NAME: _________________________________________ SUBJECT:

______________
GRADE&SECTION: _____________ DATE: _______________
21 CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD
ST

(MODULE 1 WEEK 1 QUARTER 1)

WHAT I NEED TO KNOW
The use of this module requires every learner to demonstrate understanding of transformation in the
Philippine literature through times. Through this, each learner will experience how language, ethnic and geographic
dimensions contribute and are influenced by changes in the government.
Learning Competency:
EN12Lit-Ia-21 Identify geographic, linguistic, and ethnic dimensions of Philippine literary history from pre-colonial
to the contemporary
Objectives:
LESSON 1: PHILIPPINE LITERARY HISTORY FROM PRECOLONIAL TO CONTEMPORARY
At the end of the lesson, you are expected to:
 Identify various dimensions of Philippine literary history from precolonial to contemporary;
 Enumerate differences between and among periods of Philippine literature as presented by geographic,
linguistic, and ethnic dimensions;
 Show appreciation of the early and contemporary forms of Philippine literature through a letter.

WHAT I KNOW
PRE-TEST: TESTING THE WATER
DIRECTIONS: Read the questions carefully then, write the letter of the correct answer on the space provided in
the answer sheet.

1. Jose Rizal’s works such as Noli Me Tangere and El Filibusterismo were written to awake the mind of our countrymen.
A. Spanish Period B. American Period
C. Pre-Spanish Period D. Period of Enlightenment

2. The Philippines had literature such as legends, folktakes, folksongs, and the like.
A. Spanish Period B. Japanese Period
C. Pre-Spanish Period D. Period of Enlightenment

3. In this period, religious books were written such as Doctrina Cristiana and Urbana and Felisa to support or contradict the
Catholic Church.
A. Spanish Period B. American Period
C. 21st Century Period D. Period of Enlightenment

4. Filipino writers went into all forms of literature like news, reporting, poetry, stories plays, essays, and novels which clearly
depicted their love of country and their longings for independence.
A. Edsa I Period B. American Period
C. Pre-Spanish Period D. The 3rd Republic Period

5. Filipino literature was given a break during this period for the Filipino literature was prohibited to use. Many wrote plays,
poems short stories, etc. Topics and themes were often about life in the provinces.
A. Japanese Period B. American Period
C. Pre-Spanish Period D. The 3rd Republic Period

WHAT’S NEW
ACTIVITY 1: PLOTTING THE COURSE
DIRECTIONS: Study the literary map below. Note how our geographic, linguistic, and ethnic dimensions
of Philippine literary history from pre-colonial to the contemporary time contribute and are influenced by the various events
to answer the questions below. Draw strings to connect the literary pieces to their locations on the map.

Japanese and American Period

Kahapon, ngayon, at bukas - Pre-colonial
Kapangpangan Ida-Ida- Maguidanao
Ang Mga Tunuksan Isa Ca Ibanag- Tagalog
Bulacalac -Visaya Lullabyes or ili-ili- Ilongo
Ambahan- Mangyan
Harana- Cebuano
1|21st C E N T U R Y L I T E R A T U R E F R O M T H E P H I L I P P I N E S A NKissa-
D T Tausug
HE WORLD
 Spanish and Period of Enlightenment
Awit and Korido- Tagalog
Lagaylay- Sorsogon
THE MORO-MORO- Mindanao

Think about This!

1. Which among the literary pieces are you familiar with?
2. What does the activity say about the geographic, linguistic, and ethnic dimensions of Philippine literature from pre-
colonial to contemporary time?
3. What do you think were the changes happened in our literature as the time passed by?

WHAT IS IT
Did you know that….our forefathers already had their own literature which was reflected in their customs and traditions?
They had their own alphabet even before they were colonized. Their alphabet was burned by the Spanish friars in the belief
that they were works of the dev
il or were written on materials that easily perished, like the barks of trees, dried leaves and bamboo cylinders which could not have
remained undestroyed even if efforts were made to preserve them.
Other records that remained showed folk songs that proved existence of a native culture truly our own. Some of these were
passed on by word of mouth till they reached the hands of some publishers or printers who took interest in printing the manuscripts of
the ancient Filipinos. Our unique geographic location is the reason or having rich and varied.
HISTORY OF POETRY
1. BC-1564 The Pre-Colonial Period
Filipinos are no strangers to poetry; it has been a part of Filipino Culture ever since pre-Hispanic times. The awit, or song,
existed in many forms and were used for varied purposes. Aside from songs, the two major pre-Hispanic forms were the riddle,
or bugtong and the proverbs, or sawikain.

 Bugtong was a riddle that used talinhaga, or metaphor that actually helped convey the answer to riddle. These are
statements that contain superficial words, but they function figuratively and as metaphors, and are in the form of
questions.
 Sawikain or (salawikain) were proverbs that were used to express pieces of wisdom or beliefs that were important to
Filipino society.
 Epiko or (epic) were long, episodic, chanted poems which told a story, normally about a legendary hero and his
adventures, often contending with, and also being aided by, supernatural creatures and spirits.
 Folk Songs- these are folk lyrics that are usually chanted.

2. 1521-1898 The SPANISH Period

 LEGENDS. Legends are a form of prose the common theme of which is about the origin of a thing, place, location
or name. The events are imaginary, devoid of truth and unbelievable. Old Filipino customs are reflected in these
legends.

 FOLK TALES. Folk tales are made up of stories about life, adventure, love, horror and humor where one can derive
lessons about life. These are useful to us because they help us appreciate our environment, evaluate our personalities
and improve our perspectives in life. An example of this is THE MOON AND THE SUN.

THE FIRST BOOKS

 ANG DOCTRINA CRISTIANA (THE CHRISTIAN DOCTRINE). This was the first book printed in the Philippines in
1593 in xylography.
 Nuestra Señora del Rosario. It contains the biographies of saints, novenas, and questions and answers on religion.
 Libro de los Cuatro Postprimeras de Hombre (in Spanish and Tagalog). This is the first book printed in typography.
 Ang Barlaan at Josephat. This is a Biblical story printed in the Philippines and translated to Tagalog from Greek by Fr.
Antonio de Borja.
 The Pasion. This is the book about the life and sufferings of Jesus Christ. It is read only during Lent. Urbana at Felisa.

RECEREATIONAL PLAYS. There are many recreational plays performed by Filipinos during the Spanish times. Almost
all of them were in poetic form.
 Tibag – The word tibag means to excavate. This ritual was brought here by the Spaniard to remind the people about the
search of St. Helena for the Cross on which Jesus died.
 Lagaylay – This is a special occasion for the Pilareños of Sorsogon during Maytime to get together.
 The Cenaculo – This is a dramatic performance to commemorate the passion and death of Jesus Christ.

2|21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD

  Panunuluyan – This is presented before 12:00 on Christmas Eve. This is a presentation of the search of the Virgin
Mary and St. Joseph for an inn wherein to deliver the baby Jesus.
 The Salubong (or Panubong) - The Salubong is an Easter play that dramatizes the meeting of the Risen Christ and his
Mother. It is still presented in many Philippine towns.
 Carillo (Shadow Play) – this is a form of dramatic entertainment performed on a moonless night during a town fiesta
or on dark nights after a harvest.
 Zarzuela – considered the father of the drama; it is a musical comedy or melodrama three acts which dealt with man’s
passions and emotions like love, hate, revenge, cruelty, avarice or some social or political proble
 Sainete – this was a short musical comedy popular during the 18th century. They were exaggerated comedies shown
between acts of long plays and were mostly performed by characters from the lower classes. Themes were taken from
everyday life scenarios.
 MORO-MORO. Like the Cenaculo, the Moro-moro is presented also on a special stage. This is performed during town
fiestas to entertain the people and to remind them of their Christian religion.
 KARAGATAN. This is a poetic vehicle of a socio-religious nature celebrated during the death of a person.
 DUPLO. The Duplo replaced the Karagatan. This is a poetic joust in speaking and reasoning. The roles are taken from
the Bible and from proverbs and saying. It is usually played during wakes for the dead.
 BALAGTASAN. This is a poetic joust or a contest of skills in debate on a particular topic or issue. This is replaced the
DUPLO and is held to honor Francisco “Balagtas” Baltazar.
 THE DUNG-AW. This is a chant in free verse by a bereaved person or his representative beside the corpse of the dead.
No definite meter or rhyming scheme is used.
 AWIT and the CORRIDO. Some use these two interchangeably because distinction is not clear.

SPANISH INFLUENCES ON PHILIPPINE LITERATURE

The first Filipino alphabet called ALIBATA was replaced by the Roman alphabet.
The teaching of the Christian Doctrine became the basis of religious practices.
The Spanish language which became the literary language during this time lent many of its words to our language.
European legends and traditions brought here became assimilated in our songs, corridos, and moro-moros.
Ancient literature was collected and translated to Tagalog and other dialects.
Many grammar books were printed in Filipino, like Tagalog, Ilocano and Visayan.
Our periodicals during these times gained a religious tone.

3. 1900-1942 The AMERICAN Period

After having been colonized by the Spaniards, a new set of colonizers brought about new changes in Philippine literature.
Linguistically, Americans influenced Filipino writers to write using English language. English as medium of instruction was
introduced in the schools as intellectual language of education. Jose Garcia Villa became famous for his free verse. Angela
Manalang Gloria used free verse in writing her poetry about illicit love.
Alongside this development, writers in the provinces continued to use vernacular language. Some of them are Lope K.
Santos, Valeriano Hernandez Pena and Patricio Mariano. American’s influence was evident in the fusion of American pop cultures
and romantic tradition such as Edgar Rice Burroughs’ Tarzan by F.P Boquecosa who also penned Ang Palad ni Pepe after Charles
Dicken’s David Copperfield.

The active arousal in the field of literature started to be felt in the following newspapers.
EL NUEVO DIA (The New Day). Established by Sergio Osmeña in 1900. The American censors twice banned this and
threatened Osmeña with banishment because of his nationalistic writings.
EL GRITO DEL PUEBLO (The Call of the Nation). Established by Pascual Poblete in 1900.
EL RENACIMIENTO (The Rebirth). Founded by Rafael Palma in 1901.
Plays written during the period
KAHAPON, NGAYON AT BUKAS (Yesterday, Today and Tomorrow). Written by Aurelio Tolentino depicting the
suppression done by the Americans and their plan to colonize the Philippines.
TANIKALANG GINTO of Juan Abad.
MALAYA by Tomas Remigio.
WALANG SUGAT by Severino Reyes.

Characteristics of Literature during this period

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

4. 1941-1945 The JAPANESE Period

Between 1941-1945, Philippine Literature was interrupted in its development when the Philippines was again conquered
by another foreign country, Japan. Philippine literature in English came to a halt. Except for the TRIBUNE and the PHILIPPINE
REVIEW, almost all newspapers in English were stopped by the Japanese.

 FILIPINO POETRY DURING THIS PERIOD

3|21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD

 The common theme of most poems during the Japanese occupation was nationalism, country, love, and life in the barrios,
Faith, religion and the arts.
Three types of poems emerged during this period. They were:
Haiku – a poem of free verse that the Japanese like. It was made up of 17 syllables divided into three lines. The first
line had 5 syllables, the second, 7 syllables, and the third, five. The Haiku is allegorical in meaning, is short and
covers a wide scope in meaning.
Tanaga – like the Haiku, is short but it had measure and rhyme. Each line had 17 syllables and it’s also allegorical
in meaning.
Karaniwang Anyo (Usual Form)

 THE FILIPINO SHORT STORY DURING THE JAPANESE PERIOD

 The field of the short story widened during the Japanese Occupation. Many wrote short stories, among them were:
Brigido Batungbakal, Macario Pineda, Serafin Guinigindo, Liwayway Arceo, Narciso Ramos, NVM Gonzales, Alicia
Lopez Lim, Ligaya Perez, and Gloria Guzman.
 PHILIPPINE LITERATURE IN ENGLISH (1941-1945) Because of the strict prohibitions imposed of the Japanese in
the writing and publishing of works in English, Philippine literature in English experienced a dark period.
 POETRY IN ENGLISH DURING THIS PERIOD For the first twenty years, many books were published both in
Filipino and in English.
 THE NEW FILIPINO LITERATURE DURING THIS PERIOD Philippine literature in Tagalog was revived during this
period. Most themes in the writings dealt with Japanese brutalities, of the poverty of life under the Japanese government
and the brave guerilla exploits.

WHAT’S MORE
ACTIVITY 2: TRACE AND RACE
DIRECTIONS: Describe the changes happened in our literature from Pre-colonial Period to Japanese Period. Put emphasis
on the language used and the influences contributed by Americans, Japanese and Spaniards in the Philippine literature.

WHAT I CAN DO
ACTIVITY 3: APPROACHING THE DESTINATION
DIRECTIONS: Make a gratitude letter addressed to ilustrados indicating the importance of their writings in the
attainment of nation’s freedom and in the development of Philippine literature. Use the template provided in the
answer sheet.

ASSESSMENT
DROPPING THE ANCHOR
I.Directions: Identify the literary historical period as described by geographic, linguistic, and ethnic dimensions. Write the
of the correct answer on the space provided in the answer sheet.

1. Chant (Bulong) was used in witchcraft or enchantment especially in far places in Visayas.
a) Japanese Period
b) Rebirth of Freedom
c) Pre-Spanish Period
d) Period of Enlightenment

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

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

4. EL NUEVO DIA (The New Day) was established by Sergio Osmeña in 1900. The American censors twice banned this and
threatened Osmeña with banishment because of his nationalistic writings.
a) Spanish Period
b) New Society Period
c) Pre-Spanish Period
d) Period of 3rd Republic

5. The Moro-moro is presented on a special stage. This is performed during town fiestas to entertain the people and to remind
them of their Christian religion.
a) Spanish Period

4|21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD

 b) New Society Period
c) Pre-Spanish Period
d) Period of 3rd Republic

II. Directions: Use the ticket on the next page to write your reflection about the discussion we have had. Write 2 new
things you’ve learned, 2 realizations you’ve formed, and 1 question in mind. Use the space provided in the answer
sheet.(5pts)
 2 learnings
 2 realizations
 1 question

What I can show?

Which category in 21st Century skills do you think the core of our topic falls in? (Communication, collaboration,
creativity, critical thinking, productivity, leadership and technology literacy). Explain why.

Prepared by:
________________________________
Mrs. Rochelle May G. Gayacan, LPT
SUBJECT TEACHER

ANSWER SHEET
**THIS PORTION OF THE MODULE SHOULD BE SUBMITTED BACK TO MA’AM ROCHELLE FOR CHECKING**

Name of Student: ________________________________________________ Grade/Strand: _________________

Present Address: _________________________________________________ Contact no.____________________
Subject Matter: 21ST Century Literature from the Philippines and the World
Topic: LESSON 1: PHILIPPINE LITERARY HISTORY FROM PRECOLONIAL TO CONTEMPORARY
PRE-TEST (WHAT I KNOW) TESTING THE WATER
1.
2.
3.
4.
5.

WHAT’S NEW- ACTIVITY 1: PLOTTING THE COURSE

Japanese and American Period

Kahapon, ngayon, at bukas -
Pre-colonial
Kapangpangan
Ang Mga Tunuksan Isa Ca Ida-Ida- Maguidanao
Bulacalac -Visaya Ibanag- Tagalog
Lullabyes or ili-ili- Ilongo
Ambahan- Mangyan
Harana- Cebuano
Kissa- Tausug

Spanish and Period of Enlightenment

Awit and Korido- Tagalog
Lagaylay- Sorsogon
THE MORO-MORO- Mindanao

THINK ABOUT THIS

1.

5|21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD

 2
3.
WHAT’S MORE- ACTIVITY 2: TRACE AND RACE

WHAT I CAN DO- ACTIVITY 3: APPROACHING THE DESTINATION

Dear Ilustrados,

Truly yours,

ASSESSMENT- DROPPING THE ANCHOR

TEST I.

1.
2.
3.
4.
5.

TEST II.
2 LEARNINGS

6|21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD

 2 REALIZATIONS

1 QUESTION

WHAT I CAN SHOW

Which category in 21st Century skills do you think the core of our topic falls in? (Communication, collaboration, creativity, critical
thinking, productivity, leadership and technology literacy). Explain why.

Prepared by:
________________________________
Mrs. Rochelle May G. Gayacan, LPT
SUBJECT TEACHER

7|21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD