AGONCILLO COLLEGE INC.

Poblacion, Agoncillo, Batangas

Tel: (043) 2102228 / (043) 2102905
email: agoncillocollege_inc.@yahoo.com

21ST CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD

GRADE 12

Quarter First
Module No. 5
Week 4
st
Subject Matter “Major Genres of the 21 Century Philippine National
Topic: Literature”

In this module:
Content Standards:
The learner will be able to understand
and appreciate the elements and context
of 21st century Philippine literature from
the regions.
Performance Standards:
The learner will be able to demonstrate
understanding and appreciation of 21st Century
Philippine literature from the regions through:
1. a written close analysis and critical
interpretation of a literary text in terms of form
and theme, with a description of its context
derived from research; and
2. an adaptation of a text into other creative
forms using multimedia.

Most Essential Learning Competencies…

Compare and contrast the various 21 st century literary genres /periods citing their elements,
structures and traditions. EN12Lit-Id-25

At the end of the lesson, the students should be able to:

- Identify the different major genres of Philippine literature in the 21 st century.
- Compare and contrast the various 21 st century literary genres from the earlier periods of Philippine
literature.
-Assess the social relevance of the theme of each literary selection.

PROCEDURE
Introduction
Genre may be determined by literary technique, tone, content and length. It conforms to the manner,
forms and styles used by writers to expose themselves in their literary writings. Thus, it has the ability to
distinguish the function of each literary work from one another. It enriches the knowledge of the readers about
the literary piece by helping them understand the message and values it conveys.

Motivational Activity
Direction: Sort the given examples of literary genres using the given graphic organizer

1. The Sacred Grove of Oshogbo (by Jeffrey Tayler)

2. The Story of My Life (by Helen Keller)
3. Alexander Hamilton (by Ron Chernow)
4. Of Love (by Francis Bacon)
5. The Autobiography of Benjamin Franklin (by Benjamin Franklin)
6. Shakespeare: A Life (by Park Onan)
 Development

Fiction
This refers to any imaginative fact and idea of life. The characters and settings are purely works of the author’s mind
and may or may not happen in real life. However, themes and conflicts raised in some stories are similar in real life
context. These make the readers view and put themselves into the shoe of the characters.

Types of Fiction
a. Chick Lit
 It is a type of of fiction which addresses issues of modern womanhood, often humorously and
light-heartedly. It sometimes includes romantic elements but not generally considered a direct
subcategory of the romance novel, because the heroine’s relationship with her family and friends
is often just as important as her romantic relationships.

b. Flash Fiction
 It is a style of fictional literature of extreme brevity. There is no widely accepted definition of the
length of the category. Some self-described markets for flash fiction impose caps as low as three
hundred words, while others consider stories as long as a thousands words to be flash fiction.

c. Speculative Fiction
 It is an umbrella term encompassing the more fantastical fiction genres, specifically science
fiction, fantasy, horror, weird fiction supernatural fiction, superhero fiction, utopian and
dystopian fiction, apocalyptic and post-apocalyptic fiction and alternate history in literature as
well as related static, motion and visual arts.

d. Novel
 This is a lengthy narrative story separated into series of chapters. It possesses complexity of plot
and has the capacity to introduce numerous characters in different parts of the story. It also
contains more elaborate settings.

e. Short story
 This is a short narrative story which focuses on a single plot and characterized by its different
elements.

The Elements of a Short Story

1. Setting
- this refers to the time, place and condition in which the story takes place.

2. Characters
 -these are the persons, animal or things moving around the plot of the story.

Two Major Types of Characters

a. Protagonist
- this refers to the main character in the story. He/she is the hero or heroine of the
story.

b. Antagonist
- he/she is the villain who opposes the main character in the story.

3. Plot
- this refers to the series of actions and events happen in the story.

Five Parts of a Plot

a. Exposition - this is the part that sets the mood of the story wherein characters, setting and
background are being introduced.

b. Rising Action - it is the part of the plot that marks the onset of the major conflict in the
story.

c. Climax - this is the part that builds the highest tension and considered to be the story’s
highest point of interest.

d. Falling Action - this marks the revelation and realization of the characters leading to the
resolution of the story’s main conflict.

e. Denouement - This is the final resolution and outcome of the story.

Pyramidal Structure of the Five Parts of the Plot

Climax

Rising Action Falling Action

Exposition Denouement

4. Conflict
 - this refers to the struggle of complication involving the characters of the story.

Types of Conflict

a. Man vs. Man

b. Man vs. Himself
c. Man vs. Nature
d. Man vs. Society
e. Man vs. Technology

5. Point of View
- this pertains to the voice used by the writer as a narrator of the story and how it was
seen or told.

Three Points of Views

a. Omniscient
 The author allows the inner thoughts and feeling of the main characters to be
presented in the text.

b. First Person Point of View

 The author is the one observing and speaking in the story. He can be one of
the characters portraying his own identity.

c. Third Person Point of View

 The author chooses a character as a narrator who will be the central observer
and detects action inside the story.

6. Mood
- refers to the atmosphere and tone of the story.

7. Theme
- pertains to the central idea which conveys truths and values according to the author’s
purpose and perspective on the human’s experience.

8. Symbols
- these are the images and objects used in the story to stand for something other than
themselves.

Creative Nonfiction

It is expository in nature that deals with facts and reality which aims to explain a theory, idea and a point of view. It
refers to the genre of writing that uses literary styles and techniques to create factually accurate narrative. It
contrasts with other nonfiction, such as technical writing journalism, which is also rooted in accurate fact, but is not
primarily written in service to its craft.

Examples:

 Autobiography
- the story of a person’s life written by himself from his own point of view according to his
personal style. In its pure form, it is written from a person’s memory of his past. It is considered
as an extensive true narrative story of an individual’s life from infancy to data in which the author
writes the events of his life with an air of reappraisal and revaluation.
  Biography
- a story of a life of a real person written by someone else. It records the actions and
recreates the personality of an individual’s life that has actually lived. It is an account of a
person’s life concerned with truth that conforms to the history which is applied not to races or
masses but to an individual.

 Essay
- this is a piece of writing which is often written from an author’s personal point of view.

Drama

Drama is a story written which is intended to be performed and presented on stage. It is an art of imitating human
characters and actions. The actors impersonate the characters in particular incident or event in the story. Early
drama was usually written in poetic form, while the modern and contemporary drama is usually written in prose.

Genres of Drama

 Tragedy
This is a type of drama in which the main character is struggling against dynamic forces.
It shows downfall and destruction of the hero or noble who is caught up in a sequence of
events such as death and difficult circumstances which inevitably results in disaster.

 Comedy
This is a type of drama intended to be capture the interest and entertain the audience
through injecting wit, humor and delicate ideas. The characters always find solutions to
conflicts and obstacles they encounter.
  Tragicomedy
A type of drama which does not adhere strictly to the structure of tragedy. It blends
both aspect of tragedy and comedy. The story suggests a happy ending despite of the
unfortunate events which happened in the plot.

 Farce
This is a type of drama with exaggerated characters and swift movements. Its plot
consists of humorous events and ridiculous situations.

 Melodrama
This is a type of drama which shows events that follow each other rapidly, but seems to
be governed by chance. It possesses a sensational dramatic dramatic piece which appeals
strongly to the senses.

Elements of Drama

1. Plot
It refers to series and arrangement of events in a drama. It consists of five parts:
exposition, rising action, action, climax, falling action and denouement.

2. Characters
They are the actors who create the entire shape of the actions in the drama through
creating opportunities and conflicts in the story.

3. Setting
It is the time, place and condition where the story takes place. It also refers to the
physical arrangement of the stage to vivify stage directions.

4. Dialogue
It pertains to the lines delivered by the authors and used to advance the action and
narrate the story.
a. Aside- This is a short speech delivered by the actor to the audience in which the other
characters do not hear.

b. Soliloquy- this is a short speech delivered by the actor by uttering his inner thoughts
to the audience in order to reveal personal feelings.

5. Gestures
It refers to the physical movements of the character on stage.

6. Music
It is used to add color and dramatic effect in the play.

7. Theme
It is the central idea or message that explains what the play is all about.
 Enjoying Literature
(Story Reading: Fiction Story)

*Pre-Reading Phase
About the Author and Background
Aida Rivera Ford
Writer; Theater Artist
- born in Jolo Sulu in the year 1900
- she was a writer, teacher and a theater artist.
- in 1982, she was recognized for her contributions to Culture and Arts through Datu Bago Award.
- in 1957, she wrote “Love in the Cornhusks.”
- She was also the first editor of “Sands and Coral” which was the first official publication of
Silliman University and became the president of the Mindanao Foundation for Culture and Arts in
1997.

*Reading Phase
“Love In the Cornhusks”
By: Aida Rivera Ford

Tinang stopped and waited before the Seňora’s gate. The dog’s came to bark at her and her baby cried out
loud. Not so long, Tito, the young master, had seen and approached her while calling to his mother. Tito warded the
dogs and let Tinang to enter.
    Tinang passed quickly up the veranda stairs lined with ferns and many-colored bougainville. On the landing, she
paused to wipe her shoes carefully. About her, the Seňora’s white and lavender butterfly orchids fluttered delicately
in sunshine. She noticed through that the purple waling-waling that had once been her task to shade from the hot
sun.
      “Is no one covering the waling-waling now?" Tinang asked. “It will die.”
“Oh, the maid will come to cover the orchids later.” your baby. Is it a boy?”

“Yes, Ma,” Tito shouted from downstairs.” And the ears are huge!”

“What do you expect,” replied his mother; “the father is a Bagobo. Even Tinang looks like a Bagobo now.”

Tinang laughed and felt warmness for her former mistress and the boy Tito. She sat self-consciously on the sofa,
for the first time a visitor. Her eyes clouded. The sight of the Seňora’s flaccidly plump figure and she sighed thinking
of the long walk home through the mud, the baby’s legs straddled to her waist, and Inggo, her husband waiting for
her, his body stinking of Tuba and sweat, squatting on the floor, clad only in his foul undergarments.

“Ano, Tinang, is it not a good thing to be married?” the Seňora asked, pitying Tinang because her dress gave
way at the placket and pressed at her swollen breasts. It was, as a matter a fact, a dress she had given Tinang a long
time ago. The Seňora commented and concerned on Tinang’s situation. They went into a cluttered room to sort out
some stuff to be donated to Tinang. Tinang asked,” How is Seňor?” “Ay, he is always losing his temper over the
tractor drivers. It is not the way it was when Amado was here. You remember what a good driver he was. The
tractors were always kept in working condition. But now…I wonder why he left all of a sudden. He said he would be
gone for only two days…”

Then the baby began to cry and Tinang tried shushed him. The Seňora told her to go to the kitchen. The maid
set down milk for the baby and served her coffee and cake. The Seňora drank coffee with her and lectured about
infancy care. Finally, Tinang brought up, haltingly, her purpose, to invite the Seňora to be a madrina in baptism. And
the latter assented and would provide the baptismal clothes and the fee for the priest. It was time to go.

Bidding good bye to Tinang, the Seňora recalled and told Tinang she had a letter in the drugstore (post office at
the same time). A letter! Tinang’s heart beat violently. She worried that someone might be dead. She hurried to the
barrio’s drugstore. The man turned to her and asked if what she needs. She told him of her letter. The asked her
name and it was “Constantina Tirol”, he scanned through the box of letters and pulled out one. Upon seeing the
letter, her first suspicion was that something bad had happened to her sister. The man offered to read the letter for
her. Thinking that she was illiterate for how she look’s like. But she refrained and immediately departed on way
toward home.

The rains had made her a deep slough of clay road and Tinang followed the prints left by the men and the
carabaos that had gone before her to keep from sinking in mud up to her knees. She was deep in the road before she
became conscious of her shoes. In horror, she saw that they were coated with thick, black clay. Gingerly, she pulled
off one shoe after the other with the hand still clutching the letter. When she had tied the shoes together with the
laces and had slung them on an arm, the baby, the bundle, and the letter were all smeared with mud.
There must be a place to put the baby down, she thought, desperate now about the letter. She walked on until
she spotted a corner of a field where cornhusks were scattered under a kamansi tree. She shoved together a pile of
husks with her foot and laid the baby down upon it. With a sigh, she drew the letter from the envelope. She stared at
the letter which was written in English.

My dearest Tinay,

Hello, how is life getting along? Are you still in good condition? As for myself, the same as usual. But you’re far from my
side. It is not easy to be far from our lover. Tinay, do you still love me? I hope your kind and generous heart will never fade.
Somebody or somehow I’ll be there again to fulfill our promise.
Many weeks and months have elapsed. Still I remember our bygone days. Especially when I was suffering with the heat of
the tractor under the heat of the sun. I was always in despair until I imagine your personal appearance coming forward bearing
the sweetest smile that enabled me to view the distant horizon. Tinay, I could not return because I found that my mother was very
ill. That I was not able to take you as a partner of life. Please respond to my missive at once so that I know whether you still love
me or not. I hope you did not love anybody except myself.
I think I am going beyond the limit of your leisure hour, so I close with best wishes to you, my friends Gonding, Serafin,
Bondio, etc.

Yours forever,
Amado

P.S. My mother died last month.

Address your letter:

Mr. Amado Galauran
Binalunan, Cotabato

It was Tinang’s first love letter. A flush spread over her face and crept into her body. She read the letter again.
“It is not easy to be far from our lover…Somebody or somehow I’ll be there again to fulfill our promise…” Tinang was
intoxicated. She pressed herself against the kamansi tree.

And she cried, remembering the young girl she was less than two years ago when she would take food to the
Seňor in the field and the laborers would eye her furtively. Before she went away to work, she had gone to school
and had reached the sixth grade. Her skin too, was not as dark as those of the girls who worked in the fields weeding
around the clumps of abaca. Her lower lip jutted out disdainfully when the farm hands spoke to her with many
flattering words. She laughed when a Bagobo with two hectares of land asked her to marry him. It was only Amado,
the tractor driver who could look to at her and make her lower her eyes. He was very dark and wore filthy and torn
clothes on the farm but on Saturdays when he came up to the house for his week’s salary, his hair was slicked down
and he would be dressed as well as Mr. Jacinto, the schoolteacher. Once he told her that he would study in the city
night schools and take up mechanical engineering someday. He had not said much more to her but one afternoon
when she was bidden to take some bolts and tools to him in the field, a great excitement came over her. The
shadows moved fitfully in the bamboo grooves she passed and the cool November air edged into her nostrils sharply.
He stood unmoving beside the tractor with tools and parts scattered on the ground around him. His eyes a black
glow as he watched her draw near. When she held out the bolts, he seized her wrist and said: “Come,” pulling her to
the screen of trees beyond. She resisted but his arms were strong. He embraced her roughly and awkwardly, and she
trembled and gasped and clung to him….
A little green snake slithered languidly into the tall grass a few yards from the kamansi tree. Tinang started violently
and remembered her child. It lay motionless on the mat of husk. With a shriek she grabbed it wildly and hugged it
close. The baby awoke from its sleep and cried lustily. Ave Maria Santisima. Do not punish me, she prayed searching
the baby’s skin for marks. Among the cornhusks, the letter fell unnoticed.

*Post-Reading Phase
Exploring the Text
1. What is the purpose of Tinang’s visit to Seňora?
2. How will ypu describe Tinang in the story?
3. How did the relationship of Tinang and Amado end?
4. What women’s responsibilities were shown in the story?
5. What was the theme presented in the story?
6. What did the snake symbolize in the story?

Engagement
I. Enriching Insights
Direction: Create a plot structure using the five elements of plot for the story “Love in the
Cornhusks”

II. Reflective Writing

In a brief essay, relate the famous saying, “Destiny is not a matter of chance, but a matter of choice”
in the story, Love in the Cornhusks.

Assimilation
 GENERALIZATION

Direction: Compare and contrast the various 21 st century literary genres from the earlier periods of
Philippine literature using the given diagram.

Pre-Colonial Literature

Spanish-Colonial American-Colonial
21st Century Literary Genres
Literature Literature

Contemporary Period

Activity
Direction: Feel free to share the story of your life, you never know, you may inspire someone on your story.
Make an autobiography from your own point of view according to your personal style. You can paste your picture
on your autobiography.
ASSESSMENT
Enumerate the what is being asked on the following:

a. Major genres of 21st century literature.

b. Elements of poetry and their meanings
c. Different types of Fiction

Prepared by: Approved by:

___________________ ______________________
GERMALYN R. JABAT CHRISTOPHER C. DE LEON
SHS Teacher School Principal
 AGONCILLO COLLEGE INC.
Poblacion, Agoncillo, Batangas
Tel: (043) 2102228 / (043) 2102905
email: agoncillocollege_inc.@yahoo.com

21ST CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD

GRADE 12

Quarter First
Module No. 6
Week 5 (days 1&2)
Subject Matter
“Literary Devices in Literature”
Topic:
In this module:
Content Standards: Performance Standards:
The learner will be able to demonstrate
understanding and appreciation of 21st Century
The learner will be able to understand Philippine literature from the regions through:
and appreciate the elements and context 3. a written close analysis and critical
of 21st century Philippine literature from interpretation of a literary text in terms of form
the regions. and theme, with a description of its context
derived from research; and
4. an adaptation of a text into other creative
forms using multimedia.

Most Essential Learning Competencies…

Compare and contrast the various 21 st century literary genres /periods citing their elements,
structures and traditions. EN12Lit-Id-25

At the end of the lesson, the students should be able to:

- analyze the figures of speech and literary techniques and devices in the text.

PROCEDURE
Introduction
Literary devices are also called literary techniques pertaining to the conventions and structures employed in
different literary writings. It refers to any specific, deliberate constructions or choices of language which an author
uses to convey meaning in a particular way.

Motivation

A. Match to find the Similes

a. Asleep like a … ______________  ghost

b. Shaking like a … ______________  glove
c. As happy as a … ______________  ice
d. As cold as … ______________  cats and dogs
e. Fight like … ______________  log  hell
f. As black as … ______________  coal
g. As white as a … ______________  clam
h. Fit like a … ______________  leaf
i. As hot as … ______________
B. Depicting Literary Terms
The teacher will present storyboards illustrating examples of basic literary devices. Students will try to
depict what literary devices are portraying on the given story boards

__________________________ ___________________________ ___________________________

_____________________ ___________________

Development

“Literary Devices in Literature”

1. Aphorism
 This is a concise statement that contains subjective truth or observation.

2. Chekhov’s gun
 This refers to the insertion of an apparently irrelevant object early in a selection

3. Cliffhanger
 This literary device creates an open ending in the story by leaving the conflict unresolved. Its
purpose is to draw the audience back to the future episode for the solution.

4. Epiphany
 It creates a sudden revelation or insight usually with a symbolic role in the narrative.
5. Figures of Speech
 These are creative group of words used beyond its literal meaning to enhance sense of
impression and intensify ideas.

a) Alliteration
 The repetition of the consonant sound.
Ex. Ralph’s reindeer rose rapidly and ran round the room.

b) Allusion
 It refers to any scientific, historical, mythological and biblical event or figure.
Ex. I am not Lazarus nor Prince Hamlet

c) Assonance
 It is the repetition of the similar vowel sound in between of the neighboring words.
Ex. I found the arrow, still unbroken

d) Apostrophe
 It addresses inanimate objects as real objects.
Ex. Flowers, make me feel beautiful tonight.

e) Euphemism
 It is a substitution of an inoffensive term for one considered offensively explicit.
Ex. My friend passed away

f) Hyperbole
 These are statements used to exaggerate terms and ideas
Ex. I can love you for a thousand years

g) Metaphor
 This is a direct comparison of two unlike things without using words such a like, resemble
and similar to.
Ex. Your fist is a hammer.

h) Metonymy
 It refers to a word or phrase substituted for another to which is identifiable and associated
with the idea referred to.
Ex. “The pen is mightier the sword.”

i) Onomatopoeia
 The use of words to imitate sounds.
Ex. Woosh!, Bang!, Ding-dong!

j) Oxymoron
 The use of the contradictory words that appear on both sides of the sentence
Ex. The student teacher knows her subject matter very well.

k) Paradox
 This refers to a phrase or statement used to convey emotional sense.
Ex. You have to die in order to live.

l) Personification
 These are expressions that give human qualities to objects, animals and ideas.
Ex. The scissors are running on your hair.

m) Simile
 This is a comparison of two unlike things with the use of words such as: like, as like as,
resemble and similar to
 Ex. You are like a star that shines brightly in the velvet sky.

n) Synecdoche
 It is part used to represent as a whole.
Ex. He drove his new wheels.

6. Flashback
 It is a general term for altering sequences of events in the story, taking characters back to the
beginning of the tale for instance.

7. Flashforward
 It is also called as prolepsis, it is an interjected scene that temporarily jumps the narrative
forward in time.

8. Foreshadowing
 It pertains to hinting at events to occur later.

9. Juxtaposition
 It involves using two themes, characters, phrases, words or situations together for comparison
contrast or rhetoric.

10. Rhetorical Question

 It is posing a question without expecting something in reply to create persuasive effects to its
readers.

Enrichment Activity
Direction: Write on the blank the figures of speech used in the following.

______________1. Your fist is a hammer

______________2. She is a freelance writer
______________3. I can walk a thousand miles just to be with you tonight.
______________4. Bang! Bang! Into the room.
______________5. My best friend passed away.
______________6. The moon smiled back at me.
______________7. I have died every day waiting for you.
______________8. She sells sea shells in the seashore.
______________9. You are the sunshine of my life.
______________10. You are as beautiful as a rainbow.

Engagement
Activity 1
Direction: Choose one theme from the following. Create a one stanza poem consisting of five lines using the
different figures of speech listed below as a guide.

a. Friendship
b. Family
c. Love
d. Culture
e. Dream
1st line - Apostrophe

2nd line - Hyperbole

3rd line - Personification

4th line - Simile

5th line - Onomatopoeia

Assimilation

Enjoying Literature
(Poetry Reading)
*Pre-Reading Phase
About the Author and Background

Maningning Miclat
-Filipino Poet
(April 15, 1972 - Sept. 29, 2000)

She was a Filipina poet, teacher and a painter who was born in Beijing. She was known for her Chinese bamboo Zen
painting. She was fluent in speaking three languages: Mandarin, Chinese and English. In the year 2000, she jumped
from the 7th floor building of Far Eastern University, causing her death at the age of 28. In 2001, The Maningning
Foundation was founded to celebrate her legacy.
*Reading Phase
“TESTIMONY”
By: Maningning Miclat

The territory of shadows is a petal,

An organic wish, a solidified thought,
An awareness of wind catching fishes,
A gratitude for getting rid of clothes.

With the kind gesture of an evening: low tide and safe,

I am sharing the water with the Hundred Islands.
Floating on the galaxies' reflection,
I float as night sky carves down an embrace,
an elusive feeling of eternity and floating,
a gesture of wind and a bath of moonlight
from the sea bottom. I am the salt in the evening.
I am the celebration of beginning.
I, finally getting rid of my clothes.
I, weightless, without knowing what.
Between the sky and me is the wind.

There is an ageless consciousness of being a woman.

There is a shapeless idea of being in the water.
There is a testimony of the sky and the earth.
There is no longer the terrestrial truth,
I am no longer a victim of war.

*Post-Reading Phase
GENERALIZATION
Interpreting Poem and Literary Devices

1. Write all the literary devices used by the author in the poem, “The Testimony.” Support your
answer by citing lines from the poem .
2. Tell the tone or the speaker’s attitude towards the subject?
3. Did the author’s choice of literary devices contribute to the development of the poem?
4. Express in your own words the theme of the poem.
 ASSESSMENT

Evaluation: Multiple Choice

Choose the letter of the correct answer. Write it on the space provided before each number.
______1. It refers to any scientific, historical, mythological and biblical event or figure.
A. Allusion C. Epiphany
B. Cliffhanger D. Onomatopoeia

______2. He drove his new wheels.

A. Juxtaposition C. Metonymy
B. Oxymoron D. Synecdoche

______3. These are creative group of words used beyond its literal meaning to enhance sense of impression and
intensify ideas.
A. Rhetorical Question C. Figures of Speech
B. Flashforward D. Hyperbole

______4. It involves using two themes, characters, phrases, words or situations together for comparison contrast or
rhetoric.
A. Epiphany C. Oxymoron
B. Juxtaposition D. Paradox

______5. It is posing a question without expecting something in reply to create persuasive effects to its readers.
A. Simile C. Alliteration
B. Hyperbole D. Rhetorical Question

Prepared by: Approved by:

___________________
______________________
GERMALYN R. JABAT CHRISTOPHER C. DE
LEON