INTEGRATED SENIOR HIGH SCHOOL

21ST CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD

FIRST QUARTER: 21st CENTURY LITERATURE FROM THE REGIONS

General Description: This course aims to engage students in appreciation and critical study
of 21st Century Literature from the Philippines and the World encompassing their various
dimensions, genres, elements, structures, contexts, and traditions.

Course Description: Study and appreciation of the literature of the region where the school
is located in relation to the literature of the other regions of the country.

Content Standard: The learner will be able to understand and appreciate the elements and
contexts of 21st-century Philippine literature from the regions.

Performance Standard: The learner will be able to demonstrate understanding and

appreciation of 21st Century Philippine literature from the regions through:
1. a written close analysis and critical interpretation of a literary text in terms of form
and theme, with a description of its context derived from research;
2. an adaptation of a text into other creative forms using multimedia.

Most Essential Learning Competencies

1. The learner shall be able to identify the geographic, linguistic, and ethnic
dimensions of Philippine literary history from pre-colonial to contemporary

2. The learner shall be able to identify representative texts and authors from each
region (e.g. engage in oral history research with a focus on key personalities from
the students’ region/province/ town)

3. The learner shall be able to differentiate/compare and contrast the various 21st-
century literary genres and the ones from the earlier genres/periods citing their
elements, structures, and traditions

4. The learner shall explain the literary, biographical, linguistic, and sociocultural
contexts and discuss how they enhance the text’s meaning and enrich the
reader’s understanding

5. The learner shall be able to produce a creative representation of a literary text by

applying ICT and multimedia skills

6. Do self- and/or peer- assessment of the creative adaptation of a literary text,

based on rationalized criteria, prior to presentation
 21st Century Literature from the Philippines and the World
Instructor: Mr. Ivan Jayson A. Macabenta

TOPIC 1: OUR ANCIENT LITERARY HERITAGE

Time Period: August 24- 28, 2020 (Week 1)

In this unit, you should be able to:

• describe the earliest literary period;
• identify the various literary forms of the precolonial period and their common
features; and
• analyze the literary works that characterize the precolonial period.

This lesson on the Pre-Colonial Period of Philippine

literature leads us to know the geographic, linguistic, and
ethnic dimensions of our literature which reflects our ancestors’ Baybayin is one of the
culture and society. precolonial writing systems
Before Miguel Lopez de Legazpi established the Spanish used by early Filipinos. The term
colonial rule in our country, several Kingdoms were already rich “baybayin”comes from the
in tradition. The pre-colonial literature is already marked by our Tagalog root word baybay,
ancestors’ observation on daily life, explanations from natural which means “to spell.” For
many years the script was
phenomena, and beginnings of rituals. These also function as
incorrectly referred to as
an explanation for society and culture as they know it to be. Our
“alibata,” based on the
ancestors also had their own alphabet which was different from arrangement of another
that brought by the Spaniards. The first alphabet used by our alphabet system – Arabic, in
ancestors was similar to that of the Malayo- Polynesian which the first letters are called
alphabet. Whatever record our ancestors left were either alif, ba, and ta.
burned by the Spanish friars in the belief that they were works
of the devil or were written on materials that easily perished, like the barks of trees, dried
leaves and bamboo cylinders which could not have remained undestroyed even if efforts
were made to preserve them.

Pages from the Doctrina Cristiana published in 1593 showing Baybayin characters
before the Spanish and Tagalog translations of the “Hail Mary”

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 The Binukot Tradition
Binukot is a Filipino cultural practice that secludes a young woman. These women
were daughters of datus or rulers who were kept hidden in special rooms and were
not allowed to be seen by any man. They remained secluded from society but their
beauty and prestige were widespread. Their presence dominates the narratives of
almost all the Philippine epics. As she stays at home most of the time, her parents
and grandparents entertain her with various oral lore and traditional dances. This
makes the Binukot excellent epic chanters and repositories of our Pre-Colonial
history. For more info, you can watch this Documentary of Kara David entitled “Ang
Huling Prinsesa Link: https://www.youtube.com/watch?v=Jv1YtbWqmXo

Other records that remained showed folk songs that proved existence of a native
culture truly our own. Some of these were passed on by word of mouth until they reached
the hands of some publishers or printers who took interest in printing the manuscripts of
the ancient Filipino.

Pre-Spanish Literature is characterized by:

1. Epics. They are long narrative poems in which a series of heroic achievements or events,
usually of a hero, are dealt with at length. Usually it is chanted or sung during multiple
occasions. Nobody can determine which epics are the oldest because in their translations
from other languages, even in English and Spanish. Across the country each tribe usually
came up with at least one epic. Popular examples include the Ilocano epic Biag ni Lam-
ang, the Ifugao epic Hudhod at Alim, the Ibaloy epic Kabunlan and Bendian, the Tagalog
epic Kumintang, the Palawan epic Kudaman, the Panay-Bisaya epic Maragtas at
Hinilawod the Manobo epic Tuwaang Midsakop, the Muslim epic Bantugan
EPIC CHARACTERISTICS
The main character or protagonist of the story is considered a hero.
• The hero’s actions are presented without bias; the epic presents both the
character’s faults and virtues.
• Epics often involve battles, which reveal the extraordinary strength of the
protagonist as he engages in acts of bravery.
The setting may span several countries, involve the whole world, or even be set
in the universe.
• Gods and other divine beings are portrayed as having a role in the outcome of
events.

2. Legends. Legends are a form of prose the common theme of which is about the origin of
a thing, place, location or name. The events are imaginary, devoid of truth and
unbelievable. Old Filipino customs are reflected in these legends. Its aim is to entertain.
Popular examples of this are the following: Ang Alamat ng Pinya, Ang Alamat ng Bayabas,
Ang Alamat ng Mangga

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3. Folk Tales. Folk tales are made up of stories about life, adventure, love, horror and humor
where one can derive lessons about life. These are useful to us because they help us
appreciate our environment, evaluate our personalities and improve our perspectives in
life. Popular examples are The Story of Juan Tamad, Si Juan at ang mga Alimango , Ang
Araw at ang Buwan, Ang kuwento ni Maria Makiling

4. Songs. It is one of the oldest forms of Philippine literature that emerged in the pre-
Spanish period. These ranges from courtship songs or serenades (harana), lyrics for
unrequited love (kundiman) to lullabies (Oyayi). Other songs were intended for activities
shared by the members of the community. There was a song for rowing (soliranin), for
fishing and boating (talindaw). There were also songs for religious rituals performed by
Babaylan.

USAHAY English Translation

Usahay nagadamago ako Sometimes I do find that I dream
Nga ikaw ug ako nagkahigugmay That you and I are indeed in love,
Nganong damhugon ko ikaw Why do I keep dreaming of you
Damhugon sa kanunay sa akong I keep dreaming of you
Kamingaw In my loneliness.
Usahay nagamahay ako Sometimes I really do regret,
Nganong nabuhi pa ning kalibutan That I should ever be
Nganog giti-awti-aman Born into this world.
Ang gugma ko kanimo, kanimo dae. Why do you keep on belittling
The great love that I have for you,
For you alone

MATUD NILA English Translation

Matud nila, ako dili angay They say I am not capable
Nga magmanggad sa among gugma To crave your love
Matud nila, ikaw dili malipay They say you are not happy
Kay wa ako’y bahandi Because I have nothing to offer you.
Nga kanimo igasa Love that is unrequited
Gugmang putli, mao day pasalig Is more precious than gold,
Mao’y bahandi labaw sa bulawan But they say it is only a waste
Matud nila, kaanugon lamang Of love and caring.
Sa imong gugma ug parayeg. Never will my love for you fade,
Dili molubad kining pagsalig As long as life shall last
Bisan sa unsa nga katargan Never will I forget you
Kay unsa may bili ning Kanauji Without you there is no love.
Kung sa gugma mo hinikawan If you do not believe
Ingna ko nga dilimo Kawagoe I am possessed by love,
Damgo ug pasalig sa gugma mo. At least have pity
I dream and hope for your love.

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5. Proverbs. These are practical observations and philosophy of everyday life that are
written life that are written usually in a rhyming scheme. These have been customarily
used and served as laws or rules on good behavior by our ancestors. Proverbs were
known as kasabihan in Tagalog, panultihon or pagya among the Cebuano and humbaton
among the Panay-settlers.

Pag binato ka ng bato, batuhin mo ng tinapay.

(If someone throws a rock at you, throw him bread.)
If there is a Filipino proverb that can very accurately capture the Filipino character, it is
this one. It’s a metaphor that instructs you to be compassionate and forgiving if someone
has wronged you. It also reflects the notoriously non-confrontational nature of Filipinos,
who prefer peace and quiet.

Nasa Diyos and awa, nasa tao ang gawa.

(To be merciful is God’s, while to act is man’s.)
Basically, this proverb tells us not only to pray for blessings but to work for them. God
will be gracious to people who act and help themselves.

Mahirap gisingin ang nagtutulug-tulugan.

(It’s difficult to wake up someone who is pretending to be asleep.)
This Filipino proverb simply means that you cannot force someone to believe facts when
they don’t want to. Sometimes, there is something about the truth that some people just
don’t like to bear.

Lahat ng gubat ay may ahas.

(Every jungle has a snake.)
This old Filipino adage offers another nugget of wisdom about being wary of your
surroundings, environment, or the people around you because they could betray you or
might not have the purest intentions.

Ang naglalakad nang matulin, pag natinik ay malalim.

(A person who walks fast will have a deeper wound when he is pricked.)

This old adage is actually lecturing about prudence in making decisions. A person who
makes decisions on a whim or impulse tend to make bigger mistakes. This could also
apply to modern work. A person who works fast could make more mistakes along the
way.

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6. Riddles. These are usually questions or statements intentionally phrased so as to require
ingenuity in ascertaining its answer or meaning, typically presented as a game. In the pre-
colonial times, it is a way of entertainment because it is used in a battle of wits, where
locals young and old join and/or watch to see who is the smartest. Its unique
characteristics is their flippant nature-they seem to be referring to something laughable,
but in reality, the answer is more serious than expected.

Mga Tigmo English Translation

1. Gipalit ko bisan ug mahal, 1. I bought it and it's costly,
Apan magpulos lamang ug But I use it for hanging only
magbitay.
2. Na-ay kaban sa pari, 2. There's a priest's trunk, but when
Ukbon dili mauli. opened, it could not be closed.

3. Ako, apan dili ko magamit, 3. I own it, but I don't use it.
Laing tao ang mogamit.

4. Mohilak, apan walay mata, 4. It cries without eyes,

Molakaw, apan walay tiil. it walks without feet.

5. Ang dahon na-a sa bunga, 5. The leaves are on the fruit,

Ang bunga na-a sa dahon. The fruits is on the leaves.

6. May lig-on nga balay, 6. What house has post on top,

Ang haligi atua sa taas, A roof at the bottom,
Ang atop atua sa ubos, While the rain comes from below?
Ang ulan gikan usab sa ubos?

7. Hikit-an sa tanang adlaw, 7. You can see it everyday,

Apan dili nimo makamkam. But cannot touch it at will.

8. May baba apan dili makasulti. 8. It has a mouth, but cannot talk.

9. Didto ang buno, 9. The murder happened there,

Dinhi ang dugo. But the blood flowed here.

10. Dili mananap, ug dili tao, 10. Neither an animal nor a person;
Walay tiil, apan makalakaw; It has no feet, but can walk;
Walay baba, apan maka sulti. It has no mouth, but can talk.

ANSWERS 1.) earrings 2.) an egg 3.) your name 4.) a pen 5.) a pineapple 6.) a boat 7.) the sky 8.) a cave 9.) a flood 10.) a letter

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READING ACTIVITY #1
Tungkung Langit and Alunsina

This story of creation from the old people in Panay, living near the mountains, has
been retold countless times. It said that in the beginning, there was only confusion. Even
before the creation of the earth and sky, only darkness existed -- a bottomless world of mist;
shapeless and formless. From the depths of this void, came two gods, Tungkung Langit
(“Pillar of the Sky”) and Alunsina (“The Unmarried One”). Their origins were unknown, but
what was known was Tungkung Langit’s love for Alunsina. The two deities got married after
years of courtship. They situated their abode in the highest realm. This ethereal space always
had warm waters and a cool breeze. This was the place where order and regularity first took
form. Tungkung Langit took charge over the regular movement of the cosmic; he made sure
of the maintenance of the order of things. He was a kind, loving, and hardworking deity.
Meanwhile, Alunsina was the opposite. She was selfish, lazy, and constantly jealous. She
would idly sit by their heavenly home, delight herself with senseless thoughts, or sit by their
pool to comb her long black hair. One day, Tungkung Langit decided to fix the chaos of the
flow of time and the position of things. He bid his wife goodbye only to find out that his
jealous wife had asked the breeze to spy on him. This upset Tungkung Langit. Tungkung
Langit confronted his wife, Alunsina. He pointed out that her jealousy was ungodly and
pointless for there were no other living creature in the world except for the two of them.
Alunsina resented Tungkung Langit for this and started to quarrel with him.

Tungkung Langit lost his temper. In his anger, he took away the powers of his wife
and commanded her away. He did not know where Alunsina went. Tungkung Langit felt
lonely after a couple of days. He realized the gravity of what he had done. Their whole palace,
once filled with Alunsina’s sweet and angelic voice, now feels cold and desolate.

He would find himself alone in the mornings; and would feel the same loneliness in
the afternoons when he came home. He would constantly feel the same loneliness seeping
in his heart. Alunsina was nowhere to meet him at the door or comfort his tired muscles.
Tungkung Langit’s loneliness lasted for months on end. He tried looking for Alunsina, but she
was nowhere to be found. He knew he should act on overcoming his desolation.

While he was sailing across the regions of the clouds, he thought of creating the sea
and the earth. As the earth and the sea suddenly appeared in his will, the dull and empty sea
bothered him. He came down to earth and planted it with flowers and trees. He scattered
his wife’s treasure jewels in the sky, hoping that it would catch Alunsina’s attention. These
became the stars. Her comb became the moon, and her crown, the sun. But Alunsina never
returned.

The elders in Panay would often tell that up until now Tungkung Langit still lives alone
in his palace in the skies. And that the rain are his sad tears, the loud thunders are his sobs
calling for Alunsina to come back.

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Discussion for Reading Activity #1

1. What is the subject matter of the myth?

2. Who are the main characters in the myth?
3. Compare this myth with another that has the same subject. How are these myths similar
and different?
4. How does this myth reflect the culture of the people in Panay?
5. What is the theme of this myth?

READING ACTIVITY #2
Tuwaang Attends a Wedding
Tuwaang, after finishing some work, calls his aunt aside and informs her that the wind
has brought him a message: he is to attend the wedding of the Maiden of Monawon.

The aunt tries to dissuade him from going, for she forsees trouble. Tuwaang,
however, is determined to go. He picks the heart-shaped basket that can activate the
lightning, puts on his headdress and costume made by goddesses, arms himself with a long
blade and dagger, and takes his shield and spear. He rides on a flash of lightning and arrives
at the Kawkawangan glassland. While resting there a while, he hears a gungutan bird,
crowing. He decides to catch the fowl, but soon he sees the gungutan with a dagger like spur.
The gungutan tells Tuwaang he came to know of his coming in a dream and that he wants to
go with him to the wedding celebration. Tuwaang agrees to bring the gungutan along. The
two shake their shoulders and carried into space.

Upon arriving at Monawon, Tuwaang is admitted into the hall. He sits on a golden
stool while the gungutan perches on the crossbeam. Meantime, enchanting sounds from
afar and flowering trees signals the arrival of the Young Man of Panayangan . Other gallants
– the Young Man of Liwanon and the Young Man of the Rising Sun – arrive. Finally, the groom,
the Young Man of Sakadna , arrives with a hundred followers. He haughtily asks the house
owner to clear the house “of dirt,” implying the people in the house who do not count. To
this insult, Tuwaang answers there are “red leaves,” or heroes in the house.

At the start of the wedding ceremony, the savakan (bridewealth consisting of

wrapped food, paid for by the groom’s kinsmen) are offered individually, until only the two
most expensive ones remain. One of those is given the value of an ancient gong with ten
bosses and nine relief-rings, while the other is redeemable only by a golden guitar and a
golden flute. The groom confesses his inability to redeem these articles. Tuwaang saves the
groom from the embarrassing predicament by taking his place: through his magic breath he
produces a more ancient gong, which was accepted by the bride’s party. He also produces a
golden flute and a golden guitar.

At this time, the bride was now asked to come out of her room to serve some betel
chew to the guests. As she commands her betel box to serve everyone, the betel box
magically obeys and jumps into the mouths of the guests. Two betel chews leap into the
groom’s mouth then the betel box moves on to Tuwaang . Much to the surprise of most

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guests, the betel box stops altogether. Tuwaang tries to brush it away, but the box does not
move. Amazed by this, the bride then decides to sit beside Tuwaang.

The groom blushes; he is shamed. He decides to fight Tuwaang. He goes down the
house and challenges Tuwaang to come down to the yard. After the bride unrolls and combs
Tuwaang’s hair, Tuwaang goes down to fight. The gungutan, meanwhile, has been fighting
the groom’s men and has slain a number of them until only six gallants remain. Tuwaang
and the gungutan engage the six gallants.

After some time, only Tuwaang and the Young Man of Sakadna were left standing. As
Tuwaang is thrown against a boulder, it turns into dust. Trees get bent and topple down
when hit by Tuwaang. As Tuwaang gets a hold of his foe, he throws him down hard that he
sinks into the land. But the Young Man of Sakadna surfaces every time and continues to fight
with Tuwaang once more. Ultimately, Tuwaang gets slammed down into the earth and
eventually sinks into the Underworld.

There he talks to Tuwaha, god of the Underworld, who tells him the secret of
overcoming his foe. Tuwaang surfaces and summons the golden flute where the Young Man
of Sakadna keeps his life. Accompanied by the gungutan, Tuwaang takes the bride home to
Kuaman, where he rules forever.

(Synopsis and Translation by E. Arsenio Manuel in Lumbera & Lumbera, Philippine

Literature: A History and Anthology)

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DISCUSSION FOR READING ACTIVITY #2

Label each paragraph according to Propp’s 31 Dramatic Situations.

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 DEPENDENT PRACTICE

Name: Date:
Track/ Strand: Section:

Part I
Directions: Written below are texts related to Pre-Colonial Literature. Identify which type of Pre-
Colonial Literature these mentioned texts belong to. Write only the letter that corresponds to your
answer on the space provided in the right column.

Choices:

A. Epic B. Legend C. Folktale D. Proverbs E. Riddles F. Songs

1. “Biag ni Lam-ang”
2. “Ang Kwento ni Juan Tamad”
3. “May pakpak ang balita, may tainga ang lupa.”
4. “Heto na si Kaka, bubuka-bukaka”
5. “Hinilawod”
6. “Sa Ugoy ng Duyan”
7. “Ang sakit sa kalingkinan ay ramdan ng buong katawan.”
8. “Hudhod at Alim”
9. “Si Pagong at Matsing”
10. “Sitsiritsit Alibangbang”
11. “Leron-leron Sinta”
12. “Hindi pari, hindi hari, nagdadamit ng sari-sari.”
13. “Catalina of Dumaguete”
14. “Ang Alamat ng Pinya”
15. “Bibingka ng hari, hindi mo mahati.”
16. “Ang Pinagmulan ng Bayabas”
17. “Bidasari”
18. “Aanhin ang palasyo kung ang nakatira ay kuwago?”
19. “Si Juan at ang mga Alimango”
20. “Dandansoy”

Part II:
Directions: Support your answers by writing at least 3-5 sentences for each question

1. Why is it important to learn about the pre-colonial literature of the Philippines?

2. How different and similar are the situations of your ancestors back then to your situation
right now? Are there still values that you can learn from them that you can apply in real life?
3. Aside from Filipino proverbs, what pre-colonial texts can be of use to your life right now?
How?

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 INDEPENDENT PRACTICE

Name: Date:
Track/ Strand: Section:

ESSAY WRITING: Choose three (3) Filipino proverbs that you can relate to. Write a 400-word
minimum reflection paper. Use the following rubric as your guide.

EXCELLENT PROFICIENT FAIR UNSATISFACTORY

CRITERIA
(10) (9-8) (7-5) (4-0)
There is one clear, There is one clear, well- There is one topic. The topic and main ideas
well-focused topic. focused topic. Main Main ideas are are not clear.
Main ideas are clear ideas are clear but are somewhat clear.
Focus & and are well not well supported by
Details supported by
detailed and
detailed information.

accurate
information.
The introduction is The introduction states The introduction There is no clear
inviting, states the the main topic and states the main topic. introduction, structure, or
main topic, and provides an overview of A conclusion is conclusion
provides an the paper. A conclusion included.
Organization
overview of the is included.
paper. Information is
relevant and
presented in a
logical order. The
conclusion is strong.
The author’s The author’s purpose in The author’s The author’s purpose in
purpose in writing is writing is somewhat purpose in writing is writing is unclear.
very clear, and there clear, and there is some somewhat clear, and
is strong evidence of evidence of attention to there is evidence of
Purpose
attention to the the audience. The attention to the
audience. The author’s knowledge audience. The
author’s extensive and/or experience with author’s knowledge
knowledge and/or the topic is/are evident. and/or experience
experience with the with the topic is/are
topic is/are evident. limited.
The author uses The author uses vivid The author uses The writer uses a limited
vivid words and words and phrases. The words that vocabulary. Jargon or
phrases. The choice choice and placement of communicate clearly, clichés may be present
Word Choice and placement of words is inaccurate at but the writing lacks and detract from the
words seems times and/or seems variety. meaning.
accurate, natural, overdone.
and not forced.
All sentences are Most sentences are well Most sentences are Sentences sound
Sentence well constructed and constructed and have well constructed, but awkward, are
have varied varied structure and they have a similar distractingly repetitive, or
Structure, structure and length. length. The author structure and/or are difficult to
Grammar,
The author makes makes a few errors in length. The author understand. The author
no errors in grammar, mechanics, makes several errors makes numerous errors
Mechanics, grammar, and/or spelling, but they in grammar, in grammar, mechanics,
mechanics, and/or do not interfere with mechanics, and/or and/or spelling that
& Spelling spelling. understanding. spelling that interfere interfere with
with understanding. understanding.
The output was The output was The output was submitted
Timeliness
The output was
submitted 3 days submitted 1 day after 2 or more days after the
submitted on time
before the deadline. the deadline deadline.

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 COLLABORATIVE TASK

• The class will be divided into groups with three members.

• The class will watch the documentary entitled, “Ang Huling Prinsesa” by Kara David
(Youtube Link: https://www.youtube.com/watch?v=Jv1YtbWqmXo)
• After watching, they will brainstorm and come up with a 900-word reflection paper
about the documentary and its relationship with the lesson.
• Submitted output must be in MS Word Format, Times New Roman, 12 pt size.

RUBRIC FOR RATING

EXCELLENT PROFICIENT FAIR UNSATISFACTOR

CRITERIA
(10) (9-8) (7-5) Y (4-0)
The introduction is The introduction states the The introduction states the There is no clear
inviting, states the main main topic and provides an main topic. A conclusion is introduction, structure,
topic, and provides an overview of the paper. A included. or conclusion
overview of the paper. conclusion is included.
Organization
Information is relevant
and presented in a logical
order. The conclusion is
strong.
The author uses vivid The author uses vivid The author uses words The writer uses a limited
words and phrases. The words and phrases. The that communicate clearly, vocabulary. Jargon or
Word Choice choice and placement of choice and placement of but the writing lacks clichés may be present
words seems accurate, words is inaccurate at times variety. and detract from the
natural, and not forced. and/or seems overdone. meaning.
All sentences are well Most sentences are well Most sentences are well Sentences sound
constructed and have constructed and have constructed, but they have awkward, are
Sentence
varied structure and varied structure and length. a similar structure and/or distractingly repetitive,
length. The author makes The author makes a few length. The author makes or are difficult to
Structure,
no errors in grammar, errors in grammar, several errors in grammar, understand. The author
Grammar,
mechanics, and/or mechanics, and/or spelling, mechanics, and/or spelling makes numerous errors
Mechanics, &
spelling. but they do not interfere that interfere with in grammar, mechanics,
Spelling
with understanding. understanding. and/or spelling that
interfere with
understanding.
The reflection explains The reflection explains the The reflection attempts to The reflection does not
the group’s thinking and group’s thinking about their demonstrate thinking address the group’s
Reflective learning processes, as own learning processes about learning but is thinking and/or learning.
Thinking well as implications for vague and/or unclear
future learning. about the personal
learning process.
The reflection is an in- The reflection is an analysis The reflection attempts to The reflection does not
depth analysis of the of the learning experience analyze the learning move beyond a
learning experience, the and the value of the derived experience but the value description of the
Analysis of the value of the derived learning to self or others. of the learning to the learning experience.
Given Material learning to self or others, student or others is vague
and the enhancement of and/or unclear.
the student’s appreciation
for the discipline.
The reflection articulates The reflection articulates The reflection attempts to The reflection does not
multiple connections connections between this articulate connections articulate any
Making between this learning learning experience and between this learning connection to other
Connections experience and content content from other courses, experience and content learning or experiences.
from the Given from other courses, past past learning experiences, from other courses, past
Material and the learning, life experiences, and/or future goals. learning experiences, or
Lesson and/or future goals. personal goals, but the
connection is vague
and/or unclear.
The output was submitted The output was
The output was submitted The output was submitted
Timeliness 3 days before the submitted 2 or more
on time 1 day after the deadline
deadline. days after the deadline.

Ramon Teves Pastor Memorial Dumaguete Science High School

21st Century Literature from the Philippines and the World | 13