MODULE IN ENGLISH 13:

ST. ANTHONY COLLEGE SURVEY OF PHILIPPINE

CALAPAN CITY, INC. LITERATURE IN ENGLISH

MODULE IV
LITERARUTE UNDER THE SPANISH COLONIAL

MODULE DESCRIPTOR:
This module covers the Literatures under the Spanish Colonial. It includes
different activities that will enhance the student’s knowledge after the
discussions.
NOMINAL DURATION:
This module’s timeframe is from September 21-25, 2020 (5 days).
LEARNING OUTCOMES:
At the end of this module you MUST be able to:
1. Distinguish the literature under the Spanish colonial.
2. Analyze the different examples of literature under the Spanish colonial.
3. Acknowledge the importance of each of the literature under the
Spanish colonial.
ASSESSMENT CRITERIA
1. Distinguished the literature under the Spanish colonial.
2. Different examples of literature under the Spanish colonial are
explored.
3. Acknowledged the importance of each of the literature under the
Spanish colonial.
4. Listed some examples of the literature under the Spanish colonial.
5. Searched the books, and other resources for examples of the literature
under the Spanish colonial.

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 MODULE IN ENGLISH 13:
ST. ANTHONY COLLEGE SURVEY OF PHILIPPINE
CALAPAN CITY, INC. LITERATURE IN ENGLISH

LEARNING OUTCOME # 1 DISTINGUISH THE LITERATURE UNDER THE

SPANISH COLONIAL.

CONTENTS:
 Literature under the Spanish Colonial

ASSESSMENT CRITERIA:
1. Distinguished the literature under the Spanish colonial.
2. Different examples of literature under the Spanish colonial are
explored.
3. Acknowledged the importance of each of the literature under the
Spanish colonial.
4. Listed some examples of the literature under the Spanish colonial.
5. Searched the books, and other resources for examples of the literature
under the Spanish colonial.

CONDITIONS:
Learners must be provided with the following:
1. WORKPLACE LOCATION
2. EQUIPMENT
- Computer/ Cellphone (with Internet Connection)
3. TOOLS, ACCESSORIES AND SUPPLIES
- Notebook
- Paper
- Pen
4. LEARNING RESOURCES
- Internet Connection or Book Suggested by the Teacher
- Module in Language and Literature Assessment

ASSESSMENT METHODS:
1. Written Test
2. Portfolio
3. Performance Test

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ST. ANTHONY COLLEGE
CALAPAN CITY, INC.
LEARNING EXPERIENCES
Learning Outcome 1
DISTINGUISH THE LITERATURE UNDER THE SPANISH COLONIAL.
Learning Activities
Read Information Sheet no. 4.1
LITERATURE UNDER THE
SPANISH COLONIAL.
Answer Self Check no. 4.1
Accomplish Task Sheet no. 4.1
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MODULE IN ENGLISH 13:
SURVEY OF PHILIPPINE
LITERATURE IN ENGLISH
Special Instructions
After reading the Information Sheet,
answer Self Check no. 4.1 to
ensure knowledge in Key Concepts
Compare the answers to the answer
key.
After the Self-Check, reflect on the
topic studied by accomplishing the
Task Sheet: Oral Lore. This task
will exhibit your understanding on
the topics studied.
The teacher will use Performance
Criteria Checklist 4.1 to assess your
output.
 MODULE IN ENGLISH 13:
ST. ANTHONY COLLEGE SURVEY OF PHILIPPINE
CALAPAN CITY, INC. LITERATURE IN ENGLISH

INFORMATION SHEET 4.1

Learning Objectives
After reading this information sheet, you must be able to:
1. Distinguish the literature under the Spanish colonial.
2. Analyze the different examples of literature under the Spanish colonial.
3. Acknowledge the importance of each of the literature under the
Spanish colonial.

LITERATURE UNDER THE SPANISH COLONIAL PERIOD

Spanish colonization of the Philippines started in 1565 during the time of Miguel
Lopez de Legazpi, the first Spanish governor-general in the Philippines. Literature
started to flourish during his time. The spurt continued unabated until the Cavite
Revolt in 1872.
SPANISH INFLUENCES ON THE PHILIPPINE LITERATURE
1. ALIBATA
2. Christian Doctrine
3. Spanish language became the literary language this time
4. European legends and traditions
5. Ancient literature was collected and translated to Tagalog
6. Grammar books were printed in Filipino
7. Religious tone

ALIBATA

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 MODULE IN ENGLISH 13:
ST. ANTHONY COLLEGE SURVEY OF PHILIPPINE
CALAPAN CITY, INC. LITERATURE IN ENGLISH

THE FIRST BOOKS

1. Ang Doctrina Cristiana (The Christian Doctrine)
2. Nuestra Senora del Rosario
3. Libro de los Cuatro Postprimeras de Hombre
4. Ang Barlaan at Josephat
5. The Pasion
6. Urbana at Felisa
7. Ang mga Dalit kay Maria (Psalms for Mary)

LITERARY COMPOSITIONS
1. Arte y Reglas de la Lengua Tagala (Art and Rules of the Tagalog language)
2. Compendio de la Lengua Tagala (Understanding the Tagalog language)
3. Vocabulario de la Lengua Tagala (Tagalog vocabulary)
4. Vocabulario de la Lengua Pampanga (Pampango vocabulary)
5. Vocabulario de la Lengua Bisaya (Bisayan vocabulary)
6. Arte de la Lengua Ilokana (The Art of the Ilocano language)
7. Arte de la Lengua Bicolana (The Art of the Bicol Language)

FOLK SONGS
Example:

 Leron-Leron Sinta (Tagalog)

 Pamulinawen (Iloko)
 Dandansoy (Bisaya)
 Sarong Banggi (Bicol)
 Atin Cu Pung Singsing (Kapampangan)

RECREATIONAL PLAYS
There were many recreational plays performed by Filipinos during the Spanish times.
Almost all of them were in poetic form.
CENAKULO. Dramatic performance of the passion and death of Christ
ZARZUELA. The father of drama, a musical comedy or melodrama three acts which
death with men’s passion and emotions like love, hate, revenge, cruelty, avarice or
some political problem.
LAGAYLAY. A special occasion for the pilareños of sorsogon during maytime to get
together.
TIBAG. Dramatic performance for the purpose of manifesting devotion for the holy
cross.

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ST. ANTHONY COLLEGE SURVEY OF PHILIPPINE
CALAPAN CITY, INC. LITERATURE IN ENGLISH

PANULUYAN. Philippine Christmas dramatic ritual narrating the whole family’s

search for a place to stay in Bethlehem for Jesus Christ ‘s birth through songs.
SALUBONG. Dramatizes the reunion of the risen Christ and his mother.
CARILLO. A form of dramatic entertainment performs on a moonless night during a
town fiesta or on dark nights after a harvest.
SAINETE. A short musical comedy popular during the 18th century. They were
exaggerated comedy shown between acts plays and were mostly performed by
characters from the lower class.
THE MORO-MORO. Like the Cenaculo, the Moro-Moro is presented also on a
special stage. This is performed during town fiestas to entertain the people and to
remind them of their Christian religion. Example: “Prinsipe Rodante”
KARAGATAN. This is a poetic vehicle of a socio- religious nature celebrated during
the death of a person.
DUPLO. The Duplo replaced the Karagatan. This is a poetic joust in speaking and
reasoning.
THE BALAGTASAN. This is a poetic joust or a contest of skills in debate on a
particular topic or issue.
THE DUNG-AW. This is a chant in free verse by a bereaved person or his
representative beside the corpse of the dead.
AWIT

 Is in dodeca syllabic verse.

 are fabricated stories from writers’ imagination although the setting and
characters are European.
 refers to chanting.
Example: Florante at Laura by Francisco Balagtas
CORRIDO

 is in octosyllabic verse.
 were usually on legends or stories from European countries like France,
Spain, Italy and Greece.
 refers to narration.
Example: Ibong Adarna by Jose de la Cruz

A STEP-BY-STEP GUIDE ON HOW TO WRITE A CRITICAL ANALYSIS OF

A LITERARY PIECE
While writing the literary piece, authors are very deliberate with their choice of
words as well as the format that they use to convey meaning. Most writers
hope that their masterpiece will be read aloud. This is why they strive to

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ST. ANTHONY COLLEGE SURVEY OF PHILIPPINE
CALAPAN CITY, INC. LITERATURE IN ENGLISH

maintain high lyrical quality. Others strive to maintain interesting rhythms in

punctuating the elements of their literary piece. As you write a critical
analysis of a piece, depict an intimate appreciation of it.
Step 1: Read the selected literary piece
 To critique a literary piece, you should read it severally to understand
what the speaker is saying or what the main message of the literary
piece is. If there are unusual or difficult words, find their meaning. In
most cases, the title will give you the summary or general meaning of
the main idea or thought that is being presented.
Step 2: Know who the speaker is
 The speaker in a literary piece can be an elderly person, a child, a
shepherd, a student, a swordsman, a sailor, a milkmaid, an animal or
an object such as a chair, a place or a mountain. Speakers in literary
piece speak differently.
Step 3: Identify the main theme of the literary piece
Start your critical analysis by identifying the major or specific theme in the
literary piece that gives it a larger meaning. To identify this theme, you need
to consider or study the entire literary piece including its title. Maybe the
literary piece that you are analyzing is about losing innocence, growing old, or
importance of preserving the environment. The overarching or major theme of
a literary piece can come out clearly or it can be hidden in its presentation and
words.
Step 4: Establish the context
The context gives the location and time of a literary piece. This is usually what
prompts the creation of a literary piece. A literary piece can be prompted by a
political event which has a great importance in the history of a country.
Step 5: Identify inter-textually
This implies that a literary piece looks back to another literary piece. This is
also called reference. If a literary piece has this aspect, include it in your
analysis and show how it enhances the message or its delivery.
Step 6: Identify the genre of the literary piece (poem)
Genre is simply the category. There are characteristics and rules of each
genre. For instance, a poem that comprises of a long narrative dealing with
demi-gods or divine figures and describing incredible journeys or terrible wars
that determine humanity fate is called an epic poem. A sonnet on the other
had is a short poem with 14 lines in which intimate emotions are expressed.

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ST. ANTHONY COLLEGE SURVEY OF PHILIPPINE
CALAPAN CITY, INC. LITERATURE IN ENGLISH

Other poem genres include mock-epic, lyric, ballad, parody and ode among
others.
Step 7: Create a checklist for your critical analysis
You should come up with a checklist that will guide you as you review or
analyze the poem. A checklist will enable you to analyze or dissect the literary
piece (poem) into separate pieces in order to understand it as a complete
piece better. For instance, you can come up with a checklist that includes the
title, genre, viewpoint, setting, meter, rhyme scheme, context or conflict. Make
the elements in your checklist your guide while writing the critical analysis of
the literary piece (poem).
Step 8: Review the literary piece plot
While reviewing the plot, answer the following questions after reading the
literary piece:
What is going on in the poem/stories?
Who is affected by what is going on?
Your answers to these questions will enable you to understand what exactly
the literary piece is describing. This will enable you to apply the meaning of
the poem in the analysis.
Step 9: Analyze the rhyme scheme (for poems)
Note that, not every poem has a rhyme. Nevertheless, most poems are
written with the hope that they will be read aloud and therefore they have a
rhyme scheme. Perhaps, this is one of the most important steps of a guide on
how to write a critical analysis of a poem because you must read and analyze
the poem carefully to notice its rhyme scheme. Before you conclude that the
poem under analysis does not have a rhyme scheme, read it aloud with a
friend or alone. Listen to its sound instead of simply looking at its words. This
will enable you to identify its rhyme scheme and analyze it
Step 10: Analyze the format (poem)
A poem can be a free form. This means that it does not have an identifiable
pattern. It can also have a unique writing scheme. The format of a poem is
usually a deliberate choice of style or act by the writer. Describe the format
chosen by the author in your critical analysis and what it could mean as well
as how it hinders or help in communicating the message.
Step 11: Analyze the used figurative language (poem)
Poetry uses a wide range of literary devices which include personification,
metaphor, simile, metonymy and irony. Apart from constituting the body, these
devices also demonstrate the control of language by the author. Therefore, it

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 MODULE IN ENGLISH 13:
ST. ANTHONY COLLEGE SURVEY OF PHILIPPINE
CALAPAN CITY, INC. LITERATURE IN ENGLISH

is highly important that you evaluate and analyze the use of figurative
language in the poem
Step 12: Create a thesis statement
On the basis of your comprehension of the meaning of the literary piece,
create a thesis statement for your critical analysis. Note that while writing any
academic piece, you should have a strong, clear thesis statement.
Step 13: Gather evidence from the literary piece to support the
controlling idea or thesis statement
In the body of your critical analysis, cite actual lines of the literary piece to
support your thesis. This will make your critical analysis credible and strong.
Readers will get clues of where your thesis statement came from because it
will have adequate supporting evidence from the poem.
Step 14:  Write the analysis
At this step, you already know how to write a critical analysis of a literary
piece and you have all the information required to write a critical analysis of a
literary piece. Use your checklist to write your critical analysis.
Your critical analysis should include the following:
1. Introduction
The introduction should include:
 Title of the literary piece under analysis
 Author of the selected literary piece
 Publication information
 Purpose or topic statement
2. Thesis statement that indicates your reaction to the literary piece
3. Description or summary of the of the literary piece
o Provide a summary or brief description of the piece that you are
analyzing critically.
o Evaluation or/and interpretation of the piece
4. Conclusion
 Draw conclusions from your analysis. Tell readers what was the
goal or theme of the piece that you were analyzing, tools that were
used in conveying the main idea or theme of the piece, how they
were used and whether they were effective.

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 MODULE IN ENGLISH 13:
ST. ANTHONY COLLEGE SURVEY OF PHILIPPINE
CALAPAN CITY, INC. LITERATURE IN ENGLISH

Task Sheet 4.1

Title: Analysis of Literary Piece

Performance Objectives:
Now that you learned a lot from the topics discussed you should be
able to write a reflective essay discussing about your own belief on the topic
stated. You should be able to impart own experiences as examples to
support your opinion. While you’re on it, include on your reflection the its
significance to your life and others.

Supplies: Notebook/ Paper, Pen

Equipment: PC and Printer (optional)

Steps/Procedure:

1. Search information and the literary piece (s) as listed below:

 May bagyo ma’t may rilim (Poetry)
 Urbana at Feliza by Modesto de Castro (epistolary essay)
 Florante at Laura by Francisco Baltazar (Poetry)
 Ang Dapat Mabatid ng mga tagalog by Andres Bonifacio

2. After gathering data, be guided by the following questions:

Choose only one literary piece and criticize your selected literary piece
(s) by following the steps and procedure that your instructor asked you to
do.

3. Write your reflection about the selected literary pieces.

Assessment Method:
Performance Criteria Checklist

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ST. ANTHONY COLLEGE SURVEY OF PHILIPPINE
CALAPAN CITY, INC. LITERATURE IN ENGLISH

Performance Criteria Checklist 4.1

Criteria 5 4 3 2 1
To what extent did your output satisfy the
following?
The response/solution is complete and appropriate.
Ideas are presented accurately and orderly.
Supporting details and examples are sufficient.
Highly influential and realistic due to the use of factual
details.
Grammar and word choice are correct and
appropriate.
The output presented is original and free of
plagiarism.
TOTAL (Highest= 30 pts.)

14 and
29-30 pts. 25-28 pts. 20-24 pts. 15-19 pts.
below
Needs
Very Good Good Average Improvemen Repeat
t
The The The The expected The
expected expected expected output is expected
output is output is output is accomplished output is not
accomplishe accomplishe accomplishe but some of accomplishe
d and the d and the d and the the objectives d and/or
objectives objectives objectives are not none of the
are satisfied are satisfied are satisfied. satisfied. The objectives
well. The well. The The output output also are fulfilled.
output also output also also satisfied doesn’t The output
satisfied all satisfied well some of satisfy well also doesn’t
of the criteria most of the the criteria the criteria satisfy
enumerated. criteria enumerated. enumerated. enough the
enumerated. criteria
Well done! Extra effort No need to enumerated.
Continue Continue is needed. repeat.
doing a doing a Try to Improvemen Need to
great job. good job. improve t is expected repeat the
Challenge Improve other skills on the next activity or
yourself by other skills on the outputs. accomplish

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ST. ANTHONY COLLEGE SURVEY OF PHILIPPINE
CALAPAN CITY, INC. LITERATURE IN ENGLISH

on the
doing much criteria
criteria equal task.
greater. enumerated.
enumerated.

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