0 - LIT - 102 - Module

Republic of the Philippines
WESTERN MINDANAO STATE UNIVERSITY

Imelda Campus
Balugo, Imelda, Zamboanga Sibugay
LITERATURE 102
WORLD LITERATURE
Developed by:
CRISTIE D. BIHAG
BACHELOR OF ELEMENTARY EDUCATION PROGRAM

BACHELOR OF SECONDARY EDUCATION PROGRAM
WMSU – External Studies
August 2020
Based on WMSU-ISMP-GU-001.00
Effective Date: 07-Dec-2016

Copyright © by Western Mindanao State University
All rights reserved. Published 2020
Printed in the Philippines
ISBN:
No part of this publication may be reproduced or distributed
in any form or by any means, or stored in a database or
retrieval system, without prior written permission of
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Table of Contents
Table of Contents
Foreword……………………………………………………………………………………………..iv
Preface
Acknowledgment
Preliminaries: Foundations and Learning Directions
WMSU Vision
WMSU Mission
WMSU Quality Policy
The WMSU Graduate: An Institutional Outcome
College of Teacher Education Goals
Targeted Program Outcomes
Course Description and Learning Outcomes
LESSON 1
The University VMGO and Course Overview
Introduction
Desired Learning Outcomes
Lesson 2 The Ancient Middle East………………………………………………………………….
16
Lesson 3 Epic of Gilgamesh……………………………………………………………………………………………18
Lesson 4 Hebrew Literature (Noah and the Flood)………………………………………………………..19
Lesson 5 The Book of
Ruth……………………………………………………………………………………………..21
Lesson 6 The Prodigal
Son……………………………………………………………………………………………..23
Lesson 7 Greek Literature (Iliad and Odyssey)…………………………….……………………………24-
29
Lesson 8 Oedipus Rex……………………………………………………………………………………………………30
Lesson 9 Roman Literature
Aeneid…………………………………………………………………………………………………………………………31
Lesson 10 European Literature
Nibelungenlied……………………………………………………………………………………………………………..34
Lesson 11 Indian Literature
Ramayana………………………………………………………………………………………………………………...35-41
43
Lesson 12 Formalism…………………………………………………………………………………………………42
Midterm Exam…………………………………………………………………………………………………43
Foreword
43
Preface
The underlying framework used as the basis of the design and development of the
module is the 4A’s of Adult Learning, as suggested by the Southeast Asian Managers of
Education Organization (SEAMEO). This framework is based on Kolb's experiential learning
theory, which is typically represented by a four stage learning cycle in which the learner
'touches all the bases' (McLeod, 2017):
• Concrete Experience. A new experience of situation is encountered, or a

reinterpretation of existing experience;
• Reflective Observation of the new experience. Of particular importance are any
inconsistencies between experience and understanding;
• Abstract Conceptualization. Reflection gives rise to a new idea, or a modification
of an existing abstract concept; and
• Active Experimentation. The learner applies them to the world around them to
see what is the result when applied in their environment.
Kolb (1974) views learning as an integrated process with each stage being mutually
supportive of and feeding into the next. It is possible to enter the cycle at any stage and follow it
through its logical sequence. However, effective learning only occurs when a learner is able to
execute all four stages of the model. Therefore, no one stage of the cycle is as effective as a
learning procedure on its own. This model is translated through the 4A’s of adult learning
cycle: Activity, Analysis, Abstraction and Application. as shown in Figure 2.
New
Knowledge
1 .A cti
vi tyi
4 .A p
lic ati
ic o
n
ti n .A n
2 a.A lysin
a ysi
3 .A
3 b
stra cti
tra o
n
ti n
Figure 2. The flow of the 4A’s of adult learning cycle and construction of knowledge
43
The model shows that students begin with an activity, followed by analysis, and then
forming abstract concept through reading or studying an article, chapter or lecture notes
included in the module. The stages end with an application which will ultimately produce new
knowledge or experience. And is hoped to be achieved with this module. This module may be
used as a self-instructional module or with the least amount of teacher intervention.
For the purposes of this module the following conventions were used based on the
institutional template (WMSU-ISMP-GU-001.00).
Primary Components
Try This! (Activity). This part provides you a structured experience to engage
you as learner and develop a common idea for the discussion. The activities are directed to you.
This is called the “what to do” phase.
Think Ahead! (Analysis). This part of the module allows you for a reflective
feedback and provides you an opportunity to look more closely at what happened in the
activity. It is a process of inquiry in the activity, allowing you for a systematic examination,
experience sharing and learning from others. This is the “why” phase.
Read and Ponder. (Abstraction). This is the integrative component of the

module, integrating the activity and the analysis phase into the overall learning experience.
This phase allows you for theoretical and clarificatory inputs. This leads you to a formulation of
inferences, generalizations that integrate the various concepts in the learning. This is called the
“so what” stage.
See If You Can Do This. (Application). This part allows you for the practical
synthesis of the concepts. Hence, it allows you an opportunity to apply the generalizations and
inferences to work and actual situations. This stage transfers insights into real-life concerns.
This stage also provides you to give feedback on the effectiveness of the sessions. This is the
“now what” phase.
Other Components
Introduction. This part provides the background information about the

module, what class, course or topics it is linked to. It also provides information about the main
content of the module.
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Objectives. This part indicates the overall intents, purposes, and aims of the
module. It may also list the learning competencies and/or desired learning outcomes.
Reflection. This part indicates the reflection on prior experiences that may
have affected the present experience, present experience that affected their present thinking or
learning and how it may impact future encounters or experiences.
References
WMSU OVPAA & ISMP (2016). Guidelines in Writing Self-Instructional Modules (WMSU-ISMP-
GU-001.00). Western Mindanao State University, Zamboanga City
McLeod, S. A. (2017). Kolb - learning styles. SimplyPsychology.com [web]. Retrieved from

https://www.simplypsychology.org/ learning-kolb.html
43
Acknowledgment
The authors would like to acknowledge the writers of all materials used here as
references, models, exercises, and reading passages.
Special thanks go to the following who are responsible and who gave a
responsible
43
Preliminaries: Foundations and Learning Directions

by Cristie D. Bihag
In this catastrophic time, people around the world are in constant unnerving struggle
and cry. This pestilence has swept millions of hopes, tons of dreams, barrel of wishes, basket
aspirations, and worst of all brushed millions of lives in less than four months.
However, life must move forward. Even if it means surviving through a new normal
society. A learner who is sagacious enough and seek acclivity in education will savor a
harmonious tune of new knowledge.
Now that globalization or worldwide exchange of knowledge and technology is one of

the dominant ideologies, English, tagged as the international language and the transmitter of
varieties of knowledge from different parts of the world.
In this module, a value-driven approach is applied for a more valuable experience. It

encourages learners to build a culture-sensitive and culture-responsive approach thus, a
quality of learning is assured.
As the institution longs to produce a competitive graduate, this is a stepping stone that
will help to guide students to chase their dreams every step of the way.
WMSU Vision
The University of Choice for higher learning with strong research orientation that
produces professionals who are socially responsive to and responsible for human
development, ecological sustainability, and peace and security within and beyond the region.
WMSU Mission
The Western Mindanao State University, set in a culturally diverse environment, shall
pursue a vibrant socio-economic agenda that include:
• a relevant instruction paradigm in the education and training of competent and
responsive human resource for societal and industry needs;
• a home for intellectual formation that generates knowledge for people
empowerment, social transformation and sustainable development; and,
• a hub where science, technology and innovation flourish, enriched by the wisdom of
the Arts and Letters, and Philosophy.
WMSU Quality Policy

The Western Mindanao State University is committed to provide internationally
recognized quality education and to be the lead provider of quality human resource and
research and development in the country and the ASEAN region in compliance to international,
national and local statutory and regulatory requirements.
The University commits itself to ensure that its internal and external clientele receive
the highest quality service that exceeds their requirements. In so doing, the management shall
continually monitor, review and improve the university’s systems and processes by
maintaining a comprehensive and effective quality management system with reference to the
standard and requirements of ISO 9001:2015.
The WMSU Graduate: An Institutional Outcome
43
The WMSU Strategic Plan for 2016-2025, duly approved and adopted per Board of
Regents Resolution No. 32, series of 2016, describes the general direction of the University. It
includes the strategic initiatives and defines, among others, the outputs, outcomes and
priorities. As an outcome, the WMSU graduate is expected to:
• Possess qualities, qualifications and skills giving them competitive edge,
locally and internationally, over their peers in acquiring gainful
employment; (p. 18, p. 23)
• Demonstrate knowledge and skills in research to make informed decisions
and for knowledge generation, technology creation and sustainable
development; (p.26) and
• Demonstrate volunteerism, social conscience and social responsibility for
societal transformation, ecological sustainability and social
entrepreneurship. (p.26, p.30)
College of Teacher Education Goals

To help and contribute to achieving the University’s vision and mission the following
goals of the College of Teacher Education was formulated:
a. Provide high quality teacher education that is responsive to education-for-all in the
nation and education-for-sustainable development needs in the world;
b. Realize the threefold institutional thrust of instruction, research and community
outreach in higher education;
c. Hone the students to the competencies and skills of a new breed of 21st century
teachers, such as information-media literacy communication skills, civic literacy,
global awareness, among others;
d. Create an environment for transformational leadership among students who will be
imbued with energy, enthusiasm and passion for positive change in the teaching
profession; and
e. Instill the value of lifelong learning among graduates who will not only desire to
become full-fledged professionals but also molders and artists who blend the
natural qualities and strong desire to be the best in the profession.
Targeted Program Outcomes

This course covers the following minimum standards for Teacher Education programs as
stipulated in CHED Memorandum Order No. 74 & 75, series of 2017. As such, the Bachelor in
Elementary/Secondary Education graduate of the College of Teacher Education can:
a. demonstrate mastery of subject matter/ discipline; (6.2.b)
b. demonstrate a variety of thinking skills in planning, monitoring, assessing, and
reporting learning processes and outcomes; (6.2.f)
Course Description and Learning Outcomes

This course is a study of understanding literary works of renowned writers from
different parts of the world. Focus is on the analysis of selected literary works for form and
meaning. The course likewise attempts to provide students with the opportunity to explore the
different approaches to literary criticism.
A. General Objectives:
At the end of the course, the students are expected to:
1. gain deeper insight into the different literary works of the world’s great literary.
2. relate the important contribution of the continental countries and integrate
broad philosophical connections as gleaned from the study of the present.
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3. analyze literary pieces of some representative oriental and occidental countries;

specifically noting their form, structure, and style.
4. manifest appreciation of literary masterpieces so as to acquire better
understanding and develop insights of other people’s culture through diverse literary
forms and genre; and
5. demonstrate proficiency in English within the context of the literary selections
and must have written and passed a critical analysis using formalism approach.
B. Specific Objectives:
For Mid-Term
During this term, the students are expected to:
1. identify various biblical and philosophical dimensions of the Hebrew literary

works as gleaned from the study of the present need of people;
2. discuss the differences in the literary characteristics and styles between
Greeks and Roman, Persian, Indian and Asian literature;
3. express appreciation for the different literary genres or forms by reading and
discussing them in the light of the message they convey;
4. draw out concepts, philosophies and life guideposts in the process of
analyzing different literary pieces;
5. generate values from the analysis of the various literary works which would
enable them to clarify their own set of schema and value system;
6. establish tie-ups with the present actual life situations by drawing
implications from the different events, conflicts and struggles unfolded in each
literary selection discussed;
7. sharpen various skills needed in analysis such as restating, making inferences,
synthesizing, and noting major ideas and important points in the selection; and
8. document their opinions and interpretation from the details of the study of
the literary piece itself.
References
CHED (2017a) Revised Policies, Standards, Guidelines for the Bachelor of Elementary
Education. CHED Memo. Order No. 74, Commission on Higher Education, Diliman,
Quezon City.
CHED (2017b) Revised Policies, Standards, Guidelines for the Bachelor of Secondary Education.
CHED Memo. Order No. 75, Commission on Higher Education, Diliman, Quezon City.
McLeod, S. A. (2017). Kolb - learning styles. SimplyPsychology.com [web]. Retrieved from

https://www.simplypsychology.org/ learning-kolb.html
WMSU (2016) Strategic Plan 2016-2025. Approved per BOR Resolution No. 32, s. 2016.
Western Mindanao State University, Zamboanga City.
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LESSON 1
The University VMGO and Course Overview
by Cristie D. Bihag
Introduction “
The Western Mindanao State University (WMSU) is
an institution of higher learning that grew from a modest
We can chart our
secondary school that offered only normal instruction. future clearly and
Today, the school is a distinguished State University in
Zamboanga Peninsula that rethinks its values and enduring wisely only when
commitments in its Vision and Mission statements (WMSU,
2016). we know the path
This module will bring you down memory lane as which has led to
you rediscover the roots that led to the present stature that
WMSU is today. You will retrace the rich history of Western the present.
Mindanao State University and use this knowledge to chart
your own future and set personal goals for this course, for Adlai E. Stevenson
the program you taking, for your career and for a life of continuous learning; and become the
ideal graduate of the University.
You are expected to finish this material within one week.
Desired Learning Outcomes

At the end of this module, the pre-service teacher (PST) can:
~ discuss the implications of the University and College VMGO, classroom policies, and
the course to one’s future career/profession; and
~ reflect on the significance of the course and the student’s role in the achievement of the
University and College VMGO.
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Try This!
Choose one situation and write your answer inside the box.
1. If you would be an Aladdin in this modern world who have a dying monkey
who is your best friend in this pandemic time with no one to run to and a
lazy genie, what would your three precious wishes be?
2. If you would find out that you are a successor of a billion-dollar trust fund
but you have only one month to live, what would you do?
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Think Ahead!
 Most of you would choose the first situation where everything is just a
blink of an eye or a single snap of a finger, what does this make you or
what do you think is the impact of your choice on this?
 What is the implication of the given activity?
Read and Ponder

(You are expected to have read already the section on “ Preliminaries: Foundations and Learning
Directions”. Otherwise, you are strongly advised to please read the section before proceeding.)
Overview About the University

CHED Memorandum Order 46, series of 2012 describes the different horizontal types of
Higher Educational Institutions (HEIs) and the roles they play in national development and the
corresponding requirements. A University is an academic institution that:
“contributes to nation building by providing highly specialized educational
experiences to train experts in the various technical and disciplinal areas and
by emphasizing the development of new knowledge and skills through research
and development. The focus on developing new knowledge is emphasized from
the basic postsecondary (i.e., baccalaureate) academic programs through the
doctoral programs; thus, are search orientation is emphasized in the Bachelor,
Master’s and doctoral degree programs. Universities contribute to nation
building by producing experts, knowledge, and technological innovations that
can be resources for long-term development processes in a globalized context.
In order to attain its mandate, Universities should have:”
While not explicitly stated, to be recognized University is considered as the highest
horizontal type, based on the role its role in nation-building and corresponding institutional
requirements. In addition, the description highlights the University’s four-fold function of
instruction, research, extension and production (or resource generation). As a premiere
University in Western Mindanao, these four-fold functions are enshrined in Western Mindanao
State University’s Vision and Mission.
An organization’s vision can be likened to a dream. It is what the organization in this
case, Western Mindanao State University, consider as the ideal conditions that the organization
desires. The University Vision is an articulation of the University’s future directions governed
by its adhered educational philosophy. It answers the question; where or what does an
organization want to be in the future?
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The mission statement or University Mission expresses the means on how to achieve
the vision of the University. The mission dictates how the organization would be able to
achieve that envisioned state. It answers the question; how does an organization get to that
desired state? While the vision are general and more enduring statements, mission statements
may be changed, modified or improved depending on the needs of the larger society in which
the organization operates.
Goals are relatively general statements formulated by the sub-units of the organization.
These statements indicate the strategic, long-term and contextualized actions that the unit, in
this case, the college, intends to undertake to accomplish the mission of the organization. That
is the same role that the college goals play.
The achievement of the goals of the college, University Mission and Vision, can be
effectively measured and assessed in terms of the achievement of outcomes – institutional,
program and learning outcomes. These outcomes are defined by CHED (2016) as follows:
• Institutional outcomes are described in terms of the attributes of ideal
graduates and the desired impact on society based on the vision and mission
of the HEI. These would serve as the foundation for the development of a
supportive teaching-learning environment.
• Program outcomes are the sets of competencies (related knowledge, skills,
and attitudes) that all learners are expected to demonstrate. CHED’s new
Policies, Standards, and Guidelines (PSGs) have been rewritten to reflect the
minimum program outcomes. While these PSGs may be used as guide, an
HEI may incorporate program outcomes that are unique in the context of its
horizontal type as well as its vision and mission.
• Course outcomes refer to the knowledge, values, and skills all learners are
expected to demonstrate at the end of a course. Learning outcomes may
result from a specific lesson, although it is sometimes used interchangeably
with course outcomes. Thus, in the hierarchy, learning outcomes are seen as
building blocks.
Hence, you as the learner, has a contribution to the achievement of the University’s
Vision. YOU ARE NOT an independent and disjoint entity in the WMSU’s academic community ,
rather you are a SIGNIFICANT component of the University’s organization, you are one of the
measures of its success, an INTEGRAL fiber in its social fabric. Figure 1 shows the schema on
the contribution of the outcomes toward the University’s Vision.
QUALITY POLICY & PROCESSES

LEARNERS
(Learning Outcomes)
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Figure 1. The Outcome-based Education Framework
A possible mapping of the WMSU Vision and Mission statements to the attributes and
values adhered to by the University, and its four-fold function is shown in Table 1. It is just one
of the possible mappings that could be derived from the Vision and Mission statement to
highlight the alignment of the Vision and Mission statements as a precursor to alignment with
the College Goals, program outcomes and course learning outcomes.
Table 1
Matrix on the mapping of the values, functions, vision and mission statements.
Attributes/ Values/
WMSU Vision Keywords WMSU Mission Keywords
Functions
Excellence/ Quality University of Choice for higher (this attribute seems to be
learning implicitly exuded in each
mission statements)
Multiculturalism/ … peace and security within set in a culturally diverse

Inclusivity/ Humanism and beyond the region environment;
enriched by the wisdom of the
Arts and Letters, and
Philosophy
Instruction produces professionals… relevant instruction paradigm

in the education and training of
human development competent and responsive
human resource
Research and with strong research intellectual formation that

Development orientation generates knowledge;
a hub where science,
technology and innovation
flourish
Extension/ Production/ socially responsive to and shall pursue a vibrant socio-

Resource Generation responsible for human economic agenda;
development, ecological
sustainability people empowerment;
social transformation;
sustainable development
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Brief Background and History of the University

(excerpted from Potenciano, et al. 2013; WMSU-Strategic Plan, 2016)
The Western Mindanao State University traces its roots to the mainstream American
Educational Campaign for the Filipinos at the turn of the 20th century. Armed with no more
than the desire to educate people, the Americans established schools in the provinces and
hinterlands.
The secondary school in Zamboanga became a training ground for native teachers who
would serve the areas of Zamboanga, Lanao, Cotabato, Davao and Sulu. The founding of the
Provincial Secondary School on July 18, 1904 thrived amidst a conflicting period in Western
Mindanao where the American forces attempted to supplant a perceived medieval Muslim
culture. The school was under the supervision of the School Superintendent, Dr. Najeeb M.
Saleeby, with Mr. Charles R. Cameron, his assistant, as the school’s first principal. In 1914, it
became the Provincial Normal School and with Mindanao and Sulu under civilian governor, Mr.
Raymond Stephens, a civilian school principal, also took over.
With the erection of the Normal Hall in 1918 in Baliwasan (its present site) the
Provincial Normal School previously known as Burleigh School, in two campuses: Jovellar and
Magay streets transferred to its new site in Baliwasan. The school was formally known then as
the Zamboanga Normal School.
The outbreak of World War II in 1941 forced the school to suspend its operation. The
normal building was used by US Army and later by the Japanese Army. During this period, the
institution played a very important role in social reconstruction especially after World War II.
With the war over in 1945, classes resumed with the training of teaching professionals, with
the secondary Normal Curriculum and two-year Elementary Teacher’s Certificate (ETC)
academic programs in place.
On June 17, 1961, Zamboanga Normal School was converted to Zamboanga Normal
College by virtue of RA no. 3272 offering the four-year and five-year courses leading to the
degrees of Bachelor of Science in Elementary Education and Master of Arts in Education
respectively. Major reforms were then introduced by Fabian Abitona (1961-1968) focusing on
Quality Teacher Education and efficient management with his pragmatic stewardship. His
untimely demise in 1968, however, propelled Mrs. Ignacia B. Olaso, the first of the three
laboratory elementary school principals to be elevated to the topmost echelon of the institution
– as officer in-charge of the newly created College. More than modelling as the moral compass
of the College, she took total personality development of faculty and students to heart.
Towards the end of 1968, Dr. Domingo Soriano (1968-1971) assumed presidency. Then
on June 26, 1969, the enactment of RA 5492 converted Zamboanga Normal College to
Zamboanga State College (ZSC) whose mandate then was “to provide professional and technical
instructions in the fields of elementary, secondary and collegiate education, in science as well
as in the humanities for the Mindanao Region with special provisions for national cultural
minorities inhabiting therein “. This led to the establishment of the Graduate School and the
Laboratory High School as well as the offering of diverse four-year and five- year courses, apart
from the teacher education degree.
On March 31, 1971, Mrs. Ignacia B. Olaso was installed President of ZSC, the first
woman President of a State College in the country. Her term was marred by disagreements –
mirroring, perhaps, the turbulent years of Martial Rule.
In 1977, the Department of Education, Culture and Sports (DECS) Region 9 Assistant
Director Dr. Juanito Bruno (1977-1986) was designated acting president. He started a stream
of changes in the then fledgling university responding to the clamor for a more plural academic
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agenda. This was complemented by Presidential Decree No. 1427 of June 10, 1978. Under this
decree, the college assumed a new name: Western Mindanao State University (WMSU). WMSU
was mandated to “serve as an instrument for the promotion of the socio-economic
advancement of the various cultural communities inhabiting therein”.
To this day WMSU serves the provinces and cities of Zamboanga Peninsula, Basilan,
Sulu, Tawi-Tawi, and beyond. New academic colleges were organized and new buildings
constructed, radically changing the University landscape – the College of Arts and Sciences, the
College of Science and Mathematics, the College of Forestry, the Research Center, the University
Gymnasium, and University dormitories. The College of Agriculture building at San Ramon was
also placed as one of the pipeline projects for infrastructure and development.
Dr. Bernabela L. Ko (1986-1991), the second laboratory elementary school principal to
head the institution, was elected as the first full-fledged President of the University. Dr. Ko’s
term was similarly hampered by internal discords, and later by her failing health. Her Vice
President, Dr. Erdulfo B. Fernando (1991-1997), and the third laboratory elementary school
principal to assume the highest post in the university, took over the helm. He emphasized on
academic and professional advancement of faculty and infrastructure development. During his
term, new courses were offered, new building constructed, local, national and international
faculty scholarship grants and global linkages with technological institutions were initiated
with countries like People’s Republic of China, South Korea and Singapore. His six-year term
ended in July 1997, but had been extended for six months.
Dr. Eldigario D. Gonzales (1998-2007) assumed the presidency after Dr. Fernando in
1998. His direction for the University revolved around a 15-point agenda that embraced
academic advancement, faculty capability building and professional growth. A new challenge
for the university was brought forth: “To be the Center of Excellence and an internationally
recognized lead institution in Human Resource Development and Research in the country and
in the ASEAN region”. It was during this time that the College of Education was awarded the
prestigious title as the Center of Excellence in Education for Region IX by the Commission on
Higher Education. Dr. Gonzales restructured the university to make it addresses.
Dr. Grace J. Rebollos (2007-2012) led the University with the motto “La Unibersidad en
servicio de la comunindad” (The University in the service of the Community), the raison d’etre
for her educational leadership to conduct, spearhead and partner with numerous community
outreach programs, development activities and research. Moreover, she prioritized faculty
development through its scholarship programs, saw to the revision and creation of new
curricular programs, expanded the student services program, upgraded library facilities,
acquired advance laboratory equipment, set up External Studies Units, and strengthened
research and development side by side with Extension Services to the community, the Region
and the nation.
Dr. Milabel Enriquez –Ho (2012-2020), the fifth University President, committed to
bring WMSU to greater heights by pursuing a ten-point agenda. These include: energy
conservation and environmental and natural resource preservation; resource generation;
corporate responsibility; research- informed initiatives; modernization of facilities and
resources; linkages and networking with national and international institution and agencies;
accreditation; vivification of curricular offerings (with provisions for review services/classes);
holistic health program for all; and human capital development.
The University Colors and Seal. (WMSU Code of 2014, Chap. 2, Sec. 8)
The University colors shall be crimson and white: white symbolizing purity, unity and
truth and crimson symbolizing celestial love of good. An inner white circle between two
crimson circles hems in the University seal. Emblazoned in an arc form is the name of the
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university in bold and white letters. The lower arc bears the year “1904”, the institution’s
original foundation year. Immediately beneath the date is “Zamboanga City”, the domicile of the
first State University in Western Mindanao.
The inner-bounded crimson circle with white background describes the true persona of
the University in her pursuit for excellence. The sail represents the diversity of the Mindanaoan
culture and the people’s quest for self-fulfillment; the lighted torch upon an open book
represents the guiding light for academic excellence and truth; the laurel leaves symbolize the
triumph in the pursuit for knowledge and wisdom; and the eagle with outstretched wings
depicts the power of education and academic freedom for institutional development and
distinction.
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Class Policies, Learning Plan and Learning Contract
Conditions for Performance Evaluation

 Active participation or compliance to all class activities regardless of modality.
 All non-test outcome-based activities will be evaluated with a rubric.
 A final percentage score of not less than 60% is required to pass the course.
 A grade of ‘incomplete’ or INC shall only be given if a student fails to submit a Major
Course Output determined at the start of the course, or fails to appear for the final
examination upon determination of the validity of reason.
Assessment of Learning Outcomes: Components of Final Course Rating

Major Examination (administered Midterm Grade 40%
during F2F meeting) Final term Grade 60%
Quizzes/Graded Activities (online, FINAL RATING 100%
offline or hybrid) 20%
Major Course Outputs
(Processes/Products) 30%
Participation (negotiable to 20%)
10%
TOTAL
Learning Plan (derived from the Independent Learning Packet)

Mode of Delivery: Offline or Hybrid
Outcome-based Teaching & Learning Activities:
~ Performance of prescribed activities and submission of outputs or write-ups as
may be required.
~ Required reading of materials or module components.
~ Supplemental reading based suggested sources.
Topics Desired
Outcome-based Means of
(Time-on-material: 3 hrs. Learning
Tasks/ Activities Verification (MOV)
per week) Outcomes
LESSON 1 (Week 1)
A. Overview About the ~ discuss the ~ Infographic designing. ~ Image file of the
University implications of the Students, in dyads or infographic with
 The University’s Vision University and triads, discuss the task dimension of 2ft.
and Mission College VMGO, using guide questions to (width) by 3 ft. (height)
 Programs Outcomes classroom policies, design an infographic. using at least MS
 The College of Teacher and the course to ~ Reflection paper PowerPoint.
Education Goals one’s future writing. Individual ~ Reflection paper
 career/ writing of reflection output (with prompts)
profession; and papers as pre- ~ Duly signed learning
~ reflect on the assessment of course contract.
significance of the insights.
course and the ~ Learning contract.
student’s role in Agreement on the
the achievement of intended learning
the University and outcomes and expected
College VMGO. deliverables or outputs
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Topics Desired
per week) Outcomes
of the course.
LESSON 2 (Week 2-3)

~ explain the basic ~ Graphic organizers. ~ Appropriate graphic
concepts and Using K-W-L chart organizer. While the K-
principles in concept map, or any W-L chart and concept
educational appropriate graphic map are preferred, any
assessment, organizer, students, will graphic organizer is
~ discuss on the role present their insights, acceptable as may be
of assessment in explanations and deemed appropriate.
making discussions on the Appropriateness will be
instructional concepts and principles one of the criteria in the
decisions to of high quality rubric among others.
improve teaching assessment and the role ~ Annotated
and learning, and of assessment in making bibliography. The
~ reflect on and instructional decisions annotation will be solely
discuss the to improve teaching and judge on the objective
applications and learning. summary of the
implications of ~ Annotated researched material.
assessment to bibliography. ~ Reflection paper or
teaching and Annotated bibliography position paper. These
learning using of library/ online write-ups will show the
research-based research on the recent insights derived from
knowledge and trends in assessment. the papers previously
information. ~ Write-ups. Through annotated.
writing reflection and
position papers students
will present their
analysis, discussions and
reflections on the
research materials and
articles obtained during
the online/ library
search regarding the
recent trends and state-
of-the-art of high quality
assessment.
LESSON 3 (Week 4-6)

A. Standards-based ~ formulate ~ Unpacking learning ~ Formulated
Assessment appropriate competencies and objectives. Objectives
 Constructive alignment learning objectives formulating objectives. must be formulated
 K-12 Assessment and outcomes that The preservice teachers from unpacking at least
Guidelines are constructively will be made to choose a 3 CG competencies or
- Content standards aligned with topic on a subject of the Most Essential
- Performance national standards their choice from the Learning Competencies
standards curriculum guide and (MELC). The unpacking
- Assessment types unpack a related process and formulated
B. Appropriate Targets competency. They shall objectives will be
 Competencies, then formulate learning assessed separately.
Objectives, Outcomes objectives based on the The output will form
 Characteristics of unpacked competency part of the portfolio as a
Objectives (SMARTER) and write the objectives course output.
 Learning Domains & using the ABCD format.
Taxonomies (May be done
- Cognitive individually or in small
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Topics Desired
per week) Outcomes
 Bloom’s Taxonomy groups)
 Revised Bloom’s
Taxonomy
- Affective
- Psychomotor
 Other taxonomies
- SOLO Taxonomy
(Biggs & Collis, 1982)
- Marzano Taxonomy
(Marzano & Kendall,
2007)
C. Unpacking Learning
Competencie s
 Unpacking
competencies Using 5Ps
 ABCD of the Statement
of Objectives
 Writing objectives from
competencies
LESSON 4 (Week 7-9)

A. Characteristics of ~ design and develop Test development, pilot ~ Table of Specifications
Quality Assessment assessment tools testing, item analysis and (TOS), test item
Tools that are learner- reliability testing. questions and item
B. Types of Teacher-made appropriate, Using the objectives analysis results. The
Tests target-matched formulated in the previous TOS and report of item
 Formative assessments and consistent module, as the preservice analysis and reliability
 Diagnostic assessments with curriculum teacher, you will: testing should be
 Summative requirements ~ design a table of encoded or written
assessments ~ improve specifications, clearly and legibly. This
C. Learning target and assessment tools ~ develop or formulate the output will form part of
assessment method based on test items using a mix of the developmental
match assessment data appropriate test formats portfolio for the course.
 Table of Specifications based on the TOS,
D.Assessment tools ~ pilot-test the developed
development assessment tool with
 Assessment children of school age in
Development Cycle your area of residence
 Test item formulation (following minimum
 Item Analysis health protocols),
 Reliability ~ conduct item analysis
- Measures of and reliability testing on
Relationship the assessment data, and
- Index of ~ make necessary revisions
Determination to the assessment tool
- Inter-rater Reliability based on analysis of
- Validity results.
MIDTERM EXAMINATION (Week 10)

 Written examination (face-to-face administration of test with at most 1 hour ~ Duly accomplished test
per batch of students) paper or answer
 Consultation and advising of students on course output (face-to-face sheet.
discussion in small groups) ~ Developmental
 Remedial discussion (clarificatory discussion of concepts covered in the portfolio. (partial)
module based on the outputs and feedback)
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Other course specific guidelines

• Format of ALL write-ups. Write-ups may either be encoded or written (legibly) in an A4
size paper. The margins should be: Top & Bottom – 1 in.; Left – 1.25 in.; Right – 0.8 in.
• Mode of submission of outputs. The primary mode of submission is offline through
designated drop box in the school or other designated areas. Minimum health protocols
should be observed during submission. Drop boxes will be checked and emptied every
Monday or the first workday of the week. A hybrid mode of submission can be done, if
viable, by sending the softcopy of the output through Messenger or email, unless
specified by the teacher. Sending of images of outputs is only allowed if it is not part of the
developmental portfolio. Thus, prior permission must be sought from your teacher before
doing so.
• Packaging of offline submissions. All submissions through drop box method should be
placed inside a long brown envelope with the Course Code (PED 106) followed by the
section written on the upper left corner. Below the course code should be your name or
names of the members of the group. Indicate for which module is the submission for at the
upper right corner. Example:
World Literature Module 2

Name: Dela Cruz, Juan X.
Instructor:
Other agreements
Teacher contact details (Please do not disclose to anybody the following personal information).
For queries use the contact information below.
Contact Number: _________________________
Official Email address: ______________________
Facebook/ Messenger Name: _________________________
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(Fill-in the needed information in the contract below and affix your signature. Send an image of the fully accomplished
Learning Contract below to the email or Messenger account provided by the teacher.)
Learning Contract
I, _________________________________________________________, a student of World Literature of

__________________________ Campus, do hereby affirm to have fully read and understood the policies
and guidelines of the course. Moreover, I agree with the desired learning outcomes and
corresponding topics for the course. I also agree with the course requirements and the weights
of the course grade components, as well as, other agreements herein indicated, which the class
collegially decided with the course teacher/instructor/professor. In so doing, I commit and
dedicate myself, to the best of my capacity and with integrity, to achieve the outcomes for the
course and be accountable for my own performance and achievement.
I also certify that I have received a copy of the learning plan, in print or otherwise,
program outcomes, learning outcomes and agreed course requirements and grading
components. In witness whereof, I hereby affix my signatures this ______ day of September 2020
at __________________________________________________________.
Signature over printed name: ___________________________________

Mobile No.: ______________________________
Email address: ___________________________
FB/ Messenger Name: ______________________________
Privacy Statement
Your personal contact information will be kept private and will not be disclosed to any third party. This
will be used solely for the purpose of communicating with you on matters concerning this course.
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References
CHED (2012) Policy-Standard to Enhance Quality Assurance (QA) in Philippine Higher Education
through an Outcomes-based and Typology-based QA. CHED Memo. Order No. 46,
Commission on Higher Education, Diliman, Quezon City.
CHED (2014). Handbook on Typology, Outcomes-Based Education, and Institutional

Sustainability Assessment. Commission on Higher Education, Diliman, Quezon City.
Potenciano, C.R., Torres, R.B., Mendoza, O.S., Rebollos, G.J., Bascar, C.M., Saavedra, E.A. & Flores,
B.I. (2013). ‘Educating Minds, Redefining the Future: Western Mindanao State
University’ in CHED & 3NS (eds.), An Enduring Legacy: The Journey of Normal Schools in
the Philippines. Philippine Normal University Press, Taft Ave., Manila.
WMSU (2014) University Code. University Press, Western Mindanao State University,
Zamboanga City.
WMSU (2016) Strategic Plan 2016-2025. Approved per BOR Resolution No. 32, s. 2016.
Western Mindanao State University, Zamboanga City.
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LESSON 2
. Obedience Must Become A Habit
In this lesson, students in their respected homes will be engaged not just in studying
but a firsthand experience of both learning and caring for their loved ones at home. It may be
their parents, grandparents, especially their kids that they tend to worry about during the
times when they are at school attending classes before but now, every lesson will be an
objective lesson for their everyday living.
Let’s look at the ancient style of writing. Do you want to know how writing begins?
 Mesopotamia is known for the “clay tablets”. The Egyptians have their culture
recorded in hieroglyphics script. The Hebrew left a legacy beyond human wonders, the
Bible. The literature of these ancient civilizations has contributed to our institutions
and helped to shape our traditions and beliefs.
Mesopotamia Literature
 Mesopotamia- a word that means “land between rivers”, is the name given by the
Greeks to an ancient area of the Middle East. Today the region corresponds roughly to
much of Iraq and parts of Iran, Turkey, and Syria. This area, an agriculturally rich land
watered by the Tigris and Euphrates rivers, is also known as the Fertile Crescent.
 The Sumerians’ chief cultural achievement, however, was their invention of one of
humanity’s oldest systems of writing: cuneiform. The distinctive wedge-shaped
cuneiform markings (the word is from the Latin cuneus, meaning “wedge”) were made
by pressing a stylus, or pointed stick, on wet clay tablets.
 About 1792 B.C., under the reign of Hammurabi, Babylon became the religious and
cultural center of western Asia. The Code of Hammurabi, a collection of 282 laws,
regulated every aspect of Babylonian life, from building codes to marriage and divorce.
Highly detailed and harshly punitive, the code was based on the rigid concept of “an eye
for an eye, a tooth for a tooth.”
Reading Recipe:
Read the invention of writing by the Sumerians and a little background of Mesopotamia.
Revisit the Epic of Gilgamesh.
Fast Facts:
Cultural Influences:
 The Sumerians developed cuneiform, an early system of writing, and build

temples called ziggurats.
 The Egyptians- hieroglyphic writing and paper from papyrus.
 The Assyrians create a great library at Nineveh.
 The Chaldeans create the Hanging Gardens of Babylon.
 The Hebrews leave a record of their spiritual and historical experience in the
Hebrew Bible.
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Historical Highlights:
 The Sumerians arrive in the Fertile Crescent between 5000 and 4000 B.C.
 Egyptian dynasties flourish for twenty-seven centuries.
 Around 1200 B.C., Moses leads the Hebrew out of Egypt.
 In %86 B.C., the Hebrews are forced into exile in Babylon.
Let’s REFLECT!
Allow No Arguments or Evasions
The first care of the parents should be to establish good government in the family. The
word of the parents should be law, precluding all arguments or evasions. Children should be
taught from infancy to implicitly obey their parents. Strict discipline may at times cause
dissatisfaction, and children will want their own way; yet where they have learned the lesson of
obedience to their parents, they are better prepared to submit to the requirements of God. Thus,
the training received in childhood influences the religious experience and molds the character of
the man.
Learning at-home is fun. You can have both learning and bonding with your
friends/loved ones. Especially, if you are a mother, learning in this pandemic period means
working your heart out. However, this is like accepting new normal market where everyone
becomes a businessman today, this module is reflecting the everyday life scenario of human
lives not juts with parents but also older brothers and sisters who are tending their little
siblings or their sick loved ones. When your child is trying to draw little things on the wall or
have wrecked the whole place of your home with scribblings and torn paper. What do you
usually do?
Assignment
Find out about the discovery of Dead Sea Scrolls. What does this mean about the
unified, “most shoplifted book of all time “the Bible”?
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LESSON 3
EPIC OF GILGAMESH
Background
- A Sumerian story way back before 2000 B.C.
- The epic begins with the statement “When the gods created Gilgamesh they
gave a perfect body…” it is the combination of superhuman abilities with human
weaknesses that helps us empathize with Gilgamesh and understand his appeal
to listeners and readers through the ages.
Kindly search “Epic of Gilgamesh” online.
Activity 1:
Write a short sequel of the “Epic of Gilgamesh”.
Before Reading:
1. What is apostrophe?
2. What is epithet?
3. What is hymn?
VocabDiary Challenge
1. What is the difference between deluge and drought?
2. What type of situation might be ominous?
3. What is apostrophe?
4. What is epithet?
5. What is hymn?
After Reading:
1. How does apostrophe convey a deep reverence for Aten?

2. What attributes or characteristics of Aten does the speaker praise?
3. What do the epithets tell you about the relationship between Aten and his people?
Writing Activity:
Write a poem praising God Almighty. You may coordinate it with roles and post it in the
closed FB page.
Assignment:
Select your favorite song. What qualities do these songs emphasize? What emotions do
these songs convey?
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LESSON 4
Hebrew Literature The heavens declare the glory
of God:
The most influential book that swept off And the firmament sheweth his
the face off the earth is the Holy Bible handiwork. Day unto day
which is originally, the Hebrew Bible.
uttereth speech,
It consists of the Old Testament and the And night unto night sheweth
New Testament. This masterpiece does knowledge.
Wonderful work of sharing love and
changing lives as people seen, heard and There is no speech nor
speak of it. In the Hebrew Bible, God, or Yahweh, language,
tests human beings, who must suffer
the consequences of their actions Where their voices not heard.
when they fail to obey him. But they may
also experience the mercy of God and Their line is gone out through
the eternal promise of spiritual renewal. all the earth,
And their words to the end of
In Hebrew literature, the stories that
will be covered are Noah and the Flood, the world.
The Prodigal Son, and the book of Ruth. -from Psalms 19
Noah and the Flood from Genesis

Background
By the time Genesis was assembled, Hebrew storytellers knew many different versions of the
ancient story of the Flood and had combined these accounts into one long narrative. Like the
creation stories of Genesis, the story of Noah explains beginnings- the most important of which
is the origin of the covenant, the abiding pact between the Hebrews and God.
Vocabdiary Challenge:
Terminate subsided
Covenant reckoning
Kindly search “Noah and the Flood” online or simply in your Bible.
Before Reading:
1. What ways might a flood be seen as something that not only destroys but creates?
2. What is your perception of the rainbow when you first saw it?
3. Let you and your child/sibling talk about the beauty of nature, the sun, the rain, the clouds, or
the rainbow. Use these images to stimulate your mind to read NOAH AND THE FLOOD.
While Reading:
List all that is foreign from your mouth and ears. Use it in a sentence and try to use it during
your speech or writing activities.
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Literary Focus:
Theme is the central insight about life revealed in a work of literature. Whereas the subject or
topic of a work can be stated in a word, such as heroism or destruction, a theme is stated in a
sentence, one that makes a generalization about human behavior. For example, A natural
disaster can motivate ordinary people to perform heroic acts is a statement of a theme. In most
literature a theme is the view of a particular writer, but the themes of the Hebrew Bible express
the beliefs and concerns of the Hebrew people.
Identifying Theme
Sometimes the theme of a work is stated directly. In many fables, for example, the moral is
given at the end in the form of a proverb or statement. Most themes, however, are implied-the
reader must determine the theme from details in the text. The actions of the characters often
help reveal the theme.
After Reading:
1. Water can symbolize rebirth as well as destruction. How are both destruction and rebirth
involved in the account of flood?
2. State the theme or the central insight about life in “Noah and the Flood”.
If you’ve already read some excerpts from Epic of Gilgamesh in this book, you probably noticed
that its story of Uthnapishtim and the flood shares many similarities with the story of Noah and
the Flood. In fact, dozens of cultures throughout the world, not just ancient Mesopotamia, have
accounts of a great flood.
You can also search the story of Deucalion, a Greek myth retold by J.F. Bierlein is also about
great flood. Look for details in each that you have seen before in the stories of Utnapishtim and
Noah.
Writing Activity
Compare and Contrast

Compare and contrast “Noah and the Flood” and the similarity of it, “Deucalion”.
Consider the ideas in your two-paragraph essay:
1. What is the relationship between humanity and a supreme being in each account?
2. How is each account about both destruction and rebirth?
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LESSON 5
The Book of Ruth
Have you ever felt like an outsider, as if you didn’t belong? What caused you to feel this
way? Who or what helped you overcome this feeling?
Background
Ruth is from Moab, where people worship idols, a practice the Hebrews condemn. She
marries a Hebrew man but is soon left widowed and childless, a precarious position for a
woman. However, the Hebrews practice a custom called levirate marriage. According to this
custom, a brother, or another close male relative of the dead husband’s name and is considered
his legal heir. Despite being an outsider, Ruth goes to Israel and ultimately marries Boaz
emphasizes compassion toward outsiders who accept the Jewish faith.
Vocabdiary Challenge
Entreat afflicted
Kindred recompense
Sufficed reproach
Kindly search “The Book of Ruth” online or in your Bible.

Before Reading:
Contemplate on the times when you are still a child, you listen to your mother’s bedtime story
or your sister’s story about her day. You can even tell stories to your child while lulling her to
sleep or to your nephew and niece.
While Reading:
1. How does Naomi try to persuade Ruth and Orpah to return home?
2. How does Boaz meet Ruth?
3. What must Boaz do to redeem the land and marry Ruth?
Literary Focus
Narrative – is a type of written or oral literature that tells about a series of events,
usually in chronological order- the order in which the events occurred. Many kinds of literature
are written in narrative form- fiction, nonfiction, even poetry. Most of the accounts in the
Hebrew Bible, like the selections from Genesis you have just read, are narratives. Unlike a short
story, a narrative doesn’t necessarily have a definite plot or developed characters. The Book of
Ruth is a complex narrative; its characters, setting, and sequence of events come as close to a
short story as any book in the Hebrew Bible.
Reading Skills
Making Inferences About Motivation
Why do characters act the way they do? For a story to be convincing, we need to be able to infer
the characters’ motivations- the causes of their behavior. Literary characters, like real people,
are motivated by their wants and needs. As you read this story, see if your can infer, or make
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intelligent guesses about, the characters’ motivations from the way they interact with one
another.
Thinking Critically
1. What did you infer about Ruth’s motivation for leaving her people and devoting herself to
Naomi? List the details that led to your inferences.
2. Is the Book of Ruth a more fully developed narrative than the stories from Genesis? Can it be
considered a short story? Analyze such elements as plot, character, setting, and theme.
3. To some feminist critics, Ruth and Naomi are courageous women who defy social
conventions and make their own decisions, taking control of their own lives in a male-
dominated society. Male characters are seen as playing relatively minor roles in the narrative.
Do you agree or disagree with this view of the Book of Ruth? Explain.
Writing Activity
Reflection
Have you ever willingly or unwillingly found yourself in the position of being an
outsider- someone who is not yet part of a new place, a new situation, or a new group of
people? Write a short reflective essay about personal experience when you felt like the new
kid on the block. Describe your situation and the choices you made. What did you learn from
the experience? What was its significance in your life?
Grammar Link
Connecting Ideas: Using Adjective and Adverb Clauses
How can you combine choppy sentences, relate ideas more clearly, and add variety to your
sentences? Try using adjective and adverb clauses. An adjective clause is a subordinate clause
that modifies a noun or pronoun and usually begins with who, whom, whose, which, that, where,
or when. Consider these two choppy sentences:
Ruth promises to follow Naomi. Naomi is Ruth’s mother-in-law.
You can combine these short sentences by turning one of them into an adjective clause.
Ruth promises to follow Naomi, who is Ruth’s mother-in-law.
If an adjective clause can be removed without changing the basic meaning of the sentence, as in
the sentence above, it is a nonrestrictive clause. Set off nonrestrictive clauses with commas.
If an adjective clause cannot be removed without changing the basic meaning of the
sentence, it is restrictive clause (Ruth is the woman who promises to follow Naomi). No
commas should be used.
An adverb clause is a subordinate clause that modifies a verb, an adjective, or an
adverb. AN adverb clause begins with a subordinating conjunction, such as after, although,
because, before, if, since, when, or while.
Here are two more choppy sentences:
Naomi’s husband dies. He leaves her with two sons.
By turning one of these sentences into an adverb clause, you can combine them and add
variety.
When Naomi’s husband dies, he leaves her with two sons.

When an adverb clause comes first, as in sentence above, separate it from the rest of the
sentence with a comma.
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PRACTICE
Combine each of the following sets of sentences by turning one or more sentences by
turning one or more sentences into an adjective or adverb clause.
Identify the kind of clauses that you use.
1.Naomi’s sons, Mahlon and Chillon, die ten years later. She suffers another tragedy.
2.Naomi plans to return to her home. Naomi is from the land of Bethlehem.
3. Naomi does not expect Ruth and Oprah to stay with her. They can seek help from their own
families.
4. Orpah returns to her family. Ruth makes a promise. She will keep this promise for the rest of
her life.
LESSON 6
The Prodigal Son
Which of the following approaches do you think would be a more effective way to convince
others of the value of forgiveness: saying “Forgive your enemies” or telling a brief story to
illustrate what happens when someone forgives an enemy?
Background
About forty parables- all of which are attributed to Jesus-appear throughout the four Gospels of
the New Testament. The biblical scholar Joachim Jeremias says of Jesus’ down-to-earth
figurative language that “the parables’ imagery is drawn from the daily life of Palestine…. The
hearers find themselves in a familiar scene where everything is so clear and simple that a child
can understand it, and so obvious that again and again those who hear cannot help saying ‘Yes,
that’s how it is.
The parables involve everyday subjects: a shepherd who searches for a sheep that has
gone astray; a traveler who helps a man who has been robbed and beaten; a poor woman who
loses a coin. But beneath the easily grasped action and everyday messages about moral
conduct.
Kindly search “The Prodigal Son” online or simply in your Bible.

Before Reading
1.While Jesus was on earth, according to the Bible, He used parable to tell thousands of people
heavenly things to guide them in their earthly living, what is a parable?
2. Make inference about the theme of the parable.
3. The word “prodigal” recklessly extravagant” or “wasteful”, but it can also imply great
generosity. Could it be applied to the father as well?
Literary Focus
Parable
-is a brief narrative that teaches a moral, a lesson about life. Parables rely on the use of
allegory- a story in which the characters, settings, and events stand for, or symbolize, abstract
or moral concepts. Allegories can be read on one level for their literal meaning and on another
for their symbolic meaning. Since symbols can suggest numerous meanings, even brief,
seemingly simple parable can be interpreted in several ways. Parable comes from a Greek word
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meaning “comparison”, indicating that the surface details in these brief stories can be
compared to underlying abstract concepts.
Reading Skills
Making Inferences About Theme
The theme is the central insight about life in a story. The theme of a parable does not
need to be directly stated; it can usually be inferred or guessed from the text itself. You should
be able to state the theme in the form of a sentence that makes a generalization about the
human experience: Forgiving your enemies is necessary for your own peace of mind.
While Reading
Write some passages that gives impact to you as a student/child/son or a daughter.
After Reading
1. On an allegorical level, what is the parable saying about parent’s love?
2. What might it be saying about God’s feelings for those who make mistakes but repent for
their actions?
3. State the theme in a sentence.
Writing Activity
Reflection on the Experience

Take some to think about how and why the experience you chose is important to you, and how
and why it may be important to others. Does your experience illustrate a universal truth about
life? Does it offer a lesson about love, friendship, betrayed, dishonesty?
Reflect on yourself the following questions:
1. How did I feel during this event? How did I feel afterward? What do I feel now as I look back
on the experience?
2. How did the experience change my attitudes or behavior?
3. What universal truth did the experience teach me? How night others benefit from learning
about the experience?
LESSON 7
Greek Literature
The Greeks are recognized as an exceptional people. They are known in history as the “noble
Greeks” because of their attainments in literature, sculpture, architecture, and philosophy, the
term the glory that was Greece is particularly applicable to them.
In fact, in literature they are all supreme- the world has produced no epic poet to
compare with Homer, no lyric poet to equal Pindar. The Greeks cultivated prose rather late, but
history has no greater practitioner that Herodotus and Thucydides and there is no prose, aside
perhaps from the Bible, more poetic than Plato. Of the four great tragic poets the world has
produced, three are Greek: the fourth is Shakespeare. Of their painting little has survived, but
we have statement of a contemporary art critic commenting on a painting of Helen of Troy by
Polygnotus: “In her eyes, one could read the story of the Trojan War!”
How different was Greek art from the known forms of art all over the world in those
times and even today! Consider a Greek statue of Hermes, the messenger of the gods. The
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statue represents a perfectly human form, recognizably a human being. Every detail shows an
exact knowledge of the human body. There is nothing to denote that he is a god, no halo on his
head, but his absolute beauty is the mark of his divinity.
Another obstacle to a true understanding is that we read Greek works only through
translations. Translations are indispensable because ancient Greek is now a dead language:
nobody speaks it any longer. But a translation can only indicate; it cannot replace the original.
Greek works were written in poetry. We must remember that a poem, especially a typical lyric
poem, is two-thirds melody and only one-third thought. This is what particularly distinguishes
poetry from prose. Translation cannot duplicate the rhythm, the tone, the combination of vowel
sounds and consonant values which give poetry its inimitable and enduring quality.
The history of Greek literature is divided into three periods. The first period, covering the Pre-
Homeric Age and the Homeric Age, extends from remote antiquity to the age of Herodotus (484
B.C.) This period includes the earliest poetry of Greece and the works of Homer. The second
period, which coincides with the Athenian Period to the Golden Age of Pericles, extends from
the Age of Herodotus to the death of Alexander the Great (323 B.C.) The third period, the Period
of Decline extends from the death of Alexander the Great to the enslavement of the Greeks by
Romans and extends to A.D. 1453.
After reading Greek literature, we can say that the following are its qualities:
1. Permanence and University. Greek literature has an enduring quality. It is as alive today as it
was when it was written more than 3,000 years ago. It has a universality that is truly
remarkable; it is read and admired by all nations of the world regardless of race.
2. Essentiality Full of Artistry. It is a product of a people who purposely and conscientiously
developed their physical and intellectual powers. Greek art is the highest form of classic art.
The Greek mind became the foundation of the literature of the Western world and its
masterpieces afford the most splendid examples of artistic beauty and excellence that the
world has ever known. The Greeks had such a great love of beauty that they surrounded
themselves with beautiful objects. Their wares, their vases, the baskets they used-all were
conceived in beauty. It would seem that anything ugly struck them as a physical blow.
3. Originally. The quality of literary originally does not mean that all literary types originated
from Greece. The drama had been produced by the Egyptians and narrative poetry had been
cultivated in India, but the Greek mind had the supreme power of modifying and improving all
that it touched.
The philosophy and religion of the East they recast in moulds of beauty in their
mythology. The grotesque they softened into the graceful, and the intricate and confusing they
simplified.
4. Diversity of Talent. The Greek mind never rested complacently on any one subject; it was
ever searching, ever seeking. It was fond of diversity of application. That was why the Greeks
cultivated all literary types to perfection.
5. Intellectual Quality. This means that the Greek mind challenges one to think for some
purpose- to bring about some inner transformation.
Comprehension Response:
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1. Why do we speak of Greek culture in superlatives?

2. Why is it that to probe a distant past is extremely difficult?
*Read and Write Section

Reading stimulates and develops the mind, enables the student to acquire z rich fund of
ideas, develops his ability to concentrate, and induces his intellectual activity. Effective reading
is reading with speed and accuracy to wade through analyze and understand detail. Intelligent
reading is not a mechanical process. It means digging beneath the surface, trying to determine
what the writer actually says, and getting the writer’s hidden implications and motives.
Read each of the numbered selections and summarize each in three or four sentences.
1. The Greeks believed in four cardinal virtues: courage, temperance, justice, and wisdom.
These were the standards under which the Greeks judged themselves. These four virtues
represented the four aspects of man- physical, moral, aesthetic, and intellectual. Physical
courage was valued at all times by a people much given to war. Temperance was a manner or
style of living without display or vulgarity, of behaving without arrogance. Justice was
essentiality a moral quality, the natural tendency to obey the laws and rules of society and a
manner of treating other men, rendering to every man his due. Wisdom was an intellectual
pursuit. It applied to any activity of the mind and included skill in the arts as well as a capacity
for philosophy, science, and even political philosophy. It is not easy to have all these four
virtues in a man, but the Greeks did not consider it impossible to do so.
2. Ancient Greece was a land of contrasts but not of extremes. There was rain and snow in
winter but unbroken sunshine in summer. The soil was parched from June to October, but
there was an unequaled magnificence of wildflowers and blossoming trees in March and April.
In natural beauty Greece excelled, but the land was not fertile. It was too rocky and too broken
up into hills and mountains. Greece was indeed a hard land capable of maintaining only a
limited population. It could not support flocks or herds on a large scale. Fruits and vegetables
were grown only in a few valleys. Strangely enough, although surrounded and penetrated at
many points by the sea because of the indentations of the land, fish was not as abundant as in
other countries. But olive trees grew abundantly on the hills everywhere. Beef was rare but kid
meat and mutton were abundant.
3. Butter was not popular; the Greeks dipped their bread in olive oil. Life was difficult, but the
people were able to make the most of what they had. The vine grew because it was tended
carefully. It provided the people with wine. Greece being a land of many flowers, the bees
produced a lot of honey which gave the people an abundant supply of sugar. The goats gave
milk and cheese; the mountains had a supply of rabbits and squirrels and wild birds; and the
sea gave lobsters and squids and various crustaceans.
Homer- the blind poet of Greece. His countrymen called him “the Poet”. His two
epics, the Iliad and the Odyssey, were learned by heart, and wherever a Greek settled,
he carried with him a love for Homer.
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The Iliad and the Odyssey depict the complete life of man in action. The Iliad
shows us the passions and the cruelty found in war; the Odyssey shows us great
adventures. The Iliad is a story of love and heroism. These are great epics, studies of
man and the life of a man, and the way of life and ideals of a great civilization which has
vanished but is still wonderfully alive in men’s hearts.
The theme of the Iliad and the Odyssey is the affirmation of the truth that man’s
fate is the result of his actions. Ill fate results from ignorance and unguided and
immoderate passions. The gods give only what man asks for; his destiny is largely a
matter of his own making. The plot structure of the two poems forms a succession of
events, each one closely linked to the next, yet each event an interesting story by itself.
THE MYTHOLOGICAL BACKGROUND OF THE ILIAD

The mythological background of the Iliad is as follows: Zeus, the father of the gods,
seemed to have realized that the earth was getting terribly overcrowded. To solve the problem
of overpopulation, he devised a great war which would sweep like a conflagration over Greece.
This was the Trojan War.
A minor goddess, Thetis, was married to a moral, Peleus. Out of this marriage, Achilles,
the greatest Greek warrior, was born. Eris, the goddess of mischief, was not invited to the
marriage feast, so into the middle of the banquet hall she threw a golden apple with this note:
to the fairest of the goddesses. Each of the most beautiful of the goddesses- namely, Hera,
Athena, Aphrodite-claimed the golden apple. A quarrel ensued and Father Zeus was asked to
decide who was the most beautiful of the three. This placed Zeus in a predicament since Hera
was his own wife and Athena and Aphrodite were his own daughters. So he parted the clouds
covering Mount Olympus, the dwelling place of the gods, and showed the three goddesses a
prince of Troy named Alexandros, Zeus suggested that the three beauty contestants take their
problem to Alexandros by turns, and each proceeded to bribe him so that he would award her
the golden apple. Hera promised him power, Athena promised him wisdom; Aphrodite
promised that she would give him the most beautiful woman in the world for his wife.
Alexandros awarded the golden apple to Aphrodite.
It happened that Helen, the most beautiful woman in the world, was already married to
Menelaus, king of Sparta. With the help of Aphrodite, Alexandros abducted Helen and took her
to Troy where she remained until the end of the ensuing Trojan War. That is the reason why
she is called Helen of Troy. The Greeks (Achaians) banded together to restore Helen of
Menelaus. Agamemnon, king of Mycenae, was their general. Many adventurous Greek heroes
joined the Greek expeditionary forces. Among them were Achilles, the greatest, bravest of the
Greek heroes; Odysseus, the clever and wily warrior; Diomedes, the bold one; Nestor, the
prudent old man; Aias, the giant; and a host of other heroes.
Kindly search “Iliad and Odyssey” online.
Iliad
The subject matter of the Iliad is the anger of Achilles and its consequences. The story opens
with a violent quarrel between Agamemnon, the commander in chief of the Greek army, and
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Achilles, their greatest and bravest warrior. Briseis, a concubine of Achilles is unjustly taken by
Agamemnon and as a result Achilles makes a sacred vow that he will no longer fight.
For the duration of most of the pitched battles between the Greeks and the Trojans,
Achilles stays sulking in his tent. Because of his absence from the battlefield, the Trojans, led by
Prince Hector, make bold advances in battle and the Greeks are driven back. Their situation
rapidly deteriorates until most of the Greek leaders are wounded and are forced to leave the
battle. Patroclos, the dear friend of Achilles, saddened by the growing losses of his countrymen,
begs Achilles to let him lead their men, the Myrmidons, to battle if, because of his anger of
Agamemnon, Achilles still refuses to fight. Achilles gives him his permission.
Patroclos rallies the Greeks and succeeds in making the Trojans retreat, but he is killed
by Hector, the Trojan prince who is equal to Achilles in courage and fighting skill. Angered by
the death of his dear comrade, Achilles now enters the fight, routs the Trojans, killing them
mercilessly. Filled with the dark passion of revenge, he goes after Hector and slays him. With
beastly cruelty, he ties the dead body of Hector to his chariot and drags it round and round the
city of Troy. The story ends with the funeral rites for Hector.
Think Aloud!
Greek warriors strove to achieve arete, personal honor and excellence. What does personal
excellence mean to you?
Literary Focus
Foreshadowing and Flashback
Foreshadowing is the use of clues to hint at what is going to happen later in a plot. This
technique increases suspense. A flashback is a scene that interrupts present action to narrate
the events of an earlier time.
Differentiate these paired words:
1. glory-fame
2. famous-infamous
3. capricious-cruel
4.superstition-ignorance
5. surpass-equal
6. admiration-astonishment
7. contemporary- predecessor
8. universality- permanence
9. anger- wrath
10. reprove- scold
Reading Skills
Evaluating Historical Context
As you read, keep in mind the three beliefs listed below held by Homer’s Greek warriors. Jot
down notes on how the historical context affects the plot of the epic.
 The spoil of war won in combat were a measure of a Greek warrior’s honor and
prestige. Losing material possessions was the equivalent of being publicly shamed, the
worst insult a hero could suffer.
 The Greeks believed that their gods actively intervened in the affairs of humans and
even took sides in conflicts. At the same time, humans had free will and were
responsible for their own actions.
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 An unburied corpse was considered an offense to the gods. The soul of a person whose
body was not buried was doomed to wander the earth forever.
Writing Activity
1. The Greeks greatly prized the quality they called arete, or personal honor. Do Achilles and
Hector display this characteristic? Explain.
2. Hector and Andromache never saw each other again after their farewell. Suppose that
Hector returned that afternoon. Write out a dialogue between them.
THE STORY OF THE ODYSSEY

The subject matter of the Odyssey is the return of Odysseus, or Ulysses, from the Trojan War.
Because of the goddess Athena, he is made to wander in lands beyond the range of human
knowledge. He finds Ithaca, his native land, invaded by insolent suitors who seek to kill his
young son, Telemachus, and marry his wife, Penelope.
The poem begins at that point where the hero is considered farthest away from his
home-in the island of Ogygia where the nymph Calypso, a minor goddess who has fallen in love
with him, has kept him imprisoned for seven years. Receiving a command from Zeus, Calypso
releases Odysseus and he sails happily for home. But Poseidon, the god of the sea, persecutes
him and, because of unfavorable winds, he encounters many dangers and adventures before he
reaches Ithaca. The most famous of these adventures are his encounter with Nausicaa,
daughter of the king of Phaeacia; the Cyclopes; the one-eyed giant Polyphemus; Circe, the
enchantress; the sirens; the Lotus-eaters; and his journey to the land of the dead.
King Alcinous of Phaeacia helps Odysseus return to Ithaca where danger from the
aggressive suitors of his wife threatens him. After overcoming and slaying the suitors,
Odysseus is reunited with Penelope, his faithful wife, who has waited for him with great loyalty,
patience, and shrewdness in avoiding the advances of her treacherous and wicked suitors.
Explain the meaning of the Following phrases and use each in a sentence.
a. swarming sea e. ponderous burden
b. innumerable wild goats f. a great din
c. deep-imbedded stone g. wicker basket
d. briny water h. monstrous maw
Writing Activity
Think of a real story or one taken from your reading where a character shows great intelligence
and cleverness in getting out of a predicament. Write the story.
Greek Drama
The drama was the crowning glory of the Athenian Age. This period has been called by different
terms. It has been called the Age of Pericles because Pericles was the ruling power of the
Athens at the time. It has also been called the Athenian Age because Athens became the white-
hot literary center of Greece, and it has been called the Golden Age because the drama
flourished during this period. There were three great tragic writers: Aeschylus, Sophocles, and
Euripides, and there was Aristophanes, the greatest writer of comedy the world has ever
produced.
Accordingly, we can best trace the character of the three different stages of civilization
among the Greeks in the three divisions of their poetry. The epic belongs to a period when the
minds of the people were deeply influenced by legends handed down from antiquity. Lyric
poetry developed in a more republican form of government when each individual could
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express his personal aims and wishes, and all the depths of human emotions were unlocked by
the inspiration of the poets. Dramatic poetry appeared as an expression of the summit of Greek
civilization in the very prime of Athenian power and freedom. Dramatic poetry was the organ
of the prevailing thoughts and feelings of the time.
LESSON 8
Sophocles (496-406 B. C.)
Sophopcles was born in Colonnus. He enjoyed the comforts of being rich merchant’s
son. His village home was lovely. He led a sheltered life, was carefully trained in music, and
grew in beauty of body and soul. It is said that he was so handsome in face and body that when
the Athenians wanted to celebrate their victory at Salamis and wanted the most good-looking
youth who could be found to lead the choir of boys, he was chosen as the choir leader.
It is not known exactly when he won in a play contest with Aeschylus; but it is related
that when the two competed for the prize, feelings ran so high that the judging of the
competition was entrusted to a bard of generals.
One hundred plays followed his first victory. In all he won eighteen first prizes; he
never placed lower than second prize. He was a remarkable person. He was the darling of the
Athenian populace; he disapproved the saying that a genius must be unrecognized in his own
age. His seven surviving plays are Ajax, Antigone, Electra, Oedipus the King, The Trachinae,
Philoctetes, and Oedipus at Colonus.
Oedipus the King

His greatest play is . This was followed by Oedipus at
Clonnus and Antigone.
The story of Oedipus begins with the story of his parents Laius and Jocasta, king and
queen of Thebe. This couple is childless, and they prayed and offered sacrifices to the gods,
asking for a child. They went to the temple of Apollo at Delphi, and again begging the god for a
child, they received the horrifying prophecy that Jocasta would have a son, but that son would
murder his father and wed his mother Jocasta.
The child Oedipus was born. The frightened parents told a faithful shepherd to expose
the child in the mountains so that he would die, and the evil prophecy would not be realized.
The shepherd took the baby to the mountains, but before he could leave him, another shepherd
from Corinth came and asked for the child, whom he said, he would give to the childless king
and queen of Corinth. Out of pity, the Theban shepherd gave the child to him.
Oedipus grew up believing that Polybus and Merope, the king and queen of Corinth,
were his parents. But because of a quarrel with a youth of his age who accused him of not
knowing who his real parents were, he went to the oracle of Delphi and asked the god to tell
him of his parentage. The oracle repeated the prophecy already given to Laius and Jocasta that
he was doomed to kill his own father and marry his own mother. Shocked by this statement
and in order to avoid this doom. Oedipus left Corinth determined never to come back until
Polybus and Merope were dead. He left home and came to a meeting of three roads. He was
insulted by an old man in the clothes of a pilgrim who attempted to beat him up. Oedipus gave
the old man a strong blow, killing him at once. He then continued on his way and came to the
city of Thebe.
The inhabitants of Thebe were suffering under great misfortune in the form of the
Sphinx. This monster had given them a riddle ton solve which ran like this: What is it in the
morning walks on four legs, at noon walks on two legs, and at night walks on three legs?
Because the Thebans could not solve this riddle, they had to take their young boys and
girls to feed the voracious Sphinx.
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Oedipus successfully solved this riddle by telling the Sphinx that the answer is man,
who crawls on four feet when he is a child, walks upright on two when he grows up, and walks
on three feet (with the help of a cane) in old age. Oedipus was acclaimed a hero by the Thebans
who asked him to marry their queen, Jocasta, as a result of his having saved their city.
The play opens with Oedipus as a king of Thebe. He has four children- two boys and two
girls. A plague comes over the land, and when the oracle of Delphi is consulted, the god Apollo
says that if the Thebans want the plague to be removed, they must look for their late king,
Laius, and punish him. The people appeal to Oedipus, who promises to look for the murderer
and save the city. The play develops in a powerful psychological manner, with Oedipus
hovering between the hope that he is not the guilty man and the fear that he is. Little by little,
the truth unfolds to Jocasta and Oedipus, and the two realize that they are mother and son.
Unable to bear the situation, Jocasta commits suicide and Oedipus blinds both his own eyes for
their failure to see the truth.
One of the most pathetic parts of the play is when Oedipus calls for his children and
does not know whether to call them his sons and daughters or his brothers and sisters.
What is meant by
1. sheltered life?
2. darling of the Athenians?
3. horrifying prophecy?
Writing Activity
1. Although the sad fate of Oedipus seems to have been brought about by the gods, was he not
himself partly responsible for it?
2. You have heard of Oedipus complex. How, in your opinion, can this be avoided?
3. Was it right for Laius and Jocasta to leave their infant son in the mountain to die? Explain.
4. If you were Oedipus, after you found out that you married your own mother, would you also
blind your own eyes, or would you do worst?
LESSON 9
ROMAN LITERATURE
The literature of Rome holds a secondary position in the classic literature of antiquity,
probably because the Roman was less than a thinker and creator and more of a doer than the
Greek. The early Romans made little progress in literary composition until they conquered and
enslaved the Greeks. When this historical event happened, the Romans were so impressed by
the artistic attainments of the Greeks that they set about imitating Greek literature, resulting in
the unique situation of “the conquered becoming the conquerors and the conquerors becoming
the conquered”.
Roman literature was greatly imitative of Greek models. Greek literature was translated
into Latin, and it provided the models that the Roman youths studied and learned by heart.
There is a predominance of satire in Roman literature. The satire as a literary type is supposed
to have been invented by the Romans. The purpose of satire is to attack evils in society. It
flourished in Rome when social conditions were poor and Roman morals were low.
VIRGIL- (70-19 B.C.)
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Virgil was the greatest writer that Rome produced. What Homer was to the Greeks,
Virgil was to the Romans. He was born in 70 B.C. in Mantua, one of the loveliest country sides in
Italy. His childhood was spent among the fields and woods, springs, and pools. This close
familiarity with, and love of, nature is clearly evident in his works. For the greater part of his
life, he stayed away from Rome, which was at that time becoming corrupt and dissolute. All
sorts of degenerate crimes were being committed, and the fabric of society was falling apart as
a result of rampant immorality.
He began as a lyric poet of great passion and melody, but his masterpiece is the Aeneid,
the great epic of Rome, the subject matter of which is set way back in the Greek legendary age.
He selected for his epic character the warrior Aeneas, a Trojan prince and one of the bravest
men who fought for Troy. In the epic, Virgil makes Aeneas the founder of Rome and the
progenitor of the Romans.
The idea and plan of the Aeneid are derived from Homer. Homer’s Iliad and Odyssey,
respectively, are a story of war and a story of adventure. Virgil’s Aeneid inverts this order; it
begins with the adventures of Aeneas and end with the battle for the possession of Latium.
Both parts closely follow the structure of Homer’s epics. Episodes in Homer are duplicated, and
many characters found in the Iliad are also found in the Aeneid.
Aeneas, son of Venus, the goddess of beauty, is a Trojan hero and a cousin of Hector’s
and like Hector he is a brave warrior. The story begins with the burning of Troy and the
massacre of the men while the women and children are carried off into slavery. Aeneas is saved
by his mother, and together with his father Anchises and his son Ascanius and a few other
Trojans, he sails away from burning Troy. Their destination is Latium, where they intend to
find a Trojan colony. But their ships are driven from their course by Athena, who is angry with
Aeneas. They land in Carthage, in Northern Africa, where they are welcomed by Queen Dido.
The queen falls in love with Aeneas and makes him co-ruler of Carthage. But Aeneas has a great
destiny- to be the founder of Rome- and much as he would like to stay with Dido, he is
commanded by Zeus to leave for Latium. Dido, brokenhearted, commits suicide as Aeneas sails
away.
He passes through many dangers paralleling some of the adventures of Odysseus. These
include the adventure with Polyphemus, the one-eyed giant, the descent into the underworld,
and the celebration of the funeral games to honor the anniversary of his father’s death. In the
underworld, there appear to him the souls of future heroes of Rome.
He reaches Latium and gains the friendship of King Latinus, the ruler of Latium. Oracles
have foretold that the only daughter of the king, Lavinia, would marry a foreigner and become
the mother of an imperial line. Aeneas has a rival for the hand of Lavinia in the brave and
powerful Turnus.
A battle begins between the Trojans and the Latiums, and after many pitched
encounters, Aeneas defeats Turnus in single combat and gains the hand of Lavinia. He becomes
king, and in ceremonial rites required by the gods, a new nation is formed, and the Trojans are
named Latins.
Kindly search “Aeneid” online.
WRITING ACTIVITY
1. Explain the following statements:
a. “The conquered became the conquerors.”
b. “The greatness of art is in direct proportion to its philosophy and theology.”
2. Laocoon was the subject of a famous piece of ancient sculpture.
3. What is the tragedy of Laocoon?
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VOCABULARY BUILDING
What is the difference between each pair of words?
a. throng-crowd e. look-gaze
b. glide-slide f. lofty-high
c. stratagem-trick
d. snare-bait
WRITING ACTIVITY
Suppose that the heavy wooden horse was dropped and split open. Write a short narrative on
what might have happened and how Troy might have been saved.
Exercise
A. True or False
Write true if the statement id correct, and false if incorrect.
_________________1. Roman literature is greatly imitative of Greek literature.
___________________2. The Romans conquered Greece.
_____________________3. One reason forwarded why the Romans held a secondary position in the classic
literature of antiquity is probably because the Romans were more of the doers and
less of being thinkers.
_____________________4. Satire, a literary device, flourished at the time when the society was slowly
degenerating due to the people’s dissolute lifestyle.
_____________________5. Aeneas had to leave Carthage and Dido behind because he was destined to find
Rome.
B. Identification
Identify the term, name, or figure being described. Write the answer on the space provided.
____________________1. He is considered the greatest writer Rome has ever produced.
____________________2. It is the great epic of Rome.
____________________3. He is the hero in the great Roman epic who is portrayed as the “Trojan prince” and
one of the bravest men who fought for Troy.
____________________4. She is the Queen of Carthage who fell in love with Aeneas.
_____________________5. She is the goddess who was angry with Aeneas and who tried to interfere with
Aeneas and his group’s journey toward Latium.
LESSON 10
European Literature
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I dare not ask a kiss,

I dare not ask a smile,
Lest having this or that,
I might grow proud a while.
Reading the Epic

The epic is a major literary type in a nation’s literature; it is the earliest literary form to appear.
The early epic appears in a pristine morning light. It has its basis in prehistory. The epic is
inseparable from the idea of grandeur, for it must have magnitude. Of epic deeds, war is the
most obvious example; so, an epic can partly be described as “a narrative in verse full of
warlike adventures.
In Europe, the Middle Ages was an age of epics, and the oldest of these European epics
is the English epic, Beowulf. It relates incidents which took place as early as A.D. 520. Its chief
interest lies in the fact that it gives us a picture of a stage of civilization earlier than any other
European epic. The type of life described, the disorganized world of tribal states, the raiding
parties, and the gallant chiefs are much like what are found in the Homeric epics.
The European countries produced a number of epics, but only four stand out as major
epics. These are from Germany, the Nibelungenlied; from France, the Song of Roland; from
Spain, El Cid; from Italy, the Divine Comedy.
Kindly search the epic, “The Nibelungenlied”.
1. What is a mass wedding? a military wedding?
2. What is the difference between a girdle and a belt? a sash?
3. Differentiate between a hound and a poodle; between a fox-terrier and a bull dog.
Comprehension Response
1. What made Siegfried invulnerable to physical weapons?
2. Why was it a mistake for Siegfried to give Brunhild’s girdle and ring to Kriemhild?
3. Why did Kriemhild reveal these gifts to Brunhild?
4. Relate how Siegfried was killed.
After Reading
1. What does this sentence imply about the cultural patterns of the ancient Burgundians as
regards women: “But in spite of his splendid achievements and his great fame, he failed at first
even to have an audience with her.”
2. Who is the villain of the story? Gunther? Hagen or Brunhild?
WRITING ACTIVITY
Write your own account of Siegfried’s death.
Lesson 11
Indian Literature
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Valmiki the poet explained to Rama himself: “Owing to the potency of your
name, I became a sage, able to view the past, present, and future as one. I
did not know your story yet. One day Sage Narada visited me. I asked him,
‘Who is a perfect man—possessing strength, aware of obligations, truthful in
an absolute way, firm in the execution of vows, compassionate, learned,
attractive, self-possessed, powerful, free from anger and envy but terror-
striking when roused?’ Narada answered, ‘Such a combination of qualities
in a single person is generally rare, but one such is the very person whose
name you have mastered, that is, Rama. He was born in the race of
Ikshvahus, son of King Dasaratha….’ ” And Narada narrated the story of
Rama.
The Indian epic, the Ramayana, dates back to 1500 B.C. according to certain early
scholars. Recent studies have brought it down to about the fourth century B.C. But all dates, in
this regard, can only be speculative, and the later one does not diminish in any manner the
intrinsic value of the great epic. It was composed by Valmiki in the classical language of India—
Sanskrit. He composed the whole work, running to twenty-four thousand stanzas, in a state of
pure inspiration.
It may sound hyperbolic, but I am prepared to state that almost every individual among
the five hundred million living in India is aware of the story of the Ramayana in some measure
or other. Everyone of whatever age, outlook, education, or station in life knows the essential
part of the epic and adores the main figures in it—Rama and Sita. Every child is told the story at
bedtime. Some study it as a part of religious experience, going over a certain number of stanzas
each day, reading and rereading the book several times in a lifetime. The Ramayana pervades
our cultural life in one form or another at all times, it may be as a scholarly discourse at a public
hall, a traditional storyteller’s narrative in an open space, or a play or dance-drama on stage.
Whatever the medium, the audience is always an eager one. Everyone knows the story but
loves to listen to it again.
One accepts this work at different levels; as a mere tale with impressive character
studies; as a masterpiece of literary composition; or even as a scripture. As one’s
understanding develops, one discerns subtler meanings; the symbolism becomes more defined
and relevant to the day to day life. The Ramayana in the fullest sense of the term could be called
a book of “perennial philosophy.” The Ramayana has lessons in the presentation of motives,
actions and reactions, applicable for all time and for all conditions of life. Not only in areas of
military, political, or economic power do we see the Ravanas—the evil antagonists—of today;
but also at less conspicuous levels and in varying degrees, even in the humblest social unit or
family, we can detect a Rama striving to establish peace and justice in conflict with a Ravana.
The impact of the Ramayana on a poet, however, goes beyond mere personal
edification; it inspires him to compose the epic again in his own language, with the stamp of his
own personality on it. The Ramayana has thus been the largest source of inspiration for the
poets of India throughout the centuries. India is a land of many languages, each predominant in
a particular area, and in each one of them a version of the Ramayana is available, original and
brilliant, and appealing to millions of readers who know the language. Thus, we have centuries-
old Ramayana in Hindi, Bengali, Assamese, Oriya, Tamil, Kannada, Kashmiri, Telugu,
Malayalam, to mention a few.
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The Ramayana Summary
Born during an age when the demon Ravana terrorized the world, Rama is the virtuous,
wise, and powerful prince of Ayodhya. As a young man, he is able to accomplish what no other
man has ever done: he lifts and strings the bow of Siva, and by so doing her earns the right to
marry the beautiful Sita.
Just when he is about to ascend the throne of Ayodhya, his father Dasaratha is forced to
exile him for fourteen years to the forest due to a vow made long ago. Unruffled, Rama accepts
his exile; his wife Sita and his loyal brother Lakshmana accompany him. In the forest, the
princely brothers kill many demons and visit many wise men and women. The evil demon
Ravana hears of Sita's beauty and kidnaps her. He has fallen in love with her and tries to seduce
her, but she rebuffs his advances for nearly ten months.
Desperate to win her back, Rama and Lakshmana form an alliance with the monkey
king Sugriva and invade Lanka with an army of monkeys. After many violent battles, Rama
defeats Ravana and wins back Sita. He is concerned that she has been unfaithful during her long
captivity, and so Sita undergoes a trial by fire to prove her chastity. Rama takes her back, and
they return to rule Ayodhya for many wonderful years.
In another version of the tale, Rama hears his people gossiping about Sita's imagined
indiscretions, and he banishes her to the forest, where she gives birth to Rama's twin sons. Sita
and the children confront him years later; he tries to explain his harsh actions to Sita, but she
vanishes into the earth to escape him.
Vocabdiary Development
areca—a variety of palm

ashram—hermitage
asthra—weapon, missile or arrow powered by supernatural forces
asura—a demon Brahma Rishi—an enlightened sage
dharba—a stiff grass generally collected for ritual purposes
durbar—court Gandharva—a supernatural being
mantra—syllables with magic potency
margosa—a shade tree whose leaves are bitter
Maya—illusion
musth—a secretion on the forehead of an elephant during mating season
Pushya—a star
rakshasa—a demon
sadhu—a recluse or saint
sanyasi—an ascetic
shastra—scriptures
simsupa—a tree
vanji—a rare flowering creeper, which blooms once in twelve years
veena—a stringed musical instrument
yagna—a sacrifice
yaksha—a demigod
yojana—a measure of distance, usually of about 5 miles
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Reminder: Indian epics such as Ramayana is considered as a sacred text to the Indians. It is just
not a written text or a literature but a guide for them in life.
Exercise
Choose the letter of the correct answer.
1. In the beginning of the Ramayana, who is the sage who writes down the poem of this name?
a. EZHUTTACHAN
b. KAMPAN
c. RAMESH MENON
d. VALMIKI
2. What is the primary setting of the Ramayana?
a. A MYTHICAL LAND
b. THE REALM OF THE GODS
c. ANCIENT ISRAEL
d. ANCIENT INDIA
3. The Ramayana is an important text in which major religion?
a. CONFUCIANISM
b. HINDUISM
c. ISLAM
d. SHINTOISM
4. Who is Dasaratha?
a. SAGE OF KAMASRAMA
b. KING OF THE DEVAS
c. KING OF MITHILA
d. KING OF AYODHYA
5. What caste is Rama born into?
a. VAISYA (CRAFTER, MERCHANT)
b. BRAHMIN (HOLY PERSON, PRIEST)
c. SHUDRA (LABORER)
d. KSHATRIYA (WARRIOR OR KING)
6. How is Rama's appearance described?
a. PURPLE AS THE SUNSET
b. DARK BLUE AS A LOTUS
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c. FAIR AS A MOONBEAM
d. BROWN AS THE SACRED EARTH
7. How is Lakshmana's appearance described?
a. BROWN AS THE SACRED EARTH
b. DARK BLUE AS A LOTUS
c. FAIR AS A MOONBEAM
d. PURPLE AS THE SUNSET
8. Why does Viswamitra ask Rama to accompany him?
a. TO PULL A SWORD OUT OF THE STONE
b. TO DEFEAT THE DEMON RAVANA
c. TO FIND THE DEATHLY HALLOWS
d. TO DEFEAT THE DEMON TATAKA
9. What miraculous story is told about Sita's birth?
a. SITA'S MOTHER AND FATHER CONCEIVED HER NATURALLY
b. SITA'S MOTHER AND FATHER FOUND HER IN A FURROW IN SACRED EARTH
c. SITA'S MOTHER REALIZED SHE WAS PREGNANT AFTER DREAMING OF A WHITE ELEPHANT
d. SITA'S MOTHER AND FATHER CONCEIVED HER AFTER DRINKING A SACRED POTION
10. King Janaka will allow Sita to marry the man who is able to do what?
a. DEFEAT RAVANA
b. LIFT THE BOW OF SIVA
c. PULL THE SWORD FROM THE STONE
d. PROVE HE IS THE INCARNATION OF THE GOD VISHNU
11. What happens when Rama goes the bow of Siva?
a. THE BOW BURSTS INTO FLAME WHEN HE TOUCHES IT.
b. HE IS ABLE TO LIFT IT, STRING IT, AND BREAK IT IN TWO
c. HE IS NOT ABLE TO LIFT IT
d. BHARGAVA, ANOTHER INCARNATION OF VISHNU, TAKES IT OUT OF HIS HAND
12. Rama is an avatar of which god?
a. INDRA
b. VISHNU
43
c. SIVA
d. BRAHMA
13. Sita is an avatar of which goddess?
a. GANGA
b. LAKSHMI
c. SARASWATI
d. JAHNABI
14. How is Kaikeyi able to convince King Dasaratha to exile Rama and put Bharata on the throne?
a. SHE TELLS HIM THAT SHE WILL NOT HAVE SEX WITH HIM UNTIL HE DOES THIS
b. SHE ARGUES LOGICALLY AND CONVINCINGLY THAT THIS IS THE RIGHT THING TO DO
c. SHE TELLS HIM THAT RAMA WILL KILL HIM
d. SHE ASKS FOR THE TWO FAVORS HE PROMISED HER LONG AGO
15. How does Rama react when he is told he must go into exile?
a. HE DECIDES TO RAISE AN ARMY AND WAGE WAR AGAINST BHARATA
b. HE DECIDES TO KILL BHARATA AND TAKE HIS THRONE BACK
c. HE SCREAMS AT KAIKEYI
d. HE IS CALM, EXPRESSING CONCERN ONLY FOR HIS MOTHER AND FATHER
16. What happens to King Dasaratha within the week of Rama's exile?
a. HE RELINQUISHES POWER TO BECOME A RISHI
b. HE KILLS KAIKEYI
c. HE DIES
d. HE GOES INTO THE FOREST TO FIND RAMA
17. How does Bharata react when his mother Kaikeyi tells him that she has secured the throne for
him?
a. HE SCHEMES WITH HER TO KILL SHATRUGHNA AND LAKSHMANA
b. HE THANKS HER
c. HE KILLS HER.
d. HE IS FURIOUS WITH HER
18. Who goes with Rama into his exile?
a. NO ONE
43
b. SHATRUGHNA, LAKSHMANA, AND BHARATA
c. LAKSHMANA AND SITA
d. LAKSHMANA, KAUSALYA, AND SITA
19. What is NOT one of the arguments used to persuade Rama to return to Ayodhya?
a. DASARATHA AND KAUSALYA WILL SUFFER TERRIBLY FROM GRIEF
b. THE PEOPLE OF THE CITY WANT RAMA TO RULE
c. RAMA IS THE RIGHTFUL RULER, SINCE HE IS THE ELDEST
d. BHARATA WILL BE A VIOLENT AND CRUEL KING
20. Which best describes the place into which Rama goes during his exile?
a. A DARK AND DESOLATE FOREST
b. A BURNING DESERT
c. A LAND FILLED WITH SNOWS
d. A FOREIGN CITY
21. How does Sita effectively argue that she should accompany Rama into exile?
a. SHE SAYS THAT A WIFE'S PLACE IS WITH HER HUSBAND
b. SHE SAYS THAT SHE CAN BRING HIM TO HER FATHER'S CITY
c. SHE SAYS THAT KAIKEYI WILL KILL HER IF SHE STAYS
d. SHE SAYS THAT HE WILL NEED HER SKILLS TO SURVIVE
22. When does the rakshasa Surpanakha do when she first meets Rama?
a. SHE TRIES TO SEDUCE SITA
b. SHE TELLS RAVANA WHERE HE IS
c. SHE TRIES TO DRINK HIS BLOOD
d. SHE TRIES TO SEDUCE HIM
23. What happens when Khara's horde faces Rama?
a. RAMA IS ABLE TO DEFEAT THEM, BUT IS BADLY WOUNDED
b. RAMA KILLS THEM ALL
c. SURPANAKHA BETRAYS KHARA IN ORDER TO SAVE RAMA
d. RAMA IS ONLY ABLE TO DEFEAT THEM WITH THE HELP OF LAKSHMANA
24. How does Ravana learn about the existence of Rama?
a. HE SEES RAMA'S IMAGE IN HIS MAGICAL MIRROR
b. AN ESCAPED SOLDIER TELLS HIM OF THE BATTLE WHERE RAMA DEFEATED THE RAKSHASA ARMY
43
c. A SORCERER TELLS HIM ABOUT THE INCARNATION OF VISHNU
d. HE SEES RAMA KILLING A RAKSHASA
25. What best describes Ravana's feelings towards Sita?
a. HE WANTS TO TRAIN HER TO KILL RAMA
b. HE HATES HER
c. HE IS IN LOVE WITH HER
d. HE WANTS TO DRINK HER BLOOD
WRITING ACTIVTY
1. Hindu wives are being reminded to remain faithful to their husbands as epitomized by the
heroines in this epic, what is the implication of this in this modern world?
2. Let’s compare this epic with The Odyssey.
a. How does Rama compare with the Greek demi-god Achilles?
b. How does Penelope compare with Sita?
c. Does Ravana’s sister resemble any of the goddesses who tempted Odysseus?
d. How does the different view of the afterlife affect the meaning of each epic?
e. How does Ravana compare to any opponent Odysseus faced?
Lesson 12:
Formalism
43
Definition of Formalism: Including Properties and Checklist of Formalist Criticism

Etymology:
The word ‘formalism’ has derived from the word ‘form’. The ‘ism’ is a belief or an approach of
looking at things. So, ‘formalism’ is the approach of looking at things strictly adhering to their
forms.
What is Formalism?
Formalism is an object-centered theory of critical approach to literature. It focuses only on the
work itself and completely ignores the author of the work, time and background information of
the work, and the audiences’ feeling or perception about the work.
Formalism asserts that formal properties are the only things that matter about literature.
The formal properties of a literary work include:

Words (meaning of the words)
Shape/structure of the text
Harmony of the words
The rhythm of the sentences
Rhyming of the words
Meaning of the text as a whole
The formal properties of a literary work do NOT include:
Time of the work
Background of the work
Representation of the work
The symbolism of the words
Author’s moral, religious, or political values
Author’s personal life
Formalist Criticism analyzes the form of a literary work to discover its true meaning (not what
the audiences think but what the text says). Formalism holds that true meaning can be
determined only by analyzing the literary elements of the text and by understanding how these
elements work together to form up a cohesive whole.
Formalist critics examine a text regardless of its time period, social/political/religious setting,
and author’s background. They believe that true meaning of the text lies only in the text. Other
issues create a false impression of the text and thus jeopardize the audiences’ interpretation. So
the formalist critics believe that a text should not be interpreted based on a reader's response
43
to it (affective fallacy), the author's stated or inferred intention (intentional fallacy), author's
life (biographical fallacy), and historical/religious/social contexts (contextual fallacies).
According to formalism, these fallacies are the subjective biases and a text should be analyzed
objectively to determine its true meaning.
Formalism emphasizes close readings of the text to analyze the deeper meanings of the words
individually and collectively.
What is a Text?
According to Formalism,
A text is a literary work which is a finished product, and nothing can change its meaning and
form. The form and contents of the text cannot be separated. It creates meaning as a whole. A
literary text has a fixed meaning. The greatest literary texts are ‘constant’, ‘coherent’, ‘timeless’,
and ‘universal’.
A Checklist for Formalist Criticism:

A formalist critic analyzes:
 How the work is structured or organized (formed)
 How the literature/story begins
 How it is advancing/transiting to the next lines
 How it ends
 How the plot is built
 How the plot relates to its structure
 How each part of the work relates to the work as a whole
 How all the parts relate to one another
 How the narrator/speaker narrates the story
 Point of view of the narrator
 The major and the minor characters
 How the characters are related to one another
 Actions of the characters
 The language of the literary work
 Style of the writing
 Literary devices such as imageries, similes, metaphors, ironies, paradox, etc.
 How the literary devices function to create meaning
Midterm Exam:
Make a critical analysis using formalism approach to the following:
1. Aeneid
2. Epic of Gilgamesh
3. Oedipus Rex
4. Ramayana
5. Iliad and Odyssey
43

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Republic of the Philippines

WESTERN MINDANAO STATE UNIVERSITY

BACHELOR OF ELEMENTARY EDUCATION PROGRAM

WESTERN MINDANAO STATE UNIVERSITY

• Concrete Experience. A new experience of situation is encountered, or a

Read and Ponder. (Abstraction). This is the integrative component of the

Introduction. This part provides the background information about the

McLeod, S. A. (2017). Kolb - learning styles. SimplyPsychology.com [web]. Retrieved from

Preliminaries: Foundations and Learning Directions

Now that globalization or worldwide exchange of knowledge and technology is one of

In this module, a value-driven approach is applied for a more valuable experience. It

WMSU Quality Policy

The WMSU Graduate: An Institutional Outcome

College of Teacher Education Goals

Targeted Program Outcomes

Course Description and Learning Outcomes

3. analyze literary pieces of some representative oriental and occidental countries;

During this term, the students are expected to:

1. identify various biblical and philosophical dimensions of the Hebrew literary

McLeod, S. A. (2017). Kolb - learning styles. SimplyPsychology.com [web]. Retrieved from

Desired Learning Outcomes

 What is the implication of the given activity?

Read and Ponder

Overview About the University

QUALITY POLICY & PROCESSES

Figure 1. The Outcome-based Education Framework

Multiculturalism/ … peace and security within set in a culturally diverse

Instruction produces professionals… relevant instruction paradigm

Research and with strong research intellectual formation that

Extension/ Production/ socially responsive to and shall pursue a vibrant socio-

Brief Background and History of the University

Class Policies, Learning Plan and Learning Contract

Conditions for Performance Evaluation

Assessment of Learning Outcomes: Components of Final Course Rating

Learning Plan (derived from the Independent Learning Packet)

LESSON 2 (Week 2-3)

LESSON 3 (Week 4-6)

LESSON 4 (Week 7-9)

MIDTERM EXAMINATION (Week 10)

Other course specific guidelines

World Literature Module 2

I, _________________________________________________________, a student of World Literature of

Signature over printed name: ___________________________________

CHED (2014). Handbook on Typology, Outcomes-Based Education, and Institutional

 The Sumerians developed cuneiform, an early system of writing, and build

1. How does apostrophe convey a deep reverence for Aten?

Noah and the Flood from Genesis

Compare and Contrast

Kindly search “The Book of Ruth” online or in your Bible.

Ruth promises to follow Naomi. Naomi is Ruth’s mother-in-law.

Ruth promises to follow Naomi, who is Ruth’s mother-in-law.

When Naomi’s husband dies, he leaves her with two sons.

Kindly search “The Prodigal Son” online or simply in your Bible.

Reflection on the Experience

1. Why do we speak of Greek culture in superlatives?

*Read and Write Section

THE MYTHOLOGICAL BACKGROUND OF THE ILIAD

THE STORY OF THE ODYSSEY

Oedipus the King

VIRGIL- (70-19 B.C.)

Kindly search “Aeneid” online.

I dare not ask a kiss,

Reading the Epic