ELNG107 Handouts

ELNG107 TEACHING AND ASSESSMENT OF LITERATURE STUDIES

Course Description:
This course allows pre-service English teachers to explore the nature of literature and the
theoretical bases, principles, and methods and strategies in teaching and assessing
literature. It aims to provide them with various strategies for pre-lesson, during lesson,
and post-lesson which will develop their learners’ higher order thinking skills in the use of
the English language and will respond to their various backgrounds. Also, they are
expected to design developmentally-sequenced lesson plans and provide a range of
assessment strategies to communicate learners’ needs, progress and achievement in
literature.
Why Do We Teach Literature?
According to a study by Jonathan P.A. Sell (2005), a welter of reasons for, or benefits of,
teaching literature in the foreign language classroom have been proffered by a variety of
authors. For example, Parkinson and Reid Thomas (2000: 9-11) list, with more or less
approval, the following ten:
1. Cultural enrichment. Reading literature promotes cultural understanding and
awareness.
The "Legend of Mayon Volcano" is deeply rooted in Philippine culture. It tells the story of
the tragic love affair between the Daragang Magayon and the Panganoron. The legend
reflects the Bicolano culture and their beliefs about nature, love, and fate. Reading and
analyzing this legend can promote cultural understanding and awareness of the Bicolano
people's heritage.
2. Linguistic model. Literature provides examples of “good” writing, linguistic diversity,
expressive ranges, and so on.
The legend employs rich and descriptive language to evoke imagery and emotions.
Through its narrative, the legend demonstrates how effective use of language can create
vivid mental images and convey complex emotions.
3. Mental training. Better than any other discipline, literature trains the mind and
sensibility.
The legend presents themes of love, sacrifice, and tragedy. Analyzing the characters'
motivations and the consequences of their actions encourages students to think critically
about moral dilemmas and the implications of choices.
4. Extension of linguistic competence. Literature stretches the competences of
learners who have mastered the linguistic principles/basics.
The legend employs metaphors and poetic descriptions to enhance its storytelling.
Students can analyze the figurative language and metaphors used to convey deeper
meanings, which stretches their linguistic abilities beyond basic comprehension.
5. Authenticity. Literature is genuine linguistic material, not a linguistically contrived
textbook.
As a piece of oral tradition, the "Legend of Mayon Volcano" embodies the genuine
linguistic and cultural material of the Bicol region. Its authentic representation of local
beliefs and values offers students a true glimpse into Filipino folklore.
6. Memorability. Because literature, especially poetry and songs, is memorable, it can
be a memorized archive of linguistic usage.
Legends are often memorable due to their storytelling nature. The tragic love story and
the transformation of the characters into natural landmarks make this legend
memorable. Students can explore how the legend's poetic language contributes to its
memorability.
7. Rhythmic resource. Poems assist the learner in assimilating the rhythms of a
language.
The "Legend of Mayon Volcano" may have rhythmic qualities in its storytelling, akin to
the rhythms of oral traditions. Students can analyze the narrative flow and pacing of the
legend, discussing how it mirrors the rhythms of spoken language.
8. Motivating material. Literature is more likely to engage with and motivate a learner
than artificial teaching inputs because it is generated by some genuine impulse on the
part of the writer and deals with subjects and themes which may be of interest to the
learner.
The legend's themes of love, tragedy, and transformation are relatable across cultures.
The emotional resonance of the story can engage students and motivate them to explore
its nuances and underlying meanings.
9. Open to interpretation. Because literature is open to interpretation, it can serve as
a basis for “genuine interaction” between learners.
The legend's themes and symbolism can be interpreted in various ways. Students can
analyze the characters' motivations and the implications of their actions, leading to
discussions about different interpretations and perspectives.
10. Convenience. Literature is a handy (photocopiable) resource.
The "Legend of Mayon Volcano" can be easily shared in a classroom setting through
printed materials or digital resources. Its concise length and engaging narrative make it
a convenient teaching resource.

WHAT DO WE WANT OUR STUDENTS TO LEARN IN LITERATURE?

Values of studying Literature
The study of literature can be an effective means for students to explore social and
moral issues.
Aims of studying Literature:
a. Discovering Joys of Reading and New Perspectives: Discover the joys of reading
literature and become aware of new ways of perceiving the world around them.
"The Wedding Dance" explores social and moral issues within the context of cultural
traditions. The story delves into the practice of arranged marriages and the sacrifices
individuals make for the sake of societal norms. The characters' decisions raise questions
about the balance between personal desires and societal expectations. For instance, the
protagonist's dilemma of whether to follow tradition or to stand up for her own happiness
prompts students to consider the ethical implications of cultural practices and personal
choices.
b. Explore the elements of different genres via the study of literary texts and
to understand how these function in enabling literary works to achieve their
desired ends.
Through "The Wedding Dance," students can explore the elements of a short story. They
analyze how the author builds tension, portrays characters, and crafts a narrative that
conveys both cultural insights and universal themes of love and sacrifice.
c. Developing Perceptive and Logical Thinking: Articulate perceptive and
logical thinking when discussing and writing about literature.
Discussing the choices made by the characters in "The Wedding Dance" encourages
students to analyze motivations and consequences. They consider the reasons behind
each character's actions, fostering perceptive and logical thinking as they delve into the
complexities of the story's emotional landscape.
d. Selecting and Interpreting Relevant Material: Select and interpret relevant
material judiciously and to express ideas in coherent and clear English.
Students can select specific scenes or lines from "The Wedding Dance" to support their
interpretations. For instance, they might analyze the protagonist's internal struggle
through her thoughts and dialogue, demonstrating their ability to extract relevant
material to back their insights.
e. Understanding Contexts: Understand the importance of the contexts in which
literary texts are written and understood.
"The Wedding Dance" is set in a rural Philippine village, providing students with a context
that intertwines cultural traditions with individual desires. By understanding the societal
norms and historical context, students can better appreciate the characters' decisions
and the conflicts that arise.
f. Engaging with Personality and Emotional Awareness: Engage personality with
texts, showing a strong intellectual and emotional awareness of themes, characters,
settings and contexts
"The Wedding Dance" invites students to emotionally connect with the characters'
experiences. The characters' struggles with tradition, love, and sacrifice resonate with
students, fostering intellectual and emotional awareness of human emotions and
motivations.

Teaching Literature in the 21st Century

Teaching literature in the 21st century, especially in the context of the K-12 education
system, can be challenging because there aren't many textbooks or resources available.
However, there is a useful article on the internet titled "12 Strategies for Teaching
Literature in the 21st Century" by Terry Heick (you can read it here:
https://www.teachthought.com/literacy/12-strategies-for-teaching-literature-in-the-21st-
century/).
As an educator, you should keep this question in mind: How can you effectively teach
literature to 21st-century young adults? Here are Terry Heick's 12 strategies for teaching
literature in our modern setting:
1. Combine Classic and Modern Media: Use both traditional and contemporary media
to engage your students. For example, you can compare a classic novel with its
modern film adaptation to spark discussions about interpretation.
2. Analyze Diverse Media Forms: Encourage students to analyze various types of
media, including digital formats, for their strengths and weaknesses. This can help
them become critical thinkers about the media they encounter.
3. Encourage Creative Expression: Allow students to express their understanding of
literature in various creative ways, such as turning essays into videos, podcasts,
letters, coded games, poems, or even apps.
4. Offer Choice: Let students choose the media they want to work with, while you
focus on the themes and academic standards. This empowers them to explore
their interests.
5. Choose Media Before Standards: Try a different approach by selecting the media
first and then designing your teaching around it. This unconventional method can
be engaging for students.
6. Publish Student Work: Encourage students to share their work beyond the
classroom. Design your units with this in mind, so students feel their work has a
real-world impact.
7. Use RAFT: Employ the RAFT strategy (Role, Audience, Format, and
Topic/Tone/Theme) to help students understand the importance of adapting their
work for different purposes and audiences. For instance, they can reinterpret a
famous speech like Martin Luther King's "I Have a Dream" for a modern audience.
8. Focus on Timeless Themes: Concentrate on universal themes like love, coming of
age, identity, and social justice, which are central to classic literature. Help
students connect with these themes regardless of the author or medium.
9. Leverage Digital Tools: Use digital tools for text annotation on PDFs and
collaborative note-sharing to enhance the reading experience of classic texts. This
promotes active engagement with the material.
10. Create Social Media Reading Clubs: Establish hashtags for year-long
discussions about specific themes, authors, or texts. This creates a sense of
community and ongoing engagement.
11. Encourage Podcasts and YouTube Channels: Have students produce podcasts
or YouTube channels that explore relevant themes, authors, and texts. This allows
them to express their insights in a modern, multimedia format.
12. Bridge the Old and New: Connect classic literature with modern contexts to
make it more relevant for today's readers. Show students how timeless themes still
resonate in contemporary society.
By implementing these strategies, you can make literature education more engaging and
relevant in the 21st century classroom.

Literary Theory and Teaching Literature in the 21st Century

In Munazza Yaqoob's study titled "Literary Theory and Teaching Literature in the
21st Century," the value of literary theory as a teaching tool for 21st-century education
is explored. This research argues that certain poststructuralist literary theories, like
Feminism, Marxism, New historicism, and Postcolonialism, engage readers in creating
meaning from texts.
These theories encourage learners to think critically and creatively, which aligns
with the goals of 21st-century teaching methods such as critical pedagogy, cognitive
learning, and social cognitive learning.
In the 21st century, education is influenced by globalization, multiculturalism, and
digital technology. It is seen as a way to develop creative and effective human resources.
Research suggests the importance of nurturing higher-order thinking skills in students.
Reader-response approaches and cognitive teaching strategies are recommended to
make literature education relevant and meaningful to students' lives.
This era emphasizes preparing students to make decisions, create opportunities,
and solve problems effectively in a globalized, multicultural world. Literature is a vital
part of educational curriculums. Scholars like Wagner, Knapp, Rosslyn, Showalter,
Dresang, and McClelland advocate for student-centered literature education based on
21st-century educational research.
Traditional approaches to teaching literature are often teacher-centered and focus
on historical, moral, and biographical aspects. These approaches aim to develop
students' aesthetic and linguistic understanding and encourage them to read literature
within the context of history.
Poststructuralist literary theory, on the other hand, places the responsibility of
meaning-making on the reader within various cultural, postcolonial, postmodern, and
feminist contexts.
For example, Feminist Theory encourages readers to critically analyze how
patriarchal ideologies operate in texts and understand how gender roles are constructed.
Marxist literary theory fosters a critical attitude in readers, allowing them to
question the authority of hegemonic groups and explore class issues presented in literary
texts.
Similarly, postcolonial theory informs readers about racial issues through literature,
encouraging them to read canonical texts from different perspectives that challenge the
text's universality.
New historicism helps readers uncover silences and gaps in recorded histories,
inviting critical investigation of established historical discourses.
 These approaches emphasize the active role of readers in interpreting literature
within social and political contexts. They contrast with traditional methods that
sometimes encourage students to disconnect from the world and merely read about
literature rather than learning to engage with it.

Essence of Teaching Literature

In the article of Varlas (2011), she emphasizes that schools should select, arrange,
and teach specific works of literature. She highlighted that schools should have a
literature curriculum. The following are some of the reasons she cited:
 Schools should be the places where students read what they would not
normally read on their own. Although in the selection of reading materials,
students are given an opportunity to choose what they want to read since we need
to consider their interest. However, if they choose books on their own, their
learnings will be limited since they only explore works they are familiar with. Aside
from reading for pleasure, schools should include literature in their curriculum. The
more that students are exposed to challenging and less familiar literary texts, the
more they will develop their love for literature and enhance their higher-order
thinking skills as they will try to analyze a particular piece.
 Whole-class reading of literature allows the student to hear perspectives
on work and to refine their own understanding of it. In this manner, through
common knowledge, students develop independent thought. Moreover, they will
learn to respect ideas from others and can learn something from them. Likewise,
they can share theirs too. The process of exchanging ideas allows the students to
also develop communicative competence.
 Students develop strategies and skills as they are engaged in reading. As
students read, they try to use reading strategies such as making inferences,
visualizing events, summarizing, and the like. However, such strategies and skills
are not adequate since students have different learning styles. Reading literature
can help students reflect on what strategies they will use to easily understand a
particular literary text. Moreover, reading and rereading are some of the viable
strategies that students can use to grasp the message of a text.
 The very act of selection has meaning. It is a way of saying that such a literary
piece is important for the students to learn. Selections may change over time, but
the act and way of selecting should stay. English teachers are teachers for a
reason. They know works that students do not know yet. They have returned to
certain works over the years, wrestle with them, delight in them, and understand
them in new ways. English teachers use creative activities in which student can
express their understanding of the text they are reading.
 Literature can help achieve independent reading. Students should be
encouraged to read on their own through various literary pieces given by the
teacher. Children should be motivated and guided to read good books. Most of the
time, children don’t have time to read because they are loaded heavily with
homework, and they barely have time to read for pleasure.
Above are some of the reasons why schools should include literature in their
curriculum. As you on with the discussions in this learning guide. You will have
realizations as to why you need to teach literature to students.
Literature Competencies in English K to 12

Curriculum aimed to have products that fit the demands of society. This led to an
educational system that is expected to adapt to trends of teaching and learning without
neglecting the aim of providing students with knowledge and skills that will help them
become useful members of society.
The academic year 2011-2012 was the last year covered by the 2002 Basic
Education Curriculum. President Benigno Aquino III approved the Republic Act 10533,
also known as the Enhanced Basic Education Act of 2013, and signed it into law on May
15, 2013, in the pursuit of educational equity. It covers13 years of education which
include one year of Kindergarten, six years of elementary education, four years of Junior
High School, and two years of Senior High School. Provide mastery of skills for lifelong
learners and preparing them for career and job opportunities is the goal of the additional
two years of the current educational system.
With this, curriculum guides were provided by the Department of Education to
guide teachers in their instruction. It is a document that includes philosophy, principles,
learner’s needs, outcomes, and framework of a particular subject or program. In this
lesson, we will try to find out the integration of literature in an English curriculum. Now,
let us walk through the K-12 Language Arts Curriculum.

Component of the Language Arts and Multiliteracies Curriculum

Figure 1. The conceptual framework of language arts and multiliteracies

curriculum

Image retrieved from: https://www.slideshare.net/chuckrymaunes5/grade-7-cg-1-102014

 Figure 1 shows the components of the Language Arts and Multiliteracies
Curriculum (LAMC). Each part is relevant in helping learners to communicate effectively,
thus, developing their communicative competence and multiliteracies in the Mother
Tongue, Filipino, and English. The heart of the curriculum is making meaning through
language and aims to produce graduates who can communicate effectively and
multiliterate. It means that whatever concepts or skills must make sense to the learner.
Component one (1) talks about the language teaching principles that the
teachers must use towards language acquisition and learning. These principles are spiral
progression, interaction, integration, learner-centeredness, contextualization, and
construction.
In the new curriculum, passive teaching is no longer ideal Giving emphasis on the
active participation of the students is encouraged. Learners learn best when they are
involved in the teaching-learning process. Since learners become the center of the
educational process, their needs, interest, abilities are the utmost consideration of the
teachers. It is called learner-centeredness. Activities and text types used in delivering a
lesson should fit into the learner’s developmental stage.
There is revisiting of topics and various text types in varying levels of difficulty
(spiral progression) that allows the students to develop from the foundational level to
higher levels of language use. Teachers must provide real-life activities for the
development of the macro-skills and ensure active interaction throughout the teaching-
learning process. Moreover, teaching all the areas of language learning is in an
integrated way by using significant print and non-print resources that allow different
viewpoints from students.
Furthermore, making meaning is the core of language learning and use. Learning
tasks and activities will be planned for learners in such a way that they will reflect and
react to ideas and information. As we all know, the integration of literature in an English
class allows students to reflect on the lessons the story wants to convey. They tend to
analyze lines of poems and ideas of each paragraph in prose to understand the message
of the author. Thus, allowing students to become independent learners who are
constructors of meaning.
Component two (2) encompasses the three major applications of the macro-
skills of the language (Understanding of Cultures; Understanding Language; and
Processes and Strategies). Through the integration of text types and literary
appreciation, one can appreciate different cultures. Learners come to acknowledge the
patterns and rules of the language as they interact with a plethora of texts (literary and
informational) to make meaning. Understanding of language allows students to make
their spoken, written, and visual texts. Finally, students develop processes and strategies
in understanding the language and various text types. They can use approaches to learn
new ideas, resolving difficulties, and solving problems. It means that students are
independent learners who can construct meaning by applying learning strategies and
processes.
Component three (3) talks about creating meaning through language.
Language is the primary instrument in communication (oral and written). Language
learning should concentrate on guiding students to make meaning through language for
different purposes on a variety of topics and with a variety of audiences. Students must
learn to adapt to various situations where it requires communication.
The Language Arts and Multiliteracies Curriculum (LAMC) entails five (5) intricately
weaved and integrated sub-strands (listening, speaking, reading, writing, and viewing)
that serve as building blocks for understanding and creation of meaning and effective
communication across curricula.
Component four (4) contains a holistic assessment. Assessment is relevant to
gauge the understanding of the learners toward the holistic development of a child.
Assessing students learning should go beyond summative tests.
Holistic assessment refers to the continuous gathering of information on different
facets of a child from various sources to support and guide the child's development. It
also enables teachers to reflect on their strategies for their students to understand and
apply the topics.
The characteristics of assessment are the following:
1. Proximity to actual language use and performance. Instead of those
with little to no inherent communicative meaning, assessment methods
should be focused on behaviors that have genuine communicative purposes.
These exercises are focused on actual success in specific circumstances that
are likely to be faced by the learner in his or her everyday life.
2. A holistic view of language. Assessment procedures are founded on the
idea that it is not possible to disregard the interrelationships between
different aspects of language, such as phonology, grammar, and vocabulary,
among others. The four language skills, which include reading, listening,
speaking, and writing, are also seen as components of a structurally
integrated whole. For contact and self-expression, evaluation methods
should be used. The entire learner and his or her social, academic, and
physical background are often taken into account through assessment.
3. An integrative view of learning. Assessment aims to capture the entire
variety of skills and abilities of the learner. In the context of a particular
subject matter, it tests language proficiency. Assessment techniques are
based on the premise that different aspects of the life of a learner, both
academic and personal, are integral and should not be overlooked in the
development of language skills. These dimensions do not only cover
processes such as information acquisition and incorporation, information
extension and refinement, and meaningful use of knowledge, but also
problems such as different student attitudes towards learning.
4. Developmental appropriateness. Assessment processes set standards
that are suitable for the learner's cognitive, social, and academic
development. For second language learners whose origin are culturally
diverse backgrounds and who may have atypical educational experiences,
this appraisal function makes it especially useful.
5. Multiple referencing. Assessment involves collecting knowledge about the
learners from various sources by using different methods. Evaluation should
motivate students to see their own successes in ways they understand and,
therefore, encourage them to take learning responsibly and diligently.
Evaluation should also allow parents to get involved in the educational
process and provide them with a clear insight into what their children are
doing.

For educators, the primary value of evaluation is that it offers knowledge for
instructional decision-making about their students and their classroom. In addition,
the progress of the program is recorded, and teachers are provided with a
structure for coordinating the work of students. Table 1 shows an outline of the
 sets of skills and knowledge that pupils must develop at a certain stage in their
education. It displays a plethora of goals that align with the K-12 Language Arts
and Multiliteracies Curriculum and spells out competencies from Grade 7 to Grade
10 in which the curriculum emphasizes the use of literature in each grade level.
Table 1. Grade level standards

Grade Level Standards (Grade 7-12)

Grad The learner demonstrates communicative
e7 competence through his/ her understanding of
Philippine Literature and other text types for a
deeper appreciation of Philippine Culture.
Grad The learner demonstrates communicative
e8 competence through his/ her understanding of
Afro- Asian Literature and other text types for a
deeper appreciation of Philippine Culture and
those of other countries.
Grad The learner demonstrates communicative
e9 competence through his/her understanding of
British-American Literature, including Philippine
Literature and other text types, for a deeper
appreciation of Philippine Culture and those of
other countries.
Grad The learner demonstrates communicative
e 10 competence through his/her understanding of
literature and other text types for a deeper
appreciation of World Literature, including
Philippine Literature.

In relationship to the skills and knowledge that are expected from the students to
develop, there are set content standards that describe the specific content areas that
students should learn at each grade level. The example below is taken from the
curriculum guide in the fourth quarter of each grade level.
Table 2. Content standard in each grade level

Content Standard- 4th Quarter (Grade 7-12)

Grad The learner demonstrates an understanding of
e7 contemporary Philippine literature as a means
of responding to the demands of the global
village; various extended text types; lexical and
contextual cues; appropriate and polite oral
language, stance, and behavior; and use of
imperatives, prepositions, verbs, and wh-
questions.
Grad The learner demonstrates an understanding of
e8 South and West Asian literature as an
expression of philosophical and religious
beliefs; information flow in various text types;
 the reality, fantasy, and opinion in listening and
viewing materials; word decoding strategies;
and use of information sources, active/passive
constructions, direct/reported speech, perfect
tenses, and logical connectors in journalistic
writing.
Grad The learner demonstrates an understanding of
e9 how Anglo-American literature and other text
types serve as means of preserving unchanging
values in a changing world; also how to use the
features of a full-length play, tense consistency,
modals, active and passive constructions, plus
direct and indirect speech to enable him/her
competently performs in a full-length play.
Grad The learner demonstrates understanding of
e 10 how world literature and other text types serve
as ways of expressing and resolving personal
conflicts, also how to use strategies in linking
textual information, repairing, enhancing
communication public speaking, emphasis
markers in persuasive texts, different forms of
modals, reflexive and intensive pronouns.

Guiding Principles of the Language Arts and Multiliteracies Curriculum

The K to 12 Language Arts and Multiliteracies Curriculum is anchored on the

following language acquisition, learning, teaching, and assessing principles.
1. All languages are interrelated and independent.
2. Language acquisition and learning is an active process that begins at birth and
continues throughout life.
3. Learning requires meaning.
4. Learners learn about language and how to use it effectively through their
engagement with and study of texts.
5. Successful language learning involves viewing, listening, speaking, reading, and
writing activities.
An effective language arts and multiliteracies curriculum satisfy the following
principles as stated in the curriculum guide of the Department of education (2016):
1. develops thinking and language through interactive learning;
2. develops communicative competence and critical literacy;
3. draws on literature in order to develop students’ understanding of their literary
heritage;
4. draws on informational texts and multimedia in order to build academic vocabulary
and strong content knowledge;
 5. develops students’ oral language and literacy through appropriately challenging
learning;
6. emphasizes writing arguments, explanatory/informative texts, and narratives;
7. provides explicit skill instruction in reading and writing;
8. builds on the language, experiences, knowledge, and interests that students bring
to school;
9. nurtures students’ sense of their common ground in using language/s for
communication as present or future global citizens to prepare them to participate
in school and in civic life, and;
10. assesses and reflects the students’ ability to interpret and/or communicate in
the target language.

Notable Authors and Literary Texts for Literature Study

Sometimes it deals with only one piece of literature, but it can also deal with two
or more. In this case, many times, a writer will compare two or more pieces of literature
and compare/contrast them. This research should include your own thoughts and
feelings regarding the literature. It is also important to include what other people have
said about the particular text. Research should always include your own thoughts but
include what others have found about the topic as well. This reinforces what you have
discovered.
As a literature teacher, you need to choose literary works that students can do
literature studies. There are things that you need to consider in choosing a material,
such as the difficulty of the text, level of understanding of the students, etc. Teachers
can also employ creative activities that allow students to comprehend literary texts aside
from book review.
As you familiarize yourself with the grade-level standard and content standard set
by the Department of Education, you can see that the focus of the literature is in the
Philippines and include other texts from Asia to Europe as they progress from grade level
to the next Shown below are a few of the notable works of Filipino authors as identified
by Valdeavilla (2018). The following literary pieces reflect traditional folktales, socio-
political histories, and real-life experiences, promoted Filipino values, struggles, and the
like.
1. Noli Me Tangere (Touch Me Not), written by Dr. Jose Rizal, is the most
controversial and widely known among the literary pieces. It is a part of the current
education curriculum of Filipino high school students. Written by the country’s
national hero, this novel sparked the social awakening of Filipinos during the
Spanish colonial era. As Rizal cannot grasp the unfairness of the Spanish priests
and the governing body at that time, he wrote the book for the purpose of
exposing the ills of Philippine society at the time. In this revolutionary book, you’ll
know about the story of Crisostomo Ibarra and how he dealt with Spanish
authorities, and how he prepared for his revenge, as told in Rizal’s 2nd book, El
Filibusterismo.
2. Florante a Laura by Francisco Balagtas is another well-known masterpiece in
Philippine literature. Florante at Laura is made in the form of ‘awit’ in which there
are four lines per stanza and 12 syllables per line. It is set in the fictional kingdom
of Albania and narrates the story between Duke Florante and Princess Laura, who’s
 also being pursued by Florante’s rival Count Adolfo. This literary classic has
become a favorite play not only by Filipino high school students but has been
showcased in grand theaters such as Gantimpala Theater and the Cultural Center
of the Philippines.
3. Mga Ibong Mandaragit (Birds of Prey) was written by Amado V. Hernandez, a
Filipino writer, and social activist. As a novel that talks about social-political issues,
particularly the Philippine revolution and neocolonialism, it has been connected to
Rizal’s earlier novels, namely Noli Me Tángere and El Filibusterismo. In the novel,
there was a passage narrating that protagonist Mando Plaridel was tested by Tata
Matyas on the things he knows about Rizal’s controversial books. As he talked
about the living conditions of Filipinos then, readers will note how Hernandez had
high hopes for significant changes that would uplift the Philippine society.
4. The Woman Who Had Two Navels by Nick Joaquin. He is one of the most
admired writers in Philippine literature and was recognized as National Artist of the
Philippines for Literature in 1976. The historical novel entitled The Woman Who
Had Two Navels shows how Joaquin examined the effects and influence of the past
towards the post-war events in the Philippines. The lead female character Connie
Escobar thinks she has two navels and thus asks her doctor to remove one – which
symbolically means that she wants to shun away from a traumatic past she had
been through. She later finds out that Macho Escobar, his husband, happened to
be the lover of her mother. With hopes to escape after being betrayed, she flees,
only to discover more truths.
5. Po-on A Novel by F. Sionil Jose has been deeply influenced by Rizal, just like
Hernandez and Joaquin's works. This influence was reflected in his books and short
stories, specifically the five-part novel series Rosales Saga, which depicted the
class struggles and colonialism which have been experienced by Filipinos. Po-on, A
Novel is the first book offering in the Rosales Saga, which narrates stories about
Rosales, Pangasinan found in the Philippines. While this book is the last written
book published in the series, it’s actually the book that sets a five-part story. It
discovers the story of Eustaqio “Istak” Samson, who abandoned his family to join
the rebel forces in order to escape the cruelty of Spanish authorities during its
regime. The other four books in the saga include Tree, My Brother, My Executioner,
The Pretenders, and Mass.
6. Banaag at Sikat (From Early Dawn to Full Light) by Lope K. Santos has been
dubbed as the ‘bible of the Filipino working class.’ Being one of the earliest novels
written by Lope K. Santos, it was considered by Filipino critic Teodoro Agoncillo as
one of the most significant books in Philippine literature in 1949. To Agoncillo, the
book paved the way for a developed system on how Tagalog novels were written.
The novel tackles the story between Delfin and Felipe, who have different views.
Delfin is a socialist, while Felipe, despite being the son of a rich landowner, leans
towards anarchism. Throughout the narrative, themes of livelihood, love, and
societal status are embedded.
7. Ilustrado by Miguel Syjuco, this novel landed him a spot on the 2008 Man Asian
Literary Prize, bagging the Grand Prize. This work is layered with fiction and non-
fiction themes. The story starts with the main character Crispin Salvador, a noted
writer whose lifeless body was found by authorities to be floating off the Hudson
River in New York. Since there was nothing found as evidence of foul play, it led
them to suspect that the author must have committed suicide and took his own
 life. His student and friend, Miguel Syjuco, desires to unravel the story behind this
mystery.
8. Dekada ’70 by Lualhati Bautista depicts the Marcos era in the ’70s, which is a
dark chapter in Philippine history. It is a time when no one dares to speak against
the government for fear of being executed. In few cases, some bodies are not even
retrieved. Hence, it has been a tumultuous period, specially for the Filipino parents
to protect their kids from the oppressive regime and, at the same time, stand
together as one family. The author has captured true-to-life scenarios in the ’70s,
making mention the changes that arose after the Plaza Miranda bombing and the
suspension of the Writ of Habeas Corpus in the Philippines. The novels narrate the
story of lead protagonist Amanda Bartolome, her family, and the conflict she went
through, having to deal with facing the law and her responsibilities towards her
five sons.
9. Smaller and Smaller Circles by F. H. Batacan is the first Filipino crime detective
story set in the Philippines. The mystery novel revolves around two Jesuit priests
named Gus Saenz and Jerome Lucero, who happen to perform forensic work. There
have been murders of young boys in the slum area of Payatas. As the novel
explores themes that deal with the corruption and inefficiency in the government,
they hope to uncover the mysterious murderer behind the serial killings in Manila‘s
slum area. In 1999, Batacan’s mystery novel won the Carlos Palanca Grand Prize
for English Novel.
10. ABNKKBSNPLAKo?! By Bob Ong is spelled in the texting language, the title
of this book phonetically reads “Aba nakakabasa na pala ako?!” which can be
translated as “Wow, I can read now?!” Written by an anonymous Filipino
contemporary author whose pen name is Bob Ong, the book rose to fame for
depicting the supposed unforgettable moments of his life as a student, starting
from the first time of entering school up to his college days. Unlike classic
traditional novels, Bob Ong’s books make use of conversational Filipino language
as he narrates stories in a humorous way while depicting the real-life situations in
the Philippine context.
In addition to the literary works of Filipino authors are other texts written from the
other part of the world. Below are some of the literary works of famous authors that high
school students can read, as identified by Lecocq (2020). According to her, the following
books are considered remarkable that made history, books that challenge societal
perceptions of the world, and books that are quite simply interesting and moving.
1. 1984 by George Orwell
It is a dystopian novel written by George Orwell 35 years before the date was
referenced by the title. In this book, Orwell narrates a story that warns readers
about the probable consequences of complacency in the face of rising dictators
like Hitler and Stalin and burgeoning technology ripe for misuse. In the story, he
describes a world where everything is monitored, right down to citizens’ thoughts,
and where any opposition to the ruling class is punishable by extreme measures.
The oft-encountered quote, "Big Brother is watching," originated in this novel.
2. The Adventures of Huckleberry Finn by Mark Twain
This story is a sequel to The Adventures of Tom Sawyer, which is much graver in
nature than its predecessor. There might still be plenty of good antics worthy of a
laugh, but this one concerns itself largely with a young boy’s attempt to escape
 severe family dysfunction and the moral implications of him taking an escaped
slave as a companion on his adventure down the Mississippi River.
3. The Awakening by Kate Chopin
The story is set in the Creole culture of the late 1800s. This novel written by Kate
Chopin depicts a woman’s process of being aware of herself. The women, at the
time, were essentially property, and acting in demure and socially acceptable ways
was expected of them. As the protagonist "awakens" to her needs, sexually and
emotionally, along with the ultimate truth of her own independence, problems of
all sorts ensue. The novel examines the balance between selfishness and self-
respect.

4. The Bell Jar by Sylvia Plath

This autobiographical novel written by poet Sylvia Plath explores the deep, dark
reality that lies behind mental illness. Esther, the protagonist of the story, is a
stand-in for Plath herself. She is a college student exploring her interests, talents,
and even sexuality while descending into an unsettling spiral of mental instability.
It is but necessary for students to understand the seriousness of mental illness as
it is so earnestly portrayed in this book.
5. Black Rain by Masuji Ibuse
It talks about the very immediate consequences of the atom bombs dropped on
Hiroshima and Nagasaki to humanity. It follows the story of a small family of
survivors, who gave details about what happened to them during the days of the
bombing and what effects take place some years later. The book has a gentle and
subtle tone, but it is not afraid to delve into very explicit and challenging topics
related to the bombings.
6. Bless Me, Ultima by Rudolfo Anaya
This is a semi-autobiographical novel that contains a healthy dose of magical
realism and is regarded as a staple of Chicano literature. It is combined with
Spanish, Mexican, and Native American influences that openly show the ways in
which these forces within the protagonist’s life come into conflict. In the story,
young Antonio is growing up in a world that leaves him with a lot of questions than
answers. They include major questions about life and death, good and evil, and so
on. These issues seem too big to carry for his six-year-old mind, and yet he
grapples with them valiantly through the end of the novel.
7. Brave New World by Aldous Huxley
In this work, the author explores themes similar to those that can be found in
Orwell’s 1984, but Huxley wrote this novel earlier than Orwell wrote his, and yet
both novels deal with dystopian concepts. In specific, Huxley gives balance on
utopian and dystopian interpretations of a world that are easily manipulated,
highly controlled, and extremely dysfunctional: the kind of world that is ready to
fall apart at any provocation. In this world, there are insiders and outsiders, and
each character views and interacts with society in a different light.
8. Bury My Heart at Wounded Knee by Dee Brown
Dee Brown has covered a lot of historical ground in this book. In the book, Brown
describes the history of European Americans and their interaction with (and
 slaughter) the Native Americans who already inhabit what they already claim as
their country. It depicts an infuriating and accurate tale of mistreatments and
abuses, as well as the unfortunate decline of a noble people trying to defend their
established way of life.
9. The Catcher in the Rye by J. D. Salinger
This is a bold and controversial novel by J. D. Salinger that centers around ideas
involving adolescent sexuality and relationships. In the story, the protagonist is
constantly bouncing around from place to place, activity to activity, and person to
person. The critics were greatly offended by Salinger’s frank discussions about
sexual matters and his generally very casual style. This book is a significant read in
part due to its direct relevance to struggling adolescents and the issues they face.
10. The Crucible by Arthur Miller
This work is considered a tragic play in the early 1950s. While it is somewhat
loosely based on and taken from the Salem witch trials of 1692, and while it is
likely regarded as an allegory to McCarthy’s rooting out of suspected Communists
at the time of the play’s writing, the issues it taps on are much more broadly
applicable. This is a very important dramatic work on how hysteria, cruelty, and
ignorant gullibility destroy communities.
11. The Diary of a Young Girl by Anne Frank
Anne Frank’s published diary is more unique than a typical literary piece. It shows
a true account of events that took place in the life of one Jewish girl during the
Holocaust. While Anne Frank wrote some passages with identified publications in
mind, others she did not. When her book was first published, many passages that
her father, Otto Frank, found to be too long or inappropriate and unflattering were
excluded. To date, the book is available with all materials included. Obtaining
some understanding of this horrific genocide is crucial to students.
12. Fahrenheit 451 by Ray Bradbury
In this astounding work by Ray Bradbury, books are on trial. It was set in yet
another dystopian future where firemen are urged to burn books as well as the
houses that contain them. Fahrenheit 451 narrates the story of a fireman who
starts to wonder what books have to offer. This is a novel that serves as an ode to
literacy, and while it has its tragic moments, it ultimately leaves readers with a
message of hope.
13. Flowers for Algernon by Daniel Keys
The story revolves around a man considered mentally retarded who is selected for
an intelligence-enhancing surgery. The book tells both positive and negative
effects that come from the sudden change in his I.Q. This book is a moving read for
students who wish to understand how intelligence plays into our humanity.
14. For Colored Girls Who Have Considered Suicide When the Rainbow is
Enuf by Ntozake Shange
The author creates choreopoetry, a kind of poetry that is meant to be performed
with movement and dance. It covers important themes of race, abuse,
perseverance, and gender. It’s largely considered a deep and dark poem, but it has
a message of hope. This book gives an awesome opportunity for readers to get
exposed to poetry in a very relevant and theatrical form.
15. Frankenstein by Mary Shelley
Frankenstein is not a monster. He is, rather, the very human Victor Frankenstein
responsible for creating what we recognize as the monster from the story; the
creature itself is nameless there. Mary Shelley is the writer of this Gothic thriller in
the early 1800s, and yet even until now, we remain clearly fascinated by this tale
of playing God and facing the consequences. This is an eerie tale with themes that
run deep.
16. The Grapes of Wrath by John Steinbeck
The Grapes of Wrath revolves around the Great Depression and the Dust Bowl in
American history. It details a story of hope and despair that moves from one to
another and back again seamlessly throughout the novel. While being filled with
biblical allusions, it is not heavy-handed with them, and the writing is often praised
and characterized as realistic and beautiful.
17. The Great Gatsby by F. Scott Fitzgerald
The author wrote The Great Gatsby as a novel that closely reflects his own
experience in many ways. As revealed in the novel, the decadence of the Jazz Age
was both enticing for many and revolting for some. The Great Gatsby tells the
story of a wealthy young man's quest to win back the love of his life through
extravagant displays of riches and social connections. As the plot advances to its
climax, readers, along with Gatsby's simpler, humbler friend and neighbor, are left
to ponder the passing of an era in American history.
18. The Joy Luck Club by Amy Tan
It centers on intergenerational and intercultural questions. Tan seeks to mirror the
Chinese-American experience while also representing different issues of mother-
daughter relationships and their passage of time. The book revolves around four
mothers and four daughters across four sections of the novel for a total of sixteen
stories that come together to complete this total work.
19. The Lord of the Flies by William Golding
The Lord of the Flies speaks to the evil while degenerating a potential that lurks
within each human. It can be read with religious, political, psychoanalytical
interpretations or any number of other ways, but the basic premise of this book is
that a group of schoolboys stranded on an island end up into grotesque savagery.
It’s no doubt a disturbing story, but one that is important when getting familiar
with a world where savage instinct too often presents itself today.
20. The Lord of the Rings and the Hobbit by J. R. R. Tolkien
Just like any other works, The Lord of the Rings and The Hobbit are not everyone’s
cup of tea, but they’re largely rewarding and pleasure reading for too many fans to
count. These masterpieces are more than just pleasure reading since this trilogy
offers a coverage of major themes of the epic struggle between good and evil, the
essence of persevering through immensely difficult ordeals, and the ways of
applying mercy. Tolkien leaves major questions about the ones who are evil versus
the ones who are misguided and leaves a message on what we should do when our
paths intertwine with either of such individuals. The Hobbit's story is lighter and
more kid-focused but still gives light to important themes.