Naga College foundation, Inc.

MT Villanueva Ave. Naga City

Senior High School Department

21st Century

LITERATURE

From the Philippines and the World

Quarter 1 Module 3
Context and text’s meaning

Prepared by: Jerwin G Mojico

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 INTRODUCTION
21st Century Literature from the Philippines and the World Module aims to engage
students in appreciation and critical study of 21st Century Literature from the Philippines and
the World, encompassing their various dimensions, genres, elements, structures, contexts,
and traditions.
This module allows the students to embark on a journey from Philippine regions to the
different parts of the world through various literary encounters.
This module has varied parts which consist of the following:

● Review

● Pre-test

● Priming activity

● Analysis

● Abstraction

● Application

● Reflection

● Post-test

Every module targets a specific learning competency and asks learners to perform multiple
tasks.

REMINDERS:

● Use the module with care especially in turning each page.

● Be reminded to answer the Pre-Test before moving on to the lesson Proper.

● Read and understand the directions in every exercises.

● Observe honesty in answering the tests and exercises.

● Do not put unnecessary mark/s on any part of this module.

● Try to finish the task at hand before proceeding to the next.

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MODULE 3
Most Essential Learning Competency:
Discuss how different contexts enhance the text’s meaning and enrich the
reader’s understanding.
This module was designed and written with you in mind. It is here to help you fully
understand literary contexts and the text’s meaning. The scope of this module permits it to
be used in many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard sequence of
the course.

This module helps you specifically develop a skill to discuss how the different literary social
and socio-cultural contexts enhance the text’s meaning and enrich the reader’s
understanding.
After going through this module, you are expected to:

1. Identify words, ideas, structure, and purpose of the text

2. Explore the different social and socio-cultural contexts to enhance and enrich the
understanding of the text.
3. Appreciate the importance of understanding the literary context and its meaning to
one’s own life experiences.

REVIEW

Let us recall the previous lesson you have studied in Module 2. From the conventional and
modern genre of literature: poetry, drama, fiction, non-fiction, 21st-century literary genres
were presented to you. Fill out the organizer by writing LETTERS only under column 2 & 3,
write WORDS under column 4. Note: two letters may be repeated as you answer the grid.

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 GENRE SIMILARITY/IES DIFFERENCES SAMPLE ( write the title/words)
1 2 3 4

1.Manga
2.Graphic novel
3.Blog
4.Doodle fiction
5.Hyper poetry
6.Text-talk novel

a. A website containing short articles called posts updated regularly by the same person
or by people interested in the same topic.
b. Involved set of words, phrases, lines, etc. presented in a variable, sits on the page
much as traditional poetry does, or may contain parts of the poem that move and
mutate.
c. All make use of illustration in presenting stories.
d. An artistic storytelling style originated in Japan.
e. Encompasses non-fiction works and thematically linked short stories as well as
fictional stories across a number of genres.
f. Literary presentation where doodle writing and drawings are incorporated.
g. Stories told almost completely in dialogue simulating social network exchanges.

PRE-TEST: Choose the letter of the best answer. Encircle the letter of the correct answer.

1. A virus like Covid-19, can be easily transmitted to another person who has close
contact with the carrier. A person who has weak immunity and pre-existing health
conditions may experience a bitter death. Covid-19 patients can recover if he/she
is not immune-compromised. Which statement must be true?

a. A Covid-19 virus is not fatal c. All patients can recover.

b. Not all Covid-19 patients die d. Bitter death is an easy death

2. Dom Caruso is a trained sniper. He used a Mauser during his training and in his
real combat. Mauser is used for the long-range target. Mauser is a _______.
a. A long rifle
b. An automatic rifle
c. A high-velocity automatic rifle
d. A German high-velocity automatic rifle

3. Korean food lovers love the smooth and ruddy crimson color of the chili paste
called,

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 gojuchang. All ripe chilies are ruddy. Red tomato is ripe. Tomato is ___.

a. Reddish-brown c. Red-orange
b. Orange d. Ruddy

4. Park Seo Joon starred in Itaewon Class showed in the Netflix.

a. The actor who was chosen for the sub-role
b. The actor that performed outstandingly
c. The principal actor who played the chief role
d. The principal actor who played the second lead role
5. Padre F. Faura founded the Manila 0bservatory, where celestial and astronomical
events were observed. All modern structures are made of concrete. Observatory is
a structure. Observatory is made of _____.

a. structure c. light material

b. concrete d. modern design

KEEPING THE TRACK

Reading literary pieces becomes a challenge to a student like you. But as the years
go by, changes happened even in the literary genre. Understanding the selection you
read takes time, but if you will familiarize yourself with the context of the literary piece,
appreciation comes along.

Below is a poem written by Danton Remoto, a Filipino author. Read and try to discover
what this poem wants to convey. Then, answer the essential question that follow.

Padre Faura Witness The Execution of Rizal

Author: Danton Remoto
(Poetry)
I stand on the roof
Of the Ateneo municipal, And on this day
Shivering With the years beginning to turn,
On this December morning. Salt things my eyes.
Months ago, I see Pepe,
Pepe came to me A blur
In the observatory. Between the soldiers
I thought we would talk With their Mausers raised
About the stars And the early morning’s
That do not collide Star:
In the sky: Still shimmering
Instead, he asked me about purgatory Even if millons of miles away,
(His cheeks still ruddy The star itself
From the sudden sun Is already dead
After the bitter winter in Europe

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Essential Questions:
1. Who are the characters in the poem? Write a piece of short information about each
character.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

2. Who speaks in the poem? Extract a sentence from the poem to prove your answer.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

3. Discuss the form/structure of the poem.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

4. What was the situation when Padre Faura stood in the balcony of Ateneo de Manila?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
5. What was the situation of our country based on the poem? Prove your answer by
extracting a line from the poem.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
6. To whom the poem is addressed? Explain your answer.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

7. How do you feel while reading the poem, that Padre Faura witnessed the execution of
his former student?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
8. What was the feeling displayed by the author in the poem?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
9. What was the message that Danton Remoto wanted to convey in this poem?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Context originates from the notion of weaving together. It is defined as the circumstances that
form the setting of events, statements, or ideas and in the way of which it can be fully
understood and assessed. Reading a literary piece may contribute to the production of the
author and the reception of the reader as they appreciate and explore.

● The writer's context is knowing about the writer's life, values, assumptions,
gender, race, race, sexual orientation, and the political and economic issues
related to the author.

● Reader's context is about the reader's previous reading experience, values,

assumptions, political and economic issues.

● The text's context is about its publishing history. It is part of the larger text
such as newspaper, history, events, translated in it.

● Social context and socio-cultural of a text feature the society in which the
characters live and in which the author's text was produced.

In this lesson, you will unravel what goes with the poem.

The structure of the poem refers to words that are put together or arranged such that
they make sense.
Imagery is creating a picture in the reader's mind by using words that appeal to the
senses. There are types of Imagery that are used in this module. (Menoy 2016))

● Visual imagery produced by the use of words that appeal to the sense of
sight.

● Auditory Imagery produced by the use of words that appeal to the sense
of hearing.

● Kinesthetic imagery produced by the use of words that appeal to the

actions and movement.

Literary Techniques are methods the author or writer of a literary piece used to
convey what they want to impart to the reader, such as Flashback where the events
have taken place before the present time the narration is following.

APPLICATION
Activity 1. Understanding the Text
To understand a piece of literature, answering the given questions enable the readers
to appreciate literature more.

Multiple Choice. Read each question. Choose and write the letter of the best
answer on a separate sheet of paper.
1. Who was Fr. F. Faura to Jose Rizal?
a. His godfather
b. His uncle
c. His teacher
d. His friend

2. What was the nickname given to Jose Rizal mentioned in the poem?
a. Star
b. Mauser
c. Ruddy
d. Pepe

3. Why Padre Faura expected that they would talk about the stars?
a. Because Padre Faura worked in the observatory
b. Because Pepe was a star
c. Because Pepe just arrived from Europe
d. Because Pepe was fascinated in the observatory

4. Why Padre Faura was in the observatory when Pepe visited him?
a. It was the only place where they can talk.
b. He was in-charged in the observatory.
c. The observatory was near the Ateneo De Manila
d. The observatory was near Bagunbayan.

5. Why instead of stars, Pepe asked about purgatory to Padre Faura?

a. Pepe was interested in the after-life.
b. Padre Faura was sick.
c. Pepe was hopeless
d. Pepe was about to be executed

Asessment 1. Getting familiar with texts’ meaning

Direction: Read the poem and make the necessary responses to the following
instructions given below

Earnest wish
by
Lydia S. Villanueva

I will I will
Count the multitude of stars Tend the garden
The leaves in all the branches Rearrange the stones in a pile
The flock of birds perched in the
 Harvest the fruits in season
The blades of grass in the meadow And do again all of these.
And the cogon flowers in the air.
Let us
I will Bring the front liners back home
Listen to the sound of breeze Fight the unforeseen enemy
To the rustling of leaves Help the new beginning
To the chirping of birds Contribute to the humanity
To the buzzing of the bees Flatten the curve
To the flapping of butterfly’s wings. Stay at home!

1. A multitude gathered along with Wan Chai District in Hongkong to protest the
new policy there and to call to ban some products. Thousands of protesters
were arrested. Multitude in this sentence means_______.
a. A few in number of people
b. A great number of people
c. Some people
d. Several numbers of people

2. In the poem, Earnest Wish, identify the words that suggest the meaning of the
word, multitude.

_______________________
_______________________
_______________________
_______________________

3. The author used imagery in the poem, such as visual, auditory, and kinesthetic
imagery. Write the words that suggest:
_______________________
_______________________
Visual
_______________________
Imagery
_______________________

_______________________
_______________________
Auditory
Imagery _______________________
_______________________
 _______________________
_______________________
Kinesthetic
Imagery _______________________
_______________________

4. Discuss the structure of the poem, the stanza, lines, rhyme scheme.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

5. Discuss how the author presented the ideas of the poem up to the point where
the message was presented.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Activity 2. Understanding the Context

Directions: Look at each picture below. In Column A, each picture depicts the event presented
in the poem. In Column B, based on your understanding of the poem, write what event
happened in each picture and how do you feel about it.

A B

___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
 ___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________

Assessment 2. Finding the Purpose

1. What was the situation when the author wrote this poem?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_________
2. How the author presents the events in the poem?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_________

3. How did the author present her willingness to attain her fervent wish?
_______________________________________________________________________
_______________________________________________________________________
 _______________________________________________________________________
_________

4. What nearly impossible things or difficult tasks the author was willing to do?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_________

5. What do you think the main reason why the author wrote this piece?

__________________________________________________________________________

_________________________________________________________________________

__________________________________________________________________________

Activity 3. Knowing Author’s Context

Lydia Sapitanan-Villanueva hails from the agricultural town of Imus, Cavite. Her parents were farmers and
her residence is in the midst of the agricultural property of her in-laws in Malagasang 1A, City of Imus.
She holds a Doctor of Philosophy in Southeast Asian Studies from Centro Escolar University and Master of
Arts in Teaching Language and Arts from Philippine Normal University. She is currently the Vice-President
and one of the founders of School Paper Advisers Movement, Inc., a national non-profit organization of
campus journalists and advisers with members from elementary to college. She is also a CPD resource
speaker for Action Research.

Dr. Villanueva is a Master Teacher 1 since she joined Department of Education in 2016. During the
pandemic caused by Covid-19 and during community quarantine, Dr. Villanueva wrote several poems
including Earnest Wish. Her profound love for writing started during her primary years. She always
believes that experiences and surroundings play a strong influence on the prolific mind of a writer. Write
now or forget it forever drives her to write about her environment.

Reflect on the importance of a biographical context in understanding a text.

1. Discuss the environment that surrounds the author while writing the poem. Prove your
answer.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_________
 2. Discuss the occurring event in the society during that time that influence the author in
writing the poem.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_________

3. Discuss the message of the author in the poem.

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_________

REFLECTION

Reading and appreciating literature can be made possible by understanding the context and
text’s meaning.

● During the reading, there was recognition and recall.

o I recall that Dr. Jose Rizal was shot in _______________. (place)

o During this time, the Philippines was under the _______ government.
o The purpose of the poem was to ______________________________.
o The author wrote the poem for the____________________________.
o The poem was based from the historical perspective. Recalling our past as
Filipinos, what was the most trying moment of Jose Rizal during those time?
_____________________________________________.
o With that challenging situation, Dr. Jose Rizal was able to write two novels
________________________________________________________.
o As you read the poem, what experiences in life can you consider challenging and
why?_______________________________________________.

PERFORMANCE TASK

Directions: Write a two-stanza poem using visual imagery. Describe your

surrounding that mostly influence your line of thought.
________________________________ __________________________________
________________________________ __________________________________
________________________________ __________________________________
Rubrics for Poem
Beginning Developing Accomplished Exemplary Score

1 2 3 4

Form Uses an May use an Effectively uses an Creatively uses an

inappropriate appropriate appropriate poetic appropriate poetic
poetic form. poetic form. form. form.

Word Usage Student’s use of vocabulary is Student’s use of Student’s use of

vocabulary is very very basic. vocabulary is vocabulary is precise,
basic. Student’s use of routine and vivid, and paints a
vocabulary is workable. strong clear and
more telling than complete picture in
showing. the reader’s mind.

Mental Image Uses few mental Uses some Uses mental image Effectively uses
image. mental image to reinforce the mental to reinforce
theme. the theme.

POST-TEST

Multiple Choice. Read each statement. Choose and write the letter of the best
answer. on a separate sheet of paper.
1. The persona in the poem “Padre Faura Witness The Execution of Rizal” was
_______.
a. Danton Remoto
b. Dr. Jose Rizal
c. Padre Faura
d. You

2. The mood of the poem was _______.

a. Mournful
b. Delightful
c. Joyful
d. Mysterious
3. The speaker was shivering while standing in the roof because _______.
a. He was dizzy.
b. It was cold.
c. It was December.
d. It was high.
4. In stanza 2 & 3 the persona recalled what transpired between him and Pepe. This
literary device is called _______.
a. Prophecy
b. Symbolic
c. Flashbacking
d. foreshadowing
5. Pepe came from Europe where winter was bitter. His face became ruddy because
_______.
a. He was exposed to humiliation
b. He was exhausted.
 c. He was not accustomed to the weather
d. He was exposed to sudden sun.
6. The characteristics of the star were used to compare with Jose Rizal
was shimmering because _______.
a. he was well-known
b. he was about to die
c. he studied astronomy
d. his teacher was in the observatory
7. Months before Pepe’s execution, he visited Padre Faura. Pepe talked about
purgatory instead of colliding star maybe because _______.
a. Padre Faura was sick
b. Pepe was terminally ill
c. Pepe knew he would be executed
d. Pepe did not believe in the afterlife

8. Padre Faura witnessed the execution of Rizal from the Azotea of Ateneo because
_______.
a. there was no building in between Bagumbayan
b. the old Ateneo de Manila was in Intramuros
c. the Observatory was part of Ateneo
d. he was invited

9. The author in the poem below expressed her willingness to do some impossible
tasks stated below. What makes the tasks impossible to do?

I will
Count the multitude of stars
The leaves in all the branches
The flock of birds perched in the loft
The blades of grass in the meadow
And the cogon flowers in the air.
a. The tasks were impossible to do because birds are flying high.
b. The tasks were impossible to do because the birds are perched on a loft.
c. The tasks were impossible to do because quantifiers are needed.
d. The tasks were impossible to do because nouns there are uncountable.
10. In this stanza, the author used auditory imagery which appeals to the sense of
hearing. Among the sounds, which could not be heard clearly.
I will
Listen to the sound of breeze
To the rustling of leaves
To the chirping of birds
To the buzzing of the bees
To the flapping of butterfly’s wings
a. Rustling
b. Buzzing
c. Flapping
d. Chirping

References
Books:

Menoy, Jesus Z. 21st Literature of the Philippines and the World, Books Atbp.,
2016

Solmerano, and Ernesto Thaddeus et.al. 21st Century Literature of the Philippines
and the World, 2nd Edition, Fastbook Educational Supply, Manila Philippines
2017
Journal Articles:

Huijen, Tim, van de Grift, Wim, van Boxtel, Carla and Holthuis, Paul, “Promoting
Historical Contextualization: The Development and Testing of Pedagogy”,
Journal of Curriculum Studies, 50:3, 410-434,
DOI:10.1080/00220272.2018.1435724, 2018,
https://bookspagez.com/blog/reading-comprehension-toolkit-identifying-
authors-purpose/

Mustofa, Ali, Hill Jonnie Lynn, “Understanding Cultural Context in Responding to

Literature”, Researching the Teaching the Literature in EFL Classroom
Context English Language Teaching, Vol. 11, No.6; 2006, ISSN 1916-
4742 E-ISSN 1916-4750, Canadian Center of Science and Education
Websites:

Example of Imagery and Poetry, Your Dictionary, LoveToKnow 2020

https://examples.yourdictionary.com/examples-of-imagery-poems.html

Faura, Federico, In V. Almario (Ed.), Sagisag Kultura (Vol. 1). Manila: National Commission
for Culture and the Arts, 2015. Retrieved from
https://philippineculturaleducation.com.ph/faura-federico/

Remoto, Danton, Goodreads, “Summer Reading”, Goodreads Inc. 2020,

https://www.goodreads.com/author/show/524322.Danton_Remoto
https://www.merriam-webster.cm/dictionary