11

21 st
Century
Literatureof the
Philippines and
the World
Quarter 2 – Module 1.3:
Representative Texts
and Authors
from Europe
 21st Century Literature from the Philippines and the World – Grade 11
Self-Learning Module (SLM)
Quarter 2 – Module 1: Representative Texts and Authors from Europe
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office wherein
the work is created shall be necessary for exploitation of such work for profit. Such agency or office
may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks,
etc.) included in this module are owned by their respective copyright holders. Every effort has been
exerted to locate and seek permission to use these materials from their respective copyright owners.
The publisher and authors do not represent nor claim ownership over them.

Development Team of the Module

Writers: Edward O. Castino
Editors: Louie Mark Garvida, Imelda
C. Martinez, Jerryl Jean L. Salunayan
Reviewers: Helen J. Ranan, Sally A.
Palomo
Illustrator: Reggie D. Galindez
Layout Artist: Cesar Ian S. Ranan
Cover Art Designer: Ian Caesar E.
Frondoza
Management Team: Allan G.
Farnazo, CESO IV – Regional Director
Fiel Y. Almendra, CESO V – Assistant
Regional Director Romelito G. Flores, CESO V - Schools Division
Superintendent
Mario M. Bermudez, CESO VI – Assist.
Schools Division Superintendent
Gilbert B.
Barrera – Chief, CLMD Arturo D.
Tingson Jr. – REPS, LRMS Peter Van
C. Ang-ug – REPS, ADM
Gerardo Magno
– Subject
Printed in the Philippines Area Supervisor
by Department Juliet F. Lastimosa
of Education – SOCCSKSARGEN Region
- CID Chief
Office Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal
Sally A. Palomo -
Telefax: (083) 2288825/ (083) 2281893
E-mail Address: Division EPS In- Charge of LRMS Gregorio O. Ruales -
region12@deped.gov.ph
Division ADM Coordinator
Ronnie R. Sunggay /
Helen J. Ranan – Subject Area Supervisor/
C
oordinator
 11

21st Century
Literature
from the
Philippines
and the World
Quarter 2 – Module 1:
Representative Texts
and Authors from Europe
Introductory Message
For the facilitator:

Welcome to the 21 s t Century Literature from the Philippines and the World -
Grade 11 Self-Learning Module (SLM) on Representative Texts and Authors from
Europe.

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12 Curriculum
while overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.

For the learner:

Welcome to the 21 s t Century Literature from the Philippines and the World -
Grade 11 Self-Learning Module (SLM) on Representative Texts and Authors from
Europe.
The hand is one of the most symbolized part of the h u m a n body. It is often
used to depict skill, action and purpose. Through our hands we may learn, create
and accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant competencies
and skills at your own pace and time. Your academic success lies in your own hands!
This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning resource while being an active
learner.

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 This module has the following parts and corresponding icons:
What I Need to Know This will give you a n idea of the skills or
competencies you are expected to learn in the
module.
What I Know This part includes an activity that aims to
check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways s u c h as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Ca n Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Ke y This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

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The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Kn ow before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.
We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You c an do it!

What I Need to Know

This module was designed and written with you in mind. It is here to help you
understand and appreciate the representative texts and authors from Europe. The
scope of this module permits it to be used in many different learning situations. The
language used recognizes the diverse vocabulary level of students. The lessons are
arranged to follow the standard sequence of the course. But the order in which you
read them can be changed to correspond with the textbook you are now using.

In this module, you will be able to:

 Identify representative texts and authors from Europe
 Determine the various 21 s t century genre, their elements, structures
and traditions (ENLit12-IIa-22)

Specifically, you are expected to:

 Recognize representative texts and authors from Europe;
 Compare and contrast the various 21 s t century genre, their elements,
structures and traditions; and (ENLit12-IIa-25)
 Value the importance of knowing the authors from Europe and their
respective works.

This module is self-instructional. You can read, analyze concepts and ideas
presented and reflect on them. The activities will help you assess your progress as
you go through in this module.
Now, let u s begin this journey.

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 What I Know

Good day! I know that you are excited for today’s new lesson. To start the ball
rolling, let u s have first our pre-assessment test to assess your prior knowledge about
the notable authors from Europe and their respective works, as well a s its 21 s t
century genre: the elements, structures and traditions.

Read the instructions carefully before answering the following

questions.

ACTIVITY 1- Direction: Choose the letter of the correct answer. Write the
letter on the space provided before the number.

1. Who was the author of the literary text entitled-Oedipus the King?
a. Sophocles b. Tyrannos c. William Shakespeare d.
a. C h au cer
Darius Sirius c. Homer
2. b. Ovid of the following authors d.
Which Dante
wrote The Iliad and Odyssey?

3. Which of the following poem was written by Alexander D u m a s ?

a. The Hunchbac k of Notre Dame c. The Wailing Clan
b. The Stanzas I Wrote d. Divine Comedy

4. Which literary text below was written by J o h n Milton?

a. Paradise Lost c . Charge of the Light Brigade
b. Anna Karenina d. Pilgrim’s Progress

5. The literary text Pilgrim’s Progress was written by which author?

a. J o h n Bunyan c . J o h n Keats
b. Willian Shakespeare d. Alfred Lord Tennyson

6. Which of the following literary texts was written by Victor Hugo?

a. The Count of Monte Cristo c. Book of the Duchess
b. Les Mesirables d. War and the World

7. Who was the Author of the literary text entitled-Romeo and Juliet?
a. Sophocles b. Tyrannos c . William Shakespeare d.
Darius Sirius

a. Theliterary
8. Which Days of Hisbelow
text Gracewas written by
c. The Wailing
Eyvind J o h nC
s olan
n?
b. Book of the Duchess d. The Denouement

9. Who was the author of the literary text entitled Oresteia?

a . Voltaire b. Homer c . Aeschylus d. Phoebus

10. Which of the following authors wrote the text entitled Metamorphosis?
a . Ovid b. Aeschylus c. Dante d. Homer

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 11. Which of the following authors wrote the literary text entitled
“Anna Karenina”?
a. Sir Ahmed Salm an Rushdie c . Leo Tolstoy
b. J.K.Rowling d. Geoffrey Chaucer

12. Which of the following is the Author of the literary text entitled
“The Satanic Verses”?
a. Sir Ahmed S alm an Rushdie c. Leo Tolstoy
b. J.K.Rowling d. Geoffrey Chaucer

13. Which of the following is the Author of the

literary text entitled “Harry Potter”?
a. Sir Ahmed Salman Rushdie c . Leo Tolstoy
b. J.K.Rowling d. Geoffrey Chaucer

14. Who is the author of the literary text entitled “Canterbury Tales”.
a. Sir Ahmed S alm an Rushdie c. Leo Tolstoy
b. J.K.Rowling d. Geoffrey Chaucer

15. Who is the author of the literary text entitled Aenied?

a . Virgil b. Ovid c. d. Dante
Homer

Lesson
Representative Texts and
1 Authors from Europe

The history of European literature and of each various periods is one of the
prominent figures among world literature. European literature emerges from world
literature before the birth of Europe, whose classical languages are the recipients to
the complex heritage of the Old World. An additional unique feature is the global
expansion of Western Europe’s languages and characteristic of its literary forms,
especially the novel, the poetry, the epic beginning in the Renaissance.
The literary prominence of Europe is perceptibly known by its notable authors and
their significant works. Here in this module, together, we will venture towards
learning their prolific literary fame.

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 What’s In

For the previous lesson, we learned about the literary history of North
America and Latin America.
Activity 1
To help you recall the said lesson, a summary is provided below.

What Is Latin American Literature?

Latin American literature refers to written and oral works created by authors in
parts of North America, South America, and the Caribbean. Latin American authors
usually write in Spanish, Portuguese, English, or a language native to their specific
country.
Latin American literature has a rich history starting in the Pre-Colombian period
and working all the way up to modern day. With each period of Latin American
history, came a genre that dominated the field.

To further refresh your memory on the previous lesson, try to answer the activity
below.
Activity 2: Let’s review
Direction: Encircle the letter of your answer.

1. Which of the following poems below was written by David Weatherford?

a. Slow Dance c. My Face
b. When I was One and Twenty d. The Secret Life of Walter Mitty

2. Which of the following authors wrote the poem entitled When I was One and
Twenty?
a. Kate Chopin c. Alfred Edward Housman
b. David Weatherford d. Carl Weatherman

3. Kate Chopin is a famous American author. Which among the choices is the title
of her work?
c. The Life of Queen Ursula c. The Story of an Hour
d. The Trenches and the Soldiers d. The Secret Life of Walter Mitty

4. What region in the world incorporates countries such as Mexico, Guatemala,

Honduras, El Salvador, Nicaragua, Costa Rica, etc.?
a. Europe c. North America
b. Latin America d. Asia

5. Which among the literary texts in the choices is the work of J . G . Thurber?
a. The Secret Life of Walter Mitty c. The Life of Queen Ursula
b. The Story of an Hour d. The G u a m a n Pope

6. Which among the options is a work of a great American writer, named

Tess Almendarez-Locajono?
a. J u s t One Thing c. The G u a m a n Pope
b. Cold Summers d. Latinian Orthodox

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 7. Which among the choices is the work of Robert Charles Benchley?
a. My Face c. The Road Not Taken
b. Cold Summers d. The Secret Life of Walter Mitty

8. Which among the choices is an author from Latin America?

a. Alfred Edward Housman c. Tess Almendarez-Locajono
b. Kate Chopin d. David L . Weatherford
9. Which American author wrote the literary text entitled The Battle of the Sexes?
a. J a m e s Grover Thurber c. Mezoreta Arcele
b. Vicente Huidobro d. J os e Hernandez
10. What was the poem collection which was popularly published by Alfred Edward
Housman?
a. The Ballads of Amster c. The Harmshire Heavens
b. A Shropshire Lad d. Sonnets of April Summers

Thumbs up! You are now ready for the next activities.

Notes to the Teacher:

Teacher facilitates an activity that enables learners to u s e
previously taught lesson.

What’s New

E a c h one of u s usually appreciates music and poems. At home or in school,

these are the common medium where the point of intuitive fellowship is born. O n
the matter of fluency, some even have gone to the level of composing songs and
poems that expresses admiration, appreciation, writing stories about your personal
experiences, drafting blogs, composing pick-up lines and then sharing these pieces
on social media. These stuffs that you are performing are forms of literature.

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 Literature broadly refers to any collection of written or oral work, but it more
commonly and narrowly refers to writings specifically considered to be an art form,
especially prose (fiction, non-fiction), epic drama, poetry forms and the like, in contrast to
academic writing and newspapers.
Literature, as an art form, can also include works in various non-fiction genres,
such as autobiography, diaries, memoir, letters, and the essay, as well as in the
disciplines of history and philosophy.
The literatures of Europe are compiled in many languages; among the most
important of the modern written works are those in English,
Spanish, French, Dutch, Polish, Portuguese, German, Italian, Modern Greek, Czech, Russi
an, Macedonian, the S candinavian languages, G aelic and Turkish.

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Activity 3: #Becoming Global: Who’s Who?
Directions: Recognize the names of authors given in column A. Relate them to the
corresponding literary titles in column B. Write the letter of your answer on the space
provided before each number.
COLUMN A COLUMN B
1. William Shakespeare a. Canterbury Tales
2. J . K . Rowling b. Charge the Light Brigade
3. Geoffrey Chaucer c. Romeo and Juliet
4. Ovid d. The Satanic Verses
5. Dante e. Divine Comedy
6. Homer f. Iliad and Odyssey
7. Sir Ahmed Salman Rushdie g. Metamorphosis
8. Lord Alfred Tennyson h. Harry Potter
9. J o h n Milton i. Paradise Lost
10. Virgil j. Aeneid
11. Leo Tolstoy k. Oedipus the King
12. Sophocles l. Anna Karenina
m. The Watchers
1. What did you do to come-up with the right choice of answer?

2. What did you feel as you do the activity?

The names that are presented in column A are all European authors, the
contexts found in column B are the titles of the literary texts that they have
contributed in literary history development.
O u r next activity will now let you remember the different representative
literary texts from the different regions in Europe, as well as the authors whom
have contributed in the development of literature, ranging from the notable
classical writers u p to the 21 s t century authors.

What is It

Literature broadly refers to any collection of written or oral work, but it more
commonly and narrowly refers to writings specifically considered to be an art form,
especially prose (fiction, non-fiction), epic drama, poetry forms and the like, in
contrast to academic writing and newspapers.
Literature, as an art form, can also include works in various non-fiction
genres, s u c h as autobiography, diaries, memoir, letters, and the essay, as well as in
the disciplines of history and philosophy.
The literatures of Europe are compiled in many languages; among the most
im portant of the m odern written works are
those in English, Spanish, French, D utc h, Polish, Portuguese,
Germ an, Italian, Modern Greek, Czech, Russian, Macedonian, the
S candinavian langu ages, G aelic and Turkish.

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 Important classical and medieval European literary traditions are those
in Latin, Ancient Greek, Old Bulgarian, Macedonian, Old Norse, Medieval French
and the Italian Tuscan dialect of the renaissance.

Periods of European Literature

1. Old English or Anglo-Saxon (c. 450-1066)
- Encompasses the surviving literature written in Old English in Anglo-Saxon
England, in the period after the settlement of the Saxons and other Germanic tribes
in England c . 450 and "ending soon after the Norman Conquest" in 1066.
Genre, elements, structures, traditions:
 epic poetry  Bible translations
 hagiography  chronicles
 sermons  Riddles

2. Middle English literature (1066–1500)

- Middle English literature was written in many dialects that corresponded
to the region, history, culture, and background of individual writers.
Genre, elements, structures, traditions
 allegorical narrative poem  Hagiographies
 drama  historiography
 liturgy  Bible translations
 folk tales  Romances

3. English Renaissance (1500–1660)

• The English Renaissance turns to be a cultural and
artistic movement.
• introduced the sonnet from Italy to England

Genre, elements, structures, traditions

 Romances  vernacular
literature

 drama
allegorical narrative poem  vernacular
 sonnet
 folk tales
liturgy  Bible translations

4. Elizabethan period (1558–1603)

• The rise of Edm u nd Spenser, Sir Philip Sidney
• William Shakespeare stands out in this period as a poet
• Renowned Christopher Marlowe, and Ben J o n s o n
Genre, elements, structures, traditions

 English Renaissance theatre  epic poem  Tragedy

 Poetry  songs  romances
 tragicomedies

5. Jacobean period (1603–1625)

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 • The birth of Shakespeare’s written genre "problem plays" and tragedy
• popularized the English sonnet
Genre, elements, structures, traditions
 problem play  revenge play  English sonnet
 tragedies  romance  Metaphysical poem

6. Late Renaissance (1625–1660)

• Rise of the second generation metaphysical poets
• The birth of allegory and classical allusions, and epic works
Genre, elements, structures, traditions
 Metaphysical poem
 allegory and classical allusions
 epic
7. Restoration Age (1660–1700)
• the pioneering of literary criticism
• The presentation of J o h n Milton’s religious flux and
political upheaval and his epic poem
Genre, elements, structures, traditions
 sexual comedy play  fiction and journalism  long fiction
 moral wisdom prose  political and economic writing  fictional biographies
 literary criticism narratives  philosophical themes  Romance fiction
 epic poem  allegory  drama
 satirical verse  novel  comedy

8. Age of Romanticism (1798–1837)

• originated artistic, literary, and intellectual movement in
• landscape is often prominent in the poetry of this
period so m u c h so that the Romantics, especially perhaps
Wordsworth, are often described as 'nature poets
Genre, elements, structures, traditions
 elegy  Romantic novel  poetry and visual arts
 metrical romance  historical novel  Sonnet
 dramatic monologue  nature poem  Lyrical Ballad
 romantic poem
9. Victorian literature (1837–1901)
• the novel became the leading literary genre in English
• Charles Dickens emerged on the literary scene
• Introduction of detective novel in the English language.
• Development of science fiction novels and realistic fiction
Genre, elements, structures, traditions
 vampire literature  dramatic monologue  science fiction
 horror fiction  musical burlesques  realistic fiction
 invasion literature  comic operas  Romanticism
 short stories  novel  ghost story
 Literature for children  feminist novels  horror story
 poetry  literary realism
10. Modernism (1901–2000)
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 • English literary modernism developed in
the early twentieth-century
• lyric poet and major novels evolved
• maintained a conservative approach to poetry by
combining romanticism, sentimentality and hedonism.
• The emergence of British writer of the early years of the
twentieth-century Rudyard Kipling
Genre, elements, structures, traditions

 Radio drama
  Modernist poetry in English
genre fiction
  Conservatism
fantasy
  Impressionism
science fiction
  lyric poetry
short stories
  feminism
detective novels
  allegorical novel
thriller writing
  television plays
comic science fiction
 darkly comic fantasy
 children's novels

Representative texts and authors from Europe Literature of the Ancient Greece:
Oedipus the King
– Sophocles –

“Oedipus the King” is a tragedy b y the ancient Greek playwright Sophocles,

first performed in about 429 B C E . It w a s the second of Sophocles‘ three Theban
plays to be produced, but it comes first in the internal chronology (followed
by “Oedipus at Colonus” and then “Antigone”).
It follows the story of King Oedipus of Thebes a s he discovers that he h a s
unwittingly killed his own father, Laius, and married his own mother, J o cas ta. Over
the centuries, it h a s been regarded b y m a ny a s the Greek tragedy par excellence and
certainly a s the summit of Sophocles’ achievements.

Shortly after Oedipus’ birth, his father, King Laius of Thebes, learned from an
oracle that he, Laius, was doomed to perish by the hand of his own son, and
so ordered his wife J o c a s t a to kill the infant.
However, neither she nor her servant could bring themselves to kill him
and he was abandoned to elements. There he was found and brought up by a
shepherd, before being taken in and raised in the court of the childless King
Polybus of Corinth as if he were his own son.
Stung by rumors that he was not the biological son of the king, Oedipus
consulted an oracle which foretold that he would marry his own mother and kill his
own father.
Desperate to avoid this foretold fate, and believing Polybus and Merope to be
his true parents, Oedipus left Corinth.
O n the road to Thebes, he met Laius, his real father, and, unaware of each
other’s true identities, they quarreled and Oedipus‘ pride led him to murder
Laius, fulfilling part of the oracle’s prophecy. Later, he solved the riddle of the Sphinx
and his reward for freeing the kingdom of Thebes from the Sphinx’s curse was the
hand of Queen Jo c as t a (actually his biological mother) and the crown of the city of
Thebes. The prophecy was thus fulfilled, although none of the main characters were
aware of it at this point.

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 A priest and the Chorus of Theban elders are calling on King Oedipus to aid
them with the plague which has been sent by Apollo to ravage the city. Oedipus has
already sent Creon, his brother-in-law, to consult the oracle at Delphi on the matter,
and when Creon returns at that very moment, he reports that the plague will only
end when the murderer of their former king, Laius, is caught and brought to
justice. Oedipus vows to find the murderer and curses him for the plague that he
has caused.
Oedipus also summons the blind prophet Tiresias, who claims to know the
answers to Oedipus‘ questions, but refuses to speak, lamenting his ability to see the
truth when the truth brings nothing but pain. He advises Oedipus to abandon his
search but, when the enraged Oedipus accuses Tiresias of complicity in the
murder, Tiresias is provoked into telling the king the truth, that he himself is the
murderer. Oedipus dismisses this as nonsense, accusing the prophet of being
corrupted by the ambitious Creon in an attempt to undermine him,
and Tiresias leaves, putting forth one last riddle: that the murderer of Laius will turn
out to be both father and brother to his own children, and the son of his own wife.
Oedipus demands that Creon be executed, convinced that he is conspiring
against him, and only the intervention of the Chorus persuades him to
let Creon live. Oedipus‘ wife Jo c as t a tells him he should take no notice of prophets
and oracles anyway because, many years ago, she and Laius received an oracle which
never came true. This prophecy said that Laius would be killed by his own son but,
as everyone knows, Laius was actually killed by bandits at a crossroads on the way
to Delphi. The mention of crossroads causes Oedipus to give pause and he suddenly
becomes worried that Tiresias‘ accusations may actually have been true.
When a messenger from Corinth arrives with news of the death of
King Polybus, Oedipus shocks everyone with his apparent happiness at the news, as
he sees this as proof that he can never kill his father, although he still fears
that he may somehow commit incest with his mother. The messenger, eager to ease
Oedipus‘
mind, tells him not to worry because Queen Merope of Corinth was not in
fact his real mother anyway.
The messenger turns out to be the very shepherd who had looked after
an abandoned child, which he later took to Corinth and gave u p to King Polybus
for
adoption. He is also the very same shepherd who witnessed the murder of
Laius. By now, Jo ca sta is beginning to realize the truth, and desperately begs
Oedipus to stop
asking questions. Bu t Oedipus presses the shepherd, threatening him with
torture
or execution, until it finally emerges that the child he gave away was Laius’
own son, and that Joc as ta had given the baby to the shepherd to secretly be exposed
upon the mountainside, in fear of the prophecy that Jo ca sta said had never come
true: that the child would kill its father.
With all now finally revealed, Oedipus curses himself and his tragic destiny
and stumbles off, as the Chorus laments how even a great man c an be felled by fate.
A servant enters and explains that J oc a s ta, when she had begun to suspect the
truth, had ran to the palace bedroom and hanged herself there. Oedipus enters,
deliriously calling for a sword so that he might kill himself and raging through the
house until he comes upon Jocasta‘s body. In final despair, Oedipus takes two long
gold pins from her dress, and plunges them into his own eyes.
Now blind, Oedipus begs to be exiled as soon as possible, and asks Creon to
look after his two daughters, Antigone and Ismene, lamenting that they should have
been born into s u c h a cursed family. Creon counsels that Oedipus should be kept in
the palace until oracles c an be consulted regarding what is best to be done.

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England- Age of Restoration (1660–1700)
J o h n Milton (9 December 1608 – 8 November 1674) was an English poet and
intellectual who served as a civil servant for the Commonwealth of England under
its Council of State and later under Oliver Cromwell. He wrote at a time of religious
flux and political upheaval, and is best known for his epic poem Paradise
Lost (1667), written in blank verse, and widely considered to be one of the greatest
works of literature ever written.
Representative Text
Paradise Lost
J o h n Milton
Paradise Lost h as two narrative arcs, one about Satan (Lucifer) and the other
following Adam and Eve. It begins after Satan and the other rebel angels have been
defeated and banished to Hell, also called in the poem, Tartarus. In Pandæmonium,
the capital city of Hell, Satan employs his rhetorical skill to organize his followers; he
is aided by Mamm on and Beelzebub. Belial and Moloch are also present. At the end
of the debate, Satan volunteers to corrupt the newly created Earth and God's new
and most favoured creation, Mankind. He braves the dangers of the Abyss alone in
a manner reminiscent of Odysseus or Aeneas. After an arduous traversal of the
C h aos outside Hell, he enters God's new material World, and later the Garden of
Eden.
At several points, an Angelic War over Heaven is recounted from different
perspectives. Satan's rebellion follows the epic convention of large-scale warfare. The
battles between the faithful angels and Satan's forces take place over three days. At
the final battle, the So n of God single-handedly defeats the entire legion of angelic
rebels and banishes them from Heaven. Following this purge, God creates the World,
culminating in his creation of Adam and Eve. While God gave Adam and Eve total
freedom and power to rule over all creation, he gave them one explicit command: not
to eat from the tree of the knowledge of good and evil on penalty of death.
Adam and Eve are having a romantic and sexual relationship while still being
without sin. They have passions and distinct personalities. S atan, disguised in
the form of a serpent, successfully tempts Eve to eat from the Tree by preying on her
vanity and tricking her with rhetoric. Adam, learning that Eve has sinned, knowingly
commits the same sin. He declares to Eve that since she was made from his flesh,
they are bound to one another- – if she dies, he must also die. Adam was seen as
a heroic figure, but also as a greater sinner than Eve, as he is aware that what he is
doing is wrong.
Soon as they fall asleep, both have terrible nightmares, and after they awake,
they experience guilt and shame for the first time. Realizing that they have
committed a terrible act against Go d, they engage in mutual recrimination.
Meanwhile, S atan returns triumphantly to Hell, amid the praise of his fellow
fallen angels. He tells them about how their scheme worked and Mankind ha s fallen,
giving them complete dominion over Paradise. As he finishes his speech,
however, the fallen angels around him become hideous snakes, and soon
enough, Satan
himself turns into a snake, deprived of limbs and unable to talk. Thus, they
share the same punishment, as they shared the same guilt.

Eve appeals to Adam for reconciliation of their actions. Her encouragement

enables them to approach God, and sue for grace, bowing on supplicant knee, to
receive forgiveness. In a vision shown to him by the Archangel Michael, Adam
witnesses everything that will happen to Mankind until the Great Flood. Adam is
very upset by this vision of the future, so Michael also tells him about Mankind's
potential
redemption from original sin through J e s u s Christ (whom Michael calls
"King

Messiah").
14
 Adam and Eve are cast out of Eden, and Michael says that Adam may find "a
paradise within thee, happier far." Adam and Eve also now have a more distant
relationship with God, who is omnipresent but invisible (unlike the tangible Father
in the Garden of Eden).

17 t h Century Russian Literature

Count Lev Nikolayevich Tolstoy (August 1828 – November 1910), usually
referred to in English as Leo Tolstoy, was a Russian writer who is regarded as one
of the greatest authors of all time, He received multiple nominations for the Nobel
Prize in Literature every year from 1902 to 1906 and nominations for Nobel Peace
Prize in 1901, 1902 and 1910.
Born to an aristocratic Russian family in 1828, he is best known for the
novels War and Peace (1869) and Anna Karenina (1877), often cited as pinnacles
of realist fiction.
Representative Text

Anna Karenina
Anna Karenina b y Leo Tolstoy tracks the life of aristocrat Ann a Karenina
and her tryst with Count Vronsky. The novel is staged in the late nineteenth
century at the height of major political and social changes in Ru s s i a. Anna
Karenina includes dozens of characters that portray a realistic account of Russian
society during this period.

Dolly, Kitty's sister, discovered her husb and Stiva having an affair. Anna
Karenina consoles Dolly and convinces her to stay with her husband. Meanwhile, Kitty
is proposed to by Konstantin Levin. She turns him down because she is in love with
Count Vronsky.
Count Vronsky shows no interest in Kitty. Upon meeting Anna, he falls in love
with and courts her even though she is already married. At a ball, Anna
and Vronsky give each other so mu ch attention that Kitty realizes she will
never be
with him. Anna returns to S t . Petersburg followed by Count Vronsky, while
Konstantin returns to his estate in the countryside heartbroken.
Torn apart by Vronsky's affection for Anna, Kitty becomes ill and goes to a
healing center. Kitty comes back to S t . Petersburg feeling better and more prepared to
be a wife.
Anna and Count Vronsky consummate their relationship. She struggles with her
roles as wife and mistress. Anna becomes pregnant with Count Vronsky's child and
tells her husband, Karenin, of the affair.
Konstantin Levin focuses on his farm and tries to find meaning in life without
Kitty. He watches as his brother falls deathly ill from tuberculosis.
Despite Anna being pregnant with his child, Count Vronsky refuses to commit
himself to her. He struggles to choose between his love for Anna and his career goals.
Anna rejects the option to stay with her husband; however, she doesn't know
what to do since she cannot depend on Vronsky for support.
Levin and Kitty become engaged.
Although Anna refused him, Karenin does his best to appear happy with his
marriage in public. However, after becoming angry with the circumstances, he hires a
divorce lawyer.
Anna becomes ill with puerperal fever and is on her deathbed when Karenin
forgives her for the affair and says that she can be with Vronsky. Although Karenin was
willing to give her one, Anna refuses divorce because she is afraid that she will lose her
son.

15
Humiliated by his past actions and unwillingness to support Anna, Vronsky
unsuccessfully attempts suicide. Anna and Vronsky travel together after she is better.
Kitty and Levin are married and struggle with the reality of married life. Kitty
becomes pregnant.
Anna and Vronsky return from Italy. After seeing her son again, Anna realizes how alone
she feels. She becomes desperate to legitimize her relationship with Vronsky. Although
Vronsky advises against it, Anna attends the opera, where she is treated insultingly.
Vronsky is angry that she didn't listen to him, while Anna is furious with him for not
understanding her social position. The two move to the countryside, but the relationship
begins to deteriorate.
Dolly visits Anna. She realizes that Anna's life is cold compared to her life. Anna
confesses that Vronsky's interest is waning. At the same time, Count Vronsky feels
suffocated by Anna's intense love, which becomes apparent when Anna
requests he return home during a political convention.
Upon realizing the relationship with Vronsky will not endure, Anna
commits
suicide.
C ount Vronsky enlists in the Russian military. Meanwhile, a peaceful Levin
learns that the meaning of life is about living for the good of humanity.
Representative Texts and Authors from other European Countries
Country Author Text
Lord Alfred Tennyson Charge the Light Brigade
J . K . Rowling Harry Potter
England J o h n Bunyan Pilgrim’s Progress
William Shakespeare Romeo and Juliet
Geoffrey Chaucer Book of the Duchess
Alexander D u m a s The C ount of Monte Cristo

Ezza Agha Malak Qu'as-tu fait de tes mômes,

Papa ?
France Victor Marie Hugo L es Misérables
Michael Praust In Search of Lost Time
Voltaire The Maids of Orleans
G uy de Maupassant Bel – Ami
Homer Iliad and Odyssey
Sophocles Electra
Greece
Odysseas Alepoudellis The Elegies of Oxopetra
Aeschylus Oresteia

Publius Vergilius Aenied

Maro ( Virgil)
Rome
Dante Alighieri (Dante) Divine Comedy
Ovid Metamorphosis

16
 Andrea Bajani Ogni Promessa (2010)

Alessandro Baricco S enza sangue,; Without Blood ,

2002

Russia Count Lev Nikolayevich The Death of Ivan Ilyich

Tolstoy (Leo Tolstoy)

The People of Our

Lyudmila Evgenyevna
Ulitskaya Tsar , 2005)

Vladimir Vladimirovich The War and the World (1917)

Mayakovsky

Vä inö Linna The Unknown Soldier , 1954

Sweden
Eyvind J o h ns o n The Days of His Grace, 1960

Literary Genre

The three genres of literature are P R O S E , P OETRY and DRAMA and all of
them have a unique way of writing them.

PRO SE is the most regular, easiest and simplest form of writing; you basically
need no skill in writing this. It is however written in chapters and verses that is how
you recognise them. They are also a continuous form of writing, which basically the
aim of a prose is to narrate a story.

Prose can be of any form, but first it comes in two types, which is the fictitious
and non -fictitious, fictitious prose tends to be more interesting, because it is the
creativity of a writer that makes people want to read a myth instead of the true story.

DRAMA on the hand is basically a style of writing that portrays the actions of
men, and this genre of literature comes in dialogue and is written in scenes
because it should originally been acted on a stage, before being written down.

POETRY is the most difficult genre. Many people write prose and call it poetry,
however without the add-ons of figures of speeches and literary devices, a work
c an never be considered a poem.

Poetry consists the more formal metrical structure of verse. Poetry often
involves a metrical or rhyming scheme.
What Is Structure In A Poem?
The structure of a poem refers to the way it is presented to the reader. This
could include technical things s u c h as the line length and stanza format. Or it could
include the flow of the words used and ideas conveyed.
1. Line length shows the reader how it should be read. Short lines are usually
read faster, with more emotion. Longer lines slow down the pace of a poem.
Choosing appropriate line breaks gives a reader a chance to take a natural
breath.

17
 Those who write poetry pay careful attention to elements like sentence
length, word placement and even how lines are grouped together.

2. Rhythm or the beat that the poem follows. This will typically be measured in
meters (sets of syllables that are stressed and unstressed) that the reader will
sing along with.
Consider the rhythmic effect of music and the words. What emotions does the
singer display? The notes and the meter may be fast at first, but they may
slow down later on. This rhythm affects the message as a whole.

3. Stanzas, the groups of lines, are like paragraph in prose. They contain a
central idea. Having multiple stanzas gives readers a chance to focus on
multiple ideas. Think about a page with writing. Is it more manageable to read
it if all the words flow together as one paragraph or if they are broken apart
into appropriate paragraphs? The same works with poetry.

4. Consistency
Structure also refers to the consistency used throughout the poem. An author
might start each line with a certain part of speech, or a repeated line or phrase
is used at the same spot in each stanza.
When a poem has a strong sense of structure, it flows from beginning to
end, and the ideas are easily conveyed.
Here is an example of rhyme in poetry.

I Wandered Lonely as a C lou d by William Wordsworth (an excerpt)

I wandered lonely as a cloud

That floats on high o’er vales and hills,
When all at once I saw a crowd,
A host, of golden daffodils;
Structure of Poetry and Its Elements

The Line: A line in a poem is not the same as a sentence. J u s t because the
words are placed in a single line, does not mean that the thought is complete.

As you read through a poem, and you come to the end of a line where
there is no punctuation after the last word, there is no need to pause – navigate to
the start of the next line and continue reading.

For example, in the poem Annabel Lee by Edgar Allan Poe.

It w a s m any and m a ny a
year ago, In a kingdom b y the se a ,
That a maiden there lived whom you
m a y k now B y the name of Annabel Lee;

An d this maiden s h e lived with no other

thought Than to love and be loved b y me.
I w a s a child and sh e w a s
a child, In this kingdom b y the
s ea ,

18
 SUMMARY O F LITERARY T E XT E L E M E N TS

Author/ Representa- Genre/structure/elements

Literary Period tive Text
Genre: prose poetry/, written in chapters Family
Drama, Romance, Tragedy, Literary Fiction
Elements:
Theme:
 Social Change in Nineteenth-
Century Russia
 The Philosophical Value of Farming
 The Blessings of Family Life
 Adultery
 Forgiveness
Death
Setting:
 Late 19th Century Moscow, Petersburg, The
Russian Countryside
 a time of insane amounts of intellectual
fervor and debate about what direction
Russia should take in becoming a modern
nation.
Characters/characterization:
 Anna Arkadyevna Karenina
 A beautiful, aristocratic married
woman from S t . Petersburg whose
Count Lev pursuit of love and emotional honesty
Nikolayevich/ makes her an outcast from society
17 t h Anna  Anna’s adulterous affair catapults her
Century Karenina into social exile, misery, and
Russian finally suicide
Literature
 Alexandrovich
Karenina Anna’s
husband
 high-ranking
government
minister
and one of the most important men in
S t . Petersburg
 is formal and duty-bound
 is cowed by social convention and
constantly presents a flawless façade
of a cultivated and capable ma n Alexei
 Kirillovich Vronsky
 A wealthy and dashing military officer
whose love for Anna prompts her to
desert her husband and son.
 Vronsky is passionate and caring
toward Anna
 Was clearly disappointed when their
affair forces him to give up his dreams
of career advancement
 Konstantin Dmitrich Levin
 A socially awkward but generous-
hearted landowner
 the co-protagonist of the novel

19
  Levin’s long courtship of Kitty
Shcherbatskaya ultimately ends in
a happy marriage
 is intellectual and philosophical
 applies his thinking to practical matters
s u c h as agriculture
 aims to be sincere and productive in
whatever he does
 Ekaterina Alexandrovna Shcherbatskaya
(Kitty)
 A beautiful young woman who is
courted
by both Levin and Vronsky, and who
ultimately marries Levin
 Modeled on Tolstoy’s real-life wife
 Kitty is sensitive and perhaps a bit
overprotected, shocked by some of
the crude realities of life
 displays great courage and compassion in
the face of death when caring for Levin’s
dying brother Nikolai.
Plot:
 Initial Situation
 Anna's life goes downhill, Levin's goes
u p , and what m ake s Levin happy (i.e.,
his family) is exactly what makes Anna
miserable
 Conflict
 Anna meets Vronsky and starts
feeling unsatisfied with her family life
 Levin attempts both farming a nd
marriage proposing, and fails at both.
 Complication
 As Anna's dissatisfaction with her own
marriage m ounts, she turns more and
more to Vronsky
 Levin continues on his quest to resolve
his existential angst through marriage
and farming
 C li m ax
 Anna suffers a n irreparable break with
Karenin a nd ties her fate forever to
Vronsky
 Levin finally gets the girl.
 What is Karenin going to do about his
wayward wife?
 Levin is married, is he finally
satisfied?
 Denouement
 Anna commits suicide
 Levin h as a n epiphany
 Conclusion
 Anna is dead
 Levin embraces his love for the
family he's been looking for
20 throughout the novel.
 Point of view:
 told from the perspective of an omniscient,
or all-knowing third-person narrator
 The story slips into the perspectives
 of Anna, Vronsky, Karenin, Levin—even
Levin's dog, Laska
Atmosphere: Tragic

What’s More

ACTIVITY 4: Lesson Discovery

DIRECTIONS: Give short narrative lines that will express what you have learned
from the discussions presented above.
Question cues:

1. What are your observations regarding the literary genres utilized in

each literary period?

2. Give similarities and differences among each region as well as each

period pertaining to utilization of literary genres. Cite specific periods
compared.

Activity 5: Know the Literary Terms

1. S E ROArrange
Directions: P the rambled letters to form the name of the literary terms
utilized in the European literature. Write your answer on the space provided for.
2. TYROPE

3. TIRERAVAN

4. NOTICIF

5. S L OV E N

6. MHTYHR
Activity 6: Guess what
7. NAZATS
Directions: Determine what is described in each item below. Write your answer on
the space provided before each number.
8. M E D U E N TO N
1.EWhat was the oracle which plagued the life of Oedipus
in Sophocles tragedy entitled Oedipus the King?
9. G R E E N 2. What option did King Laius do in order to keep rid from
the oracle and to prevent the fulfilment of the oracle?
10. R ATC E H A RC 3. How did J o c a s ta acted upon knowing that the oracle
was fulfilled?
4. With the despair of Oedipus, knowing the fulfilment of the
oracle, what did he do to himself ?

21
 5. What are the two narrative arcs which J o h n Milton
utilized in the logical story presentation in his work entitled
Paradise Lost?
6. What was God’s favoured creation presented in Paradise
Lost..
7. In J o h n Milton’s Paradise Lost, how did Satan corrupted
the creation of God ?
8. What was God’s punishment to Satan after he corrupted
Adam and Eve as J o h n Milton portrayed?
9. In Leo Tolstoy’s Anna Karenina, how did he portrayed his
main character Anna?
10. How did Leo Tolstoy presented a more realistic story in
Anna Karenina.

Activity 7: Guess what?

Directions: Read and understand the selection given. Fill-in the table provided below
with the corresponding details that would be taken from the selection. Write your
answer on the space provided in each item.

The Sa t a n i c Verses
Sir Ahm ed Salman Rushdie
first published in 1988 and inspired in part by the life of
Muhammad
Gabreel and Saladin are both Indian Muslims living in England. Gibreel
Farishta is a successful film actor who h as suffered a recent bout of mental
illness and who is in love with an English mountain climber, Alleluia Cone. Saladin
C h a m c h a is a voice actor who has had a falling out with his father. Gibreel and
Saladin meet on a flight from Bombay (Mumbai) to London, and the plane is hijacked
by Sikh terrorists. During an argument the terrorists accidently detonate a bomb,
destroying the aircraft over the English Channel. Gibreel and Saladin miraculously
survived the tribulation, and were the fortunate survivors, falling into the Atlantic
Ocean.

As Gibreel descends, he is transformed into the angel Gabriel and h as a series

of dreams. The first one is a revisionist history of the founding of Islam. The character
based on M uh a m m ad is called Mahound, and he is attempting to found a
monotheistic religion in the polytheistic town of Jahilia. As in an apocryphal legend,
Mahound receives a vision allowing the worship of three goddesses, but, after
realizing that the confirming revelation was sent by the devil, he recants. A quarter
century later one of his disciples ceases to believe in Mahound’s religion, but the
town of Jahilia converts. Prostitutes in a brothel take the names of Mahound’s wives
before the brothels are closed. Later Mahound falls ill and dies, with his final vision
being of one of the goddesses.

Saladin is transformed into the devil as he falls, and he later grows horns and
goat legs with cloven hoofs. The two men crawl onto the coast, and Saladin is
arrested as an illegal immigrant. After being hospitalized, he escapes, only to find
that his wife is having an affair with one of his friends. His misfortunes continue as
he loses his job. However, his rage at Gibreel for failing to intervene when he was
arrested eventually transforms Saladin back into a fully h u m a n m a n.

In the meantime, Gibreel is reunited with Alleluia, but a n angel tells him to
leave her and spread the word of God in London. He is hit by the car of an Indian
film producer, who plans a trio of religious films in which Gibreel will star as an
22 at a party, and Saladin decides to kill
archangel. Later, Gibreel and Saladin meet
him. However, although he h as various opportunities, he does not murder Gibreel
and instead induces him to believe that Alleluia has several lovers.

Gibreel eventually realizes that Saladin has tricked him and resolves to kill
him. However, when Gibreel finds Saladin in a burning building, he rescues him.

Saladin has thoughts of his family in India where his beautiful hometown
reminds him of the best of his life. Upon learning that his father is dying, Saladin
returns to Bombay and reconciles with him. He inherits a substantial s u m of money
and reconnects with a former girlfriend. Separately, Gibreel and Alleluia also travel
to Bombay, and a jealous Gibreel murders her and then kills himself.

Activity cue: In a separate sheet of paper, copy and fill-the grid below
with the appropriate details pertaining to literary text genre.

L ITERARY TE XT ANALYSIS

Author/Literary Representative Genre/structure/elements

Period Text
Genre:

Elements:
Theme: _
_ _
Setting:

Characters/characterization:
_ _
_
_

_
_ _
1. 2. _
_

_
Plot:
 Initial Situation
 Exposition:

 Rising Action (Conflict,

Complication):

 C li m ax (Crisis,
Turning Point):

23
  Falling Action:

 Resolution (Denouement):

 Atmosphere:

What I Have Learned

Wow! You are almost done. It is time to check what you have learned so
far from our lesson before we proceed to your assessment. This activity will give
a summary of everything you learned from our lesson.

Activity 8: Express your thoughts

Directions: Fill in the blanks with the correct information about the 21 s t Century
Literature from the Philippines and the World pertaining to the representative texts
and authors from Europe.
1. What are similarities which you could provide regarding the different
literary texts discussed?
Answer:

2. What specific family values which Sir Ahmed Salman Rushdie resented in his
work entitled Satanic Verse?
Answer:

3. In J o h n Milton’s Paradise Lost, what realization which you could personally

reflect in the case of the temptation of Adam and Eve to eat the forbidden
fruit?
Answer:

4. Give the similarities and differences between the literary texts entitled
“Oedipus the King” and “Anna Karenina”.
Answer:

5. Give short description of Anna as portrayed by Leo Tolstoy.

Answer:

24
 What I Ca n Do

You are now ready to apply what you have learned about the 21 s t Century
literature of Europe and its representative texts and authors. Let u s begin.
Activity 9: Let’s Reflect!
Directions: Write a literary piece expressing the value and importance of determining
the tragedy genre. Cite situations that will connect it to the present pandemic
situation experienced in the world. Make some graphic illustrations that will portray
the plot of your storyline. Post if in our class G C . (10 points)
Write your output in a clean long bond paper.

Rubric for Literary piece writing and graphic illustration

Criteria 4 3 2 1 Total
Relevance The The The The
piece consists piece missed piece missed piece missed
all to to to
the elements include 2 of include 3 of include 4
of the elements the elements and more of
literary of of the
tragedy genre. literary literary tragedy elements
tragedy genre. of
genre. literary
tragedy genre.
Graphic The storyline The The The
illustrations and flow illustrations illustrations illustrations
of missed missed missed
actions in to to portray 3 to portray 4
the piece portray flow and
is 2 of actions from more flow of
perfectly flow the actions from
illustrated. of literary piece the literary
actions from piece
the literary
piece
8

25
 Assessment

Congratulations for having made it this far! Now, let u s check what you have
learned.
A.Directions: Some of the statements below are true about the 21 s t Century
European literature and its representative texts and authors and some are not. Write
T if the statement is true and F if the statement is False. Write your answer on
the space provided before the number.
1. Geoffrey Chaucer is the author of Book of the Du c he ss .
2. Satan is considered as a fallen angel in Milton’s Paradise Lost.
3. Leo Tolstoy wrote the Satanic Verse.
4. The Satanic verse is honed on the life of Lucifer.
5. A tragedy literary genre implicates the suffering of the protagonist.
6. The Anna Karenina written by Leo Tolstoy employs adventure as
its theme.
7. Romeo and Juliet is one of the best work of Geoffrey Chaucer.
8. Iliad and Odyssey is an epic poem written by Homer.
9. Edgar Allan Poe composed Annabel Lee.
10. The poem I Wandered Lonely As A Cloud was written
by Wordswoth.
B. Directions: Identify what literary element is present in the following
lines.
11. “It w a s a dark cold night in November, when Antonio discovered the buried
bones of his loved one Celina.”
Genre:
12. Which line/phrase in the context in item11, leads you to determine its
genre?
Line/phrase:

13. “Under the cover of the golden moonshine, Juliet stood with her angelic smile,
Romeo swe a rs his unfading love with the maiden.”
Genre:

14. Which line/phrase in the context that leads you to determine its genre?
Line/phrase:

15. Whose poetic lines are these?

“The woods are lovely, dark and deep.
But I have promises to keep,
And miles to go before I sleep,
And miles to go before I sleep.”
Author:

26
 Additional Activities

Great job! You are finally done with your Assessment. Now, it is time to reinforce
your understanding of the lesson by accomplishing the given task.
Direction: Choose one (1) of the three (3) given tasks below.
Ta s k 1: Compose, memorize, recite and record a poem expressing your own personal
way of preventing the spread of C OV I D 19 virus. Post it in our class G C .
Ta s k 2: Make a mini-poster about the poem (pandemic theme) that you composed.
Add a slogan that will express the thought of your poster. Post it in our
class G C .
Ta s k 3: Assign a musical tone to the poem that you composed. Sing it, or find
anybody in the family to sing it in your own rendition. You may sing it
with a partner or you may be in group.
Record the song presentation and post it in the class G C
Rubric for Literary poem writing a n d graphic illustration

Criteria 4 3 2 1 Total
Relevance The poem The poem The poem The poem
consists all missed missed missed all the
the elements 1 elements 2 elements elements and
and structure and structure and structure structure of
of poetry. of poetry. poetry.
of poetry.

Graphic The poster The The The poster to

illustrations illustrated 4 poster poster illustrated illustrate and
and illustrated ways
more ways 2 of
ways of ways preventing
of preventing of COVID
preventing COVID preventing 19
COVID 19 COVID pandemic.
19 pandemic. 19
pandemic. pandemic.

27
 28
1. P R O S E 1. T
2. P O E T RY 2. T
3. NARRA TIV E 3. F
4. FIC T ION 4. F
5. N O V E L S 5. T
6. R H Y T H M 6. T
7. S TANZA 7. F
8. DE N O U E M E N T 8. T
9. G E N R E 9. T
10 . C H A R A C TE R 10. T
11. T R A G E D Y
12 . “Anton io
discovered the
buried bones of his
loved on e , C e l i na”
13. R O M A N C E
1 4 . “Romeo swears hi s
unfadin g love to
the mai den”
15. Robert Frost
What’s More: Activity 5
AS S E S S M E NT
1. A 1. A 1. C
2. C 2. C 2. H
3. A 3. C 3. A
4. A 4. B 4. G
5. A 5. A 5. E
6. B 6. A 6. F
7. C 7. A 7. D
8. A 8. C 8. B
9. C 9. A 9. I
10 . A 10. B 10. J
11. C 11. L
12. A 12. K
13. B
14. D
15. A
Activity 2 Activity 3
Wh at I Know
What’s In: Review Whats New
Acti vity I
Answer Key
R eferen ces

Books:
F lores, R . , (2016). Oral Communication in Context. Rex Printing Company, Inc. S ta.
Mesa Heights, Quezon City.
Sipacio, P. and Balgos, A. (2016). Oral Communication in Context for Senior High
School. C & E Publishing Company. South Triangle, Quezon City.
 DI S CLAI ME R
This Self- l ear n i n g M o d u l e (SLM) wa s developed by D e p E d S O C C S K S A R G E N with
the primary objective of preparing for and addressing the new normal.
Contents of this module were based on DepEd’s Most Essential Learning
Competencies (MELC). This is a supplementary material to be used by all
learners of Region XII in all public schools beginning S Y 2020-2021. The
process of LR development was observed in the production of this module.
This is version 1.0. We highly encourage feedback, comments, and
recommendations.

For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN

Learning Resource Management System (LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 2288825/ (083) 2281893

Email Address: region12@deped.gov.ph