21st Century Literature

from the Philippines

and the World
Quarter 1 – Module 3:
Context and Text’s Meanings

CO_Q1_2CLPW SHS
Module 3
21st Century Literature from the Philippines and the World
Alternative Delivery Mode
Quarter 1 – Module 3: Context and Text’s Meaning
First Edition, 2021

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.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Lydia S. Villanueva and Butch C. Cabanig

Editor: Alson Rae F. Luna
Reviewers: Abigail P. Asunto; Catherine A. Costoy; Joy S. Abuan; Jennifer P. Dañas
and Alexander M. Morron Jr.
Illustrators: Mary Grace Santos; Guianne Lei A. Lejano
Layout Artist: Jennifer U. Cruz
Management Team: Francis Cesar B. Bringas
Job S. Zape, Jr.
Ramonito Elumbaring
Reicon C. Condes
Elaine T. Balaogan
Fe M. Ong-ongowan
Editha M. Atendido
Lerma L. Flandez
Editha B. Gregorio
Alexander M. Morron Jr.
Anthony Zeus C. Caringal

Printed in the Philippines by ________________________

Department of Education – Region 4A CALABARZON

Office Address: Gate 2 Karangalan Village, Brgy. San Isidro, Cainta, Rizal
Telefax: 02-8682-5773/8684-4914/8647-7487
E-mail Address: lrmd.calabarzon@deped.gov.ph
 st
21 Century Literature
from the Philippines
and the World
Quarter 1 – Module 3:
Context and Text’s Meaning
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners,
can continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each

SLM. This will tell you if you need to proceed on completing this module or if you
need to ask your facilitator or your teacher’s assistance for better understanding of
the lesson. At the end of each module, you need to answer the post-test to self-check
your learning. Answer keys are provided for each activity and test. We trust that you
will be honest in using these.

In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how they can
best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any part
of this SLM. Use a separate sheet of paper in answering the exercises and tests. And
read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.

Thank you.
 What I Need to Know

This module was designed and written with you in mind. It is here to help you fully
understand literary contexts and the text’s meaning. 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.

MELC: Discuss how different contexts enhance the text’s meaning and enrich the
reader’s understanding.

This module helps you specifically develop a skill to discuss how the different literary
social and socio-cultural contexts enhance the text’s meaning and enrich the reader’s
understanding.

After going through this module, you are expected to:

1. identify words, ideas, structure, and purpose of the text;

2. explore the different social and socio-cultural contexts to enhance and enrich
the understanding of the text; and

3. appreciate the importance of understanding the literary context and its

meaning to one’s own life experiences.

1 CO_Q1_2CLPW SHS
Module 3
 What I Know

Choose the letter of the best answer. Write the chosen letter on a separate sheet
of paper.

1. Dom Caruso is a trained sniper. He used a Mauser during his training and in
his real combat. Mauser is used for the long-range target. Mauser is a _______.

a. long rifle
b. automatic rifle
c. high-velocity automatic rifle
d. German high-velocity automatic rifle

2. Park Seo Joon starred in a Netflix series, Itaewon Class.

a. The actor who was chosen for the sub-role

b. The actor that performed outstandingly
c. The principal actor who played the chief role
d. The principal actor who played the second lead role

3. After the birth of Jesus, the Three Wise Men followed a guiding star to Bethlehem.

a. A natural luminous celestial body visible in the sky at night

b. A waning fortune or fame
c. A prominent spark at night
d. A figure with many sides

4. Roman Catholic Christians believe that souls of those who die in God’s grace went
to purgatory for cleansing of past sins.

a. A place where intense sufferings are being experienced

b. A place which is humid and dry
c. Intermediate state after death for expiatory purification of souls
d. A state of after death where hopes grow

5. Mt. Everest, located at Mahalangur Himal, a subrange of the Himalayas, with its
height of 29,029 ft is the roof of the world.

a. An extended limit
b. the highest point
c. an upper limit
d. extremely high point

2 CO_Q1_2CLPW SHS
Module 3
6. A virus like Covid-19, can be easily transmitted to another person who has close
contact with the carrier. A person who has weak immunity and pre-existing
health conditions may experience a bitter death. Covid-19 patients can recover
if he/she is not immune-compromised. Which statement must be true?

a. A Covid-19 virus is not fatal.

b. Not all Covid-19 patients die.
c. All patients can recover.
d. Bitter death is an easy death.

7. Almost all companies send employees to an all-expense-paid seminar. But the

year 2020, a travel and seminar plan is a blur to every company. Until 2021,
travel plan is vaguely known to be allowed. Which statement must be false?

a. When a company sends you to a seminar, you do not pay for it.
b. In the year 2020, any travel for leisure is not allowed.
c. In the year 2021, it is clear that travel will be allowed.
d. Travel tourism will suffer in 2020.

8. Korean food lovers love the smooth and ruddy crimson color of the chili paste
called, gojuchang. All ripe chilies are ruddy. Red tomato is ripe. Tomato is ___.

a. Reddish-brown
b. Orange
c. Red-orange
d. Ruddy

9. Covid-19 virus brought chaos to the world. People were ordered to stay at home
during the lockdown. During this time, many felt that they were in purgatory.
The situation makes them feel temporary suffering and misery. Which statement
must be true?

a. Covid-19 brought disorder to the world.

b. Covid-19 virus forced the people to stay home.
c. Lockdown brought suffering and misery.
d. Purgatory, in that sentence, depicts cleansing from sin.

10. Padre F. Faura founded the Manila 0bservatory, where celestial and
astronomical events were observed. All modern structures are made of concrete.
Observatory is a structure. Observatory is made of _____.

a. structure
b. concrete
c. light material
d. modern design

11. Zamboanga Hermosa Festival is a month-long religious celebration. The opening

ceremony is the annual Regata de Zamboanga, where 200 Vinta paddlers
compete. As the vintas’ move the sail shiver. What makes the sail shiver?

a. The force of the paddle

b. The gust of the wind
c. The movement of the paddler
d. The wave of the sea
3 CO_Q1_2CLPW SHS
Module 3
12. The little children of Arnulfo family played inside the receiving area. The
receiving area was a house to the antique collection. They played a touching ball.
In an attempt to strike the opponent, the ball hit the jar on the corner stand.
What do you think happened?

a. The ball hit the ceiling.

b. The vase punctured the ball several times
c. The ball went into the mouth of the vase.
d. The antique was knocked down and shattered into many small pieces.

13. The statements of the two Cabinet Secretaries collided. The first gave a point of
view, which was opposing view of the latter. What would be the impact on the
readers of the report?

a. The readers applause the Secretaries for the job well done.
b. The readers got confused about the clashing of ideas.
c. The readers felt that there is harmony between the two.
d. The readers realized that the ideas blend well.

14. The Narra trees planted on both sides of the national highway in Pangasinan
roofed the entire stretch of the highway. The shade gives a cool ambiance to the
motorists. How does this look?

a. It looks like a garland hanging on the road.

b. The canopy of leaves and branches appear embracing.
c. The leaves and branches look like a hot air balloon.
d. The leaves and branches appear praying.

15. The red sports car was running at high speed along the expressway in Batangas
when suddenly a group of cows appeared from somewhere. The car swerved
hard and went- off the road. What do you think happened next?

a. The car rested safely on the side of the road.

b. The car stopped and continued to travel
c. The car flew and collided with a tree.
d. The car flew, bounced, and ran again.

4 CO_Q1_2CLPW SHS
Module 3
 Lesson

1 Context and Text’s Meaning

Reading literary pieces becomes a challenge to a student like you. But as the years
go by, changes happened even in the literary genre. Understanding the selection you
read takes time, but if you will familiarize yourself with the context of the literary
piece, appreciation comes along.

What’s In

Let us recall the previous lesson you have studied in Module 2. From the
conventional and modern genre of literature: poetry, drama, fiction, non-fiction,
21st-century literary genres were presented to you.

Directions: Fill out the organizer by writing LETTERS only under columns 2 &
3. Under column 4 write the sample title. Note: two letters may be repeated as
you answer the grid.

SAMPLE
GENRE SIMILARITY/IES DIFFERENCES
(write the title/words)
1 2 3 4
1.Manga
2.Graphic novel
3.Blog
4.Doodle fiction
5.Hyper poetry
6.Text-talk novel

a. Make use of web or internet connection.

b. A website containing short articles called posts updated regularly by the same
person or by people interested in the same topic.
c. Involved set of words, phrases, lines, etc. presented in a variable, sits on the
page much as traditional poetry does, or may contain parts of the poem that
move and mutate.
d. All make use of illustration in presenting stories.

5 CO_Q1_2CLPW SHS
Module 3
 e. An artistic storytelling style originated in Japan.
f. Encompasses non-fiction works and thematically linked short stories as well
as fictional stories across a number of genres.
g. Literary presentation where doodle writing, and drawings are incorporated.

h. Stories told almost completely in dialogue simulating social network

exchanges.

What’s New

Below is a poem written by Danton Remoto, a Filipino author. Read and try to
discover what this poem wants to convey. Then, answer the essential questions that
follow.
Padre Faura Witness The Execution of Rizal
Author: Danton Remoto
(Poetry)

I stand on the roof

Of the Ateneo municipal,
Shivering
On this December morning.
Months ago,
Pepe came to me
In the observatory.
I thought we would talk
About the stars
That do not collide
In the sky:
Instead, he asked me about purgatory
(His cheeks still ruddy
From the sudden sun
After the bitter winter
In Europe
And on this day
With the years beginning to turn,
Salt things my eyes.
I see Pepe,
A blur
Between the soldiers
With their Mausers raised
And the early morning’s
Star:
Still shimmering
Even if millions of miles away,
The star itself
Is already dead

6 CO_Q1_2CLPW SHS
Module 3
Essential Questions:
1. Who are the characters in the poem? Write a piece of short information about
each character.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

2. Who speaks in the poem? Extract a sentence from the poem to prove your
answer.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

3. Discuss the form/structure of the poem.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

4. What was the situation when Padre Faura stood in the balcony of Ateneo de
Manila?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

5. What was the situation of our country based on the poem? Prove your answer
by extracting a line from the poem.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

6. To whom the poem is addressed? Explain your answer.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

7. How do you feel while reading the poem, that Padre Faura witnessed the
execution of his former student?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

8. What was the feeling displayed by the author in the poem?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

9. What was the message that Danton Remoto wanted to convey in this poem?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

7 CO_Q1_2CLPW SHS
Module 3
 What is It

Context originates from the notion of weaving together. It is defined as the

circumstances that form the setting of events, statements, or ideas and in the way of
which it can be fully understood and assessed. Reading a literary piece may
contribute to the production of the author and the reception of the reader as they
appreciate and explore.

● The writer's context is knowing about the writer's life, values,

assumptions, gender, race, sexual orientation, and the political and
economic issues related to the author.

● Reader's context is about the reader's previous reading experience,

values, assumptions, political and economic issues.

● The text's context is about its publishing history. It is part of the larger
text such as newspaper, history, events, translated in it.

● Social context and socio-cultural of a text feature the society in which

the characters live and in which the author's text was produced.

In this lesson, you will unravel what goes with the poem.

The structure of the poem refers to words that are put together or arranged
such that they make sense.

Imagery is creating a picture in the reader's mind by using words that

appeal to the senses. There are types of Imagery that are used in this
module. (Menoy 2016))

● Visual imagery produced by the use of words that appeal to the

sense of sight.

● Auditory Imagery produced by the use of words that appeal to the

sense of hearing.

● Kinesthetic imagery produced by the use of words that appeal to

the actions and movement.

Literary Techniques are methods the author or writer of a literary piece used
to convey what they want to impart to the reader, such as Flashback where
the events have taken place before the present time the narration is following.

8 CO_Q1_2CLPW SHS
Module 3
 What’s More

Activity 1. Understanding the Text

To understand a piece of literature, answering the given questions enable the readers
to appreciate literature more.

Multiple Choice. Read each question. Choose and write the letter of the best
answer on a separate sheet of paper.
1. Who was Fr. F. Faura to Jose Rizal?
a. His godfather
b. His uncle
c. His teacher
d. His friend

2. What was the nickname given to Jose Rizal mentioned in the poem?
a. Star
b. Mauser
c. Ruddy
d. Pepe

3. Why Padre Faura expected that they would talk about the stars?
a. Because Padre Faura worked in the observatory
b. Because Pepe was a star
c. Because Pepe just arrived from Europe
d. Because Pepe was fascinated in the observatory

4. Why Padre Faura was in the observatory when Pepe visited him?
a. It was the only place where they could talk.
b. He was in-charged in the observatory.
c. The observatory was near the Ateneo De Manila
d. The observatory was near Bagunbayan.

5. Why instead of stars, Pepe asked about purgatory to Padre Faura.

Purgatory is___
a. is a state where the souls can pass by to rest before going up to
heaven.
b. is the place for eternal rest
c. is a place where souls rest.
d. is a state where souls go through a process of cleansing, by suffering for
a time after death on account of their sins, so as to attain final union with
God.

9 CO_Q1_2CLPW SHS
Module 3
Assessment 1. Getting familiar with texts’ meaning
Direction: Read the poem and make the necessary responses to the following
instructions given below.

Earnest wish
by
Lydia S. Villanueva

I will
I will
Count the multitude of stars
Tend the garden
The leaves in all the branches
Rearrange the stones in a pile
The flock of birds perched in the loft
Weed the grass in the field
The blades of grass in the meadow
Harvest the fruits in season
And the cogon flowers in the air.
And do again all of these.

I will
Let us
Listen to the sound of breeze
Bring the front liners back home
To the rustling of leaves
Fight the unforeseen enemy
To the chirping of birds
Help the new beginning
To the buzzing of the bees
Contribute to the humanity
To the flapping of butterfly’s wings.
Flatten the curve
Stay at home!

1. A multitude gathered along with Wan Chai District in Hongkong to protest

the new policy there and to call to ban some products. Thousands of
protesters were arrested. Multitude in this sentence means_______.

a. A few in number of people

b. A great number of people
c. Some people
d. Several numbers of people

2. In the poem, Earnest Wish, identify the words that suggest the meaning of the
word, multitude.

_______________________

_______________________

_______________________

_______________________

10 CO_Q1_2CLPW SHS
Module 3
3. The author used imagery in the poem, such as visual, auditory, and
kinesthetic imagery. Write the words that suggest:

_______________________

_______________________
Visual
Imagery _______________________

_______________________

_______________________

_______________________
Auditory
Imagery _______________________

_______________________

_______________________

Kinesthetic _______________________
Imagery
_______________________

_______________________

4. Discuss the structure of the poem, the stanza, lines, rhyme scheme.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

5. Discuss how the author presented the ideas of the poem up to the point where
the message was presented.
___________________________________________________________________________

___________________________________________________________________________
___________________________________________________________________________

11 CO_Q1_2CLPW SHS
Module 3
Activity 2. Understanding the Context
Directions: Look at each picture below. In Column A, each picture depicts the
event presented in the poem. In Column B, based on your understanding of the
poem, write what event happened in each picture and how do you feel about it.
A B

___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
_____
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
_____
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Assessment 2. Finding the Purpose ___________________________________
_____
1. What was the situation when the author wrote this poem?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

12 CO_Q1_2CLPW SHS
Module 3
 2. How did the author present the events in the poem?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

3. How did the author present her willingness to attain her fervent wish?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

4. What nearly impossible things or difficult tasks the author was willing to do?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

5. What do you think was the main reason why the author wrote this piece?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Activity 3. Knowing Author’s Context

Lydia Sapitanan-Villanueva hails from the agricultural town of Imus,

Cavite. Her parents were farmers and her residence is in the midst
of the agricultural property of her in-laws in Malagasang 1A, City of
Imus. She holds a Doctor of Philosophy in Southeast Asian Studies
from Centro Escolar University and Master of Arts in Teaching
Language and Arts from Philippine Normal University. She is
currently the Vice-President and one of the founders of School Paper
Advisers Movement, Inc., a national non-profit organization of
campus journalists and advisers with members from elementary to
college. She is also a CPD resource speaker for Action Research.
Dr. Villanueva is a Master Teacher 1 since she joined Department of
Education in 2016. During the pandemic caused by Covid-19 and
during community quarantine, Dr. Villanueva wrote several poems
including Earnest Wish. Her profound love for writing started during
her primary years. She always believes that experiences and
surroundings play a strong influence on the prolific mind of a writer.
Write now or forget it forever drives her to write about her
environment.

13 CO_Q1_2CLPW SHS
Module 3
Reflect on the importance of a biographical context in understanding a text.
1. Discuss the environment that surrounds the author while writing the poem.
Prove your answer.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2. Discuss the occurring event in the society during that time that influences the
author in writing the poem.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

3. Discuss the message of the author in the poem.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

What I Have Learned

Reading and appreciating literature can be made possible by understanding the

context and text’s meaning.
● During the reading, there was recognition and recall.
o I recall that Dr. Jose Rizal was shot in _______________. (place)
o During this time, the Philippines was under the _______ government.
o The purpose of the poem was to ______________________________.
o The author wrote the poem for the____________________________.
o The poem was based on the historical perspective. Recalling our past
as Filipinos, what was the most trying moment of Jose Rizal during
those time? _____________________________________________.
o With that challenging situation, Dr. Jose Rizal was able to write two
novels ________________________________________________________.
o As you read the poem, what experiences in life can you consider
challenging and why?______________________________________________.

● Values, assumptions, political and economic issues, and events related to the
author and reader play a significant role in understanding context and the
text’s meaning in a literary piece.
14 CO_Q1_2CLPW SHS
Module 3
 What I Can Do

Directions: Write a two-stanza poem using visual imagery. Describe your

surrounding that mostly influences your line of thought.

________________________________ __________________________________
________________________________ __________________________________
________________________________ __________________________________
________________________________ __________________________________
________________________________ __________________________________
________________________________ __________________________________

Rubrics for Poem

Beginning Developing Accomplished Exemplary Score

1 2 3 4

Form Uses an May use an Effectively uses Creatively

inappropriat appropriate an appropriate uses an
e poetic form. poetic form. poetic form. appropriate
poetic form.

Word Student’s Vocabulary Student’s use of Student’s

Usage use of is very basic. vocabulary is use of
vocabulary is Student’s routine and vocabulary
very basic. use of workable. is precise,
vocabulary is vivid, and
more telling paints a
than strong clear
showing. and
complete
picture in
the reader’s
mind.

Menta Uses few Uses some Uses mental Effectively

l mental mental image to uses mental
Image image. image reinforce the to reinforce
theme. the theme.

15 CO_Q1_2CLPW SHS
Module 3
 Assessment

Multiple Choice. Read each statement. Choose and write the letter of the best
answer on a separate sheet of paper.

1. The persona in the poem “Padre Faura Witness The Execution of Rizal” was
_______.
a. Danton Remoto
b. Dr. Jose Rizal
c. Padre Faura
d. You

2. The mood of the poem was _______.

a. Mournful
b. Delightful
c. Joyful
d. Mysterious

3. The speaker was shivering while standing in the roof because _______.
a. He was dizzy.
b. It was cold.
c. It was December.
d. It was high.

4. In stanza 2 & 3 the persona recalled what transpired between him and Pepe.
This literary device is called _______.
a. Prophecy
b. Symbolic
c. Flashbacking
d. foreshadowing

5. Pepe came from Europe where winter was bitter. His face became ruddy because
_______.
a. He was exposed to humiliation
b. He was exhausted.
c. He was not accustomed to the weather
d. He was exposed to sudden sun.

6. The characteristics of the star were used to compare with Jose Rizal was
shimmering because _______.
a. he was well-known
b. he was about to die
c. he studied astronomy
d. his teacher was in the observatory

16 CO_Q1_2CLPW SHS
Module 3
7. Months before Pepe’s execution, he visited Padre Faura. Pepe talked about
purgatory instead of colliding star maybe because _______.
a. Padre Faura was sick
b. Pepe was terminally ill
c. Pepe knew he would be executed
d. Pepe did not believe in the afterlife

8. Padre Faura witnessed the execution of Rizal from the Azotea of Ateneo because
_______.
a. there was no building in between Bagumbayan
b. the old Ateneo de Manila was in Intramuros
c. the Observatory was part of Ateneo
d. he was invited

9. The author in the poem below expressed her willingness to do some impossible
tasks stated below. What makes the tasks impossible to do?
I will
Count the multitude of stars
The leaves in all the branches
The flock of birds perched in the loft
The blades of grass in the meadow
And the cogon flowers in the air.
a. The tasks were impossible to do because birds are flying high.
b. The tasks were impossible to do because the birds are perched on a loft.
c. The tasks were impossible to do because quantifiers are needed.
d. The tasks were impossible to do because nouns there are uncountable.

10. In this stanza, the author used auditory imagery which appeals to the sense of
hearing. Among the sounds, which could not be heard clearly?
I will
Listen to the sound of breeze
To the rustling of leaves
To the chirping of birds
To the buzzing of the bees
To the flapping of butterfly’s wings
a. Rustling
b. Buzzing
c. Flapping
d. Chirping

11. Dr. Jose Rizal was being compared to a shimmering star in the poem. In the
line, the star itself is already dead means _______.

Star:
Still shimmering
Even if millions of miles away,
The star itself
Is already dead.

17 CO_Q1_2CLPW SHS
Module 3
 a. Dr. Jose Rizal was no longer shimmering.
b. Dr. Jose Rizal was not a star.
c. Dr. Jose Rizal was sent to the sky.
d. Dr. Jose Rizal was sent down.

12. In the poem, Preludes by T.S. Eliot, imagery is used. Which line appeals to
the sense of touch?
1. The winter evening settles down
2. With smell of steaks in passageways.
3. Six o'clock.
4. The burnt-out ends of smoky days.
5. And now a gusty shower wrap
6. The grimy scraps
a. 4
b. 5
c. 6
d. 2

13. In the poem below, which word is used to refer to snow?

"Kissed by Snow" - Kelly Roper
1. Standing in darkness with face upturned as
2. Frosty, feathery stars drift down from the sky
3. And land like gentle kisses from cold lips
4. On my cheeks, my nose, my lips and closed eyes
a. Sky
b. Eyes
c. Lips
d. stars

14. Using the same poem, Kissed by Snow, which line used metaphorical language?
a. 1
b. 2
c. 3
d. 4
15. In the poem, "Man Versus Pepper- Kelly Roper, what situation is expressed?
One sniff gives a clue of the heat within.
First bite feels like swallowing a lighted blow torch,
And tears stream from his eyes like a flash flood
As the dying ghost pepper delivers its savage revenge.

a. The persona in the poem shares his great time eating spicy food.
b. The persona in the poem expresses his experience eating spicy food.
c. The persona in the poem describes how he feels while eating spicy food.
d. The persona in the poem warns the reader not to eat spicy food.

18 CO_Q1_2CLPW SHS
Module 3
 Additional Activities

Let us try to test your prior knowledge in the events that happened hundreds of
years back and how you will relate it with your current situation.

Talking Heads
Based on your understanding of the poem and the Philippine history, what kind of
society does each character live? How does each character struggle in this situation?
Situation: Padre Faura was telling the story before and during the
execution of Pepe. How did he feel during those times?

_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
__________________ __________________

Me

At present, what current situation in the society/community/household do you find

challenging or difficult? Please explain your answer .

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

19 CO_Q1_2CLPW SHS
Module 3
NEGATIVE VS. POSITIVE - Write first the bad situation that happened and then
write a positive outcome that emerged from it.

NEGATIVE SITUATION POSITIVE EFFECT

In the poem:

In your current situation:

20 CO_Q1_2CLPW SHS
Module 3
Answer Key

21 CO_Q1_2CLPW SHS
Module 3
References

Books:

Menoy, Jesus Z. 21st Literature of the Philippines and the World, Books Atbp.,
2016

Solmerano, and Ernesto Thaddeus et.al. 21st Century Literature of the Philippines
and the World, 2nd Edition, Fastbook Educational Supply, Manila Philippines
2017

Journal Articles:

Huijen, Tim, van de Grift, Wim, van Boxtel, Carla and Holthuis, Paul, “Promoting
Historical Contextualization: The Development and Testing of Pedagogy”,
Journal of Curriculum Studies, 50:3, 410-434,
DOI:10.1080/00220272.2018.1435724, 2018,
https://bookspagez.com/blog/reading-comprehension-toolkit-identifying-
authors-purpose/

Mustofa, Ali, Hill Jonnie Lynn, “Understanding Cultural Context in Responding to

Literature”, Researching the Teaching the Literature in EFL Classroom
Context English Language Teaching, Vol. 11, No.6; 2006, ISSN 1916-
4742 E-ISSN 1916-4750, Canadian Center of Science and Education

Websites:

Example of Imagery and Poetry, Your Dictionary, LoveToKnow 2020

https://examples.yourdictionary.com/examples-of-imagery-poems.html

Faura, Federico, In V. Almario (Ed.), Sagisag Kultura (Vol. 1). Manila: National
Commission for Culture and the Arts, 2015. Retrieved from
https://philippineculturaleducation.com.ph/faura-federico/

Remoto, Danton, Goodreads, “Summer Reading”, Goodreads Inc. 2020,

https://www.goodreads.com/author/show/524322.Danton_Remoto
https://www.merriam-webster.cm/dictionary

22 CO_Q1_2CLPW SHS
Module 3
For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: blr.lrqad@deped.gov.ph *

blr.lrpd@deped.gov.ph