LIT102 ASEAN Literature Module PDF

ASEAN Literature: Discovering Identity Amidst Diversity
Geron, C.D., Baxa, E.N., & Bañez, R.M. (2020). ASEAN literature: Discovering
identity amidst diversity.
Batangas City, Philippines:
Batangas State University.
3
Foreword
Literature has no boundaries. It is from anywhere, anytime, and any age.
This instructional material tries to bind together people and culture of

ASEAN countries in
the hope that this becomes an instrument to orient the people of the diversity and
similarities of
member countries. This becomes the basis of now students and future professionals
and technicians to
deal and adapt to the ASEAN environment. This minimizes the possible barriers in
business,
education, engineering, and other trades. This may also encourage collaboration and
cooperation
among member countries. This may include academic update, economic growth, and
trade facilitation.
This also considers peace and stability of the members.
Moreover, as communication to neighboring countries is at the click of the

finger, learning
language and culture through this instructional material adds confidence in
communicating with
neighboring countries.
This instructional material includes the basic member countries like

Philippines, Vietnam,
Brunei, Myanmar, Thailand, Cambodia, Laos, Singapore, Indonesia and Malaysia. Each
country
showcases important pieces of literature.
Every piece is considered a lesson. Activities are done before reading the
piece. These are to
set the context of each piece for a better understanding. The traditional
vocabulary building is dealt
with to ensure better perusal of the piece. Various techniques may be used to
enhance student
vocabulary. New and important words and expressions are lifted from the text.
Language use is
enhanced through this vocabulary building. Added are motive questions or guides
while reading.
After Reading Activities do not only deal with the readers’ understanding
but also analyzing
to figure out matters on culture, values, and craftsmanship of the authors. These
make use of the
readers’ higher order thinking skills which may help them in dealing with various
situations.
This instructional material attempts to make the readers creative. Every

lesson has creative
activity using skills and language learned. It may be individual, dyadic or group.
In addition, each lesson poses On A Personal Note activity making the

readers express more
their ideas on the focus of each piece of literature. Technology is used in
publishing individual output.
This aims to make the learners express with basis and to have more sensible ideas.
In capsule, this material is an attempt to make the learners read, think,

express, create,
appreciate, and connect to the neighboring countries in the region. This makes them
know no
boundaries in learning and in trade.
Geron, C.D., Baxa, E.N., & Bañez, R.M. (2020). ASEAN literature:
Discovering identity amidst diversity.
Batangas City,
Philippines: Batangas State University.
4
Table of Contents
Title
Page
Preface
Acknowledgment
Introduction
Table of Contents
Topic 1 Philippines
Si Mabuti by Genoveva Edroza- Matute
Tata Selo by Rogelio Sikat

Morning in Nagrebcan by Manuel E. Arguilla
Topic 2 Vietnam
A Cherished Daughter
School Boy's Apology
Inside the Submarines
Topic 3 Brunei
Borneo's Green Heart
Travel Brunei Darrussalam by Bandar Seri Begawan
The Oilfield Labourers
Topic 4 Myanmar
The Kindergarten Teacher
The Wedding Reception
Because of Just Being Rohingya
Topic 5 Thailand
Boatman's Love Song
Three Line Poem by Uten Mahamid
Summary Collection of Thai Century Literatures

Smile of the Rice Goddess by Chiranan Pitpreecha
E-san by Nai Pee
What is such forging? by Ujjeni
A Poet pledge 1 and A Poet's Pledge 2 by Angkarn Kalayanapong
Mere Movement by Naowarat Pongpaiboon
Maum by M. R. Kukrit Pramoj
Champoon by Dhep Mahapaoraya
The Barbs by Phaitoon Thanya
Topic 6 Cambodia
The Crocodile and the Five Judges
The Two Women Scrambled for a baby
Bed Bug and the Louse
Batangas City,
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Topic 7 Laos
There is not Only You by Dana Kanlagna
The Bewail of Mother by Dr. Thongkham Onemanisone

The Mosquito (A Tale from Laos)
Topic 8. Indonesia
Mrs. Geni in December by Arswendo Atmowiloto
Only in Poetry by Ajip Rosidi

The Birth of a Poem by Subagio Sastrowardojo
Topic 9 Singapore
Grandfather's Story by Catherine Lim
The Exile by Edwin Thumboo

Sunflowers for a Friend by Lee Yzu Pheng
Topic 10 Malaysia
Friend (Sahabat) by Anwar Ridhwan
In the Distance (Saujana) by Kemala
The Frying Pan (Kuali Hitam) by Zurinah Hassan
Appendices
Rubrics
Glossary
Bibliography
Batangas City,
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8
Philippines
Fiction 1
Objectives
A. Discuss the theme of the fiction based on experience.
B. Compare the language used in the fiction and the present language.
C. Talk about the emotions given by the fiction.
D. Criticize characters’ roles, values, and abilities.
E. Create performing art from the theme of the fiction.
F. Write commentary on women's roles.
Pre-reading Activity
Teen-agers are fond of name-calling. They do it to everyone and teachers
are not
exceptions to this. Share to class the names you have given your
teachers. Do not
give the real name or identity of the teacher. Tell also why you have
given the
name.
Vocabulary at Work
Say something about these Filipino words.
malirip agam-agam napatda

naulinig kandungan magmasid
kariktan
Batangas City,
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While Reading
Why did her students call her Mabuti?
Si Mabuti
Ni
Genoveva Edroza-Matute
Hindi ko siya nakikita ngayon. Ngunit sinasabi nilang naroroon pa siya sa dating
pinagtuturuan, sa
walang pintang paaralang una kong kinakitaan ng sa kanya. Sa isa sa mga lumang
silid sa ikalawang
palapag, sa itaas ng lumang hagdang umiingit sa bawat hakbang, doon sa kung
manunungaw ay
matatanaw ang maitim na tubig ng isang
estero.
Naroon pa siya't nagtuturo ng mga kaalamang pang-aklat, at bumubuhay ng isang uri

ng karunungang
sa kanya ko lamang natutuhan. Lagi ko siyang inuugnay sa kariktan ng buhay. Saan
man sa
kagandahan; sa tanawin, sa isang isipan o sa isang tunog kaya, nakikita ko siya at
ako'y lumiligaya.
Ngunit walang anumang maganda sa kanyang anyo. at sa kanyang buhay. Siya ay isa sa
mga
pangkaraniwang guro noon. Walang sinumang nag-ukol sa kanya ng pansin. Mula sa
pananamit
hanggang sa paraan ng pagdadala niya ng mga pananagutan sa paaralan, walang
masasabing anumang
pangkaraniwan sa kanya. Siya'y tinatawag naming lahat na si Mabuti kung siya'y
nakatalikod. Ang
salitang iyon ang simula ng halos lahat ng kanyang pagsasalita. Iyon ang mga
pumalit sa mga salitang
hindi niya maalala kung minsan, at nagiging pamuno sa mga sandaling pag-aalanganin.
Sa isang paraang alirip, iyon ay nagiging salaminan ng uri ng paniniwala sa buhay.

"Mabuti," ang
sasabihin niya, "ngayo'y magsisimula tayo sa araling ito. Mabuti nama't umabot tayo
sa bahaging ito.
Mabuti, Mabuti!" Hindi ako kailanman magtatapat sa kanya ng anuman kung di lamang
nahuli niya
akong lumuluha nang hapong iyon, iniluha ng bata kong puso ang pambata ring
suliranin.
Noo'y magtatakipsilim na at maliban sa pabugso-bugsong hiyawan ng mga nagsisipanood

sa
pagsasanay ng mga manlalaro ng paaralan, ang buong paligid ay tahimik na. Sa isang
tagong sulok ng
silid-aklatan,pinilit kong lutasin ang aking suliranin sa pagluha. Doon niya ako
natagpuan. "Mabuti't
may tao pala rito," wika niyang ikinukubli ang pag-aagam-agam sa narinig. "Tila may
suliranin,
mabuti sana kung makakatulong ako." Ibig kong tumakas sa kanya at huwag nang
bumalik pa
kailanman. Sa bata kong isipan, ay ibinilang kong kahihiyan at kababaan ang
pagkikita pa naming
muli sa hinaharap, pagkikitang magbabalik sa gunita ng hapong iyon. Ngunit, hindi
ako makakilos sa
sinabi niya pagkatapos. Napatda ako na napaupong bigla sa katapat na luklukan.
"Hindi ko alam na
may tao rito . . . naparito ako upang umiyak din." Hindi ako nakapangusap sa
katapatang naulinig ko
sa kanyang tinig. Nakababa ang kanyang paningin sa aking kandungan. Maya-maya pa'y
nakita ko
ang bahagyang ngiti sa kanyang labi. Tinanganan niya ang aking mga kamay at narinig
ko na lamang
ang tinig sa pagtatapat sa suliraning sa palagay ko noo'y siyang pinakamabigat.
Nakinig siya sa akin,
at ngayon, sa paglingon ko sa pangyayaring iyo'y nagtataka ako kung paanong napigil
niya ang
paghalakhak sa gayong kamusmos na bagay. Ngunit siya'y nakinig nang buong
pagkaunawa, at alam
ko na ang pagmamalasakit niya'y tunay na matapat. Lumabas kaming magkasabay sa
paaralan. Ang
panukalang naghihiwalay sa amin ay natatanaw na ng bigla kong makaalala. "Siyanga
pala, Ma'am,
kayo? Kayo nga pala? Ano ho iyong ipinunta ninyo sa sulok na iyon na iniiyakan ko?"
Tumawa siya
Batangas City,
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nang marahan at inulit ang mga salitang iyon; "ang sulok na iyon na . . . iniiyakan
natin. . . nating
dalawa." Nawala ang marahang halakhak sa kanyang tinig: "Sana'y masabi ko sa iyo,
ngunit ang
suliranin. . . kailanman. Ang ibig kong sabihin ay . . . maging higit na mabuti
sana sa iyo
ang. . .buhay."
Si Mabuti'y naging isang bagong nilikha sa akin mula nang araw na iyon. Sa
pagsasalita niya mula sa
hapag, pagtatanong, sumagot, sa pagngiti niyang mabagal at mahihiyain niyang mga
ngiti sa amin, sa
pagkalim ng kunot sa noo niya sa kanyang pagkayamot, naririnig kong muli ang mga
yabag na palapit
sa sulok na iyon ng silid-aklatan. Ang sulok na iyon. . . "Iniiyakan natin," ang
sinabi niya nang
hapong iyon. At habang tumataginting sa silid namin ang kanyang tinig sa
pagtuturo'y hinuhulaan ko
ang dahilan o mga dahilan ng pagtungo niya sa sulok na iyon ng silid-aklatan.
Hinuhulaan ko kung
nagtutungo pa siya roon, sa aming sulok na iyong. . . aming dalawa. At sapagkat
natuklasan ko ang
katotohanang iyon tungkol sa kanya, nagsimula akong magmasid, maghintay ng mga
bakas ng
kapaitan sa kanyang mga sinsabi. Ngunit, sa tuwina, kasayahan, pananalig, pag-asa
ang taglay niya sa
aming silid-aralan. Pinuno nya ng maririkit na guni-guni an gaming isipan at ng mga
tunog ang aming
mga pandinig at natutuhan naming unti-unti ang kagandahan ng buhay.
Bawat aralin namin sa panitikan ay naging isang pagtighaw sa kauhawan naming sa

kagandahan at
ako'y humanga. Wala iyon doon kanina, ang masasabi ko sa aking sarili pagkatapos na
maipadama
niya sa amin ang kagandahan ng buhay sa aming aralin. At hindi naging akin ang
pagtuklas na ito sa
kariktan kundi pagkatapos lamang ng pangyayaring iyon sa silid-aklatan. Ang
pananalig niya sa
kalooban ng Maykapal, sa sangkatauhan, sa lahat na, isa sa mga pinakamatibay na
aking nakilala.
Nakasasaling ng damdamin. Marahil, ang pananalig niyang iyon ang nagpakita sa kanya
ng
kagandahan sa mga bagay na karaniwan na lamang sa amin ay walang kabuluhan. Hindi
siya
bumabanggit ng anuman tungkol sa kanyang sarili sa buong panahon ng pag-aaral namin
sa kanya,
Ngunit bumabanggit siya tungkol sa kanyang anak na babae, sa tangi niyang anak. . .
nang paulit-ulit.
Hindi rin siya bumabanggit sa amin kailanman tungkol sa ama ng batang iyon. Ngunit,
dalawa sa mga
kamag-aral namin ang nakababatid na siya'y hindi balo. Walang pag-aalinlangan ang
lahat ng bagay
at pangarap niyang maririkit ay nakapaligid sa batang iyon. Isinalaysay niya sa
amin ang katabilan
niyon. Ang paglaki ng mga pangarap niyon, ang nabubuong layunin niyon niyang baka
siya ay hindi
umabot sa matatayog na pangarap ng kanyang anak. Maliban sa iilan sa aming pangkat,
paulit-ulit
niyang pagbanggit sa kanyang anak ay iisa lamang sa mga bagay na "pinagtitiisang"
pakinggan
sapagkat walang paraang maiwasan iyon. Sa akin, ang bawat pagbanggit niyon ay
nagkakaroon ng
kahulugan sapagkat noon pa man ay nabubuo na sa aking isipan ang isang hinala.
Sa kanyang magandang salaysay, ay nalalaman ang tungkol sa kaarawan ng kanyang

anak, ang
bagong kasuotan niyong may malaking lasong pula sa baywang, ang mga kaibigan niyong
mga bata
rin, ang kanilang mga handog. Ang anak niya'y anim na taong gulang na. Sa susunod
na taon niya'y
magsisimula na iyong mag-aral. At ibig ng guro naming maging manggagamot ang
kanyang anak at
isang mabuting manggagamot. Nasa bahaging iyon ang pagsasalita ng aming guro nang
isang bata sa
aking likuran ang bumulong: "Gaya ng kanyang ama!" Narinig ng aming guro ang
sinabing iyon ng
batang lalaki. At siya'y nagsalita. "Oo, gaya ng kanyang ama," ang wika niya.
Ngunit tumakas ang
dugo sa kanyang mukha habang sumisilay ang isang pilit na ngiti sa kanyang labi.
Iyon ang una at
huling pagbanggit sa aming klase ang tungkol sa ama ng batang may kaarawan.
Matitiyak ko noong
may isang bagay ngang mali siya sa buhay niya. Mali siya nang ganoon na lamang.
At habang nakaupo ako sa aking luklukan, may dalawang dipa lamang ang layo sa
kanya, kumirot
ang puso ko sa pagnanasang lumapit sa kanya, tanganan ang kanyang mga kamay gaya ng
ginawa
niya nang hapong iyon sa sulok ng silid-aklatan, at hilinging magbukas ng dibdib sa
akin. Marahil,
makagagaan sa kanyang damdamin kung may mapagtatapatan siyang isang tao man lamang.
Ngunit,
ito ang sumupil sa pagnanasa kong yaon; ang mga kamag-aral kong nakikinig ng walang
anumang
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malasakit sa kanyang sinasabing, "Oo, gaya ng kanyang ama," habang tumatakas ang
dugo sa
kanyang mukha. Pagkatapos, may sinabi siyang hindi ko makakalimutan kailanman.
Tiningnan niya
ako ng buong tapang na pinipigil ang pagnginig ng mga labi at sinabi ang ganito:
"Mabuti.. mabuti gaya ng sasabihin nitong iyon lamang nakararanas ng mga lihim na
kalungkutan ang
maaaring makakilala ng mga lihim na kaligayahan."
"Mabuti, at ngayon, magsimula sa ating aralin". Natiyak ko noon, gaya ng

pagkakatiyak ko ngayon na
hindi akin ang pangungusap na iyon, nadama kong siya at ako ay iisa. At kami ay
bahagi ng mga
nilalang na sapagkat nakaranas ng mgan lihim na kalungkutan ay nakakilala ng
mga lihim na
kaligayahan. At minsan pa, nang umagang iyon, habang unti-unting bumabalik ang
dating kulay ng
mukha niya, muli niyang ipinamalas sa amin ang mga natatagong kagandahan sa
aralin namin sa
panitikan. Ang kariktan ng katapangan; ang kariktan ng pagpapatuloy anuman ang
kulay ng buhay.
At ngayon, ilang araw lamang ang nakararaan buhat nang mabalitaan ko ang tungkol sa
pagpanaw ng
manggagamot na iyon. Ang ama ng batang iyon marahil ay magiging isang manggagamot
din balang
araw, ay namatay at naburol ng dalawang gabi at dalawang araw sa isang bahay
na hindi siyang
tirahan ni Mabuti at ng kanyang anak. At naunawaan ko ang lahat. Sa hubad na
katotohanan niyon at
sa buong kalupitan niyon ay naunawaan ko ang lahat.
After Reading
Narration: 1. Who is telling the story?

2. What point of view is used?
3. Why is she telling the story?
4. How is the story told? What technique is used?
5. What do you think if the story is told in another perspective?
An author uses narrative conventions in writing fictions. They are

the techniques used
by the author in making meaning in the fiction. These may be
particular to characters,
development of plot, settings, point-of-view, or style.
With regard to plot convention, it has a number of techniques. These
are backstory,
tells the events of the story that happen before the present story;
Chekhov’s gun, tells
of an inherent object inserted in the narrative;in medias res,
narration that starts at the
middle of the story; narrative hook, tells a catchy story opening to
hook the attention of
the readers; story within a story or hypodiegesis, tells a story
within a story; deus-ex-
Machina,tells a good character in a bad situation ensures character
wins with an
unexpected or implausible used to resolve the situation; plot twist,
tells a surprise
ending; poetic justice, tells a reward to the good characters and
punishes the bad
characters; cliffhanger, tells and abrupt ending which places the
main characters in a
perilous situation with no resolution; flashback, tells an
interjected scene of the story
that takes it back in time from the current point in the story and
often used to tell the
events that happened before another important event; flash forward
tells a scene that
takes the narrative to a future time from the current point of the
story ; foreshadowing,
indicates or hints something is coming in the latter part of the
story.
Batangas City,
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Point-of-view is a narrative convention which tells from whose

perspective is the
story told. It may be a character, first person point-of view; third
person narrator,
telling the story by an impersonal narrator not affected by story
situations; and
unreliable narrator, telling the story by an insincere narrator,
misleading the readers;
stream of consciousness, exposing the character’s mind to the
readers through his
monologue; audience surrogate, character who expresses queries or
agitations which
are the same questions that readers would ask.
Another convention is style. There are also a number of techniques
under this
convention. Figures of speech like hyperbole, metonymy, euphemism,
oxymoron, and
many more are style techniques. Pathos or emotional appeal is
another style technique
used to inspire or pity a character.
In addition to these techniques for style are sensory detail, which
forms mental images
of scenes using descriptive words; Leitwortstil, which repeats on
purpose the words
that usually express a motif or theme important to the story;
dramatic visualization,
which presents an object or character with much description or
gestures and dialogues
making scenes vivid for the audience.
Theme:
1. What reality of life is shown in the story?
2. Which parts of the story reveal this?
3. If you were Mabuti, how will you react to people’s negative comments to
you?
4. If you knew your teacher’s secret, will you react the same as the
student who said
“Gaya ng kanyang ama?”
5. If you were Mabuti, how will you respond to this reaction?
The theme of the story is the underlying message or the central idea.
It is about life that
the author is conveying in the story which is universal in nature.it
is about human
experience.
Short stories often have one theme. The theme is entwined in the
story which is
reflected in the characters’ words and actions, events, and other
elements. The reader
can ask himself the following to get the theme:
What is the author trying to convey in the characters and events of
the fiction?
What are the key phrases or sentences? Repeating symbols or motifs is

a writer’s way
of revealing the theme.
What’s the big idea - love, hate, war, passion, peace, friendship,
crime ?
Does the title suggest the theme?
What does the story tell about human life?
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Emotional Appeal:
1. How did you feel while reading?
2. Read the story parts that make you feel that way.
3. What are in these line that make you feel that way?
Emotional appeal moves the emotion of the reader or audience. It is a

way or method
used by the author to create emotional response among his reader or
audience.
Persuasive writing is used. The language should sway the emotion to
convince the
readers. The author fills more emotional content with descriptive
details to make the
readers feel the scene.
Metaphor or simile is often used to create comparison to feel the

connection in the
story.
Authors show emotional scenes rather than telling, making characters
sympathetic or
unsympathetic, using words which can greatly affect reader emotions,
turning the
story in an unexpected direction, and using details to mire readers in
the reality of the
scene.
Literary Approach: Feminism

1. Is Matute’s creation of Mabuti moral?
2. Comment on Mabuti’s support to her daughter’s dream of becoming a
doctor.
3. Does Matute elevate or not women’s role in society through Mabuti?
Feminism uplifts women goals by defining and establishing equality in

the
family,civil, social, political, and economic arena. Feminist
literature is often
associated with literary pieces written by women that deal with women
in the
society.It also involves characters or ides which chide the common
gender norms
dominated with masculinity. This approach gives an impact to the voice
of women.
New Historicism
1. What expressions in the story tell you this story was written long
time ago?
2. Is the case of Mabuti still present in schools?
3. If you were an owner of a school, will you hire a teacher like her?
New Historicism deals with the cultural context during the writing of
the piece of
literature. This approach interprets literature for its meaning or
idea in a particular
socio-historical atmosphere.it needs an understanding of the author’s
milieu and the
cultural context during its production.
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Creating With Them

Students bring songs with lyrics which they think have the same theme like
the story
or songs which represent the story.
Students are grouped and exchange ideas to which song can best represent the
story as
to its theme.
Each group presents a dance number using the song.
Each group briefly explains the choice of song and the steps in the dance.
On A Personal Note
Have a short write up about Mabuti as a woman. Send your work to the teacher
through messenger.
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Fiction 2
Objectives
A. Give the fiction a satisfying ending.
B. Expose the era of the fiction.
C. Justify the focus of the fiction.
D. Evaluate the acts of the characters.
E. Compare Philippine society then and now
Have three pairs in front.
Stick them together using packaging tape round their arms and calves (one
side only).
Have them tour the classroom in bondage.
Ask them to free themselves in front without scissors, cutters, and
knives.
Interview
1. Was it good to be in bondage?
2. If you were not freed, what will you do?
3. Give the moral lesson of the experience.
Vocabulary at Work
paulik-ulik istaked
cabesa
tinungkod propitaryo
lilik
naembargo
While Reading
Do you pity Tata Selo or not?
Tata Selo
ni
Rogelio Sikat
Maliit lamang sa simula ang kalumpon ng taong nasa bakuran ng munisipyo, ngunit ng
tumaas ang
araw, at kumalat na ang balitang tinaga at napatay si Kabesang Tano, ay napuno na
ang bakuran ng
bahay-pamahalaan.
Naggitgitan ang mga tao, nagsiksikan, nagtutulakan, bawat isa’y naghahangan

makalapit sa istaked.
Batangas City,
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“Totoo
ba, Tata Selo?”
“Binawi
niya ang aking saka kaya
tinaga
ko siya.”
Nasa
loob ng istaked si Tata Selo.
Mahigpit
na nakahawak sa rehas.
May
nakaalsang putok sa noo.
Nakasungaw ang luha sa malabo at

tila
lagi nang may inaaninaw na
mata.
Kupas ang gris niyang suot,
may mga
tagpi na ang siko at
paypay.
Ang kutod niyang yari sa
matibay
na supot ng asin ay may
bahid ng
natuyong putik. Nasa
harap
niya at kausap ang isang
magbubukid ang kanyang
kahangga, na isa sa nakalusot sa

mga
pulis na sumasawata sa
nagkakagulong tao.
“Hindi
ko ho mapaniwalaan, Tata
Selo,”
umiiling na wika ng
kanyang
kahangga, “talagang hindi
ko ho
mapaniwalaan.”
Hinaplus-haplos ni
tata Selo ang
ga-daliri at
natuyuan na ng dugong
putok sa noo. Sa
kanyang harapan,
di kalayuan
sa istaked,
ipinagtitilakan ng
mga pulis ang
mga taong ibig makakita sa kanya. Mainit ang Sikat ng araw na tumatama sa mga ito,
walang
humihihip na hangin at sa kanilang ulunan ay nakalutang ang nagsasalisod na
alikabok.
“Bakit niya babawiin ang saka?” tanong ng Tata Selo. “Dinaya ko na ba siya sa
partihan? Tinuso ko
na ba siya? Siya ang may-ari ng lupa at kasama lang niya ako. Hindi ba’t kaya
maraming nagagalit sa
akin ay dahil sa ayaw kong magpamigay ng kahit isang pinangko kung anihan?”
Hndi pa rin umalis sa harap ng istaked si Tata Selo. Nakahawak pa rin siya sa
rehas. Nakatingin siya
sa labas ngunit wala siyang sino mang tinitingnan.
Hindi mo na sana tinaga ang Kabesa,” anang binatang anak ng pinakamayamang

propitaryo sa San
Roque, na tila isang magilas na pinunong bayan nakalalahad sa pagitan ng maraming
tao sa istaked.
Mataas ito, maputi, nakasalaming may kulay, at nakapamaywang habang naninigarilyo.
“Binabawi po niya ang aking saka,” sumbong ni Tata Selo. “Saan pa po ako pupunta
kung wala na
akong saka?”
Kumumpas ang binatang mayaman. “Hindi katwiran iyan para tagain mo ang Kabesa. Ari
niya ang
lupang sinasaka mo. Kung gusto ka niyang paalisin, mapapaalis ka niya anumang
oras.”
Halos lumabas ang mukha ni Tata Selo sa rehas.
“Ako po’y hindi ninyo nauunawaan,” nakatingala at nagpipilit ngumiting wika niya sa
binatang
Batangas City,
17
nagtapon ng sigarilyo at mariing tinapakan pagkatapos. “alam po ba ninyong dating

amin ang lupang
iyon? Naisangla lamang po nang magkasakit ang aking asawa, naembargo lamang po ng
Kabesa.
Pangarap ko pong bawiin ang lupang iyon kaya nga po ako hindi nagbibigay ng kahit
isang pinangko
kung anihan. Kung hindi ko na naman po mababawi, masasaka man lamang po.nakikiusap
po ako sa
Kabesa kangina. ‘kung maaari po sana, ‘Besa’’, wika ko po, ‘kung maaari po sana,
huwag naman po
ninyo akong paalisin. Kaya ko pa pong magsaka, ‘Besa. Totoo pong ako’y matanda na,
ngunit ako pa
nama’y malakas pa.’ Ngunit…Ay! Tinungkod po niya ako nang tinungkod, Tingnan po
n’yong putok
sa aking noo, tingnan po
‘nyo.”
Dumukot ng sigarilyo ang binata. Nagsindi ito at pagkaraa’y tinalikuran si Tata

Selo at lumapit sa
isang pulis.
“Pa’no po ba’ng nangyari, Tata Selo?”
Sa pagkakahawak sa rehas, napabaling si Tata Selo. Nakita niya ang isang batang
magbubukid na
nakalapit sa istaked. Nangiti si Tata Selo. Narito ang isang magbubukid, anak-
magbubukid na
naniniwala sa kanya. Nakataas ang malapad na sumbrerong balanggot ng bata.
Nangungulintab ito, ang mga bisig at binti ay may halas. May sukbit itong lilik.
“Pinuntahan niya ako sa aking saka, amang,” paliwanag ni Tata Selo. “Doon ba sa may
sangka.
Pinaalis ako sa aking saka, ang wika’y iba na raw ang magsasaka. Nang makiusap
ako’y tinungkod
ako. Ay! Tinungkod ako, amang, nakikiusap ako sapagkat kung mawawalan ako ng saka
ay saan pa
ako pupunta?”
“Wala na nga kayong mapupuntahan, Tata Selo.”
Gumapang ang luha sa pisngi ni Tata Selo. Tahimik na nakatingin sa kanya ang bata.
“Patay po ba?”
Namuti ang mga kamao ni Tata Selo sa pagkakahawak sa rehas. Napadukmo siya sa
balikat.
“Pa’no po niyan si Saling?” muling tanong ng bata. Tinutukoy nito ang

maglalabimpitong anak ni
Tata Selo na ulila na sa ina.
Katulong ito kina Kabesang Tano at kamakalawa lamang umuwi kay Tata Selo. “Pa’no po
niyan si
Saling?”
Lalong humigpit ang pagkakahawak ni Tata Selo sa rehas. Hindi pa nakakausap ng
alkalde si Tata
Selo. Mag-aalas-onse na nang dumating ito, kasama ang hepe ng pulis. Galing sila sa
bahay ng kabesa.
Abut-abot ang busina ng dyip na kinasaksakyan ng dalawang upang mahawi ang hanggang
noo’y di
pa nag-aalisang tao.
Tumigil ang dyip sa di-kalayuan sa istaked.
“Patay po ba? Saan po ang taga?”
Naggitgitan at nagsiksikan ang mga pinagpawisang tao. Itinaas ng may-katabaang

alkalde ang
dalawang kamay upang payapain ang pagkakaingay. Nanulak ang malaking lalaking hepe.
Batangas City,
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“Saan po tinamaan?”
“Sa bibig.” Ipinasok ng alkalde ang kanang palad sa bibig, hinugot iyon at mariing
ihinagod
hanggang sa kanang punog tainga. “Lagas ang ngipin.”
Nagkagulo ang mga tao. Nagsigawan, nagsiksikan, naggitgitan, nagtulakan. Nanghataw

ng batuta ang
mga pulis. Ipinasya ng alkalde na ipalabas ng istaked si Tata Selo at dalhin sa
kanyang tanggapan.
Dalawang pulis ang kumuha kay Tata Selo sa istaked.
“Mabibilanggo ka niyan, Tata Selo,” anang alkalde pagkapasok ni Tata Selo. Umupo si
Tata Selo sa
silyang nasa harap ng mesa. Nanginginig ang kamay ni Tata Selo nang ipatong niya
iyon sa
nasasalaminang mesa.
“Pa’no nga ba’ng nangyari?” kunot at galit na tanong ng alkalde. Matagal bago
nakasagot si Tata Selo.
“Binawi po niya ang aking saka, Presidente,” wika ni Tata Selo. “Ayaw ko pong
umalis doon. Dati
pong amin ang lupang iyon, amin, po, Naisangla lamang po at naembargo—“
“Alam ko na iyan,” kumukupas at umiiling na putol ng nabubugnot na alkalde.
Lumunok si Tata Selo. Nang muli siyang tumingin sa presidente, may nakasungaw nang
luha sa
kanyang malalabo at tila lagi nang may inaaninaw na mata.
“Ako po naman, Presidente, ay malakas pa,” wika ni Tata Selo. “Kaya ko pa pong
magsaka.
Makatuwiran po bang paalisin ako? Malakas pa po naman ako, Presidente, malakas pa
po.”
“Saan mo tinaga ang Kabesa?”
Matagal bago nakasagot si Tata Selo.
“Nasa may sangka po ako nang dumating ang Kabesa. Nagtatapal po ako ng pitas na
pilapil. Alam ko
pong pinanonood ako ng kabesa, kung kaya po naman pinagbuti ko ang paggawa, para
malaman
niyang ako po’y talagang malakas pa, kaya ko pa pong magsaka. Walang anu-ano po,
tinawag niya
ako at nang ako po’y lumapit, sinabi niyang makakaalis na ako sa aking saka
sapagkat iba na ang
magsasaka.
‘Bakit po naman, ‘Besa?’ tanong ko po. Ang wika’y umalis na lang daw po ako. ‘Bakit
po naman,
‘Besa?’ Tanong ko po uli, ‘malakas pa po naman ako, a’ Nilapitan po niya ako.
Nakiusap pa po ako
sa kanya, ngunit ako po’y… Ay! Tinungkod po niya ako ng tinungkod nang tinungkod.”
“Tinaga mo na no’n,” anag nakamatyag na hepe.
Tahimik sa tanggapan ng alkalde. Lahat ng tingin—may mga eskribante pang nakapasok

doon—ay
nakatuon kay Tata Selo. Nakayuko si Tata Selo at gagalaw-galaw ang tila mamad na
daliri sa ibabaw
ng maruming kutod. Sa pagkakatapak sa makintab na sahig, hindi mapalagay ang
kanyang may putik,
maalikabok at luyang paa.
“Ang iyong anak, na kina Kabesa raw?” usisa ng alkalde.
Hindi sumagot si Tata Selo.
Batangas City,
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“Tinatanong ka anang hepe.”
Lumunok si Tata Selo.
“Umuwi na po si Saling, Presidente.”
“Kailan?”
“Kamakalawa po ng umaga.”
“Di ba’t kinakatulong siya ro’n?”
“Tatlong buwan na po.”
“Bakit siya umuwi?”
Dahan-dahang umangat ang mukha ni Tata Selo. Naiiyak na napayuko siya.
“May sakit po siya.”
Nang sumapit ang alas-dose—inihudyat iyon ng sunod-sunod na pagtugtog ng kampana sa

simbahan
na katapat lamang ng munisipyo—ay umalis ang alkalde upang mananghalian. Naiwan si
Tata Selo,
kasama ang hepe at dalawang pulis.
“Napatay mo pala ang kabesa,” anang malaking lalaking hepe. Lumapit ito kay Tata
Selo na
Nakayuko at di pa natitinag sa upuan.
“Binabawi po niya ang aking saka.” Katwiran ni Tata Selo. Sinapo ng hepe si Tata
Selo. Sa lapag
halos mangudngod si Tata Selo.
“Tinungkod po niya ako ng tinungkod,” nakatingala, umiiyak at kumikinig ang labing

katwiran ni
Tata Selo.
Itinayo ng hepe si Tata Selo. Kinadyot ng hepe si Tata Selo sa sikmura. Sa sahig
napaluhod si
Tata Selo, nakakapit sa uniporment kaki ng hepe.
“Tinungkod po niya ako ng tinungkod… Ay! Tinungkod po niya ako ng tinungkod ng

tinungkod…”
Sa may pinto ng tanggapan, naaawang nakatingin

ang dalawang pulis.
“Si Kabesa kasi ang nagrekomenda kay Tsip, e,” sinabi ng isa nang si Tata Selo ay
tila damit na
nalaglag sa pagkakasabit nang muling pagmalupitan ng hepe.
Mapula ang sumikat na araw kinabukasan. Sa bakuran ng munisipyo nagkalat ang papel
na naiwan
nang nagdaang araw. Hindi pa namamatay ang alikabok, gayong sa pagdating ng buwang
iyo’y dapat
nang nag-uuulan. Kung may humihihip na hangin, may mumunting ipu-ipong nagkakalat
ng mga
papel sa itaas.
“Dadalhin ka siguro sa kabesera, Selo,” anang bagong paligo at bagong bihis na

alkalde sa matandang
nasa loob ng istaked. “Don ka suguro ikukulong.”
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Wala ni papag sa loob ng istaked at sa maruming sementadong lapag nakasalampak si

Tata Selo. Sa
paligid niya’y natutuyong tamak-tamak na tubig. Naka-unat ang kanyang maiitim at
hinahalas na paa
at nakatukod ang kanyang tila walang butong mga kamay. Nakakiling, naka-sandal siya
sa steel
matting na siyang panlikurang dingding ng istaked. Sa malapit sa kanyang kamay,
hindi na gagalaw
ang sartin ng maiitim na kape at isang losang kanin. Nilalangaw iyon.
“Habang-buhay siguro ang ibibigay sa iyo,” patuloy ng alkalde. Nagsindi ito ng

tabako at lumapit sa
istaked. Makintab ang sapatos ng alkalde.
“Patayin na rin ninyo ako, Presidente.” Paos at bahagya nang narinig si Tata Selo.
Napatay ko po ang
Kabesa. Patayin na rin ninyo po ako.”
Takot humipo sa maalikabok na rehas ang alkalde. Hindi niya nahipo ang rehas ngunit
pinagkiskis
niya ng mga palad at tiningnan niya kung may alikabok iyon. Nang tingnan niya si
Tata Selo, nakita
niyang lalo nang nakiling ito.
May mga tao namang dumarating sa munisipyo. Kakaunti lang iyon kaysa kahapon.
Nakapasok ang
mga iyon sa bakuran ng munisipyo, ngunit may kasunod na pulis. Kakaunti ang
magbubukid sa
bagong langkay na dumating at titingin kay Tata Selo. Karamihan ay taga-Poblacion.
Hanggang noon,
bawat isa’y nagtataka, hindi makapaniwala, gayong kalat na ang balitang ililibing
kinahapunan ang
Kabesa. Nagtataka at hindi makapaniwalang nakatingin sila kay Tata Selo na tila
isang di
pangkaraniwang hayop na itatanghal.
Ang araw, katulad kahapon, ay mainit na naman. Nang magdadakong alas-dos, dumating
ang anak ni
Tata Selo. Pagkakita sa lugmok na ama, mahigpit itong napahawak sa rehas at malakas
na
humagulgol.
Nalaman ng alkalde na dumating si Saling at ito’y ipinatawag sa kanyang tanggapan.
Di-nagtagal at si Tata Selo naman ang ipinakaon. Dalawang pulis ang umalalay kay
Tata Selo. Halos
buhatan siyang dalawang pulis.
Pagdating sa bungad ng tanggapan ay tila saglit na nagkaroon ng lakad si Tata Selo.

Nakita niya ang
babaing nakaupo sa harap ng mesa ng
presidente.
Nagyakap ang mag-ama pagkakita.
“Hindi ka na sana naparito Saling,” wika ni Tata Selo na napaluhod. “May sakit ka,
Saling, may sakit
ka!”
Tila tulala ang anak ni Tata Selo habang kalong ang ama. Nakalugay ang walang
kintab niyang buhok,
ang damit na suot ay tila yaong suot pa nang nagdaang araw. Matigas ang kanyang
namumulang
mukha. Pinalipat-lipat niya ang tingin mula sa nakaupong alkalde hanggang sa mga
nakatinging pulis.
“Umuwi ka na, Saling” hiling ni Tata Selo. “Bayaan mo na…bayaan mo na. Umuwi ka na,
anak.
Huwag, huwag ka nang magsasabi…”
Tuluyan nang nalungayngay si Tata Selo. Ipinabalik siya ng alkalde sa istaked.

Pagkabalik niya sa
istaked, pinanood na naman siya ng mga tao.
“Kinabog kagabi,” wika ng isang magbubukid. “Binalutan ng basang sako, hindi ng

halata.”
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“Ang anak, dumating daw?”
“Naki-mayor.”
Sa isang sulok ng istaked iniupo ng

dalawang pulis si Tata Selo. Napasubsob si
Tata Selo pagkaraang siya’y maiupo.
Ngunit nang marinig niyang muling
ipinanakaw ang pintong bakal ng istaked,
humihilahod na ginapang niya ang rehas.
Mahigpit na humawak doon at habang
nakadapa’y ilang sandali ring iyo’y tila
huhutukin. Tinawag siya ng mga pulis
ngunit paos siya at malayo na ang mga
pulis. Nakalabas ang kanang kamay sa rehas, bumagsak ang kanyang mukha sa
sementadong lapag.
Matagal siyang nakadapa bago niya narinig na may tila gumigising sa kanya.
“Tata Selo…Tata Selo…”
Umangat ang mukha ni Tata Selo. Inaninaw ng mga luha niyang mata ang tumatawag sa
kanya.
Iyon ang batang dumalaw sa kanya kahapon.
Hinawakan ng bata ang kamay ni Tata Selo na umabot sa kanya.
“Nando’n amang si Saling sa Presidente,” wika ni Tata Selo. “Yayain mo nang umuwi,
umuwi na
kayo.” Muling bumagsak ang kanyang mukha sa lapag. Ang bata’y saglit na nag-paulik-
ulik,
pagkaraa’y takot at bantulot nang sumunod…
Mag-iikaapat na ng hapon. Padahilig na ang sikat ng araw, ngunit mainit pa rin

iyon. May kapiraso
nang lihin sa istaked, sa may dingding na steel matting, ngunit si Tata Selo’y wala
roon. Nasa init siya,
nakakapit sa rehas sa dakong harapan ng istaked. Nakatingin siya sa labas, sa
kanyang malalabo at
tila lagi nang nag-aaninaw na mata’y tumatama ang mapulang sikat ng araw. Sa labas
ng istaked,
nakasandig sa rehas ang batang Inutusan niya kanina. Sinabi ng bata na ayaw siyang
papasukin sa
tanggapan ng alkalde ngunit hindi siya pinakinggan ni Tata Selo, na ngayo’y hindi
pagbawi ng saka
ang sinasabi.
Habang nakakapit sa rehas at nakatingin sa labas, sinasabi niyang lahat ay kinuha

na sa kanila, lahat,
ay! Ang lahat ay kinuha na sa kanila…
After Reading
Emotional Appeal (dyadic activity, few minutes are given to couples then discussion
by class)
1. How do you feel about Tata Selo?
2. Read the lines that make you feel that way.
3. What is used by the author in those lines making you feel that way?
4. If it were not written that way, do you think you will still feel the
same?
Theme
1. What reality does the fiction present?
2. What makes you think about it? What clues does the author use to show
the theme?
3. As a young person, what can you do about it?
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Narration
1. What narration is used in this fiction?
2. Is there any other narration that will make this fiction more
appealing?
3. Do you like the ending? How do you say that?
4. If you were to end this fiction, how will it be?
An author uses narrative conventions in writing fictions. They are the

techniques used
by the author in making meaning in the fiction. These may be particular to
characters,
development of plot, settings, point-of-view, or style.
With regard to plot convention, it has a number of techniques. These are
backstory, tells
the events of the story that happen before the present story; Chekhov’s gun,
tells of an
inherent object inserted in the narrative;in medias res, narration that starts
at the middle
of the story; narrative hook, tells a catchy story opening to hook the attention
of the
readers; story within a story or hypodiegesis, tells a story within a story;
deus-ex-
Machina,tells a good character in a bad situation ensures character wins with an
unexpected or implausible used to resolve the situation; plot twist, tells a
surprise
ending; poetic justice, tells a reward to the good characters and punishes the
bad
characters; cliffhanger, tells and abrupt ending which places the main
characters in a
perilous situation with no resolution; flashback, tells an interjected scene of
the story
that takes it back in time from the current point in the story and often used to
tell the
events that happened before another important event; flash forward tells a scene
that
takes the narrative to a future time from the current point of the story ;
foreshadowing,
indicates or hints something is coming in the latter part of the story.
Point-of-view is a narrative convention which tells from whose perspective is
the story
told. It may be a character, first person point-of view; third person narrator,
telling the
story by an impersonal narrator not affected by story situations; and unreliable
narrator,
telling the story by an insincere narrator, misleading the readers; stream of
consciousness, exposing the character’s mind to the readers through his
monologue;
audience surrogate, character who expresses queries or agitations which are the
same
questions that readers would ask.
Another convention is style. There are also a number of techniques under this
convention. Figures of speech like hyperbole, metonymy, euphemism, oxymoron, and
many more are style techniques. Pathos or emotional appeal is another style
technique
used to inspire or pity a character.
In addition to these techniques for style are sensory detail, which forms mental
images
of scenes using descriptive words; Leitwortstil, which repeats on purpose the
words that
usually express a motif or theme important to the story; dramatic visualization,
which
presents an object or character with much description or gestures and dialogues
making
scenes vivid for the audience.
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Literary Approach
(Feminism)
1. What do you think is the illness of Saling?
2. How is Saling depicted in the fiction?
3. What do you think the mayor did to her? Why didn’t she want to go
home?
4. If you were the author how will you make Saling react to the
situations?
5. What does the author want to tell of the role of the mayor towards
Saling?
(New Historicism)
1. What in the fiction can you base your assumption of the year it was
written?
2. Compare the culture of the people on this kind of situation during the
time of its
writing and the present time.
(Formalism)
1. What pictures of scenes or places or things become vivid in your mind
as they are
described in the fiction?
2. Do they have meanings or are they symbols of what?
3. How do the incidents help you create conclusions about the characters
and events?
Another approach that shapes the mind of literary enthusiasts is

formalism which is also
called new criticism. This uses close reading of a piece of
literature. This means that the
formalists’ interpretation of a work of art is formulated by the
information and details of the
piece itself. Formalists do not interpret a work based on matters that
are outside the confines
of the work like history, politics, society, time or even the author.
They see it autonomously
and can be gauged through internal structure and language. Considered
are form, structure,
technical features as more important than the content and context.
Formalists focus is on rhetorical and logical connections within the
writing. Moreover,
formalists look into the sound and syntax of poetic language, rhyme,
repetitions and word
pictures. This criticism favors medium over content. Also, this
criticism philosophically
questions the method of communicating ideas and value expression. It
looks into the
manipulation of language by the artist to achieve the aesthetic
effect.
Creating With Them
Students in groups produce TV news reports. The report should have a live
feed of the
news about Tata Selo. A balanced news should show different angles of the
news. It
should try to bring out the truth about the incident.
Other groups should comment on the news report presented by a group.
On A Personal Note
Write a blog about the story of Tata Selo. Upload it in the class’ page.
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Fiction 3
Objectives
A. Criticize the characters of the fiction.
B. Enumerate the symbols found in the fiction and their meanings.
C. Compare the mothers in the fiction.
D. Explain the themes of the fiction.
Three students are asked to go in front of the class, one after the
other. Each talks
about his/her pet/s.
They are asked about the care given to their pets and what they get in
return of having
pets.
Vocabulary at Work
stray goats bitch
rice straw
clay stove husky legs
bawl
whore
While Reading
Many netizens upload their pictures in the morning writing “woke up like
this.” Will
you do the same when your morning is like this story?
Morning in Nagrebcan
by
Manuel E. Arguilla
It was sunrise at Nagrebcan. The fine, bluish mist, low over the tobacco fields,
was lifting and
thinning moment by moment. A ragged strip of mist, pulled away by the morning
breeze, had caught
on the clumps of bamboo along the banks of the stream that flowed to one side of
the barrio. Before
long the sun would top the Katayaghan hills, but as yet no people were around. In
the grey shadow of
the hills, the barrio was gradually awaking. Roosters crowed and strutted on the
ground while hens
hesitated on their perches among the branches of the camanchile trees. Stray goats
nibbled the weeds
on the sides of the road, and the bull carabaos tugged restively against their
stakes.
In the early morning the puppies lay curled up together between their mother’s paws
under the ladder
of the house. Four puppies were all white like the mother. They had pink noses and
pink eyelids and
pink mouths. The skin between their toes and on the inside of their large, limp
ears was pink. They
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had short sleek
hair, for the
mother licked
them often. The
fifth puppy lay
across the
mother’s neck.
On the puppy’s
back was a big
black spot like a
saddle. The tips of
its ears were
black and so was
a patch of hair on
its chest.
The opening of the sawali door, its uneven bottom dragging noisily against the
bamboo flooring,
aroused the mother dog and she got up and stretched and shook herself, scattering
dust and loose
white hair. A rank doggy smell rose in the cool morning air. She took a quick leap
forward, clearing
the puppies which had begun to whine about her, wanting to suckle. She trotted away
and disappeared
beyond the house of a neighbor.
The puppies sat back on their rumps, whining. After a little while they lay down
and went back to
sleep, the black-spotted puppy on top.
Baldo stood at the threshold and rubbed his sleep-heavy eyes with his fists. He
must have been about
ten years old, small for his age, but compactly built, and he stood straight on his
bony legs. He wore
one of his father’s discarded cotton undershirts.
The boy descended the ladder, leaning heavily on the single bamboo railing that
served as a banister.
He sat on the lowest step of the ladder, yawning and rubbing his eyes one after the
other. Bending
down, he reached between his legs for the black-spotted puppy. He held it to him,
stroking its soft,
warm body. He blew on its nose. The puppy stuck out a small red tongue, lapping the
air. It whined
eagerly. Baldo laughed – a low gurgle.
He rubbed his face against that of the dog. He said softly, “My puppy. My puppy.”
He said it many
times. The puppy licked his ears, his cheeks. When it licked his mouth, Baldo
straightened up, raised
the puppy on a level with his eyes. “You are a foolish puppy,” he said, laughing.
“Foolish, foolish,
foolish,” he said, rolling the puppy on his lap so that it howled.
The four other puppies awoke and came scrambling about Baldo’s legs. He put down
the black-
spotted puppy and ran to the narrow foot bridge of woven split-bamboo spanning the
roadside ditch.
When it rained, water from the roadway flowed under the makeshift bridge, but it
had not rained for a
long time and the ground was dry and sandy. Baldo sat on the bridge, digging his
bare feet into the
sand, feeling the cool particles escaping between his toes. He whistled, a toneless
whistle with a
curious trilling to it produced by placing the tongue against the lower teeth and
then curving it up and
down.
The whistle excited the puppies; they ran to the boy as fast as their unsteady legs
could carry them,
barking choppy little barks.
Nana Elang, the mother of Baldo, now appeared in the doorway with handful of rice
straw. She called
Baldo and told him to get some live coals from their neighbor.
Batangas City,
26
“Get two or three burning coals and bring them home on the rice straw,” she said.
“Do not wave the
straw in the wind. If you do, it will catch fire before you get home.” She watched
him run
toward Ka Ikao’s house where already smoke was rising through the nipa roofing into
the misty air.
One or two empty carromatas drawn by sleepy little ponies rattled along the pebbly
street, bound for
the railroad station.
Nana Elang must have been thirty, but she looked at least fifty. She was a thin,
wispy woman, with
bony hands and arms. She had scanty, straight, graying hair which she gathered
behind her head in a
small, tight knot. It made her look thinner than ever. Her cheekbones seemed on the
point of bursting
through the dry, yellowish-brown skin. Above a gray-checkered skirt, she wore a
single wide-sleeved
cotton blouse that ended below her flat breasts. Sometimes when she stooped or
reached up for
anything, a glimpse of the flesh at her waist showed in a dark, purplish band where
the skirt had been
tied so often.
She turned from the doorway into the small, untidy kitchen. She washed the rice and
put it in a pot
which she placed on the cold stove. She made ready the other pot for the mess of
vegetables and dried
fish. When Baldo came back with the rice straw and burning coals, she told him to
start a fire in the
stove, while she cut the ampalaya tendrils and sliced the eggplants. When the fire
finally flamed
inside the clay stove, Baldo’s eyes were smarting from the smoke of the rice straw.
“There is the fire, mother,” he said. “Is father awake already?”Nana Elang shook
her head. Baldo
went out slowly on tiptoe.There were already many people going out. Several
fishermen wearing
coffee-colored shirts and trousers and hats made from the shell of white pumpkins
passed by. The
smoke of their home-made cigars floated behind them like shreds of the morning
mist. Women
carrying big empty baskets were going to the tobacco fields. They walked fast,
talking among
themselves. Each woman had gathered the loose folds of her skirt in front and,
twisting the end two or
three times, passed it between her legs, pulling it up at the back, and slipping it
inside her waist. The
women seemed to be wearing trousers that reached only to their knees and flared at
the thighs.Day
was quickly growing older. The east flamed redly and Baldo called to his mother,
“Look, mother,
God also cooks his breakfast.”
He went to play with the puppies. He sat on the bridge and took them on his lap one
by one. He
searched for fleas which he crushed between his thumbnails. “You, puppy. You,
puppy,” he
murmured softly. When he held the black-spotted puppy, he said, “My puppy. My
puppy.”
Ambo, his seven-year old brother, awoke crying. Nana Elang could be heard patiently
calling him to
the kitchen. Later he came down with a ripe banana in his hand. Ambo was almost as
tall as his older
brother and he had stout husky legs. Baldo often called him the son of an Igorot.
The home-made
cotton shirt he wore was variously stained. The pocket was torn, and it flipped
down. He ate the
banana without peeling it.
“You foolish boy, remove the skin,” Baldo said.
“I will not,” Ambo said. “It is not your banana.” He took a big bite and swallowed
it with exaggerated
relish.
“But the skin is tart. It tastes bad.”
“You are not eating it,” Ambo said. The rest of the banana vanished in his mouth.
He sat beside Baldo and both played with the puppies. The mother dog had not yet
returned and the
puppies were becoming hungry and restless. They sniffed the hands of Ambo, licked
his fingers. They
Batangas City,
27
tried to scramble up his breast to lick his mouth, but he brushed them down. Baldo
laughed. He held
the black-spotted puppy closely, fondled it lovingly. “My puppy,” he said. “My
puppy.”
Ambo played with the other puppies, but he soon grew tired of them. He wanted the
black-spotted
one. He sidled close to Baldo and put out a hand to caress the puppy nestling
contentedly in the crook
of his brother’s arm. But Baldo struck the hand away. “Don’t touch my puppy,” he
said. “My puppy.”
Ambo begged to be allowed to hold the black-spotted puppy. But Baldo said he would
not let him
hold the black-spotted puppy because he would not peel the banana. Ambo then said
that he would
obey his older brother next time, for all time. Baldo would not believe him; he
refused to let him
touch the puppy.
Ambo rose to his feet. He looked longingly at the black-spotted puppy in Baldo’s
arms. Suddenly he
bent down and tried to snatch the puppy away. But Baldo sent him sprawling in the
dust with a deft
push. Ambo did not cry. He came up with a fistful of sand which he flung in his
brother’s face. But as
he started to run away, Baldo thrust out his leg and tripped him. In complete
silence, Ambo slowly
got up from the dust, getting to his feet with both hands full of sand which again
he cast at his older
brother. Baldo put down the puppy and leaped upon Ambo.
Seeing the black-spotted puppy waddling away, Ambo turned around and made a dive
for it. Baldo
saw his intention in time and both fell on the puppy which began to howl loudly,
struggling to get
away. Baldo cursed Ambo and screamed at him as they grappled and rolled in the
sand. Ambo kicked
and bit and scratched without a sound. He got hold of Baldo’s hair and ear and
tugged with all his
might. They rolled over and over and then Baldo was sitting on Ambo’s back,
pummeling him with
his fists. He accompanied every blow with a curse. “I hope you die, you little
demon,” he said
between sobs, for he was crying and he could hardly see. Ambo wriggled and
struggled and tried to
bite Baldo’s legs. Failing, he buried his face in the sand and howled lustily.
Baldo now left him and ran to the black-spotted puppy which he caught up in his
arms, holding it
against his throat. Ambo followed, crying out threats and curses. He grabbed the
tail of the puppy and
jerked hard. The puppy howled shrilly and Baldo let it go, but Ambo kept hold of
the tail as the dog
fell to the ground. It turned around and snapped at the hand holding its tail. Its
sharp little teeth sank
into the fleshy edge of Ambo’s palm. With a cry, Ambo snatched away his hand from
the mouth of
the enraged puppy. At that moment the window of the house facing the street was
pushed violently
open and the boys’ father, Tang Ciaco, looked out. He saw the blood from the
toothmarks on Ambo’s
hand. He called out inarticulately and the two brothers looked up in surprise and
fear. Ambo hid his
bitten hand behind him. Baldo stopped to pick up the black-spotted puppy, but Tang
Ciaco shouted
hoarsely to him not to touch the dog.
At Tang Ciaco’s angry voice, the puppy had crouched back snarling, its pink lips
drawn back, the hair
on its back rising. “The dog has gone mad,” the man cried, coming down hurriedly.
By the stove in
the kitchen, he stopped to get a sizeable piece of firewood, throwing an angry look
and a curse
at Nana Elang for letting her sons play with the dogs. He removed a splinter or
two, then hurried
down the ladder, cursing in a loud angry voice. Nana Elang ran to the doorway and
stood there
silently fingering her skirt.
Baldo and Ambo awaited the coming of their father with fear written on their faces.
Baldo hated his
father as much as he feared him. He watched him now with half a mind to flee as
TangCiaco
approached with the piece of firewood held firmly in one hand. He is a big, gaunt
man with thick
bony wrists and stoop shoulders. A short-sleeved cotton shirt revealed his sinewy
arms on which the
blood-vessels stood out like roots. His short pants showed his bony-kneed, hard-
muscled legs covered
with black hair. He was a carpenter. He had come home drunk the night before. He
was not a habitual
drunkard, but now and then he drank great quantities of basi and came home and beat
his wife and
Batangas City,
28
children. He would blame them for their hard life and poverty. “You are a
prostitute,” he would roar
at his wife, and as he beat his children, he would shout, “I will kill you both,
you bastards.” If Nana
Elang ventured to remonstrate, he would beat them harder and curse her for being an
interfering
whore. “I am king in my house,” he would say.
Now as he approached the two, Ambo cowered behind his elder brother. He held onto
Baldo’s
undershirt, keeping his wounded hand at his back, unable to remove his gaze from
his father’s close-
set, red-specked eyes. The puppy with a yelp slunk between Baldo’s legs. Baldo
looked at the dog,
avoiding his father’s eyes.
Tang Ciaco roared at them to get away from the dog: “Fools! Don’t you see it is
mad?” Baldo laid a
hand on Ambo as they moved back hastily. He wanted to tell his father it was not
true, the dog was
not mad, it was all Ambo’s fault, but his tongue refused to move. The puppy
attempted to follow
them, but Tang Ciaco caught it with a sweeping blow of the piece of firewood. The
puppy was flung
into the air. It rolled over once before it fell, howling weakly. Again the chunk
of firewood descended,
Tang Ciaco grunting with the effort he put into the blow, and the puppy ceased to
howl. It lay on its
side, feebly moving its jaws from which dark blood oozed. Once more TangCiaco
raised his arm, but
Baldo suddenly clung to it with both hands and begged him to stop. “Enough, father,
enough. Don’t
beat it anymore,” he entreated. Tears flowed down his upraised face.
Tang Ciaco shook him off with an oath. Baldo fell on his face in the dust. He did
not rise, but cried
and sobbed and tore his hair. The rays of the rising sun fell brightly upon him,
turned to gold the dust
that he raised with his kicking feet.
Tang Ciaco dealt the battered puppy another blow and at last it lay limpy still. He
kicked it over and
watched for a sign of life. The puppy did not move where it lay twisted on its
side.
He turned his attention to Baldo.
“Get up,” he said, hoarsely, pushing the boy with his foot.
Baldo was deaf. He went on crying and kicking in the dust. Tang Ciaco struck him
with the piece of
wood in his hand and again told him to get up. Baldo writhed and cried harder,
clasping his hands
over the back of his head. Tang Ciaco took hold of one of the boy’s arms and jerked
him to his feet.
Then he began to beat him, regardless of where the blows fell. Baldo encircled his
head with his loose
arm and strove to free himself, running around his father, plunging backward,
ducking and twisting.
“Shameless son of a whore,” Tang Ciaco roared. “Stand still, I’ll teach you to obey
me.” He
shortened his grip on the arm of Baldo and laid on his blows. Baldo fell to his
knees, screaming for
mercy. He called on his mother to help him.
Nana Elang came down, but she hesitated at the foot of the ladder. Ambo ran to her.
“You
too,” Tang Ciaco cried, and struck at the fleeing Ambo. The piece of firewood
caught him behind the
knees and he fell on his face. Nana Elang ran to the fallen boy and picked him up,
brushing his
clothes with her hands to shake off the dust.
Tang Ciaco pushed Baldo toward her. The boy tottered forward weakly, dazed and
trembling. He had
ceased to cry aloud, but he shook with hard, spasmodic sobs which he tried vainly
to stop.
“Here take your child,” Tang Ciaco said, thickly.
He faced the curious students and neighbors who had gathered by the side of the
road. He yelled at
them to go away. He said it was none of their business if he killed his children.
“They are mine,” he shouted. “I feed them and I can do anything I like with them.”
Batangas City,
29
The students ran hastily
to school. The neighbors
returned to their work.
Tang Ciaco
went to the
house,
cursing in a loud
voice.
Passing the dead
puppy, he
picked it up by
its hind
legs and flung it
away. The
black and
white
body soared
through
the sunlit air; fell
among the
tall corn
behind
the
house.
Tang Ciaco, still
cursing
and grumbling,
strode upstairs. He threw the chunk of firewood beside the stove. He squatted by
the low table and
began eating the breakfast his wife had prepared for him.
Nana Elang knelt by her children and dusted their clothes. She passed her hand over
the red welts on
Baldo, but Baldo shook himself away. He was still trying to stop sobbing, wiping
his tears away with
his forearm. Nana Elang put one arm around Ambo. She sucked the wound in his hand.
She was
crying silently.
When the mother of the puppies returned, she licked the remaining four by the small
bridge of woven
split bamboo. She lay down in the dust and suckled her young. She did not seem to
miss the black-
spotted puppy.
Afterward Baldo and Ambo searched among the tall corn for the body of the dead
puppy. TangCiaco
had gone to work and would not be back till nightfall. In the house, Nana Elang was
busy washing
the breakfast dishes. Later she came down and fed the mother dog. The two brothers
were entirely
hidden by the tall corn plants. As they moved about among the slender stalks, the
corn-flowers shook
agitatedly. Pollen scattered like gold dust in the sun, falling on the fuzzy· green
leaves.
When they found the dead dog, they buried it in one corner of the field. Baldo dug
the grove with a
sharp-pointed stake. Ambo stood silently by, holding the dead puppy.
When Baldo finished his work, he and his brother gently placed the puppy in the
hole. Then they
covered the dog with soft earth and stamped on the grave until the disturbed ground
was flat and hard
again. With difficulty they rolled a big stone on top of the grave. Then Baldo
wound an arm around
the shoulders of Ambo and without a word they hurried up to the house.
The sun had risen high above the Katayaghan hills, and warm, golden sunlight filled
Nagrebcan. The
mist on the tobacco fields had completely dissolved.
After Reading
Character Analysis (triadic activity)
Batangas City,
30
1. Draw a table with three columns: characters (include animals),

positive traits, and
negative traits.
2. Fill-out the table.
3. Groups’ outputs are posted on the board/screen for comparison.
4. Students discuss the comparison of the outputs.
5. What are common among the mothers: Nana Elang and the bitch? Is Nana
Elang a
good mother?
6. Do you like Tang Ciako’s treatment to his wife and children? Is there
any remedy to
his rudeness?
7. Is he a father worthy of emulation? How did you say that?
8. Who is to blame in the fight of the brothers? Why?
9. What do you think will be the future of the boys?
Themes and Symbols

1. What realities of life do you see in the following:
Physical fight of the brothers
The mother like Nana Elang
The reconciliation of the brothers
Tang Ciako’s rudeness
2. What do the following symbolize? Give their meanings.
The sun at the beginning and end of the story
The black-spotted puppy
The eating of banana with its skin
The single bamboo pole that served as the railing
Symbol in literature is anything that stands for something else.

Authors use symbols
to give deeper and significant meaning to their content or story.
Symbolism makes the author convey ideas to readers/ audience in a
poetic matter
instead of its outright expression.
Examples:
Poseidon is a symbol for the sea
Albert Einstein is the symbol of intelligence and scientific genius
The dove is a symbol of peace
A ladder may be a symbol for a connection between heaven and earth
Visual Appeal
1. Read from the text the parts that give you an image of their poor
house and
surrounding.
2. What is your interpretation of the image?
Emotional Appeal
1. Read the parts that stir your emotion.
Batangas City,
31
2. Do you like them or not? Why?
Literary Approach
(Feminism)
1. Comment on Tang Ciako’s treatment of Nana Elang.
2. Is the bitch a good mother to her puppies?
3. If you were the author will you treat Nana Elang the same?
(New Historicism/Cultural Studies)

1. The author, Manuel E. Arguilla, spent his childhood in Nagrebcan,
Bauang, La Union,
his birthplace. This was a peaceful place he immortalized in his
stories. Enumerate the
cultures of the place that you have seen in the story.
2. Do you think these are the same at present?
3. Are there words or things in the story which are scarce or not
present anymore?
Creating With Them

In groups, brainstorm how you will make comic strips of the story. The
strips can be
manually drawn and colored or can be aided by a computer. The art should
show the
images created in your mind by the story. The boxes can range from10 to
15. Present
your strips on the board.
On a Personal Note
Write a short paragraph on the kind of father or mother you will be in
the future. Send
it to the teacher via messenger.
Batangas City,
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33
Vietnam
POEM 1
Objectives:
A. Analyze sound devices used in poem to express appreciation.
B. Create twists in poem ending.
Pre-reading:
Refresher on poetry terms. Checkout the meaning of the following from
reliable books and
sites to refresh your ideas on poetry.
Types of Poetry:
Lyric Poetry
Narrative Poetry
Descriptive Poetry
Subtypes:
Sonnet
Shakespearean or English
Petrarchan or Italian
Haiku
Elegy
Limerick
Ballad
Ode
Epic
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Types of Poetry:
Lyric Poetry
Narrative Poetry
Descriptive Poetry
Subtypes:
Sonnet
Shakespearean or English
Petrarchan or Italian
Haiku
Elegy
Limerick
Ballad
Ode
Epic
Sound Devices:
Alliteration
Assonance
Consonance
Onomatopoeia
Rhyme
Rhythm
Figurative Devices:
Simile
Metaphor
Personification
Irony
Metonymy
Synecdoche
Vocabulary at Work:
Magpie Quan Matchmaker
Areca nuts Suit of clothes
Batangas City,
35
The Cherished Daughter
Mother, I am eighteen this year

and still without a husband.
What, Mother, is your plan?
The magpie brought two matchmakers
and you threw them the challenge:
not less than five full quan,
five thousand areca nuts,
five fat pigs,
and five suits of clothes.
Mother, I am twenty-three this year

What, Mother, dear, is your plan?
not less than three full quan,
three thousand areca nuts,
three fat pigs,
and three suits of clothes.
Mother, I am thirty-two this year

What, Mother, darling, is your plan?
not less than one full quan,
one thousand areca nuts,
one fat dog this time,
and one suit of clothes.
Mother, I am forty-three this year.

Still without a husband.
Mother, look, Mother,
will you please just give me away?
-- Anonymous (c. 1700 AD)--

trans. Nguyen Ngoc Bich
from World Poetry: An Anthology of Verse from Antiquity
After Reading
Understanding:
1. Do you believe that the daughter is cherished? Defend your answer.
2. What is the present day equivalent of magpie from the context?
3. What culture of the Vietnamese is shown in the poem?
4. Comment on the value of challenges of the mother.
Batangas City,
36
5. How do you feel for the daughter at forty-three?
Valuing:
1.What family, economic, education, and social values should be cherished
based on the
poem?
2. Does obedience always give optimistic result?
Sound Device:
1. What sound device is used in the poem?
2. Expound on the use of repetition.
3. Do you appreciate the poem through its sound device? Why or Why not?
Poetry type:
1. What poetry type is The Cherished Daughter? Support your answer.
Creating with Them

The poem ends in a question. Answer it or give it your own ending by
adding three to four
line verse after the last stanza. Read it in class.
On A Personal Note
Pretend that you are the daughter who is now 32 years old. Write a prayer
(all religions pray)
with no less than 70 words for you to have a husband or wife.
Batangas City,
37
POEM 2
Objectives:
1. Enumerate the effects of a phenomena to students.
2. Point out devices that make a poem appreciative.
3. Create a poem based on experience.
Pre-reading:
Surf the internet to have an idea of the last war Vietnam had. Share a bit in
class.
Vocabulary at Work:
Shrivel Dewdrop
Partitioned
While Reading:
There are times when student minds fly away during classroom lessons. Are
those
experiences that haunt you as grievous as the one in this poem.
A School Boy’s Apology

By Le Thanh Huan
If sometimes I fall asleep in a lecture

Or shout and scream as if alone
Please forgive me, please don’t be angry
For I have no place to play.
I’m growing up I want to be a sailor

I’m wishing for a giant arena, a stream
I feel like yelling my life is beginning
Every minute I want to hold tight to my dreams.
But the fires of war have shriveled my joys

At every step I see guns turned on me
At every word I hear the crash of steel
Not believing, not understanding I only stare.
The slaughter goes on and on,
Blood and bones and hatred all strained red.
People running from the front to look out for themselves

Cheating, lying, stabbing others in the back
Some of my friends have fallen.
No one knew, no one cared, they were dewdrops that’s all.
My home will be burnt to the ground
The way back cut off, partitioned…
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After Reading
Understanding
1. Why is the persona in the poem apologizing? Is it a proper act?
2. What does the second stanza tell about the persona?
3. What does the use of the word ‘but’ at the start of stanza three
suggest?
4. What does this (stanza three) tell about the persona?
Valuing:
1. With the persona’s situation in class, many Filipino classmates might
laugh at this
boy or bully him. How would you react in the situation?
2. If you were a foreign teacher in Vietnam, knowing there was war in the
country, what
preparation would you do before facing your students?
Elements of Poetry:
1. Pick out sound devices in the piece. Tell how each help understand the
poem.
2. How effective are the imagery in the piece?
3. What are used by the author to touch the readers’ emotions?
Poetry type:
1. What poetry type is A School Boy’s Apology? Why is it so?.
Creating with Them

Create groups of four. Gather pictures of the Vietnam war to make a
collage. Set it as the
background picture of this poem.
Be ready to discuss your work for a minute in class.
On A Personal Note
Complete the poem below based on your experience of any catastrophe or
phenomenon.
If sometimes I fall asleep in a lecture

Or shout and scream as if alone
Please forgive me, please don’t be angry
For I have no place to play.
I’m growing up I want to be a ___________

I’m wishing for a giant arena, a ____________
I feel like yelling my life is beginning

Every minute I want to hold tight to my dreams.
But the ___________ have shriveled my joys

At every step I see ___________________
At every word I hear the ________________
Not believing, not understanding I only stare.
The ______________ goes on and on,
________________________ all strained __________.
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39
People ______________________________________
Some of my friends have _____________.
No one knew, no one cared, they were ____________ that’s all.
My home __________________
The way back _____________,______________
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POEM 3
Objectives
A. Expound one’s interpretation of the poem.
B. Interpret figurative language.
C. Complete cliffhanger.
Pre-reading
Recall your ideas about submarines. You may watch a video of a submarine
while on its
voyage to have a background for the poem.
Vocabulary at Work
Odd-shaped Plastic horizon
Vague
Illusion Void
Rouse
While Reading
Is the ‘someone’ in the poem right about his reminder or opinion?
Inside Submarines
by Phan Nhien Hao

tr. Linh Dinh
We live inside odd-shaped submarines

chasing after secrets and the darkness of the ocean
on a voyage toward plastic horizons
where vague connections can never be reached
and hopes are not deployed
before the storm arrives and the alarm command starts
to rouse the last illusions to stand up and put life jackets on
looking to each other for help
Once I was at the equator

trying to slice the earth in half along the dotted line
Batangas City,
41
but someone held my hand and said:

“If you do that, friend, water will fall into the
void,
and then our submarine
won’t have any place to dive.”
Phan Nhiên Hạo was born in Kontum, Vietnam in 1967 and immigrated to the U.S. in
1991. He is the author of two collections of poems in
Vietnamese, Thiên Đường Chuông Giấy (Paradise of Paper Bells, 1998) and Chế Tạo
Thơ Ca 99-04 (Manufacturing Poetry 99-04, 2004). In
2006, Tupelo Press published Night, Fish, and Charlie Parker, a
bilingual poetry collection translated by Linh Dinh.
After Reading
Understanding:
1. How critical is it to be a crew of a submarine as shared in the
first stanza?
2. What is meant by chasing after secrets and the darkness of the
ocean ?
3. Can a life jacket save life when a submarine has been hit by
anything in the water?
4. How can the persona slice the earth in half along the dotted
line? Which is
referred to as the dotted line?
5. Why was he trying to slice the equator?
6. Who probably is this someone?
7. What could happen when he sliced the earth?
Valuing:
1. Imagine that he sliced earth. Does the ‘someone’ give a sound
reminder?
Elements of Poetry:
1. Pick out the figurative language used in the poem. Tell how each adds
beauty to the
poem.
Creating with Them

The poem is a cliffhanger. What happens next is left to the reader to
finish. With a group,
write the third stanza for this. A sample start may be I stopped for a
while and thought
about it or I had orders to follow .
I stopped for a while and thought about it

_________________________________
_________________________________
I had orders to follow _______________

_________________________________
_________________________________
Batangas City,
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On A Personal Note
Write a short weblog (personal opinion, activities, experiences, etc.) on the
topic of the
poem.
Batangas City,
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44
Brunei
Fiction 1
Objectives
1. Analyze characters for culture appreciation.
2. Justify atmosphere influence on people.
3. Complete a cliffhanger by creating a satisfying end.
Have a glimpse of Brunei (surf the net). What is it famous for? What
government does it have?
What is its foremost product? What are your thoughts about it after having a
glimpse of it?
Vocabulary at Work:
Check the use of the word in the fiction
distraught conflagration
suspended
mist stumps
smouldering
derrick taunting
emblazoned
protrude akimbo
frantic
While Reading:
Notice the actions and words of each character. Tell who fell in the
end.
Batangas City,
45
The Oilfield Labourers
Kampong Umbi was on fire. Forty houses were burnt down.
Finally everything came under control. The fire trucks and the rescue team had
left. Only a number of distraught old mothers remained, weeping and wishing they
were
dead. An old man, who had been critically ill, had also been found burnt to death
in his
home. Two conflagrations of fire were seen about a hundred and forty-two yards from
the burnt houses.
At nightfall the area became still. The heat from the fire could still be felt and
it
made the stomach churned. Yazid saw puffs of tiny smoke dancing in the haze. He
trembled. He visualised houses being destroyed; nothing was left untouched by the
flames. He raised his face and stared far ahead and saw sparks of fire flickering
as if
they were suspended in the darkness of the night. Then he caught a glimpse of his
own
shadow in the mist but it was slowly disintegrating. It was no longer his shadow.
So
whose was it? The shadow doubled, and at times appeared to be swaying left and
right.
“Are you searching for the stumps of your house Yazid?” Adam asked.
“I am searching for the stumps of all houses,” he replied.
Covered with coal dust his naked feet had turned black. He wanted to feel the
heat from the fire that had razed his village to the ground. He wanted his skin to
be
burned by that same fire that had destroyed his village. He was cursing the fate of
his
village but he was full of praise for the happiness and peace that he had
experienced
living there.
“Maybe you should just leave this place,” Adam suggested. “Find a new place to
build your home.”
Their shadows moved. Rings of fire far and near were blown by the wind. It was
a moonless night, with thick clouds covering the sky.
“How was the old man?” Yazid asked.
“Dead.”
“When will he be buried?”
“Tomorrow.”
“We should help dig his grave.”

“Sure,” Adam replied.
“At the very least I have the right to put out the fire that had destroyed my
house.”
“Where are you sleeping tonight?” Adam asked.
46
“I don’t know.”
“You can stay at my place.”
“Anywhere will do.”
“Let’s go home. You need to take a shower and remove all those worries.”
In the bedroom, he laid sprawled on his front, with his face pushed under the
pillow. Outside, he could hear Adam telling a friend about the fire. Another story
unfolded and they laughed hysterically. Their voices echoed through the silence of
the
night. Yazid covered one ear, then the other. In his imagination, he saw fire
smouldering
wildly outside, burning every grass and twig on the beach and rising to the
treetop.
The large sparks of fire on the Casuarina tree danced in the rhythm of the wind
blowing
from the South China Sea. The old man would be buried on that beach the next day.
He
remembered the old man very well. He was a cock fighter with a peculiar style when
facing a new contender. His movements were agile and his stamina seemed to increase
the minute he entered the ring. His preoccupation with cock fighting took away all
thoughts of death. He was only upset when his gamecock fluttered in defeat.
The vision and memory of the fire were slowly disappearing from his mind. What he
saw
then was the dead body of the old man, being washed. And in the distance he could
see
little flames floating on the South China Sea, the tall derrick and, from its top,
a falling
object. His heart stopped when the object hit the ground. The vibration caused by a
passing truck lulled him to sleep. That night he dreamt of fighting the fire that
had
engulfed five villages.
He was out early the following day in the mist of the morning dew. He headed
straight for the graveyard. Walking on sand and pebbles, he walked across the wet
grass and then turned right to avoid them. He crossed the bridge and looked down.
The
water was black due to the oil spill. In between puddles of oil, he saw his own
reflection,
his head white, covered with dew.
Far across the sea, the sun was shining radiantly while the lights slowly dimmed.
He
passed through an alley. He observed the wreckage. There were traces of rain from
the
day before, which had snuffed out the fire and smoke. Bits of white dusts could be
seen
among the black columns which still stood erect. Amidst the haze, black stumps
could
be seen still rooted to the earth. His steps were slow but he was no longer looking
around. He saw some men arriving with their hoes and scoops. The sandy soil made it
easy for them to dig.
He continued walking slowly and directed his gaze straight ahead. At times his
eyes glimpsed at the pebbles he was about to step on. And he was very careful with
his
steps. Climbing with a pair of wet shoes could be disastrous. He could see another
derrick at the end of the road. A new oilfield had been discovered there. He felt
tired. He
could feel the cool sea breeze on his body. He had been troubled since morning.
And that feeling got worse when all eyes fell on him. Their stares were taunting.
Having
nothing to say, he proceeded to climb the derrick. When his friends, who were on
top
looked down, the glaring sunlight that was reflected from their metal helmets hurt
his
eyes.
47
“You look very high-spirited today, Yazid!” exclaimed Jamal from the top. The
glaring light that bounced of Yazid’s helmet hit his eyes. Jamal quickly shifted
his glance
to the greenery nearby.
Ignoring them, he climbed up further to where they were. Now his vision was
dazzled by the light from the sea and by the whiteness of the foams on the sand. He
could no longer hear the splashing waves hitting the beach. He looked up. Jamal,
Ghani
and Ibrahim were observing him. “Stop right there!” shouted Ghani, as he flung a
coil of
wire to Jamal. Yazid secured his safety buckle and wiped off his sweat, the shadow
of
the derrick’s poles emblazoned across his chest.
Yazid looked at his friends. Their faces were dark red. He could even see beads
of perspiration on the wrinkles beneath their helmets. “Catch,” said Jamal.
Yazid grabbed the wire. A black bag of tools was hung onto the baluster before
him. He tied the bag with the wire. Jamal pulled the wire slowly. That morning, the
workers were only preparing the equipment which would be assembled later in the
evening.
They climbed down at almost eleven. The sky was cloudy by then. The labourers
rested, enveloped by thin shadows, their bodies wet, from the sea vapour.
“Jamal,” asked Yazid, “did you see the condition of the old man when he was
dying last night?”
“Yes. Why? I even carried him.”
“How was he?”
“His clothes were completely burnt. His skin, crinkled and black. His flesh was
red and moist. He was screaming hysterically.”
“Do many people die that way?”
“Not many.” Jamal was only forty-nine years old. “Because such terrible fires
seldom occur.”
“Easy, wasn’t it?”
“What do you mean?”
“Death without having to suffer long illness.”
“Perhaps his pain was far greater than that suffered by those having a normal
illness,” Jamal suggested.
“Was he unconscious yesterday?”
“He lost consciousness after screaming hysterically. After that he died.”
“Did he recall what he was leaving behind?” asked Yazid.

48
“What did he leave behind?” Jamal asked.
“Whatever that he might have left behind.”
“I doubt. All his belongings were destroyed, all his chickens died.”
“Do you want to die that way?”
“Me! Me? Oh please dear God, give me a more peaceful death.”
“Peaceful? How?”
“From a mild illness perhaps.”
“But people rarely die from a mild illness.”
“A more or less fatal illness,” Jamal replied.

42
He stared at the sea, then at the sparks of fire. In daily life he hesitates to
commend bravery but he has always believed in diligence and hard work. He then
looked up at the white clouds until his eyes hurt.
“Dad was not ill when he died. He committed suicide by taking poison,” Yazid
revealed.
“Everyone dies differently.”
“You are a weird person.”
“Everyone has the right to choose on how he wants to die.”
“Why do you want to talk about death?”
“Because death is necessary,” Yazid replied, “to sever something.”
He avoided looking at Jamal’s face. His friend looked older than him. There were
tender moments during their friendship when Yazid was comfortable regarding him as
a
father. The veins on Jamal’s forehead would protrude when he spoke loudly or
whenever he opened his mouth wide. Yazid shifted his eyes to look at the sky, then
to
the top of the derrick and to its base. The derrick’s shadow zigzagged on the
patches of
dried, yellowish grass and stretched out before them.
They had finished their lunch. Yazid looked at the horizon that split the sea and
the sky. In his heart, he still could not understand why Jamal was so scared to
face
death.
“Do you know Yazid?” Yazid was startled and turned his body towards Jamal.
“Know what?”
49
“How much longer do you think we will be working here, as derrick climbers?”
“As long as there is oil.”
“Do you know that there are already signs of it depleting?”
“I do,” Yazid answered. He had long known that.
“Once this derrick is ready, we will have to erect another one,” said Jamal.
“Who said so?”
“William.”
“Where?”
“Offshore, at aluh tiga” Jamal replied. This particular labourer was always quick
to know about the company’s plans and strategies. He had very acute senses.
“It seems that we have more oil now.”
“How do you know?” Yazid asked.
“There, we are building a new derrick offshore.”
“Done with onshore drilling, now they are exploring offshore,” Yazid commented.
“It is amazing that oil can also be extracted from the sea.”
“Oil originated from the sea millions of years ago.”
“We are so blessed.”
“The oil in Seria is almost depleted. Just be prepared.”
The oilfield labourers began climbing the derrick. The higher they went the slower
they got. Gradually the labourers appeared smaller and blacker. From above, all
Yazid
could see were black and grey roofs among the white tanks. His eyes hurt from the
piercing glare of the sun. The black river flowed to the sea. Oil pipelines crawled
overlapping each other everywhere.
Noise could be heard from the derrick base. William stood with arms akimbo.
Through a pair of dark glasses he watched the noisy labourers. Amidst the noise,
something crashed into the balusters. A body lay sprawled across the metal rods.
The
labourers were frantic. They almost could not recognise their friend’s face. His
brain
was shattered into pieces. Minutes later his eyes shut and he turned stiff.
Translated by Siti Badriyah biti Haji Md Yusuf

Editor: Hajah Sharifah Khadijah Husien Alkaff
50
After Reading
Character Analysis:
1. What role does Yasid play in the story? Is it major or minor?
2. Who does he interact with? Who is/ are important to Yasid?
3. What possessions does Yasid have?
4. What character is Yasid?
Flat: Displays few character traits and often does not change in
the whole story
Round: Has complex traits with distinct personality, background,
and motive
Dynamic: Goes through a dramatic change as a character in the
fiction
Static: Has traits which do not change
throughout the story,
the same from the start to the end of the story.
5. What words are used to describe Yasid?

6. Pick out notable actions and dialogues of Yasid .
Actions
Dialogues
7. Do the same with other characters.

8. What desires and fears do the characters have?
9. From your details above, how do you find Yasid, Adam, Jamal,
and William?
10. It was not clear who fell. Who do you think fell? Was it
intentional or accident?
Setting:
1. Does the description of the burnt village give you a vivid
picture? What words or
descriptions
help you picture out the place?
2. Go back to the text. Pick out the oilfield or derrick
description. Given a chance,
would you
work in this place? Support your answer.
3. Is the author good enough in making you understand the story
place?
Batangas City,
51
Culture:
1. What cultures of Brunei are shown in the fiction.
2. Are there any similarities with the Philippines?
Creating with Them:

The fiction is also a cliffhanger. It does not tell who fell. Filipino
readers do not like
unfinished stories. Add a concluding paragraph or an ending which fits
the flow of the story.
On a Personal Note:
Write a short account of how you see life after reading this story.
Batangas City,
52
Poem 1
Objectives:
1. Deduce the purpose of the poem.
2. Expound the effectiveness of simple rhythm in a poem.
3. Create a comparative poem for the Philippines.
Pre-reading:
Surf the net for information regarding the monikers given to Brunei which
will lead to the
understanding of the poem. Examples are: Green heart--
http://www.global-
briefing.org/2012/07/the-green-heart-of-borneo/; abode of peace
-
https://www.thedailystar.net/news/brunei-an-abode-of-
peace#:~:text=Brunei%20had%20been%20a%20British,influences%20like%20right
%2Dhand%
20driving.&text=Also%2C%20the%20virtually%20non%2Dexistent,the%20%22Abode
%20of%20
Peace%22.
Working Vocabulary:
den oasis
tranquility
neoclassical comport
sultanate
While Reading:
What impression of Brunei is given by the poem? Comparing Philippines, what
poem can
you write to promote your country?
Batangas City,
53
Borneo's Green Heart
A gem of a nation
An abode of peace
A treasure of empire
A haven of tranquility
A kingdom of treasures
An oasis of modern empire
A space of warmth greeting
A den of hospitable people
A neoclassical form of politics
A gateway to beyond comports
An avenue of understanding
An environment of treasures
An ancient Sultanate kingdom
An indeed pampering Brunei Darussalam
Bandar Seri Begawan

Negara Brunei Darussalam
December 30, 2008
After Reading
Understanding the Poem:

1. From your readings, does each moniker fit Brunei? Name proofs.
2. What is the intention of this of this piece? Why do you think it is
created?
3. Does it serve its purpose?
Valuing:
1. Based on the poem, would you expound whether the people of Brunei
are proud of
their country or not?
2. Should it be the case?
Elements of Poetry:
1. Is there any element that makes the poem appreciative?
2. What rhythm is used? Is it effective?
Batangas City,
54
Creating With Them:

Have a partner and write a similar poem about the Philippines. Be ready to
defend it in
class.
On A Personal Note:
Write a short blog of what you feel for the Philippines compared to how they
feel in Brunei.
Batangas City,
55
Poem 2
Objectives:
1. Deduce the purpose of the poem.
2. Expound how imagery helps achieve literary purpose.
3. Create short poem for the same purpose using imagery.
Pre-reading
What are the famous places in Brunei? What places are the guests toured?
Surf the net for
these. Talk about them in class.
Working Vocabulary:
jungle produce gleaming
flora and fauna
subjects sampan
stilt
poignant rucksack
baju melayu
egret cutlery
harem
While Reading:
Notice how the places and people are described.
Travel Brunei Darussalam Poem - Bandar Seri Begawan

by John Tiong Chunghoo
Bandar Seri Begawan weds the old and new -

roads, heritage buildings, museums, mosques, parks,
a market by the river selling jungle produce
and of course the Jerudong Amusement Park
where late Michael Jackson performed for
the Sultan's 50th birthday - - almost 20 years
before the release of his last album, That's It
it is not the town though that revs one's spirit up

but the humble Brunei river that flows by it
the river opens one to the heart of the Sultanate
here you could see the gleaming Sultan's Palace
the oil kingdom's diverse flora and fauna
as well as the way the Sultan's subjects live,
Batangas City,
56
oil fuels the movements here and everywhere

sampans, motored boats go up and down the waterway
there is even a little oil station on stilts
right in the middle of the river
for the boatman to fill up their boat tanks
the most poignant here are the

smart young generation during sunset hours- -
tudong clad malay schoolgirls
in long white blouse and ocean blue skirt
bleary eyed boys in white shirts, dark green long pants
with rucksacks on their backs get down from their boats
and rush to their wooden houses - home sweet home
a newly wedded couple

in resplendent traditional baju melayu
hold each other, smile and speed
away in their boat to their new nest
coconut palms sway and

a Sharifah Aini song goes on air
while warm breeze blows
reminding me of a paradise on earth,
the egrets both the orange and black beak species

add grace to the picturesque river
the Malays call them banggau
I also have the Brunein luck to spot the

proboscis monkeys- monyet belanda
with their long flabby nose, humanlike faces
the males moving with their harem
at one end of the river the Sultan's Palace

where cutleries are made of gold
and waiters get thousands in tips
glistens over the waters
there also I could visualise the smile of the
man with the songkok on the blue dollar notes
the man who led one of the oldest Malay sultanates
which gave away Sarawak - my beloved state to the
White Rajah
After Reading
Understanding:
1. Why do you think the concert of Michael Jackson is mentioned in the
poem?
2. What is the focus of the second stanza? Why do you think it is added
in this piece?
Batangas City,
57
3. How come there are filling stations in the river?

4. What is poignant about the new generation?
5. Newly weds speed away in their boats, what does this mean? What is
the implication?
6. Do you believe the cutlery are gold?
Imagery:
1. What items are described in the poem?
2. How is each described?
3. Are the descriptions effective?
4. What is the purpose of their description?
Culture:
1. What does all the description tell about the country?
2. How the the persona in the poem value the country?
Creating with Them:

Group with classmates from the barangay, city, or province. Write a short
poem or a
paragraph describing your place with a purpose of promoting it for tourism.
You may base it
on the poem or have similar wordings like the poem.
On a Personal Note:
Make an fb post advertising your country. It has to be multi-modal.
Batangas City,
58
59
Myanmar
Fiction 1
Objectives:
1. Do character analysis to offer help.
2. Create activity or things that would help troubled people.
3. Share insights on Myanmar culture.
Pre-reading:
How does the family help build child character? Share family strengths and
problems that
influenced positively or negatively their children.
Working Vocabulary:
rubbish pagoda
bickering
toddler heave
stingy
Pussy spinster
nirvana
While Reading:
How do the characters react to each other? Would you submit to a matched
wedding?
Close Proximity
by Journal Kyaw Ma Ma Lay
The Full Moon of Waso was U[1] Po Sein’s birthday; he was seventy five.
At dawn of that day his only daughter Ma[2] Thaw was cooking rice for the
dawn soon [3]
offering to be made to the shrine and to the monks. Ma Thaw has been doing
the same thing
for each of her father’s birthdays to offer the Full Years’ soon, i.e., to
offer to the shrine or
monks the same number of spoonfuls of rice as the years reached. As she lay
in her bed just
Batangas City,
60
before getting up she reflected that father was now seventy five…where did the
years go?
She then remembered that her mother Daw Pan U would the same age in two month’s
time.
Both of the same age and both healthy… apart from faded vision, neither has lost a
tooth,
their backs were still straight, and people of their community said that they must
have
bountiful merit.
The rain pounded down on the roof.

Dawn would soon be here and Ma Thaw was having trouble lighting up the firewood.
Her
eyes were starting to smart from the smoke. She was getting fed up with the flame
that would
spurt and then die down as quickly. She kept dribbling kerosene on the firewood and
blowing
hard through a pipe but the damp firewood was slow to catch. With the sound of the
rain she
at first did not hear the pounding on the kitchen door. When she noticed she
hurried to open it.
“How could you not hear the door? I’ve been pounding so hard and why is the door
closed?”
her mother Daw[4] Pan U scolded as she came inside. Even when scolding her mother’s
voice was not harsh…. it has a mewing sound that was rather shrill.
“Oh mother, I really didn’t her anything, it’s raining so hard. I couldn’t get the
fire to light. I
closed the door so the smoke won’t blow into the house.”
Daw Pan U looked at the smoking fire with her hands on her hips and jerked her chin
at it in
derision.
“You right. Look at the time, the rice pot isn’t on the fire yet. I heard you get
up ages
go…have you even washed the rice?”
Ma Thaw replied from blowing at the fire: “Yes, mother, it’s washed, it’s ready.”
As Daw Pan U walked out to the toilet at the back Ma Thaw placed the pot on the
stove. As
she was washing the rice for another pot her mother returned and said,
“Do your own work; I can wash it by myself.”
Ma Thaw did not reply but kept on washing the rice. Daw Pan U washed her face and
then sat
down to light the fire of another stove opposite from the one Ma Thaw was using. Ma
Thaw
put the pot of washed rice beside this stove and picked up a flaming branch from
the first
stove and approached her mother, who looked up from a bent position of blowing into
the
stove.
“And what do you think you are you doing with that?”
“The firewood’s damp, mother, it’s not going to catch for some time… so I thought
this
could help…”
Daw Pan U shook her head.
“Stop this rubbish; don’t bring that fire to my stove. I can manage on my own…take
it back.”
Looking upset Ma Thaw tried to plead with her.
“Mother, I’m just worried it would get too late…it’s just lighting a fire …you’re
not using
anything.”
Daw Pan U was already losing patience at not being able to get her stove to be lit.
61
“See here, when did I ever touch anything of his? If I say I cut off someone I cut
off
everything connected to that person…I won’t use it, so take it away and go.”
Ma Thaw turned away. The two of them, backs to each other, tried to keep the fire
going in
their own stoves. Ma Thaw looked over her mother’s stove, still not working, and
heaved
sighs of despair.
When Ma Thaw was ten years old, one stove became two in this kitchen ….one for her
father
and one for her mother. For twenty five years and with Ma Thaw now an old maid of
thirty
five, her parents had not spoken to each other. They lived in one house but had
separate
earnings and cooked their food separately. Ma Thaw cooked for her father and helped
her
mother in the kitchen. In their small two-storey wooden house, her mother has a
small
grocery in a room downstairs and Ma Thaw worked as a seamstress.
U Po Sein was originally from up-country and had arrived in this village to treat a
small-pox
patient. The disease had spread to most of the village so U Po Sein stayed to treat
them and
became a traditional doctor for the whole community who all felt dependent upon
him. So
that he would not leave, the villagers had made a match for him with a forty year-
old
seamstress, Daw Pan U, so Ma Thaw was born when her mother was past forty. By the
time
she was three, she still did not know U Po Sein as her father … she would often
wonder who
that man was when she saw him, for he would be away treating patients in other
villages and
be at home only once in three or six months.
The marriage of the confirmed bachelor and the old maid did not work out too well:
first. out
of shyness they would not go together to the pagoda or monastery like other
couples. Even
after Ma Thaw was born they were still shy. By the time she was a toddler, their
apparent
shyness changed into bickering as soon as they saw each other.
Daw Pan U was frustrated with her husband that he always spoke abruptly, that he
thought
too much of himself, that he was selfish, fussy, unforgiving and contrary.
U Po Sein too was frustrated with his wife that she was stingy, did not get along
with anyone,
had too many things going on, and was stubborn, ungrateful, self-centred, and
unhelpful.
They each kept their frustrations with each other bottled up and when Ma Thaw was
ten it all
exploded.
It was the day that U Po Sein returned home after about three months’ of treating
patients in
the countryside. Early one morning, he had got off the boat at the jetty and walked
home,
carrying a woven box with his clothes and stuff, two baskets he had bought to use
at home
and a whole bunch of bananas. He had said he would be away for about ten days and
as he
then came home after three months Daw Pan U was sulky. As soon as she saw her
husband
entering the house, she went into the bedroom. When U Po Sein saw that, he dropped
everything at the slipper-removing space[5]. First he thought he would call his
daughter but
remembering she would be at school, he fetched a drink of water for himself and
dropped
down tiredly into an easy chair.
After he had rested a bit he got up from the chair and shouted loud enough for Daw
Pan U,
still in her room, to hear: “Hey, box, hey baskets and bananas, go into the house,
now, get
inside!”
62
He was speaking as if these things were live entities. Daw Pan U knew that as long
as she did
not go out and take the things in[6], he would go on being sarcastic and was
determined to
see who would give up first….it was not going to be her, that’s for sure. She
stayed put in her
room.
Two women customers of Daw Pan U came in; U Po Sein was still ordering his things
to get
inside. It was really funny but rather than laughing the two women, realising their
doctor was
very angry, scampered away in fright. They hurried to the monastery where Ma Thaw
was at
school[7] and told her the news.
Ma Thaw ran like the wind from the monastery back to her house.
U Po Sein was determined to continue shouting out his orders so long as the stuff
was piled
outside his house; never mind if he should drop dead from exhaustion. Ma Thaw could
hear
him from afar all along her way home.
She looked from her father to the piled stuff, trembling with fear and with tears
welling in her
eyes. Still in terror, she carried in the things one at a time. Only then did her
father sit down
in his easy chair, completely tired out. With his brow wrinkled and eyes shut tight
he sat
resting. After while he got up and taking down a longyi[8] from a clothes line and
throwing it
over his shoulder, walked off into the village.
Ma Thaw looked all over the house for her mother and finally found her in bed with
a blanket
pulled over her head. Ma Thaw called to her but got no reply. In a while U Po Sein
came
back; he carried pots and pans and wrapped in his spare longyi were bundles of
rice, salt fish,
dried chillies, onions and a bottle of oil.
That was the day that U Po Sein, with deep bitterness against his wife, declared
himself no
longer married to her and set up a separate kitchen. He cooked for himself until Ma
Thaw
grew old enough to do it for him.
**********************
Ma Thaw’s rice pot boiled over; Daw Pan U was still trying to get her fire going.
Ma Thaw poured out all the water from the pot and replaced it on the stove to cook
the last
few minutes. She started to prepare the tray for the shrine offering.
“Oh dear, mother, there’s no more palm sugar pellets left in father’s tin, may I
take a few
from your shop?”
“There’s no palm sugar left, there’s only cane sugar slabs,”

While Ma Thaw took some cane sugar slabs from a tin from her mother’s shop and was
putting them on a plate, her mother was muttering irately.
“Well, I never touch his things but sure, he can use mine. When you were born, I
wasn’t even
out of the maternity period[9], and he asked me to give him back the gold bangle he
had
made for me from his fees and since that day I never saw it again. Gone! From that
day I
never asked a penny from him and I’ve been earning enough on my own to this day.”
Ma Thaw hurried to set the tray, making sure she was not forgetting anything and
only half
heard her mother; it might also be that she has heard the same words for over a
hundred times
from Daw Pan U and she got used to it. She was fed up with her life of being the
buffer
63
between her parents, not even getting married and she no longer wanted to listen to
the same
things over and over again.
“He sits there all dignified as the head of the household and does not want to use
his money
for anything and then he badmouths me, and I’m the one earning my own living. It’s
only
because of you, you know, it’s only because I worry about you that I have not left
this
house.”
Ma Thaw could not waste anymore time to listen to her mother, and leaving her still
muttering carried the tray on her head to the shrine upstairs. The shrine was
brilliant with lit
candles. Her father sat with his prayer beads as he waited for her to bring the
offerings.
As Ma Thaw set the tray down on the shrine U Po Sein got up and asked her,
“Is the rice the full age number?”
“Yes, father, seventy five spoonfuls.”
“And what are these?”
Her father peered closely at the small plates of food with his blurry eyes.
“Dates are in this plate, this is popped rice balls, and bananas, and candied
winter melon, and
tiny biscuits, and cane sugar slabs.”
“Where did you get that from?”
“You’ve ran out of palm sugar so I took this from mother’s shop.”
Before Ma Thaw’s trembling words ended, U Po Sein, frowning, had taken away the
plate of
cane sugar.
“Here, take it away at once. Don’t put her things with my offerings. Take it away.”
She did not take the plate her father was handing her but tried to ease things a
little.
“It’s not taking for free, father, I’ll pay her for it.”
“Free or not, I don’t want it. Don’t put it in here…take it away.”
She could not openly rebel so she took the plate and set it aside
“You know, daughter, before you were born we went to live with her relatives and
they
worked me without mercy[10]. They asked me to reap the paddy and I have never done
anything like that before…my hands were all torn up and became infected, dripping
blood
and pus… she’s not even grateful that I suffered like that, that inconsiderate
woman.”
Ma Thaw was trying not to get mixed up as she counted out seventy five spoons of
water into
the glasses and did not hear her father properly; it might also be that she has
heard the same
words for over a hundred times from U Po Sein and they were nothing new. Living as
a
spinster in consideration for her battling parents, she felt more wretched whenever
she heard
these words.
64
“Whenever I think of that time I feel like crying; it’s only because I worry about
you that I
am still living in this house.”
Ma Thaw placed the glasses of water on the shrine. She could not waste anymore time
to
listen to her father, and came downstairs; she must prepare her mother’s offering
tray.
In the kitchen Daw Pan U was pouring out the water from the rice pot. Ma Thaw hid
the cane
sugar she had brought down before she went into the kitchen. As she was cutting a
pineapple
for Daw Pan U, U Po Sein appeared at the doorway, looking alarmed.
“Daughter, where’s my Zatar[11]?”
He was going to place his Zatar in front of the image before he began praying as he
has done
on every birthday, but he could not find it this morning.
“Father, you always keep your Zatar in the empty biscuit tin by your bed,” Ma Thaw
answered from where she was busy with the pineapple. Daw Pan U had not given a
single
glance at U Po Sein since he arrived at the kitchen door; she went on preparing her
tray.
“It’s not there… the other day I took it out and forgot to put it back. I left it
on the tin and
now it’s gone.”
Ma Thaw looked over at her mother, just in case she had seen it, but Daw Pan U
acted as if
she did not hear a word, and went on with her work.
“The biscuit tin is not in its own place, too, someone moved it when I was not
there,” said U
Po Sein, his voice turning hard. Ma Thaw caught her mother’s eye.
“The other day, it was raining so hard and nobody’s home so I went upstairs to
close the
windows. The roof was leaking so I had to move some things,” Daw Pan U said,
addressing
Ma Thaw and looking only at her face.
Ma Thaw was directly in line with U Po Sein; Daw Pan U was s between them. Ma Thaw
left
the pineapple and walked towards her father.
“Really, daughter, what a messy way to do things, not at all in order …see, now my
things
are not in their own places.”
U Po Sein said it directly to but through his daughter.

Daw Pan U’s face hardened as she spoke up, looking at Ma Thaw.
“I moved it because it was going to get wet, am I to do nothing if it gets wet?”
“Well, if something is moved, it should be replaced where it was before, daughter.”

This was
from her father.
“It was still raining so how could anyone replace it? It must be where it was
moved. How can
this be messy? How can this be not in order?”
Ma Thaw’s face turned now to her mother’s face and now to her father’s, and when
both
were trying to speak at the sae time her face moved this way and that, her eyes
spinning.
65
“It’s not there, daughter, I’ve looked.”
Ma Thaw began to say, “I wonder if you, father, put it …”
Before she could finish her sentence Daw Pan U broke in so she turned to her
mother.
“What would anyone want to do with this thing? The other day, when Ba Win brought
back
the crude oil tin from the monastery, I heard someone saying he should give his
Zatar another
coat of oil.”
Ma Thaw’s eyes immediately flew to U Po Sein’s face. Daw Pan U turned back to her
work.
“What a disaster; I never gave my Zatar to Ba Win. I don’t like anyone touching my
things.”
“Why should it be a disaster? If that thing is not in its place, he must have taken
it. I only
touched it to move it from the rain; don’t think I even want to touch it.”
Ma Thaw was always the medium they spoke through when they wanted to quarrel. Her
heart
began to beat faster while her mother spoke to her, jabbing a finger in her face.
She had to do
something to stop this from getting out of hand when they were just about to do an
act of
merit.
“Mother, perhaps Uncle[12] Ba Win went upstairs and took it himself, let me check
on the
bookcase downstairs.”
She pushed past her father at the door and ran to see, U Po Sein following on her
heels.
Ma Thaw felt a rush of relief to see the freshly-coated Zatar left out to dry on
the bookcase. U
Po Sein went upstairs taking his Zatar with him. Ma Thaw dared not go into the
kitchen
before her father was safely upstairs for if her mother kept on nagging he would
certainly
hear.
As she walked into the kitchen, her mother immediately said to her,
“Well, thank goodness he found it, otherwise he’d just keep on picking at me. Did
you hear
him, saying it’s a disaster? Now whose disaster was it, may I ask?”
Her mother began nagging in her drawn-out way and Ma Thaw, fed up, walked straight
out to
the water tank at the back. While she went on cutting the pineapple she heard the
sound of
the triangular gong[13] from upstairs and her father begin his prayers.
“Lord of the Three Worlds, the noble, the enlightened and glorious Lord Buddha who
have
our eternal gratitude, our Lord of infinite wisdom…”
The dawn prayer sounded sublime and Ma Thaw concentrated on the feeling of
reverence
that welled up in her chest, even as her fingers went on cutting the fruit.
Afterwards she called to her mother, “There’s popped rice, mother, do you want it
for your
tray?”
“He bought that popped rice with his money so why on earth should I put it with my
offerings?
I told you I don’t want anything to do with him and you, why do you keep
insisting?”
Ma Thaw gave a thump to her own forehead in regret that she had spoken without
thinking.
66
“How stupid I am,” she scolded herself and dared not say another word as her good
intentions
had turned bad so quickly.
There was a separate shrine downstairs that was built when they had started having
separate
cooking arrangements. As she began lighting the candles on this shrine she heard U
Po Sein’s
voice as he ended his prayers with a blessing towards all creatures.
“May all creatures have neither hatred nor enmity; may they have neither anxieties
nor fears;
may they keep themselves in well-being and prosperity.”
On hearing this blessing Ma Thaw felt a sudden sadness rise up in her heart, as if
she wanted
to cry, and felt choked.
Daw Pan U was ready with her offering and struck the gong before commencing her
prayers.
“Lord Buddha, I, your devoted disciple offer these towards gaining merit so that I
might be
free of the suffering of rebirth and hence enter Nirvana. I beg that you stride
here on your
blessed feet to accept my offerings, noble Lord Buddha…”
Ma Thaw went back into the kitchen, still feeling choked up, as her mother
continued praying.
Daw Pan U’s prayer sounded beautiful, the way her voice pleasantly wove in a
tuneful
rhythm. As she listened she had a sudden urge to enter a nunnery and leave behind
this
wretched life of being caught between her two parents. The choking feeling rose to
tighten
her throat.
Her mother’s prayer was ending with a long blessing.
“This body I call ‘me’, may it be well, body and mind; may it be free of danger,
anxiety, and
suffering. The celestials who guide this body, may they be well, body and mind; may
they be
free of danger, anxiety and suffering. Those I have seen, those not seen, all these
creatures of
the world, may they be well, body and mind; may they be free of danger, anxiety and
suffering. Those who live far, those who live near, all these creatures of the
world, may they
be well, body and mind; may they be free of danger, anxiety and suffering.”
The last words of her mother’s blessing pierced Ma Thaw’s heart. She could not
control the
tears that fell rapidly onto her cheeks, one drop after the other. She was highly
doubtful about
her parents’ goodwill..
She thought that in her father’s prayer “May all creatures have neither hatred nor
enmity;
may they have neither anxieties nor fears; may they keep themselves in well-being
and
prosperity”, she was not at all sure her mother would be included; and in mother’s
blessing
for “those who live far, those who live near….may they be well, body and mind; may
they be
free of danger, anxiety and suffering,” she didn’t think it meant her father.
May all creatures be blessed, but not that person in my house!
(Sandar Magazine. Issue 10, January 1970.)
[1] Formal prefix to male adults’ names
[2] Prefix to female names, both adults and children. Not formal.
[3] Food offered to monks or at the shrine
67
[4] Formal prefix to female adults’ names
[5] A level space at the top of the stairs for people to leave their shoes
before entering the
house.
[6] It is a tradition for wives at home to welcome the returning husband

and take the things
from his hands, even on a daily basis.
[7] All through history and even now in remote places, monasteries are
schools where monks
teach children to read and write.
[8] Waist garment

[9] Up to seven days after birth, a time when both mother and child are
considered fragile and
vulnerable
[10] To ask someone to do menial work is insulting
[11] A palm leaf packet with astrological calculations made at a person’s

birth
[12] Polite way of addressing any older male, related or not
A gong struck to call the attention of all creatures that a prayer is to be

said
From https://sites.google.com/site/thingsmyanmar/selected-myanmar-
short-stories/2-journal-kyaw-ma-ma-lay
retrieved July 23, 2020
After Reading
Characterization:
1. How is Ma Thaw as a daughter? Daw Pan U as mother? And U Po Sein as
father?
2. What matters most to Daw Pan U and U Po Sein ?
3. Do the characters have fears and limitations?
4. Table the characters’ dialogues and actions and tell their mental
their mental health.
Batangas City,
68
Character Dialogue
Action
What Is Mental Health?

Mental health includes our emotional, psychological, and social well-
being. It affects how we
think, feel, and act. It also helps determine how we handle stress,
relate to others, and make
choices. Mental health is important at every stage of life, from
childhood and adolescence
through adulthood.
Over the course of your life, if you experience mental health problems,
your thinking, mood, and
behavior could be affected. Many factors contribute to mental health
problems, including:
Biological factors, such as genes or brain chemistry
Life experiences, such as trauma or abuse
Family history of mental health problems
MentalHealth.gov (2020) What is Mental health? Retrieved from

https://www.mentalhealth.gov/basics/what-is-mental-health)
Emotional Appeal (dyadic activity, few minutes are given to couples then discussion
by class)
1. How do you feel about Ma Thaw and her parents?
Batangas City,
69
2. Read the lines that make you feel that way.

3. What is used by the author in those lines making you feel that way?
4. If it were not written that way, do you think you will still feel
the same?
Theme:
1. What reality of life is shown in the story?
2. Which parts of the story reveal this?
3. If you were Ma Thaw, how will you react to your parents?
4. why is it the title of the fiction?
Culture:
1. What cultural practices are shown in the fiction?
2. Do you think Filipinos would adopt these?
3. As a future businessman, teacher, engineer, health worker,
technician, craftsman, etc.,
does knowing their culture be of any help?
Creating With Them:

Have groups of five. Refer to your careers. As businessmen, teachers,
engineers, etc.
Create
or design anything that could help in anyway any of the characters.
On A Personal Note:
Twit any lesson in life that you gain from this story.
Batangas City,
70
Myanmar
Fiction 2
Objectives:
1. Discuss the effectiveness of the narrator’s perspective in a fiction.
2. Defend the value of a good teacher.
3. Create a simple but valuable activity.
Pre-reading:
Do you still remember your kindergarten teacher? What is your memory like?
Vocabulary at Work:
shriek reluctant
gape
dame plum
While Reading:
Are the lessons non-sense?
The Kindergarten Teacher

by Aung Thinn
(A true story)
I was a lecturer at the University of Yangon since the early 1960s. Before
that, I served about
three years as a middle school teacher in my hometown of Taungdwin-gyi. At
the risk of
being thought boastful, I must say that I was considered quite a good teacher
at both posts.
Actually I had thought it was nothing much: one becomes known as a ‘good
teacher’ without
too much effort or talent. However, what I encountered on my trip home in
1963 shook me.
I arrived just as the schools reopened for the new semester and I realised I
had been way off
the mark with my evaluation of ‘good teaching.’
Let me explain.
On that visit to Taungdwin-gyi, I liked to spend my time at the Shwe In Taung

pagoda, where
a little museum had been set up. I was one of the directors of the museum
along with some of
my best friends, so we liked to meet there in the evenings. On my way to the
museum I would
drop in at the primary school next to the pagoda to inform my friend, U Nyan
Sein who
teaches there, that I’d be waiting for him. He was also an art teacher but he
also taught
reading and writing to the newest children in school: the kindergarten.
Batangas City,
71
One day I stood at the door of his class to tell him to come along to the museum
afterwards.
He was drawing something on the blackboard: I watched to see what it would be. His
class of
five-year-olds waited silently. After a few deft strokes they recognised a popular
cartoon
character, as I did.
“It’s Master Tortoise!” they cried as one.
U Nyan Sein added a walking stick.
“He’s holding a walking stick!” the kids chorused again.
Then, “He’s smoking a pipe!”
U Nyan Sein turned towards his children. “One day, Master Tortoise was out walking,
and
who do you think he met?”
He turned back to the board and started another drawing at the other end.
“Master Rabbit!” the children shrieked in one voice.
“Well, Master Rabbit said to Master Tortoise...”
He seemed to be making up the tale as he went. I did not remember any of it as I

just waved
at him and left.
“You can listen, too!” he called with a laugh. I told him I’d see him that evening.
For two or three days I would just see him making drawings and telling stories so I
asked him
why he was not teaching anything.
“I can teach reading and writing anytime,” he replied. “Yes, it’s true, I mean it,
but right now
it’s important that children enjoy school; they must love coming to school, not
fear it. It’s the
most important step.”
I reflected that it might well be true and the next day decided to spend more time
watching
him at work.
There was one young boy in the front row crying his eyes out.
He would not look at the drawings nor listen to the story: he cried steadily and
without any
sign of stopping. He would often glance out of the window and I saw an elderly
lady,
probably his grandmother, sitting under a nearby Tamarind tree.
After a while U Nyan Sein called out to the lady:
“Please go home, Daw Aye Thar, don’t worry about him. As long as you’re there I
won’t be
able to stop him crying.”
At this the boy’s sobs turned to shrieks. The grandmother looked reluctant to move.
72
“This is awful,” he said to me. “It’s much worse handling these old dames than the
kids.”
Then he called to her “At least, please go around the corner where he can’t see
you.”
The old lady moved away slowly. The howls of the boy shook the room.
U Nyan Sein went on with his story while the kid sobbed on. This went on for some
minutes
until U Nyan Sein paused to look at the boy with a slight smile on his face.
“Now, class, it seems this little boy could not use up all his crying, that’s why
he can’t stop.
Why don’t you all cry so that it will be used up quickly?”
The other kids immediately went into a loud pantomime of crying: they sobbed
earnestly,
rubbing their eyes, howling in glee. The room rang with their ‘sobs.’
The boy stopped crying in amazement, looking around in confusion. Then the other
kids
stopped. I could not help chuckling at the sight of it.
U Nyan Sein went on with his tale. After a while, the boy started again: and again
the others
joined him, crying together to ‘use it all up.’ There were no more tears from
anyone, real or
fake, after that.
The next day I went early to his class. That kid looked as if he had been crying
but was not at
the moment. Their teacher looked happy and excited. He called to the class: “Hey,
today I’m
going to give you some plums, you want them?”
“Yeessss!” answered the kids.
“Fingers up those who want plums!”
The little fingers flew up. The kid who liked to cry did not raise his hand but
gaped up at his
teacher: would there really be plums, he seemed to be wondering. So was I.
U Nyan Sein turned to the board. He drew a circle, and put a stem at the top.
“Here’s a
plum...who first? You, you’re the youngest...here it comes!”
He pretended to pluck the fruit from the blackboard and threw it at a child who
pretended to
catch it and ate it with a smack of his lips. The class roared in appreciation.
“Here’s another!” He drew the next one and threw it. “Here’s one that is not
sweet,” he said,
“It’s not very round, it’s sort of longish. But anyway, see how sour it is.”
The kid he threw it to puckered up his lips. “It’s very sour!” The other kids
screamed with
laughter. There were loud cries of “Me! Me next!”
“And this one is rotten, it must taste awful”, he continued, drawing a wobbly
circle.
The kid he threw it to made the appropriate face.
The class of five year olds were having a time of their lives; the plum picking
session was a
great success.
73
The next day I learnt that a new step was being taken.
“Today, I’m going to buy plums from you, five at a time” he announced. “But only
the sweet
ones will get paid with a mark. I won’t buy sour or rotten ones so you won’t get a
mark. Now
see how a sweet plum is made.....here...”
He drew a very round circle clock-wise on the blackboard.
“And a rotten plum is this,” he said, drawing the circle anti-clock-wise.
The kids made motions in the air with their little hands when he showed them.
“Like this! Not like this!” they chanted after him.
I wondered how he would check on writing anti-clock-wise, since he could not be

watching
all the kids at once.
A little voice piped up: “Teacher, he’s drawing a rotten plum, like this!” his
little hand
waving in the anti-clockwise move.
His neighbour said, drawing in the air, “No, no, I’ll write it like this!” making
clock-wise
motions with his hands. Aha, I thought, the kids check each other.
So that was all the plum picking was all about: the Myanmar alphabet is based on
the circle
and the letters are in that sense deviations of the sweet plum, a very round little
circle.
The kids set to with a will, drawing ‘plums’ on their slates.
After writing five ‘plums’ each, they brought their slates for inspection.
“Now this is sour, next time I won’t buy it,” he’d say. “But this time
I will,” and made a mark. The kid went away happy.
The little cry-baby came up shyly.
“Hey, you may cry a lot but your plums sure are sweet!” U Nyan Sein told him. The
boy
scampered back to his place, very happy, and I noticed that he came up often and
happily, to
show more plums.
The next day a new lesson started. He asked each one to stand up, and to announce
their
names. Then he drew a ‘Ka’ (First letter of the alphabet) on the black board.
“Now, you all have names...tell me your names, one by one...now that’s a pretty
name! What
a fine one!...and what nice names you all have. Listen, he’s got a name, too, it’s
‘Ka’...don’t
forget now, you like to be called by your very own name, right? So does he.”
It went on like this all through the alphabet.
74
After seeing my friend at work, I was truly shaken; was I as good a teacher,
was I doing as
much good for my students as he is?
From https://sites.google.com/site/thingsmyanmar/selected-myanmar-short-
stories/7-aung-thinn Retrieved July 23,
2020
After Reading
Narration: 1. Who is telling the story?
2. What point of view is used?
3. Why is he telling the story?
4. How is the story told? What technique is used?
5. What do you think if the story is told in another perspective?
Emotional Appeal:
1. How did you feel while reading?
2. Read the story parts that make you feel that way.
3. What are in these line that make you feel that way?
4. How does the narrator feel about his kindergarten friend teacher as
compared to him
who is also a teacher?
New Historicism;
1. What expressions in the story tell you this is not a millennial? that
it is Myanmar?
2. Can this kind of teacher still be seen in schools?
3. Are the parents outside the classroom similar to the parents in
Philippines?
Valuing:
1. Does the kindergarten teacher love his pupils? What is your proof?
2. What is the relevance on pupil skills of the the drawing and plum
lessons?
Creating With Them:

If you were the kindergarten teacher, what other lesson will you teach?
Have a partner and
create an activity for the kindergarten which could be of value to the
kids.
On A Personal Note:
As a future professional, what kind of businessman, engineer, teacher,
health worker, etc.
would you like to be based on your reflections on the story. Make an
original quotation in
an fb post.
Batangas City,
75
Myanmar
Fiction 3
Objectives:
1. Compare wedding cultures.
2. Use imagery in composition.
3. Discuss how the characters are made convincing.
Pre-reading:
How are weddings in your place? What are there in the reception?
Vocabulary at Work:
jetty sprigs of flowers
sauntered up
shuddered like a malarial victim spick and span
goner
mend high chignon
false tress
melee
While Reading:
Think about similar situations in Philippine weddings.
The Wedding Reception
by Nyi Pu Lay
The group of people dressed in their best stood in the narrow lane, necks
stretching to catch a
glimpse of the car coming towards them on the bumpy road. They could see it
in the dust,
rolling as slowly as if it were a horse-drawn cart.
This was the car taking them to the wedding. In their eyes the car rolled on
the bumps as if it
were a boat riding the waves.
When it was near enough for them to see it through the whirling dust, one of
the waiting
women exclaimed to the groom,“Sein Hla, is that the car taking us to the
wedding?”
Batangas City,
76
Sein Hla smiled to himself. “Yep, it sure is. Why?”
“You said it’s a van.”
“It is a van, isn’t it?”
It was, but just barely. The back end of car had been cut, remodelled and roofed;
it was
exactly the sort of car used for transporting vegetables from the jetty to the
market.
But they could not be choosy: they were already late, and some of them must go
early and
hurry back in time to go to work. Anyway, in their part of Mandalay, there never
has been
such luxury as a car rented for the purpose of taking guests to a wedding. This
time, the bride
being the school teacher and all, and with the groom’s best friend being the owner
of a car,
transport had been arranged as a wedding gift from the owner.
After making a five-point turn, the car was finally parked with its head towards
the road. The
first batch of passengers was the young girls who were in charge of handing out
sprigs of
flowers and cigarettes to each guest. They must be in their places before the
guests arrive.
There was an immediate uproar about who gets in first, who sits where. The driver
obligingly
shut off the engine, which shuddered like a malarial victim, before it died.
“Now where is that Sein Sein Aye? She’s always slow... let’s just see if she moves
faster to
catch a husband, then I’d tear her to pieces.” Before the words ended, a bug-eyed
girl dressed
in bright red scampered up. Her make-up was exactly like the other girls’...its
pink tones
clashed alarmingly with her dark skin.
Uncle Than Sein and Grand Uncle Win Maung, as befit their age, had already
installed
themselves in the front seat.
“Oh, Uncle, take this child on your lap, she’s Daw Aye Chit’s little girl.”
“Come, come, you can sit on my knee.” The girl was overjoyed to be riding in the
front seat
and her wide grin showed off missing front teeth.
Sein Hla, the groom, tried to pack in as many as possible, for he did not want his
friend
making too many trips. Gas prices were not cheap, as he well knew.
The car began to look like a piece of candy with ants climbing all over it. It was
indeed a
happy scene.
To everyone’s alarm the car would not start for a few minutes; then they were off
in a cloud
of dark smoke
“Now, bridegroom, you’d better go change, what are you waiting for?”
“Well I’m just so busy seeing to things...”
“Never mind! Everything will be fine. You go change; it’s your wedding day, man,
look
lively.”
77
“Who'll look after the gifts?” one lady asked anxiously.
“Don't worry, Aunt, there will be someone...go change, Sein Hla.”
The group of ladies who were left standing in the lane began to gossip.
“That red dress Sein Sein Aye’s wearing, whose dress is it?”
“Must be hers, since she’s wearing it.”
“No, the dress is too big on her, must belong to her sister who lives downtown.”
A quarrel broke out between two children about who was to wear the one pair of
slippers
belonging to both. Kywet Thoe, the best man, sauntered up, hands in the pockets of
his jacket.
“Well now, how grand you look; you should look as spick and span as this all the
time.”
”Of course I want to, Aunt, but look at me, I’m a mechanic, covered with grease all
the time.
I didn’t go to work yesterday, that’s why I look this clean. Even then I couldn’t
get rid of all
the grime.”
He held out his hands.
“How is that old father of the groom? How is he, Kywet Thoe?”
“Better, thank god...we all thought he was a goner, when the invitations were
already printed
and all.”
The old man had fallen ill all of a sudden and the neighbourhood had held its
breath but now,
thank god, he’s on the mend.
**********************
When the car came back it had picked up the bride Mar Mar Tin from the beauty
salon.
Anyone in the neighbourhood who was not going such as nursing mothers, old people
walking with canes and toddlers with grimy faces, they all came as fast as they
could to have
a look at the bride.
She did not step out of the car. Her hair was done in a high chignon, and the false
tress that
dangled on the side was darker than her own hair. The rhinestone hairpin sparkled.
Around
her neck she wore a gem necklace and a strand of pearls, and in photos they would
surely
look real.
Her face was pink with the western foundation. Not used to having false eyelashes
glued on
her lids she kept batting her eyes. The beautician had done away altogether with
her scanty
eyebrows: they had been shaved off and he had drawn a curvy line in its place in
sea-green
pencil.
There were comments about how pretty she looked and they all asked how much it
cost, the
name of the shop and in the melee they heard a piping voice of a girl: “She doesn’t
look
pretty at all!”
78
Mar Mar Tin pretended not to hear but her knuckles were itching to rap the little
brat on the
head.
The groom was wearing a dark golden yellow longyi as near the golden colour of the
bride’s
htamein as possible. He too seemed to have rubbed some powder on his face because
it
looked dusty. He tried to open the car door: it did not budge, even with the bride
working the
handle from inside. The driver, his friend, leant over and pushed it open. The back
of the van
was already packed with guests.
He remembered his turban only when they drove off. Never mind, he could ask his
friend to
bring it along the next trip.
“Ko Sein, how’s Father?” the bride asked him.
“He’s had a pee, but couldn’t

pass motion yet. I
moved him to a sunny spot.”
“Who’s with him?”
“Ma Ma Than from next door’s

keeping an eye
on him….. he misses mother, you
know. He
doesn’t say so but I can tell.”
He tried putting his elbow out

of the window but
the glass could only be lowered
mid-way so he
felt uncomfortable. He took his
arm down.
He turned to his friend. “When

father heard
you’re helping out with the
transport, he wanted
to come, too. Said he should
entertain his own
friends himself.”
“How did you persuade him to stay home, Ko Sein?” the bride asked.
“I told him there’d be all three of us brothers and that we’ll see that everyone’s
welcomed
properly. Even then he asked to wear a coat, just in case someone drops in at
home.”
The wedding hall was filled with guests. The bridal couple live in the same
neighbourhood so
there were no strangers. As the car went back for the third trip two kids did not
stay behind
but went back for another ride; it was a treat for them. One kid started to howl
because he
could not go with them.
The ladies manning the gifts table were busy making a list of the presents, while
eating cake
and gulping down tea. The elders sat in a group, happily smoking cigarettes. The
pop songs
blaring out of the speakers mingled with the chatter and the audible clearing of
throats as the
guests ate the dry cakes. The room was filled with smoke and the scent of cosmetics
and
perfumes.
**********************
79
All the way back the guests discussed the wedding, the dresses and the cakes. The
newly
weds had already given pocket money to the young men. It is called ‘Payment for
Stones’, a
sum paid off to avoid the teasing throwing of stones on the house that night. These
guys
trooped out joyfully for drinks and food. As for the girls they had promised to
take them all to
watch TV that night. The children overheard this and demanded that they too wanted
to come
along. The bride had agreed to keep them quiet but thinking about the one kyat fee
for adults
and half for kids at the house with the TV, she felt worried about having enough
and stole a
glance at the borrowed silver bowl holding the cash gifts.
Father had been eagerly asking news from anyone who returned from the wedding. As
soon
as he saw his son the groom, he asked for his potty. Sitting on it he asked
detailed questions
about the reception.
As Sein Hla cleaned up his father, the old man asked if it were true about the TV
show.
“What’s the program?”
“Mandalay Dance Troupe, Father, yes, we promised the girls.”
“Is that so? I want to watch it, too.”
“I’ll carry you then, Father, if you want to go.”
He thought of the sulky face of the owner of the TV and felt a twinge of worry.
The program was a favourite and the front room of that house would be filled with
the
wedding party.
As the nights were getting chilly he dressed his father warmly in an old jacket.
His brand new
wife Mar Mar Tin had gone on ahead, carrying his father’s folding chair. There were
still
traces of the morning’s make-up on her face. As it had cost her all of Kyat 150,
she thought
that surely she must still look as nice as this morning.
She had the money for the show tucked in her bodice. Her new slippers hurt her feet
so she
was wearing her old pair. Besides, people sometimes steal slippers at such places
where they
must be left outside, so its better this way.
Sein Hla showed his father the potty he carried in a plastic bag. “Let me know
anytime you
need to pee, Father, no need to feel embarrassed, everyone knows you.”
U San Tin the owner of the TV came out to greet Father when they arrived. He seemed
happy to have a full house. He was rather strict and he did not allow any kids to
eat snacks or
throw plum seeds at each other. The audience sat on mats covering the floor. Sein
Hla placed
his father’s chair at the back. He himself sat on the floor holding the potty bag
and his new
bride sat close to him.
The program started. Well! How they enjoyed it all: the jokes, the songs, the
dancing. It was
as if they were all nailed to the floor.
They were still smiling as they took their leave when the show ended. Sein Hla
lifted up his
father and his face fell: the old man had peed, probably without noticing it. There
was a small
wet patch on the floor. U San Tin must surely notice! Sein Hla did not know what to
do. He
80
grabbed the brand new handkerchief Mar Mar Tin was clutching and made as
if to wipe the
floor.
“Never mind, my boy, never mind.” It was an unexpectedly kind word from U
San Tin.
They said their good-byes, apologizing. U San Tin squeezed Father’s hand
as they left. Mar
Mar Tin paid for her guests, bargaining with a beating heart to let off
four kyat. The TV
owners agreed, he said, just for this night.
Mar Mar Tin carried the folding chair with the wet burlap seat wondering
how she could keep
the make-up on until tomorrow. Sein Hla carried his father, wondering
about how this night
U San Tin had been so nice.
The audience made their way home, talking about the show.
From https://sites.google.com/site/thingsmyanmar/selected-myanmar-short-
stories/10-nyi-pu-lay
After Reading:
Imagery:
1. How do you find the story?
2.Pick out some parts in the story which you can easily imagine.
3.What words make you vividly see the scene?
Culture:
1. Aside from the imagery used,what other factor makes you easily
understand the
wedding culture of Myanmar?
2. Is the wedding culture comparative to our wedding in Philippines?

3. Which are similar? Give details.
4. What factors make our wedding cultures similar?
Characterization:
1. How is Mar Mar Tin as a bride and a daughter-in-law?
2. How is Sein Hla as a groom and son?
3. Name other characters and comment on their words, actions, and
clothes.
4. What are their priorities in the wedding?
Theme:
1. What is the focus of the story?
2. How does the author make you see this? What are used?
3. Is it realistic?
Create With Them:

Get a partner. Pretend that you will wed soon. Make a wedding plan from
the bridal gown
and
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groom’s suit, bridal car, sponsors, to the reception on a tight budget. Make an
invitation and
list of all needed. You have only P25,000 which you borrowed from close
relatives and
friends.
On A Personal Note:
As you have witnessed the wedding of Sein Hla and Mar Mar Tin, Write an essay
of three
paragraphs as wishes on your wedding day.
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Thailand
83
POEM 1
Objectives
A. Learn commonly used Thai words as basic conversation
B. Analyze the Boatman’s song based on the writer's purpose and core of ASEAN
culture.
C. Identify the figures of speech used in the song.
D. Relate the ideals of the song to Philippine ideals
E. Accomplish varied multi-modal activities.
Close your eyes. Think the face of your current love
interest, crush or ideal person. Then, sing any song you would
like to dedicate fondly on that person while imagining that you
are going to take that person in a candlelight dinner while having
a boat ride in Mae Klong River in Central Thailand. Sing louder!
Vocabulary at Work
Learn something new about these Thai words. So, search its
meaning and match column A with Column B. Write letters only.
Perfect Match- Made in Thailand
ANSWER COLUMN A
COLUMN B
1. Sawadee A. Can you

speak English?
2. Chai B. No!
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3. Mai C. Thank you
4. Aaj ja D. Maybe
5. Khop khun E. Yes!
6. Khor thoad F. Sorry,

Excuse me
7. Kun pood paasaa anggrit dai mai G. No worries
8. Mai pen rai H. Hello!
Remember: In Thailand, if you are male, you end sentences with the
word(khrup/krap)
similarly if you are female, you end your sentences with the word (ka/kap)
This is used
to make your sentence or question polite and respectful.
While Reading
Have you ever fall in love?
How do you express your love?
What are the signs of love that you see manifested in people every day?
How would you describe a great love?
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Boatman’s Love Song?
A happy and reckless youth I am

As I ply boat on the deep. Menam;
My song shall end and my song begin
In praise of there, my darling.
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CHORUS: Begin with the head and end with the toes;
My praise shall be strong as the tide
That flows.
Who that has been e’er forgot

Thy pretty hair tied in a sweet knot?
That flows.
Thy eyebrow black, I’m sure that each

Is a shiny as any healthy leech;
No elephant, white, black, short, or tall,
Can boast of such eyes, so loving and small
That flows.
As for thy nose, I’m certain that

None other has come has one so wide and flat;
And the ebony’s bark in its core beneath’

Was never so black as thy shiny teeth
87
That flows.
Complexion of gold and a high cheek-bone,

Such a lovely bride as my darling Chin.
That flows.
Thy frame is as light as the forest stag
And as strong and firm as a rocky crag;
Thy feet and toes (the more good luck)
As pretty and broad as the web-footed duck.
That flows.
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Post Reading Activity

Answer the following questions below.
What descriptions can you

give to the
feelings of the boatman?
What does the chorus

mean?Does it
support the poet's view
on love? Why
or why not?
What figures of
speech are used in
the song? In what
part of the song
it is evident? Does
it appeal to
your senses while
reading or
Which part of the
song appealed
you the most?
Justify your
What is the mood of

the song?
Does it affect on
your mood also?
Compare the feelings of

the
boatman to the feelings
of Filipinos
How will you express

romantic love in
deeper and enduring ways?
Creating with Them

Accomplish any of the following tasks.
A. With groups, compose a song intended for your English instructor. Send it to
his/her
messenger privately or tag him/her FB account to post it if your group

decided to capture
a video to sing it for her. Groups are allowed to use musical

accompaniments too.
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B. Get two members and have triad exchange. Write down the differences
between
infatuation and love

then put in a Venn diagram
Similarities Differences
On A Personal Note
FILM REVIEW: Watch “Friend Zone”, a Thai film of
two longtime friends who start to have romantic feelings for
each other; released March 20, 2019. Then write an essay about
your realizations and a kind of love emphasized on the film.
Corroborate your essay with facts about Thailand too.
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Film Review is a critical judgment of a motion picture. It focuses on the art of

the
film maker and evaluates the techniques employed by the director.
As part of the introduction, it is a must that you mention and give credits to
the
screenwriter, director, cinematographer, actors, production designers and executive
producers.
In order to provide the readers with the needed information and for you to analyze
the
movie/film review very well, the following elements are of great help. Try to
expand your
review or critic by answering the following questions for each element:
GENRE- is the kind or type of film. Is it comedy?

Tragedy? Musical? Action? Thriller? Horror? Sci-Fi? Romance?
Historical? Melodrama? Animation?
SYNOPSIS- is the gist or summary of the film. What is the
film all about? What are the objectives of the film? How were the
elements of the story interrelated with one another?
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CHARACTERIZATION- is the
development or
portrayal of the characters. How will you describe the characters in
the film? What are their deprivations and motivations? Are their
acting skills convincing and powerful for the viewers?
SOUND- is the essential aspect of the film and it consists
SPEECH as the voice of the actors, the MUSIC, as the soundtrack
or song laid in the film, and the SOUND EFFECT or embedded
sound in the film.
CINEMATOGRAPHY- is the manipulation of the
filmstrip and photographic image by the camera. How was the
coordination of one shot with the succeeding shot? Does the speed,
motion, and transformation of each photographic image help in the
quality of the film?
PRODUCTION DESIGN- refers to the costumes and
make-ups matched to the characters’ role? Do the props stimulate
the ambiance for the scene? Does the production design depict the
setting of the story?
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Thailand
POEM 2
Objectives
1. Understand and analyze Three Line Poem by Uten Mahamid
2. Differentiate Thai haiku from other kind of poetry
3. Identify the symbolism used by the writer
4. React on the style of the writer and compare it to other style of ASEAN
writers
5. Accomplish varied multi-modal activities.
Recall your experiences
you had during your
vacation in a rural area. This is

what we commonly call
as “probinsya or bukid” like

Batangas. Do you like the
place? What unforgettable

incidents did you have?
What lessons did you learn living

in or staying at that
place?
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While Reading
Are you fond of making or collecting haikus? Did you know that Anne Hathaway, Ellen
de
Generes, Oprah Winfrey and Pamela Anderson are fond of collecting and reading
HAIKUS? This conventional form of poetry refreshes them as they always say.
Three Line
Poem
Uten Mahamid
Translated by: Mui Poopoksakul
In
one remote area,
murdering one’s own cat

is the
most magical thing
Uten Mahamid writes a lot of Thai haiku, which are popular amongst young Thai
writers. Compared to Japanese haiku, it
has no real strictures beyond the number of
lines.
Theme:
1. What emotions were expressed in this Thai haiku?

2. What was the symbolism used by the writer? Explain.
3. What is the dominant subject matter discussed in the haiku?

4. What images are created into your mind in the haiku?
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Literary Approach: Reader-response Approach

5. How do you differentiate a rural life from an urban life?
6. What makes a haiku different from other kind of poetry?
7. How will you define haiku on your own words?
Creating with Them

With a group, paraphrase the haiku into a dialogue and present it to the
class.
Paraphrase is a restatement of an
original text or passage.
Original passage
Only those you love most can
hurt
you the most.
Non-verbalized feelings
are
unhealthy in any relationship.
Paraphrased Passage
Those people you love most are
capable to hurt you.
Feelings not expressed are
dangerous in any kind of relationship.
Tips in
Paraphrasing
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On A Personal Note
A. Write your own haiku and create an illustration
for it.
B. Read some movie reviews of “Through Night &
Day” and craft a haiku related to the reflected
emotions in the movie.
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Thailand
FICTION & POEM 3
Objectives
A. Review the elements of poetry.
B. Provide meaning of some vocabulary words.
C. Analyze Thai literary pieces based on the writer's purpose and core of ASEAN
culture
D. Identify major themes of Thai poetic, fictional and dramatic works, and trace
the influence of
ASEAN literature upon Western literature
E. Reflect on the values depicted in Thai literary pieces and its relation to
the society.
F. Compare the literature of Thailand to the literature of Philippines, Vietnam,
Brunei and
Myanmar.
G. Accomplish varied multi-modal activities.
Vocabulary at Work
Give the meaning of the following words below:
1. Fixed 2. 3. Pleated
4. Dharma
5. Nirvana
Marriage Onomatopoeia barbs
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Encircle the words pertained as Elements of Poetry either vertically,
horizontally, or
diagonally.
WORD PUZZLE
V M E A N I N
G T S
O I R O N Y U
D H U
I S I M I L E
D B
C O M G H H I
E E J
E M E H T E M
N I E
A P S I P T O
O D C
S K S D O A O
T I T
D P A E E C D
A O E
H K G A M M F
T M G
P D E S S A B
I A A
O V B K F T S
O T U
I M A G E R Y
N I G
P R N S A T A
O C N
O Q S U I E O
L S A
E A L O A R J
V O L
F I G U R A T
I V E
While Reading
Do you have a collection of something you value?
Are you fond of making poems or short stories to relieve stress and
frustrations?
Where do you get your inspiration? What are the sources of topics you
usually get to craft
your masterpiece?
Summary Collection of Thai Century Literatures

In the project ASEAN 20th Century Literatures, the Office of Contemporary
Art and Culture
implements this project to promote understanding of Thai Culture and way of life
among foreign
readers. Only 9 literary pieces are selected by the appointed Committee for their
appeal, literary value,
and reflection of Thai literature development. All of them show Thai way of life,
society and culture.
Last but not least, they inspire imagination and creativity.
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Three short stories and six poems are translated into English. They are
Champoon by Dhep
Mahapaoraya, Maum by Kukrit Pramoj, and The Barbs by Phaitoon Thanya. The poems
are: What is
such forging? By Ujjeni, A Poet’s Pledge 1&2 by Angkram Kalayanapong, E-san by Nia
Pee, Mere
Movement by Naowarat Pongpaiboon, Smile of the Rice Goddess by Chiranan Pitpreecha,

and
Arrival of Nirvana at Egg- Noodle Shop by Montri Sriyong.
SMILE OF THE RICE

GODDESS
By Chiranan
Pitpreecha
This poem portrays pestle
crushing of rice by several
female farmers, showing
harmony and mutual
kindness as well as the
agricultural tradition in
Thailand. Onomatopoeia is
mainly used, resonating
the sound of pestle crushing
and creating the image of
harmonious rhythmic
trampling. As rice growing is
the most important profession
in Thailand, the poem
successfully symbolizes the
farmers, female rice
growers and
its nation.
CHAMPOON
By Dhep Mahapaorayais
Champoon is a novella portraying Thai society prior to 1942 when women
are mostly deprived of their rights and freedom. Their marriage needed to
be
approved by their parents. In this novella, the heroine, Champoon, has a
forbidden love with a
non-local man. Having him as her one and only love leads Champoon to her doom.
The novella
not only reveals Champoon’s strong determination and extreme sense of human
dignity, but
also reflects the background and atmosphere along with the way of life in the
south of Thailand
during that time.
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MAUM
By Kukrit Pramoj
Maum reveals the hardship of life in Bangkok during World War II

(1942-1945). Families fell apart- separation and poverty were common
place. Men became soldiers. Women and children were killed by
bombs. The author narrates the story through thru the eyes of a dog
named “Maum”, turning series of unfortunate events into something
lively and hopeful. Maum was very loyal to his master. With this kind
of loyalty, the dog pretended his master from turning into a thief. The
author seems to speak from the dog’s heart; and this short story reflects
how much Thai people love their dogs.
THE BARBS
By Phaitoon Thanya
The Barbs is a short story reflecting the spirit and the way of living of
Thai rural people in agricultural society, which is based on friendship.
Old people are full of tender loving care. However, materialism and
technological advancement create an industrial society in which
friendship and compassion are in doubt. An old lady’s consideration is
then not welcomed by a new mother who knows little about raising a
newborn baby. It takes time for her to understand the old lady’s true
intention. The author clearly shows the changing portrayal of Thai
society, using the pleated barbs as the symbol of rural compassion.
100
WHAT IS SUCH FORGING?

By Ujjeni
This poem inspires people to get up and fight various obstacles in life. It
raises the feeling of pride for being human. Filled with figures of speech
showing vivid pictures and profound emotions, it is a classic poem
inspiring people especially the young generations of each era. The poem
gives moral support for every occasion, be it the political struggle of
mass citizens or the grievance of an individual.
A POET’S PLEDGE 1&2

By Angkram Kalayanapong
The two poems under the same name written in different eras
demonstrate and greatness of poets which differentiates from ordinary
people. In general, the ultimate goal of any Buddhist is to practice
Dharma and reach nirvana. However, the poet in this poem (referring to
the author) makes a pledge that he would rather write forever without
any wish for nirvana. His only wish is to create poetry for the world- to
convey the meaning of all earthly matter through great poetry to benefit
the world. This poem praises the extremely valuable qualities of a poet.
E-SAN
By Nai Pee
This poem vividly portrays the drought of E-san, or the northeast, during
pre-1950’s in a realistic way possible. The poet employs various figures
of speech to successfully create rich emotions enabling the Thai people
to realise how barren E-san was at that time. Having a represented the
poet’s appeal to the world and humankind, this poem is another piece of
the Thai classics. The author was a poet, a prosecutor and a political
activist.
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MERE MOVEMENT
By Naowarat Pongpaiboon
This poem was written a few days before the uprising of 14 October
1973. It reflects the poet’s role in the movement of people’s thoughts and
ways of living in the society. The poem reveals the Thai people’s inner
state involving their frustration and oppression under a dictator’s regime.
With the author’s profound creation of image, this poem has been praised
at all times.
ARRIVAL OF NIRVANA AT EGG –NOODLE SHOP

By Montri Sriyong
This poem reflects the essence of work. The author is a duck noodle
merchant who makes his own noodle by threshing four. He then
portrays this process in this poem from the beginning to the end. At the
same time, the poem is rich in image and emotion, mainly happiness
that spring from work. This coincides with the teaching of Buddhasa
Bhikkhu who was well – known monk from the south of Thailand:
“work is happiness’. This poem touches the heart of those who seek to
understand life.

1. How will you describe the Thai century literature?
2. What are the common themes depicted in the short story? In the poems?
3. What are some ASEAN cultures reflected in Thai literary pieces? Cite
specific details
and examples.
4. What are the reflected values reflected in Thai literary pieces and its
relation to the
society?
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5. Among the selected short stories, which is your most favorite? Why or
why not?
6. Among the selected poems, which appealed you most? Why or why not?
7. Pick any Thai century literature and relate it to your own life.
8. Compare Thai century literatures to the literatures of Philippines,

Vietnam, Brunei and
Myanmar. Cite similarities and differences.
Creating with Them

With a group, discuss the themes and the values reflected on Thai Century
Literatures.
Present it through a panel discussion.
Group Discussion
Purposes:
Exchange
information
Clarify or
verify
issues
Find solutions
to
problems
Persuade or
make
● recommendations
Advocate a
course
of action
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On A Personal Note
Conduct an interview to those who visited Thailand for

vacation. Make a list of interesting discoveries and put it in a
form of INFOGRAPHICS.
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105
Cambodia
Fiction 1
Objectives
A. Determine the word from the unscrambled letters with its meaning
B. Describe the setting of Cambodian's short stories and discuss how it
influences the
story's plot
C. Characterize the main and minor characters of the story.
D. Highlight the figurative words used in poetry and explain its meaning.
E. Ascertain the moral lesson of the story.
F. Compare the story to a real life situation.
G. Accomplish varied multi-modal activities.
Vocabulary at Work
Unscramble the letters, then write the words on the space provided.
1. tifiupl (full of commiseration, meanness)

__________________
2. seurdpijce (preconceived judgment)
__________________
3. eirmises (state of suffering)
__________________
4. niesicvdie (not definite)
__________________
5. rbbeis (unjust bait)
__________________
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Let’s learn Cambodian words.
*Jumreap
sua- Hello
*Jumreapl
ia-
Goodbye
*Sok
*Soumt
ooh-
Sorry
*Orkun
-Thank
you
*Riikre
*Caah-
Yes (for
woman)
*Baat- yes
(for man)
*Ort tee-
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While Reading
Do you want to be a judge someday?
If not, who is the judge in the Philippines that
earns so much of your respect and admiration?
What are his/her qualities that you admire
most? Is he/she a kind of judge who treats all
equally without personal gain?
The Crocodile and the Five Judges

In the
dry season, waters in some
lakes and ponds
dried up. Once there was a
male crocodile
crawling out of a lake
which had just
dried up. It hard tears in his
eyes due to his
miseries induced by having
no food and
water. It kept crawling till he
reached near a
cart track where it met a
man who was
driving a cart.
The cart-
driver asked “where are
you going, brother
crocodile? ‘I have been
without food and
water for days. I have
been crawling very
hard in search of a
place where there is
water, but I have failed
to find one. Please save my life by bringing me to a river, “replied the crocodile
in a sobbing and
pitiful manner. The cart –driver freed his oxen from the yoke and told the
crocodile to crawl up the
front part of the body of cart. Then, he used a rope to tie the crocodile to the
body of the cart so
tightly that the crocodile might not fall off. Arriving at a river, the cart-driver
untied the crocodile and
let it crawl down into the river.
So ungrateful was the dishonest crocodile that after it had drunk its fill
and gained back
strength, it said to the cart-driver: you tied me so tightly that almost choked to
death. Now, you must
give me one of your oxen to eat and I will forgive you, or I will eat you right
now.
The cart-driver absolutely disagreed. While arguing with the crocodile, the
cart-driver spotted
a fisherman owing a boat the middle of the river. He waved his hand, calling the
fisherman to help
judge his case.
The fisherman on seeing such the big crocodile felt terrified and thought:
if I judge the
crocodile guilty, he will bear me malice and will try to bite me one day and I can
find no way to
escape as I am a fisherman in this river”. Out of such a though, then fisherman
judged the cart-driver
guilty and said that the car-driver had to give one of his oxen to the crocodile to
eat. This was the first
judge who had judged partially because of his fear for the crocodile.
The cart-driver totally declined the fisherman’s judgement and tied his
oxen far from the river
side. The fisherman then said goodbye to the crocodile and went away. The crocodile
crawled up on
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the land to deep arguing with the cart-driver when a one-armed old man came
walking. The crocodile
and the cart-driver asked him to seek justice for them.
The one –armed old man upon knowing the details became very angry with the
other
crocodile that had bitten off one of his arms. Therefore, he judged the crocodile
guilty. This was the
second judge who had made a partial decision owing to his hatred with the
crocodile.
The crocodile disagreed with the one-armed old man’s decision so strongly
that he has about
to dart to bite the old man, but the old man had already walked away. While the
cart-driver and the
crocodile were arguing, there was a large lizard crawling up from the river. The
crocodile then called
the lizard to help judge his case.
The lizard, which one of the crocodile’s friends, on hearing the crocodile
and the cart-driver
out decided that the cart- driver was the loser and that the cart-driver had to
give one of his oxen to
the crocodile to eat. This was the third judge who judged partially because of
friendship.
The cart-driver disagreed and kept arguing with the crocodile when there
was a monkey
going down to the river to drink the water. The cart-driver and the crocodile asked
him to help judge
their case.
The monkey was so ignorant and indecisive that he did not know what to do
and how to
judge, so he stood with his face pulled. When the cart-driver said that he would
give cooked rice to
him (the monkey) to eat if he (the monkey) judge he was the winner, the monkey
judge the crocodile
guilty and turned to look at the crocodile. When the crocodile said he would give
more food than that
given by the cart-driver to him (the monkey) to eat, if he decided that he (the
crocodile) was the
winner, the monkey judged the cart-driver guilty. The monkey kept making such an
indecisive
judgement so many times that the cart-driver and the crocodile drove the monkey
into the forest. This
was the fourth judge who judge with partially as a result of ignorance and being
fooled by bribes
without deal.
At that time, it was a little bit late in the afternoon. The crocodile was
threatening to eat the
man’s ox when a rabbit jumped out of the forest. The two litigants begged the
rabbit to judge their
case fairly.
The rabbit was a wise and honest animal without the aforementioned four
prejudices. He
asked the two litigants about the details. On learning the truth, the rabbit told
the crocodile to crawl
up and lie on the front part of the body of the cart and then told the cart-driver
to tie the crocodile.
Then, the rabbit asked the crocodile did he tie you as tightly as he does now?’
No. I would not have been angry with him at all if he had tied me this
way, replied the
crocodile. Then, the rabbit told the man to further tighten the rope, but the
crocodile still said he
would not have been angry if the cart-driver had tied him such to such an extent.
The rabbit then told
the cart driver to get a wedge to tighten as tightly as possible. The crocodile was
wedged so tightly
that his eyes stuck out. Then he told the rabbit: yes, he had tied me as tightly as
now.
The rabbit said: if it has now reached such a critical extent, I will find
justice for you. The
rabbit told the cart-driver: take out your ax and chop off his head. He is very
ungrateful, so do not let
him line any longer. This was the fifth judge who judged fairly without the four
prejudices.
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The ungrateful crocodile was at that time killed by the cart-driver, who
later gave out of the
crocodile’s meat to the villagers. As for the crocodile’s head which was tied near
the yoke of the cart,
had been since then called the crocodile’s head of the cart by the villagers.

Answer the following questions below:
Characterize the
crocodile.
Who are the five
judges? Describe
each of them as a
judge in the story.
Check the
figurative words
used in the story
and explain its
If you are going to
be the judge on
the situation
depicted in the
What is the moral
lesson of the story?

Relate the siuation
depicted in the story in a
real life scenario.
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Creating with Them

Complete the Decision Bubble below. Share your answer with the group.
What are your

Where do you
realizations
get ideas to
when
decide? How do you
deciding?
decide things
for your life?
How do you
handle the
Who are the
problem of
people involved
deciding?
when deciding?
On A Personal Note
Craft a story map of "The Crocodile and the Five Judges", and rewrite or
reorganize the story.
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Cambodia
Fiction 2
Objectives
A. Provide the meaning of the given phrases
B. Characterize the girl in the short story “Bed bug and the Louse”
C. Compare the girl in the story to the girls in this generation
D. Ascertain the impact of the story and acquire life lesson
E. Accomplish varied multi-modal activities
Vocabulary
Give the meaning of the following phrases below.
1. Swarms of bed bugs ___________________
2. Kinky hair ___________________
3. Laughed mockingly ___________________
4. End of the world ___________________
5. Crushing with thumbnail ___________________
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Pre-Reading Activity
There are self-care
activities that helps to maintain
good health and improve well-being.
Some self-care
activities might already be part of
your routine, such as eating
regular meals, enjoying a hobby, or
spending time with
friends. Nevertheless, during periods
of stress, frustrations or
bad habits, and busy schedules, self-
care sometimes takes a
back seat to other responsibilities.
Go to Therapist Aid site at this URL,
https://www.therapistaid.com/therapy-worksheet/self-
care-assessment then, take the self-care assessment. Know how well you take care of
yourself.
While Reading
Do you love yourself? How do you take care of yourself? Do you have self-
care management?
Cite some of your routine. Is it important to maintain personal hygiene, why, why
not? Does it have
impact in your overall personality?
Bed Bug and the

Louse
In the room of a dirty
girl, there were swarms of
bed bugs living in the pleats of
mattress, mat, pillows,
bolsters and mosquito net. And
there were a lot of dirty
lice in her head with kinky hair.
One day, the girl was
combing lice out of the hair,
putting them down on the mat and
crushing them with
thumbnail when a big louse ran away
to hide in the lace of
the mat.
Swarms of bed bugs on seeing the
frightened lice
hiding themselves laughed mockingly at them and said: eh, brother lice! Have you
stolen sucking
people’s blood enough? Why do you come to greet us? You must be very happy because
there are a
plough and a harrow to plough and harrow you every day. As for us, we do not have
such to eat like
you, brother.
The lice were very angry. They knew that the bed bugs envied them as they
had not much to
eat, so they insulted the bed buds: Hey, you have the stench even when you are
still alive. We know
that you must envy us because you cannot steal sucking people’s blood enough. As
for us, you must
not despise us. Although people try hard to plough or harrow, we will never be
completely destroyed
except when the end of the world by fire comes.
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While the bed bugs and the lice were arguing, the girl stopped combing the
hair and lied to
sleep. Out of being very angry with the bed bugs, the lice bit the girl’s head so
hard that she could not
sleep still so that the bed bugs could not suck her blood. The girl felt so annoyed
when she could not
sleep as her head was bitten hard by the lice that she got up and asked her mother
to shave her head.
While her head was being shaved, the lice panicked and told one another that: it is
the end of the
world now and we will soon be destroyed. After having had her head shaved, the girl
gathered the
hair fraught with dirty lice and lice’s eggs, burn it up and then came back to
sleep. Upon seeing the
girl’s shaved head, the bed bugs were
delighted and though: we
will suck all he blood along and there will
be nobody interfering
because all the lice were gone.
Some bed bugs tried to bite the
girl’s shaved head. The
girl kept scratching the head and thought:
my hair is all gone
and what lice are biting my head? Later
on, when her head was
bitten again, the girl got up and saw some
beg bugs crawling on
the pillow. She became so furious that she
gathered pillow,
bolster, mosquito net and the mattress and
soaked them in the
boiling water, killing all the bed buds.

Answer the following questions below.
What descriptions
can you give to the
girl in the story?
Why do you
think the girl has
swarms of bed
bugs and lice
Check the
figurative words used
in the story
and explain its
Are bugs and
lice, friends or foe?
Explain why.
Relate and
compare the girl in the
story to the
girls of this generation.
What is the life

lesson you may get
from this story?
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Creating with Them

Form a group, share your self-care tips as college students then make a 60
second multimodal
presentation about the shared information.
On A Personal Note
Do any of the following
tasks.
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Cambodia
Fiction 1
Objectives
A. Determine the connotative and denotative meaning of the given words.
B. Determine the mood created by the setting in the story, “Two Women scrambled
for a baby”
C. Describe the characters of the story
D. Craft another ending of the story
E. Accomplish varied multi-modal activities.
A. Give the connotative meaning of the following words.
1. baby- ____________________________________
2.mother- ____________________________________
3.impostor- ____________________________________
4.judge- ____________________________________
5.home- ____________________________________
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B. Give the denotative meaning of each words listed below:
impostor
pitied snatched
scrambled
severely resembles
coincidental
REMEMBER:
Denotation and Connotation
Denotation is the lexical or dictionary meaning of word while
Connotation is the implied or suggested meaning associated

with the word. In denotation, cellphone is an electronic device while in
connotation, it is a communication or bonding.
117
While Reading
Based on the title, what sort of a story is “The Two Women scrambled for a
baby?
Why do you think so?
The Two Women Scrambled for a Baby

Once there were two women who had respective babies. The baby of one woman
had died
and the baby of another woman was still alive. One day, the woman with the live
baby held her baby
in the arm to bathe it.
Coincidentally, the
woman whose baby had
already been
dead came and walking and
said. “Hi
friend, your baby exactly
resembles mine.
Can I hold and kiss yours
little?” The
woman with the baby
handed her baby to
that woman, who kissed
and breastfed the
baby and walked to her
home with the
baby being held in her
hands. The woman
who was the mother called
out: “Hey,
where are you taking my
baby?” The
woman whose baby had died
replied: It is
my baby. Why do you say it is yours?
The two women started quarrelling about the baby and they finally went to
the court together.
The woman who took the other woman’s baby told the judge: Your honour, when I was
holding my
bay, this woman saw it walked after me, claiming that the baby was hers. She asked
me allow her to
hold and kiss my baby and I let her do it, but she kissed and breastfed my baby and
walked to her
home with my kid, so please help solve the problem for me, your honour. The judge
spent three days
and nights solving the case, but could not settle it, so he took the two women to
see the king and told
the king what had happened. Out of his insight and extra ordinary wisdom, the king
was able to see
through the problem quickly, so he ordered the kid to be placed in the middle and
told the two women
to try to scramble for it.
The king said to the two women. The kid will belong to the one who can
scramble for it first.
Upon hearing that, the two women started scrambling for the baby. The woman whose
baby had been
dead quickly snatched the baby’s leg mercilessly without being afraid of tearing
its arm and legs. As
the woman who was the baby’s real mother, she was very angry with the impostor, but
she pitied the
baby so much that she tried to hold the baby gently. However, when she saw the
impostor doing her
utmost to get the baby without caring about breaking the kid’s bones, the woman who
was the real
mother let go of her poor kid and allowed the impostor to get it easily.
The king then said: the woman who let go of the baby and allowed the other
woman to get the
baby was the real mother as she did it out of pitying the kid. And the other woman
is not the real
mother because she did not show any mercy to the kid and tried to get the kid, by
hook and by crook.
After saying that, the king ordered the baby returned to the real mother and the
woman who was the
impostor to be severely punished so that she would not dare to do that again.
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Answer the following questions perceptively below.
How
will you describe the
two
women in the story.
What was the mood
created by the setting of
the story? Describe it
How was the
relationship of the
characters in the story
.Describe the king and
the way he solved the
problem of the two
Suppose the you meet
these two women, what
will be your strategy on
how to determine the real
Do you like the ending?
Why or why not? What
other ending can you
What
is the life lesson you
may
get from this story. How
does
this story apply to your
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Creating with Them

Think of a K-drama or telenovela or movie that has the same plot of the
story “Two women
Scrambled for a baby”. With groups, choose a scene from it and present it to class.
Let your
classmates guess the title of it.
On A Personal Note
Create a photo-essay (8R)

which is your response to the message of
the story “Two women Scrambled for a
baby."
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121
Laos
POEM 1
Objectives
A. Determine the synonyms of the given words.
B. Analyze the poem “There is not Only You”
C. Ascertain the mood of the poem
D. Interpret the meaning conveyed in the poem through paraphrasing
E. Relate the theme of the poem to a real life situation
F. Accomplish varied multi-modal activities.
Vocabulary at Work
Give the synonyms of the following words below.
1. widower a. not married b. no partner
c. who lost partner by death
2. descendants a. originating from ancestor b. directed
downward c. pendulous
3. anxious a. quieting b. enthused
c. uneasiness
4. merits a. praiseworthy quality b. reward
c. deficiency
5.remote a. cool b. plain
c. unsociable
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Let’s learn Lao basic conversation. Search for the meaning of the following
and then match
column A to column B.
Column A
Sabai dii
None lap fan dii
Sabai dii bo
Sabaii, khop tchai le tchao de?
Bo
Kho thot
La kone
Nyinditonhab
Khop tchai lai lai
Tchao
Than nyinditonhab
Bo khop tchai
Khaphachao khao tchai
Khoi bo khao tchai
Column B
Good morning
Good evening
How
are you?
Fine, thank you, and you?

No
Welcome!
Goodbye
Sorry
Thank you very much

Yes
You’re welcome!
No,
thank you!
I
understand
I
don’t understand
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While Reading
Do you know anyone who is widowed? Describe her way of living and the way she takes
care her
children?
THERE IS NOT ONLY YOU
By: Dara Kanlagna
Translated by: Thanongsack Vongsackda
There lived a widower with her descendants

She is not anxious with any assistance
Day by day she does merits making
She thought there are no other mothers who can do as her
Oh dear! You feed your kids with no weeping

But you still said that you were poor
The poorest woman in this world
You asked to whom are poor level as you, please clarify
While feeding your kids you were helped by ten

You are not called for house works or cooking
But your poor can not be compared with remote women
Who make incomes for their daily surviving?
Imagining when their kids were killed by bombs

They were crying as if they would die
Those were the most awful time of their lives
Could you please clarify what level of their poor lives?

Answer the questions intuitively.
1. Give the message of the poem.
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2. Paraphrase the poem.

3. Give your interpretation of the poem.
4. What scene in the poem is evoked in the poem?
5. To whom was the writer speaking?
6. What perception does the writer imply on the readers like you?
7. What mood is aroused in the poem?
8. What do you feel while reading the poem? Why do you think these emotions
evoke
you?
9. Is the title appropriate? Why or why not? What other title can you give this
poem?
10. What lessons on moral statement does this poem provide?
Creating with Them

Watch the movie “A Simple Favor”. Fill out the Think
Chart based on the reflected insights of the members of the group
upon watching the movie. Follow the pattern below.
Think Chart
Things WE Already Know New Things WE learned about

Questions WE still have about
About Widow Widow Widow
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On A Personal Note
What consoling words will you extend to a widow who experiences pain and
sorrow? Write a
letter to her to lessen her burden.
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Laos
POEM 2
Objectives
A. Give connotative meaning of the given words
B. Highlight the figures of speech used in the poem, “The Bewail of Mother”
C. Determine the mood and theme of the poem.
D. Accomplish varied multi-modal activities.
Vocabulary
Give the connotative meaning of the following words.
1. depressing tears __________________________

2. mother effort ____________________________
3. sharp knife _____________________________
4. sweet words ____________________________

5. mind-changing ___________________________
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Think of your mother. With its initials, put one-word description and expound it to
the class.
M
O
T
H
E
R
While Reading
Do you love your mother? How do you show your love for her? Is this love
unconditional and will last for a lifetime?
THE BEWAIL OF MOTHER
By Dr. Thongkham Onemanisone

Translated by Thanongsack Vongsackda
My dear daughter!
Why I cannot prevent my depressing tears
They are running over my cheers
In particular when discovered about the past
It seems sharp knife is placed in my heart
Mother effort is always assigned to daughter

To overcome all hardwork without any distress
For rearing the daughter up with carefulness
When growing up she forgot the mother deed
What made her mind changing?
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Even if she doesn’t care but mother still beg

To hear sweet words saying here is my mother
When I die I won’t be boring
Since that word shown you accept the deed of your mother
Dr. Thongkham Onemanisone is a SEA Write Award poet and

national author. He was born
in 1949. He graduated with a Philosophy degree on language and literature
from Hungary. His refined
works are fashionable and recognized by the society and readers in the
present period of literature. He
is a researcher for Lao idiom, literature and traditions. His works
are considered national literary
treasures.
After Reading Activity

1. What picture is formed to your mind by the title “The Bewail of Mother”
2. What kind of emotion did you feel in the poem?
3. What was used to symbolize the poet’s feeling?
4. What figures of speech used in the poem? Does it appeal to your senses
while
reading the poem? Why or why not?
5. What are the words used to emphasize the grief of the writer?
6. What is the mood of the poem? Does it have effect your mood also?
7. In what line can we read the theme of the poem?
8. What impact lifted on you throughout reading the entire poem?
9. Comment on the last two lines of the poem.
10. If you are the writer of this poem, craft the new title for it. Cite
your reasons.
Creating with Them
With groups, download videos from You tube that illustrate mothers who make
difference in
the world. Report them in class and draw conclusions on how you as a Red Spartan
can make a
difference in your own simple way.
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On A Personal
Note
Do any of the
following
and give it
to you mother
as a present.
1. Compose a
poem about
her.
2. Prepare a
card with your
pet names
with it.
3. Gather all
the
photographs
of you together
or with the
family then place
or organize
them in an
album
according to time,
place, or
occasion.
130
Laos
POEM 3
Objectives
A. Provide the meaning of the given phrases.
B. Summarize the tale, “The Mosquito”
C. Determine the virtues exhibited by the main character in the tale.
D. Relate the tale into Philippine folktales
E. Accomplish varied multi-modal activities
Vocabulary at Work
Look up the meaning of the underlined words in the following phrases.
3. deep a 4. who
is 5. whining and
1. sometimes 2. dram taste
frivolous and feeble
and pleading
unbearable. and pleasure
lazy girl
inconstant incessantly
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Make an arrow on each part of the mosquito and put a label on it.
While Reading
How many legs do mosquitoes have? Do mosquitoes fly about between midnight
and drawn?
Are there mosquitoes in ice-bound or very dry desert areas? Do both male and female
mosquitoes
sting? What causes a mosquitoes bite to itch: the sting or the mosquito’s saliva?
Does the saliva keep
the blood from clotting?
The Mosquito
A Tale from Laos

Mosquitoes are always annoying and sometimes unbearable, but
few people know where they come form or why they whine incessantly as
they try to suck a little of our blood.
Ngoe Tam a poor farmer married Nhan deep a frivolous and lazy
girl who dreamt only of luxury and pleasure. She easily who dram taste and
pleasure. She easily hid her tastes and ambitions from her husband, whose
love was neither exacting nor imageries and who thought her contentment
with her life.
Nhan deep died suddenly leaving Ngoe Tam desolate and inconsolable. He
refused to be
parted from his wife’s corpse and selling his possessions he set sail with her
coffin and drifted down
the river.
One morning he found himself at the foot of a little hill covered with
grass and sweet
smelling tress. He landed and and wandered enchanted trees. He reached the top of
the hill without
knowing he was climbing and suddenly met an old man learning on a bamboo staff. His
hair was as
white as cotton, but his wrinkle face was hardly tanned and his eyes under his
place eyelashes sparkle
like those of a young man.
Ngoe Tam kwew that the old man was the genii of medicine who travelled
over the world on
his magic mountain to teach his skill to mortal and to relieve suffering. Ngoe Tam
threw himself at
the feet.
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The genii said” Knowing of your virtue, I have placed my mountain on your
path. If you wish.
I will enroll you amongst my disciples”
Ngoe Tam thanked him humbly but vowed he would never leave his wife and
begged and
genii to bring her to life again. The genii looked at him with kindness and pity in
his eyes and said’
why do you cling to his life an illusion? What folly to trust being who is feeble
and inconstant! I want
to grand your wish but I hope that in time to come you will not regret its
fulfilment.’’
At his order Ngoe Tam opened the coffin and cutting the end of his finger
let three drops of
blood fall on to body of Nhan deep. She opened her eyes slowly as if awakening from
a deep sleep.
“Remember your duties, said the genii to her. “Think of what you owe your husband.”
Ngoe Tam, anxious to reach home, rowed night and day until one evening he
landed at a
village to buy provisions, leaving Nhan Deep alone in the boat. While he was gone,
a large barge
moored alongside and the owner, a rich merchant, was struck with the girl ‘s
beauty. He talked to
Nhan Deep and invited her to take tea with him on his barge and, as soon as she was
aboard, he set
sail.
Ngoe Tam found her after a month of creaseless searching, but Nhat Tam
deep was living the
life of her dream and refused to return to their house with him. He saw her for the
first time as she
was and curred of his blind love, said to her,” You are free but give me back the
three drops of blood
I spent restoring you to life. I do not want you keep the least part of me,”
Nhan deep was overjoyed to be rid of him so easily and, snatching a knife,
pricked the end of
her finger. As soon as the blood began to flow, she grew dreadfully pale and fell
lifeless to the ground.
Nhan deep could not resign herself to his fate and returned to the world in
the form of a little
and insect and purred NGOE Tam, whining and pleading incessantly as she endeavored
to steal the
three drops of blood which would restore her life.
Her race multiplied and his is show these pets we all know
so well came into existence.
1.Sum up the story explaining why mosquito are small insects.

2. Summarize the story explaining why mosquito whine and sting
3. Which is the most interesting part of the story? Why?
4.What virtues are exhibited by Ngoe Tam ?
5. Relate any Philippine folktales you know explaining the origin of mosquitoes.
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Tips in Summarizing
Omit
unnecessary
Read the selection
Identify the words
and retain th
with full
unfamiliar words.
meaning of the
comprehension.
selction.
Replace a word for

Condense long ideas
aphrase or a phrase to
into short ideas.
a clause.
Creating with Them
#C Assume that you will audition in a drama club. With

partner, re-
enact your favorite scene in the tale.
On A Personal Note
#M Make a collage lifted from the theme of The

Mosquito. Analyze it
through its contents. Think of maxims or proverbs
that you can associate
and put it below your collage. Send it via email or
messenger.
Batangas City,
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135
Indonesia
FICTION 1
Objectives
Determine the meanings of unfamiliar words through picture clues.
Distinguish the components of attitude as through completing a
concept map.
Identify the attitude of the main character towards marriage.
Infer the feelings or emotions depicted in the dialogues of the main
character.
Examine the given pictures depicting unfamiliar terms listed in the first
column and match
each word to its meaning from the choices found in the second column by
connecting dots
between them.
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Complete the concept map on the components of attitude by selecting statement

from the
given choices that illustrates each component.
Figure. Components of attitude towards marriage
Statements revealing components of attitude
While-reading Activity
Read Mrs. Geni in December by Arswendo Atmowiloto and pay attention to the
emotions
expressed by dialogues delivered by the main character. Complete the table by
selecting an
emoticon that can best describe the emotion/feeling depicted in each dialogue
lifted from the
story.
Emotion/feeling
expressed by each
Dialogues
dialogue
“This child is already pregnant. Why are
you hiding it? Why are you embarrassed?”
“Can’t be like this. You have to be happy
first.”
“You all stress about working out an
auspicious date, what sort of matching
clothes to have, and it all has no connection
with the marriage itself.”
“Because something strange is thought of
as normal, the people who do not marry,
who are widows or widowers, are even
thought of as strange.”
“I’ve never thought about getting divorced.
Have I thought about killing him? Often.”
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Emoticons expressing varied moods or feelings
Mrs. Geni in December

by Arswendo Atmowiloto
“For Mrs. Geni, every month is December. Last month, the present
month, or next month, they all mean December. So, if you have to deal with
Mrs.
Geni, it is better not to rely on dates, but rather on the day. If you want
to book
her, you have to say, “Two Fridays from this Friday.” If you say the
seventeenth,
you could be in trouble because the seventeenth won’t necessarily be a
Friday. If
you book her for the seventeenth, she might just not show up on the day.
The problem is a great many people deal with Mrs. Geni. For anyone
wanting to arrange the wedding of a child, there is only one choice. Mrs.
Geni.
Bridal makeup artist. There are many other bridal makeup artists, but none
can
match Mrs. Geni. Even after considering the many other beauty salons, people
stay with the choice of Mrs. Geni.
According to past clients, Mrs. Geni is no ordinary makeup artist.
She
can transform a would-be bride and make her so beautiful she is truly
stunning.
Unrecognizable. One of her specialities is to infuse cigarette smoke onto
the face
of the would-be bride. According to tradition, she explains, this is
bronzing,
applying a bronze, not gold, hue to the skin. Almost every bridal makeup
artist
uses this technique, but none can match her skill. One time at a wedding the
host
fainted because she thought the daughter she was marrying off had
disappeared.
The mother of the bride-to-be fainted, the father became embarrassed, and
all the
relatives started to search for the bride at friends’ houses. Even after she
was
found, the mother of the bride-to-be could not accept it. “That is not my
child.
That is not my child,” she exclaimed.
“Well, if it is not your child, that makes her my child. Let’s go
home.”
Only later the mother of the bride-to-be realized, and said, “How
is it
possible that my child could be as beautiful as this?”
Despite this, Mrs. Geni does not always please everyone. Her voice
is
loud and the people who have to listen to her do become annoyed. “This child
is
already pregnant. Why are you hiding it? Why are you embarrassed? To have
children, to be able to fall pregnant, this is a gift. This is not something
to cover
up, to be squeeze down inside clothes. It is your own child, right.”
If I’m not wrong, the incident happened at the district head’s
house. As a
result, the news spread and continued to reverberate long after the incident
was
over. Another wedding ceremony was almost cancelled simply because Mrs.
Geni saw a sad face on the bride-to-be. Usually two or three days before a
ceremony, Mrs. Geni needs to meet the bride-to-be in person. Why not with
the
bridegroom-to-be? “Well, his fate rests right here, right?”
138
When she met the soon-to-be-bride who she felt had the sad face, Mrs.
Geni said, “Can’t be like this. You have to be happy first.” No matter that the
invitations had already been sent out, the reception hall been paid for in advance,
and, more importantly, the food been prepared. The story wouldn’t have been
unusual if it had ended in cancellation. What was unusual was that two days
later, a bus crashed off a cliff into a gorge. As it turned out, if the wedding had
actually gone ahead and not been cancelled, there was a big chance the
bridegroom-to-be would have gone into the gorge because he had in fact planned
to travel on that very bus, at that very time.
Mrs. Geni’s story continues next with the time she was asked to do the
makeup of the daughter of a government minister – possibly a senior
coordinating minister – but she replied, “Just tell the daughter to come to my
house. A lot of people here are going to be put out if I leave them.”
Last seventeenth of August, the neighbors in her area waited to see
whether Mrs. Geni would put up the national red and white flag at her house,
because in Mrs. Geni’s estimation that was the same as 17 August. As it turned
out, Mrs. Geni did have a flag put up. “What’s wrong with flying the flag on the
seventeenth of December?” she asked.
The officials in the village were happy too, because if Mrs. Geni hadn’t
put out the flag on the anniversary of independence, there could have been a
problem. On the following thirty-first of December, Mrs. Geni did not object to
having a party at her house. But to her, the following day was not New Year’s
Day, but rather 1 December again.
Many people say that Mrs. Geni’s magic is to always look young. And
Mrs. Geni does indeed seem to have always looked the same, whether it’s doing
the makeup for a neighbor, or doing it for her own child. Her face and
appearance are the same. The photos taken at the time can prove this, along with
the photos taken over the following 20 years. Or maybe also the 20 years before
that.
“Marriage is the most illogical of ceremonies. It causes a lot of trouble.
You all stress about working out an auspicious date, what sort of matching
clothes to have, and it all has no connection with the marriage itself. Just look
at
the people who make the speeches at a wedding, the people who delivery advice
to the newlyweds. That is the most boring part, the part that is listened to the
least. But it is always included. That’s weddings for you.” It is somewhat odd for
these words to come from Mrs. Geni, because she in fact makes her living from
weddings. “Yes, it is strange. Isn’t marriage a strange thing. Because something
strange is thought of as normal, the people who do not marry, who are widows or
widowers, are even thought of as strange.”
On a different occasion, Mrs. Geni said, “The strange expression ‘soul
mate’ hides the fear or questions that we do not have the courage to answer. ‘Oh,
such and such is my soul mate.’ We commonly speak like that. Or if it fails, ‘Oh,
such and such was not my soul mate.'” Mrs. Geni then laughs at length. “So, is
my soul mate actually Mr. Geni? Because I married Mr. Geni, he becomes my
soul mate. Not, because Mr. Geni was my soul mate therefore I married him. It
would have been different if before that I had not married Mr. Geni. Then he
would not have been my soul mate.”
Why marry Mr. Geni at the time?
“Yes, because it was time to get married, like everyone else.”
Does that then mean it wasn’t out of love that I married Mr. Geni?
“As with soul mates, as soon as you marry, well, that has to be accepted
139
as love. That is more important. Because if you rely on love beforehand

it might
not last. What you have, that is what you love, whether there is love
before or
not.”
The question arises because there is word that Mr. Geni is to
marry
again. “Yeah, don’t worry about it. And I will do the makeup for the
bride,” she
says easily, in a flat, almost emotionless, tone. “To try to forbid it
would be hard,
and it would be useless anyway. Just let him do it.”
Maybe that is the reason Mrs. Geni is still happy to do the
makeup for
the soon-to-be-brides who are to become second or third wives. “Let
people feel
joy once in their lives.” For Mrs. Geni, marriage is joy, happiness. “If
someone
does not even feel happy when they get married, they aren’t going to
find any
other joy.”
According to Mrs. Geni, no marriage really fails because
marriage itself
is not a success. “All you need is a little courage and a lot of
foolishness. That is
what is needed for a marriage. In order to divorce on the other hand,
you need to
have a lot of courage and a small amount of foolishness.”
Has Mrs. Geni ever thought about divorcing Mr. Geni?
“I’ve never thought about getting divorced. Have I thought
about killing
him? Often.”
And so, Mrs. Geni, bridal makeup artist, has done the makeup
for all the
women in her village. You could say, for everyone who has been married,
and
for those who have not. The latter are done by Mrs. Geni as bodies when
women
pass away having never married. Before burial, Mrs. Geni makes them up
fully.
Many disapprove, for many it is regrettable, still others fear being
made up.
“Frightened it will come true in the marriage. Frightened of being too
happy, too
free, too enjoyable, so that’s why we commit ourselves to a marriage
that
regulates responsibilities so much, regulates obligations, including the
provision
of a living, and the raising of children. Only it’s strange, but
basically, we are
afraid of our own happiness, and restrict it through the existence of
God’s
power.”
Even though she says that humanity’s most restricting and
frightening
discovery is marriage, Mrs. Geni continues to do peoples’ makeup, still
uses the
infusion of cigarette smoke. For someone able to make time for herself –
even
though it is still tied to December – Mrs. Geni is able to do the makeup
for
people, bodies, bridal statues and trees as well as buffaloes. Mrs. Geni
also
chants the bridal mantra, breathes the three breaths onto the bride’s
crown, with
the same seriousness she uses to fast before making someone up. “Let the
buffaloes experience happiness, just as we have believed all this time
that
marriage is happiness.”
Fortunately, all of this only happens in December.

Theme
1. What belief does Mrs. Geni hold about marriage? How does this belief
influence her
work as a makeup artist for bride-to-be?
2. Mrs. Geni considers marriage as “not a success,” how does this idea relate
to her own
marriage and her reason for marrying her husband?
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140
3. How does Mrs. Geni react on the upcoming marriage of his husband to his
second bride?
What does she mean when she says that she will personally do the makeup for
her
husband’s second bride?
4. Whenever Mrs. Geni does the makeup for the brides who are second and third
wives, she
makes them feel the joy of wedding ceremony. What does this action reveal
about her
attitude toward marriage?
5. What is the significance of this concluding statement from Mrs. Geni, “Let
the buffaloes
experience happiness, just as we have believed all this time that marriage
is happiness”?
Literary Approach: Formalism

1. Which situation is emphasized in the story? What do you think is the
writer’s attitude
towards this situation? Explain.
2. What is the dominant mood expressed among the dialogues of the main
character in the
story? How does this mood affect the readers?
Things to Remember:
A. Tone refers to the methods by which writers and speakers reveal
attitude or
feelings – toward the material, toward their readers, and toward the
general
situation that they are describing or analyzing.
B. The authors’ attitude or attitude toward the subject matter and
toward the
readers may be deduced by reading the selection carefully.
Creating with Them

1. Create a meme on marriage and relationship.
2. Take a photo of any object available at home that can symbolize
marriage and
relationship and compose a quotation to express this idea.
3. Film a short monologue on your attitude towards marriage and
relationship.
On a Personal Note
Write a quatrain expressing your argument on the idea that marriage is the most
illogical of
all ceremonies.
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Indonesia
POEM 1
Objectives
Explain the meaning of a quote through paraphrasing.
Relate the creative process of poetry writing to painting.
Interpret the message conveyed in the poem, Only in Poetry by
Ajip Rosidi.
Characterize metapoetry as an emerging literary genre.
Examine the given quote carefully. Rearrange the jumble words below to
paraphrase the
given quote and answer the questions that follow.
Life drifts
between
heaven and earth

.
existence from ideal reality slowly moves to
Guide Question
1. What quote do you form out of the jumbled words? What does it mean?
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Examine the pictures below and answer the questions that follow.
Guide Questions
1. How does a poet compare to a painter?
2. From which do these artists derive their inspirations in crafting their
masterpieces?
Read the poem Only in Poetry by Ajip Rosidi and identify a song matching your
feeling upon
reading this poem. Make a second and third reading of the poem while playing
the song of
your choice. What do you feel upon reading this poem with a background music of
your
choice?
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Only in Poetry
by Ajip Rosidi
In the train
I read poetry: Rendra and
Mayakovsky
Yet the words I hear are yours
Above the rhythm of the wheels,
I look outside:
Rice-fields and mountains
And a poem rises
From every bead of sweat
On the brow of the farmer
Throughout his long and lonely
day.
I know you know

That life drifts between heaven
and earth
Adam was expelled from
Paradise
Then searched for Eve.
The poet’s fate

Is to knock on door after door
And never find: Restlessly
Refusing
To surrender to his situation.
In the valley I see your calm face,

From the valley your hand
stretches forth.
In the train
I read poetry: submission to
emotion
Which through the iron fingers of
Time
Determines the path of Fate:
stretching out
Into the realm of dreams which I shape
to no avail.
I know,
You know,
In poetry
Everything is clear and definite.
144

Theme and Genre
1. The first stanza suggests that a poem is created out of a challenging
experience as the
speaker relates this creative process of poem-making to a long and lonely
day of a typical
farmer on a rice-field. What can a reader benefit from this craft created
from a
challenging experience? What kind of connection can he or she make to
benefit and
better appreciate poetry?
2. The speaker describes the unveiling of hidden meaning of a poem as a
continuously slow
movement from heaven and earth? What do heaven and earth symbolize in this
stanza?
How do these symbols relate to the process of interpreting a poem? How is
the allusion of
Adam searching for Eve recounted this process of interpretation?
3. The third stanza narrates a poet’s struggle in conveying his or her message
to the readers.
Characterize this struggle. How should a poet approach this struggle to
overcome it? How
does the image in the fourth stanza communicate the outcome of overcoming
this
struggle?
4. To which do the “iron fingers of Time” in the fifth stanza pertain? What
effects can it
bring to the lives of the readers?
5. What does the concluding stanza suggest on the nature of poetry?
6. What is metapoetry? How does this literary piece serve as a metapoem?
Literary Approach: Reader-response Criticism

3. Which emotion have you experienced often drive you to write a poem? What
happens to
this emotion after writing poetry?
4. Which subject or idea do you find meaningful whenever you read poetry? How
does this
subject or idea relate to your experience?
5. Is there a poem which you had read before that changed your perspective in
life? What
changes have occurred to you as a person upon reading this poem?
Creating with Them

4. Assume yourself as a poet who is attending a press conference for the
launching
of your poetry anthology. What advice can you give to those would-be
writers on
crafting poetry?
5. Using a desktop publishing software, create a self-help pamphlet on
writing
poetry.
6. Make a vlog on the nature of metapoetry.
On a Personal Note
Write a short poem on your unforgettable experiences in reading and writing
poetry.
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Indonesia
POEM 2
Objectives
Determine the meanings of unfamiliar words through synonyms
and antonyms.
Analyze a vlog on reading and writing poetry.
Paraphrase the poem, The birth of a poem by Subagio
Sastrowardojo.
Examine the given words carefully and complete the table by listing synonyms
and antonyms
of each given word. Choose your answer from the word bank below.
bastard
melancholy
synonyms antonyms synonyms
antonyms
1. 1. 1.
1.
2. 2. 2.
2.
3. 3. 3.
3.
Word bank
bliss gentleman glee goodman grief happiness rascal
rogue sadness saint scoundrel sorrow
Analyze the vlog on writing a poem and answer the questions that follow. You
may access
the vlog through the given link. https://www.youtube.com/watch?v=pYB3u9714IQ
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Guide Questions
1. How does the vlogger describe a poem?
2. What are her advices in writing poetry?
3. Which among her advices in writing poetry do you find most applicable to
you? Why?
Read and analyze The birth of a poem by Subagio Sastrowardojo. Paraphrase the
poem by
selecting the equivalent of each color-coded line from the given choices.
Explain the meaning
of each paraphrased line.
The birth of a poem

by Subagio Sastrowardojo
Night pregnant with my seed

thrusts the nine-month child down
to the ground, Motherless bastard
bearing the first sin
on its brow. Its cry declares
my hunger and melancholy, my suffering
and my death, Kiss the ground
source of your suffering, It
is your soul.
Paraphrased Equivalents

Personification
1. What human characteristics are endowed to the subject of this literary
work?
2. What effect does this endowment of human characteristics bring to the
subject of the
poem and to the reader?
3. How does the use of personification help in conveying the central idea of
this
metapoem?
Literary Approach: Deconstructionism

1. Who owns the experience brought by poetry – the author, the persona, or
the reader?
Make an argument on this issue.
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Creating with Them

1. Make a paraphrased version of a poem about writing poetry written by a well-
known Filipino
poet. What does it reveal about the art of writing poetry?
2. Personify a concept or experience (e.g. examination, enrollment or the like)
on college
education. What human qualities do you associate to that concept or
experience? What is
your reason for such association?
3. Using a Venn diagram, compare and contrast the two metapoems under Indonesian
literature.
On a Personal Note
Write a short reflection about the art of writing poetry.
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Singapore
FICTION 1
Objectives
Determine the meaning of unfamiliar words through context clues.
Relate Karen Horney’s Personality Types to character development
in fiction.
Evaluate the effectiveness of approaches to characterization in
presenting human facsimiles in fiction.
Analyze how the traits and actions of fictional characters are
Read and analyze the following sentences carefully. Determine the meaning of
each
underlined word by selecting its synonym from the given word bank. Write your
answer on
the space provided before each item.
__________ 1. One of my grandmother’s atrocities to her servant is

hurling a durian at
the maid’s head.
__________ 2. She bought infants and reared them to be bondmaids working

endlessly
in a garment factory without any compensation.
__________ 3. Husbands who were unfaithful and not loyal to their wives
live with
their concubines.
__________ 4. The virulence of their hatred toward one another resulted

to their
painful separation.
__________ 5. He was inconsolable when his partner left him for another
man.
Word bank
heartbroken cruelties
slaves
evil mistresses
severity
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Complete the given illustration by supplying the word appropriate for each box.
Select the
words to complete the illustration from the word bank and answer the questions
that follow.
Illustration. Three Types of Personalities from Karen Horney’s Socio-

psychological theory
Word bank
atrocious grief-stricken
single-minded
barren inconsolable
soft-spoken
genteel-looking murderous
withdrawn
1. What are the types of personality shown in the illustration? Describe each.
2. Looking at a typical Filipino family, are these personality types properly
ascribed to the
family members they represent? Why? Why not?
3. What do you think will happen if people with these personality types live
together in the
same house?
Read Catherine Lim’s Grandfather’s Story and pay attention to the words that
are associated
with each given character below. Complete the table by listing the action words
attributed to
these characters and determine their traits as revealed by the words attributed
to them.
Action words associated What

do they reveal about
Characters
with these characters
these characters?
Grandmother
Grandfather
Grandaunt
Analyze the completed table above. Based on the character traits revealed
through word
association, infer who among the given characters would likely do the
following. Write your
answer on the space provided before each item.
__________ 1. Reminiscing loved one by listening to music alone
__________ 2. Slapping an enemy with a hard object
__________ 3. Fulfilling a request from someone
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__________ 4. Annihilating a business rival with absurd tactics

__________ 5. Starring on a picture to recall memories of loved one
Grandfather’s Story
by Catherine Lim
Grandmother died when I was ten. I had always been in awe of her,
mainly because of the stories I had heard relatives and servants whisper
about her
atrocities towards the many bondmaids she had bought as infants and reared to
work as seamstresses and needlewomen in her rapidly expanding business of
making bridal clothes and furnishings.
Grandmother’s embroidered silk bed curtains and bolster cases and
beaded slippers for bride and groom were famous and fetched good money. The
more nimble-fingered of the handmaids did the sewing and headwork; the others
were assigned the less demanding tasks of cutting, pasting, dyeing, stringing
beads, or general housework.
It was rumoured that one handmaid had died from injuries sustained
when grandmother flung a durian at her. The story had never been confirmed,
and, as a child, my imagination had often dwelt on the terrible scene, giving
it a
number of interesting variations: grandmother hurled the durian at the
bondmaid’s head, and it stuck there; the durian was flung at the bondmaid’s
stomach, thus disemboweling her; the durian thorns stuck in the bondmaid’s
flesh like so many knives and caused her to bleed to death.
Whatever the circumstances surrounding her death, the bondmaid was
certainly dead at fifteen and quietly buried at night in a remote part of the
huge
plantation in which stood grandmother’s house.
Grandfather, who had been separated from grandmother for as long as
anyone could remember, often said, “Look at her hands. Look at the strength
and
power in them. The hands of a murderess.” And he would go on to assign the
same pernicious quality to each feature of her body: her eyes were cold and
glittering, her mouth was thin and cruel, her buttocks which by their
flatness
deflected all good fortune, so that her husband would always be in want.
I think I unfairly attributed to grandmother all those atrocities
which rich
elderly ladies of old China committed against their servant girls or their
husbands’ minor wives and concubines. Thus, I had grandmother tie up the ends
of the trousers of a bondmaid close to the ankles, force a struggling,
clawing cat
clown through the opening at the waist, quickly knot the trousers tightly at
the
waist to trap the beast inside, and then begin to hit it from the outside
with a
broom so that it would claw and scratch the more viciously in its panic.
I never saw, in the few visits I remember I paid grandmother, any
such
monstrosity. The punishment that grandmother regularly meted out were less
dramatic: she pinched, hit knuckles with a wooden rod, slapped and
occasionally
rubbed chili paste against the lips of a child bondmaid who had been caught
telling a lie.
Grandmother did not like children. I think she merely tolerated my
cousins and me when we went to stay a few days with her. When in a good
mood, she gave us some beads or remnants of silk for which she no longer had
any use.
I remember asking her one day why I never saw grandfather with her
and
152
why he was staying in another house. Not only did she refrain from answering
my question, but she threw me such an angry glare that from that very day I
never mentioned grandfather in her hearing. I concluded that they hated each
other with a virulence that did not allow each to hear the name of the other
without a look of the most intense scorn or words of abuse, spat out rather than
uttered.
Indeed, never have I seen a couple so vigorously opposed to each other,
and I still wonder how they could have overcome their revulsions to produce
three offspring in a row, for according to grandfather. They had hated each other
right from the beginning of their marriage. It was probably a duty which
grandmother felt she had to discharge. “It was an arranged marriage,” said
grandfather simply, “and I never saw her till the wedding night.” But he did not
speak of the large dowry that grandmother brought with her, for her father was a
well-to-do pepper merchant who had businesses in Indonesia. As soon as her
parents were dead and she had saved enough money to start a small business on
her own, she left grandfather, took up residence in an old house in a plantation
that she had shrewdly bought for a pittance, and brought up her three children
there. Her two daughters she married off as soon as they reached sixteen; her
son, who turned out to be a wastrel, she left to do as he liked.
She had put her life with grandfather behind her; from that day, he was
dead to her, and she pursued her business with single-minded purpose and
fervour, getting rich very quickly. She had a canny business sense and invested
wisely in rubber and coconut plantations.
Grandfather took up residence with a mistress; he had her for a very long
time, almost from the time of his marriage. It was said that she was barren, and
he was disappointed for a while, for he wanted sons by her, but his love remained
unchanged. There were other mistresses, but they were merely the objects for
grandfather’s insatiable appetite, while this woman, a very genteel-looking, soft-
spoken woman whom I remember we all called Grandaunt, was his chosen life
companion. I saw her only once. She was already very old and grey, and I
remember she took out a small bottle of pungent-smelling oil from her blouse
pocket and rubbed a little under my nose when she saw me cough and sniffle.
She died some three years before grandfather (and a year after grandmother).
Grandfather howled in his grief at grandaunt’s funeral, and was
inconsolable for months. In all likelihood, he would not have attended
grandmother’s funeral even if she had not objected. As it was, she had stipulated,
on her deathbed that on no condition was grandfather to be allowed near her dead
body. She was dying from a terrible cancer that, over a year, ate away her body.
“Go, you must go,” urged grandaunt on the day of the funeral, “for, in
death, all is forgotten.” But grandfather lay in his room smoking his opium pipe
and gazing languorously up at the ceiling.
When grandaunt died – quite suddenly, for she was taking the chamber
pot up to their room when she slipped, fell down the stairs and died – grandfather
was grief-stricken and, at one point, even blamed the sudden death on
grandmother’s avenging spirit. He became withdrawn and reticent and
sometimes wept with the abandon of a child in the silence of the night.
The change was marked, for grandfather was by nature garrulous and, on
occasion, even jovial. He liked to tell stories – especially irreverently obscene
tales of monks. In his withdrawn state, all storytelling ceased, except on one
occasion when he emerged from his room, to the surprise of the relatives who
were sitting around idly chatting after dinner, and offered to tell a tale.
153
“Once upon a time,” said grandfather, grey eyes misting over and the
wispy beard on his thin chin (which he always tied up tightly with a rubber band,
much to the amusement of us children) moving up and down with the effort of
storytelling.
“A very long time ago, perhaps a thousand years ago, there lived in
China a farmer and his wife. He loved her dearly, for she was a gentle, loving
woman who would do anything to make him comfortable and happy. They had
no children; the woman’s barrenness, which would have compelled any husband
to reject her, did not in the least irk him. He worked hard to save for their old
age, knowing no sons would be born to look after them, and he and his wife
watched with satisfaction the silver coins growing in the old stone jar, which
they took care to hide in a hole in the earthen floor.
“Now near the farm was a nunnery, and the head nun, a most cruel and
mercenary woman who spent all her time thinking of how much in donations she
could get out of the simple peasants, began to eye the growing wealth of this
farmer and his wife. She knew that they were an extremely frugal couple and
surmised that their savings were a goodly sum.
“Knowing that the farmer was a shrewd fellow who regarded her with
deep suspicion, she waited one morning for him to be out in the fields before
paying his wife a visit.
“So convincing was she in her promise of heavenly blessings upon those
who would donate generously to her nunnery that the farmer’s wife was quite
taken in. The foolish woman went to the hiding place in the earthen floor,
brought out the stone jar and handed it, with its store of silver coins within, to
the
head nun. The nun thanked her effusively and left.
“When the farmer came back, his wife told him what had happened, in
her extreme naiveté expecting him to praise her for what she had done. Instead,
he picked up his changkul and repeatedly hit her in his rage. When he saw that
she was dead, his rage turned into an overpowering pity, and he knew he would
never be at peace until he had killed the one who had brought about this tragedy.
“He ran to the nunnery with his changkul1, and there struck three hefty
blows on the nun’s head until she fell down and died. In his panic, the farmer ran
to a tree and hanged himself.
“The spirits of the three deceased then appeared before the Almighty,
who sat on his heavenly throne in judgment.
“‘You have done great wrong,’ he told the farmer, ‘and must therefore
be punished.’
“‘You,’ turning to the nun, ‘have done greater wrong, for you are a
selfish, mercenary, cruel woman. You too will be punished.’
“He looked at the farmer’s wife, and, whereas his eyes had narrowed in
severe censure when they looked upon the farmer and the nun, they now softened
upon the gentle, timid woman.
“‘You are a good woman,’ said the Almighty, ‘and although you were
foolish enough to be taken in by this nun, you will not be punished.’ “The
Almighty’s plan was simple.
“‘I’m sending the three of you back to earth,’ said the Almighty. ‘You
will be born and, at the appointed time, you,’ pointing to the farmer, ‘and you,’
pointing to the nun, ‘will be man and wife so that you will be each other’s
torment. I can devise no greater punishment for you. Since your sin is less,’ he
continued, addressing the farmer, “you will be freed of the retribution after a
time and will be reunited with this woman, without whom you cannot be happy.’
154
“Then turning to the nun, he told her, ‘You have been guilty of
so much
cruelty that your punishment will be extended further. While this man
and this
woman enjoy peace and happiness together, your body will be wracked by
the
most painful disease, which will, after a long time, carry you to your
grave.’
“So the three were reborn on earth, and the Almighty’s plans
for them
came to pass.”
Grandfather finished his story and shuffled back to his room,
smoking
his opium pipe. He paused, before entering his room, to continue, “The
woman,
much beloved by the man, was to die soon, and he will shortly follow.
For them,
there will no longer be the pain of another rebirth.”
_______________
1
A hoe of Chinese-Malay origin.

Characterization
1. How does the author create a vivid illustration of the different
personalities of
grandmother, grandfather, and grandaunt?
2. Of the two approaches to characterization that the author employs in
presenting her
major characters, which do you deem more effective? Why?
3. What effect does the combination of two approaches to characterization
create in
presenting grandmother’s personality?
Things to Remember:
A. Authors present their character either directly or indirectly.

a. Direct presentation. The author tells us straight out, by
exposition or
analysis, what a character is like, or has someone in the
story tell us
what he is like.
(e.g. The change was marked, for grandfather was by nature
garrulous and, on occasion, even jovial. He liked to tell
stories –
especially irreverently obscene tales of monks.)
b. Indirect presentation. The author shows us the character in
action;
we infer what he is like from what he thinks or says or does.
(e.g. The punishment that grandmother regularly meted out were
less
dramatic: she pinched, hit knuckles with a wooden rod, slapped
and
occasionally rubbed chili paste against the lips of a child
bondmaid
who had been caught telling a lie.)
B. How Character is Disclosed in Fiction?

a. Actions. What the characters do is our best clue to understand
what
they are.
b. Descriptions, both personal and environmental. Appearance and
environment reveal much about a character’s social and economic
status, of course, but also they us about character traits.
c. Dramatic statements and thoughts. Although the speeches of most
characters are functional, essential to keep the action moving
along,
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they provide material by which you may draw conclusion.

d. Statements by other characters. By studying what characters
say
about each other, you may enhance your understanding of the
character being discussed.
e. Statements by the author speaking as story teller or
observer.
What the author speaking with the authorial voice, says
about a
character is usually accurate and the authorial voice can
be accepted
factually.
Literary Approach: Psychological Criticism

1. What can possibly be the reason for the grandmother’s hostility towards
her
bondmaids? Does her cold relationship with grandfather contribute to her
being
hostile? Why?
2. When grandaunt died, grandfather suddenly became remorseful and detached
from
others. How does offering a story to children help him overcome such
agony? What
does the concluding statement in his story mean? How does it relate to
his feelings?
Creating with Them

Accomplish any of the following tasks through making a two-minute advocacy
video.
7. Assume the role of a human right advocate. How would you free the
bondmaids
from grandmother’s abuse?
8. You are a registered clinical psychologist. How would you help
grandfather to
overcome the extreme sadness due to grandaunt’s death? What advice
would you
give him?
On a Personal Note
Using your mobile phone, capture a photo of any object available in your house
that can
represent one of your undesirable traits. Write a paragraph on how would you
transform this
undesirable trait into something desirable. Post your work online and share it
to your class
instructor/professor.
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Singapore
POEM 1
Objectives
Determine the synonyms of the given phrases.
React on an issue involving opposition of views in social media.
Infer the subject’s reactions on the lines of the poem read.
Determine the theme of the poem, The Exile by Edwin Thumboo.
Relate the theme of the poem to a historical event.
Accomplish varied multi-modal activities.
Examine the given phrases in the first column and locate their respective
meanings in the
second column by drawing lines to connect the dots between synonymous phrases.
Explain
your answer.
We possess ideologies that can shape the way we see things around us and
eventually
influence our actions. However, not all of us agree with the same ideology as
we think
differently depending on our beliefs and preferences. Examine these
screenshots from an
online news website and answer the questions that follow.
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Guide Questions
1. Opposing views is becoming rampant in social media platforms. How would
feel
when someone opposes your thought or view?
2. What will happen if you reside in a community wherein people have the
extreme
opposite of your views and beliefs about life and living? How would you
deal with
this opposition?
Read or listen to Edwin Thumboo’s The Exile and assume that the speaker of the
poem is
directly addressing its subject. How would this subject react upon hearing
these lines from the
poem. Infer his reactions by selecting a statement from the given choices in
speech bubbles
towards each numbered group of lines. Explain your answer.
You may access Edwin Thumboo’s reading of his poem The Exile in this
link:
https://www.youtube.com/watch?v=PeeIC5RKnLg
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The Exile
by Edwin Thumboo
He was not made for politics,

For change of principles
Unhappy days, major sacrifice.
Even a bit part in a tragedy
Seemed most unlikely.
There was in him a cool Confucian smile.
Some suitable history would have been
A place in the Family Bank,
Consolidated by a careful match
A notable gain in family wealth,
A strengthening of the Clan.
An ordinary man, ordinary longevity.
Of these things his father sadly dreams.
He was not made for politics.

But those days were China-wrought,
Uncertain of loyalties, full of the search
For a soul, a pride
Out of ancestral agony, gunboat policy,
The nation’s breaking up,
The disaster of the Kuomintang.
The new people took him in
To cells, discussions, exciting oratory,
Give him a cause.
Work quietly, multiply the cells

Prepare for the bloom of a hundred flowers.
The flowers came, fast withereth too.

Made conspicuous by the principles
And the discipline of the group,
He thought to stand his ground, defy the law.
Re-actionaries he said.
And so he stood in the dock.

Many documents were read. Those who planned
The demonstration, allotted tasks
Had run to fight another day – they had important work,
Could not be spared, were needed to arrange
More demonstrations.
Impersonally, the verdict was
Exile to the motherland,
A new reality.
He stood pale, not brave, not made for politics.
159

Theme
1. What are the instances cited that prove that the subject of the poem does
not care about
politicizing his ideology?
2. What does Confucian smile in line 6 mean? How does it relate to his
inability to
politicize his ideology?
3. What do you think could have happened if he had politicized his ideology by
renouncing
it?
4. Which event had caused his imprisonment? What does he realize?
5. As a result of his realization, what action does he make and what
consequence does he
encounter from his action?
6. What does the poem reveal about individuals whose ideologies are in contrast
with the
society they are living?
Literary Approach: Historical Criticism

1. Read the abstract below from a published article in Journal of Southeast
Asian Studies.
Relate this article to the poem discussed above.
The repatriation of the Chinese as a counter-insurgency policy during

the
Malayan Emergency
During the Malayan Emergency, British High Commissioner Henry Gurney

pushed the policy of repatriating to China thousands of ‘alien’ Chinese
detainees
suspected of supporting the Malayan Communist Party's guerrilla war.
This article
traces the stages of this controversial policy, which, despite
obstacles, remained a
key counter-insurgency strategy until 1953. But the policy ignored the
civil war in
China and risked jeopardising Sino–British relations. When China closed
its ports,
the British administration put forth more desperate proposals to
continue
repatriation, often in the face of Foreign Office objections, ranging
from
negotiations with the PRC, to dumping deportees on the coast of China,
and even
approaching the Formosan government. Yet, while the Chinese were the
target of
both harsh early counter-insurgency techniques and communist violence,
when the
faltering repatriation policy was replaced by the mass resettlement of
‘squatters’ in
Malaya itself, the Chinese were given a path to citizenship, changing
their political
future and that of the nation.
Chin, L. (2014). The repatriation of the Chinese as a counter-insurgency

policy during the
Malayan Emergency. Journal of Southeast Asian Studies, 45(3),
363-392.
doi:10.1017/S0022463414000332
Creating with Them

A. Devise an advocacy poster encouraging netizens to respect the views and
ideologies
of one another as posted in social media.
B. Write a poem on respecting political views of other people.
C. Write an open letter to a political social media basher to stop online
shaming.
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On a Personal Note
Take a photo showing your reaction to social media trolling. Write a paragraph
expressing
your feelings when somebody tries to troll your views or opinions in social
media.
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Singapore
POEM 2
Objectives
Determine the meaning of unfamiliar words through context
clues.
Interpret the message of a one-minute video on a prevailing
social problem.
Analyze the idea conveyed in each stanza of Lee Yzu Pheng’s
Read the given statement and select a term from the word bank that can best
replace each
italicized word. Explain your answer.
“Stop calling
a child a reprobate
even though his or her little actions may
slightly be gibberish
for he or she is a flower still in the
process of blooming.
Transgressors of child rights should stop
this aberration.”
WORD BANK
anomaly
rascal
nonsense
violators
Watch and analyze the one-minute video provided in the link below and answer
the questions
that follow.
https://www.youtube.com/watch?v=GXZ7ubFoV1I
1. What kind of violence has the child

witnessed? How do
you think can this violence affect him
as a child?
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Netizens often attach hashtag to a phrase to identify messages for specific
topic. They tend to
summarize or advocate their ideas about this specific topic which allows them
to participate
in global discussion over social media platforms. Read and analyze Lee Yzu
Pheng’s
Sunflowers for a Friend and select from the given choices a hashtag that can
best describe the
idea convey in each stanza. Explain your answer.
Sunflowers for a Friend

by Lee Yzu Pheng
To hear your own parent call you

not by name, not yet a
vulgar pet name, but
some gross epithet, as “cursed
death’s head, damned reprobate”,
when you, I know, endure even now
that innocence we renounce to escape censure;
heart itself shrinks; not so much at
the venom of the human tongue, as that
nature’s text itself may turn out gibberish.
I fight this terror, cite aberrations,

transgressors of her law, that we all are.
And set my sights on grace – which, to be true,

though random-seeming is a thing hoped for.
We cannot choose
our lot on earth; nor soil, nor weather
of our earliest years. And yet, some
warp or stunt, or run to seed, or die
despite the tenderest care.
Knowing this, I find I marvel still

that sunflowers grow from dirt, and pray
that you, like them, though forced
to live through night,
keep inner orientation strong enough
to turn to light.

1. What instance of verbal abuse to children is illustrated in the first
stanza? What do you
think may they feel upon experiencing this abuse?
2. The speaker describes the possible effect of this abuse as “a venom of human
tongue,”
What do you think is the reason for such description?
3. What long-term psychological effects may this abuse bring to children? How
do you
think may these children react to such adverse effects?
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4. What action does the speaker want the readers to make to stop child abuse?
Can this
action mitigate this social problem? Why?
5. Examine the metaphorical statement in the last stanza. What does it suggest
about helping
children who had experienced abuse? How can the sufferings of these children
from such
abuses be healed?

2. Is the social problem depicted in the poem happening in our country? What do
you
observe as the prevailing form of child abuse in the country?
3. What do you think will be the adverse effect of this prevailing social
problem to our
county in general and to every Filipino family in particular?
Creating with Them

A. Devise a course of action to mitigate child abuse in the country.
B. Propose an extension service program that can help children who had
experienced
abuse to lessen or eradicate their psychological sufferings from such
abuses?
C. Create a music video that will encourage victims of child abuse to move
on with their
lives.
On a Personal Note
Tweet or post a hashtag in asocial media platform that encourages people to
fight child abuse.
Write a short reflection regarding your post and tag your instructor/professor.
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165
Malaysia
FICTION 1
Objectives
Determine the connotation of words and phrases through cultural
equivalents.
Characterize an ideal friend through sketching symbolisms.
Read and analyze, Friend (Sahabat) by Anwar Ridhwan.
Evaluate the significance of the story’s theme.
Examine the underlined words or phrases in the given sentences. Translate
these words or
phrases into utterances easily understand by Filipinos. Select a word or a
phrase in the given
choices that can express the connotation of each underlined word or phrase.
__________ 1. The owner of the dormitory is looking for tenants.
__________ 2. The apartment near the university is under renovation to
accommodate
student-tenants.
__________ 3. We are childhood friends for we grow up in the same
kampong in our
province.
__________ 4. Everytime he approaches people, he utters
“Assalamualaikum” a form
of greetings.
__________ 5. The farmer uses diesel buffalo to plough the rice field.
ang kapayapaan ay sumaiyo bed spacers

boarding house
barangay bhezzie
tractor
Analyze the video, ONE FRIEND (Lyrics) - Dan Seals, through accessing the
provided link.
Based on the video, what characteristics are possessed by an ideal friend?
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Click this link to access the video.

https://www.youtube.com/watch?v=fGBIAK6lUGE.
Think of someone whom you consider as your best friend or greatest friend. What
qualities
do you admire from him or her? Describe these qualities of your best friend by
sketching in
each designated box an object that can represent the thought, feeling, and
action that you
admire the most from him or her. Explain your reasons for such admiration.
Figure. My best and greatest friend
Read and analyze Friend (Sahabat) by Anwar Ridhwan by paying attention to the
traits
possessed by each character. From the given selection of traits below, rank the
traits
possessed by each character by writing the highly exhibited trait in 1 and the
least exhibited
in 7. Explain your answer.
Anwar
Ismail
Character Traits Character
Traits
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
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6. 6.
7. 7.
Character Traits
honesty humor empathy
generosity trust encouragement
steadfastness
Friends (Sahabat)
by Anwar Ridhwan
The first virtue: patience.

Nothing to do with simple waiting.
It is more like obstinacy.
(Andre Gide)
I have paced this small room countless times. With each step, each
glance outside, seeing the millions of snowflakes falling from the
Manhattan sky
(like flour falling through a sieve onto the buildings and the streets), I
think of
how Nuriah is doing in the operating theatre. Her husband is with her,
worrying;
surely he is even more worried than I am, after all, this is the birth of
his eldest
child.
Sometimes my emotions mock my attitude: why should I be worried
and
nervous when it is my friend’s wife who is giving birth? But my attitude
holds
out, defeating emotion with a quote by Sigmund Freud, that if we can share
(in
this case, all the hard times) this is the poetry in the prose of our
lives.
On the corner of 104th Street Broadway there is a rather old
single-floor
building. I think it was built a few years before the Second World War. The
interior of the building attempts to defy its age, especially the lobby.
When I
open the glass doors to the building, a patterned red carpet welcomes me.
Nuriah,
her husband and I enter. This was about a year ago.
I walk towards the receptionist, who doubles as the telephone
operator.
She is Caucasian, probably aged about sixty, older than the building
itself.
“Good morning. I would like to see Mr. Yaakob, please,” I say.
“Mr. Jacob?” she asks. “Mr. Jacob, the owner of the building?”
With a sidelong glance at Nuriah’s husband, I smile.
“Yes,” I reply.
“On what business? Do you want to rent rooms?”
“Well, we intend to. But we would like to meet him first. We are
from
the same country. In fact, we used to live in the same village.”
“Oh,” she says. “You are in luck. Mr. Jacob is around this
morning.
Please go to that office (points to a door not far away) and knock before
entering.”
“Thank you.” I said. Without wasting any time, the three of us
head for
the room, knock on the door, open it and enter.
“Assalamualaikum,” I say.
Yaakob is stunned for a moment.
“You must be Anwar, right? The son of Madam Habshah, the midwife?”
“Correct,” I reply, and shake hands with him. “This is Ismail, and
his
168
wife, Nuriah.”
He shakes their hands briefly. “I have to leave for New Jersey in five
minutes. Is there anything I can do for you?”
“We need rooms. Two rooms.”
“You’ll have to ask the receptionist outside. Hopefully there are still
some available.” With this, he gets ready to leave. We, too, go out immediately,
to meet the elderly woman once again. Yaakob passes quickly behind us,
carrying a bag. He opens the door and steps outside.
“We need two rooms,” I tell the receptionist.
“You’re in luck,” she answers, flipping through the register. “There is
one vacant two-room apartment on the second floor. The previous tenant moved
out just yesterday, and you’re here today. This place is very convenient. Only
one block away, on 103rd Street, is the subway. Please fill out and sign this
form.” She hands me two forms. One pass to Ismail, the other is for me.
From that day onwards, the three of us lived in apartment 2J on the
second floor of Yaakob’s building. There was a rather small living room and a
kitchen, next to which were the bathroom and the toilet. In the beginning, it was
rather awkward for us to live in such a confined space, sharing a bathroom, toilet,
and the living room that we turned into a study and dining area.
Ismail attends lectures at Columbia University. I am at New York
University, either at its main campus in Washington Square, or its campus on
42nd Street, or on East 55th Street. Most of the time, Nuriah is alone.
Every time I look at the building from a distance, especially from the
entrance to the subway on 103rd Street Broadway, behind the faded buildings, I
am in awe of Yaakob, now known to his employees as Mr. Jacob.
We used to live in the same kampong, but he is about 15 years my
senior. Although we lived in the same kampong, we were never close friends.
Aside from the age difference, which made us have different groups of friends, I
left the kampong when
I was 13 to live in a boarding school in Sabak Bernam. From then on, I
seldom returned home, except during school holidays.
Yaakob’s parents I remember well, though. They owned several paddy
fields and coconut plantations. While the other villagers were still ploughing the
fields manually, Yaakob’s folks had already bought a Hino to plough their large
plots.
They owned a “diesel buffalo”. They were the first to own a radio, the
first to have an AJS motorcycle, the first to own a Hillman automobile, and the
first to go to Mecca by flight.
When I was in secondary school, I heard that Yaakob’s parents had
passed away. Coming back home a month later, I heard that Yaakob had sold all
his paddy fields and the coconut plantation. After that I lost track of him.
Only two years ago a friend of mine in Ithaca told me that Yaakob was
now a prosperous businessman living in New York City. I remember the Yaakob
of old, the one who rode his bicycle to the English school, the one who would
team up with a Chinese boy to share in buying the fish caught in the trenches
around our paddy fields when the season came. Once again, we meet on God’s
Earth.
“We’ve been renting this place for two months now,” Ismail says all of
sudden while we are watching TV one night. “And we’ve been paying the rent
for two months. We’re supposed to pay for the third month this week, but the
Malaysian Students Department (MSD) hasn’t transferred our money yet.”
169
“How now?”
“Tell you what,” I say encouragingly, “I’ll see Yaakob tomorrow
morning. I’m sure he’s a reasonable man. I’ll tell him that we will pay the rent
once the MSD sends the money.”
“You think he’ll agree?”
“Insya-Allah. He is one of us after all.”
“Well, try it then.”
At around 8:00 the next morning, coincidently I have no lectures, I
knock on the door to Yaakob’s office. After entering, I give salam and sit down
before him, explaining why I am there.
“What?” he bellows. “This is not the welfare office. In our agreement –
the one that you signed – the rent has to be settled during the first week at the
beginning of every month. At the b-e-g-i-n-n-i-n-g. Listen, there’ve been a lot of
people asking for rooms.”
“We’re not trying to delay,” I tell him calmly. “The problem is that the
MSD hasn’t sent us the money yet. Once we get the money, we’ll settle the rent.”
“Kampung boy,” he says, his voice harsh. “This is New York, not
Sungai Besar. There, if you run out of salt, you can run next door, borrow some;
if you run out of sugar, you can always get a cup from the neighbours. And you
can pay them any time you like. Maybe in one week. Maybe in two.”
Silent, I bow my head.
“You have four days,” he says.
I get up. Before leaving the room, I say, as usual, “Assalamualaikum.”
But this time, I say it unusually soft.
When the day comes, we are still unable to settle the rent. All the money
we have is just enough to get us through another week or two. When I go to see
Yaakob, he can tell from my face what I am about to tell him. He bangs his fist
on his desk.
“Kampung boy!”
“What to do? The money from the MSD is not here yet. They can’t be
blamed either, they have to take care of thousands of students.”
“Is that my problem?” Yaakob asks.
“No, but….”
“If I went by my instincts, the three of you would have to move out,” he
says, looking right into my eyes. After a few seconds of silence, he asks,
“Where’s Ismail?”
“He’s upstairs.”
“Both of you will come with me now. Wear some old clothes. Tell
Nuriah that you’ll be back around midnight.”
“Where are we going?”
“Do you want to come with me, or move out?”
I don’t reply. I hurry back up the stairs to the second floor. Not much
later, Ismail and I are back in his office, dressed even worse than the beggars in
Harlem.
“True enough, that night, both Ismail and I get home at 1:00 in the
morning, dog-tired. We have been scraping the walls of an Italian restaurant in
Greenwich Village.
Over the next two days we paint one section of the restaurant walls and
wallpaper another. Yaakob shows us how. On the last night, Yaakob suddenly
talks, “This kind of work is quite lucrative. When I first come to New York City,
this is what I did, until I saved up enough to buy that apartment block on 104th
170
Street. Even though I can be considered pretty well-off now (“A millionaire,” I
interject), I still like doing this. As for your rent – I consider the work you
have
done here as payment. But remember, make sure all payments are settled on time
from now on.”
I say, “Thank you.”
Ismail thanks him as well, “From me, too. Thank you.”
“Hm.”
Yaakob’s ‘slave labour” is attractive because of the dollars it pays.
Which is why Ismail and I continue to “sign up” with “Mr. Jacob’s employment
agency” over the next few months, even though the MSD sends us our money on
time. A number of urgent jobs are completed with our help. If not for the two of
us, Yaakob probably wouldn’t have been able to complete so many jobs at the
same time. With the extra work, we also have more money on our hands.
One September night, Ismail whispers to me, ‘Nuriah is pregnant.”
“How far along is she?” I ask him.
“Probably about three months.”
“Oh, man. You should have put that on hold first. Going to a hospital
here costs a lot. It’s not like the GH in Kuala Lumpur.”
“I guess we’re just like tapioca. Stick it in, and it grows. But Nuriah
doesn’t look pregnant, does she? It’s probably like that for chubby women.”
“When are you going to see the doctor?”
“Tomorrow.”
The next day, Ismail and Nuriah go to the clinic. They only return
around noon.
“Not three, but five months,” whispers Ismail.
“Five months? In that case, you’ll be a father come January.
“January,” Ismail says in low voice.
“Why don’t we look for a new apartment? With a baby, this place will
no longer be suitable.”
“I agree,” I answer truthfully. “Why don’t you look for an apartment?
Near Columbia University? Don’t worry about me. I can find a room at the
College Resident Hostel on 110th Street.”
“Okay.”
Although there are several months left, the rooms have to be booked
early. In October, Ismail is told that a two-room apartment on 115th Street will
be vacant from January 1st. I haven’t got anything fixed about my room yet.
Ismail offers that I can stay at his apartment until I get a room. Once I get a
room, I can move out.
In December, Ismail and I give Yaakob notice that we will move out at
the end of the year. Yaakob writes it down in his diary. After this, Ismail takes
Nuriah to the clinic again. I remember that day, snow began to fall, blanketing
the vehicles and the ground. A few days later, rain washes the snow away;
removes it from our sight. At noon, Ismail and Nuriah return. While Nuriah goes
to lie down on their bed, Ismail whispers to me, “I feel really bad to have to tell
you this. I know you will scold me. Nuriah is probably going to have a
caesarean.”
I am quiet for a moment. “I’ll try to help, financially or otherwise. I
know that a C-section costs more than a regular delivery.” I would like to scold
him, but this time I don’t have the heart to do it.
We do not talk long about Nuriah. Talking about the new apartment
seems to make my friend forget his worries for the moment. Two days before
171
Christmas we begin packing our things little by little. On that day we also let
Yaakob know we will vacate the apartment on the 31st of December.
Unexpectedly, four days before year’s end, Ismail receives a telephone
call which shocks us all. The apartment on 115th Street won’t be available until
the 1st of February. The tenant has extended his tenancy for another month.”
A few minutes later, I am in Yaakob’s office, “Looks like we have to
stay here for another month.”
“You can’t do that!” he says angrily.
I explain, “The other apartment won’t be vacant until February 1st.”
“That’s not my problem,” he says. “I already have new tenants, from
Hong Kong. You told me you would move out on the 31st of December. I have
already signed a contract with them.”
“Cancel the contract.”
Harshly, he says, “It’s not that easy, kampong boy. A contract is a
contract. If I have to go to court here in New York, you know what would
happen.”
“So, how?”
“The three of you have to move out on the 31st,” he says adamantly.
“You are no Malay!” The words, which I myself feel are rather harsh,
just shoot out by themselves. “You have no compassion! It’s not like you don’t
know that Nuriah is almost due to give birth. How much are those Hongkies
paying?”
“Four hundred.”
“Fifty dollars more than what we paid,” I say, a little sarcastically.
“Let
us stay for another month. We’ll pay you five hundred.”
“My, my, kampong boy,” his tone is sarcastic as well. “I remember when
the MSD sent your money late and you came to see me with your sob-story.
Now, with some cash in your hands, you can be arrogant and offer me more.”
“I’m not being arrogant, I’m just thinking about Nuriah. Also….”
“You know, when I came here 10 years ago, I had 20 dollars in my
pocket. I didn’t have it as easy as you. Learn something about facing hardship in
a foreign place. This is not Sungai Besar, where your neighbour will put you up
for the night if your house burns down, or where you can fish in the trenches
when you have no fish to eat. Where you spend your whole life working your
tiny plot of land, and the ones growing rich are the middlemen.”
I cut in, “We helped you with a lot of your jobs, Ismail and I. I can’t
believe you cannot help us out now.”
“I have signed a contract,” he says, his voice unyielding. “You and
Ismail should have signed a contract for the other apartment. So that people don’t
play around with you. This is not Sungai Besar, kampong boy. There you may
able to lease a whole paddy field by giving a verbal agreement, or you can make
a will and divide up your land without putting it in writing. In the end, the heirs
will squabble about a tiny plot of land.”
If there is one person on this Earth who does not know the meaning of
anger, it is Ismail. When I tell him what has transpired in my discussion with
Yaakob, he sits calmly and leafs through his diary.
“There is a Chinese saying,” he says with a calm voice, “a mistake
committed at one moment brings misfortune for whole lifetime (he continues to
leaf through his diary). Hmm, he may be able to help (points at something in his
own handwriting).”
“Who?”
172
“Nordin.”
“I have never heard you mention him before,” I say.
“He used to live in Brooklyn. He’s just moved to 73th Street.
We met by
change on the subway. He asked me “Malay?” and I nodded. I gave him my
telephone number and address. He gave me his address … and his telephone
number.”
“Try calling.”
Without hesitating, Ismail calls and tells of his misfortune. A
few
minutes later the conversation is over.
“So?”
“He says he has only one room, his bedroom. The three of us can
sleep
outside, in the living room.”
On the 3rd of December, the three of us move to Nordin’s tiny
apartment. It is a wet day, with white snow falling from the Manhattan
sky.
Ismail has dropped Nuriah off in a taxi. Then, Ismail and I transport
the boxes
containing our books, suitcases and the few household item that we
possess by
subway – we enter the subway on 103rd Street, take the Number 1, and
emerge
again on 72nd Street, walk one block, and finally we are there. Nordin’s
apartment is on the third floor. The building doesn’t have an elevator,
so we have
to take the stairs.
This is where I am now, in Nordin’s tiny apartment. A few
months ago,
he made the decision to leave FAMA and study at a college in New York.
At
first he lived in Brooklyn, but he got tired of commuting and moved
here. Now,
his funds are slowly depleting, while the application for a scholarship
or study
loan from MARA remains unanswered. To make some money, he sells watches,
umbrellas or winter clothing on the sidewalks.
I have been staying here for seven days. Early this morning,
Nuriah was
groaning in pain. We carried her downstairs. Ismail took her to the
hospital in a
yellow taxi.
Ring! Ring! Ring!
I rush to get the telephone which is at the corner of the room.
It is Ismail. “Anwar”, he says on the other end, “I’ve got a
son.”
“How is Nuriah?”
“Alhamdulillah, she is okay.”
“I’ll be there in a bit.”
I rush to put on my thick clothes to ward off the cold. How can
I express
my joy to this couple, friends who have laughed and cried with me?
Probably, a
single flower will do.
Theme
1. What struggles are encountered by Anwar and his friends upon studying in
other
country?
2. How do they manage to overcome those struggles?
3. What does Anwar realize upon overcoming the many struggles with his
friends?
4. How does this quote from Freud, “If we can share – this is the poetry in
the prose of
our lives,” resonate the theme of the story?
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Literary Approach: Psychological Approach

1. What expectation does Anwar hold with Yaakob knowing that the latter is
a fellow
Malay and a childhood neighbor in a kampong back in Malaysia?
2. How does Anwar react when Yaakob treated him and his friends
differently from his
expectation?
3. What does the changing of name from Yaakob to Mr. Jacob symbolize? How
does
this symbolism relate to his transformation as a New Yorker
businessman?
Creating with Them

1. Make a music video of a song that you want to offer to a person as a gratitude
for his or her
friendship.
2. Create a greeting card expressing your appreciation to your best friend.
On a Personal Note
Write an appreciation poem for your best friend. Post it in your social media
page.
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Malaysia
POEM 1
Objectives
Determine a concept through word association.
Reflect on the interrelated ideas conveyed by a biblical symbol.
Read and analyze, In the Distance (Saujana) by Kemala through
completing a concept map.
Extract moral and philosophical insights out of the details of the
poem read.
Examine the underlined words in the concept map. Think of a concept that can
be associated
with these words. Explain your answer.
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Analyze the given picture and answer the questions that follow.
Guide Questions:
1. What concept can you associate with this fruit?
2. What will happen when you indulge yourself too much with this concept?
Read and analyze In the Distance (Saujana) by Kemala by paying attention to the
theme it
conveys. Complete the concept map by supplying the appropriate word in each
box. Choose
your answer from the given word bank.
Word bank
desire separation from supreme being intellect
reconciliation
In the Distance (Saujana)

by Kemala
bring yourself
to the snow-field
and personality
to the deep jungle
shrill barkings of night-dogs
fall steeply into the emptiness of dawn
where is the final edge
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176
of pure forgiveness?
in the distance.
eve was ignorant of sin

deceived by temptation
paradise was under trial
everlasting pleasure
making her uncomfortable & sick
eve wanted maturity
escaping from
adam’s captivity.
and as for adam

separation wasn’t a caltrop
but nectar
pleasure wasn’t a green image
but a yearning
that flew through the sky
sprouting on the earth
left alone and isolated.
in the distance.
in the snow-field
molecules were more beautiful
serenity was the beginning of life
self. a flower of negligence
cast out from god’s paradise
eve
searching her own way.
in the distance

Theme
1. What common aspirations cause people to set aside their faith and
relationship with the
Supreme Being?
2. What do they derive from these aspirations? How does it lead them astray?
3. What drives them to reconcile with the Supreme Being?
4. How does the persona describe this reconciliation?
Literary Approach: Moralistic Approach

1. What does the allusion of Adam and Eve in the poem reveal about humanity?
2. How does this allusion relate to the title of the poem?
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3. What insight on humanity can you glean from the poem? How does this insight
affect
your perspective as a person?
Creating with Them

1. Make an advocacy poster on reconciliation with the Supreme Being for
people
who are losing their faith.
2. Create a music video on faith and relationship with the Divine
Creator.
3. Make any visual artwork illustrating the theme of the poem.
On a Personal Note
Write a short prayer on humanity’s reconciliation with the Supreme Being.
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Malaysia
POEM 2
Objectives
Associate words to the idea of motherhood.
Illustrate an object to represent a mother.
Read and analyze, The Frying Pan (Kuali Hitam) by Zurinah
Hassan.
Infer the thoughts of the persona expressed in the lines of the
poem.
Given are words that describe a typical mother. Which do you think of these
words can best
capture the concept of motherhood. Rank these words accordingly. Explain your
answer.
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Words describing a mother

admirer caretaker economist
exemplar gift-giver organizer teacher
Draw an object that can represent your mother and discuss your reason for such
representation.
Guide Questions:
3. How can your mother be compared to the object you had illustrated?
4. What qualities do you admire the most from her? Why?
Read and analyze The Frying Pan (Kuali Hitam) by Zurinah Hassan. Pay attention
to the
thoughts of the poem’s persona and complete the illustration below by writing
what the
persona thinks upon speaking each of the given line. Write your answer in the
thought
bubbles provided.
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The Frying Pan (Kuali Hitam)

by Zurinah Hassan
In the old house I prepare meals from my non

stick pan,
Where I was born sparkling and expensive,
Is a frying pan, which I wash gently.
My mum’s loyal companion, as though bathing a baby
The whole day through. with a soft detergent,
diligently following the
instructions.
On the stove, with its dancing content
Was my mother’s delight, Mother came to stay, one day,
While we waited in anticipation. Helpful as ever.
Serving and relishing her food
Over the countless years - Makes her happy.
Day and night -
We were sustained by the content Finished with the meal,
Of the old frying pan. She helps to tidy up the
kitchen,
Used to cleaning the old pan,
The woman who loved her frying pan She scrubbed my pricey wok,
Hugged us. With a bristle brush.
Did we not see Out came a scream from me,
The soot in her eyes,
Feel her skin scalded by the hot oil, “You have ruined my pan!
Her hand darkened by the smoke, Do you know how much it cost?”
Her forehead singed by the heat?
The heavy meals made us sleepy, Sorrow descends upon mum’s
heart,
Unaware of her cough and wheezes, Tears in her eyes,
181
Her lungs, now grazed by smoke and ash? Fury in my face.
We were unaware (3)

And neither did mother. Mother has been laid to
rest,
I feel a remorse within,
She only relished the joy That a frying Pan has
been cherished
Of seeing her children full and content. More than a mother’s
love.
Over the years
The frying pan justified itself, Now the pan hangs on the
kitchen wall,
Till we left and lived in the distant city. Unaccompanied by mother’s
love,
A quiet symbol of her
life.
(2) Can we give it a price?
Now in my spotless new kitchen,
No ugly pan lies around.
When there’s time to spare,
and this is very rare,

Theme
1. The persona narrates the care and love provided by her mother to her and her
siblings.
What sacrifices does her mother do to raise them? How do these sacrifices
affect the
appearance and health of her mother?
2. How does the non-stick pan differ from the frying pan? What does this
difference reveal
about the life transformation of the persona?
3. When the persona had her own family, her mother visit her to help in serving
and
relishing food. What incident had occurred which makes her mother cry? How
does the
persona react to this situation?
4. What does the persona realize after the sudden death of her mother? How does
the frying
pan relate to her realization?

1. Why does a mother sacrifice for her family often take for granted? What
would a mother
feel upon such situation?
2. How would you show appreciation for the hardship of your mother in raising
your family?
Creating with Them

4. Video a choreograph dance about the roles of mother in a family.
5. Make a music video on appreciating the sacrifices of a mother for her
family.
On a Personal Note
Write an appreciation letter for the hardships and sacrifices that your mother
had made to
raise your family.
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APPENDICES
Rubric on Commentary Writing
4 Excellent 3 very 2
Satisfactory 1 Barely
Satisfactory
Satisfactory
Main/Topic Sentences are clear, Sentences are Sentences are
Sentences are
Idea correctly placed, either unclear or unclear and
unclear and
Sentences and are restated in incorrectly placed, incorrectly
placed, incorrectly placed,
the closing and are restated in and re
restated in and are not restated
sentence. the closing the closing
in the closing
sentence. sentence.
sentence.
Supporting Paragraph(s) have Paragraph(s) have Paragraph(s)
have Paragraph(s) have
Sentences(s) three or more two supporting one
supporting no supporting
supporting sentences that sentence that
relate sentences that
sentences that relate relate back to the back to the
main relate back to the
back to the main main idea. idea.
main idea.
idea.
Elaborating Each supporting Each supporting Each
supporting Each supporting
Detail sentence has several sentence has at sentence has
one sentence has no
Sentences(s) elaborating detail least two elaborating
detail elaborating detail
sentences. elaborating detail sentence.
sentence.
sentences.
Coherence Ideas are very clear. Ideas are quite Ideas are
fairly Ideas are not clear.
clear. clear.
Mechanics and Paragraph has no Paragraph has one Paragraph has
Paragraph has six
Grammar error in punctuation, or two punctuation, three to five
or more
capitalization, and capitalization, and punctuation,
punctuation,
spelling. spelling errors.
capitalization, and capitalization, and
spelling
errors. spelling errors.
Rubric on Poem Writing
Satisfactory
Satisfactory
Purpose and Poem appears to The poem is Poem is
thoughtful Poem is creative
Originality be thoughtless or creative but and creative.
A and original. It is
rushed. Work is appears to be couple of
phrases evident that the
very repetitive and rushed. or ideas may
be poet put thought
ideas are revisited,
but the into their words
impersonal or overall
product is and innovatively
unoriginal carefully
written. conveyed their
ideas and
emotions.
Form Poem is not Poem is somewhat Poem is
mostly Poem is complete
This will not apply written in the written in the written in
the and follows its
to free verse proper form. proper poem. proper poem.
intended form.
poems. Rhythm and rhyme Rhythm and rhyme Rhyme scheme
is Rhythm and rhyme
scheme are non- scheme are present,
although scheme are exact.
existent. discernible but not the rhythm is
correct. slightly off.
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Rubric on Debate
Satisfactory
Satisfactory
Organization& Completely clear Most clear and Clear is
some parts Unclear and
Clarify: Main and orderly orderly in all parts. but not
overall. disorganized
arguments and presentation
throughout.
response are
outlined in a clear
and orderly way.
Use of Argument: Very strong and Many goods Some
decent Few or no real
Reasons are given persuasive arguments given,
arguments, but arguments given,
to support the arguments given with only minor some
significant or all arguments
resolution throughout. problems. problems.
given had
significant
problems.
Use of cross-exam Excellent cross- Good cross-exam Decent
cross-exam Poor cross-exam or
and rebuttal: exam and defence and rebuttals, with and/or
rebuttals, rebuttals. Failure
Identification of against negative only minor slip- but with
some to point out
Weakness team’s objections. ups.
significant problems in
problems.
negative team’s
position or failure
to defend itself
against attack.
Presentation All style features Most style features Few style
features Very few style
Style: Tone of were used were used were used
features were used,
voice, clarity of convincingly. convincingly.
convincingly. none of them
expression,
convincingly.
precision of
arguments.
Geron, C.D., Baxa, E.N., & Bañez, R.M. (2020). ASEAN
literature: Discovering identity amidst diversity.
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Rubric on Photo Essay

Satisfactory
Satisfactory
Research Went above and Did a very good Uses the
material Did not utilize
Effort beyond to research job researching; provided in
an resources
information; utilized materials acceptable
manner, effectively; did
solicited material provided to their but did
consult any little or no fact
in addition to what potential; solicited additional
gathering on the
was provided; more than six types resources.
topic.
brought in personal of research enhance
ideas and project; at times
information to took the initiative
enhanced project; to find information
and utilized more outside of school.
than eight types of
resources to make
project effective.
Creativity Uses the Some originality Little or no
Bland predictable
unexpected to full apparent; clever at variation; a
few and lacked “zip.
advantage; very times; good variety original
touches Repetitive with
original, clever and and blending of but for the
most little or no variety;
creative approach materials/media. part material
little creative
that captures presented
with energy used.
audience’s little
originality or
attention.
interpretation.
Use of Graphics are While graphics Occasional
use Student uses
Communication designed reinforce relate and aid graphics that
rarely superfluous
Aids presentation thesis presentation thesis, support
graphics, no
and maximize these media are not presentation
thesis; graphics, or
audience as varied and not as visual aids
were graphics that are
understanding; use well connected to not colourful
or so poorly prepared
of media varied presentation thesis. clear.
Choppy, that detract from
and appropriate time wasting
use the presentation.
with media not of
multimedia;
being added lack smooth
simply for the sake transition
from one
of use. medium to
another.
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Rubric on Interview
Satisfactory
Satisfactory
Preparation Almost always Usually prepared Often
prepared Rarely prepared
prepared with with required with
required with required
required materials materials and prep materials
and prep materials and prep
and prep work for work for work for
work for
discussion. discussion.
discussion. discussion.
Accuracy of All information Most information Most
information Information had
information presented in presented in presented
in several
presented discussion was discussion was discussion
was inaccuracies or was
clear, accurate and clear, accurate and clear,
accurate and not usually clear.
thorough. thorough. thorough.
Listening Skill Always listened Usually listened Often
listened Rarely listened
respectfully to the respectfully to the
respectfully to the respectfully to the
perspective of perspective of
perspective of perspective of
others. others. others.
others.
Speaking type Consistently used Usually used eye Often used
eye Rarely used eye
eye contact, tone contact, tone of contact,
tone of contact, tone of
of voice and level voice and level of voice and
level of voice and level of
of enthusiasm in a enthusiasm in a enthusiasm
in a enthusiasm in a
way that kept the way that kept the way that
kept the way that kept the
attention of a attention of a attention
of a attention of a
group. group. group.
group.
Rubric on Comic Strip

4 Excellent 3 very Satisfactory 2
Satisfactory
Clarity and Comic strip is easy Comic strip is easy to Comic
strip is Comic strip is hard
Neatness to read and all read and most somewhat
easy to to read and few
elements are elements are clearly read and
some elements are
clearly written and written and drawn elements
are clearly written and
drawn. clearly
written and drawn.
drawn
Spelling and No spelling or No spelling or One to
three More than four
Grammar grammatical grammatical mistakes spelling
or spelling and/or
mistakes in a in a in a comic strip
grammatical errors grammatical errors
comic strip with at with at least twenty – in a
comic strip in the comic strip
least thirty lines of five lines of text. with at
least twenty and / or less than
text. lines of
text. twenty lines of
text.
Required Comic strip Comic strip includes Comic
strip One or more
Elements includes all all required elements includes
all required elements
required elements and one additional required
elements. is missing from the
as well as a few element.
comic strip.
additional
elements.
Use of Time Used time wisely. Used time wisely Used
time wisely Wasted time in
most of the time. some of
the time. class.
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Rubric on Crafted Video Speech

Exemplary Accomplished Developing
Beginning
19-20 17-18 15-16
13-14
Yes Yes, but No, but
No
Vocal/Verbal Little verbal or Occasionally Demonstrate in
Demonstrate in
Expression vocal use. demonstrates variety in
volume, variety in volume,
Expression variety in one or tone, pitch and
tone, pitch and
monotone or two of the criteria. voice quality.
voice quality
difficult to hear. Expression is Expression is
appropriate to
mostly interesting and
character.
understandable. understandable.
Expression
enhances
character/
situation.
Effect on Audience is Audience follows Audience
clearly Audience is deeply
Audience confused. performance enjoys
engaged, eager to
politely. performance.
follow
performance and
responds
enthusiastically.
Focus Performance is Performance is Flashes of
Performance is
inconsistent. mostly consistent spontaneity and
alive and explores
and relatively style enliven
solid the bounds of
smooth. performance.
form.
Enunciation Words are not Some words are Most words are
All words are
clearly enunciated. not clearly clearly
enunciated. clearly enunciated.
Presentation is enunciated. Most Most of the
Presentation is
incomprehensible. of the presentation presentation is
easily understood.
is comprehensible comprehensible.
Volume Voice is inaudible. Volume is too low. Volume is
Volume projects
adequate.
well. All audience
members can
easily hear the
presentation.
Preparedness Students have not Students have Students have
Students are well
practiced and /or practiced and practiced and
the prepared. It is
planned general outlines outline is
clear and obvious from the
presentation with some details ordered. Most
polish and ease of
thoroughly. are in place. details are
planned the performance
ahead.
that much practice.
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Rubric on ASEAN Magazine

Criteria Exemplary Accomplished Developing
Beginning
19-20 17-18 15-16
13-14
Yes Yes, but No, but
No
TOPIC Directly Relevant Somewhat Remotely
Relevant Totally Unrelated
Relevant
ORGANIZATION Good Organization; Organized points Some
organization Poorly organized,
points are logically are somewhat points jump
no logical
ordered, sharp jumpy, sense of around;
beginning progression;
sense of beginning beginning and and ending
are beginning and
and end. ending unclear
ending are vague
GRAMMAR, No errors One or two errors More than
two Numerous errors
USAGE, errors
distract from
MECHANICS &
understanding
SPELLING
QUALITY OF Supporting details Some details are Details do
not Unable to find
INFORMATION specific to Subject non-supporting to support
topic specific details
the subject
Uniqueness and Uses the Some originality Little or
no Bland predictable
Creativity unexpected to full apparent; clever at variation;
a few and lacked “zip.
advantage; very times; good original
original, clever and variety and but for the
creative approach blending of part
material little creative
that captures materials/media. presented
with energy used.
audience’s little
originality or
attention.
interpretation.
Rubric on Pictorial Literary Anecdote

Exemplary Accomplished Developing
Beginning
19-20 17-18 15-16
13-14
Yes Yes, but No,
but No
Style and Impact All style features Most style features Few style
features Very few style
were used were used were used
features were
convincingly and convincingly, some convincing,
a little used, none of them
all features are so features are impactful,
related are convincing,
impactful, related impactful, related and
relevant. impactful, related
and relevant. and relevant.
and relevant.
Uniqueness and Uses the Some originality Little or no
Bland predictable
Creativity unexpected to full apparent; clever at variation; a
few and lacked “zip.
advantage; very times; good variety original
original, clever and and blending of but for the
creative approach materials/media. part
material little creative
that captures presented
with energy used.
audience’s little
originality or
attention.
interpretation.
Use of Graphics are While graphics Occasional
use Student uses
Communication designed reinforce relate and aid graphics
that rarely superfluous
Aids presentation thesis presentation thesis, support
graphics, no
and maximize these media are not presentation
thesis; graphics, or
audience as varied and not as visual aids
were graphics that are
understanding; use well connected to not
colourful or so poorly prepared
of media varied presentation thesis. clear.
Choppy, that detract from
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and appropriate time wasting use the

presentation.
with media not of multimedia;
being added lack smooth
simply for the sake transition from one
of use. medium to
another.
189
GLOSSARY
ACTION.The element of a story s plot or sequence of interrelated events. What the
character
do to one another.
ALLEGORY.A type of symbolism in which there is a systematic and consistent
correspondence between story s details and its patterns of meaning. In allegorical
stories, the
characters,events,places,and objects stand for things beyond themselves that, taken
together,suggest some general truth.
ALLUSION.A refence to something outside the story proper, often to a historical
fact or a
literary work.
ANTAGONIST.A character or force against which a main character stuggles.
ATMOSPHERE.The mood or prevailing spirit of a story.
CHACTER.An imaginary person that inhabits a literary work.Character may be simple
or
complex,unidimensional,or multidimensional.They may major or minor,static or
dynamic.
CHARACTeRIZATION.The means by which writes present and reveal character.
CLIMAX.The turning point of the action in the plot of a story.The climax represents
the
point of great tension.
COMPLICATION.Something referred to as the rising action, an intersification of the
conflict
in a narrative.
CONFLICT.A struggle between opposing force in a story,usually resolved by the end
of the
work.
CONNOTATION.The personal and emotional associations suggested by a word.
CONVENTION.A customary feature of a literary work, such as the use of a first
persom
narrator to tell his or her own story.
CRISIS.The climax of a story s action; a turning point for the protagonist or main
character.
DENOTATION.The dictionary meaning of a word.
DENOUMENT.The resolution of the plot of a story.French word meaning the untrying of
a
knot.
DIALOGUE.The consersation of character in a story.
DICTION. The selection of word in a story.the author s choice for a character s way
of
speaking.
DIDACTIC.Teaching a lesson, such as the moral of a fable.
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DISTANCE. An author s or narrator s degree of remoteness or proximity to the

character of a
story.
EXPOSITION.The first stage of a fictional plot in which necessary background
information
is provided.
FABLE.A brief story, often including animal as character, in which a moral is
explicitly
provided.
FALLING ACTION.In the plot of a story, the action following the climax of the work
that
moves it toward resolution.
FICTION.An imagined story.
IRONY.A contrast or discrepancy between what is said and what is meant or between
what is
meant or between. What happen and what is expected to happen in a story. In verbal
irony,character say the opposite of what they mean.In irony of circumstance or
irony of
situation there is a discrepancy between what seems to be and what is. In dramatic
irony,a
character speaks without knowledge of a situation or event known to the reader or
the other
character.
METAPHOR.A comparison between essentially unlike things without the use of a word
such
as like or as.The comparison is something made explicit and is often stated as an
equivalence
or identity.Example:Life is a dream.
MOOD.The atmosphere of a sory.
MOTIVATION.The internal and external pressures that propel a character to a action.
NARRATOR.The fictional persom or character who tells the story,as distinguished
from the
actual author.
PACE.The rate of speed at which the action of a story proceeds.
PARABLE.A brief story that teacher ethical spiritual lesson.
PLOT.The unified stricter of incidents in a story is told.
PROINTS OF VIEW.The main character of a story.
RESOLUTION.The sorting out of the complications of the plot.Sometimes called the
falling
action in which the sory is made ready for its conclusion.
REVERSAL.A change in the fortuner of character or characters, especially the
protagonist.
RISING ACTION.A set of conflict and crises which constitute that part of a story s
plot
leading up to the climax.
ROMANCE.A type of narrative fiction in which adventure is a central feature in
which
adventure is a central feature and in which an idealized and in which idealized
vision of
reality is presented.
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SATIRE.A fictional work that ridicules human misconduct and critizes human failing.
SETTING.The time and place in which a story s action occurs.
SIMILE.A figure of speech involing a comparison between unlike things using
like,as,or as
though.Example:My afternoon was like a nighmare.
STRUCTURE. The design or form of narrative.
STYLE. The way an auther chooses words, arranges them in sentences and dialogue,and
develops idas and actions with despriptions and summary by means of imagery and
other
literary techniques.
SUBJECT.What a story is genegally about ; as distinguished from plot and theme.
SYMBOLS. An object or actions in a story that means than itself,that reprsents
so,ethings
beyond its literal self.
TALE.A story that narrates staranges happening in a direct manner without details
descryptions of character.
THEME. The idea or point of a fictional,character, and actions and cast in the form
of a
generation.
TONE.The central organizing principle that animate a story animate a story;it s
focused on
the center of inteterest and attention.
Batangas City,
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ASEAN Literature: Discovering Identity Amidst Diversity

This instructional material tries to bind together people and culture of

Moreover, as communication to neighboring countries is at the click of the

This instructional material includes the basic member countries like

This instructional material attempts to make the readers creative. Every

In addition, each lesson poses On A Personal Note activity making the

In capsule, this material is an attempt to make the learners read, think,

Tata Selo by Rogelio Sikat

School Boy's Apology

Inside the Submarines

Three Line Poem by Uten Mahamid

Summary Collection of Thai Century Literatures

The Bewail of Mother by Dr. Thongkham Onemanisone

Only in Poetry by Ajip Rosidi

The Exile by Edwin Thumboo

malirip agam-agam napatda

Naroon pa siya't nagtuturo ng mga kaalamang pang-aklat, at bumubuhay ng isang uri

Sa isang paraang alirip, iyon ay nagiging salaminan ng uri ng paniniwala sa buhay.

Noo'y magtatakipsilim na at maliban sa pabugso-bugsong hiyawan ng mga nagsisipanood

Bawat aralin namin sa panitikan ay naging isang pagtighaw sa kauhawan naming sa

Sa kanyang magandang salaysay, ay nalalaman ang tungkol sa kaarawan ng kanyang

"Mabuti, at ngayon, magsimula sa ating aralin". Natiyak ko noon, gaya ng

Narration: 1. Who is telling the story?

An author uses narrative conventions in writing fictions. They are

Point-of-view is a narrative convention which tells from whose

What are the key phrases or sentences? Repeating symbols or motifs is

Does the title suggest the theme?

What does the story tell about human life?

Emotional appeal moves the emotion of the reader or audience. It is a

Metaphor or simile is often used to create comparison to feel the

Literary Approach: Feminism

Feminism uplifts women goals by defining and establishing equality in

Creating With Them

Each group presents a dance number using the song.

Naggitgitan ang mga tao, nagsiksikan, nagtutulakan, bawat isa’y naghahangan

Nakasungaw ang luha sa malabo at

magbubukid ang kanyang

kahangga, na isa sa nakalusot sa

Hindi mo na sana tinaga ang Kabesa,” anang binatang anak ng pinakamayamang

nagtapon ng sigarilyo at mariing tinapakan pagkatapos. “alam po ba ninyong dating

Dumukot ng sigarilyo ang binata. Nagsindi ito at pagkaraa’y tinalikuran si Tata

“Pa’no po ba’ng nangyari, Tata Selo?”

“Wala na nga kayong mapupuntahan, Tata Selo.”

“Pa’no po niyan si Saling?” muling tanong ng bata. Tinutukoy nito ang

Tumigil ang dyip sa di-kalayuan sa istaked.

“Patay po ba? Saan po ang taga?”

Naggitgitan at nagsiksikan ang mga pinagpawisang tao. Itinaas ng may-katabaang

Nagkagulo ang mga tao. Nagsigawan, nagsiksikan, naggitgitan, nagtulakan. Nanghataw

“Alam ko na iyan,” kumukupas at umiiling na putol ng nabubugnot na alkalde.

“Saan mo tinaga ang Kabesa?”

Matagal bago nakasagot si Tata Selo.

“Tinaga mo na no’n,” anag nakamatyag na hepe.

Tahimik sa tanggapan ng alkalde. Lahat ng tingin—may mga eskribante pang nakapasok

“Ang iyong anak, na kina Kabesa raw?” usisa ng alkalde.

Hindi sumagot si Tata Selo.

“Tinatanong ka anang hepe.”

Lumunok si Tata Selo.

“Umuwi na po si Saling, Presidente.”

“Di ba’t kinakatulong siya ro’n?”