Senior High School

21st Century Literature

from the Philippines
and the World
Quarter 2 - Module 3, Week 3
Asian Literature – Japanese
 Senior High School

st
21 Century Literature
from the Philippines
and the World
Quarter 2 - Module 3, Week 3
Asian Literature – Japanese

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21st Century Literature from the Philippines and the World – SHS
Alternative Delivery Mode
Quarter 2 – Module 3, Week 3: Asian Literature – Japanese
First Edition, 2020

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 Table of Contents

What This Module is About .................................................................................... …i

What I Need to Know ............................................................................................. …i
How to Learn from this Module ............................................................................. …ii
Icons of this Module .............................................................................................. …ii

Lesson 3: Asian Literature (Japan)

What I Need to Know ....................................................................... 1
What I Know ..................................................................................... 1
What’s In .......................................................................................... 2
What’s New: ..................................................................................... 3
What Is It .......................................................................................... 3
What’s More: .................................................................................... 8
What I Have Learned: ...................................................................... 8
What I Can Do: ................................................................................. 9
Summary …………………………………………………………………………………..10
Assessment: (Post-Test) ...................................................................................... ..11
Key to Answers ................................................................................................... .. 12
References .......................................................................................................... .. 13
What This Module is About
Hello Learners! We have explored our country’s literature. Let us now turn to
the astounding wealth of literature of other countries. In this module, you will discover,
appreciate, and delight in the rich literature from each region that we will explore.

This module focuses on Japanese Literature as part of Asian Literature.

What I Need to Know

In this module, you are going to write a close analysis and critical interpretation
of literary texts, applying a reading approach, and doing an adaptation of these which
require you the ability to:

a. identify representative texts and authors from the literature of Japan;

b. compare and contrast the various 21st century literary genres and their
elements, structures, and traditions from across the globe;

c. produce a creative representation of a literary text by applying multimedia and

ICT skills; and

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

based on rationalized criteria, prior to presentation.

i
How to Learn from this Module
To achieve the cited objectives, you are to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.

Icons of this Module

What I Need to This part contains learning objectives that
Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.

ii
 Lesson

3 Asian Literature: Japanese

Grade 11/12, First Semester, Q2 – Week 3

What I Need to Know

We are now on Lesson10 which is still about Asian literature, but this time our
focus is on the literature of the Land of the Rising Sun, Japan. Let us explore the
richness of their literature.

In this lesson, you are going to:

a. compare and contrast the various 21st century literary genres and their
elements, structures, and traditions from across the globe;
(EN12Lit-IId-25)

b. produce a creative representation of a literary text by applying multimedia

and ICT skills; and (EN12Lit-IIij-31.1)

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

based on rationalized criteria, prior to presentation. (EN12Lit-IIij-31.3)

What I Know

Prompts: Figures of speech are used in writing to show comparison. Some of

these are simile, metaphor, analogy, allegory, and allusion. A. Tell
which figure of speech is being defined. Write the correct word in your
LITERATURE ACTIVITY NOTEBOOK.

It is something that shows how two things are

alike, but with the ultimate goal of making a point
about this comparison. 1. ___________________________
Example: I like to imagine that the world is one big
machine. ...

A figure of speech that makes an implicit, implied,

or hidden comparison between two things that 2. ___________________________
are unrelated but which share some common
characteristics.
Example: Her long hair was a flowing golden river.

1
 A figure of speech in which abstract ideas and
principles are described in terms of characters,
figures, and events. 3. ___________________________
Example: The Masque of the Red Death by Edgar
Allan Poe is an allegory for death. The moral is no
man escapes death.

An expression comparing one thing with

another, always including the words “as” or “like” 4. ___________________________
Example: Ex. Her cheeks are red like a rose.

A figure of speech whereby the author refers to

a subject matter such as a place, event, or 5. ___________________________
literary work by way of a passing reference

B. Fill in each blank with the correct word to complete each statement below about
Japanese literature. Choose from the word bank. Write your answers in your
LITERATURE ACTIVITY NOTEBOOK.

China ancient myths Heian Tale of Genji

classical medieval modern legends history
kabuki poetry yomihon literature drama

1. The country which has much influence on Japanese literature was ____________.
2. Japanese literature can be divided into four periods: the _________________,
________________, ___________________, and __________________.
3. Ancient literature in Japan deals primarily with ____________ and _____________.
4. The classical literature in Japan occurred during the golden age, the
______________ period.
5. ______________ is considered the world’s first novel.
6. ______________ and ______________ intertwined during the Medieval period due
to the influence of the civil wars and the emergence of the warrior class.
7. The early modern period gave way to the rise of new genres like the Japanese
_____________, _______________, _________________, and _____________.

What’s In

In Lesson 2, you have learned about the Singaporean literature which is similar
to Philippine literature when it comes to association in culture, customs and traditions.
Now, it is time for you to discover the literary traditions of another Asian country. Before
you proceed, answer the activity.

2
Prompts: Fill in the blanks with word/s to complete each statement. Write your
answers in your LITERATURE ACTIVITY NOTEBOOK.

1. The literature of Singapore comprises a collection of literary works by

Singaporeans in any of the country’s four main languages namely, English,
_____________, Malay and Tamil.
2. The poetry of this younger generation is often politically aware, ____________ and
cosmopolitan.
3. _____________ is the predominant mode of expression; it has a small but
respectable following since independence, and most published works of Singapore
writing in English have been in poetry.
4. ______________ writing in English did not start in earnest until after
independence.
5. ______________ remains a pioneer in writing novels.
6. The Taximan’s Story is written in _________________ point of view.
7. The passenger of the taximan in the story is a __________________.
8. The daughter of the taximan who was no different than other young girls who have
American and European boyfriend is _______________________.
9. The passenger of the taximan wants him to take her to ___________________.
10. The setting of “The Taximan’s story” is ____________________.

What’s New

Prompts: Identify the figurative language used in each item below. Tell if it is a sample
of simile, metaphor, allusion, analogy, or allegory. Write your answer in
your ACTIVITY NOTEBOOK.

1. I could stare into your eyes as / a thousand years come and go.
2. You brag about your backyard so much, People will think it is the Garden of Eden.
3. Aesop’s fable “The Hound Dog and the Rabbit” teaches that incentive will spur
effort.
4. Kisses are the flowers of affection.
5. Look, love, what envious streaks
Do lace the severing clouds in yonder East:
Night’s candles are burnt out, and jocund day
Stands tiptoe on the misty mountain tops.

What Is It

Japanese literature has been influenced heavily by the Chinese literature from
the ancient period all the way to the Edo Period (1603-1868) which corresponds to the
early modern Japanese literature. Japanese literary works also reveal elements of
Indian and later of Western elements but above all, they reveal a distinct style which
has also greatly influenced both Eastern and Western literatures.

3
 Japanese literature can be divided into four periods: the ancient, classical,
medieval, and modern.

Ancient literature in Japan deals primarily with myths and legends. Tales like
the creation of Japan, where the islands came from the gemstones imbued in the
swords of gods are very prominent during this period. The celebrated writers during
this period are Ono Yasumaro, Nihon Shoki, and Man’yoshu who wrote based on real
events in the country.

The classical literature in Japan occurred during the golden age, the Heian
period. During this period, Murasaki Shikibu, one of the greatest Japanese writers,
wrote the seminal text, Tale of Genji. Tale of Genji, considered the world’s first novel,
is a very charming and accurate depiction of the Japanese court during the Heian
period under the reign of Empress Akiko.

History and literature were intertwined during the Medieval period due to the
influence of the civil wars and the emergence of the warrior class. Thus, war tales are
very prominent during this period. Besides war stories and tales, the popular form of
Japanese poetry, the renga, saw its rise.

Modern literature can be further divided into early modern, which happened
during the Edo period, and modern, which started during the Meiji period, when Japan
opened its doors to the West. The early modern gave way to the rise of new genres
like the Japanese drama, kabuki, the poetry form known for its simplicity and subtlety,
haiku, and the yomihon, a type of Japanese book which put little emphasis on
illustration.

The modern period also marked the emergence of new styles of writing.
Japanese writers started to romanticize and tried experimenting with different genres
and subject matters. The Second World War heavily affected Japanese literature but
soon, the distinct Japanese style of writing manage to regain its popularity. Some of
the prominent modern Japanese writers are Yasunari Kawabata, Kobi Abe, Takiji
Kobayashi, and Haruki Murakami to mention a few.

Source: https://www.scribd.com/document/412634387/21st-Century-Literature-of-the-
Philippines-and-of-the-World-1)

Now, read the excerpt from Haruki Murakami’s Kafka on the Shore.

The Boy Named Crow

(an excerpt from Kafka on the Shore)
by Haruki Murakami

“So you’re all set for money, then?” the boy named Crow asks in his typical
sluggish voice. The kind of voice like when you’ve just woken up and your mouth
still feels heavy and dull. But he’s just pretending. He’s totally awake. As always.
I nod.
“How much?”

4
 I review the numbers in my head. “Close to thirty-five hundred in cash, plus
some money I can get from an ATM. I know it’s not a lot, but it should be enough.
For the time being.”
“Not bad,” the boy named Crow says. “For the time being.”
I give him another nod.
“I’m guessing this isn’t Christmas money from Santa Claus.”
“Yeah, you’re right,” I reply.
Crow smirks and looks around. “I imagine you’ve started by rifling drawers,
am I right?”
I don’t say anything. He knows whose money we’re talking about, so
there’s no need for any long-winded interrogations. He’s just giving me a hard
time.
“No matter,” Crow says. “You really need this money and you’re going to
get it – beg, borrow, or steal. It’s your father’s money, so who cares, right? Get
your hands on that much and you should be able to make it. For the time being.
But what’s the plan after it’s all gone? Money isn’t like mushrooms in a forest – it
doesn’t just pop up on its own, you know. You’ll need to eat, a place to sleep. One
day you’re going to run out.”
“I’ll think about that when the time comes,” I say.
“When the time comes,” Crow repeats, as if weighing these words in his
hand.
I nod.
“Like by getting a job or something?”
“Maybe,” I say.
Crow shakes his head. “You know you’ve got a lot to learn about the world.
Listen – what kind of job could a 15-year old kid get in some far-off place he’s
never been to before? You haven’t even finished junior high. Who do you think’s
going to hire you?”
I blush a little. It doesn’t take much to make me blush.
“Forget it,” he says. “You’re just starting out and I shouldn’t lay all this
depressing stuff on you. You’ve already decided what you’re going to do, and all
that’s left is to set the wheels in motion. I mean, it’s your life. Basically, you have
to go with what you think is right.”

That’s right. When all is said and done, it is my life.

“I’ll tell you one thing, though. You’re going to have to get a lot tougher if
you want to make it.”
“I’m trying my best,” I say.
“I’m sure you are,” Crow says. “These last few years you’ve grown a whole
lot stronger. I’ve got to hand it to you.”
I nod again.

5
 “But let’s face it – you’re only 15,” Crow goes on. “Your life’s just begun
and there’s a ton of things out in the world you’ve never laid eyes on. Things you
never could imagine.”

As always, we’re sitting beside each other on the old sofa in my father’s
study. Crow loves the study and all the little objects scattered around there. Now
he’s toying with a bee-shaped glass paperweight. If my father was at home, you
can bet Crow would never go anywhere near it.
“But I have to get out of here,” I tell him. “No two ways about it.”
“Yeah, I guess you’re right.” He places the paperweight back on the table
and links his hands behind his head. “Not that running away’s going to solve
everything. I don’t want to rain on your parade or anything, but I wouldn’t count
on escaping this place if I were you. No matter how far you run. Distance might
not solve anything.”
The boy named Crow lets out a sigh, then rests a fingertip on each of his
closed eyelids and speaks to me from the darkness within.
“How about we play our game?” he says.
“All right,” I say. I close my eyes and quietly take a breath.
“OK, picture a terrible sandstorm,” he says. “Get everything else out of your
head.”
I do as he says, get everything else out of my head. I forget who I am, even.
I’m a total blank. Then things begin to surface. Things that – as we sit here on the
old leather sofa in my father’s study – both of us can see.

“Sometimes fate is like a small sandstorm that keeps changing direction,”

Crow says.
Sometimes fate is like a small sandstorm that keeps changing direction.
You change direction, but the sandstorm chases you. You turn again, but the
storm adjusts. Over and over you play this out, like some ominous dance with
death just before dawn. Why? Because this storm isn’t something that blew in
from far away, something that has nothing to do with you. This storm is you.
Something inside you. So all you can do is give in to it, step right inside the storm,
closing your eyes and walk through it, step by step. There’s no sun there, no
moon, no direction, no sense of time. Just fine white sand swirling up into the sky
like pulverised bones. That’s the kind of sandstorm you need to imagine.
And that’s exactly what I do. I imagine a white funnel stretching vertically
up like a thick rope. My eyes are closed tight, hands cupped over my ears, so
those fine grains of sand can’t blow inside me. The sandstorm draws steadily
closer. I can feel the air pressing on my skin. It really is going to swallow me up.
The boy called Crow rests a hand softly on my shoulder, and with that the
storm vanishes.

6
 From now on – no matter what – you’ve got to be the world’s toughest 15-
year-old. That’s the only way you’re going to survive. and in order to do that,
you’ve got to figure out what it means to be tough. You following me?”

I keep my eyes closed and don’t reply. I just want to sink off into sleep like
this, his hand on my shoulder. I hear the faint flutter of wings.

“You’re going to be the world’s toughest 15-year old,” Crow whispers as I

try to fall asleep. As if he were carving the words in a deep blue tattoo on my
heart.

And you really have to make it through that violent, metaphysical

storm. No matter how metaphysical or symbolic it might be, make no
mistake about it: it will cut through flesh like a thousand razor blades.
People will bleed there, and you will bleed too. Hot, red blood. You’ll catch
that blood in your hands, your own blood and the blood of others.
And once the storm is over you won’t remember how you made it
through, how you managed to survive. You won’t even be sure, in fact,
whether the storm is really over. But one thing is certain. When you come
out of the storm you won’t be the same person who walked in. That’s what
this storm’s all about.
On my fifteenth birthday I’ll run away from home, journey to a far-off town
and live in a corner of a small library. It’d take a week to go into the whole thing,
all the details. So I’ll just give the main point. On my fifteenth birthday I’ll run
away from home, journey to a far-off town, and live in a corner of a small
library.
It sounds a little like fairytale. But it’s no fairy tale, believe me. No matter
what sort of spin you put on it. (Marikit Tara A. Uychoco, Rex Bookstore 2016), 152-155

Source: p113/nick-ian/art/The-Boy-Named-Crow-456862974

7
 What’s More

A. Prompts: Answer the following questions. Write your answers in your

LITERATURE ACTIVITY NOTEBOOK.

1. What does the boy feel toward Crow? Give textual evidence to prove your point.
2. How would you describe the boy named Crow?
3. What does the sandstorm represent? Give textual evidence to prove this.
4. Why does the boy in the story have to be the toughest 15-year-old in the world?

B. Among the figures of speech you have learned from the previous activity
(metaphor, simile, analogy, allusion, allegory), which of them are used in the
excerpt The Boy Named Crow? Extract the part that shows the figure of speech and
then identify what it means. The first one is done for you.

1. Sentence: Money is not like mushrooms in a forest; it doesn’t just pop up on its own
Figure of Speech Used: Simile
Meaning: Money is going to run out one day.

2. Sentence : ________________________________________________________
Figure of Speech Used:
Meaning:_________________________________________________________
3. Sentence :________________________________________________________
Figure of Speech Used:
Meaning: _________________________________________________________
4. Sentence : ________________________________________________________
Figure of Speech Used:
Meaning:_________________________________________________________
5. Sentence :________________________________________________________
Figure of Speech Used:
Meaning: _________________________________________________________

What I Have Learned

Directions: Answer the two questions below. Write your answers in your
LITERATURE ACTIVITY NOTEBOOK.

a. Could you relate yourself to the main character of the story? Why or why not?
________________________________________________________________

b. Do you think all of us have experienced the storm that the text is talking about?
Support your answer.
________________________________________________________________

8
 What I Can Do

It is Asian week in your school. You are tasked to create an infographic digital
poster that features the characteristics of Japan’s literary texts. Your poster must be
colorful, interactive, and informative. It will be judged using the rubrics below.

Rubrics for Infographic

Criteria Description Score

10 points 7 points 4 points
The poster is The poster is The poster has
Visual Appeal visually moderately poor visual
appealing, with appealing appeal, with
harmonious visually, with unbalanced
colors, shapes, generally color
and sizes of harmonious combinations,
figures in the colors, shapes, shapes, and
presentation. and sizes of sizes of figures
figures in the in the
presentation presentation
Information The poster The poster The poster does
presents the somewhat not have
right information presents the sufficient
to the audience. right information information or
to the audience. presents the
wrong
information to
the audience.
Graphics All graphics are All graphics are Only some of
Relevance related to the related to the the graphics
topic and make topic and most relate to the
it easier to make it easier to topic. One or
understand. All understand. two borrowed
borrowed Some graphics graphics have
graphics have a have a note sources noted.
note about their about their
source. source.
Score /30

Adopted: DIWA Senior High School Series, DIWA Textbooks, 2016, p. 199

9
Summary

Literature in the Eastern hemisphere continues as we explore and discover the

literature of the Land of the Rising Sun, Japan. Most significantly, Japanese Literature
were divided into four periods namely ancient, classical, medieval, and modern. Each
of these periods showcased popular genres of literature of their times as well as the
prominent writers who have shaped Japanese culture and tradition.

Moreover, the continent of humanity’s birth, Africa had produced a body of

literature that resonates with human spirit at any point on the planet. Embodying the
desire for freedom and contentment, African literature deserves to be studied
thoroughly by any student seeking to paint a full picture of the 21 st century, as well as
the historical periods that preceded it.

10
 Post Assessment

Prompts: Read carefully each statement. Choose the correct answer by writing it in
your LITERATURE ACTIVITY NOTEBOOK.

1. I like to imagine that the world is one big machine. This is an example of _______.
A. simile B. metaphor C. analogy D. allusion

2. Her long hair was a flowing golden river is an example of what figurative language.
A. analogy B. metaphor C. allusion D. allegory

3. The Masque of the Red Death by Edgar Allan Poe is a/an ________ for death
where the moral is no man escapes death.
A. allegory B. analogy C. allusion D. metaphor

4. “Her cheeks are red like a rose” is an example of?

A. simile B. metaphor C. allusion D. allegory

5. What country has much influence on Japanese literature?

A. USA B. Korea C. China D. Thailand

6. The classical literature in Japan occurred during this period.

A. Nara B. Heian C. Muromachi D. Edo

7. What is considered as the world’s first novel?

A. The Tale of Genji C. Tales of Amadou Koumba
B. The Tale of Vesperia D. Tales of the World

8. What does sandstorm represent in the story The Boy Named Crow?
A. the way the world tries to take us away from our problems
B. running away could resolve a problem
C. the challenges and problems we face in our journey in life.
D. a small fate that keeps changing our directions

9. According to the boy named Crow, what does Kafka have to become?
A. a criminal on the run
B. a metaphysical concept
C. the world’s smartest fifteen-year-old
D. the world’s toughest fifteen-year-old

10. What does the boy feel toward Crow?

A. He is afraid of him.
B. He just ignores him.
C. He has no fear of Crow.
D. He baits him and laughs in his face

11
 Answer Key

What’s More
Module 2 Lesson 10
What Is It
Answers may vary
What I Have Learned
Answers may vary
What’s More
1. taximan – generous and hardworking father of
Module 2 Lesson 11
eight
What’s In
passenger who is a teacher going to a meeting
1.
2.The irony is the fact that the taximan criticizes
2-5.
young people of our generation for being too
6-7.
immature by hanging out at places like Hotel
8.
McElroy; while he still goes there to make an easy
9.
living as Hotel McElroy is a popular spot to earn
10-11.
more money.
12-15.
3. * how the Singaporean youth in the present times
have grown impulsive and careless compared to the
What I Know
earlier generations.
1. rising action
* Differences of the 'old' (taximan's generation) and
2. falling action
current (Lay Choo's generation) Singapore
3. setting
* How making a living in Singapore has overcome
4. plot
the need to stand up for our own beliefs and make a
5. theme
stand to whatever opposes us
6. exposition
7. climax
What I Have Learned
8. denouement
Answers may vary
9. conflict
10. mood
Module 2
What’s More
What’s In
Answers may vary
1. Chinese
What I Have Learned
2. transnational
Answers may vary
3. Poetry
4. Fiction
Module 2
5. Goh Poh Seng
What’s In
6. first person
1. E
7. teacher
2. J
8. Lay Choo
3. D
9. National University of Singapore
4. H
10. Singapore
5. C
6. F
What I Know
7. A
1. analogy
8. I
2. metaphor
9. G
3. allegory
10. B
4. simile
5. allusion
What I Know
Answers may vary
What Is It

12
References
BOOKS
DIWA Senior High School Series. 2016. DIWA Textbooks.
Redoblado, Simoun Victor D. 2017. Contemporary Literature -21St Century
Literature From The Philippines And The World. Brilliant Creations Publishing
Inc.
VIDEOS
"The Hunger Games (2012) - Movie". 2014. Youtube. http://j.mp/18UG0Fx.

WEBSITES
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Literature-of-the-Philippines-and-of-the-World-1.
"A Study In Emerald". 2020. Baker Street Wiki.
https://bakerstreet.fandom.com/wiki/A_Study_in_Emerald.
"Blank Timeline". 2020. Teachers Pay Teachers.
https://www.teacherspayteachers.com/Product/Blank-Timeline-1993895.
Bisd303.Org.
https://www.bisd303.org/cms/lib3/WA01001636/Centricity/Domain/616/adaptatio
n%20rubric.pdf.
"Conquest". 2020. The Mongol Empire.
https://mongolempirewhap.weebly.com/conquest.html.
Core.Ac.Uk. https://core.ac.uk/download/pdf/46722071.pdf
Emsd63.Org.
https://www.emsd63.org/cms/lib7/IL01906326/Centricity/Domain/225/PLAYWRI
TING%20RUBRIC%20w%20Sample.pdf.
"File:Pirosmani. Threshing-Floor. 1916, Oil On Cardboard, 72X100.Jpg - Wikimedia
Commons". 2020. Commons.Wikimedia.Org.
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