11

st
21  Century Literature from
the Philippines and the World
Quarter 2 –  Module
 Module 6:
Literary Genres, Traditions,

and Forms Across the World

 
 

English  – Grad
 Gradee 11
 Al t ern
ernati
ati ve Del
Deliv
iv ery Mod e
Quarter 2  – Module 6: Lit era erary
ry genres, Tra
Traditio
ditio ns, and Forms Across the World
First Editio n, 20202020

Republic Act 8293, section 176 states

176 states that: No copyright shall subsist in any
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Published by the Department of Education

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

Development Team
Team of the Module
Writer: Blynda
Writer:  Blynda J. Gutang
Editors: Ellen E. Edrial EdD 
Reviewers: Ellen E. Edrial EdD
Illustrator: None
Layout Art ist/ Typese
Typesetter:
tter: Josephine V. Austero
Management Team: Senen Priscillo P. Paulin, CESO V Rosela R. Abiera
Fay C. Luarez, TM, EdD, PhD Maricel S. Rasid
Nilita L. Ragay EdD Elmar L. Cabrera
 Anna Lee A. Amores, EdD

Prin ted i n th e Philipp

Phil ipp ines by __________
_____________
_______
_______
_______
____

partment of Education  –Region VII Schools Division of Negros Oriental  

Department
De

Office Address:  Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental 

Tele #:  (035) 225 2376 / 541 1117  
Address: negros.oriental@deped.gov.ph
E-mail Address: negros.oriental@deped.gov.ph  

 
 

11

21st Centur
nt uryy Litera
Li teratu
turr e
from
fr om the Philip
hi lippi
pine
nes
s and
and

the
th
Quart e2W
uarter
er orld
or lde 6:
 – Modul
 Module 6:
Litera
Li terary
ry Genr
nre
es, T
Tradit
raditio
ions
ns and
Forms Acros
Across s tthe
he World

 
 

Introductory Message
For the Facilitator:
st
Welcome to the 21   Century Literature from the Philippines and the World  
 Alternative Delivery Mode (ADM) Module 6 on Literary Genres, Traditions and
Forms Across th e W World.
orld.

This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Give Learners an uncommon experience.”  

Give
“ 

 As a facilitator, you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

For the Learner:

st
Welcome to the 21   Century Literature from the Philippines and the World  
 Alternative Delivery Mode (ADM) Module 6 on Literary Genres, Traditions and
Forms Across th e W World.
orld.

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

This will give you an idea of the skills or

  competencies you are expected to learn in the
What I Need
Need to Kno w
module.

ii

 
 

This part includes an activity that aims to check

what you already know about the lesson to take.
What I Know
If you get all the answers correct (100%), you
may decide to skip this module.

This is a brief drill or review to help you link the

What’s In  current lesson with the previous one.

In this portion, the new lesson will be introduced

to you in various ways; a story, a song, a poem, a
What’s New  
problem opener, an activity or a situation.

This section provides a brief discussion of the

What is It lesson. This aims
aims to help you discover and
understand new concepts and skills.

This comprises activities for independent

independent practice
to solidify your understanding
understanding and skills of the
What’s More 
topic. You may check the answers to the
exercises using the Answer Key at the end of the
module.

This includes questions or blank

What I Have Learned sentence/paragraph
sentence/paragr aph to be filled into process what
you learned from the lesson.

This section provides an activity which will help

What I Can Do you transfer your new knowledge or skill into real
life situations or concerns.

This is a task which

w hich aims to evaluate your level of
 As ses sment
sm ent mastery in achieving
achieving the learning competency.

In this portion, another activity will be given to

 Ad di ti on al Act
A ct iv ities
it ies you to enrich
enrich your knowledge
knowledge or skill of the
lesson learned.

 An sw er K ey This contains answers to all activities in the

module.

 At the end of this module you

you will also find:

References This is a list of all sources used in developing

this module.

iii

 
 

The following are some reminders in using this module:

1. Use the mo
module
dule with care. Do not put unnecessary
unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully be
before
fore doing each task
task..

4. Observe hon
honesty
esty and integ
integrity
rity in doing the tasks and che
checking
cking your answers.
5. Finish the task at h
hand
and before p proceeding
roceeding to the next.
6. Return this module to yo
your
ur teache
teacher/facilitator
r/facilitator once you are through w
with
ith it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it.

iv

 
 

TABLE OF CONTENTS

CONTENT PAGES

TITLE PAGE -------------------

---------------------------------------------
-----------------------------
--- i

INTRODUCTORY MESSAGE--------------------------
MESSAGE------------------------------
---- ii

For the Facilitator--------------------------

Facilitator---------------------------------
------- ii
For the Learner---------------------------
Learner-----------------------------------------
-------------- ii

WHAT I NEED TO KNOW ------------------------

---------------------------------
--------- 1
Learning Competency------------------------------
Competency--------------------------------- --- 1
Learning Objectives ------------------
---------------------------------
--------------- 1

WHAT I KNOW-----------------------
KNOW------------------------------------------------
------------------------- 2
Task 1-----------------------
1------------------------------------------------
------------------------- 2

WHAT’S IN------------------------------------------------
IN------------------------------------------------ 3
Task 2-----------------------
2------------------------------------------------
------------------------- 3

WHAT’S NEW------------------------------------------------
NEW------------------------------------------------ 3
Task 3-----------------------
3------------------------------------------------
------------------------- 3

WHAT IS IT----------------
IT------------------------------------------------
-------------------------------- 4

WHAT’S MORE------------------------
WHAT’S  MORE------------------------------------------------
------------------------ 7
Task 4-----------------------
4------------------------------------------------
------------------------- 7

WHAT I HAVE LEARNED --------------------------

---------------------------------
------- 8
Task 5-----------------------
5---------------------------------
---------- 8

WHAT I CAN DO-------------------

DO----------------------------------------
--------------------- 8
Task 6-----------------------
6-------------------------------------------------
-------------------------- 8
 ASSESSMENT---------------------------------- --------------
 ASSESSMENT------------------------------------------------ 9
Task 7----------------------
7-------------------------------------------------
-----------------------------
-- 9

 ANSWER KEYS------------------------------------------------
KEYS-------------------------------- ---------------- 11

REFERENCE LIST--------------------
LIST-----------------------------------------
------------------------
--- 12

v  
 

WHAT I NEED TO KNOW  

Welcome to this module! You must be very eager to learn about different literature
from the world. After all, it’s always nice to travel. This module will deal about 21st
Century Literature from the world through different literary genres like poetry, short
story and essay.

It desires to situate our study of literary texts to our current time, where you need
to, not just learn your own culture and values, but also those of other countries with
the end of broadening your horizons and perspective in this highly globalized world.
Different representative texts from different international literature and cultures
specifically from Asia, Anglo-American, European, Latin American and Africa will be
presented in this module. Also, this takes up life issues as viewed from the literary text,
emphasizing how literature has enabled us to reflect on human experiences and
condense it into writing in a coherent and creative way.

 The lessons in this module are made with an aim of making you better appreciate
appreciate
literature and culture.

Learning Competencies:
Competencies:  
1. Identify representative texts and authors from Asia, North America, Europe,
Latin America, and Africa. (EN12Lit-11a-22) 
(EN12Lit-11a-22) 
2. Explain the text in terms of literary elements, genres, and traditions. (EN12Lit-
11bc)  
11bc)

Objectives:

At the end of this lesson, you will be able to:

1. Identify authors from African, Latin American and North American

Literature; and 
and 
2. Explain the literary elements the speaker uses
use s to enhance understanding of the text;

3. and 
and
Uses  critical thinking to accomplish tasks given. 
given.  

 
 

WHAT I KNOW

Task 1

Instructions: Multiple Choice. Kindly answer the following statements by writing the
letter of the correct answer on your activity notebook.

1.  It is a figure of speech in which ideas, actions, or objects are described in non-
literal terms.
A. Imagery C. Metaphor
B. Hyperbole D. Symbolism

2.  It refers to the use of an object, figure, event, situation,

situation, or o
other
ther idea in a written
work to represent something else — typically
typically a broader message or deeper meaning
that differs from its literal meaning.
A. Metaphor C. Symboli
Symbolism sm
B. Imagery D. Hyperbole

3.  It is an exaggerated statement that's not meant to be taken literally by the reader.
A. Simile C. Metaphor

B. Hyperbole D. Imagery
4.  It is a figure of speech where an author describes a scene, thing, or idea so that it
appeals to our senses (taste, smell, sight, touch, or hearing). This device is often
used to help the reader clearly visualize parts of the story by creating a strong
mental picture.
A. Imagery C. Simile
B. Metaphor D. Symbolism

5.  It is a figure of speech comparing two unlike things that is often introduced by
like or as.
A. Metaphor C. Symbolism
B. Imagery D. Simile

6.  It is a collection of discrete accounts of a person’s experiences and thoughts each

day.
A. Drama C. Blog
B. Comedy D. Diary

7.  A type of drama that makes the audience laugh.

A. Comedy C. Fiction
B. Diary D. Blog

8.  It is a literary work that tells a story through actions and dialogues.
A. Drama C. Diary
B. Fiction D. Comedy

2 
 

9.  It is a literature that describes imaginary events

events and people.
A. Blog C. Fiction
B. Diary D. Comedy

10.   This refers to your regular thoughts,

thoughts, opini
opinions,
ons, or experi
experiences
ences that you put
on the internet for the people to read.
A. Diary C. Comedy
B. Blog D. Fiction

WHAT’S IN  

Task 2

Instructions: Accomplish the mind

mind map by writing what you know
about the author.

Eavan
Boland

 What’s New 

Task 3.

Instructions:
Instructions: In column B, writ
write
e a quick explanation of the te
terms
rms found in column A.

Literary Elements/Genre Explanation/

Explanation/Description
Description

1.  Figures of Speech

2.  Theme

3.  Point of View

4.  Drama

5.  Short Story

6.  Poetry

 
3
 

WHAT IS IT

Living the Moment

Advancement in Technology has always been the hallmark of the 21st century. It has made
a big impact on people especially on lifestyle. One of the many things technology has benefited us
is through having information and communication easier and convenient. In our present
generation, people especially the youth, is so obsessed in using gadgets. That is why, it is
undeniable to say, that the use of gadgets in this modern age has become a way of life. It is
needed in everyday lifestyle and helps us a lot in making things easier and faster. As we become
addicted in these devices, we sometimes forget to live in
i n the moment and just focus on things tthat
hat
are virtual. The poem that you will be reading is a poem written by Irish writer Eavan Boland .

Europe and European Literature

Europe is one of the seven traditional continents of the Earth. Physically and geologically,
Europe is the
the Arctic westernmost
Ocean, peninsula
to the west of Eurasia,
by the Atlantic west
Ocean, toof
theAsia.
southEurope
by theisMediterranean
bounded to theSea,
north by
to the
southeast by the Caucasus Mountains and the Black Sea and the waterways connecting the Black
Sea to the Mediterranean. To the east, Europe is generally divided from Asia by the water divide
of the Ural Mountains, the Ural River, and by the Caspian Sea. European literature refers to the
literature of Europe. It includes literature in many languages; among the most important of the
modern written works are those in English, Spanish, French, Dutch, Polish, German, Italian,
Modern Greek, Czech and Russian and works by the Scandinavians and Irish. Important classical
and medieval traditions are those in Ancient Greek, Latin, Old Norse, Medieval French and the
Italian Tuscan dialect of the renaissance. European literature, also known as  Western literature,
and can also
al so be defined as the literature written in the context
c ontext of Western culture in the languages
of Europe, as several geographically or historically related languages. Diverse as they are,
European literatures, like Indo-European languages, are parts of a common heritage belonging to
a race of proud nations which boast the likes of Homer who wrote Iliad and Odyssey, Virgil who
wrote the Aeneid, Dante who wrote Divine Comedy, Chaucer who wrote Canterbury Tales.
These, and other literary masterpieces form part of what we call as Western Canon.
(SOURCE: Brazalote, Tumoroh. (2011). Readings in World Literature. Mandaluyong City: Books Atbp. Publishing. )

 
4
 

Instructions: Read the poem from Ireland and be able to answer questions for in-depth
understanding.

Atlantis—A Lost Sonnet

Atlantis—
Eavan Boland/ Ireland

How on earth did it happen, I used to wonder

that a whole city—
city—arches, pillars, colonnades,
not to mention vehicles and animals—
animals —had all
one fine day gone under?

I mean, I said to myself, the world was small then.

Surely a great city must have been missed?
I miss our old city — 

white pepper, white pudding, you and I meeting

under fanlights and low skies to go home in it. Maybe
what really happened is

this: the old fable-makers searched hard for a word

to convey that what is gone is gone forever and
never found it. And so, in the best traditions of
where we come from, they gave their sorrow a name
and drowned it.

Poem Analysis

In the first stanza, the narrator begins the poem by asking herself how an entire city could just
disappear. How could an entire city, animals, cars, and buildings, just melt into the ocean--never to be
seen again?

In the second stanza, the narrator again, asks how a whole city could suddenly disappear. She
reminded herself that way back when, the world seemed "smaller", so surely a huge city disappearing
would be a big deal! The narrator then flashes back to her old city where she grew up.

In the third stanza, the speaker thinks back to her hometown, with the amazing food and boardwalks,
and having friends to go home to. Then the narrator makes a guess about really happened to Atlantis.

In the fourth stanza, the narrator tells herself that it would be impossible for an entire city to be lost.
Then she guesses that maybe, Atlantis is just a symbol that people made up to describe the feeling of
losing something, and never getting it back.
 

5
 

In the fifth and final stanza, the narrator convinces herself that Atlantis is just a metaphor, used to
give emotions a name and a reason-not an actual city.

(Source: Eavan Boland. (2007). Atlantis— A Lost Sonnet, from Domestic Violence. W. W. Norton & Company, Inc.)

About the Poet 

Eavan Boland

Eavan Boland was born in Dublin, Ireland, in 1944. She is one of Ireland’ preeminent
contemporary poets and the author of A Poet’s Dublin
Dublin and  A Women Without a Country
and A Country,,
among others. Boland is currently working as a professor of English at Stanford University,
where she directs the creative writing program.

She lives in California with her husband, the author Kevin Casey, and their two daughters. In
"Atlantis: A Lost Sonnet," Eavan Boland uses literary devices
device s to illustrate and express her ideas.
(Source: Eavan Boland. (n.d) Retrieved from https://www.poetry
https://www.poetryfoundation.org/poets/eavan-boland
foundation.org/poets/eavan-boland Essay, The. (1997).
(1 997). In the Bloomsbury
Bl oomsbury

Dictionary of English Literature. Retrieved from 

from  http://www.credoreferenc
http://www.credoreference.com
e.com )
 )

Here, let us define and identify the different 21st literary genres we enjoy today.

Diary- It is a collection of discrete accounts of a person’s experiences and

thoughts each day.

Drama – 
 –  It
 It is a literary work that tells a story through actions and dialogues.

Comedy- A type of drama that makes the audience laugh.

6
 
 

Fiction- It is a literature that describes imaginary events and people.

Blog- This refers to your regular thoughts, opinions, or experiences that you put
on the internet for the people to read
(Source: Jean-Marie, Gaetane, Anthony H. Normore, and Jeffrey
Jeffr ey S. Brooks. "Leadership for social justice: Preparing 21st
2 1st
century school leaders for a new social order." Journal of Research on Leadership Education 4, no. 1 (2009): 1-31.)  
.

Literary devices are techniques a writer uses to produce a special effect in their writing.
Examples are:

Simile- It is a figure of speech comparing two unlike things that is often introduced by like or as.

Metaphor- is a figure of speech in which ideas, actions, or objects are described in non-literal
terms. In short, it’s when an author compares one thing to another. The two things being
described usually share something in common but are unalike in all other respects.

Symbolism- refers to the use of an object, figure, event, situation, or other idea in a written work
to represent something else—
else—typically a broader message or deeper meaning that differs from its
literal meaning. The things used for symbolism are a re called "symbols," and they’ll often appear
multiple times throughout a text, sometimes changing in meaning as the plot progresses.

Hyperbole- is an exaggerated statement that's not meant to be taken literally by the reader. It is
often used for comedic effect and/or emphasis Imagery- is a figure of speech where an author
describes a scene, thing, or idea so that it appeals to our senses (taste, smell, sight, touch, or
hearing). This device is often used to help the reader clearly visualize parts of the story by
creating a strong mental picture.

(Source: Reyes, Dinia Delfina S. (2011). World Literature:Literacy Gems of the East and West. Manila, Philippines: Rex
Bookstore.)

WHAT’S MORE 

 Task 4

Instructions:
Instructions: Do what are as
asked.
ked. Write your ans
answer
wer on your
notebook.

1.  Give a quick explanation what each stanza means.

 _____________________
 ________________________________
______________________
_____________________
____________________
__________

2.  Choose one stanza from the poem and explain its significance.
 _____________________
 _________________________________
______________________
_____________________
_____________________
__________
 _____________________
 ________________________________
______________________
_____________________
_____________________
___________

7  
 

WHAT I HAVE LEARNED 

Task 5

Directions: Write your reflection in your notebook by completing the unfinished

statements below.

I have learned that ________________________________________________________

 ____________________
 _______________________________
_____________________
_____________________
______________________
_____________________
____________
__

I have realized that _______________________________________________________

 ____________________
 _______________________________
_____________________
_____________________
______________________
_____________________
___________
_

I will apply _______________________________________________________________

WHAT I CAN DO

 Task 6

provided for your guidance. 

Direction: Fill in what are asked in the table. The first one is provided

Genre/Elements used in the

Answers Explanation
Sonnet
Compares the lost city of
Figure of speech used Extended Metaphor Atlantis to the sorrows of
people
Point of View
Imagery
Attitude
Theme
Genre
Speaker’s Tone 
Tone 

 
8
 

ASSESSMENT

 Task 7

Instructions:
Instruction s: Multiple Choice. Kindly answer the following statements by writing the
letter of the correct answer on your activity notebook.

1.  It is a figure of speech in which ideas, actions, or objects are described in non-
literal terms.
A. Imagery C. Metaphor
B. Hyperbole D. Symbolism

2.  It refers to the use of an object, figure, event, situation,

situation, or o
other
ther idea in a written
work to represent something else — typically
typically a broader message or deeper meaning
that differs from its literal meaning.
A. Metaphor C. Symbolism
B. Imagery D. Hyperbole

3.  It is an exaggerated statement that's not meant to be taken literally by the reader.
A. Simile C. Metaphor
B. Hyperbole D. Imagery

4.  What is personification?

A.  A word that mimics a sound
B.  Repetiti
Repetition
on of consonant sounds
C.  Using symbols to represent something
D.  Giving human-like traits to non-living objects.

5.  A segment of a poem that is divided into groups of lines.

A. Lines C. Symbolism
B. Stanza D. Meter

6.  It refers to a collection of discrete accounts of a person’s experiences and tho

thoughts
ughts
each day.
A. Drama C. Blog
B. Poetry D. Diary

7.  This refers to your regular thoughts, opin

opinions,
ions, or experiences
experiences that
that you put on the
internet for the people to read.
A. Comedy C. Fiction
B. Diary D. Blog

9
 

8.  It is a literary work that tells a story through actions and dialogues.
A. Drama C. Diary
B. Fiction D. Epic

9.  It is a literature that describes imaginary events and people.

A. Blog C. Fiction
B. Diary D. Comedy

10.  A type of drama that makes the audience laugh.

A.  Blog C. Diary
B.  Comedy D. Fiction

10
 
 

ANSWER KEY 
KEY 

1 
 Task 1 

1.C 6. C
2.C 7. A
3.B 8. A
4.A 9. C
5.B 10. B

 Task 2

Eavan Boland- an Irish poet

- was born in Dublin, Ireland, in 1944
- one of Ireland’ preeminent contemporary poets
- a professor of English at Stanford University
- died at the age of 75
- 
 Task 3 - Answers
Answers may va
vary
ry

 Task 4

In the first stanza, the narrator

n arrator begins the poem by asking herself how an entire city could just disappear. How
could an entire city, animals, cars, and buildings, just melt into the ocean--never to be seen again?

In the second stanza, the narrator again, asks how a whole city could suddenly disappear. She reminded herself
that way back when, the world seemed "smaller", so surely a huge city disappearing would be a big deal! The
narrator then flashes back to her old city where she grew up.

In the third stanza, the speaker thinks back to her hometown, with the amazing food and boardwalks, and having

friends to go home to. Then the narrator makes a guess about really happened to Atlantis.
In the fourth stanza, the narrator tells herself that it would be impossible for an entire city to be lost. Then she
guesses that maybe, Atlantis is just a symbol that people made up to describe the feeling of losing something, and
never getting it back.
In the fifth and final stanza, the narrator convinces herself that Atlantis is just a metaphor, used to give emotions a
name and a reason-not an actual city.

 Task 5 - Answers
Answers may va
vary
ry

 Task 6
Genre/Elements used in the Answers Explanation
Sonnet
Figure of speech used Extended Metaphor Compares the lost city of Atlantis to
the sorrows of people
Point of View First person Uses “I”
Imagery Old city Triggers memories of a city in the past
Attitude Sadness, wondering, sorrowful How the city disappeared and further
expresses sorrow on how it should
feel when something is lost forever
 Theme Cherish the moment
moment The author tries
tries to emphasize to live
in the moment because once the
moment is gone, it is gone for good.
Genre Poetry Poem (sonnet) in structure
Speaker’s Tone 
Tone  Hesitant, unsure The speaker asks how an entire city
could just disappear one day

 Task 7

1. C
2. C
3. B
4. D
5. D
6. D
7. D
8. A
9. C
10.B

11

 
 

REFERENCES

Arabic Literature. (2018). Encyclopedia Britannica (2nd ed.) Retrieved from

https://www.britannica.com/art/Arabic-literature

Brazalote, Tumoroh. (2011). Readings in World Literature. Mandaluyong City: Books Atbp.
Publishing.

Cruz, Jesus Q.,et.al. (2010). A Treasury of World Literature. City: Books Atbp. Publishi
Publishing.
ng.

Eavan Boland. (2007). Atlantis—

Atlantis—A Lost Sonnet, from Domestic Violence. W. W. Norton &
Company, Inc.

Eavan Boland. (n.d) Retrieved from  https://www.poetryfoundation.org/poets/eavan-boland  

from https://www.poetryfoundation.org/poets/eavan-boland

Essay, The. (1997). In the Bloomsbury Dictionary of English Literature. Retrieved from
http://www.credoreference.com

Latin America. (2016). Encyclopedia Britannica (2nd ed.) Retrieved from

https://www.britannica.com/topic/list-of-countries-in-Latin-America-2061416 
https://www.britannica.com/topic/list-of-countries-in-Latin-America-2061416  

Reyes, Dinia Delfina S. (2011). World Literature: Literacy Gems of the East and West. Manila,
Philippines: Rex Bookstore.

 
12
 

For inqui ries or fee

feedback,
dback, ple
please
ase write or call:

Education – Schools
Department of Education – Schools Division of Negros
Oriental
Kagawasan, Avenue, Daro, Dumaguete City, Negros
Oriental

Tel #: (035) 225 2376 / 541 1117

Email Address:  negros.oriental@deped.gov.ph  
Address: negros.oriental@deped.gov.ph
Website: lrmds.depednodis.net