21ST Century Literature from

the Philippines and the World

Quarter 1 Module 1: Lesson 1
Pre-Colonial & Spanish Colonial Literature

Basic Education Research Fund – Western Visayas – Division of Aklan

NAME: ___________________________________________

GRADE LEVEL: _________________________________

21ST Century Literature from the Philippines and the World
Quarter 1 Module 1: Lesson 1

MELC 1: Writing a close analysis and critical interpretation 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 Philippine literary
history from pre-colonial to the contemporary
b.) Representative texts and authors from each region (e.g. engage in
oral history research with focus on key personalities for the students’
region/province/town)

Specific Objectives:
1) Identify the geographic, linguistic, and ethnic dimensions of Philippine
literary history from pre-colonial to the contemporary.
2) Take to heart these aspects and develop a genuine love for Philippine
Literature

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.

This module was aligned on the present official module of 21st Century
Literature from the Philippines and the World subject released by the
Department of Education. This is made intentionally for the research entitled:
Utilizing Indigenous Stories of Malindog Ati Cultural Community: A
Supplementary Material in Teaching 21st Century Literature.

Borrowed materials (i.e. songs, stories, poems, pictures, photos, brand

names, trademarks, etc.) included in this book are owned by their respective
copyright holders and the Malindog Indigenous Cultural Community. 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.
 OVERVIEW
In this module, you will encounter the written and digital Philippine
literary texts from the different genres and the documented oral literature of
Malindog Ati Cultural Community of Nabas, Aklan, this will give localize touch
in learning 21st Century Literature.

WHAT I NEED TO KNOW

At the end of this lesson, I can:

• Identify the representative texts and contributions of canonical Filipino

writers to the development of national literature.
• Emphasize the region I come from through the process of research and
performance.
• Explain and express the relationship of the context with the text’s
meaning in writing an essay.

TONE UP

Let’s check what you already know!

Directions: Tick the column that shows your awareness of the statements listed.
Do this as objectively as possible. Remember that there are no wrong answers.

Usually Sometimes Seldom Never

I am aware that there different
canonical authors in our region.
I can distinguish the different
types of figures in speech.
I can differentiate the types of
literature of literary devices.
I can express my thoughts and
reflections about the texts that I
read.
Total
Grand Total /12

Scoring Score Level of Proficiency

Usually – 3 points 11-12 Advanced

Sometimes - 2 points 8-10 Proficient
Seldom - 1 point 6-7 Approaching
Never - 0 4-5 Proficiency
3 and below Developing
Beginning
 INTRODUCTION

In the Philippines or in any country, information was handed down orally

before the written system was created. In this sense, oral literature was
produced in different forms. Before Philippines was colonized, our ancestors
tried to explain different circumstances, conditions, experiences and daily
observations, which occurred in their lives when science was still unknown
hence the birth of myths and legends, which led their ways of living. Since
writing system was not yet used, these legends and myths were passed down
orally. Unfortunately, many of which were not preserved and have vanished.

PRE-TEST

Activity 1. Matching Literary Works and Literary Periods

Read items under column A and column B, match them by writing the
letters of your answers on the space provided. One literary may match more
than one literary work.

Column A Column B

_____ 1. Ang Doctrina Cristiana A. Pre-colonial (BC to 1564

_____ 2. I Saw the Fall of the Philippines B. Spanish Colonial (1565 to 1898)
_____ 3. Biag-Ni-Lam-Ang C. Japanese Colonial ( 1941 to 1945)
_____ 4. Dead Stars D. Contemporary (1970 to present
_____ 5. Kundiman E. American Colonial Period (1898 to
_____ 6. Pres. Aquino’s Speech before 1941)
the US Congress F. Nationalistic Period (1864 to 1896)
_____ 7. Pasyon
_____ 8. Myths
_____ 9. Footnote to Youth
_____ 10. Korido

Was it is easy for you to match the given literary works with the periods they
were written? Why? Why not? Do you think that sometimes, the title of a literary
piece alone can give us a due to the period that it was written? Explain.

Answer:

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 LESSON PROPER

Most of what we know today were transcribed and were taken from oral
literature, which was passed down from generation to another. The oral literary
forms that were produced in the precolonial literature. Since our country is an
archipelago, the literary forms—proverbs or sayings, riddles, folksongs, tales
and epics are in the different languages.

The following are the different forms with descriptions and examples

1. Proverbs (Salawikain)
• Brief and simple sayings which are practical observations and
philosophy of everyday life.
• Meant to entertain and contains words of wisdom to teach skills in
surviving local life.
• Usually written in rhyming scheme.

Examples:
English
“Do not do unto your fellow men what you do not wish done to you.”

Tagalog:
“Ang masama sa iyo, Huwag mong gawin sa iba”

Akeanon:
“Indi pag ubrahon sa iba ro bagay nga owa nimo nailai obrahon
kimo.”

Hiligaynon:
“Con ano ang guinbuhat mo, Amo man ang buhaton sa imo.”

Kinaray- a:
“Hindi paghimua sa iba ang hindi mo gusto himuon ka iba sa
imo.”

2. Riddles (Bugtong/Paktakon)
• Like proverbs with one main difference: they demand an answers
• Used to test the wits of those who are listening
• Filipino riddles are flippant in nature (laughable, but in reality, the
answer is more serious than expected)
Examples:

English:
“Three eyes have I, all in a row; when the red one opens, all freeze.”
(traffic lights)

Tagalog:
“Maikling landasin, di maubos lakarin.” (anino/ shadow)
 Akeanon:
“Magueang eon si Isyang indi pa gihapon kantigo mag-iwang.”
(anwang/ water buffalo)

“Bubon nga madaeum, puno it sanduko. Bubon nga madaeum,

puno it espada.” (baba/ mouth)

Hiligaynon:
“Ang dagat gin putos sang langit
Ang langit gin putos sang tul-an
Ang tul-an gin putos sang bulbol
Ang bulbol gin putos sang panit.” (lubi/ coconut)

Kinaray- a:
“Balay ka tatay ni Sisoy, harigi bari-bari, ang atop kawali.”
(kalampay/ crab)

3. Folksongs
• Beautiful songs that are informal expressions of our ancestors’
experiences in life
• Types—courtship/harana, lullabye, ballad, songs of friendship and
conviviality, ritual or religious songs
• Actual composer is unknown

Tagalog: Leron- Leron Sinta Aklanon: Mamugon

Leron, leron sinta Mamugon ako, mamugon
Buko ng papaya, Sa tawo nga manggaranon;
Dala-dala’y buslo, Alas dos ako pakan- on ay, ay,
Sisidlan ng sinta, Orasyon ako paulion.
Pagdating sa dulo’y Pag-abot ko man sa baeay,
Nabali ang sanga Mangayo ako it humay;
Kapos kapalaran, Tinuro ako ni Tatay, ay, ay,
Una sa eusong ro paeay.
Humanap ng iba.
Alinon lp man ro paeay,
Gumising ka, Neneng, Eawas ko karon ginabudlay;
Tayo’y manampalok, Kon buhi kunta si Nanay, ay, ay
Dalhin mo ang buslong Makaon ako, mapahuway.
Sisidlan ng hinog.
Pagdating sa dulo’y
Lalamba-lambayog,
Kumapit ka, neneng,
Baka ka mahulog

4. Tales
• Stories of origin for certain places, their names, and their creation
• Also known as myths and legends
• Used to explain certain events or phenomena our ancestors’ lives that
cannot be explained by the limited practical kind of science they
knew back then.
Examples:
- Mount Makiling or Mount Arayat
- Legends or Heroes like Bernardo Carpio
- The Creation of the World
- Malindog
- Barko nga Bato

ACTIVITY 2: STUDY THIS

(MALINOG IS AN INDIGENOUS STORY FROM MALINDOG ATI CULTURAL COMMUNITY. THE STORY
OF HOW THE NAME SITIO MALINDOG WAS FORMED, FROM THE REVISION OF ITS ORIGINAL NAME TO
THE PRESENT. THIS WAS TRANSCRIBED AND TRANSLATED IN ENGLISH BY THE RESEARCHER.)

MALINDOG

Original Dialect English

Sa dati nga inadlaw, kung In the olden days, when houses

gatumpok ang mga balay sa isa ka
lugar hay gina tawag nga Minuro. Ang
minuro ay isa ka lugar na makita sa
medjo layu at mataas nga parti it
banwa it Nabas. Ang lugar it Min*uro hay
ginahambal nga lugar kung siin una nga
nag istar ang mga kanununuan it mga
ati sa Nabas. Ang lugar hay mahipos at
duro nga mga pananom at kasapatan
sa palibot at ang mga tawo hay
gakabuhi sa pagpanguway.
Ang panguway hay ang pag ubra it
mga duyan, ayupit nga bag, bangka
nga basket, gamit sa balay at sa
pagpananom. Bantog ang lugar sa
banwa it Nabas nga halos tanan nga
mga panimalay hai gaubra at
gabaligya it duyan. Kung amat, ang
were piling in a single place it would be
called Minuro. The Minuro was the place
located in the far and high part in the
town proper of Nabas. Minuro was said
to be a place where the first settlers were
the Aeta ancestors before. This place
was very peaceful and abundant with
vegetation and animals. The dwellers
there all made their living with
pagpanguway or weaving.
Pagpanguway was the weaving
of cradle, bags, baskets, home furniture,
and planting tools. The town of Nabas
was famous because all the households
were making and selling these native
products. Sometimes, the cradles were
duyan hay ginagamit it mga tigulang
nga abulansya kung may mga bukon it
manami nga nabatyag ang mga
pamuluyo. Isa sa mga kinanglanon nga
materyales it duyan hay ang ginatawag
na lindog. Ang lindog hay ang manipis
at tibay nga panit it ginatawag nga
Uway nga kahoy nga gasilbi nga
balayan sa paghimu it duyan. Bukod sa
pag ubra it duyan ginagamit man ang
lindog sa pag ubra it Taun. Ang taun hay
ang ginagamit nga pamaon
magpanakop it mga ulang, kagang at
iba pa nga mga pwede madakop at
makaon sa suba.
Isa ka adlaw, may mga
istranghiro nga nag abot sa lugar it
Minuro. Wa sanda kasayod kung anu
ang pangaran it lugar pero gaubsirba
sanda sa palibot. Sa pila ka minuto nga
ga binagtas, naghapit ang mga dayo sa
isa kabalay at nag pamangkot, “anu
nga lugar ang inyo ngaya?”. Ang
tagbalay na andang kinmangkotan hay
dali dali nga nagsulod sa anda nga
balay at kintawag ang ana nga
manghod, “Ne! Abi atubangna ang
atong bisita”. Naguwa ang manghod at
nag sabat, “Anay pa! Malindog pa ako
it duyan!”. Nabatian it mga istranghiro
ang sabat it manghod it taga
panimalay at nag isip na ang pangalan
it lugar hai Malindog. Nag uli sanda sa
anda nga lugar nga ga sugid na halin
sanda sa lugar nga gaubra it mga
duyan at ang pangaran hay Malindog.
Sando kato, ang lugar hay
nasanayan na tawgon nga Malindog,
Kumalaskas, Gibon, Nabas, Aklan at
bukon dun it Minuro. Sa mga kaya nga
inadlaw, kinbaylohan dun man ang
pangaran it Brgy. Kumalaskas it Brgy.
Laserna. Kaya Ang kabuon na
pangaran it haran nga lugar hay Sitio
Malindog, Laserna, Nabas, Aklan.
used as an ambulance for aged people
or those who had failing health. One of
the needed materials for making a
cradle was what they called lindog.
Lindog is a sheer and durable peel of
Uway woods. Aside from cradle making,
Lindog was also used in making traps for
catching shrimps and water creatures
that could be caught in the river.
One day, some tourists came to
Minuro. They did not know the names of
the places there, but they were still
observing around. After a few minutes of
walking, they passed by a house to ask.
“What place is this?”. The house resident
to whom they asked the question quickly
went outside and called her sibling.
“Sister, please talk to our visitors”. Her
sister went outside and answered, “Wait!
I am still fixing the cradle!” The sibling said
the word “fix” which was translated as
“malindog” in the native dialect of
Nabasnon.
The strange visitors heard the
answer of the younger sister and they
thought that the name of the place was
Malindog. The tourists went back to their
hometowns and spread their
experiences and that they came from a
place whose people were all making
cradles and that place was called
Malindog.
Since then, that place became known
by the name Malindog, Kumalaskas,
Gibon, Nabas, Aklan and not Minuro
anymore. In these present days, the
name of Barangay Kumalaskas was
renamed as Barangay Laserna. That
was why the full address of that place
was now Sitio Malindog, Laserna,
Nabas, Aklan.
 ACTIVITY 3: COMPREHENSION CHECK

Questions:
1. What distinct characteristics does the people of Malindog have? What
conflicts are present in the story?
2. How did the stranger discover the place?
3. Are there symbolisms used in the story? What are those?
4. Do you know any local stories in your place with similar story?
5. As a student, how will you apply the values present in the text?
6. Using your own words, create a saying that will express the things you
have learned in the story of Malindog.

Answers:

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Saying:

Good job for answering the comprehension check!

Keep going!

ACTIVITY 4: STUDY THIS

(PANGAGAD IS AN INDIGENOUS STORY FROM MALINDOG ATI CULTURAL COMMUNITY. IT IS A STORY

OF A TRADITIONAL WAY OF COURTING WHERE KATALINA AND MARIA ARE TWINS WHO BOTH BECAME
THE WIFE OF JUAN.)

PANGAGAD/COURTSHIP

Original Dialect English

May sambato kaminatan-on There was once a lad whose

nga laki na ang pangaran hay Juan
nga gaistar sa Minuro it Nabas nga
permi gapinanaw kung siin siin. Asta
sa isa ka adlaw, nakaabot imaw sa
lugar it Libertad sa Antique. Nakita
nana ang gwapa ag simple nga
name was Juan. He resided at
barangay Minuro in the town of
Nabas and he had his errands to
different places. Until one day, he
reached the place of Libertad in the
town of Antique and there he saw a
baye na ang pangaran hay si Tali. Si
Tali hay isa ka ati nga may strikto nga
mga ginikanan at may kakambal na
baye na ang pangaran hay si Mari.
Dahil pagkakita palang ni Juan hay
naila ta lagi imaw, kinsundan ni Juan
kung siin dapit ang balay it baye at
nag ayan imaw igto. Sa balay ni Tali
kin dayrekta na kin pamangkot ni
Juan imaw, “Tali, naila bala ikaw sa
akon? Hay kung anko ang imo nga
pamangkuton hay una palang naila
ta lagi ako sa imo.”
Uwa nabigo si Juan hay ang
sabat ni Tali hay, “Oo Juan, naila
man ako sa imo pero..”. “Pero anu
Tali?”, mangkot ni Juan. “Pero
kinahanglan pa nimo mag
pangagad sa akon at sa akon
ginikangan bago ang tanan.” Dahil
sa usyan man lagi ni Juan nga dapat
gid man imaw mag pangagad uwa
dun imaw nag daywang isip at
naglisensya imaw sa tatay ni Tali.
“Mayad ayad na adlaw tay,
puwede bala ako maka pangagad
sa inyo nga dalaga?” mangkot ni
Juan. Nagpa oo man ta ang nanay
at tatay pero kinmangkot imaw it
tatay kung kalubot imaw it
ginatawag na pag pangagad. Nag
esplekar si Juan, “Oo tay, dan ang
mga ulubrahon sa mga laki nga gaila
sa inyo nga unga. Ako hay maubra
ja sa inyo nga panimalay at kung
anu ang inyo nga suguon hay akon
nga ubrahon asta ako ay inyo nga
makilala at mailaan para sa inyo nga
unga nga si Tali.”
Uwa dun it kung anu pa nga
isturya, pagkaaga nagbalik lagi si
Juan sa balay day tali. Si Juan hay
nagpang bus-ak it kahoy, nagsag-ob
it tubi, at nag bayu it paray. Imaw
man kung amat ang ginasugo
maglaha it anda nga ilabas. Bukon it
madali ang kin agya ni Juan sa
modest and comely lassie whose
name was Tali. She was an Aeta who
had a twin sister; Mari and they had
strict parents. In an instant, when the
young lad glanced at Mari he fell in
love with her right away. On the way
home, Juan followed Mari up until
where she lived and visited her in
their abode. “Do you like me, Mari? If
I were to be asked, the moment I laid
my eyes on you I instantly fell madly
in love with you.”
Juan did not fail because Tali
responded, “Yes, I like you too, Juan
but…”. “But what, Tali?” the lad
asked. “But you need to court me
first and ask for my parents’
permission before anything else.”
Juan knew it already that he needed
to formally court Tali and ask her
parents’ consent to woo their
daughter, which was why he did not
hesitate nor think twice to ask for the
blessings of Tali’s father. “Good day,
Sir. Can I court your daughter,” he
asked. Tali’s parents concurred but
they asked Juan if he knew what
courtship is. “Yes, Sir. It is when the
suitor does everything for the woman
he admires and for her family. I will do
chores inside your house and
whatever servitude it maybe until I
please you with the hope that you
would see my worth for your
daughter, Tali.”
No more beating around the
bush, the next day, Juan once again
visited Tali in her home. He chopped
the firewoods, fetched the water,
and pounded the rice grain. At times,
he had been called upon to cook for
their lunch. He was always
exhausted. The girl’s father kept on
giving the lad trials that will measure
his sincerity and to prove his
capability of supporting a family of
his own.
pagpangagad. Permi imaw gaoy at
ginatestingan it tatay ni Tali kung siin For many weeks of going back
gid man asta ang ana kaya nga and forth to Tali’s house and of
maubra para sa anda nga dalaga. helping with their household chores,
eventually, Tali’s parents finally gave
Sa pila ka simana nga gabalik their approval. Juan and Tali were
balik si Juan sa balay ni tali at pag officially in a relationship. Later on,
bulig bulig sa mga ulubrahon it anda Juan asked for Tali’s hand in
nga balay, nagsugot man ang tatay marriage.
at nanay ni Tali. Naging mag
nobyohanay si Juan at Tali ay dason They lived in Juan’s hometown
nag pamalayi at nagpakasal. Sanda in Minuro and they were blessed with
hay nagpangabuhi sa lugar ni Juan five children. After some years, they
sa Minuro at nagkaunga it lima. dwelt with such peace and harmony
Matapos it pila ka dag-on nagging together with Tali’s twin, Mari, who
matawhay ang anda nga helped in taking good care of the
pagpangabuhi kaibahan ang couple’s children.
kambal ni Tali na si Mari nga gabulig
sa anda mag alaga it mga unga. For no apparent reason, Tali
suddenly fell ill and passed away. The
Sa uwa it rason, si Tali hay whole family mourned especially
nagpangluya at napatay. Juan who was haunted by his longing
Nagkasubo ang buong pamilya labi for his dearest Tali. It was devastating
nagid si Juan. Si Juan hay ginalagas that he could not even at least eat.
it ana nga kahidlaw kay Tali, masubo Mari, the twin sister of Tali was the one
at uwa imaw it gana magkaon. Si who continued tending the house
Mari na kambal ni Tali ang duties and taking care of the
nagpadayon na mag atupar it mga children. In the end, the
ulubrahon sa balay at nagbantay sa thoughtfulness and kindness of Mari
mga unga asta sa ulihi ang pag matched with Tali’s. Later on, Juan
alaga ni Tali kay Juan hay chose to be with Mari and they had
napantayan ni Mari at sanda hay five children too. In total, Juan got
nadayunan at nagkaunga man it ten children with the twin sisters, Tali
lima. Sa kabuoan, si Juan ay may and Mari.
pulo ka unga sa kambal na
magmanghod na si Tali at Mari.

ACTIVITY 5: COMPREHENSION CHECK

Questions:

1. How do you understand courtship?

2. Do you consider the boy courting in the story serious of what he is
saying?
3. What are the consideration of the girl before accepting the boy?
4. What is the problem raised in the story and how does it affect the
characters?
 5. What is the courtship custom present in your community?
6. How do you want to be courted by your suitor?
7. Does the traditional way of courting in the story still implies in the
present generation?

Answers:

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 CONGRATULATIONS! You successfully finished reading our two
indigenous stories. Which one is your favourite?

ACTIVITY 5: ENRICHMENT ACTIVITY

Choose one story from the given two indigenous stories that you are
interested with and simply make a short vlog about it. Vlog stands for a video
blog or video log, and refers to a type of blog where most or all of the content
is in a video format. Vlog posts consist of creating a video of yourself where
you talk on a particular subject such as reporting or reviewing a product or an
event.

Please be guided with this rubrics in working for your vlog.

 ACTIVITY 6: GENERALIZATION

WHAT I REMEMBER
1. Can you recall two literary works that come from region? List them
below.
A. ____________________________________________________________
B. ____________________________________________________________

ACTIVITY 6: APPLICATION

Think about these things:

1. Why is it important to learn about the precolonial to contemporary

literature of the Philippines?
2. How different and similar are the situations of your ancestors back then
to your situation right now?
3. How do you think literature from the past has affected the lives of the
people at present?

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