11

21st Century Literature from the

Philippines and the World
Guided Learning Activity Kit
Literary Text and Notable Filipino
Writers From 21st Century Literature
Quarter 3 - Week 2

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age
English – Grade 11
Literary Text and Notable Filipino Writers from 21st Century Literature
Guided Learning Activity Kit
Quarter 3 - Week 2

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.

GLAK Development Team

Writer: Gladeky C. Brabante

Editors: Mayden G. Rondero EdD
John Arex Ocampo
Reviewers: Lalaine F. Santos
Joebert M. Escalera
Tzaddi R. Tabigne
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Carla L. Arconado
Management Team: Leonardo D. Zapanta EdD, CESO V
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Rachelle C. Diviva
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 Literary Texts and Notable Filipino
Writers From 21st Century Literature

Introduction

Literature is often thought of as ephemeral and transient; it can also remind

us of the horrors of the past. In this module, we will be reading literature about
notable authors who contributed in the literature of the Philippines. These notable
authors have had a significant impact on our nation and merit remembrance and
reflection.
There is the hope that in reading today’s Philippine literature in English, the
reader will find a reflection of oneself and a reflection of Philippine society.

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 identify:

▪ representative texts and authors from each region (e.g., engage in oral
history research with focus on key personalities from the students’
region/province/town)

Objectives

At the end of this Guided Learning Activity Kit, students shall be able to:

a. identify literary texts from different authors from each region;

b. determine various literary texts and the corresponding 21 st century authors
in some part of the Philippines;
c. engage in oral with focus on key personalities from the learner’s
d. region/province/town/barangay.

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 Review

Literary Timeline

Directions: Try to complete the literary TIMELINE below. Choose your answers from
the given choices written below.

1565 1566- 1872- 1898- 1941- 1946- 1970- 1981- 1886- 2001-
1871 1898 1841 1945 1970 1980 1885 1999 present
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

a. Japanese Period f. 21st Century

b. Rebirth of Freedom g. Spanish
c. Post EDSA h. Period of Enlightenment
d. American Period i. Period of Activism &New
Society
e. Pre-Spanish Period j. Period of Literature in
English

Discussion

Philippine literature in the 21st century has a short history; however, much
have already been written about its writers. Philippine Literature is the body of
works, both oral and written, that Filipinos whether native; naturalized or foreign
born, have created about the experience of people living in or relating to Philippine
Society. It is composed or written in one of the Philippine languages, in Spanish, in
English and in Chinese as well. It may be produced in the capital city of Manila and
in the different urban centers and rural outputs, even in foreign lands where
descendants of Filipino migrants use English or any of the languages of the
Philippines to create works that talk about their lives and aspirations.
In The Likhaan Anthology of Philippine Literature in English from 1900 to the
Present, Dr. Jose Y. Dalisay describes the new generation of Filipino short story
writers in English, thus: “Their politics will be bourgeois-liberal; very few will
profess an active solidarity with the bare-footed, bushwhacking Marxism of old.
Their locales and sensibilities are overwhelmingly urban, even cross continental.
They are generally well-schooled, well-read, and well-travelled, which lends their
work a certain consciousness of form…

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 Their chosen issues tend to be those of gender and sexuality, the
environment, cultural identity, and individual freedom. They have material aplenty,
but seemingly no single, defining experience, in the way that the War or the First
Quarter Storm was for their predecessors.
They possess a deftness of language that comes not only from reading, but
also from speaking and listening to the language all the time; it is an English
inflected with the resonances and accents of pop culture, the Internet, the stock
market, and yet also of the home in the province that no one ever quite leaves
behind (1998).”

A Taste of Philippine Poetry

Located in the northwest of Luzon, the Ilocos Region or Region 1 is

comprised of four provinces, namely: Ilocos Norte, Ilocos Sur, La Union, and
Pangasinan. It is bordered to the west by the turbulent South China Sea, to the
east by the Cordillera Administrative Region, the northeast and southeast by
Cagayan Valley and the South by Central Luzon. Most of the inhabitants of the
Ilocano homeland are concentrated along a narrow coastal plain. Because of
geographical boundaries, these people often experience heavy rains and violent
typhoons, especially during rainy seasons.
Gabu by Carlos A. Angeles the battering restlessness of the sea Insists a
tidal fury upon the beach At Gabu, and its pure consistency Havos 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 stone’s part and drop
into the elemental wound. The waste of centuries is grey and dead and neutral
where the sea has breached its brine, Where the spilt salt of its heart lies spread
Among the dark habiliments of Time. The vital splendor misses. For here, 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. 18 The region, then, takes pride in long
stretches of white sand and clear waters alongside its rich cultural heritage. What
you are about to read is a poem written by a Carlos Palanca Memorial Awardee in
Poetry in 1964, Carlos A. Angeles. His collection of poems entitled, Stun of Jewels,
also bagged him the Republic Cultural Heritage Award in Literature in the same
year.

A Moment of Silence

The water that comes back to the shore seems furious and ruthless with its
daylong bashing, which havocs the wasteland. Being an archipelagic country, the
Philippines knows the importance of water and the sea.

A Taste of Tagalog Essay

More popularly known now as the CALABARZON referring to the provinces

of Cavite, Laguna, Batangas, Rizal, and Quezon, Region IV-A is home to Tagalog
speaking people in the Philippines. Recognized all ove

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 r the country for their bravery and fearlessness in battles, CALABARZON has
participated actively in the country’s fight for freedom and democracy. It is home to
many Philippine heroes foremost, and among them are Rizal of Laguna, Mabini of
Batangas, and Aguinaldo of Cavite.

A Taste of Creative Nonfiction

The island of Visayas is one of the major geographical divisions in the

Philippines, the other two being Luzon and Mindanao. It is divided into Western,
Central, and Eastern Visayas. The Visayas region is comprised of several islands
circling the Visayan Sea. Its people, therefore, share a sea-based culture and
tradition that may be rooted in a strong religious foundation. The dwelling place of
many festivals such as the Ati-Atihan, Di-nagyang, Sinulog, Pintados, and
Maskara, the Visayas may indeed be considered as one of the cradles of Philippine
civilization.
Stories created by various Filipino writers have long been a part of our life
and country. They give moral lessons, make o ur imaginations go beyond ideas,
broaden our mind and develope our thinking caacity. Stories have influenced and
shaped Philippine literature. They play an important role throughout the entirety of
Philippines’ rich culture.

Activities

Guided Practice 1

Directions: Cite these given Filipino writers in the internet or book and identify one
of their works by writing its origin and literary piece. Make use of the
format/template below. An example is provided for you. Write your answer in a
separate sheet of paper.

Notable Filipino Authors Literary Piece/Genre Origin/Region

e.g. Severino Reyes Walang Sugat Tagalog
1. Franciso Balagtas
2. Dr. Jose P. Rizal
3. Nick Joaquin
4. Carlos A. Angeles
5. Dr. Jose Y Dalisay

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Guided Practice 2

Directions: Ask a local person/person in your area who are familiar with the
history of your City/Municipality or Barangay. Jot down important notes and take
a picture with your interviewee for documentation. Observe proper protocol during
the interview. Write your answer on a separate sheet of paper. Guide questions are
given below:

1. How your barangay or municipality got its name?

2. What is the origin/history of your locality?
3. Are there any symbols, objects, or series of events that make your locality
well-known?
4. Can you mention a person who has great influence in your location and help
it to prosper?

Independent Practice

Directions: Give two (2) 21st Century notable Filipino authors and their literary
contributions all throughout the century. Write your answer on the given graphic
organizers below. Use a separate sheet of paper. (10 points)

His background

Notable
Filipino
Achievements Author His works

Ex. Jose P. Rizal

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 Assessment

Directions: Choose the letter of the best answer. Write your answer in the answer
sheet prescribed by your teacher.

1. He was a Visayan editor, poet, andwriter from Cebu. He was regarded as the
Father of modern Cebuano short story for his use of realism and depictions
of fictionalized version of his hometown.
a. Marcelino M. Navarra c. Lope K. Santos
b. Marcelo H. Del Pilar d. Jose Rizal

2. He was a Filipino writer and Journalist best known for his short stories and
novels in the English Language.
a. Nick Joaquin c. Guillermo Gomez Rivera
b. Luis G. Dato d. EdilbertoK. Tiempo

3. A Filipino writer and poet during pre-war Philippines. One of his works
entitled as “The Wedding Dance”.
a. Francisco Arcellana c. N. V. M. Gonzalez
b. Amador Daguio d. Zoilo Galang

4. He was a Filipino nationalist and polymath during the tail end of the
Spanish colonial period of the Philippines. He was tagged as the national
hero of the Filipino People.
a. Karl Gaspar c. Gaspar Aquino de Belen
b. Samuel K. Tan d. Jose P. Rizal

5. Amando Navarette Osorio was a __________ poet, playwright, novelist.

a. Tagalog c. Visayan
b. Hiligaynon d. Ilocano

6. He is the author of the novel “Florante at Laura,” a Filipino poet during the
Spanish Colonial period of the Philippines.
a. Francisco Balagtas c. Amado V. Hernandez
b. Nick Joaquin d. Marcelino Navarra

7. He is more popularly known as “Huseng Sisiw”, he was given thehonor of

“Hari ng Makatang Tagalog” in the Philippines.
a. Paz Marquez-Benitez c. Andres Bonifacio
b. Jose Dela Cruz d. Jose Corazon De Jesus

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 8. He is more popular with his pen name Huseng Batute. He was a Filipino
poet who used Tagalog poetry to express the Filipinos desire for
independence during the American occupation of the Philippines.
a. Severino Reyes c. Jose Corazon De Jesus
b. Nur Misuari d. Patricio P. Diaz

9. He was a Filipino writer, playwright, and director of plays. He used the pen
name Lola Basyang and he was nicknamed “Don Binoy”.
a. Lualhati Bautista c. Edilberto K. Tiempo
b. Carlos Bulosan d. Severino Reyes

10. She was a Filipino poet in Spanish and Ilocano languages. She is also
considered as the “Mother o Philippine women’s literature”.
a. Paz Marquez-Benitez c. Leona Florentino
b. Kerima Polotan Tuvera d. Jessica Hagedorn

Reflection

What I have learned?

1. From your Narrative report what have you learned from your interview?
__________________________________________________________________________________
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__________________________________________________________________________________

2. As a local citizen, how did its origin help you in your everyday life?
__________________________________________________________________________________
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 References

(2020). Retrieved 26 December 2020, from

https://en.m.wikipedia.org/wiki/Literary_genre https://jacs.weebly.com

Types Of Literary Genres. (2020). Retrieved 26 December 2020, from

https://www.typesof.com/types-of-literary-
genres/#:~:text=Types%20Of%20Literary%20Genres%201%20Drama%20%E
2%80%93%20it,new%20characters%20and%20worldly%20sittings.%20More
%20items...%20

Uychoco, Marikit Tara, 21st Century Literature from the Philippines and
the World. Manila Philippines: REX Bookstore

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Key to Corrections

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 Acknowledgment

The Schools Division of Zambales would like to express its heartfelt gratitude
to the following, who in one way or the other, have contributed to the successful
preparation, development, quality assurance, printing, and distribution of the
Quarter 2 Guided Learning Activity Kits (GLAKs) in all learning areas across grade
levels as a response to providing the learners with developmentally-appropriate,
contextualized and simplified learning resources with most essential learning
competencies (MELCs)-based activities anchored on the principles of guided
learning and explicit instruction:

First, the Learning Resources (LR) Development Team composed of the

writers and graphic artists for devoting much of their time and exhausting their
best efforts to produce these indispensable learning kits used for the
implementation of learning delivery modalities.

Second, the content editors, language reviewers, and layout evaluators

making up the Division Quality Assurance Team (DQAT) for having carefully
evaluated all GLAKs to ensure quality and compliance to DepEd standards;

Third, the teacher-advisers and subject teachers, in close coordination with

the school heads, for their weekly distribution and retrieval of the GLAKs and for
their frequent monitoring of the learners’ progress through various means; and

Finally, the parents and other home learning facilitators for giving the
learners the needed guidance and support for them to possibly accomplish the
tasks and for gradually helping them become independent learners.

To deliver learning continuity in this challenging circumstance would not be

possible without your collective effort and strong commitment to serving our
Zambaleño learners.

Again, our sincerest thanks!

The Management Team

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