Lesson Objectives:

At the end of this module, learners are expected to:

1. Give the importance of literature; and
Name:
2. Create a timeline of literary period and highlight
__________________________________________________ each contribution in Philippine’s literature; and
_______________ Section: ____________ Schedule: 3. Name some Filipino writers and their literary piece
________________________________________ in each period.
Materials:
Course Code: ENG 158 Student’s Module #1
SAS
Class number: _______ Date: ________________
References:
Guangco (2017). The Philippine Literary History.
Lesson title: Timeline of Philippine Literature Retrieved from https://www.slideshare.net/augu
stianelijah/the-philippine-literary history

Productivity Tip: Start it right. Set a positive attitude towards acquiring new ideas.

A. LESSON PREVIEW/REVIEW
1) Introduction
Hi future educators! This day mark the start of acquiring new lessons that will help you
in understanding the content that you might encounter as you pursue in the field of teaching.

Before we begin, let’s answer this question, “What comes to your mind when you
encounter the word LITERATURE?” Write it down in the graphic organizer.

LITERATURE

From the set of word/phrases you’ve listed, create your own definition of literature.

__________________________________________________________________________________________________
____
__________________________________________________________________________________________________
____

Follero (n.d.) had said the diversity and richness of Philippine literature evolved side by side
with the country's history. This can best be appreciated in the context of the country's pre-colonial
cultural traditions and the socio-political histories of its colonial and contemporary traditions.
In this module, we will define literature and run through the significant contributions of
each literary period which reflects the culture, way of thinking and uniqueness of Filipinos.

This document is the property of PHINMA EDUCATION

________________________________________

2) Activity 1: What I Know Chart, part 1

Name:
Course Code: ENG 158 Student’s Module #1
__________________________________________________
_______________ Section: ____________ Schedule: Class number: _______ Date: ________________

Before we proceed to the lesson, do you know anything about literature? Try answering the
questions below by writing your ideas under the first column What I Know. It’s okay if you write
key words or phrases that you think are related to the questions.

What I Know Questions: What I Learned (Activity 4)

1. What is Philippine literature?

2. Why is there a need to study

literature in the Philippines?

3. How does literature help

individual to understand life
and places in the Philippines?

Great! Now, let’s expound our knowledge about literature and highlight the contributions of
each literary period in the Philippines.

B.MAIN LESSON
1) Activity 2: Content Notes

THE PHILIPPINE LITERATURE

Philippine literature withstood time and periods and has evolved through generations.
For every period that passed, different genres appeared, and these literary works rooted from
all regions reflecting their culture, society and lifestyle. (Cruz, 2019)

THE LITERARY PERIODS

BC-1564 THE PRE-COLONIAL PERIOD
• This existed before the Spanish occupation in the 1500s.
• It is oral in nature and is full of lessons and ideas about life, its blessings, and its
consequences. • It contains ideas from birth to the grave.
• The oral characteristic of pre-colonial literature gives the possibility for many alterations. • In
the Philippine context, no matter how it may be considered as altered, pre-colonial literature is
still revered to by many Filipinos.
• The sources are usually the local native town folk.

________________________________________

Forms
Name:
Course Code: ENG 158 Student’s Module #1
__________________________________________________
_______________ Section: ____________ Schedule: Class number: _______ Date: ________________

1. Oral Literature 2. Folk Songs 3. Folk Tales

a. Riddles a. Lullabies a. Myths
b. Proverbs b. Drinking Songs b. Legends
c. Love Songs c. Fables
d. Songs of Death d. Epics
e. Religious Songs

1521-1898 THE SPANISH PERIOD

• The start of the Philippine's more colorful history took place in March 6, 1521 when Ferdinand
Magellan docked on the shores of Homonhon.
• The Filipinos were then called “Ladinos”, meaning they were latinized.
• Filipinos were called two things. One is the “Taga-Bayan”, while the other is the “Taga-bukid” or
“Taga-bundok”.
• A person who is a Taga-bayan is considered urbane and civilized and were in easy range of
the church and state.
• A person who is a Taga-bundok or Taga-bukid is called a Bruto Salvage (Savage Brute) or Indio
and were the ones who lived far from the center of the Spanish power.
Forms
1. Religious Literature 2. Secular or Non-Religious Literature
a. Pasyon a. Awit
b. Senakulo b. Korido
c. Komedya c. Prose Narratives
3. Propaganda Literature 4. Revolutionary Literature

1900-1942 THE AMERICAN PERIOD

• The Philippines had a great leap in Education and Culture.
• The use of English alongside Filipino was practiced.
• The Philippines Public School system was introduced.
• Free public instruction was given to the Filipinos.
• The literature during the American period was considered as imitative of American model.
Instead of asking the students to write originals, students ended up following the form of
American poets. Forms
1. Poetry- poetry under the American rule still followed the style of the old but had contents
that ranged from free writing to societal concerns under the Americans.
2. Drama- was usually used in the American period to degrade the Spanish rule and to
immortalize the heroism of the men who fought under the Katipunan.
3. Remake Novels- took up Dr. Jose Rizal's portrayal of social conditions by colonial repression.

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1941-1945 THE JAPANESE PERIOD
1946- 1985 THE REPUBLIC
• The Philippine literature came into a halt.
Name:
__________________________________________________ Course Code: ENG 158 Student’s Module #1
_______________ Section: ____________ Schedule:
Class number: _______ Date: ________________
________________________________________

• The use of the English language was forbidden, and the use of the Filipino language was
mandated under the Japanese rule.
• For some this was a problem, but to most writers, it was a blessing in disguise.
• Almost all newspapers were stopped except for some.
• Filipino literature was given a break during this period. Many wrote plays, poems, short
stories, etc. Topics and themes were often about life in the provinces.

Forms
1. Poetry 2. Fiction 3. Drama 4. Newspapers 5. Essays

LITERATURE OF THE PHILIPPINES TODAY

In the 21st century Philippines, there are a lot of literary innovations that are adapted and
created by Filipinos. Nowadays, even those who do not have any significant literary
background make their own way using the freedom that they have to write and to express.

There are a lot of new forms from the basic genres of literature; thus, proving how far the
literature in the Philippines has gone and how far it will go on from here.

2) Activity 3: Skill-building Activities

Let’s practice! Try to answer the series of exercises below.

EXERCISE 1
Directions: Using the graphic organizer, plot the timeline of literary period and write its
highlighted contributions in the Philippine Literature. (You may use the net to search for
answers for this or reread the content notes)

________________________________________

EXERCISE 2
Name:
Course Code: ENG 158 Student’s Module #1
__________________________________________________
_______________ Section: ____________ Schedule: Class number: _______ Date: ________________

Directions: Name the literary piece described in each item. Choose you answer in the set of
word in the bow below.
__Lullaby_____________1. Locally known as hele, these are sung to put babies into sleeps.
__Epic_____________2. Lengthy narratives that are based on oral traditions, usually characterized
by a fighter, stereotypical princes or heroes that save a damsel in distress.
__Pasyon_____________3. It is about the passion (journey and suffering) and the death of Jesus
Christ. _proverbs______________4. These are statements that are considered as wise. These are
usually given by parents or elders of the community.
_Myths_______5. These tackle the natural to strange occurrences of the earth and how things
were created with an aim to give an explanation to things.
__Fables_____6. Short stories that use animals as characters in representing a value or
characteristic for children,
__Awit_______7. These are tales of chivalry where a knight saves a princess. Florante at Laura is a
good example.
___Folk tales_____8. These are stories of native Filipinos that deal with the power of nature-
personified, their submission to a deity- usually Bathala- and how this deity is responsible for
the blessings and calamities
__korido______9. A metrical tale or a tale that follows the structure of a poem.
__Propaganda Literature__10. These were in the forms of satires, editorials, and news articles
that aimed to attack the Spanish Rule.

Proverbs Folk tales Epic Korido Myths Fables Awit Lullaby Pasyon Propaganda Literature

EXERCISE 3
Directions: Name some Filipino writers and their literary piece in each period.

PRE-COLONIAL PERIOD THE AMERICAN PERIOD

THE SPANISH PERIOD

THE JAPANESE AND LITERATURE

TODAY
REPUBLIC

________________________________________

3) Activity 4: What I Know Chart, part 2

Name:
Course Code: ENG 158 Student’s Module #1
__________________________________________________
_______________ Section: ____________ Schedule:
Class number: _______ Date: ________________

It’s time to answer the questions in the What I Know chart in Activity 1. Put your answers in the
table 3.

4) Activity 5: Check for Understanding

Directions: Write a short paragraph about the significance of studying literature. How does
these literary pieces help individual to understand life and places in the Philippines? Are they
important?
_________________________________________________________________________________________
__
_________________________________________________________________________________________
__
_________________________________________________________________________________________
__
_________________________________________________________________________________________
__
_________________________________________________________________________________________
__
_________________________________________________________________________________________
__
_________________________________________________________________________________________
__
_________________________________________________________________________________________
__
_________________________________________________________________________________________
__
_________________________________________________________________________________________
__
_________________________________________________________________________________________
__ __________________
C. LESSON WRAP-UP
1) Activity 6: Thinking about Learning
A. Work Tracker
You are done with this session! Let’s track your progress. Shade the session number you
just completed.

B. Think about your Learning

What were the important things discussed?

____________________________________________________

______________________________________________________________________________________________

___ Are there questions/clarifications you want to ask with your teacher?
_________________________

______________________________________________________________________________________________

___

1. Lullaby 6. fables
2. epic 7. awit
3. pasyon 8. Folk tales
Name:
4. proverbs 9. korido
__________________________________________________ 5. myths 10. propaganda literature
_______________ Section: ____________ Schedule:
________________________________________ EXERCISE 3
Depends on your search. Answer may vary.
KEY TO CORRECTIONS
EXERCISE 1 Activity 5: Check for Understanding
*Answer from this exercise may come from the text Ideas may vary
or your own search.
Course Code: ENG 158 Student’s Module #1
EXERCISE 2
Class number: _______ Date: ________________
This document is the property of PHINMA EDUCATION
2. Differentiate the elements from one another;
Name: 3. Identify the literary element present in a text; and
__________________________________________________ 4. Create a story and incorporates the ideas of
_______________ Section: ____________ Schedule: character, setting, plot, conflict, resolution, and
________________________________________ theme.
1.
Course Code: ENG 158 Student Module #2 Class
Materials:
number: _______ Date: ________________
SAS
References:
Robinson (2019). The 9 Literary Elements You’ll Find in Every Story. PrepScholar.
Lesson title: ELEMENTS OF LITERATURE Retrieved from https://blog.prepscholar.com/literary-elements-list examples
Mmcgee (2018). Elements of Literature. Retrieved from
Lesson Objectives:
https://quizizz.com/admin/quiz/5b32699ec94c55001 a963633/elements-of-
At the end of this module, learners are expected to: literature
/www.ereadingworksheets.com
1. Give the nine elements of literature;

Productivity Tip: Work during your peak productivity. Pay attention to when you are most alert
during the day or even the night.

A. LESSON PREVIEW/REVIEW
1) Introduction
Take a minute and imagine building a house. What are some of the things that you would
absolutely have to include in order to make a house? Some of those non-negotiable elements
are a roof, walls, a kitchen, and a bathroom. If you didn't have these elements, you wouldn't
have a house. Heck, you might not even have a building!

A literary element's definition is similar. Literary elements are the things that all
literature— whether it's a news article, a book, or a poem—absolutely must have. In this
module, we will learn the nine elements of literature.

2) Activity 1: What I Know Chart, part 1

Do you know the elements in literature? Try answering the questions below by writing your
ideas under the first column What I Know. It’s okay if you write key words or phrases that
you think are related to the questions.

What I Know Questions: What I Learned (Activity 4)

1. What are the elements of

literature?
2. What is the purpose of the
elements in literature?

3. How does elements in

literature help in
understanding the text better?

Great! Now, let’s us discover the nine literary elements we’ll find in every story.

This document is the property of PHINMA EDUCATION

B. MAIN LESSON
Name: 1) Activity 2: Content Notes
__________________________________________________
_______________ Section: ____________ Schedule: Nine Literary Elements
________________________________________
Course Code: ENG 158 Student Module #2 Class
number: _______ Date: ________________

Literary elements are the fundamental building blocks of writing, and they play an
important role in helping us write, read, and understand literature.

1. LANGUAGE
The most important literary element is language. Language is defined as a system of
communicating ideas and feelings through signs, sounds, gestures, and/or marks. Language is
the way we share ideas with one another, whether it's through speech, text, or even
performance!

2. PLOT
The plot of a work is defined as the sequence of events that occurs from the first line to the
last. In other words, the plot is what happens in a story.
• Beginning/Exposition: This is the very beginning of a story. During the exposition, authors
usually introduce the major characters and settings to the reader.
• Conflict: Just like in real life, the conflict of a story is the problem that the main characters
must tackle.
• Rising Action: Rising action is literally everything that happens in a story that leads up to the
climax of the plot. Usually this involves facing and conquering minor conflicts, which is
what keeps the plot moving forward. More importantly, writers use rising action to build
tension that comes to a head during the plot's climax.
• Climax: The climax is the part of the story where the characters finally must face and solve
the major conflict. This is the "peak" of the plot where all the tension of the rising action
finally comes to a head. You can usually identify the climax by figuring out which part of
the story is the moment where the hero will either succeed or totally fail.
• Falling Action: Falling action is everything that happens after the book's climax but before
the resolution. This is where writers tie up any loose ends and start bringing the book's
action to a close.
• Resolution/Denouement: This is the conclusion of a story. But just because it's called a
“resolution" doesn't mean every single issue is resolved happily—or even satisfactorily.

3. MOOD
The mood is defined as the emotion or feeling that readers get from reading the words on a page.

4. SETTING
Setting is defined simply as the time and location in which the story takes place.

This document is the property of PHINMA EDUCATION

________________________________________
Name: Course Code: ENG 158 Student Module #2 Class
__________________________________________________ number: _______ Date: _______________
_______________ Section: ____________ Schedule:

5. THEMES

Sometimes theme is described as the main idea of a work...but more accurately, themes are
any ideas that appear repeatedly throughout a text.

6. Point of View
Point of view is the perspective from which the story is told. It helps us better understand the
characters in a story.
• First person: This is told by one of the characters of the story from their perspective. You
can easily identify first-person points of view by looking for first-person pronouns, like "I,"
"you," and “my."
• Second person: second-person point of view happens when the audience is made a
character in the story. In this instance, the narrator uses second person pronouns, like "you"
and "your." • Third person limited: this is when the narrator is removed from the story and
tells it from an outside perspective. To do this, the narrator uses pronouns like "he," "she," and
"they" to refer to the characters in the story. In a third person limited point of view, this
narrator focuses on the story as it surrounds one character
• Third person omniscient: in this point of view, the narrator still uses third-person
pronouns...but instead of being limited to one character, the narrator can always tell
readers what’s happening with all characters. It's almost like the narrator is God: they can
see all, hear all, and explain all!

7. NARRATOR
All literature has a narrator, even if that narrator isn't named or an active part of the plot. The
same is true for the narrator of a book or poem, too. The narrator helps make sense of the
plot for the reader. It's their job to explain, describe, and even dramatically reveal plot points
to the audience.

8. CONFLICT
A conflict is the central struggle that motivates the characters and leads to a work's climax.
Generally, conflict occurs between the protagonist, or hero, and the antagonist, or villain...but
it can also exist between secondary characters, man and nature, social structures, or even
between the hero and his own mind.

9. CHARACTERS
A piece of literature must have at least one character, which can be a person, an object, or an
animal. • The protagonist of a work is its main character.
• Antagonists, on the other hand, are the characters that oppose the protagonist in some way.

Let’s practice! Answer the exercise to learn more

Name: about the topic.

__________________________________________________
_______________ Section: ____________ Schedule: EXERCISE 1
________________________________________ Directions: Choose the letter of the correct answer.

Course Code: ENG 158 Student Module #2 Class

2) Activity 3: Skill-building Activities
number: _______ Date: ________________
1. The main character. G. protagonist

2. The story’s time and place. I. setting

3. The sequence of events in a story. E. plot
4. The one that opposes the main character. A. Antagonist
5. The perspective from which the story is told. F. point of view
6. Part of the story which creates tension and suspense. H. rising action
7. Any ideas that appear repeatedly throughout a text. J. themes
8. The emotion or feeling that readers get from reading the words on a page. D.
mood
9. The central struggle that motivates the characters and
leads to a work's climax. C. Conflict
10. Part of the story where the characters finally must
face and solve the major conflict. B. Climax

EXERCISE 2
Directions: Read each passage of the following passages and identify the narrators’ point of
view. Shade in the appropriate bubble.
a) first-person c) third person limited
b) second-person d) third-person omniscient

_ third-person omniscient _1. Lone Wolves and Other Frontier Tales by S. Goodson
Red looked across the prairie. He didn't see anything concerning. He wondered why Texas Joe
had hollered like that. Texas Joe turned to him. The ghost that Texas Joe had just seen was
gone. Texas Joe swatted at the air. Now he felt crazy. "You have to believe me, Red. It was just
here," said Texas Joe. Red scowled at him in disbelief. "What was just here, Joe?" he asked. Red
was angry with Texas Joe for disturbing his sleep for no apparent reason.

_ third person limited _2. Date Match by Scott Waterlog

Diego looked over the edge. He thought about how far the ground was. The wind gusted.
Whitney turned to him and said, "It's beautiful up here, huh?" Diego could not think about
beauty. All he could think about was not falling off the edge. He said, "Yeah, Whitney, it really
is beautiful. Hey, how long do you want to stay up here?" Whitney laughed and said, "Let's
stay up here the rest of our lives!" Diego grimaced. He was afraid that this scenario was all too
likely.
_ first-person _3. Sugar Fever: The Candy Wars by Douglass Wimperford
This document is the property of PHINMA EDUCATION
________________________________________
Name: Course Code: ENG 158 Student Module #2 Class
__________________________________________________ number: _______ Date: ________________
_______________ Section: ____________ Schedule:

We stared at the Bubblegum Fortress from the mouth of the Cotton Candy Woods. The
gumdrop soldiers were scurrying atop their sugar-coated ramparts. I wouldn't be surprised if
someone had tipped them off. Chet Eagle approached me and said, "What now, Commander
Candy?" I thought about it for a second. "Well, they get better prepared with each passing
second, so let's attack now." Chet Eagle bowed and said, "As you wish, Commander Candy."

_ second-person _4. To Make French Toast: First, take out a skillet to cook and turn the stove
on low. Second, you will melt the butter in the pan and stir it with a spatula. Third, beat the
eggs. Fourth, lay the bread, white or wheat, on both sides in the eggs. Fifth, sit the bread on
top of butter for 30 seconds and then turn over. Now you have a slice of French toast, repeat.
a) first-person b) second-person c) third-person objective d) third-person limited e) third-
person omniscient

_ first-person _5. “Do you love candy?” I asked my friend Roxis. I always make friends with other
people.
__ third-person omniscient _6. “You should just go somewhere. You ruined our relationship, and I don’t
want to talk to you anymore,” Bertha said to Mitchell as he begged her for forgiveness, “But, Bertha, you
are the best girl in the world. You make my dreams come true.” Bertha ignored his pleas.

_ third person limited _7. Daniel Will Be OK by Betty Dogwood

Daniel was nervous about going to Patricia's birthday party. He was afraid that he wouldn't
know anyone but Patricia, and she would be so busy with her guests. "Mom, I don't want to
go to the party." Daniel's mother furrowed her brow and said, "Daniel, we already told her
we'd be there. We bought her a present. We have to go and give it to her." Daniel shook his
head. He still didn't want to go. His mom put her hand on his shoulder.
_ third-person omniscient 8. Some dark night Shelly said, “I hate squirrels,” but really she loved
them. Carol said, “They smell,” but really, she loved them too. Both of them thought that squirrels
were pretty cute.

_ first-person _9. Tumbleweed by Scotty Prost

Butch dug his spurs into his horse and she kicked up dust. "Giddy up!" he said. I was riding
right behind him, but I was a much less capable rider. "Butch, could you wait up for me?" I
asked. He didn't. I kicked my horse and tried to get her to move faster. She whinnied and
bucked me off her. As I landed with my posterior in a mud puddle, Butch laughed. Then he
kept riding. "Butch!" I shouted, "Wait up!" He didn't.
_ first-person _10. When I went to the store, I witnessed a girl crying on the street and I took a
closer look and saw it was my friend. I walked to where she was and asked her what was
wrong. She said, “Family problems.” Being a good friend, I told her to call me later if she
wanted to talk about it.

EXERCISE 3: PLOT THE STORY

Name: Course Code: ENG 158 Student Module #2 Class
__________________________________________________ number: _______ Date: ________________
_______________ Section: ____________ Schedule:
________________________________________

Directions: Reread one of your favorite stories and summarize it using the format below.
TITLE:

Beginning/
Exposition

Rising Action:

Climax:

Falling
action:

Resolution/
Denouement:

3) Activity 4: What I Know Chart, part 2

It’s time to answer the questions in the What I Know chart in Activity 1. Put your answers in the
table 3.

4) Activity 5: Check for Understanding

Directions: Create your own story and incorporate the ideas of character, setting, plot, conflict,
resolution, and theme. Here are the steps:
1. Students name and define a main character and supporting characters.
2. Students choose a setting – place, time, and duration.
3. Students choose a theme, such as friendship, bullying, or overcoming adversity.
4. Students decide on the conflict.
5. Students decide how their conflict will be resolved.
6. Students add more plot events.
7. Students write their own stories from the story elements they have listed.

This document is the property of PHINMA EDUCATION

The output will be graded using the following
Name: criteria:

__________________________________________________ Course Code: ENG 158 Student Module #2 Class

_______________ Section: ____________ Schedule: number: _______ Date: ________________
________________________________________

Criteria 4 3 2 1

Content All information Most of the Some of the Only few of the
(40%) presented is information information information
complete and presented is presented is presented is
correct. complete and complete and complete and correct.
correct. correct.

Organizati Organizes and Develops and Develops and Ideas are not ordered.
on (30%) develops ideas in a organizes clear ideas. organizes simple
clear and coherent Idea and details are ideas. There is
manner. There is a sequential and somehow an order
good flow of ideas appropriate. of main idea and
from topic sentence details or sequence.
and details or
sequence.

Mechanics No errors in Few errors in Some errors in Many errors in

(20%) agreement, number, agreement, number, agreement, number, agreement, number,
tense, spelling, tense, and minor tense, and few errors tense, spelling,
errors
punctuation and in spelling, punctuation and
capitalization. in spelling, punctuation and capitalization.
punctuation and capitalization.
capitalization.

Neatness The final output is The final output is The final output is The final output is not
(10%) very neat. neat. neat to some extent. neat.
C. LESSON WRAP-UP
1) Activity 6: Thinking about Learning
A. Work Tracker
You are done with this session! Let’s track your progress. Shade the session number you
just completed.

B. Think about your Learning

What were the important things discussed?

____________________________________________________

____________________________________________________________________________________________

_____ Are there questions/clarifications you want to ask with your teacher?

_________________________

____________________________________________________________________________________________

_____

________________________________________
Name:
FAQs
__________________________________________________
1. Do poems have plots?
_______________ Section: ____________ Schedule:
Course Code: ENG 158 Student Module #2 Class number: _______ Date: ________________

Yes! They tend to be a little less dense, but even poems have things that happen in them.

2. Is point of view an important literary element?

Yes, for two reasons.
First, it helps us better understand the characters in a story. For example, a first-person point of
view lets readers get to know the main character in detail, since they experience the main
character's thoughts, feelings, and actions.
Second, point of view establishes a narrator, or a character whose job it is to tell the story.

3. Why are the elements of literature important?

All the elements in literature are essential in making an exciting narrative to the readers. They play
an important role in helping us write, read, and understand literature.

KEY TO CORRECTIONS
EXERCISE 1
1. G 6. H
2. I 7. J
3. E 8. D
4. A 9. C
5. F 10. B

EXERCISE 2
1. D 6. D
2. C 7. C
3. A 8. D
4. B 9. A
5. A 10. A

EXERCISE 3
Answers may vary.

Activity 5: Check for Understanding

Essay. Ideas may vary.
This document is the property of PHINMA EDUCATION
At the end of this module, learners are expected to:
Name: 1. Enumerate the forms of literature;
__________________________________________________ 2. Differentiate the forms of literature from one
_______________ Section: ____________ Schedule: another; and 3. Identify the form of a literary piece.
________________________________________ 1.
Materials:
Course Code: ENG 158 Student Module #3 Class
SAS
number: _______ Date: ________________
References:
https://www.academia.edu/2799204
Lesson title: FORMS OF LITERATURE
1/INTRODUCTION_TO_LITERATURE_F
Lesson Objectives: ORMS_DIVISIONS_AND_SUBDIVISION S

Productivity Tip: Begin the homework session with something challenging. Save the easier work
for later in your session.

A. LESSON PREVIEW/REVIEW
1) Introduction
Last lesson, we discussed about elements of literature. Let us enumerate them using
the graphic organizer below.
ELEMENTS DESCRIPTIONS

After knowing the elements that a literature must have, we will now proceed to
its forms, divisions and subdivisions in today’s lesson.
This document is the property of PHINMA EDUCATION
Activity 1: What I Know Chart, part 1
Name: Course Code: ENG 158 Student Module #3 Class
__________________________________________________ number: _______ Date: ________________
_______________ Section: ____________ Schedule:
________________________________________

Do you know the forms of literature? Try answering the questions below by writing
your ideas under the first column What I Know. It’s okay if you write key words or phrases that
you think are related to the questions.

What I Know Questions: What I Learned (Activity 4)

1. What are the forms of

literature?

2. What are the division and

sub division of each forms?

3. Why do we have varied

forms in literature?

Great! Now, let’s us the forms, divisions and subdivisions

B. MAIN LESSON
1) Activity 2: Content Notes

Literature is the art of written work. The word literature literally means "things made from letters."

I. FORMS OF LITERATURE
A. ORAL LITERATURE – literary works transmitted from one generation to another
verbally. B. WRITTEN LITERATURE – literary works in printed form
C. VISUAL LITERATURE – literary works presented in front of an audience

II. DIVISIONS OF LITERATURE

A. PROSE - is the most typical form of language, applying ordinary grammatical structure and
natural flow of speech rather than rhythmic structure (as in traditional poetry). While there
are critical debates on the construction of prose, its simplicity and loosely defined
structure has led to its adoption for most of the spoken dialogue, factual discourse as well
as topical and fictional writing. It is commonly used, for example, in literature, newspapers,
magazines, encyclopedias, broadcasting, film, history, philosophy, law and many other
forms of communication.

1. Fiction - is the form of any narrative or informative work that deals, in part or in
whole, with information or events that are not factual, but rather, imaginary—that
is, invented by the author. Although fiction describes a major branch of literary
work, it may also refer to theatrical, cinematic, or musical work. Fiction contrasts
with non-fiction, which deals exclusively with factual (or, at least, assumed factual)
events, descriptions, observations, etc. (e.g., biographies, histories).

________________________________________
Name: Course Code: ENG 158 Student Module #3 Class
__________________________________________________ number: _______ Date: ________________
_______________ Section: ____________ Schedule:

a. Fairytale – story about kings, queens, princes and princesses with a touch of
magic
b. Mythology – story about gods and goddesses
c. Legend – story about the origin of a place or a thing
d. Novel – a long narrative with an organized plot usually with a maximum of
500 pages
e. Novelette – a narrative with an organized plot usually with a maximum of
300 pages
f. Short Story – a narrative with an organized plot usually with a maximum of
100 pages
g. Fable – story that uses animals as characters and with moral lesson
h. Parable – story used by Jesus in teaching the Good News
i. Allegory – story that uses symbolism to represent an idea

2. Non-Fiction - is the form of any narrative, account, or other communicative work

whose assertions and descriptions are understood to be factual.
a. Autobiography – life story of a person written by himself
b. Biography – life story of a person written by another person
c. Newspaper – collection of news articles about various current events
d. Magazine – collection of articles regarding the lifestyle of man
e. Journal – daily record of personal events
f. Planner – daily record of business commitments
g. Anecdote – a brief, revealing account of an individual person or an incident.
B. POETRY - is a form of literary art which uses the aesthetic qualities of language to evoke
meanings in addition to, or in place of, the prosaic ostensible meaning.

1. Narrative - is a form of poetry which tells a story, often making use of the voices of a
narrator and characters as well; the entire story is usually written in metered verse.
The poems that make up this genre may be short or long, and the story it relates to
may be complex. It is usually dramatic, with objectives, diverse characters, and
meter. Narrative poems include epics, ballads, idylls, and lays.
a. Epic – a narrative poem about supernatural powers possessed by heroes and
heroines
b. Ballad – a narrative poem with harmony and rhythm
c. Idyll – a narrative poem about rustic life
d. Metrical Romance – a narrative poem dealing with the emotions or phase of
life and the story is told in a simple, straightforward, and realistic manner

________________________________________
Name: Course Code: ENG 158 Student Module #3 Class
__________________________________________________ number: _______ Date: ________________
_______________ Section: ____________ Schedule:

2. Lyric - is a genre of poetry that expresses personal and feelings. In the ancient
world, lyric poems were sung, accompanied by a lyre. Lyric poems do not have to
rhyme, and today do not need to be set to music or a beat.
a. Song – a lyric poem intended to be sung, with melodious harmony and rhythm
b. Sonnet – a lyric poem consisting of 14 iambic pentameter lines
c. Ode – a lyrical poem praising or glorifying an event or individual, describing
nature intellectually as well as emotionally.
d. Elegy – a lament for the dead

3. Drama - is the specific mode of fiction represented in performance. The term comes
from a Greek word meaning "action" (Classical Greek: δρᾶμα, drama), which is
derived from "to do," "to act" (Classical Greek: δράω, draō). The enactment of
drama in theatre, performed by actors on a stage before an audience, presupposes
collaborative modes of production and a collective form of reception. The structure
of dramatic texts, unlike other forms of literature, is directly influenced by this
collaborative production and collective reception. The early modern tragedy Hamlet
(1601) by Shakespeare and the classical Athenian tragedy Oedipus the King (c. 429
BCE) by Sophocles is among the masterpieces of the art of drama. A modern
example is Long Day's Journey into Night by Eugene O’Neill (1956).
a. Historical – a theatrical play with historical plot
b. Comedy – a theatrical play with a happy ending
c. Tragedy – a theatrical play with the death of some major characters

2) Activity 3: Skill-building Activities

Let’s practice! Answer the exercises prepared for you.

EXERCISE 1
Directions: Complete the graphic organizer below to show the connectivity of forms,
divisions, and subdivisions of literature.

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3. __Comedy______ a theatrical play with a happy
Name: ending
__________________________________________________ 5. _Autobiography____ life story of a person written
_______________ Section: ____________ Schedule: by himself
________________________________________ 4. __Legend__ story about the origin of a place or a
thing
EXERCISE 2
Directions: Identify the sub-division of literature 6. __Biography___ life story of a person written by
defined below. 1. ___Elegy_______ a lament for the another person
dead Course Code: ENG 158 Student Module #3 Class
2. _Mythology______ story about gods and goddesses
number: _______ Date: ________________

7. __Tragedy___ a theatrical play with the death of some major characters

8.__Epic__ a narrative poem about supernatural powers possessed by heroes and heroines
9. __Ode__ a lyrical poem praising or glorifying an event or individual, describing nature
intellectually as well as emotionally.
10. __Metrical Romance_ a narrative poem dealing with the emotions or phase of life and the
story is told in a simple, straightforward, and realistic manner.

3) Activity 4: What I Know Chart, part 2 (2 mins)

It’s time to answer the questions in the What I Know chart in Activity 1. Put your answers in the
table 3.

4) Activity 5: Check for Understanding (5 mins)

Directions: Give some examples of literature under each sub-division.

FICTION NON-FICTION

NARRATIVE DRAMA
LYRIC

C. LESSON WRAP-UP
Name: 1) Activity 6: Thinking about Learning
__________________________________________________ A. Work Tracker
_______________ Section: ____________ Schedule:
Course Code: ENG 158 Student Module #3 Class
________________________________________
number: _______ Date: ________________

You are done with this session! Let’s track your progress. Shade the session number you
just completed.

B. Think about your Learning

What were the important things discussed?

____________________________________________________

____________________________________________________________________________________________

_____ Are there questions/clarifications you want to ask with your teacher?

_________________________

____________________________________________________________________________________________

_____

FAQs
1. Why is literature considered a form of art?
As an art, literature might be described as the organization of words to give pleasure. Yet through
words literature elevates and transforms experience beyond “mere” pleasure. Literature also
functions more broadly in society as a means of both criticizing and affirming cultural values.

2. Why is form important in literature?

Form is the name of the text type that the writer uses. For example, scripts, sonnets, novels,
biography, fairytale etc. The form of a text is important because it indicates the writer's intentions,
characters or key themes.
This document is the property of PHINMA EDUCATION
EXERCISE 2
Name: 1. Elegy 6. Biography
__________________________________________________ 2. Mythology 7. Tragedy
_______________ Section: ____________ Schedule: 3. Comedy 8. Epic
________________________________________ 4. Autobiography 9. Ode
5. Legend 10. Metrical Romance
KEY TO CORRECTIONS
EXERCISE 1 Activity 5: Check for Understanding
*Answers may vary.

Course Code: ENG 158 Student Module #3 Class

number: _______ Date: ________________
This document is the property of PHINMA EDUCATION
Creation (Myth)
The Monkey and the Turtle (Folktale) Lesson
Objectives:
Name:
At the end of this module, learners are expected to:
__________________________________________________ 1. Tell what a legend is;
_______________ Section: ____________ Schedule: 2. Tell what a myth is;
________________________________________ 3. Tell what a folktale is; and
4. Differentiate legend, myth and folktale.
Materials:
Course Code: ENG 158 Student Module #4 SAS

Class number: _______ Date: ________________ References:

Espino. CSET Filipino Review Literary and Cultural Texts and
Traditions (Domain 3). Academia.
Lesson title: PRE-COLONIAL PERIOD (--1564) How https://www.academia.edu/28768900/CS
ET_Filipino_Review_Literary_and_Cultural
the Angels Built Lake Lanao (Legend) The Second
_Texts_and_Traditions_Domain_3_?

Productivity Tip: Plan ahead. Use a calendar, diary or application to plan for the coming weeks
and months ahead.

A. LESSON PREVIEW/REVIEW
1) Introduction
Storytelling is common to every culture. Most people enjoy listening to stories.
Storytellers have catered for the need for a 'good story' since the beginning of civilization. Most
people have their own favorite story from childhood and, often, these tales are both
fascinating and frightening. These stories include legends, myths and folktales.

In this module, we will read samples of legend, myth and folktale stories during the Pre
Colonial Era. We will analysis their meaning and differentiate each type from one another.

2) Activity 1: What I Know Chart, part 1

Try answering the questions below by writing your ideas under the first column What I Know.
It’s okay if you write key words or phrases that you think are related to the questions.

What I Know Questions: What I Learned (Activity 4)

1. What is a legend? Myth?

Folktale?
2. What is the similarities
between legends, myths and
folktales?

3. What is the difference

between legends, myths and
folktales?

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1) Activity 2: Content Notes
Read the story and discuss the forms and elements
in each literary text.
Name:
__________________________________________________ How the Angels Built Lake Lanao (Legend)
_______________ Section: ____________ Schedule: (Please see attached file)
________________________________________ Course Code: ENG 158 Student Module #4

B.MAIN LESSON Class number: _______ Date: ________________

How the Angels Built Lake Lanao is a Philippine legend tracing back to the Pre-Colonial
times that recounts how Lake Lanao and other forms of nature related with the creation
came into being.

The Second Creation (Myth)

(Please see attached file)

The Second Creation a Tiruray myth, explains the origin of the “Tiruray
Constellations”, which the Tirurays use as basis for their traditional agricultural calendar. The
tribespeople, who live in the northwestern part of South Cotabato in the island of Mindanao,
claim that by studying the position of certain heavenly bodies and omen calls, they get
signals for the cultivation cycle particularly for the marking of swidden sites.

The Monkey and the Turtle (Folk Tale)

(Please see attached file)

The Monkey and the Turtle is a Bilaan folk tale which has found wide and enthusiastic
acceptance among other cultural groups. As the story cascaded from one generation to the next and
flowed from one cultural group to another, it acquired slight modifications, obviously to suit the taste
of the story tellers. But its authenticity as a vehicle to teach a cultural moral and tradition in an
entertaining mode is not diminished by the changes.

2) Activity 3: Skill-building Activities

Let’s practice! Answer the exercises prepared for you in the next page.

________________________________________

EXERCISE 1
Name:
Course Code: ENG 158 Student Module #4
__________________________________________________
_______________ Section: ____________ Schedule: Class number: _______ Date: ________________

Directions: Read the climax of the story How the Angels Built Lake Lanao. Draw the
scene as you picture it.

Diabarail, leading his army of angels, flew to the east. In the twinkle of an eye, the sun
vanished and a terrible darkness as black as the blackest velvet shrouded the universe. The
angels sped faster than arrows.
They swooped on Mantapoli, lifting it with great care and carried it (including its people,
houses, crops and animals) through the air as if it were a carpet. They brought it down at the
center of the Earth, in accordance with the command of Allah. The very spot vacated by the
sultanate of Mantapoli became a huge basin of deep, blue water – the present Lanao Lake.

EXERCISE 2
Directions: Let us read The Second Creation and find the answers to the following
questions. 1. What does “Tiruray” literally mean?
__________________________________________________________________________________________
____
__________________________________________________________________________________________
____
__________________________________________________________________________________________
____

2. Describe the tribespeople’s way of life, i.e., where and how they live, and how they relate
to other groups. Also, describe their contributions to visual arts.
__________________________________________________________________________________________
____
__________________________________________________________________________________________
____
__________________________________________________________________________________________
____
This document is the property of PHINMA EDUCATION
_______________ Section: ____________ Schedule:
________________________________________

Name: Course Code: ENG 158 Student Module #4

__________________________________________________
Class number: _______ Date: ________________

3. The relevance of the myth to the tribespeople’s communal life has withstood the coming
and going of the years. Point out details of the story which explain or attempt to explain
the connection between literature and sociological activities.
__________________________________________________________________________________________
____
__________________________________________________________________________________________
____
__________________________________________________________________________________________
____

4. Religious beliefs take center stage in most pre-colonial literary works. How important is
religion to the Tirurays as revealed by the myth?
__________________________________________________________________________________________
____
__________________________________________________________________________________________
____
__________________________________________________________________________________________
____

EXERCISE 3
Directions: Read at least two other versions of the story of the monkey and the turtle from
other regions of the Philippines. List similarities and differences between the Bilaan version
and each of the other versions along setting, character, plot, conflict, and theme. (Note: you can
use an additional sheet and attached it at the back of your module.)

THE MONKEY AND THE TURTLE 3) Activity 4: What I Know Chart, part 2
Version: ____________ THE MONKEY AND THE TURTLE Version: ____________
It’s time to answer the questions in the What I Know chart in Activity 1. Put your answers in
the table 3.

This document is the property of PHINMA EDUCATION

________________________________________

4) Activity 5: Check for Understanding

Name:
Course Code: ENG 158 Student Module #4
__________________________________________________
_______________ Section: ____________ Schedule: Class number: _______ Date: ________________

Directions: Choose one story above and summarize it using the graphic organizer below.

C. LESSON WRAP-UP
1) Activity 6: Thinking about Learning (5 mins)
A. Work Tracker
You are done with this session! Let’s track your progress. Shade the session number you
just completed.

B. Think about your Learning

What were the important things discussed?

____________________________________________________

______________________________________________________________________________________________

___ Are there questions/clarifications you want to ask with your teacher?

_________________________

______________________________________________________________________________________________

___

FAQs
1. What are legends?

Name: Course Code: ENG 158 Student Module #4

__________________________________________________
Class number: _______ Date: ________________
_______________ Section: ____________ Schedule:
________________________________________

A legend is a semi-true story, which has been passed on from person-to-person and has important
meaning or symbolism for the culture in which it originates. A legend usually includes an element of
truth, or is based on historic facts, but with 'mythical qualities'. Legends usually involve heroic
characters or fantastic places and often encompass the spiritual beliefs of the culture in which they
originate.

2. What are folktales?

A folktale is a popular story that was passed on in spoken form, from one generation to the next.
Usually the author is unknown and there are often many versions of the tale. Folktales comprise
fables, fairy tales, old legends and even 'urban legends'. Again, some tales may have been based on
a partial truth that has been lost or hidden over time. It is difficult to categorize folktales precisely
because they fit into many categories.

3. What is the difference between legends, myths and folktales?

Myths, legends and folktales are hard to classify and often overlap. Imagine a line (or continuum) as
illustrated below, with an historical account based on facts at one end and myths or cultural folktales
at the other; as you progress towards the mythical/folktale end of the line, what an event symbolises
to people, or what they feel about it, becomes of greater historical significance than the facts, which
become less important. By the time you reach the far end of the spectrum, the story has taken on a
life of its own and the facts of the original event, if there ever were any, have become almost
irrelevant. It is the message that is important.

KEY TO CORRECTIONS
Exercise 1
Own ideas

Exercise 2
Own ideas

Exercise 3
Own ideas

Activity 5: Check for Understanding

Answer may vary.

(Legend)
Course Code: ENG 158 Student Module #4

Name: Class number: _______ Date: ________________

__________________________________________________
_______________ Section: ____________ Schedule:
________________________________________

HOW THE ANGELS BUILT LAKE LANAO

Long ago there was no lake in Lanao. On the place where it is now situated, there flourished a mighty
sultanate called Mantapoli. During the reign of Sultan Abdara Radawi, the greater grandfather of Radia
Indarapatra (mythological hero of the Lanao Muslims), this realm expanded by military conquests and
by dynastic marriages so that in time its fame spread far and wide.
The population of Mantapoli was numerous and fast increasing. At that time the world was divided
into two regions: Sebangan (East) and Sedpan (West). The mighty sultanate of Mantapoli belonged to
Sebangan. Because this sultanate rapidly increased in power and population as well, the equilibrium
between Sebangan and Sedpan was broken.

This dis-equilibrium soon came to the attention of Archangel Diabarail (Gabriel to the Christians). Like
a flash of sunlight, Diabarail flew to the Eighth heaven and told Allah, "My Lord, why have you
permitted the unbalance of the earth? Because of the power of Mantapoli, Sebangan is now larger
than Sedpan."

"Why, Diabarail," replied the Sohara (Voice of Allah), "what is wrong with that?"

"My Lord, Mantapoli has a vast population countless as the particles of dust. If we will allow this
sultanate to remain in Sebangan, I fear that the world would turn upside down, since Sebangan is
heavier than Sedpan."

"Your words show great wisdom, Diabarail," commented the Sohara.

"What must we do, my Lord, to avert the impending catastrophe?"

To this query, the Sohara replied, "Go right away to the Seven-Regions-Beneath-the-Earth and to the
Seven Regions-in-the-Sky and gather all the angels. I will cause a barahana (solar eclipse) and in the
darkness let the angels remove Mantapoli and transfer it to the center of the earth."

Upon receiving the mandate of Allah, Archangel Diabarail, traveling faster than lightning, rallied the
millions of angels from the Seven-Regions-Beneath-the-Earth and the Seven-Regions-in-the-Sky. With
this formidable army, he presented himself to Allah, saying, "My Lord, we are ready to obey Your
command."

The Sohara spoke, "Go to Sebangan, and lift the land of Mantapoli."

Diab rail, leading his army of angels, flew to the east. In the twinkle of an eye, the sun vanished and a
terrible darkness as black as the blackest velvet shrouded the universe. The angels sped faster than

This document is the property of PHINMA EDUCATION

_______________ Section: ____________ Schedule:
________________________________________

Name: Course Code: ENG 158 Student Module #4

__________________________________________________
Class number: _______ Date: ________________
arrows. They swooped on Mantapoli, lifting it with great care and carried it (including its people,
houses, crops and animals) through the air as if it were a carpet. They brought it down at the center of
the earth, in accordance with the command of Allah. The very spot vacated by the sultanate of
Mantapoli became a huge basin of deep, blue water-the present Lanao Lake.

The waters coming from the deep bowels of the earth rose higher and higher. Archangel Diabarail,
seeing the rising tides immediately returned to the Eighth Heaven and reported to Allah, "My Lord, the
earth is now balanced. But the place where we removed Mantapoli is becoming an ocean. The waters
are rising fast, and unless an outlet for them can be found, I fear that they might inundate Sebangan
and drown all Your people."

In response, the Sohara said, "You are right, Diabarail. Go out, then, and summon the Four Winds of
the World: Angin Taupan, Angin Besar, Angin Darat, and Angin Sarsar. Tell them to blow and make an
outlet for the overflowing waters."

Obeying the master’s command, the faithful messenger summoned the Four Winds. "By the Will of
Allah,” he told them, “Blow your best, and make an outlet for the rising waters of the new lake."

The four winds of the world blew, and a turbulence swept the whole eastern half of the earth. The
surging waters rolled swiftly towards the shores of Tilok Bay to the southeastern direction. But the
towering ranges impeded their onrush. The Four Winds blew, hurling the waves against the rocky
slopes but in vain; no outlet could be cut through the mountain barrier.

Changing direction, this time eastward, the Four Winds blew harder driving the raging waters towards
the shores of Sugud Bay (situated east of Dansalan, now Marawi City). Once again, the attempt to
create an outlet failed because the bay was too far from the sea.

For the third time, the Four Winds changed direction and blew their hardest. The waves, plunging with
ferocity, rolled towards Marawi. Day and night, the Winds blew as the waters lashed against the
shoreline of Marawi. This time the attempt succeeded. An outlet now called Agus River was made, and
through the outlet, that water of Lake Lanao poured out to the sea, thereby saving Sebangan from a
deluge.

It came to past that there was a high cliff at the outlet, and over the cliff the waters cascaded in
majestic volume. Thus, arose the beautiful falls which, aeons later, was named Maria Cristina, after a
famous queen of Spain.

Source: http://www.seasite.niu.edu/Tagalog/folktales/Maranao/how_the_angels_built_lake_lanao.htm
This document is the property of PHINMA EDUCATION
(Myth)
Course Code: ENG 158 Student Module #4

Name: Class number: _______ Date: ________________

__________________________________________________
_______________ Section: ____________ Schedule:
________________________________________

THE SECOND CREATION

Tiruray also believe that should a religious leader have sufficient wit, power and goodness, he could
lead all of his followers "beyond the sky" to live in the land of Tulus (or Sualla) . . . In the days of Lagey
Lingkuwos (their greatest legendary hero), people had a difficult time with their farming. They wanted
to please Tulus by farming well, but they were never sure when the winds would be right for burning;
they had trouble predicting the arrival of the rainy season, and thus were unsure when they should
plant; and they lacked a way of calling for the good or bad agricultural omens. Farming was, therefore,
a matter of guess work regarding timing, and the swidden cycle for those unfortunate people was
seldom properly keyed to the yearly seasons as it so clearly needed to be.

Lagey Lingkuwos was aware of this serious problem and was determined to do something about it.

Near his place was a settlement where six people lived. They were, like all people, farmers. And, like all
human beings at that time, they were followers of Lagey Lingkuwos. Three were young unmarried
men-all first cousins-whose names were Kufukufu, Baka, and Seretar. Each lived in his own house, near
the houses of their uncles: the widower, Keluguy, who was the leader of the settlement, and Singkad,
the group's only married man who lived with his wife, Kenogon. As a pet, these people had a variety of
forest dove, which the Tiruray called lemugen.

When it came time for Lagey Lingkuwos to lead his followers to the place of Tulus, beyond the sky, he
asked the special favors of the six people. Knowing that Tulus would not leave the world without
human beings to make swiddens in the forests and wanting the next creation to have an easier time
than the last, he asked those six followers to leave their pet bird behind in the forest, where its call
could become the needed giver of omens. He further asked them to live in the sky for as long as there
should be a world and people to farm it. They agreed to both requests of their esteemed leader, and
so it is today that the lemugen’s call gives the farmers much needed agricultural omens, and the six
constellations move across the night sky, assisting this new creation of people to properly anchor their
swidden cycle in the annual round of seasons. Tiruray said that the six seem, like themselves, to be
always proceeding to work in their swiddens-the three young cousins ahead, followed by their uncle
and headman. Singkad comes next, prudently keeping himself between his attractive wife and the
splendid Keluguy, whom Tiruray never refer to by name-that would be too disrespectful-but call by his
nickname, Fegeferafad.

Source: https://www.oocities.org/heartland/ridge/5484/myths15.htm

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The Monkey and the Turtle
(Folk Tale)

Name: Course Code: ENG 158 Student Module #4

__________________________________________________
Class number: _______ Date: ________________
_______________ Section: ____________ Schedule:
________________________________________

One morning, a monkey and a turtle who were close friends talked about their situation. After a while, the
monkey said, Let's go to the forest and make a trap for wild pigs." The turtle agreed. When they came upon a
dakit tree, they saw the tracks of wild pigs. "Let's make a trap here." said the turtle, pointing to a base of the tree.

"No, let's make one trap up the tree because pigs go there and gather fruit," said the

monkey. "No, let's stay down here because the tracks are here."

"All right, you make your trap here while I make one up the tree."

So, the monkey and the turtle went their separate ways. After setting their traps, the monkey said, "Let's return
after two days. Wild pig should be here by then."

But the day after the traps were laid, the monkey went back to the dakit tree by himself. The turtle's trap had a
pig, his has a bird. The turtle was right. To save face, the monkey brought the pig from the turtle's trap to his own
and replaced it with the bird caught in his.
On his way home, he met the turtle.

"Where have you been?" asked the turtle.

"I went to the river to take a bath," was the reply.

As agreed on the day after the traps were laid, the monkey and the turtle went to the dakit tree.

"Let's hurry so we can get there early. Last night, I had a good dream. Our traps must surely have something in
them,” the monkey said.

The turtle was surprised to find a pig up the tree and a bird in his trap which was set on the ground. He knew the
monkey tricked him and told the monkey so. The monkey insisted that he had nothing to do with the result of
their catch. Without saying another word, the monkey and the turtle went home with the pig and the bird
respectively.

When they came near the monkey's house, they decided to fight it out.

_______________ Section: ____________ Schedule:

________________________________________

Name: Course Code: ENG 158 Student Module #4

__________________________________________________
Class number: _______ Date: ________________

"Wait," the monkey said. "I'll build myself a fort." He proceeded to make a fort out of banana leaves. He believed
them impregnable.

"Shoot first," the turtle said. "After all you challenged me to this fight. If it were true that my trap caught a bird,
pray that i will be killed at once."

The monkey took careful aim while his family watched from behind the banana fort. The turtle was hit. The
monkey rejoiced.

The turtle cried, "You hit my back, but I'm protected by my shell. Can't you see I am alive?"

The monkey was dismayed he was a good sport. "Then shoot," he called from the fort.

The turtle took careful aim and when his arrow found its mark, he heard a monkey cry. One of the monkey's
children was killed

"No, I was not hit. It was one of my children," lied the monkey.

The monkey's turn to shoot came but the turtle was not afraid, His shell was very thick. The arrows bounced.

Each time the turtle released an arrow, it hit the monkey. One by one, the monkey's wife and children died.

"Why don't we become friends again?" shouted the monkey from his fort. "I'll tell you the truth. Your trap caught
the pig. It's yours."

The monkey and the turtle reconciled once more. If the monkey did not shout after the last of his children was
killed, the turtle would have killed him too. They sealed their friendship by partaking of name from the monkey's
chew box.

Sometimes later, the monkey felt lonely because his wife and children were dead. "Please keep me company,"
the monkey pleaded. "We can go to the river and fish."

They left for the river to fish. At the riverbank they saw a banana stalk. "Let's cut this in two," the monkey
suggested. I'll take the upper half because the leaves and the fruit are too heavy for you."

The monkey and the turtle went to their respective kaingin and planted their respective parts. The ext visit to
their kaingin brought happiness to turtle and sadness to the monkey. The turtle saw his plant heavy with fruit.
The monkey’s plant had wilted.

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_______________ Section: ____________ Schedule:
________________________________________

Name: Course Code: ENG 158 Student Module #4

__________________________________________________
Class number: _______ Date: ________________

The monkey volunteered to get the fruit for the turtle. When he was up there, He did not care to go down
anymore. He ate everything. He was so full that he slept with a banana in his mouth. This made the turtle very
mad.

Silently, the turtle planted bamboo stakes around the banana stalk. When the monkey turned on his side, he fell
and was at once impaled. Helpless, the monkey agonizingly died.
The turtle feasted on the monkey. His ears were like good buyo leaves, his tail was like betel nut, and his brain
tasted like superior lime. He chewed the concoction and was pleased with himself.

On his way home, he met a pack of monkeys who were on their way to the kaingin. They saw the turtle's black
teeth, so they asked for some of his nama. He hesitated for a while because he was afraid the monkeys might
harm him. Then a wonderful idea struck his mind. He turned his back and wrapped some of his nama in a leaf
from a wild tree that grew by the roadside. He told the monkey to open the package only when they reached
their kaingin.

The monkeys did as bid. When they reached their kaingin they gathered around the package and looked forward
to a wonder nama. After chewing some, many threw up; others felt weak and dropped dead. Those who did not
partake the nama realized that what their companions chewed was a monkey. They decided to run after the
turtle and kill him.

The monkeys found the turtle near the riverbank. The turtle was subdued at once. The monkeys laid him on flat
stone. Each monkey beat him with a stone. They saw how turtle enjoyed it. "Go ahead, continue beating me so
I'll turn out wide and flat; then I will be able to lick you all with my tail." So, the monkeys decide to throw him into
the river. This seemed to frighten the turtle. Seeing how pale the turtle was, the monkeys were sure they decided
on the right thing. So, into the water the turtle went with a splash.

"Ha-ha!" The monkey heard the turtle laugh. "don't you know that i can live in water?"

The monkeys were very mad. Then it happened that a deer was drinking upstream. They asked the deer to drink
to drink all the water there so they could get the turtle.

The deer promised to help the monkeys. He asked them to put a stopper in his anus. They used a corn cob to
close the orifice.

The monkey waded toward the turtle while the deer drew water from the river. When the monkeys could almost
make it to the turtle, tabkuko pecked on the corn cob and out went the water again. Thrice the deer drew the
water, thrice did the tabkuko remove the corn cob. Three monkeys drowned.

_______________ Section: ____________ Schedule:

________________________________________

Name: Course Code: ENG 158 Student Module #4

__________________________________________________
Class number: _______ Date: ________________
The tabkuko incurred the monkeys' wrath because they never succeeded in laying their hands on the turtle. They
seized the bird and twisted its neck. The bird writhed in pain and felt its end was near. "You won't kill me that
way. Can't you see your even making me beautiful? see how red my bill is? The harder you twist my neck the
redder my bill becomes. But if you want to kill me, pull the feathers, and leave me on that stone near the river. In
a week's time you will see worms feasting on my body."

The monkeys stripped the tabkuko of all its plume and left it on the stone. After a week, they saw what looked
like worms all over the tabkuko's body. They thought it was rotting. When the monkeys left, the bird stretched its
wings and examined what it knew would turn out into beautiful feathers.

But the turtle did not go unpunished. When he went out of the water, he met a red-tailed lizard. He wanted to
have a tail as red as the lizards. The lizard told him that he only had to climb a red tree and jump from it. The
lizard offered to bring him up the tree.

So up the tree they went. The turtle held on to the lizard's tail as hard as he could, but he slipped! Down he go
with a hard crash. His lizard friend went to him, but he was beyond help; its shell was broken into a thousand
pieces. And while the sun hid behind a tree, the turtle died.

Source: http://compilationofphilippineliterature.blogspot.com/2011/04/monkey-and-turtle-bilaan-version.html
Lesson title: PRE-COLONIAL PERIOD Materials:
( --1564) SAS

Proverbs, idioms, Short Poem, Ambahan, An Balud

Lesson Objectives: References:

At the end of this module, learners are expected to: Espino. CSET Filipino Review
1. Define a poem, song, chant, proverbs and ambahan; Literary and Cultural Texts and
Traditions (Domain 3). Academia.
and
https://www.academia.edu/2876
2. Give the purpose of literature during the Pre-Colonial
8
Era. 900/CSET_Filipino_Review_Literary
_and_Cultural_Texts_and_Traditio
ns_Domain_3_?

Productivity Tip: Create a study space. Studying online gives you a lot of independence; you can learn
on the go on in your lunch hour.

A. LESSON PREVIEW/REVIEW
1) Introduction
Last module, we discuss about legend, myth and folktales that flourish during the Pre-
Colonial Era that has the purpose of sharing good moral or explaining how a phenomenon or a
thing/place existed.

As continuation of exploring other literary piece during the Pre-Spanish time, we will run
through other forms of literature such as proverbs [salawikain & sawikain], epigrams/maxims,
songs [awit], chants and short poems. All these forms strictly observed the use of rhyme and
meter.

2) Activity 1: What I Know Chart, part 1

Try answering the questions below by writing your ideas under the first column What I Know. It’s
okay if you write key words or phrases that you think are related to the questions.
What I Know Questions: What I Learned (Activity
4)
1. What is a saying? A poem? A
song? An ambahan?
2. What topics are usually
considered in making a
saying, poems and songs
during the Pre-
Colonial Period?
3. How do proverbs,
idioms
chants, short poems,
songs
reflect the culture and norms
of people during the Pre-
Colonial
Period?
Great job future teachers. Now let’s read some samples of literature in the content notes below.

B.MAIN LESSON
1) Activity 2: Content Notes

Pre-colonial Philippine literature was meant to be heard rather than read. This oral
nature suggests that songs, sayings, proverbs and short poems were spontaneous expressions
of the creators’ observations of and reactions to their everyday experiences.

▪ Salawikain at Kasabihan (Proverbs and Sayings)

- Natutuwa kung pasalop - Full of good cheer while
borrowing a measure of rice
Kung singili’y napopoot. Full of wrath when you ask him
to pay it back.

- Ang kata-katayak - Tiny drops of water continuously draining,

Sukat makapagkati ng dagat. enough to dry up the sea.

- Kung ga kawaya’y tunglan - If it had been a bamboo,

kung ga tugi banlugan. It has too many
nodes; if it had been
a yam,
much of it is tough and inedible.
▪ Sawikain (Idioms)
- Kumukulo ang dugo -extremely mad
- Isulat mo sa tubig -record it (a debt) on water

▪ Bulong (Chant or Curse)

Tabi-tabi po, Ingkong You there, whoever and wherever you are;
Makikiraan po lamang. Stay away.)
- Kayo, kayo
Umadayo kayo. (Ilocano)
▪ Short poems
- Ang tubig ma’y malalim No matter how deep the stream,
Malilirip kung libdin its depth can be fathomed;
Itong budhing magaling the really difficult task
Maliwag pag hanapin. Is to find a good heart.
- Katitibay, Ka Tulos, Stand firm, Friend Tulos,
Sakaling datnang agos in case a sudden rush of water comes,
Ako’y mumunting lumot I, a tiny bit of moss
Sa iyo’y pupulupot. Will cling to you.

- Ang sugat ay kung tinanggap When one submits himself to wounding,

di daramdamin ang antak the intensest pain is bearable;
ang aayaw at di mayag when one is unwilling,
galos lamang magnanaknak. even the merest scratch can fester.

° Ambahan

HANUNOO-
MANGYAN
(Translated by Antoon Postma)

- Ako mana manrigsan I would like to take a bath,

sa may panayo pinggan scoop the water with a plate,
sa may tupas balian wash the hair with lemon juice;
ako ud nakarigsan but I could not take a bath,
tinambong bahayawan because the river is dammed
sinag-uli batangan. with a lot of sturdy trunks.

- Anong si kanaw bulan Look! The moon so full and bright,

sinmalag na rantawan shining in front of the house!
kabaton lugod ginan How can you explain to me,
salhag mabalaw diman that the rays are soft and cool?
no ga tayo di ngaran If a man like us he were,
kang way inunyawidan I would hold him by the hand!
palalay ngatay huytan Seize the hair to keep him back!
buhok ngatay tawidan Grasp the clothes and make him stay!
unhunon sab araw man But how could I manage that!
tida ti kanaw bulan It is the moon in the sky!
tida kuramo diman The full moon shining so bright
may bantod pagpaday-an going down beyond the hills,
may ratag pagrun-ugan disappearing from the plain,
may ili pag-alikdan. out of sight beyond the rocks.

°
Songs

DANGDANG-AY
Kalinga
[Translated by Sr. Lilia Tolentino, SPC]

Inneyam de oddiya Wherever I am,

kanaranto kan sika My thoughts shall always be with you.
patiyom ka’d din guinak ay totowaa. Believe me, when I tell you,
sisatum somsomokko That there is something in this peace
mapadas nandom-domno that I experience,
maed inyak indoma no adisika. which you, too, probably feel.
There is no one that I ever adored but you.

Awad ossang sabsabong There is a wilting flower.

estay naataatan Imagine it when it was in
bloom. elamhad no lomsaka domdo manak The flowers may fade
away maypay todan sabsabong but my love for you never will.
amyadongok kan sika If you care, let us then live together.
adina makibkibra obobongaak.

Talayan nakkaddokyan If I were a hawk,

tangadok din tangatang I would fly to the highest
mountain, mampalkos adayowan ay dagsiyan. even from a distant place,
tomayapak emggana yes, from another village,
ta eyak datngon sika just to be able to reach you
sidin tangap kalinga daydayyaan. in the land of Kalinga.
AN BALUD
Waray
[Translated by Sr. Lilia Tolentino, SPC]

- Daw nasusunog sidsid han langit Heaven and sea seem to be on fire.
pati han dagat nagdadalit Perhaps there’s a kaingin somewhere
Bangin ha unhan, may nagcaingin, there’s a strong wind blowing the
waves. May madlos huyog hinin hangin.

Inin mganga balud, mulayan han dagat These waves are toys of the sea
nga dit na calawdan, nagbabalatbagat. Coming from the ocean
An gabi nga dulom, an tubig maranggat Where night encounters the dark.
nga nacacaliaw manga dumaragat. Bright waters give hope to seamen.

2) Activity 3: Skill-building Activities

Time to test your understanding about the lesson. Answer the exercises in the module.

EXERCISE 1
Directions: Look for other examples of proverbs, chants, idioms and short poems that became
known during the Pre-Colonial Era. Write the topic/theme that these literatures have.

CHANTS IDIOMS SHORT POEMS

PROVERBS
EXERCISE 2
Directions: Read this Ambahan 181 and analyze what this ambahan talks about.

AMBAHAN 181
Anong aypod upadan My dear friend, be welcome here!
Sarin ka pagmangginan where, perchance, did you come from
Mamaybay aw hunasan From the seashore ebbing low,
Mangunay aw sa kagnan from the bubbling water spring?
No mangunay sa kagnan If from the water source up,
Pagpamatara duyan let us talk a moment here,
Sa kan aypod upadan in a happy, friendly way.
Una yi si hintunan Even whoever you are,
Pasaluyon way aban we like to be at your side.

3) Activity 4: What I Know Chart, part 2

It’s time to answer the questions in the What I Know chart in Activity 1. Put your answers in the
table 3.

4) Activity 5: Check for Understanding

Directions: Read the following situation and write your answer.

1-2. Read the proverb. What values does it

teach?
Natutuwa kung pasalop - Full of good cheer while
borrowing a measure of rice
Kung singili’y napopoot. (a) Full of wrath when you ask him to
pay it back.
VALUE:

- Ang kata-katayak - Tiny drops of water continuously draining,

Sukat makapagkati ng dagat. (b) enough to dry up the sea.

VALUE: Reponsibility
3. What folklore dictates the recitation of the following chant?
Tabi-tabi po, Ingkong You there, whoever and wherever you are;
Makikiraan po lamang. Stay Away.

a. The Tikbalang lives on tops of trees. He might be hovering nearby.

b. There are unseen spirits guarding certain places of the world, including parks.
c. It is discourteous to not ask permission to pass in front of or beside another
person.

4. What theme can be drawn from the following short poem?

When one submits himself

to wounding,
the intensest pain is
bearable; when one is
unwilling, even the merest
scratch
can fester.

a. Problems and trials make us stronger.

b. Love is a person’s mightiest weapon.
c. Success is the prize of hard work.

5. What does the Kalinga song Dangdang-Ay would like to convey?

ANSWER: Dangdang-ay is a song that is for celebrating happy occasions.

C. LESSON WRAP-UP
1) Activity 6: Thinking about Learning
A. Work Tracker
You are done with this session! Let’s track your progress. Shade the session number you just
completed.
B. Think about your Learning
What were the important things discussed?

Are there questions/clarifications you want to ask with your teacher? _

FA
Qs 1. What is ambahan?
Ambahan contains 2 to over 100 lines, with each line having 7-syllables ending in rhyme. It contains
vivid symbols taken from the Mangyans’ experiential knowledge of plants, animals, nature and man.
The metaphor’s purpose is to reveal something - often deep experiences - to symbolize inner, rich
reality. It portrays the Mangyans’ values of family, relationships, trust in nature, respect for others, and
so forth (Pitogo, 2013). Furthermore, the composer of the ambahan will not sign his name because
poetic expression is what’s important, not the author

2. What is the purpose of Pre-Colonial Literature?

Researchers have identified two general purposes of pre-colonial literature: as a vehicle for handing
down customs and practices from generation to generation, and for teaching life’s lessons. Like its
counterpart in other cultures, pre-colonial literature was mostly didactic. It was also a means for self-
expression and a form of individual and social entertainment.

KEY TO CORRECTIONS
EXERCISE 1
*Answers may vary

EXERCISE 2
Ambahan 181 is about welcoming a visitor. Hospitality is considered the highest of virtues
among the Mangyans.

Activity 5: Check for Understanding

1. Responsibility 4. A
2. Hardwork 5. Dangdang-a is a song that is for celebrating happy occasions.
3. B
Course Code: ENG 158
Student Module #6

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson title: SPANISH PERIOD (1565-1897) Materials:

To the Flowers of Heidelberg (Jose P. Rizal) SAS
What the Filipino Should Know (Andres Bonifacio)
Light and Darkness (Emilio Jacinto) References:
Lesson Objectives: Espino. CSET Filipino Review Literary and
Cultural Texts and Traditions (Domain 3).
At the end of this module, learners are expected to:
Academia.
1. Give the central idea of the literary piece; https://www.academia.edu/28768900/CS
2. Tell the purpose of the writer in writing the literature; and ET_Filipino_Review_Literary_and_Cultural
3. Name the social concern integrated in the poem. _Texts_and_Traditions_Domain_3_?

Productivity Tip: Take a 5-minute break every 30 to 45 minutes. You can stretch your back, walk around
and drink some water.

A. LESSON PREVIEW/REVIEW
1) Introduction
Filipinos in pre-colonial times had a literature of their own. Its purpose falls with two things
– a vehicle for handing down customs and practices from generation to generation, and teaching
life’s lessons. The theme of literary pieces during this time is merely for self-expression, not until
the Spaniards came and introduced Catholicism.

During the Spanish Era, content of literature was mostly religious: pasyon, marian hymns,
prayers and lives of saints. Literature is one tool they used in reaching their inhabitants faster and
enhancing the evangelization process. In contrast, Filipino writers during this time used the same
literary technique to manipulate public opinion against the manipulators. In this module, we will
walk through with the literature that became famous during this period.

2) Activity 1: What I Know Chart, part 1

Let us answer the questions by writing down your ideas under the first column What I Know.
What I Know Questions: What I Learned (Activity 4)
1. What is the common idea
present in the three literature?
2. What is the purpose of the
writer in writing a literary piece
during the Spanish Era?
Let’s proceed to the main lesson. Read the content notes in the next page.

This document is the property of PHINMA EDUCATION

Course Code: ENG 158
Student Module #6

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

B.MAIN LESSON
1) Activity 2: Content Notes
Read the following literary text that became famous during the Spanish Period.

To the Flowers of Heidelberg

by Jose P. Rizal
(Please see attached file)

Rizal verses had a single symbol which is the flowers of Heidelberg. But it

symbolizes two realities, first, the flowers' beauty symbolizes Rizal's love for his country
and second, the flowers' reduced quality refers to Rizal’s useless presence in another
country.

What the Filipino Should Knows

by Andres Bonifacio
(Please see attached file)

When Bonifacio learned that Rizal had been exiled, he knew in his heart that the
days of peaceful reform were over. He believed it would take no less than an armed
revolution to free the Philippines from Spanish rule. Unlike Rizal and other people in the
reform movement, Bonifacio believed that the Philippines should be totally separated from
Spain. For him, it was time to take actions.

Light and Darkness

by Emilio Jacinto
(Please see attached file)

Light and Darkness is a collection of essays or glossary of the Kartilya which deals on
different subjects like freedom (“Ang Kalayaan”), work (“Ang Gumawa”), faith (“Ang Maling
Pagsasampalataya”), government (“Ang Bayan at ang mga Gobiernong Pinuno”), equality
(“Ang mga Tao’y Magkakapantay”), and love of country (“A la Patria”).

2) Activity 3: Skill-building Activities

This document is the property of PHINMA EDUCATION

Course Code: ENG 158
Student Module #6

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

It’s time to test your understanding and interpretation about the poem. Do the exercises prepared
for you.

EXERCISE 1
Directions: Choose one stanza that strikes you the most in Rizal’ s poem, “To the Flower of
Heidelberg” And discuss why.

STANZA: DISCUSSION:

____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________

EXERCISE 2
Directions: Read the phrases below from Andres Bonifacio’s “What the Filipino Should Know”.

"Reason tells us that we cannot expect anything but more sufferings, more treachery,
more
insults, and more slavery. Reason tells us not to fritter away time for the promised prosperity
that
will never come…. Reason teaches us to rely on ourselves and not to depend on others for our
living.
Reason tells us to be united…that we may have the strength to combat the evils in our country."

What does Bonifacio like to tell his readers in this part? Discuss and justify your arguments.

This document is the property of PHINMA EDUCATION

Course Code: ENG 158
Student Module #6

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________

EXERCISE 3
Directions: Choose one topic from the Light and Darkness collection of Emilio Jacinto. Make a
summary of its content and point out the message that it conveys to the readers.

3) Activity 4: What I Know Chart, part 2

It’s time to answer the questions in the What I Know chart in Activity 1. Put the answers in table 3.

4) Activity 5: Check for Understanding

Directions: Choose between the three poems. List down the elements present in it.
● Overview of the Poem:
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
● Theme
______________________________________________________________________________________________
______________________________________________________________________________________________
● Conflict

This document is the property of PHINMA EDUCATION

Course Code: ENG 158
Student Module #6

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

______________________________________________________________________________________________
______________________________________________________________________________________________
● Social Integration
______________________________________________________________________________________________
______________________________________________________________________________________________
● Your Critic Appreciation
______________________________________________________________________________________________
______________________________________________________________________________________________
C. LESSON WRAP-UP
1) Activity 6: Thinking about Learning
A. Work Tracker
You are done with this session! Let’s track your progress. Shade the session number you just
completed.

B. Think about your Learning

What were the important things discussed? ____________________________________________________
_________________________________________________________________________________________________
Are there questions/clarifications you want to ask with your teacher? ________________________
_________________________________________________________________________________________________

FAQs
1. What inspires Rizal to write the poem, To the Flowers of Heidelberg”?
Jose Rizal wrote “To the Flowers of Heidelberg” on April 24th, 1886 while he was in Germany and
studying ophthalmology. He was fascinated by the flowers in the spring in Heidelberg and wrote this
poem feeling a deep longing for his family and his country.

KEY TO CORRECTIONS
Exercise 1
Answers may vary.

Exercise 2
Answers may vary.

Exercise 3
Answers may vary.

This document is the property of PHINMA EDUCATION

Course Code: ENG 158
Student Module #6

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Activity 5: Check for Understanding

Answers may vary.

TO THE FLOWERS OF HEIDELBERG

Jose P. Rizal
Translated by: Nick Joaquin
between the pages of a worn-out book
Go to my country, go, O foreign flowers, he pressed the flexible petals that he took.
sown by the traveler along the road,
and under that blue heaven Carry, carry, O flowers,
that watches over my loved ones, my love to my loved ones,
recount the devotion peace to my country and its fecund loam,
the pilgrim nurses for his native sod! faith to its men and virtue to its women,
Go and say  say that when dawn health to the gracious beings
opened your chalices for the first time that dwell within the sacred paternal home.
beside the icy Neckar,
you saw him silent beside you, When you reach that shore,
thinking of her constant vernal clime. deposit the kiss I gave you
Say that when dawn on the wings of the wind above
which steals your aroma that with the wind it may rove
was whispering playful love songs to your young and I may kiss all that I worship, honor and love!
sweet petals, he, too, murmured
canticles of love in his native tongue; But O you will arrive there, flowers,
that in the morning when the sun first traces and you will keep perhaps your vivid hues;
the topmost peak of Koenigssthul in gold but far from your native heroic earth
and with a mild warmth raises to which you owe your life and worth,
to life again the valley, the glade, the forest, your fragrances you will lose!
he hails that sun, still in its dawning, For fragrance is a spirit that never can forsake
that in his country in full zenith blazes. and never forgets the sky that saw its birth.
And tell of that day
when he collected you along the way
among the ruins of a feudal castle,
on the banks of the Neckar, or in a forest nook.
Recount the words he said
as, with great care,
Source: https://allpoetry.com/To-the-Flowers-of-Heidelberg
WHAT THE FILIPINOS SHOULD KNOW
Andres Bonifacio

This document is the property of PHINMA EDUCATION

Course Code: ENG 158
Student Module #6

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Translated by: Epifanio delos Santos

Of old, previous to the arrival of the Spaniards, these Islands were governed by our own
compatriots who were then living in the greatest abundance and prosperity. They maintained good
relations with their neighbors, especially with the Japanese, and traded with them in commodities of all
sorts. The result was that wealth and good customs were a common patrimony; young and old, the
women included, knew how to read and write, using their own alphabet.

But the Spaniards came, with the pretense of peace. The persons then governing us, flattered by
their honeyed tempting words, allowed themselves to be deceived by their offers to guide us on the
paths of wisdom and increased prosperity. They were, however, obliged to comply with the ritualistic
custom of the islanders, to give binding force to their compacts by means of an oath of peace, which
consisted in taking a small quantity of blood from the veins of the contracting parties and then drinking
the blood so mixed, as evidence that they were to be absolutely true and loyal to their allies. This was
called the Pact of Blood (which was concluded) between King Sicatuna and the representative of the King
of Spain, Legazpi.

Since then, for over three hundred years, we have been supplying (the wants) of the race of
Legaspi with largesse and have enriched them with abundance, despite the hunger and privations that
we ourselves have suffered. We have wasted our wealth and blood and even given our lives in their
defense; we have even fought our compatriots who would not willingly submit to their yoke; we have
combated the Chinese and the Dutch who attempted to wrest these Islands from them.

Now, after all this, what comfort or liberal concession have they bestowed upon us in exchange
for all our sacrifices? How have they kept the contract, the cause, precisely, of our sacrifices? Our
munificence they have rewarded with treachery, and far from guiding us on the path of knowledge, they
have blinded us and contaminated us with their infamous procedure. They have endeavored to make us
abandon our own good customs; they have initiated us in a false belief and have dragged the honor of
the people into the mire. And if we dare beg for a scrap of love, they give us banishment instead and tear
us away from our beloved children, our wives, and our old parents. Every sigh that we utter they brand as
a sin and immediately punish it with implacable ferocity.

Now nothing is to be seen of popular tranquility; now our peace is constantly being disturbed by
incessant rumors of complaints and prayers, of the wailing and grief of orphans, widows, and parents of
countrymen of ours whom the dominator has wronged; of the tears of mothers whose sons have been
put to death; of the wail of tender children whom cruelty has made orphans, and each tear is like a drop
of molten lead that lacerates our suffering wounded heart; now they tighten more and more the links of
the chain of vassalage that dishonors every man of integrity. What, then, must we do? The sun of reason
that shines in the East clearly shows unto our eyes which, alas! have been blind so long, the way we must

This document is the property of PHINMA EDUCATION

Course Code: ENG 158
Student Module #6

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

follow; by its light we can see the death-dealing claws in the outstretched hands of the malevolent.
Reason tells us that we cannot expect anything but suffering upon suffering, treachery upon treachery,
contempt upon contempt, and tyranny upon tyranny. Reason tells us that we must not waste our time
waiting in vain for promises of a felicity that will never come, that will never materialize. Reason tells us
that we must rely upon ourselves alone and never entrust our right to life to anybody. Reason teaches us
to be united in sentiment, thought, and purpose, so that we may acquire the strength necessary to crush
the evil that is afflicting our people.

It is time that the light of truth should shine; time that we should show determination, honor,
shame, and mutual cooperation. The time has come now to diffuse the gospel that shall tear the tough
web obscuring our intellect, and that the islanders should see whence come their misfortunes. Now it will
be made evident that every step we are taking is on unstable ground, on the brink of a horrible abyss of
death, dug by our wily enemy. Therefore, oh my compatriots! let us scatter the mist that befogs our
intellect and let us consecrate all our force to the good cause, with unshakable and absolute faith in its
success, in the ultimate prosperity, so anxiously desired by us, of the land of our birth.

Source: https://frompastthroughfuturephilippines.wordpress.com/author/ardiejaydingal/

LIGHT AND DARKNESS

by Emilio Jacinto

LIGHT AND GLITTER

Glitter hurts the eye and deceives. Light favors sight and shows things as they are.
Glitter is fallacious.
Let us seek light and do not let us be deceived by the false glitter of the wicked.
Does a brilliant carriage pass as drawn by spirited horses? We salute and consider that he who sits in it is
a person of social standing. But, perhaps, he is a thief and the jewelry and vain show of honesty may
conceal a perverse heart.

This document is the property of PHINMA EDUCATION

Course Code: ENG 158
Student Module #6

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Does a poor man pass us, bent under the heavy burden he is bearing? We smile and ask ourselves where
he stole that which he is carrying. But, thanks to the light, we can see by the sweat of his brow and the
fatigue of his body that this man is living by his own tail.
Alas! It is the custom to worship glitter and reject light.
This is the reason why man and nations are suffering misery and pain. Treason and perversity seek glitter
in order to conceal their falseness from the eyes of the spectators; but honesty and sincere love go naked
and allow themselves to be seen confidently by the light of the day…..”

LIBERTY
Liberty is the attribute of man from the moment he is born; thanks to it, he thinks and does as he
pleases, provided he does no harm to another. Liberty comes from Heaven and no power on earth is
entitled to appropriate it, nor have we a right to consent to its being done.
Yet the majority of the people bear the heavy chains of servitude.
The multitudes are subjugated by a few tyrants.
The seas of the people are generally despoiled of the fruit of their labor, which goes to increase the
power and tyranny of the directors of the government, and these, intoxicated by the incense of selfish
flatterers, forget that all their boasted power, greatness, and social pre-eminence, are derived from the
governed whom they enslave and impoverish.
There are instances when Liberty is smothered by error, by the kind worship of ancient bad practices and
laws suggested by crafty henchmen.
If there is right, it is because there is Liberty; Liberty is the column that sustains the edifice and the
audacious one who tears it down in order to bring down the building must be annihilated.

ALL MEN ARE EQUAL

All men are equal; the origin of all is the same. Christ said, you are all equal; you are brothers.

When my eyes contemplate the pitiful spectacle of the life of the peoples, I cannot prevent deep sadness
from taking possession of my heart upon hating that this palpable truth is violated with the aid of
muskets and prison chains, owing to the lack of union and cowardice of the peoples; sometimes, also,
because falseness masquerades as honesty and servile satellites, with abundant beautiful arguments,
succeed in covering up violations of right and equality and the people in their blindness accept these
arguments and consider them as good.

Oh thou, who sit test enthroned in a high place like God, does thou not understand that the grief thou
wondst feel of thou wert despoiled of thy wealth will be as that which the poor feel when thou despoil
them of the paltry pittance for their labor? Ye, the great, who, confiding in the nobility of your blood and
in the prestige of your class, have constituted yourselves lords and masters of your equals, turn for a
moment your boastful intelligence to the examples we have given and you i'll see that all men are equal.

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but do not let anyone believe that the equality proclaimed is contrary to the respect due all authority
governing the people; no, this preeminence, which was created by the people, the people respect, but the
representative of the authority, as a man, is a man just like the rest. If homage is paid to the mirage of
presumption and the humbug of wealth, which much more reason should homage be paid to the tiller of
the soil who, under the open skies, allows himself to be soaked to the skin and searched by the sun in
order to make the soil produced by his labor.

LOVE
Of all human sentiments, none is more sublime than love – Love for the fellowmen. Without it, the
peoples would disappear from the earth and the communities, the associations, and life itself would
resemble the day leaves of the tree swept away by the wind. For its sake, the greatest deeds are
performed and one’s own life and well-being sacrificed. But rascality and fraud reap their harvest under
the guise of love, hiding their ferocious selfishness behind an infinitesimal quantity of charity.

The compassion for our fellow-beings who are the victims of misfortune, which impels us to share with
them what little is ours; the solicitude and even boldness which we show in the defense of the rights of
the oppressed, and true charity for our fellow-man, from what source do they spring but from love? But
love for the fellow creature does not always prevail in the peoples: Sometimes they are assailed by
selfishness and deprivation, and when this is the case, the fishers in the troubled waters profit by the
occasion and sow discard, mutual rancher, and patricidal static, because such internal divisions are
necessary for their criminal egoism. When the others have thus been morally and materially broken and
exhausted the wicked find ample and sufficient gain for themselves.

THE PEOPLE AND THE GOVERNMENT

Now, when the Aurora of liberty is beginning to appear and the path of true joy is the rule of the common
effort until the desired goal is reached, the sense of the people must learn all those things which the
subjection to Spain has prevented them from learning.
It is important that they should know them, because they are like the flowers that ripens into a fruit, and
are what the wind is on the sail of the caravels that marks and points out the course or the peoples and
the governments in order to make them true and permanent.
When this is not the case, the right path is abandoned, and the most beautiful project is a histrionic
exhibition and the most beautiful discourse traitorous suggestion.
Oh, son of the people! Remember the blood thou hast spilled and thy suffering and efforts in order that
honor and right, which were downtrodden, might spring to new life. Consider them well, and thou wilt be
sorry to have that – right taken from thee again because of thy blindness and cowardice. Always bear in
mind that with a new life come new customs.
And, who can foretell? Perhaps ignorant and corrupt authorities may govern who will not desire thy
welfare, but be lawless exploiters, who will dazzle thy eyes in the splendor of their power and with the

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attractive eloquence of their words. It is thy duty to be on guard, to sharpen thy intelligence, and to
distinguish the good ruler from the bad, in order that thy efforts may not miscarry.
The people I address are not the local community, but that formed by the inhabitants of the whole earth.
Nevertheless, in every community and society there is need of a head, of one who has power over the
rest for direction and good example, and for the maintenance of unity among members, and associates,
and who will guide them to the desired goal, just as a vessel that is not guided by a skillful navigator runs
the risk of losing its course and suffer direful shipwreck in mid-ocean, without hope of ever reaching the
shores of the happy land of promise for which it was bound.
This head is called the government, and he who is called upon to exercise its power, the governor.
The object of all governments is the people, and the security and welfare of the people must be the aim
of all its laws and acts.
For whatever may happen, the government is responsible. And its duties are to guide and lead the
people to happiness. If it turns out boldly and departs from the right path, it will be because it wanted to
do so and because it was misled.
And if one who sins against another is punished, what will be the punishment of him who sins against a
whole people, an infinite multitude of his similars? And if the departure from the right path was due to
the ignorance on the part of the guide and ruler, why did he not allow, or make, another act as guide who
knew the right path? Let us wipe out the habit of thinking that the rulers are the lord of the people and
whatever he thinks and does is good. Let us accustom ourselves to thinking and saying that the
happiness of all is the only duty of the ruler, in order that he may near it in mind.
I believe, and believe firmly, that the prosperity of the people lies with the people itself. A people that
knows and esteems right and has as a rule of conduct mindless and dignity in all its acts, will not place
and fraud, nor become the accomplice of the exalted and abominable prevaricator who rules on the
heights of power.
And as I believe in this, I call it to the attention of the sons of the people, because thus only will that
custom be relegated to oblivion and no longer will we have said of us what Baltazar says in the following
verses: “While the perverse and traitors raise their arrogant heads, the good are ashamed and hang their
heads.

We have already seen that we are all equal; that the power of the ruler was not given to him by nature,
and that as a man he is on the same level as the rest. Hence all power, in order to be reasonable and
genuine, must be exercised for the benefit of the people from which it emanated.
Briefly, we must not recognize the superiority of the ruler as an attribute attached to him by nature. The
obedience and respect due him are derived from the power which is the integration of all the power of
the people.
For this reason, he who obeys the power conferred by the people obeys the people and identifies himself
with the will of all the citizens that compose the people, which – identification or accord is necessary for
the very life of the people.

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This alone will prevent abominable treason, now bankrupt, from again raising her hand or posing as the
hero or champion of the people and of liberty.
Otherwise, the people will not travel on the right path, and the people and its liberty will be overcome by
invocations of these three magical names which are always pleasing to the ear.
It is already an axiom that nobody can look out for a person as well as that person himself.
And it is incumbent upon the people, if they wish to prevent their being held in contempt and enslaved,
to be firm and to unmask and repel the disguised traitor.
The tranquility and prosperity of a community or society demand the existence of an intermediary high
power, elected by the community, whose purpose it is to insure unity among the associates, which is the
source of strength and vitality,
From the highest official to the humblest citizen they must obey and comply with the laws that have
emanated from this power created by the people and established by its representative, the Congress
But, alas! Often the must and proper is relegated to the background and the excessive ambition for
power, allied with the boundless ambition for gain, struggles to open the way for iniquity.
The power of those who govern depends upon the – love and esteem of the governed, and these are
obtained only by a just and prudent conduct, Those make a great mistake who believe they can maintain
their power by means of force and the gun; they are nearsighted and do not understand the lesson
taught by terrible events recorded in History.
Nobody is as goodhearted as he who is sincere and honest by disposition, yet at the same time nobody
abominated like him abuses and violence and abject meekness.
Those who govern consistently appeal to right and to the gratitude owed by the people. That is what they
continually harp upon. But he on whose side is the right is the people, because he who governs owes
duties to the people, namely, to work for its prosperity and execute its will. But, how many understand or
wish to understand this truth?
The welfare of the people, and nothing else, is the real reason and object, the alpha and omega, the
beginning and the end, of all the duties of those who govern.
But this same welfare often disappears and suffers when heartless petulance rises to power; when
protection and right surrender to bribery and to servility towards the mighty.
It is then those criminals reap their harvests and that presumptuous stupidity rises like the foam.
The time has come for the wicked to change their ways and spontaneously to make reparation for their
great errors. They resemble the chameleon that takes the color of the tree to which it clings.
The most efficient lever against these evils is the education of the people and a change in their customs.
The laws must therefore be obeyed and respected, as the expression of the popular will, and not the will
of those who govern, as they are merely charged with carrying out those same laws.
This ancient custom of considering the judge as above the law has serious consequences, because law
and right are both undermined by it.
This custom must, therefore, be abandoned and it must be proclaimed that the laws are above all human
consideration, because they are the expression of the will of the people, and that if the judges desire to

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retain their positions, they must necessarily comply with the dictates of justice; otherwise they must be
moved.
The welfare of the people is the sole purpose of all the government on earth. The people are all: life and
blood, wealth and strength, all are the people. The army raised for the defense of the lives of all is
formed by the sons of the people; the great obedience of the seas of the people, and all that is useful to
life, is the product of the industry of the sons of the people, who till the fields, bread and keep the cattle,
and make the things and utensils necessary for life.
We have seen that the people, in order to exist and progress, need a head or government whom it is the
duty of the people to grant, for its maintenance, subsidies or taxes which must be imposed and invested
only with the manifest consent of the taxpayers.

FALSE BELIEFS
By false belief we wish to say a blind belief in what another says. If a person has his eyes open and often
loses his way, what will not happen to him who has them closed? This false belief is not only contrary to
common sense, but also to the will of God who endowed man with intelligence wherewith to distinguish
the true from the untrue, the reasonable and good from the bad. Owing to this blind belief, intelligence is
in a lethargic state and is not used in accordance with the will of God.
To this are due the calamities and misfortunes that are afflicting the islanders and are the work of the so-
called disciples of Christ. But on account of the perversity of these latter, the people have made a careful
investigation and have unmasked the treachery and selfishness that masquerade as charity and the
infamous serpent that lurks behind their meekness. And they who do not practice any of the teachings of
Christ, call themselves men of Christ!
Christ said: love one another; you are all equal. And the love of those who call themselves Christians
consists in defrauding and robbing their fellowmen, and equality and fraternity practice by exploiting
their similarity and ascending with their wealth.
Christ said: the haughty you shall humble and the humble you shall exalt. But they who call themselves
Christians exalted the haughty and humiliated the meek.
On a certain day Christ entered the temple and drove forth from it the merchants and the buyers: ‘It is
written,’ he said, ‘that my house shall be the dwelling of God and ye have converted it into a den of
thieves. And, tell me, can the church where gold is being piled up to be called the house of God? He who
wishes to call himself a disciple and man of Christ must imitate him, his humility, kindness, and love or
his fellowmen.
It is also asserted that whatever happens is the will of God, be it good or bad. But God cannot desire the
bad because he is kindness itself. The bad are we, and whatever calamities, plagues, and misfortunes
befall us are our own fault. Speak to the sluggard of his poverty and he will answer: God wills it so. And it
is God’s will that the sluggard shall live in poverty.
Speak to the people that bewails the tyranny and rapacity of those who govern it and they will answer:
Such is the will of God. And it is the will of God that suffering shall be the lot of the peoples who cannot

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stand together and battle for the triumph of right, that precious gift of God.
If all happens by the will of God, no punishment – should be meted out to the robber or the murderer,
because they are unable to prevail against the will of the Almighty who orders them to rob and murder.
And the criminals sin again and again and are becoming even greater criminals, because they attribute
their deeds to the imperative will of God.
God is the father of humility, and what a father requires of his children is not constant protestations of
respect, fear, and love for him, but the performance of his mandates of reason, hence the true respect
and obedience to the dictates of reason, and to them we must adjust all our acts, words, and movement,
because reason originates with God himself.
This is the true belief and faith that impel us towards true liberty, equality, love and helpfulness to our
fellowmen.
And from this love of true liberty and equality spring unity, and sourceful activity, strength, tranquility,
and prosperity.
From love and helpfulness to our fellowmen spring sincerity and charity, that beautiful flower of the
heart, that gentle and sweet balm of the unfortunate. This belief and faith make no distinction between
baptized and unbaptized, nor of the race, color and tongue of the believer, because it is the true faith in
God, and all men, being sons of God, can put it into practice.

WORK
Work is a gift to humanity, because it awakens and gives vigor to the intellectual power, will and body,
which are indispensable for progress in life.
The sacred writings from which the Christian religion originated, narrate that work is a punishment
imposed by God upon Adam, the father of the human race, for having tasted of the forbidden fruit, and
this punishment has been inherited by us, his sons. But this legend is erroneous and contrary to the will
of God, and from it springs the human error that work, being a punishment, is a corporal affliction looked
upon like an unavoidable ailment.
For this reason many are ashamed to work, principally the wealthy, the powerful, and the learned who
make a vain show of that which they style the comforts of life or corporal well-being.
And they finish in the mind, leading a miserable and abject life that tends to bring about the destruction
of the human race.
Whatever is useful, whatever tends to make life easier, that lets us support because it is a result well
worthy of our efforts.
He who toils keeps away from a life of disorderly and bad habits and boredom, finds diversion in labor
and becomes strong, prosperous and cheerful.
Contemplating the so-called rich, great, and alleged wise men, we can see through their outward
prosperity, social splendor, and happiness, and perceive wearisomeness, weakness, haughtiness,
coupled with vicious habits that little by little destroy them.
How much truth there is in what our Baltazar has sung in his verses ‘Those who grow up ‘midst the

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revelries of wealth, are devoid of judgement and kindness and lacking in counsel.’
‘Ang laki sa layaw karaniwa’y hubad sa bait at muni’y sa hatol ay salat.’

Source: https://frompastthroughfuturephilippines.wordpress.com/author/ardiejaydingal/

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Lesson title: SPANISH PERIOD (1565-1897) Materials:

Nostalgia (Gregoria de Jesus) SAS
My Last Farewell (Jose P. Rizal)
The True Decalogue (Apolinario Mabini) References:
Espino. CSET Filipino Review
Lesson Objectives: Literary and Cultural Texts and
At the end of this module, learners are expected to: Traditions (Domain 3). Academia.
1. Give the central idea of the literary piece; https://www.academia.edu/2876
2. Tell the purpose of the writer in writing the literature; and 8900/CSET_Filipino_Review_Litera
3. Name the social concern integrated in the poem. ry_and_Cultural_Texts_and_Tradit
ions_Domain_3_?

Productivity Tip: Start homework immediately. The longer you wait, the more you will forget, which will
increase the amount of time you have to study.

A. LESSON PREVIEW/REVIEW
1) Introduction
Before we continue with the discussions of another set of literature during the Spanish Era, let’s
have a review of the difference between myth, folktale and legend. Write it down in the space
provided.

2) Activity 1: What I Know Chart, part 1

Let us answer the questions by writing down your ideas under the first column What I Know.
What I Know Questions: What I Learned (Activity 4)
1. What is the common idea
present in the three literature?
2. What is the purpose of the
writer in writing a literary piece
during the Spanish Era?

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Let’s proceed to the main lesson. Read the content notes on the next page.
B.MAIN LESSON
1) Activity 2: Content Notes
Read the following literary text that became famous during the Spanish Period.

Nostalgia
by Gregoria de Jesus
(Please see attached file)

Gregoria de Jesus, wrote 2-part poem months after his late husband, Andres
Bonifacio was killed. It's a heartfelt lament, and a telling testimony of the depth of their love
and their relationship.

My Last Farewell
by Jose P. Rizal
(Please see attached file)

This is a poem written by Rizal while he was incarcerated at Fort Santiago and is one
that can compare favorably with the best in the world. It is said that he wrote it with no
trembling hands and no erasures on a commercial, blue-lined paper measuring 9.5 cm
wide and 15.5 cm long. The poem is untitled, undated and unsigned. Rizal hid it inside an
alcohol stove he was using. In the afternoon of December 29, 1896, Rizal gave this alcohol
stove as a gift to his younger sister Trinidad and whispered: “There is something inside.”
The poem has been translated into major languages of the world, and in many dialects.

The True Decalogue

by Apolinario Mabini
(Please see attached file)

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El Verdadero Decalogo (The True Decalogue or Ten Commandments). This was

Apolinario Mabini’s masterpiece in aiming to propagate the spirit of nationalism during the
Propaganda Years.

2) Activity 3: Skill-building Activities

It’s time to test your understanding and interpretation about the poem. Do the exercises below.

EXERCISE 1
Directions: Do you believe in the saying that in “every man's success, there is always a strong woman
behind him”? Write down your agreement/disagreement.
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________

EXERCISE 2
Directions: Give the main idea of the following stanzas from Mi Ultimo Adios [My Last Farewell] by
Jose Rizal.

2
On the field of battle, 'mid the frenzy of fight,
Others have given their lives, without doubt or heed;
The place matters not-cypress or laurel or lily white,
Scaffold or open plain, combat or martyrdom's plight,
It’s ever the same, to serve our home and country's need.

5
Dream of my life, my living and burning desire,
All hail! cries the soul that is now to take flight;
All hail! And sweet it is for thee to expire;
To die for thy sake, that thou mayst aspire;
And sleep in thy bosom eternity's long night.

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8
Let the sun draw the vapors up to the sky,
And heavenward in purity bear my tardy protest
Let some kind soul o 'er my untimely fate sigh,
And in the still evening a prayer be lifted on high
From thee, 0 my country, that in God I may rest.

11
And even my grave is remembered no more
Unmark'd by never a cross nor a stone
Let the plow sweep through it, the spade turn it o'er
That my ashes may carpet earthly floor,
Before into nothingness at last they are blown.

13
My Fatherland ador'd, that sadness to my sorrow lends
Beloved Filipinas, hear now my last good-by!
I give thee all: parents and kindred and friends
For I go where no slave before the oppressor bends,
Where faith can never kill, and God reigns e'er on high!

14
Farewell to you all, from my soul torn away,
Friends of my childhood in the home dispossessed!
Give thanks that I rest from the wearisome day!
Farewell to thee, too, sweet friend that lightened my way;
Beloved creatures all, farewell! In death there is rest!

EXERCISE 3
Directions: Explain the meaning of the following rules from the True Decalogue [Ang Dekalogo] by
Apolinario Mabini:

A. Third. Thou shalt cultivate the special gifts which God has granted thee, working and studying

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according to thy ability, never leaving the path of righteousness and justice, in order to attain thy
own perfection, by means whereof thou shalt contribute to the progress of humanity; thus, thou
shalt fulfill the mission to which God has appointed thee in this life and by so doing, thou shalt be
honored, and being honored, thou shalt glorify thy God.

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

B. Sixth. Thou shalt strive for the independence of thy country: for only thou canst have any real
interest in her advancement and exaltation, because her independence constitutes thy own
liberty; her advancement, thy perfection; and her exaltation, thy own glory and immortality.

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

C. Ninth. Thou shalt love thy neighbor as thyself: for God has imposed upon him, as well as upon
thee, the obligation to help thee and not to do unto thee what he would not have thee do unto
him; but if thy neighbor, failing in this sacred duty, attempt against thy life, thy liberty and thy
interests, then thou shalt destroy and annihilate him for the supreme law of self-preservation
prevails.

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

3) Activity 4: What I Know Chart, part 2

It’s time to answer the questions in the What I Know chart in Activity 1. Put the answers in table 3.

4) Activity 5: Check for Understanding

Directions: Choose between the three literary pieces and list down the elements present in it.
● Overview of the Story:
______________________________________________________________________________________________
______________________________________________________________________________________________

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______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
● Theme
______________________________________________________________________________________________
______________________________________________________________________________________________
● Conflict
______________________________________________________________________________________________
______________________________________________________________________________________________
● Social Integration
______________________________________________________________________________________________
______________________________________________________________________________________________
● Your Critic Appreciation
______________________________________________________________________________________________
______________________________________________________________________________________________

C. LESSON WRAP-UP
1) Activity 6: Thinking about Learning
A. Work Tracker
You are done with this session! Let’s track your progress. Shade the session number you just
completed.

B. Think about your Learning

What were the important things discussed? ____________________________________________________
_________________________________________________________________________________________________
Are there questions/clarifications you want to ask with your teacher? ________________________
_________________________________________________________________________________________________

FAQs
1. Is Nostalgia the real title of the poem written by Gregoria de Jesus?
The original poem in Tagalog has no title, but after reading it, was believe it can very well be titled
Nostalgia. Perhaps Gregoria de Jesus, its author, had no time to polish it. Oriang, her pet name, is
written at the end. It was Professor Teodoro A. Agoncillo of the University of the Philippines who
translated the poem into English version.

2. Who is Apolinario Mabini?

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Apolinario Mabini (1864-1903) is known in literature and history as the Sublime Paralytic and the
Brains of the Revolution. Mabini was born on July 22, 1864 in Talaga, Tanauan, Batangas. He was the
second of eight children of Dionisia Maranan, a vendor in the Tanauan market, and Inocencio Mabini,
an unlettered peasant. His contributions to literature were writings on government society, philosophy
and politics.

KEY TO CORRECTIONS
Exercise 1
Answers may vary.

Exercise 2
Answers may vary.

Exercise 3
Answers may vary.

Activity 5: Check for Understanding

Answers may vary.

NOSTALGIA
by Gregoria de Jesus
Translated by Teodoro A. Agoncillo

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Darling, ever since you left

Body and heart have been ill at ease
Slow is the flow of the blood in my veins After peeking I would go out
More so when I remember your kind treatment To the low dining table
When I see the place where you used to sit
Deep has been my sorrow My breast would break, my breathing slow
At your untimely departure and leaving me
bereft I keep my sorrow to myself
I had fears for what you will meet on the way I could not express to my companions
And, too, for your safety You have made my heart suffer
I go to the window to peek Your sweet parting word, "Suffer, my love."

[178]
That in food you might be wanting
Hours you might pass in hunger To me your sincere advice
Dire illness might overtake you Look for happiness and console your heart
About which you always complain to me. I enjoy myself for a moment, then at once I cease
I think what had happened to you
Where will this situation lead
The body is too small for the deep sorrow My head I would bow, my tears would fall
Uneasy am I when myself I enjoy and eat I become uneasy, my walk slow
When seated and standing my thoughts are of I enter the small room, carefully I prepare
you The clothes I would wear when I leave

At the same time saying, "Suffer, my body, You will forget this pitiable one
To you happiness is yet incomplete Whose life will cross the sea
Comfort is just beginning to come Sickness at departure, to suffering I go
When, at once, I thought of leaving you." Your day of happiness will rise in the end.

And at night I lie me down on the mat I'm leaving like the smoke
Sleepy eyes at once will close When the white goes up, I'm like a cobweb
In my sleep you are my dream, my Sweet, My only advice, remember, my love,
Tears I could not control fall down Do not tear our secret open

In the morning I rise slowly Farewell to you who love so well

My hand holds my aching heart Master of my heart and half of my body.
Into the dangerous place you had gone Farewell now this one you treated so kindly
Farewell, loved one, to you farewell

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She ordered one of the companions

With happiness to you I bestow To go out immediately
The handkerchief that wipes away tears To look where the loved one had gone
If perchance I meet with misfortune, my life ends
Dead though I may be yet will I meet with you

Today, 31 August 1897. -- 0riang

The one ordered set out at once
In search of the loved one spoken about
"Gladly to you I will offer Not long after she returned,
The narrative poem when I sailed the seas, To her she appeared with joy.
Read for a moment and don't be impatient
So you'll know its contents." Slowly she told her:
"Banish now your uneasiness,
There was once, in Pasig, a couple in love Your loved one and darling is,
The girl thought of sailing the sea, It seems to me, all right and safe.
She called a calesa, at once she rode in
And she went at once to the barrio of Bangbang. This one to whom she was talking
Set her mind at ease;
After resting at once she was invited She told her companion
By an acquaintance of long standing To look for a vehicle they would ride in.
Without much ado she accepted in order to cure
Her fever, the malaise she was feeling. Slowly they walked again
Her illness has not diminished
Upon going up the house she at once told And they stopped at a store
The one who extended the invitation, who was Near the river which was a resting place.
weak,
The latter stood up and prepared the bed When they had stopped there came
And said to her: "Do go to bed." An acquaintance from whom they would seek
information,
[179] With difficulty she stood up and at once
approached
When she lay down imagine her sadness: And asked where he came from.
Sorrow her mat, lament her pillow;
Grief her covering, so weak she could not move, In the course of their conversation she
The tears in her eyes she allowed to flow mentioned
The dangers the loved one passed through,
In the morning, at the break of dawn, Her past grief at once returned

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And deepened, and her breathing became When she reached the middle of the wide sea
difficult. Slowly to the cabin she went down
She lay down on the mat
Not long after there came also And she wept ceaselessly.
Five treacherous enemies;
Her heartbeat became faster It was not long when morning came again
Because of the sufferings experienced. The boat stopped at the town of Biñan,
They hired a banca and then they boarded it
The vehicle arrived and she wanted to board it And asked that they be brought to San Pedro
She could not lift her feet, as if with weight Tunasan.
She wanted to turn back, but was undecided
Because her other companions were already on When she arrived here needless to say
board. All offered grief and happiness
The said grief was no other than
Innuendoes reserved for her.
Her condition made her look like a child
And had herself earried to the barge, Happily they told her
Inside she rested Banish your grief,
And then she climb to the top "Though I wish, my Love, to banish grief
I cannot for I'm surrounded by sorrows."
[180]
Needless to say in the morrow
Here she sat and spent the whole night They had someone from Pasig sent;
In the cold dew and under the moonlight Her sorrows deepened all the more
She suffered the said coldness, Always uneasy and weak.
The town she loved she refused to desert.
"Slowly I bring out the picture you gave
What shall she do even if she weeps Tears will flow, then look intensely at you
Nothing will come out of her lonely love Accompanied with my sighs
When she looked back, when she cast her eyes With the words, 'Suffer all this.'
She found herself in the middle of a wide sea.
After looking at you the picture will be covered
The fast sailing was no little matter And hidden in the place where it was taken
The beloved town at once was left behind, She would wipe the tears from her eyes
When she remembered the loved one left Her heart's grief she could not hold back.
behind
Her breast would burst, her life would ebb. "If I look for happiness, I'm ignored
The pain of my heart predominates

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No one but you are the cause And in you lies my eternal happiness."
The balm of your medicine to me you apply."
If one thinks of marriage
[181] Serious and difficult if one thinks of it ,
When the moment of trouble comes
"In you lies the joy that will make me happy At the short separation, sorrow sets in.
In you lies the sorrow that will make me cry
In you also lies the good treatment San Pedro Tunasan, September, 97 -- Oriang

Source: http://bonifaciopapers.blogspot.com/2005/10/de-jesus-gregoria.html

My Last Farewell
By Jose P. Rizal
(This is the 1911 translation by Charles Derbyshire of the original poem in Spanish)

1 Farewell, dear Fatherland, clime of the sun

caress'd 4 My dreams, when life first opened to me,
Pearl of the Orient seas, our Eden lost!, My dreams, when the hopes of youth beat high,
Gladly now I go to give thee this faded life's best, Were to see thy lov'd face, O gem of the Orient
And were it brighter, fresher, or more blest sea
Still would I give it thee, nor count the cost. From gloom and grief, from care and sorrow
free;
2 On the field of battle, 'mid the frenzy of fight, No blush on thy brow, no tear in thine eye.
Others have given their lives, without doubt or
heed; 5 Dream of my life, my living and burning desire,
The place matters not-cypress or laurel or lily All hail! cries the soul that is now to take flight;
white, All hail! And sweet it is for thee to expire;
Scaffold or open plain, combat or martyrdom's To die for thy sake, that thou mayst aspire;
plight, And sleep in thy bosom eternity's long night.
It’s ever the same, to serve our home and
country's need. 6 If over my grave some day thou seest grow,
In the grassy sod, a humble flower,
3 I die just when I see the dawn break, Draw it to thy lips and kiss my soul so,
Through the gloom of night, to herald the day; While I may feel on my brow in the cold tomb
And if color is lacking my blood thou shalt take, below
Pour'd out at need for thy dear sake The touch of thy tenderness, thy breath's warm
To dye with its crimson the waking ray. power.

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7 Let the moon beam over me soft and serene, Unmark'd by never a cross nor a stone
Let the dawn shed over me its radiant flashes, Let the plow sweep through it, the spade turn it
Let the wind with sad lament over me keen ; o'er
And if on my cross a bird should be seen, That my ashes may carpet earthly floor,
Let it trill there its hymn of peace to my ashes. Before into nothingness at last they are blown.

8 Let the sun draw the vapors up to the sky, 12 Then will oblivion bring to me no care
And heavenward in purity bear my tardy protest As over thy vales and plains I sweep;
Let some kind soul o 'er my untimely fate sigh, Throbbing and cleansed in thy space and air
And in the still evening a prayer be lifted on high With color and light, with song and lament I fare,
From thee, 0 my country, that in God I may rest. Ever repeating the faith that I keep.

9 Pray for all those that hapless have died, 13 My Fatherland ador'd, that sadness to my
For all who have suffered the unmeasur'd pain; sorrow lends
For our mothers that bitterly their woes have Beloved Filipinas, hear now my last good-by!
cried, I give thee all: parents and kindred and friends
For widows and orphans, for captives by torture For I go where no slave before the oppressor
tried bends,
And then for thyself that redemption thou mayst Where faith can never kill, and God reigns e'er on
gain. high!

10 And when the dark night wraps the graveyard 14 Farewell to you all, from my soul torn away,
around Friends of my childhood in the home
With only the dead in their vigil to see dispossessed!
Break not my repose or the mystery profound Give thanks that I rest from the wearisome day!
And perchance thou mayst hear a sad hymn Farewell to thee, too, sweet friend that lightened
resound my way;
'T is I, O my country, raising a song unto thee. Beloved creatures all, farewell! In death there is
rest!
11 And even my grave is remembered no more

Source: https://www.academia.edu/28768900/CSET_Filipino_Review_Literary_and_Cultural_Texts_and_Traditions_Domain_3_?

THE TRUE DECALOGUE

By Apolinario Mabini

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First. Thou shalt love God and thy honor above all things: God as the fountain of all truth, of all justice and
of all activity; and thy honor, the only power which will oblige thee to be faithful, just and industrious.

Second. Thou shalt worship God in the form which thy conscience may deem most righteous and worthy:
for in thy conscience, which condemns thy evil deeds and praises thy good ones, speaks thy God.

Third. Thou shalt cultivate the special gifts which God has granted thee, working and studying according
to thy ability, never leaving the path of righteousness and justice, in order to attain thy own perfection, by
means whereof thou shalt contribute to the progress of humanity; thus, thou shalt fulfill the mission to
which God has appointed thee in this life and by so doing, thou shalt be honored, and being honored,
thou shalt glorify thy God.

Fourth. Thou shalt love thy country after God and thy honor and more than thyself: for she is the only
Paradise which God has given thee in this life, the only patrimony of thy race, the only inheritance of thy
ancestors and the only hope of thy posterity; because of her, thou hast life, love and interests, happiness,
honor and God.

Fifth. Thou shalt strive for the happiness of thy country before thy own, making of her the kingdom of
reason, of justice and of labor: for if she be happy, thou, together with thy family, shalt likewise be happy.

Sixth. Thou shalt strive for the independence of thy country: for only thou canst have any real interest in
her advancement and exaltation, because her independence constitutes thy own liberty; her
advancement, thy perfection; and her exaltation, thy own glory and immortality.

Seventh. Thou shalt not recognize in thy country the authority of any person who has not been elected by
thee and thy countrymen; for authority emanates from God, and as God speaks in the conscience of
every man, the person designated and proclaimed by the conscience of a whole people is the only one
who can use true authority.

Eighth. Thou shalt strive for a Republic and never for a monarchy in thy country: for the latter exalts one
or several families and founds a dynasty; the former makes a people noble and worthy through reason,
great through liberty, and prosperous and brilliant through labor.

Ninth. Thou shalt love thy neighbor as thyself: for God has imposed upon him, as well as upon thee, the
obligation to help thee and not to do unto thee what he would not have thee do unto him; but if thy
neighbor, failing in this sacred duty, attempt against thy life, thy liberty and thy interests, then thou shalt
destroy and annihilate him for the supreme law of self-preservation prevails.

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Tenth. Thou shalt consider thy countryman more than thy neighbor; thou shalt see him thy friend, thy
brother or at least thy comrade, with whom thou art bound by one fate, by the same joys and sorrows
and by common aspirations and interests.
Source: https://www.academia.edu/28768900/CSET_Filipino_Review_Literary_and_Cultural_Texts_and_Traditions_Domain_3_?

This document is the property of PHINMA EDUCATION

Course Code: ENG 158
Student Module #8

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson title: SPANISH PERIOD (1565-1897) Materials:

Florante at Laura (Francisco Baltazar) SAS
Ibong Adarna
Noli Me Tangere (Jose P. Rizal) References:
El Filibusterismo (Jose P. Rizal) Espino. CSET Filipino Review
Lesson Objectives: Literary and Cultural Texts and
At the end of this module, learners are expected to: Traditions (Domain 3). Academia.
1. Give the central idea of the literary piece; https://www.academia.edu/2876
2. Tell the purpose of the writer in writing the literature; and 8900/CSET_Filipino_Review_Litera
3. Name the social concern integrated in the poem. ry_and_Cultural_Texts_and_Tradit
ions_Domain_3_?

Productivity Tip: Try making a visual (comic strip, infographic, sketch, etc.) about the concepts you just
learned.

A. LESSON PREVIEW/REVIEW
1) Introduction
It is mentioned in the previous module that literature was one tool used by Spaniards in
colonizing the Philippines. It is also the same means that was used by Filipinos of the Propaganda
movement to awaken the nationalism among Filipinos that was long enslaved and plundered by
the conquistadores. The writings of Jose Rizal, Marcelo H. del Pilar, Francisco Baltazar or Balagtas,
among many others, exposed the abuses of the Spaniards and the colonial mentality and
subservience of the Filipino.

In this module, four more literary pieces that were published during the Spanish will be
discussed and analyzed.

2) Activity 1: What I Know Chart, part 1

Try answering the questions by writing down your ideas in the first column What I Know.
What I Know Questions: What I Learned (Activity 4)
1. What is the common idea
present in the three literature?
2. What is the purpose of the
writer in writing a literary piece
during the Spanish Era?
Excellent! You are ready for the next set of lessons. Proceed to the next page.

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B.MAIN LESSON
1) Activity 2: Content Notes
Read the following literary text that became famous during the Spanish Period.

Ibong Adarna
(Please see attached file)

Ibong Adarna is a mythical story, formed in narrative song and poetry called corrido
and considered a big part of Philippine literature. The author of this fantastic story still
remains unknown. Some speculated that the author was Spanish because the text was
written when the Spaniards ruled the Philippines. During those times, Ibong Adarna was
known as Corrido at Buhay na Pinagdaanan nang Tatlong Principeng Magcacapatid na Anac
nang Haring Fernando at nang Reina Valeriana sa Cahariang Berbania. Other critiques claimed
that it was written by Jose dela Cruz.
This folklore is about love, sacrifice and fantasy. The story centers on catching the
mythical bird that possesses magical powers. The Adarna bird is so beautiful and could
change into a lot of stunning forms but it is very hard to catch. It knows a total of seven
songs which could either enchant anyone to sleep, turn him into stone or heal him of a
deadly sickness, which is why the almost dying King Fernando of Berbania tasked his three
sons to catch.

Florante at Laura
by Francisco Baltazar
(Please see attached file)

Florante at Laura written in sublime Tagalog, is about tyranny in Albanya, but it is

also perceived to be about tyranny in his Filipino homeland. Probably written between
1835 and 1842, Florante at Laura inspired a generation of young Filipino writers of the new
educated class, or ilustrados, who used their literary talents to call for political and social
reform under the colonial system. These writers, most notably José Rizal, produced a small
but high-quality body of Philippine literature in Spanish with his novels Noli and Fili.

Noli Me Tangere

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by Jose P. Rizal
(Please see attached file)

Noli Me Tangere was the novel that gave spirit to the propaganda movement and
paved the way to the revolution against Spain. In this book, he courageously exposed the
evils in the Spanish-run government in the Philippines. The Spaniards prohibited the
reading of this novel but a lot of translations were able to enter stealthily in the country
even if it meant death to those caught in possession of them. The Noli gave Philippine
literature the immortal characters Maria Clara, Juan Crisostomo Ibarra, Elias, Sisa,
Pilosopong Tasio, Doña Victorina, Kapitana Maria, Basilio and Crispin.

El Filibusterismo
by Jose P. Rizal
(Please see attached file)

El Filibusterismo was a sequel to the Noli. While the Noli exposed the evils in society,
the Fili exposed those in the government and in the church. Consequently, the Noli has
been dubbed the novel of society while the Fili is that of politics.

2) Activity 3: Skill-building Activities

It’s now time to practice! Answer the series of exercises here.

EXERCISE 1
Directions: Name the characters of Florante and Laura described in each number.
__ Florante ______1. A duke of Albania and the main protagonist of the novel.
___ Laura _____2. Laura – Daughter of King Linceo of Albania. She is the love interest of Florante
and is later married to him.
____ Count Adolfo ____3. Rival of Florante and the antagonist of the novel. His jealousy and envy
towards Florante sparked his rebellion against the King. He was also responsible for the
imprisonment of Florante. He was killed by Flerida as he attempted to rape Laura in his escape
against the forces loyal to the king.
___ Prince Aladin ____4. Son of Sultan Ali-Adab of Persia. He saved Florante from being eaten by
lions in the forest. Later, he married his love interest Flerida.

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___ Flerida ________5. Aladin's fiancée. She asked Sultan Ali-Adab to spare Prince Aladin's life on
the condition that she would be Ali-Adab's wife. She later escaped and killed Count Adolfo as
he attempted to rape Laura in the forest.
___ Duke Briseo __6. Father of Florante and a nobleman of Albania. He was killed, along with
King Linceo, by Count Adolfo during the latter’s usurpation of power. He was a very good
father to Florante.
___ Princess Floresca ___7. Mother of Florante and the Princess of Crotone. She died while
Florante was studying in Athens.
___ King Linceo ____8. King of Albania and the father of Princess Laura. A great ruler of Albania,
he and Duke Briseo were killed by Count Adolfo during the latter's takeover.
___ Sultan Ali-Adab __9. Sultan of Persia and the father of Prince Aladin. He sentenced his son
to death because of cowardice on the battlefield. In exchange for Aladin's life, Flerida promised
to marry the Sultan. After her escape, the Sultan committed suicide.
___ Count Sileno __10. Father of Count Adolfo.

EXERCISE 2
Directions: Draw your favorite part of the story in Ibong Adarna.

EXERCISE 3
Directions: Compare and contrast Jose Rizal’s two novels using the Venn Diagram.

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NOLI ME EL
TANGERE FILIBUSTERISMO

3) Activity 4: What I Know Chart, part 2

It’s time to answer the questions in the What I Know chart in Activity 1. Put your answers in table 3.

4) Activity 5: Check for Understanding

Directions: Choose between the three literary pieces and list down the elements present in it.
● Overview of the Story:
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
● Theme
______________________________________________________________________________________________
______________________________________________________________________________________________
● Conflict
______________________________________________________________________________________________
______________________________________________________________________________________________
● Social Integration
______________________________________________________________________________________________
______________________________________________________________________________________________
● Your Critic Appreciation
______________________________________________________________________________________________
______________________________________________________________________________________________
C. LESSON WRAP-UP
1) Activity 6: Thinking about Learning

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A. Work Tracker
You are done with this session! Let’s track your progress. Shade the session number you just
completed.

B. Think about your Learning

What were the important things discussed? ____________________________________________________
_________________________________________________________________________________________________
Are there questions/clarifications you want to ask with your teacher? ________________________
_________________________________________________________________________________________________

FAQs
1. Is Nostalgia the real title of the poem written by Gregoria de Jesus?
Local birders associate the Ibong Adarna with the  Philippine Trogon  (Harpactes ardens), one of the
most colorful bird’s endemic in the Philippines. The birds are shy and prefer to stay in the darker
sections of the forest. When perched, they stay motionless for two to 20 minutes with just their head
rotating very, very slowly to survey their surroundings. They are particularly sensitive to sounds.
(Retrieved from: https://www.esquiremag.ph/long-reads/features/real-ibong-adarna-photos-a00293-20200507-lfrm#:~:text=This
%20Colorful%20Bird%20is%20the%20Real%2DLife%20Ibong%20Adarna%20from%20Philippine%20Myth&text=In%20Philippine
%20folklore%2C%20the%20Ibong,the%20fictional%20Kingdom%20of%20Berbania.)

2. Who is Francisco Balagtas?

Francisco Baltazar, popularly called Balagtas, is the acknowledged master of traditional Tagalog poetry.
He left his hometown in Bigaa, Bulacan for Manila, with a strong determination to improve his lot
through education. To support his studies, he worked as a domestic servant in Tondo. He made
progress in classical studies in schools of prestige in the capital. Balagtas was one of the first Indios to
become a Filipino.
Retrieved from:
https://www.academia.edu/28768900/CSET_Filipino_Review_Literary_and_Cultural_Texts_and_Traditions_Domain_3_?)

3. What is the impact of Noli Me Tangere and El Filibusterismo to Filipinos during the Spanish
Regime?
Through Rizal's literary works, he opened the minds of the Filipino people to fight for their rights in their
own country. His two famous novels with highly nationalistic and revolutionary ideas, Noli Me Tangere
and El Filibusterismo, exposed the arrogance and despotism of the Spanish clergy and the abuses of the

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non-ecclesiastical officials. These novels provoked the animosity of those in power and these literary
works led him into trouble with the Spanish officials.
Retrieved from:
https://www.academia.edu/28768900/CSET_Filipino_Review_Literary_and_Cultural_Texts_and_Traditions_Domain_3_?)

KEY TO CORRECTIONS
EXERCISE 1
1. Florante 6. Duke Briseo
2. Laura 7. Princess Floresca
3. Count Adolfo 8. King Linceo
4. Prince Aladin 9. Sultan Ali-Adab
5. Flerida 10. Count Sileno

EXERCISE 2
Own ideas

EXERCISE 3
Possible ideas

Activity 5: Check for Understanding

Ideas may vary

FLORANTE AT LAURA
by Francisco “Balagtas” Baltazar

Synopsis. The story is about the love and determination of the Duke Florante and the Princess
Laura of Albania while being pursued by the usurper Count Adolfo.

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Plot. The story begins deep within a dark, gloomy forest. Florante, a duke of the Kingdom of
Albania is tied to a tree, lamenting the death of his father, Duke Briseo. He is driven mad by the thought
that his beloved, Princess Laura, has fallen into the arms of his enemy, Count Adolfo, son of Count Sileno.
Nearby, two starving lions keep watch and try to attack Florante. He is saved, just in time, by Aladin, a
Persian prince who happens to be in the forest at the same time. Weak and bewildered, Florante faints.

The merciful soldier nurses Florante to health. Upon recovery, Florante is initially taken back by
Aladin who he considers as an enemy due to his Islamic faith. After a few explanations are made,
Florante is grateful and begins to tell his story.

Florante's Tale. The son of a princess and a royal adviser, Florante grew up in happiness, showered
with love. He liked to play games when he was six, and was almost captured by a vulture that entered
their mountain cottage; this incident was followed by the attack of a falcon. He was saved by his cousin
Menalipo, an archer from Epirus.

When he turned eleven, his parents, Duke Briseo and Princess Floresca, sent him to Athens,
Greece to study under Antenor, a renowned teacher. There, he met Adolfo, a fellow countryman, the
brightest student in their school. After six years of study, Florante surpassed Adolfo's capabilities, talents
and intelligence, gaining popularity.

While acting during a school play, Adolfo attempted to kill Florante. Fortunately, Florante’s friend,
Menandro, was quick enough to intervene. Adolfo headed home to Albania after his failed attempt. One
year later, Florante received a letter from his father, announcing the death of his mother.

Though filled with grief, Florante waited two months before he returned home. Menandro,
unwilling to be separated from him, accompanied him on his journey. Upon his arrival in Albania, an
emissary of the kingdom of Crotone requested his assistance in the upcoming war against the Persians.
Florante had not the will to refuse, for the King of Crotone was his grandfather. During his stay in Albania,
Florante was invited to the royal palace and was enamored of Laura, the daughter of King Linceo.

Coming to the aid of Crotone, Florante fought with the Persian general Osmalik for five hours,
slaying him in the end. He stayed in Crotone for five months before returning to Albania to see Laura. He
was surprised by the sight of a Persian flag waving atop the kingdom. He recaptured the palace and
saved his father, the King, and Count Adolfo. He also saved Laura from being beheaded in the hands of
an Emir; as a consequence, he was declared “Defender of Albania” for his bravery, deepening Adolfo’s
envy and hatred.

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Florante protected the kingdom once more from the Turkish forces under general Miramolin, an
acclaimed conqueror. This took place in Aetolia, where he later received a letter from his father
summoning him back to Albania. He left his troops in the care of his friend, Menandro but upon
returning, he was ambushed by 30,000 soldiers upon Adolfo’s orders and was imprisoned for 18 days.
There, he learned of the tragic fate of his father and the king who were beheaded under Adolfo. Florante
was then exiled into the forest and tied to a tree.

Reunion and Peace. Aladin’s speech is interrupted when they hear voices. A woman narrates her
escape from a kingdom and a marriage. She speaks of her search for her beloved, a search which lasted
six years. She also shares that while deep in the forest, she hears cries for help, and finding a lady about
to be raped, she uses her bow and arrow to kill the assailant. The woman introduces herself as Flerida.

The lady saved by Flerida is revealed to be Laura, who begins to tell her story. While her love was
away at war, Count Adolfo used deceit to gain popularity and turned the people of Albania against their
King. Count Adolfo then rose to the throne, forcing Laura to be his queen. An army under Menandro,
Florante's childhood friend, was able to overthrow Adolfo from power. Seeing all was lost, Adolfo fled into
the woods with Laura as his hostage.

After hearing all this, Florante and Aladin reunite with their loved ones. Florante and Laura return
to Albania to rule as king and queen. Aladin and Flerida return to Persia, where Aladin becomes the new
sultan after his father dies of depression because of Flerida’s escape. Aladin and Flerida are then
baptized into the Catholic Faith, and the two kingdoms live in harmony and peace.

Source: Espino. CSET Filipino Review Literary and Cultural Texts and Traditions (Domain 3). Academia.
https://www.academia.edu/28768900/CSET_Filipino_Review_Literary_and_Cultural_Texts_and_Traditions_Domai
n_3_?
IBONG ADARNA

Summary of the Story

Once upon a time, there was a kingdom named, Berbania. It was ruled by King Fernando and
Queen Valeriana who had three sons – Don Pedro (first born), Don Diego (second) and Don Juan (the
youngest).

One night, King Fernando had a bad dream. He saw that his youngest Prince and favorite, Don
Juan, was thrown away in a creepy deep well. After some time, the King started to get weak for some
unknown reasons. It seemed that nothing could bring back his healthy condition. His medical advisors

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told him that the only cure to his unexplained sickness is a lullaby sung by the Adarna bird.

So, King Fernando tasked his three sons to hunt the magical bird. Don Pedro went first but he
wasn’t successful. He may have reached Mount Tabor and the tree of Piedras Platas where the Adarna
bird nested but the prince fell asleep after hearing the bird’s song. Worse he turned into a stone when
the lovely bird pooped on him. The second prince, Don Diego, went to hunt next. Unfortunately, he had
the same bitter experience like his older brother. The kingdom was counting on Don Juan, so he went
next.

The youngest prince climbed through Mount Tabor. He met a very old sick man who gave him tips
about the magical tree of Piedras Platas and how to catch the Adarna bird. Don Juan successfully caught
the bird and helped his two brothers to be human again. Because of envy and greed for power, the two
joined forces to beat Don Juan to death and threw him into a deep well. The two then returned home
with the Adarna. However, the king’s illness worsened because the bird never sang a single song.

Luckily, Don Juan’s strength returned. He was healed by the poor old man he helped in the
mountain. He went back to the Kingdom of Berbania. King Fernando came to know the truth when the
bird started singing after seeing Don Juan. The King went well and became stronger than ever. He wanted
to punish his two sons but Don Juan appealed to his father to just forgive them. The King granted his
request and instructed the three princes to guard the Adarna bird. However, because of Don Pedro, the
bird flew away and escaped. Don Juan went away from the kingdom so the king won’t punish his brother.

King Fernando asked the two princes to look for Don Juan. Finding him in the kingdom of Armenia,
the two brothers decided to live with him there. One day they found an interesting well and all three
attempted to reach down but only Don Juan went down successfully. He found two lovely princesses,
Donya Juana and Donya Leonora, captives of a giant serpent. Because of his skills in fighting, the mighty
prince killed the serpent and saved the two princesses. In a fit of envy, Don Pedro cut the rope when the
prince went down the well to get the ring Donya Leonora had forgotten. They left Don Juan bruised and
with broken bones. Meanwhile, it was easy for Don Diego to make Donya Juana fall in love with him. So,
when they went back to Berbania, they got married. On the other hand, Don Pedro did everything to
pursue Donya Leonora but he failed.

An enchanted fox helped and treated Don Juan and he was quickly healed. The Adarna bird
appeared suddenly and told him about the princess of Reyno de los Cristales, his love destiny. He
immediately searched for the princess and found out about the cruel King Salermo. Many were the
obstacles which the king imposed on the prince, but he overcame every single one because of the help of
Maria Blanca, daughter of King Salermo. Yet the king wouldn’t give his daughter’s hand to Don Juan,
which is why the two escaped. Despondent and furious, the king made a curse--that his daughter would

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crawl like a snail and that Don Juan would eventually forget about Maria Blanca.

Don Juan returned to Berbania where he was welcomed by his mother, Queen Valeriana, and
Princess Leonora, leaving Maria Blanca in the village with the promise to get back to her. While with his
family and Princess Leonora, Don Juan forgot about Maria Blanca because of Princess Leonora. Don Juan
and Princess Leonora were scheduled to wed, but on the day of the wedding, Maria Blanca broke into the
ceremony dressed as an empress. The ceremony was stopped and the “empress” found a way to bring
back old memories to Don Juan about their love. Finally, Don Juan and Princess Maria Blanca got married
while Princess Leonora married Don Pedro. In the end, Don Pedro became the new king of Berbania
while Don Juan became the king of Reyno de los Cristales.

Source: Espino. CSET Filipino Review Literary and Cultural Texts and Traditions (Domain 3). Academia.
https://www.academia.edu/28768900/CSET_Filipino_Review_Literary_and_Cultural_Texts_and_Traditions_Domai
n_3_?

NOLI ME TANGERE
by Jose P. Rizal

Summary of the Story

Juan Crisostomo Ibarra is a young Filipino who, after studying for seven years in Europe, returns to
his native land to find that his father, a wealthy landowner, has died in prison as the result of a quarrel
with the parish curate, a Franciscan friar named Padre Damaso. Ibarra is engaged to a beautiful and
accomplished girl, Maria Clara, the supposed daughter and only child of the rich Don Santiago de los
Santos, commonly known as Capitan Tiago.

Ibarra resolves to forego all quarrels and to work for the betterment of his people. To show his
good intentions, he seeks to establish, at his own expense, a public school in his native town. He meets
with ostensible support from all, especially Padre Damaso’s successor, a young and gloomy Franciscan
named Padre Salvi, for whom Maria Clara confesses to an instinctive dread.

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At the laying of the cornerstone for the new schoolhouse, a suspicious accident, apparently aimed
at Ibarra’s life, occurs, but the festivities proceed until the dinner, where Ibarra is grossly and wantonly
insulted over the memory of his father by Fray Damaso. The young man loses control of himself and is
about to kill the friar, who is saved by the intervention of Maria Clara.

Ibarra is excommunicated, and Capitan Tiago, through his fear of the friars, is forced to break the
engagement and agree to the marriage of Maria Clara with a young and inoffensive Spaniard provided by
Padre Damaso. Obedient to her reputed father’s command and influenced by her mysterious dread of
Padre Salvi, Maria Clara consents to this arrangement, but becomes seriously ill, only to be saved by
medicines sent secretly by Ibarra and clandestinely administered by a girlfriend.

Ibarra succeeds in having the excommunication removed, but before he can explain matters, an
uprising against the Civil Guard is secretly brought about through agents of Padre Salvi, and the
leadership is ascribed to Ibarra to ruin him. He is warned by a mysterious friend, an outlaw called Elias,
whose life he had accidentally saved; but desiring first to see Maria Clara, he refuses to make his escape,
and when the outbreak page occurs, he is arrested as the instigator of it and thrown into prison in
Manila.

On the evening when Capitan Tiago gives a ball in his Manila house to celebrate his supposed
daughter’s engagement, Ibarra makes his escape from prison and succeeds in seeing Maria Clara alone.
He begins to reproach her because it is a letter written to her before he went to Europe which forms the
basis of the charge against him, but she clears herself of treachery to him. The letter had been secured
from her by false representations and in exchange for two others written by her mother just before her
birth, which prove that Padre Damaso is her real father. These letters had been accidentally discovered in
the convento by Padre Salvi, who made use of them to intimidate the girl and get possession of Ibarra’s
letter, from which he forged others to incriminate the young man. She tells him that she will marry the
young Spaniard, sacrificing herself thus to save her mother’s name and Capitan Tiago’s honor and to
prevent a public scandal, but that she will always remain true to him.

Ibarra’s escape had been affected by Elias, who conveys him in a banka up the Pasig to the Lake,
where they are so closely beset by the Civil Guard that Elias leaps into the water and draws the pursuers
away from the boat, in which Ibarra lies concealed.

On Christmas Eve, at the tomb of the Ibarra’s in a gloomy wood, Elias appears, wounded and
dying, to find there a boy named Basilio beside the corpse of his mother, a poor woman who had been
driven to insanity by her husband’s neglect and abuses on the part of the Civil Guard, her younger son

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having page disappeared some time before in the convento, where he was a sacristan. Basilio, who is
ignorant of Elias’s identity, helps him to build a funeral pyre, on which his corpse and of the madwoman’s
are to be burned.

Upon learning of the reported death of Ibarra in the chase on the Lake, Maria Clara becomes
disconsolate and begs her supposed godfather, Fray Damaso, to put her in a nunnery. Unconscious of
her knowledge of their true relationship, the friar breaks down and confesses that all the trouble he has
stirred up with the Ibarras has been to prevent her from marrying a native, which would condemn her
and her children to the oppressed and enslaved class. He finally yields to her entreaties and she enters
the nunnery of St. Clara, to which Padre Salvi is soon assigned in a ministerial capacity.

Source: https://www.tagaloglang.com/noli-me-tangere-english-summary/

EL FILIBUSTERISMO
by Jose P. Rizal

Summary of the Story

Simoun, wealthy and mysterious, is a close friend of the Spanish governor general. He was
nicknamed Brown Cardinal and Black Eminence because of his influence in Malacañang. By using his
political influence and wealth, he encourages corruption in the government and hastens the moral
degradation of the country so that the people may become desperate and fight. He smuggles
ammunitions into the country with the help of a rich Chinese merchant, Quiroga, who wants very much
to be Chinese consul of Manila. Simoun’s initial attempt to start the uprising did not push through
because at the lat hour he heard the sad news that Maria Clara died in the convent. In his agonizing
moment of bereavement, he did not give the signal for the attack.

After his illness brought about by the death of Maria Clara, Simoun fine-tunes his plan to
overthrow the government. On the occasion of the wedding of Paulita Gomez and Juanito Pelaez, he
gives a wedding gift to them a beautiful lamp. Only he and his confidential associate, Basilio (Sisa’s son
who joined the revolutionary cause), know that when the wick of his lamp burns lower, the nitroglycerine
hidden in a secret compartment of the lamp will explode. Thus, all the guests where the wedding feast is

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being held will be killed, including the governor-general, the friars, ans the government officials. At the
same time, Simoun’s followers will attack the government buildings in Manila.

As the wedding feast begins, Isagani, who has been rejected by Paulita because of his liberal ideas,
is standing outside the house, sadly watching the merriment inside. Basilio chances upon Isagani and,
warns him to go away because the lighted lamp will soon explode. Upon learning the secret of the lamp,
Isagani realizes that her former girlfriend, Paulita was in grave danger. He rushes into the house to save
her life. He steals the lamp and hurls it into the river where it explodes. The revolutionary plot was thus
discovered.

Simoun eluded arrest by taking poison. As he is dying, he confesses to Padre Florentino, revealing
his true identity, his dastardly plan to use his wealth to avenge himself, and his sinister aim to destroy his
friends and enemies.

The confession of the dying Simoun is long and painful. It is already night when Padre Florentino,
wiping the sweat from his wrinkled brow, rises and begins to meditate. He consoles the dying man
saying: “God will forgive you Señor Simoun. He knows that we are fallible. He has seen that you have
suffered, and in ordaining that the chastisement for your faults should come as death from the very ones
you have instigated to crime, we can see His infinite mercy. He has frustrated your plans one by one, the
best conceived, first by the death of Maria Clara, then by a lack of preparation, then in some mysterious
way. Let us bow to His will and render Him thanks!”

Watching Simoun die peacefully with a clear conscience and at peace with God. Padre Florentino
falls upon his knees and prays for the dead jeweler. He takes the treasure chest and throws it into the
sea; as the waves close over the sinking chest.

Source: https://janfaelagmao0021.wordpress.com/2016/03/06/summary-of-noli-me-tangere/

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