21st 2nd Sem

Senior High School
21st Century Literature from the

Philippines
and the World
Department of Education - Republic of the Philippines
1
12
21st Century Literature from the Philippines and the World
QUARTER 1: Lesson Exemplar 001

Nature and History of 21st Century Literature
Lesson Exemplar 002
Representative Text and Authors from each Region
Lesson Exemplar 003
21st Century Literary Genres Elements, Structures and Traditions
Lesson Exemplar 004
Contextual Reading Approaches: Literary Reading Through a
Biographical Context
Lesson Exemplar 005
Sociocultural Context
Lesson Exemplar 006
Linguistic Context
Lesson Exemplar 007
Contextual Reading Approaches: Critical Reading Strategies in
Literature
Lesson Exemplar 008
Performance Task
This Lesson Exemplar was written by Ma. Jessica L. Semilla. of

Marinduque National High School Senior High School at Boac,
Marinduque. Parents, guardians and other stakeholders are encouraged
to e-mail all their comments and suggestions to
majessica.semilla@deped.gov.ph.
Your comments and suggestions are important to us.
Department of Education - Republic of the Philippines
2
Hey there! I bet you are very eager to start to learn more things about 21ST
Century Literature from the Philippines and the World. For you to be ready as
21st century learner, this lesson will help you possess knowledge, skills,
experiences, and literary styles from different authors.
Before we start with our lesson, let us check your prior knowledge about
21ST Century Literature from the Philippines and the World.
Let us start!
PRE-TEST
Directions: Read and analyze the statements carefully. Choose the best answer
from the given choices.
1. It is considered the imaginative works of poetry and prose.

A. Literature B. Convention C. Genre D. Art
2. This period is influenced by the birth of public-school systems.
A. Contemporary B. Spanish C. American D. Japanese
3. This period makes use of figurative languages and other modern techniques.
4. This period is considered the war times with influence on literary arts and
forms.
A. Pre-colonial B. Spanish C. Japanese D. American
5. This period has something to do with Alibata.
6. This period can be associated with religion and propaganda.
7. This dimension of literature tells us about places and the relationships
between people and their environment.
A. Ethnic B. Geographic C. Linguistic D. Form
8. This dimension of literature is related to a system of conventional spoken,
manual (signed), or written symbols by which individuals express themselves.
9. This dimension of literature refers to social entities sharing real or putative
features like a common origin or cultural-linguistic legacy.
10. The literature “The Widow’s Son” compiled by Mabel Cook Cole was told by
this tribe.
A. Subanon B. Mandaya C. Bukidnon D. Igorot
11. A body of writings that mirrors the life, culture, and traditions of the people
A. Essay B. Songs C. Poetry D. Literature
12. One of Jose Rizal’s classics that described the Spanish oppression to the
Filipinos.
A. Florante at Laura
B. Ibong Adarna
3
C. Noli Me Tangere
D. Pasyon
13. A form of literature which has two distinct qualities such as rhyme and
meter.
A. Poetry B. Prose C. Literature D. Novels
14. Songs relating to love and courtship during the pre-Hispanic period.
A. Kumintang B. Uyayi C. Soliranin D. Kundiman
15. A long, episodic, chanted poems which told a story, normally about a
legendary hero and his adventures often contending with, and also being aided
by, supernatural creatures and spirits.
A. Epic B. Awit C. Corrido D. Comedia
16. The medium of instruction used during the American period.
A. Japanese B. Spanish C. English D. Filipino
17. The general idea often about human experience, which in the end, it wants
to share with the audience.
A. Rhythm B. Theme C. Persona D. Meter
18. One of the figures of speech where a non-human object is given human
qualities.
A. Simile B. Metaphor C. Personification D. Allusion
19. The attitude being conveyed by the language used by the writer, thus is an
essential part of creating a distinctive style.
A. Theme B. Tone C. Style D. Images
20. A funny or amusing quality to something.
A. Humor B. Context C. Scene D. Style
21. A plot device which gives clues to events that may happen in the future.
A. flashback B. dream sequence C. cliffhanger D. foreshadowing
22. Stories that are written about events that are not real, they are products
of the imagination of the writer.
A. novels B. legends C. fiction D. non-fiction
23. The series of events in a story which have a causal relationship with each
other.
A. flashback B. narrative C. outline D. plot
24. The highest point of interest in the story.
A. exposition B. climax C. denouement D. resolution
25. Conversations found in written works such as books, plays or films.
A. insight B. script C. dialogue D. blocks
26. An account of a person’s history written by another person.
A. autobiography B. anecdote C. novel D. biography
27. Stories that feature people faced with conflicts, and their struggles, to
overcome these conflicts are explored in extended narrative made up of
chapters or sections that cover longer time frames and larger spaces.
A. novels B. epics C. legends D. myths
28. The composition of a person in a work of fiction.
A. villain B. character C. actor D. writer
29. The time and place where the story unfolds.
4
A. setting B. climax C. plot D. dramatic situation
30. The perspective from which we are being told the story.
A. plot B. point of view C. contexts D. local color
31. An allegorical or representative tale where characters are meant to
represent something else, such as a group of people or principle.
A. fable B. epic C. short stories D. parable
32. The structure of a poem where in the stanza come in twos.
A. cinquain B. sonnet C. couplet D. octet
33. A book which narrates the creation of the world to the death and passion of
Jesus Christ, usually sung during Lenten season.
A. Bible B. Pasyon C. Ibong Adarna D. Doctrina Christiana
34. One of the greatest Filipino writers who wrote the poem about tyranny in
far-away Albania.
A. Jose Rizal
B. Andres Bonifacio
C. Francisco Balagtas
D. Mariano Pilapil
35. One of the illustrados who exposed the Spanish abuse through his two
novels.
A. Ricky Lee B. Marcelo H. Del Pilar C. Jose Rizal D. Andres Bonifacio
36. What do you call a term which means goes beyond words in understanding
the meaning of a literary text?
A. context B. biographical C. linguistic D. socio-cultural
37. The following are importance of context except
A. give information
B. provide new concepts
C. provide words
D. highlight important words
38. Which factor does not influence by context?
A. author’s life B. language C. society D. concept
39. In biographical context, what is being looked into in understanding the
literary texts?
A. life of the author
B. language used
C. culture portrayed
D. society where he belonged
40. What do you call a piece of material that has a purpose of telling a story or
entertaining?
A. literary text B. story C. novel D. drama
5
Lesson Exemplar 001
Content: (Core Competencies) Nature and History of 21st Century
Literature
Content Standard: Performance Standard:
The learner will be able to understand The learner will be able to
and appreciate the elements and demonstrate understanding and
contexts of 21st century Philippine appreciation of 21st Century
literature from the regions. Philippine literature from the regions
through:
1. a written close analysis and
critical interpretation of a literary
text in terms of form and theme,
with a description of its context
derived from research; and
2. an adaptation of a text into
other creative forms using
multimedia
Topic: Learning Competencies and
Code:
Nature and History of 21 Century
st
1. Identify the characteristics of the
Literature ff. timeline of literature.
a. Precolonial literature
b. Spanish literature
c. American and Japanese
literature
d. Postwar and contemporary
literature
2. Identify the geographic,
linguistic, and ethnic dimensions of
Philippine literary history from pre-
colonial to the contemporary.
INTRODUCTION
What is literature? The word literature is derived from the Latin term
litera which means letter. It has been defined differently by various writers.
These are the following:
1. Literature expresses the feelings of people to society, to the
government, to his surroundings, to his fellowmen, and to his Divine Creator.
(Brother Azurin)
2. Literature is anything that is printed as long as it is related to the
ideas and feelings of the people, whether it is true, or just a product of one’s
imagination. (Webster)
3. “True literature is a piece of written work which is undying. It
expresses the feelings and emotions of people in response to his everyday
6
efforts to live, to be happy in his environment and, after struggles, to reach his
Creator” (PANITIKANG FILIPINO).
Some loosely interpret literature as any printed matter written within a
book, a magazine or a pamphlet. Others define literature as a faithful
reproduction of man’s manifold experiences blended into one harmonious
expression. Because literature deals with ideas, thoughts and emotions of man,
literature can be said to be the story of man. Man’s loves, griefs, thoughts,
dreams and aspirations coached in beautiful language is literature.
In Panitikang Pilipino written by Atienza, Ramos, Salazar and Nazal, it
says that “true literature is a piece of written work which is undying. It
expresses the feelings and emotions of people in response to his everyday
efforts to live, to be happy in his environment and, after struggles, to reach his
Creator.”
Philippine Literature is a diverse and rich group of works that has
evolved side by-side with the country’s history. Literature had started with
fables and legends made by the ancient Filipinos long before the arrival of
Spanish influence. The main themes of Philippine literature focus on the
country’s pre-colonial cultural traditions and the socio-political histories of its
colonial and contemporary traditions.
Philippine literature withstood time and periods and has evolved
through generations. For every period that passed, different genres appeared,
and these literary works rooted from all regions reflecting their culture, society,
and lifestyle. This involves geographical, linguistic, and ethnic dimensions.
Geographical dimensions are the relationships between people and their
environment. Linguistic dimension is where the medium of language used by
the people. Ethnic dimension is where the culture of people lies. The early
stages of Filipino Literature consist of the Pre-Spanish period, the Spanish
period, and the Propaganda and Revolutionary Periods.
Literary History/Evolution of the Philippines
1. Pre-Colonial Period
The evolution of Philippine literature depended on the influences of
colonization and the spirit of the age. The first Filipino alphabet called ALIBATA
was replaced by the Roman alphabet. Indigenous Philippine literature was
based on traditions and customs of a particular area of the country.
Philippines is an archipelago country, consisting several islands, (7,107 islands
to be exact), and each of those islands has its specifications of cultures and
traditions, bearing different set of native literature. Ancient literatures were
written on the perishable materials like dried leaves, bamboo cylinder, and
bark of the trees. Literatures were handed down to us through the word of
mouth.
There were two literary forms during the pre-colonial period:
A. Written literatures
Examples:
7
a. Riddles or bugtong. These are effective ways to inculcate the
ability of logical thinking of a child.
b. Epigrams or salawikain. It reflects the hidden meaning through
the good lines. It provides good values.
c. Poems or tanaga – These are common forms of poetry which has
a quatrain with 7 syllables each with the same rhyme at the end of
each line. It also expresses insights and lessons in life.
B. Oral literatures
Examples:
a. Chant. It is used in witchcraft and enchantment. While,
ambahan is a traditional poetry of Hanunoo Mangyans of Oriental
Mindoro which teaches lesson about life. It is recited by parents to
educate their children by the youth expressing their love, by the old
to impart experiences, or by the community in tribal ceremony.
(slideshare.net/mobile/jessacerbito…)
b. Balagtasan .This is a Filipino form of debate done in verse. The
term is derived from the surname of Francisco Balagtas the author of
Filipino epic Florante at Laura.
2. The Spanish Colonial Period (1565-1897)
Sixteenth Century was the start of the deprivation of the indigenous
Philippine literature. Spanish colonial government finally got in the scene. They
were able to manipulate literature by monopolizing it under the religious
orders. Literature evolves mainly on the themes of Spanish/ European culture
and of course, the Roman Catholic religion.
Literary Influences during Spanish colonization
a. Christian Doctrine or Doctrina Christiana was the first book ever printed in
the Philippines in 1593 by the Dominican press.
b. Libro de la Lengua Tagala by Fernando Bagongbanta .Tagalog translations
to the Spanish lines, still the superiority of the Spanish language.
c. Pasyon influenced by the Spanish contexts of Christianity, at least they
embodied several Filipino sentiments and values (the feeling of Filipino
mother towards a suffering son).
Filipino writers in Spanish became conscious for the search for freedom
a. Pasyon Dapat Ipag-alab ng Puso by Marcelo H. del Pilar expressed his
rebellious writing style was identified.
b. Pascual Poblete’s Patnubay sa Binyagan associated Filipinos’ struggle for
independence with Jesus’ life.
c. Jose Rizal’s Noli Me Tangere and El Filibusterismo made very powerful
contributions among the Filipinos the introduction of rejecting Spanish
rule. He also influenced the succeeding writers.
d. The narrative poems Awit and Corrido talked about world of royals,
warriors and lovers (the basic concept in Florante at Laura).
e. Komedya. Francisco Baltazar’s Florante at Laura embodied the concept of
colonization and oppression which gave voice to their revolutionary action
8
towards freedom.
3. The American Colonial Period (1898-1945)
 Philippine literature in Spanish was starting to lose its track on the first
decade.
 The poems of Fernando Ma. Guerrero (Crisalidas), Balmori’s Se deshojo la
Flor novel, and many others discussed revolution and sentiments for
patriotism and reform proved that Philippine literature was used to claim
freedom from the colonizers.
 Even if Philippine literature was in English, the preservation of the content
for Filipino experiences was achieved
 Short story writers in English like Manuel Arguilla in his “A Son is Born,”
was one of the foundations of the Philippine literature, not in Tagalog or in
Spanish, but during this time, in English. Poetry in English was also
founded.
 Sarzuela was overpowered by English drama.
4. The Contemporary Period (1946 to present)

This period started during the rebirth of freedom in (1946-to present).
The Americans returned in 1945. Filipinos rejoiced and guerrillas that fled to
the mountain joined the liberating American Army. On July 4, 1946, the
Philippines regained its freedom and the Filipino flag waved joyously alone. The
chains were broken.
The State of Literature during this Period
The early post-liberation period was marked by a kind of “struggle of
mind and spirit” posed by the sudden emancipation from the enemy, and the
wild desire to see print.
a. Heart of The Islands (1947) – a collection of poems by Manuel Viray
b. Philippines Cross Section (1950) – a collection of prose and poetry by
Maximo Ramos and Florentino Valeros
c. Prose and Poems (1952) – by Nick Joaquin
d. Philippine Writing (1953) – by T.D. Agcaoili
e. Philippine Havest – by Amador Daguio
f. Horizons Least (1967) – a collection of works by the professors of UE,
mostly in English (short stories, essays, research papers, poem and drama) by
Artemio Patacsil and Silverio Baltazar. The themes of most poems dealt with
the usual love of nature, and of social and political problems. Toribia Maño’s
poems showed deep emotional intensity.
g. Who Spoke of Courage in His Sleep – by NVM Gonzales
h. Speak Not, Speak Also – by Conrado V. Pedroche
i. Other poets were Toribia Maño and Edith L. Tiempo, Jose Garcia Villa’s
Have Come, Am Here has won acclaim both here and abroad
The New Filipino Literature during this Period
Philippine literature in Tagalog was revived during this period. Most
themes in the writings dealt with Japanese brutalities, of the poverty of life
under the Japanese government and the brave guerilla exploits.
9
a. Period of Activism (1970-1972)
Many young people became activists to ask for changes in the
government. In the expression of this desire for change, keen were the
writings of some youth who were fired with nationalism in order to
emphasize the importance of their petitions.
The Literary Revolution
The youth became completely rebellious during this period. This was
proven not only in the bloody demonstrations and in the sidewalk expressions
but also in literature. Campus newspapers showed rebellious emotions. The
once aristocratic writers developed awareness for society. They held pens and
wrote on placards in red paint the equivalent of the word MAKIBAKA (To dare!).
Writing During the Period of Activism
The irreverence for the poor reached its peak during this period of the
mass revolution. It was also during this period that Bomba films that discredit
our ways as Filipinos started to come out.
b. Period of the New Society (1972-1980)
The period of the New Society started on September 21, 1972. The Carlos
Palanca Awards continued to give annual awards. Almost all themes in most
writings dealt with the development or progress of the country –like the Green
Revolution, family planning, proper nutrition, environment, drug addiction and
pollution. The New Society tried to stop pornography or those writings giving
bad influences on the morals of the people. All school newspapers were
temporarily stopped and so with school organizations.
Filipino Poetry during the Period of the New Society
Themes of most poems dealt with patience, regard for native culture,
customs and the beauties of nature and surroundings.
The Play under the New Society
The government led in reviving old plays and dramas, like the Tagalog
Zarzuela, Cenaculo and the Embayoka of the Muslims which were presented in
the rebuilt Metropolitan Theater, the Folk Arts Theater and the Cultural Center
of the Philippines.
Radio and Television
Radio continued to be patronized during this period. The play series
like Si Matar, Dahlia, Ito Ang Palad Ko, and Mr. Lonely were the forms of
recreation of those without television.
Filipino Films
A yearly Pista ng mga Pelikulang Pilipino (Yearly Filipino Film Festival)
was held during this time. During the festival which lasted usually for a month,
only Filipino films were shown in all theaters in Metro Manila.
1. Maynila…Sa Mga Kuko Ng Liwanag written by Edgardo Reyes and
filmed under the direction of Lino Brocka. Bembol Roco was the lead role.
2. Minsa’y Isang Gamu-Gamo, Nora Aunor was the principal performer
here.
3. Ganito Kami Noon…Paano Kayo Ngayon led by Christopher de Leon
and Gloria Diaz.
10
4. Insiang: by Hilda Koronel
5. Aguila: led by Fernando Poe Jr., Jay Ilagan and Christopher de Leon
Comics, Magazines and other Publications
In this period of the New Society, newspapers donned new forms. News
on economic progress, discipline, culture, tourism and the like were favored
more than the sensationalized reporting of killings, rape and robberies.
c. Period of the Third Republic (1981-1985)
After ten years of military rule and some changes in the life of the
Filipino which started under the New Society, Martial Rule was at last lifted on
January 2, 1981.
1. Filipino Poetry • Poems during this period of the Third Republic were
romantic and revolutionary. Writers wrote openly of their criticism against the
government. The supplications of the people were coached in fiery, colorful,
violent, profane and insulting language.
2. Filipino Songs • Many Filipino songs dealt with themes that were really
true-to-life like those of grief, poverty, aspirations for freedom, love of God, of
country and of fellowmen.
Philippine Films during the Period
The yearly Festival of Filipino Films continued to be held during this
period. The people’s love for sex films also was unabated. Below is the table of
the list of Philippine Films during the Third Republic.
d. Rebirth of Freedom (1986-present)

History took another twist. Once more, the Filipino people regained their
independence which they lost twenty years ago. In the span of four days from
February 21-25, 1986, the so-called People Power (Lakas ng Bayan) prevailed.
Together, the people barricaded the streets petitioning the government for
changes and reforms.
Newspapers and other Publications
Newspapers which were once branded crony newspapers became instant
opposition papers overnight. This was true of BULLETIN TODAY which became
11
the opposition paper.
Books
The Philippine revolution of 1986 and the fire of its spirit that will carry
the Filipinos through another epoch in Philippine history is still being
documented just as they have been in the countless millions who participated
in body and spirit in its realization.
12
Here is an example on how to identify the geographic, linguistic and ethnic
dimensions of a literary piece.
Read the epic below and note the dimensions:
Indarapatra at Sulayman (Epikong Mindanao) By: Bartolome del Valle

(Region XII- SOCCSKSARGEN)
Si Indarapatra ay ang matapang na hari ng Mantapuli. Nabalitaan niya
ang malimit na pananalakay ng mga dambuhalang ibon at mababangis na
hayop sa ibang panig ng Mindanao. Labis niyang ikinalungkot ang mga
nangyayaring ito sa mga naninirahan sa labas ng kaharian ng Mantapuli.
Ipinatawag ni Indarapatra ang kanyang kapatid na si Sulayman, isang
matapang na kawal. Inutusan ni Indarapatra si Sulayman upang puksain ang
mga 21 ibon at hayop na namiminsala sa mga tao. Agad na sumunod si
Sulayman. Bago umalis si Sulayman, nagtanim si Indarapatra ng halawan sa
may durungawan. Aniya kay Sulayman, Sa pamamagitan ng halamang ito ay
malalaman ko ang nangyayari sa iyo. Kapag namatay ang halamang ito,
nanganaghulugang ikaw ay namatay.” Sumakay si Sulayman sa hangin.
Narating niya ang Kabilalan. Wala siyang nakitang tao. Walang anu-ano ay
nayanig ang lupa, kaya pala ay dumating ang halimaw na si Kurita. Matagal at
madugo ang paglalaban ni Sulayman at ni Kurita. Sa wakas, napatay rin ni
Sulayman si Kurita, sa tulong ng kanyang kris. Nagtungo naman si Sulayman
sa Matutum. Kanyang hinanap ang halimaw na kumakain ng tao, na kilala sa
tawag na Tarabusaw. Hinagupit nang hinagupit ni Tarabusaw si Sulayman sa
pamamagitan ng punongkahoy. Nang nanlalata na si Tarabusaw ay saka ito
sinaksak ni Sulayman ng kanyang espada. Pumunta si Sulayman sa Bundok ng
Bita. Wala rin siyang makitang tao. Ang iba ay nakain na ng mga halimaw at
ang natirang iba ay nasa taguan. Lumingalinga pa si Sulayman nang biglang
magdilim pagkat dumating ang dambuhalang ibong Pah. Si Sulayman ang nais
dagitin ng ibon. Mabilis at ubos lakas ng tinaga ito ni Sulayman. Bumagsak at
namatay ang Pah. Sa kasamaang palad nabagsakan ng pakpak ng ibon si
Sulayman na siya niyang ikinamatay. Samantala, ang halaman ni Sulayman sa
Mantapuli ay laging pinagmamasdan ni Indarapatra. Napansin niyang nanlata
ang halaman at alam niyang namatay si Sulayman. Hinanap ni Indarapatra
ang kanyang kapatid. Nagpunta siya sa Kabalalan at nakita niya ang kalansay
ni Tarabusaw. Alam niyang napatay ito ng kapatid niya. Ipinagpatuloy ni
Indarapatra ang paghahanap niya kay Sulayman. Narating niya ang bundok ng
Bita. Nakita niya ang patay na ibong Pah. Inangat ni Indarapatra ang pakpak
ng ibon at nakita ang bangkay ni Sulayman. Nanangis si Indarapatra at
nagdasal upang pabaliking muli ang buhay ni Sulayman. Sa di kalayua'y may
nakita siyang banga ng tubig. Winisikan niya ng tubig ang bangkay at muling
nabuhay si Sulayman. Parang nagising lamang ito mula sa mahimbing na
pagtulog. Nagyakap ang magkapatid dahil sa malaking katuwaan. Pinauwi na
ni Indarapatra si Sulayman. Nagtuloy pa si Indarapatra sa Bundok Gurayu.
Dito'y wala ring natagpuang tao. Nakita niya ang kinatatakutang ibong may
13
pitong ulo. Sa tulong ng kanyang engkantadong sibat na si juris pakal ay
madali niyang napatay ang ibon. Hinanap niya ang mga tao. May nakita siyang
isang magandang dalaga na kumukuha ng tubig sa sapa. Mabilis naman itong
nakapagtago. Isang matandang babae ang lumabas sa taguan at nakipag-usap
kay Indarapatra. Ipinagsama ng matandang babae si Indarapatra sa yungib na
pinagtataguan ng lahat ng tao sa pook na iyon. Ibinalita ni Indarapatra ang mga
pakikilaban nilang dalawa ni Sulayman sa mga halimaw at dambuhalang ibon.
Sinabi rin niyang maaari na silang lumabas sa kanilang pinagtataguan. Sa laki
ng pasasalamat ng buong tribu, ipinakasal kay Indarapatra ang anak ng hari,
ang magandang babaeng nakita ni Indarapatra sa batisan.
EXPLORE
Activity 1 Get a New Name!
14
Directions: Study the symbols below and write your first name inside the box
using these symbols. Answer the questions that follow.
1. What do you remember about these symbols?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. How do you feel with the new letter symbols of your name?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
These symbols are called “Baybayin” or also known as “Alibata” which
was an old writing system widely used in the northern part of our country during
the 16th and 17th centuries. Since our country has its unique geographical
structure, we also had various alphabet symbols which were used by a specific
ethnic group across the archipelago.
FIRM UP
15
Activity 2 Understand the Dimension!
Directions: Identify whether the given information about the dimension of
literary form is Geographic, Linguistic or Ethnic. Write your answer on the
space provided.
______________1. They still love each other but they have to separate because
their tribe’s custom states that every man in that tribe should have one or
more child that would carry his name and if his wife cannot give him a child he
can marry another woman. It’s a man’s necessity to have a child. (The Wedding
Dance)
_______________2.A very long time ago, the large island of Mindanao was
completely covered with water, and the sea extended over all the lowlands so
that nothing could be seen but mountains jutting from it. (Indarapatra and
Sulayman)
_______________3.Bisan pa man may yara na kahulsay, kaalikaya, kag
katahum sa sulod sang balay nga ginatinguhaan ni Cita nga mapadayun
tubtub sa iya masarangan.(Monyeka)
______________4.The "savakan" (bride-wealth consisting of articles and wrapped
food to be paid for by the groom's kinsmen) are offered one by one, until only
the two most costly remain. One is given the value of an ancient gong with ten
bosses and nine relief-rings; the other is redeemable only by a golden guitar
and a golden flute. (Tuwaang Attends a Wedding)
______________5.It was a chilly night but Regino was sweating in his foxhole in
the beach of Tagoloan, a town in northern Mindanao. It would be his first
encounter against the formidable Japanese imperial army. (The Battle of
Tagaloan)
DEEPEN
Activity 3 What I Understand!
Directions: Did you learn from the discussion above? Answer the following
questions.
1. What were the prevailing subjects of precolonial literature?
________________________________________________________________________
2. What types of literature were formed and produced during the primitive
period?
________________________________________________________________________
3. How did our forebears transmit their literature?
16
________________________________________________________________________
4. Is primitive literature still enjoyed by modern people like us?
________________________________________________________________________
5. How did changes in our history affect and influence the themes and
forms of our literature?
________________________________________________________________________
TRANSFER
Activity 4 Show Your Creativity!

Directions: Make a creative poster that shows how rich and colorful our
Philippine literature. Upload the poster in the class’ FB group or take a picture
of it and paste it on your answer sheet.
Rubric:
Creativity – 5
Content- 10
Theme-5
17

Lesson Exemplar 002
Content: (Core Competencies) Representative Texts and Authors from the
Region
through:
multimedia
Code:
Representative Texts and Authors from Identify representative texts and
the Region authors from each region (e.g.
engage in oral history research with
focus on key personalities from the
students’ region/ province/ town).
INTRODUCTION
The 21st Century Philippine Literature covers the new range of

developments in digital writings, creative writings and genres. Elsewhere in
the world, writers are doing things they did not do much until recently.
Think of prose novels being serialized on blogs, with readers suggesting to
authors (and authors obediently accepting) that the plot or the characters
should be changed. Think of hyper textual poems, where readers move from
one website to another because of embedded links in the words, sometimes
not returning to the original pages at all. Think of enhanced eBooks, where
readers are treated to audiovisual clips that not only support the narrative
in a novel, but actually are crucial to the development of plot and character.
Think of flash fiction, which has been brought to an extreme with six-word
and even one-word short stories.
21st century technology can help propel this goal into something
obtainable. With the help of the Internet, many contemporary authors from the
regions are publishing their work online. Whether they are using their regional
18
language, Filipino, or English, these young authors are beginning to speak a
national audience about their reality. Some 21st century literature of the
Philippines can be found in blogs, online newspapers, online magazines, online
journals, etc. Also, a good number of performances of songs, skits, and
amateur films showcasing regional works can be found in video-sharing sites
like YouTube.
Thus, this kind of literature are classified according to its origin which
is from the representative authors from each region.
Tagalog Literature is the literature used in most parts of Luzon.
Those who use this type of literature are coming from Southern Luzon,
Central Luzon and Metro Manila or NCR. Among the Southern Tagalog
provinces are Cavite, Batangas, Laguna, Quezon, Aurora, Oriental Mindoro,
Occidental Mindoro, Marinduque, Palawan and some towns of Rizal
province. In Central Luzon, there are three provinces where Tagalog is
predominantly used and these are the provinces of Nueva Ecija, Bataan and
Bulacan. Metro Manila is comprised of cities composing the national capital
region namely Manila, Quezon City, Pasay City, Caloocan City,
Mandaluyong City, Pasig City, Marikina City, Muntinlupa City and
suburban towns of Malabon, Navotas, Valenzuela, Pateros and Taguig.
Some parts of the provinces that are not originally Tagalog cannot escape
the onslaught of Tagalog language and culture, like some parts of the Bicol
region and Pampanga. Tagalog region is the birthplace of a rich tradition of
Philippine culture in language, politics, economy and literature. Considering
this rich and invigorating cultural matrix, it is not surprising that it is the
Tagalog region that was destined to be the birthplace of historic men in
Philippine politics, culture and literature that includes Francisco Balagtas
Baltazar, Jose Rizal, Andres Bonifacio, Apolinario Mabini, Emilio Jacinto,
Marcelo H. del Pilar, Jose P. Laurel, Claro M. Recto, Amado V. Hernandez,
Lope K. Santos, 21st Century Literature from the Philippines and the World
- II Lazaro Francisco, Faustino Aguilar, Jose Corazon de Jesus, Alejandro
Abadilla, Modesto de Castro.
The literary tradition in the Tagalog regions is specially outstanding in
the field of oral literature like bugtong (riddle), proverbs, and native songs.
These oral literatures are always in poetic forms, usually seven-syllabic
rhymes, so Asian in form and perspective. At present, the Tagalog Literature
is a blending of the elements of Spanish, American and Filipino culture,
sometimes with one of them predominant but never alone. So, when we
speak of the soul of the Tagalog literature today, we speak of the
harmonious blending of the native and foreign elements: these make up the
present day Tagalog literature.
Cebuano Literature refers to the body of oral and written literature of
speakers of Cebuano, the mother tongue of a quarter of the country's
population who live in Cebu, Bohol, Siquijor, Negros Oriental, and parts of
Leyte and Mindanao. As such, it is an important part of Philippine
literature. Cebuanos have a rich oral tradition, including legends associated
19
with specific locales, like the Maria Cacao legends of southern Cebu and
folktales like the fable "Haring Gangis ug Haring Leon which warn of
abusive behavior by the dominant group. Many of the tales carry lessons,
but just as many suggest the value of humor, keeping of one's wit and
resourcefulness, as in the Juan Pusong trickster tales. Writers' groups
certainly contributed to literary growth of the Cebuano and Philippine
literature, notably the Lubas sa Dagang Bisaya (LUDABI) and Bathalan-ong
Halad sa Dagang (BATHALAD), which have chapters in Mindanao. Most if
not all of these writers have attended the annual Cornelio Faigao Memorial
Writers Workshop conducted since 1984 by the Cebuano Studies Center of
the University of San Carlos. These workshops, which the Cebuano writers
may attend as fellows a few times and as observers any number of times,
provide a venue for the old and young, male and female to share works and
discuss problems. For lack of regular outlet, they hold formal and informal
poetry readings with varied audiences. BATHALAD, WILA and Tarantula
conduct workshops both for their own members and for much younger
writers in high schools and colleges. Another important influence of the
Spanish period is found in the plays called linambay (known also as
moromoro because of its anti-Muslim theme), a regular fare at town fiestas
that involved participation of the whole rural community and attracted
audiences from the neighboring towns. The prose narratives developed into
the sugilanon or short story, the first example of which is by Vicente Sotto,
the "father of Cebuano letters and later into the sugilambong or novel. The
press contributed much to the development of literature by regularly
publishing works of local writers, especially in the three decades before
World War II. The Cebuano writer's craft was honed in early translations of
European fiction and imitations of American models, as shown in the works
of Juan Villagonzalo, Uldarico Alviola, Angel Enemecio, Flaviano Boquecosa,
Sulpicio Osorio, Nicolas Rafols and others. Pre-Commonwealth fiction was
mostly nationalistic and didactic in spirit, to be replaced later by more
escapist fare like stories of love, detection and adventure. A similar shift
was seen in drama, but the more popular plays were a combination of social
criticism and entertainment, as in the works of Buenaventura Rodriguez,
Piux Kabahar and Florentino Borromeo.
Ilocano literature is one of the most colorful regional Filipino

literatures. It is one of the most active tributaries to the general Philippine
literature next to Tagalog, Cebuano, Hiligaynon, Bikol and Pangasinense.
Prior to the Spanish colonial period, the Ilocano literature is purely alive in
form of written and oral literature. When the Spaniards arrived in Ilocos
Norte in 1572, it took a toll on Ilocano literature. During the Spanish era,
Ilocano poetry was heavily influenced by Spanish poetry. Today, Ilocano
writers are known to have published their works in foreign countries.
Contemporary Ilocano writers are also known to bag numerous major
awards in the most prestigious Philippine literature award giving body, the
20
Palanca Awards.
Hiligaynon is the lingua franca of the West Visayas in Central

Philippines. Politically labeled Region 6, West Visayas is composed of the
provinces of Iloilo, Capiz, Antique and Aklan on the island of Panay; Negros
Occidental, the western half of the island of Negros; and the new island-
province of Guimaras which used to be a sub-province of Iloilo. Purely oral,
West Visayan literature before the coming of the Spaniards was in Kinaray-a
which must have been the language in folk literature of the ten Bornean
datus who, according to the folk account of the Maragtas,got the island of
Panay from the aboriginal Ati in exchange for a headgear of gold and a
necklace that touched the ground. The coming of the Spaniards and the
conversion of the people to Christianity produced new forms of folk
literature. Written literature also started, first with translations of Spanish
texts of prayers and lives of the saints. Important young writers in West
Visayas today include: Hiligaynon— Alicia Tan-Gonzales, Peter Solis Nery,
Edgar Siscar, Resurreccion Hidalgo, Alfredo Siva, Alain Russ Dimzon;
Kinaray-a — Ma. Milagros C. Geremia Lanchica, Alex C. de los Santos, John
Iremil E. Teodoro, Jose Edison C. Tondares, Maragtas S. V. Amante, Ma.
Felicia Flores; Aklanon — Melchor F. Cichon, Alexander C. de Juan, John E.
Barrios.
SOME NOTABLE WRITERS FROM DIFFERENT REGIONS AND THEIR

CONTRIBUTIONS TO PHILIPPINE LITERATURES
Jose Garcia Villa He was a Filipino literary critic, poet, painter,

and short story writer. He was born on August 5,
1908 in Manila. He gained both local and
international recognition for his works. He was named
as the National Artist for Literature in 1973, and he
was also a recipient of the Guggenheim Fellowship.
During his college years, he wrote Man Songs, a
collection of controversial poems that was considered
too bold by the University of the Philippines and
became the ground for his suspension from the said
institution. Some of his well-known literary works are
"Mir-i-nisa" (won in the Philippines Free Press in
1929), and "Footnote to Youth" (published in 1933).
Jose Garcia Villa is known for introducing the reversed consonance

rhyme scheme. According to Villa, in this method, the last sounded consonants
of the last syllable, or the last principal consonant of a word, are reversed for
the corresponding rhyme. Thus, a rhyme for light would be words such as tile,
tall, tale, etc. He is also known for his comma poems, where he employed a
21
comma after every word. He used the pseudonym Doveglion, which is derived
from dove, eagle, lion. He died on July 7, 1997
Carlos P. Romulo
Carlos P. Romulo was a Filipino diplomat,
statesman, journalist, and soldier. He was born on
January 14, 1898 in Intramuros, Manila and grew
up in Camiling, Tarlac. He was the first Filipino
journalist who was awarded with the Pulitzer Prize
in Journalism. He was also the first Asian who
served as the president of the United Nations
General Assembly. "I am a Filipino" is one of the
many essays written by Carlos P. Romulo. It was
published in The Philippines Herald in August 1941.
He also wrote the book entitled I Saw the Fall of the
Philippines, in which he narrated his personal experiences as an aide-de-camp
to General Douglas MacArthur in Corregidor. This book was followed by a
sequel, I See the Philippines Rise, a journalistic account of the Philippine War
in 1944. Among his other famous literary works are Mother America: A Living
Story of Democracy, a discussion of his political ideals about American
democracy in the Philippines, and I Walked with Heroes, his autobiography. He
was conferred as National Artist for Literature in 1982. He died on December
15, 1985.
Francisco Arcellana
He is a Filipino teacher and a contemporary
writer. He is one of the prominent Filipino fictionists
in English. He is known for innovating and exploring
new literary forms and experimenting with different
techniques in short story writing. He was a member
of the group The Veronicans, which was composed
of influential Filipino writers who aimed to use
sensible literature in order to create a greater impact
on the Philippines. He was also the first director of
the University of the Philippines Creative Writing
Center. Some of his well-known literary works are
the short stories "The Man Who Would Be Poe," "Death in a Factory," "A Clown
Remembers," "The Mats," and "Lina." In 1990, he was awarded as the National
Artist for Literature. His short stories "Flowers of May," "Christmas Gift," and
"The Mats," were adapted as screenplays. He is a Filipino fictionist who
demonstrated his craftsmanship in writing great literary pieces such as "The
22
Mats," a story that highlights Filipino family values and pictures an interesting
character coping with the death of loved ones. In this short story, he uses
writing techniques such as emphasizing the characters’ actions and dialogues
to reveal their inner motives and emotions.
Nestor Vicente Madali Gonzalez

He is an award-winning Filipino poet, essayist,
fictionist, journalist, editor, and teacher of creative
writing. He is the first president of the Philippine Writers’
Association. He is also honored as one of the great Filipino
writers who advanced literary traditions and culture. He
was a recipient of the following awards: The Republic
Cultural Heritage Award, the Jose Rizal Pro-Patria Award,
the Carlos Palanca Memorial Award for Literature, and the
National Artist Award for Literature in 1997. Some of his
published works are Seven Hills Away (1947), Children of
the Ash-Covered Loam and Other Stories (1954), and The
Bamboo Dancers (1949), which appeared in Russian translation in 1965 and
1974. Seven Hills Away is a collection of short stories that sketch the daily lives
of the Filipino kaingeros in his hometown province, Mindoro. The Bamboo
Dancers is a diasporic novel that features the challenges faced by Filipinos in
America.
N.V.M. Gonzalez is known as a local colorist writer. Local color is a
literary technique that features the unique regional traditions of people and
emphasizes the ordinary events in their lives. This is used by N.V.M Gonzalez
to present the sociocultural dimensions of Filipino families and farmers in the
provinces. In "Children of the AshCovered Loam," words that show local color
include kaingin, hilot, Nanay, and Tatay.
Edith L. Tiempo
She was a Filipino writer in English. She was a poet,
fiction writer, and literary critic. She was known for
using intricate and witty representations to portray
significant human experiences. Some of her well known
poems are "The Return," a poem that describes the
characteristics of old age, "Lament for the Littlest
Fellow," a poem that presents a metaphor to describe
the plight of a submissive wife under her domineering
husband, and "Bonsai," a poem that gives a look at how
tangible objects could be keepers of memories and
emotions. As a fictionist, she was known for her moral
23
profoundness. One of her remarkable short stories, "The Black Monkey," won
third prize in the Carlos Palanca Memorial Award. "The Black Monkey," which
is set during the time when guerrillas were fighting against the Japanese
during World War II, narrates the tormenting encounter of a woman with a
monkey. She also wrote the novel A Blade of Fern, which depicts the problems
of Filipino miners of Nibucal in southern Philippines. She was awarded as the
National Artist for Literature in 1999. She founded with her husband the
Silliman University National Writers Workshop, which produced great young
writers of her time.
Edith L. Tiempo used a very contemplative style in writing the poem "The
Return." The theme and the subject of the poem are very serious. Her narrative
tone and vivid visual imagery allow readers to think deeply about old age and
evoke emotions of nostalgia and sadness from the old man’s perspective. Edith
L. Tiempo is one of the foremost Filipino contemporary writers in English who
is known for her style and substance. Her language is considered descriptive
but without scrupulous detailing. Her literary works are hailed for their artistic
representation of significant human experiences.
Francisco Sionil Jose
Francisco Sionil Jose, widely known as F. Sionil
Jose, was born on December 3, 1924 in Rosales,
Pangasinan. His life and most of his works are
influenced by Dr. Jose P. Rizal. He edited various
literary and journalistic publications, and he founded
the Philippine PEN, an organization of poets,
playwrights, and novelists. He opened Solidaridad
Publishing House in 1965. A year after, he
founded Solidarity, a magazine that produces content
mainly focused on "current affairs, ideas, and the arts."
He was a recipient of numerous awards. Some of which
are the Ramon Magsaysay Award for Journalism,
Literature, and Creative Communications in 1980, the Pablo Neruda
Centennial Award in 2004, and the Officer in the French Order of Arts and
Letters in 2014. He was conferred as National Artist for Literature in 2001. F.
Sionil Jose’s are generally written in English and are translated to more than
twenty languages and produced worldwide. Among his most celebrated works
is the Rosales Saga. It is a series of novels that are set from the Spanish
colonial period to the proclamation of Martial Law in the 1970s. This saga
includes the following novels: Po-on, Tree, The Pretenders, Mass, and My
Brother, My Executioner. He has also written several short stories, including
the notable "The God Stealer". It is a story about the friendship of Philip Latak,
an Ifugao, and Sam Christie, an American who wanted to buy a bulol, a
sculpture of an Ifugao god. The story depicts the relationship and truths about
the colonizer and the colony. Waywaya: Eleven Filipino Short Stories is a
compilation of short stories about pre-Hispanic Philippine society. In 2004, he
24
published the children’s book The Molave and Other Children’s Stories.
F. Sionil Jose is among the most widely read Filipino writers in English
whose novels and short stories depict a wide scope of social underpinnings and
struggles of the Filipino masses. He is the country’s most influential living
writer who employs realism through his narrative techniques and styles.
Virgilio S. Almario
Virgilio S. Almario, popularly known by his pen
name Rio Alma, is a Filipino artist known for his
poetry and literary criticism. He was proclaimed
National Artist for Literature in 2003. Almario,
together with poets Rogelio Mangahas and
Lamberto E. Antonio, pioneered the second
modernist movement in Filipino poetry. In his own
words, he defines modernist poetry as sparing,
suggestive, and restrained in emotion; its
vocabulary and subject are immersed in the now.
Among his poetry collections are Makinasyon at
Ilang Tula (1968), his very first
collection; Peregrinasyon at Iba Pang Tula (1970), which won first prize in
poetry in the Carlos Palanca Memorial Awards; Doktrinang
Anakpawis (1979); Mga Retrato at Rekwerdo (1984); and Muli Sa Kandungan
ng Lupa (1994).
Almario’s earliest works of literary criticism were published in the Dawn,
the weekly organ of the University of the East. Some of those works were later
included in Ang Makata sa Panahon ng Makina (1982), now considered as the
first book of literary criticism in Filipino. His other critical works
include Taludtod at Talinghaga (1965), which tackles the traditional Tagalog
prosody; and Balagtasismo Versus Modernismo (1984), in which he presents
the two main directions of the Tagalog Poetry. ¨ Almario performed significant
deeds in the field of Philippine literature. He founded the Galian sa Arte at Tula
(GAT) with the other poets Teo Antonio and Mike Bigornia in 1970; and the
Linangan sa Imahen, Retorika, at Anyo (LIRA), an organization of poets who
write in Filipino, in 1985. From 1986 to 1992, he served as chairman of the
Unyon ng mga Manunulat sa Pilipinas (UMPIL), considered to be the biggest
umbrella organization of writers. From 1998 to 2001, he served as executive
director of the National Commission for Culture and the Arts (NCCA). In 2013
he became the chairman of the Komisyon ng Wikang Filipino (KWF).
Virgilio S. Almario, or Rio Alma, is a Filipino artist known for his works of
25
modernist poetry and literary criticism on Filipino poetry, which are valuable
contributions to Philippine literature.
Alejandro R. Roces
He was a Filipino literary writer. He was born on July
13, 1924. He was a playwright, an essayist, and a short
story writer. He was also a columnist at the Philippine
Star, the Manila Times, and the Manila Chronicle. He
attended the Ateneo de Manila University for his primary
and secondary education and the University of Arizona
where he earned his degree in fine arts. He pursued
further studies at the following institutions: Far Eastern
University (master’s degree); Ateneo de Manila
University, Polytechnic University of the Philippines, St.
Louis University, and Tokyo University in Japan
(doctorate). Alejandro R. Roces was known for his short story "We Filipinos Are
Mild Drinkers," a story about an American soldier in the Philippines who brags
about his drinking habits, but becomes overly drunk after
drinking lambanog offered by a Filipino farmer. From 1961 to 1965, he served
as the Secretary of Education under the regime of former president Diosdado
Macapagal. He has also served as chairman of the Movie and Television Review
and Classification Board (MTRCB) in 2001.
Alejandro R. Roces was best known for his short stories, "My Brother’s
Peculiar Chicken" and "We Filipinos Are Mild Drinkers." He employed humor in
most of his works, usually tackling the Filipinos’ fascination of cockfighting.
Bienvenido S. Lumbera,
Bienvenido S. Lumbera who was called Beny when he
was a young boy, was born in Lipa, Batangas on April
11, 1932. His parents had passed away before he
turned five. Beny and his older sister were raised by
Eusebia Teru, their paternal grandmother. When
Eusebia died, Beny came to live with his godparents,
Enrique and Amanda Lumbera. Beny showed natural
aptitude for English. In sixth grade, his writing
impressed his teacher so much that she once asked
him, in an accusatory tone, if he did write his
composition himself. In his third year in high school,
his teacher gave him difficult works of literature to read. Lumbera took a
degree in journalism at the University of Santo Tomas in 1950 and graduated
cum laude in 1954. A year before his graduation, his first published work, the
poem “Frigid Moon,” appeared in the Sunday magazine of the Manila Chronicle.
On a full scholarship granted by the Fulbright Committee, Lumbera obtained
his masters and doctorate degrees at Indiana University.
Published in 1965, “A Eulogy of Roaches” is a piece of Bagay poetry. Its
26
subject, the roaches, represents a deeper meaning. However, the poet merely
focuses on giving precise visual images of the subject and not on explicitly
stating its representations. The poet uses imagery, a literary technique in
which figurative language is used to appeal to the reader’s physical senses. An
example is the poet’s description of roaches as “friends to dark and filth.” Also,
the poet uses juxtaposition, a literary technique in which two (or more) ideas
are placed side by side for comparison and contrast. In the last two stanzas,
the poet draws both a comparison and a distinction between the roaches’ life
and the life of the poor: that the poor die simply of starvation, but the roaches
still go on living their short lives in the “cupboards of the rich, the strong, the
wise, the dead.”
Bienvenido S. Lumbera is a poet, critic, and librettist. He has made
valuable contributions in the development of Philippine literature especially in
the vernacular language. He has published works in English and Filipino and
received numerous awards including the National Artist for Literature title in
2006.
EXPLORE
Activity 1 Copycat
Directions: Identify who uttered the following famous lines of actors in
different movies.
27
1. Mahal mo ba ko dahil kailangan mo ako, o kailangan mo ko kaya mahal
mo ko?
________________________________________________________________________
2. Oh yes kaibigan mo ako, Kaibigan mo lang ako. And I’m so stupid to
make the biggest mistake of falling in love with my best friend.
________________________________________________________________________
3. Siniyota mo ako eh. Siniyota moa ng best friend mo.
________________________________________________________________________
4. She loved me at my worst. You had me at my best, but binalewala mo
lang lahat. And you chose to break my heart.
________________________________________________________________________
FIRM-UP
Activity 2 Pair it up!

Directions: Identify representative texts and authors from each region. Match
column A to Column B.
Column A Column B
1. Jose Garcia Villa a. The Mats
2. Carlos P. Romulo b. I am a Filipino
3. Francisco Arcellana c. Footnote to Youth
4. N.V.M. Gonzales d. Man songs
5. Edith L. Tiempo e. Sea the Philippines Rise
6. F. Sionil Jose f. Seven Hills away
g. Children of the Ash covered Loam
h. The Return
i. Mayon
j. The God Stealer
DEEPEN
Activity 3 Test your Understanding
Directions: Based on the discussion above, answer the ff. questions.

1. What is the importance of knowing the famous Philippine authors?
________________________________________________________________________
2. Why do we need to understand each of their styles?
________________________________________________________________________
28
TRANSFER

Activity 5 Your New Version!

Directions: Read the poem entitled “Marupok” by Jose Corazon de Jesus and
compose a spoken poetry piece in your own dialect and based on your
understanding about it. Write your piece in the box.
Marupok
Tula ni Jose Corazon de Jesus
Kalapating puti sa gitna ng hardin,
Iginawa kita ng bahay na siím;
May dalawang latang palay at inumin,
Saka walong pinto sa apat na dingding.
Minsan kang nagutom at ako’y nalingat,

Oh, kalapati ko, bigla kang lumipad.
Sa nagdaang kawan sumama ka agad,
Ayaw mong mabasa ng luha ang pakpak.
Ikaw naman rosas, na mahal kong mahal,

Dinilig kita kung hapong malamlam;
Sa bawat umaga’y pinaaasuhan,
At inaalsan ko ng kusim sa tangkay.
Minsan lang, Nobyembre, nang di ka mamasid,

Nakaligtaan kong diligin kang saglit;
Aba, nang Disyembre, sa gitna ng lamig,
Sa mga tangkay mo’y nag-usli ang tinik.
Ang hardin ko ngayo’y ligid ng dalita,

Walang kalapati’t rosas man ay wala;
May basag na paso’t may bahay na sira,
At ang hardinero’y ang puso kong luksa.
Babae, hindi ka marapat lumiyag,

Napakarupok mo, maselan at duwag.
Sa Tabor ay walang tuhod na di gasgas,
Sa Glorya, anghel ma’y may sira ring pakpak.
29
Rubrics
Language/Content/Organization
Total– 15 points
Lesson Exemplar 003
Content: (Core Competencies) 21st Century Literary Genres Elements,
Structures And Traditions
The learner will be able to The learner will be able to demonstrate
understand and appreciate the understanding and appreciation of 21st
elements and contexts of 21st Century Philippine literature from the
century Philippine literature from regions through:
the regions. 1. a written close analysis and critical
interpretation of a literary text in terms
of form and theme, with a description of
its context derived from research; and
2. an adaptation of a text into other
creative forms using multimedia
Topic: Learning Competencies and Code:

1. Compare and contrast the various
21st Century Literary Genres 21st century literary genres and the
Elements, Structures, And ones from the earlier genres/periods
Traditions citing their elements, structures and
traditions, EN12Lit-Id-25 (2 hours).
INTRODUCTION
Literary genre is a category of literary composition. Genres may be

determined by literary technique, tone, content, or even (as in the case of
fiction) length. The distinctions between genres and categories are flexible and
loosely defined, often with subgroups.
The most general genres in literature are epic, tragedy, comedy, and
creative nonfiction. They can all be in the form of prose or poetry. Additionally,
a genre such as satire, allegory or pastoral might appear in any of the above,
not only as a subgenre, but as a mixture of genres.
Finally, they are defined by the general cultural movement of the
historical period in which they were composed. Genre should not be confused
with age categories, by which literature may be classified as either adult,
young-adult, or children's. They also must not be confused with format, such
as graphic novel or picture book.-SHS Curriculum Guide, 21st Century
Literature of the Philippines and the World.
The multiplicity of Philippine literature progressed alongside its rich
history. Its themes are rooted in the context of the Philippine’s pre-colonial
cultural traditions and the socio-political histories of its colonial and
30
contemporary ways. However, some Filipinos encounter unfamiliarity with the
literature of the past essentially due to what has been taught upon us, that our
country was ‘discovered’ and, hence, Philippine ‘history’ began in March 1521.
Through the comprehensive works of archaeologists, anthropologists,
and ethnologists, we have known more information about our pre-colonial
times established against loads of material about early Filipinos as recorded by
chroniclers 41 of the past. Let us now look into the different Philippine literary
genres that emerged through time:
The Pre-colonial Period
The Pre-colonial Filipinos demonstrated rich-lived experiences orally
expressed in their folk speeches, songs, narratives, and indigenous rituals and
mimetic dances. These are passed down from generation to generation. The
most common of these are:
a. Riddles – These are mystifying statements or questions phrased and
rhymed to require ingenuity in determining its answer. These are
presented as a game and considered as forms of entertainment during
the earlier times. Talinghaga or metaphor is dominant in any riddles as it
discloses subtle comparisons between unlike things, thus, wit and
observation are required in this mental exercise. For the Visayans, these
are called tigmo, for the Tagalogs, bugtong. For the Ilongos, paktakon
and for the Bicolanos, atototdon. Here are the examples:
Tigmo
Baboy sa lasang (A wild pig in the forest,)
Ang tunok puro lansang. (Is covered with spikes)
Answer: Nangka (Jackfruit)
Paktakon
Ano nga tuboran Masulog sa tag-init, (What spring flow in summer)
Ginabubsan kong tag-ulan?. (and run dry on rainy days?)
Answer: Balhas (Sweat)
b. Proverbs - These are called sawikain or salawikain in Tagalog or

sarsarita in Ilocano. Philippine proverbs are wise sayings that prescribe
codes of behavior, mirror societal norms, traditions, and beliefs and
impart lessons in brief, rhyming verse.Read the examples below:
Ilocano on Guilt Hiligaynon on Suffering

Ti agutak, (He who cackles) Kon indi ikaw mag-antos (If you don’t
sacrifice)
Isut nagitlog. (laid the egg.) Indi ka gid magsantos.( You can’t be a saint.)
c. Songs – These are forms of folk lyric speak volumes of the typical rural
lives and reflect people’s aspirations and lifestyles. Here are some song
categories of our ancestors: i. Folk Songs (Awit ng Bayan) – These are
songs with lines often described as repetitive, didactic, and sonorous.
The following are examples of famous Filipino folk songs:
31
i. Folk Songs (Awit ng Bayan) – These are songs with lines often
described as repetitive, didactic, and sonorous. The following are
examples of famous Filipino folk songs:
ii. Lullaby (Oyayi) – These are soothing songs often sung to put
babies to sleep. The following is an Ilocano lullaby with its English
translation:
iii. Serenade (Harana) – These are courtship songs used by young

men to capture the heart of the girl they love.
d. Chants (Bulong) – These are used to give respect, excuse, or apology to

unseen or other elemental spirits our ancestors believed in to deliver
them from danger or harm. Moreover, these are utilized in enchantments
and even in with craft. Read the examples below:
Tabi-tabi po, Ingkong, makikiraan po lamang (Tagalog)
32
Bari-bari po, Apo, umisbo la ting tao. (Ilokano)
Ikaw ang nagnanakaw ng bigas ko
Lumuwa sana ang mata mo
Mamaga sana ang katawan mo
Patayin ka ng mga anito.
e. Epics – These are long narrative accounts of heroic exploits. Examples
of these are Darangen in Maranaw, Aliguyon at Hudhud in Ifugao, Ibalon
in Bicol.
f. Myths – These are symbolic narratives, usually of unknown origin and at

least partly traditional, that ostensibly relate actual events and are
especially associated with religious belief. Ancient Filipino myths include
The Story of Bathala, and Ang Pag-aaway ng Dagat at Langit.
g. Legends – These are stories that explain the origin of things and
phenomena in the surrounding world. Some of the most famous legends
are: The Legend of Maria Makiling, The Legend of Mayon, and The
Legend of Sampaguita.
h. Fables – These are brief stories for the children of the native Filipinos.
These talk about supernatural or extraordinary people and usually follow
in the form of narration that demonstrates a useful truth. These stories
use animals as characters to represent a particular attribute or
characteristic. One of the most orally narrated Filipino fables is Ang
Kuneho at ang Pagong.
i. Folk tales (Kwentong Bayan) – These are stories that deal with the
power of nature-personified, their submission to a deity (Bathala), and
how the deity is responsible for the blessings and the curses in the form
of calamities. These are often passed on from generation to generation by
word of mouth.
The Spanish Period
The Spanish colonizers ruled the country for over 300 years. They used
the cross to influence and impose their religion upon the natives. For more
than three centuries of colonization in the Philippines, not only was our history
as a nation altered but also our traditions, lifestyles, and belief systems. This
has immensely influenced our literature. A shift of interest from writing about
nature to writing about the Christian faith – of hymns, saints, miracles, and
the teaching of the church, took place. Most of the writings were religious,
secular, and at the latter part, propaganda and revolutionary.
Religious matters were in the form of prose as prayer books, novenas,
biographies of saints, and the likes. Senakulo, a Filipino dramatization of the
life and times of Jesus Christ presented during the Lent, was widely held.
Pasyon, Philippine epic narrative of the life of Jesus Christ, was written in
stanzas with five lines of eight syllables each and focused on his Passion,
Death, and Resurrection. Dalit (psalm), a song praising God or the Virgin Mary
33
and containing a philosophy of life, also became popular.
Secular or Non-religious literature also flourished. These are prominently
tales of valiance and adventure. They include the following:
a. Awit (Song)– These have measures of twelve syllables (dodecasyllabic)

and are slowly sung to the accompaniment of a guitar or banduria. Francisco
Baltazar’s Florante at Laura is the best example for this.
b. Kurido (Corrido) - These are metrical romances and tales that follow a
structure of a poem. These have measures of eight syllables (octosyllabic) and
recited to a martial beat. More often, these are tales of chivalry where a knight
saves a princess. Ibong Adarna is an example of this.
c. Karagatan - This is a poetic vehicle of a socio-religious nature
celebrated during the death of a person.
d. Duplo – This is a poetic joust in speaking and reasoning.
e. Prose Narratives – These are instructional materials that teach
Filipinos proper decorum. Pagsusulatan ng Dalawang Binibini na si Urbana at
Feliza (1864) is an example.
f. Sarswela – This is a type of drama that originated in Spain. It includes
singing and dancing on stage with lyrics alternatively spoken and sung in
operatic and popular styles.
The exposure of the Filipinos to Europe’s liberal idealism, the martyrdom
of GomBurZa, the Cavite Mutiny in 1872 and the Spanish Revolution in 1868
led to Filipino consciousness (Martin, Guevarra, del Campo, 2016). This gave
birth to two crucial and historic movements during this time – the Propaganda
movement and the Revolutionary movement which awakened nationalism. The
Propaganda movement was reformatory in objective and its members were Jose
Rizal, Marcelo H. del Pilar, and Graciano Lopez-Jaena. They have published
news, editorial, and satires that attacked Spanish rule.
The exposure of the evils of the Spanish rule in the Philippines was
because of Rizal’s novels: Noli Me Tangere and El Filibusterismo and has paved
the way to a revolution against Spain. Del Pilar’s essays and editorials in
Diariong Tagalog which he founded with Lopez-Jaena’s articles in La
Solidaridad (where he was an editor) reflected nationalism that was dominant
at this time. Lopez Jaena’s Fray Botod (1876) exposed how some friars were
greedy, immoral, and ambitious. Del Pilar’s Dasalan at Tocsohan (Prayers and
Jokes) was similar to that of a catechism but sarcastically done against the
Spanish priests.
Revolutionary literature also loomed with exposes that sparked

revolution and resistance among the Filipinos. Andres Bonifacio’s
Katungkulang Gagawin ng mga Anak ng Bayan (Obligations of our
Countrymen) outlined the obligations of Filipinos toward nationalism.
Apolinario Mabini’s essay titled El Desarollo y Caida de la Republica Filipina
(The Rise and Fall of Philippine Republic) highlighted the establishment of
Philippine Republic and its subsequent downfall due to disunity among the
Filipinos. Emilio Jacinto’s collection of essays called Liwanag at Dilim (Light
34
and Darkness) was on work, faith, freedom, government, and patriotism.
The American Period

The Philippines had a great leap in education and culture during the
American colonization. During their time in the country, public school system
was introduced and the usage of both English and Filipino was practiced.
The literature during the American period was imitative of the form of
American writing. Forms of poetry still followed the old structure but had
contents that ranged from free writing and societal concerns under the
American regime. Some poems focused on non-traditional themes such that of
Jose Corazon de Jesus’ Mga Gintong Dahon (1920). This is a collection poem
that tackled themes on passion-slaying, grief induced, insanity and lover’s
suicide. Drama also became popular as it was used to degrade the Spanish
rule and immortalized the heroism of Filipinos who fought under the
Katipunan. Remake novels also took up Dr. Jose Rizal’s portrayal of social
conditions under colonial repression.
Severino Reyes led the movement to supplant the komedya with a new
type of drama, the sarswela (adaptation of the Spanish zarzuela). Sarswelas
such as Juan Abad’s Tanikalang Guinto (1902), Juan Matapang Cruz’s Hindi
Ako Patay (1903), and Aurelio Tolentino’s Kahapon, Ngayon, at Bukas (1903)
allegorically presented the history of nationalist struggle.
The Japanese Period and the Republic

With the coming of the Japanese invaders, Philippine literature came to a
halt. The English language was banned and the Filipino language was
mandated under Japanese rule. For some, this seemed to be a problem but for
others it was a blessing in disguise. Filipino literature was given a break in this
period as many wrote plays, novels, poems, and short stories with themes
circling on life in the province, the arts, nationalism, and the likes. Many plays
were reproduced from English to Tagalog.
Writing during the Japanese reign were journalistic in nature. People felt
suppressed but the spirit of nationalism slowly seeped into their
consciousness. Thus, essays were composed to glorify Filipinos and to
figuratively attack the Japanese.
21st Century Literature of the Philippines

All literary works written and published at the later part of the 21st
century (from 2001 onwards) are often characterized as gender sensitive,
technologically alluding, culturally pluralistic, operates on the extreme reality
or extreme fiction, and questions conventions and supposedly absolute norms.
Just as technology advanced in the 21st century, Filipinos have also
adapted, invented, and written some literary innovations far different from
before. Philippine literature, nowadays, deals with current themes on
technological culture and traces artistic representation of shared experiences.
These works are characterized as gender sensitive, technologically alluding,
35
culturally pluralistic, operates on the extreme reality or extreme fiction, and
questions conventions and supposedly absolute norms. There are a lot of new
forms from the basic genres of literature; thus, proving how far the literature in
the Philippines has gone and how far it will go on from here.
The following are the most notable literary genres in the 21st century:
a. Drama- It is the genre of literature with stories composed of verse or prose

which is meant to be dramatically or theatrically performed. Its emotions and
conflicts are expressed through dialogue and movements or actions.
b. Creative nonfiction – It is also known as literary nonfiction or narrative
nonfiction, is a genre of writing that uses literary styles and techniques to
create factually accurate narratives.
c. Blog – It is a web log containing short articles called posts that can be
changed regularly. Some blogs are written by one person (called blogger)
containing his/her hobbies or interests, opinions, and experiences, while
others are written by many different people.
d. Poetry – It is a verse and rhythmic writing with imagery that evokes an

emotional response from the reader. Mina Roy defines poetry as “prose
bewitched”. If fiction is concerned with plot action, poetry is “life distilled”
through words and language. Poetry works via suggestion, implication, and
ambiguity rather than straightforward communication. The art of poetry is
rhythmical in composition, written or spoken. Poetry is for entertaining and
exciting pleasure by beautiful, imaginative, or elevated thoughts.
i. Mobile phone Text - A particular example of this poem is a tanaga, a

type of Filipino poem, consisting of four lines with seven syllables each with the
same rhyme at the end of each line - that is to say a 7-7-7-7 syllabic verse,
with an AABB rhyme scheme. The modern tanaga still uses the 7777 syllable
count, but rhymes range from dual rhyme forms: AABB, ABAB, ABBA; to
freestyle forms such as AAAB, BAAA, or ABCD. Tanagas do not have titles
traditionally because the tanaga should speak for itself. However, moderns can
opt to give them titles. Text tula is often read on cellular phones.
ii. Hyperpoetry – It is a form of digital poetry that uses links using

hypertext mark-up. It is a very visual form, and is related to hypertext fiction
and visual arts. The links mean that a hypertext poem has no set order, the
poem moving or being generated in response to the links that the reader/user
chooses. It can either involve set words, phrases, lines, etc. that are presented
in variable order but sit on the page much as traditional poetry does, or it can
contain parts of the poem that move and / or mutate. It is usually found
online. The earliest examples date to no later than the mid-1980s.
iii. Spoken word poetry – It is a poem that has made its way into the
hearts and souls of thousands of Filipinos especially the millennials. It is a
36
type of poem performed or read in artistic and emotive manner which can be
accompanied by music or presented in the streets or bars, even café shops. It
is an oral art that focuses on the aesthetics of word play such as intonation
and voice inflection. It is a "catchall" term that includes any kind of poetry
recited aloud, including poetry readings, poetry slams, jazz poetry, and hip
hop, and can include comedy routines and prose monologues. The most viewed
YouTube Filipino spoken word artist is Juan Miguel Severo whose original
poems have been performed in TV dramas like “On The Wings of Love”.
e. Fiction - Fiction has genres that can be defined as narrative literary

works whose content is produced by the imagination and is not necessarily
based on fact. In fiction something is feigned, invented, or imagined; a made-
up story.
Examples are the following:
a. Short Story – This is brief fiction that can be read in one seating and
is not able to support any subplots.
b. Chick-Lit – This is a genre which addresses issues of modern
womanhood, often humorously and light-heartedly. The genre became
popular in the late 1990s, with chick-lit titles topping best seller lists
and the creation of imprints devoted entirely to chick-lit. Although it
sometimes includes romantic elements, chick-lit is generally not
considered a direct subcategory of the romance novel genre, because
the heroine's relationship with her family or friends is often just as
important as her romantic relationships.
c. Flash fiction – This is a style of fictional literature or fiction of
extreme brevity. There is no widely accepted definition of the length of
the category. Some self-described markets for flash fiction impose
caps as low as three hundred words, while others consider stories as
long as a thousand words to be flash fiction.
d. Realistic Fiction – It is a story that can actually happen and is true
to real life. v. Historical Fiction- It is a story with fictional characters
and events in a historical setting. vi. Horror – These are frightfully
shocking, terrifying, or revolting stories.
e. Mystery – It deals with unraveling of secrets and solution of a crime.
viii. Illustrated Novels – These are stories through text and illustrated
images.
f. Graphic Novels – These are narratives in comic book formats.
g. Speculative Fiction – It is a term encompassing the more fantastical
fiction genres, specifically science fiction, fantasy, horror, weird
fiction, supernatural fiction, superhero fiction, utopian and dystopian
fiction, apocalyptic and post-apocalyptic fiction, and alternate history
in literature as well as related static, motion, and virtual arts.
1. Science Fiction – It is a story based on impact of potential
science, either actual or imagined and is set in the future
37
or on other planets.
2. Fantasy – It is the forming of mental images with strange
or other worldly settings or characters and invites
suspension of reality.
3. Humor – It is the faculty of perceiving what is amusing or
comical. It is fiction full of fun, fancy, and excitement
which meant to entertain. This genre of literature can
actually be seen and contained within all genres.
EXPLORE
Activity 1 Say What

Directions: Using a Venn diagram, compare and contrast the various literary
genres of the earlier periods and the 21st century Philippine literature. Focus
on their themes, elements and styles. Do this in your notebook.
FIRM-UP
Activity 2 Let me Choose!

Directions: Write the literary genre described in each statement below. Choose
your answers from the words found in the box.
1. It is a narrative in comic book format.

2. It is a poetic joust in speaking and reasoning.
38
3. It is a story based on impact of potential science.
4. It is form of digital poetry that uses links of hypertext mark-up.
5. It is a soothing song often sung to put babies to sleep.
6. It is fiction full of fun, fancy, and excitement which meant to entertain.
7. It is fictitious narrative about the origin of the place, name person or thing.
8. It is a weblog containing short articles called posts that can be changed
regularly.
9. This is a genre which addresses issues of modern womanhood, often
humorously and light-heartedly.
10. This is a type of drama that originated in Spain.
DEEPEN
Activity 5 Think and Reflect

How did you understand the discussion above? Answer the following questions.
1. During the primitive times, was there any form of literature enjoyed by
our forebears? What kind of literature transpired during such period?
What were the uses of literature? What ideas about our forebears could
be revealed by their literature?
________________________________________________________________________
2. As a millennial, how will you describe literature in the context of modern
living? Are there changes and development of literature? In what aspects
does our literature differ from that of the primitive and classical periods?
________________________________________________________________________
3. What are the emerging literary forms of modern period? How do these
new forms differ from the common ones?
TRANSFER
Activity 6 What am I?
Everyone has a potential to be a poet/ writer for as long as one has the
willingness to impart significant experiences in life. After reviewing the basic
concepts of poetry and fiction, write a short poem or story or a poster about the
importance of literature.
After writing a poem or doing a poster look for a partner and exchange
outputs. Analyze the work based on the following importance of literature. Also
39
give a rating to your classmates work. Prepare a separate sheet for your
analysis.

Rubric
Content –5
Language-5
Creativity– 5
Organization-5
Total points: 20
21st Century Literature of the Philippines from the World

Chapter Test 1
I. Multiple Choice
Directions: Read each item carefully and write the letter of your answer.
1. The “putong” is a pre -colonial ornament which may signify that the
wearer has killed someone.
a. True b. False
2. The early Filipinos live in scattered barangay governed by a chieftain
which they call rajah or datu.
a. True b. False
3. It is a body of work, either written, oral, or visual, containing imaginative
language that realistically portrays thought, emotions, and experiences of
the human condition.
a. Pre-colonial Literature
b. Philippine Literature
c. Literature
d. World Literature
4. The period of time before colonization of a region or territory.
a. Colonial b. Pre-Colonial c. Pre-history d. Post-Colonial
5. Literatures during pre-colonial period were handed down to us through
a. word of mouth b. paper and pen c. multimedia
6. Which of the following is true about Philippine pre-colonial texts?
a. Most of the pre-colonial dramas were held in the sambahan or places of
worship.
b. They revolve around the illiteracy of early Filipinos.
c. Only the concept of death is used as a subject for narratives.
d. All of the above
40
7. It is a rhythmical type of literary composition that usually serves to excite
the readers.
a. Poetry b. Prose
8. Which of the following is a theme of pre-colonial texts?
a. Karma b. Reincarnation c. Ideals d. War
9. It is the ordinary form of spoken or written language, without metrical
structure
a. Poetry b. Prose
10. It is a war song which evolved into a love song.
a. Uyayi b. Talindaw c. Hele d. Kumintang
11. It is a song of revelry
a. Epiko b. Uyayi c. Diyuna d. Sabi
12. These are sacred narrative explaining how the world and man came to be
in their present form.
a. Legends b. Myths c. Epics d. Fables
13. Philippine myths show that ancient Filipinos believed in one supreme god
and in a number of lesser gods and goddesses
a. True b. False
14. These are called sawikain or salawikain.
a. riddles b. folk songs c. epics d. proverbs
15. These are long narrative accounts of heroic exploits.
a. epics b. legends c. chants d. fables
16. It is considered the imaginative works of poetry and prose.
A. Literature B. Convention C. Genre D. Art
17. This period is influenced by the birth of public-school systems.
18. This period makes use of figurative languages and other modern
techniques.
19. This period is considered the war times with influence on literary arts and
forms.
20. This period has something to do with Alibata.
21. This period can be associated with religion and propaganda.
22. This dimension of literature tells us about places and the relationships
between people and their environment.
23. This dimension of literature is related to a system of conventional spoken,
manual (signed), or written symbols by which individuals express
themselves.
41
24. This dimension of literature refers to social entities sharing real or
putative features like a common origin or cultural-linguistic legacy.
25. The literature “The Widow’s Son” compiled by Mabel Cook Cole was told by
this tribe.
A. Subanon B. Mandaya C. Bukidnon D. Igorot
II. Process
Directions: Read the story ‘The Widow's Son’ below. Then, identify the
dimensions in the said literary piece by accomplishing the table below:
THE WIDOW'S SON

Compiled by Mabel Cook Cole
Told by The Subanun Tribe (Mindanao)
In a little house at the edge of a village lived a widow with her only son,
and they were very happy together. The son was kind to his mother, and they
42
made their living by growing rice in clearings on the mountain side and by
hunting wild pig in the forest. One evening when their supply of meat was low,
the boy said: "Mother, I am going to hunt pig in the morning, and I wish you
would prepare rice for me before daylight." So the widow rose early and cooked
the rice, and at dawn the boy started out with his spear and dog. Some
distance from the village, he entered the thick forest. He walked on and on,
ever on the lookout for game, but none appeared. At last when he had traveled
far and the sun was hot, he sat down on a rock to rest and took out his brass
box to get a piece of betel-nut.
He prepared the nut and leaf for chewing, and as he did so he wondered
why it was that he had been so unsuccessful that day. But even as he
pondered he heard his dog barking sharply, and cramming the betel-nut into
his mouth he leaped up and ran toward the dog. As he drew near he could see
that the game was a fine large pig, all black save its four legs which were white.
He lifted his spear and took aim, but before he could throw the pig started to
run, and instead of going toward a water course it ran straight up the
mountain. The boy went on in hot pursuit, and when the pig paused he again
took aim, but before he could throw it ran on. Six times the pig stopped just
long enough for the boy to take aim, and then started on before he could throw.
The seventh time, however, it halted on the top of a large flat rock and the boy
succeeded in killing it. He tied its legs together with a piece of rattan and was
about to start for home with the pig on his back, when to his surprise a door in
the large stone swung open and a man stepped out. "Why have you killed my
master's pig?" asked the man. "I did not know that this pig belonged to
anyone," replied the widow's son. "I was hunting, as I often do, and when my
dog found the pig I helped him to catch it" 18 "Come in and see my master,"
said the man, and the boy followed him into the stone where he found himself
in a large room. The ceiling and floor were covered with peculiar cloth that had
seven wide stripes of red alternating with a like number of yellow stripes. When
the master of the place appeared his trousers were of seven colors, as were also
his jacket and the kerchief about his head. The master ordered betel-nut, and
when it was brought they chewed together. Then he called for wine, and it was
brought in a jar so large that it had to be set on the ground under the house,
and even then the top came so high above the floor that they brought a seat for
the widow's son, and it raised him just high enough to drink from the reed in
the top of the jar. He drank seven cups of wine, and then they ate rice and fish
and talked together.
The master did not blame the boy for killing the pig, and declared that he
wished to make a brother of him. So they became friends, and the boy
remained seven days in the stone. At the end of that time, he said that he must
return to his mother who would be worried about him. In the early morning he
left the strange house and started for home. At first he walked briskly, but as
the morning wore on he went more slowly, and finally when the sun was high
he sat down on a rock to rest. Suddenly looking up, he saw before him seven
43
men each armed with a spear, a shield, and a sword. They were dressed in
different colors, and each man had eyes the same color as his clothes.
The leader, who was dressed all in red with red eyes to match, spoke
first, asking the boy where he was going. The boy replied that he was going
home to his mother who would be looking for him, and added: "Now I ask
where you are going, all armed ready for war." "We are warriors," replied the
man in red. "And we go up and down the world killing whatever we see that has
life. Now that we have met you, we must kill you also." The boy, startled by this
strange speech, was about to answer when he heard a voice near him say:
"Fight, for they will try to kill you," and upon looking up he saw his spear,
shield, and sword which he had left at home.
Then he knew that the command came from a spirit, so he took his
weapons and began to fight. For three days and nights they contended, and
never before had the seven seen one man so brave. On the fourth day the
leader was wounded and fell dead, and then, one by one, the other six fell.
When they were all killed, the widow's son was so crazed with fighting that he
thought no longer of returning home, but started out to find more to slay. In
his wanderings he came to the home of a great giant whose house was already
full of the men he had conquered in battle, and he called up from outside: "Is
the master of the house at home? If he is, let him come out and fight."
This threw the giant into a rage, and seizing his shield and his spear, the
shaft of which was the trunk of a tree, he sprang to the door and leaped to the
ground, not waiting to go down the notched pole which served for steps. He
looked around for his antagonist, and seeing only the widow's son he roared:
19 "Where is the man that wants to fight? That thing? It is only a fly!" The boy
did not stop to answer, but rushed at the giant with his knife; and for three
days and nights they struggled, till the giant fell, wounded at the waist. After
that the widow's son stopped only long enough to burn the giant's house, and
then rushed on looking for someone else to slay. Suddenly he again heard the
voice which had bade him fight with the seven men, and this time it said: "Go
home now, for your mother is grieved at your absence." In a rage he sprang
forward with his sword, though he could see no enemy. Then the spirit which
had spoken to him made him sleep for a short time.
When he awoke the rage was spent. Again the spirit appeared, and it
said: "The seven men whom you killed were sent to kill you by the spirit of the
great stone, for he looked in your hand and saw that you were to marry the
orphan girl whom he himself wished to wed. But you have conquered. Your
enemies are dead. Go home now and prepare a great quantity of wine, for I
shall bring your enemies to life again, and you will all live in peace." So the
widow's son went home, and his mother, who had believed him dead, was filled
44
with joy at his coming, and all the people in the town came out to welcome
him.
When he had told them his story, they hastened to get wine, and all day
they bore jarful to the widow's house. That night there was a great feast, and
the spirit of the great stone, his seven warriors, the friendly spirit, and the
giant all came. The widow's son married the orphan girl, while another
beautiful woman became the wife of the spirit of the stone.
Lesson Exemplar 004

Content: (Core Competencies) Contextual Reading Approaches: Literary
Reading Through a Biographical Context
through:
multimedia
Code:
Contextual Reading 1. Identify different ways one may
Approaches: evaluate a literary text, specifically
Literary Reading by examining its biographical
context, socio cultural context, and
Through a Biographical Context
linguistic context.

45
2. Discuss how different contexts
enhance the texts meaning and
enrich the readers understanding
INTRODUCTION
All literary texts were written by different authors with different

background, culture, society, language, etc. On the other hand, you, as a
reader, also differ from the writer and other readers of the literary text. This
lesson will help you understand the different literary texts that you will
encounter not only in this course but also during your leisure reading. This will
help you understand texts based on their authors’ biography, society, and
language and how these factors connect to your own experience and reading.
While it is important to know the characters in a literary text, it is also
essential for readers to understand the author’s background. Through studying
the author, they may be able to connect the characters and their morals to the
author’s life, and analyze the patterns of behavior shown between and among
the characters, the author, and the reader himself. After all, it is through
getting to know others that we also get to know ourselves better
In your previous English and Filipino classes, perhaps you have been
asked by your teachers to read about the author before reading his or her
work. Some teachers ask you to read about the life of Francisco Baltazar before
discussing Florante at Laura. This is because the author’s life may affect his or
her writing.
Reasons to read Literature through biographical context. (Gioia and
Kennedy 2007):
1. Understanding the author’s life can help you understand his or her work
thoroughly.
2. Reading the author’s biography or autobiography helps you see how
much his experiences shape his or her work directly and indirectly.
Biographical Strategies
1. Research on what the author believes in and also what he or she does not.
2. Analyze how the author’s belief system is reflected in his or her work.
3. Look at the author’s other works and analyze if there is a pattern with
regard
to the theme that is indicative of his or her life and beliefs.
Guided questions when reading literature through a biographical context.

1. In what year was the text written and published?
2. Is there anything significant that happened in theauthor’s life during this
time?
3. What were the circumstancesthat happened to the author before the writing
of the text?
4. Were there several drafts of the text? What can you say about the changes
46
that the author made?
5. What aspects do you think the author struggled with during the revision?
What is the effect of the revisions to the published text?
6. Are there characters and situations in the text that could be representative of or
are similar to the ones in the author’s life?
7. How will knowing about the author amplify your appreciation of the work?
Notes before reading a text through a biographical context:

1. You should not assume that all works are confessional, biographical, or even
“true to life.”
2. 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.
Examples of literary works written by authors of different background.
1. “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.
2. Catch a Falling Star by Cristina Pantoja Hidalgo is a collection of realistic

short stories that revolve around a child character named Trissy or Patricia ng
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.
3. ABNKKBSNPLAKo is an autobiography detailing author Bob Ong’s school

days, from his experiences on his first day of primary school to his disastrous
university experience and culminating with his entry into the education sector
himself, as a teacher. The book is written in Tagalog, the language of the
Philippine Islands. The autobiography’s long title is meant to be read
phonetically, as “Aba, nakakabasa na pala ako?!” which when translated to
English means, “Wow, I can actually read now?!” Bob Ong is Filipino, but the
name is a pseudonym and his true identity is unconfirmed, though several
contemporary Filipino authors have been proposed.
Essential Question:
47
Answer the following essential question at the end of the lesson.
***How does looking through the eyes of the author help us better understand
the text?
EXPLORE
Activity 1 My Thoughts
Directions: Answer the following guide questions.
1. What is your motto in life?
________________________________________________________________________
2. What religious teachings is remarkable with you?
________________________________________________________________________
3. What is your family’s culture and tradition?
________________________________________________________________________
4. How do you apply all the mentioned above in your life?
________________________________________________________________________
5. Do these personal beliefs affect your way of thinking and way of
interacting shown in your daily activities?
________________________________________________________________________
FIRM-UP

Activity 2 Check Your Understanding.
Directions: Based on the discussion, answer the following questions:
1. What are the details that a reader should look for in reading an author’s
biography?
________________________________________________________________________
2. Why is it important to know the character and the author’s life as well?
________________________________________________________________________
3. How can an author’s belief system be reflected in an excerpt?
________________________________________________________________________
4. How can we gain more understanding by learning about the year a work
was written and published?
________________________________________________________________________
5. If you were an author, how would you describe your main character?
________________________________________________________________________
DEEPEN
48

Activity 3 His Story
Directions: Recall one of your favorite stories. Find out the life story of its
author and answer the following questions:
1. Describe the author of the story.

________________________________________________________________________
2. What are some personal experiences of the author that affect his
viewpoint in life?
________________________________________________________________________
3. How are viewpoints reflected in one’s writing?
________________________________________________________________________
TRANSFER
Activity 4 Relate to my Story

Directions: Make a critical analysis based on biographical context of “ Mayon”
by Kristian Sendon Cordero. You may present it creatively.
MAYON
Kristian Sendon Cordero
Camarines Sur

Ayon sa alamat, lason ng pana ni Pagtuga,
Ang lumikha sa bulkan-libingan ito
Ng dalagang namatay sa digmaan.

Ngayon, ano ang tutubo sa paanan ng Mayon
Gayong nagiging malawak na itong sementeryo
Ng abo, ng tao. Manganganak na kaya ito?

Tinitigan ko ang nakangangang bulkan-binabalot
Ng ulap at ng sariling usok ang tuktok, gatas sa labi.
Baka sakali, magpakita, nang may silbi ang kamera.

49
Sa ilang retrato na ibinebenta ng mga bata sa Cagsawa
Lusaw na tae ang nagliliyab na lava, dumadaloy paibaba.
Matandang nag-nganga ayon naman sa isang makata.

Sa isang lumang postcard na nakita ko sa Antigo Merkado
Kapag sa malayo, isa siyang magandang sikyung nakatanod
Handa sa pagkapkap, naghihintay sa iyong pagpasok.

Rubric:
Content– 5
Organization– 5
Language-5
Sources-5
Total: 20 points
Lesson Exemplar 005

Reading Through a Sociocultural Context
The learner will be able to The learner will be able to demonstrate
understand and appreciate the understanding and appreciation of 21st
elements and contexts of 21st Century Philippine literature from the
century Philippine literature from the regions through:
regions. 1. a written close analysis and critical
interpretation of a literary text in terms
of form and theme, with a description
of its context derived from research;
and
1. Identify different ways one may
Contextual Reading Approaches: evaluate a literary text,
Literary Reading specifically by examining its
Through a Sociocultural Context biographical context, socio
cultural context, and linguistic

context.
50
2. Discuss how different contexts
enhance the texts meaning and
enrich the readers
understanding
INTRODUCTION
Aside from understanding a literary text through a biographical

perspective, it is also important to note the year or period it was written.
Readers would be able to identify the historical events that took place in that
year. We would also find out the roots of an event’s cause and the reasons
behind the character’s motives and interests.
The following are reasons to read literature through sociocultural context (Gioia
and Kennedy 2007):
1. Reading using the sociocultural context helps you understand the social,
economic, political, and cultural forces affecting the work that you are
reading.
2. Analyzing the sociocultural context of the text makes you examine the
role of the audience (readers) in shaping literature.
How can we analyze a text through a socio cultural context?Here are guide
questions that you may answer when you are reading literature through the
sociocultural context:
1. What is the relationship between the characters or the speakers in the
text and their society?
2. Does the text explicitly address issues of gender, race, or class? How
does the text resolve these issues?
3. Who has the power? Who does not? What is the reason for this setup?
4. How does this story reflect the nation? What does this say about the
country and its inhabitants?
5. Who has the economic or social power? Is there oppression or class
struggle? How do the characters overcome this? Does money or finances
play a large role in the narrative?
6. What is the prevailing social order? Does the story or poem accept or
challenge it?
Take note of the following before reading a text through the sociocultural
context: You may use several sociological, economic, and cultural perspectives
when reading using the sociocultural context. Marxism is one of the famous
perspectives used for this reading. Feminism, queer theory, historicism, post
colonialism, and New Historicism are also perspectives or literary theoriesthat
you may use.
Perspective Explanation
51
Marxism According to the Marxist perspective, literature shows class
struggle and materialism. Thus, it looks into the social classes
portrayed in the work. It also looks into how the text serves as a
propaganda material. It also examines oppression, social
conflicts, and solution to these struggles as shown in the
literary work.
Feminism The feminist perspective examines the role of the women in the
literature. It looks into how the female character may be
empowered or discriminated against.
Queer The queer perspective is concerned with the queer or the third
Theory gender. The perspective itself was named in 1991. Under this
perspective, the third gender, meaning the gay, lesbians, and
other characters or persona in literature that may fall under
queer are being examined.
Historicism Historicism or traditional historical criticism is a perspective

dealing with the history that influenced the writing of
literature.
Post Post colonialism is a literary perspective that looks into the

colonialism changes in the attitude of the post colonies after the colonial
period. Through this perspective, the dependence or
independence of decolonized countries or people are being
examined.
New New Historicism is another perspective in the sociocultural

Historicism context. It focuses not only on the history when the literary text
was written, but also how the history happened. In New
Historicism, the abovementioned perspectives can be integrated
with each other.
When reading a text or writing a critique through the sociocultural

context, set aside your personal political ideologies. Say for example, if you
greatly believe that boys should only like girls and vice versa, it should not
hinder you from analyzing a text using the queer theory in an objective way.
Your personal ideologies may lead you to over read the text according to what
you believe in even if the text is not related to your political inclinations. Do
your best to be unbiased in reading.
Example 1: ABNKKBSNPLAko Bob Ong ABNKKBSNPLAko depicts the Filipino
culture and, although in a humorous way, reveals the social realities and issues
that remain present up until now namely education, economy, corruption up until
personal struggles. The author also leaves audiences with advice regarding life
52
and school in general.
Example 2:
Ben Singkol F. Sionil Jose Ben Singkol is a 2001 novel written by Filipino
National Artist F. Sionil José. It is about Benjamin "Ben" Singkol, who is
described as “perhaps the most interesting character” created by the author.
Based on José's novel, Singkol is a renowned novelist who wrote the book
entitled "Pain", an autobiography written during the Japanese occupation of the
Philippines. Through the fictional novel Singkol recalled the hardships
experienced by the Filipinos during the occupation. Singkol was described to be
a coward, a "supot" or an uncircumcised man who did not only run away from
such a “ritual of manhood” but also evaded his “foxhole in Bataan when the
Japanese soldiers were closing in”. Singkol was a “runner” or “evader”
throughout much of his lifetime, while being haunted by the “poverty of his
boyhood” and of the “treachery that he may have committed” in the past. In
1982, Singkol began receiving letters from a Japanese named Haruko Kitamura.

Essential Question:
Why would a particular event or an outside situation affect a literary piece?
EXPLORE
Activity 1 Recall
Directions: Recall the timeline of Philippine history. Reflect on some events
that may have transpired during those periods of time by creating a visual
image that represents each of them. What are some important events that took
place in the following years? What would a third-person observer living in those
times have written about his or her situation?
1882 – Rizal, a well-known hero of today, leaves for Spain to pursue his
studies.
1898 – Americans introduced formal education in the Philippines.
1972 – Ferdinand Marcos declared Martial law in the Philippines.
1986 – People Power Revolution took place among the Filipino people.
2016 – Rodrigo “Digong” Duterte was elected the 16th President of the
Philippine Republic.
FIRM-UP
Activity 2 IDENTIFY ME!
53
Directions: Fill in the blanks with the correct answer.
1. __________________ is the perspective we can use to distinguish the roles of

marginalized women in the society.
2. __________________distinguishes the social stratification between the
capitalists and the working class, the ruler and its members, and the rich
and poor.
3. __________________ highlights the occurrences that take place after a certain
period of outside influence in colonization.
4. __________________ is the perspective used in determining a “coming-of age”
story where a character develops and unveils his desired identity.
5. __________________ points out the effects of a government or political change
taking place in a certain area.

DEEPEN

Activity 3 Lights, Camera, and Action
Directions: Watch or recall a movie or book that talks about a certain

Philippine historical event. Answer the following questions:
1. What is the historical situation taking place?

________________________________________________________________________
2. What do you think is the prevailing social order shown?
________________________________________________________________________
3. What is the main idea or theme of the story?
________________________________________________________________________
4. How do the people during those times act? How do they differ from our
generation?
________________________________________________________________________
5. How does the event affect the author and his perspectives about the
situation?
________________________________________________________________________

TRANSFER
Activity 4 My Analysis
Directions: On a piece of paper, recall a movie that you have watched in your
previous history or literature classes. Write a short analysis about the movie
using an appropriate literary perspective.
Rubric:
54
Content-5
Organization-3
Language-5
Topic-2
Sources-5
Total Points– 20
Lesson Exemplar 006

Reading Through a Linguistic Context
through:
multimedia
Code:
Contextual Reading Approaches: 1. Identify different ways one
Literary Reading may evaluate a literary text,
Through a Linguistic Context specifically by examining its
55
biographical context, socio
cultural context, and

linguistic context.
2. Discuss how different
contexts enhance the texts
meaning and enrich the
readers understanding
INTRODUCTION
According to David Richter, “Practically everything we do that is

specifically human is expressed in language.” This is why literary texts can be
read through the context of the language used to write the text as well as the
way language is used in the text. This literary reading adheres to Roland
Barthes’s famous maxim, “The author is dead.” Reading through a linguistic
context focuses on the language used in the literary work and how it is used to
convey meaning.
Here are some reasons to read literature through the linguistic context:
1. Reading the text on its own, regardless of the author’s biography and
sociocultural context, may help you understand the literary text through
analyzing the words, sentences, patterns, imagery, etc. of the text.
2. Analyzing the literary text’s grammar,syntax, or phonemic pattern may
help you find the meaning of the text within its form and help you
interpret it by simply analyzing the content of the literary work.
The following are some strategies you may use to read a text through the
linguistic context:
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.
3. Observe the use of figurative language.
4. Analyze the mood and tone of the text.
5. Observe the text’s overall structure.
6. Analyze the content of the text.
Here are guide questions that may help you when you read literature through
the linguistic context:
1. What were the striking words in the text? What words were
unfamiliar to you? Which words attracted your attention? What
words were dramatic?
2. What nouns are the most prominent? Are these concrete or
abstract nouns? What about verbs? Does the author use common
words or lofty diction? Are the words short or long? Is there any
word that has two or more meanings?
3. Are the sentences in the usual order of subject-predicate? What
56
are the dependent clauses? What are the independent clauses? If
you restructure a sentence or a phrase, would it make a
difference? Is the voice active or passive? Is there a rhythm in the
sentence structure in relation to the length of the sentences or
lines?
4. What literary devices are used? Are there images? Do those images
stand for anything aside from their literal meaning?
5. What is the tone? Is the speaker happy about the subject? Is the
tone negative or positive?
6. What is the structure of the text? Is it a narrative? Is it linear or
nonlinear? What is the point of view of the text? Is it a poem? What
type of poem is it?
7. Does the language help in delivering and understanding its
content? Is there a theme? What is it saying about its subject
matter? How do the literary elements contribute to the
effectiveness of the text?
8. What is the text saying about the world in general?
Take note of the following before reading a text through the linguistic context:
1. Even if literature uses language, it does not mean that the
structure of literature and the language are the same. Some
writers may not follow grammatical rules, and this kind of
deviation may be used in your analysis. You may ask, “Why is the
text not following standard grammar?” and other similar
questions.
2. The characteristics of the language in which the text was written

may help in analyzing the text. You may also ask, “Why is the text
written in this language?”, “Is this considered a weak language or a
strong language?” and other similar questions.
3. You may consult literary approaches that focus on language.

Structuralism poststructuralism, and formalism have linguistic
aspects. These approaches may lead you in your view of reading
through the linguistic context.
Perspective Explanation
Structuralism Structuralism relays the texts being examined to a larger

structure. The structure may be a particular genre, a range
of intertextual connections, a model of a universal
narrative structure, or a system of recurrent patterns or
motifs.
Formalism (or Formalism is a school of literary criticism and literary
57
New Criticism) theory that focuses on the structure of a particular text. It
examines a text without taking into account any outside
influence.
Poststructuralis Poststructuralism is the reaction to structuralism. In the

m linguistic context, there may be underlying structures that
may have different interpretations based on how the words
or phrases were used in the text.
Example 1: Puppy Love (Excerpt) F. Sionil Jose We returned close to midnight

from the district competition in a fleet of caretelas and parted in the school-house
where we lift the odds and ends we used, the athletes their athletic equipment.
We won in the dance competition. I walked Gina to her house. February and the
cool night had a full moon sailing in the sky. I was hungry and so was she; we
meet a few townspeople on their way from the movie house and they asked us
how we fared. “We won! We won!” Gina gushed. I wanted to stay with Gina but
upon approaching their house, all lights were on. They had some guests and I
was too shy to go although I doubted very much if there was any food in our
house.
Explanation: “Puppy Love” by F. Sionil Jose is a story of love, tragedy,
revelation and hope. The story is culled from Filipino life, it uses simple words,
figures of speech (e.g., “full moon sailing in the sky”) and sensory images. The
author knows how to play with the 71 language where the readers can visualize
the subject, characters or settings in that way, they can understand its
underlying meaning.
Example 2:
"Lyric 17" by Jose Garcia-Villa
First, a poem must be magical,
Then musical as a sea-gull.
It must be a brightness moving
And hold secret a bird's flowering.
It must be slender as a bell,
And it must hold fire as well.
It must have the wisdom of bows
And it must kneel like a rose.
It must be able to hear
The luminance of dove and deer. It must be able to hide
58
What it seeks, like a bride.
And over all I would like to hover God, smiling from the poems cover.
Explanation:
• The interpretation of the poem “Lyric 17” by Jose Garcia Villa surrounds
language unit that helps effectively determine the meaning of the text
• This poem is about what qualities make poetry good.
• The author in my opinion is trying to convey the right qualities that are
required in a poem to make it satisfactory.
• I think the poem feels passionate towards poem writing as can be seen
through how instead of merely writing an instruction sheet on how to write a
good poem" he instead writes a poem about good poems.
• What more, the language he uses is fanciful and the metaphors and rhyming
couplets indicates the thought put behind his work.
• In the poem, the term “musical as a seagull” may indicate that the poem
should be a rarity and something unheard of; “a diamond in the rough" very
much alike how one has never heard of a musical seagull. The poem similarly
should also be fluent.
• Meanwhile "brightness moving” may indicate how poems should not be dark"
it should be optimistic and pleasant and should not be constant" rather
captivating and intriguing to one’s reader.
Essential Question:
What is the importance of understanding the way language is used in literary
text?
EXPLORE
Activity 1 My Favorite #
Directions: Listen to the most popular songs you know about. Share the
meaning and symbolisms you found in it. Describe below by providing
hashtags and give a short description on it.
1.
2.
3.
4.
5.
FIRM-UP
59
Activity 2 Poem Analysis
Directions: Below is a poem that Jose Rizal has written:
Josephine,
Who to these shores came,
Searching for a home, a nest,
Like the wandering swallows,
If your fate guides you To Shanghai, China, or Japan,
Forget not that on these shores
A heart beats for you.

Analyze the poem through its literary context by answering the following
questions:
1. What are the striking words used in the poem?
________________________________________________________________________
2. How many meaningful statements are used in the poem?
________________________________________________________________________
3. How were the lines cut? Did the line cuts help in conveying the message
of the poem?
________________________________________________________________________
4. Are there rhymes? Is there a certain rhythm? How does the presence or
absence of rhyme and rhythm help convey the message of the text?
________________________________________________________________________
5. What imagery was used in the poem?
________________________________________________________________________
6. What is the mood of the poem?
________________________________________________________________________
7. Did the use of language help in conveying the poem’s message? How?
________________________________________________________________________
DEEPEN
Activity 3 Compare and Contrast

Directions: Compare and contrast the expressions of love shown during the
time of Rizal and the present time. How does distance and setting affect the
language conveyed in one’s literary work?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

TRANSFER
60
Activity 4 Literary Analysis
Directions: Compare and Contrast the “The Haiyan Dead” by Merlie M. Alunan
to the poem written by Rizal. Make a literary Analysis of the following poems.
You may present it creatively through different forms.
Haiyan Dead
(Merlie M. Alunan)
Do not sleep
They walk our streets
Climb stairs of roofless houses
Latch less windows/blown off doors
They are looking for the bed by the window
Cocks crowing at dawn lizards in the eaves
They are looking for the men
Who loved them at night the women
Who made them crawl like puppies?
To their breasts/babes they held in arms
The boy who climbed trees the Haiyan Dead
Are looking in the rubble for the child
They once were the youth they once were
The bride with flowers in her hair
Red lipped perfumed women
White haired father gap toothed crone
Selling peanuts by the church door
The drunk by a street lamp waiting
For his house to come by the girl dreaming
Under the moon the Haiyan Dead are
Looking for the moon washed out
In a tumult of water that melted their bodies
They are looking for their bodies that once
Moved to dance to play
To the rhythms of love moved
In the simple ways—before wind
Lifted sea and smashed it on the land—
Of breath talk words shaping
In their thrones, lips, tongues
The Haiyan dead are looking
For a song they used to love a poem
A prayer they had raised that sea had
Swallowed before it could be said
The Haiyan dead are looking for the eyes of God suddenly blinded in the sudden
murk wind seething
Water salt and black slit– and that is why the Haiyan dead will walk among us
endlessly sleepless

61
Rubric:
Content– 5
Organization-5
Language-5
Topic-5
Total Points: 20

Lesson Exemplar 007

Content: (Core Competencies) Contextual Reading Approaches: Critical
Reading Strategies
in Literature


through:
multimedia
62
Contextual Reading Approaches: Code:
Critical Reading Strategies in Literature 1. Identify different ways one
may evaluate a literary text,
specifically by examining its
biographical context, socio
cultural context, and
linguistic context;

2. Compare and contrast the
various 21st century literary
genres and the ones from the
earlier genres/periods citing
their elements, structures
and traditions (EN12Lit-Id-
25)
3. Discuss how different
contexts enhance the texts
meaning and enrich the
readers understanding
INTRODUCTION
Sometimes, we read for entertainment, leisure and fun. It takes a keen

observer and valid researcher to become a critical reader. Being a critical
reader means that you do not aim to simply memorize facts and information in
the text that you are reading. Being a critical reader means that you are
looking for ways of thinking about the subject matter of the text that you are
reading.
To help you in your critical reading, listed below are the steps or modes
of analysis that are reflected in three types of reading and discussion as
presented by Daniel J. Kurland (2000):
1. What a text says is the restatement. At first, you simply talk about the
same topic as what is written in the original text.
2. What a text does is the description. Next, you discuss and examine the
aspects of the discussion or the content of the text.
3. What a text means is the interpretation. As you read critically, you
should analyze the text and assert a meaning for the text as a whole.
Here are the three main goals of critical reading that require inference from
63
reading within the text (Kurland 2000):
1. First is to recognize the author’s purpose, which involves inferring a
basis for choices of content and language.
2. Second is to understand the tone andpersuasive elements of the text,
which involves classifying the nature of language choices used by the
author.
3. Third is to recognize bias, which involves classifying the nature of
patterns of choice and language used in the text.
The following critical reading strategies will help you cope with different reading
texts:
1. Previewing. Before you begin reading the text, preview it by gathering
important information about it. Previewing helps prepare your mind for
the barrage of information that is to come when you do the actual
reading. When you preview a text, you skim it to get the big picture or an
overview of the entire text. Consider the following:
❏ Who wrote the text? What are the author’s other works?
❏ Where and when was the text published? What were the major events
around the time the text was written or published?
❏ What can you infer about the text based on the title?
❏ What seems to be the general progression or organization of ideas based
on the chapter titles or section headings and subheadings?
❏ What is your purpose for reading the text?
2. Annotating. Annotating involves highlighting or making notes of important

ideas in the text. This can be done by doing the following:
❏ With a pencil or a pen in hand, underline important ideas such as the
thesis, topic sentences, and key concepts. Also, highlight unfamiliar words
so you can look them up later.
❏ Make notes such as questions and comments or responses on the
margins as you read.
❏ Develop a symbol system. You may draw symbols to mark important
words or sentences so that the text will not appear cluttered.
3. Contextualizing. When you contextualize, you consider the historical,

cultural, or biographical context of the text. Identify the context(s) in
which the text was written and determine how this context differs from
your own. Keep in mind that your understanding of a particular concept is
influenced by these contexts, in the same way that they influence an
author’s.
4. Outlining and Summarizing. Outlining and summarizing the text help you
identify the main ideas in the text and express them again in your own
words. In outlining the text, you identify the basic structure of the text
64
(i.e., the main ideas and the supporting ideas) and make connections
between those ideas. Outlining helps you understand how the author
developed the text through the ideas presented. After making an outline,
you can now summarize the text. Summarizing the text allows you to
present your understanding of the text by reviewing and synthesizing
important ideas, and then restating them in your own words.
5. Analyzing. Analyzing a text deals with examining the information presented
to support the author’s argument (s). In analyzing a text, you look at the
evidence, sources, and author’s bias (es). Consider the following
questions:
 Is there enough evidence to support the author’s argument? Does the
evidence relate to and support the thesis or the main point the author is
trying to convey?
 Are the pieces of evidence relevant, credible, and up-to-date?
 Are the sources of information credible?
 Why did the author take that particular position? What is the author’s
background that may have led to or influenced his or her position?
6. Rereading. Rereading requires a repeated examination of the text to enable
you to improve your comprehension of the text and to identify ideas that
you may not have noticed in initial reading. Critical readers read the text
more than once to fully grasp the meaning of the text and what the author
is conveying.
7. Responding. After you have developed a clear understanding of the text, you
are now ready to respond to the text. Responding to the text means
drawing meaning from what you have read and presenting it in writing or
talking about it to others. When you respond to a text, you express your
thoughts, feelings, and questions about the text. You can write why you
agree or disagree with the text or the author’s arguments, or you can
interpret the text. You can also respond to a text by discussing it with
others. Sharing the information that you gained from a text with others
who have read the same text is a good way to check your understanding.
Essential Question:
What does it mean to critique someone’s work?
EXPLORE
Activity 1 What Do you mean!

Directions: Create an interpretation of the passage below stated by F. Sionil
Jose. Write a response to the National Artist about whether you agree with him
or whether you want to simply respond to his critical thoughts:
“We are shallow because our media are so horribly shallow. Every morning, I
peruse the papers and there is so little to read in them. It is the same with radio
65
— all that noise, that artifice.”
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
FIRM-UP
Activity 2 Test Your Understanding
Directions: Based from the discussion above, answer the following

comprehension questions:
1. What are the strategies for critical reading in literature?

________________________________________________________________________
2. What is an “author’s argument”?
________________________________________________________________________
3. In reading an article, how does a reader make a cross-reference?
________________________________________________________________________
4. In preparing for a debate or a thesis defense, what do you need to take
note of?
________________________________________________________________________
5. Why is it important to ask questions instead of simply agreeing and
believing?
________________________________________________________________________
DEEPEN
Activity 3 Answer me!
What does it mean to “agree to disagree”? Why is it important to filter all the
information we hear? How does one become an effective critic?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
TRANSFER
66
Activity 4 Unleash Your Inner Historian!
Performance Task: Critical Analysis
Goal: Your task is to watch one of any of these movies related to Philippine
history: (1)Lualhati Bautista’s Dekada ’70, (2) Ricky and Raymond Lee’s Anak,
or (3) Michiko Yamamotos’s Magnifico. The goal is to analyze the movie
according to its biographical, sociocultural, and linguistic context through
critical reading and viewing.
Role: You are a 21st century historian/researcher who was tasked by the
National Museum to conduct a critical study of the history behind the movie
through utilizing the strategies of critical reading.
Audience: The target audience is high school or university students who will
take a tour at the archives center in National Museum. You need to convince
them that what are shown in the movies are based on historical events and
situations that transpired in the past.
Situation: You need to research and learn about the past, particularly the
period depicted in the movie you have chosen. The challenge involves dealing
with critics who will tell you that you were not born yet when the incident
happened. It also involves having to look through various sources and
evaluating their credibility.
Product/Performance and Purpose: You will create a 3–5 page essay that
analyzes the movie according to its biographical, sociocultural, and literary
context. You need to develop this critical analysis based on the different
schools of thought learned in this unit.
Standards & Criteria for Success: Your performance needs to have reliable
and credible resources. Your work will be judged based on the set of criteria
listed in the rubrics:
Rubric:
Content-5
Organization-2
Language-3
Topic-2
Sources-5
Total Points: 20
67
Lesson Exemplar 008
Content: (Core Competencies) Performance Task
through:
1. a written close analysis and critical
interpretation of a literary text in
terms of form and theme, with a
description of its context derived from
research; and
68
 An adaptation of a text into
Performance Task other creative forms using
multimedia
 Produce a creative
representation of a literary text
by applying multimedia and
ICT skills
 Do self- and/or peer-
assessment of the creative
adaptation of a literary text,
based on rationalized criteria,
prior to presentation
INTRODUCTION
Literary adaptation is the adapting of a literary source (e.g. a novel,

short story, poem) to another genre or medium, such as a film, stage play, or
video game. It can also involve adapting the same literary work in the same
genre or medium just for different purposes, e.g. to work with a smaller cast, in
a smaller venue (or on the road), or for a different demographic group (such as
adapting a story for children).
Examples:
1. The film “Bakit Hindi Ka Crush Ng Crush Mo?” (2013) The film is an
adaptation of Ramon Bautista’s self-help book of the same name. Movie
making or video making is an ICT skill where a more advance skills and
knowledge have been developed. Its application from the original form which
was a “novel” made into a new form that is a “movie” will deepen your
knowledge of technology and how it works. These include practical skills like
programming and coding.
2. The film “Diary ng Panget” (2014) Diary ng Panget (lit. Diary of an Ugly
Person) (also known as Diary ng Panget: The Movie) is a 2014 Philippine
romantic comedy film based on the best-selling novel of the same name written
and published on Wattpad by Denny R. The film was directed by Andoy Ranay
and stars Nadine Lustre, James Reid, Yassi Pressman, and Andre Paras. It was
distributed by Viva Films and released on April 2, 2014. Multimedia means
that computer information can be represented through audio, video, and
animation in addition to traditional media (i.e., text, graphics drawings, and
images). It is the field concerned with the computer-controlled integration of
text, graphics, drawings, still and moving images (Video), animation, audio,
and any other media where every type of information can be represented,
stored, transmitted and processed digitally.
69
Forms of Multimedia
1. PowerPoint Presentation with voice-over narration
A PowerPoint presentation is a presentation created using
Microsoft PowerPoint software. The presentation is a collection of individual
slides that contain information on a topic. PowerPoint presentations are
commonly used in business meetings and for training and educational
purposes.
Click these links to access on how to create a power point presentation.
https://www.youtube.com/watch?v=j8V7xj15f9w
https://www.youtube.com/watch?v=3uk4CU7uobM
2. Video
Video is an electronic medium for the recording, copying, playback,
broadcasting, and display of moving visual media. Visual multimedia source
that combines a sequence of images to form a moving picture. It transmits a
signal to a screen and processes the order in which the screen captures should
be shown. Videos usually have audio components that correspond with the
pictures being shown on the screen. Access this link to watch a tutorial on how
to create a video. https://www.youtube.com/watch?v=sHeffRYnnys
3. Animated video
Animated video is an engaging instrument that can help you tell your
story more comprehensively. It brings concepts to life that text or live videos
can’t. Think about it: you can make your characters talk all you want, fly, or
travel in time. With the help of animation, you can show how mechanisms and
processes work. Use this link to watch a video tutorial on how to create an
animated video.
https://www.youtube.com/watch?v=FY4L7D-FoLA
PERFORMANCE TASK
Unleash Your Potentials
Goal: Your task is to adapt a text or story into other creative forms using
multimedia
Role: You are a movie director/artist
Audience: The target audience is high school or university students who will
watch an adapted of movie of a certain story
Situation: You need to research and learn about the story you would like to
adapt from past or even in recent.
70
Product/Performance and Purpose: You will create a 3–5 minutes trailer of a
story you have chosen.
Standards & Criteria for Success: Your performance needs to have reliable
and credible resources. Your work will be judged based on the set of criteria
listed in the rubrics:
Part II
Directions: Do self- and/or peer-assessment of the creative adaptation of a
literary text, based on rationalized criteria, prior to presentation. Make a 200
words essay presentation analysis of the chosen presentation.
BIBLIOGRAPHY:
Bibliography
Baronda (2016). 21st Century

Century Literature
Literaturefrom
fromthe
thePhilippines
Philippinesand
andthe
theWorld:
World:
Philippines
Philippines

Cuevas (2020). 21st Century
Century Literature
Literaturefrom
fromthe
thePhilippines
Philippinesand
andthe World
the Unit
World 1: 1:
Unit
Contextual Reading Approaches.
Contextual Reading Approaches. Philippines
Noemi M. Abellanosa, Emmalyn L. Achacoso, El Dela Cruz and Jade Ann R.

Maaliao.21st
Maaliao. (2020). (2020). 21stLiteratures
Century Century Literatures from the Philippines
from the Philippines and the
and the World.
World.
Cagayan De Oro.Cagayan De Oro.
Flores (2020). 21st Century Literature from the Philippines and the World. Koronadal.
Retrieved from:
https://www.academia.edu/37827038/21st_Century_Literature_from_th
https://www.academia.edu/37827038/21st_Century_Literature_from_the_Philippi
e_Philippines_and_the_World_Unit_1_Contextual_Reading_Approaches
nes_and_the_World_Unit_1_Contextual_Reading_Approaches
Retrieved from:https://doku.pub/documents/21st-century-literature-from-the-
philippines-1q7jdee2zzqv
philippines-1q7jdee2zzqv

RUBRICS FOR SELF- AND/OR PEER ASSESSMENT OF THE CREATIVE

ADAPTATION OF LITERARY TEXTS
Rubric for Documentary Film/Video Presentation
CATEGORY 5 4 3 2
Introduction The The The The
introduction is introduction introduction introduction
compelling and is clear and shows some does not orient
provides coherent and structure but the audience
motivating evokes interest does not create to what will
content that in the topic a strong sense follow. The
hooks and of what is to sequencing is
71
the viewer response from follow. May be unclear and
from the listeners. overly detailed does not
beginning of or incomplete appear
the and is interesting or
video and somewhat relevant to the
keeps appealing to audience.
the audience's the
attention. audience.
Content Students Students Students The

create an create an create an documentary
original, accurate accurate is not accurate
accurate and documentary documentary and not an
interesting that but it does not appropriate
documentary adequately cover the topic length
that covers the the issue in an
adequately topic in an appropriate
covers the appropriate length of time.
topic in an length of time.
appropriate
length of time.
Technical Tone, voice, Tone, voice, Tone, voice, Tone, voice,
Production graphics, and graphics, and graphics, and graphics, and
visual images visual images visual images visual images
convey interest frequently frequently rarely convey
and convey interest convey interest interest or
enthusiasm. and or enthusiasm. enthusiasm.
The enthusiasm. Most of the The
presentation is The presentation is presentation is
clear and loud presentation is clear and loud unclear and/or
enough to be clear and loud enough to be not loud
heard. enough to be heard. enough to be
Composition heard. Composition heard.
and technical Composition and technical Composition
production and technical production and technical
enhance the production sometimes production
topic. usually distract from absent or
enhance the the topic. distract from
topic. the topic.
Sources Uses and cities Uses only one Uses mostly Does not use
several reliable or two reliable questionable outside or no
sources (5 up). sources (2-4). sources. source
Structure Narrative has a Narrative has a Narrative is No attempt at
clear clear disorganized an organizing
organizing organizing structure is in
structure and structure but place
flows logically needs some
improvement
Variety and Changes the Changes the Uses more Uses only one
72
Placing screen image media than one medium
and/or audio sometimes to medium, but
on a regular engage the does not
basis to engage audience, but engage
the audience pacing could audience
be improved
Creativity Project is Project is Project is nice Project
unique, does somewhat and works, but appears forced,
not look like unique, does is not unique. hard to follow.
others. It not look like It has similar Has too many
shows others. It components as parts that are
creativity that shows a little other strange and do
works, it is not creativity that presentations not serve any
just weird but works. The The project purpose. Tried
exciting and project shows looks like parts to be creative
fresh. The that some of it were but does not
project clearly effort went into thrown work. The
shows that it. Looks together at the project looks
much effort somewhat last minute as if it was put
went into it. complete. Most Looks mostly together in a
Looks of the parts done, just hurry. Still
complete. All work as needs some needs quite a
the parts work intended. touch up here bit of work,
as intended. and there. just doesn't
Some parts do look done. Full
not work as of errors, parts
intended. don't work as
intended.
Appropriate The The The The
Level documentary documentary documentary documentary
uses the uses more uses a high did not use the
appropriate than the percentage of appropriate
terminology appropriate terms that is terminology
that is covered terminology used in lower that is covered
in the grade 12 that is covered grades (9 -11). in the grade 12
course that in the grade 12 course.
can be level that
understood by cannot be
the grade level. easily
understood.

73
21st Century Literature of the Philippines from the World
Chapter Test
I. Multiple Choice: Read each item carefully and write the letter of your answer
in the blank before each number.
26. What do you call a term which means goes beyond words in
understanding the meaning of a literary text?
A. context B. biographical C. linguistic D. socio-cultural
27. The following are importance of context except
A. give information C. provide new concepts
B. provide words D. highlight important words
28. Which factor does not influence by context?
74
A. author’s life B. language C. society D. concept
4. In biographical context, what is being looked into in understanding the
literary texts?
A. life of the author C. language used
B. culture portrayed D. society where he belonged
5. What do you call a piece of material that has a purpose of telling a story
or entertaining?
A. literary text B. story C. novel D. drama
6. It is a term used to denote genre fiction within women's fiction written for
and marketed to young women, especially single, working women in their
twenties and thirties.
A. Chik lit B. Flash fiction C. Erotic literature D. Graphic novels
7. A very short story that which often consists of one or two pages and it does
not include all the elements of short story.
A. Chik lit B. Flash fiction C. Text talk D. Graphic novels
8. Which questions allow the learners to reflect on a reading text?
A. Which character would you like to have as a friend and why?
B. What event or place in the story reminds you of your life and why?
C. What happened in the beginning of the story?
D. What is the overall tone of the short story?
9. What literary genre is the example below:
“Does this mean you’re going to make love to me tonight, Christian?”
Holy shit. Did I just say that? His mouth drops open slightly, but he recovers
quickly.“ No, Anastasia it doesn’t. Firstly, I don’t make love. I ….hard.
Secondly, there’s a lot more paperwork to do, and thirdly, you don’t yet know
what you’re in for. You could still run for the hills. Come, I want to show you
my playroom.” My mouth drops open. Holy shit, that sounds so… hot. But why
are we looking at a playroom? I am mystified.
A. Chik lit B. Erotic literature C. Flash Fiction D. Text Talk
10. Words or phrases that express meanings in a nonliteral way are referred to
as figurative language.
A. figures of speech C. figures of emphasis
B. figures of relationship D. figures of sound
11. Onomatopoeia and alliteration are classified as .
A. figures of sound C. figures of relationship
B. figures of reference D. figures of emphasis
12. Also referred to as figurative language, are words or phrases that express
meanings in a nonliteral way.
A. Vocabulary B. Figures of Speech C. Grammar D. Symbolism
13. Why do writers use figurative speech in writing literary pieces?
A. To enhance the artistic quality of their works.
B. Just for fun
C. To add color to the work.
D. To make it more interesting.
75
14. Which of the following figures of speech is used in the passage below?
All the world's a stage,
And all the men and women merely players;
They have their exits and their entrances,
–from As You Like It by William Shakespeare
A. Simile B. Personification C. Metaphor D. Irony
15. It refers to the author’s life and the social, political, and economic
conditions that influenced and shaped it.
A. Biographical context C. Socio-cultural context
B. Linguistic context D. Literature
16. In analyzing a text based on its biographical context, a reader __________.
A. Compares the literary work to other works
B. Examines the styles and techniques used by the author
C. Gathers relevant facts about the authors life
D. Identifies the images used by the author.
17. When you read a text based on biographical context, you engage in a
______________
A. Formalist criticism C. Biographical criticism
B. Psychoanalytic criticism D. Gender criticism
18. Which of the following should not be considered in reading through a
biographical context?
A. Educational B. Social C. Figurative language D. Political
19. Which of the following tells why we should consider gathering information
about the author’s literary influences?
A. It helps the reader to understand literary works thoroughly.
B. It develops the reader reading critical skills
C. It may have caused an impact to the author and his works.
D. It reveals the authors lack of originality.
20. Which of the following is not true about literature?
A. It is based on real events.
B. It only focuses on the author’s life.
C. It is based on orchestrated events.
D. It is a form of expression.
21. All statements describe analyzing a text through a biographical context
except
A. It is important to know the literary or philosophical movement that
existed during the author’s time.
B. It is important to know the author’s literary background.
C. It is important to know the educational institutions the author has
attended.
D. It is important to know what is on the author’s mind while writing the
text.
22. If a biographical approach refers to the reading strategy one employs in
reading a text, then biography refers to
A. a detailed account about the author’s life
76
B. a superficial account about the author’s life
C. a fictional account about the author’s life
D. a partial account about the author’s life
23. Nestor Vicente Madali “N. V. M.” Gonzalez was born on September 8, 1915
in Romblon, Romblon. At the age of five, his family moved to Mindoro. He
attended the Mindoro High School from 1927 to 1930 and the National
University, but he was not able to obtain a degree. His first essay was
published in the Philippine Graphic. He was also an editor for the Manila
Chronicle and Evening News Magazine.
The passage about N. V. M. Gonzalez is a _________.

A. Biography
B. biographical context
C. biographical analysis
D. fiction
24. “Mi último adiós” is a poem written by Jose Rizal a day before he was
executed in Bagumbayan. Based on this information, what can you infer about
the author?
A. He was prepared to die.
B. He passed the torch to Andres Bonifacio.
C. He remained optimistic despite of his suffering.
D. He encouraged the people to fight against the Spaniards.
25. In this period of the development of Philippine Literature in English,
Filipino writers were believed to be gaining full command of English. What do
you call this period?
A. period of emergence C. period of apprenticeship
B. period of American colonialism D. period of public education
II. True or False: Identify each statement if it is true or false. Write TRUE if it
is correct, and FALSE, if it’s wrong.
26. A literary text can be adapted in a form of a film or in other forms of genre.
27. Using a multimedia format in a presentation helps to catch viewer’s
interest.
28. Video is one of the multimedia formats.
29. Multimedia is more effective than traditional multimedia.
30. Multimedia means a combination of different content forms. Microsoft
Word is the best program to use to write a letter.
77

21st 2nd Sem

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

21st 2nd Sem

Uploaded by

Copyright:

Available Formats

Senior High School

21st Century Literature from the

Department of Education - Republic of the Philippines

QUARTER 1: Lesson Exemplar 001

This Lesson Exemplar was written by Ma. Jessica L. Semilla. of

Department of Education - Republic of the Philippines

1. It is considered the imaginative works of poetry and prose.

4. The Contemporary Period (1946 to present)

d. Rebirth of Freedom (1986-present)

Read the epic below and note the dimensions:

Indarapatra at Sulayman (Epikong Mindanao) By: Bartolome del Valle

Activity 1 Get a New Name!

1. What do you remember about these symbols?

Activity 3 What I Understand!

Activity 4 Show Your Creativity!

The 21st Century Philippine Literature covers the new range of

Ilocano literature is one of the most colorful regional Filipino

Hiligaynon is the lingua franca of the West Visayas in Central

SOME NOTABLE WRITERS FROM DIFFERENT REGIONS AND THEIR

Jose Garcia Villa He was a Filipino literary critic, poet, painter,

Jose Garcia Villa is known for introducing the reversed consonance

Nestor Vicente Madali Gonzalez

Activity 2 Pair it up!

Activity 3 Test your Understanding

Directions: Based on the discussion above, answer the ff. questions.

Activity 5 Your New Version!

Minsan kang nagutom at ako’y nalingat,

Ikaw naman rosas, na mahal kong mahal,

Minsan lang, Nobyembre, nang di ka mamasid,

Ang hardin ko ngayo’y ligid ng dalita,

Babae, hindi ka marapat lumiyag,

Topic: Learning Competencies and Code:

Literary genre is a category of literary composition. Genres may be

b. Proverbs - These are called sawikain or salawikain in Tagalog or

Ilocano on Guilt Hiligaynon on Suffering

iii. Serenade (Harana) – These are courtship songs used by young

d. Chants (Bulong) – These are used to give respect, excuse, or apology to

f. Myths – These are symbolic narratives, usually of unknown origin and at

The Spanish Period

a. Awit (Song)– These have measures of twelve syllables (dodecasyllabic)

Revolutionary literature also loomed with exposes that sparked

The American Period

The Japanese Period and the Republic

21st Century Literature of the Philippines

a. Drama- It is the genre of literature with stories composed of verse or prose

d. Poetry – It is a verse and rhythmic writing with imagery that evokes an

i. Mobile phone Text - A particular example of this poem is a tanaga, a

ii. Hyperpoetry – It is a form of digital poetry that uses links using

e. Fiction - Fiction has genres that can be defined as narrative literary

Activity 1 Say What

Activity 2 Let me Choose!

1. It is a narrative in comic book format.

Activity 5 Think and Reflect

21st Century Literature of the Philippines from the World

THE WIDOW'S SON

Lesson Exemplar 004

All literary texts were written by different authors with different

Guided questions when reading literature through a biographical context.

Notes before reading a text through a biographical context:

Examples of literary works written by authors of different background.

1. “Under My Invisible Umbrella” by Laurel Fantauzzo is a literary essay that

2. Catch a Falling Star by Cristina Pantoja Hidalgo is a collection of realistic

3. ABNKKBSNPLAKo is an autobiography detailing author Bob Ong’s school