Name: _____________________________________ Section:_________________________

Grade/Strand:______________________________ Teacher:________________________

Module Code: PASAY-ENG12-Q1-W6-02

DEPARTMENT OF EDUCATION- NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE IN 21st Century Literature from the Philippines and the World
First Quarter / Week6/ Day 2

OBJECTIVE: Makes a comparative analysis of the 21st century literature focused on the different
contexts. (EN12Lit-Ie-30)
YOUR LESSON FOR TODAY:

Before we start our lesson, let us first define Comparative Analysis.

Comparative Analysis is an intellectual activity in which you

examine the similarities and differences between two or more
things in order to come to new insights or conclusions about those
things.

Learn and discover the different Contexts in Literature.

What is a context?
Context is information. It creates meaning by providing precise and useful
information. Information that can push forward a story or facilitate its understanding. In
other words, adding context helps to inform us of the different elements which may
explain the writing. By learning more about the context of a piece of literature, we can
aim to understand it better.

AUTHOR’S CONTEXT VS. READER’S CONTEXT

- your current social and cultural context can have a great influence on how you read a text, so it’s
always important to imagine the author’s own context – whether this be very similar, or very different
from the context of their text.

SOCIAL CONTEXT

- is the way in which the features of the society it is set in impact on its meaning.
- There are two aspects to social context: the kind of society in which the characters live,
and the one in which the author’s text was produced.
HISTORICAL CONTEXTS

- is entangled with its social context, as underlying norms and convention are historically specific.
- historical context is important to note especially when large changes have occurred between the
time the work was produced, and our current day, so it is not assessed by our own concerns alone .

References for further enhancement:

https://tavistocktutors.com/blog/context-in-english-literature-gcse-and-a-level#mobile-widget

Name: _____________________________________ Section:_________________________

Grade/Strand:______________________________ Teacher:________________________
CULTURAL CONTEXT

- refers to a particular ‘way of life’, involving religion, race and nationality, as well as things like food, dress
code and manners.
- culture can relate to art, music, writing and literature itself. Cultural context, which is similarly linked with
social, historical and ideological context, is especially important to note if the author is attempting to
make a comment on an aspect of culture, or the clash of two cultures.

IDEOLOGICAL CONTEXT

- refers to the systems of beliefs and ideas that underpin our attitudes and behavior.

- ideology may be valued by society as a whole, or be the basis of conflict. Ideology is a context that is in many ways
‘invisible’ it is because our own is largely internalized and normalized, we act accordingly to our assumptions and
social norms.

ARE YOU READY TO PRACTICE?

PRACTICE EXERCISES:Write down the similarities and differences of the

two literary pieces below in terms of contexts using comparative analysis.
TEXTULA-Frank Rivera
-https://prezi.com/3nhoq2lndlz1/textula/
MAN ON EARTH- Amador Daguio
-https://www.coursehero.com/file/14906486/Filipino-Poetry-1/

COMPARATIVE ANALYSIS

Name: _____________________________________ Section:_________________________

Grade/Strand:______________________________ Teacher:________________________

ARE YOU READY TO PRACTICE?

PRACTICE EXERCISES 2:

List down 2 literary pieces for each contexts that we have discussed in
this lesson. Write your answer on the box provided below.
 SOCIAL CONTEXT

HISTORICAL CONTEXT

CULTURAL CONTEXT

IDEOLOGICAL CONTEXT

ARE YOU READY TO PRACTICE?

PRACTICE EXERCISES 3:Why is it important for you to know the

contexts of the literary piece you read? Is it a great help? Why?

Name: _____________________________________ Section:_________________________

Grade/Strand:______________________________ Teacher:________________________
EVALUATION: Identify the context used in the poem below and interpret the piece

based on your own understanding. Write your answer on the space provided below.

Oh How To Find Silence In the World

Cirilo Bautista

Being spotted in the color of skin,

why I take care in San Francisco,
waiting for the bus to Iowa.
They say racial prejudice is strong,

Negros and not whites kawawa,

and because of this they will revolt.
I shiver and shiver from fear and hunger 
because I just landed from Tokyo.

A Negro came into the station— 

naka-African hairdo; he holds a small
whip: it’s scary to look, so
I did not look at him. Kumakalansing

the metal on the strings of his shoes

and he shouts, “Peace, brothers!” Smiled showing
white teeth. Looked at me— 
maybe he laughed at what he saw—

a tiny dayuhan, dark and from

some lupalog. Upside down
my insides went in fright and pulled
a cigarette so the redness of my face

wouldn’t show. I nahalata

that the Whites there too were quiet
so quiet, unable to speak in front
of that Negro. Only when he left returned

the normalcy in the station—others

read again, neighbors gossiped again,
laughter, the janitor sweeped again.
After a while that Negro passed again

two white Americanas on each arm, 

blonde, their beauty with no equal.
The janitor stopped sweeping.
I thought, “So this is racial prejudice.”

ANSWER:

Name: _____________________________________ Section:_________________________

Grade/Strand:______________________________ Teacher:________________________
INTEGRATED the Development of the Following 21st Century Learning Skills
Communication Critical Thinking Creativity Collaboration Character

*Following *analyzing *Being open *Exchanging *Working

instructions/directions the text mindedness of ideas from independently
; critically and your family *Being responsible;
producing members as
* Practice reading the yourown you let them
literary tets creative check your
output work

Writer: KRISHA MAE BUCAYU, PCWHS

REFERENCES CITED:
-https://prezi.com/3nhoq2lndlz1/textula/
- https://www.coursehero.com/file/14906486/Filipino-Poetry-1/
https://www.academia.edu/
378270381st_Century_Literature_from_the_Phlippines_and_the_world_Unit1_Contextual_Rea
ding_Approaches

https://www.sparknotes.com/short-stories/where-are-you-going-where-have-you-been/summary/

https://mooneyclassblog.files.wordpress.com/2014/12/appleman_activities.pdf
https://tavistocktutors.com/blog/context-in-english-literature-gcse-and-a-level#mobile-widget