Q3 G11 21st Century Literature Module 1 PDF

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21st Century Literature fromthe Philippines and the WorldQuarter 3 – Module 1:History of Philippine Literaturefrom Pre-Colonial to 21st Century21 st Century Literature from the Philippines and the Word – Grade 11 Quarter 3 – Module 1: History of Philippine Literature from Pre-Colonial to 21 st Centu...

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21st Century Literature from the Philippines and the World Quarter 3 – Module 1: History of Philippine Literature from Pre-Colonial to 21st Century

21st Century Literature from the Philippines and the Word – Grade 11 Quarter 3 – Module 1: History of Philippine Literature from Pre-Colonial to 21st Century First Edition, 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education – Region XI Regional Director: Evelyn R. Fetalvero Assistant Regional Director : Maria Ines C. Asuncion Development Team of the Module Writers: Sindy S. Gadia Editors: Divilyn M. Rodriguez Reviewers: Illustrator: Layout Artist: Melanio R. Florino, Jr. Template Developer: Neil Edward D. Diaz Management Team: Reynaldo M. Guillena Jinky B. Firman Marilyn V. Deduyo Alma C. Cifra

Aris B. Juanillo May Ann M. Jumuad

Printed in the Philippines by Davao City Division Learning Resources Management Development System (LRMDS) Department of Education – Davao City Division, Region XI Office Address: Elpidio Quirino Ave., Poblacion District, Davao City, 8000 Davao del Sur Telefax: (082) 224-3274, (082) 222-1672 E-mail Address: [email protected]

21st Century Literature from the Philippines and the World Quarter 3 – Module 1: History of Philippine Literature from Pre-Colonial to 21st Century

Introductory Message For the facilitator: As a facilitator, you are expected to orient the learners on how to use this module. You also need to keep track of the learners' progress while allowing them to manage their own learning at home. Furthermore, you are expected to encourage and assist the learners as they do the tasks included in the module.

For the learner: As a learner, you must learn to become responsible of your own learning. Take time to read, understand, and perform the different activities in the module. As you go through the different activities of this module be reminded of the following: 1. Use the module with care. Do not put unnecessary mark/s on any part of the module. Use a separate sheet of paper in answering the exercises. 2. Don‘t forget to answer Let Us Try before moving on to the other activities. 3. Read the instructions carefully before doing each task. 4. Observe honesty and integrity in doing the tasks and checking your answers. 5. Finish the task at hand before proceeding to the next. 6. Return this module to your teacher/facilitator once you are done. If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator. Always bear in mind that you are not alone. We hope that through this material, you will experience meaningful learning and gain deep understanding of the relevant competencies. You can do it!

Let Us Learn

This module was designed and written to provide help you understand and appreciate the elements and contexts of 21st century literature compared to the previous genres of literature from the pre-colonial period and up to this present age of computers. The module aims to engage students in appreciation and critical study of 21st Century Literature from the Philippines encompassing their various dimensions, genres, elements, structures, contexts, and traditions. Learning Competency: 

Writing a close analysis and critical interpretation of literary texts and doing an adaptation of these require from the learner the ability to identify: a. the geographic, linguistic, and ethnic dimensions of Philippine literary history from pre-colonial to the contemporary b. representative texts and authors from each region (e.g. engage in oral history research with focus on key personalities from the students‘ region/province/town)

Specifically, in this module, you will be able to:  identify geographic, linguistic, and ethnic dimensions of Philippine literary history from pre-colonial to contemporary and representative texts from the regions;

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identify representative texts and authors from the different regions; and write a close analysis and critical interpretation of literary texts from the representative texts from the regions.

Let Us Try Directions: Write True if the given statement is correct. Write False if the given statement is incorrect. Write your answer on a separate sheet of paper. 1. During the Pre-Spanish Period, Jose Rizal‘s works such as Noli Me Tangere and El Filibusterismo were written to awake the mind of the Filipino people. 2. Because of the archipelagic nature of the Philippines, its geographical features, and the presence of various ethno-linguistic groups in the country, regional literature has become rich and varied. 3. Oral and written literatures were not present in the Filipino culture before the colonizers came.

4. The most prominent characteristic of Philippine literature during the Spanish era was the use of religion as the content in the works of the early literature. 5. The separate, yet parallel developments of Philippine literature in English and those in Tagalog and other languages of the archipelago during the American period only proved that literature and writing in whatever language and in whatever climate were able to survive mainly through the active imagination of writers. 6. Poetry works during the EDSA I Period were romantic and revolutionary. 7. Doctrina Cristiana and Urbana and Felisa were written to support or contradict the Catholic Church during the Period of Enlightenment. 8. It was during the American Period when Filipinos witnessed newspapers which were once branded crony newspapers become instant opposition papers. Many wrote plays, poems, short stories, etc. Topics and themes were often about life in the provinces. 9. Filipino literature was given a break during the Japanese period. Many wrote plays, poems, short stories, etc. Topics and themes were often about life in the provinces. 10. The American Period presented new trends in writing using modern technology. 11. Poetry during the New Society Period was dealt with patience and regard for native culture and customs. 12. Philippine regional literature can be best described as dynamic. 13. Imagery in poetry pertains to mental pictures. 14. Literature developed alongside Philippine history is a valid observation of literary development in the Philippines. 15. The use of the vernacular in regional literature is encouraged so that the culture and tradition of a people are upheld despite effects of modernization.

Lesson

1

The Geographic, Linguistic, and Ethnic Dimensions of Philippine Literary History from Pre-Colonial to the Contemporary

The diversity and richness of Philippine literature evolved side by side with the country‘s history. This can be best appreciated in the context of the country‘s pre-colonial traditions and the socio-political histories of its colonial and contemporary culture. Owing to the works of our own archaeologists and anthropologists, we are able to know more and better judge information about our pre-colonial times set against a bulk of material about early Filipinos as recorded by Spanish, Chinese, Arabic and other chroniclers in the past to the 21st century. The average Filipino‘s unfamiliarity with his indigenous literature was due to what has been imposed upon him: that his country was discovered and, hence Philippine history started only in 1521. But as the years go by, Filipino writers, artists and journalists are trying to correct this inequity by recognizing the country‘s wealth of geographic, linguistic and ethnic traditions disseminating them through their literary works in schools and in the mass media. The rising of the nationalistic pride in the 1960‘s and 1970‘s also helped bring about this change of attitude among a new breed of Filipinos concerned about the Filipino identity from the pre-colonial period up to the present.

Let Us Study Activity 1: Fill Me Out! What are the key points or important things that you have learned per period of our Philippine Literature? Can you give some significant or important points that describes the periods mentioned? Write your ideas below. Literary Periods in Philippine Literature 1.

2.

Pre- Colonial Period ( BC-1564) Spanish Colonization ( 1565-1863)

3.

Period of Enlightenment ( 1872-1898))

Important Key Points

4.

American Colonization ( 1898-1944) 5.

6.

Period of Activism ( 1970-1972)

Period of the New Society (1972-1980) 7.

Japanese Occupation (1941-1945)

8. 9.

Period of the Third Republic (1981-1985)

Post -EDSA 1 Revolution (1986-1995) 10. 21st Century Period

This time, let us discuss the each period to understand how literature in the Philippines has evolved through time.

Discussion 1: Let Me Reminisce! Pre-Colonization Oral and written literatures were present in our culture even before colonizers came. We had our own alphabet that our Malayan ancestors used. The written literary forms did not last because of the materials used such as: 1) leaves, 2) bamboo canes, and 3) the ground. Such materials did not last long because of its organic composition but the oral literature continued by word of mouth like: 1) riddles, 2) proverbs, 3) folksongs and folktales, 4) myths and legends, etc. The way our ancestors lived during the early days is evident in the contents of these literary forms. Work and activity songs described how people earn their livelihood like farming, fishing, pottery, and a lot more. An example is the popular song by the Tagalogs-―Magtanim ay di Biro‖ (Planting Rice is Never Fun).

Spanish Colonization When the Spaniards came, it paved the way for the use of paper and so written literature in the Philippines was born. The most prominent characteristic of our literature during the Spanish era is the use of religion as the content in the works of the early literature. One great example of this is the idea of goodness that will be rewarded and that evil deeds will be punished. The first Filipino alphabet, called alibata, was replaced by the Roman alphabet. Also, the teachings of the Christian Doctrine became the basis of religious practices. European legends and traditions brought here became assimilated in our songs, corridos, and moromoros. Folk songs manifest the artistic feelings of the Filipinos and show their innate appreciation for and love of beauty. The examples are Leron-Leron Sinta, Pamulinawen, Dandansoy, Sarong Banggi, and Atin Cu Pung Sing-sing. There were also 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 (18721896) 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.  

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Some of Rizal‘s writings were Noli Me Tangere, Mi Ultimo Adios, Sobre La Indolencia Delos Filipinos and Filipinas Dentro De Cien Aňos Some of Del Pilar‘s writings were Pagibig sa Tinubuang Lupa (Love of Country), Kaingat Kayo (Be Careful), and Dasalan at Tocsohan (Prayers and Jokes) Some of Jaena‘s writings were 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 was focused on themes on nationalism, country, love, and life in the barrios, faith, religion, and the arts.

Three types of poems emerged during this period: a. Haiku, a poem of free verse that the Japanese like. It was made up of 17 syllables divided into three lines. b. Tanaga, like the haiku, is short, but it had measure and rhyme. c. Karaniwang Anyo is usual and common form of poetry. 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 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. 21st Century Period 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. Contemporary Forms of Literature: With the advancement of technology, contemporary forms of literature have emerged. The use of the internet as medium emerged different literary types and medium of sharing and reading literature.

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Hyperpoetry – presents poems linked through hyperlinks. Blog – is a website created for users to upload user-made articles or posts. Textula – is a poem produced and shared using mobile phones. It traces its origins to the traditional tagalog form of poetry called tanga. It consists of 4 lines with 7 syllables.

Rhyme Schemes  The Basic or AAA Rhyme Scheme  The Enclosed or ABBA Rhyme Scheme (a.k.a. inipit in Filipino)  The Alternate or ABAB Rhyme Scheme (a.k.a. salitan in Filipino)  AABB Rhyme Scheme (a.k.a. sunuran in Filipino)  

Chick Lit – is a fiction which talks about women and their struggles in modern times. Flash fiction – is a very short story that can be read in onesitting.

Discussion 2: Let Me Think! Guide Questions for Writing a Literary Close Analysis and Critical Interpretation 1. What is a literary critical analysis? A literary critical analysis explains a work of fiction, poetry or drama by means of interpretations. The goal of a literary analysis (as with any other analysis) is to broaden and deepen your understanding of a work of literature. 2. What is an interpretation? An interpretation is an individual response that addresses meaning. Example: The mother in Jamaica Kinkaid's story "Girl" cannot speak directly of her love for her daughter, so Kinkaid uses details about a woman's everyday life to convey her pride and anxiety about her daughter. 3. How do you develop an interpretation? Interpretations are developed by an in-depth examination of a text. An interpretation often will be the thesis of your paper. 4. How do you conduct an "in-depth" examination of a text? 1. Before reading the work, make sure to examine the title carefully. Often the title is a clue to an important idea in the work. 2. Make sure you look up in the dictionary any words with which you are not familiar. 3. After reading the work the first time, ask yourself the following questions:

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What is the geographical, historical and social setting? How does this affect the story or poem? Who is (are) the main character(s)? Who are the secondary characters, and how are they linked to the main characters? Does the main character change? If so, how and why? If not, why not? What is the conflict? Can you trace the development and resolution of the conflict? Who is telling the story? How does this influence the story or poem? In poetry, can you find a pattern of rhyme and meter?

4. As you re-read the work, make sure you can answer these questions. Then ask yourself the following questions, which may help you to discover deeper meanings that will lead you to an interpretation.  Can you summarize the author's meaning in one paragraph?  Can you state a theme of the work in one sentence?  Can you identify any symbols or metaphors? What do they mean? 5. How do you prove your interpretation? You prove your interpretation by finding a pattern of examples in the literature that support your idea. You find this pattern in the literary elements, such as plot, point of view, character, setting, symbols, tone, and style. In poetry, the uses of language (rhyme, meter and metaphors) are also patterns that can support your interpretation. If interpretations are an individual response, are all interpretations valid? B...