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21st Century Literature from, the Philippines and the World, Quarter 1 – Module 1:, Geographic, Linguistic and Ethnic, Dimensions of Philippine Literary, History from Pre-Colonial to the, Contemporary

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21st Century Literature from the Philippines and the World, Alternative Delivery Mode, Quarter 1 – Module 1: Geographic, Linguistic and Ethnic Dimensions of Philippine, Literary History from Pre-Colonial to the Contemporary, First Edition, 2020, Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the, Government of the Philippines. However, prior approval of the government agency or office, wherein the work is created shall be necessary for exploitation of such work for profit. Such, agency or office may, among other things, impose as a condition the payment of royalties., Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks,, etc.) included in this module are owned by their respective copyright holders. Every effort, has been exerted to locate and seek permission to use these materials from their respective, copyright owners. The publisher and authors do not represent nor claim ownership over, them., Published by the Department of Education, Secretary: Leonor Magtolis Briones, Undersecretary: Diosdado M. San Antonio, Development Team of the Module, Writers: Allan A. Balud, Noel D. Anciado, and Marites M. Aguilar, Editors: Alson Rae F. Luna and Paula J. Martinez, Reviewers: Catherine A. Costoy, Abigail P. Asunto, and Marissa O. Aguirre, Illustrator: Mary Grace S. Santos and Veronica O. Peroja, Layout Artist: Jennifer U. Cruz, Management Team: Wilfredo E. Cabral, Job S. Zape Jr., Eugenio S. Adrao, Elaine T. Balaogan, Fe M. Ong-ongowan, Violeta L. Francisco, Marissa O. Aguirre, Ednel A. Almoradie, , Printed in the Philippines by ________________________, Department of Education – Region IV-A CALABARZON, Office Address:, Telefax:, E-mail Address:, , Gate 2 Karangalan Village, Barangay San Isidro, Cainta, Rizal 1800, 02-8682-5773/8684-4914/8647-7487, [email protected]

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21st Century Literature from, the Philippines and the World, Quarter 1 – Module 1, Geographic, Linguistic and Ethnic, Dimensions of Philippine Literary, History from Pre-Colonial to the, Contemporary

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Introductory Message, For the facilitator:, Welcome to the 21st Century Literature 11 Alternative Delivery Mode (ADM) Module, on Geographic, Linguistic and Ethnic Dimensions of Philippine Literary History, from Pre-Colonial to the Contemporary., This module was collaboratively designed, developed, and reviewed by educators, both from public and private institutions to assist you, the teacher, or facilitator in, helping the learners meet the standards set by the K to 12 Curriculum while, overcoming their personal, social, and economic constraints in schooling., This learning resource hopes to engage the learners in guided and independent, learning activities at their own pace and time. Furthermore, this also aims to help, learners acquire the needed 21st-century skills while taking into consideration, their needs and circumstances., Also, you will see this box in the body of the main text in this module:, , Notes to the Teacher, This contains helpful tips or strategies, that will help you in guiding the learners., , As a facilitator, you are expected to orient the learners on how to use this module,, encourage and assist them as they do the tasks, and track their progress while, allowing them to manage their learnings., For the learner:, Welcome to the 21st Century Literature 11 Alternative Delivery Mode (ADM) Module, on Geographic, Linguistic and Ethnic Dimensions of Philippine Literary History, from Pre-Colonial to the Contemporary., The hands are one of the most symbolized parts of the human body. They are often, used to depict skill, action, and purpose. Through your hands, you may learn,, create, and accomplish. Hence, the hands in this learning resource signify that, you, as a learner, are capable and empowered to successfully achieve the relevant, competencies and skills at your own pace and time. Your academic success lies in, your own hands!, This module was designed to provide you with fun and meaningful opportunities, for guided and independent learning. You will be enabled to process the contents of, the learning resource while being an active learner., , ii

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This module has the following parts and corresponding icons:, , What I Need to Know, , This will give you an idea of the skills or, competencies you are expected to learn in, the module., , What I Know, , This part includes an activity that aims to, check what you already know about the, lesson to take. If you get all the answers, correct (100%), you may decide to skip this, module., , What’s In, , This is a brief drill or review to help you link, the current lesson with the previous one., , What’s New, , In this portion, the new lesson will be, introduced to you in various ways such as a, story, a song, a poem, a problem opener, an, activity or a situation., , What is It, , This section provides a brief discussion of, the lesson. This aims to help you discover, and understand new concepts and skills., , What’s More, , This comprises activities for independent, practice to solidify your understanding and, skills of the topic. You may check the, answers to the exercises using the Answer, Key at the end of the module., , What I Have Learned, , This, includes, questions, or, blank, sentence/paragraph to be filled in to, process what you learned from the lesson., , What I Can Do, , This section provides an activity which will, help you transfer your new knowledge or, skill into real life situations or concerns., , Assessment, , This is a task which aims to evaluate your, level of mastery in achieving the learning, competency., , Additional Activities, , In this portion, another activity will be given, to you to enrich your knowledge or skill of, the lesson learned. This also tends retention, of learned concepts., , Answer Key, , This contains answers to all activities in the, module., , iii

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At the end of this module you will also find:, , References, , This is a list of all sources used in, developing this module., , The following are some reminders in using this module:, 1. Use the module with care. Do not put unnecessary mark/s on any part of, the module. Use a separate sheet of paper in answering the exercises., 2. Don’t forget to answer What I Know before moving on to the other activities, included in the module., 3. Read the instruction carefully before doing each task., 4. Observe honesty and integrity in doing the tasks and checking your, answers., 5. Finish the task at hand before proceeding to the next., 6. Return this module to your teacher/facilitator once you are through with it., If you encounter any difficulty in answering the tasks in this module, do not, hesitate to consult your teacher or facilitator. Always bear in mind that you are, not alone., We hope that through this material, you will experience meaningful learning, and gain deep understanding of the relevant competencies. You can do it!, , iv

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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 –, , •, , Lesson 2 –, , Geographic, Linguistic and Ethnic Dimensions of, Philippine Literary History from Pre-Colonial to the, Contemporary., 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 of paper., , v

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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, folktakes, 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, 2

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c. Pre-Spanish Period, d. American Period, 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, d. Word creations, 3

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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, , 4

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Lesson Geographic, Linguistic and Ethnic, , 1, , Dimensions of Philippine Literary 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., , 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., , 1565, , 1., , 1566- 18721871 1898, , 2., , 3., , 1898- 1941- 1946- 1970- 1981- 1886- 20011841 1945 1970 1980 1885 1999 present, , 4., , 5., , 6., , 5, , 7., , 8., , 9., , 10.

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a., b., c., d., e., , Japanese Period, Rebirth of Freedom, Post EDSA, American Period, Pre-Spanish Period, , f. 21st Century, g. Spanish, h. Period of Enlightenment, i. Period of Activism & New Society, j. Period of Literature in English, , 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, , 6

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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., , •, , 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)., 7

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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., , 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., , 8

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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., , 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., , 9

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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, Age, , Folk Songs, , 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 children which were, yellowish in color, very bright and very hot., 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?, , 11

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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., , 15

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Lesson Identifying Representative Texts, 2, 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 21st 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., , 16

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Gabu, by Carlos A. Angeles, The battering restlessness of the sea, Insists a tidal fury upon the beach, At Gabu, and its pure consistency, Havos the wasteland hard within its, reach., Brutal the daylong bashing of its heart, Against the seascape where, for miles, around,, Farther than sight itself, the rockstones part, And drop into the elemental wound., The waste of centuries is grey and dead, , And neutral where the sea has, beached its brine,, Where the spilt salt of its heart lies, spread, Among the dark habiliments of Time., The vital splendor misses. For here,, here, At Gabu where the ageless tide recurs, All things forfeited are most loved and, dear., It is the sea pursues a habit of shores., , 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., 17

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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., , 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., , 18

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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?, , 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?, 19

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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 Dreamwaevers is a text written by a feminist Filipina who strongly, promotes women’s rights., , 22

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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, , 23

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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, , 24

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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., , 25

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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., a., b., c., d., 15., , The development of literature in the Philippines __________., is given life only in the oral tradition of the country., could reflect the richness of our country’s resources., may be attributed to both local and foreign influences., grew and prospered alongside the country’s history., , 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., , 26

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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., _______________________________________________________________________, _______________________________________________________________________, _______________________________________________________________________, _______________________________________________________________________, _______________________________________________________________________, _______________________________________________________________________, _______________________________________________________________________, _______________________________________________________________________, , 27

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Answer Key, , 28