Professional Documents
Culture Documents
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.
Welcome to the 21st Century Literature 11 Alternative Delivery Mode (ADM) Module
on Geographic, Linguistic and Ethnic Dimensions of Philippine Literary History
from Pre-Colonial to the Contemporary.
This learning resource hopes to engage the learners in 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.
Also, you will see this box in the body of the main text in this module:
As a facilitator, you are expected to orient the learners on how to use this module,
encourage and assist them as they do the tasks, and track their progress while
allowing them to manage their learnings.
Welcome to the 21st Century Literature 11 Alternative Delivery Mode (ADM) Module
on Geographic, Linguistic and Ethnic Dimensions of Philippine Literary History
from Pre-Colonial to the Contemporary.
The hands are one of the most symbolized parts of the human body. They are often
used to depict skill, action, and purpose. Through your hands, you may learn,
create, and accomplish. Hence, the hands in this learning resource signify that
you, as a learner, are 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. You will be enabled to process the contents of
the learning resource while being an active learner.
ii
This module has the following parts and corresponding icons:
What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.
iii
At the end of this module you will also find:
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 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!
iv
What I Need to Know
This module was designed and written with you in mind. It is here to help you
understand 21st Century Literature from the Philippines and the World. The scope
of this module permits it to be used in many different learning situations. The
language used recognizes the diverse vocabulary level of students. The lessons are
arranged to follow the standard sequence of the course. But the order in which you
read them can be changed to correspond with the textbook you are now using.
Use the module with care especially in turning each page. Please
be reminded to ask the student to answer the Pre-Test before
moving on to the Lesson Proper. Read and make sure that the
students understand the directions in every exercise. Encourage
the student to observe honesty in answering the tests and
activities and in checking the answers. Do not put unnecessary
mark/s on any part of this module. And answer on a separate
sheet of paper.
v
What I Know
Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.
1. During this period, Jose Rizal’s works such as Noli Me Tangere and El
Filibusterismo were written to awake the mind of our countrymen.
a. Spanish Period
b. American Period
c. Pre-Spanish Period
d. Period of Enlightenment
2. The Philippines had literature such as legends, folktakes, folksongs, and the
like.
a. Spanish Period
b. Japanese Period
c. Pre-Spanish Period
d. Period of Enlightenment
3. In this period, religious books were written, such as Doctrina Cristiana and
Urbana and Felisa, to support or contradict the Catholic Church.
a. Spanish Period
b. American Period
c. 21st Century Period
d. Period of Enlightenment
4. Filipino writers went into all forms of literature like news, reporting, poetry,
stories play, essays, and novels which clearly depicted their love of country
and their longings for independence.
a. Edsa I Period
b. American Period
c. Pre-Spanish Period
d. The 3rd Republic Period
5. Filipino literature was given a break during this period for the Filipino
literature was prohibited from using. Many wrote plays, poems, short
stories, etc. Topics and themes were often about life in the provinces.
a. Japanese Period
b. American Period
2
c. Pre-Spanish Period
d. American Period
8. This literary period witnessed newspapers which were once branded crony
newspapers become instant opposition papers.
a. Japanese Period
b. American Period
c. Pre-Spanish Period
d. Edsa I Period
9. Poetry during this period were during this period were romantic and
revolutionary.
a. The 3rd Republic Period
b. Edsa I Period
c. 21st Century Period
d. Pre-Spanish Period
10. Poetry during this period were dealt with patience, regard for native culture
and customs.
a. The 3rd Republic Period
b. 21st Century Period
c. Edsa I Period
d. New Society Period
3
13. The use of the vernacular in regional literature is ___________
a. discouraged because many people do not understand a piece not
written in either English or Tagalog
b. encouraged so that the culture and tradition of a people are upheld
despite effects of modernity
c. opposed for the reason that it constraints the expression of thoughts,
feelings, and ideas of a writer
d. affirmed by many for it allows free flow of feelings and in-sights not
understandable to readers
4
Lesson Geographic, Linguistic and Ethnic
21st Century Literature from the Philippines and the World Module aims to
engage students in appreciation and critical study of 21st Century
Literature from the Philippines and the World, encompassing their various
dimensions, genres, elements, structures, contexts, and traditions.
What’s In
What’s New
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
5
a. Japanese Period f. 21st Century
b. Rebirth of Freedom g. Spanish
c. Post EDSA h. Period of Enlightenment
d. American Period i. Period of Activism & New Society
e. Pre-Spanish Period j. Period of Literature in English
What is It
• The Epic Age. Epics are long narrative poems in which a series of
heroic achievements or events, usually of a hero, are dealt with
at length.
• Folk Songs. These are one of the oldest forms of Philippine literature that
emerged in the pre-Spanish period. These songs mirrored
the early forms of culture. Many of these have 12 syllables.
Examples of which are Kundiman, Kumintang o Tagumpay,
Ang Dalit o Imno, Ang Oyayi o Hele, Diana, Soliraning and
Talindaw
6
Understanding Literary History
Literature in this period may be classified as religious prose and poetry and secular
prose and poetry.
• Folk Songs
It manifests the artistic feelings of the Filipinos and shows their innate
appreciation for and love of beauty. The examples are Leron-Leron Sinta,
Pamulinawen, Dandansoy, Sarong Banggi, and Atin Cu Pung Sing-sing.
• Recreational Plays
There were many recreational plays performed by Filipinos during the
Spanish times. Almost all of them were in a poetic form such Cenaculo,
Panunuluyan, Salubong and Zarzuela.
7
THE AMERICAN REGIME (1898-1944)
Linguistically, Americans influenced Filipino writers to write using English
language. Jose Garcia Villa became famous for his free verse.
In the New Filipino Literature, Philippine literature in Tagalog was revived during
this period. Most themes in the writings dealt with Japanese brutalities, the
poverty of life under the Japanese government, and the brave guerilla exploits.
8
PERIOD OF ACTIVISM (1970-1972)
According to Pociano Pineda, youth activism in 1970-72 was due to domestic and
worldwide causes. Because of the ills of society, the youth moved to seek reforms.
News on economic progress, discipline, culture, tourism, and the like were favored
more than the sensationalized reporting of killings, rape, and robberies. Filipinos
before were hooked in reading magazines and comics.
9
21st CENTURY PERIOD
The new trends have been used and introduced to meet the needs and tastes of the
new generation. 21st Century learners are demanded to be ICT inclined to compete
with the style and format of writing as well. New codes or lingos are used to add
flavor in the literary pieces produced nowadays.
What’s More
10
Assessment 1. Characterize Me!
Directions: Complete the table below by writing the characteristics of the
following literature during the Pre-Spanish Period
11
Assessment 2. Closer Look
Directions: Write three words that will highlight the message of the excerpt
from one of the most famous literary pieces during Spanish time,
Pasyon.
1. 2. 3.
Ang Bayan Ko
I. II. II. AtAsa kanyang yumi at ganda
ng bayan kong Pilipinas Dayuhan ay nahalina
Lupain ng ginto't bulaklak Bayan ko, binihag ka
Pag-ibig na sa kanyang palad Nasadlak sa dusa
Nag-alay ng ganda't dilag
CHORUS
Ibon mang may layang lumipad kulungin mo at
umiiyak bayan pa kayang sakdal-dilag
ang 'di magnasang makaalpas,
Pilipinas kong minumutya pugad ng luha at dalita
aking adhika makita kang sakdal laya
12
What I Have Learned
5. Period of the New Society poems dealt with patience, regard for native
culture, customs, and the beauties of nature and surroundings.
7. Post EDSA I noticed in the new Filipino songs, in the newspapers, in the
speeches, and even in the television programs.
What I Can Do
Task 1. As a grade 11 Filipino learner, in what way you can show a sense of
adaptability to the diverse Philippines Literary History? State your
answer in a 3 -5 paragraph essay.
15
Lesson Identifying Representative Texts
2 from the Regions
The country’s rich repertoire of literary masterpieces may be rooted in the diverse
cultural heritage of the Filipino people. They have produced varied texts because of
differences. The mighty roar of the North and the fiery temperament of the South
blended well. The Filipinos speak of the collective experiences from the people who
have gone through difficulties, triumphs, struggles, successes, armed conflicts,
bloodless revolutions, and others. It is the reason why these masterpieces
resonated loud and clear in the Philippine archipelago.
What’s In
What’s New
Imagery is a poetic element that tries to create a picture in the mind of the
reader or a mental image through the use of figural language. It represents
objects, places, ideas, or even actions that appeal to the senses of the
readers.
16
Gabu
by Carlos A. Angeles
The battering restlessness of the sea And neutral where the sea has
Insists a tidal fury upon the beach beached its brine,
At Gabu, and its pure consistency Where the spilt salt of its heart lies
Havos the wasteland hard within its spread
reach. Among the dark habiliments of Time.
Brutal the daylong bashing of its heart The vital splendor misses. For here,
Against the seascape where, for miles here
around, At Gabu where the ageless tide recurs
Farther than sight itself, the rock- All things forfeited are most loved and
stones part dear.
And drop into the elemental wound. It is the sea pursues a habit of shores.
The waste of centuries is grey and dead
2. Which word or group of words from the poem help you form this
image? Draw this on a separate sheet of paper.
What is It
17
The region, then, takes pride in long stretches of white sand and clear waters
alongside its rich cultural heritage. What you are about to read is a poem written
by a Carlos Palanca Memorial Awardee in Poetry in 1964, Carlos A. Angeles. His
collection of poems entitled, Stun of Jewels, also bagged him the Republic Cultural
Heritage Award in Literature in the same year.
A Moment of Silence
Gabu depicts a coastline in Ilocos that is constantly experiencing the battering
restlessness of the sea. The water that comes back to the shore seems furious and
ruthless with its daylong bashing, which havocs the wasteland. Being an
archipelagic country, the Philippines knows the importance of water and the sea.
The dwelling place of many festivals such as the Ati-Atihan, Di-nagyang, Sinulog,
Pintados, and Maskara, the Visayas may indeed be considered as one of the cradles
of Philippine civilization.
18
What’s More
Author:
QUESTIONS RESPONSE
TOPIC
SITUATION
CLIENT
PURPOSE
PERSONA
Who is the voice behind the text?
What is known about him or her?
19
Assessment 1. Reflect On Me
Direction: Read and answer the questions.
Activity 2. Outline
What does the writer want to say about the use of Filipino especially in awakening
the social and moral consciousness of the masses? Outline the main points of the
essay through the graphic organizer below.
20
Assessment 2. Theme’s Up
21
What I Have Learned
1. Imagery is a poetic element that tries to create a picture in the mind of the
reader or a mental image through the use of figurative language.
22
What I Can Do
The text you are about to encounter is written by a native Visayan who was born in
Maribojoc, Bohol. Considered by many as a feminist Filipina who strongly promotes
women’s rights, Marjorie Evasco is not only a Don Carlos Palanca Memorial
Awardee but also recipient to several accolades here and abroad. Give the meaning
of the following verses: 1, 6, & 7
Dreamweavers
Marjorie Evasco
23
Assessment
Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
2. Lagaylay was used in a special occasion for the Pilareños of Sorsogon during
May time to get together.
a. Spanish Period
b. New Society Period
c. Pre-Spanish Period
d. Period of 3rd Republic
4. Tagalog Zarzuela, Cenaculo and the Embayoka of the Muslims were presented
in the rebuilt Metropolitan Theater, the Folk Arts Theater and the Cultural
Center of the Philippines.
a. New Society Period
b. American Period
c. 21st Century Period
d. Period of 3rd Republic
24
6. English as medium of instruction was introduced in the schools as
intellectual language of education in this period.
a. New Society Period
b. American Period
c. 21st Century Period
d. Period of 3rd Republic
7. This is the period wherein the youth became vocal with their sentiments
and demanded change in the government.
a. Spanish Period
b. Period of Activism
c. Pre-Spanish Period
d. Period of 3rd Republic
8. Filipinos during this period were hooked in reading magazines and comics.
a. New Society Period
b. American Period
c. Period of 3rd Republic
d. 21st Century Period
10. This period is notable in the reawakening of the Filipino spirit when the 3
priests Gomez, Burgos and Zamora were guillotined without sufficient evidence
of guilt.
a. Post-EDSA 1 Period
b. Period of 3rd Republic
c. Period of Enlightenment
d. Period of Activism
25
12. An element in poetry that refers to the image or picture created in the minds
of readers that helps give light to the main idea is _______.
a. form
b. imagery
c. rhythm
d. sound pattern
13. Many Filipino authors, writers, or poets are encouraged to use the mother
tongue as the medium of expression in their craft because _______.
a. Readers fail to comprehend a piece not written in either English or
Tagalog.
b. Our people’s culture and tradition are upheld through this despite
effects of colonization or even modernity.
c. The expression of thoughts, feelings, and ideas of a writer are
emphasized in the personalized codes that they use.
d. The continuous flow of feelings and insights are inhibited when a
foreign language is used instead.
15. Philippine regional literature has become rich and varied because of
_______.
a. the contributions of numerous artists who patterned after the
Western literary masters.
b. the nationalistic fervor of texts written in various stages of our
history as a nation.
c. various topics used as themes by the writers and their alignment to
world events.
d. the archipelagic nature of the Philippines, its geographical features,
and the presence of various ethno-linguistic groups in the country.
26
Additional Activities
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
27
References
Chua, R. G. (2016). 21st Century Literature from the Philippines and the World.
Makati City: DIWA Learning Systems
Fosdick, Carolyn, and Tarrosa (1954). Literature for Philippine High Schools. New
York: Macmillan Company.
SIGLIWA, “Salubungin ang (bagong) Daluyong ng mga Agos sa Disyerto, Agosto 20,
2019, https://panitikanatbp.wordpress.com/2009/08/20/salubungin- ang-
bagong-daluyong-ng-mga-agos-sa-disyerto/
Velasco, Nel, “CNF Figures of Speech and Literary Devices, February 26, 2020,
https://versozanelson.blogspot.com/
Zaide, Gregorio F. (1970). Jose Rizal: Life, Works and Writings. Manila: Villanueva
Book Store. Retrieved from
https://www.scribd.com/doc/26364271/Philippine-Literature-Pre-Spanish-
Period.
29
For inquiries or feedback, please write or call:
30
21st Century Literature
from the Philippines and
the World
Quarter 1 – Module 2:
Conventional and 21st Century
Genres
21st Century Literature from the Philippines and the World
Alternative Delivery Mode
Quarter 1 – Module 2: Conventional and 21st Century Literary Genres
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.
This learning resource hopes to engage the learners in 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.
Also, you will see this box in the body of the main text in this module:
As a facilitator, you are expected to orient the learners on how to use this module,
encourage and assist them as they do the tasks, and track their progress while
allowing them to manage their learnings.
Welcome to the 21st Century Literature 11 Alternative Delivery Mode (ADM) Module
on Conventional and 21st Century Genres.
The hands are one of the most symbolized parts of the human body. They are often
used to depict skill, action, and purpose. Through your hands, you may learn,
create, and accomplish. Hence, the hands in this learning resource signify that
you, as a learner, are 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. You will be enabled to process the contents of
the learning resource while being an active learner.
ii
This module has the following parts and corresponding icons:
What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.
iii
At the end of this module you will also find:
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 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!
iv
v
What I Need to Know
This module is a standalone section that you can use based on your needs
and interests to enhance your competency on how to differentiate the
various 21st century literary genres and the ones from the original genres,
citing their elements, structures and traditions.
What I Know
Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.
1
3. A Literary presentation where the author incorporates doodle writing
and drawings and handwritten graphics in place of the traditional font
Spanish Period
a. Digi-Fiction
b. Doodle Fiction
c. Science Fiction
d. Creative Non-Fiction
7. Digital literature that uses links and includes parts that move or
mutate.
a. Blog
b. Flash Fiction
c. Hyper Poetry
d. Digi-Fiction
2
10. Narrative work in which a story is told using a comic form.
a. Manga
b. Digi-Fiction
c. Graphic Novel
d. Illustrated Novel
11. 39 Clues book series by Scholastic, where stories are told using the
combination of book, video, and website, is an example of this literary
genre.
a. Digi-Fiction
b. Doodle Fiction
c. Science Fiction
d. Creative Non-Fiction
12. Mashable by Pete Cashmore, where feature stories around the world
are posted and updated, is an example of this literary genre.
a. Blog
b. Flash Fiction
c. Hyper Poetry
d. Digi-Fiction
14. A story that uses literary techniques to create accurate narratives like
travel and nature stories in Robert Macfarlane’s The Wild Places is
an example of this literary genre.
a. Digi-Fiction
b. Doodle Fiction
c. Science Fiction
d. Creative Non-Fiction
3
Lesson
What’s In
This module will help you classify literary pieces you have read or will be
reading into different 21st century literary genres.
4
What’s New
W F H I O M B O Z I
A E C D R A M A A O
P T S U P B W P F L
U O T H U N D I I K
L I E S W R F Y C F
K F L T Q T W T T I
G X P M R A S K I C
H N W N L Y E V O T
D J R V A E R B N I
X Y J C U I U Y E O
N O N F I C T I O N
1. What are the four conventional literary genres have you found in the
puzzle?
5
FICTION- is literature created from the imagination, not presented as fact,
though it may be based on a true story or situation. Types of literature
in the fiction include the novel, short story and novella.
What is It
You have rediscovered the conventional literary genres. This part of the
module would let you learn modern literary genres presently used by 21st
century writers.
ILLUSTRATED NOVEL
• Story through text and illustrated images
• 50% of the narrative is presented without words
• The reader must interpret the images to comprehend the story
completely.
• Textual portions are presented in traditional form.
• Some illustrated novels may contain no text at all.
• Span all genres.
• Examples include The Invention of Hugo Cabret by Brian Selznick
and The Arrival by Shaun Tan.
DIGI-FICTION
• Triple Media Literature
• Combines three media: book, movie/video and internet website
To get the full story, students must engage in navigation, reading, and
viewing in all three forms.
• Patrick Carman’s Skeleton Creek and Anthony Zuiker’s Level 26 are
examples.
6
GRAPHIC NOVEL
• Narrative in comic book formats
• Narrative work in which the story is conveyed to the reader using a
comic form.
• The term is employed in broadly manner, encompassing non-fiction
works and thematically linked short stories as well as fictional stories
across a number of genres.
• Archie Comics by John Goldwater and illustrator, Bob Montana, is a
good example.
MANGA
• Japanese word for comics
• It is used in the English-speaking world as a generic term for all comic
books and graphic novels originally published in Japan.
• Considered as an artistic and storytelling style.
• Ameri-manga- sometimes used to refer to comics created by American
artists in manga style.
• Shonen- Boy’s Manga (Naruto, Bleach, One Piece)
• Shojo- Girl’s Manga (Sailormoon)
• Seinen- Men’s Manga (Akira)
• Josei- Women’s Manga (Loveless, Paradise Kiss)
• Kodomo- Children’s Manga (Doraemon, Hello Kitty)
DOODLE FICTION
• Literary presentation where the author incorporates doodle writing,
drawings and handwritten graphics in place of the traditional font.
• Drawing enhances the story, often adding humorous elements
• Examples include The Diary of a Wimpy Kid by Jeff Kinney and
Timmy Failure by Stephan Pastis.
TEXT-TALK NOVELS
• Blogs, email and IM format narratives
• Stories told almost entirely in dialogue simulating social network
exchanges.
FLASH FICTION
7
• Is a style of fictional literature of extreme brevity
• There is no widely accepted definition of the length and category. It
could range from word to a thousand.
CREATIVE NON-FICTION
• Also known as literary non-fiction or narrative non-fiction
• A genre of writing that uses literary styles and techniques to create
factually accurate narratives.
• Contrasts with other non-fiction, such as technical writing or
journalism, which is also rooted in accurate fact, but is not primarily
written in service to its craft.
• As a genre, creative non-fiction is still relatively young and is only
beginning to be scrutinized with the same critical analysis given to
fiction and poetry.
• 1000 Gifts by Ann Voscamp and Wind, Sand, and Stars by Antoine
de Saint-Exupery are examples.
SCIENCE FICTION
• Is a genre of speculative fiction dealing with imaginative concepts
such as futuristic science and technology, space travel, time travel,
faster than light travel, a parallel universe and extra-terrestrial life.
• Often explores the potential consequences of scientific and other
innovations and has been called a “literature of ideas”.
• Examples include Suzanne Collins’ Mockingjay and Sarah Maas’
Kingdom of Ash.
BLOG
• A weblog, a website containing short articles called posts that are
changed regularly.
• Some blogs are written by one person containing his or her own
opinions, interests and experiences, while others are written by
different people.
HYPER POETRY
• Digital poetry that uses links and hypertext mark-up
• It can either involved set words, phrases, lines, etc. that are presented
in variable order but sit on the page much as traditional poetry does,
or it can contain parts of the poem that move and transform.
• It is usually found online, through CD-ROM and diskette versions
exist. The earliest examples date to no later than the mid-1980’s.
8
What’s More
Activity 1
Direction: Analyze the content of the text below and identify its
literary genre.
Source: https://twitter.com/reivylc/status/1170266247012831233
9
Assessment 1
Write a 5-10 sentence paragraph describing the characteristics of Tristan
Café that qualifies it as a 21st century literary piece. Use the paragraph
writing rubric as your guide.
Criteria 4 3 2 1 Points
Content At least three At least two At least two Only one
characteristics characteristics characteristic characteristic
of the genre are of the genre s of the genre is written
listed and are listed and are listed but
explained explained not explained
Organization Details are in Details are in Some details All details are
logical order logical order are not in not in logical
and interesting yet less logical order order
interesting
Activity 2
Directions: Compare and contrast these modern literary genres using
the Venn Diagram
10
Assessment 2
Based on your answer in Activity 2, briefly answer the following questions.
1. What characteristics make these genres similar in terms of elements?
2. What characteristics make these genres similar in terms of structure?
Activity 3
11
Assessment 3
Create a blog post based on your answer in Activity 3. Use the rubric below
as your guide.
4 3 2 1
Content
Opinions and Opinions and Opinions and Opinions and
information shared information shared information shared information shared are
are complete are limited to 2 are limited to 1 unconnected/irrelevant
modern literary modern literary genre to the given topic
genres
Sources
Cited an extensive Cited an extensive Cited an extensive Information shared
information from a information from a information from a based on personal
variety of reliable variety of reliable variety of reliable opinion without
sources correctly sources with very few sources with sources to back it up
minor errors numerous errors
Creativity
Language and blog Language and blog Language and blog Language and blog
features are features are features are features are not
communicated in communicated in communicated in communicated in
unusual ways interesting ways interesting ways but surprising and
not related to the interesting ways
topic
You have tried your hands in discovering the characteristics of the literary
genres discussed in this module. Reflect on what you have learned by
answering the questions that follow.
12
What I Can Do
You have learned the different conventional and modern literary genres. As a
21st century learner, retell the old Filipino folktale The Sun and the Moon
using one of the genres below and post your work on your Facebook page
with the hashtag #folktalesinthe21stcentury. Use the rubric as your guide.
4 3 2 1
Structure
Presents all Exhibits at least Exhibits at least two Does not present elements and
elements and three elements and elements and correct structure of the chosen
correct structure of correct structure of correct structure of genre
the chosen genre the chosen genre the chosen genre
Creativity
The story is The story is The story is in The story is not communicated in
communicated in communicated in interesting ways, surprising and interesting ways
amazing and interesting ways but not related to
unusual ways the topic
Mechanics
No errors in One to two errors in Three to five errors Six or more errors in punctuation,
punctuation, punctuation, in punctuation, capitalization, and spelling errors
capitalization, and capitalization, and capitalization, and
spelling spelling errors spelling errors
13
Assessment
Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
14
6. Drawings enhance stories in this form where illustrations and
handwritten graphics are incorporated.
a. Digi-Fiction
b. Doodle Fiction
c. Illustrated Novel
d. Creative Non-Fiction
15
12. Christopher Ford’s Stickman Odyssey, which tells the story through
text and handwritten graphics, is an example of this literary genre.
a. Digi-Fiction
b. Doodle Fiction
c. Illustrated Novel
d. Creative Non-Fiction
16
Additional Activities
Further test what you have learned by examining the two examples below
and doing the following tasks:
A B
. .
17
Reference
19
For inquiries or feedback, please write or call:
For inquiries or feedback, please write or call:
Department of Education - Bureau of Learning Resources (DepEd-BLR)
Department of Education - Bureau of Learning Resources (DepEd-BLR)
Ground Floor, Bonifacio Bldg., DepEd Complex
Meralco Avenue,
Ground Floor,Pasig City,Bldg.,
Bonifacio Philippines
DepEd1600
Complex
Meralco Avenue, Pasig City, Philippines 1600
Telefax: (632) 8634-1072; 8634-1054; 8631-4985
Telefax: (632) 8634-1072; 8634-1054; 8631-4985
Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph
Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph
20
21st Century Literature
from the Philippines and
the World
Quarter 1 – Module 3:
Context and Text’s Meaning
21st Century Literature from the Philippines and the World
Alternative Delivery Mode
Quarter 1 – Module 3: Context and Text’s Meaning
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.
Welcome to the 21st Century Literature 11 Alternative Delivery Mode (ADM) Module
on Context and Text’s Meaning.
This learning resource hopes to engage the learners in 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.
Also, you will see this box in the body of the main text in this module:
As a facilitator, you are expected to orient the learners on how to use this module,
encourage and assist them as they do the tasks, and track their progress while
allowing them to manage their learnings.
Welcome to the 21st Century Literature 11 Alternative Delivery Mode (ADM) Module
on Context and Text’s Meaning.
The hands are one of the most symbolized parts of the human body. They are often
used to depict skill, action, and purpose. Through your hands, you may learn,
create, and accomplish. Hence, the hands in this learning resource signify that
you, as a learner, are 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. You will be enabled to process the contents of
the learning resource while being an active learner.
ii
This module has the following parts and corresponding icons:
What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.
iii
At the end of this module you will also find:
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 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!
iv
v
What I Need to Know
This module was designed and written with you in mind. It is here to help you fully
understand literary contexts and the text’s meaning. The scope of this module
permits it to be used in many different learning situations. The language used
recognizes the diverse vocabulary level of students. The lessons are arranged to
follow the standard sequence of the course. But the order in which you read them
can be changed to correspond with the textbook you are now using.
MELC: Discuss how different contexts enhance the text’s meaning and enrich the
reader’s understanding.
This module helps you specifically develop a skill to discuss how the different
literary social and socio-cultural contexts enhance the text’s meaning and enrich
the reader’s understanding.
After going through this module, you are expected to:
1. identify words, ideas, structure, and purpose of the text;
2. explore the different social and socio-cultural contexts to enhance and
enrich the understanding of the text; and
3. appreciate the importance of understanding the literary context and its
meaning to one’s own life experiences.
What I Know
Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.
1
3. After the birth of Jesus, the Three Wise Men followed a guiding star to
Bethlehem.
a. A natural luminous celestial body visible in the sky at night
b. A waning fortune or fame
c. A prominent spark at night
d. A figure with many sides
6. A virus like Covid-19, can be easily transmitted to another person who has close
contact with the carrier. A person who has weak immunity and pre-existing
health conditions may experience a bitter death. Covid-19 patients can recover
if he/she is not immune-compromised. Which statement must be true?
a. A Covid-19 virus is not fatal.
b. Not all Covid-19 patients die.
c. All patients can recover.
d. Bitter death is an easy death.
8. Korean food lovers love the smooth and ruddy crimson color of the chili paste
called, gojuchang. All ripe chilies are ruddy. Red tomato is ripe. Tomato is ___.
a. Reddish-brown
b. Orange
c. Red-orange
d. Ruddy
9. Covid-19 virus brought chaos to the world. People were ordered to stay at home
during the lockdown. During this time, many felt that they were in purgatory.
The situation makes them feel temporary suffering and misery. Which
statement must be true?
a. Covid-19 brought disorder to the world.
b. Covid-19 virus forced the people to stay home.
c. Lockdown brought suffering and misery.
d. Purgatory, in that sentence, depicts cleansing from sin.
2
10. Padre F. Faura founded the Manila 0bservatory, where celestial and
astronomical events were observed. All modern structures are made of
concrete. Observatory is a structure. Observatory is made of _____.
a. structure
b. concrete
c. light material
d. modern design
12. The little children of Arnulfo family played inside the receiving area. The
receiving area was a house to the antique collection. They played a touching
ball. In an attempt to strike the opponent, the ball hit the jar on the corner
stand. What do you think happened?
a. The ball hit the ceiling.
b. The vase punctured the ball several times
c. The ball went into the mouth of the vase.
d. The antique was knocked down and shattered into many small
pieces.
13. The statements of the two Cabinet Secretaries collided. The first gave a point of
view, which was opposing view of the latter. What would be the impact on the
readers of the report?
a. The readers applause the Secretaries for the job well done.
b. The readers got confused about the clashing of ideas.
c. The readers felt that there is harmony between the two.
d. The readers realized that the ideas blend well.
14. The Narra trees planted on both sides of the national highway in Pangasinan
roofed the entire stretch of the highway. The shade gives a cool ambiance to
the motorists. How does this looks?
It looks like a garland hanging on the road.
a. The canopy of leaves and branches appear embracing.
b. The leaves and branches look like a hot air balloon.
c. The leaves and branches appear praying.
15. The red sports car was running at high speed along the expressway in Batangas
when suddenly a group of cows appeared from somewhere. The car swerved
hard and went- off the road. What do you think happened next?
a. The car rested safely on the side of the road.
b. The car stopped and continued to travel
c. The car flew and collided with a tree.
d. The car flew, bounced, and ran again.
3
Lesson
Reading literary pieces becomes a challenge to a student like you. But as the years
go by, changes happened even in the literary genre. Understanding the selection
you read takes time, but if you will familiarize yourself with the context of the
literary piece, appreciation comes along.
What’s In
Let us recall the previous lesson you have studied in Module 2. From the
conventional and modern genre of literature: poetry, drama, fiction, non-fiction,
21st-century literary genres were presented to you. Fill out the organizer by
writing LETTERS only under columns 2 & 3, write WORDS under column 4. Note:
two letters may be repeated as you answer the grid.
SAMPLE
GENRE SIMILARITY/IES DIFFERENCES
( write the title/words)
1 2 3 4
1.Manga
2.Graphic novel
3.Blog
4.Doodle fiction
5.Hyper poetry
6.Text-talk novel
a. Make use of web or internet connection.
b. A website containing short articles called posts updated regularly by the
same person or by people interested in the same topic.
c. Involved set of words, phrases, lines, etc. presented in a variable, sits on the
page much as traditional poetry does, or may contain parts of the poem that
move and mutate.
d. All make use of illustration in presenting stories.
e. An artistic storytelling style originated in Japan.
f. Encompasses non-fiction works and thematically linked short stories as well
as fictional stories across a number of genres.
g. Literary presentation where doodle writing and drawings are incorporated.
h. Stories told almost completely in dialogue simulating social network
exchanges.
4
What’s New
Below is a poem written by Danton Remoto, a Filipino author. Read and try to
discover what this poem wants to convey. Then, answer the essential questions
that follow.
Padre Faura Witness The Execution of Rizal
Author: Danton Remoto
(Poetry)
Essential Questions:
1. Who are the characters in the poem? Write a piece of short information
about each character.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2. Who speaks in the poem? Extract a sentence from the poem to prove your
answer.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
5
4. What was the situation when Padre Faura stood in the balcony of Ateneo de
Manila?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
5. What was the situation of our country based on the poem? Prove your
answer by extracting a line from the poem.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
6. To whom the poem is addressed? Explain your answer.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
7. How do you feel while reading the poem, that Padre Faura witnessed the
execution of his former student?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
8. What was the feeling displayed by the author in the poem?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
9. What was the message that Danton Remoto wanted to convey in this poem?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
What is It
6
• The text's context is about its publishing history. It is part of the
larger text such as newspaper, history, events, translated in it.
• Social context and socio-cultural of a text feature the society in which
the characters live and in which the author's text was produced.
In this lesson, you will unravel what goes with the poem.
The structure of the poem refers to words that are put together or arranged
such that they make sense.
What’s More
Multiple Choice. Read each question. Choose and write the letter of the best
answer on a separate sheet of paper.
1. Who was Fr. F. Faura to Jose Rizal?
a. His godfather
b. His uncle
c. His teacher
d. His friend
7
2. What was the nickname given to Jose Rizal mentioned in the poem?
a. Star
b. Mauser
c. Ruddy
d. Pepe
3. Why Padre Faura expected that they would talk about the stars?
a. Because Padre Faura worked in the observatory
b. Because Pepe was a star
c. Because Pepe just arrived from Europe
d. Because Pepe was fascinated in the observatory
4. Why Padre Faura was in the observatory when Pepe visited him?
a. It was the only place where they could talk.
b. He was in-charged in the observatory.
c. The observatory was near the Ateneo De Manila
d. The observatory was near Bagunbayan.
Earnest wish
by
Lydia S. Villanueva
I will I will
Count the multitude of stars Tend the garden
The leaves in all the branches Rearrange the stones in a pile
The flock of birds perched in the Weed the grass in the field
loft Harvest the fruits in season
The blades of grass in the meadow And do again all of these.
And the cogon flowers in the air.
Let us
I will Bring the front liners back home
Listen to the sound of breeze Fight the unforeseen enemy
To the rustling of leaves Help the new beginning
To the chirping of birds Contribute to the humanity
To the buzzing of the bees Flatten the curve
To the flapping of butterfly’s wings. Stay at home!
8
1. A multitude gathered along with Wan Chai District in Hongkong to protest
the new policy there and to call to ban some products. Thousands of
protesters were arrested. Multitude in this sentence means_______.
a. A few in number of people
b. A great number of people
c. Some people
d. Several numbers of people
2. In the poem, Earnest Wish, identify the words that suggest the meaning of
the word, multitude.
_______________________
Multitude _______________________
_______________________
_______________________
3. The author used imagery in the poem, such as visual, auditory, and
kinesthetic imagery. Write the words that suggest:
_______________________
Visual _______________________
Imagery
_______________________
_______________________
_______________________
Auditory _______________________
Imagery
_______________________
_______________________
_______________________
Kinesthetic
Imagery _______________________
_______________________
_______________________
4. Discuss the structure of the poem, the stanza, lines, rhyme scheme.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
9
5. Discuss how the author presented the ideas of the poem up to the point
where the message was presented.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
_____
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
_____
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
10 ___________________________________
___________________________________
_____
Assessment 2. Finding the Purpose
1. What was the situation when the author wrote this poem?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. How did the author present the events in the poem?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. How did the author present her willingness to attain her fervent wish?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
4. What nearly impossible things or difficult tasks the author was willing to do?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
5. What do you think was the main reason why the author wrote this piece?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
11
Reflect on the importance of a biographical context in understanding a text.
1. Discuss the environment that surrounds the author while writing the poem.
Prove your answer.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. Discuss the occurring event in the society during that time that influences
the author in writing the poem.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
12
• Values, assumptions, political and economic issues, and events related to
the author and reader play a significant role in understanding context and
the text’s meaning in a literary piece.
What I Can Do
Assessment
Multiple Choice. Read each statement. Choose and write the letter of the
best answer on a separate sheet of paper.
1. The persona in the poem “Padre Faura Witness The Execution of Rizal” was
_______.
a. Danton Remoto
b. Dr. Jose Rizal
c. Padre Faura
d. You
13
2. The mood of the poem was _______.
a. Mournful
b. Delightful
c. Joyful
d. Mysterious
3. The speaker was shivering while standing in the roof because _______.
a. He was dizzy.
b. It was cold.
c. It was December.
d. It was high.
4. In stanza 2 & 3 the persona recalled what transpired between him and Pepe.
This literary device is called _______.
a. Prophecy
b. Symbolic
c. Flashbacking
d. foreshadowing
5. Pepe came from Europe where winter was bitter. His face became ruddy
because _______.
a. He was exposed to humiliation
b. He was exhausted.
c. He was not accustomed to the weather
d. He was exposed to sudden sun.
6. The characteristics of the star were used to compare with Jose Rizal
was shimmering because _______.
a. he was well-known
b. he was about to die
c. he studied astronomy
d. his teacher was in the observatory
7. Months before Pepe’s execution, he visited Padre Faura. Pepe talked about
purgatory instead of colliding star maybe because _______.
a. Padre Faura was sick
b. Pepe was terminally ill
c. Pepe knew he would be executed
d. Pepe did not believe in the afterlife
8. Padre Faura witnessed the execution of Rizal from the Azotea of Ateneo because
_______.
a. there was no building in between Bagumbayan
b. the old Ateneo de Manila was in Intramuros
c. the Observatory was part of Ateneo
d. he was invited
9. The author in the poem below expressed her willingness to do some impossible
tasks stated below. What makes the tasks impossible to do?
I will
Count the multitude of stars
The leaves in all the branches
The flock of birds perched in the loft
The blades of grass in the meadow
And the cogon flowers in the air.
14
a. The tasks were impossible to do because birds are flying high.
b. The tasks were impossible to do because the birds are perched on a loft.
c. The tasks were impossible to do because quantifiers are needed.
d. The tasks were impossible to do because nouns there are uncountable.
10. In this stanza, the author used auditory imagery which appeals to the sense of
hearing. Among the sounds, which could not be heard clearly.
I will
Listen to the sound of breeze
To the rustling of leaves
To the chirping of birds
To the buzzing of the bees
To the flapping of butterfly’s wings
a. Rustling
b. Buzzing
c. Flapping
d. Chirping
11. Dr. Jose Rizal was being compared to a shimmering star in the poem. In the
line, the star itself is already dead means _______.
Star:
Still shimmering
Even if millions of miles away,
The star itself
Is already dead.
a. Dr. Jose Rizal was no longer shimmering.
b. Dr. Jose Rizal was not a star.
c. Dr. Jose Rizal was sent to the sky.
d. Dr. Jose Rizal was sent down.
12. In the poem, Preludes by T.S. Eliot, imagery is used. Which line appear to
the sense of touch?
1. The winter evening settles down
2. With smell of steaks in passageways.
3. Six o'clock.
4. The burnt-out ends of smoky days.
5. And now a gusty shower wraps
6. The grimy scraps
a. 4
b. 5
c. 6
d. 2
15
a. Sky
b. Eyes
c. Lips
d. stars
14. Using the same poem, Kissed by Snow, which line used metaphorical
language?
a. 1
b. 2
c. 3
d. 4
15. In the poem, "Man Versus Pepper- Kelly Roper, what situation is expressed?
One sniff gives a clue of the heat within.
First bite feels like swallowing a lighted blow torch,
And tears stream from his eyes like a flash flood
As the dying ghost pepper delivers its savage revenge.
a. The persona in the poem shares his great time eating spicy food.
b. The persona in the poem expresses his experience eating spicy food.
c. The persona in the poem describes how he feels while eating spicy food.
d. The persona in the poem warns the reader not to eat spicy food.
Additional Activities
Let us try to test your prior knowledge in the events that happened hundreds of
years back and how you will relate it with your current situation.
Talking Heads
Based on your understanding after reading the poem plus what the Philippine
history shared with you, what kind of society/ situation each character live? How
each character struggle in his situation?
Situation: Padre Faura was telling the story before and during the
execution of Pepe. How did he feel during those times?
___________________________ ___________________________
___________________________ ___________________________
___________________________ ___________________________
___________________________ ___________________________
___________________________ 16 ___________________________
___________________________ ___________________________
___________________________ ___________________________
___ ___
Me
NEGATIVE VS. POSITIVE - Write first the bad situation that happened and then
write a positive outcome that emerged from it.
17
References
Books:
Menoy, Jesus Z. 21st Literature of the Philippines and the World, Books Atbp.,
2016
Solmerano, and Ernesto Thaddeus et.al. 21st Century Literature of the Philippines
and the World, 2nd Edition, Fastbook Educational Supply, Manila Philippines
2017
Journal Articles:
Huijen, Tim, van de Grift, Wim, van Boxtel, Carla and Holthuis, Paul, “Promoting
Historical Contextualization: The Development and Testing of Pedagogy”,
Journal of Curriculum Studies, 50:3, 410-434,
DOI:10.1080/00220272.2018.1435724, 2018,
https://bookspagez.com/blog/reading-comprehension-toolkit-identifying-
authors-purpose/
Websites:
Faura, Federico, In V. Almario (Ed.), Sagisag Kultura (Vol. 1). Manila: National
Commission for Culture and the Arts, 2015. Retrieved from
https://philippineculturaleducation.com.ph/faura-federico/
19
For inquiries or feedback, please write or call:
20
21st Century Literature
from the Philippines
and the World
Quarter 1 – Module 4:
Creative Representation of a
Literary Text
21st Century Literature from the Philippines and the World
Alternative Delivery Mode
Quarter 1 – Module 4: Creative Representation of Literacy Text
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
them. The publisher and authors do not represent nor claim ownership over them.
Welcome to the 21st Century Literature from the Philippines and the World, Grades
11/12 Alternative Delivery Mode (ADM) Module on Creative Representation of
Literary Text!
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:
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.
Welcome to the 21st Century Literature from the Philippines and the World Grade
11/12 Alternative Delivery Mode (ADM) Module Creative Representation of Literacy
Text!
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 are 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 resource while being an active
learner.
1
This module has the following parts and corresponding icons:
What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.
2
At the end of this module you will also find:
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 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!
3
What I Need to Know
This module was designed and written with you in mind. It is here to facilitate you
and to create artistic representation of literary text by applying multimedia skills.
The scope of this module permits it to be used in many different learning
situations. The language used recognizes the diverse vocabulary level of students.
The lessons are arranged to follow the standard sequence of the course. But the
order in which you read them can be changed to correspond with the textbook you
are now using.
4
What I Know
Directions: Choose the letter of the correct answer. Write the chosen letter on
a separate sheet of paper.
1. Mind mapping is a tool used to visually organize information that helps us
to analyze, synthesize, recall and __________ new ideas.
a. draw
b. estimate
c. evaluate
d. generate
2. Which technique in making a movie is used to generate illusion of
movement from many still images?
a. animation
b. designing
c. video filming
d. photography
3. This is a short Filipino poem that consists of 4 lines with 7-7-7-7- syllabic
verse.
a. awit
b. haiku
c. tanaga
d. sonnet
4. Blog is the short term for __________.
a. net blog
b. web blog
c. word blog
d. internet blog
5. The following media forms are integrated in multimedia EXCEPT _________.
a. text
b. video
c. computer
d. animation
6. PowerPoint application is used to _________.
a. design animations
b. create slideshow presentations
c. process and store digital presentations
d. generate ideas from people thru mapping
7. Which wireless handheld device is used to make and receive calls and send
text messages?
a. laptop c. desktop
b. cellphone d. camera
5
8. This electronic device is used for storing and processing data.
a. printer
b. android
c. computer
d. mobile phone
9. A tag cloud is also known as _________.
a. web cloud
b. text cloud
c. word cloud
d. digital cloud
10. Which software package is designed to create electronic presentations
consisting of a series of separate pages?
a. PowerPoint
b. Mobile text tula
c. Microsoft Excel
d. Digital photography
11. This refers to an electronic medium for recording, copying, playing back,
broadcasting, and displaying of moving visual media.
a. audio
b. video
c. computer
d. animation
12. Which of the following statements is TRUE?
a. Multimedia use in learning is expensive.
b. Multimedia solely uses graphics and animation.
c. Learners are encouraged to use only one multimedia format.
d. Integration of multimedia in studying literature enhances learner’s
ICT skills.
13. The following are multimedia formats except __________.
a. blog
b. video
c. paint
d. tag cloud
14. It is used to describe any sound in terms of receiving, transmitting or
reproducing its specific frequency.
a. audio
b. noise
c. video
d. frequency
15. If a learner desires to create informational discussion on web about
people’s travel, interests, and experiences, he/she can create a _________.
a. blog
b. essay
c. tag cloud
d. mobile text tula
6
Lesson
Multimedia Formats in
1 Interpreting Literary Text
How do you interpret literary texts? What methods and tools do you use in trying to
understand the author, content, characters and message of a text? Have you used
your mobile phone, laptop or computer in understanding and appreciating literary
works of varied authors?
What’s In
In the previous module, you have learned about how literary, biographical, linguistic
and socio-cultural contexts enhance the text’s meaning and enrich the reader’s
understanding. Specifically, how biographical context is used to understand the
poem “Padre Faura Witnesses the Execution of Rizal”. In this module, you will be
learning that close analysis and critical interpretations of literary texts could be
done through the use of varied multimedia formats aside from understanding the
contexts of a literary piece. But before you learn something new, try to do the
activity below. Answer the following questions on a piece of paper.
1. Who authored the poem, “Padre Faura Witnesses the Execution of Rizal”?
2. What is a biography?
3. Which type of context is formed by the beliefs, experiences, education and
culture of the author?
Watch the video of a group of students interpreting the song of Levi Celerio, “Ang
Pipit.” Video link https://www.youtube.com/watch?v=hPa0rjDtVMQ
1. What message does the lyricist, Levi Celerio, convey in his song?
7
2. How did the students interpret the song?
3. What media platform did the students use in interpreting the song?
What is It
Have you found studying literature more exciting with multimedia supports
where you can actively and collaboratively build knowledge structures using
technology? Evidently, most of the learners like you have realized the huge impact
of the use of multimedia in studying literature. It provides opportunities for
learners like you to construct and reconstruct your ideas in audio and visual
formats. Through multimedia platforms, you can apply a wide range of strategies to
understand, interpret and evaluate texts.
Marshall (2001) defined multimedia as computer-controlled integration of
text, graphics, drawings, still and moving images (video), animation, audio, and any
other media where every type of information can be represented, stored,
transmitted and processed digitally.
Here are some of the multimedia formats that you can use to creatively
interpret various genres of literary texts.
8
3. Mobile phone text tula is a traditional Filipino poem. A particular example
of this poem is a tanaga that consists of 4 lines with 7 syllables each with
the same rhyme at the end of each line. (DepEd 2013, 8).
9
What’s More
10
What I Have Learned
Directions: Reflect on what you have learned on the use of multimedia formats
in interpreting literary texts. On your Facebook wall, post your thoughts on how
multimedia makes studying literature more exciting and meaningful.
What I Can Do
Directions:
1. Read the poem, “Apo On the Wall” by Bj Patino.
2. Interview people about their experiences during the Martial Law.
3. Create a collage of photos using PowerPoint depicting the experiences of
people during Martial Law. Write a brief description to your work.
Apo On the Wall
by Bj Patino
There’s this man’s photo on the wall
Of my father’s office at home, you
Know, where father brings his work,
Where he doesn’t look strange
Still wearing his green uniform
And colored breast plates, where,
To prove that he works hard, he
Also brought a photo of his boss
Whom he calls Apo, so Apo could
You know, hang around on the wall
Behind him and look over his shoulders
To make sure he’s snappy and all.
Father snapped at me once, caught me
Sneaking around his office at home
Looking at the stuff on his wall- handguns,
Plaques, a sword, medals a rifle-
Told me that was no place for a boy
Only men, when he didn’t really
Have to tell me because, you know,
That photo of Apo on the wall was already
Looking at me around,
His eyes following me like he was
That scary Jesus in the hallway, saying
I know what you’re doing.
11
Assessment
Directions: Choose the letter of the correct answer. Write the chosen letter on
a separate sheet of paper.
1. Which is of the following is NOT a multimedia format that a learner can use
to interpret literary texts?
a. blog
b. slogan
c. text tula
d. tag cloud
2. Which Filipino poem consists of four lines with seven syllables each with the
same rhyme at the end of each line?
a. ode
b. haiku
c. tanaga
d. corrido
3. It is an electronic medium for recording, copying, replaying, broadcasting
and displaying of moving visual media.
a. video
b. tag cloud
c. mind mapping
d. PPT presentation
4. Which Microsoft Office application can a learner use to create a slideshow
presentation?
a. Word
b. Excel
c. Paint
d. PowerPoint
5. Which of the statements is TRUE?
a. All multimedia formats are hard to use.
b. Multimedia uses animation and audio only.
c. Learners can only make use of one multimedia format.
d. Studying literature becomes more exciting due to multimedia
supports.
6. It is a graphical way to represent ideas and concepts.
a. tags
b. video
c. mind mapping
d. mobile phone text tula
7. If a learner wishes to interpret the essay, “Where is the Patis?” of
C. Guerrero-Nakpil by expressing his insights in order to elicit opinions of
other people, he may create a __________.
a. blog
b. video
c. text tula
d. mind mapping
12
8. This refers to a visual, stylized method that represents the occurrence of
words within a textual content of a website.
a. video
b. tag cloud
c. music video
d. slideshow presentation
9. Multimedia is a computer-controlled integration of many forms of media
EXCEPT____________.
a. text
b. video
c. audio
d. equipment
10. It is a website that contains short articles called posts that are updated
regularly.
a. blog
b. tags
c. slides
d. message
11. It is a wireless handheld device that allows the users to make and receive
calls and send text messages, among other features.
a. laptop
b. computer
c. cellphone
d. digital camera
12. Which is used to create a movie from still images?
a. editing
b. messaging
c. animation
d. multimedia
13. Slideshow presentation is a series of __________________ often displayed on a
large screen using projector.
a. tags
b. words
c. texts
d. slides
14. This refers to a short traditional verse
a. text tula
b. haiku
c. sonnet
d. blogging
15. Which does NOT belong to the group?
a. blog
b. mind mapping
c. PPT presentation
d. Storyboard
13
Additional Activities
Directions: Create a character sketch of the persona’s father in the poem, “Apo On
the Wall”. The character sketch must highlight the physical and behavioral
attributes as described in the poem. Choose an appropriate multimedia format in
creating a character sketch.
What I Know
Directions: Choose the letter of the correct answer. Write the chosen letter on
a separate sheet of paper.
1. What amusing story tells about a real incident that intends to impart a lesson?
a. table . c. legend
b. noble d. anecdote
6. A father tells a story about his life in the province when he was still a young
boy. What do you think is the purpose of the father in telling about his story?
a. to inspire c. to reminisce
b. to caution d. to bring cheer
7. Before presenting the lecture on teenage pregnancy, the speaker tells a story of
a young girl who got pregnant. She explained about the implications of
unplanned pregnancy to a teenage mom and her child. What is the purpose of
the speaker in the given situation?
a. persuade c. bring cheer
b. reminisce d. give caution
14
8. Which of the following does NOT describe an anecdote?
a. brief c. amusing
b. serious d. interesting
10. “An anecdote is a story with a point.” What does the statement suggest?
a. An anecdote is simple and brief.
b. An anecdote discusses an issue.
c. An anecdote reveals truth about life.
d. An anecdote intends to provoke laughter.
11. If someone talks about his past and shares the joy of his experience, what does
he/she intend to do?
a. to cheer c. to persuade
b. to caution d. to reminisce
12. In which story did John Jack Wigley share his insights and experience when
Mt. Pinatubo erupted in 1991?
a. Mt. Pinatubo
b. On the Ashfall
c. Home of the Ashfall
d. My Hometown in the Ashfall
13. What emotion does the speaker evoke in his statement “Hell, I thought if there
is a mountain near us which I imagined to erupt anytime, it would be the
Arayat.”
a. sadness c. surprised
b. gladness d. confusion
14. What was the second largest terrestrial eruption of the 20 th Century that
affected densely populated areas?
a. Mt. Apo c. Mt. Arayat
b. Mt. Taal d. Mt. Pinatubo
15
Lesson Applying ICT Skills in
2 Interpreting Literary Texts
What’s In
In the previous lesson, you have learned about the multimedia formats that
you can use to creatively understand and interpret a literary text. Lesson 2 will
introduce you to an analysis of an anecdote with the use of multimedia in
furtherance of your ICT skills. Before you learn something new, try to do the activity
below.
16
What’s New
Directions: Study the picture below. Post on your Facebook wall a personal
experience related to the picture below. Then, invite your FB friends to give their
comments and to share their own experiences as well.
What is It
Have you read an anecdote? Have you ever retold a personal experience to
someone? How do you find recalling past experiences?
For example, if a group of learners tell about their favorite pets, and one
learner shares a story about how his dog cuddles every time he comes home from
school, then that learner has just imparted an anecdote. Let's look at how John
Jack Wigley made use of anecdotes in his memoir “Home of the Ashfall”.
17
HOME OF THE ASHFALL (an excerpt)
The eruption of Mount Pinatubo was recorded as the second largest terrestrial
eruption of the 20 th century, and the largest eruption populated area. Ash fall
affected almost the entire island of Luzon, and even reached the neighboring
countries of Malaysia and Vietnam. To the Kapampangans and to the people affected
by this tragedy, it would serve as a testament to their irrepressible attribute of rising
about their plight and predicament.
I was no longer living in Angeles City when Mt. Pinatubo erupted on June 15,
1991. I was promoted from being a crew member at Pizza Hut Dau to management
trainee at Pizza Hut Harrison Plaza in December 1990. It was my first time to work
in Manila. Ed Calupitan, a fellow Pizza Hut crew member now based in Manila,
offered me a place to stay in his two-bedroom apartment.
Weeks before the eruption, I read several news and warnings about
Mt. Pinatubo. Frankly, I never knew there was a volcano in the Zambales mountain
range. Nobody among my Kapampangan friends did. I guess we were all clueless
about the impending danger this world cause in our lives. Later on, I realized that the
summit of the volcano was just fourteen kilometers away from the extent of Clark Air
Base. I thought that volcanoes were conspicuous mountains and had fierce-looking
summits like Mayen’s and Haicon’s. But this one was deeply hidden among several
mountains called the “Cabusilan mountains” of Zambales.
Hell, I thought that if there was a mountain near us which I imagined would
erupt anytime, it would be the Arayat, which was located at the heart of Pampanga,
with its open mouth and forbidding countenance. Not this obscure mountain whose
native inhabitants, the Aetas, never knew about. I paid no more attention to
warnings.
I had only been to Manila for barely six months and was enjoying a new-
found independence. I would sometimes go to Angeles City to see my mother during
days off.
That fateful day, after my opening shift, I went to see a film. It was
“Hihintayin Kita sa Langit”, a film adaptation of Bronte’s “Wuthering Heights”
directed by Carlitos Siguion Reyna. The film starred erstwhile lovers played by
Richard Gomez and Dawn Zulueta. I was feeling all mushy and melodramatic after
watching the film when, once outside, I saw parked cars covered with what seemed
like a whitish-gray blanket. And so were the streets.”Is it finally showing in Manila?”
I thought, as I felt some of the particles in my hand and smudge my shirt. When I
looked closely and touched them, they were grainy. It was like ash from an ashtray.
(Ermino 2017)
18
Let’s explore some of the purposes of anecdotes:
1. To Bring Cheer
Stories pop up anywhere and these are just sometimes making people laugh
to brighten their mood. Here is an example of an anecdote meant to look
back on happy memories:
• At the dinner, a Grade 11 learner shared his story on his first day at
school when he got lost and attended a wrong class.
2. To Reminisce
In most anecdotes, people are talking about their experiences in the past.
They try to look back on moments in their lives and share the joy of that
time with others. Here is an example of an anecdote with a hint of
reminiscence:
• A mother tells her children a story about her life in the province
when she was teenager.
3. To Caution
Sometimes, just giving rules for individuals is not effective. Sharing to them
frightening stories of dangers can be helpful for them to realize the
possible consequences of their actions. Here is an example of cautionary
anecdote:
• Before beginning a lecture on not following traffic rules, a father tells
his son an incident of collision that caused many lives due to
ignoring traffic signs.
4. To Persuade or Inspire
Sometimes, people share stories on how they surpassed their struggles in
life. These, most of the time, give encouragement to others who have been in
similar situations. The message usually conveys successes in life as a fruit
of hard work. Here is an example of an inspirational anecdote:
• Before beginning a remedial class, the teacher tells the students
how a boy who used to struggle in reading managed to be a proficient
reader.
19
Notes to the Teacher
What’s More You may ask the learners to use the
transcribed conversations in the video A
if the learner does not have any means be
to view it online. Please see attachment in
on page 28.
Activity 1
2. Pick out some lines (at least three) wherein the speakers look back at
some of their experiences like the example below:
“Kasi dati, nabubully ako sa school. Ang pumasok lang sa isip ko nun,
gumanti. Siya (KB) yung tutulong sa ‘kin na makipagresbakan, and
akala ko nun ano e, ‘makikipagbugbugan’ kami e, sapakan. Tinuruan
ako ni KB kung paano maging Salbabida rin sa iba.”
3. After writing down some of the lines about their memories, compose your
own interpretation of what you think the video is about. Write a text tula as
a tribute to the people in the video and acknowledge their share in
the society by helping other people.
Activity 2. Answer the following questions based on the video clip you have
watched. Write your answers on a separate sheet of paper.
1. In the first part of the video, we are introduced to Efren Peñaflorida, 2009
CNN Hero of the Year. To whom does he compare his friend and mentor,
KB Manalaysay?
2. What does he mean by this comparison?
3. What was Efren’s problem when KB met him?
How was the latter able to help him?
4. How has KB’s simple act of kindness affected Efren? How was it able to
affect not only Efren but many other kids like Kesz, for example?
5. What do you think is the message of the video? What lesson does it want to
share to the viewers?
20
What I Have Learned
What I Can Do
Directions: Read again the selection “Home of the Ashfall” written by John Jack
Wigley. On your Facebook wall, share your own experiences during a calamity or
disaster, including how you handled the situation. End your story with a slogan
about the importance of disaster preparedness. Invite your FB friends to give
comments on your post.
21
Assessment
Directions: Choose the letter of the correct answer. Write the chosen letter on
a separate sheet of paper.
1. The author’s purpose of using anecdotes in his memoir “Home of the Ashfall”
is to _________________.
a. bring cheer
b. reminisce
c. caution
d. persuade
2. Most of the writers use anecdote to ___________________________________.
a. tell a story
b. deal with differences of opinions
c. share helpful tips on making a living
d. impart a lesson in an entertaining way
3. What someone talks about when he/she shares an anecdote?
a. opinions
b. personal experiences
c. plans and dreams in life
d. biography of other people
4. It is a brief, serious, amusing and interesting story.
a. tale
b. fable
c. legend
d. anecdote
5. “My mother tells about her epic experience at the department store while
buying a dress to wear for the party” is an example of ____________ anecdote.
a. cautionary
b. motivational
c. inspirational
d. reminiscence
6. What J. J. Wigley tells about in the “Home of the Ashfall”?
a. eruption of Mt. Pinatubo
b. new found independence in Manila
c. story of “Hihintayin Kita sa Langit”
d. his journey to becoming management trainee
7. When someone talks about his/her past and shares the joy of his/her
experience, he/she intends to ________________.
a. inspire
b. caution
c. reminisce
d. bring cheer
22
8. An anecdote is a story with a point which means that______________________.
a. it reveals an issue
b. it is easy to understand
c. it reveals truth about life
d. it intends to provoke laughter
9. Which of the following statements about anecdote is TRUE?
a. Anecdote is an unusual story.
b. It presents complicated story plot.
c. It deals with particular topic to talk about.
d. Like other genres, it is interpreted in many ways.
10. What anecdote shares frightening stories of dangers that can be avoided by
following regulations?
a. motivation
b. cautionary
c. reminiscence
d. entertainment
11. “I never knew there was a volcano in the Zambales mountain range. Nobody
among my Kapampangan friends did.” What do these statements suggest?
a. The speaker is clueless.
b. The author is indifferent.
c. The speaker is very busy at work.
d. He is not mindful of his surroundings.
12. When someone shares his story to lighten people’s mood, he intends to ____.
a. inspire
b. enlighten
c. reminisce
d. bring cheer
13. Where is J. J. Wigley’s hometown?
a. Tarlac
b. Bataan
c. Zambales
d. Pampanga
14. What point of view did the author use in the “Home of the Ashfall”?
a. first person
b. omniscient
c. third person
d. second person
15. Which paragraph does J.J. Wigley express his strong conviction that
Kapampangans can survive and once again alleviate their lives after the
calamity?
a. 1
b. 2
c. 4
d. 5
23
Additional Activity
24
presentation using the rubric below.
Score Description
5 Very great extent (VGE)
4 Great extent (GE)
3 Some extent (SE)
2 Little extent (LE)
1 Not at all (N)
Criteria VGE GE SE LE N
5 4 3 2 1
1. Uses audio / visual aids or media to clarify
information
2. Presents relevant content based on the
theme of the story
3. Shows considerable originality and
inventiveness
4. Presents the ideas in a unique and
interesting way
TOTAL
25
References
Benitez, Zildjian, “Ang Pipit.” Last uploaded April 13, 2016. Video, 4:09.
https://www.youtube.com/watch?v=hPa0rjDtVMQ
DepEd. “SHS-Core 21st Century Literature of the Philippines and the World CG.”
Last uploaded 2019.
https://www.deped.gov.ph/wp-content/uploads/2019/01/SHS-Core_21st Century-
Literature-from-the- Philippines-and-the-World-CG.pdf
Ermino, Liezel, “Home of the Ashfall”. Last uploaded June 28, 2017.
https://www.scribd.com/document/352427772/Home-of-the-Ashfall
Nagpal, Amit. 2016. “Anecdotes: Interesting incidents and stories from everyday
life.” (web blog), Last modified June 29, 2016.
https://community.nasscom.in/communities/sales-marketing/anecdotes-
interesting-incidents-and-stories-from-everyday-life.html
Penaflorida, Efren, “Salbabida”. Last uploaded July 12, 2014. Video, 5:28.
https://www.youtube.com/watch?v=xYNv32ZqwmQ
Sanchez, Louie Jon A., et.al. 21st Century Literature from the Philippines and the World.
Quezon City: Vibal Group, Inc., 2016, 50-54.
Techopedia. “Tag Cloud.” Accessed May 22, 2020.
https://www.techopedia.com/definition/5200/tag-cloud
Uychoco, Marikit Tara A. 21st Century Literature from the Philippines and the World.
Sampaloc, Manila: Rex Book Store Inc. ,2016, 11-13.
27
Attachments
Ang Pipit Lyrics - Philippine Folk Songs
by: Levi Celerio
May pumukol sa Pipit sa sanga ng ng isang kahoy
At nahagip ng bato ang pakpak ng munting ibon
Dahil sa sakit,
di nakaya pang lumipad
At ang nangyari ay nahulog ngunit parang taong bumigkas
Mamang kay lupit, ang puso mo'y di na nahabag
Pag pumanaw ang buhay ko,
may isang pipit na iiyak (2x)
Texts on Video:
“Ang Pipit” is a popular Filipino song about a bird that is known in Tagalog
as a pipit. Many Filipinos don’t realize that it’s an English word too, so they
force-translate the song’s title as “My Sparrow”. The pipit is a bird in the
family Motacillidae.
Our group has decided to use instruments that are not commonly used.
He wrote several numbers of songs for local movies, which earned him the
Lifetime Achievement Award of the film Academy of the Philippines. Celerio
has written for more than 4,000 Filipino folk, Christmas, and love songs
including many that became movie titles.
He died at Delgado Clinic in Quezon City on April 2, 2002 at the age of 91.
He was awarded the title of the national artist for music and literature in
1997 by Philippine President Fidel Ramos who cited the prolific lyricist and
composer for writing music that was a perfect embodiment of the heartfelt
sentiments and valued traditions of the Filipino.
28
In this song, a bird has her wing injured by a rock thrown by a man, likely
from a slingshot. The bird was so hurt, she couldn’t fly. Like a person she
spoke up, “Oh cruel man. How pitiless your heart is? If I die, there is pipit bird
who will cry.”
Considering how plaintively sad the theme and word are of this folk song,
it’s slightly incongruous with contemporary sensibilities that most canonical
interpretations of the melody, such as by Pilita Corales and the Mabuhay
Singers, are very upbeat. It’s almost like gleefully making fun of a helpless
creature in deep throes of pain.
Source: https://tagalong.com/ang-pipit-bird/
Salbabida Story
29
Kesz: Nakatira po ako sa isang dumpsite sa Cavite City po. Bale po
Ang ginagawa ko ay nangangalahig po ako ng basura po at
namalimos din po ako pera sa palengke po.
30
KB: Pagtulong hindi naman costly eh,lalo na pag simpleng pag-angat
Lang kailangan ng mga tao. May mga bagay na pwede kang itulong
sa kanila na di ka naman kailangang umastong malaki. If there is a
need, you have to do something. So, whenever you see them,
kumilos na.
Efren: So, eight years old nagsolo na si Kesz. Meron na siyang sariling
organization.
Efren: Kahit bata sila, meron silang magagawa, kasi ganun din
Yung pinaramdam sa min ni KB nun na do not let anyone look
down on because you are young.
31
For inquiries or feedback, please write or call:
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
them. The publisher and authors do not represent nor claim ownership over them.
Welcome to the 21st Century Literature from the Philippines and the World 11/12
Alternative Delivery Mode (ADM) Module on the Elements of a Short Story!
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:
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.
Welcome to the 21st Century Literature from the Philippines and the World 11/12
Alternative Delivery Mode (ADM) Module on the Elements of a Short Story!
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 are 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 resource while being an active
learner.
1
This module has the following parts and corresponding icons:
What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.
2
At the end of this module you will also find:
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 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!
3
What I Need to Know
This module was designed and written with you in mind. It is here to help you
master the basic elements of a short story. The scope of this module permits it to
be used in many different learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow the
standard sequence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using.
This module also aims to engage you in appreciation and critical study of 21st
Century Literature from the Philippines and the World, encompassing their various
dimensions, genres, elements, structures, contexts, and traditions. This module
allows you to embark on a journey from Philippine regions to the different parts of
the world through various literary encounters.
4
5.
What I Know
DIRECTIONS: Choose the letter of the correct answer. Write the chosen letter
on a separate sheet of paper.
1. Which element refers to the time and location where the story happens?
a. Plot
b. Setting
c. Conflict
d. Characterization
2. The phrase, “Don’t judge the book by its cover,” is an example of
a. Mood
b. Setting
c. Theme
d. Conflict
3. What do you call the most important character in a story?
a. antagonize
b. protagonist
c. antagonist
d. instigator
4. Which plot structure creates tone, presents characters and other important
details to introduce the story?
a. Setting
b. Theme
c. Exposition
d. Climax
5. Which element of a short story is known as the vantage point used to narrate
the story?
a. Setting
b. Theme
c. Exposition
d. Point of view
6. What do you call the character who contends with the main character in a
short story?
a. investigator
b. protagonist
c. antagonist
d. instigator
7. Which element of short story shows the author’s attitude or feelings?
a. Plot
b. Theme
c. Exposition
d. Tone
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8. What do you call the events that happen in a short story?
a. Setting
b. Theme
c. Plot
d. Conflict
9. Which of the following is considered as the essence of fiction?
a. Setting
b. Theme
c. Conflict
d. Climax
10. What do you call the series of events when things start to happen in the
story?
a. Rising Action
b. Theme
c. Exposition
d. Falling Action
11. Which element is always presented at the final part of the story?
a. Resolution
b. Theme
c. Exposition
d. Climax
12. Which element is considered as the high point in the story?
a. Setting
b. Theme
c. Exposition
d. Climax
13. Which element refers to the series of events and character actions that
relate to the central conflict?
a. Setting
b. Theme
c. Plot
d. Conflict
14. Which is considered as the base or beginning of a story?
a. Setting
b. Theme
c. Exposition
d. Climax
15. What comes after the climax when things or events begin to work out?
a. Rising Action
b. Theme
c. Exposition
d. Falling Action
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Lesson
A short story has six basic elements that you as a reader should look for
when analyzing one. Every story begins with a seed of an idea. Hence, the author
should think of these basic elements when writing a story. Although not all stories
put equal importance on every aspect, each of these elements must be expected in
the story. At the end of this lesson, you are expected to do a self- and/or peer
assessment of the creative adaptation of a literary text based on rationalized
criteria.
What’s In
Studying literature can be very easy with the right amount of knowledge
gained from your studies in the past. Can you recall module 4? How do you define
anecdote? What are the purposes of an anecdote? What lesson does the anecdote in
“Home of the Ashfall” convey? For this next lesson, you will be guided in gathering
more literary tools that will surely make learning more exciting.
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What’s New
In this module, you will learn about the six basic elements of a short story.
You will be reading a short story entitled “Sinigang” by Marie Aubrey J. Villaceran,
a professor at the Department of English and Comparative Literature in the
University of the Philippines, Diliman. In the story, Liza narrates how she deals
with the issue of her father, having an affair with another woman, and how it
emotionally separates her from him. Read and learn more about the story and find
out how the basic elements are used.
SINIGANG
Marie Aubrey J. Villaceran
She had finally decided to ask the question. I had been wondering how long
my Tita Loleng could contain her curiosity.
I continued to pick out tomatoes for the Sinigang we were to have for dinner.
I wasn’t usually the one who assisted my aunt with the cooking. She preferred my
younger sister, Meg, for I knew far less in this area—not having the aptitude, or the
interest, I guess—for remembering recipes. That didn’t matter today, though. This
time, Tita Loleng wanted more than just an extra pair of hands in the kitchen.
I put the tomatoes in the small palanggana, careful not to bruise their
delicate skin, and carried them to the sink.
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“Are you Liza?” A woman beside me suddenly asked.
I was surprised, for I had not heard anyone approaching. Most of the
mourners preferred to stay out on the veranda for fear that the heat from the lights
might also cause them to wither.
I looked up slowly: long, slim feet with mauve-painted toenails that peeked
through the opening of a pair of scruffy-looking slippers; smooth legs unmarred by
swollen veins or scars—so unlike the spider-veined legs of my mom—encased in a
black, pencil-cut skirt; a white blouse with its sleeves too long for the wearer,
causing the extra fabric to bunch around the cuffs; a slim neck whose skin sagged
just a little bit; and a pale face that seemed like it had not experienced sleep in
days. The woman looked to me like she was in her forties—the same age as my
mother.
“Yes,” I had answered that woman—the same answer I now gave to Tita
Loleng.
I gently spilled out all the tomatoes into the sink and turned on the tap. The
water, like agua bendita, cleansed each tomato of the grime from its origins.
“What did she tell you?” Tita Loleng asked.
She was. She looked like she had Indian blood with her sharp nose and
deep-set eyes thickly bordered by long lashes. Just like Mom, she still maintained a
slim figure though she already had children. The woman, upon seeing my curious
stare, had explained, “I am Sylvia.”
All my muscles tensed upon hearing her name. It took all my self-control to
outwardly remain calm and simply raise an eyebrow.
But I was not a priest. I looked down at her and my face remained
impassive.
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When her weeping had subsided, she raised her head and looked at me.
“Everyone makes mistakes, Liza.” Her eyes begged for understanding.
It was a line straight out of a Filipino soap opera. I had a feeling that the
whole situation was a scene from a very bad melodrama I was watching.
Tita Loleng nodded understandingly. She gestured for me to place the basin
on the table where she already had the knives and chopping board ready.
“Oh, he was sleeping in one of the bedrooms. Mom did not want to wake him
up because they told her he had not slept for two nights straight.”
Tita Loleng snorted. “Haay, your mother talaga,” she said, shaking her head.
I had to smile at that before continuing. “When he saw me, Sylvia had
already been called away to entertain some of the visitors.”
“Was he surprised to see you?” Tita knew that I had not wanted to go to the
funeral. Actually, she was one of the few people who respected, and understood, my
decision.
“No.” I sliced each of the tomatoes in quarters. The blade of the knife clacked
fiercely against the hard wood of the chopping board. “He requested Mom to make
me go there.” We both knew that I could never have refused my mother once she
insisted that I attend. I had even gone out and gotten drunk with some friends the
night before we were to leave just so I could have an excuse not to go, but my mom
was inflexible. She had ordered my two sisters to wake me up.
Tita Loleng gave me a sympathetic look. “No choice then, huh?” She was
forever baffled at the way my mother could be such a martyr when it came to my
father and such a tyrant to her children.
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Clack! Clack! The knife hacked violently against the board.
“Nope.”
I gave him a non-committal nod, not even glancing his way.Tita Loleng
interrupted my thoughts with another one of her questions.
I took the sliced tomatoes, surprised to find not even a splinter of wood with
them, as well as the onions Tita Loleng had chopped and put them in a pot. “What
next?” I asked her.
“The salt.” Then she went and added a heaping tablespoonful of salt to the
pot.
“Uh-huh. Your Mom and I prefer it a bit saltier, but your Dad likes it this
way.” Then she gestured towards the pot, closing and opening her fist like a baby
flexing its fingers.
I started crushing the onions, tomatoes, and salt together with my hand.
“He was an acolyte in church,” my father had said then, finally splintering the
silence I had adamantly maintained. “Father Mario said that we shouldn’t feel sad
because Lem is assured of going to a better place because he was such a good
child.” Good, I thought, unlike me whom he always called “Sinverguenza”, the
shameless daughter.
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I finally turned to him. There was only one question I needed to ask. “Why?”
My mask of indifference slipped. It felt like a giant hand was rubbing salt
into me, squeezing and mashing, unsatisfied until all of me had been crushed.
“Stop it na, Liza!” Tita Loleng exclaimed. “Anymore of that mashing and you
will be putting bits of your own flesh and bone in there,” my aunt warned. She
went to the refrigerator and took out plastic bags containing vegetables. She placed
them in the sink. “All of these will be needed for the sinigang,” she said. “Prepare
them while you’re softening the meat.” Then she took off her apron, “You go and
finish off here. I will just go to my room and stretch my back out a bit.” With a
tender pat on my head, she walked out of the kitchen.
I poured the hugas bigas into the mass of crushed onions and tomatoes and
added the chunks of beef into the concoction before covering the pot and placing it
on the stove. I turned on the flame. The sinigang needed to simmer for close to an
hour to tenderize the meat.
In the meantime, I started preparing all the other ingredients that will be
added to the pot later on. Taking all the plastic bags, I unloaded their contents into
the sink then washed and drained each vegetable thoroughly before putting them
beside my chopping board.
I reached for the bunch of kangkong and began breaking off choice sections
to be included in the stew. When I was a child, before Tita Loleng had chosen to
stay with us, my mom used to do the cooking and she would have Meg and I sit
beside her while she readied the meals. I remembered that whenever it came to any
dish involving kangkong, I would always insist on preparing it because I loved the
crisp popping sound the vegetable made whenever I broke off a stem. It was on one
such occasion, I was in second year high school by then but still insistent on
kangkong preparation, when Mom had divulged the truth about the boy who kept
calling Dad on the phone everyday at home. Meg had also been there, breaking off
string beans into two-inch sections. Neither of us had reacted much then, but
between us, I knew I was more affected by what Mom had said because right until
then, I had always been Daddy’s girl.
When the kangkong was done, I threw away the tough, unwanted parts and
reached for the labanos. I used a peeler to strip away the skin—revealing the white,
slightly grainy flesh—and then sliced each root diagonally. Next came the
sigarilyas, and finally, the string beans.
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Once, I asked Tita Loleng how she knew what type of vegetable to put into
sinigang and she said, “Well, one never really knows which will taste good until one
has tried it. I mean, some people cook sinigang with guavas, some with kamias. It
is a dish whose recipe would depend mostly on the taste of those who will do the
eating.”
I got a fork and went to the stove where the meat was simmering. I prodded
the chunks to test whether they were tender enough—and they were. After pouring
in some more of the rice washing, I cleared the table and waited for the stew to boil.
A few minutes later, the sound of rapidly popping bubbles declared that it
was now time to add the powdered tamarind mix. I poured in the whole packet and
stirred. Then I took the vegetables and added them, a fistful at a time, to the pot.
As I did so, I remembered the flower petals each of my two sisters and I had
thrown, fistful by fistful, into the freshly dug grave as Lem’s casket was being
lowered into it.
My dad was crying beside me and I recalled thinking, would he be the same
if I was the one who had died? I glanced up at him and was surprised to find that
he was looking at me. His hand, heavy with sadness, fell on my shoulder.
“I’m sorry,” he had told me.
I let the stew boil for a few more minutes before turning off the fire.
The sinigang would be served later during dinner. I pictured myself seated in
my usual place beside my father who is at the head of the table. He would tell Mom
about his day and then he would ask each of us about our own. I would answer,
not in the animated way I would have done when I was still young and his pet, but
politely and without any rancor.
Then, he would compliment me on the way I had cooked his favorite dish
and I would give him a smile that would never quite show, not even in my eyes.
DIRECTIONS: Study the following questions carefully and write your answers
on a separate sheet of paper.
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What is It
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d. Falling Action– This point occurs after the climax as the problems in the
story start to work themselves out. The excitement becomes less and less as the
conflict is resolved.
e. Resolution– This is the solution to the problem in a story. The solution
may not be what you hoped for but as long as it fits the story in tone and theme,
the conflict has been resolved.
4. Conflict– Every story needs to have a problem and this problem is called
conflict. The main character, also called the protagonist, needs to have someone or
something to challenge him. Without conflict, the story will not go anywhere and
will not be very interesting to the readers. The main character may be faced with
one of the four different types of conflict. These four types of conflict are:
5. Theme- This is the central idea in a short story and a general truth. This is
considered as the author’s message to the readers.
6. Point of View – This is the way the story is told or narrated. It is also known as
the vantage point that a writer uses to narrate the story. The following are the types
of point of view in a short story:
a. First Person – the narrator participates in and tells the story using the
pronoun ‘I’.
b. Limited Third Person – the narrator is not in the story and narrates
using the pronouns ‘she’ or ‘he’. Also, the narrator is unable to see into the minds
of the characters.
c. Omniscient Third Person – the narrator is not in the story and tells the
story using the pronouns ‘she’ or ‘he’. In this point of view, the narrator can tell the
thoughts of the characters as he can see into their minds.
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What’s More
The elements of a short story are the characters, setting, plot, conflict, theme, and
point of view. The plot structure is composed owaf the following: exposition, rising
action,climax, falling action and resolution.
A. DIRECTIONS: Identify the six (6) elements from the short story Sinigang.
1. Setting : _______________________________________________________
2. Characters : _______________________________________________________
3. Plot : _______________________________________________________
4. Conflict : _______________________________________________________
5. Theme : _______________________________________________________
B. DIRECTIONS: In this activity, you have to identify the plot structure of the story
“Sinigang”. Write A for exposition; B for rising action; C for climax; D for falling
action; and E for resolution. Write your answers on a separate sheet of paper.
2. The woman looked to me like she was in her forties—the same age as my
mother.
4. I finally turned to him. There was only one question I needed to ask. “Why?”
6. All my muscles tensed upon hearing her name. It took all my self-control to
outwardly remain calm and simply raise an eyebrow.
7. When my Dad had come out of the room, I remembered sensing it immediately—
the same way an animal instinctively perceives when it is in danger.
8. When her weeping had subsided, she raised her head and looked at me.
“Everyone makes mistakes, Liza.” Her eyes begged for understanding.
9. I continued to pick out tomatoes for the sinigang we were to have for dinner. I
wasn’t usually the one who assisted my aunt with the cooking.
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What I Have Learned
What I Can Do
Activity 2: Blog
Directions: Create a blog on moral values that you got from the short story
"Sinigang" and its impact to you as a 21st century learner. Share it to the world by
posting your blog in WordPress. Let your classmate or friend evaluate your work
using the rubric below.
Tick the box of the score given. Be guided of the score and its description.
Score Description
5 Excellent
4 Very Good
3 Good
2 Fair
1 Poor
No. CRITERIA 5 4 3 2 1
1. Uses audio/visual aids or media to
clarify information.
2. Presents relevant content based on the
theme of the story.
3. Shows considerable originality and
inventiveness.
4. Presents the ideas in a unique and
interesting way.
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Assessment
DIRECTIONS: Choose the letter of the correct answer. Write the chosen letter
on a separate sheet of paper.
4. What point of view was used by the author in telling the story?
a. Third Person c. First Person
b. Omniscient Third Person d. Limited Third Person
9. What do you call the series of events when things begin to happen in the
story?
a. Rising Action c. Exposition
b. Theme d. Climax
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10. What element is presented at the final part of the story?
a. Resolution c. Exposition
b. Theme d. Climax
12. What element creates the tone and presents the characters and other
important facts to introduce the story?
a. Setting c. Exposition
b. Theme d. Climax
14. Based on the text, what does the word “Sinverguenza” mean?
a. a person who is shameless c. a person who is calm
b. a person who is sinful d. a person who is reckless
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Additional Activities
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References
Lacia, Ferdilyn C., Lydia L. Libunao, Mark G. Fabella and Vivian I. Buhain. The
Literatures of the Philippines. Quezon City Metro Manila: Rex Book Store,
Inc.: 2016.
Marcos, Lucivilla,Wilfredo Bantados and Suzette Valdez. Introduction to Literature
with Special Glimpse of Philippine Literature. City of Manila, Metro Manila:
Purely Books Trading & Publishing Corp., 2012.
The Best Philippine Short Stories. “Sinigang by Marie Aubrey J. Villaceran.” Last
modified September 2015.
https://www.sushidog.com/bpss/stories/sinigang.htm
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