21st CENTURY LIT MODULE

FIRST QUARTER
LESSON 1
GEOGRAPHIC, LINGUISTIC AND ETHNIC DIMENSIONS OF
PHILIPPINE LITERARY HISTORY FROM PRE-COLONIAL TO THE
CONTEMPORARY
Overview:
This lesson will introduce you to the different Literary Periods in Philippine
Literature. It will also discuss the essential elements of the literary pieces under
the different periods of literature.
Learning Outcomes:
At the end of this lesson, the students can:
1. identify geographic, linguistic, and ethnic dimensions of Philippine literary
history from pre-colonial to contemporary and representative texts from the
regions;
2. compare and contrast the different literary periods; and
3. show a sense of adaptability of the Philippine literary history through relating it
to
their everyday lives.
Materials Needed:
 PowerPoint Presentation
 Pre-recorded video lessons
 Electronic Learning Module
 Laptop
Duration: 4 hours
Learning Content:
PRE-SPANISH LITERATURE
Pre-Spanish Literature is characterized by:
 Folk tales. These are made up of stories about life, adventure, love, horror,
and humor where one can derive lessons.
 An example of this is The Moon and The Sun.
 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.
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 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.
UNDERSTANDING LITERARY HISTORY

Literature in this period may be classified as religious prose and poetry and
secular prose and poetry.
• Spanish Influences On Philippine Literature

The first Filipino alphabet, called ALIBATA, was replaced by the Roman
alphabet. Also, the teaching of the Christian Doctrine became the basis of
religious practices. European legends and traditions brought here became
assimilated in our songs, corridos, and moro-moros.
• 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.
PERIOD OF ENLIGHTENMENT (1972- 1898)

In 19th Century, Filipino intellectuals educated in Europe called Ilustrados began
to write about the hitch of colonization.
The Propaganda Movement (1872-1896) - This movement was spearheaded

mostly by the intellectual middle-class like Jose Rizal, Marcelo del Pilar; Graciano
Lopez Jaena, Antonio Luna, Mariano Ponce, Jose Ma. Panganiban, and Pedro
Paterno.
 Some of Rizal’s writings: Noli Me Tangere, Mi Ultimo Adios, Sobre La
Indolencia Delos Filipinos and Filipinas Dentro De Cien Aňos.
 Some of Del Pilar’s writings: Pagibig sa Tinubuang Lupa (Love of
Country), Kaingat Kayo (Be Careful), and Dasalan at Tocsohan (Prayers
and Jokes).
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 Some of Jaena’s writings: Ang Fray Botod, La Hija Del Fraile (The Child
of the Friar), and Everything Is Hambug (Everything is mere show), Sa Mga
Pilipino (1891), and Talumpating Pagunita Kay Kolumbus (An Oration to
Commemorate Columbus).
THE AMERICAN REGIME (1898-1944)

Linguistically, Americans influenced Filipino writers to write using English
language. Jose Garcia Villa became famous for his free verse.
Characteristics of Literature during this period:

The languages used in writing were Spanish and Tagalog and the dialects
of the different regions. But the writers in Tagalog, continued in their
lamentations on the conditions of the country and their attempts to arouse
love for one’s native tongue and the writers in English imitated the themes
and methods of the Americans.
THE JAPANESE PERIOD (1941-1945)

Philippine Literature was interrupted in its development when another foreign
country, Japan, conquered the Philippines between1941-1945. Philippine
literature in English came to a halt. This led to all newspapers not to be circulated
in the community except for TRIBUNE and PHILIPPINE REVIEW.
 Filipino Poetry during this period

The common theme of most poems during the Japanese occupation was
nationalism, country, love, and life in the barrios, faith, religion, and the arts.
 Three types of poems emerged during this period:
a. Haiku – poem of free verse that the Japanese like. It was made up of 17
syllables divided into three lines and
b. Tanaga – like the Haiku, is short, but it had measure and rhyme.
c. Karaniwang Anyo (Usual Form)
PHILIPPINE LITERATURE IN ENGLISH (1941-1945)

Because of the strict prohibitions imposed by the Japanese in the writing and
publishing of works in English, Philippine literature in English experienced a dark
period. For the first twenty years, many books were published both in Filipino and
in English.
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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.
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.
The Literary Revolution

The youth became vocal with their sentiments. They demanded a change
in the government. It was manifested in the bloody demonstrations and the
sidewalk expressions and also in literature.
PERIOD OF THE NEW SOCIETY (1972- 1980)

The period of the New Society started on September 21, 1972. The Carlos
Palanca Awards continued to give annual awards. Poems dealt with patience,
regard for native culture, customs, and the beauties of nature and surroundings.
Newspapers donned new forms.
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.
PERIOD OF THE THIRD REPUBLIC (1981-1985)

After ten years of military rule and some changes in the life of the Filipino, which
started under the New Society, Martial Rule was at last lifted on January 2, 1981.
The Philippines became a new nation, and this, former President Marcos called
“The New Republic of the Philippines.” Poems during this period of the Third
Republic were romantic and revolutionary. Many Filipino songs dealt with
themes that were true-to-life like those of grief, poverty, aspirations for freedom,
love of God, of country and fellowmen.
POST-EDSA 1 REVOLUTION (1986-1995)

History took another twist. Once more, the Filipino people regained their
independence, which they lost twenty years ago. In four days from February 21
25, 1986, the so-called People Power (Lakas ng Bayan) prevailed. In the short
span of the existence of the real Republic of the Philippines, several changes
already became evident. It was noticed in the new Filipino songs, newspapers,
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speeches, and even in the television programs. The now crony newspapers that
enjoyed an overnight increase in circulation were THE INQUIRER, MALAYA, and
the PEOPLE’S JOURNAL.
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.
Learning Activities:
Activity 1: Literary Timeline
Directions: Try to complete the literary TIMELINE below. Choose your
answers from the given choices written below. Write the letter of your answer.
1565 1566- 1872- 1898- 1941- 1946- 1970- 1981- 1886- 2001-
1871 1898 1941 1945 1970 1980 1885 1999 present
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
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
Activity 2: Who’s Who?

Directions: Identify the author of the following literary pieces written by the
Ilustrados. Write the letter of your answer on the blank before each number.
A. Jose Rizal B. Marcelo H. Del Pilar C. Graciano Lopez Jaena
__1. Sa Mga Pilipino __6. El Filibusterismo

__2. Mi Ultimo Adios __7. Kaingat Kayo
__3. Filipinas Dentro De Cien Aňos __8. Ang Fray Botod
__4. Pag-Ibig sa Tinubuang Lupa __9. Sobre La Indolencia Delos Filipinos
__5. La Hija del Fraile __10. Dasalan at Tocsohan
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Activity 3: Thinker’s View
Directions: Given below is an excerpt from a Filipino Folktale in the Pre-
Spanish Period. Read the excerpt and answer the questions that follow.
THE SUN AND THE MOON

(Tingguian folk tale)
In the olden days, like the moon, the sun had also star children which were
yellowish in color, very bright and very hot.
The star children of the moon, however, were reddish and cool. That
moon was scared that his stars would wither and die if they play with the
star children of the sun.
The moon suggested to the sun that they kill their children who were
crowding the heavens with their number.
When the sun had killed her children, the moon merely hid behind the
clouds.
In the evening, when the clouds faded, the moon stars appeared.
This angered the sun so he gave chase to the moon. Thus, when he
overtakes the moon, we have the so-called eclipse.
Every morning, the sun kills the moon stars that he catches.
Until now, this chase continues and because the moon still continues …
1. What is the concern of the moon regarding his stars?

2. Why does the moon anger the sun?
3. What particular phenomenon is described in the Filipino Folktale?
Activity 4: Characterize Me!

Directions: Complete the table below by writing the characteristics of the
following literature during the Pre-Spanish Period.
Legends Folktales Epics Folksongs
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Activity 5: 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.
KASAYSAYAN NG PASYONG MAHAL NI HESUKRISTONG PANGINOON NATIN
(Copyright 1949 by Ignacio Luna & Sons)
Panalangin sa Diyos.
Oh Diyos sa kalangitan,
Hari ng sangkalupaan;
Diyos na walang kapantay,
mabait lubhang maalam
at puno ng karunungan;
Ikaw ang Amang tibobos
ng nangungulilang lubos
amang di matapus-tapos,
maawi't mapagkupkop sa taong lupa't alabok.
Iyong itulot sa amin, Diyos Amang maawain mangyaring aming dalitin.
Activity 6: Saying a Song

Directions: One of the songs in the Post-EDSA I era is the song Ang Bayan
Ko. Analyze and interpret the emotions of Filipinos and situations of the country
found in each paragraph of the song.
ANG BAYAN KO
I. Ang bayan kong Pilipinas
Lupain ng ginto't bulaklak
Pag-ibig na sa kanyang palad
Nag-alay ng ganda't dilag
II. At sa kanyang yumi at ganda

Dayuhan ay nahalina
Bayan ko, binihag ka
Nasadlak sa dusa
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
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Learning Evaluation:
Quiz 1: Multiple Choice
Directions: Choose the letter of the correct 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
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
4. Filipino writers went into all forms of literature like news reporting, poetry,
stories plays, essays, and novels which clearly depicted their love of country and
their longings for independence.
a. Edsa I Period
b. American Period
d. The 3rd Republic Period
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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
d. American Period
6. Haiku and Tanaga were influenced by what period?

a. Spanish Period
b. Japanese Period
7. This period presented new trends in writing using modern technology.

a. Edsa I Period
b. 21st Century Period
d. The 3rd Republic Period
8. This literary period witnessed newspapers which were once branded crony
newspapers become instant opposition papers.
a. Japanese Period
b. American 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
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
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c. Edsa I Period
d. New Society Period
11. Philippine regional literature can be BEST described as ___________.

a. Dynamic
b. Outdated
c. Spoken
d. Traditional
12. Imagery in poetry pertains to _____________.

a. Mental pictures
b. Unique drawings
c. Vague resemblances
d. Word creations
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
14. A valid observation of literary development in the Philippines is that _______.

a. History is recorded only in the oral tradition of the country.
b. No literature could reflect the richness of our country's experiences.
c. Literary masterpieces are written by great persons with great remembrances.
d. Literature developed alongside Philippine history.
15. Because of the archipelagic nature of the Philippines, its geographical

features, and the presence of various ethno-linguistic groups in the country,
regional literature has become ____________.
a. Anti-modern and traditional
b. Short yet vivid
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c. Rich and varied
d. Nationalistic
Quiz 2: Essay
Directions: In your own words, answer the question below.
Q: As a Filipino learner, in what way you can show a sense of adaptability
to the diverse Philippines Literary History? State your answer in three to five
paragraphs. Use the rubric below as your guide in writing your essay.
Criteria 4 3 2 1 Points
At least three
At least two At least two
characteristics
characteristics characteristic Only one
of the genre
Content of the genre s of the genre characteristic
are
are listed and are listed but is written
listed and
explained not explained
explained
Details are in
Details are in Some details All details are
logical order
Organization logical order are not in not in logical
yet less
and interesting logical order order
interesting
One to two Three to five
Six or more
No errors in errors in errors in
errors in
Mechanics punctuation, punctuation, punctuation,
punctuation,
and Grammar capitalization, capitalization, capitalization,
capitalization,
and spelling and spelling and spelling
and spelling
errors errors
References:
Chua, R. G. (2016). 21st Century Literature from the Philippines and the World.
Makati City: DIWA Learning Systems
Croghan SJ, Richard V. (1975). The Development of Philippine Literature in

English. Quezon City:Alemar-Phoenix Publishing House.
Fosdick, Carolyn, and Tarrosa. (1954). Literature for Philippine High Schools. New
York: Macmillan Company.
SIGLIWA. (2019). Salubungin ang (bagong) Daluyong ng mga Agos sa Disyerto.

https://panitikanatbp.wordpress.com/2009/08/20/salubungin-ang-bagong-
daluyong-ng-mga-agos-sa-disyerto/
Velasco, Nel. (2020). CNF Figures of Speech and Literary Devices.

https://versozanelson.blogspot.com/
Zaide, Gregorio F. (1970). Jose Rizal: Life, Works and Writings. Manila:
Villanueva
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Book Store. https://www.scribd.com/doc/26364271/Philippine-Literature-
Pre-Spanish
LESSON 2
IDENTIFYING REPRESENTATIVE TEXTS FROM THE REGIONS
Overview:
This lesson presents different literary texts that represent the regions of the
Philippines. It also introduces notable 21st century Filipino authors and their literary
contribution.
Learning Outcomes:
1. identify representative texts and authors from each region;
2. demonstrate understanding of literary texts through writing a close analysis and
critical interpretation; and
3. identify the region number with the given region name.
Materials Needed:
 Laptop
Duration: 4 hours
Learning Content:
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
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conflicts, bloodless revolutions, and others. It is the reason why these
masterpieces
resonated loud and clear in the Philippine archipelago.
A TASTE OF PHILIPPINE POETRY

Located in the northwest of Luzon, the Ilocos Region or Region 1 is comprised of
four provinces, namely: Ilocos Norte, Ilocos Sur, La Union, and Pangasinan. It is
bordered to the west by the turbulent South China Sea, to the east by the
Cordillera Administrative Region, the northeast and southeast by Cagayan Valley
and the South by Central Luzon. Most of the inhabitants of the Ilocano homeland
are concentrated along a narrow coastal plain. Because of geographical
boundaries, these people often experience heavy rains and violent typhoons,
especially during rainy seasons.
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.
A TASTE OF TAGALOG ESSAY

More popularly known now as the CALABARZON referring to the provinces of
Cavite, Laguna, Batangas, Rizal, and Quezon, Region IV-A is home to Tagalog-
speaking people in the Philippines. Recognized all over the country for their
bravery and fearlessness in battles, CALABARZON has participated actively in the
country’s fight for freedom and democracy. It is home to many Philippine heroes
foremost, and among them are Rizal of Laguna, Mabini of Batangas, and
Aguinaldo of Cavite.
A TASTE OF CREATIVE NONFICTION

The island of Visayas is one of the major geographical divisions in the Philippines,
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the other two being Luzon and Mindanao. It is divided into Western, Central, and
Eastern Visayas. The Visayas region is comprised of several islands circling the
Visayan Sea. Its people, therefore, share a sea-based culture and tradition that
may be rooted in a strong religious foundation.
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.
Activity 1: Match the Region
Directions: Match the region number to its corresponding name by writing
the letter of your answer on the blanks provided.
____ Region 1 A. Cagayan Valley

____ Region 2 B. Ilocos
____ Region 3 C. CALABARZON
____ Region 4 D. Central Luzon
____ Region 5 E. Western Visayas
____ Region 6 F. Bicol
____ Region 7 G. Eastern Visayas
____ Region 8 H. Central Visayas
____ Region 9 I. Northern Mindanao
____ Region 10 J. Zamboanga Peninsula
____ Region 11 K. Soccsksargen
____ Region 12 L. Davao
____ Region 13 M.Caraga
Activity 2: Poetry Reading

Directions: Read the poem below and answer the questions that follow.
Gabu
by Carlos A. Angeles
And neutral where the sea has

The battering restlessness of the sea beached its brine,
Insists a tidal fury upon the beach Where the spilt salt of its heart lies
At Gabu, and its pure consistency spread
Havos the wasteland hard within its Among the dark habiliments of Time.
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reach.
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
1. What image does the poem, Gabu, try to create?

2. Which word or group of words from the poem help you form this image?
Draw this on a separate sheet of paper
Activity 3: Graphic Organizer

Directions: Delve deeper into the poem s by Carlos A. Angeles using the
graphic organizer. You may re-read the poem to get the details that would
complete the organizer.
Title of the Text:
Author:
QUESTIONS RESPONSE
TOPIC
What is the text all about?
SITUATION
What is the setting referred to or
described in the text?
CLIENT
Who is the target group of readers
of the text?
How would you describe the group

in terms of skills, values, beliefs
and attitudes?
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PURPOSE
Why was the text written?
What does it hope to achieve

especially among its client?
PERSONA
Who is the voice behind the text?
What is known about him or her?
Directions: Choose the letter of the best answer. Write the chosen letter on
a separate sheet of paper.
1. Chant (Bulong) was used in witchcraft or enchantment especially in remote

places in the Visayas.
a. Japanese Period
b. Rebirth of Freedom
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
d. Period of 3rd Republic
3. PAGIBIG SA TINUBUANG LUPA was translated from the Spanish AMOR

PATRIA of Rizal, published on August 20, 1882, in Diariong Tagalog.
a. Spanish Period
b. American Period
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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
5. Haiku, is short with a measure and rhyme consisting of 17 syllables which had
favorable diminishing effect on Tagalog literature.
b. American Period
6. English as medium of instruction was introduced in the schools as intellectual

language of education in this period.
b. American Period
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
8. Filipinos during this period were hooked in reading magazines and comics.
b. American Period
c. Period of 3rd Republic
d. 21st Century Period
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9. “Ang Bayan ko” was a song popularized in this period.
a. Period of 3rd Republic
b. New Society Period
d. Post-EDSA 1 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
11. A statement of fact about Philippine regional literature is _______.

a. It mirrors the deeply ingrained Filipino values, culture and tradition even when
keeping up with the changing times.
b. It reflects the conservatism of indigenous folks who have maintained a
backward
expression style.
c. It embraces only the written compilation of literary works in various styles and
genres.
d. It depicts the influences of various colonizers that occupied the country for more
than three centuries.
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
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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.
14. The development of literature in the Philippines __________.

a. is given life only in the oral tradition of the country.
b. could reflect the richness of our country’s resources.
c. may be attributed to both local and foreign influences.
d. grew and prospered alongside the country’s history.
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.
References:
Chua, R. G. (2016). 21st Century Literature from the Philippines and the World.
Makati City: DIWA Learning Systems
Croghan SJ, Richard V. (1975). The Development of Philippine Literature in

English. Quezon City:Alemar-Phoenix Publishing House.
Fosdick, Carolyn, and Tarrosa. (1954). Literature for Philippine High Schools. New
York: Macmillan Company.
SIGLIWA. (2019). Salubungin ang (bagong) Daluyong ng mga Agos sa Disyerto.

https://panitikanatbp.wordpress.com/2009/08/20/salubungin-ang-bagong-
daluyong-ng-mga-agos-sa-disyerto/
Velasco, Nel. (2020). CNF Figures of Speech and Literary Devices.

https://versozanelson.blogspot.com/
Zaide, Gregorio F. (1970). Jose Rizal: Life, Works and Writings. Manila: Villanueva
Book Store. https://www.scribd.com/doc/26364271/Philippine-Literature-
Pre-Spanish
19
LESSON 3
21st CENTURY LITERARY GENRES
Overview:
This lesson will help you classify literary pieces you have read or will be
reading into different 21st century literary genres.
Learning Outcomes:
1. differentiate the 21st century literary genres, and the ones from the original
genres;
2. enumerate the elements, structures and traditions of each genre;
3. describe the characteristics of the selection that qualifies it as a 21st century
literary piece; and
4. articulate the unique features of each genre.
Materials Needed:
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 Laptop
Duration: 12 hours
Learning Content:
MAJOR LITERARY GENRES
POETRY - is an imaginative awareness of experience expressed through
meaning, sound and rhythmic language choices to evoke an emotional response.
It has been known to employ meter and rhyme. The very nature of poetry as an
authentic and individual mode of expression makes it nearly impossible to define.
DRAMA - is a composition in prose or verse presenting in dialogue or pantomime

a story involving conflict more contrast of character, especially on intended to be
acted on a stage: a play. It may be any situation or series of events having vivid,
emotional, conflicting or striking interest.
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.
NON-FICTION - is based on facts and the author’s opinion about a subject. The
purpose of non-fiction writing is to inform and sometimes to persuade. Its
examples are biographies, articles from textbooks and magazines and
newspapers
21ST CENTURY LITERATURE GENRES
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.
21
• 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.
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
22
• 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.
CHICK LIT or CHICK LITERATURE

• Is genre fiction which addresses issues of modern womanhood, often
humorously
and lightheartedly.
• Chick Lit typically features a female protagonist whose femininity is heavily
thermalizing in the plot.
• Scarlet Bailey’s The night before Christmas and Miranda Dickinson’s It started
with a Kiss are examples of this.
FLASH FICTION
• 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.
SIX-WORD FLASH FICTION

• Ernest Hemingway: For sale: baby socks, never worn.
• Margaret Atwood: Longed for him. Got him, Shit.
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.
23
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.
Activity 1: Essay
Directions: 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
24
characteristics
characteristics characteristic
of the genre
of the genre s of the genre characteristic
are
are listed and are listed but is written
listed and
explained not explained
explained
Details are in
Details are in Some details All details are
logical order
Organization logical order are not in not in logical
yet less
and interesting logical order order
interesting
One to two Three to five
Six or more
No errors in errors in errors in
errors in
Mechanics punctuation, punctuation, punctuation,
punctuation,
and Grammar capitalization, capitalization, capitalization,
capitalization,
and spelling and spelling and spelling
and spelling
errors errors
Activity 2: Identifying the Literary Genre

Directions: Analyze the content of the text below and identify its literary
genre.
Activity 3: Venn Diagram

Directions: Compare and contrast these modern literary genres using the
Venn Diagram.
Text-Talk Novel
25
Hyper
Blog Poetry
Based on your answer in Activity 3, 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 4: Graphic Organizer

Directions: Write the similarities and differences of the Doodle Fiction,
Manga and Graphic Novel using the Compare and Contrast Graphic Organizer.
Activity 5: Blog Post

Directions: Based on your answers in Activity 4, create a blog post using
WordPress or Tumblr. Use the rubric below as your guide. Send the link to your
instructor via MOODLE.
4 3 2 1
Content
Opinions and Opinions and Opinions and Opinions and
information shared information shared information shared information shared are
26
are limited to 2 are limited to 1
unconnected/irrelevant
are complete modern literary modern literary
to the given topic
genres genre
Sources
Cited an extensive
Cited an extensive
Cited an extensive information from a Information shared
information from a
information from a variety of reliable based on personal
variety of reliable
variety of reliable sources with very opinion without
sources with
sources correctly few sources to back it up
numerous errors
minor errors
Creativity
Language and
blog
Language and Language and Language and blog
features are
blog blog features are not
communicated in
features are features are communicated in
interesting ways
communicated in communicated in surprising and
but
unusual ways interesting ways interesting ways
not related to the
topic
1. A story told using a combination of text and illustrations or without text at all.
a. Digi-Fiction
b. Doodle Fiction
c. Illustrated Novel
d. Creative Non-Fiction
2. A site of collected posts or articles written by one or more people and updated
regularly.
a. Blog
b. Flash Fiction
c. Hyper Poetry
d. Digi-Fiction
3. Brief stories told in a thousand words or less.

a. Blog
b. Flash Fiction
c. Hyper Poetry
d. Digi-Fiction
27
4. Tales are written and presented using dialogues in social media applications.
a. Chick Lit
b. Digi-Fiction
c. Hyper Poetry
d. Text-Talk Novel
5. A factual story is written using literary devices and techniques.

a. Digi-Fiction
b. Doodle Fiction
6. Drawings enhance stories in this form where illustrations and handwritten

graphics are incorporated.
a. Digi-Fiction
b. Doodle Fiction
7. The genre of speculative fiction dealing with concepts of time, travel, parallel
universe, extra-terrestrial life, and futuristic technology.
a. Digi-Fiction
b. Doodle Fiction
c. Science Fiction
8. It is a collection of stories presented in comic book formats.

a. Digi-Fiction
b. Doodle Fiction
d. Graphic Novel
9. Literature that uses hypertext mark-up (HTM) to connect to other parts of the
piece.
a. Blog
b. Flash Fiction
c. Hyper Poetry
d. Digi-Fiction
28
10. In English-speaking countries, these are stories with illustrations published in
Japan.
a. Manga
b. Digi-Fiction
c. Graphic Novel
d. Illustrated Novel
11. A 700-word story like Angels and Blueberries by Tara Campbell is a one-shot
fiction that falls under this literary genre.
a. Blog
b. Flash Fiction
c. Hyper Poetry
d. Digi-Fiction
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
13. Before it was adapted into an anime, Yoshihiro Togashi’s Hunter x Hunter is a
comic book series from Japan that falls under this literary genre.
a. Manga
b. Digi-Fiction
c. Graphic Novel
14. Batman: The Dark Knight by Frank Miller is a popular example of this literary
genre where the story is written in comic book format.
a. Manga
b. Digi-Fiction
c. Graphic Novel
29
15. Sophie Kinsella’s Confessions of a Shopaholic, which revolves around a
woman’s shopping addiction and her journey to overcoming it, is an example of
this literary genre.
a. Chick Lit
b. Digi-Fiction
c. Hyper Poetry
d. Text-Talk Novel
Reference:
Friesen C. 21st Century Literary Genres [PowerPoint slides].
https://www.slideshare.net/darinjohn2/21st-century-literary-genres-bycalle-
friesen
LESSON 4
CONTEXT AND TEXT’S MEANING
Overview:
30
This lesson will discuss how literary, biographical, linguistic and socio-
cultural contexts enhance the text’s meaning and enrich the reader’s
understanding. Understanding a selection takes time, but familiarizing one’s self
with the context of the literary piece is important for readers to appreciate the text.
Learning Outcomes:
1. identify words, ideas, structure, and purpose of the text;
2. demonstrate understanding of the social and socio-cultural contexts; and
3. articulate the importance of understanding the literary context and its meaning
to
one’s own life experiences.
Materials Needed:
 Laptop
Duration:
Learning Content:
Context originates from the notion of weaving together. It is defined as the
circumstances that form the setting of events, statements, or ideas and in the way
of which it can be fully understood and assessed. Reading a literary piece may
contribute to the production of the author and the reception of the reader as they
appreciate and explore.
• The writer's context is knowing about the writer's life, values,
assumptions,
gender, race, race, sexual orientation, and the political and economic
issues related to the author.
• Reader's context is about the reader's previous reading experience,
values,
assumptions, political and economic issues.7
• 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.
31
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.
Imagery is creating a picture in the reader's mind by using words that appeal to
the senses. There are types of Imagery that are used in this module. (Menoy
2016)
• Visual imagery produced by the use of words that appeal to the sense of
sight.
• Auditory imagery produced by the use of words that appeal to the
sense of hearing.
• Kinesthetic imagery produced by the use of words that appeal to
the actions and movement.
Literary Techniques are methods the author or writer of a literary piece used to
convey what they want to impart to the reader, such as Flashback where the
events have taken place before the present time the narration is following.
Activity 1: Getting Familiar with Texts’ Meaning
Directions: Read the poem and make the necessary responses to the
following instructions given below.
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!
32
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 __________________________________
__________________________________
33
4. Discuss the structure of the poem, the stanza, lines, rhyme scheme.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
5. Discuss how the author presented the ideas of the poem up to the point where
the message was presented.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Activity 2: Understanding the Context

Directions: Look at each picture below. In Column A, each picture depicts
the event presented in the poem. In Column B, based on your understanding of
the poem, write what event happened in each picture and how do you feel about
it.
A B
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
34
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Activity 3: 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?
35
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
4. What nearly impossible things or difficult tasks were the author willing to do?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
5. What do you think was the main reason why the author wrote this piece?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Activity 4: Knowing Author’s Context
Lydia Sapitanan-Villanueva hails from the agricultural town of Imus, Cavite. Her
parents were farmers and her residence is in the midst of the agricultural property of
her in-laws in Malagasang 1A, City of Imus. She holds a Doctor of Philosophy in
Southeast Asian Studies from Centro Escolar University and Master of Arts in
Teaching Language and Arts from Philippine Normal University. She is currently the
Vice-President and one of the founders of School Paper Advisers Movement, Inc., a
national nonprofit organization of campus journalists and advisers with members from
elementary to college. She is also a CPD resource speaker for Action Research.
Dr. Villanueva is a Master Teacher 1 since she joined Department of Education in

2016. During the pandemic caused by Covid-19 and during community quarantine,
Dr. Villanueva wrote several poems including Earnest Wish. Her profound love for
writing started during her primary years. She always believes that experiences and
surroundings play a strong influence on the prolific mind of a writer. Write now or
forget it forever drives her to write about her environment.
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.
36
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
3. Discuss the message of the author in the poem.

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Directions: Read each statement. Choose and write the letter of the
correct 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
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
37
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
37
And the cogon flowers in the air.
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
38
6. The grimy scraps
a. 4
b. 5
c. 6
d. 2
13. In the poem below, which word is used to refer to snow?

"Kissed by Snow" - Kelly Roper
1. Standing in darkness with face upturned as
2. Frosty, feathery stars drift down from the sky
3. And land like gentle kisses from cold lips
4. On my cheeks, my nose, my lips and closed eyes
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.
39
References:
Example of Imagery and Poetry, Your Dictionary, LoveToKnow 2020
https://examples.yourdictionary.com/examples-of-imagery-poems.html
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/
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-
identifyingauthors-purpose/
Menoy, Jesus Z. (2016). 21st Literature of the Philippines and the World. Books
Atbp.,
Mustofa, Ali, Hill Jonnie Lynn, “Understanding Cultural Context in Responding to

Literature”, Researching the Teaching the Literature in EFL Classroom
Context English Language Teaching, Vol. 11, No.6; 2006, ISSN 1916-
4742 E-ISSN 1916-4750, Canadian Center of Science and Education
Remoto, Danton, Goodreads, “Summer Reading”, Goodreads Inc. 2020,

https://www.goodreads.com/author/show/524322.Danton_Remoto
Solmerano, and Ernesto Thaddeus et.al. (2017) 21st Century Literature of the
Philippines and the World, 2nd Edition, Fastbook Educational Supply,
Manila Philippines
40
LESSON 5
MULTIMEDIA FORMATS IN INTERPRETING LITERARY TEXT
Overview:
This lesson will discuss how 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.
Learning Outcomes:
1. demonstrate an understanding of the anecdote; and
2. interpret the anecdote using appropriate multimedia format.
Materials Needed:
 Laptop
Duration: 6 hours
Learning Content:
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.
41
Here are some of the multimedia formats that you can use to creatively interpret
various genres of literary texts.
1. Blog or a “weblog” is a website containing informational articles about a
person’s own opinions, interests and experiences. These are usually changed
regularly (DepEd, 2013).
2. Mind mapping is a graphical technique to visualize connections of ideas and

pieces of information. This tool structures information to better analyze,
comprehend, synthesize, recall and generate new ideas. You can use
Microsoft Word or online mind mapping tools in creating a mind map
(Pasuello, 2017).
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).
4. Slideshow presentation is created with the use of Microsoft PowerPoint. It

contains series of pictures or pages of information (slides) arranged in
sequence and often displayed on a large screen using a video projector
(Computer Hope, 2018).
5. Tag cloud is a visual, stylized arrangement of words or tags within a textual

content such as websites, articles, speeches and databases (Techopedia,
2020).
6. Video is an electronic device used to record, copy, playback, broadcast, and

display moving visual media (Lexico 2020).
Activity 1: Mind Mapping
Directions: Do the following instructions:
1. Create a cluster map as shown below using Microsoft Word.
2. Write related concepts on multimedia formats used to interpret literary
texts in the cluster map.
3. Write a brief explanation of the cluster map
4. Send your output to your teacher via MOODLE.
42
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
43
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
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
44
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
45
b. mind mapping
c. PPT presentation
d. Storyboard
References:
Benitez, Zildjian, “Ang Pipit.” Last uploaded April 13, 2016. Video, 4:09.
https://www.youtube.com/watch?v=hPa0rjDtVMQ
Computer Hope. “Slide show.” Last modified April 1, 2018.

https://www.computerhope.com/jargon/s/slidesho.htm
DepEd. “SHS-Core 21st Century Literature of the Philippines and the World CG.”
https://www.deped.gov.ph/wp-content/uploads/2019/01/SHS-Core_21st
CenturyLiterature-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
Lexico. “Meaning of video in English.” Accessed June 2, 2020.

https://www.lexico.com/definition/video
Litemind. “What is Mind Mapping.” https://litemind.com/what-ismind-mapping/
Maglione, Maria Grazia. “Teaching and Learning through Multimedia,” SlideShare.

https://www.slideshare.net/mg.maglione/teaching-and-learning-literature-
throughmultimedia-1223510
Marshall, Dave. “What is Multimedia?” Last modified October 4, 2001.

https://users.cs.cf.ac.uk/Dave.Marshall/Multimedia/node10.html
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/
anecdotesinteresting-incidents-and-stories-from-everyday-life.html
Penaflorida, Efren, “Salbabida”. Last uploaded July 12, 2014. Video, 5:28.
46
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.” 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.
Victoria State Government; Education and Training. “Creating multimodal texts.”

https://www.education.vic.gov.au/school/teachers/teachingresources/
discipline/english/literacy/multimodal/Pages/createmultimodal.aspx
Your Dictionary. “Examples of Anecdotes.”

https://examples.yourdictionary.com/examples-of-anecdotes.html
47
LESSON 6
APPLYING ICT SKILLS IN INTERPRETING LITERARY TEXTS
Overview:
This lesson will introduce how to analyze an anecdote with the use of
multimedia to improve students’ ICT skills.
Learning Outcomes:
1. apply ICT skills in crafting an adaptation of a literary text; and
2. show an appreciation on the use of multimedia to creatively interpret a literary
text.
Materials Needed:
 Laptop
Duration: 6 hours
Learning Content:
Have you read an anecdote? Have you ever retold a personal experience to
someone? How do you find recalling past experiences?
We are fond of sharing humorous experiences in life to our family members and
friends. We might not be aware that we are already sharing stories like anecdotes
all day, every day.
An anecdote is a short entertaining or interesting story about a real incident or

person (Nagpal 2016).
Anecdotes tell about a variety of stories and tales, since they can be about any
topic under the sun. It is a short story about a real person or event which usually
intends to make the listeners laugh or ponder over a topic (Your Dictionary, 2020).
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,
48
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”.
HOME OF THE ASHFALL (an excerpt)

by John Jack G. Wigley
The eruption of Mount Pinatubo was recorded as the second largest terrestrial
eruption of the 20th 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 newfound
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
49
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)
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.
50
Activity 1: Text Tula
1. Watch the short video on YouTube entitled “Salbabida Story”.
Video Link: (http://www.youtube.com/watch?v=xYNv32ZqwmQ)
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:
Directions: 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?
51
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
52
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
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.
53
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
References:
Benitez, Zildjian, “Ang Pipit.” Last uploaded April 13, 2016. Video, 4:09.
https://www.youtube.com/watch?v=hPa0rjDtVMQ
Computer Hope. “Slide show.” Last modified April 1, 2018.

https://www.computerhope.com/jargon/s/slidesho.htm
DepEd. “SHS-Core 21st Century Literature of the Philippines and the World CG.”
54
https://www.deped.gov.ph/wp-content/uploads/2019/01/SHS-Core_21st
CenturyLiterature-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
Lexico. “Meaning of video in English.” Accessed June 2, 2020.

https://www.lexico.com/definition/video
Litemind. “What is Mind Mapping.” https://litemind.com/what-ismind-mapping/
Maglione, Maria Grazia. “Teaching and Learning through Multimedia,” SlideShare.

https://www.slideshare.net/mg.maglione/teaching-and-learning-literature-
throughmultimedia-1223510
Marshall, Dave. “What is Multimedia?” Last modified October 4, 2001.

https://users.cs.cf.ac.uk/Dave.Marshall/Multimedia/node10.html
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/
anecdotesinteresting-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.” 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.
Victoria State Government; Education and Training. “Creating multimodal texts.”

https://www.education.vic.gov.au/school/teachers/teachingresources/
discipline/english/literacy/multimodal/Pages/createmultimodal.aspx
55
Your Dictionary. “Examples of Anecdotes.”
https://examples.yourdictionary.com/examples-of-anecdotes.html
LESSON 7
BASIC ELEMENTS OF A SHORT STORY
Overview:
This lesson will introduce the six basic elements of a short story, how to
identify them, and how they are used in a selection.
Learning Outcomes:
1. demonstrate understanding of a short story;
2. analyze a short story by identifying its basic elements;
3. appreciate the use of multimedia in sharing the lessons learned from a short
story; and
4. perform a self or peer-assessment in evaluating one’s work.
Materials Needed:
 Laptop
Duration: 6 hours
Learning Content:
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.
56
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
“So, what happened?”
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.
“Nothing much,” I answered offhandedly. “We did what people usually do
during funerals.” I reminded myself to tread carefully with her. Though I did not
really feel like talking, I could not tell her off for she took offense rather easily.
I put the tomatoes in the small palanggana, careful not to bruise their
delicate skin, and carried them to the sink.
“Did you meet…her?” Tita Loleng asked.
There came to me a memory of sitting in one of the smaller narra sofas in
the living room in Bulacan. I faced a smooth white coffin whose corners bore
goldplated figures of cherubs framed by elaborate swirls resembling thick, curling
vines. Two golden candelabras, each supporting three rows of high-wattage
electric candles, flanked the coffin and seared the white kalachuchi in the funeral
wreaths, causing the flowers to release more of their heady scent before they
wilted prematurely. Through an open doorway, I could see into the next room
where a few unfamiliar faces held murmured conversations above their coffee
cups.
“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
57
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.
“Nothing much. She told me who she was.”
“What did she look like?”
“She’s pretty, I guess.”
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.
My reaction caused a range of emotion to cross the woman’s face before it
finally crumbled and gave way to tears. Suddenly, she grabbed my hand from
where it had been resting on the arm of the sofa. Her own hands were damp and
sticky with sweat. She knelt in front of me—a sinner confessing before a priest so
he could wash away the dirt from her past.
But I was not a priest. I looked down at her and my face remained
impassive.
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.
I looked around to see if anyone had witnessed the spectacle unfolding in
this living room, but it was as if an invisible director had banned all but the actors
from the set. Except for us, not a soul could be seen.
I wanted Sylvia to free my hand so I nodded and pretended to understand.
Apparently convinced, she let go and, to my shock, suddenly hugged me tight. My
nose wrinkled as the pungent mix of heavy perfume and sweat assailed me. I
58
wanted to scream at her to let go but I did not move away. “Hmm, I think they’re
washed enough na.” Tita Loleng said. Turning off the tap, I placed the tomatoes
inside the basin once more. Then, as an afterthought, I told my Tita, “I don’t think
she is as pretty as Mom, though.”
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.
“Where was your Dad when she was talking to you?”
“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.
Clack! Clack! The knife hacked violently against the board.
“Nope.”
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.
I had been looking at the face of my dead half-brother, searching for any
resemblance between us. Chemotherapy had sunk his cheeks and had made his
hair fall out, but even in this condition, I could see how handsome he must have
been before his treatment. His framed photograph atop the glass covering of the
coffin confirmed this. Lem took after my father so much that Dad could never even
hope to deny that he was his son. I, on the other hand, had taken after my mother.
59
I knew my father was staring at me but I refused look at him. He
approached and stood next to me. I remained silent.
“I am glad you came,” he said.
I gave him a non-committal nod, not even glancing his way.Tita Loleng
interrupted my thoughts with another one of her questions.
“Did you cry?”
I shook my head vehemently as I answered, “No.”
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.
“Is that all?”
“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.
I finally turned to him. There was only one question I needed to ask. “Why?”
He met my gaze. I waited but he would not—could not— answer me. He looked
away.
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 breathed a sigh of relief. The questions had stopped, for now.
I poured the hugas bigas into the mass of crushed onions and tomatoes
and
60
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.
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.
61
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.
BASIC ELEMENTS OF A SHORT STORY

1. Character– A character in a short story is a person, in some stories an animal,
who takes part in the action of the story or other literary work. The way an author
develops the character in a story is very important in making the story appeal to
the readers. It is said that the heart of the story are the characters. The two most
important characters in a short story are the protagonist and the antagonist.
a. The protagonist is considered as the main character or most important

of all the characters. It is the character who learns something or undergoes
some changes throughout the course of the story. Some stories depict the
protagonist as the hero of the story, while in other stories the protagonist is
not considered a hero as he has done nothing heroic. In any case, the story
always revolves around the protagonist.
b. The antagonist is the character that challenges the main character. It

has
62
no concern for the well-being of the main character. The antagonist may be
a person, the nature, the society, or any intangible matter that contends
with or creates a problem for the protagonist.
2. Setting– The place (locale) and time (period )when the story happens is called
the setting. The setting may be based on real place and real time or it may also be
based on the author’s imagination. When analyzing the setting of the story,
consider where the action is taking place. Most authors use descriptive words to
describe the landscape, scenery, buildings, season, or weather to provide a strong
sense of setting which will help the reader visualize the story and connect to the
story’s plot.
3. Plot– A plot is the actual story. It is what the story is all about. It is also the
series of events and characters’ actions that lead to the highest point of interest in
a short story. The following are the different parts of a story’s structure:
a. Exposition –This is the beginning of the story. This is where the author
introduces the characters, identifies where the story is happening, and
establishes the main conflict.
b. Rising Action–This event occurs as you begin to move throughout the
story. This is where conflicts start to build.
c. Climax– It is the most exciting part of a short story. This is the part in the
story when important decisions are made or important things are
discovered.
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:
• man versus man;
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• man versus nature;
• man versus himself; and
• man versus society.
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.
Activity 1: Identifying the Elements of a Short Story
Directions: Identify the six (6) elements from the short story Sinigang.
1. Setting : ____________________________________________________
2. Characters : _________________________________________________
3. Plot : _______________________________________________________
4. Conflict : _______________________________________________________
5. Theme : _______________________________________________________
6.Point of View : ___________________________________________________
Activity 2: Plot Structure

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.
1. “Did you meet…her?” Tita Loleng asked.

2. The woman looked to me like she was in her forties—the same age as my
mother.
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3. The woman, upon seeing my curious stare, had explained, “I am Sylvia.”
4. I finally turned to him. There was only one question I needed to ask. “Why?”
5. I wanted to scream at her to let go but I did not move away.
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.
10. “I’m sorry,” he had told me.
1. Who is the writer of the short story “Sinigang”?
a. Marie Aubrey Villaceran c. Edith L. Tiempo
b. NVM Gonzales d. Manuel E. Arguilla
2. Where is the setting of the story?

a. farm c. cemetery
b. house d. garden
3. Who is the main character in the story?

a. Sylvia c. Lem
b. Liza d. Tita Loleng
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
5. Whose favorite dish is the “Sinigang”?

a. Liza c. Liza’s mother
b. Tita Loleng d. Liza’s father
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6. What type of conflict was shown in the story?
a. man versus man c. man versus himself
b. man versus nature d. man versus society
7. What element refers to the events in the story?

a. Setting c. Plot
b. Theme d. Conflict
8. What is known as the essence of fiction?

a. Setting c. Conflict
b. Theme d. Climax
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
10. What element is presented at the final part of the story?

a. Resolution c. Exposition
b. Theme d. Climax
11. What element is considered the high point in the story?

a. Setting c. Exposition
b. Theme d. Climax
12. What element creates the tone and presents the characters and other
important facts to introduce the story?
b. Theme d. Climax
13. What element includes the locale and period in a story?

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
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b. a person who is sinful d. a person who is reckless
15. What type of character contends with the main character?

a. opposition c. antagonist
b. protagonist d. instigator
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.”

https://www.sushidog.com/bpss/stories/sinigang.htm
LESSON 8
WRITING A CLOSE ANALYSIS AND CRITICAL INTERPRETATION
OF LITERARY TEXTS APPLYING A READING APPROACH
Overview:
This lesson will discuss how to write a close analysis and a critical
interpretation of literary texts applying a reading approach.
Learning Outcomes:
1. write a close analysis and critical interpretation of literary texts using a reading
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approach and identify representative text from Africa and Asia;
2. produce a creative representation of a literary text by applying multi media
skills;
and
3. show appreciation of different representative literary texts.
Materials Needed:
 Laptop
Duration: 6 hours
Learning Content:
READING APPROACH
Teachers use reading approach as one of the methods in teaching English. This
approach is one way of solving student’s reading problems. Students are
demanded to read more to improve their knowledge and get new ideas.
Inferencing, guessing and predicting are important skills developed in reading. By
reading, students will know about the different of culture by reading across cultural
understanding, and they will learn how to pronounce the words correctly. In
reading approach, students are expected to improve their English skills.
SKIMMING
In skimming, the main idea of a text is quickly identified. The goal is to read
shorter texts to extract accurate detailed information. Skimming is done at speed
three to four times faster than regular reading. People often skim when they have
lots of material to read in a limited amount of time. Some students will read the
first and last paragraphs using headings, summarizes and other organizers as
they move down the page or screen. Some might also read the title, subtitles,
subheadings, and illustrations. Other people consider reading the first sentence of
each paragraph. Skimming works well to find dates, names, and places. It might
be used to review graphs, tables, and charts. This technique is useful when you
are seeking specific information rather than reading for comprehension.
SCANNING
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Scanning is quickly reading a text to get the summary of it. It is a technique
wherein students search for keywords or ideas. Scanning involves moving eyes
quickly down the page seeking specific words and phrases. Scanning is also used
for the reader to find answers to questions. Once a student scanned the
document, they will go back and skim it.
EXTENSIVE READING
Extensive reading is an approach to language learning, including foreign language
learning, by means of a large amount of reading. The readers view and review of
unfamiliar words in a specific context will allow the reader to infer the word’s
meaning, to learn unknown words. Extensive Reading is the free reading of books
and other written material that is not too difficult for readers. Extensive Reading is
sometimes called Free Voluntary Reading .
Activity 1: Read Me!
Directions: Read the selection Chechnya by Anthony Marra and answer the
activities that follow. (The selection will be posted by your instructor via MOODLE)
Activity 2: Skimming
Direction: Fill out the table with setting and character. Use skimming as a
reading technique.
Literary Element Question Answer
1. Where and when did the

Setting 1.
story happen?
2. Who are the characters

Character 2.
in the story
Activity 3: Comprehension Check

Directions: After reading the selection Chechnya by Anthony Marra, answer
the following questions:
1. What descriptions were given about the setting of the story?
2. What seems to be the conflict surrounding the story?
3. What was the deal made by Sonja and Akhmed?
4. What change in attitude was evident in the main character of the story at the
beginning and at the end?
5. Why was it important for the writer to narrate the events that happened during
69
the wars to reveal traditions in Chechnya?
1. It is reading a longer text, usually for pleasure
a. extensive reading
b. scanning
c. skimming
d. reading approach
2. It is one way that will help students to solve their problems in reading.
a. reading approach
b. extensive reading
c. skimming
d. scanning
3. It is used by the reader to find answers to questions.

a. skimming
b. reading approach
c. extensive reading
d. scanning
4. This technique is useful when the students are seeking specific information
rather than reading for comprehension
a. reading approach
b. scanning
c. skimming
d. extensive reading
5. Mina wants to answer questions quickly so she looked for specific titles in the
selection. She used
a. skimming
b. scanning
c. extensive reading
d. reading approach
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6. Randie quickly understood the main idea of the poem he is reading. He used
b. reading approach
c. scanning
d. skimming
7. Princess loves reading novels and short stories. It improves her Vocabulary a
lot. She is using
a. reading approach
b. scanning
c. skimming
d. extensive reading
8. Ma’am Karen encouraged her students to read a lot and use techniques in
understanding the text and improving their knowledge. She is talking about
b. scanning
c. reading approach
d. skimming
9. The line of the poem by Maya Angelou, “take the binders from your vision”,
means that the __________
a. author has placed the binders to someone’s ears
b. author is persuading the people to see their real situation
c. author has a poor vision
d. author is crying
10.“take the padding from your ears, and confess you’ve heard me crying,” this
line wants the readers to______.
a. listen to their pleas
b. cry with their difficulty
c. see what they see
d. feel what they feel
11. Equality, and I will be free. If this happens, people will_____

a. put things in place to support people achieve similar outcomes
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b. Lend things to people who are deprived of material things
c. Give similar materials to all people who need it
d. Allow someone to get what he wants.
12. In another world I want my children to tame grasshoppers

in the field, to play with their dolls in the living room,
to inhale the fragrance of flowers waving as wind blows, to
see the birds measure the sky with their wings.
These lines expressed the earnest wish of a father. What do you think these
wishes mean?
a. The family is living in a peaceful village.
b. The family is well- accepted by society
c. The family is suffering from war.
d. The family has the sickness.
13. In another world I want to be a father without passing

through the eternal insanity of mourning
my children, without experiencing the ritual of
watching my children return home as bodies
folded like a prayer mat, without spending my
nights telling them the stories of a hometown
where natives become aliens searching for a shelter.
What is the tone of the poem?
a. Hopeful
b. Mournful
c. Peaceful
d. Hopeless
14. The use of ropes for hunting, puling, fastening, attaching, carrying, lifting and
climbing dates back to prehistoric times. In Asia, the very first ropes ever made
were twisted from hemp fibers. Hemp rope was used during the age of sailing
ships. Which statement must be false?
a. Ropes have many uses.
b. Ropes were used long time ago.
c. Ropes can be made out of hemp
d. Ropes are only found in Asia.
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15. Racism is the belief that a particular race is superior or inferior to another. It
may be defined as the hatred of one person to another because of skin color,
language, or customs. Therefore, _____
a. Someone who believed that there is a superior race over the other, that person
is a racist.
b. If people speak a different language, they are not racist.
c. If all the people have the same color, no one is racist.
d. All people are racist.
References:
Ibbotson, Eva, The Journey to the River, MacMillan, 2001,
https://en.wikipedia/wiki/Journey_to_the_River_Sea
Kumagai, Naoko, Shimenawa, Banana Writers Online Magazine by PP Wong

https://www.bananawriters.com/japanesedarkstory
Malik, Rasaq, In Another World, New Generation African Poets: A ChapbookBox

Set (Tano), Used with permission of Akashic Books, 2018
https://lithub.com/three-poems-from-new-generation-african-poets/
Maya, Angelou, Equality, Family Friend Poems, 2006 FFP Inc.

https://www.familyfriendpoems.com/poem/equality-by-maya-angelou
Sanchez et al. (2001) 21st Century Literature from the Philippines and the World
Thety Anggraini, Lianasari, A Teaching Method: Reading Approach English
Education Study Program Sriwijaya University, June 12, 2011
https://novaekasari09.wordpress.com/2011/06/12/a-teaching-methodreading-
approach
LESSON 9
LITERARY GENRES
Overview:
This lesson presents the different structures and features of two modern
literary genres, graphic fiction and flash fiction.
Learning Outcomes:
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1. describe graphic fiction and flash fiction;
2. read and respond critically to texts read;
3. write in one of the genres;
4. present similarities and differences of basic graphic fiction and flash fiction; and
5. show appreciation on modern literary genres as an appealing medium to literary
conventions.
Materials Needed:
 Laptop
Duration: 6 hours
Learning Content:
Modern literary genres gain popularity due to the advent of technologies such as
internet and other virtual media which become the major platforms of most of
modern literary texts like graphic and flash fictions. Graphic fiction and flash fiction
are two different genres of modern literature.
Graphic fiction or a graphic novel is a comic book narrative that is equivalent in

form and dimension to the prose novel (Campbell 200, 81). The pictures are
arranged in sequenced in image panels and dialogues are written in speech
bubbles. The illustrations allow the readers to imagine and experience the
characters and events in the story.
Here are some of the features of graphic fiction or graphic novel according to
Singh (2012).
1. Autographic forms are the marks of author’s handwriting which creates an

impact that the whole novel is a manuscript and thus provides a sense of
intimacy.
2. Graphic novels encourage interactivity in the minds of the reader as he fills

in the blanks between image panels.
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3. Filling in the blanks between image panels makes the reader imagine the
actions portrayed in the story.
4. The language, syntax and meaning of a graphic novel spring primarily

through the relationship between images than words.
5. Graphic fiction combines book and screen.
Some of the examples of graphic novels are the following:

1. “In the Shadow of No Tower: 9/11” by Art Spiegelmen in 2004 which tells
the story about the terrorist attack on September 11 in America. This also
depicts the traumatic and tragic experiences of American people during the
9/11 terrorist attack.
2. “The Barn Owl’s Wondrous Capers” by Sarnath Banerjee in 2009 portrays

18th century Calcutta exploiting the myth of the “Wandering Jew”.
3. “Louis Riel” by Chester Brown in 2003 is a fictionalized violent rebellion in

the 19th Century on the Canadian praire who led by Riel.
Flash fiction is imaginative literature of extreme brevity. It could range from a word
to a thousand (Gacusan 2018). It is known as micro stories, postcard fiction,
nanotales and short shorts.
According to Sustana (2020), most of the flash fictions have these common
characteristics.
1. Brevity. Flash fiction presents the story with fewest words as possible.
2. Complete plot. Flash fiction emphasizes the development of plot. It has a
beginning, middle and ending of the story.
3. Surprising ending. The successful hallmark of a flash fiction is its twist at
the end of the story.
Here are some of the flash fictions:

● “Angels and Blueberries” by Tara Campbell is a story of various explanations for
the color of the sky that involves angels and blueberries.
First lines: “Why is the sky blue?” you ask. Well, it all depends on who’s
answering.
● “Taylor Swift” by Hugh Behm-Steinberg tells a weird story of how anyone can
order a perfectly clone of Taylor Swift at his doorstep.
First line: You’re in love; it’s great, you swipe on your phone and order: the
next day a Taylor Swift clone shows up at your house.
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● “Unnecessary Things” by Tatyana Tolstaya is a story of finding an old and torn
teddy bear, “unnecessary things” (items that do not serve any useful purpose),
that she adored as a child.
First lines: This Teddy bear once had amber eyes made from special glass
— each one had a pupil and an iris. The bear itself was gray and
stiff, with wiry fur. I adored him.
Activity 1: Finding Similarities
Direction: Write down the characteristics of 21st Century Literature present
in both genres.
Graphic Fiction
21st Century Literature
Flash Fiction
1. It refers to imaginative literature usually consisting of a few hundred words.
a. Short story
b. Flash fiction
c. Doodle fiction
d. Graphic fiction
2. Which is NOT a feature of a graphic novel?

a. Graphic novel is in condensed form.
b. Graphic novel is a combination of book and screen.
c. It encourages interactivity in the minds of the reader as he fills in the blanks
between pages.
d. Its language, syntax and meaning spring primarily through the relationship
between images than words.
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3. Flash fiction is also known as _____________.
a. short story
b. macro stories
c. graphic fiction
d. postсard fiсtion
4. It is a flash fiсtion story that сenters on finding tattered teddy bear that the
speaker adored as a сhild.
a. “Taylor Swift”
b. "Unnecessary Things”
c. “Angels and Blueberries”
d. “I remember her fifty years later.”
5. Which is NOT a common characteristic of flash fiction?

a. brief
b. has complete plot
c. uses speech bubbles
d. presents twists in the ending
6. “The Barn Owl’s Wondrous Capers” of Sarnath Banerjee that portrays 18th
сentury Calсutta is a ________________.
a. manga
b. flash fiction
c. digi-fiсtion
d. graphic novel
7. It is where dialogues in graphiс fiсtion are written.

a. Image panels
b. Speeсh bubbles
с. Illustration boxes
d. Beside illustrations
8. C. Brown’s “Louis Riel” that centers on a fiсtionalized violent rebellion in the

19th сentury is a______________.
a. сhiсk lit
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b. nonatale
c. graphiс novel
d. text-talk novel
9. How do flash fictions commonly end the story?

a. The story ends with a twist.
b. It presents a painful ending.
c. It usually ends happily and merrily.
d. Readers have the liberty to give their own ending.
10. Whiсh сharaсterizes a graphiс novel?

a. It presents сolorful image panels.
b. Graphiс novel сombines letters and words.
c. Graphic novel presents fewest words as possible.
d. Illustrations allow the readers to imagine and experienсe the сharaсters and
events in the story.
11. Art Spiegelmen’s “In the Shadow of No Tower: 9/11” is an example of

________.
a. text tula
b. flash fiction
c. graphic novel
d. text-talk novel
12. The following are 21st literary genres EXCEPT__________________.

a. Manga
b. Flash fiсtion
c. Graphiс fiсtion
d. Korean telenovela
13. It is a сreative pieсe written in comic form.

a. comiс story
b. storyboard
с. flash fiction
d. graphic fiсtion
14. Tara Campbell explains the various сolors of the sky in flash fiсtion story
entitled_________________.
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a. “Taylor Swift”
b. “Unneсessary Things”
c. “Angels and Blueberries”
d. “For sale: baby soсks, never worn”
15. Graphiс novel is also known as _____________.

a. digi-fiсtion
b. flash fiсtion
c. doodle fiсtion
d. graphiс fiсtion
References:
Dean, Demecia. 2014. “My Freaking Alarm.” Published April 2014.https://www.
familyfriendpoems.com/poem/my-freaking-alarm
Freisen, Calle, “21st Century Literary Genres.” Last uploaded Oct. 19, 2011.
https://www.slideshare.net/darinjohn2/21st-century-literary-genresby-calle-
friesen
Johnson, Nicky. 2019. “The Unlucky Winners.” Published August 2, 2019. https://
www.fridayflashfiction.com/100-word-stories
Gacusan, Pauleen, “21st Century Literary Genre.” Last uploaded May 25, 2018.
https://www.slideshare.net/lhengacusan/21st-century-literary-genre
Reedsy Ltd., “25 Flash Fiction Stories Worth Your Time.” Last posted April
23, 2020. https://reedsy.com/discovery/blog/best-flash-fiction
Singh, Xavier Pradheep, “Graphic Fiction.” Last uploaded Nov. 22,

2012 https://www.slideshare.net/pradheepxing/graphic-fiction
Smith, Joanna, “Everything You Need To Know About Flash Fiction.” Last updated
Mar. 21, 2018. https://medium.com/@joannasmith008/everything-you-
needto-know-about-flash-fiction-29e2513b4f4a
Sustana, Catherine, “Flash Fiction Definition and History.” Last updated March
29, 2020. https://www.thoughts.com/what-is-flash-fiction-2990523
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LESSON 10
LITERARY GENRE ON CREATIVE MULTIMEDIA PRESENTATION
Overview:
In this lesson, you will encounter a new literary piece - a parable, as related
to literary genre. Incorporated in this lesson is the use of multimedia that plays an
important role in presenting a creative version of a certain literary piece.
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Learning Outcomes:
1. demonstrate ability to interpret specific literary genre; and
2. create a unique literary adaptation through multimedia presentation.
Materials Needed:
 Laptop
Duration: 6 hours
Learning Content:
Multimedia is an essential avenue to transform unique adaptations of a literary
genre, thus, making learning outputs interesting and productive. To have a
creative adaptation of literary genres, the following concepts have to take into
considerations.
MULTIMEDIA AND ITS CONCEPTS

A multimedia is any electronic application used to teach lessons or to further
educate learners on a particular topic. It is a presentation of material that uses
both words and pictures in a combination of text, voice, picture or video. Using
interactive digital tools to tell a story is called digital storytelling and often uses a
combination of multimedia venues to complete the task. The use of multimedia
allows educational ideas and materials to be presented in a more artistic, inspired
and engaging way.
USES OF MULTIMEDIA AND ITS FORMATS

There are many uses of multimedia for a deeper understanding of a lesson.
Audiobooks are ideal for second-language learners. Song files and music videos
can be used to compare social norms in different eras. Multimedia can offer
students a better understanding of the lesson.
The multimedia formats from various media includes: text and graphics for
slideshows, presentations, diagrams and infographics. Audio has podcasts and
recordings. Screen captures, lecture captures and animation are examples of
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video components of multimedia. Other multimedia components include blogs,
vlogs, webinars and other interactive content.
Multimedia applications include the interaction of different media types like

animation, video, text and sound. It has become a part of our lives as soon as we
entered the digital age. Before the modern technology, there are tools helping us
appreciate some of the types of multimedia such as videos on television. There
are various components of multimedia such as:
1. Videos
Digital video is a primary component in multimedia, especially those that appear
online and on television. The different formats of these types of multimedia include
wmv, avi, mped and flash. Some of these formats are better than others because
they load faster and can be viewed or loaded using different platforms and
operating systems. Many videos have changed formats ever since the mobile
phone industry became more advanced in technology. Many of the video formats
require plug-ins on browsers and specific mobile applications to load.
Here is a list of multimedia formats:

Format File Description
MPEG. Developed by the
Moving Pictures Expert
Group. The first popular
.mpg
MPEG video format on the web.
.mpeg
Not supported anymore in
HTML.
AVI (Audio Video

Interleave). Developed by
Microsoft. Commonly used
in video cameras and TV
AVI .avi
hardware. Plays well on
Windows computers, but not
in web browsers.
WMA (Windows Media

Audio). Developed by
Microsoft. Plays well on
WMA .wma
Windows computers, but not
in web browsers.
Flash Video is a container

file format used to deliver
digital video content over
swf
flash the Internet using Adobe
(small web file}
Flash Player version 6 and
newer.
MP3 .mp3 MP3 files are actually the
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sound part of MPEG files.
MP3 is the most popular
format for music players.
Combines good
compression (small files)
with high quality. Supported
by all browsers.
MP4 is a video format, but

can also be used for audio.
MP4 .mp4
Supported by all browsers.
2. Animation
Animation is a form of art for most people, especially those that are in the
business of producing animated movies. Right now, animation has become
interactive, allowing users to directly affect the outcome of animated components
and events. Flash is the most common platform for animation, and using this
component, the interactivity of animation is enhanced.
3. Text
Text has always been and will always been the most common among the types of
multimedia components in different applications. Text in combination with other
media components can make any application more user-friendly. By using text,
interactivity is increased. Text elements are particularly important for accessibility
purposes. Users of an application need to input text for the system to identify
them. Text is also used to create a digital signature, such as in passwords.
4. Images
Digital image files are needed to create videos and animation. A user would
sooner go to a website filled with colourful photographs than one that contains
only text elements. Familiar image formats include jpeg and png. These formats
permit editing. Images are created by graphic designers using various software.
5. Audio
Voiceovers comprise a tremendous number of the types of multimedia
components. Audio files include background music and special effects. Any audio
in an application is designed to improve a user’s experience.
CHARACTERISTIC OF A MULTIMEDIA
 Multimedia can be used in the presentations, making them more fun and
interesting.
 A multimedia presentation has various viewing options such as projector or
a media player and the like.
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 You can also download the multimedia presentation or play it live.
 The technology of multimedia can also be used to make the information be
conveyed more easily to the user.
 Multimedia technology has improved the learning experience by combining
various forms of media together.
BENEFITS OF USING MULTIMEDIA

 Digital storytelling allows students to improve their knowledge about a
specific subject and increases skills such as writing, researching and
reading.
 Using multimedia improve a learner’s overall academic performance. In
particular, multimedia in the classroom is used for self-directed learning or
SDL.
 Students manage their time and assess what needs to be included in their
learning activities. This style of learning is used mostly with older students
who already know how to manipulate many of the multimedia venues
available to them.
Activity 1: Presenting Life Experiences through Multimedia
Directions: Choose a memorable experience that you are comfortable
sharing to the class, and choose a multimedia format to creatively present your
experience in life and tell how you feel about it. Upload your output to MOODLE.
Directions: Direction: Choose the letter of the correct answer. Write the
chosen letter on a separate sheet of paper.
1. It is short story designed to allegorically teach some religious principles, moral
lessons, or general truths.
A. fable C. anecdote
B. parable D. narrative poem
2. It is a brief story illustrating a moral or revealing general truths about human
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nature.
A. parable C. fable
B. narrative poem D. anecdote
3. A literary genre is also known as literary _________.

A. composition C. essay
B. academic text D. epic
4. Parables and fables are very interesting to read, because you will learn ___
lessons from them.
A. topic C. moral
B. review D. immoral
5. He is the writer of the parable entitled, “The Story of the Pencil” and he is a
well-acclaimed writer.
A. Paul Coelho C. Paulo Colle
B. Paula Coole D. Paulo Coelho
6. It is a nondescript object that gives a powerful message in the parable.

A. pencil C. wooden stick
B. paper D. umbrella
7. The story of “The Ants and a Grasshopper” is a example of ______

A. parable C. narrative poem
B. fable D. anecdote
8. The use of multimedia enhances the teaching lessons and aims to

__________, most especially in the Online Distance Learning.
A. further confuse learners
B. further waste learner’s time
C. further entertain with computer gaming world
D. further educate learners
9. It refers to any electronic application that uses both words and pictures in a
combination of text, voice, picture or video.
A. media
85
B. multimedia
C. printer and scanner
D. projector
10. The AVI (Audio Video Interleave) is developed by Microsoft. It is commonly

used
in video cameras and TV ___________ and it plays well on Windows computers.
A. programs
B. software
C. hardware
D. viewing
11. To make our multimedia presentation creative, we can import images, audio,
and video clips to unique output, but we have to ________ to avoid plagiarism.
A. leave the webpages
B. screenshot the images
C. ignore the links
D. cite sources
12. Videos, animation, text, images, and audio are all multimedia ________.
A. formats
B. components
C. uses
D. presentations
13. Blogs, vlogs, webinars and other interactive content are multimedia _______.
A. components
B. uses
C. formats
D. presentations
14. “You can also download the multimedia presentation or play it live.” It
tells us about multimedia _________.
A. uses
B. formats
C. benefits
D. characteristics
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15. “Digital storytelling allows students to improve their knowledge and increases
skills such as writing, researching and reading.” It tell us about multimedia
_____________.
A. benefits C. uses
B. formats D. characteristic
References:
https://www.bing.com/images/.
https://www.bing.com/images/search?q=Pen+and+Paper+Clip.
https://www.bing.com/search?.
https://www.mobal.com/blog/travel-talk/destination-guides/customs-andtraditions-
from-around-the-world/.
https://www.sprachcaffe.com/english/magazine-article/amazing-culturalfacts.
https://www.thefreedictionary.com/essay.
https://www.typesof.com/types-of-multimedia/.
https://www1.udel.edu/edtech/multimedia/index.html.
Kwan, Kevin. (2017). Rich People Problems. New York: Anchor Books.
LESSON 11
LITERARY GENRE WITH ICT SKILL EMPOWERMENT
Overview:
87
Creative adaptation of a certain literary genre is easy to deal with if you
have
satisfying ICT skills that can help you enhance learning outputs in studying literary
genres, its elements, and essential literary contexts about cultural diversities of
21st
Century Literature from across the globe. In this lesson, you will read a story
entitled, “Rich People Problem” and apply your ICT skills to generate a digital
picture emphasizing the story elements.
Learning Outcomes:
1. illustrate a creative literary adaptation with one’s ICT skills; and
2. appreciate the use of multimedia to enhance ICT skills.
Materials Needed:
 Laptop
Duration: 6 hours
Learning Content:
INFORMATION AND COMMUNICATION TECHNOLOGY OR ICT
Information and communications technology (ICT) refers to all the technology
used to handle telecommunications, broadcast media, intelligent building
management systems, audiovisual processing and transmission systems, and
network-based control and monitoring functions. ICT is often considered an
extended synonym for information technology (IT).
Information Technology (IT) is the use of computers to store, retrieve, transmit,

and manipulate data, or information. IT system is generally an information system,
a communications system or, more specifically speaking, a computer system –
including all hardware, software and peripheral equipment –operated by a limited
group of users.
ICT SKILLS
88
ICT skills are about understanding and applying a range of computer programs,
software and other applications. These include: word processing, spreadsheets,
databases, power points and search engines.
ICT skills are being manifested if you can do the following:

 type / encode your document; bring out your best writing using MS Word-
word processor
 manipulate numbers and data for computation; discover and connect to data,
analysis using MS Excel – number processor
 generate slides for presentation; design professional presentations using MS
PowerPoint – slide presentation
 create everything from labels to newswriting and marketing materials using
MS Publisher
 Copy(Ctrl+C) and Paste (Ctrl+V) any items from internet – images, video clips,
music and be able to embed them in your outputs
 CITE SOURCE(s) on any imported images, video clips, music ---to avoid
plagiarism
 Manage browsing websites
 Save any files with appropriate file formats
 Associate yourself as a Techie person (one who has smart and clever ways of
manipulating computer and other related-gadgets)
COMPONENTS OF ICT
The term Information and Communication Technology (ICT) is generally accepted
to mean all technologies that, combined, allow people and organizations to
interact in the digital world.
http://europeyou.eu/es/what-isinformation-and-communication
89
Activity 1: Presenting Elements of A Story Using ICT Skills
Direction: Identify the elements of a story in the selection entitled, “Rich
People Problem”. Generate slides presentation using Microsoft PowerPoint or
simply have the same graphic organizer in your WORD.doc file format.
Direction: Choose the letter of the correct answer. Write the chosen letter
1. The most exciting part of a story is called _______________.
A. character C. conflict
B. climax D. plot
2. It refers to the tension, the fight or the struggle between the various characters
or forces in the story.
A. conflict C. setting
B. theme D. plot
3. A short story is interesting and fun to read because it teaches ______ lesson.
A. biographical C. moral
B. political D. sociological
4. The main character in the story is known as the __________.

A. protagonist C. feminist
B. antagonist D. masculinist
5. This element refers to the topic that the writer writes or comments on in his or
her writing.
A. plot C. climax
B. conflict D. theme
6. Information Technology (IT) is the use of __________ to store, retrieve,

transmit,
and manipulate data, or information.
A. printer C. computer
B. projector D. scanner
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7. Information and Communication Technology (ICT) is generally accepted to
mean all technologies and allow people and organizations to interact in the
________world.
A. classical C. digital
B. traditional D. none of them
8. To Copy, press (Ctrl+C); to Paste, press ________ on the computer keyboard.

A. (Shift+V) C. Ctrl+P)
B. (Shift+P) D. (Ctrl+V)
9. It generates slides for presentation; used to design professional presentations.

A. Microsoft (MS) Word C. MS Excel
B. MS PowerPoint D. MS Publisher
10. To produce a literary adaptation of a story, one needs to apply his ICT skills.
ICT means _____.
A. Information and Communication Technology
B. Information to Centralize Tutorial
C. Inclusive for Classroom Technology
D. Important in Communication Technology
11. ICT skills are about understanding and applying a range of computer
programs, _____________ and other applications.
A. hardware C. peripheral
B. software D. hard drive
12. When an item lacks of interesting quality, it has a ______________ label.

A. nonsense C. no quality
B. nondescript D. no value
13. A person employed to drive a private car is called _______.

A. diver C. chauffeur
B. courier D. pauper
14. A video clip of a story entitled, “The Rich People Problem” is in _______ file
format.
A. .mp4 C. .jpeg36
B. .html D. .xls
91
15. Using interactive digital tools to tell a story is called digital _________.
A. storybrowsing C. storykeeping
B. storymapping D. storytelling
References:
https://www.bing.com/images/.
https://www.bing.com/images/search?q=Pen+and+Paper+Clip.
https://www.bing.com/search?.
https://www.mobal.com/blog/travel-talk/destination-guides/customs-andtraditions-
from-around-the-world/.
https://www.sprachcaffe.com/english/magazine-article/amazing-culturalfacts.
https://www.thefreedictionary.com/essay.
https://www.typesof.com/types-of-multimedia/.
https://www1.udel.edu/edtech/multimedia/index.html.
Kwan, Kevin. (2017). Rich People Problems. New York: Anchor Books.
92
LESSON 12
FLASH FICTION AND STORY PLOT
Overview:
This lesson focuses on flash fiction and story plot. A flash fiction, one of the
genres of fiction, is a short story with much lesser words. Typically, a flash fiction
story has no longer than 1000 words in length. Some literary writers find writing a
flash fiction extremely difficult because they have to cover the beginning, rising
action, climax, and conclusion of the story with very few words. Despite this
challenge, many flash fiction stories still possess those elements, all within the
strict word count. The word limit provides a very creative challenge.
Learning Outcomes:
1. describe a flash fiction and plot of a story; and
2. create a digital picture story.
Materials Needed:
 Laptop
Duration: 6 hours
Learning Content:
FLASH FICTION
The story you read is an example of a flash fiction. A flash fiction, also known as
short-short story, typically contains less than 1000 words which is most often used
to describe short casual written works. Although a flash fiction may be written in
any genre, the most famous ones are in romance, thriller, horror and sci-fi. Even
with only a number of words, a flash fiction also bears the essential elements of a
short story. The paramount of all the elements for this type of literature is the plot.
A flash fiction is similar to a short story is some ways. Both tell a complete story
with a beginning, middle and end with the elements of storytelling in place.
However, they, too, have differences.
93
FLASH FICTION VS. SHORT STORY
Short Story Flash Fiction
is a much shorter version of a short
is significantly shorter than a novel
story
consists of 1000-10, 000 words in
composed of 100-1000 words in length
length
has a fleshed-out plot, well-rounded has a well thought out plot and great
characters, and a developed setting characters, but they don’t necessarily
and theme. need to be fully developed
has one or a few characters and one or
a few settings (limited in place and
shouldn’t be more than one plot and
time, such as a day or a couple of
one theme.
weeks) and expresses a single theme,
or message.
is punchy and to the point, a story of
generally is more flexible. There is extreme brevity with the plot pared
more space to develop ideas, plot, down to the core of the story. Every
character and theme; there is at most, detail, every character gesture, every
one plot and a small subplot or a plot description counts; each word has its
and a half. place. Take one word away and the
meaning is lost.
CHARACTERISTICS OF FLASH FICTION

When writing a flash fiction story, it is important to know how they are similar and
different to longer stories. Flash fiction is shorter, but it should not feel too short.
Here are some traits of strong flash fiction stories.
1. Story Structure: A flash fiction story is not the shortened version of a longer
story; it still follows the elements of plot, including a beginning, middle and end, as
well as a conflict and satisfying resolution.
2. Setting: Most flash fiction stories take place in one setting, as moving between
locations uses up too much space. It allows the writer and reader to focus on the
plot.
3. Characters and Backstory: Flash fiction pieces are plot-driven and include no
more than three or four characters. They may include some character
development,
but too much backstory can use valuable space.
4. Description: One may think that flash fiction stories are short on description to
save space. However, a strong piece can balance vivid descriptions with a
quickmoving plot. Stories that lack description are not satisfying to read, and a
flash
fiction piece should feel complete.
94
THE PLOT
Every written story has a plot- the series of events and characters’ actions that
includes a beginning, a middle and an end. Also, every written story has a plot
structure or a narrative arc. Although it is important for a story to have all its
essential elements, the plot is the major element of all as it is what the story is all
about. The plot is the actual story. Without it, a writer has not penned anything.
TWO TYPES OF PLOT

A writer can create a story using one of the two types of plot- a unified plot or an
episodic plot. A unified plot has a story that is realistic with a central character and
action and the story happens in one place during a short span of time- a day,
several hours or even just for an hour. An episodic plot, on the other hand, has a
story that happens in a much extended period of time. A writer who employs the
episodic plot frequently uses the technique of ‘flashback’ to lay out background
details of the story. But similar to the unified plot, an episodic plot also has a
central character, setting and action.
There are three other ways to write a plot. A plot may be written as a movement in
casualty, a movement in time and a movement in dramatic tension.
PLOT – a movement in time

The plot is a movement in time when the story transpires on a particular period of
time such as an hour, a day, a week, a month or even a year.
PLOT - movement in casualty

The plot is a movement in casualty when the story is established on a series of
casual events that happen one after another. Here, the writer is to create a story
based on the principle of cause and effect that is, the first event sets off the
second and the second event sets off the third and so on. Hence, every new event
has a casual relationship to the old ones.
PLOT - a movement in dramatic tension

The plot is a movement in dramatic tension when the story has dialogue, action,
details, descriptions and scenes that amplify the tension and persuade the reader
to turn the page and continue reading. The techniques of foreshadowing,
flashback
95
and epiphany are oftentimes employed in this type of plot.
The following are the components of a plot structure or parts of the narrative.
a. Exposition – This is the beginning of the story, also known as the inciting
incident. This is where the author introduces the characters, identifies where the
story is happening, and establishes the main conflict. This includes events, actions
or even decisions that build conflict, pressure or disturbance to the main
character.
b. Rising Action – This is also known as the plot complication where the writer fully
introduces the conflict or the obstacle that will prevent the main character, the
protagonist, to achieve his goal.
c. Climax – This part is considered as the most exciting part of a story. This part
has the most tension or most exciting event compared to all other events in the
story. Also, this is where important decisions are made or important things are
discovered.
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/End – This is the solution to the problem in a story. When a writer

brings resolution to end the story, he can end the story with either an open or
closed ending. When a writer uses a closed ending, the resolution is done by
answering all unanswered questions that were implied or explicitly stated. A death
is an example of a closed ending. When a writer uses an open ending, he leaves
the readers to think, wonder or speculate what happens after the story has ended.
Activity 1: Digital Picture Story
Directions: Make a digital picture story of Jake. Follow the steps in creating
a digital picture story. Then, assess your work using the rubric below.
Steps in Creating a Digital Picture Story

1. Go back to the story, “Jake” (Uploaded to your virtual classroom).
96
2. Identify the sequence of the story that you will use in your digital picture story.
3. Import images and music.
4. Apply appropriate lighting.
5. Record a voice-over.
6. Add transitions.
7. Adjust the timeline.
8. Assess your digital picture story.
DIGITAL PICTURE STORY ASSESSMENT RUBRIC
Needs
Needs Major Needs Minor Needs No
Total
Revision Revision Revision
Revision
1. VIDEO
CLARITY AND
LIGHTING
A. Camera
movements are
smooth and of
appropriate
speed.
B. All shots have

appropriate
lighting.
2. AUDIO
A. Audio is
balanced
between
music and voice- 1 2 3 4
over.
B. Audio is clear
all throughout
the video.
3. PACING
A. Clip durations
are
appropriate; with
elements of
excitements and
surprise.
B. The sequence
of the story is
easy to
comprehend.
97
Directions: Directions: Choose the letter of the correct answer. Write the
chosen letter on a separate sheet of paper.
1. What plot structure component is known as the inciting incident where the
author introduces the characters, identifies where the story is happening, and
establishes the main conflict?
A. exposition C. falling action
B. climax D. rising action
2. What plot structure component is considered as the solution to the problem in a

story?
A. exposition C. falling action
B. climax D. resolution
3. What is the other term for plot structure?

A. plot arc C. narrative arc
B. narrative plot D. narrative structure
4. What writing technique is used for an episodic plot?

A. flashleft C. foreshadowing
B. flashback D. epiphany
5. What plot movement uses techniques such as flashback, foreshadowing and

epiphany?
A. time C. casualty
B. dramatic tension D. space
6. When the story transpires on a particular period of time such as an hour, a day,
a week, a month or even a year, it is a plot movement in __________
A. time C. casualty
B. dramatic tension D. Space
98
7. When the story has dialogue, action, details, descriptions and scenes that
amplify
the tension, it is a plot movement in __________
A. time C. space
B. casualty D. dramatic tension
8. When the story is established on a series of casual events that happen one
after
another, it is a plot movement in __________
A. time C. space
B. casualty D. dramatic tension
9. What type of plot has a story that is realistic with a central character and action
and the story happens in one place during a short span of time?
A. casual C. periodic
B. unified D. episodic
10. What type of plot has a story that happens in a much extended period of time?
A. methodic C. periodic
B. unified D. episodic
References:
Bartlett, Jim. “Jack.” Last modified February 10, 2019. https://spillwords.com/jack/.
Hood, Dave. “What is Plot in a Short Story?” (web blog), Last modified April 11,
2011. https://davehood59.wordpress.com/2011/04/11/what-is-plot-in-
ashort-story/.
Poli, Rachel. “The Difference Between Flash Fiction & Short Stories.” (web blog),
https://rachelpoli.com/2019/02/11/the-difference-between-flash-fictionshort-
stories/.
Smith, Joanna. “Everything You Need To Know About Flash Fiction.”

https://medium.com/@joannasmith008/everything-you-need-to-knowabout-
flash-fiction-29e2513b4f4a.
Widhalm, Shelly. “Writing Flash Fiction vs. Short Stories.” (web blog),
99
https://shelleywidhalm.wordpress.com/2015/01/31/writing-flash-fictionvs-
short-stories.
Your Dictionary. “5 Flash Fiction Examples to Inspire and Entertain.”

https://examples.yourdictionary.com/5-flash-fiction-examples-to-inspireand-
entertain.html.
100

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FIRST QUARTER

UNDERSTANDING LITERARY HISTORY

• Spanish Influences On Philippine Literature

PERIOD OF ENLIGHTENMENT (1972- 1898)

The Propaganda Movement (1872-1896) - This movement was spearheaded

THE AMERICAN REGIME (1898-1944)

Characteristics of Literature during this period:

THE JAPANESE PERIOD (1941-1945)

 Filipino Poetry during this period

PHILIPPINE LITERATURE IN ENGLISH (1941-1945)

PERIOD OF ACTIVISM (1970-1972)

The Literary Revolution

PERIOD OF THE NEW SOCIETY (1972- 1980)

PERIOD OF THE THIRD REPUBLIC (1981-1985)

POST-EDSA 1 REVOLUTION (1986-1995)

a. Japanese Period f. 21st Century

Activity 2: Who’s Who?

A. Jose Rizal B. Marcelo H. Del Pilar C. Graciano Lopez Jaena

__1. Sa Mga Pilipino __6. El Filibusterismo

THE SUN AND THE MOON

1. What is the concern of the moon regarding his stars?

Activity 4: Characterize Me!

Activity 6: Saying a Song

II. At sa kanyang yumi at ganda

6. Haiku and Tanaga were influenced by what period?

7. This period presented new trends in writing using modern technology.

11. Philippine regional literature can be BEST described as ___________.

12. Imagery in poetry pertains to _____________.

13. The use of the vernacular in regional literature is ___________

14. A valid observation of literary development in the Philippines is that _______.

15. Because of the archipelagic nature of the Philippines, its geographical

Croghan SJ, Richard V. (1975). The Development of Philippine Literature in

SIGLIWA. (2019). Salubungin ang (bagong) Daluyong ng mga Agos sa Disyerto.

Velasco, Nel. (2020). CNF Figures of Speech and Literary Devices.

A TASTE OF PHILIPPINE POETRY

A TASTE OF TAGALOG ESSAY

A TASTE OF CREATIVE NONFICTION

____ Region 1 A. Cagayan Valley

Activity 2: Poetry Reading

And neutral where the sea has

1. What image does the poem, Gabu, try to create?

Activity 3: Graphic Organizer

Title of the Text:

How would you describe the group

What does it hope to achieve

1. Chant (Bulong) was used in witchcraft or enchantment especially in remote

3. PAGIBIG SA TINUBUANG LUPA was translated from the Spanish AMOR

6. English as medium of instruction was introduced in the schools as intellectual

11. A statement of fact about Philippine regional literature is _______.

14. The development of literature in the Philippines __________.

Croghan SJ, Richard V. (1975). The Development of Philippine Literature in

SIGLIWA. (2019). Salubungin ang (bagong) Daluyong ng mga Agos sa Disyerto.

Velasco, Nel. (2020). CNF Figures of Speech and Literary Devices.

DRAMA - is a composition in prose or verse presenting in dialogue or pantomime

21ST CENTURY LITERATURE GENRES

CHICK LIT or CHICK LITERATURE

SIX-WORD FLASH FICTION

Activity 2: Identifying the Literary Genre

Activity 3: Venn Diagram

Based on your answer in Activity 3, briefly answer the following questions:

Activity 4: Graphic Organizer

Activity 5: Blog Post

3. Brief stories told in a thousand words or less.

5. A factual story is written using literary devices and techniques.

1. Sa Mga Pilipino 6. El Filibusterismo