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SPA- Creative Writing

Quarter 1 – Module 1a
Influence of Western Literature on
Philippine Literary Practices
SPA – Grade 10
Alternative Delivery Mode
Quarter 1 – Module 1a: Creative Writing
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 module 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: Diosdado M. San Antonio

Development Team of the Module

Writer: Kenneth B. Pael

Editors: Jumar S. Quibot, Mary Rose G. Acupanda
Reviewer: Bethel-Anne S Parco
Illustrator:
Layout Artist:
Management Team: Senen Priscillo P. Paulin, CESO V Jenith C. Cabajon
Fay C. Luarez, TM, Ed.D., Ph.D. Rosela A. Abiera
Nilita L. Ragay, Ed.D Maricel R. Rasid
Adolf P. Aguilar, CESE Elmar L. Cabrera

Printed in the Philippines by ________________________

Department of Education – Region VII Schools Division of Negros Oriental

Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental

Tele #: (035) 225 2376 / 541 1117
E-mail Address: negros.oriental@deped.gov.ph
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SPA- Creative Writing
Quarter 1 – Module 1a
Influence of Western Literature on
Philippine Literary Practices
Introductory Message

For the facilitator:

Welcome to the SPA 10 Alternative Delivery Mode (ADM) Module on Creative

Writing!

This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions 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 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that will
help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this module.
You also need to keep track of the 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.

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For the learner:

Welcome to the SPA 10 Alternative Delivery Mode (ADM) Module on Creative

Writing!

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 resource while being an active learner.

This module has the following parts and corresponding icons:

Begin This will give you an idea of the skills or

competencies you are expected to learn in the
module.
Try This This part includes an activity that aims to check what
you already know about the lesson to take. If you get
all the answers correct (100%), you may decide to
skip this module.
Do This This is a brief drill or review to help you link the
current lesson with the previous one.
Explore In this portion, the new lesson will be introduced to
you in various ways; a story, a song, a poem, a
problem opener, an activity or a situation.
Keep this in Mind This section provides a brief discussion of the lesson.
This aims to help you discover and understand new
concepts and skills.
Apply What You Have This section provides an activity which will help you
Learned transfer your new knowledge or skill into real life
situations or concerns.
Reflect This includes questions or blank sentence/paragraph
to be filled into process what you learned from the
lesson.
Assess What You Have This is a task which aims to evaluate your level of
Learned mastery in achieving the learning competency.
Additional Activity In this portion, another activity will be given to you to
enrich your knowledge or skill of the lesson learned.
Answer Key This contains answers to all activities in the module.

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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. Write your answers in your Creative Writing notebook.
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 once you are through with it.

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.

We hope that through this material, you will experience meaningful learning and gain
deep understanding of the relevant competencies. You can do it!

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 TABLE OF CONTENTS

CONTENT PAGES

INTRODUCTORY MESSAGE --------------------------------- ii

For the Facilitator --------------------------------- ii
For the learner --------------------------------- iii

BEGIN --------------------------------- 01
Learning Competency --------------------------------- 01

TRY THIS --------------------------------------------------- 02

DO THIS --------------------------------------------------- 03

EXPLORE --------------------------------------------------- 03

KEEP THIS IN MIND ------------------------------------------ 04

APPLY WHAT YOU HAVE LEARNED ------------------------ 06

REFLECT --------------------------------------------------- 08

ASSESS WHAT YOU HAVE LEARNED ------------------------ 08

GLOSSARY --------------------------------------------------- 09

ANSWER KEY ------------------------------------------ 09

REFERENCE LIST ------------------------------------------ 10

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 LEARNING COMPETENCY:

1. The learner writes literary works based on Western literature.

Western Literature
on Philippine Literary Practices

Literature expands our horizons. Literature opens our eyes and allows us to
see beyond our innate limitations. With literature, we start to learn, build ideas,
and hone intuition. Literature brings us to the past and takes us to the future
while living in the present.
In this quarter, you will go on a
learning journey toward understanding the
influences of Western literature on
Philippine literary practices. You will realize
that history and literature are entwined.
History is not just about wars, dates, names,
and destruction. It is also about people who
are shaped by their time and the body of
literature they have brought to existence.
This module will introduce you to the
arrival of Western literature to the Philippine
http://www.lib.utexas.edu/maps/historical/col
beck/medieval_europe_13_century.jpg Islands. Western literature, also known as
European literature, is the body of literature
written in the context of Western culture in European languages. Western
literature is considered to be one of the defining features that shaped Western
civilization.

At the end of the module, you should be able to

1. recognize the salient influences of Western literature to Philippine literary
practices
2. compose literary works inspired by Western literature
3. display understanding on the significance of literature to our life

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Direction: Read each item carefully and use your creative writing notebook to write
your answers on.

1. He is the Portuguese navigator that arrived in Limasawa Island in March

1521.
a. Christopher Columbus
b. Alexander the Great
c. Ferdinand Magellan
d. Douglas Mac Arthur
2. The Philippines was named after this Spanish king.
a. King Phillip I
b. King Philip II
c. King Philip III
d. King Philip IV
3. He established the first permanent Spanish settlement in the Philippines.
a. Ferdinand Magellan
b. Miguel Lopez de Legazpi
c. Francisco de San Jose
d. Francisco de le Cruz
4. This is the first book published in the Philippines.
a. Noli Me Tangere
b. Pasion of the Christ
c. Florante at Laura
d. Doctrina Christiana
5. This literature centers on Christians’ conflict with Muslims.
a. sinakulo
b. pasyon
c. moro-moro
d. korido
6. He wrote the Tagalog poem “Mahal na Pasion ni Jesu Cristo.”
a. Francisco de San Jose
b. Francisco Bagongbata
c. Gaspar Aquino de Belen
d. Jose de la Cruz
7. He is famously known as Balagtas.
a. Francisco Balagtas
b. Francisco Baltazar
c. Francisco Gaspar
d. Francisco de le Cruz
8. What are the two major developments brought by the American period?
a. Free education and English as medium of instruction
b. Economic growth and English as medium of instruction
c. free education and employment

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 d. Free education and sports
9. What period in the American occupation where imitation of English poets is
very evident?
a. Period of Maturity
b. Period of Proficiency
c. Period of Apprenticeship
d. Period of Imitation
10. Early Filipino writers are dubbed as these famous English writers.
a. “Frosts,” “Wolfes,” and “Andersons”
b. “Andersons,” “Saroyans,” and “Hemmingways”
c. “Shakespeares,” “Wolfes, “and “Frosts”
d. “Frosts,” “Saroyans,” and “Salingers”

Direction: Below is a list of famous writers in Philippine literature. Write the names
of the writers whose life and works are familiar to you. Do this in your creative writing
notebook.

1. Gaspar Aquino de la Cruz

2. Francisco Baltazar
3. Jose Rizal
4. Paz Marquez Benitez
5. Maximo Kalaw

Direction: Below is John Donne’s poem “No Man Is an Island.” Read the poem and
find its core message. Write a short reflection on the message of the poem in your
creative writing notebook.

No man is an island,
Entire of itself,
Every man is a piece of the continent,
A part of the main.
If a clod be washed away by the sea,
Europe is the less.
As well as if a promontory were.
As well as if a manor of thy friend’s
Or of thine own were:
Any man’s death diminishes me,
Because I am involved in mankind,
And therefore never send to know for whom the bell tolls;
It tolls for thee.

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 The Spanish Influence
The Portuguese navigator Ferdinand Magellan spearheaded the first foray to
the islands of the Philippines and landed on the shores of Limasawa in March 1521.
A short time thereafter, he met an untimely death when he faced the chieftain Lapu-
lapu on the nearby island of Mactan. King Philip II, for whom the islands were
named, then sent three further expeditions to the islands but generated disastrous
results.
Nonetheless, in 1565, Miguel Lopez de Legazpi was able to successfully
establish the first permanent Spanish settlement in Cebu. In 1571, the Spanish city
of Manila was erected, and by the end of the sixteenth century, Spanish control was
already evident in most of the coastal and lowland areas of Luzon and northern
Mindanao. Under the Spanish administration, friars marched with soldiers and
started the conversion of all the local people to Roman Catholicism.
During the time of conquest and conversion into Christianity, the existing
literature of the Philippine ethnic groups was mainly in oral form, consisting of songs,
riddles, proverbs, legends, and epics. This made the work of the conquistador
relatively easy in destroying any existing written literature he could find. With this, the
Spanish colonial strategy was to substitute native oral traditions with lessons of the
Passion of Christ. Although Christ was far from the common war-like or sexually
enticing heroes of native oral epic traditions, the appeal of Jesus was his ability to
conquer death, democratizing the promise of eternal life to whoever is willing to
listen.
The Church doctrines were communicated using the native language of the
people (derogatively called Indio). The first book that was printed in the Philippines
was Doctrina Christiana (1593), a Spanish prayer book with accompanying Tagalog
translation. This movement led to Spanish missionaries to employ native speakers
as translators. Eventually, the native speakers acquired knowledge in reading and
writing in both Spanish and his native language. This marked the beginning of the
Indio literacy and thus birthed the first written literature by a native. The natives were
able to publish their own work in the first decade of the seventeenth century.
Francisco de San Jose and Francisco Bagongbata were among the earliest
writers to note. Gaspar Aquino de Belen was considered to be one of the most gifted
poet-translators of his time. In 1704, “Mahal Na Pasion ni Jesu Cristo,” a Tagalog
poem based on the Passion of Christ, was published. This is noted as a milestone in
the history of Philippine literature.
In the eighteenth century, secular literature from Spain had inspired the
komedya, a native poetic drama, which was later called as moro-moro, because the
primary theme of the story is based on Christians’ triumph over Muslims. Jose de la
Cruz (1746–1829) was a poet of renowned output. He was hailed as the foremost

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propagator of komedya in his time. His urbane style of writing distinguished him from
the folk idiom (for instance, that of Gaspar de Belen). With this, he was able to reach
the illiterate and the lettered minority.
Francisco Baltazar (1788–1862), also known as Balagtas, is the famed
master of traditional Filipino poetry. Coming from an underprivileged background
from his hometown in Bigaa, Bulacan, he went to Manila with a burning desire to
improve his situation. He was a domestic servant while trying to get his classical
education. During Balagtas’s time, industrial revolution has caused a great uproar in
the global commerce, creating opportunities for the working classes to acquire
material improvement and wealth.
His narrative poem “Florante at Laura” was written in sublime Tagalog. The
poem centers on the tyranny in Albanya, but it was also reflective of the tyranny in
his homeland. Despite the foreign influences, Balagtas remained true to his native
roots. Though sung by the literate, his poems were for the benefit of the illiterate and
oppressed.
National hero Jose P Rizal (1861–1896) employed a realistic form of writing
as his medium. Using Spanish over Tagalog in his writings signifies a challenge to
the oppressors in their own turf. Rizal’s two novels, Noli Me Tangere and El
Filibusterismo, were written in prose, breaking the Balagtas tradition of figurative
indirection. Rizal’s novels and patriotic poems so vividly painted corruption and
oppression that they served to instill the conviction that the only solution to the
tyranny was a violent one—a revolution.
The overarching figure of Jose Rizal still dominates the Philippine literature
even until the present times. Liberalism led to the apparent education of the natives
and the decline of the Spanish regime.

The American Influence

During the American period, two significant developments in education and
culture were constructed. First is the introduction of free public education. Second is
the use of English as the medium of instruction across all levels of the educational
system.
With free public education, knowledge and information have become
accessible to a greater number of Filipinos. Those who pursued college education
were more likely to improve their social status and joined the educated masses in
the country’s middle class.
The Anglo-American modes of thought were introduced to Filipinos through
the use of English as the medium of instruction. This thought had been embedded to
the culture and way of life of Filipinos. This is not only reflected in literature but also
into the thinking of the country’s educated population. Moreover, the educated class
served as the wellspring of a growing Philippine literature in English.
During the period of apprenticeship, American models of writing were imitated
by Filipinos. The early Filipino poets who used English in their writing exhibited a

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rather elementary level proficiency in the language. In fiction, Filipino writers noted
the American style of storytelling and strict adherence to the craft of a short story.
This led to early short story writers to be dubbed as “Andersons,” “Saroyans,” or
“Hemmingways.”
Nonetheless, in 1925, Paz Marquez Benitez’s short story, “Dead Stars,”
signified the growth and maturity of Filipino writers in English. With Benitez’s
triumph, short story writers began publishing their works which no longer imitate
American models of writing. Ludia Villanueva, Asturo Rotor, Icasiano Calalang, and
Paz Latorena are just some of the early writers who were able to display great
command of the English language and incorporated a keen Filipino sensibility to
their writings.
The combination of Filipino customs and the borrowed tongue marked a great
time in the history of Philippine literature during the American period. Maximo
Kalaw’s Filipino Rebel and Juan Laya’s His Native Soil are discourses written in
English centering on nationhood, cultural identity, and what it means to be a Filipino.
With developed writing skills, the early writers then translated their knowledge
with the use of their native tongue. Notably, it was during the American period that
seditious productions, usually in the form of a zarsuwela, were mounted. Tanikalang
Ginto, Hindi Ako Patay, and Kahapon, Ngayon, at Bukas are written by zarsuwelist
Juan Crisostomo Sotto and were directed against the American imperialism. Walang
Sugat by Severino Reyes and Anak ng Dagat by Patricio Mariano are two of the
most remarkable zarsuwelas mounted in the period.
The parallel development of Philippine literature in English and Filipino and
other Philippine languages in the archipelago during the American occupation
signifies that literature and writing in any language are dependent on the active
imaginations of the writers.

Short Story Composition

William Shakespeare is probably the most prominent name in Western

literature. He penned some of the most enduring works in the history of Western
literature. Romeo and Juliet (circa 1592) - In this play, a boy and girl from two rival
households fall in love, and while they tried their best to overcome the odds, their
efforts were unsuccessful. After a great mishap in communication, the two ended in
tragic deaths. The play closed with the government officials condemning the two
households for their direct influence that led to the death of the young lovers.
Forbidden love is an enduring theme in literature. Your challenge is to create
a modern interpretation of the story of Romeo and Juliet. Use your rich imagination
and present a contemporary twist to this age-old story.

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Guidelines in Writing a Composition:
1. The short story must not be less than 1,000 words.
2. All the basic elements of a story should be presented: plot, characters, setting,
conflict, and theme.
3. The setting should be in the present contemporary times.
4. It should be written in the third-person point of view.

Rubrics for Scoring Short Story Composition

Strong Demonstrated Beginning to Needs Some
Understandin Ability (15 pts) Achieve (10 pts) Work (5 pts)
g (20 pts)
Mechanics Only one or two Almost no spelling or A few minor spelling Major spelling and
spelling and/or punctuation errors and punctuation errors punctuation errors
punctuation (3-4). Writing is clear (5-6). Writing is clear (7+). Writing is
errors. Writing is and easy to and readable. Few unclear and hard to
clear and easy to understand, but typing errors. read. Did not follow
read. Typed writing could be typing
correctly. improved, by editing. requirements.
Typed correctly
Plot/Conflict Well-developed Writing has a A poorly developed No clear beginning
introduction, developed plot introduction, Rising or end. Story
Rising Action, including an Action, Climax, Falling doesn't really flow
Climax, Falling introduction, Rising Action, and Resolution. or make sense to
Action, and Action, Climax, Leaves reader the reader.
Resolution. Story Falling Action, and questioning and
is clear and easy Resolution. Leaves needing more
to read. the reader with an information.
understanding of
what happens.
Characterizat Point of view Point of view stays Point of view changes Point of view
stays the same the same for the a few times throughout changes often.
ion the entire story, entire story. Uses the story. Only uses Character is not
uses a variety of some different ways one way to show what revealed- tell not
ways to reveal the to reveal the the character(s) is/are show. No dialogue
character(s). character(s). Has like. Little dialogue is is used.
Shows- not tell. dialogue. used.
Setting/Them Setting is clearly Setting is Setting is rarely Setting is never
established and established. Theme mentioned. Theme referred to. Theme
e fits perfectly with is clear to the reader. may be ambiguous to is unclear.
plot. the reader.
Style: Vocabulary is well Vocabulary is Vocabulary is average; Vocabulary is
chosen; suitable suitable for audience at times words are elementary;
Diction/Synta for audience and & purpose. Syntax is used repeatedly; unsuitable for both
x purpose. Syntax is varied. Syntax is simplistic. audience &
varied-exhibits purpose. Syntax is
understanding of simplistic.
stylistic choices.
Style: Imagery and Attempts to use Imagery is present in Imagery is rarely
figurative sense imagery. story, but no attempt is used. No other
Imagery and language help to Some figurative made to include other figurative language
Figurative place the reader language included. types of figurative is included.
Language right "into" the language (i.e. similes &
story. metaphors.

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https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=R738WW&
CHECKLIST (For the parent/s or guardian/s)
1. My child showed interest and enjoyment in performing the activity.
____Yes ____No
2. My child showed a positive attitude in doing the activity.
____Yes ____No
3. My child exhibited honesty in performing the task given to him/her.
___Yes ____No

NOTE TO YOU, DEAR PARENTS. Kindly guide your child, as much as possible,
in performing this activity. Encourage your child to perform his/her best for this
activity.

Journal your reflection in your notebook.

I have learned that ________________

_____________
_______________.

I have realized that ________________

_________________________
_____.

I will apply _____________

_________________
______________________.

This post-test shall aim to measure the level of learning you have gained in
exploring this module. Write your answers in your notebook. Please be as honest as
possible in answering.

1. It is the term used by Spaniards to describe native people in the Philippines.

A. Erejes C. Indio
B. Mestizo D. Aeta
2. He is a Filipino poet known for his urbane style of writing.
A. Gaspar Aquino de Belen C. Jose Rizal
B. Jose de le Cruz D. Francisco Baltazar
3. The renowned poet Francisco Baltazar was a native of what province?
A. Batangas C. Manila
B. Quezon D. Bulacan
4. The narrative poem Florante at Laura was set on what fictional place?

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 A. Etherea C. Westeria
B. Albanya D. Encantadia

5. Jose Rizal’s Noli Me Tangere and El Filibusterismo portray these two themes.
A. racism and religion C. Corruption and oppression
B. religion and oppression D. love and religion
6. Paz Marquez Benitez wrote this short story that signified Filipino maturity.
A. City Stars C. Death Stars
B. Bright Lights D. Dead Stars
7. Who wrote the discourse Filipino Rebel?
A. Maximo Kalaw C. Paz Latorena
B. Arturo Rotor D. Ludia Villanueva
8. Juan Laya’s His Native Soil centers on what themes?
A. nationhood and cultural identity
B. patriotism and love
C. patriotism and corruption
D. patriotism and oppression
9. Tanikalang Ginto, Hindi Ako Patay, and Kahapon, Ngayon, at Bukas are all
examples of what literature?
A. korido C. Zarsuwela
B. moro-moro D. pasyon
10. Zarsuwelist Juan Crisostomo Sotto wrote against what societal issue?
A. corruption C. American Imprialism
B. poverty D. World war

GLOSSARY The following terms used in this module are defined as follows:
conquistador – a leader in the Spanish conquest of America and other countries in
the sixteenth century
democratizing – to make democratic
innate – belonging to the essential nature of something
moro-moro – a folk drama highlighting the conflict between Muslims and Christians
zarsuwela – a lyric-dramatic genre that alternates between spoken and sung scenes

1. C 2. A 3. D 4. B 5. C 6. D 7. A 8. A 9. C 10. C
Assess what have you learned:
encouraged.
Outcomes based performance. Rubric is provided for bases in scoring. Parent-learner engagement is
Apply what have you learned:
Responses may vary to the learner’s comprehension skills.
Explore:
Responses may vary to the learner’s knowledge on Philippine literature.
Do This:
1. C 2. B 3. B 4. D 5. C 6. C 7. B 8. A 9. C 10.B
Try This:

THE BEST POLICY

ANSWER KEY Please AVOID looking at this page while answering the module. Remember, HONESTY IS

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REFERENCES

Online Sources

Encyclopaedia Britannica (2020) The Spanish Period.

https://www.britannica.com/place/Philippines/The-Spanish-period. Accessed on
August 05, 2020.
Macansantos, Francis & Macansantos, Priscilla. (2016) Philippine Literature in the
Spanish Colonial Period with Reflection.
https://macarayanblog.wordpress.com/2016/02/23/philippine-literature-in-the-
spanish-colonial-period/. Accessed on August 05, 2020.

Quindoza-Santiago, Lilia. (n.y.) Philippine Literature during the American Period

https://ncca.gov.ph/about-ncca-3/subcommissions/subcommission-on-the-arts-
sca/literary-arts/philippine-literature-during-the-american-period/. Accessed on
August 05, 2020.

Photo Resources
http://www.lib.utexas.edu/maps/historical/colbeck/medieval_europe_13_century.jpg

For inquiries or feedback, please write or call:

Department of Education – Schools Division of Negros Oriental

Kagawasan, Avenue, Daro, Dumaguete City, Negros Oriental

Tel #: (035) 225 2376 / 541 1117

Email Address: negros.oriental@deped.gov.ph
Website: lrmds.depednodis.net

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