English Communication Arts and

Skills through Afro – Asian

Literature 8
Eighth Edition

Module 3: Exploring the Literature of the Islands

(Philippines, Island Southeast Asia, and Mainland Southeast Asia)

 INTRODUCTION

The mainland (Burma, Thailand, Laos, Cambodia, and Vietnam) is actually an extension of
the Asian continent. Island or maritime Southeast Asia includes Malaysia, Singapore,
Indonesia, the Philippines, Brunei, and the new nation of East Timor (formerly part of
Indonesia).
South and Southeast Asian Literature is a text-based collection that showcases the literary
imagination and linguistic inventiveness of Asian writers as they negotiate their varied
cultural identities. Searchable together for the first time are thousands of pages of English-
language fiction, short fiction, and poems written from the end of the colonial era to the
present. Scholars of literature, anthropology, linguistics, postcolonial theory and criticism,
history, politics, and culture will find the collection rich in insights into modern experiences
and theirCoverage:
traditional connections.
Module
This module has the following lessons:

LESSON YOU’LL LEARN TO… DURATION

1 Philippines: Pearl of the Orient -analyze literature as a mirror to a
Seas shared heritage of people with
diverse backgrounds.
-analyze intention of words or 1 – 2 weeks
expressions used in propaganda
techniques.

2 Appreciating the Philippine -appreciate Philippine Literature.

Literature -use parallel structures. 3 – 4 weeks

3 The Literature of Island -determine various social, moral, and

Southeast Asia economic issues discussed in the
text listened to. 5 – 6 weeks
-examine biases (for or against) made
by the author.
4 The Literature of Mainland -use appropriate cohesive devices in
Southeast Asia various types of speech. 7 – 8 weeks
-create a bibliography

ENGLISH 8 1
Module 3 – Exploring the Literature of the Islands
(Philippines, Island Southeast Asia, and Mainland Southeast
Asia)
 English Communication Arts and
Skills through Afro – Asian
Literature 8
Eighth Edition

LESSON 1: Philippines: Pearl of the Orient Seas

Activity 1. READ AND UNDERSTAND

Direction: Read activity no. 1 on pages 164-166 of your book then answer the
following questions below.

1. What are the three general divisions of Philippine literature and what was the bases for
such divisions?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. What were the kinds and examples of literature produced during each period?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. Why do you think we have so many epics when other countries only have one?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
4. How do literary works reflect the culture of the Filipinos?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

5. According to Leon Comber, why do Filipino write good short stories?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
6. Are Filipino still good at speaking and writing in English? Why do you say so?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Activity 2. CHECK YOUR UNDERSTANDING
ENGLISH 8 2
Module 3 – Exploring the Literature of the Islands
(Philippines, Island Southeast Asia, and Mainland Southeast
Asia)
 English Communication Arts and
Skills through Afro – Asian
Literature 8
Eighth Edition

Direction: Read the lesson for activity no. 2 on pages 180-181 of your book. Answer
the question and do the given task below.

1. What is a Propaganda Technique?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. Cut out two (2) magazine/newspaper advertisements. Paste them on the given box below.
Describe what propaganda technique is used on each picture and write a short
explanation about it. (Study the example below and use it as your guide).

Bandwagon – it is a bandwagon type of propaganda technique because it shows that everyone is

using this kind of dishwashing so you are convinced also to use it.

1.

___________________________________________________________________________
___________________________________________________________________________
2.

Activity 3. IT’S YOUR TURN!

___________________________________________________________________________
Direction: Make a poster illustrating the dangers of smoking/drugs/alcohol and
___________________________________________________________________________
convince others that it is NOT “cool” to use them.

ENGLISH 8 3
Module 3 – Exploring the Literature of the Islands
(Philippines, Island Southeast Asia, and Mainland Southeast
Asia)
 English Communication Arts and
Skills through Afro – Asian
Literature 8
Eighth Edition

5 4
CREATIVITY The poster shows exceptional
use of imagination, color,
imagery, and font. It is neat,
clear and visually striking.
Catches and maintains the
audience's attention, creating a
strong overall impression.
USE OF Advertisement uses two or
ADVERTISIN more of the following
G techniques: logic, emotion, or
TECHNIQUES credibility to sell the product.
The use of the technique is
convincing and directly
connects to the people of
Shakespeare's time.
SPELLING Advertisement contains no
AND spelling or grammar mistakes.
GRAMMAR
The poster is neat and easily
readable from a distance. It
contains an image and
creative use of font, color,
and imagination to interest
the audience.
Advertisement uses at least
one of the following
techniques: logic, emotion,
or credibility to sell the
product. The use of the
technique is convincing and
appropriate for the people of
Shakespeare's time.
Advertisement contains no
more than one spelling
mistake and only minor
grammar mistakes that do
not interfere with meaning
or readability.
3 2
The poster uses some
images, color and font
techniques, but it is
unimaginative or messy.
Only briefly catches the
attention of the reader, but
the overall effect is not
convincing.
Advertisement attempts to
use logic, emotion, or
credibility to sell the
product, but the technique
is clumsily used and/or
only minimally connects to
the people of Shakespeare's
time.
Advertisement contains
multiple spelling and
grammar mistakes that
detract from the meaning
and readability
The poster is messy, lacking
color or images or creative
use of font. The poster is
rushed and unimaginative. It
does not appear that the
creator spent time on the
assignment. The overall effect
is unremarkable.
Advertisement does not
attempt to use logic, emotion,
or credibility to sell the
product and/or does not
connect to the people of
Shakespeare's time.
Advertisement contains
numerous spelling and
grammar mistakes that
distract from the overall
meaning of the piece.

LESSON 2: Appreciating the Philippine Literature

ENGLISH 8 4
Module 3 – Exploring the Literature of the Islands
(Philippines, Island Southeast Asia, and Mainland Southeast
Asia)
 English Communication Arts and
Skills through Afro – Asian
Literature 8
Eighth Edition

Activity 1. READ AND UNDERSTAND

Direction: Read the story “Maguindanao Pearls” by Isidro L. Retizos on pages 185-
192 then WRITE the correct answer on the space provided before each number.

______ 1. Walang Gulat was the son of the chief of (a) Maynilad, (b) Pasigan, (c) both barangay.
______ 2. Sinag-Tala had (a) only one small pearl, (b) a string of pearls, (c) only one big pearl.
______ 3. Lakambini’s famous pearls came from (a) far-off Japan, (b) Maguindanao,
(c) Maynilad.
______ 4. Lakambini wanted Sinag-Tala to weave two baskets for (a) her future mother-in-law,
(b) the great Pasigan chief, (c) Walang Gulat.
______ 5. Walang Gulat and Magiting were (a) one and same person, (b) two different
individuals, (c) only spirits.
______ 6. Sinag-Tala was (a) more beautiful than Lakambini, (b) not as beautiful as Lakambini,
(c) only one big pearl.
______ 7. The pearls were (a) really stolen by the accused, (b) hidden by the owner, (c) taken
by someone else.
______ 8. Sinag-Tala was about (a) twenty-six, (b) nineteen, (c) sixteen years old.
______ 9. Sinag-Tala was killed by (a) burning, (b) her father, (c) the Maynilad chief.
______ 10. Her father preferred (a) integrity, (b) life, (c) riches above all else.

Values: Life Connection

1. Explain: Anger is an acid that does more harm to the vessel in which it is contained than
to anything on which it is poured.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Activity 2. CHECK YOUR UNDERSTANDING

Direction: Read the lesson for activity no. 2 on pages 7-8 of your book. Encircle the
words or phrases that makes the Parallel Structure INCORRECT.

ENGLISH 8 5
Module 3 – Exploring the Literature of the Islands
(Philippines, Island Southeast Asia, and Mainland Southeast
Asia)
 English Communication Arts and
Skills through Afro – Asian
Literature 8
Eighth Edition

1. Louise will swim, bike, and ran this weekend at her triathlon.

2. Every morning, we make our bed, eat breakfast and fed the dog.

3. Ashley likes to ski, to swim and to jumped ropes.

4. Mary wanted to make sure she made her presentation creatively, effective and

persuasively.

5. The following activities can be done at the mall: buy groceries, eating lunch and paying

bills.

6. She write a letter and mailed it to the school.

7. Yesterday we watched a movie, played video games and make pizza.

8. We enjoy relaxed and sitting out in the sun.

9. Tim was considered to be a good employee because he was always on time, he is very

motivated and he was a good leader.

10. Dogs are great pets for the following reasons: they are loyal, they is loving, and they are

obedient.

LESSON 3: The Literature of Island Southeast Asia

ENGLISH 8 6
Module 3 – Exploring the Literature of the Islands
(Philippines, Island Southeast Asia, and Mainland Southeast
Asia)
 English Communication Arts and
Skills through Afro – Asian
Literature 8
Eighth Edition

Activity 1. READ AND UNDERSTAND

Direction: Read activity no. 1 on pages 204-205 of your book then answer the
following questions below.

1. How close is the Philippines to the countries south of it? What is the irony found in the
similarities if their cultures?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2. Was Indonesian literature influenced by foreign works too? Defend your answer by
referring to the text?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

3. Can you say that Indonesian literature grew, too, because of foreign influence? Then, is
foreign influence bad? Why? Why not?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

4. How did Indonesian literature finally become nationalistic? Are there similarities in
Philippine history?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Activity 2. CHECK YOUR UNDERSTANDING

Direction: Read and scan the selection on activity no.1 and answer the following
statement below. WRITE the correct answer on the space provided before each
number.

ENGLISH 8 7
Module 3 – Exploring the Literature of the Islands
(Philippines, Island Southeast Asia, and Mainland Southeast
Asia)
 English Communication Arts and
Skills through Afro – Asian
Literature 8
Eighth Edition

______ 1. The early literature of Indonesia was (a) religious, (b) philosophical, (c) historical.

______ 2. An old song (a) had many variations, (b) had no changes, (c) was the same every time
it was sung.

______ 3. The greatest influence on Indonesian literature is (a) Dutch, (b) English, (c) Hindu.

______ 4. The national language of Indonesia is (a) Malaya, (b) Bahasa Indonesia, (c) Batak.

______ 5. (a) Nationalism, (b) Buddhism, (c) Commerce gave rise to modern literature.

______ 6. The best known of the ancient poetry forms was the pantum, composed of (a) two
lines, (b) four lines, (c) six lines.

______ 7. The Ramayan is the great epic of (a) India, (b) Malaysia, (c) Indonesia.

______ 8. A champion of democracy and a Magsaysay awardee, (a) Anwar, (b) Moelijono,

(c) Mochtar Lubis told beautiful stories about his people.

______ 9. Modern Indonesian literature (a) returns to tradition, (b) places emphasis on Western
ideas, (c) deals with a new philosophy.

______ 10. Chairil Anwar was primarily (a) a novelist, (b) a poet, (c) a journalist.

LESSON 4: The Literature of Mainland Southeast Asia

ENGLISH 8 8
Module 3 – Exploring the Literature of the Islands
(Philippines, Island Southeast Asia, and Mainland Southeast
Asia)
 English Communication Arts and
Skills through Afro – Asian
Literature 8
Eighth Edition

Activity 1. READ AND UNDERSTAND

Direction: Read activity no. 1 on pages 215-216 of your book then answer the
following questions below.

1. How did the tonal language of Thailand help in creating wonderful poetry? What, then, is
the relation of the sound of a language to writing abilities?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2. How can we say that the works of the Thai came from various sources? What were the
bases for the works?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

3. What are currently the most popular literary forms that the Thai utilize for their works?
Why is it important that the literary form be accepted in order for literature to flourish?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Activity 2. READ AND UNDERSTAND

Direction: Read the lesson for activity no. 2 on pages 234-235 of your book then
answer the given task below.

ENGLISH 8 9
Module 3 – Exploring the Literature of the Islands
(Philippines, Island Southeast Asia, and Mainland Southeast
Asia)
 English Communication Arts and
Skills through Afro – Asian
Literature 8
Eighth Edition

Arrange the entries into correct bibliographic entries. Double-check the format and re-
encode the entries to create a correct bibliography. Item number is already done for you.
1. Arnold C. Mercado
The Creative Writer
Phoenix Publishing House, Inc.
Quezon City
2001

Mercado, Arnold C. The Creative Writer.

Quezon City: Phoenix Publishing House, Inc., 2001.

2. Daffodil C. Dedel, Corazon C. Lagda, and Chris B. Brion

The Art of Cooking
Mercado Print and Press, Inc.
Manila
2007
________________________________________________________________________
________________________________________________________________________
3. Keisha C. Mercado
The Writer’s Block
Phoenix Publishing House, Inc.
Quezon City
1998
________________________________________________________________________
________________________________________________________________________
4. Yvette dela Cruz and Anna San Jose, eds
The Phoenix Anthology of Afro-Asian Literature
Phoenix
Quezon City
1998
________________________________________________________________________
________________________________________________________________________
5. Roland Sanchez
“The Bibliography: A Comparative Study against End Notes”
College English 25 (2015)
245-252
________________________________________________________________________
________________________________________________________________________
Activity 3. IT’S YOUR TURN!

ENGLISH 8 10
Module 3 – Exploring the Literature of the Islands
(Philippines, Island Southeast Asia, and Mainland Southeast
Asia)
 English Communication Arts and
Skills through Afro – Asian
Literature 8
Eighth Edition

Direction: Read the lesson for activity no. 3 on pages 212-213 of your book
about Persuasive Speech then write your own Persuasive Speech with your chosen topic.

__________________________________________________________

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

PERSUASIVE SPEECH RUBRIC

ENGLISH 8 11
Module 3 – Exploring the Literature of the Islands
(Philippines, Island Southeast Asia, and Mainland Southeast
Asia)
 English Communication Arts and
Skills through Afro – Asian
Literature 8
Eighth Edition

Criteria Failed to Complete Needs Improvement Satisfactory Excellent

1 2 3 5

Topic The topic is not The topic is persuasive, The topic is The topic is persuasive
Selection persuasive or is but nothing is done to persuasive; speaker and the speaker makes
inappropriate in scope make topic relevant and only partially makes the topic relevant and
(either too broad or interesting to audience. the topic relevant and interesting to the
too narrow) interesting to audience in every phase
audience. of the speech: intro, body
and conclusion.

Introduction The speaker has no Speaker only slightly Speaker catches the The speaker catches the
attention catching catches the audience's attention of the attention of the audience
device, no attention. Thesis is audience; thesis is and clearly states the
understandable thesis, stated, but not clear. No stated. Preview is thesis. Speaker's
and no preview. discernible preview given, but not credibility is established
Speaker does not included. Speaker does necessarily followed Speaker includes a
establish credibility. not establish credibility. throughout the speech. preview that is clear and
Credibility not follows it throughout the
established. speech.

Body Key ideas are not Speech has less than 3 Speech has at least 3 Speech has at least 3
explained, or main points. Key ideas main points. Key main points (problem,
inadequately are explained. No ideas are explained. solution, visualization.
explained. Less than 3 transitions or internal Some transitions. No Key ideas are clearly
main points. No summaries. internal summaries. explained. Clear
transitions or internal transitions and internal
summaries summaries between
points.

Conclusion The speaker ends the The speaker ends the Speaker ends the Conclusion includes
speech abruptly and speech with a speech with a restatement of thesis,
without finality. No conclusion, but does not conclusion but is review of main points
discernible call to review main points, missing one of the and a sense of finality.
action. restate the thesis or following: review of Conclusion identifies and
have a sense of finality. main points, requests a specific action
No call to action. restatement of thesis, from the audience.
a sense of finality or
call to action.

REFERENCES:
Phoenix English Communication Arts and Skills through Afro-Asian Literature 8 Book Eighth
Edition

ENGLISH 8 12
Module 3 – Exploring the Literature of the Islands
(Philippines, Island Southeast Asia, and Mainland Southeast
Asia)
 English Communication Arts and
Skills through Afro – Asian
Literature 8
Eighth Edition

ENGLISH 8 13
Module 3 – Exploring the Literature of the Islands
(Philippines, Island Southeast Asia, and Mainland Southeast
Asia)