Subject Title: 21st Century Literature

Semester Hours: 54 Hours

Instructors: Nurshaida Hassan
[email protected]/ fb: Shai Hassan
Notre Dame of Jolo College Senior High School
Mariquit Omarmawali
STEM, GAS, HE CG, HE BTF, ICT, ABM
[email protected]/ fb: Mariquit Gutierrez
1st Semester of A.Y. 2020-2021, Session 1 Mahatma Packam
[email protected]/ fb: Rainn Cavill
Course Syllabus
Subject Description
At the end of the course, you must be able to demonstrate understanding and
appreciation of the elements and contexts of 21st Century Philippine Literature
from the different regions through different skills that you are required to do and
accomplish.

Prerequisites: A passing grade in Lit 01 (21st Century Literature from the

Philippines and the World).

Required Text and Materials:

Book: Diwa Senior High School Series: 21st Cen. Lit. From the Philippines
and the World:
1st Edition by Rina Garcia Chua 2016
2nd Edition by Cheeno Marlo M. Sayuno 2019.

Content Standards
The learners demonstrate an understanding of…

1) Mapping Our Literary Past, Present, and Future

Topic 1.1: Philippine Pre-colonial Literature
Topic 1.2: The Hinilawod Story
Topic 2.1: Spanish Colonial Philippine Literature
Topic 2.2: Mariang Makiling Story

2) Poetry from/of the Archipelago

Topic 3.1: Philippine Poetry: Its Form, Language, and Speech
 Gabu
Topic 3.2: Close Reading of Filipino Poetry
 Is It the Kingfisher?

3) The Landscape of Philippine Fiction

Topic 4.1: Techniques of Fiction
 Elements of a Short Story
 The Sadness Collector
 The Plot Structure of Fiction

4) In an Ocean of Emotions: Philippine Drama

Topic 5.1: The History of Philippine Theater
 The World is an Apple

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Assessment
Quarterly Exams (QE): Quarterly exams will be administered twice in a semester.
These examinations are comprehensive, meaning it covers everything from the
initial topics up to the topics last discussed. The 1 st quarterly exam (Midterm) and
2nd quarterly exam (final) are worth 70-80 points each. No review material will be
given for the exams.

Assignments: These are activities or exercises which can be found in the required
textbook (or posted in GC). Assignments will be done frequently but will not be
submitted to be checked and graded. Answering the exercises are still equally
important to succeed in this subject.

Worksheets: There will be weekly or biweekly worksheets that you need to

answer and submit to your teacher.

Major Performance: Performance task output or projects are heavily based on

the applications of the concepts or theories you’ve learned in this course.

Where and how will you submit you Assignments, UE, and PeTa?
Worksheets, UE’s, or PeTa’s must be submitted at the end of each module at the
Notre Dame of Jolo College Senior High School, Gandasuli Road, Jolo, Sulu
7400, pigeon box. Failure to submit on the deadline will result to point deduction.
For written assignments which are provided in this module, you have the liberty to
choose whether to write it by hand, or encode your assignments.

General Policies and Information

You receive credit from the submitted worksheets, projects, and major
examinations. It is important to note that the largest component of your
grade comes from the major performance task, hence, you need to have
completed it and all other requirements to communicate your understanding
of material.
The attendance will not be graded for this subject, but students are expected
to at least view and comprehend any information posted in GC.

Grading System
21st Century Literature (Core Subject)
Written Works Performance Quarterly Exam Total
(Worksheets) Task (Project
Output)
25% 50% 25% 100%

Make-up Policy
For exams, it is the responsibility of the student to make sure that he/she notified
the instructor prior to the exam. Quarterly examinations missed by the student
may be taken on the next specified schedule. Failure to makeup the exam on the
specified schedule will result in a zero being recorded as the grade for the exam.

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Late Submission Policy
Turning in written works late will be subject to point deductions.

Academic Dishonesty
Cheating will not be tolerated. A student, whether a helper or recipient, will
receive a Zero on any assignment for academic dishonesty.

Module 1: Mapping Our Literary Past, Present, and Future

Topic 1.1: Philippine Pre-Colonial Literature

Most Essential Learning Competencies

At the end of the lesson, the learner shall be able to:
1. Distinguish the classifications of the other forms of literature that were
being passed by the early Filipinos
2. Explain critical thinking about the use of pre-colonial forms of literature on
the day to day life basis on a narrative form

Lesson Outline:
1. Distinguishing the classifications of the other forms of literature
2. Explaining the use of pre-colonial forms of literature through critical
thinking

Learner’s Activity Sheet (Week 1)

Lesson Introduction
Before the Philippines was colonized, it was already brimming with a rich tradition
of oral literature. Early Filipinos weaved together countless myths and legends to
explain certain phenomena in life. They had stories on how the world was created,
why there is a sun in the morning and the moo at night, how mountain was formed,
why there are earthquakes, and other life events. However, because paper was not
invented yet, many of these tales were not preserved and have vanished from local
knowledge.

Activity (Do)
Direction: Read the literary pieces on page 3-4 and answer the questions indicated
in the analysis.

Analyze (Think)
Direction: Explain the following based on what you have understand.
1. How do proverbs and riddles differ from one another?
2. What are folksongs?
3. What are the similarities and differences of epics and myths?
4. What do you think the reasons why these forms of literature were
preserved until now?

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Abstraction (Concept Notes)
Refer to book, pages 3-4

Apply (Practice)
Instruction: Complete the table below.

Forms of Examples Definition Influence/

Literature (Local base) (In your own Contribution to
words) your day-to-day
life

1. Proverbs

2. Riddles

3. Folksongs

4. Epics

5. Myths

Evaluation (Powerplus)
Short Response Test
Directions: Explain what is asked. Write your answers on the provided
space below.

1. Is it important to learn the pre-colonial literatures of the Philippines?

Why?

___________________________________________________________________________

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 ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2. How can these pre-colonial forms of literature be of use to your life right
now?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

3. What do you think are the lessons you can get from the different forms of
literature? Do you think lessons that literature teach you can be useful in
your daily life? How?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Topic 1.2: The Hinilawod Story

Most Essential Learning Competencies

At the end of the lesson, the learner shall be able to:
1. Read and analyze the story The Hinilawod then reflect on it thru answering the
comprehensive questions after the story.

Lesson Outline:
1. Reading the story with comprehension then reflecting on it through answering
the comprehensive questions after the story.
2. Analyzing the values found in the story.

Learner’s Activity Sheet (Week 2)

Lesson Introduction
Although few, the surviving stories of our ancestors prove that the Philippines was
a lively nation with a rich indigenous heritage. These tales, such as the Hinilawod,
tell more than just stories of brave men and magical creatures; they also illustrate
the history of the country and the formation of its vales system. In the story, the
values of bravery, brotherhood, friendship, and communal respect among
characters is how the way society worked back then, which is important when you
think about the society you live in right now.

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Activity (Do)
Direction: Read the story entitled The Hinilawod on page 5 and answer the
following questions indicated in the analysis.

Analyze (Think)
Direction: Explain the following based on what you have understand.
1. How do the values that you have learned shape you as a Filipino today?
2. How did Suklang Malayon save Datu Paubari and Alunsina from being
drowned in a flood?
3. How did Labaw Donggon win the hand of Agnoy Ginbitinan in marriage?
4. What have you learned from the story?

Abstraction (Concept Notes)

Refer to book, pages 5-9

Apply (Practice)
Direction: Explain what is asked.
1. How much has changed from the way Filipinos lived before and the way
we live now? Illustrate your answer on a short bond paper.

Evaluation (Powerplus)

Directions: Explain what is asked. Write your answers on the space

below.

1. If given the chance to live the kind of life our ancestors had, are
you amenable with it? Expand your answer.

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

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 _____________________________________________________________________

2. Cite some examples or situations in which you can apply the values
that you have learned from the story.

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Topic 2.1: Spanish Colonial Philippine Literature

Most Essential Learning Competencies

At the end of the lesson, the learner shall be able to:
1. Distinguish the classifications of the other forms of literature that were being
passed by the early Filipinos
2. Explains critical thinking the influenced of Spanish Colonial Literature in the
contemporary Philippine society in a narrative form

Lesson Outline:
1. Distinguishing the classifications of the other forms of literature that were
being passed by the early Filipinos.
2. Explaining the influenced of Spanish Colonial Literature in the contemporary
Philippine society through critical thinking.

Learner’s Activity Sheet (Week 3-4)

Lesson Introduction
When Spaniards came, there was an immediate shift on the focus of literature. It
became centered on the Christian faith, and the stories about the natural
phenomena suddenly became all about 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 obvious shadowy
characters.

Activity (Do)
Direction: Read and comprehend the topic on page 9-11 and answer the questions
indicated in the analysis below.

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Analyze (Think)
Direction: Explain the following based on what you have understand.
1. How was Christianity established in the Philippines?
2. Which among the kinds of Spanish literature are still being practiced on
our local area?
3. How does Corrido differ from Awit?
4. What is the connection of Pasyon to Cenaculo?
5. How does Cenaculo differ from Tibag?

Abstraction (Concept Notes)

Refer to book, pages 9-11

Apply (Practice)

Instruction: Complete the table below.

Forms of Examples Definition Influence/

Literature (Local base) (In your own Contribution to
words) your day-to-day
life

1. Corrido

2. Awit

3. Pasyon

4. Cenaculo

5. Moro-
Moro

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6. Carillo

7. Tibag

8. Duplo or
Karagatan

9. Zarzuela

Evaluation (Powerplus)
Directions: Explain what is asked. Write your answers on the space
provided below.

1. How does the literature during the Spanish era differed from the
literature during the pre-colonial era?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

2. Interview some of your older relatives especially those living in

Gimba about their experiences of the Spanish occupation here many
years ago. How does Spansih colonization influence their lives now?
____________________________________________________________________

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 _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_

Topic 2.2: Mariang Makiling Story

Most Essential Learning Competencies

At the end of the lesson, the learner shall be able to:
1. Read and analyze the story Mariang Makiling then reflect on it through
answering the comprehensive questions after the story.

Lesson Outline:
1. Reading the story with comprehension then reflecting on it through answering
the comprehensive questions after the story.
2. Analyzing the values found in the story.

Learner’s Activity Sheet (Week 5)

Lesson Introduction
Despite of being colonized, most Filipinos back then still treasured the old myths
and folklores of their ancestors. One of these is Jose Rizal. Even though he is an
illustrado (a Filipino student educated abroad), he still firmly championed the
literature of precolonial Philippines and had also spent time researching on them.

Activity (Do)
Direction: Read the story entitled Mariang Makiling on page 11-13 and answer the
following questions indicated in the analysis.

Analyze (Think)
Direction: Explain the following based on what you have understand.
1. What distinctive values did Mariang Makiling show in the story?
2. How can you apply those values in your life as a student?
3. How did the hunter meet Mariang Makiling?
4. What is the reason why Mariang Makiling disappeared from the village?

Abstraction (Concept Notes)

Refer to book, pages 11-13

Apply (Practice)

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Direction: Explain what is asked
1. As a student, how can you apply the values that you have found in the
story?

Evaluation (Powerplus)
Directions: Explain what is asked. Write your answer on the space provided
below.

1. Why do you think the story of Mariang Makiling is still present until now?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Module 2: Poetry from/of the Archipelago

Topic 3.1: Philippine Poetry: Its Form, Language, and Speech

Most Essential Learning Competencies

At the end of the lesson, the learner shall be able to:
1. Identify the elements of poetry.
2. Identify the kinds of sense impression used in a given poem or text.

Lesson Outline:
1. Identifying the elements of poetry
2. Identifying the kinds of sense impression used in a given poem or text

Learner’s Activity Sheet (Week 6)

Lesson Introduction
Poetry in the Philippines is not different from its other counterparts around the
world. In the early 1900s, Filipino poetry celebrated romanticism, and several
poems about love flourished. Eventually as the years went on, poetry became more
formalist- the emphasis of the poetry is more on the form and language that the
poet used, rather than the theme itself. Then, modern poetry sprouted, and
nowadays, writers are more adventurous in their craft.

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Activity (Do)
Direction: Answer the following questions:
1. What do you understand about poetry?
2. What are the elements of poetry?

Analyze (Think)
Direction: Explain the following based on what you have understand.
1. How does structure differ from diction?
2. What is rhyme scheme?
3. How does word order differ from speaker?
4. What is a poetic license?

Abstraction (Concept Notes)

Refer to book, pages 17-20

Apply (Practice)
A. Table Completion
Instructions: Define in your own words the elements of poetry. Write
your answer on the table below.

Elements of Poetry Definition

1. Senses and Images

2. Diction

3. Rhyme Scheme

4. Speaker

5. Structure

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 6. Word Order

Evaluation (Powerplus)

B. Short Response Test

Directions: Explain what is asked. Write your answer on the space
provided below.

1. Why do elements of poetry are important in understanding a poem?

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

C. Identification
Instructions: Identify the kinds of sense impression in the poem and
write the answer on the line below each line.

Example: The rotten smell of the garbage, overpowered his nostril

-olfacoty imagery

Winter

When the geese are flying south See it on the early eves,
_______________________________ _______________________________

And the sky is grey, my dears, In the glowing sunset

13
where
_______________________________ _______________________________

Close your eyes and lift your nose; Shadows of the naked trees
_______________________________ _______________________________

Listen with your careful ears. Rattle in the biting air.

_______________________________ _______________________________

Feel the winter coming on; Watch the nuthatch and the
wren;
_______________________________ _______________________________

Hear it in the crackling trees; They know it is time

once more
_______________________________ _______________________________

Note the crisping, quivering wind To abandon careful nests,

_______________________________ _______________________________

Sharply snapping at their leaves. As they’ve done each year

before.
_______________________________ _______________________________

Feel it on the windowpanes – Let the frost rest on your

face;
______________________________ _______________________________

Chilly glass on fingertips – Sense a shiver on your skin.

_______________________________ _______________________________

Mark the biting of the air, See how pretty nature is

_______________________________ _______________________________

Heated breath on numbing lips. When the ushers winter in.

_______________________________ __________________________________

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Topic 3.2: Close Reading of Filipino Poetry

Most Essential Learning Competencies

At the end of the lesson, the learner shall be able to:
1. Discuss how different contexts enhance the text’s meaning.
2. Apply close reading to enrich the reader’s understanding.

Lesson Outline:
1. Discussing the process of close reading
2. Applying close reading to enrich the reader’s understanding by reading a poem

Learner’s Activity Sheet (Week 7)

Lesson Introduction
The concept of organic unity was established by New Criticism school of thought.
It says that all the interdependent parts of a literary selection must add up to
create one whole. In literature, all the parts and aspects of a literary selection
must contribute to one whole so crucially that if one part or aspect went missing,
the literary selection cannot be complete or may not have the same meaning
anymore. To understand the organic unity of a poem, you must use the process of
close reading.

Activity (Do)
Direction: Close read the poem entitled “Is It the Kingfisher”.

Analyze (Think)
Direction: After close reading the poem “Is It the Kingfisher”, answer the question
below.
1. How do you communicate with God?

Abstraction (Concept Notes)

Refer to book, pages 20-25

Apply (Practice)
Direction: Explain what is asked
1. What are some things that you see in your daily life which you associate
with your faith and your relationship with God?
Evaluation (Powerplus)

Directions: Explain what is asked. Write your answer on the space

provided below.

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2. What did you feel about the poem?

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

3. Reflect your personal relationship with God based from the poem.

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Module 3: The Landscape of Philippine Fiction
Topic 4.1: Techniques of Fiction
 Elements of a Short Story
 The Plot Structure of Fiction

Most Essential Learning Competencies

At the end of the lesson, the learner shall be able to:
1. Identify the elements of a short story in a given text.
2. Read and understand the short stories entitled “The Sadness Collector” by
Merlinda Bobis. Then, reflect on it through answering the comprehensive
questions after the story.
3. Identify the plot structure of fiction in a given story.

Lesson Outline:
1. Identifying the elements of a short story in a given text
2. Reading the short stories entitled “The Sadness Collector” by Merlinda Bobis,
then reflecting on it through answering the comprehensive questions after the
story
3. Discussing the plot structure of fiction
4. Identifying the plot structure of fiction in a given story

Learner’s Activity Sheet (Week 8)

Lesson Introduction

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Fiction is everywhere you read, watch and sometimes live with it. It is essential to
have the concept of fiction in your life because it enhances your imagination and
creativity, which you may apply in other aspects of your life.
Fiction, just like any other good story, starts with a great character. The character
of the story is the one you relate with, converse with, or listen to the thoughts of.
This character and the way he or she changes as the story progresses become the
driving force of fiction-the reason that you as a reader will be interested or
disinterested as you read. Sometimes, characters also serve as symbols of a story.
A short story may use a character, object, or even object to signify something else
from its original meaning. A character may symbolize a community or an event in a
history. And there are times when you may not be sure what the symbolisms in a
given story are. As a reader, you need to examine these symbols and come up with
your own interpretations.
Aristotle once declared that for a story to be considered a story, it must have a
beginning, a middle, and an end. Plato agreed to this, and adhered to the idea of
an organic unity in fiction-the interdependent parts of a story are all needed to
create a whole. If one part is lost, the story cannot stand on its own. Eventually, in
the 19th century, a German novelist by the name Gustav Freytag realized that plots
of stories and even novels have common patters which can be summarized in a
diagram.

Activity (Do)
Direction: Answer the following questions:
1. What is fiction?
2. What is symbolism in fiction?
3. What does organic unity mean?
4. What are the structures needed for a piece to be considered a story?

Analyze (Think)
Direction: Explain the following based on what you have understand.
1. What is the meaning of character?
2. How does theme differ from title?
3. What is plot?
4. Who is Gustav Freytag? What is his contribution in the world of
literature?
5. How are you going to know when a story is already on the part of inciting
incident?
6. Can you use the plot structure of fiction on a long story? How?

Abstraction (Concept Notes)

Refer to book, pages 29-55

Apply (Practice)/Evaluation (Powerplus)

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 STORY MAP

Instructions: Read the short story comprehensively and complete the

story map by providing your answers legibly on the space provided
for you.

Ulam lived with his young wife Himig in a nipa hut beside a rich man’s
house. So poor was the couple that their daily meals consisted of boiled rice
and salt. His wife of one year never complained as was true of wives during
those times. On lucky days when he was able to gather more firewood, which
he sold in the market place, Ulam would bring home some dried fish. The
poor couple could not help but sigh longingly and look at each other
helplessly every time the mouth-watering smell of chicken adobo coming
from their rich neighbor’s kitchen wafted into their window. But Ulam was
not exactly resigned to the salty smell and taste of their daily sustenance.
Although unschooled, he came up with an innovative idea.
At lunchtime one day, Ulam and Himig took their plates of steaming
rice outside and sat on a bamboo bench ostensibly set a few distance from
their neighbor’s kitchen. They held their plates high and let the smoke from
the adobo mix with their rice. And true enough, the rice became flavorful.
The couple felt contented to have had a hearty meal. This went on for a
week until the rich man learned about his neighbors were doing. He
confronted Ulam insisted that the latter pay for the smoke from his adobo.
Ulam protested that he had not stolen anything that belonged to his
neighbor and that, as a consequence, he owed him nothing. He added that
the smoke in question would evaporate into the air anyway. The selfish man
argued that the aroma from his adobo was intended for him and his family
and not for starving neighbors. He threatened to let loose his dogs to chase
Ulam if he did not pay for the smoke.
It did not take long before neighbors joined the commotion. Each had
his own opinion. An elderly man, who happened to pass by suggested, “I
think you, two, should go to the village magistrate and ask him to settle your
dispute.” At the courtroom, the old judge listened intently to both
arguments. After clearing his throat, he announced in a loud voice, “This
court ruled that the defendant Ulam should be condemned to pay the owner
of the chicken adobo with the sound of his money”. Thereupon, he asked
Ulam to hand him a coin. Ulam fished out a one-centavo coin from his pocket
and gave it to the judge.
“How many times did you partake of the smoke of your
neighbor’sadobo?” the judge asked. “Seven times your honor.” Ulam replied.
“Drop your coin seven times, then, and you, Mr. Rich Man, listen to the
sound of his coin. That will be his payment for the smoke from your adobo,”
the judge said finality. Ulam did exactly what the judge ordered him to do as
the rich man looked and listen in dismay. “Case dismiss,” the judge declared.

1. Guess the “Title” of the story:

_______________________________________________

2. Settings: ________________________________________________________________

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3. Major Characters:
_________________________________________________________

PLOT:
4. Exposition
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

5. Rising Action
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

6. Climax
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

7. Falling Action
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

8. Denouement
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

9. Conflict
______________________________________________________________________________
______________________________________________________________________________

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______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
10. Lesson
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Module 4: In an Ocean of Emotions: Philippine Drama

Topic 5.1: The History of Philippine Theater
 The World is an Apple

Most Essential Learning Competencies

At the end of the lesson, the learner shall be able to:
1. Read and understand the play entitled “The World Is an Apple” by Alberto
Florentino. Then, reflect on it through answering some comprehensive
questions.

Lesson Outline:
1. Read the play entitled “The World Is an Apple” by Alberto Florentino. Then,
reflect on it through answering some given comprehensive questions.

Learner’s Activity Sheet (Week 10)

Lesson Introduction
Philippine theater has evolved in many ways in the face of modernization, but it
always goes back to what Filipinos want: fun, music, dance, and contemporary
issues that we all can relate to.
Creativity is an important part of everyone’s personality. When you role play or
perform in a stage play, you exercise your creativity and put yourself in situations
that you otherwise will probably not experience in your own life.

Activity (Do)
Direction: Answer the following questions:
1. Why indigenous dramas were discarded when the Spaniards came?
2. What pre- dramatic forms of literature were present in Philippine theater
before?

Analyze (Think)
Direction: Explain the following based on what you have understand from the play
entitled “The World is an Apple”.
1. On what occasions nowadays are these pre - dramatic forms being
performed?
2. In your own opinion, how do you define poverty?

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 3. In connection with the story, why do we need to look for a good friend?

Apply (Practice)
Directions: Explain what is asked.
Part I. Complete the Venn diagram below by comparing and
contrasting Comedia de Capa y Espada and Comedia de Santo.

Comedia de Capa y Espada Comedia de

Santo

Similarities

Evaluation (Powerplus)

Part II. Short Response

Direction: Discuss your answer on the following questions.

1. How has Philippine theater changed over the years?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. What is Pablo’s point when he says, “What is honest money? Does it buy
more or less of honesty? What is it? Dressing like that? Staying in this
dungeon you call a house? Is that what you so beautifully call ‘honesty’?” Do
you agree or disagree with this? If you were to look at the characters
objectively, who will you side with—Pablo, Mario or Gloria?
______________________________________________________________________________
______________________________________________________________________________

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______________________________________________________________________________
______________________________________________________________________________

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