www.shsph.blogspot.

com

11

21st Century Literature from the

Philippines and the World
Quarter 1 – Module 1:
Traditions and Locations: The Filipino Poem
(A Long History of Poetry)
21st Century Literature from the Philippines and the World– Grade 11/12
Alternative Delivery Mode
Quarter 1 – Module 1: Traditions and Locations: The Filipino Poem (A Long
History of Poetry)
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things,
impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

names, trademarks, etc.) included in this module are owned by their respective
copyright holders. Every effort has been exerted to locate and seek permission to
use these materials from their respective copyright owners. The publisher and
authors do not represent nor claim ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Grace A. Cimafranca, Catherine A. Credo, Sheena Marie E. Rubia,
Pilita E. Ramirez
Editors: Ellen E. Edrial EdD and Esteria J. Macajelos
Reviewers: Ellen E. Edrial EdD and Esteria J. Macajelos
Illustrator: None
Layout Artist/Typesetter: Josephine V. Austero
Management Team: Senen Priscillo P. Paulin, CESO V Rosela R. Abiera
Fay C. Luarez, TM, EdD, PhD. Maricel S. Rasid
Nilita l. Ragay, EdD Elmar L. Cabrera
Adolf P. Aguilar
Anna Lee A. Amores, EdD

Printed in the Philippines by ________________________

Department of Education –Region VII Schools Division of Negros Oriental

Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental

Tele #: (035) 225 2376 / 541 1117
E-mail Address: negros.oriental@deped.gov.ph
 11/12

21st Century Literature

from the Philippines and
the World
Quarter 1 – Module 1:
Traditions and Locations: The Filipino
Poem (A Long History of Poetry)
Introductory Message
For the Facilitator:
Welcome to the 21st Century Literature from the Philippines and the World
Alternative Delivery Mode (ADM) Module 1 on Traditions and Locations: The
Filipino Poem (A Long History of Poetry)!
This module was collaboratively designed, developed and reviewed by educators
both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of
the module:

“Give Learners an uncommon experience.”

As a facilitator, you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.
For the Learner:
Welcome to the 21st Century Literature from the Philippines and the World
Alternative Delivery Mode (ADM) Module 1 on Traditions and Locations: The
Filipino Poem (A Long History of Poetry)!
This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.
This module has the following parts and corresponding icons:

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in the
module.

ii
 This part includes an activity that aims to check
what you already know about the lesson to take.
What I Know
If you get all the answers correct (100%), you
may decide to skip this module.

This is a brief drill or review to help you link the

What’s In current lesson with the previous one.

In this portion, the new lesson will be introduced

What’s New to you in various ways; a story, a song, a poem, a
problem opener, an activity or a situation.

This section provides a brief discussion of the

What is It lesson. This aims to help you discover and
understand new concepts and skills.

This comprises activities for independent practice

to solidify your understanding and skills of the
What’s More
topic. You may check the answers to the
exercises using the Answer Key at the end of the
module.
This includes questions or blank
What I Have Learned sentence/paragraph to be filled into process what
you learned from the lesson.
This section provides an activity which will help
What I Can Do you transfer your new knowledge or skill into real
life situations or concerns.
This is a task which aims to evaluate your level of
Assessment mastery in achieving the learning competency.

In this portion, another activity will be given to

Additional Activities you to enrich your knowledge or skill of the
lesson learned.

Answer Key This contains answers to all activities in the

module.
At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

iii
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone.
We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it.

iv
 TABLE OF CONTENTS
CONTENT PAGES

TITLE PAGE ------------------------------------------------ i

INTRODUCTORY MESSAGE ------------------------------ --- ii

For the Facilitator --------------------------------- ii
For the Learner ----------------------------------------- ii

WHAT I NEED TO KNOW --------------------------------- 1

Learning Competency --------------------------------- 1
Learning Objectives --------------------------------- 2

WHAT I KNOW ------------------------------------------------ 2

Task 1 ------------------------------------------------ 2

WHAT’S IN ------------------------------------------------ 3
Task 2 ------------------------------------------------ 3

WHAT’S NEW ------------------------------------------------ 4

Task 3 ------------------------------------------------ 4

WHAT IS IT ------------------------------------------------ 5

WHAT’S MORE ------------------------------------------------ 10

Task 4 ------------------------------------------------ 10

WHAT I HAVE LEARNED --------------------------------- 11

Task 5 --------------------------------- 11

WHAT I CAN DO ---------------------------------------- 11

Task 6-A ------------------------------------------------ 11
Task 6-B ------------------------------------------------ 12

ASSESSMENT ------------------------------------------------ 13

ADDITIONAL ACTIVITIES --------------------------------- 14

ANSWER KEYS ------------------------------------------------ 16

REFERENCE LIST -------------------------------------------- 17

v
 WHAT I NEED TO KNOW

Have you ever thought of travelling the different regions of the

Philippines?

What would you like to know about the different regions in our
country?

Your journey in searching for knowledge about the geographic,

linguistic, and ethnic dimensions of Philippine literary history from
precolonial to the contemporary will empower your identity of being a
Filipino.

In this module, you will discover that poetry reflects the richness of
Filipino culture and tradition. The activities serve as tools in developing your
critical thinking skills and appreciating the various contributions of Filipino
writers.

Poets from different regions of our country share their expertise in

writing a poem. As history tells us, poetry existed before the written word,
where it was often sung rather than spoken. The poems that you will
encounter in this module will help you develop your skill in reading and
writing and at the same time, appreciate how beautiful the place is, as
depicted by the poets in their poem. This is the time where you, as a learner
understands the struggle of our country and its people and in spite of
everything that the Philippines has encountered, it made her stand still and
shines her beauty.

Just like an erupting volcano, it can be both terrifying and beautiful.

The powerful impact of its eruption tends to shatter and trembles the earth
while viewing, it tells us the beauty and wonder of it. Each one is focused to
the beauty not to the devastating event that the volcano has brought. This is
also the same as the experiences of the poets. From their difficult
experiences in life came to them the sublime experiences that motivate
them to create art. As Gemino Abad states, “The root and the crown of
language”- POETRY.

Learning Competencies

EN12 Lit-Ia-21 Writing a close analysis and critical interpretation of

literary texts and doing an adaptation of these require

1
 from the learner the ability to identify the geographic,
linguistic, and ethnic dimensions of Philippine literary
history from pre-colonial to the contemporary.

Learning Objectives:

At the end of the module, you should be able to:

Knowledge: Classify literary forms according to periods of Philippine

literary history
Skills: Write a five-paragraph close analysis and critical
interpretation of the poem “Mayon”
Attitude: Value the contributions of local writers to the
development of regional literary traditions through writing
a critical analysis of a text.

Please take note that all answers shall be written in your activity
notebooks, and that there should never be any markings placed in this
module.

WHAT I KNOW

Pre-assessment:

Task 1

Directions: Supply the following with the appropriate word found in the box
to complete the statements. Write your answers on your notebook.

Poetry, poem bugtong , talinghaga

Baybayin, blasphemous epics, legendary hero

Francisco Baltazar, Balagtas

1. ______, and its product ______, are pieces of writing that usually have
figurative language.

2
 2. The ______was a riddle that used ____, or metaphor that actually
helped convey the answer to the riddle.
3. _____ were long, episodic, chanted poems which told a story about a
_______ and spirit.
4. The most notable Filipino poet of the Spanish era is _____, who
became known as _____.
5. The method of writing, called ____ for the tagalog, was suppressed, as
friars called it_____________________.

WHAT’S IN

Task 2 Classify the words below according to its period. Accomplish

this in your notebook.

proverbs folksongs duplo

corrido myths blogs

moro – moro legends novels

cenaculo awit research papers

riddles pasyon drama

epics carillo zarsuela

alibata

3
 PRE- COLONIAL DURING COLONIAL CONTEMPORARY

WHAT’S NEW

Task 3

Direction: Analyze the picture and answer the questions below.

Accomplish this on your notebook.

Source: https://primer.com.ph/travel/2016/03/02/mayon-volcano/

4
Explore!

1. What is this very famous landmark?

2. Where is it located?
3. What geographical background do you have about the Bicol region?
4. What stories/legends/myths have you heard about Mayon?
5. Why do you think people love this tourist destination?

WHAT IS IT

Read and understand the poem.

MAYON
By: Kristian Sendon Cordero
Camarines Sur

Ayon, sa alamat, lason ng pana ni Pagtuga,

Ang lumikha sa bulkan-libingan ito
ng dalagang namatay sa isang digmaan.

Ngayon, ano ang tutubo sa paanan ng Mayon

Gayong nagiging malawak na itong sementeryo
ng abo, ng tao. Manganganak na kaya ito?

Tinitigan ko ang nakangangang bulkan-binabalot

ng ulap at sa sariling usok ng tuktok, gatas sa labi.
Baka sakali, magpakita, nang may silbi ang kamera.

Sa ilang retrato na ibinebenta ng mga bata sa Cagsawa

lusaw na tae ang nagliliyab na lava, dumadaloy pababa.
Matandang nagnganganga5 ayon naman sa isang makata.

Sa isang lumang postcard na nakita ko sa Antigo Merkado-

After reading the poem, accomplish the table by writing your own
understanding in a grid. Write on your notebook.

Explanation
Stanza 1

Stanza 2

Stanza 3

Stanza 4

A LONG HISTORY OF PHILIPPINE POETRY

Filipinos are no strangers to poetry; it has been part of Filipino culture

ever since pre – Hispanic times. The awit or song existed in many forms
and were used for varied purposes. Aside from songs, the two major pre-
Hispanic forms were the bugtong or riddle and the salawikain or proverb.

The bugtong was a riddle that used talinghaga or a metaphor that

actually helped convey the answer to the riddle. The sawikain or salawikain
were proverbs used to express pieces of wisdom or beliefs important to
Filipino society. These forms were all done in verse or metrical writing.

The major pre – Hispanic poetic form, however, was the epiko or epic.
Epics were long, episodic, chanted poems telling stories, normally about
legendary heroes and their adventures, often contending with, and being
aided by supernatural creatures and spirits. The arrival of the Spanish
dramatically altered what was an already established Philippine literary
tradition. The method of writing called baybayin for the Tagalog was
suppressed along with many of the epics and poems already existing, as
friars called them blasphemous because of the presence of supernatural
creatures in them. Thus, the Spanish clergy set out to replace the old oral
heroes with Jesus Christ, and thus for most of the early years of Spanish
rule, poems tended to be religious in nature.

Later, Jose Rizal and his fellows would be among these new Filipinos;
they would be called illustrados, and their efforts and writings would center
on a growing sense of national identity. Despite the efforts of the Spanish
clergy, traditional Philippine poetry never truly went away. Instead, these
same traditions further evolved. The awit, for example, was influenced by
the European romances of the time and became romantic themselves.

6
 The arrival of the Americans and their introduction of a new
educational system again set off a series of changes to Philippine poetry.
Free verse and New Criticism became the buzzwords of poets.

Poetry has continued to evolve and change with history unfolding. The
freedom to explore a myriad of forms resulted in broad selection of poems
written not only in English and Filipino, but also in the various languages of
our many regions.

PHILIPPINE PRECOLONIAL LITERATURE

Before the Philippines was colonized, it was already brimming with

rich tradition of oral literature. Early Filipinos weaved together countless
myths and legends to explain certain phenomenon in life. They had stories
on how the world was created – why there is sun in the morning, and the
moon at night, how a mountain was formed, why there are earthquakes, and
other life events. Here are their descriptions and other forms of literature
that were passed on by the early Filipinos to today’s generation.

PROVERBS are practical observations and philosophy of everyday life

that are written usually in a rhyming scheme. It is obviously meant to
entertain while teaching basic skills in surviving local life. In Filipino, these
are called salawikain.

Ex. Kung ano ang puno, siya ang bunga.

(Whatever the tree, so is the fruit.)

RIDDLES are like proverbs with one main difference: they

demand an answer and are used to test the wits of those who are listening
to them.

Ex. Heto na si Kaka, bubuka – bukaka. (Here comes Kaka,

walking with an open leg.)

FOLKSONGS are beautiful songs that are informal expressions

of our ancestors’ experiences in life. These range from courtship (which they
sing in a harana or a serenade for a girl), to lullabies, harvests, funerals,
and others.

Ex. Paru parong Bukid (Filipino Folk Song)

TALES are stories of origin for certain places, their names, and
their creation. These are also known as myths and legends.
7
 Ex. Mount Makiling, Mount Arayat

EPICS are long- winded poems about a hero and his adventures
and misadventures. It usually tells of a male hero and who also has
superhuman capabilities.

Ex. The Hinilawod (Epic in Central Panay)

SPANISH COLONIAL LITERATURE

When the Spaniards came, there was an immediate shift

on the focus of literature. It became centered on the Christian faith, and the
stories about natural phenomena suddenly became all about the lives of
saints and other religious hymns. Slowly, Philippine literature started to
emulate the traditional Spanish ways of themes and forms in writing,
including the repetitive plots and shadowy characters.

CORRIDO is a legendary religious narrative form that usually

details the lives of saints or the history of a tradition.

Ex. Ibong Adarna, by Jose de la Cruz

AWIT is a chivalric poem about a hero usually about a saint. It

is also usually sung and used in religious processions.

Ex. Florante at Laura, by Francisco Balagtas

PASYON is a narrative poem about the life of Jesus Christ,

beginning from his birth and up to his death. This is usually sung during
Lenten season.

Ex. Panalangin sa Mahal na Birhen

CENACULO is the dramatization of the passion of Christ. It

highlights the sufferings and death of Jesus Christ, and it is also done
during Lenten season.

Ex. The Malibay Cenaculo

MORO –MORO or COMEDIA DE CAPA Y ESPADA is a blood –

and –thunder melodrama depicting the conflict of Christians and Muslims.
It is usually about battles to the death and the proofs of faith.

Ex. “Prinsipe Rodante”

8
 CARILLO is a play that uses shadows as its main spectacle.
This is created by animating figures made from cardboard, which are
projected onto a white screen.

Ex. The Legend of Sampaguita

TIBAG is the dramatic reenactment of St. Helena’s search for

the Holy Cross. St. Helena is the mother of Constantine and is oftentimes
credited to have influenced her son to be the great Christian leader he is
known today.

Ex. Search of St. Helena for the Sacred Cross

DUPLO OR KARAGATAN are native dramas that are connected

to Catholic mourning rituals and harvest celebrations.

Ex. Ang Duplo, by: Abuag, E.R. et al.

ZARSUELA is probably one of the most famous forms of

entertainment back in the Spanish era. Zarsuelas are musical comedies or
melodramas that deal with the elemental passions of human beings.

Ex. Kahapon, Ngayon at Bukas (Yesterday, Today and

Tomorrow) by Aurelio Tolentino

Source:

Agustin, Roy Tristan B.et.al. 21st Century Literature From the Philippines
and the World. Quezon City: Vibal Group, Inc., 2016

9
 WHAT'S MORE

Task 4

Direction: The following are taken from the text, “A Long History of Poetry”.
Identify what is described in the statements below. Choose your answer
from the pool of words in the box. Answers must be written on your
notebook.

baybayin Salawikain or sawikain talinghaga

Epiko or epic poetry Free Verse and New Criticism
national identity Awit or song romances
Filipino nation and regions sublime experiences

1. These were proverbs used to express pieces of wisdom or beliefs

important to Filipino society. _______________
2. This is a method of writing for the Tagalog. ____________________
3. It is a metaphor that helped convey the answer to the riddle.
_____________
4. These refer to the major pre – Hispanic poetic form which were long,
episodic, chanted poems telling stories, normally about legendary heroes
and their adventures being aided by supernatural creatures and spirits.
____________.
5. This existed in many forms and was used for varied purposes.
___________
6. It refers to a sense of a nation as a cohesive whole, as represented by
distinctive traditions, culture, and language. ___________________
7-8. These two became the buzzwords of poets. ___________________
9. It is called the “root and crown of language”- Gemino Abad.
2. It is called the feelings of awe in nature by artists, which are perceived as
powerful, vast, and complex. ______________

10
 WHAT I HAVE LEARNED

Task 5

Directions: Review the lesson on Traditions and Locations: The

Filipino Poem (A Long History of Poetry). Then write your reflection in your
notebook by completing the unfinished statements below.

I have learned that ________________________________________________________

___________________________________________________________________________

I have realized that _______________________________________________________

__________________________________________________________________________

I will apply _______________________________________________________________

WHAT I CAN DO

Task 6-A
Direction: Write on your notebook the lines from the poem, “Mayon”, that
illustrate geographic, linguistic and ethnic dimensions of the text.

Geographic: __________________________________

__________________________________

11
Linguistic: _________________________________

_________________________________

Ethnic: ________________________________

________________________________

Task 6-B

Direction: Write a 5-paragraph close analysis and critical interpretation of

the poem “Mayon”, by Kristian Sendon Cordero giving emphasis on the
geographic, linguistic and ethnic dimensions of the text.

Basis for scoring

Excellent Average Poor

5 3 1

Cohesiveness

Organization

Mechanics (Spelling,
grammar, indention,
capitalization and margin)

12
 ASSESSMENT

Task 7
True or False.

1. Legends were long episodic chanted poems telling stories of legendary

heroes and their adventures.
2. Zarzuela and comedia are the same.
3. Poetry is a literary work in which special intensity is given to the
expression of feelings and ideas using distinctive style and rhythm.
4. The bugtong was a riddle that used talinghaga or a metaphor that
helped convey the answer to the riddle.
5. CORRIDO is a legendary religious narrative form that usually details
the lives of saints or the history of a tradition.
6. Carillo is the dramatic reenactment of St. Helena’s search for the Holy
Cross.
7. PASYON is a narrative poem about the life of Jesus Christ, beginning
from his birth and up to his death. This is usually sung during Lenten
season.
8. FOLKSONGS are beautiful songs that are informal expressions of our
ancestors’ experiences in life. These range from courtship (which they
sing in a harana or a serenade for a girl), to lullabies, harvests,
funerals, and others.
9. PROVERBS are like proverbs with one main difference: they demand
an answer and are used to test the wits of those who are listening to
them.
10. TALES are stories of origin for certain places, their names, and them
creation. These are also known as myths and legends.

13
 ADDITIONAL ACTIVITIES

Listen/Read the lyrics of the song, “Philippine Geography” by Yoyoy Villame.

Philippine Geography
Yoyoy Villame
Philippines has a great history

According to our geography

Manila is the capital city

Docking point from the other countryMetro

Manila, Quezon City

Caloocan, Pasay, Makati

Marikina, Pasig, Zapote

Malabon, Las Piñas, Parañaque

From the north, Batanes, Aparri

Ilocos Sur, Ilocos Norte

Isabela, Cagayan Valley

Mountain Province, La Union, Baguio City

Nueva Ecija, Nueva Vizcaya

Tarlac, Pangasinan, Pampanga

Zambales, Bataan, Abra

Bulacan, Cavite, Batangas, Laguna

Now let's go to the Southern Luzon

Camarines Norte, Quezon

Albay, Camarines Sur

Catanduanes, Masbate, Sorsogon

And we add three islands more

Mindoro, Marinduque, Romblon

Then down to Visayan shore

Famous for sugar, coconut and corn

Ayeyeyeye yeyeye yeyeye

Cebu, Mactan, Mandaue

Ayeyeyeye yeyeye yeyeye

Bohol, Samar, …
14
Briefly answer the following questions in your notebook
1. What do you think is the significance of the song to our culture and its
entirety?
2. Can we consider the song as a sublime experience of the writer?
3. What is the message of the song?

15
 16
Task 7
1. False 4. True 7. True 10. True
2. False 5. True 8. True
3. True 6. False 9. False
What I Can Do
Task 6-A
Geographic -
1.Sa ilang retrato na ibinebenta ng mga bata sa
Cagsawa
2. Ngayon, ano ang tutubo sa paanan ng Mayon
Gayong nagiging malawak na itong sementeryo What’s new
ng abo, ng tao. What’s more
Linguistic- Answers may vary
1. Ayon, sa alamat, lason ng pana ni Pagtuga, 1. Salawikain or
sawikain
2. Sa isang lumang postcard na nakita ko sa Antigo
2. Baybayin
Merkado- 3. Talinghaga Task 6-B
4. Epiko or epic
Ethnic- 5. Awit or song Paragraph Writing
Ayon, sa alamat, lason ng pana ni Pagtuga, 6. national identity
7-8.Free Verse and
Ang lumikha sa bulkan-libingan ito New Criticism
ng dalagang namatay sa isang digmaan. 9. Poetry
What’s new
Matandang nagnganganga ayon naman sa isang 10. sublime
makata.
experiences
Answers may vary
What’s in
Pre – colonial During colonial Contemporary
What I Know
Proverbs Corrido novels Pre -assessment
Riddles Awit research papers
Folksongs blogs 1.Poetry, poem
Epics Pasyon
Myths 2. bugtong ,
Legends Cenaculo talinghaga
duplo 3. epics, legendary
Moro – moro hero
zarsuela 4. Francisco
Baltazar, Balagtas
drama
5. baybayin,
carillo blasphemous
alibata
ANSWER KEYS
 REFERENCES

Books

Agustin, Roy Tristan B.et.al. 21st Century Literature From the Philippines and the World. Quezon City:
Vibal Group, Inc., 2016.

Uychoco, Marikit Tara A. 21st Century Literature from the Philippines and the World. Quezon City:
Rex Bookstore, 2016.

Online Sources

www.google.com/search?newwindow=1&e1. n.d. tagaloglang.com/philippine-geography-song/

(accessed June 24, 2020).

Bethelmy, LC. www. frontiersin.org. March 13, 2019.

https://doi.org/10.3389/fpsyg.2010.00509 (accessed June 23, 2020)

17
For inquiries or feedback, please write or call:

Department of Education – Schools Division of Negros Oriental

Kagawasan, Avenue, Daro, Dumaguete City, Negros Oriental

Tel #: (035) 225 2376 / 541 1117

Email Address: negros.oriental@deped.gov.ph
Website: lrmds.depednodis.net