21ST-1STQ-MODULE-WEEK 1 (1).pdf

Philippine Christian University Sampaloc 1, Dasmariñas City, Cavite 4114 SENIOR HIGH SCHOOL S.Y. 2024-2025 M...

Philippine Christian University Sampaloc 1, Dasmariñas City, Cavite 4114 SENIOR HIGH SCHOOL S.Y. 2024-2025 MODULE IN 21ST CENTURY PHILIPPINE LITERATURE AND THE WORLD QUARTER 1 - WEEK 1 (AUGUST 5-9, 2024) LESSON 1: PHILIPPINE LITERARY HISTORY FROM PRE-COLONIAL TO CONTEMPORARY PERIOD Overview Imagine opening a book and stepping into a whole new world! Literature is not just about words; it’s a powerful way to understand life and connect with others. It tells stories that reflect our feelings, dreams, and struggles, helping us see different cultures and experiences. Through poems, stories, and plays, literature shows us the triumphs and challenges of people throughout history. Reading can transport you to different times and places, allowing you to live adventures without leaving your room. It sparks your imagination, makes you think critically, and helps you feel empathy for others. Literature is like a bridge that connects us all, making it an important part of our lives. So, get ready to enter into the world of Philippine literature, where every story has something valuable to teach us. Course Learning Outcome First Quarter 1. Classify the geographic, linguistic, and ethnic dimensions of Philippine literary history from pre-colonial to contemporary periods. 2. Examine various 21st-century literary genres with those from earlier periods, citing their elements, structures, and traditions. 3.Produce a representation of a literary text by applying multimedia and ICT skills and perform a self- and/or peer-assessment based on rationalized criteria prior to presentation. Disclaimer: This module is adapted and modified from the source materials listed in the references list. This is an exclusive property of Philippine Christian University-Dasmariñas SHS and is provided only to enrolled students for their academic use. This module is provided for free by the school through softcopy and/or printed media. Reproduction of this module without official permission is prohibited. 1  Lesson Objectives At the end of this lesson, you are expected to: 1. Identify the characteristics, common themes, and genres of literature from different historical periods. 2. Appreciate how various cultural and historical influences have shaped the types of literature produced in the Philippines. 3. Decipher the contributions of notable authors and their works from the pre-colonial period to the contemporary era. Essential Question Why is it important to discover and learn the different literary period? Test Yourself Defining Literature: DIRECTIONS: Read the essay, “Defining Literature “ by Antonio Soria de Veyra, and answer the guided questions. Defining Literature (Essay) by Antonino Soria de Veyra Region 8 - Eastem Visayas A very good introduction to the subject is Terry Eagleton's "Introduction: What is Literature?" (the first chapter of Literary Theory: An Introduction). In it, he enumerates several ways by which we usually define literature. But then he also interrogates each definition to the point that whatever certainty we had about what literature is ultimately breaks apart. Disclaimer: This module is adapted and modified from the source materials listed in the references list. This is an exclusive property of Philippine Christian University-Dasmariñas SHS and is provided only to enrolled students for their academic use. This module is provided for free by the school through softcopy and/or printed media. Reproduction of this module without official permission is prohibited. 2  The first definition he lists is: literature is "imaginative writing" - that is, fictional as opposed to factual writing. And perhaps most of us would agree with this, until Eagleton points out that not all texts considered literature are fictional (he points to Francis Bacon's essays and John Donne's sermons as proof) nor are all fiction pieces considered literature (citing Superman comic books as an example). Eagleton then turns his attention to the definition of literature as, quoting Roman Jakobson, "a kind of writing which... represents an 'organized violence committed on ordinary speech'." This kind of writing "uses language in peculiar ways" not necessarily to communicate ideas or emotions but to focus attention on language itself (just like some abstract paintings use paint not to attempt any representation of actual objects but to foreground in our perception the materiality of the medium). And when we think of some literary pieces (James Joyce's Finnegan's Wake comes easily to mind), this definition seems apt. But then Eagleton asks, what is."ordinary language"? How do we know a particular speech is a deviation and not just a community's different way of expressing an idea or emotion? And how come figurative language is just as common in "ordinary language" as it is in so-called literary texts? And, Eagleton asks, what if we insist on reáding as literary a text that wasn't really meant to be literature-even if its language is apparently referential and its intent pragmatic? Eagleton uses the example of a drunken man reading more than is "intended" in a notice that reads: "Dogs must be carried on the escalator." Should texts with self-referential and non-pragmatic language necessarily qualify it as literature? Seems not. There are no inherent qualities that make a text literary. Eagleton says literature is a "construct" - it is what a particular group of people at a particular point in time says it is. Why they say so is a matter of value-judgment, of their subjective evaluation of texts. What a particular group says is reflective of their "ideology" -by which Eagleton defines "roughly, [as] the ways in which what we say and believe connects with the power structure and power-relations of the society we live in" and, more particularly, as "those modes of feeling, valuing, perceiving and believing which have some kind of relation to the maintenance and reproduction of social power." What we would call literature, then, may seem a product of our subjective valuation of certain texts. But these valuations, according to Eagleton, "have their roots in deeper structures of belief which are apparently unshakeable." Perhaps, it is wise to ponder as a Literature student, what texts do we call literature? And why? And should we, can we, break away from how literature is currently defined? How would that literature look like? What makes literature "Literature"? Which question is exactly what Culler asks in his Literary Theory: A very Short Introduction. Not satisfied with the idea of literature as a "construct," Culler interrogates "what makes us (or some other society) treat something as literature?" He then focused on what we do when we treat something as literature. First off, he says, we consider texts as literary when language is foregrounded. When the language of the text catches our attention, it makes us think about how something is being said. We begin to focus Disclaimer: This module is adapted and modified from the source materials listed in the references list. This is an exclusive property of Philippine Christian University-Dasmariñas SHS and is provided only to enrolled students for their academic use. This module is provided for free by the school through softcopy and/or printed media. Reproduction of this module without official permission is prohibited. 3  on the text's form. Secondly, Culler continues, literature integrates language to form- what he refers to as "sound is echo to the sense.' This foregrounding and integration of language makes the literary texts "a linguistic event which projects a fictional world" whose relation to the actual world becomes a matter of interpretation. This makes a literary work an aesthetic object "because, other communicative functions initially bracketed and suspended, it engages readers to consider self-reflexive constructs" whose meaning is found in its relations to other texts- literary and otherwise. Culler concludes by saying that "the question what is literature?" matters because theory has highlighted the literariness of texts of all sorts. To reflect on literariness is to keep before us, as resources for analyzing these discourses, reading practices elicited by literature: the suspension of the demand for immediate intelligibility, reflection on the implications of means of expression, and attention to how meaning is made and pleasure produced." 1. What are the main points made by Terry Eagleton regarding the definition of literature? How does he challenge traditional definitions of literature? Answer: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ _______________________________________ 2. Explain Eagleton's idea that literature is a construct shaped by the values and power structures of a particular group at a specific time. What is the significance of literature in understanding society and culture, as discussed in the essay? Answer: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ _______________________________________ Study These Terms:  Pre-colonial – occurring or existing before the beginning of colonial rule  Contemporary – belonging to or occurring in the present  Indigenous – originating or occurring naturally in a particular place; native  Bucolic - relating to the pleasant aspects of the countryside and country life  Marian Hymns - are Christian songs focused on the Virgin Mary  Castilian language - language spoken in central and northern Spain Disclaimer: This module is adapted and modified from the source materials listed in the references list. This is an exclusive property of Philippine Christian University-Dasmariñas SHS and is provided only to enrolled students for their academic use. This module is provided for free by the school through softcopy and/or printed media. Reproduction of this module without official permission is prohibited. 4  *** Castilian is sometimes used interchangeably with the word “Spanish.” Since Castilian was the king’s Spanish since the 1200s, the imperialists in those early centuries of conquest in Latin America identified their language as Castilian and not Spanish (yet).  Syllabaries - a phonetic writing system consisting of symbols representing syllables  Indio or Malay – natives born inhabitant of the Philippines Lesson Proper What is Literature? Literature is a special way of using words to express ideas and feelings. It helps us understand the world around us by showing us different perspectives and experiences. When we read literature, we can connect with others and learn about their lives. Literature is not just a collection of texts; it is shaped by the culture and values of the time it was written. This means that what we consider literature can change over time as society changes. Some people have different ideas about what makes a piece of writing "literature." Antonio Soria de Veyra's essay explains how literature reflects the values, beliefs, and experiences of different groups of people throughout history. By reading literature, we can gain insights into the lives of others and develop empathy. Literature helps us understand society and culture better. Philippine literature has evolved alongside the country's history. It has been influenced by the rich cultural traditions of pre-colonial times and the experiences of Spanish and American colonization. Each period in Philippine history has contributed to the diverse range of literary works that express the Filipino identity and experience. Literature not only preserves cultural heritage but also responds to and shapes the values of society over time. By studying Philippine literature, we can gain a deeper understanding of the country's history and culture. THE HISTORY OF PHILIPPINE LITERATURE Imagine a time when the Philippines was alive with the sounds of storytelling, where communities gathered to share tales of heroes, nature, and the spirit world. In this vibrant era, our ancestors expressed their beliefs and values through rich oral traditions, weaving their experiences into poetry and songs. These early forms of literature were not just entertainment; they were a vital part of daily life, shaping the identity of the Filipino people. PRE-COLONIAL PERIOD (Early Times – 1564) CHARACTERISTICS (PEOPLE, CUSTOMS, TRADITION) It was a time of rich traditions, complex societal structures, and unique religious beliefs that shaped the history and heritage of the Filipino people. Societal structures were based on barangays, which were small communities led by datu or chief. Disclaimer: This module is adapted and modified from the source materials listed in the references list. This is an exclusive property of Philippine Christian University-Dasmariñas SHS and is provided only to enrolled students for their academic use. This module is provided for free by the school through softcopy and/or printed media. Reproduction of this module without official permission is prohibited. 5  The barangays had their own political organization and laws to promote social welfare and protect their people. These societies also had social divisions and hierarchies, with different classes of people, such as nobles, freemen, agricultural workers, and slaves. The social structure was influenced by factors such as kinship, social status, and wealth. There was no formal education. Learning was merely through imitation and practice. The verses were addressed to the ears rather than the eyes. FORMS OF LITERATURE GENRES EXAMPLES Examples: 1. “Biag ni Lam-ang” - is a pre-Hispanic epic poem of the Ilocano people of the Philippines. The story was handed down orally for generations before it was written down around 1640 assumedly by a blind Ilokano bard named Pedro Bucaneg. 2. “Hinilawod” – s the epic from Panay, a triangle-shaped island in the western Visayas. It Epic - a long narrative poem in elevated style means ‘Tales from the Mouth of the Halawod recounting the deeds of a legendary or historical River’. The epic is composed of 28,000 verses and hero takes three days to recite. The story is passed on by mouth from generation to generation; and each storyteller would modify the story to one degree or another. 3. Epic of “Tuwaang” - is the epic hero of the Manobo people located on the central part of Mindanao, about eighty kilometers by road and trail northwest of Davao city. He is believed to be a one-man campaign against evil and to protect his people. Legends – a no historical or unverifiable story handed down by tradition from earlier times and Examples: popularly accepted as historical 1. Alamat ng Dama De Noche may simply be defined as an account of an 2. Legend of the Firefly extraordinary happening believed to have occurred Riddles – are statements that contain superficial Examples: words, but they function figuratively and as Disclaimer: This module is adapted and modified from the source materials listed in the references list. This is an exclusive property of Philippine Christian University-Dasmariñas SHS and is provided only to enrolled students for their academic use. This module is provided for free by the school through softcopy and/or printed media. Reproduction of this module without official permission is prohibited. 6  metaphors in the form of questions, and battle of wits. Cebuano “Malupad murag panyo, mutugdon ingon sa kumo” Ilonggo “Kabayo nga katingahalan Indi magkaon kung indi pagsakyan” Bicol “Kaliblib na lubi, nag-iidos kun banggi” Examples: 1. Ang kalusugan ay kayamanan. - Health is Wealth 2. Ang buhay ay parang gulong, minsang nasa Proverbs - or sayings are simple, common and ibabaw, minsang nasa ilalim. - Life is like a wheel, pithy expressions (popularly known and sometimes you’re up sometimes you're up repeated), which embodies some moral precept sometimes you're down or admitted truth, based on common sense or 3. Ang hindi lumingon sa pinanggalingan, hindi the practical experience of humanity. It contains makakarating sa paroroonan. - A person who sayings which prescribe norms, impart a lesson or does not remember where he came from will simply reflect standard norms, traditions and never reach his destination. beliefs in the community. 4. Ang karukhaan ay hindi hadlang sa pagtatagumpay. – Poverty is not a hindrance to success. 5. Ang palay ay parisan, habang nagkakalaman ay ay lalong nagpugpugay. - Imitate the rice stalk, the more grains it bears, the lower it bows. COMMON THEMES AND GENRE Moral tales, community, pre-colonial culture and tradition. NOTABLE WRITERS AND THEIR WORKS The sources of oral literature were told and retold by the natives. Disclaimer: This module is adapted and modified from the source materials listed in the references list. This is an exclusive property of Philippine Christian University-Dasmariñas SHS and is provided only to enrolled students for their academic use. This module is provided for free by the school through softcopy and/or printed media. Reproduction of this module without official permission is prohibited. 7  0 SPANISH PERIOD (1565-1897) CHARACTERISTICS (PEOPLE, CUSTOMS, TRADITION) The Spaniards came with the Sword and the Cross; and, to serve the dual purpose of territorial expansion and evangelization. Some natives were taught to speak Spanish language; Spaniards studied and acquired the native languages. The Roman alphabet replaced the syllabaries of the natives; and literature began to appear in print. Literary medium was bilingual. Most writings were in Spanish and Tagalog, their content, bicultural. FORMS OF LITERATURE Ancient literary forms were enriched with the various literay forms patterned after European metrical romances (corrido and awit), "zarzuela" recreational plays (Duplo; moro - moro, juego de prenda) and the "balagtasan". a. Corrido o awit - a ballad in a traditional Mexican style, typically having lyrics that narrate a historical event. b. Zarzuela - musical theatre in which the dramatic action is carried through an alternating combination of song and speech. - Duplo - was a poetical debate held by trained men and women in the ninth night, the last night of the mourning period for the dead - moro-moro – also called comedia, the earliest from of organized theater in the Philippines created by Spanish priests. - juego de prenda – game of looking for the missing bird Examples: 1. The Pasyon – commemoration of Christ’s agony and resurrection at Cavalry (“Ang Mahal na Pasion ni Jesu Cristong Panginoon natin na Tola by Gaspar Aquino de Belen, Ateneo Press University Press, 1990)) 2. Metrical Romances (awit at korido) a. awit – fabricated from writer’s imagination, set and characters are Europeans. It is slowly sung to the accompaniment of a guitar or banduria. (e.g. Florante at Laura by Francisco Baltazar) b. korido – usually based on European legends or tales. These are tales of chivalry where a knight saves a princess. (e.g. Ibong Adarna by Jose “Huseng Sisiw” de la Cruz and Historia Famoso by Bernardo del Carpio) 3. Folk songs – Leron Leron Sinta, Pamulinawen, Sarong Banggi, Atin Cu Pung Singsing Disclaimer: This module is adapted and modified from the source materials listed in the references list. This is an exclusive property of Philippine Christian University-Dasmariñas SHS and is provided only to enrolled students for their academic use. This module is provided for free by the school through softcopy and/or printed media. Reproduction of this module without official permission is prohibited. 8  COMMON THEMES AND GENRE Common themes in this period often revolved around faith, nationalism, love, and social issues. The literature served both to educate and to promote religious values while also expressing the growing sense of Filipino identity. Nationalistic Period CHARACTERISTICS (PEOPLE, CUSTOMS, TRADITION) This period marks the beginning of the awakening of the sense of nationalism. The Nationalistic Period emerged as Filipinos sought independence from Spanish rule. This era was marked by a strong sense of national identity and pride, with literature serving as a tool for social and political change. Propaganda literature propagates nationalist ideas, Tagalog was then the primary language, and education was more open to the Filipino people not only for “intelligentsia” who form an artistic, social or political elite. This period saw the rise of nationalism through propaganda movements that promoted the Filipino language and addressed the masses through literature. In this period, literature more directly attacked the Spanish government. FORMS OF LITERATURE: This period saw the rise of novels, essays, and poems that promoted nationalism and social reform. Writers used their works to inspire the masses and advocate for change. 1. Propaganda Literature 2. Revolutionary Literature a. Political Essays a. Political essays b. Poetry Propaganda Literature Political Essay ( a. Diariong Tagalog) - a patriotic newspaper founded by Marcelo H. del Pilar and Don Francisco Calvo, a wealthy Spanish man with a liberal mind - one of the reforms demanded by the newspaper was the implementation of civil registration opposing the church registration carried out by the friars. Political Essay ( b. La Solidaridad ) - It was a bi-weekly newspaper established in Spain in 1889 by exiled Filipino liberals and students. It aimed to increase Spanish awareness of the needs of the Philippines and promote closer ties between the colonies. - It advocated for Filipino representation in the Spanish government and reforms to address abuses by the Spanish friars. After years of publication, funding dried up and del Pilar ended the newspaper in 1895 due to financial difficulties. Disclaimer: This module is adapted and modified from the source materials listed in the references list. This is an exclusive property of Philippine Christian University-Dasmariñas SHS and is provided only to enrolled students for their academic use. This module is provided for free by the school through softcopy and/or printed media. Reproduction of this module without official permission is prohibited. 9  c. Noli Me Tangere and El Filibusterismo – It is through his pen that Rizal had inadvertently sparked numerous nationwide uprisings and revolution. These books seek to enlighten society and reveal truths about the Filipino condition. Revolutionary Literature Political Essay (a. Kalayaan ) – the official newspaper of Katipunan circulated in 1896. Poetry ( Liwanag at Dilim) - is a glossary with masterful touches of the Cartilla, and at the same time condenses and enlarges upon certain ideas of Emilio Jacinto contained in his printed works COMMON THEMES AND GENRES Common themes included patriotism, social justice, and the fight against colonial oppression. Literature became a means of expressing the desire for freedom and the importance of national identity. SOME NOTABLE WRITERS AND THEIR WORKS 1. Dr. Jose P. Rizal (Pen name: Laong Laon which means ever ready; Dimasalang which means untouchable) Famous Works a. Noli Me Tangere (Touch Me Not) – a cleverly indicting portrayal of the injustices that Filipinos suffered at the hands of Spanish priests and statesmen in 19th century Philippines b. El Filibusterismo (Reign of Greed) - the book represents Rizal’s more mature judgment on political and social conditions in the islands, and in its graver and less hopeful tone reflects the disappointments and discouragements which he had encountered in his efforts to lead the way to reform. c. Sobre La Indolencia De Los Filipinos (On the Indolence of the Filipino) - a response to the alleged accusation of Indio or Malay indolence during the Spanish colonization d. Mi Ultimo Adios (My Last Farewell) – was written the night before his execution and expresses his love for the country that encourages Filipinos to continue serving and loving the country 2. Marcelo H. Del Pilar (Pen name: Plaridel) Famous Works a. Dasalan at Tocsohan – He uses parody and satire to argue that friars were pilfering money from Filipinos and misusing their religious authority over them. Disclaimer: This module is adapted and modified from the source materials listed in the references list. This is an exclusive property of Philippine Christian University-Dasmariñas SHS and is provided only to enrolled students for their academic use. This module is provided for free by the school through softcopy and/or printed media. Reproduction of this module without official permission is prohibited. 10  b. Caiigat Kayo (be slippery as an eel) – to sarcastically answer a priest’s work in which said that Filipinos should follow his sermons and stop reading books because they would only be secured with Heaven once they follow him 3. Graciano Lopez Jaena-( Pen name: Diego Laura) He founded and first editor of “La Solidaridad”, a newspaper based in Barcelona and later in Madrid that supports the liberal views of the Filipino Propaganda Movement which sought reform in the Spanish colony of the country Famous Works a. Fray Botod - introduces the stereotypical Spanish friar who uses religion as a tool for oppressing others b. Everything is Hambug (Everything is a Mere Show) and La Hija del Frail (The Daughter of the Friar) - underscore the tragedies of Filipino-Spanish marriages and the superficialities of societal norms 4. Andres Bonifacio( Pen name: Agapito Bagumbayan) He was a Philippine patriot, founder and leader of the nationalist Katipunan society. Famous Works a. Pag-ibig sa Tinubuang Lupa – expresses a message of love for the country and the importance of fighting for freedom and independence b. Dekalogo o Katungkulan ng mga Anak ng Bayan –emphasizes the value of loving one's nation and God, guarding one's honor, giving to those in need, working hard, and trusting in a just and equitable recompense for good deeds 5.Emilio Jacinto(Pen name: Dimasilaw, Pingkian ). Filipino revolutionary leader and military strategist who played a key role in the Philippine Revolution against Spanish colonial rule. He was considered the "brain and soul" of the Katipunan revolutionary movement - Famous Works a. Kartilya ng Katipunan - served as the guidebook for the rules and regulations of the Katipunan revolutionary movement. The Kartilya reflected the liberal and radical ideas of the time as well as values of equality, tolerance, freedom, and honor. b. A La Patria (To the Fatherland) - a patriotic piece inspired by Rizal’s ‘Mi Ultimo Adios’. AMERICAN PERIOD (1898-1945) CHARACTERISTICS (PEOPLE, CUSTOMS, TRADITION) The arrival of American colonizers introduced the English language and new literary styles to the Philippines. Education was reformed, and English became the medium of instruction. The Americans provided free education, giving Filipinos the opportunity to study English. Disclaimer: This module is adapted and modified from the source materials listed in the references list. This is an exclusive property of Philippine Christian University-Dasmariñas SHS and is provided only to enrolled students for their academic use. This module is provided for free by the school through softcopy and/or printed media. Reproduction of this module without official permission is prohibited. 11  Philippine literature in English, influenced by American colonization, often imitated American writing styles. In 1936, the Philippine Writers League was formed, and Filipino writers in English began discussing the importance of literature in society. Despite the rise of a literary tradition in English, literary works in native languages continued to flourish. FORMS OF LITERATURE: The flowering of a literary tradition in English did not limit the literary production in the native languages. Poetry, short story, and novel were among the forms of literature that flourished throughout the American period. In this period, literature flourished and enhanced in bi-lingual language, Tagalog and English. Significant themes included nationalism, anti-imperialism, and freedom. COMMON THEMES AND GENRES: Themes included identity, freedom, and local color, often reflecting the experiences of Filipinos under American rule. Literature began to explore personal and social issues more deeply. SOME NOTABLE WRITERS AND THEIR WORKS 1. Paz Marquez Benitez was an important educator, editor, and writer in Philippine literature. She is best known for writing the first modern Philippine short story in English, titled Dead Stars. This touching story explores the theme of forbidden love through the characters Alfredo and Julia. It shows how such love can be deceptive and may continue to affect people long after it has ended. Benitez's work is significant because it introduced a new style of storytelling that echoed with many readers. 2. Jose Garcia Villa was a well-known poet, literary critic, short story writer, and painter. In 1973, he was named a National Artist in Literature. One of his famous works is Footnote to Youth, which tells the story of a seventeen-year-old boy named Dodong who decides to marry his girlfriend, Teang. The story illustrates the problems that can arise when young people rush into marriage without being fully ready for the responsibilities that come with it. Villa's unique writing style and critical views have greatly influenced Philippine literature. 3. Manuel Estabilla Arguilla was an Ilocano patriot and martyr known for his short story How My Brother Leon Brought Home a Wife. This popular tale follows brothers Baldo and Leon as Leon brings his wife, Maria, from the city to meet their family. The story explores themes of acceptance, sacrifice, and the challenges of adjusting to different cultures. It highlights the importance of family relationships and understanding the differences between urban and rural lifestyles. Disclaimer: This module is adapted and modified from the source materials listed in the references list. This is an exclusive property of Philippine Christian University-Dasmariñas SHS and is provided only to enrolled students for their academic use. This module is provided for free by the school through softcopy and/or printed media. Reproduction of this module without official permission is prohibited. 12  JAPANESE PERIOD (1946-1985) CHARACTERISTICS (PEOPLE, CUSTOMS, TRADITION) During World War II, the Japanese occupation influenced Philippine literature, bringing themes of struggle and resistance. Writers faced censorship but kept expressing their thoughts through poetry and short stories. The development of Philippine literature in English stopped as it was banned during this time, leading to a revival of writing in Filipino languages. The Japanese introduced their language, Nihongo, to Filipinos. They banned all publications except for the Tribune and the Philippine Review. FORMS OF LITERATURE: Poetry and short stories flourished, often reflecting the hardships of war and the longing for freedom. Three types of poetry that dominate the form of literature which are: - Haiku, a three-line poem with seventeen syllables, written in a 5/7/5 syllable count and often focus on the scenes of nature, - Karaniwang Anyo/ Usual Form, typical and common form of poetry - Tanaga, a Filipino poem with four lines, each line having seven syllables. COMMON THEMES AND GENRES The common themes included war, survival, and patriotism. Literature served as a means of protest and a way to preserve Filipino identity during a time of oppression. Poetry, essays, reports and short stories mirror nationalism, love of country, life in the barrios, religions and the arts. SOME NOTABLE WRITERS AND THEIR WORKS 1. Brigido Batungbakal was a well-known writer whose stories were often published in Mabuhay magazine. He became famous for his work "Busilak ng Sampaguita," which won first prize in the Taliba magazine competition in 1937. Another of his stories, "Pula ang Kulay ng Dugo at Iba Pang Kwento," won the Commonwealth Literary Award in 1940. 2. Macario Pineda wrote "Love in the Rice Fields and Other Short Stories." This book contains 12 stories that show different events in the lives of various characters, making their experiences feel real and vivid. 3. Nick Joaquin was a famous writer, journalist, playwright, and novelist. One of his most notable works is “The Woman Who Had Two Navels”, a story that explores Philippine heritage and cultural identity. Disclaimer: This module is adapted and modified from the source materials listed in the references list. This is an exclusive property of Philippine Christian University-Dasmariñas SHS and is provided only to enrolled students for their academic use. This module is provided for free by the school through softcopy and/or printed media. Reproduction of this module without official permission is prohibited. 13  CONTEMPORARY PERIOD (1986 - To present) The contemporary period is characterized by a diverse range of voices and styles. Literature reflects the complexities of modern Filipino society, addressing issues such as globalization, social justice, and cultural identity. POST EDSA CHARACTERISTICS (PEOPLE, CUSTOMS, TRADITION) In 1986, post-Edsa revolution marked a turning point in Philippine literature and creative writing. Writers began exploring a wider range of topics, moving beyond just Tagalog, which led to more diverse literary works. This period also saw the rise of new academic and organizational centers for writers. Many authors created works that reflected the changes and challenges of the new era. FORMS OF LITERATURE Creative writing helps writers stay updated on new trends and find inspiration. It has become part of academic programs, allowing students to connect with other writers, critics, and professors. Writers' organizations also offer workshops for their members and others interested in writing. COMMON THEMES AND GENRES Common themes in post-EDSA literature include human rights, poverty, nationalism, and feminism. SOME NOTABLE WRITERS AND THEIR WORKS 1. Lilian Quindoza Santiago: She writes about feminism and the lives of indigenous people, like the Ilocanos, in the Philippines. Famous Work: "The Very Last of Huli" - A story about a deaf woman who defies expectations and follows her own path despite many obstacles. 2. Charles L. Ong: A highly awarded fiction writer who has won a Palanca Award for his short story. Famous Work: "The Execution" - The story of Alfonso Peñaranda, a man wrongly sentenced to death for a crime he didn’t commit. 3. Carlos Bulosan: A Filipino-American author, poet, and activist. Famous Work: "My Father Goes to Court" - A story about a rich neighbor who sues a poor family, claiming they stole the “spirit” of his wealth and food by standing near his house. Disclaimer: This module is adapted and modified from the source materials listed in the references list. This is an exclusive property of Philippine Christian University-Dasmariñas SHS and is provided only to enrolled students for their academic use. This module is provided for free by the school through softcopy and/or printed media. Reproduction of this module without official permission is prohibited. 14  21ST CENTURY LITERATURE CHARACTERISTICS (PEOPLE, CUSTOMS, TRADITION) Early modern Philippine literature developed significantly during the American occupation. Writers of this period explored various genres and themes, responding to the influences of both Spanish and American cultures. This literary history set the stage for contemporary Philippine literature. 21st century literature includes works written and published from the year 2000 onwards. This period features a wide range of literary forms and themes, reflecting contemporary life and society. FORMS OF 21ST CENTURY LITERATURE The two main forms of 21st century literature are: - Poetry: This form continues to evolve, blending traditional elements with new styles and themes. - Prose: This includes novels, short stories, and creative nonfiction, covering a wide range of genres. COMMON THEMES AND GENRES Some common themes and genres in 21st century literature are: - Epics: Long narrative works that explore historical or mythical themes. - Tragedy: Stories about human suffering and moral dilemmas. - Comedy: Works that use humor to explore human nature and societal issues. - Creative Nonfiction: True stories told in a literary style, combining factual reporting with narrative techniques. SOME NOTABLE WRITERS AND THEIR WORKS 1. Mara Cecilia Dela Rosa Famous Work: Ang Punong Mainggitin ("The Envious Tree") This poem tells the story of a young tree envious of the flowers of Rosas, Santan, and Gumamela, exploring themes of jealousy and self-acceptance. 2. Luis Gatmaitan Famous Work: Sandosenang Sapatos ("A Dozen Shoes") This story follows a child who wishes to fulfill her shoemaker father's dream of having a ballerina for a daughter, touching on themes of family, dreams, and perseverance. 3. Francisco Arcellana Famous Work: The Wing of Madness Disclaimer: This module is adapted and modified from the source materials listed in the references list. This is an exclusive property of Philippine Christian University-Dasmariñas SHS and is provided only to enrolled students for their academic use. This module is provided for free by the school through softcopy and/or printed media. Reproduction of this module without official permission is prohibited. 15  A reflective piece about a man thinking about his past love and the events leading to her tragic death, exploring themes of love, loss, and memory. 4. Lualhati Torres Bautista Famous Work: Bata, Bata... Pa'no Ka Ginawa? ("Child, Child... How Were You Made?") This novel discusses the role of women in a patriarchal society, focusing on their struggles and resilience in the face of societal expectations and gender norms. 5. Bob Ong Famous Work: Bakit Baligtad Magbasa ng Libro ang mga Pilipino? ("Why Do Filipinos Read Books Backward?") Known for his humorous and conversational writing style, Bob Ong uses characters like Juan Tamad and Uncle Sam to symbolize Filipino traits and foreign influences, offering a satirical look at Filipino culture and identity. Summary Literature reflects a country’s history. In this lesson, we explored the history of Philippine literature and the foreign influences that shaped its growth. Before Spanish colonization, literature in the Philippines existed in unique and entertaining forms such as riddles, legends, and myths. When the Spaniards arrived, they brought significant changes to Philippine literature, making it vibrant and diverse. This growth continued, especially with new publications after the Martial Law years and the resurgence of socially committed literature in the 1960s and 1970s. Filipino writers continue to create poetry, short stories, novellas, novels, and essays. These works may address social issues, gender and ethnic topics, or personal themes. Writers' workshops in the Philippines and abroad, as well as access to literature through mass media and the internet, have made Filipino writers more aware of their craft. Various literary awards, such as the Don Carlos Palanca Memorial Awards for Literature, the Philippines Free Press, Philippine Graphic, Home Life, and Panorama literary awards, encourage writers to compete with their peers and strive for recognition. The Commission on Higher Education now requires the teaching of Philippine literature in all colleges and universities, emphasizing regional and vernacular literature. This ensures a broad audience for Filipino writers. As a result, a national literature that finds its place among the world’s literatures is a promising possibility. Disclaimer: This module is adapted and modified from the source materials listed in the references list. This is an exclusive property of Philippine Christian University-Dasmariñas SHS and is provided only to enrolled students for their academic use. This module is provided for free by the school through softcopy and/or printed media. Reproduction of this module without official permission is prohibited. 16  Assessment: Written Work 1 Instructions: Complete the following timeline table by filling in the missing information based on your knowledge of Philippine literature history. (25 points) Focus on the following areas for each period: - Characteristics: People, customs, and traditions - Forms of Literature - Characteristics of Literature: Common themes, genres - Notable Writers and Their Works TIMELINE TABLE Historical Characteristics Forms of Literature Characteristics of Notable Writers Period (People, Customs, Literature and Their Works Traditions) (Common Themes, Genres) Pre- 1. People: ________________ 1. Common ________________ Colonial ________________ _________ Themes: _________ Period _________ ________________ Customs and _________ Traditions: 2. Genres: ________________ ________________ _________ _________ Spanish 1. People: ________________ 1. Common ________________ Colonial ________________ _________ Themes: _________ Period _________ ________________ Customs and _________ Traditions: 2. Genres: ________________ ________________ _________ _________ American 1. People: ________________ 1. Common ________________ Colonial ________________ _________ Themes: _________ Period _________ ________________ Customs and _________ Traditions: 2. Genres: ________________ ________________ _________ _________ Disclaimer: This module is adapted and modified from the source materials listed in the references list. This is an exclusive property of Philippine Christian University-Dasmariñas SHS and is provided only to enrolled students for their academic use. This module is provided for free by the school through softcopy and/or printed media. Reproduction of this module without official permission is prohibited. 17  Japanese 1. People: ________________ 1. Common ________________ Occupati ________________ _________ Themes: _________ on _________ ________________ 2. Customs and _________ Traditions: 2. Genres: ________________ ________________ _________ _________ Post-War 1. People: ________________ 1. Common and ________________ _________ Themes: Contemp _________ ________________ orary 2. Customs and _________ Period Traditions: Genres: ________________ ________________ _________ _________ Learning Resources The complex and diverse of pre-colonial Philippines before Spanish arrival. (2024, January 14). sinaunangpanahon.com. https://sinaunangpanahon.com/the-complex-and-diverse-pre-colonial- philippines-before-spanish-arrival/ Introduction to Philippine literature. (n.d.). Academia.edu - Share research. https://www.academia.edu/27992047/INTRODUCTION_TO_PHILIPPINE_LITERATURE Study.com. (n.d.). study.com. https://study.com/learn/lesson/literature-forms-types-genres.html Timeline of Philippine literature. (2018, February 2). SlideShare. https://www.slideshare.net/slideshow/timeline-of-philippine-literature/87123873 Why study literature? (2023, May 15). Outlier Articles. https://articles.outlier.org/why-study-literature Disclaimer: This module is adapted and modified from the source materials listed in the references list. This is an exclusive property of Philippine Christian University-Dasmariñas SHS and is provided only to enrolled students for their academic use. This module is provided for free by the school through softcopy and/or printed media. Reproduction of this module without official permission is prohibited. 18  Supplemental Readings: To deepen your understanding of Philippine literature, you are required to read and analyze the following works. These readings will help you appreciate the themes, styles, and cultural contexts of notable Filipino writers. DEAD STARS by PAZ MARQUEZ BENITEZ https://philippinesgraphic.com.ph/2023/04/06/dead- stars/ SANDOSENANG SAPATOS by LUIS GATMAITAN https://pdfcoffee.com/sandosenang-sapatos-ni- dr-luis-gatmaitan-pdf-free.html HOW MY BROTHER LEON BROUGHT HOME A WIFE https://literaryanalysisphillit.weebly.com/how-my-brother-leon-brought-home-a-wife.html Prepared by: Checked by: Approved by: Chiu, Ivory Glenn C. Maurene Regine A. Reyes, CSPE, LPT. Maria Beatriz B.Sico, MM. Cordero, Christine Suzette S. Subject Lead Teacher, English 12 Principal Dizon, Julie Ann A. Elizalde, Enelyn M. Guiruela, Mylene G Lacson, Marjorie C. Liwanag, Lea S. Patam, Paulene S. Ruiz, Kate B Tiozon, Daisy D. Villafuerte, Leah C. Subject Teachers Disclaimer: This module is adapted and modified from the source materials listed in the references list. This is an exclusive property of Philippine Christian University-Dasmariñas SHS and is provided only to enrolled students for their academic use. This module is provided for free by the school through softcopy and/or printed media. Reproduction of this module without official permission is prohibited. 19