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11, 21st Century Literature from, the Philippines and the World, Guided Learning Activity Kit, Geographic, Linguistic, and Ethnic, Dimensions of Philippine Literary, History from Pre-Colonial to the, Contemporary, Quarter 3 - Week 1, , 1|Page

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English – Grade 11, Guided Learning Activity Kit, Geographic, Linguistic and Ethnic Dimensions of Philippine Literary History from, Pre-Colonial to the Contemporary, Quarter 3- Week 1, 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., , Development Team of the Activity Sheet, Writers:, , Leila D. Miraflor, , Editors:, , Arcangel M. Bueno, , Reviewers:, , Julie Anne M. Villanueva, , Layout Artist:, , Jimmuel R. Pagar, , Management Team:, , Leonardo D. Zapanta EdD, CESO V, Michelle Ablian-Mejica EdD, Manolito B. Basilio EdD, Gina R. Borje, Garry M. Achacoso, Rachelle C. Diviva, , Printed in the Philippines by Department of Education, Region III, Schools Division of Zambales, Zone 6, Iba, Zambales, Tel./Fax No. (047) 602 1391, E-mail Address: [email protected], Website: www.depedzambales.com

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Geographic, Linguistic, and Ethnic, Dimensions of Philippine Literary, History from Pre-Colonial to the, Contemporary, , Introduction, 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., , Learning Competency, , Identify the geographic, linguistic, and ethnic dimensions of Philippine, literary history from pre-colonial to the contemporary, , Objectives, At the end of this module, the learners are expected to:, 1. appreciate literary writers and their works;, 2. show a sense of adaptability of the Philippine Literary History; and, 3. identify geographic, linguistic, and ethnic dimensions of Philippine literary, history from pre-colonial to contemporary and representative texts from, the regions., , 1|Page

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Review, , Directions: Choose the letter of the correct answer and write it on a separate sheet of, paper., 1. This period influenced Haiku and Tanaga., a. Spanish Period, b. Japanese Period, c. 21st Century Period, d. Period of Enlightenment, 2. 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, 3. This literary period witnessed newspapers that were once branded crony, newspapers and became instant opposition papers., a. Japanese Period, b. American Period, c. Pre-Spanish Period, d. Edsa I Period, 4. During this period, poetry was romantic and revolutionary., a. Third Republic Period, b. Edsa I Period, c. 21st Century Period, d. Pre-Spanish Period, 5. During this period, poetry 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, 6. During this time, 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|Page

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7. The Philippines had literature such as folktales, the epic age, folksongs., a. Spanish Period, b. Japanese Period, c. Pre-Spanish Period, d. Period of Enlightenment, 8. In this period, religious books such as Doctrina Cristiana and Urbana at Felisa, were written to support or contradict the Catholic Church., a. Spanish Period, b. American Period, c. 21st Century Period, d. Period of Enlightenment, 9. Filipino writers went into all forms of literature like news, reporting, poetry,, stories play, essays, and novels which depicted their love of country and, their longings for independence., a. Edsa I Period, b. American Period, c. Pre-Spanish Period, d. The Third Republic Period, 10. Filipino literature was given a break during this period for the Filipino, literature was prohibited from using many wrote plays, poems, short stories,, and the like. Topics and themes were often about life in the provinces., a. Japanese Period, b. American Period, c. Pre-Spanish Period, d. American Period, , Discussion, Our forefathers already had their literature which was reflected in their, customs and traditions. They had their alphabet even before they were colonized. But, the Spanish friars burned their alphabet in the belief that they were works of the, devil. Their alphabets 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 our culture is rich and varied., , 3|Page

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PRE-SPANISH LITERATURE (1915-1921), is characterized by the following:,  Folk tales, These are made up of stories about life, adventure, love, horror, and humor, where one can derive lessons about life. 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 some 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 Umno, 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 which is 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 that were 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 and love of beauty. The examples are Leron-Leron Sinta,, Pamulinawen, Dandansoy, Sarong Banggi, and Atin Cu Pung Sing-sing.,  Recreational Plays, There are many recreational plays performed by Filipinos during Spanish, times. Almost all of them were in a poetic form such as Cenaculo, Panunuluyan,, Salubong, and Zarzuela., PERIOD OF ENLIGHTENMENT (1972- 1898), In the 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.,  Some of Rizal’s writings: Noli Me Tangere, Mi Ultimo Adios, Sobre La, Indolencia Delos Filipinos and Filipinas Dentro De Cien Aňos., , 4|Page

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, , Some of Del Pilar’s writings: Pagibig sa Tinubuang Lupa (Love of, Country), Kaingat Kayo (Be Careful), and Dasalan at Tocsohan (Prayers, and Jokes)., , , , Some of Jaena’s writings: Ang Fray Botod, La Hija Del Fraile (The Child of, the Friar), 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 the, English language. During this period, Jose Garcia Villa became famous for his, free verse., Characteristics of literature during this period:, The languages used in writing were Spanish, 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 thus, the writers in English imitated the themes and methods of the, Americans., THE JAPANESE PERIOD (1941-1945), Between 1941-1945, Philippine Literature was interrupted in its development, when Japan which is another foreign country conquered the Philippines. Philippine, literature in English came to a halt. Except for the Tribune and the Philippine, Review, almost all newspapers in English were stopped by the Japanese.,  Filipino Poetry During This Period, The common theme of most poems during the Japanese occupation was, nationalism, country, love, life in the barrios, faith, religion, and the arts.,  Three types of poems emerged during this period:, 1. Haiku – is a poem of free verse that is Japanese-like. It is made up of 17, syllables and divided into three lines., 2. Tanaga – is short like the Haiku but it has measure and rhyme., 3. 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 20 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., , 5|Page

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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 not just manifested in the bloody demonstrations and the, sidewalk expressions but 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 was favored more than the sensationalized reporting, of killings, rape, and robberies. Filipinos before were hooked on 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 former President Ferdinand, Marcos called it 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 20 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 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 need 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 to the literary pieces produced nowadays., , 6|Page

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Activities, Guided Practice 1, Direction: Identify the author of the following literary pieces written by the Ilustrados., Write the letter of the correct answer on a separate sheet of paper., A. Jose Rizal, 1., 2., 3., 4., 5., , B. Marcelo H. Del Pilar, , Sa Mga Pilipino, Mi Ultimo Adios, Filipinas Dentro De Cien Aňos, Pag-Ibig sa Tinubuang Lupa, La Hija Del Fraile, , C. Graciano Lopez Jaena, , 6. El Flibusterismo, 7. Kaingat Kayo, 8. Ang Fray Botod, 9. Sobre La indolencia Delos Filipino, 10. Dasalan at Tocsohan, , Guided Practice 2, Direction: Given below is a sample of a Filipino Folktale in the Pre-Spanish Period., Answer the questions that follow. Write your answers on a separate sheet of paper., , 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 hat 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 continuous . . ., , 7|Page

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1. What is the concern of the moon regarding his stars?, 2. Why is the sun angry with the moon?, 3. What particular phenomenon is described in the Filipino Folktale?, 4. What is the description of the star children?, 5. What did the moon do when the sun killed her children?, Independent Practice, Directions: Choose the letter of the correct answer and write it on a separate sheet of, paper., 1. He is the author of Mi Ultimo Adios., a. Jose P. Rizal, c. Marcelo Del Pilar, b. Graciano Lopez Jaena, d. Andres Bonifacio, 2. He is the author of Dasalan at Tocsohan?, a. Jose Rizal, c. Marcelo Del Pilar, b. Graciano Lopez Jaena, d. Andres Bonifacio, 3. He wrote the Talumpating Pagunita kay Kolumbos., a. Jose Rizal, c. Marcelo Del Pilar, b. Graciano Lopez Jaena, d. Jose Garcia Villa, 4. Kundiman, Kumintang o Tagumpay, and Oyayi o Hele is an example of, ___________., a. folk tales, b. epic age c. folk songs, d. poem, 5. These are made-up stories about life, adventure, love, horror, and humor., a. folk tales, b. epic age c. folk songs, d. poem, 6. In this period, the Philippines had literature such as folktales, the epic age, and, folksongs., a. Spanish Period, c. Pre-Spanish Period, b. Japanese Period, d. Period of Enlightenment, 7. These are long narrative poems in which a series of heroic achievements or, events, usually of a hero, are dealt with length., a. folk tales, b. epic age c. folk songs, d. poem, 8. During this period, the Filipino people regained their independence., a. Post-Edsa 1 Revolution, c. 21st Century Period, b. Period of the New Society, d. Period of the Third republic, 9. The Propaganda Movement. This movement was spearheaded mostly by, intellectual., a. 1872-1896, c. 1898-1944, b. 1941-1945, d. 1941-1972, 10. Linguistically, Americans influenced Filipino writers to write using the English, language. During this period, Jose Garcia Villa became famous for his free, verse., a. 1872-1896, c. 1898-1944, b. 1941-1945, d. 1941-1972, , 8|Page

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Assessment, Directions: Read and analyze the given texts. On a separate sheet of paper, identify, the geographic, linguistic, and ethnic dimensions of each literary piece by filling out, the columns. (3 points each), A., How the First Head Was Taken, (Igorot), One day the Moon, who was a woman named Kabigat, sat out in the yard, making a large copper pot. The copper was still soft and pliable like clay, and the, woman squatted on the ground with the heavy pot against her knees while she patted, and shaped it., Now while she was working a son of Cal-chal, the Sun, came by and stopped, to watch her mold the form. Against the inside of the jar, she pressed a stone, while, on the outside with a wooden paddle dripping with water she pounded and slapped, until she had worked down the bulges and formed a smooth surface., The boy was greatly interested in seeing the jar grow larger, more beautiful,, and smoother with each stroke, and he stood still for some time. Suddenly the Moon, looked up and saw him watching her. Instantly she struck him with her paddle,, cutting off his head., Now the Sun was not near, but he knew as soon as the Moon had cut off his, son's head. And hurrying to the spot, he put the boy's head back on, and he was alive, again., Then the Sun said to the Moon, "You cut off my son's head, and because you, did this, ever after on the earth people will cut off each other's heads., Geographic, , Linguistic, , Ethnic Dimensions, , 9|Page

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B., The Boy Became a Stone, (Tinguian), One day a little boy named Elonen sat out in the yard making a bird snare,, and as he worked, a little bird called to him: "Tik-tik-lo-den" (come and catch me)., "I am making a snare for you," said the boy; but the bird continued to call, until the snare was finished., Then Elonen ran and threw the snare over the bird and caught it, and he put, it in a jar in his house while he went with the other boys to swim., While he was away, his grandmother grew hungry, so she ate the bird, and, when Elonen returned and found that his bird was gone, he was so sad that he, wished he might go away and never come back. He went out into the forest and, walked a long distance, until finally he came to a big stone and said: "Stone, open, your mouth and eat me." And the stone opened its mouth and swallowed the boy., When his grandmother missed the boy, she went out and looked everywhere,, hoping to find him. Finally, she passed near the stone and it cried out: "Here he is.", Then the old woman tried to open the stone but she could not, so she called the, horses to come and help her. They came and kicked it, but it would not break. Then, she called the carabao and they hooked it, but they only broke their horns. She called, the chickens, which pecked it, and the thunder, which shook it, but nothing could, open it, and she had to go home without the boy., , Geographic, , 10 | P a g e, , Linguistic, , Ethnic Dimensions

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Reflection, Directions: Reflect on what you have learned after taking up this lesson by, completing the chart below. Write your answers on a separate sheet of paper., , I thought . . ., , What were your, thoughts or ideas about, the literary periods of, the Philippine, Literature prior to the, discussion of this, lesson?, , I learned that . . ., What new or additional, ideas did you learn, after taking up this, lesson?, , 11 | P a g e

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13 | P a g e, , Review, 1. B, 2. B, 3. D, 4. A, 5. D, 6. D, 7. C, 8. A, 9. B, 10.A, Guided Practice 1, 1. C, 2. A, 3. A, 4. B, 5. C, 6. A, 7. B, 8. C, 9. A, 10. B, Guided Practice 2, 1. That moon was scared hat his stars would wither and die if they play with, the star children of the sun., 2. In the evening, when the clouds faded, the moon stars appeared., 3. The Eclipse., 4. Yellowish in color., 5. Hid behind the clouds., Independent Practice, 1. A, 6. C, 2. C, 7. B, 3. B, 8. A, 4. C, 9. A, 5. A, 10. C, , Assestment:, A. Outputs/ Answers May Vary, B. Outputs/ Answers May Vary, , Key to Corrections

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Acknowledgment, The Schools Division of Zambales would like to express its heartfelt gratitude, to the following, who in one way or the other, have contributed to the successful, preparation, development, quality assurance, printing, and distribution of the, Quarter 2 Guided Learning Activity Kits (GLAKs) in all learning areas across grade, levels as a response to providing the learners with developmentally-appropriate,, contextualized and simplified learning resources with most essential learning, competencies (MELCs)-based activities anchored on the principles of guided learning, and explicit instruction:, First, the Learning Resources (LR) Development Team composed of the writers, and graphic artists for devoting much of their time and exhausting their best efforts, to produce these indispensable learning kits used for the implementation of learning, delivery modalities., Second, the content editors, language reviewers, and layout evaluators, making up the Division Quality Assurance Team (DQAT) for having carefully, evaluated all GLAKs to ensure quality and compliance to DepEd standards;, Third, the teacher-advisers and subject teachers, in close coordination with, the school heads, for their weekly distribution and retrieval of the GLAKs and for, their frequent monitoring of the learners’ progress through various means; and, Finally, the parents and other home learning facilitators for giving the learners, the needed guidance and support for them to possibly accomplish the tasks and for, gradually helping them become independent learners., To deliver learning continuity in this challenging circumstance would not be, possible without your collective effort and strong commitment to serving our, Zambaleño learners., Again, our sincerest thanks!, , The Management Team

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SENIOR HIGH SCHOOL TRACKS, , ACADEMIC TRACK, , TECHNICAL-VOCATIONALLIVELIHOOD (TVL) TRACK, , SPORTS TRACK, , ARTS AND DESIGN TRACK