21st Century Literature from the Philippines and the World (Grade 11/12) - Past Module PDF
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Uploaded by AdvantageousJasper7251
Sto. Nino National School of Arts and Trades
2020
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Summary
This module is on 21st Century Literature from the Philippines and the World and covers Traditions and Locations: The Filipino Poem (A Long History of Poetry). It includes different activities like analyzing an image and writing a poem. The document is a learning material for a Filipino secondary school course.
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11 21st Century Literature from the Philippines and the World Quarter 1 – Module 1: Traditions and Locations: The Filipino Poem (A Long History of Poetry) 21st Century Literature from the Philippines and the World– Grade 11/12 Alternative Delivery Mode Quarter 1 – Module...
11 21st Century Literature from the Philippines and the World Quarter 1 – Module 1: Traditions and Locations: The Filipino Poem (A Long History of Poetry) 21st Century Literature from the Philippines and the World– Grade 11/12 Alternative Delivery Mode Quarter 1 – Module 1: Traditions and Locations: The Filipino Poem (A Long History of Poetry) First Edition, 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio Development Team of the Module Writers: Grace A. Cimafranca, Catherine A. Credo, Sheena Marie E. Rubia, Pilita E. Ramirez Editors: Ellen E. Edrial EdD and Esteria J. Macajelos Reviewers: Ellen E. Edrial EdD and Esteria J. Macajelos Illustrator: None Layout Artist/Typesetter: Josephine V. Austero Management Team: Senen Priscillo P. Paulin, CESO V Rosela R. Abiera Fay C. Luarez, TM, EdD, PhD. Maricel S. Rasid Nilita l. Ragay, EdD Elmar L. Cabrera Adolf P. Aguilar Anna Lee A. Amores, EdD Printed in the Philippines by ________________________ Department of Education –Region VII Schools Division of Negros Oriental Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental Tele #: (035) 225 2376 / 541 1117 E-mail Address: [email protected] 11/12 21st Century Literature from the Philippines and the World Quarter 1 – Module 1: Traditions and Locations: The Filipino Poem (A Long History of Poetry) Introductory Message For the Facilitator: Welcome to the 21st Century Literature from the Philippines and the World Alternative Delivery Mode (ADM) Module 1 on Traditions and Locations: The Filipino Poem (A Long History of Poetry)! This module was collaboratively designed, developed and reviewed by educators both from public and private institutions to assist you, the teacher or facilitator in helping the learners meet the standards set by the K to 12 Curriculum while overcoming their personal, social, and economic constraints in schooling. This learning resource hopes to engage the learners into guided and independent learning activities at their own pace and time. Furthermore, this also aims to help learners acquire the needed 21st century skills while taking into consideration their needs and circumstances. In addition to the material in the main text, you will also see this box in the body of the module: “Give Learners an uncommon experience.” 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. Furthermore, you are expected to encourage and assist the learners as they do the tasks included in the module. For the Learner: Welcome to the 21st Century Literature from the Philippines and the World Alternative Delivery Mode (ADM) Module 1 on Traditions and Locations: The Filipino Poem (A Long History of Poetry)! This module was designed to provide you with fun and meaningful opportunities for guided and independent learning at your own pace and time. You will be enabled to process the contents of the learning resource while being an active learner. This module has the following parts and corresponding icons: This will give you an idea of the skills or What I Need to Know competencies you are expected to learn in the module. ii This part includes an activity that aims to check what you already know about the lesson to take. What I Know If you get all the answers correct (100%), you may decide to skip this module. This is a brief drill or review to help you link the What’s In current lesson with the previous one. In this portion, the new lesson will be introduced What’s New to you in various ways; a story, a song, a poem, a problem opener, an activity or a situation. This section provides a brief discussion of the What is It lesson. This aims to help you discover and understand new concepts and skills. This comprises activities for independent practice to solidify your understanding and skills of the What’s More topic. You may check the answers to the exercises using the Answer Key at the end of the module. This includes questions or blank What I Have Learned sentence/paragraph to be filled into process what you learned from the lesson. This section provides an activity which will help What I Can Do you transfer your new knowledge or skill into real life situations or concerns. This is a task which aims to evaluate your level of Assessment mastery in achieving the learning competency. In this portion, another activity will be given to Additional Activities you to enrich your knowledge or skill of the lesson learned. Answer Key This contains answers to all activities in the module. At the end of this module you will also find: References This is a list of all sources used in developing this module. iii The following are some reminders in using this module: 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 What I Know before moving on to the other activities included in the module. 3. Read the instruction 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 through with it. 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. iv TABLE OF CONTENTS CONTENT PAGES TITLE PAGE ------------------------------------------------ i INTRODUCTORY MESSAGE ------------------------------ --- ii For the Facilitator --------------------------------- ii For the Learner ----------------------------------------- ii WHAT I NEED TO KNOW --------------------------------- 1 Learning Competency --------------------------------- 1 Learning Objectives --------------------------------- 2 WHAT I KNOW ------------------------------------------------ 2 Task 1 ------------------------------------------------ 2 WHAT’S IN ------------------------------------------------ 3 Task 2 ------------------------------------------------ 3 WHAT’S NEW ------------------------------------------------ 4 Task 3 ------------------------------------------------ 4 WHAT IS IT ------------------------------------------------ 5 WHAT’S MORE ------------------------------------------------ 10 Task 4 ------------------------------------------------ 10 WHAT I HAVE LEARNED --------------------------------- 11 Task 5 --------------------------------- 11 WHAT I CAN DO ---------------------------------------- 11 Task 6-A ------------------------------------------------ 11 Task 6-B ------------------------------------------------ 12 ASSESSMENT ------------------------------------------------ 13 ADDITIONAL ACTIVITIES --------------------------------- 14 ANSWER KEYS ------------------------------------------------ 16 REFERENCE LIST -------------------------------------------- 17 v WHAT I NEED TO KNOW Have you ever thought of travelling the different regions of the Philippines? What would you like to know about the different regions in our country? Your journey in searching for knowledge about the geographic, linguistic, and ethnic dimensions of Philippine literary history from precolonial to the contemporary will empower your identity of being a Filipino. In this module, you will discover that poetry reflects the richness of Filipino culture and tradition. The activities serve as tools in developing your critical thinking skills and appreciating the various contributions of Filipino writers. Poets from different regions of our country share their expertise in writing a poem. As history tells us, poetry existed before the written word, where it was often sung rather than spoken. The poems that you will encounter in this module will help you develop your skill in reading and writing and at the same time, appreciate how beautiful the place is, as depicted by the poets in their poem. This is the time where you, as a learner understands the struggle of our country and its people and in spite of everything that the Philippines has encountered, it made her stand still and shines her beauty. Just like an erupting volcano, it can be both terrifying and beautiful. The powerful impact of its eruption tends to shatter and trembles the earth while viewing, it tells us the beauty and wonder of it. Each one is focused to the beauty not to the devastating event that the volcano has brought. This is also the same as the experiences of the poets. From their difficult experiences in life came to them the sublime experiences that motivate them to create art. As Gemino Abad states, “The root and the crown of language”- POETRY. Learning Competencies EN12 Lit-Ia-21 Writing a close analysis and critical interpretation of literary texts and doing an adaptation of these require 1 from the learner the ability to identify the geographic, linguistic, and ethnic dimensions of Philippine literary history from pre-colonial to the contemporary. Learning Objectives: At the end of the module, you should be able to: Knowledge: Classify literary forms according to periods of Philippine literary history Skills: Write a five-paragraph close analysis and critical interpretation of the poem “Mayon” Attitude: Value the contributions of local writers to the development of regional literary traditions through writing a critical analysis of a text. Please take note that all answers shall be written in your activity notebooks, and that there should never be any markings placed in this module. WHAT I KNOW Pre-assessment: Task 1 Directions: Supply the following with the appropriate word found in the box to complete the statements. Write your answers on your notebook. Poetry, poem bugtong , talinghaga Baybayin, blasphemous epics, legendary hero Francisco Baltazar, Balagtas 1. ______, and its product ______, are pieces of writing that usually have figurative language. 2 2. The ______was a riddle that used ____, or metaphor that actually helped convey the answer to the riddle. 3. _____ were long, episodic, chanted poems which told a story about a _______ and spirit. 4. The most notable Filipino poet of the Spanish era is _____, who became known as _____. 5. The method of writing, called ____ for the tagalog, was suppressed, as friars called it_____________________. WHAT’S IN Task 2 Classify the words below according to its period. Accomplish this in your notebook. proverbs folksongs duplo corrido myths blogs moro – moro legends novels cenaculo awit research papers riddles pasyon drama epics carillo zarsuela alibata 3 PRE- COLONIAL DURING COLONIAL CONTEMPORARY WHAT’S NEW Task 3 Direction: Analyze the picture and answer the questions below. Accomplish this on your notebook. Source: https://primer.com.ph/travel/2016/03/02/mayon-volcano/ 4 Explore! 1. What is this very famous landmark? 2. Where is it located? 3. What geographical background do you have about the Bicol region? 4. What stories/legends/myths have you heard about Mayon? 5. Why do you think people love this tourist destination? WHAT IS IT Read and understand the poem. MAYON By: Kristian Sendon Cordero Camarines Sur Ayon, sa alamat, lason ng pana ni Pagtuga, Ang lumikha sa bulkan-libingan ito ng dalagang namatay sa isang digmaan. Ngayon, ano ang tutubo sa paanan ng Mayon Gayong nagiging malawak na itong sementeryo ng abo, ng tao. Manganganak na kaya ito? Tinitigan ko ang nakangangang bulkan-binabalot ng ulap at sa sariling usok ng tuktok, gatas sa labi. Baka sakali, magpakita, nang may silbi ang kamera. Sa ilang retrato na ibinebenta ng mga bata sa Cagsawa lusaw na tae ang nagliliyab na lava, dumadaloy pababa. Matandang nagnganganga5 ayon naman sa isang makata. Sa isang lumang postcard na nakita ko sa Antigo Merkado- After reading the poem, accomplish the table by writing your own understanding in a grid. Write on your notebook. Explanation Stanza 1 Stanza 2 Stanza 3 Stanza 4 A LONG HISTORY OF PHILIPPINE POETRY Filipinos are no strangers to poetry; it has been part of Filipino culture ever since pre – Hispanic times. The awit or song existed in many forms and were used for varied purposes. Aside from songs, the two major pre- Hispanic forms were the bugtong or riddle and the salawikain or proverb. The bugtong was a riddle that used talinghaga or a metaphor that actually helped convey the answer to the riddle. The sawikain or salawikain were proverbs used to express pieces of wisdom or beliefs important to Filipino society. These forms were all done in verse or metrical writing. The major pre – Hispanic poetic form, however, was the epiko or epic. Epics were long, episodic, chanted poems telling stories, normally about legendary heroes and their adventures, often contending with, and being aided by supernatural creatures and spirits. The arrival of the Spanish dramatically altered what was an already established Philippine literary tradition. The method of writing called baybayin for the Tagalog was suppressed along with many of the epics and poems already existing, as friars called them blasphemous because of the presence of supernatural creatures in them. Thus, the Spanish clergy set out to replace the old oral heroes with Jesus Christ, and thus for most of the early years of Spanish rule, poems tended to be religious in nature. Later, Jose Rizal and his fellows would be among these new Filipinos; they would be called illustrados, and their efforts and writings would center on a growing sense of national identity. Despite the efforts of the Spanish clergy, traditional Philippine poetry never truly went away. Instead, these same traditions further evolved. The awit, for example, was influenced by the European romances of the time and became romantic themselves. 6 The arrival of the Americans and their introduction of a new educational system again set off a series of changes to Philippine poetry. Free verse and New Criticism became the buzzwords of poets. Poetry has continued to evolve and change with history unfolding. The freedom to explore a myriad of forms resulted in broad selection of poems written not only in English and Filipino, but also in the various languages of our many regions. PHILIPPINE PRECOLONIAL LITERATURE Before the Philippines was colonized, it was already brimming with rich tradition of oral literature. Early Filipinos weaved together countless myths and legends to explain certain phenomenon in life. They had stories on how the world was created – why there is sun in the morning, and the moon at night, how a mountain was formed, why there are earthquakes, and other life events. Here are their descriptions and other forms of literature that were passed on by the early Filipinos to today’s generation. PROVERBS are practical observations and philosophy of everyday life that are written usually in a rhyming scheme. It is obviously meant to entertain while teaching basic skills in surviving local life. In Filipino, these are called salawikain. Ex. Kung ano ang puno, siya ang bunga. (Whatever the tree, so is the fruit.) RIDDLES are like proverbs with one main difference: they demand an answer and are used to test the wits of those who are listening to them. Ex. Heto na si Kaka, bubuka – bukaka. (Here comes Kaka, walking with an open leg.) FOLKSONGS are beautiful songs that are informal expressions of our ancestors’ experiences in life. These range from courtship (which they sing in a harana or a serenade for a girl), to lullabies, harvests, funerals, and others. Ex. Paru parong Bukid (Filipino Folk Song) TALES are stories of origin for certain places, their names, and their creation. These are also known as myths and legends. 7 Ex. Mount Makiling, Mount Arayat EPICS are long- winded poems about a hero and his adventures and misadventures. It usually tells of a male hero and who also has superhuman capabilities. Ex. The Hinilawod (Epic in Central Panay) SPANISH COLONIAL LITERATURE When the Spaniards came, there was an immediate shift on the focus of literature. It became centered on the Christian faith, and the stories about natural phenomena suddenly became all about the lives of saints and other religious hymns. Slowly, Philippine literature started to emulate the traditional Spanish ways of themes and forms in writing, including the repetitive plots and shadowy characters. CORRIDO is a legendary religious narrative form that usually details the lives of saints or the history of a tradition. Ex. Ibong Adarna, by Jose de la Cruz AWIT is a chivalric poem about a hero usually about a saint. It is also usually sung and used in religious processions. Ex. Florante at Laura, by Francisco Balagtas PASYON is a narrative poem about the life of Jesus Christ, beginning from his birth and up to his death. This is usually sung during Lenten season. Ex. Panalangin sa Mahal na Birhen CENACULO is the dramatization of the passion of Christ. It highlights the sufferings and death of Jesus Christ, and it is also done during Lenten season. Ex. The Malibay Cenaculo MORO –MORO or COMEDIA DE CAPA Y ESPADA is a blood – and –thunder melodrama depicting the conflict of Christians and Muslims. It is usually about battles to the death and the proofs of faith. Ex. “Prinsipe Rodante” 8 CARILLO is a play that uses shadows as its main spectacle. This is created by animating figures made from cardboard, which are projected onto a white screen. Ex. The Legend of Sampaguita TIBAG is the dramatic reenactment of St. Helena’s search for the Holy Cross. St. Helena is the mother of Constantine and is oftentimes credited to have influenced her son to be the great Christian leader he is known today. Ex. Search of St. Helena for the Sacred Cross DUPLO OR KARAGATAN are native dramas that are connected to Catholic mourning rituals and harvest celebrations. Ex. Ang Duplo, by: Abuag, E.R. et al. ZARSUELA is probably one of the most famous forms of entertainment back in the Spanish era. Zarsuelas are musical comedies or melodramas that deal with the elemental passions of human beings. Ex. Kahapon, Ngayon at Bukas (Yesterday, Today and Tomorrow) by Aurelio Tolentino Source: Agustin, Roy Tristan B.et.al. 21st Century Literature From the Philippines and the World. Quezon City: Vibal Group, Inc., 2016 9 WHAT'S MORE Task 4 Direction: The following are taken from the text, “A Long History of Poetry”. Identify what is described in the statements below. Choose your answer from the pool of words in the box. Answers must be written on your notebook. baybayin Salawikain or sawikain talinghaga Epiko or epic poetry Free Verse and New Criticism national identity Awit or song romances Filipino nation and regions sublime experiences 1. These were proverbs used to express pieces of wisdom or beliefs important to Filipino society. _______________ 2. This is a method of writing for the Tagalog. ____________________ 3. It is a metaphor that helped convey the answer to the riddle. _____________ 4. These refer to the major pre – Hispanic poetic form which were long, episodic, chanted poems telling stories, normally about legendary heroes and their adventures being aided by supernatural creatures and spirits. ____________. 5. This existed in many forms and was used for varied purposes. ___________ 6. It refers to a sense of a nation as a cohesive whole, as represented by distinctive traditions, culture, and language. ___________________ 7-8. These two became the buzzwords of poets. ___________________ 9. It is called the “root and crown of language”- Gemino Abad. 2. It is called the feelings of awe in nature by artists, which are perceived as powerful, vast, and complex. ______________ 10 WHAT I HAVE LEARNED Task 5 Directions: Review the lesson on Traditions and Locations: The Filipino Poem (A Long History of Poetry). Then write your reflection in your notebook by completing the unfinished statements below. I have learned that ________________________________________________________ ___________________________________________________________________________ I have realized that _______________________________________________________ __________________________________________________________________________ I will apply _______________________________________________________________ WHAT I CAN DO Task 6-A Direction: Write on your notebook the lines from the poem, “Mayon”, that illustrate geographic, linguistic and ethnic dimensions of the text. Geographic: __________________________________ __________________________________ 11 Linguistic: _________________________________ _________________________________ Ethnic: ________________________________ ________________________________ Task 6-B Direction: Write a 5-paragraph close analysis and critical interpretation of the poem “Mayon”, by Kristian Sendon Cordero giving emphasis on the geographic, linguistic and ethnic dimensions of the text. Basis for scoring Excellent Average Poor 5 3 1 Cohesiveness Organization Mechanics (Spelling, grammar, indention, capitalization and margin) 12 ASSESSMENT Task 7 True or False. 1. Legends were long episodic chanted poems telling stories of legendary heroes and their adventures. 2. Zarzuela and comedia are the same. 3. Poetry is a literary work in which special intensity is given to the expression of feelings and ideas using distinctive style and rhythm. 4. The bugtong was a riddle that used talinghaga or a metaphor that helped convey the answer to the riddle. 5. CORRIDO is a legendary religious narrative form that usually details the lives of saints or the history of a tradition. 6. Carillo is the dramatic reenactment of St. Helena’s search for the Holy Cross. 7. PASYON is a narrative poem about the life of Jesus Christ, beginning from his birth and up to his death. This is usually sung during Lenten season. 8. FOLKSONGS are beautiful songs that are informal expressions of our ancestors’ experiences in life. These range from courtship (which they sing in a harana or a serenade for a girl), to lullabies, harvests, funerals, and others. 9. PROVERBS are like proverbs with one main difference: they demand an answer and are used to test the wits of those who are listening to them. 10. TALES are stories of origin for certain places, their names, and them creation. These are also known as myths and legends. 13 ADDITIONAL ACTIVITIES Listen/Read the lyrics of the song, “Philippine Geography” by Yoyoy Villame. Philippine Geography Yoyoy Villame Philippines has a great history According to our geography Manila is the capital city Docking point from the other countryMetro Manila, Quezon City Caloocan, Pasay, Makati Marikina, Pasig, Zapote Malabon, Las Piñas, Parañaque From the north, Batanes, Aparri Ilocos Sur, Ilocos Norte Isabela, Cagayan Valley Mountain Province, La Union, Baguio City Nueva Ecija, Nueva Vizcaya Tarlac, Pangasinan, Pampanga Zambales, Bataan, Abra Bulacan, Cavite, Batangas, Laguna Now let's go to the Southern Luzon Camarines Norte, Quezon Albay, Camarines Sur Catanduanes, Masbate, Sorsogon And we add three islands more Mindoro, Marinduque, Romblon Then down to Visayan shore Famous for sugar, coconut and corn Ayeyeyeye yeyeye yeyeye Cebu, Mactan, Mandaue Ayeyeyeye yeyeye yeyeye Bohol, Samar, … 14 Briefly answer the following questions in your notebook 1. What do you think is the significance of the song to our culture and its entirety? 2. Can we consider the song as a sublime experience of the writer? 3. What is the message of the song? 15 16 Task 7 1. False 4. True 7. True 10. True 2. False 5. True 8. True 3. True 6. False 9. False What I Can Do Task 6-A Geographic - 1.Sa ilang retrato na ibinebenta ng mga bata sa Cagsawa 2. Ngayon, ano ang tutubo sa paanan ng Mayon Gayong nagiging malawak na itong sementeryo What’s new ng abo, ng tao. What’s more Linguistic- Answers may vary 1. Ayon, sa alamat, lason ng pana ni Pagtuga, 1. Salawikain or sawikain 2. Sa isang lumang postcard na nakita ko sa Antigo 2. Baybayin Merkado- 3. Talinghaga Task 6-B 4. Epiko or epic Ethnic- 5. Awit or song Paragraph Writing Ayon, sa alamat, lason ng pana ni Pagtuga, 6. national identity 7-8.Free Verse and Ang lumikha sa bulkan-libingan ito New Criticism ng dalagang namatay sa isang digmaan. 9. Poetry What’s new Matandang nagnganganga ayon naman sa isang 10. sublime makata. experiences Answers may vary What’s in Pre – colonial During colonial Contemporary What I Know Proverbs Corrido novels Pre -assessment Riddles Awit research papers Folksongs blogs 1.Poetry, poem Epics Pasyon Myths 2. bugtong , Legends Cenaculo talinghaga duplo 3. epics, legendary Moro – moro hero zarsuela 4. Francisco Baltazar, Balagtas drama 5. baybayin, carillo blasphemous alibata ANSWER KEYS REFERENCES Books Agustin, Roy Tristan B.et.al. 21st Century Literature From the Philippines and the World. Quezon City: Vibal Group, Inc., 2016. Uychoco, Marikit Tara A. 21st Century Literature from the Philippines and the World. Quezon City: Rex Bookstore, 2016. Online Sources www.google.com/search?newwindow=1&e1. n.d. tagaloglang.com/philippine-geography-song/ (accessed June 24, 2020). Bethelmy, LC. www. frontiersin.org. March 13, 2019. https://doi.org/10.3389/fpsyg.2010.00509 (accessed June 23, 2020) 17 For inquiries or feedback, please write or call: Department of Education – Schools Division of Negros Oriental Kagawasan, Avenue, Daro, Dumaguete City, Negros Oriental Tel #: (035) 225 2376 / 541 1117 Email Address: [email protected] Website: lrmds.depednodis.net