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0 FOR ZAMBOANGA CITY DIVISION USE ONLY NOT FOR SALE 11/12 21st Century Literature from the Philippines and the World...

0 FOR ZAMBOANGA CITY DIVISION USE ONLY NOT FOR SALE 11/12 21st Century Literature from the Philippines and the World QUARTER 1 WEEK 1 Capsulized Self-Learning Empowerment Toolkit Schools Division Office of Zamboanga City Region IX – Zamboanga Peninsula Zamboanga City “Unido, Junto avanza con el EduKalidad Cree, junto junto puede!” Written by: MARION B. GUERRERO (SST-II) DPLMHS Stand-Alone Senior High School  1 CapSLET Capsulized Self-Learning Empowerment Toolkit 21st Century Literature from the SUBJECT & Philippines QUARTER 1 WEEK 1 DAY GRADE/LEVEL and the ---------------------- dd/mm/yyyy World Grade 11/12 TOPIC Precolonial Literature of the Philippines Identify the geographic, linguistic, and ethnic dimensions of Philippine literary history from pre-colonial to the contemporary. Objectives: LEARNING Code: ∗ Identify some forms of Philippine precolonial literature. COMPETENCY EN12Lit-Ia-21 ∗ Compose a short narrative on toponymy (the origin of the name of a place). ∗ Appreciate the value of precolonial literature as a Filipino cultural heritage. IMPORTANT: Do not write anything on this material. UNDERSTAND Forms of Precolonial Philippine Literature We, Filipinos had literature long When did literature start in the Philippines? before the arrival of Nobody knows exactly when. That is why the the Spaniards. period of literary history before the Spaniards arrived is the longest. Literature is any printed material about significant human experiences. What did early Filipinos write about? They wrote about common experiences of life in their village like food-gathering, creatures and objects of nature, work in the home, field, forest or sea, caring for children, etc. Where did they write their literary pieces? How come we still know them after hundreds of years? Since paper was not yet invented during that time, our ancestors wrote on barks of trees, leaves or even bamboo. Most of their literatures were passed down from one generation to another through oral tradition. Each generation contributed in the development of the story in what is known as communal authorship. What is communal authorship? It means that the community where the story came from is the author, or there is no one person who can claim that he/she wrote the tale. Why did early Filipinos have literature? Stories were told to explain why things happen, to help them understand better the world they live in. Others were shared to preserve their culture and history, and some for entertainment. Literary pieces that teach a lesson on values or morals are described as didactic. Written by: MARION B. GUERRERO (SST-II) DPLMHS Stand-Alone Senior High School  2 SOME FORMS OF PRECOLONIAL PHILIPPINE LITERATURE Proverbs (salawikain) – statements that are wise and in figurative language. They are usually written in rhyming scheme. Kung Aanhin pa ang damo kung patay na ang kabayo. (What good is the grass if the horse is already dead.) This proverb often pertains to help or relief that came too late. It can also refer to orders that took too long to arrive that it is no longer needed. Sayings (kasabihan) – are phrases that state a general truth but in more direct language. Like proverbs, they too are usually written to rhyme. Ang buhay ay parang gulong, minsan nasa ibabaw, minsan nasa ilalim. (Life's a wheel, sometimes on top, sometimes at the bottom.) It means that we sometimes experience favorable events in life but sometimes we experience not so favorable ones; the ups and downs in life Riddles (bugtong) – statements that demand deeper answers and deals with everyday life. It usually has common things as answers and was used in the past as forms of entertainment through a battle of wits among the listeners. Heto na si Kaka, bubuka-bukaka. (Here comes Kaka, walking with an open leg.) Answer: scissors A Folk Songs (awiting bayan) – are folk lyrics that are usually chanted. It usually contains ideas on aspirations, hopes, everyday life and expressions of love for loved ones. It is bounded by the learning of good morals. It is easy to understand because it is straightforward and figurative in nature. (Ex. kundiman [sad love songs], hele/uyayi [lullaby], kumintang [war songs], dalit [worship songs]) Folk Tales (kwentong bayan) - are stories of origin for certain places, their names and their creation. These are also known as myths and legends. They are usually used to explain certain events or phenomena. Both legends and myths can have deities (gods and goddesses) as characters. Their difference lies in their time setting. Legends have evidences of human civilization, while myths do not. Epics (epiko) – are very long poems about a hero and his adventures. The epic hero has all the ideal qualities of a man and who also has superhuman capabilities. He goes on to a journey usually to obtain a prize or defeat an enemy nobody has done before. SAQ-1: What can you say about the nature of precolonial literature in the Philippines? SAQ-2: Why do you think it is important to study about the different forms of precolonial literature? Written by: MARION B. GUERRERO (SST-II) DPLMHS Stand-Alone Senior High School  3 Let’s Practice! (Write your answers on a separate sheet.) Directions: Read the following selection and then answer the questions that follow. Do you know where Mt. Pulong Bato is? Do you know how it got its name? In the far distant past, there lived in Zamboanga –so an aged imam says –a very powerful sultan named Dakula. Sultan Dakula was known far and wide for his wise rule, fearlessness in combat, fabulous wealth, and a harem composed of six beautiful women. As is always the case in any harem, a favorite exists. The favorite in this case was a beautiful young girl named Sumping Pote. Ask a Tausug friend or speaker what Dakula and Sumping Pote means. Sumping Pote was the very life of the Sultan. All of Dakula’s attentions were showered on her that finally the five other women in the harem revolted. Dakula abolished the harem and took Sumping Pote as his sole wife. The sultan and his wife lived happily and stretched their commerce to lands beyond horizons. One day, a young handsome prince named Wata from a kingdom in Celebes, came to negotiate a treaty of trade with Sultan Dakula. The lakes, rivers, hills, and mountains of Sultan Dakula’s domain were so fascinatingly beautiful that the young Prince Wata immediately fell in love with them. However, what captivated the prince most was the enchanting Sumping Pote. Her charming ways outshone all the beautiful princesses he knew back home. Before the treaty could be finalized, Sultan Dakula had to leave for battle against a powerful pirate chief who plundered one of his coastal towns, and thus, for one long month, the sultan was away. When he returned, he sensed that something was wrong with Sumping Pote. One moonless night, unable to sleep, the sultan decided to take a walk. To his horror, he came upon his wife in the arms of the young prince by the seashore. They were ready to set sail. Were the sultan armed with his kris, he would have put his unfaithful wife and the young prince to death. But as it was, he was temporarily helpless and the prince had two dozen armed men. The prince and Sumping Pote were already far out in the sea when the enraged sultan with his warriors overtook them in swift vintas. A fierce fight happened right there on the sea, but because they were outnumbered, the prince’s men were all killed. Only the lives of the Prince Wata and Sumping Pote were spared. Sumping Pote begged for forgiveness, but the sultan, having been hurt beyond repair, turned down her pleadings. It was not an easy task for him. For many nights, the sultan could not sleep thinking where he had failed his wife, but he could not forgive her and he condemned the prince. He finally ordered to put his unfaithful wife, together with her lover, inside a bamboo cage and be thrown in the sea. On the day of the execution, however, Sultan Dakula realized that his wife was not entirely to blame. It was the treacherous act of the prince that led Sumping Pote into the web of disloyalty. He decided then that Prince Wata must suffer a more dreadful punishment –one that will set an example for others and for ages to come. Sumping Pote implored that the prince be set free and instead be banished from Zamboanga. But all the pleas of the sultan’s wife fell on deaf ears. Gravely hurt by Sumping Pote’s defense of the prince, Sultan Dakula sentenced her to death by drowning. For his punishment, Prince Wata was commanded to build a monument, one that would tower the sky for the entire world to see, wonder about, and draw a lasting lesson from. Written by: MARION B. GUERRERO (SST-II) DPLMHS Stand-Alone Senior High School  4 Every day, under heavy guard, the prince carried stones from a nearby river and piled them in one place. Years passed and the pile of rocks rose to a towering height. And one day, Prince Wata, now a weary aged man, fell dead on the peak of the mountain of rocks he had built. He was buried on the spot where he died. The mountain is now called Pulong Bato or literally, “stone mountain.” 1. Why is this story considered as precolonial Philippine literature? 2. What form of precolonial literature is the story? 3. Is the story didactic? If yes, what lesson is it trying to teach its audience? 4. How come we still know of this story? How do you think was it preserved? 5. How do you think was this story relayed to the community? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ REMEMBER Key Points The period of development of precolonial Philippine literature is the longest, as its date of origin is unknown as early Filipinos did not keep written records of their history. The subject of precolonial Philippine literary pieces was mostly about everyday life in the community, and the attempt to explain observed natural phenomena, such as the origin of the name of a place. Many of these pieces survived because they were transmitted from one generation to another by way of oral tradition. Details were added as these pieces were relayed, thus, no one writer is identified –this is known as communal authorship. These literary pieces were commonly didactic –that is, they impart a lesson or moral. Examples of precolonial literary forms are: proverbs, sayings, riddles, folk songs, folktales, and epics. Written by: MARION B. GUERRERO (SST-II) DPLMHS Stand-Alone Senior High School  5 TRY Let’s see how much have you learned today! Directions: Read each item carefully and answer the following questions. Write the letter of the correct answer for items 1-10. (Answer on a separate sheet.) Ask a Chavacano speaker to help you answer the 8. Which of the following is NOT a following riddles. proverb? A. An egg once broken will never be the 1. Tiene un pono, ta come su mismo cuerpo. same. A. candela B. culebra B. He who cackles, laid the eggs. C. Love and cough, cannot be hidden. 2. De negro si vivo, de colorao si muerto. D. It dived. It rose. A. cangrejo B. lomboy 9. What characteristic differentiates a legend 3. Cielo arriba, cielo abajo, agua entre medio. from a myth? A. butung B. danao A. Their characters. 4. Mucho sila man hermana, todo coga. B. Their purpose. A. amarro pelo C. Their place setting. B. escoba D. Their time setting. 5. Si de dia largao, si denoche trancao. 10. Which of the following is TRUE about A. corral B. ventana epics? A. It is a long narrative poem. 6. Why is the Precolonial Period considered to be B. It deals with animal characters. the longest in Philippine literary history? C. It explains the origin of things or A. It covered the entire time we were under phenomena. Spanish rule. D. It is contemporary literature. B. It covers works written in various languages. C. Its date of origin is unknown. Toponymy is the narrative or description D. It had works written on leaves or barks of about the origin of the name of a place. trees. Where did your barangay get its name? Ask around and write a toponymy about it. 7. Which of the following statements is TRUE _________________________________ about folk song (awiting bayan)? _________________________________ _________________________________ A. It had lyrics that described familiar _________________________________ community or life experiences. _________________________________ B. It required musical instruments as _________________________________ accompaniments. _________________________________ C. It was limited to people of high social status. D. It required practice for mastery. TOPIC Philippine Literature during the Spanish Period Identify the geographic, linguistic, and ethnic dimensions of Philippine literary history from pre-colonial to the contemporary. Objectives: LEARNING Code: ∗ Identify some forms of Philippine literature during the COMPETENCY EN12Lit-Ia-21 Spanish Period; ∗ infer the theme from a literary piece; and ∗ recognize the contribution of literature in the development of nationhood. Written by: MARION B. GUERRERO (SST-II) DPLMHS Stand-Alone Senior High School  6 UNDERSTAND Forms of Philippine Literature in the Spanish Tradition From 1565 to 1898, the Philippines was What was the focus of Philippine literature Spain’s only colony during the Spanish Period? The Spaniards in Asia. used literature to spread Catholicism, so our legends and myths became stories of the lives of saints and characters from the Bible. What were the changes that the Spaniards introduced to Philippine literature? They brought with them the printing press and introduced the use of the Latin alphabet in writing. A style of writing called the Euro- Hispanic tradition was born during this period. What is the Euro-Hispanic tradition? It is the literary style that imported characteristics popular in Europe and in Spain. These include love stories about knights or heroes, and are usually set in a foreign country. Example? Francisco Baltazar’s Florante at Laura. This also showed the creativity of our Filipino literary artists to adapt works and make them accessible to a listening audience because many Filipinos did not know how to read or write in Spanish. What genres in literature did the Spanish introduce? The Spaniards taught the Filipinos the novel, the essay and print journalism. The Propaganda Movement utilized these literary forms to advocate against Spanish crimes and abuses like Jose Rizal in his novels, Noli me tangere and El filibusterismo, and Graciano Lopez Jaena and Marcelo H. Del Pilar in their articles in the newspaper, La Solidaridad. SOME FORMS OF PHILIPPINE LITERATURE IN THE SPANISH TRADITION Korido – a narrative that is based on legend and fantasy; sung at a faster pace and has a plot for entertainment purpose. Example: Ibong Adarna by Jose de la Cruz Awit – a narrative poem about a hero and his love interest; sung at a slower pace and is didactic. Example: Florante at Laura by Francisco Baltazar Komedya – a theatrical presentation of a Spanish romance story that shows the values of religiosity and loyalty to the king. Duplo – a poetic joust or a debate in the form of poetry. Moro-moro – a melodrama depicting battles between Spanish forces and Muslims, where the former always wins over the latter. Sarswela -can either be musical comedies or melodramas that make fun of social issues or the trials in life. The life of Jesus Christ was a popular subject for many of the literary forms during the Spanish Period. The pasyon was a long narrative poem about the life and death of Jesus Christ, and was often sung during Holy Week. The sinakulo was a dramatization of the Passion of Christ including His crucifixion. The tibag originated the santacruzan. Panunuluyan was a drama about the search of St. Joseph and the Virgin Mary of a place for the birth of Jesus in Bethlehem Written by: MARION B. GUERRERO (SST-II) DPLMHS Stand-Alone Senior High School  7 Andres de Castro Bonifacio (1863-1897) is often called the Father of Philippine Revolution. He was one of the founders and later on became Supremo of the Kataas-taasang, Kagalang-galangang Katipunan ng mga Anak ng Bayan or more commonly known as the Katipunan, which sought the independence of the Philippines from Spanish colonial rule. Compared to the members of the Propaganda Movement, Bonifacio wrote in Tagalog, making his works more accessible to the ordinary Filipinos especially during the Philippine Revolution of 1896. In the succeeding part are selected stanzas from one of his poems titled Pag- ibig sa Tinubuang Lupa which was first published in March 1896 in the first issue of Kalayaan –the newspaper of the Katipunan SAQ-1: What can you say about the themes of Philippine literary forms during the Spanish Period? SAQ-2: What do you think is the value of literature in promoting love of country? Let’s Practice! (Write your answers on a separate sheet.) Theme is defined as the underlying meaning of a literary work. It is important not to confuse a theme with subject. Subject is a topic that acts as a foundation for a literary work, while a theme is an opinion expressed on the subject. For example, a writer may choose a subject of war for his story, and the theme may be his personal opinion that war destroys one’s soul. Usually, it is up to the readers to explore the theme of a literary work by analyzing characters, plot, and other literary devices. Directions: Read the following excerpts from Andres Bonifacio’s Pag-ibig sa Tinubuang Lupa and then write the theme or meaning of each stanza on the line provided. 1. Aling pag-ibig pa ang hihigit kaya sa pagkadalisay at pagkadakila gaya ng pag-ibig sa tinubuang lupa? Aling pag-ibig pa? Wala na nga, wala. _______________________________________________________ 2. Pagpupuring lubos ang palaging hangad sa bayan ng taong may dangal na ingat. umawit, tumula, kumatha’t sumulat, kalakhan din niya’y isinisiwalat. _______________________________________________________ 3. Walang mahalagang hindi inihandog ng may pusong mahal sa Bayang nagkupkop, dugo, yaman, dunong, katiisa’t pagod, buhay ma’y abuting magkalagut-lagot. _______________________________________________________ 4. Bakit? Alin ito na sakdal ng laki na hinahandugan ng buong pagkasi, na sa lalong mahal nakapangyayari at ginugugulan ng buhay na iwi. _______________________________________________________ 5. Ito’y ang Inang Bayang tinubuan, siya'y ina’t tangi na kinamulatan ng kawili-wiling liwanag ng araw nagbibigay-init sa buong katawan. _______________________________________________________ Written by: MARION B. GUERRERO (SST-II) DPLMHS Stand-Alone Senior High School  8 6. Kalakip din nito’y pag-ibig sa Bayan ang lahat ng lalong sa gunita’y mahal, mula sa masaya’t gasong kasanggulan hanggang sa katawa’y mapasa-libingan _______________________________________________________ 7. Sa aba ng abang mawalay sa Bayan, gunita ma’y lagging sakbibi ng lumbay; walang alaala’t inaasam-asam kundi ang makita’y lupang tinubuan. _______________________________________________________ 8. Pati ang nagdusa’t sampung kamatayan wari ay masarap kungdahil sa Bayan, at lalong maghirap, O, himalang bagay, lalong pag-irog pa ang sa kanya’y alay. _______________________________________________________ 9. Kung ang baying ito’y mapapasa-panganib at siya ay dapat na ipagtangkilik, ang anak, asawa, magulang, kapatid, isang tawag niya’y tatalikdang pilit _______________________________________________________ 10. Hayo na nga, hayo, kayong nangabuhay sa pag-asang lubos ng kaginhawahan, at walang tinamo kundi kapaitan, hayo na’t ibangon ang naabang bayan. _______________________________________________________ REMEMBER Key Points Philippine literature during the Spanish Period can either be classified as religious or secular. Religious literary pieces were largely inspired by subjects from the Bible or the lives of saints, as these were used extensively to promote the Catholic faith. Examples are: pasyon, sinakulo, panunuluyan and tibag. Secular literature featured themes from the Euro-Hispanic tradition such as love stories about knights or heroes, usually set in a foreign country. Examples are: awit, duplo, korido, moro- moro, komedya and sarswela. The Spaniards introduced the following literary forms: novel, drama, essay and print journalism. The Propaganda Movement used these forms to promote nationalism. Theme is the underlying message of a literary work. TRY Let’s see how much have you learned today! Directions: Read each item carefully and answer the following questions. (Answer on a separate sheet.) Written by: MARION B. GUERRERO (SST-II) DPLMHS Stand-Alone Senior High School  9 Identify whether the literary form is religious On the lines provided, write T if the statement is or secular. Write A for religious or B for true or F if the statement is false. secular on the lines provided. ________ 11. The Spaniards introduced poetry ________ 1. awit to Philippine literature. ________ 2. duplo ________ 12. Most literary pieces during the ________ 3. komedya Spanish Period were inspired by ________ 4. korido the Bible. ________ 5. moro-moro ________ 13. The essay was one of the literary ________ 6. panunuluyan forms used by the Propaganda ________ 7. pasyon Movement. ________ 8. sarswela ________ 14. In analyzing a literary work, ________ 9. sinakulo theme and subject are ________ 10. tibag synonymous. ________ 15. Filipino literary artists during the Spanish Period were patronized by a literate audience. For further readings: BOOKS Source: Bienvenido L. Lumbera, Philippine Literature: A History and Anthology, ed. Cynthia N. Lumbera Mandaluyong City: Anvil Publishing, 2005, 1-458 Source: Cheeno Marlo M. Sayuno, ed., 21st Century Literature from the Philippines and the World, Makati City: DIWA Learning Systems, Inc., 2019, 1-267 WEBSITES Source: “Andres Bonifacio’s ‘Pag-Ibig sa Tinubuang Lupa,’” Presidential Museum and Library, accessed July 12, 2020, http://malacanang.gov.ph/7050-andres-bonifacios-pag- ibig-sa-tinubuang-lupa/ Source: “Literary Devices: Definition and Examples of Literary Terms,” Literary Devices, accessed July 12, 2020, https://literarydevices.net/theme/ REFERENCE/S IMAGES Source: Lorelyn Medina, Illustration of a Filipino Kid Boy Wearing Traditional Costume of a Farmer Conical Hat, Kamisa De Chino, Red Scarf and Slippers, digital art, n.d., accessed July 03, 2020, www.shutterstock.com/image-vector/illustration-filipino-kid-boy- Source: Nicole Solis, Precolonial Filipinx Culture, digital art April 05, 2018, accessed July 03, 2020, https://solicole.tumblr.com/post/172614225555/pre-colonial-filipinx-culture Source: Presidential Museum and Library, Imprinting Andres Bonifacio: The Iconization from Portrait to Peso, photograph, n.d., accessed July 12, 2020, http://malacanang.gov.ph/2942-imprinting-andres-bonifacio-the-iconization-from-portrait- Source: Pushkin, Illustration of a Pencil Character Giving Thumb’s Up, digital art, n.d., accessed July 03, 2020, www.shutterstock.com/image-vector/illustration-pencil-character- giving-thumbs-75925126 This learning resource contains copyrighted materials. The use of which has not been specifically authorized by the copyright owner. We are making this learning resource in our efforts to provide printed and e-copy learning resources available for the learners about the learning continuity plan of this division in this time of pandemic. DISCLAIMER OF LIABILITY Credits and respect to the original creator/owner of the materials found in this learning resource. This material is not intended for uploading nor for commercial use, but purely for educational purposes and for the utilization of Zamboanga City Division only. No malicious infringement is intended by the writer. Written by: MARION B. GUERRERO (SST-II) DPLMHS Stand-Alone Senior High School