ASSUMPTA TECHNICAL HIGH SCHOOL

Sta. Monica, San Simon, Pampanga

S.Y. 2022 – 2023

MODULE IN ENGLISH
(Grade 8)
QUARTER: THIRD

I. Topic: Module 1: Southeast Asian Literature

Time Frame: WEEK I - II

II. Most Essential Learning Competency:

1. Analyze literature as a mirror to a shared heritage of people with diverse
backgrounds.
2. Determine various social, moral, and economic issues discussed in the text
listened to.
III. Learning Objectives:
At the end of the lesson, you are expected to…
1. infer the meaning of the words taken from the text through context clues;
2. determine the culture and heritage of Southeast Asia through the texts read;
3. compare and contrast the culture we have in the Philippines to the other Southeast
Asian countries; and
4. justify and discuss the different issues presented in the text.

IV. Formation Standards:

The learner will become aware and appreciative of his/her roots and cultural heritage
and remembering joyfully the source of them all moving him/her to be a source of
blessing also for others. (Core Values – Love and Philosophy of Education)

As you continue your journey in English 8, ask the intercession of St. Marie Eugenie of
Jesus. Pray for today’s goals and for your personal intention. In the name of the Father, and
of the Son, and of the Holy Spirit. Amen.

THE MEMORARE

Remember, O most gracious Virgin Mary, that never was it

known that anyone who fled to thy protection, implored thy
help, or sought thine intercession was left unaided.

Inspired by this confidence, I fly unto thee, O Virgin of

virgins, my mother; to thee do I come, before thee I stand,
sinful and sorrowful. O Mother of the Word Incarnate,
despise not my petitions, but in thy mercy hear and answer
me.

Amen.

ATHS Module for English 8: Southeast Asian Literature | 1

Welcome to your first module for the 3rd quarter. Welcome to another region of Asia. In this
module, your goal is to identify the cultural heritage and background of the different countries
in Southeast Asia and compare it to the culture that we have in the Philippines. You will be
exposed to some economic, social, and moral issues through the literary texts that you are going
to read.
To start, find out if you are familiar to the Southeast Asian countries. Note that the content of
this module can also be accessed on Aralinks.

ACROSS COUNTRIES
Identify the Southeast Asian country being describe in each sentence in each statement. Write your answer
inside the flag figure corresponding to the numbered items.

1. It is known as the “Pearl of the Orient Seas”.

2. This is a landlocked nation occupying the northwest portion of the Indochinese Peninsula.

3. “Ho Chi Minh” is the capital of this country.

4. This is an island at the southern end of Maritime Southeast Asia.

5. It is known as the “Abode of Peace”.

6. This country changed its name to Myanmar.

7. The name of its capital is also the country’s name.

8. It is the largest nation in Southeast Asia and it ranked fourth as the most populous country on Earth.

9. The only Southeast Asian country never to have been colonized by the Spaniards.

1. 2. 3.

4. 5. 6.

7. 8. 9..

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Have you ever dreamt of traveling around Asia,
specifically the Southeast Asian countries? Southeast
Asia is composed of 11 countries – Brunei, Burma
(Myanmar), Cambodia, East Timor (Timor-Leste),
Indonesia, Laos, Malaysia, Philippines, Singapore,
Thailand, and Vietnam. These countries have
impressive diversity in religion, culture, and history.
According to North Illinois University, Southeast Asia
is one of the most dynamic areas of the world when it
comes to the economy which is a factor for its growing
https://asiasociety.org/education/introduction-southeast-asia
international significance.
These countries are also rich in their culture because of their heritage. Each country is
exceedingly proud of its cultural heritage to the point that even their own people would take up
weapons to preserve and maintain their culture. The reason behind this is because of the
uniqueness of their culture and beliefs which has been transferred from one generation to
another. They want to safeguard their cultural heritage because this defines the country’s
people’s values, customs, and traditions (Dela Cruz, 2016).
One of the examples of a literary text that showcases the culture and tradition of a country in
this region is the myth that you are about to read in this module.
But before we proceed, let us first know what Southeast Asian literature is. In the previous
quarters, you were able to understand what literature is. Literature came from the Latin word
‘litera’ which means letters. Did you know that one’s culture and beliefs can be depicted
through literature?

SOUTHEAST ASIAN LITERATURE

Southeast Asian literature is divided into three regions: Sanskrit Region, Region of Burma, and
Chinese Region of Vietnam. It is also a text-based collection that showcases the literary genius
and the creative imagination of writers in Asia as they treasure the cultural beliefs and identities
of each country through their written works. The literary pieces provide a rich source of
understanding about the people in Southeast Asia as the authors or writers mix their literary
traditions through their modern experiences (Dela Cruz, 2016).
Southeast Asian literature is considered a “text-based collection”
since the literary texts from some countries are recopied and
copied by monks and students to transmit these from one
generation to another. Since most of the countries in Southeast
Asia were colonized by western countries, the development of
literature involves elements of this crossroads of influence.
Examples are Hinduism, Buddhism, and Confucianism which
https://www.asean-life.com/literature-south-east-asian/427
were brought by the Chinese and Indian influence. These
religions emerged with beliefs related to animism (importance of family, sense of duty, and
recognition of gratitude towards nature and one’s lineage) which are very evident in the
literature that we have up to this time.

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Below are examples of literature of some of the countries in Southeast Asia. As you read a
glimpse of their literature, kindly take note of their similarities and differences when it comes
to social, moral, and economic issues, as well as the culture they showcase.
THOUGHTS OF HANOI (Vietnam)
This poem is written by Nguyen Thi Vinh which is about reminiscing the past and foreseeing
the future. According to Dela Cruz, this poem serves as an eloquent testimonial of the civil war
in Vietnam, waged between communist-controlled North Vietnam led by Ho Chi Minh, and
non-Communist South Vietnam with the full support of its major ally, the United States.
“Thoughts of Hanoi” talks about the speaker’s bittersweet recollection of a place she fondly
remembers as a child.
THOUGHTS OF HANOI (excerpt)
The night is deep and chill
as in early autumn. Pitchblack,
it thickens after each lightning flash.
I dream of Hanoi:

Co-ngu Road ten years of separation

the way back sliced by a frontier of hatred
I want to bury the past
to bum the future
to still I yean
still I fear
those endless nights
waiting for dawn.

To read the whole poem, visit this link :

https://www.scribd.com/document/427377381/Thoughts-of-Hanoi
SEARCHING FOR DAD (Cambodia)
This poem was written by U Sam Oeur who survived living in Pol Pot’s concentration camps
together with his family for four years. Pol Pot was the dictator and leader of Khmer Rouge
(Communist Party of Kampuchea) which took control over the land of Cambodia from April
1975 until January 1979. Concentration camps were used to persecute large numbers of people
because of oppression and dictatorship. While inside the concentration camps, the author was
forced to do hard jobs in Cambodia. To escape from this cruelty, he destroyed all his
manuscripts and literary pieces and pretended to be illiterate. He expressed his experiences and
feelings about the dictatorship of Pol Pot in his country through this poem.

SEARCHING FOR DAD (excerpt)

When I left, dad sat on his bed,
wanting to go through his shakes in private.
With no food or water, dad lived on Buddha
while his body became covered with sores

He refused to leave. He wanted to meditate

Pol Pot separated me from my Teacher.
When I return, I find he is gone.
Dad, what miseries did you suffer?

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To read the whole poem, visit this link:
https://global-children.org/the-poetry-of-u-sam-oeur/
THE IMMOLATION (Singapore)
This story was published in 1977 by Goh Poh Seng. The story narrates the return of a young
man to his homeland after so many years. Even though he was not familiar with the ways of his
country after returning, he managed to join a group of nationalists to live underground. He
trained in a camp inside a deep forest as a guerilla. He lived with a farmer’s family and enjoyed
the simplicity of life of the common fold. This story will make you reflect on how far can a
man take or do to protect the freedom of his country even if it means to kill his countrymen.

THE IMMOLATION (excerpt)

THE DAY BEGAN like any other. With the sunrise, life unfolded like a bud
into flower. Inside the hut, Thanh lay listening to the familiar sounds made
by the womenfolk in the kitchen. But on this particular morning he cringed
from the sound. He dreaded getting up, but there was no way of avoiding it.
He was out in the fields with the others when they heard the hum in the air.
This time they dropped their work and headed quickly for home. In the
village, life was stopping in its tracks: mothers screamed frantically for their
children, and dogs and chickens in their path were kicked aside, howling and
cackling with excitement at this turmoil in the world of man. As the last
villager entered the safety of the shelters, there was a sudden hush, as if
sound had disappeared with the vanishing humanity.

To read the whole story (excerpt), visit this link:

https://gohpohseng.wordpress.com/novels/the-immolation/

QUESTION TO PONDER:
What do you observe in the following texts presented? What are their similarities and differences?
Identify them by writing a short paragraph.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

POSTMODERN LITERATURE
As you can see, most of the texts presented exhibit the theme of ‘war’. These literary pieces are
set in postwar and they deal with war experiences and struggles of the people. They are
categorized as war literature since the events took place on a battlefield or a home showing
characters whose lives are disturbed by chaotic conditions brought by war. War literature is a
type of literature that emerged during the post-World War II era which discusses the national
identity, self-discovery, psychological, and cultural liberation of the people affected at the time
of colonization and war.

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 FORMATIVE ASSESSMENT #1
Last quarter, you learned how to properly compare and contrast. This time, you are asked to
compared and contrast the three selections which you just read. Use 2 Venn diagrams to
illustrate the similarities and differences of these literary selections.

*** Please note that there will be a collaborative work that will be facilitated during the onsite
class. This will become the processing activity for the three literary pieces.

ATHS Module for English 8: Southeast Asian Literature | 6

 FORMATIVE ASSESSMENT #2
All of the countries in Southeast Asia, excluding Thailand, were ruled by foreign countries at
some point in their history, which had a great impact on their cultural heritage. Laos, Cambodia,
and Vietnam were colonized by the French before, and the Malay States were colonized by the
Portuguese and British. Burma was the only country that retained its language even though it
was colonized by the British. As a result, the literature in Southeast Asia is mostly a mixture of
tradition, culture, beliefs, norms, and social values, all combined. Due to the illiteracy of the
people before, they cannot read, and so legends and folktales were passed on from one
generation to another through word of mouth, dance, and writing.
Try to apply again what you learned last quarter by giving your opinion regarding this thought.
Do you think we should be thankful for the colonizers? Why or why not? What are the impacts
of the colonizers on our literature today? In 3-5 sentences, write your opinion below.

STOP RIGHT HERE!

That’s it for the first part of your module! Prepare yourself for your 1st summative assessment
for the 3rd quarter.

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Let’s now proceed to the next part of the module where you will be reading another literary
selection from Southeast Asia. In the story that you are going to read, try to analyze the structure
of the story and tell if it is under the postmodern literature or not. But before we proceed, let us
first understand the words that you might find unfamiliar in the story.

MEANING UNLOCKED
Figure out the meaning of the following words in the first column of the chart using context
clues. The sentences from the text in the second column serve as clues. Then, refer to a
dictionary to look and check for the accurate meaning of the word.
Word Clue Possible Meaning

The husband then began

1. cradle weaving the cradle which
rocked back and forth.

“On that day, you must

prepare a tray of flowers,
candles, and incense sticks
2. homage
to present to the shells to
pay homage to them on our
behalf.”
The couple wished to have
children to help them work
3. lineage
and to continue their
lineage.

He could not believe his

own eyes, and each day he
4. awe
would say in awe, “Wow,
look at all those crops!”

“Perhaps we may have a

meritorious child who is
5. meritorious
diligent and may be a great
help to us in farming.”
See Key to Correction #2 on page 19.

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READING WALL
Have you practiced giving up something to someone for the common good? What were they?
The myth that you will read promotes the value of selfless giving
to other people and to the community for the common good. It is
true that the act of giving does not only encompass money or
material things, but it may be done by sharing your time and
talent. In the story today, you will find out why are the four
brothers important to the couple, and you’ll also see how will the
local color help you, as a reader, in depicting the way of living
http://www.seasite.niu.edu/lao/picturebookpresentation/
thefourmavarousbrothers/4_brothers_1.htm
and aspirations of the couple in the text.
Note: As you read the module, you will encounter a curious cat that will ask questions about
the story. Be nice and answer its questions!
The Four Marvelous Brothers
Once upon a time, there was a childless old couple who lived
near the river bank at the foot of a high mountain. The couple
had been poor ever since they had been married. The couple Curious Cat asks:
wished to have children to help them work and to continue their
Why are the children very
lineage. Other families near them enjoyed having children important to the couple?
around. Those with children could travel here and there easily.
For this poor old couple, they could not enjoy such pleasure. _____________________
_____________________
Even when they got exhausted, they could not afford to stop
_____________________
working. They had to work to earn their living. _____________________
_____________________
The poor couple consulted with each other one day: "We should _____________________
go to ask for blessings from the devata guarding the high _____________________
mountain. Perhaps we may have a meritorious child who is _____________________
diligent and may be a great help to us in farming. He can look _____________________.
after us when we get sick or take care of our properties after we
have passed on. Then, we can be like others in our village."
Thus, the couple prepared flowers, candles, and incense sticks to go ask for a child as their wish.
The two raised their joined hands in a prayer position and together they spoke: "Sathu, sathu,
we are so poor and suffering. May the great devata bestow a great blessing on us. May we be
granted a child of our own."
On the way home, an unusual incident occurred. It so frightened them that they both turned
pale. When they looked up in the sky, they saw a giant dragon blowing multicolored rays of
fire down onto a bush right in front of them.
The old couple thought, "There must be something magical happening there." After the dragon
disappeared in the clouds, they rushed to look at the bush. They saw a golden pumpkin, a silver
squash, and black and white grains, shining like diamonds and jewels. They carefully wrapped
those things in a phakhawma, the all-purpose cloth, and returned home.

ATHS Module for English 8: Southeast Asian Literature | 9

 Once home, the couple did not know where to properly put
those things. "How about putting them in a corner of the hut?"
asked the husband. "Oh, no, they might get soiled," said the
Curious Cat asks:
wife. "How about putting them in a jar?" asked the wife. "Oh,
How did the couple acquire no, they might be too stuffy, " said the husband. Then, the
their children? From whom? husband had an idea. "I will weave a bamboo cradle and hang
_________________________ it in the middle of the room. What do you think, Wife?" The
_________________________ wife agreed, "That's a good idea. We could put our children
_________________________ in the cradle and rock them back and forth." The husband then
_________________________ began weaving the cradle. Once it was done, he hung the
_________________________
_________________________
cradle in the middle of the room, and said to his wife, "Now
_________________________ we must take very good care of our children." And so they
_________________________ did; they loved their "children" as much as their own eyes.
_________________________
Days and nights went by, the
golden pumpkin, the silver
squash, the rice grain, and the sesame seed grew unusually large Curious Cat asks:
and heavy. The old couple could no long lift them. The wife
Can you tell the
could only rock the cradle back and forth, taking a very good care similarities and differences
of them as if they were their own children. of the environment that the
story has compared to the
Ever since they have been in possession of the four things, the Philippines?
old man became stronger and more diligent. He went to work on
his farm more regularly. Each day the old man would clear the _____________________
_____________________
entire mountain for farming without feeling tired. Each day he _____________________
would plant his crops without the least fatigue. Each day, the old _____________________
man would see more and more of the lush squashes, pumpkins, _____________________
sesame seeds, and rice grains. He could not believe his own eyes, _____________________
and each day he would say in awe, "Wow, look at all those crops. _____________________
_____________________
I can't possibly do all that by myself! That is the work of a _____________________
hundred strong men."
The old man came to tell his wife about what he saw. Both of them became amazed and puzzled.
That night the couple had a plan. They went to bed earlier than usual so that they could wake
up at night to watch their "children." Late at night, as the couple were hiding and watching the
cradle, they became astounded and speechless. They saw four handsome young lads hatching
out of the golden pumpkin, the silver squash, the rice grain, and the sesame seed, carrying
farming tools in their hands. The four young men then left the hut. The couple hurried to hide
the shells of the golden pumpkin, the silver squash, the rice grain, and the sesame seed before
tracing the four young men's track. They wondered what they would be doing in the middle of
the night. Once they reached the farm, they saw the four young men digging the earth, making
vegetable beds, and planting something at great speed. It seemed as if they were using magic.
As the dawn was approaching and the roosters began to crow, the four hurriedly walked home.
Once home, they could not find their shells. They began searching for them, but in vain. Then,
they began to discuss and reason. The old couple came out of hiding and said to them, "My
sons, don't feel upset about this. You can live keeping your human forms and continue living
ATHS Module for English 8: Southeast Asian Literature | 10
with us. We love you so much." The four young men replied, "Dear Father, Dear Mother, if
you so love us, please allow us to live in our shells until the proper time has come. We shall
turn into complete human beings on the full moon night of the twelfth lunar month." The old
couple listened in awe. "On that day, you must prepare a tray of flowers, candles, and incense
sticks to present to the shells to pay homage to them on our behalf. Once we are out of the
shells, we could continue doing the same thing on the same day each year. Then, the shells will
become magic and good for healing all kinds of sickness." After so saying, the four young lads
said goodbye and returned to live inside their shells again.
On the full moon night of the twelfth lunar month, the
Curious Cat asks:
old couple followed the young men's instructions. And
What social values does this story the young men continued living and taking care of the
convey to the readers? In what way couple happily until they reached the age of eighteen.
can the message of this story be
Then, the sons begged their mother to carry a golden
applicable to the modern world?
pumpkin, a silver squash, some rice, and sesame seeds
______________________________ to offer as gifts to the kings of four cities and ask for
______________________________ hands in marriage of the daughters of those kings.
______________________________
______________________________
When the king of each city glanced at the golden
______________________________ pumpkin, the silver squash, the rice, and the sesame
______________________________ seeds, they became delighted and were more than
______________________________ happy to grant the old woman's request. The sons then
______________________________ became royal son-in-laws. Each son inherited the part
______________________________
______________________________
of the kingdom together with subjects to be under his
______________________________ care. The golden pumpkin prince became Phya Muang
______________________________ Lum or king of the lowland whose protectorate
______________________________ covered lands along the Ngiew River. The silver
squash prince became Phya Muang Fa, king of the
great high mountains. The black sesame seed prince
became Phya Muang Thoeng, king of the highlands
which are Phu Xuang, Phu Saed, and Phu Daedka. The fourth prince became Phya Sipsong Hou
Muang, king of the twelve areas.
Since the four brothers went to rule the four cities, the shells of the golden pumpkins, the silver
squash, the rice grains, and sesame seeds became mines of gold, silver, gems, and jewels
spreading all over the lands. Thus, their subjects who were commoners could use those precious
things for their ornaments.
When farming season came, the kings came to help their people work in the fields and farms.
Everyone was helping each other year in and year out until it became a custom for the people
to lend helping hands in farming. Thus, each city became prosperous with granaries filled with
rice, ponds filled with fish, farms filled with pumpkins, squashes, sesame plants, and rice of all
kinds and colors, the black rice, the red rice, the brown rice.

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As time went by, the four kings led their people to build their cities
to be prosperous with contented subjects. The old couple
alternately went to visit their sons' families and grandchildren.
They led the people in the rite of paying homage to the shells of Curious Cat asks:
the pumpkins, squashes, rice, and sesame seeds after the harvest What life lesson can you
was done on the full moon day in the twelfth lunar month. learn from this story?

Since then, Lao people from some areas will hold a merit making ______________________
______________________
ceremony after harvest each year. They believe that by having
______________________
such a ceremony, the spirit of their deceased ancestors and ______________________
relatives will receive the merit and would be contented and ______________________
peaceful. The offering units in these ceremonies often include ______________________
pumpkins, squashes, sesame seed bags, sticky rice and sesame ______________________
______________________
seeds, sesame rice chips, rice grains, cooked rice, and popped-rice.
______________________
When people fall ill, they would use dried shells of pumpkins, ______________________
squashes, rice grains, and sesame seeds to mix with other ______________________
ingredients to make medicine for healing, as told by the four
brothers in the myth.
Source: English in Perspective 8

STORY ANALYSIS
In the story, the childless couple has been married for so many years. They longed for children
to help them work and to continue their lineage.
The couple then saw a giant dragon blowing multicolored rays of fire down onto a bush right
in front of them. After the dragon disappeared in the clouds, they rushed to look at the bush.
They saw a golden pumpkin, a silver squash, and black and white grains, shining like diamonds
and jewels. They carefully wrapped those things in a phakhawma, an all-purpose cloth, and
then they returned home.
This story came from Laos. The culture in the Philippines can be compared to the culture of
Laos since they are both located in Southeast Asia where traditions and livelihood are in some
way the same. If you will observe the way the author describes the setting in the story, it
somehow describes the way of living as well as the culture here in the Philippines. Most
countries in Southeast Asia depend on farming as their bread and butter since these countries
are rich in good soil and minerals.
Social values are as defined as the standard which individuals or groups employ. For example,
honesty is the most appreciated behavior in a social system. Also, the beliefs, the means of
living, and hard work are examples of social values. These are the set of principles that are
morally accepted in the society. As you can observe, the stories in Southeast Asia depend on
their traditions and culture – we call this as the local color of the literature which will be
discussed later. These sets of principles can be transmitted to the modern world as a reflection
of what life was before in a group of people’s lineage.

ATHS Module for English 8: Southeast Asian Literature | 12

One of the values that we can get from the story is the thought of being a philanthropist. A
philanthropist is a person who donates time, skills, and talent to help create a better world. The
children show the willingness to promote the welfare of others, specifically their parents, by
giving their all and sacrificing everything for the benefit of their parents.
How about you? How do you interpret the quotation “Give, give until it hurts.”?

STOP AND PONDER

After learning the Philippine literature last school year, can you tell the similarities and
differences of the literature of the other countries, specifically Laos, to the Philippines?
Note: You can look for evidences on the Internet but ensure that you will avoid
plagiarism issues.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.

LOCAL COLOR IN LITERATURE

In writing fiction stories, writers often use a variety of techniques or styles when it comes to
writing. They use these to make their stories more exciting, powerful, and easy to understand.
For myths, the writer uses local color. This is a technique that features the peculiarities of a
certain region or place. Through the local color, you will be able to identify the region’s
customs, traditions, dialects, and beliefs.
Here are examples of paragraphs taken from the story “Four Marvelous Brothers” that showcase
the local colors. Read and try to analyze the following examples.
EXAMPLE #1 EXAMPLE #2
“We should go to ask for blessings from “Sathu, sathu, we are so poor and suffering.
devata guarding the high mountain…” May the great devata bestow a great blessing
on us. May we be granted a child of our
own.”
OBSERVATION:
What can you say about the following examples? What do they show? Explain briefly.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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According to Dela Cruz, local color focuses on the cultural heritage of a certain region that
showcases the dialects, customs, identity, and topography. Below are some of the qualities of
stories that use local colors.

#1 Stories that emphasize settings that are far unreachable to modernity or civilization
use this kind of style.
Example:
Once upon a time, there was a childless couple who lived near the river bank at the foot of a
high mountain.

#2 The characters are identified by their commonplace personality and old-fashioned

traits, their beliefs, traditions, and dialects. Oftentimes, the story revolves around the
community and its norms and rituals.
Examples:
The couple wished to have children to help them work and to continue their lineage. Other
families near them enjoyed having children around. Those with children could travel here and
there easily. For this poor old couple, they could not enjoy such pleasure. Even when they
got exhausted, they could not afford to stop working. They had to work to earn their living.
Thus, the couple prepared flowers, candles, and incense sticks to go ask for a child as their
wish.
They led the people in the rite of paying homage to the shells of the pumpkins, squashes, rice,
and sesame seeds after the harvest was done on the full moon day in the twelfth lunar month.

#3 Some stories dwell to change and the preservation of age-old practices.

Examples:
Thus, the couple prepared flowers, candles, and incense sticks to go ask for a child as their
wish. The two raised their joined hands in a prayer position and together they spoke: "Sathu,
sathu, we are so poor and suffering. May the great devata bestow a great blessing on us. May
we be granted a child of our own."

TAKE NOTE!
This kind of story showcases the rituals and age-old habits of a certain community. Thus, it
is important to use this style of writing to preserve the literature and cultural heritage of a
certain region. Culture identifies the way of living of a person which makes it as the
bloodstream of a certain community. Through this kind of literature, we will be able to see
what life was like before even just through reading. Indeed, reading will take you to places.

ATHS Module for English 8: Southeast Asian Literature | 14

 STOP AND PONDER
After learning that through local colors you will be able to preserve and showcase the
cultural heritage of a certain place or region, how can you actively get involved in giving
inspiration, and fostering and nurturing the cultural beliefs, customs, and traditions of
people coming from different backgrounds? What can you give in order to preserve,
promote, and take care of Filipino’s cultural heritage?
Note: You can look for evidences on the Internet.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.

FORMATIVE ASSESSMENT
In the previous quarters, you were able to learn about the proper way of writing an informative
speech. This time, you are going to apply the knowledge you have learned by answering the
questions below.
In 2-3 paragraphs, think of your own heritage and those of others by sharing and expressing
your perspectives on the statements below.
Note: You can make use of the Internet to look for references. Do not forget to cite your sources.
1. Cultural heritage is one of the most important distinctions of any country.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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 2. Culture is the cornerstone of one’s identity.
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LET’S WRAP IT UP!

Literature is an important part of a community or region for it gives its identity and preserves
its cultural heritage. As a Filipino, how will you make sure that our cultural heritage will be
preserved and valued? What can we get from knowing the literature and what are your ways
to encourage your fellow youth to appreciate our literature?

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Do you the hand of God in your personal history? in the history of Southeast Asia? How?

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Great job on finishing this module! I hope you practice what you have learned from our
discussion of the Southeast Asian Literature. Just a reminder to ready your questions for the
onsite discussion of this module. Also, be ready for your Summative Assessment #2. See the
directions on the next page.

I. DIRECTIONS. Identify what is being described by the following sentences below. Write
your answer in the space provided. (10 points)
II. DIRECTIONS. Answer the following questions about Southeast Asian literature. Write
your answers in the spaces provided. (10 points)

Thank the Lord for the productive week! Let us continue praying for the safety of our
families and of the whole world. In the name of the Father, and of the Son, and of the Holy
Spirit. Amen.

THE MEMORARE

Remember, O most gracious Virgin Mary, that never was it known

that anyone who fled to thy protection, implored thy help, or
sought thine intercession was left unaided.

Inspired by this confidence, I fly unto thee, O Virgin of virgins,

my mother; to thee do I come, before thee I stand, sinful and
sorrowful. O Mother of the Word Incarnate, despise not my
petitions, but in thy mercy hear and answer me.

Amen.

SELF-ASSESSMENT: 3-2-1 ACTIVITY

DIRECTIONS: Write 3 things that you have learned in the discussion, 2 new words,
and 1 question you still have in mind.

1
ATHS Module for English 8: Southeast Asian Literature | 17
 REFERENCES:
Britannica. (n.d.). Origins and development of the performing arts. Retrieved January 03,
2021, from https://www.britannica.com/art/Southeast-Asian-arts/Origins-and-
development-of-the-performing-arts

Dela Cruz, L. S. (2016). English in perspective 8: Afro-Asian literature. Abiva Publishing

House, Inc.: Quezon City

Campbell, D. (n.d.). Retrieved January 03, 2021, from

https://public.wsu.edu/~campbelld/amlit/lcolor.html

The Immolation. (2009, July 09). Retrieved January 03, 2021, from
https://gohpohseng.wordpress.com/novels/the-immolation/

The Poetry of U Sam Oeur. (2015, September 18). Retrieved January 03, 2021, from
https://global-children.org/the-poetry-of-u-sam-oeur/

What are Social Values?: Example, Conclusion, Social Values in Business. (2020, October
08). Retrieved January 03, 2021, from https://studyfinance.com/what-are-social-values/

Thoughts of Hanoi. (n.d.). Retrieved January 03, 2021, from

https://www.scribd.com/document/427377381/Thoughts-of-Hanoi

Aseanlife. (2014, July 29). Literature in the South East Asia. Retrieved January 05, 2021,
from https://www.asean-life.com/literature-south-east-asian/427

ATHS Module for English 8: Southeast Asian Literature | 18

 KEY TO CORRECTION
KEY#1

1. Philippines
2. Laos
3. Indonesia
4. Vietnam
5. East Timor
6. Thailand
7. Cambodia
8. Brunei
9. Burma
10. Malaysia
11. Singapore

KEY #2

1. cradle - a bed or cot for a baby usually on rockers or pivots

2. homage - an act done or payment made in meeting the obligations due from a vassal
to a feudal lord
3. lineage - a group of individuals tracing descent from a common ancestor
4. awe - an emotion variously combining dread, veneration, and wonder that is inspired
by authority or by the sacred or sublime
5. meritorious - deserving of honor or esteem
Source: https://www.merriam-webster.com/dictionary

ATHS Module for English 8: Southeast Asian Literature | 19