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; and 2. an adaptation of a text into other
creative forms using multimedia.

LEARNING COMPETENCIES

Writing a close analysis and critical interpretation of literary texts and doing an adaptation of these require from
the learner the ability to:

1. identify the geographic, linguistic, and ethnic dimensions of Philippine literary history from pre-colonial to the
contemporary EN12Lit-Ia-21

II. CONTENT

A. Topic: Geographic, Linguistic and Ethnic Dimensions of Philippine Literary History from Pre-Colonial to the
Contemporary

B. Reference: https://www.studocu.com/ph/document/ senior-high/21st-century-literature-geographic-

linguistic-and-ethnic-dimensions-of-philippine-literary-history-from-pre-colonial-to-the-contemporary/
20343976

C. Learning Materials:

 Laptop
 PowerPoint Presentation
 Tv Monitor

PROCEDURES:

A. Preliminary Activities

 Prayer
 Greetings
 Checking of attendance
B. MOTIVATION

Literary Timeline

Directions: Try to complete the literary TIMELINE below. Choose your answers from the given choices written
below.
C. DISCUSSION

LITERATURE

Derived from the Latin word “Littera” which means “a letter of the alphabet”.

According to Britannica, literature is traditionally defined as body of written works associated to imaginative and
creative works of poetry and prose and can be classified according to variety of systems such as language,
national origin, historical period, genre and subject matter.

ORAL

Performed art which in most cases uses spoken words as a medium of communication

Handed down from one generation to another, then later on transformed into written form.

WRITTEN

Literature which is written down

The products of written literature are called literary text.

PRE-SPANISH PERIOD

Pre-Spanish Literature

Folk tales – These are made up of stories about life, adventure, love horror and humor where one can derive
lessons. An example of this is “The Moon and the Sun”
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. An example of this is “BIAG NI LAM-ANG”

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 12 syllables. Examples of which are
kundiman, kumintang, o tagumpay, Ang Dalit o Imno, Ang oyayi o Hele, Diana, Soliraning and Talindaw.

Ili Ili Tulog Anay

Ili-ili tulog anay

Wala diri imong nanay

Kadto tienda bakal papay

Ili-ili tulog anay

Mata kana tabangan mo

Ikarga ang nakompra ko

Kay bug-at man sing putos ko

Tabangan mo ako anay

Ili-ili tulog anay

Wala diri imong nanay

Kadto tienda bakal papay

Ili-ili tulog anay

SPANISH PERIOD

Literature in this period may be classified as:

 Religious prose and poetry and

 Secular prose and poetry

Spanish Literature

 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 were 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

CENAKULO

PERIOD OF ENLIGHTENMENT

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 Writing

 • Noli Me Tangere (touch me not)

• Mi Ultimo Adios (my last farewell)

• El Filibusterismo (the reign of greed)

Some of Del Pilar’s Writing

• Pag-ibig sa tinubuang lupa (love of country)

• Kaingat kayo (be careful)

• Dasalan and Tocsohan (prayers and jokes)

ANG ABA GUINOONG BARIA

(From Dasalan at Tocsohan by Marcelo H. Del Pilar)

“Aba ginoong barya, nakapupuno ka ng alkansiya, ang prayle ay sumasainyo. Bukod ka niyang pinagpala’t higit sa
lahat, pinagpala naman ang kaban mong mapasok. Santa Barya, Ina ng Deretsos, ipanalangin mo kaming huwag
anitan ngayon at kami ipapatay. Siya nawa.”

Some of Jaena’s Writing

• Fray Botod

• La Hija Del Fraile ( the child of the friar)

• Sa mga Pilipino

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
love for one’s native tongue and the writers in English imitated the themes and methods of the Americans.

THE JAPANESE PERIOD (1941-1945)

Philippine Literature was interrupted in its development when another foreign country, Japan, conquered the
Philippines between1941-1945. Philippine literature in English came to a halt. This led to all newspapers not to
be circulated in the community except for TRIBUNE and PHILIPPINE REVIEW.

 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 and

b. TANAGA – like the Haiku, is short, but it had measure and

rhyme.

c. KARANIWANG ANYO (Usual Form)

Philippine literature in English

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 1970-72 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 and 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. New spapers 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.

 One of the songs in the Post-EDSA I era is the song Ang Bayan Ko

21ST CENTURY PERIOD

The new trends have been used and introduced to meet the needs 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.

D. GENERALIZATION

Directions: I will give some literature/literary work and tell me what Historical Period it is.

1. Haiku

2. Pag-ibig sa tinubuang lupa

3. Folk tales/ the sun and the moon

4. Ang Bayan ko

5. leron leron sinta

IV. ASSESSMENT / EVALUATION:

Direction: Complete the table below by writing close analysis and critical interpretation of a literary period in
terms of form and theme.

V. ASSIGNMENT:

Direction: Search another famous literary work during the following period (do not include those in discussion).
And write in a yellow paper.
1. Pre-Spanish period

2. Spanish Period

3. American Period

4. Japanese Period

5. 21st century Period

Prepared by:

Ms. Maseille Fransquat J. Bayumbon, LPT.

Subject Teacher

Checked by:

Dolores N. Gonzalez
School Principal-DIST Norzagaray