21CLPW Complete Modules

Saint Louis University
LABORATORY HIGH SCHOOL – SENIOR HIGH

Department of Languages (L12)
RF-LSH-003
COURSE GUIDE
I. Course Title: 21st Century Literature from the Philippines and the World (21CLPW)
II. Course Overview
A. Introduction
21st Century Literature from the Philippines and the World is a core subject for
grade 12 senior high school students across all strands in the academic track.
The subject aims to sharpen your critical and analytical skills in reading – interpreting
texts using varied approaches and comparing and contrasting recurrent themes and
narratives – and to refine your reading taste through exposure to the best written
literature of the Philippines and of the world.
These various literary works embody and integrate ideas, beliefs, values, and attitudes
that cultivate or enrich human experiences and practices, thus develop in you a sense
of responsibility and sensitivity towards others in becoming an agent of change and
transformation.
B. Course Learning Outcomes
To address the impact of the current health crisis on the basic education system in the
country, the Department of Education (DepEd) has released the following content and
performance standards along the Most Essential Learning Competencies (MELCs) that
you must acquire.
CONTENT STANDARDS PERFORMANCE STANDARDS

The learner will be able to Writing a close analysis and critical
understand and appreciate the interpretation of literary texts and doing an
elements and contexts of 21st adaptation of these require from the learner
century Philippine literature from the ability to identify: a. the geographic,
the regions. linguistic, and ethnic dimensions of
Philippine literary history from pre-colonial
to the contemporary b. representative texts
and authors from each region (e.g. engage
in oral history research with focus on key
personalities from the students’
region/province/town)
Comparing and contrasting the various 21st
century literary genres and the ones from
the earlier genres/periods citing their
elements, structures, and traditions
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Discussing how different contexts enhance

the text’s meaning and enrich the reader’s
understanding
Producing a creative representation of a
literary text by applying multimedia and ICT
skills
Doing self- and/or peer-assessment of the
creative adaptation of a literary text, based
on rationalized criteria, prior to presentation
The learner will be able to Writing a close analysis and critical
understand and appreciate literary interpretation of literary texts, applying a
texts in various genres across reading approach, and doing an adaptation
national literature and cultures. of these, require from the learner the ability
to identify representative texts and authors
from Asia, North America, Europe, Latin
America, and Africa
Comparing and contrasting the various 21st
century literary genres and their elements,
structures, and traditions from across the
globe
Producing a creative representation of a
literary text by applying multimedia and ICT
skills
Doing self- and/or peer-assessment of the
creative adaptation of a literary text, based
on rationalized criteria, prior to presentation
C. Module, Unit Topics, and Study Schedule
FIRST GRADING
MODULE 1 Introduction to Literature
Unit 1 Definition, Nature, & Division of Literature Week 1 (Aug.31-Sept.7)

Written Work # 1
Unit 2 Elements of Literature Week 2 (Sept.8-14)

Written Work # 2
Unit 3 Literary Criticism & Approaches Week 3 (Sept.15-21)

Performance Task #1
MODULE 2 Elements and Contexts of 21st Century Philippine Literature from
the Regions
Unit 1 Historical Highlights of Philippine Week 4 (Sept. 22-28)

Literature
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Unit 2 a. Poetry – The Conversion (Neil Garcia) Performance Task #2
b. Short Story – The Wedding Dance

(Amador Daguio) Week 5 (Sept. 29-Oct.5)
Unit 3
c. Flash fiction – His Father’s Eyes Performance Task #3
(Zarlone)
Unit 4 d. Creative non-fiction – Minsan May

Isang Puta (Mike Portes) Week 6 (Oct. 6-12)
e. Creative non-fiction – My Own Theory Written Work #3
of Devolution (Jessica Zafra)
Culminating Activity Oct. 20-22

SECOND GRADING
MODULE 3 Introduction to World Literature
Unit 1 Historical Highlights and Literary Week 1 (Oct. 25-29)

Movements in World Literature Written Work #1
Unit 2 Emerging Genres in World Literature Week 2 (Nov. 3-11)

Performance Task #1
MODULE 4 Emerging Genre in World Literature & Representative Texts
around the Globe
Unit 1 a. Meta-fiction – The Tale of the Three Week 3 (Nov. 12-18)

Brothers (Jk Rowling) Written Work #2
b. Speculative Fiction – Harrison
Bergeron (Kurt Vonnegaut)
Unit 2 c. Memoir (Literary Journalism) – A Week 4 (Nov. 19-25)

Short Memoir of a Suspected Covid- Performance Task #2
19 Case (Wu Shuangnan)
d. Digital Text
Unit 3 e. Spoken Poetry – When Love Arrives Week 5 & Week 6

(Sarah Kay and Phil Kaye) (Nov. 26-Dec. 13)
Written Work #3
Performance Task #3
Culminating Activity Dec. 15-17
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III. Course Study Guide
1. Manage your time. Properly schedule your reading assignments and activity
accomplishments. Have your planner or calendar of activities ready. Remember that you
have other modules to accomplish for this semester. Try to anticipate possible conflicts
between personal and study schedules and make appropriate adjustments. Be very
conscious of your study schedule and always remind yourself of deadlines.
2. Focus your attention. Make sure that you do things one at a time.
Read each material over and over until you are able to get the gist of the lesson.
3. Owe it to yourself. In doing the assessment tasks, whether formative or summative,

target the highest standards because you are a better learner. You have the knowledge
and skills needed to finish a quality work.
4. Work independently. It is expected that you work on the modules on your own. You
can ask help from others but do your best first.
5. Answer confidently. You are encouraged to dutifully follow instructions. You can
answer more confidently when you know that you are following instructions.
6. Motivate yourself. Whatever knowledge, skills, or values and insights you gain from
this subject will definitely be of help in your life and future plans. Enjoy what you do and
everything else will follow.
7. Submit on time. Promptly upload your outputs to Genyo on the due dates of
submission. Referring to the Study Schedule, you are given a week to accomplish each
task; thereby if for instance Written Work # 1: Illustrating literature of the present time is
of week 1 lesson, the due date is within week 2.
(CBL students, you may have the other option of submitting your complete outputs to
school at the end of every grading period.)
8. Be patient. I shall provide feedback on your work to facilitate the learning. While waiting
for my feedback, you can continue working on the other activities in order not to miss
any important part of each module.
9. Contact me. If you would need further help or some clarification in any of the modules,
please do not hesitate to send me a message through FB Messenger within
8 a.m. – 4 p.m. on any day from Mondays to Fridays; however, kindly be considerate
when you get delayed replies as I may be conducting a synchronous class.
Remember I am here to ensure that we go through the completion of this subject

together.
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IV. Evaluation
Evaluation is a significant facet of learning. Without evaluation there is no learning. You will
expect your written works and performance tasks to be marked or graded.
There will be three (3) written works and three (3) performance tasks per grading period
which are all embedded in the modules. Each written work and performance task is thirty
(30) points. No examinations will be conducted this semester.
There also are formative assessments in the modules which will not be submitted; however,
they must be accomplished for you to truly understand or appreciate the lessons. Remember
that the right attitude put into completion of tasks is more valuable than the grade acquired.
V. Additional Reminders/Guidelines
A. Deadline of submission of Written Works and Performance Tasks
1ST GRADING 2ND GRADING

within the following dates within the following dates
WW1 Sept. 8 - 14 WW1 Nov. 3 - 11
WW2 Sept. 15 - 21 PT 1 Nov. 12 - 18
PT 1 Sept. 22 - 28 WW2 Nov. 19 - 25
PT 2 Sept. 29 - Oct. 5 PT 2 Nov. 26 - Dec. 3
PT 3 Oct. 6 - 12 WW3 Dec. 6 - 13
WW3 Oct. 13 - 19 PT 3 Dec. 14 - 17
Specific due dates of submission vis-à-vis synchronous class schedule may be relayed during subject orientation.
B. The Culminating Task
Video Recorded- Spoken Poetry
For 30 points, the culminating task is a Video recorded - Spoken Poetry which will be
delivered with a time limit of 3-5 minutes. The general instruction is that you match
your tone, speed, gestures, and facial expressions with the mood and theme of your
poem. Remember that what you do today influences tomorrow's fruits, so it is always
good to do the best you can in your academic endeavors, especially with your final
performance task.
Refer to page 134 for the complete guidelines and mechanics.
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VI. Technological Tools
To accomplish most, if not all, of the tasks in the modules, you are encouraged to use a
smart phone and a desktop or laptop. You will need the following software applications:
Word Processing, Presentation, Publication, and Spreadsheet.
The Internet and print and broadcast media which include television, radio, and newspapers
will also be helpful in this subject.
VII. Grading System
Weight Distribution of the Summative Assessment Components for Senior High School
-DepEd
Written Works 40%

Performance Tasks 60%
VIII. Contact Information
The following are the teachers who shall handle 21st Century Literature from the Philippines
and the World (21CLPW) for the first semester of AY 2021-2022.
Please send your messages only to the assigned 21CLPW teacher for your class.
Teacher Messenger Account
Wilamirah Atam Wilamirah Atam

Saida Guivac Saida Guivac
Joselito Kitongan Joselito Kitongan
Ruth Payaket Ruth Payaket
Maricel Pedral Maricel Pedral
Nelwyn Tejada Nelwyn Tejada
Mary Grace Valenciano Mary Grace Valenciano
In the event that your subject teacher’s Messenger is inaccessible, you can contact the Principal’s office
at these numbers 0995 539 1234 or (074) 447 0664.
Looking forward to a pleasant teaching - learning experience with you!
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Prepared by:
06/25/21
SAIDA B. GUIVAC
06/25/21
RUTH B. PAYAKET
06/25/21
MARY GRACE L. VALENCIANO
Reviewed and Endorsed by:

08/10/21
MARY GERARDA C. TUMAYAN
Learning Area Coordinator, Language 12
Approved by:
08/11/21
ROMEO E. JAVIER, EdD
Principal
21st Century Literature from the Philippines & the World
Dear Student,
I would have loved to see you in person, haplessly, time & circumstance do not permit us so.
This new classroom set-up is undeniably unusual and unfamiliar to all of us, unlikely though,
this time allows us to recognize how we ignore things – like the skeptical look of the guard, the
savory smell of the canteen, the irksome noise of your seatmate, the smile and frown of
teachers, and the most anticipated ringing of bell. All these seemingly mundane activities are
surely missed by now. Nevertheless, may we meet with the same understanding that we are
all in this together.
While you do what you do, be reminded that learning is a continuous process. There were
countless of people who thrived despite the lack, conflict, and problems. These served as the
training ground for them to develop the tenacity and endurance to carry through. Similarly, the
same avenue this module intends to provide.
This module primarily aims to sharpen and widen your range of strategies to comprehend,
interpret, evaluate, and appreciate literary texts. All literary texts and comprehension activities,
regardless of length, long or short, are opportunities for you to read and write better.
Numerous research studies have shown that students gain greater understanding of what they
read when they are given frequent opportunities to respond, especially through writing. The
writing response in turn, helps to develop the critical reading and thinking skills. Thus, when
you read, you write better; when you write, you read more. This reading-writing link and
process is the very heart of this module.
As your teacher, I appeal that you may be more patient with very long literary texts for they
mean no harm.
Let’s be reminded that all worthwhile virtues and qualities are products of great work and
needless to say – a product of pain. I hope you choose to sweat out your own effort so that
the purpose of developing the skills or talents would serve the One who made them. Also, I
hope that you don’t just endure to cope, but also choose to enjoy it. This is a personal choice
only YOU can make.
I wish you all the best.
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TABLE OF CONTENTS
Acknowledgment and Promissory Note 3
MODULE 1 Introduction to Literature 4
Unit 1 Definition, Nature & Division of Literature 5
Unit 2 Elements of Literature 16
Unit 3 Literary Criticism & Approaches 28
MODULE 2 Elements and Contexts of 21st Century Philippine 39

Literature from the Regions
Unit 1 Historical Highlights of Philippine Literature 40
Unit 2 a. Poetry -The Conversion (Neil Garcia) 47
Unit 3 b. Short Story – The Wedding Dance (Amador Daguio) 52

c. Flash fiction – His Father’s Eyes (Zarlone)
d. Creative non-fiction- Minsan May Isang Puta (Mike Portes)
Unit 4 e. Creative non-fiction- My Own Theory of Devolution 65
(Jessica Zafra)
MODULE 3 Introduction to World Literature 74
Unit 1 Historical Highlights and Literary Movements in World

Literature 75
Unit 2 Emerging Genres in World Literature 85
MODULE 4 Emerging Genre in World Literature & Representative

Texts around the Globe 93
Unit 1 a. Meta-fiction- The Tale of the Three Brothers (Jk Rowling)

b. Speculative Fiction- Harrison Bergeron (Kurt Vonnegaut) 94
c. Memoir (Literary Journalism)- A Short Memoir of a
Unit 2 Suspected Covid-19 Case (Wu Shuangnan) 110
d. Digital Text
Unit 3 e. Spoken Poetry- When Love Arrives (Sarah Kay and Phil 124
Kaye)
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SAINT LOUIS UNIVERSITY

ACKNOWLEDGMENT AND PROMISSORY NOTE
I, of Grade Section ,
acknowledge that I am fully aware of the school’s policy on plagiarism of scholarly works
and observance of academic honesty.
I fully understand that in submitting requirements in all my subjects, I follow the basic rules
on crediting sources and obtaining permission when using materials for academic purposes.
Hence, if I fail to do citation and acknowledgment of sources, it would merit an automatic
WARNING/REPRIMAND and because of which I shall get a Conduct Grade of Needs
Improvement (NI) or Unsatisfactory (U) in that particular grading period when the offense
was committed.
Therefore, I promise in the presence of my parent/guardian that:
1. I will constantly observe proper citation and acknowledgment when using resources
for all my academic requirements for this AY 2021-2022; and
2. I will abide by the school’s rules and regulations.
Signed: Conformed:
Signature over printed name of student Signature over printed name of parent/guardian
Noted:
DR. ROMEO E. JAVIER

Principal
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21St Century Literature from the Philippines & the World
FIRST GRADING PERIOD
MODULE 1
Literature is not just printed texts

nor movies or stories people encounter. It
is not just limited to entertainment and
education because it is a mirror of life. It is
a reflection of human activity, flawed but is
persistent to perfection.
In this module, you will be taken to a

INTRODUCTION more academic aspect of literature where
you will understand its nature, elements,
TO LITERATURE and divisions by chunks.
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UNIT 1
TOPIC LEARNING OUTCOMES

At the end of the lesson, you should be able to:
1. describe the nature of literature;
2. categorize the main and sub-divisions of

literature; and
3. exhibit appreciation of the 21st Century

literature literary pieces in varied divisions and
genres of literature.
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ENGAGE
Through the picture below, list down the best six words that you can associate
with literature.
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EXPLORE
Read the short selections below. Reflect on the similar points given, in view of Literature.
“Blue Pills: A Positive Love Story” is a Paul Kalanithi’s battle with his
graphic memoir by Swiss artist cancer in [his memoir] “When
Frederick Peeters. It traces Peeters’ Breath Becomes Air” is a testimony
relationship with Cati, a single mother to the harsh fact that sometimes,
who is HIV-positive. In a pandemic or life is a dark tunnel that stretches
epidemic, it is all too easy to focus on on endlessly. Every step seems to
numbers — death rates, statistical only lead to a new wave of
models and rates of resource uncertainty and fear. However,
depletion. It’s harder to hear the stories Kalanithi’s unfaltering drive for a
behind those numbers — stories of meaningful life in the face of death
grandparents waving to their carries an encouraging message to
grandchildren through a window or of be steadfast in the midst of today’s
doctors having to choose which pandemic-struck society. He
patients get to live. Literature, like inspires me to continue to
Peeters’ memoir, reminds us that demonstrate love and empathy
people are not numbers. We must towards one another in such
always choose to listen to their stories. unpredictable and difficult times.
After all, at the end of every dark
Leah Linfield, Class of 2021 tunnel, there’s light.
English concentrator, pre-med; Dorset,
Vermont Daniel Kwak, Class of 2021
Psychology concentrator, pre-med;
North Hollywood, California
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EXPLAIN
Check the notes below and prepare for the Explore part.
Literature as defined by various scholars:
▪ Literature is any written work. Etymologically, the term is derived

from Latin litaritura/litteratura, “writing formed with letters.”
▪ Literature is the best of what has been thought and written
(Preface to the Poem by Arnold).
▪ Literature is an imitation of a sequence of events. Literature can be
categorized and thereby understood according to the method of
operation and execution of each category. Viewing or reading
literature facilitates the expression of undesirable emotions
(Poetics by Aristotle).
▪ It is a faithful reproduction of man’s manifold experiences blended
into one harmonious expression(anonymous).
▪ Literature expresses the feelings of people to the society, to the
government, to his surroundings, to his fellowmen and to his Divine
creator (Brother Azurin).
▪ Literature is a body of written works: the body of written works of a
culture, language, people, or a period of time (Hancock, 2006).
▪ Literature is beauty (anonymous).
▪ It is the best way of telling the truth; it’s a process of producing
grand, beautiful, well-ordered lies that tell more truth than any
assemblage of facts (Barnes, 2000).
▪ Literature is life. If you want to know what, deep down, people feel
and experience, you can do no better than read the stories and
poems of the human race. Writers of literature have the gift of
observing and then expressing in words the essential experiences of
people (Wipf & Stock, 2000).
▪ Literature is life. It presents human experience. It presents life and
experience not by telling you what they are but by showing them to
you through a medium called language (Tan, 1991).
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Significance of Literature
▪ Literature explains human values; it helps to humanize us.
▪ It expands our range of experiences.
▪ It fosters awareness of ourselves and the world.
▪ It enlarges our compassion for people.
▪ It awakens our imaginations.
▪ It expresses our feelings and insights about God, nature, and life.
▪ It enlivens our sense of beauty.
▪ It constructively entertains us.
▪ Literature does not always lead us to the City of God, but it makes our
sojourn on earth much more a thing of beauty and joy and insight and
humanity.
▪ Literature serves as an instrument of revolution. Political turmoil, societal
injustice, and genocidal conquest can all be ended and resolved in the
form of literature.
▪ It connects human beings and mirrors reality in an artistic way, in a
profound value. As long as our world lives, so does literature flourish.
Nature of Literature
• According to form, it may be oral or written. The first was handed down
originally through word of mouth, like songs, proverbs, folk tales, and
riddles; and later preserved in writing. The second has been formally
documented from the start.
• According to appeal, it may be universal or transient. Universal in point of
time refers to writings long ago but continue to exist. Others last only for a
brief period of time.
• According to genre, literature has two main divisions: prose and poetry.
Each division may be sub-divided into different types
Functions of Literature
1. Entertainment
Literary works are consumed for the sake of one’s enjoyment.
2. Social and Political
Literature helps the reader see the social and political constructs
around him or her and shows the state of the people around him or
her.
3. Ideological
Literature shapes our way of thinking based on the ideas of other
people. Literature also displays a person’s ideology placed on the
text consciously and unconsciously.
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4. Moral
Literature may impart values to its readers. The morals contained in
a literary text, whether, good or bad are absorbed by whoever
reads it; thus, helps in shaping their personality.
5. Linguistic
Literature preserves the language of every civilization from where it
originated. They are also evidence that a certain civilization existed
by recording the language and preserving it through wide spans of
time.
6. Cultural
Literature orients us to the traditions, folklore, and the arts of our
ethnic’s group heritage. Literature preserves the entire culture and
creates an imprint of the people’s way of living for others to read,
hear, and learn.
7. Historical
Ancient texts, illuminated scripts, stone tablets and others keep a
record of events that happened in the place where they originate.
Thus, they serve as time capsules of letters that are studied by
scholars and researchers of today.
8. Educational
Literature teaches us of many things about human experience.
Literature is used to portray the facets of life that we see and those
we would never dream of seeing. Thus, it is a conduit for the
chance to experience and feel the things where we can learn things
about life.
Divisions of Literature
I. Prose: It is regarded as the language of the mind.

: It is derived from Latin word prosa which means straightforward.
: It is expressed in paragraph form.

: It is intellectual.
: It aims to convince, inform, and instruct.
II. Poetry: It is regarded as the language of the heart.
: It is derived from the Greek word poiesis which means creating.
: It is expressed in verse or stanza form.
: It is emotional.
: It aims to stir the reader’s imagination and to present life.
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PROSE
A. Fiction refers to literature created from the imagination.
1. Legend is a prose fiction which attempts to explain the origin of things, places, and
objects that we see around us. Example: The Legend of Makahiya, Why the Sea is
Salty
2. Short story is a short prose fiction narrative depicting a simple characterization and
plot conveying a moral which can be read in one sitting. Example: The Diamond
Necklace by Guy de Maupassant, Footnote to Youth by Jose Garcia-Villa
3. Novel is a very long prose narrative depicting complex characterization and plot
which is usually divided into chapters. Example: Les Miserables by Victor Hugo, War
and Peace by Leo Tolstoy
4. Novella is a long prose narrative similar to but shorter than a novel but longer than a
short story. It is also known as novelette. Example: Treasure Island by Robert Louis
Stevenson, The Call of the Wild by Jack London
5. Fable is a short prose fiction narrative depicting animal characters which espouses
a lesson in life. Example: The Lion and the Mouse, The Monkey and the Turtle
6. Parable is a short prose allegorical narrative which presents a philosophical outlook
in life. Example: The Parable of the Sower, The Prodigal Son
B. Non-fiction refers to literature based on facts.
1. Biography / Autobiography are stories about one’s life.

Biography is a prose non-fiction detailing with the life of a person written by
another person. Example: The Great Malayan about the Life of Jose Rizal written
by Carlos Quirino. Autobiography is written by the same person.
Example: Memoirs written by Juan Ponce Enrile was a lengthy narrative about his
own life.
2. History is a prose non-fiction record of events that transpired in the past. Example:
The History of Filipino People written by Gregorio Zaide
3. Journal/News is a prose non-fiction narrative of events that happen every day.
Newspapers are written for this purpose. Example: Philippine Daily Inquirer
4. Diary is a personal account of significant events that happen in the life of a person.
Anecdote is a prose non-fiction narrative that depicts a single incident in a person’s
life. Example: The Moth and the Lamp
5. Essay is prose non-fiction which is a formal treatment of an issue written from the
writer’s personal point of view. Example: On the Indolence of the Filipinos written by
Jose Rizal
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POETRY
A. Narrative Poetry is a sub-division of poetry which tells or narrates a story. It may

be lengthy as an epic, or short as a ballad and typically measured as a metrical
tale.
1. Epic is a narrative poem which accounts the heroic exploits of a community’s

hero, usually involving superhuman abilities. Example: Hudhod hi Aliguyon is
an Ifugao epic
2. Ballad is a narrative poem which depicts a single incident that transpired in a
person’s life. It is usually recited during gatherings in the past but it may be
sung in the present days. Example: Forevermore by Side A Band
3. Metrical Tale is a narrative poem which narrates a story in a “metered” or
“measured” number of syllables hence it was called metrical. There are two
popular variations in Philippine Literature, the Awit and Corrido.
4. Awit is a romance metrical tale of dodecasyllabic measure which is recited
during formal Baltazar.
5. Corrido is a martial or adventure metrical tale of octosyllabic measure which is
recited for recreational purposes. Example: Ibong Adarna by Jose Corazon
dela Cruz
B. Lyric Poetry is a sub-division of poetry which features poems intended to be sung

with the accompaniment of the musical instrument called “lyre” hence, lyric poetry.
The following are the types of lyric poems.
1. Song is a lyric poem of various theme which is meant to be sung in its

entirety. Example: Bayan Ko written by Jose De Jesus, arranged by Constancio
De Guzman, and sung by Freddie Aguilar
2. Ode is a lyric poem of noble and exalted emotion which has dignified
countenance. It praises something or someone. Example: Ode to the West
Wind by Percy Bysshe Shelley
3. Elegy is a lyric poem of sad theme such lamentation for the dead, longing for a
missing love, and a grief for things beyond one’s control. Example: Elegy Written
in a Country Churchyard by Thomas Gray
4. Sonnet is a lyric poem of 14 iambic pentameter lines usually about love and
beautiful themes. Example: Sonnet to Laura by Francesco Petrarch
5. Idyll is a lyric poem celebrating the tranquil and beautiful landscapes of rural and
country settings. Example: Beside the Pasig River by Jose Rizal
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C. Dramatic Poetry is a sub-division of poetry which features poems meant to be

performed on stage. Theater plays and dramatic presentations belong to this
type.
1. Tragedy is a dramatic poetry which features a hero whose hubris or

shortcoming eventually causes his downfall or defeat often ending in a very
sad conclusion. Example: Hamlet by William Shakespeare and The Three
Rats by Wilfrido Ma. Guerero
2. Comedy is a dramatic poetry which is similar with tragedy except that the hero
triumphs and overcomes the odds towards the end and emerges victoriously.
Example: The Twelfth Night by William Shakespeare
3. Melodrama is a dramatic poetry which is a combination of the elements of

tragedy and comedy yet ends in a happy note. Example: A Midsummer Night’s
Dream by William Shakespeare
4. Farce is a short dramatic poetry which is an exaggerated comedy that aims to

elicit laughter hence, relaxation. Examples: Importance of Being Earnest by
Oscar Wilde
5. Social play is a dramatic poetry which tackles social issues and problems
such as poverty, corruption, discrimination, racism, sexism among others, with
an aim to bring awareness and bring about positive change. Example: Zsazsa
Zaturnah by Carlo Vergara
ELABORATE
Research and read for other five definitions of literature which

may have not been mentioned in the Explain part.
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EVALUATE
1st Semester; 1st Grading

WRITTEN WORK #1 (30 Points)
Based on the information you read in the Explain part and your
supplemental readings, define literature of the present
time through a sketch or drawing. Include a 2-3 sentence
explanation.
Criteria:
Relevance/ Content-10 pts.
Creativity/ Originality-15 pts.
Explanation-5 pts.
Name: Date:
Grade Strand Section:
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REFERENCES
Andres (2017). Divisions of literature.

https://salirickandres.altervista.org/divisions-of-literature/
ArtRachen01(n.d.) Measuring plant growth with sunlight.

https://www.clearwaycommunitysolar.com/blog/science-center-home-experiments-
for-kids/measuring-plant-growth-with-sunlight/
Austin (2019). The importance of literature in modern society.

https://www.findcourses.co.uk/inspiration/hobby-fun-leisure-articles/the-importance-
of-literature-in-modern-society-17411
Brown, C.(n.d).The nature and essence of literature.

https://www.english-culture.com/the-nature-and-essence-of-literature/
Introduction to Literature (n.d.).

https://courses.lumenlearning.com/introliterature/chapter/defining-literature/
Mata. Et.al (2016). 21st century literature. pp. 6-10, 14-194.
{Reading under the Lamp} (n.d).

https://pixabay.com/images/search/books/
Olitoquit (n.d.). Functions of literature.

https://www.slideshare.net/Bluefireofdamnation/functions-of-literature
Rexroth (n.d). Literature.

https://www.britannica.com/art/literature
Samuel (2019). How I’m using AI to write my next novel.

https://www.vox.com/future-perfect/2019/8/30/20840194/ai-art-fiction-writing-language-gpt-
2
Saxon (2020). Making meaning of the pandemic ‘through the lens of literature.
https://www.princeton.edu/news/2020/05/15/making-
meaning-pandemic-through-lens-literature
Sitwe (2011). Why literature has many definitions.

https://sitwe.wordpress.com/2011/10/30/why-literature-has-many-definitions/
Tan (1991). Introduction to literature. pp. 2-4.
Thorp, Nichola (2020). Anxiety stopped me from reading a book for over a decade.
https://metro.co.uk/2020/03/06/anxiety-stopped-reading-book-decade-12358109/
15
UNIT 2

1. develop critical thinking in recalling the

different elements of literature;
2. develop creativity in analyzing the

different elements of literature; and
3. relate the significance of the literary works

to oneself, to the community, and to the
society.
16
ENGAGE
Read the literary piece and compare it to the present situation

of our country.
My Father Goes To Court

(by Carlos Bulusan)
When I was four, I lived with my mother and brothers and sisters in a small town on the
island of Luzon. Father’s farm had been destroyed in 1918 by one of our sudden Philippine
floods, so several years afterwards we all lived in the town though he preferred living in the
country. We had as a next door neighbour a very rich man, whose sons and daughters
seldom came out of the house. While we boys and girls played and sang in the sun, his
children stayed inside and kept the windows closed. His house was so tall that his children
could look in the window of our house and watched us played, or slept, or ate, when there
was any food in the house to eat.
Now, this rich man’s servants were always frying and cooking something good, and the
aroma of the food was wafted down to us form the windows of the big house. We hung about
and took all the wonderful smells of the food into our beings. Sometimes, in the morning, our
whole family stood outside the windows of the rich man’s house and listened to the musical
sizzling of thick strips of bacon or ham. I can remember one afternoon when our neighbour’s
servants roasted three chickens. The chickens were young and tender and the fat that
dripped into the burning coals gave off an enchanting odour. We watched the servants turn
the beautiful birds and inhaled the heavenly spirit that drifted out to us.
Some days the rich man appeared at a window and glowered down at us. He looked at us
one by one, as though he were condemning us. We were all healthy because we went out in
the sun and bathed in the cool water of the river that flowed from the mountains into the sea.
Sometimes we wrestled with one another in the house before we went to play. We were
always in the best of spirits and our laughter was contagious. Other neighbours who passed
by our house often stopped in our yard and joined us in laughter.
As time went on, the rich man’s children became thin and anaemic, while we grew even
more robust and full of life. Our faces were bright and rosy, but theirs were pale and sad.
The rich man started to cough at night; then he coughed day and night. His wife began
coughing too. Then the children started to cough, one after the other. At night their coughing
sounded like the barking of a herd of seals. We hung outside their windows and listened to
them. We wondered what happened. We knew that they were not sick from the lack of
nourishment because they were still always frying something delicious to eat.
One day the rich man appeared at a window and stood there a long time. He looked at my
sisters, who had grown fat in laughing, then at my brothers, whose arms and legs were like
the molave, which is the sturdiest tree in the Philippines. He banged down the window and
17
ran through his house, shutting all the windows.
From that day on, the windows of our neighbour’s house were always closed. The children
did not come out anymore. We could still hear the servants cooking in the kitchen, and no
matter how tight the windows were shut, the aroma of the food came to us in the wind and
drifted gratuitously into our house.
One morning a policeman from the presidencia came to our house with a sealed paper. The
rich man had filed a complaint against us. Father took me with him when he went to the town
clerk and asked him what it was about. He told Father the man claimed that for years we had
been stealing the spirit of his wealth and food.
When the day came for us to appear in court, father brushed his old Army uniform and
borrowed a pair of shoes from one of my brothers. We were the first to arrive. Father sat on
a chair in the centre of the courtroom. Mother occupied a chair by the door. We children sat
on a long bench by the wall. Father kept jumping up from his chair and stabbing the air with
his arms, as though we were defending himself before an imaginary jury.
The rich man arrived. He had grown old and feeble; his face was scarred with deep lines.
With him was his young lawyer. Spectators came in and almost filled the chairs. The judge
entered the room and sat on a high chair. We stood in a hurry and then sat down again.
After the courtroom preliminaries, the judge looked at the Father. “Do you have a lawyer?”
he asked.
“I don’t need any lawyer, Judge,” he said.

“Proceed,” said the judge.
The rich man’s lawyer jumped up and pointed his finger at Father. “Do you or you do not
agree that you have been stealing the spirit of the complaint’s wealth and food?”
“I do not!” Father said.
“Do you or do you not agree that while the complaint’s servants cooked and fried fat legs of
lamb or young chicken breast you and your family hung outside his windows and inhaled the
heavenly spirit of the food?”
“I agree.” Father said.
“Do you or do you not agree that while the complaint and his children grew sickly and
tubercular you and your family became strong of limb and fair in complexion?”
“I agree.” Father said.

“How do you account for that?”
Father got up and paced around, scratching his head thoughtfully. Then he said, “I would like
to see the children of complaint, Judge.”
“Bring in the children of the complaint.”
They came in shyly. The spectators covered their mouths with their hands, they were so
amazed to see the children so thin and pale. The children walked silently to a bench and sat
down without looking up. They stared at the floor and moved their hands uneasily.
Father could not say anything at first. He just stood by his chair and looked at them. Finally
he said, “I should like to cross – examine the complaint.”
18
“Proceed.”
“Do you claim that we stole the spirit of your wealth and became a laughing family while
yours became morose and sad?” Father said.
“Yes.”
“Do you claim that we stole the spirit of your food by hanging outside your windows when
your servants cooked it?” Father said.
“Yes.”
“Then we are going to pay you right now,” Father said. He walked over to where we children
were sitting on the bench and took my straw hat off my lap and began filling it up with
centavo pieces that he took out of his pockets. He went to Mother, who added a fistful of
silver coins. My brothers threw in their small change.
“May I walk to the room across the hall and stay there for a few minutes, Judge?” Father
said.
“As you wish.”
“Thank you,” father said. He strode into the other room with the hat in his hands. It was
almost full of coins. The doors of both rooms were wide open.
“Are you ready?” Father called.

“Proceed.” The judge said.
The sweet tinkle of the coins carried beautifully in the courtroom. The spectators turned their
faces toward the sound with wonder. Father came back and stood before the complaint.
“Did you hear it?” he asked.

“Hear what?” the man asked.
“The spirit of the money when I shook this hat?” he asked.
“Yes.”
“Then you are paid,” Father said.

The rich man opened his mouth to speak and fell to the floor without a sound. The lawyer
rushed to his aid. The judge pounded his gravel.
“Case dismissed.” He said.
Father strutted around the courtroom the judge even came down from his high chair to shake
hands with him. “By the way,” he whispered, “I had an uncle who died laughing.”
“You like to hear my family laugh, Judge?” Father asked?

“Why not?”
“Did you hear that children?” father said.
My sisters started it. The rest of us followed them soon the spectators were laughing with us,
holding their bellies and bending over the chairs. And the laughter of the judge was the
loudest of all.
19
EXPLORE
Based on the literary piece you’ve read on the Engage part,

reflect on the following questions:
1. What emotions are lifted from the piece?

2. What unique style of writing is observed in the literary piece?
EXPLAIN
To further process the literary piece, read the following notes on

elements of literature.
Elements of Literature
Elements of literature denote the things that are used to make up a work of
literature. There are different types and forms of literature. All these types of
literature have some elements.
Elements of Fiction, Drama, and Short Story
I. Characters: These are people or sometimes animals who participate in the action
of a literary work
Methods of Characterization
1. Direct or Expository Method: the author or another character describes a
character with straightforward enumeration of his traits
2. Indirect or Dramatic Method: the character acts out his personality by his
physical appearance, speech, action; and recorded thoughts
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Kinds of Characters that can be portrayed

1. According to roles played
a. Major Characters: those that make important decisions
a1. Protagonist: central character in the story. He is called the hero
when he embodies certain noble ideas of man.
a2. Antagonist: the character or force against which the protagonist is
pitted. An antagonist may be another character, society, nature, or one
side of the character that battles another side in an internal conflict.
b. Minor/ Supporting Characters

b1. Confidant: a character to whom the protagonist or another character
reveals his reflections or hopes
b2. Foil: a character who provides a striking contrast to another character
b3. Stock/ Type: a character who shows qualities of a national, social, or
occupational group to which he belongs
2. According to Fullness of Development

a. Flat: a character who is simply depicted; stock; characterized by one or
two traits; can be summed up in one sentence; sketched in the briefest
outlines
b. Round: a character who is three-dimensional; complex; many-sided, with
a fully developed personality (with more than one characteristic)
3. According to Changes Undergone
a. Static: a character who does not change; the same sort of person from
beginning to end of the story
b. Developing/ dynamic: a character who undergoes a permanent change
in some aspects of his personality. Any development will be shown in
decisions involving moral choices the character makes.
II. The Plot: It is a sequence of interrelated actions and events in the story. It is
considered the framework of a story.
Parts of a Plot
1. Exposition/ Introduction
a. gives the setting of the story;
b. introduces the main characters;
c. gives background information on what took place before the actual start of the
story; and
d. gives the situation out of which the conflict develops.
21
2. Complication/ Rising Action

These are series of events that are related to the conflict or problem to be solved.
Conflict: clash of opposing forces in the story
External: the clash of character with the forces outside him, natural, social or both
Internal: the clash of forces within the character
3. Climax/ Turning Point
It is the highest point of interest in the story. The conflict reaches a height and may
turn for better or for worse.
4. Resolution/ Falling Action
The conflict is solved.
5. Conclusion/ End/ Denouement
Action ends in either success or failure for the main character
III. Point of View: It refers to the narrative method used in a short story, novel, or non-
fiction selection.
Types of Narrators
A. First – Person
1. The Protagonist
Relatively straightforward, this is a story the hero narrates. He’ll narrate the same
way he talks, but with more description and perhaps better grammar. The reader is
privy to all his thoughts and opinions, which means we get to know the hero faster,
and often relate to him more easily.
2. The Secondary Character
He/she is someone close to the protagonist, but not the main hero. The same
things in the above type apply to this type, but the focus of the story moves away
from the narrator.
3. First Person Peripheral: This is when the narrator is a supporting character in the
story, not the main character. It still uses the "I" narrator but since the narrator is
not the protagonist, there are events and scenes that will happen to the protagonist
that the narrator will not have access to.
A. Second Person
It makes use of the pronoun “you”. It commonly wants the reader to be directly
involved in the story.
B. Third Person
1. Third Person Limited: Limited means that the POV is limited to only one
character. Which means that the narrator only knows what that character
knows. With third person limited you can choose to view the action from right
inside the character's head, or from further away, where the narrator has
more access to information outside the protagonist's viewpoint.
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2. Third Person Multiple: This type is still in the "he/she/it" category, but now
the narrator can follow multiple characters in the story. The challenge is
making sure that the reader knows when you are switching from one
character to another. Make the switch obvious with chapter or section
breaks.
3. Person Omniscient: This point of view still uses the "he/she/it" narration but
now the narrator knows EVERYTHING. The narrator isn't limited by what one
character knows, sort of like the narrator is God. The narrator can know
things that others don't, can make comments about what's happening, and
can see inside the minds of other characters.
IV. Other Elements of Story

1. Allusion: It is a reference to a historical or literary person, place, or event with
which the character is assumed familiar. Example: Waterloo, Open Sesame
2. Flashbacking: The entire scene is shifted to an earlier time by means of
recollections of a character, the narrator’s commentary, or a dream episode.
3. Foreshadowing: It is the writer’s use of his hints or clues to indicate events that
will occur later in the narrative.
4. Imagery: These are words and phrases that create vivid sensory experiences for
the reader.
5. Mood: It is the feeling or atmosphere that a writer creates for a reader.
Connotative words, sensory images, and figurative language contribute to the
mood of a selection as do the sound and rhythm of the language.
6. Moral: It is an exhortation to good behavior; some rule of conduct regarded as
applicable to one’s life; may take the form of a maxim, a proverbial formula that
tells us how to get along in life.
7. Symbol: It could be a person, place, or object that represents something beyond
itself.
8. Theme: It refers to the main idea or message in a work of literature. It is a writer’s
perception about life or humanity shared with a reader. It is a generalization about
life or human character that a story explicitly or implicitly embodies. A theme
should always be in the form of proposition with a subject and a predicate.
Example: Poverty degrades.
9. Tone: It refers to the attitude a writer takes towards a subject. All the elements in a
work of literature together create its tone, which might be humorous, serious, bitter,
angry, or detached, among other possibilities.
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Elements of Poetry
I. Form: It is the way the words are laid out on the page.
II. Speaker/ Persona: It is the voice that “talks” to the reader, analogous to the
narrator in a work of fiction.
III. Stanza: It refers to a group of lines that form a unit of poetry.
IV. Verse: It is a line of poetry.
V. Refrain: This is a part of stanza, consisting of one or more lines that are
repeated regularly.
VI. Meter: It is the rhythm or beat established by the poem.
VII. Rhythm: It is the regular repetition of accented and unaccented syllables in a
line of poetry.
VIII. Rhyme: It is the corresponding of end words as to sound.
IX. Mood: It refers to the reader’s feelings.
X. Tone: It is the author’s feeling towards the poem subject.
XI. Theme: It refers to the central idea of the poem.
XII. Imagery: These are words and phrases that create vivid sensory experiences
for the reader. These are commonly evident through figures of speech like
simile, metaphor, personification, and the like.
24
ELABORATE
To further understand Poetry, read and examine the poem and

answer the questions that would lead to your analysis on the
Evaluation part.
Kung Ibig Mo Akong Makilala

By Ruth Elynia Mabanglo
Kung ibig mo akong makilala,

lampasan mo ang guhit ng mahugis na balat, walang takda–ialay mo lahat ito sa akin
ang titig kong dagat– kung mahal mo ako’t ibig kilalanin.
yumayapos nang mahigpit sa bawat saglit Kung ibig mo akong kilalanin,
ng kahapon ko’t bukas. sisirin mo ako hanggang buto,
Kung ibig mo akong makilala liparin mo ako hanggang utak,
sunduin mo ako sa himlayang dilim umilanlang ka hanggang kaluluwa–
at sa madlang pagsukol ng inunang hilahil, hubad ako roon: mula ulo hanggang paa.
ibangon ako at saka palayain.
Isang pag-ibig na lipos ng lingap,
tahanang malaya sa pangamba at sumbat
EVALUATE

WRITTTEN WORK #2 (30 Points)
Answer each of the following questions in a paragraph form

consisting of 4-5 sentences only.
1. Describe the structure of the poem. Relate this to the content of the poem.
(5 pts.)
2. Identify 2 different poetic devices and how they convey the poem’s
message. (5 pts.)
3. Mention 5 images or symbols used in the poem and explain their relevance
and meaning. (5 pts)
4. Give 2 points the poet emphasizes in urging someone to let the reader know
of the persona. Explain. (10 pts.)
25
5. Explain the lines, “Kung ibig mo akong makilala, lampasan mo ang guhit ng
mahugis na balat, ang titig kong dagat – yumayapos nang mahigpit sa
bawatsaglit ng kahapon ko’t bukas.” ( 5 pts.)
Name: Date:
Grade Strand Section: _
26
REFERENCES
Bhattacharyya (n.d.). Elements of literature.

https://whatsfordinner.net/articles/article-Elements-of-Literature.html
Dreamers Magazine. (n.d.). Elements of short story explained.

https://www.dreamerswriting.com/elements-of-a-story/
Elements of Poetry (n.d.).

http://learn.lexiconic.net/elementsofpoetry.htm
Medioda (2011). Kung ibig mo akong makilala.

https://myegotism.wordpress.com/2011/06/28/kung-ibig-mo-akong-makilala-by-
ruth-elynia-s-mabanglo/
Reid. (n.d.) What is plot? https://thewritepractice.com/plot/
Types of Narrators (n.d.).

https://www.literautas.com/en/blog/post-tag/types-of-narrators/
27
UNIT 3
1. explain the literary approaches in text
analysis;
2. apply the literary approaches in analyzing a
text; and
3. uphold the values integrated in the literary
piece.
28
ENGAGE
Read the poem, From Saudi with Love, and do the activity on
the Explore part.
From Saudi with Love English Translation by Meredith Talusan

By Ariel Borlongan
Kumusta na minamahal kong kabiyak, Good day my love, my dear, my other half
Okey ba ang grades ng ating mga anak? I hope our children get good grades and laugh.
Ang aking Junior, nagba-basketball pa ba? My Junior’s still the king of basketball?
Si Anna, tiyak na siya ang Reyna Elena And Anna? She must be the queen of all,
At hinangaan noong Flores de Mayo, the one admired at Flower Festival.
Kumusta na si Kumpareng Serapio? And how is Sir Serapio, poor old pal?
Kumagat siya sa kumalat na tsismis He bought the wildly spreading rumor
Na kumaliwa ang kanyang misis His wife had found another suitor
Kaya nagkunwari siyang tinotoyo So he pretended to go off the rails
Sa araw-gabing pagsubo ng pako. And day and night he spent just eating nails.
Ako tuloy ang napilitang tumanggap I then was forced to be the one to take
Ng extension sa kanyang pagtuwad, His own extension when he couldn’t wake.
Ayos ba ang padala kong colored TV? And how was that colored TV I sent?
Nadale ko iyon sa raffle. Ano’ng sabi I won that at a raffle. Hope it went
Ni bayaw sa collection ni Springsteen? Well with your brother’s gift of Springsteen?
Akala ko, makabayan siya, ba’t humiling Claims he’s a patriot, but why so keen
Ng imported? Teka nga muna, mahal, On foreign things? But wait a bit my love
Ano’t dumalang ang iyong liham? Why have your letters lately been so rare?
Hindi ako bilib sa voice tape ni Inang I don’t believe the tape of Grandma’s voice
Na naloloko ka sa bagets na kapitbahay, That says you’ve snatched the teenage
Alam mo naman ang hirap ng buhay dito…. neighbor.
Nakasosora na ang manok na elado, I’m sure you know how hard life here can be…
Oo, may ubas, kahel, at mansanas. I hate the frozen chicken they feed me.
Pero iba talaga ang Pilipinas. Yes, there’s orange, and grape, and apple too
Mula nang ilipat ako dito sa Riyadh But nothing like the Philippines with you.
At wala nang balitang natanggap Since I was transferred lately to Riyadh
Mula sa iyo at sa ating mga anak, And I have not received any letters
Laging alboroto ang aking utak. From you, my dear, or even just one child
Sa homesick, natukso ako sa beauty My brain was fried, I think that I went wild,
Ng misis ng aking among Arabe. Was homesick, so was tempted by the lure
Patawad. Huling liham ko na ito. Of beauty from my boss’s wife so pure.
Sa Biyernes, pupugutan ako ng ulo. Forgive me. But this message is my last.
I know on Friday they’ll behead me fast.
29
EXPLORE
Imagine or assume that you are the wife, what

possible response could you write back to your
husband?
EXPLAIN
Read the notes on literary approaches or criticism.
Literary Criticism
“A disinterested endeavor to learn and propagate the best that is known and thought in
the world.” - Matthew Arnold
Literary Critic
Krino: to judge
Krites: a judge or a jury person
a judge of literature
Who are the critics?

Practical Critic defines the standards of taste and explains, evaluates, or justifies a
particular piece of literature.
Absolutist and Relativistic Critic uses various and even contradictory theories in critiquing
a text.
A Historical Survey of Literary Criticism
A. Plato (427-347 B.C.E)

: All arts are forms of imitation.
: ton Crito, The Republic (pivotal issues of philosophy and literature including
concepts of truth, beauty, and goodness)
: idealism
B. . Aristotle (384-322 B.C.E.)

: Realism
: Poetics (his accusations against poetry in a series of lecture)
: “Not all imitations by poets are the same because writers of greater dignity
imitated the noble actions of noble heroes; the less dignified sort of writers
imitated the actions of inferior men….”
30
C. Horace (65-8 B.C.E)

: Ars Poetica (The Art of Poetry) art should sweet and useful
: “Poets must imitate other poets, particularly those of the past and especially
the Greeks.”
: One should write about a traditional subject in a unique way.
D. Longinus (First Century C.E)

: One cannot accurately judge a literary work unless one is exceedingly well
read.
: On the Sublime (When our intellects, emotions, and the wills harmoniously
respond to a given work of art, we know we have been touched by the
sublime.)
E. Plotinus (204-270 C.E.)

: The Enreads (54 treatises collected, edited by his student Pophyry)
: Unity of The One is the goal of humanity.
F. . Dante Alighieri (1265- 1321)

: He emphasized the proper language for poetry.
: He asserts that the vernacular is an excellent vehicle for works of literature.
: The Divine Comedy (contemporary world and concept of Christian God)
G. . Giovanni Boccaccio (1313- 1375)

: He defends poetry and classical myth arguing that the purpose of poetry is to
improve life by revealing both truth and God.
: Poetry comes from the bosom of God.
H. . Sir Philip Sidney (1554- 1586)

: He proclaims poetry excels all because poetry is the noblest of all works of
humankind.
: An Apology for Poetry (poetry is akin to religion because both guide and
accomplish their purpose by stirring the emotions of the reader)
I. John Dryden (1631 0 1700)

: the completion of our meter, the refinement of our language, and mush of the
correctness of our sentiments
J. . Alexander Pope (1688- 1744

: asserts that the chief requirement of a good poet is natural genius, coupled
with knowledge of the classics and an understanding of the rules of poetry.
K. . William Wordsworth (1770- 1850)

: “choose incidents and situations from common life and … describe them in a
language really used by the people in situations…”
: common men and women people his poetry rather than kings, queens and
Aristocrats
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Modern Literary Criticism/ New Criticism
A. Biographical: It sees works as the reflection of an author's life and times (or of the
characters' life and times).
Author/Poet/Writer + Text = Meaning
B. Formalism/New Criticism: all information essential to the interpretation of a work
must be found within the work itself. There is no need to bring in outside
information about the history, politics, or society of the time, or about the author's
life.
Terms used in formalism:
1. Tension- the integral unity of the work and often involves irony or paradox
2. Intentional fallacy - Formalistic critics refer to the belief that the meaning of a
work may be determined by the author's intention as "the intentional fallacy"
3. Affective fallacy- the belief that the meaning or value of a work may be
determined by its effect on the reader
4. External form- the outer trappings of a work. For example, in a poem, the
external form would include the rhyme scheme, meter, and stanza form
5. Objective correlative (Originated by T.S. Eliot) - a collection of objects,
situations, or events that immediately evoke a specific emotion
C. Historical
Old Historicism: History serves as a background to literature.
It is an accurate view of what really occurred. The historical context serves only to
shed light on the object of primary concern, the text.
New Historicism: Highlights the interrelatedness of all human activities.
Gives a more complete understanding of a text than does the old historicism and
other interpretative approaches. It declares that all history is subjective, written by
people whose personal biases affect their interpretation of the past.
D. Marxism
Society shapes our consciousness. Social and economic conditions directly
influence how and what we believe and value. Marxism details a plan for changing
the world from a place of bigotry, hatred and conflict because of class struggle to a
classless society in which wealth, opportunity, and education are accessible for
everyone.
E. Reader- Oriented/ Reader-Response

Readers bring their individual personalities, their memories of past events, their
present concerns, their particular physical condition, and all of their personhood to
the reading of a text (Rosenblatt, 1930)
The reader and the text participate in or share a transactional experience.

What does the text have to do with you, personally, and with your life (past,
present or future)?
How much does the text agree or clash with your view of the world, and what you
consider right and wrong?
32
F. Structuralism
It maximizes Saussure’s ideologies. It finds meaning in the relationship among the
various components of a system. It looks for specific codes within a text that allow
meaning to occur. These codes or signs embedded in the text are part of a larger
system that allows meaning to occur in all facets of society, including literature.
G. Deconstruction
Recognize the existence and the operation of binary oppositions (the existence of
truth and falsehood, reason and insanity, good and bad) in our thinking.
Examples:
SNOW WHITE
"from the moment that there is meaning there are nothing but signs.
For example, the word "house" derives its meaning more as a function of how it
differs from "shed", "mansion", "hotel", "building. “
H. Archetypal
It assumes that there is a collection of symbols, images, characters, and motifs.
(i.e. archetypes) that evokes basically the same response in all people.
archetypal women - the Good Mother, the Terrible Mother, and the Soul Mate
(such as the Virgin Mary)
water - creation, birth-death-resurrection, purification, redemption, fertility, growth
garden - paradise (Eden), innocence, fertility
desert - spiritual emptiness, death, hopelessness
red - blood, sacrifice, passion, disorder
green - growth, fertility
black - chaos, death, evil
serpent - evil, sensuality, mystery, wisdom, destruction
seven - perfection
33
hero archetype - The hero is involved in a quest (in which he overcomes

obstacles). He experiences initiation (involving a separation, transformation, and
return), and finally he serves as a scapegoat, that is, he dies to atone.
I. Mimetic Theory
This can be closely related to the moral / philosophical approach, but is somewhat
broader. Mimetic critics ask how well the work of literature accords with the real
world. Is it accurate? Is it correct? Is it moral? Does it show how people really act?
Mimetic criticism can include some forms of moral / philosophical criticism,
psychological criticism, and feminist criticism. Mimetic theory: judge a literary work
of art in terms of imitation. This is the earliest way of judging any work of art in
relation to reality whether the representation is accurate (verisimilitude) or not. For
this purpose, all these theories treat a work of art as photographic reproduction i.e.
art’s truth to life, poetic truth and so forth.
J. Philosophical
It believes that the larger purpose of literature is to teach morality and to probe
philosophical issues. It does not view literature merely as "art" isolated from all
moral implications; it recognizes that literature can affect readers, whether subtly or
directly, and that the message of a work--and not just the decorous vehicle for that
message--is important.
K. Psychological/Psychoanalytic: Freudian
Freud: the influences of a character's id (the instinctual, pleasure seeking part of
the mind), superego (the part of the mind that represses the id's impulses) and
the ego (the part of the mind that controls but does not repress the id's impulses,
releasing them in a healthy way).
Jung: labeled three parts of the self: the shadow, or the darker, unconscious self
(usually the villain in literature); the persona, or a man's social personality (usually
the hero); and the anima, or a man's "soul image" (usually the heroine).
The unresolved conflicts that give rise to any neurosis constitute the stuff of
literature. A work of literature is the external expression of the author’s
unconscious mind.
The literary work must then be treated like a dream, applying psychoanalytic
techniques to text to uncover the author’s hidden motivations, repressed desires,
and wishes.
L. Feminism
Amazon Feminism: female images- either fictional or real and emphasizes the
physiques of female athletes and physical equality of both males and females.
Ecofeminism: matriarchal society protects the environments, natural resources,
and animal life especially cares for women and children.
Material Feminism: aims to improve the material condition of women by
unburdening them of the traditional female tasks such as housework, cooking,
ironing clothes, and other domestic responsibilities.
34
Separatist Feminism: women must first see themselves in a different context –

separating themselves from men, at least for a while before they can discover who
they are as individuals.
M. Queer Theory
Queer is slang for homosexual and worse, used for homophobic abuse.
Queer theory focuses on "mismatches" between sex, gender and desire. Queer
has been associated most prominently with bisexual, lesbian and gay subjects
N. Post Colonialism
Consists of a set of theories in philosophy and various approaches to literary
analysis that are concerned with literature written in English in countries that were
or still colonies of other countries.
Sample Questions for Analysis:
Describe the two or more cultures exhibited in the text.
How do the colonized people view themselves?
ELABORATE
Read the short poem below. Notice the structure, choices of words,
and other unique elements used. Reflect on possible literary criticism
you could write using Reader- Response approach.
“The Mower” by Philip Larkin

The mower stalled, twice; kneeling, I found
A hedgehog jammed up against the blades,
Killed. It had been in the long grass.
I had seen it before, and even fed it, once.
Now I had mauled its unobtrusive world
Unmendably. Burial was no help:
Next morning, I got up and it did not.
The first day after a death, the new absence
Is always the same; we should be careful
Of each other, we should be kind
While there is still time.
35
In collaboration with EAPP (English for Academic

and Professional Purposes), this task on writing a
EVALUATE literary analysis shall also be marked as a
Performance Task (#2) in EAPP; thus, do your best.
PERFORMANCE TASK #1 (30 Points)
Write a literary analysis about the poem From Saudi with Love.
Incorporate the different elements discussed as you employ at
least two (2) literary approaches in your analysis.
Name: Date:
36
SCORING RUBRIC:
Excellent Satisfactory Progressing Needs more work

CRITERIA 10 7-9 4-6 1-3 Scores:
Student Student Student Student
incorporates at incorporates incorporates incorporates only
least two at least two only one one critical/literary
critical/literary critical/literary critical/literary approach and
Content approaches and misses details or
approaches approach but
demonstrates supporting
understanding of but cites includes evidence.
the literary piece limited details complete and
through complete or insufficient specific
and specific supporting details.
details. evidence.
Proper structure is Proper structure is Proper structure Structure is faulty;

followed; followed; is not followed; moreover; there
Grammar moreover, correct however, there moreover, there are unforgivable
and grammar and are grammar and are grammar and grammar and
Structure punctuation are punctuation punctuation
punctuation
deployed all mistakes. mistakes.
throughout. (1-3 errors) (4-6 errors) mistakes.
(7 or more errors)
The claim (thesis The claim (thesis The claim The claim (thesis
statement) is statement) is (thesis statement) is
Clarity brilliantly adequately statement) is vaguely discussed or
discussed or discussed or partially presented in the
presented in the discussed or essay.
presented in the
essay. presented in the
essay. essay.
Total Score:
37
REFERENCES
Borlongan, A.D. (2011). From Saudi with love.

https://www.berfrois.com/2011/12/poem-from-saudi-with-love/
Cambalon, A.C. (2014). Historical survey of literary criticism.

https://www.slideshare.net/PatrickJohni5/historical-survey-of-literary-criticism
ER Services (n.d.). Literary criticism.

https://courses.lumenlearning.com/suny-britlit1/chapter/literary-criticism/
Farrar, S. & Giroux. (2001). The mower by Larkin.

https://www.poetryfoundation.org/poems/48423/the-mower-56d229a740294
Lujan, L. (n.d.). Historical survey of literary criticism.

https://www.scribd.com/presentation/413420794/A-Historical-Survey-of-Literary-
Criticism
Perico, J. (2017). Literary approaches.

https://www.slideshare.net/JelmaPerico/literary-approaches-77285501
Purdue Online Writing Lab. (n.d.). Critical approaches to literature and criticism.
http://owl.english.purdue.edu/owl/resource/722/1/
38
21st Century Literature from the Philippines and the World
MODULE 2
One way to appreciate Filipino identity is by

studying Philippine Literature. Exploring
Philippine Literature gives you a glimpse of the
literary landscape and socio-political milieu from
pre-colonial to the contemporary setting. It also
allows you to understand the country’s diverse
culture because Philippine Literature serves as
a repository of information about customs,
traditions, beliefs, and values.
This module provides a brief discussion of the

different periods of Philippine Literature,
focusing on the literary forms and literary
contributions of local, regional, and national
authors. It also discusses selected
PHILIPPINE contemporary literary pieces that highlight
issues on culture, sexual orientation, social
acceptance, apathy, and human reckoning.
LITERATURE You are expected to use your critical thinking
skills in interpreting the selections. Note that
when you practice critical thinking and analysis,
you cannot be easily deceived by anyone you
talk to or anything you read.
39
UNIT 1
At the end of the lesson, you should be able
to:
1. identify the geographic, linguistic, and

ethnic dimensions of Philippine literary
history from pre-colonial to the
contemporary;
2. identify representative texts and

authors from each region; and
3. value the contributions of local writers

to the development of regional literary
traditions.
40
ENGAGE
Think of the problems or issues that Filipinos experience daily.
Severe or mundane, these familial, psychological, socio-political,
or religious issues you thought of are usually present in pieces of
literary works. As the discussion continues, you will realize that
these issues were explored in some of the periods of Philippine
Literature.
EXPLORE
Philippine Literature has withstood the test of time and has
evolved over time. The diversity and richness of Philippine
Literature changed alongside the country’s history (Gordina-
Ortega, n.d.). This lesson will walk you through the evolution of
Philippine Literature from the pre-colonial era to the 21st century.
May you learn to appreciate the works of the writers who helped
shape our literary canon.
EXPLAIN
A. Pre-Colonial Times
Pre-colonial inhabitants of our islands showcased a rich
past through their folk speeches, folk songs, folk narratives,
indigenous rituals, and mimetic dances that affirmed our ties with
our Southeast Asian neighbors.
The common forms of literature

during the pre-colonial period are riddles or
bugtong, proverbs or aphorisms, Tanaga,
folksongs, folk narratives, and epics.
Riddles or bugtong, made up of one

or more lines with rhymes and 4-12
syllables, showcase the early inhabitants’
wit, talent, and keen observation. Proverbs
or aphorisms express norms or codes of
behavior and community beliefs. Image Source: Janwym. (2016). Image of pre-colonial period. [Online image].
https://maxey2016.wordpress.com/2016/02/29/pre-colonial-period-of-philippine-
literature/
Tanaga, a short poem consisting of
four lines with seven syllables each with the same rhyme at the end of each line, depicts insights
and life lessons. Folk songs express the people’s hopes, aspirations, and lifestyle. Moreover, folk
41
narratives like epics and folk tales are varied, exotic, and magical. They explain how the world
was created; how animals possess certain characteristics; why some places have waterfalls,
volcanoes, and mountains; and where things originated from.
Epics revolve around supernatural events or heroic deeds and they embody or validate
the beliefs and customs and ideals of a community. These were sung or chanted to the
accompaniment of indigenous musical instruments and dancing performed during harvests,
weddings, or funerals by chanters. The chanters who were taught by their ancestors are
considered "treasures" and/or repositories of wisdom in their communities. Examples of these
epics are the Lam-ang (Ilocano), Hinilawod (Sulod), Kudaman (Palawan), Darangen (Maranao),
and Ulahingan (Livunganen-Arumanen Manobo).
B. The Spanish Colonization

According to Gordina-Ortega (2016), “Literature in this period may be classified as
religious prose and poetry and secular prose and poetry.” The natives adopted the Roman
Alphabet introduced by the Spaniards, and they eventually discarded their ancient syllabaries.
The friars’ interest in learning the vernaculars made them familiar with the indigenous oral
literature of the Filipinos.
Poetry, though it was highly church-
oriented, remained a popular vehicle for
literary expression. The common forms of
poetry then were the Pasyon, corridos, awit,
and komedya. Pasyon is a verse narrative of
Christ’s suffering and death. Narrative poems
like corridos, which dealt with courtly love and
chivalric adventures, and awit were widely
read during the Spanish period. Komedya
drew its plot from medieval Spanish ballads
about highborn warriors and their colorful
adventures for love and fame.
The prose form of the period consisted

mostly of didactic pieces and translations of
religious writings in foreign languages. Some
Image Source: Faelagmao, J. K. (2016). Spanish colonization in the Philippines.
Literary prose works were Urbana at Felisa, [Online image]. https://janfaelagmao0021.wordpress.com/
2016/03/10/summary-of-Spanish-colonization-in-the-Philippines/
Penned by Fr. Modesto Castro, and Lagda, a
compilation of Visayan maxims, which means
“rule” or “straight line.” Furthermore, drama was the most effective tool in propagating Christianity.
Some examples of religious plays presented during the Holy Week were the Panunuluyan,
Sinakulo, Salubong, Tibag or Santa Cruz, Pangaluluwa, Sainete, secular dramas, and shadow
plays.
C. The American Occupation
The language of literature shifted from Spanish to English; however, Spain’s cultural
influence remained deeply rooted in the Filipinos’ ways and traditions. The Americans
introduced mass education, and through peaceful means, the Filipinos earned more political
autonomy.
42
During this period, the writers were divided into three groups: Spanish writers, Tagalog and other
vernacular writers, and English writers. Many of the literary works were moralistic, didactic,
sentimental, and romantic. Filipino writers went into all forms of literature like news reporting,
poetry, stories, plays, and essays. Quidoza-Santiago (n.d.) mentioned in her article that fiction
was marked by imitation of storytelling style and strict adherence to the craft of short story as
practiced by popular American fictionists. Some of the popular Filipino short story writers then
were Francisco Arcellana, Paz Latorena, and Paz Marquez Benitez. Writing in borrowed language
while dwelling on Filipino customs and
traditions marked the literary outputs of
major Filipino fictionists. How My Brother
Leon Brought Home a Wife by Manuel
Arguilla scanned the scenery as well as the
folkways of Ilocandia while N.V.M
Gonzales’ novels and stories such as
Children of the Ash Covered Loam present
the panorama of Mindoro, in all its customs
and traditions while configuring its
characters in the human dilemma of
Image Source: American colonization in the Philippines. (n.d.). [Online nostalgia and poverty. Famous essayists
image]. https://blahgerblogger.wordpress.com/tag/literature/ during this period were Salvador Lopez,
whose essays on Literature and Society
provoked debates, Claro M. Recto, Carlos P. Romulo, and Conrado Ramirez. Poetry in all
languages flourished in all regions of the country during the American period, and some of the
noted poets in Tagalog include Florentino Collantes, Benigno Ramos, and Aniceto Silvestre.
D. The Period of Emergence and Recognition
This era covers the Commonwealth,

Japanese Occupation, and the granting of
independence in 1946. The artists of this
period had mastered their crafts, and there
was a growing receptive audience. Literature
became part of the school curriculum. The
periodicals provided encouragement, the
government gave recognition, and writers’
groups were organized.
Image Source: Japanese occupation in the Philippines. (2016). [Online image].
However, during the Japanese The Alchetron. https://alchetron.com/Japanese-occupation-of-the-Philippines
regime, freedom of speech was curtailed. The
Japanese favored Tagalog or vernacular language as medium for literature. Consequently, most
writers had to go underground or were forced to write in Tagalog. Nationalism, barrio life, faith,
and arts were the common themes of most poems during the Japanese period. The popular forms
of poetry were haiku, tanaga, and karaniwang anyo. Theaters were used to show English plays
translated into Filipino. Short stories became widely popular in this era. Few of the playwrights
were Jose Ma. Hernandez (Panday Pira), Francisco Soc Rodrigo (Sa Pula sa Puti), and
Clodualdo Del Mundo (Bulaga).
43
F. The Contemporary Period to the Present
With the declaration of Martial Law in the Philippines, many publications and mass media
outfits were shut down. Filipino writers created a fertile ground for the growth of underground
writing, and they started to use their writings to explore socio-political realities. Writings under the
Martial Law were characterized by militancy and belligerence. After Benigno Aquino’s
assassination in 1983, the temper of poetry and theater derived much of its heat from the political
culture of the underground national democratic movement. Some of the literary works created
were revolutionary literature, proletariat literature, and prison literature.
Image Source: Declaration of Martial Law. (2019). Malacañang justifies Image Source: Garcia, G. (2018). Edsa revolution. [Online image].
Marcos ‘declaration of Martial Law. [Online image]. http://momcenter.com.ph/2018/02/22/5-lessons-edsa-revolution-need-
https://cnnphilippines.com/news/2019/9/22/Malacanang-Ferdinand- share-kids/
Marcos-martial-law.html
After the people power revolution, Filipino writers regained their enthusiasm for their craft.
Two centers for creative writing were formed: academic institutions that offered creative writing in
their curriculum and writers’ organizations that periodically sponsored symposia/workshop on
writing. Award winning bodies, annual competitions, and publications provided incentives to
writers. An example of this is the Carlos Palanca Awards in Literature.
Most writings represent a spectrum of post-structuralist and post-colonial approaches that

introduced new ways of reading Philippine literature. Moreover, this period allowed the
emergence of women writing, feminist criticism, validation of peasants, workers, and guerilla
cadres’ writings, and gay and lesbian writings.
With the swift development and the birth of the Internet, new forms of literary genres
emerged: illustrated/graphic novel, manga, Digi-fiction, animated poetry, spoken word poetry,
text-talk novel, chick lit/chick literature, flash fiction, blog, among others.
ELABORATE
The pivotal role of literature in society is undeniable. Indeed,
literature mirrors life. It gives us a glimpse of the past, making us
understand the myriad human experiences and societal issues
related to our current situations. The richness and diversity of
Philippine Literature allow us to appreciate different customs,
traditions, values, experiences, and influences.
44
EVALUATE
Formative Assessment
Think about the importance of studying Philippine Literature.
Provide at least three and brief explanation for each. Write your
answers in the table below.
Importance of studying Explanation

PhilippineLiterature
1.
2.
3.
45
REFERENCES
Arciaga, M. L., Azarcon, T. S., & Ceniza, E. L. (n.d.). Literatures of the Philippines. Unpublished
course manual. School of Humanities, Saint Louis University
Gordina-Ortega, C. (n.d.). The literary forms in Philippine Literature.

http://www.seasite.niu.edu/Tagalog/Literature/literary_forms_in_philippine_lit.htm
Quindoza-Santiago, L. (n.d.). Philippine literature during the American Period.

https://ncca.gov.ph/about-ncca-3/subcommissions/subcommission-on-the-arts-
sca/literary-arts/philippine-literature-during-the-american-period/
Survey on Philippine Literature. (n.d.). Image of an old form of writing. Online Image.
https://mamrenoblas.weebly.com
46
UNIT 2
to:
1. discuss the literary devices used in
the poem;
2. use critical reading strategies to make

sense of literary meanings in context;
3. infer the issue/conflict depicted in the

poem; and
4. create an infographic of an advocacy.
47
ENGAGE
What issues on gender identity and sexual orientation have you
recently read?
Discrimination based on sexual orientation and gender identity has

always been a ubiquitous issue across the globe. In fact, Human
Rights Watch documented and exposed abuses based on sexual
orientation and gender identity worldwide. These abuses include
torture, killing, unlawful arrests, unequal treatment, censorship,
medical abuses, discrimination in health and jobs, domestic violence, abuse against children, and
denial of family rights and recognition.
EXPLORE
The Conversion is a poem written by Dr. Jose Neil C. Garcia, an

author of numerous poetry collections and works in literary and
cultural criticism. His poems, essays, and books have received a
variety of recognitions and prizes, including the Carlos Palanca
Memorial Awards, the Philippines Free Press Literary Prize, and the
National Book Award. He regularly contributes film and theater
reviews to GMA News Online. Currently, he is the director for the
Philippines of Project Global GRACE: Global Gender and Cultures of Equality. This is a global
research and arts consortium sponsored by the Research Councils of the United Kingdom and
Goldsmiths, University of London. Moreover, he is a professor of creative writing and comparative
literature at the University of the Philippines, Diliman.
EXPLAIN
Read the poem below, and explore the emotional struggles
experienced by the persona.
The Conversion
By J. Neil Garcia
It happened in a metal drum. Lost in masks of snot and dust,

They put me there, my family Their faces looked tired and resigned
That loved me. The water To the dirty lot of children.
Had been saved just for it, that day. All the neighbors gathered around our
The laundry lay caked and smelly open-aired bathroom. Wives peered out
In the flower-shaped basins. from the upper floor of their houses
Dishes soiled with fat and swill into our yard. Father had arrived booming
Piled high in the sink, and grew flies. with cousins, my uncles.
My cousins did not get washed that morning. They were big, strong men, my uncles.
48
They turned the house inside-out She follows, though sometimes a pig head
Looking for me. Curled up in the deepest she is.
corner It does not hurt to show who is the man.
Of my dead mother’s cabinet, father found A woman needs some talking sense into. If
me. not,
He dragged me down the stairs by the hair I hit her in the mouth to teach her.
Into the waiting arms of my uncles. Every time, swill drips from her shredded lips.
Because of modesty, I merely screamed and I drink with my uncles who all agree.
cried. They should because tonight I own their
Their hands, swollen and black with hair, souls
bore me And the bottles they nuzzle like their prides.
Up in the air, and touched me. Into the cold While they boom and boom flies whirr
Of the drum I slipped, the tingling Over their heads that grew them. Though
Too much to bear at times my knees nobody
Felt like they had turned into water. Remembers, I sometimes think of the girl
Waves swirled up and down around me, my Who drowned somewhere in a dream many
head dreams ago?
Bobbing up and down. Father kept booming, I see her at night with bubbles
Girl or boy. I thought about it and squealed, Springing like flowers from her nose.
Girl. Water curled under my nose. She is dying and before she sinks, I try to
When I rose the same two words from father. touch
The same girl kept sinking deeper, Her open face. But the water learns
Breathing deeper in the churning void. To heal itself and closes around her like a
In the end I had to say what they all wound.
Wanted me to say. I had to bring down this I should feel sorry but I drown myself in gin
diversion before
To its happy end, if only for the pot of rice I can. Better off dead, I say to myself
Left burning in the kitchen. I had to stop And my family that loves me for my bitter
Wearing my dead mother’s clothes. In the breath.
mirror We die to rise to a better life.
I watched the holes on my ears grow smaller,
Until they looked as if they had never heard
Of rhinestones, nor felt their glassy weight.
I should feel happy that I’m now

Redeemed. And I do. Father died within five
years
I got my wife pregnant with the next.
Our four children, all boys,
Are the joy of my manhood my proof?
Cousins who never shed their masks
Play them for all their snot and grime.
Another child is on the way.
I have stopped caring what it will be.
Water is still a problem and the drum
Is still there, deep and rusty.
The bathroom has been roofed over with
plastic.
Scrubbed and clean, my wife knows I like
things.
49
ELABORATE
Literary scholars say that The Conversion is an account of a
‘murder,’ which details the ‘killing’ of the little girl that lived inside
the boy’s body because of his father’s rejection. Agbay (2017)
argues that the poem talks about a gay who converted himself back
to his original gender – male – because his father could not accept
him.
The father’s way of dealing with his son’s issue on gender identity and sexual orientation depicts
‘toxic masculinity.’ According to The Good Men Project as cited in Clemen’s (2017) article, “Toxic
masculinity is a narrow and repressive description of manhood. It is the cultural ideal of manliness,
where strength is everything, while emotion is a sign of weakness.” Imagine the pain and
struggles felt by the child when his father and uncles physically and emotionally tortured him
because of his sexual orientation.
To further understand the poem, answer the following questions:
1. How did the persona in the poem undergo conversion?

2. What exaggerated expressions were used to emphasize the rage and pain felt by the
persona?
3. Was there any hint of regret at the end of the poem?
4. Explain what the persona meant when he said, “We die to rise to a better life.”
5. Explain the trace of toxic masculinity depicted in the poem.
EVALUATE
PERFORMANCE TASK #2 (30 Points)
After exploring Neil Garcia’s The Conversion, think of an advocacy that
can address the issue/s depicted in the poem. Using MS Word’s SmartApp
or any other applications you have, create an infographic (visual
representation) of your advocacy on a short bond paper. The criteria for
the evaluation is presented in the table below.
Criteria Score
Content 15 pts.
a. Accurate information and appropriate details
b. Relevance to the theme/instructions given
c. Clear title and description
Visual Appeal 10 pts.
a. Outstanding use of color, design, and space
b. Original and creative design
Mechanics 5 pts.
Free of grammatical errors
Total Score:
50
Century Literature from the Philippines and the World
REFERENCES
Agbay, N. (2017). Lesbian, gay, and queer criticism: The Conversion by J. Neil Garcia.
https://www.academia.edu/36129476/Queer_Criticism_the_
Conversion_by_J_Neil_Garcia_pdfhttps://www.academia.edu/36129476/Queer_Criticis
m_the_Conversion_by_J_Neil_Garcia_pdf
Baclig, C. E. (2018). J. Neil Garcia: Textualizing realistic portrayals.

https://abtheflame.net/faces/2018/02/j-neil-garcia-textualizing-realistic-portrayals/
Career Opportunities in Education and Training. (2015). Rubric for infographic or poster.
http://cte.sfasu.edu/wp-content/uploads/2015/04/Rubric-for-Infographic-or-Poster.pdf
Clemens, C. (2017). What we mean when we say ‘toxic masculinity.’

https://www.tolerance.org/magazine/what-we-mean-when-we-say-toxic-masculinity
Philippine Literature Porttal. (2020). Jose Neil C. Garcia. http://panitikan.ph/2018/07/30/j-neil-c-garcia/
Philippine Literature. (n.d.). The conversion.

http://jacs.weebly.com/uploads/1/2/3/5/1235512/lit001_handout_theconversion.pdf
51
UNIT 3
to:
1. explain the texts in terms of elements
and genres;
2. utilize critical reading strategies to

make sense of literary meanings in
context; and
3. share views on the transitory nature of

life, customs and traditions, and
relevant human experiences.
52
ENGAGE
Customs and traditions usually affect people’s relationships and
decision-making. In this lesson, you will understand how conforming
to traditions defeat personal love and interest. To start with, write a
word that completes each statement below.
Traditions us.
Life is not worth living without a .
Love is a .
EXPLORE
The selection you are going to read is a short story penned by an Ilocano
writer named Amador Daguio. Daguio was a Filipino writer and a poet who
was born on January 8, 1912 in Laoag, Ilocos Norte. He grew up in
Lubuagan, Mt. Province, where his father, an officer of Philippine
Constabulary, was assigned. He finished elementary in Lubuagan and high
school in Pasig. While studying at the University of the Philippines, he took
several part-time jobs to defray his school expenses. After graduating with
flying colors, he went
back to Lubuagan and taught there for a few years before he moved to Zamboanga, where he met his
wife, Estela. In 1952, he obtained his master’s degree in English at Stanford University as Fulbright
scholar, and two years later, he finished his Law degree at Romualdez Law College in Leyte. He became
a professor at the University of the Philippines, University of the East, and Philippine Women’s University.
Daguio was also an editor and public relations officer in various offices in the military and government.
He died due to cancer of the liver. Some of his works are as follows: Bataan Harvest, Flaming Lyre, She
Came to Me, and The Wedding Dance.
The Wedding Dance is a short story that uses dialogues and actions to narrate the nature of each
character. It portrays a union that needed to fall apart because the couple had to conform with the tribe’s
unwritten law. Take note of the elements of a short story discussed in Module 1 because these will be
used to interpret the text.
EXPLAIN
Read the selection and take note of how the author used
flashback,symbolisms, and irony to reveal the theme and conflict
of the story.
53
The Wedding Dance

Amador Daguio
Awiyao reached for the upper horizontal log which served as the edge of the headhigh threshold. Clinging
to the log, he lifted himself with one bound that carried him across to the narrow door. He slid back the
cover, stepped inside, then pushed the cover back in place. After some moments during which he seemed
to wait, he talked to the listening darkness.
"I'm sorry this had to be done. I am really sorry. But neither of us can help it."
The sound of the gangsas beat through the walls of the dark house like muffled roars of falling waters.
The woman who had moved with a start when the sliding door opened had been hearing the gangsas for
she did not know how long. There was a sudden rush of fire in her. She gave no sign that she heard
Awiyao, but continued to sit unmoving in the darkness.
But Awiyao knew that she heard him and his heart pitied her. He crawled on all fours to the middle of the
room; he knew exactly where the stove was. With bare fingers he stirred the covered smoldering embers,
and blew into the stove. When the coals began to glow, Awiyao put pieces of pine on them, then full
round logs as his arms. The room brightened.
"Why don't you go out," he said, "and join the dancing women?" He felt a pang inside him, because what
he said was really not the right thing to say and because the woman did not stir. "You should join the
dancers," he said, "as if--as if nothing had happened." He looked at the woman huddled in a corner of
the room, leaning against the wall. The stove fire played with strange moving shadows and lights
upon her face. She was partly sullen, but her sullenness was not because of anger or hate.
"Go out--go out and dance. If you really don't hate me for this separation, go out and dance. One of the
men will see you dance well; he will like your dancing; he will marry you. Who knows but that, with him,
you will be luckier than you were with me.”?
"I don't want any man," she said sharply. "I don't want any other man."
He felt relieved that at least she talked: "You know very well that I won't want any other woman either.
You know that, don't you? Lumnay, you know it, don't you?"
She did not answer him.
"You know it Lumnay, don't you?" he repeated.
"Yes, I know," she said weakly.
"It is not my fault," he said, feeling relieved. "You cannot blame me; I have been a good husband to you."
"Neither can you blame me," she said. She seemed about to cry.
"No, you have been very good to me. You have been a good wife. I have nothing to say against you." He
set some of the burning wood in place. "It's only that a man must have a child. Seven harvests is just too
long to wait. Yes, we have waited too long. We should have another chance before it is too late for both
of us."
54
This time the woman stirred, stretched her right leg out and bent her left leg in. She wound the blanket
more snugly around herself.
"You know that I have done my best," she said. "I have prayed to Kabunyan much. I have sacrificed many
chickens in my prayers."
"Yes, I know."
"You remember how angry you were once when you came home from your work in the terrace because
I butchered one of our pigs without your permission? I did it to appease Kabunyan, because, like you, I
wanted to have a child. But what could I do?"
"Kabunyan does not see fit for us to have a child," he said. He stirred the fire. The spark rose through the
crackles of the flames. The smoke and soot went up the ceiling.
Lumnay looked down and unconsciously started to pull at the rattan that kept the split bamboo flooring
in place. She tugged at the rattan flooring. Each time she did this the split bamboo went up and came
down with a slight rattle. The gong of the dancers clamorously called in her care through the walls.
Awiyao went to the corner where Lumnay sat, paused before her, looked at her bronzed and sturdy face,
then turned to where the jars of water stood piled one over the other. Awiyao took a coconut cup and
dipped it in the top jar and drank. Lumnay had filled the jars from the mountain creek early that evening.
"I came home," he said. "Because I did not find you among the dancers. Of course, I am not forcing you
to come, if you don't want to join my wedding ceremony. I came to tell you that Madulimay, although I am
marrying her, can never become as good as you are. She is not as strong in planting beans, not as fast
in cleaning water jars, not as good keeping a house clean. You are one of the best wives in the
whole village."
"That has not done me any good, has it?" She said. She looked at him lovingly. She almost seemed to
smile.
He put the coconut cup aside on the floor and came closer to her. He held her face between his hands
and looked longingly at her beauty. But her eyes looked away. Never again would he hold her face. The
next day she would not be his wife anymore. She would go back to her parents. He let go of her face,
and she bent to the floor again and looked at her fingers as they tugged softly at the split bamboo floor.
"This house is yours," he said. "I built it for you. Make it your own, live in it as long as you wish. I will build
another house for Madulimay."
"I have no need for a house," she said slowly. "I'll go to my own house. My parents are old. They will
need help in the planting of the beans, in the pounding of the rice."
"I will give you the field that I dug out of the mountains during the first year of our marriage," he said. "You
know I did it for you. You helped me to make it for the two of us."
"I have no use for any field," she said.
He looked at her, then turned away, and became silent. They were silent for a time.
55
"Go back to the dance," she said finally. "It is not right for you to be here. They will wonder where you
are, and Madulimay will not feel good. Go back to the dance."
"I would feel better if you could come, and dance---for the last time. The gangsas are playing."
"You know that I cannot."
"Lumnay," he said tenderly. "Lumnay, if I did this it is because of my need for a child. You know that life
is not worth living without a child. The man has mocked me behind my back. You know that."
"I know it," he said. "I will pray that Kabunyan will bless you and Madulimay."
She bit her lips now, then shook her head wildly, and sobbed.
She thought of the seven harvests that had passed, the high hopes they had in the beginning of their
new life, the day he took her away from her parents across the roaring river, on the other side of the
mountain, the trip up the trail which they had to climb, the steep canyon which they had to cross. The
waters boiled in her mind in forms of white and jade and roaring silver; the waters tolled and growled,
resounded in thunderous echoes through the walls of the stiff cliffs; they were far away now from
somewhere on the tops of the other ranges, and they had looked carefully at the buttresses of rocks they
had to step on---a slip would have meant death.
They both drank of the water then rested on the other bank before they made the final climb to the other
side of the mountain.
She looked at his face with the fire playing upon his features---hard and strong, and kind. He had a sense
of lightness in his way of saying things which often made her and the village people laugh. How proud
she had been of his humor. The muscles where taut and firm, bronze and compact in their hold upon his
skull---how frank his bright eyes were. She looked at his body the carved out of the mountains
five fields for her; his wide and supple torso heaved as if a slab of shining lumber were heaving; his arms
and legs flowed down in fluent muscles--he was strong and for that she had lost him.
She flung herself upon his knees and clung to them. "Awiyao, Awiyao, my husband," she cried. "I did
everything to have a child," she said passionately in a hoarse whisper. "Look at me," she cried. "Look at
my body. Then it was full of promise. It could dance; it could work fast in the fields; it could climb the
mountains fast. Even now it is firm, full. But, Awiyao, I am useless. I must die."
"It will not be right to die," he said, gathering her in his arms. Her whole warm naked breast quivered
against his own; she clung now to his neck, and her hand lay upon his right shoulder; her hair flowed
down in cascades of gleaming darkness.
"I don't care about the fields," she said. "I don't care about the house. I don't care for anything but you.
I'll have no other man."
"Then you'll always be fruitless."
"I'll go back to my father, I'll die."
"Then you hate me," he said. "If you die it means you hate me. You do not want me to have a child. You
do not want my name to live on in our tribe."
56
She was silent.
"If I do not try a second time," he explained, "it means I'll die. Nobody will get the fields I have carved out
of the mountains; nobody will come after me."
"If you fail--if you fail this second time--" she said thoughtfully. The voice was a shudder. "No--no, I don't
want you to fail."
"If I fail," he said, "I'll come back to you. Then both of us will die together. Both of us will vanish from the
life of our tribe."
The gongs thundered through the walls of their house, sonorous and faraway.
"I'll keep my beads," she said. "Awiyao, let me keep my beads," she half-whispered.
"You will keep the beads. They come from far-off times. My grandmother said they come from up North,
from the slant-eyed people across the sea. You keep them, Lumnay. They are worth twenty fields."
"I'll keep them because they stand for the love you have for me," she said. "I love you. I love you and
have nothing to give."
She took herself away from him, for a voice was calling out to him from outside. "Awiyao! Awiyao! O
Awiyao! They are looking for you at the dance!"
"I am not in hurry."
"The elders will scold you. You had better go."
"Not until you tell me that it is all right with you."
"It is all right with me."
He clasped her hands. "I do this for the sake of the tribe," he said.
"I know," she said.
He went to the door.
"Awiyao!"
He stopped as if suddenly hit by a spear. In pain he turned to her. Her face was in agony. It pained him
to leave. She had been wonderful to him. What was it that made a man wish for a child? What was it in
life, in the work in the field, in the planting and harvest, in the silence of the night, in the communing with
husband and wife, in the whole life of the tribe itself that made man wish for the laughter and speech of
a child? Suppose he changed his mind? Why did the unwritten law demand, anyway, that a man, to be
a man, must have a child to come after him? And if he was fruitless--but he loved Lumnay. It was like
taking away of his life to leave her like this.
"Awiyao," she said, and her eyes seemed to smile in the light. "The beads!" He turned back and walked
to the farthest corner of their room, to the trunk where they kept their worldly possession---his battle-ax
and his spear points, her betel nut box and her beads. He dug out from the darkness the beads which
57
had been given to him by his grandmother to give to Lumnay on the beads on, and tied them in place.
The white and jade and deep orange obsidians shone in the firelight. She suddenly clung to him, clung
to his neck as if she would never let him go.
"Awiyao! Awiyao, it is hard!" She gasped, and she closed her eyes and hurried her face in his neck.
The call for him from the outside repeated; her grip loosened, and he buried out into the night.
Lumnay sat for some time in the darkness. Then she went to the door and opened it. The moonlight
struck her face; the moonlight spilled itself on the whole village.
She could hear the throbbing of the gangsas coming to her through the caverns of the other houses. She
knew that all the houses were empty that the whole tribe was at the dance. Only she was absent. And
yet was she not the best dancer of the village? Did she not have the most lightness and grace? Could
she not, alone among all women, dance like a bird tripping for grains on the ground, beautifully
timed to the beat of the gangsas? Did not the men praise her supple body, and the women envy the way
she stretched her hands like the wings of the mountain eagle now and then as she danced? How long
ago did she dance at her own wedding? Tonight, all the women who counted, who once danced in her
honor, were dancing now in honor of another whose only claim was that perhaps she could give her
husband a child.
"It is not right. It is not right!" she cried. "How does she know? How can anybody know? It is not right,"
she said.
Suddenly she found courage. She would go to the dance. She would go to the chief of the village, to the
elders, to tell them it was not right. Awiyao was hers; nobody could take him away from her. Let her be
the first woman to complain, to denounce the unwritten rule that a man may take another woman. She
would tell Awiyao to come back to her. He surely would relent. Was not their love as strong as the
river?
She made for the other side of the village where the dancing was. There was a flaming glow over the
whole place; a great bonfire was burning. The gangsas clamored more loudly now, and it seemed they
were calling to her. She was near at last. She could see the dancers clearly now. The man leaped lightly
with their gangsas as they circled the dancing women decked in feast garments and beads, tripping on
the ground like graceful birds, following their men. Her heart warmed to the flaming call of the dance;
strange heat in her blood welled up, and she started to run. But the gleaming brightness of the bonfire
commanded her to stop. Did anybody see her approach?
She stopped. What if somebody had seen her coming? The flames of the bonfire leaped in countless
sparks which spread and rose like yellow points and died out in the night. The blaze reached out to her
like a spreading radiance. She did not have the courage to break into the wedding feast.
Lumnay walked away from the dancing ground, away from the village. She thought of the new clearing
of beans which Awiyao and she had started to make only four moons before. She followed the trail above
the village.
When she came to the mountain stream, she crossed it carefully. Nobody held her hand, and the stream
water was very cold. The trail went up again, and she was in the moonlight shadows among the trees
and shrubs. Slowly she climbed the mountain.
When Lumnay reached the clearing, she could see from where she stood the blazing bonfire at the edge
of the village, where the wedding was. She could hear the far-off clamor of the gongs, still rich in their
58
sonorousness, echoing from mountain to mountain. The sound did not mock her; they seemed to call far
to her, to speak to her in the language of unspeaking love. She felt the pull of their gratitude for her
sacrifice. Her heartbeat began to sound to her like many gangsas.
Lumnay thought of Awiyao as the Awiyao she had known long ago-- a strong, muscular boy carrying his
heavy loads of fuel logs down the mountains to his home. She had met him one day as she was on her
way to fill her clay jars with water. He had stopped at the spring to drink and rest; and she had made him
drink the cool mountain water from her coconut shell. After that it did not take him long to decide to throw
his spear on the stairs of her father's house in token on his desire to marry her.
The mountain clearing was cold in the freezing moonlight. The wind began to stir the leaves of the bean
plants. Lumnay looked for a big rock on which to sit down. The bean plants now surrounded her, and she
was lost among them.
A few more weeks, a few more months, a few more harvests---what did it matter? She would be holding
the bean flowers, soft in the texture, silken almost, but moist where the dew got into them, silver to look
at, silver on the light blue, blooming whiteness, when the morning comes. The stretching of the bean
pods full length from the hearts of the wilting petals would go on.
Lumnay's fingers moved a long, long time among the growing bean pods.
**********************************
To further understand the selection, answer the following questions:
1. Describe Awiyao and Lumnay’s house? Describe the presence of light and darkness in the
story.
2. What is the main conflict of the story?
3. What is the unwritten law that the couple had to abide by?
4. What did Lumnay do to appease Kabunyan?
5. How many years is seven harvests for farmers?
6. What were the expectations for men in Awiyao’s culture? What about for women?
7. If you were Awiyao, would you look for another woman who could bear you a child? Why or
why not?
Daguio used symbolism to effectively convey the subliminal message of the story. Delmo (2010)
stressed that the sound of gongs/gangsas, the rattan flooring, the beads, the beans, the fire/flame, the
dance, and the stream/river play crucial roles in the realization of the text. According to him, the gong,
which was mentioned several times, represents the “call of culture and its victory over man’s personal
love and interest.” The dance is also a symbol of culture because it is an integral part of cultural
celebration. The rattan is described as holding the split bamboo together to keep their flooring in place.
This represents their union as husband and wife, but when Lumnay started pulling the rattan, this depicts
the breaking of their union. The beads, which were said to be worth 20 fields and the only objects Lumnay
asked from Awiyao, stand for Awiyao’s love for her. At the end of the story, Lumnay is pictured in the
company of the bean pods. The bean pods represent fruitfulness and abundance. Lumnay, seemingly,
felt envious of the plants as she touched them, but her life must go on.
59
ELABORATE
Do you consider the statements below as stories? What could be the
bigger story embedded in each text?
For sale: baby shoes, never worn.

(Ernest Hemingway)
Painfully, he changed “is” to “was.”

(Anonymous)
The two sentences above are called six-word-stories. Six-word-story is reckoned as an ‘extreme’
offshoot of flash fiction. Gil (2016) describes a six-word-story as a sentence that contains a handful of
perfectly placed words to create a larger story and get the interest of the reader. Flash fiction, also known
as short story, sudden fiction, or micro-fiction, is way shorter than a short story. According to Smith (2018),
it often consists of less than 1000 words, designed to be read in less than five minutes. Because of its
short length and ease of accessibility, Nataf (2018) considers it as Twitterature, a portmanteau of Twitter
and Literature.
Compared to a short story, flash fiction has an abrupt beginning, gives lesser emphasis on
character development, emphasizes telling than showing, often deals with human condition, contains
shorter and tighter sentences, generally ends with a climax, and is free of trivial details. The following are
deemed as flash fiction; six-word-stories, dribbles (50 words), drabbles (100 words), story-bytes (250
words), postcard stories, parables, and fables.
The selections below are examples of a flash fiction written by a Filipino writer who uses Zorlone
as a pseudonym. Zorlone is a doctor, who loves writing 140-word-stories and compiles them in his blog.
Read the flash fiction, and think about what human conditions or ordeals are portrayed by the writer.
His Father’s Eyes

By Zorlone
Rene had been working overseas for the past three years, and a couple of months more, he would
be able to go back to his homeland.
“I would be there when you graduate, Kit,” said Rene on the phone.
Kit heard his father hushed a child’s voice in the background, but disregarded the thought from
his mind and said, “That would be great, Dad. Mom and I can’t wait to see you again.”
“Take care of your mom until I get there. Bye,” Rene replied and hung up.
“Renaldo, be sure to leave us money when you go home, and be sure to come back,” a woman
snapped.
60
Rene looked at the young woman holding his child then retorted, “I’ll come back for my son?”
The toddler simply looked at him, perplexed by the look in his father’s face, but he smiled back.
The Wheel of Compassionate Time

By Zorlone
Jena became a beautiful and intelligent lady who graduated Cum Laude in college. Her family
brought her to a restaurant for celebratory dinner.
When they were about to pay the bill, an old man approached them.
“I thought I’d never see you again,” he said. This brought puzzlement on Jena and her parents’
face. He showed her a bag with her name and picture.
“I remember you!” she surprisingly uttered.
“And I – you!” the man replied.
“I gave you that bag when I was just three one Sunday morning,” Jena fondly recalled.
“The wheel of compassionate time turned, and I emerged from my former state. Thanks to you.
It’s my turn to repay the favor. You found me when I was homeless, and your actions gave me hope.
Here I am now, the owner of this restaurant.
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EVALUATE

PERFORMANCE TASK #3: (30 Points)
Create a drabble fiction or 100-word story about our current

situation in the Philippines. Remember the characteristics of a
flash fiction discussed earlier and be guided by the scoring rubric.
Follow the worksheet template provided on the next page.
Mechanics:
Arial 11
Single-spaced
1” margins
Short bond paper
CRITERIA Score
Content (20 pts.)
a. Originality of ideas
b. Appropriateness of setting
c. Development of plot
d. Use of other literary devices
(e.g., metaphor, symbolism, irony, etc…)
e. Relevance to the instructions given
Organization and Language Style (10 pts.)
a. Cohesion of ideas
b. Correct grammatical structure
c. Range and appropriateness of vocabulary
d. Accuracy of spelling, capitalization, and
punctuation
e. Appropriateness of tone and register
TOTAL
62
63
REFERENCES
Abad, G. H. (2003). Amador T. Daguio: a turning point in Filipino poetry from English.
https://ncca.gov.ph/about-culture-and-arts/in-focus/amador-t-daguio-a-turning-point-in-filipino-
poetry-from-english/
A Critical Analysis of Amador Daguio’s Wedding Dance. (2016, Aug 08).

https://newyorkessays.com/essay-a-critical-analysis-of-amador-daguios-wedding-
dance/
Gil, N. (2016). People are writing six-word-stories on Twitter.

https://www.refinery29.com/en-gb/2017/05/154185/six-word-stories-twitter-joseph-
gordon-levitt
Jacques, E. C. (n.d.). Characteristics of flash fiction. https://www.chantaljacques.weebly.com
Master Class. (2019). Writing 101: What is flash fiction? Learn how to write flash fiction in 7
steps. https://www.masterclass.com/articles/writing-101-what-is-flash-
fiction-learn-how-to-write-flash-fiction-in-7-steps#what-are-the-origins-of-flash-fiction
Nataf, E. (2018). 7 flash fiction stories that are worth (a tiny amount of) your time.
https://electricliterature.com/7-flash-fiction-stories-that-are-worth-a-tiny-amount-of-your-time/
Rae, M. (2009). A review on wedding dance.

http://thephilippineliterature.blogspot.com/2009/08/review-on-wedding-dance-amador-
daguio.html
Smith, J. (2018). Everything you need to know about fiction.

https://medium.com/@joannasmith008/everything-you-need-to-know-about-flash-fiction-
29e2513b4f4a
Zorlone. (2010). 140 flash fiction. https://www.140flashfiction.com
64
UNIT 4
to:
1. explain the elements of creative
nonfiction;
2. note how creative nonfiction

addresses issues of the time; and
3. analyze the symbolisms and

metaphors used in the texts.
65
ENGAGE
In her attempt to examine Mike Portes’ literary piece, Minsan May
Isang Puta, Valmonte (2013) desperately wrote in her blog, “When will
we wake up? The pain Philippines continues to endure is exhausting.
Philippines is no doubt a survivor, but listen carefully and you’ll hear
her sickening wail: her cries of woe. She still waits for the day that we
break free from the shackles of the worsening plight.”
Find out how Valmonte’s words shed light to the text that you are about
to read.
EXPLORE
Minsan May Isang Puta is an example of creative nonfiction. Creative
nonfiction involves writing about personal experiences, real people, or
events. It is writing about facts, rather than fiction. Author Learning Center
laid out six key elements of creative nonfiction:
Scenes: Scenes are used to build story. Scenes show readers the story,
instead of just telling them what happened.
Dialogue: Strong dialogue is key to any work of creative nonfiction. It's alright to use quotes.
Character development: Just like in fiction, a creative nonfiction writer needs a well-developed central
character to carry the story.
Story arc: A good story has a calculated beginning, middle, and end. Even though it's nonfiction, it should
have a smooth direction.
Point of view: Often in creative nonfiction, the author's presence is felt in the story. While the author may
not actually be in the narrative, he can be part of the story through his unique writing voice or notes to
the reader.
Authenticity: Although the writer employs literary devices used in fiction to craft a great piece of creative
nonfiction, the piece is nonfiction— he must tell the truth. He has to check the facts, and he should not
exaggerate to improve the story.
Do remember that these elements are important in crafting a creative non-fiction. Who knows you might
be writing your own piece in the future?
66
EXPLAIN
Read the text, and interpret its extended metaphor. The text
speaks volume about our current state in the Philippines.
Minsan May Isang Puta

Mike Portes
Tingin ng mga bobong kapitbahay ko, puta daw ako.
Nagpapagamit, binabayaran. Sabi nila, ako daw ang pinakamaganda at pinakasikat sa aming lugar noon.
Di ko nga alam kung sumpa ito, dahil dito naletse ang kinabukasan ko.
Tara, makinig ka muna sa kwento ko, yosi muna tayo.
Alam mo, maraming lumapit sa akin. Nagkagusto at naakit. Ang hirap pag lahat sa iyo, virgin eh.
Tinanggap ko naman silang tao, bakit kaya nila ako ginago? Hindi ko maintindihan ang mga nangyari sa
akin. Bukas palad ko naman silang pinakitunguhan, ni hindi ko nga itinuring na iba. Iniisip ko na nga lang
na kasi di sila taga rito kaya siguro talagang ganoon.
Tatlong malilibog na foreigners ang nagpyesta sa katawan ko. Sabi nila na-rape daw ako.
Sa tatlong beses akong nagahasa, ang pinakahuli ang di ko makakalimutan. Parang maski di ko ginusto
ang mga nangyari, hinahanap-hanap ko siya. Kasi, ibang-iba ang hagod niya. Umiikot ang mundo ko sa
tuwing ginagamit niya ako. May mga pagkakaton na nasusuka na ko sa mga nangyayari sa aming
dalawa. Parang ‘pag humahalinghing siya, nararamdaman ko na nalalason ako. Gusto ko mang umayaw,
hindi ko makuhang humindi. Hindi ko din alam kung bakit. Ibang klase din kasi siya mag-sorry eh, lalo
pa at inalagaan niya ako at ang mga naging anak ko.
Alam mo, parating ang dami naming regalo – may chocolates, yosi at ano ka! May datung pa!
Nakakabaliw siya! Alam kong ginagamit niya lang ako pero pagamit naman ako nang pagamit. Sa kanya
namin natutunan mag-inggles, di lang magsulat ha! Magbasa pa!
Nung kinasama ko siya, guminhawa buhay namin. Sosyal na sosyal kami! Ewan ko nga ba, akala ko
napapamahal na ako sa kanya. Akala ko tuloy-tuloy na kaligayahan namin, yun pala unti-unti niya akong
pinapatay.
Punyetang buhay! Sa dami ng lason na sinaksak niya sa katawan ko, muntik na akong malaspag. Ang
daming nagsabi na ang tanga tanga ko. Palayasin ko na daw. Taon ang binilang bago ako natauhang
makining sa payo. Iniisip ko kasi na parang di ko kakayanin na mawala siya sa akin… Sa amin! .
Sa tulong ng ilan sa mga anak ko, napalayas ko ang demonyo pero ang hirap magsimula. Hindi nga ako
sigurado kung nabunutan ako ng tinik o nadagdagan pa. Masyado na kasi kaming nasanay sa sarap ng
buhay na naranasan namin sa kanya, kaya eto nabaon kami sa utang. Lubog na lubog kami sa
pagkakautang, kulang yata pati kaluluwa namin para ibayad sa mga inutang namin.
67
Nakakahiya man aminin pero hanggang ngayon, sa tuwing mabigat ang problema ko, siya ang
tinatakbuhan ko. ‘Yun nga lang, kapit sa patalim sabi nga nila. Para akong isang aso na nangagat ng
amo, na bumabahag ang buntot at umaamo kapag nangangailangan.
Usap-usapan ako ng mga kapitbahay ko. May nanghihinayang, namumuhi at naaawa. Puta na kasi ang
isang magandang katulad ko. Ang dating hinahangaan at humahalina ay nabibili sa murang halaga. Alam
mo maski ganun ang mga nangyari sa akin, nilakasan ko pa rin ang loob ko. Kailangan makita ng mga
anak ko, na masasandalan nila ako maski ano pang mangyari.
Maski ano pa ang sabihin ng iba, sinisikap namin na maging maganda ang buhay namin. Nag-aambisyon
kami at nangangarap. Ayun, may mga anak ako na nasa Japan, Hong Kong, Saudi.
Yung iba nag-US, Canada, Europe. ‘Yung iba ayaw umalis sa akin. Halos lahat, wala naman silbi.
Masaya daw sa piling ko, maski amoy pusali ako.
Sa dami ng mga anak ko na nagsisikap na tulungan ang kalagayan namin, siya din ang dami ng mga
anak ko na nanamantala sa kabuhayan at kayaman na itinatabi ko para sa punyetang kinabukasan
naming lahat. Eto na nga ang panahon na halos di na kami makaahon sa hirap ng buhay. Napakahirap
dahil nasanay na kami sa ginhawa at sarap.
Alam mo, gusto ko na sanang tumigil sa pagpuputa kaso ang laki talaga ng letseng utang ko eh. Palaki
pa ng palaki! Paano na lang ang mga anak kong naiwan sa aking puder? At paano na lang ang mga
anak kong nasa abroad? Baka di na nila ako balikan o bisitahin man lang? Hindi na importante kung
laspagin man ang ganda ko, madama lang ng mga anak ko ang pagmamahal ko. Malaman nila na
ibibigay ko ang lahat para sa kanila.
Sa tuwing titingin ako sa salamin, alam ko maganda pa rin ako. Meron pa din ang bilib sa akin. Napapag-
usapan pa din. Sa tuwing nakikita ko ang mukha ko sa salamin, nakikita ko ang mga anak ko. Tutulo na
lang ang mga luha ko ng di ko namamalayan. Ang gagaling nga ng mga anak ko eh, namamayagpag
kahit saan sila pumunta. Mahusay sa kahit anong gawain. Tama man o mali.
Sa dami ng mga anak ko, iilan lang ang may malasakit sa akin. May malasakit man, nahihilaw pa. Mabigat
dalahin para sa akin, ang katotohanan na ni minsan ay di kami naging isang pamilya. Halos lahat ng mga
anak ko, galit sa isa’t isa. IIlan ang gusto magtulungan, naghihilahan pa. Madalas kong itinatanong sa
sarili ko kung naging masama ba akong nanay para magturingan ng ganito ang mga anak ko?
Kanino bang similya ng demonyo nanggaling ang mga anak kong maituturing mong may mga pinag-
aralan pero nakakadama ng saya at sarap sa paghihirap ng kapatid nila? Di ko lubos maisip kung saan
impiyerno nanggaling ang kasikiman ng ilan sa mga anak kong ito. Sila pa naman ang inaasahan kong
magbabangon sa amin. Nakakabaliw isipin na natitiis nila ang kalagayan ng kanilang mga kapatid na
halos mamatay sa hirap ng buhay. Parang di sila magkakapatid sa tindi ng pagkaganid at walang
pagmamalasakit.
Ang di ko akalain ay mismong mga anak ko, ang tuluyang sisira sa akin. Kinapital ang laspag na ganda
ko. Masaya sila sa mga nabibili nila mula sa pinagputahan ko. Buong angas nilang pinagyayabang ang
mga pansamantalang yaman at ang kanilang hilaw na pagkatao sa mga makakakita at makikinig. Talaga
bang nakakalula ang materyal na kayamanan at mga titulong ikinakabit sa pangalan? Hindi ko
maintindihan.
Minsan sa pagtingin ko sa salamin, ni hindi ko na nga kilala sarili ko.
Dadating na naman ang pasko, sana maalala naman ako ng mga anak ko. Ilang linggo pa, magbabagong
taon na. Natatakot ako sa taong darating. Ngayon pa lang usap-usapan na ang susunod na
pangbubugaw sa akin. Gagamitin pa nila ang kahinaan ng mga kapatid nilang alipin sa kalam ng tiyan.
68
Sa tagal ng panahong ganito ang sitwasyon namin parang eto lang ang sulok na gagalawan ko. Sana
may magtanggol naman sa akin. Ipaglaban naman nila ako. Gusto kong isigaw: “Ina ninyo ako!
Pagmamahal nyo lang ang kailangan ko!”
Sensya na, ang haba na ng drama ko. Masisira na ang make up ko nito eh. Salamat ha, pinakinggan mo
ako. Malaking bagay sa akin na nakausap kita. Ang tagal nating nag-usap, di man lang ako
nagpapakilala.
Ay sorry, di ko nasabi pangalan ko.
Pilipinas nga pala.
******************************************
To fully understand the text, answer the following questions:
1. What does each line/statement represent? Pay attention to the words in bold phase.
a. Tatlong malilibog na foreigners ang nagpyesta sa katawan ko.
b. Sa dami ng lason na sinaksak niya sa katawan ko, muntik na akong malaspag.
c. Ayun, may mga anak ako na nasa Japan, Hong Kong, Saudi. Yung iba nag-US, Canada,
Europe. ‘Yung iba ayaw umalis sa akin.
d. … gusto ko na sanang tumigil sa pagpuputa kaso ang laki talaga ng letseng utang ko eh.
Palaki pa ng palaki!
e. Ang gagaling nga ng mga anak ko eh, namamayagpag kahit saan sila pumunta. Mahusay
sa kahit anong gawain. Tama man o mali.
2. The word “anak” symbolizes the Filipinos. How does the main character describe her children?
What is disheartening and frustrating about her children?
3. What does the selection say about the Philippines’ past and current state?
Minsan May Isang Puta is a response to the Filipinos’ apathy towards the worsening
predicament of our country. It metaphorically talks about the colonizers taking advantage of our country’s
naivete and resources, our country amassing debt after debt, and the Filipinos who remain insensitive
towards the Philippines’ ordeals. The use of the word puta, which is prostitute or whore in English, speaks
so much of what happened to the Philippines in the past – when the country was invaded by Spain,
America, and Japan. “Anak” refers to the Filipinos, who could be found anywhere around the globe,
working their fingers to the bone just so they can provide for their families in the Philippines.
ELABORATE
Another example of creative non-fiction is Jessica Zafra’s humorous essay,
My Own Theory of Devolution. Read the text, and find out what she means
by the phrase “devolution of humans.” Be able to explicate the different
stages that a person goes through when s/he drinks alcohol. Do you agree
with Zafra’s analogy?
69
My Own Theory of Devolution

By Jessica Zafra
You’ve heard of the theory of evolution; if you haven’t, there is a serious gap in your education.
There was a major fuss when Darwin came out with it in the last century. In this century, even evolution
remained controversial in a little town in America, a teacher was put on trial for mentioning it to his
students. Apparently, their mommies and daddies were not pleased to hear that they were distantly
related to the apes. Mercifully, the apes were unable to express their opinion.
But let’s not go into that. In fact, let’s talk about the exact opposite of evolution; that is, devolution.
If evolving means moving up to a “higher” life form, devolving means deteriorating to a “lower” life form.
See, I have this theory about alcohol. The more you drink, the lower you go down the evolutionary
ladder. When you start swigging the vodka for the poison of your choice, you’re recognizably human. A
few shots later, the change begins.
Your vision blurs. The room appears to be shining. Slowly, at first, then you feel like you’re inside
a blender with some oranges and ice. Your face feels lopsided, and you ask your drinking companions if
one side of your face is larger than the other. And when you have to go to the bathroom, walking upright
makes you nauseous. You sort of slouch over with your arms down to your knees and do an ape – like
shuffle... and that’s when you’ve gone APE. Monkey. Simian. You’ve just rejoined our distant relative.
But you don’t stop drinking no no no. What, and be a spoilsport? You go on swilling the drink of
depressed Russians, the stuff they imbibe because it takes a long to line up for Cakes. Soon, you can’t
even stay on your feet anymore. Your legs turn into vestigial appendages (meaning they’re there. But
you can’t use them). And if you have to travel to another part of the room, you crawl over. You slither on
your hands and stomach. You even make a crashing noise that resembles hissing. Bingo. You’re in the
REPTILE stage.
If you’re the talkative, hyperverbal sort, you will find that imbibing alcohol not only loosens your
tongue, but charges it electrically. First there is a noticeable rise in the volume of your voice. Soon, you’ve
got a built – in megaphone. Not only do you insult your friends in a voice that carries all the way to the
next block, but you also reveal your darkest secrets to people you just met two hours ago. You stop
talking, and you start speechifying. You get pompous. Eventually you stop making sense. A sure sign
that you’ve developed to the POLITICIAN level, a stage closely related to reptiles, particularly crocodiles
(buwaya). It is here that you are at your most obnoxious.
Fortunately, the politician stage passes, although the duration varies from person to person. Some
verbose types can go on for hours, in which case it is necessary to force – feed them some bucks through
food old honest blackmail.
You keep on drinking, and the alcohol content of your blood continues to rise. Your brains are
getting pickled. If you should insist upon driving yourself home, you will make things really easy for the
mortuary people. They wouldn’t have to embalm you anymore; they can just stick you in a jar and put
you under bright lights for your grieving relatives. You can’t even crawl anymore, so in your warped state
of mind, you attempt to swim on the floor. This is either the Sammy the Sperm phase in which you regress
70
to the time you were racing several thousand other sperm cells to reach that egg, or the FISH phase, fish
being lower down the food chain.
Soon your body refuses to take any more pickling, and goes to sleep on you. You pass out on
whatever surface you happen to be on. Hopefully, you land on a surface that is not conducive to
pneumonia. (This is why you must make sure friends are present when you drink. If you get smashed,
you can be reasonably sure they won’t leave you on the street to get run over by a truck). When you’ve
lost consciousness, you’ve gone as far down the evolutionary ladder as you can. You’re not even a living
organism anymore, you’re a ROCK.
The next morning the process of evolution starts up again. You wake up, and you ask, “How did
I get here? Where am I? What’s your name?” Your mouth tastes like toxic waste, battery acid, or
something you forgot to put in the refrigerator that developed green spots. Your head is being bludgeoned
at regular intervals with an invisible bag of shot.
You mouth vile things – You’re a politician. You crawl toward the bathroom – you’re a reptile. You
stand on your legs to reach the sink – you’re a monkey. You throw up, and between heaves, you swear
never to touch the Vodka from Hell again. You’re making resolutions you know you won’t keep.
Congratulations. You’re human again.
EVALUATE

WRITTEN WORK #3: (30 Points)
Think of other situations where people undergo the process of

devolution, and then construct your own theory of devolution. Create a
diagram of your theory, and briefly explain the diagram in 4-5 sentences.
Follow the worksheet template provided on the next page.
Mechanics:
Arial 11
Single-spaced
1” margins
Short bond paper
Criteria for Evaluation:
Content (relevance, correctness, and clarity) 15 pts.

Visual Appeal (creativity and originality) 10 pts.
Organization (correct grammatical structure) 5 pts.
TOTAL 30 pts.
71
Worksheet
My own theory of devolution
Explanation (4-5 sentences)
72
REFERENCES
Author Learning Center. (2018). Writing creative nonfiction: Definition, subgenres, and key
elements. https://www.authorlearningcenter.com/writing/nonfiction/w/
elements/6847/writing-creative-nonfiction-definition-subgenres-and-key-elements
Creative Nonfiction Writing. (n.d.). Find your creative muse.

https://davehood59.wordpress.com/2010/02/17/writing-creative-nonfiction/
Littlequen. (2012). Minsan may isang puta by Mike Portes.

https://littlequen.wordpress.com/2012/07/03/minsan-may-isang-puta-by-mike-portes/
Philippine Literature. (2010). My own theory of devolution by Jessica Zafra.

http://gabrielslibrary.blogspot.com/2010/04/my-own-theory-of-devolution-jessica.html
73
SECOND GRADING PERIOD
MODULE 3
Every piece of literature contains a subliminal

message and a universal truth that a reader can
learn from. Hence, delving into world literature will
let you see a broader horizon of reality and
perspectives about life. It will make you recognize
human experiences from different lenses and
cultures.
This module gives you a discussion on the historical

highlights and literary movements in
world literature. It underscores the literary forms
common in each era, the literary themes
HISTORICAL explored in every period, and the significant
contributions of the literary giants. Furthermore,
HIGHLIGHTS AND it provides a discussion on the emerging literary
genres in the 21st Century.
LITERARY
MOVEMENTS IN
WORLD LITERATURE
74
UNIT 1

to:
1. discuss the importance of world
literature;
2. identify representative texts and

authors from North and South
America, Africa, Asia, and Europe;
3. appreciate the cultural and aesthetic

diversity of the literatures of the world;
and
4. create a graphic timeline that

represents literary highlights and
movements in world literature.
75
ENGAGE
Literature is one of the most important forms of human expression.
Scholars believe that “literature is a touchstone of local culture.” It
influences regional culture and eventually becomes a part of the “fabric
of global community.” In other words, literature moves from local to
regional to global, allowing us to understand some fragments of other
countries’ culture, values, and beliefs.
EXPLORE
The role of world literature in our society should never be

undermined. Nagle (2014) states that the study of world literature is
a powerful tool for understanding globalization. It shows us how
information is shared between cultures and nations. Because
literature moves across boundaries of culture and language, it is
transformed into a unique cultural artifact. In addition to this, world
literature widens our horizons, builds our critical thinking skills, lets
us leap into the past, and addresses humanity (Sahr, 2020).
EXPLAIN
Indeed, world literature has a deep and rich history that shaped the
contemporary literature we are enjoying. Below is a brief discussion
of the historical highlights and movements in world literature.
A. The Classical Period (Beginnings to 100 A.D.)
1. Earliest Literature
• Oral literature was the earliest form of
literature. The oldest form of writing
was pictographic.
• The first great heroic narrative of world
literature is Epic of Gilgamesh.
• The Hebrews created the canonical
version of the Pentateuch, the first five
books of the Bible.
Image Source: Invitation to World Literature. (n.d.). Death of Enkidu. Online image.
https://www.learner.org/series/invitation-to-world-literature/the-epic-of-gilgamesh/experts-view-enkidus-death/
76
2. Ancient Greece
• Homer’s Iliad and Odyssey played a role in the development of Greek civilization, equivalent
to the role of Torah in Palestine. Iliad
and Odyssey were based on an
immense poetic reserve created by
generations of singers who lived before
him.
• The Greeks adapted their writing
system from the Phoenician alphabet.
• Athens developed democratic
institutions to maintain the delicate
balance between individual’s freedom
and state’s demand.
• Socrates proposed a method of
teaching that was dialectic rather than Image Source: Image of the Trojan horse in Iliad. Online
Image. Retrieved from https://www.sutori.com/item/iliad-and-
didactic. His means of approaching the-odyssey-700-bc-the-greek-poet-homer-wrote-two-epic-
the “truth” through questions and poems-the-ili
answers revolutionized Greek philosophy.
• Greek comedy and tragedy were developed out of choral performance in celebration of
Dionysus, the god of wine and mystic ecstasy.
3. Ancient Rome
• Literature in Latin began with the translation of the Greek Odyssey.
• The lyric poems that Catullus wrote about his love affair with the married woman he called
Lesbia range from passionate to despairing to almost obscene.
• Virgil’s Aenid combines the themes of Homeric epics: the wanderer in search of a home
from the Iliad, and the hero at war from Odyssey.
• Ovid’s extraordinary subtlety and psychological depth made his poetry second to Virgil’s.
4. India’s Classical Age

• During the rule of the Guptas in ancient
India, great achievements were made in
mathematics, logic, astronomy, literature
and the fine arts.
• Classical Sanskrit literature dealt with
courtly love and life.
• Panchatantra and Kathasaritsagara are
two important collections of tales that
influenced tales around the world.
• Women in classical literature were rarely
Web Desk. (2020). Image of Sanskrit. Online Image.
portrayed as one-dimensional characters https://www.nationalheraldindia.com/india/why-indian-
who were victims of circumstance. rupee643-crores-spent-on-sanskrit-and-just-indian-
rupee29-crores-on-other-five-classical-languages-ask-
5. Ancient China
• The Classic Poetry is a lyric poetry collection that stood at the beginning of the Chinese
literary tradition.
77
• The fusion of ethical thought and idealized Chou traditions with Confucius were recorded
in the Analects by Confucius’ disciples following his death.
• The Chuang Tzu offers philosophical meditations in a multitude of forms, ranging from
jokes and parables to intricate philosophical arguments.
B. The Medieval Period (455-1485)

1. The Anglo-Saxon Period/The Old English (428-
1066)
• The so-called "Dark Ages" occur when Rome falls
and barbarian tribes move into Europe.
• Early Old English poems such as Beowulf, The
Wanderer, and The Seafarer originated sometime late in
the Anglo- Saxon period.
• Elegy was a common form of literature during the
Anglo-Saxon period.
• In central Europe, texts included early medieval
grammar books and encyclopedias.
Image Source: Vilkelyte, V. (2016). Beowulf and Grendel. Online Image.

https://vvilkelyte.wixsite.com/beowulf/single-post/2016/1/16/Purpose-of-Beowulf
2. The Middle English Period (1066-1450)

• French chivalric romances--such as works by Chretien de Troyes--and French fables--
such as the works of Marie de France and Jeun de Meun--spread in popularity.
• Arthurian legend, allegory, satire, autobiography, drama, and morality play became
popular during the medieval period.
• Abelard and other humanists produce great scholastic and theological works.
3. The Late/High Medieval Period (1200-1485)

• Some of the best medieval works are as
follows:
a. The Canterbury Tales by Geoffrey
Chaucer
b. The Divine Comedy by Dante Alighieri
c. Travels by Marco Polo
d. The History of Kings of Britain by
Geoffrey of Monmouth
e. Nibelungenlied (Anonymous)
f. Sir Gawain and Green Night
(Anonymous)
g. The Decameron by Giovanni Bocaccio
Source: Kalkavage, P. (2015). An illustration of Dante. Online Image.
https://theimaginativeconservative.org/2015/07/dantes-global-vision-seeing-and-being-seen-in-
the-divine-comedy.html
4. The Renaissance and Reformation (1485-1660)

• The Renaissance takes place in the late 15th, 16th, and early 17th century in Britain, but
somewhat earlier in Italy and the southern Europe, somewhat later in northern Europe.
• There was a shift in emphasis from the contemplative life of the Medieval man to the
involved life of the Renaissance man: well-rounded, active, and involved.
78
• Renaissance literature mimicked changes in culture, turning away from primarily religious
thinking and putting importance on classical thought.
• The following are some of the notable Renaissance writers:
a. William Shakespeare’s works (Othello,
King Lear, Julius Caesar, etc…)
b. Miguel de Cervantes (Don Quixote de la
Mancha)
c. Niccolò Machiavelli (The Prince)
d. Francesco Petrarch (Canzoniere and the
Triofi)
e. Christopher Marlowe (The Tragic History
of Dr. Faustus)
f. John Milton (Paradise Lost)
Source: Image of Julius Caesar book. (2020). Online Image.

https://www.eastindiapublishing.com/products/julius-caesar-william-shakespeare
5. The Enlightenment (Neoclassical) Period (1660-1790)

• The Neoclassical Period is also called the "Enlightenment" due to the increased reverence
for logic and disdain for superstition. It is composed of the Restoration Period, the
Augustan Age, and the Age of Johnson.
• The period is marked by the rise of Deism, intellectual backlash against earlier Puritanism,
and America's revolution against England.
• The Restoration Period showed dominance of French and classical influences on poetry
and drama. Sample writers include John Dryden, John Lock, Sir William Temple, and
Samuel Pepys.
• The Augustan Age was marked by the imitation of Virgil and Horace’s literature in English
letters. The principal English writers include Addison, Steele, Swift, Alexander Pope, and
Voltaire.
• The Age of Johnson was a transition
toward the upcoming Romanticism though
the period was still largely Neoclassical.
Major writers include Dr. Samuel Johnson,
Boswell, and Edward Gibbon who represent
the Neoclassical tendencies, while writers
like Robert Burns, Thomas Gray, Cowper,
and Crabbe show movement away from
from the Neoclassical ideal.
Source: Neoclassical Art. (n.d.). Image of neoclassical art.

Online Image. https://sites.google.com/site/artin
the enlightenment/home/characteristics-of-neoclassical-art
• In America, this period is called the Colonial Period. It includes colonial and revolutionary
writers like Ben Franklin, Thomas Jefferson, and Thomas Paine.
79
6. The Romantic Period (1790-1830)

• Romanticism is a movement that retaliated against the literary practice and critical norms
of the Neoclassical era. Reason or logic was replaced by imagination, emotion, and
individual sensibility.
• Some Romantics include Coleridge, Blake, Keats, and Shelley in Britain and Johann von
Goethe in Germany.
• This period was called the
Transcendental Period in America.
Transcendentalists include
Emerson and Thoreau. Gothic
writings overlap with the Romantic
and Victorian periods. Writers of
Gothic novels (the precursor to
horror novels) include Mary Shelley,
Radcliffe, Monk Lewis, and
Victorians like Bram Stoker in
Britain. In America, Gothic writers
include Image Source: Darling, D. (n.d.). Image of romantic period.
Online Image.
Poe and Hawthorne. https://www.daviddarling.info/encyclopedia_of_music/R/Romantic.html
7. The Victorian Period (1832-1901)

• Writing during the period of Queen Victoria's reign included sentimental novels.
• Some British writers were Elizabeth Browning, Alfred Lord Tennyson, Matthew Arnold,
Robert Browning, Charles Dickens, the Brontë sisters, and Jane Austen.
• In America, Naturalist writers like Stephen Crane flourish, as do early free verse poets like
Walt Whitman and Emily Dickinson.
8. The Modern Period (1914-1945)

• Modernist writers were interested with how the individual
adapted to the changing world. They broke free from old
forms and techniques. They infused objects, people, and
events with significant meanings.
• Some modernist writers include Dylan Thomas, Virginia
Woolf, Wilfred Owen, Robert Frost, John Steinbeck,
Ernest Hemingway, and William Faulkner.
Image Source: Goodreads. (n.d.). Image of Steinbeck’s paperback. (n.d.). [Online Image].
https://www.goodreads.com/book/show/890.Of_Mice_and_Men
9. The Postmodern Period (1945 onwards)

• Postmodern literature describes characteristics of post-World War II, relying heavily on
fragmentation, paradox, questionable narrators, etc.
80
• The following are the stylistic techniques used in postmodern literature: pastiche,
intertextuality, metafiction, temporal distortion, paranoia, minimalism, maximalism,
magical realism, faction, and reader involvement.
• Some postmodern authors are Vladimir Nabokov, Kurt Vonnegut, Joseph Heller, David
Foster Wallace, John Barth, Ishmael Reed, and the like.
ELABORATE
Indeed, world literature has a deep and rich history that shaped
the contemporary literature we are enjoying. It is the cultural heritage of all
humanity. Studying world literature helps us understand the lives of
different people from all over the world. It helps shape our world-outlook,
and it acquaints us with the masterpieces that have withstood the test of
time.
EVALUATE
1st Semester; 2nd Grading

Follow the worksheet template found on page 83.
DIFFERENTIATED TRUE OR FALSE (2 points each)
Write A - if the first statement is true and the second

statement is false;
B - if the first statement is false and the second statement is true;
C - if both statements are true; and/or
D - if both statements are false.
1. a. A certain familiarity with the classical texts helps us to better understand modern
literature.
b. In classic literature, a work is often deemed as a representation of the period in which
it was written and it merits lasting recognition.
2. a. Most of the literary pieces during the classic and medieval periods were relayed
through word-of-mouth.
b. Arthurian legends started in Athens, Greece.
3. a. During the Renaissance period, humanism or faith in the nobility of man meant
working on one’s self-esteem and self-importance.
b. Scientific thinking played a crucial role in the Renaissance period.
81
4. a. Neoclassical period is reckoned as the rebirth of ancient Greece and Roman

literature.
b. 21st Century literature utilizes technology as a medium of literary expression.
5. a. Romantics believed that knowledge is gained through intuitive thinking rather than
deducting/inferring from facts.
b. Romantics support individual imagination.
6. a. Reading works of literature takes us into different realms and lets us picture authors’
thoughts.
b. Books of different genres make us empathize and understand social, political, or
religious issues.
7. a. Contemporary writers never draw inspiration and ideas from the writers who have
come before them.
b. The technological breakthroughs of the 21st century prompt writers to comment on
the present and write about the future.
8. a. In ancient Rome, comedy and tragedy were staged to honor Dionysus, the god of
wine and festivity.
b. Breaking free from conventional style of writing started during the post-modern period
of literature.
9. a. World literature transcends borders. In other words, it communicates with people of
different nationalities.
b. Writers in the 21st century can think of various ideas to work on, and they have
freedom to question assumptions.
10. a. History is a very important element of literature.
b. Some literary selections may reinforce stereotypes.
11. a. Literature allows a reader to understand a culture of a particular time and of a
particular class or social group.
b. Studying literature enhances our understanding of the world.
12. a. Neoclassicism puts emphasis on form, order, and accuracy.
b. The Enlightenment Period is driven by the principles of logic and reason.
13. a. Films, plays, magazines, and comic books are visual representations of literature.
b. Literature encourages us to be sensitive to the entire spectrum of human experience.
14. a. What makes a literary work considered world literature is its circulation beyond its
country of origin.
b. Exploring world literature acquaints us with the masterpieces of literature.
15. a. A literary piece can have completely different meaning from one reader to another.
b. Modern technology allows a faster transmission of literature across the globe.
82
Worksheet
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
83
REFERENCES
A World Literature Timeline. (n.d.). http://sybilisticism.tripod.com/worldliteraturetimeline.htm
DeBolt, J. (n.d.). World literature periods. Retrieved from http://saisd001jdebolt1.pbworks.com/

w/file/fetch/66562957/Literary_Periods%5B1%5D.pdf
Ozzz.org. (2020). World literature. https://ozzz.org/world-literature/
Yadv, A. (2009). Johann Wolfgang von Goethe on weltliteratur.

http://mason.gmu.edu/~ayadav/Goethe%20on%20World%20Literature.pdf
84
UNIT 2
At the end of the lesson, you should be
able to:
1. identify the emerging genres in
world literature;
2. describe the characteristics of

these genres; and
3. recognize the role of technology in

the 21st century world literature.
85
ENGAGE
Loop the seven literary genres that you see in the puzzle. You have
three minutes to do the activity.
S F A K S L M K M X C X I Q N
J D A D F X E T N S W R Z U J O
Y H B B F V N O F P C M W O K I
G S Y Z J D Y G J Q Z S Q M X T
S A R P N O S Y Z O B H Z T B C
Q L K G E C A Y C D H U R H I I
H F Q X S R C M T F R V X L R F
A Y L L P Q P E D F A R L R R O
U D K M H L Y O Y D B U Y N U R
E V I T A L U C E P S E S I I C
U C Q O A N A H I T L R Q K F I
V I H A G S G M R R R S H Z P M
A P X T F B K A V L J Y A P K X
B M U R G Q T J D T X Q N I G R
K V M F M E L D O O D W A Y L T
E C K V D K H I S A Q U E E X C
EXPLAIN
The seven words you looped are literary genres that have emerged
alongside the rapid technological advancement in the 21st Century. What
are the characteristics of these genres?
Listed below are some emerging literary genres in world literature. Go over
the descriptions and identify which of the genres have you encountered
already.
Genre Description
Hyper poetry Hyper poetry, also known as cyberpoetry, is a poem which could not be
presented without computer. Hyper poetry includes verse with links to sub-
poems or footnotes, poetry “generators,” poetry with movement or images. It is
usually highly steeped in the visual and sometimes involves parts that are read
in varying orders.
Digi-Fiction Digi-fiction or digital fiction combines three media: book, movie/video, and the
Internet. Readers must engage in navigation, reading, and viewing in all three
formats.
Cli-Fi The term cli-fi, short for climate fiction, was coined by Danny Bloom in 2007.
This fiction describes stories about the hazard of climate change. It’s a world
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where eco terrorist are the villains and impending environmental disasters are
the order of the day.
Fanfic Short for fanfiction, fanfic is a story written by fans of a film of book, featuring
the person’s favorite characters. The story is posted online or published in a
‘fanzine’ (fan magazine). Fanfics are found in any fandom.
Chick-Lit Chick-lit is genre of fiction which addresses issues of modern womanhood,
often humorously and lightheartedly. Although it sometimes includes romantic
elements, chick-lit typically features a female protagonist whose womanhood
is heavily thermalized in the plot.
Flash Fiction Flash fiction, also known as micro-fiction, is a literary work of extreme brevity,
but it still offers plot development.
Speculative Speculative fiction is a literary “super genre,” which encompasses a number of
Fiction different genres of fiction, each with speculative elements that are based on
conjecture and do not exist in the real world. Sometimes called “what-if” books,
speculative literature changes the laws of what’s real or possible as we know
them in our current society, and then speculates on the outcome.
Graphic Novel A graphic novel or illustrated novel is a narrative work in which the story is
conveyed to the reader using comic strips or illustrations.
Manga Manga is the Japanese word for comics. Manga has become a huge part of
Japanese culture.
Doodle Doodle fiction is a literary presentation where the author incorporates doodle
Fiction drawings and handwritten graphics in place of traditional font.
ELABORATE
21st Century literature deals with current themes and

technological culture, often breaks traditional form of writing,
and traces artistic representation of shared experiences. 21st
century literature features a lot of underrepresented voices
(O’Flaherty, n.d. as cited in Albal, 2017). She added that, “in
classical literature, we aren’t really exposed to a lot of people’s
voices, but in the 21st century, these kinds of opinions are really
being brought out.” Hence, studying literature published
recently helps us to interpret current social and political
ordeals.
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EVALUATE

Read the following texts and identify their genres based on the
discussion given earlier. Explain your answer in 2-3 sentences only.
(5 pts. each) Answers only.
Mechanics:
Arial 11
Single-spaced
1” margins
Short bond paper
Follow the worksheet template found on page 91.
1. Haunted House (Virginia Woolf)
Whatever hour you woke there was a door shunting. From room to room they went, hand in
hand, lifting here, opening there, making sure-a ghostly couple.
"Here we left it," she said. And he added, "Oh, but here too!"
"It's upstairs," she murmured. "And in the garden," he whispered.
"Quietly," they said, "or we shall wake them."
But it wasn't that you woke us. Oh, no. "They're looking for it; they're drawing the curtain,"
one might say, and so read on a page or two.
2. Diary of a Wimpy Kid (Jeff Kinney)
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3. Kago No Naka (Ryu Yokobaba)
4. Dear Hogwarts (Anonymous)
Dear Albus Dumbledore,
I am writing to inquire about the absence of my acceptance letter to the Hogwarts School of
Witchcraft and Wizardry. I know not every owl can be 100 percent dependable, but what I
don’t understand is how many owls it could possibly take until my letter arrives. I’m not asking
to compete in the Triwizard Tournament or anything too extravagant, but I would like to know
when I can catch the next train leaving King’s Cross station. I realize that seats on the train
are limited, and so I would like to point out that I’m not particular and that I wouldn’t mind
arriving at school by flying car.
I do also think that the lack of letters in my mail could be because both of my parents are
muggles. However, don’t let that fool you. I know for a fact that I contain potential to be an
excellent witch. For example, one time in the fifth grade I sneezed and my dog levitated!
Now, it is up to interpretation whether the dog simply jumped out of fear, but my analysis is
that the dog did in fact levitate. I believe that this was just the start of my magical talent, and
through learning at Hogwarts I hope to expand my skills.
I’m looking forward to hearing from you and finally receiving my acceptance letter with your
response.
Sincerely,
A Future Hogwarts Graduate
P.S. No rush on your response, but I was hoping to arrive in time for Quidditch tryouts.
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5. Written by Muhammed Hussein
People stopped her, but love didn’t.
6. Lost in Time
My footsteps ring out hollowly amidst the emptiness. The world around me is ravaged, deserted.
They haven’t been here for so long, but the evidence is still clear. This was once someone’s home.
The detritus of their past existence still lingers -- a broken doll amongst the rubble, a shattered photo
frame, its picture yellowing now with age.
There is still life here. Bugs crawl around on the floor, ignoring my passage. Creepers and vines
entangle on the walls, fed by the dripping water from the broken roof.
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GENRE EXPLANATION
1.
2.
3.
4.
5.
6.
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REFERENCES
Albal, K. (2017). Twenty-first century literature deserves a place in the classroom.

https://www.statepress.com/article/2017/10/twenty-first-century-literature-deserves-a-place-in-
the-classroom#
Fernandez, K. (2017). 7 emerging genres in fiction writing.

https://kasmin.wordpress.com/2017/06/29/7-emerging-genres-in-fiction-writing/
First Story. (2019). Six-word-story 2019 shortlist and winners announced.

https://firststory.org.uk/six-word-story-2019-shortlist-and-winner/
Gacusan, P. (2018). 21st Century literary genres. PowerPoint Slides.

https://www.slideshare.net/lhengacusan/21st-century-literary-genre
Laurente, H. (2017). Hyper poetry. Retrieved from

https://teslaliterature.wordpress.com/2017/08/17/hyperpoetry/
Lee, L. (2019). 16 best historical Shojou manga.

https://www.animeimpulse.com/blog/2019/3/12/16-best-historical-shoujo-manga
Masterclass. (2019). What Is speculative fiction? Defining and understanding the different
genres of speculative fiction. https://www.masterclass.com/articles/what-is-speculative-fiction-
defining-and-understanding-the-different-genres-of-speculative-fiction#quiz-0
Ridell, B. (2010). Hear from Zachary Gordon, the real-life wimpy kid.
https://boyslife.org/video-audio/12309/hear-from-zachary-gordon-the-real-life-wimpy-
kid/comment-page-2/
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MODULE 4
The rise of social media and digital

technology has altered the modes of literary
production and consumption altogether. The
internet has made it possible for new genres to
emerge, gain global following at a rapid pace, and
receive public critique almost instantaneously. But
a lot of these emerging forms are yet to be named,
their unifying elements yet to be determined. Since
no genre or style is born in a vacuum, these new
forms are oftentimes the offspring of existing
genres.
There are genres that are popular in the
early years of the 20th century. Three of the
lessons in this module – Speculative Fiction,
Memoir, and Metafiction – contain selections from
both the 20th and the 21st century. This is to show
how these genres fit into the existing literary
EMERGING tradition. Two of the lessons – Digital Media Texts
and Spoken Word Poetry – deal specifically with
GENRE IN WORLD forms that were “born” online and found a
worldwide distribution through Internet Channels.
LITERATURE & We need to develop proficiency with the

tools of technology and build associations with
REPRESENTATIVE others to pose and solve problems collaboratively

and cross-culturally. We should create, critique,
analyze, and evaluate multi-media texts. Hence,
TEXTS AROUND the internet serves as a tool for efficient
expressiveness and sharing of ideas and
THE GLOBE information for us to write and read different kinds
of works with various relevant themes and issues
happening around us and they become part of the
21st century literature.
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UNIT 1

to:
1. clarify the characteristics of metafiction
and speculative fiction;
2. determine the sub-genres under

speculative fiction;
3. read critically the representative texts

under the genre of metafiction and
speculative fiction;
4. review the concepts and details of

metafiction and speculative fiction
through a short assessment; and
5. accept individual differences and

strengths.
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ENGAGE
“The world of Literature is a world

where there is no reality except that of human
Imagination.” -Northop Frye
Rehearsal Task: Name the title of the following famous movies. Write the title below the
pictures.
1) 2)
3) 4)
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5) 6)
7) 8)
EXPLORE
21st Century World Literature remains fluid. That makes the
subject exciting. You are no longer passive students reading from a
prescribed list of works deemed as “representative” of the literary
period. Instead, you are encouraged to actively explore, create, and
participate, and by doing so, you contribute to the growing body of
work of this era.
Some of the genres that are popular in the early years of the 21st
century are Metafiction, Speculative Fiction, and Memoir. Some of the lessons like Digital
Media texts and Spoken Word Poetry deal specifically with forms that were “born” online and
found a worldwide distribution through internet channels.
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EXPLAIN
Let’s start with the first popular genre.
METAFICTION
➢ Metafiction is ultimately a rejection of traditional storytelling. The term 'metafiction' was

coined by William H. Gass. Meta means about, so metafiction is fiction that is about fiction.
In other words, fiction that thinks, and even talks, about itself. It's kind of self-conscious.
So, if the story you're reading is about writing stories, that's metafiction. If the book you're
reading acknowledges itself as a book, that's metafiction. If the author jumps into the
action and says, "Look at me! I'm the author! Watch me write!" that's metafiction.
➢ It goes something like this…
“You know this book you are holding in your hands? Sorry to break it to you, dear reader,
but it’s a work of fiction. The characters, the events – I made it all up, right out of thin air.
But here’s the deal. I realize that pretending that this is a real account of something that
actually happened makes the reading more pleasurable. So to help you do that, I will do
everything in my power as the creator of this fiction to conceal the fact that not a word of
it is true.”
➢ Metafiction is fiction about fiction. Meta-fiction reminds you that you are reading a fictional
work, and in doing so poses questions about the relationship between fiction and reality.
It is a novel or short story (or film or play) in which the author knowingly draws attention to
the fact that it is being made up. In the story, it may happen that: the author appears as a
character in his (or her) novel; a novel about a writer creating a story; and the characters
or elements from diverse works of fiction would merge into a new fictional scenario.
Examples: The Lord of the Rings, Inception, Pirates of the Caribbean Trilogy
Now that you know the characteristics of Metafiction,

you are now ready to expand your understanding by
reading one popular literary piece under this genre
-The Tale of the Three Brothers -
One popular example of Metafiction is “The Tale of the Three Brothers”, taken from the many
tales of Harry Potter ‘Tales of Beedle the Bard’. The Tales of Beedle the Bard is a book of
children's stories by the author J. K. Rowling. It contains five richly diverse fairy tales, each with
its own magical character that brings delight, laughter, and thrill. Beedle the Bard was a storyteller
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who wove his tales in the 15th century. Although much of his life remains a mystery, we do know
he was born in Yorkshire and that he was a wizard who believed that ‘kindness, common sense,
and ingenuity’ were more admirable than even the most powerful magic.
Reading Selection 1:
The Tale of the Three Brothers

J.K.Rowling
- Harry Potter and the Deathly Hallows, Chapter Twenty-One
“There were once three brothers who were traveling along a lonely, winding road at twilight. In
time, the brothers reached a river too deep to wade through and too dangerous to swim
across. However, these brothers were learned in the magical arts, and so they simply waved their
wands and made a bridge appear across the treacherous water. They were halfway across it
when they found their path blocked by a hooded figure.
And Death spoke to them. He was angry that he had been cheated out of three new victims, for
travelers usually drowned in the river. But Death was cunning. He pretended to congratulate the
three brothers upon their magic and said that each had earned a prize for having been clever
enough to evade him.
So the oldest brother, who was a combative man, asked for a wand more powerful than any in
existence: a wand that must always win duels for its owner, a wand worthy of a wizard who had
conquered Death! So Death crossed to an elder tree on the banks of the river, fashioned a wand
from a branch that hung there, and gave it to the oldest brother.
Then the second brother, who was an arrogant man, decided that he wanted to humiliate Death
still further, and asked for the power to recall others from Death. So Death picked up a stone from
the riverbank and gave it to the second brother, and told him that the stone would have the power
to bring back the dead.
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And then Death asked the third and youngest brother what he would like. The youngest brother
was the humblest and also the wisest of the brothers, and he did not trust Death. So he asked for
something that would enable him to go forth from that place without being followed by Death. And
death, most unwillingly, handed over his own Cloak of Invisibility.
Then Death stood aside and allowed the three brothers to continue on their way, and they did so,
talking with wonder of the adventure they had had, and admiring Death’s gifts. In due course the
brothers separated, each for his own destination.
The first brother travelled on for a week or more, and reaching a distant village, sought out a fellow
wizard with whom he had a quarrel. Naturally with the Elder Wand as his weapon, he could not
fail to win the duel that followed. Leaving his enemy dead upon the floor, the oldest brother
proceeded to an inn, where he boasted loudly of the powerful wand he had snatched from Death
himself, and of how it made him invincible.
That very night, another wizard crept upon the oldest brother as he lay, wine-sodden, upon his
bed. The thief took the wand and, for good measure, slit the oldest brother’s throat.
And so Death took the first brother for his own.
Meanwhile, the second brother journeyed to his own home, where he lived alone. Here he took
out the stone that had the power to recall the dead, and turned it thrice in his hand. To his
amazement and his delight, the figure of the girl he had once hoped to marry, before her untimely
death, appeared at once before him.
Yet she was sad and cold, separated from him as by a veil. Though she had returned to the mortal
world, she did not truly belong there and suffered. Finally the second brother, driven mad with
hopeless longing, killed himself so as truly to join her.
And so Death took the second brother for his own.
But though Death searched for the third brother for many years, he was never able to find him. It
was only when he had attained a great age that the youngest brother finally took off the Cloak of
Invisibility and gave it to his son. And then he greeted Death as an old friend, and went with him
gladly, and, equals, they departed this life.”
Apart from Metafiction, another emerging genre in

World Literature is known to be the “super genre”
- Speculative Fiction-
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SPECULATIVE FICTION
➢ This is a broad genre that encompasses stories that take the place in imaginary worlds
as a result of one or more “What if…?” questions. The main difference between
speculative and realistic fiction lies in what is being speculated upon. Realistic fiction
explores on the “what ifs” of character development; whereas, speculative fiction
explores on the “what ifs” of what is possible in the world. In other words, the author
creates a world entirely different from ours and speculates upon the results of changing
what is real or possible.
➢ Speculative fiction is a literary “super genre,” which encompasses a number

of different genres of fiction, each with speculative elements that are based on
conjecture and do not exist in the real world. Sometimes called “what-if” books,
speculative literature changes the laws of what’s real or possible as we know them in
our current society, and then speculates on the outcome
➢ The term “speculative fiction” was used for the first time by Robert Heinlein in 1947.
The term was largely associated with only the science fiction genre in the late
twentieth century, as science fiction is a widely-read genre that contains speculative
elements. The term expanded in the twenty-first century to encompass more
subgenres beyond just science fiction, like fantasy and dystopian literature. Today,
speculative fiction is a blanket term for the stories that take place beyond our known
world.
Sub-Genres:
• Science fiction: stories with imagined technologies that don’t exist in the real world,
like time travel, aliens, and robots.
Examples: Godzilla, The Time Machine, Star wars, Batman, The Man from Planet X
• Fantasy fiction: stories that use magic and supernatural elements in plot, theme, and
setting. Magic is central to the fantasy genre. These stories often involve journeys and
quests.
Examples: The Lord of the Rings, Harry Potter, Petter Pan
• Utopian fiction: stories about civilizations the authors deem to be perfect, ideal
societies.
Examples: Ecotopia by Ernest Callenback, The Magellanic Cloud by Stanislaw Lem
• Dystopian fiction: stories about societies deemed problematic within the world of the
novel, often satirizing government rules, poverty, and oppression.
Examples: V for Vendetta by Alan Moore, The Giver by Lois Lowry
• Apocalyptic fiction: stories that take place before and during a huge disaster that
wipes out a significant portion of the world’s population. The stories center around
characters doing everything they can to stay alive – for example, running from
zombies or trying to avoid a deadly plague.
Examples: Noah, World War Z, The Book of Eli, Attack on Titan
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• Post-apocalyptic fiction: stories that take place after an apocalyptic event and focus
on the survivors figuring out how to navigate their new circumstances - for example,
emerging after a global nuclear holocaust or surviving a total breakdown of society.
Examples: The Hunger Games by Suzanne Collins, The Handmaid’s Tale by
Margaret Atwood
• Alternate history fiction: stories that focus on true historical events but are written
as if they unfolded with different outcomes.
Examples: Napoleon in America by Shannon Selin, The Age of Aztec by James
Lovegrove
Now that you know the characteristics of Speculative

fiction, you are now ready to expand your understanding
by reading one popular literary piece under this genre
-Harrison Bergeron-
The story below is an example of Dystopian Fiction – a sub-genre of Speculative Fiction.

The story’s imagined future is set in 2081. It explores the issue of equality. You might
think, “Equality is a good thing, but the story presents an unpleasant future as a result of
having equality in a society. Before reading the story, get into a speculative mode and
reflective mode by asking yourself a big “what if” question:
Reading Selection 2:
HARRISON BERGERON
Kurt Vonnegut, Jr.
THE YEAR WAS 2081, and everybody was finally equal. They weren't only equal before God and
the law. They were equal every which way. Nobody was smarter than anybody else. Nobody was
better looking than anybody else. Nobody was stronger or quicker than anybody else. All this
equality was due to the 211th, 212th, and 213th Amendments to the Constitution, and to the
unceasing vigilance of agents of the United States Handicapper General.
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Some things about living still weren't quite right, though. April for instance, still drove people crazy
by not being springtime. And it was in that clammy month that the H-G men took George and
Hazel Bergeron's fourteen-year-old son, Harrison, away.
It was tragic, all right, but George and Hazel couldn't think about it very hard. Hazel had a perfectly
average intelligence, which meant she couldn't think about anything except in short bursts. And
George, while his intelligence was way above normal, had a little mental handicap radio in his
ear. He was required by law to wear it at all times. It was tuned to a government transmitter. Every
twenty seconds or so, the transmitter would send out some sharp noise to keep people like
George from taking unfair advantage of their brains.
George and Hazel were watching television. There were tears on Hazel's cheeks, but she'd
forgotten for the moment what they were about. On the television screen were ballerinas.
A buzzer sounded in George's head. His thoughts fled in panic, like bandits from a burglar alarm.
"That was a real pretty dance, that dance they just did," said Hazel.
"Huh" said George.
"That dance-it was nice," said Hazel.
"Yup," said George.
He tried to think a little about the ballerinas. They weren't really very good-no better than anybody
else would have been, anyway. They were burdened with sashweights and bags of birdshot, and
their faces were masked, so that no one, seeing a free and graceful gesture or a pretty face,
would feel like something the cat drug in. George was toying with the vague notion that maybe
dancers shouldn't be handicapped. But he didn't get very far with it before another noise in his
ear radio scattered his thoughts. George winced. So did two out of the eight ballerinas.Hazel saw
him wince. Having no mental handicap herself, she had to ask George what the latest sound had
been.
"Sounded like somebody hitting a milk bottle with a ball peen hammer," said George.
"I'd think it would be real interesting, hearing all the different sounds," said Hazel a little envious.
"All the things they think up."
"Um," said George.
"Only, if I was Handicapper General, you know what I would do?" said Hazel. Hazel, as a matter
of fact, bore a strong resemblance to the Handicapper General, a woman named Diana Moon
Glampers. "If I was Diana Moon Glampers," said Hazel, "I'd have chimes on Sunday-just chimes.
Kind of in honor of religion."
"I could think, if it was just chimes," said George.

"Well-maybe make 'em real loud," said Hazel. "I think I'd make a good Handicapper General."
"Good as anybody else," said George.
"Who knows better than I do what normal is?" said Hazel.
"Right," said George. He began to think glimmeringly about his abnormal son who was now in jail,
about Harrison, but a twenty-one-gun salute in his head stopped that.
"Boy!" said Hazel, "that was a doozy, wasn't it?"
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It was such a doozy that George was white and trembling, and tears stood on the rims of his red
eyes. Two of of the eight ballerinas had collapsed to the studio floor, were holding their temples.
"All of a sudden you look so tired," said Hazel. "Why don't you stretch out on the sofa, so's you
can rest your handicap bag on the pillows, honeybunch." She was referring to the forty-seven
pounds of birdshot in a canvas bag, which was padlocked around George's neck. "Go on and rest
the bag for a little while," she said. "I don't care if you're not equal to me for a while."
George weighed the bag with his hands. "I don't mind it," he said. "I don't notice it any more. It's
just a part of me."
"You been so tired lately-kind of wore out," said Hazel. "If there was just some way we could make
a little hole in the bottom of the bag, and just take out a few of them lead balls. Just a few."
"Two years in prison and two thousand dollars fine for every ball I took out," said George. "I don't
call that a bargain."
"If you could just take a few out when you came home from work," said Hazel. "I mean-you don't
compete with anybody around here. You just sit around."
"If I tried to get away with it," said George, "then other people'd get away with it-and pretty soon
we'd be right back to the dark ages again, with everybody competing against everybody else. You
wouldn't like that, would you?"
"I'd hate it," said Hazel.
"There you are," said George. The minute people start cheating on laws, what do you think
happens to society?"
If Hazel hadn't been able to come up with an answer to this question, George couldn't have
supplied one. A siren was going off in his head.
"Reckon it'd fall all apart," said Hazel.

"What would?" said George blankly.
"Society," said Hazel uncertainly. "Wasn't that what you just said?
"Who knows?" said George.
The television program was suddenly interrupted for a news bulletin. It wasn't clear at first as to
what the bulletin was about, since the announcer, like all announcers, had a serious speech
impediment. For about half a minute, and in a state of high excitement, the announcer tried to
say, "Ladies and Gentlemen."
He finally gave up, handed the bulletin to a ballerina to read.
"That's all right-" Hazel said of the announcer, "he tried. That's the big thing. He tried to do the
best he could with what God gave him. He should get a nice raise for trying so hard."
"Ladies and Gentlemen," said the ballerina, reading the bulletin. She must have been
extraordinarily beautiful, because the mask she wore was hideous. And it was easy to see that
she was the strongest and most graceful of all the dancers, for her handicap bags were as big as
those worn by two-hundred pound men.
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And she had to apologize at once for her voice, which was a very unfair voice for a woman to use.
Her voice was a warm, luminous, timeless melody. "Excuse me-" she said, and she began again,
making her voice absolutely uncompetitive.
"Harrison Bergeron, age fourteen," she said in a grackle squawk, "has just escaped from jail,
where he was held on suspicion of plotting to overthrow the government. He is a genius and an
athlete, is under-handicapped, and should be regarded as extremely dangerous."
A police photograph of Harrison Bergeron was flashed on the screen-upside down, then
sideways, upside down again, then right side up. The picture showed the full length of Harrison
against a background calibrated in feet and inches. He was exactly seven feet tall.
The rest of Harrison's appearance was Halloween and hardware. Nobody had ever born heavier
handicaps. He had outgrown hindrances faster than the H-G men could think them up. Instead of
a little ear radio for a mental handicap, he wore a tremendous pair of earphones, and spectacles
with thick wavy lenses. The spectacles were intended to make him not only half blind, but to give
him whanging headaches besides.
Scrap metal was hung all over him. Ordinarily, there was a certain symmetry, a military neatness
to the handicaps issued to strong people, but Harrison looked like a walking junkyard. In the race
of life, Harrison carried three hundred pounds.
And to offset his good looks, the H-G men required that he wear at all times a red rubber ball for
a nose, keep his eyebrows shaved off, and cover his even white teeth with black caps at snaggle-
tooth random.
"If you see this boy," said the ballerina, "do not - I repeat, do not - try to reason with him."
There was the shriek of a door being torn from its hinges.
Screams and barking cries of consternation came from the television set. The photograph of
Harrison Bergeron on the screen jumped again and again, as though dancing to the tune of an
earthquake. George Bergeron correctly identified the earthquake, and well he might have - for
many was the time his own home had danced to the same crashing tune. "My God-" said George,
"that must be Harrison!"The realization was blasted from his mind instantly by the sound of an
automobile collision in his head.
When George could open his eyes again, the photograph of Harrison was gone. A living, breathing
Harrison filled the screen. Clanking, clownish, and huge, Harrison stood - in the center of the
studio. The knob of the uprooted studio door was still in his hand. Ballerinas, technicians,
musicians, and announcers cowered on their knees before him, expecting to die.
"I am the Emperor!" cried Harrison. "Do you hear? I am the Emperor! Everybody must do what I
say at once!" He stamped his foot and the studio shook.
"Even as I stand here" he bellowed, "crippled, hobbled, sickened - I am a greater ruler than any
man who ever lived! Now watch me become what I can become!"
Harrison tore the straps of his handicap harness like wet tissue paper, tore straps guaranteed to
support five thousand pounds. Harrison's scrap-iron handicaps crashed to the floor.
Harrison thrust his thumbs under the bar of the padlock that secured his head harness. The bar
snapped like celery. Harrison smashed his headphones and spectacles against the wall.
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He flung away his rubber-ball nose, revealed a man that would have awed Thor, the god of
thunder.
"I shall now select my Empress!" he said, looking down on the cowering people. "Let the first
woman who dares rise to her feet claim her mate and her throne!"
A moment passed, and then a ballerina arose, swaying like a willow.

Harrison plucked the mental handicap from her ear, snapped off her physical handicaps with
marvelous delicacy. Last of all he removed her mask.
She was blindingly beautiful.
"Now-" said Harrison, taking her hand, "shall we show the people the meaning of the word dance?
Music!" he commanded.
The musicians scrambled back into their chairs, and Harrison stripped them of their handicaps,
too. "Play your best," he told them, "and I'll make you barons and dukes and earls."
The music began. It was normal at first-cheap, silly, false. But Harrison snatched two musicians
from their chairs, waved them like batons as he sang the music as he wanted it played. He
slammed them back into their chairs.
The music began again and was much improved. Harrison and his Empress merely listened to
the music for a while-listened gravely, as though synchronizing their heartbeats with it.
They shifted their weights to their toes. Harrison placed his big hands on the girls tiny waist, letting
her sense the weightlessness that would soon be hers. And then, in an explosion of joy and grace,
into the air they sprang! Not only were the laws of the land abandoned, but the law of gravity and
the laws of motion as well. They reeled, whirled, swiveled, flounced, capered, gamboled, and
spun. They leaped like deer on the moon.
The studio ceiling was thirty feet high, but each leap brought the dancers nearer to it.
It became their obvious intention to kiss the ceiling. They kissed it.
And then, neutraling gravity with love and pure will, they remained suspended in air inches below
the ceiling, and they kissed each other for a long, long time.
It was then that Diana Moon Glampers, the Handicapper General, came into the studio with a
double-barreled ten-gauge shotgun. She fired twice, and the Emperor and the Empress were
dead before they hit the floor. Diana Moon Glampers loaded the gun again. She aimed it at the
musicians and told them they had ten seconds to get their handicaps back on.
It was then that the Bergerons' television tube burned out.

Hazel turned to comment about the blackout to George. But George had gone out into the kitchen
for a can of beer. George came back in with the beer, paused while a handicap signal shook him
up. And then he sat down again.
"You been crying" he said to Hazel.
"Yup," she said.
"What about?" he said.
"I forget," she said. "Something real sad on television."
"What was it?" he said.
105
"It's all kind of mixed up in my mind," said Hazel.

"Forget sad things," said George.
"I always do," said Hazel.
"That's my girl," said George. He winced. There was the sound of a riveting gun in his head.
"Gee - I could tell that one was a doozy," said Hazel.
"You can say that again," said George.
"Gee-" said Hazel, "I could tell that one was a doozy."
----
ELABORATE
Expand your understanding about the two presented literary texts
under Metafiction and Speculative fiction by reflecting on the elements
or characteristics of these two literary texts that made them be
categorized under the said genres.
EVALUATE
WRITTEN WORK # 2: (30 Points)
Recall all important concepts we have discussed in this unit. Answer the following questions
intelligently. NO need to copy the questions. Answers only.
Use a short bond paper, 12 Arial.
Name: Date:
Grade Strand Section: Score:
A. Identify the concepts (regarding metafiction and speculative fiction) being asked.Two
points each. (14 pts.)
1) These are stories about civilizations/societies that the authors deem to be perfect and
ideal. _
2) These are stories that take place before and during a huge disaster that wipes out a
significant portion of the world’s population. The stories center around characters
doing everything they can to stay alive. _
106
3) These are stories about societies deemed problematic within the world of the novel,
often satirizing government rules, poverty, and oppression.
_
4) These are stories with imagined technologies that don’t exist in the real world, like
time travel, aliens, and robots. _
5) These are stories which uses magic and supernatural elements in plot, theme, and
setting. These stories often involve journeys and quests.
_
6) This genre reminds you that you are reading a fictional work, and in doing so poses
questions about the relationship between fiction and reality.
7) This is considered to be a super genre which encompasses a number of different

genres of fiction. _ _
B. Write true if the statement correctly speaks of the events in the story; write false if the
statement speaks otherwise of the events in the story. (8 pts.)
1) Metafiction is a fiction that thinks, and talks about itself. It is self-conscious.
2) Realistic fiction explores the “what ifs” of what is possible in the world while speculative
fiction explores the “what ifs” of character development.
3) In the 21st century genre, students are encouraged to read only those that are prescribed
list of works deemed as representative.
4) Harrison Bergeron is a Utopian satire that highlights equality and freedom.
C. From the two stories indicated below, write one significant theme per story, then give a short
explanation for each. (8 points)
*Criteria:
Mechanics and Organization - 4 pts.
Content - 4 pts.
1. The Tale of The Three Brothers

Theme: Explanation:
2. Harrison Bergeron
Theme: Explanation:
107
ANSWER KEY
Rehearsal Task 1
1) The Matrix
2) Harry Potter
3) The Lord of the Rings
4) Transformers
5) Star Wars
6) Avatar
7) Avengers
8) Hunger Games
108
REFERENCES
Chapman, H. (2020). What is metafiction? https://www.novel-writing-help.com/metafiction.html
Frondoza, W. (2017). The Philippines and the world 21st century literature.Trinitas Publishing, Inc.
Hudspeth, J. (2020). Definition and examples of metafiction.

https://study.com/academy/lesson/metafiction-definition-examples.html
MasterClass. (2019). What is speculative fiction? defining and understanding the different
genres of speculative fiction. https://www.masterclass.com/articles/what-is-speculative-
fiction-defining-and-understanding-the-different-genres-of-speculative-fiction#quiz-0
Mata, E. (2016). 21st century literature from the Philippines and the world. Malabon City: MUTYA
Publishing House.
Neugebauer, A. (2014). What is speculative fiction? https://annieneugebauer.com/2014/03/24/what-
is-speculative-fiction/
Shmoop. (2020). Metafiction.
https://scholarblogs.emory.edu/postcolonialstudies/2014/06/21/metafiction/
Sparknotes. (2020). Harrison Bergeron. https://www.sparknotes.com/short-stories/harrison-
bergeron/summary/
Youtube.com (2011). The tale of the three brothers. https://www.youtube.com/watch?v=bN1_h_eGitE
[Image of the Matrix] (2020).

https://www.google.com/search?q=image+the+matrix&tbm=isch&ved=2ahUKEwian8CP_P
HqAhU3zYsBHeKNBNwQ2-
[Image of Harry Potter the movie].
https://www.google.com/search?q=image+of+harry+potter&tbm=isch&ved=2ahUKEwjns8S
Z_fHqAhW0yosBHT9gAWIQ2-
[Image of the movie The Ring] (2020).
https://www.google.com/search?q=image+of+the+ring&tbm=isch&ved=2ahUKEwjZ7L3F_f
HqAhXiJaYKHYKwCmgQ2-
[Image of the movie Avengers] (2020).
https://www.google.com/search?q=image+of+the+avengers&tbm=isch&ved=2ahUKEwjH1
vSB_vHqAhVJUJQKHWfZA0cQ2-
[Image of the Tale of the Three Brothers].

https://www.google.com/search?q=image+of++the+tale+of+the+three+brothers&tbm=isch
&ved=2ahUKEwi-rP-U HqAhUOB5QKHZQiBx0Q2-
[Image of Harrison Bergeron] (2020).
https://www.google.com/search?q=image+of++harrison+bergeron&tbm=isch&ved=2ahUK
Ewj4r5bZ HqAhWcxIsBHRJCBMoQ2-
109
UNIT 2

to:
1. elucidate on the nature of Memoir

and Digital text through the given
selections;
2. illustrate a memory map indicating

sensory details;
3. write a reaction essay about a

chosen digital text; and
4. express gratitude to people who

made our lives meaningful.
110
ENGAGE
Let’s journey back to history lane by remembering those great inventors of all time who made
significant contribution to technological advancement.
Do you know the people behind the technologies you are enjoying today? How about the people
who discovered and explored the great places or people who contributed something to the world
of education? Acquaint yourself with the greatest inventors of all time.
Rehearsal Task 1: Match the names of the following inventors in Column A with their
corresponding inventions in Column B. Write the letters of your answers on the spaces provided
after the names.
COLUMN A COLUMN B
1. Thomas Edison- _ A
2. Isaac Newton- _ _ B
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3. Alexander Graham Bell- C
4. Leonardo da Vinci- D
5. Wright Brothers- E
6. Charles Babbage- F
7. Henry Ford- G
112
EXPLORE
Rehearsal Task 2: Remember Me

Have a conscious effort to remember people, events, and places you have special memories
with. Describe briefly, yet vividly the imagery and emotion during those times.
1. …your first love
_
2. …your first experience of heart break
3. …your first experience of loss/ death
4. …your first experience with shame
5. …your nastiest big fight
6. …your most overwhelming experience
EXPLAIN
113
MEMOIR
➢ It comes from the French word mémoire, which means “memory,” or “reminiscence.”
➢ Memoir is a written factual account of somebody’s life. This literary technique tells a
story about the experiences of someone’s life. A literary memoir is usually about a
specific theme, or about a part of someone’s life. It is a story with a
proper narrative shape, focus, and subject matter, involving reflection on some
particular event or place.
➢ Memoir falls under the category of autobiography, but is used as its sub-genre. The
major difference between memoir and autobiography is that a memoir is a
centralized and more specific storytelling, while an autobiography spans the entire
life of a person with intricate details such as the childhood, family history, education,
and profession. A memoir is specific and focused, telling the story of somebody’s life,
focusing on an important event that occurred at a specific time and place.
➢ The author of a memoir may be referred to as a memoirist or a memorialist.
Example 1
Flames were leaping up from a ditch, gigantic flames. They were burning something. A lorry
drew up at the pit and delivered its load- little children. Babies! Yes, i saw it – saw it with my own
eyes...those children in flames. (Is it surprising that i could not sleep after that? Sleep had fled
from my eyes)
(Night by Elie Wiesel)
Elie Wiesel’s memoir Night is among the most famous, revealing the terrifying events he
endured as a teenager in concentration camps.
Example 2
I have a history of making decisions very quickly about men. I have always fallen in love fast
and without measuring risks. I have a tendency not only to see the best in everyone, but to
assume that everyone is emotionally capable of reaching his highest potential. I have fallen in
love more times than I care to count with the highest potential of a man, rather than with the
man himself, and I have hung on to the relationship for a long time (sometimes far too long)
waiting for the man to ascend to his own greatness. Many times in romance I have been a
victim of my own optimism.
(Eat, Pray, Love by Elizabeth Gilbert)
Gilbert details her divorce and decision to travel to Italy, India, and Indonesia to find new
purpose in her life. Her straightforward, witty, and incisive writing style, along with her themes of
self-discovery made this book one of the most popular memoirs of all time.
114
What are the Key Elements of a Memoir?
Elements of a Details
Memoir
Introduction A snippet of what your life is like now and why you're writing this
memoir
Core Each memoir should have an overall theme or message that one can
theme/message take away when they've finished reading.
Honesty Writing a memoir without honesty will come across on the pages.
Readers will be able to tell and will be pulled out of the book because
of this.
Entertainment Nobody wants to read a memoir that's written like a textbook. Create
value entertainment value through the stories you tell.
Supporting Because you have an overall theme, it needs supporting stories from
stories your life to back it up.
Intriguing writing Once again, a memoir is still a book and therefore, it cannot read like a
textbook. Great writing is necessary for a great book.
Overall arc Your life has an arc and your memoir's purpose is to show this through
lessons learned from start to end.
Here are a few ways you can add more personality into your memoir:
• Tell jokes.
• Add your personal lingo (we all have phrases we use regularly).
• Italicize words you emphasize.
• If you have the urge to write something you think is funny or witty, do it!
Now that you know the key elements of Memoir, you

are now ready to expand your understanding by
reading one recent literary piece under this genre
-A short memoir of a suspected Covid-19 Case-
One recent example of a memoir is the story below. The author narrates her hospital
experiences in China.
115
Reading Selection:
A Short Memoir of a Suspected COVID-19 Case

Wu Shuangnan
It was quiet in my ward. All the nurses had left. I was alone lying on my bed, trying to sort out
how this whole thing started.
On February 23rd, my peaceful Sunday morning in Zhengzhou was interrupted by a call from
a local hospital, informing me that a friend of mine who only a few days earlier had stopped
by my flat for a visit had just tested positive for covid-19. We were told that we would need to
be put into medical quarantine at the hospital, and I was asked to stay where I was until health
workers arrived to transport us. It wasn’t long before three fully covered medics showed up at
my door. While one of them disinfected my flat, the two others helped me and my parents fill
in forms about our medical history, recent travel history, and people that we had been in
contact with in the time since my friend had visited us.
Before leaving our home, my mother packed as many masks as possible. I rushed to feed my
parrot and quickly dropped an email to my supervisor at work. My father grabbed all his bank
cards and the family’s insurance documents. As we boarded the ambulance, I noticed the
neighbours standing on their balconies watching. I thought to myself, “if only the siren wasn’t
on…”
Of course, like everyone else, I had been following the news about covid-19 every day. But it
still felt surreal the moment when I stepped into the hospital. Was this actually happening?
The first thing I noticed was the strong smell of disinfectant, before we were taken away for
testing. After undergoing CT scans, doctors did not spot any abnormalities in any of our
results. We also all tested negative in the first nucleic acid test.
116
I thought I had known enough about hospital life from the newspapers, but I was surprised
that we didn’t need to pay for anything. Doctors swabbed me three times in total, but they
charged nothing. All the tests, masks and even food was free. Therefore, for my father, taking
bank cards and insurance papers turned out to be completely unnecessary because doctors
told us that the state would pick up everything even if we were confirmed.
Nurses said we were lucky to have private rooms as there was a shortage of beds a few
weeks ago. One nurse came by to take my temperature on an hourly basis every day and she
had a notebook filled with my temperature record, but she always had a mask on so I have
never got a chance to see her face. Food wasn’t particularly tasty but was definitely nutritious
and they even offered fresh fruit every day, which made my mother more than satisfied
because she didn’t have to cook.
Over the next several days, my parents were allowed to go home, but I wasn’t because I
suddenly got a mild fever. I would be lying if I said that I didn’t panic at all. I compulsively
checked my temperature and drank a huge amount of water every day, which didn’t help
much. Doctors decided to swab me and scan my lungs again. Both results were fine, but my
fever lasted for 3 days. It might sound silly, but I did secretly fear that those would be my last
few days. I started to block news about the virus’ fatality rate because I didn’t want to overthink
things. I tried to put a positive spin on things, distracting myself by writing, exercising, and
doodling. I called all my close friends to hear their voices, pretending I was simply catching
up. I even wrote a long letter to my parents just in case.
My job at UNDP continued despite my quarantine. In fact, work became something I looked
forward to so I could keep my mind occupied. I enjoyed the daily remote team meeting with
my colleagues more than ever before because my lovely team all told me to stay strong and
that I was going to be alright. You have no idea how difficult it is to be put into that situation:
you are scared because you might be infected by a lethal epidemic, but you cannot share
your fear with anyone because you don’t know how to.
I even remember one night, I had a long call with my poor friend who had been confirmed with
covid-19. Over the phone, we both worried about our lives and started to list out things that
we would do once we were discharged. The conversation went on and on until we both fell
asleep.
That same night was the first time I slept well since I got the fever. The next morning, my
temperature finally dropped back to normal. The doctor later told me that I was likely just
stressed out and it was not caused by coronavirus. The next day, I was allowed to return
home. I later learned that my friend who was confirmed to have the virus was also recovering.
The virus is transient in nature, but the love and care that I had the privilege to experience
from family members, friends, nurses, doctors and UNDP colleagues will last. They have all
been there for me throughout my hospital life.
Staying in the hospital is drastically different from what I’ve read. I thought it would definitely
be somber, but whoever lived next door to me was dancing to disco music every day. Nurses
even put all patients on my floor into an online chat group, where we discussed everyday
menus and played online poker and sent out digital red envelopes (lucky money) sometimes.
117
Work also carried on, albeit remotely, which helped create a sense of normalcy. I was really
proud that I was able to support my team with our #SpreadTheWordNotTheVirus campaign
giving hundreds of thousands of people a platform to help combat the epidemic without being
on the frontlines through awareness raising. By continuing to work, I felt that in some ways, I
too was making my own little contribution to the fight, even from my hospital bed!
This whole period has, without a doubt, been a really hard time for everyone, but I’ve been
touched by how people have all tried to make it better, often through simple little actions or
gestures, keeping spirits up, expressing support, and showing compassion. I guess that would
be my most valuable takeaway from my coronavirus experience. A virus can be deadly, but
the warmth shared between people and their passion about life are what truly matter to win
this fight.
-----
Another emerging genre in World Literature offers vast selection of texts

that serve diverse range of purposes. It provides an avenue for the
generation of meaning. When we talk of meaning, we refer to the ways
in which we are affected by the digital media text emotionally, culturally,
psychologically, physically, and intellectually; the way in which the text
entertains, stimulates, or informs us.
- Digital Media Text-
DIGITAL MEDIA TEXT
➢ A digital text, often called a multimodal text, is a document that gets enhanced by features
like hyperlinks, embedded images, embedded video, commenting, and annotation
features, and interactive elements.
➢ Digital text is delivered on a computer or another device to meet the needs of students
with sensory, physical, or learning and reading disabilities.
➢ When digital text is delivered via accessible technologies, it can be of benefit to students
with many different types of needs. Those with reading and learning disabilities often
benefit from the use of supported reading software. Students with physical disabilities are
able to access the content using various assistive technologies.
Digital media makes interactivity and community collaboration possible in ways that traditional
media does not. Readers of literary works available online, for instance, are able to create their
own reading list, as well as instantly rate, comment on, and share them to other users. Digital
media users are also empowered to easily communicate and collaborate with other users by
forming communities around any sort of topic.
The following are some popular types of digital media:
Podcast Similar to a radio program, but with key differences: in a podcast, listeners
can tune in to the show at their convenience and listen directly on any
device that can play the audio file
118
E- books An electronic version of a printed book that can be read on a computer or

an e-book reader
Digital Story Multimedia movie that uses a combination of pictures, video, audio, text
narration, and sometimes animation
Vlog A blog that contains video content (video blog)
Features of Digital Texts
• Hyperlinks offer links to external webpages, or other texts from the same source, which
are meant to supplement the reading experience. These links might either be to provide
attribution for information cited, or simply to offer the reading another text to read about a
related topic.
• Embedded images are familiar to teachers and students because they also appear in
print texts, but images have never been easier to capture because of the proliferation of
camera phones. We might consider having students discuss the significance of, for
example, a journalist’s decision to features a cell phone photo instead of a professional
photo.
• Embedded videos can engage reluctant readers, especially when they appear at the
topic of an article and provide context for the text below the video. Increasingly, writers
feature videos interspersed through a text that add deeper context or background
information for the reader.
ELABORATE
With vast choices of Digital Media text, search or recall some particular type of Digital Media
Site you can recommend. Be clear of its advantages and contributions. Get ready to accomplish
the task under Evaluate.
119
EVALUATE

Choose a digital media that has gone “viral” in a positive way - a
video or a news item, for instance, that has circulated because of its
social, artistic, or cultural value. Write a reaction essay on that digital
media.
Include the following in your essay:
1) short introduction of the digital media
2) common reactions of netizens
3) personal take on the subject
4) essence/ effect of the digital media to you as individual and to the
society
Mechanics:
Arial 11
Single-spaced
1” margins
Short bond paper
120
SCORING RUBRIC:
SCORING
Excellent Progressing Needs more work

ASPECTS Scores:
(10-8) (7-4) (3-1)
Substantial, Apparent point Limited content

Focus & specific, and made and with inadequate
Content illustrative sufficiently elaboration or
content developed explanation
demonstrating content with
strong adequate
development elaboration or
and explanation
sophisticated
ideas
Sophisticated Functional Minimal control of

arrangement of arrangement of content
content with content that arrangement
Organization evident sustains a
transitions logical order of
ideas
Evident control Sufficient Minimal control of

of grammar, control of grammar,
mechanics, grammar, mechanics,
Conventions spelling, mechanics, spelling, usage,
usage,and spelling, usage, and sentence
sentence and sentence formation
formation formation.
TOTAL:
https://de2.slideshare.net/jennytuazon01630/rubrics-in-essay
121
REFERENCES
Dawson, G. (2019). What is a digital text? https://www.gerarddawson.org/what-is-a-digital-text/
Frondoza, W. (2017). The Philippines and the world 21st century literature. Quezon City: Trinitas
Publishing, Inc.
Goodreads. (2020). Memoir. https://www.goodreads.com/genres/memoir

Jenkins, J. (2020). How to write your memoir: a 5-Step guide. https://jerryjenkins.com/how-to-
write-a-memoir/
Literary Devices. (2020). Definition of memoir. https://literarydevices.net/memoir/
Maine – Accessible Educational Materials. (2020). What is digital text? https://maine-
aim.org/about-aim/what-are-aim/what-is-digital-text/
Mata, E. (2016). 21st century literature from the Philippines and the world. Malabon City:
MUTYA Publishing House.
Pope, B. (2020). How to write a memoir: the complete guide to getting started. https://self-
publishingschool.com/how-to-write-a-memoir/
Shuangnan, W. (2020). A short memoir of a suspected COVID-19 case.https://www.asia-
pacific.undp.org/content/rbap/en/home/blog/2020/a-short-memoir-of-a-suspected-
covid-19-case.html
[Image of Thomas Edison] (2020).
https://www.google.com/search?q=picture+of+thomas+edison&tbm=isch&ved=2ahUK
Ewjsn8-Vz_LqAhVDyZQKHVagD2EQ2-
[Image of Isaac Newton] (2020).
https://www.google.com/search?q=picture+of+isaac+newton&tbm=isch&ved=2ahUKE
wi8_vbgz_LqAhUGVJQKHavPD_kQ2-
[Image of Alexander Bell] (2020).
https://www.google.com/search?q=picture+of+alexander+Bell&tbm=isch&ved=2ahUK
Ewju74CM0PLqAhVOb5QKHbrCABwQ2-
[Image of Leonardo Da Vinci] (2020).
https://www.google.com/search?q=picture+of+leonardo+da+vinci&tbm=isch&ved=2ah
UKEwix5OSu0PLqAhVrwIsBHQebC1kQ2-
[Image of the Wright Brothers] (2020).
https://www.google.com/search?q=picture+of+wright+brothers&tbm=isch&ved=2ahUK
EwjVsLzR0PLqAhVWyosBHU6nD7IQ2-
122
ANSWER KEY
Rehearsal Task 1:
1) C
2) D
3) A
4) G
5) B
6) E
7) F
123
UNIT 3

to:
1. present the nature and characteristics of

Spoken Poetry;
2. create entertaining catch lines based on

the selected topics;
3. deliver original Spoken Poetry through a

video; and
4. observe authenticity/originality in writing

the individual Spoken Poetry.
124
ENGAGE
"Ate, pabili po ng kape" "Anong kape?" "Yung matapang.

Yung kaya akong ipaglaban".
"Alam mo kung anong costume ko ngayong Halloween?
Commitment. Doon ka takot ‘di ba?”
Catch lines are brief phrases or sentences written with a deeply-rooted emotion. Typically, these
are the result of a broken heart or another kind of problematic or inconvenient situation. Filipinos
are undeniably witty and creative thinkers who are good at creating and recreating catch lines
Consider the following examples.
125
EXPLORE
Explore witty and creative ways on how to describe the following

words to make it meaningful, and eventually turn it into “catch lines”
(You may use English or Filipino). Choose at least three words among
the given choices below. Write your own catch lines on the spaces
provided below.
Wheels of Words
Life death
success friend
love
1)
2)
3)
126
EXPLAIN
Spoken word poetry has been rising in popularity in the recent decades, gaining a dedicated
following from artists of various socio-economic and cultural backgrounds around the world. The
internet has further increased the genre’s popularity and accessibility. Thousands of spoken word
poetry performances may be accessed through YouTube and various other websites.
SPOKEN POETRY
➢ Spoken word is a poetic performance art that is word-based. It is written on a page but
performed for an audience. It relies on a heavy use of rhythm, improvisation, rhymes, word
play, and slang.
➢ 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. Although spoken word can include any kind of poetry read aloud,
it is different from written poetry in that how it sounds is often one of the main components.
Unlike written poetry, it has less to do with physical, on the page aesthetics and more to
do with phonaesthetics, or the aesthetics of sound.
➢ Spoken Word is writing that is meant to be read out loud. Some examples of spoken word
you might be familiar with are stories, poems, monologues, slam poetry, rap and
even stand-up comedy. When writing a spoken word piece use words and phrases that
project onto the minds of the listeners like vivid images, sounds, actions and other
sensations. If your poem is rich with imagery, your listeners will see, smell, feel and maybe
even taste what you’re telling them
TIPS ON HOW TO START
1. Choose a subject and have attitude. No attitude, no poem! Feelings and opinions give
poetry its “richness.” Each poet has a unique perspective and view of the world that no one
else has. It is important that a spoken word poem embodies the courage necessary to share
one’s self with the rest of the world.
2. Pick your poetic devices. Poems that get attention are ones that incorporate simple, but
powerful poetic elements. Repetition is a device that can help a writer generate exciting
poems with just repeating a key phrase or image. Rhyming can enrich your diction and
performance. (Check out other poetic devices while you’re at it.)
127
3. Performance. Spoken word poems are written to be performed. After your poem is
written, practice performing the poem with the elements of good stage presence in mind. It
is important to maintain Eye Contact – Don’t stare at the floor, or hide behind a piece of
paper/phone. From time to time, look into the eyes of people in the audience to capture their
attention. Projection is also crucial, so remember to speak loudly and clearly so that your
voice can be heard from a distance. Enunciation helps the listeners to hear exactly what you
say. Don’t mumble. Speak clearly and distinctly so that the audience can understand what
you are saying. Facial Expressions help animate your poem. You’re not a statue: smile if
you’re reading something happy. Look angry if your poem is about anger. This might sound
silly, but using the appropriate facial expressions help express various emotions in your
performance. Gestures such as hand motions and body movements emphasize different
elements of your performance. Choose the right gestures for your poem.
4. Memorization. Once you’ve memorized your spoken word piece, you can devote more
time to your performance. Memorization allows you to be truly in touch with the meaning
and the emotional content of your poem, even if you forget a word or a line you can
improvise, which is one of the most important elements of spoken word.
5. Power Poetry. Spoken word must be, well, spoken.
Now that you know the nature of spoken poetry, you are
now ready to expand your understanding by reading one
recent and popular literary piece under this genre
-When love arrives-
One of the many examples of Spoken poetry is the poem “When Love Arrives” written by Sarah
and Phil Kaye. The video was created in 2012. Their creative minds give out a description of a
complex and dizzying experience of falling in and out of romance. Somehow it illustrates the
flows of bittersweet heartaches to the all-consuming intimacy of love. Sarah and Phillip really use
the fact that this poem is a duet to their advantage. They are telling two completely different and
individualized stories that fit perfectly together just like love.
128
Reading Selection:
When Love Arrives
By Sarah Kay and Phil Kaye
I knew exactly what love looked like...

In seventh grade [Phil]
Love wasn't afraid to ride the bus with me
[Sarah]
Even though I hadn't met love yet [Sarah & Phil]
If love had wandered into my homeroom And I knew
I would have recognized him at first glance
Love wore a hemp necklace [Sarah]
I just must be searching the wrong
[Phil] classroom
I would have recognized her at first glance

Love wore a tight French braid
[Phil]
Just must be checking the wrong hallways
[Sarah] She was there, I was sure of it
Love played acoustic guitar
[Sarah]
And knew all my favorite Beatles songs If only I could find him
129
[Sarah & Phil]

But when love finally showed up [Phil]
And love grew
[Phil]
She had a bowl cut [Sarah]
Stretched like a trampoline
[Sarah]
He wore the same clothes every day for a
week
[Phil]
Love changed
[Phil]
Love hated the bus
[Sarah]
Love disappeared... slowly
[Sarah]
Like baby teeth, losing parts of me I thought
Love didn't know anything about the Beatles
I needed
[Sarah & Phil]
[Phil]
Instead
Love vanished like an amateur magician
Everyone could see the trapdoor but me
[Phil]
Every time I tried to kiss love
[Sarah]
Like a flat tire
There were other places I had planned on
[Sarah & Phil] going
Our teeth got in the way
[Sarah & Phil]
[Sarah] But my plans didn't matter
Love became the reason I lied to my
parents [Sarah]
Love stayed away for years
[Phil] And when love finally reappeared, I barely
"I'm going to... Ben's house" recognized him
[Sarah] [Phil]
Love had terrible rhythm on the dance floor Love smelled different now, had darker eyes
But made sure we never missed a slow
song [Sarah]
A broader back
[Phil] Love came with freckles I didn't recognize
Love waited by the phone because she
knew if her father picked up it would be [Phil]
New birthmarks, a softer voice
[Sarah (Phil)]
"Hello ?" (*Heavy breathing*) [Sarah]
"Hello ?" (*Heavy breathing*) Now there were new sleeping patterns
"I guess they hung up"
130
[Phil] [Sarah]
New favorite books Love uses the word "boobs" in front of my
parents
[Sarah]
Love had songs that reminded him of [Phil]
someone else Love chews too loud
[Phil] [Sarah]
Songs love didn't like to listen to Love leaves the cap off the toothpaste
[Sarah & Phil] [Phil]

So did I... Love uses smiley faces in her text
messages
[Phil]
But we found a park bench that fit us [Sarah]
perfectly And turns out
[Sarah] [Sarah & Phil]

We found jokes that make us laugh Love shits!
[Phil] [Sarah]
And now love makes me fresh homemade But love also cries
chocolate chip cookies And love will tell you, "You are beautiful"
[Sarah] [Phil]
But love will probably finish most of them for And mean it
a midnight snack
[Sarah (Phil)]
[Phil] Over and over again ("You are beautiful")
Loves looks great in lingerie but still likes to When you first wake up- ("You are
wear her retainer beautiful")
When you've just been crying- ("You are
[Sarah] beautiful")
Love is a terrible driver, but a great When you don't wanna hear it- ("You are
navigator beautiful")
When you don't believe it- ("You are
[Phil] beautiful")
Love knows where she's going When nobody else will tell you, ("You are
It just might take her two hours longer than beautiful")
she planned Love still thinks... ("...")
[Sarah] [Sarah]
Love is messier now You are beautiful
[Phil] [Phil]
Not as simple But love is not perfect and will sometimes
forget
131
[Phil]
[Sarah] Maybe love is there for every firework, every
When you need to hear it most birthday party, every hospital visit
[Sarah & Phil] [Sarah]

You are beautiful Maybe love stays
[Sarah] [Phil]
Do not forget this Maybe love can't
[Phil] [Sarah & Phil]

Love is not who you were expecting Maybe love shouldn't...
Love is not what you can predict
[Phil]
[Sarah] Love arrives exactly when love is supposed
Maybe love is in New York City already to
asleep And love leaves exactly when love must
You are in California, Australia, wide awake
Maybe love is always in the wrong timezone [Sarah]
When love arrives say,
[Phil]
Maybe love is not ready for you [Sarah & Phil]
Maybe you are not ready for love "Welcome, make yourself comfortable"
[Sarah] [Phil]
Maybe love just isn't the marrying type If love leaves, ask her to leave the door
open behind her
[Phil]
Maybe the next time you see love is twenty [Sarah]
years after the divorce Turn off the music, listen to the quiet
Love looks older now, but just as beautiful
as you remember [Phil]
Whisper,
[Sarah]
Maybe love is only there for a month [Sarah & Phil]
"Thank you for stopping by"
-------
132
ELABORATE

Poetry Writing
Instructions:
1. Pick a theme of your choice – A topic you are most passionate about.
2. Write your own free verse poem. No specific number of lines and
stanzas as long as the poem be good to deliver for three-five minutes.
Other considerations in writing your poem: CRITERIA:

a) Write powerful gateway lines.
b) Focus on the intended theme Relevance of Topic/ Theme: 10 pts.
and sensory details. Word choice & Wordplay: 10 pts.
c) Use repetition and wordplay. Originality & Creativity: 10 pts.
d) Plan your delivery (tone &
mood).
Name: Date:
(Title of your Poem)
133
EVALUATE

(CULMINATING/BIG TASK)
Deliver a Spoken Poetry – through Video recording.
To accomplish this task, follow the steps indicated below.
Instructions:
1. Familiarize/memorize the poem you’ve written under Elaborate part of this module.
2. Video record yourself while reciting your poem.
3. You may use your phone, camera, laptop, or any other gadget available. Use your
preferred video recording tool and editing app.
4. Match your tone, speed, gestures, and facial expressions with the mood and theme of
your poem. Your movements must also imply the emotions of your poem.
5. Make sure that your video time lasts for 3-5 minutes only.
6. Upload your video in Google Classroom.
SCORING RUBRIC:
Excellent Progressing Needs more work
Aspect
(10-8) (7-4) (3-1) Score
Facial expressions Facial expressions Very little use of facial
and body language and body language expressions & body
1. BODY generate a strong sometimes generate language does not
LANGUAGE interest & a strong sense & generate much
(10 pts.) enthusiasm. enthusiasm. interest.
Shows strong Shows sense of Shows no sense of
passion and sense purpose. The mood passion and purpose.
2. DELIVERY of purpose. The and tone of voice is The mood and tone is
(10 pts.) mood and tone of somewhat not appropriate to the
voice is appropriate appropriate to the emotion/wish to
to the emotion/wish emotion/wish to convey.
to convey. convey.
The video shows The video is The video is
flawless transitions, somewhat focused unfocused & without
audible sounds, and with fluent transitions, fluent transitions,
3. PRODUCTIVITY creative use of audible sounds, and audible sounds, and
(10 pts.) special effects. creative use of creative use of
special effects. special effects.
The video is within The video is slightly The video is far

the timeframe over or under time. beyond the timeframe
allowed. allowed.
Total Score :
134
REFERENCES
Frondoza, W. (2017). The Philippines and the world 21st century literature. Trinitas Publishing, Inc.
Kay, S & Kaye, P. (2015). When love arrives.

https://www.youtube.com/watch?v=cPG6nJRJeWQ&vl=en
Mata, E. (2016). 21st century literature from the Philippines and the world. MUTYA Publishing
House.
Padilla, C. (2019). Hugot lines love: top 50 hugots to make you laugh and cry.
https://www.msn.com/en-ph/lifestyle/relationships/hugot-lines-love-top-50-hugots-to-make-
you-laugh-and-cry/ar-BBX9lSd?li=BBuSk52
Poetry, B (2020). When love arrives. https://genius.com/Sarah-kay-and-phil-kaye-when-love-
arrives-annotated
Sebastiani, I. (2017). When love arrives.
https://justanotherblondebloggersblog.wordpress.com/2017/04/03/when-love-arrives/
135

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Saint Louis University

LABORATORY HIGH SCHOOL – SENIOR HIGH

II. Course Overview

B. Course Learning Outcomes

CONTENT STANDARDS PERFORMANCE STANDARDS

Discussing how different contexts enhance

C. Module, Unit Topics, and Study Schedule

Unit 1 Definition, Nature, & Division of Literature Week 1 (Aug.31-Sept.7)

Unit 2 Elements of Literature Week 2 (Sept.8-14)

Unit 3 Literary Criticism & Approaches Week 3 (Sept.15-21)

Unit 1 Historical Highlights of Philippine Week 4 (Sept. 22-28)

Unit 2 a. Poetry – The Conversion (Neil Garcia) Performance Task #2

b. Short Story – The Wedding Dance

Unit 4 d. Creative non-fiction – Minsan May

Culminating Activity Oct. 20-22

Unit 1 Historical Highlights and Literary Week 1 (Oct. 25-29)

Unit 2 Emerging Genres in World Literature Week 2 (Nov. 3-11)

Unit 1 a. Meta-fiction – The Tale of the Three Week 3 (Nov. 12-18)

Unit 2 c. Memoir (Literary Journalism) – A Week 4 (Nov. 19-25)

Unit 3 e. Spoken Poetry – When Love Arrives Week 5 & Week 6

Culminating Activity Dec. 15-17

III. Course Study Guide

3. Owe it to yourself. In doing the assessment tasks, whether formative or summative,

Remember I am here to ensure that we go through the completion of this subject

A. Deadline of submission of Written Works and Performance Tasks

1ST GRADING 2ND GRADING

B. The Culminating Task

Video Recorded- Spoken Poetry

Refer to page 134 for the complete guidelines and mechanics.

VI. Technological Tools

VII. Grading System

Written Works 40%

VIII. Contact Information

Teacher Messenger Account

Wilamirah Atam Wilamirah Atam

Looking forward to a pleasant teaching - learning experience with you!

Reviewed and Endorsed by:

Acknowledgment and Promissory Note 3

MODULE 1 Introduction to Literature 4

Unit 1 Definition, Nature & Division of Literature 5

Unit 2 Elements of Literature 16

Unit 3 Literary Criticism & Approaches 28

MODULE 2 Elements and Contexts of 21st Century Philippine 39

Unit 1 Historical Highlights of Philippine Literature 40

Unit 2 a. Poetry -The Conversion (Neil Garcia) 47

Unit 3 b. Short Story – The Wedding Dance (Amador Daguio) 52

MODULE 3 Introduction to World Literature 74

Unit 1 Historical Highlights and Literary Movements in World

Unit 2 Emerging Genres in World Literature 85

MODULE 4 Emerging Genre in World Literature & Representative

Unit 1 a. Meta-fiction- The Tale of the Three Brothers (Jk Rowling)

SAINT LOUIS UNIVERSITY

ACKNOWLEDGMENT AND PROMISSORY NOTE

Therefore, I promise in the presence of my parent/guardian that:

DR. ROMEO E. JAVIER

FIRST GRADING PERIOD

Literature is not just printed texts

In this module, you will be taken to a

TOPIC LEARNING OUTCOMES

1. describe the nature of literature;

2. categorize the main and sub-divisions of

3. exhibit appreciation of the 21st Century

Literature as defined by various scholars: