SENIOR HIGH SCHOOL COURSE

INTRODUCTORY
NOTE: The contents of the subject is divided into 2
part. The first part is focus to the literary pieces,
authors and history of the Philippines

The 2nd part of the course deals with the study of 21st
century literature of the World until the present, and
each major content have their own specified
competencies or lesson.
A. 21stCentury literature from the
region where the school is based in
 of other
relation to the literature
regions in various genres and forms.

B. Study and appreciation of literary

texts from the different regions written
in different genres
C. Literary genres, traditions and
forms from different national literature
 Asian, Anglo-
and cultures, namely,
American, European, Latin American,
and African

D. Basic textual and contextual

reading approach in the study and
appreciation of literature
A.1.Various dimensions of Philippine
literary history from precolonial to
contemporary; 
A.2. canonical authors and works of
Philippine National Artists in
Literature;
A.3. names of authors and their works,
and backgrounds of the literature from
the region where the high school is
located
B.1. regions in Luzon, Visayas,
Mindanao 
B.2. major genres (poetry, fiction,
drama, creative nonfiction, as well as
hyper-poetry, blogs, mobile phone
Text tula, chick lit, speculative fiction,
flash fiction, etc.)
1. Identify the geographic, linguistic, and
ethnic dimensions of Philippine literary
history from pre-colonial to the
contemporary.
2. Identify representative texts and
authors from each region (e.g. engage in
oral history research with focus on key
personalities from the students’
region/province/ town)
 Course Objectives

Value the contributions of local writers to
the development of regional literary
traditions
Differentiate/compare and contrast the
various 21st century literary genres and the
ones from the earlier genres/periods citing
their elements, structures and traditions
Analyze the figures of speech and other
literary techniques and devices in the text.

Explain the literary, biographical,
linguistic, and sociocultural contexts and
discuss how they enhance the text’s
meaning and enrich the reader
explain the relationship of context with
the text’s meaning
produce a creative representation of a
literary text by applying multimedia skills
Apply ICT skills in crafting an adaptation
of a literary text.

Appreciate the cultural and aesthetic
diversity of literature of the world
Compare and contrast the various 21st
century literary genres and their elements,
structures, and traditions from across the
globe
Identify representative texts and authors
from Asia, North America, Europe, Latin
America, and Africa.
 SEMESTER’S
PERFORMANCE TASKS

A written close analysis and critical
interpretation of a literary text in
terms of form and theme, with a
description of its context derived from
research;
Creating you own piece of literature
using different 21st literary genre.
 SEMESTER’S
PERFORMANCE TASKS

An adaptation of a text into other
creative forms using multimedia.
critical paper that analyzes literary
texts in relation to the context of the
reader and the writer or a critical paper
that interprets literary texts using any
of the critical approaches;
 WELCOME

GRADE 11- ST. PAUL
S.Y. 2019-2020
ENJOY STUDYING 21 ST

CENTURY LITERATURE
21ST CENTURY LITERATURE FROM THE
PHILIPPINES TO THE WORLD

SENIOR HIGH SCHOOL COURSRE

 TRADITIONS AND LOCATIONS:
THE FILIPINO POEM

 GUIDED QUESTIONS

1. Have you ever seen an erupting volcano?
2. Did you amazed or terrified?
3. If not, can you create a poetry to the same scenario
without even seen the actual situation?
4. Did you already create you own literary pieces?
5. Are you fond of writing and reading literature?
6. Can you define poetry?
Definition and terms

“Poetry” the root and crown of the
language.(Accrdg. Gemino Abad)
According to Merriam- webster
dictionary, are the pieces of writing that
usually have figurative language that
written in separate lines that often have a
repeated rhythm and rhyme.
 Bugtong- was a riddle that used talinghaga, or
a metaphor that actually helped convey to the
answer to the riddle.

Sawikain(salawikain)- were proverbs that
were used to expressed pieces of wisdom or
beliefs that were important to the Filipino
Society
Epiko/Epic- long, episodic, chanted poems
which told a story, normally about legendary
hero
Baybayin- a method of writing of tagalog.
Essential Question
How does contemporary regional Filipino

poetry apply the elements of poetry?
Learning Points:
Identifying the geographic, linguistic and
ethnic dimension of Philippine literary
history from pre- colonial to modern
Responding critically to the poem and
articulate response through a presentation
regional culture.
 History of Poetry

Filipinos are no strangers to poetry
 poetry has been part of Filipino culture
and traditions
Filipino people created different forms
of poetry.
Filipino poetry existed along pre-
Spanish period
The arrival of the Spaniards dramatically
altered what was already established
Philippine literary traditions

Filipino poetry have been called by the frias
as blasphemous.
Spanish clergy set out to replace the old oral
heroes to Jesus Christ and poems are
intended to be religious
Pasyon/passion- was the first spanish-
filipino form of poetry popularized by
Gaspar Aquino De Belen and perpetrated by
Mariano Pilapil.
 Francisco Baltazar- was the most notable poet
of the Spanish era known on his generation as
Balagtas.

His famous work is Florante at Laura that
showcase his education in the schools in
Manila.
Jose Rizal and his fellowmen also belong to a
new type Filipino emerging with the rise of
new middle class family (National Identity)
Andres Bonifacio Contribute also his poetry
especially the poem “Pag-ibig sa Tinubuang
Bayan”
Traditional Philippine Poetry never truly
went away.
Ex. the awit - influenced by European

romances of the time, and become romances
themselves.
Upon arrival of the Americans the
emergence of poetic style.
Ex. Free verse and new criticism-
Poets such as Angela Manalang Gloria, and
Jose Garcia Villa pushed the envelopes of both
form and content.
 Regions and Regional
Culture

 The Philippines has a unique cultural
landscape, one shaped by a myriad of
languages and traditions determined by
their geographical and linguistic
regions.
 Bikol Literature

The advantage and detriment of
Bikolanos that a good number of them
are multilingual and are normally
proficient not only in Bikol, their
regional language, but also in English
and Filipino.
 Bikol Literature
 Bikol writers have adopted forms of
literature for their
own enjoyment.
Comedia and Zarzuela during 1800s
and 1900s.
Literary production continued via
varied publication until the 1960s when
the last Bikol magazine stopped
production.
 Bikol writing also feature the corrido
and the comedia, the former being a
metered romance and the latter being
place performed to local audiences.
Bikol writing flourish, poems such as,
the rawitdawit continued to showcase
a Bicolano penchant for examining and
criticizing society.
 Prominents Writers

Ricky Lee and poet Marne Kilates are
both native Bikol and yet are known as
Bikolano writers.
Mariano Perfecto
Bikol literary/ traditional works
 Proverbs, riddles, and sayings in use,
 sa doron/ Daing
such as “ An Matakot
aanihon” or “ Those Afraid of locusts/
Will not harvest anything”
Traditional game “ Tagsikan”- a game
creating witty, versified
extemporaneous toasts during a round
of drinking.
 CONFIGURE
Kristian Sendon Cordero

is widely described as the “ enfant
terrible” of Bikol writing.
the term infant terrible usually refers to
a person who is contreversial, often by
being innovative and questioning of the
establishment, both of which cordero's
has done.
 Kristian Sendon
Cordero
He has multiple Palanca Awards in
the essay.
poetry, fiction, and
He was won in host of other awards in
poetry, such as the National
Commission on Culture and Arts
Writer's Prize for Bikol poetry in 2007
6th Madrigal Gonzales first Book
Award
the Maningning Miclat Poetry Prize in
Filipino in 2009
 Kristian Sendon Cordero
Premio Tomas Arejola literary Prize
Homelife Poetry 
Contest.
He also published his collections of his
own such as;
1. Canticos
2. Apat the Boses(UST Publishing house
2013)
3. Labi(Ateneo De Manila Press 2013)
He is also a film maker;
his film Angustia was release in 2013.

he has edited a number collection, such
as;
1. The Naga we know- a collection of essays
co-edited with Paz Verdadis Santos
2. Sagurong
He was also an educator and being an
asst. professor at Ateneo De Naga
University.
He writes a Column in a Bikol Mail.
He is an active avocate for the growth
not only in term of
of Bikol Literature,
the form flourishing in number, but
also in terms of it growing behind its
current traditions.
 Group activity

 Group 1: Research about the legend of
Mt. Mayon and answer the following
questions;
1. How do the characters in the legend
correspond to the behaviour of the
Volcano in the real life?
2. What does knowing the legend do
your appreciation of the Volcano?
 Group activity
3. How would the legend of Daragang
What changes
Mayon be told today?
would be there be in how the story is
told?
Group 2. Research about the writer of
the Legend of Mt. Mayon and state his/
her biography.
Group 3. Select 1 common Bikolano
writer/ author and his contribution to
the literature.
 Group activity
Group 4: State 2 Bikol literary pieces
gave contribution
and its content that
to the Philippine culture and literature
through stating the following;
1. The literature of works/ literary
pieces.
2. About the writer of the chosen Bikol
literary work.


