21st Century Literature from the Philippines and the World

Subject: 21st Century Literature from the Philippines and the World

Module 3 Week 9-10 Quarter 2

Content Standard: The learner will be able to understand and appreciate literary texts in
various genres across national literature and cultures.

Performance Standard: The learner will be able to demonstrate understanding and

appreciation of 21st literature of the world through a written close analysis and
critical interpretation of a literary text in terms of form and theme, with a
description of its context derived from research;

Learning Competencies: (EN12Lit-IIa-22 ) Identify representative texts and authors

from Asia, North America, Europe, Latin America and Africa.

Suggested Tasks Activities Other Suggested

Activities

Teacher will prepare the students for the Teacher may use
conduct of the activity called “Gallery video clips or
Walk” pictures and sample
of famous
There are different pictures and names of compositions using
the famous authors and their representative multimedia.
Initial Tasks texts posted on the wall of the classroom.

-Richard Ford (Independence Day) Students may also do

-Mark Twain (The Adventure of the activity by “4
Huckleberry Finn) pictures 1 word”
-Lu Xun (A Madman’s Diary)
-Teodoro Agoncillo (The History of the Teacher may also do
Filipino People) the activity through
-Homer (Iliad and Odyssey) “Treasure Hunt”
-Virgil (Aeneid)
-Pablo Neruda (Ode to the Apple)
-Isabel Allende (The House of Spirit)
-Chinua Achebe (Things Fall Apart)
-Wole Soyinka (The Dance of the Forest)
-Camera Laye (The African Child)

While students are performing the task they

will complete the given table using the
discovery method.

Ernesto D. Doloso, Jr., Arman V. Ludana, Regina Floresa V. Bas-Condes, Marlo V. Mercado
21st Century Literature from the Philippines and the World

Name of the Country/ Reasons/

Authors/ Continen Observations
Compositions t

Teacher will process the students answer.

Task 2.

Teacher will group the class into 5. They

will be asked to discuss the following
continents. They will explain its location,
countries, people and its culture and
traditions.

-Asia
-North America
-Europe
-Latin America
-Africa

Rubrics

Content (60%)
Delivery (20%)
Participation (20%)

Task 3. Teacher may ask the

students to do the
Teacher will discuss the different forms task independently,
through peer tutoring
and themes of literary text.
or small group
discussion.

Ernesto D. Doloso, Jr., Arman V. Ludana, Regina Floresa V. Bas-Condes, Marlo V. Mercado
21st Century Literature from the Philippines and the World

Teacher will divide the class Teacher may ask students to

into 5. They will be given deliver their analysis
through video to be
copies of literary text from
submitted to teachers
the different continents in account.
the world. Students will
write a close analysis and
Final Task critical interpretation of a
literary text in terms of its
form and theme.

Group 1- Asia
Group 2- North America
Group 3- Europe
Group 4- Latin America
Group 5- Africa

Rubrics

Content (60%)
Delivery (20%)
Participation (20%)

Subject: 21st Century Literature from the Philippines and the World

Module 3 Week 11 Quarter 2

Content Standard: The learner will be able to understand and appreciate literary texts in
various genres across national literature and cultures.

Performance Standard: The learner will be able to demonstrate understanding and

appreciation of 21st literature of the world through critical paper that analyzes
literary text in relation to the context of the reader and the writer or a critical
paper that interprets literary text using any of the critical approaches;

Learning Competencies: (EN12Lit-IIb-32) explain the texts in terms of literary

elements, genres and traditions

Ernesto D. Doloso, Jr., Arman V. Ludana, Regina Floresa V. Bas-Condes, Marlo V. Mercado
21st Century Literature from the Philippines and the World

Suggested Tasks Activities Other Suggested

Activities

Task 1 Teacher may do this

activity in a form of game
or quiz bee by giving
Teacher will divide the class
different terms associated
into 3. They will answer the to literary elements, genres
table using KWL in and traditions.
explaining literary elements,
genres and traditions.

Pre- Reading K W L
Literary
elements
Literary
genres
Literary
Traditions

Teacher will process students

answer after the given
activity.
Reading and Discussion Teacher may do the
activity through small
Teacher will discuss the group discussion or by
Silent Sustained Reading.
different literary elements
and genres.

After the discussion, students

will read the story
“Malinche” by Laura
Esquivel of Mexico

Ernesto D. Doloso, Jr., Arman V. Ludana, Regina Floresa V. Bas-Condes, Marlo V. Mercado
21st Century Literature from the Philippines and the World

Genres of Literature

Genres of literature are important to learn about. The two main categories separating the
different genres of literature are fiction and nonfiction. There are several genres of
literature that fall under the nonfiction category. Nonfiction sits in direct opposition to
fiction. Examples from both the fiction and nonfiction genres of literature are explained
in detail below. This detailed genres of literature list is a great resource to share with any
scholars.

Types of Nonfiction:

Narrative Nonfiction is information based on fact that is presented in a format which

tells a story.

Essays are a short literary composition that reflects the author’s outlook or point. A short
literary composition on a particular theme or subject, usually in prose and generally
analytic, speculative, or interpretative.

A Biography is a written account of another person’s life.

An Autobiography gives the history of a person’s life, written or told by that person.
Often written in Narrative form of their person’s life.

Speech is the faculty or power of speaking; oral communication; ability to express one’s
thoughts and emotions by speech, sounds, and gesture. Generally delivered in the form of
an address or discourse.

Finally there is the general genre of Nonfiction. This is Informational text dealing with
an actual, real-life subject. This genre of literature offers opinions or conjectures on facts
and reality. This includes biographies, history, essays, speech, and narrative non fiction.
Nonfiction opposes fiction and is distinguished from those fiction genres of literature like
poetry and drama which is the next section we will discuss.

Genres of Fiction:

Drama is the genre of literature that’s subject for compositions is dramatic art in the way
it is represented. This genre is stories composed in verse or prose, usually for theatrical
performance, where conflicts and emotion are expressed through dialogue and action.

Poetry is verse and rhythmic writing with imagery that evokes an emotional response
from the reader. The art of poetry is rhythmical in composition, written or spoken. This

Ernesto D. Doloso, Jr., Arman V. Ludana, Regina Floresa V. Bas-Condes, Marlo V. Mercado
21st Century Literature from the Philippines and the World

genre of literature is for exciting pleasure by beautiful, imaginative, or elevated thoughts.

Fantasy is the forming of mental images with strange or other worldly settings or
characters; fiction which invites suspension of reality.

Humor is the faculty of perceiving what is amusing or comical. Fiction full of fun, fancy,
and excitement which meant to entertain. This genre of literature can actually be seen and
contained within all genres.

A Fable is a story about supernatural or extraordinary people Usually in the form of

narration that demonstrates a useful truth. In Fables, animals often speak as humans that
are legendary and supernatural tales.

Fairy Tales or wonder tales are a kind of folktale or fable. Sometimes the stories are
about fairies or other magical creatures, usually for children.

Science Fiction is a story based on impact of potential science, either actual or imagined.
Science fiction is one of the genres of literature that is set in the future or on other
planets.

Short Story is fiction of such briefness that is not able to support any subplots.

Realistic Fiction is a story that can actually happen and is true to real life.

Folklore are songs, stories, myths, and proverbs of a person of “folk” that was handed
down by word of mouth. Folklore is a genre of literature that is widely held, but false and
based on unsubstantiated beliefs.

Historical Fiction is a story with fictional characters and events in a historical setting.

Horror is an overwhelming and painful feeling caused by literature that is frightfully

shocking, terrifying, or revolting. Fiction in which events evoke a feeling of dread in both
the characters and the reader.

A Tall Tale is a humorous story with blatant exaggerations, swaggering heroes who do
the impossible with an here of nonchalance.

Legend is a story that sometimes of a national or folk hero. Legend is based on fact but
also includes imaginative material.

Mystery is a genre of fiction that deals with the solution of a crime or the unraveling of

Ernesto D. Doloso, Jr., Arman V. Ludana, Regina Floresa V. Bas-Condes, Marlo V. Mercado
21st Century Literature from the Philippines and the World

secrets. Anything that is kept secret or remains unexplained or unknown.

Mythology is a type of legend or traditional narrative. This is often based in part on

historical events, that reveals human behavior and natural phenomena by its symbolism;
often pertaining to the actions of the gods. A body of myths, as that of a particular people
or that relating to a particular person.

Fiction in Verse is full-length novels with plot, subplots, themes, with major and minor
characters. Fiction of verse is one of the genres of literature in which the narrative is
usually presented in blank verse form.

The genre of Fiction can be defined as narrative literary works whose content is
produced by the imagination and is not necessarily based on fact. In fiction something is
feigned, invented, or imagined; a made-up story

Literary Analysis: Using Elements of Literature

Students are asked to write literary analysis essays because this type of assignment
encourages you to think about how and why a poem, short story, novel, or play was
written. To successfully analyze literature, you’ll need to remember that authors make
specific choices for particular reasons. Your essay should point out the author’s choices
and attempt to explain their significance.

Another way to look at a literary analysis is to consider a piece of literature from your
own perspective. Rather than thinking about the author’s intentions, you can develop an
argument based on any single term (or combination of terms) listed below. You’ll just
need to use the original text to defend and explain your argument to the reader.

Allegory - narrative form in which the characters are representative of some larger
humanistic trait (i.e. greed, vanity, or bravery) and attempt to convey some larger lesson
or meaning to life. Although allegory was originally and traditionally character based,
modern allegories tend to parallel story and theme.
 William Faulkner’s A Rose for Emily- the decline of the Old South
 Robert Louis Stevenson’s Strange Case of Dr. Jekyll and Mr. Hyde- man’s
struggle to contain his inner primal instincts
 District 9- South African Apartheid
 X Men- the evils of prejudice
 Harry Potter- the dangers of seeking “racial purity”

Ernesto D. Doloso, Jr., Arman V. Ludana, Regina Floresa V. Bas-Condes, Marlo V. Mercado
21st Century Literature from the Philippines and the World

Character - representation of a person, place, or thing performing traditionally human

activities or functions in a work of fiction
 Protagonist - The character the story revolves around.
 Antagonist - A character or force that opposes the protagonist.
 Minor character - Often provides support and illuminates the protagonist.
 Static character - A character that remains the same.
 Dynamic character - A character that changes in some important way.
 Characterization - The choices an author makes to reveal a character’s
personality, such as appearance, actions, dialogue, and motivations.

Connotation - implied meaning of word. BEWARE! Connotations can change over time.
 confidence/ arrogance
 mouse/ rat
 cautious/ scared
 curious/ nosey
 frugal/ cheap

Denotation - dictionary definition of a word

Diction - word choice that both conveys and emphasizes the meaning or theme of a poem
through distinctions in sound, look, rhythm, syllable, letters, and definition

Figurative language - the use of words to express meaning beyond the literal meaning of
the words themselves
 Metaphor - contrasting to seemingly unalike things to enhance the meaning of a
situation or theme without using like or as
o You are the sunshine of my life.

 Simile - contrasting to seemingly unalike things to enhance the meaning of a

situation or theme using like or as
o What happens to a dream deferred, does it dry up like a raisin in the sun

 Hyperbole - exaggeration
o I have a million things to do today.

Ernesto D. Doloso, Jr., Arman V. Ludana, Regina Floresa V. Bas-Condes, Marlo V. Mercado
21st Century Literature from the Philippines and the World

 Personification - giving non-human objects human characteristics

o America has thrown her hat into the ring, and will be joining forces with
the British.

Foot - grouping of stressed and unstressed syllables used in line or poem

 Iamb - unstressed syllable followed by stressed
o Made famous by the Shakespearian sonnet, closest to the natural rhythm
of human speech
 How do I love thee? Let me count the ways
 Spondee - stressed stressed
o Used to add emphasis and break up monotonous rhythm
 Blood boil, mind-meld, well- loved
 Trochee - stressed unstressed
o Often used in children’s rhymes and to help with memorization, gives
poem a hurried feeling
 While I nodded, nearly napping, suddenly there came a tapping,
 Anapest - unstressed unstressed stressed
o Often used in longer poems or “rhymed stories”
 Twas the night before Christmas and all through the house
 Dactyls - stressed unstressed unstressed
o Often used in classical Greek or Latin text, later revived by the Romantics,
then again by the Beatles, often thought to create a heartbeat or pulse in a
poem
 Picture yourself in a boat on a river,
With tangerine trees and marmalade skies.

Imagery - the author’s attempt to create a mental picture (or reference point) in the mind
of the reader. Remember, though the most immediate forms of imagery are visual, strong
and effective imagery can be used to invoke an emotional, sensational (taste, touch, smell
etc) or even physical response.

Meter - measure or structuring of rhythm in a poem

Plot - the arrangement of ideas and/or incidents that make up a story

Ernesto D. Doloso, Jr., Arman V. Ludana, Regina Floresa V. Bas-Condes, Marlo V. Mercado
21st Century Literature from the Philippines and the World

 Foreshadowing - When the writer clues the reader in to something that will
eventually occur in the story; it may be explicit (obvious) or implied (disguised).
 Suspense - The tension that the author uses to create a feeling of discomfort about
the unknown
 Conflict - Struggle between opposing forces.
 Exposition - Background information regarding the setting, characters, plot.
 Rising Action - The process the story follows as it builds to its main conflict
 Crisis - A significant turning point in the story that determines how it must end
 Resolution/Denouement - The way the story turns out.

Point of View - pertains to who tells the story and how it is told. The point of view of a
story can sometimes indirectly establish the author's intentions.
 Narrator - The person telling the story who may or may not be a character in the
story.
 First-person - Narrator participates in action but sometimes has limited
knowledge/vision.
 Second person - Narrator addresses the reader directly as though she is part of the
story. (i.e. “You walk into your bedroom. You see clutter everywhere and…”)
 Third Person (Objective) - Narrator is unnamed/unidentified (a detached
observer). Does not assume character's perspective and is not a character in the
story. The narrator reports on events and lets the reader supply the meaning.
 Omniscient - All-knowing narrator (multiple perspectives). The narrator knows
what each character is thinking and feeling, not just what they are doing
throughout the story. This type of narrator usually jumps around within the text,
following one character for a few pages or chapters, and then switching to another
character for a few pages, chapters, etc. Omniscient narrators also sometimes step
out of a particular character’s mind to evaluate him or her in some meaningful
way.

Rhythm - often thought of as a poem’s timing. Rhythm is the juxtaposition of stressed

and unstressed beats in a poem, and is often used to give the reader a lens through which
to move through the work. (See meter and foot)

Setting - the place or location of the action. The setting provides the historical and
cultural context for characters. It often can symbolize the emotional state of characters.
Example – In Poe’s The Fall of the House of Usher, the crumbling old mansion reflects

Ernesto D. Doloso, Jr., Arman V. Ludana, Regina Floresa V. Bas-Condes, Marlo V. Mercado
21st Century Literature from the Philippines and the World

the decaying state of both the family and the narrator’s mind. We also see this type of
emphasis on setting in Thomas Mann’s Death in Venice.

Speaker - the person delivering the poem. Remember, a poem does not have to have a
speaker, and the speaker and the poet are not necessarily one in the same.

Structure (fiction) - The way that the writer arranges the plot of a story.

Look for: Repeated elements in action, gesture, dialogue, description, as well as shifts in
direction, focus, time, place, etc.

Structure (poetry) - The pattern of organization of a poem. For example, a

Shakespearean sonnet is a 14-line poem written in iambic pentameter. Because the sonnet
is strictly constrained, it is considered a closed or fixed form. An open or free form poem
has looser form, or perhaps one of the author’s invention, but it is important to remember
that these poems are not necessarily formless.

Symbolism - when an object is meant to be representative of something or an idea

greater than the object itself.
 Cross - representative of Christ or Christianity
 Bald Eagle - America or Patriotism
 Owl - wisdom or knowledge
 Yellow - implies cowardice or rot

Tone - the implied attitude towards the subject of the poem. Is it hopeful, pessimistic,
dreary, worried? A poet conveys tone by combining all of the elements listed above to
create a precise impression on the reader.

Teacher will divide the class

into 5. Theywill observe and
discuss the literary forms and
genres of the given text.

They may also answer the

following question:

Post Reading 1. What is the

difference
between
Malinalli’s and
Corte’s view

Ernesto D. Doloso, Jr., Arman V. Ludana, Regina Floresa V. Bas-Condes, Marlo V. Mercado
21st Century Literature from the Philippines and the World

of the world?
2. Why do you
think they
have different
ways of
looking at the
world?
3. From the
characterizatio
n of Cortes
and Mallinali,
what kind of
relationship do
you think will
they have?
4. How does it
change the
way people
view
Malinalli?
5. Compare and
contrast the
two colonial
experiences of
Mexico and
the
Philippines.

Subject: 21st Century Literature from the Philippines and the World

Module 3 Week 12 Quarter 2

Content Standard: The learner will be able to understand and appreciate literary texts in
various genres across national literature and cultures.

Performance Standard: The learner will be able to demonstrate understanding and

appreciation of 21st literature of the world through critical paper that analyzes
literary text in relation to the context of the reader and the writer or a critical
paper that interprets literary text using any of the critical approaches;

Learning Competencies: (EN12Lit-IIc-29) situate the text in the context of the

region, nation and the world, (EN12bLit-IIc-33) appreciate the cultural and
aesthetic diversity of literature of the world

Ernesto D. Doloso, Jr., Arman V. Ludana, Regina Floresa V. Bas-Condes, Marlo V. Mercado
21st Century Literature from the Philippines and the World

Suggested Tasks Activities Other Suggested Activities

Task 1 Teacher may conduct this

activity by using KWL
approach, games, walk
The teacher will divide the
gallery or picture
class into 3. They will be interpretation.
assigned to explain the
characteristics of literary
text based on their own
understanding in region,
nation and world.
Pre Reading
They will do the activity
through “Jazz Chanting” by
associating adjective words
to the given task.

They will perform the

activity and be graded using
this rubric.

Rubrics

Content- 50%
Delivery- 20% Teacher may also do have
Creativity-20% discussion with the support
Reading and Discussion Props/ Costume 10% of pictures and video clips
or films.

The class will be divided

again into 3 groups. They
will be assigned to read the
parallel text.

Group 1- Farangs by
Rattawut Lapcharoensap
Group 2- Gapo by Lualhati
Bautista
Group 3- Hagong: Mga

Ernesto D. Doloso, Jr., Arman V. Ludana, Regina Floresa V. Bas-Condes, Marlo V. Mercado
21st Century Literature from the Philippines and the World

Osipon by Jayson Chancoco

Each group will read the

Post Reading
literary text and do the
another task given by the
teacher.

Task 1
Prepare a graphic organizer
showing the relationship of
the persona in the story and
the other character
presented.

Task 2
Do the character analysis by Teacher may ask students to
make a slogan, a poster
simply identifying the
making or a short campaign
characters point of view in ads that shows the diversity
the story. of literature in region,
nation and the world.
Task 3
Identify the differences in
terms of forms and other
elements of literary text
from the region, nation and
to the world.

Task 4
The students will be divided
into five. They will perform
a short role playing that
depicts the beauty of
literature in the midst of
diversity.

Subject: 21st Century Literature from the Philippines and the World

Ernesto D. Doloso, Jr., Arman V. Ludana, Regina Floresa V. Bas-Condes, Marlo V. Mercado
21st Century Literature from the Philippines and the World

Module 3 Week 13 Quarter 2

Content Standard: The learner will be able to understand and appreciate literary texts in
various genres across national literature and cultures.

Performance Standard: The learner will be able to demonstrate understanding and

appreciation of 21st literature of the world through critical paper that analyzes
literary text in relation to the context of the reader and the writer or a critical
paper that interprets literary text using any of the critical approaches; an
adaptation of text into other creative forms using multimedia.

Learning Competencies: (EN12Lit-IId-25) Compare and contrast the various 21st

century literary genres and their elements, structures and traditions from across the
globe.

Suggested Tasks Activities Other Suggested

Activities

Task 1

The teacher may use

Teacher will group the class into 5.
other form of activity
They will perform “Treasure Hunt” such as word
Inside the class there are different mapping, illustrations
Pre Reading words pertaining to literary genre, and other games.
elements, structure and traditions.

Every word corresponds to 1 point. Let

the group explain each of the word
collected.
Reading and This activity can be
Discussion done in a partner or
Every group will read literary text from small group activity.
these continents.

Group 1- Asia
Group 2- North America
Group 3- Latin America
Group 4- Europe
Group 5- Africa

Ernesto D. Doloso, Jr., Arman V. Ludana, Regina Floresa V. Bas-Condes, Marlo V. Mercado
21st Century Literature from the Philippines and the World

Teacher will group the class into 5.

They will be assigned to the different
continents in the world. Each group
will use another literary text.

Each group will observe and identify

the literary genre, elements, structures
and traditions of the text assigned to
them.
Use also the Venn
Post Reading Diagram,
They will process their answers in a Individual Reporting
group discussion/ reporting. Conference or Buzz
Session
During the activity another table will
be given to be accomplished by each
team.

Continen Similarities Differences

t
Asian
Literatur
e
North
America
n
Literatur
e
Latin
America
Literatur
e
European
Literatur
e
African
Literatur
e

Students’ answers will be graded using

this rubric.

Ernesto D. Doloso, Jr., Arman V. Ludana, Regina Floresa V. Bas-Condes, Marlo V. Mercado
21st Century Literature from the Philippines and the World

Rubrics

Content (60%)
Delivery (20%)
Participation (20%)

References:
Uychoco, Marikit Tara A., 21st Century Literature from the Philippines and the World,
Quezon City: Rex Printing Company (2O16)

Santos, Paz Verdades M., Borja-Prado, Marifa), Lipwas 21st Century

Literature, Quezon City:Graphics and Literacy Exponent(2016)
http://en.wikipedia.org/wiki/list_of_writing_genre
http://www.roannestate.edu/owl.purdue

Ernesto D. Doloso, Jr., Arman V. Ludana, Regina Floresa V. Bas-Condes, Marlo V. Mercado