1

21st Century Literature from the Philippines and the World

First Quarter: Week 1

Name: _________________________ Grade Level: ________________

Section: ________________________ Date: ______________________

LEARNING ACTIVITY SHEET

Lesson 1: Geographic, Linguistic and Ethnic Dimensions of

Philippine Literary History from Pre-Colonial to the
Contemporary
Background Information

Before the colonization of the Philippines, our forefathers had their literature,
which reflected their customs and traditions. Our country’s literature withstood time and
periods that evolved in every generation. In every period, different literary genres
appeared. They rooted in various regions in the country, which also reflect their culture,
society, and lifestyle.

I. Pre-Spanish Period
• Folk tales – stories about life, adventure, love, horror, and humor where one can
derived lessons.

• The Epic Age – they are long narrative poems which include series of heroic
achievements or events usually of a hero.

• Folk Songs – considered as one of the oldest forms of our literature that emerged
in the pre-spanish period. These songs reflect the early forms of culture. Many of
these have 12 syllables.

The following are forms of literature during this period.

- Bugtong (Riddles), Salawikain (Proverbs), Kasabihan (Saying), Kantahing
Bayan (Folk Songs), Oyayi (Lullaby), Soliranin (Boat song), Kumintang (War
Song), Diona (Wedding Song), Dalit (Religious Song), Kundiman (Love
Song), Dipayanin (Drinking Song), Hibais (Travel Song), Bung-Aw (Funeral
Song), Bansal (Courting Song).

Epic:
Biag ni Lam-ang (Ilocanos)
Alim and Hudhud (Ifugaos)
Kumintang (Tagalog)
Hari sa Bukid (Hiligaynon)
Dagoy and Sudsud (Tagbanuas)
Bantugan (Muslims)
Indarapatra and Sulayman (Maguindanao)
Tatuaang (Bagobos)
Maragtas and Hinilawod (Visayas)

Alamat (Legends), Myth (Mito), Kwentong Bayan (Folk Tales), Pabula (Fables),
Parabola (Parables)
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II. Understanding Literary History

A. Spanish Influences on Philippine Literature

During this period, literature may be classified into (1) religious prose and poetry,
and (2) secular prose and poetry.

The center of the literature of this period is the Christian Faith. There was a shift from
the interest of nature, and natural phenomena to the lives of the saints, hymns,
miracles, and invocations based on the Catholic teachings. Some of these are awit,
dalit, and duplo and karagatan. It also includes novenas, prayer books, biographies of
saints, tales, novels, and Pasyon.

B. Folk Songs

Through this form, Filipinos’ artistic feelings show their innate appreciation and
love of beauty. It includes Leron-Leron Sinta, Pamulinawen, Dandanson, Sarong
Banggi, and Atin Cu Pung Sing-Sing

C. Recreational Plays

Filipinos in this period played various recreational plays, which were all in poetic
forms. This includes Cenaculo, Panunuluyan, Salubong, and Zarzuela.

III. Period of Enlightenment (1872-1898)

During this period as well, propagandists (1872-1896) and revolutionaries also

contributed to the development of literature. Some famous personalities during this
period include Jose Rizal, Marcelo H. Del Pilar, Graciano Lopez Jaena, Andres
Bonifacio, and Emilio Jacinto. Some of their works which they either wrote, edited or
published are the followings:

Andres Bonifacio: Pagibig sa Tinubuan Lupa

Emilio Jacinto: Karilya ng Katipunan

The Kalayaan

Graciano Lopez Jaena: Ang Fray Botod

La Hija del Fraile
La Solidaridad
Sa Mga Pilipino

Jose Rizal: El Filibusterismo

Filipinas Dentro De Cien Ańos
Mi Ultimo Adios
Sa Mga Kadalagahan ng Malolos
Sobre La Indolencia Delos Filipinos

Marcelo H. Del Pilar: Dasalan at Tocsohan

Diariong Tagalog
Kaingat Kayo
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IV. American Regime (1898-1944)

In this period, the Filipinos were influenced by the Americans to write in the
English language. It is were Jose Garcia Villa became famous for his free verse.
Spanish and Tagalog and the dialects of the different regions were continually used in
writing. However, the Tagalogs continued in their lamentations on the conditions of the
nation and attempted to arouse love for one’s native tongue. The writers in English
imitated the themes and methods of the Americans. In this period as well, the
Americans introduced the public school system in the country where they taught
English. The first teachers during this period were the Thomasites.

V. Japanese Period

During this period, the most common theme of poems was nationalism, country,
love, and life in the barrios, faith, religion, and the arts.

The Japanese limited Filipino movements. For this reason, writers stopped wielding
pens and started to wield guns. The invaders in this period started to introduce
Nippongo and their literary arts and forms.

Ikebana – the art of arranging flowers

Origami – the art of folding papers
Tempura and sushi – cuisine

Poetic Forms

Haiku – a short descriptive poem about nature. It consists of 17 syllables

(5-first line; 7- second line; 5-third line)

Tanka – a three (3) line structure similar to haiku (5-7-5) but differs from
the latter rhyme. The subject is human nature, and the tone is
satirical and ironic.

Senryu – it is the longest among the three, which has five lines and 31
syllables (5-7-5-7-7).

The end of the war in this period spelled hope to the dormant writers. They woke up for
their lethargy and began creating outputs.

VI. Philippine Literature in English (1941-1945)

Due to the strict prohibitions imposed by Japanese in writing and publishing of
works in English, literature in the Philippines in English experienced a dark age. In the
first 20 years, a lot of books were published in Filipino and English.
Philippine literature in Tagalog was revived during this period. Most themes in
writing dealt with Japanese brutalities, poverty, the brave guerilla exploits.
VII. Period of Activism (1970-1972)
This year, Ponciano Pineda explained that youth activism was due to domestic
and international causes. Due to the ills of society, they move to seek reforms.
The Literary Revolution

The youth were vocal in their sentiments, demanding a change in the

government. It was manifested in their bloody demonstrations and the sidewalk
expressions, and also in literature.
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VII. Period of the New Society (1972-1980)

This period started on September 21, 1972, in which the Carlos Palanca awards
continued to give annual awards. Poems in this period dealt with patience, regard for
native culture, customs, and the beauties of nature and surroundings. Newspapers also
were donned in new forms.

News on economic progress, discipline, culture, tourism, and the like was favored over-
sensationalized reporting of killings, rape, and robberies. During this time, the Filipinos
were hooked in reading magazines and comics.

VIII. Period of the Third Republic (1981-1985)

The New Society was ruled for ten years by the military, which changed the life of
every Filipino. The martial rule was ruled then on January 2, 1981. The country became
a new Philippine nation, which referred to by former President Marcos as the New
Republic of the Philippines.

Poems in this period were romantic and revolutionary. Various Filipino songs dealt with
themes that were true-to-life, such as grief, poverty, aspirations for freedom, love of
God, of country, and fellowmen.

IX. Post-EDSA 1 Revolution (1986-1995)

In this period, Filipinos regained their independence lost during the Martial rule. The so-
called People Power (Lakas ng Bayan) prevailed during February 21-25, 1986.
Changes in this time were already evident in new Filipino songs, newspapers,
speeches, and television programs. Also, newspapers such as The Inquirer, Malaya,
and the People’s Journal increased in circulation overnight.

X. 21st Century Period

In this period, new trends to meet the needs and tastes of the new generation
were introduced. The new generation referred to as the 21st Century learners, were
demanded to be ICT literate to compete with the style and format of writing as well. New
codes or lingos are being used to add flavor in the literary pieces produced nowadays.
Additional formats of literature aside from the existing includes Blogs, Vlogs, Memes,
Wattpad, and other sorts of hypertext materials.

Learning Competency with Code:

Writing a close analysis and critical interpreration of literary texts and doing an
adaptation of these require from the learner the ability to identify:

a. the geographic, linguistic, and ethnic dimensions of the Philippine literary

history from pre-colonial to contemporary

b. representative texts and authors from each region (e.g., engage in oral history
research with a focus on key personalities from the students'
region/province/town.
 5

Activity 1: Identify the author of the following literary pieces. Write the letter of your
choice.

A. Andres Bonifacio B. Dr. Pio A. Valenzuela C. Emilio Jacinto

D. Graciano Lopez Jaena E. Jose Rizal F. Marcelo H. Del Pilar

# Literary Work Writer/Editor/Publisher

1 Ang Fray Botod

2 Dasalan at Tocsohan

3 Diariong Tagalog

4 El Filibusterismo

5 Filipinas Dentro De Cien Anos

6 Kaingat Kayo

7 Karilya ng Katipunan

8 La Hija del Fraile

9 La Solidaridad

10 Mi Ultimo Adios

11 Pagibig sa Tinubuan Lupa

12 Sa Mga Kadalagahan ng Malolos

13 Sa Mga Pilipino

14 Sobre La Indolencia Delos Filipinos

15 The Kalayaan

Activity 2: Complete the table below by writing the characteristics of the following
literature during the Pre-Spanish Period.

Folk Tales The Epic Age Folk Songs

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Activity 3: Given below is a sample of a Filipino Folktale in the Pre-Spanish Period.

Answer the questions that follow.

Ang Alamat ng Bundok Arayat

(Kapampangan Folk Tale)

Noong unang panahon, hindi sa bayan ng Arayat natagpuan ang bundok. Ito’y unang
itinayo ni Haring Sinukuan para sa bayan ng Candaba, pero nang nakita niya ang
kasakiman at kasamaan ng mga taong naninirahan dito, nagpasiya niyang ilipat ang
bundok. Dahil dito, and dating bayan ng Candaba’y lumubog at naging ang
ngayo’y Candaba Swamp.

Ipinagmalaki ni Haring Sinukuan ang kanyang bundok upang maipanalo ang puso ng
kanyang iniirog, si Maria Makiling ng Laguna. Sa pagkalipas ng panahon, unti-unting
tumubo ang kanilang pag-ibig para sa isa’t-isa, pero dahil dito, nainggit naman si
Haring Pinatubo na gusto sanang ligawan si Maria. Dahil sa kanyang lubos na
paninibugho, nakipag-away siya sa pamamagitan ng pagtatapon ng mga malaking
bato sa bundok ni Haring Sinukuan. Nagalit si Haring Sinukuan nang nakita niya ang
nasirang tuktok ng kanyang bundok at pinangakong hihiganti siya kay Pinatubo.
Natakot naman si Pinatubo at itinago niya ang kanyang saliri sa likod ng isang
mahabang hilera ng bundok. Ito ang dahilan kung napapaligiran ang duwag na
bundok Pinatubo ng bulubundukin habang ang matapang na bundok Arayat naman
ay nag-iisa.

Source: Salindila.wordpress.com

1. Who were the characters in the story?

2. Why did Haring Sinukuan transfer the mountain in Arayat?
3. Why did Haring Pinatubo throw a fight with Haring Sinukuan?
4. What implications may be derived from the story to the Filipinos?
Activity 4: Write three words that will highlight the message of the excerpt from one of
the most famous literary pieces during Spanish time, Pasyon

1. 2. 3.

Kasaysayan ng Pasyong Mahal Ni Hesu-Kristong Panginonn Natin

(Copyright 1949 by: Ignacio Luna & Sons)

Panalangin sa Diyos Oh Diyos

sa kalangitan Hari ng sangkalupaan
Diyos na walang kapantay,
mabait lubhang maalam
at puno ng karunungan.
Ikaw ang Amang tibobos
ng nangungulilang lubos
amang di matapus-tapos,
maawi't mapagkupkop sa taong lupa't alabok. Iyong itulot sa amin
Diyos Amang maawain mangyaring aming dalitin.
Source: SHS ADM by Balud, Anciado, and Aguila, 2020
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Activity 5: One of the songs in the Post-EDSA I era is the song Ang Bayan Ko. Analyze
and interpret the emotions of Filipinos and situations of the country found in
each paragraph of the song.

Ang Bayan Ko
By: Jose Corazon de Jesus

I. Ang bayan kong Pilipinas

Lupain ng ginto't bulaklak
Pag-ibig na sa kanyang palad
Nag-alay ng ganda't dilag

II. At sa kanyang yumi at ganda

Dayuhan ay nahalina
Bayan ko, binihag ka
Nasadlak sa dusa

CHORUS
Ibon mang may layang lumipad kulungin mo at
umiiyak bayan pa kayang sakdal-dilag
ang 'di magnasang makaalpas,
Pilipinas kong minumutya pugad ng luha at dalita
aking adhika makita kang sakdal laya
Source: Bayos, 2019
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21st Century Literature from the Philippines and the World

First Quarter: Week 1

Name: _________________________ Grade Level: ________________

Section: ________________________ Date: ______________________

LEARNING ACTIVITY SHEET

Lesson 2: Identifying Representative Texts from the Regions

Background Information:

The diverse cultural heritage of the Filipino people results in the country's rich
repertoire of literary masterpieces. Varied texts were produced due to the variety of
Filipino people. The mighty roar of the North and the fiery temperament of the South
blended well. Filipinos speak of the collective experiences gone from difficulties,
triumphs, struggles, successes, armed conflicts, bloodless revolutions, and others. It is
why the literary masterpieces resonated loud and clear throughout the archipelago.

A Taste of Philippine Poetry

Ilocos Region (Region 1)

- It has four provinces: Ilocos Norte, Ilocos Sur, La Union, and Pangasinan.

- It is bordered to the West by the West Philippine Sea, Cordillera

Administrative Region to the east, Cagayan Valley, and the South by Central
Luzon to the northeast and southeast.

- Inhabitants are concentrated along a narrow coastal plain, which makes them
always experience heavy rains and violent typhoons during rainy seasons.

- The region is known for its long stretches of white sand and clear waters
together with its cultural heritage.

- One of the famous writers in the region, Carlos A. Angeles (Carlos Palanca
Memorial Awardee in Poetry, 1964)

- His collection of poems, Stun of Jewels, bagged Republic Cultural Heritage

Award in Literature

A Taste of Tagalog Essay

CALABARZON (Region IV-A)
- Region IV-A, also known as CALABARZON, is composed of Cavite, Laguna,
Batangas, Rizal, and Quezon. It is the home of Tagalog-speaking people in
the country.

- They are recognized to be brave and fearless in battles and participated

actively in the country’s fight for freedom and democracy.
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- It home for many heroes, Jose Rizal of Laguna, Apolinario Mabini of

Batangas, and Emilio Aguinaldo of Cavite.

- Famous writer in the region includes Teodoro Agoncillo, and one of his works
is The Revolt of the Masses: The Story of Bonifacio and the Tyrone.

A Taste of Creative Non-Fiction

Visayas
- This major island, together with Luzon and Mindanao, is divided into Western,
Central, and Eastern Visayas. It is comprised of several islands surrounded
by the Visayan Sea.
- Its people share a sea-based culture and tradition that is rooted in a strong
religious foundation.
- It is also a dwelling place of festivals such as the Ati-Atihan, Di-nagyang,
Sinulog, Pintados, and Maskara.
- This major island may be considered as one of the cradles of Philippine
civilization.
- One of the famous writers on the Island is Norberto Romualdez, who was a
politician, jurist, and statesman as well
- His works include An Pagtabang ni San Miguel (The Aid of St. Michael), and
An Ana khan Manaranggot (The Tuba Gatherer’s Child).

Learning Competency with Code:

Writing a close analysis and critical interpreration of literary texts and doing an
adaptation of these require from the learner the ability to identify:

a. the geographic, linguistic, and ethnic dimensions of the Philippine literary

history from pre-colonial to contemporary

b. representative texts and authors from each region (e.g., engage in oral history
research with a focus on key personalities from the students'
region/province/town.

Activity 6: Answer the question that follows after reading this poem.

Gabu
by Carlos A. Angeles
The battering restlessness of the sea
Insists a tidal fury upon the beach
At Gabu, and its pure consistency
Havos the wasteland hard within its
reach.
Brutal the daylong bashing of its heart
Against the seascape where, for miles
around,
Farther than sight itself, the rock-stones
part
And drop into the elemental wound.
The waste of centuries is grey and dead
And neutral where the sea has beached
its brine,
Where the spilt salt of its heart lies
spread
Among the dark habiliments of Time.
The vital splendor misses. For here, here
At Gabu where the ageless tide recurs
All things forfeited are most loved and
dear.
It is the sea pursues a habit of shores.
Source: Teacher Anele
 10

1. What image does the poem try to create?

2. Which word or group of words from the poem helps you form this image?
Please draw this on a separate sheet of paper.
3. Dig deeper into the poem Gubu by Carlos A. Angeles using the graphic organizer
below.
Title of the Text:
Author:
Questions Answers
Topic: What is the text all about?
Situation: What is the setting referred to
or described in the text?
Readers: Who is the target group of
readers of the text?

How would you describe the group in

terms of skills, values, beliefs and
attitudes?
Purpose: Why was the poem written?

What does it hope to achieve especially

among its readers?
Persona: Who is the voice behind the
text?

What is known about him or her?

Activity 7: Read the text and answer the questions that follow:

Aug 2009 by SIGLIWA

Salubungin ang (Bagong) Daluyong ng mga Agos sa Disyerto

SA PANAHONG tila natutuyuan ang mga linang ng panitikan noong gitnang

bahagi ng dekada ’60, dumaloy ang mga akda nina Efren R. Abueg, Dominador
B. Mirasol, Rogelio L. Ordo-ñez, Edgardo M. Reyes at Rogelio R.
Sikat, sa aklat katipunang Mga Agos sa Disyerto.

Unang buhos ng daluyong ay noong 1964 at isang dekada ang lumipas, muling
umalon at binasa ang namimitak na lupain ng panitikang Filipino nang mailimbag
ang ikalawang edisyon ng Mga Agos sa Disyerto noong 1974.

Huling sargo ng daluyong ng Agos ay 16 na taon ang nakararaan, nang lumabas

ang ikat-long edisyon nito noong 1993.

Ngayon, sa panahong sampu isang pera ang patakbuhing literaturang patuloy na

lumuluoy sa diwa at kaluluwa ng mga Pilipino, muling nagbabanta ang pagbugso
ng mga Agos sa Disyerto.

1. In what language was the text, Maga Agos sa Disyerto written?

_______________________________________________________
_______________________________________________________
_______________________________________________________

2. What did the text aim to accomplish?

_______________________________________________________
_______________________________________________________
_______________________________________________________
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Activity 8: Outline. What does the writer want to say about the use of Filipino
especially in awakening the social and moral consciousness of the
masses? Outline the main points of the essay through the graphic
organizer below.

Introduction

1st Reason 2nd Reason 3rd Reason

Supporting Evidence Supporting Evidence Supporting Evidence

Reflection:

What is the importance of understanding and learning Philippine literature?

________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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Writing Rubric

1 3 4 5
Criteria Does Not Meet Does Not Fully
Meets Meet Meets Exceeds
Writing is
Writing is limited Writing does not
confident and
in communicating clearly Writes related,
clearly focused. It
knowledge. communicate quality
CONTENT/IDEAS holds the reader’s
Length is not knowledge. The paragraphs, with
attention.
adequate for reader is left with little or no details.
Relevant details
development. questions.
enrich writing.
Writing is brief Writing is Writing includes a
and confused and Uses correct strong, beginning,
underdeveloped loosely organized. writing format. middle, and end
ORGANIZATION
with very weak Transitions are Incorporates a with clear
transitions and weak and closure coherent closure. transitions and a
closure. is ineffective. focused closure.
Uses a variety of
Shows some use Effective and
VOCABULARY/ Language is trite, word choice to
of varied word engaging use of
WORD CHOICE vague or flat. make writing
choice. word choice.
interesting.
Writer uses Writes with a
Writer’s voice/
Writer’s voice/ voice/point of distinct, unique
point of view
point of view view. Writes with voice/point of
VOICE shows that sense
shows little sense the understanding view. Writing is
of audience is
of audience. of a specific skillfully adapted
vague.
audience. to the audience.
Many run-ons or Some run-ons or
Uses simple Consistent variety
fragments. Little fragments.
SENTENCE compound, and of sentence
variety in Limited variety in
FLUENCY complex, structure
sentence sentence
sentences. throughout.
structure. structure.
Inconsistent Maintains Uses consistent
Occasional errors
agreement agreement agreement
between parts of
between parts of between parts of between parts of
speech. Some
speech. Many speech. Few speech. No errors
errors in
CONVENTIONS errors in errors in in mechanics.
mechanics. Some
mechanics. mechanics. Creative and
evidence of
Limited evidence Applies basic effective use of
spelling
of spelling grade level spelling
strategies.
strategies. spelling. strategies.

Adapted from: National Council of Teachers of Teachers (NCTE) 2004)

Prepared:

ADRIAN P. TAMAYO
SHS-Master Teacher I
ACNHS
 13

Answer Key

Activity 1:

1. D 6. F 11. A
2. F 7. C 12. D
3. F 8. D 13. E
4. E 9. D 14. E
5. E 10. E 15. C

Activity 2:

- Folk tales – stories about life, adventure, love, horror, and humor where one can derived lessons.
- The Epic Age – they are long narrative poems which includes series of heroic achievements or
events usually of a hero.
- Folk Songs – considered as one of the oldest forms of our literature that emerged in the pre-
spanish period. These songs reflect the early forms of culture. Many of these have 12 syllables.

Activity 3:

1. Haring Sinukuan; Maria Makiling; Haring
Pinatubo
2. It is because of the evil deeds and greed
displayed by the people of Candaba.
3. He was jealous of Haring Sinukuan and Maria
Makiling’s love to each other.
4. Ang pagmamahal at ang mga handang gawin
ng mga tao para sa kanilang minamahal ang
mga temang Pilipinong ipinakita ng alamat ng
Activity 4:
1. Faith 2. Awe
Activity 5:
1st – The Philippines is a beautiful and rich country.
2nd – Because of its natural beauty, it was colonized by foreign countries.
3rd - The country is crying for freedom
4th - A patriot would love to see his country free
bundok Arayat. Ipinapakita nito na dahil ang
pag-ibig ay isang napakahalagang konsepto
para sa mga Pinoy, kayang-kaya nila itong
gamitin sa napakaraming kuwento, lalong-
lalo na sa kuwento ng tatlong bundok sa
luzon; ang pagmamahal ni Haring Sinukuan,
ang selos ni Haring Pinatubo at ang nag-
iisang bundok Arayat na may nasirang rurok
na naging sentro ng buong kuwento (Source:
Salindila.wordpress.com).
3. Worship

Activity 6:

1. Gabu is a representation of life. 2. A coastline in Ilocos that is constantly

experiencing the battering restlessness of
the sea.

Activity 7:

1. Tagalog 2. Encouraging people to be excited about

literature

Activity 8:
Introduction: Philippine Literature is going through a drought.
1st Point: many are anticipating the reawakening of literature.
2nd Point: literature today is focused on the demand of the public.
3rd Point: A call for re-emergence of Philippine Literature
 14

References

“Ang Alamat Ng Bundok Arayat.” 2017. Salindila. 2017.

https://salindila.wordpress.com/2017/02/23/ang-alamat-ng-bundok-arayat/.

“Literature Delights: Batangas.” 2017. Region IV-A CALABARZON, Literature Delights.

2017. http://calabarzonliteraturedelights.blogspot.com/2017/03/literature-delights-
batangas.html.

Balud, Allan A., Noel D. Anciado, and Marites M. Aguilar. 2020. “21st Century Literature
from the Philippines and the World Quarter 1-Module 1 .” Cainta: The
Department of Education Philippines - Region IV-A CALABARZON.

Bayos, Ricardo. 2019. “Lyrics of Bayan Ko.” SlideShare. 2019. https://bit.ly/30P2bgH.

Cabrera, Fiona. 2017. “The Literature of Eastern Visayas.” SlideShare. 2017.

https://bit.ly/2Fe7TA9.

Macaladlad, Ernest P. 2018. “21st Century Literature of the Philippines and the World.”
SlideShare. 2018. https://bit.ly/33QxlWI.

National Council of Teachers of English. 2004. “Writing Rubric, Read.Think.Write.”

2004. https://www.ramapo.edu/fa/files/2013/04/Writing-Rubric-3.pdf.

Teacher Anele. 2017. “Poem Analysis: Gabu by Carlos Angeles.” Teacher Anele. 2017.
https://anelepapers.wordpress.com/2017/01/16/poem-analysis-gabu-by-carlos-
angeles/.