8

English
Quarter 2
Enhanced Module 4
Comparing and Contrasting
One’s Beliefs / Conviction
with those on Materials Viewed
English- Grade 8
Alternative Delivery Mode
Quarter 2- Module 4- Comparing and Contrasting One’s Beliefs / Conviction with those on
Materials Viewed
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office wherein the
work is created shall be necessary for exploitation of such work for profit. Such agency or office may,
among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.)
included in this book are owned by their respective copyright holders. Every effort has been exerted to
locate and seek permission to use these materials from their respective copyright owners. The publisher
and authors do not represent nor claim ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Disodado M. San Antonio

Development Team of the Module

Writer: Teodoro V. Quiza

Editor: Pablito D. Villalon
Teresita A. Caayaman
Reviewers: Pablito D. Villalon
Teresita A. Caayaman
Josephine Eronico
Illustrator: Teodoro V. Quiza
Layout Artist: Teodoro V. Quiza

Management Team: Bianito A. Dagatan EdD, CESO V

Pablito D. Villalon

Printed in the Philippines by: Division of Bohol

Department of Education- Region VII

Office Address: Chatto Drive, Barangay Cogon,Tagbilaran Ciity, Bohol

Telefax: (038) 412-0938 (038) 411-2544 (038)501-7550

Address: deped.bohol@deped.gov.ph
 English 8

Quarter 2
Enhanced Module 4
Comparing and Contrasting
One’s Beliefs / Conviction
with those on Materials Viewed

Introductory Message

For the facilitator:

Welcome to the English 8 Alternative Delivery Mode (ADM) Module 4 on Comparing and
Contrasting One’s Beliefs / Conviction with those on Materials Viewed!
 This module was collaboratively designed, developed and reviewed by public educators to assist
you, the teacher or facilitator in helping the learners meet the standards set by the K to 12 Curriculum
while overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent learning activities
at their own pace and time. Furthermore, this also aims to help learners acquire the needed 21 st century
skills while taking into consideration their needs and circumstances.

As a facilitator you are expected to orient the learners on how to use this module. You also need
to keep track to learners’ progress while allowing them to manage their own learning. Furthermore, you
are expected to encourage and assist the learners as they do the tasks included in the module.

ii

For the learner:

Welcome to the English 8 Alternative Delivery Mode (ADM) Module 4 on Comparing and
Contrasting One’s Beliefs / Conviction with those on Materials Viewed!

The hand is one of the most symbolized parts of the human body. It is often used to depict skill,
action and purpose. Through our hands we may learn, create and accomplish. Hence, the hand in this
learning resource signifies that you as a learner is capable and empowered to successfully achieve the
relevant competencies and skills at your own pace and time. Your academic success lies in your own
hands!

This module was designed to provide you with fun and meaningful opportunities for guided and
independent learning at your own pace and time. You will be enabled to process the contents of the
learning resources while being an active learner.

This module has the following parts and corresponding icons:

This will give you an idea of the skills or competencies you are
What I need to Know expected to learn in the module.

This part includes an activity that aims to check what you already
What I Know
already know about the lesson to take. If you get all the
answers correct (100%), you may decide to skip this module.
This is brief drill or review to help you link the current lesson
What’s In
with the previous one.
In this portion, the new lesson will be introduced to you in
What’s New various ways such as story, a song, a poem, a problem
opener, an activity or a situation
This aims to help you discover and understand new concepts
What is It
and skills
This comprises activities for independent practice to solidify
What’s More your understanding and skills of the topic. You may check
the answers to the exercises using the Answer Key at the
end of the Module.

What I have Learned This includes questions or blank sentence/ paragraph to be

filled into process what you learned from the lesson
This section provides an activity which will help you transfer
What I Can Do your new knowledge or skill into real life situations or
concerns.

Assessment This is a task which aims to evaluate your level of mastery in

achieving the learning competency.

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Answer Key This contains answers to all activities in the module.

At the end of this module you will also find:

References This is a list of all sources used in developing this module

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the module.

Use a separate sheet of paper in answering the exercises.

2. Don’t forget to answer What I Know before moving on to the other activities included in

the module.

3. Read the instruction carefully before doing each task.

4. Observe honesty and integrity in doing the tasks and checking your answers.

5. Finish the task at hand before proceeding to the next.

6. Return this module to your teacher/ facilitator at the end of the quarter.

If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult
your teacher or facilitator. Always bear in mind that you are not alone.

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What I Need to Know

 This module is designed and written to help you improve your viewing skills
through comparing and contrasting one’s beliefs / conviction on materials viewed with the use of
varied activities presented in the lesson.

As you go through, you are expected to enhance your viewing skills with the rich
and varied cultures, beliefs and traditions of the East Asian countries highlighted in their
literature by noting one’s beliefs / convictions.

The most essential learning competency covered in this module is comparing

and contrasting one’s beliefs / conviction with those on materials viewed.

Objectives:

As learner of this module, you are expected to:

1. identify the cultures evident in the literatures of East Asia;

2. compare and contrast one’s belief / convictions with those presented in a material
viewed;
3. construct sentences expressing one’s realization on the cultures, beliefs and traditions
with East Asian Countries;
4. make a reflection on the beliefs of East Asian countries;
5. write positive family practices.

General Directions: These are the things that you need to remember.

1. Use separate sheets of paper in writing your answers.

2. This module is intended for two (2) weeks and shall be returned at the end of the
quarter.
3. Answer the following:

Week 5
a. What I Know – Activity 1
b. What’s In - Activity 2
c. What’s New - Activity 3
d. What Is It - Activity 4
Week 6
a. What’s More - Activity 5
b. What I Have Learned - Activity 6
c. What I Can Do - Activity 7
d. Assessment

What I Know
 Let me check your knowledge on the literatures of East Asia: Chinese, Japanese,
Korean, Mongolian and Taiwanese Literature.

Activity 1. Let’s begin!

Directions: Read and understand the statements carefully and identify what is asked in each
number. Write the letter on a separate sheet of paper.

1. It compares or appraises in respect to differences about two or more things.

a. Comparison b. Contrast c. Comparison and Contrast d. Cause and Effect
2. When analyzing the similarities and differences between and among things, you are ___.
a. comparing b. contrasting c. comparing and contrasting d. reasoning
3. The following are countries of the East Asia. Which one is not?
a. Philippines b. Mongolia c. China d. Japan
4. Why China is called the biggest fish in the region?
a. because China has the biggest population
b. because China has the biggest land area
c. because China has the highest monetary exchange
d. choices a and b
5. Hangul is a national alphabet, which originated from what East Asian country?
a. Chinese b. Korean c. Japanese d. Taiwanese
6. There are four major traditional poetic forms: hyangga (“native songs”); pyolgok
(“special songs”) or changga (“long poems”); sijo (“current melodies”); and kasa
(“verses”), from what East Asian country does this poetry originated?
a. Chinese b. Korean c. Japanese d. Taiwanese
7. Where did the calendars, writing, religions, and cultures of many other Eastern Asian
countries have originated?
a. Korea b. Mongolia c. Japan d. China
8. What is the main religion of Japan?
a. Buddhism b. Confucianism c. Christianity d. Islam
9. What empire ruled Mongolia for century?
a. Roman b. Babylonian c. Nomadic d. None of the
choices
10. Which country’s literature ranks as one of the major literatures of the world, comparable
in age, richness, and volume to English literature, though its course of development has
been quite dissimilar?
a. Chinese b. Korean c. Japanese d. Taiwanese

Lesson Comparing and Contrasting One’s

4 Beliefs / Conviction with those on
Materials Viewed
In this module, materials on the literature of East Asia will be viewed, compared and
contrasted based on one’s beliefs / conviction evident on the cultures of identified countries.
This lesson is important to know for better appreciation of one’s culture through knowledge of
the strength and weakness of the others. Furthermore, it prepares learner for opportunities in
the borderless world.

What’s In
 In your previous module, you have learned about comparing and contrasting
presentation of the same topic in different multimodal texts. This time, you will have a short
recall of your understanding on the topic.

Activity 2. Remember Me!

Directions: Below are sample graphic organizers that can be used in comparing and
contrasting. Identify them which one is a Venn diagram, a T- Chart and a Compare and Contrast
Matrix.

1. Looks Like Sounds Like

2.
Name 1 Name 2
Attribute 1
Attribute 2
Attribute 3

3.

What’s New

Activity 3. Think of Me!

Directions: Identify the different beliefs, cultures and traditions of East Asian countries
mentioned in the text. If the text of East Asian country does not mention the beliefs, cultures,
and traditions, write the words not mentioned. China is given as an example . Use separate
sheet of paper for your answers.

The Temples of Tokyo, the Great Wall of China, the coastlines of Korea, and the
steppes of Mongolia… When many people think of Asia, they think of Eastern Asia, which the
United Nations defines as the region containing China, Taiwan, Japan, North Korea, South
Korea, and Mongolia. Geographically, Eastern Asia covers about 4,600,000 square miles
(12,000,000 kilometers), which makes it about 15 % bigger than all of Europe. But more than
1.5 billion people live within its borders. That’s more than 1 in 5 people in the world!
Here are some facts about each of the countries in this region.

China
 In terms of population and geography, the biggest fish in the region, by far, is China. In
fact, China is the world’s most populous country, with 20% of the world’s population: over 1.3
billion people. Geographically, only Russia, Canada, and the US have more land, and China
has a huge variety of geography—from towering mountains to flat plains. Its southern regions
are tropical, while some of its most Northern reaches are subarctic. China is one of the world’s
oldest civilizations, with more than 40 centuries of culture, philosophy, and tradition under its
belt. From magnificent dynasties like the Han, to the fall of the last Chinese emperor in the early
20th century, to Japanese invasion and the rise of Communism, China has a rich and diverse
history. The calendars, writing, religions, and cultures of many other Eastern Asian countries
have roots in China.
Japan
When Americans think of Japan, they often think of the cars or electronics it produces.
But while the country is famous for its modern gadgets, it’s grounded in age-old traditions and a
rich culture passed down through the generations. From the rituals of the tea ceremony to the
meticulous care of the bonsai, Kabuki Theater to ancient temples, this nation of islands is
steeped in traditions, and it was isolated from the rest of the globe for most of its history. Unlike
many of its neighbors, who were invaded multiple times, no country successfully penetrated
Japan’s borders until World War II. Japan’s main religion, Buddhism, and its writing, both came
originally from China, but Japan resisted outside influence for most of its history, which helps
explain why its culture has remained so strong.
Mongolia
In the heart of Asia, with China on one side and Siberia on the other, landlocked
Mongolia is the most sparsely populated country in the world. Nomadic empires have ruled
Mongolia for centuries, including Genghis Khan, who founded the Mongol Empire in 1206. Even
today, about 30% of the country’s population is nomadic or semi-nomadic. Much of the country
is covered by steppes, with beautiful mountains to the north and the Gobi Desert to the south.
Mongolia has short hot summers and extremely cold winters. Some parts of the country don’t
get a single raindrop in an entire year and very little of the land is arable.
North and South Korea
South of China, but just north of Japan, Korea has been invaded by both, in addition to
Manchuria and Mongolia. In fact, the country has been battling back invaders for most of its
5,000-year existence.
As of World War II, Korea was one nation that had been occupied for 35 years by
Japan. But at the close of the war, the country was divided in half. The Soviet Union was placed
in charge of the northern half, and the U.S. was to oversee the South, with the idea that the
country would eventually be reunified. Instead, Soviet-backed troupes eventually invaded (in
1950), pushing into South Korea. An armistice was signed three years later, but the peninsula is
still formally divided into North Korea and South Korea—two separate countries with a
Demilitarized Zone (DMZ) between them.
While both countries were accepted into the United Nations in 1991, North Korea
withdrew from the armistice in 2009. The country is a single party state and officially a socialist
one. Kim Jon-il, the son of Eternal President Kim Il-sung, currently rules it. North Korea is
almost completely sealed off to outsiders.
South Korea is a democracy. Close to 70% of the country is mountainous, but South
Korea is also known for its beautiful beaches—the country is surrounded by stunning coastline.
While many people think “Seoul” when they hear South Korea, the country is more than its
bustling cities—in fact, it has some of the most gorgeous national parks in all of Asia. The
country has ancient temples and shrines, traditional teahouses, colorful festivals, and bustling
lively markets, ripe for exploration.
Taiwan
This lush island off the coast of mainland China may not be as famous as its bigger
neighbors, but its lush subtropical climate, beautiful mountains, hidden hot springs, and pulsing
cities make it a study in contrasts. It is one of the most densely populated places in the world.

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There’s evidence of humans living in Taiwan as far back as 30,000 years ago, but the
Portuguese claimed to have “discovered” Taiwan in 1544. The sweet potato shaped island has
been ruled by a variety of conquistadors: the Dutch, the Spanish, and the Japanese, among
others. After World War II, Taiwan was wrested from the Japanese and given to China, but
soon, civil war broke out on the mainland, and Chiang Kai-shek fled to Taiwan, followed by a
stream of soldiers, intellectuals, and others who did not want to live under Chairman Mao and
his Communist party. (https://www.education.com/magazine/article/eastern-asia/)

EAST ASIAN CULTURES BELIEFS TRADITIONS

COUNTRIES

CHINA Magnificent dynasties Not Mentioned Not mentioned

like the HAN
JAPAN
MONGOLIA
NORTH AND
SOUTH KOREA
TAIWAN

What is It

In the previous part of the module, you have read and identified cultures of the different
countries in East Asia. If you compare and contrast each countries cultures, what similarities or
differences have you observed?

COMPARE AND CONTRAST

Compare means to note the similarities of two or more things. We tell the how things are
alike or similar.

Example: My height is 5 feet and 1 inch tall. Sally’s height is also 5 feet and 1 inch tall.

Contrast means to show the difference between two or more things. We tell how things
are different from one another.

Example: I love to dance while my brother loves to sing.

Activity 4. Connect and Explore

Directions: Read the descriptions of the literature of the different East Asian countries.
Compare and contrast them using Compare and Contrast Matrix that you can find below the
descriptions. Use separate sheet of paper for your answers.

CHINESE LITERATURE

 “Chinese literature is some of the most imaginative and interesting in the world. The
precision of the languages results in perfectly realized images whether in poetry or prose
and, as with all great literature from any culture, the themes are timeless”
(https://www.ancient.eu/Chinese_Literature/).
 Written Chinese comprises Chinese characters used to represent the Chinese language.
Rather, the writing system is roughly logo syllabic; that is, a character generally
represents one syllable of spoken Chinese and may be a word on its own or a part of a
polysyllabic word. This is a list of writing systems (or scripts), classified according to some
common
 distinguishing features. The usual name of the script is given first; the name of the
language(s) in which the script is written
5 follows (in brackets), particularly in the case where
the language name differs from the script name. Other informative or qualifying annotations
for the script may also be provided.

 “Paper was invented in c.105 BCE during the Han Dynasty, and the process of
woodblock printing developed during the Tang Dynasty…”
(https://www.ancient.eu/Chinese_Literature).
 “Chinese literature is one of the major literary heritages of the world, with an
uninterrupted history of more than 3,000 years, dating back at least to the 14 th century
BCE” (https://www.britannica.com/art/Chinese-literature).
 “The graphic nature of the written aspect of the Chinese language has produced a
number of noteworthy effects upon Chinese literature and its diffusion: (1) Chinese
literature, especially poetry, is recorded in handwriting or in print and purports to make
an aesthetic appeal to the reader that is visual as well as aural. 2) This visual appeal of
the graphs has in fact given rise to the elevated status of calligraphy in China, where it
has been regarded for at least the last 16 centuries as a fine art comparable to
painting... (3) On the negative side, such a writing system … reading and writing
requires knowledge of more than 1,000 graphs, together with their pronunciation. (4) …
has been a potent factor in perpetuating the cultural unity of the growing millions of the
Chinese people … The fact that each graph had a monophonic pronunciation in a given
context created a large number of homonyms, which led to misunderstanding and
confusion when spoken or read aloud… One corrective was the introduction of tones or
pitches in pronunciation … meter in Chinese prosody is not concerned with the
combination of syllabic stresses, as in English, but with those of syllabic tones… …
brought about an intimate relationship between poetry and music in China … Generally,
pronouns and conjunctions are omitted, and one or two words often allude to highly
complex thoughts or situations…” (https://www.britannica.com/art/Chinese-literature/)

JAPANESE LITERATURE

 “… Japanese literature ranks as one of the major literatures of the world, comparable in
age, richness, and volume to English literature … The surviving works comprise a
literary tradition extending from the 7th century CE to the present… A considerable body
of writing by Japanese in the Chinese classical language… Some styles were patently
influenced by the importance of Chinese vocabulary and syntax …”
(https://www.britannica.com/art/Japanese-literature/)

“… Japanese style has always favored ambiguity, and the particles of speech necessary
for easy comprehension of a statement are often omitted as unnecessary or as fussily
precise. Sometimes the only clue to the subject or object of a sentence is the level of
politeness in which the words are couched. The modern Japanese writing system uses
a combination of logographic kanji, which are ... The text is in the traditional tategaki
("vertical writing") style; it is read down the columns and from right to left, like traditional
Chinese. ” (https://www.britannica.com/art/Japanese-literature/)

 “Writing was introduced to Japan from China in the 5 th century via Korea. The oldest
surviving works are two historical records, the Kojiki and Nihon Shoki, which were
completed in the early 8th century. In the 11th century, during the peak of the Heian
Period, the world’s first novel, The Tale of Genji, was written in Japan” (https://www.japan-
guide.com/e/e2110.html)

 “Matsuyama is home to three famous Japanese writers: Natsume Soseki and Shiba
Ryotaro, who both set their novels in Matsuyama; and poet Masaoka Shiki. Each author

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  has museums, monuments and statues dedicated to them around the city”
(https://www.japan-guide.com/e/e2110.html)

 “The Tale of Genji is an 11 th-century work of fiction written by a Japanese noblewoman

describing the intrigues of court life during the Heian Period. The town of Uji is frequently
mentioned in the novel, and several locations around the town are marked by statues
and plaques…” (https://www.japan-guide.com/e/e2110.html)

 “Tono is well known for its collection of folklore involving legends of spirits, animals and
supernatural creatures. This rich oral tradition was eventually transcribed and collated
into a book in 1910 – the “Legends of Tono”. The legends continue to be told today and
visitors can attend these story telling performances (in Japanese) at the folk villages,
museums and at some of the hotels around town” (https://www.japan-guide.com/e/e2110.html)

 “The Kibi Plain was the center of the Kibi Kingdom. The area is known for the legend of
Prince Kibitsuhiko, which serves as the foundation of the famous folktale “Momotaro”…
Visitors can follow a cycling route that loosely follows the legend of Prince Kibitsuhiko,
passing several important shrines, temples and burial mounds along the way”
(https://www.japan-guide.com/e/e2110.html)

 “The Kawazu Seven Waterfalls (Kawazu Nanadaru) are seven waterfalls in the
mountains above Kawazu Town in the southeast of the Izu Peninsula. This area was
also the setting of Nobel laureate Kawabata Yasunari’s short story … Visitors can follow
a walking trail with several life-sized statues of the odoriko (dancing girls) depicted in the
story…” (https://www.japan-guide.com/e/e2110.html)

KOREAN LITERATURE

 “…it has had a writing system only since the mid-15th century, when Hangul (the national
alphabet) was invented… A national academy was established shortly after the founding of
the Unified Silla dynasty (668-935), and, from the time of the institution of civil service
examinations in the mid-10th century … every educated Korean read the Confucian
Classics… (https://www.britannica.com/art/Korean-literature)

 “By the 7th century, a system called idu had been devised that allowed Koreans to make
rough transliterations of Chinese texts… A more extended system of transcription, called
hyangch’al, followed shortly thereafter, in which entire sentences in Korean could be written
in Chinese. In another system, kugyol, abridged versions of Chinese characters were used
to denote grammatical element. Both North Korea and South Korea have used the Korean
alphabet or mixed script as their official writing system, with ever-decreasing use of Hanja”
(https://www.britannica.com/art/Korean-literature )

 “There are four major traditional poetic forms: hyangga (“native songs”); pyolgok (“special
songs”), or changga (“long poems”); sijo (current melodies”); and kasa (“verses”)… Korean
prose literature can be divided into narratives, fictions, and literary miscellany… Oral
literature includes… ballads, legends, mask plays, puppet-show texts, and p’ansori (“story-
singing”) texts” (https://www.britannica.com/art/Korean-literature)

 “The Meiji Reform that began in Japan in the 1860s, opening that country to the modern
western world, was marked by a vast program of translation of European classical and
modern writing. Korea… forced to sign treaties in the 1870s and 80s and was then dragged
into modernity…” (https://www.britishcouncil.org/voices-magazine/brief-history-korean-literature)

 “Japan’s imperialistic project culminated in 1910, when the independent kingdom of Korea

7
 (‘the Daehan Empire’) was forced without a shot being fired to become a province of colony
of Japan. From then until 1945, the official language of Korea, for administration and
education, was Japanese.” (https://www.britishcouncil.org/voices-magazine/brief-history-korean-literature)

 “The one feature common to all Korean writing from 1910 until the later 1980s was
censorship. The Japanese authorities allowed a certain degree of publication in Korean, but
no criticism of their rule was permitted… The longing for independence from Japan
occasionally resulted in coded texts, alluding indirectly to Korea’s colonized status.”
(https://www.britishcouncil.org/voices-magazine/brief-history-korean-literature)

 “After the liberation from the Japanese in 1945, Korea became embroiled in the political
maneuvers of the World Powers, and the division into South and North became
unavoidable… novels in South Korea deals with the struggles of the Korean people to
achieve deliverance from their national pain and anguish.”
(http://www.asianinfo.org/asianinfo/korea/literature.htm)

 “... new type of literature portrays the pioneering fortitude and steadfast spiritual power of
Koreans; theme the collapse of the traditional socio-moral value systems; describe people
living their lives in a veritable pit of bleak reality.”
(http://www.asianinfo.org/asianinfo/korea/literature.htm)

 “During the 1970s, Korean society found itself in the throes of rapid industrialization in which
the gap between the rich and the poor, as well as regional disparities... Novel during this
period was its positive concern for various social problems which began to appear…”
(http://www.asianinfo.org/asianinfo/korea/literature.htm)

 “Korean literature was largely unknown to the world until the 1980s, when translations of
Korean literary works began to appear in foreign countries… Anthologies of Korean modern
short stories are widely used as textbooks in universities all across the English-speaking
world.” (http://www.asianinfo.org/asianinfo/korea/literature.htm)

MONGOLIAN LITERATURE

 “Mongolian literature, the written works produced in any of the Mongolian languages of
present-day Mongolia; the Inner Mongolia Autonomous Region of China; the Uygur
Autonomous Region of Xinjiang, China; and the Russian republics of Buryatiya and
Kalmykiya. ” (https://www.britannica.com/art/Mongolian-literature)

 “Written Mongolian literature emerged in the 13 th century from oral traditions … Written in
prose, it features alliterative verse, myths, legends, epic fragments, songs, eulogies,
dialogues, army regulations, and proverbs… In the 16th and 17th centuries a struggle for
unity among the Mongols and efforts to renew their Buddhism revived literature.”
Traditional Mongolian is written vertically from top to bottom, flowing in lines from left to right.
The Old Uyghur script and its descendants, of which traditional Mongolian is one among
Oirat Clear, Manchu, and Buryat are the only known vertical scripts written from left to right.
(https://www.britannica.com/art/Mongolian-literature)

 “The full translation of the Tibetan Buddhist canon was completed in the 17 th century and
printed by order of the Qing (Manchu) dynasty in more than 330 volumes in the early 18 th
century. These and other translations refined the literary language and conveyed many
elements of Indian lore.” (https://www.britannica.com/art/Mongolian-literature)

 “Until the middle of the 20th century, the Mongols and Buryats used Mongol script to write a
language known as Classical, or Literary, Mongolian. Modern historical novels began to

8
 appear in Mongolia and Buryatiya in the 1950s… Throughout the middle decades of the 20 th
century, Mongolian authorities controlled all spheres of culture, and literature had to serve
the ruling party’s interests.” (https://www.britannica.com/art/Mongolian-literature)

 “Freedom of the press emerged after the resignation of the leadership of the People’s
Revolutionary Party in 1990 and the subsequent dismantling of the country’s socialist
system. At the turn of the 21st century, lengthy multivolume anthologies were being
compiled…” (https://www.britannica.com/art/Mongolian-literature)

 “Mongolia and the Mongol people have periodically been at the center of internal events…
The 13th century accomplishments of Chinggis Khan in conquering a swath of the world from
modern-day Korea to southern Russia and in invading deep into Europe, and the cultural
achievements of his grandson, Khubilai Khan, in China…”
(http://factsanddetails.com/central-asia/Mongolia/sub8_2d/entry-4591.html)

 “Mongolia has a tradition of epic poetry that was first written down in the Genghis Khan era
and is closely associated with its music. The canon of Mongolian written literature includes
histories, biographies and Buddhist texts on a number of subjects. Dashdorjijin Natsogdori
(1906-37 is regarded as the father of modern Mongolia literature”.
(http://factsanddetails.com/central-asia/Mongolia/sub8_2d/entry-4591.html)

TAIWANESE LITERATURE

“…since 1945 not only had the Nationalist government buried literary works from the 50 years of
the Japanese colonization of the island (often written in Japanese), the literary activities and
production prior to the Japanese occupation and the oral tradition of the aboriginal tribes were
marginalized”. (HTTPS://TAIWANINSIGHT.ORG/2019/05/08/RECOGNISING-TAIWAN-LITERATURE-THE-STRUGGLE-OF-THE-ISLAND-IN-
WORLD-LITERATURE/)

 “Sinophone studies, taking ‘as its objects of study the sinitic-language communities and
cultures outside China as well as ethnic minority communities and culture within China
where mandarin is adopted or imposed’ (Shih Shu-mei 2013)…”. Taiwanese kana during
the period of Taiwan under Japanese rule, a Kana-based system was introduced to gloss
Hokkien writing in Chinese characters, as well writing as other languages of Taiwan.
(HTTPS://TAIWANINSIGHT.ORG/2019/05/08/RECOGNISING-TAIWAN-LITERATURE-THE-STRUGGLE-OF-THE-ISLAND-IN-WORLD-
LITERATURE/)

 “…literary activities in Taiwan after 1949 was characterized by stereotypical anticommunist

fiction and dripping sentimental essays and poetry… In the 1960s, however, a group of
Taiwan University students ushered in the Modernist era by publishing their own craftsman
like stories, which were heavily indebted to such Western masters…”
(https://www.britannica.com/art/Chinese-literature/Literature-in-Taiwan-after-1949)

 The late 1960s witnessed the rise of regional (hsiang-t’u) writing, in which the Taiwanese
countryside served as the setting for fiction and poetry that effectively captured the dramatic
social and psychological effects of transition from a rural to an urban-based society”.
(https://www.britannica.com/art/Chinese-literature/Literature-in-Taiwan-after-1949)

East Asian Countries Language Writing system Literature

China
Japan
Korea
Taiwan
Mongolia

9
 What’s More

You have undergone several activities from the different parts of this module. What
important learnings you have learned from the above activities and discussions? In this part of
this module, you will be learning more about beliefs, cultures and traditions of East Asian
countries. For this time, many more activities are given to enhance your knowledge being
Filipino in comparison and contrast to the East Asian countries.

Activity 5. Read me!

Directions: Read the text about the beliefs, cultures, and traditions of the Philippines and
compare and contrast it with what you have learned in the beliefs, cultures and traditions in the
East Asian countries by using a Venn diagram to present your answer. Use separate sheet of
paper for your answers.

Culture

The culture of the Philippines comprises a blend of traditional Filipino and Spanish
Catholic traditions, with influences from America and other parts of Asia. The Filipinos are family
oriented and often religious with an appreciation for art, fashion, music and food.

Filipinos are also hospitable people who love to have a good time. This often includes getting
together to sing, dance, and eat. The annual calendar is packed with festivals, many of which
combine costumes and rituals from the nation’s pre-Christian past with the Catholic beliefs and
ideology of present day.

What are the Filipino beliefs and traditions?

Having fondness for family reunions during secular and religious holidays such as

Christmas, New Year's eve, All Saints' Day, Holy Week, Fiestas, homecomings, birthdays,
weddings, graduations, baptisms, funerals etc. is evidence that Filipino people valued not only
our cultural tradition but the spirit of our family.

Filipino East Asian

10
 What I have learned

To test the skill in comparing and contrasting you have to apply it in a real-life situation.

Activity 6. Answer me!

Directions: Write five (5) sentences on what you have realized in comparing and contrasting
the cultures, beliefs and traditions of East Asian countries with the Philippines.

1.___________________________________________________________________________
2.___________________________________________________________________________
3.___________________________________________________________________________
4.___________________________________________________________________________
5.___________________________________________________________________________

What I can Do

After having undergone with the different activities in comparing and contrasting about
beliefs, cultures and traditions of East Asian countries as well as in the Philippines, it seemed
you are exploring the East Asian region and also in the Philippines. With this you have
discovered what the practices are and what could be considered as best practices each country
possesses. This time you can use that knowledge to discover also your own family’s practices.
Are these similar or different with those countries you have been exploring?

Activity 7. Let Me Know!

Directions: Write at least five best practices of your family that you believe worthy of others
emulation.

Best Practices of my Family

1.
2.
3.
4.
5.

11
 Assessment

1. When you tell the similarities and differences between and among things you are
_______.
a. Comparing and reasoning c. contrasting and reasoning
b. Comparing and Contrasting d. reasoning and differentiating
2. Which of the given choices is not an East Asian country?
a. Japan b. Mongolia c. China d. Philippines
3. When was Korea divided into North Korea and South Korea?
a. Before world war II c. at the end of world war II
b. During World war II d. during world war I
4. It is a town in Japan well known for its collection of folklore involving legends of spirits,
animals and supernatural creatures. This rich oral tradition was eventually transcribed
and collated into a book in 1910.
a. Matsuyama b. Okayama c. Tono d. Uji
5. What characterized the literary activities in Taiwan after 1940?
a. Stereotypical anticommunist fiction c. craftsman like story
b. Drippingly sentimental essays and poetry d. choices a and b.
6. Taiwan’s lush island off the coast of mainland China may not be as famous as its bigger
neighbors. In what ways Taiwan is known?
a. its lush subtropical climate c. its lush in hidden hot springs, and pulsing cities
b. its lush in beautiful mountains d. all of the above
7. The sweet potato shaped island has been ruled by a variety of conquistadors: which one
is not conquistador of Taiwan?
a. the Dutch b. the Spanish c. the Japanese d. American
8. When did Chinese invent the process of woodblock printing?
a. during Han Dynasty c. during Yuan Dynasty
b. during Tang Dynasty d. during Ming Dynasty
9. When did the freedom of Press in Mongolia emerge?
a. 1300 b. 1990 c. 1950 d. 1945
10. When was the invention of paper in China?
a. during Han Dynasty c. during Yuan Dynasty
b. during Tang Dynasty d. during Ming Dynasty

12
 ENGLISH 8 ANSWER SHEET Q2- Module Week 5
               
Please write your answers on this sheet and NOT on the printed module.
               
Name:____________________________________ Grade & Section: _______________________________
Barangay (NOT Sitio or town): ______________ Parent’s Signature: _____________________________

MODULE 4

What I Know What’s In

1. 4. 6. 9. 1.
2. 5. 7. 10. 2.
3. 8. 3.

What’s New

EAST ASIAN CULTURES BELIEFS TRADITIONS

COUNTRIES

CHINA
JAPAN
MONGOLIA
NORTH AND
SOUTH KOREA
TAIWAN

What is It

East Asian Language Writing system Literature

Countries
China
Japan
Korea
Taiwan
Mongolia
 13
ENGLISH 8 ANSWER SHEET Q2- Module Week 6
Name:____________________________________ Grade & Section: _______________________________
Barangay (NOT Sitio or town): ______________ Parent’s Signature: _____________________________
What’s More

Filipino East Asian

What I Have Learned

1.___________________________________________________________________________
2.___________________________________________________________________________
3.___________________________________________________________________________
4.___________________________________________________________________________
5.___________________________________________________________________________
What I Can Do

Best Practices of my Family

1.
2.
3.
4.
5.

Assessment

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.
 “An honest zero is better than a stolen
hundred.”
14

Answer Key

What I know What’s In

1. B 6. B 1. T- Chart
2. C 7. D 2. Compare and Contrast Matrix
3. A 8. A 3. Venn Diagram
4. D 9. C 15
5. B 10.C

What’s New What Is It

1. Please refer to the reading text 1. Please refer to the reading text

What’s More What I have learned What I Can Do

1. Answers may vary 1. Answers may vary 1. Answers may vary.

Assessment

1. C 6. B
2. D 7. D
3. C 8. B
4. C 9. B
5. D 10.A

References
Anonymous (nd). Japanese Literature. https://www.japan-guide.com/e/e2110.html

Anonymous (nd). Literature in Taiwan after 1949.

https://www.britannica.com/art/Chinese-literature/Literature-in-Taiwan-after-1949

Chan, Red (2011). The Routledge Companion to the World Literature. D’haen, T., Damrosch,
D., & Kadir, D.
https://www.taylorfrancis.com/books/e/9780203806494/chapters/10.4324/978020380649
4-55

Hays, Jeffrey (2008). Mongolia Culture, Arts and Literature.

http://factsanddetails.com/central-asia/Mongolia/sub8_2d/entry-4591.html

Kara, Gyorgy (nd). Mongolian Literature. https://www.britannica.com/art/Mongolian-literature

Keene, Donald (nd). Japanese Literature. https://www.britannica.com/art/Japanese-literature

Kort, Michael (1944). The Handbook of East Asia.

https://archive.org/details/handbookofeastas0000kort/page/6/mode/2up

Kwon, Du-Hwan (nd). Korean Literature. https://www.britannica.com/art/Korean-literature

Mark, Milly (2016). Chinese Literature. https://www.ancient.eu/Chinese_Literature/

Passi, Federica (2019). Recognising Taiwan Literature: The Struggle of the Island in World Literature.
HTTPS://TAIWANINSIGHT.ORG/2019/05/08/RECOGNISING-TAIWAN-LITERATURE-
THE-STRUGGLE-OF-THE-ISLAND-IN-WORLD-LITERATURE/

Sonjae, An (2014). A brief history of Korean Literature. https://www.britishcouncil.org/voices-

magazine/brief-history-korean-literature

Wilhelm, Hellmut (nd ). Chinese Literature. https://www.britannica.com/art/Chinese-literature

16