Geographic, Linguistic, and Ethnic Dimensions of Philippine Literary History
Geographic, Linguistic, and Ethnic Dimensions of Philippine Literary History
Geographic, Linguistic, and Ethnic Dimensions of Philippine Literary History
LINGUISTIC, AND
LESSON ETHNIC DIMENSIONS OF
1 PHILIPPINE LITERARY
HISTORY
Competency 1A: Identify the geographic, linguistic, and ethnic dimensions of
Philippine literary history from pre-colonial to the contemporary, EN12Lit-Ia-21 (2
hours)
At the end of this lesson, the learners are expected to:
1. define literature from various writers; and
2. understand literature from pre-colonial to contemporary periods.
3. make a graphical timeline focusing on how the literatures for each literary
period proliferated.
WHAT I KNOW
Instructions: Recall what you learned about the literature of the past. Read and
answer the following statements. Write the letter of your answer in your activity notebook.
1. The “putong” is a pre -colonial ornament which may signify that the wearer has
killed someone.
a. True b. False
2. The early Filipinos live in scattered barangay governed by a chieftain which they
call rajah or datu.
a. True b. False
3. It 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 b. Philippine Literature
c. Literature d. World Literature
3
4. It is a period of time before colonization of a region or territory.
a. Colonial b. Pre-Colonial
c. Pre-history d. Post-Colonial
6. Literatures during pre-colonial period were handed down to us through .
a. word of mouth b. paper and pen c. multimedia
7. Which of the following is true about Philippine pre-colonial texts?
a. Most of the pre-colonial dramas were held in the sambahan or places of worship.
b. They revolve around the illiteracy of early Filipinos.
c. Only the concept of death is used as a subject for narratives.
d. All of the above
8. It is a rhythmical type of literary composition that usually serves to excite the
readers.
a. Poetry b. Prose
9. Which of the following is a theme of pre-colonial texts?
a. Karma b. Reincarnation
c. Ideals d. War
11. It is a war song which evolved into a love song.
a. Uyayi b. Talindaw c. Hele d. Kumintang
12. It is a song of revelry
a. Epiko b. Uyayi c. Diyuna d. Sabi
13. These are sacred narratives explaining how the world and man came to be in their
present form.
a. Legends b. Myths c. Epics d. Fables
14. Philippine myths show that ancient Filipinos believed in one supreme god and in
a number of lesser gods and goddesses
a. True b. False
15.These are myths that seek to explain natural phenomenon like rainbows, thunder
and lightning.
a. Early concept of the universe
b. The Sun, Moon and Stars
c. Establishment of Natural Order
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,
to 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)
Some loosely interpret literature as any printed material 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, it 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 side – by
– side with the country’s history. It had started with fables and legends madeby 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 socio – political
histories of its colonial and contemporary traditions.
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. It consists of several islands, (approximately
7,107 islands), and each of this island has aunique cultures and traditions,
bearing different set of native literature.
Ancient literatures were written in a perishable materials like dried leaves,
bamboo cylinder, and bark of the trees.
Literatures were handed down to us orally.
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 a
traditional 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. (slideshare.net/mobile/jessacerbito…)
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 revolved
mainly on the themes of Spanish/ European culture and of course, the Roman Catholic
religion.
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 is a tagalog translations
to the Spanish lines, still with the superiority of the Spanish language.
c. Pasyon is 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).
6
Filipino writers in Spanish became conscious for the search of freedom
a. Pasyon Dapat Ipag-alab ng Puso by Marcelo H. del Pilar expressed his
rebellious writing style and 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 a very powerful
contributions to the awakening of Filipinos as it introduce the rejection of
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)
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 fled to the mountain and
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.
a. Heart of The Islands (1947) is a collection of poems by Manuel Viray
b. Philippines Cross Section (1950) is 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
The New Filipino Literature during this Period
Philippine literature in Tagalog was revived during this period. Most themes in
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 change in the
government. In the expression of this desire for change, the writings of some youth who
were fueled with nationalism in order to emphasize the importance of their petitions.
(aprilmaynjune.weebly.com)
The Literary Revolution
The youth became completely rebellious during this period. This was proven
not only in the bloody demonstrations in the sidewalk 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!).
Writings 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 started to come out to discredit
our ways as Filipinos.
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 and progress of the country – like Green Revolution, family
planning, proper nutrition, environment, drug addiction, and pollution. The New Society
tried to stop pornography and those writings that badly influenced the moral 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 presentedin the rebuilt
Metropolitan Theater, the Folk Arts Theater, and the Cultural Center of the Philippines.
8
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 those without
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 was written by Edgardo Reyes and filmed
under the direction of Lino Brocka. Bembol Roco was in the lead role.
2. Minsa’y Isang Gamu-Gamo, Nora Aunor was the lead performer.
3. Ganito Kami Noon…Paano Kayo Ngayon was led by Christopher de Leon
and Gloria Diaz.
4. Insiang by Hilda Koronel
5. Aguila was led by Fernando Poe Jr., Jay Ilagan, and Christopher de Leon.
Comics, Magazines and other Publications
In the 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 Law was at last lifted on January 2, 1981.
Philippine Films during the Period
The yearly Festival of Filipino Films continued to be held during this period.
Film Director Cast Genre
Kontrobersyal Lino Brocka Philip Salvador, Gina Alajar, Charo Drama
(1981) Santos
Relasyon Ishmael Vilma Santos, Christopher de Leon Drama
(1982) Bernal
Dugong Buhay CarloJ. Ramon Revilla, Bong Revilla, Imelda
Action
(1983) Caparas Ilanan
Ang Panday Ronwaldo Fernando Poe, Jr, Marianne dela Action/
(1984) Reyes Riva, Max Alvarado Fantasy
Tinik sa Dibdib Leroy Nora Aunor, Dina Bonnevie, Phillip
Drama
(1985) Salvador Salvador
The people’s love for sex films also was unabated. Below is the table of the list of the
Philippine Film during the Third Republic.
9
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 an
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 carried 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 IN
In your notebook, answer the following questions.
1.) Explain in three (3) sentences why literature is considered as the story of man?
2.) How did Philippine Literatures develop from ancient time to present?
Note to the teacher:
Have your own assessment on the above What’s In activity. You Also decide the
scoring of this activity.
Thank you.
WHAT’S MORE
Activity 1
Make a graphical timeline in your notebook focusing on how the
literatures for each literary period (from Pre-colonial to Contemporary)
proliferated. (Note: Limit 5 timelines only and you can have your own graphical
design)
10
Note to the teacher:
You can vary the instructions such as:
1. Vary the number of timelines – events, genres, and their structures.
2. You can have your own graphical design.
11
ASSESSMENT
Instructions: Match each statement in Column A with what it describes in Column B.
Write the letter of the answer in your activity notebook.
Column A Colum B
1. It is the first alphabet which was replaced by a. Letter
Roman Alphabet. b. Alibata
2. It defines as anything that is printed as long c. Doctrina Christiana
related to ideas etc. d. Webster
3. It is the first book written by Fr. Juan de e. Balagtasan
Placencia. f. Riddles
4. A Filipino form of debate done in verse. g. New Society
5. It is a word derived from a Latin term litera h. word of mouth
6. Tagalog Zarzuela, Cenaculo and the i. Awit and Corrido
Embayoka of the Muslims were presented in j. Palanca Memorial Award
what period? k. Pasyon
7. Narrative poems talked about world of royals, l. Spanish Colonial Period
warriors and lovers. m. Literature
8. A literature influenced by the Spanish
contexts of Christianity, at least they embodied
several Filipino sentiments and values.
9. Literatures were handed down to us through
the ---.
10. An awarding organization continued to
recognize the efforts of the Filipino writers.
Now, Let’s Proceed to Lesson 2
12
RUBRICS FOR SELF- AND/OR PEER ASSESSMENT OF THE CREATIVE
ADAPTATION OF LITERARY TEXTS
Rubric for Documentary Film/Video Presentation
CATEGORY 5 4 3 2
The introduction is The introduction The introduction The
compelling and is clear and shows some introduction
provides motivating coherent and structure but does not orient
content that hooks evokes interest does not create the audience
Name of Presenter/s:
the viewer from the in the topic and a strong sense to what will
beginning of the response from of what is to follow. The
video and keeps listeners. follow. May be sequencing is
Introduction
the audience's overly detailed unclear and
attention. or incomplete does not
and is somewhat appear
appealing to the interesting or
audience. relevant to the
audience.
86
and technical enough to be enough to be not loud
production heard. heard. enough to be
enhance the topic. Composition Composition heard.
and technical and technical Composition
production production and technical
usually enhance sometimes production
the topic. distract from the absent or
topic. distract from
the topic.
87
The documentar The The The
y documentary documentary documentary
uses the uses more than uses a high did not use th
appropriate the appropriate percentage of e
terminology that i terminology whic terms which appropriate
Appropriat s h is terminology
e covered in the is covered in the used in lower which is
Level grade 12 cours grade 12 level grades (9 -11). covered in
e that cannot be the grade
that can be easily understood. 12 course.
understood by th
e
grade level.
Rated by: _______________ Date:__________Overall Score:________ /45points
Feedbacks:
AREAS Poor Fair Good Awesome
5 pts 10 pts 15 pts 20 pts
Poor Fair Good Awesome
- poor writing - Writing is fair. - nicely written - well written
- not creative - Some aspects - creative - extremely
- No attempt has are creative. - Suspense and creative
Script been made to - Some attempts tension are built up - Suspense and
add suspense are made to well. tension
and tension. add suspense are built up in a
and tension. very clever
manner.
Poor Fair Good Awesome
Group had Group was Group was Group was on
Use of much difficulty sometimes on consistently on task 100% of
Class Time staying on task task during work task during work the time during
during work sessions. sessions. work sessions.
sessions.
Poor Fair Good Awesome
Students are Sometimes Students stay in Students have
not committed students are character actually
to their roles. in character throughout the become the
Role Play The audience throughout the scenes and have roles they are
does not believe scenes. made a strong playing.
in the Sometimes the commitment to Actors are
characters. actors are their roles. 100%
believable. Actors are believable in
believable. their roles.
Rubric for Drama Presentation
Name of Presenter/s:
88
Poor Fair Good Awesome
Minimal props Some props Props and Many props
Props/Costu and costumes and costumes costumes were and costumes
ming were used to were used to used effectively to were included
add to the add sense add sense of the to add sense of
sense of the of the drama. drama. the drama at all
drama. times.
Poor Fair Good Awesome
Overall -unsatisfactory -Satisfactory -Very satidfactory -Outstanding
Dramatic Dramatic Dramatic Dramatic Dramatic
Effect Performance Performance Performance Performance
It needs more work.
Rated by: _________________ Date:________ Overall Score:______ /45points
Feedbacks:
PowerPoint Presentation- Time Travels
(http://www.scholastic.com)
Name of Presenter/s:
Category 5 4 2 1
Background Background does Background Background
does not not detract from does not detract makes it difficult to
detract from text or other from text or see text or
Background text or other graphics. Choice other graphics. competes with
graphics. of background Choice of other graphics on
Choice could have been background the page.
of background is better suited for does not fit to
appropriate the project. the project.
for the project.
Font formats Font formats have Font formatting Font formatting
(e.g., color, been planned to is not well – makes it very
Text - Font bold, italic) enhance planned difficult to read the
Choice & have been readability. and does not material.
Formatting carefully planned enhance the
to enhance content. It
readability of the reduces
content. the readability.
Rated by: ________________ Date:__________ Overall Score:______/35points
Feedbacks:
90
Rubric for Travelogue Writing
Name of Presenter/s: ___________________________________________ ____
CATEGORIES 2 (POOR) 3 (FAIR) 4 (GOOD) 5 (AWESOME)
There is no title, or There is a title, There is a title There is a
the title is but it does not which is related creative title that
Title not original (ex., appear to be to the writing sparks interest of
"Travelogue related to the piece. the reader and
Writing Piece". writing piece. is related to
the writing piece.
Where and when Few descriptive Several Many excellent
the travel words are used descriptive descriptive
experience takes to tell where and words are used words are used
Setting place is not clearly when the travel to tell where and to tell where and
stated. experience when the travel when the travel
takes place. experience experience
takes place. takes place.
The writer uses The writer uses The writer uses The writer uses a
common word some varied variety of wide variety of
choices. A mental word choices. It interesting interesting words,
picture of the is difficult to see words that can and easily creates
Word Choice
setting is not a mental picture easily create a very clear
clear nor achieved. for the reader. a mental picture mental picture for
for the readers. the readers.
The writer rarely Sometimes the First – person First – person
uses first – person writer uses first – narration is used narration is used
narration, once or person narration most of the time all of the time
or not at all. and changes and shifts to throughout the
First-Person mode of narration another mode of writing piece.
Narration in his/her writing narration once
piece. or twice through
the writing
piece.
The writer The writer The writer The writer
incorporates one incorporates 2 incorporates incorporates all
5 Senses of the five senses, out of the five four out of the the five senses
or does not senses. five senses very effectively.
incorporate them effectively.
at all.
Writings is hard Writings is a little Writings is
Writing is very
to follow and hard to follow. organized with
well organized.
transitions are not Transitions are clear transitions.
One idea or
Organization clear (ideas and somewhat clear. scene follows
scenes seem to another with
change randomly). very smooth and
clear transitions.
It has more than 5 It has 3 – 4 errors It has 1 – 2 It has no errors in
Spelling, errors in spelling, in spelling, errors in spelling, spelling, punctuation
or in grammatical
Punctaution punctuation, and punctuation, or in punctuation, or structures.
grammatical grammatical in grammatical
and
(interefers with the structure. structures.
Grammar
meaning).
91
There is once or not There is some There is There is a lot of
at all evidence of evidence of evidence of evidence of
editing and editing and editing and editing and
Writing revising between revising revising revising
Process the brainstorm, the between the between the between the
draft copy, and brainstorm, the brainstorm, the brainstorm, the
the final copy of rough copy, and rough copy, and rough copy, and
output. the good copy. the good copy. the good copy.
Rated by: _________________ Date:_______ Overall Score:________/40 points
Feedbacks:
Rubric for Video travelogue/Biography/Autobiography/Journalistic Reports
Name of Presenter/s: _____________________________________________
92
Did the group follow Yes Only few extra Too much extra
Guidelines for footages were footages were
computer by limiting captured. captured.
the length of captured
footage?
Rated by: ________________Date:_______ Overall Score:_______ /30points
Feedbacks:
ASSESSMENT
INSTRUCTIONS: Read the sentences carefully and choose the correct answer. Write
only the letter of your answer in your activity notebook.
1. What is an end rhyme?
a. It is a rhyme that is found at the end of the stanza.
b. It is a rhyme that appears at the end of a line.
c. It is a rhyme that is found at the beginning of a line.
d. It is a rhyme that is found every word of a line.
3. What figures of speech is used in the sentence below?
Mary had a little lamb, its pleas as white as snow.
a. Simile
b. Metaphor
c. Personification
d. Apostrophe
93
5. In the poem “Padre Faura Witnesses the Execution of Rizal” by Danton
Remoto, what does the word “star” signify?
a. It refers to Jose P. Rizal a hero who was executed.
b. It is about the stars in the sky.
c. It is about the heavenly body that does not collide.
d. It refers to the famous person.
6. What is a textual?
a. A poem written by a writer.
b. A poetry written and read on a mobile phone.
c. A poem published in a magazine.
d. A poem to be read on stage.
7. “Man of Earth” is a poem written by Amador T. Daguio, who is mentioned and
challenged in the last stanza of the poem?
a. Bamboo
b. Earth
c. Man
d. Lord
9. It is a type of character who does not exhibit the stereotypical qualities
inherent to a hero.
a. Antagonist
b. Antihero
c. Foil
d. Static
94
WHAT I HAVE LEARNED
This module enabled me to identify the geographic, linguistic, and ethnic
dimensions of Philippine literary history; identify representative texts and authors from
each region; compare and contrast the various 21st century literary genres, elements,
structures and traditions. Moreover, it enabled me to produce a creative representation
of a literary text by applying my multimedia skills; and do self- and/or peer assessment
of the creative adaptation of a literary text. All of these were successfully achieved by
studying, examining, and analyzing, and performing the tasks/activities to enhance my
skills.
Indeed, with the knowledge I have acquired and by applying it to myself, I can
say that I have a good grasp of what the course wants me to gain and be able to use
it in my chosen field in the future.
I AM VERY EXCITED TO PROCEED TO THE NEXT MODULE!
CONGRATULATIONS!
95
REFERENCES
Baronda, Andrew john C. 2016. 21st Century Literature from the Philippines and the
World. Manila, Philippines. JFS Publishing Services
Cabanilla, Josefina Q. 1991, Third Year Phoenix English for Secondary Schools.
927 Quezon Avenue, Quezon City. Phoenix Publishing House, Inc.
Gorgon, Eugenia R. et. al. 2007. English Expressways Textbook for Third Year. G.
Araneta Avenue, Quezon City. SD Publications, Inc.
Lindamichellebaron. 1999. Rhythm & Dues. 5th edition. Garden City, NY. Harlin
Jacque Publications/Linda Dudley
Maramot, Gloria C. et.al. 2005. Synergy 2 Worktext in English. Purok 6,Bagong
Pook, Lipa City. Eferza Acaemic Publications
Tismo, Boots S. 1995. Spectrum and introduction to Literature. English Department
Xavier University Ateneo de Cagayan. Book center Xavier University
Valmoria, Emilia E. and Capitol Institute for Research and Extension(CINREX)1997.
Handbook for Speech and Expression. Gusa Highway, Cagayan de Oro
City. Goldstar Publishing House Module 2 Being a Nationalistic Learner
Second Year Better English for Philippine High Schools. Second Edition.
INTERNET SOURCES
Lifted from:
www.quipper.com
www.previews-graphicriver.imgix.net
Retrieved from Short Stories “May Day Eve” by Nick Joaquin
http://www.seasite.niu.edu/tagalog/literature/short%20stories/may%20day%20eve.ht
ms
http://www.seasite.niu.edu/tagalog/literature/Short%20Stories/How%20My%20Broth
er%20Leon%20Brought%20Home%20A%20Wife.htm
https://ischoolsericsonalieto.wordpress.com/2012/03/23/the-world-is-an-apple-by-alberto-s-
florentino
http://www.seasite.niu.edu/tagalog/literature/short%20stories/wedding%20dance.htm
https://www.youtube.com/watch?v=sHeffRYnnys
https://www.youtube.com/watch?v=FY4L7D-FoLA
http://www.seasite.niu.edu/tagalog/literature/Short%20Stories/How%20My%20Broth
er%20Leon%20Brought%20Home%20A%20Wife.htm
https://www.youtube.com/watch?v=j8V7xj15f9w
https://www.youtube.com/watch?v=3uk4CU7uobM
https://en.wikipedia.org/wiki/Diary_ng_Panget_(film)
https://en.wikipedia.org/wiki/Ben_Singkol
http://www.businessdictionary.com/definition/video.html
https://dagmay.com/2010/11/07/dangoyngoy-sa-suba/
https://drive.google.com/file/d/1AFh7KB360rmp75Tt2KXGyrZEznSS9PUe/view
For inquiries or feedback, please write or call:
Department of Education – Alternative Delivery Mode (DepEd-ADM)
Office Address: Masterson Avenue, Upper Balulang, Zone 1, Cagayan de
Oro City, Cagayan de Oro, Lalawigan ng Misamis Oriental
Telefax:
Email Address: