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21st Century, Literature from the, Philippines and the, World

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st, , 21 Century Literature, from the Philippines, and the World, Geographic, Linguistic and Ethnic, Dimensions of Philippine Literary, History from Pre-Colonial to the, Contemporary, 21st Century Literature from the Philippines and World, 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., Elaine T. Balaogan, Fe M. Ong-ongowan, Lourdes T. Bermudes, Bernadette T. Luna, Violeta L. Francisco, Marissa O. Aguirre, Ednel A. Almoradie, , 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, region4a@deped.gov.ph

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Introductory Message, For the Facilitator:, Welcome to the 21st Century Literature 11 Alternative Delivery Mode (ADM) Module., 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., 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., The hands are one of the most symbolized parts of the human body. They 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, is 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., This module has the following parts and corresponding icons:, What I Need to, Know, What’s In, What’s New, What is It, What’s More, , What I Have, Learned, What I Can Do, Assessment, Additional, Activities, Answer Key, , This will give you an idea of the skills or competencies you are expected to, learn in the module., This is a brief drill or review to help you link the current lesson with the, previous one., 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., This section provides a brief discussion of the lesson. This aims to help you, discover and understand new concepts and skills., 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., This includes questions or blank sentence/paragraph to be filled in to, process what you learned from the lesson., This section provides an activity which will help you transfer your new, knowledge or skill into real life situations or concerns., This is a task which aims to evaluate your level of mastery in achieving the, learning competency., 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., This contains answers to all activities in the module., , At the end of this module you will also find:, References, , This is a list of all sources used in developing this module., , 1

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Weeks, , Lesson 1 Geographic, Linguistic and Ethnic, Dimensions of Philippine Literacy 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 I Need to Know, This lesson was designed and written with you in mind. It is here to help you, understand 21st Century Literature from the Philippines to the World. The scope of, this lesson 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 about:, , , , , 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 lesson, 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, , 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?, , 2, , 1-2

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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., , a., b., c., d., e., , 1566- 18721871 1898, , 2., , 3., , Japanese Period, Rebirth of Freedom, Post EDSA, American Period, Pre-Spanish Period, , 1898- 1941- 1946- 1970- 1981- 1886- 20011841 1945 1970 1980 1885 1999 present, , 4., , 5., , 6., , 7., , 8., , 9., , 10., , 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 and, varied., , 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, 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 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 12syllables., , 3

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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), Between 1941-1945, Philippine Literature was interrupted in its development when, another foreign country, Japan, conquered the Philippines. Philippine literature in, English came to a halt. Except for the TRIBUNE and the PHILIPPINE REVIEW, almost, all news-papers in English were stopped by the Japanese., , 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., , 5

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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 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 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., , 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, in the literary pieces produced nowadays., , 6

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What’s More, Activity 1. Who’s Who?, Direction: Identify the author of the following literary pieces written by the, Illustrados. Write the letter of your correct answer., A. Jose Rizal, , B. Marcelo H. Del Pilar, , 1. Sa Mga Pilipino, 2. Mi Ultimo Adios, , C. Graciano Lopez Jaena, , 6.El Filibusterismo, 7.Kaingat Kayo, 8.Ang Fray Botod, , 3. Filipinas Dentro De Cien Aňos, 4. Pag-Ibig sa Tinubuang Lupa, 5. La Hija del Fraile, , 9.Sobre La Indolencia Delos Filipinos, 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, 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 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 continues…, , 7

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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., , Lesson 2, , Identifying Representative, from the Regions, , Texts, , 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 to 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?, , 9

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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, 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., 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., , 10

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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 Tagalog-speaking, 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 a Philippine hero 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?, SITUATION, What is the setting referred to or, described in the text?, , CLIENT, Who is the target group of readers, of the text?, , 11

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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 in its people., 4. The Dreamwaevers is a text written by a feminist Filipina who strongly, promotes women’s rights., , 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, , 14

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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, 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, 15

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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” is 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., 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, , 16

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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., , 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., _______________________________________________________________________, _______________________________________________________________________, _______________________________________________________________________, _______________________________________________________________________, _______________________________________________________________________, _______________________________________________________________________, _______________________________________________________________________, _______________________________________________________________________, , 17

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st, , 21 Century Literature, from the Philippines, and the World, Conventional And 21st Century, Genres, 21st Century Literature from the Philippines and World, Conventional and 21st Century Literary Genres, 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:, , Reivy L. Cadacio and Fritz A. Caturay, , Editors:, , Alson Rae F. Luna and Paula J. Martinez, , Reviewers:, , Catherine A. Costoy, Abigail P. Asunto and Wenifreda S. Diquit, , Illustrator:, , Mary Grace S. Santos and Shaine Rita B. Incapas, , Layout Artist:, , Jennifer U. Cruz, , Management Team:, , Wilfredo E. Cabral, Job S. Zape Jr., Elaine T. Balaogan, Fe M. Ong-ongowan, Rommel C. Bautista, Elias A. Alicaya Jr., Ivan Brian L. Inductivo, Elpidia B. Bergado, Noel S. Ortega, Josephine M. Monzaga, , 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, region4a@deped.gov.ph, , 18

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Week, , 3, , 21st Century Literacy Genres, , Lesson 1, , 21st Century Literature, 21st Century Literature refers to new literary work created within the last, decade. It is written by contemporary authors which may deal with current, themes/ issues and reflects a technological culture. It often breaks traditional, writing rules., , 21st Century Reader, A 21st Century Reader grew up using technology as a primary learning tool. He is, capable of navigating and interpreting digital formats and media messages. He also, possesses literacy skills, which include technological abilities such as keyboarding,, internet navigation, interpretation of technological speak, ability to communicate, and interpret coded language and decipher graphics., , What I Need to Know, This lesson is a standalone section that you can use based on your needs and, interests to enhance your competency on how to differentiate the various 21st, century literary genres and the ones from the original genres, citing their elements,, structures and traditions., After going through this lesson, you are expected to:, 1. differentiate the 21st century literary genres, and the one’s from the original, genres;, 2. enumerate the elements, structures and traditions of each genre;, 3. appreciate the unique features of each genre., , What’s In, This module will help you classify literary pieces you have read or will be reading, into different 21st century literary genres., , What’s New, Directions: Look for the conventional literary genres in the puzzle below and, on a, separate sheet of paper, answer the questions that follow., , W, A, P, U, L, K, G, H, D, X, N, , F, E, T, O, I, F, X, N, J, Y, O, , H, C, S, T, E, L, P, W, R, J, N, , I, D, U, H, S, T, M, N, V, C, F, , O, R, P, U, W, Q, R, L, A, U, I, , M, A, B, N, R, T, A, Y, E, I, C, 19, , B, M, W, D, F, W, S, E, R, U, T, , O, A, P, I, Y, T, K, V, B, Y, I, , Z, A, F, I, C, T, I, O, N, E, O, , I, O, L, K, F, I, C, T, I, O, N

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1. What are the four conventional literary genres have you found in the puzzle?, 2. What are their unique features?, Let’s recall the major literary genres!, POETRY- is an imaginative awareness of experience expressed through meaning,, sound, and rhythmic language choices to evoke an emotional, response. It has been known to, employ meter and rhyme. The very nature of poetry as an authentic and individual mode of, expression, makes it nearly impossible to define., DRAMA- is a composition in prose or verse presenting in dialogue or, pantomime a story, involving conflict more contrast of character,, especially on intended to be acted on a, stage: a play. It may be any situation or series of events having vivid, emotional, conflicting, or, striking interest., FICTION- is literature created from the imagination, not presented as fact,, though it, may be based on a true story or situation. Types of literature, in the fiction include the, novel, short story and novella., NON-FICTION- is based on facts and the author’s opinion about a subject., The, purpose of non-fiction writing is to inform and sometimes to, persuade. Its examples, are biographies, articles from textbooks and, magazines and newspapers., , What is It, You have rediscovered the conventional literary genres. This part of the module, would let you learn modern literary genres presently used by 21 st century writers., , 21st Century Literature Genres, ILLUSTRATED NOVEL, , Story through text and illustrated images, , , 50% 0f the narrative is presented without words, , , , The reader must interpret the images to comprehend the story completely., , , , Textual portions are presented in traditional form., , , , Some illustrated novels may contain no text at all., , , , , Span all genres., Examples include The Invention of Hugo Cabret by Brian Selznick and The Arrival by Shaun, Tan., , DIGI-FICTION, , Triple Media Literature, , , , Combines three media: book, movie/video and internet website, To get the full story, students must engage in navigation, reading, viewing in all three forms., Patrick Carman’s Skeleton Creek and Anthony Zuiker’s Level 26 are examples., , GRAPHIC NOVEL, , Narrative in comic book formats, , Narrative work in which the story is conveyed to the reader using a comic form., , The term is employed broadly manner, encompassing non-fiction works and thematically linked, short stories as well as fictional stories across a number of genres., , Archie Comics by John Goldwater and illustrator, Bob Montana, is a good example., MANGA, , Japanese word for comics, , , It is used in the English-speaking world as a generic term for all comic books and graphic novels, originally published in Japan., , 20

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, , Considered as an artistic and storytelling style., , , , Ameri-manga- sometimes used to refer to comics created by American artists in manga style., , , , Shonen- Boy’s Manga (Naruto, Bleach, One Piece), , , , Shojo- Girl’s Manga (Sailormoon), , , , Seinen- Men’s Manga (Akira), , , , Josei- Women’s Manga (Loveless, Paradise Kiss), , , Kodomo- Children’s Manga (Doraemon, Hello Kitty), DOODLE FICTION, , Literary presentation where the author incorporates doodle writing and drawings and, handwritten graphics in place of the traditional font., , Drawing enhances the story, often adding humorous elements, , Examples include The Diary of a Wimpy Kid by Jeff Kinney and Timmy Failure by Stephan, Pastis., TEXT-TALK NOVELS, , Blogs, email and IM format narratives, , Stories told almost entirely in dialogue simulating social network exchanges., CHICK LIT or CHICK LITERATURE, , Is genre fiction which addresses issues of modern womanhood, often humorously and, lightheartedly., , Chick Lit typically features a female protagonist whose femininity is heavily thermalizing in the, plot., , Scarlet Bailey’s The night before Christmas and Miranda Dickinson’s It started with a Kiss, are examples of this., FLASH FICTION, , Is a style of fictional literature of extreme brevity, , , There is no widely accepted definition of the length and category. It could range from word to a, thousand., SIX-WORD FLASH FICTION, , Ernest Hemingway: For sale: baby socks, never worn., , Margaret Atwood: Longed for him. Got him, Shit., CREATIVE NON-FICTION, , Also known as literary non-fiction or narrative non-fiction, , A genre of writing that uses literary styles and techniques to create factually accurate, narratives., , Contrasts with other non-fiction, such as technical writing or journalism, which is also rooted, in accurate fact, but is not primarily written in service to its craft., , As a genre, creative non-fiction is still relatively young and is only beginning to be scrutinized, with the same critical analysis given to fiction and poetry., , 1000 Gifts by Ann Voscamp and Wind, Sand, and Stars by Antoine de Saint-Exupery are, examples., SCIENCE FICTION, , Is a genre of speculative fiction dealing with imaginative concepts such as futuristic science, and technology, space travel, time travel, faster than light travel, a parallel universe and extraterrestrial life., , , BLOG, , , , Often explores the potential consequences of scientific and other innovations and has been, called a “literature of ideas”., Examples include Suzanne Collins’ Mockingjay and Sarah Maas’ Kingdom of Ash., , A weblog, a website containing short articles called posts that are changed regularly., Some blogs are written by one person containing their own opinions, interests and experiences,, while others are written by different people., HYPER POETRY, , Digital poetry that uses links using hypertext mark-up, , It can either involved set words, phrases, lines, etc. that are presented in variable order but sit, on the page much as traditional poetry does, or it can contain parts of the poem that move and, mutate., , It is usually found online, through CD-ROM and diskette versions exist. The earliest examples, date to no later than the mid-1980’s., , 21

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What’s More, After learning about different conventional and modern genres of literature, you are, now ready to explore more about these concepts by answering the activities that, follow., , Activity 1, Direction: Analyze the content of the picture below and identify its literary, genre., , Source: https://twitter.com/reivylc/status/1170266247012831233, , Assessment 1, , Write a 5-10 sentence paragraph describing the characteristics of Tristan, Café that qualifies it as a 21st century literary piece. Use the paragraph, writing rubric as your guide., Criteria, Content, , 4, At least three, characteristics, of the genre are, listed and, explained, , 3, At least two, characteristics, of the genre, are listed and, explained, , 22, , 2, At least two, characteristic, s of the genre, are listed but, not explained, , 1, Only one, characteristic, is written, , Points

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Organization, , Details are in, logical order, and interesting, , Details are in, logical order, yet less, interesting, , Some details, are not in, logical order, , All details are, not in logical, order, , Mechanics, and Grammar, , No errors in, punctuation,, capitalization,, and spelling, , One to two, errors in, punctuation,, capitalization,, and spelling, errors, , Three to five, errors in, punctuation,, capitalization,, and spelling, errors, , Six or more, errors in, punctuation,, capitalization,, and spelling, errors, , Activity 2, Directions: Compare and contrast these modern literary genres using the Venn, Diagram – Blog, Text-Talk Novel, Hyper Poetry, , Assessment 2, Based on your answer in Activity 2, briefly answer the following questions., 1. What characteristics make these genres similar in terms of elements?, 2. What characteristics make these genres similar in terms of structure?, , Activity 3, Directions: Write the similarities and differences of the Doodle Fiction, Manga, and Graphic Novel using the Compare and Contrast Graphic Organizer., , Assessment 3, Create a blog post based on your answer in Activity 3. Use the rubric below as your, guide., 4, Content, Opinions and, information shared, are complete, Sources, Cited an extensive, information from a, variety of reliable, sources correctly, Creativity, Language and blog, features are, communicated in, surprising and unusual, ways, , 3, , 2, , 1, , Opinions and, information shared are, limited to 2 modern, literary genres, , Opinions and, information shared are, limited to 1 modern, literary genre, , Opinions and information, shared are, unconnected/irrelevant to, the given topic, , Cited an extensive, information from a, variety of reliable, sources with very few, minor errors, , Cited an extensive, information from a, variety of reliable, sources numerous, errors, , Information shared based, on personal opinion, without sources to back it, up, , Language and blog, features are, communicated in, interesting ways, , Language and blog, features are, communicated in, interesting ways but, not related to the topic, , Language and blog, features are not, communicated in, surprising and interesting, ways, , 23

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What I Have Learned, You have tried your hands in discovering the characteristics of the literary genres, discussed in this module. Reflect on what you have learned by answering the, questions that follow., 1., 2., 3., 4., 5., , What, What, What, What, What, , are the conventional literary genres?, are the common characteristics of conventional literary genres?, are the different 21st century literary genres?, are the common characteristics of modern literary genres?, is the difference between conventional and modern literary genres?, , What I Can Do, You have learned the different conventional and modern literary genres. As a, 21st century learner, retell the old Filipino folktale The Sun and the Moon, using one of the genres below and post your work on your Facebook page, with the hashtag #folktalesinthe21stcentury. Use the rubric as your guide., A. 30-word flash fiction, B. 4-panel comic, C. One-page doodle fiction, 4, , 3, , 2, , 1, , Presents all elements and, correct structure of the, chosen genre, , Exhibits at least three, elements and correct, structure of the, chosen genre, , Exhibits at least two, elements and correct, structure of the, chosen genre, , Does not present elements and, correct structure of the chosen, genre, , The story is, communicated in, surprising and unusual, ways, Mechanics, , The story is, communicated in, interesting ways, , The story is in, interesting ways, but, not related to the, topic, , The story is not communicated, in surprising and interesting, ways, , No errors in punctuation,, capitalization, and, spelling, , One to two errors in, punctuation,, capitalization, and, spelling errors, , Three to five errors in, punctuation,, capitalization, and, spelling errors, , Six or more errors in, punctuation, capitalization, and, spelling errors, , Structure, , Creativity, , Assessment, Choose the letter of the best answer. Write the chosen letter on a separate sheet of, paper., 1. A story told using a combination of text and illustrations or without text at all., a. Digi-Fiction, b. Doodle Fiction, c. Illustrated Novel, d. Creative Non-Fiction, 2. A site of collected posts or articles written by one or more people and updated, regularly., , 24

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a. Blog, b. Flash Fiction, c. Hyper Poetry, d. Digi-Fiction, 3. Brief stories told in a thousand words or less., a. Blog, b. Flash Fiction, c. Hyper Poetry, d. Digi-Fiction, 4. Tales are written and presented using dialogues in social media applications., a. Chick Lit, b. Digi-Fiction, c. Hyper Poetry, d. Text-Talk Novel, 5. A factual story is written using literary devices and techniques., a. Digi-Fiction, b. Doodle Fiction, c. Illustrated Novel, d. Creative Non-Fiction, 6. Drawings enhance stories in this form where illustrations and handwritten graphics, are incorporated., a. Digi-Fiction, b. Doodle Fiction, c. Illustrated Novel, d. Creative Non-Fiction, 7. The genre of speculative fiction dealing with concepts of time, travel, parallel, universe, extra-terrestrial life, and futuristic technology., a. Digi-Fiction, b. Doodle Fiction, c. Science Fiction, d. Creative Non-Fiction, 8. It is a collection of stories presented in comic book formats., a. Digi-Fiction, b. Doodle Fiction, c. Illustrated Novel, d. Graphic Novel, 9. Literature that uses hypertext mark-up (HTM) to connect to other parts of the piece., a. Blog, b. Flash Fiction, c. Hyper Poetry, d. Digi-Fiction, 10. In English-speaking countries, these are stories with illustrations published in, Japan., a. Manga, b. Digi-Fiction, c. Graphic Novel, d. Illustrated Novel, 11. A 700-word story like Angels and Blueberries by Tara Campbell is a one-shot, fiction that falls under this literary genre., a. Blog, b. Flash Fiction, c. Hyper Poetry, d. Digi-Fiction, 12. Christopher Ford’s Stickman Odyssey, which tells the story through text and, handwritten graphics, is an example of this literary genre., a. Digi-Fiction, b. Doodle Fiction, c. Illustrated Novel, , 25

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d. Creative Non-Fiction, 13. Before it was adapted into an anime, Yoshihiro Togashi’s Hunter x Hunter is a, comic book series from Japan that falls under this literary genre., a. Manga, b. Digi-Fiction, c. Graphic Novel, d. Illustrated Novel, 14. Batman: The Dark Knight by Frank Miller is a popular example of, this literary, genre where the story is written in comic book format., a. Manga, b. Digi-Fiction, c. Graphic Novel, d. Illustrated Novel, 15. Sophie Kinsella’s Confessions of a Shopaholic, which revolves around a woman’s, shopping addiction and her journey to overcoming it, is an example of this literary, genre., a. Chick Lit, b. Digi-Fiction, c. Hyper Poetry, d. Text-Talk Novel, , Additional Activities, Further test what you have learned and examine the two examples below and do, the following tasks:, 1. Identify the literary genres of each example., 2. Compare and contrast the characteristics of the two., A, ., , B, ., , Excerpt from Shakespeare’s Romeo and Juliet, Source:http://shakespeare.mit.edu/romeo_juliet/romeo_juliet.2.2.ht, ml, , 26

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21st Century Literature, from the Philippines and, the World, Context and Text’s Meaning, 21st Century Literature from the Philippines and World, Context and Text’s Meaning, 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:, , Lydia S. Villanueva and Butch C. Cabanig, , Editors:, , Alson Rae F. Luna, , Reviewers:, , Abigail P. Asunto and Catherine A. Costoy, , Illustrator:, , Mary Grace Santos, , Layout Artist:, , Jennifer U. Cruz, , Management Team:, , Wilfredo E. Cabral, Job S. Zape Jr., Elaine T. Balaogan, Fe M. Ong-ongowan, Christopher D. Diaz, Lualhati O. Cadavedo, Gemma G. Cortez, Leylanie V. Adao, Cesar Chester O. Relleve, , 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, region4a@deped.gov.ph, , 27

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Week, , Lesson 1, , Context and Text’s Meaning, , Reading literary pieces becomes a challenge to a student like you. But as the years, go by, changes happened even in the literary genre. Understanding the selection, you read takes time, but if you will familiarize yourself with the context of the, literary piece, appreciation comes along., , What I Need to Know, This lesson was designed and written with you in mind. It is here to help you fully, understand literary contexts and the text’s meaning. The scope of this lesson 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., MELC: Discuss how different contexts enhance the text’s meaning and enrich the, reader’s understanding., This lesson helps you specifically develop a skill to discuss how the different literary, social and socio-cultural contexts enhance the text’s meaning and enrich the reader’s, understanding., After going through this lesson, you are expected to:, 1. Identify words, ideas, structure, and purpose of the text, 2. Explore the different social and socio-cultural contexts to enhance and enrich, the understanding of the text., 3. Appreciate the importance of understanding the literary context and its, meaning to one’s own life experiences., , What’s In, Let us recall the previous lesson you have studied in Module 2. From the, conventional and modern genre of literature: poetry, drama, fiction, non-fiction,, 21st-century literary genres were presented to you. Fill out the organizer by writing, LETTERS only under column 2 & 3, write WORDS under column 4. Note: two letters, may be repeated as you answer the grid., GENRE, , SIMILARITY/IES, , DIFFERENCES, , 1, , 2, , 3, , 1.Manga, 2.Graphic novel, 3.Blog, 4.Doodle fiction, 5.Hyper poetry, 6.Text-talk novel, , 28, , SAMPLE, ( write the title/words), 4, , 4

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a. Make use of web or internet connection., b. A website containing short articles called posts updated regularly by the, same person or by people interested in the same topic., c. Involved set of words, phrases, lines, etc. presented in a variable, sits on the, page much as traditional poetry does, or may contain parts of the poem that, move and mutate., d. All make use of illustration in presenting stories., e. An artistic storytelling style originated in Japan., f. Encompasses non-fiction works and thematically linked short stories as well, as fictional stories across a number of genres., g. Literary presentation where doodle writing and drawings are incorporated., h. Stories told almost completely in dialogue simulating social network, exchanges., , What’s New, Below is a poem written by Danton Remoto, a Filipino author. Read and try, to, discover what this poem wants to convey. Then, answer the essential, question, that follow., Padre Faura Witness The Execution of Rizal, Author: Danton Remoto, (Poetry), I stand on the roof, Of the Ateneo municipal,, Shivering, On this December morning., Months ago,, Pepe came to me, In the observatory., I thought we would talk, About the stars, That do not collide, In the sky:, Instead, he asked me about purgatory, (His cheeks still ruddy, From the sudden sun, After the bitter winter, In Europe, , And on this day, With the years beginning to turn,, Salt things my eyes., I see Pepe,, A blur, Between the soldiers, With their Mausers raised, And the early morning’s, Star:, Still shimmering, Even if millons of miles away,, The star itself, Is already dead, , Essential Questions:, 1. Who are the characters in the poem? Write a piece of short information, about each character., ______________________________________________________________________, ______________________________________________________________________, 2. Who speaks in the poem? Extract a sentence from the poem to prove your, answer., ______________________________________________________________________, ______________________________________________________________________, , 29

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3. Discuss the form/structure of the poem., ______________________________________________________________________, ______________________________________________________________________, 4. What was the situation when Padre Faura stood in the balcony of Ateneo de, Manila?, ______________________________________________________________________, ______________________________________________________________________, 5. What was the situation of our country based on the poem? Prove your, answer by extracting a line from the poem., ______________________________________________________________________, ______________________________________________________________________, 6. To whom the poem is addressed? Explain your answer., ______________________________________________________________________, ______________________________________________________________________, 7. How do you feel while reading the poem, that Padre Faura witnessed the, execution of his former student?, ______________________________________________________________________, ______________________________________________________________________, 8. What was the feeling displayed by the author in the poem?, ______________________________________________________________________, ______________________________________________________________________, 9. What was the message that Danton Remoto wanted to convey in this poem?, ______________________________________________________________________, ______________________________________________________________________, , What is It, Context originates from the notion of weaving together. It is defined as the, circumstances that form the setting of events, statements, or ideas and in the way of, which it can be fully understood and assessed. Reading a literary piece may, contribute to the production of the author and the reception of the reader as they, appreciate and explore., , , The writer's context is knowing about the writer's life, values,, assumptions, gender, race, race, sexual orientation, and the political, and economic issues related to the author., , , , Reader's context is about the reader's previous reading experience,, values, assumptions, political and economic issues., , , , The text's context is about its publishing history. It is part of the larger, text such as newspaper, history, events, translated in it., , , , Social context and socio-cultural of a text feature the society in which, the characters live and in which the author's text was produced., , 30

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In this lesson, you will unravel what goes with the poem., The structure of the poem refers to words that are put together or arranged, such that they make sense., Imagery is creating a picture in the reader's mind by using words that, appeal to the senses. There are types of Imagery that are used in this, module. (Menoy 2016)), , , Visual imagery produced by the use of words that appeal to the, sense of sight., , , , Auditory Imagery produced by the use of words that appeal to the, sense of hearing., , , , Kinesthetic imagery produced by the use of words that appeal to, the actions and movement., , Literary Techniques are methods the author or writer of a literary piece used, to convey what they want to impart to the reader, such as Flashback where, the events have taken place before the present time the narration is following., , What’s More, Activity 1. Understanding the Text, To understand a piece of literature, answering the given questions enable the, readers to appreciate literature more., Multiple Choice. Read each question. Choose and write the letter of the best, answer on a separate sheet of paper., 1. Who was Fr. F. Faura to Jose Rizal?, a. His godfather, b. His uncle, c. His teacher, d. His friend, 2. What was the nickname given to Jose Rizal mentioned in the poem?, a. Star, b. Mauser, c. Ruddy, d. Pepe, 3. Why Padre Faura, a. Because, b. Because, c. Because, d. Because, , expected that they would talk about the stars?, Padre Faura worked in the observatory, Pepe was a star, Pepe just arrived from Europe, Pepe was fascinated in the observatory, , 31

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4. Why Padre Faura was in the observatory when Pepe visited him?, a. It was the only place where they can talk., b. He was in-charged in the observatory., c. The observatory was near the Ateneo De Manila, d. The observatory was near Bagunbayan., 5. Why instead of stars, Pepe asked about purgatory to Padre Faura?, a. Pepe was interested in the after-life., b. Padre Faura was sick., c. Pepe was hopeless, d. Pepe was about to be executed, , Assessment 1. Getting familiar with texts’ meaning, Direction: Read the poem and make the necessary responses to the following, instructions given below., Earnest wish, by, Lydia S. Villanueva, , I will, Count the multitude of stars, The leaves in all the branches, The flock of birds perched in the loft, The blades of grass in the meadow, And the cogon flowers in the air., , I will, Tend the garden, Rearrange the stones in a pile, Weed the grass in the field, Harvest the fruits in season, And do again all of these., , I will, Listen to the sound of breeze, To the rustling of leaves, To the chirping of birds, To the buzzing of the bees, To the flapping of butterfly’s wings., , Let us, Bring the front liners back home, Fight the unforeseen enemy, Help the new beginning, Contribute to the humanity, Flatten the curve, Stay at home!, , 1. A multitude gathered along with Wan Chai District in Hongkong to protest, the new policy there and to call to ban some products. Thousands of, protesters were arrested. Multitude in this sentence means_______., a. A few in number of people, b. A great number of people, c. Some people, d. Several numbers of people, 2. In the poem, Earnest Wish, identify the words that suggest the meaning of, the word, multitude., 3. The author used imagery in the poem, such as visual, auditory, and, kinesthetic imagery. Write the words that suggest Visual Imagery, Auditory, Imagery & Kinesthetic Imagery, 4. Discuss the structure of the poem, the stanza, lines, rhyme scheme., 5. Discuss how the author presented the ideas of the poem up to the point, where the message was presented., , 32

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___________________________________________________________________________, ___________________________________________________________________________, 3. How did the author present her willingness to attain her fervent wish?, ___________________________________________________________________________, ___________________________________________________________________________, 4. What nearly impossible things or difficult tasks the author was willing to do?, ___________________________________________________________________________, ___________________________________________________________________________, 5. What do you think the main reason why the author wrote this piece?, ___________________________________________________________________________, ___________________________________________________________________________, , Activity 3. Knowing Author’s Context, Lydia Sapitanan-Villanueva hails from the agricultural town of Imus,, Cavite. Her parents were farmers and her residence is in the midst of the, agricultural property of her in-laws in Malagasang 1A, City of Imus. She, holds a Doctor of Philosophy in Southeast Asian Studies from Centro, Escolar University and Master of Arts in Teaching Language and Arts from, Philippine Normal University. She is currently the Vice-President and one, of the founders of School Paper Advisers Movement, Inc., a national nonprofit organization of campus journalists and advisers with members from, elementary to college. She is also a CPD resource speaker for Action, Research., Dr. Villanueva is a Master Teacher 1 since she joined Department of, Education in 2016. During the pandemic caused by Covid-19 and during, community quarantine, Dr. Villanueva wrote several poems including, Earnest Wish. Her profound love for writing started during her primary, years. She always believes that experiences and surroundings play a strong, influence on the prolific mind of a writer. Write now or forget it forever drives, her to write about her environment., , Reflect on the importance of a biographical context in understanding a text., 1. Discuss the environment that surrounds the author while writing the poem., Prove your answer., ___________________________________________________________________________, 2. Discuss the occurring event in the society during that time that influence, the author in writing the poem., ___________________________________________________________________________, 3. Discuss the message of the author in the poem., ___________________________________________________________________________, , 34

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What I Have Learned, Reading and appreciating literature can be made possible by understanding the, context and text’s meaning., , , During the reading, there was recognition and recall., I recall that Dr. Jose Rizal was shot in _______________. (place), During this time, the Philippines was under the _______ government., The purpose of the poem was to ______________________________., The author wrote the poem for the____________________________., The poem was based from the historical perspective. Recalling our, past as Filipinos, what was the most trying moment of Jose Rizal, during those time? _____________________________________________., o With that challenging situation, Dr. Jose Rizal was able to write two, novels ________________________________________________________., o As you read the poem, what experiences in life can you consider, challenging and why?_______________________________________________., Values, assumptions, political and economic issues, and events related to the, author and reader play a significant role in understanding context and the, text’s meaning in a literary piece., o, o, o, o, o, , , , What I Can Do, Directions: Write a two-stanza poem using visual imagery. Describe your, surrounding that mostly influence your line of thought., Rubrics for Poem, , Form, , Word Usage, , Mental, Image, , Beginning, 1, Uses an, inappropriate, poetic form., Student’s use of, vocabulary is very, basic., , Developing, 2, May use an, appropriate, poetic form., vocabulary is, very basic., Student’s use of, vocabulary is, more telling, than showing., , Accomplished, 3, Effectively uses an, appropriate poetic, form., Student’s use of, vocabulary is, routine and, workable., , Uses few mental, image., , Uses some, mental image, , Uses mental image, to reinforce the, theme., , Exemplary, 4, Creatively uses an, appropriate poetic, form., Student’s use of, vocabulary is, precise, vivid, and, paints a strong clear, and complete, picture in the, reader’s mind., Effectively uses, mental to reinforce, the theme., , Score, , Assessment, Multiple Choice. Read each statement. Choose and write the letter of the best, answer. on a separate sheet of paper., 1. The persona in the poem “Padre Faura Witness The Execution of Rizal” was, _______., a. Danton Remoto, b. Dr. Jose Rizal, , 35

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2., , 3., , 4., , 5., , 6., , 7., , 8., , 9., , c. Padre Faura, d. You, The mood of the poem was _______., a. Mournful, b. Delightful, c. Joyful, d. Mysterious, The speaker was shivering while standing in the roof because _______., a. He was dizzy., b. It was cold., c. It was December., d. It was high., In stanza 2 & 3 the persona recalled what transpired between him and Pepe., This literary device is called _______., a. Prophecy, b. Symbolic, c. Flashbacking, d. foreshadowing, Pepe came from Europe where winter was bitter. His face became ruddy because, _______., a. He was exposed to humiliation, b. He was exhausted., c. He was not accustomed to the weather, d. He was exposed to sudden sun., The characteristics of the star were used to compare with Jose Rizal, was shimmering because _______., a. he was well-known, b. he was about to die, c. he studied astronomy, d. his teacher was in the observatory, Months before Pepe’s execution, he visited Padre Faura. Pepe talked about, purgatory instead of colliding star maybe because _______., a. Padre Faura was sick, b. Pepe was terminally ill, c. Pepe knew he would be executed, d. Pepe did not believe in the afterlife, Padre Faura witnessed the execution of Rizal from the Azotea of Ateneo because, _______., a. there was no building in between Bagumbayan, b. the old Ateneo de Manila was in Intramuros, c. the Observatory was part of Ateneo, d. he was invited, The author in the poem below expressed her willingness to do some impossible, tasks stated below. What makes the tasks impossible to do?, I will, Count the multitude of stars, The leaves in all the branches, The flock of birds perched in the loft, The blades of grass in the meadow, And the cogon flowers in the air., a. The tasks were impossible to do because birds are flying high., b. The tasks were impossible to do because the birds are perched on a loft., c. The tasks were impossible to do because quantifiers are needed., d. The tasks were impossible to do because nouns there are uncountable., 36

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10. In this stanza, the author used auditory imagery which appeals to the sense of, hearing. Among the sounds, which could not be heard clearly., I will, Listen to the sound of breeze, To the rustling of leaves, To the chirping of birds, To the buzzing of the bees, To the flapping of butterfly’s wings, a., b., c., d., , Rustling, Buzzing, Flapping, Chirping, , 11. Dr. Jose Rizal was being compared to a shimmering star in the poem. In the, line, the star itself is already dead means _______., Star:, Still shimmering, Even if millions of miles away,, The star itself, Is already dead., a., b., c., d., , Dr., Dr., Dr., Dr., , Jose, Jose, Jose, Jose, , Rizal, Rizal, Rizal, Rizal, , was, was, was, was, , no longer shimmering., not a star., sent to the sky., sent down., , 12. In the poem, Preludes by T.S. Eliot, imagery is used. Which line appear to, the sense of touch?, 1., 2., 3., 4., 5., 6., a., b., c., d., , The winter evening settles down, With smell of steaks in passageways., Six o'clock., The burnt-out ends of smoky days., And now a gusty shower wraps, The grimy scraps, , 4, 5, 6, 2, , 13. In the poem below, which word is used to refer to snow?, 1., 2., 3., 4., a., b., c., d., , "Kissed by Snow" - Kelly Roper, Standing in darkness with face upturned as, Frosty, feathery stars drift down from the sky, And land like gentle kisses from cold lips, On my cheeks, my nose, my lips and closed eyes, , Sky, Eyes, Lips, stars, , 37

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14. Using the same poem, Kissed by Snow, which line used metaphorical, language?, a., b., c., d., , 1, 2, 3, 4, , 15. In the poem, "Man Versus Pepper- Kelly Roper, what situation is expressed?, One sniff gives a clue of the heat within., First bite feels like swallowing a lighted blow torch,, And tears stream from his eyes like a flash flood, As the dying ghost pepper delivers its savage revenge., a., b., c., d., , The, The, The, The, , persona, persona, persona, persona, , in, in, in, in, , the, the, the, the, , poem, poem, poem, poem, , shares his great time eating spicy food., expressed his experience eating spicy food., describes how he feels while eating spicy food., warns the reader not to eat spicy food., , Additional Activities, Let us try to test your prior knowledge in the events that happened hundreds of, years back and how you will relate it with your current situation., , Talking Heads, Based on your understanding after reading the poem plus what the Philippine history, shared with you, what kind of society/ situation each character live? How each, character struggle in his situation?, Situation:, , Padre Faura was telling the story before and during the, execution of Pepe. How did he feel during those times?, , ___________________________, ___________________________, ___________________________, ___________________________, ___________________________, ___________________________, ___________________________, ___________________________, At, present, what, current, situation, in, the, society/community/household you, ___________________________, ___, found challenging or difficult. Please explain, your answer . Write your answer, ___________________________, about the negative & positive effect., ___________________________, ___, , 38

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21st Century Literature, from the Philippines, and the World, Creative Representation of, Literary Text, 21st Century Literature from the Philippines and the World, Creative Representation of Literacy Text, 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:, , Alma Teresa Atrero-Corpuz, Florabel B. Jacinto, Roanne Julie D. Davila, , Editors:, , Lawrence B. Icasiano, Paula J. Martinez, , Reviewers:, , Abigail I. Mirabel-Agapay, Roderick O. Delmo, Julieta R. De Jesus, , Illustrators:, , Patrick L. Pernia, Norvin B. Taniza, , Layout Artists:, , Marites K. Chavez, Elleden Grace L. Denosta, , Management Team:, , Wilfredo E. Cabral, Job S. Zape Jr., Elaine T. Balaogan, Fe M. Ong-ongowan, Editha M. Atendido, Luz E. Osmeña,, Editha B. Gregorio, Laarni R. Granado, Michael M. Acuna, , 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, region4a@deped.gov.ph, , 39

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Weeks, , Lesson 1 Multimedia Formats in Interpreting, Literary Text, How do you interpret literary texts? What methods and tools do you use in trying to, understand the author, content, characters and message of a text? Have you used, your mobile phone, laptop or computer in understanding and appreciating literary, works of varied authors?, , What I Need to Know, This lesson was designed and written with you in mind. It is here to facilitate you, and to create artistic representation of literary text by applying multimedia skills., The scope of this lesson 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 about:, , , , Multimedia Formats in Interpreting Literary Text, Applying ICT Skills in Interpreting Literary Text, , After going through this lesson, you are expected to:, 1., 2., 3., 4., , demonstrate an understanding of the anecdote;, interpret the anecdote using appropriate multimedia format;, apply ICT skills in crafting an adaptation of a literary text; and, show an appreciation on the use of multimedia to creatively interpret a literary, text., , What’s In, In the previous module, you have learned about how literary, biographical, linguistic, and socio-cultural contexts enhance the text’s meaning and enrich the reader’s, understanding. Specifically, how biographical context is used to understand the poem, “Padre Faura Witnesses the Execution of Rizal”. In this module, you will be learning, that close analysis and critical interpretations of literary texts could be done through, the use of varied multimedia formats aside from understanding the contexts of a, literary piece. But before you learn something new, try to do the activity below. Answer, the following questions on a piece of paper., 1. Who authored the poem, “Padre Faura Witnesses the Execution of Rizal”?, 2. What is a biography?, 3. Which type of context is formed by the beliefs, experiences, education and culture, of the author?, , 40, , 5-6

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What’s New, Watch the video of a group of students interpreting the song of Levi Celerio, “Ang, Pipit.” Video link https://www.youtube.com/watch?v=hPa0rjDtVMQ, After watching the video, answer the following questions:, 1. What message does the lyricist, Levi Celerio, convey in his song?, 2. How did the students interpret the song?, 3. What media platform did the students use in interpreting the song?, , What is It, Have you found studying literature more exciting with multimedia supports, where you can actively and collaboratively build knowledge structures using, technology? Evidently most of the learners like you have realized the huge impact of, the use of multimedia in studying literature. It provides opportunities for learners, like you to construct and reconstruct your ideas in audio and visual formats. Through, multimedia platforms, you can apply a wide range of strategies to understand,, interpret and evaluate texts., Marshall (2001) defined multimedia as computer-controlled integration of text,, graphics, drawings, still and moving images (video), animation, audio, and any other, media where every type of information can be represented, stored, transmitted and, processed digitally., Here are some of the multimedia formats that you can use to creatively, interpret various genres of literary texts., 1., , Blog or a “weblog” is a website containing informational articles about a, person’s own opinions, interests and experiences. These are usually changed, , regularly (DepEd 2013, 9)., 2. Mind mapping is a graphical technique to visualize connections of ideas and, pieces of information. This tool structures information to better analyze,, comprehend, synthesize, recall and generate new ideas. You can use Microsoft, Word or online mind mapping tools in creating a mind map (Pasuello 2017)., 3. Mobile phone text tula is a traditional Filipino poem. A particular example, of this poem is a tanaga that consists of 4 lines with 7 syllables each with the, same rhyme at the end of each line. (DepEd 2013, 8)., 4. Slideshow presentation is created with the use of Microsoft, , PowerPoint. It contains series of pictures or pages of information (slides), arranged in sequence and often displayed on a large screen using a, video projector (Computer Hope 2018)., 5. Tag cloud is a visual, stylized arrangement of words or tags within a, textual content, such as websites, articles, speeches and databases, (Techopedia 2020)., 6. Video is an electronic device used to record, copy, playback, broadcast, and, display moving visual media (Lexico 2020)., , 41

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What’s More, Activity 1. Mind Mapping: Do the following instructions below., 1. Create a cluster map as shown below using Microsoft Word., 2. Write related concepts on multimedia formats used to interpret literary texts, in the cluster map., 3. Write a brief explanation of the cluster map, 4. Send your output to your teacher via messenger., , Activity 2. Mobile Text tula: Do the following., 1. Read the transcriptions on page 52 or watch again the video clip, “Ang Pipit”,, by Levi Celerio., 2. Create a mobile phone text tula reflecting your interpretation on the message, of the song., 3. Send your output to your teacher via text messaging., , What I Have Learned, Directions: Reflect on what you have learned on the use of multimedia formats in, interpreting literary texts. On your Facebook wall, post your thoughts on how, multimedia make studying literature more exciting and meaningful., , What I Can Do, Directions:, 1. Read the poem, “Apo On the Wall” by Bj Patino., 2. Interview people about their experiences during the Martial Law., 3. Create a collage of photos using PowerPoint depicting the experiences of, people during Martial Law. Write a brief description to your work., , 42

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Apo On the Wall, by Bj Patino, There’s this man’s photo on the wall, Of my father’s office at home, you, Know, where father brings his work,, Where he doesn’t look strange, Still wearing his green uniform, And colored breast plates, where,, To prove that he works hard, he, Also brought a photo of his boss, Whom he calls Apo, so Apo could, You know, hang around on the wall, Behind him and look over his shoulders, To make sure he’s snappy and all., Father snapped at me once, caught me, Sneaking around his office at home, Looking at the stuff on his wall- handguns,, Plaques, a sword, medals a rifleTold me that was no place for a boy, Only men, when he didn’t really, Have to tell me because, you know,, That photo of Apo on the wall was already, Looking at me around,, His eyes following me like he was, That scary Jesus in the hallway, saying, I know what you’re doing., , Assessment, Directions: Choose the letter of the correct answer. Write the chosen letter on, a separate sheet of paper., 1. Which is of the following is NOT a multimedia format that a learner can use, to interpret literary texts?, a. blog, b. slogan, c. text tula, d. tag cloud, 2. Which Filipino poem consists of four lines with seven syllables each with the, same rhyme at the end of each line?, a. ode, b. haiku, c. tanaga, d. corrido, 3. It is an electronic medium for recording, copying, replaying, broadcasting and, displaying of moving visual media., a. video, b. tag cloud, c. mind mapping, d. PPT presentation, , 43

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4. Which Microsoft Office application can a learner use to create a slideshow, presentation?, a. Word, b. Excel, c. Paint, d. PowerPoint, 5. Which of the statements is TRUE?, a. All multimedia formats are hard to use., b. Multimedia uses animation and audio only., c. Learners can only make use of one multimedia format., d. Studying literature becomes more exciting due to multimedia supports., 6. It is a graphical way to represent ideas and concepts., a. tags, b. video, c. mind mapping, d. mobile phone text tula, 7. If a learner wishes to interpret the essay, “Where is the Patis?” of, C. Guerrero-Nakpil by expressing his insights in order to elicit opinions of, other people, he may create a __________., a. blog, b. video, c. text tula, d. mind mapping, 8. This refers to a visual, stylized method that represents the occurrence of words, within a textual content of a website., a. video, b. tag cloud, c. music video, d. slideshow presentation, 9. Multimedia is a computer-controlled integration of many forms of media, EXCEPT____________., a. text, b. video, c. audio, d. equipment, 10. It is a website that contains short articles called posts that are updated, regularly., a. blog, b. tags, c. slides, d. message, 11. It is a wireless handheld device that allows the users to make and receive, calls and send text messages, among other features., a. laptop, b. computer, c. cellphone, d. digital camera, 12. Which is used to create a movie from still images?, a. editing, b. messaging, c. animation, d. multimedia, , 44

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13. Slideshow presentation is a series of __________________ often displayed on a, large screen using projector., a. tags, b. words, c. texts, d. slides, 14. This refers to a short traditional verse, a. text tula, b. haiku, c. sonnet, d. blogging, 15. Which does NOT belong to the group?, a. blog, b. mind mapping, c. PPT presentation, d. Storyboard, , Additional Activities, Directions: Create a character sketch of the persona’s father in the poem, “Apo On, the Wall”. The character sketch must highlight the physical and behavioral attributes, as described in the poem. Choose an appropriate multimedia format in creating a, character sketch., , Lesson 2, , Applying ICT Skills in Interpreting, Literary Texts, , Have you applied computer programs and applications in doing school-related, tasks like studying literature? What computer programs and applications have you, used? Does using these ICT tools make your learning more meaningful and exciting?, , What’s In, In the previous lesson, you have learned about the multimedia formats that, you can use to creatively understand and interpret a literary text. Lesson 2 will, introduce you to an analysis of an anecdote with the use of multimedia in furtherance, of your ICT skills. Before you learn something new, try to do the activity below., Directions: Identify the type of multimedia format described in each of the, statements below. Write your answer on a piece of paper., 1. This refers to a stylized method that represents the occurrence of words, within a textual content such as websites, articles, speeches and databases., 2. It is an electronic medium for the recording, copying, replaying, broadcasting, and displaying of moving visual media., 3. This is a website containing short articles called posts that are changed, regularly., 4. These are series of slides, often displayed on a large screen using a projector., 5. It is a graphical way to represent ideas and concepts., , 45

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What’s New, Directions: Study the picture below. Post on your Facebook wall a personal, experience related to the picture below. Then, invite your FB friends to give their, comments and to share their own experiences as well., , What is It, Have you read an anecdote? Have you ever retold a personal experience to, someone? How do you find recalling past experiences?, We are fond of sharing humorous experiences in life to our family members, and friends. We might not be aware that we are already sharing stories like anecdotes, all day, every day., An anecdote is a short entertaining or interesting story about a real incident, or person (Nagpal 2016)., Anecdotes tell about a variety of stories and tales, since they can be about, any topic under the sun. It is a short story about a real person or event which usually, intends to make the listeners laugh or ponder over a topic (Your Dictionary 2020)., For example, if a group of learners tell about their favorite pets, and one, learner shares a story about how his dog cuddles every time he comes home from, school, then that learner has just imparted an anecdote. Let's look at how John Jack, Wigley made use of anecdotes in his memoir “Home of the Ashfall”., HOME OF THE ASHFALL (an excerpt), by John Jack G. Wigley, The eruption of Mount Pinatubo was recorded as the second largest terrestrial, eruption of the 20th century, and the largest eruption populated area. Ash fall affected, almost the entire island of Luzon, and even reached the neighboring countries of, Malaysia and Vietnam. To the Kapampangans and to the people affected by this, tragedy, it would serve as a testament to their irrepressible attribute of rising about, their plight and predicament., I was no longer living in Angeles City when Mt. Pinatubo erupted on June 15,, 1991. I was promoted from being a crew member at Pizza Hut Dau to management, 46

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trainee at Pizza Hut Harrison Plaza in December 1990. It was my first time to work in, Manila. Ed Calupitan, a fellow Pizza Hut crew member now based in Manila, offered, me a place to stay in his two-bedroom apartment., Weeks before the eruption, I read several news and warnings about, Mt. Pinatubo. Frankly, I never knew there was a volcano in the Zambales mountain, range. Nobody among my Kapampangan friends did. I guess we were all clueless, about the impending danger this world cause in our lives. Later on, I realized that the, summit of the volcano was just fourteen kilometers away from the extent of Clark Air, Base. I thought that volcanoes were conspicuous mountains and had fierce-looking, summits like Mayen’s and Haicon’s. But this one was deeply hidden among several, mountains called the “Cabusilan mountains” of Zambales., Hell, I thought that if there was a mountain near us which I imagined would, erupt anytime, it would be the Arayat, which was located at the heart of Pampanga,, with its open mouth and forbidding countenance. Not this obscure mountain whose, native inhabitants, the Aetas, never knew about. I paid no more attention to warnings., I had only been to Manila for barely six months and was enjoying a new-found, independence. I would sometimes go to Angeles City to see my mother during days off., That fateful day, after my opening shift, I went to see a film. It was “Hihintayin, Kita sa Langit”, a film adaptation of Bronte’s “Wuthering Heights” directed by Carlitos, Siguion Reyna. The film starred erstwhile lovers played by Richard Gomez and Dawn, Zulueta. I was feeling all mushy and melodramatic after watching the film when, once, outside, I saw parked cars covered with what seemed like a whitish-gray blanket. And, so were the streets.”Is it finally showing in Manila?” I thought, as I felt some of the, particles in my hand and smudge my shirt. When I looked closely and touched them,, they were grainy. It was like ash from an ashtray., (Ermino 2017), Let’s explore some of the purposes of anecdotes:, 1. To Bring Cheer, Stories pop up anywhere and these are just sometimes making people laugh, to brighten their mood. Here is an example of an anecdote meant to look back, on happy memories:, • At the dinner, a Grade 11 learner shared his story on his first day at, school when he got lost and attended a wrong class., 2. To Reminisce, In most anecdotes, people are talking about their experiences in the past., They try to look back on moments in their lives and share the joy of that, time with, others. Here is an example of an anecdote with a hint of, reminiscence:, • A mother tells her children a story about her life in the province when, she was teenager., 3. To Caution, Sometimes, just giving rules for individuals is not effective. Sharing to them, 47

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frightening stories of dangers can be helpful for them to realize the, possible consequences of their actions. Here is an example of cautionary, anecdote:, • Before beginning a lecture on not following traffic rules, a father tells, his son an incident of collision that caused many lives due to ignoring, traffic signs., 4. To Persuade or Inspire, Sometimes, people share stories on how they surpassed their struggles in life., These, most of the time, give encouragement to others who have been in, similar situations. The message usually conveys successes in life as a fruit, of hard work. Here is an example of an inspirational anecdote:, • Before beginning a remedial class, the teacher tells the students how, a boy who used to struggle in reading managed to be a proficient, reader., , What’s More, Activity 1, 1. Watch the short video on YouTube entitled “Salbabida Story”., Video Link: (http://www.youtube.com/watch?v=xYNv32ZqwmQ), 2. Pick out some lines (at least three) wherein the speakers look back at, some of their experiences like the example below:, “Kasi dati, nabubully ako sa school. Ang pumasok lang sa isip ko nun, gumanti., Siya (KB) yung tututong sa ‘kin na makipagresbakan, and akala ko nun ano e,, ‘makikipagbugbugan’ kami e, sapakan. Tinuruan ako ni KB kung paano, maging Salbabida rin sa iba.”, 3. After writing down some of the lines about their memories, compose your own, interpretation of what you think the video is about. Write a text tula as a, tribute to the people in the video and acknowledge their share in the society, by helping other people., , Activity 2. Answer the following questions based on the video clip you have, watched. Write your answers on a separate sheet of paper., 1. In the first part of the video, we are introduced to Efren Peñaflorida, 2009 CNN, Hero of the Year. To whom does he compare his friend and mentor,, KB Manalaysay?, 2. What does he mean by this comparison?, 3. What was Efren’s problem when KB met him?, How was the latter able to help him?, 4. How has KB’s simple act of kindness affected Efren? How was it able to affect, not only Efren but many other kids like Kesz, for example?, 5. What do you think is the message of the video? What lesson does it want to, share to the viewers?, , 48

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What I Have Learned, Directions: Reflect on what you have learned in using multimedia in interpreting, literary texts. Post on your Facebook wall on how applying ICT skills makes you better, appreciate studying anecdotes., , What I Can Do, Directions: Read again the selection “Home of the Ashfall” written by John Jack, Wigley. On your Facebook wall, share your own experiences during a calamity or, disaster, including how you handled the situation. End your story with a slogan, about the importance of disaster preparedness. Invite your FB friends to give, comments on your post., , Assessment, Directions: Choose the letter of the correct answer. Write the chosen letter on, a separate sheet of paper., 1. The author’s purpose of using anecdotes in his memoir “Home of the Ashfall”, is to _________________., a. bring cheer, b. reminisce, c. caution, d. persuade, 2. Most of the writers use anecdote to ___________________________________., a. tell a story, b. deal with differences of opinions, c. share helpful tips on making a living, d. impart a lesson in an entertaining way, 3. What, a., b., c., d., , someone talks about when he/she shares an anecdote?, opinions, personal experiences, plans and dreams in life, biography of other people, , 4. It is a, a., b., c., d., , brief, serious, amusing and interesting story., tale, fable, legend, anecdote, , 5. “My mother tells about her epic experience at the department store while, buying a dress to wear for the party” is an example of ____________ anecdote., a. cautionary, b. motivational, c. inspirational, d. reminiscence, 49

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6. What, a., b., c., d., , J. J. Wigley tells about in the “Home of the Ashfall”?, eruption of Mt. Pinatubo, new found indepence in Manila, story of “Hihintayin Kita sa Langit”, his journey to becoming management trainee, , 7. When someone talks about his/her past and shares the joy of his/her, experience, he/she intends to ________________., a. inspire, c. reminisce, b. caution, d. bring cheer, 8. An anecdote is a story with a point which means, , that______________________., a. it reveals an issue, b. it is easy to understand, c. it reveals truth about life, d. it intends to provoke laughter, 9. Which of the following statements about anecdote is TRUE?, a. Anecdote is an unusual story., b. It presents complicated story plot., c. It deals with particular topic to talk about., d. Like other genres, it is interpreted in many ways., 10. What anecdote shares frightening stories of dangers that can be avoided by, following regulations?, a. motivation, b. cautionary, c. reminiscence, d. entertainment, 11. “I never knew there was a volcano in the Zambales mountain range. Nobody, among my Kapampangan friends did.” What do these statements suggest?, a. The speaker is clueless., b. The author is indifferent., c. The speaker is very busy at work., d. He is not mindful of his surroundings., 12. When someone shares his story to lighten people’s mood, he intends to ____., a. inspire, b. enlighten, c. reminisce, d. bring cheer, 13. Where is J. J. Wigley’s hometown?, a. Tarlac, b. Bataan, c. Zambales, d. Pampanga, , 50

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14. What point of view did the author use in the “Home of the Ashfall”?, a. first person, b. omniscient, c. third person, d. second person, 15. Which paragraph does J.J. Wigley express his strong conviction that, Kapampangans can survive and once again alleviate their lives after the, calamity?, a. 1, b. 2, c. 4, , d. 5, , Additional Activity, Directions: Reflect on the message conveyed in John Jack Wigley’s “Home of the, Ashfall”. Make a two-minute video using your mobile phone with the help of your, classmates, friends, or family members. Show the lesson/s you have learned from, the story. Do a self-assessment of your presentation using the rubric below., Score, Description, 5, Very great extent (VGE), 4, Great extent (GE), 3, Some extent (SE), 2, Little extent (LE), , 1, , Not at all (N), , Criteria, , VGE, 5, , 1. Uses audio / visual aids or media to clarify, information, 2. Presents relevant content based on the, theme of the story, 3. Shows considerable originality and, inventiveness, 4. Presents the ideas in a unique and, interesting way, TOTAL, , 51, , GE, , SE, , LE, , N, , 4, , 3, , 2, , 1

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Attachments, Ang Pipit Lyrics - Philippine Folk Songs, by: Levi Celerio, May pumukol sa Pipit sa sanga ng ng isang kahoy, At nahagip ng bato ang pakpak ng munting ibon, Dahil sa sakit,, di nakaya pang lumipad, At ang nangyari ay nahulog ngunit parang taong bumigkas, Mamang kay lupit, ang puso mo'y di na nahabag, Pag pumanaw ang buhay ko,, may isang pipit na iiyak (2x), Texts on Video:, “Ang Pipit” is a popular Filipino song about a bird that is known in Tagalog as a, pipit. Many Filipinos don’t realize that it’s an English word too, so they force-translate, the song’s title as “My Sparrow”. The pipit is a bird in the family Motacillidae., The key signature of the song is in A minor., Our group has decided to use instruments that are not commonly used., Levi Celerio (April 20,1910 – April2, 2002) is a Filipino composer and lyricist. He, received a scholarship to the Academy of Music in Manila and becomes the youngest, member of the Manila Symphony Orchestra., He wrote several numbers of songs for local movies, which earned him the Lifetime, Achievement Award of the film Academy of the Philippines. Celerio has written for more, than 4,000 Filipino folk, Christmas, and love songs including many that became movie, titles., Celerio is probably best recognized for being leaf-player, an achievement where he, was place into the Guinness Book of World Records as the only man who could play, music with a leaf. On October 9, 1997, he was proclaimed National Artist for Music, and Literature. His citation read that his music “was a perfect embodiment of the, heartfelt sentiments and valued traditions of the Filipino.”, He died at Delgado Clinic in Quezon City on April 2, 2002 at the age of 91., He was awarded the title of the national artist for music and literature in 1997 by, Philippine President Fidel Ramos who cited the prolific lyricist and composer for writing, music that was a perfect embodiment of the heartfelt sentiments and valued traditions, of the Filipino., In this song, a bird has her wing injured by a rock thrown by a man, likely from a, slingshot. The bird was so hurt, she couldn’t fly. Like a person she spoke up, “Oh cruel, man. How pitiless your heart is? If I die, there is pipit bird who will cry.”, Considering how plaintively sad the theme and word are of this folk song, it’s, slightly incongruous with contemporary sensibilities that most canonical, interpretations of the melody, such as by Pilita Corales and the Mabuhay Singers, are, very upbeat. It’s almost like gleefully making fun of a helpless creature in deep throes, of pain., , 52

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21st Century Literature, from the Philippines, and the World, Elements of a Short Story, 21st Century Literature from the Philippines and the World, Elements of a Short Story, 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:, , Delia B. Tañag, Kynah Amor M. Darvin, Charlene Joyce V. Judit, , Editors:, , Lawrence B. Icasiano, Paula J. Mar, , Reviewers:, , Abigail I. Mirabel-Agapay, Roderick O. Delmo, Julieta R. De Jesus, , Illustrators:, , Patrick L. Pernia, Norvin B. Taniza, , Layout Artists:, , Marites K. Chavez, Elleden Grace L. Denosta, , Management Team:, , Wilfredo E. Cabral, Job S. Zape Jr., Elaine T. Balaogan, Editha M. Atendido, Luz E. Osmeña, Fe M. Ong-ongowan, Editha B. Gregorio, Laarni R. Granado, Michael M. Acuna, , 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, region4a@deped.gov.ph, , 55

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Weeks, , Lesson 1, , Basic Elements of a Short Story, , A short story has six basic elements that you as a reader should look for when, analyzing one. Every story begins with a seed of an idea. Hence, the author should, think of these basic elements when writing a story. Although not all stories put, equal importance on every aspect, each of these elements must be expected in the, story. At the end of this lesson, you are expected to do a self- and/or peer, assessment of the creative adaptation of a literary text, based on rationalized, criteria., , What I Need to Know, This lesson was designed and written with you in mind. It is here to help you, master the basic elements of a short story. The scope of this lesson 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., This lesson also aims to engage you 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. This lesson, allows you to embark on a journey from Philippine regions to the different parts of, the world through various literary encounters., After going through this lesson, you are expected to:, 1. demonstrate understanding of a short story;, 2. analyze a short story by identifying its basic elements;, 3. appreciate the use of multimedia in sharing the lessons learned from a short, story; and, 4. perform a self or peer-assessment in evaluating one’s work., , What’s In, Studying literature can be very easy with the right amount of knowledge, gained from your studies in the past. Can you recall module 4? How do you define, anecdote? What are the purposes of an anecdote? What lesson does the anecdote in, “Home of the Ashfall” convey? For this next lesson, you will be guided in gathering, more literary tools that will surely make learning more exciting., , What’s New, In this module, you will learn about the six basic elements of a short story., You will be reading a short story entitled “Sinigang” by Marie Aubrey J. Villaceran, a, professor at the Department of English and Comparative Literature in the University, of the Philippines, Diliman. In the story, Liza narrates how she deals with the issue, of her father, having an affair with another woman, and how it emotionally separates, her from him. Read and learn more about the story and find out how the basic, elements are used., 56, , 7-8

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SINIGANG, Marie Aubrey J. Villaceran, “So, what happened?”, She had finally decided to ask the question. I had been wondering how long, my Tita Loleng could contain her curiosity., I continued to pick out tomatoes for the Sinigang we were to have for dinner., I wasn’t usually the one who assisted my aunt with the cooking. She preferred my, younger sister, Meg, for I knew far less in this area—not having the aptitude, or the, interest, I guess—for remembering recipes. That didn’t matter today, though. This, time, Tita Loleng wanted more than just an extra pair of hands in the kitchen., “Nothing much,” I answered offhandedly. “We did what people usually do, during funerals.” I reminded myself to tread carefully with her. Though I did not, really feel like talking, I could not tell her off for she took offense rather easily., I put the tomatoes in the small palanggana, careful not to bruise their delicate, skin, and carried them to the sink., “Did you meet…her?” Tita Loleng asked., There came to me a memory of sitting in one of the smaller narra sofas in the, living room in Bulacan. I faced a smooth white coffin whose corners bore gold-plated, figures of cherubs framed by elaborate swirls resembling thick, curling vines. Two, golden candelabras, each supporting three rows of high-wattage electric candles,, flanked the coffin and seared the white kalachuchi in the funeral wreaths, causing, the flowers to release more of their heady scent before they wilted prematurely., Through an open doorway, I could see into the next room where a few unfamiliar, faces held murmured conversations above their coffee cups., “Are you Liza?” A woman beside me suddenly asked., I was surprised, for I had not heard anyone approaching. Most of the, mourners preferred to stay out on the veranda for fear that the heat from the lights, might also cause them to wither., I looked up slowly: long, slim feet with mauve-painted toenails that peeked, through the opening of a pair of scruffy-looking slippers; smooth legs unmarred by, swollen veins or scars—so unlike the spider-veined legs of my mom—encased in a, black, pencil-cut skirt; a white blouse with its sleeves too long for the wearer, causing, the extra fabric to bunch around the cuffs; a slim neck whose skin sagged just a little, bit; and a pale face that seemed like it had not experienced sleep in days. The woman, looked to me like she was in her forties—the same age as my mother., , 57

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“Yes,” I had answered that woman—the same answer I now gave to Tita Loleng., I gently spilled out all the tomatoes into the sink and turned on the tap. The, water, like agua bendita, cleansed each tomato of the grime from its origins., “What did she tell you?” Tita Loleng asked., “Nothing much. She told me who she was.”, “What did she look like?”, “She’s pretty, I guess.”, She was. She looked like she had Indian blood with her sharp nose and deepset eyes thickly bordered by long lashes. Just like Mom, she still maintained a slim, figure though she already had children. The woman, upon seeing my curious stare,, had explained, “I am Sylvia.”, All my muscles tensed upon hearing her name. It took all my self-control to, outwardly remain calm and simply raise an eyebrow., My reaction caused a range of emotion to cross the woman’s face before it, finally crumbled and gave way to tears. Suddenly, she grabbed my hand from where, it had been resting on the arm of the sofa. Her own hands were damp and sticky with, sweat. She knelt in front of me—a sinner confessing before a priest so he could wash, away the dirt from her past., But I was not a priest. I looked down at her and my face remained impassive., When her weeping had subsided, she raised her head and looked at me., “Everyone makes mistakes, Liza.” Her eyes begged for understanding., It was a line straight out of a Filipino soap opera. I had a feeling that the whole, situation was a scene from a very bad melodrama I was watching., I looked around to see if anyone had witnessed the spectacle unfolding in this, living room, but it was as if an invisible director had banned all but the actors from, the set. Except for us, not a soul could be seen., I wanted Sylvia to free my hand so I nodded and pretended to understand., Apparently convinced, she let go and, to my shock, suddenly hugged me tight. My, nose wrinkled as the pungent mix of heavy perfume and sweat assailed me. I wanted, to scream at her to let go but I did not move away., “Hmm, I think they’re washed enough na.” Tita Loleng said., Turning off the tap, I placed the tomatoes inside the basin once more. Then, as an, afterthought, I told my Tita, “I don’t think she is as pretty as Mom, though.”, , 58

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Tita Loleng nodded understandingly. She gestured for me to place the basin, on the table where she already had the knives and chopping board ready., “Where was your Dad when she was talking to you?”, “Oh, he was sleeping in one of the bedrooms. Mom did not want to wake him, up because they told her he had not slept for two nights straight.”, Tita Loleng snorted. “Haay, your mother talaga,” she said, shaking her head., I had to smile at that before continuing. “When he saw me, Sylvia had already, been called away to entertain some of the visitors.”, “Was he surprised to see you?” Tita knew that I had not wanted to go to the, funeral. Actually, she was one of the few people who respected, and understood, my, decision., “No.” I sliced each of the tomatoes in quarters. The blade of the knife clacked, fiercely against the hard wood of the chopping board. “He requested Mom to make, me go there.” We both knew that I could never have refused my mother once she, insisted that I attend. I had even gone out and gotten drunk with some friends the, night before we were to leave just so I could have an excuse not to go, but my mom, was inflexible. She had ordered my two sisters to wake me up., Tita Loleng gave me a sympathetic look. “No choice then, huh?” She was, forever baffled at the way my mother could be such a martyr when it came to my, father and such a tyrant to her children., Clack! Clack! The knife hacked violently against the board., “Nope.”, When my Dad had come out of the room, I remembered sensing it, immediately—the same way an animal instinctively perceives when it is in danger. I, had been looking at the face of my dead half-brother, searching for any resemblance, between us. Chemotherapy had sunk his cheeks and had made his hair fall out, but, even in this condition, I could see how handsome he must have been before his, treatment. His framed photograph atop the glass covering of the coffin confirmed, this. Lem took after my father so much that Dad could never even hope to deny that, he was his son. I, on the other hand, had taken after my mother., I knew my father was staring at me but I refused look at him. He approached, and stood next to me. I remained silent., “I am glad you came,” he said., , 59

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I gave him a non-committal nod, not even glancing his way. Tita Loleng, interrupted my thoughts with another one of her questions., , “Did you cry?”, I shook my head vehemently as I answered, “No.”, I took the sliced tomatoes, surprised to find not even a splinter of wood with, them, as well as the onions Tita Loleng had chopped and put them in a pot. “What, next?” I asked her., “The salt.” Then she went and added a heaping tablespoonful of salt to the, pot., “Is that all?”, “Uh-huh. Your Mom and I prefer it a bit saltier, but your Dad likes it this way.”, Then she gestured towards the pot, closing and opening her fist like a baby flexing, its fingers., I started crushing the onions, tomatoes, and salt together with my hand., “He was an acolyte in church,” my father had said then, finally splintering the silence, I had adamantly maintained. “Father Mario said that we shouldn’t feel sad because, Lem is assured of going to a better place because he was such a good child.” Good, I, thought, unlike me whom he always called “Sinverguenza”, the shameless daughter., I finally turned to him. There was only one question I needed to ask. “Why?”, He met my gaze. I waited but he would not—could not— answer me. He looked, away., My mask of indifference slipped. It felt like a giant hand was rubbing salt into, me, squeezing and mashing, unsatisfied until all of me had been crushed., “Stop it na, Liza!” Tita Loleng exclaimed. “Any more of that mashing and you, will be putting bits of your own flesh and bone in there,” my aunt warned. She went, to the refrigerator and took out plastic bags containing vegetables. She placed them, in the sink. “All of these will be needed for the sinigang,” she said. “Prepare them, while you’re softening the meat.” Then she took off her apron, “You go and finish off, here. I will just go to my room and stretch my back out a bit.” With a tender pat on, my head, she walked out of the kitchen., I breathed a sigh of relief. The questions had stopped, for now., , 60

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I poured the hugas bigas into the mass of crushed onions and tomatoes and, added the chunks of beef into the concoction before covering the pot and placing it, on the stove. I turned on the flame. The sinigang needed to simmer for close to an, hour to tenderize the meat., In the meantime, I started preparing all the other ingredients that will be, added to the pot later on. Taking all the plastic bags, I unloaded their contents into, the sink then washed and drained each vegetable thoroughly before putting them, beside my chopping board., I reached for the bunch of kangkong and began breaking off choice sections, to be included in the stew. When I was a child, before Tita Loleng had chosen to stay, with us, my mom used to do the cooking and she would have Meg and I sit beside, her while she readied the meals. I remembered that whenever it came to any dish, involving kangkong, I would always insist on preparing it because I loved the crisp, popping sound the vegetable made whenever I broke off a stem. It was on one such, occasion, I was in second year high school by then but still insistent on kangkong, preparation, when Mom had divulged the truth about the boy who kept calling Dad, on the phone every day at home. Meg had also been there, breaking off string beans, into two-inch sections. Neither of us had reacted much then, but between us, I knew, I was more affected by what Mom had said because right until then, I had always, been Daddy’s girl., When the kangkong was done, I threw away the tough, unwanted parts and, reached for the labanos. I used a peeler to strip away the skin—revealing the white,, slightly grainy flesh—and then sliced each root diagonally. Next came the sigarilyas,, and finally, the string beans. Once, I asked Tita Loleng how she knew what type of, vegetable to put into sinigang and she said, “Well, one never really knows which will, taste good until one has tried it. I mean, some people cook sinigang with guavas,, some with kamias. It is a dish whose recipe would depend mostly on the taste of, those who will do the eating.”, I got a fork and went to the stove where the meat was simmering. I prodded, the chunks to test whether they were tender enough—and they were. After pouring, in some more of the rice washing, I cleared the table and waited for the stew to boil., A few minutes later, the sound of rapidly popping bubbles declared that it was, now time to add the powdered tamarind mix. I poured in the whole packet and, stirred. Then I took the vegetables and added them, a fistful at a time, to the pot. As, I did so, I remembered the flower petals each of my two sisters and I had thrown,, fistful by fistful, into the freshly dug grave as Lem’s casket was being lowered into it., My dad was crying beside me and I recalled thinking, would he be the same if, I was the one who had died? I glanced up at him and was surprised to find that he, was looking at me. His hand, heavy with sadness, fell on my shoulder., “I’m sorry,” he had told me., 61

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I let the stew boil for a few more minutes before turning off the fire., The sinigang would be served later during dinner. I pictured myself seated in, my usual place beside my father who is at the head of the table. He would tell Mom, about his day and then he would ask each of us about our own. I would answer, not, in the animated way I would have done when I was still young and his pet, but politely, and without any rancor., Then, he would compliment me on the way I had cooked his favorite dish and, I would give him a smile that would never quite show, not even in my eyes., DIRECTIONS: Study the following questions carefully and write your answers on a, separate sheet of paper., 1. Where did the story happen?, 2. Who are the characters in the story?, 3. What do you think led to the emotional separation of Liza from her father?, 4. What was the most interesting part of the story?, 5. What was the story about?, 6. Who narrated the story?, , What is It, BASIC ELEMENTS OF A SHORT STORY, 1. Character– A character in a short story is a person, in some stories an animal,, who takes part in the action of the story or other literary work. The way an author, develops the character in a story is very important in making the story appeal to the, readers. It is said that the heart of the story are the characters. The two most, important characters in a short story are the protagonist and the antagonist., a. The protagonist is considered as the main character or most important of, all the characters. It is the character who learns something or undergoes some, changes throughout the course of the story. Some stories depict the protagonist as, the hero of the story, while in other stories the protagonist is not considered a hero, as he has done nothing heroic. In any case, the story always revolves around the, protagonist., b. The antagonist is the character that challenges the main character. It has, no concern for the well-being of the main character. The antagonist may be a person,, the nature, the society, or any intangible matter that contends with or creates a, problem for the protagonist., 2. Setting– The place (locale) and time (period) when the story happens is called the, setting. The setting may be based on real place and real time or it may also be based, on the author’s imagination. When analyzing the setting of the story, consider where, the action is taking place. Most authors use descriptive words to describe the, 62

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landscape, scenery, buildings, season, or weather to provide a strong sense of setting, which will help the reader visualize the story and connect to the story’s plot., 3. Plot– A plot is the actual story. It is what the story is all about. It is also the series, of events and characters’ actions that lead to the highest point of interest in a short, story. The following are the different parts of a story’s structure:, a. Exposition –This is the beginning of the story. This is where the author, introduces the characters, identifies where the story is happening, and establishes, the main conflict., b. Rising Action – This event occurs as you begin to move throughout the, story. This is where conflicts start to build., c. Climax– It is the most exciting part of a short story. This is the part in the, story when important decisions are made or important things are discovered., d. Falling Action– This point occurs after the climax as the problems in the, story start to work themselves out. The excitement becomes less and less as the, conflict is resolved., e. Resolution– This is the solution to the problem in a story. The solution may, not be what you hoped for but as long as it fits the story in tone and theme, the, conflict has been resolved., 4. Conflict– Every story needs to have a problem and this problem is called conflict., The main character, also called the protagonist, needs to have someone or something, to challenge him. Without conflict, the story will not go anywhere and will not be very, interesting to the readers. The main character may be faced with one of the four, different types of conflict. These four types of conflict are:, , , , , , man, man, man, man, , versus, versus, versus, versus, , man;, nature;, himself; and, society., , 5. Theme- This is the central idea in a short story and a general truth. This is, considered as the author’s message to the readers., 6. Point of View – This is the way the story is told or narrated. It is also known as, the vantage point that a writer uses to narrate the story. The following are the types, of point of view in a short story:, a. First Person – the narrator participates in and tells the story using the, pronoun ‘I’., b. Limited Third Person – the narrator is not in the story and narrates using, the pronouns ‘she’ or ‘he’. Also, the narrator is unable to see into the minds of the, characters., c. Omniscient Third Person – the narrator is not in the story and tells the, story using the pronouns ‘she’ or ‘he’. In this point of view, the narrator can tell the, thoughts of the characters as he can see into their minds., , 63

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What’s More, The elements of a short story are the characters, setting, plot, conflict, theme, and, point of view. The plot structures are the following: exposition, rising action,, climax, falling action and resolution., A. DIRECTIONS: Identify the six (6) elements from the short story Sinigang., 1. Setting, , :, , _______________________________________________________, , 2. Characters, , :, , _______________________________________________________, , 3. Plot, , :, , _______________________________________________________, , 4. Conflict, , :, , _______________________________________________________, , 5. Theme, , :, , _______________________________________________________, , 6. Point of View, , :, , _______________________________________________________, , B. DIRECTIONS: In this activity, you have to identify the plot structure of the story, “Sinigang”. Write A for exposition; B for rising action; C for climax; D for falling action;, and E for resolution. Write your answers on a separate sheet of paper., 1. “Did you meet…her?” Tita Loleng asked., 2. The woman looked to me like she was in her forties—the same age as my mother., 3. The woman, upon seeing my curious stare, had explained, “I am Sylvia.”, 4. I finally turned to him. There was only one question I needed to ask. “Why?”, 5. I wanted to scream at her to let go but I did not move away., 6. All my muscles tensed upon hearing her name. It took all my self-control to, outwardly remain calm and simply raise an eyebrow., 7. When my Dad had come out of the room, I remembered sensing it immediately—, the same way an animal instinctively perceives when it is in danger., 8. When her weeping had subsided, she raised her head and looked at me. “Everyone, makes mistakes, Liza.” Her eyes begged for understanding., 9. I continued to pick out tomatoes for the sinigang we were to have for dinner. I, wasn’t usually the one who assisted my aunt with the cooking., 10. “I’m sorry,” he had told me., , 64

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What I Have Learned, DIRECTIONS: Reflect on the short story, “Sinigang”, by Maria Aubrey J. Villaceran, and answer the questions below. Write your answers on a separate sheet of paper., 1.What significant lesson have you learned from the story? How will you apply it in, your own life?, 2. Why do you think some married men commit extramarital affair?, 3. React on this: It is ordinary in our Filipino culture for husbands to commit adultery, and look for another woman who can satisfy their desires simply because they are, men and not saints., , What I Can Do, Activity 1: Act It Out, Directions: Choose a part in the story, Sinigang, which you find the most interesting., Then, produce a three-minute video of it using the characters’ lines and depicting, their feelings. You may involve a friend or a family member in the video., , Activity 2: Blog, Directions: Create a blog on moral values that you got from the short story, "Sinigang" and its impact to you as a 21st century learner. Share it to the world by, posting your blog in WordPress. Let your classmate or friend evaluate your work, using the rubric below., Tick the box of the score given. Be guided of the score and its description., Score, 5, 4, 3, 2, 1, No., 1., 2., 3., 4., , Description, Excellent, Very Good, Good, Fair, Poor, CRITERIA, Uses audio/visual aids or media to, clarify information., Presents relevant content based on the, theme of the story., Shows considerable originality and, inventiveness., Presents the ideas in a unique and, interesting way., , 65, , 5, , 4, , 3, , 2, , 1

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Assessment, DIRECTIONS: Choose the letter of the correct answer. Write the chosen letter, on a separate sheet of paper., 1. Who is the writer of the short story “Sinigang”?, a. Marie Aubrey Villaceran, c. Edith L. Tiempo, b. NVM Gonzales, d. Manuel E. Arguilla, 2. Where is the setting of the story?, a. farm, b. house, , c. cemetery, d. garden, , 3. Who is the main character in the story?, a. Sylvia, c. Lem, b. Liza, d. Tita Loleng, 4. What point of view did the author use in telling the story?, a. Third Person, c. First Person, b. Omniscient Third Person, d. Limited Third Person, 5. Whose favorite dish is the “Sinigang”?, a. Liza, b. Tita Loleng, , c. Liza’s mother, d. Liza’s father, , 6. What type of conflict was shown in the story?, a. man versus man, c. man versus himself, b. man versus nature, d. man versus society, 7. What element refers to the events in the story?, a. Setting, c. Plot, b. Theme, d. Conflict, 8. What is known as the essence of fiction?, a. Setting, b. Theme, , c. Conflict, d. Climax, , 9. What do you call the series of events when things begin to happen in the, story?, a. Rising Action, c. Exposition, b. Theme, d. Climax, 10. What element is presented at the final part of the story?, a. Resolution, c. Exposition, b. Theme, d. Climax, 11. What element is considered the high point in the story?, a. Setting, c. Exposition, b. Theme, d. Climax, 66

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12. What element creates the tone, presents the characters and other important, facts to introduce the story?, a. Setting, c. Exposition, b. Theme, d. Climax, 13. What element includes the locale and period in a story?, a. Setting, c. Exposition, b. Theme, d. Climax, 14. Based on the text, what does the word “Sinverguenza” mean?, a. a person who is shameless, c. a person who is calm, b. a person who is sinful, d. a person who is reckless, 15. What type of character contends with the main character?, a. opposition, c. antagonist, b. protagonist, d. instigator, , Additional Activities, DIRECTIONS: Accomplish the self-assessment table below. Do this task objectively., Remember that there are no wrong answers for this activity. Refer to the activities, that you have completed as basis in completing this task., Usually, 1. I can analyze a short story by, identifying its basic elements., 2. I identify the point of view used in, the story., 3. I can demonstate an, understanding of the moral values, taught in the story ., 4. I enjoy using multimedia in, making creative representations of a, literary text., 5. I can do self or peer assessment to, evaluate the creative adaptation of a, literary text based on a rationalized, set of criteria., , 67, , Sometimes, , Seldom, , Never

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Answer Key, Module 2, , Module 1, , 68

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What's More, A., , B., , 1-5., Answers, may vary., 1. A, 2. A, 3. B, 4. C, 5. C, 6. D, 7. C, 8. B, 9. A, 10. E, , Assessment, 1., 2., 3., 4., 5., 6., 7., 8., 9., 10., 11., 12., 13., 14., 15., , Activity 1. Answers may, vary, , Lesson 1, , Lesson 1, , Assessment, , 1., 2., 3., 4., 5., 6., 7., 8., 9., 10., 11., 12., 13., 14., 15., , B, C, A, D, D, C, A, B, D, , A, B, B, C, D, A, C, C, A, A, D, C, A, A, C, , Activity 2. Answers may, vary, , Lesson 2, Activity 1. Answers may, vary, , A, C, C, D, A, D, , Activity 2, 1., 2., , Lesson 2, , 3., A, D, B, D, D, A, C, C, D, , 4., , 5., , Salbabida, A salbabida is a person, who helps someone else., He did not want to go to, school because he was, being bullied. KB taught, Efren to help others, too., Efren was inspired and he, helped others. They started, “Kariton Klasrum”., Everyone, can, be, a, salbabida and help others, in need., , B, A, D, D, A, A, , Module 4, , 1., 2., 3., 4., 5., 6., 7., 8., 9., 10., 11., 12., 13., 14., 15., , 69, Module 5, Module 3, , Answer Key