Welcome back to School…!

Ms. Anna Martina D. Gahon

21st Century Literature from the Philippines and The
World
 Grading System
Core Subject
Written Works Performance Quarterly
Task Exams
25% 50% 25%
Distance Learning
40% 60%
Most Essential Learning Competencies/MELC’s
Most Essential Learning Competencies/MELC’s
 Word Connect…!
Directions: Look carefully at the set of
words in side the box and pick one to
connect and explain the interconnection of it
to 21st century literature.
Guide Questions:
1.What do you know about the different Literary Periods
in Philippine Literature?
2.What are the essential elements of the literary pieces
under different periods of literature?
At the end of the lesson, learners are expected to:
1.Identify geographic, linguistic, and ethnic
dimensions of Philippine literary history from pre-
colonial to contemporary and representative texts
from the regions.
2.Write a close analysis and critical interpretation
of literary texts.
3.Show a sense of adaptability of the Philippine
Literary History
 Geographic, Linguistic and Ethnic Dimensions
of Philippine Literary History from Pre-Colonial
to the Contemporary
 What I Need to Know
This lesson was designed and written with you in mind. It is
here to help you understand 21st Century Literature from
the Philippines to the World. The scope of this lesson
permits it to be used in many different learning situations.
The language used recognizes the diverse vocabulary level of
students. The lessons are arranged to follow the standard
sequence of the course about:
 Geographic, Linguistic and Ethnic Dimensions of
Philippine Literary History from Pre-Colonial to the
Contemporary.
 Identifying Representative Texts from the Regions
 What’s New

Task 1. Literary Timeline

Directions: Try to complete the literary
TIMELINE below. Choose your answers from
the given choices written below.
a. Japanese Period f. 21st Century
b. Rebirth of Freedom g. Spanish
c. Post EDSA h. Period of Enlightenment
d. American period i. Period of Activism & New Society
e. Pre- Spanish Period j. Period of Literature in English
 What’s In

Jane De Leon Ferdinand E. Marcos Henry Sy

 What’s In

Jose Rizal Marcelo H. Del Pilar Antonio Luna

 What is it?
• Think About This!
Our forefathers already had their literature,
which reflected in their customs and traditions. They had
their alphabet even before they had colonized. The Spanish
friars burned their alphabet in the belief that they were
works of the devil or were written on materials that quickly
perished, like the barks of trees, dried leaves, and bamboo
cylinders, which could not have remained firm even if
efforts were made to preserve them. Our unique geographic
location is the reason why we are rich and varied.
 PRE-SPANISH LITERATURE - is characterized by:
Folk tales. These are made up of stories about life, adventure,
love, horror, and humor where one can derive lessons about
life. An example of this is THE MOON AND THE SUN.
The Epic Age. Epics are long narrative poems in which a
series of heroic achievements or events, usually of a hero,
are dealt with at length.
Folk Songs. These are one of the oldest forms of Philippine
literature that emerged in the pre-Spanish period. These
songs mirrored the early forms of culture. Many of these have
12syllables.
Understanding Literary History
Literature in this period may be classified as religious prose and poetry and secular
prose and poetry.

• Spanish Influences On Philippine Literature

• The first Filipino alphabet, called ALIBATA, was replaced by the Roman alphabet. Also, the
teaching of the Christian Doctrine became the basis of religious practices. European
legends and traditions brought here became assimilated in our songs, corridos, and moro-
moros.
Folk Songs
• It manifests the artistic feelings of the Filipinos and shows their innate appreciation for and
love of beauty. The examples are Leron-Leron Sinta, Pamulinawen, Dandansoy, Sarong
Banggi, and Atin Cu Pung Sing-sing.
• Recreational Plays
• There are many recreational plays performed by Filipinos during the Spanish times.
Almost all of them were in a poetic form such Cenaculo, Panunuluyan, Salubong and
Zarzuela.
 PERIOD OF ENLIGHTENMENT (1972- 1898)
• In 19th Century, Filipino intellectuals educated in Europe called ilustrados began to
write about the hitch of colonization.
The Propaganda Movement (1872-1896) - This movement was spearheaded
mostly by the intellectual middle-class like Jose Rizal, Marcelo del Pilar; Graciano
Lopez Jaena, Antonio Luna, Mariano Ponce, Jose Ma. Panganiban, and Pedro
Paterno.
Some of Rizal’s writings: Noli Me Tangere, Mi Ultimo Adios, Sobre La Indolencia
Delos Filipinos and Filipinas Dentro De Cien Aňos.
Some of Del Pilar’s writings: Pagibig sa Tinubuang Lupa (Love of Country),
Kaingat Kayo (Be Careful), and Dasalan at Tocsohan (Prayers and Jokes).
Some of Jaena’s writings: Ang Fray Botod, La Hija Del Fraile (The Child of the
Friar). and Everything Is Hambug (Everything is mere show), Sa Mga
Pilipino...1891), and Talumpating Pagunita Kay Kolumbus (An Oration to
Commemorate Columbus).
 THE AMERICAN REGIME (1898-1944)

• Linguistically, Americans influenced Filipino writers to write using

English language. Jose Garcia Villa became famous for his free
verse.
Characteristics of Literature during this period:
• The languages used in writing were Spanish and Tagalog and
the dialects of the different regions, but the writers in Tagalog
continued in their lamentations on the conditions of the country
and their attempts to arouse ove for one’s native tongue and the
writers in English imitated the themes and methods of the
Americans.
 THE JAPANESE PERIOD (1941-1945)

• Between 1941-1945, Philippine Literature was interrupted in its

development when another foreign country, Japan, conquered the
Philippines. Philippine literature in English came to a halt. Except
for the TRIBUNE and the PHILIPPINE REVIEW, almost all news-
papers in English were stopped by the Japanese.
Filipino Poetry During This Period
• The common theme of most poems during the Japanese
occupation was nationalism, country, love, and life in the barrios,
faith, religion, and the arts.
Three types of poems emerged during this period:

a.Haiku , a poem of free verse that the Japanese

like. It was made up of 17 syllables divided into
three lines
b.Tanaga – like the Haiku, is short, but it had
measure and rhyme.
c.Karaniwang Anyo (Usual Form)
 PHILIPPINE LITERATURE IN ENGLISH (1941-1945)
• Because of the strict prohibitions imposed by the
Japanese in the writing and publishing of works in
English, Philippine literature in English experienced a
dark period. For the first twenty years, many books were
published both in Filipino and in English.
• In the New Filipino Literature, Philippine literature in
Tagalog was revived during this period. Most themes in
the writings dealt with Japanese brutalities, the poverty of
life under the Japanese government, and the brave
guerilla exploits.
 PERIOD OF ACTIVISM (1970-1972)
• According to Pociano Pineda, youth activism in
1970-1972 was due to domestic and worldwide
causes. Because of the ills of society, the youth
moved to seek reforms.
The Literary Revolution
• The youth became vocal with their sentiments. They
demanded a change in the government. It was
manifested in the bloody demonstrations and the
sidewalk expressions but also in literature.
 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. Poems dealt with patience, regard for
native culture, customs, and the beauties of nature and
surroundings. 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. Filipinos before
were hooked in reading magazines and comics.
 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. The Philippines became a new nation, and this;
former President Marcos called “The New Republic of
the Philippines.” Poems during this period of the Third
Republic were romantic and revolutionary. Many
Filipino songs dealt with themes that were true-to-life
like those of grief, poverty, aspirations for freedom,
love of God, of country and fellowmen.
 POST-EDSA 1 REVOLUTION (1986-1995)
• History took another twist. Once more, the Filipino
people regained their independence, which they lost
twenty years ago. In four days from February 21-25,
1986, the so-called People Power (Lakas ng Bayan)
prevailed. In the short span of the existence of the real
Republic of the Philippines, several changes already
became evident. It was noticed in the new Filipino songs,
newspapers, speeches, and even in the television
programs. The now crony newspapers that enjoyed an
overnight increase in circulation were THE INQUIRER,
MALAYA, and the PEOPLE’S JOURNAL.
 21st CENTURY PERIOD
• The new trends have been
used and introduced to meet
the need and tastes of the
new generation. 21st Century
learners are demanded to be
ICT inclined to compete with
the style and format of
writing as well. New codes or
lingos are used to add flavor
in the literary pieces
produced nowadays.
 What Can I Do

Task 1. Think and Write

As a grade 11 Filipino learner, in what
way you can show a sense of adaptability to
the diverse Philippines Literary History?
State your answer in a 3 -5 paragraph essay.
 Criteria Excellent Good Fair Needs
(4) (3) (2) Improvement (1)

Clarity The language The language

used is clear and used is quite clear
The language
used is
The language
used is unclear
expressive and expressive understable and and non-
quite expressive expressive
Comprehen The learner
demonstrates
The learner
demonstrates
The learner
demonstrates a
The learner did
not demonstrate
siveness good connection quite connection little connection connection
between the between the between the between the
experience and experience and experience and experience and
material from the material from the material from the material from the
lesson lesson lesson lesson
Relevance Learning
expeience is
Learning
expeience is quite
Learning
expeience is
Learning
experience is not
being reflected being reflected unclear but show being reflected
upon and is upon and is little relevant upon and is not
relevant and relevant and and meaningul to relevant and
meaningul to meaningul to student’s learning meaningful to
student’s student’s learning student’s learning
learning
 Assessment 1. Characterized Me!
• Directions: Complete the table below by writing the
characteristics of the following literature during the Pre-
Spanish Period.
Legends Folk Tales The Epic Age Folk Songs
 
       
 
 
 
 
 REFLECTION

The learners, in their notebook, journal or portfolio will

write two to three paragraphs about their personal insights
in this question:

What can you say about Philippine Literary

history?
Thank you…