Senior High School: 21st Century Literature Teaching from the

Philippines to the World

Student’s Name: Grade/Section:
___________________________ _______________________
Teacher: Date Submitted:
___________________________ ________________________

I. LEARNING SKILLS
A. Most Essential Learning Competency:
Writing a close analysis and critical interpretation of literary texts and doing an
adaptation of these require from the learner the ability to:
a.) Analyze literary text in terms of its geographic, linguistic and ethnic dimension by
applying a technique.

B. Objectives:
1. Identify the geographic, linguistic, and ethnic dimensions of literary text.
2. Analyze a literary text using the formalist approach
3. Appreciate the various dimension of literary text by examining the geographic,
ethnic and linguistic dimension of literary test.

II. INTRODUCTORY CONCEPT

A. REMEMBER:
Geographic dimension refers to the place where a piece of literature came from.
For example, the classic song Matud Nila came from the Visayas region.

The linguistic dimension of a piece of literature is somewhat related to its

geographic origin. For example, if a poem is written using the Visayan dialect, most
probably, it originated from the Visayas region. Note though that a particular region may
have more than one dialect. Take as an example the Bikol dialect which may be classified
into Bikol Sorsogon, Bikol Albay, Bikol Camarines Sur, and other dialects in the Bicol
Region.

Related to the geographic and linguistic dimensions of a piece of literature is its

ethnic dimension which refers to the racial or cultural beginning. An Ilocano poem that
makes use of the Ilocano dialect may most probably trace its origin to the Ilocano race and
discusses things related to the Ilocano culture. We may, however, have pieces of literature
written in Ilocano which discuss things that are not Ilocano in ethnicity.

B. Analyzing a Text through Formalist Approach

The text itself provides different information about the literary piece, how the author
describes the setting will give us the geographical dimension of a literary text, the symbolism
and theme provide us with knowledge on its ethnic dimension; and finally, the author’s

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 diction, use of imagery, figures of speech and symbol contribute to its linguistic dimension.
These dimensions can be analyzed through the lens of a formalist criticism.
Formalist Criticism
⇒ Formalist Critics (or New Critics) focus on the formal elements of a work - its
language, structure, and tone; they offer intense examinations of the relationship
between form and meaning within a work, emphasizing the subtle complexity of how
a work is arranged.
⇒ i.e.: how such things as diction, irony, paradox, metaphor, symbolism, plot,
characterization, rhyme, or narrative technique develop the overall meaning of the
piece.
⇒ A formalist reads literature as an independent work of art rather than as a reflection
of the author’s state of mind or as a representation of a moment in history. Such
things as biography, history, politics, and economics, for example, are considered far
less important than the writing’s form. Words and images shape the work itself.

Applying Formalism in Analyzing a Literary Text

o Step 1.The first step in the formalist approach is to read with an active and critical
mind and paying attention to the details of the poem.
o Step 2.Next carefully examine how it is written in narrative form, or in stanzas.
o Step 3. Note the word that appeals to the senses, more specifically look for images,
similes, metaphors and symbols used in the literary text.
o Step 4. Study who is narrating or telling what happens, who are the characters in
the literary piece and how are these characters revealed to the readers.
o Step 5. Finally, how these parts work together will tell you the theme and the
message it conveys. It answers the question about what it is about.

III. ACTIVITIES
A. PRACTICE TASKS
Practice Task 1
Directions: Study the information below and answer the questions that follow.

The Ivatan

Meaning: Ivatan is derived from Marunong ( Filipino) and Chapatak (Ivatan) which literally
means “someone who knows”

Place of Origin :Batanes

Also known as : “Home of the Winds”
Topographic Description :Northernmost and the smallest province in the country.
It encompasses then chief islands and three of it are occupied.
Population :37.657
Religion : Today, the Ivatan are basically Catholic
Livelihood : farming, fishing
Famous For : Vakul and kinyaki (headdress), dakay (historical
house)
Languages :Ivatan, Ilocano, Tagalog, English
Proverbs:
1. Ivatan: Ipangudidi
RO_English_Grade 12 21stmu u mapya
Century nanawu
Teaching 2. Ivatan:toMatakaw
from the Philippines ava dimu
the World_Q1_LP 2 u kasulivan
English : Carry with you good teaching, 2 English: Nobody can steal your knowledge
always bear in mind sound advice.
1. Choose one geographical information about the Ivatan that excites you to explore and
explain your excitement.
Interesting Information: ______________
Reason: ______________
2 “Nobody can steal your knowledge”.
Express your idea in at least two sentences.
__
______________

Practice Task 2
Directions: Read the short poem below from Ivatans. Read it carefully and answer the
questions by writing your answers in a separate sheet of paper.

Whose Face Do I Behold

(Translation by Florentino H. Hornedo from Muyin Paru Ñinu, An Ivatan Laji)

1 Whose face do I behold mirrored

2 Upon the warm water I am about to drink?
3 I dare not drink that the vision I may
4 Prolong!
5 If I die, bury me not
6 at the Cross of San Felix: bury me
7 under your fingernails, that I may
8 be eaten along with every food you eat;
9 that I may
10 be drunk along with every cup
11 of water you drink.
Source: Lumbera Bienvenido and Lumbero Cynthia Nograles, Phil Lit, A History and
Anthology, Anvil Publishing, Manila Philippines, 2005

And now answer the questions below based on the poem read.
1. Who is the speaker in the poem?
2. Who is being addressed in the poem?
3. What situation is being anticipated by the narrator?
4. Describe the irony in the poem done through the images of water. Refer to Lines 1
and 2
5. The cross of San Felix is an example of symbolism. Explain what it symbolizes.

Practice Task 3
Directions: Analyze a poem from 21st century literature. This is not your typical poem, so
carefully read the poem and analyze it by following the steps in the formalist approach.

CoÑotations
Paolo Manalo

1. I‘m like tripping right now I have suitcase fever.

2. Dude, man, pare, three people can be the same.
3. Except he‘s not who he says he is, pare. He‘s a sneeze with Chinese blood:Ha Ching!
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4. Naman, it‘s like our Tagalog accent, so they won‘t think we‘re all airs; so much weight it
means nothing naman.
5. Dude, man, pare, at the next stop we‘ll make buwelta. So they can see we know how to
look where we came from.
6. It‘s hirap kaya to find a connection. Who ba‘s puwede to be our guide?
7. Dude, man, can you make this areglonaman?
8. Make it pabalot kaya in the mall. So they can‘t guess what you‘re thinking. That‘s what I
call a package deal.
9. Who says 'coz should be shot.
10. Only kolehiyalas make tusok the fish balls. Us guys, dude
pare, we make them tuhog.
11. Talaga, she said she'd sleep with you? Naman pare, when she says talaga, it mean's
she's lying.
12. Hey, wala namang like that-an!
Source: Paolo Manalo Jolography, University of the Philippines Press, 2003

Using the following guide questions write a short analysis of the poem’s geographical,
ethnical and linguistic dimension. Your analysis should be written in at least three
paragraphs, be guided by the rubric provided on Part IV. Use a separate sheet of paper for
your answer.

Coñotations Analysis Guide questions

Step 1. Note some details about the poem that made an impact on you while reading
it.
Step 2. Is the poem narrating a story, what story can you depict from the character's
conversation?
Step 3. List down images, simile, metaphors or symbolism used in the poem that
depict geographic, ethnic and linguistic dimensions of the poem.
Step 4. Who are the characters mentioned in the poem? List down the words that
reveal the character’s traits.
Step 5. What is the message being conveyed by the poem?

B. ASSESSMENT

1.Which of these features of a text would a Formalist NOT be interested in?

a. Structure c. Author’s biographical background
b. Context d. Meaning of words
2.Which of the following appeals to the senses?
a. Imagery b. Simile c. Symbolism d. All of the above
3. In analyzing how the poem started with a rhetorical question you are looking at what
aspect of the literary text?
a. Form b. Setting c. Structure d. Symbol
4.Why does a formalist focus on diction, irony, paradox and narrative techniques in obtaining
the meaning of a literary piece?
a. A formalist considers the history to obtain meaning
b. A formalist wants to examine how the work is arranged
c. A formalist looks at how words shape the meaning of a literary piece
d. A formalist believes that a literary piece is a reflection of the author’s mind
5. What is revealed when imagery, character and setting work together?
a. Form b. Structure c. Symbol d. Theme
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IV. RUBRIC FOR SCORING
Points Value 5 3 1 Total
Content/Ideas Writing is confident Writing is Writing is limited in
and clearly focused. purposeful and communicating
Relevant details focused. Piece knowledge, with no
enrich writing contains some central purpose
details
Organization Writing includes a Writing is Writing is disorganized
strong beginning, confused and with no closure.
middle and end. loosely
organized.
Mechanics Consistent standard A few errors (1- Some errors are usage
English usage 2), but none (3-4), spelling,
There are no errors major, in capitalization and
in: spelling, usage, punctuation.
capitalization, and spelling,
punctuation. capitalization,
and
punctuation.
TOTAL:

V. REFLECTION/COMMENTS/SUGGESTIONS
What did you learn from this lesson?

Is there any part of the lesson that you

find difficult to understand?

VI. REFERENCES:
Books
Lumbera, Beinvenido and Lumbera Cynthia Nograles. Philippine Literatue, A History and Anthology.
Anvil Publishing, Manila Philippines 2005
Tayao, Ma Lourdes G., Alonzo, Rosario and Flores Eden Regala. 21st- Centure Literature from the
Philippnes and the World for Senior High School.
Gasulas Allen Montenegro,Mantarin Gerardo Gabriel et.al. Integrated English for Effective
Communication in Creative Writing. Phoenix Publishing House, Manila Philippines 2017.
Solmerano, Ernesto Thaddeus, OndevillaMiel Kristian et. Al. Creative Writing K-12 Basic
EducationCurriculum Senior High School – Academic Track. OBE Publishing, Manila
Philippines 2017.
Diyanni, Robert . Literature Approaches to Fiction, Poetry, and Drama. 2nd ed. Boston: McGraw
Hill,2008

Prepared by:

JOSEPHINE J. ALABIN – Teacher I

Sorsogon NHS, SORSOGON CITY DIVISION

Quality Assured by:

CLEOFE D. ARIOLA, EPS

Sorsogon City Division Janet F. Palle, Teacher II
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 Sorsogon NHS APHRODITE A. BECHAYDA, Teacher III
Vinisitahan NHS, Albay Division

V. ANSWER KEY
Practice Task 1
1. Answers may vary. Below is just an example:
Interesting Information: That it is called “Home of the Winds”
Reason: I am curious how they manage their daily lives and how the winds in
Batanes affect their lives.
2. Answers may vary. Below is just an example:
Yes, I agree with the statement “Nobody can steal your knowledge” because
.
Practice Task 2
Answer to Practice Task 2 may vary on your interpretation of the poem.
1. An old man, an Ivatan, a dying man.
2. His loved ones
3. dying, death
4. The warm water that he hesitates to drink or be finished represents the end of life, and yet
on the last line he tells them to drink this water to remind them of his life.
5. Death.
Practice Task 3
Answers may vary.
Assessment
1. c 2. a 3. c 4. c 5. d

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