Professional Documents
Culture Documents
I. Introduction
This lesson presents the different forms of literature during the Pre-Colonial Philippines which serves as the
foundation of our Contemporary Literature. These forms manifest our country’s diverse culture and history.
II. Objectives
1. Identify the geographic, linguistic, and ethnic dimensions of Philippine literary history from the pre-colonial
period.
2. Distinguish the earliest forms of literature in the Philippines.
3. Understand and appreciate classic literary forms.
III. Discussion
• The first settlers of the Philippines arrived through land bridges around 15,000 – 30, 000 BC. Those first
settlers (the Aetas) were excellent hunters and food gatherers.
• In 2500 BC, two types of Malays came and influenced our ancestors. The Proto- Malays introduced
knowledge in seafaring, farming, building houses from trees, and creation of fire for cooking. The Deutero-
Malays (Indian, Chinese, Siamese, Arabic) shared their own systems of writing, knowledge and skills in
agriculture, metallurgy, jewelry- making, and boat- building.
Beliefs
• Ancient Filipinos were animistic (worships nature). They believed in Anitos, Diwatas, good spirits, and bad
spirits.
• The name/ term for God varies from region to region; same with the belief on how the world came to be.
o BATHALA (Tagalog)
o LAON or ABBA (Bisaya)
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MODULE: 21st Century Literature from the Philippines and the World
• According to a Spanish Historian named Father Pedro Chirino , Filipinos already have their way of writing
even before the Spaniards came.
o Baybayin Tagalog)
o Kirim (Muslim
o Jiwi (Tausug)
Government
• The Ancient Filipinos lived in settlements called ‘baranggays’ (erived from ‘balangay’ – the boat of Malays).
Each barangay consists of 30 to 100 families.
• A settlement is led by a leader called “Datu” (also Lakan or Rajah in some places)
• The umalohokan or town crier announces the laws or news to the whole barangay.
Way of Living
• The houses and lifestyle of Ancient Filipinos vary. It depends on their place of origin.
Social Classes
Datu
Freemen (Maharlika)
Common People (Timawa)
Slaves
1. Aliping Namamahay
2. Aliping Sagigilid
Philippine Literature
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MODULE: 21st Century Literature from the Philippines and the World
Pre-colonial
Nature Forms
Period
Traditional Verses
• Riddles – usually a rhyming couplet, each having a regular syllabic count, varying from four syllables to as
many as 14 syllables. Riddles draw their subjects from everyday life, and they are used to test wit, ingenuity,
and imagination.
• Proverbs – terse statements of practical wisdom based on long experience and observations about life. It
ranges from expressions of general attitudes toward life to exhortations on behavior.
• Songs – are of great variety, expressive of a gamut of human experiences and feelings. They are sung at
almost every occasion: work, worship, wedding, and war, with the accompaniment of musical instruments.
o TYPES OF SONGS
▪ Uyayi – lullaby
▪ Komintang – war song
▪ Kundiman – melancholic love song
▪ Harana – courtship song
▪ Tagay – drinking song
▪ Mambayu – Kalinga rice- pounding song
▪ Subli – dance ritual song of courtship/ marriage
▪ Tagulaylay – songs of the dead
Folk Narratives
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• Folk Epics – are lengthy narrative poems revolving around supernatural events, heroic deeds, or folk
heroes. They were either chanted or sung with a certain seriousness of purpose. They were recited in
communal gatherings as a way of strengthening tribal pride and unity.
• Creation Myths – deals mainly with the creation of the universe, the origin of people, the gods, supernatural
beings, and divinities
• Legends – deals mainly with the origin of local phenomena or happenings, origin of places, plants, animals,
things, and names.
• Fables – deals with animals and inanimate beings made to speak and act like rational beings and teaching
morals
• Fantastic Stories – deals with the unseen world or the underworld, and with odd, whimsical, or grotesque
characters.
• Folktales – deals with humorous or heroic stories about native culture heroes, village idiots, tricksters,
tramps, and other stock characters.
IV. Activity/Activities
A. Individual Activity
Write a summary of a folk narrative you have learned from your younger years. Identify the lesson of the story and
discuss how it shaped your way of thinking.
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I. Introduction
Just like the Greeks, Filipinos also have a number of deities who represents our culture. In this lesson, you will be
introduced to the various residents of Lakuwalhatian (Skyworld) and Kasamaan (Underworld).
II. Objectives
III. Discussion
• Philippine mythology gave our ancestors a sense of direction and helped them explain everything.
• For them, it was not just a belief in invisible higher beings. Philippine mythology defined who they were and
what they’re supposed to do.
• Filipinos didn’t stick to a single version of creation story nor did they give uniform names to their deities.
• Is a collection of stories and superstitions about magical beings a.k.a. deities whom our ancestors believed
controlled everything.
▣ Bathala - The supreme god of being; creator of man and earth and addressed sometimes as Bathalang
Maykapal. dwells in Kaluwalhatian
▣ Amanikable - God of hunters
▣ Idiyanale - The goddess of labor and good deeds.
▣ Lakapati - The goddess of fertility and the most understanding and kind of all the deities. Also known
as Ikapati
▣ Mapulon - The god of seasons
▣ Mayari - The goddess of the moon, war, and revolution
▣ Tala - The goddess of the stars
▣ Hanan - The goddess of morning
▣ Dumakulem - The strong, agile guardian of mountains
▣ Anitun Tabu - The fickle-minded goddess of wind and rain
▣ Anagolay - The goddess of lost things and the only offspring of Lakapati and Mapulon.
▣ Apolaki - The god of sun and the chief patron of warriors.
▣ Diyan Masalanta - The goddess of love, conception and childbirth and the protector of lovers.
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▣ Sitan - The guardian of Kasamaan and the keeper of all souls therein, the counterpart of Satan. He
had four agents whose task was to lead man to sin and destruction.
▣ Manggagaway - She was the first agent of Sitan and was primarily blamed as the cause of diseases.
▣ Manisilat - The second agent of Sitan, she was tasked to destroy and break every happy and united
family that she could find.
▣ Mangkukulam - The only male agent of Sitan, he was to emit fire at night and when there was bad
weather.
▣ Hukluban - The last agent of Sitan. Could change herself into any form she desired. She could kill
someone by simply raising her hand and could heal without any difficulty as she wished.
▣ Aman Sinaya - She is the primordial goddess of the ocean and protector of fishermen.
▣ Galang Kaluluwa - The winged god present in some creation myths who loves to travel. He is
identified as a close friend of Bathala.
▣ Haik - god of the sea
▣ Lakambakod - The protector of the growing crops.
▣ Lakambini - is known as the “pure maiden” for his incomparable beauty, ironic that he is a male diwata.
He was originally known as the god of “kapurihan”(purity) and is also the god of food, festivity and anti-
gluttony.
▣ Gugurang – The supreme god who dwells inside of Mount Mayon where he guards and protects the
sacred fire in which Aswang, his brother was trying to steal.
▣ Asuang – The harmful god who always try to steal the sacred fire of Mount Mayon from his brother,
Gugurang.
▣ Haliya – The masked goddess of the moon and the arch-enemy of Bakunawa.
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▣ Bakunawa – A gigantic sea serpent deity who is often considered as the cause of eclipses. As the
devourer of the sun and the moon, this serpent became an adversary of Haliya.
▣ Balitok (Ifugao) – son of Bugan and a mortal man; due to the separation of his parents, he was eventually
split in half, the upper half became a celestial being and the lower half became animals.
▣ Melu (Bilaan) – was so large that he could not be compared with any known thing. He had gold teeth and
was obsessed with cleanliness
IV. Activities
B. Group Activity
Plan and execute a photo shoot depicting Ancient Filipino Gods and Goddesses.
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I. Introduction
Although literature is often thought of as ephemeral and transient, it can also remind us of the events from the past,
and bring with it sensory experiences through rhyme, rhythm, and image. In this lesson, the influences of the
Spaniards, Americans, and Japanese on our literature will be discussed including the different forms of literature that
they introduced.
II. Objective
1. Identify the geographic, linguistic, and ethnic dimensions of Philippine literary history during the Spanish,
American and Japanese Colonial Period.
2. The teaching of the Christian Doctrine became the basis of religious practices.
3. The Spanish language which became the literary language during this time lent many of its words to our language.
Our periodicals during these times gained a religious tone.
6. URBANA AT FELISA
◉ A book by Modesto de Castro, the so called Father of Classic Prose in Tagalog.
◉ These are letters between two sisters Urbana at Felisa
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FORMS
A. Folk Songs
B. Recreational Plays
1. Tibag
This ritual was brought here by the Spaniard to remind the people about the search of St. Helena for the
Cross on which Jesus died.
2. Lagaylay
this is a special occasion for the Pilareños of Sorsogon during Maytime to get together.
3. The Cenaculo
this is a dramatic performance to commemorate the passion and death of Jesus Christ
4. Panunuluyan
this is presented before 12:00 on Christmas Eve. This is a presentation of the search of the Virgin Mary and
St. Joseph for an inn wherein to deliver the baby Jesus.
5. The Salubong (or Panubong)
The Salubong is an Easter play that dramatizes the meeting of the Risen Christ and his Mother. It is still
presented in many Philippine towns.
6. Carillo (Shadow Play)
This is a form of dramatic entertainment performed on a moonless night during a town fiesta or on dark
nights after a harvest.
7. The Zarzuela
It is a musical comedy or melodrama three acts which dealt with man’s passions and emotions like love,
hate, revenge, cruelty, avarice or some social or political problem.
8. The Sainete
This was a short musical comedy .They were exaggerated comedies and the themes were taken from
everyday life scenarios.
C. Moro-moro
− This is performed during town fiestas to entertain the people and to remind them of their Christian religion.
D. Karagatan
− This is a poetic vehicle of a socio-religious nature celebrated during the death of a person.
E. Duplo
− The Duplo replace the Karagatan.
F. Balagtasan
− This is a poetic joust or a contest of skills in debate on a particular topic or issue.
LITERARY HISTORY: AMERICAN
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II. Objective:
1. Identify the geographic, linguistic, and ethnic dimensions of Philippine literary history during the Spanish,
American and Japanese Colonial Period.
I. Introduction
Although literature is often thought of as ephemeral and transient, it can also remind us of the events from the past,
and bring with it sensory experiences through rhyme, rhythm, and image. In this lesson, the influences of the
Spaniards, Americans, and Japanese on our literature will be discussed including the different forms of literature that
they introduced.
II. Objectives
1. Identify the geographic, linguistic, and ethnic dimensions of Philippine literary history during the Spanish,
American and Japanese Colonial Period.
2. Distinguish the different forms of literature during the period of colonization.
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◉ The weekly Liwayway was placed under strict surveillance until it was managed by a Japanese named
Ishiwara.
◉ “Voice of Freedom” – only contact with the outside world
◉ Tagalog was favored by the Japanese military authority and writing in English was consigned to a limbo.
FILIPINO DRAMA
◉ The drama experienced a lull during the Japanese period because movie houses showing American films
were closed.
◉ PLAYWRITERS
FILIPINO POETRY
◉ HAIKU - It is made up of seventeen (17) syllables divided into three (3) lines. The first line has five, the
second – seven and the third – five.
◉ TANAGA - it is short, but has measure and rhyme.
◉ KARANIWANG ANYO - the usual and common form of poetry
Source:
National Commission for Culture and the Arts
IV. Activities
A. Individual Activity
Choose one period from the Philippine literary history and create an infographic timeline about it.
B. Group Activity
Analyze a literary text written during the periods discussed and present it in front of the class. Groupings depend
upon your teacher’s discretion.
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MODULE: 21st Century Literature from the Philippines and the World
LESSON 6: AUTHORITARIANISM
I. Introduction
There are many different perspectives regarding martial law. In the history books, martial law is seen as a great evil
under the reign of former President Ferdinand Marcos, but there are some Filipinos who look at that period with
fondness. In this lesson, we will explore what happened during martial law and analyze the themes of the texts
written during that period.
II. Objectives
1. Familiarize one’s self with the events during the Marcos regime.
2. Analyze the functions and purposes behind the literary pieces written about Martial Law.
III. Discussion
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MODULE: 21st Century Literature from the Philippines and the World
IV. Activities
A. Individual Activity
On a ½ crosswise, work on this worksheet:
Characters from Apo on the Wall Details about the Character Conclusion
B. Group Activity
Read “The Safe House” by Sandra Nicole Roldan and write a reflective essay about the protagonist’s decision in the
end of the story.
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MODULE: 21st Century Literature from the Philippines and the World
I. Introduction
The Philippines is home to many talented writers. Some of them were even conferred as National Artists for
Literature. This lesson explores the life of each notable writer and some of their literary works.
II. Objectives
1. Enumerate the National Artists that made significant impact to Philippine Literature.
2. Appreciate the contributions of the National Artists to the development of national literature
3. Evaluate texts written by different canonical writers.
III. Discussion
Literary Standards:
1. Universality
2. Artistry
3. Intellectual Value
4. Suggestiveness
5. Spiritual Value
6. Permanence
7. Style
Amado V. Hernandez
National Artist for Literature (1973)
(September 13, 1903 – May 24, 1970)
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Nick Joaquin
National Artist for Literature (1976)
(May 4, 1917-April 29, 2004)
Carlos P. Romulo
National Artist for Literature (1982)
(January 14, 1899 – December 15, 1985)
• 50 years of public service as educator, soldier, university president, journalist and Diplomat
16 – reporter
20 – newspaper editor
32 - publisher
• only Asian to win the Pulitzer Prize in Journalism
Francisco Arcellana
National Artist for Literature (1990)
(September 6, 1916 – August 1, 2002)
• writer, poet, essayist, critic, journalist and teacher
• one of the most important progenitors of the modern Filipino short story in English
• experimental tradition in fiction
Works:
• Frankie
• The Man Who Would Be Poe
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• Death in a Factory
• Lina
• A Clown Remembers
• Divided by Two
• The Mats
N.V.M. Gonzales
National Artist for Liaterature (1997)
(September 8, 1915 – November 28, 1999)
Rolando S. Tinio
National Artist for Theater and Literature (1997)
(March 5, 1937 – July 7, 1997)
Levi Celerio
National Artist for Literature/Music (1997)
(April 30, 1910 – April 2, 2002)
• prolific lyricist and composer for decades
• He made it to the Guinness Book of World Records as the only person able to make musicusing just a leaf
Edith Tiempo
National Artist for Literature (1999)
(April 22, 1919 – August 21, 2011)
• poet, fictionist, teacher and literary critic
• Poems- intricate verbal trasnfigurations of significant experiences
• founded and directed the Silliman National Writers Workshop in Dumaguete City with her late husband,
Edilberto K. Tiempo
Works:
1. A Blade of Fern
2. The Native Coast
3. The Alien Corn
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MODULE: 21st Century Literature from the Philippines and the World
F. Sionil Jose
National Artist for Literature (2001)
(December 3, 1924-)
• Its sheer volume puts him on the forefront of Philippine writing in
English
• national sovereignty and social justice
• His works were published and translated into various languages
Virgilio Almario
National Artist for Literature (2003)
(March 9, 1944-)
Bienvenido Lumbera
National Artist for Literature (2006)
(April 11, 1932-)
• poet, librettist, and scholar.
• Born April 11, 1932 Lipa, Batangas
• Likhang Dila, Likhang Diwa (poems in Filipino and English), 1993;
• Balaybay, Mga Tulang Lunot at Manibalang, 2002;
• Sa Sariling Bayan,
• Apat na Dulang May Musika, 2004;
• “Agunyas sa Hacienda Luisita,”
• Pakikiramay, 2004
Alejandro Roces
National Artist for Literature (2003)
(July 13, 1924 – May 23, 2011)
• short story writer and essayist, and considered as the country’s best writer of comic short stories
• focused on the neglected aspects of the Filipino cultural heritage
• My Brother’s Peculiar Chicken
Lazaro Francisco
National Artist for Literature (2009)
(February 22, 1898 – June 17, 1980)
• His work embodies his commitment to nationalism
• championed the cause of the common man, specifically the oppressed peasants
• Master of the Tagalog Novel
• Ama
• Bayang Nagpatiwakal
• Maganda Pa Ang Daigdig
• Daluyong
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Cirilo Bautista
National Artist for Literature (2014)
(July 9, 1941-2018)
• poet, fictionist and essayist
• Teacher in literature
• updated students and student-writers on literary developments and techniques.
• Philippine Literary Arts Council in 1981
• Iligan National Writers Workshop in 1993
• Baguio Writers Group.
• Major works: Summer Suns (1963)
• Words and Battlefields (1998)
• The Trilogy of Saint Lazarus (2001)
• Galaw ng Asoge (2003).
IV. Activities
A. Individual Activity
Do a more intensive research on the life of any national artist and share it in front of the class.
B. Group Activity
Create a brochure promoting the works of your chosen National Artist. Further instructions will be given by your
teacher.
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MODULE: 21st Century Literature from the Philippines and the World
I. Introduction
Aside from Marcelo H. Del Pilar and Francisco Balagtas, there are also several writers from Bulacan that became
instrumental in the development of our local literature. This lesson is an introduction to the life and works of those
writers.
II. Objectives
III. Discussion
:
A. Francisco Baltazar
(April 2, 1788 - February 20, 1862)
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− Born in Santa Cruz, Manila but spent his childhood in Santa Maria, Bulacan,
his father's hometown
− his pen name was Huseng Batute
− was a Filipino poet who used Tagalog poetry to express the Filipinos' desire
for independence during the American occupation of the Philippines
− finished Bachelor of Laws in Academia de Leyes
− Pangungulila (Yearning) – his first published poem in 1913
− became a columnist of the Tagalog newspaper Taliba
− changed the format of the duplo and renamed it balagtasan in honor of
Balagtas
− dubbed "Hari ng Balagtasan" (king of versified debate) for winning over
Florentino Collantes in a showdown held on Oct. 18, 1925
D. Teodoro E. Gener
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- as part of the Institute of National Language o Surian ng Wikang Pambansang, he published important
writings relevant to the development of our national language
- Some of his works are:
− Duplo't Balagtasan (1949)
− Essentials of Tagalog (1940)
− Our National Language: Studies in Grammar (1940)
− Ang Kudlit at Tatas ng Wikang Tagalog (1940)
− Taluntunan (Balangkas ng Balarila)
E. Valeriano Hernandez-Peña
(December 12, 1858 – September 7, 1922)
− Born in San Jose, Bulacan
− he was known as Tandang Anong and his pen name was Kuntil Butil
− Father of the Tagalog Novel or Alpha of the Tagalog Novel
− Nena at Neneng - first novel ever published in the vernacular in 1905.
− Although fluent in Spanish, he seldom used it because of his great love for
Tagalog.
− Hernandez’s literary obsession was to point out the problems besetting our
country. This is evident in Mag Inang Mahirap, Mga Tinik ng Bulaklak, Dangal
ng Magulang and Hatol ng Panahon.
− assisted Marcelo H. Del Pilar in his novels against the friars
F. Amado V. Hernandez
(September 13, 1903 – March 24, 1970)
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G. Virgilio Almario
(March 9, 1944)
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Kay Celia
ni Francisco Baltazar (Balagtas)
1 Kung pagsaulan kong basahin sa isip 9 Ang katauhan ko’y kusang nagtatalik
ang nangakaraang araw ng pag-ibig, sa buntung-hininga nang ikaw’y may sakit,
may mahahagilap kayang natititik himutok ko noo’y inaaring Langit,
liban na kay Celiang namugad sa dibdib? Paraiso naman ang may tulong silid.
4 Lumipas ang araw na lubhang matamis 12 Parang naririnig ang lagi mong wika:
at walang natira kundi ang pag-ibig, “tatlong araw na di nagtatanaw tama,”
tapat na pagsuyong lalagi sa dibdib, at sinasagot ko ng sabing may tuwa,
hanggang sa libingan bangkay ko’y maidlip. “sa isang katao’y marami ang handa.”
7 Ang kaluluwa ko’y kusang dumdalaw 15 Bakit baga noong kami’t maghiwalay
sa langsanga’t nayong iyong niyapakan, ay di pa nakitil yaring abang buhay,
sa ilog Beata’t Hilom na mababaw kung gunitain ko’y aking kamatayan
yaring aking puso’y laging lumiligaw. sa puso ko’y Celia’y di ka mapaparam.
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18 Ito’y unang bukal ng bait kong kutad 21 Ahon sa dalata’t pampang na nagligid
na inihahandog sa mahal kong yapak, tonohang ng lira yaring abang awit,
tanggapin mo nawa kahit walang lasap, na nagsasalitang buhay ma’y mapatid,
nagbuhat sa puso ng lingkod na tapat. tapat na pagsinta’y hangad na lumawig.
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Dasalan at Tocsohan
(Excerpts)
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45
Ni Virgilio Almario
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Watawat
Ni Virgilio Almario
Ma mabuti pang
Panti
Ang isinasampay sa tagdan
O tseke
ang itinataas tuwing Lunes
Sa saliw ng plakang awit.
Siguradong kahit saglit
Hihinto ang trapik
Titingala ultimong paslit,
At baka tunay na magpugay
Nanginginig pa ang kamay
Sa dibdib
Na tumatahip sa pananabik.
Laro
Ni Virgilio Almario
1
“Ina, walang nangyayari sa mundo.”
“Anak, talasan mo pa ang mata’t tenga.”
2
“Ina, me bagong balita kanina.”
“Anak, takpan mo ang mata’t tenga.”
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IV. Activities
A. Individual Activity
Do a video blog about your reaction on the poems above.
B. Group Activity
The class will be divided into 5 groups and each group will have a creative interpretation of a poem by Rio Alma.
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MODULE: 21st Century Literature from the Philippines and the World
I. Introduction
The literary elements are a collection of universal artistic structures that are so typical of all works of
literature frequently employed by the writers to give meanings and a logical framework to their works
through language. When such works are read by readers, they ultimately recognize and appreciate them.
II. Objectives
III. Discussion
LITERARY ELEMENTS
Basic components of a literary piece
I. SETTING
✖ It pertains to the time, place, and social context of a story.
✖ Time: of day, year, era/age?
✖ Place: city, country? Outside, inside? Rich and opulent or poor and simple? Stark and barren landscape?
Rainy or sunny? Beautiful or adversarial? Dark or light? Dangerous or safe? The weather? how does all this
affect meaning? What feelings (atmosphere) are evoked just by the setting?
Sample:
In a little district west of Washington Square the streets have run crazy and broken themselves into small
strips called "places." These "places" make strange angles and curves. One Street crosses itself a time or two. An
artist once discovered a valuable possibility in this street. Suppose a collector with a bill for paints, paper and canvas
should, in traversing this route, suddenly meet himself coming back, without a cent having been paid on account!
So, to quaint old Greenwich Village the art people soon came prowling, hunting for north windows and
eighteenth-century gables and Dutch attics and low rents. Then they imported some pewter mugs and a chafing dish
or two from Sixth Avenue, and became a "colony."
II. CHARACTER
✖ is a fictional person in a story, and readers’ first reactions to him are usually based on their subjective
capacity to empathize with the character’s experiences
DYNAMIC CHARACTER- a person who changes overtime
STATIC CHARACTER- someone who doesn’t change
ROUND CHARACTER- is anyone who has a complex personality
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MODULE: 21st Century Literature from the Philippines and the World
III. PLOT
✖ Exposition – talks about an important background to the readers
✖ Rising Action – related series of incidents in a literary plot that builds toward the point of greatest interest
✖ Climax – is the most intense, exciting, or important event in the story
✖ Falling Action – occurs after the climax has been reached and the conflict has been resolved
✖ Denouement - the final part of the plot that explains the outcome
IV. THEME
✖ Is the central topic of a text
✖ Two categories:
• thematic concept "think the work is about"
• thematic statement being "what the work says about the subject.
V. NARRATOR
✖ is the voice that narrates the story
• First Person
It’s midnight and the moon shines so bright when I came to see my love. I was contemplating with the
thought that I am so bad for killing my mother just to give her heart to the maiden I love. I’m on my way to
my maiden, my legs are shaking and my heart keeps on pounding. The rain fell and I was so wet and I fell
down to the ground crying, thinking of my mother who love me so much.
• Omniscient
It’s midnight and the moon shines so bright when the boy came to see the maiden he loves. He was
contemplating with the thought that he is so bad for killing his own mother just to give its heart to the maiden
he loves. On his way, his legs are shaking and his heart doesn’t stop pounding. The rain fell and he was so
wet when he fell down to the ground crying, thinking of his mother who love him so much.
• Unreliable
It’s dark and the moon shines so bright when the boy came out holding a heart. He left a dead body of a
woman with a breast cut open. He was teary eyed staring at the dead body but smiled when he opened his
wallet and stare at the picture of a young beautiful lady. He glance at the heart and said,“this is for the
beautiful maiden.” He ran out holding the heart when it rain and he fell down and started to cry. He
remembered the old woman he left at the house.
VI. TONE
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MODULE: 21st Century Literature from the Philippines and the World
✖ the manner, mood or pervading attitude that writers establish for characters, situations, and readers such as
intimate or distant, ironic or direct, hostile or sympathetic, formal or casual, humorous or serious, and
emotional or objective.
VII. STYLE
✖ refers to the way the writers express themselves. It depends on diction (choice of words), syntax (grammar
and sentence structure), as well as voice and rhythm.
IV. Activities
A. Individual Activity
Write an essay answering the question: As a 21st century reader, do you think literary elements, literary genres,
structures and traditions can influence one’s outlook in life? Explain how.
B. Group Activity
Create concept map of literary elements, literary genres, structures and traditions.
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MODULE: 21st Century Literature from the Philippines and the World
I. Introduction
The first decade of the new millennium witnessed a range of exciting developments in contemporary
writings in English, from innovations in recognized forms such as the novel, poem, play and short story to
developments in digital writings, creative writings and genres.
II. Objectives
III. Discussion
:
CATEGORIES OF LITERATURE
1. PROSE – Written or spoken language in its ordinary form, without metrical structure.
2. POETRY – Literary work in which special intensity is given to the expression of feelings and ideas by the
use of distinctive style and rhythm
1. Hyperpoetry - a form of digital poetry that uses links using hypertext mark-up. It can either involve set
words, phrases, lines, etc. that are presented in variable order but sit on the page much as traditional poetry
does, or it can contain parts of the poem that move and / or mutate.
2. Blog - a web log: a website containing short articles called posts that are changed regularly. Some blogs
are written by one person containing their own opinions, interests and experiences, while others are written
by many different people.
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MODULE: 21st Century Literature from the Philippines and the World
3. Mobile Phone Text Tula - a particular example of this poem is a tanaga, a type of Filipino poem, consisting
of four lines with seven syllables each with the same rhyme at the end of each line - that is to say a 7-7-7-7
syllabic verse, with an AABB rhyme scheme. The modern tanaga still uses the 7777 syllable count, but
rhymes range from dual rhyme forms: AABB, ABAB, ABBA; to freestyle forms such as AAAB, BAAA, or
ABCD.
4. Speculative Fiction - an umbrella term encompassing the more fantastical fiction genres, specifically
science fiction, fantasy, horror, weird fiction, supernatural fiction, superhero fiction, utopian and dystopian
fiction, apocalyptic and post-apocalyptic fiction, and alternate history in literature as well as related static,
motion, and virtual arts.
5. Flash Fiction - a style of fictional literature or fiction of extreme brevity. There is no widely accepted
definition of the length of the category. Some self-described markets for flash fiction impose caps as low as
three hundred words, while others consider stories as long as a thousand words to be flash fiction.
6. Digi-fiction – a literary experience that combines three media: book, movie/video, and internet website. In
order to get the full story, students must engage in navigation, reading, viewing, in all three formats.
7. Graphic Novels – a narrative work in which story is conveyed to the reader using comic form.
8. Illustrated Novels – generally 50% of the narrative is presented without words. The reader must interpret
the images in order to comprehend the complete story. Some illustrated novels may contain no text at all.
9. Manga – japanese word for comics. Generic term for all comic books and graphic novels originally
published in Japan.
10. Doodle Fiction – A literary presentation where the author incorporates doodle drawings and hand written
graphics in place of traditional font. The drawings enhance the story, often adding humorous elements that
would be missing if the illustrations were omitted.
11. Text-Talk Novels – Blog, e-mail, & IM format narratives. Stories told almost completely in dialogue
simulating social network exchanges.
IV. Activities
Group Activity
A. Create a Text-Talk Novel with a theme of their choice. Post it on your facebook account and tag your teacher.
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MODULE: 21st Century Literature from the Philippines and the World
I. Introduction
II. Objectives
1. Identify and analyze a variety of representative Asian literary masterpieces, genres and authors, especially
of the core Asian cultures; China, Japan, India, and Afghantanistan
2. Define the social and historical contexts out of which major Asian genres emerged and trace the
development of these genres over time and across cultures;
3. Compare and contrast writing styles and generic forms of different Asian cultures;
4. Make a presentation that will best represent the Asian countries particularly China, Japan, India, and
Afghanistan
III. Discussion
INDIAN LITERATURE
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MODULE: 21st Century Literature from the Philippines and the World
JAPANESE LITERATURE
Haruki Murakami
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MODULE: 21st Century Literature from the Philippines and the World
CHINESE LITERATURE
AFGHANISTAN LITERATURE
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MODULE: 21st Century Literature from the Philippines and the World
Khaled Hosseini
IV. Activities
A. Individual Activity
B. Group Activity
The class will be divided into four groups. Each group will prepare a presentation about each Asian country.
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MODULE: 21st Century Literature from the Philippines and the World
I. Introduction
Like other national literatures, American literature was shaped by the history of the country that produced it. This
lesson will delve into the origin and evolution of North American Literature.
II. Objectives
III. Discussion
• The first settlers of North America were the ‘Paleo-Indians’ who was said to have travelled from the Beringia
land bridge between eastern Siberia and present-day Alaska around 40,000 – 17,000 years ago, when sea
levels were significantly lowered due to the Quaternary glaciation.
• Europeans remained largely ignorant of the existence of the Americas until 1492
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MODULE: 21st Century Literature from the Philippines and the World
➢ Dark Romanticism
o Dark mysteries of human nature
o Themes: Horror, Tragedy, Supernatural, Sin, Fear, and Pain
o Revolutionary ideas alienate people from society
o The period where Edgar Allan Poe flourished
➢ Transcendentalism (1820s)
o Elements of Transcendentalism:
▪ Nonconformity – Individualism;
▪ Self-Reliance – Trust yourself/ intuition
▪ Optimism – All men have equal possibilities, man is inherently good.
▪ Nature – appreciation of the simple life and the natural surroundings
▪ Oversoul – Connects all to God, Nature, Man. We are all part of something larger than
each part. This belief draws the line between celebrating the self and being selfish.
▪ Carpe Diem – Seize the Day
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MODULE: 21st Century Literature from the Philippines and the World
➢ Realism (1850s)
o captures the world through objective details
o subject is common man
o average, probable
o PURPOSE OF WRITING: to instruct and entertain, not to self-examine
o Avoids artistic conventions, implausible, exotic, and supernatural elements
➢ Naturalism (1850s)
o Inspired by Charles Darwin’s Natural Selection (Survival of the Fittest)
o Pessimistic
o Characters in a story are forced to struggle to survive
o Principles of Naturalism:
▪ Nature alone is the entire reality
▪ Material world is the real world
▪ Physical world is a closed system
▪ Laws of Nature are unchangeable
▪ Mind is subordinate to matter
▪ Senses are the gateways of knowledge
▪ Matter is the ultimate reality
➢ Harlem Renaissance
o a sub-genre of modernism
o jazz/ blues influence
o direct/ indirect reactions to racism
o double consciousness
o primitivism vs. culture
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MODULE: 21st Century Literature from the Philippines and the World
IV. Activities
Individual Activity
1. Search for Native American names on the internet. On the list available, pick one name and explain why you
chose it using ten sentences or more.
2. In your own opinion, did the evolution of American Literature turned out for the better? Or was there a decrease in
depth and quality?
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