WEEKLY LEARNING ACTIVITY SHEET

Solomon P. Lozada National High School

21st Century Literature from the World and the Philippines
3rd Quarter
Week 1&2
 Competency:
Geographic, Linguistic and Ethnic Dimensions of Philippine Literary History from Pre-
Colonial to the Contemporary
Lesson 1- Geographic, Linguistic and Ethnic Dimensions of Philippine Literary History from
Pre-Colonial to the Contemporary
Lesson 2- Identifying Representative texts from the Regions

Objectives:
 Identify geographic, linguistic, and ethnic dimensions of Philippine literary history from
pre-colonial to contemporary and representative texts from then regions;
 Write a close analysis and critical interpretation of literary texts; and
 Show a sense of adaptability of the Philippine Literary History.

Key Concept:

21st Century Literature from the Philippines and the World Module aims to engage
students in appreciation and critical study of 21st Century Literature from the Philippines and
the World, encompassing their various dimensions, genres, elements, structures, contexts, and
traditions.

PRE-SPANISH LITERATURE - is characterized by:

• Folk tales. These are made up of stories about life, adventure, love,
horror, and humor where one can derive lessons. An example of this is THE MOON
AND THE SUN.
• The Epic Age. Epics are long narrative poems in which a series of heroic
achievements or events, usually of a hero, are dealt with at length.
• Folk Songs. These are one of the oldest forms of Philippine literature that emerged
in the pre-Spanish period. These songs mirrored the early forms of culture. Many
of these have 12 syllables. Examples of which are Kundiman, Kumintang o
Tagumpay,
Ang Dalit o Imno, Ang Oyayi o Hele, Diana, Soliraning and Talindaw
Understanding Literary History
Literature in this period may be classified as religious prose and poetry and secular prose and
poetry.

Spanish Influences On Philippine Literature

The first Filipino alphabet, called ALIBATA, was replaced by the Roman alphabet. Also,
the teaching of the Christian Doctrine became the basis of religious practices. European legends
and traditions brought here became assimilated in our songs, corridos, and moro-moros.

Folk Songs - It manifests the artistic feelings of the Filipinos and shows their innate
appreciation for and love of beauty. The examples are Leron-Leron Sinta, Pamulinawen,
Dandansoy, Sarong Banggi, and Atin Cu Pung Sing-sing.

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Recreational Plays - There were many recreational plays performed by Filipinos during the
Spanish times. Almost all of them were in a poetic form such Cenaculo, Panunuluyan, Salubong
and Zarzuela.
PERIOD OF ENLIGHTENMENT (1972- 1898)
In 19th Century, Filipino intellectuals educated in Europe called Ilustrados began to write about
the hitch of colonization.

The Propaganda Movement (1872-1896) - This movement was spearheaded mostly by the
intellectual middle-class like Jose Rizal, Marcelo del Pilar; Graciano Lopez Jaena, Antonio Luna,
Mariano Ponce, Jose Ma. Panganiban, and Pedro Paterno.

Some of Rizal’s writings: Noli Me Tangere, Mi Ultimo Adios, Sobre La Indolencia Delos
Filipinos and Filipinas Dentro De Cien Aň os.

o Some of Del Pilar’s writings: Pagibig sa Tinubuang Lupa (Love of Country),

Kaingat Kayo (Be Careful), and Dasalan at Tocsohan (Prayers and Jokes).

o Some of Jaena’s writings: Ang Fray Botod, La Hija Del Fraile (The Child of the
Friar), and Everything Is Hambug
(Everything is mere show), Sa Mga Pilipino...1891), and Talumpating Pagunita
Kay Kolumbus (An Oration to Commemorate Columbus).

THE AMERICAN REGIME (1898-1944)

Linguistically, Americans influenced Filipino writers to write using English language. Jose Garcia
Villa became famous for his free verse.
Characteristics of Literature during this period:
The languages used in writing were Spanish and Tagalog and the dialects of the
different regions. But the writers in Tagalog, continued in their lamentations on the conditions
of the country and their attempts to arouse love for one’s native tongue and the writers in
English imitated the themes and methods of the Americans.

THE JAPANESE PERIOD (1941-1945)

Philippine Literature was interrupted in its development when another foreign country,
Japan, conquered the Philippines between1941-1945. Philippine literature in English came to a
halt. This led to all newspapers not to be circulated in the community except for TRIBUNE and
PHILIPPINE REVIEW.
Filipino Poetry during this period

The common theme of most poems during the Japanese occupation was nationalism, country,
love, and life in the barrios, faith, religion, and the arts.
Three types of poems emerged during this period:

 Haiku , a poem of free verse that the Japanese like. It was made up of 17 syllables
divided into three lines and
 Tanaga – like the Haiku, is short, but it had measure and rhyme.
 Karaniwang Anyo (Usual Form)
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PHILIPPINE LITERATURE IN ENGLISH (1941-1945)

Because of the strict prohibitions imposed by the Japanese in the writing and publishing
of works in English, Philippine literature in English experienced a dark period. For the first
twenty years, many books were published both in Filipino and in English.

In the New Filipino Literature, Philippine literature in Tagalog was revived during this
period. Most themes in the writings dealt with Japanese brutalities, the poverty of life under the
Japanese government, and the brave guerilla exploits.
PERIOD OF ACTIVISM (1970-1972)
According to Pociano Pineda, youth activism in 1970-72 was due to domestic and
worldwide causes. Because of the ills of society, the youth moved to seek reforms.

The Literary Revolution

The youth became vocal with their sentiments. They demanded a change in the
government. It was manifested in the bloody demonstrations and the sidewalk expressions and
also in literature.
PERIOD OF THE NEW SOCIETY (1972- 1980)
The period of the New Society started on September 21, 1972. The Carlos Palanca
Awards continued to give annual awards. Poems dealt with patience, regard for native culture,
customs, and the beauties of nature and surroundings. Newspapers donned new forms.

News on economic progress, discipline, culture, tourism, and the like were favored more
than the sensationalized reporting of killings, rape, and robberies. Filipinos before were hooked
in reading magazines and comics.

PERIOD OF THE THIRD REPUBLIC (1981-1985)

After ten years of military rule and some changes in the life of the Filipino, which started
under the New Society, Martial Rule was at last lifted on January 2, 1981. The Philippines
became a new nation, and this, former President Marcos called “The New Republic of the
Philippines.” Poems during this period of the Third Republic were romantic and revolutionary.
Many Filipino songs dealt with themes that were true-to-life like those of grief, poverty,
aspirations for freedom, love of God, of country and fellowmen.
POST-EDSA 1 REVOLUTION (1986-1995)

History took another twist. Once more, the Filipino people regained their independence,
which they lost twenty years ago. In four days from February 21-25, 1986, the so-called People
Power (Lakas ng Bayan) prevailed. In the short span of the existence of the real Republic of the
Philippines, several changes already became evident. It was noticed in the new Filipino songs,
newspapers, speeches, and even in the television programs. The now crony newspapers that
enjoyed an overnight increase in circulation were THE INQUIRER, MALAYA, and the PEOPLE’S
JOURNAL.

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21st CENTURY PERIOD

The new trends have been used and introduced to meet the needs and tastes of the new
generation. 21st Century learners are demanded to be ICT inclined to compete with the style
and format of writing as well. New codes or lingos are used to add flavor in the literary pieces
produced nowadays.

Activity 1. Who’s Who?

Direction: Identify the author of the following literary pieces written by the Ilustrados.
Write the letter of your correct answer.
A. Jose Rizal B. Marcelo H. Del Pilar C. Graciano Lopez Jaena

1. Sa Mga Pilipino 6. El Filibusterismo

2. Mi Ultimo Adios 7. Kaingat Kayo
3. Filipinas Dentro De Cien Aň os 8. Ang Fray Botod
4. Pag-Ibig sa Tinubuang Lupa 9. Sobre La Indolencia Delos Filipinos
5. La Hija del Fraile 10. Dasalan at Tocsohan

Activity 2. Thinker’s View

Directions: Given below is a sample of a Filipino Folktale in the Pre-Spanish Period.
Answer the questions that follow.

THE SUN AND THE MOON

(Tingguian folk tale)

In the olden days, like the moon, the sun had also star c hildren which were
yellowish in color, very bright and very hot.
The star children of the moon, however, were reddish and cool. That moon was
scared that his stars would wither and die if they play with the star children of the
sun.
The moon suggested to the sun that they kill their children who were
crowding the heavens with their number.
When the sun had killed her children, the moon merely hid behind the clouds.
In the evening, when the clouds faded, the moon stars appeared.
This angered the sun so he gave chase to the moon. Thus, when he
overtakes the moon, we have the so-called eclipse.
Every morning, the sun kills the moon stars that he catches.
Until now, this chase continues and because the moon still continues…

1. What is the concern of the moon regarding his stars?

2. Why does the moon anger the sun?
3. What particular phenomenon is described in the Filipino Folktale?

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Activity 3. Saying a Song
Directions: One of the songs in the Post-EDSA I era is the song Ang Bayan Ko. Analyze and
interpret the emotions of Filipinos and situations of the country found in each paragraph of the
song.
Ang Bayan Ko

I. II. II. At sa kanyang yumi at gandaA ng bayan kong Pilipinas

Dayuhan ay nahalina Lupain ng ginto't bulaklak Bayan ko,
binihag ka
Pag-ibig na sa kanyang palad Nasadlak sa dusa Nag-alay ng
ganda't dilag

CHORUS
Ibon mang may layang lumipad kulungin mo at
umiiyak bayan pa kayang sakdal-dilag ang 'di
magnasang makaalpas,
Pilipinas kong minumutya pugad ng luha at dalita aking adhika
makita kang sakdal laya

Lesson 2: Identifying Representative Texts from the Region

The country’s rich repertoire of literary masterpieces may be rooted in the diverse
cultural heritage of the Filipino people. They have produced varied texts because of differences.
The mighty roar of the North and the fiery temperament of the South blended well. The Filipinos
speak of the collective experiences from the people who have gone through difficulties,
triumphs, struggles, successes, armed conflicts, bloodless revolutions, and others. It is the
reason why these masterpieces resonated loud and clear in the Philippine archipelago.
Imagery is a poetic element that tries to create a picture in the mind of the reader or a
mental image through the use of figural language. It represents objects, places, ideas, or even
actions that appeal to the senses of the readers.
A Taste of Philippine Poetry
Located in the northwest of Luzon, the Ilocos Region or Region 1 is comprised of four
provinces, namely: Ilocos Norte, Ilocos Sur, La Union, and Pangasinan. It is bordered to the west
by the turbulent South China Sea, to the east by the Cordillera Administrative Region, the
northeast and southeast by Cagayan Valley and the South by Central Luzon. Most of the
inhabitants of the Ilocano homeland are concentrated along a narrow coastal plain. Because of
geographical boundaries, these people often experience heavy rains and violent typhoons,
especially during rainy seasons.
The region, then, takes pride in long stretches of white sand and clear waters alongside
its rich cultural heritage. What you are about to read is a poem written by a Carlos Palanca
Memorial Awardee in Poetry in 1964, Carlos A. Angeles. His collection of poems entitled, Stun of
Jewels, also bagged him the Republic Cultural Heritage Award in Literature in the same year.
A Moment of Silence
Gabu depicts a coastline in Ilocos that is constantly experiencing the battering restlessness of
the sea. The water that comes back to the shore seems furious and ruthless with its daylong
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bashing, which havocs the wasteland. Being an archipelagic country, the Philippines knows the
importance of water and the sea.
A Taste of Tagalog Essay
More popularly known now as the CALABARZON referring to the provinces of Cavite,
Laguna, Batangas, Rizal, and Quezon, Region IV-A is home to Tagalogspeaking people in the
Philippines. Recognized all over the country for their bravery and fearlessness in battles,
CALABARZON has participated actively in the country’s fight for freedom and democracy. It is
home to many Philippine heroes foremost, and among them are Rizal of Laguna, Mabini of
Batangas, and Aguinaldo of Cavite.
A Taste of Creative Nonfiction
The island of Visayas is one of the major geographical divisions in the Philippines, the
other two being Luzon and Mindanao. It is divided into Western, Central, and Eastern Visayas.
The Visayas region is comprised of several islands circling the Visayan Sea. Its people, therefore,
share a sea-based culture and tradition that may be rooted in a strong religious foundation.

The dwelling place of many festivals such as the Ati-Atihan, Di-nagyang, Sinulog, Pintados, and
Maskara, the Visayas may indeed be considered as one of the cradles of Philippine civilization.

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

1. What image does the poem, Gabu, try to create?

2. Which word or group of words from the poem help you form this image? Draw this
on a separate sheet of paper.

Activity 1. Graphic Organizer

Directions: Delve deeper into the poem Gabu by Carlos A. Angeles using the graphic
organizer. You may re-read the poem to get the details that would complete the
organizer.

Title of the Text:

Author:

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 QUESTIONS RESPONSE

TOPIC

What is the text all about?

SITUATION

What is the setting referred to or

described in the text?

CLIENT

Who is the target group of readers of

the text?

How would you describe the group in

terms of skills, values, beliefs and
attitudes?

PURPOSE

Why was the text written? What

does it hope to achieve
especially among its client?

PERSONA
Who is the voice behind the text?
What is known about him or her?

Aug 2009 by SIGLIWA

Salubungin ang (Bagong) Daluyong ng mga Agos sa Disyerto

SA PANAHONG tila natutuyuan ang mga linang ng panitikan noong gitnang bahagi ng dekada
’60, dumaloy ang mga akda nina Efren R. Abueg, Dominador B. Mirasol, Rogelio L. Ordo-ñez,
Edgardo M. Reyes at Rogelio R. Sikat, sa aklat katipunang Mga Agos sa Disyerto.

Unang buhos ng daluyong ay noong 1964 at isang dekada ang lumipas, muling umalon at binasa
ang namimitak na lupain ng panitikang Filipino nang mailimbag ang ikalawang edisyon ng Mga
Agos sa Disyerto noong 1974.

Huling sargo ng daluyong ng Agos ay 16 na taon ang nakararaan, nang lumabas ang ikat-long
edisyon nito noong 1993.
Ngayon, sa panahong sampu isang pera ang patakbuhing literaturang patuloy na lumuluoy sa
diwa at kaluluwa ng mga Pilipino, muling nagbabanta ang pagbugso ng mga Agos sa Disyerto.

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Activity 2. Outline

What does the writer want to say about the use of Filipino especially in awakening the
social and moral consciousness of the masses? Outline the main points of the essay through the
graphic organizer below.

Activity 3: Short Reflection

1. In what ways can you as a Filipino reader be affected by such works (short stories in
Tagalog) that endeavor to open the minds of people on socio-political and moral issues
confronting the country.

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Formative Assessment

Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.

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1. Chant (Bulong) was used in witchcraft or enchantment especially in remote places in the
Visayas.
a. Japanese Period b. Rebirth of Freedom c. Pre-Spanish Period d. Period of Enlightenment

2. Lagaylay was used in a special occasion for the Pilareñ os of Sorsogon during May time to get
together.
a. Spanish Period b. New Society Period c. Pre-Spanish Period d. Period of 3rd Republic

3. PAGIBIG SA TINUBUANG LUPA was translated from the Spanish AMOR PATRIA of Rizal,
published on August 20, 1882, in Diariong Tagalog.
a. Spanish Period b. American Period c. Pre-Spanish Period d. Period of Enlightenment

4. Tagalog Zarzuela, Cenaculo and the Embayoka of the Muslims were presented in the rebuilt
Metropolitan Theater, the Folk Arts Theater and the Cultural Center of the Philippines.
a. New Society Period b. American Period c. 21st Century Period d. Period of 3rd Republic

5. Haiku, is short with a measure and rhyme consisting of 17 syllables which had favorable
diminishing effect on Tagalog literature.
a. New Society Period b. American Period c. 21st Century Period d. Period of 3rd Republic

6. English as medium of instruction was introduced in the schools as intellectual language of

education in this period.
a. New Society Period b. American Period c. 21st Century Period d.Period of 3rd Republic

7. This is the period wherein the youth became vocal with their sentiments and demanded
change in the government.
a. Spanish Period b. Period of Activism c. Pre-Spanish Period d. Period of 3rd Republic

8. Filipinos during this period were hooked in reading magazines and comics.
a. New Society Period b. American Period c. Period of 3rd Republic d.21stCentury Period

9. “Ang Bayan ko” was a song popularized in this period.

a. Period of 3rd Republic b. New Society Period c. 21st Century Period d. Post-EDSA 1 Period

10. This period is notable in the reawakening of the Filipino spirit when the 3 priests Gomez,
Burgos and Zamora were guillotined without sufficient evidence of guilt.
a. Post-EDSA 1 Period b. Period of 3rd Republic c. Period of Enlightenment d. Period of Activism

References

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Chua, R. G. (2016). 21st Century Literature from the Philippines and the World. Makati
City: DIWA Learning Systems

Croghan SJ, Richard V. (1975). The Development of Philippine Literature in English: Quezon
City:Alemar-Phoenix Publishing House.

Fosdick, Carolyn, and Tarrosa (1954). Literature for Philippine High Schools. New
York: Macmillan Company.

SIGLIWA, “Salubungin ang (bagong) Daluyong ng mga Agos sa Disyerto, Agosto 20, 2019,
https://panitikanatbp.wordpress.com/2009/08/20/salubungin- ang bagong-daluyong-
ng-mga-agos-sa-disyerto/

Velasco, Nel, “CNF Figures of Speech and Literary Devices, February 26, 2020,
https://versozanelson.blogspot.com/

Zaide, Gregorio F. (1970). Jose Rizal: Life, Works and Writings. Manila: Villanueva Book Store.
Retrieved from
https://www.scribd.com/doc/26364271/Philippine-Literature-Pre-Spanish-
Period.

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Answer Key