LEARNING ACTIVITY SHEET IN 21ST CENTURY LITERATURE

FROM THE PHILIPPINES AND THE WORLD

Worksheet No. 1, Quarter 1

Learner’s Name: ________________________________________________

Strand/Track/Section:________________________________________________
Date: ________________________________________________

I. LEARNING SKILLS
A. Most Essential Learning Competency
Writing a close analysis and critical interpretation of literary texts and doing
an adaptation of these require the learner the ability to identify:
a.) the geographic, 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 for the students’
region/province/town)

B. Objectives
1) identify the geographic, linguistic, and ethnic dimensions of Philippine
literary history from pre-colonial to the contemporary
2) appreciate and develop genuine love for Philippine literature

II. INTRODUCTORY CONCEPT

DIFFERENT PERIODS OF PHILIPPINE LITERATURE
I. PRE-COLONIAL PERIOD (BC to 1564)
A. Characteristics
1. Based on oral traditions
2. Crude on ideology and phraseology

B. Literary Forms
1. Oral Literature
a. Riddles (bugtong) – battle of wits among participants
Tigmo –Cebu Paktakon – Ilonggo Patotdon – Bicol
a Proverbs (salawikain) – wise sayings that contain a
metaphor used to teach as a food for thought etc.
Example: Nasa Diyos ang awa, nasa tao ang gawa.

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 b. Tanaga - a mono-riming heptasyllabic quatrain expressing
insights and lessons on life, is "more emotionally charged than
the terse proverb, and thus, has affinities with the folk lyric."
c. Folk Songs-It is a form of folk lyric which expresses the hopes
and aspirations, the people's lifestyles as well as their loves.

These are often repetitive and sonorous, didactic, and naive.

1. Hele or oyayi – lullaby
2. Ambahan (Mangyan) – 7-syllable per line poem that are about
human relationships and social entertainment
3. Kalusan (Ivatan) - work songs that depict the livelihood of the
people.
4. Tagay (Cebuano and Waray) – drinking song
5. Kanogan (Cebuano) – song of lamentation for the dead

3. Folk Tales
a. Myths – explain how the world was created, how certain animals
possess certain characteristics, why some places have
waterfalls, volcanoes, mountains, flora, or fauna.
b. Legends – explain the origin of things; examples are Why the
Pineapple Has Eyes and The Legend of Maria Makiling.
c. Fables – use animal characters and allegory
d. Fantasy stories – deal with underworld characters such as
“tiyanak,” “aswang,” “kapre,” and others.
e. Epics - these are “narratives of sustained length based on oral
tradition Revolving around supernatural events or heroic deeds.”
(Arsenio Manuel)
Examples: Lam-ang (Ilocano), Hinilawod (Panay), Kudaman
(Palawan), and Darangen (Maranao)

II. SPANISH COLONIZATION PERIOD (1565 – 1863)

A. Characteristics - It has two distinct classifications: religious and
secular. It introduced Spanish as the medium of communication.
B. Literary Forms
1. Religious Literature - Religious lyrics written by ladino poets or
those versed in both Spanish and Tagalog were included in early
catechism and were used to teach Filipinos the Spanish
language.

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 a. Pasyon – long narrative poem about the passion and death
of Christ. The most popular was “Ang Mahal na Passion ni
Jesu Cristong Panginoon Natin” by Aguino de Belen
b. Senakulo – dramatization of the pasyon; it shows the passion
and death of Christ
2. Secular (non-religious) Literature
a. Awit - colorful tales of chivalry made for singing and chanting.
Example:
Ibong Adarna
b. Korido – metrical tale written in octosyllabicquatrains (a line
of verse with Eight syllables)
Example: Florante at Laura by Francisco Baltazar
c. Prose Narratives – written to prescribe proper decorum
*Dialogo * Ejemploii.Manual de Urbanidad
* Tratado
Examples: Modesto de Castro's "Pagsusulatan ng Dalawang
Binibini na si Urbana at si Feliza" and Joaquin
Tuason's "Ang Bagong Robinson" (The New
Robinson) in 1879.

III. NATIONALISTIC / PROPAGANDA AND REVOLUTIONARY PERIOD

(1864 – 1896)
A. Characteristics
a. Planted seeds of nationalism in Filipinos
b. Language shifted from Spanish to Tagalog
c. Addressed the masses instead of the “intelligentsia”

B. Literary Forms
1. Propaganda Literature - Reformatory in objective
a. Political Essays – satires, editorials, and news articles were
written to attack and expose the evils of Spanish rule
Diariong Tagalog – founded by Marcelo del Pilar
La Solidaridad – editor-in-chief was Graciano Lopez-
Jaena
b. Political Novels - Noli Me Tangere and El Filibusterismo –
Jose Rizal’s master pieces that paved the way to the revolution
2. Revolutionary Literature – more propagandistic than literary as
it is more violent in nature and demanded complete independence
for the country
a. Political Essays – helped inflame the spirit of revolution
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 Kalayaan – newspaper of the society, edited by Emilio Jacinto
b. Poetry True Decalogue – Apolinario Mabini
Katapusan ng Hibik ng Pilipinas –Andres Bonifacio
Liwanag at Dilim – Emilio Jacinto

IV. AMERICAN COLONIAL PERIOD (1910 – 1945)

A. Period of Apprenticeship (1910-1930)
1. Filipino writers imitated English and American models.
2. Poems written were amateurish and mushy, whose phrasing and
diction were awkward and artificial.
a. Short Stories
1. Dead Stars by Paz Marquez Benitez
2. The Key by Paz Latorena
3. Footnote to Youth by Jose Garcia Villa
b. Novels Example: Child of Sorrow – first novel in English by
Zoilo Galang
B. Period of Emergence (1920-1930)
*Highly influenced by Western literary trends like Romanticism and
Realism.
a. Short Stories – most prevalent literary form
*Jose Garcia Villa – earned the international title “Poet of the
Century”

V. JAPANESE OCCUPATION (1942 - 1945)

War Years (1942-1944)
1. Tagalog poets broke away from the Balagtas tradition and instead wrote
in simple language and free verse
2. Fiction prevailed over poetry
a. 25 Pinakamabuting Maikling Kathang Pilipino (1943) – compilation of
the entries to the short story contest by the military government.
b. Suyuan sa Tubigan by Macario Pineda
c. Lupang Tinubuan by Narciso Reyes
d. Uhaw ang Tigang na Lupa by Liwayway Arceo
Period of Maturity and Originality (1945-1960)
1. Bountiful harvest in poetry, fiction, drama, and essay
2. Filipino writers mastered English and familiarized themselves with
diverse techniques
3. Literary “giants” appeared
A. Palanca Awards for Literature
B. National Artist Awards
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VI. THE REBIRTH OF FREEDOM (1945 – 1970)
Characteristics
- Americans came back to the Philippines in 1945, and there was a lot
of palpable rejoicing among Filipinos.
- Filipinos regained their freedom on July 4, 1946.
State of Literature During This Period
“The early post-liberation period was marked by a kind of ‘struggle
of mind and spirit’ posed by the sudden emancipation from the enemy and
the wild desire to see print. Filipinos had, by this time, learned to express
themselves more confidently, but post-war problems beyond language
and print-like economic stability, the threat of new ideas, and mortality had
to be grappled with side by side.” (Kahayon and Zulueta)

The Palanca Memorial Awards for Literature (headed by Carlos

Palanca, Sr.) was launched in 1950 and served as inspiration to Filipino
writers. Till now, The Palanca Awards are still being given although Mr.
Palanca had already died.

VII. CONTEMPORARY/MODERN PERIOD (1970 – PRESENT)

Characteristics
1. The seeds of activism resulted in the declaration of Martial Law by
Pres. Ferdinand Marcos in 1972.The youth became completely
rebellious during this period. This was proven not only in the bloody
demonstrations and in the sidewalk expressions, but also in
literature. Campus newspapers showed rebellious emotions.
(Kahayon and Zulueta)
2. Martial Law repressed and curtailed human rights, including freedom
of the press, and Filipino writers wrote about these dark days in their
writings.
3. Writers used symbolisms and allegories to drive home their
message, at the face of heavy censorship. Theater was used as a
vehicle for protest.
4. The period of the New Society lasted from 1972-1980, and this
period had writings about the theme of development and progress
of the country.
5. Though Martial Law was lifted on January 2, 1981, the oppression
and suppression being done by the Marcos government continued,
and rebellion was seething among Filipinos. History would turn a
sudden twist when Ninoy Aquino, one of Pres. Marcos’ critics, was
assassinated on August 21, 1983.

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 6. Cory Aquino, Ninoy’s widow, was elected in February 1986 through
a peaceful revolution, and People Power brought feelings of
euphoria among the Filipino people.
7. When before, the press was suppressed and censored, the restoration
of democracy during the time of Pres. Cory Aquino brought back
not only press freedom, but also freedom for the Filipino people
to speak up and express themselves.

Source: https://infogram.com/different-periods-of-philippine-
literature-1g0q3plyvx5n21gPhilippine Literature through the
Yearsfying-themes.pdf

III. LEARNING TASKS

A. Practice Tasks
Task 1 - Identifying and Reading the Tigsik
Read the following Tigsik and answer the given questions.

TIGSIK 1
Tigsik ko ining daraga
Na an hamot garo sampaguita
Magpuon kan maheling ko siya
An isip ko dai napapauntok na
TIGSIK 2
Tigsik ko ining sarong soltero
Ipaheling kun an sinasabi totoo
Tanganing an puso ko makua mo
Pitong bulod ngona an tukadon mo

1. Who do you think is talking in the first tigsik? _______________________

2. What is he saying about the maiden in the tigsik? ___________________
3. What is the effect of the maiden to the man talking? _________________
4. Who is talking in the second tigsik? ______________________________
5. What is her challenge to the man she’s talking about? ________________
6. Do you think men nowadays are still being challenged and given a hard
time by the women during courtship? Explain your answer in about 5
sentences. _________________________________________________
7. What is the geographic, linguistic, and ethnic dimensions of the above
tigsik? _____________________________________________________

Task 2 – Identifying Geographic, Linguistic, and Ethnic Dimension

Choose a short story written by a Filipino author sometime in 2015 – 2020.
Identify and discuss its geographic, linguistic, and ethnic dimension.
Discuss, too, what the story reflects about society.

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 Task 3: Read the items under column A and column B. Then match them by writing
the letters of your answers in a separate sheet of paper. One literary period may
have more than one literary work.
_____ 1. Ibong Adarna A. Pre-colonial (BC to 1564)
_____ 2. Diariong Tagalog B. Spanish Colonial (1565 to 1898)
_____ 3. Biag-Ni-Lam-Ang C. Japanese Occupation (1941 to 1945)
_____ 4. La Solidaridad D. Contemporary (1970 to present)
_____ 5. Kundiman E. American Colonial Period (1898 to 1941)
_____ 6. Oyayi F. Nationalistic Period (1864 – 1896)
_____ 7. Senakulo
_____ 8. Haiku
_____ 9. Footnote to Youth
_____ 10. Did Duterte Just Blink?

B. Assessment
Read the novel entitled “El Filibusterismo”. Then, identify the
geographic, linguistic, and ethnic dimensions of the literary text.

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

Cuevas, Regine. 21st Century Literature from the Philippines and the World Unit
1: Contextual Reading Approaches. Quipper Limited 2018.Accessed
June 30, 2020.
https://www.academia.edu/37827038/21st Century Literature from the
Philippines and the World Unit 1 Contextual Reading Approaches

Figurative Language, CFI Education Inc. 2015-2020. Accessed July 3, 2020

https://corporatefinanceinstitute.com/resources/knowledge/other/figurati
ve-language/

What is Syntax? Definition, Examples of English Syntax, Writing Explained

Org., 2020. Accessed July 3, 2020
https://writingexplained.org/grammar-dictionary/syntax

Clause, Grammar-Monster.com. Accessed July 3, 20202

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 https://www.grammar-monster.com/glossary/clause.htm

Understanding Tone and Mood in a Reading Passage, Study.com.2003-2020.

Accessed July 3, 2020
https://study.com/academy/lesson/understanding-tone-and-mood-in-a-
reading-passage.htm

Prepared by:
AGNES P. MARCIAL, Teacher II, Sorsogon NHS
KATHERINE G. FRIVALDO, Teacher II, Rizal INS

Quality Assured by:

CARLA E. DMALAON,
ANNE E. MANCIA, Assistant Principal II, Sorsogon NHS, SDO Sorsogon City
CLEOFE D. ARIOLA, EPS, Sorsogon City

Reviewed by:
ANTHONY R. PARLERO PhD, Master I, Bula NHS, SDO Cam. Sur
EFREN C. BOGAYAN, Master Teacher I, Pili NHS, SDO Cam. Sur

Validated by:
FE F. PERALTA, Principal II, Bula NHS, SDO Cam. Sur
ANGUSTIA P. ORAA, Principal I, Visita de Salog HS, SDO Cam. Sur
PRECIOSA R. DELA VEGA, EPS-I, SDO Cam. Sur

Illustrator/Layout Artist:
MARY JANE S. SAN AGUSTIN, T-II, Fundado ES, SDO Cam. Sur