21 Century Literature From The Philippines and The World

SENIOR HIGH SCHOOL
21st Century Literature

from the Philippines
and the World
Quarter 1/Module 1
Filipino Literary Texts from Pre-Colonial
to Contemporary Period
Lessons 1-8
(DO_Q3_21st CENTURY LITERATURE_G11_MODULE 1_LESSONS

i (DO_Q3_21st 1-8)
CENTURYLITERATURE_G11_MODULE 1_LESSONS 1-8)
RESOURCE TITLE: 21st Century Literature from the Philippines and the World
Alternative Delivery Mode
Quarter 3 – Module 1
Revised Edition, 2022
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wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.
Published by the Department of Education

Secretary: Sara Z. Duterte-Carpio
Development Team of the Module
Writers: Justine Allyson Dionisio, Ramona Villanueva, Lea Tabirara

Joey Fabroa, Marwin Tatoy, Shammy- Rose Santiago
Edison Lalimarm, Veronica Lumogdang
Illustrator: Nathaniel D.C. Del Mundo
Content Editors: Shammy- Rose Santiago, Ramona Villanueva
Marwin A. Tatoy, Reynante B. Saldivar
Language Editor: Maria Rhea M. Pelayo
Layout Artist: Myron Willie III B. Roque, Reynante B. Saldivar, Raphael A. Lopez
Management Team:
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FILMORE A. CABALLERO, CID Chief
MELVIN WILLY B. ROQUE, PSDS, OIC LRMS
DR. WINNIE F. TUGADE, EPS English and Journalism
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SENIOR HIGH SCHOOL
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Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners,
can continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each
SLM. This will tell you if you need to proceed on completing this module or if you
need to ask your facilitator or your teacher’s assistance for better understanding of
the lesson. At the end of each module, you need to answer the post-test to self-check
your learning. Answer keys are provided for each activity and test. We trust that
you will be honest in using these.
In addition to the material in the main text. Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how they can
best help you on your home-based learning.
Please use this module with care. Do not Put Unnecessary marks on any part
of this SLM. Use a separate sheet of paper in answering the exercises and tests. And
read the instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.
Thank you.
iii (DO_Q3_21stCENTURYLITERATURE_G11_MODULE 1_LESSONS 1-8)

This module is designed to engage you in various significant and rewarding
learning experiences through diverse activities while exploring and tracing the
literature of our past. You will be introduced to a deeper appreciation of our local
literature and how it has shaped and deliberately changed along the way.
Learning Competencies:
• Identify the geographic, linguistic, and ethnic dimension of Philippine
literary history from pre-colonial to contemporary (EN12Lit-Ia-21)
• Identify representative texts and authors from each region (e.g. engage in
oral history research with focus on key personalities from the students’
region/province/ town) (EN12Lit-Ib-22)
Directions: Read and understand the following questions. Choose the letter that
corresponds to the best answer. Write your answers on a separate sheet
of paper.
1. The works in classical Phil. literature are characterized by the following EXCEPT:
A. outstanding qualities of writers’ work
B. influenced by history and culture
C. gender sensitive & technologically alluding
D. timeless and idealistic
2. Which of the following is NOT a characteristic of Philippine literature during pre-
colonial period?
A. It has a rich tradition of oral literature
B. It is crude on ideology and phraseology
C. It is derived from western ways of writing, influenced by western writers
D. It is marked by daily observations about life and natural phenomena
3. This refers to the historical development of writings in prose or poetry which
attempts to provide entertainment, enlightenment, or instruction to the reader.
A. literary history C. linguistic content
B. national literature D. 21st century literature
4. Which of the following statements best describes Philippine proverbs or
aphorisms?
A. It is a mono-riming heptasyllabic quatrain expressing insights and
lessons on life
B. It express norms or codes of behavior, community beliefs and instill
values by offering nuggets of wisdom in short, rhyming verse
C. Its subject matter exploits historical and legendary heroes
D. It is a form of folk lyric which expresses the hopes and aspirations and
people’s lifestyle
5. Who is regarded as the "Poet of the Laborers"?
A. Amado V. Hernandez C. Nick Joaquin
B. Liwayway Arceo D. Jose Garcia Villa
1 (DO_Q3_21st CENTURY LITERATURE_MODULE1_LESSON1)

6. The most appropriate descriptive adjectives to convey the features of Philippine
literature during the American period is
A. Rhetoric and deliberative C. Religious and secular
B. Imitative and critical D. Classic and indigenous
7. The literary piece inspired by revolution and ideology is reflected in which of the
following works?
A. Pagibig sa Tinubuang Lupa C. We Filipinos Are Mild Drinkers
B. To The Young Women of Malolos D. Noli Me Tangere
8. Based on the subject and form, the poem entitled “Mi Ultimo a Dios” written by
Dr. Jose Rizal is best described as
A. a melodic poem C. an elegiac tanaga
B. a literary novel D. a literary epitaph
9. Which of following LEAST describes the features of pre-colonial literature?
A. the use of repetitive and sonorous lyrics
B. the use of chants and riddles
C. the use of free style in forms and writing style
D. the use of verses for rituals
10. It is a literature that reflects the history and culture of a country, usually created
by its local writers.
A. Contemporary Literature C. Propaganda Literature
B. National Literature D. World Literature
11. Which of the following is TRUE about the traditional Filipino Tanaga?
A. It speaks for itself and does not require a title
B. It uses 7777 syllabic verse
C. It uses various forms
D. It uses free style rhyme scheme
12. Which of the following describes the prevailing subjects of contemporary
literature?
A. rural living
B. nationalism and patriotism
C. daily encounters and activities in life
D. social issues and domestic condition
13. It was in this period when the Carlos Palanca Memorial Awards initialized.
A. Pre-colonial Period C. American Period
B. Spanish Colonial Period D. Contemporary Period
14. The following are popular forms of literature during the pre-colonial period,
EXCEPT:
A. Oral Literature C. Religious Prose
B. Verses for Rituals D. Folk Narratives
15. His most significant contribution in the field of literature is the introduction
of Bagay Poetry. His major work includes Likhang Dila, Likhang Diwa.
A. Bienvenido Lumbera C. Francisco Balagtas
B. Amador T. Daguio D. Lazaro Francisco

Lesson Literary Texts from Pre- Colonial to
1 Contemporary Period
This module presents the richness and ingenuity of Philippine literary art
traditions. This will give you a foretaste of the dimensions of Philippine literature
from pre-colonial to contemporary times. Furthermore, this module fosters your
understanding of how our literature has changed and developed across time.
Take the journey and explore the local literary pieces presented in this module
to sustain and develop your knowledge of the various texts. As you embrace the
uniqueness and richness of our culture and literature, you will be presented with
various literary features that will help you reveal a structured understanding of how
distinctive our earliest literature from todays’. It is very important at this stage to
spend some time reading to compare and contrast different texts from different times.
Activity 1: Word Hunt

Directions: Find the 10 hidden words in the grid. These words are related to the
lesson. Write your answers on a separate sheet of paper.
Notes to the Teacher

You may ask your students to give definition for each word found in the
grid.

Activity 2: Classify Me
Directions: read the following statements, then classify them accordingly. Write
your answers on a separate sheet of paper.
• Themes on social issues and domestic conditions were mostly revealed.
• Most of the texts were about prayers, novenas, and stories about the lives of
saints.
• Served as the “golden period” for short stories and Tagalog drama.
• Imitation of the writing style and method of the Americans is prevalent.
• Stories include mythological creatures like duwende, aswang, tikbalang and
the like.
Characteristics of Philippine Literary Tradition
Pre-colonial Spanish American Japanese Contemporary
Dimensions of Philippine Literary History
From Pre-colonial to Contemporary.

The works of literature for this module are only a handful of those writings that are
important in the rich and diverse tradition of Philippine literary history. The
elements, structures, traditions, and dimensions of our literature that will be shared
reflect not only the identity of Filipino literary writers but the Filipino race as well. It
is believed that by time and differences in literary tradition we commune our faith
and love for our nation.
Pre-colonial Literary Tradition.

Since then, our ancestors have developed the earliest forms of literature in the form
of folk songs, speeches, narratives, epics, myths, legends, and indigenous rituals.
They had stories of the beginnings, life’s daily encounters, incidents of rural life, and
accounts of great local heroes as well. The strange stories of mythical creatures like
aswang, dwende, kapre, tikbalang, and manananggal have flourished in the rural
parts of the country during this period.
These earliest forms of literature, passed through oral tradition, are repositories of
our ancestors’ community, embodying their ideals and beliefs.
Here are a few of the local literatures during this period.
o Riddles are questions or phrases that have double or hidden meaning, where
the power of one’s observations and wit are put to test.
o Proverbs express norms or codes of behavior, community beliefs and instill
values by offering nuggets of wisdom in short, rhyming verse.

o Tanaga is a mono-riming heptasyllabic quatrain indigenous type of Filipino
poem expressing insights and lessons on life
o Folk Songs are form of folk lyrics, often repetitive and sonorous, didactic and
naive. These are: Hele or oyayi Tagay of the Cebuano and Waray, Ambahan
of the Mangyan, and Kalusan of the Ivata
o Folk Narratives are stories handed down from the past, reflecting people’s
tradition, feelings and beliefs.
o Epics are long poems, typically derived from ancient oral tradition, narrating
the deeds and adventures of heroic or legendary figures or the history of a
nation
Lam-ang of the Ilocano Kudaman of Palawan
Hinilawod of Panay Darangen of the Maranao
Spanish Colonial Literary Tradition.

The literature in this period is generally religious and secular in nature. The
fundamental themes include written texts emphasizing Christian doctrines, liberal
ideas, revolutionary literatures as well as socio-economic advances. You probably
heard about the famous novels, Noli Me Tangere and El Felibuterismo written by the
most seminal literary figure, Dr. Jose Rizal. Most of his literary works paved way on
the use of writing as a medium for liberal expressions and nationalistic views.
Significantly, the ideals of colonial history, justice, and religious faith left a mark on
our time.
Here are a few of the Religious and Secular Literatures during this period:
o Doctrina Christiana, Spanish for “Christian Doctrine” or “The Teachings of
Christianity,” is believed to be the first book to be printed in the Philippines
in 1593.
o Pasyon highlights the life, death and resurrection of Jesus Christ.
o Senakulo is a play depicting the life and sufferings of Jesus Christ.
o Panunuluyan is a traditional Filipino reenactment of Joseph and Mary’s
search for suitable place for Mary to give birth to Jesus.
o Salubong refers to the popular religious celebration reenacting the meeting
between Jesus and Mary, his mother.
o Sarzuela is a Spanish lyric-dramatic genre that alternates between spoken
and sung scenes, the latter incorporating operatic and popular songs, as well
as dance.
o Awit is a colorful tale of chivalry made for singing and chanting.
o Korido is a metrical tale written in octosyllabic quatrains.
American Literary Tradition.

During the American period, significant developments in the field of literature spread
throughout the country. The characteristic journey is identified with the access of
Filipinos to public instruction and the use of English as a medium of writing. Our
literature was heavily influenced by western styles and methods of writings. It clearly
played a powerful role in the advancements of our life and literature, and it continues
to do so.
Here are a few of the Literary Works and Writers during this period:
o We Filipinos are Mild Drinkers by Alejandro Roces
o How my Brother Leon Brought Home a Wife by Manuel Arguilla
o Footnote to the Youth by Jose Garcia Villa
o A Child of Sorrow by Zoilo Galang

o The Filipino Rebel by Maximo Kalaw
o
Japanese Literary Tradition.
If the Philippine literary tradition during the American period reverently relied on the
western ways of writing, the opposite appears in the coming of Japanese period. A
halt in the development of Philippine literature was significantly evident. Such, the
use of English language is prohibited. Though may be regarded as one of the darkest
days of the literary tradition, this period welcomes the domination of the National
language and favors positive effect to Tagalog literature. Heavily influenced, Filipino
writers are encouraged to produce vernacular short stories and Tagalog drama.
Considerably, the introduction of haiku writing is traced during this period.
Post-war and Contemporary Literary Tradition.

The development of contemporary literature coincided with the growth of
nationalistic spirit, the rapid growth of the cities, the change in the political system,
and the emergence of technology. We can see how the Philippine literary tradition
developed by looking at the new subject matters and innovative themes mostly
reflecting the society and culture of the present time. Most of the themes during this
period reflect people’s socio-political views, real life scenarios, sand socio economic
advancements to name a few.As it recognizes the literature of the future, literary
pieces produced during this period established a reputation of independent and free
expressions of imaginations. Much of this writings mirror countless of advocacies for
both commercial and literary forms. As such, literary awards were stablished during
this period like the Don Carlos Palanca Memorial Awards for Literature.
Here are a few of the Literary Works and Writers during this period:
o Luha ng Buwaya by Amado V. Hernandez

o To be Free by Edilberto Tiempo
o Who Spoke of Courage in His Sleep by N.V.M Gonzales
o Bataan Harvest by Amador Daguio
o May Day Eve by Nick Joaquin
Activity 3: Reading Time!

Directions: Read the given excerpt below from Gina Apostol’s Novel, The Revolution
According to Raymundo Mata. As you read be able to take note of the
impressions of the young man while reading the book Noli Me Tangere
by Dr. Jose Rizal.
The Revolution According to Raymundo Mata
(Excerpt)
by Gina Apostol
It was a bolt – a thunder bolt. A rain of bricks, a lightning zap. A

pummeling of mountains, a heaving violent storm at sea – a whiplash. A
typhoon. An earthquake. The end of the world. And I was in ruins. It struck me
dumb. It changed my life and the world was new when I was done. And when I
raised myself from bed two days later, I thought: It’s only a novel. If I ever met
him, what would my life be? I lay back in bed. But what a novel! And I cursed
him, the writer – what was his name – for doing what I hadn’t done, for putting
my worlds into words before I even had the sense to know what the world was.
That was his triumph – he’d laid out a trail, and all we had to do is follow his
wake. Even then, I already felt the bitter envy, the acid retch of a latecomer
artist, the one who will always be under the influence, by mere chronology
always slightly suspect, a borrower, never lender be. After him, all Filipinos are
tardy ingrates. What is the definition of art? Art is reproach to those who receive
it. That was his curse upon all of us. I was weak, as if drugged. I realized: I
hadn’t eaten in two days. Then I got out of bed and boiled barako for me.
Later it was all the rage in the coffee shops, in the bazaars of Binondo.
People did not even hide it – crowds of men, and not just students, not just boys,
some women even, with their violent fans – gesticulating in public, throwing up
their hands, putting up fists in debate. Put your knuckle where your mouth is.
We were loud, obstreperous, heedless. We were literary critics. We were
cantankerous: rude raving. And no matter which side you were, with the crown
or with the infidels, Spain or Spolarium, all of us, each one, seemed revitalized
by spleen, hatched by the woods of long, venomous silence. And yes, suddenly
the world opened up to me, after the novel, to which before I had been blind.
Still I rushed into other debates, for instance with Benigno and Agapito,
who had now moved into my rooms. Remembering Father Gaspar’s cryptic
injunction - “throw it away to someone else,” so that in this manner the book
traveled rapidly in those dark days of its printing, now so nostalgically glorious,
though then I had no clue that these were historic acts, the act of reading, or
that the book would be such a collector’s item, or otherwise I would have
wrapped it in parchment and sealed it for the highest bidder, what the hell, I
only knew holding the book could very likely constitute a glorious crime – in
short, I lent it to Benigno.
Quick Questions!
Directions: Read and answer the following questions. Then, write your answers on
a separate sheet of paper.
1. What impression do you form of the terrible days of revolution based on the
excerpt?
2. Examine the ways in which the writer presented the historic acts in the text.
What did you feel towards the novel that he read?
3. Analyze the ways in which the author uses language to convey the sense of
atmosphere of the period. Did you feel you were living during those days?
4. Pick out specific incident in the text and explain how it create or suggest
things in your mind.
5. After reading the excerpt, do you think you became more critical and
reflective?

Activity 4: Complete Me!
Directions: Complete the following literary tradition chart by providing the four-
essential information. Each literary chart must contain themes,
mediums, forms, and literary texts/writers. Use a separate sheet of
paper for your answer.
• Pre-Colonial Period
• Spanish Colonial Period
Themes/ Medium/
• American Period
Subjects Language
• Japanese Period
• Contemporary Period
Literary
Literary
Texts and
Forms
Writers
Activity 5: Q and A!
Directions: It is time to enrich your understanding and synthesize what you have
learned! In a brief statement, respond critically to the given questions.
Write your answers on a separate sheet of paper.
1.What is the role of literature to social reality?

2.Why do you think Filipino people have continued telling stories? What
relevance does it have to those who are living today?
3.How do classical literatures challenge the notions of present realities?
Activity 6: My Own Version!

Directions: Suppose you were making a movie version of an account of a local hero
set in the heart of Metro Manila today. You want to keep the barebones
of the plot, but you decide to change the setting, the linguistic content,
the ways of life of the characters, and a specific incident in the story. In
two paragraphs, explain how this story could be rewritten to relate to life
in the present. You may choose any of the literary pieces that flowered
in any of the periods.

Part I.
Directions: Read each question and select the best answer by writing the letter of
the correct answer. Special attention should be given to questions
containing the following words: EXCEPT, LEAST, NOT.
1. The following are the prevailing themes and motifs of Philippine literature during
the Spanish-colonial Period, EXCEPT:
A. liberal ideas C. technological advancements
B. Christian faith D. revolutionary notions
2. The excerpt from Gina Apostol’s Novel, The Revolution According to Raymundo
Mata, contains elements that are best described as
A. magical and supernatural C. romantic and realistic
B. comic and romantic D. realistic and satiric
3. Which of the following LEAST describes the characteristics Philippine literature
during the Japanese period?
A. critical B. impressive C. sensitive D. strict
4. Which of the following statements best describes Philippine Tanaga?
A. It is a mono-riming heptasyllabic quatrain expressing insights and lessons
on life
B. It express norms or codes of behavior, community beliefs and instill values
by offering nuggets of wisdom in short, rhyming verse
C. Its subject matter exploits historical and legendary heroes
D. It is a form of folk lyric which expresses the hopes and aspirations, the
people’s lifestyles as well as their loves
5. The imitation of western style of writing is seen in which of the following literary
periods?
A. Pre-colonial period C. American Period
B. Spanish Colonial Period D. Japanese Period
6. The most appropriate descriptive adjectives to convey the features of Philippine
literature during the Contemporary period is
A. Realistic and creative C. Religious and secular
B. Imitative and critical D. Classic and indigenous
7. The following are prominent literary writers during the American Period, EXCEPT:
A. Alejandro Roces C. Manuel Arguilla
B. Jose Garcia Villa D. Amador Daguio
8. It is a discourse that surrounds a language unit and helps to determine the
interpretation of a literary text.
A. geographical content C. historical content
B. linguistic content D. cultural content
9. Which of following best describes the features of contemporary literature?
A. the use of vernacular language
B. the use of English as a medium of writing
C. the use of free style in forms and writing style
D. the use of chants, riddles, and verses for rituals
10. Of the examples listed, which best represents a folk lyric?
A. Senakulo C. Life of Lam-ang
B. Ambahan D. Panunuluyan

11. Which of the following is NOT a central subject of the notable literary works of
Dr. Jose Rizal during the Spanish Colonial period?
A. freedom C. dependence
B. oppression D. nationalism
12. Which of the answers below can be considered the vernacular language of
Filipinos?
A. Spanish B. English C. Japanese D. Tagalog
13. It was in this period when the use of English language is prohibited
A. Pre-colonial Period C. American Period
B. Japanese Period D. Contemporary Period
14. Contemporary literary writers are notable for introducing which of the following?
A. Oral and Indigenous Literature
B. Commercial and Modern Literary Forms
C. Christian Faith and Religious Texts
D. Secular and Non-Secular Prose
15. The genre of Manuel Arguillas’ How My Brother Leon Brought Home a Wife can
be identified as
A. a short story C. a prose poetry
B. a folk lyric D. an epic drama
Use one of the literary texts from different literary traditions exemplified in
this module. Create a blog fostering understanding and interpretation of the text
based on its geographic, linguistic, and ethnic dimensions. Just be sure to keep the
analysis brief and comprehensive. Likewise, evaluate how the literary text helped you
realize the value of life, it’s role in the formation of nation and its connection to
present time.

(DO_Q3_21st CENTURY LITERATURE_MODULE1_LESSON1) 11
Assessment
1. C 11. C What’s New
2. D 12. D
3. B 13. B • Answers may
4. A 14. B vary
5. C 15. A
What’s More
6. A
7. D • Answers may
8. B vary
9. C
10.B
What I Know
1. C 11. B
2. C 12. D
3. A 13. D
4. B 14. C
5. A 15. A
6. B
7. D
8. A
9. C
10.B
Anderson, Robert.et.al.1993. Elements of Literature. Florida:Holt,Rineheart and
Winston, Inc.
Apostol, Gina. Excerpt: The Revolution According to Raymundo Mata. Retrieved

from http://thetwentyfirstcenturylit.blogspot.com/2018/05/the-revolution-
according-to-reymundo.html. Date Accessed: 05 June 2020.
Baronda, Andrew John C.2016. 21st Century Literature from the Philippines and
the World. Pasay City: JFS PublishingbServices
Godinez-Ortega, Christine. Excerpt: The Literary Forms in The Philippines.

Retrieved from http:// ww.seasite.niu.edu/
Tagalog/Literature/literary_forms_in_philippine_lit. Date Accessed: 05 June
2020.
K-12 Basic Education Curriculum.21stCentury Literature from the Phil. and the
World. Retrieved from https://www.deped.gov.ph/wp-
content/uploads/2019/01/SHS-Core_21st-Century-Literature-from-the-
Philippines-and-the-World-CG.pdf. Date Accessed: 8 June 2020
National Commission for Culture and the Arts. The Literary Forms in Philippine
Literature. National Commission for Culture and the Arts. Retrieved from
https:// ncca.gov.ph/about-ncca-3/subcommissions/subcommission-on-the-
arts-sca/literary-arts/the-literary-forms-in- Philippine-literature/. Date
Accessed: 05 June 2020.
Uychoco, Marikit Tara A.2016. 21st Century Literature from the Philippines and
the World. Manila: Rex Book Store, Inc.

SENIOR HIGH SCHOOL
st
21 Century from the
(LEARNING AREA)
Philippines and the
(QUARTER WorldNUMBER)
Quarter 1/Module
(MODULE NUMBER) 1
Lesson 2
Approaches in Writing Literary
Analysis (Historical, Textual, and
Cultural)

This module is made to guide and engage you in different critical approaches
in writing literary analysis. Further, you will expose with different exploratory
learnings and activities that will help you to thoroughly understand and appreciate
the broad aspect of literature.
Module 2 focused on the approaches in writing literary analysis. It aims to

explain a work of fiction, poetry or drama by means of giving one’s own interpretation.
It targets to broaden and excavate your understanding of a work of literature. By
comprehending and discussing literature, you will expand your creativity and
imagination, your sense of what is possible, and your ability to empathize with
others/the text. It will develop your ability to read critically and interpret texts while
gaining appreciation for different literary analysis and theories of interpretation.
• Identify the geographic, linguistic, and ethnic dimensions of Philippine literary
history from pre-colonial to the contemporary (EN12Lit-Ib-21)
• Identify representative texts and authors from each region (e.g. engage in oral
history research with focus on key personalities from the students’
region/province/ town) (EN12Lit-Ib-22)
Part I.
Directions: Identify the term(s) being described/defined in the following statements.
Choose your answer from the words inside the box. Write your answer
on a separate sheet of paper.
Literary Analysis New Historicism Organization Body

Conclusion Cultural Analysis Historical Analysis Introduction
Textual Analysis Thesis Statement
1. Closely studying a text, interpreting its meanings, and exploring why the author
made certain choices. It can be applied to novels, short stories, plays, poems, or
any other form of literary writing.
2. This refers to the adherence of introduction, body paragraph, and conclusion. It
also pertains to the association of information and ideas from the writer.
3. A literary analysis that focused on the historical evidences and based on the
context in which a work is written such as information and facts about the
biography of the author, his/her historical and social background.
4. It is the opening part of the paragraph. It has some essential information such
as: author, thesis statement, short summary, etc. It is where you capture your
reader’s interest.

5. A literary analysis that tries to find meaning in a text by considering the work
within the framework of the prevailing ideas and assumptions of its historical era.
6. A literary analysis that focuses on the different elements of values and principles
and how they affect or produce an impact to one’s understanding and
interpretation of the text.
7. It is the part of your paper that should be logically and fully developed. This
supports your ideas presented in the introduction part especially the thesis
statement.
8. It is where you tie together the ideas of your paper. It should not introduce any
new topics rather it should give a sense of completeness and closure to the
information you gave.
9. A literary analysis that scrutinizes the text by looking at what you read in detail
rather than artificial. It tries to describe the content and structure of the text.
10. It tells your reader what to expect. It simply shows and states the purpose of your
ideas and the point you’re trying to make. It establishes the overall concepts of
your paper.
Part II.
Directions: Write True if the statement is correct and False if otherwise. Write your
answers on a separate sheet of paper.
11. In writing a literary analysis essay, you should state briefly the objective and
purpose of your paper.
12. There are three basic structure of a paragraph.
13. You should start your introduction with a powerful statement that will grab the
attention of your readers.
14. You should introduce a new topic at the end of your paper.
15. Each paragraph in the body should have multiple points of view.
Lesson Approaches in Writing Literary Analysis

2 (Historical, Textual, and Cultural)
This module focused on the different literary analysis techniques and its
guidelines that will help the learners to give their own interpretation and analysis
towards a certain literary text. The significant purpose of a literary analysis is to
carefully assist the learner to examine and evaluate a work of literature.
This will require you to break the subject down into its component parts.
Examining the various elements of a certain piece of literature is not an end in itself
but a process to better appreciate and understand the work of literature as whole.

Activity 1: Watch and React!
Directions: Watch the short video clip about Literary Analysis and its Approaches.
After that, read carefully the following sentences and identify whether
the conveyed idea is true or false. Write T if it is true and F if otherwise.
Write your answers on a separate sheet of paper.
1. Literary analysis is looking on different aspects and parts of a text to come up to

one’s own interpretation and understanding.
2. Analysis is ONLY to inform, but also to evaluate the worth, fineness, difference,
truth, beauty, or excellence of something.
3. You can use different literary analysis techniques to know what approach you are
going to use in critiquing a literary piece.
4. In doing a critical literary analysis, you can look on the texts theme, characters,
dialogues, plot, and even author’s biography and information.
5. Literary works include poetry, drama, novels, and short stories. Any of these can
be critiqued and analyzed using literary approaches.

You may add other questions in this activity to process their
understanding.
What is Literary Analysis?

Literary analysis defines as scrutinizing a text, looking on its meaning, and
discovering why the author came up and made such literary piece or choices. It can
be applied to different literary writings such as poems, plays, novels, dramas, short
stories, and any other forms of literature. Further, it is an argument about the work
that articulates the author’s personal viewpoint, judgment, and critical interpretation
of the piece. The significant purpose of a literary analysis is to determine why the
writer used specific writing structures and ideas to convey his or her message. You
can make a literary analysis through writing an essay.
A literary analysis essay is not about making a simple summary or book review
and answering some comprehensive questions. It is about analyzing and examining
different features and elements of a literary piece such as the structure of the text,

the literary devices, the perspective and point of the author, and the word choices. It
also aims to explain how the writer uses various literary devices to express ideas and
create effects on the text.
Quick Questions
1. What is literary analysis?
2. What is the purpose of writing a literary analysis essay?
3. What are the points to consider in writing a literary analysis essay?
What must a literary analysis essay include?
● Specific Topic: in connection with the main idea that you want to deliver.
● Thesis Statement: communicates the reader what to expect from the rest of
the paper. It also contains the salient points of your essay since every single
and minor point of your analysis should be connected and parallel to this
statement.
● Introduction, Body, and Conclusion: the basic structure of paragraph. Each
part includes necessary details to convey one’s critical literary analysis to the
utmost.
Your goal and objective in writing a literary analysis essay is to persuade the
readers that you have successfully sustained and backed up the idea you’re
developing. Your essay should have a thesis statement, and basic parts of
paragraph that are systematically connected from the central idea. Moreover,
every detail must contribute to the reader’s interpretation and understanding.
For an efficient literary analysis essay, you can follow the guidelines below:
▪ Cover the topic you are developing.
▪ Thesis statement should be included in your essay together with your
central idea.
▪ Organization of ideas must be observed.
What are the parts of literary analysis essay?
● Thesis Statement
- Locates at the end of your introductory Q&A CORNER:
paragraph. 1. What is a thesis
- Tells the reader what to expect in your essay. statement?
- Briefly states the objective and purpose of your 2. How can we write an
paper. effective thesis statement?
● Introduction
- Serves as a “hook” that captures the interest of the readers

- Start your introduction with a quotation,
thought provoking questions, brief anecdote, Q&A CORNER:
an astounding statement, or a combination of 1. What is an
introduction?
these.
2. What are the things we
- Include the title of the work of literature, the need to include in writing
name of the author, and any supplementary an introduction?
information that will aid to support your thesis
statement.
- Include some essential background details significant to your thesis statement.
- End the introduction with a thesis statement. It must include questions like
who, what, and why.
● Body
- Write at least two paragraphs or more.
- Begin your paragraph with a precise idea and Q&A CORNER:
argument that connects to your given thesis 1. What is the purpose of
statement. having a body in the
- Use topic sentence at the beginning of each literary analysis essay?
2. What are the things
paragraph.
that should take in
- Each paragraph in the body should have one consideration in writing
point of view a body?
- Include textual evidences such as relevant 3. What textual evidence
information, summary, specific details, can you use to validate
paraphrase, and lines from the text or quotes to your ideas and
back up and validate your ideas. arguments?
- End your body with a salient statement that
restates the ultimate focus of the paragraph.
.
● Conclusion
- Possess a sense of completeness and lets
your readers know that they come to the Q&A CORNER:
1. What is the essence of
final part of the paper.
having a concluding
- Do not introduce and present new topic or paragraph?
argument. Wrap up the ideas presented in 2. What are the contents of
the paper. concluding paragraph?
- Summarize the main points written, and 3. What are the things to
make a significant comment about the take in consideration in
literary text analyzed. writing a conclusion?
- Restate your thesis statement in different
words, do not just copy it.
- Explain what message the writer is trying to impart.

HISTORICAL LITERARY ANALYSIS APPROACH
A literary analysis approach which is the

oldest and most used. It focuses on the historical STEPS TO WRITE A
background, origin, events, influences, and HISTORICAL LITERARY
experiences happened during the time a literary ANALYSIS
A. Read
piece was written. It also includes the biography,
B. Jot down questions
social and life’s experiences of the author to C. Research
interpret the text. Analyzing a literary text using D. Make connections
historical approach can give us a vivid E. Outline ideas
illustration of existing ways of thinking, norms, E. Write an essay
values, and characteristics at a certain period. (introduction, body, and
conclusion)
Historical approach will help you to look F. Revise/Edit
on the specific era and its influence in writing a G. Finalize
literary piece considering the life of the author.
A historical critic must conduct a

QUICK EXERCISE: thorough research about the literary
1. What are the characteristics of historical piece he/she is interpreting. Further,
approach? you need to make connections,
2. What makes historical literary analysis validate your ideas and arguments
unique and different among other with textual evidences using
approaches? historical events.
TEXTUAL LITERARY ANALYSIS APPROACH
A literary analysis approach that looks ASK YOURSELF THE FF.

QUESTIONS:
and interprets the text itself. It is one of the most
WHAT: content, theme
important approaches in literary analysis. It WHO: intended reader
consists of comprehensive and detailed analysis WHY: purpose
of any literary piece. Textual critics usually HOW: technique used
examine a literary piece based on what it says
and implies. It involves symbols, word choices, pictures/illustrations presented to
gain information and interpretation about the text being scrutinized.
Textual analysis approach

QUICK EXERCISE:
aims to understand and interpret
the text from its literal to complex 1. What are the significant features of textual
meaning. Textual critics try to approach?
explain and understand how 2. Why does textual literary analysis is one of the
constructed elements of a text most important approaches?
contribute to the text’s
implication.

CULTURAL LITERARY ANALYSIS APPROACH
A literary analysis approach that GUIDE IN CULTURAL LITERARY

investigates the way which culture ANALYSIS: POINTS TO FIND
generates and changes person’s life, social Cultural background of the text:
relations, experiences, and attitude. Ethnicity and race
Cultural literary analysis interprets a text Religion
as a representative of one’s culture (laws, Political beliefs
religion, ethnicity, values, traditions, and Laws
beliefs).
Critics using this

approach examine a text in QUICK EXERCISE:
connection to the principal and
1. What are the unique and interesting features of
existing belief systems in which
cultural literary approach?
the text was written. Simply,
2. Why does cultural literary analysis approach differ
texts are in reflection of their from textual and historical approach?
cultural background and
context. It focuses on the
components and fundamentals of culture and how they affect one’s interpretation of
texts. Further, cultural approach emphasizes politics and oppressed people.
Activity 2: Salient Features!

Directions: Give the salient features and characteristics of the words given below.
Write your answer on a separate sheet of paper.
a. Literary Analysis
b. Literary Analysis Essay
c. Introduction, Body, Conclusion
Activity 3: What’s the Difference?

Directions: Differentiate the three literary analysis approaches by writing at least 4
salient features and characteristics.
HISTORICAL
TEXTUAL APPROACH CULTURAL APPROACH
APPROACH

Activity 4: Let’s Write!
Directions: Write a brief yet precise textual and cultural analysis about the poems
Ang Guryon at Sa Aking mga Kababata. Use textual evidence to support
your arguments. (Note: Copy of the poem will be provided by the teacher.)
Write your answer on a separate sheet of paper.
Activity 5: Share it!

Directions: Answer the following question in 3 to 5-sentence paragraph. Use a
separate sheet of paper for your answer.
1. In what way does literary analysis help you to interpret a text?

2. How can you write an effective thesis statement, introduction, body, and
conclusion?
3. What are the unique features of historical, cultural and textual approaches?
4. What are the main focus critics in three approaches are trying to examine?
5. Which among the given approaches you like the best and why?
Activity 6: Text Analysis

Directions: Revise and finalize your literary analysis about the book Noli Me
Tangere. Afterwards, create a short video clip of yours delivering your
text analysis. (Note: Reminders will be given by the teacher.) Write your
answer on a separate sheet of paper.
Directions: Read the following questions carefully. Then, choose the letter of the
correct answer. Write your chosen letter on a separate sheet of paper.
1. Which of the following refers to scrutinizing a text and discovering why the writer
come up and made such literary piece?
a. Literary Components c. Literary Piece
b. Literary Analysis d. Literary Approaches
2. How can you make a literary analysis?
a. Writing a short story and novels. c. Writing an essay and analysis paper.
b. Writing a script and drama. d. Writing a book and news script.
3. Which of the following parts communicates to the reader what to expect from a
literary analysis paper?
a. Thesis Statement b. Introduction c. Body d. Conclusion

4. What is the main goal of writing a literary analysis?
a. Examine and extract the overall message of the literary piece.
b. Interpret the main objective of the author in writing the text.
c. Apply the features and characteristics of the different approaches.
d. Persuade the readers and validate the ideas and arguments with textual
evidences.
5. Which of the following characteristics does NOT describe introduction?
a. Includes essential background details in connection to the central idea.
b. Briefly states the objective and purpose of your literary analysis paper.
c. Serves as a hook that captures the interest and attention of the readers.
d. Starts with a quotation, anecdote, questions, or statement.
6. Which of the following BEST describes the concluding paragraph?
a. Uses a single point of view.
b. Conveys a precise detail and argument that connects to the central idea.
c. Includes textual evidences such as relevant information, specific details, and
summary.
d. Summarize the main points written, and make a substantial comment about
the text analyzed.
7. What is the use of textual evidence in literary analysis?
a. Makes the paper worth reading.
b. Validates the ideas and arguments presented in the paper.
c. Links the overall idea and message the text conveys.
d. Tests the intellectual capacity and research skills of the writer.
8. What is the oldest and most commonly used literary analysis approach?
a. New Historicism Approach c. Cultural Approach
b. Textual Approach d. Historical Approach
9. Which is not TRUE about textual literary analysis approach?
a. Interprets the text itself.
b. Looks on the specific time period and its influence tot the text.
c. Examines the literary piece based on what it says and implies.
d. Connects to other aspects such as politics, culture, arts, and others.
10. How does historical approach differ from other approaches?
a. Examines text in parallel to the existing philosophies.
b. Focuses on the socioeconomic status of the characters.
c. Shows origin, events, and influences during a specific time.
d. Involves symbols, word choices presented in the literary text.
11. Which approach emphasizes politics and marginalized people?
a. New Historicism Approach c. Cultural Approach
b. Textual Approach d. Historical Approach
12. John wants to examine the poem The Road not Taken written by Robert Frost.
He wants to interpret the poem focusing on the content, symbols, and language
used. What literary analysis approach should John used?
a. Textual Approach c. Historical Approach
b. Literary Approach d. Cultural Approach
13. Cindy’s professor asked her to write a literary analysis about William
Shakespeare’s play Romeo and Juliet. She needs to have a thorough research
about the author’s life experiences and events during the play was written. What
approach does she need to use?
a. Textual Approach c. Biographical Approach
b. Historical Approach d. New Historicism

14. What is the purpose of having a topic sentence on the body of literary analysis?
a. Connects the ideas to the thesis statement.
b. Shows a thorough summary and textual evidences.
c. Links the details of the paragraph to the conclusion only.
d. Gives a sense of completeness and totality of the text’s idea.
15. Which of the following should NOT follow in writing a literary analysis essay?
a. Find the valuable message of the literary piece.
b. Discover the concept the write is trying to deliver.
c. Look at the entire plot of the text and convey the main idea.
d. Point out the paper’s argument and back it up with opinions.
You have completed the module 2. You are now ready to move to the next
module of this course. But before you proceed, fill out the Tri Venn Diagram below
about the differences among the three approaches:
Historical Approach
Textual Approach
Cultural Approach

What I Know
1. Literary
Analysis
2. Organization
3. Historical
Analysis
4. Introduction
5. New
Historicism
6. Cultural
Analysis
7. Body
What’s In 8. Conclusion
Assessment 9. Textual
1. B 11. C 1. T 2. F 3. T Analysis
2. C 12. A 10.Thesis
4. T. 5. T
3. A 13. B Statement
4. D 14. A What’s New 11. True
5. B 15. D 12.True
6. D • Answers may 13.True
7. B vary 14.False
8. D What’s More 15.False
9. B
10. C • Answers may
vary
Allen, Mike. Textual Analysis 2017. Sage Research Methods.
https://methods.sagepub.com/reference/the-sage-encyclopedia-of-communication-
research-methods/i14636.xml
Anderson, William. Various Types of Literary Analysis. St. Rosemary Institution, 2019.
https://schoolworkhelper.net/various-types-of-literary-
analysis/#:~:text=Cultural%20criticism%20is%20a%20recent,values%2C%20laws%2
C%20for%20example.
A Research Guide for Students. How to Write a Literary Analysis.
https://www.aresearchguide.com/write-literary-analysis.html
Best Essay Tips. What is a Literary Essay. 2005-2020.
https://www.bestessaytips.com/literary_essay.php
Caulfield, Jack. A Quick Guide to Textual Analysis. Scribbr. Date published Nov. 8, 2019.
Date updated June 12, 2020. https://www.scribbr.com/methodology/textual-
analysis/
Caulfield, Jack. A Step by Step Guide to Literary Analysis. Scribbr. Date published: January
30, 2020. Date updated: June 9, 2020. https://www.scribbr.com/academic-
essay/literary-analysis/
College Board. What is Cultural Criticism? 2011.
https://www.whiteplainspublicschools.org/cms/lib5/NY01000029/Centricity/Domai
n/1299/student%20view%20of%20activity%201.14.pdf
De Carvalho, Isaias Francisco. Critical Approaches to Literature. Departamento de Letras e
Artes – DLA. Bahia, Brazil. 2009.
https://sites.google.com/site/estesinversos/Home/uesc---universidade-estadual-de-
santa-cruz/anglophone-literature/critical-approaches-to-literature
Delahoyde, Michael. Introduction to Literature. New Historicism.
https://public.wsu.edu/~delahoyd/new.hist.html
English Lecturer, Word Press. What is Textual Analysis or Close Reading? 12 March 2018.
http://www.english-lecturer.com/what-is-textual-analysis-or-close-reading/
Frey, L., Botan, C., & Kreps, G. (1999). Investigating communication: An introduction to
research methods. (2nd ed.). Boston: Allyn & Bacon. Chapter 9: Textual Analysis
1999.
https://mason.gmu.edu/~afinn/html/teaching/courses/f03_comm250/fbk_chapters
/09.pdf
Millikan, Lauren. Historical Criticism. Last update: March 1, 2011.
https://www.carleton.edu/departments/ENGL/Alice/CritHist.html
Mindanao Films and Our Pride. A Content Analysis of Noli Me Tangere, Focusing on Filipino
Nationalism and Corruption: The Philippines Journey to Metamorphosis. 24 February
2017.
https://mindanaofilmsmil.wordpress.com/2017/02/24/the-philippines-journey-to-
metamorphosis/
Students Teaching English Paper Strategies. Historical Literary Analysis.
https://www.writingaboutliterature.com/historical-analysis.html
The Editors of Encyclopaedia Britannica. Historical Criticism: Literary Criticism 2020.
https://www.britannica.com/art/historical-criticism-literary-criticism
Wilcox, Brett. New Historical and Cultural Literary Criticism, 15 July 2015.
https://medium.com/@brettwilcox/new-historical-and-cultural-literary-criticism-
ec851b2ff481

SENIOR HIGH SCHOOL
st
21 Century from the
(LEARNING AREA)
Philippines and the
(QUARTERWorldNUMBER)
(MODULE NUMBER)
Quarter 1/Module 1
Lesson 3
21st Century Literature Forms
Vs. Early Literary Forms

This module was designed and written with you in mind. It aims to assist and
guide you in tracing the changes in and comparison of various literary genres. In this
module, you will discover how knowledge of the different literary genres could help
you understand and appreciate literature by looking at various dimensions, genres,
elements, structures, contexts, and traditions
Learning Competency:
• Compare and contrast the various 21st century literary genres and the ones
from the earlier genres/periods citing their elements, structures, and
traditions. (EN12Lit-Id-25).
Directions: Match the literary terms in column A with their corresponding

definitions in column B. Write your answers on a separate sheet of
paper.
Literary Terms (Column A) Definition (COLUMN B)

_____ 1. Textula a. Modern fiction about the lives
and romantic problems of young women,
_____ 2. Tanaga usually written by women.
b. Information passed down through the generations
_____ 3. Riddles by word of mouth that is not written down.
c. A fiction, nonfiction, drama or poetry which
_____ 4. Digi Fiction supports the feminist goals of defining,
establishing and defending equal civil, political,
_____ 5. Hyperpoetry economic and social rights for women.
d. Fiction that is written for and read from a
_____ 6. Flash Fiction computer and can be web- or app-based (for
tablets and smartphones) or accessed via CD-
_____ 7. Oral Tradition ROMs
e. A genre of fiction that encompasses works in
_____ 8. Chick Literature which the setting is other than the real world,
involving supernatural, futuristic, or other
_____ 9. Microliterature imagined elements
f. A poem that uses four lines, each line having
_____ 10. Traditional Fiction seven syllables only
g. Fiction dealing with lurid or sensational subjects,
_____ 11. Feminist Literature often printed on rough, low-quality paper
manufactured from wood pulp
_____ 12. Creative Nonfiction h. It includes various genres,
including aphorisms, poetry, and fiction (or
_____ 13. Speculative Fiction some combination thereof) written by individuals
or collaboratively.

_____ 14. Twitterature i. Poetry that is available on a webpage and which
takes advantage of hyperlinks
_____ 15. Legend j. These are stories that have been passed down
orally for generations until someone had the sense
to write them down
k. A story that explains the origin of something
l. A poetry genre mastered and popularized by
Frank Rivera
m. A body of short articles and publications,
each containing only a little new information
n. A genre of writing that uses literary styles and
techniques to create factually accurate narratives.
o. These are questions or statements that offer a
puzzle to be solved
p. A fictional work of extreme brevity that still offers
character and plot development
Lesson 21st Century Literary Forms Vs. Early

3 Literary Forms
This module aims to guide you in understanding various traditions and genres
by looking closely at the specific structures and unique elements of each literary
piece as together you search answers for this question: How can I better understand
the similarity and differences of various literary genres?
Activity 1: Reflection!
Directions: Let us begin this lesson by reflecting on what you know so far about the
different periods in Philippine literature. Let’s start the module by
viewing the video clip which can be accessed on the link below.
https://www.youtube.com/watch?v=VPHc0KDtDVw

You may choose other material for this activity.

Activity 2: Classify Me!
Directions: Classify the following literary words/ terminologies found inside the box
whether they belong to 21st Century Literary Genre or Early Literary
Genre. Then answer the process questions below. Write your answers
Folk Songs Legends Hyperpoetry Salawikain

Textula Flash Fiction Hymns Instapoetry
Myth Riddles Chants Serenade
Hele Twitterature Spoken Word Superstition
Kwentong Bayan Rituals Chick Monolgue
Lullaby Harvest Song Literature Folklore
21st Century Literary Genre Early Literary Genre
Process Questions:
1. How familiar are you with each of the listed terminologies?
2. How did you identify each of them?
3. How sure are you about your answers?
4. Did you see any pattern while identifying the words/phrases?
5. Why is it important to distinguish 21st century literary genre from early literary
genre?
A 21st century literature refers to any literary works written and published at
the latter part of the 21st century (from 2001 onwards). These works are often
characterized as gender sensitive, technologically alluding, culturally pluralistic,
operates on the extreme reality or extreme fiction, and questions conventions and
supposedly absolute norms. With the vast advancement in technology, transmission
and preservation of traditions, customs and beliefs have been made easier. This
technological advancement gave birth to different emerging literary genres that we
get to see today.
As opposed to 21st century literature, early literary genres are characterized

as oral tradition. Oral tradition is a form of human communication in which
knowledge, art, ideas and cultural material is received, transmitted and preserved
orally from one generation to another.
Here are some of the different oral traditions:
• Pastime – riddles, puzzles Courting – serenade (harana)

• Chores – lullaby, hele, uyayi, harvest song
• Beliefs – superstitions, chants, hymns, rituals
• Stories of creation – legends(alamat), myths(mito), epic(epiko)
• Observations and experiences/ in the surroundings – songs about
nature/experience
• Physical exercise and memorization – songs that enumerate for children to
memorize
• Stories that have morals (no definite author) – folklore (kwentong byan), fable
(pabula)
Aside from these nursery rhymes, oral traditions are also reflected in beliefs,
proverbs and old sayings, prose and literature, legends, epics and in dances. Look
closely at the examples below:
Oral traditions in Beliefs

• It's bad luck for the groom to see the bride before the wedding.
• The bride wears white to symbolize chastity.
• Black cat brings bad luck
Oral traditions in Proverbs

Filipino proverbs, or salawikain, echo the values of the Philippines. Though
they have been retold and passed down from one generation to another, and the
values and lessons they impart to us still hold true to this day.
• A broom is sturdy because its strands are tightly bound.(Matibay ang walis,
palibhasa'y magkabigkis.)
Oral traditions in Stories

• Si Malakas at si Maganda, Mythical stories (deities, creation stories, mythical
creatures), Legend of Maria Makiling
Oral traditions in Folk Dances

• Tinikling • Itik- itik • Maglalatik • Pandanggo sa Ilaw
What is Tanaga?
Tanaga is an indigenous type of Filipino poem, that is used traditionally in the
Tagalog language. The poetic art uses four lines, each line having seven syllables
only. This type of poem exemplifies teachings, idioms, feelings, and ways of life.
Tanaga has the following characteristics:
• stanzaic, written in any number of quatrains
• rhymed, originally aaaa bbbb cccc etc., modern 4 lines)
• Tanagas also use aabb ccdd etc or abba cddc etc or syllabic, 7-7-7-7
syllables per line any combination rhyme can be used
• composed with the liberal use of metaphor
• may be titled or not

Since this is an indigenous type of poem, we
seldom see it now; but one Filipino playwright
popularized it with the use of technology, particularly
cellphone. Because of this, he became known as
“Makata sa cellphone”. He is Frank Rivera - a retired
playwright, actor and production designer from Paete,
Laguna. Because the word “ tanaga” sounds like a
Japanese word, he replaced it with “Textula”. Textula is
a a blend of the English word "text" and the Filipino word
"tula” meaning text poem. Textula or mobile phone text
tula is a poem written in the form of a text message.It https://tinyurl.com/3hc385ah
usually consists of one or two stanzas and is sent as a
direct communication to a person close to the sender. Through time, the patterns,
rhymes and number of lines have evolved. There’s now more freedom n terms of
poem’s length, rhymes and patterns.
Poetry in the 21st Century
Poetry is not popular as it was before probably because prose has become even
more popular than poetry. Large amount of prose is being written and because it is
easier to consume, it gets consumed by even larger mass (wattpad, novels, e-books,
etc.) downplaying poetry. Poetry is not dying. In fact, it is merely changing. It takes a
new form to fit in. Try to examine in the next page examples of poetry in its new form.
Can you recall how the indigenous poem Tanaga was given a new platform and
life? Examine these poems:

Unfolding Hyperpoetry and Microliterature
The pictures shown above are examples of microliterature. Microliterature

is a body of short articles and publications, each containing only a little new
information. Usually, it is shared and published using technology. We can see
examples of it on Twitter and Instagram. Since different social media sites have their
unique features, it becomes an avenue to share a captured moment and people can
access it more efficiently. Poetry shared on twitter is called Instapoetry
(32extual32m + poem). Twitterature on the other hand is a literary use of the
microblogging service of Twitter. It includes various genres, including aphorisms,
poetry, and fiction (or some combination thereof) written by individuals or
collaboratively. The 280-character maximum imposed by the medium, upgraded
from 140 characters in late 2017, provides a creative challenge. And since poems
are published in cyberspace, it appeals not only to the sense of sight but to other
senses as well. People tend to appreciate more the beauty of poems. Poems that are
shared on cyberspace are called Hyperpoetry. It is basically a traditional poetry
uploaded online. This kind of literature relies on the qualities unique to a digital
environment or effects such as sound and movement.
(Read) How to Write flash fiction in 7 Steps

https://www.masterclass.com/articles/writing-101-what-is-flash-fiction-learn-how-to-
write-flashfiction-in-7-steps#3-characteristics-of-flash-fiction
(Watch) Writing Flash Fiction (Stories of the Moment/Postcard Stories)

https://www.youtube.com/watch?v=IVGTtrTXhkA
Let’s look at an example of flash fiction retrieved from Juan Bautista Stories. (The
copy of the text, Proposal Fail will be given by your subject teacher)
Some other popular flash fiction in the Philippines are:

• 100 Kislap, by Abdon M. Balde Jr. • Karapote, by Ariel S. Taba
To read more examples of flash fiction, visit this

link:https://juanbautistastories.com/reads/mga-dagli/
Creative nonfiction
Also known as literary nonfiction or narrative nonfiction, is a genre of writing
that uses literary styles and techniques to create factually accurate narratives.
Creative nonfiction contrasts with other nonfiction, 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 nonfiction is still relatively young, and is only beginning

to be scrutinized with the same critical analysis given to fiction and poetry. It can be
an essay, a journal article, a research paper, a memoir, or a poem; it can be personal
or not, or it can be all of these.

Emerging Literary Genres
TRADITIONAL The stories that are passed down from person to person are
FICTION grouped together in the traditional fiction genre. These stories
have been told over the years and passed down through
generations.
Examples: folklore, fairy tales, folktales, fable, myth, epic and legend
An umbrella term for genre fiction or for narratives that do not

SPECULATIVE
fully belong in a particular science fiction or fantasy.This is often
FICTION
referred to as a “super genre,” for its broadness
Product of imaginations, especially things that are impossible or
Fantasy
improbable.
fiction based on imagined future scientific or technological
Science
advances and major social or environmental changes, frequently
Fiction(Sci-fi)
portraying space or time travel and life on other planets.
A genre of speculative fiction which is intended to frighten, scare,
Horror disgust, or startle its readers by inducing feelings of horror and
terror
Takes place in a highly desirable society, often presented as
Utopian
advanced, happy, intelligent or even perfect or problem-free.
Takes place in a highly undesirable society, often plagued with
Dystopian strict control, violence, chaos, brainwashing or other negative
elements.
Alternate A genre of speculative fiction consisting of stories in which one
History or more historical events occur differently.
A total destruction and end of the world, or extremely bad future
Apocalyptic
events
Post- Focuses on groups of survivors after similar massive, worldwide
apocalyptic disasters.
Centers on superheroes and their fight against evil forces such
Superhero
as supervillains.
Similar to horror and fantasy, it exploits or requires as plot
Supernatural devices or themes some contradictions of the commonplace
natural world and materialist assumptions about it.
Chick literature
Consists of heroine centered narratives that focus on the trials and tribulations of
their individual protagonists. Chick lit often addresses issues of modern
womanhood – from romantic relationships to female friendships to matters in the
workplace – in humorous and lighthearted ways.
Feminist literature
Supports the feminist goals of defining, establishing and defending equal civil,
political, economic and social rights for women. It often portrays men as bad. It is
fiction, nonfiction, drama or poetry that often identifies women’s roles as unequal
to those of men – particularly as regards status, privilege and power – and generally
portrays the consequences to women, men, families, communities and societies as
undesirable.

Here are some of the popular chick literature in the Philippines:
1. Spotlight New Adult by Mina V. Esguerra
2. Tall Story by Candy Gourlay
3. All’s Fair in Blog and War by Chrissie Peria
Activity 3: Rhymes with a Purpose!

Directions: Identify the purpose of the following nursery rhymes. You may ask the
help of your friends or guardians to guide you with the songs not familiar
to you. Write your answers on a separate sheet of paper.
1. Magtanim ay di biro 6. Pen-pen de Sarapen

2. Ako ay may lobo 7. Bubuka ang bulaklak
3. One day isang araw 8. Tong tong tong
4. Paru-parong bukid 9. Kung ikaw ay masaya
5. Sitsiritsit Alibangbang 10. Sampung mga daliri
Activity 4: Poem Writing

Directions: Find any area at your home then take a picture using your mobile
phone. Make a poem about that area (what happens there, who stays
there, why is it a good spot, etc.) then share it online using any of your
existing social media accounts.
Activity 5: Flash Fiction

Directions: Using multimedia, social media or any electronic platform, write your
own flash fiction. You may use English or Filipino as your medium. Turn
it in to your teacher via social media sites, google classroom or learning
managements system for feedback.

Directions: Answer the following question in 3 to 5-sentence paragraph. Use a
separate sheet of paper for your answer.
1. How far has literature changed over time?
2. How do you characterize the changes that happened in the 21st century
literary genres?
3. What are the unique features of 21st century literature?
4. What are the themes and topics contemporary writers are addressing?
5. What are the most notable changes that you have observed in the ways
Filipinos exchange and share ideas?

Activity 7: Spoken Word Poetry
Directions: Write a spoken word poetry that will summarize, encapsulate, compare
and contrast the characteristics of various 21st century literary genre
and early literary genres. Memorize the poem and have your
performance recorded (audio and video). You may ask your relative to
help you with the delivery.
Remember the following: (1) Spoken word poetry should be 3-5

minutes long, (2) you may use Filipino or English as language, (3) avoid
the use of vulgar language and profanity, and (4) rubrics will be provided
by your teacher.
Directions: Read the following questions carefully. Then, choose the letter of the
correct answer. Write your chosen letter on a separate sheet of paper
1. What is the duration of 21st century?
a. January 1, 2001 – December 31,
b. January 1, 2001 – January 1, 2100
c. January 1, 2001 – December 31, 2099
d. January 1, 2001 – January 1, 2099
2. Odd one out: In traditional literature, writings are ___________________________
a. more formal c. serious but less formal
b. more serious d. follow the set conventions
3. Frank Rivera is known as “Makata sa cellphone”. He popularized mobile phone
textula. Which of the following is NOT his profession?
a. playwright b. production designer c. actor d. teacher
4. Which line lacks syllable in this tanaga?
a. Ang kanyang tinging titig c. Ay luksong malalagkit
b. Sa sintang inibig d. May alab din ng init.
5. Which of the following circumstances does NOT fall under chick literature? A
woman who _____________
a. wrestles with motherhood in a modern world
b. has been working all day and failed to have a love life
c. thinks that women have been marginalized in the society
d. secretly admires a person from a different religion
6. Feminism is no longer
a. diverse c. homogenous.
b. organized d. property of patriarchal society
7. Which is TRUE about hyperpoetry?
a. It does not link to subpoems or has no footnotes
b. It involves parts that are read in varying orders.

c. It can’t be done without computer
d. It is not difficult to categorize.
8. Which is NOT a considered in writing a flash fiction?

a. brevity b. Complete plot c. Surprise d. Fomality
9. What makes twitterature challenging?
a. The Twitter account name can be a character in the story.
b. Writers will have to collaborate with more people.
c. There is a restriction of 100 tweets per hour.
d. Tweet length is limited to 280.
10. A term that describes poetry not confined in traditional versification and which
became popular in the 21st century
a. Tanaga b. Hyperpoetry c. Free Verse d. Textula
11. “Áng taong nagigipit sa patalim kumakapit” is an example of __________________.
a. Sawikain b. Salawikain c. Kawikaan d. Bugtong
12. A widely held but unjustified belief in supernatural causation leading to certain
consequences of an action or event, or a practice based on such a belief
a. Superstition b. Custom c. Tradition d. Culture
13. This is often referred to as a “super genre,” for its broadness.
a. Classic Fiction c. Speculative Fiction
b. Realistic Fiction d. Traditional Fiction
14. It depicts distant worlds and futuristic technologies that whirl readers far away
from the here and now and yet provoke contemplation of contemporary issues
a. Horror b. Sci-Fi c. Apocalyptic d. Fantasy
15. Creative Nonfiction uses literary styles and techniques to create accurate
narratives. Which of the following will LEAST likely to be helpful in writing
creative nonfiction?
a. Opinion b. Research c. Facts d. Experience
Directions: Using the KWL Chart below, fill in what you (K), what you want to learn
(W), and what you have learned (L) about 21st century and early literary
genres.
What I Know What do I Want to Know Wat I have Learned

What’s In
Assessment • Answers may vary
What I Know
1. A What’s New 1. L
2. C 2. F
Early Literature
3. D Genres: 3. O
Folksongs Legends
4. B 4. D
Salawikain Lullaby
5. C Hymns Riddles 5. I
Harvest songs Myth
6. C 6. P
Serenade Hele
7. B Superstition Rituals 7. B
Flash Fiction Fables
8. D 8. A
Kwentong Bayan
9. D 9. M
10.C 21st Century Genres: 10.J
Hyperpoetry Textual
11.B Instapoetry Digi-fiction 11.C
Twitterature
12.A 12.N
Spoken Word Poetry
13.C Chick Literature 13.E
Ampalaya Monologue
14.B 14.H
15.A 15.K
What’s More
• Answers may vary
Alfar, Dean Francis. “Philippine Speculative Fiction Sampler, 2 December 2006.
http://philippinespeculativefiction.com/alfar.html (accessed on 2 June
2020).
Baes, Emelita Perez and Santos, Ildefonso. In “Pagsulat ng Tanaga”
https://www.tagaloglang.com/tanaga-maiikling-tula/ (Accessed on 10 June
2020)
Bobis, Merlinda. In White Turtle: A Collection of Short Stories. Quezon City: Anvil
Press,2012.
Burt, Stephen. “Why People Need Poetry”
https://www.youtube.com/watch?v=08ZWROqoTZo
Cua, Renee. “Hyperpoem” https://reneechua.wordpress.com/2016/08/25/hyper-
poetry/
Dead Poets Society. Retrieved from
https://www.youtube.com/watch?v=aS1esgRV4Rc
Fashion. “ How Instapoetry is Changing the Way We Read Look at Poems”.
https://fashionmagazine.com/culture/instapoetry/
Gaiman, Neil. In “How to Write Flash Fiction in 7 Steps”,
https://www.masterclass.com/articles/writing-101-what-is-flash-fiction-
learn-how-to-write-flash-fiction-in-7-steps#3-characteristics-of-flash-fiction
(Updated on 16 August 2019).
Preserving Oral Traditions. Retrieved from
https://www.youtube.com/watch?v=Qk2jugDp99s
Rizal, Jose. “Mariang Makiling.”Introduction to Philippine Folklore
(http://www,philsites.net/folklore/stories/legend1.html, accessed on 28
May 2020).
Tiempo, Edith. “Writers for National Unity”. In The Likhaan Book of Philippine
Criticism 1992-1997. Quezon City: University of the Philippine Press,2000.
Writing Flash Fiction. Retrieved from
https://www.youtube.com/watch?v=IVGTtrTXhkA
Zackheim, Sarah Parsons and Zackheim, Adria. In “Types of Fiction”:
https://www.dummies.com/education/language-arts/creative-
writing/exploring-the-different-types-of-fiction/

SENIOR HIGH SCHOOL
st
21 Century from the
(LEARNING AREA)
Philippines and the
(MODULE NUMBER)
Quarter 1/Module 1
Lesson 4
Literal and Literary Languages in
Texts

Writer does not always directly tell the readers everything that they need to
know about a character. As readers you must make inferences or logical guesses,
based on the story details and your prior knowledge which are cultivated by your
own experiences.
In the activities that follow, define literary meaning, and determine how the
literary devices of a work of fiction work together to convey its literary meaning. You
are going learn how to find the intended meaning of the words using the hints from
the author/s. You will infer the literary meaning of words from literal language based
on how it is used in context.
• Infer literary meaning from literal language based on usage (EN12Lit-Id-26)
Directions: Read each statement carefully. Write TRUE if the statement is correct
and FALSE if otherwise. Change the word(s) which make(s) the
statement incorrect. Write your answers on a separate sheet of paper.
__________ 1. Literary elements are devices inherent in a literary text.

__________ 2. Literary techniques are devices used deliberately by a writer in his or
her work to convey a particular meaning.
__________ 3. The literary meaning of a work is conveyed through its elements and
the literary techniques that the writer used.
__________ 4. The character’s actions and dialogues reveal their innermost feelings,
which can be clues to the literary meaning of the work.
__________ 5. The literary devices, elements and techniques, that are present in a
work like a short story, bring about the literary meaning of the work.
__________ 6. This meaning of the literary work can be about people or life in
general.
__________ 7. Motif is an object or idea that is repeated in a literary work.
__________ 8. The use of figurative language is a literary technique.
__________ 9. Simile is a figure of speech in which an inanimate object is given
human qualities.
__________ 10. Many works of literature produced at present are characterized by
the writers’ use of conventional techniques.
__________ 11. Context is the background of the text which may have been
influenced by the author’s life, language, society, and culture.
__________ 12. Figure of speech is the word or phrase which has a different
meaning from its literal meaning.
__________ 13. Inferring the literal meaning of word (s) based on usage is to
understand the text better by identifying its sociocultural context.

__________ 14. As reader, you need to look beyond what is written in the text using
the dictionary.
__________ 15. The goal of inferring is to get the intended meaning of the word/s in
the text based on context.
Lesson
Literary and Literary Languages in Texts
4
21st Century Literature from the Philippines and the World is very significant
to learners because they can better appreciate our literary heritage. Through a s
study of our literature, learners can trace the rich heritage of ideas handed down to
us from our forefathers. Then they can understand ourselves better and take pride
in being a Filipino.
Literary genre refers to a literary type or category. It has a form, content and
style specific to it. The literature's four principal genres are poetry, fiction, nonfiction,
and drama. There are different genera under each of these genres. Fiction, for
example, covers speculative fiction, fantasy, and science-fiction.
Many literary works that are currently produced are characterized by the use
of unconventional techniques by the writers. The illustrated novel, the graphic novel,
and doodle-fiction, for example, present narratives using images or pictures. The
illustrated novel presents images which tell some parts of the story while telling the
other parts in words. The graphic novel tells a comic book story. A doodle fiction
work combines doodles and hand-written illustrations.
In addition to the illustrated novel, the graphic novel, and the doodle-fiction,
other literary forms or genres are currently emerging, such as flash fiction,
slipstream, metafiction, and magic realism

You may add more details about literary genre, or you may give an activity
that will process students’ understanding.

Activity 1: Break the Code!
Directions: Decode the following numbers using the legend below to reveal some
examples of literary devices used in writing creating intended perception
of the writing
A B C D E F G H I J K L M N O P Q R S T
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
U V W X Y Z
21 22 23 24 25 26
1. 1-12-12-21-19-9-15-14 _________________________________
The literary device that references a person, place, thing or event in the real world.
2. 4-9-3-20-9-15-14 _________________________________
The choice of words or style used by the writer in order to convey their meaning
3. 1-12-12-9-20-5-18-1-20-9-15-14 _________________________________
The use of the same letters or sound at the beginning of words in a sentence.
4. 9-13-1-7-5-18-25_________________________________
The use of words which appeals to senses.
5. 16-3-18-19-15-14-9-6-9-3-1-20-9-15-14_________________________________
The literary device where you give human qualities to non-human elements.
6. 19-9-13-9-12-5-12-5-_________________________________
The literary device which compares two unlike things using like/as.
7. 13-5-20-1-16-8-15-18-_________________________________
The literary device which compares two unlike things without using like/as.
8. 15-14-15-13-1-20-15-5-9-1-_________________________________
The literary device which shows the sound something makes.
9. 19-25-13-2-15-12-9-19-13-_________________________________
The literary device which uses situation or element to represent a larger message.
10. 8-25-16-5-18-2-15-12-5_________________________________
The literary device which shows exaggeration.

The literary meaning of a work is conveyed through its elements and the
literary techniques that the writer used. In a short story, for instance, the writer
weaves a story, putting elements and techniques together in a specific arrangement
to convey its meaning.
Literary elements are inherent in a literary text. Some examples are the
characters, setting, conflict, plot, and theme of a short story.
Literary techniques are used deliberately by a writer in his or her work to
convey a particular meaning. Dialogue is an example.
Inference is the use information or background to reach a logical
conclusion. In making inferences, your goal is to get the intended meaning of the
word/s in the text based on context. This is trying to understand that the author is
trying to teach us.
As reader, you need to read between the lines or look beyond what is
written in the text using the hints that the author gives in the text in order for you
to develop critical thinking.
Activity 2: Figurative Language!

Directions: Read the poem carefully and look for at least five figurative languages
used in the poem. What do you think is the meaning of each figurative
language? Write your answers on a separate sheet of paper.
Man of Earth
By Amador T. Daguio
Pliant is the bamboo;

I am man of earth.
They say that from the bamboo
We had our first birth.
Am I of the body,
Or of the green leaf?
Do I have to whisper
My every sin and grief?
If the wind passes by,
Must I stoop, and try
To measure fully
My flexibility?
I might have been the bamboo,
But I will be a man.
Bend me then, O Lord,
Bend me if you can

Activity 3: Textula
Directions: Choose a family member as a partner. Take note and make a list of the
figurative languages found in the given TEXTULA. Write your answers
A Textula
By Frank Rivera
Merong himala, hindi totoong wala

Ituro ma’y mali, alam nati’y tama
Kahit walang sagot itong panalangin
Hindi tumitigil ang ating paghiling.
Walang nagturo na tayo’y makibaka
Ngunit sulirani’y ating binabata
Kahit may pangakong laging napapako
Sa anumang init, handa ring mapaso.
Sa ating puso’y may awit ng pag-asa
Kahit titik nito’y hindi makabisa
Ang katotohana’y lalaging totoo
Basta maniwalang mayroong milagro.
(Reproduced by permission of Frank Rivera)
Through a video blog report the intended meaning of each of the figurative
language found. Use your cellphone or tablet as video recording tool and send it to
your teacher via messenger.
Rubric for scoring
3 points 2 points
Mechanics 1. The video quality is good. One of the requirements is
2. The video is not more than 30 not met
seconds.
Working with 3. The video blog shows the Only the student is in the
partner student with a family member as video blog.
a partner
Content 4. The intended meaning of the One of the requirements is
song is well explained. not met.
5. The explanation is easy to
understand.
TOTAL /15
What are the three significant learnings you gained from this lesson?
___________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Activity 4: Building Vocabulary
Directions: Figure out the meaning of each underlined word from the context.
Choose the correct word which shows the same meaning of each word.
Write the letter of your answer on a separate sheet of paper.
1. My consciousness is lulled.
a. soothed b. slept c. awoken d. disappeared
2. Racing through oceans and miles.
a. running b. competing c. conquering d. struggling
3. As the twilight haunts a re-entangled trail.
a. hope b. bright future c. horror d. darkness
4. Unechoed songs within a silent heart.
a. secrets b. whispers c. mysteries d. hidden feelings
5. Give pearl away and rubies.
a. wealth b. gems c. salary d. baggage
6. Writ in blood of dead men’s glory
a. body fluid b. wake c. sacrifices d. life
7. Flame for our beloved land.
a. hope b. burn c. fire d. warmth
8. Dust will peer into your windows
a. future b. past c. problems d. death
9. You at the impulse of your mind.
a. need b. thinking c. peak d. desire
10. It must kneel like a rose.
a. bow b. respect c. praise d. love
Directions: Choose the word from the box that best completes each sentence. Use
the context clues to help you. Write your answers on a separate sheet of
paper.
Squatting pandoras box whistled lead spider

Deadpool boom vis a vis bleaching yanked
Embarrass da bomb be blue tipsy crow
1. Careful now when online buying. You don’t want to go opening _______________
2. The blogger was a real good guy ball buster, the _______________ of this pandemic
situations.
3. The secretary was _______________ with his boss.
4. Other were blank, names forgotten to the _______________ sun.
5. The wind _______________ past my ears like a familiar tune I’d long forgotten.
6. The moon _______________ a blanket of silver light over the forest.

7. _______________ in the corner was a felt chair covered in the dust and damp of
abandonment.
8. His heart was as heavy as a _______________ weighed down by the memory of
what he’d done.
9. The _______________ of the thunder has awoken the village.
10. The sneaky _______________ trapped the flies and mosquitoes.
11. She was _______________ in fashion design.
12. Don’t _______________ if you were not able to go to mall because it’s too risky.
13. The _______________ driver were scolded by his neighbor.
14. She was scared after dreaming of a _______________.
15. How nice of you to _______ your identity as a Filipino.
Directions: Compose a TEXTULA about making oneself safe in this time of

pandemic.
4 3 2 1
Message Message is Message is Message is somewhat Message does not
compelling, engaging, compelling, engaging, but lacks capture nor maintain
and very clear. engaging, and very focus. Message the reader's attention
Message achieves clear. Message somewhat achieves and does not
purpose of achieves purpose of purpose of maintain a focus.
encouraging one to encouraging one to encouraging one to Message does not
vote. vote. vote. encourage one to
vote.
Use of Free of spelling and Some spelling and Problems with Spelling and
Convention punctuation errors. punctuation errors; spelling and punctuation errors
Grammar usage is meaning is not punctuation causes are frequent and
controlled and error interrupted by these some interruption in interrupt reading of
free. errors. Grammar is reading. Several story. Incorrect use of
somewhat grammatical grammar and
controlled; minimal problems are evident. punctuation
errors. interferes with
understanding the
writing.
Form The structure is The structure is Structure somewhat Overall poem lacks
intentional and intentional and contributes to coherence and
elements flow elements flow meaning. Poem is not message is unclear.
seamlessly together together to enhance fully developed. Poem is not complete.
to enhance meaning meaning of
of message. Poem is message. Poem is
complete. complete.
Technique Effectively uses vivid Uses vocabulary, Weak use of Lack of vocabulary,
vocabulary, unique figurative language, vocabulary, figurative figurative language,
details, figurative and sensory details language, and and sensory details
language, and to create tone and sensory details to create an
sensory details to meaning. Evokes a create tone and overgeneralized or
create tone and moderate response meaning. Evokes a vague poem. Reader
meaning. Evokes a from the reader. minimal response is unmoved by work.
strong response from from reader
the reader.
Originality Writer's distinct voice Writer's voice and Writer's unique Writer's unique
and unique unique perspective perspective is perspective is not
perspective is very is evident; a creative somewhat evident. evident and approach
evident; a highly and innovative Approach lacks seems cliched and
creative and approach grabs imagination. /or uninteresting.
innovative approach reader.
grabs reader.
Source: https://moody.utexas.edu/sites/default/files/POSTER%20Rubric.docx.p

Assessment
What’s New
1. Pandora’s box 1. Allusion
2. Dead pool 2. Diction
3. Vis-à-vis 3. Alliteration
4. Bleaching 4. Imagery
5. Whistled 5. Personification
6. Yanked 6. Simile
7. Squatting 7. Metaphor
8. Lead 8. Onomatopoeia
9. Boom 9. Symbolism
10.Spider 10. Hyperbole
11.Da bomb
12.Be blue
13.Tipsy
14.Crow
What I Know
15.embarrass
1. T
2. T
3. T
4. T
What I Can Do 5. T
6. T
1. A 7. T
2. D 8. T
3. D 9. T
4. D 10.F
5. A 11.T
6. C 12.T
7. A
13.F
8. C
9. D 14.F
10. B 15.T
Baronda, Andrew Jhon (2016). 21st Century Literature from the Philippines and the
World. JFS Publishing Services Manila Philippines.
Pope, Bella Rose (2019). Literary Devices:15 Literary Elements with examples &
Tips to Use Them. Retrieved from https://self-publishingschool.com.
Rivera Frank (n.d).A Textula.Retrieved from https://quipperschool.com.ph

SENIOR HIGH SCHOOL
21st Century from the

(LEARNING AREA)
Philippines and the
(MODULE NUMBER)
Quarter 1/Module 1
Lesson 5
Literary Devices and Techniques

This module was designed and written with you in mind. It is here to help you
understand the different literary devices and techniques used in different texts. It is
imperative that as a writer, you should be able to use these literary devices
appropriately for they will allow you to convey your message from a unique angle.
Furthermore, with these devices and techniques, you are able to emphasize the most
essential part or concept of the entire text.
• Analyze the figure of speech and literary techniques and devices in the text.
(EN12Lit-Ie-27)
Directions: Read the following statements carefully. Write T if the statement is

correct and F if otherwise. Write your answers on a separate sheet of
paper.
1. Literary devices refer to specific aspects of literature, in the sense of its universal
function as an art form which expresses ideas through language, which we can
recognize, identify, interpret and/or analyze.
2. Tone the writer’s or narrator’s attitude towards the subject.
3. Allusion is an implicit, implied, or hidden comparison between two things that
are unrelated, but which share some common characteristics.
4. A concrete or physical object that represents an abstract concept is called
imagery.
5. Mood is the attitude of the writer about his subject that comes through based
upon the types of words chosen
6. A literary device is any method an author uses to convey their message.
7. Theme is an abstraction that represents the central idea of the story.
8. Figures of Speech are words or group of words that that must be taken in a non-
literal sense in order to understand the meaning.
9. Dramatic situation refers to the problems in a literary text.
10. Irony is an exaggeration of ideas for the sake of emphasis.
11. Idioms is an example of figures of speech.
12. Simile is a comparison of two different things to make them more alike
13. Personification is when authors give human traits to animals or some other
lifeless object.
14. Simile and metaphor are the same.
15. Imagery draws on the five senses, namely the details of taste, touch, sight smell
and sound.

Lesson
Literary Devices and Techniques
5
Understanding literary texts is not easy, you might be confused with different
styles used by the writers or you might not be able to appreciate them. A literary
device is any method an author uses to convey their message. These are various
elements and techniques in writing that construct the whole of the literature. They
collectively constitute to art form’s components. meaning authors create meaning
through language, and by which readers gain understanding of and appreciation for
their works
Activity 1: Decode to Form a Word

Directions: Decode each item by simply referring to the letter table hereunder. To
break the codes, just loom for the opposite letter of the code to form the
target word. Write your answers on a separate sheet of paper.
A B C D E F G H I J K L M
N O P Q R S T U V W X Y Z
1. N-Y-Y-H-F-V-B-A _______________________________
2. V-Z-N-T-R-E-L _______________________________
3. G-U-R-Z-R _______________________________
4. Z-R-G-N-C-H-O-E _______________________________
5. Z-R-G-R-E _______________________________
6. Z-B-B-Q _______________________________
7. F-V-Z-V-Y-R _______________________________
8. G-B-A-R _______________________________
9. C-R-E-F-B-A-V-S-V-P-N-G-V-B- _______________________________
10. U-L-C-R-E-O-Y-R _______________________________

You can also give an activity that would help the learners recall the
previous lesson or think of other activity that will introduce the new
lesson.

Activity 2: Read and Analyze!
Directions: Read the text carefully and answer the questions that follow. Write your
answers on a separate sheet of paper.
MAYON
Kristian Sendon Cordero
Camarines Sur
Ayon sa alamat, lason ng pana ni Pagtuga,

Ang lumikha sa bulkan – libingan ito
Ng dalagang namatay sa isang digmaan.
Ngayon, ano ang tutubo sa paanan ng Mayon

Gayong nagiging malawak na itong sementeryo
Ng abo, ng tao. Manganganak na kaya ito?
Tinitigan ko ang nakangangang bulkan – binalot
Ng ulap at ng sariling usok ang tuktok, gatas sa labi
Sa ilang retrato na ibinebenta ng mga bata sa Cagsawa

Lusaw na tae ang nagliliyab na lava, dumadaloy pababa.
Matandang nag-nganganga ayon naman sa isang makata.
Sa isang lumang postcard na nakita ko sa Antigo Merkado—
Kapag sa malayo, isa siyang magandang sikyung nakatanod
Handa sa pagkapkap, naghihintay sa iyong pagpasok
1. According to the poem, what led to the creation of the volcano?

a. The arrow used by Pagtuga c. A war which led to Magayon’s death
b. The poison of the arrow of Pagtuga d. the legend of daragang magayon
2. In the second stanza , the area around Mayon’s foot is described as _________
a. graveyard b. farm c. disaster zone d. myth
3. What is the persona in the poem waiting for in the third stanza?
a. for the volcano to erupt c. for the volcano to blow more smoke
b. for the volcano to show its peak d. for the volcano to be covered in clouds
4. What is the tone of the persona in the poem?
a. violent b. optimistic c. critical d. indifferent
5. What is the mood express in the poem?
a. cheerful b. tense c. mysterious d. gloomy

6. The first stanza of the poem showcases the death of Magayon as the cause of the
birth of the volcano. Carrying this reasoning through to the second stanza, what
is the persona implying with his use of the image of a graveyard?
a. Mayon was turned into cemetery
b. there were many people died due to the eruption
c. there are many people working late at night
d. people are killing whenever they see Mayon
7. What is the central idea that the writer wants to imply to the readers of the poem?
a. love and sacrifice b. bravery c. nature awareness d. recreation
8. Discuss why the author used security guard as the final image of the poem. What
does this seem to imply about how security personnel are viewed?
LITERARY TECHNIQUES AND DEVICES
1. Imagery - visually descriptive or figurative language, especially in a literary work.

2. Theme - the subject of a talk, a piece of writing, a person’s thoughts, or an
exhibition; a topic
3. Allusion - is a brief and indirect reference to a person, place, thing or idea of
historical, cultural, literary or political significance. It does not describe in detail
the person or thing to which it refers.
4. Tone – the writer’s or narrator’s attitude towards the subject
5. Mood – is the general feeling the writer wants the audience to have. The writer
can achieve this through description, setting, dialogue and word choice.
6. Figurative Language – words or phrases used go beyond their literal meaning
including wording that create image or uses sound devices to add a deeper level
of meaning to a word or group of words.
7. Figures of Speech – are words or group of words that that must be taken in a
non-literal sense in order to understand the meaning.
Some of the commonly used figures of speech are:

• Simile - comparison of two unlike objects using ‘as” or “like”
• Metaphor - an implicit, implied, or hidden comparison between two things
that are unrelated, but which share some common characteristics.
• Hyperbole - an exaggeration of ideas for the sake of emphasis.
• Personification human qualities are given to inanimate objects, animals, or
abstract term

Activity 3: Imagine the Images
Directions: The poem showed many images which describes mount Mayon in the
eyes of the persona. Complete the table below on the images found in
the poem. Be able to cite the lines. Write your answers on a separate
sheet of paper.
Images Line from the poem Explanation
Activity 4: Sing and Analyze

Directions: Songs are also form of poetry. Choose all the figures of speech from the
OPM song Maybe the Night by Ben and Ben then identify whether it is a
simile, metaphor, hyperbole or personification.
Maybe The Night by Ben and Ben

I want to lay down by the fire with you Moon has never glowed this color
Where souls are glowing, ever warmer too Hearts have never been this close
Your love surrounds me like a lullaby I've never been more certain
Singing softly, you are mine oh mine I will love you 'til we're old
Moon has never glowed this color
Hearts have never been this close Maybe the night holds a little hope for us, dear
I've never been more certain Maybe we might want to settle down, just be near
I will love you 'til we're old Stay together
Maybe the night holds a little hope for us, dear Maybe the night holds a little hope for us, dear
Maybe we might want to settle down, just be near Maybe we might want to settle down, just be near
Stay together here Maybe the night holds a little hope for us, dear
We follow the pull of fate, into this moment Maybe we might want to settle down, just be near
We follow the pull of fate, into this moment Stay together
Stay together here
Activity 5: Figures of Speech

Directions: Identify the types of figures of speech from the following lines from OPM
songs. Write your answers on a separate sheet of paper.
A – Simile B – Metaphor C – Hyperbole D- Personification

_____ 1. “and my eyes are like windshields on a rainy day“
_____ 2. Pumasok sa pinto nang hindi inimbita/ Nilamon ang lamesa, tv, radyo at
sofa
_____ 3. On the mountaintop, the flowers sing in D minor and / With glassy eyes,
they will expose their own weaknesses
_____ 4. So I’m coming home to you, you/You’re all I need, the very air I breathe/
You are home

_____ 5. You smelled like smoke/And tasted like fire/ You hurt like a burn,/Now
you’re just a scar
_____ 6. you’re the warmth of summer / I walk towards your light”
_____ 7. Put the windows down/ the night was young
_____ 8. All these fears are around me/ they’re coming to get me
_____ 9. You’re sleeping / You’re swimming/ The sea is our bed, don’t wake us
_____ 10. Sintamis ng wine/ Sintatag ng sunshine

Directions: Reflect on the poem, “Mayon”, by Kristian Sendon Cordero and answer
the questions below. Write your answers on a separate sheet of paper.
1. What is a literary device?

2. What are the literary devices which can be used in poetry?
3. How can those poetic devices help in achieving good quality poems?
Activity 7: Draw the Story

Directions: The poem Mayon uses language that will make the readers see the
images vividly, draw any stanza from the poem that caught your
attention so much then write a short explanation about the image. Use
a separate sheet of paper for your answer.
Drawing Rubric
5 points 3 points
Creativity The art technique applied The art technique
is rare and unique. applied is common.
Content The message from the The message from the
poem is excellently poem is illustrated
illustrated.
Craftmanship The artwork was The artwork was fairly
beautiful and cleanly done
done
TOTAL /15

Directions: Identify whether the sentence is an example of Allusion, Imagery,
Simile, Metaphor or Personification. Write your answers on a separate
sheet of paper.
______________ 1. The night was black as ever, but bright stars lit up the sky in
beautiful and varied constellations which were sprinkled across the
astronomical landscape.
_______________2. The flood licked my door.
_______________3. Sa puso lamang ng kaligayahan ang kapanganakan ng
Beethoven,Caruso, Abelardo at Santiago – Tinapay La by Francisco
Aurillo
_______________4. The wind whistled past my ears like a familiar tune I’d long
forgotten.
_______________5. The boy is as restless as the cat.
_______________6. She was drowning in a sea of her own despair.
_______________7. The candy melted in her mouth and swirls of bittersweet
chocolate and slightly sweet but salty caramel blended together on
her tongue.
_______________8. Ang Wordsworth sa Britain ay naliligaw: ang nanlilinlang ay
upang makawala sa mga hindi kilalang mga kaisipang naisip na
naiwan sa ilang.- Tinapay La by Francisco Aurillo
_______________9. Right here, the sun paints the city gold , tall trees come waving
at him.
_______________10. On the mountaintop, the flowers sing in D minor.
_______________11. Silence was broken by the peal of piano keys as Shannon began
practicing her concerto.
_______________12. I’m so busy trying to accomplish ten million things at once.
_______________13. See what a grade was seated on this brow,
Hyperion's curls, the front of Jove himself,
An eye like Mars' to threaten and command ...
_______________14. Then she burst into a view, a girl lovely as morning and just as
fair as hue.
_______________15. My life is a lonely hunter that hunts on a lonely hill.
Directions: The power of images to convey meaning was used extensively in

Cordero’s poem. Write three paragraph critique of the poem focusing
on how the images in the poem present the experience of viewing Mount
Mayon. Use a separate sheet of paper for your answer.

Assessment
What’s More
1. Imagery 11. Imagery
2. Personification 12. Hyperbole 1. A
3. Allusion 13. Allusion 2. D
4. Personification 14. Simile 3. D
4. B
5. Simile 15. Metaphor
5. A
6. Hyperbole
6. B
7. Imagery 7. D
8. Allusion 8. C
9. Personification 9. B
10.Personification 10. A
What I Know
What’s In
What’s New 1. T 11. F
1. Allusion 2. T 12. F
1. B 2. Imagery 3. F 13. T
2. A 3. Theme 4. T 14. F
3. D 4. metaphor
5. F 15. T
4. C 5. Meter
5. 6. T
D 6. Mood
6. B 7. Simile 7. T
7. C 8. Tone 8. T
8. Answers may vary 9. Personification 9. F
10. Hyperbole 10.F
Louie Jon A. Santos, Miguel Antonio N. Lizada, Roy Tristan Agustin and Jose Mari
B. Cuartero , (2016). 21st Century Literature from the Philippines to the World.
Vibal Group Inc. Quezon City Philippines
Baronda, Andrew Jhon (2016). 21st Century Literature from the Philippines and the
World. JFS Publishing Services Manila Philippines.
Pope, Bella Rose (2019). Literary Devices:15 Literary Elements with examples &
Tips to Use Them. Retrieved from https://self-publishingschool.com.
Ben and Ben (2017). Lyrics of the song Maybe the Night song lyrics. Retrieved from
https://www.azlyrics.com/lyrics/benben/maybethenight.html

SENIOR HIGH SCHOOL
st
21 Century from the
(LEARNING AREA)
Philippines and the
(QUARTERWorldNUMBER)
(MODULE NUMBER)
Quarter 1/Module 1
Lesson 6
Literary Elements, Genres, and
Traditions

This module was designed to engage you in different literary elements, genres,
and traditions through diverse activities while exploring and tracing the literature of
our past. In this module you will be able to learn the elements in a literary genre and
you will be able to discover the traditions usually follow by the people of Cagayan.
• Explain the text in terms of literary elements, genres, and traditions EN12Lit-
Ie-27
Directions: Read each statement carefully. Write T if the statement is correct and F
if the statement is incorrect. Write your answers on a separate sheet of
paper.
_____ 1. The plot is the arrangement of incidents in a story; organizing principle that
controls the order of events.
_____ 2. A plot strategy where stories can "begin in the middle" of a story is called
flashback.
_____ 3. Rising action is the series of conflicts or struggles that build a story toward
a climax.
_____ 4. Characterization is the process by which a writer makes a character seem
real to the reader.
_____ 5. Time is included in a setting.
_____ 6. The protagonist is a character who experiences growth or changes in some
important way.
_____ 7. Theme is something concrete that stands for something abstract.
_____ 8. A fictitious prose story of considerable length and complexity portraying
characters and usually presenting a sequential organization of action and
scenes is drama
_____ 9. The atmosphere of a narrative that is created by the setting and actions of
the characters is the mood.
_____ 10. If the story was told by one of the characters of the story from their
perspective, signal by the pronoun “I” it is in the First Person point of view.
_____ 11. Theme is the central message, moral, or lesson in a literary work.
_____ 12. Exposition is also called denouement.
_____ 13. Setting is the physical and social context in which action of story occurs,
time, place, and social environment that frames character.
_____14. Non-Participant Narrator/Third Person emphasizes “you” perspective in
which a person or an entity is being directly addressed.
_____15. The central struggle that motivates the characters and leads to a work's
climax is the denouement.

Lesson
6 Literary Elements, Genres, and Traditions
Learning the different genres of literature is fun especially fiction, it gives

readers a feeling of travelling to a time when the story happened, it makes readers
feel the different emotions that engulfs in every word, in every line and in every event
from a literary piece, however, to further understand and enjoy any piece of literature
it is important to develop your knowledge with the necessary literary elements.
Studying and appreciating literature can be very easy especially when if you
can recall the knowledge gained from previous lesson. Can you recall module 5?
What are the literary techniques and devices which can be used in poetry? What is
the importance of using literary techniques and devices? For this next lesson, you
will be guided in gathering more literary tools that will surely make learning more
exciting
Activity 1: Jumbled Letters

Directions: Arrange the jumbled letters to determine the concepts in column A, then
match these constructs with their respective meanings or descriptions
in Column B. Write the target concept below each jumbled letter while
the letter of the definition before each number. Write your answers on a
separate sheet of paper.
Column A Column B
___ 1. HETME a. the most interesting and exciting moment in a

story
___ 2. TITSEGN
b. the causal relationship between and among
___3. ARACTHECSR event
___4. YSSMOLB c. the introductory part of a story.
___5. LTPO d. the lesson about life implied by the story
e. can be classified as either major or minor
___6. ARAOTNRR
f. objects or words which embody ideas and
___7. POXETISINO virtues and are interpreted beyond literal issue
___8. MOINCESITN g. opposition of forces
___9. TCILFNOC h. clues or hints to future events
i. the one who tells or recounts the events and
___10. XMCALI
circumstances in the story
j. knows what is on the mind of the characters,
aware of the total circumstance of the story
k. the untying of events; presents how the story
closes or ends
l. the background environment of the actions or
events transpiring in the story.

You may use other activity to help students recall their previous lesson
and at the same time activate their prior knowledge.
In this module, you will learn about the literary elements of a short story. You
will be reading a short story entitled “The Voice Tape ” written by Ariel S. Tabag from
Cagayan. He is a poet, editor, translator, and musician. He has received the Palanca
Awards for his Ilokano short stories. The story responds to the context of the OFW,
presenting an experience of the OFW phenomenon that has been told in many stories
before. But Tabag uses a clever plot to create mystery and excitement in the story.
(The text is found on your E-copy)
Activity 2: Locating Information
Directions: Study the following questions carefully and write your answers on a
separate sheet of paper.
1. Where did the story happen?

2. What was the story about?
3. What was the conflict in the story and when did this start?
4. Who narrated the story?
5. What does the title symbolize in the story?
LITERARY ELEMENTS
1. Character– A person or entity who takes part in the action of the story or other
literary work. Characters are the ones mainly involved in the circumstances and
actions of the story. The two most important characters in a short story are the
protagonist and the antagonist.
2. Setting– The time and location in which the story takes place. The environment
may be real place or it may also be based on the author’s imagination. The time may
be in previous years or decades, in the present period, or even some time in the
future. In determining the setting readers must consider words that may serve as a
clue on when and where the story happens.

4. Plot - series of events in the story which have a causal relationship with each
other. The following are the different parts of a story’s structure:
a. Beginning/Exposition: This is the very beginning of a story. During the
exposition, authors usually introduce the major characters and settings
to the reader.
b. Rising Action: is literally everything that happens in a story that leads
up to the climax of the plot. This involves facing and conquering minor
conflicts and it is where the conflicts start to build up
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: occurs right after the climax, when the main problem of
the story resolves.
e. Resolution/Denouement: This is the conclusion part of a story. But just
because it's called a "resolution" doesn't mean every single issue is resolved
happily—or even satisfactorily. The resolution allows a story to end without
trailing of or leaving the reader confused or unsatisfied.
4. Conflict– refers to the opposition of forces that may set forth the problems, issues
and challenges of various forms and sources that the main character needs to face
or to deal with. 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;
• man versus nature;
• man versus himself; and
• man versus society.
5. Point of View – refers to the position of the narrator in relationship to how the
unfolds. It mainly relates as to the way how the story is told or narrated. The three
types of point of view are:
• Participant Narrator/First Person – it is usually marked by “ I” and the
narrator is mainly part of the story as one of the characters.
• Second Person – Emphasizes the “You” perspective or addresses the readers
directly.
• Non-Participant Narrator/ Third Person – This narrator is seemingly not part
of the story. Specifically, the omniscient point of view has access to the minds
of the characters and knows the whole story.
6. Theme - the central idea in a short story and a general truth. This is considered
as the author’s message to the readers.

Activity 3: Character Analysis
Directions: There were 3 main characters in the story, based on what you have read,
describe the 3 characters. Write your answers on a separate sheet of
paper.
Characters Description
Dante
Ankel Ato
Nanang
Processing Questions:
1. Who has the strongest personality among the three?
2. What were the signs that Ankel Ato was facing a big problem?
3. Did Ankel Ato’s way of solving their situation show what kind of man is he?
Explain.
Activity 4: The Insights

Directions: Read carefully and understand the following insights below and answer
the questions that follow. Write your answers on a separate sheet of
paper.
1. Parang may nagsuwagang mga torong kalabaw, mas malakas nga lamang ito
ng sampung beses
2. Siguradong hindi si Boying ang nabangga— hindi ganoon ang magiging asta ni
Nanang kung ang kaibigan ko dahil malayong pamangkin na siya ng nanay ko.
3. Natatakot kasi ako na baka di ko mamalayan, nasa likuran ko na ang multo
ng tiyo at hindi ko alam kung paano ako tatakbo sa hagdanan sa may likuran
ko.
4. Kung hindi ako nagkakamali, may tatlong sulat kaming nagawa. Maiiksi.
Kagaya din ng kanyang pagsasalita— maiiksi.
5. Subalit kinilabutan ako. Nanindig ang mga balahibo ko. Pero di ko inisip na
naroon ang espiritu ng tiyo. Marahil, gawa lang ng magkakahalong damdamin,
lalo na ng aking pagkalumbay
Guide Questions:
1. What did you notice among the insights?
2. Which insight struck you the most? Why?
3. How did these insights help build the theme?

Activity 5: Theme Asosciation
Directions: Explain the major themes in the story. Write 3 statements that present
the three most prevailing themes in the story. Explain how each theme
are reflected in the story. Write your answers on a separate sheet of
paper.
Theme Explanation
1.
2.
3.
Activity 6; Share it!

Directions: Reflect on the story, “The Voice Tape” by Ariel S. Tabag and answer the
questions below. Write your answers on a separate sheet of paper
1. What significant lesson have you learned from the story? How will you apply it in
your own life?
2. Poverty and early marriage were also mentioned in the story resulting to interest
to work abroad, away from the family, what is the implication of these issues to
the 21st century generation?
3. The angle of suicide was implied in the story, what did you feel about what
happened to Angkel Ato? What is your opinion about suicide?
Activity 7: Narration
Directions: Collaborate with your parent then narrate a story of an OFW that you
know who encountered a big problem while working abroad resulting to
destruction of family relationship. Follow this format. Use a separate
sheet of paper for your answer.
Setting
Main Characters with
description
Plot
a. exposition
b. rising action

c. climax
d. falling action
e. denouement
Conflict
Point of View
Theme
Directions: Complete the statements below with appropriate word/s. Choose from
the pool of words inside the box. Write your answers on a separate sheet
of paper.
Plot Conflict Second Person Theme

Character Climax First Exposition
Fiction Denouement himself Setting
Flashback Point of View Mood
1. Your classmates just told a story that was a complete invention. The story is a
kind of ___________
2. When you are asked about how a story is told, you are being asked about its
___________________
3. When the narrator emphasizes the “You” perspective or addresses the readers
directly, it is in the ______________point of view
4. story brings the reader back in time to an earlier part of a character’s life, it is
performing a ____________________________________________________
5. Listing down the ____________________________ of the story involves listing down
the various events which occur in the story.
6. When the reader is given a scene or an image which hints at what may happen
in the future, that is called ____________________________.
7. The _________________refers to the problem that the main character from the story
has to tackle.
8. When you were asked to narrate the most exciting part of the story this is the
________________.
9. The emotion or feeling that readers get from reading the words is
_________________________
10. When your teacher asked you to share the main idea that appear repeatedly
throughout the text this refers to ____________________
10.The conclusion part of the story is also called ____________________________

11. _______________ is the time and location of the story.
12. When the story is told by one of the characters in the story, this is in ________
person point of view.
13. It is also known as the beginning of the story it is _________________________
14. _____________ are the ones mainly involved in the circumstances and actions in
the story.
15. In the story the conflict lies between Angkel Nato and _________________
Directions: Create a blog on any of the issues discussed in the story “The Voice
Tape” then post it in your e-portfolio.
a. close-family ties
b. family traditions
c. early marriage
d. suicide
e. life of an OFW

What’s In
Assessment 1. Theme What I Know
2. Setting
1. Fiction 3. Characters 1. T
2. Point of View 4. Symbols 2. F
3. Flashback 5. Plot 3. T
4. Plot 6. narrator 4. T
5. Foreshadowing 7. Exposition 5. T
6. Conflict 8. Omniscient 6. T
9. Conflict 7. F
7. Climax
10. Climax
8. Mood 8. F
9. Theme What’s New 9. F
10.Denouement • Answers may 10. T
11.Setting vary 11. T
12.First What’s More 12. F
13.Exposition • Answers may 13. T
14.Characters vary 14. F
15.himself What I Have Learned 15. T
• Answers may
vary
Louie Jon A. Santos, Miguel Antonio N. Lizada, Roy Tristan Agustin and Jose Mari
B. Cuartero , (2016). 21st Century Literature from the Philippines to the
World. Vibal Group Inc. Quezon City Philippines
Baronda, Andrew Jhon (2016). 21st Century Literature from the Philippines and
the World. JFS Publishing Services Manila Philippines.

SENIOR HIGH SCHOOL

(LEARNING AREA)
Philippines and the
(MODULE NUMBER)
Quarter 1/Module 1
Lesson 7
Texts and Context Relationship

This module is designed to help you to understand essential concepts and
skills in the 21st Century Literature from the Philippines and the World. Specifically,
this module intends to introduce to you various contexts used in the study of literary
selections of the Philippines and other nations of the world that will enable you to
examine the human experiences in a broader and objective way. Aside from a new
lesson, the module harnesses your skills through a series of related activities that
will guide you to gain new insights and learning experiences significant not only in
this subject but also in the “real world” of the 21st century.
• Examine a literary text through biographical, socio-cultural, and linguistic
contexts EN12Lit-Ie-28
• Analyze how the different contexts enrich the reader’s understanding of the
literary text EN12Lit-Ie-28
Directions: Identify the context being described in the following statements. Choose
your answer from the box below. Use a separate sheet of paper for your
answers.
A. Biographical Context C. Literary Context

B. Linguistic Context D. Socio-cultural Context
_______1. The analysis of the words and their significance to the text is the main
concern of this context.
_______2. It emphasizes the role of the author’s life as a key to understanding the
literary work.
_______3. It encourages the readers to read the author’s biography or autobiography
to see how the life of the author directly or indirectly influences the text.
_______4. It helps you to find the meaning and the content of the text within its form.
_______5. It provides the social, economic, political, and cultural forces affecting the
literary text.
_______6. It is concerned with the elements specific to a literary work as well as the
devices the writer uses in his work.
_______7. It makes you examine the role of the readers in shaping literature.
_______8. It requires you to consider the genre of a literary work.

For Numbers 9-15:
Directions: Find out which context addresses each question. Use the same set of
choices.
_______9. Are the characters similar to the ones in the writer’s life?
_______10. Does the language help in delivering and understanding its content?
_______11. How do the characters overcome this?
_______12. Is there oppression or class struggle?
_______13. What important situations happened before the author wrote the text
_______14. What is the structure of the text?
_______15. Who has the economic or social power?
Lesson
Text and Context Relationship
7
Your journey in 21st Century Literature from the Philippines and the World
has gone this far. Essentially, you learned new lessons and acquired necessary skills
in the previous modules that form out other meaningful experiences in your part.
However, there are more lessons and opportunities to come along your way.
In the previous weeks, you learned that the elements, genres, and traditions
specific to a literary piece are highly important to understand the meaning embedded
in the text. Also, you were exposed to various literary devices and techniques of the
writer that shape up the meaning of a certain text.
As you explore this module, you will become more conscious that other
significant factors influence the writer to come up with his masterpiece. In the same
way, these factors affect your understanding of the text and how you will apply it in
reality.

You may give your students an activity that will help them understand
better the lesson.

Activity 1: Pictures that Capture
Directions: Take a closer look at the images below. Analyze what is suggested by
each image that provides clues in how a reader gets to examine a piece
of literature. Afterward, answer the questions that follow.
Processing Questions:
1. What does each picture portray in the reading and analysis of a literary
piece?
2. What can your answers in the previous item give the reader in the
interpretation and analysis of a literary piece?
3. How do your answers in item 1 help you to enhance the meaning of the
text being analyzed and your understanding as a reader?
In the study of literature, context refers to the background that surrounds the
text. In other words, context is like a situation or an environment where the text is
anchored on. It does not correspond to any of the words within the text. There are
four basic contexts through which literature can be examined: namely, biographical,
linguistic, literary, and socio-cultural (Sanchez et.al 2016, 78).
At this point, your question may be how you will examine a literary piece
concerning these contexts. Below is the matrix that draws the line among these four
types. Likewise, the matrix guides you on how you will apply each context in the
analysis and interpretation of a literary work.

What type of What you need to What you need to
What you need to
context understand do answer or explore
BIOGRAPHICAL The life experiences • Research ✓ When was
the
CONTEXT of the writer, directly the text written
philosophy or the
and indirectly, shape and published?
primary beliefs of
the meaning of his the writer.✓ What are
work. the significant life
• Analyze how that
philosophy experiences of the
or
writer relevant at
belief is reflected
in his work.this time?
✓
• Look for other What
works ofimportant
the
situations
writer and find
happened before
out if these works
the author wrote
share similarities.
the text
✓ Are the
characters
similar to the
ones in the
writer’s life?
Pause for a while and consider the following before you read and interpret a
text through a biographical context.
• You should not always think that literary work reveals the exact experiences
of the writer. Meaning, not all literary pieces are true to life.
• Biographical context is not the only way to reveal the meaning that the writer
sends across to his work.
LINGUISTIC The meaning of the • Analyze the ✓ What were

CONTEXT literary piece is diction or choice the striking
revealed by looking of words in the words in the text?
into its words, text. What words were
sentences, patterns • Examine the use unfamiliar to
among others. of sentences, you? Which
Hence, the meaning clauses, phrases, words attracted
lies within the text lines, cuts, etc. your attention?
and its form in • Identify the What words were
particular. figurative dramatic?
language and its ✓ What nouns
use in the text. are the most
• Make sense of prominent? Are
the text’s overall these concrete or
structure abstract nouns?
• Analyze the What about the
content of the verb? Does the
text author use
common words or
lofty diction? Are
words short or
long? Is there any
word that has two

or more
meanings?
✓ Are the
sentences in the
usual order of
subject and
predicate?
✓ What is the
structure of the
text? Is it a
narrative? Is it
linear or
nonlinear? What
is the point of
view of the text?
Is it a poem?
What type of
poem is it?
✓ Does the
language help in
delivering and
understanding its
content?
text through a linguistic context.
• Literature does not follow the rules of grammar. However, the deviation of the
rules can be a subject of analysis, for there is a hidden meaning apart from
its artistic effect.
LITERARY The elements of a • Recognize the ✓ Who are the
CONTEXT literary piece genre of the characters? Who
constitute a meaning piece. is the speaker or
that is necessary to • Identify the the persona in the
the understanding of elements of the poem?
the theme or message literary genre. ✓ When and
of the literary piece. • Find the where did the
connection story take place?
among these ✓ What are
elements to the significant
make meaning. events in the
story?
✓ What are
the tone and mood
of the story and
/or poem?
✓ How do
literary devices
shape the meaning
of the piece?
✓ In the poem,
what is the sense,
sound, and
structure?

text through a literary context.
• Remember, the elements of a literary work only provide a segment of meaning.

Thus, the elements do not speak of the entirety of the piece.
SOCIO- Understanding the • Establish the ✓ What is the

CULTURAL social, economic, relationship relationship
CONTEXT political, and cultural between the between the
issues or concerns characters or the characters or the
within the literary speakers in the speakers in the
piece helps the text and their text and their
readers examine society. society?
their role in shaping • Highlight the ✓ Does the
the meaning of the issues of gender, text explicitly
piece. race, or class. address issues of
• Analyze how the gender, race, or
nation and its class? How does
inhabitants are the text revolve
reflected in the around these
piece. issues?
• Identify the class ✓ Who has the
struggle, power? Who does
oppression, and not? What is the
other forms of reason for this
economic and setup?
social power. ✓ How does
• Single out the this story reflect
prevailing social the nation? What
order and how does this say
the latter is about the country
accepted or and its
challenged. inhabitants?
✓ Who has the
economic or social
power? Is there
oppression or
class struggle?
✓ How do the
characters
overcome this?
Does money or
finances play a
large role in the
narrative?
✓ What is the
prevailing social
order? Does the
story or poem
accept or
challenge it?

text through a socio-cultural context.
• Set aside your personal biases and beliefs for these may result in your
subjectivity in interpreting the literary piece. Have an open and understanding
mind as you deal with critical issues that may affect your emotions.
Activity 2: Read and Dissect!

Directions: Read the short story, A Harvest of Sorrows written by Gutierrez
Mangansakan. The copy of the literary text will be provided by your
teacher. Then, answer the comprehension questions afterward.
1. When and where is the setting of the story?

2. With Ayesha’s narration, what happened in the story that forced the people to
evacuate?
3. What started the war and the violence?
4. According to the story, how would the peace agreement benefit the Muslims?
5. What was the narrator’s job?
6. Why were the refugees not given the aid such as food, money, and medicine?
7. How did the narrator describe his experience of the war for the first time?
8. How is the title of the story related to the dead child, the mothers at the
evacuation center and the father whose child died?
Activity 3: Context Map
Directions: Accomplish the “context map” below to reveal the message of the story,
A Harvest of Sorrow.
Types of Areas to Investigate Response

Context
Significant life experience .
of the writer shown in the
BIOGRAPHICAL story
CONTEXT
Similarities of the writer’s
other works with the story
Choice of words of the

writer (describe the words
LINGUISTIC used by the writer)
CONTEXT
Structure of the Text
(Narrative, Linear, or Non-

Linear): Explain how it is
shown in the story.
Emotions portrayed in the

story
LITERARY
CONTEXT Literary devices used in
the text and their overall
effect on the story
Social-cultural issues
presented in the story
SOCIO-
CULTURAL Reflection of the story in
CONTEXT the nation (how can the
story be related to issues of
the society?)

Directions: After you have gone through all the activities in this module, you are
now ready to answer this essential question.
How do contexts enable you to get the meaning of the text and
enrich your understanding as a reader?
Activity 5: Moving towards Reality

Directions: A Harvest of Sorrow depicts the physical and emotional pain and trauma
of an individual amid war and tension. Further, the story gives a picture
of the individual’s mental health being at risk during difficult times.
Relatively, the country has been battling another war, this time, on
COVID-19.
Your task is to talk among your family members and ask them the ways
on how your family can save your mental health during a challenging
period. Present your answers through a comic strip of six panels on a
short piece of bond paper.
Be guided by the scoring rubric to be given by your teacher.

Poor Fair Good Excellent
Criteria
1 point 2 points 3 points 4 points
SCENARIOS Show some Show the most Shows most of Shows events
events related to important the important that are
the task, but the events related to events related to relevant and
information is the task, but the task, reasonably
incomplete or highlight however, there is accurate to
focused on less unimportant at least one the assigned
important points. confusing point. task.
points.
DESCRIPTIONS Do not relate Are related to Are related to Are related to
well to the the scenes, but the scenes, and the scenes,
scenes. There the connections most and the
seems to be no are less obvious. connections are connections
connection or easy to are easy to
connections that understand. understand.
are very general.
DIALOGUE No Some Most Thought/
Thought/Speech Thought/Speech Thought/Speech Speech
Bubbles are
Bubbles are Bubbles are bubbles are
present. present and present and present and
reveal some somewhat reveal reveal a
character's a character's character's
thoughts or thoughts or thoughts or
relay some relay dialogue. relay dialogue
dialogue. efficiently.
PANEL Has only 1 Has only 2-3 Has only 4-5 Has 6 required
frame/panel frames/panels frames/panels frames/panels
GRAMMAR AND Commits more Commits 4-5 Commits 1-3 Commits no
MECHANICS than 5 spelling, spelling, spelling, spelling,
punctuation, punctuation, punctuation, punctuation,
and grammar and grammar and grammar and grammar
errors. errors. errors. errors.
Adapted from https://www.rcampus.com/rubricshowc.cfm?code=Q3B328&sp=true
Directions: Read and analyze the statements below. Write the letter that
corresponds to the BEST answer. Use a separate sheet of paper for your
answer.
1.Which of the following refers to the background that surrounds a literary text?
A. context B. environment C. meaning D. syntax.
2.The following are the concerns of a socio-cultural context, EXCEPT:

A. economic power B. overall structure C. social order D. societal issues
3.Patrick believes that the author’s personal experience has a significant influence
on his work. With this in mind, Patrick adheres to this type of context.
A. biographical B. linguistic C. literary D. socio-cultural

4. One of the following speaks about the limitation of linguistic context in the study
of a literary work.
A. Literary works are not all the time confessional.
B. Personal ideologies may lead to overreading the text.
C. Literature may not always follow the rules of grammar.
D. Literary genres do not entirely give the meaning of the piece.
5.May has difficulty in identifying the genre and its corresponding elements in a
literary work. What type of context does May need to improve on.
A. biographical B. linguistic C. literary D. socio-cultural
6.Why should a reader or critic use the four contexts in literary interpretation?
A. To reveal the hidden meaning of the piece
B. To connect the piece to real-life situation
C. To present the socio-cultural issues
D. To achieve objectivity in interpretation
7.In the story of A Harvest of Sorrows, what brought the characters to stay in the
evacuation center?
A. conflict of interest B. typhoon C. violence D. war
8.Which of the following is the main reason for your answer in item 7?
A. constitutional violations C. termination of peace negotiation
B. killing of Muslim extremists D. spate of violence and war
9.How is the use of flashback shown in the story, A Harvest of Sorrow?
A. When Ayesha set the table and offered food to the narrator
B. When the narrator recounted his first experience of war
C. When the father decided to go back to the village to check the house
D. When Ayesha announced the bury of the child after the noon prayer
10.“My child will grow strong and study hard and become a professional and live in
the city far from all this. How can the father be described based on the line above?
A. calm B. certain C. hopeful D. inspired
11.Which of the following is reflected by the reaction of the narrator during his first
encounter of war in Mindanao?
A. extreme fear B. sense of loss C. trauma D. all of these
12. What socio-cultural issue is associated in the story?

A. class struggle B. effects of war C. oppression D. social order
For 13-15, explain how the four contexts enhance the meaning of the literary work
and enrich your understanding as a reader. Limit your answers into 3-5 sentences
only. Use the scoring rubric to be given by your teacher as your guide.

Directions: Below are the words that you need to look for in constructing meaning
through the four contexts. Categorize each word or group of words
according to its appropriate context.
✓ author’s belief ✓ author’s ✓ choice of ✓ elements
system biography words of a
literary
work
✓ issues of gender, ✓ nature of ✓ prevailing ✓ syntax
race or class the genre social
order
Biographical Linguistic Socio-cultural

Literary Context
Context Context Context

Assessment What I Know
1. A 1. B
2. B 2. A
3. A 3. A
4. C 4. B
5. C 5. D
6. D 6. C
7. D 7. D
8. C 8. C
9. B 9. A
10. C 10.B
11. C 11.C
12. B 12.D
13.A
13-15. Answers may 14.B
vary. 15.D
“A Life Not Necessarily 24 Frames Per Second.” TNGMAN PH. Accessed June 17,
2020. https://www.tngmanph.com/p/about.html.
“Basic Textual and Contextual Reading Approaches.” 21st Century Literature from
the Philippines and the World. Quipper School, June 12, 2016.
https://link.quipper.com/en/organizations/547ffc94d2b76d0002002adf/curr
iculum#curriculum.
“‘Daughters of the Three Tailed Banner’ Focuses on Moro Women.” Nood.Ph, July
10, 2016. http://www.nood.ph/daughters-of-the-three-tailed-banner-review/.
Datu, Paulyn Alaer, Primier Jan Allen A. Pascua, and Wilchie Dane H. Olayres.
21st Century Literature from the Philippines and the World: Redefining
Literature Across Nation and Time. Quezon City: Cronica BookHaus, 2017.
“Forbidden Memory.” IMDb. Accessed June 18, 2020.
https://www.imdb.com/title/tt6263312/plotsummary?ref_=tt_ov_pl.
“Letters of Solitude.” letterboxd. Accessed June 18, 2020.
https://letterboxd.com/film/letters-of-solitude/.
“Limbunan ( The Bridal Quarter).” Rotten Tomatoes. Accessed June 18, 2020.
https://www.rottentomatoes.com/m/limbunan.
Lopez, Ferdinand M., and Edward John C. Padilla. Textscapes: 21st Century
Literary Landscapes of the Philippines and the World. Manila: Innovative
Educational Materials, Inc., 2017.
“Obscured Histories And Silent Longings Of Daguluan’s Children.” Berlinale
Talents. Accessed June 18, 2020. https://www.berlinale-
talents.de/bt/project/profile/178059.
Sanchez, Louie Jon A., Roy Tristan B. Agustin, Jose Mari B. Cuartero, and Miguel
Antonio N. Lizada. 21st-Century Literature from the Philippines and the
World. Quezon City: Vibal Group, Inc., 2016.
Urquiola, Luciana L., and Ma. Juana P. Lacuata. Voices: 21st Century Literature
from the Philippines and the World. Quezon City: Abiva Publishing House,
Inc., 2017.
Images:
https://myemail.constantcontact.com/The-Wellesley-Reader--News-and-Notes-
from-the-Wellesley-Free-Library.html?soid=1101225610191&aid=n2qtE6iyi8s
https://www.canstockphoto.com/writer-9085606.html
https://www.dreamstime.com/social-problems-concept-image-group-people
protest-to-enforce-their-rights-concept-illustration-social-problems-concept-image-
image147023995
https://www.wallpapermania.eu/wallpaper/a-lot-of-nonsense-written-words

SENIOR HIGH SCHOOL

(LEARNING AREA)
Philippines and the World
(QUARTER NUMBER)
Quarter 1/Module 1
Lesson 8
(MODULE
Canonical Authors NUMBER)
and Representative
Texts from Asia, North and Latin
America, Europe, and Africa/ Author-
Text-Reader Approach in Literary
Analysis

Since this is the last module, it is expected that you have acquired all the
prerequisite skills in comprehending this topic. Thus, it requires your deep
understanding towards the different literary pieces from well-known and prized
authors in the world. You are provided with numerous activities to practice your
understanding about the topic.
• Write a close analysis and critical interpretation of literary texts, applying
a reading approach, and doing an adaptation of these, require from the
learner the ability to identify representative texts and authors from Asia,
North America, Europe, Latin America, and Africa. EN12Lit-Ie-31.1-31.3
Directions: Read each statement carefully. Write True if the statement is correct
and False if not. Write your answers on a separate sheet of paper.
1. Short stories, novels, biographies, tales and legends are examples of prose.
2. Literature plays an important role in our culture and way of life.
3. The author is the only person to give life and meaning to his stories/text.
4. Prose and poetry have the same elements.
5. The psychological side examines how the author’s emotional upbringing or
psychological history impacts a text.
6. Every literary piece that we read, gave us lessons about life.
7. Literary pieces such as poem, ode, letters, short stories, novels, etc. use imagery
and symbols.
8. People have different interpretations and meaning in reading a text or story.
9. Nick Joaquin is one of our National Artists in Literature.
10. All literary interpretations and analyses should always be based on literary
theories.
11. Shakespeare is a well-known playwright.
12. A critical analysis is an in-depth examination of some aspect of the literary work.
13. Analyzing the elements, symbols and imagery of text involve close reading.
14. Feminist focuses on society’s beliefs about the nature and function of women in
the world.
15. Close reading is a relax way of interpreting and understanding a short passage
of text.

Lesson Canonical Authors and Representative Texts
from Asia, North and Latin America, Europe,
8 and Africa/ Author-Text-Reader Approach in
Literary Analysis
The last part of this module contains the learning objectives that you should
acquire after reading, understanding, and analyzing the texts of the different authors
around the globe. This requires a thorough understanding and deep comprehension
of the different stories of different authors in Asia, North America, Latin America.
Moreover, this lesson teaches you to critically analyze a certain piece of

literature using the Author-Text- Reader approach in literary analysis. Thus, it will
enable you to write a close analysis and critical interpretation of literary.
Activity 1: Fable, Fable, Fable!

Directions: Read this well-known fable from the collection of Aesop and answer the
questions that follow.
The Ant and the Grasshopper

It was summer, hot and sunny, and, instead of working and preparing for winter,
a Grasshopper preferred to dance, sing and play his violin at his leisure, not
minding that these wonderful days will soon be over, that cold and rainy days will
soon be near. On seeing a hardworking Ant passing by him, preparing for the hard
winter that was to come one day, he invited him to join him and share his fun.
“Unfortunately, I don’t have time for this”, the Ant answered, “I must work hard,
so that winter won’t find me without shelter and food.”
“Stop worrying so much, there is still plenty of time to prepare for winter. Let’s
sing and dance together, let’s laugh and enjoy life”.
But Ant was very wise and wouldn’t pay attention to the Grasshopper’s words and
continued to work hard and store food for the long winter that was to come.
The winter came sooner than expected, and the Grasshopper found himself
without home and without food. He went to the Ant’s house and begged him for
food and shelter.
“I’m sorry, but I can’t help you”, the Ant said. “I only have room and food for me
and my family, so go find help somewhere else.”
“I should have followed Ant’s example in the summer”, the Grasshopper thought
sadly. “I would have been so happy now…”
Source: https://kids-pages.com/folders/stories/Aesops_Fables/page1.htm
Process Questions
1. What should the ants say (or do) to the grasshopper?
2. Should the ant help? If so, why?

3. Should the grasshopper bear responsibility for his situation? What would be the
right thing to do in this situation? Is there a right thing to do?
4. How can you relate this story to our present situation (Pandemic)?
5. Do you know Aesop? List other fables from his collection.

You may use other text in this activity.
Activity 2: Use your Lenses!

Directions: Study the picture. Write a one-paragraph interpretation of the picture.
Use a separate sheet of paper for your answer.
Text-based
• New Criticism
This approach focuses mainly on the text itself and tends to avoid
other approaches such as historical and biographical information. In other
words, texts stand alone when we interpret and analyze it. Authors have
ideas, they write to communicate those ideas, and good readers can uncover
the meaning and the author’s intention. For example, you might believe that
“Hansel and Gretel” is about children recognizing the negative impact of the
female in their lives, but a new critic would tell you it is a story about two
kids getting abandoned in the woods. Perhaps they are coming of age;

perhaps they are overcoming challenges. New critics rely on analysis of
literary elements: plot, theme, setting, tone, characters, etc.
Focus Questions
• What are the dominant literary elements?
• How do those elements work together?
• How do those elements convey theme and develop meaning?
• Archetypal
Stemming from Carl Jung’s theory, this approach searches for

universal meanings in a piece of literature. An archetype is a symbol,
character type or motif that is universally recognized in myth, dream,
and literature. Archetypal critics focus on the symbolism and imagery in
the text. Some images include water, fire, seasons, colors, shapes, animals,
and numbers. Some archetypal characters include the hero, martyr, mentor,
scapegoat, and phases of women. An archetypal critic might see “Hansel and
Gretel” is a story that presents the hero quest, the need to follow the path, the
uncertainty of the wild woods, and the presentation of the three phases of
females in literature: virgin, matron, hag.
Focus Question
• Identify motif, symbol and imagery in the text.
Author-based
• Biographical and Psychological
This approach focuses on the author’s life and experiences. The

psychological side examines how the author’s emotional upbringing or
psychological history impacts a text. Biographical criticism relies on a
close examination of character and motivations and their symbolic
meanings (impulses, desires, feelings) that might be linked with the
author. A biographical and psychological analysis of “Hansel and Gretel”
might have you looking at the author’s childhood. Did he get lost in the woods
and fear it? Was he abandoned as a child? Did he have a stepmother who
starved him?
Focus Questions
• What are the intentions of the author?
• What life experiences are noteworthy in the author’s life?
• Was the author’s life happy? Sad? Social? Solitary?
• Why do characters act the way they do? What are their motives overt or
covert?
Reader-based
• Reader response
Focusing on the reader’s emotional connection to a piece, this
approach downplays reading for information or interpretation. Sometimes
authors do not write works to be analyzed but works in reaction to an
experience. Readers are expected to react emotionally to such a work.

Regardless of author intent, each reader reacts individually to a text and its
significance. A reader response to “Hansel and Gretel” might probe the idea of
a candy house in the woods, and why did the witch eat children when she had
lots of chickens around. If these are issues that interest the reader, they are
what guide the reader.
Focus Questions
• What parts of the story did the reader like best and why?
• What words, phrases, or lines in the story did the reader think was the
most important and why?
Activity 3: Let’s wear our Spectacles!

Directions: Below is a given text from one of our national artists in literature, we are
going to interpret and analyze the text based on Author-Text-Reader
approach. (The text is found on your E-copy).
Summer Solstice by Nick Joaquin
I will do it first…
Rituals and beliefs are commonly started in Greece and mostly shown in their
literatures and mythologies. The theme of their writings are usually based on how they
believe things and myths. Similar to a piece written by Nick Joaquin entitled 'Summer
Solstice' in which the context of the theme is indisputably expressed. From the very first line,
a fertility festival was mentioned as well as the conventional ritual going on. However, the
characterization is quite good. It showcased the fact that by the time the rituals were done,
Lupeng realized how precious and superior she should be. Well she wouldn't think of it not
until Guido told her that. Indeed superiority blooms inside Lupeng's heart especially when
she asked her husband to bow down and kiss her foot. That's an absurd idea, who does
that nowadays?
Theme and characterization was doubtlessly shown in the piece and those two
literary devices collide in perfect sync. From the character build-up, how Guido changed
Lupeng's perception regarding her beliefs and mostly being superior to her husband. In a
bliss, she changed her mind and joined the on-going ritual upon hearing Guido's opinions
about how woman should live their lives. The theme revolves around the beliefs and rituals
dedicated for every woman, especially to the ones near their womanhood. It's a fertility
festival after all. The characterization paired with the said theme is totally clapped. It is
indeed that Nick Joaquin’s text uncovered his intention of getting the central idea of the
story.
In the previous times, it is said to be that women are more superior to men.
Summer Solstice gave us that, from its theme, characterization and plot. Superiority
indeed rise on the middle of the piece. It was clearly shown on some instances where
Lupeng thought that men should adore and ravish women. Pompous ideas—personalities
may emboss in someone's heart, especially when their faith can be easily altered by words
and shenanigans.
“Women should lead at an early age. They should be superior to men and make
them their slaves.” A context formed from the piece entitled 'Summer Solstice.' The
symbolism of women on the said piece had played a huge part in the story. Truthfully
speaking, it's like a tribute to show how puissant a woman is. Other than that, the
symbolism of kissing one's feet is a sign of submitting yourself to someone. Bluntly, to be a
slave to others.

At this point, we will interpret and analyze the Summer Solstice using the Reader-based
(reader response), we will use the focus questions to guide us in our interpretations.
The moment Lupeng felt intrigued by the way Guido kissed her feet, got me feelings
of superiority. I considered it as the most important part since Guido really played a crucial
role in this piece. It's also my favorite scene. The state in which Lupeng developed the
feelings of being intrigued with the thought of being superior, delivered the story to another
level.
_________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________

Directions: Answer the following questions. Use a separate sheet of paper for your
answers.
1. What are the tiers in the reading approach in giving meaning and
analyzing a text?
2. How do they differ from one another?
3. Can you give some focus question for Text-based, Reader-based, and
Author-based? Which do you like to use in critiquing a text?
4. What can you say about the canonical authors that we have discussed?
Activity 5: I can!
Directions: Here is another notable work of a prized author William Faulkner
entitled A Rose for Emily. Interpret and analyze using Reader-based
(reader response) and Text-based (archetypal) and use the focus
questions in the discussion to guide you in doing this task. Rubric is
provided below. (The text is found on your E-copy)
A Rose for Emily by William Faulkner
Text-based (Archetypal) use the focus questions in the discussion to help you answer
this task. Rubric is provided below.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

Reader-based (reader response) use the focus questions in the discussion to help you
answer this task. Rubric is provided below.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Directions: Write a close analysis and critical interpretation of literary texts, applying
a reading approach using the given canonical text from one of our
national artists, Jose Garcia Villa in his famous short story “footnote to
Youth.” (The text is found on your E-copy)
Footnote to Youth by Jose Garcia Villa Author-based (20 Point)

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Text-based (20 Points)

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Reader-based (20 Points)
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

Part 1.
Directions: Here is another notable work of a National Artist in Literature, Cirilo F.
Bautista’s poem entitled “Third World Geography” Interpret and
analyze using Reader-based (reader response) and Author-based
(Biographical) . Use the focus questions in the discussion to guide you in
doing this task. Rubric is provided in the previous page (The text is
found on your E-copy)
Third World Geography by Cirilo F. Bautista Reader-based (20 Points)

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Part 2.
Directions: Choose your favorite short story and write a literary analysis using the
reading approach (Author-based, Text-based, and Reader-based) . Use
the focus questions to guide you on this task
Title of the Story: ______________________________________

Author: ______________________________________________
Analysis:
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
__________________________________________________________________
____________________________________________________________________________

What I Know
What’s In
• Answers may 1. True
vary 2. True
What’s New 3. False
Assessment • Answers may 4. False
vary
5. True
Answers may vary What’s More
6. True
• Answers may
7. True
vary
What I Have Learned 8. True
• Answers may 9. True
vary 10.False
Academia.com ”Summer Solstice by Nick Joaquin” (accessed date June 02, 2020)
https://www.academia.edu/30321008/SUMMER_SOLSTICE_BY_NICK_JOAQ
UIN
Blurtit. “What Is The Plot Summary OF SUMMER SOLSTICE BY NICK JOAQUIN?”
(accessed June 02, 2020) https://arts-literature.blurtit.com/1790410/what-
is-the-plot-summary-of-summer-solstice-by-nick-joaquin
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21 Century Literature From The Philippines and The World

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SENIOR HIGH SCHOOL

21st Century Literature

(DO_Q3_21st CENTURY LITERATURE_G11_MODULE 1_LESSONS

Published by the Department of Education

Development Team of the Module

Writers: Justine Allyson Dionisio, Ramona Villanueva, Lea Tabirara

Printed in the Philippines by ________________________

Department of Education – National Capital Region – SDO VALENZUELA

SENIOR HIGH SCHOOL

ii (DO_Q3_21stCENTURYLITERATURE_G11_MODULE 1_LESSONS 1-8)

iii (DO_Q3_21stCENTURYLITERATURE_G11_MODULE 1_LESSONS 1-8)

1 (DO_Q3_21st CENTURY LITERATURE_MODULE1_LESSON1)

2 (DO_Q3_21st CENTURY LITERATURE_MODULE1_LESSON1)

Activity 1: Word Hunt

Notes to the Teacher

3 (DO_Q3_21st CENTURY LITERATURE_MODULE1_LESSON1)

Pre-colonial Spanish American Japanese Contemporary

Dimensions of Philippine Literary History

From Pre-colonial to Contemporary.

Pre-colonial Literary Tradition.

Here are a few of the local literatures during this period.

4 (DO_Q3_21st CENTURY LITERATURE_MODULE1_LESSON1)

Spanish Colonial Literary Tradition.

American Literary Tradition.

5 (DO_Q3_21st CENTURY LITERATURE_MODULE1_LESSON1)

Post-war and Contemporary Literary Tradition.

o Luha ng Buwaya by Amado V. Hernandez

Activity 3: Reading Time!

It was a bolt – a thunder bolt. A rain of bricks, a lightning zap. A

7 (DO_Q3_21st CENTURY LITERATURE_MODULE1_LESSON1)

1.What is the role of literature to social reality?

Activity 6: My Own Version!

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10 (DO_Q3_21st CENTURY LITERATURE_MODULE1_LESSON1)

Apostol, Gina. Excerpt: The Revolution According to Raymundo Mata. Retrieved

Godinez-Ortega, Christine. Excerpt: The Literary Forms in The Philippines.

12 (DO_Q3_21st CENTURY LITERATURE_MODULE1_LESSON1)

13 (DO_Q3_21st CENTURY LITERATURE_MODULE1_LESSON1)

Module 2 focused on the approaches in writing literary analysis. It aims to

Literary Analysis New Historicism Organization Body

14 (DO_Q3_21st CENTURY LITERATURE_MODULE1_LESSON2)

Lesson Approaches in Writing Literary Analysis

15 (DO_Q3_21st CENTURY LITERATURE_MODULE1_LESSON2)

1. Literary analysis is looking on different aspects and parts of a text to come up to

Notes to the Teacher

What is Literary Analysis?

16 (DO_Q3_21st CENTURY LITERATURE_MODULE1_LESSON2)

What must a literary analysis essay include?

What are the parts of literary analysis essay?

17 (DO_Q3_21st CENTURY LITERATURE_MODULE1_LESSON2)

18 (DO_Q3_21st CENTURY LITERATURE_MODULE1_LESSON2)

A literary analysis approach which is the

A historical critic must conduct a

TEXTUAL LITERARY ANALYSIS APPROACH

A literary analysis approach that looks ASK YOURSELF THE FF.

Textual analysis approach

19 (DO_Q3_21st CENTURY LITERATURE_MODULE1_LESSON2)

A literary analysis approach that GUIDE IN CULTURAL LITERARY

Critics using this

Activity 2: Salient Features!

Activity 3: What’s the Difference?

20 (DO_Q3_21st CENTURY LITERATURE_MODULE1_LESSON2)