21st CENTURY LITERATURE (COMM3): STUDY GUIDE #1.

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GRADE LEVEL: 11

TITLE/TOPIC: The Definition of Literature

The Literary Periods of the Philippines from Pre-
Colonial to the Contemporary

WEEKS/s: 1-2

I. Introduction
Good day Grade 11! I am glad to hear again from you; this means that you are accepting the challenges of
this school year. To start with, I would like you to establish a good mind set regarding your learning in the 21 st
Century Literature.
I want you guys to familiarize yourself with, Contemporary Literature. That is the word that will revolve
around us in the entire semester for this subject. Literature has been found essential in developing communication
skills, particularly in the English language among Filipino learners. It has served as an effective tool for expression.
In the Senior High School level of the Basic Education in the Philippines, the Department of Education curriculum
designers have chosen literary masterpieces from the Philippines as well as from foreign countries as key elements
to provide creative realistic and imaginary world from which readers get ideas for different writing purposes.The ideas
reflect various cultural, social, philosophical, political and religious experiences of people in a particular period of
time. Thus, world literature has become a creative expression events in the history.
You will realize that the selections are carefully chosen to enable you to stretch your self-understanding.
You will be informed, entertained and inspired to live a life that observes and respects the most basic and universal
human values in today’s world of globalization, technological inventions, and complexities.
Before we begin, let me introduce to you the performance standard for the first quarter and your
performance task. The learners will be able to demonstrate understanding appreciation of 21st Century Philippine
literature from the regions through: …adaptation of a text into other creative forms using multi media.
Performance Task for this quarter: The National Commission for Culture and the Arts (NCCA) announced
the opening of nominations for the Gawad Sa Manlilikha ng Bayan or National Living Treasures award. As an
aspiring artists, your task is to create a song promoting literature to 21st Century learners/audience. Use technology
tools (like Moviemaker) in creating your song cover which will be critiqued with the following criteria: creativity/effort,
lyrics, content and audio/visual aspect.
Please do note with your performance task. Always remember that this is very important.
I will do my best to teach you the lessons in this lesson as easy, simple, fun and interactive. Hopefully once
you finished the subject, you’ll be able to love our modern literature and make it one of your most memorable
subjects.
Before we proceed to our topic today, I want you to think of word(s) that you may associate with the word
literature. You may write your answer in the boxes below.

If you are done, then let us proceed.

II. Discussion of the topic and Self-Check
Allow me to post the learning competency for the lessons we have this week.
LEARNING COMPETENCY:

1. Identify the geographic, linguistic, and ethnic dimensions of Philippine literary history from pre-
colonial to contemporary.

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 So with that, we are now ready to start.

Literature comes from the litera, which means letters. It is an expression of human souls because it deals
with the ideas, thoughts and emotions of men. It is a faithful reproduction of man’s manifold experiences blended into
one harmonious expression.

Literature is also a collection of significant human experiences. It is anything that is both oral and written.
The definition of literature varies from one person to another, thus making literature a diverse and complex field.

It is classified into three major genres: poetry, prose, and drama. We’ll be discussing more of these genres
as we go along with our next lessons.

Turn your textbook to page 56-62 and read “What Is Literature?” to further understand the definition and concept of
the core word that will revolve in this subject.

Once done, let us proceed to the Different Periods of the Philippine Literature.

Now that you are familiar with its definitions and genres, we now proceed with the Different Periods of the
Philippine Literature. Our country’s literary periods are divided into six major eras: The Pre-Colonial, Spanish,
Nationalistic and Propaganda, The American Colonial, The Japanese Occupation, and the Contemporary/Modern
Period.

I. Pre-Colonial Period
Characteristics:
• Based on oral traditions
• Crude on ideology
Literary Forms:
• Oral Literature/Oral Lore
• Folk Songs
• Folk Tales

Th e Pre-colonial Philippine literature was meant to be heard rather than read. This oral nature suggests that
songs and poems, proverbs and riddles were spontaneous expressions of the creators’ observations of and reactions
to their everyday experiences. Texts used common everyday language, except for the “cultural heritage of the
community like the epic”. Authorship was open to anybody who could spontaneously weave a verse, song, or story.
And since there were no restrictions or prescribed norms on themes and structures, everyone was a potential creator,
and ownership of works was communal.

Researchers have identified two general purposes of pre-colonial literature: as a vehicle for handing down
customs and practices from generation to generation, and for teaching life’s lessons. Like its counterpart in other
cultures, pre-colonial literature was mostly didactic. It was also a means for self-expression and a form of individual
and social entertainment.

Oral Literature/Oral Lore

- corresponds in the sphere of the spoken (oral) word to literature as literature operates in the
domain of the written word. It thus forms a generally more fundamental component of culture, but operates in many
ways as one might expect literature to do

a. Riddles
– battle of wits among participants.
Tigmo (Cebu), Paktakon (Ilonggo), Patotdon (Bicol)
b. Proverbs (Salawikain)
- wise saying that contain a metaphor used to teach as a food for thought.
c. Tanaga
- a mono-riming heptasyllabic quatrain expressing insights and lessons on life.

Folk Songs
-It is a form of folk lyric which expresses the hopes and aspirations, the people’s lifestyles as well
as their loves. Examples of folk songs are the following:

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 a. Hele or oyayi
- songs of lullabies
b. Ambahan (Mangyan)
- 7 syllable per line poem that are about human relationships and social entertainments
c. Kalusan (Ivatan)
- work songs that depict the livelihood of people
d. Tagay (Cebuano and Waray)
- drinking song
e. Kanogan
-song about lamentations for the dead.

Folktales
-An anonymous and timeless stories circulated among people to tell the origin of things. The
following are examples of folktales:

a. Myths
- explain how the world was created and talks about gods and other deities.
b. Legends
- explain the origin of things
c. Fable s
-used animal as characters in the story
d. Fantasti Stories
- deals with underworld chracters
e. Epics
-stories about heroes on a quest or with super human abilities.
examples: Lam-Ang (Ilocos), Hinilawod (Panay), Kudaman (Palawan).

II. Spanish Colonization

Characteristics:
• Religious and secular
• Introduces Spanish as Medium of Communication
• Publication was under the joint control of the church and the state.
• Literature began to see print but oral literature continued among the masses.
• Works published by the missionaries were in the vernacular.
• Political ideas, specifically protests against colonial abuses, the clamor for reforms, and,
eventually, the outcry for independence dominated the latter years of Spanish rule.
Reforms in other aspects of life eventually became a recurrent theme across all
genres.
Literary Forms:
• Religious Forms
• Secular
Religious Forms
Religious by ladino poets or those versed in both Spanish and Tagalog were included in early catechism
and were used to teach Filipinos the Spanish language.
a. Pasyon
-long narrative poem about the passion and death of Christ. “Ang Mahal na Pasyon ni
Jesu Cristong Panginoon Natin” by Aguino de Belen is the most popular.
b. Senakulo
-dramatization of the pasyon, it shows the passion and death of Christ.
Secular (Non-Religious forms)
a. Awit - colorful tales of chivalry made for singing and chanting

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 Example: Ibong Adarna
b. Korido – metrical tale written in octosyllabic quatrains
Example: Florante at Laura by Francisco Baltazar
c. Prose Narratives – written to prescribe proper decorum
Examples: i. Dialogo
ii. Ejemplo
iii. Manual de Urbanidad
iv. tratado Examples: Modesto de Castro's "Pagsusulatan ng Dalawang Binibini
na si Urbana at si Feliza" and Joaquin Tuason's "Ang Bagong Robinson" (The New Robinson) in 1879.
d. Novel - became a potent vehicle for the campaign for reforms in latter part of the Spanish
Colonization. Jose Rizal’s Noli me Tangere and El Filibusterismo, both of which were meant to bring to the
awareness of Spanish government in Spain.
III. NATIONALISTIC / PROPAGANDA AND REVOLUTIONARY PERIOD (1864 – 1896)
Characteristics:
1. Planted seeds of nationalism in Filipinos
2. Language shifted from Spanish to Tagalog
3. Addressed the masses instead of the “intelligentsia”
Literary Forms:

 Propaganda
 Revolutionary
The passion and fervor in the writings of the propagandists undoubtedly brought the issues to the doorsteps
of many Filipino households, yet the movement was not compelling enough to effect a dramatic turnaround from the
state of things. That Spain bowed out of Philippine territory at the threshold of the 20th century was a victory not by
and of the Filipinos but of a new power. The curtain dropped for Spain only to be raised for the United States of
America. The change of hands in political domination yet again ushered in a different breath of air, politico-economic
structure, societal norms and standards, and an almost entirely new cultural orientation. The response of the Filipino
masses became evident in their literary writings.

Propaganda Literature
- Reformatory in objective
a. Political Essays – satires, editorials and news articles were written to attackand expose
the evils of Spanish rule
i.Diariong Tagalog – founded by Marcelo del Pilar
ii.La Solidaridad – whose editor-in-chief is Graciano Lopez-Jaena
b. Political Novels
i. Noli Me Tangere and El Filibusterismo – Jose Rizal’s masterpiecesthat pave d
the way to the revolution.

Revolutionary Period
- More propagandistic than literary as it is more violent in nature and demanded complete
independence for the country.

a. Political Essays – helped inflame the spirit of revolution

i. Kalayaan – newspaper of the society, edited by Emilio Jacinto
b. Poetry True Decalogue – Apolinario Mabini
i. Katapusang Hibik ng Pilipinas –Andres Bonifacio
ii. Liwanag at Dilim – Emilio Jacinto

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IV. AMERICAN COLONIAL PERIOD (1910 – 1945)
Characteristics:
1. English was adopted as medium of instruction and, eventually, as the language of literature.
Spanish remained in use but the best works during this period is written in English.
2. There was a marked variety, creative energy, passion, and audacity in the writings of the period,
particularly accented by a very strong sense of patriotism, nationalism, and social consciousness.
Literary Forms:
1. Period of Apprenticeship (1910-1930)
2. Period of Emergence (1920-1930)
Period of Apprenticeship (1910-1930)
-Filipino Writers imitated English and American models
a. Poems -- written were amateurish and mushy, which phrasing and diction is awkward and
artificial.
b. Short Stories
i.Dead Stars – Paz Marquez Benitez
ii.The Key – Paz Latorena
iii.Footnote to Youth – Jose Garcia Villa
  c.Novels
i. Child of Sorrow – first novel in English, by Zoilo Galang
Period of Emergence (1920-1930)
-Highly influenced by Western literary trends like Romanticism and Realism.
a. Short Stories – most prevalent literary form
i. Jose Garcia Villa – earned the international title “Poet of Century”

V. JAPANESE OCCUPATION (1942 - 1960)

Literary Forms
1. War Years
2. Period of Maturity and Originality
War Years (1942-1944)
1. Tagalog poets broke away from the Balagtas tradition and instead wrote in simple language and free
verse
2. Fiction prevailed over poetry
a. 25 Pinakamabuting Maikling Kathang Pilipino (1943) – compilation of the story contest by the
military government.
* Suyuan sa Tubigan – Macario Pineda
* Lupang Tinubuan – Narciso Reyes
* Uhaw ang Tigang na Lupa – Liwayway Arceo

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Period of Maturity and Originality (1945-1960)
1.Bountiful harvest in poetry, fiction, drama and essay
2.Filipino writers mastered English and familiarized themselves with diverse techniques
3. Literary “giants” appeared
a. Palanca Awards for Literature
i.Jose Garcia Villa
ii.Nick Joaquin
iii.NVM Gonzales
iv.Bienvenido Santos
v.Gregorio Brillantes
vi. Gilda CorderoFernando

VI. CONTEMPORARY/MODERN PERIOD

(1960 – PRESENT)
Characteristics
1. Martial Law repressed and curtailed human rights, including freedom of the press
2. Writers used symbolisms and allegories to drive home their message, at the face of heavy
censorship
3. English and Filipino continue to be the major media of literature.
4. Literature as a venue for socio-politico-economic-religious discussions and a vehicle for
personal thoughts and feelings has become more marked.
5. Theater was used as a vehicle for protest, such as the PETA (Phil. Educational Theater
Association) and UP Theater.
6. From the eighties onwards, writers continue to show dynamism and innovation.
IV. Evaluation:
1. Formulate your own definition of literature in not more than three sentences.

 
2. What do you think are the impacts of the Spanish and Japanese colonization in our country’s literature?
Is it good or bad? Explain your answer in 1-2 paragraphs.
3. Teacher-made quiz

III. References
Lumbera, Bienvenido, and Cynthia Nograles Lumbera. Philippine Literature: A History and
Anthology. Pasig City: Anvil, 1997.
Martin, Maria Gabriela P.; Guevarra, Alona U.; Del Campo, Emar Ivery; Perez, Ma. Socorro Q.
English Communication Arts and Skills: Beyond Boarders Reading Literature in the 21st Century.
Quezon City: Phoenix Publishing House, 2016.

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 21st CENTURY LITERATURE (COMM3): STUDY GUIDE #1.2
GRADE LEVEL: 11

TITLE/TOPIC: The Canonical Authors and Works of Philippine

National Artists in Literature

WEEKS/s: 3

I. Introduction
Great day my dear students. I assume that at your age, you have already read a handful of great literary
pieces written by great authors. Literary masterpieces that got stuck in your consciousness for a long time. Today,
we’ll be tackling the important national artists and their works in the field of literature. But before tackling it, I want you
to answer the first activity for today’s study guide.
Direction: Recount your top 3 most favorite short stories of all time and its authors. Explain in 2-3 sentences
what made you like it.
Title Author Reasons

II. Discussion of the topic and Self-Check

Allow me to post the learning competencies we have for today’s topic.

LEARNING COMPETENCY:

2. Identify representative texts and authors of each region

3. Value the contributions of the local writers to the development of regional literary traditions.

So with that, we are now ready to start.

The Canonical Authors and Works of Philippine National Artists in Literature
Paz Latorena
▪ January 17, 1908
▪ Boac, Marinduque, Philippines
▪ October 20, 1953 (45)
▪ Mina Lys (pseudonym)

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 ▪ Her stories have a wistfulness which tells of a gentle disillusionment with life.
▪ Many of her stories chronicle the heartaches of women. There is bitterness however, but sadness over
certain dreams left unfulfilled.
▪ Small Key, Christmas Tale are her most notable works in in short story. While the Insight and My Last Song
are her famous works in poetry.
Paz Marquez-Benitez
▪ Born in the year of 1894 in Lucena, Quezon
▪ Died in 1983
▪ Authored the first Filipino modern English language short story, Dead Stars, published in the Philippine
Herald in 1925.
▪ Teacher in University of Philippines who was also a mentor to the first generation of Filipino writers in
English.
▪ Serves as an inspiration and influence to her students who later become literary luminaries
Jose Garcia-Villa
▪ August 5, 1908 in Manila
▪ Died in February 7, 1997
▪ He used the penname Doveglion (derived from "Dove, Eagle, Lion"), based on the characters he derived
from himself. 
▪ was a Filipino poet, literary critic, short story writer, and painter. He was awarded the National Artist of the
Philippines title for literature in 1973.
▪ He is known to have introduced the "reversed consonance rhyme scheme" in writing poetry, as well as the
extensive use of punctuation marks—especially commas, which made him known as the Comma Poet.
▪ Footnote to Youth (Short Story), Fragment (Poetry),
Arturo Belleza Rotor
▪ June 7, 1907-April 9, 1988
▪ was a Filipino medical doctor, civil servant, musician, and writer.
▪ Rotor was an internationally respected writer of fiction and non-fiction in English. He is widely considered
among the best Filipino short story writers of the twentieth century. 
▪ Zita, The Wound and the Scar, Confidentially, Doctor (Short Stories)
Manuel Arguilla
▪ June 17, 1911 in Nagrebcan, Bauang, La Union
▪ August 30, 1944
▪ was an Ilokano writer in English, patriot, and martyr.
▪ Most of Arguilla's stories depict scenes in Barrio Nagrebcan, Bauang, La Union, where he was born. His
bond with his birthplace, forged by his dealings with the peasant folk of Ilocos, remained strong even after
he moved to Manila, where he studied at the University of the Philippines.
▪ He is known for his widely anthologized short story "How My Brother Leon Brought Home a Wife," the main
story in the collection How My Brother Leon Brought Home a Wife, Midsummer and Morning in Nagrebcan.
▪ He secretly organized a guerrilla intelligence unit against the Japanese.
▪ On August 5, 1944, he was captured and tortured by the Japanese army at Fort Santiago.
▪ Beheaded, Manila Chinese Cemetery, August 30, 1944

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Carlos Bulosan
▪ November 24, 1913 in Binalonan, Pangasinan.
▪  Was an English-language Filipino novelist, essayist and a poet who spent most of his life in the United
States. 
▪ A self educated and prolific writer determined to voice the struggles he had undergone as a Filipino coming
to America and the struggles he had witnessed to other people.
▪ Died in September 11, 1956 (aged 42) Seattle, Washington, United States
▪ America is in the Heart (novel)
Alberto Florentino
▪ July 28 1931
▪ A playwright that usually tackles about deals with everyday scenarios of a commoners life. He usually
portrays the struggles of Filipinos.
▪ His most famous works are “The World is an Apple” and “The Dancers” both are plays
Kerima Polotan Tuvera
▪ December 16, 1925 in Jolo, Sulu
▪  was a Filipino fiction writer, essayist, and journalist.
▪ Some of her stories were published under the pseudonym "Patricia S. Torres".
▪ The Virgin (Short Story), The Hand of the Enemy (novel)
Nick Joaquin
▪ Nicomedes Márquez Joaquín was born in May 4, 1917
in Paco, Manila.
▪ Was a Filipino writer, historian and journalist, novelist, essayist, biographer and a playwright best known for
his short stories and novels in the English language.
▪  He also wrote using the pen name Quijano de Manila.
▪ Joaquín was conferred the rank and title of National Artist of the Philippines for Literature.
▪ He has been considered one of the most important Filipino writers, along with José Rizal and Claro M.
Recto, his major works are in English, unlike Rizal and Recto whose masterpieces were written in Spanish.
▪ He wrote largely about the Spanish Colonial period and the diverse heritage of the Filipino people.
▪ He’s one of the most multi awarded writer in Asia, including the coveted Ramon Magsaysay Award.
▪ A woman with Two Navels (novel), Summer Solstice/Tatarin, Mayday Eve.
NVM Gonzales
▪ Néstor Vicente Madali González was a Filipino novelist, short story writer, essayist and poet. Conferred as
the National Artist of the Philippines for Literature in 1997.
▪ September 8, 1915 in Romblon, Romblon
▪ November 28, 1999
▪ Children of the Ash-covered Loam, The Tomato Game, The Bread of Salt, Bamboo Dancers.
Francisco Sionil Jose
▪  December 3, 1924 (age 93 years), Rosales, Pangasinan

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 ▪ One of the most widely read Filipino writers in the English language. His novels and short stories depict the
social underpinnings of class struggles and colonialism in Filipino society.
▪ He’s one of the multi awarded fictionist whose works have been translated into several languages : Russian,
Latvian, Ukraine, Dutch, Indonesian, and Ilocano.
▪ Rosales Saga, Gagamba, Ermita.
▪ José's works - written in English - have been translated into 22 languages, including Korean, Indonesian,
Russian, Latvian, Ukrainian and Dutch.
▪ José was born in Rosales, Pangasinan, the setting of many of his stories.
▪ Sionil José also owns Solidaridad Bookshop
Lualhati Bautista
▪ 2 December 1945 (age 72 years), Tondo, Manila.
▪ One of the multiawarded and foremost Filipino female novelists in the history of contemporary Philippine
literature.
▪ Her novels include Dekada '70, Bata, Bata, Pa'no Ka Ginawa?, and ‘GAPÔ.
I encourage you, my dear students to read the following selections if you have an extra time via internet.
Every single selection included in this lesson is worthy to be read and will surely be stuck in your memory for a long
time.
III. Evaluation
Answer the following 1 paragraph:
1. How do we characterize such “identity as national literature”?

2. What do you think pushed the following canonical authors in writing great literary masterpieces?

3. Given a chance to interview one of the canonical author in this study guide, who would it be and why?

IV. References:
Lumbera, Bienvenido, and Cynthia Nograles Lumbera. Philippine Literature: A History and Anthology. Pasig City:
Anvil, 1997.

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 21st CENTURY LITERATURE (COMM3): STUDY GUIDE #1.3
GRADE LEVEL: 11

TITLE/TOPIC: Names of Authors and their works, and backgrounds of

the literature from the region where the high school is
located

WEEKS/s: 4

I. Introduction

Good day! How are you today?

In your last study guide, you have enjoyed learning and knowing the canonical authors and works of
Philippine national artists for literature.

Now, in this study guide, we will be discussing the 21 st century local writers, their works and backgrounds of
the Literature from our region. But before we proceed to our topic, please do the activity below.

Directions: Think of the 2 literary authors from Pangasinan from your previous study guide and give atleast
two literary works of them.

If you are done, then let us proceed to our lesson.

Author Works

II. Discussion of the topic and Self-Check

The learning competency for the today’s lesson is:
LEARNING COMPETENCY:

1. Value the contributions of the local writers to the development of regional literary traditions.
We are now ready to start!

Names of Authors and their Works, and Backgrounds of the Literature from the region where the high
school is located

Let us first discuss the background of literature of region 1.

The term “Ilocano” is used to refer to the people living or are native in the provinces of Ilocos Norte, Ilocos
Sur, La Union, and certain sections of Pangasinan, Tarlac, Cagayan, Isabela, Nueva Viscaya, and Nueva Ecija. The
entire region is sometimes called “Ilocandia” or the “Ilocos Region”.

The inhabitants built their villages near the small bays on coves called “looc”. Inhabitants are called “Ylocos”
which literally meant “from the lowlands”. Region was later called by the Spaniards as “Ylocos” or “Ilocos” & its
people “Ilocanos”.

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 The Ilokano, calls their literature as Kurditan Samtoy "kurdit“ which means to write "saomi ditoy", meaning
our language here.

Let us proceed now to the authors and their works.

1. Carlos Bulosan

Carlos Sampayan Bulosan was born November 2, 1913/1911. He died September 11, 1956. He was an
English-language Filipino novelist and poet who spent most of his life in the United States. His best-known work is
the semi-autobiographical “America is in the Heart”. It is his home town is also the starting point of this famous semi-
autobiographical novel.

Carlos Bulosan was born to Ilocano parents in the Philippines in the rural village of Mangusmana, in the
town of Binalonan, Pangasinan. There is considerable debate around his actual birth date, as he himself used
several dates, but 1911 is generally considered the most reliable answer, based on his baptismal records, but
according to the late Lorenzo Duyanen Sampayan, his childhood playmate and nephew, Carlos was born on
November 2, 1913. Most of his youth was spent in the countryside as a farmer.

He left for America at the age of 17. He worked in California as a farmworker, harvesting grapes and
asparagus, and doing other types of hard work in the fields. He was confined in the hospital for two years and
undergone surgery because of tuberculosis.

His works are the following:

• The Laughter of My Father
• The Cry and the Dedication
• My Father's Tragedy

Let give you the summary of the story “My Father's Tragedy”.

"My Father's Tragedy" is a about a father and his children who grow up cockfighting more than being a
family.
The story starts with a situation in which many people do not have enough food to eat that drives farm-dependent
families to poverty and hunger, including that of the narrator, the son. His mother and his sister were the only ones
who find ways to put enough food on their table. His father was in a hopeless situation because no matter how much
he tried to retrieve their family from poverty,series of unfortunate events would happen. After the locusts which
destroyed their field was gone, the whole plantation was burned and they felt that all the things they've worked on
was wasted.

His father focused his attention to his fighting cock hoping for some luck to save them from poverty. He's
constantly exercising his fighting cock and dreaming his time away. Once, he even teaches his son how to make it
stronger and ready for the fight. Then the father draws up a strategy that will put the family out of famine. Then in the
late afternoon the fight was arranged. The son and his father went home with some hope. The mother was cooking
something good. The whole family ate happily because they haven't eaten chicken for a very long time. The father
ate more than he usually eat then asked his wife where he got the white meat because the poultry house in the
village is empty. The wife answered, "Where do you think I got it?".

Then the father walked out of the house with great agony.

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 So that is the story of “My Father's Tragedy”. The story is all about the bad luck and bad attitude. The story
pictures out the reality of some Filipinos who are resorting their selves to gambling and getting their children involved
as a ticket out of a hard life.

2. F. Sionil José

F. Sionil José or in full Francisco Sionil José was born December 3, 1924 is one of the most widely-read
Filipino writers in the English language. His novels and short stories depict the social underpinnings of class
struggles and colonialism in Filipino society. José's works - written in English - have been translated into 22
languages, including Korean, Indonesian, Russian, Latvian, Ukrainian and Dutch.

José was born in Rosales, Pangasinan, the setting of many of his stories. He spent his childhood in Barrio
Cabugawan, Rosales, where he first began to write. José was of Ilocano descent whose family had migrated to
Pangasinan before his birth.

According to F. Sionil José, in BBC.com, "Authors like myself choose the city as a setting for their fiction
because the city itself illustrates the progress or the sophistication that a particular country has achieved. Or, on the
other hand, it might also reflect the kind of decay, both social and perhaps moral, that has come upon a particular
people."

Sionil José also owns Solidaridad Bookshop, which is located on Padre Faura Street in Ermita, Manila. The
bookshop offers mostly hard-to-find books and Filipiniana reading materials. It is said to be one of the favorite haunts
of many local writers.

His five-novel series that spans three centuries of Philippine history, which is translated into 22 languages
are:
1. Po-on (Dusk) (1984) ISBN 971-8845-10-0
2. The Pretenders (1962) ISBN 971-8845-00-3
3. My Brother, My Executioner (1973) ISBN 971-8845-16-X
4. Mass (December 31, 1974) ISBN 0-86861-572-2
5. Tree (1978)

Let give you the short background of the story “My Brother, My Executioner”.

The story deals with the 2 half brothers - Luis Asperri and Victor. Luis is the biological, but illegitimate son of
Don Vicente Asperri, the wealthiest landowner in there. At a young age, Luis was taken by his father from his poor
mother and his half-brother Vic (a nickname for Victor), who both lived in Sipnget, Rosales, Pangasinan. His father
gave him all he needs. Luis studied at manila and became a writer and editor of a left-wing magazine. He often writes
about issues about the peasants and sides to them.

3. Gregorio Taer Affiano

He was born in Vigan, Ilocos Sur on November 17, 1934. He is the son of Esteban Amano and Olympia
Taer. He obtained his education degree from the Philippine College of Arts and Trades in Manila. He was later
granted a scholarship under the Colombo Plan to study in Tokyo, Japan. He taught at the University of Northern
Philippines in Vigan, became principal then chief of the Education Department of the Ilocos Norte College of Arts and
Trade (now a college of Don Mariano Marcos State University) in Laoag City.

He is a member of Gunglo Dagiti Mannurat nga Ilokano (GUMIL) Laoag, GUMIL Ilocos Norte and GUMIL
Filipinas.

His best-known stories are:

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 1. “Dimo Koma Biroken Ti Kaasida” (Do Not Look For Their Mercy)
2. “Talna” (Peace)
3. “Bubon” (Well).

Some of his works were anthologized in Tugot (Foot-prints), edited by Onofrecia I. Ibarra and Hermenegildo
A.Viloria and published by GUMIL Ilocos Sur.

4. Santiago B. Villafania

Santiago B. Villafania (b. 1971, Philippines), a bilingual Filipino poet who writes in English and in his native
language of Pangasinan.

He was born in Tuliao, Sta. Barbara, Pangasinan on January 31, 1971. Finished a Bachelor of Arts degree
Major in English at the University of Pangasinan in 1991. Some of his poems have appeared in local and
international print and web publications.

Here are the poetry collections of him, which is published by the National Commission for the Culture and
the Arts under its UBOD New Authors Series:
1. Ghazalia: Maralus ya Ayat (2013)
2. Bonsaic Verses (2012)
3. Pinabli & Other Poems (2012)
4. Malagilion: Sonnets tan Villanelles (2007)
5. Balikas na Caboloan (Voices from Caboloan, 2005)

Villafania has received several awards, including the Asna Award for Arts and Culture (Literature) in 2010.
He is well known for his effort in reviving Pangasinan as a literary language. He has been published/anthologized in
several countries and some of his poems have been translated Spanish, Italian, Arabic, and Hindi. His unpublished
book of poems Murtami was translated into Hindi entitled Premanjali and released in the New Delhi World Book Fair
in 2013. He is a board member of the Philippine PEN and a commissioner for the Pangasinan Historical and Cultural
Commission.

Let me give you an example of his sonnets. Below is one of his works entitled “Sonnet to a Pilgrim Soul”
which we also have the pangasinan translation after the English version of it. Please read the sonnet below.

SONNET TO A PILGRIM SOUL

by Santiago B. Villafania

When the sun gilds the sky in the morning

And deep darkness makes a noble retreat
O hear the music in the air fleeting
For you can never recapture the beat

When the morning spreads her warm golden wings

And the sapphire sky is wordlessly deep
Look yonder and feast with your eyes the things
Which you seldom see in your dreamful sleep

Don‟t you feel forlorn beloved pilgrim

If the world will mind your lowly a state
A time will come when their eyes will grow dim
And they too will fall on our self-same fate

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 An empty shell to decay into dust
When our days in the sun come into the past
(1993)
Published in the Philippine Panorama
September 26, 1993
4 Santiago B. Villafania

SONITO PARA’D MANANGALIN KAMARERUA

(Pangasinan translation & in Baybayin Script by Santiago B. Villafania)

No nagnap la‟y liwawa‟d letakan

Marleng a sinmener so bilunget
Dengel mo so laineng na dagem
Ta agmo la naerel so bekta

Kabuskag na payak na kabuasan

Tan mapalna so asul ya tawen
Nengneng mo ira so ganaganan
Matalag a nanengneng ed kugip

Tan agmo panermenan pinabli

No melagmelagen ka‟y karaklan
Wala‟y ibilunget na mata ra
Dalanen da so kipapasen ta

No magmaliw lan dabuk so laman

No mangangga la‟y agew ed banua

sonito 258, Malagilion: Sonnets tan Villanelles (2007)

11 Hulio 2005

The “SONNET TO A PILGRIM SOUL” (sonnet 258) was one of his works from Malagilion: Sonnets tan
Villanelles (2007).

5. Paul B. Zafaralla

Born on June 22, 1938 in Upon, Pinili, Ilocos Norte. He is a multilingual writer (Iluko, English, and Filipino)
on Ilocano and Philippine culture and the arts for the past 51 years.

His outlets are Bannawag, Rima, Iluko anthologies, lectures, English broadsheets, popular and professional
magazines, journals, and classrooms. He enjoys regional, national and international recognitions for his incisive and
scholarly critiques. The Association of the Philippines gave him a special cognition for his body of published works in
1971. This was followed by numerous official participation in national and ASEAN congresses on arts and aesthetics,
in many of which as a paper reader. At the University of the Philippines where he received his degrees (BFA, MAED,
Ph. D in Communication), his body of published works had been duly recognized.

The Manila Critics Circle awarded him the 2004 National Book Award for Rice in the Seven Arts, Sept. 4,
2005. Pinili-Metro Manila Residents Associations, Inc. awarded him the Don Ignacio Lafrades Award for

15 | P a g e
Distinguished Achievement, December 9, 2006. Dr. Zafaralla is a member of GUMIL Filipinas; PEN International; Phi
Kappa Phi International Honor Society; and Pi Gamma Mu International Honor Society in the Social Sciences.

6. Clesencio Bugarin Rambaud

Cles Rambaud, of Pinili, Ilocos Norte, studied Engineering but his passion for literature led him to his
present post as the Managing Editor of Bannawag magazine, published by the Manila Bulletin. He has been with
Bannawag for three decades rising in the rank from proofreader to news editor, literary editor and associate editor.

He has received numerous writing grants for Ilocano poetry from the National Commission for Culture and
the Arts and the Cultural Center of the Philippines. He is also a recipient of the Gawad Emmanuel Lacaba for his
poems, novels and essays, focusing on the Ilocano culture and customs, which have influenced the young writers of
today.

Below is one of his works. The poem is entitled “The Messy Living Room”.

The Messy Living Room

By Clesencio Rambaud | 1 March 2018

There were times when I arrived in the house

With the living room in disarray, magazines
Notebooks and books as if in a wrestling match,
Chairs facing the floor,
pieces of paper scattered everywhere,
dusty, and at the stairs,
Slippers in a conference,
Ay, I would get angry; I’d swear to the heavens!
I would wake up my children,
How they were good at sleeping,
I’d go to their room, as messy as the living room!
I’d shake them awake.
I’d tell them to clean up—and how true,
How gloomy were their faces.
Were their dreams interrupted
Were they running and playing in the hills
Frolicking with friends
Eating out at Jollibee

But now, when I arrive in the house

With the living room in disarray, magazines
Notebooks and books as if in a wrestling match,
Chairs facing the floor,
I rejoice for I know my children are home;
Later on, they would rush out of their rooms,
Even if they’re still sleepy, they’d raise my hand to
their foreheads in respect, then we’d tease and
laugh at each other afterwards.

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 For today, in the firstborn’s room
How clean and orderly, how tidy
I say: I’d rather it was messy,
Papers scattered under his bed
As before, when he was here
Waiting for me.

Translation by Ria Rebolledo.

This entry was posted in 85: PHILIPPINES and tagged Clesencio Rambaud.

So those are some of the contemporary authors from our region. There are still a lot of modern authors that
is waiting to be recognized. If you notice from the given authors above, I did not include any example of their works
for it is difficult to find and look for a reliable source or reference.

III. Evaluation
 Writing a feature article
Directions: Refer to your book and do the activity on page 7.

IV. References
Martin, Maria Gabriela P.; Guevarra, Alona U.; Del Campo, Emar Ivery; Perez, Ma. Socorro Q. PhD. (2016). English
Communication Arts and Skills Beyond Borders Reading Literature in the 21 st Century. Phoenix Publishing House.
Saculles, Jerald. 21st Century Ilocano Literature- Background of Literature. Retrieved from:
https://21stcenturylitph.wordpress.com/2018/03/25/content/
Filipino contemporary writers- Information. Retrieved from: http://josadera.blogspot.com/2013/10/region-1-authors.html
My Father’s Tragedy- Summary. Retrieved from:
http://ayumiconsuelo.blogspot.com/2015/11/my-fathers-tragedy.html#:~:text=%22My%20Father's%20Tragedy%22%20is
%20a,more%20than%20being%20a%20family.&text=In%20his%20vivid%20portrayal%20of,life%20to%20the%20United
%20States.
My Brother, My Executioner- Background story (2008). Retrieved from: http://black-white-life-ivatan.blogspot.com/2008/10/my-
brother-my-executioner.html
Villafania, Santiago. Santiago Villafania Background. Retrieved from: https://svillafania.wordpress.com/author/svillafania/
Academia.edu- Sonnet to a Pilgrim Soul by Villafania, Santiago. Retrieved from:
https://www.academia.edu/4445322/Sonnet_to_a_Pilgrim_Soul?auto=download&ssrv=nrrc
Ferlin (2011).Gaming Lifetime Awardees- Cles B. Rambaud Background. Retrieved from:
http://museoilocosnorte.com/ilocos-norte/gameng-lifetime-awardees/clesencio-rambaud/
85: PHILIPPINES (2018). The Messy Living Room- Poetry. Retrieved from: http://cordite.org.au/poetry/philippines/the-messy-
living-room/
Image of cles b. rambaud. Retrieved from: https://www.google.com/search?q=cles+b.
+rambaud&sxsrf=ALeKk01qIRfADfLTYmvU3X05b0N4F_Rn_w:1599472018098&source=lnms&tbm=isch&sa=X&ved=2ahUKEwi
I3t3L4dbrAhWSNKYKHX82DdIQ_AUoAnoECBIQBA&biw=1362&bih=587#imgrc=WYYuWOiYtJ4q2M
Image of Paul Zafaralla. Retrieved from: https://www.google.com/imgres?imgurl=https%3A%2F
%2Fgumilmetro.files.wordpress.com%2F2008%2F07%2Fpaul-b-zafaralla.jpg&imgrefurl=https%3A%2F
%2Fgumilmetro.wordpress.com%2Fmembers%2Fz%2Fzafaralla-paul-b
%2F&tbnid=efVLz39pLpNiwM&vet=12ahUKEwiG1KCo4tbrAhVGb5QKHd1mBEoQMygAegUIARCRAQ..i&docid=jONF1QcbHgL
RLM&w=400&h=495&q=paul%20b.%20zafaralla&ved=2ahUKEwiG1KCo4tbrAhVGb5QKHd1mBEoQMygAegUIARCRAQ
Image of Santiago B. Villafania. Retrieved from: https://www.google.com/search?q=santiago+b.
+villafania&tbm=isch&ved=2ahUKEwjwnOmO49brAhUJYZQKHbilAGcQ2-
cCegQIABAA&oq=santiago+villafania&gs_lcp=CgNpbWcQARgAMgYIABAIEB4yBAgAEBgyBAgAEBgyBAgAEBg6BAgjECc6Agg
AOgUIABCxAzoECAAQQzoICAAQsQMQgwE6BwgAELEDEEM6BAgAEB5QuxxYvF1gwm5oAHAAeAGAAbUDiAG2GZIBCjAuM
TYuMi4wLjGYAQCgAQGqAQtnd3Mtd2l6LWltZ8ABAQ&sclient=img&ei=KwNWX7DbDYnC0QS4y4K4Bg&bih=587&biw=1345&hl
=en#imgrc=HRKwqQaUWcfz6M
Image of F. Sionel Jose. Retrieved from: https://www.google.com/search?q=f.
+sionil+jose&tbm=isch&ved=2ahUKEwiUwaOp5NbrAhUIyZQKHbl-AwAQ2-cCegQIABAA&oq=f.
+&gs_lcp=CgNpbWcQARgAMgIIADICCAAyAggAMgIIADICCAAyAggAMgIIADICCAAyAggAMgIIADoECCMQJzoECAAQQzoFC
AAQsQNQ4toBWJXlAWD19gFoAHAAeACAAe8CiAHpBZIBBzAuMS4xLjGYAQCgAQGqAQtnd3Mtd2l6LWltZ8ABAQ&sclient=im
g&ei=bwRWX9TNCIiS0wS5_Q0&bih=587&biw=1345&hl=en#imgrc=14buEIvIK-CYvM
Image of Carlos Bulosan. Retrieved from: https://www.google.com/search?
q=Carlos+bulosan&tbm=isch&ved=2ahUKEwjbh7G55NbrAhViJqYKHRaECecQ2-
cCegQIABAA&oq=Carlos+bulosan&gs_lcp=CgNpbWcQAzICCAAyAggAMgIIADICCAAyAggAMgIIADICCAAyAggAMgQIABAYM
gQIABAYOgcIIxDqAhAnOgQIIxAnOgQIABBDOgUIABCxAzoICAAQsQMQgwE6BggAEAgQHlCUuQdYnv8HYLaCCGgBcAB4AY

17 | P a g e
AB_AGIAfIWkgEFMC43LjiYAQCgAQGqAQtnd3Mtd2l6LWltZ7ABCsABAQ&sclient=img&ei=kARWX9v_N-
LMmAWWiKa4Dg&bih=587&biw=1345&hl=en#imgrc=o0C7qjN2Gu8wcM

21st CENTURY LITERATURE (COMM3): STUDY GUIDE #1.4

GRADE LEVEL: 11

TITLE/TOPIC: The Literatures from Martial Law

The Literary Elements
WEEKS/s: 5

I. Introduction
Hello my Grade 11 students! I’m glad that you’re still with us. Today, we will be having a new topic to tackle
and will go back in time during the period of dictatorship in the in the Philippines. A time that might be dark to most
Filipinos yet sparked and inspired great literary pieces that is still being celebrated until today.
Aside from having the literatures from Martial Law as our topic, we will also be discussing one of the most
fundamental topics in learning literature, the literary devices. We’ll be using these devices on how to properly analyze
a literary piece.
So with these let us proceed to our main agenda.

II. Discussion of the topic and Self-Check

Allow me to post the learning competency for the lesson we have this week. I will also post here the
essential questions that will be given answers as we develop the lesson.

LEARNING COMPETENCY:
 Appreciate the contributions of the canonical Filipino writers to the development of national literature

What do you remember about Ferdinand Marcos? Write you answer in the box below in one paragraph.

It was on the 21st of September 1972 when the Proclamation number 1081 was signed by the late President
Ferdinand Marcos. A regime that lasted for 22 years in the Philippine government. That period of time was
considered as one of the Darkest Days of the Philippines.
To effectively silence the opposition, the congress was padlocked, media was shut down, and the critics to
the dictator and his rivals were, arrested, and assassinated. The repressive measures of Martial Law forced the
activists to go underground, where they continued organizing for resistance against it.
These are some of the facts and figures during the Marcos regime:
■ 3257 is the number of people allegedly killed (1975-1985)
-737 (disappearances) + 2427 (salvaged) + 93 (EJK by military or by the government)
■ 35000 tortured

18 | P a g e
 ■ 70000 arrested
From these events sparked a new breed of literary works and figures that expressed all their emotions and
thoughts about the dictatorship and its government thru writing.
The following are the themes and forms of literature during the Martial Law:
Protest Literature
-referred to as revolutionary literature. It is a body of work that expresses social and political protest. Its
subjects revolve around resistance of the order and being socially conscious.
Proletarian Literature
-is literature created by, about, or for members of the working class, focused on working‐class issues and
usually conveying an anti-capitalist, pro‐socialist message.
Prison Literature
- is a literary genre characterized by literary pieces that were written while the author is confined in a
location against his will, such as a prison, jail or house arrest.
Circumvention Literature
- also called "underground literature", refers to a type of editorial and publishing process that involves self-
publishing works, often in contradiction with the legal standards of a location.
Please go to this link, https://www.youtube.com/watch?v=alzDDNlHeyU to further understand how the
freedom of expression and writing were oppressed during the martial law.
You can also check this site https://rappler.com/nation/torture-martial-law-marcos-regime to have an idea on
how cruel the consequences when you oppose the administration during the martial law.
Now that we are done discussing the literatures during the Martial Law, we now proceed to our next agenda
which is the literary elements.
Poems are literary attempts to share personal experiences and feelings. Since literature, in general, is all
about significant human experiences, poetry’s subject matter is also about the poet’s personal life or the lives of
those around him.
Good poems, aside from being stated in a fresh manner, often probe deeply and can contain disturbing
insights. The language is fresh and demanding because of its subtleties. Good poems show images which leads the
reader a sense of delight, awe, and wonder.
Literary elements are narrative techniques that add texture, energy, and excitement to the narrative, grip of
the reader's imagination, and convey information. There are a lot of literary elements in the vast field of literature but
we will only be discussing the basics and the most important.
Let us identify the different elements:
Tone
• This literary device is the attitude or approach that the author takes toward the work’s central theme or
subject
• Tone is generally conveyed through the choice of words, or the viewpoint of a writer on a particular subject.
• Tone can portray a variety of emotions ranging from solemn, grave, and critical to witty, wry and humorous.
• Tone helps the reader ascertain the writer’s feelings towards a particular topic and this in turn influences the
reader’s understanding of the story.
• Examples of tone are: cheerful, sad, reflective, serious, angry, anxious, etc.
Example: 
In her Harry Potter series, author J.K. Rowling has taken an extremely positive, inspiring and
uplifting tone towards the idea of love and devotion.

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Mood
• Is a literary element that evokes certain feelings or vibes in readers through words and descriptions.
• Usually, mood is referred to as the atmosphere of a literary piece, as it creates an emotional setting that
surrounds the readers.
• In general, mood is what the reader feels after reading a selection.
Example:
Percy Jackson feels sad upon reading that his favorite character, Severus Snape was killed by a snake
named, Nagini.
Theme
• This literary device is the central topic or idea explored in a text.
• Themes are stated in a phrase or a sentence. It is wrong to state a theme in a word because that will
become a subject.
Example:
The theme of the drama, Romeo and Juliet is that love is the greatest sacrifice.

Technique
• The style of the authors on how they write their literary works.
• It describes how the author writes his literary pieces.
Example:
The technique of William Wordsworth in his writings is that he uses profuse adjectives to describe the
beauty of nature with an underlying wisdom that provokes the senses of the readers.

III. Evaluation
1. If you were already a student or an adult during those days of the Martial Law, would you have joined
the rallies and other protest actions? Explain your answer.
2. Poem analysis to be given on the next module

IV. References:
Lacia, Ferdilyn C; Gonong, Gina O.; Libunao, Lydia L. (2012) The Literatures of the World. Rex
Bookstore Inc.
Agoncillo, Teodoro A.; Mangahas, Fe B. (2010) Philippine History. C & E Publishing, Inc.

https://www.slideshare.net/yanzkei/literature-during-martial-law-by-ryan-jay
https://rappler.com/nation/torture-martial-law-marcos-regime

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 21st CENTURY LITERATURE (COMM3): STUDY GUIDE #1.5
GRADE LEVEL: 11

TITLE/TOPIC: Apo on the Wall

WEEKS/s: 6

I. Introduction
Great day my dear students. Today we’ll be discussing a new topic and at the same time apply what you
have learned from our previous lesson. Before we proceed with our discussion, I want you familiarize yourself with
the literary devices that we had from our last session because you will be needing it in your analysis for today’s
lesson.
Also, if you have questions about our lessons you can reach me thru Facebook by sending me a message
or thru my gmail, roseannecabal123@gmail.com .
Let us have a short recap from our last module, please identify if what literary device is being asked or
described in the following items:
__________________1. The reader felt sad after reading the story.
__________________2. The usage of profuse adjective is very evident in the text.
__________________3. You can never cheat death twice is what he realized after reading
the selection.
__________________4. The story is about love.
__________________5. The love is very evident in the setting of the text.
If you guys are done, then we’re ready for our today’s agenda.

II. Discussion of the topic and Self-Check

Allow me to post the learning competencies we have for today’s topic.
LEARNING COMPETENCY:

4. Appreciate the contributions of the canonical Filipino writers to the development of national
literature.
5. Identifying the author’s purpose for a piece of writing.
Let us begin our today’s session by watching a video presentation as an introduction for today’s lesson.
Please go to this link, https://www.youtube.com/watch?v=alzDDNlHeyU to further understand how the freedom of
expression and writing were oppressed during the martial law. This is just a continuation of our last session.
If you are done, what do you feel after watching the short documentary? Did it sparked a sudden tension to
yourself? Do you think that Filipinos are still free to express their thoughts and opinions in the present times? Write
your answers in your note book.
Our main topic today is a poem written by a Filipino author, BJ Patino. Please read the poem carefully for
we will be analyzing it afterwards.
Apo on the Wall
by BJ Patino

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 There’s this man’s photo on the wall
of my father’s office at home, you
know, where father brings his work,
where he doesn’t look strange
still wearing his green uniform
and colored breast plates, where,
to prove that he works hard, he
also brought a photo of his boss
whom he calls Apo, so Apo could,
you know, hang around on the wall
behind him and look over his shoulders
to make sure he’s snappy and all.

Father snapped at me once, caught me

sneaking around his office at home
looking at the stuff on his wall-handguns,
plaques, a sword, medals, a rifle-
told me that was no place for a boy,
only men, where he didn’t really
have to tell me because, you know,
that photo of Apo on the wall was already
looking at me while I moved around,
his eyes following me like he was
that scary Jesus in the hallway, saying
I know, I know what you’re doing.

One way for you to properly understand a poem is by identifying all the symbolisms that are presented in a
literary piece and how these symbolisms work and connect to create a meaning. So, the first thing that I want you to
do is to identify all the symbols and its meanings. But please, be aware that not every single detail or word can be
considered as a symbol. Remember a symbolism Is an object in a literary work that represents something other than
what it is. Others may consider the color, size, shape, texture, how the words were written, deviation, capitalizations,
quality or quantity as factors that contribute to the “real” meaning of the symbol.
Once you’re done identifying it, think of a way on how do these chosen words of yours can connect with one
another to achieve its meaning. Use the space below to answer. You can use the following guide questions to help
you understand the poem better. Don’t forget to include the elements of literature in your analysis.
1. Who is Apo in the poem?
2. How would you describe the relationship between the persona’s father and Apo?
3. What is the poem all about?

III. Evaluation
1. Analyze the poem below based on how you analyzed the Apo on the Wall. Send your analysis via email or
messenger roseannecabal123@gmail.com with the format, Times New Roman with a font size of 12.
The Unsung Heroes of the COVID
By RaGe Romasanta

There they are, risking their lives

Walking around the war and death zone
Unsure if they’ll be the next victim

22 | P a g e
 Of the talons of this pandemic

Lockdowns and quarantine are imposed

They said people should stay indoors
But they are outside, leaving their abodes
Even their families, just for a pen and a paper
They gamble their health and lives
To serve the masses and its community
They do it not because of their job
But because of their promised mandate

They’re not the people in white suits

Nor the ones with blue or greens
In fact, they don’t belong to any hues
Because not all heroes of this crisis have colors

They are our Journalists

Risking everything for information
Exposing themselves to deliver us the news
Giving away their health for the people
People from the medical fields are front liners
So as our armed forces
But let us not forget to salute our media
Working 24/7 to deliver information to public

IV. References:
Lumbera, Bienvenido, and Cynthia Nograles Lumbera. Philippine Literature: A History and Anthology. Pasig
City: Anvil, 1997.

Agoncillo, Teodoro A.; Mangahas, Fe B. (2010) Philippine History. C & E Publishing, Inc.

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 21st CENTURY LITERATURE (COMM3): STUDY GUIDE #1.6
GRADE LEVEL: 11

TITLE/TOPIC: THE SAFE HOUSE BY SANDRA NICOLE ROLDAN

WEEKS/s: 7

I. Introduction
Good day! How are you today?

In your last study guide, we have discuss the poem “Apo on the Wall” by BJ Patino. The poem was about
the Martial Law.

Now, in this study guide, we will be discussing and read the short fiction “The Safe House” by Sandra Nicole
Roldan. This story is also about the Martial Law during the presidency of former Philippine president and dictator
Ferdinand E. Marcos. But before we proceed to our topic, please do the activity below.

Directions: Name atleast 3 things used in the poem “Apo on the Wall” by BJ Patino to symbolize the military
soldier.
“Apo on the Wall” by BJ Patino

1.
Military Soldier 2.
3.

If you are done, then let us proceed to our lesson.

II. Discussion of the topic and Self-Check
The learning competency for the today’s lesson is:

LEARNING COMPETENCY:

1. Appreciate the contributions of the canonical Filipino writers to the development of national literature.

We are now ready to start!

The image below is the author of the story “The Safe House” Sandra Nicole Roldan.

Prof. Sandra Nicole Roldan (Photo by Misael Bacani, UP MPRO)

24 | P a g e
 Sandra Nicole Roldan is a faculty member in Department of English and Comparative Literature at the
University of the Philippines – Diliman. She earned her degree in Creative Writing at the same school. Apart from
winning the Philippine Free Press literary award for essay, she is also recognized by both local and international
writing fellowships.
The story “The Safe House” took place during the period of President Ferdinand Marcos told on the point of
view of a 5-year-old girl. The story was patterned after herself.

Let us proceed now to the story.

Turn your book and read 78-84, especially the short fiction “The Safe House” by Sandra Nicole Roldan.

The story is very interesting! Right? It gives you an idea about the things happened during the martial law.
Martial Law was a dark period for all, 70,000 people incarcerated, 35,000 tortured and 3,257 killed in extrajudicial
killings. Now you have the idea about the things happened in the past. The story helps you know some of the things
happened during the martial law.

III. Evaluation

Directions: Refer to your book and answer Engaging Texts on page 90, numbers 2 and 4 only.

IV. References
Martin, Maria Gabriela P.; Guevarra, Alona U.; Del Campo, Emar Ivery; Perez, Ma. Socorro Q. PhD. (2016). English
Communication Arts and Skills Beyond Borders Reading Literature in the 21st Century. Phoenix Publishing House.
Bacani, Misael- , UP MPRO. Sandra Nicole Roldan Image. Retrieved from: https://www.up.edu.ph/in-photos-up-
writers-night-2018-celebrates-40-years-of-likhaan/11-sandra-roldan/
Brainly.ph. Sandra Nicole Roldan background. Retrieved from: https://brainly.ph/question/1760560

25 | P a g e
 21st CENTURY LITERATURE (COMM3): STUDY GUIDE #1.6
GRADE LEVEL: 11

TITLE/TOPIC: SURVIVE BY ANDREA B. DELA ROSA

WEEKS/s: 7

I. Introduction

Good day! How are you today?

In your last study guide, we have discuss the story “The Safe House” by Sandra Nicole Roldan. The poem
was also about the Martial Law. The story gives you an idea about the things happened during the presidency of
former Philippine president Ferdinand E. Marcos.

Now, in this study guide, we will be discussing the poem “Survive” by Andrea B. Dela Rosa. But before we
proceed to our topic, please watch the video on youtube. Here is the link https://youtu.be/tkCwf8KQKgk.

After watching the video, ponder on the following questions below:

1. What is the video all about?
2. What can you say about Filipino people’s attitude when facing hardships?
3. What are the characteristics of a Filipino that you have seen in the video?
4. What makes us resilient?

Did you enjoy watching the video? I know it made you feel proud as a Filipino. Now, let us proceed to our
lesson.

II. Discussion of the topic and Self-Check

The learning competency for the today’s lesson is:

LEARNING COMPETENCY:

1. Study and appreciation of literary texts from the different regions written regions in Luzon, Visayas, and
Mindanao.

We are now ready to start!

Read the poem below entitled “Survive” by Andrea B. Dela Rosa. The poem is from Visayas.

SURVIVE
Andrea B. Dela Rosa

I.
Many people died
Many people suffered,
All of them cried
All of them struggled.
II.
We want to help
We want them to be alive
Because like us
They are as brave as a lion

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 III.
They stand up
On their own feet
And make themselves
Happy on anything
IV.
The climate is as cold as ice
But they survived
Time is a thief
That they can't do what they want
V.
The ocean that is darker than the night
They give it a light
To make it bright
Because they stand up and fight.

After reading the poem, answer the following questions:

1. What is the situation presented in the text?
2. How can you describe the people in the first stanza?

Now, let us discuss the literary devices used in the poem.

 Anaphora – repetition of word or phrase at beginning of every clause

Example:
Unfortunately, I was in the wrong place at the wrong time on the wrong day.

The word “wrong” is being repeated in the sentence.

In the poem, the lines:

I.
Many people died
Many people suffered,
All of them cried
All of them struggled.
II.
We want to help
We want them to be alive

The words “Many people, All of them and We want” are being repeated at the beginning.

 Metaphor – direct comparison of unrelated subjects

- Equates two ideas despite their differences
Example:
“Henry was a lion on the battlefield”.

The sentence suggests that Henry fought so valiantly and bravely that he embodied all the personality traits
we attribute to the ferocious animal. This sentence implies immediately that Henry was courageous and
fearless, much like the King of the Jungle.

In the poem, the lines :

 Time is a thief
 The ocean that is darker than the night

The lines above are the metaphors in the poem.

 Simile – uses words such as “like” or “as” to compare ideas

- Allows two ideas to remain distinct in spite of their similarities
Example:
 He is like a mouse in front of the teacher.
 Her skin is white as milk.

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 In the poem, the lines :
 They are as brave as a lion
 The climate is as cold as ice

The lines above are the similes in the poem.

The poem is a good example that shows how Filipinos are in the midst of everything. No weather
can destroy Filipinos because we are strong and brave as a lion!

Now that you know the poem already, you are ready for the activity!

III. Evaluation

Directions: Answer the following questions.

1. Which among these literary devices are used to describe their being resilient?
2. What particular personal experiences or situations can you relate with the text’s meaning or message?
3. Would you also stay positive amidst the negative circumstances? How?

IV. References
Unknown. November 21, 2013. Poem “Survive” by Andrea B. Dela Rosa . Retrieved from:
http://cynantioquia.blogspot.com/2013/11/i.html
Bizarre World. The reason behind the Filipino smiles (video). Retrieved from: https://youtu.be/tkCwf8KQKgk
Literary Devices. Metaphor example. Retrieved from: https://literary-devices.com/content/metaphor/
Literary Devices. Simile example. Retrieved from: https://literary-devices.com/content/simile/

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 21st CENTURY LITERATURE (COMM3): STUDY GUIDE #1.7
GRADE LEVEL: 11

TITLE/TOPIC: The 21st Century Genres of Literature

WEEKS/s: 8

I. Introduction
Great Day my Grade 11 students! I hope you are doing fine and has adapted the “new normal” of class
instructions. Today’s a continuation of the last topic that we have tackled. It is like a version 2.0 of the traditional
genres of literature that you had in the last study guide. This will also be the last study guide that you’ll have in the
first quarter.

Before we begin with our today’s topic, we’ll have a little activity first. Write “hugot” lines based on the given
picture in any piece of paper. You can write hugots as many as you want because we will be using it later.

If you are done constructing your hugot lines, I want you to write a free verse poem based on your hugots by
arranging them into a line/stanza form. Be creative with the poem that you will be writing because you will be using it
by the end of this study guide.
Write your poem on the box below. Don’t forget to also write the title of your own poem.

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 If you are done, then let us proceed with our topic.
II. Discussion of the topic and Self-Check
Allow me to post the learning competency we have for today’s topic.
LEARNING COMPETENCY:

1. Study and appreciation of literary texts written in different genres covering: major genres (poetry, fiction,
drama, drama, creative nonfiction, as well as hyperpoetry, blogs, mobile phone textula, chicklit, speculative
fiction, flash fiction, etc.)
Let us now begin tackling our today’s lesson, the 21st Century Genres of Literature.
As discussed in the last sessions, literature is dynamic. It changes through time and same goes with its
genres. Today, we’ll be exploring these all new genres that we have in today’s literature. The following are its genres:
1. Blog
- A blog (shortening of “web blog”) is an online journal or informational website displaying
information in the reverse chronological order, with latest posts appearing first. It is a platform where a writer
or even a group of writers share their views on an individual subject.
Examples: Wordpress, blogspot, buzzfeedHOL
2. Hyperpoetry
- This genre, also called cyberpoetry. It could not be presented without the aid of computers,
mobile devices and the internet. It includes verse with links to sub-poems or footnotes. This is a poetry with
movements or images. Hyperpoetry is usually highly steeped in the visual and sometimes involves parts
that are read in varying orders. Hyperpoetry is a poem with 2 dimensional objects or images that supports
the text and at the same time have hyperlinks to be clicked that will lead you to a new line or stanza of a
poem.

3. Holopoetry
- Holopoetry is the same with the hyperpoetry, the only differences that they have is that
hyperpoetry has 3-dimensional visual art that combines words with images using holographic techniques.
4. Mobile Textula
- Entire poems are written and read on mobile phones. Traces its origins to traditional tagalog form
of poetry called Tanaga. Text tula or Textula employs communication technology in the sharing of tanaga. A short
poetry that is sent through SMS on mobile phone with your friends, families, loved ones, and through netizens. It
consists of 4 lines with 7 syllables each.
Example: the group message that you send with simple quotes or lines.
5. Chick Lit
- Chick lit is genre fiction which addresses issues of modern womanhood, often humorous and
lighthearted. Although it sometimes includes romantic elements, chick lit is generally not considered a direct
subcategory of the romance novel genre. It uses strong female character who is trying to live in the modern world.
Plots are lighthearted, smart, and funny.
Example: The Devil Wears Prada, The Confessions of a Shopaholic, Mean Girls
6. Flash Fiction
- Notable for its brevity. It is also called as short short story. It is a fictional work of extreme
brevity that offers quick character and plot development. It includes many variety which can be identified by word
counts.

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 Types of Flash Fictions:
 Twitterature

-Usually include six to twelve word story

example: Strangers. Friends. Best friends. Lovers. Strangers.
 Dribble

- also known as minisaga with 50 words

Example: UST Secret Files, Spookify
 Nanotale/ Microfiction

-flash fiction with 1000 words.

Example: mini wattpad stories

7. Speculative Fiction
- The setting is futuristic, post-apocalyptic, or dystopian. It involves supernatural elements and
dehumanization. It encompasses horror and science fiction works.
Examples: The Maze Runner series, Divergent series, the Hunger Games Trillogy
8. Graphic Novel
- Utilizes pictures in narrating a long story. This genre is one of the most popular and growing
literary works of the 21st Century.
Examples: the manga
9. Spoken Word Poetry
- Is a performance art that is word based. It’s an oral art that focuses on the aesthetics of word play
such as intonation and voice inflection. It includes any kind of poetry recited aloud.

III. Evaluation
1. Write three flash fictions of twitterature. You are free to choose whatever subject your story will be. You can
either use English or Pangasinan as your medium of your work.

2. Using the hugot poem that you made earlier, record yourself reciting the piece that you made creatively like
a spoken word poetry with a minimum of 3 mins and maximum of 6 mins.

3. Congratulations Grade 11! You may now start doing your Performance Task. If you have already finished
your performance task, then you can send it to me via email or messenger. Good luck!

IV. References
Martin, Maria Gabriela P.; Guevarra, Alona U.; Del Campo, Emar Ivery; Perez, Ma. Socorro Q. Beyond
Borders Reading Literature in the 21st Century. Phoenix Publishing House. 2017

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