21st Century Literature from

the Philippines and the World

Quarter 1 – Module 3: Context

and Text’s Meaning
 Reading literary pieces becomes a
challenge to a student like you. But as
the years go by, changes happened
even in the literary genre.
Understanding the selection you read
takes time, but if you will familiarize
yourself with the context of the literary
piece, appreciation comes along.
 Let us recall the previous lesson you
have studied in Module 2. From the
conventional and modern genre of
literature: poetry, drama, fiction, non-
fiction, 21st-century literary genres were
presented to you. Fill out the organizer by
writing LETTERS only under columns 2 & 3,
write WORDS under column 4. Note: two
letters may be repeated as you answer the
grid.
a. Make use of web or internet connection.
b. A website containing short articles called posts updated regularly by the
same person or by people interested in the same topic.
c. Involved set of words, phrases, lines, etc. presented in a variable, sits
on the page much as traditional poetry does, or may contain parts of
the poem that move and mutate.
d. All make use of illustration in presenting stories.
e. An artistic storytelling style originated in Japan.
f. Encompasses non-fiction works and thematically linked short stories as
well as fictional stories across a number of genres.
g. Literary presentation where doodle writing and drawings are
incorporated.
h. Stories told almost completely in dialogue simulating social network
exchanges.
Below is a poem written by Danton
Remoto, a Filipino author. Read and
try to discover what this poem
wants to convey. Then, answer the
essential questions that follow.
1. Who are the characters in the poem? Write a piece of short
information about each character.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2. Who speaks in the poem? Extract a sentence from the
poem to prove your answer.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
3. Discuss the form/structure of the poem.
_________________________________________________________________
_____________________________________________
_______________________________________________________
4. What was the situation when Padre Faura stood in
the balcony of Ateneo de Manila?
___________________________________________________________
___________________________________________________________
___________________________________________________________
5. What was the situation of our country based on
the poem? Prove your answer by extracting a line
from the poem.
___________________________________________________________
___________________________________________________________
___________________________________________________________
6.To whom the poem is addressed? Explain
your answer.
___________________________________________________________
___________________________________________________________
___________________________________________________________

7.How do you feel while reading the poem,

that Padre Faura witnessed the execution
of his former student?
___________________________________________________________
___________________________________________________________
___________________________________________________________
8.What was the feeling displayed by the author
in the poem?
___________________________________________________________
___________________________________________________________
___________________________________________________________

9.What was the message that Danton Remoto

wanted to convey in this poem?
___________________________________________________________
___________________________________________________________
___________________________________________________________
 CONTEXT
•Context originates from the notion of
weaving together
•It is defined as the circumstances that
form the setting of events, statements,
or ideas and in the way of which it can
be fully understood and assessed.
 CONTEXT
Is the set of circumstances or information
that surrounds a particular event, situation
or a piece of information.
It provides the background , environment,
or settings that helps to explain and give
meaning to the specific thing being
considered.
 Context
•The writer's context – is knowing
about the writer's life, values,
assumptions, gender, race, race,
sexual orientation, and the
political and economic issues
related to the author.
•Reader's context – is about
the reader's previous
reading experience, values,
assumptions, political and
economic issues.
•The text's context – is
about its publishing history.
It is part of the larger text
such as newspaper, history,
events, translated in it.
•Social context and socio-
cultural of a text – feature the
society in which the characters
live and in which the author's
text was produced.
 STRUCTURE OF THE POEM
The structure of the poem
refers to words that are
put together or arranged
such that they make sense.
 Imagery
is creating a picture in
the reader's mind by
using words that
appeal to the senses.
 Types of Imagery
•Visual imagery produced
by the use of words that
appeal to the sense of
sight.
•Auditory Imagery produced by
the use of words that appeal to
the sense of hearing.
•Kinesthetic imagery produced
by the use of words that appeal
to the actions and movement.
 Stanza
Stanzas are a fundamental
element of many poems. A stanza
is a group of lines in a poem,
similar to a paragraph in prose.
Stanzas are often separated by
blank lines or indentation.
 Stanza
1. Couplet: A couplet is a two-line
stanza, often with end rhymes.
2. Tercet: A tercet is a three-line
stanza. If it has a specific
rhyme scheme, it's called a
terza rima.
3.Quatrain: A quatrain is a four-
line stanza. They are common in
many forms of poetry, and can
have a variety of rhyme schemes.
4.Quintain: A quintain is a five-line
stanza, often with a specific
rhyme scheme. They are also
known as a cinquain.
5.Sestet: A sestet is a six-line
stanza, often used in
sonnets.
6.Octave: An octave is an
eight-line stanza, often used
in sonnets.
 Stanzas can be used to break up a
poem into smaller, more
manageable sections, to create a
visual structure that enhances the
poem's meaning, or to emphasize
particular ideas or themes. By using
different stanza types and
structures, poets can create a wide
range of effects in their work.
 Line
A line is a single row of
words in a poem. Lines can
be of varying lengths and
may or may not rhyme with
other lines in the poem.
1.End-stopped lines: End-
stopped lines are lines that
end with a punctuation mark,
creating a natural pause. This
can help to emphasize the
meaning of the line, or to
create a sense of finality.
2.Enjambment: Enjambment occurs
when a sentence or phrase in a
poem continues onto the next line
without a pause or punctuation.
This can create a sense of flow or
continuity and can help to connect
ideas across different lines.
3.Stanzaic lines: Stanzaic
lines are lines that are
structured to create
stanzas. The length and
structure of these lines can
vary depending on the
type of stanza being used.
4.Free verse lines: Free verse
lines have no set structure or
pattern, and can vary in length
and rhythm. This allows the
poet to experiment with
different ways of conveying
meaning through language.
 The way that lines are structured in
a poem can help to create a specific
mood or tone, to emphasize certain
ideas or themes, or to convey a sense
of movement or flow. By
experimenting with different line
structures, poets can create a wide
range of effects in their work.
 Meter
Meter is the rhythm or beat
of a poem. It is created by
the arrangement of stressed
and unstressed syllables in a
line.
 Types of Meter
1.Iambic meter: This is the most
common type of meter in
English poetry, and it involves
an unstressed syllable followed
by a stressed syllable, such as
"to-DAY" or "a-LONE.“
2.Trochaic meter: This type
of meter involves a stressed
syllable followed by an
unstressed syllable, such as
"HE-lic-ter" or "PO-em."
3.Anapestic meter:
Anapestic meter
involves two unstressed
syllables followed by a
stressed syllable, such as
"un-der-STAND" or
"con-tra-DICT.“
4.Dactylic meter: Dactylic
meter involves a stressed
syllable followed by two
unstressed syllables, such as
"ME-ta-phor" or "PO-e-try."
5.Spondaic meter: Spondaic
meter involves two
stressed syllables in a row,
such as "HEAV-en and
EARTH" or "TRUE-BLUE."
 Rhyme
Rhyme is the repetition of sounds
at the end of words. Poems can
have end rhymes, where the last
words of two or more lines rhyme,
or internal rhymes, where words
within a single line rhyme.
 Rhyme can create a sense
of musicality and rhythm in
a poem, and can also help to
emphasize certain words or
phrases.
 Types of Rhyme
1. End rhyme: This is the most common type
of rhyme, and it involves the repetition of
similar sounds at the end of two or more
lines. For example, "cat" and "hat" or
"moon" and "soon.“
2.Internal rhyme: Internal rhyme
involves the repetition of
similar sounds within a single
line of poetry. For example,
"Once upon a midnight dreary,
while I pondered, weak and
weary."
3.Slant rhyme: Slant rhyme, also
known as near rhyme or half
rhyme, involves the repetition
of similar sounds that are not
exact matches. For example,
"love" and "move" or "green"
and "grin."
4.Eye rhyme: Eye rhyme involves
words that look like they
should rhyme because they are
spelled similarly, but they are
pronounced differently. For
example, "love" and "prove"
or "bough" and "through."
5.Assonance: Assonance
involves the repetition of
similar vowel sounds within
a line of poetry. For
example, "hear the mellow
wedding bells" or "try to
light the fire."
6.Consonance: Consonance
involves the repetition of
similar consonant sounds
within a line of poetry. For
example, "pitter-patter" or
"all mammals named Sam are
clammy."
 Rhyme can be used in a variety of
ways in poetry, from creating a sense
of musicality to emphasizing
important words or ideas. By using
different types of rhyme and
experimenting with their placement in
a poem, poets can create a wide range
of effects and moods in their work.
 Form
The form of a poem refers to
its overall structure, including
its length, line length, meter,
rhyme scheme, and other
elements of its composition.
 Form
Poems can take many forms,
such as sonnets, haikus, or free
verse. Each form has its own
set of rules and conventions
that govern its structure.
 Common Forms of Poetry
1. Sonnet: A sonnet is a 14-line poem
that typically follows a strict rhyme
scheme and meter. The most
common types of sonnets are the
Italian sonnet (also known as the
Petrarchan sonnet) and the English
sonnet (also known as the
Shakespearean sonnet).
2.Haiku: A haiku is a three-line poem that
originated in Japan, and typically follows
a 5-7-5 syllable pattern.
3.Villanelle: A villanelle is a 19-line poem
that follows a strict rhyme scheme and
repetition of specific lines.
4.Free verse: Free verse is a type of poetry
that does not follow any strict rules of
form or meter, and instead relies on the
natural rhythms and patterns of
language.
5.Ballad: A ballad is a type of poem
that tells a story, typically with a
simple rhyme scheme and meter.
6.Blank verse: Blank verse is a type
of poetry that follows a strict
meter, but does not have a
specific rhyme scheme.
 Imagery
Imagery refers to the use of
descriptive language in a poem
to create a sensory experience
for the reader. Poets may use
vivid, sensory language to create
images in the reader's mind.
 Theme

Theme is the central

message or idea of a poem.
It is what the poet is trying
to convey to the reader
through the poem.
 Common Themes in Poetry
1.Love: Love is a common theme in poetry,
and can take many different forms, from
romantic love to familial love to love of
nature or the divine.
2.Nature: Nature is another common
theme in poetry, and poets often use
imagery and sensory details to evoke the
beauty and power of the natural world.
3.Loss and grief: Many poems explore
themes of loss and grief, whether it
is the loss of a loved one, a
relationship, or a way of life.
4.Identity: Poets often explore themes
of identity and self-discovery,
reflecting on their own experiences
of belonging, alienation, and self-
awareness
5.Social justice: Many poets use
their work to address social and
political issues, and to advocate
for change and justice.
6.Spirituality: Poets may also
explore themes of spirituality and
faith, grappling with questions of
meaning and purpose in life.
Getting familiar with texts’ meaning
Read the poem and make the
necessary responses to the
following instructions given
below.
1. A multitude gathered along with Wan Chai
District in Hongkong to protest the new policy
there and to call to ban some products.
Thousands of protesters were arrested.
Multitude in this sentence means_______.
a. Some people
b. A great number of people
c. A few in number of people
d. Several numbers of people