IMUS UNIDA CHRISTIAN SCHOOL

Quality. Christian. Education.

SHS
21st Century Literature from
the Philippines and the World
Quarter 1 Module 3: Lesson 1
Literary Approaches
 21st Century Literature from the Philippines and the World
Quarter 1 Module 3: Lesson 1

MELC 3: Discuss how different contexts enhance the text’s meaning and enrich the reader’s
understanding
Specific Objectives:
 Identify the used literary, biographical (time or place where the literary text was written,
author’s biography, connections between the characters and the author if there are),
linguistic (symbolism, choice of words, figurative language, mood and tone, and overall
structure of the text), and sociocultural contexts (issues among gender, race or class if
there are, literary approaches or theories used) from the given literary texts;
 Explain how the literary texts became effective to you as a reader while citing the different
literary contexts (biographical, linguistic, and sociocultural context) used by the author for
each given literary text; and
 Choose a literary approach or theory that you think the author might have used for his
literary text.

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.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders. 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.

I. Introduction

Literature has been used as part of communication before and up until now. This tells us
stories; may they be historical stories, or love stories that most of the time give us lessons or
guidance on how we will deal with the future and even in our daily lives. This also gives us
opportunities to get-to-know some people’s perspectives in life which can be helpful to us
especially when it comes to decision making. This also allows us to be imaginative and it also
improves our comprehension ability which is very essential to you as a 21st century learner.

In this module, you will determine the literary, biographical, linguistic, and sociocultural
contexts of the literary texts. Therefore, you will learn to love and appreciate more the importance
of Literature. You will be practiced to comprehend and analyse well whatever the literary pieces
are all about. And, you will be motivated to study deeper and deeper the literary texts that you
are reading as for they may have different meanings from how they are presented through the
texts.
 This module contains different activities that will help you achieve the following learning
objectives:
 identify the used literary, biographical (time or place where the literary text was written,
author’s biography, connections between the characters and the author if there are),
linguistic (symbolism, choice of words, figurative language, mood and tone, and overall
structure of the text), and sociocultural contexts (issues among gender, race or class if
there are, literary approaches or theories used) from the given literary texts;
 explain how the literary texts became effective to you as a reader while citing the different
literary contexts (biographical, linguistic, and sociocultural context) used by the author for
each given literary text; and
 choose a literary approach or theory that you think the author might have used for his
literary text.

II. Pre-Test

You are about to start learning another meaningful lesson as a 21st century learner, but
before that, try to answer the activity below by writing your answer in a separate sheet of paper.

Activity 1: True or False

A. Write T if the statement is true and F if the statement is false. Write your answers on the
given spaces below before each number.
____ 1. A culture of one’s literary author has never been cited on any of his literary texts.
____ 2. Symbolism is included in the biographical context of a literary text.
____ 3. The Literary Approaches or Theories are those that a reader or an author might have
used to a literary text to make it easier to understand or to interpret.
____ 4. The author’s choice of words and language is important in developing a literary piece.
____ 5. Sociocultural Context includes the choice of words of the author.

B. How well do you know the literary analysis and comprehension terms?
Identify the following descriptions below by choosing the correct term inside the box.
Write your answer on a separate sheet of paper.
*Biography *Linguistic *Autobiography
*Literary Context *Sociocultural *Analysis
*Context *Comprehension

_________________ 6. An account or detailed description about the life of a person. It entails

basic facts, such as childhood, education, career, relationships, family and death.
_________________ 7. A self-written life story of an author.
_________________ 8. Relating to or involving a combination of cultural and social factors.
_________________ 9. This relates to the language or the study of language.
_________________ 10. This is a process of breaking a complex topic or substance into smaller
parts in order to gain a better understanding of it.
 III. Lesson Proper

According to Semisonic, “Every new beginning comes from some other beginning’s end.”
Therefore, it is important to always look back to our past in order for us to understand well
whatever is happening right now. Let us recall if you still remember the past lesson.

Activity 2: Give me
Give at least two examples for each literary element and give a brief definition. Write your
answer in separate sheet of paper.

Literary Elements of a Literary Definition

Text
1.

2.

Structures of a Literary Text

1.
2.

Traditions of a Literary Text

1.
2
 Building Your Vocabulary

As you go through the reading activity, you will encounter the word pinch all throughout
the poem. The activity below will elicit your understanding and feeling of the given term.

Activity 3: Tell Me How You Feel

Copy the figure on a separate sheet of paper and write the words inside the shapes to
describe your feeling when you are pinched.

Study These

Given is a Bicol Poem with the title “Kudot” or “Pinch”, written by a Bicolano Writer, Jocelyn
Alarcon Bisuña. Also, you are provided an English translated version of the poem.
From the title, what do you think is the Poem will be all about? Right now, you will be given
an opportunity to read the poem twice or as much as you want. Interpret it on your own and take
down some notes in which you think are essential to understanding more the literary piece.

Activity 4: It’s Time to Read!

Read the selection carefully, and then note the different meanings Kudot or Pinch as
conveyed by the author. Give at least 3 meanings. Write your answer in a separate sheet of
paper.
 “Kudot”
ni Jocelyn Alarcon Bisuña

Kan ako aki pa, nagigiromdoman ko an kudot kan

Sakong lolang makulog
Pagpaparigos sa sulong, pagpuli, may kudot,
Pag nabanggihan sa pagpuli, sa may
Bintana naghahalat, ta matao nin kudot,
Pag nagpangadyikan rosaryo asin makaturog, may kudot
Pag nagdulok nin huri sa pagkakan, may kudot
Pag dai nagsimba ki Domingo, may kudot

An kudot kan gurang kaidto

Nag-iirarom sa kublit
Ta mala ngani, guiguiromdoman mo
Si saindang mga tugon
Ta kundai, tibaad pakol na,
Bakô ng kudot sa masunod.

Pag agi kan panahon

Dikit na an gurang na nangungudot
Pero dai nagdikit si nagkukudot Mas na-orog,
pagtios, an kinudot.
Sarong kudot nin asin
Panira sa dikit na maluto
Pagkaaga, sarong pidasong tuyo
Sasabawan nin kape
Pangkudot sa naghahaldat na tulak
Sa udto, gulay na binangutan nin
Kadakul na sili
Tanganing dakul an makakan na maluto
Pagkabanggi, sarong kudot nin sira Marhay ng
pambutong sa tamong Iyo na ini an tanda kan
panahon.

Hanngang nuarin daw kita makudot nin pait?

An tawo lugod nagin maisog
Ta habo man nindang magkudot nin asin padagos
Mala ngani, ta si huring bareta Nagdadakul an nagpupula an
kublit sa anggot.
 “Pinch”
(Translated version of Kudot)
by Jocelyn Alarcon Bisuña

When I was a child, I remember the pinching my grandmother

gave me, how it hurt
After swimming in the creek, at home, a pinch,
After coming home late, by the window she waited, to give
me a pinch,
When I fell asleep during the rosary, a pinch
Arriving late for meals, a pinch,
When I didn’t go to mass on Sunday, a pinch.
The pinching old people dealt Pierced one to the core
That’s why, one kept in mind
Their rules and their teaching
Because if not, a beating,
Could follow, not just a pinching.

With the passage of time

Only a few of our elders now continue to pinch
Still, the pinching does not abate And the suffering grows for
those who feel them.
A pinch of salt
To flavor a bit of rice
Mornings, a sliver of dried fish with coffee to wash it down to pinch
the smarting stomach
Noon, vegetables drowned in a lot of chili to make one eat
more rice
Night, a pinch of fish
Enough for strength to pull a blanket on These are the signs of
the times.

Until when shall we pinch this bitterness?

This is why people have turned fierce
They refuse to pinch salt endlessly
So from the latest news one hears More skins now turn red
in fury.

P.V.M. Santos, M.B. Prado, Lipwas:21st Century Literature, Ateneo de Naga University Press,
Ateneo Avenue, Naga City, Philippines, 2016
Activity 5: Get-to-know the Poem
How well did you understand the text? Answer the following questions by writing your
answer in a separate sheet of paper.

1. Who do you think is the main character in the poem? Or, does the character represent
any individual or group of people? Elaborate your answer on the given space below.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2. What is the poem about?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
3. What did you notice about the construction of the poem? (the stanzas, lines, rhyming,
etc.) Focus on the Bicol Version of the Poem in answering the question.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
4. What were the 5 occasions when the character in the poem was pinched?

5. Are there any figures of speech found in the text? If there are, list down at least one line
from the text down below and provide what type of figure of speech it belongs to.
Line from the Poem Figures of Speech
 Good Job! Now that you are done answering the comprehension questions about the
poem, let us broaden your knowledge when it comes to Literary Analysis. In this lesson, you will
learn to analyse well any literary piece that you are reading or you are planning to read. There
are different contexts that a literary piece may contain. And, these are the following;
 Biographical context
 Linguistic context
 Sociocultural Context

By the end of the discussion, you will be able to finally determine the different literary contexts
from the literary piece that you will study in the future.

Biographical Context

How do we determine the Biographical Context in a literary text? What are the biographical
contexts?

A Biographical Context can be the author’s background. Through studying the author,
you may be able to connect the characters and their morals to the author’s life, and analyse the
patterns of behaviour shown between and among the characters, the author, and you as a reader.
Also, it includes the year the text was written or published, and characters and situations
in the text that could be representative of or are similar to the ones in the author’s life.
For some readers, they tend to do a research about the author in order for them to be
able to fully understand a literary text. Reading the author’s biography or autobiography helps
you see how much his experiences shape his work directly and indirectly.
Biography - is simply an account or detailed description about the life of a person. It
entails basic facts, such as childhood, education, career, relationships, family and death.
Autobiography - is a self-written life story. It is different from a biography, which is the
life story of a person written by someone else.

Note: You should not assume that all works are confessional, biographical, or even
“true to life.”
A literary text is according to the author’s perspective and will be heavily influenced by him or
her, but it is not the only way of studying literature.

Here are some examples of literary works written by authors of different backgrounds. In
their sample writings, their personal stories and beliefs reflect the way they project the characters
in their narrative:

“Under My Invisible Umbrella” by Laurel Fantauzzo is a literary essay that talks about a
Filipino-Italian who was born in the United States. Because her features are more Italian
than Filipina, she had encountered problems with people treating her as “extra special” in
the Philippines, but she finds it more isolating than welcoming. Fantauzzo’s way of writing
reflects a lot about her personal encounters within the Philippines. To understand her
essays better, the reader must know her background first so that they may know the
reasons behind her dilemmas.
 Catch a Falling Star by Cristina Pantoja Hidalgo is a collection of realistic short stories that
revolve around a child character named Trissy or Patriciang Payatot. In the narratives, you
would find out that Trissy is not much involved in outdoor games; she was more inclined to
writing, paper doll making, and other simple crafts. If one tries to research about the author,
she may be classified as a female Filipino writer who belongs to the intellectual elite; that’s
why her writings are influenced by upper-middle class situations.

Linguistic Context

According to David Richter, “Practically everything we do that is specifically human is

expressed in language.”
A Linguistic Context is mainly about the language or the choice of words of the author.
This also includes sentences, patterns, imagery, etc. of the text. Most of the readers use some
strategies related to linguistics to get to know more the meaning of a literary peace. And, these
are the following:
1. Analyze the diction or choice of words in the text.
2. Examine the texts’ syntax or use of sentences, clauses, phrases, line cuts, etc.
Syntax- is a grammatical structure of words and phrases to create sentences.
-The format in which words and phrases are arranged to create sentences.
Clauses- a group of words that includes a subject and a verb
Independent clause- one that can stand alone as a sentence
Dependent clause- one that cannot stand alone
Phrase- is one or more words that form a meaningful grammatical unit within a clause
3. Observe the use of figurative language. Here are some examples of Figurative
Language:
Simile - compares to unlike things and uses the words “like” or “as”
Metaphor - compares two things that are not alike. Unlike simile, metaphor does not use
“like” or “as”
Hyperbole- an exaggeration that is created to emphasize a point or bring out a sense of
humor
Alliteration - repetition of same first consonants sound in two or more words
Personification - a thing is given a human attribute
4. Analyze the mood and tone of the text.
Mood - is the feeling you get while reading a literary text
- An atmosphere of the story
Tone- is the author’s attitude toward a subject (word choices and phrases)
5. Observe the text’s overall structure.
6. Analyze the contents of the text.
 Sociocultural Context

A Sociocultural Context is mostly about the social, economic, political, and cultural
forces affecting the work that you are reading. This also includes the following:
 relationship between the characters or the speakers in the text and their society
 issues of gender, race, or class
 economic or social power
 social order (lower class/middle class/upper class)
 literary theories/approaches/perspective

For further discussion, study the following types of perspectives or literary theories and
their explanations.

Cuevas, Regine. 21st Century Literature from the Philippines and the World Unit 1: Contextual
Reading Approaches. Quipper Limited 2018.Accessed June 30, 2020.

Note: When determining a sociocultural context in a literary text you are reading, set aside
your political ideologies. Do your best to be unbiased in reading.
 Now, we are done discussing the various literary approaches. You are still free to review
all the literary contexts any time you want. Once you’re confident enough, proceed to the
enrichment activity.

Enrichment Activities

Now, let us see what you have learned from the lesson or if you learned something from
what you have read in the selections given.
Activity 6: Can You Tell?
Complete the table below based on its linguistic context. Give example/s of Figure of
Speech found in the Poem, “Kudot” (Use the Bicol Version).. Write your answer in a separate
sheet of paper.

Figures of Speech Line/s from the Poem

Alliteration

Hyperbole

Metaphor

Personification

Activity 7: Connected Words

In what ways were the following words are connected to pinching in the latter half of the
poem and what do they mean? (Base your answer on the English Version of the Poem). Write
your answer in a separate sheet of paper.

asin-
__________________________________________________________________________
smarting stomach-
__________________________________________________________________________
fish-
__________________________________________________________________________

bitterness-
__________________________________________________________________________
Activity 8: So Essay
Reread the Poem, “Kudot”. Analyse well the poem based on its sociocultural context. Once
you are done reading the selection, pick a literary theory or perspective which you think is used
in the poem. In this activity, you will compose a 5 liner paragraph as critique. Get a whole sheet
of paper for this activity.

Guide Questions:
 What literary theory/ies or perspective/s is/are used by the author in the poem?
 How will you justify your answer? Would you cite evidences to prove your answer?
 Your work will be guided and be rated using this rubric.

Source: John Wiley & Sons, Inc., Uncommon schoo ls. 2018. Accessed July 3, 2020
https://teachlikeachampion.com/blog/dylan-william-advises-forget-rubric-use-workshop-samples-
instead/
 Generalization

Activity 9: Fill me in
A. Fill each blank with its corresponding words.

1. __________ context is all about the author’s background.

2. A Linguistic Context is mainly about the ______________ of the author.
3. Issues on G______, R_______ or C_______ are part of the Social context

B. Give the 3 Literary Contexts and using your own words, define how each one is classified or
how can it be determined in a literary text.

Application

Activity 10: Poetry: Write It

Compose your own poem inspired by the happenings during a pandemic. Use the literary
context as a guide in doing so. After that, cite the literary theory/ies that you used in your poem.
Also, explain how unique your work is from others by explaining the different contexts that you
used. You can have it printed or handwritten on a long bond paper. Please separate your poem
from your explanation. Note that your output will be graded using the criteria below.

Criteria (Poem) Criteria (Explanation)

Use of Context/theory – 40 pts Explanation – 50 pts.
Content – 40 pts Uniqueness – 30 pts.
Creativity/Style – 10 pts Mechanics –20 pts
Language Structure – 10 pts Total 100 pts
Total 100 pts
 IV. Assessment

Activity 11:
You will read another poem composed by another Bicolano author named Victor Dennis
T. Nierv. The poem is entitled,”Pababa”.

“Pababá”
Ni Victor Dennis T. Nierva

Nakahandig na an pababá Sa lanob kan

payag kan paraoma.
An mga salóg kaining balâ

Kinakan na kan bokbok nin

panahon naminá patapô sa
anuman na pusog

kun ini dai na hiroon.

An dalan na dating binabaklay
Nakalot na kan gira nin pagbalik-balik

Kan pababá pababâ

Sa banwa tanganing ipabakal an
ginusing gulay.

Nakahandig na an pababá asin an

damulag naparahilá
haloy nang dai nakakaiba

poon kan mag hali asin dai na magbalik hali

sa banwa.
Sa bintana kan payag

an paraoma nakatangka,
nakahiling sa dating badang na
tinubos kan bagong kagsadiri.

“Earth-Sled”
(Translated Version
By Vivtor Dennis T Nierva

The eath-sled is now leaning against the wall

of the farmer’s hut.
 Its floor of bamboo slats
is eaten by mites
of time which weaken
whatever is resilient

if left unmoved.
The old dirt road it used to tread is marked
by the trace of coming and going

of the earth-sled down

the town to bring and sell harvest

The earth-sled is now resting and the

beast that used to pull it has long been
missing

since it never returned from the

town.
At the window of the hut

the farmer is looking outside, gazing at the

old farm
claimed by its new owner

P.V.M. Santos, M.B. Prado, Lipwas:21st Century Literature, Ateneo de Naga University Press,
Ateneo Avenue, Naga City, Philippines, 2016

Are you done reading and studying the poem? Get ready to fill in the table on the next
page. Cite at least 2 examples for each of the literary context that you think were used by the
authors. Justify your answer by providing explanation and evidences from the poem.(10 Points)

Biographical Context Sociocultural Context Linguistic Context

 V. Enrichment/ Additional Task

Activity 12
Look for two 21st Century Filipino Authors. Compare their works by citing the different
literary contexts that they used in their literary pieces. Also, add the biography of each author.
You may write your answer in a separate sheet of paper.

Author#1: Author #2:

____________________________ _____________________________
Answer Key

Activity #1 A.
1. F
2. F
3. T
4. T
5. F B.
1. Biography
2. Autobiography
3. Sociocultural
4. Linguistic
5. Analysis
Activity # 2
(Answers may vary)
Activity #3
(Answers may vary)
Activity #4
(Answers may vary)
Activity #5
(Answers may vary)
Activity #6
(Answers may vary)
Activity #7 and #8
(Answers may vary)
Activity #9
A. 1. Biographical
2. Choice of words
3. gender, race, class
B. (Answers may vary)