21st Century Literature from the

Philippines and the World

Quarter 3 – Module 1
Philippine Literary History
from Pre-Colonial to the
Contemporary

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 What I Need to Know

This module was designed and written with you in mind. It is here to help you
understand 21st Century Literature from the Philippines and the World. The scope
of this module permits it to be used in many different learning situations. The
language used recognizes the diverse vocabulary level of students. The lessons
are arranged to follow the standard sequence of the course. But the order in
which you read them can be changed to correspond with the textbook you are
now using.

The module is divided into two lessons, namely:

• Lesson 1 – Geographic, Linguistic and Ethnic Dimensions of

Philippine Literary History from Pre-Colonial to the
Contemporary.
• Lesson 2 – Identifying Representative Texts from the Regions

After going through this module, you are expected to:

1. Identify geographic, linguistic, and ethnic dimensions of Philippine literary

history from pre-colonial to contemporary and representative texts from
the regions.
2. Write a close analysis and critical interpretation of literary texts.
3. Show a sense of adaptability of the Philippine Literary History

Notes to the Teacher

Use the module with care especially in turning each page.

Please be reminded to ask the student to answer the Pre-Test
before moving on to the Lesson Proper. Read and make sure
that the students understand the directions in every exercise.
Encourage the student to observe honesty in answering the
tests and activities and in checking the answers. Do not put
unnecessary mark/s on any part of this module. And answer on
a separate sheet

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 What I Know

Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.

1. During this period, Jose Rizal’s works such as Noli Me Tangere and El
Filibusterismo were written to awake the mind of our countrymen.
a. Spanish Period
b. American Period
c. Pre-Spanish Period
d. Period of Enlightenment

2. The Philippines had literature such as legends, folktales, folksongs, and

the like.
a. Spanish Period
b. Japanese Period
c. Pre-Spanish Period
d. Period of Enlightenment

3. In this period, religious books were written, such as Doctrina Cristiana and
Urbana and Felisa, to support or contradict the Catholic Church.
a. Spanish Period
b. American Period
c. 21st Century Period
d. Period of Enlightenment

4. Filipino writers went into all forms of literature like news, reporting,
poetry, stories play, essays, and novels which clearly depicted their love
of country and their longings for independence.
a. Edsa I Period
b. American Period
c. Pre-Spanish Period
d. The 3rd Republic Period

5. Filipino literature was given a break during this period for the Filipino
literature was prohibited from using. Many wrote plays, poems, short
stories, etc. Topics and themes were often about life in the provinces.
a. Japanese Period
b. American Period
c. Pre-Spanish Period
d. American Period

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6. Haiku and Tanaga were influenced by what period?
a. Spanish Period
b. Japanese Period
c. 21st Century Period
d. Period of Enlightenment

7. This period presented new trends in writing using modern technology.

a. Edsa I Period
b. 21st Century Period
c. Pre-Spanish Period
d. The 3rd Republic Period

8. This literary period witnessed newspapers which were once branded

crony newspapers become instant opposition papers.
a. Japanese Period
b. American Period
c. Pre-Spanish Period
d. Edsa I Period

9. Poetry during this period were during this period were romantic and
revolutionary.
a. The 3rd Republic Period
b. Edsa I Period
c. 21st Century Period
d. Pre-Spanish Period

10. Poetry during this period were dealt with patience, regard for native
culture and customs.
a. The 3rd Republic Period
b. 21st Century Period
c. Edsa I Period
d. New Society Period

11. Philippine regional literature can be BEST described as ___________.

a. Dynamic
b. Outdated
c. Spoken
d. Traditional

12. Imagery in poetry pertains to _____________.

a. Mental pictures
b. Unique drawings
c. Vague resemblances
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 d. Word creations

13. The use of the vernacular in regional literature is ___________

a. discouraged because many people do not understand a piece not
written in either English or Tagalog
b. encouraged so that the culture and tradition of a people are upheld
despite effects of modernity
c. opposed for the reason that it constraints the expression of thoughts,
feelings, and ideas of a writer
d. affirmed by many for it allows free flow of feelings and in-sights not
understandable to readers

14. A valid observation of literary development in the Philippines is that

_______.
a. History is recorded only in the oral tradition of the country.
b. No literature could reflect the richness of our country's experiences.
c. Literary masterpieces are written by great persons with great
remembrances.
d. Literature developed alongside Philippine history.

15. Because of the archipelagic nature of the Philippines, its geographical

features, and the presence of various ethno-linguistic groups in the
country, regional literature has become ____________.
a. Anti-modern and traditional
b. Short yet vivid
c. Rich and varied
d. Nationalistic

Lesso Geographic, Linguistic and Ethnic

Dimensions of Philippine Literary
n 1 History from Pre-Colonial to the
Contemporary

21st Century Literature from the Philippines and the World Module aims to
engage students in appreciation and critical study of 21st Century
Literature from the Philippines and the World, encompassing their various
dimensions, genres, elements, structures, contexts, and traditions.

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 What’s In

1. What do you know about the different Literary Periods in

Philippine Literature?

2. What are the essential elements of the literary pieces under

different periods of literature?

What’s New

Task 1. Literary Timeline

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

1566- 1872- 1898- 1941- 1946- 1970- 1981- 1886- 2001-

1565 1871 1898 1941 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

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 What is It

Think About This!

Our forefathers already had their literature, which reflected in their customs
and traditions. They had their alphabet even before they had colonized. The
Spanish friars burned their alphabet in the belief that they were works of the
devil or were written on materials that quickly perished, like the barks of trees,
dried leaves, and bamboo cylinders, which could not have remained firm even if
efforts were made to preserve them. Our unique geographic location is the
reason why we are rich.

PRE-SPANISH LITERATURE - is characterized by:

• Folk tales. These are made up of stories about life, adventure,
love, horror, and humor where one can derive lessons. An
example of this is THE MOON AND THE SUN.

• The Epic Age. Epics are long narrative poems in which a series of
heroic achievements or events, usually of a hero, are dealt with at
length.

• Folk Songs. These are one of the oldest forms of Philippine literature
that emerged in the pre-Spanish period. These songs mirrored the
early forms of culture. Many of these have 12 syllables. Examples of
which are Kundiman, Kumintang o Tagumpay,
Ang Dalit o Imno, Ang Oyayi o Hele, Diana, Soliraning and
Talindaw
Understanding Literary History
Literature in this period may be classified as religious prose and poetry and
secular prose and poetry.

• Spanish Influences On Philippine Literature

The first Filipino alphabet, called ALIBATA, was replaced by the Roman
alphabet. Also, the teaching of the Christian Doctrine became the basis of
religious practices. European legends and traditions brought here became
assimilated in our songs, corridos, and moro-moros.

• Folk Songs
It manifests the artistic feelings of the Filipinos and shows their innate
appreciation for and love of beauty. The examples are Leron-Leron Sinta,
Pamulinawen, Dandansoy, Sarong Banggi, and Atin Cu Pung Sing-sing.

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 • Recreational Plays
There were many recreational plays performed by Filipinos during the Spanish
times. Almost all of them were in a poetic form such Cenaculo, Panunuluyan,
Salubong and Zarzuela.

PERIOD OF ENLIGHTENMENT (1972- 1898)

In 19th Century, Filipino intellectuals educated in Europe called Ilustrados began
to write about the hitch of colonization.

The Propaganda Movement (1872-1896) - This movement was spearheaded

mostly by the intellectual middle-class like Jose Rizal, Marcelo del Pilar;
Graciano Lopez Jaena, Antonio Luna, Mariano Ponce, Jose Ma. Panganiban, and
Pedro Paterno.

o Some of Rizal’s writings: Noli Me Tangere, Mi Ultimo Adios,

Sobre La Indolencia Delos Filipinos and Filipinas Dentro De Cien
Aňos.

o Some of Del Pilar’s writings: Pagibig sa Tinubuang Lupa (Love of

Country), Kaingat Kayo (Be Careful), and Dasalan at Tocsohan
(Prayers and Jokes).

o Some of Jaena’s writings: Ang Fray Botod, La Hija Del Fraile (The
Child of the Friar), and Everything Is Hambug
(Everything is mere show), Sa Mga Pilipino...1891), and
Talumpating Pagunita Kay Kolumbus (An Oration to Commemorate
Columbus).

THE AMERICAN REGIME (1898-1944)

Linguistically, Americans influenced Filipino writers to write using English
language. Jose Garcia Villa became famous for his free verse.
Characteristics of Literature during this period:
The languages used in writing were Spanish and Tagalog and the dialects of the
different regions. But the writers in Tagalog, continued in their lamentations on
the conditions of the country and their attempts to arouse love for one’s native
tongue and the writers in English imitated the themes and methods of the
Americans.

THE JAPANESE PERIOD (1941-1945)

Philippine Literature was interrupted in its development when another foreign
country, Japan, conquered the Philippines between1941-1945. Philippine
literature in English came to a halt. This led to all newspapers not to be
circulated in the community except for TRIBUNE and PHILIPPINE REVIEW.

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 o Filipino Poetry during this period
The common theme of most poems during the Japanese
occupation was nationalism, country, love, and life in the barrios,
faith, religion, and the arts. o Three types of poems emerged during this
period:

a. Haiku , a poem of free verse that the Japanese like. It was

made up of 17 syllables divided into three lines and

b. Tanaga – like the Haiku, is short, but it had measure and

rhyme.

c. Karaniwang Anyo (Usual Form)

PHILIPPINE LITERATURE IN ENGLISH (1941-1945)

Because of the strict prohibitions imposed by the Japanese in the writing and
publishing of works in English, Philippine literature in English experienced a dark
period. For the first twenty years, many books were published both in Filipino
and in English.

In the New Filipino Literature, Philippine literature in Tagalog was revived during
this period. Most themes in the writings dealt with Japanese brutalities, the
poverty of life under the Japanese government, and the brave guerilla exploits.

PERIOD OF ACTIVISM (1970-1972)

According to Pociano Pineda, youth activism in 1970-72 was due to domestic and
worldwide causes. Because of the ills of society, the youth moved to seek
reforms.

The Literary Revolution

The youth became vocal with their sentiments. They demanded a

change in the government. It was manifested in the bloody
demonstrations and the sidewalk expressions and also in literature.

PERIOD OF THE NEW SOCIETY (1972- 1980)

The period of the New Society started on September 21, 1972. The Carlos
Palanca Awards continued to give annual awards. Poems dealt with patience,
regard for native culture, customs, and the beauties of nature and surroundings.
Newspapers donned new forms.

News on economic progress, discipline, culture, tourism, and the like were
favored more than the sensationalized reporting of killings, rape, and robberies.
Filipinos before were hooked in reading magazines and comics.

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PERIOD OF THE THIRD REPUBLIC (1981-1985)
After ten years of military rule and some changes in the life of the Filipino, which
started under the New Society, Martial Rule was at last lifted on January 2, 1981.
The Philippines became a new nation, and this, former President Marcos called
“The New Republic of the Philippines.” Poems during this period of the Third
Republic were romantic and revolutionary. Many Filipino songs dealt with
themes that were true-to-life like those of grief, poverty, aspirations for freedom,
love of God, of country and fellowmen.

POST-EDSA 1 REVOLUTION (1986-1995)

History took another twist. Once more, the Filipino people regained their
independence, which they lost twenty years ago. In four days from February 21-
25, 1986, the so-called People Power (Lakas ng Bayan) prevailed. In the short
span of the existence of the real Republic of the Philippines, several changes
already became evident. It was noticed in the new Filipino songs, newspapers,
speeches, and even in the television programs. The now crony newspapers that
enjoyed an overnight increase in circulation were THE INQUIRER, MALAYA, and
the PEOPLE’S JOURNAL.

21st CENTURY PERIOD

The new trends have been used and introduced to meet the needs and tastes of
the new generation. 21st Century learners are demanded to be ICT inclined to
compete with the style and format of writing as well. New codes or lingos are
used to add flavor in the literary pieces produced nowadays.

What’s More

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Activity 1. Who’s Who?
Direction: Identify the author of the following literary pieces written by
the Ilustrados. Write the letter of your correct answer.

A. Jose Rizal B. Marcelo H. Del Pilar C. Graciano Lopez Jaena

1. Sa Mga Pilipino 6. El Filibusterismo

2. Mi Ultimo Adios 7. Kaingat Kayo
3. Filipinas Dentro De Cien Aňos 8. Ang Fray Botod
4. Pag-Ibig sa Tinubuang Lupa 9. Sobre La Indolencia Delos Filipinos
5. La Hija del Fraile 10. Dasalan at Tocsohan

Assessment 1. Characterize Me!

Directions: Complete the table below by writing the characteristics of
the following literature during the Pre-Spanish Period
Legends Folk Tales The Epic Folk Songs
Age

Activity 2. Thinker’s View

Directions: Given below is a sample of a Filipino Folktale in the Pre-
Spanish Period. Answer the questions that follow.

THE SUN AND THE MOON

(Tingguian folk tale)

In the olden days, like the moon, the sun had also star c hildren which
were yellowish in color, very bright and very hot.

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 The star children of the moon, however, were reddish and cool. That
moon was scared that his stars would wither and die if they play with the
star children of the sun.
The moon suggested to the sun that they kill their children who were
crowding the heavens with their number.
When the sun had killed her children, the moon merely hid behind the
clouds.
In the evening, when the clouds faded, the moon stars appeared.
This angered the sun so he gave chase to the moon. Thus, when he

overtakes the moon, we have the so-called eclipse.

Every morning, the sun kills the moon stars that he catches.
Until now, this chase continues and because the moon still continues…

1. What is the concern of the moon regarding his stars?

2. Why does the moon anger the sun?
3. What particular phenomenon is described in the Filipino Folktale?
Assessment 2. Closer Look
Directions: Write three words that will highlight the message of the
excerpt from one of the most famous literary pieces during Spanish
time,
Pasyon.

1. 2. 3.

KASAYSAYAN NG PASYONG MAHAL NI HESUKRISTONG

PANGINOON NATIN
(COPYRIGHT 1949 BY IGNACIO LUNA & SONS)
Panalangin sa Diyos Oh Diyos sa
kalangitan Hari ng sangkalupaan
Diyos na walang kapantay,
mabait lubhang maalam
at puno ng karunungan.
Ikaw ang Amang tibobos
ng nangungulilang lubos
amang di matapus-tapos,
maawi't mapagkupkop sa taong lupa't alabok. Iyong itulot sa amin
Diyos Amang maawain mangyaring aming dalitin.

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Assessment 3. Saying a Song
Directions: One of the songs in the Post-EDSA I era is the song Ang
Bayan Ko. Analyze and interpret the emotions of Filipinos and
situations of the country found in each paragraph of the song.

Ang Bayan Ko

I. II. II. At sa kanyang yumi at gandaA ng bayan kong

Pilipinas Dayuhan ay nahalina Lupain ng ginto't
bulaklak Bayan ko, binihag ka
Pag-ibig na sa kanyang palad Nasadlak sa dusa Nag-
alay ng ganda't dilag

CHORUS
Ibon mang may layang lumipad kulungin mo
at umiiyak bayan pa kayang sakdal-dilag
ang 'di magnasang makaalpas,
Pilipinas kong minumutya pugad ng luha at dalita
aking adhika makita kang sakdal laya

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 What I Have Learned

1. Pre-Spanish Literature is characterized by Legends, Folk Tales, The Epic

Age, and Folk Songs.

2. The Propaganda Movement (1872-1896) was spearheaded mostly by the

intellectual middle-class like Jose Rizal, Marcelo del Pilar, Graciano Lopez
Jaena, Antonio Luna, Mariano Ponce, Jose Ma. Panganiban and Pedro
Paterno.

3. In the American Regime, Americans influenced Filipino writers to write

using the English language. English as a medium of instruction was
introduced in the schools as the intellectual language of education.

4. In the Period of Activism, campus newspapers were written to show their

protest. They held pens and wrote on placards in red paint the equivalent
of the word MAKIBAKA (To dare!).

5. Period of the New Society poems dealt with patience, regard for native
culture, customs, and the beauties of nature and surroundings.

6. The period of the Third Republic was romantic and revolutionary.

7. Post EDSA I noticed in the new Filipino songs, in the newspapers, in the
speeches, and even in the television programs.

What I Can Do

Task 1. As a grade 11 Filipino learner, in what way you can show a sense of
adaptability to the diverse Philippines Literary History? State your answer in a
3 -5 paragraph essay.

Lesso Identifying Representative

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 n2 Texts from the Regions

The country’s rich repertoire of literary masterpieces may be rooted in the

diverse cultural heritage of the Filipino people. They have produced varied texts
because of differences. The mighty roar of the North and the fiery temperament
of the South blended well. The Filipinos speak of the collective experiences from
the people who have gone through difficulties, triumphs, struggles, successes,
armed conflicts, bloodless revolutions, and others. It is the reason why these
masterpieces resonated loud and clear in the Philippine archipelago.

What’s In

1. What are the different Literary Periods in Philippine Literature?

2. What are the basic elements of the literary pieces under the Japanese
Regime? American Period? Spanish Period?
3. What are changes in Literature during the 21 st Century?

What’s New

Imagery is a poetic element that tries to create a picture in the mind of the
reader or a mental image through the use of figural language. It represents
objects, places, ideas, or even actions that appeal to the senses of the readers.

Gabu by Carlos A.
Angeles

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 The battering restlessness of the sea And neutral where the sea has
Insists a tidal fury upon the beach beached its brine,
At Gabu, and its pure consistency Where the spilt salt of its heart lies
Havos the wasteland hard within its spread
reach. Among the dark habiliments of Time.
Brutal the daylong bashing of its heart The vital splendor misses. For here,
Against the seascape where, for miles here
around, At Gabu where the ageless tide
Farther than sight itself, the rockstones recurs All things forfeited are most
part loved and dear.
And drop into the elemental wound. It is the sea pursues a habit of
The waste of centuries is grey and shores.
dead

1. What image does the poem, Gabu, try to create?

2. Which word or group of words from the poem help you form this
image? Draw this on a separate sheet of paper.

What is It

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.

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
Gabu depicts a coastline in Ilocos that is constantly experiencing the battering
restlessness of the sea. 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.
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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
Tagalogspeaking people in the Philippines. Recognized all over 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.

What’s More

Activity 1. Graphic Organizer

Directions: Delve deeper into the poem Gabu by Carlos A. Angeles using
the graphic organizer. You may re-read the poem to get the details
that would complete the organizer.

Title of the Text:

Author:

QUESTIONS RESPONSE

TOPIC

What is the text all about?

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SITUATION

What is the setting referred to or

described in the text?

CLIENT

Who is the target group of

readers of the text?

How would you describe the

group in terms of skills, values,
beliefs and attitudes?

PURPOSE

Why was the text written?

What does it hope to
achieve especially among
its client?

PERSONA
Who is the voice behind the text?
What is known about him or her?

Assessment 1. Reflect On Me
Direction: Read and answer the questions.

Aug 2009 by SIGLIWA

Salubungin ang (Bagong) Daluyong ng mga Agos sa Disyerto

SA PANAHONG tila natutuyuan ang mga linang ng panitikan noong gitnang

bahagi ng dekada ’60, dumaloy ang mga akda nina Efren R. Abueg, Dominador
B. Mirasol, Rogelio L. Ordo-ñez, Edgardo M. Reyes at Rogelio R. Sikat, sa aklat
katipunang Mga Agos sa Disyerto.

Unang buhos ng daluyong ay noong 1964 at isang dekada ang lumipas, muling
umalon at binasa ang namimitak na lupain ng panitikang Filipino nang
mailimbag ang ikalawang edisyon ng Mga Agos sa Disyerto noong 1974.

Huling sargo ng daluyong ng Agos ay 16 na taon ang nakararaan, nang lumabas

ang ikat-long edisyon nito noong 1993.

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 Ngayon, sa panahong sampu isang pera ang patakbuhing literaturang patuloy
na lumuluoy sa diwa at kaluluwa ng mga Pilipino, muling nagbabanta ang
pagbugso ng mga Agos sa Disyerto.

1. In what language was the text, Maga Agos sa Disyerto written?

2. What did the text aim to accomplish?

Activity 2. Outline
What does the writer want to say about the use of Filipino especially in
awakening the social and moral consciousness of the masses? Outline the main
points of the essay through the graphic organizer below.

Assessment 2. Theme’s Up

Pananalamin sa Tubig ng Katotohanang Panlipunan

Sinalamin ng 25 akdang isinama sa Agos (na 20 lamang

noong ika-2 edisyon) katotohanang umiiral sa lipunan.

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Binigyang mukha ng mga ito ang kalagayan ng karaniwang tao,
maging ang pingkian ng kapangyarihan

at karumaldumal na karalitaan at kawa-langhiyaang

umiiral sa ating lipunan.

Nilaro ng mga akda ang emosyon at kaisipan, na bagaman ginagawa na

noon, hindi ganoong kahantad.

 What is the central theme of this text?

What I Have Learned

1. Imagery is a poetic element that tries to create a picture in the mind of

the reader or a mental image through the use of figurative language.

2. Gabu depicts a coastline in Ilocos that is constantly experiencing the

battering restlessness of the sea.

3. Panahon na muling Padaluyin ang Agos is a persuasive essay that focuses

on the potent capacity of a national language to arouse patriotism and
love of country and its people.

4. The Dreamweavers is a text written by a feminist Filipina who strongly

promotes women’s rights.

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 What I Can Do

Activity 1. Verse of the Day

The text you are about to encounter is written by a native Visayan who was born
in Maribojoc, Bohol. Considered by many as a feminist Filipina who strongly
promotes women’s rights, Marjorie Evasco is not only a Don Carlos Palanca
Memorial Awardee but also recipient to several accolades here and abroad. Give
the meaning of the following verses: 1, 6, & 7

Dreamweavers
Marjorie Evasco

We are entitled to our own

definitions of the worlds
we have in common:
earth house (stay)
water well (carry)
fire stove (tend)
air song (sigh)
ether dream (died)
and try out new combinations
with key words
unlocking power house on
fire sing! stove
under water stay. earth filled
well die.
The spells and spellings
Of our vocabularies
Are oracular
In translation
One woman in Pagnito-an
Another in Solentiname
Still another in Harxheim
And many other women
Naming
Half the world together
can move their earth
must house their fire
be water to their song
will their dreams

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Assessment

Multiple Choice. Choose the letter of the best answer. Write the chosen letter on
a separate sheet of paper.

1. Chant (Bulong) was used in witchcraft or enchantment especially

in remote places in the Visayas.
a. Japanese Period
b. Rebirth of Freedom
c. Pre-Spanish Period
d. Period of Enlightenment

2. Lagaylay was used in a special occasion for the Pilareños of

Sorsogon during May time to get together.
a. Spanish Period
b. New Society Period
c. Pre-Spanish Period
d. Period of 3rd Republic

3. PAGIBIG SA TINUBUANG LUPA was translated from the Spanish

AMOR PATRIA of Rizal, published on August 20, 1882, in Diariong Tagalog.
a. Spanish Period
b. American Period
c. Pre-Spanish Period
d. Period of Enlightenment

4. Tagalog Zarzuela, Cenaculo and the Embayoka of the Muslims

were presented in the rebuilt Metropolitan Theater, the Folk Arts
Theater and the Cultural Center of the Philippines.
a. New Society Period
b. American Period
c. 21st Century Period
d. Period of 3rd Republic

5. Haiku, is short with a measure and rhyme consisting of 17

syllables which had favorable diminishing effect on Tagalog
literature.
a. New Society Period
b. American Period
c. 21st Century Period
d. Period of 3rd Republic

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6. English as medium of instruction was introduced in the schools as
intellectual language of education in this period.
a. New Society Period
b. American Period
c. 21st Century Period
d. Period of 3rd Republic

7. This is the period wherein the youth became vocal with their
sentiments and demanded change in the government.
a. Spanish Period
b. Period of Activism
c. Pre-Spanish Period
d. Period of 3rd Republic

8. Filipinos during this period were hooked in reading magazines and

comics.
a. New Society Period
b. American Period
c. Period of 3rd Republic
d. 21st Century Period

9. “Ang Bayan ko” was a song popularized in this period.

a. Period of 3rd Republic
b. New Society Period
c. 21st Century Period
d. Post-EDSA 1 Period

10. This period is notable in the reawakening of the Filipino spirit

when the 3 priests Gomez, Burgos and Zamora were guillotined
without sufficient evidence of guilt.
a. Post-EDSA 1 Period
b. Period of 3rd Republic
c. Period of Enlightenment
d. Period of Activism

11. A statement of fact about Philippine regional literature is _______.

a. It mirrors the deeply ingrained Filipino values, culture and tradition
even when keeping up with the changing times.
b. It reflects the conservatism of indigenous folks who have
maintained a backward expression style.
c. It embraces only the written compilation of literary works in various
styles and genres.
d. It depicts the influences of various colonizers that occupied the
country for more than three centuries.

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12. An element in poetry that refers to the image or picture created in
the minds of readers that helps give light to the main idea is
_______.
a. form
b. imagery
c. rhythm
d. sound pattern

13. Many Filipino authors, writers, or poets are encouraged to use the
mother tongue as the medium of expression in their craft because
_______.
a. Readers fail to comprehend a piece not written in either English or
Tagalog.
b. Our people’s culture and tradition are upheld through this despite
effects of colonization or even modernity.
c. The expression of thoughts, feelings, and ideas of a writer are
emphasized in the personalized codes that they use.
d. The continuous flow of feelings and insights are inhibited when a
foreign language is used instead.

14. The development of literature in the Philippines __________.

a. is given life only in the oral tradition of the country.
b. could reflect the richness of our country’s resources.
c. may be attributed to both local and foreign influences.
d. grew and prospered alongside the country’s history.

15. Philippine regional literature has become rich and varied because
of _______.
a. the contributions of numerous artists who patterned after the
Western literary masters.
b. the nationalistic fervor of texts written in various stages of our
history as a nation.
c. various topics used as themes by the writers and their alignment to
world events.
d. the archipelagic nature of the Philippines, its geographical features,
and the presence of various ethno-linguistic groups in the country.

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 Additional Activities

Activity 1 Short Reflection

1. In what ways can you as a Filipino reader be affected by such works

(short stories in Tagalog) that endeavor to open the minds of people on
socio-political and moral issues confronting the country?

___________________________________________________________________________

___________________________________________________________________________

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References

Chua, R. G. (2016). 21st Century Literature from the Philippines and the World.
Makati City: DIWA Learning Systems

Croghan SJ, Richard V. (1975). The Development of Philippine Literature in

English: Quezon City:Alemar-Phoenix Publishing House.

Fosdick, Carolyn, and Tarrosa (1954). Literature for Philippine High Schools. New
York: Macmillan Company.

SIGLIWA, “Salubungin ang (bagong) Daluyong ng mga Agos sa Disyerto, Agosto

20, 2019, https://panitikanatbp.wordpress.com/2009/08/20/salubungin- ang
bagong-daluyong-ng-mga-agos-sa-disyerto/

Velasco, Nel, “CNF Figures of Speech and Literary Devices, February 26, 2020,
https://versozanelson.blogspot.com/

Zaide, Gregorio F. (1970). Jose Rizal: Life, Works and Writings. Manila: Villanueva
Book Store. Retrieved from
https://www.scribd.com/doc/26364271/Philippine-Literature-Pre-Spanish-
Period.

For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: [email protected] * [email protected]

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