Saint Paul’s School of Ormoc Foundation, Inc.

Apitong St., Brgy. Punta, Ormoc City

(053) 255-4712 | getinfo@spsormoc.edu.ph
SENIOR HIGH SCHOOL DEPARTMENT | S.Y. 2021-2022

LEARNING MODULE IN 21ST CENTURY LITERATURE FROM

THE PHILIPPINES AND THE WORLD
First Quarter | Week 1

Name: Section:
Teacher:

LESSON LESSON 1
INTRODUCTION TO PHILIPPINE LITERATURE

Topic: Various Dimensions of Philippine Literary History from Precolonial to

Contemporary

OBJECTIVES

Upon completion of this lesson, the learners are expected to

1. Write a close analysis and critical interpretation of literary texts and doing an
adaptation of these require from the learner the ability to identify:
 the geographic, linguistic, and ethnic dimensions of Philippine literary
history from pre-colonial to the contemporary EN12Lit-Ia-21
 representative texts and authors from each region (e.g. engage in oral
history research with focus on key personalities from the students’
region/province/town) EN12Lit-Ib-22

INTRODUCTION

Philippine Literature has greatly evolved from the time of colonialism to the
period of revolutions. This is evident through the traces of local, regional, and national
contributions of literary art in all parts of the nation. And, As Philippines broke through
imperialism, its literature had played a vital role in its entire growth.
In this lesson, you will accomplish tasks/activities that will build your understanding
on the concept of the evolution of Philippine Literature. And, you will also read the
literary pieces of some of the great Filipino authors and writers. There are also tasks that
would develop your listening, speaking, reading, writing, viewing, and literary skills.

Learning Module in 21st Century Literature Page 1 of 10

 ACTIVITIES

Name: Section
:
Teacher Score:
:

PRE-TEST
How do you understand the beginnings of Philippine Literature? Test your
knowledge as you answer the pre-test below.
1. During this period, Jose Rizal’s works such as Noli Me Tangere and El Filibusterismo were
written to awake the mind of our countrymen.
a. Spanish Period
b. American Period
c. Pre-Spanish Period
d. Period of Enlightenment

2. The Philippines had literature such as legends, folktakes, folksongs, and the like.
a. Spanish Period
b. Japanese Period
c. Pre-Spanish Period
d. Period of Enlightenment

3. In this period, religious books were written, such as Doctrina Cristiana and Urbana and
Felisa, to support or contradict the Catholic Church.
a. Spanish Period
b. American Period
c. 21st Century Period
d. Period of Enlightenment

4. Filipino writers went into all forms of literature like news, reporting, poetry, stories play,
essays, and novels which clearly depicted their love of country and their longings for
independence.
a. Edsa I Period
b. American Period
c. Pre-Spanish Period
d. The 3rd Republic Period

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 5. Filipino literature was given a break during this period for the Filipino literature was
prohibited from using. Many wrote plays, poems, short stories, etc. Topics and themes were
often about life in the provinces.
a. Japanese Period
b. American Period
c. Pre-Spanish Period
d. American Period

6. Haiku and Tanaga were influenced by what period?

a. Spanish Period
b. Japanese Period
c. 21st Century Period
d. Period of Enlightenment

7. This period presented new trends in writing using modern technology.

a. Edsa I Period
b. 21st Century Period
c. Pre-Spanish Period
d. The 3rd Republic Period

8. This literary period witnessed newspapers which were once branded crony newspapers
become instant opposition papers.
a. Japanese Period
b. American Period
c. Pre-Spanish Period
d. Edsa I Period

9. Poetry during this period were during this period were romantic and revolutionary.
a. The 3rd Republic Period
b. Edsa I Period
c. 21st Century Period
d. Pre-Spanish Period

10. Poetry during this period were dealt with patience, regard for native culture and customs.
a. The 3rd Republic Period
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 b. 21st Century Period
c. Edsa I Period
d. New Society Period

11. Philippine regional literature can be BEST described as ___________.

a. Dynamic
b. Outdated
c. Spoken
d. Traditional

12. Imagery in poetry pertains to _____________.

a. Mental pictures
b. Unique drawings
c. Vague resemblances
d. Word creations

13. The use of the vernacular in regional literature is ___________

a. discouraged because many people do not understand a piece not written in either
English or Tagalog
b. encouraged so that the culture and tradition of a people are upheld despite effects of
modernity
c. opposed for the reason that it constraints the expression of thoughts, feelings, and ideas
of a writer
d. affirmed by many for it allows free flow of feelings and in-sights not understandable to
readers

14. A valid observation of literary development in the Philippines is that _______.

a. History is recorded only in the oral tradition of the country.
b. No literature could reflect the richness of our country's experiences.
c. Literary masterpieces are written by great persons with great remembrances.
d. Literature developed alongside Philippine history.

15. Because of the archipelagic nature of the Philippines, its geographical features, and the
presence of various ethno-linguistic groups in the country, regional literature has become
____________.
a. Anti-modern and traditional
b. Short yet vivid
c. Rich and varied
d. Nationalistic

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 ACTIVITY 1: REMEMBERING LITERATURE
Below is a quick paragraph about literature. How do you remember literature in your
previous years as a student? Does this coincide with what’s below? Try reading the
paragraph, and afterwards, complete the graphic organizer below:

Literature, in its broadest sense, is any written work. Etymologically, the term
derives from Latin litaritura/litteratura “writing formed with letters,” although
some definitions include spoken or sung texts. More restrictively, it is writing that
possesses literary merit. Literature can be classified according to whether it is
fiction or non-fiction and whether it is poetry or prose. It can be further
distinguished according to major forms such as the novel, short story or drama,
and works are often categorized according to historical periods or their adherence
to certain aesthetic features or expectations (genre).

LITERATURE

Definition/Etymology:

Forms

END OF EXPLORE
As a primary activity, you have been assessed with your prior knowledge about
literature. Your knowledge of the concept will be increased as you study the lessons and
perform the activities in the FIRM UP phase.

How do you think Philippine Literature begin? How did our literature evolve with the
influence of the foreign invasion?
Now below are the eras and periods of foreign’s influence and their contribution to
the development of our literature. Who had it first? What is the order? Try arranging
them as your instinct tells you. Write your answers on the shape below. Good luck!

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 Pre-spanish 21st Century Period Japanese Period
Period of Enlightenment Spanish Period Dark Period
Activism Period Period of New Society American Period
Period of the Third Republic Post Edsa Revolution

Job well done! Were you able to arrange these important periods of Philippine Literature?
Check and see your accomplishment as you refer to the important developments happening in each
period on your notes found using this link: https://tinyurl.com/469ms733
*Note: You may do further research if you feel like you need to seek for some 😊

ACTIVITY 2: TEXTS FROM THE DIFFERENT DIMENSIONS

Assuming that you have already read and scanned the periods of Philippine Literature, you have
somehow acquired important happenings that led to the development of today. And to further know
these dimensions, we are going to try diving in to the different representative texts and themes
existing. Research and fill-out the table below to see the comparison and relationship of each
existence.
**Note: If you can’t contain them using this table, you may use a separate sheet for the
continuation of your work. Just attach them here upon your submission. 😊

LITERARY
FAMOUS LITERARY OVERALL
PERIOD GENRE/FORM
AUTHOR/S WORKS THEME/S
S

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END OF FIRM-UP
In this section, the discussion on the evolution and the effects of literature to the nation were tackled.
After you have gone into this section, you answered the question, “What are the periods of literature
in the Philippines? And “How do its literariness affect the nation in all aspect of living? You may go
back to the previous section and compare your initial ideas with the discussion. How much of your
initial ideas are found in the discussion? Which ideas are different and need revision? Now that you
know the important concept about this topic, let’s go deeper by moving on to the next section.

ACTIVITY 3: SYMBOLIZING THE LITERARY PERIODS

Assuming that you have already read and scanned the periods of Philippine Literature, you have
somehow acquired important happenings that led to the development of today. Now, to fossilize
what you have read, you shall do your very own symbol that you think represents each period. Free
generation of ideas it is, so you don’t need to overthink; just draw as you like it. Good luck!

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ACTIVITY 4: TRACKBACK: MAYON VOLCANO
Having known the beginnings of our literature as Filipinos, it would remain abstract if we
so no concrete pieces from our very own writers. And so, refer to the written piece below,
and answer the questions that follow. Can you do it?

MAYON
Kristian Sendon Cordero
Camarines Sur

Ayon sa alamat, lason ng pan ani Pantuga,

ang lumikha sa bulkan-libingan ito
ng dalagang namatay sa isang digmaan.

Ngayon, ano ang tutubo sa paanan ng Mayon

gayong nagiging malawak na itong sementeryo
ng abo, ng tao. Manganganak na kaya ito?
Tinitigan ko ang nakangangang bulkan-binabalot
ng ulap at ng sariling usok ang tuktok, gatas sa labi.

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 Baka sakali, magpakita, nang may silbi ang kamera.

Sa ilang retrato na ibinebenta ng mga bata sa Cagsawa

lusaw na putik ang nagliliyab na lava, dumadaloy pababa.
Matandang nag-nganga ayon naman sa isang makata.

Sa isang lumang postcard na Nakita ko sa Antigo Merkado-

Kapag sa malayo, isa siyang magandang sikyung nakatanod,
Handa sa pagkapkap, naghihintay sa iyong pagpasok.

Post-reading questions:
1. According to the poem, what led to the creation of the volcano?
a. The arrow used by Pantuga
b. A war which led to Magayon’s death
c. The poison of the arrow of Pagtuga
d. The legend of Daragang Magayon
2. In the second stanza, the area around Mayon’s foot is described as-
a. a graveyard
b. a farm
c. a disaster zone
d. a myth
3. What is the persona in the poem waiting for in the third stanza?
a. For the volcano to erupt
b. For the volcano to show its peak
c. For the volcano to blow more smoke
d. For the volcano to be covered in clouds
4. The first stanza of the poem showcases the death of Magayon as the cause of the birth
of the volcano. Carrying this reasoning through to the second stanza, what is the
persona implying with his use of the image of a graveyard? Discuss this below.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
5. Discuss why the author used a security guard as the final image of the poem. What
does this seem to imply about how security personnel are viewed?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

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A Volcanic Poet
Krsitian Sendon Cordero is widely described as the “enfant terrible” of Bikol writing. The term
enfant terrible usually refers to a person who is controversial, is often by being innovative and
questioning of the establishment, both which Cordero has done.

Cordero won the following awards:

 Palanca Awards in poetry, fiction, and the essay
 NCCA for Bikol poetry (2007)
 6th Madrigal Gonzales First Book Award
 Maningning Miclat Poetry Prize (2009)
 Premio Tomas Arejola Literary Prize

END OF DEEPEN
In this section, you have accomplished an activity that had enabled you to understand more
the value of the Philippine literature then and now. You may go back to the previous section and
compare your initial ideas with the discussion. What new realizations do you have about the topic?
What new connections have you made for yourself? Now that you have a deeper understanding
about this topic, you are ready to do the task in the next section.

REFERENCES

 Balud, A. A., Anciado, N. D., & Aguilar, M. M. (2016). Deped Learning Module: 21st
Century Literature from the Philippines and the World. Quezon City, Manila: Deartment of
Education Secretary.
 Mata, E. (2016). 21st Century Literature from the Philippines and the World for SHS.
Malabon City: Mutya Publishing House.
 Sanchez, Louie, et. al. (2016). 21st Century Literature from the Philippines and the World.
Quezon City: Vibal Group, Inc.

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