Philippine Literary History Geographic, Linguistic & Ethnic Dimensions

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21st Century
Literature from
the Philippines
Quarter 3- Module 1- Lesson 1:

Geographic, Linguistic, and
Ethnic Dimensions of Philippine
Literary History from Pre-colonial
to the Contemporary
Let Us Learn!
Welcome!
This module is prepared to help you achieve the required learning outcome
on Geographic, Linguistic, and Ethnic Dimensions of Philippine Literary
history from Pre-colonial to the Contemporary and representative texts and
authors from the region. This will be the source of information that will enable
you to acquire the knowledge, skills and attitudes in this particular trade
independently at your own pace or with minimum supervision or help from
your instructor.
1. Talk to your trainer and agree on how you will both organize the training
of this unit. Read through the learning guide carefully. It is divided
into sections which cover all the skills and knowledge you need to
successfully complete this module.
2. Use the self-check questions at the end of each section to test your own
progress.
3. When you have completed this module (or several modules) and feel
confident that you have had sufficient practice, your trainer will arrange
an appointment with you to assess you. The result of your assessment
will be recorded in your Competency Achievement Record.
This module contains the following Lesson:

4. Geographic, Linguistic, and Ethnic Dimensions of Philippine Literary
history from Pre-colonial to the Contemporary.
5. Representative Texts and Authors from the Region.
MELCs anchored for the Module:

➢ Writing a close analysis and critical interpretation of literary texts
and doing an adaptation of these require from the learner the ability
to identify:
a. the geographic, linguistic, and ethnic dimensions of Philippine
literary history from pre-colonial to the contemporary
b. representative texts and authors from each region (e.g. engage
in oral history research with focus on key personalities from the
students’ region/province/town). (EN12Lit-Ia-21/22)
Learning Objectives:
After reading this Self-Learning Module, you are expected to:
1. Identify the geographic, linguistic, and ethnic dimensions of Philippine
literary history from pre-colonial to the contemporary and representative
texts used by authors from the regions.
2. Write a close analysis and critical interpretation of literary texts from pre-
colonial to the contemporary.
3. Value, appreciate and show a sense of adaptability of the Philippine
Literary History written by different Filipino authors from pre-colonial to the
contemporary.
Let Us Try!
Multiple Choice. Directions: Choose the letter of the best answer.
Write the chosen letter on a separate sheet of paper.
1. The word literature is derived from the Latin term __________which means
letter.
a. Litera c. Lera
b. Letera d. Literatura
2. Which of the statement below best describes the literary works during the
pre-colonial period?
a. It has religious tone.
b. It is based on oral traditions.
c. The literary pieces were merely focused on wise sayings.
d. It has only one define goal which is to entertain
3. It is a type of folk speech that showcases the Filipino wit, literary talent,
and keen observation.
a. Proverbs c. Riddle
b. Tanaga d. Epic
4. Filipino writers went into all forms of literature like news, reporting,
poetry, stories, plays, essays, and novels.
a. American Period c. Pre-colonial Period
b. Japanese Regime d. Spanish Colonial
5. Filipino writers had acquired the mastery of English writing and went into
all forms of writing like the novel and the drama
a. Period of Re-orientation c. The Period of Imitation
b. Period of Self-Discovery and Growth d. Period of Enlightenment
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6. Many young people became activists, and the writings were fired with
nationalism to emphasize the importance of their petitions.
a. The Rebirth of Freedom c. Period of Activism
b. Period of Active Revolution d. Period of Re-orientation
7. Decide the closest possible interpretation of the given proverb, “Matibay

ang walis, palibhasa’y magkabigkis”.
a. People gain strength by standing together.
b. Cooperation is vital for success.
c. Gain a lot of friends for they will help you reach your goals.
d. No man is an island.
8. It refers to the literature written from (roughly) the year 2001 to the
present.
a. Contemporary Period c. 21st Century Literature
b. Period of the New Society d. Modern Literature
poetry, stories play, essays, and novels which clearly depicted their love of
country and their longings for independence.
a. Edsa I Period c. Pre-colonial Period
b. American Period d. The 3rd Republic Period
10. During this period, Jose Rizal’s works such as Noli Me Tangere and El
Filibusterismo were written to awake the mind of our countrymen.
a. Spanish Period c. Pre-colonial Period
b. American Period d. Period of Enlightenment
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Geographic, Linguistic, and Ethnic
Lesson 1
Lesson Dimensions of Philippine Literary
1 History from Pre-colonial to the
Contemporary
Let Us Study
After reading this lesson, you are expected to identify the geographic,
linguistic, and ethnic dimensions of Philippine literary history from pre-
Introduction
What is Literature?
Literature is derived from the Latin term litera which means letter. It deals
with ideas, thoughts, and emotions of man, and can be said to be the story of
man. It is anything that is printed, as long as it is related to the ideas and
feelings of people, whether it is true, or just a product of one’s imagination.
21st century literature talks about everything that is printed and published
from 2001 and onwards. Whatever nationality you are, it is always very
important to study the literature of your country. In doing so, you are not only
learning about the historical aspects of your land, but you are also keeping
alive the thoughts, beliefs and cultural variations of your ancestors that
differentiate your country from the rest of the world.
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Pre-colonial Period
A. Characteristics
1. (--BC to 1564)
2. Based on oral traditions
B. Literary Forms
1. Oral Literature
a. Riddles (bugtong) – battle of wits among participants
b. Proverbs (salawikain) – wise sayings
c. Tanaga - expresses insights and lessons in life
2. Folk Songs - is a form of folk lyric which expresses the hopes and
aspirations, the people's lifestyles, as well as their loved ones. These are often
repetitive and sonorous, didactic and naïve.
3. Folk Tales
a. Myths – explain how the world was created, how certain animals possess
certain characteristics, why some places have waterfalls, volcanoes,
mountains, flora, and fauna
b. Legends – explain the origin of things. Example: “The Legend of Maria
Makiling”
c. Fables – used animal characters
d. Fantastic stories – deal with underworld characters such as “tiyanak”,
“aswang”, “kapre”, etc.
4. Epics - are “narratives of sustained length based on oral tradition revolving
around supernatural events or heroic deeds”.
Spanish Colonization (1565-1898)

A. Characteristics
1. It has two distinct classifications: religious and secular.
2. It introduced Spanish as the medium of communication.
B. Literary Forms
1. Religious Literature
a. Pasyon – long narrative poem about the passion and death of Christ.
b. Senakulo – dramatization of the pasyon.
2. Secular (non-religious) Literature
a. Awit – colorful tales of chivalry made for singing and chanting. (Eg.
Ibong Adarna)
b. Korido – metrical tale. (Eg. Florante at Laura)
c. Prose Narratives – written to prescribe proper decorum.
Historical Background
It is an accepted belief that the Spanish colonization of the Philippines
started in 1565 during the time of Miguel Lopez de Legazpi, the first Spanish
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governor-general in the Philippines. Literature started to flourish during his
time. During these times, many changes occurred in the lives of Filipinos.
They embraced the Catholic religion, changed their names, and were baptized.
Their lifestyles changed too. They built houses made of stones and bricks,
used beautiful furniture like the piano and used kitchen utensils. Carriages,
trains, and boats were used as means of travel. They held fiestas to honor the
saints, the pope, and the governors. They had cockfights, horse races and the
theater as means of recreation.
This gave rise to the formation of the different classes of society like the
rich and the landlords. Some Filipinos finished courses like medicine, law,
agriculture, and teaching. Many Filipinos finished their schooling already had
been established.
Books published during the Spanish Colonial Period

1. ANG DOCTRINA CRISTIANA (THE CHRISTIAN DOCTRINE). This was the
first book printed in the Philippines in 1593 in xylography. It was written by
Fr. Juan de Placencia and Fr. Domingo Nieva, in Tagalog and Spanish. It
contained the Pater Noster (Our Father), Ave Maria (Hail Mary), Regina Coeli
(Hail Holy Queen), the Ten Commandments of God, the Commandments of
the Catholic Church, the Seven Mortal Sins, How to Confess, and the
Catechism.
2. Urbana at Felisa - a book by Modesto de Castro, the so-called Father of
Classic Prose in Tagalog. These are letters between two sisters Urbana at
Felisa and have influenced greatly the behavior of people in society because
the letters dealt with good behavior.
3. Ang Barlaan at Josephat - is a Biblical story printed in the Philippines
and translated to Tagalog from Greek by Fr. Antonio de Borja.
SPANISH INFLUENCES ON PHILIPPINE LITERATURE
Due to the long period of colonization of the Philippines by the

Spaniards, they have exerted a strong influence on our literature.
1. The first Filipino alphabet called BAYBAYIN was replaced by the Roman
alphabet.
2. The teaching of the Christian Doctrine became the basis of religious
practices.
3. The Spanish language which became the literary language during this
time lent many of its words to our language.
4. European legends and traditions brought here became assimilated in
our songs, corridos, and moro-moros.
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5. Ancient literature was collected and translated to Tagalog and other
dialects.
6. Many grammar books were printed in Tagalog, Ilocano and Visayan.
7. Our periodicals during these times gained a religious tone.
The Period of Enlightenment (1872-1898)
A. The Propaganda Movement (1872-1896)

This movement was spearheaded mostly by the intellectual middle-
class like Jose Rizal, Marcelo del Pilar; Graciano Lopez Jaena, Antonio Luna,
Mariano Ponce, Jose Ma. Panganiban, and Pedro Paterno.
The objectives of this movement were to seek reforms and changes like the
following:
1. To get equal treatment for the Filipinos and the Spaniards under the law.
2. To make the Philippines a colony of Spain.
3. To restore Filipino representation in the Spanish Cortes.
4. To Filipinize the parishes.
5. To give the Filipinos freedom of speech, of the press, assembly and for
redress of grievances.
Books and writings of Dr. Jose Rizal

1. NOLI ME TANGERE - This was the novel that gave spirit to the propaganda
movement and paved the way to the revolution against Spain.
2. EL FILIBUSTERISMO - This is a sequel to the NOLI. While the NOLI
exposed the evils in society, the FILI exposed those in the government and in
the church. However, the NOLI has been dubbed the novel of society while
that of FILI is that of politics.
3. MI ULTIMO ADIOS (My Last Farewell) - This was a poem by Rizal while
he was incarcerated at Fort Santiago and is one that can compare favorably
with the best in the world.
B. Period of Active Revolution (1896-1898)

The Filipinos did not get the reforms demanded by the propagandists.
Andres Bonifacio, Emilio Jacinto, Apolinario Mabini, Jose Palma, and Pio
Valenzuela decided that there was no other way except to revolt.
The gist of literature contained mostly accusations against the
government and was meant to arouse the people to unite and to prepare for
independence.
Andres Bonifacio is better known as the great Revolutionary rather than
a writer, but he also wrote things which paved the way for the revolution, and
which also became part of our literature. Among his works were:
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1. ANG DAPAT MABATID NG MGA TAGALOG (What the Tagalogs Should
Know)
2. KATUNGKULANG GAGAWIN NG MGA ANAK NG BAYAN (Obligations of
Our Countrymen) - This is an outline of obligations just like the 10
commandments of God.
3. PAG-IBIG SA TINUBUAN LUPA (Love of One’s Native Land). A poem with a
title similar to that of Marcelo H. del Pilar.
4. HULING PAALAM (Last Farewell). A translation of Mi Ultimo Adios of Rizal
in Tagalog.
The American Regime (1898-1941)
The Filipino Revolutionists won against the Spaniards who colonized us
for more than 300 years. Our flag was hoisted on June 12, 1898 as a symbol
of our independence. Gen. Emilio Aguinaldo was elected the first President
of the Philippine Republic, but this was short-lived.
Filipino writers went into all forms of literature like news, reporting,
poetry, stories, plays, essays, and novels. Their writings clearly depicted their
love of country and their longings for independence.
Philippine Literature in English

In a way, we can say that we can trace the beginnings of Philippine
literature in English with the coming of the Americans.
1. The Period of Re-orientation: 1898-1910

2. The Period of Imitation: 1910-1924
3. The Period of Self-Discovery: 1925-1941
1) The Period of Re-orientation (1898-1910)

By 1900, English came to be used as a medium of instruction in the
public schools. From the American forces were recruited the first teachers of
English.
Writers of this period were still adjusting to the newfound freedom after the
paralyzing effect of repression of thought and speech under the Spanish
regime. They were adjusting the idea of democracy, to the new terminology of
the English language and to the standards of the English literary style.
POETRY
➢ In 1907, Justo Juliano’s SURSUM CORDA which appeared in the
Renacimiento was the first work to be published in English.
➢ In 1909, Jan F. Salazar’s MY MOTHER and his AIR CASTLES were also
published in this paper.
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➢ It was also in 1909 when Proceso Sebastian followed with his poem TO MY
LADY IN LAOAG, also in this same paper.
2) The Period of Imitation (1910-1924)

By 1919, the UP College Folio published the literary compositions of the
first Filipino writers in English. They were the pioneers in short story writing.
They were imitating American and British models which resulted in an
artificial and unnatural style, lacking vitality and spontaneity. Their models
included Longfellow, Wordsworth, Tennyson, Longfellow, Allan Poe, Irving and
other American writers of the Romantic School.
In the field of short stories, DEAD STARS by Paz Marquez Benitez
written in the early 1920’s stand out as a model of perfection in character
description, local color, plot and message.
ESSAYS
➢ The noted essayists of this time were: Carlos P. Romulo, Jorge C. Bocobo,
Mauro Mendez, and Vicente Hilario. Their essays were truly scholarly
characterized by sobriety, substance and structure. They excelled in the
serious essay, especially the editorial type.
➢ The UP College Folio was later replaced by the Philippine Collegian.
Newspapers and periodicals also saw print during this time like the
Bulletin, the Philippines Herald (1920), the Philippine Review, the
Independent, Rising Philippines and Citizens, and the Philippine Education
Magazine in 1924.
3) The Period of Self-Discovery (1925-1941)

• Filipino writers had acquired the mastery of English writing
• Competently wrote on a lot of subjects although the old-time favorites
of love and youth persisted
• Poetry produced during this time was original, spontaneous,
competently written and even socially conscious.
POETRY
➢ Famous names in this field include Marcelo de Gracia Concepcion, Jose
Garcia Villa, Angela Manalang Gloria, Abelardo Subido, Trinidad Tarrosa
Subido and Rafael Zulueta da Costa.
➢ Rafael Zulueta da Costa and Jose Garcia Villa wrote not only love poems
but patriotic, religious, descriptive and reflective poems as well. They wrote
in free verse, in odes (a poem expressing a strong feeling of love/respect)
and sonnets (poem with 14 lines that rhyme in a fixed pattern) and in other
types. Poetry was original, spontaneous, competently written and later,
incorporated social consciousness.
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The Japanese Period (1941-1945)
Between 1941-1945, Philippine Literature was interrupted in its development
when the Philippines was again conquered by another foreign country, Japan.
The drama experienced a lull during the Japanese period because movie
houses showing American films were closed. The big movie houses were just
made to show stage shows. Many of the plays were reproductions of English
plays to Tagalog. Because of the strict prohibitions imposed by the Japanese
in the writing and publishing of works in English, Philippine literature in
English experienced a dark period.
Filipino Poetry During This Period
The common theme of most poems during the Japanese occupation was
nationalism, country, love, and life in the barrios, faith, religion, and the arts.
The Commonwealth Literary Awards gave prizes to meritorious writers. Those
who won were:
1. LIKE THE MOLAVE – by Rafael Zulueta da Costa (Poetry)
2. HOW MY BROTHER LEON BROUGHT HOME A WIFE – by Manuel E. Arguilla
(Short Story)
3. LITERATURE AND SOCIETY – by Salvador P. Lopez (Essay)
4. HIS NATIVE SOIL – by Juan Laya (Novel)
Three types of poems emerged during this period

a. Haiku, a poem of free verse that the Japanese like. It was made up of 17
syllables divided into three lines and
b. Tanaga – like the Haiku, is short, but it had measure and rhyme.
c. Karaniwang Anyo (Usual Form)
The Rebirth of Freedom (1946-1970)
The Americans returned in 1945. Filipinos rejoiced and guerillas who
fled to the mountain joined the liberating American Army. On July 4, 1946,
the Philippines regained its freedom and the Filipino flag waved joyously
alone.
Some notable works of the period include the following:
1. HEART OF THE ISLANDS (1947) – a collection of poems by Manuel Viray
2. PHILIPPINE WRITING (1953) – by T.D. Agcaoili
3. PHILIPPINE HARVEST – by Amador Daguio
The New Filipino Literature During This Period
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• Philippines 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.
The Literary Revolution

• The youth became completely rebellious during this period. This was
proven not only in the bloody demonstrations and in the sidewalk
expressions but also in literature. Campus newspapers showed
rebellious emotions. The once aristocratic writers developed awareness
for society. They held pens and wrote on placards in red paint the
equivalent of the word MAKIBAKA (To dare!).
• Many books were published during this time, among which were:
1. Mga Piling Katha (1947-48) by Alejandro Abadilla
2. Ang Maikling KuwentongTagalog (1886-1948) by Teodoro Agoncillo
Period of Activism (1970-1972)

• Many young people became activists to ask for changes in the government.
In the expression of this desire for change, keen were the writings of some
youth who were fired with nationalism in order to emphasize the
importance of their petitions.
The Literary Revolution
• The youth became completely rebellious during this period. This was
proven not only in the bloody demonstrations and in the sidewalk
expressions but also in literature. Campus newspapers showed rebellious
emotions. The once aristocratic writers developed awareness for society.
They held pens and wrote on placards in red paint the equivalent of the
word MAKIBAKA (To dare!).
Period of The New Society (1972- 1980)

The period of the New Society started on September 21, 1972. The
Carlos Palanca Awards continued to give annual awards. Poems dealt with
patience, regard for native culture, customs, and the beauties of nature and
surroundings. Newspapers donned new forms.
News on economic progress, discipline, culture, tourism, and the like were
favored more than the sensationalized reporting of killings, rape, and
robberies. Filipinos before were hooked in reading magazines and comics.
Period of The Third Republic (1981-1985)

After ten years of military rule and some changes in the life of the Filipino,
which started under the New Society, Martial Rule was at last lifted on
January 2, 1981. The Philippines became a new nation, and this, former
President Marcos called “The New Republic of the Philippines.” Poems during
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this period of the Third Republic were romantic and revolutionary. Many
Filipino songs dealt with themes that were true-to-life like those of grief,
poverty, aspirations for freedom, love of God, of country and fellowmen.
POST-EDSA 1 REVOLUTION (1986-1995)
History took another twist. Once more, the Filipino people regained their
independence, which they lost twenty years ago. In four days from February
21-25, 1986, the so-called People Power (Lakas ng Bayan) prevailed. In the
short span of the existence of the real Republic of the Philippines, several
changes already became evident. It was noticed in the new Filipino songs,
newspapers, speeches, and even in the television programs. The now crony
newspapers that enjoyed an overnight increase in circulation were THE
INQUIRER, MALAYA, and the PEOPLE’S JOURNAL.
21st CENTURY PERIOD
The new trends have been used and introduced to meet the needs and tastes
of the new generation. 21st Century learners are demanded to be ICT inclined
to compete with the style and format of writing as well. New codes or lingos
are used to add flavor in the literary pieces produced nowadays.
Let Us Practice
Matching Type
Directions: Match the Literary Period in column A to the corresponding year
in column B. Write the letter only. Use separate sheet of paper to write your
answer.
Column A Column B
1. American Period A. BC - 1565

2. Japanese Period B. 1565 - 1898
3. Period of Activism C. 1872 - 1898
4. Period of Enlightenment D. 1898 - 1941
5. Pre-Colonial Period E. 1925 - 1941
6. Rebirth of Freedom F. 1941 - 1945
7. Spanish Colonization G. 1946 - 1970
8. The Period of Self-Discovery H. 1970 - 1972
9. The Period of Third Republic I. 1972 - 1980
10. The Period of New Society J. 1981 - 1985
K. 2001 – Present
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Let Us Practice More
Pictionary
Direction: Identify what period the images represented below based on our
literary history. Choose your answer from the options provided in the box.
Use separate sheet of paper to write your answer.
A. Pre-colonial Period C. Japanese Period

B. Spanish Period D. American Regime
1. 6.
2. 7.
3. 8.
4. 9.
5.
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5. 10.
Let Us Remember
Directions: Identify what literary period is describe in each item

below. Use separate sheet of paper for your answer.
______________ 1. New codes or lingos are used to add flavor in the literary
pieces produced.
_______________2. Many young people became activists, and their writings

were fired with nationalism in order to emphasize the importance of their
petitions.
_______________3. Filipino writers had acquired the mastery of English writing

and poetry produced during this time was original, spontaneous, and
competently written.
_______________4. The gist of literature contained mostly accusations against

the government and was meant to arouse the people to unite and to prepare
for independence.
_______________ 5. Philippines regained its freedom and the Filipino flag waved
joyously alone.
_______________ 6. Several changes became evident as manifested in the new

Filipino songs, newspapers, speeches, and even in the television programs.
_______________ 7. Filipino writers went into all forms of literature like news,
reporting, poetry, stories, plays, essays, and novels.
_______________ 8. Fable is one of the folk tales during this period wherein it
used animal characters.
_______________ 9. During this period, the first book called Doctrina Cristiana
was printed in the Philippines.
_______________ 10. Two books were written and published by Dr. Jose Rizal
entitled “Noli Me Tangere and El Filibusterismo during this period.
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Let Us Assess
Directions: Choose the correct answer from the choices given in each
item below. Write your answer in a separate sheet of paper.
1. It deals with ideas, thoughts and emotions of people, and can be said
to be the story of a human person.
A. 21st Century Literature C. Literature
B. Culture D. Novel
2. Which of the statement below best describes the literary works during
the pre-colonial period?
A. It has religious tone. C. It is based on oral traditions.
B. It has only one define goal D. The literary pieces were merely
which is to entertain. focused on wise sayings.
6. The word literature is derived from the Latin term__________which
means letter.
A. Letira C. Litera
B. Letra D. Litra
7. Filipino writers had acquired the mastery of English writing and went
into all forms of writing like the novel and the drama.
A. Period of Enlightenment C. Period of Self-Discovery
B. Period of Re-orientation D. The Period of Imitation
8. It is a type of folk speech that showcases the Filipino wit, literary
talent, and keen observation.
A. Epic C. Riddle
B. Proverbs D. Tanaga
9. It refers to the literature written from roughly the year 2001 to the
present.
A. 21st Century Literature C. Modern Literature
B. Contemporary Period D. Period of the New Society
10. Below are the changes that occurred in the lives of the Filipinos
during the Spanish Period except:
A. European legends and traditions brought here became assimilated during
the Spanish Period.
B. The teaching of the Christian Doctrine became the basis of religious
practices.
C. The Spanish language lent many of its words to our language.
D. The economy of the Philippines flourished due to the different businesses
brought about by Spanish investors.
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poetry, stories, plays, essays, and novels.
A. American Period C. Pre-colonial
B. Japanese Regime D. Spanish Colonial
9. Many young people became activists, and the writings were fired with
nationalism in order to emphasize the importance of their petitions.
A. Period of Active Revolution C. Period of Re-orientation
B. Period of Activism D. The Rebirth of Freedom
10. This literary period witnessed newspapers, which were once branded
crony newspapers, become instant opposition papers.
A. American Period C. Japanese Period
B. Edsa I Period D. Pre-Spanish Period
For Item# 11-15, Identify the author of the literary piece mention in each
item. Choose your answer from the choices provided in the box.
A. Andres Bonifacio C. Jose Rizal

B. Graciano Lopez Jaena D. Marcelo H. Del Pilar
11. Sa Mga Pilipino

12. Mi Ultimo Adios
13. Ang Dapat Mabatid ng mga Tagalog
14. Pag-ibig sa Tinubuang Lupa
15. El Filibusterismo
Let Us Enhance (Additional Activities)
Directions: Answer the following questions based on what you have

learned and on your own perspective:
1. What are the various Literary Periods in the Philippine Literature?

2. Why is there a need for us to study our literary history?
3. As a grade 11 Filipino learner, in what way you can show a sense of
adaptability to the diverse Philippine Literary History? State your
answer in a 3 -5 paragraph essay.
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Let Us Reflect
Directions: Reflect on the learning that you gained after taking up this
lesson by stating your misconception and your realizations about Philippine
Literature. State your answer in a 2 15
-3 paragraph essay.
What were your misconceptions What new or additional learning

about the topic prior to taking up have you had after taking up this
this lesson? lesson in terms of skills, content,
and attitude?
I thought… I learned that…
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Let us Enhance!
1. Literary periods in the Philippine Literature:
✓ Pre-colonial Period (BC-1564)
✓ Spanish Colonization (1565-1898)
➢ The Period of Enlightenment (1872-1898)
A. The Propaganda Movement (1872-1896)
B. Period of Active Revolution (1896-1898)
✓ The American Regime (1898-1941)
➢ The Period of Re-orientation (1898 - 1910)
➢ The Period of Imitation (1910 – 1924)
➢ The Period of Self-Discovery (1925 - 1941)
✓
The Japanese Period (1941 – 1945)
✓
The Rebirth of Freedom (1946 – 1970)
✓
Period of Activism (1970 – 1972)
✓
Period of The New Society (1972 – 1980)
✓
Period of the Third Republic (1981 – 1985)
✓
Post EDSA 1 Revolution (1986 – 1995)
✓
21st Centuy Period (2001 – present)
2. & 3. Answer may vary.
Let us Assess!
Let us Reflect!
1. C 9. D
Answer may vary.
2. C 10. B
3. C 11.
4. C 12.
Let us Practice More! 5. C 13.
6. A 14.
1. A 6. A 7. D 15.
2. A 7. B 8. A
3. B 8. B
4. C 9. C Let us Practice!
5. D 10. D
1. D. 6. G.
Let us Remember! 2. F. 7. B.
3. H. 8.
1. 21st Century Period 4. C. 9.
2. Period of Activism 5. A. 10.
3. The Period of Self-Discovery
4. The Period of Active Let us Try!
Revolution
5. The Rebirth of Freedom 1. A 6. C
6. Post-EDSA 1 Revolution 2. B 7. A
7. The American Regime 3. C 8.
8. Pre-colonial Period 4. A 9.
9. Spanish colonization
5. B. 10.
10.Period of Enlightenment
Answer key
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21st Century
Literature from
the Philippines
Quarter 3- Module 1- Lesson 2:

Representative Texts and Authors
from Each Region
iii
Let Us Learn!
Welcome!
This module is prepared to help you achieve the required learning outcome
on Geographic, Linguistic, and Ethnic Dimensions of Philippine Literary
history from Pre-colonial to the Contemporary and representative texts and
authors from the region. This will be the source of information that will enable
you to acquire the knowledge, skills and attitudes in this particular trade
independently at your own pace or with minimum supervision or help from
your instructor.
1. Talk to your trainer and agree on how you will both organize the training
of this unit. Read through the learning guide carefully. It is divided
into sections which cover all the skills and knowledge you need to
successfully complete this module.
2. Use the self-check questions at the end of each section to test your own
progress.
3. When you have completed this module (or several modules) and feel
confident that you have had sufficient practice, your trainer will arrange
an appointment with you to assess you. The result of your assessment
will be recorded in your Competency Achievement Record.
This module contains the following Lesson:

4. Geographic, Linguistic, and Ethnic Dimensions of Philippine Literary
history from Pre-colonial to the Contemporary.
5. Representative Texts and Authors from the Region.

➢ Writing a close analysis and critical interpretation of literary texts
and doing an adaptation of these require from the learner the ability
to identify:
a. the geographic, linguistic, and ethnic dimensions of Philippine
literary history from pre-colonial to the contemporary
b. representative texts and authors from each region (e.g. engage
in oral history research with focus on key personalities from the
students’ region/province/town). (EN12Lit-Ia-21/22)
1
After reading this Self-Learning Module, you are expected to:
1. Identify the geographic, linguistic, and ethnic dimensions of Philippine
literary history from pre-colonial to the contemporary and representative
texts used by authors from the regions.
2. Write a close analysis and critical interpretation of literary texts from pre-
3. Value, appreciate and show a sense of adaptability of the Philippine
Literary History written by different Filipino authors from pre-colonial to the
contemporary.
Let Us Try!
Multiple Choice. Directions: Choose the letter of the best answer.

Write the chosen letter on a separate sheet of paper.
1. _______ is the most exciting moment in the story when the outcome is
decided.
a. Climax b. Complication c. Conflict d. Resolution
2. It is where and when the story occurs which help initiate the main
backdrop and mood.
a. Climax b. Point of view c. Setting d. Theme
3. It is the underlying message or what critical belief about life the

author is trying to convey.
a. Climax b. Point of view c. Setting d. Theme
4. The following are the types of external conflict EXCEPT:

a. Man vs Man b. Man vs Nature c. Man vs Self d. Man vs Society
5. This is used to describe the event that make up a story or the main
part of a story. These events relate to each other in pattern or
sequence.
a. Character b. Conflict c. Plot d. Setting
6. An element of PLOT wherein the outcome is being decided.

a. Climax b. Falling Action c. Rising Action d. Denouement
2
7. _______________ is a type of character who make up the story.
a. Antagonist b. Flat c. Protagonist d. Round
8. What is an element of a story that described who told the story?

a. Character b. Plot c. Point of View d. Setting
9. An element of PLOT that introduces the conflict and characters of the

story.
a. Exposition b. Rising Action c. Falling Action d. Denouement
10. PLOT is an element of fiction that serves as the foundation of the

story.
a. True b. False c. Maybe d. Undecided
3
Lesson 1
Lesson Representative Texts and Authors
2 from Each Region
Let Us Study
After reading this SLM, you are expected to identify the different elements of
fiction and will be able to distinguish representative texts and authors from
the region in the sample story presented.
Introduction
What is Fiction?
Historically, the word fiction has been derived from Latin term “fictus,”
which means “to form.” However, in literature, Merriam Webster defines it as,
“literature composed of prose, especially novels, that describes imaginary
events and people.” So, fiction is a product of writer’s imagination. It is one of
the two branches of literature, the other one is non-fiction. Fictional works
consist of stories, novels, and dramas based on made-up and fabricated
stories and characters. Fiction contains certain symbolic and thematic
features known as “literary merits.” In other words, fiction narrates a story,
which aims at something bigger than merely a story. In this attempt, it
comments on something significant related to social, political, or human
related issues.
What is a story?
A story is made up of prose, some are shorter and can be read in just a single
sitting and some are longer and could be considered as novel usually dealing
with a few characters and aiming at unity of effect and often concentrating on
the creation of mood rather than plot. It is a work of fiction that is categorized
by its length. Historically, short stories are typically between 1,000 and
20,000 words long and can be consumed in a single reading session. However,
as time goes by it is being categorized as literary pieces evolved. Works longer
than a short story but shorter than a novel are classified as Novellas and
4
works shorter than 1,000 words are increasing classified as very short
stories, short short stories, or flash fiction. Despite their brevity, short
stories are complete works of fiction generally exhibiting the common literary
devices of; character, setting, plot, conflict, and theme which also
comprised in the elements of fiction with the other two, namely; point of view
and symbol.
Elements of fiction or Story
Elements of fiction plays an important part in creating a story. It is
where the story being anchored. Without the elements of fiction, no story can
be crafted.
1. Plot - Used to describe the events that make up a story or the main part
of a story. These events relate to each other in pattern or a sequence. It
is said to be the foundation of a novel or a story, without plot, no story
can be formed.
Elements of Plot
1.1 Exposition or Introduction - This is known as the beginning of

the story where characters and setting are established. The conflict
or main problem is introduced as well.
1.2 Rising Action - which occurs when a series of events build up to
the conflict. The main characters are established by the time the
rising action of a plot occurs and at the same time, events begin to
get complicated. It is during this part of a story that excitement,
tension, or crisis is encountered.
1.3 Climax or the main point of the plot - This is the turning point
of the story and is meant to be the moment of highest interest and
emotion. The reader wonders what is going to happen next.
5
1.4 Falling action or the winding up of the story - Events and
complications begin to resolve and the result of actions of the main
characters are put forward.
1.5 Denouement or Resolution - It is the conclusion or end of a story
and ends with either a happy or a tragic ending.
2. Setting - is a description of where and when the story takes place. In a

short story there are fewer settings compared to a novel. The time is more
limited. It helps initiate the main backdrop and mood for a story.
Types of Setting
2.1 Physical - is “where” the story takes place. It talks about the place
2.2 Chronological – is “when” the story takes place. It talks about the time
or the sequence of events in the story. This might also involve dates of
occurrences.
3. Character – As any person, animal or figure represented in a literary

works. Every character created in a story plays an important role. They
are the ones who made up the story. Types of character depends on how
the characters in the story are described. In short stories, there are
usually fewer characters compared to a novel. They usually focus on one
central character or protagonist.
Types of Character
3.1 Protagonist – this is the main character of the story, the star of
the show and most of the action focussed around them.
Example: SPO2 Ricardo Dalisay of “Ang Probinsyano,” Harry Potter of “Harry

Potter,” Frodo Baggins of “Lord of the Rings,” and Katniss Everdeen of “Hunger
Games”.
3.2 Antagonist – this is usually the villain of the story. They are the
ones who made the protagonist star of the show, without them the
story is said to be dull and pointless. Their role is as important as
the role of the protagonist.
Example: Joaquin Tuazon of “Ang Probinsyano,” Voldemort of “Harry Potter,”

Sauron of “Lord of the Rings,” President Snow of “Hunger Games”
3.3 Deuteragonist – They are the supporting characters or the

sidekicks to the protagonist.
Example: Benny of “Ang Probinsyano,” Ron and Hermione of “Harry Potter,”

Samwise Gamgee, Lumiere and Cogsworth of “Lord of the Rings,” Haymitch
Abernathy of “Hunger Games”
6
3.4 Tertiary characters – These characters are just passers-by.
Usually these are the guest character in the movies. Their function
is to look the movie more realistic. They are these who sells
balloons at the park, protesters in the rally, a barista in the bar,
the random guy who sit next to the main character in class, etc.
Example: Mr. Poe of “A Series of Unfortunate Events,” Radagast of “The Lord

of the Rings,” Padma and Parvati Patil of “Harry Potter,” Calo and Fabrizio of
“The Godfather,” and Madame Stahl of “Anna Karenina”
3.5 Foil character - A foil is someone whose personality and values

fundamentally clash with the protagonist’s. This clash highlights
the main character’s defining attributes, giving us a better picture
of who they truly are.
Example: Draco Malfoy of “Harry Potter,” Effie Trinket of “Hunger Games,”

Lydia Bennet of “Pride and Prejudice,” George and Lennie of “Mice and Men,”
and Kirk and Spock of “Star Trek.”
3.6 Dynamic/changing character - is one who changes over the

course of story. They often evolve to become better or wiser, but
sometimes they can devolve as well — many villains are made
through a shift from good to evil, like Anakin Skywalker and
Harvey Dent. The protagonist of your story should always be
dynamic, and most of the deuteragonists should be as well.
However, you do not need to make the changes super obvious in
order for your audience to catch on. During your narrative journey,
these changes should come about subtly and naturally.
Example: Elizabeth Bennet of “Pride and Prejudice,” Don Quixote of “Don

Quixote,” Ebenezer Scrooge of “A Christmas Carol,” Neville Longbottom of
“Harry Potter,” Han Solo of “Star Wars,” and Walter White of “Breaking Bad.”
3.7 Static/unchanging character - the one who does not change.

Many static characters are simply flat and having too many is
usually a symptom of lazy writing. However, certain kinds can
serve a larger purpose in a story. These static figures tend to be
unlikable, such as Cinderella’s stepsisters and Harry Potter’s aunt
and uncle — their ignorance to how they’re mistreating our hero
makes them people we “love to hate,” and boosts our sympathy for
the protagonist. They may also impart a lesson to the reader: you
do not want to end up like me.
Example: Lola Flora of “Ang Probinsyano,” Mr Collins of “Pride and Prejudice,”

Miss Havisham of “Great Expectations,” Harry and Zinnia Wormwood
(Matilda’s parents) of “Matilda,” Sherlock Holmes (a rare static protagonist) of
“Sherlock Holmes,” and Karen Smith of “Mean Girls.”
7
3.8 Round character - is very similar to a dynamic one, in that they
both typically change throughout their character arc. The key
difference is that we as readers can perceive that the round
character is nuance and contains multitudes even before any
major change has occurred. The round character has a full
backstory (though not always revealed in the narrative), complex
emotions, and realistic motivations for what they do. This does not
necessarily mean they are a good person — indeed, many of the
best round characters are deeply flawed. But you should still be
interested and excited to follow their arc because you can never be
quite sure where they will be led or how they will change. Aside
from that, most great protagonists are not only dynamic, but also
round.
Example: Amy Dunne of “Gone Girl,” Atticus Finch of “To Kill a Mockingbird,”
Randle McMurphy of “One Flew Over the Cuckoo's Nest,” and Michael Corleone
of “The Godfather”
4. Conflict – is defined as any struggles between opposing forces. Without

conflict, stories are boring to read. It is the conflict that the main
character faces and trying to get through in the entire course of the story
which made us to flip the pages around because it keeps us engaged and
entertained.
Types of Conflict
4.1 Internal Conflict - An internal or psychological conflict arises as soon as

a character experiences two opposite emotions or desires: usually virtue or
vice, or good and evil inside him. This disagreement causes a character to
suffer mental agony. Internal conflict develops a unique tension in a storyline
marked by a lack of action. Uncertainties and complications can come from
many sources: External interference: A character who battles addiction, for
example, has a ‘bad influence’, partying friend; Interpretation and framing:
The stories they tell themselves, framing experiences, may influence whether
their ‘good’ or ‘bad’ self-wins; and Circumstances beyond characters’
control: For example, a character who struggles with mental health and relies
on medication for stability.
- Internal conflict is also known as Man vs. Self
or Person vs. Self.
Example: “The Call of the Wild”, in which the protagonist (in this case, a dog)
is torn between a domesticated self and wild self.
4.2 External Conflict - is marked by a characteristic involvement of an action

wherein a character finds himself in struggle with those outside forces that
hamper his progress. The most common type of an external conflict is where
a protagonist fights back against the antagonist’s tactics that impede his or
her advancement.
8
Types of External Conflict
4.2.1 Person vs. Person or Man vs. Man - Conflict that pits one person
against another is about as classic as a story can get. This type of conflict is
pretty much self-explanatory, with one person struggling for victory over
another. There are countless examples of this type of conflict in literature.
Example: The story in Cinderella, Ang Probinsyano, Harry Potter, X-Men

Origins: Wolverine, Ant Man, Spider Man
4.2.2 Person vs. Nature or Man vs. Nature - this type of conflict, humankind
comes up against nature, battling for survival against its unstoppable and
indifferent force. The hero may be forced to confront nature, or the protagonist
may be seeking the conflict, trying to exert dominance over nature.
Example: Life of Pi, The Lost City of Z, 2012, San Andreas, Tsunami
4.2.3 Person vs. Society or Man vs. Society - The person-against- society
conflict follows the storyline of an individual or a group fighting (sometimes
successful, sometimes not) against injustices within their society or
government. It illustrates a story driven by rebellion against a society, as the
characters struggle against a corrupt power structure, create a new society,
and continue to experience struggles within the new society.
Example: Hunger Games, Divergent, Avatar, etc.
5. Symbol – it is a tangible physical thing which symbolizes means

something else.
Example: Dove – represents peace, weighing scale – symbolizes justice, water

– embodies purity
6. Point of View or (POV) – is defined as how the story being told, which
can be identified through the flow of the episodes.
Types of Point of View (POV)
6.1 First Person POV - the unfolding of events is told by the main character
of the story, a narrator used the first-person pronoun, I. So, the occurrences
are the firsthand experiences of the author. He is the main character of the
story.
6.2 Second Person POV - is the first-person observer. The author is part of
the story, but he/she is not the main character. The writer may have a close
relationship with the protagonist. He/she may be played the role of a best
friend, confidante, a family, or love interest of the leading character.
9
6.3 Third Person POV - is not narrated by the character in the story but
rather an “invisible author”, using the third person pronoun (he, she, or it).
The writer is not part of the story.
7. Theme - The central and dominating idea in a literary work. The term also
indicates a message or moral implicit in any work of art. It is the
underlying message or what critical belief about life is the author trying
to convey. The moral lessons that the reader may obtain after viewing or
reading the story.
10
Let Us Practice
Self-Check 1.1
DIRECTION: Draw a heart ♥ in column C if the statement in column A
corresponds with column B, and if not, draw a diamond ♦ and write beside it
the correct word/s that best describe the statement.
A B C
1. It is the chronological sequence Where
of events in the story.
2. He/she is the main character Protagonist
of the story.
3. It is an example of man vs. Movie entitled “San
nature external conflict. Andreas”
4. The character of Lola Flora in
“Ang Probinsyano” TV series is Round Character
an example of ____________.
5. The resolution or the
conclusion of the story is also Denouement
known as _______________.
6. It is the underlying message
that the author is trying to Resolution
convey in a story.
7. The dynamic type of character
in a story is sometimes the True
protagonist.
8. The unfolding of events is told
by the main character of the Second person POV
story.
9. It is the foundation of a story. Setting
10. It described as the physical
and chronological aspect of the Plot
story.
11
Let Us Practice
Self-Check 1.2
DIRECTION: Read the story below entitled “I Am One of the Mountain
People” by Macario D. Tiu and fill in the following needed information:
Exposition:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________.
Rising Action:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________.
Climax:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________.
Falling Action:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________.
Resolution or Denouement:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________.
12
I Am One of the Mountain People
by Macario D. Tiu
(Dr. Macario Tiu is a Literature professor and the Publications director of Ateneo de
Davao University. He has three Palanca golds for Short Story in Cebuano. He has
also won the Philippine Graphics Fiction award for his writing in English. Dr. Tiu's
publishing track includes Skyrose and Other Stories. He has also published Davao:
Reconstructing History from Text and Memory which won the National Book Award
in the history category in 2005.)
I did not want to go to Santa Barbara, but Ita Magdum forced me to go

there. He wanted me to have a Christian education. He told me that he was
not going to let me remain idle in the mountains, and consequently become
as stupid as ignorant as the rest of his people. He said that I could learn many
things from the Christians and in that way, I could help improve the lot of the
whole tribe.
I was then seven summer old and I didn't understand what he was
talking about. Although he made the prospect of going there very tempting, I
refused to go. Not even the tales of the three-storey school building, of running
houses and plenty of food and toys convinced me that I should leave my home
and my friends for Santa Barbara. And so Ita had to beat me to make me go
with him to the Christian town.
We traveled for five days before we reached our destination. The trip
was hazardous and formidable. We crossed the river, Subangdaku, which was
infested with deadly crocodiles, on a raft. We struggled in the deep marches
and inched our way through thick forest.
It was nightfall when we reached the town. Ita immediately left me to
the care of the elderly woman called Nana Loling. She was a kind woman. She
assured me that everything would be alright. But I was not comforted. That
night, a nagging desire to escape and run home kept me awake. But how? In
the still of the night, dogs were howling intermittently. A bad omen? Then I
feared I might get lost on the way or a sawa might be waiting for me.
In school, I was the laughingstock, because l was not of their kind. How
they laughed when I told them I came from the Green Area, that part of land
where no Christian had ever gone. For that, I was always in trouble. And I
was always brought me the principal's office for disciplinary action. Why did
you pull Elenita’s hair, he would ask. Or why did you box Berto’s ears? And I
would answer, because Elenita kicked me and Berto called me "pig" and
"monkey''. But I was whipped anyway, no matter what reason I gave. That was
the only way to tame me. I heard them say.
13
Ita visited me once every two months. Every time he would visit me, I’d
plead with him to bring me home. But he would refuse. It was not yet time for
me to go home, he would say.
I was terribly homesick. How I wished I could be at Ita's side. I'd plead
with him to be with my own people; to sit by the bonfire and listen to the weird
stories of the long past-of how the early Balangays at the seacoast of Caraga
were attacked by fierce Allah worshippers and how gallantly our early
forebears fought, but were forced to move out to the mountains. I loved to
hear the vaunting of the hunters on how they got the fangs of wild boars and
crocodile teeth that decorated their necks. I wanted to be like them.
The three-storey building in Santa Barbara was indeed tall, but the
trees at Kapalong were much taller. There was nothing glamourous with those
running houses either. They only frightened me as they whizzed by carrying
logs on their backs and screaming infernally at people to keep out of the road.
Food was plenty so were the fruits. But money was needed before we could
get them. At Kapatagan, I could get all the fruits I wanted for free.
Six years I suffered. Then Ita brought me home for a visit as a gift for
my graduation. How happy I was to home again! I was so happy I didn't mind
the hardships of the trek, I even forgot about the sawa. But with Ita, really I
feared nothing. He was the master of the jungle. He had said once that he
owned the vast tract of land from Caraga to Santa Barbara, but that some
parts of it were stolen by the outsiders.
I expected some jubilation upon my return. But our place was bleak.
Later I learned that my own people now considered me as Christian, therefore
an infidel. Indeed, what was there to be happy about the return of an infidel?
I found them to be indifferent to me, even hostile. Ita told me not to mind
them. They didn't understand what was his design for me, he said, and the
whole tribe.
Bal-og, my younger brother, thought of me as a hero. He said he envied
me. He confessed that he disliked the tattoos he had. How he cursed the man
who pierced his earlobes. It was in one of these talks with Bal-og that I realized
how different I was from them, from my own people. I had no tattoos. I had
no holes in my earlobes. Yet I knew deep inside me I was one of them. There
was a deep pain of being unwanted. The agony I felt. Constantly I cried: "I am
of the mountains. I am one of the mountain people.” And yet somehow, I was
not.
It would still be some four to five years before Bal-og was allowed to go
to Santa Barbara. Therefore, he had a great thirst to know more other
Christian town. I told him many stories about it: my studies, the three-storey
school building, the running houses and the Christians.
"What does Christian mean?'' he asked me once.
14
I didn't know too, to be honest. But I told him about the big house with
steeples and a belfry. It was owned by the tall white man who always wore a
white dress. I described it to him: there were big anitos inside it. Beautiful
anitos. Their hands were outstretched as if ready to embrace. l told him that
these anitos were quite different from ours, our anitos grasped their knees
and their eyes were abnormally large and protruding.
"How else do we differ from them?" he became more curious.
"Well, for one thing," I told him, "the Christians do not worship big trees
or the flying wild geese like we do. In fact they cut big trees and shoot wild
geese:'
He muttered a curse upon hearing this, "Then, they would also cut the
Magu? "he asked in disbelief. How naive my brother Is, I thought and I
laughed. The Magu was the biggest tree in the forest. It was said to be abode
of the anitos. We gave offerings to the Magu during the full moon to appease
the anitos,
I learned while in Santa Barbara, however that there was only one God.
Our teacher, Mrs. Martinez, taught us that this God was to be loved by all,
not feared. The mountain people feared the Magu, therefore the Magu must
be a fake God. So I told Bal-og that the "Magu" was just another big tree, and
when finally the place would be accessible to the Christians, they would cut
it. Bal-og ran away from me in horror when I said that.
I did not know what prodded me to go to the Magu one day and make a
dirty mark, a big cross, on its gnarled bark. Perhaps I just wanted to test the
veracity of Mrs. Martinez' teachings. When the elders heard about it, they
immediately went to the Magu to offer sacrifices. I could have been the one
sacrificed; but then I was the son of Datu Magdum. So they burned instead
five chickens, a pig, wild fruits and sack of rice. They danced hysterically
around the Magu. The priest, after the sacrificed offerings shook his head,
and said that surely the anitos would punish me. I wouldn't see another
tomorrow he said, for the anitos would get me in my sleep.
I was afraid of what the priest said. Meanwhile, Ita just kept silent. He
didn't comfort me nor scold me. And that night, I prayed myself to sleep. I
prayed hard to the Blessed Virgin as I never prayed before. I also asked
forgiveness from the Magu, promising not to do a thing like that again. And I
survived to see another tomorrow.
The elders then thought that maybe the anitos were pleased with the
offerings and did not have to punish me. They again went to the Magu and
offered sacrifices. They also scraped off the mark I made.
When the furor over the incident died down, I started going openly to
the bonfire and sat with the younger group and listened to the tales of the
tales of the old men and warriors. The stories usually centered on the exploits
15
of our ancestors and the glory of our tribe before the Allah-worshippers came.
How the elders cursed these infidels! Never, never befriend an infidel of this
kind, for the Magu wouldn't like it.
I didn't believe them of course. In Santa Barbara, my only friend was
Abdul. My classmates were afraid to chide and make fun of him because he
had warned them that his grandfather was a baraungan and owned a tame
bee colony that could kill a man at his command. Abdul never went inside the
big house. He said that the pandita told him it was the house of the devil. See
those idols there? He asked. People who worshipped in that house would be
punished by Allah, he said.
I felt awkward, whenever I was with my old friends whom I befriended
again seeing how different I was from them. I just loved their tattoos. I had
none. And my earlobes were desperately unattractive. However, I let myself
forget to brush my teeth and I started chewing betel nut. I let my fingernails
grow, I dirtied my body with charcoal dust. And I enjoyed everything of it. I
loved that kind of life.
Ita, however, didn't like what I was doing. He had tried hard to spare
me the tribal customs of tattooing and boring the earlobes so I could be
presentable to the people of Santa Barbara. Now I must not destroy his hopes
for me, he warned. But everyday, I was drawn closer and closer to the ways
of my own people. Finally, forgetting Ita’s warnings I let Apo Ugpo carve a
tattoo on my chest. When Ita discovered this, he whipped me! You disobeyed
me! His whole body shook with anger as he hit my back with a lash.
I told him I wanted his kind of life and I pleaded with him to let me stay
forever, but it made him angrier. He told me I was his only hope, his people's
hope. That I must learn from the Christians and discover their source of
power, for they were continually advancing toward the Green Area, stealing
large tracts of our land. He said that I should learn from them so that our
tribe would know how to deal with them when, as the Allah worshippers did,
the Christians would drive us out from our homes. Learn from them and stay
in Santa Barbara to speak for us. Try to love the place, he said, I told him I
tried but that I failed for I still hated Santa Barbara. Try again, and he left me.
The next morning, Ita sent me back with Isog as my guide. He was as
old as I was. He was being trained as a warrior. On a way, he showed me a
village burned by the Christians at the edge of the Green Area. It was my
uncle's village. He said the Christians killed many of my uncle's people, and
now all the tribes were arming themselves except ours. Your father, Datu
Magdum, wants us to change according to Christians ways, he said, spitting
at the word Christian. We are a great tribe, he added, I say we fight them
when they touch us, like our forefathers did when the Allah worshippers
came. And he looked at me with angry eyes.
16
I languished in Santa for another year. What was there to learn? High
School education was worthless. It hadn't done anything good for me nor my
classmate. On the contrary, Berto became a habitual drunkard and was
expelled from school. Elenita became pregnant and was driven away by her
own parents.
As days rolled by, my desire to go home became more intense. It was
getting unbearable. Too, it had been seven years already that I had stayed in
Santa Barbara, but still I was considered an outsider, an outcast. That was
more unbearable. And at night I always prayed to the Blessed Virgin to make
my classmates love me. Then maybe I could like Santa Barbara and stay
there, forever like what Ita wanted. But my prayers were not heard. Everything
was wasted. Not even kneeling for hours and kissing each bead of the rosary
over and over again did much good. The Virgin seemed to have forgotten me.
The last time Ita visited me, I was surprised to see how he changed He
looked very old. He told me to be patient and to be stronger in my
determination. With him was Isog who took me aside when Ita was talking
with Nana Loling. There was another massacre in Kapatagan, he said. Many
are discontented with your father. He talks of you learning the Christians
magic. They don't have magic, they have guns. That's their source of power,
he said. His eyes burned with hate, and I knew he was mocking me.
I thought of nothing else for days but Isog’s angry words. My people! My
people! They were being slaughtered like pigs while I did nothing but try to
learn something I didn’t want to learn. And I was ashamed of myself.
So, I decided to go home, 1 pierced my earlobes with a needle and forced
sharpened matchsticks into the holes to enlarge them. It hurt, but I cried
silently. Now, I was one of them, and Ita wouldn't be able to do anything
anymore but accept me.
I didn’t let Nana Loling know of my plan because she would object to it.
She would do everything to keep me, even call the police. She knew also that
it was impossible for me to reach our place. Only Ita Magnum and a selected
few knew the way. But I slipped out of the house one night a week ago,
anyway. It was the full moon and I ran and ran. Away from Santa Barbara.
When daylight came, I knew that I was lost, Yet I walked on and on.
Maybe far ahead was Subangdaku, I amused myself. It was my only hope.
I didn't want to go Santa Barbara but Ita Magdurn forced me to go there.
17
Self-Check 1.3
CAUSE AND EFFECT. Direction: The chart below has two columns. The
first column presents major events in the story “I am one of the Mountain
People”. In the second column, write the cause of these events. The first one
is done for you.
EVENT CAUSE
1. The boy went to Santa Barbara to 1. Ita wanted him to learn the
study. Christian ways to help improve
the whole tribe.
2. The boy became the 2.
laughingstock in the Christian
school.
3. He was always brought to the 3.
principal’s office for disciplinary
action.
4. Ita brought the boy home to the 4.
green area for a visit.
5. The boy made a dirty mark, a big 5.
cross on the Magu’s bark.
6. The elders went to the Magu to 6.
offer sacrifices.
7. When Ita discovered that the boy 7.
had a tattoo carved on his chest, he
whipped the boy.
8. The boy said that high school 8.
education was worthless.
9. Isog told the boy that there was 9.
another massacre in kapatagan.
10. The boy decided to go home 10.
without his father’s knowledge.
18
Let Us Remember
Activity 1.1
DIRECTION. Write your answer in one whole sheet of paper to the following
questions; WHAT, WHO, WHERE, WHEN, WHY and HOW based on the story
entitled “I am one of the Mountain People” by Macario D. Tiu.
1. WHAT is the story all about?

2. WHO are the characters of the story?
3. WHERE did the story took place?
4. WHEN did it happened? (sequence of events)
5. WHY did the conflict develop? Can you tell what type of conflict it is?
6. HOW did they resolve the conflict?
7. After reading the story, can you tell where does the story originated from?
If yes, write the word or group of words that made you decide it is from
that place or region.
8. Who is the narrator of the story?
9. What type of Point of View is the story? Prove your answer.
10. What is the theme or message of the story?
Scoring Rubric:
CRITERIA RA T I N G
1.The output provides a clear comprehensive 1 2 3 4 5
summary of the individual’s background and other
relevant information.
2.The output provides a clear opinions and 1 2 3 4 5
reaction to the issues or information discussed.
3.The information presented is accurate, clear, and 1 2 3 4 5
up to date.
4.The output is original and does not contain 1 2 3 4 5
plagiarized content.
5.The conclusions given are reasonable, with 1 2 3 4 5
adequate supporting evidence and details.
TOTAL (25 POINTS)
19
Let Us Assess
FILL IN THE BLANKS. Direction. Give your answers on the blank/s

provided to complete the sequence of events in the story below.
I did not want to go to 1.) __________________, but 2.) ________________ forced
me to go there. He wanted me to have a Christian education. He told me that
he was not going to let me remain idle in the mountains, and consequently
become as stupid as ignorant as the rest of his people. He said that I could
learn many things from the Christians and in that way I could help improve
the lot of the whole tribe.
I was then 3.) ______________________ and I didn't understand what he was
talking about. Although he made the prospect of going there very tempting, I
refused to go. Not even the tales of the three-storey school building, of running
houses and plenty of food and toys convinced me that I should leave my home
and my friends for Santa Barbara. And so Ita had to beat me to make me go
with him to the Christian town.
We traveled for 4.) _______________ before we reached our destination. The
trip was 5.) ________________ and 6.) ________________. We crossed the river,
7.) ____________________, which was infested with deadly crocodiles, on a raft.
We struggled in the deep marches and inched our way through thick forest.
It was 8.)_________________ when we reached the town. Ita immediately left
me to the care of the elderly woman called 9.)__________________. She was a
kind woman. She assured me that everything would be alright. But I was not
comforted. That night, a nagging desire to escape and run home kept me
awake. But how? In the still of the night, dogs were howling intermittently. A
bad omen? Then I feared I might get lost on the way or a 10.)________________
might be waiting for me.
11.) _____________I suffered. Then Ita brought me home for a visit
as a gift for my graduation. How happy I was to home again! I was so happy I
didn't mind the hardships of the trek, I even forgot about the sawa. But with
Ita, really I feared nothing. He was the master of the jungle. He had said once
that he owned the vast tract of land from 12.) _________________ to Santa
Barbara, but that some parts of it were stolen by the outsiders.
I learned while in Santa Barbara, however that there was only
one 13.)______________. Our teacher, 14.)___________________, taught us that
this God was to be loved by all, not feared. The mountain people feared the
Magu, therefore the Magu must be a fake God. So I told 15.) _________________
that the "Magu" was just another big tree, and when finally the place would
be accessible to the Christians, they would cut it. Bal-og ran away from me in
horror when I said that.
20
Let Us Enhance
DIRECTIONS. Write a reflection paper discussing the conflict experienced by

the boy in the story “I am one of the Mountain People”. Use the questions
below as your guide.
1. Was Ita Magdum right in his desire to have the boy educated in a
Christian school?
2. Is the conflict that the boy’s people suffering in the story still existing
today? Support your answer.
3. What advise can you give to the tribe of Ita Magdum in order to ease
their burden?
4. If you have the chance to help Ita Magdum’s tribe, what are you going
to do to help them resolve their struggles?
_____________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Literary works play an important role in people’s lives. It

preserved the heritage, belief, and culture of the place or country of origin that
could somehow be shared to the new generation who enjoyed the fruit of labor
of the past generations. As an effect, the new generation would give
importance of the culture that their ancestors past on and will be going to
share the same beliefs and culture to the next generation.
In addition, literary works serve as an eye opener to the society.

It brought information to the people in the highest authority that still there
21
are group of people who need their help especially those who are less
privileged specifically under marginalized sector because the government
could hardly recognize them. Lucky those citizens whose local government
treat their residents equally. However, there are still provinces in the
Philippines that some of their inhabitants were forgotten particularly those
who lived in far-flung areas.
Moreover, I, you, we as co-citizens of those who are forgotten

should act upon and help them to reach their cry for an attention to be
noticed. The story that you have just read, may it be non-fiction or only
fictional work, talks about the reality. Have you heard the incident that was
happening mid-last year? Wherein the children of Mandaya’s tribe were
brought to Davao City by their teacher in a private school located at their
place, to conduct a protest to the government, without the permission of their
parents. Well, that is just an example of oppression that our fellow men
experienced. So, if you have the chance to help, do it. Take part for the change
that we long for to have, for our country.
How about you, what are your realizations? What is your

significant learning from the topic? What will you do differently due to this
new learning? Write a 2-3 paragraph essay using the guide questions
mentioned earlier.
22
23
Let Us Practice 1.1 Let Us Practice 1.2
Let Us Try
1. ♦ When Exposition:
1. A
2. ♥
2. C
3. ♥ Rising Action:
3. D
4. ♦ Static
4. A
5. ♥ Climax: Answer
5. C
6. ♦ Theme may
6. D
7. ♥ Falling Action: vary
7. C
8. ♦ First Person POV
8. C
9. ♦ Plot Resolution:
9. A
10. ♦ Setting
10. A
Let Us Remember Let Us Assess
Let Us Practice More 1.The story is all about the boy 1. Santa Barbara
1. who loved the ways of his kind 2. Ita
2. The boy was not of their and was forced only by his 3. Seven Summer old
kind. father to learn the Christian 4. Five days
3. The boy was fighting back ways by schooling and staying 5. hazardous
against his bully classmates. at Santa Barbara. 6. formidable
4. A gift for the boys’ 2. 7. Subangdaku
graduation 3. Santa Barbara 8. nightfall
5. The boy wanted to test the 9. Nana Loling
4. Seven years ago
veracity of Mrs. Martinez’ 10. sawa
5. When the boy started
teachings. 11. Six years
schooling at Santa Barbara.
6. Since the boy made a dirty 12. Caraga
6. The boy fled home without 13. God
mark on Magus’ bark. the consent of his father, Ita.
7. The boy disobeyed his 14. Mrs. Martinez
father, Ita. 15. Bal-og
Let Us Enhance Let Us Reflect
Answer may vary. Answer may vary.
Lesson 2: Representative Texts and Authors from the Region
Answer key to Activities
11
21st Century
Literature from
the Philippines
Quarter 3 – Module 2:
The Various 21st Century
Literary Genres and the
Ones from the Earlier
Genres/Periods Citing their
Elements, Structures
and Traditions
Let Us Learn!
This module was designed and written with you in mind. It is here to
help you Compare and contrast the various 21st century literary genres
and the ones from the earlier genres/periods citing their elements,
structures and traditions. The scope of this module permits it to be used in
many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed
to correspond with the textbook you are now using.
After going through this module, you are expected to:

1. Compare the various 21st century literary genres and the ones from
the earlier genres/periods citing their elements, structures and
traditions
2. Contrast the various 21st century literary genres and the ones from
the earlier genres/periods citing their elements, structures and
traditions
3. differentiate the 21st century literary genres, and the one’s from the
original genres;
4. enumerate the elements, structures and traditions of each genre;
5. appreciate the unique features of each genre.

➢ Compare and contrast the various 21st century literary genres and
the ones from the earlier genres/periods citing their elements,
structures and traditions. (EN12Lit-Id-25)
Let Us Try!
Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. It is a genre of speculative fiction dealing with imaginative concepts

such as futuristic science and technology, space travel, time travel,
faster than light travel, a parallel universe and extra-terrestrial life.
a. Digi-Fiction
b. Doodle Fiction
c. Science Fiction
d. Creative Non-Fiction
2. A literary genre which combines three media: book, movie/video and

internet website.
a. Digi-Fiction
b. Doodle Fiction
c. Science Fiction
3. A Literary presentation where the author incorporates doodle writing

and drawings and handwritten graphics in place of the traditional font
Spanish Period
a. Digi-Fiction
b. Doodle Fiction
c. Science Fiction
4. Stories told almost entirely in dialogue, simulating social network

exchanges.
a. Chick Lit
b. Digi-Fiction
c. Hyper Poetry
d. Text-Talk Novel
5. It is a genre fiction which addresses issues of modern womanhood,

often humorously and lightheartedly.
a. Chick Lit
b. Digi-Fiction
c. Hyper Poetry
d. Text-Talk Novel
6. It is a website that contains short articles posted and changed

regularly.
a. Blog
b. Flash Fiction
c. Hyper Poetry
d. Digi-Fiction
7. Digital literature that uses links and includes parts that move or
mutate.
a. Blog b. Flash Fiction c. Hyper Poetry d. Digi-Fiction
8. It is a comic book or book series published in Japan.

a. Digi-Fiction b. Doodle Fiction c. Illustrated Novel d. Manga
9. Stories characterized by their brevity. It could range from a word to a

thousand.
a. Creative Nonfiction b. Flash Fiction c. Blog d. Hyper
Poetry
10. Narrative work in which a story is told using a comic form.

a. Manga b. Digi-Fiction c. Graphic Novel d. Illustrated
Novel
11. 39 Clues book series by Scholastic, where stories are told using the
combination of book, video, and website, is an example of this literary
genre.
a. Digi-Fiction
b. Doodle Fiction
c. Science Fiction
12. Mashable by Pete Cashmore, where feature stories around the world
are posted and updated, is an example of this literary genre.
a. Blog b. Flash Fiction c. Hyper Poetry d. Digi-Fiction
13. A story that develops through a screenshot of SMS conversation like

Vince and Kath by Jenny Ruth Almocera is an example of this
literary genre.
a. Chick Lit
b. Digi-Fiction
c. Hyper Poetry
d. Text-Talk Novel
14. A story that uses literary techniques to create accurate narratives like
travel and nature stories in Robert Macfarlane’s The Wild Places is an
example of this literary genre.
a. Digi-Fiction
b. Doodle Fiction
c. Science Fiction
15.The Hunger Games series that explores dystopian or post-
apocalyptic themes
is an example of this literary genre.
a. Digi-Fiction
b. Doodle Fiction
c. Science Fiction
The Various 21st Century Literary
Genres and the
Ones from the Earlier
Lesson Genres/Periods Citing their
Elements, Structures
and Traditions
Let Us Study
MAJOR LITERARY GENRES
POETRY- is an imaginative awareness of experience expressed through

meaning, sound and rhythmic language choices to evoke an emotional
response. It has been known to employ meter and rhyme. The very nature of
poetry as an authentic and individual mode of expression makes it nearly
impossible to define.
DRAMA- is a composition in prose or verse presenting in dialogue or

pantomime a story involving conflict more contrast of character, especially on
intended to be acted on a stage: a play. It may be any situation or series of
events having vivid, emotional, conflicting or striking interest.
FICTION- is literature created from the imagination, not presented as fact,

though it may be based on a true story or situation. Types of literature in the
fiction include the novel, short story and novella.
NON-FICTION- is based on facts and the author’s opinion about a subject.

The purpose of non-fiction writing is to inform and sometimes to persuade.
Its examples are biographies, articles from textbooks and magazines and
newspapers.
You have rediscovered the conventional literary genres. This part of the
module would let you learn modern literary genres presently used by 21st
century writers.
21st Century Literature Genres
ILLUSTRATED NOVEL
• Story through text and illustrated images
• 50% of the narrative is presented without words
• The reader must interpret the images to comprehend the story
completely.
• Textual portions are presented in traditional form.
• Some illustrated novels may contain no text at all.
• Span all genres.
• Examples include The Invention of Hugo Cabret by Brian Selznick
and The Arrival by Shaun Tan.
DIGI-FICTION
• Triple Media Literature
• Combines three media: book, movie/video and internet website
To get the full story, students must engage in navigation, reading, and
viewing in all three forms.
• Patrick Carman’s Skeleton Creek and Anthony Zuiker’s Level 26 are
example
GRAPHIC NOVEL
• Narrative in comic book formats
• Narrative work in which the story is conveyed to the reader using a
comic form.
• The term is employed in broadly manner, encompassing non-fiction
works and thematically linked short stories as well as fictional stories
across a number of genres.
• Archie Comics by John Goldwater and illustrator, Bob Montana, is a
good example.
MANGA
• Japanese word for comics
• It is used in the English-speaking world as a generic term for all comic
books and graphic novels originally published in Japan.
• Considered as an artistic and storytelling style.
• Ameri-manga- sometimes used to refer to comics created by American
artists in manga style.
• Shonen- Boy’s Manga (Naruto, Bleach, One Piece)
• Shojo- Girl’s Manga (Sailormoon)
• Seinen- Men’s Manga (Akira)
• Josei- Women’s Manga (Loveless, Paradise Kiss)
• Kodomo- Children’s Manga (Doraemon, Hello Kitty)
DOODLE FICTION
• Literary presentation where the author incorporates doodle writing,
drawings and handwritten graphics in place of the traditional font.
• Drawing enhances the story, often adding humorous elements
• Examples include The Diary of a Wimpy Kid by Jeff Kinney and
Timmy Failure by Stephan Pastis. TEXT-TALK NOVELS
• Blogs, email and IM format narratives
• Stories told almost entirely in dialogue simulating social network
exchanges.
CHICK LIT or CHICK LITERATURE
• Is genre fiction which addresses issues of modern womanhood, often
humorously and lightheartedly.
• Chick Lit typically features a female protagonist whose femininity is
heavily thermalizing in the plot.
• Scarlet Bailey’s The night before Christmas and Miranda Dickinson’s
It started with a Kiss are examples of this.
FLASH FICTION
• Is a style of fictional literature of extreme brevity
• There is no widely accepted definition of the length and category. It
could range from word to a thousand.
SIX-WORD FLASH FICTION

• Ernest Hemingway: For sale: baby socks, never worn.
• Margaret Atwood: Longed for him. Got him, Shit.
CREATIVE NON-FICTION
• Also known as literary non-fiction or narrative non-fiction
• A genre of writing that uses literary styles and techniques to create
factually accurate narratives.
• Contrasts with other non-fiction, such as technical writing or
journalism, which is also rooted in accurate fact, but is not primarily
written in service to its craft.
• As a genre, creative non-fiction is still relatively young and is only
beginning to be scrutinized with the same critical analysis given to
fiction and poetry.
• 1000 Gifts by Ann Voscamp and Wind, Sand, and Stars by Antoine de
Saint-Exupery are examples.
SCIENCE FICTION
• Is a genre of speculative fiction dealing with imaginative concepts such
as futuristic science and technology, space travel, time travel, faster
than light travel, a parallel universe and extra-terrestrial life.
• Often explores the potential consequences of scientific and other
innovations and has been called a “literature of ideas”.
• Examples include Suzanne Collins’ Mockingjay and Sarah Maas’
Kingdom of Ash.
BLOG
• A weblog, a website containing short articles called posts that are
changed regularly.
• Some blogs are written by one person containing his or her own
opinions, interests and experiences, while others are written by
different people.
HYPER POETRY
• Digital poetry that uses links and hypertext mark-up

• It can either involved set words, phrases, lines, etc. that are presented
in variable order but sit on the page much as traditional poetry does,
or it can contain parts of the poem that move and transform.
• It is usually found online, through CD-ROM and diskette versions exist.
The earliest examples date to no later than the mid-1980’s.
Let Us Practice
Directions: Look for the conventional literary genres in the puzzle below and,
on a separate sheet of paper, answer the questions that follow.
Source: https://wordmint.com/public_puzzles/303125
Process Question:
1. What are the four conventional literary genres have you found in the
puzzle?
2. What are their unique features?

Self-Check
Direction: Analyze the content of the text below and identify its literary genre.
Source: https://www.pinterest.ph/pin/307441112033263249/
Additional Activity
Write a 5-10 sentence paragraph describing the characteristics of Kalokang

Poem Ever Made that qualifies it as a 21st century literary piece. Use the
paragraph writing rubric as your guide.
Let Us learn More
What is Genre in Literature?
Genre, (French: “kind” or “sort”) a distinctive type or category of literary

composition, such as the epic, tragedy, comedy, novel, and short story.
What is 21st Century Literature?
The 21st century in literature refers to world literature produced during the
21st century. The measure of years is, for the purpose of this article, literature
written from (roughly) the year 2001 to the present.
What makes the 21st century literature different from the traditional
ones?
21st century literature, modernists would be more in lines of free verse, no

set rhyme scheme, or format unlike conventional writers. Ancient literature,
if that's what you mean by traditional literature, was predominantly oral,
didactic and mythical, full of romanticism and idealism
Activity 1. COMPARE and CONTRAST
Direction: In this Activity you are going to show the relationship between
objects by overlapping the common features of the various 21st century
literary genres and the ones from the earlier genres/periods using a Venn
Diagram.
Venn Diagram
Earlier 21st Century

Genres Genres
Process Question: Based on your answer in Activity 1, briefly answer the

following questions.
1. What characteristics make these genres similar in terms of elements?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. What characteristics make these genres similar in terms of structure?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Activity 2. Understanding the Context
Directions: Write the similarities and differences of the Digi-Fiction Doodle,

Fiction, Science Fiction using the Compare and Contrast Graphic Organizer.
Let Us Remember
You have tried your hands in discovering the characteristics of the literary
genres discussed in this module. Reflect on what you have learned by
answering the questions that follow.
1. What are the conventional literary genres?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. What are the common characteristics of conventional literary genres?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. What are the different 21st century literary genres?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
4. What are the common characteristics of modern literary genres?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
5. What is the difference between conventional and modern literary genres?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Let Us Assess
Direction: Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. A story told using a combination of text and illustrations or without

text at all.
a. Digi-Fiction
b. Doodle Fiction
c. Illustrated Novel
2. A site of collected posts or articles written by one or more people and
updated regularly.
a. Blog
b. Flash Fiction
c. Hyper Poetry
d. Digi-Fiction
3. Brief stories told in a thousand words or less.
a. Blog
b. Flash Fiction
c. Hyper Poetry
d. Digi-Fiction
4. Tales are written and presented using dialogues in social media

applications.
a. Chick Lit
b. Digi-Fiction
c. Hyper Poetry
d. Text-Talk Novel
5. A factual story is written using literary devices and techniques.
a. Digi-Fiction
b. Doodle Fiction
6. Drawings enhance stories in this form where illustrations and

handwritten graphics are incorporated.
a. Digi-Fiction
b. Doodle Fiction
7. The genre of speculative fiction dealing with concepts of time, travel,

parallel universe, extra-terrestrial life, and futuristic technology.
a. Digi-Fiction
b. Doodle Fiction
c. Science Fiction
8. It is a collection of stories presented in comic book formats.
a. Digi-Fiction
b. Doodle Fiction
d. Graphic Novel
9. Literature that uses hypertext mark-up (HTM) to connect to other

parts of the piece.
a. Blog
b. Flash Fiction
c. Hyper Poetry
d. Digi-Fiction
10. In English-speaking countries, these are stories with illustrations

published in Japan.
a. Manga
b. Digi-Fiction
c. Graphic Novel
d. Illustrated Novel
11. A 700-word story like Angels and Blueberries by Tara Campbell

is a one-shot fiction that falls under this literary genre.
a. Blog
b. Flash Fiction
c. Hyper Poetry
d. Digi-Fiction
12. Christopher Ford’s Stickman Odyssey, which tells the story

through text and handwritten graphics, is an example of this literary
genre.
a. Digi-Fiction
b. Doodle Fiction
13. Before it was adapted into an anime, Yoshihiro Togashi’s Hunter x

Hunter is a comic book series from Japan that falls under this literary
genre.
a. Manga
b. Digi-Fiction
c. Graphic Novel
14. Batman: The Dark Knight by Frank Miller is a popular example
of this literary genre where the story is written in comic book format.
a. Manga
b. Digi-Fiction
c. Graphic Novel
15. Sophie Kinsella’s Confessions of a Shopaholic, which revolves

around a woman’s shopping addiction and her journey to overcoming
it, is an example of this literary genre.
a. Chick Lit
b. Digi-Fiction
c. Hyper Poetry
d. Text-Talk Novel
ADDITIONAL ACTIVITY:
Direction: Create a blog post based on your answer in Activity 3. Use the
rubric below as your guide.
Reading Selection: You are not your Facebook Profile by Ann Luna
https://anniemarr.wordpress.com/2015/09/02/you-are-not-your-facebook-profile/
Process Question:
1. How many social media accounts do you have? Do you actively use
all of them?
2. How many Facebook Friends, Twitter, and IG followers do you have?
How do you feel about the number of friends and followers that you
have?
3. Write a few sentence explaining the advantage of maintaining a
social media presence
Let Us Enhance
Direction: Express you answer in four (4) sentences only.
1. Why is it important to learn about the different 21st century literary

genres?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. What are the common characteristics of 21st century literary genres?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. What makes the 21st century literature different from the traditional
ones?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Let Us Reflect
A genre is a conventional response to a rhetorical situation that occurs fairly

often. Conventional does not necessarily mean boring. Instead, it means a
recognizable pattern for providing specific kinds of information for an
identifiable audience demanded by circumstances that come up again and
again. For example, new movies open almost every week. Movie makers pay
for advertising to entice viewers to see their movies.
Genres have a purpose.
While consumers may learn about a movie from the ads, they know they are
getting a sales pitch with that information, so they look for an outside source
of information before they spend their money. Movie reviews provide viewers
with enough information about the content and quality of a film to help them
make a decision, without ruining it for them by giving away the ending. Movie
reviews are the conventional response to the rhetorical situation of a new film
opening.
Genres have a pattern.

The movie review is conventional because it follows certain conventions, or
recognized and accepted ways of giving readers information. This is called a
move pattern
Genres are useful.

Writers and readers both use genres because of the cognitive and social work
they accomplish.
For writers, using the patterns of a genre accepted by readers for

accomplishing their purposes allows them to establish a working relationship
with readers. When writers do not use the genre usually accepted by readers—
and there are no rules, only choices—they risk alienating an audience. For
example, if a film reviewer departs from the genre convention that keeps key
plot points, especially the ending, a secret, readers may find the film spoiled
for them. On a number of movie review sites, if a reviewer does just that, the
editors mark their review with a warning label---spoilers!
But familiarity with genres can also make life easier for writers. Genres also
provide the writer with general organizational patterns that can help them
arrange what they say and when they say it.
For readers, genres help organize information so that they can more easily
make sense of what they are about to read. To use a different example, a
biologist reading a report on new research knows that the discussion of what
the writers think is significant is going to be at the end of the article. Readers
save themselves time by skimming the introduction, glancing at the methods
section, and going straight to the last couple of pages. If the writer of the
report has not followed the genre conventions, the reader may simply dismiss
the research. To those readers, if it takes too long to find the claims, they
suspect the writer does not know the field very well because they did not know
enough to follow the accepted path.
Genres create expectations. Familiarity with genres also makes life easier
for readers. If they have a general idea about how research reports work, they
can read them faster and make sense of the information in them more quickly.
What I Know Assessment
1. C 1. C
2. A 2. A
3. B 3. B
4. D 4. D
5. A 5. D
6. A 6. B
7. C 7. C
8. D 8. D
9. B 9. C
10. C 10. A
11
st
21 Century
Literature from
the Philippines
Quarter 3 – Module 3:
Different Contexts for Text’s
Meaning and Reader’s
Understanding
iii
Let Us Learn
This module was designed and written with you in mind. It is here to
help you understand the difference and relationship between text and context
especially in literature. The scope of this module permits it to be used in many
different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed
to correspond with the textbook you are now using.
After going through this module, you are expected to:

1. justify the relationship of context with the text’s meaning,
2. identify different types of text
3. use context in a text.
4. relate to the notions of the reader he/she has learned from literary
piece by a poetry “Coup De Grace” by Noel Maratilla.
5. Used knowledge in writing Essay.
➢ Discuss how different contexts enhance the text’s meaning and

enrich the reader’s understanding. (EN12Lit-Id-25)
1
Let Us Try
Directions: Choose the letter of the best answer. Write the chosen
letter on a separate sheet of paper.
1. This means circumstances forming a background of an event, idea or

statement, in such a way as to enable readers to understand the
narrative or a literary piece.
a. Text
b. Context
c. Literary Devices
d. Literary Piece
2. This is any object that can be "read", whether this object is a work
of literature, a street sign, an arrangement of buildings on a city block,
or styles of clothing. It is a coherent set of signs that transmits some
kind of informative message.
a. Text
b. Context
c. Literary Devices
d. Literary Piece
3. This is written material; anything expressed in letters of the alphabet

(especially when considered from the point of view of style and effect).
a. Text
b. Context
c. Literary Devices
d. Literary Piece
4. In literature, any technique used to help the author achieve his or her
purpose is called;
a. Text
b. Context
c. Literary Devices
d. Literary Piece
2
5. This means circumstances forming a background of an event, idea or
statement, in such a way as to enable readers to understand the
narrative or a literary piece.
a. Text
b. Context
c. Literary Devices
d. Literary Piece
6. This is any object that can be "read", whether this object is a work
of literature, a street sign, an arrangement of buildings on a city block,
or styles of clothing. It is a coherent set of signs that transmits some
kind of informative message.
a. Text
b. Context
c. Literary Devices
d. Literary Piece
7. This is written material; anything expressed in letters of the alphabet

(especially when considered from the point of view of style and effect).
a. Text
b. Context
c. Literary Devices
d. Literary Piece
8. In literature, any technique used to help the author achieve his or her
purpose is called;
a. Text
b. Context
c. Literary Devices
d. Literary Piece
3
Different Contexts for
Lesson Text’s Meaning and
Reader’s Understanding
Let Us Study
A. WHAT IS TEXT?
- is the linguistic content : the stable semantic meanings of words,
expressions, and sentences, but not the inferences available to hearers
depending upon the contexts in which words, expressions, and sentences
are used.
What is text in context?

- Text refers to the words which are written, while context is the
surroundings of the text, whether it is created within the text or
describing the situation of the author's life in which the text was written.
There are three main categories of Text:
• Expository texts
• Narrative texts, and
• Argumentative texts.
1. Expository https://youtu.be/c5IPrxafggQ
- this is a writing mode of writing in which the purpose of the author is to
inform, explain, describe or define his or her subject to the reader. Usually
nonfiction, informational text. This type of is not organized around a
story-like structure but is instead organized based on the purposes and
goals of the author or by content.
Examples include news articles, informational books, instruction manuals,
or textbooks.
2. Narrative texts https://youtu.be/bq9z307KcP4
- includes any type of writing that relates a series of events and includes
both fiction (novels, short stories, poems) and nonfiction (memoirs,
biographies, news stories).
4
Students need to know how narrative texts work and how to read them,
because stories are used for many important purposes. The purpose of
narrative text is to entertain, to gain and hold a reader's interest.
Narratives also have characters and a setting, as well as a narrator or person

from whose point of view the story is told.
Examples of Narrative: Another novel, Charlotte's Web, tells the story of how
a young pig's life is saved by a spider who writes words about him in her web.
Plays also have narrative plots.
3. Argumentative Texts- https://youtu.be/wB6QAfoyCS
is a type of essay that presents arguments about both sides of an issue. It

could be that both sides are presented equally balanced, or it could be that
one side is presented more forcefully than the other. It all depends on the
writer, and what side he supports the most. The general structure of an
argumentative essay follows this format;
• Introduction
• Body
• Counter argument
• Conclusion
The ultimate aim of argumentative essay is always to convince or persuade

a given group of audience to understand the other side of the argument to
support a new belief or idea.
Examples: a research paper that takes a position on a controversial issue

and tries to present evidence in favor of that position.
B. WHAT IS CONTEXT?
“Content is king, but context is God.” — Gary Vaynerchuk
is the setting of a word or event. And it is thus a world filled with people
producing utterances : people who have social, cultural, and personal
identities, knowledge, beliefs, goal and wants and to interact with one another
in various socially and culturally defined situations.
Why Context important?
Context is important because it helps you connect and create a

relationship with the reader. It helps you communicate your point of view
5
clearly making it easier to understand. It allows you and others to be more
creative.
Like many languages, English is filled with words that have more than
one meaning, which are usually referred to as homographs. Or, even more
confusing, we have words that are heteronyms. For instance, what comes to
mind when you see the letters t-e-a-r? Your mind immediately makes a
decision on how this word is pronounced and what it means. However, you
can't possibly know what this word truly is meant to be without the proper
context. The words around it let you know if someone is ripping a piece of
paper in two, running fast down a hall, or having a good cry. It is only
definable by the words that surround it.
Merriam-Webster defines context as the parts of a discourse that

surround a word or passage and can shed light on its meaning. Context allows
us to know what is 'is' and what it isn't. Context is powerful, which is why
people get so offended when they feel their words have been taken 'out of
context'. They understand that words, sentences, passages can mean a lot of
different things. For instance:
STEPS IN DETERMNING MEANING FROM CONTEXT

Here are four simple steps for determining the meaning from context
when dealing with words that can have more than one meaning.
Step 1: Look at the words that surround your target word.

Step 2: Think about each possible definition for your target word.
Step 3: Substitute a different word with the same meaning - a synonym - of
each possible definition of your target word. If you end up with a tie, go
for antonyms (words with the opposite meaning) and see if what results
make any sense or is in a totally different ballpark.
Step 4: Using what you discovered in Step 3, choose the pronunciation and
definition of your target word that creates the best fit for the context in
which your target word is being used.
So, let's walk our way through the first time we see the word t-e-a-r in our
target sentence.
Example:
In her tear down the hall, she shed a tear because of a tear in her dress.
Step 1: The words preceding the first t-e-a-r are 'in her,' and the following
words are 'down the hall.'
Step 2: T-e-a-r can mean 'run quickly,' it can mean 'cry,' or it can mean 'to
6
rip.'
Step 3: 'In her quick run down the hall.' OK, that's a possibility. 'In her cry
down the hall.' Hmm, let's see. 'In her rip down the hall.'Well, I don't
know about you, but as we move to Step 4, it seems that the only
substitution that makes the most sense is 'a quick run.' So we are
confident in saying this first use of the word t-e-a-r is referring to tear,
meaning 'a quick run down the hall.' So, what you can do is go through
these same steps for the second and third use of our target word, t-e-a-
r, in the sentence.
Different approaches to context

Speech act theory and pragmatics view context primarily as
“knowledge” Interactional sociolinguistics and the ethnography of
communication view context as “knowledge” and “situation” Variation
analysis views context as “situation” and “text” Conversation analysis focuses
on the relationship among “knowledge”, “situation” and “text”.
CONTEXT GIVES INFLUENCE TO TEXT
Context can be anything.

• Details about yourself or your character
• A backstory
• A personality trait
7
• An environment
• A life changing situation
• A trivial situation
• A memory
• An anecdote
• Something simple as how your day is unfolding
It can be anything bridging the gap between you and the reader. Anything that
could potentially elevate their emotions or make them invested in your writing.
Let Us Practice
I. Modified True or False: Write T if the statement is correct, If it is wrong

write the correct answer on the blank before each item.
_____________1. Narrative is a type of essay that presents arguments about

both sides of an issue.
_____________2. Argumentative essay follows this format Introduction, Body,
Counter argument, Conclusion.
_____________3. Text he circumstances that form the setting for an event,

statement, or idea, and in terms of which it can be fully understood and
assessed.
_____________4. An example of context is the words that surround the word

"read" that help the reader determine the tense of the word.
_____________5. a Context s any object that can be "read", whether this

object is a work of literature, a street sign, an arrangement of buildings on
a city block, or styles of clothing.
II. Essay: Write a paragraph composed of 30 words using narrative,

argumentative or expository text.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
8
Self-Check
Multiple Choice: Choose the correct answer

1. What is a text's context?
a. Only the historical events and ideas that surround an author
and help shape his or her writing
b. Only the beliefs, education, culture, and experiences of the
author
c. Only the reader's own experiences, culture, education, and
beliefs
d. The situation in which it is written and read
2. Which of the following best describes context?
a. The selection of words to cause impact
b. The decision as to how to arrange the words in one's writing
c. The elimination of punctuation from one's writing
d. The use of information to explain other pieces of information
3. Context helps us ____________.
a. understand the writer's intent
b. All of these answers are correct.
c. make sense of outside information
d. define unknown words
4. Which of the following would not be considered providing context for a

literary quote?
a. Describing the speaker
b. Describing the situation
c. Describing the setting
d. Describing the punctuation used
Identify what type of Text
5. Malaria is an infectious disease caused by parasites that are transmitted to

people through female Anopheles mosquitoes. Each year, over half a billion
people will become infected with malaria, with roughly 80% of them living in
Sub-Saharan Africa. Nearly half a million people die of malaria every year,
most of them young children under the age of five. Unlike many other
infectious diseases, the death toll for malaria is rising. While there have been
many programs designed to improve access to malaria treatment, the best way
to reduce the impact of malaria in Sub-Saharan Africa is to focus on reducing
the number of people who contract the disease in the first place, rather than
waiting to treat the disease after the person is already infected.
a. Argumentative
b. Narrative
c. Expository
9
6. Jesus Christ is one of the most popular figures of history and religion. Though
the historical evidence of him living is not so substantial, there is enough data
to claim he was a real person. However, with his existence assured by
information outside the Bible, there are still many mysteries about him. One
such conundrum is when he was born. In fact, “when was Jesus born” is a
top search on the internet. There are many theories about when he was born
in terms of the year and month, and even day.
a. Argumentative
b. Narrative
c. Expository
7. A Countryman and a Snake
A countryman's son stepped on a snake's tail accidentally. The tail suddenly

turned and hit him so that he died. The father was very angry so that he cut
off part of the snake’s tail. Then, the snake in revenge stung several of the
farmer's cattle. It caused him great loss. However, the farmer decided to stop
the fight with the snake. He brought food and honey to the mouth of its lair,
and said to it, "Let's forget and forgive. Perhaps you were right to punish my
son, and take revenge on my cattle, but surely I was right in trying to revenge
him. Now that we are both satisfied, why should not we be friends again?" "No,
no," said the snake. "Take away your gifts. You can never forget the death of
your son, nor I the loss of my tail. Injuries may be forgiven, but not forgotten.”
a. Argumentative
b. Narrative
c. Expository
Additional Activity
Below is a poem written by Danton Remoto, a Filipino author. Read and try
to discover what this poem wants to convey. Then, answer the essential
questions that follow.
Padre Faura Witness The Execution of Rizal

Author: Danton Remoto (Poetry)
I stand on the roof

Of the Ateneo municipal, Shivering
On this December morning. Months ago,
Pepe came to me
In the observatory.
I thought we would talk
About the stars
That do not collide
10
In the sky:
Instead, he asked me about purgatory
His cheeks still ruddy
From the sudden sun
After the bitter winter
In Europe
And on this day

With the years beginning to turn,
Salt things my eyes.
I see Pepe,
A blur
Between the soldiers
With their Mausers raised
And the early morning’s Star:
Still shimmering
Even if millons of miles away,
The star itself
Is already dead
Essential Questions:
1. Who are the characters in the poem? Write a piece of short information
about each character.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2. Who speaks in the poem? Extract a sentence from the poem to prove your
answer.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
3. Discuss the form/structure of the poem.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
11
Let Us learn More
Context originates from the notion of weaving together. It is defined as the

circumstances that form the setting of events, statements, or ideas and in the
way of which it can be fully understood and assessed. Reading a literary piece
may contribute to the production of the author and the reception of the reader
as they appreciate and explore.
• The writer's context is knowing about the writer's life, values,

assumptions, gender, race, race, sexual orientation, and the political
and economic issues related to the author.
• Reader's context is about the reader's previous reading experience,
values, assumptions, political and economic issues.
• The text's context is about its publishing history. It is part of the larger
text such as newspaper, history, events, translated in it.
• Social context and socio-cultural of a text feature the society in which
the characters live and in which the author's text was produced.
In this lesson, you will unravel what goes with the poem.
The structure of the poem refers to words that are put together or
arranged such that they make sense.
Imagery is creating a picture in the reader's mind by using words that

appeal to the senses. There are types of Imagery that are used in this
module. (Menoy 2016))
• Visual imagery produced by the use of words that appeal to the

sense of sight.
• Auditory Imagery produced by the use of words that appeal to
the sense of hearing.
• Kinesthetic imagery produced by the use of words that appeal
to the actions and movement.
Literary Techniques are methods the author or writer of a literary piece used
to convey what they want to impart to the reader, such as Flashback where
the events have taken place before the present time the narration is following.
12
Activity 1. Understanding the Text
To understand a piece of literature, answering the given questions enable the

readers to appreciate literature more.
Multiple Choice. Read each question. Choose and write the letter of the
best answer on a separate sheet of paper.
1. Who was Fr. F. Faura to Jose Rizal?

a. His godfather
b. His uncle
c. His teacher
d. His friend
2. What was the nickname given to Jose Rizal mentioned in the poem?
a. Star b. Mauser c. Ruddy d. Pepe
3. Why Padre Faura expected that they would talk about the stars?
a. Because Padre Faura worked in the observatory

b. Because Pepe was a star
c. Because Pepe just arrived from Europe
d. Because Pepe was fascinated in the observatory
4. Why Padre Faura was in the observatory when Pepe visited him?
a. It was the only place where they could talk.

b. He was in-charged in the observatory.
c. The observatory was near the Ateneo De Manila
d. The observatory was near Bagunbayan.
5. Why instead of stars, Pepe asked about purgatory to Padre Faura?
a. Pepe was interested in the after-life.

b. Padre Faura was sick.
c. Pepe was hopeless
d. Pepe was about to be executed
Activity 2. Understanding the Context
Directions: Look at each picture below. In Column A, each picture

depicts the event presented in the poem. In Column B, based on your
understanding of the poem, write what event happened in each picture
and how do you feel about it.
13
Let Us Remember
Now, let's recap what we've learned. First, text is defined as the
linguistic content : the stable semantic meanings of words, expressions, and
sentences, but not the inferences available to hearers depending upon the
contexts in which words, expressions, and sentences are used. It has there
(3) major categories; Expository texts, Narrative texts, and
Argumentative texts.
14
While context is defined as the parts that surround a word or passage
in a discourse, and can shed light on its meaning. You must know the context
to fully understand any work that you are reading. There are four steps you
can use to discover the proper context in which a word or passage should be
taken. Those steps are:
1) Look at the words surrounding your target word.
2) Consider each of the possible definitions of your target word.
3) Substitute synonyms into the passage and see which ones fit well, and if
they have a tie, you can go on to antonyms.
4) Choose the definition that fits best within the passage.
Also remember, there are some works in which multiple meaning

should be considered; you don't choose just one definition, you apply all those
that fit for the word. And when it comes to your own writing, try to use words
whose meanings will be easily clear for the reader. If you must use a word
with multiple meanings, make sure you surround it with enough helpful
context so that the proper meaning will be easily deduced by your audience.
And, of course, you have to understand your audience to know what words
should really be used.
Remember - context is everything. Without context, writing has very

little meaning.
The reason that context is important when studying literature is that it

gives us an idea of what was going on around the time that the text was
produced. Especially when it is an older text, such as a sixteenth-century play
like Romeo and Juliet, life was very different to modern times.
What is the relationship of context with the text meaning?

Text refers to the words which are written, while context is the
surroundings of the text, whether it is created within the text or describing
the situation of the author's life in which the text was written.
How does context affect meaning?

The Role of Context in Shaping Purpose and Constructing Meaning.
Social context can affect the extent to which writers and readers share
common experiences and expectations about a text.
Cultural context will affect the fundamental assumptions, beliefs, and
aspirations that they bring to the reading of a text.
15
What is the difference between text and context?
Text refers to the words which are written, while context is the
surroundings of the text, whether it is created within the text or describing
the situation of the author's life in which the text was written.
Let Us Assess
”Coup de Grace”
Noel Moratilla
F I were very sure

That all was over betwixt you and me
That, while this endless absence I endure
With but one mood, one dream, one misery
Of waiting, you were happier to be free,
Then I might find again

In cloud and stream and all the winds that blow,
Yea, even in the faces of my fellow-men,
The old companionship; and I might know
Once more the pulse of action, ere I go.
But now I cannot rest,

While this one pleading, querulous tone without
Breaks in and mars the music in my breast.
I open the closed door—lo! all about,
What seem your lingering footprints; then I doubt.
Waken me from this sleep!

Strike fearless, let the naked truth-edge gleam!
For while the beautiful old past I keep,
I am a phantom, and all mortals seem
But phantoms, and my life fades as a dream.
In the Poem ”Coup de Grace”, there are many ways in identifying the
relationship of context with the text’s meaning; you need to check on the
following question to know how the two relate with each other;
Text Analysis:
1. What is the persona asking the reader to bring?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
16
2. What should be done when the reader is welcomed with “hands/reeking
of slime or greese?” When the persona raises his/her clenched fist in
protes?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. Give the other “suggestions” made by the persona. Are those

suggestions sincere and to be taken seriously? Why or why not?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
4. Explain the following lines: Regale us with/more promises /contrived

/images, false/hopes.”
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
5. Interpret the last stanza. What is the meaning of the

lines:”…you’re/thinking/ how to butcher us / even more?”
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
6. While there is only one persona, he/she uses plural nouns like we, us
and our. Why?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
7. Who do you think does the persona represent? What about the
person/s addressed in the poem?
17
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Let Us Enhance
Directions: Express you answer in four (4) sentences only.
1. What is the relationship of context with the text meaning?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. How does context affect meaning?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. Why does context influence the way we understand texts?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Let Us Reflect
Comprehension of the word is very important in learning. You cannot

express your feelings and thoughts in writing or reading if you have limitation
on how the text used in a sentence. Studying relationship of context and text
is very vital because it will help the student not only understand the concept
but it can give them ability to express their thoughts creatively.
Understanding Context and text in Literature is one of the most exciting yet
might be boring topic if the student will not grasp clearly the benefit of
knowing how essential it is.
Why is context important in analyzing a text? It is very important

because the simple definition of context is the background information
surrounding a subject. The reason that context is important when studying
literature is that it gives us an idea of what was going on around the time that
the text was produced.
18
What is the role of context in communication? Context is critical,
because it tells you, the receiver, what importance to place on something,
what assumptions to draw (or not) about what is being communicated, and
most importantly, it puts meaning into the message. The hardest thing
about communicating effectively is knowing how to “set the context”
Context differ also socially and culturally. Social context can affect the
extent to which writers and readers share common experiences and
expectations about a text. Cultural context will affect the fundamental
assumptions, beliefs, and aspirations that they bring to the reading of a text.
Thus. It is very important to know the relationship between text and

context in Literature.
19
Let Us
Practice More
Let Us Let us Try! Activity 1:
Part 1
Practice
1.b 1.C
1. A
1. Argue
2.a 2.D
2. A
2. T
3.d 3.A
3. B
3. Context
4.c 4.B
4. A
4. T
5.D
Part 2
11
21st Century
Literature from
the Philippines
Quarter 3 -Module 4:
Creative Representation and

Adaptation of a Literary Text with
the Application of Multimedia
Skills and Self- and/or Peer-
Assessment
iii
Let Us Learn!
In this module, you will be acquainted with different multimedia

platforms which are useful in interpreting a literary text. Maybe you are
already oriented or using some of these multimedia platforms, but in so many
ways we can use these platforms to enhance your creativity and
comprehension.
This module will cite examples of the multimedia platforms that
you will be able to utilize in interpreting a literary text.
Upon completing this module, you are expected to:
1. determine the uses of different multimedia platforms;
2. acquaint with the different ICT skills;
3. compare and contrast the different multimedia platforms;
4. recommend other different multimedia platforms and social media
sites that will be useful in interpreting a literary text;
5. value the importance of ICT Skills and doing a self or peer
assessment.

➢ Produce a creative representation of a literary text by applying
multimedia and ICT skills. (EN12Lit-IIij-31.1)
➢ Do self- and/or peer-assessment of the creative adaptation of a
literary text, based on rationalized criteria, prior to presentation.
(EN12Lit-Ie-31.3)
123
Let Us Try
Directions: You are already familiar with some of the multimedia

platforms that might be useful in interpreting a literary text. Using your
answer sheet identify each photo with the following; Facebook,
Instagram, Twitter, Tumblr, Youtube.
_____________ 1. ______________6.
_______________ 2. ______________7.
_______________ 3. _______________8.
_______________4. _______________ 9.
_______________ 5. _______________ 10.
23
2
Creative Representation
and Adaptation of a
Literary Text with the
Lesson
Application of Multimedia
Skills and Self- and/or
Peer-Assessment
In this lesson, you will be given clear explanations and definitions of

different multimedia platforms which are useful in interpreting literary text.
To get a clear view, let us explore how to use these multimedia platforms
in different situations whether in written or conversations.
Let Us Study
Directions: Observe the following situations and notice the italicized words:
1. The class of Mt. Kanlaon were given a task to make an advertisement about their
topic which was entitled “America” by Simeon Dumdum, Jr. and was asked to post
it on Podcast.
2. One of Chelsea’s task is to make a vlog about DIY (Do It Yourself) things that will
be useful in her daily life, which is to be posted in Youtube.
3. Ms. Santos gave her students a task to make a video clip about the short story “In a
Bed of Roots” by Justine U. Camacho. She told them to post this on Facebook and
tag her after.
How many multimedia platforms were mentioned in the situations?
Are these platforms appropriate to use in such tasks? Or some of the
platforms aren’t applicable for the task?
Notes to the Teacher

The activities presented in this lesson are geared toward helping you set up a functional and interactive
learning environment for your class either in physical or virtual setting. The suggested activities here are not designed
to take the most advantage of your own learning environment. You may consider some issues that may arise along the
way. While some of the strategies given here are optional, you may take your own significant planning and development
of your own lesson based on your own context without compromising the competencies.
23
3
Directions: Identify the following applications. Write your answer on a separate
sheet of paper or on your answer sheet.
1. 2. 3. 4. 5. 6.
7. 8. 9. 10. 11. 12.
13. 14. 15. 16. 17. 18.
19. 20. 21. 22. 23. 24.
How many applications/platforms that are familiar to you? Did you happen to
use some of these applications for your tasks?
23
4
IMAGINING THE FILIPINO CULTURE AND VALUES IN THE
DIGITAL AGE
In the advent of technology and social media, the Filipinos have easily
adapted as netizens who topped or ranked in many statistics. Some of these
include: Philippines regarded as social media capital of the world as of 2018
(The 2018 Global Digital report, conducted by creative agency We Are Social
and social media management platform Hootsuite, said Filipinos spent an
average of three hours and 57 minutes on social media last year- 2017). The
biggest consumers of information technology, texting capital of the world, and
etc.
The status of Filipinos in the digital age depict many of our culture and
values whether traditional or modern. The Filipino sense of humor has
aesthetically evolved into different forms like “tweets”, “vlogs”, and “memes”.
Bayanihan has been made techie it is faster and easier literally through series
of posts, updates, and floods of donations and figuratively through ‘likes’ and
‘shares’. Courtship and relationships have also progressed; ironically as
people become more accessible and communication made more efficient,
relationships have become ‘complicated’.
The Filipinos’ obsession with technology and social media speak of a lot
of things about us. Some may be wonderful and impressive; others may be
absurd and detestable. No matter what millennium Filipinos will be in, there
are just those culture, values, beliefs, and traditions that are constant but
changing.
MULTIMEDIA PLATFORMS
Vlog - A video blog or video log, sometimes shortened to vlog (/vlɒɡ/), is a
form of blog for which the medium is video and is a form of web television.
Vlog entries often combine embedded video (or a video link) with supporting
text, images, and other metadata. Entries can be recorded in one take or cut
into multiple parts. Vlog category is popular on the video-sharing platform
YouTube.
In recent years Vlogging has evolved into a giant community on social
media where people can release any information that they want. Vlogs are a
unique way for people to help people in so many aspects of their lives. Written
blogs can't provide a visual design in the ways Vlogs can deliver deeper context
through imagery.
Blog - a website that contains online personal reflections, comments, and

often hyperlinks, videos, and photographs provided by the writer. This is
also called as the modern essay. This is a good medium for writers to
23
5
share their opinions and experiences to a bigger audience, and at the
same time, it’s a good channel to read others’ ideas as well.
Blog is a regular feature appearing as part of an online publication

that typically relates to a particular topic and consists of articles and
personal commentary by one or more authors.
You can check for examples and make your own blogs through these
websites:
Wix.com WordPress.com
Squarespace.com JIMDO.com
Networksolutions.com tumblr.com
SITE123.com
HostGator.com
Video Clip – or also called as “Short Video”. With the spread of Internet
global accessing video clips have become very popular online. By mid-
2006 there were tens of millions of video clips available online, with
new websites springing up focusing entirely on offering free video clips to
users and many established and corporate sites adding video clip content to
their websites. With the spread of broadband Internet access, video clips have
become very popular online. Whereas most of this content is non-exclusive
and available on competing sites, some companies produce all their own
videos and do not rely on the work of outside companies or amateurs.
The widespread popularity of video clips, with the aid of new
distribution channels, has evolved into 'clip '. It is compared to 'lean-back'
experience of seeing traditional movies refers to the Internet activity of sharing
and viewing a very short video, mostly less than 15 minutes. The culture
began with the development of broadband Internet service and has seen a
boom since 2005 when websites for uploading clips first started, including
Shockinghumor, YouTube, Google Video, MSN Video and Yahoo! Video.
Movie Trailers - A trailer (also known as a preview or coming attraction)

is a commercial advertisement for a feature film that will be exhibited in the
future at a cinema, the result of creative and technical work. The term "trailer"
dates back to the distribution of movies on reels of film.
Trailers consist of a series of selected shots from the film being
advertised. Since the purpose of the trailer is to attract an audience to the
film, these excerpts are usually drawn from the most exciting, funny, or
otherwise noteworthy parts of the film but in abbreviated form and usually
23
6
without producing spoilers. For this purpose, the scenes are not necessarily
in the order in which they appear in the film. A trailer has to achieve that in
less than 2 minutes and 30 seconds, the maximum length allowed by
the MPAA.
Podcast - A podcast is an episodic series of spoken

word digital audio files that a user can download to a personal device for easy
listening. Streaming applications and podcasting services provide a
convenient, integrated way to manage a personal consumption queue across
many podcast sources and playback devices.
A podcast series usually features one or more recurring hosts engaged
in a discussion about a particular topic or current event. Discussion and
content within a podcast can range from carefully scripted to totally
improvised. Podcasts combine elaborate and artistic sound production with
thematic concerns ranging from scientific research to slice-of-life journalism.
Many podcast series provide an associated website with links and show notes,
guest biographies, transcripts, additional resources, commentary, and even a
community forum dedicated to discussing the show's content.
You can listen podcasts through your device and searching it online
through SPOTIFY and YOUTUBE.
This is an example of a BLOG/ONLINE COLUMN

Knowing the Author
JESSICA ZAFRA
Jessica Zafra is a columnist, blogger, fiction writer, editor, publisher, and
former television and radio show host from Metro Manila. She studied
Comparative Literature at the University of the Philippines, Diliman, Quezon
City.
Her new book is The Collected Stories of Jessica Zafra, which contains the
stories from her two previous collections, Manananggal Terrorizes Manila and
The Stories So Far, plus new and uncollected material. She maintains a site for
her blogs which is http://www.jessicarulestheuniverse.com.
Source: http://www.jessicarulestheuniverse.com/about/
Emotional Weather Report
By Jessica Zafra | Updated August 7, 2011 – 12:00am
A recent survey conducted by the telecom giant Nokia contained interesting
yet surprising findings about Filipinos and mobile technology.
A total of 8,077 people in eight countries – Sweden, Switzerland, Italy, India,
the United States, Singapore, China and the Philippines – participated in the
online survey. All the participants owned mobile phones with cameras.
Filipinos were number two at taking pictures with their mobile phones.
Seventy percent of the Pinoy respondents said they took pictures with their
phones at least once a week, and 31 percent said they did so every day. The
Chinese topped this category, 86 percent taking photos weekly, and 33 percent
daily.
However, Filipinos were number one at sharing their images through social
media platforms. Fifty percent of Pinoy respondents said they upload their
23
7
photos to Facebook, Twitter, and other social media. In fact, 47 percent of
Pinoys said it was the main reason they took the pictures in the first place.
Filipinos take more photos of themselves (49 percent) than any other group
in the survey, and share more photos of themselves (44 percent). Eighty-four
percent of Filipino females between 15 and 25 said they take photos of
themselves with their phones. For males in the same group the figure is 60
percent.
And 44 percent of Filipinos between 15 and 25 said they had uploaded a
picture and then removed if after thinking it over.
Let’s over-interpret the data.
One, we really enjoy taking pictures of ourselves. No doubt some of this
behavior is due to vanity, but I think part of this is documentation. We want a
record of what we did, where we went, and who was there.
You know how some people, when they travel, will save every ticket stub,
concert flier, menu and even safety instruction card from the plane, the one
specifically marked “Do not take this card from the plane?” Taking pictures
with our phones is like that: we do not make distinctions between the important
and the trivial. We accord them the same treatment, thereby trivializing the
important and elevating the trivial. Shoot now, edit the nonsense later.
Unfortunately, only the unemployed have the time to review all their photos
and delete the trash.
Phones with cameras are so convenient: everyone has become a
photojournalist. If something happens, shoot it yourself. If nothing happens,
shoot anyway. It’s digital, 8 megapixels, no need to have film developed, so
shoot at will.
If cars in a traffic jam turn into robots and start thrashing each other, you
don’t have to call the papers: shoot it yourself. And if the news media aren’t
taking your photo even if you are more interesting than any artificial celebrity,
be your own paparazzi.
By the way, the survey also found that the photos Pinoys share online most
frequently are of friends (59 percent), children (45 percent) and themselves (49).
We suspect some statistical glitch because in our observation, the number one
subject of the Pinoy is the person holding the phone.
Given our fondness for self-photography, we wondered whether phones with
self-shooting capabilities are more popular than those without. Nikka Abes of
Nokia said these were not necessary since Pinoys have worked out the best way
to angle their phones for their auto-portrait. It’s all in the wrist: practice,
practice, practice.
Over-interpretation number two: we really like sharing information about
ourselves. Correction: we love oversharing. We have long known that chismis –
our brand of gossip – isn’t just talking about other people. It’s an opportunity
to talk about ourselves. We weigh in on the news, we announce what we
would’ve done under the circumstances, and we pass judgement. Ostensibly,
we’re discussing the causes of J-Lo’s divorce, but we’re really talking about
ourselves. The fact that J-Lo and Mark Anthony have no idea we exist is beside
the point.
We have become the hosts of our very own talk shows. Unlike Anderson
Cooper or Letterman, your show only has one subject: you. What you had for
dinner Tuesday night, what you wore on Thursday morning, what beverage you
ordered at Mini-Stop at 2a.m. you don’t even need a telecommunications
franchise, just Facebook and Twitter.
Three, the ease and speed of technology does not give us much time to
consider the consequences of our actions. That’s putting it kindly.
8 23
Paranoid schizophrenics think they are always being watched. It turns out
that they are correct: they are being watched. You’re all being watched. The
punchline is that you make it possible for everyone to watch you.
Then again the survey implies that Pinoys like to stand out. Seventy percent
of Pinoy respondents had a positive attitude towards colorful phones and 31
percent thought it would be fun to have a phone with different color from
everyone else’s.
Source: http://jessicarulestheuniverse.com
________________________________________________________________________________
Source:
• Zafra, Jessica. (2011, August 7). EMOTIONAL WEATHER REPORT:
“Survey shows that Filipinos are number one at taking pictures of
themselves.” Retrieved August 11, 2016 from Philstar:
http://www.philstar.com/gadgets/71369/survey-shows-filipinos-are-
number-one-taking-pictures-themselves.
UNDERSTANDING the TEXT

Choose any 3 questions to answer among the following;
1. How can you describe the Filipinos in the digital age?
2. What nature and culture do Filipinos exhibit when using social media?
3. What Filipino values are represented by these nature and culture?
4. What is the author’s attitude towards these Filipino culture and values? What
criticisms are discussed?
5. How can you associate yourself with the Filipino culture and values illustrated
in the text?
6. What do you think are the pros and cons of technology and social media for
the Filipino Community? How can we take advantage of the digital world?
Using ICT Skills

ICT Skills or Educational Technology, is the study and ethical
practice of facilitating learning and improving performance by creating, using,
and managing appropriate technological processes and resources.
Integrating your ICT Skills into crafting your adaptation of literary text
is essential for you to have a presentable output. Editing such as adding of
effects, background music, adding subtitles, etc. and choosing the right
content will be very useful for your task.
Here are some of the TIPS that you should remember in Editing your output:
Choose the Right Software
The first step in improving your video editing process is to choose the
right software for you and your work. They normally offer everything you
need to perform standard video edits, but you may prefer one over others for
their usability, digital interface, and features. The key here is to choose
what works for you and your editing style instead of just the latest, most
advanced video editing program out there.
23
9
Top favorites include After Effects, Premiere Pro, Avid Media Composer,
Final Cut Pro, and DaVinci Resolve, which offers a free and comprehensive
Lite version. You may also want to try Lightworks, Autodesk Smoke, and Sony
Vegas, if you’re looking to try other less-popular yet highly capable
alternatives.
Use a Fast Computer
No, we’re not about to pit PCs against MACs in this section. You can
choose whatever computer brand or model you want, as long as it’s fast
enough for you to store huge files and allows you to focus more on your editing
work without having to worry about slow rendering.
Edit for a Story
One of the most important takeaways from this article is to remember

your creative goal: to tell a great story. Go beyond the basics—cutting away
extraneous footage and correcting the order of your clips—and take the
opportunity to make your film aesthetically-pleasing and dramatically
compelling so as to evoke the right emotions and effectively impart your
intended message. Use your practical and technical knowledge in achieving
this instead of just adding a bunch of effects to impress your viewers.
You can simply follow the storyboard used during filming, but there
may be times when the director—or you, if you have the liberty to call the
shots—will decide to make on-the-spot changes to the predetermined flow,
scene transitions, effects, and other editing elements for the sake of improving
the story.
Maintain an Efficient Workflow
Even with a super-fast computer system and editing software, you’ll

also need to be systematic and organized in order to become a more efficient
editor. One way to improve your workflow is to organize your projects and
files in folders that you can use again and again. Create homes for your
projects, footage, audio files, images, and graphics, in which you can also
create more subsections and folders.
Utilize Keyboard Shortcuts
Speaking of buttons, keep in mind that most editing programs allow

you to use keyboard shortcuts to perform a range of in-app editing
functions.
Learn Important Terms
Basic concepts include the following:
23
10
• Jump Cuts – Cutting out portions to skip boring or predictable moments
and preserve visual interest.
• J Cut – Audio precedes the video.
• L Cut – Video precedes the audio.
• Montage – Sequence of clips showing the passage of time, usually for a
transformation or character development.
• Cutting on Action – Cutting when the subject is moving instead of after
each movement to create a more interesting and fluid scene.
• Match Cut/Match Action – Cutting together two visually similar shots or
scenes
• Cutaways – Adding transition pieces that do not include the main subject
or action to show the surrounding environment and set the mood, add
meaning to the scene, or aid dramatic tension.
Color
Color is a major design element that can be manipulated to highlight

certain subjects, evoke specific emotions, and set the mood or atmosphere of
your scene. Fortunately, today’s video editing programs give us a lot of color
editing options that used to be only possible with photos.
Most editors do two things: color correction, to make sure that the
colors of your footage are consistent in each scene, and color grading, to give
your film a different look. Both are essential when you want most of your
scenes to look as realistic as possible, or to differentiate certain scenes from
others, such as when you use presets like sepia and monochrome on
“flashback” scenes.
Select Good Music
Do not just focus on the visuals; it should only be as good as your

music. If you are creating a drama film, for instance, you will want just the
right song or instrumentals to make key moments (where you want to trigger
certain emotions from your audience) more effective. Cheerful comedies can
be a little forgiving, but it can also be easy to overdo it with upbeat songs. It
can be difficult if you’re doing it on your own, so having a musical scorer can
help take the guesswork out of it.
But before you even think of using just any music, remember that the
safest option is to get music from a royalty free music provider. You may be
able to find free music, but the best audio usually comes at a price.
23
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Add Text and Graphics
Depending on your film type, you may have to include more text aside
from the title, opening/closing billboards (for broadcasting), and film credits.
You’ll usually want to keep it simple, with a clean and white sans-serif font
that doesn’t grab too much attention. Have them dissolve in and out and see
how it works for your film.
But if you need to add flashy graphics, you can create them using your
editing software. Adobe After Effects is a popular choice for creating some of
the best motion graphics. If you have yet to learn how to make your own by
hand, you can always get impressive ready-made After Effects templates from
RocketStock.
Export Web Versions
Once your video is done and ready to be exported, the natural tendency
of most editors is to export it at the largest video resolution possible. This is
definitely the way to go if it is going to be played in cinemas and ultra HD
screens, but in today’s generation where video projects are usually marketed
online, you should also export smaller, high-quality versions.
When exporting for the web, the goal is to create a file that maintains
its high quality without making it too heavy for upload and online viewing. If
you are unsure about the export settings to use, don’t worry. Sites like
YouTube, Facebook, and Vimeo all have recommended export settings:
Export Settings YouTube Vimeo Facebook
Maximum
Resolution 2160p (4K) 1080p (HD) 720p
Recommended Codec H.264 H.264 H.264
AAC-LC (up to AAC-LC (up to

Audio Codec 96kHz) 48kHz) N/A
HD 8mbps at
24fps,
4K 45mbps at
Bit Rate 23fps 20mbps N/A
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12
Supported Frame 24, 25, 30, 48, 50,
Rates 60 24, 25, 30 < 30fps
You can also use Audio or Video Editor Applications such as:
VideoPad
VSDC Free Video Editor (Windows)
FilmoraGo
Adobe Premiere Club

VideoShow
PowerDirector
KineMaster
Quik
VivaVideo
Funimate
Magisto
Moviemaker
Filmigo
Imovie (mac)
Movie Maker (windows)
OpenShot (Windows,Mac)
23
13
Let Us Practice
A. Directions: Using a Venn diagram compare and contrast

a. Vlog vs. blog
b. Video Clips vs. Movie trailers
B. Directions: Write your reflections about this lesson using the charts below.
On page ______ I On page ______ I

am feeling... am thinking....
On page ______ I
On page ______ I
am reminded
am seeing...
of...
23
14
A. Directions: Identify what type of multimedia platform is being defined.

Answers should be in CAPITAL WORDS. Write your answer on your paper.
_____________1. An episodic series of spoken word digital audio files that a
user can download to a personal device for easy listening
_____________ 2. A commercial advertisement for a feature film
_____________ 3. This is also known as “preview” or “coming attraction”
_____________ 4. A video which is mostly less than 15 minutes
_____________ 5. A website that contains online personal reflections,
comments and often hyperlinks, videos, and photographs provided by the
writer
B. Directions: Identify what is being described.
_____________ 6. Audio precedes the video.
_____________ 7. Video precedes the audio.
_____________ 8. Sequence of clips showing the passage of time, usually for a
transformation or character development.
_____________ 9. Cutting when the subject is moving instead of after each
movement to create a more interesting and fluid scene.
_____________ 10. Cutting together two visually similar shots or scenes
Let Us Remember
A. What are the various forms of social media do you use and what functions
do these have in your life? Write on the blanks the social media that you use
and write in the boxes at least three (3) functions for each.
1.___________ 2. __________ 3. _____________ 4. _____________ 5. ____________
23
15
Let Us Assess
Directions: For you to do a self-assessment, you need to consider doing the

following.
• Write your reflection on your journal about the progress of your project.
• Follow the rubric or criteria that was given to you and try to honestly
rate yourself based on the criteria. Add a written explanation of your
rating.
• Review and thoroughly look at the QUALITY of your output.
• Write a journal reflection and consider the lapses that you have made
while doing your project/output. Ask yourself on how you can improve
this one and ask for others’ opinion.
*For facilitators:
Assign one (1) student to evaluate one of his or her peer’s work. Provide
a hard or soft copy of the rubric and the journal reflection they will evaluate
along with the following instructions:
1. Read the work of your classmate. Refrain from sharing or posting the
output online.
3. Utilizing the rubric, rate his or her work according to its overall
impression based from the criteria of the rubric given. Return the
accomplished rubric to your teacher via the submission portals you have
agreed upon.
Be guided of this analytic rubric for the learning activity.

JOURNAL REFLECTION RUBRIC
Criteria Unsatisfactory- Developing Accomplished Exemplary Total

Beginning
0-34 points 35-39 points 40-44 points 45-50 points /50
Reflection lacks Reflection Reflection Reflection
critical thinking. demonstrates demonstrates demonstrates a
Superficial limited critical some degree of high degree of
connections are thinking in critical thinking critical thinking
made with key applying, in applying, in applying,
course concepts analyzing, analyzing, and/or analyzing, and
and course and/or evaluating key evaluating key
materials, evaluating key course concepts course concepts
activities, course and theories from and theories from
and/or concepts and readings, readings,
assignments theories from lectures, media, lectures, media,
readings, discussions discussions
lectures, activities, and/or activities, and/or
Content media, assignments. assignments.
Reflection discussions, Connections Insightful and
activities, made through relevant
and/or explanations, connections made
23
16
assignments inferences, through
Minimal and/or examples. contextual
connections explanations,
made through inferences, and
explanations, examples.
inferences,
and/or
examples.
Conveys Conveys Conveys evidence Conveys strong
inadequate limited of reflection on evidence of
evidence of evidence of own work with a reflection on own
reflection on reflection on personal work with a
own work in own work in response to the personal response
response to the response to the self-assessment to the self-
self-assessment self- questions posed. assessment
questions posed. assessment Demonstrates questions posed.
Personal growth questions satisfactory Demonstrates
and awareness posed. personal growth significant
are not evident Demonstrates and awareness personal growth
and/or less than through some and awareness of
demonstrates a adequate inferences made, deeper meaning
neutral personal examples, through
Personal experience with growth and insights, and inferences made,
Growth negligible awareness challenges. Some examples, well
personal impact. through few or thought of the developed
Lacks enough simplistic future insights, and
inferences, inferences implications of substantial depth
examples, made, current in perceptions
personal examples, experience. and challenges.
insights and insights, Synthesizes
challenges, and/or current
and/or future challenges that experience into
implications are are not well future
overlooked. developed. implications.
Minimal
thought of the
future
implications of
current
experience.
Poor writing Average and/or Above average
Well written and
style lacking in casual writing writing style andclearly organized
standard style that is logically using standard
English, clarity, sometimes organized using English,
language used, unclear and/or standard English characterized by
Writing and/or frequent with some with minor errorselements of a
Quality errors in errors in in grammar,strong writing
grammar, grammar, punctuation, style and
punctuation, punctuation, usage, and
basically free from
usage, and usage, and spelling. grammar,
spelling. Needs spelling. punctuation,
work. usage, and
spelling errors.
TOTAL POINTS (sum of 3 Criteria) /100
Rubric by Denise Kreiger, Instructional Design/Technology Services, SC&I, Rutgers, 4/2014
23
17
Let Us Enhance
Directions: Choose one literary piece that you have read from our previous
lessons and make a creative adaptation of its text. You are free to choose on
what type of multimedia platform you want to use. If you have an internet
connection, you can post or share this one through your social media
accounts or your own website.
Let Us Reflect
Directions: Imagine that you are using your cellphone, tablet or laptop. Create
an interface of social media that you are fond of using and post a message,
write a blog, create a meme, or post a picture of your way promoting
responsible use of social media.
Question: What are the limitations of Social Media? How can you help address
the problems or prevent these problems from happening?
Example Image of Social Media:
23
18
19
23
Let Us Study Let Us Practice Let Us Practice
More
The Answers here are subjective The Answers here are
and may vary. subjective and may vary. A.
1. PODCAST
2. MOVIE TRAILER
3. MOVIE TRAILER
4. VIDEO CLIP
5. BLOG
B.
6. J CUT
7. L CUT
8. MONTAGE
9. CUTTING ON ACTION
10. MATCH CUT/
MATCH ACTION
Let Us Try Let Us Study
Let Us Study
(Horizontal)
How many Instagram Viber
1. Facebook
multimedia platforms Messenger Goodreads
2. Facebook
3. Instagram were mentioned in the Twitter Filmora
4. YouTube situations? 3 Pinterest Dropbox
5. Tumblr Are these platforms Youtube Evernote
6. Twitter
really appropriate to Edmodo Linked in
7. YouTube
8. Instagram use in such tasks? Playstore Wechat
9. Twitter YES Snapchat WordPress
10. Tumblr Or some of the Skype Photoshop
platforms aren’t Google Kinemaster
applicable for the Spotify Kahoot!
task? Gmail
They are all Chrome
applicable
23
Let Us Remember Let Us Assess
The Answers here are subjective The Answers here are
subjective and may vary.
and may vary.
You can also base the
scoring
on the journal reflection
rubric
that was provided.

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11

Quarter 3- Module 1- Lesson 1:

This module contains the following Lesson:

MELCs anchored for the Module:

7. Decide the closest possible interpretation of the given proverb, “Matibay

Spanish Colonization (1565-1898)

Books published during the Spanish Colonial Period

SPANISH INFLUENCES ON PHILIPPINE LITERATURE

Due to the long period of colonization of the Philippines by the

The Period of Enlightenment (1872-1898)

A. The Propaganda Movement (1872-1896)

Books and writings of Dr. Jose Rizal

B. Period of Active Revolution (1896-1898)

The American Regime (1898-1941)

Philippine Literature in English

1. The Period of Re-orientation: 1898-1910

1) The Period of Re-orientation (1898-1910)

2) The Period of Imitation (1910-1924)

3) The Period of Self-Discovery (1925-1941)

Filipino Poetry During This Period

Three types of poems emerged during this period

The Rebirth of Freedom (1946-1970)

The Literary Revolution

Period of Activism (1970-1972)

Period of The New Society (1972- 1980)

Period of The Third Republic (1981-1985)

POST-EDSA 1 REVOLUTION (1986-1995)

21st CENTURY PERIOD

1. American Period A. BC - 1565

A. Pre-colonial Period C. Japanese Period

Directions: Identify what literary period is describe in each item

_______________2. Many young people became activists, and their writings

_______________3. Filipino writers had acquired the mastery of English writing

_______________4. The gist of literature contained mostly accusations against

_______________ 6. Several changes became evident as manifested in the new

A. Andres Bonifacio C. Jose Rizal

11. Sa Mga Pilipino

Let Us Enhance (Additional Activities)

Directions: Answer the following questions based on what you have

1. What are the various Literary Periods in the Philippine Literature?

What were your misconceptions What new or additional learning

Quarter 3- Module 1- Lesson 2:

This module contains the following Lesson:

MELCs anchored for the Module:

Multiple Choice. Directions: Choose the letter of the best answer.

3. It is the underlying message or what critical belief about life the

4. The following are the types of external conflict EXCEPT:

6. An element of PLOT wherein the outcome is being decided.

8. What is an element of a story that described who told the story?

9. An element of PLOT that introduces the conflict and characters of the

10. PLOT is an element of fiction that serves as the foundation of the

1.1 Exposition or Introduction - This is known as the beginning of

2. Setting - is a description of where and when the story takes place. In a

3. Character – As any person, animal or figure represented in a literary

Example: SPO2 Ricardo Dalisay of “Ang Probinsyano,” Harry Potter of “Harry

Example: Joaquin Tuazon of “Ang Probinsyano,” Voldemort of “Harry Potter,”

3.3 Deuteragonist – They are the supporting characters or the

Example: Benny of “Ang Probinsyano,” Ron and Hermione of “Harry Potter,”

Example: Mr. Poe of “A Series of Unfortunate Events,” Radagast of “The Lord

3.5 Foil character - A foil is someone whose personality and values

Example: Draco Malfoy of “Harry Potter,” Effie Trinket of “Hunger Games,”

3.6 Dynamic/changing character - is one who changes over the

Example: Elizabeth Bennet of “Pride and Prejudice,” Don Quixote of “Don