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First Semester-Module 1

ii

21st Century Literature from the Philippines and the World-12

Alternative Delivery Mode

First Semester – Module1: Writing a close analysis and critical interpretation of literary

texts and doing an adaptation of these require from the learner the ability to: identify the

geographic, linguistic, and ethnic dimensions of Philippine literary history from precolonial

to the contemporary (EN12Lit-Ia-21)

First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the

Government of the Philippines. However, prior approval of the government agency or office

wherein the work is created shall be necessary for exploitation of such work for profit. Such

agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks,

etc.) included in this book are owned by their respective copyright holders. Every effort has

been exerted to locate and seek permission to use these materials from their respective

copyright owners. The publisher and authors do not represent nor claim ownership over

them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones

Undersecretary: Tonisito M.C.Umali, ESQ

Development Team of the Module

Writer: Jenilyn Gabuya Auman

Language Editor: Glory Mei S. Cerna

Content Editor: Lordecita J. Baya

Proofreader: Cherly Petiluna

Layout Artist: Lordecita J. Baya

Management Team: Arden D. Monisit

Nonale Q. Resoor

Susan T. Balbuena

Romel Victor A. Villahermosa

Printed in the Philippines by ________________________

Department of Education – Region VII Central Visayas, Division of Guihulngan City

Office Address: Osmeṅa Ave., Poblacion__________________________

Guihulngan City___________________________________

Telefax: 035-410-4006_____________________________________

E-mail Address: [email protected]__________________

iii

12

First Semester-Module 1:

Writing a close analysis and critical interpretation of literary texts

and doing an adaptation of these require from the learner the

ability to:

identify the geographic, linguistic, and ethnic dimensions of Philippine

literary history from precolonial to the contemporary (EN12Lit-Ia-21)

iv

Introductory Message

Good day!

This module on 21st Century Literature from the Philippines and the World is one of the various

learning delivery modalities initiated by the Department of Education to meet the educational needs

of the learners without requiring them to come to school due to the present pandemic our country

is facing. It also aims to fill in the gap caused by the threat of COVID-19 by making all the presentations

and activities simple but comprehensive.

The realization of this learning material is made possible through the collaborative efforts and

time extended by the Senior High School teachers, School Heads and Division Personnel of the

Guihulngan City Division. It is comprised of the significant learning objectives taken from the Most

Essential Learning Competencies of the subject suitable to every learner’s needs and capacities which

are skillfully organized and written by the teachers with love and sincerity.

Hence, the implementation of this module should not be taken for granted. Every one of us is

expected to perform our respective responsibilities and obligations.

To the School Heads and teachers, you are tasked to work hand in hand in the reproduction of

this material for our learners. Moreover, a great effort is required at hand in coordinating with the

barangay officials to find ways and means in reaching out our learners.

To the parents, you serve as the support system of your children. This could be hard but your

encouragement and guidance somehow put an important meaning as they go through this module.

Please know that the fulfilment of your sons and daughters in this learning kit is, indeed, yours too.

To the learners, the success of this module lies on you. Hence, you play a vital role in making

this endeavor a successful and meaningful one. As a recipient to this implementation, you are

fervently asked and required to answer the activities in this module with a heart full of sincerity.

After all, this has been created for you.

Rest assured that you can learn many things from this module. Just bear in mind that this is not

merely your own battle but ours to fight. Your parents and teachers are your shoulders to lean on.

Just bring it on!

Good Luck and God Speed!

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This module has parts and icons that you need to know.

What I Need to

Know In this part, you will be able to know

the things that you will learn in this

module.

What I Know

This is a test given to you to check

how far you know about the lesson to

take.

What’s In

This section gives activities that

connect the current lesson with the

previous lesson.

What’s New

This section gives an activity to

present the new topic. It also provides

new concepts, skills insights for better

learning.

What is It

This part elaborates further the

content and activity of the lessons for

the learner to fully understand.

What’s More

This part provides dependent and

independent practices that will further

enhance the learner’s understanding on

the topic. Correct answers of the

activities can be checked in the key

answer at the last part of the module.

vi

What I

Have

Learned

This part gives the generalization of

the lesson. It somehow presents the

important ideas of the lesson presented

in the module.

What I Can Do

This section provides activities that

will help the learners internalize and

apply the lesson he/she has learned

into real-life situations.

Assessment

This part evaluates the learner’s

level of mastery in achieving the

learning objectives.

Additional Activities

This part provides

activities for enrichment.

additional

Answer Key This section contains the correct

answers of all the tests given in the

module.

To get the most out of this module, here are few reminders:

1. Use this module carefully and do not write anything on it. Use separate sheet of paper as

your answer sheet.

2. Read carefully the instruction before answering any activities.

3. Observe honesty in answering all the activities.

4. Perform and answer all the activities before going to the next page.

5. Please return this module after answering all the activities.

If you find it hard to answer the activities, don’t hesitate to ask assistance from your teacher,

parents, guardians or anybody from your household who can assist you to perform / answer the

activities. Always bear in mind that you are not alone. We are hoping that this module can help you

learn and have a deep understanding on the lesson. You can do it.

1

WHAT I NEED TO KNOW? Philippine literature is literature connected with the Philippines from

prehistory, through its colonial legacies, up to the present. This module helps

you understand more about Philippine literature and its geographic, linguistic and ethnic

dimensions and connect this to your own experience and reading as 21st century learners.

In this module, you will learn about:

1. the elements and contexts of 21st century Philippine Literature from the regions

(Central Visayas)

2. Understanding and appreciation of 21st Century Philippine Literature from the

regions through a critical interpretation of a literary text in terms of theme.

3. Writing a close analysis and critical interpretation of literary texts and doing an

adaptation of these require from the learner the ability to: identify the geographic,

linguistic, and ethnic dimensions of Philippine literary history from precolonial to

the contemporary.

At the end of the module, you should be able to:

1. define literature from various writers;

2. identify the geographic, linguistic and ethnic dimensions of Philippine literary

history from pre-colonial to modern;

3. create own literary text that showcases regional culture.

LESSON 1: GEOGRAPHIC, LINGUISTIC, AND ETHNIC DIMENSIONS OF

PHILIPPINE LITERARY HISTORY

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WHAT I KNOW?

Directions: Read each item carefully. Write the letter of your

answer to your notebook.

1. During the ________ period, Philippine Literature was centered on Christian faith.

a. pre-colonial b. american c. spanish d. contemporary

2. ________ is a long narrative poem in elevated style recounting the deeds of a legendary

or historical hero.

a. epic b. folklore c. salawikain d. bugtong

3. ________ century literature is anything that was written and published in the year 2000s.

a.18th b. 19th c. 20th d. 21st

4. ________ refers to the traditional customs, tales, sayings, dances, or art forms preserved

among people.


5. The ________ is a stage play on the passion and death of Christ.

a. pasyon b. corrido c. komedya d. sinakulo

6. ________ is a Christian narrative poem.

a. pasyon b. corrido c. komedya d. sinakulo

7. ________ is the period of time before colonization of a region or territory.

a. colonial b. pre-colonial c. pre-history d. post-colonial

8. ________ is a body of work, either written, oral, or visual, containing imaginative language

that realistically portrays thought, emotions and experiences of the human condition.

a. pre-colonial literature c. philippine literature

b. literature d. world literature

9. Literature during pre-colonial period were handed down to us through ________.

a. word of mouth B. television C. paper and pen D. radio

10. ________ is a popular myth of recent origin.

a. uyayi b. kumintang c. legend d. komedya

11.It is a Flipino form of debate done in verse.

a. balagtasan b. alibata c. awit d. corrido

12. It is the first alphabet which was replaced by Roman Alphabet.


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13. It is defined as anything that is printed as long related to ideas etc.

a.literature b. new literature c. old literature d. world literature

14.The period of the ______________ started on September 21, 1972.

a.old society b. new society c. old order d. new order

15.It means subject to destruction, death or decay.

a.liable b. perishable c. livable d. destructible

WHAT’S IN?

Directions: Answer the questions truthfully. Your teacher will decide the

scoring of this activity.

Explain in three (3) sentences why literature is considered as the story of a man?

How did Philippine Literature develop from ancient time to present?

4

WHAT’S NEW?

Directions: Complete the graphical timeline below focusing on how the

Literature for each literary period (from Pre-colonial to Contemporary)

proliferated. Write your answer in your notebook.

WHAT IS IT?

What is literature?

The word literature is derived from the Latin term litera which means letter. It has been

defined differently by various writers. These are the following:

1. Literature expresses the feelings of people to society, to the government, his

surroundings, to his fellowmen, and to his Divine Creator. (Brother Azurin)

2. Literature is anything that is printed as long as it is related to the ideas and feelings

of the people, whether it is true, or just a product of one’s imagination. (Webster)

3. “True literature is a piece of written work which is undying. It expresses the feelings

and emotions of people in response to his everyday efforts to live, to be happy in his

environment and, after struggles, to reach his Creator” (PANITIKANG FILIPINO)

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Some loosely interpret literature as any printed matter written within a book, a

magazine or a pamphlet. Others define literature as a faithful reproduction of man’s manifold

experiences blended into one harmonious expression. Because literature deals with ideas,

thoughts and emotions of man, literature can be said to be the story of man. Man’s loves,

griefs, thoughts, dreams and aspirations coached in beautiful language is literature.

In Panitikang Pilipino written by Atienza, Ramos, Salazar and Nazal, it says that “true

literature is a piece of written work which is undying. It expresses the feelings and emotions

of people in response to his everyday efforts to live, to be happy in his environment and, after

struggles, to reach his Creator.”

Philippine Literature is a diverse and rich group of works that has evolved sideby-side

with the country’s history. Literature had started with fables and legends made by the ancient

Filipinos long before the arrival of Spanish influence. The main themes of Philippine literature

focus on the country’s pre-colonial cultural traditions and the socio-political histories of its

colonial and contemporary traditions.

What is 21st Century Literature?

This refer to all literary works written and published at the latter part of the 21st century

(from 2001 onwards). These works are often characterized as gender sensitive,

technologically alluding, culturally pluralistic, operates on the extreme reality or extreme

fiction, and questions conventions and supposedly absolute norms.

Who are the 21st Century Filipino authors?

Please be reminded that the names of the writers here are merely a fraction of 21st Filipino

writers. Many of our new writers are still waiting to have their works be published, circulated

and read.

For Central Visayas Region:

Michael Obenieta Januar Yap

Jeneen R. Garcia Corazon Almerino

Lawrence Lacambra Ypil Adonis Dorado

Rene Ampir Gerard Pareja

Marjorie Evasco Delora Sales

Marcel Navarra Ulysses Aparece

Godofredo Roperos Ronald Villavelez

Joshua Cabrera Cathy Viado

What do you mean by literary elements?

It refers to particular identifiable characteristics of a whole text. They are not “used,”

per se, by authors; they represent the elements of storytelling which are common to all literary

and narrative forms. For example, every story has a theme, every story has a setting, every

story has a conflict, every story is written from a particular point-of-view, etc. In order to be

discussed legitimately as part of a textual analysis, literary elements must be specifically

identified for that particular text.

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Literary History/Evolution of the Philippines

1. Pre-Colonial Period

The evolution of Philippine literature depended on the influences of colonization and

the spirit of the age.

The first Filipino alphabet called ALIBATA was replaced by the Roman alphabet.

Indigenous Philippine literature was based on traditions and customs of a particular area of

the country.

Philippines is an archipelago country, consisting several islands, (7,107 islands to be

exact), and each of those islands has its specifications of cultures and traditions, bearing

different set of native literature. Ancient literatures were written on the perishable materials

like dried leaves, bamboo cylinder, and bark of the trees. Literatures were handed down to

us through the word of mouth.

There were two literary forms during the pre-colonial period:

A. Written literatures

Examples:

a. Riddles or bugtong. These are effective ways to inculcate the ability of

logical thinking of a child.

b. Epigrams or salawikain. It reflects the hidden meaning through the good

lines. It provides good values.

c. Poems or tanaga – These are common forms of poetry which has a quatrine

with 7 syllables each with the same rhyme at the end of each line. It also

expresses insights and lessons in life.

B. Oral literatures

Examples:

a. Chant. It is used in witchcraft and enchantment. While, ambahan is

atraditional poetry of Hanunoo Mangyans of Oriental Mindoro which teaches

lesson about life. It is recited by parents to educate their children by the youth

expressing their love, by the old to impart experiences, or by the community in

tribal ceremony.

b. Balagtasan .This is a Filipino form of debate done in verse. The term is

derived from the surname of Francisco Balagtas the author of Filipino epic

Florante at Laura.

2. The Spanish Colonial Period (1565-1897)

Sixteenth Century was the start of the deprivation of the indigenous Philippine

literature. Spanish colonial government finally got in the scene. They were able to manipulate

literature by monopolizing it under the religious orders. Literature evolves mainly on the

themes of Spanish/ European culture and of course, the Roman Catholic religion.

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Literary Influences during Spanish colonization

a. Christian Doctrine or Doctrina Christiana was the first book ever printed in the

Philippines in 1593 by the Dominican press.

b. Libro de la Lengua Tagala by Fernando Bagongbanta. Tagalog translations to the

Spanish lines, still the superiority of the Spanish language.

c. Pasyon influenced by the Spanish contexts of Christianity, at least they embodied

several Filipino sentiments and values (the feeling of Filipino mother towards a

suffering son). Filipino writers in Spanish became conscious for the search for freedom:

a. Pasyon Dapat Ipag-alab ng Puso by Marcelo H. del Pilar expressed his

rebellious writing style was identified.

b. Pascual Poblete’s Patnubay sa Binyagan associated Filipinos’ struggle for

independence with Jesus’ life.

c. Jose Rizal’s Noli Me Tangere and El Filibusterismo made very powerful

contributions among the Filipinos the introduction of rejecting Spanish rule.

He also influenced the succeeding writers.

d. The narrative poems Awit and Corrido talked about world of royals, warriors

and lovers (the basic concept in Florante at Laura).

e. Komedya. Francisco Baltazar’s Florante at Laura embodied the concept of

colonization and oppression which gave voice to their revolutionary action

towards freedom.

3. The American Colonial Period (1898-1945)

Philippine literature in Spanish was starting to lose its track on the first decade.

The poems of Fernando Ma. Guerrero (Crisalidas), Balmori’s Se deshojo la Flor novel,

and many others discussed revolution and sentiments for patriotism and reform proved that

Philippine literature was used to claim freedom from the colonizers.

Even if Philippine literature was in English, the preservation of the content for Filipino

experiences was achieved.

Short story writers in English like Manuel Arguilla in his “A Son is Born,” was one of

the foundations of the Philippine literature, not in Tagalog or in Spanish, but during this time,

in English. Poetry in English was also founded. Sarzuela was overpowered by English drama.

4. The Contemporary Period (1946 to present)

This period started during the rebirth of freedom in (1946-to present). The Americans

returned in 1945. Filipinos rejoiced and guerrillas that fled to the mountain joined the liberating

American Army. On July 4, 1946, the Philippines regained its freedom and the Filipino flag

waved joyously alone. The chains were broken.

The State of Literature during this Period

The early post-liberation period was marked by a kind of “struggle of mind and spirit”

posed by the sudden emancipation from the enemy, and the wild desire to see print.

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a. Heart of The Islands (1947) – a collection of poems by Manuel Viray

b. Philippines Cross Section (1950) – a collection of prose and poetry by

Maximo Ramos and Florentino Valeros

c. Prose and Poems (1952) – by Nick Joaquin

d. Philippine Writing (1953) – by T.D. Agcaoili

e. Philippine Havest – by Amador Daguio

f. Horizons Least (1967) – a collection of works by the professors of UE,

mostly in English (short stories, essays, research papers, poem and

drama) by Artemio Patacsil and Silverio Baltazar. The themes of most

poems dealt with the usual love of nature, and of social and political

problems. Toribia Maño’s poems showed deep emotional intensity.

g. Who Spoke of Courage in His Sleep – by NVM Gonzales

h. Speak Not, Speak Also – by Conrado V. Pedroche

i. Other poets were Toribia Maño and Edith L. Tiempo, Jose Garcia Villa’s

Have Come, Am Here has won acclaim both here and abroad

The New Filipino Literature during this Period

Philippine literature in Tagalog was revived during this period. Most themes in

the writings dealt with Japanese brutalities, of the poverty of life under the Japanese

government and the brave guerilla exploits.

a. Period of Activism (1970-1972)

Many young people became activists to ask for changes in the government. In

the expression of this desire for change, keen were the writings of some youth

who were fired with nationalism in order to emphasize the importance of their

petitions.

The Literary Revolution

The youth became completely rebellious during this period. This

was proven not only in the bloody demonstrations and in the sidewalk

expressions but also in literature. Campus newspapers showed

rebellious emotions. The once aristocratic writers developed awareness

for society. They held pens and wrote on placards in red paint the

equivalent of the word MAKIBAKA (To dare!).

Writing During the Period of Activism

The irreverence for the poor reached its peak during this period

of the mass revolution. It was also during this period that Bomba films

that discredit our ways as Filipinos started to come out.

b. Period of the New Society (1972-1980)

The period of the New Society started on September 21, 1972. The

Carlos Palanca Awards continued to give annual awards. Almost all themes in

most writings dealt with the development or progress of the country –like the

Green Revolution, family planning, proper nutrition, environment, drug

addiction and pollution. The New Society tried to stop pornography or those

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writings giving bad influences on the morals of the people. All school

newspapers were temporarily stopped and so with school organizations.

Filipino Poetry during the Period of the New Society

Themes of most poems dealt with patience, regard for native culture,

customs and the beauties of nature and surroundings.

The Play under the New Society

The government led in reviving old plays and dramas, like the

Tagalog Zarzuela, Cenaculo and the Embayoka of the Muslims

which were presented in the rebuilt Metropolitan Theater, the

Folk Arts Theater and the Cultural Center of the Philippines.

Radio and Television

,Radio continued to be patronized during this period. The play

series like Si Matar, Dahlia, Ito Ang Palad Ko, and Mr. Lonely

were the forms of recreation of thosenwithout television

Filipino Films

A yearly Pista ng mga Pelikulang Pilipino (Yearly Filipino Film

Festival) was held during this time. During the festival which lasted

usually for a month, only Filipino films were shown in all theaters in

Metro Manila.

1. Maynila…Sa Mga Kuko Ng Liwanag written by Edgardo Reyes and

filmed under the direction of Lino Brocka. Bembol Roco was the lead

role.

2. Minsa’y Isang Gamu-Gamo, Nora Aunor was the principal performer

here.

3. Ganito Kami Noon…Paano Kayo Ngayon led by Christopher de Leon

and Gloria Diaz.

4. Insiang: by Hilda Koronel

5. Aguila: led by Fernando Poe Jr., Jay Ilagan and Christopher de Leon

Comics, Magazines and other Publications

In this period of the New Society, newspapers donned new

forms. News on economic progress, discipline, culture, tourism and the

like were favored more than the sensationalized reporting of killings,

rape and robberies.

c. Period of the Third Republic (1981-1985)

After ten years of military rule and some changes in the life of the

Filipino which started under the New Society, Martial Rule was at last lifted on

January 2, 1981.

1. Filipino Poetry • Poems during this period of the Third Republic were

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romantic and revolutionary. Writers wrote openly of their criticism

against the government. The supplications of the people were coached

in fiery, colorful, violent, profane and insulting language.

2. Filipino Songs • Many Filipino songs dealt with themes that were

really true-to-life like those of grief, poverty, aspirations for freedom,

love of God, of country and of fellowmen.

d. Rebirth of Freedom (1986-present)

History took another twist. Once more, the Filipino people regained their

independence which they lost twenty years ago. In the span of four days from

February 21-25, 1986, the so-called People Power (Lakas ng Bayan) prevailed.

Together, the people barricaded the streets petitioning the government for

changes and reforms.

Newspapers and other Publications

Newspapers which were once branded crony newspapers became

instant opposition papers overnight. This was true of BULLETIN TODAY which

became the opposition paper.

Books

The Philippine revolution of 1986 and the fire of its spirit that will carry

the Filipinos through another epoch in Philippine history is still being

documented just as they have been in the countless millions who participated

in body and spirit in its realization.

WHAT’S MORE?

Recall and Reflect

Directions: This activity is for personal reflection only. There is no need for you to write your

answers.

Recall one of your favorite stories. Find out the life story of its author and answer the following

questions:

1. Describe the author of the story.

2. What are some personal experiences of the author that affect his viewpoint in life?

3. How are the viewpoints reflected in one’s writings?

Recall the timeline of Philippine history. Reflect on some events that may have transpired

during those periods of time by creating a visual image that represents

each of them.

What are some important events that took place in the following years?

What would a third-person observer living in those times have written about his or her

situation?

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Below is a poem that Jose Rizal has written:

Josephine,

Who to these shores came?

Searching for a home, a nest,

Like the wandering swallows,

If your fate guides you

To Shanghai, China, or Japan,

Forget not that on these shores

A heart beats for you.

Analyze the poem through its literary context by reflecting on the following questions:

1. What are the striking words used in the poem?

2. How many meaningful statements are used in the poem?

3. What imagery was used in the poem?

4. What is the mood of the poem?

5. Did the use of language help in conveying the poem’s message? How?

WHAT I HAVE LEARNED?

I have learned that

_____________________________________

_______________________________________________

___.

This module is important for Senior High school students

like me

because

__________________________________________________

____________________________________________________

_____.

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WHAT I CAN DO?

Directions: Research on a famous attraction in your community. Apply what you

have learned regarding contextual approaches and critical reading strategies. Compose a

four-stanza poem showcasing the regional culture following the rubrics below. (Utilize page

14.)

CATEGORY EXCEPTIONAL

( 5 points)

GOOD WORK

(4 points)

DEVELOPING

(3 points)

BEGINNING

(2 points)

Focus on

Assigned

Topic

The entire poem is

related to the assigned

topic and allows the

reader to understand

much more about the

topic.

Most of the poem is

related to the

assigned topic. The

poem wanders off at

one point, but the

reader can still learn

something about the

topic.

Some of the poem is

related to the assigned

topic, but a reader

does not learn much

about the topic.

No attempt has

been made to

relate the poem to

the assigned topic.

Creativity

The poem contains

many creative details

and/or descriptions that

contribute to the reader's

enjoyment. The author

has really used his

imagination.

The poem contains a

few creative details

and/or descriptions

that contribute to the

reader's enjoyment.

The author has used

his imagination.

The poem contains a

few creative details

and/or descriptions,

but they distract from

the poem. The author

has tried to use his

imagination.

There is little

evidence of

creativity in the

poem. The author

does not seem to

have used much

imagination.

Spelling and

Punctuation

There are no spelling or

punctuation errors in the

final draft.

There is one spelling

or punctuation error

in the final draft.

There are 2-3 spelling

and punctuation errors

in the final draft.

The final draft has

more than 3

spelling and

punctuation errors.

Title

Title is creative, sparks

interest and is related to

the poem and topic.

Title is related to the

poem and topic.

Title is present, but

does not appear to be

related to the poem

and topic.

No title.

Imagery Many vivid, descriptive

words are used. The

reader can picture the

imagery in the poem.

Some vivid,

descriptive words

are used. The reader

can somewhat

picture the imagery

in the poem.

The reader can figure

out what to picture in

the poem, but the

author didn't supply

much detail.

The reader has

trouble figuring out

what imagery the

poem is using and

what the author

wants him/her to

picture.

UNLEASH THE POET IN YOU!

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ASSESSMENT

Directions: Read each item carefully. Write the letter of your answer to

your notebook.

1. It is a Flipino form of debate done in verse.


2. It is the first alphabet which was replaced by Roman Alphabet.


3. It is defined as anything that is printed as long related to ideas etc.

a. literature b. new literature c. old literature d. world literature

4.The period of the ______________ started on September 21, 1972.

a. old society b. new society c. old order d. new order

5.It means subject to destruction, death or decay.

a. liable b. perishable c. livable d. destructible

6.These were the two kinds of literatures during the Pre-colonial period.

a. mixed and written b. paper and pen c. written and oral d. oral and visual

7.This is another term for salawikain.

a. monograms b. epigrams c. riddles d. epic

8.Who wrote Noli Me Tangere and El Filibusterismo?

a. francisco balagtas b. nick joaquin c. dr. jose rizal d. all of the above

9.__________ was the first book ever printed in the Philippines in 1593 by the Dominican

press.

a. doctrina christiana c. noli me tangere

b. el filibusterismo d. florante at laura

10._________ is a traditional poetry of Hanunoo Mangyans of Oriental Mindoro which

teaches lesson about life.

a. tanaga b. bugtong c. sawikain d. ambahan

11. During the ________ period, Philippine Literature was centered on Christian faith.

a. pre-colonial b. american c. spanish d. contemporary

12. ________ is a long narrative poem in elevated style recounting the deeds of a legendary

or historical hero.


14

13. ________ century literature is anything that was written and published in the year 2000s.

a.18th b. 19th c. 20th d. 21st

14. ________ refers to the traditional customs, tales, sayings, dances, or art forms preserved

among people.


15. The ________ is a stage play on the passion and death of Christ.

a. pasyon b.corrido c. komedya d. sinakulo

15

ANSWER KEY

PRE-TEST

1.C

2.A

3.D

4.B

5.D

6.A

7.B

8.B

9.A

10.C

11.A

12.B

13.A

14.B

15.B

ASSESSMENT

1.A

2.B

3.A

4.B

5.B

6.C

7.B

8.C

9.A

10.D

11.C

12.A

13.D

14.B

15.D

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REFERENCES

Baronda, Andrew John C. 2016. 21st Century Literature from the Philippines and the

World. Manila, Philippines. JFS Publishing Services

INTERNET SOURCES:

21stcenturylitph.wordpress.com

en.m.wikipedia.org

https://philnews.ph/2019/09/23/jose-rizal-josephine-bracken-how-fate-brought-together

Merriam- Webster Dictionary Online Application Version 5.0.2

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Department of Education-Division of Guihulngan City

Office Address: Osmeňa Ave. Poblacion

Guihulngan City, Negros Oriental

Telefax: 035-410-4006

Email Address: [email protected]

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