SHS

IMUS UNIDA CHRISTIAN SCHOOL

Quality. Christian. Education.

21st Century Literature from

the Philippines and the World
Quarter 1 Module 1: Lesson 2

Dimensions of Literary Text

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 21st Century Literature from the Philippines and the World
Quarter 1 Module 1: Lesson 2

MELC 1: Writing a close analysis and critical interpretation of literary texts and doing an
adaptation of these require from the learner the ability to:
a.) Analyze literary text in terms of its geographic, linguistic and ethnic dimension by
applying a technique.
Specific Objectives:
1) Identify the geographic, linguistic, and ethnic dimensions of literary text.
2) Analyze a literary text using the formalist approach.
3) Appreciate the various dimension of literary text by examining the geographic, ethnic
and linguistic dimension of literary text.

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks,
etc.) included in this book are owned by their respective copyright holders. Every effort has
been exerted to locate and seek permission to use these materials from their respective
copyright owners. The publisher and authors do not represent nor claim ownership over
them.

Published by the Department of Education

Regional Director: Gilbert T. Sadsad
Assistant Regional Director: Jessie L. Amin

I. Introduction

We have learned from the first lesson of the richness of Philippine Literature from the
Pre-colonial Period to Contemporary Period. Indeed, we can say that the Philippine literature
has come a long way. In this lesson, we will examine a literary text and analyze its
geographic, linguistic and ethnic dimensions.

To understand literature, it is necessary that you ask yourself certain questions, such
as “Why does the author use this particular type of imagery, “Why does the author choose
such words?”. To develop your critical analysis skills, you have to observe the author's style
and intent carefully. Aside from reading the literary text, we also want you to think about it,
react and give meaning to it.

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 This module provides various activities and discussion for you to:

1.) identify the geographic, ethnic and linguistic dimensions of literary text;
2.) analyze a literary text using the formalist approach; and
3.) appreciate the various dimensions by examining the geographic, ethnic and
linguistic dimension of literary text.

II. Pre-Test

Before we start our learning journey, please try to answer the first task below. This
task will give you an overview of what you will learn as you go along this module. Make sure
to finish the task. Give it your best!

Activity 1.

Read the questions carefully and write your answers in another sheet of paper.

1. What critical approach in analyzing literary text focuses on the elements of a work-its
language, structure, and tone?
a. Feminist Approach b. Formalist Approachc. Reader’s Response
Approach

2. When and where the literary text takes place is considered in appreciating the
_________ dimension of the text.

a. Linguistic b. ethnic c. geographic

3. conveys what the literary piece is about.

a. Imagery b. Theme c. Symbol

4. A formalist believes that a literary work is shaped by ______ and

__________.
a. history and politics b. author and his/her biography
c. words and image

5. Who is the one telling the story in a literary piece?

a. narrator b. author c. character

Score: If you answered all the questions easily you did a great job.
If there were at least two questions that you had a hard time answering, you did well
but it means we need to learn more.

Let us begin and discover our new lesson.

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 III. Lesson Proper

Activity 2.
Let’s see how much you have remembered from the last lesson by identifying the

the blank.

Before you uncover the new lesson, we would like you to review the things that you
have learned from the previous module by doing the task below.

Source:
coconuts.com/manila/news Source: canva.com
Source:https://adarna.com.ph

source:https//vimeo.com/21246645

following works of literature and the period they belong to. Write your answers in

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Activity 3.
This time can you identify at least one important point that you have learned from
each period by completing the table below.

Periods of Philippine Characteristics

Literature
Pre-Colonial 1.

Spanish Colonial 2

American Colonial 3.

Japanese Occupation 4.

Contemporary Period 5.

Were you able to recall all the key points from different periods? Why do you need to
be familiar with the history of our Literature? How do you think this will help you?

Building Your Vocabulary

Before we begin our learning journey, let us enrich our vocabulary by doing the task below

Activity 4.

Fill in the vocabulary word cluster below . In the box on the left are words that you will
find in the poem on page 5. Identify the part of speech and write down two
(2) words that you associate with the word. Finally use the word in a sentence

Vocabulary Word Cluster

Dare Synonyms: Sentence: _____________________________

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 ______________________________________
Part of speech:
_____________

Behold Synonyms: Sentence: _____________________________

______________________________________
Part of speech:
_____________

Vision Synonyms: Sentence: _____________________________

______________________________________
Part of speech:
_____________
__
Activity 5.
Read the short poem below from Ivatans. Read it carefully and answer the questions
by writing your answers in a separate sheet of paper.

Whose Face Do I Behold

(Translation by Florentino H. Hornedo from Muyin Paru Ñinu, An Ivatan Laji)

1. Whose face do I behold mirrored

2. Upon the warm water I am about to drink?
3. I dare not drink that the vision I may
4. Prolong!
5. If I die, bury me not
6. at the Cross of San Felix: bury me
7. under your fingernails, that I may
8. be eaten along with every food you eat;
9. that I may
10. be drunk along with every cup 11. of water you drink.
And now answer the questions below based on the poem read.

1. Who is the speaker in the poem? ________________________________

2. Who is being addressed in the poem? ____________________________

3. What situation is being anticipated by the narrator? ___________________

4. What situation is being anticipated by the writer? ___________________

You did a great job in answering the questions. Now let us learn more about the
ethnic group Ivatan and its geography. Let us get to know them more. Activity 6.
Study the information below and perform the tasks that follow.

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 The Ivatan
Meaning: Ivatan is derived from Marunong ( Filipino) and Chapatak (Ivatan) which
literally means “someone who knows” Place of Origin :Batanes
Also known as : “Home of the Winds”
Topographic Description :Northernmost and the smallest province in the country.
It encompasses then chief islands
and three of it are occupied.
Population :37.657
Religion : Today, the Ivatan are basically Catholic
Livelihood : farming, fishing
Famous For : Vakul and kinyaki (headdress), dakay (historical house)
Languages :Ivatan, Ilocano, Tagalog, English
Proverbs:
1. Ivatan : Ipangudidi mu u mapya nanawu
English : Carry with you good teaching, always bear in
mind sound advice.
2. Ivatan : Matakaw ava dimu u kasulivan
English : Nobody can steal your knowledge

Photo by: FerdzDecena

Interesting Information:
____________________________
____________________________
1. Choose one geographical information ______________ Reason:
about the Ivatan that excites you to explore ____________________________
and explain your excitement. ____________________________
_________ ________

____________________________
2. Do you agree with the Ivatan’s ____________________________
____________________________
saying that “Nobody can steal your ____________________________
knowledge” Express your idea in two ____________________________
sentences.

Excellent work! Now that you have learned about the ethnic group Ivatan and their
geography, let’s learn about how to critically analyze the linguistic dimension of a text using
the formalist approach.

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What is Formalist Criticism?

Formalist Criticism

• Formalist Critics (or New Critics) focus on the formal elements of a work - its language,
structure, and tone; they offer intense examinations of the relationship between form and
meaning within a work, emphasizing the subtle complexity of how a work is arranged.

• i.e.: how such things as diction, irony, paradox, metaphor, symbolism, plot,
characterization, rhyme, or narrative technique develop the overall meaning of the piece.

A formalist reads literature as an independent work of art rather than as a reflection of the
author’s state of mind or as a representation of a moment in history. Such things as
biography, history, politics, and economics, for example, are considered far less important
than the writing’s form. Words and image shape the work itself. Applying Formalism in
Analyzing a Literary Text

Step 1. The first step in the formalist approach is to read with an active and critical mind and
paying attention to the details of the poem.

Step 2. Next carefully examine how it is written in narrative form, or in stanzas.

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 Step 3. Note the word that appeals to the senses, more specifically look for

Step 4. Study who is narrating or telling whatppens,

ha who are the characters
in the literary piece and how are these characters revealed to the
readers.

Step 5. Finally, how these parts work together will tell you the theme and the
message it conveys. It answers the question what it is about.

Enrichment Activities

Activity 7.
This time, go back to the poem on page 4 . L et’s practice analyzingthe
linguistic dimension of the poem from the Ivatans using the formalist perspective.
Read the instructions and perform the tasks.

images, similes, metaphors and symbols used in the literary text.

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 Are you done? Which question is easy for you? Which one is difficult to answer?

Do you find it easier to understand the poem using the formalist perspective? Do you
appreciate the poem’s meaning? Do you like how the poem evokes certain feeling when you
comprehend it better? If you answered a resounding YES to all these questions, you have
learned a lot from our module. Congratulations!

Generalization

Activity 8.
You have come a long way in going through analyzing the literary selection. Now, let’s
just have a recap of what you have learned by answering the questions below.

1. What is a formalist approach? What does it look for in a literary text?

__________________________________________________________

2. What is the significance of the formalist approach in analyzing a literary text?

__________________________________________________________

3. How does analyzing the literary text’s geographical, ethnical and linguistic dimension
help in appreciation of literary works?

__________________________________________________________

Application

You did an awesome job in your learning experience and I believe that you are
equipped with the skills to analyze a poetry. To show these skills that you have acquired
please do the task below.

Activity 9.
This time, it is your task to analyze a poem from the 21st century literature. This is not
your typical poem, so carefully read the poem and analyze it by following the steps in the
formalist approach.

CoÑotations Paolo

Manalo

1. I‘m like tripping right now I have suitcase fever.

2. Dude, man, pare, three people can be the same.

3. Except he‘s not who he says he is, pare. He‘s a sneeze with Chinese blood:Ha Ching!

4. Naman, it‘s like our Tagalog accent, so they won‘t think we‘re all airs; somuch weight it
means nothing naman.
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5. Dude, man, pare, at the next stop we‘ll make buwelta. So they can see we know how to
look where we came from.

6. It‘s hirap kaya to find a connection. Who ba‘spuwede to be our guide?

7. Dude, man, can you make this areglonaman?

8. Make it pabalot kaya in the mall. So they can‘t guess what you‘rethinking. That‘s
what I call a package deal.

9. Who says 'coz should be shot.

10. Only kolehiyalas make tusok the fish balls. Us guys, dude

pare, we make them tuhog.

11. Talaga, she said she'd sleep with you? Naman pare, when she says talaga, it
mean's shes's lying.

12. Hey, walanamang like that

-an!

Coñotation Analysis

Step 1.Note some details about the poem that made an impact on you
while reading it.

Step 2. Is the poem narrating a story?

Step 4 . Who are the characters mentioned in the poem? List down the
words that reveal the character’s trait.

Step 5. What is the message being conveyed by the poem?

Step 3 . List down images, simile, metaphors or symbolism used in the
poem that depict geographic, ethnic and linguistic dimension of the
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poem.
 Excellent! You have used your critical thinking skills in analyzing the sample literary
text by looking into its geographic, ethnic and linguistic dimension. Now you are better
equipped in appreciating the next literary text on your next learning adventure.

IV. Assessment

Activity 10.
1. Which of these features of a text would a Formalist NOT be interested in?
a. Structure c. Author’s biographical background
b. Context d. Meaning of words
2. Which of the following appeals to the senses?
a. Imagery b. Simile c. Symbolism d. All of the above

3. In analyzing how the poem started with a rhetorical question you are looking at what
aspect of the literary text?
a. Form b. Setting c. Structure d. Symbol

4. Why does a formalist focus on diction, irony, paradox and narrative techniques in
obtaining the meaning of a literary piece? a. A formalist considers the history to
obtain meaning
b. A formalist wants to examine how the work is arranged
c. A formalist looks at how words shape the meaning of a literary piece
d. A formalist believes that a literary piece is a reflection of the author’s mind

5. What is revealed when imagery, character and setting work together?

a. Form b. Structure c. Symbol d. Theme

V. Enrichment/ Additional Task

Activity 11.
You would have noticed in the poem “Coñotation” how the words dude, man, pare
were repeated several times. Try to use these words around your house. Take note of your
family members’ reactions and how it made them feel. Write about the experience in your
journal.

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DIARY NG COÑO

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Key to Correction

Activity 1. Activity 6
1.b 1. Answers may vary
2.c 2. Answers may vary
3.b

4.c
5. False Activity 7.
1. Answers may vary
Activity 2 2. Answers may vary
Possible Answer: Cemetery, death
1. Spanish Colonial 3. Answers may vary
2. Spanish Colonial 4. Answers may vary
Possible Answer: Water, food – what.

3.4. American ColonialPre-Colonial

sustains us. 5. Answers may vary.
Possible Answer:
5. Contemporary Love that may never be forgotten
even after death.
Activity 3.
6. Based on traditions, more on Activity 8 (Application)
oral literature 1. Answers may vary
7. religious/ secular, Spanish as 2. Yes, the poem is telling a story medium
of communication 3. Answer may vary
Geographic – mall, kolehiyala, fishball
8. Imitation of English and American Linguistic – tagalog, dude, man, pare
Models/ Rise of short stories and ethnic – “ we know how to look where we
Novels came from” , “when she say’stalaga, she’s
9. Fiction prevailed over lying”
poetry / free verse 4. Men – dude, man , pare
10. Use of symbolism and allegories 5. Answers may vary

Activity 4
Dare Synonyms:

challenge, provoke, Activity 9 (Assessment)

Part of speech: verb
taunt
1. c
Behold Synonyms: 2.True
3. C
see, observe, view 4.marunong
Part of speech: verb
Vision Synonyms: 5.True 11

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 eyesight, sight,
imagination
Par of speech: noun

• Sentences may vary.

Activity 5.

1. The author

2. Answers may vary – loved ones

3. Answers may very - Death, separation

Bibliography

Books
Lumbera, Beinvenido and Lumbera Cynthia Nograles. Philippine Literatue, A History and
Anthology.
Anvil Publishing, Manila Philippines 2005

Tayao, Ma Lourdes G., Alonzo, Rosario and Flores Eden Regala. 21st- Centure Literature from
the Philippnes and the World for Senior High School.

Gasulas Allen Montenegro,Mantarin Gerardo Gabriel et.al. Integrated English for Effective
Communication in Creative Writing. Phoenix Publishing House, Manila
Philippines 2017.

Solmerano, Ernesto Thaddeus, OndevillaMiel Kristian et. Al. Creative Writing K-12 Basic
EducationCurriculum Senior High School – Academic Track. OBE
Publishing,
Manila Philippines 2017.

Diyanni, Robert . Literature Approaches to Fiction, Poetry, and Drama. 2nd ed. Boston: McGraw
Hill,
2008

Websites

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Mendoza, Paul Anthony and Silva Maristel , 21st Century Literature from the
Philippines and the World II. Accessed on June 23, 2020,
https://www.scribd.com/document/412634387/21st- Century-Literature-of-thePhilippines-
and-of-the-World-1.

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