahen, Retorika at
Anyo (LIRA). He has also long been involved with children's literature through the Aklat
Adarna series, published by his Children‘s Communication Center. He has been a constant

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presence aswell in national writing workshops and galvanizes member writers as chairman
emeritus of the Unyon ng mga Manunulat sa Pilipinas (UMPIL).
He headed the National Commission for Culture and the Arts as Executive
Director, (from 1998 to 2001) ably steering the Commission towards its goals. But more
than anything else, what Almario accomplished was that he put a face to the Filipino
writer in the country, one strong face determinedly wielding a pen into untruths,
hypocrisy, injustice, among others.
5. Cirilo F. Bautista is a poet, fictionist

and essayist with exceptional achievements and
significant contributions to the development of
the country's literary arts. He is acknowledged
by peers and critics, and the nation at large as
the foremost writer of his generation.
Throughout his career that spans more

than four decades, he has established a
reputation for fine and profound artistry; his
books, lectures, poetry readings and creative writing workshops continue to influence
his peers and generations of young writers.
As a way of bringing poetry and fiction closer to the people who otherwise would
not have the opportunity to develop their creative talent, Bautista has been holding
regular funded and unfunded workshops throughout the country. In his campus lecture
circuits, Bautista has updated students and student—writers on literary developments
and techniques.
As a teacher of literature, Bautista has realized that the classroom is an

important training ground for Filipino writers. In De La Salle University, he was
instrumental in the formation of the Bienvenido Santos Creative Writing Center. He was
also the moving spirit behind the founding of the Philippine Literary Arts Council in 1981,
the Iligan National Writers Workshop in 1993, and the Baguio Writers Group.
Thus, Bautista continues to contribute to the development of Philippine

literature: as a writer, through his significant body of works; as a teacher, through his
discovery and encouragement of young writers in workshops and lectures; and as a critic,
through his essays that provide insights into the craft of writing and correctives to
misconceptions about art.
Major works: Summer Suns (1963), Words and Battlefields (1998), The Trilogy
of Saint Lazarus (2001), Galaw ng Asoge (2003).

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6. Nick Joaquin, is regarded by many as

the most distinguished Filipino writer in English
writing so variedly and so we l about so many
aspects of the Filipino. Nick Joaquin has also
enriched the English language with critics coining
“Joaquinesque" to describe his baroque Spanish-
flavored English or his reinventions of English
based on Filipinisms. Aside from his handling of
language, Bienvenido Lumbera writes that Nick
Joaquin’s significance in Philippine literature
involves his exploration of the Philippine colonial
past under Spain and his probing into the psychology of socia changes as seen by the
young, as exemplified in stories such as Dona Jeronima, Candido's Apocalypse and The
Order of Melchizedek. Nick Joaquin has written plays, novels, poems, short stories and
essays including reportage and journalism.
As a journalist, Nick Joaquin uses the nome de guerre Quijano de Manila but
whether he is writing literature or journalism, fellow National Artist Francisco Arcellana
opines that “it is always of the highest skill and quality.’’
Among his voluminous works are The Woman Who Had Two Navels, A Portrait
of the Artist as Filipino, Manila, My Manila: A History for the Young, The Ballad
of the Five Battles, Rizal in Saga, Almanac for Manileﬁos, Cave and Shadows. Nick
Joaquin died on April 29, 2004.
7. F. Sionil Jose's writings since the late

60s, when taken collectively can best be
described as epic. Its sheer volume puts him on
the forefront of Philippine writing in English. But
ultimately, it is the consistent espousal of the
aspirations of the Filipino—for national
sovereignty and social justice—that guarantees
the value of his oeuvre.
In the five—novel masterpiece, the

Rosales saga, consisting of The Pretenders,
Tree, My Brother, My Executioner, Mass, and Po-on, he captures the sweep of
Philippine history while simultaneously narrating the lives of generations of the Samsons
whose personal lives intertwine with the social struggles of the nation. Because of their
international appeal, his works, including his many short stories, have been published and
translated into various languages.

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F. Sionil Jose is also a publisher, lecturer on cultural issues, and the founder of
the Philippine chapter of the international organization PEN. He was bestowed the CCP
Centennial Honors for the Arts in 1999; the Outstanding Fulbrighters Award for
Literature in 1988; and the Ramon Magsaysay Award for Journalism, Literature, and
Creative Communication Arts in 1980.
8. Amado V. Hernandez, poet, playwright,

and novelist, is among the Filipino writers who
practiced “committed art”. In his view, the function
of the writer is to act as the conscience of society
and to affirm the greatness of the human spirit in
the face of inequity and oppression. Hernandez’s
contribution to the development of Tagalog prose is
considerable — he stripped Tagalog of its ornate
character and wrote in prose closer to the colloquial than the “official” style permitted.
His novel Mga lbong Mandaragit, first written by Hernandez while in prison, is the first
Filipino socio-political novel that exposes the ills of the society as evident in the
agrarian problems of the 50s.
Hernandez's other works include Bayang Malaya, Isang Dipang Langit, Luha ng
Buwaya, Amado V. Hernandez: Tudla at Tudling: Katipunan ng mga Nalathalang Tula
1921-1970, Langaw sa Isang Basong Gatas at Iba Pang Kuwento ni Amado V.
Hernandez, Magkabilang Mukha ng Isang Bagol at Iba Pang Akda ni Amado V.
Hernandez.
9. Lazaro A. Francisco, prize-winning

writer developed the social realist tradition in
Philippine fiction. His eleven novels, now
acknowledged classics of Philippine literature,
embodies the author's commitment to
nationalism. Amadis Ma. Guerrero wrote,
“Francisco championed the cause of the common
man, specifically the oppressed peasants. His
novels exposed the evils of the tenancy system,
the exploitation of farmers by unscrupulous landlords, and foreign domination." Teodoro
Valencia also observed His pen dignifies the Filipino and accents all the positives about
the Filipino way of life. His writings have contributed much to the formation of a Filipino
nationalism." Literary historian and critic Bienvenido Lumbera also wrote, “When the

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history of the Filipino novel is written, Francisco is likely to occupy an eminent place in
it. Already in Tagalog literature, he ranks among the finest novelists since the beginning
of the 20th century. In addition to a deft hand at characterization, Francisco has a
supple prose style responsive to the subtlest nuances of ideas and the sternest stuff of
passions."
Francisco gained prominence as a writer not only for his social conscience but also
for his “masterful handling of the Tagalog language" and “supple prose style”. With his
literary output in Tagalog, he contributed to the enrichment of the Filipino language and
literature for which he is a staunch advocate. He put up an arm to his advocacy of
Tagalog as a national language by establishing the Kapatiran ng mga Alagad ng Wikang
Pilipino
(KAWIKA) in 1958.
His reputation as the “Master of the Tagalog Novel” is backed up by numerous

awards he received for his meritorious novels in particular, and for his contribution to
Philippine literature and culture in general. His masterpiece novels—Ama, Bayang
Nagpatiwakal, Maganda Pa Ang Daigdig and Daluyong—affirm his eminent place in
Philippine literature. In 1997, he was honored by the University of the Philippines with a
special convocation, where he was cited as the “foremost Filipino novelist of his
generation” and “champion of the Filipino writer’s struggle for national identity.”
10. Alejandro Roces, is a short story writer

and essayist, and considered as the country's best
writer of comic short stories. He is known for his
widely anthologized “My Brother's Peculiar Chicken."
In his innumerable newspaper columns, he has always
focused on the neglected aspects of the Filipino
cultural heritage. His works have been published in
various international magazines and has received
national and international awards.
Ever the champion of Filipino culture, Roces

brought to public attention the aesthetics of the country's fiestas. He was instrumental
in popularizing several local fiestas, notably, Moriones and Ati-atihan. He personally led
the campaign to change the country's Independence Day from July 4 to June 12, and
caused the change of language from English to Filipino in the country's stamps, currency
and passports, and recovered Jose Rizal’s manuscripts when they were stolen from the
National Archives.

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His unflinching love of country led him to become a guerilla during the Second
World War, to defy martial law and to found the major opposition party under the
dictatorship. His works have been published in various international magazines and
received numerous national and international awards, including several decorations from
various governments. He once said “You cannot be a great writer; first, you have to be a
good person".
11. Carlos P. Romulo‘s multifaceted career

spanned 50 years of public service as educator,
soldier, university president, journalist and
diplomat. It is common knowledge that he was the
first Asian President of the United Nations
General Assembly, then Philippine Ambassador to
Washington, D.C., and later minister of foreign
affairs. Essentially though, Romulo was very much
into writing: he was a reporter at 16, a newspaper
editor by the age of 20, and a publisher at 32. He was the only Asian to win America's
coveted Pulitzer Prize in Journalism for a series of articles predicting the outbreak of
World War II. Romulo, in all, wrote and published 18 books, a range of literary works
which included The United (novel), I Walked with Heroes (autobiography), I Saw the
Fall of the Philippines, Mother America, I See the Philippines Rise (war—time
memoirs).
His other books include his memoirs of his many years’ affiliations with United
Nations (UN), Forty Years: A Third World Soldier at the UN, and The Philippine
Presidents, his oral history of his experiences sewing all the Philippine presidents.
12. Jose Garcia Villa is considered as one

of the finest contemporary poets regardless of
race or language. Villa, who lived in Singalong,
Manila, introduced the reversed consonance rime
scheme, including the comma poems that made full
use of the punctuation mark in an innovative,
poetic way. The first of his poems "Have Come,
Am Here" received critical recognition when it
appeared in New York in 1942 that, soon enough,
honors and fellowships were heaped on him: Guggenheim, Bollingen, the American
Academy of Arts and Letters Awards. He used Doveglion (Dove, Eagle, Lion) as penname,
the very characters he attributed to himself, and the same ones explored by e.e.
cummings in the poem he wrote for Villa (Doveglion, Adventures in Value). Villa is also
known for the tartness of his tongue.

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Villa's works have been collected into the following books: Footnote to
Youth,Many Voices, Poems by Doveglion, Poems 55, Poems in Praise of Love: The Best
Love Poems of Jose Garcia Villa as Chosen By Himself, Selected Stories,The Portable
Villa, The Essential Villa, Mir-i-nisa, Storymasters 3: Selected Stories from
Footnote to Youth, 55 Poems: Selected and Translated into Tagalog by Hilario S.
Francia.
13. Rolando S. Tinio, playwright, thespian,

poet, teacher, critic and translator, marked his
career with prolific artistic productions. Tinio‘s
chief distinction is as a stage director whose
original insights into the scripts he handled
brought forth productions notable for their visual
impact and intellectual cogency. Subsequently,
after staging productions for the Ateneo
Experimental Theater (its organizer and
administrator as well), he took on Teatro Pilipino.
It was to Teatro Pilipino which he left a considerable amount of work reviving
traditional Filipino drama by re—staging old theater forms like the sarswela and opening
a treasure— house of contemporary Western drama. It was the excellence and beauty
of his practice that claimed for theater a place among the arts in the Philippines in the
1960s.
Aside from his collections of poetry (Sitsit sa Kuliglig, Dunung - Dunungan,

Kristal na Uniberso, A Trick of Mirrors) among his works were the following: film
scripts for Now and Forever, Gamitin Mo Ako, Bayad Puri and Milagros; sarswelas
Ang Mestisa, Ako, Ang Kiri, Ana Maria; the komedya Orosman at Zafira; and
Larawan, the musical.
14. Francisco Arcellana, writer, poet,

essayist, critic, journalist and teacher, is one of
the most important progenitors of the modern
Filipino short story in English. He pioneered the
development of the short story as a lyrical prose
—poetic form. For Arcellana, the pride of fiction
is "that it is able to render truth, that is able to
present reality". Arcellana kept alive the
experimental tradition in fiction, and had been
most daring in exploring new literary forms to
express the sensibility of the Filipino people. A brilliant craftsman, his works are now an
indispensable part of a tertiary—level—syllabi all over the COUFICIZ. Arcellana‘s

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published books are Selected Stories (19 2), Poetry and Politics: The State of
Original Writing in English in the Philippines Today (1977), The Francisco Arcellana
Sampler (1990).
Some of his short stories are Frankie, The Man Who Would Be Poe, Death in a
Factory, Lina, A Clown Remembers, Divided by Two, The Mats, and his poems being
The Other Woman, This Being the Third Poem This Poem is for Mathilda, To Touch
You and I Touched Her, and among others.
15. Levi Celerio is a prolific lyricist and

composer for decades. He effortlessly
translated/wrote anew the lyrics to traditional
melodies: “O Maliwanag Na Buwan" (lloko), “Ako ay
May Singsing" (Pampango), “Alibangbang" (Visaya)
among others. E
Born in Tondo, Celerio received his

scholarship at the Academy of Music in Manila
that made it possible for him to join the Manila
Symphony Orchestra, becoming its youngest member. He made it to the Guinness Book
of World Records as the only person able to make music using just a leaf.
A great number of his songs have been written for the local movies, which earned
for him the Lifetime Achievement Award from the Film Academy of the Philippines. Levi
Celerio, more importantly, has enriched the Philippine music for no less than two
generations with a treasury of more than 4,000 songs in an idiom that has proven to
appeal to all social classes.
16. Carlos Quirino, biographer, has the

distinction of having written one of the earliest
biographies of Jose Rizal titled The Great Malayan.
Quirino’s books and articles span the whole gamut of
Philippine history and culture-from Bonifacio’s trial
to Aguinaldo’s biography, from Philippine
cartography to culinary arts, from cash crops to
tycoons and presidents lives, among so many
subjects. In 1997, Pres. Fidel Ramos created
historical literature as a new category in the National Artist Awards and Quirino was its
first recipient. He made a record earlier on when he became the very first Filipino
correspondent for the United Press Institute.

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His book Maps and Views of Old Manila is considered as the best book on the
subject. His other books include Quezon, Man of Destiny, Magsaysay of the
Philippines, Lives of the Philippine Presidents, Philippine Cartography, The History
of Philippine Sugar Industry, Filipino Heritage: The Making of a Nation, Filipinos at
War: The Fight for Freedom from Mactan to EDSA.
A SURVEY OF AUTHORS: INTERNATIONAL WELL-KNOWN AUTHORS
A list of famous writers/authors/poets throughout history.
1 WILLIAM SHAKESPEARE (1564 – 1616) English poet and playwright.

Famous plays include Macbeth, Romeo and Juliet, Merchant of
Venice and Hamlet. Shakespeare is widely considered the seminal writer
of the English language.
2 JONATHAN SWIFT (1667 – 1745) Anglo-Irish writer born in Dublin.

Swift was a prominent satirist, essayist and author. Notable works
include Gulliver’s Travels (1726), A Modest Proposal and A Tale of a Tub.
3 SAMUEL JOHNSON (1709 – 1784) British author best-known for his

compilation of the English dictionary. Although not the first attempt at a
dictionary, it was widely considered to be the most comprehensive –
setting the standard for later dictionaries.
4 JOHANN WOLFGANG VON GOETHE (1749 – 1832) German poet,

playwright, and author. Notable works of Goethe include Faust, Wilhelm
Meister’s Apprenticeship and Elective Affinities.
5 JANE AUSTEN (1775 – 1817) English author who wrote romantic fiction
combined with social realism. Her novels include Sense and
Sensibility (1811), Pride and Prejudice (1813) and Emma (1816).

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6 HONORE DE BALZAC (1799 – 1850) French novelist and short story

writer. Balzac was an influential realist writer who created characters of
moral ambiguity – often based on his own real-life examples. His greatest
work was the collection of short stories La Comédie Humaine.
7 ALEXANDRE DUMAS (1802 – 1870) French author of historical dramas,

including – The Count of Monte Cristo (1844), and The Three Musketeers
(1844). Also prolific author of magazine articles, pamphlets and travel
books.
8 VICTOR HUGO (1802 – 1885) French author and poet. Hugo’s novels
include Les Misérables, (1862) and Notre-Dame de Paris (1831).
9 CHARLES DICKENS (1812 – 1870) – English writer and social critic. His
best-known works include novels such as Oliver Twist, David
Copperfield and A Christmas Carol.
10 CHARLOTTE BRONTE (1816 – 1855) English novelist and poet, from

Haworth. Her best-known novel is ‘Jane Eyre’ (1847).
11 HENRY DAVID THOREAU (1817 – 1862) – American poet, writer and

leading member of the Transcendentalist movement. Thoreau’s “Walden”
(1854) was a unique account of living close to nature.
12 EMILY BRONTE (1818 – 1848) English novelist. Emily Bronte is best

known for her novel Wuthering Heights (1847), and her poetry.
13 GEORGE ELIOT (1819 – 1880) Pen name of Mary Ann Evans. Wrote
novels, The Mill on the Floss (1860), Silas
Marner (1861), Middlemarch (1871–72), and Daniel Deronda (1876)

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14 LEO TOLSTOY (1828 – 1910) Russian novelist and moral philosopher.

Famous works include the epic novels – War and Peace (1869) and Anna
Karenina (1877). Tolstoy also became an influential philosopher with his
brand of Christian pacificism.
15 FYODOR DOSTOEVSKY (1821-1881) Russian novelist, journalist and

philosopher. Notable works include Notes from Underground, Crime and
Punishment and The Idiot.
16 LEWIS CARROLL (1832-1898) Oxford mathematician and author.

Famous for Alice in Wonderland, Through the Looking Glass, and poems
like The Snark.
17 MARK TWAIN (1835 – 1910) American writer and humorist, considered

the ‘father of American literature’. Famous works include The
Adventures of Tom Sawyer (1876) and Adventures of Huckleberry
Finn (1885).
18 THOMAS HARDY (1840-1928) English novelist and poet. Hardy was a

Victorian realist who was influenced by Romanticism. He wrote about
problems of Victorian society – in particular, declining rural life. Notable
works include: Far from the Madding Crowd (1874), Tess of the
d’Urbervilles (1891), and Jude the Obscure (1895).
19 OSCAR WILDE (1854 – 1900) – Irish writer and poet. Wilde wrote
humorous, satirical plays, such as ‘The Importance of Being Earnest‘ and
‘The Picture of Dorian Grey’.
20 KENNETH GRAHAM (1859 – 1932) Author of the Wind in the Willows

(1908), a classic of children’s literature.
21 GEORGE BERNARD SHAW (1856 – 1950) Irish playwright and wit.

Famous works include: Pygmalion (1912), Man and Superman (1903)
and Back to Methuselah (1921)
22
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SIR ARTHUR CONAN DOYLE (1859 – 1930) British author of historical

novels and plays. Most famous for his short stories about the detective –
Sherlock Holmes, such as The Hound of the Baskervilles (1902) and Sign
of Four (1890).
23 BEATRIX POTTER (1866 – 1943) English conservationist and author of

imaginative children’s books, such as the Tales of Peter Rabbit (1902).
24
MARCEL PROUST (1871 – 1922) French author. Best known for epic novel
l À la recherche du temps perdu (In Search of Lost Time) published in
seven parts between 1913 and 1927.
25 WILLIAM SOMERSET MAUGHAM 1874 – 1965) British novelist and

writer. One of the most popular authors of 1930s. Notable works
included The Moon and Sixpence (1916), The Razor’s Edge (1944), and Of
Human Bondage (1915)
26
P.G.WODEHOUSE (1881 – 1975) English comic writer. Best known for his
humorous and satirical stories about the English upper classes, such
as Jeeves and Wooster and Blandings Castle.
27
VIRGINIA WOOLF (1882 – 1941) English modernist writer, a member of
the Bloomsbury group. Famous novels include Mrs Dalloway (1925), To the
Lighthouse (1927) and Orlando (1928).
28
JAMES JOYCE (1882 – 1941) Irish writer from Dublin. Joyce was one of
most influential modernist avant-garde writers of the Twentieth Century.
His novel Ulysses (1922), was ground-breaking for its stream of
consciousness style. Other works include Dubliners (1914) and Finnegans
Wake (1939).
29

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D H LAWRENCE (1885 – 1930) English poet, novelist and writer. Best

known works include Sons and Lovers, The Rainbow, Women in
Love and Lady Chatterley’s Lover (1928) – which was banned for many
years.
30 AGATHA CHRISTIE (1890 – 1976) British fictional crime writer. Many

of her books focused on series featuring her detectives ‘Poirot’ and Mrs
Marple.
31 J.R.R. TOLKIEN (1892 – 1973) – Professor of Anglo-Saxon and English

at Oxford University. Tolkien wrote the best-selling mythical trilogy The
Lord of the Rings. Other works include The Hobbit and The
Silmarillion, and a translation of Beowulf.
32 VERA BRITTAIN (1893 – 1970) British writer best known for her
autobiography – Testament of Youth (1933) – sharing her traumatic
experiences of the First World War.
33 F. SCOTT FITZGERALD (1896 – 1940) American author. An iconic

writer of the ‘jazz age’. Notable works include The Great Gatsby (1925),
and Tender Is the Night (1934) – cautionary tales about the ‘Jazz
decade’ and the American Dream based on pleasure and materialism.
34 ENID BLYTON (1897 – 1968) British children’s writer, known for her
series of children’s books – The Famous Five and The Secret Seven.
Blyton wrote an estimated 800 books over 40 years.
35 C.S. LEWIS (1898 – 1963) Irish / English author and professor at

Oxford University. Lewis is best known for The Chronicles of Narnia, a
children’s fantasy series. Also well known as a Christian apologist.
36 ERNEST HEMINGWAY (1899

American writer. Famous works included For Whom The Bell Tolls
– 1961) Groundbreaking modernist
(1940) and A Farewell to Arms (1929).
37
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VLADIMIR NABOKOV (1899 – 1977) Russian author of Lolita (1955)

and Pale Fire (1962)
38 BARBARA CARTLAND (1901 – 2000) One of most prolific and best

selling authors of the romantic fiction genre. Some suggest she has sold
over 2 billion copies worldwide.
39 JOHN STEINBECK (1902 – 1968) American writer who captured the

social change experienced in the US around the time of the Great
Depression. Famous works include – Of Mice and Men (1937), The Grapes
of Wrath (1939) and East of Eden (1952).
40 GEORGE ORWELL (1903 – 1950) – English author. Famous works

include Animal Farm, and 1984. – Both stark warnings about the dangers
of totalitarian states, Orwell was also a democratic socialist who fought
in the Spanish Civil War, documenting his experiences in “Homage to
Catalonia” (1938).
41 SAMUEL BECKETT (1906-1989) Irish avant garde, modernist writer.

Beckett wrote minimalist and thought provoking plays, such as ‘Waiting
for Godot’ (1953) and ‘Endgame‘ (1957). He was awarded the Nobel Prize
in Literature in 1969.
42 ALBERT CAMUS (1913 – 1960) – French author, journalist, and

philosopher. Associated with existentialism and absurdism. Famous works
included The Myth of Sisyphus, The Stranger and The Plague.
43 ROALD DAHL (1916 – 1990) English author, best known for his children’s
books, such as Willy Wonka and the Chocolate Factory, James and The
Giant Peach and The BFG.
44 ALEKSANDR SOLZHENITSYN (1918 – 2008) Russian author, historian

and political critic. Solzhenitsyn was awarded the Nobel Prize for
Literature in 1970 for his work in exposing the nature of Soviet
totalitarianism. e.g, The Gulag Archipelago (1965-67).
45
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J.D. SALINGER (1919 – 2010) American author. Most influential

novel The Catcher in the Rye (1951). Wrote many short stories for New
Yorker magazine, such as “A Perfect Day for Bananafish.”
46 JOSEPH HELLER (1923 – 1999) American novelist, who wrote satirical

and black comedy. His most famous work is ‘Catch 22’ (1961) – a satire on
the futility of war.
47 GABRIEL GARCIA MARQUEZ (1927

Wrote: One Hundred Years of Solitude (1967), The Autumn of the
– 2014) Colombian author.
Patriarch (1975) and Love in the Time of Cholera (1985). Nobel Prize in
Literature (1982).
48 ANNE FRANK (1929 – 1945) Dutch-Jewish diarist. Known for her diary
‘Anne Frank‘ Published posthumously by her father – recalling her life
hiding from Gestapo in occupied Holland.
49 SALMAN RUSHDIE (1947 – ) Anglo-Indian author. His works combine

elements of magic realism, satire and historical fiction – often based on
Indian sub-continent. Notable works include Midnight’s
Children (1981), Shame (1983) and Satanic Verses (1988).
50 STEPHEN KING (1947 – ) American author of contemporary horror,

supernatural fiction, suspense, science fiction, and fantasy. One of the
best selling authors of modern times.
51 GEORGE R.R MARTIN (1948 – ) American author of epic fantasy series

– A Song of Ice and Fire, – his international best-selling series of fantasy
has been adapted for the screen as “The Game of Thrones.”
52 DOUGLAS ADAMS (1952 – 2001) British writer of humorous and obscure

science fiction. Adams wrote a best selling trilogy (of five books) The
Hitchhiker’s Guide to the Galaxy – which began as a BBC play.
53 Downloaded by marge espeleta (clbhoi00@gmail.com)

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J.K.ROWLING (1965 – ) British author of the Harry Potter Series –

which has become the best selling book series of all time. Her first book
was Harry Potter and the Philosopher’s Stone (1997). Rowling has also
published adult fiction, such as The Casual Vacancy (2012) and The
Cuckoo’s Calling (2013).
54 KHALED HOSSEINI (1965 – ) Afghan born American writer. Notable

works include: The Kite Runner (2003) A Thousand Splendid
Suns (2007) And the Mountains Echoed (2013
LITERATURE COMPETENCIES IN ENGLISH K TO 12 CURRICULUM
What is literature or literary

competency?
What is literature competencies
in English K to 12 curriculum all
about?
DEFINITION OF COMPETENCY
 It is the capability to apply or use a set of related knowledge, skills, and abilities
required to successfully perform "critical work functions" or tasks in
a defined work setting.
DEFINITION OF LITERARY COMPETENCY

 referring to Thaler (259): literary consists three parts that are connected:
 knowledge (about the history of literature and literary theory)
 attitude (the joy of reading, having a sense of quality and intercultural
consciousness)
 skills (reading, understanding ,analyzing, and creating)
Grade Literature Subject

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7 Philippine Literature
8 Afro-Asian Literature
9 Anglo-American Literature
10 World Literature
21st Century Literature from the

11
Philippines and the World
Grades Literary or Literature Competencies

Grade 7 First Quarter
 Describe the different literary
genres during the pre- colonial
period
 Identify the distinguishing
features of proverbs, myths, and
legends
 Express appreciation for sensory
images used
 Explain the literary devices used
 Determine the tone, mood,
technique, and purpose of the
author
 Determine the tone, mood,
technique, and purpose of the
author
Second Quarter
 Identify the distinguishing
features of poems and short
stories
images used
 Determine tone, mood, technique,
and purpose of the author
Third Quarter
 Explain literary devices used
Fourth Quarter
images used

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images used
 Explain the literary devices used.
 Explain how a selection may be
influenced by culture, history,
environment, or other factors
Second Quarter
image used
 Explain how a selection may be
influenced by culture, history,
environment, or other factors
Third Quarter
Identify the distinguishing features
of notable poems, short stories,
dramas, and novels contributed by
Southeast Asian writers
images used
 Explain figurative language used
 Determine key ideas, tone, and
purposes of the author
Fourth Quarter
images used
 Explain figurative language used
 Analyze literature as a means of
discovering the self
images used

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Second Quarter
valuing other people and their
various circumstances in life.
 Identify the distinguishing features
of notable Anglo-
 American sonnets, dramatic poetry,
vignettes, and short stories.
images used.
and purpose of the author.
Third Quarter
connecting to the world.
Fourth Quarter
Analyze literature as a means of

understanding unchanging values in a
changing world
Express appreciation for sensory

images used
Second Quarter
images used
Third Quarter
images used
Fourth Quarter
Grade 11 First Semester
 Identify the geographic, linguistic,

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and ethnic dimensions of Philippine

literary history from pre- colonial
to the contemporary
 Identify 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)
 Value the contributions of local
writers to the development of
regional literary traditions
 Appreciate the contributions of the
canonical Filipino writers to the
development of national literature
 Differentiate/compare and contrast
the various 21st century literary
genres and the ones from the
earlier genres/periods citing their
elements, structures and traditions
 Infer literary meaning from literal
language based on usage
 Analyze the figures of speech and
other literary techniques and
devices in the text
 Explain the literary, biographical,
linguistic, and sociocultural contexts
and discuss how they enhance the
text’s meaning and enrich the
reader’s understanding
 Situate the text in the context of
the region and the nation
 Explain the relationship of context
with the text’s meaning
 Produce a creative representation
of a literary text by applying multi-
media skills
 Choose an appropriate multimedia
format in interpreting a literary
text
 Apply ICT skills in crafting an
adaptation of a literary text
 Do self- and/or peer- assessment of
the creative adaptation of a literary
text, based on rationalized criteria,
prior to presentation
Second Semester
 Identify representative texts and
authors from Asia, North America,
Europe, Latin America, and Africa
 Explain the texts in terms of

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literary elements, genres, and

traditions
 Situate the texts in the context of
the region, nation, and the world
 Appreciate the cultural and
aesthetic diversity of literature of
the world
 Compare and contrast the various
21st century literary genres and
their elements, structures, and
traditions from across the globe
 Distinguish the literary uses of
language from the non- literary and
understand
 their use as well as the formal
features and conventions of
literature
 Identify the figures of speech and
other literary techniques and
devices in the text
 Explain the biographical, linguistic,
and sociocultural contexts and
discuss how they enhance the text’s
meaning and the reader’s
understanding
 Examine the relationship between
text and context
 Understand literary meanings in
context and the use of critical
reading strategies
 Produce a creative representation
of a literary text by applying
multimedia skills
 Choose appropriate multimedia form
of interpreting a literary text
 Apply ICT skills in crafting an
adaptation of a literary text
 Do self- and/or peer- assessment of
the creative adaptation of a literary
text, based on rationalized criteria,
prior to presentation
REVIEW
NOTE: TIME:
To view the literature or literary competencies of K to 12 curriculum from Grade-
7Work Activity
to Grade-11 1: curriculum
or the (Submit your answers
guide to your
in English. instructor:
Please check thisOBL:
link Online;
out. CBL: Pencil
and Paper deliver at school)
https://www.deped.gov.ph/wp-content/uploads/2019/01/English-CG.pdf
1. In one word, what is literature?
2. Give me at least five (5) themes of human experiences?

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3. Using a graphic organizer, how do you differentiate prose, poetry, and drama?
4. Choose at least 3 (three) famous local and international authors and justify why you
chose them based on their writings or background?
5. Why does literature have the connection with the five macro skills (reading, listening,
writing, speaking, and viewing?
POST-ASSESSMENT
Part I (20 points)

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Part II
(10 points)

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Part III
Direction: Rearrange the scrambled letters. (10 points)
Themes Related to Human Experiences in Literature

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Part III
Direction: Rearrange the scrambled words based on the purposes of literature.
(10 points)
1. To / of / language / your / improve / command

Answer:
2. lifetime / visit / other / which / the / To / to / in / of / able / about / may / your /

information / parts / world / give / never / you / be / you
Answer:
3. compare / with / your / experiences / To / you / of / experience / help / other /

own / people
Answer:
4. judge, / about / forcing / the / wiser / make / experienced / a / you / to /

sympathize / and / with, / To / you / by / you / criticize / person / or / characters /
read / more
Answer:
5. time / useful / entertain / To / your / and / free / in / provide / you / occupation

Answer:
Part IV (10 points)

Direction: Complete the organization structure of literature based on the lesson.

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Part V.1 (10 points)

Direction: Complete the information of the notable authors below.
NOTABLE FILIPINO AUTHORS
Title of
Author Profession/Occupation Achievement
Writing
1.
2.
3.
4.
5.
6.
7.
8.
9.

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10.
Part V.2 (10 points)

Direction: Complete the information of the notable authors below.
NOTABLE INTERNATIONAL AUTHORS
Title of
Author Profession/Occupation Achievement
Writing
11.
12.
13.
14.
15.
16.
17.
18.

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19.
20.
LEARNING ACTIVITIES
SUBMIT THE OUTPUT OF THIS ACTIVITY TO YOUR INSTRUCTOR)

 OBL/CBL: Create a portfolio that compiles the notable Filipino
authors, their literary work (just choose one), your reflection regarding
their work. For international authors, indicate the short background of
themselves and search about their famous line, saying, or quote and
have your reflection or explanation about it. The format will be sent by
your instructor through email.

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LESSON 2
TEACHING LITERATURE – AN OVERVIEW
VALUES OF LITERATURE
What is values of
literature all about?
What are the values of
literature?
DEFINITION OF VALUES OF LITERATURE
 The phrase "values of literature" refers to those qualities of poems, stories,

novels, etc. that make them worthwhile to read. If we feel our time reading is
well spent, we can say that a work has value for us. If reading the work was a
complete waste, then we might say it has no value for us. And there is a
spectrum between the two extremes.
Literature has . . . if reading it . . .
entertainment is an enjoyable way to pass the time.

value
can change the way people live with and influence each other.
political value

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helps us contemplate the nature of beauty and human creativity.

artistic value
sheds light on the place and time of the author of the work.
cultural value
helps one understand the past and how the world has evolved.
historical value explores human knowledge, how we know and what we know.
philosophical value teaches a lesson that will inspire the reader to live a better life.
helps us asks questions related to the standards of a "good"

moral value
life.
ethical value
Entertainment Value
Literature has entertainment value if reading it gives occasion to enjoy yourself.

This type of value is inherently subjective because not everyone will enjoy the same kinds
of stories, styles, or themes. Being entertained is important, but being bored does not
give anyone license to reject a work outright. I can put the book down and not read it
anymore, but I should be careful not to assume that my boredom is somehow a
characteristic of the work I tried to read. Rather, I was bored, plain and simple.
Someone else might not be. At the same time, if a work is awesome to me, exciting,
intriguing, etc., I should not assume that my interest is somehow a characteristic of the
work I enjoyed reading. Rather, I was interested, plain and simple. Someone else might
not be.
Political Value
Literature has political value if reading it gives occasion to change how a person
thinks or acts. Politics is about the management and flow of power. And power, like
electricity, flows from one end of a circuit to another to make things happen. Reading a
work can jolt someone into action. It can reveal an injustice, outrage its readers, give
voice to the oppressed, ridicule those who are corrupt, etc. The main idea here is to think
about what the work of literature is trying to do. It has political value if it attempts to
persuade people or the world to start acting and thinking in "this" way. We can see the
political leanings of a work without necessarily being persuaded ourselves. But most of
the time, we will like a work for its political leanings if we are in fact persuaded to align
ourselves with the author.
Artistic Value
Literature has artistic value if reading it gives occasion to contemplate the nature of
beauty and human creativity. There are many works of literature that experiment with
the limits of language and its expressive power. If I like how words can be manipulated to
create beautiful works of art, then a work that tries to use words that way in a new and

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unique way will have artistic value for me. I would say that every work of literature that
we read in this course has artistic value because they are all works that have remained
important over the years for the way they extended the power of language in a new
direction. If you don't like words, it will be difficult to see the artistic value of any poem
or story. The value will still be there even if you don't see it, however.
Cultural Value
Literature has cultural value if reading it gives occasion to think about the place and
time of the author at the time the work was written. Authors might seem like
supernatural beings or at least people who are way above us, transcending the world down
here to live among the heavens with their artistic visions, but they are actually regular
people like the rest of us. They care about what is happening in the world around them,
and they have experiences in life that shape their attitudes toward various issues. If
their work addresses the attitudes, customs, and values of their time (or another time),
then the work has cultural value. The work becomes a window into a world that is
unfamiliar, and we are encouraged to compare cultural differences.
Historical Value
Literature has historical value if reading it gives occasion to think about the past,
how things changes overtime, and how the world has evolved into what it is today.
Historical value sometimes overlaps with cultural value; if a work is really old, then it can
give us insight into a culture so far back that we can also think about how that culture
might be a foundation for our own. The cliché about history is true--the less we now
about how things were, the more likely we are to relive them. Of course, some things
might be worth reliving, and we might regret some of the history we have left behind, but
other things we want to avoid repeating. Works of literature can help us learn about the
past, process the past, and use the past to our advantage. Sometimes the historical value
of a work is that it shows us what we have gained and what we have lost.
Philosophical Value
Literature has philosophical value if reading it gives occasion to explore the nature
of human knowledge, how we know and what we can know. These questions are central to
the production of art because any artist must interact with the world in order to
represent it, whether lyrically in a poem or through storytelling in fiction; he must, to
some extent, know the world. But it is hard to be certain about what we know or even
whether we can know anything at all. Some writers explore philosophical issues pretty
deeply because they are often a source of crisis that can create great drama and raise
intriguing questions. If a work invites us to think about perception, making sense of our
place in the world, or self-awareness, then we can say that it has philosophical value. In
response to such works, we tend to look inward and wonder, "who am I?"
Moral Value

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Literature has moral value if reading it gives occasion to learn a lesson. If a story or
poem teaches us how to live, or attempts to teach us, then it has a moral dimension. Is
the work still valuable if we do not like the lesson it teaches? Perhaps so. The best
readers will see the moral value of a work even if the morals it endorses are somehow
distasteful to them. Moral value is a dangerous value to measure. The history of
censorship, for instance, is based on the idea that if a work teaches the "wrong" thing, it
should not be read at all. This idea goes all the way back to Plato, one of the earliest
philosophers to explore the moral dimension of stories and poetry. We have to be careful,
I think, not to hold moral value as the most important one. If we reduce a story or poem
to a moral lesson, or require that a story or poem BE a moral lesson that we can endorse,
then we are USING literature to back up our own beliefs. To avoid this mistake, we must
learn to appreciate works of literature for its various kinds of value. "To appreciate"
means "to measure the value of something," and we need to try to find value in a work if
we are inclined to reject it simply because we think it teaches the wrong lesson. Here is
where ethical value comes into play.
Ethical Value
Literature has ethical value if reading it gives occasion to think about ethical
questions. If a story dramatizes conflicts and dilemmas, it is not necessarily teaching us
how to live, but it encourages us to contemplate the codes that the characters live by. If
a poem has a speaker who promotes a particular world view or seems conflicted about the
world he lives in, the reader can try to look through the eyes of that speaker and see
what he or she sees. We may not agree with a speaker's or character's morality, but
seeing that morality in action can shed light on what it means or how it changes the world.
If we reflect on a moral code, instead of simply rejecting it or embracing it, then we are
thinking ethically, and literature that promotes such thinking is ethically valuable. Here
are some important ethical questions: What is the good life? What is the excellent life?
Where do the definitions of good and excellent come from? Why do different definitions
come into conflict? On what basis do they conflict? Remember: works that raise
questions do not always answer them. To measure the ethical value of a work of
literature, we need to ask the following questions:
 Do the characters make choices in the work? What are those choices?
 Do the characters or speakers defend particular beliefs or points of view? What
are they?
 What motivates those choices or beliefs or points of view in the work?
 Where does the confidence in that motivation come from in the work?
 Is there a crisis in that confidence in the work? Why?
 To what place do those choices or beliefs or points of view lead in the work?
Note: Yes, we can appreciate literature in the negative: we can decide that it holds little
to no value for us, ethically speaking. But we must be able to explain why it holds no value,
the same way we have to explain why it does. Your goal this semester is to learn how to
explain your evaluation one way or the other. Before you accept or reject a work of
literature based on its ethical value for you, you must first actually measure that value.
CHOOSING BOOKS AND READING MATERIALS IN TEACHING LITERATURE

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Factors Related Directly to Students

 Students’ level- the instructor needs to be aware of the students' level
and acknowledge that fact when selecting the materials for the reading
class.
 Students’ interest- material that the students are likely to be
interested in.
• Students’ needs- teacher should be aware of the students' needs to
be able to help them fulfill these needs by providing appropriate
materials.
 Students’ background knowledge- the instructor must be familiar with
the students' background knowledge.
Aspects Related to the Teachers

 Teachers should use activities that encourage students’ communication and
relate to their life’
ü use pre-reading, while reading, and after-reading activities.
ü use prediction making, jigsaw reading, matching or gap-filling, reading
comprehension, debates, and creative writing
 lessons should be student centre.
 a resource which contributes to the students’ personal growth
 a resource for literary and linguistic development and they should not be
regarded as assessment material.
THE MODELS OF TEACHING LITERATURE
The Cultural Model
 this model represents the traditional approach to teaching literature.

 learners to explore and interpret the social, political, literary and historical
context of a specific text.
 by using such a model to teach literature we do not only reveal the universality of
such thoughts and ideas but encourage learners to understand different cultures
and ideologies in relation to their own.
 views a literary text as a product.
 treated as a source of information about target culture.
 largely rejected by those in TEFL.
 little opportunity for extended language work.
 views as a source of facts or opinions.
 considered as the information-based approach.
 as a way of teaching knowledge about literature.
 literature is seen to offer a source of information to the students.
 focuses on content.
 teaching methodologies tend to be teacher-centered.

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Suggested Activities: lectures, explanation, reading of notes and criticism
The Language Model

 it relies on the development of students’ knowledge by working with familiar
grammar, lexical, discourse categories.
 it focuses on the way language is used in literary texts.
 it does not encourage creative thinking but the acquisition of information related
to text.
 most common approach to literature in the EFL classroom.
 refers to as the language-based approach Carter and Long (1991).
 students can improve their language proficiency.
 by using literature as a resource in language learning.
 for linguistic practice.
 aims to be more learner-centered.
Vocabulary Structure

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Suggested Activities: cloze procedure, prediction exercises, jumbled sentences,

summary writing, creative writing and role play, part of repertoire of EFL activities
The Personal Growth Model

 it is an attempt to create link between the language model and the cultural model.
 the focus is placed on the use of language but used in a specific cultural context.
 students have to be intellectually and emotionally engaged in the lesson and
especially in the reading activity.
 students are encouraged to express their opinions and beliefs to make connections
between their own experiences and the text and use of critical thinking
 helps learners develop knowledge of ideas and language – content and formal
schemata, through different themes and topics.
 needs of the students’ personal engagement with the reading of literary texts.
emotions language
Suggested Activities: reflection paper, debate, open-forum, brainstorming
REVIEW TIME:
Work Activity 3: (Submit your answers to your instructor: OBL: Online; CBL: Pencil and
Paper deliver at school)
1. Based on the values of literature, which do you think is more usually dominant in
teaching literature in the Philippines?
2. Why do we need to choose books and reading material in teaching literature wisely or
academically?
3. Based on the models of teaching, which do you think is very applicable for millennial
students nowadays?

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POST-ASSESSMENT
Part I. (10 points)
Direction: Complete the table by filling out your answers in it.
Title of the Explanation/Brief Narration

Value Writing/Author (Why that value?)
historical
value
cultural value
political value
philosophical
value
entertainmen
t value
Part II. (10 points)
Direction: Enumerate and briefly explain what is being asked for each category in
choosing books or reading materials in teaching literature?
Factors Related Directly to Students

1.
2.

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3.
4.

1.
2.
3.

1.
2.
3.
Part III. (10 points)
Direction: Enumerate and briefly explain what is being asked for each category in
choosing books or reading materials in teaching literature?

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Model of Teaching
Definition/Explanation Suggested Activities
Literature
PART IV. PICTURE ESSAY (APPLICATION)

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Direction: Describe and make an essay about the picture given.
Source: shorturl.at/tDKVW
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PART V. REFLECTION/INSIGHTS ON THIS MODULE:
Lessons Learned (Content):

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LEARNING ACTIVITIES
SUBMIT THE OUTPUT OF THIS ACTIVITY TO YOUR INSTRUCTOR)
For OBL/CBL: Open the link and watch the movie. Analyze and take down
some notes indicating the scenes and explain (why) based on the values of
literature and have your reflection about it. The link is indicated below. For
further questions or instructions, kindly message your teacher through
Facebook messenger.
source/link: https://www.youtube.com/watch?v=KHFpcUq7b8I
SUMMARY
The objective of this module is to introduce the literature to English majors

who will teach in the future. This subject matter will enhance the critical and
creative thinking skills of them in teaching and assessing the 21st century or
millennial students. The first lesson indicates how the literature works as a great
foundation to learning what literature is all about like defining literature,
understanding the branches or genres of literature, identifying some notable
Filipino and international authors. The second lesson initially introduces the values
and models of teaching literature. This covers how literature comprises of many
values to readers and the authors themselves. The models of teaching literature
have something to do with the approaches and techniques on how to begin or design
a literature class through the three models of teaching literature – the cultural
model, the language model, and the personal growth model which serve as next
steps to more models and approaches in teaching and assessing literature studies
on the next lesson in module 2.
READINGS AND REFERENCES

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READINGS
https://www.slideshare.net/GeraldinGarcia2/prose-and-poetry
LESSON 1
https://www.ranker.com/list/famous-authors-from-philippines/reference
https://sg.inflibnet.ac.in/bitstream/10603/229088/10/10_chapter%202.pdf
LESSON 2 https://www.deped.gov.ph/wp-content/uploads/2019/01/English-CG.pdf
REFERENCES
Estroga (2014). Introduction to Literature in English. Retrieved from:
https://www.slideshare.net/josephestroga/introduction-to-english-literature
LESSON 1
Garcia (2012). Prose and Poetry. Retrieved from:
https://www.slideshare.net/GeraldinGarcia2/prose-and-poetry
Gray (n.d.). Human Experience in Texts: Literary Features & Analysis. Retrieved from:
https://study.com/academy/lesson/human-experience-in-texts-literary-features-
analysis.html#:~:text=Lesson%20Summary-,The%20human%20experience%20in
%20literature%20contains%20themes%20about%20life%20and,%2C%20human
%20rights%2C%20or%20conformity
Ranker (2020). Filipino Authors from the Philippines Retrieved from:

https://www.ranker.com/list/famous-authors-from-philippines/reference
Blogger (2020) English 2112: World Literature II

http://english2112horton.blogspot.com/2010/08/values-of-literature.html
LESSON 2
Blogger (2020). Tips for Selecting for the Whole Class. Retrieved from:
https://blogs.edweek.org/teachers/whole_story/2018/07/tips_for_selecting_a_book_for
_.html
Letras (2007).Selecting Reading Materials. Retrieved from:

Msterfile:///C:/Users/user/Downloads/Dialnet-SelectingReadingMaterialsWisely-
5476220.pdf
MODULE CONTENT: O-O-O-L-S-R-R
“An intelligent heart acquires knowledge,

and the ear of the wise seeks knowledge.”
- Proverbs 18:15
Prepared: Reviewed and Checked:
ALEXANDER G. JULIO, MA Comm Arts ENGR. ROLANDO D. DE GUZMAN, MA Math

Instructor, CTEHS BEEd Program Head, CTEHS
Noted: Approved:
PRESCILA I. MARCELO, EdD NOEL V. GUEVARRA, PhD

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Dean, CTEHS Vice President for Academic Affairs

Teaching Literature Module Orientation

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L1 Teaching and Assessment of Literature Studies

education (Urdaneta City University)

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Unit 1: Orientation and Introduction of the Course

Module 1: 1. Overview on the Nature of Literature and its Genres

2. Teaching Literature – An Overview

ORIENTATION AND INTRODUCTION OF THE

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Module 1: 1. Overview on the Nature of Literature and its Genres

a. Literature as Significant Human Experience

2. Teaching Literature – An Overview

1. discover literature as significant human experience;

Literature plays a vital role to students in the classroom. It provides multiple

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LESSON PROPER: Getting started (Pre-assessment,

INTRODUCTION: Pre-assessment provides teachers the source for

expectations for students' performance.

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___2. It is a form or technique of language that exhibits a natural flow of

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___13. What kind of poem is being shown in the picture below?

a. epic poem c. narrative poem

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1. Being an educator, why is it necessary to know the teaching and assessment in

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Direction: Answer the question with supporting details.

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The Cultural Model

The Language Model

The Personal Growth Model

OVERVIEW ON THE NATURE OF LITERATURE AND ITS GENRES

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LITERATURE AS SIGNIFICANT HUMAN EXPERIENCE

-F. Scott Fitzgerald

effect (Malonzo, 2014).

 Literature is the enactment of human possibilities, or a vehicle that will help us

Literature as Significant Human Experiences

What are the

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DIVISIONS AND TYPES OF PROSE

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STRUCTURAL ELEMENTS OF PROSE

DIVISIONS AND TYPES OF POETRY

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b. soliloquy- passage spoken by the speaker in a poem of a character in the

STRUCTURAL ELEMENTS OF POETRY

STRUCTURAL ELEMENTS OF DRAMA

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A SURVEY OF AUTHORS: FILIPINO AUTHORS

Who are some famous

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1. Edith L. Tiempo is a poet, fictionist,

2. Bienvenido Lumbera, is a poet,

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3. Nestor Vicente Madali Gonzalez, better

4. Virgilio S. Almario, also known as Rio

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