Preface

It has been elaborated in research and literature that the highest

performing education systems are those that combine quality with

equity. Quality education in the Department of Education (DepEd) is

ensured by the learning standards in content and performance laid in

the curriculum guide. Equity in education means that personal or

social circumstances such as gender, ethnic origin or family

background, are not obstacles to achieving educational potential and

that inclusively, all individuals reach at least a basic minimum level of

skills.

In these education systems, the vast majority of learners have the

opportunity to attain high-level skills, regardless of their own

personal and socio-economic circumstances. This corresponds to the

aim of DepEd Cagayan de Oro City that no learner is left in the

progression of learning. Through DepEd’s flexible learning options

(FLO), learners who have sought to continue their learning can still

pursue in the Open High School Program (OHSP) or in the

Alternative Learning System (ALS).

One of the most efficient educational strategies carried out by

DepEd Cagayan de Oro City at the present is the investment in FLO

all the way up to senior high school. Hence, Senior High School

Alternative Responsive Education Delivery (SHARED) Options is

operationalized as a brainchild of the Schools Division

Superintendent, Jonathan S. Dela Peña, PhD.

Two secondary schools, Bulua National High School and Lapasan

National High School, and two government facilities, Bureau of Jail

Management and Penology-Cagayan de Oro City Jail and Department

of Health-Treatment and Rehabilitation Center-Cagayan de Oro City,

are implementing the SHARED Options.

To keep up with the student-centeredness of the K to 12 Basic

Education Curriculum, SHARED Options facilitators are adopting the

tenets of Dynamic Learning Program (DLP) that encourages

responsible and accountable learning.

This compilation of DLP learning activity sheets is an instrument to

achieve quality and equity in educating our learners in the second

wind. This is a green light for SHARED Options and the DLP learning

activity sheets will continually improve over the years.

Ray Butch D. Mahinay, PhD

Jean S. Macasero, PhD
 Acknowledgment

The operation of the Senior High School Alternative Responsive

Education Delivery (SHARED) Options took off with confidence

that learners with limited opportunities to senior high school

education can still pursue and complete it. With a pool of competent,

dedicated, and optimistic Dynamic Learning Program (DLP) writers,

validators, and consultants, the SHARED Options is in full swing.

Gratitude is due to the following:

 Schools Division Superintendent, Jonathan S. Dela Peña, PhD,

Assistant Schools Division Superintendent Alicia E. Anghay, PhD,
for authoring and buoying up this initiative to the fullest;

 CID Chief Lorebina C. Carrasco, and SGOD Chief Rosalio R.
Vitorillo, for the consistent support to all activities in the
SHARED Options;

 School principals and senior high school teachers from Bulua
NHS, Lapasan NHS, Puerto NHS and Lumbia NHS, for the
legwork that SHARED Options is always in vigor;

 Stakeholders who partnered in the launching and operation of

SHARED Options, specifically to the Bureau of Jail

Management and Penology-Cagayan de Oro City Jail and the

Department of Health-Treatment and Rehabilitation Center-

Cagayan de Oro City;

  Writers and validators of the DLP learning activity sheets, to
which this compilation is heavily attributable to, for their
expertise and time spent in the workshops;

 Alternative Learning System implementers, for the
technical assistance given to the sessions; and

 To all who in one way or another have contributed to the

undertakings of SHARED Options.

Mabuhay ang mga mag-aaral! Ito ay para sa kanila, para sa bayan!

Ray Butch D. Mahinay, PhD

Jean S. Macasero, PhD
Writers:

1. Mary Grace Panis Bugo NHS

2. Candice Gamayon Cagayan de Oro NHS

Editors/Validators:

1. Marybeth Cultura Cagayan de Oro NHS

2. Romeo B. Aclo EPS,AP- CID, Division Office
3.January T. Valenzona, PhD, LRMDS Coordinator

Reproduction (LRMDS)

1. Gemma P. Pajayon – Project Development Officer II (LRMDS)

2. Lanie M. Signo – Librarian II (LRMDS)

JEAN S. MACASERO, PhD RAY BUTCH D. MAHINAY, PhD

EPS- SHS Coordinator MT-1 ALS Coordinator

LOREBINA C. CARRASCO ALICIA E. ANGHAY, PhD

Chief, CID Assistant Schools Division Superintendent

JONATHAN S. DELA PEŇA, PhD., CESO V

Schools Division Superintendent
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21 CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD
MONITORING OF ACCOMPLISHED LEARNING ACTIVITY SHEETS

ACTIVITY
LEARNING ACTIVITY TITLE DATE SCORE ITEM
NUMBER

1 Geographic, Linguistic, And Ethnic Dimensions Of Philippine

Literary History From Pre-Colonial To The Contemporary
2 Representative Texts And Authors From Each Region
Contributions Of Local Writers To The Development Of
3
Regional Literary Traditions

4 Contributions Of The Canonical Filipino Writers To The

Development Of National Literature
Various 21st Century Literary Genres And The Ones From The
5 Earlier Genres/Periods Citing Their Elements, Structures And
Traditions
6 Literary Meaning From Literal Language Based On Usage

7 Figures Of Speech And Other Literary Techniques And Devices In

The Text
Literary, Biographical, Linguistic, And Sociocultural Contexts
8 And How They Enhance The Text’s Meaning And Enrich The
Reader’s Understanding

9 Situating The Text In The Context Of The Region And The

Nation
10 Relationship Of Context With The Text’s Meaning

11 Literatures from Asia, North America, Europe, Latin America,

and Africa

12 Literary Elements, Genres, and Traditions In World Literature

Part 1

13 Literary Elements, Genres, and Traditions In World Literature

Part 2
14 Literary Texts In World Literature
15 Cultural and Aesthetic Diversity of World Literature
st
16 21 Century Literary Genres From Across The Globe Part 1
st
17 21 Century Literary Genres From Across The Globe Part 2
18 Literary Uses Of Language Part 1
19 Literary Uses Of Language Part 2
20 Literary Techniques And Devices In Global Literature
Biographical, Linguistic, And Sociocultural Contexts In Global
21
Literature
22 Text And Context Relationship In Global Literature

23 Literary Meanings In Context And Critical Reading Strategies In

Global Literature

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Subject : 21st Century Philippine Literature from the Regions
Lesson Title : Geographic, linguistic, and ethnic dimensions of Philippine literary history
from pre-colonial to the contemporary.
Learning Competency :
Identify the geographic, linguistic, and ethnic dimensions of Philippine
literary history from pre-colonial to the contemporary. EN12Lit-Ia-21
Reference: https://bit.ly/2DmLn5g LAS No.: 1
CONCEPT NOTES:
The Pre-colonial Literature includes all literature produced before the Spanish
colonization like chants, proverbs, songs, and folk narratives. They depict the people’s
livelihood, customs, and traditions. The following are;

1. Folktale - anonymous, timeless, and placeless tale circulated orally

among a group of people.
2. Fable – features animal characters or inanimate objects that behave
like people.
3. Legend – this is presented as history but is unlikely to be true.
4. Myth – this is told to explain a belief, a practice, or a natural phenomenon.
5. Epic – narrative poem celebrates the adventures and achievements of a hero.

Philippine Literature during the Spanish Occupation: The Spanish missionaries

taught the gospel through the native language, so they hired natives to translate Spanish
religious instructional materials. Eventually, the natives became fluent in Spanish.

EXERCISE: Identify the following statements, if it is true or false. Write your answer on
the space provided at the end of every statement.

1. Folktales about Juan are very popular. Some emphasize certain virtues,
and some serve as warning about behavior. _______
2. “Biag ni Lam-ang” is an Ilocano epic that tells about the adventures of Lam-ang,
a man with supernatural powers. _______
3. The monkey is a common animal character in Philippine fables. It is often
depicted as a tricky animal. ________
4. There are different Filipino legends of the great flood. The story of Bukidnon
tells that a huge crab caused the water to rise by going into the sea. _______
5. There are Philippine versions of the creation myth. The Igorot’s story tells
that Lumawig the Great Spirit created people. ________

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Subject : 21st Century Philippine Literature from the Philippines
Lesson Title : Representative texts and authors from each region.
Learning Competency : 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/ region/province/ town) EN12Lit-Ia-22
Reference: Suzana, et.al. 21st Century Philippine Literature from the LAS No.:
2 Philippines.

CONCEPT NOTES:
Philippine Literature in the 21st Century (2001 up to the present)
This body of literature includes digital writings, graphic novels, textula,
hypertext, and other emerging literary genres at present. Textula is poetry
written and read on a mobile phone. It is popularized by the playwright Frank
Rivera, who came to be known as the “makata sa cell phone.” His works of textula
and other poems are performed in different occasions, such as rallies, school
programs, and contests; published in newspapers; heard on radio; and shared on
social media or through text messaging.
LITERATURE IN REGION X (Northern Mindanao)
(Filipino: Hilagang Mindanao) is composed of five provinces and two cities
classified as highly-urbanized, all occupying the north-central part of Mindanao
island, and the island-province of Camiguin. The regional center is Cagayan De Oro
City, where most of the national government's regional offices and other big
establishments are located.
Component Provinces: Bukidnon, Camiguin, Lanao del Norte, Misamis Occidental,
and Misamis Oriental.
EXERCISE:
On the space provided below, create your own textula. (15 points).
(Rubric: Rhyming – 5 points; Text and Context – 5 points; Five lines – 5 points)
Write here:

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Subject : 21st Century Philippine Literature from the Regions
Lesson Title : Contributions of local writers.
Learning Competency : Value the contributions of local writers to the development
of regional literary traditions EN12Lit-Ia-23
References : Brainly.ph, Demetrio, F. S.J. ed. (1995). The Local Historical Sources LAS No.: 3
of Northern Mindanao. Cagayan de Oro City: Legacy Sales &
Printing Press, Inc., Bautista, Filomeno M. (1939). Glimpses of
Mindanao, pp. 203-204

CONCEPT NOTES
LITERATURE IN REGION X (Northern Mindanao)
One local writer from Region X was Francisco R. Demetrio who finished his
studies from St. Augustine School at Ateneo de Cagayan de Oro. He also took
theology at Woodstock College in Maryland. He was ordained priest last 1951. He
wrote “Christianity on Context” and won the National Press Award for Myth and
Symbols, “National Book Award” from Manila Critics and “Premio Pitre Somomone”.
One of his written works was the Encyclopedia of Philippine Folk Beliefs and
Customs Volumes I and II in the year 1970.
Another local writer who wrote, “The Legend of Cagayan: The conquerors
became the conquered” was Filomeno M. Bautista, a native of Cagayan de Oro
formerly known as Cagayan de Misamis.

EXERCISE:

Based on an interview with your parents, list seven (7) folk

beliefs and customs they have been practicing until now.

1. ________________________________________
2. ________________________________________
3. ________________________________________
4. ________________________________________
5. ________________________________________
6. ________________________________________
7. ________________________________________

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Subject : 21st Century Philippine Literature from the Regions
Lesson Title : Contributions of the canonical Filipino writers
Learning Competency : Appreciate the contributions of the canonical Filipino writers to the
development of national literature. EN12Lit-Ia-24
Reference: https://bit.ly/2PVpQaD LAS No.: 4
Images courtesy: www.ncca.gov.ph

CONCEPT NOTES:

A canonical writer - is an author whose works belong to a collection of works traditionally

valuable to the Philippine society; some of the canonical authors and their works are:

1. Bienvenido Lumbera – Balaybay, Mga Tulang Lunot at Manibalang, 2002; Sa Sariling Bayan,
Apat na Dulang May Musika, 2004; “Agunyas sa Hacienda Luisita,”
2. Edith Tiempo - “The Little Marmoset” and “Bonsai”
3. Virgilio Almario - Ang Makata sa Panahon ng Makina, Balagtasismo versus Modernism
4. N.V.M. Gonzalez - The Winds of April, Seven Hills Away, Children of the Ash-
Covered Loam
5. Cirilo Bautista – Sunlight on Broken Stones
6. Francisco Coching - “King of Komiks” and the “Dean of Philippine Comics”.

EXERCISE: Guessing game! Guess who is in the picture?

1. 2 3

4 5 6

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Subject : 21st Century Philippine Literature from the Regions
Lesson Title : Various 21st Century Literary Genres
Learning Competency: Differentiate/compare and contrast the various 21st century literary
genres and the ones from the earlier genres/periods citing their elements,
structures and traditions. EN12Lit-Ia-25
Reference: http://literarydevices.net/genre/ LAS No.: 5
CONCEPT NOTES:
Literary Genre is a category of literary composition. Genres may be determined by
literary technique, tone, content, or even in length (as in the case of fiction).

A. EPIC POEM is a long, narrative poem that is usually about heroic deeds and events that
are significant to the culture of the poet. Many ancient writers used epic poetry to tell
tales of intense adventures and heroic feats.
B. NARRATIVE POETRY is a form of poetry that tells a story, often making use of the
voices of a narrator and characters as well; the entire story is usually written in
metered verse. Narrative poems do not have to follow rhythmic patterns.
C. ROMANTIC POEM is a poetry that emphasized intuition over reason and the pastoral
over the urban, often eschewing consciously poetic language in an effort to use more
colloquial language
D. DRAMATIC POETRY is any drama that is written in verse that is meant to be recited.
It usually tells a story or refers to a situation. This would include closet drama, dramatic
monologues, and rhyme verse.
E. LYRIC POEM it has a musical rhythm, and their topic often explore
romantic feelings or other strong emotions.

EXERCISE: A sample poem (entitled Litany) is given below. Answer the guide questions
using the back page of this paper.

I am also the moon in the trees

and the blind woman's tea cup.
But don't worry, I'm not the bread and the knife.
You are still the bread and the knife.
You will always be the bread and the knife,
not to mention the crystal goblet and--somehow--the wine.

1. Describe what the character is talking about in this poem? To whom is the
person talking to?
2. What is your initial reaction as you begin to read the poem? What kind of poem
is it?

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Subject : 21st Century Philippine Literature from the Regions
Lesson Title : Literary meaning
Learning Competency : Infer literary meaning from literal language based on usage. EN12Lit-
Ia-26
Reference: https://bit.ly/2PsWalA LAS No.: 6
CONCEPT NOTES:

Literal and figurative languages are distinct within some fields

of language analysis, particularly in stylistics, rhetoric, and semantics. Literal
language uses words exactly according to its conventional accepted meaning or
denotation. Literal language means exactly what it says, while
figurative language uses similes, metaphors, hyperbole, and personification to
describe something often through comparison with something different.

EXERCISE:

Analize the literary meaning from literal language based on usage

of the poem above. Write at least five sentences.

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Subject : 21st Century Philippine Literature from the Regions
Lesson Title : Figures of speech
Learning Competency : Analyze the figures of speech and other literary techniques and
devices in the text. EN12Lit-Ia-27
References : https://bit.ly/2K5T1Ct, https://bit.ly/2DHikKM LAS No.:
7 https://bit.ly/2zdTyy1, https://bit.ly/2HsRWCK

CONCEPT NOTES:
A figure of speech is a word or phrase that has a meaning something different
than its literal meaning. Among the most commonly used are:
1. Simile - is the rhetorical term used to designate the most elementary form of
resemblances: most similes are introduced by "like" or "as." These comparisons are
usually between dissimilar situations or objects that have something in common, such
as "My love is like a red, red rose."
2. Metaphor – is a figure of speech that is used to make a comparison between
two things that aren't alike but do have something in common, (e.g. Her tears
were a river flowing down her cheeks).
3. Personification - occurs when you treat abstractions or inanimate objects as human,
that is, giving them human attributes, powers, or feelings (e.g., "nature wept" or "the
wind whispered many truths to me").
4. Onomatopoeia -use of words that imitate the sounds associated with
the objects they refer to.

5. Irony - use of words to convey the opposite of their literal meaning.

6. Hyperbole - an extravagant statement (e.g., It was so cold, I saw polar bears

wearing hats and jackets).

EXERCISE: Read and identify what figure of speech is asked in each balloon and write
the corresponding number.

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Subject : 21st Century Philippine Literature from the Regions
Lesson Title : Biographical, linguistic, and sociocultural contexts
Learning Competency : Explain the literary, biographical, linguistic, and sociocultural contexts
and discuss how they enhance the text’s meaning and enrich the reader’s
understanding. EN12Lit-Ia-28
Reference: https://brainly.ph/question/1676921#readmore LAS No.: 8
CONCEPT NOTES:
The literary, biographical, linguistic, and sociocultural context can consist of
a variety of factors. Here are some things you could consider in placing a text in
context:
the life or biography of the poet

other works that the poet has written

the historical period in which that poem was written

the place or event that gave rise to the poem

the ways in which the language used in the poem reflects the period
in which it was written

the particular culture within which the poem was written

the social background of the poet or the theme or setting of the poem

Consider the example below:

Manuel E. Arguilla’s “How My Brother Leon Brought Home a Wife” is a story
told through Baldo’s, Leon’s brother, point of view. He narrated how Leon brought
his soon-to-be wife, Maria, in their hometown (Nagrebcan, La Union) to meet his
family. To analyze this story, let us first consider some facts about Arguilla:

Arguilla was born on June 17, 1911 in Bauang, La Union to Crisanto Arguilla
and Margarita Estabillo.
He was the fourth child and his family owned a small piece of land in their
town. He was married to Lydia Villanueva, who was from Ermita, Manila.

EXERCISE: Based on the example given above, list also some of the linguistic,
social and cultural contexts, based on your understanding:
1. ___________________________________________
2. ___________________________________________
3. ___________________________________________

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Subject : 21st Century Philippine Literature from the Regions
Lesson Title : Relationship Of Context With The Text’s Meaning
Learning Competency : EN12Lit-Ia-30
Explain the relationship of context with the text’s meaning.
References : Sanchez, et.al. 21st Century Philippine Literature from the LAS No.:10
Philippines./ https://www.enotes.com/homework-
help/what-difference-between-text-context-260948
CONCEPT NOTES:
Text refers to the words which are written, while context is the surroundings of
the text, whether it is created within the text or describing the situation of the
author's life in which the text was written.
The relationship between the text and context is very critical in understanding the
content of literal material. It is through the analysis of text-context relationship that
the audiences are able to understand the intended message of the author. Text
reception occurs at different space and time. It is, therefore, very important for the
audience to first seek the understanding of a text-context relationship so as to fully
grasp the author’s message.

EXERCISE: Choose the correct meaning of texts below.

1. Projectiles include those items that are shot forward such as a cannon shell, bullet, or rocket. Using
the example clue, the word projectiles in this sentence means,

things put down things hurt things shot forward things broken

2. The professor was a favorite among the college students. His sagacity was helpful to them as they
pursued their degrees. The professor was known to use his experience, insight, and common sense to help
students pursue their education. Using the example clue, the word sagacity in this sentence means,

silliness wisdom thoughtlessness negligence

3. Famous conquistadors include Cortes, who conquered Aztec Mexico and Pizarro, who conquered Inca
Peru. Using the example clue, the word conquistadors in this sentence means
geographers victims
losers conquerors
4. A sleuth, such as Sherlock Holmes, can be very helpful in solving crimes.
Using the example clue, the word sleuth in this sentence means
senior citizen pilot
man detective
5. Zack was a good at many sports. He excelled in swimming, running, horsemanship, fencing, and
target shooting. He decided to compete in the pentathlon rather than having to choose one of the
events. Using the example clue, the word pentathlon in this sentence means

competition with two events competition with ten events competition with
eight events competition with five events
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st
Subject : 21 Century Literature from the Philippines and the World
Lesson Title : LITERATURES FROM ASIA, NORTH AMERICA, EUROPE, LATIN AMERICA
AND AFRICA
Learning Competency : Identify representative texts and authors from Asia, North America,
Europe, Latin America and Africa. EN12Lit-IIa-22
References : LAS No.: 11

CONCEPT NOTES
Literature enables us to better understand one ’s own emotions, the social
situations, society, history, and various cultures around the globe. Literature makes
life richer! Think of all the places you can go to, people that you get to meet, and
situations you get to experience without leaving our homes or classrooms!
Below are some of the famous authors from other parts of the world and some
of their popular works:
ASIA NORTH AMERICA EUROPE

Name: KEVIN KWAN Name: GEORGE R.R. MARTIN Name: J.K. ROWLING
Nationality: SINGAPOREAN Nationality: AMERICAN Nationality: BRITISH
Famous works: CRAZY RICH Famous works: GAME OF Famous works: HARRY POTTER
ASIANS, CHINA RICH THRONES, A CLASH OF series, FANTASTIC BEASTS
GIRLFRIENDS, RICH PEOPLE KINGS, A STORM OF
PROBLEMS SWORDS, A FEAST FOR
CROWS

AUSTRALIA LATIN AMERICA AFRICA

Name: JOANE VAN OS Name: PAUL COELHO Name: NADINE GORDIMER

Nationality: AUSTRALIAN Nationality: BRAZILIAN Nationality: SOUTH AFRICAN
Famous works: OUTBACK Famous works: THE Famous works: BURGER’S
HEART, THE SECRET OF ALCHEMIST, WARRIOR OF DAUGHTER, JULY’S PEOPLE
THE LONELY ISLE, THE LIGHT, ELEVEN
CASTAWAY MINUTES

EXERCISE:
Can you name three popular authors from around the globe and their
famous books? Write below the names of the authors and one of their books:
AUTHOR NAME OF BOOK
1.
2.
3.

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st
Subject : 21 Century Literature from the Philippines and the World
Lesson Title : LITERARY ELEMENTS, GENRES, AND TRADITIONS IN WORLD LIT. P-1
Learning Competency : Explain the texts in term of literary elements, genres, and traditions.
EN12Lit-IIb-32
References : LAS No.: 12

CONCEPT NOTES
Literary elements aid in the discussion and
understanding of a work of literature; literary
elements could be said to be produced by the
readers of a work just as much as they are produced
by its author. Below are parts of literary elements:
Character - is a person, or sometimes even an animal,
who takes part in the action of a short story
or other literary work.
Setting - is the time and place in which it
happens. Authors often use descriptions of landscape, scenery, buildings, seasons
or weather to provide a strong sense of setting.
Plot - a series of events and character actions that relate to
the central conflict.
Conflict - is a struggle between two people or things in a short story.
The main character is usually on one side of the central conflict.
Theme - is central idea or concept of a story.

EXERCISE: Write the correct answer on the space provided before each number.
___________ 1. It is a series of events and character actions that relate to the
central conflict.
___________ 2. It is a person, or sometimes even an animal, who takes part in
the action of a short story or other literary work.
___________ 3. It is the time and place in which it happens.
___________ 4. is a struggle between two people or things in a short story. The
main character is usually on one side of the central conflict.
___________ 5. is central idea or concept of a story.

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st
Subject : 21 Century Literature from the Philippines and the World
Lesson Title : LITERARY ELEMENTS, GENRES, AND TRADITIONS IN WORLD LIT. P-2
Learning Competency : Explain the texts in term of literary elements, genres, and traditions.
EN12Lit-IIb-32
References : LAS No.: 13

CONCEPT NOTES
Genres of literature are
important to learn about. Genres are categories
that all written materials fit into based on common structures and themes. There
are two main categories of genres of literature:
  Fiction - is anything that did not happen in real life.
  There are four subgenres of Fiction:
 Historical Fiction – is set in the past and involves real people
 and events but the story itself never happened.
 Realistic Fiction – events in the story realistically could have
 occurred, but did not.
 Science Fiction – is set in the future and involves aliens,
 robots, space ships and futuristic technology.
 Fantasy - cannot take place within our society and involves
monsters, creatures and characters with magical or
 superhuman powers.
  Non-fiction - is any true depiction of a person or event in history.
  There are four subgenres of Non-Fiction:
 Informational Writing - provides information such as
sources, facts, statistics, and dates. Examples are
newspapers, magazine articles, textbooks, encyclopedias
 and record books.
 Persuasive Writing – tries to influence the reader and
may be opinion-based. Examples are pamphlets,
 brochures, political speeches, advertising campaigns.
 Biography – is a story about a person’s life that is written by
someone other than who the story is about. It may be official
 or unofficial.
 Autobiography – is written about someone’s life and is written
by the person it is about. Examples are journals and diaries.

EXERCISE: Write √ for fiction and x for non-fiction.

__ 1. Science textbook ___ 3. The Diary of Anne Frank
__ 2. Harry Potter ___ 4. The Vampire Diaries

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st
Subject : 21 Century Literature from the Philippines and the World
Lesson Title : LITERARY TEXTS IN WORLD LITERATURE
Learning Competency : Situate the texts in the context of the region, nation, and the world.
EN12Lit-IIc-29
Photo credits: Courtesy of Flicker.com LAS No.: 14
CONCEPT NOTES
Text refers to the words which are written, while context is the
surroundings of the text. In literary studies, the term “text,” refers solely to the
written word on the page. When discussing a text, we are discussing the actual and
literal words used by the writer.
Context refers to a situation or surroundings. This term can describe a situation
created within a narrative or within a text. Context can describe the situation
within the literature within which it is written.
Context could be historical, cultural, social or political. For
example, Dr. Jose Rizal’s Noli Me Tangere and El
Filibusterismo has a specific social and political context
where we can discern the situation of the Philippines during
the Spanish colonial period in the Philippines.
Another example is Charles Dickens, A Tale of Two Cities (1770). This
novel begins in 1757, while its final scene looks forward to the situation of
the post-revolutionary Paris. This story has a historical context, which
Dickens has organized around various events that occurred during the
French Revolution. He has drawn historical features from major events,
including the fall of Bastille, the September Massacres, and the Reign of
Terror. This backdrop is the story’s context.

EXERCISE:
Give the context of the example below. You can choose whether the novel is
historical, cultural, social or political in context.

George Orwell (author) felt disillusioned by Soviet

Communism, and its revolution during his time. In the phenomenal
novel, Animal Farm, Orwell has expressed himself by using satire
(a mockery) through the allegorical characters of Old Major (an
old boar) and Boxer (a horse); relating them to the Russian
Revolution and its characters. Your answer: ________________

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Subject : 21 Century Literature from the Philippines and the World
Lesson Title : CULTURAL AND AESTHETIC DIVERSITY IN WORLD LITERATURE
Learning Competency : Appreciate the cultural and aesthetic diversity of literature of the
world. EN12Lit-IIc-33
Reference: http.flicker.com LAS No.: 15
CONCEPT NOTES
Our first interaction with other cultures often comes from
movies, books, and other media. Knowledge of other cultures helps
increase tolerance and literature can enhance your understanding
of other cultures.

There are two perspectives authors write about

in literature:
1. Insider - author is of the culture being written about.
2. Outsider - author is of a different culture and
writes from association, experiences, and research.

Different types of cultural themes include family traditions, beliefs,

major holidays, emotions or ways of life, folktales, and folklores among others.

EXERCISE: When you were younger you probably had read many stories from
around the world. You probably learned something about the culture of other
countries such that family, friendship, loyalty and love are highly valued.
Can you recall and give five (5) folktales from around the world?

1. ____________________
2. ____________________
3. ____________________
4. ____________________
5. ____________________

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Subject : 21 Century Literature from the Philippines and the World
ST
Lesson Title : 21 CENTURY LITERARY GENRES FROM ACROSS THE GLOBE P-1
st
Learning Competency : Compare and contrast the various 21 century literary genres
and their elements, structures, and traditions from across the globe.
EN12Lit-IId-25
Photo credits: http.flicker.com LAS No.: 16
CONCEPT NOTES
st
The 21 Century literatures are new literary work created within the last decade.
It is written by contemporary authors and deals with current themes/issues and reflects
a technological culture often breaking traditional writing rules. Emerging genres are the
following:
 Illustrated Novel - Generally, 50% of the narrative is
presented without words. The reader must interpret the
images in order to comprehend the complete story. Textual
portions are presented in traditional form. Some illustrated
novels may contain no text at all. Illustrated
 novels span all genres.
 Digi- Fiction - is a literary experience that combines three media:
book, movie/video, and Internet website. In order to get the full
story, students must engage in navigation, reading, viewing, in all
 three formats.
  Graphic Novel - is a narrative work in which the story is conveyed
to the reader using comic form. The term is employed in a broad manner,
encompassing non-fiction works and thematically linked short stories as well as
 fictional stories across a number of genres.
 Manga - is the Japanese word for comics. It is used in the English-speaking
world as a generic term for all comic books and graphic novels originally published
 in Japan. Manga is considered an artistic and storytelling style.

Doodle-Fiction - A literary presentation where the author incorporates doodle
drawings and hand written graphics in place of traditional font. Drawings enhance
the story, often adding humorous elements that would be missing if the
illustrations were omitted.
EXERCISE: Identify the genres of the following literatures below:

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Subject : 21 Century Literature from the Philippines and the World
ST
Lesson Title : 21 CENTURY LITERARY GENRES FROM ACROSS THE GLOBE P-2
st
Learning Competency : Compare and contrast the various 21 century literary genres
and their elements, structures, and traditions from across the globe.
EN12Lit-IId-25
Photo credit: http.flicker.com LAS No.: 17
CONCEPT NOTES
st
The 21 Century literatures are new literary work created within the last
decade. It is written by contemporary authors and deals with current
themes/issues and reflects a technological culture often breaking traditional
writing rules. Emerging genres are the following:
 Chicklit – is a genre of fiction which
addresses issues of modern womanhood,
often humorously and lightheartedly. 






 Flash Fiction - is a style of fictional
literature of extreme brevity.



 Speculative Fiction - is a dystopian,
supernatural fiction, weird fiction,
superhero fiction, apocalyptic/post-
 apocalyptic, fantastical fiction, sci-fi.
 Spoken poetry - is an oral art that
focuses on the aesthetics of word play
and intonation and voice inflection.

EXERCISE: Compose below a Spoken Word Poetry dedicated to your family:

RUBRIC:

Relevant theme – 10
Organization – 10
Poetic language – 10
TOTAL 30 points

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Subject : 21 Century Literature from the Philippines and the World
ST
Lesson Title : 21 CENTURY LITERARY USES OF LANGUAGE FROM ACROSS THE
GLOBE – Part 1
Learning Competency : Distinguish the literary uses of language from the non-literary and
understand their use as well as the formal features and conventions of
literature. EN12Lit-IIe-34
References: https://bit.ly/2TiWtgY LAS No.: 18
CONCEPT NOTES
Literary texts are texts that are narrative, or tell a story, and contain
elements of fiction. Some good examples of literary texts include novels, short
stories, and poetry. However, non-literary texts are texts whose primary purpose
is to convey information and do not have the same narrative and fictional elements
as literary texts. Examples of non-literary texts include textbooks, legal
documents, articles in academic journals, recipes, how-to books, and instruction
manuals.

EXERCISE: Distinguish from below which belongs to the Literary Text and the
Non-Literary Text. Write LT for literary text and NLT for non-literary text.

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Subject : 21 Century Literature from the Philippines and the World
ST
Lesson Title : 21 CENTURY LITERARY USES OF LANGUAGE FROM ACROSS THE
GLOBE – Part 2
Learning Competency : Distinguish the literary uses of language from the non-literary and
understand their use as well as the formal features and conventions of
literature. EN12Lit-IIe-34
References : https://bit.ly/2TiWtgY LAS No.: 19
CONCEPT NOTES
When you are reading or re-reading, it is a good idea to find a point of focus
for critical response. You may like or don’t like a piece but if you will break the
piece down to its component formal elements, you will find the level of your
understanding increasing. The following are formal features of literature:
 SYMBOL - means literally something that means something
 else. A dove, for example is a symbol of peace.
 IMAGE - is a visual representation. In
literature images are often used together
to create a pattern which can give a
reader a sense of tone or can establish a
 theme.
 ANALOGY - is an extended comparison -- usually of one setting or
psychological situation to another. Often an author will develop such a
comparison by using the words associated with one place or set of
circumstances and comparing them to another.
 CONTEXT - of a piece is more than its physical ___location--its
SETTING. It is also its TIME PERIOD, and CULTURE. Context helps
to establish tone and theme through placing an observation or event
within a specific framework.
EXERCISE: Give the SYMBOL and CONTEXT below of Juan Luna’s Spoliarium
which had been used in many literatures.

SYMBOL:
______________

CONTEXT:
______________

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Subject : 21 Century Literature from the Philippines and the World
Lesson Title : LITERARY TECHNIQUES AND DEVICES IN GLOBAL LITERATURE
Learning Competency : Identify the figures of speech and other literary techniques and
devices in the text. EN12Lit-IIe-27
Reference: http.flicker.com LAS No.: 20
CONCEPT NOTES
Commonly, the term
Literary Devices refers to
the typical structures used
by writers in their works to
convey his or her message(s)
in a simple manner to his or
her readers. When employed
properly, the different
literary devices help readers
to appreciate, interpret and
analyze a literary work.
Literary Devices have two aspects. They can be treated as either Literary
Elements or Literary Techniques. It will be convenient to define them separately.
• Literary Elements have an inherent existence in literary piece and are
extensively employed by writers to develop a literary piece. E.g. plot, setting,
narrative structure, characters, mood, theme, moral etc. Writers simply
cannot create his desired work without including Literary Elements in a
thoroughly professional manner.
• Literary Techniques, on the contrary, are structures usually a word/s or
phrases in literary texts that writers employ to achieve not merely artistic
ends but also readers a greater understanding and appreciation of their
literary works. Examples are: metaphor, simile, alliteration, hyperbole,
allegory, etc.

EXERCISE: Write below your answers to the given question:

1. What are the common literary elements found in a story?

______________________________________________

2. Give 5 examples of literary techniques:

______________________________________________

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Subject : 21 Century Literature from the Philippines and the World
Lesson Title : BIOGRAPHICAL, LINGUISTIC, AND SOCIOCULTURAL CONTEXTS IN
GLOBAL LITERATURE
Learning Competency : Explain the biographical, linguistic, and sociocultural contexts
and discuss how they enhance the text’s meaning and the reader’s
understanding. EN12Lit-IIf-28
References : https://study.com/academy/lesson/interpreting-works-in- LAS No.:
21 context.html

CONCEPT NOTES
Almost every word has many shades of meaning, and therefore needs to be
interpreted by context. The following are forms of context that enhance text
meaning:
Biographical Context - is formed by the beliefs, education, culture, and
experiences of the author. Readers acquire information about the author’s life by
reading the text.
Linguistic Context – refers to the words and sentences that surround any
part of a discourse or speech that helps determine its interpretation. For example,
if one begins in a discussion on Kobe Bryant and in the next sentence refers to
“him” as being a top notch athlete, the linguistic context lets you know that the
antecedent to “him” (the person him refers to) is Kobe Bryant.
Sociocultural Context – refers to the idea that language is closely linked to
the culture and society in which it is used. For example, Tomaten auf den Augen
haben, a popular German idiom, literally means “You have tomatoes on your eyes.”
But the meaning behind the expression is you are not seeing what everyone else
can see.

EXERCISES. Discuss briefly the following:

1. Biographical context - ______________________________________

________________________________________________________.

2. Linguistic context -_________________________________________

________________________________________________________.

3. Sociocultural context -______________________________________

________________________________________________________.

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Subject : 21 Century Literature from the Philippines and the World
Lesson Title : TEXT AND CONTEXT RELATIONSHIP IN GLOBAL LITERATURE
Learning Competency : Examine the relationship between text and context in global literature.
EN12Lit-IIg-35
References : https://bit.ly/1UxE1gw LAS No.: 22
CONCEPT NOTES
In reading, both text and context must be considered. To understand and
appreciate a literary selection (novel, short story, poetry), a reader must
understand the significant contexts in which it was written. Essentially this is the
same difference as foreground and background. Text is the actual words of a
piece of writing such as, “I’m hungry so I went to the market to buy half a kilo of
rice and some salt.”
Context, however, is the meaning of the overall sentence rather than the
definition of each individual word. In the example “I’m hungry so I went to the
market to buy half a kilo of rice and some salt,” the context could mean that the
narrator is poor he or she could only afford half a kilo of rice and some salt
perhaps to make porridge. Context can help us understand the ‘big picture’ of a
sentence or a paragraph, rather than the smaller view of what one word or a
phrase means alone.
Other than that context clues are also sources of information about a word
that helps readers understand the word. This word or phrase offers insight,
either directly or indirectly, into the word's meaning.

EXERCISE: Examine and underline below the context meaning of each highlighted
word in the following sentences.
Example: It was an idyllic day; sunny, warm and perfect for a walk in the
park.
1. She hums continuously, or all the time, and it annoys me.
2. The dates are listed in chronological order. They start at the beginning and
end with the last event.
3. Her animosity, or hatred, of her sister had divided the family.
4. Bill felt remorse, or shame, for his harsh words.
5. This situation is a conundrum - a puzzle.

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Subject : 21 Century Literature from the Philippines and the World
Lesson Title : LITERARY MEANINGS IN CONTEXT AND CRITICAL READING
STRATEGIES IN GLOBAL LITERATURE
Learning Competency : Understand literary meanings in context and the use of
critical reading strategies in global literature. EN12Lit-IIh-36
Reference: https://bit.ly/2zYevwn LAS No.: 23
CONCEPT NOTES
Below is an outline of some basic strategies for critical reading:
1. Annotating - when you annotate, you underline important parts of the text,
such as the thesis statement, topic sentences of body paragraphs and
explanatory material. Annotating may also include circling key words and
writing comments or questions you have about the material in the margins.
2. Contextualizing - when you contextualize a text, you place it within its
original historical or cultural context. As a reader you should try to identify
this context and consider how this context differs from your own.
3. Outlining - this can be used as a preliminary to summarizing. Outlining allows
you to identify the basic structure of a text and the main ideas of the text.
In an outline you are listing the main ideas and supporting evidence of a text.
4. Paraphrasing - when you paraphrase a text, you put it into your own words.
This can be helpful in understanding a difficult or ambiguous passage.
5. Summarizing - summarizing creates a new text by synthesizing the material
of the original. After outlining the text, the information is put together
again in your own words. Summarization fosters understanding of the text,
as you need to be able to recreate the meaning of the text in your own words.

EXERCISE: Examine the story Animal Farm by George Orwell as contextualized

and underline the context of the book.

George Orwell felt disillusioned by Soviet Communism, and its revolution

during his time. In the phenomenal novel, Animal Farm, Orwell has expressed
himself by using satire through the allegorical characters of Old Major and Boxer;
relating them to the Russian Revolution and its characters. Orwell uses animals to
explain history and context of Soviet Communism, some of which relate to party
leaders. For instance, the pig Napoleon represents Joseph Stalin, and Snowball
represents Leon Trotsky. In fact, Orwell uses this fable for political and aesthetic
reasons, following the Russian Revolution as its context.

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