Senior High School

st
21 Century
Literature from the
Philippines and
the World
 21st Century
Literature from the
Philippines and the
World
Quarter 2 - Module 2
European Literature

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21st Century Literature from the Philippines and the World
Alternative Delivery Mode
Quarter 1 – Module 1: European Literature
Quarter 2 – Module 2: Literature Around the World
First Edition, 2020

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 Table of Contents

What This Module is About ....................................................................................................................... i

What I Need to Know .................................................................................................................................. i
How to Learn from this Module............................................................................................................... ii
Icons of this Module ................................................................................................................................... ii

Lesson 12 Week 4:
European Literature - I ......................................................................................................... 1

What I Need to Know..................................................................................................... 1

What I Know ..................................................................................................................... 1
What’s In............................................................................................................................ 2
What’s New: ..................................................................................................................... 2
What Is It ........................................................................................................................... 3
What’s More: .................................................................................................................... 7
What I Have Learned: ................................................................................................... 11
What I Can Do: ................................................................................................................ 11
Assessment: (Post-Test) …………………………………………………………….. 12

Lesson 13 Week 4:
European Literature - II ......................................................................................................... 13
What I Need to Know..................................................................................................... 13
What I Know ..................................................................................................................... 13

What’s In............................................................................................................................ 14
What’s New: ..................................................................................................................... 15
What Is It ........................................................................................................................... 15
What’s More: .................................................................................................................... 19
What I Have Learned: ................................................................................................... 19
What I Can Do: ................................................................................................................ 20
Assessment: (Post-Test) .......................................................................................... 21

Summary……………………………………………………………………………………………………. 23
Key to Answers......................................................................................................................................... .. 24
References…………………………………………………………………………………………………. 25
What This Module is About
Hello Learners! We have explored our country’s literature. Let us now turn to
the astounding wealth of literature of other countries. In this module, you will discover,
appreciate, and delight in the excellent literature from each region that we will explore.

The lessons of this module specifically discuss the European Literature.

What I Need to Know

In this module, you are going to write a close analysis and critical interpretation
of literary texts, applying a reading approach, and doing an adaptation of these which
require you the ability to:

a. identify representative texts and authors from Asia, North America, Europe,
Latin America, and Africa;

c. compare and contrast the various 21st century literary genres and their
elements, structures, and traditions from across the globe;

d. produce a creative representation of a literary text by applying multimedia and

ICT skills; and

e. do self-and/or peer assessment of the creative adaptation of a literary text

based on rationalized criteria, prior to presentation.

i
How to Learn from this Module
To achieve the cited objectives, you are to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.

Icons of this Module

What I Need to This part contains learning objectives that
Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.

ii
 Lesson

12 European Literature - I
Grade 12, First Semester, Q2 – Week 4

What I Need to Know

Congratulations! You are now in Lesson 12 of this module. In this lesson, your
quest is to explore the literature of Europe.

In this Lesson, you are going to:

a. identify representative texts and authors from European continent;

(EN12Lit-IIa-22)

b. compare and contrast the various 21st century literary genres and their
elements, structures, and traditions from across the globe; and
(EN12Lit-IId-25)

c. do self- and/or peer-assessment of the creative adaptation of a literary text,

based on rationalized criteria, prior to presentation. (EN12Lit-IIij-31.3)

What I Know

Prompts: Let’s check your knowledge about European literature. Answer each item
below. Choose the correct answer by writing the letter in your
LITERATURE ACTIVITY NOTEBOOK.

1. Who is Sir Kay’s squire?

A. Merlin B. Arthur C. His cousin D. Sir Ector

2. Who lied about finding the sword?

A. Arthur B. Archbishop C. Kay D. Ector

3. Why did Merlin wait to the very last minute to have Arthur pull the sword from the
stone?
A. To show everyone how smart he is.
B. To show everyone Arthur was king.
C. To prove that the Archbishop is very noble.
D. To show that those arrogant men were weak.

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4. How does Arthur prove he is the rightful king of England?
A. by winning the tournament
B. he married the princess
C. by pulling the sword from the stone
D. by dividing the stone

5. The Middle Ages in Europe had been regarded as the Age of ___.
A. poetry B. drama C. epics D. prose

6. No other period in English literature displayed more variety in style, theme, and
content. What period is it?
A. Medieval B. Romantic C. Victorian D. Enlightenment

7. What period in European literature gives attention to detail and replicates the true
nature of reality?
A. Romantic B. Victorian C. Realism D. Naturalism

8. During this period, writers identify the underlying causes for a person’s actions or
beliefs; the environment played a large part in the narrative structure of their
works.
A. Realism B. Naturalism C. Victorianism D. Imperialism

9. The ________ literary period uses crime and punishment as example of the
principles used in their work.
A. Realism B. Naturalism C. Imperialism D. Existentialism

10. Writers during this period are now free to try new concepts in writing like the use
of the unreliable narrator.
A. Naturalism B. Existentialism C. Modernism D. Naturalism

What’s New

Let’s see what you know, what you don’t know, and what you want to know
about Europe. Fill in the columns in the matrix below.

What You Know About What You Do not Know What You Want to Know
Europe About Europe About Europe

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 What Is It

The history and catalogue of the European literature is so rich that it is quite
close to impossible to describe it and give justice to its entire list of great works and
even greater writers in an introduction. However, to give learners a little background
information, European literature refers to the literature in many languages; among the
most important of the modern written works are those in English, Spanish, French,
Dutch, Polish, German, Italian, Modern Greek, Czech, Russian, Bosnian and works
by the Scandinavians and Irish. Important classical and medieval traditions are those
in Latin, Ancient Greek, Old Norse, Medieval French and the Italian Tuscan dialect of
the renaissance are also part of its collection.

The Medieval Period (500-1500) of European literature already saw masterful

works like Beowulf, The Song of Roland, The Nibelungenlied, and seminal work of
Geoffrey Chaucer, The Canterbury Tales. The mentioned works of art was followed
by even more popular titles, because during the Renaissance Period, writers like
Edmun Spencer (The Faerie Queen), John Milton (Paradise Lost), and William
Shakespeare (Romeo and Juliet; Macbeth) took the level of its literary standard into a
whole new high.

Following the Medieval Period was the Age of Enlightenment (1700-1800) and
at its center was a celebration of ideas – ideas about what the human mind was
capable of, and what could be achieved through deliberate action and scientific
methodology. Many of the new, enlightened ideas were political in nature. Writers like
Voltaire and Jean-Jacques Rousseau were the torchbearers of Enlightenment
literature and philosophy.

No other period in English literature displays more variety in style, theme, and
content than the Romantic Movement (1798-1870) of the 18th and 19th centuries.
Romanticism is concerned with the masses and not with the middle class, the
individual more than with society. With writers like Mary Shelley and her masterpiece,
Frankenstein and Lord Byron’s Don Juan, the focus of literature shifted from the
scientific to the mysterious.

Then came the Victorian Period. The name given to the period is borrowed from
the royal matriarch of England, Queen Victoria. The Victorian writers exhibited some
well- established habits from previous eras, while at the same time pushing arts and
letters in new and interesting directions. Victorian novelists and poets like Charlotte
and Emily Bronte, Lord Tennyson, Robert Browning, Gustave Flaubert, George Eliot,
Fyodor Dosteyevsky, and Thomas Hardy wrote with simplicity, truth and tempered
emotion.

Realism (1820-1920), the next period in European literature, is precisely what

it sounds like. It is attention to detail, and an effort to replicate the true nature of reality
in a way that novelists had never attempted. Famous writers during this period were
Franz Kafka, William Butler Yeats, T.S. Eliot, and Vicente Biasco Ibanez, among
others.

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 Naturalism (1870-1920) sought to go further and be more explanatory than
Realism by identifying the underlying causes for a person’s actions or beliefs. In
Naturalism, the environment played a large part in the narrative structure. Emile Zola,
one of the most influential writers in this period of literature, provided inspiration and
model in writing during this period.

Crime and punishment is a profound example of how some of the principles of

existentialist (1850-today), the next literary period. Doytoyevsky’s story shows that
thinking can be perverted, leading to ethical decay and personal destruction. Another
writer, Franz Kafka, has also been associated with 20th century existentialism. But the
name most related to existential literature is Albert Camus.

The Modernist Period (1910-1965) in literature presented a new way of living

and seeing the world. Writers are now free to try new concepts in writing like the use
of the unreliable narrator, among others. Modernism was set in motion, in one sense,
through a series of cultural shocks where the poets took fullest advantage of the new
spirit of the times, and stretched the possibilities of their craft to lengths not previously
imagined.

All these periods in literature influenced and led to what is now seen in the
works of 21st century European writers. ("21St Century Literature Of The Philippines And Of
The World (1) Scribd" 2020)

King Arthur is a key figure in all of European literature. The legendary king and
the episodes of his life have been echoed in literary texts for several centuries. The
following selection presents the pivotal movement in which a precocious young man
began his transformation into ruler of England.

The Miracle of the Sword and Stone

Now Arthur, the prince, had all this time been nourished in Sir Ector’s house as
his own son, and was fair and tall and comely, being of the age of fifteen years, great
in strength, gentle in manner, and accomplished in all exercises proper for the training
of a knight.
But as yet he knew not of his father, for Merlin had so dealth, that none save
Uther and himself knew aught about him. Wherefore it befell, that many of the knights
and barons who heard King Uther speak before his death, and call his son Arthur his
successor, were in great amazement; and some doubted, and others were displeased.

Anon the chief lords and princes set forth each to his own land, and, raising,
armed men and multitudes of followers, determined every one to gain the crown for
himself; for they said in their hearts, “If there be any such a son at all as he of whom
this wizard forced the king to speak, who are we that a beardless boy should have rule
over us?”

So the land stood long in great peril, for every lord and baron sought but his
own advantage; and the Saxons, growing ever more adventurous, wasted and overran
the towns and villages in every part.

4
 Then, Merlin went to Brice, the Archbishop of Canterbury, and advised him to
require all the earls and barons of the realm and all knights and gentlemen-at-arms to
come to him at London, before Christmas, under pain of cursing, that they might learn
the will of Heaven who should be king. This, therefore, the archbishop did, and upon
Christmas Eve were met together in London all the greatest princes, lords, and barons;
and long before day they prayed in St. Paul’s Church, and the archbishop besought
Heaven for a sign who should be lawful king of all the realm.

And as they prayed, there was seen in the churchyard, set straight before the
doorways of the church, a huge square stone having a naked sword stuck in the midst
of it. And on the sword was written in letters of gold, “Whoso pullet out the sword from
this stone is born the rightful King of Britain.”

At this, all the people wondered greatly; and, when Mass was over, the nobles,
knights, and princes ran out eagerly from the church to see the stone and sword, and
a law was forthwith made that whoso should pull out the sword should be
acknowledged straightway King of Britain.

Then, many knights and barons pulled at the sword with all their might, and
some of them tried many times, but none could stir or move it.

When all had tried in vain, the archbishop declared the man whom Heaven had
chosen was not yet there. “But God,” said he, “will doubtless make him known ere
many days.”

So ten knights were chosen, being men of high renown, to watch and keep the
sword, and there was proclamation made through all the land that whosoever would,
had leave and liberty to try and pull it from the stone. But though great multitudes of
people came, both gentle and simple, for many days, no man could ever move the
sword a hair’s breadth from its place.

Now at the New Year’s Eve, a great tournament was to be held in London,
which the archbishop had devised to keep together lords and commons, lest they
should grow estranged in the troublous and unsettled times. To the which tournament
there came, with many other knights, Sir Ector, Arthur’s foster-father, who had great
possessions near to London, and with him came his son, Sir Key, but recently made
knight, to take his part in jousting, and young Arthur also to witness all the sports and
fighting.

But as they rode towards the jousts, Sir Key found suddenly he had no sword,
for he had left it at his father’s house; and turning to young Arthur, he prayed him to
ride back and fetch it for him. “I will with a good will,” said Arthur, and rode fast back
after the sword.

But when he came to the house he found it locked and empty, for all were gone
forth to see the tournament. Whereat, being angry and impatient, he said within
himself, “I will ride to the churchyard and take with me the sword that sticketh in the
stone, for my brother shall not go without a sword this day.”

5
 So he rode and came to the churchyard, and alighting from his horse he tied
him to the gate, and went to the pavilion, which was pitched near the stone, wherein
abode the ten knights who watched and kept it, but he found no knights there, for all
were gone to see the jousting.

Then he took the sword by its handle, and lightly and fiercely he pulled it out of
the stone, and took his horse and rode until he came to Sir Key and delivered him the
sword. But as soon as Sir Key saw it, he knew well it was the sword of the stone, and
riding swiftly to his father, he cried out, “Lo! here, sir, is the sword of the stone,
wherefore it is I who must be king of all this land.”

When Sir Ector saw the sword, he turned back straight with Arthur and Sir Key
and came to the churchyard, and there alighting, they went all three into the church,
and Sir Key was sworn to tell truly how he came by the sword. Then he confessed it
was his brother Arthur who had brought it to him.

Whereat Sir Ector, turning to young Arthur, asked him – “How gottest thou the
sword?”

“Sir,” said he, “I will tell you. When I went home to fetch my brother’s sword, I
found nobody to deliver it to me, for all were abroad to the jousts. Yet was I loath to
leave my brother swordless, and, bethinking me of this one, I came hither eagerly to
fetch it for him, and pulled it out of the stone without any pain.”

Then said Sir Ector, much amazed and looking steadfastly on Arthur, “If this
indeed be thus, ‘tis thou who shalt be king of all this land – and God will have it so –
for none but he who should be rightful Lord of Britain might ever draw this sword from
that stone. But let me now with mine own eyes see thee put back the sword into its
place and draw it forth again.”

“That is no mystery,” said Arthur, and straightway set it in the stone. And then
Sir Ector pulled at it himself, and after him Sir Key, with all his might, but both of them
in vain; then Arthur reaching forth his hand and grasping at the pommel, pulled it out
easily, and at once.

Then fell Sir Ector down upon his knees upon the ground before young Arthur,
and Sir Key also with him, and straightway did him homage as their sovereign lord.

But Arthur cried aloud, “Alas! mine own dear father and my brother, why kneel
ye thus to me?”

“Nay, my Lord Arthur,” answered then Sir Ector, “we are of no blood-kinship
with thee and little though I thought how high thy kin might be, yet wast thou never
more than foster-child of mine.” And then he told him all he knew about his infancy,
and how a stranger had delivered him, with a great sum of gold, into his hands to be
brought up and nourished as his own born child, and then had disappeared.

But when young Arthur heard of it, he fell upon Sir Ector’s neck, and wept, and
made great lamentation, “For now,” said he, “I have in one day lost my father and my
mother and my brother.”

6
 “Sir,” said Sir Ector presentlym, “when thou shalt be made king, be good and
gracious unto me and mine.”

“If not,” said Arthur, “I were no true man’s son at all, for thou art he in all the
world to whom I owe the most; and my good lady and mother, thy wife, hath ever kept
and fostered me as though I were her own; so if it be God’s will that I be king hereafter
as thou sayest, desire of me whatever thing thou wilt and I will do it; and God forbid
that I should fail thee in it.”

“I will but pray,” replied Sir Ector, “that thou wilt make my son Sir Key, thy foster-
brother, seneschal of all the lands.”

“That shall he be, “said Arthur; “and never shall another hold that office, save
thy son, while he and I do live.” (Simoun Victor D. Rodoblaco, Brilliant Creations Publishing,

What’s More

Directions: Determine how the Arthurian themes are echoed in the work of 21st
century writer, Alan Fenton. Identify how the writer uses characters,
scenes, and imagery that parallel the tales of King Arthur and his knights.
Copy the table in your LITERATURE ACTIVITY NOTEBOOK. Fill in the
table found after the story with your answer.

CALL OF DESTINY
(excerpt)
by Alan Fenton

On the summit of a hill in the county of Somerset stands a solitary church tower,
bearing witness to the ferocity of nature and of man. It is all that survives of two
churches that once stood here. The first was destroyed by an earthquake, the second
by the command of Henry the Eight. As sunset approaches, subtle details of stone
and lichen, archway and niche, buttress and embrasure, are lost in the deepening
shadows. Silhouetted against the evening sky the stark stone mass of the tower
dominates the soft contours of the landscape, uniting earth and heaven.

A few yards from the base of the tower, on a mound that marks the crest of the
Tor two motionless figures stand, one taller than the other. Seen from the valley below,
their dark shapes loom, remote and mysterious. There is a haunting and powerful aura
about them, as if they were not people but primeval monoliths or statues of pagan
gods in an ancient burial ground. In some strange way they are beings apart, belonging
not to the present time, but to time itself.

The hill is otherwise deserted, as are the woods at its foot and the countryside
beyond.

7
 The red ball of the sun sinks below the horizon, the west wind that has gusted
all day is suddenly stilled. Not a sound, not even a breath of air, disturbs the silence.
Nothing stirs. In this hushed moment, the earth and all the planets that only an instant
before wheeled round the sun, seem to hang motionless in space.

Slowly the taller figures raises his hand, as if to release the world from its spell,
then touches the boy lightly on the shoulder. ‘Shall we go? It’s getting late.’
They begin the descent. ‘Tell me more about him.’ says the boy.

‘He was a great leader,’ his older companion responds. ‘King of Britain, as they
called it then. When he came to the throne the country was under constant attack by
its enemies, both from outside and within.’

Down the steep track they jolt, each for a time absorbed in his own thoughts,
the boy’s head buzzing with questions.
‘But what exactly did he do?’

‘The world had gone mad. The king tried to bring it back to its senses, and
restore meaning to people’s lives. He wanted to give them courage and hope for the
future. But to do that he first had to impose order on chaos.’
“How do you mean, impose?’

The man nods approvingly. ‘You are right to question that word. He questioned
it too. The thought of using force troubled him. But after much heart searching he
decided that if mankind was to be saved, he had no other choice. He was given the
power to do it, you see, power so formidable that many thought he had been sent to
earth by God, or even that he himself was a divine being.’
‘And was he?’
‘No.’
‘So he was just an ordinary man?’

A brief silence. ‘He was a man, but no ordinary man. When he was young he
found it hard to believe he had a special destiny. He wanted to lead a fun life and have
a happy time, just as most people do. But as he grew older he came to understand
that he was not the same as other men, and that the road he would have to take would
be a different one.’
‘Because of the power he had?’
‘Yes. And because of the way he chose to use it.’
‘How do you mean?’

‘Other men would have used it for selfish ends, but not him. He decided to fight
the forces of darkness and chaos. He was a brave and cunning warrior; but he was
also much more than that, a philosopher and a visionary, a wise and humane
individual, gallant, just and honourable. Those who ruled by terror feared him. Those
whom they terrorised, worshipped him. And in return he loved and honoured them, the
ordinary men and women. He had a dream, a dream that one day the meek really
would inherit the earth. But he knew they could only do it with his help.’
‘Was there no one else they could turn to?’

8
 ‘No one else whom good men and women would follow, no other leader who
had the courage and strength of character to meet the challenge. Not that he was the
only one who saw the world descending into chaos; there were leaders in other lands
who feared for the future but were too weak, or too corrupt, or simply too afraid to act.
As everything around them disintegrated, resigned to self-destruction, accepting that
mankind was doomed. They had abandoned all hope of changing anything; they no
longer cared what happened. But he cared. He did everything in his power to create a
new world for mankind, a world based on love and respect and justice.’
‘And did he succeed?’
‘For a while. Until things started to go wrong.’
The boy is impatient. ‘But how? Why? I want to know everything.’
‘It’s a long story. Are you sure you want to hear it?’ asks the man, teasing his
young friend.
‘You know I do!’
A loving hand rests lightly on the boy’s head. ‘Then you shall.’

A mole of thought furrows the boy’s brow. ‘Is it just a story? or was there really
such a person?’

‘There was,’ says the man, adding tantalisingly, ‘and may be again.’ The boy
looks puzzled.
‘There are those who say that if ever he is needed, he will come again.’
The boy’s eyes shine. ‘What will he do?
In the twilight the first star shows itself. A pale silver of moon floats above the
horizon.

‘Now there’s a question,’ the man says softly. ‘What will he do…? Well now, I
imagine he will try to save mankind, just as he did all those centuries ago. Lord knows,
we need saving.’
The boy nods in acknowledgement, though scarcely understanding.
‘You never told me his name.’
‘You know it already.’
‘I do?’

‘From the story books.’

the boy stands still and looks up at his beloved mentor, puzzled.
The man looks fondly down. ‘You want a clue?’
‘Yes.’
‘You have the same name as that king.’

For a second or two the wide eyes dream, catching the starlight, then suddenly
sparkle as he laughs with delight. ‘Oh, that king!’ On an impulse he cups his hands
around his mouth and shatters the silence, crying out the name at the top of his voice.
‘Arthur!’

Source: https://www.alanfenton.co.uk/the-call-of-destiny-the-first-book-by-author-alan-fenton/

9
Here is the sample table:
Areas to Answer The Miracle of the Call of Destiny
Sword and Stone
Characters
* protagonist
* antagonist
Scenes
Imagery

What I Have Learned

Prompts: Briefly answer the questions below. Write your answers in your
LITERATURE ACTIVITY NOTEBOOK.

1. What is the moral of the story The Miracle of the Sword and Stone?
_______________________________________________________________
2. What is the theme of The Miracle of the Sword and the Stone?
________________________________________________________________

What I Can Do

Directions: As a volunteer for a charitable institution that services children in foster

care, you and your fellow volunteers are tasked to perform a play of a
folktale from the Brothers Grimm. The concept is to encourage the
children to read fairy tales and enlighten their origins as stories. Your
play must be less than 10 minutes, suitable for children, and must also
have a part for audience interaction. You will be peer-evaluated by your
other fellow volunteers using the rubric below.

Play Writing Rubric Exceeds Meets Working Below

Towards
PLOT makes sense. 4 3 2 1
CHARACTERS are believable for the situation.
They are well-developed and have motivations 4 3 2 1
for their actions.

10
 EXPOSITION provides enough background on
the characters and setting for the play to make 4 3 2 1
sense.
Has a CONFLICT that gets introduced in the
4 3 2 1
INCITING INCIDENT.
Tension/suspense increases through
4 3 2 1
COMPLICATIONS in RISING ACTION
Has a CLIMAX that is the highest point of
4 3 2 1
suspense/tension or a turning point.
FALLING ACTION ties up loose ends and
4 3 2 1
possibly shows how the conflict is won or lost.
The RESOLUTION gives the play an ending
that includes a BUTTON at the end to give a 4 3 2 1
feeling of satisfaction or completion.
The play shows action rather than telling us
4 3 2 1
about it.
The play can be produced on a stage in front of
4 3 2 1
a live audience.
Formatted correctly:
Includes a title and list of characters
Character names in ALL CAPS at the
beginning of the line of dialogue, followed
by a colon ( : )
Character names in ALL CAPS in stage 4 3 2 1
directions
Stage directions should be in parenthesis
and, if typed, italicized
New scenes begin if there is a change in
LOCATION or TIME

Adopted:https://www.emsd63.org/cms/lib7/IL01906326/Centricity/Domain/225/PLAYWRITING%20R
UBRIC%20w%20Sample.pdf

Post Assessment

Prompts: Let’s check what you’ve learned from our lesson on European literature.
Choose the correct letter of your answer by writing it in your
LITERATURE ACTIVITY NOTEBOOK.
1. No other period in English literature displayed more variety in style, theme, and
content. What period is it?
A. Medieval B. Romantic C. Victorian D. Enlightenment

11
2. What period in European literature gives attention to detail and replicates the true
nature of reality?
A. Romantic B. Victorian C. Realism D. Naturalism
3. During this period, writers identify the underlying causes for a person’s actions or
beliefs; the environment played a large part in the narrative structure of their
works.
A. Realism B. Naturalism C. Victorianism D. Imperialism
4. The ________ literary period uses crime and punishment as example of the
principles used in their work.
A. Realism B. Naturalism C. Imperialism D. Existentialism
5. Writers during this period are now free to try new concepts in writing like the use
of the unreliable narrator.
A. Naturalism B. Existentialism C. Modernism D. Naturalism
6. Who is Sir Kay’s squire?
A. Merlin B. Arthur C. His cousin D. Sir Ector
7. Which of the following is NOT a theme of The Miracle of the Sword and the
Stone?
A. deception B. trust C. betrayal D. love
8. Why did Merlin wait to the very last minute to have Arthur pull the sword from the
stone?
A. To show everyone how smart he is.
B. To show everyone Arthur was king.
C. To prove that the Archbishop is very noble.
D. To show that those arrogant men were weak.

9. How does Arthur prove he is the rightful king of England?

A. by winning the tournament
B. he married the princess
C. by pulling the sword from the stone
D. by dividing the stone
10. Which of the following is the moral of the story The Miracle of the Sword and the
Stone?
A. Follow your instincts.
B. It's about recognizing other people’s powers.
C. Follow your destiny no matter what happens.
D. It's about how to grow up well and be a good person.

12
 Lesson

13 European Literature - II
Grade 12, First Semester, Q2 – Week 4

What I Need to Know

Congratulations! You are now in Lesson 13 of this module. In this lesson,

you’re going to continue your exploration in the continent of Europe.

In this Lesson, you are going to:

a. compare and contrast the various 21st century literary genres and their
elements, structures, and traditions from across the globe; and
(EN12Lit-IId-25)

b. do self- and/or peer-assessment of the creative adaptation of a literary text,

based on rationalized criteria, prior to presentation. (EN12Lit-IIij-31.3).

What I Know

Prompts: Have you watched the movie adaptation of Harry Potter and the Sorcerer’s
Stone? Try to recall the movie and answer the questions below. Write
only the letter of the answer

_____1. How does Harry first learn that he is a wizard?

A. Dudley accidentally lets it slip
B. He reads about it in the Daily Prophet
C. The Dursleys tell him when he is eight
D. Hadgrid has to track him down to tell him

_____2. Where does Harry live in the Dursley’s home?

A. with Dudley
B. in the guest house
C. in a cupboard under the stairs
D. in Mr. and Mrs. Dursley’s room

_____3. Who decides where the children will be housed at Hogwarts?

A. The Sorting Broom
B. Albus Dumbledore
C. The Sorting Hat
D. Each child decides for himself or herself

13
_____4. How do the children want to get rid of Hagrid’s dragon?
A. They poison it.
B. They bring it up to the top of the tallest tower and push it off
C. They bring it up to the top of the tallest tower and give it to Voldermort
D. They bring it up to the top of the tallest tower and give it to Ron’s older
brother’s friends

_____5. Who is Fluffy?

A. Harry’s own dragon C. Dumbledore’s pet snake
B. Hagrid’s dog D. Hagrid’s three-headed dog

_____6. Which teacher is trying to steal the Sorcerer’s Stone?

A. Quirrell C. Dumbledore
B. Snape D. McGonagall
_____7. To whom does the Sorcerer’s Stone belong?
A. Harry C. Voldermort
B. Hagrid D. Nicolas Flamel

_____8. What does Harry see when he looks in the Mirror of Erised for the first time?
A. His parents C. The Sorcerer’s Stone
B. A Quidditch trophy D. Himself as an old, wise wizard

_____9. Who actually puts the curse on Harry during the Quidditch match?
A. Quirrell C. Malfoy
B. Snape D. Nicolas Flamel

_____10. What do the first two initials in J.K. Rowling’s name stand for?
A. Jenna Kate C. Joan Kinsey
B. Jennifer King D. Joanna Kathleen

What’s In

In Lesson 12, you were introduced to European literature through the story The
Miracle of the Sword and Stone which tells about how the precocious young man
became King Arthur, the ruler of England. Now, check what you’ve learned from the
lesson.

Directions: Create a timeline to note the important periods in European literature as

written in Lesson 5. A sample timeline template is given, but you may
create your own.

14
 What’s New

Prompts: Name a character in a movie or story which you can relate with each word
below. Write your answers in your LITERATURE ACTIVITY NOTEBOOK.

Example: HERO - SUPERMAN

1. HERO - ______________
2. MENTOR - ______________
3. LOYAL COMPANION - ______________
4. EXPLORER - ______________
5. LOVER - ______________
6. MAGICIAN - ______________
7. INNOCENT - ______________
8. BULLY - ______________
9. RULER - ______________
10. EVIL GENIUS - ______________

What Is It

Archetypes are universal symbols that encapsulate the collectively-inherited

unconscious idea, pattern of thought, image, etc., that is, universally present in people.
Psychologist Carl Gustav Jung described several archetypes that are based in the
observation of differing but repeating patterns of thought and action that re-appear
time and again across people, countries and continents.

15
 Following are pieces of information on the different archetypes for characters.
Eight Male Archetypes
Chief Leader, tough; decisive; goal-oriented; over-bearing; top
of his field
Bad boy Rebel; the boy from the wrong side of the track; bitter;
crash idealist; charismatic, street-smart, hates authority
The best friend Kind, responsive, decent, regular, Mr. Nice Guy; doesn’t
enjoy confrontation, values teamwork
Charmer Fun, irresistible; not too responsible or dependable;
rouge, not crazy about hard work
The lost soul Tortured, secretive, unforgiving; vulnerable, creative but
loner
The professor Logical, introverted, inflexible, boring; genuine about
feelings, honest, faithful
The swashbuckler Man of action, physical endearing, fearless, explorer
The warrior Reluctant rescuer, knight-in-shining-armor; relentless,
hero, doesn’t go along to get along

Eight Female Archetypes

Boss Leader; tough; decisive; goal-oriented; over-bearing; top
of her field
The Survivor Sizing up everyone, mysterious, manipulative, tough
The spunky kid Rebel; bitter; crash idealist; charismatic, street-smart,
hates authority
The Free Spirit Fun, irresistible, not too responsible or dependable;
rouge, not crazy about hard work
The waif Damsel in distress; childlike innocence
The librarian Proper but with underlying passion
The crusader Woman of action, physical endearing, fearless, explorer
The nurturer Takes care of everyone

Source: https://www.scribd.com/document/412634387/21st-Century-Literature-of-the-
Philippines-and-of-the-World-1)

Prompts: Read the summary of Harry Potter and the Sorcerer’s Stone below and do
the activities that follow.

Harry Potter and the Sorcerer’s Stone

by J.K. Rowling

Mr. Dursley, a well-off Englishman, notices strange happenings on his way to

work one day. That night, Albus Dumbledore, the head of a wizardry academy called
Hogwarts, meets Professor McGonagall, who also teaches at Hogwarts, and a giant
named Hagrid outside the Dursley home. Dumbledore tells McGonagall that someone
named Voldemort has killed a Mr. and Mrs. Potter and tried unsuccessfully to kill their
baby son, Harry. Dumbledore leaves Harry with an explanatory note in a basket in
front of the Dursley home.

16
 Ten years later, the Dursley household is dominated by the Dursley’s son,
Dudley, who torments and bullies Harry. Dudley is spoiled, while Harry is forced to
sleep in a cupboard under the stairs. At the zoo on Dudley’s birthday, the glass in front
of a boa constrictor exhibit disappears, frightening everyone. Harry is later punished
for this incident.

Mysterious letters begin arriving for Harry. They worry Mr. Dursley, who tries to
keep them from Harry, but the letters keep arriving through every crack in the house.
Finally, he flees with his family to a secluded island shack on the eve of Harry’s
eleventh birthday. At midnight, they hear a large bang on the door and Hagrid enters.
Hagrid hands Harry an admissions letter to the Hogwarts School of Witchcraft and
Wizardy. Harry learns that the Dursleys have tried to deny Harry’s wizardry all these
years.

The next day, Hagrid takes Harry to London to shop for school supplies. First
they go to the wizard bank, Gringotts, where Harry learns that his parents have left
him a hefty supply of money. They shop on the wizard’s commercial street known as
Diagon Alley, where Harry is fitted for his school uniform. Harry buys books,
ingredients for potions, and, finally, a magic wand – the companion wand to the evil
Voldemort’s.

A month later, Harry goes to the train station and catches his train to Hogwarts
on track nine and three quarters. On the train, Harry befriends other first-year students
like Ron Weasley and Hermione Granger, a Muggle girl chosen to attend Hogwarts.
At school, the first- years take turns putting on the “Sorting Hat” to find out in which
residential house they will live. Harry fears being assigned to the sinister Slytherin
house, but he, Ron, and Hermione end up in the noble Gryffindor house.

As the school year gets underway, Harry discovers that his Potions professor,
Snape, does not like him. Hagrid reassures Harry that Snape has no reason to dislike
him. During their first flying lesson on broomsticks, the students are told to stay
grounded while the teacher takes an injured boy named Neville to the hospital. Draco
Malfoy, a Slytherin bully, snatches Neville’s prized toy and flies off with it to the top of
a tree. Harry flies after him. Malfoy throws the ball in the air, and Harry speeds
downward, making a spectacular catch. Professor McGonagall witnesses this incident.
Instead of punishing Harry, she commends that he play Quidditch, a much-loved game
that resembles soccer played on broomsticks, for Gryffindor. Later that day, Malfoy
challenges Harry to a wizard’s duel at midnight. Malfoy doesn’t show up at the
appointed place, and Harry almost gets in trouble. While trying to hide, he accidentally
discovers a fierce three-headed dog guarding a trapdoor in the forbidden third-floor
corridor.

On Halloween, a troll is found in the building. The students are all escorted back
to their dormitories, but Harry and Ron sneak off to find Hermione, who is alone and
unaware of the troll. Unwittingly, they lock the troll in the girl’s bathroom along with
Hermione. Together, they defeat the troll. Hermione tells a lie to protect Harry and Ron
from being punished. During Harry’s first Quidditch match, his broom jerks out of
control.

17
Hermione notices Snape staring at Harry and muttering a curse. She concludes that
he is jinxing Harry’s broom, and she sets Snape’s clothes on fire. Harry regains control
of the broom and makes a spectacular play to win the Quidditch match.

For Christmas, Harry receives his father’s invisibility cloak, and he explores the
school, unseen, late at night. He discovers the Mirror of Erised, which displays the
deepest desire of whoever looks in it. Harry looks in it and sees his parents alive. After
Christmas, Harry, Ron, and Hermione, begin to unravel the mysterious connection
between a break-in at Gringotts and the three-headed guard dog. They learn that the
dog is guarding the Sorcerer’s Stone, which is capable of providing eternal life and
unlimited wealth to its owner and belongs to Nicolas Flamel, Dumbledore’s old partner.

A few weeks later, Hagrid wins a dragon egg in a poker game. Because it is
illegal to own dragons, Harry, Ron, and Hermione contact Ron’s older brother, who
studies dragons. They arrange to get rid of the dragon, Fluffy, but get caught. Harry,
Ron, and Hermione are severely punished, and Gryffindor is docked 150 points.
Furthermore, part of their punishment is to go into the enchanted forest with Hagrid to
find out who has been killing unicorns recently. In the forest, Harry comes upon a
hooded man drinking unicorn blood. The man tries to attack Harry, but Harry is rescued
by a friendly centaur who tells him that his assailant was Voldemort. Harry also learns
that it is Voldemort who has been trying to steal the Sorcerer’s Stone.

Harry decides that he must find the stone before Voldemort does. He, Ron, and
Hermione sneak off that night to the forbidden third-floor corridor. They get past the
guard dog and perform many impressive feats as they get closer and closer to the
stone. Harry ultimately finds himself face to face with Quirrell, who announces that
Harry must die. Knowing that Harry desires to find the stone, Quirrell puts Harry in
front of the Mirror of Erised and makes him state what he sees. Harry sees himself
with the stone in his pocket, and at that same moment he actually fells it in his pocket.
But he tells Quirrell that he sees something else. A voice tells Quirrell that the boy is
lying and requests to speak to Harry face to face. Quirrell removes his turban and
reveals Voldemort’s face on the back of his head. Voldemort, who is inhabiting
Quirrell’s body, instructs Quirrell to kill Harry, but Quirrell is burned by contact with the
boy. A struggle ensues and Harry passes out.

When Harry regains consciousness, he is in the hospital with Dumbledore.

Dumbledore explains that he saved Harry from Quirrell just in time. He adds that he
and Flamel have decided to destroy the stone. Harry heads down to the end-of-year
banquet, where Slytherin is celebrating its seventh consecutive win of the house
championship cup. Dumbledore gets up and awards many last-minute points to
Gryffindor for the feats of Harry and his friends, winning the house cup for Gryffindor.
Harry returns to London to spend the summer with the Dursleys. ("Sparknotes: Harry
Potter And The Sorcerer’S Stone: Plot Overview" 2020)

18
 What’s More

Prompts: Based on the given information on the different archetypes for characters,
use the table below to specify which character in Harry Potter and the
Sorcerer’s Stone subscribes to the given archetype.

Eight Male Archetypes

Chief
Bad boy
The best friend
Charmer
The lost soul
The professor
The swashbuckler
The warrior

Eight Female Archetypes

Boss
The Survivor
The spunky kid
The Free Spirit
The waif
The librarian
The crusader
The nurturer

What I have Learned

Directions: Answer the questions below. Write your answers in your LITERATURE
ACTIVITY NOTEBOOK.

1. What is the main message of Harry Potter and the Sorcerer’s Stone?
________________________________________________________________
________________________________________________________________

2. What life’s lessons does Harry Potter and the Sorcerer’s Stone teach?
________________________________________________________________
________________________________________________________________

19
 What I Can Do
Prompts: Using your knowledge about the archetypes found in Harry Potter and the
Sorcerer’s Stone, write a critical paper about the impact of the archetypes
to the story. Your paper will be rated based on the rubric below.
Criteria
10 points
There is a well-developed
Introduction introduction with an
and attention grabber that
conclusion gets the reader’s interest
(Background and continues to engage
history/ the reader up until the
Thesis thesis statement. The
statement) thesis statement should
clearly state the
experience or event that
will be described as well
as the effect on the writer.
Conclusion should
effectively wrap up and
re-stress the importance
of thesis.
Main points Well-developed main
(Body points/topic sentences
paragraphs) that relate directly to the
thesis. Supporting
examples are concrete
and detailed. The
analysis is developed with
an effective point of view.
Organization Logical progression of
(Structure ideas with a clear
and structure that enhances
Transition) the thesis. Transitions are
effective and vary
throughout the paragraph,
not just in the topic
sentence.
Style Writing is smooth, skilful,
(Sentence and coherent. Sentences
flow, variety, are strong and expressive
diction) with varied structure.
Diction is consistent and
words are well-chosen.
Mechanics Punctuation, spelling, and
(Spelling, capitalization are all
punctuation, correct. No errors.
capitalization)
Adopted: https://www.scribd.com/document/412634387/21st-Century-Literature-of-the-
Philippines-and-of-the-World-1
Description Score
7 points 4 points
Introduction creates Introduction
interest. Thesis states adequately explains
the position. the background, but
Conclusion effectively may lack detail.
summarizes the topic Thesis states the
topic, but key
elements are
missing.
Three or more main Three or more main
points relate to the points are present,
thesis, but some may but lack details in
lack details. The describing the event.
analysis shows events Little descriptive
from the author’s point language is used.
of view, but could use
more descriptive
language.
Logical progression of Organization is clear.
ideas. Transitions are Transitions are
present throughout the present at times, but
essay, but lacks there is very little
variety variety.
Writing is clear and Writing is clear, but
sentences have varied could use a little
structure. Diction is more sentence
consistent. variety to make the
writing more
interesting.
Punctuation, spelling, There are only a
and capitalization are few(3-4) errors in
generally correct with punctuation, spelling,
few errors(1-2). and capitalization.
Score /50
20
 Post Assessment

Prompts: Let’s check what you’ve learned. Answer each item below. Write only the
letter of the correct answer in your LITERATURE ACTIVITY
NOTEBOOK.

1. How does Harry first learn that he is a wizard?

A. Dudley accidentally lets it slip
B. He reads about it in the Daily Prophet
C. The Dursleys tell him when he is eight
D. Hadgrid has to track him down to tell him
2. Where does Harry live in the Dursley’s home?
A. with Dudley
B. in the guest house
C. in a cupboard under the stairs
D. in Mr. and Mrs. Dursley’s room
3. Who decides where the children will be housed at Hogwarts?
A. The Sorting Broom
B. Albus Dumbledore
C. The Sorting Hat
D. Each child decides for himself or herself
4. How do the children want to get rid of Hagrid’s dragon?
A. They poison it.
B. They bring it up to the top of the tallest tower and push it off
C. They bring it up to the top of the tallest tower and give it to Voldermort
D. They bring it up to the top of the tallest tower and give it to Ron’s older
brother’s friends

5. Which teacher is trying to steal the Sorcerer’s Stone?

A. Quirrell
B. Snape
C. Dumbledore
D. McGonagall

6. To whom does the Sorcerer’s Stone belong?

A. Harry
B. Hagrid
C. Voldermort
D. Nicolas Flamel

7. Who is Fluffy?
A. Harry’s own dragon
B. Hagrid’s dog
C. Dumbledore’s pet snake
D. Hagrid’s three-headed dog

21
8. What does Harry see when he looks in the Mirror of Erised for the first time?
A. His parents
B. A Quidditch trophy
C. The Sorcerer’s Stone
D. Himself as an old, wise wizard

9. Who actually puts the curse on Harry during the Quidditch match?
A. Quirrell
B. Snape
C. Malfoy
D. Nicolas Flamel

10. What do the first two initials in J.K. Rowling’s name stand for?
A. Jenna Kate
B. Jennifer King
C. Joan Kinsey
D. Joanna Kathleen

22
Summary

European literature has been influential globally in terms of style in both written
literature and performing arts. The influence captured the people’s heart through
memorized lines of famous poets that remained classic throughout times. The
continent’s literature developed through the periods beginning from Medieval, Age of
Enlightenment, Romanticism, Victorian, Realism, Naturalism and Modernist Periods
as it continuously affects peoples’ mindset, beliefs and principles in life. Archetypes,
which definitely give way to characterization are nowadays unconsciously adapted.

As we turn westward, Europe emerges as the colossus of culture. Literature

emerging from this tiny continent had dominated classrooms, literary research, and
scholarly discussions for several centuries. From archaic times to the present,
European literature has been leading a literary tradition of the world (Rodoblado, Brilliant
Creations Publishing, Inc., 2017).

23
 24
Answer may vary.
What’s New, What’s More, What I Have Learned
Lesson 12
Eight Male Archetypes
Chief Albus Dumbledore
Bad boy Voldemort/Quirrell
The best friend Ron
Charmer Mr. Dusley
The lost soul Snape
The professor McGonagall
The swashbuckler Harry Potter
The warrior Gryffindor
What’s More,
What I Know
1. d 6. a
2. c 7. d
3. c 8. a
4. d 9. b
5. d 10. d
What’s In
Acceptable answers
1. It’s about how to grow up well and be a good
person.
2. Conflict is rarely or never needed
What I Have Learned
Lesson 13
Key to Answers
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Pngriver.Com. https://pngriver.com/wp-content/uploads/2018/04/Download-Great-
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