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21st Century
Literature
from the
Philippines
and the World

Week 3 Prepared by:

MRS. MARINELL DE GUIA-MARANAN
The
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Evolution
of
Philippine
Literature
(part 2)

Objectives:
1. Identify the geographic,
linguistic, and ethnic dimensions
of Philippine literary history
during American, Japanese, and
Post-war Periods;
2. Identify representative texts,
genres, and authors of the
American, Japanese, and Post-
war Periods;
3. Appreciate the contributions of
the canonical Filipino writers to
the development of national
literature;
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4. Situate texts in the context of the
region and the nation;
5. Analyze the literary elements,
figures of speech, and other literary
techniques and devices in the texts;
6. Explain the linguistic and literary
contexts and discuss how they
enhance the meaning of the text and
enrich the reader’s understanding;
and
7. Explain the relationship of context
with its meaning.
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4-PICS-1-
WORD!
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What WORD
connects the 4
pictures?
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What WORD
connects the 4
pictures?
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Which of these two

“WORDS”
classified as literary
NEWS
pieces, flourished
during the
vs
American period? PLAY
Why do you say
so?
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Are there any

similarities
between a play
and a news
report? Cite
examples.
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What do you think

are the possible
themes of a play
during the
American
colonization,
Japanese and Post-
war periods? Why?
Key Topics:
Key Topics:
“
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SELECTIO
N IN
FOCUS
(Lesson 3)
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Questions:
▸ What conflicts are confronted by Pablo in the excerpt? Are his
internal struggles more difficult than his clashes with the other
characters?
▸ How would you describe Pablo’s relationship with the three
women in the excerpt? To whom is he the closest?
▸ Is Pablo a dynamic character in the excerpt? Does his character
experience significant change by the end of the play? Explain.
▸ How would you evaluate Guerrero’s use of the English
language in the given play? Can we consider “Condemned” to
be a testament of Filipino’s mastery of the language? Justify
your claim by citing details from the excerpt.
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SELECTIO
N IN
FOCUS
(Lesson 4)
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Questions:
▸ Describe the poem’s handling of standard English grammar –
punctuation, capitalization, sentence/phrase structure. What
effect do the liberties of the poem have on the message that it
imparts?
▸ Why does the poem allude to Icarus and Daedalus? What is the
story of these figures of Greek mythology, and what does this
story have to do with the poem?
▸ What persona is being invoked by this poem? Who or what
could be the voice that unfolds in each line of the poem?
▸ Compare Ilio’s use of the English language with Guerrero’s
handling of English in “Condemned” (featured in the previous
selection). As suggested by “Icarus,” to what extent have our
writers embraced the English language during the post-war
period?
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ESSAY
▸ What is the effect of using
the literary Elements,
Techniques and Devices in
writing literary piece based
on your observation when
you read the text?
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WEEK 3 –
What to
SUBMIT?

Individual
Activity
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WEEK 3 Individual Activity –

GRAPHIC ORGANIZER

▸ Identify the (1) literary elements, (2) devices

and techniques present in a given song
assigned to each group. EACH MEMBER
will submit their OWN output. Use the guide
questions for your answers.
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Literary Elements:
1. CHARACTERS - Who are the characters in the
story (song)?
2. CONFLICT - What is the issue or problem in the
song?
3. SETTING - When and where did the story in the
song happen?
4. PLOT - What are the chronological events in the
story?
5. THEME - What is the story trying to imply?
6. POINT OF VIEW - Who is the speaker in the story
and what is his/its significance in the song?
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Literary Techniques and Devices:

1. IRONY - What words in the song express the
opposite of the literal meaning?
2. IMAGERY - What words in the song present images
that signify what happens to the persona at in the
end?
3. SYMBOLISM - What words in the song illustrate
symbols that present the attributes of the persona?
4. METAPHOR - What specific lines can be used to
portray the values of the persona?
5. ALLEGORY - What insights can be drawn from the
song?
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Members of
So Sick – Ne-Yo
Groups 1 & 2

“
Members of
Let It Go – Idina Menzel
Groups 3 & 4

Members of
Hot n’ Cold – Katy Perry
Groups 5 & 6

Members of
Love Story – Taylor Swift
Groups 7 & 8

Members of
Grenade – Bruno Mars
Groups 9 & 10
Sample Graphic Organizer:
Sample Graphic Organizer:
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Next Week . . .

▸ Read and study in advance – Unit

I: Lesson 5 of your textbook,
pages 47 – 58 and Unit IV: Lesson
1, pages 127 – 132.
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