21st Century Literature from the Philippines and the World - Grade 11 PDF

11 21st Century Literature from the Philippines and the World Quarter 1 – Module 3: Contexts of 21st Century Philippine Literature from the Regions 21st Century Literature from the Philippines and the World – Grade 11 Self-Learning Module (SLM) Quarter 1 – Module 3:...

11 21st Century Literature from the Philippines and the World Quarter 1 – Module 3: Contexts of 21st Century Philippine Literature from the Regions 21st Century Literature from the Philippines and the World – Grade 11 Self-Learning Module (SLM) Quarter 1 – Module 3: Contexts of 21st Century Philippine Literature from the Regions 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. Development Team of the Module Development Team of the Module Writers: Maribel J. Rieta Editors: Louie Mark Garvida, Imelda C. Martinez, Jerryl Jean L. Salunayan Reviewers: Helen J. Ranan, Sally A. Palomo Illustrator: Reggie D. Galindez Layout Artist: Cesar Ian S. Ranan Cover Art Designer: Ian Caesar E. Frondoza Management Team: Allan G. Farnazo, CESO IV – Regional Director Fiel Y. Almendra, CESO V – Assistant Regional Director Romelito G. Flores, CESO V - Schools Division Superintendent Mario M. Bermudez, CESO VI – Assist. Schools Division Superintendent Gilbert B. Barrera – Chief, CLMD Arturo D. Tingson Jr. – REPS, LRMS Peter Van C. Ang-ug – REPS, ADM Gerardo Magno – Subject Area Supervisor Juliet F. Lastimosa - CID Chief Sally A. Palomo - Division EPS In- Charge of LRMS Gregorio O. Ruales - Division ADM Coordinator Ronnie R. Sunggay / Helen J. Ranan – Subject Area Supervisor / Coordinator Printed in the Philippines by Department of Education – SOCCSKSARGEN Region Office Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal Telefax: (083) 2288825/ (083) 2281893 E-mail Address: [email protected]  11 21st Century Literature from the Philippines and the World Quarter 1 – Module 3: Contexts of 21st Century Philippine Literature from the Regions Introductory Message For the facilitator: Welcome to the 21st Century Literature from the Philippines and the World – Grade 11 Self-Learning Module (SLM) on Contexts of 21st Century Philippine Literature from the Regions! 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: Notes to the Teacher This contains helpful tips or strategies that will help you in guiding the learners. 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. 5 For the learner: Welcome to the 21st Century Literature from the Philippines and the World - Grade 11 Self-Learning Module (SLM) on Contexts of 21st Century Philippine Literature from the Regions! The hand is one of the most symbolized part of the human body. It is often used to depict skill, action and purpose. Through our hands we may learn, create and accomplish. Hence, the hand in this learning resource signifies that you as a learner is capable and empowered to successfully achieve the relevant competencies and skills at your own pace and time. Your academic success lies in your own hands! 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: What I Need to Know This will give you an idea of the skills or competencies you are expected to learn in the module. What I Know This part includes an activity that aims to check what you already know about the lesson to take. If you get all the answers correct (100%), you may decide to skip this module. What’s In This is a brief drill or review to help you link the current lesson with the previous one. What’s New In this portion, the new lesson will be introduced to you in various ways such as a story, a song, a poem, a problem opener, an activity or a situation. What is It This section provides a brief discussion of the lesson. This aims to help you discover and understand new concepts and skills. What’s More This comprises activities for independent practice to solidify your understanding and skills of the topic. You may check the answers to the exercises using the Answer Key at the end of the module. What I Have Learned This includes questions or blank sentence/paragraph to be filled in to process what you learned from the lesson. 6  What I Can Do This section provides an activity which will help you transfer your new knowledge or skill into real life situations or concerns. Assessment This is a task which aims to evaluate your level of mastery in achieving the learning competency. Additional Activities In this portion, another activity will be given to you to enrich your knowledge or skill of the lesson learned. This also tends retention of learned concepts. 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. 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! 7  What I Need to Know This module will help you understand and appreciate literary works more. It is designed to guide you in examining different contexts that authors use in their literary works. Understanding these contexts and analyzing them correctly will help you make accurate interpretations. Consequently, if you understand the contexts of the literary piece, you will gain better appreciation of it as well. To help you in understanding these contexts, interesting activities are included in this module. The activities are sequentially and logically presented to ensure that you are able to follow through the lesson and achieve the objectives set for you. In this module, you will be able to discuss how different contexts enhance the meaning of the text and enrich the reader’s understanding. Specifically, you are expected to: 1. connect the biographical contexts of a literary work to the author’s background and experiences; 2. determine the linguistic contexts that enrich your understanding of a text; and 3. analyze the sociocultural contexts embedded in a literary work. What I Know Before you begin, check your prior knowledge about the lesson by answering the following pretest. General Directions: This pretest contains three parts. Be sure to read carefully the directions in each test. Then, answer each item as best as you can. A. Directions: Fill in the blanks with appropriate words/phrases from the box. Write your answers on the spaces provided. appreciate circumstances author’s life experiences biographical facts 1. Authors use _________________________ in their literary work. 2. The _________________________ of the author can influence his or her work. 3. Readers acquire insights about the _________________________ by reading the text. 4. To understand biographical context, consider the _________________________ under which a work was written. 8  5. To understand and _________________________ a literary selection, a reader must understand the significant contexts in which it was written. B. Directions: Read the following text and answer the questions that follow. Encircle the letter of your answer. Untitled Work in Progress By MJR Madeline peered into the darkness, squinting and rubbing the sticky whitish fluid off her sleepy eyes with the back of her hand. Something was moving, gliding quietly in the air. In the darkness of the night she could see it waving back and forth, slipping and flowing like silk. She could feel the coldness in her room, and the moonlight gently passing through the thick curtains by her window. She looked closely, but her vision was blurry. The wind was chilly, gnawing bitterly onto her skin. She looked again. The hollow figure was gone. She waited and looked around. There was nothing. All she could hear was the clock ticking. And then suddenly it was hovering over her head, swooshing and wallowing. It was going down fast. Then it caught her. She was choking and gasping for air. She couldn't breathe now. She fought but it's too powerful. She's losing it, she can't breathe. The clock continued ticking. Her heart raced and then slowly, softly it lay quiet in the night. 1. What does the word ‘peered’ mean? a. stared steadily b. blinked quickly c. looked with difficulty 2. What does the word ‘gnawing’ refer to? a. chilly b. skin c. wind 3. What does the word “wallowing” mean? a. floating b. sinking c. rolling 4. What does the word ‘squint’ mean? a. to narrow the eyes b. to close the eyes c. to open the eyes 5. If this story would be made into a movie, what would its genre be? a. action b. comedy c. horror C. Analyze the following lines from famous Filipino movies and songs. Tell what Filipino values, traits, practices or culture they stand for. Choose from the options below. Write your answers on the lines provided. optimism love of family bayanihan love of country love of God 1. Negosyo o kalayaan? Bayan o sarili? Pumili ka! _________________________ 2. Samasama nating abutin pinakamatayog na bituin. ________________________ 3. Klik! Anak ko 'yon! Hahahaha! Mga kaibigan, si Maya ko 'yon! Klik! Narinig n'yo ba? Anak ko 'yon! _________________________ 9  4. Ang mga tala… mataas, mahirap maabot. Pero ipinapangako ko, Inay… bukas luluhod ang mga tala! _________________________ 5. Open your hearts to the Lord and begin to see the mystery that we are all together as one family. _________________________ Lesson Contexts of 21st Century 3 Philippine Literature from the Regions In this lesson, you will learn the three contexts of literature namely, biographical context, linguistic context, and sociocultural context. What’s In Now that you have already answered the pretest, it’s time to recall what you have learned from your previous lesson. Do the following activity. Directions: Using the table below, recall at least five genres of literature that you learned from the previous lesson. Identify their sub-genres and elements and then give at least one example for each. Genre Sub-genre Elements/Structure Example Give yourself a pat on the back for having successfully answered the short review test. Good job! Now, you are ready for the next lesson. 10  What’s New Reading, understanding, and appreciating stories, poems, essays or any other forms of literature may sometimes be challenging for you. This can be influenced by many factors. It could be your lack of knowledge about the topic or author’s background, your inability to understand the words used in the text, your lack of time to spend for reading, or simply your negative attitude towards reading itself. Whatever the reason may be, the simple truth that reading is an essential part of your life as a student remains unquestionable. It is a part of your mental, emotional, social, and spiritual growth. Hence, it is something that you have to embrace and cultivate as an academic skill. Let us try to identify some common problems that may hinder you from reading, understanding and appreciating a literary piece. Read the following selection and identify the difficulties you experience while you are reading it. Untitled Work in Progress By MJR Madeline peered into the darkness, squinting and rubbing the sticky whitish fluid off her sleepy eyes with the back of her hand. Something was moving, gliding quietly in the air. In the darkness of the night she could see it waving back and forth, slipping and flowing like silk. She could feel the coldness in her room, the moonlight gently passing through the thick curtains by her window. She looked closely but her vision was blurry. The wind was chilly, gnawing bitterly onto her skin. She looked again. The hollow figure was gone. She waited and looked around. There was nothing. All she could hear was the clock ticking. And then suddenly it was hovering over her head, swooshing and wallowing. It was going down fast. Then it caught her. She was choking and gasping for air. She couldn't breathe now. She fought but it's too powerful. She's losing it, she can't breathe. The clock continued ticking. Her heart raced and then slowly, softly it lay quiet in the night. "Wake up, baby, wake up!" Paul was shaking her, gently slapping her face, trying to stop her from groaning. It took two to three minutes before she finally opened her eyes. Soaked in sweat and tears, her face was white as paper. “I dreamt of it again. That same ghostly figure, choking and killing me.” “You were so tired last night. I guess that was it. Don’t think too much about it. Dreams are mental garbage. You should try to unwind. It’s about time that you get your much-needed rest.” “Yeah. A long weekend is coming. I’ll try to make arrangements in the office. Beach escapade, what do you say?” Madeline said with a grin. “Sounds like fun! Snorkeling or scuba diving?” “Hmmmm…we’ll see. I just want to free my mind and forget about work. Swimming, sunbathing, snorkeling, anything will do.” 11 A. Tick the items that tell about what you felt or thought as you were reading the selection. ( ) I cannot understand some of the words in the selection. ( ) I do not know what the author is trying to tell. ( ) I find the story boring and confusing. ( ) I cannot relate to the events described in the story. ( ) I have not experienced the things described in the story. B. List down at least five words that you do not understand in the selection. _______________________________ ________________________________ _______________________________ ________________________________ _______________________________ C. Can you describe the author’s background based on his/her style of writing? (YES/NO), because ________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ D. What do you think about the events described in the story? Are they strange or familiar? Why? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ Thank you for reading the selection carefully and for answering the questions that came after it. These questions actually pertain to the challenges and struggles that you and other readers may encounter when you read a literary piece. These difficulties are the very reasons why sometimes you lack the interest and enthusiasm to read and appreciate a reading selection. In order for you to understand and appreciate a literary text, you should know some useful techniques and strategies. These techniques refer to your ability to interpret the biographical, linguistic, and sociocultural contexts which give more meaning and impact to a reading selection. The objective of this lesson is for you to be able to analyze the three literary contexts mentioned above. Read on and learn more! 12  What is It In this part, you will study the biographical contexts, linguistic contexts, and sociocultural contexts of a piece of literature. Each context is explained thoroughly in the succeeding paragraphs. Go over each explanation and learn as much as you can. BIOGRAPHICAL CONTEXTS Before you read someone’s work, you have to learn some background information about the author’s life, including his or her educational background, professional background, or socioeconomic background, which directly or indirectly influence his or her literary work. Educational Background As you read about the life of the author, you will also have a glimpse of his or her educational attainment and academic achievements. Some authors may have earned the highest educational degree while others may have dropped out of school for their own reasons. For example, Amador T. Daguio, a Filipino writer and poet during the pre-war Philippines whose notable works include “Wedding Dance”, “Man of Earth” and “Hudhud Hi Aliguyon” finished Bachelor of Arts in Philosophy, Master of Arts in English, and Bachelor of Laws. Nick Joaquin who was best known for his short stories and novels in the English language, on the other hand, dropped out of school when he was in third year high school because he felt that the classroom was too confined for him and that he learned more outside of it. Professional Background As you continue to read the life of the author you will discover more, like how he or she started his or her career in writing. You will learn his or her milestones as a writer. For example, Amador T. Daguio was a third-year high school student when he got his first poem “She Came to Me” published in the July 11, 1926 edition of The Sunday Tribune. After he graduated from UP, he became a teacher at his former alma mater in Lubuagan. During the Second World War, he was part of the resistance and wrote poems. He was the chief editor for the Philippine House of Representatives. He also taught at the University of the East, University of the Philippines, and Philippine Women’s University for 26 years. In 1973, he was given the Republic Cultural Heritage award. Socioeconomic Background As you read about the author’s life, you will also find out about his or her family. You will know about his or her family background and other significant childhood and adulthood experiences. For example, Nick Joaquin lived with his parents and siblings in a two-story residential and commercial building on Herran Street, Paco, 13 Manila. He was said to have an extremely happy childhood. He and his siblings were tutored in Spanish and piano and were encouraged to have an interest in the arts. The Joaquin home communicated in Spanish and heard mass regularly. Joaquin is a notably devout Christian and continued being so his whole life. He had lived a handsome life until his father lost the family fortune in a failed investment on an oil exploration project in the late 1920s. The family moved out of their Herran home and into a rented house in Pasay. Not long after, his father died. He was only twelve years old and this signaled a big change in their family. Take note that in some cases, you cannot access a copy of the author’s biography. This should not stop you from interpreting the biographical contexts of a literary piece accurately. Even without reading the author’s biography or autobiography, you can still get a glimpse of his or her background through his or her writing style or through the events that he or she describes in the literary piece. These important parts can serve as your useful guide in determining the academic, professional, or socioeconomic background of the author. To achieve a clearer and better understanding of biographical contexts, study the following text. Determine the socioeconomic background of the author by analyzing the underlined sentences and expressions in the text. Shadows of the Past By MJR – February 25, 2006 The atmosphere in the Internet café made Andrea feel a little sick. She had always hated the strong scent of air fresheners in a cramped air-conditioned room, coupled with the loud and dizzying noise from the tapping of keyboards and the “anything goes” type of music played over a local FM station. She looked around to check if there were familiar faces. There was none. Then it dawned on her that she was on a window of various emoticons. Laughing at herself, she wondered what kind of face she had at that time. But she had to hasten up, make use of her time. Forty more minutes and she had to pay P20.00 for PC and Internet use already. “Gosh, why is he still not online?”, she muttered to herself. ANALYSIS: Make mental notes of your answers to the following questions, then discuss your thoughts with your friend or any of your family members. 1. Why does Andrea have to be at the Internet café? 2. Why does she hate the strong scent of air fresheners? 3. Why is there a need for her to hasten up and make use of her time? 4. How much does she need to pay for PC and Internet use? Do you think she has enough money for it? 5. Based on the preceding questions, what do you think is the socioeconomic status of the author of the story? Cite evidence from the text. 14  REMEMBER! One way to understand and appreciate a literary text is by knowing the author’s background and experiences. These experiences play a significant role in the content and meaning of the literary work. In some cases, the educational or social status of the author can be determined through his or her writing style. Even the language used in the text will tell the reader which sector of the society the author probably belongs or became a part of at one point of his or her life. Moreover, consider the following questions in analyzing the biographical contexts of a literary piece: 1. Does the author’s background make you understand the reading selection more? 2. Does the author’s background enhance the meaning of the selection? 3. Which part of the selection reflects the author’s background? 4. Is the author’s background reflected in his or her writing style? LINGUISTIC CONTEXT Reading through a linguistic context means you have to focus on the language used in the literary text and how it is used to convey meaning. Knowing how words interplay in a piece of literature will help you understand and appreciate it more. Pay careful attention to sentence structures, grammar patterns, and vocabulary used in the text. To ensure accurate interpretation of the linguistic contexts in a literary piece, use the three levels of comprehension, namely literal, inferential, and evaluative. Literal comprehension simply means reading the lines. As your read a text, take note of specific details that relate to who, what, when, where, why, and how questions. These details are literally found or written in the text. Inferential comprehension, on the other hand, refers to reading between the lines. This means you have to determine the meaning of certain words and expressions within the text not by using the dictionary, but by using context clues. Context clues are surrounding words and phrases in the text that are used to give meaning to unfamiliar words and phrases such as idiomatic expressions and figures of speech. Having the ability to read through context clues makes reading more fun and interesting. Evaluative comprehension takes your imagination outside of the text. It enables you to make generalizations, form new conclusions, or make judgments about certain issues presented explicitly or implicitly in the text. This level of comprehension develops your critical thinking. To reach this level, you have to go through the literal and inferential levels first. Read the text again. This time, pay attention to the highlighted word. Shadows of the Past By MJR – February 25, 2006 The atmosphere in the Internet café made Andrea feel a little sick. She had always hated the strong scent of air fresheners in a cramped air-conditioned room, coupled with the loud and dizzying noise from the tapping of keyboards and the “anything goes” type of music played over a local FM station. 15 ANALYSIS: Determine the meaning of the word “cramped” based on the surrounding words and phrases in the text. Internet cafe music loud and played over dizzying a local FM cramped noise station tapping of key boards 1. Cramped means: a. spacious b. tiny c. cold 2. Do you think Andrea enjoys going to an Internet café? Why or why not? REMEMBER! Reading the text on its own, regardless of the author’s biography and sociocultural background, will help you understand the literary context through analyzing the words, sentences, patterns, imagery, etc. in it. SOCIOCULTURAL CONTEXT In reading using the sociocultural context, you must focus on understanding the social, economic, political and cultural forces affecting the literary work. It combines social and cultural elements that are significant in understanding and appreciating a work of literature. Consider the following questions in analyzing the sociocultural context embedded in the literary piece. How does the literary piece depict society? With what societal issues is it concerned? Does the work describe real events, or some that are strikingly similar to real events? Go over the text one more time. Think about how the text mirrors the Philippine society at the time the story was written. 16  Shadows of the Past By MJR – February 25, 2006 The atmosphere in the Internet café made Andrea feel a little sick. She had always hated the strong scent of air fresheners in a cramped air- conditioned room, coupled with the loud and dizzying noise from the tapping of keyboards and the “anything goes” type of music played over a local FM station. She looked around to check if there were familiar faces. There was none. Then it dawned on her that she was on a window of various emoticons. Laughing at herself, she wondered what kind of face she had at that time. But she had to hasten up, make use of her time. Forty more minutes and she had to pay P20.00 for PC and Internet use already. “Gosh, why is he still not online?”, she muttered to herself. ANALYSIS: Make mental notes of your answers to the following questions, then discuss your thoughts with your friend or any of your family members. 1. What is Andrea’s purpose for going to the Internet café? 2. What past or present societal issue among Filipino women is depicted in the story? 3. How does the Philippine society view this issue? Is it something that is widely practiced and accepted? 4. What is your own opinion about the issue? What’s More After having thoroughly examined the three contexts of literature, you are now ready to answer more exercises to deepen your understanding of the lesson. In this part of the module, you will read another selection. After reading the selection, you will analyze its biographical, linguistic, and sociocultural contexts. Read on and have fun answering the succeeding activities! 17  TRIBUTE: A Husband’s Letter on Mother’s Day By: Dr. Maugan P. Mosaid – May 9, 2020 MATALAM, North Cotabato (MindaNews / 09 May) — Amidst the COVID 19 plague, I haven’t forgotten that this Sunday, May 10, is Mothers’ Day. Lest these thoughts be overtaken by deeply thinking of what more to write so that the might of the pen shall be amongst the weapons we use against this malicious virus, I am writing this fervor now so that it reaches my wife, mother to our four children, on time. May this passionate and dedicated inscription of love inspire all mothers on their Great Day. ________________ My Dearest Wife, I knew your great departed Father (and also your Mother) did not say a word on our wedding day. But, as I was marching to meet you, I saw his eyes moving fast, as if switching between “approval” and “disapproval” until he buckled down to the reality that his youngest daughter will wed anyway. I am sorry, but I knew pretty well that, that was not his dream wedding for you, whose name, Jasmine, resembles that of a beautiful and sweet flower. From now on (as I believe I have been), I will dedicate my life to making you happy. That is the only way I shall be able to make up for the absence of a grand wedding and reception party that you so deserve. I am sorry that I only had my love to offer when I married you. You would have deserved a better man which was quite easy to come your way considering your beauty, simplicity and status in life. When I was courting you, I chanced upon some of your suitors. Some were taller than me, others were more handsome than me, and all of them were far better off in life than me. All of us were competing for your love. But you chose me over them. Your having chosen me was the greatest challenge I took in every way, to strive for the better and be the best I can be as we raise and nurture a family. These are some living proofs to what I have been saying: if I endeavored to earn a college degree, it was because I didn’t want to see you suffering with me due to joblessness, and maybe, hopelessness. If I managed to climb up the ladder of positions in government employment, it was because I wanted to make sure that when our needs grow, we shall be able to meet them head on. If I sat with you around the stove when we were cooking food, wash our clothes with you, bathe the children with you, it was because I didn’t want you to shoulder all the burden of family life alone. If I strove to build a house (some say it is beautiful), it was because I didn’t want you to experience what I had experienced when I was a young child. On a clear night I could see some stars through the roof; on a rainy day we had to find our place to avoid getting wet. 18  If I managed to buy a car, it was because I wanted you to be as comfortable as possible when we travel. I didn’t want you to go through that experience again when you had to walk through the national highway for a few kilometers with two small kids (carrying one child, a bag on your left shoulder, and guiding the other child by the hand). That was a horrible experience you had when a few communist guerillas held some buses in traffic somewhere in Sta. Cruz, Davao del Sur because the owner of the bus company failed to or didn’t want to give in to their extortion demands. (In fact, they burned a bus or two. That was in 1984). If I did everything to support our children to school and made each one of them earn a college degree it was because I knew it makes you happy seeing them march to receive their college diplomas. If I had been the first one to blink more often when we had some misunderstandings, it was because frankly I can’t bear even just the thought of losing you. If I am given the chance to be single again, I will look for the same Jasmine and ask her if she would marry me. By the authority vested in me by the New Family Code and our matrimonial vow, I pledge to make you feel so loved not only on our wedding anniversary, Fathers’ Day, and Mothers’ day. Everyday is a new day to love you forevermore. Happy Mother’s Day Sweetheart. I love you. [MindaViews is the opinion section of MindaNews. Dr. Maugan P. Mosaid (FB account: Maxim Sense) is a freelance writer. He teaches statistics in the graduate school and is a planning consultant occasionally hired by some foreign development institutions. He is presently the Municipal Administrator of Pikit, North Cotabato] 19 Activity 1. Link It! Directions: Get details from the selection that are directly or indirectly connected to the author’s background. Write your answers in the box. Educational Background Professional Background Past Socioeconomic Background Present 20 Activity 2 – Unlock It! Directions: Unlock the meaning of the highlighted word or phrase by analyzing its connection to the surrounding words, phrases or clauses in the sentence. Encircle the letter that corresponds to your answer. For questions number 6 and 11, write your answer on the space provided. A. Lest these thoughts be overtaken by deeply thinking of what more to write, I am writing this fervor now so that it reaches my wife. 1. What does the word NOW in the second clause tell? a. the urgency to write the letter b. the intention to write the letter 2. Why is there an urgent need to write the letter? a. for the writer to have enough time to write it b. for the recipient to get it on time 3. Why is there a need for the letter to reach the recipient on time? a. the occasion calls for it b. the writer is preoccupied with other things 4. What should be done for the letter to reach the recipient on time? a. It should be written in careful, deep thoughts. b. It should be written before the occasion comes. 5. Based on the preceding linguistic clues, what does the word LEST mean? a. in order to include b. in order to avoid 6. Based on the language used in the selection, can you tell how the author feels about his wife? Explain your answer. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ B. But, as I was marching down to meet you, I saw his eyes moving fast, as if switching between “approval” and “disapproval” until he buckled down to the reality that his youngest daughter will wed anyway. 7. What does ‘eyes moving fast’ mean in the first clause? a. cannot decide whether to approve or not to approve b. watching someone marching down 8. What is it that the father cannot decide on whether to approve or disapprove? a. the marriage of his daughter b. the author marching down to meet his daughter 21  9. What reality did the father finally buckle down to? a. that the author was going to meet him b. that his youngest daughter was getting married 10. What does ‘buckle down’ mean based on the preceding linguistic contexts? a. to firmly reject something and start getting rid of it b. to firmly accept something and start working on it 11. Why does the father find it hard to buckle down to the reality that his daughter is getting married? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ Activity 3 – Extract It! Directions: Extract concepts or ideas based on existing Filipino values, traits, and practices from the selection. Write your answers on the spaces provided. Then, discuss your answers with your friend or with any of your family members. A. Role of the father in the family __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ B. A husband’s responsibility towards his wife and children __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Congratulations for completing the previous activities! Well done! This time, you will enrich your understanding of the lesson by answering activities that develop your reflective and analytical skills. Enjoy the next set of activities! 22 Activity 4 – Express It! Directions: Write your own description of the author, Dr. Maugan P. Mosaid based on what you have understood from the selection. Write your answer on the space below. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ____________________________________________________________ Activity 5 – Unlock It! Directions: Determine the meaning of the highlighted phrase by studying its surrounding context clues. Encircle the letter that corresponds to your answer. 1. If I managed to climb up the ladder of positions in government employment, it was because I wanted to make sure that when our needs grow, we shall be able to meet them head on. a. the author worked as a construction worker in the government b. the author rose from a low position to a high position in government 2. That was a horrible experience you had when a few communist guerillas held some buses in traffic somewhere in Sta. Cruz, Davao del Sur because the owner of the bus company failed to or didn’t want to give in to their extortion demands. a. acts of obtaining money by force or threat b. practices of violence, terrorism, and communism 3. If I had been the first one to blink more often when we had some misunderstandings, it was because frankly I can’t bear even just the thought of losing you. a. to give in or back down b. to open and close one’s eyes quickly 23 Activity 6 – Make a Point! Directions: State whether you agree or disagree with the sociocultural contexts taken from the selection. Write your answers in the appropriate column. Then, defend your views in a panel discussion or mini-debate through FB messenger, Zoom, or Google Meet. If you don’t have Internet connectivity, express your points to a friend or any of your family members. VIEWS SENTENCES CONTEXTS I agree because… I disagree because… I knew your great Parents have departed Father the right to (and also your meddle in Mother) did not their say a word on children’s our wedding day. marriage. But, as I was marching to meet you, I saw his eyes moving fast, as if switching between “approval” and “disapproval”. If I sat with you It is the around the stove husband’s when we were responsibility cooking food, to help his washed our wife at home. clothes with you, bathed the children with you, it was because I didn’t want you to shoulder all the burden of family life alone. If I did everything The father to support our should make children to sure that his school and made children each one of them finish their earn a college education. degree… 24  What I Have Learned Now that you have already answered the enrichment activities, it’s time to cite what you have understood from the lesson. Directions: Write down significant takeaways or points to be remembered from this lesson on the lines provided below. Then, share your thoughts with your classmates through FB Messenger, Zoom, or Google Meet. If you don’t have Internet connectivity, you may share your thoughts with a friend or any of your family members. A. Biographical Context 1. _____________________________________________________________________ 2. _____________________________________________________________________ 3. _____________________________________________________________________ 4. _____________________________________________________________________ 5. _____________________________________________________________________ B. Linguistic Context 1. ____________________________________________________________________________ 2. ____________________________________________________________________________ 3. ____________________________________________________________________________ 4. ____________________________________________________________________________ 5. ____________________________________________________________________________ C. Sociocultural Context 1. ___________________________________________________________________________ 2. ___________________________________________________________________________ 3. ___________________________________________________________________________ 4. ___________________________________________________________________________ 5. ___________________________________________________________________________ 25  What I Can Do Congratulations for completing the previous task. Way to go! This time, challenge yourself to more exciting activities. Give it your best shot! Activity 7 – Create a Story! Directions: Write a three-paragraph story about the Covid-19 pandemic. Your story should have the following elements. CHARACTERS two to three SETTING should reflect your own community or locality PLOT should tell a one-day experience timeline, with exposition, rising action, climax, falling action, and resolution THEME lessons learned from the pandemic POINT OF VIEW first person or third person BIOGRAPHICAL FACTS any important information about you (as the author) that you want to include in the story Write your story on the lines below. Use a separate sheet of paper if necessary. __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ 26 Activity 8 – Reveal the Secret! Directions: Challenge yourself to these exciting WUZZLES (word puzzles)! Reveal the secret word or phrase. The first one is done for you. Let’s begin! 1. Answer: Life Answer: one life to live 2. LIVE LIVE 2. MO G TION O Answer: _____________________________ MO I TION MO N TION G 3. 3. BLAME Answer: ______________________________ 4. BLAME 4. 1. Way Answer: ______________________________ 2. Whey 4. 3. Weigh 5. H E A R T Answer: ______________________________ 6. B UkickT Answer: ______________________________ 27 Activity 9 – Write It Down! Directions: Using the expressions you have revealed in the previous activity, write an inspirational essay telling the readers to remain positive and hopeful no matter how bad a certain situation may be. Write your essay on the lines below. Use a separate sheet of paper if necessary. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Activity 10 – Make a Move! Directions: Make a digital or paper-based campaign material urging netizens to stop exchanging insulting and offensive comments about Kim Chiu’s “Sa Classroom May Batas” viral video. You may check on her viral video online. Emphasize one positive Filipino culture in your output. Upload your digital or paper-based output (in JPEG) to your class FB page. Your output will be evaluated based on the following criteria: Creativity - 10 points Originality - 10 points Message - 10 points Relevance - 10 points 28  Assessment You should be proud of yourself for having completed this module. Again, give yourself a pat on the back. Great job! Now, it’s time to measure how much you have remembered and understood from this lesson. Answer the post-test as best as you can. A. Directions: Fill in the blanks with appropriate words/phrases from the box. Write your answers on the spaces provided. appreciate circumstances author’s life experiences biographical facts 1. Authors use _________________________ in their literary work. 2. The _________________________ of the author can influence his or her work. 3. Readers acquire insights about the _________________________ by reading the text. 4. To understand biographical context, consider the _________________________ under which a work was written. 5. To understand and _________________________ a literary selection, a reader must understand the significant contexts in which it was written. B. Directions: Read the following text and answer the questions that follow. Encircle the letter of your answer. Untitled Work in Progress By MJR Madeline peered into the darkness, squinting and rubbing the sticky whitish fluid off her sleepy eyes with the back of her hand. Something was moving, gliding quietly in the air. In the darkness of the night she could see it waving back and forth, slipping and flowing like silk. She could feel the coldness in her room, and the moonlight gently passing through the thick curtains by her window. She looked closely but her vision was blurry. The wind was chilly, gnawing bitterly onto her skin. She looked again. The hollow figure was gone. She waited and looked around. There was nothing. All she could hear was the clock ticking. And then suddenly it was hovering over her head, swooshing and wallowing. It was going down fast. Then it caught her. She was choking and gasping for air. She couldn't breathe now. She fought but it's too powerful. She's losing it, she can't breathe. The clock continued ticking. Her heart raced and then slowly, softly it lay quiet in the night. 29  1. What does the word ‘peered’ mean? b. stared steadily b. blinked quickly c. looked with difficulty 2. What does the word ‘gnawing’ refer to? b. chilly b. skin c. wind 3. What does the word ‘wallowing’ mean? a. floating b. sinking c. rolling 4. What does the word ‘squint’ mean? a. to narrow the eyes b. to close the eyes c. to open the eyes 5. If this story would be made into a movie, what would its genre be? a. action b. comedy c. horror C. Directions: Analyze the following lines from famous Filipino movies and songs. Tell what Filipino values, traits, practices or culture they stand for. Choose from the options below. Write your answers on the lines provided. optimism love of family bayanihan love of country love of God 1. Negosyo o kalayaan? Bayan o sarili? Pumili ka! _____________________________ 2. Samasama nating abutin pinakamatayog na bituin. _________________________ 3. Klik! Anak ko 'yon! Hahahaha! Mga kaibigan, si Maya ko 'yon! Klik! Narinig n'yo ba? Anak ko 'yon! _________________________ 4. Ang mga tala… mataas, mahirap maabot. Pero ipinapangako ko, Inay… bukas luluhod ang mga tala! _________________________ 5. Open your hearts to the Lord and begin to see the mystery that we are all together as one family. 30  Additional Activities Before you will proceed to another exciting module, don’t miss the chance to do the following activities. A. Biographical Context Recall one Filipino author of a favorite book or story you have read. Find out about the author’s biography. How does his or her background, culture, and experiences affect his or her work? What aspects of his or her life are reflected in the story? Write your answers in one paragraph and send it to your teacher’s email account. B. Linguistic Context Listen to the song Mga Kababayan Ko by Francis Magalona and study its lyrics. What words from the song give a powerful impact to the listeners? What do these words mean to you? Write your thoughts in one paragraph then send it to your teacher’s email account. C. Sociocultural Context Compose an original song, poem or rap emphasizing two or three widely observed Filipino cultural practices. Make a video of yourself performing your composition. Upload the video to your class FB page. 31  32 ACTIVITY 2 A. 1. A ACTIVITY 1 2. B Educational background 3. A 4. B - endeavored to earn a college 5. B degree 6. Student’s own answer - Dr. Maugan P. Mosaid is a B. freelance writer. Professional background 7. A - to climb up the ladder of position 8. A in government employment 9. B - Dr. Maugan P. Mosaid is a 10. B freelance writer 11. Student’s own answer - He is presently the Municipal Administrator of Pikit, North Cotabato. - He teaches statistics in the WHAT I KNOW/ASSESSMENT graduate school. A. Socioeconomic background 1. biographical facts Present 2. experiences - If I strove to build a house… 3. author’s life - If I managed to buy a car… 4. circumstances - If I did everything to support 5. appreciate our children to school and B. made each one of them earn a 1. C college degree… 2. C Past 3. A - I only had my love to offer 4. A when I married you. 5. C - …and all of them were far C. better off in life than me 1. love of country - On a clear night I could see 2. bayanihan some stars through the roof; on a rainy day we had to find 3. love of family our place to avoid getting wet 4. optimism 5. love of God Answer Key 33 ACTIVITY 3 A. Father’s role in the family 1. to provide for the need of the family 2. to ensure his family’s comfort 3. to ensure his family’s safety B. Husband’s responsibility towards his wife and children 1. to make his wife happy 2. to be the best he can be as they raise and nurture their family 3. to share the burden of family life with his wife 4. to send his children to school ACTIVITY 5 1. B 2. A 3. A ACTIVITY 8 1. one life to live 2. going through the motions 3. no one to blame 4. count the number of ways 5. heartbroken 6. kick in the butt References Websites Bautista, L. (n.d.). Lualhati Bautista quotes. Retrieved from https://www.goodreads.com/author/quotes/673490.Lualhati_Bautista Cueveas, R. (n.d.) 21st century literature from the Philippines and the world unit 1: Contextual reading approaches. Retrieved from https://www.academia.edu/37827038/21st_Century_Literature_from_the_P hilippines_and_the_World_Unit_1_Contextual_Reading_Approaches Danigrose (2012). Contexts of literary works. Retrieved from https://www.slideshare.net/danigrose/contexts-of-literary- works?next_slideshow=1 MasterClass (2020). Why is context important in writing? 4 types of context explained. Retrieve from https://www.masterclass.com/articles/why-is- context-important-in-writing#quiz-0 Mosaid, M. (2020). Tribute: a husband’s letter on Mother’s Day. Retrieved from https://www.mindanews.com/mindaviews/2020/05/tribute-a-husbands- letter-on-mothers-day/ Twomey (2016). The importance of context in literature. Retrieved from https://www.vcestudyguides.com/blog/the-importance-of-context-in- literature 34  DISCLAIMER This Self-learning Module (SLM) was developed by DepEd SOCCSKSARGEN with the primary objective of preparing for and addressing the new normal. Contents of this module were based on DepEd’s Most Essential Learning Competencies (MELC). This is a supplementary material to be used by all learners of Region XII in all public schools beginning SY 2020-2021. The process of LR development was observed in the production of this module. This is version 1.0. We highly encourage feedback, comments, and recommendations. For inquiries or feedback, please write or call: Department of Education – SOCCSKSARGEN Learning Resource Management System (LRMS) Regional Center, Brgy. Carpenter Hill, City of Koronadal Telefax No.: (083) 2288825/ (083) 2281893 Email Address: [email protected] 35