Final Cor 011 Reviewer PDF

COR 011: 21ST Century Literature of the Philippines and the World
Module #15
Name: __________________________________________ Class number: _________________

Section: _________ Schedule: ______________________ Date: _________________________
Lesson title: Situating and Explaining Text in the Context of the Nation in the Materials:
21st Century (Gender Inequalities) Worksheets
Lesson Objectives: References:
1. I can explain the text in the context of the nation in the 21st century 21st Century Literature from the
2. I can describe how a text reflects gender inequalities as a Philippine Philippines and the World by Ann
social reality Debbie L. Tan
Productivity Tip:
These are some of the ways in order for you to be productive and get your tasks done.
1. Get Up Early.
2. Keep your school area net and clean.
3. Prepare ahead of time.
4. Turn off distractions like cell phone and any other gadgets.
5. Use a planner that works well for you.
A. LESSON PREVIEW/REVIEW
1) Introduction (2 mins)
The Philippine Literature in the start of 21st century is a life of mixed emotions, where the Filipinos themselves govern the
Philippines. In this module we are exposing you to the life here in the Philippines, the people’s plight which was really ruled
under the influence of Spanish culture. Of course even if you were not able to witness the people’s plight in the past, which
our lessons focused on Gender Inequalities during that time, but I am certainly confident that you are familiar with the poem
written by Daryll allegado –Prelude. With this situation, I want you to answer the questions below evaluating what you have
heard or learned the life and feelings of the people during this time. Before we further discuss this lesson, let’s answer the
activity 1.
2) Activity 1: What I Know Chart, part 1 (3 mins)

Here are written questions that you are going to answer based from what you already know. Do not worry about your answer.
Just be honest in doing this activity.
Questions What I Know

1. What is Prelude?
2. What is the difference between Adultery

and Concubinage?
1
FLM 1.0
Module #15

B. MAIN LESSON
1) Activity 2: Pre-Printed Content Notes (13 mins)
What realities does the Philippines face today?
The truth of the matter is that our country is still stuck in various inequalities, and there is no other way for our nation to
progress unless we address them. In this part of the lesson, we will discuss literary pieces explore these inequalities and
makes one think about the reasons these inequalities exist in our society. In the end, there can be no change in society if we
do not change our hearts and minds and address these problems head on. This lesson brings your attention to the Prelude, a
gender inequalities practices that happened. Remember always that in the understanding of poem or story you need to
analyse and this is coupled with the identification of its elements.
What is a prelude?
- This is an event or situation that serves as an introduction to
something which is more important.
- Preludes by Daryll Delgado touches the issues on adultery and
concubinage.
- Adultery – is a relationship between a married man and someone
other than his wife or between a married woman and someone other
than her husband
- Concubinage- cohabitation of persons not legally married
2
FLM 1.0
Module #15

2) Activity 3: Skill-building Activities (with answer key) (18 mins + 2 mins checking)
Read the story below and analyze the story by answering the questions that follows.
Preludes
by Daryll Delgado
A man died singing. He had sung a total of three songs before he heaved his last breath and collapsed on a chair. It
happened at the Municipal Hall. The time was three in the afternoon. The sun was high. Heat seeped into people’s bones.
Tuba warmed their blood even more. Someone’s ninth death anniversary was being celebrated. Another man’s life in that
party ended. It ended on a high note.
At that very moment, Nenita, the wife, was at home, picking leaves for a medicinal brew.
Earlier that day, Nenita had been lying on the sofa, slipping in and out of an afternoon sleep she should not have
heeded, embracing Willy Revillame in her dreams. She had had no plans of taking a nap. She had just wanted to catch a
glimpse of Willy after she sent off her grandson for the city, just before she resumed her cooking.
At the sala, she opened the window to let some breeze in. But the air was so dry. Outside it was very quiet. Everyone
was at the Hall, to attend the ninth death anniversary of the juez. Most of them bore the judge a grudge, but they were all
there anyway, eager to see what kind of feast his children had prepared. The children had all come home from America and
Europe for this very important occasion in the dead man’s journey. Nenita herself did not mind the judge really, even if she
had always found him rather severe. It was the wife whom Nenita did not feel very comfortable with. There had been some
very persistent rumors involving the judge’s wife that Nenita did not care so much for.
As soon as Nenita was certain that her grandson had left, she positioned the electric fan in front of her, sat on the
sofa, and turned on the TV to catch the last segment on her favorite show. The next thing she knew, Willy Revillame was
pulling her into his arms, soothing her with words of condolences, before handing her some cash and offering his left cheek for
a kiss. There was a huge applause from the studio audience, even if they were all weeping with Willy, shaking their heads in
amazement.
Nenita forced herself out of the dream and the motion brought her entire body up and out of the sofa. She found
herself standing in the middle of the sala, face-to-face with a teary-eyed Willy. Her heart was beating wildly. Her armpits were
soaked in sweat. Her hair bun had come undone. She looked around guiltily, she thought she heard her husband swear at
her. She felt her husband’s presence in the living room with her, even if she knew he was at the death anniversary party. She
quickly turned off the TV and made her way to the kitchen.
She should not have taken that nap, Nenita berated herself. There was an urgent order for ten dozens of suman she
had to deliver the next day, for the judge’s daughters who were leaving right after the anniversary. There was already a pile of
3
FLM 1.0
Module #15

pandan leaves on the kitchen table, waiting to be washed and warmed, for wrapping the sweet sticky rice rolls with.
She had spent all night until early morning boiling the sticky rice and mixing it with anise, caramel and coconut milk,
until her hands trembled and the veins swelled. By the time she was almost done, she had to prepare breakfast and brew a
special tea concoction for her grandson who had spent all night drinking. Her grandson had barely made it home – drunk as a
fish, crying out a woman’s name like a fool – early that morning.
Nenita then remembered that she also had to prepare the medicinal tea her husband needed to take with his dinner.
She had yet to complete the five different kinds of leaves, Ampalaya, Banaba, Bayabas, Dumero, Hierba Buena; the last one
she purchased from a man who only comes to town on Thursdays. She was getting ready to pick Ampalaya and Bayabas
leaves from her garden when she heard her husband’s voice again, his singing voice. She realized that the sound was coming
all the way from the Hall. The sound was very faint, but more than perceptible, and certainly unmistakable to her.
It was the only sound she could hear when she stepped out of the house and started picking the leaves. Everything
else around her was quiet and still. It seemed as though the entire town – the dogs, the frogs, and the birds included – had
gone silent for this very rare event: her husband singing again.
She had not heard her husband sing this way in a very long time, even since he became ill – when the sugar and
alcohol in his blood burned the sides of his heart, almost getting to the core of it. Since then, he would get out of breath when
he sang. And he also easily forgot the lyrics, especially to the Italian classics, and some of the Tagalog Kundiman he used to
be very well known for.
Nenita herself never understood all the fuss about her husband’s singing, and the fuss his brothers and sisters made
when he stopped singing. She could not even understand half of the songs he sang. They were mostly in Italian, Spanish, and
Tagalog. He rarely sang Bisaya songs, the ones she could understand, and actually liked, even if she herself could not carry a
tune to save her life. Thankfully, their grandson was there to indulge her husband in music talk. She was happier listening to
the two of them talked and sang, and strum guitar strings from the kitchen.
She used to feel slighted whenever her siblings-in-law recalled with such intense, exaggerated regret, the way their
brilliant brother squandered his money and his talent, and oh, all the wrong decisions he made along the way, including the
one that he could never say directly his decision to marry Nenita. They liked to remind their bother, themselves, and anyone
who cared to listen, of what their brother used to be, what he could have done, whom he could have married to. Nenita ceased
to mind this, and them, a long time ago she had forgiven all of them. They were all dead now, save for one brother who lived
in the city. She never stopped praying for their souls, but he was not very sorry that they died.
Nenita knew that her husband was happy the way he was. She never heard him complain. He had nothing to
complain about. She took him back every time his affairs with other women turned sour. She took care of him when he started
getting sick, when the part of his heart that was supposed to beat started merely murmuring and whistling. Thankfully, her
4
FLM 1.0
Module #15

friend, the herbalista, had just the right concoction for this ailment. Even the doctors were delighted with her husband’s
progress.
Nenita took her husband back again when, with the money her in-laws sent for his medication, he went away to be
with one of his women. People say her husband went to Manila with the judge’s widow. Nenita never confirmed this. Nenita
never asked. She just took her husband back, nursed him back to health again. After that, though, Nenita notices that he
spent more and more time alone, in the toilet. And when she asked if he needed help with anything, he would just mumble
incoherently. So she let him be.
She could have prepared him then that other brew her herbalista friend had suggested at the time, the one that would
make his balls shrink, give him hallucinations, make his blood boil until his vein popped. But she didn’t, of course.
She did buy and continued to keep the packet of dried purple leaves said to be from a rare vine found only in Mt.
Banahaw. She didn’t even know where Mt. Banahaw is, only that it was up there in the North. She did know that she would
never use the herbs, even if she wanted to keep, see, touch, and feel the soft lump of leaves in her palm, every now and then.
She derived some sense of security, a very calming sense of power, in knowing that she had that little packet hidden in one of
the kitchen drawers.
She listened more closely to her husband’s singing. She closed her eyes and trapped her breath in her throat, the
way she did when he listened to the beats and murmurs of her husband’s heart at night. Listening to the air that carried her
husband’s voice this way, she almost caught the sound of his labored breathing, and his heart’s irregular beating.
He was singing a popular Spanish song now, about kissing someone for the last time. Nenita remembered being told
by her husband that that was what it was about. Kiss me more, kiss me more, that was what the man wanted to tell the
woman he loved. Nenita found that she could enjoy this one; the song was recognizable. She laughed lightly as she found
herself swaying in slow, heavy movements, to the music of her husband’s voice.
She started imagining herself as a young woman, dancing with this beautiful, dark man who eventually became her
husband. And then she heard him choke, heave a breath before he sang: Perderte. Long pause. Perderte. Another pause.
Perderte. Despuese. And then there was applause, in which Nenita joined, still laughing at her silliness.
After that, all was quiet again.
Nenita gathered the leaves and went back inside the house. Just as well, because it was starting to be very,
intolerably, hot outside. Certainly hot enough to boil an old man’s blood and pop his veins, she thought.
How was the story? Did you like it? Now it’s time for you to answer the questions below. *answers may vary*
1. What is a prelude? Why is that the title of the story?

5
FLM 1.0
Module #15

____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
2. What does Nenita feel for her husband? Why do you think she feels that way?
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
3. Who was the man who died in the first paragraph?

____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
4. How do you think he died? What clues helped you to reach that conclusion?
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
5. Who killed the man? Explain your answer.

____________________________________________________________________________________________________
____________________________________________________________________________________________________
6
FLM 1.0
Module #15

____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
6. Do you think, with what happened, that some kind of justice was served? Why or why not?
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________

In review and summary of what you’ve learned from this session, review your answers in Activity 1. Rewrite your answer in
columns 1 and 2 then write your answers to the questions based on what you know in the third column of the chart.
Questions What I Know What I Learnt

1. What is Prelude?
2. What is the difference between

Adultery and Concubinage?
4) Activity 5: Check for Understanding (5 mins)

Let’s check your understanding by answering these questions based from the story you’ve read. Read the following items
below and identify what term is being referred to. Write your answer on the blank space before its number.
______________________________ 1.) She was the major character of Darryl Allegado’s Prelude.
______________________________ 2.) It is defined as an introductory to music.
______________________________ 3.) A chacter in the poem Prelude who had a lot of affairs out of Nenita.
7
FLM 1.0
Module #15

______________________________ 4.) It refers to unequal treatment of people of different sexes.

______________________________ 5.) He disobeyed the vow he shared to his wife.
Let’s check your answers against the Key to Corrections found at the end of this SAS. Did you answer it all correctly? Great
job!
C. LESSON WRAP-UP
1) Activity 6: Thinking about Learning (5 mins)
A. Work Tracker
You are done with this session! Let’s track your progress. Shade the session number you just completed.
B. Think about your Learning

Complete the chart by supplying your honest evaluation of your understanding in this lesson.
What are the 3 things you have learned in this lesson? Explain.
What are 2 things you found interesting in this lesson? Why did you find them interesting?
What is 1 question you still have? What will you do to find the answer to this question?
FAQs
1. What are the grounds for adultery in the Philippines?
Adultery is punishable by imprisonment of Prision Correcional in its medium and maximum period (range of 2 years, 4 months
and 1 day to 6 years imprisonment). Both your wife and her paramour shall be subjected to such punishment if found guilty.
2. What are the grounds for concubinage in the Philippines?

Concubinage is punishable by imprisonment ranging from 6 months and 1 day to 4 years and 2 months. On the other hand,
8
FLM 1.0
Module #15

the mistress is merely imposed a punishment of destierro. It is akin to a restraining order where the mistress shall not be
permitted to enter designated places within the radius specified by the law.
KEY TO CORRECTIONS
a. Activity 3.1: Skill building
*answers may vary*
b. Activity 5: Check for Understanding

1. Nenita
2. Prelude
3. Nenita’s husband
4. gender inequalities
5. Nenita’s husband
9
FLM 1.0
Module #16

Lesson title: Situating and Explaining Text in the Context of the Nation in the Materials:
21st Century (Justice System) Worksheets
1. I can explain the text in the context of the nation in the 21 st century 21st Century Literature from the
2. I can describe how a text reflects justice system as a Philippine Philippines and the World by Ann
social reality Debbie L. Tan
Productivity Tip:
1. Get Up Early.
The Philippine Literature in the start of 21st century is a life of mixed emotions, where the Filipinos themselves govern the
Philippines. In this module we are exposing you to the life here in the Philippines, the people’s difficulty which was really ruled
under the influence of Spanish culture. Of course even if you were not able to witness the people’s difficulty in the past, which
our lessons focused on Justice system, but I am certainly confident that you are familiar with the poem written by Ralph Semino
Galán . With this situation, I want you to answer the question below evaluating what you have heard or learned the life and
feelings of the people during this time.
Based on your life experiences, what is justice?
1
FLM 1.0
Module #16


Now, list the ideas that you think we will be talking about today. In the first column, write the things that you know, then second
column, list that things that you wonder about the topic.
What I Know What do you wonder or want to know about the topic?
1. 1.
2. 2.
3. 3.
B. MAIN LESSON
Figurative language refers to the color we use to amplify our writing. It takes an ordinary statement and dresses it up in an
evocative frock. It gently alludes to something without directly stating it.
Common Examples of Figurative Language

When you use a metaphor, you make a statement that doesn't literally make sense. For example, "Time is a thief." Time is
not actually stealing from you but this conveys the idea that hours or days sometimes seem to slip by without you noticing.
A simile also compares two things. However, similes use the words "like" or "as."
Personification gives human characteristics to inanimate objects, animals, or ideas. This can really affect the way the
reader imagines things. Personification is often used in poetry, fiction, and children's rhymes.
Hyperbole is an outrageous exaggeration that emphasizes a point. It tends toward the ridiculous or the funny. Hyperbole
adds color and depth to a character.
Symbolism occurs when a word has its own meaning but is used to represent something entirely different.
Let’s read the poem below and analyse it by answering the questions that follows.
Justice
by Ralph Semino Galán
These are the accoutrements of her office:

The blindfold symbolizing impartiality;
2
FLM 1.0
Module #16

The golden pair of scales measuring the validity
of evidence given, both pro and con;

the double-edged sword that pierces through
the thick fabric of lies; Thot’s feather
of truth which ultimately determines whether

the defendant’s life is worth saving
In J. Elizalde Navarro’s oil painting titled
Is this Philippine Justice? The figure

of the Roman goddess Justitia slowly fades
into thin air, swallowed by pigments
cloud as doubts. In my uncertain country

where right and wrong are cards
that can be shuffled like a pile of money bills,
even the land’s Chief Magistrate

is not immune from culpability; found guilty
he has to face the music of derision.
Based from the poem you’ve read; I want you to answer these questions. Write your answer on the space provided.
*answers may vary*
1. Why are symbols important in a poem?

____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
2. Why are symbols important in the life of a nation?

____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
3
FLM 1.0
Module #16

____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
3. Why does the poem describe the Philippines as “my uncertain country”?
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
4. What does the simile, “right and wrong can be shuffled like cards” mean when it comes to politics, politicians, the police,
and the justice system?
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
5. What does line 10-11-12 mean?

____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
6. Of all the objects that Justice owns, which one do you think is the most important, why?
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
4
FLM 1.0
Module #16

____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
7. Why is money mentioned in the poem?

____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________

In review and summary of what you’ve learned from this session, review your answers in Activity 1. Rewrite your answer in
columns 1 and 2 then write your answers to the questions based on what you know in the third column of the chart.
What I Know What do you wonder or want to know What I Learnt

about the topic?
1. 1. 1.
2. 2. 2.
3. 3. 3.

You’re almost done! This time let’s check your understanding by answering this activity. Read the following items and decide
whether you agree or disagree. Write your answer on the blank provided before the number.
___________ 1.) Justice in the Philippines is very slow.

___________ 2.) The statue of Lady Justice is patterned from the Roman goddess Justitia.
___________ 3.) The blindfold you see in some paintings of Lady justice symbolizes impartiality.
___________ 4.) The sword that the Lady Justice brings symbolizes the defeat of the dragon in the lowlands.
___________ 5.) The unexplained killings happened in our country proves that justice here in the Philippines is really
unsurpassed.
5
FLM 1.0
Module #16

Let’s check your answers against the Key to Corrections found at the end of this SAS. Did you answer it all correctly? Great
job!
C. LESSON WRAP-UP
A. Work Tracker

FAQs
1. What is the greatest factor than can delay the resolution of cases in the Philippine court?
Delayed resolution of cases emanates from inefficiency, incompetence, sloth or laziness, corruption or conflict of interest of
these officials. Factors arising from the adversary nature of judicial process and the constitutional requirements of due process of law
also cause judicial delays. (source: https://dirps3.pids.gov.ph)
KEY TO CORRECTIONS
*answers may vary*
6
FLM 1.0
Module #16


1. agree
2. agree
3. agree
4. disagree- the sword represented authority in ancient times, and conveys the idea that justice can be swift and final.
5. disagree- unexplained killings without due process of law can never be unsurpassed (as good as or better than any other)
7
FLM 1.0
Module #17

Lesson title: Situating and Explaining the Text in the Context of the Nation in Materials:
the 21st Century: Homesickness Worksheets
1. I can situate and explain the text in the context of the nation in the 21st Uychocho, Marikit Tara A. 21st Century
century Literature from the Philippines and the
2. I can describe how a text that reflects the feelings of OFW’s as a World. Manila: Rex, 2016.
Philippine social reality
Productivity Tip:
1. Get Up Early.
In this module we are exposing you to the life of OFW, our unsung heroes. With that, I want you to answer the following activities
in preparation to the story that we will be reading today.
How do you feel about receiving gifts?
1
FLM 1.0
Module #17


Before we discuss our topic today, answer these questions first.
Questions What I Know
Why do so many Filipinos leave the Philippines?
What do you think are their strongest reasons for leaving?
B. MAIN LESSON
This is a story about Vince who is a Filipino and is currently living in Honolulu, Hawaii. He is observing the people around him
at the Honolulu International Airport. He seemed to have eyed at his “kababayan” or fellow Filipinos. Vince mentions the fact
that when Filipinos are going back to their families in the Philippines, they bring so many balikbayan boxes. These boxes are
filled with canned goods like SPAM and Libby’s Vienna sausage, designer jeans (new or hand-me-down), travel sized bottles of
shampoo, conditioner, and body lotion. But Vince also points out that these items inside the balikbayan boxes can be easily
purchased at Duty Free which is outside the airport. Vince also mentioned a story that was told by his older sister Jing, wherein
an engineer talked his roommate into checking him in as an excess baggage which was cheaper that a round-trip fare. But the
man died of hypothermia. Vince didn’t buy the story and said that there were too many loopholes. It was a “turban legend.” Jing
said that, “You’re missing the point, brother.” “It’s not the mechanics that matter.” “It’s about drama. The extremes a Filipino will
go to just to go back home for Christmas with his family.”
Millions of Filipinos have left the Philippines in order to look for greener pastures abroad. It is startling to discover
that the biggest segment of Asian-Americans in the United States is composed of Filipino-Americans. There are
also Filipinos going as far as the Middle East and Australia, working as health care providers, teachers,
entertainers, accountants, engineers, electricians, chefs, and domestic workers. This trend will continue on into
the future, unless there are better job opportunities here in the country. The reality has been called the Philippine
diaspora, and comes with societal consequences.
2
FLM 1.0
Module #17

Read the excerpt “Turban Legend” by R. Zamora Linmark. Then, do the following activities.
Turban Legend
(An excerpt from Leche)
By the time Vince arrives at the Philippine Airlines departures terminal, it is already bustling with restless souls who, with their
balikbayan boxes, have transformed the terminal into a warehouse, as if they’re returning to the motherland on a cargo ship rather than
Asia’s first airline carrier. Comedians use these durable cardboard boxes as materials for their Filipino-flavored jokes. “How is the
balikbayan box like American Express to Filipinos? Because they never leave home without it.”
Everywhere Vince turns are boxes, boxes, and. more boxes. Boxes secured by electrical tape and ropes. Boxes with drawstring
covers made from canvas or tarp. Boxes lined up like a fortified wall behind check-in counters or convoying on squeaky conveyor belts
of x-ray machines. Boxes blocking the Mabuhay Express lane for first-and business-class passengers. Boxes stacked up on carts right
beside coach passengers standing in queues that are straight only at their starting points before branching out to form more-or converge
with other-lines, bottlenecking as they near the ticket counter.
Boxes that ought to be the Philippines’ exhibit at the next World’s Fai1, Vince tells himself as he navigates his cartload of Louis
Vuitton bags in and out of the maze. An exhibit that should take place none other than here, at the Honolulu International Airport, he
laughs, as he imagines an entire terminal buried in the Filipinos’ most popular-and preferred-pieces of luggage.
With a balikbayan box Filipinos can pack cans of Hormel corned beef, Libby’s Vienna sausage, Folgers, and SPAM; perfume
samples; new or hand-me-down designer jeans; travel-sized bottles of shampoo, conditioner, and body lotion gleaned from Las Vegas
hotels; and appliances marked with first-world labels that, as anyone who’s been to the Philippines knows, can easily be purchased at
Duty Free right outside the airport or from any of the crypt-like malls that are so gargantuan they’re a metropolis unto themselves.
Filipinos will even throw themselves into these boxes, as was the case of the overseas contract worker in Dubai. The man, an
engineer was so homesick that, unable to afford the ticket-most of his earnings went to cover his living expenses and the rest to his wife
and children-he talked his roommate, who was homebound for the holidays, into checking him in. He paid for the excess baggage fee,
which still came out cheaper than a round-trip airfare. En route to Manila, he died from hypothermia.
Vince, who had heard the story from his older sister Jing, didn’t buy it. There were too many loopholes, too many unanswered
questions, like wouldn’t an x-ray machine in the Middle East detect a Filipino man curled up inside a box? He simply dismissed it as a
“turban legend.”
“You’re missing the point brother,” Jing said. “It’s not the mechanics that matter. It’s about drama. The extremes a Filipino will
go to just to be back home for Christmas with his family.
3
FLM 1.0
Module #17

Based from the story you read above, answer these questions:
1. Why do Filipinos Love balikbayan boxes?

____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
________________________________________________
2. Why do you think the boxes symbolize? Why do they seem to be more important than their contents?
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
________________________________________________
3. When the narrator notes the Filipino-ness of the balikbayan boxes, what does he feel toward his fellow Filipinos?
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
________________________________________________
4. What does the airport symbolize?

____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
________________________________________________
5. What do you think is the real message behind the anecdote or the “turban legend”?
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
________________________________________________
4
FLM 1.0
Module #17

Let’s check the possible answers against the Key to Corrections found at the end of this SAS. Did you have the idea? Great
job!

In review and summary of what you’ve learned from this session, answer the What I Learnt chart below
Questions What I Learnt
Why do so many Filipinos leave the Philippines?
What do you think are their strongest reasons for leaving?

Let’s check you understanding by answering the following questions.
1. Do you think that Filipinos who live or work abroad suffer from homesickness? Explain your answer.
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
________________________________________________
2. The author luggage is Louis Vuitton. How does that help characterize the narrator?
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
3. Do you think when the Filipinos are abroad, they are proud of being a Filipino? Why or why not?
5
FLM 1.0
Module #17

____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
4. The title “Turban Legend” is a play on words to a phrase “urban legend”. What does “urban legend” mean? Why was it change
to “Turban Legend”?
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
5. What is the significance of the story?
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
Let’s check the possible answers against the Key to Corrections found at the end of this SAS. Did you have the idea? Great job!
C. LESSON WRAP-UP
A. Work Tracker

6
FLM 1.0
Module #17

KEY TO CORRECTIONS
1. Why do Filipinos Love balikbayan boxes?

Filipinos love balikbayan boxes because for them it means that it is the love of the sender through the “pasalubong” or gift, where it
contains many things like appliances, clothes, perfume, shampoos and many other things that are branded and came from America or
any other country.
2. Why do you think the boxes symbolize? Why do they seem to be more important than their contents?
I think it symbolizes as love for the family and friends. Balikbayan seems to be important than their contents because it means to the
Filipinos that you will always remember them even though you are very far from each other.
3. When the narrator notes the Filipino-ness of the balikbayan boxes, what does he feel toward his fellow Filipinos?
For me, I think the author feels proud towards his fellow Filipino. In this story he shows that we shouldn’t be ashamed of being a Filipino
Citizen because he elevated the good attitude of Filipino towards culture and family even in a small thing like remembering them through
balikbayan boxes.
4. What does the airport symbolize?

I think the airport symbolize as a “warehouse” or storage of the Balikbayan boxes. Because in the phrase “Everywhere Vince turns are
boxes, boxes and more boxes.” The author describes the setting of the airport like a storage or warehouse.
5. What do you think is the real message behind the anecdote or the “turban legend”?
I think the real message of the anecdote is that Filipinos will always love their families by remembering them. Through that balikbayan
boxes, it can say that love will always prevails even though you are far away from each other.
7
FLM 1.0
Module #17

1. Do you think that Filipinos who live or work abroad suffer from homesickness? Explain your answer.
In the Philippines there is a saying that, “Iba pa rin talaga kapag nasa sariling bansa.” And because of that, I think they suffer from
homesickness. In my experience, my Aunt who works in abroad is always saying that they misses us and she alwayswanted to go home.
Because she struggles to express her feelings because of the language barrier towards foreign people and most importantly, family is
always the best listener and adviser on when you have a problem.
2. The author luggage is Louis Vuitton. How does that help characterize the narrator?
Louis Vuitton is a Brand name of a Bagsthatcost or worth a half to one million pesos and because of that “Louis Vuitton” word, I think it
helps me to characterize the narrator as a wealthy man.
3. Do you think when the Filipinos are abroad, they are proud of being a Filipino? Why or why not?
I think that Filipinos who are in abroad are proud of being a Filipino. Because OFW or even Filipinos who migrated in a certain country,
they always apply the culture of the Filipino in other foreign people, like for example when they are raising a foreign child, they accept or
treat him as her own child or as part of a family by teaching him our culture like being courteous to the olds and may other things and
that’s only one reason why Filipinos should be proud of being a Filipino.
4. The title “Turban Legend” is a play on words to a phrase “urban legend”. What does “urban legend” mean? Why was it change to
“Turban Legend”?
In Meriam Webster Dictionary, Urban legend is a story about an unusual event or occurrence that many people believe is true but that is
not true. And I think it is change to turban legend because in my own opinion the anecdote is said to be true about Filipinos about
balikbayan boxes but because of story of Jing that has many loopholes or unexplained things it makes the anecdote unbelievable and
looks like an urban legend.
5. What is the significance of the story?

The importance or essence of the story is that in the Filipino culture, Family are the most important thing on earth that should always be
remembered even though you are miles away from them. The things in the balikbayan boxes that are expensive is not only a “gift” but it
represents the love of the sender to their family.
8
FLM 1.0
Module #18

Lesson title: World Literature: Asian Literature of the 21st Century Materials:
Lesson Objectives: Worksheets
1. I can appreciate the cultural and aesthetic diversity of literature of References:
the world Uychocho, Marikit Tara A. 21st Century
2. I can identify representative texts and authors from Asia Literature from the Philippines and the
World. Manila: Rex, 2016.
Productivity Tip:
1. Get Up Early.
Your journey towards learning about Japanese literature begins here. Be ready to experience different activities that are
designed to help deepen your understanding about the particular country ‘s literature that will lead to your understanding of the
people.
Complete the table by putting a check (/) that corresponds to your answer.
5-Excellent 4-Very Satisfactory 3-Satisfactory 2-Poor 1-Very Poor
A. How would you solve a problem? 5 4 3 2 1

1. I usually think on my own.
2. I ask opinion to people.
3. Listen to others story.
4. Ignore.
5. I hear the side of the people I trust.
6. I use trial and error.
7. I let others to solve it for me.
1
FLM 1.0
Module #18

8. I act based on experience.

9. Make an immediate action without thinking
B. How do you give an advice? 5 4 3 2 1
1. I put myself on their shoe.
2. Reflect myself with the problems I’ve been through.
3. Make an example in explaining my view.
4. Give them positive outlook in life.
5. Make them feel the value of situation.

Try to fill-in this chart on what you know and wonder about Japan. Leave the what I learned column blank.
B. MAIN LESSON
Japanese literature has been influenced heavily by the Chinese literature from the ancient period all the way to the Edo period
(1603-1868) which corresponds to the early modern Japanese literature. Japanese literary works also reveal elements of Indian
and later of Western elements but above all, they reveal a distinct style which has also greatly influenced both Eastern and
Western literatures. Japanese Literature can be divided into four periods: the ancient, classical, medieval and modern. Ancient
2
FLM 1.0
Module #18

literature in Japan deals primarily with myths and legends. Tales like the creation of Japan, wherein the islands came from the
gemstones imbued in the swords of gods are very prominent during this period. The celebrated writers during this period are
Ono Yasumaro, Nihon Shoki, and Man‘yoshu which wrote based on real events in the country. The classical literature in Japan
occurred during the golden age, the Heian period. During this period, Murasaki Shikibu, one of the greatest Japanese writers,
wrote the seminal text, Tale of Genji. Tale of Genji, considered the world‘s first novel, is a very charming and accurate depiction
of the Japanese court during the Heian period under the reign of Empress Akiko. It clearly shows the women in Prince Genji‘s
life and it paints them in their refinements, talents in the arts, drawing, poetry and the beauties of nature. Other notable authors
from this period are Sei Shonagon and Konjaku Monogatarishu. History and literature were intertwined during the Medieval
period due to the influence of the civil wars and the emergence of the warrior class. Thus, war tales are very prominent during
this period. Stories like Tale of the Heike 133 deals with the conflict between two powerdul Japanese clans. Besides war stories
and tales, the popular form of Japanese poetry, the renga, saw its rise. Modern literature can be further divided into early
modern, which happened during the Edo period, and modern, which starts during the Meiji period, when Japan opened its doors
to the West. The early modern gave way to the rise of new genres like the Japanese drama, kabuki, the poetry form known for
its simplicity and subtlety, haiku, and the yomihon, a type of Japanese book which put little emphasis on illustration. The modern
period also marked the emergence of new styles of writing. Japanese writers started to romanticize and tried experimenting with
different genres and subject matters. The Second World War heavily affected Japanese literature but soon, the distinct Japanese
style of writing manage to regain its popularity. Some of the prominent modern Japanese writers are Yasunari Kawabata, Kobi
Abe, Takiji Kobayashi, and Haruki Murakami to mention a few.
Figures of Speech Used in the Excerpt Meaning

Allegory It is a symbolism device where the meaning of a greater, often abstract,
concept is conveyed with the aid of a more corporeal object or idea being
used as an example. Usually a rhetoric device, an allegory suggests a
meaning via metaphoric examples.
Allusion It is a figure of speech whereby the author refers to a subject matter such
as a place, event, or literary work by way of a passing reference. It is up to
the reader to make a connection to the subject being mentioned.
Analogy It is a literary device that helps to establish a relationship based on
similarities between two concepts or ideas. By using an analogy we can
convey a new idea by using the blueprint of an old one as a basis for
understanding. With a mental linkage between the two, one can create
understanding regarding the new concept in a simple and succinct manner.
Metaphor It refers to a meaning or identity ascribed to one subject by way of another.
3
FLM 1.0
Module #18

In a metaphor, one subject is implied to be another so as to draw a

comparison between their similarities and shared traits. The first subject,
which is the focus of the sentences is usually compared to the second
subject, which is used to convey a degree of meaning that is used to
characterize the first.
Simile
One of the most commonly used literary devices; referring to the practice of
drawing parallels or comparisons between two unrelated and dissimilar
things, people, beings, places and concepts. By using similes a greater
degree of meaning and understanding is attached to an otherwise simple
sentence. Similes are marked by the use of the words ‗as‘ or ‗such as‘ or
‗like‘.
Read the excerpt from Haruki Murakami‘s Kafka on the Shore then complete the tasks that follow.
The Boy Named Crow (an excerpt from Kafka on the Shore)
by Haruki Murakami
"So you're all set for money, then?" the boy named Crow asks in his typical sluggish voice. The kind of voice like when
you've just woken up and your mouth still feels heavy and dull. But he's just pretending. He's totally awake.
As always. I nod.
"How much?"
I review the numbers in my head.
"Close to thirty-five hundred in cash, plus some money I can get from an ATM. I know it's not a lot, but it should be
enough. For the time being."
"Not bad," the boy named Crow says. "For the time being."
4
FLM 1.0
Module #18

I give him another nod.
"I'm guessing this isn't Christmas money from Santa Claus."
"Yeah, you're right," I reply.
Crow smirks and looks around. "I imagine you've started by rifling drawers, am I right?"
I don't say anything. He knows whose money we're talking about, so there's no need for any long-winded interrogations.
He's just giving me a hard time. "No matter," Crow says. "You really need this money and you're going to get it--beg, borrow, or
steal. It's your father's money, so who cares, right? Get your hands on that much and you should be able to make it. For the
time being. But what's the plan after it's all gone? Money isn't like mushrooms in a forest--it doesn't just pop up on its own, you
know. You'll need to eat, a place to sleep. One day you're going to run out."
"I'll think about that when the time comes," I say.
"When the time comes,"
Crow repeats, as if weighing these words in his hand. I nod.
"Like by getting a job or something?" "Maybe," I say.
Crow shakes his head. "You know, you've got a lot to learn about the world. Listen--what kind of job could a fifteen-
year-old kid get in some far-off place he's never been to before? You haven't even finished junior high. Who do you think's going
to hire you?" I blush a little. It doesn't take much to make me blush.
"Forget it," he says. "You're just getting started and I shouldn't lay all this depressing stuff on you. You've already
decided what you're going to do, and all that's left is to set the wheels in motion. I mean, it's your life. Basically you gotta go with
what you think is right." That's right.
When all is said and done, it is my life. "I'll tell you one thing, though. You're going to have to get a lot tougher if you
want to make it." "I'm trying my best," I say. "I'm sure you are," Crow says. "These last few years you've gotten a whole lot
stronger. I've got to hand it to you." I nod again. "But let's face it--you're only fifteen,"
Crow goes on. "Your life's just begun and there's a ton of things out in the world you've never laid eyes on. Things you
5
FLM 1.0
Module #18

never could imagine." As always, we're sitting beside each other on the old sofa in my father's study. Crow loves the study and
all the little objects scattered around there. Now he's toying with a bee-shaped glass paperweight. If my father was at home,
you can bet Crow would never go anywhere near it. "But I have to get out of here," I tell him.
"No two ways around it." "Yeah, I guess you're right." He places the paperweight back on the table and links his hands
behind his head. "Not that running away's going to solve everything. I don't want to rain on your parade or anything, but I wouldn't
count on escaping this place if I were you. No matter how far you run. Distance might not solve anything." The boy named Crow
lets out a sigh, then rests a fingertip on each of his closed eyelids and speaks to me from the darkness within. "How about we
play our game?" he says. "All right," I say.
I close my eyes and quietly take a deep breath. "Okay, picture a terrible sandstorm," he says.
"Get everything else out of your head." I do what he says, get everything else out of my head. I forget who I am, even.
I'm a total blank. Then things start to surface. Things that--as we sit here on the old leather sofa in my father's study--both of us
can see. "Sometimes fate is like a small sandstorm that keeps changing directions," Crow says. Sometimes fate is like a small
sandstorm that keeps changing directions. You change direction but the sandstorm chases you. You turn again, but the storm
adjusts. Over and over you play this out, like some ominous dance with death just before dawn. Why? Because this storm isn't
something that blew in from far away, something that has nothing to do with you. This storm is you. Something inside of you.
So all you can do is give in to it, step right inside the storm, closing your eyes and plugging up your ears so the sand doesn't
get in, and walk through it, step by step. There's no sun there, no moon, no direction, no sense of time. Just fine white sand
swirling up into the sky like pulverized bones. That's the kind of sandstorm you need to imagine. And that's exactly what I do. I
imagine a white funnel stretching up vertically like a thick rope. My eyes are closed tight, hands cupped over my ears, so those
fine grains of sand can't blow inside me. The sandstorm draws steadily closer.
I can feel the air pressing on my skin. It really is going to swallow me up. The boy called Crow softly rests a hand on
my shoulder, and with that the storm vanishes. "From now on--no matter what--you've got to be the world's toughest fifteenyear-
old. That's the only way you're going to survive. And in order to do that, you've got to figure out what it means to be tough. You
following me?" I keep my eyes closed and don't reply. I just want to sink off into sleep like this, his hand on my shoulder. I hear
the faint flutter of wings. "You're going to be the world's toughest fifteen-year-old," Crow whispers as I try to fall asleep. Like he
was carving the words in a deep blue tattoo on my heart. And you really will have to make it through that violent, metaphysical,
symbolic storm. No matter how metaphysical or symbolic it might be, make no mistake about it: it will cut through flesh like a
6
FLM 1.0
Module #18

thousand razor blades. People will bleed there, and you will bleed too. Hot, red blood. You'll catch that blood in your hands, your
own blood and the blood of others.
And once the storm is over you won't remember how you made it through, how you managed to survive. You won't
even be sure, in fact, whether the storm is really over. But one thing is certain. When you come out of the storm you won't be
the same person who walked in. That's what this storm's all about.
On my fifteenth birthday I'll run away from home, journey to a far-off town, and live in a corner of a small library. It'd
take a week to go into the whole thing, all the details. So I'll just give the main point. On my fifteenth birthday I'll run away from
home, journey to a far-off town, and live in a corner of a small library.
It sounds a little like a fairy tale. But it's no fairy tale, believe me. No matter what sort of spin you put on it.
Based from your knowledge in your previous reading, answer each item below. *answer may vary
1. Who are the characters presented in the text above? Describe them.
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
2. What was Kafka planning to do on his fifteenth birthday? What pushed him to do this?
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
3. Who is the boy named Crow? Is he an actual human person? What does he represent?
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
4. What does the sandstorm represent?

____________________________________________________________________________________________________
____________________________________________________________________________________________________
7
FLM 1.0
Module #18

____________________________________________________________________________________________________
____________________________________________________________________________________________________
5. When is the right time to “run away” and to face a problem head on? Is one option better than the other? Justify.
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
6. Were there moments in your life where you had to be your “toughest”? Share this experience.
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________

In review and summary of what you’ve learned from this session, answer the What I Learnt chart below. Copy your column 1
and column 2 answers from the Activity 1 and answer the column 3.
8
FLM 1.0
Module #18

Let’s check you understanding by answering the following questions.

The following figures of speech—Allegory, Allusion, Analogy, Metaphor, and Simile, are used in writing to show comparison.
Identify if the following are used in the excerpt above. Extract the part that shows the figure of speech and then identify what it
means. Write your answer on the space given below.
1. Sentence ________________________________________________________________________________
Meaning _______________________________________________________________________________
2. Sentence ________________________________________________________________________________
Meaning ________________________________________________________________________________
3. Sentence ________________________________________________________________________________
Meaning ________________________________________________________________________________
4. Sentence ________________________________________________________________________________
Meaning ________________________________________________________________________________
5. Sentence ________________________________________________________________________________
Meaning ________________________________________________________________________________
C. LESSON WRAP-UP
A. Work Tracker

9
FLM 1.0
Module #18

FAQ
1. What is the Japanese influence on Filipino literature?
Tagalog was favored by the Japanese military authority and writing in English was consigned to a limbo. • Japanese were able
to influence and encourage the Filipino in developing the vernacular literature. The only Filipino writers who could write freely were those
who were living in the United States.
2. What are the contribution of Japanese in the Philippines?

Japan is the Philippines' largest trading partner
It has been the top trading partner of the Philippines for many years. In the first semester of 2015, Japan accounted for 14.7% or $8.765
billion of the country's total foreign trade. Primary exported goods to Japan are electronic products and woodcraft and furniture.
3. What are the most common works of literature during the Japanese regime?
Poems (Haiku, tanaga & karaniwang anyo) (usually about nationalism, faith, religion & etc.)
4. What is Karaniwang ANYO?

KARANIWANG ANYO (Usual Form) – like those mentioned earlier in the beginning chapters of this book. FILIPINO DRAMA DURING
THE JAPANESE PERIOD 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.
10
FLM 1.0
Module #18

KEY TO CORRECTIONS
*answer may vary*

*answer may vary*
11
FLM 1.0
Module #19

Lesson title: World Literature: Asian Literature of the 21st Century Materials:
Worksheets
Lesson Objectives:
1. I can appreciate the cultural and aesthetic diversity of literature of References:
the world Uychocho, Marikit Tara A. 21st Century
2. I can identify representative texts and authors from Europe Literature from the Philippines and the
Productivity Tip:
1. Get Up Early.
Your journey towards learning about European literature begins here. Be ready to experience different activities that are
designed to help deepen your understanding about the particular country ‘s literature that will lead to your understanding of the
people.
In the space below, write what you know about Harry Potter.
1
FLM 1.0
Module #19


Try to fill-in this chart on what you know about European Literature, what you wonder, and what you have learned before. Leave
the what I learned column blank.
B.MAIN LESSON
1) Activity 2: Content Notes (13 mins)
Read the texts below and highlight important keywords.
The history and catalogue of the European literature is so rich that it is quite close to impossible to describe it and give justice
to its entire list of great works and even greater writers in an introduction. However, to give learners a little background
information, European literature refers to the literature in many languages; among the most important of the modern written
works are those in English, Spanish, French, Dutch, Polish, German, Italian, Modern Greek, Czech, Russian, Bosnian and works
by the Scandinavians and Irish.
Important classical and medieval traditions are those in Latin, Ancient Greek, Old Norse, Medieval French and the Italian Tuscan
dialect of the renaissance are also part of its collection. The Medieval Period (500-1500) of European literature already saw
masterful works like Beowulf, The Song of Roland, The Nibelungenlied, and seminal work of Geoffrey Chaucer, The Canterbury
Tales. The mentioned works of art was followed by even more popular titles, because during the Renaissance Period, writers
like Edmun Spencer (The Faerie Queen), John Milton (Paradise Lost), and William Shakespeare (Romeo and Juliet; Macbeth)
took the level of its literary standard into a whole new high.
2
FLM 1.0
Module #19

Following the Medieval Period was the Age of Enlightenment (1700- 1800) and at its center was a celebration of ideas – ideas
about what the human mind was capable of, and what could be achieved through deliberate action and scientific methodology.
Many of the new, enlightened ideas were political in nature. Writers like Voltaire and Jean-Jacques Rousseau were the
torchbearers of Enlightenment literature and philosophy. Rousseau was a strong advocate for social reform of all kinds. His
most important work, however, was Émile, a massively influential piece of non-fiction that argues for extensive and liberal
education as the means for creating good citizens. Rousseau‘s work on behalf of social empowerment and democracy would
remain influential long after his passing.
Espousing similar political positions, Voltaire employed dry wit and sarcasm to entertain his readers while making convincing
arguments for reform. No other period in English literature displays more variety in style, theme, and content than the Romantic
Movement (1798-1870) of the 181 eighteenth and nineteenth centuries. Romanticism is concerned with the masses and not
with the middle class, the individual more than with society. The individual consciousness and individual imagination are
especially fascinating for the Romantics. With writers like Mary Shelley and her masterpiece, Frankenstein and Lord Byron‘s
Don Juan, the focus of literature shifted from the scientific to the mysterious. Then came the Victorian Period. The name given
to the period is borrowed from the royal matriarch of England, Queen Victoria, who sat on throne from 1837 to 1901.
The Victorian writers exhibited some well-established habits from previous eras, while at the same time pushing arts and letters
in new and interesting directions. Victorian novelists and poets like Charlotte and Emily Bronte, Lord Tennyson, Robert
Browning, Gustave Flaubert, George Eliot, Fyodor Dostoyevsky, and Thomas Hardy wrote with simplicity, truth and tempered
emotion. Realism (1820-1920), the next period in European literature, is precisely what it sounds like. It is attention to detail,
and an effort to replicate the true nature of reality in a way that novelists had never attempted. There is the belief that the novel‘s
function is simply to report what happens, without comment or judgment. Seemingly inconsequential elements gain the attention
of the novel functioning in the realist mode.
Famous writers during this period were Franz Kafka, William Butler Yeats, T. S. Eliot, and Vicente Biasco Ibanez, among others.
Naturalism (1870-1920) sought to go further and be more explanatory than Realism by identifying the underlying causes for a
person‘s actions or beliefs. In Naturalism, the environment played a large part in the narrative structure. The locale shapes the
personalities of the characters without them even realizing it. Emile Zola, one of the most influential writers in this period of
literature, provided inspiration and model in writing during this period. Crime and Punishment is a profound example of how
some of the principles of existentialist (1850-Today), the next literary period. Dostoyevsky‘sstory shows that thinking can be
perverted, leading to ethical decay and personal destruction.
Another writer, Franz Kafka,has also been 182 associated with twentieth century existentialism. But the name most related to
existential literature is Albert Camus. The characters in his work are caught in situations that are way out of their control and
getting out of the situation is almost futile. The influence given by these authors are still reflected in this generation if you read
the works of Chuck Palahniuk, Stanley Kubrick, and David Lynch. The Modernist Period (1910-1965) in Literature presented a
new way of living and seeing the world. Writers are now free to try new concepts in writing like the use of the unreliable narrator,
among others. Modernism was set in motion, in one sense, through a series of cultural shocks where the poets who took fullest
3
FLM 1.0
Module #19

advantage of the new spirit of the times, and stretched the possibilities of their craft to lengths not previously imagined. All these
period in literature influenced and led to what is now seen in the works of 21st century European writers.
The history and catalogue of the European literature is so rich that it is quite close to impossible to describe it and
give justice to its entire list of great works and even greater writers in an introduction. However, to give learners a
little background information, European literature refers to the literature in many languages; among the most
important of the modern written works are those in English, Spanish, French, Dutch, Polish, German, Italian, Modern
Greek, Czech, Russian, Bosnian and works by the Scandinavians and Irish. Important classical and medieval
traditions are those in Latin, Ancient Greek, Old Norse, Medieval French and the Italian Tuscan dialect of the
renaissance are also part of its collection.
Read the summary of Harry Potter and the Sorcerer‘s Stone and complete the graphic organizer below.
HARRY POTTER AND THE SORCERER‟S STONE

J. K. Rowling
Mr. Dursley, a well-off Englishman, notices strange happenings on his way to work one day. That night, Albus Dumbledore, the
head of a wizardry academy called Hogwarts, meets Professor McGonagall, who also teaches at Hogwarts, and a giant named Hagrid
outside the Dursley home.
Dumbledore tells McGonagall that someone named Voldemort has killed a Mr. and Mrs. Potter and tried unsuccessfully to kill
their baby son, Harry. Dumbledore leaves Harry with an explanatory note in a basket in front of the Dursley home. Ten years later, the
Dursley household is dominated by the Dursleys‘ son, Dudley, who torments and bullies Harry. Dudley is spoiled, while Harry is forced
to sleep in a cupboard under the stairs. At the zoo on Dudley‘s birthday, the glass in front of a boa constrictor exhibit disappears,
frightening everyone. Harry is later punished for this incident.
Mysterious letters begin arriving for Harry. They worry Mr. Dursley, who tries to keep them from Harry, but the letters keep
arriving through every crack in the house. Finally, he flees with his family to a secluded island shack on the eve of Harry‘s eleventh
birthday. At midnight, they hear a large bang on the door and Hagrid enters. Hagrid hands Harry an admissions letter to the Hogwarts
School of Witchcraft and Wizardry. Harry learns that the Dursleys have tried to deny Harry‘s wizardry all these years.
The next day, Hagrid takes Harry to London to shop for school supplies. First they go to the wizard bank, Gringotts, where Harry
learns that his parents have left him a hefty supply of money. They shop on the wizards‘commercial street known as Diagon Alley, where
4
FLM 1.0
Module #19

Harry is fitted for his school uniform. Harry buys books, ingredients for potions, and, finally, a magic wand—the companion wand to the
evil Voldemort‘s.
A month later, Harry goes to the train station and catches his train to Hogwarts on track nine and three quarters. On the train,
Harry befriends other first-year students like Ron Weasley and Hermione Granger, a Muggle girl chosen to attend Hogwarts. At school,
the first-years take turns putting on the ―Sorting Hat‖ to find out in which residential house they will live. Harry fears being assigned to
the sinister Slytherin house, but he, Ron, and Hermione end up in the noble Gryffindor house.
As the school year gets underway, Harry discovers that his Potions professor, Snape, does not like him. Hagrid reassures Harry
that Snape has no reason to dislike him. During their first flying lesson on broomsticks, the students are told to stay grounded while the
teacher takes an injured boy named Neville to the hospital. Draco Malfoy, a Slytherin bully, snatches Neville‘s prized toy and flies off with
it to the top of a tree. Harry flies after him. Malfoy throws the ball in the air, and Harry speeds downward, making a spectacular catch.
Professor McGonagall witnesses this incident. Instead of punishing Harry, she recommends that he play Quidditch, a much-loved game
that resembles soccer played on broomsticks, for Gryffindor. Later that day, Malfoy challenges Harry to a wizard‘s duel at midnight.
Malfoy doesn‘t show up at the appointed place, and Harry almost gets in trouble. While trying to hide, he accidentally discovers a fierce
three-headed dog guarding a trapdoor in the forbidden third-floor corridor.
On Halloween, a troll is found in the building. The students are all escorted back to their dormitories, but Harry and Ron sneak
off to find Hermione, who is alone and unaware of the troll. Unwittingly, they lock the troll in the girls‘ bathroom along with Hermione.
Together, they defeat the troll. Hermione tells a lie to protect Harry and Ron from being punished. During Harry‘s first Quidditch match,
his broom jerks out of control. Hermione notices Snape staring at Harry and muttering a curse. She concludes that he is jinxing Harry‘s
broom, and she sets Snape‘s clothes on fire. Harry regains control of the broom and makes a spectacular play to win the Quidditch
match.
For Christmas, Harry receives his father‘s invisibility cloak, and he explores the school, unseen, late at night. He discovers the
Mirror of Erised, which displays the deepest desire of whoever looks in it. Harry looks in it and sees his parents alive. After Christmas,
Harry, Ron, and Hermione begin to unravel the mysterious connection between a break-in at Gringotts and the three-headed guard dog.
They learn that the dog is guarding the Sorcerer‘s Stone, which is capable of providing eternal life and unlimited wealth to its owner and
belongs to Nicolas Flamel, Dumbledore‘s old partner.
A few weeks later, Hagrid wins a dragon egg in a poker game. Because it is illegal to own dragons, Harry, Ron, and Hermione
contact Ron‘s older brother, who studies dragons. They arrange to get rid of the dragon but get caught. Harry, Ron, and Hermione are
severely punished, and Gryffindor is docked 150 points. Furthermore, part of their punishment is to go into the enchanted forest with
Hagrid to find out who has been killing unicorns recently. In the forest, Harry comes upon a hooded man drinking unicorn blood. The man
tries to attack Harry, but Harry is rescued by a friendly centaur who tells him that his assailant was Voldemort. Harry also learns that it is
Voldemort who has been trying to steal the Sorcerer‘s Stone.
Harry decides that he must find the stone before Voldemort does. He, Ron, and Hermione sneak off that night to the forbidden
5
FLM 1.0
Module #19

third-floor corridor. They get past the guard dog and perform many impressive feats as they get closer and closer to the stone. Harry
ultimately finds himself face to face with Quirrell, who announces that Harry must die. Knowing that Harry desires to find the stone,
Quirrell puts Harry in front of the Mirror of Erised and makes him state what he sees. Harry sees himself with the stone in his pocket, and
at that same moment he actually feels it in his pocket. But he tells Quirrell that he sees something else. A voice tells Quirrell that the boy
is lying and requests to speak to Harry face to face. Quirrell removes his turban and reveals Voldemort‘s face on the back of his head.
Voldemort, who is inhabiting Quirrell‘s body, instructs Quirrell to kill Harry, but Quirrell is burned by contact with the boy. A struggle
ensues and Harry passes out. When Harry regains consciousness, he is in the hospital with Dumbledore. Dumbledore explains that he
saved Harry from Quirrell just in time. He adds that he and Flamel have decided to destroy the stone. Harry heads down to the end-of-
year banquet, where Slytherin is celebrating its seventh consecutive win of the house championship cup. Dumbledore gets up and awards
many last-minute points to Gryffindor for the feats of Harry and his friends, winning the house cup for Gryffindor. Harry returns to London
to spend the summer with the Dursleys.
Activity 3.1 Complete the graphic organizer below. *answers may vary*
6
FLM 1.0
Module #19

Activity 3.2 Everybody Writes
Quirrell tells Harry that "There is no good and evil, there is only power, and those too weak to seek it". Do you agree with
this? Is this the reality of the world? Or if good and evil do exist, what makes them so? Which is more important in the world,
power, or good and evil?
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
3) Activity 4: What I Learnt Chart, part 2 (2 mins)


Read the following information on the different archetypes for characters. Then use the table to specify which character in Harry
Potter and the Sorcerer‘s Stone subscribes to the given archetype.
Eight Male Archetypes
7
FLM 1.0
Module #19

Chief - leader; tough; decisive; goal oriented; over-

bearing; top of his field
Bad boy – rebel; the boy from the wrong side of the
track; bitter; crash idealist; charismatic, street-smart,
hates authority.
The best friend – kind, responsive, decent, regular, Mr.
nice guy; doesn‘t enjoy confrontation, values teamwork
Charmer – fun, irresistible; not too responsible or
dependable; rouge, not crazy about hard work
The lost soul – tortured, secretive, unforgiving;
vulnerable, creative but loner.
The professor – logical, introverted, inflexible, boring;
genuine about feelings, honest, faithful
The swashbuckler – man of action, physical endearing,
fearless, explorer
The warrior – reluctant rescuer, knight-in-shining-
armor; relentless, hero, doesn‘t go along to get along
Eight Female Archetypes

Boss - leader; tough; decisive; goal oriented; over-
bearing; top of her field
The Survivor – sizing up everyone, mysterious,
manipulative, tough
The spunky kid - rebel; bitter; crash 191 idealist;
charismatic, street-smart, hates authority.
The Free Spirit - – fun, irresistible; not too responsible
or dependable; rouge, not crazy about hard work
The waif – damsel in distress; childlike innocence
8
FLM 1.0
Module #19

The librarian – proper but with underlying passion

The crusader - woman of action, physical endearing,
fearless, explorer
The nurturer – takes care of everyone
C. LESSON WRAP-UP
A. Work Tracker

9
FLM 1.0
Module #19

FAQ
1. How significant is world literature in the 21st century?
The importance of literature in a 21st century world. Literature reflects human nature and a way we can learn and relate to
others. By reading through a first-person perspective, we can fully immerse ourselves into a different mindset and figure out
how others think and feel.
2. What is the difference between traditional and 21st century literature?

Traditional literature tends to be written by and for people from high society or the elites. Traditional literature usually follows a
strict set of rules in writing, whereas, modern literature is freer, and sometimes mixes different qualities of literary work to form
a more creative and innovative piece.
3. How does history affect literature?

History influences how human beings think, and how they think influences how they write. Nearly all major works
of literature have been influenced by human history, to some degree. Some lyric poems that focus on themes like nature and
love are exceptions to the general rule.
KEY TO CORRECTIONS
*answer may vary*

*answer may vary*
10
FLM 1.0
Module #20

Lesson title: World Literature: African Literature of the 21st Century Materials:
Worksheets
Lesson Objectives:
1. I can appreciate the cultural and aesthetic diversity of literature of the References:
world Uychocho, Marikit Tara A. 21st Century
2. I can identify representative texts and authors from Africa Literature from the Philippines and the
Productivity Tip:
1. Get Up Early.
Your journey towards learning about African literature begins here. Be ready to experience different activities that are designed
to help deepen your understanding about the particular country‘s literature that will lead to your understanding of the people.
Look at the given pictures below and write words that will describe them.
1
FLM 1.0
Module #20

Picture#1____________________________________________________________________________________________
____________________________________________________________________________________________________
Picture#2____________________________________________________________________________________________
____________________________________________________________________________________________________

Try to fill-in this chart on what you know about Africa, what you wonder, and what you have learned before. Leave the what I
learned column blank.
B.MAIN LESSON
The development of African literature, from its oral tradition up to the current trends, reflects the history of its people, the
continents feelings and the minds of its population. Having been denied sharing their unique culture to the rest of the world,
African literature takes pride in their identify as a people along with their rich heritage. The Dark Continent enjoys a vast collection
of masterpieces, both in oral and written literature, which are highly diverse and at the same time common. The writings on
black Africa started in the middle ages when Arabic was introduced to them and then it moved forward in the 1800s with the
coming of the alphabet. With the birth of the Negritude (which literally means “blackness”) movement in 1934, African writers
committed to look into their own culture, traditions, and values that can be applied in the modern world. The drive of writers to
2
FLM 1.0
Module #20

write and excite political freedom grew and the dignity of African traditions has been asserted. The Negritude movement opened
the avenue for writers to celebrate what is truly African.
Aspects to Consider in Analysing a Poem

1. The Author – know who the writer of the poem is. It is also significant to know the background of the author including
his/her life experiences, writing style, and type of works he/she has developed.
The title of the poem – it provides a gist of what the poem is all about. In analyzing this part, you may consider these
questions:
a. What does the title say about the poem?
b. What subject is revealed by the title of the poem?
c. How is the title connected to the entirety of the poem?
The persona and the addressee – the persona refers to the one speaking in the line of the poem. The addressee is the
receiver or the one being talked to by the persona.
Tone, Attitude, Motifs, and Conditions – mainly suggested by the words used by the writer. The prevailing emotion of
the persona towards the addressee can be discerned and elucidated by looking into the choice of words of the writer.
Imagery and Symbolisms – a poem appeals to the senses, thus, words may also be effective tools to create connections
between the poem and its readers making them see, hear, taste, smell, and feel whatever the poem presents.
Genre – know how to classify the poetic work based on its prevailing features.
The theme – involves the significant truth or the central idea that the writer attempts to disclose and to communicate to
its readers.
Appeal – this pertains to your impressions about the poem. It includes your personal judgements and evaluation with
regard to the aesthetic quality, intellectual and emotional value of the poem.
Read the poem “Africa my Africa” and answer the following activities.
‘Africa my Africa’
David Diop
3
FLM 1.0
Module #20

Africa, my Africa
Africa of proud warriors in ancestral savannahs
Africa of whom my grandmother sings
On the banks of the distant river
I have never known you
But your blood flows in my veins
Your beautiful black blood that irrigates the fields
The blood of your sweat
The sweat of your work
The work of your slavery
Africa, tell me Africa
Is this you, this back that is bent
This back that breaks
Under the weight of humiliation
This back trembling with red scars
And saying yes to the whip under the midday sun
But a grave voice answers me
Impetuous child that tree, young and strong
That tree over there
Splendidly alone amidst white and faded flowers
That is your Africa springing up anew
Springing up patiently, obstinately
Whose fruit bit by bit acquires
The bitter taste of liberty.
Based on the poem, answer the following questions.
1. What is prevailing mood or tone of the poem?

____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
2. How does the persona feel about the one being addressed to in the poem?
____________________________________________________________________________________________________
____________________________________________________________________________________________________
_____________________________________________________________________________________________
4
FLM 1.0
Module #20

3. What major social concern is revealed by the poem?

____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________


Effective Questioning
1. Give three things that symbolize Africa in the poem;

____________________________________________________________________________________________________
__________________________________________________________________________________________
2. Give two things that describe the hardship of Africa in the poem;
____________________________________________________________________________________________________
__________________________________________________________________________________________
3. Write down one question you have about today’s poem.

____________________________________________________________________________________________________
____________________________________________________________________________________________________
5
FLM 1.0
Module #20

C. LESSON WRAP-UP
A. Work Tracker

FAQ
1. What are the five major themes of African literature?
THEMES IN AFRICAN LITERATURE. THEMES OF COLONIALISM, LIBERATION, NATIONALISM, TRADITION, DISPLACEMENT
AND ROOTLESSNESS IN AFRICAN LITERATURE
2. Who is the father of African literature?
6
FLM 1.0
Module #20

Chinua Achebe. When Chinua Achebe died in March, he was mourned around the world, proclaimed as the “Father of African Literature,”
as the author of contemporary classics such as Things Fall Apart and No Longer at Ease, and as a perennial Nobel Prize candidate. But
he was far more than that.
KEY TO CORRECTIONS
*answer may vary*

*answer may vary*
7
FLM 1.0
Module #21

Lesson title: Identifying the Role of Multimedia in Literature Materials:

Worksheets
Lesson Objectives:
1. I can identify the role of multimedia in interpreting literary text References:
2. I can recognize the forms of multimedia 21st Century Literature from the
3. I can use the forms of multimedia in literature Philippines and the World by Ann
Debbie L. Tan
Productivity Tip:
1. Get Up Early.
Welcome to our last topic. I congratulate you for making it this far.
Multi-media play an important role to our society especially in literature. This module will deal you with the different forms of
multimedia and its role to literature. But before you will discover the significant contribution of multimedia to understanding
literature, let me ask you to answer the questions below just to re-evaluate your prior knowledge regarding multimedia in
literature. Before we discuss our last topic, kindly do this activity.
Read the following item below and write the term where the definition refers to. Write your answer on the blank provided before
the number.
___________ 1.) It sometimes defines as using a slide-tape program, where a beep signified the display of the next 35mm slide.
___________ 2.) It is also defined as the integration of text, graphics, animation, sound, and/or video.
___________ 3.) It is one of the examples of commercial software in lieu of other references in the library.
___________ 4.) It is the common multimedia created by teacher to aid her/him with his/her classroom discussion.
___________ 5.) The images, animations, audio, video and interactive are content of multimedia. These are referred to as…
Check your answer against the Key to Corrections on that last page of this SAS.
1
FLM 1.0
Module #21

How did it go? Again, do not worry if you answered some or all incorrectly. Let us proceed to the next set of activities.

Try to fill-in this chart on what you know multimedia, what you wonder and what you have learned before. Leave the what I
learned column blank.
B.MAIN LESSON
Response-based Roles for Multimedia
Multimedia is a computer-based technology that integrates text, graphics, animation, audio and video. It is rapidly
gaining in popularity as an instructional medium in the education sector. Its role in the language arts curriculum has, until very
recently - until the ready availability of commercial products - been limited to experimental prototypes. Now, with applications
being marketed by large publishing houses, use of multimedia materials for literature in public schools has become feasible. We
will argue that in response-based contexts, it is also desirable with a number of caveats, chief among which is the role in which
the technology is cast in the classroom. In its potentially supportive role in the literature classroom, the technology can be seen
as complementing and enhancing the following phases for developing literary understandings as outlined by Langer (in press)
Before Literary Experience
Easing Access before Reading
As a presentation system, multimedia can provide a tool for easing entry to a literary work. This can be accomplished
when software provides access to supporting visual/aural information, thought-provoking images and key information. The
teacher alone or with the help of her students can tailor and utilize such materials in consort with the front-end, discussion-based
2
FLM 1.0
Module #21

work promoted by Langer.
Creating the Literary Experience
Multimedia can serve to shape the social context in which literary works can be explored/experienced with others.
Students and their teacher have a central source of images, sounds and text that can stimulate and facilitate the sharing of
responses. The technology can be used as a springboard and around which roles and discourse can be shaped. In other words,
multimedia can play the role of catalyst thereby stimulating interaction and an ambiance conducive to collaboration and sharing
experiences.
After the Literary Experience
Inviting Understandings/Developing Interpretations
Through multimedia students can be encouraged to build meaning and develop understandings. Given aural and visual
tools with which to explore, expand, clarify, and modify their understandings, the technology can be cast in the role of support
system for students as they develop and share their interpretations.
Multimedia can also potentially assist students in considering multiple perspectives; that is, students can see and
experience the responses of others to the same text. Varying interpretations can be accessed via video, audio, graphics and
text. As such the medium has the potential to invite exploration of multiple perspectives.
Make Connections (personal, literary and cultural)
Again, students can be permitted and encouraged to connect what they read and discuss with their own experiences.
They can use multimedia tools to construct as many linkages as they can support and defend.
Sharing These, Taking a Critical Stance
With a good play or film, it is in the lobby or three days later that we encounter aspects of the work and reconfigure
initial meanings into thoughtful, deeper understanding. Like plays or films and even non-fiction life events, experience with a
literary text is similar. There is the initial reading during which visions and complex webs of empathies are construed and lived
through. One is immersed and, as such, engaged in a fictional world uncritically. It is some time after the initial immersion
experience that we can enjoy stepping back and examining in a less holistic and more analytical way the nature of that
experience and the craft that evoked it. Engaging in this examination process alone is historically the norm: sharing the
experience with others - as in response-based literature teaching practice - can only widen and deepen one's own.
Multimedia technology can serve response-based practices as a vehicle that facilitates and makes more powerful the
sharing of experiences and understandings gained through them. The medium can , for example, supply tools and large stores
of information that can be used when students cooperatively construct meanings around the texts they are reading.
Exploring the Author's craft

3
FLM 1.0
Module #21

Multimedia can supply students with a magnifying glass (among other tools) with which to examine literary works and,
with the aid of multiple forms of on-line assistance, can help students make sense of a writer's artistic crafting of a piece via
access to a wealth of available craft commentary.
Stocktaking
To 'leave doors open' once a piece of literature has been read and discussed, multimedia can serve as a place to
return to in order to continue to probe and make sense of a work. As such it can provide the kind of independent reexamination
that promotes independent as well as socially constructed envisionment building.
Traditional instructional approaches to literature teaching rely heavily on the teacher to open doors to what is perceived
as some singular, hidden meaning residing in the literary text. Teachers in turn rely on texts and on students' own capacity to
enter texts, to become initiates. Response-based practice reverses this process: response-based practice relies on the students
to build meaning. Multimedia represents a tool with which these meanings can be discovered and developed. It is potentially a
means of access to a text's multiple dimensions through which students, with their teacher, with peers and independently, can
enter and where meaning can be built rather than delivered. The technology has the potential to serve as an environment for
exploring one's own interpretations, constructing one's own meanings and negotiating and/or defending these with peers.
Because it offers student-centered experiences, it can encourage constructive discourse and empower independent, critical
thinking.
In theory, then, the technology can be viewed as a desirable complement to the response-based classroom when cast
in the role of catalyst and tool. Access to supporting media in tandem with the availability of powerful tools render the medium
an object to think with, to talk around and through, rather than an object from which sanctioned knowledge emanates. This
project set out to determine what combinations of multimedia design features best constitute response-based tools of this kind
and whether such features were characteristic of commercially produced language arts software for literature. Such features, or
what we call desiderata, are discussed first in the context of applications reviews and subsequently within an idealized context
of response-based practice.
There are many definitions of multimedia -- some of us can remember when multimedia meant using a slide-tape
program, where a beep signified the display of the next 35mm slide (others might remember flannel boards or 8-track tapes, but
we won't go there)! For this class, we will define multimedia as the integration of text, graphics, animation, sound, and/or
video.
Using this very broad definition of multimedia, multimedia in the classroom could include Power Point presentations
that are created by the teacher, commercial software (such as multimedia encyclopedias) that is used for reference or instruction,
or activities that directly engage the students in using multimedia to construct and convey knowledge. For the purposes of this
course, we will focus on the final category -- engaging students in the use of multimedia to construct and convey
knowledge. Examples of multimedia, then, could include:
1. Students using concept-mapping software (such as Inspiration) to brainstorm

4
FLM 1.0
Module #21

2. Students using a spread sheet or graphing calculator to record data and produce charts
3. A small group of students creating a digital movie to demonstrate a procedure
4. A class website that displays student artwork
5. Students scanning their hands and importing the images into PowerPoint for a presentation about fingerprints.
There are many definitions of multimedia -- some of us can remember when multimedia meant using a slide-tape
program, where a beep signified the display of the next 35mm slide (others might remember flannel boards or 8-track tapes, but
we won't go there)! For this class, we will define multimedia as the integration of text, graphics, animation, sound, and/or
video.
Using this very broad definition of multimedia, multimedia in the classroom could include Power Point presentations
that are created by the teacher, commercial software (such as multimedia encyclopedias) that is used for reference or instruction,
or activities that directly engage the students in using multimedia to construct and convey knowledge. For the purposes of this
course, we will focus on the final category -- engaging students in the use of multimedia to construct and convey
knowledge.
Brainstorm some programs or tools students could use to create a multimedia work. Write your ideas on the space
provided.
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
Check your answer against the Key to Corrections on that last page of this SAS.
Let us proceed to the next set of activities.
5
FLM 1.0
Module #21



Let’s check your understanding by doing this activity.
Think of at least 10 reasons and ways multi-media can be used to increase appreciation of literature. Write your answer
on the space provided. *answers may vary
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
6
FLM 1.0
Module #21

C. LESSON WRAP-UP
A. Work Tracker
You are done with this session! Congratulations on finishing this subject. Shade the session number you just completed.

What literary text that you have read in this class would you like to do a multi-media presentation on?
How would you present it?
Write your answer here:
FAQ
1. What is a multimedia in literature?
Multimedia is the term used to describe a hypertext system that incorporates a variety of media besides text, including graphics,
animation, video, sound, and hypertext links. The use of multimedia also reflects changes in literature teaching methodology.
2. How can we use multimedia in learning literature?

Multimedia can serve to shape the social context in which literary works can be explored/experienced with others. Students and
their teacher have a central source of images, sounds and text that can stimulate and facilitate the sharing of responses.
KEY TO CORRECTIONS
a. Introduction
1. multimedia
2. multimedia
7
FLM 1.0
Module #21

3. multimedia encyclopedias
4. power point presentation
5. forms
b. Activity 3: Skill building

[The list could include PowerPoint, Keynote, or other presentation programs; a digital camera; a video camera; a sound recorder; photo-
editing software (most computers have basic photo-editing software included); Web page-creating software (note that Microsoft Word
can be used to create Web pages); drawing programs, such as Paint; images or sound from other sources, such as the Web; etc]

*answer may vary*
8
FLM 1.0
COR 011
Day 15, 16, 17 & 18
Here is where your 2nd grading journey begins.

Table of contents
Day 15 Day 16
01 Situating and Explaining Text in the
Context of the Nation in the 21st
Century (Gender Inequalities)
02 Situating and Explaining Text in the
Century (Justice System)
Day 17 Day 18
03 Situating and Explaining the Text in the
Century: Homesickness
04 World Literature: Asian
Literature of the 21st Century
Introduction
Do you know what are the themes for this week’s literary
discovery? Lists the following:
● Gender Inequalities
● Justice System
● Homesickness
● Diversity
01
DAY 15
Situating and Explaining Text in the
Century (Gender Inequalities)
Gender Inequality
Preludes
What is Prelude?
• an introductory piece
• something meant as an introduction for
something bigger.
Daryll Delgado
the auhtor
She has been a lecturer at the
University of the Philippines,
the Ateneo de Manila
University, and Miriam
College.
She has a BA in Journalism and

MA in Comparative Literature
from the University of the
Philippines.
Analysis of the Story
Unfamiliar Words
Seep Grudge Concoction

To flow or leak slowly A persistent feeling of ill will A mixture of various
through porous material or resentment resulting from a ingredients or elements.
or small holes. past insult or injury.
Heep Berate Squander

To pay attention or to To scold or criticize To waste (something,
take notice of. (someone) angrily. especially money or time) in a
reckless and foolish manner.
Issued focused
Inequality Adultery
mistreatment of one gender to is a relationship between a
another has happened before and is married man and someone
still happening right now other than his wife or between
a married woman and someone
other than her husband
Concubinage
cohabitation of persons not
legally married
Gender Inequality
Discrimination on the basis of sex or

gender causing one sex or gender to be
routinely privileged or prioritized over another
Gender disparity starts in childhood and

are right now limiting the lifelong potential of
children around the world – disproportionately
affecting girls.
Adultery
under Article 333 of the RPC, it is

defined as committed by a married
woman and her paramour who knows of
her marital status, when they engage in
sexual intercourse
the law only requires proof of an

offending wife’s sexual relations with
another man during the marriage so that
she may be convicted of the crime
Concubinage
under Article 334 of the RPC, is
committed by a married husband by (a)
keeping a mistress in the conjugal dwelling;
(b) having sexual intercourse under
scandalous circumstances with a woman
who is not his wife; or (c) cohabiting with
her in any other place
Unlike adultery, proof of

extra-marital sex alone is not sufficient to
convict an offending husband of
concubinage since the law requires that
any of the three circumstances must be
shown.
Prelude
• the story reflects most relationships in this generation (well, except for the planned murder) wherein on or both
partners are being unfaithful in their relationship
• the story only delivered what had happened in a single point of view—Nenita, the wife. She showed a behavior of
not minding the actions of her husband, by taking him back whenever her husband’s affairs with other women
become sour. She never asks, seemingly never cares. But it cannot be considered as completely not caring for the
husband—she still took care of him.
• disappointing how some people are like Nenita (the main character) whereas they know that their partner is
cheating on them but doesn’t seem to mind or care (until the husband was murdered)
• this is an eye-opening story that teaches us to become more aware of the harsh reality of life especially when it
comes to relationships
Each group will be assign to a specific
issue discussed in the given literary piece
and explain it through a song.
“People like to think they're open-minded,
but if you toss a tired gender stereotype on
their path they'll run with it every time.”
—Karen M. McManus
02
DAY 16
Situating and Explaining Text in the
Century (Justice System)
Justice System
Justice
What is Justice?
• for many people, refers to fairness

• it is important to almost everyone, it means
different things to different groups
• one of the most important moral values in
the spheres of law and politics
Ralph Semino Galán
the auhtor
A poet and an Associate Professor of

Literature, the Humanities, and Creative
Writing at the UST Faculty of Arts and Letters
and the UST Graduate School
His works both creative and critical, have been

published in numerous national and
international anthologies and literary journals.
His poems in English and Filipino have won
prizes in the Philippine Panorama (1993) and
Home Life Magazine (1998) poetry contests.
Analysis of the
Poem
Figurative Language present
in the poem
Metaphor Personification
asserting that two things are gives human characteristics to
identical in comparison rather inanimate objects, animals, or Symbolism
than just similar ideas
Used to represent or
give meaning to
Simile Hypebole something
direct comparison of an outrageous exaggeration that
two things emphasizes a point
Each group will be assign to a
specific stanza of the given literary
piece and explain it through a
jingle.
03
DAY 17
Situating and Explaining the Text in the
Century: Homesickness
Homesickness
What is Homesickness?
• distress caused by being separated from

home
Tip from
https://www.unco.ed
u/counseling-center/
pdf
As a group, if you were to choose a symbol that would
represent your definition or feeling of “homesickness” what
would it be? Why? Explain it through a Filipino movie line
(one line lang or kung unsa tong pinakapatok nimo na
morepresent/define sa imong symbol na gipili on
homesickness) and act it out.
04
DAY 18
World Literature: Asian Literature of
the 21st Century
Haruki Murakami
the auhtor
Born in Kyoto, Japan, on January 12, 1949 and

after attending college in Waseda University on
1973, Murakami ran a humble jazz bar for
seven years with his wife.
He has also written works of nonfiction. In

fact, he wrote a book which was based from
the Hanshin Earthquake and the Tokyo
subway sarin gas attack in 1995.
The Boy Named Crow
the background
an excerpt from Murakami's work, Kafka on the Shore, which is emphasized by two
characters: Kafka Tamura, a boy turning 15 years old, and Nakata, who is suffering
from post-war syndrome and is somehow drawn to Kafka
Kafka, in the excerpt, plans to run away from two possible reasons: 1. To escape his
oedipal complexity, which suggests his anger or jealousy towards his parent of the
same-sex (father); or 2. To search for his long mother and sister
Kafka, in Czech, means Crow. This suggest that Crow, the character in the excerpt,
could be somehow related to Kafka in terms of consciousness, reasoning and
personality.
Figures of Speech Used in the Excerpt
Allegory Analogy Allusion

narration or description in creates a comparison by a reference, typically brief,
which events, actions, showing how two seemingly to a person, place, thing,
characters, settings or different entities are alike, event, or other literary
objects represent specific along with illustrating a work with which the reader
abstractions or ideas larger point due to their is presumably familiar
commonalities
Allegory
allegory functions as a
means of expressing No one believes more firmly
abstract and complex than Comrade Napoleon that all
animals are equal. He would be
ideas in a way that is
only too happy to let you make
understandable and
your decisions for yourselves.
approachable for the
An allegory is a narrative But sometimes you might make
reader the wrong decisions, comrades,
work that utilizes symbolism
to offer a broader moral or and then where should we be?
deeper meaning for the
reader. In allegory, nearly all
elements of the narrative This passage reflects the
typically can be interpreted message of the surface
as having a symbolic story that certain animals
meaning that enhances the should make important
broader meaning of the story decisions even under the
guise of equality.
Analogy
analogy functions as a means the purpose of analogy is not
of comparing entities and just to make a comparison, but
enhancing the clarity of one to provide an explanation as
entity through connection well with additional
with the other information or context
the phrasing for these Examples:

analogies is generally “(first • blue is to color as circle is to
word) is to (second word) as shape
(third word) is to (fourth • eyes are to sight as fingers
word)” or “baby is to adult as are to touch
kitten is to cat.” • cub is to bear and calf is to
cow
Allusion
allows a writer to compress a great Illusions help develop a relationship

deal of meaning and significance into between a writer’s creation and its
a word or phrase association with something else that
the reader would recognize
people often make allusions in • His job is like pulling a sword out
everyday conversation, sometimes of a stone. (King Arthur Legend)
without the realization that they are • Is there an Einstein in your physics
doing so and sometimes without class? (Albert Einstein)
knowing the material to which they • Does it count if we were on a
are alluding. break? (Friends)
Following the figures of speech—Allegory, Allusion,
Analogy, Metaphor, and Simile; Extract the part that
shows the figure of speech and then identify what it
means. Present it in a creative way.
Awesome
Words
DAY 19
World Literature: Asian Literature of the 21st Century
CONCEPT NOTES:
European literature
- refers to the literature in many languages

- modern written works in English, Spanish, French, Dutch, Polish, German, Italian, Modern
Greek, Czech, Russian, Bosnian and works by the Scandinavians and Irish.
Classical and Medieval traditions
- in Latin, Ancient Greek, Old Norse, Medieval French and the Italian Tuscan dialect of the
renaissance
The Medieval Period (500-1500) of European literature
saw masterful works like:
- Beowulf, The Song of Roland, The Nibelungenlied, and seminal work of Geoffrey Chaucer,
The Canterbury Tales
During the Renaissance Period works of art become more popular of the following writers:
- Edmun Spencer (The Faerie Queen), John Milton (Paradise Lost), and William Shakespeare
(Romeo and Juliet; Macbeth)
- they took the level of its literary standard into a whole new high.
Age of Enlightenment (1700- 1800)
- its center was a celebration of ideas

- – ideas about what the human mind was capable of, and what could be achieved through
deliberate action and scientific methodology
- New enlightened ideas were political in nature
- Voltaire and Jean-Jacques Rousseau (torchbearers of Enlightenment literature and
philosophy)
- Rousseau
o a strong advocate for social reform of all kinds
o important work was Émile (massively influential piece of non-fiction that argues for
extensive and liberal education as the means for creating good citizens)
o Rousseau‘s work remain influential long after his passing
- Voltaire
o employed dry wit and sarcasm to entertain his readers while making convincing
arguments for reform
Romantic Movement (1798-1870) (Romanticism)
- concerned with the masses and not with the middle class, the individual more than with
society
- The individual consciousness and individual imagination are became fascinating
- the focus of literature shifted from the scientific to the mysterious (writers like Mary Shelley
and her masterpiece, Frankenstein and Lord Byron‘s Don Juan made it possible)
Victorian Period (1837-1901)
- The name given to the period is borrowed from the royal matriarch of England, Queen
Victoria, who sat on throne from 1837 to 1901.
- Victorian writers exhibited some well-established habits from previous eras
- at the same time pushing arts and letters in new and interesting directions
- novelists and poets like;
o Charlotte and Emily Bronte
o Lord Tennyson,
o Robert Browning,
o Gustave Flaubert
o George Eliot
o Fyodor Dostoyevsky
o Thomas Hardy
- wrote with simplicity, truth and tempered emotion
Realism (1820-1920) the next period in European literature
- It is attention to detail, and an effort to replicate the true nature of reality in a way that
novelists had never attempted
- A belief rise that the novel‘s function is simply to report what happens, without comment or
judgment
- Famous writers during this period were Franz Kafka, William Butler Yeats, T. S. Eliot, and Vicente
Biasco Ibanez
Naturalism (1870-1920)
- sought to go further and be more explanatory than Realism by identifying the underlying causes
for a person‘s actions or beliefs
- the environment played a large part in the narrative structure.
- locale shapes the personalities of the characters without them even realizing it
- Emile Zola, one of the most influential writers in this period of literature, provided inspiration
and model in writing during this period
Existentialist (1850-Today)
- Crime and Punishment is a profound example of how some of the principles under existentialist
- Dostoyevsky
o His story shows that thinking can be perverted, leading to ethical decay and personal
destruction.
- Franz Kafka and Albert Camus (
The Modernist Period (1910-1965)
- presented a new way of living and seeing the world

- Writers are now free to try new concepts in writing like the use of the unreliable narrator,
among others
- set in motion, in one sense, through a series of cultural shocks where the poets who took fullest
advantage of the new spirit of the times, and stretched the possibilities of their craft to lengths
not previously imagined
All these period in literature influenced and led to what is now seen in the works of 21st century
European writers.
DAY 20
World Literature: African Literature of the 21st Century
CONCEPT NOTES:
African literature
- oral tradition up to the current trends

- reflects the history of its people
- the continents feelings and the minds of its population
- takes pride in their identify as a people along with their rich heritage
- writings started in the middle ages when Arabic was introduced to them and then it moved forward
in the 1800s with the coming of the alphabet
Birth of the Negritude (which literally means “blackness” in 1934)
- African writers committed to look into their own culture, traditions, and values that can be
applied in the modern world
- drive writers to write and excite political freedom grew and the dignity of African traditions has
been asserted
- opened the avenue for writers to celebrate what is truly African.
The lengua in “Lengua Para Diablo” symbolizes: *
1 point
a spanish curse
The culinary background that the narrator is proud of
The tongue of the devil that speaks nothing but malice
The ability to express oneself
The excerpt from Kafka on the Shore - THE BOY NAMED CROW, is written by *
1 point
Murasaki Shikibu
Sei Shonagon
Konjaku Monogatarishu
Haruki Murakami
In the story "Si Jhun-Jhun, Noong Bago Ideklara ang Martian Law," why did the author
focus on the ordinary life of Jhun-Jhun and not on the extraordinary life of then
president, Ferdinand Marcos to paint the picture of Martial Law on the readers
minds? *
1 point
because politics is not the only aspect that the Martial Law has affected
because unlike history books, literature is not only about the retelling of important people, places,
events.
because the author wants to note that even the most ordinary of lives was affected during Martial
Law
all of the given options
The strongest stimulus in for reading and writing Filipino and in the local languages in
the last three decades were due to: *
1 point
a. the emergence of writing workshops and literary award giving bodies

b. mandated inclusion of the study of local literature in higher education
c. implementation of the multi-language education in basic education
d. b and c
The story “Preludes” reflects gender inequality by showing that: *

1 point
There is a difference between how men and women are perceived and treated in the
political arena
There is a double standard when it comes to cheating or infidelity
None of the given options
There is a wage gap between men and women
All of the following are factors to examine in analyzing a poem, EXCEPT: *

1 point
Motifs
Attitude
Rhyme
Appeal
The speaker in the poem “Padre Faura Witnesses the Execution of Rizal” compares
Pepe to a star because: *
1 point
Pepe rose to the status of a star because of his excellent rendering of the Filipino struggle under
the Spanish crown
Even if Pepe is already dead, his legacy lives on
Pepe’s soul literally transformed into a star when he was executed
The statement " Oh my God, he's so handsome; he is my Adonis." is an example of *

1 point
Simile
Allegory
Analogy
Allusion
Daryll Delgado wrote a poem about Gender Inequalities entitled *

1 point
Elited
Preludes
Pretend
Binignit
These themes dominated the literary pieces that emerged during the Spanish
colonization era. *
1 point
all of the given options

outcry for independence
clamor for reform
protest against colonial abuses
In “Turban Legend”, the object that served as a symbol for the OFW’s plight is the: *
1 point
Balikbayan box
Airplane
the OFW himself
Louis Vuitton bag
In which period of Asian literature did the environment play a significant role in
narrative structures that sought to dig deeper and be more explanatory? *
1 point
Romanticism
Existentialism
Naturalism
Realism
Which of the following figures of speech is employed in metaphoric examples to imply

a meaning? *
1 point
Allegory
Personification
Allusion
Analogy
In the poem “Justice”, blindfold is a symbol that means: *

1 point
Delivering justice is objective

Delivering justice is like a game
Delivering justice is a guess-work
"“Lengua Para Diablo” represents Philippine society as:" *

1 point
A society where those in power has the ability to regulate what those under them can
speak about through giving them promises of better life in exchange
A society wherein everyone is lured by the sweet-talking of those in power to do their bidding
A society where everyone has the right to speak because of the freedom that modern society
upholds
Philippine literature has attained its identity as national literature by the end of US
colonial rule largely as a result *
1 point
influence of Western writings that are brought by American educators to the country
rise of writing workshops
surge of nationalistic writings which sprang from all over the country
all of the options
Which of the following literary works addresses the topic of unmarried couples
cohabiting and a married man's relationship with someone other than his wife? *
1 point
Macbeth
The Faerie Queen
Justice
Preludes
The speaker in the poem “Padre Faura Witnesses the Execution of Rizal” is Pepe’s: *
1 point
Brother
Self
Enemy
Teacher
Evaluate the statement below: *

“The tone of a story can be determined in many ways like identifying the ‘why’ of the story.”
1 point
true
no answer
false
In analyzing a poem, what feature pertains to your feelings or impressions about the
poem? *
1 point
Motifs
Appeal
Rhyme
Attitude
When the narrator in Gina Apostol’s novel says that the act of reading was a historic
act, means that: *
1 point
The act of reading is an ancient practice

All of the given options
The act of reading can be displayed in a museum
The act of reading is influenced by historical realities
Mostly used figure of speech in the excerpt from Kafka on the Shore is: *
1 point
Allusion
Allegory
Metaphor
Simile
In the story "Si Jhun-Jhun, Noong Bago Ideklara ang Martian Law" 'slipper' has been
written all over the story from beginning to end. What does this symbolize? *
1 point
protection
bravery
martial law
innocence
For a man, when he is guilty of being with another woman other than his wife, he
commits a crime of *
1 point
rape
concubinage
attempted rape
adultery
The Louis Vuitton baggage of Vince in “Turban Legend” characterizes Vince through: *
1 point
Showing the difference of taste between Vince and the OFWs

All of the mentioned options
Showing the attitude and view of Vince to the OFWs in the airport he is describing
Showing the social class in which Vince belongs to
The simile “right and wrong can be shuffled like a card” in the poem “Justice” means: *
1 point
Justice can be bent according to the person being tried

Justice does not exist
Justice is served impartially
Determine the figure of speech used in the passage below: *

“The small black and white screen makes Ernie and Bert shiver and glow like ghosts. Many of these visitors
she will never see again ….Through the thin walls, she hears the visitors arguing. She can easily pick out one
particular uncle’s voice, rumbling through the dark like thunder.”
1 point
Metaphor
Hyperbole
Personification
Simile
Under Philippine Law, when a woman is guilty of being with another man other than
her husband, she commits a crime of: *
1 point
concubinage
adultery
rape
attempted rape
Japanese literature has heavily been influenced since 1603- 1868 by; *
1 point
Western literature
Chinese literatue
Indian literature
Eastern literature
“The Safe House” ends with the narrator locking the door against the visitor. This
ending symbolizes: *
1 point
"The trauma and the paranoia that the narrator suffered due to her experience during the martial
law when it seems nowhere is ever safe
The fear that her experience as a child has caused in her mind, making her doubt everyone’s
intentions
Both option 1 & option 2
None of the above
Which among the following stories follows the events that took place during the time of
Martial Law? *
1 point
Preludes
Justice
Safe House
Lengua Para Diablo
Japanese literature is divided into four periods; * *

1 point
ancient, classical, medieval, Edo

ancient, Western, medieval, modern
ancient, classical, medieval, modern
Meiji, Western, Indian, Edo
Complete the idea: Preludes - Gender Inequality; Safe House - _________. *

1 point
Homesickness
Poverty
Justice
Survival
What point of view was used by the narrator in “Lengua Para Diablo”? *
1 point

Omniscient
First Person
Third Person
R. Zamora Linmark wrote a story about homesickness entitled *

1 point
The Scent of Apples

Urban Legend
Evn Purple Hearts
Turban Legend

Final Cor 011 Reviewer PDF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Final Cor 011 Reviewer PDF

Uploaded by

Copyright:

Available Formats

COR 011: 21ST Century Literature of the Philippines and the World

Name: __________________________________________ Class number: _________________

2) Activity 1: What I Know Chart, part 1 (3 mins)

Questions What I Know

2. What is the difference between Adultery

Name: __________________________________________ Class number: _________________

What realities does the Philippines face today?

Name: __________________________________________ Class number: _________________

Name: __________________________________________ Class number: _________________

Name: __________________________________________ Class number: _________________

After that, all was quiet again.

1. What is a prelude? Why is that the title of the story?

Name: __________________________________________ Class number: _________________

3. Who was the man who died in the first paragraph?

5. Who killed the man? Explain your answer.

Name: __________________________________________ Class number: _________________

3) Activity 4: What I Know Chart, part 2 (2 mins)

Questions What I Know What I Learnt

2. What is the difference between

4) Activity 5: Check for Understanding (5 mins)

Name: __________________________________________ Class number: _________________

______________________________ 4.) It refers to unequal treatment of people of different sexes.

B. Think about your Learning

2. What are the grounds for concubinage in the Philippines?

Name: __________________________________________ Class number: _________________

b. Activity 5: Check for Understanding

Name: __________________________________________ Class number: _________________

Based on your life experiences, what is justice?

Name: __________________________________________ Class number: _________________

2) Activity 1: What I Know Chart, part 1 (3 mins)

Common Examples of Figurative Language

These are the accoutrements of her office:

Name: __________________________________________ Class number: _________________

The golden pair of scales measuring the validity

of evidence given, both pro and con;

of truth which ultimately determines whether

Is this Philippine Justice? The figure

cloud as doubts. In my uncertain country

even the land’s Chief Magistrate

1. Why are symbols important in a poem?

2. Why are symbols important in the life of a nation?

Name: __________________________________________ Class number: _________________

5. What does line 10-11-12 mean?

Name: __________________________________________ Class number: _________________

7. Why is money mentioned in the poem?

3) Activity 4: What I Know Chart, part 2 (2 mins)

What I Know What do you wonder or want to know What I Learnt

4) Activity 5: Check for Understanding (5 mins)

___________ 1.) Justice in the Philippines is very slow.

Name: __________________________________________ Class number: _________________

B. Think about your Learning

Name: __________________________________________ Class number: _________________

b. Activity 5: Check for Understanding

Name: __________________________________________ Class number: _________________

How do you feel about receiving gifts?

Name: __________________________________________ Class number: _________________

2) Activity 1: What I Know Chart, part 1 (3 mins)

Questions What I Know

Why do so many Filipinos leave the Philippines?

What do you think are their strongest reasons for leaving?

Name: __________________________________________ Class number: _________________

Name: __________________________________________ Class number: _________________

1. Why do Filipinos Love balikbayan boxes?

Name: __________________________ Class number: _

Name: __________________________ Class number: _

Name: __________________________ Class number: _

Name: __________________________ Class number: _

Name: __________________________ Class number: _

Name: __________________________ Class number: _

Name: __________________________ Class number: _

Name: __________________________ Class number: _

Name: __________________________ Class number: _

Name: __________________________ Class number: _

Name: __________________________ Class number: _

Name: __________________________ Class number: _

Name: __________________________ Class number: _

Name: __________________________ Class number: _

Name: __________________________ Class number: _

Name: __________________________ Class number: _

Name: __________________________ Class number: _

Name: __________________________ Class number: _

Name: __________________________ Class number: _

Name: __________________________ Class number: _

Name: __________________________ Class number: _

Name: __________________________ Class number: _

Name: __________________________ Class number: _

Name: __________________________ Class number: _

Name: __________________________ Class number: _

Name: __________________________ Class number: _

Name: __________________________ Class number: _

Name: __________________________ Class number: _

Name: __________________________ Class number: _

Name: __________________________ Class number: _

Name: __________________________ Class number: _

Name: __________________________ Class number: _

Name: __________________________ Class number: _

Name: __________________________ Class number: _

Name: __________________________ Class number: _

Name: __________________________ Class number: _

Name: __________________________ Class number: _

Name: __________________________ Class number: _

Name: __________________________ Class number: _

Name: __________________________ Class number: _

Name: __________________________ Class number: _

Name: __________________________ Class number: _

Name: __________________________ Class number: _

Name: __________________________ Class number: _

Name: __________________________ Class number: _