Week 1 to 4 -Module.docx

Content Standards The learner will be able to understand and appreciate the elements and contexts of 21st century Philippine literature from the regions. Performance Standards The learner will be able to: Demonstrate understanding and appreciation of 21st Century Philippine literature from the reg...

Content Standards The learner will be able to understand and appreciate the elements and contexts of 21st century Philippine literature from the regions. Performance Standards The learner will be able to: Demonstrate understanding and appreciation of 21st Century Philippine literature from the regions through a written close analysis and critical interpretation of a literary text in terms of form and theme, with a description of its context derived from research. Most Essential Learning Competencies 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) Lesson Presentation/Discussion Lesson 1: History of Philippine Literature Lesson Presentation History of Philippine Literature Prehistoric Period – Oral Literature was prevalent in this period since no system of writing was yet invented. Most of the works were concise poetic forms like: RIDDLES (bugtong), PROVERBS (salawikain), SAYINGS or MAXIMS (kasabihan), and FOLK SONGS (kantahing bayan). Kantahing Bayan is further subdivided into 10 sub- categories: LULLABY (oyayi), BOAT SONG (soliranin), WAR SONG (kumintang), WEDDING SONG (diona), RELIGIOUS SONG (dalit), LOVE SONG (kundiman), DRINKING SONG (dapayanin), TRAVEL SONG (hibais), FUNERAL SONG (bung-aw) and COURTING SONG (bansal). With the passage of time, oral literature became lengthy and it is known as EPIC. Each ethnolinguistic group boasts of its own epic. Some of the famous epics are the following: BIAG NI LAM-ANG of the Ilocanos, ALIM AND HUDHUD of the Ifugaos, KUMINTANG of the Tagalogs, IBALON of the Bicolanos, MARAGTAS and HINILAWOD of the Visayans, HARI SA BUKID of the Hiligaynon, DAGOY and SUDSUD of the Tagbanuas, Bantugan of the Muslims, INDARAPATRA AND SULAYMAN of the Maguindanaos, TATUAANG of the Bagobos and ULAGINGEN AND SALEB of the Manobos. Other prose works that flourished before the colonizers came are the following: Legends (alamat), Myths (mito), Folktales (kuwentong-bayan), Fables (pabula), Parables (parabola), and other narratives. Despite their length, our ancestors were able to hand down this Oral Literature through sharing of stories during their free time. Youngsters were attentive and as a result when a formal system of writing finally came into being, they were able to translate these oral works into written form. They made use of a syllabary known as Alibata. It was through these writings that some prehistoric writings were preserved. Spanish Period – the types of literature prevalent during this period are mostly religious in nature since the objective of the Spanish friars was to spread Christianity. The latter part of the Spanish period was the more productive part of the period because this part saw the rise of the propagandists led by Dr, Jose P. Rizal and the revolutionaries headed by the Katipunan Supremo, Gat Andres Bonifacio. It is the period in Philippine Literary History where the first colonizers, Spaniards, burned all earliest forms of writings, leaving no trace of Philippine literary ingenuity. The Spanish friars did everything to convert the natives (they considered as INDIOS or illiterates) to become Christians. The colonizers made it a point to propagate their religion by printing lots of religious materials, the first of which is known as Doctrina Cristiana (Catholic book of prayers and doctrines). Other books were books of PASYON (depicting the sufferings and death of Jesus Christ) written by authors Gaspar Aquino de Belen and Mariano Pilapil. A writer who became famous through his writings during this period is Francisco Baltazar otherwise known as Balagtas. His Florante at Laura is a literary work considered as an AWIT, composed of dodecasyllabic monoriming quatrains. This is different from a KORIDO, octosyllabic monoriming quatrains. Balagtasan is a poetic joust named after Francisco Balagtas. Crisotan of the Pampangos is a poetic joust named after Crisostomo Sotto, Father of Pampango Literature and Bukanegan of the Ilocanos is a joust named after the Father of Ilocano Literature, Fr. Pedro Bukaneg. The latter part of this period had an overflow of writers with the likes of Dr. Jose P. Rizal (Noli Me Tangere and El Filibusterismo), Marcelo H. Del Pilar (Dasalan and Tocsohan), Graciano Lopez Jaena (Fray Botod). These writers used pen names to avoid being caught. Rizal used Dimas Alang and Laong Laan, Del Pilar used Plaridel, Jaena used Diego Laura and Jose Ma. Panganiban used Jomapa. There were two groups of writers, the propagandists (aimed for reforms and assimilation – with the objective of making the Philippines a province of Spain) wrote in Spanish and published their articles in La Solidaridad while the other group of writers, the revolutionists (aimed for independence and separation from Spain) wrote in Tagalog. These revolutionists headed by Gat Andres Bonifacio, formed the Kataas-taasang Kagalang- galangang Katipunan ng mga Anak ng Bayan (KKK). Their concise writings had patriotic themes and they wanted an armed conflict with the colonizers. American Period – the types of literature in the earliest part of the Americans’ stay in the Philippines were writings that made use of Tagalog and Spanish. The Thomasites, the first English teachers, made sure that the Filipinos learn the language and use it in their writings. Consequently, Philippine literature in English was born. The Period of American Occupation was the most productive period in Philippine Literature in English. It is the period that officially ended Spanish oppression in the Philippines. With the coming of the Thomasites, the first English teachers, Filipinos, learned the language and used it in their writings. Thus, Philippine Literature English was born. Writers increased in number because they felt at ease since the freedom of the press and freedom of expressions which were absent during the Spanish colonization prevailed during this period. Writers’ guilds and organizations like Poets, Essayists and Novelists (PEN), the giving of incentives in the form of awards and recognition, the honor and praises they received for their well-written works are just some of the reasons why a lot of writers emerged during the American occupation. Ergo, it was the period considered as the most productive in the history of Philippine Literature. Two clashing schools of thought emerged during this period: the art for art’s sake dictum (treats literary pieces as art objects subject to aesthetic appreciation) with Jose Garcia Villa as the leading proponent and the art for society’s sake dictum (treats literary pieces as instruments to effect social change) with Salvador Lopez as proponent. Japanese Period – the types of literature during the time of the Japanese occupation were very few since the freedom they once enjoyed during the previous years were curtailed. The writing activities of the Filipino artists came to a halt with the coming of the Japanese. The writers stopped wielding pens and started wielding guns. It is the period where the writing activities of the Filipino writers came to a halt (stop). Japanese invaders limited the movement of the people and they attacked both soldiers and civilians alike. The Japanese introduced the following: NIHONGO or NIPPONGO (Japanese language), IKEBANA (Japanese art of flower arrangement), ORIGAMI (art of folding papers), TEMPURA & SUSHI (cuisine), and HAIKU, TANKA & SENRYU (poetic forms). Haiku is a short descriptive poem about nature consisting of 17 syllables: 5 syllables in the first line, 7 syllables in the 2nd line and 5 syllables in the 3rd line. Senryu is similar to haiku in structure but different in rhyme (Senryu is unrhymed), subject (human nature), and tone (usually satirical and ironical). Tanka is longer, it has 5 lines and 31 syllables (5-7-5-7-7). Philippine Republic – the types of literature during this period were meaningful and memorable works comparable to the works of foreign nationals. The Philippine writers were producing works in English, the vernacular (Tagalog), and Filipino (one of the official languages of the country and the tagalong-based national language as promulgated by President Manuel L. Quezon during the Commonwealth Period, as opposed to the Tagalog, the language spoken by majority of the dwellers in Luzon)* The end of the war triggered the once dormant writers to wake up from their long lethargy and start writing creatively again. Majority of the writings were written in English, the vernacular (Tagalog) and Filipino. The Difference between Tagalog and Filipino: According to lingualinx.com and quoted verbatim,” People often want to know the difference between Tagalog and Filipinos. However, asking that question is a bit of a misnomer because Tagalog is actually the basis for the Philippine national language. Tagalog had primarily been spoken in Manila and the surrounding provinces in the 1930s when the The Commonwealth Constitution was originally drawn up. This constitution had stipulations in it that provided for an official national language, but it did not specifically name Tagalog as that language. When the constitution was drawn up, Tagalog was only spoken by about 25% of the population. Tagalog was the lingua franca (common language) of the people who lived in or near the government capital, and by the 1970s, more than half of the Philippine population was using Tagalog to communicate with one another. Then, during the Aquino presidency in the latter half of the 1980s, the national language was officially labelled as Filipino.” Publishing companies, writers’ unions and various award giving bodies gave the men of letters impetus (momentum) to write again. One prestigious award giving body that emerged that time is the Carlos Palanca Memorial Award comparable to the world-renowned Pulitzer Prize. The following became bywords in the Philippine Literary scene because of their distinguishable contributions in the field of Literature and they are: Lazaro Francisco, Amado V. Hernandez, Jose Garcia Villa, Alejandro G. Abadilla, Genoveva Edroza-Matute, Claro M. Recto, Virgilio Almario (aka Rio Alma) just to name a few. Martial Law Period – the types of literature during this period were purely government publications authorized by the Marcos regime. Anti-government and anti-Marcos writings were proliferated in the form of underground publications led by Malaya. On September 21, 1972, writers’ freedoms (freedom of the press and freedom of expression) and other freedoms (freedom of speech, freedom of assembly etc.) were curtailed or suppressed. The lives of oppositionist writers were controlled by the state. Subversive and seditious writings were traced and the writers thereof were silenced by means of summary execution, others were illegally detained and tortured. Post-Martial Law Period – is the period prior to the lifting of Martial Law that transpired on January 1, 1981. The themes / forms of literature circulating in the latter part of the Marcos regime can be categorized into 4 kinds: Protest Literature, Proletarian Literature, Prison Literature and Circumvention Literature. (slideshare.net, literature during martial law by ryan jay) During this period, pro-government propaganda materials in the form of songs and short write-ups were circulated. Nevertheless, these items did not prevent oppositionist writers to voice out their sentiments in the form of poems, short stories, essays and plays. Prominent satirists (writers of satires) are: Francisco Sionil Jose, Ricardo Lee, and Rolando Tinio. Contemporary Period – the type of literature in this period after the Edsa revolution of 1986 were writings of feminist writers and their supporters (members of Gabriela). It is a period of restoration of lost freedoms, one of which is the freedom to express one’s ideas and emotions in writing. In this period the Filipino writers enjoyed the benefits of press freedom. Their voices were heard through their revealing writings about discrimination, same-sex marriage, homosexual & bisexual relationships and violation of their rights. To further inspire Filipino artists in their respective fields, National Artist Awards were given to deserving individuals. In the field of literature the following are recipients of the aforesaid award: Jose Garcia Villa (1973), Amado V. Hernandez (1973), Nick Joaquin aka Quijano de Manila(1976), Carlos P. Romulo (1982), Francisco Arcellana (1990), N.V.M. Gonzales (1990), Rolando Tinio (1992), Edith Tiempo (1999), Francisco Sionil Jose (2001), Alejandro Roces (2003), Virgilio S. Almario (2003), Bienvenido Lumbera (2006), and Lazaro Francisco (2009). To Do’s Activity 1: Using the pattern of the Japanese poetic forms discussed in the lesson, write a haiku, tanka or senryu (choose 1 only ) __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Activity 2: Think of a pen name that you most likely would use if you are to become a writer. Write it down and give a brief explanation as to why you have chosen that particular pseudonym. Write your explanation in not less than three paragraphs with 5 sentences each paragraph. __________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Complete the table by filling in the blanks with the required items. WRITER PEN NAME LITERARY PERIOD OUTSTANDING WORK 1 2 3 4 5 References and Supplementary Materials Introduction to Philippine Literature https://21stcenturylitph.wordpress.com/introduction-to-philippine-literature/ Content Standards The learner will be able to understand and appreciate the elements and contexts of 21st century Philippine literature from the regions. Performance Standards The learner will be able to: Demonstrate understanding and appreciation of 21st Century Philippine literature from the regions through: a written close analysis and critical interpretation of a literary text in terms of form and theme, with a description of its context derived from research; and an adaptation of a text into other creative forms using multimedia. Most Essential Learning Competencies Compare and contrast the various 21st century literary genres and the ones from the earlier genres/periods citing their elements, structures and traditions. Discuss how different contexts enhance the text’s meaning and enrich the reader’s understanding. Produce a creative representation of a literary text by applying multimedia and ICT skills. Lesson 2: Major Genres of the 21st Century Philippine National Literature Lesson Presentation It is a literary type normally written in lines which are grouped into stanzas. It contains measures, rhyming or sound pattern and tone. Elements of Poetry: 1. Sense- it is revealed through words, elements and symbols a. Diction. This refers to the denotative and connotative meanings of the lines in poetry. b. Images and Sense Impressions. These refer to the choice of words used to create sensory images which appeal to the reader’s sense. 2. Sound – it refers to the creative use of words by the poets to imitate sounds a. Rhythm. This is the order alteration of strong and weak elements in the flow of sound and silence. b. Meter. This refers to the duration, stress, or number of syllables per line. c. Rhyme Scheme. This is the formal arrangement of rhymes in a stanza of the whole poem. 3. Structure – it refers to the arrangement of words and lines to fit together and the organization of the parts from the whole a. Word Order. This is the natural arrangement of words in each verse. b. Punctuation. This is the use of punctuation marks, to clearly indicate emotions. c. Shape. This refers to the poet’s choice of contextual and visual design, omission of spaces, capitalization and lower case. d. Tone. It refers to the poet’s or speaker’s attitude toward the subject, toward the reader, or toward himself. e. Voice. It refers to the speaking persona in poetry where specific characters are not indicated as the speaker. Classes of Poetry: 1. Lyric Poetry – a kind of poetry which expresses emotions, mood and reflection of the musical language of the poet. It’s simple and easy to understand a. Ode. This is a majestic type of lyric poetry with expression of enthusiasm and dignity to someone loved. b. Elegy. The lyric poem with the subject matter of death. It represents a tone of a deep feeling of personal grief for someone who passed away. c. Song. This is a short lyric poem which is intended primarily to be sung and has the particu;ar melodious quality required by the singing voice. 2. Narrative Poetry – this is a long descriptive poem that narrates a story in a sequential order about life and events that may be real or imaginary a. Epic. This is a long narrative poem that tells stories about life, quests and adventures of a supernatural hero. b. Ballad. This is a form of narrative poetry that is considered to be the simplest and shortest form. Its verses suggest significant events meant to be sung. Fiction This refers to any imaginative fact and idea of life. Themes and conflicts raised in some stories are similar in real life context. These make the reader’s view and put themselves into the shoes of the characters. Types of Fiction: 1. Chick lit – a type of fiction which addresses issues of modern womanhood, often humorously and light- heartedly. The genre became popular in the late 1990s. It sometimes includes romantic elements but is not generally considered a direct subcategory of the romance novel, because the heroine’s relationship with her family and friends is often just as important as her romantic relationships. 2. Flash Fiction – it is a style of fictional literature of extreme brevity. There is no widely accepted definition of the length of the category. Some self-described markets for flash fiction impose caps as low as three hundred words, while others consider stories as long as a thousand words to be flash fiction. 3. Speculative Fiction – is an umbrella term encompassing the more fantastical fiction genres, specifically science fiction, fantasy, horror, weird fiction, supernatural fiction, superhero fiction, utopian and dystopian fiction, apocalyptic and post apocalyptic fiction and alternate history in literature as well as related static, motion and visual arts. 4. Novel – this is a lengthy narrative story separated into a series of chapters. It possesses complexity of plot and has the capacity to introduce numerous characters in different parts of the story. It also contains more elaborate settings. 5. Short Story – this is a short narrative story which focuses on a single plot and characterized by its different elements. The Elements of a Short Story: 1. Setting – this refers to the time, place and condition in which the story takes place 2. Characters – these are the persons, animals or things moving around the plot of the story 2 Major Types of Characters: a. Protagonist – this refers to the main character in the story. He/she is the hero/heroine of the story b. Antagonist – He/she is the villain who opposes the main character in the story. 3. Plot – this refers to the series of actions and events that happened in the story 5 Parts of the Plot: a. Exposition – this is the part that sets the mood of the story wherein characters, setting and background are being introduced b. Rising Action – it is the part of the plot that marks the onset of the major conflict in the story c. Climax – This is the part that builds the highest tension and considered to be the story’s highest point of interest d. Falling Action - this marks the revelation and realization of the characters leading to the resolution of the story’s main conflict e. Denouement – it is the final resolution and outcome of the story. 4. Conflict – this refers to the struggle of complication involving the characters of the story Types of Conflict: a. Man vs. Man b. Man vs. Himself c. Man vs. Nature d. Man vs. Society e. Man vs. Technology 5. Point of View – this pertains to the voice used by the writer as a narrator of the story and how it was seen or told Three Points of View: a. Omniscient – the author allows the inner thoughts and feeling of the main characters to be presented in the text b. First Person Point of View - the author is the one observing and speaking in the story. He can be one of the characters or the one portraying his own identity c. Third Person or Limited Point of View – the author chooses a character as a narrator who will be the central observer and detect action inside the story. 6. Mood – this refers to the atmosphere and tone of the story 7. Theme – This pertains to the central idea which conveys truths and values according to the author’s purpose and perspective on the human’s experience 8. Symbols – These are the images and objects used in the story to stand for something other than Themselves. Creative Nonfiction It is expository in nature that deals with facts and reality which aims to explain a theory, idea and a point of view. Examples: 1. Autobiography – is a story of a person’s life written by himself from his own point of view according to his personal style. In its pure form, it is written from a person’s memory of his past. 2. Biography – This is a story of the life of a real person written by someone else. 3. Essay – is a piece of writing which is often written from an author’s personal point of view. Literary Devices in Literature – are also known as literary techniques pertaining to the conventions and structures employed in different literary writings. 1. Aphorism – this is a concise statement that contains subjective truth or observation. For example, “A bad penny always turns up” is an aphorism for the fact that bad people or things are bound to turn up in life. We just have to deal with them when they do. 2. Chekhov’s gun – this refers to the insertion of an apparently irrelevant object early in a selection to which the purpose is revealed later. In a way it’s like foreshadowing. Best example is in the work of Anton Chekhov himself in Act 1 of his play “The Seagull, the main character carries a rifle out onto the stage. By the end of the play, he has used the rifle to commit suicide. 3. Cliffhanger – this literary device creates an open ending in the story by leaving the conflict unresolved. The purpose of cliffhanger is to encourage the reader to keep turning pages or viewer to anticipate and never fail to watch the next episode. Examples would be some Kdramas we have watched like The King: Eternal Monarch and The World of Married Couple where every episode ending makes you wish you have access to the next episode. 4. Epiphany – it creates a sudden revelation or insight --- usually with a symbolic role in the narrative. For example: In the middle of a typical argument with his wife, a man realizes he has been the one causing every single argument, and that in order to keep his marriage, he must stop being such an aggressive person. 5. Figures of Speech – these are creative group of words used beyond its literal meaning to enhance sense of impression and intensify ideas. Kinds: a. Alliteration – the repetition of the consonant sound. Ex. Ralph’s reindeer rose rapidly and ran round the room. b. Allusion – it refers to any scientific, historical, mythological and biblical event or figure. Ex. “I am not Lazarus nor Prince Hamlet.” c. Assonance – it is the repetition of the similar vowel sound in between the neighboring words. Ex. I found the arrow, still unbroken. d. Apostrophe – it addresses inanimate objects as real objects. Ex. Flowers make me beautiful tonight. e. Euphemism – it is the substitution of an inoffensive term for one considered offensively explicit. Ex. My friend passed away. f. Hyperbole – these are statements used to exaggerate terms and ideas. Ex. I can love you for a thousand years. g. Metaphor – this is a direct comparison of two unlike things without using words such as like, resemble and similar to, Ex. Your fist is a hammer. h. Metonymy – it refers to a word or phrase substituted for another to which is identifiable and associated with the idea referred to. Ex. The pen is mightier than the sword. i. Onomatopoeia – is the use of words to imitate sounds. Ex. Woosh!, Bang!, Ding-dong! j. Oxymoron – the use of the contradictory words that appear on both sides of the sentence. Ex.The student teacher knows her subject matter very well. k. Paradox – this refers to a phrase or statement used to convey emotional sense. Ex. You have to die in order to live. l. Personification – these are expressions that give human qualities to objects, animals and ideas. Ex. The scissors are running on your hair. m. Simile – this is a comparison of two unlike things with the use of words such as: like, as like as, resemble and similar to. Ex. You are like a star that shines brightly in the velvet sky. n. Synecdoche – it is a part used to represent as a whole. Ex. He drove his new wheels. o. Flashback – it is a general term for altering sequences of events in the story, taking characters back to the beginning of the tale for instance. p. Flashforward – otherwise known as prolepsis, it is an interjected scene that temporarily jumps the narrative forward in time. q. Foreshadowing – it pertains to hinting at events to occur later. r. Juxtaposition – it involves using two themes, characters, phrases, words or situations together for comparison, contrast or rhetoric. s. Rhetorical Question – it is posing a question without expecting an answer or reply. It is intended to create persuasive effects to its readers. Drama It is an art of imitating human characters and actions. Early drama was usually written in poetic form, while the modern and contemporary drama is usually written in prose. Genres of Drama: 1. Tragedy – is a type of drama in which the main character is struggling against dynamic forces. It shows the downfall or destruction of the hero or noble who is caught up in a sequence of events such as death and difficult circumstances which inevitably results in disaster. Ex. Romeo and Juliet by: Shakespeare 2. Comedy – is a type of drama intended to capture the interest and entertain the audience through interjecting wit, humor and delicate ideas. Ex. Dante Alighiere’s “ Inferno” (Divine Comedy) 3. Tragicomedy –is a type of drama which does not adhere strictly to the structure of tragedy. It blends both aspects of tragedy and comedy. The story suggests a happy ending despite the unfortunate events which happened in the plot. Examples: The Merchant of Venice by: Shakespeare and Anton Chekhov’s “The Cherry Orchard” 4. Farce – is a type of drama with exaggerated characters and swift movements. Its plot consists of humorous events and ridiculous situations. Ex. The Importance of Being Earnest by Oscar Wilde 5. Melodrama – is a type of drama which shows events that follow each other rapidly, but seems to be governed by chance. It possesses a sensational dramatic piece which appeals strongly to the senses. Ex. Wuthering Heights by Emily Bronte Elements of Drama: 1. Plot – it refers to a series and arrangement of events in a drama. It consists of 5 parts: exposition, rising action, climax, falling action and denouement. 2. Characters – they are the actors who create the entire shape of actions in the drama through creating opportunities and conflicts in the story. 3. Setting – it is the time, place and condition where the story takes place. It also refers to the physical arrangement of the stage to vivify stage directions. 4. Dialogue – it pertains to the lines delivered by the actors and used to advance the action and narrate the story. a. Aside – this is a short speech delivered by the actor to the audience in which the other characters do not hear b. Soliloquy – this is a short speech delivered by the actor by uttering his inner thoughts to the audience in order to reveal personal feelings c. Gestures – it refers to the physical movements of the character on stage d. Music – it is used to add color and dramatic effect in the play e. Theme – it is the central idea or message that explains what the play is all about To Do’s Activity Choose one theme from the following. Create a one stanza poem consisting of five lines using the different figures of speech listed below as guide. a. Friendship b. Family c. Love d. Culture e. Dream 1st line – Apostrophe __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________2nd line – Hyperbole __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________3rd line – Personification __________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________ 4th line – Simile __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________5th line - Onomatopoeia __________________________________________________________________________________________ __________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________ Write on the blank the figures of speech used in the following. ___________________ 1. Your fist is a hammer. ___________________ 2. She is a freelance writer. ___________________ 3. I can walk a thousand miles just to be with you tonight. ___________________ 4. Bang! Bang! Into the room. ___________________ 5. My best friend passed away. ___________________ 6. The moon smiled back at me. ___________________ 7. I have died every day waiting for you. ___________________ 8. She sells sea shells on the sea shore. ___________________ 9. You are the sunshine of my life. ___________________ 10. You are as beautiful as a rainbow. References and Supplementary Materials ✓ Introduction to Philippine Literature https://21stcenturylitph.wordpress.com/introduction-to-philippine-literature/ Content Standards The learner will be able to understand and appreciate the elements and contexts of 21st century Philippine literature from the regions. Performance Standards The learner will be able to demonstrate understanding and appreciation of 21st Century Philippine literature from the regions through: 1. a written close analysis and critical interpretation of a literary text in terms of form and theme, with a description of its context derived from research; and 2. an adaptation of a text into other creative forms using multimedia. Most Essential Learning Competencies 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) Lesson Presentation Lesson 4: Selected Reading from Philippine Literature Borderless World by Patricia Evangelista When I was little, I wanted what many Filipino children all over the country wanted. I wanted to be blond, blue-eyed and white. I thought --- if I just wished hard enough and was good enough, I’d wake up on Christmas morning with snow outside my window and freckles across my nose! More than four centuries under the western domination can do that to you. I have 16 cousins. In a couple of years, there will just be five of us left in the Philippines, the rest will have gone abroad in search of “greener pastures.” It’s not an anomaly; it’s a trend; the Filipino diaspora. Today, about eight million Filipinos are scattered around the world. There are those who disapprove of Filipinos who choose to leave. I used to. Maybe this is a natural reaction of someone who was left behind, smiling for family pictures that get emptier with each succeeding year. Desertion, I called it. My country is a land that has perpetually fought for the freedom to be itself. Our heroes offered their lives in the struggle against the Spanish, the Japanese and the Americans. To pack up and deny that identity is tantamount to spitting on that sacrifice. Or is it? I don’t think so. Not anymore. True, there is no denying this phenomenon, aided by the fact that what was once on the other side of the world is now a 12-hour plane ride away. But this is a borderless world, where no individual can claim to be purely from where he is now. My mother is of Chinese descent, my father is a quarter Spanish, and I call myself a pure Filipino --- a hybrid of sorts resulting from a combination of cultures. Each square mile anywhere in the world is made up of people of different ethnicities, with national identities and individual personalities. Because of this, each square mile is already a microcosm of the world. In as much as this blessed spot that is England is the world, so is my neighbourhood back home. Seen this way, the Filipino Diaspora, or any sort of dispersal of populations, is not as ominous as so many claim. It must be understood. I come from a Third World country, one that is still trying mightily to get back on its feet after many years of dictatorship. But we shall make it, given more time. Especially now, when we have thousands of eager young minds who graduate from college every year. They have skills. They need jobs. We cannot absorb them all. A borderless world presents a bigger opportunity, yet one that is not so much abandonment but an extension of identity. Even as we take, we give back. We are the 40,000 skilled nurses who support the United Kingdom’s National Health Service. We are the quarter-of-a-million seafarers manning most of the world’s commercial ships. We are your software engineers in Ireland, your construction workers in the Middle East, your doctors and caregivers in North America, and your musical artists in London’s West End. Nationalism isn’t bound by time or place. People from other nations migrate to create new nations, yet still remain essentially who they are. British society is itself an example of a multicultural nation, a melting pot of races, religions, arts and cultures. We are, indeed, in a borderless world! Leaving sometimes isn’t a matter of choice. It’s coming back that is. The Hobbits of the shire travelled all over Middle Earth, but they chose to come home, richer in every sense of the word. We call people like these balikbayans or the “returnees” --- those who followed their dream, yet chose to return and share their mature talents and good fortune. In a few years, I may take advantage of whatever opportunities that come my way. But I will come home. A a borderless world doesn’t preclude the idea of a home. I’m a Filipino, and I’ll always be one. It isn’t about geography; it isn’t about boundaries. It’s about giving back to the country that shaped me. And that’s going to be more important to me than seeing snow outside my window on a bright Christmas morning. Mabuhay and thank you. To Do’s Activity 1 Read the speech out loud and feel the emotion of the writer. On the space provided, write your own speech mimicking the emotion you felt from reading Ms. Patricia Evangelista’s work. Activity 2 Write 30 words with the suffix “less” meaning “without” or “no” (for example, “borderless”) References and Supplementary Materials Borderless World http://pinoy-tabularasa.blogspot.com/2010/10/borderless-world-by-patricia.html?m=1