21st Century Literature from the Philippines and the World

Subject: 21st Century Literatures from the Philippines and the World
Module: 2
Weeks: 3-8
Lesson: Study and appreciation of literary texts from the different regions written in
different genres covering regions in Luzon, Visayas, and Mindanao.

Content Standard: The learner will be able to understand and appreciate the elements
and contexts of 21st century Philippine literature from the regions.

Performance Standard: The learner will be able to demonstrate understanding and

appreciation of 21st Century Philippine literature from the regions through:
1. a written close analysis and critical interpretation of a literary text in terms of
form and theme, with a description of its context derived from research; and
2. an adaptation of a text into other creative forms using multimedia.

Learning Competency:
Writing a close analysis and critical interpretation of literary texts and doing an
adaptation of these require from the learner the ability to:
a. differentiate/ compare and contrast the various 21 st century literature genres and
the ones from the earlier genres/ periods citing their elements, structures, and
traditions. (EN12Lit-Id-25)
b. Infer literary meaning from literal language based on usage. (EN12Lit-Id-26)
c. Analyse the figures of speech and other literary techniques and devices used in
the text (EN12Lit-Id-27)
d. Explain the literary, biographical, linguistic, and sociocultural contexts and
discuss how they enhance the text’s meaning and enrich the reader’s
understanding (EN12Lit-Ie-28)
e. Situate the text in the context of the region and the nation. (EN12Lit- Ie-29)
f. Explain the relationship of context with the text’s meaning. (EN12Lit-Ie-30)
g. Produce a creative representation of a literary text by applying multi-media skills
1. Choose an appropriate multimedia format in interpreting a literary text.
(EN12Lit-Ie-31.1)
2. Apply ICT skills in crafting an adaptation of a literary text. (EN12Lit-Ie-31.2)
3. Do self- and/or peer- assessment of the creative adaptation of a literary text,
based on rationalized criteria, prior to presentation. (EN12Lit-Ie-31.3)

Ernesto D. Doloso, Jr., Arman V. Ludana, Regina Floresa V. Bas-Condes, Marlo V. Mercado
21st Century Literature from the Philippines and the World

Week 4
Learning Competency:
Writing a close analysis and critical interpretation of literary texts and doing an
adaptation of these require from the learner the ability to:
a. differentiate/ compare and contrast the various 21 st century literature genres and
the ones from the earlier genres/ periods citing their elements, structures, and
traditions. (EN12Lit-Id-25)

Suggested Tasks Activities Other Suggested

Activities
Pre-reading PRIOR Give examples of each
KNOWLEDGE literary form in different
ACTIVATION periods of Philippine
1. The teacher will Literature.
elicit answers from
the learners about The learners may make
their prior info-mercials depicting the
knowledge on the different literary forms in
Periods of Philippine different periods of
Literature. Philippine literature.
(Diagnostic
Assessment)
2. The teacher will
introduce the topic
about the different
periods in Philippine
Literature.
Reading and discussion Discussion of the topic

Post- reading Formative Assessment (10-

item quiz)

Summary of the Philippine Literary Periods

Precolonial Period
 characterized mainly by oral tradition
 crude on ideology and phraseology
 expressive of our customs and traditions in everyday life
 self – expression
Spanish Period
 literature is classified as religious and secular
 liberal ideas and internationalism influenced Filipino minds in understanding “liberty
and freedom”

Ernesto D. Doloso, Jr., Arman V. Ludana, Regina Floresa V. Bas-Condes, Marlo V. Mercado
21st Century Literature from the Philippines and the World

American Period
 firm establishment of English as the medium of instruction in all schools
 Filipino writers went into all forms of literature like news, reporting, poetry,
stories, plays, essays, and novels
 writings clearly depicted their love of country and their longings for
independence.

Japanese Period
 Philippine literature in English came to a halt – writers in English turned to
writing in Filipino

Postwar Period
Before The Declaration Of Martial Law
 Philippine writing in vernacular became popular
1946-1960
 The writers had better knowledge of their craft and enjoyed political activism
1970 – 1972 (Rise of Nationalism and Students Activism)
 Nationalism was emphasized by young and aspiring writers.
 Revolutionary form of literature attacked the ills of the society
1970 – 1972 (Period of New Society)
 Provided a venue in reviving traditional drama and in creating original plays.
1981 – 1985 (3rd Republic)
 Continue to reflect on social, political realities.
Contemporary Period
 Filipino writer has become more conscious of his art with the proliferation of
writers workshops here and abroad and the bulk of literature available to him via
the mass media including the internet

Suggested Activities Other Suggested

Tasks Activities
Pre-reading Recapitulation of the lesson discussed previously. GALLERY WALK
The teacher will ask somebody to do the recap of the The Collaborative
lesson discussed previously. Activity may be done
through a Gallery
Reading Collaborative Activity Walk, wherein the
The learners will be grouped into six and do the group will assign
following: group members to be
 In a manila paper, present the different left in the area where
literary forms of different literary periods their output is posted
assigned to the learners. to entertain queries
Group1—Pre-colonial period from other groups. The

Ernesto D. Doloso, Jr., Arman V. Ludana, Regina Floresa V. Bas-Condes, Marlo V. Mercado
21st Century Literature from the Philippines and the World

Group 2—Spanish Period group members should

Group 3—American Period discuss the different
Group 4—Japanese Period literary forms found in
Group 5—Post war Period their assigned literary
Group 6—Contemporary Period period. (This can be
done in five minutes)
 The learners will select presenter from the After all groups have
group and discuss their output in three visited all areas, they
minutes. will report their
findings to the class.
Post-reading Formative Assessment (The learners will answer Findings must be
questions that will be raised by the teachers) limited only to the
Guide Questions: development of
1. What developments do you observe literature through the
in the Philippine Literature? years and periods.
2. What are the similarities and
differences of the characteristics of
literary forms in every period?

Lesson: Major Genres (poetry, fiction, drama, creative nonfiction as well as hyperpoetry,
blogs, text tula, chick lit, speculative fiction, flash fiction, etc.)

Suggested Activities Other Suggested

Tasks Activities
Pre-reading PRIOR KNOWLEDGE ACTIVATION The learners may
Guide Question: surf the net to look
1. Are you familiar with the NEW literary for samples of each
genres in the 21st Century Literature? genre and be able to
List down as many types as you can and share it to the class.
be ready to say something. Describe
them.
The teacher will process the answers of the
learners.

Activity 1 (Watching video)

The learners will watch the videos of Bagbagto
and will discuss their observations in the
presentation.
What can you infer from the video presented?
Reading (answers vary)

The teacher will discuss the different forms of

literary genres in the 21st Century.

Ernesto D. Doloso, Jr., Arman V. Ludana, Regina Floresa V. Bas-Condes, Marlo V. Mercado
21st Century Literature from the Philippines and the World

Examples for each genre shall be given and

shown to the learners.
1. Blog
2. Chick Lit
3. Creative Nonfiction
4. Flash Fiction
5. Graphic Novels
6. Hyperpoetry
7. Text Tula

Post-reading Group Activity (SUMMATIVE)

Group Tasks: ( 5 Groups)
A. Write a poem which could be delivered as a
material for spoken poetry. Choose your theme
from any of the following social issues:
depression, suicide, teenage pregnancy,
relationship with family, or academic struggles.
(Video or record it if possible)

B. Compose a sample Blog expressing your

insights regarding the 21st Century Literatures
of the Philippines. (Do this in laptop /blog
sites,if possible)

C. Using a Venn diagram compare and contrast

21st century literature from the pre-colonial
literature.
D. Compose 1 sample TextTula (Tanaga) for
each of the following topics Gender Equality,
depression, suicide, teenage pregnancy,
relationship with family, or academic struggles.

E. Illustrate two (2) artifacts (symbols/

drawings of objects) that best represent the pre-
colonial literature and 21st century literature
respectively and explain why you chose those
symbols.

Rubrics for Grading:

Content--- 35%
Mastery of the Content---30

Visual Appeal--- 20%

Mechanics--- 15%

Ernesto D. Doloso, Jr., Arman V. Ludana, Regina Floresa V. Bas-Condes, Marlo V. Mercado
21st Century Literature from the Philippines and the World

100%

Major Literary Genres in the 21st Century

Blog
A blog is a web blog; a website containing short articles called posts that are
changed regularly. Some blogs are written by one person containing his own opinions,
interests and experiences, while others are written by many different people.
Example of a Blog
Flash Fiction
- a style of fictional literature or fiction of extreme brevity

- there is no widely accepted definition of the length of the

category.
- some self-described markets for flash fiction impose
caps as low as three hundred words, while others consider
stories as long as a thousand words to be flash fiction.

Samples of Flash Fiction

“Longed for him. Got him. Shit.”
--Margaret Atwood
“For Sale: Baby Shoes. Never Worn.”
--Ernest Hemingway

Sample of Graphic Novel

Graphic Novels

- a book made up
of comics content;
Although the word
“novel” normally refers
to long fictional works,
the term "graphic novel"
is applied broadly and
includes fiction, non-
fiction, and anthologized
work. It is distinguished

Ernesto D. Doloso, Jr., Arman V. Ludana, Regina Floresa V. Bas-Condes, Marlo V. Mercado
21st Century Literature from the Philippines and the World

Hyperpoetry Example of Hyperpoetry

- a form of digital poetry that uses links using Crucifixion
hypertext mark-up You’re sweating your Bode layed on the
cross
- It can either involve a set of words, phrases, the nails and hammer bright
lines, etc. that are presented in variable order the Cruxer sets it in your limbs
but sit on the page much as traditional poetry through flesh and bones he strives.
does, or it can contain parts of the poem that Your body winds in pain and gasps
the muscles cramp in pain
move and / or mutate onlookers clap with fun no shame
- It is usually found online, though CD-ROM for them it’s all a game…
and diskette versions exist. The earliest when finally your soul gets out
examples date to no later than the mid-1980s. you see them standing there
aroused and hyper oh my god
you lift up through the air..
then they lift the cross with you
you know that is the end
but still some hours Agony
no help no mercy sent..

They mocking you and having fun

your mind is letting go
the blood drops constantly
DOWNWARDS
for them it is all a show.

Copyright @ adi star I year posted 2016

Mobile Phone Text Tula

- a particular example of this poem is a

tanaga , a type of Filipino poem, consisting AMIDST CONFUSION
of four lines with seven syllables each with By Arman V. Ludana
the same
Ernesto rhyme
D. Doloso, Jr.,atArman
the end of eachRegina
V. Ludana, line. Floresa V. Bas-Condes, Marlo V. Mercado
Please let me think the way I want to think
Don’t dictate…Not the way you want me to.
- has a 7-7-7-7 syllabic verse, with an AABB Spare me from the tyrants, when my eyes blink
rhyme scheme. Not the way you want me to do it, though.
I look to scriptures as I quest for truth
21st Century Literature from the Philippines and the World

Ernesto D. Doloso, Jr., Arman V. Ludana, Regina Floresa V. Bas-Condes, Marlo V. Mercado
21st Century Literature from the Philippines and the World

CreativeNonfiction

- also known as literary nonfiction or narrative nonfiction

- a genre of writing that uses literary styles and techniques to create factually accurate
narratives
- contrasts with other nonfiction, such as technical writing or journalism, which is also
rooted in accurate fact, but is not primarily written in service to its craft
-as a genre, creative nonfiction is still relatively young, and is only begin ning to be
scrutinized with the same critical analysis given to fiction and poetry.

Examples of Creative NonFiction

Week 5

Ernesto D. Doloso, Jr., Arman V. Ludana, Regina Floresa V. Bas-Condes, Marlo V. Mercado
21st Century Literature from the Philippines and the World

Week 5
Learning Competency:
Writing a close analysis and critical interpretation of literary texts and doing an
adaptation of these require from the learner the ability to:
a. Infer literary meaning from literal language based on usage. (EN12Lit-Id-26)
b. Analyse the figures of speech and other literary techniques and devices used in
the text (EN12Lit-Id-27)

Representative Text: GABU by Carlos Angeles

http://www.seasite.niu.edu/Tagalog/Literature/literary_forms_in_philippine_lit.htm

Suggested Tasks Activities Other Suggested

Activities
Pre-reading The learners will be reminded of the Identify the figures of
literary devices discussed in previous speech used in the
lessons. poem.
Give the background information of
the author.

Reading The learners will read the poem

GABU by Carlos Angeles of
Tacloban City, Leyte. A volunteer
student will lead the group in reading
the poem.

What insight did you get from the

poem?
Did you understand the poem?

Post- reading
PAIR-THINK-SHARE (Formative)
What is the meaning of the different
stanzas/lines in the poem? The first

Ernesto D. Doloso, Jr., Arman V. Ludana, Regina Floresa V. Bas-Condes, Marlo V. Mercado
21st Century Literature from the Philippines and the World

item is done for you.

1. The battering restlessness of

the sea
Insists a tidal fury upon the
beach
At Gabu, and its pure
consistency
Havocs the wasteland hard
within its reach.

 Gabu
 A place in Ilocos Norte near
the sea
 Often, when typhoons occur,
places like this are affected
greatly
 Tsunami
 Ex: typhoon Imbudo, July
2003
 The sea is restless and can be
destructive
 Sea = Life
 Battering restlessness =
Impermanence
2. Brutal the daylong bashing of
its heart
Against the seascape where,
for miles around,
Farther than sight itself, the
rock-stones part
And drop into the elemental
wound.
3. The waste of centuries is grey
and dead
And neutral where the sea has
beached its brine,
Where the split salt of its heart
lies spread
Among the dark habiliments
of Time.
4. The vital splendor misses. For
here
At Gabu where the ageless
tide recurs
All things forfeited are most

Ernesto D. Doloso, Jr., Arman V. Ludana, Regina Floresa V. Bas-Condes, Marlo V. Mercado
21st Century Literature from the Philippines and the World

loved and dear.

5. It is the sea pursues a habit of

shores.

Gabu
by Carlos Angeles
The battering restlessness of the sea

Insists a tidal fury upon the beach

At Gabu, and its pure consistency

Havocs the wasteland hard within its reach.

Brutal the daylong bashing of its heart

Against the seascape where, for miles around,

Farther than sight itself, the rock-stones part

And drop into the elemental wound.

The waste of centuries is grey and dead

And neutral where the sea has beached its brine,

Where the split salt of its heart lies spread

Among the dark habiliments of Time.

The vital splendor misses. For here

At Gabu where the ageless tide recurs

All things forfeited are most loved and dear.

It is the sea pursues a habit of shores

Ernesto D. Doloso, Jr., Arman V. Ludana, Regina Floresa V. Bas-Condes, Marlo V. Mercado
21st Century Literature from the Philippines and the World

Learning Competency:

Writing a close analysis and critical interpretation of literary texts and doing an
adaptation of these require from the learner the ability to:
a. Analyse the figures of speech and other literary techniques and devices used in
the text (EN12Lit-Id-27)
b. Explain the literary, biographical, linguistic, and sociocultural contexts and
discuss how they enhance the text’s meaning and enrich the reader’s
understanding (EN12Lit-Ie-28)

Representative Texts:

The First Blood (A Memoir)

By: Doloso, Ernesto Jr. D.

The sun was crisp and the air was clammy as we made a line to fulfill our manhood. I
was the leader of our group then. I encouraged every boy in our community to be part of
that sacrament - a sacrament that will change their lives forever.

I was strong. I was motivated to do the act. I was also encouraging because I was the
leader. I wanted them to feel my support. I wanted them to feel my presence.

The man with a blade disembarked at the scene. I thought I was strong, I thought I was
motivated; I thought I can support them. The blade he was holding made me ductile.
That blade made me fragile.

I was the first boy who entered the ritual room. Feeling scared. Feeling petrified. The
man with a blade enlightened me to masticate the young guava leaves…and that made
me more worried. I didn’t know what happened in that Blessed Sacrament.

I undressed.

Ernesto D. Doloso, Jr., Arman V. Ludana, Regina Floresa V. Bas-Condes, Marlo V. Mercado
I kneeled.

I fainted.
21st Century Literature from the Philippines and the World

GABU by Carlos Angeles

http://www.seasite.niu.edu/Tagalog/Literature/literary_forms_in_philippine_lit.htm
Chimera by Kathrin Bonagua
Duration: 2 Days
Suggested Tasks Activities Other Suggested Activities
Pre-reading HUGOT Let the learners write their
1. Write “hugot” lines HUGOT lines about the
and share it to the following:
class afterwards.  Economy
 Philippine
Reading #HUGOT Government
Present the hugot lines in  Education
front of the class.  Environment
 Drugs
What figure of speech is  Depression
evident to your hugot lines?
The teacher may also use the
Post-reading The teacher will process the text Chimera by Kathrine
learners’ answers and lead Bonagua, an example of a
them to identify the figures chick lit.
of speech (e.g. metaphor,
simile, etc.). Lead Question:
How was the story crafted by
This lesson will use the the author?
poem GABU as the How did you understand the
material. text? Discuss the literary,
biographical, linguistic, and
(Formative Assessment) sociocultural contexts and
The learners are going to enhance the text’s meaning
identify the figures of and enrich the reader’s
speech and other literary understanding?
devices used in the poem.

The teacher will process the

Ernesto D. Doloso, Jr., Arman V. Ludana, Regina Floresa V. Bas-Condes, Marlo V. Mercado
21st Century Literature from the Philippines and the World

learners’ answers.

Learning Competency:
Writing a close analysis and critical interpretation of literary texts and doing an
adaptation of these require from the learner the ability to:
a.Situate the text in the context of the region and the nation. (EN12Lit- Ie-29)

Representative Text: The First Blood by Ernesto Doloso Jr.

Lengua Para Diablo (The Devil Ate My Words) by Merlinda Bobis
References: Uychoco, Marikit Tara A. (2016). 21st Century Literature from the
Philippines and the World. Rex Book Store. Manila, Philippines
Duration 2
Suggested Tasks Activities Other Suggested
Activities
Pre-reading KWL Chart Call for a volunteer
Fill out the table about the learner to read the poem.
textual interpretation of the text.
The learners may also list
Reading What I What I What I down taboo practices and
Know? Want learned? explain why these
to (to be practices are accepted in
Know? filled out other community.
after the
Post- reading discussion) The teacher may also let
the learners watch the
performance of Antonio
Bathan in his audition in
Introduce the poem “The First PGT.
Blood (a memoir)” by Ernesto
Doloso Jr. The teacher can also use
MODELING the Lengua Para Diablo
The teacher will read the poem. (The Devil Ate my
Words) by Merlinda
The learners will identify the Bobis of Tabaco, Albay.
practices evident in the poem.
The learners may write a

Ernesto D. Doloso, Jr., Arman V. Ludana, Regina Floresa V. Bas-Condes, Marlo V. Mercado
21st Century Literature from the Philippines and the World

They will cite textual poem about Gender

presentation or lines in the Equality and deliver it as
poem that show the practices. a spoken poetry. They
may post a video of it on
How the words were defined in social media.
the poem?
The learners will give the
definition of the words found in
the poem.
The teacher will process the
learners’ answers that must lead
to the explanation of how
sociocultural, literary,
biographical and linguistic
context enhance ones’
understanding of the text.

Learning Competency:
Writing a close analysis and critical interpretation of literary texts and doing an
adaptation of these require from the learner the ability to:
a.Explain the relationship of context with the text’s meaning. (EN12Lit-Ie-30)

Representative Text: Lengua Para Diablo (The Devil Ate My Words) by Merlinda Bobis
References: Uychoco, Marikit Tara A. (2016). 21st Century Literature from the
Philippines and the World. Rex Book Store. Manila, Philippines

Duration: 3 Days
Suggested Tasks Activities Other Suggested Activities
Pre-reading Fast Talk The teacher may still
The teacher will facilitate the contextualize or localize the
activity wherein the learners questions.
will select their answers
from the options given by
the teacher. Examples of
questions are as follow.
 Mother? Father?
 Career? Love?
 Twitter? Facebook?
 Google? Yahoo?
 Library? Computer?
 Desktop? Laptop?
Leading Question:
Who usually works for the
family? Differentiated Instruction.
Reading GRADUAL (SUMMATIVE)

Ernesto D. Doloso, Jr., Arman V. Ludana, Regina Floresa V. Bas-Condes, Marlo V. Mercado
21st Century Literature from the Philippines and the World

PSYCHOLOGICAL Situate the text in the

UNFOLDING (GPU) context of the region
The teacher will read the text through the following:
Lengua Para Diablo in front
of the class. Or the teacher Group 1—Blog
may ask volunteer from the Group 2—Text tula
class to read the text. The (Tanaga)
teacher may pause at Group 3—Flash Fiction
significant parts for Group 4—Spoken Poetry
comprehension check. The Group 5—Rap
learners must be guided by
the following questions: RUBRICS:
 What does Lengua Content 30%
symbolize? Research and
 What did the father Documentation 20%
mean by “The devil Mechanics /Language 30%
ate my words”? What Organization 20% (except
happened to him that Rap)
made him say that? Rhyme and Rhythm 20%
 What does this tell (For Rap)
about Philippine 100%
society? Do you
think this is still true
Post-reading today? Explain.

(FORMATIVE)
After reading the story, the
teacher will process the
learners’ answers.

Learning Competency:
Writing a close analysis and critical interpretation of literary texts and doing an
adaptation of these require from the learner the ability to:
a.Produce a creative representation of a literary text by applying multi-media skills
1.Choose an appropriate multimedia format in interpreting a literary text.
(EN12Lit-Ie-31.1)
2.Apply ICT skills in crafting an adaptation of a literary text. (EN12Lit-Ie-31.2)
3.Do self- and/or peer- assessment of the creative adaptation of a literary text,
based on rationalized criteria, prior to presentation. (EN12Lit-Ie-31.3)

Duration: 2 Days
Suggested Tasks Activities Other Suggested Activities
Initial Tasks Introduce the learners to The learners may just make

Ernesto D. Doloso, Jr., Arman V. Ludana, Regina Floresa V. Bas-Condes, Marlo V. Mercado
21st Century Literature from the Philippines and the World

different multimedia format posters of a literary piece of

in interpreting the literary
text.
 Powerpoint
presentation
 Audio-Visual
 Motion pictures
 Parody
 Music video
Final Task
ICT Integration
The learners will prepare for
the culminating activity.
The learners must integrate
ICT in their output.
Let the learners write their
own narrative incorporating
its elements and present it in 21 Lit Film Fest
the class using Radio Drama
Broadcast.
The story will begin with
“Jack and Jill went up the shown to the class during
hill
To fetch a pail of water
Jack fell down and broke his
crown
And Jill came tumbling
after”
their choice, depicting their
interpretation.
GALLERY WALK
The learners will post their
works on the wall and the
groups will do the gallery
walk.
Rubric for Grading:
Creativity—30%
Relevant Interpretation—
30%
Aesthetic Appeal—20%
Over-all Impact—20%
100%
st
The learners will adapt a
literary piece and will make
their movie presentation of
it. The movies will be
the culminating activity.

Group 1—Suspense
Group 2—Comedy
Group 3—Tragedy
Group 4—Fantasy
Group 5—Speculative
Fiction

Rubric for grading:

Voice Quality—30%
Sound Effects—25%
Dynamics—20%

Ernesto D. Doloso, Jr., Arman V. Ludana, Regina Floresa V. Bas-Condes, Marlo V. Mercado