TSLS MODULE Answer_TSLS.Student Answer//
- 1. lOMoARcPSD|14584 TEACHING AND ASSESSMENT OF LITERATURE STUDIES (Module I)
- 2. lOMoARcPSD|14584461 ) MODULE I (TEACHING AND ASSESSMENT OF LITERATURE STUDIES) TOPIC OUTLINE Unit 1: Orientation and Introduction of the Course Module 1: 1. Overview on the Nature of Literature and its Genres a. Literature as Significant Human Experience b. Purposes of Literature c. Prose vs. Poetry vs. Drama d. Fiction vs. Non-Fiction e. A Survey of Authors f. Filipino Authors g. International Well-Known Authors h. Literature Competencies in English K to 12 Curriculum 2. Teaching Literature – An Overview a. Value of Literature b. Choosing Books and Reading Materials c. Models of Teaching Literature d. Language Model 1987 Constitution of the Philippines
- 3. lOMoARcPSD|14584461 MODULE 1 ORIENTATION AND INTRODUCTION OF THE COURSE OUTLINE Module 1: 1. Overview on the Nature of Literature and its Genres a. Literature as Significant Human Experience b. Purposes of Literature c. Prose vs. Poetry vs. Drama d. Fiction vs. Non-Fiction e. A Survey of Authors f. Filipino Authors g. International Well-Known Authors h. Literature Competencies in English K to 12 Curriculum 2. Teaching Literature – An Overview a. Value of Literature b. Choosing Books and Reading Materials c. Models of Teaching Literature d. Language Model 1987 Constitution of the Philippines At the end of the unit, the English majors should be able to: 1. discover literature as significant human experience; 2. identify the purposes of literature; 3. explain the genres under the literature umbrella; 4. identify notable authors appropriate for literature study in K to 12 English Literature; 5. recognize important concepts in teaching literature in English; 6. discuss the right books, reading materials, and comprehension questions in teaching literature; and 7. identify appropriate models in teaching literature. OUTCOMES
- 4. lOMoARcPSD|14584461 ) Literature plays a vital role to students in the classroom. It provides multiple opportunities and experiences for them to grow. Literature pertains to the ideas, feelings, expressions, emotions, and thoughts in black and white. It really helps develop the language skills of students in speaking, writing, reading, critical reasoning, appreciating of texts, valuing education and other abilities and qualities that contribute to the substantial enhancement and development of students. In every successful lesson and application of literature is always taught by the teachers who have the goals to achieve and that is learning. Teachers apply different methods, strategies, approaches and procedures or choose effective and appropriate pathways in their teaching and assessment. It is very useful to use certain of these in any form of literature in enabling students to improve their language and literary skills inside and outside the classroom. Let’s get started to study the teaching and assessment of literature studies! INTRODUCTION: Pre-assessment provides teachers the source for monitoring students' progress and for determining mental development. They also can help focus students' attention on specific learning goals and communicate expectations for students' performance. PRE-ASSESSMENT Part 1 Direction: Choose the letter of the correct answer. Write your answer on the space provided. ___1. This broadly refers to any collection of written or oral work, but it more commonly and narrowly refers to writings specifically considered to be an art form, especially prose fiction, drama, and poetry, in contrast to academic writing and newspapers. a. dictionary b. encyclopedia c. literature d. thesaurus ___2. It is a form or technique of language that exhibits a natural flow of speech and grammatical structure. OVERVIEW LESSON PROPER: Getting started (Pre-assessment, activating prior knowledge, and/or review), Discussion, activities/tasks, assessment c b
- 5. lOMoARcPSD|14584461 a. fiction c. non-fiction b. narrative poem d. prose ___3. This pertains to a narrative form, in any medium, consisting of people, events, or places that are imaginary. In other words, it is not based strictly on history or fact. a. fiction c. poem b. non-fiction d. prose ___4. It is the specific mode of fiction represented in performance like play, opera, mime, ballet, etc., performed in a theatre, or on radio or television. a. drama c. fairytale b. epic d. proverb ___5. It is derived from the Greek poiesis, "making" and it is a form of literature that uses aesthetic and often rhythmic qualities of languages. a. epic b. fable c. poem d. short story ___6. It is any document or content that purports in good faith to represent truth and accuracy regarding information, events, or people. a. drama c. poetry b. non-fiction d. proverb ___7. In the model of teaching literature, this helps English as a Foreign Language (EFL) students enhance their knowledge of the target language by working on familiar grammar, lexical and discourse categories. a. communication model c. language model b. financial growth modeld. personal growth model ___8. It is a model of teaching literature that provides an opportunity for students to explore cultural background which leads to a genuine understanding of literary works and encourages students to understand different cultures and ideologies in relation to their own. a. culture model c. culturally model b. cultural model d. extremely cultural model ___9. It is a way of teaching content that has a broader term than method. a. approach c. tactic b. strategy d. trick ___10. Its focus is to discover moral values while reading a particular literary text a. behavioral approach c. moral-philosophical approach b. cultural approach d. philosophical approach ___11. “ Look at me. I can bring a smile to your face, A tear to your eye, Or even a thought to your mind. But, I can't be seen. What am I?” is a good example of_______? a. idiom c. proverb b. poem d. riddle ___12. What kind of poem is being shown in the picture below? a a c d c b a c c b
- 6. lOMoARcPSD|14584461 ) source: shorturl.at/mrVW6 a. epic poem b. Japanese poem or haiku c. narrative poem d. shape poem ___13. What kind of poem is being shown in the picture below? source: shorturl.at/fEYZ8 a. epic poemc. narrative poem b. Japanese poem or haiku d. shape poem ___14. It is one of the literacy techniques in teaching literature that helps students build their fluency, self-confidence, and motivation in reading. A student or a group of students reads passages altogether. a. choral reading b. silent reading c. speech choir d. theatrical play ___15. These are various elements and techniques used in writing that construct the whole of your literature to create an intended perception of the writing for the reader. a. literary devices c. literacy devices b. literature devices d. linguistic devices ___16. It is a reading skill which allows one to read without voicing the words. This may involve subvocalization or silent speech. a. choral reading b. silent reading c. speech choir d. theatrical play b a a b
- 7. lOMoARcPSD|14584461 ___17. “Careful, now. You don’t want to go opening Pandora’s Box.” is an example of what literary device? a. allusion b. diction c. euphemism d. flashback ___18. “Before he died, he made a suicidal letter”. What is the other term of the underlined phrase in euphemism? a. Before he decided to stop living c. Before he was killed b. Before he was dead c. Before he passed away ___19. “The wind whistled past my ears like a familiar tune I’d long forgotten.” is an example of what literary device? a. hyperbole c. personification b. metaphord. simile ___20. “ Crows are used to symbolize a bad omen, like death. ” is an example of what literary device? a. alliteration b. foreshadowing c. onomatopoeia d. personification a a c b
- 8. lOMoARcPSD|14584461 ) Part II Direction: This activity is called “Miss Q and A”. Answer the questions vividly. 1. Being an educator, why is it necessary to know the teaching and assessment in literature studies? You can cite scenarios. __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ _________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ _________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ ________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ _________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ _________________________________________________________________________ _ ___________________________________________________________ Being an educator, it is necessary to know the teaching and assessment in literature studies because that is the field of my future work, and teaching literature is part of our job as a future English teacher; thus, it is crucial to learn the teaching and assessment in literature studies. For instance, if I were to teach a literature subject in my future workplace, with the knowledge I would gain from this subject, I could be more prepared and know what I would do to deliver the subject efficiently. Having knowledge of the teaching and assessment of literature studies would bring me more benefits. Since literature is a vast topic and a little bit boring to some of the students, I could use the different teaching approaches of literature and measure their abilities through the different assessment tools I would learn in this course.
- 9. lOMoARcPSD|14584461 Part V Direction: Define the following words or terms in literature based on your own understanding. Part VI Direction: Answer the question with supporting details. Question: What are the factors to consider in choosing books or reading materials in teaching literature? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ _________________________________________________________________________ _ ___________________________________________________________________ LITERATURE AS SIGNIFICANT HUMAN EXPERIENCE “That is part of the beauty of all literature. You discover that your longings are universal longings, that you’re not only and isolated from anyone. You belong.” -F. Scott Fitzgerald Definitions of Literature • • • Literature is any form of writing which deals with the significant human experience – his society and his experiences – which is artistically conceived for an effect (Malonzo, 2014). What is literature? When choosing books and reading materials in teaching literature, there are various variables to consider. One essential consideration is the level of the material, which should be appropriate for the pupils' competency level. If the pupils are grade 1 the reading materials should be fit to the pupils, because if the reading material is complex and vast, pupils will not achieve the learning outcomes. Another thing to examine is the legitimacy of the resources, as real materials outperform graded readers. Teacher should consider the authenticity of the materials so the learners can learn the truth only. Students' motivation to read is influenced by their hobbies and personal backgrounds, so the substance of the materials should be relevant and intriguing. The reading materials must be catchy enough to catch to the interest of the learners. Finally, the materials' pedagogical aim should be considered, ensuring that they match with the goals of the reading course. https://typeset.io/questions/what-are-the-factors-to-consider-when- selecting-books-and-r6mem23b7q
- 10. lOMoARcPSD|14584461 ) • Literature is the enactment of human possibilities, or a vehicle that will help us discover more about ourselves and the meaning we can make of life (Malonzo, 2014) • Literature broadly refers to any collection of written or oral work, but it more commonly and narrowly refers to writings specifically considered to be an art form, especially prose fiction, drama, and poetry, in contrast to academic writing and newspapers (Wikipedia). Literature as Significant Human Experiences What defines a piece of writing as great literature? One of the elements that sets literature apart from writing purely for the purpose of entertainment and escapism is its commentary on the human condition. The human experience in literature contains themes about life and society that are relatable to readers. There are endless themes related to the human experience. Here are the following themes: • parent-child relationship • death • loneliness • conformity • growing up • aging • human rights • charity • equality • materialism Purposes of Literature • To improve your command of language • To teach you about life, culture, experience of people in other parts of the world • To give you information about other parts of the world which you may never be able to visit in your lifetime • To entertain you and provide useful occupation in your free time • To make you a wiser and more experienced person by forcing you to judge, sympathize with, or criticize the characters you read about • To help you compare your own experience with experiences of other people • To give you information which may be useful in other subjects, for example, in Geography, Science, History, Social Studies, and so on What are the purposes of ? literature
- 11. lOMoARcPSD|14584461 DEFINITIONS OF PROSE • Prose is ordinary language. • Prose is written in sentences and paragraphs that may include dialogue. • Most of the literature we read is written in prose. • It is a form or technique of language that exhibits a natural flow of speech and grammatical structure. • It is derived from the Latin word prosa which means straightforward. DIVISIONS AND TYPES OF PROSE • Fiction- this pertains to a narrative form, in any medium, consisting of people, events, or places that are imaginary. In other words, it is not based strictly on history or fact. Examples: short stories, legend, fairy tale letters, folk tale memoirs, novels, short stories, fables, myths etc. • Non-Fiction- It is any document or content that purports in good faith to represent truth and accuracy regarding information, events, or people. Examples: essay, report, personal narrative, memoirs, letter, article, journal, biographies etc. STRUCTURAL ELEMENTS OF PROSE • Sentence – group of words that express a complete thought. • Paragraph - sentences that are grouped together. • Dialogue – words or sentences that quote what a person has said. DEFINITIONS OF POETRY • It refers to those expressions in verse, with measures, rhymes, lines, stanzas, and melodious tone. • Poetry is an expressive form of writing. It allows the author to share an idea or insight with others in a meaningful way. • Poetry is not written in sentences and paragraphs like prose. Instead, it uses different structures that make it interesting to read. What is prose? What are the divisions or types of prose? What are the structural elements of prose? What is poetry? What are the divisions and types of poetry? What are the structural elements of poetry?
- 12. lOMoARcPSD|14584461 ) • It came from the Greek word poiesis which means making. DIVISIONS AND TYPES OF POETRY • Lyric Poetry- in earlier days, it was meant to be sung to the accompaniment of musical known as lyre. a. simple lyric- embraces a wide variety of poems and is characterized by subjectivity, imagination, melody, and emotion. b. song- short lyric poem which has a specific melodious quality and is intended to be sung. c. sonnet- a poem expressing of 14 lines with a formal rhyme. d. elegy- a poem expressing lament or grief for dead. e. ode- most splendid type of lyric poetry. • Narrative Poetry- it tells a story following an order of events. It includes a. ballad- short simple narrative poem composed to be sung and is orally told from one generation to another. b. metrical romance- a long rambling love story in verse which is centered around the adventures of knights and lords, and their royal ladies during the age of chivalry. c. epic- a long majestic narrative poem which tells the adventures of a traditional hero and the development of a nation. • Dramatic Poetry- it has the elements that are closely related to drama because it is written in dramatic form or make use of a dramatic technique. It includes: a. dramatic monologue- a combination of drama and poetry which represents the speech of a character in a particular situation at a critical moment. b. soliloquy- passage spoken by the speaker in a poem of a character in the play except that there is no one present to hear him except the audience or the reader. c. character sketch- poem which the writer is concerned less with complete or implied matters of a story, but rather with arousing sympathy or antagonism for, or some interest in an individual. STRUCTURAL ELEMENTS OF POETRY • Verse – one line of poetry. • Stanza – group of verses. • Rhythm – beats or accented syllables. • Meter – pattern of beats or accented syllables. Rhyme – syllables that sound similar. DEFINITION OF DRAMA What is drama? What are the structural elements of drama?
- 13. lOMoARcPSD|14584461 • Drama can also be called a play. • In its written form, a play includes a cast of characters, dialogue, and stage directions. • Drama may be organized in scenes and acts. • It is the specific mode of fiction represented in performance like play, opera, mime, ballet, etc., performed in a theatre, or on radio or television. STRUCTURAL ELEMENTS OF DRAMA • Cast- list of characters in play. • Dialogue – words that tell the actors what to say. • Stage Directions – words that tell how the stage should look or what the actors should do. • Setting - words that tell where and when a play takes place. • Scenes - sections of the play with similar setting. • Acts - major sections of a long play. A SURVEY OF AUTHORS: FILIPINO AUTHORS DRAMA
- 14. lOMoARcPSD|14584461 ) List of the most popular authors from Philippines, listed alphabetically with photos when available. For centuries authors have been among the world's most important people, helping chronicle history and keep us entertained with one of the earliest forms of storytelling. Whether they're known for fiction, non-fiction, poetry or even technical writing, the famous Filipino authors on this list have kept that tradition alive by writing renowned works that have been praised around the world. You can find useful information below about these notable Filipino writers, such as when they were born and where their place of birth was. 1. Edith L. Tiempo is a poet, fictionist, teacher and literary critic. She is one of the finest Filipino writers in English whose works are characterized by a remarkable fusion of style and substance, of craftsmanship and insight. She was born on April 22, 1919 in Bayombong, Nueva Vizcaya, her poems are intricate verbal transfigurations of significant experiences as revealed, in two of her much anthologized pieces, "The Little Marmoset" and "Bonsai". As fictionist, Tiempo is as morally profound. Her language has been marked as "descriptive but unburdened by scrupulous detailing. " She is an influential tradition in Philippine literature in English. Together with her late husband, Edilberto K. Tiempo, she founded and directed the Silliman National Writers Workshop in Dumaguete City, which has produced some. of the country's best writers. Tiempo's published works include the novel A Blade of Fern (1978), The Native Coast (1979), and The Alien Corn (1992); the poetry collections, The Tracks of Babylon and Other Poems (1 966), and The Charmer's Box and Other Poems (1993); and the short story collection Abide, Joshua, and Other Stories (1964). Who are some famous local and international authors?
- 15. lOMoARcPSD|14584461 2. Bienvenido Lumbera, is a poet, librettist, and scholar. As a poet, he introduced to Tagalog literature what is now known as Bagay poetry, a landmark aesthetic tendency that has helped to change the vernacular poetic tradition. He is the author of the following works: Likhan Dila, Likhang Diwa (poems in Filipino and English), 1993; Balaybay, Mga Tulang Lunot at Manibalang, 2002; Sa Sariling Bayan, Apat na Dulang May Musika, 2004; "Agunyas sa Hacienda Luisita," Pakikiramay, 2004. As a librettist for the Tales of the Manuvu and Rama Hari, he pioneered the creative fusion of fine arts and popular imagination. As a scholar, his major books include the following: Tagalog Poetry, 1570-1898: Tradition and Influences in its Development; Philippine Literature: A History and Anthology, Revaluation: Essays on Philippine Literature, Writing the Nation/Pag-akda ng Bansa. 3. Nestor Vicente Madali Gonzalez, better known as N.V.M. Gonzalez, fictionist, essayist, poet, and teacher, articulated the Filipino spirit in rural, urban landscapes. Among the many recognitions, he won the First Commonwealth Literary Contest in 1940, received the Republic Cultural Heritage Award in 1960 and the Gawad CCP Para sa Sining in 1990. The awards attest to his triumph in appropriating the English language to express, reflect and shape Philippine culture and Philippine sensibility. He became U.P.’s |nternational-Writer-In-Residence and a member of the Board of Advisers of the U.P. Creative Writing Center. In 1987, U.P. conferred on him the Doctor of Humane Letters, honoris causa, its highest academic recognition. Major works of N.V.M Gonzalez include the following: The Winds of April, Seven Hills Away, Children of the Ash-Covered Loam and Other Stories, The Bamboo Dancers, Look Stranger, on this Island Now, Mindoro and Beyond: Twenty -One Stories, The Bread of Salt and Other Stories, Work on the Mountain, The Novel of Justice: Selected Essays 1968-1994, A Grammar of Dreams and Other Stories.
- 16. lOMoARcPSD|14584461 ) 4. Virgilio S. Almario, also known as Rio Alma, is a poet, literary historian and critic, who has revived and reinvented traditional Filipino poetic forms, even as he championed modernist poetics. In 34 years, he has published 12 books of poetry, which include the seminal Makinasyon and Peregrinasyon, and the landmark trilogy Doktrinang Anakpawis, Mga Retrato at Rekwerdo and Muli, Sa Kandungan ng Lupa. In these works, his poetic voice soared from the lyrical to the satirical to the epic, from the dramatic to the incantatory, in his often severe examination of the self, and the society. He has also redefined how the Filipino poetry is viewed and paved the way for the discussion of the same in his 10 books of criticisms and anthologies, among which are Ang Makata sa Panahon ng Makina, Balagtasismo versus Modernismo,Walong Dekada ng Makabagong Tula Pilipino, Mutyang Dilim and Barlaan at Josaphat Many Filipino writers have come under his wing in the literary workshops he founded —the Galian sa Arte at Tula (GAT) and the Linangan sa Imahen, Retorika at Anyo (LIRA). He has also long been involved with children's literature through the Aklat Adarna series, published by his Children‘s Communication Center. He has been a constant presence aswell in national writing workshops and galvanizes member writers as chairman emeritus of the Unyon ng mga Manunulat sa Pilipinas (UMPIL). He headed the National Commission for Culture and the Arts as Executive Director, (from 1998 to 2001) ably steering the Commission towards its goals. But more than anything else, what Almario accomplished was that he put a face to the Filipino writer in the country, one strong face determinedly wielding a pen into untruths, hypocrisy, injustice, among others. 5. Cirilo F. Bautista is a poet, fictionist and essayist with exceptional achievements and significant contributions to the development of the country's literary arts. He is acknowledged by peers and critics, and the nation at large as the foremost writer of his generation. Throughout his career that spans more than four decades, he has established a reputation for fine and profound artistry; his books, lectures, poetry readings and creative writing workshops continue to influence his peers and generations of young writers.
- 17. lOMoARcPSD|14584461 As a way of bringing poetry and fiction closer to the people who otherwise would not have the opportunity to develop their creative talent, Bautista has been holding regular funded and unfunded workshops throughout the country. In his campus lecture circuits, Bautista has updated students and student—writers on literary developments and techniques. As a teacher of literature, Bautista has realized that the classroom is an important training ground for Filipino writers. In De La Salle University, he was instrumental in the formation of the Bienvenido Santos Creative Writing Center. He was also the moving spirit behind the founding of the Philippine Literary Arts Council in 1981, the Iligan National Writers Workshop in 1993, and the Baguio Writers Group. Thus, Bautista continues to contribute to the development of Philippine literature: as a writer, through his significant body of works; as a teacher, through his discovery and encouragement of young writers in workshops and lectures; and as a critic, through his essays that provide insights into the craft of writing and correctives to misconceptions about art. Major works: Summer Suns (1963), Words and Battlefields (1998), The Trilogy of Saint Lazarus (2001), Galaw ng Asoge (2003). 6. Nick Joaquin, is regarded by many as the most distinguished Filipino writer in English writing so variedly and so we l about so many aspects of the Filipino. Nick Joaquin has also enriched the English language with critics coining “Joaquinesque" to describe his baroque Spanishflavored English or his reinventions of English based on Filipinisms. Aside from his handling of language, Bienvenido Lumbera writes that Nick Joaquin’s significance in Philippine literature involves his exploration of the Philippine colonial past under Spain and his probing into the psychology of socia changes as seen by the young, as exemplified in stories such as Dona Jeronima, Candido's Apocalypse and The Order of Melchizedek. Nick Joaquin has written plays, novels, poems, short stories and essays including reportage and journalism. As a journalist, Nick Joaquin uses the nome de guerre Quijano de Manila but whether he is writing literature or journalism, fellow National Artist Francisco Arcellana opines that “it is always of the highest skill and quality.’’ Among his voluminous works are The Woman Who Had Two Navels, A Portrait of the Artist as Filipino, Manila, My Manila: A History for the Young, The Ballad of the Five Battles, Rizal in Saga, Almanac for Manilefios, Cave and Shadows. Nick Joaquin died on April 29, 2004.
- 18. lOMoARcPSD|14584461 ) 7. F. Sionil Jose's writings since the late 60s, when taken collectively can best be described as epic. Its sheer volume puts him on the forefront of Philippine writing in English. But ultimately, it is the consistent espousal of the aspirations of the Filipino—for national sovereignty and social justice—that guarantees the value of his oeuvre. In the five—novel masterpiece, the Rosales saga, consisting of The Pretenders, Tree, My Brother, My Executioner, Mass, and Po-on, he captures the sweep of Philippine history while simultaneously narrating the lives of generations of the Samsons whose personal lives intertwine with the social struggles of the nation. Because of their international appeal, his works, including his many short stories, have been published and translated into various languages. F. Sionil Jose is also a publisher, lecturer on cultural issues, and the founder of the Philippine chapter of the international organization PEN. He was bestowed the CCP Centennial Honors for the Arts in 1999; the Outstanding Fulbrighters Award for Literature in 1988; and the Ramon Magsaysay Award for Journalism, Literature, and Creative Communication Arts in 1980. 8. Amado V. Hernandez, poet, playwright, and novelist, is among the Filipino writers who practiced “committed art”. In his view, the function of the writer is to act as the conscience of society and to affirm the greatness of the human spirit in the face of inequity and oppression. Hernandez’s contribution to the development of Tagalog prose is considerable — he stripped Tagalog of its ornate character and wrote in prose closer to the colloquial than the “official” style permitted. His novel Mga lbong Mandaragit, first written by Hernandez while in prison, is the first Filipino socio-political novel that exposes the ills of the society as evident in the agrarian problems of the 50s. Hernandez's other works include Bayang Malaya, Isang Dipang Langit, Luha ng Buwaya, Amado V. Hernandez: Tudla at Tudling: Katipunan ng mga Nalathalang Tula 1921-1970, Langaw sa Isang Basong Gatas at Iba Pang Kuwento ni Amado V. Hernandez, Magkabilang Mukha ng Isang Bagol at Iba Pang Akda ni Amado V. Hernandez.
- 19. lOMoARcPSD|14584461 9. Lazaro A. Francisco, prize-winning writer developed the social realist tradition in Philippine fiction. His eleven novels, now acknowledged classics of Philippine literature, embodies the author's commitment to nationalism. Amadis Ma. Guerrero wrote, “Francisco championed the cause of the common man, specifically the oppressed peasants. His novels exposed the evils of the tenancy system, the exploitation of farmers by unscrupulous landlords, and foreign domination." Teodoro Valencia also observed His pen dignifies the Filipino and accents all the positives about the Filipino way of life. His writings have contributed much to the formation of a Filipino nationalism." Literary historian and critic Bienvenido Lumbera also wrote, “When the history of the Filipino novel is written, Francisco is likely to occupy an eminent place in it. Already in Tagalog literature, he ranks among the finest novelists since the beginning of the 20th century. In addition to a deft hand at characterization, Francisco has a supple prose style responsive to the subtlest nuances of ideas and the sternest stuff of passions." Francisco gained prominence as a writer not only for his social conscience but also for his “masterful handling of the Tagalog language" and “supple prose style”. With his literary output in Tagalog, he contributed to the enrichment of the Filipino language and literature for which he is a staunch advocate. He put up an arm to his advocacy of Tagalog as a national language by establishing the Kapatiran ng mga Alagad ng Wikang Pilipino (KAWIKA) in 1958. His reputation as the “Master of the Tagalog Novel” is backed up by numerous awards he received for his meritorious novels in particular, and for his contribution to Philippine literature and culture in general. His masterpiece novels—Ama, Bayang Nagpatiwakal, Maganda Pa Ang Daigdig and Daluyong—affirm his eminent place in Philippine literature. In 1997, he was honored by the University of the Philippines with a special convocation, where he was cited as the “foremost Filipino novelist of his generation” and “champion of the Filipino writer’s struggle for national identity.”
- 20. lOMoARcPSD|14584461 ) 10. Alejandro Roces, is a short story writer and essayist, and considered as the country's best writer of comic short stories. He is known for his widely anthologized “My Brother's Peculiar Chicken." In his innumerable newspaper columns, he has always focused on the neglected aspects of the Filipino cultural heritage. His works have been published in various international magazines and has received national and international awards. Ever the champion of Filipino culture, Roces brought to public attention the aesthetics of the country's fiestas. He was instrumental in popularizing several local fiestas, notably, Moriones and Ati-atihan. He personally led the campaign to change the country's Independence Day from July 4 to June 12, and caused the change of language from English to Filipino in the country's stamps, currency and passports, and recovered Jose Rizal’s manuscripts when they were stolen from the National Archives. His unflinching love of country led him to become a guerilla during the Second World War, to defy martial law and to found the major opposition party under the dictatorship. His works have been published in various international magazines and received numerous national and international awards, including several decorations from various governments. He once said “You cannot be a great writer; first, you have to be a good person". 11. Carlos P. Romulo‘s multifaceted career spanned 50 years of public service as educator, soldier, university president, journalist and diplomat. It is common knowledge that he was the first Asian President of the United Nations General Assembly, then Philippine Ambassador to Washington, D.C., and later minister of foreign affairs. Essentially though, Romulo was very much into writing: he was a reporter at 16, a newspaper editor by the age of 20, and a publisher at 32. He was the only Asian to win America's coveted Pulitzer Prize in Journalism for a series of articles predicting the outbreak of World War II. Romulo, in all, wrote and published 18 books, a range of literary works which included The United (novel), I Walked with Heroes (autobiography), I Saw the Fall of the Philippines, Mother America, I See the Philippines Rise (war—time memoirs). His other books include his memoirs of his many years’ affiliations with United Nations (UN), Forty Years: A Third World Soldier at the UN, and The Philippine Presidents, his oral history of his experiences sewing all the Philippine presidents.
- 21. lOMoARcPSD|14584461 12. Jose Garcia Villa is considered as one of the finest contemporary poets regardless of race or language. Villa, who lived in Singalong, Manila, introduced the reversed consonance rime scheme, including the comma poems that made full use of the punctuation mark in an innovative, poetic way. The first of his poems "Have Come, Am Here" received critical recognition when it appeared in New York in 1942 that, soon enough, honors and fellowships were heaped on him: Guggenheim, Bollingen, the American Academy of Arts and Letters Awards. He used Doveglion (Dove, Eagle, Lion) as penname, the very characters he attributed to himself, and the same ones explored by e.e. cummings in the poem he wrote for Villa (Doveglion, Adventures in Value). Villa is also known for the tartness of his tongue. Villa's works have been collected into the following books: Footnote to Youth,Many Voices, Poems by Doveglion, Poems 55, Poems in Praise of Love: The Best Love Poems of Jose Garcia Villa as Chosen By Himself, Selected Stories,The Portable Villa, The Essential Villa, Mir-i-nisa, Storymasters 3: Selected Stories from Footnote to Youth, 55 Poems: Selected and Translated into Tagalog by Hilario S. Francia. 13. Rolando S. Tinio, playwright, thespian, poet, teacher, critic and translator, marked his career with prolific artistic productions. Tinio‘s chief distinction is as a stage director whose original insights into the scripts he handled brought forth productions notable for their visual impact and intellectual cogency. Subsequently, after staging productions for the Ateneo Experimental Theater (its organizer and administrator as well), he took on Teatro Pilipino. It was to Teatro Pilipino which he left a considerable amount of work reviving traditional Filipino drama by re—staging old theater forms like the sarswela and opening a treasure— house of contemporary Western drama. It was the excellence and beauty of his practice that claimed for theater a place among the arts in the Philippines in the 1960s. Aside from his collections of poetry (Sitsit sa Kuliglig, Dunung - Dunungan, Kristal na Uniberso, A Trick of Mirrors) among his works were the following: film scripts for Now and Forever, Gamitin Mo Ako, Bayad Puri and Milagros; sarswelas Ang Mestisa, Ako, Ang Kiri, Ana Maria; the komedya Orosman at Zafira; and Larawan, the musical.
- 22. lOMoARcPSD|14584461 ) 14. Francisco Arcellana, writer, poet, essayist, critic, journalist and teacher, is one of the most important progenitors of the modern Filipino short story in English. He pioneered the development of the short story as a lyrical prose —poetic form. For Arcellana, the pride of fiction is "that it is able to render truth, that is able to present reality". Arcellana kept alive the experimental tradition in fiction, and had been most daring in exploring new literary forms to express the sensibility of the Filipino people. A brilliant craftsman, his works are now an indispensable part of a tertiary—level— syllabi all over the COUFICIZ. Arcellana‘s published books are Selected Stories (19 2), Poetry and Politics: The State of Original Writing in English in the Philippines Today (1977), The Francisco Arcellana Sampler (1990). Some of his short stories are Frankie, The Man Who Would Be Poe, Death in a Factory, Lina, A Clown Remembers, Divided by Two, The Mats, and his poems being The Other Woman, This Being the Third Poem This Poem is for Mathilda, To Touch You and I Touched Her, and among others. 15. Levi Celerio is a prolific lyricist and composer for decades. He effortlessly translated/wrote anew the lyrics to traditional melodies: “O Maliwanag Na Buwan" (lloko), “Ako ay May Singsing" (Pampango), “Alibangbang" (Visaya) among others. E Born in Tondo, Celerio received his scholarship at the Academy of Music in Manila that made it possible for him to join the Manila Symphony Orchestra, becoming its youngest member. He made it to the Guinness Book of World Records as the only person able to make music using just a leaf. A great number of his songs have been written for the local movies, which earned for him the Lifetime Achievement Award from the Film Academy of the Philippines. Levi Celerio, more importantly, has enriched the Philippine music for no less than two generations with a treasury of more than 4,000 songs in an idiom that has proven to appeal to all social classes.
- 23. lOMoARcPSD|14584461 16. Carlos Quirino, biographer, has the distinction of having written one of the earliest biographies of Jose Rizal titled The Great Malayan. Quirino’s books and articles span the whole gamut of Philippine history and culture-from Bonifacio’s trial to Aguinaldo’s biography, from Philippine cartography to culinary arts, from cash crops to tycoons and presidents lives, among so many subjects. In 1997, Pres. Fidel Ramos created historical literature as a new category in the National Artist Awards and Quirino was its first recipient. He made a record earlier on when he became the very first Filipino correspondent for the United Press Institute. His book Maps and Views of Old Manila is considered as the best book on the subject. His other books include Quezon, Man of Destiny, Magsaysay of the Philippines, Lives of the Philippine Presidents, Philippine Cartography, The History of Philippine Sugar Industry, Filipino Heritage: The Making of a Nation, Filipinos at War: The Fight for Freedom from Mactan to EDSA. A SURVEY OF AUTHORS: INTERNATIONAL WELL-KNOWN AUTHORS A list of famous writers/authors/poets throughout history. 1WILLIAM SHAKESPEARE (1564 – 1616) English poet and playwright. Famous plays include Macbeth, Romeo and Juliet, Merchant of Venice and Hamlet. Shakespeare is widely considered the seminal writer of the English language. JONATHAN SWIFT (1667 – 1745) Anglo-Irish writer born in Dublin. Swift was a prominent satirist, essayist and author. Notable works include Gulliver’s Travels (1726), A Modest Proposal and A Tale of a Tub. 2
- 24. lOMoARcPSD|14584461 ) SAMUEL JOHNSON (1709 – 1784) British author best-known for his compilation of the English dictionary. Although not the first attempt at a dictionary, it was widely considered to be the most comprehensive – setting the standard for later dictionaries. JOHANN WOLFGANG VON GOETHE (1749 – 1832) German poet, playwright, and author. Notable works of Goethe include Faust, Wilhelm Meister’s Apprenticeship and Elective Affinities. JANE AUSTEN (1775 – 1817) English author who wrote romantic fiction combined with social realism. Her novels include Sense and Sensibility (1811), Pride and Prejudice (1813) and Emma (1816). HONORE DE BALZAC (1799 – 1850) French novelist and short story writer. Balzac was an influential realist writer who created characters of moral ambiguity – often based on his own real-life examples. His greatest work was the collection of short stories La Comédie Humaine. ALEXANDRE DUMAS (1802 – 1870) French author of historical dramas, including – The Count of Monte Cristo (1844), and The Three Musketeers (1844). Also prolific author of magazine articles, pamphlets and travel books. VICTOR HUGO (1802 – 1885) French author and poet. Hugo’s novels include Les Misérables, (1862) and Notre-Dame de Paris (1831). 9CHARLES DICKENS (1812 – 1870) – English writer and social critic. His best-known works include novels such as Oliver Twist, David Copperfield and A Christmas Carol. 10CHARLOTTE BRONTE (1816 – 1855) English novelist and poet, from Haworth. Her best-known novel is ‘Jane Eyre’ (1847). 3 4 5 6 7 8
- 25. lOMoARcPSD|14584461 HENRY DAVID THOREAU (1817 – 1862) – American poet, writer and leading member of the Transcendentalist movement. Thoreau’s “Walden” (1854) was a unique account of living close to nature. EMILY BRONTE (1818 – 1848) English novelist. Emily Bronte is best known for her novel Wuthering Heights (1847), and her poetry. 13GEORGE ELIOT (1819 – 1880) Pen name of Mary Ann Evans. Wrote novels, The Mill on the Floss (1860), Silas Marner (1861), Middlemarch (1871–72), and Daniel Deronda (1876) LEO TOLSTOY (1828 – 1910) Russian novelist and moral philosopher. Famous works include the epic novels – War and Peace (1869) and Anna Karenina (1877). Tolstoy also became an influential philosopher with his brand of Christian pacificism. 15FYODOR DOSTOEVSKY (1821-1881) Russian novelist, journalist and philosopher. Notable works include Notes from Underground, Crime and Punishment and The Idiot. LEWIS CARROLL (1832-1898) Oxford mathematician and author. Famous for Alice in Wonderland, Through the Looking Glass, and poems like The Snark. 17MARK TWAIN (1835 – 1910) American writer and humorist, considered the ‘father of American literature’. Famous works include The Adventures of Tom Sawyer (1876) and Adventures of Huckleberry Finn (1885). 1 1 12 14 16
- 26. lOMoARcPSD|14584461 ) 18THOMAS HARDY (1840-1928) English novelist and poet. Hardy was a Victorian realist who was influenced by Romanticism. He wrote about problems of Victorian society – in particular, declining rural life. Notable works include: Far from the Madding Crowd (1874), Tess of the d’Urbervilles (1891), and Jude the Obscure (1895). OSCAR WILDE (1854 – 1900) – Irish writer and poet. Wilde wrote humorous, satirical plays, such as ‘The Importance of Being Earnest‘ and ‘The Picture of Dorian Grey’. 20KENNETH GRAHAM (1859 – 1932) Author of the Wind in the Willows (1908), a classic of children’s literature. GEORGE BERNARD SHAW (1856 – 1950) Irish playwright and wit. Famous works include: Pygmalion (1912), Man and Superman (1903) and Back to Methuselah (1921) 22 SIR ARTHUR CONAN DOYLE (1859 – 1930) British author of historical novels and plays. Most famous for his short stories about the detective – Sherlock Holmes, such as The Hound of the Baskervilles (1902) and Sign of Four (1890). BEATRIX POTTER (1866 – 1943) English conservationist and author of imaginative children’s books, such as the Tales of Peter Rabbit (1902). 19 21 23
- 27. lOMoARcPSD|14584461 24MARCEL PROUST (1871 – 1922) French author. Best known for epic novel l À la recherche du temps perdu (In Search of Lost Time) published in seven parts between 1913 and 1927. 25WILLIAM SOMERSET MAUGHAM 1874 – 1965) British novelist and writer. One of the most popular authors of 1930s. Notable works included The Moon and Sixpence (1916), The Razor’s Edge (1944), and Of Human Bondage (1915) 26P.G.WODEHOUSE (1881 – 1975) English comic writer. Best known for his humorous and satirical stories about the English upper classes, such as Jeeves and Wooster and Blandings Castle. VIRGINIA WOOLF (1882 – 1941) English modernist writer, a member of the Bloomsbury group. Famous novels include Mrs Dalloway (1925), To the Lighthouse (1927) and Orlando (1928). JAMES JOYCE (1882 – 1941) Irish writer from Dublin. Joyce was one of most influential modernist avant-garde writers of the Twentieth Century. His novel Ulysses (1922), was ground-breaking for its stream of consciousness style. Other works include Dubliners (1914) and Finnegans Wake (1939). 27 28
- 28. lOMoARcPSD|14584461 ) 29 D H LAWRENCE (1885 – 1930) English poet, novelist and writer. Best known works include Sons and Lovers, The Rainbow, Women in Love and Lady Chatterley’s Lover (1928) – which was banned for many years. 30AGATHA CHRISTIE (1890 – 1976) British fictional crime writer. Many of her books focused on series featuring her detectives ‘Poirot’ and Mrs Marple. 31J.R.R. TOLKIEN (1892 – 1973) – Professor of Anglo-Saxon and English at Oxford University. Tolkien wrote the best-selling mythical trilogy The Lord of the Rings. Other works include The Hobbit and The Silmarillion, and a translation of Beowulf. VERA BRITTAIN (1893 – 1970) British writer best known for her autobiography – Testament of Youth (1933) – sharing her traumatic experiences of the First World War. F. SCOTT FITZGERALD (1896 – 1940) American author. An iconic writer of the ‘jazz age’. Notable works include The Great Gatsby (1925), and Tender Is the Night (1934) – cautionary tales about the ‘Jazz decade’ and the American Dream based on pleasure and materialism. ENID BLYTON (1897 – 1968) British children’s writer, known for her series of children’s books – The Famous Five and The Secret Seven. Blyton wrote an estimated 800 books over 40 years. 32 33 34
- 29. lOMoARcPSD|14584461 C.S. LEWIS (1898 – 1963) Irish / English author and professor at Oxford University. Lewis is best known for The Chronicles of Narnia, a children’s fantasy series. Also well known as a Christian apologist. ERNEST HEMINGWAY (1899 – 1961) Groundbreaking modernist American writer. Famous works included For Whom The Bell Tolls (1940) and A Farewell to Arms (1929). 37 VLADIMIR NABOKOV (1899 – 1977) Russian author of Lolita (1955) and Pale Fire (1962) BARBARA CARTLAND (1901 – 2000) One of most prolific and best selling authors of the romantic fiction genre. Some suggest she has sold over 2 billion copies worldwide. JOHN STEINBECK (1902 – 1968) American writer who captured the social change experienced in the US around the time of the Great Depression. Famous works include – Of Mice and Men (1937), The Grapes of Wrath (1939) and East of Eden (1952). GEORGE ORWELL (1903 – 1950) – English author. Famous works include Animal Farm, and 1984. – Both stark warnings about the dangers of totalitarian states, Orwell was also a democratic socialist who fought in the Spanish Civil War, documenting his experiences in “Homage to Catalonia” (1938). SAMUEL BECKETT (1906-1989) Irish avant garde, modernist writer. Beckett wrote minimalist and thought provoking plays, such as ‘Waiting for Godot’ (1953) and ‘Endgame‘ (1957). He was awarded the Nobel Prize in Literature in 1969. ALBERT CAMUS (1913 – 1960) – French author, journalist, and philosopher. Associated with existentialism and absurdism. Famous works included The Myth of Sisyphus, The Stranger and The Plague. 8 3 35 36 39 40 41 42
- 30. lOMoARcPSD|14584461 ) ROALD DAHL (1916 – 1990) English author, best known for his children’s books, such as Willy Wonka and the Chocolate Factory, James and The Giant Peach and The BFG. ALEKSANDR SOLZHENITSYN (1918 – 2008) Russian author, historian and political critic. Solzhenitsyn was awarded the Nobel Prize for Literature in 1970 for his work in exposing the nature of Soviet totalitarianism. e.g, The Gulag Archipelago (1965-67). 45 J.D. SALINGER (1919 – 2010) American author. Most influential novel The Catcher in the Rye (1951). Wrote many short stories for New Yorker magazine, such as “A Perfect Day for Bananafish.” 46JOSEPH HELLER (1923 – 1999) American novelist, who wrote satirical and black comedy. His most famous work is ‘Catch 22’ (1961) – a satire on the futility of war. 47GABRIEL GARCIA MARQUEZ (1927 – 2014) Colombian author. Wrote: One Hundred Years of Solitude (1967), The Autumn of the Patriarch (1975) and Love in the Time of Cholera (1985). Nobel Prize in Literature (1982). ANNE FRANK (1929 – 1945) Dutch-Jewish diarist. Known for her diary ‘Anne Frank‘ Published posthumously by her father – recalling her life hiding from Gestapo in occupied Holland. SALMAN RUSHDIE (1947 – ) Anglo-Indian author. His works combine elements of magic realism, satire and historical fiction – often based on Indian sub-continent. Notable works include Midnight’s Children (1981), Shame (1983) and Satanic Verses (1988). 43 44 48 49
- 31. lOMoARcPSD|14584461 50STEPHEN KING (1947 – ) American author of contemporary horror, supernatural fiction, suspense, science fiction, and fantasy. One of the best selling authors of modern times. GEORGE R.R MARTIN (1948 – ) American author of epic fantasy series – A Song of Ice and Fire, – his international best-selling series of fantasy has been adapted for the screen as “The Game of Thrones.” DOUGLAS ADAMS (1952 – 2001) British writer of humorous and obscure science fiction. Adams wrote a best selling trilogy (of five books) The Hitchhiker’s Guide to the Galaxy – which began as a BBC play. 53 J.K.ROWLING (1965 – ) British author of the Harry Potter Series – which has become the best selling book series of all time. Her first book was Harry Potter and the Philosopher’s Stone (1997). Rowling has also published adult fiction, such as The Casual Vacancy (2012) and The Cuckoo’s Calling (2013). 54KHALED HOSSEINI (1965 – ) Afghan born American writer. Notable works include: The Kite Runner (2003) A Thousand Splendid Suns (2007) And the Mountains Echoed (2013 LITERATURE COMPETENCIES IN ENGLISH K TO 12 CURRICULUM 51 52
- 32. lOMoARcPSD|14584461 ) DEFINITION OF COMPETENCY • It is the capability to apply or use a set of related knowledge, skills, and abilities required to successfully perform "critical work functions" or tasks in a defined work setting. DEFINITION OF LITERARY COMPETENCY • referring to Thaler (259): literary consists three parts that are connected: • knowledge (about the history of literature and literary theory) • attitude (the joy of reading, having a sense of quality and intercultural consciousness) • skills (reading, understanding ,analyzing, and creating) What is literature or literary competency? What is literature competencies in English K to 12 curriculum all about? Grade Literature Subject
- 33. lOMoARcPSD|14584461 Grades Literary or Literature Competencies Grade 7 First Quarter • Describe the different literary genres during the pre- colonial period • Identify the distinguishing features of proverbs, myths, and legends • Express appreciation for sensory images used • Explain the literary devices used • Determine the tone, mood, technique, and purpose of the author • Determine the tone, mood, technique, and purpose of the author Second Quarter • Identify the distinguishing features of poems and short stories • Express appreciation for sensory images used • Explain the literary devices used • Determine tone, mood, technique, and purpose of the author Third Quarter • Explain literary devices used • Determine tone, mood, technique, and purpose of the author Fourth Quarter • Express appreciation for sensory images used • Explain the literary devices used • Determine tone, mood, technique, and purpose of the author 7 Philippine Literature 8 Afro-Asian Literature 9 Anglo-American Literature 10 World Literature 11 21st Century Literature from the Philippines and the World
- 34. lOMoARcPSD|14584461 Grade 8 First Quarter Express appreciation for sensory images used Explain the literary devices used. Determine tone, mood, technique, and purpose of the author Determine tone, mood, technique, and purpose of the author Explain how a selection may be influenced by culture, history, environment, or other factors Second Quarter Express appreciation for sensory image used Determine tone, mood, technique, and purpose of the author Determine tone, mood, technique, and purpose of the author Explain how a selection may be influenced by culture, history, environment, or other factors Third Quarter Identify the distinguishing features of notable poems, short stories, dramas, and novels contributed by Southeast Asian writers Express appreciation for sensory images used Explain figurative language used Determine key ideas, tone, and purposes of the author Determine key ideas, tone, and purposes of the author Fourth Quarter Express appreciation for sensory images used Explain figurative language used Determine key ideas, tone, and purposes of the author Grade 9 First Quarter Analyze literature as a means of discovering the self Express appreciation for sensory images used
- 35. lOMoARcPSD|14584461 Explain the literary devices used Determine tone, mood, technique, and purpose of the author Second Quarter Analyze literature as a means of valuing other people and their various circumstances in life. Identify the distinguishing features of notable Anglo- American sonnets, dramatic poetry, vignettes, and short stories. Express appreciation for sensory images used. Explain the literary devices used Determine tone, mood, technique, and purpose of the author. Third Quarter Analyze literature as a means of connecting to the world. Fourth Quarter Analyze literature as a means of understanding unchanging values in a changing world Determine tone, mood, technique, and purpose of the author Grade 10 First Quarter Express appreciation for sensory images used Determine tone, mood, technique, and purpose of the author Second Quarter Express appreciation for sensory images used Determine tone, mood, technique, and purpose of the author Third Quarter Express appreciation for sensory images used Determine tone, mood, technique, and purpose of the author Fourth Quarter Determine tone, mood, technique, and purpose of the author Grade 11 First Semester Identify the geographic, linguistic,
- 36. lOMoARcPSD|14584461 and ethnic dimensions of Philippine literary history from pre- colonial to the contemporary • Identify representative texts and authors from each region (e.g. engage in oral history research with focus on key personalities from the students’ region/province/ town) • Value the contributions of local writers to the development of regional literary traditions • Appreciate the contributions of the canonical Filipino writers to the development of national literature • Differentiate/compare and contrast the various 21st century literary genres and the ones from the earlier genres/periods citing their elements, structures and traditions • Infer literary meaning from literal language based on usage • Analyze the figures of speech and other literary techniques and devices in the text • Explain the literary, biographical, linguistic, and sociocultural contexts and discuss how they enhance the text’s meaning and enrich the reader’s understanding • Situate the text in the context of the region and the nation • Explain the relationship of context with the text’s meaning • Produce a creative representation of a literary text by applying multi- media skills • Choose an appropriate multimedia format in interpreting a literary text • Apply ICT skills in crafting an adaptation of a literary text • Do self- and/or peer- assessment of the creative adaptation of a literary text, based on rationalized criteria, prior to presentation
- 37. lOMoARcPSD|14584461 Second Semester • Identify representative texts and authors from Asia, North America, Europe, Latin America, and Africa • Explain the texts in terms of literary elements, genres, and traditions • Situate the texts in the context of the region, nation, and the world • Appreciate the cultural and aesthetic diversity of literature of the world • Compare and contrast the various 21st century literary genres and their elements, structures, and traditions from across the globe • Distinguish the literary uses of language from the non- literary and understand • their use as well as the formal features and conventions of literature • Identify the figures of speech and other literary techniques and devices in the text • Explain the biographical, linguistic, and sociocultural contexts and discuss how they enhance the text’s meaning and the reader’s understanding • Examine the relationship between text and context • Understand literary meanings in context and the use of critical reading strategies • Produce a creative representation of a literary text by applying multimedia skills • Choose appropriate multimedia form of interpreting a literary text • Apply ICT skills in crafting an adaptation of a literary text • Do self- and/or peer- assessment of the creative adaptation of a literary text, based on rationalized criteria, prior to presentation
- 38. lOMoARcPSD|14584461 NOTE: REVIEW TIME:To view the literature or literary competencies of K to 12 curriculum from Grade- 7Work Activity 1: to Grade-11 or the curriculum guide in English. Please check this link out.(Submit your answers to your instructor: OBL: Online; CBL: Pencil and Paper deliver at school) 1. In one word, what is literature?https://www.deped.gov.ph/wp- content/uploads/2019/01/English-CG.pdf 2. Give me at least five (5) themes of human experiences? - Knowledge 1. Death 2. Growing up 3. Parent-child Relationship 4. Human rights 5. Aging
- 39. lOMoARcPSD|14584461 3. Using a graphic organizer, how do you differentiate prose, poetry, and drama? 4. Choose at least 3 (three) famous local and international authors and justify why youchose them based on their writings or background? 5. Why does literature have the connection with the five macro skills (reading, listening,writing, speaking, and viewing? 4. The first three famous local writers I chose are Cirilo F. Bautista because he was not only a writer, poet, fictionist, and essayist, but he was also an achiever and made big contributions to our youth and country. He is a literary teacher who teaches young writers. Not only that, he was also behind the founding of the Philippines Literary Arts in 1981. Baustista has given so much; he imparts new insight through his critics and essays; he provides knowledge to the youth; and he contributes to the arts of our country through his works. The second writer I chose is Nick Joaquin because he was well known as a historian of the brief Golden Age of Spain in the Philippines, as a writer of short stories suffused with folk Roman Catholicism, as a playwright, and as a novelist. Joaquin wrote his works in English. The novel The Woman Who Had Two Navels (1961) examines his country's various heritages. The third famous local writer is Carlos P.Romolo, because he served 50 years as an educator, and at young ages he achieved great heights and achievements, which in this current generation is unusual. He has background information that can make you impress on him; reading his background information made me more proud to be born as a Filipino. My three international writers. The first of the three is William Shakespeare. I chose him because he is one of the most famous English writers, especially for his works Romeo and Juliet and Hamlet. The second international writer I chose is Charles Darwin, because he is one of the most familiar writers I've known and his work Christmas Carol. And lastly, the third one is Charlotte Bronte because she writes stories that highlight love and societal issues and proves that first love never ends in her work, Jane Eyre. 5. Literature is linked to the five macro skills (reading, listening, writing, speaking, and viewing) because it includes the ability to read the text of a literary work, listen to the oral delivery of stories, write for the writers who created the texts, speak for those who used dramatic literature, and view for the reader and viewer, without viewing they can not read, speak and write a literary piece. LITERATURE PROSE POETRY DRAMA - is written sentences and paragraphs and includes dialogue - expression in verse, with measures, rhymes, line and stanza - also called play - a play included a cast of characters, dialogue and stage directions
- 41. lOMoARcPSD|14584461 s o n g s Y D R A M A T I C P O E T R Y L Y R I C D R M A T I C P O E T R D R A M A Across 4. Song 7. Drama 8. Metrical Romance 9. Epic 10. Ballad 12. Poetry 13. Poiesis 17. Narrative Poetry 19. Monologue 20. Ode Down 1. Character sketch 2. Dramatic Poetry 3.Lyric Poetry 5.Literature 6. Dramatic monologue 11. Fiction 12. Elegy 15. Literature 16. Sonnet 18. Prose
- 42. lOMoARcPSD|14584461 Part II (10 points) Part III S T A N Z A S A G E D I R E C T I O N S S T T I N G R H Y T H M E T E R R H Y M P A R A G A P S E N T E N E C A S C E E S T
- 43. lOMoARcPSD|14584461 Direction: Rearrange the scrambled letters. (10 points) PARENT-CHILD RELATIONSHIP DEATH LONELINESS CONFORMITY GROWING UP AGING HUMAN RIGHTS CHARITY EQUALITY MATERIALISM
- 44. lOMoARcPSD|14584461 Part III Direction: Rearrange the scrambled words based on the purposes of literature. (10 points) 1. To / of / language / your / improve / command Answer: 2. lifetime / visit / other / which / the / To / to / in / of / able / about / may / your /information / parts / world / give / never / you / be / you Answer: 3. compare / with / your / experiences / To / you / of / experience / help / other /own / people Answer: 4. judge, / about / forcing / the / wiser / make / experienced / a / you / to /sympathize / and / with, / To / you / by / you / criticize / person / or / characters / read / more Answer: 5. time / useful / entertain / To / your / and / free / in / provide / you / occupationAnswer: Part V.1 (10 points) Direction: Complete the information of the notable authors below. NOTABLE FILIPINO AUTHORS To improve your command of language To give you information about other parts of the world which you may never be able to visit in your lifetime. To help you compare your own experience with experiences of other people. To make you a wiser and more experienced person by forcing you to judge, sympathize with, or criticize the characters you read about. To entertain you and provide useful occupation in your free time.
- 45. lOMoARcPSD|14584461 Part V.2 (10 points) Direction: Complete the information of the notable authors below. Author Profession/Occupation Achievement Title of Writing 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Edith L. Tiempo poet, fictionist, teacher, literary critic, and writer She founded the Silliman National Writers Workshops in Dumaguete City. A Blade of Fern The Native Coast The Alien Corn The Tracks of Babylon and other Poems Bienvenido Lumbera poet, librettist, and scholar He introduced to Tagalog Language what is known as Bagay poetry. Likham Dila, Likhang Diwa Balaybay Mga Tulang Lunot at Manibalang Nestor Vicente Madali Gonzalez fictionist, essayist, poet and teacher won the first Commonwealth Literary Contest (1940) and the Gaward CCp para sa sining in 1990. He became a U.P's International-writer. The Winds of April Seven Hills Away Children of the Aah- covered Loam and other Stories. Virgilio S. Almmario poet, literary historism and critic Has published 12 books of poetry. He founded the Galian sa Arte at Tula (GAT) and the Linganan sa imahen The Seminal Makinasyon and Peregrinasyon Doktinang Anakpawis Mga Retrato at Rekwerdo and Muli. Cirilo F. Baustista poet, fictionist, essayist and Literatry Teacher He has established a reputation for fine and profound artistry. He is behind the founding of the Philippines Literary Arts Council in 1981 Summer Sun's Worlds and Battle field The Trilogy of Saint Lazarus Galaw ng Asage Nick Joaquin poet, journalist, historian and novelist The Woman Who Had Two Novels. A Portrait of the Artist as Filipino. Manila, My Manila. Rizal in Saga He was named national artist for literature in 1976. In 1976, he received the Ramon Magsaysay Award. F. Sionil Jose Author, novelist, journalist, publisher, lecturer on cultural issues, founder, and editor He was bestowed the CCP Centennial Honors for the Arts in 1999; the outstanding Fulbrighters Award Literature in 1988. And Ramon Magsaysay. The Pretenders, Tree, My Brother, My Executioner Mass Po-on Amado V. Hernandez poet, playwright and novelist Mga Ibong Mandaragit Bayang Malaya Isang Dipang Langit Luha ng Buwaya Tudla at Tudling The Ateneo de Manila University awarded him its first Tanglaw ng Lahi award Lazaro A. Francisco He is a prize-winning writer developed the social realist traditions in Philippines fiction. Ranks among the finest novels since 20th century, Ama Bayang Nagpatiwakal Maganda Pa Ang Daigdig Daluyong was a novelist, essayist and playwright Alejandro Roces short story writer and essayist Has received internationl and national awards. He led the campaign to change the country's independence Day from July 24 to June 12 My Brother's Percular Chicken
- 46. lOMoARcPSD|14584461 NOTABLE INTERNATIONAL AUTHORS Author Profession/Occupation Achievement Title of Writing 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. William Shakespeare English poet and playwright He authored 154 sonnets, 38 plays, and two narratives. Romeo and Juliet, A Midsummer Night's Dream, Hamlet, and Macbeth are some of his most famous works. Romeo and Juliet, A Midsummer Nights Dream, Hamlet and Macbeth Johathan Swift Anglo-Irish Writer, prominent satirist, essayist and author He has written A Tale of a Tub (1704), An Argument Against Abolishing Christianity (1712), and Gulliver's Travels (1726). Guliever's travels A Modest Proposal and A Tale of a Tub. Samuel Johnson British Author, poet, essayist, biographer, and literary critic He is well recognized for compiling the English dictionary. The Rambler (1752) and The Idler (1758). Johann Wolfgang Von Goethe German poet, playwright, and author Faust, Wilhelm Meisters Apprenticeship and Elective Affinities His most famous works are The Sorrows of Young Werther (1774), the first novel of the Sturm und Drang movement, and Faust. Jane Austen English Author and novelist Sense and Sensibility (1811), Pride and Prejudice (1813) and Emma (1816) Austen developed the comedy of manners of middle-class life in England at the time, showing the possibilities of "domestic" literature. Honore De Balzac French novelist and short story writer La Comedie Humaine He wrote many important pieces, including Une Ténébreuse Affaire (1841; A Shady Business) and La Rabouilleuse. Alexandre Dumas French author of historical dramas The Three Musketeers and The Count of Monte Cristo are two of Alexandre Dumas' most famous works. The Three Musketeer, The Court of Monte Cristo Victor Hugo French author and poet He is best known internationally for his novels Notre-Dame de Paris (1831; The Hunchback of Notre- Dame) and Les Misérables (1862). Les Miserables Notre-Dame de Paris Charles Dickens English writer and social critic Dickens edited a weekly journal for 20 years and published 15 novels, five novellas, hundreds of short stories, and nonfiction articles. Oliver Twist David Copperfield and A Christmas Carol Charlotte Bronte English novelist and poet JaneEyre Brontë wrote poems and novels based on her experiences. Her most well-known work, Jane Eyre (1847)
- 47. lOMoARcPSD|14584461 LEARNING OUTPUT SUBMIT THE OUTPUT OF THIS ACTIVITY OBL/CBL: Create a portfolio that compiles the notable Filipino authors, their literary work (just choose one), your reflection regarding their work. For international authors, indicate the short background of themselves and search about their famous line, saying, or quote and have your reflection or explanation about it. The format will be sent in our google classroom.
- 48. lOMoARcPSD|14584461 DEFINITION OF VALUES OF LITERATURE The phrase "values of literature" refers to those qualities of poems, stories, novels, etc. that make them worthwhile to read. If we feel our time reading is well spent, we can say that a work has value for us. If reading the work was a complete waste, then we might say it has no value for us. And there is a spectrum between the two extremes. VALUES OF LITERATURE What is values of literature all about? What are the values of literature? Literature has . . . entertainment value political value if reading it . . . is an enjoyable way to pass the time. can change the way people live with and influence each other. LESSON 2 TEACHING LITERATURE – AN OVERVIEW
- 49. lOMoARcPSD|14584461 Entertainment Value Literature has entertainment value if reading it gives occasion to enjoy yourself. This type of value is inherently subjective because not everyone will enjoy the same kinds of stories, styles, or themes. Being entertained is important, but being bored does not give anyone license to reject a work outright. I can put the book down and not read it anymore, but I should be careful not to assume that my boredom is somehow a characteristic of the work I tried to read. Rather, I was bored, plain and simple. Someone else might not be. At the same time, if a work is awesome to me, exciting, intriguing, etc., I should not assume that my interest is somehow a characteristic of the work I enjoyed reading. Rather, I was interested, plain and simple. Someone else might not be. Political Value Literature has political value if reading it gives occasion to change how a person thinks or acts. Politics is about the management and flow of power. And power, like electricity, flows from one end of a circuit to another to make things happen. Reading a work can jolt someone into action. It can reveal an injustice, outrage its readers, give voice to the oppressed, ridicule those who are corrupt, etc. The main idea here is to think about what the work of literature is trying to do. It has political value if it attempts to persuade people or the world to start acting and thinking in "this" way. We can see the political leanings of a work without necessarily being persuaded ourselves. But most of the time, we will like a work for its political leanings if we are in fact persuaded to align ourselves with the author. Artistic Value Literature has artistic value if reading it gives occasion to contemplate the nature of beauty and human creativity. There are many works of literature that experiment with the limits of language and its expressive power. If I like how words can be manipulated to create beautiful works of art, then a work that tries to use words that way in a new and unique way will have artistic value for me. I would say that every work of literature that artistic value cultural value historical value philosophical value moral value ethical value helps us contemplate the nature of beauty and human creativity. sheds light on the place and time of the author of the work. helps one understand the past and how the world has evolved. explores human knowledge, how we know and what we know. teaches a lesson that will inspire the reader to live a better life. helps us asks questions related to the standards of a "good" life.
- 50. lOMoARcPSD|14584461 we read in this course has artistic value because they are all works that have remained important over the years for the way they extended the power of language in a new direction. If you don't like words, it will be difficult to see the artistic value of any poem or story. The value will still be there even if you don't see it, however. Cultural Value Literature has cultural value if reading it gives occasion to think about the place and time of the author at the time the work was written. Authors might seem like supernatural beings or at least people who are way above us, transcending the world down here to live among the heavens with their artistic visions, but they are actually regular people like the rest of us. They care about what is happening in the world around them, and they have experiences in life that shape their attitudes toward various issues. If their work addresses the attitudes, customs, and values of their time (or another time), then the work has cultural value. The work becomes a window into a world that is unfamiliar, and we are encouraged to compare cultural differences. Historical Value Literature has historical value if reading it gives occasion to think about the past, how things changes overtime, and how the world has evolved into what it is today. Historical value sometimes overlaps with cultural value; if a work is really old, then it can give us insight into a culture so far back that we can also think about how that culture might be a foundation for our own. The cliché about history is true--the less we now about how things were, the more likely we are to relive them. Of course, some things might be worth reliving, and we might regret some of the history we have left behind, but other things we want to avoid repeating. Works of literature can help us learn about the past, process the past, and use the past to our advantage. Sometimes the historical value of a work is that it shows us what we have gained and what we have lost. Philosophical Value Literature has philosophical value if reading it gives occasion to explore the nature of human knowledge, how we know and what we can know. These questions are central to the production of art because any artist must interact with the world in order to represent it, whether lyrically in a poem or through storytelling in fiction; he must, to some extent, know the world. But it is hard to be certain about what we know or even whether we can know anything at all. Some writers explore philosophical issues pretty deeply because they are often a source of crisis that can create great drama and raise intriguing questions. If a work invites us to think about perception, making sense of our place in the world, or self- awareness, then we can say that it has philosophical value. In response to such works, we tend to look inward and wonder, "who am I?"
- 51. lOMoARcPSD|14584461 Moral Value Literature has moral value if reading it gives occasion to learn a lesson. If a story or poem teaches us how to live, or attempts to teach us, then it has a moral dimension. Is the work still valuable if we do not like the lesson it teaches? Perhaps so. The best readers will see the moral value of a work even if the morals it endorses are somehow distasteful to them. Moral value is a dangerous value to measure. The history of censorship, for instance, is based on the idea that if a work teaches the "wrong" thing, it should not be read at all. This idea goes all the way back to Plato, one of the earliest philosophers to explore the moral dimension of stories and poetry. We have to be careful, I think, not to hold moral value as the most important one. If we reduce a story or poem to a moral lesson, or require that a story or poem BE a moral lesson that we can endorse, then we are USING literature to back up our own beliefs. To avoid this mistake, we must learn to appreciate works of literature for its various kinds of value. "To appreciate" means "to measure the value of something," and we need to try to find value in a work if we are inclined to reject it simply because we think it teaches the wrong lesson. Here is where ethical value comes into play. Ethical Value Literature has ethical value if reading it gives occasion to think about ethical questions. If a story dramatizes conflicts and dilemmas, it is not necessarily teaching us how to live, but it encourages us to contemplate the codes that the characters live by. If a poem has a speaker who promotes a particular world view or seems conflicted about the world he lives in, the reader can try to look through the eyes of that speaker and see what he or she sees. We may not agree with a speaker's or character's morality, but seeing that morality in action can shed light on what it means or how it changes the world. If we reflect on a moral code, instead of simply rejecting it or embracing it, then we are thinking ethically, and literature that promotes such thinking is ethically valuable. Here are some important ethical questions: What is the good life? What is the excellent life? Where do the definitions of good and excellent come from? Why do different definitions come into conflict? On what basis do they conflict? Remember: works that raise questions do not always answer them. To measure the ethical value of a work of literature, we need to ask the following questions: • Do the characters make choices in the work? What are those choices? • Do the characters or speakers defend particular beliefs or points of view? What are they? • What motivates those choices or beliefs or points of view in the work? • Where does the confidence in that motivation come from in the work? • Is there a crisis in that confidence in the work? Why? • To what place do those choices or beliefs or points of view lead in the work? Note: Yes, we can appreciate literature in the negative: we can decide that it holds little to no value for us, ethically speaking. But we must be able to explain why it holds no value, the same way we have to explain why it does. Your goal this semester is to learn how to explain your evaluation one way or the other. Before you accept or reject a work of literature based on its ethical value for you, you must first actually measure that value.
- 52. lOMoARcPSD|14584461 CHOOSING BOOKS AND READING MATERIALS IN TEACHING LITERATURE Factors Related Directly to Students • Students’ level- the instructor needs to be aware of the students' level and acknowledge that fact when selecting the materials for the reading class. • Students’ interest- material that the students are likely to be interested in. • Students’ needs- teacher should be aware of the students' needs to be able to help them fulfill these needs by providing appropriate materials. • Students’ background knowledge- the instructor must be familiar with the students' background knowledge. Aspects Related to the Teachers • Teachers should use activities that encourage students’ communication and relate to their life’ ü use pre-reading, while reading, and after-reading activities. ü use prediction making, jigsaw reading, matching or gap-filling, reading comprehension, debates, and creative writing Aspects Related to the Teachers lessons should be student centre. • a resource which contributes to the students’ personal growth • a resource for literary and linguistic development and they should not be regarded as assessment material. THE MODELS OF TEACHING LITERATURE The Cultural Model • this model represents the traditional approach to teaching literature. • learners to explore and interpret the social, political, literary and historical context of a specific text. • by using such a model to teach literature we do not only reveal the universality of such thoughts and ideas but encourage learners to understand different cultures and ideologies in relation to their own. • views a literary text as a product. • treated as a source of information about target culture. • largely rejected by those in TEFL. • little opportunity for extended language work. • views as a source of facts or opinions. • considered as the information-based approach. • as a way of teaching knowledge about literature. • literature is seen to offer a source of information to the students. • focuses on content. • teaching methodologies tend to be teacher-centered. Suggested Activities: lectures, explanation, reading of notes and criticism
- 53. lOMoARcPSD|14584461 The Language Model • it relies on the development of students’ knowledge by working with familiar grammar, lexical, discourse categories. • it focuses on the way language is used in literary texts. • it does not encourage creative thinking but the acquisition of information related to text. • most common approach to literature in the EFL classroom. • refers to as the language-based approach Carter and Long (1991). • students can improve their language proficiency. • by using literature as a resource in language learning. • for linguistic practice. • aims to be morelearner-centered. Vocabulary Structure Suggested Activities: cloze procedure, prediction exercises, jumbled sentences, summary writing, creative writing and role play, part of repertoire of EFL activities
- 54. lOMoARcPSD|14584461 The Personal Growth Model • it is an attempt to create link between the language model and the cultural model. • the focus is placed on the use of language but used in a specific cultural context. • students have to be intellectually and emotionally engaged in the lesson and especially in the reading activity. • students are encouraged to express their opinions and beliefs to make connections between their own experiences and the text and use of critical thinking • helps learners develop knowledge of ideas and language – content and formal schemata, through different themes and topics. • needs of the students’ personal engagement with the reading of literary texts. Suggested Activities: reflection paper, debate, open-forum, brainstorming REVIEW TIME: Work Activity 3: (Submit your answers to your instructor: OBL: Online; CBL: Pencil and Paper deliver at school) 1. Based on the values of literature, which do you think is more usually dominant inteaching literature in the Philippines? 2. Why do we need to choose books and reading material in teaching literature wisely oracademically? 3. Based on the models of teaching, which do you think is very applicable for millennialstudents nowadays? POST-ASSESSMENT Part I. (10 points) Direction: Complete the table by filling out your answers in it. emotions language
- 55. lOMoARcPSD|14584461 Part II. (10 points) Direction: Enumerate and briefly explain what is being asked for each category in choosing books or reading materials in teaching literature? Factors Related Directly to Students 1. 2. 3. 4. Aspects Related to the Teachers 1. 2. 3. Aspects Related to the Teachers 1. Value Title of the Writing/Author Explanation/Brief Narration (Why that value?) historical value cultural value political value philosophical value entertainmen t value Gulliver's Travel/Jonathan Swift The satirical Gulliver's Travel does not only focus on the story's amusing premise, but the author also uses the various islands Gulliver visits to mock human political systems. Humans are deluded by power and are constantly fighting one another, forgetting to be simple and peaceful like houyhnhnms (the story's horse character). Why this value? Because this novel explores themes of forgiveness and faith transformation. We usually get "karma" if we do negative things, and this notion is still prevalent in today's generation. The work is fundamentally philosophical, asking concerns about the nature of power, the individual's place in society, and the definition of freedom. This tale encourages us to do good and become eye-openers, and it continually reminds us to elude danger and drive others to do harm and go astray. My brother, My executioner/ Francisco Sionil Jose Jane Eyre/Charlotte Bronte Grade level alignment to the literary text context is being fit to the goals of the course interest and attention of the students, is it not boring? to vague to be related or can the students relate to the literary text can it be a effective springboard to deliver the lesson? pedagogical context if suited to the learning outcomes. provide moral lesson to everyone feasibility and accuracy. Is it the real story or a plagiarized one? Florante at Laura/ Francisco Balagtas Harry Potter/J.K. Rownling The work entertained readers with its various aspects, story lines, character development, and literary devices. Especially the film adaption. This novel has historical value since it depicts the use of religion by the Spanish to govern the Philippines.
- 56. lOMoARcPSD|14584461 2. 3.PART IV. PICTURE ESSAY (APPLICATION) Direction: Describe and make an essay about the picture given. Source: shorturl.at/tDKVW __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ fit to the allotted time?
- 57. lOMoARcPSD|14584461 __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ _________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ _________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ Literature mirrors the races and those who read are profoundly enriched compared to those who do not. If we flip one page, we enter a mountain of knowledge; if we read the entire book, we explore the world and learn about the various civilizations of the world. That is why a reader is wiser than a non-reader. The more books we read, the more information we get that will assist others and ourselves lead dignified and meaningful lives. Many of us do not like reading because it's long and there are certain tough terms that we cannot understand, yet the benefits of engaging with literature far outweigh these obstacles. However, we must read because through reading we acquire information, and as a future educator, it is imperative to immerse ourselves in literature. Our role demands that we possess a wealth of knowledge to share with our students. As our instructor wisely points out, "You cannot share what you do not have."Without a solid foundation of knowledge, we cannot share and effectively convey and elucidate important concepts.Reading gives us the power of knowledge to operate appropriately in this world. Although some may dislike reading due to its length and unfamiliar terms, the benefits of connecting with literature exceed these challenges. However, in the field of our course, we must read since it is through reading that we gain knowledge, and as future educators, it is critical that we become immersed in literature. Our work necessitates that we have a variety of information to offer to our pupils. As our lecturer wisely reminds us, "You cannot share what you do not have."Without a firm foundation of knowledge, we cannot share or properly convey key concepts to others. That is why we must read and read daily to build a strong foundation in the teaching field. Therefore, reading empowers us with the necessary knowledge to navigate and influence the world effectively. It is a tool for personal growth and professional development. Let us commit to reading not tomorrow or later, but now. Embrace the transformative power of books and let them guide you toward wisdom and understanding.
- 58. lOMoARcPSD|14584461 __________________________________________________________________________ ____________________________________________________ PART V. REFLECTION/INSIGHTS ON THIS MODULE: Lessons Learned (Content): __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ _________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ _________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ _________________________________________________________________ Lesson Learned (Values or Traits) __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ _________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ _________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ Module 1 prompted me to review my previous understanding of literature, and it taught me that literature is a highly powerful instrument, particularly in classroom settings. The first lesson demonstrates how the literary foundation is important for learning about literature, such as defining literature, recognizing the branches or genres of literature, and identifying a few notable Filipino and international authors. The second lesson is about values and models for teaching literature, which discusses how literature is made up of numerous values that readers and authors share. In this module, it provides 3 models on ways to teach literature. These are the cultural model, the language model, and the personal growth model. The values I have learned on Module 1 are being appreciative, respectful, and grateful. Appreciative and respect to the notable authors who made us see and take a journey to different times and places. And give us information about the other cultures, letting us imagine the world before we are born. Grateful to our parents and teacher for giving us the opportunity to experience the beautiful world and letting us have education to acquire knowledge.
- 59. lOMoARcPSD|14584461 __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ _____________________________________________________________ Comments/Suggestions/Feedback for the improvement of the module: __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ _________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ ___________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ _________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ ___________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ ___________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ The suggestions I will give this module are giving us enough spaces for the answers on the authors activity.
- 60. lOMoARcPSD|14584461 __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ _________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ ___________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ ____________________________________________________________________ LEARNING OUTPUT The objective of this module is to introduce the literature to English majors who will teach in the future. This subject matter will enhance the critical and creative thinking skills of them in teaching and assessing the 21st century or millennial students. The first lesson indicates how the literature works as a great foundation to learning what literature is all about like defining literature, understanding the branches or genres of literature, identifying some notable Filipino and international authors. The second lesson initially introduces the values and models of teaching literature. This covers how literature comprises of many values to readers and the authors themselves. The models of teaching literature have something to do with the approaches and techniques on how to begin or design a literature class through the three models of teaching literature – the cultural model, the language model, and the personal growth model which serve as next steps to more SUBMIT THE OUTPUT OF THIS ACTIVITY For OBL/CBL: Open the link and watch the movie. Analyze and take down some notes indicating the scenes and explain (why) based on the values of literature and have your reflection about it. The link is indicated below. For further questions or instructions, kindly message your teacher through Facebook messenger. source/link: https://www.youtube.com/watch?v=KHFpcUq7b8I SUMMARY
- 61. lOMoARcPSD|14584461 __________________________________________________________________________ models and approaches in teaching and assessing literature studies on the next lesson in module 2. READINGS AND REFERENCES
- 62. lOMoARcPSD|14584461 READINGS https://www.slideshare.net/GeraldinGarcia2/prose-and-poetry LESSON 1 https://www.ranker.com/list/famous-authors-from-philippines/reference https://sg.inflibnet.ac.in/bitstream/10603/229088/10/10_chapter%202.pdf LESSON 2 https://www.deped.gov.ph/wp-content/uploads/2019/01/English-CG.pdf REFERENCES Estroga (2014). Introduction to Literature in English. Retrieved from: https://www.slideshare.net/josephestroga/introduction-to-english-literature LESSON 1 Garcia (2012). Prose and Poetry. Retrieved from: https://www.slideshare.net/GeraldinGarcia2/prose-and-poetry Gray (n.d.). Human Experience in Texts: Literary Features & Analysis. Retrieved from: https://study.com/academy/lesson/human-experience-in-texts-literary- featuresanalysis.html#:~:text=Lesson%20Summary-,The%20human%20experience%20in %20literature%20contains%20themes%20about%20life%20and,%2C%20human %20rights%2C%20or%20conformity Ranker (2020). Filipino Authors from the Philippines Retrieved from: https://www.ranker.com/list/famous-authors-from-philippines/reference Blogger (2020) English 2112: World Literature II http://english2112horton.blogspot.com/2010/08/values-of-literature.html LESSON 2 Blogger (2020). Tips for Selecting for the Whole Class. Retrieved from: https://blogs.edweek.org/teachers/whole_story/2018/07/tips_for_selecting_a_book_for _.html Letras (2007).Selecting Reading Materials. Retrieved from: Msterfile:///C:/Users/user/Downloads/Dialnet-SelectingReadingMaterialsWisely- 5476220.pdf MODULE CONTENT ENDS: