SCHOOLS DIVISION OF PASAY CITY

MODULES
IN GRADE 12
TVL TRACK
QUARTER 1 – WEEK 3
 Module Code : Pasay –21stCL-Q1-W3-D1

Name : ___________________________________________ Grade : ________________

Name of Teacher : ________________________________ Strand : ________________

DEPARTMENT OF EDUCATION- NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE IN
st
21 Century Literature from the Philippines and the World
First Quarter/ Week 3/ Day 1
OBJECTIVE : discusses 21st century literature (EN12Lit-Ib-23)
YOUR LESSON FOR TODAY
Emerging 21st Century Literature

Don’t you know that 21st century literature covers all literary works written and
published at the latter part of 21st century form 2001 onwards?
Here’s a thing, 21st-century Philippines literature consist of writings evolved
from different regions throughout the country from Luzon, Visayas and
Mindanao. So, meaning, we do have a lot of distinguished Filipino writers who
are really talented in creating the literary pieces from all over the country.

TRY TO DISCOVER!
▪ The word literature is derived from the Latin term “litera” which means letter. And it is defined
as any imaginative written records or forms. This is a body of literary production either oral,
written or visual language that portrays thoughts, emotions, and experiences of human
condition.
▪ Philippine literature in the 21st century is quite different form what is in the past. It has emerged
to be flexible and innovative literature that help answered literary and educational debates
about language. It also has new range of developments in digital writings, creative writings
and genres. Like other countries, Filipino writers are doing things they did not do much until
recently to keep up with technology innovation.
▪ Think of prose novel being serialized on blogs, with reader suggesting to authors that the
plot or the characters should be changed. Think also of hyperpoetry, where readers move
from one website to another because of embedded links in the words, sometimes not
returning to the original pages at all. Think also of enhanced eBook, where readers are
treated to audiovisual clips that only support the narrative in a novel, but actually are crucial
to the development of plot and character. Think also of flash fiction which has brought to an
extreme with six-word and even one-word short stories. Below are some examples of
Philippine 21st century literature that are currently evolving.

REFERENECES FOR FURTHER ENHANCEMENT

• Solmerano, E.M. et al. (2017). 21st century literature from the Philippines and the world. Manila. Fastbooks
Educational Supply, Inc.
• Uychoco M.A. (2016). 21st century literature from the Philippines and the world. Manila. Rex
Publishing.
• Mendoza P.B. & Silva M (2016). 21st Century Literature from the Philippines and the World. Retrieve from
https://www.scribd.com/document/412634387/21st-Century-Literature-of-the- Philippines-and-of-the-World-1
• https://www.britannica.com/art/nonfiction-novel
• https://literarydevices.net/drama
• https://www.yourdictionary.com/poetry
• https://www.quora.com/Why-is-literature-so-important
• https://study.com/academy/lesson/what-is-genre-definition-types-quiz.html

Page 1 of 22
 Module Code : Pasay –21stCL-Q1-W3-D1

Name : ___________________________________________ Grade : ________________

Name of Teacher : ________________________________ Strand : ________________

▪ As you navigate the other modules of this subject you will be learning other 21 st Century
genres like poetry, fiction, essay, short story, drama, and the novel from different regions in
the Philippines. From the regional selection, the learning of literature covered the National
Capital Region, Ilocano, Bikol, Cebuano and other regions in Mindanao.
▪ A genre is a broad term that translate form the French to mean kind or type. In entertainment,
this can translate to horror, romance, science fiction, etc. However, in literature, genre refers
to any works that share certain characteristics.

Major forms of 21st century literature

Prose Fiction
Any creative, imaginary writing
that is written in sentences and
paragraphs such short stories,
novel, legend, epic, riddles,
proverbs etc.
Poetry
Any creative writing that
uses a formal organization
and that is often divided up
into lines or stanzas. This is
also what we called poem

Major forms of 21st Media

century literature
Drama
A mode of fictional
representation through
dialogue and
performance. It is one
of the literary genres,
which is an imitation of
some action. It is also a
type of a play written
for theater, television,
radio and film.
Nonfiction Prose
Any literary work
that is based mainly
of fact. Examples
are the essay and
biography.
The newest type of
literature that has been
defined as a distinct
genre. This categorization
was created to
encompass the many
new and important kinds
of texts in our society
today, such as movies
and films, websites,
commercials, billboards,
radio programs.

Page 2 of 22
 Module Code : Pasay –21stCL-Q1-W3-D1

Name : ___________________________________________ Grade : ________________

Name of Teacher : ________________________________ Strand : ________________

Importance of Understanding of 21 st Century Philippine Literature

1. It gives students the opportunity to analyze and appreciate good languages or

dialects of other cultures and traditions.
2. It ensures that all learners have a good understanding of what is happening today
in the field of literature, and by extension, in the arts.
3. It helps develop students’ critical thinking skills.
4. It sparks empathy and understanding other people feelings.
5. It allows to connect students to different regions, races, societies and period of time.
6. It develops learners the love reading literary text.
7. helps learners to think, write and speak clearly.

ARE YOU READY TO PRACTICE?

PRACTIVE EXERCISES 1: Cut out a picture from a magazine or any source of

something that represents a 21st century literature for you as a student. Paste it inside
the box below. Then indicate what form of literature it is and state your reasons in five
sentences. (10 points)

PASTE YOUR PICTURE HERE

.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Page 3 of 22
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
 Module Code : Pasay –21stCL-Q1-W3-D1

Name : ___________________________________________ Grade : ________________

Name of Teacher : ________________________________ Strand : ________________

PRACTICE EXERCISES 2: Research some titles of 21st Century Philippine Literature or written texts
and its Filipino authors form different regions in the country. You may ask help form your family,
relatives, or friends to complete the activity. (15points)

My first list of 21st Century Philippine Literature that I have learned:

1. Title:
Author:
Region:
2. Title:
Author:
Region:
3. Title:
Author:
Region:
4. Title:
Author:
Region:
5. Title:
Author:
Region:

PRACTICE EXERCISES 3. List down your 10 memorable words or big words you will remember
for the rest of your life after taking the lesson. (10points)

10 BIG WORDS
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

GENERALIZATION
To summarize the lesson for today, you must remember the following:
• 21st century literature covers all literary works written and/or published at the latter part of 21 st
century form 2001 onwards
• word literature is derived from the Latin term “litera” which means letter
• literature means any imaginative written records or forms
• there are new existing genres of literature such as flash fiction, blog, hyperpoetry, prose novel,
and ebook
• there are major forms of 21st century literature such as prose fiction, poetry, drama, nonfiction
prose, and media
• importance of understanding the 21 st century literature

Page 4 of 22
 Module Code : Pasay –21stCL-Q1-W3-D1

Name : ___________________________________________ Grade : ________________

Name of Teacher : ________________________________ Strand : ________________

EVALUATION
Reflect on the learning that you gained after taking this lesson by completing the given tasks.
Write down your thoughts in an essay form in the space provided about the topic
you have learned today. And make it sure to incorporate the 10 memorable words
or big words you have listed on Practice Exercise 3 as you go along with your
written works. Then, record your voice as you discuss what you have written about
the 21st century literature into any of your phone recorder. Let your
parent/guardian listen to your recorded piece(10points)

Kindly check the boxes if accomplished:

I have written my 10 big words above

I have written the essay using my 10 big words as my keywords
I have recorded my voice as I read my essay about the things, I have learned today
I let my parent/guardian listened and commented my voice recording

Writer: ROSELYN M. DELA PEÑA, PCWHS

Page 5 of 22
 Module Code : Pasay –21stCL-Q1-W3-D2

Name : ___________________________________________ Grade : ________________

Name of Teacher : ________________________________ Strand : ________________

DEPARTMENT OF EDUCATION- NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE IN
st
21 Century Literature from the Philippines and the World
First Quarter/ Week 3/ Day 2
OBJECTIVE: explains 21st century representative texts and authors from regions 1-6 focused on
the elements of literature (EN12Lit-Ib-24)

YOUR LESSON FOR TODAY:

▪ 21st Century Representative Texts and Authors from Regions 1-6 Focused on the
Elements of Literature
▪ Textual ni Frank G. Rivera

TRY TO DISCOVER!
Let’s read aloud and discover that there are 21st century representative texts and writers from regions
1-6.
REGION 1:
ILOCOS REGION Iloko Literature or Ilocano Literature
▪ Known as the most active contributor in the Philippine Literature next to
Cebuano, Bikol, Hiligaynon, Pampangainense, and Tagalog
▪ Purely alive in form of written and oral literature
▪ Through the dawn of 21st century, new breed of young and vibrant writer
has emerged producing literary works

Roy V. Aragon Francisco Sionil Jose

• Award winning Ilokano
fictionist and poet,
translator, editor, blogger
and book designer
*BAGI: dandaniw
(collection of poems,
2015)
*Bannuar ken Daduma Pay
a Fiksion (collection of
short stories, 2018)
• National artist of the Phil.
• One of the most widely
read Filipino writers in the
English Language
• Best known for the
Rosales Saga, five-novel
epic
*Ben Singkol (Fictional
Novel, 2001)
*The Molave and the Orchid
(Young adult fiction,
2007)

REFERENECES FOR FURTHER ENHANCEMENT

• Solmerano, E.M. et al. (2017). 21st century literature from the Philippines and the world. Manila. Fastbooks Educational
Supply, Inc.
• Uychoco M.A. (2016). 21st century literature from the Philippines and the world. Manila. Rex Publishing.
• Mendoza P.B. & Silva M (2016). 21st century literature from the Philippines and the world. Retrieve from
https://www.scribd.com/document/412634387/21st-Century-Literature-of-the-Philippines-and-of-the-World-1
• http://panitikan.ph/ and https://en.m.wikipedia.org/
• https://21stcenturylitph.wordpress.com/2018/03/25/content/
• https://books.google.com.ph/books/about/PAKSUY_dandaniw_poems.html
• http://www2.nkfust.edu.tw/~emchen/CLit/study_elements.htm
• https://prezi.com/g0zyg02fcmoo/the-five-key-elements-of-poetry/
• https://study.com/academy/lesson/character-in-literature-definition-types-development.html

Page 6 of 22
 Module Code : Pasay –21stCL-Q1-W3-D2

Name : ___________________________________________ Grade : ________________

Name of Teacher : ________________________________ Strand : ________________

REGION 2:
CAGAYAN VALLEY Literature of Cagayan Valley
• pertains to the literary works of Ilocano writers form Ilocos Region
using Ilocano, Filipino, English language and other languages
Alfred A. Yuson
▪ Authored 23 books, including, novels, poetry, short fictions, essays
and children stories
*Mothers Like Hairtrigger: 50 Poems on Woman (poem, 2002)
Edith L. Tiempo
▪ Filipino poet, fiction writer, teacher and literary critic in the English
Language from Nueva Viscaya
*Commend Contend. Beyond Extensions (Poetry Collection, 2010)
*The Jumong (Novel, 2006)
*Afternoon of a Sea Faun (Poem, 2004)

REGION 3: CENTRAL LUZON Rogelio Mangahas

Literature of Central Luzon
Eliza Victoria
▪ Author of several books
▪ Fiction, poetry writer, and blogger
*Sodom Gomora (flash fiction, 2011)
*Wounded Little Gods (Novel, 2016)
*Nightfall (Science Fiction Novel-in-story,
2018)
▪ Modernist Filipino poet, essayist, editor,
teacher and translator from Nueva Ecija,
Philippines
▪ His 21st Century Literature
*Gagamba sa Uhay: Kalipunan ng mga
Haiku (Collection of Haiku Book, 2006)

REGION 4A: CALABARZON

REGION 4B: MIMAROPA
Literature of Region 4
Frank G. Rivera (Ang Makata ng Celphone)
▪ Filipino playwright, actor, and production designer from Laguna
▪ Won several awards, including the 8th Annual Gawad Ustetika Awards in the play category
*Textula (poem, 2005)
*Makata sa Cellphone (poem, 2005)
Jose Dalisay Jr.
▪ Filipino writer, won numerous awards and prizes for fiction, poetry, drama, nonfiction and
screenwriting including 16 Palanca Awards
*Solidad’s Sister (Novel, 2008) and *Man Overboard (Nonfiction, 2005)

REGION 5: BICOL REGION REGION 6: WESTERN VISAYAS REGION

Bikol Literature
Marne L. Kilates Hiligaynon Literature or West Visayan
▪ Outstanding Albayano poet, writer Literature
and editor ▪ language is Kinaray-a or Hiraya
*A Cloud Named Looking-for-you Alicia Tan Gonzales
(Poem) ▪ One of the most admired Ilonggo
*Mostly in Monsoon Weather writers in the region.
(Collection of Poetry Book,2007) *Istoryahan Ta Ka Uli (Collection of
Jose Jason Chancoco stories for older children, 2016)
▪ Multi-awarded contemporary *Ilongga: Madamo nga Guya (Collection
Bicolano writer of poems for woman, 2014)
*Pagsasatubuanan: Poetikang Milchor F. Cichon
Bikolnon (Collection of poems book, ▪ An Aklanon poet, blogger and currently
2008) a librarian
*Version 2 (poem) and *Events in my Life, Dawn to Dawn, Profile
*For Your Perusal (poem) of Filipino Scientist etc. (Blogs)

Page 7 of 22
 Module Code : Pasay –21stCL-Q1-W3-D2

Name : ___________________________________________ Grade : ________________

Name of Teacher : ________________________________ Strand : ________________

Alright! How’s your reading going?

Remember, the representative texts and authors for each region above are mainly
focused on 21st century literature, which mean that the literary texts are written or
published the year 2001 onwards.

For now, let’s acknowledge the ELEMENTS of the LITERATURE in the Category of Poetry
1. Poetic voice – this refers to the voice that speaks the poem, also known as the speaker of the
persona
2. Stanza - series of lines grouped together and separated by the empty line from other stanzas
3. Form – the physical structure that includes length of the lines, number of lines, stanza count,
syllable count and meter
4. Sound – creates mood, tone, and images that uses sound techniques that alliteration, assonance,
onomatopoeia, repetition, rhyme scheme and rhythm
5. Imagery -uses sensory language to represent objects, actions, and ideas in such a way it appeals
to our five physical senses and associated with mental pictures.
6. Figurative languages – goes beyond actual meaning. The use of figure language helps the
reader gain new insights into the objects or subject in the poem

Then, from the specified texts and authors you have discovered on the first and second pages we
will choose one literary piece of Frank G. Rivera of Region 4A (CALABARZON), the TEXTTULA and
let us analyze and explain the elements of literature the chosen piece.

TEXTULA
ni FRANK G. RIVERA
Bayang mahilig sa ganda/
Inuuna ang postura/
Walang laman ang bituka/
Kundi gasgas na pag-asa.//
ELEMENTS of the POETRY (LITERATURE)
1. Poetic voice: the speaker or the author
2. Stanza: composed of 3 stanzas, each stanza has 4
lines, each line consists of 12 syllables
3. Form: lyric poetry in form, for it expresses author’s

Si MEGAN YOUNG nang manalo/
Nagbunyi ang Pilipino/
May dala sanang asenso/
Magkakapag-asa tayo.//
Nagkagyera sa Mindanao/
Kaban ng bayan ninakaw/
Sa Bagyo’y daming pumanaw/
MISS WORLD, salamat sa araw.//
Textual
▪ The term textula is a blend of the English
word text and the Filipino word tula that
means a text poem, written in the form of
text messages
▪ A short poetry in genre that is sent as a
direct communication to a person close to
the sender
feelings and emotion, its form is short and non-narrative
but keeps some elements of melody
4. Sound: the rhyming sound of the final stressed
syllables is basic or AAAA rhyming scheme, where all
four lines rhyme with each other like ganda, postura,
bituka and pag-asa in the first stanza
5. Imagery: exposed the reality of other Filipinos life’s
situation who prioritized material things rather than
buying food to eat
6. Figurative language: allusion – the writer refers to
significant persons like Megan Young and Filipino
people; thing and place like Mindanao or idea in culture,
history, literature, or politics indirectly

Page 8 of 22
 Module Code : Pasay –21stCL-Q1-W3-D2

Name : ___________________________________________ Grade : ________________

Name of Teacher : ________________________________ Strand : ________________

ARE YOU READY TO PRACTICE?

PRACTICE EXERCISES 1. Complete the graphic organizer by providing the correct
answers.

Elements of Poetry
PRACTICE EXERCISES 2. Compose your own textula to be dedicated to our frontliners as a pay
tribute to their continuous service and sacrifices during Covid-19 Pandemic.

https://www.pinterest.ph/pin
/473229873346757806/

PRACTICE EXERCISES 2. Complete the notes below by writing down your own thoughts about the
topic you have learned today. Chunk your paragraphs into minimum of 10 meaningful sentences.
Have fun writing!

I learned that __________________________________

____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Page 9 of 22
 Module Code : Pasay –21stCL-Q1-W3-D2

Name : ___________________________________________ Grade : ________________

Name of Teacher : ________________________________ Strand : ________________

GENERALIZATION To summarize the lesson for today, you must take note the following:
REGION 1: ILOCOS REGION
• Roy V. Aragon (BAGI: dandaniw; Bannuar ken Daduma Pay a Fiksion)
• Francisco Sionil Jose (Ben Singkol; The Molave and the Orchid)
REGION 2: CAGAYAN VALLEY
• Alfred A. Yuson (Mothers Like Hairtrigger: 50 Poems on Woman)
• Edith L. Tiempo (Commend Contend. Beyond Extensions)
REGION 3: CENTRAL LUZON
• Eliza Victoria (Sodom Gomora, Wounded Little Gods; Nightfall)
• Rogelio Mangahas (Gagamba sa Uhay: Kalipunan ng mga Haiku)
REGION 4A & 4B: CALABARZON & MIMAROPA
• Frank G. Rivera (Textula, Makata sa Cellphone)
• Jose Dalisay Jr. (Solidad’s Sister; Man Overboard)
REGION 5: BICOL REGION
• Marne L. Kilates (A Cloud Named Looking-for-you; Mostly in Monsoon Weather)
• Jose Jason Chancoco (Pagsasatubuanan: Poetikang Bikolnon; Version 2; For Your Perusal)
REGION 6: WESTERN VISAYAS REGION
Hiligaynon Literature or West Visayan Literature
• Alicia Tan Gonzales (Istoryahan Ta Ka Uli; Ilongga: Madamo nga Guya)
• Milchor F. Cichon (Events in my Life; Dawn to Dawn; Profile of Filipino Scientist etc.)
ELEMENTS of the LITERATURE in the Category of Poetry includes (Poetic voice, Stanza, Form,
Sound, Imagery, and Figurative languages)
EVALUATION
A. Explain the different 21st century literature representative texts and authors form regions 1 to
6 based on the lesson today, including the element of poetry on the space provided.
B. Invite someone from your family members to listen as you explain. Take a picture while doing
the explanation based on what you have written and paste at the back of the module or if you
can’t print it, you can send the picture via messenger to your subject teacher.
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________

Writer: ROSELYN M. DELA PEÑA, PCWHS

Page 10 of 22
 Module Code : Pasay –21stCL-Q1-W3-D3

Name : ___________________________________________ Grade : ________________

Name of Teacher : ________________________________ Strand : ________________

DEPARTMENT OF EDUCATION- NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE IN
st
21 Century Literature from the Philippines and the World
First Quarter/ Week 3/ Day 3
OBJECTIVE: discusses 21st century representative texts and authors from regions 7-12
focused on the traditions (EN12Lit-Ib-24)

YOUR LESSON FOR TODAY:

▪ 21st Century Representative Texts and Authors from Regions 7 to 12 Focused
on the traditions
▪ Farol de Combate by Marjorie Evasco Pernia

TRY TO DISCOVER!
If there are 21st century representative texts and writers from regions 1 to 6 of course there are also
vibrant literary texts represented by the writers from the other regions of the Philippines like Central
Visayas, Eastern Visayas, and Davao Regions.
Literature of Region 7: Central Visayas
▪ consist of four provinces and cities of Cebu, Bohol, Negros Oriental, and
Siquijor
Representative Authors and Texts
Marjorie Evasco Pernia
▪ Award-winning Filipino poet from Bohol
▪ One of the earliest Filipina feminist poets who support women’s right
as a writer.
*Sagada Stills in a Floating World (poem, 2003)
*Farol de Combate (poem, 2018)
Ian R. Casocot
▪ A creative writer and journalist from Negros Oriental
*The Last Days of Magic (young adult fiction, 2011)

Region 8: Eastern Visayas

▪ the eastern boundary of the Philippines that consists of
three main islands, Samar, Leyte, and Biliran
Literature of Eastern Visayas
▪ literature written in Waray, Cebuano or English by the
writers in the Region
Representative Authors and Texts
Timothy R. Montes
▪ A Palanca awardee and a fictionist from Borongan, Eastern
Samar
*Off Fish, Flies, Dogs, and Women (short story, 2003)
Victorio N Sugbu
▪ Filipino poet, writer and a professor form Tacloban City
*State of the Nation (poem)

REFERENECES FOR FURTHER ENHANCEMENT:

• Solmerano, E.M. et al. (2017). 21st Century Literature from the Philippines and the World. Manila. Fastbooks
Educational Supply, Inc.
• http://cordite.org.au/author/victorsugbo/
• http://cordite.org.au/chapbooks-features/centrehold/two-poems-by-ricardo-m-de-ungria/
• https://www.worldliteraturetoday.org/2019/summer/two-poems-philippines-marjorie-evasco
• https://www.academia.edu/15468400/Facets_of_Machismo_and_Maternalism_in_Fictional_Philippine_Settings and
https://writingcenter.unc.edu/tips-and-tools/poetry-explications/

Page 11 of 22
 Module Code : Pasay –21stCL-Q1-W3-D3

Name : ___________________________________________ Grade : ________________

Name of Teacher : ________________________________ Strand : ________________

Region 11: Davao Region

1. Ricardo de Ungria- Filipino poet and editor
Continuing Love (poem, 2007)
M’mry Wire (Book, collection of poems, 2013)
2. Ricky Villafuerte- Filipino poet from North Cotabato
The Afya (poem, 2012)
Tres Marias (poem, 2013)

Going deeper to the lesson, let’s first determine the meaning of poetry explication for
us to easily get the traditional approach that the selection focused on.

A poetry explication is a relatively short analysis which describes the possible meanings
and relationships of the words, images, and other small units that make up a poem. Writing
an explication is an effective way for a reader to connect a poem’s plot and conflicts with its
structural features.
Determine the basic design of the poem by considering the who, what, when, where,
and why of the dramatic situation:
• What is being dramatized? What conflicts or themes does the poem present,
address, or question?
• Who is the speaker? Define and describe the speaker and the speaker’s voice. What
does the speaker say? Who is the audience? Are other characters involved?
• What happens in the poem? Consider the plot or basic design of the action. How
are the dramatized conflicts or themes introduced, sustained, resolved, etc.?
• When does the action occur? What is the date and/or time of day?
• Where is the speaker? Describe the physical location of the dramatic moment.
• Why does the speaker feel compelled to speak at this moment? What is the
speaker’s motivation?

Here’s a thing, from the representative texts and authors mentioned in the beginning of this
lesson. We will take the literary work of Marjorie Evasco Pernia to incorporate the poetry
explication entitled “Farol de Combate” from Region 7 that focused on the tradition. This
poem has an original Cebuano version that translated by the author herself into English to
be easily understood and appreciated by the both local and foreign readers.
Read and analyze the poem silently, then read it aloud by inviting someone to listen to you. Repeat
as necessary to improve your pronunciation and proper sound and rhythm of the poem.
Then, answer the following questions as your guide to generally discuss the poem.
▪ What is being dramatized? ▪ When does the action occur?
▪ Who is the speaker? ▪ Where is the speaker?
▪ What happens in the poem? ▪ Why does the speaker feel compelled to speak at
this moment?

Farol de Combate (translated) by Marjorie Evasco Pernia

I
The rain falls lighter now and I gaze
At the dark descended onto our town.
From this mountain shelter I saw
The old mango tree struck down
Thunder rumbling in the heart
Of the guardian of the land, who thrills
To the meeting of the drought’s last sigh
And rush of rain brought by the northerlies
This 9th month of my return to my language.

Page 12 of 22
 Module Code : Pasay –21stCL-Q1-W3-D3

Name : ___________________________________________ Grade : ________________

Name of Teacher : ________________________________ Strand : ________________

II
I will go home to my folks, bringing fruits
From hills I had planted to marvelous trees
I had met in my travels in other lands
On this revolving earth: fragrant pears,
Their fresh flushed cheeks, bright lemons,
Yellow and thirst-quenching in hot season.
I will traverse the town’s old cemetery
Where ancestors sleep in edgeless night.
I will not wake them in their supreme repose,
Transient like them, I’m simply passing through.
III
By my elders, a storm lamp had been placed,
Lighting up the path towards home, the lamp-
Lighter minding the first law of neighborliness:
To help one another as best as one can in daily
Fall into the neighborhood well and die.
I will stop, draw and drink the living water,
Thank the neighbor for this abiding light.

Let’s do the poetry explication! Are you ready?

Farol means a lighthouse, de Combate –figuratively means effort against something
• What is being dramatized?
The excitement narration of the author as she experienced the beautiful transition from
the dry to rainy season during the time when she returned to her hometown bringing
fruits and knowing that there is a new light house built in the neighboring hometown
that served as light rolling during night time
• Who is the speaker?
The speaker is the author herself that shows the “I” word as the first-person point of
view. The tone of the speaker is so positive, inspiring and interesting as she shared
or narrated how rich and unique the tradition and culture she had, like bringing
present or “pasalubong” is a Filipino tradition of travelers bringing gifts to people back
home. Another one, is holding your breath while passing a cemetery that’s a form of
respect to the dead people.
• What happens in the poem?
As you read the whole poem you can easily figure out the theme since the author
used very simple words. Love and appreciating the tradition and culture are the main
themes of the poem where the author happily narrating it to the people or reader who
missed those wonderful experiences living in a simple life in the province in a
remarkable manner.
• When does the action occur?
Since the persona mentioned the 9th month which is September, and she also talked
about the transition of the dry to rainy season those are the good hints when talking
about the time.
• Where is the speaker?
The context or setting is located in the hometown or province of the persona.

• Why does the speaker feel compelled to speak at this moment?

The speaker compelled to speak at the moment because the she/he wanted to share
that Farol de combate brings joy and light to the all the neighboring town surrounded
by the lighthouse and at the same time the speaker recalled how beautiful experience
living in the province.
Page 13 of 22
 Module Code : Pasay –21stCL-Q1-W3-D3

Name : ___________________________________________ Grade : ________________

Name of Teacher : ________________________________ Strand : ________________

ARE YOU READY TO PRACTICE?

PRACTICE EXERCISES 1. Paint (draw) me a creative and colorful image as possible
into the given box about an image that you imagine as you read and interpret the
three- stanza poem entitled Farol de Combate by Marjorie Evasco Pernia.

PRACTICE EXERCISES 2. In the Philippines, we do have rich traditions, these are beliefs or
behavior passed down with in the family, society or province. Now, I want you to ask someone from
your family members or neighbors of the most well-known tradition in your family or society. Then,
start writing a short 2 stanza-poem about that tradition. Just follow the basic design of the poem
by considering the who, what, when, where, and why of the dramatic situation.

_____________________________
(Title)
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________ Rubric: Writing Poem
______________________________________________ Creativity- 5 points
______________________________________________ Rhythmn-5 points
______________________________________________ Content-5 points
______________________________________________ Clarity-5 points
______________________________________________ Total – 20 points
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
PRACTICE EXERCISES 3. Complete the graphic organizer.
______________________________________________
______________________________________________
Region 7 representative Region 8 representative Region 11 representative
______________________________________________
literary text and author literary text and author literary text and author
________________

Page 14 of 22
 Module Code : Pasay –21stCL-Q1-W3-D3

Name : ___________________________________________ Grade : ________________

Name of Teacher : ________________________________ Strand : ________________

GENERALIZATION
To summarize the lesson for today, you must remember the following:
Literature of Region 7: Central Visayas
Poetry explication
Marjorie Evasco Pernia.
*Sagada Stills in a Floating World Region 11: Davao Region • What is being
*Farol de Combate Ricardo de Ungria dramatized
Ian R. Casocot *Continuing Love • Who is the speaker?
* The Last Days of Magic *M’mry Wire • What happens in the
Region 8: Eastern Visayas Ricky Villafuerte poem?
*The Afya • When does the
Timothy R. Montes
action occur?
*Off Fish, Flies, Dogs, and Women *Tres Marias
• Where is the
Victorio N Sugbu speaker?
*State of the Nation • Why does the

EVALUATION
Discuss what you have learned from the lesson today by writing it in the speech bubble provided
below. Make it sure to mention the literary texts, its author and indicate the region it belongs at the
same time give some techniques on how will you explicate a poem in a basic manner.

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
________________

Writer: ROSELYN M. DELA PEÑA, PCWHS

Page 15 of 22
 Module Code : Pasay –21stCL-Q1-W3 – D4

Name : ___________________________________________ Grade : ________________

Name of Teacher : ________________________________ Strand : ________________

DEPARTMENT OF EDUCATION- NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE IN
21st Century Literature from the Philippines and the World
First Quarter/ Week 3/ Day 4

OBJECTIVE: makes a creative adaptation of the 21st century representative texts and authors from
National Capital Region (NCR) (EN12Lit-Ib-24)

YOUR LESSON FOR TODAY:

▪ 21st Century Authors and Representative Texts from National Capital Region (NCR)
▪ Elsa Martinez Coscolluela (in Six Sketches of Filipino Women Writers)
(an excerp) by Christina Pantoja Hidalgo’s
TRY TO DISCOVER!
National Capital Region (NCR) often shortened as Metro Manila (Kalakhang Maynila) is an
administrative region in the Philippines that comprises of 16 highly urbanized cities of Manila,
Caloocan, Las Piῆas, Makati, Malabon, Mandaluyong, Marikina, Muntinlupa, Navotas, Quezon City,
Pasay, Pasig, Paraῆaque, San Juan, Taguig, Valezuela, and a municipality of Pateros.

There are many vibrant, and influential Filipino writers in the NCR who stand out for their creative and
compelling voices through their literary works that become already part of our life as a learner in the
21st century era.

Now, let’s take a look of some of the 21st Century literature authors and their representative texts in
the capital region. And I want you to tick (check) first the box provided for each author if you are familiar
with him/her.

Nick Joaquin
Jose Garcia Villa
▪ Filipino novelist, poet, playwright,
▪ Filipino poet, literary critic, short
biographer, essayist and journalist best
story writer, painter and a lecturer
known for his short stories and novels
▪ Awarded as National Artist of the
in the English Language
Philippines for literature in 1973
▪ National Artist for Literature
▪ Known as the Comma Poet for
▪ Penname: Quijano de Manil
using extensive punctuation
*The Summer Solstice (short story, 2017)
marks like commas
*The Woman Had Two Navels (story, 2017)
▪ Penname: Doveglion (derived
*Three Generations (short story, 2011)
from “Dove, Eagle, Lion”)
*May Day Eve (short story, 2017)
*Inviting a Tiger for a Weekend
(2008, poem)
* I can No More Hear Love’s (poem, Cyan Abad Jugo
2008) Filipino 21st century author and teacher,
*I, It, Was, That, Saw (poem, 2008) known for her children story writing
*First, A Poem Must be Magical A Palanca award winner
(poem, 2008) *Sweet Summer (Flash Fiction, 2003)
*Dragon Brother (short story, 2009)
REFERENECES FOR FURTHER ENHANCEMENT:
• Solmerano, E.M. et al. (2017). 21st Century Literature from the Philippines and the World. Manila. Fastbooks Educational Supply, Inc.
• Solmerano, E.M. et al. (2017). Telling the tuth: The art of creative nonfiction. Quezon City C&E Publishing, Inc.
• https://books.google.com.ph/books/about/Doveglion.html?id=7cQgAQAAIAAJ&redir_esc=y
• https://marketmonitor.com.ph/penguin-publish-nick-joaquin-stories-next-year/
• http://www.scrib.com/presentation/434432880/NCR-Filipino-Writers
• https://andrewdrilon.livejournal.com/74530.html

Page 16 of 22
 Module Code : Pasay –21stCL-Q1-W3 – D4

Name : ___________________________________________ Grade : ________________

Name of Teacher : ________________________________ Strand : ________________

Juan Miguel Severo

Spoken word artist, actor and writer
known for the following:
That Thing called Tadhana (2014)
. Ang Huling Tula na Isusulat ko Para Sayo
(spoken word poetry, 2015)

Maria Felisa Batacan

▪ known as Ichi Batacan)
▪ New Filipino journalist and a writer of crime and mystery fiction
*Keeping Time (short story, 2007)

Christina Pantoja Hidalgo

Award-winning Filipina Fictionist, critic, and pioneering writer of creative nonfiction
*The Painting (short story, 2005)
*Passages: Travel Essay (Essay/creative nonfiction, 2007)
*Six Sketches of Filipino Women Writers (Essay/creative nonfiction, 2011)

Good Job! for checking the boxes. Remember, those sample representative texts and authors are just
a few of the great number of aspiring and emerging new 21st century writers in the country.
Now, we are going to extract a literary piece from the NCR for us to analyze and make a creative
adaptation, excerpt from Christina Pantoja Hidalgo’s Elsa Martinez Coscolluela (in Six Sketches
of Filipino Women Writers). This is an example of Biographical Narrative. Please read the essay
aloud.
Biographical Narratives can be classified according to their length, scope, and amplitude into the full-
length biography, the profile, the character sketch, and the interview story

Biography is the narrative fo a person’s life written by someone else, in contrast to an autobiograly
which is chronicle (record) of a person’s life written by the author himself or herself.
Elsa Martinez Coscolluela (in Six Sketches of Filipino Women Writers)
(an excerp) by Christina Pantoja Hidalgo’s

Elsa Martinez Coscolluela tells me that these days her life is very quiet. We are sitting in the dining room of the
Casino Espaῆol, empty now because the other participants of th NCCA literature festival that we are both attending have
dispersed to the different session rooms. We have stayed behind so we can have this chat.

She lives alone, with just her househod staff, though her middle son lives next door, Elsie tells me. “I’m semi-retired,
you know,” she adds. What she means is that she has stepped down from her former position as Vice President for
Academic Affairs of the University of St. La Salle in Bacolod. But know that the university has made her Special Projects
Director and Professor Emeritus. So I ask her to describe a typical day in her life.

Elsie tells me that she rises at around six every morning, has a coffee, and spends an hour or so in her garden.
Then she sits down to breakfast and long bath. By nine or nine-thirty she is at work. Usually, there are meetings and
people to see, and lots of papers on her desks. “Special Projects? Covers a large range of activities, form managing a
master’s program for police officers throughout the province to running the University Press. There is a skill training
program for out-of-school youth, both funded by the Eduardo Cojuangco Foundation and supported by local government
units; supervising and expanding the university’s Institute for Culinary Arts, which was founded two years earlier, and
which is pronounced by Elsie to be “a great success.” She’s also in charge of developing new paper product lines for the
internal market; supervising the development of the Ecopark in the university’s 55-hectare extension campus in Granada;
supervising the school for special children, establishef by the university two years ago. Finally, she drafts new project
proposals and the like.

Lunch Elsie generally takes at the office, escept for a weekly lunch date with her best friends- Nana Yulo, Ising
Benedicto, Elsa Streegan, and Maia Ramos, all form USLS. Before 7PM, she is home. That’s when she does her
homework, if there’s any urgent. Or she relaxes with a DVD, until the late news. “But ther are times when she overtakes
me and I miss the late news,” she smiles. When I say that this doesn’t sound like “semi-retirement” to me, Elsie says:
“Oh, its not as hectic as my schedule used to be. My days used to be really crammed full. As you can see I have become
a creature of habit.” Page 17 of 22
 Module Code : Pasay –21stCL-Q1-W3 – D4

Name : ___________________________________________ Grade : ________________

Name of Teacher : ________________________________ Strand : ________________

“Ah, weekend are strickly family days,” she replies, the smile breaking out. “I go marketing on Saturday, and do my
weekly general housecleaning to the max -am kind of O.C. when it comes to housecleaning and gardening. As in! After an
early dinner I have my weekly spa ritual, unless there is a school event or a dinner date or social obligation.
Sundays are the best days of the week. “We have family dinners either at my home, where I prepared the entire
menu, using my mother’s best recipes and then some. Or we go to my eldest son’s house for swimming and dinner. When
that happens, he and my daughter-in-law and I do the cooking for the two other sons and four grandsons, my mom-in-law,,
and some very close in-laws and relatives. Sometimes we stay over to watch the latest movies. So Sunday is a big family
day, tradition I carry over from both mylate mother and my mom-in-law. It’s simple life… but a busy one.”
Elsie grows a bit pensive. “You know, I think that because I am actually a free spirit, I decide long ago to harness my
‘freeness’ and turn myself into a disciplined professional as required by career, marriage, motherhood. So I became really
O.C.. But when I break free, hala! Then I just laaze around. I take a leave and do nothing that matters. As in I hibernated.
And sometime… I write.”
She has just said the key word –writing. I am struck by the fact that she says it is something she just does “sometimes.”
But before I can jump in, Elsie continues, “But then, I’ve always been a bit reclusive. It was my husband who was the more
sociable one. When he passed away in 2005 form a massive heart attack, mu life became more quite. I now only see my
colleagues at La Salle, my old friends.”
The last time Elsie and I were together was 2003, when she hosted the UP Press Book Caravan. But the first time I
had met her was some years earlier, in Davao, wher she was one of the speakers at he British Council’s Philippine-British
Literature Conference. I realized then that Elsie Coscolluela was the
Elsa Victoria Martinez that I had heard of (like each time she won a new Palanca) back when I was myself starting out on
my writing career. she was a striking woman. Handsome. Elegant. Ever perhaps a bit intimidating. Very much one’s idea
of the lady of the manor. The fact that she was also ha high-ranking academic administrator seemed like an aberrarion.
But when she spoke, the voice was soft, the tone lililtinh, musical. That old-fashionedterm occurred to me--cariῆosa.
Unfortunately, we didn’t get to spend much time together that time.
I was touched by the talk she gave, though. She mentioned the difficulty of keeping the faith (as a writer) in relative
isolation, among people who didn’t really see the point. I assumed she meant the hacienda culture of which she was a
part.
Back in the early ‘60s, writers weren’t as mobile as they are now, communications weren’t as advanced, relations
weren’t close. So Elsie and I had never met before. Like Aida Rivera Ford and Tita Lacambra Ayala, who lived in Davao,
Renato Madrid and Resil Mojares who lived in Cebu—much admired writers—she was just a name to us. Only the
Tiempos, and the now-legendary writer’s workshop they established in the ‘60s, brough the south closer to us. Or, more
correclty, brought us to the south.
Linda Panlilio, Nening Manahanm, and I had gone together to that literature conference. I recall that we were met at
the airport by Chita Gallaga-Castillo, and taken for great meals at Bob’s and Pendy’s, where I had my first taste of the
incomparable Bacolod batchoy. And then we were invited to an elegant dinner at the Coscolluela residence.

Later Elsie was to tell me that this was Santa Clara Village, where she and her husband had built “secondary home.”
They intended it to be their “retirement home,” which was why the master’s bedroom was on the ground floor, and it had
no windows, a protection against fall ash, since fall ash gives Elsie asthma, and there was “a tiny, cozy kitchen just a few
steps away form the bedroom, because I love to cook.” Their first home—where they lived for twenty-seven years and
raised their three sons-is in Mountainview, another residential area. I got to know Elsie a little better in 2003, during the
UP Book Caravan, and discovered her to be both very gracious and very simple. Which for some reason surprised me.
What had I expected? I have written of that visit in another book, Looking for the Philippines (2009):

“Elsie… told me about her student days in Siliman, about how the Tiempos had nurtured her and helped her with her
writing. After graduating with honors, she had gotten a scholarship to Iowa University. But she was too young to be admitted
into its graduate program. So the Tiempos suggested she enroll for a few courses at La Salle Bacolod, to bide her time.
They hadn’t counted on her falling in live with a Bacolonon, marrying him, making Bacolod her home. But how could it
have been otherwise, given the gorgeous and gifted Elsie? “It had been tough for her in the beginning,” she said. ‘Oh, I
had to work so hard to fit in,’ she sighed, and the memory of it clouded her eyes. In her husband’s circles, women weren’t
writers.

“And I remembered that poem of hers about the mountain they call Cuernos de Negros:
“The gentle rustle of mountains spirits
Unspool memory as the lamplight leaps
Into a sudden dance: once a child
He had watched his father clearing grass
Grown wild.”

But it is 2010 now, and we are at the Casino Espaῆol. Elsie is telling me that she was born in Dumaguete in 1945.
Her father was Celerino Leon Martinez, a lawyer, and her mother, Carmen Cabello, was a teacher of Spanish, and what
Elsie describes as “very religious.”
Page 18 of 22
 Module Code : Pasay –21stCL-Q1-W3 – D4

Name : ___________________________________________ Grade : ________________

Name of Teacher : ________________________________ Strand : ________________

ARE YOU READY TO PRACTICE?

PRACTICE EXERCISES 1. Talk to one of your parents and ask the most important things. Add the
information below.

Name: _________________________________________________________________
Age: __________________________________________________________________
Birthday: _______________________________________________________________
Birth place: _____________________________________________________________
Hometown: _____________________________________________________________
Educational attainment: ___________________________________________________
Marriage life: ____________________________________________________________
Number of children: _______________________________________________________
Work experiences: ________________________________________________________
Hobbies: ________________________________________________________________
Character as a parent and member of the society: _______________________________
_______________________________________________________________________
Memorable experience in the family and others: : _______________________________
_______________________________________________________________________

PRACTICE EXERCISES 2. Now, narrate the life story using the information you gathered from
Exercise 1. Write it in a paragraph form. If you are a bit confuse you can read back to our literary
selection.

_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
1.
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
____________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
Page 19 of 22
 Module Code : Pasay –21stCL-Q1-W3 – D4

Name : ___________________________________________ Grade : ________________

Name of Teacher : ________________________________ Strand : ________________

PRACTICE EXERCISES 3. Create colorful and creative infographic presentation about the
biographical story of your parent in a short bond paper. This is one way of making a creative adaptation
of the literary text we have learned. Observe the creating infographic criteria.

Infographic - A collection of CREATING INFOGRAPHIC CRITERIA

imagery. chart, and a minimal Content/ Relevant to the topic-40%
text that gives an easy-to- Creativity of layout -30%
understand overview of a topic. Organization of ideas -30%
Total : 100%

GENERALIZATION
To summarize the lesson for today, you must remember the following:
National Capital Region Authors and Representative Texts
Jose Garcia Villa Cyan Abad Jugo Biographical Narratives
*Inviting a Tiger for a Weekend *Sweet Summer; Dragon can be classified as full-
* I can No More Hear Love’s Brother length biography, the
*I, It, Was, That, Saw Maria Felisa Batacan profile, the character
*First, A Poem Must be Magical *Keeping Time sketch, and the interview
Nick Joaquin Juan Miguel Severo story
*The Summer Solstice *That Thing called Tadhana Biography is the
*The Woman Had Two Navels *Ang Huling Tula na Isusulat ko narrative fo a person’s life
*Three Generations Para Sayo written by someone else
*May Day Eve Christina Pantoja Hidalgo
*The Painting; *Passages:
Travel Essay; & *Six Sketches
EVALUATION of Filipino Women Writers
Discuss what you have learned from the lesson today by writing it in the speech bubble provided below.
Make it sure to mention a literary text, its author and indicate the region it belongs. Don’t forget to
mention what is biographical narrative and the important things to include when writing it. (10 Points)

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

Writer: ROSELYN M. DELA PEÑA, PCWHS

Page 20 of 22