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21st Century
Literature from the
Philippines and the
World

Department of Education ● Republic of the Philippines

 st
21 Century
Literature from
the Philippines
and the World
Quarter 2 - Module 2
Literature Around the World

This instructional material was collaboratively developed and reviewed

by educators from public and private schools, colleges, and or/universities. We
encourage teachers and other education stakeholders to email their feedback,
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Department of Education ● Republic of the Philippines

 Lesson

10 Asian Literature: Japanese

Grade 12, First Semester, Q2 – Week 2

What I Need to Know

We are now on Lesson 3 which is still about Asian literature, but this time
our focus is on the literature of the Land of the Rising Sun, Japan. Let’s explore
richness of their literature.

In this lesson, you are going to:

a. Compare and contrast the various 21st century literary genres and
their elements, structures, and traditions from across the globe
(EN12Lit-IId-25)
b. Produce a creative representation of a literary text by applying
multimedia and ICT skills; (EN12Lit-IIij-31.1)
c. Do self- and/or peer-assessment of the creative adaptation of a
literary text, based on rationalized criteria, prior to presentation.
(EN12Lit-IIij-31.3)

What I Know
A. Figures of speech are used in writing to show comparison. Some of
these are simile, metaphor, analogy, allegory, and allusion.
Tell which figure of speech is being defined. Write the correct word in
your LITERATURE ACTIVITY NOTEBOOK.

It is something that shows how

two things are alike, but with the
ultimate goal of making a point
about this comparison.
Ex. I like to imagine that the world is 1. ___________________________
one big machine. ...

A figure of speech that makes an

implicit, implied, or hidden
comparison between two things
that are unrelated but which
share some common
2. ___________________________
characteristics.
Ex. Her long hair was a flowing
golden river.

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 A
Anfigure of speech
expression in whichone
comparing
abstract
thing withideas and always
another, principles are
described in terms
including the wordsof“as”
characters,
or “like” 3. ___________________________
figures,
Ex. and events.
Ex. The Masque of the Red Death
by Edgar Allan Poe is an allegory for
death. The moral is no man escapes
death.

4. ___________________________

Ex. Her cheeks are red like a rose.

A figure of speech whereby the

author refers to a subject matter 5. ___________________________
such as a place, event, or literary
work by way of a passing
reference.

B. Fill in each blank with the correct word to complete each statement below about
Japanese literature. Choose from the word bank. Write your answers in your
LITERATURE ACTIVITY NOTEBOOK.

China ancient myths Heian Tale of Genji literature

classical medieval modern legends history drama
kabuki poetry yomihon

1. The country which has much influence on Japanese literature was ____________.
2. Japanese literature can be divided into four periods: the ___________,
____________, ___________________, and ________________.
3. Ancient literature in Japan deals primarily with ______________ and __________.
4. The classical literature in Japan occurred during the golden age, the ____________
period.
5. ______________ is considered the world’s first novel.
6. ____________ and ______________ intertwined during the Medieval period due
to the influence of the civil wars and the emergence of the warrior class.
7. The early modern period gave way to the rise of new genres like the Japanese
_____________, _______________, _________________, and _____________.

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 What’s In
In Lesson 2, you’ve learned about the Singaporean literature which is
similar to Philippine literature when it comes to association in culture, customs and
traditions. Now, it is time for you to discover the literary traditions of another Asian
country. Before you proceed, answer the activity below.

Fill in the blanks with word/s to complete each statement. Write your answers in your
LITERATURE ACTIVITY NOTEBOOK.

1. The literature of Singapore comprises a collection of literary works by Singaporeans

in any of the country’s four main languages namely, English, _______, Malay and
Tamil.
2. The poetry of this younger generation is often politically aware, ____________ and
cosmopolitan.
3. _________ is the predominant mode of expression; it has a small but respectable
following since independence, and most published works of Singapore writing in
English have been in poetry.
4. _____________ writing in English did not start in earnest until after independence.
5. _____________ remains a pioneer in writing novels
6. The Taximan’s Story is written in ____________________point of view.
7. The passenger of the taximan in the story is a ____________________.
8. The daughter of the taximan who was no different than other young girls who have
American and European boyfriend is _______________________.
9. The passenger of the taximan wants him to take her to _____________________.
10. The setting of the The Taximan’s story is _______________________________.

What’s New

Identify the figurative language used in each item below. Tell if it is a

sample of simile, metaphor, allusion, analogy, or allegory. Write your answer in
your ACTIVITY NOTEBOOK.

1. I could stare into your eyes as / a thousand years come and go.
2. You brag about your backyard so much people will think it's the Garden of Eden.
3. Aesop’s fable “The Hound Dog and the Rabbit” teaches that incentive will spur
effort.
4. Kisses are the flowers of affection.
5. Look, love, what envious streaks
Do lace the severing clouds in yonder East:
Night’s candles are burnt out, and jocund day
Stands tiptoe on the misty mountain tops.

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 What Is It

Japanese literature has been influenced heavily by the Chinese

literature from the ancient period all the way to the Edo Period (1603-1868) which
corresponds to the early modern Japanese literature. Japanese literary works also
reveal elements of Indian and later of Western elements but above all, they reveal a
distinct style which has also greatly influenced both Eastern and Western literatures.

Japanese literature can be divided into four periods: the ancient, classical,
medieval, and modern.

Ancient literature in Japan deals primarily with myths and legends. Tales like
the creation of Japan, wherein the islands came from the gemstones imbued in the
swords of gods are very prominent during this period. The celebrated writers during
this period are Ono Yasumaro, Nihon Shoki, and Man’yoshu who wrote based on real
events in the country.

The classical literature in Japan occurred during the golden age, the Heian
period. During this period, Murasaki Shikibu, one of the greatest Japanese writers,
wrote the seminal text, Tale of Genji. Tale of Genji, considered the world’s first novel,
is a very charming and accurate depiction of the Japanese court during the Heian
period under the reign of Empress Akiko.

History and literature were intertwined during the Medieval period due to the
influence of the civil wars and the emergence of the warrior class. Thus, war tales are
very prominent during this period. Besides war stories and tales, the popular form of
Japanese poetry, the renga, saw its rise.

Modern literature can be further divided into early modern, which happened
during the Edo period, and modern, which started during the Meiji period, when Japan
opened its doors to the West. The early modern gave way to the rise of new genres
like the Japanese drama, kabuki, the poetry form known for its simplicity and subtlety,
haiku, and the yomihon, a type of Japanese book which put little emphasis on
illustration.

The modern period also marked the emergence of new styles of writing.
Japanese writers started to romanticize and tried experimenting with different genres
and subject matters. The Second World War heavily affected Japanese literature but
soon, the distinct Japanese style of writing manage to regain its popularity. Some of
the prominent modern Japanese writers are Yasunari Kawabata, Kobi Abe, Takiji
Kobayashi, and Haruki Murakami to mention a few.
(https://www.scribd.com/document/412634387/21st-Century-Literature-of-the-Philippines-and-of-
the-World-1)

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You are now ready to ready to read an excerpt from Haruki Murakami’s Kafka on the
Shore.

The Boy Named Crow (an excerpt from Kafka on the Shore)
by Haruki Murakami

“So you’re all set for money, then?” the boy named Crow asks in his typical
sluggish voice. The kind of voice like when you’ve just woken up and your mouth still
feels heavy and dull. But he’s just pretending. He’s totally awake. As always.
I nod.
“How much?”
I review the numbers in my head. “Close to thirty-five hundred in cash, plus
some money I can get from an ATM. I know it’s not a lot, but it should be enough. For
the time being.”
“Not bad,” the boy named Crow says. “For the time being.”
I give him another nod.
“I’m guessing this isn’t Christmas money from Santa Claus.”
“Yeah, you’re right,” I reply.
Crow smirks and looks around. “I imagine you’ve started by rifling drawers, am
I right?”
I don’t say anything. He knows whose money we’re talking about, so there’s
no need for any long-winded interrogations. He’s just giving me a hard time.
“No matter,” Crow says. “You really need this money and you’re going to get it
– beg, borrow, or steal. It’s your father’s money, so who cares, right? Get your hands
on that much and you should be able to make it. For the time being. But what’s the
plan after it’s all gone? Money isn’t like mushrooms in a forest – it doesn’t just pop up
on its own, you know. You’ll need to eat, a place to sleep. One day you’re going to run
out.”

“I’ll think about that when the time comes,” I say.

“When the time comes,” Crow repeats, as if weighing these words in his hand.
I nod.
“Like by getting a job or something?”
“Maybe,” I say.
Crow shakes his head. “You know you’ve got a lot to learn about the world.
Listen – what kind of job could a 15-year old kid get in some far-off place he’s never
been to before? You haven’t even finished junior high. Who do you think’s going to
hire you?”
I blush a little. It doesn’t take much to make me blush.
“Forget it,” he says. “You’re just starting out and I shouldn’t lay all this
depressing stuff on you. You’ve already decided what you’re going to do, and all that’s
left is to set the wheels in motion. I mean, it’s your life. Basically, you have to go with
what you think is right.”
That’s right. When all is said and done, it is my life.

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 “I’ll tell you one thing, though. You’re going to have to get a lot tougher if you
want to make it.”
“I’m trying my best,” I say.
“I’m sure you are,” Crow says. “These last few years you’ve grown a whole lot
stronger. I’ve got to hand it to you.”
I nod again.
“But let’s face it – you’re only 15,” Crow goes on. “Your life’s just begun and
there’s a ton of things out in the world you’ve never laid eyes on. Things you never
could imagine.”
As always, we’re sitting beside each other on the old sofa in my father’s study.
Crow loves the study and all the little objects scattered around there. Now he’s toying
with a bee-shaped glass paperweight. If my father was at home, you can bet Crow
would never go anywhere near it.
“But I have to get out of here,” I tell him. “No two ways about it.”
“Yeah, I guess you’re right.” He places the paperweight back on the table and
links his hands behind his head. “Not that running away’s going to solve everything. I
don’t want to rain on your parade or anything, but I wouldn’t count on escaping this
place if I were you. No matter how far you run. Distance might not solve anything.”
The boy named Crow lets out a sigh, then rests a fingertip on each of his closed
eyelids and speaks to me from the darkness within.
“How about we play our game?” he says.
“All right,” I say. I close my eyes and quietly take a breath.
“OK, picture a terrible sandstorm,” he says. “Get everything else out of your
head.”
I do as he says, get everything else out of my head. I forget who I am, even.
I’m a total blank. Then things begin to surface. Things that – as we sit here on the old
leather sofa in my father’s study – both of us can see.

“Sometimes fate is like a small sandstorm that keeps changing direction,” Crow
says.
Sometimes fate is like a small sandstorm that keeps changing direction.
You change direction, but the sandstorm chases you. You turn again, but the
storm adjusts. Over and over you play this out, like some ominous dance with
death just before dawn. Why? Because this storm isn’t something that blew in
from far away, something that has nothing to do with you. This storm is you.
Something inside you. So all you can do is give in to it, step right inside the
storm, closing your eyes and walk through it, step by step. There’s no sun there,
no moon, no direction, no sense of time. Just fine white sand swirling up into
the sky like pulverised bones. That’s the kind of sandstorm you need to imagine.
And that’s exactly what I do. I imagine a white funnel stretching vertically up like
a thick rope. My eyes are closed tight, hands cupped over my ears, so those fine grains
of sand can’t blow inside me. The sandstorm draws steadily closer. I can feel the air
pressing on my skin. It really is going to swallow me up.
The boy called Crow rests a hand softly on my shoulder, and with that the storm
vanishes.

24
 “From now on – no matter what – you’ve got to be the world’s toughest 15-year-
old. That’s the only way you’re going to survive. and in order to do that, you’ve got to
figure out what it means to be tough. You following me?”
I keep my eyes closed and don’t reply. I just want to sink off into sleep like this,
his hand on my shoulder. I hear the faint flutter of wings.
“You’re going to be the world’s toughest 15-year old,” Crow whispers as I try to
fall asleep. As if he were carving the words in a deep blue tattoo on my heart.
And you really have to make it through that violent, metaphysical storm.
No matter how metaphysical or symbolic it might be, make no mistake about it:
it will cut through flesh like a thousand razor blades. People will bleed there,
and you will bleed too. Hot, red blood. You’ll catch that blood in your hands,
your own blood and the blood of others.
And once the storm is over you won’t remember how you made it through,
how you managed to survive. You won’t even be sure, in fact, whether the storm
is really over. But one thing is certain. When you come out of the storm you
won’t be the same person who walked in. That’s what this storm’s all about.
On my fifteenth birthday I’ll run away from home, journey to a far-off town and
live in a corner of a small library. It’d take a week to go into the whole thing, all the
details. So I’ll just give the main point. On my fifteenth birthday I’ll run away from
home, journey to a far-off town, and live in a corner of a small library.
It sounds a little like fairytale. But it’s no fairy tale, believe me. No matter what
sort of spin you put on it. (Marikit Tara A. Uychoco, Rex Bookstore 2016), 152-155

source: p113/nick-ian/art/The-Boy-Named-Crow-456862974

25
 What’s more

A. Answer the following questions. Write your answers in your LITERATURE

ACTIVITY NOTEBOOK.

1. What does the boy feel toward Crow? Give textual evidence to prove your
point.

2. How would you describe the boy named Crow?

3. What does the sandstorm represent? Give textual evidence to prove this.

4. Why does the boy in the story have to be the toughest 15-year-old in the
world?

B. Among the figures of speech you’ve learned from the previous activity (metaphor,
simile, analogy, allusion, allegory), which of them are used in the excerpt The Boy
Named Crow? Extract the part that shows the figure of speech and then identify what
it means. The first one is done for you.

1. Sentence – Money isn’t like mushrooms in a forest; it doesn’t just pop up on its own
Figure of speech used - simile
Meaning – Money is going to run out one day.
2. Sentence - ________________________________________________________
Figure of speech used _______________________________________________
Meaning - _________________________________________________________
3. Sentence - ________________________________________________________
Figure of speech used _______________________________________________
Meaning - _________________________________________________________
4. Sentence - ________________________________________________________
Figure of speech used _______________________________________________
Meaning - _________________________________________________________
5. Sentence - ________________________________________________________
Figure of speech used _______________________________________________
Meaning - _________________________________________________________

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 What I Have Learned

Answer the two questions below. Write your answers in your LITERATURE
ACTIVITY NOTEBOOK.

1. Could you relate to the main character of the story? Why or why
not?__________________________________________________________

2. Do you think all of us have experienced the storm that the text is talking
about? Support your answer._______________________________________
______________________________________________________________

What I Can Do

It is Asian week at your school, and you are tasked to create an

infographic digital poster that features the characteristics of Japan’s literary texts. Your
poster must be colourful, interactive, and informative. It will be judged using the rubric
below.

Criteria Description Score

10 points 7 points 4 points
The poster is The poster is The poster has poor
Visual appeal visually appealing, moderately visual appeal, with
with harmonious appealing visually, unbalanced color
colors, shapes, and with generally combinations,
sizes of figures in harmonious colors, shapes, and sizes of
the presentation. shapes, and sizes of figures in the
figures in the presentation
presentation
Information The poster presents The poster The poster does not
the right somewhat presents have sufficient
information to the the right information or
audience. information to the presents the wrong
audience. information to the
audience.
Graphics Relevance All graphics are All graphics are Only some of the
related to the topic related to the topic graphics relate to
and make it easier and most make it the topic. One or
to understand. All easier to two borrowed
borrowed graphics understand. Some graphics have
have a note about graphics have a sources noted.
their source. note about their
source.
Score /30
Adopted: DIWA Senior High School Series, DIWA Textbooks, 2016, p. 199

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 Post assessment

Read carefully each statement. Choose the correct answer, and write
the letter of the correct answer in your LITERATURE ACTIVITY NOTEBOOK.

1. I like to imagine that the world is one big machine. This is an example of _______.
A. simile B. metaphor C. analogy D. allusion

2. Her long hair was a flowing golden river is an example of what figurative
language.
A. analogy B. metaphor C. allusion D. allegory
3. The Masque of the Red Death by Edgar Allan Poe is a/an ________ for death
where the moral is no man escapes death.
A. allegory B. analogy C. allusion D. metaphor

4. Her cheeks are red like a rose. What is this an example of?
A. simile B. metaphor C. allusion D. allegory

5. What country has much influence on Japanese literature?

A. USA B. Korea C. China D. Thailand

6. The classical literature in Japan occurred during this period.

A. Nara B. Heian C. Muromachi D. Edo

7. What is considered as the world’s first novel?

A. The Tale of Genji
B. The Tale of Vesperia
C. Tales of Amadou Koumba
D. Tales of the World

8. What does sandstorm represent in the story The Boy Named Crow?
A. the way the world tries to take us away from our problems
B. running away could resolve a problem
C. the challenges and problems we face in our journey in life.
D. a small fate that keeps changing our directions

9. According to the boy named Crow, what does Kafka have to become?
A. a criminal on the run
B. a metaphysical concept
C. the world’s smartest fifteen-year-old
D. the world’s toughest fifteen-year-old

10. What does the boy feel toward Crow?

A. He is afraid of him.
B. He just ignores him.
C. He has no fear of Crow.
D. He baits him and laughs in his face

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