21ST Century - Week 1 4

PHILIPPINE CENTRAL ISLANDS COLLEGE
San Jose Occidental Mindoro
21 Century literature
st
for the Philippines and

the world
Quarter 2 – Module 1 - 2: Week 1 - 4
Our School Hymn

VERSE 1:
Quarter 1 - Week 5 - 8
Over pearl of the Orient Seas Central Isles
Arose a beacon of light of learning
A glow that gives hope and good tidings
That illuminates the way of our new beginning
CHORUS:
Shine Philippine Central Islands College
Vision burning, Mission sustaining
Shine, March towards the zenith of success
Shine, rejoice and to Thee for we are blest.
VERSE 2:
Since fruits of wisdom are now ripe and good,
We’re able to face the plights of the world
We will always be loyal and fruitful
Let those who come behind us find us faithful
Repeat Chorus 2x
Shine rejoice and to Thee for we are blest.
Pre-Test
Multiple Choice. Answer the questions that follow. Choose the best answer from among the given
choices.
1. Confucius is a famous ______________ in ancient Chinese history.

A. writer B. narrator C. philosopher D. poet
2. The oldest collection of Chinese poetry is called ___________.
A. Book of Poetry B. Book of Songs C. Book of Changes D. Book of Olds
3. Who was the first writer in Chinese to win Nobel Prize for literature?
A. Kung Fu Tzu B. Mo Yan C. Lu Xun D. Lao Tzu
4. Who is commonly considered the greatest Chinese writer of the 20 th century?
A. Lu Xun B. Lao Tzu C. Confucius D. Mo Yan
5. The theme of the The Taxi man’s Story is
A. how hard worker the taxi man is
B. how the passenger appreciates the taxi man
C. how the taxi man‘s daughter is different compared to other girls.
D. how teenagers nowadays are different compared to older generations
6. The Taxi man‘s Story is written in ___________ point of view
A. First person point of view C. Second person point of view
B. Third person point of view D. Omniscient point of view
7. The literature of Singapore comprises a collection of literary works by Singaporeans in any of the country‘s
_______ languages.
A. two B. three C. four D. five
8. It is something that shows how two things are alike, but with the ultimate goal of making a point about this
comparison.
A. simile B. metaphor C. analogy D. allegory
9. A figure of speech that makes an implicit, implied, or hidden comparison between two things that are
unrelated but which share some common characteristics.
A. analogy B. allegory C. allusion D. metaphor
10. A figure of speech whereby the author refers to a subject matter such as a place, event, or literary work by
way of a passing reference.
A. allegory B. analogy C. allusion D. metaphor
11. The sequence of series of events in a story
A. setting B. plot C. theme D. conflict
12. The underlying message that the writer would like to get across.
A. plot B. theme C. conflict D. setting
13. The locale or period in which the action of a story takes place
A. conflict B. setting C. plot D. mood
14. ___________ is considered the world‘s first novel.
A. Tale of Genji B. Book of Songs C. Tale of Yasunari D.Book of Poetry
15. The country which has much influence on Japanese literature was ___________.
A. Singaporean B. Chinese C. Mongolian D. Vietnamese
16. It consists of one or two pages of written critique that will succinctly discuss your idea, realization, or
concept regarding a literary selection.
A. essay B. short paper C. narrative D. analysis
17. In the movie The Hunger Games why does the Capitol hold the Hunger Games?
A. To keep the districts happy
B. because they are part of a religious festival
C. as a way to control the size of the population
D. To remind the districts that they are powerless against it
18. Under what circumstances did Katniss first meet Peeta in Hunger Games?
A. They did a project at school together
B. They were both in the woods hunting
C. Peeta was injured and Katniss‘ mother helped him.
D. Katniss was looking for food and Peeta gave her bread.
19. How do Katniss and Peeta force the Capitol to declare them both winners?
A. They threatened to run away
B. They threaten to commit suicide.
C. They threaten to cause a rebellion against the Capitol.
D. They threaten that the winner will tell about everything.
20. The bottle fizzed then popped is an example of _________.
A. onomatopoeia B. simile C. repetition D. metaphor
21. The mouse beneath the stone is still as death is an example of _____________.
A. simile B. metaphor C. onomatopoeia D. personification
22. When the word at the end of a line rhymes with another word at the end of another line, it is called
A. internal rhyme B. end rhyme C. rhythm D. repetition
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23. A poem with songlike feel; it focuses on adventure or romance and tells a story it is called
A. figurative language B. lyric C. narrative D. rhythm
24. The author of a poem is called ___________.
A. narrator B. poet C. author D. writer
25. The movement that opened the avenue for writers to celebrate what is truly African
A. nationalistic B. Negritude C. Africanism D. patriotism
26. Though African writers wrote in European language, they nevertheless embodied the spirit of __________.
A. patriotism B. nationalism C. truth D. bayanihan
27. He took credit for developing magical realism
A. Mario Vargas Llosa B. Gabriel Garcia Marquez
C. Julio Cortazar D. Jose Garcia Villa
28. Which of the following is TRUE about magical realism?
A. It follows the traditional time structure.
B. It occurs because of the use of devices not similar to poetry.
C. The elements of the magical and the ordinary are interwoven seamlessly.
D. Magic realism is like science fiction.
29. Who said that immature poets imitate; mature poets steal?
A. Thomas Hardy C. T.S. Eliot
B. Thomas Babington Macaulay D. William Wordsworth
30. It is imaginative response to an experience reflecting a keen awareness of
language.
A. narrative C. poetry
B. figurative language D. words
31. Poetry uses two kinds of language. What are they?
A. long and short C. lyric and narrative
B. literal and figurative D. emotional and comparative
32. It is the spontaneous overflow of powerful words collected in moments of
tranquillity. This refers to what kind of poetry?
A. lyric C. narrative
B. poetry D. figurative
33. What kind of poetry gives a verbal representation, in verse, of a sequence of
connected events, it propels characters through a plot?
A. narrative C. literal
B. lyric D. figurative
34. In "Death" by Emily Dickinson, the three things that Death's carriage holds are...
A. hope, superstition, and truth
B. clarity, despair, and triumph
C. death, the speaker, and immortality
D. a way out, acceptance, and understanding
35. What does ‗setting sun‘ indicate in the poem ―Death‖ by Emily Dickinson?
A. death C. life
B. sun D. sunset
36. Which of the following statements about Emily Dickinson‘s poem ―Death‖ is TRUE?
A. It portrays death as something that should be feared.
B. It portrays death as something that should not be feared.
C. It highlights how everyone interprets death in the same way.
D. It highlights how everyone‘s interpretation of death is unique.
37. As a literary device, persona refers to what three things:
A. character, voice, and role
B. drama, poetry and prose
C. music, movies, and audiobooks
D. fiction, non-fiction and historical fiction
38. What is a thing that represents something else?
A. symptom B. theme C. symbol D. thesis
39. What is symbolism?
A. Any story that attempts to explain how the world was created
B. A pattern of sound that includes the repetition of consonant sounds
C. An actor‘s speech, directed to the audience, that is not supposed to be heard by other actors.
D. The use of an object, person, situation, or word to represent something else (an idea) in literature.
40. Which of the following is an example of symbolism in literature?

A. Fall representing growing old
B. water symbolizing rebirth
C. The color black to symbolize evil
D. All of these are correct
41. Identify what stage symbolizes.
―All the world‘s a stage.
And all the men and women merely players;
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they have their exits and their entrances;
And one man in his time plays many parts,‖
A. world B. participants C. play D. theatre
42. What is central idea?
A. tone of the passage B. theme of the passage
C. a summarized sentence D. central point that ties everything together.
43. Where could you find central idea?
A. first sentence B. last sentence
C. not stated by implied D. all of the above
44. Why would you need to know what the central idea of a paragraph/poem is?
A. I don‘t know. B. So you can find the theme.
C. So you could find the main idea. D. so you can understand what the article/poem is about
45. In Sonnet XVII by Pablo Neruda, who is the persona talking to?
A. his mother B. his sister
C. his other woman D. a woman that he loves
46. What does rose of salt symbolize in Sonnet XVII?
A. something near the ocean
B. a rose made of salt
C. sand in the ocean
D. flower that grows near the ocean
47. What is the meaning of the 3rd stanza of Sonnet XVII?
A. he simply loves her no matter what happens
B. he is telling his lover about a few things that don‘t represent his love
C. he is telling how it is that he does love his partner.
D. he re-emphasizes the fact that his love is not based on beauty
48. To what sense does the second stanza appeal to?
A. smell B. taste C. sight D. touch
49. What is the central idea of the sonnet?
A. one should not fear death
B. growth and decay evident in the battle against time
C. immortality can be reached through the poet's "engrafting
D. to love completely and honestly is the most beautiful thing of all
50. What is literature?
A. It refers to writing considered to be an art form or any single writing deemed to have artistic or
intellectual value.
B. It is a survey of scholarly sources (such as books, journal articles, and theses) related to a specific
topic.
C. It is the comparison, analysis, interpretation, and/or evaluation of works of literature.
D. It is subjective writing because it expresses the writer's opinion or evaluation of a text
Lesson 8: Asian Literature: Chinese

Grade 12, First Semester, Q2 – Week 1
What I Need to Know

In this module, you are going to write a close analysis and critical interpretation of literary texts and
doing an adaptation of these which require you the ability to:
In this lesson, you are going to:
a. Identify representative texts and authors from Asia, North America,
Europe, Latin America, and Africa;
b. Produce a creative representation of a literary text by applying
multimedia and ICT skills;
c. Do self- and/or peer-assessment of the creative adaptation of a
literary text, based on rationalized criteria, prior to presentation.
4
What I Know
Try your hand on the crossword puzzle. Which ones do you know about Chinese literature?
Across
1. Confucius is a famous ____ in
ancient Chinese history.
2. The mystic philosophy inspired
by Chinese philosopher Lao Tzu
3. oldest collection of Chinese
poetry
5. Chinese literature has very
_____beginnings.
6. It is a series of rulers from the
same family
9. The poet who centers his works
on war and bitter experience.
Down
2. The great poets Li Po and Tu Fu
became popular during this dynasty.
4. He is Kung Fu Tzu, and he founded
Confucianism.
7. Who was the first writer in Chinese to
win Nobel Prize for literature?
8. Who is commonly considered the
greatest Chinese writer of the 20th
century?
What’s In
Having probed the diversity and vast richness of Philippine literature – from the country‘s
pre-colonial oral traditions to the literature at contemporary times, let us now explore the literature of
other countries across the globe and discover the uniqueness, distinction, and complexity of their
literary traditions. We will have a tour from one continent to another for us to appreciate the
literature of each region. Our exploration will start with our neighboring countries in Asia.
Asian regions that have produced literature through the ages include: East Asia (China, Japan,
Korea); South Asia (which includes India); Central Asia (Afghanistan, Kazakshtan, Turkmenistan,
Uzbekistan, Mongolia, Tibet, and Nepal); the Middle East; and Southeast Asia (which includes the
Philippines).
Modern influences on Asian literature include cultural movements, war and colonization, and
influence from the West. (Simoun Victor D. Redoblado, Brilliant Creations Publishing, Inc., 2017,
102-105)
Before we take the tour, let‘s look back at what you‘ve learned from our own Philippine
literature.
Read carefully each statement. Choose the correct answer, and write the letter of the correct
answer in your LITERATURE ACTIVITY NOTEBOOK.
1. What poetry is written and read on a mobile phone?

A. rhyme B. hypertext C. lyric poetry D. textual
2. Which of these statements is NOT TRUE about creative nonfiction?
A. It tells a real story. C. It is a major genre of literature.
B. It tells a realistic story. D. It uses a literary style of writing
3. All of these kinds of electronic literature are of the same genre EXCEPT one.
Which one is it?
A. hyperfiction B. hyperpoetry C. photo poem D. textual
4. Characterized by beauty of expression and form and by the universality of
intellectual and emotional appeal is ____________.
A. literature B. poem C. prose D. story
5. It covers all stories from fantasy to science fiction to slipstream to magic realism to
urban fantasy.
A. Chick lit C. hyper poetry
B. flash fiction D. speculative fiction
6. What is 21st century literature?
A. anything written and published in the year 1900
B. anything written and published in 1990 onwards
C. anything written and published in the year 2000s.
D. anything written and published in the year 2010 onwards
7. ―Manananggal Terrorizes Manila and Other Stories‖ is an example of this 21 st
century literature genre. What is it?
A. Chick lit B. Creative Nonfiction
C. Flash fiction D. Graphic novels.
8. It is consists of heroine-centered narratives that focus on the trials and tribulations
of their individual protagonists.
A. speculative fiction B. chick lit
C. creative nonfiction D. flash fiction
9. Flash fiction goes by many names, and they include the following EXCEPT
A. microfiction B. microstories
C. short-short stories D. story card fiction
10. It is an online journal or informational website displaying information in the
reverse chronological order, with latest posts appearing first.
A. graphic novels B. blog C. text tula D. hyperpoetry
What’s New
At this point in our study of world literature, we are going to take a look at Chinese culture.
Take a minute or two to remember the things you already know about China. You will give three(3)
of each category that will be asked. Write your answers in your LITERATURE ACTIVITY
NOTEBOOK.
A. Entertainment C. History
Name 3 types of Chinese Art Name 3 dynasties in China
1. 1.
2.
2.
3.
3.
B. Food D. Religion
Name 3 crops grown in China Name 3 religions in China
1. 1.
2. 2.
3.
What Is It
Chinese literature began more than two thousand years ago, with The Book of Poetry
(Shijing) as its first anthology. This book, compiled sometime after 600 B.C. by Confucius (551–479
B.C.), is a collection of 305 poems that date back to a period between approximately 800 and 600
B.C.
Among the rhetorical devices employed in this first poem of The Book of Poetry is the use of
metaphor — crying ospreys compared to the lord and lady, for instance.
3.
Following The Book of Poetry, highlights of traditional Chinese literature include The Songs of the
South (Chuci); the prose writings in history and philosophy of the Qin and Han dynasties; Tang
poetry; the Song lyric; the prose of the Tang and Song dynasties; and the short stories, novels, and
dramas from the Tang to the Qing dynasties.
The modern period of Chinese literature, which began in the 1910s, is even more
multifarious and voluminous. Running the risk of abstraction and oversimplification, Chinese
literature is characterized as the expression of both the heart and the mind, as concerning the
individual and society, as variously sublime and graceful, and as blending reality and the
imagination.
Traditional Chinese literature developed under the intellectual influences of Confucianism,
Daoism (Taoism), and Buddhism. Confucianism preaches benevolence, righteousness, individual
effort, commitment to society, and harmony among people.
Traditional Chinese literature came under the influence of Christianity in the Ming dynasty (1368 –
1644), when Western missionaries made their way to China. As music is related to poetry,
traditional Chinese poetry was inevitably influenced by the music of the non-Chinese ethnic groups
who resided mostly on the Chinese borders. In general, traditional Chinese literature, though mainly
a product of Chinese civilization, has absorbed, in its course of development, certain elements from
cultures other than the Chinese.
Chinese literature in the twentieth century made a dramatic turn to the West. This change
affected not just literature but virtually all aspects of Chinese culture.
To be sure, twentieth-century Chinese literature has been receptive to the literary works of
such Eastern countries as India and Japan, but the presence of the West is quite overwhelming.
In Modern times, Chinese writers have remained prolific. Though the social impact of
literature may be as monumental as it was in the past, the Chinese literary tradition is
nevertheless prosperous. Notable names include Mo Yan, a fictionist who won the 2012
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Nobel Prize for Literature. Remarkable too were the novels of Yu Hua, Wang Shuo and Shi
Tiesheng, and the stories of Gao Xiaosheng, Wang Zengqi, and Zhang Chenzhi.
As religion, war, and politics shaped Asian societies, literature prospered to mirror these
developments. As children of this continent, we need to appreciate the literary outputs of our Asian
neighbors.(Simoun Victor D. Redoblado, (Brilliant Creations Publishing, Inc., 2017), 102.
Now, be ready to read one of Arthur Waley‘s works. Arthur Waley was a 20 th century scholar
who translated numerous Chinese and Japanese classics.
Battle
Chu‘ü Yüan
translated by Arthur Waley
―We grasp our battle-spears: we don our breast-plates of hide.

The axles of our chariots touch: our short swords meet.
Standards obscure the sun: the foe roll up like clouds.
Arrows fall thick: the warriors press forward.
They menace our ranks: they break our line.
The left-hand trace-horse is dead: the one on the right is smitten.
The fallen horses block our wheels: they impede the yoke-horses!‖
They grasp their jade drum-sticks: they beat the sounding drums.
Heaven decrees their fall: the dread Powers are angry.
The warriors are all dead: they lie on the moor-field.

They issued but shall not enter: they went but shall not return.
The plains are flat and wide: the way home is long.
Their swords lie beside them: their blacks bows, in their hand.
Though their limbs were torn, their hearts could not be repressed.
They were more than brave: they were inspired with the spirit of ―Wu.‖
Steadfast to the end, they could not be daunted.
Their bodies were stricken, but their souls have taken Immortality –
Captains among the ghosts, heroes among the dead.
Read another poem written by a modern Chinese poet, Yu Xiuhua, who became well known in 2014
with her online poem ―Crossing Half of China to Sleep with You.‖ Explore one of her poems.
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On the Threshing Floor, I Chase Chickens Away
Yu Xiuhua
translated by Ming Di
And I see sparrows fly over. They look around

as if it‘s inappropriate to stop for just any grain of rice.
They have clear eyes, with light from inside.
Starlings also fly over, in flocks, bewildered.
They flutter and make a sound that seems to flash.
When they‘re gone, the sky gets lower, in dark blue.
In this village deep in the central plain
the sky is always low, forcing us to look at its blue,
the way our ancestors make us look inside ourselves,
narrow and empty, so we look out again
at the full September –
we‘re comforted by its insignificance but hurt by its smallness.
Living our life this way, we feel secure.
So much rice. Where does it come from?
So much gold color. Where does it come from?
Year after year I‘ve been blessed, and then deserted.
When happiness and sadness come in the same color code,
I‘m happy
to be forgotten. But who am I separated from?
I don‘t know. I stay close to my own hours.
What’s More
Compare the work of Chu‘ü Yüan with the work of Yu Xiuhua. Consider the similarities and
differences in subject matter, imagery, and style in your comparison. Copy the diagram in your
LITERATURE ACTIVITY NOTEBOOK. Then, Fill in the Venn Diagram with the similarities and
differences of the two poems.
Battle
On the Threshing Floor, I Chase
Chu’ü Yüan
Chickens Away
Subject Battle Yu Xiuhua
Similarities
matter: Chu’ü Yüan Battle
Battle
imagery: Chu’ü Yüan Chu’ü Yüan
style:
What I Have Learned

Answer the following questions. Write your answers in your LITERATURE ACTIVITY NOTEBOOK.
1. What emotions do you feel after reading the poem? Why did you feel that way?
___________________________________________________________________
2. How would you compare the two poems? Which elements do they share, and what differences
do they have?
_______________________________________________________________________________
3. What message does each poem convey?
_______________________________________________________________________________
4
What I Can Do
Your task is to create a beautiful multimedia presentation that showcases one of the best
Chinese short stories written. Your multimedia must not exceed five (5) minutes. It must have the
complete elements of the story. Be creative and be visually appealing.
Criteria Description Score
10 points 7 points 4 points
The presentation The The presentation
Visual appeal is visually presentation is has poor visual
appealing, with moderately appeal, with
harmonious appealing unbalanced
colors, shapes, visually, with color
and sizes of generally combinations,
figures in the harmonious shapes, and
presentation. colors, shapes, sizes of figures
and sizes of in the
figures in the presentation
presentation
Cohesion The presentation The The presentation
shows all the presentation is confusing; it
elements of the shows some of does not show
short story and the elements of all the elements
blends it well in the short story of the short story
the narrative and blends it in and these do not
the narrative. blend well in the
narrative
Creativity The presentation The The presentation
is unique, presentation is is unoriginal, and
interesting, and somewhat it is not pleasant
innovative. It is a unique and fun to watch.
pleasure to to watch.
watch.
Score /30
Post Assessment
1. Confucius is a famous ____ in ancient Chinese history.

A. historian B. poet C. philosopher D. emperor
2. Name the mystic philosophy inspired by Chinese philosopher Lao Tzu.
A. Daoism B. Confucianism C. Taoism D. Buddhism
3. The great poets Li Po and Tu Fu became popular during this dynasty.
A. Shang Dynasty B. Ming Dynasty C. Tang Dynasty D. Hang Dynasty
4. What is the subject matter of the poem ―Battle‖ by Chu‘ü Yüan?
A. nationalism B. patriotism C. independence D. loyalty
5. Chinese literature has very _____beginnings.
A. new B. ancient C. recent D. contemporary
6. Which of the following is the oldest collection of Chinese poetry?
A. Book of Psals B. Book of Songs C. Book of poetry D. Book of old
7. Who was the first writer in Chinese to win Nobel Prize for literature?
A. Li Po B. Du Fu C. Lu Xhun D. Mo Yan
8. Which of the following imagery is used in ―On the Threshing Floor, I Chase
Chickens Away?
. A. arrows fall thick
B. the virtual spring in the flowering
C. starlings also fly over, in flocks, bewildered
D.the axles of our chariots touch: our short swords meet
9. The poet who centers his works on war and bitter experience.
A. Du Fu B. Lu Xhun C. Mo Yan D. Chu‘ü Yüan
10. Who is commonly considered the greatest Chinese writer of the 20 th century?
A. Mo Yan B. Du Fu C. Yu Xiuhua D. Lu Xhun
5
Lesson 9: Asian Literature: Singaporean
What I Need to Know

You will continue your journey in discovering Asian literature. This time you will learn about
Singaporean literature. Be ready to experience different activities that are designed to help deepen
your understanding about the country‘s literature.
In this Lesson, you are going to:
a. Compare and contrast the various 21st century literary genres and
their elements, structures, and traditions from across the globe;
c. Do self- and/or peer-assessment of the creative adaptation of a
What I Know
Congratulations! You finished exploring Chinese literature. You were able to compare and
contrast two poems written by calibre poets. Now, it‘s time for you to move to another destination - a
country which is just a neighbour to us in Southeast Asia, but before we move on, let‘s check what
you now know about Singapore‘s literature.
. Read carefully each statement. Choose the correct answer, and write the letter of the correct
1. The literature of Singapore comprises a collection of literary works by Singaporeans in any of the
country‘s four main languages namely, English, _______, Malay and Tamil.
A. Singaporean B. Chinese C. Malaysian D. Indonesian
2. The poetry of this Singaporean younger generation is often politically aware, ____________ and
cosmopolitan.
A. global B. transnational C. national D. hierarchical
3. What is the predominant mode of expression in Singaporean literature?
A. novel B. drama C. poetry D. song
4. _____________ writing in English did not start in earnest until after independence.
A. Poetry B. Narrative C. Fiction D. Novel
5. Who remains a pioneer in writing novels?
A. Catherine Lim B. Goh Poh Seng C. Kuo Pao Kun D. Robert Yeo
6. At what point of view is The Taximan’s Story is written?
A. first person B. third person C. second person D. omniscient
7. The passenger of the taximan in the story is a ____________________.
A. woman B. teacher C. doctor D. tourist
8. In the Singaporean story The Taximan’s Story, what is the irony?
A. The taximan picks up young girls and their foreign boyfriends in his taxi to make
more money, but his son also hangs out with his foreign friends to make money.
B. The taximan stated that he must sweat a lot, so he could support his family while
he just lets his daughter stay in the house.
C. The taximan talks to his passenger about his life as a taxi man, where he had
been driving the taxi for 20 years, but he said that his life has no improvement.
D. The taximan picks up young girls and their foreign boyfriends in his taxi to make
more money, but his daughter also hangs out with foreign men for money.
9. The passenger of the taximan wants him to take her to the ________________.
A. National hotel of Singapore
B. National University of Singapore
C. National museum of Singapore
D. National airport of Singapore
10. What is the theme of The Taximan’s Story?
A. lack of moral values among teenagers these days
B. the problem of the taximan about his daughter
C. the financial struggle of the taximan
D. the dishonesty of some students towards their parents
6
What’s In
Before we move on, let‘s check what you‘ve learned about Chinese literature.
Fill in the blanks with word/s that will complete each statement about Chinese literature. Write your
1-3. Modern influences on Asian literature include ___________ movements, war and
________________, and influence from the ____________.
4-5. Asian regions that have produced literature through the ages include East Asia,
____________, Central Asia, the Middle East, and ______________.
6. __________________ wrote the poem Battle.
7. On the Threshing Floor, I Chase Chickens Away was written by ______________.
8. The theme of the poem Battle is ______________________.
9. ____________________ was a 20 th century scholar who translated numerous Chinese and
Japanese classics.
10. On the Threshing Floor, I Chase Chickens Away was originally written in Chinese, but it was
translated by _________________ to English.
What’s New
Create a semantic map about everything you know about Singapore and its literature. An
example of a semantic map is given below. You may create your own. Write your answer in your
LITERATURE ACTIVITY NOTEBOOK.
What is It
The literature of Singapore comprises a collection of literary works by Singaporeans in any
of the country‘s four main languages: English, Chinese, Malay and Tamil. A number of Singaporean
writers such as Tan Swie Hian and Kuo Pao Kun have contributed work in more than one language.
There were varying levels of activity in succeeding decades, with poets in the late 1980s and
early 1990s including Simon Tay, Leong Liew Geok, Koh Buck Song, Heng Siok Tian and Ho Poh
Fun. In the late 1990s poetry in English in Singapore found a new momentum with a whole new
generation of poets born around or after 1965 now actively writing and publishing, not only in
Singapore but also internationally. The poetry of this younger generation is often politically aware,
transnational and cosmopolitan, yet frequently presents their intensely focused, self-questioning and
highly individualised perspectives of Singaporean life, society and culture. Some poets have been
labelled Confessional for their personalised writing, often dealing with intimate issues such as
sexuality.
With the independence of Singapore in 1965, a new wave of Singapore writing emerged, led
by Edwin Thumboo, Arthur Yap, Robert Yeo, Goh Poh Seng, Lee Tzu Pheng and Chandran Nair.
Poetry is the predominant mode of expression; it has a small but respectable following since
independence, and most published works of Singapore writing in English have been in poetry.
Drama in English found expression in Goh Poh Seng, who was also a notable poet and
novelist, in Robert Yeo, author of 6 plays, and in Kuo Pao Kun, who also wrote in Chinese. The late
Kuo was a vital force in the local threatre rrenaissance in the 1980s and1990s.
Fiction writing in English did not start in earnest until after independence. Short stories
flourished as a literary form, the novel arrived much later. Goh Poh Seng remains a pioneer in
writing novels well before many of the later generation, with titles like If We Dream Too Long (1972)
– widely recognised as the first true Singaporean novel – and A Dance of Moths (1995).
Below is the text ―The Taximan‘s Story.‖ Read the text and identify the points in which
Singaporean literature is similar with Philippine literature and the points in which they differ.
The Taximan’s Story

By Catherine Lim ―Little Ironies‖ : Stories of Singapore
Take me to National University of Singapore, please make it fast cause I got a meeting to
attend and I need to be there on time. Very good, Madam. Sure I will take you there in plenty good
time for your meeting, Madam. This way better, less traffic, less car jams. Half hour should make it,
Madam, so not to worry.
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Have you been taxi man for a long time? What did you say, Madam? I said have you been
taxi man for a long time? Ha, ha, Yes, yes. I‘ve been taxi man for 20 years now, Madam. A long
time ago, Singapore not like this – so crowded, so busy. Last time, more peaceful, not so much taxi
men or so much cars and buses.
Oh, you must been working so hard! Yes,Madam, I can make a living. So so. What to do? I
must work hard if wants to success in Singapore. People like us, no education, no capital for
business, we must sweat to earn money for wife and children.
Do you have a big family? Yes, Madam,quite big family–eight children,six sons,two
daughters.Big family! Ha!ha! No good, Madam. In those days, where got Family Planning in
Singapore? People born many, many children, every year, one childs.Is no good at all. Two
children, three children, enough, stop. Our goverment say stop.
Lucky for me, all my children big now. Four of my sons working–one a businessman, two
clerks, one a teacher in Primary school, one in National Service, one still schooling. My eldest
daughter, she is twenty plus, stay at home, help the mother.
Is your daughter already married? No,not married yet–very shy, and her health not so good,
but a good, obedient girl. My other girl– Oh, Madam! Very hard for father when daughter is no good
and go against her parents. Very sad, like punishment from God
Today, young people not like us when we are young. We obey. Our parents say don‘t do
this, we never do. Otherwise, the cane. My father cane me, I was big enough to be married, and
still got caning. My father he was very strict, and that is good thing for parents to be strict. If not,
young boys and girls become very useless. Do not want to study, but run away, and go to night
clubs and take drugs and make love. You agree with me, Madam?
Yes! I absolutely agree with you. Today, young people they are very trouble to their parents.
Madam, you see this young girl over there, outside the coffee house? See what I mean, Madam?
Yes. they are only schoolboys and schoolgirls, but they act as big shots, spending money, smoking,
wearing latest fashion, and making love. Yes, that‘s true. Even though you‘re just a taxi man you
are aware about the behaviour of the teenagers today. Ah, madam, I know! As taxi man, I know
them and their habits.
Madam, you are a teacher, you say? Yes. You know or not that young schoolgirls, fifteen,
sixteen year old, they go to school in the morning in their uniforms and then afterschool, they don‘t
go home, they have clothes in their schoolbag, and they go to public lavatory or hotel and change
into these clothes, and they put make-up on their face. Their parents never know. They tell their
Mom go school meeting, got sports and games, this, that, but they really come out and play the fool.
Ah, Madam, I see you surprise but I know, I know all their tricks a lot. as I take them in my
taxi. they usual is wait in bowling alley or coffee house or hotel, and they walk up, and friend, the
European and American tourists, and this is how they make fun and also extra money.
Madam, you believe or not when I tell you how much money they got? I say! Last night, Madam, this
young girl, very pretty and make-up and wear sexy dress. She told me take her to orchid mansions
– this place famous, Madam, fourth floor flat – and she open her purse to pay me, and I say! All
American notes – ten dollar notes all, and she pull one out and say keep change! As she has no
time already.
Madam, I tell you this, every month, I got more money from these young girls and their
American and European boyfriends in my taxi, more than I get from other people who bargain and
say don‘t want go by meter and wait even for ten cents change. Phui!! Some of them really make
me mad. But these young girls and their boyfriends don‘t bargain, they just pay, pay, and they
make love in taxi so much they don‘t know if you go round and round and charge them by meter!
I tell you, Madam, some of them don‘t care how much they spend on taxi. It is like this: after
1 a.m. taxi fare double, and I prefer working this time, because naturally, much more money. I go
and wait outside Elroy Hotel or Tung Court or Orchid Mansions, and such enough, Madam, will
have plenty business. Last Saturday, Madam, no joking, on one day alone I make nearly one
hundred and fifty dollars! Some of it for services. Some of tourists don‘t know where, so I tell them
and take them there, and that‘s extra money.
You surely know a lot of things. Ah Madam, if I tell you all, no end to the story. But I will tell
you this, Madam. If you have young daughter and she say Mummy I got meeting today in school
and will not come home, you must not say, Yes, yes, but you must go and ask her where and why
and who, and you find out. Today young people not to trust, like young people in many years ago.
Why are you telling this? Oh, Madam, I tell you because I myself have a daughter – oh,
Madam, a daughter I love very much, and she is so good and study hard. And I see her report
cards and her teacher write ‗Good work‘ and ‗Excellent‘ so on, so on. Oh, Madam, she my favourite
child, and I ask her what she want to be after left school, and she says go to University.
None of my other children could go to University, but this one, she is very smart and
intelligent – no boasting, Madam – her teachers write ‗Good‘ and ‗Excellent, and so on, so on, in her
report cards. She study at home, and help the mother, but sometimes a little lazy, and she say
teacher want her to go back to school to do extra work, extra coaching, in her weak subject, which
is math, Madam.
So I let her stay back in school and day after day she come home in evening, then she do
her studies and go to sleep. Then one day, oh Madam, it makes me so angry even now – one day, I
in my taxi driving, driving along and hey! I see a girl looking like my Lay Choo, with other girls and
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some Europeans outside a coffee-house but I think, it cannot be Lay Choo, how can, Lay Choo is in
school, and this girl is all dressed up and mak-up, and very bold in her behaviour, and this is not like
my daughter at all.
Then they go inside the coffee-house, and my heart is very, very – how you describe it,
Madam, my heart is very susah hati‘ and I say to myself, I will watch that Lay Choo and see her
monkey tricks. The very next day she is there again I stop my taxi, Madam, and I am so angry. I
rush up to this wicked daughter and I catch her by the shoulders and neck, and slap her and she
scream, but I don‘t care. Then I drag her to my taxi and drive all the way home, and at home I
thrash the stupid food and I
beat her and slap her till like hell. My wife and some neighbors they pull me away, and I think they
not pull me away, I sure to kill that girl.
I lock her up in her room for three days, and I ashamed to tell her teacher, so I just tell the
teacher that Lay Choo is sick, so please to excuse her. Oh, Madam, how you feel in my place?
Make herself so cheap, when her father drive taxi all day to save money for her University.
Is everything between you and your daughter okay now? What is it, Madam? I said is
everything between you and your daughter okay now? Yes, yes, everything okay now, thank you.
she cannot leave the house except to go to school, and I tell her mother always check, check in
everything she do, and her friends – what sort of people they are…
Can you wait for me until my meeting is done? What, Madam? Oh, so sorry, Madam, cannot
wait for you to finish your meeting. Must go off, please to excuse me. In a hurry, Madam. Must go off
to Hotel Elroy –there plenty people to pick up. So very sorry, Madam, and thank you very much. Oh,
that‘s ok. Here‘s the payment. Thank you for sharing your story to me.
My youngest daughter have a similar behavior. Similar like the other schoolgirls that act like
gangster since you‘re a teacher, did you know something strange about the girls? After school time,
they don‘t really go home but they go to hotels and other places for sure.
If you have a daughter, don‘t accept her trust. But you only do that when she wants to go out
just like my naughty daughter who really got caught. For that, I scolded her so loud that I don‘t even
care so I just shout. ----end----
What’s More
Answer the questions below. Write your answers in your LITERATURE ACTIVITY
NOTEBOOK.
1. Who are the characters presented in the story? Can you describe them?
2. What is the irony in the story?
3. What themes are discussed in the story?
What I Have Learned

Answer the following questions about the story you‘ve read. Write your answers in your
1. How do you like ―The Taximan‘s Story?‖

______________________________________________________________
2. Do you think the characteristics and personality of the taxi driver is true for all taxi drivers?
Explain your answer. ______________________________________________________________
3. How realistic is this story? _______________________________________
______________________________________________________________
4. What do you think of the taximan? Do you feel sympathy for him?
______________________________________________________________
What I Can Do
Write a comparative analysis of the Singaporean story The Taximan and a literary work from the
Philippines. Your aim is to use defamiliarization which means that your focus should be on the form
and technique used in literature rather than in its content. Write your analysis in your LITERATURE
9
ACTIVITY NOTEBOOK.
Rubric:
The analysis is The analysis The analysis
Analysis comprehensive, may be given needs thorough
exhaustive, and more editing for
logical. comprehension comprehension
and must be and logic.
edited for
brevity.
Cohesion The paper is The paper is The paper
cohesive and all slightly cohesive needs thorough
ideas relate with and may need to editing for
one another. rid of some cohesion and
ideas that do not logic.
relate to the
wholeness of the
paper.
Research The paper is The paper The research
well-researched. needs further presented in the
research. paper does not
suffice at all.
Score /30
Post assessment
Let‘s recall our lesson about Singapore literature. Read carefully each statement. Choose
the correct answer, and write the letter of the correct answer in your LITERATURE ACTIVITY
NOTEBOOK.
1. Poetry writing in English did not start in earnest until after _____________.
A. war B. independence C. World War 1 D. holocaust
2. The __________of this Singaporean younger generation is often politically aware,
transnational and cosmopolitan.
country‘s _________ main languages .
A. two B. three C. four D. five
4. What is the predominant mode of expression in Singaporean literature?
5. Who remains a pioneer in writing novels?
A. Catherine Lim B. Goh Poh Seng C. Kuo Pao Kun D. Robert Yeo
A. woman B. teacher C. doctor D. tourist
7. The passenger of the taximan wants him to take her to the ________________.
A. National hotel of Singapore
B. National University of Singapore
C. National museum of Singapore
D. National airport of Singapore
8. What is the theme of The Taximan’s Story?
A. lack of moral values among teenagers these days
B. the problem of the taximan about his daughter
C. the financial struggle of the taximan
D. the dishonesty of some students towards their parents
9. At what point of view is The Taximan’s Story is written?
A. first person B. third person C. second person D. omniscient
10. In the Singaporean story The Taximan’s Story, what is the irony?
A. The taximan picks up young girls and their foreign boyfriends in his taxi to make
more money, but his son also hangs out with his foreign friends to make money.
B. The taximan stated that he must sweat a lot, so he could support his family while
he just lets his daughter stay in the house.
C. The taximan talks to his passenger about his life as a taxi man, where he had
been driving the taxi for 20 years, but he said that his life has no improvement.
D. The taximan picks up young girls and their foreign boyfriends in his taxi to make
more money, but his daughter also hangs out with foreign men for money.
10
Lesson 10: Asian Literature: Japanese
What I Need to Know

We are now on Lesson 3 which is still about Asian literature, but this time our focus is on the
literature of the Land of the Rising Sun, Japan. Let‘s explore richness of their literature.
In this lesson, you are going to:
a. Compare and contrast the various 21st century literary genres and their elements,
structures, and traditions from across the globe
c. Do self- and/or peer-assessment of the creative adaptation of a literary text, based on
rationalized criteria, prior to presentation.
What I Know
A. Figures of speech are used in writing to show comparison. Some of these are simile, metaphor,
analogy, allegory, and allusion.
Tell which figure of speech is being defined. Write the correct word in your LITERATURE ACTIVITY
NOTEBOOK.
It is something that shows how
two things are alike, but with the
ultimate goal of making a point
about this comparison. 1. ___________________________
Ex. I like to imagine that the world is
one big machine. ...
A figure of speech that makes an

implicit, implied, or hidden
comparison between two things
that are unrelated but which 2. ___________________________
share some common
characteristics.
Ex. Her long hair was a flowing
golden river.
A figure of speech in which

abstract ideas and
An expression principles
comparing oneare
described in terms of
thing with another, characters,
always
figures, and events.
including the words ―as‖ or ―like‖ 3. ___________________________
Ex.
Ex. The Masque of the Red Death
by Edgar Allan Poe is an allegory for
death. The moral is no man escapes
death.
4. ___________________________
Ex. Her cheeks are red like a rose.
A figure of speech whereby the

author refers to a subject matter 5. ___________________________
such as a place, event, or literary
work by way of a passing
reference.
B. Fill in each blank with the correct word to complete each statement below about Japanese
literature. Choose from the word bank. Write your answers in your LITERATURE ACTIVITY
NOTEBOOK.
China ancient myths Heian Tale of Genji literature

classical medieval modern legends history
drama
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kabuki poetry yomihon
1. The country which has much influence on Japanese literature was ____________.
2. Japanese literature can be divided into four periods: the ___________, ____________,
___________________, and ________________.
3. Ancient literature in Japan deals primarily with ______________ and __________.
4. The classical literature in Japan occurred during the golden age, the ____________ period.
5. ______________ is considered the world‘s first novel.
6. ____________ and ______________ intertwined during the Medieval period due to the influence
of the civil wars and the emergence of the warrior class.
7. The early modern period gave way to the rise of new genres like the Japanese _____________,
_______________, _________________, and _____________.
What’s In
In Lesson 2, you‘ve learned about the Singaporean literature which is similar to Philippine
literature when it comes to association in culture, customs and traditions. Now, it is time for you to
discover the literary traditions of another Asian country. Before you proceed, answer the activity
below.
Fill in the blanks with word/s to complete each statement. Write your answers in your LITERATURE
ACTIVITY NOTEBOOK.
country‘s four main languages namely, English, _______, Malay and Tamil.
2. The poetry of this younger generation is often politically aware, ____________ and cosmopolitan.
3. _________ is the predominant mode of expression; it has a small but respectable following since
independence, and most published works of Singapore writing in English have been in poetry.
4. _____________ writing in English did not start in earnest until after independence.
5. _____________ remains a pioneer in writing novels
6. The Taximan’s Story is written in ____________________point of view.
8. The daughter of the taximan who was no different than other young girls who have
American and European boyfriend is _______________________.
9. The passenger of the taximan wants him to take her to _____________________.
10. The setting of the The Taximan’s story is _______________________________.
What’s New
Identify the figurative language used in each item below. Tell if it is a sample of simile,
metaphor, allusion, analogy, or allegory. Write your answer in your ACTIVITY NOTEBOOK.
1. I could stare into your eyes as / a thousand years come and go.
2. You brag about your backyard so much people will think it's the Garden of Eden.
3. Aesop‘s fable ―The Hound Dog and the Rabbit‖ teaches that incentive will spur effort.
4. Kisses are the flowers of affection.
5. Look, love, what envious streaks
Do lace the severing clouds in yonder East:
Night‘s candles are burnt out, and jocund day
Stands tiptoe on the misty mountain tops.
What is It
Japanese literature has been influenced heavily by the Chinese literature from the ancient
period all the way to the Edo Period (1603-1868) which corresponds to the early modern Japanese
literature. Japanese literary works also reveal elements of Indian and later of Western elements but
above all, they reveal a distinct style which has also greatly influenced both Eastern and Western
literatures.
Japanese literature can be divided into four periods: the ancient, classical, medieval, and
modern.
Ancient literature in Japan deals primarily with myths and legends. Tales like the creation of
Japan, wherein the islands came from the gemstones imbued in the swords of gods are very
prominent during this period. The celebrated writers during this period are Ono Yasumaro, Nihon
Shoki, and Man‘yoshu who wrote based on real events in the country.
The classical literature in Japan occurred during the golden age, the Heian period. During
this period, Murasaki Shikibu, one of the greatest Japanese writers, wrote the seminal text, Tale of
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Genji. Tale of Genji, considered the world‘s first novel, is a very charming and accurate depiction of
the Japanese court during the Heian period under the reign of Empress Akiko.
History and literature were intertwined during the Medieval period due to the influence of the
civil wars and the emergence of the warrior class. Thus, war tales are very prominent during this
period. Besides war stories and tales, the popular form of Japanese poetry, the renga, saw its rise.
Modern literature can be further divided into early modern, which happened during the Edo
period, and modern, which started during the Meiji period, when Japan opened its doors to the
West. The early modern gave way to the rise of new genres like the Japanese drama, kabuki, the
poetry form known for its simplicity and subtlety, haiku, and the yomihon, a type of Japanese book
which put little emphasis on illustration.
The modern period also marked the emergence of new styles of writing. Japanese writers
started to romanticize and tried experimenting with different genres and subject matters. The
Second World War heavily affected Japanese literature but soon, the distinct Japanese style of
writing manage to regain its popularity. Some of the prominent modern Japanese writers are
Yasunari Kawabata, Kobi Abe, Takiji Kobayashi, and Haruki Murakami to mention a few. You are
now ready to ready to read an excerpt from Haruki Murakami‘s Kafka on the Shore.
The Boy Named Crow (an excerpt from Kafka on the Shore)
by Haruki Murakami
―So you‘re all set for money, then?‖ the boy named Crow asks in his typical sluggish voice.
The kind of voice like when you‘ve just woken up and your mouth still feels heavy and dull. But he‘s
just pretending. He‘s totally awake. As always.
I nod.
―How much?‖
I review the numbers in my head. ―Close to thirty-five hundred in cash, plus some money I
can get from an ATM. I know it‘s not a lot, but it should be enough. For the time being.‖
―Not bad,‖ the boy named Crow says. ―For the time being.‖
I give him another nod.
―I‘m guessing this isn‘t Christmas money from Santa Claus.‖
―Yeah, you‘re right,‖ I reply.
Crow smirks and looks around. ―I imagine you‘ve started by rifling drawers, am I right?‖
I don‘t say anything. He knows whose money we‘re talking about, so there‘s no need for any
long-winded interrogations. He‘s just giving me a hard time.
―No matter,‖ Crow says. ―You really need this money and you‘re going to get it – beg,
borrow, or steal. It‘s your father‘s money, so who cares, right? Get your hands on that much and
you should be able to make it. For the time being. But what‘s the plan after it‘s all gone? Money
isn‘t like mushrooms in a forest – it doesn‘t just pop up on its own, you know. You‘ll need to eat, a
place to sleep. One day you‘re going to run out.‖
―I‘ll think about that when the time comes,‖ I say.

―When the time comes,‖ Crow repeats, as if weighing these words in his hand.
I nod.
―Like by getting a job or something?‖
―Maybe,‖ I say.
Crow shakes his head. ―You know you‘ve got a lot to learn about the world. Listen – what
kind of job could a 15-year old kid get in some far-off place he‘s never been to before? You haven‘t
even finished junior high. Who do you think‘s going to hire you?‖
I blush a little. It doesn‘t take much to make me blush.
―Forget it,‖ he says. ―You‘re just starting out and I shouldn‘t lay all this depressing stuff on
you. You‘ve already decided what you‘re going to do, and all that‘s left is to set the wheels in
motion. I mean, it‘s your life. Basically, you have to go with what you think is right.‖
That‘s right. When all is said and done, it is my life.
―I‘ll tell you one thing, though. You‘re going to have to get a lot tougher if you want to make
it.‖
13
―I‘m trying my best,‖ I say.
―I‘m sure you are,‖ Crow says. ―These last few years you‘ve grown a whole lot stronger. I‘ve
got to hand it to you.‖
I nod again.
―But let‘s face it – you‘re only 15,‖ Crow goes on. ―Your life‘s just begun and there‘s a ton of
things out in the world you‘ve never laid eyes on. Things you never could imagine.‖
As always, we‘re sitting beside each other on the old sofa in my father‘s study. Crow loves
the study and all the little objects scattered around there. Now he‘s toying with a bee-shaped glass
paperweight. If my father was at home, you can bet Crow would never go anywhere near it.
―But I have to get out of here,‖ I tell him. ―No two ways about it.‖
―Yeah, I guess you‘re right.‖ He places the paperweight back on the table and links his
hands behind his head. ―Not that running away‘s going to solve everything. I don‘t want to rain on
your parade or anything, but I wouldn‘t count on escaping this place if I were you. No matter how far
you run. Distance might not solve anything.‖
The boy named Crow lets out a sigh, then rests a fingertip on each of his closed eyelids and
speaks to me from the darkness within.
―How about we play our game?‖ he says.
―All right,‖ I say. I close my eyes and quietly take a breath.
―OK, picture a terrible sandstorm,‖ he says. ―Get everything else out of your head.‖
I do as he says, get everything else out of my head. I forget who I am, even. I‘m a total
blank. Then things begin to surface. Things that – as we sit here on the old leather sofa in my
father‘s study – both of us can see.
―Sometimes fate is like a small sandstorm that keeps changing direction,‖ Crow says.
Sometimes fate is like a small sandstorm that keeps changing direction. You change
direction, but the sandstorm chases you. You turn again, but the storm adjusts. Over and
over you play this out, like some ominous dance with death just before dawn. Why? Because
this storm isn’t something that blew in from far away, something that has nothing to do with
you. This storm is you. Something inside you. So all you can do is give in to it, step right
inside the storm, closing your eyes and walk through it, step by step. There’s no sun there,
no moon, no direction, no sense of time. Just fine white sand swirling up into the sky like
pulverised bones. That’s the kind of sandstorm you need to imagine.
And that‘s exactly what I do. I imagine a white funnel stretching vertically up like a thick rope.
My eyes are closed tight, hands cupped over my ears, so those fine grains of sand can‘t blow inside
me. The sandstorm draws steadily closer. I can feel the air pressing on my skin. It really is going to
swallow me up.
The boy called Crow rests a hand softly on my shoulder, and with that the storm vanishes.
―From now on – no matter what – you‘ve got to be the world‘s toughest 15-year-old. That‘s
the only way you‘re going to survive. and in order to do that, you‘ve got to figure out what it means
to be tough. You following me?‖
I keep my eyes closed and don‘t reply. I just want to sink off into sleep like this, his hand on
my shoulder. I hear the faint flutter of wings.
―You‘re going to be the world‘s toughest 15-year old,‖ Crow whispers as I try to fall asleep.
As if he were carving the words in a deep blue tattoo on my heart.
And you really have to make it through that violent, metaphysical storm. No matter
how metaphysical or symbolic it might be, make no mistake about it: it will cut through flesh
like a thousand razor blades. People will bleed there, and you will bleed too. Hot, red blood.
You’ll catch that blood in your hands, your own blood and the blood of others.
14
And once the storm is over you won’t remember how you made it through, how you
managed to survive. You won’t even be sure, in fact, whether the storm is really over. But
one thing is certain. When you come out of the storm you won’t be the same person who
walked in. That’s what this storm’s all about.
On my fifteenth birthday I‘ll run away from home, journey to a far-off town and live in a corner
of a small library. It‘d take a week to go into the whole thing, all the details. So I‘ll just give the main
point. On my fifteenth birthday I’ll run away from home, journey to a far-off town, and live in a
corner of a small library.
It sounds a little like fairytale. But it‘s no fairy tale, believe me. No matter what sort of spin
you put on it. (Marikit Tara A. Uychoco, Rex Bookstore 2016), 152-155
Whats More
A. Answer the following questions. Write your answers in your LITERATURE ACTIVITY
NOTEBOOK.
1. What does the boy feel toward Crow? Give textual evidence to prove your point.
2. How would you describe the boy named Crow?
3. What does the sandstorm represent? Give textual evidence to prove this.
4. Why does the boy in the story have to be the toughest 15-year-old in the world?
B. Among the figures of speech you‘ve learned from the previous activity (metaphor, simile,
analogy, allusion, allegory), which of them are used in the excerpt The Boy Named Crow? Extract
the part that shows the figure of speech and then identify what it means. The first one is done for
you.
1. Sentence – Money isn‘t like mushrooms in a forest; it doesn‘t just pop up on its own
Figure of speech used - simile
Meaning – Money is going to run out one day.
2. Sentence - ________________________________________________________
Figure of speech used _______________________________________________
Meaning - _________________________________________________________
3. Sentence - ________________________________________________________
Meaning - _________________________________________________________
4. Sentence - ________________________________________________________
Meaning - _________________________________________________________
5. Sentence - ________________________________________________________
Meaning - _________________________________________________________
What I Have Learned

Answer the two questions below. Write your answers in your LITERATURE ACTIVITY
NOTEBOOK.
1.Could you relate to the main character of the story? Why or why not?____________-
______________________________________________
2. Do you think all of us have experienced the storm that the text is talking about? Support
your answer._______________________________________
______________________________________________________________
15
What I Can Do
It is Asian week at your school, and you are tasked to create an infographic digital poster
that features the characteristics of Japan‘s literary texts. Your poster must be colourful, interactive,
and informative. It will be judged using the rubric below.

The poster is The poster is The poster has
Visual appeal visually moderately poor visual
appealing, with appealing appeal, with
harmonious visually, with unbalanced
colors, shapes, generally color
and sizes of harmonious combinations,
figures in the colors, shapes, shapes, and
presentation. and sizes of sizes of figures
figures in the in the
presentation presentation
Information The poster The poster The poster does
presents the somewhat not have
right information presents the sufficient
to the audience. right information information or
to the audience. presents the
wrong
information to
the audience.
Graphics All graphics are All graphics are Only some of
Relevance related to the related to the the graphics
topic and make topic and most relate to the
it easier to make it easier to topic. One or
understand. All understand. two borrowed
borrowed Some graphics graphics have
graphics have a have a note sources noted.
note about their about their
source. source.
Score
/30
Post assessment
1. I like to imagine that the world is one big machine. This is an example of _______.
A. simile B. metaphor C. analogy D. allusion
2. Her long hair was a flowing golden river is an example of what figurative language.
A. analogy B. metaphor C. allusion D. allegory
3. The Masque of the Red Death by Edgar Allan Poe is a/an ________ for death where the moral is
no man escapes death.
A. allegory B. analogy C. allusion D. metaphor
4. Her cheeks are red like a rose. What is this an example of?
A. simile B. metaphor C. allusion D. allegory
5. What country has much influence on Japanese literature?
A. USA B. Korea C. China D. Thailand
6. The classical literature in Japan occurred during this period.
A. Nara B. Heian C. Muromachi D. Edo
7. What is considered as the world‘s first novel?
A. The Tale of Genji
B. The Tale of Vesperia
C. Tales of Amadou Koumba
D. Tales of the World
8. What does sandstorm represent in the story The Boy Named Crow?
A. the way the world tries to take us away from our problems
B. running away could resolve a problem
C. the challenges and problems we face in our journey in life.
16
D. a small fate that keeps changing our directions
9. According to the boy named Crow, what does Kafka have to become?
A. a criminal on the run
B. a metaphysical concept
C. the world‘s smartest fifteen-year-old
D. the world‘s toughest fifteen-year-old
10. What does the boy feel toward Crow?

A. He is afraid of him.
B. He just ignores him.
C. He has no fear of Crow.
D. He baits him and laughs in his face
Lesson 11: African Literature

What I Need to Know

Congratulations! You are now in Lesson 4 of this module. It is time for us to visit another
continent. This time let‘s go to Africa known to be ―The Cradle of Humankind.‖
a. Identify representative texts and authors from Asia, North America,
Europe, Latin America, and Africa;
b. Compare and contrast the various 21st century literary genres and
their elements, structures, and traditions from across the globe
c. Do self- and/or peer-assessment of the creative adaptation of a literary
text, based on rationalized criteria, prior to presentation.
What I Know
Let‘s review the elements of a story. Identify the element being described. Choose your answer
from the word bank below.
exposition climax setting theme

rising action conflict mood denouement
plot falling action
1. The complication begins to show itself on the ___________________

characters, setting, and events in the story
2. The result of the climax, and it is the part ___________________
when things start falling into place for the characters
3. The locale or period in which the action of ___________________
a story takes place
4. The sequence of series of events in a story ___________________
5. The underlying message that the writer would
like to get across. ___________________
6. The beginning of the story, wherein the writer ___________________
sets the scene by introducing the characters,
describing the setting, and sometimes will give
a brief background of the story.
7. The event with the greatest tension in the story. ___________________
8. Where the story reaches its final conclusion ___________________
and the writer starts to get ready to tell the ending
by way of explaining a finality to make the story complete.
9. A struggle between two opposing forces ___________________
10. Evokes certain feelings or vibes in readers through
words and descriptions ___________________
What’s In
We were able to go around our neighboring countries in Asia. We have learned a lot from
their literature. Our last stop was in Japan. Let‘s look back and see how much do we remember
about their literature by answering the activity below.
1. The country which has much influence on Japanese literature was ____________.
2. Japanese literature can be divided into four periods: the ___________, ____________,
___________________, and ________________.
3. Ancient literature in Japan deals primarily with ______________ and __________.
4. The classical literature in Japan occurred during the golden age, the ____________ period.
5. ______________ is considered the world‘s first novel.
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6. ____________ and ______________ intertwined during the Medieval period due to the influence
of the civil wars and the emergence of the warrior class.
7. The early modern period gave way to the rise of new genres like the Japanese _____________,
_______________, _________________, and _____________.
What’s New
Every story has basic components: characters, setting, plot, theme, conflict. Read
Aesop‘s fable The Lion and the Mouse, and fill in the story mind map below. You need to copy the
mind map in your LITERATURE ACTIVITY NOTEBOOK.
The Lion and the Mouse
Once when a Lion was asleep a little Mouse began running up and down upon him. This
soon awakened the Lion, who placed his huge paw upon the Mouse and opened his big jaws to
swallow him.
―Pardon, O King,‖ cried the little Mouse, ―forgive me this time, I shall never forget it: and I
may be able to do you a favor in the future.‖ The Lion was so taken at the idea of the Mouse being
able to help him, that he let him go.
Some time after, the Lion was caught in a trap, and the hunters tied him to a tree. Just then
the little Mouse happened to pass by, and seeing the sad plight of the Lion, went up to him and
soon gnawed away the ropes that bound the King of the Beasts. ―Was I not right?‖ said the little
Mouse.
Story Mind Map
What is it about?
Where did it take place?
Title
Who are the characters? When did it happen?
Why did it happen?
What is It
The development of African literature, from its oral tradition up to the current trends, reflects
the history of its people, the continent‘s feelings and the minds of its population.
Having been denied sharing their unique culture to the rest of the world, African literature
takes pride in their identity as a people along with their rich heritage. The Dark Continent enjoys a
vast collection of masterpieces, both in oral and written literature, which are highly diverse and at
the same time common.
The writings on Africa started in the middle ages when Arabic was introduced to them and
then it moved forward in the 1800s with the coming of the alphabet. With the birth of the Negritude
(which literally means ‗blackness‘) movement in 1934, African writers committed to look into their
own culture, traditions, and values that can be applied in the modern world. The drive of writers to
write and excite political freedom grew and the dignity of African traditions has been asserted. The
Negritude movement opened the avenue for writers to celebrate what is truly African.
Though African writers like Chinua Achebe, Wole Soyinka, Kofi Awoonor, Ngugi wa
Thiong‘o, Okot p‘Bitek, Dennis Crutus, Es‘kia Mphahlele, Nadine Gordimer, and Jacques
Rabemananjara wrote in European language, they nevertheless embodied the spirit of nationalism.
So strong and effective were their works that they gained worldwide acclaim.
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In the aftermath of the colonial experience, African writers have since chronicled new
challenges that have emerged in their respective societies. New, sovereign governments may have
been installed, but their own problems caused writers to react. This was evident in the case of
Ngugi wa Thiong‘o, who was imprisoned for a play considered to have subversive messages
against the Kenyan administration of the time. Corruption in society, a longstanding theme of
African writers in postcolonial times, was reflected in V.Y. Mudimbe’s Before the Birth of the Moon
(1989).
Even before the colonizers arrived in Africa and indelibly shaped the continent‘s identity, local
traditions were already flourishing in terms of cultural wealth. The following selections, both
belonging to the myth genre, attest to the power of the motherland‘s literary tradition that had its
roots in ancient times.
The Clever Young Man and the Monster

Tanzania
Once upon a time in East Africa, the monster or ogre Shing‘weng‘we swallowed all the
people in the world together with all the domestic animals, except one pregnant woman who hid in a
pile of chaff. Later this woman gave birth to a boy named Masala Kulangwa (whose name means
―the smart or clever person who understands quickly‖). When he grew up he asked: ―Mother, why
are there only the two of us? Where are the other people?‖ She answered: ―My dear one, everyone
else was swallowed by Shing‘weng‘we. We two are the only ones left.‖
From that day on, the young man started looking for the monster. One day, he killed a
grasshopper and arrived home singing: ―Mother, Mother, I have killed
he killed a grasshopper and arrived home singing: ―Mother, Mother, I have killed Shing‘weng‘we.
Rejoice and shout for joy.‖ But his mother answered: ―My dear one, this is only a grasshopper, not
the monster. Let‘s roast him and eat him.‖
Another day, he killed a bird and arrived home singing: ―Mother, Mother, I have killed
Shing‘weng‘we up in the hills. Rejoice and shout for joy.‖ But his mother answered: ―My dear one,
this is only a bird, not the monster. Let‘s roast it and eat it.‖
Another day he killed a small gazelle and arrived home singing: ―Mother, Mother, I have
killed Shing‘weng‘we up in the hills. Rejoice and shout for joy.‖ But his mother answered: ―My dear
one, this is only a small gazelle, not the monster. Let‘s roast it and eat it.‖
Another day he killed an antelope and arrived home singing: ―Mother, Mother, I have killed
Shing‘weng‘we up in the hills. Rejoice and shout for joy.‖ But his mother answered: ―My dear one,
this is only an antelope, not the monster. Let‘s roast it and eat it.‖
Finally, the clever young man Masala Kulangwa found Shing‘weng‘we, overcame him and
cut open the monster‘s stomach. Out came his father, along with his relatives and all the other
people. But by bad luck, when he split open the monster‘s back, Masala Kulangwa cut off the ear of
an old woman. This woman became very angry and insulted the young man. She tried to bewitch
him. But Masala Kulangwa found medicine and healed the old woman. Then, all the people
declared the young man chief and raised him up in the Chief‘s Chair. Masala Kulangwa became the
chief of the whole world and his mother became the Queen Mother.
Rawera (the Comforter) and the Monster

Nairobi, Kenya
A long time ago, the people of Funtu lived happily. They worked hard and produced much
food. They loved each other. The King was kind: everybody loved him. Meanwhile, there was a
woman, Ng‘uono, who lived in the village. Because she was barren, men refused to marry her.
Elders forcefully married Ng‘uono to Jater, an old man. Ng‘uono and Jater had no friends. Despite
being treated badly, they were not bitter. They humbly accepted their situation.
One day, there was a feast. As usual, Ng‘uono and Jater were not invited. From their home,
they heard people singing and shouting joyfully. Suddenly, the music stopped. Cries of agony filled
the air. Curious, Jater and Ng‘uono came out. What they saw frightened them. Creatures bigger
than millet granaries, with eyes as big as cooking pots surrounded the village. These odd-looking
beings had hairy bodies, with claws for toes. Ng‘uono and Jater trembled just by looking at them.
―These are monsters. Let us run,‖ Ng‘uono said fearfully. ―No. They will reach us in no time and eat
19
us up,‖ Jater said. ―Come with me,‖ he said, taking his wife by the hand. They hid in a hole under a
big tree. They could hear people crying as the monsters chased them. The noise stopped after a
long time. ―Wait here. I will go and see what is happening,‖ Jater said to his wife. ―You cannot go out
there! You will be killed,‖ Ng‘uono objected. Jater ignored her and slid out of the hole. There was not
a single person. The monster had flattened all the huts. The crops were all destroyed. Shocked,
Jater stood out there, lost in thought. Back in the hole, Ng‘uono was worried about her husband.
Unable to wait any longer, she came out and saw him. ―Oh! What destruction!‖ she moaned.
Walking towards him, she asked, ―What shall we do?‖ ―I don‘t know,‖ Jater replied sadly. They sat
under the big tree and soon fell asleep. Ng‘uono was woken up by the cry of a bird perched on her
forehead. ―Wake up. What happened?‖ asked the bird. Sobbing, she told him the story. ―Wake up
hour husband and follow me,‖ the bird commanded. After walking for several days, the bird led them
to a valley, green with vegetation, beautiful flowers and clear streams. ―This is your new home.
There are crops of all types: harvest them and eat.‖ After saying this the bird turned to fly away. ―Oh!
Before I leave… Ng‘uono, take good care of your son. Bye.‖ ―What are you talking about? I am …‖
she started but the bird had already flown away.
Jater and his wife remained standing, unable to understand. Ng‘uono gave birth to a baby
boy a few months later. They called him Rawera, the comforter. Rawera grew up strong and
obedient. One afternoon, while he was out hunting, he saw huge footprints at the edge of the forest.
The footprints were bigger than any he had seen before. Afraid but curious, he followed the
footprints. Deeper and deeper he went into the thick forest. The forest was so dark that he could not
find his way through. Tired, he sat under the nearest tree and fell asleep, his dog beside him. The
barking of the dog woke him. Sleepily, he stood up. And then heard it: a voice stronger than
thunder. It came from deep inside the forest. He could not understand what the voice said. Soon,
there were more voices, equally loud. The earth shook and trees swayed. Frightened, Rawera ran.
Fear, hunger and confusion slowed him tremendously. The slower he ran, the louder the voices
became. Finally, he reached the edge of the forest and collapsed. He could no longer hear the
terrible voices.
He rested for a few minutes and walked home. ―Where have you been,‖ his mother asked.
―Mother, I was just out for hunting,‖ ―Never stay late in the forest: it is dangerous,‖ warned his father.
He did not tell them what happened. For many days after, Rawera thought about the voices. He was
sure the creatures were not human. Determmined to find out, he made several poisoned arrows and
spears. He hid these carefully. For many months, he trained his dog and fed it well. His dog, Sibuor,
grew large and fierce. Satisfied with his preparations, Rawera set out at dawn one day. He took his
weapons and told his parents that he was going hunting. At the edge of the forest, he stopped to
eat, rest and feed his dog. Soon after, they entered the forest. They walked for a long, long time
without hearing any sound. Rawera was disappointed but he walked on. ―Stop!‖ a voiced called from
above. He looked up anxiously but did not see anything and walked on. ―I said stop. You will be
killed,‖ the shrill voice said again. ―Who are you and how do you know where I am going?‖ Rawera
asked. A bird landed on his forehead, scaring him. He jumped to one side, ready to attack. ―Do not
kill me. I want to save you,‖ the bird said, perching on Sibuor‘s head. ―The voices you hear the other
time belong to monsters. They ate your ancestors. I am sure your parents told you this. Now, go
back home. ―Whaaat? Monsters live here?‘ Rawera asked. ―Believe it: in this forest live many
monsters,‖ the bird confirmed. ―You say these monsters ate my people? How then can you tell me
to go back? I will find and kill them all. Show me where to find them,‖ Rawera said defiantly. ―Well, I
have warned you. Come with me.‖
The bird led Rawera and Sibuor further into the forest. ―Look over there,‖ he said upon
reaching a clearing. Rawera trembled at the sight before him: many giants seated round a big fire.
Their bodies were hairy. Smoke escaped from their big noses. Seeing how frightened Rawera was,
the bird said, ―I told you. You can fight them, can you?‖ ―Bu-u-t they killed my people. I must kill
them,‖ Rawera stammered. ―Because you are so determined, I will help you,‖ said the bird. ―When
you shoot them, aim for the palm. Go now.‖ His dog beside him, Rawera walked into the clearing.
The monsters smelled him may meters away, stood as one and walked to meet him, saliva pouring
from their big mouths. Terrified, Rawera turned back and ran. ―Do not run. Turn back and shoot,‖ the
bird encouraged him.
He turned, took aim and fired his first arrow. One of the monsters swallowed it. ―Shoot at the
palm,‖ the bird shouted. The monsters were approaching fast. Rawera let go of another arrow. He
aimed at the palm and felled one monster. Encouraged, he shot the monsters rapidly. Only one
remained, the biggest of them.
Rawera had only one arrow left. ―Wait,‖ the bird called out. ―Let Sibuor go out and meet him. Then,
shoot the monster through the left ear.‖ Rawera commanded his dog to attack the monster. As the
monster picked Sibuor to swallow him, Rawera shot him through the left ear. The monster died. ―Cut
the monster‘s big toes,‖ the bird ordered Rawera. When he did, all the people who had been eaten
by the monsters came out. They were excited to be back. They thanked Rawera.
They all walked to the valley where Rawera and his parents lived. Jater and Ng‘uono were
happy to see all the people of the village. After listening to Rawera‘s story, everybody was proud of
him. They made him chief. All villagers then respected Ng‘uono and Jater.(Simoun Victor D.
Rodoblaco, Brilliant Creations Publishing, Inc., 2017, 110-113)
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What’s More
Compare the two African myths to the narrative below. Consider how the story-telling
evolved from the myths of ancient times to the stories of the modern scene. Analyze the structure,
plot, and underlying purpose of the narratives. Copy the table in your LITERATURE ACTIVITY
NOTEBOOK
Things Fall Apart (summary)

Chinua Achebe
Okonkwo is a wealthy and respected warrior of the Umuofia clan, a lower Nigerian tribe that
is part of a consortium of nine connected villages. He is haunted by the actions of Unoka, his
cowardly and spendthrift father, who died in disrepute, leaving many village debts unsettled. In
response, Okonkwo became a clansman, warrior, farmer, and family provider extraordinaire. He has
a twelve-year-old son named Nwoye whom he finds lazy; Okonkwo worries that Nwoye will end up a
failure like Unoka.
In a settlement with a neighboring tribe, Umuofia wins a virgin and a fifteen-year-old boy. Okonkwo
takes charge of the boy, Ikemefuna, and finds an ideal son in him. Nwoye likewise forms a strong
attachment to the newcomer. Despite his fondness for Ikemefuna and despite the fact that the boy
begins to call him ―father,‖ Okonkwo does not let himself show any affection for him.
During the Week of Peace, Okonkwo accuses his youngest wife, Ojiugo, of negligence. He
severely beats her, breaking the peace of the sacred week. He makes some sacrifices to show his
repentance, but he has shocked his community irreparably.
Ikemefuna stays with Okonkwo‘s family for three years. Nwoye looks up to him as an older
brother and, much to Okonkwo‘s pleasure, develops a more masculine attitude. One day, the
locusts come to Umuofia—they will come every year for seven years before disappearing for
another generation. The village excitedly collects them because they are good to eat when cooked.
Ogbuefi Ezeudu, a respected village elder, informs Okonkwo in private that the Oracle has said that
Ikemefuna must be killed. He tells Okonkwo that because Ikemefuna calls him ―father,‖ Okonkwo
should not take part in the boy‘s death. Okonkwo lies to Ikemefuna, telling him that they must return
him to his home village. Nwoye bursts into tears.
As he walks with the men of Umuofia, Ikemefuna thinks about seeing his mother. After
several hours of walking, some of Okonkwo‘s clansmen attack the boy with machetes. Ikemefuna
runs to Okonkwo for help. But Okonkwo, who doesn‘t wish to look weak in front of his fellow
tribesmen, cuts the boy down despite the Oracle‘s admonishment. When Okonkwo returns home,
Nwoye deduces that his friend is dead.
Okonkwo sinks into a depression, neither able to sleep nor eat. He visits his friend Obierika
and begins to feel revived a bit. Okonkwo‘s daughter Ezinma falls ill, but she recovers after
Okonkwo gathers leaves for her medicine.
The death of Ogbuefi Ezeudu is announced to the surrounding villages by means of the ekwe, a
musical instrument. Okonkwo feels guilty because the last time Ezeudu visited him was to warn him
against taking part in Ikemefuna‘s death. At Ogbuefi Ezeudu‘s large and elaborate funeral, the men
beat drums and fire their guns. Tragedy compounds upon itself when Okonkwo‘s gun explodes and
kills Ogbuefi Ezeudu‘s sixteen-year-old son.
Because killing a clansman is a crime against the earth goddess, Okonkwo must take his
family into exile for seven years in order to atone. He gathers his most valuable belongings and
takes his family to his mother‘s natal village, Mbanta. The men from Ogbuefi Ezeudu‘s quarter burn
Okonkwo‘s buildings and kill his animals to cleanse the village of his sin.
Okonkwo‘s kinsmen, especially his uncle, Uchendu, receive him warmly. They help him build
a new compound of huts and lend him yam seeds to start a farm. Although he is bitterly
disappointed at his misfortune, Okonkwo reconciles himself to life in his motherland.
During the second year of Okonkwo‘s exile, Obierika brings several bags of cowries (shells used as
currency) that he has made by selling Okonkwo‘s yams. Obierika plans to continue to do so until
Okonkwo returns to the village. Obierika also brings the bad news that Abame, another village, has
been destroyed by the white man.
Soon afterward, six missionaries travel to Mbanta. Through an interpreter named Mr. Kiaga,
the missionaries‘ leader, Mr. Brown, speaks to the villagers. He tells them that their gods are false
and that worshipping more than one God is idolatrous. But the villagers do not understand how the
Holy Trinity can be accepted as one God. Although his aim is to convert the residents of Umuofia to
Christianity, Mr. Brown does not allow his followers to antagonize the clan.
Mr. Brown grows ill and is soon replaced by Reverend James Smith, an intolerant and strict man.
The more zealous converts are relieved to be free of Mr. Brown‘s policy of restraint. One such
convert, Enoch, dares to unmask an egwugwu during the annual ceremony to honor the earth deity,
an act equivalent to killing an ancestral spirit. The next day, the egwugwu burn Enoch‘s compound
and Reverend Smith‘s church to the ground.
21
The District Commissioner is upset by the burning of the church and requests that the
leaders of Umuofia meet with him. Once they are gathered, however, the leaders are handcuffed
and thrown in jail, where they suffer insults and physical abuse.
After the prisoners are released, the clansmen hold a meeting, during which five court messengers
approach and order the clansmen to desist. Expecting his fellow clan members to join him in
uprising, Okonkwo kills their leader with his machete. When the crowd allows the other messengers
to escape, Okonkwo realizes that his clan is not willing to go to war.
Whe The Clever Young Man and the Things Fall Apart
n the Monster & Rawera (the Comforter)
Distri and the Monster
ct Structure
Com Exposition
missi Rising action
oner Climax
arriv Falling action
es at Denouement
Okon
kwo‘ Plot
s
com Purpose
poun
d, he finds that Okonkwo has hanged himself. Obierika and his friends lead the commissioner to
the body. Obierika explains that suicide is a grave sin; thus, according to custom, none of
Okonkwo‘s clansmen may touch his body.
What I Have Learned

Answer the questions. Write your answers in your LITERATURE ACTIVITY NOTEBOOK.
1. What is unique about African culture as shown in the myths you‘ve read?
______________________________________________________________
2. How can you show heroism today?
______________________________________________________________
What I Can Do
Your task is to write a critical review of a myth or story found in your region or hometown. It
may be written in English or in other languages. Your review must be one to two pages long,
double-spaced, and with a proper title.
Writing Short Paper
A short paper is literally ―short.‖ It consists of one or two pages of written critique that will
succinctly discuss your idea, realization, or concept regarding a literary selection. The point here is
to introduce your idea or discovery about a literary selection.
Tips in Writing Short Paper

1. Choose a literary selection that you want to analyse.
2. Always begin with an outline.
3. Start with a joke, an anecdote, or a quotation from the literary text as your
introduction.(The idea is to hook your readers so that they will be more willing to
listen to your idea).
4. The body of your essay must try to discuss the relation of your idea with the
literary text.
5. The conclusion is just like any conclusion when you are writing an essay –
summarize what you have said or discussed in the body in two to three sentences.
22
Rubric
Outstanding use of Adequate use of Inappropriate use
Accuracy color, design and color, design, and of color, design,
space; overall space; overall and space; lack of
design is pleasing design is mostly harmonious design
and harmonious pleasing and in presentation
harmonious
Cohesion The essay is The essay is The essay is not

cohesive and has moderately cohesive at all and
only one voice. cohesive and has needs further
two or three editing.
voices, which can
be further edited.
Organization The essay is The essay is The essay is not

organized and can moderately organized at all
be understood organized and and needs major
easily. needs some rewriting.
editing.
Score /30
Post assessment
1. This the part of the story where complication begins to show itself on the characters, setting, and
events in the story.
A. exposition B. rising action C. climax D. plot
2. The result of the climax, and it is the part when things start falling into place for the characters.
A. denouement B. falling action C. conflict D. exposition
3. What is the locale or period in which the action of a story takes place?
A. conflict B. setting C. theme D. plot
4. Which of the following tells about the sequence of series of events in a story?
A. plot B. conflict C. setting D. theme
5. Theme is the underlying message that the writer would like to get across. What is the theme of
Things Fall Apart?
A. struggle between change and tradition
B. struggle between Okonkwo and the whites
C. struggle of Okonkwo
D. struggle of the colonizers
6. Which of the following is the exposition of the The Clever Young Man and the
Monster?
A. The woman gave birth to a boy named Masala Kulangwa.
B. From that day on, the young man started looking for the monster.
C. When he grew up he asked: ―Mother, why are there only the two of us?
D. The monster or ogre Shing‘weng‘we swallowed all the people in the world.
7. The event with the greatest tension in the story.
A. exposition B. rising action C. climax D. plot
8. Where the story reaches its final conclusion and the writer starts to get ready to tell the ending by
way of explaining a finality to make the story complete.
A. exposition B. climax C. falling action D. denouement
9. A struggle between two opposing forces
A. plot B. conflict C. setting D. theme
10. What is the mood of Things Fall Apart?
A. somber and tragic B. cheerful and reflective
C. gloomy and melancholy D. romantic and whimsical
Lesson 12: European Literature - I

23
What I Need to Know
Congratulations! You are now in Lesson 4 of this module. In this lesson, your quest is to
explore the literature of Europe.
a. Identify representative texts and authors from Asia, North America, Europe, Latin
America, and Africa;
b. Compare and contrast the various 21st century literary genres and their elements,
structures, and traditions from across the globe
c. Do self- and/or peer-assessment of the creative adaptation of a literary text, based on
rationalized criteria, prior to presentation.
What I Know
Let‘s check your knowledge about European literature. Answer
each item below. Choose the correct answer, and write ONLY the letter your answer in your
1. Who is Sir Kay‘s squire?

A. Merlin B. Arthur C. His cousin D. Sir Ector
2. Who lied about finding the sword?

A. Arthur B. Archbishop C. Kay D. Ector
3. Why did Merlin wait to the very last minute to have Arthur pull the sword from the stone?
A. To show everyone how smart he is
B. To show everyone Arthur was king
C. To prove that the Archbishop is very noble
D. To show that those arrogant men were weak
4. How does Arthur prove he is the rightful king of England?
A. by winning the tournament
B. he married the princess
C. by pulling the sword from the stone
D. by dividing the stone
5. The Middle Ages in Europe had been regarded as the Age of ___.
A. poetry B. drama C. epics D. prose
6. No other period in English literature displayed more variety in style, theme, and content. What
period is it?
A. Medieval B. Romantic C. Victorian D. Enlightenment
7. What period in European literature gives attention to detail and replicates the true nature of
reality?
A. Romantic B. Victorian C. Realism D. Naturalism
8. During this period, writers identify the underlying causes for a person‘s actions or beliefs; the
environment played a large part in the narrative structure of their works.
A. Realism B. Naturalism C. Victorianism D. Imperialism
9. The ________ literary period uses crime and punishment as example of the principles used in
their work.
A. Realism B. Naturalism C. Imperialism D. Existentialism
10. Writers during this period are now free to try new concepts in writing like the use of the
unreliable narrator.
A. Naturalism B. Existentialism C. Modernism D. Naturalism
What’s New
Let‘s see what you know, what you don‘t know, and what you want to know about Europe.
Fill in the columns in the worksheet below.
What You Know About What You Do not Know What You Want to Know
Europe About Europe About Europe
What is It
The history and catalogue of the European literature is so rich that it is quite close to
impossible to describe it and give justice to its entire list of great works and even greater writers in
an introduction. However, to give learners a little background information, European literature refers
to the literature in many languages; among the most important of the modern written works are
those in English, Spanish, French, Dutch, Polish, German, Italian, Modern Greek, Czech, Russian,
Bosnian and works by the Scandinavians and Irish. Important classical and medieval traditions are
24
those in Latin, Ancient Greek, Old Norse, Medieval French and the Italian Tuscan dialect of the
renaissance are also part of its collection.
The Medieval Period (500-1500) of European literature already saw masterful works like
Beowulf, The Song of Roland, The Nibelungenlied, and seminal work of Geoffrey Chaucer, The
Canterbury Tales. The mentioned works of art was followed by even more popular titles, because
during the Renaissance Period, writers like Edmun Spencer (The Faerie Queen), John Milton
(Paradise Lost), and William Shakespeare (Romeo and Juliet ;Macbeth) took the level of its literary
standard into a whole new high.
Following the Medieval Period was the Age of Enlightenment (1700-1800) and at its center
was a celebration of ideas – ideas about what the human mind was capable of, and what could be
achieved through deliberate action and scientific methodology. Many of the new, enlightened ideas
were political in nature. Writers like Voltaire and Jean-Jacques Rousseau were the torchbearers of
Enlightenment literature and philosophy.
No other period in English literature displays more variety in style, theme, and content than
the Romantic Movement (1798-1870) of the 18th and 19th centuries. Romanticism is concerned with
the masses and not with the middle class, the individual more than with society. With writers like
Mary Shelley and her masterpiece, Frankenstein and Lord Byron‘s Don Juan, the focus of literature
shifted from the scientific to the mysterious.
Then came the Victorian Period. The name given to the period is borrowed from the royal
matriarch of England, Queen Victoria. The Victorian writers exhibited some well- established habits
from previous eras, while at the same time pushing arts and letters in new and interesting directions.
Victorian novelists and poets like Charlotte and Emily Bronte, Lord Tennyson, Robert Browning,
Gustave Flaubert, George Eliot, Fyodor Dosteyevsky, and Thomas Hardy wrote with simplicity, truth
and tempered emotion.
Realism (1820-1920), the next period in European literature, is precisely what it sounds like.
It is attention to detail, and an effort to replicate the true nature of reality in a way that novelists had
never attempted. Famous writers during this period were Franz Kafka, William Butler Yeats, T.S.
Eliot, and Vicente Biasco Ibanez, among others.
Naturalism (1870-1920) sought to go further and be more explanatory than Realism by
identifying the underlying causes for a person‘s actions or beliefs. In Naturalism, the environment
played a large part in the narrative structure. Emile Zola, one of the most influential writers in this
period of literature, provided inspiration and model in writing during this period.
Crime and punishment is a profound example of how some of the principles of existentialist
(1850-today), the next literary period. Doytoyevsky‘s story shows that thinking can be perverted,
leading to ethical decay and personal destruction. Another
writer, Franz Kafka, has also been associated with 20th century existentialism. But the name most
related to existential literature is Albert Camus.
The Modernist Period (1910-1965) in literature presented a new way of living and seeing the
world. Writers are now free to try new concepts in writing like the use of the unreliable narrator,
among others. Modernism was set in motion, in one sense, through a series of cultural shocks
where the poets took fullest advantage of the new spirit of the times, and stretched the possibilities
of their craft to lengths not previously imagined.
All these period in literature influenced and led to what is now seen in the works of 21 st
century European writers. ("21St Century Literature Of The Philippines And Of The World (1)
Scribd" 2020)
King Arthur is a key figure in all of European literature. The legendary king and the episodes
of his life have been echoed in literary texts for several centuries. The following selection presents
the pivotal movement in which a precocious young man began his transformation into ruler of
England.
The Miracle of the Sword and Stone
Now Arthur, the prince, had all this time been nourished in Sir Ector‘s house as his own son,
and was fair and tall and comely, being of the age of fifteen years, great in strength, gentle in
manner, and accomplished in all exercises proper for the training of a knight.
But as yet he knew not of his father, for Merlin had so dealth, that none save Uther and
himself knew aught about him. Wherefore it befell, that many of the knights and barons who heard
King Uther speak before his death, and call his son Arthur his successor, were in great amazement;
and some doubted, and others were displeased.
Anon the chief lords and princes set forth each to his own land, and, raising, armed men and
multitudes of followers, determined every one to gain the crown for himself; for they said in their
hearts, ―If there be any such a son at all as he of whom this wizard forced the king to speak, who
are we that a beardless boy should have rule over us?‖
So the land stood long in great peril, for every lord and baron sought but his own advantage;
and the Saxons, growing ever more adventurous, wasted and overran the towns and villages in
every part.
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Then, Merlin went to Brice, the Archbishop of Canterbury, and advised him to require all the
earls and barons of the realm and all knights and gentlemen-at-arms to come to him at London,
before Christmas, under pain of cursing, that they might learn the will of Heaven who should be
king. This, therefore, the archbishop did, and upon Christmas Eve were met together in London all
the greatest princes, lords, and barons; and long before day they prayed in St. Paul‘s Church, and
the archbishop besought Heaven for a sign who should be lawful king of all the realm.
And as they prayed, there was seen in the churchyard, set straight before the doorways of
the church, a huge square stone having a naked sword stuck in the midst of it. And on the sword
was written in letters of gold, ―Whoso pullet out the sword from this stone is born the rightful King of
Britain.‖
At this, all the people wondered greatly; and, when Mass was over, the nobles, knights, and
princes ran out eagerly from the church to see the stone and sword, and a law was forthwith made
that whoso should pull out the sword should be acknowledged straightway King of Britain.
Then, many knights and barons pulled at the sword with all their might, and some of them
tried many times, but none could stir or move it.
When all had tried in vain, the archbishop declared the man whom Heaven had chosen was
not yet there. ―But God,‖ said he, ―will doubtless make him known ere many days.‖
So ten knights were chosen, being men of high renown, to watch and keep the sword, and
there was proclamation made through all the land that whosoever would, had leave and liberty to try
and pull it from the stone. But though great multitudes of people came, both gentle and simple, for
many days, no man could ever move the sword a hair‘s breadth from its place.
Now at the New Year‘s Eve, a great tournament was to be held in London, which the
archbishop had devised to keep together lords and commons, lest they should grow estranged in
the troublous and unsettled times. To the which tournament there came, with many other knights,
Sir Ector, Arthur‘s foster-father, who had great possessions near to London, and with him came his
son, Sir Key, but recently made knight, to take his part in jousting, and young Arthur also to witness
all the sports and fighting.
But as they rode towards the jousts, Sir Key found suddenly he had no sword, for he had left
it at his father‘s house; and turning to young Arthur, he prayed him to ride back and fetch it for him.
―I will with a good will,‖ said Arthur, and rode fast back after the sword.
But when he came to the house he found it locked and empty, for all were gone forth to see
the tournament. Whereat, being angry and impatient, he said within himself, ―I will ride to the
churchyard and take with me the sword that sticketh in the stone, for my brother shall not go without
a sword this day.‖
So he rode and came to the churchyard, and alighting from his horse he tied him to the gate,
and went to the pavilion, which was pitched near the stone, wherein abode the ten knights who
watched and kept it, but he found no knights there, for all were gone to see the jousting.
Then he took the sword by its handle, and lightly and fiercely he pulled it out of the stone,
and took his horse and rode until he came to Sir Key and delivered him the sword. But as soon as
Sir Key saw it, he knew well it was the sword of the stone, and riding swiftly to his father, he cried
out, ―Lo! here, sir, is the sword of the stone, wherefore it is I who must be king of all this land.‖
When Sir Ector saw the sword, he turned back straight with Arthur and Sir Key and came to
the churchyard, and there alighting, they went all three into the church, and Sir Key was sworn to
tell truly how he came by the sword. Then he confessed it was his brother Arthur who had brought it
to him.
Whereat Sir Ector, turning to young Arthur, asked him – ―How gottest thou the sword?‖
―Sir,‖ said he, ―I will tell you. When I went home to fetch my brother‘s sword, I found nobody
to deliver it to me, for all were abroad to the jousts. Yet was I loath to leave my brother swordless,
and, bethinking me of this one, I came hither eagerly to fetch it for him, and pulled it out of the stone
without any pain.‖
Then said Sir Ector, much amazed and looking steadfastly on Arthur, ―If this indeed be thus,
‗tis thou who shalt be king of all this land – and God will have it so – for none but he who should be
rightful Lord of Britain might ever draw this sword from that stone. But let me now with mine own
eyes see thee put back the sword into its place and draw it forth again.‖
―That is no mystery,‖ said Arthur, and straightway set it in the stone. And then Sir Ector
pulled at it himself, and after him Sir Key, with all his might, but both of them in vain; then Arthur
reaching forth his hand and grasping at the pommel, pulled it out easily, and at once.
Then fell Sir Ector down upon his knees upon the ground before young Arthur, and Sir Key
also with him, and straightway did him homage as their sovereign lord.
But Arthur cried aloud, ―Alas! mine own dear father and my brother, why kneel ye thus to
me?‖
―Nay, my Lord Arthur,‖ answered then Sir Ector, ―we are of no blood-kinship with thee and
little though I thought how high thy kin might be, yet wast thou never more than foster-child of mine.‖
And then he told him all he knew about his infancy, and how a stranger had delivered him, with a
great sum of gold, into his hands to be brought up and nourished as his own born child, and then
had disappeared.
But when young Arthur heard of it, he fell upon Sir Ector‘s neck, and wept, and made great
lamentation, ―For now,‖ said he, ―I have in one day lost my father and my mother and my brother.‖
26
―Sir,‖ said Sir Ector presentlym, ―when thou shalt be made king, be good and gracious unto
me and mine.‖
―If not,‖ said Arthur, ―I were no true man‘s son at all, for thou art he in all the world to whom I
owe the most; and my good lady and mother, thy wife, hath ever kept and fostered me as though I
were her own; so if it be God‘s will that I be king hereafter as thou sayest, desire of me whatever
thing thou wilt and I will do it; and God forbid that I should fail thee in it.‖
―I will but pray,‖ replied Sir Ector, ―that thou wilt make my son Sir Key, thy foster-brother,
seneschal of all the lands.‖
―That shall he be, ―said Arthur; ―and never shall another hold that office, save thy son, while
he and I do live.‖ (Simoun Victor D. Rodoblaco, Brilliant Creations Publishing,
What’s More
Determine how the Arthurian themes are echoed in the work of 21 st century writer, Alan
Fenton. Then, identify how the writer uses characters, scenes, and imagery that parallel the tales of
King Arthur and his knights. Copy the table in your LITERATURE ACTIVITY NOTEBOOK. Then, fill
in the table that can be found after the story with your answer.
CALL OF DESTINY (excerpt)

Alan Fenton
On the summit of a hill in the county of Somerset stands a solitary church tower, bearing
witness to the ferocity of nature and of man. It is all that survives of two churches that once stood
here. The first was destroyed by an earthquake, the second by the command of Henry the Eight. As
sunset approaches, subtle details of stone and lichen, archway and niche, buttress and embrasure,
are lost in the deepening shadows. Silhouetted against the evening sky the stark stone mass of the
tower dominates the soft contours of the landscape, uniting earth and heaven.
A few yards from the base of the tower, on a mound that marks the crest of the Tor two
motionless figures stand, one taller than the other. Seen from the valley below, their dark shapes
loom, remote and mysterious. There is a haunting and powerful aura about them, as if they were not
people but primeval monoliths or statues of pagan gods in an ancient burial ground. In some
strange way they are beings apart, belonging not to the present time, but to time itself.
The hill is otherwise deserted, as are the woods at its foot and the countryside beyond.
The red ball of the sun sinks below the horizon, the west wind that has gusted all day is
suddenly stilled. Not a sound, not even a breath of air, disturbs the silence. Nothing stirs. In this
hushed moment, the earth and all the planets that only an instant before wheeled round the sun,
seem to hang motionless in space.
Slowly the taller figures raises his hand, as if to release the world from its spell, then touches
the boy lightly on the shoulder. ‗Shall we go? It‘s getting late.‘
They begin the descent. ‗Tell me more about him.‘ says the boy.
‗He was a great leader,‘ his older companion responds. ‗King of Britain, as they called it
then. When he came to the throne the country was under constant attack by its enemies, both from
outside and within.‘
Down the steep track they jolt, each for a time absorbed in his own thoughts, the boy‘s head
buzzing with questions.
‗But what exactly did he do?‘
‗The world had gone mad. The king tried to bring it back to its senses, and restore meaning
to people‘s lives. He wanted to give them courage and hope for the future. But to do that he first had
to impose order on chaos.‘
―How do you mean, impose?‘
The man nods approvingly. ‗You are right to question that word. He questioned it too. The
thought of using force troubled him. But after much heart searching he decided that if mankind was
to be saved, he had no other choice. He was given the power to do it, you see, power so formidable
that many thought he had been sent to earth by God, or even that he himself was a divine being.‘
‗And was he?‘
‗No.‘
‗So he was just an ordinary man?‘
A brief silence. ‗He was a man, but no ordinary man. When he was young he found it hard to
believe he had a special destiny. He wanted to lead a fun life and have a happy time, just as most
people do. But as he grew older he came to understand that he was not the same as other men,
and that the road he would have to take would be a different one.‘
‗Because of the power he had?‘
‗Yes. And because of the way he chose to use it.‘
‗How do you mean?‘
‗Other men would have used it for selfish ends, but not him. He decided to fight the forces of
darkness and chaos. He was a brave and cunning warrior; but he was also much more than that, a
philosopher and a visionary, a wise and humane individual, gallant, just and honourable. Those who
ruled by terror feared him. Those whom they terrorised, worshipped him. And in return he loved and
27
honoured them, the ordinary men and women. He had a dream, a dream that one day the meek
really would inherit the earth. But he knew they could only do it with his help.‘
‗Was there no one else they could turn to?‘
‗No one else whom good men and women would follow, no other leader who had the
courage and strength of character to meet the challenge. Not that he was the only one who saw the
world descending into chaos; there were leaders in other lands who feared for the future but were
too weak, or too corrupt, or simply too afraid to act. As everything around them disintegrated,
resigned to self-destruction, accepting that mankind was doomed. They had abandoned all hope of
changing anything; they no longer cared what happened. But he cared. He did everything in his
power to create a new world for mankind, a world based on love and respect and justice.‘
‗And did he succeed?‘
For a while. Until things started to go wrong.‘

The boy is impatient. ‗But how? Why? I want to know everything.‘
‗It‘s a long story. Are you sure you want to hear it?‘ asks the man, teasing his young friend.
‗You know I do!‘
A loving hand rests lightly on the boy‘s head. ‗Then you shall.‘
A mole of thought furrows the boy‘s brow. ‗Is it just a story? or was there really such a
person?‘
‗There was,‘ says the man, adding tantalisingly, ‗and may be again.‘ The boy looks puzzled.
‗There are those who say that if ever he is needed, he will come again.‘
The boy‘s eyes shine. ‗What will he do?
In the twilight the first star shows itself. A pale silver of moon floats above the horizon.
‗Now there‘s a question,‘ the man says softly. ‗What will he do…? Well now, I imagine he will
try to save mankind, just as he did all those centuries ago. Lord knows, we need saving.‘
The boy nods in acknowledgement, though scarcely understanding.
‗You never told me his name.‘
‗You know it already.‘
‗I do?‘
The Miracle of the Sword and Call of Destiny

Stone
Characters
* protagonist
* antagonist
Scenes
Imagery
From the story books.‘

the boy stands still and looks up at his beloved mentor, puzzled.
The man looks fondly down. ‗You want a clue?‘
‗Yes.‘
‗You have the same name as that king.‘
For a second or two the wide eyes dream, catching the starlight, then suddenly sparkle as
he laughs with delight. ‗Oh, that king!‘ On an impulse he cups his hands around his mouth and
shatters the silence, crying out the name at the top of his voice. ‗Arthur!‘
What I Have Learned
Answer the questions below. Write your answers in your LITERATURE ACTIVITY NOTEBOOK.
1. What is the moral of the story The Miracle of the Sword and Stone?
___________________________________________________________________
2. What is the theme of The Miracle of the Sword and the Stone?
___________________________________________________________________
What I Can Do
As a volunteer for a charitable institution that services children in foster care, you and your
fellow volunteers are tasked to perform a play of a folktale from the Brothers Grimm. The concept is
to encourage the children to read fairy tales and enlightened of their origins as stories. Your play
must be less than 10 minutes, suitable for children, and must also have a part for audience
interaction. You will be peer-evaluated by your other fellow volunteers using the rubric below.
28
PLAYWRITING RUBRIC
Exceeds Meets Working Below
Towards
PLOT makes sense. 4 3 2 1
CHARACTERS are believable for the situation. They
are well-developed and have motivations for their 4 3 2 1
actions.
EXPOSITION provides enough background on the

4 3 2 1
characters and setting for the play to make sense.
Has a CONFLICT that gets introduced in the
4 3 2 1
INCITING INCIDENT.
Tension/suspense increases through
4 3 2 1
COMPLICATIONS in RISING ACTION
Has a CLIMAX that is the highest point of
4 3 2 1
suspense/tension or a turning point.
FALLING ACTION ties up loose ends and possibly
4 3 2 1
shows how the conflict is won or lost.
The RESOLUTION gives the play an ending that
includes a BUTTON at the end to give a feeling of 4 3 2 1
satisfaction or completion.
The play shows action rather than telling us about it. 4 3 2 1
The play can be produced on a stage in front of a live
4 3 2 1
audience.
Formatted correctly:
Includes a title and list of characters
Character names in ALL CAPS at the
beginning of the line of dialogue, followed by
a colon ( : )
Character names in ALL CAPS in stage 4 3 2 1
directions
Stage directions should be in parenthesis
and, if typed, italicized
New scenes begin if there is a change in
LOCATION or TIME
Post assessment
Let‘s check what you‘ve learned from our lesson on European
literature. Answer each item below. Choose the correct answer, and write ONLY the letter your
1. No other period in English literature displayed more variety in style, theme, and content. What
period is it?
A. Medieval B. Romantic C. Victorian D. Enlightenment
2. What period in European literature gives attention to detail and replicates the true nature of
reality?
A. Romantic B. Victorian C. Realism D. Naturalism
3. During this period, writers identify the underlying causes for a person‘s actions or beliefs; the
environment played a large part in the narrative structure of their works.
A. Realism B. Naturalism C. Victorianism D. Imperialism
4. The ________ literary period uses crime and punishment as example of the principles used in
their work.
A. Realism B. Naturalism C. Imperialism D. Existentialism
5. Writers during this period are now free to try new concepts in writing like the use of the unreliable
narrator.
A. Naturalism B. Existentialism C. Modernism D. Naturalism
6. Who is Sir Kay‘s squire?
A. Merlin B. Arthur C. His cousin D. Sir Ector
7. Which of the following is NOT a theme of The Miracle of the Sword and the Stone?
A. deception B. trust C. betrayal D. love
8. Why did Merlin wait to the very last minute to have Arthur pull the sword from the stone?
A. To show everyone how smart he is
B. To show everyone Arthur was king
29
C. To prove that the Archbishop is very noble
D. To show that those arrogant men were weak
9. How does Arthur prove he is the rightful king of England?
A. by winning the tournament B. he married the princess
C. by pulling the sword from the stone D. by dividing the stone
10. Which of the following is the moral of the story The Miracle of the Sword and the Stone?
A. Follow your instincts.
B. It's about recognizing other people‘s powers.
C. Follow your destiny no matter what happens.
D. It's about how to grow up well and be a good person.
Lesson 13: European Literature - II
What I Need to Know

Congratulations! You are now in Lesson 13 of this module. In this lesson, you‘re going to
continue your exploration in the continent of Europe.
a. Compare and contrast the various 21st century literary genres and
their elements, structures, and traditions from across the globe
b. Do self- and/or peer-assessment of the creative adaptation of a
What I Know
Have you watched the movie adaptation of Harry Potter and the Sorcerer‘s Stone? Try to
recall the movie and answer the questions below. Write only the letter of the answer
_____1. How does Harry first learn that he is a wizard?

a. Dudley accidentally lets it slip
b. He reads about it in the Daily Prophet
c. The Dursleys tell him when he is eight
d. Hadgrid has to track him down to tell him
_____2. Where does Harry live in the Dursley‘s home?
a. with Dudley b. in the guest house
c. in a cupboard under the stairs d. in Mr. and Mrs. Dursley‘s room
_____3. Who decides where the children will be housed at Hogwarts?
a. The Sorting Broom b. Albus Dumbledore
c. The Sorting Hat d. Each child decides for himself or herself
_____4. How do the children wants to get rid of Hagrid‘s dragon?
a. They poison it.
a. They bring it up to the top of the tallest tower and push it off
c. They bring it up to the top of the tallest tower and give it to Voldermort
d. They bring it up to the top of the tallest tower and give it to Ron‘s older brother‘s friends
_____5. Who is Fluffy?
a. Harry‘s own dragon b. Hagrid‘s dog
c. Dumbledore‘s pet snake d. Hagrid‘s three-headed dog
_____6. Which teacher is trying to steal the Sorcerer‘s Stone?
a. Quirrell b. Snape c. Dumbledore d. McGonagall
_____7. To whom does the Sorcerer‘s Stone belong?
a. Harry b. Hagrid c. Voldermort d. Nicolas Flamel
_____8. What does Harry see when he looks in the Mirror of Erised for the first time?
a. His parents b. A Quidditch trophy
c. The Sorcerer‘s Stone d. Himself as an old, wise wizard
_____9. Who actually puts the curse on Harry during the Quidditch match?
a. Quirrell b. Snape c. Malfoy d. Nicolas Flamel
_____10. What do the first two initials in J.K. Rowling‘s name stand for?
a. Jenna Kate b. Jennifer King c. Joan Kinsey d. Joanna Kathleen
What’s In
In Lesson 12, you were introduced to European literature through the story The Miracle of
the Sword and Stone which tells about how the precocious young man became King Arthur, the
ruler of England. Now, check what you‘ve learned from the lesson.
Create a timeline to note the important periods in European literature as written in Lesson 5. A
sample timeline template is given, but you may create your own.
30
What’s New
Name a character in a movie or story which you can relate with each word below. Write your
answers in your LITERATURE ACTIVITY NOTEBOOK.
Example: HERO - SUPERMAN
HERO - ______________
MENTOR - ______________
LOYAL COMPANION - ______________
EXPLORER - ______________
LOVER - ______________
MAGICIAN - ______________
INNOCENT - ______________
BULLY - ______________
RULER - ______________
EVIL GENIUS - ______________
What is It
Archetypes are universal symbols that encapsulate the collectively-inherited unconscious idea,
pattern of thought, image, etc., that is, universally present in people. Psychologist Carl Gustav Jung
described several archetypes that are based in the observation of differing but repeating patterns of
thought and action that re-appear time and again across people, countries and continents.
The following are information on the different archetypes for characters.

Eight Male Archetypes
Chief Leader, tough; decisive; goal-oriented; over-bearing; top of his
field
Bad boy Rebel; the boy from the wrong side of the track; bitter; crash
idealist; charismatic, street-smart, hates authority
The best friend Kind, responsive, decent, regular, Mr. Nice Guy; doesn‘t enjoy
confrontation, values teamwork
Charmer Fun, irresistible; not too responsible or dependable; rouge, not
crazy about hard work
The lost soul Tortured, secretive, unforgiving; vulnerable, creative but loner
The professor Logical, introverted, inflexible, boring; genuine about feelings,
honest, faithful
The swashbuckler Man of action, physical endearing, fearless, explorer
The warrior Reluctant rescuer, knight-in-shining-armor; relentless, hero,
doesn‘t go along to get along
Eight Female Archetypes

Boss Leader; tough; decisive; goal-oriented; over-bearing; top of her
field
The Survivor Sizing up everyone, mysterious, manipulative, tough
The spunky kid Rebel; bitter; crash idealist; charismatic, street-smart, hates
authority
The Free Spirit Fun, irresistible, not too responsible or dependable; rouge, not
crazy about hard work
The waif Damsel in distress; childlike innocence
The librarian Proper but with underlying passion
The crusader Woman of action, physical endearing, fearless, explorer
The nurturer Takes care of everyone
Read the summary of Harry Potter and the Sorcerer‘s Stone below and do the activities that follow.
Harry Potter and the Sorcerer’s Stone

J.K. Rowling
31
Mr. Dursley, a well-off Englishman, notices strange happenings on his way to work one day.
That night, Albus Dumbledore, the head of a wizardry academy called Hogwarts, meets Professor
McGonagall, who also teaches at Hogwarts, and a giant named Hagrid outside the Dursley home.
Dumbledore tells McGonagall that someone named Voldemort has killed a Mr. and Mrs. Potter and
tried unsuccessfully to kill their baby son, Harry. Dumbledore leaves Harry with an explanatory note
in a basket in front of the Dursley home.
Ten years later, the Dursley household is dominated by the Dursley‘s son, Dudley, who
torments and bullies Harry. Dudley is spoiled, while Harry is forced to sleep in a cupboard under the
stairs. At the zoo on Dudley‘s birthday, the glass in front of a boa constrictor exhibit disappears,
frightening everyone. Harry is later punished for this incident.
Mysterious letters begin arriving for Harry. They worry Mr. Dursley, who tries to keep them
from Harry, but the letters keep arriving through every crack in the house. Finally, he flees with his
family to a secluded island shack on the eve of Harry‘s eleventh birthday. At midnight, they hear a
large bang on the door and Hagrid enters. Hagrid hands Harry an admissions letter to the Hogwarts
School of Witchcraft and Wizardy. Harry learns that the Dursleys have tried to deny Harry‘s wizardry
all these years.
The next day, Hagrid takes Harry to London to shop for school supplies. First they go to the
wizard bank, Gringotts, where Harry learns that his parents have left him a hefty supply of money.
They shop on the wizard‘s commercial street known as Diagon Alley, where Harry is fitted for his
school uniform. Harry buys books, ingredients for potions, and, finally, a magic wand – the
companion wand to the evil Voldemort‘s.
A month later, Harry goes to the train station and catches his train to Hogwarts on track nine
and three quarters. On the train, Harry befriends other first-year students like Ron Weasley and
Hermione Granger, a Muggle girl chosen to attend Hogwarts. At school, the first- years take turns
putting on the ―Sorting Hat‖ to find out in which residential house they will live. Harry fears being
assigned to the sinister Slytherin house, but he, Ron, and Hermione end up in the noble Gryffindor
house.
As the school year gets underway, Harry discovers that his Potions professor, Snape, does
not like him. Hagrid reassures Harry that Snape has no reason to dislike him. During their first flying
lesson on broomsticks, the students are told to stay grounded while the teacher takes an injured
boy named Neville to the hospital. Draco Malfoy, a Slytherin bully, snatches Neville‘s prized toy and
flies off with it to the top of a tree. Harry flies after him. Malfoy throws the ball in the air, and Harry
speeds downward, making a spectacular catch. Professor McGonagall witnesses this incident.
Instead of punishing Harry, she commends that he play Quidditch, a much-loved game that
resembles soccer played on broomsticks, for Gryffindor. Later that day, Malfoy challenges Harry to
a wizard‘s duel at midnight. Malfoy doesn‘t show up at the appointed place, and Harry almost gets
in trouble. While trying to hide, he accidentally discovers a fierce three-headed dog guarding a
trapdoor in the forbidden third-floor corridor.
On Halloween, a troll is found in the building. The students are all escorted back to their
dormitories, but Harry and Ron sneak off to find Hermione, who is alone and unaware of the troll.
Unwittingly, they lock the troll in the girl‘s bathroom along with Hermione. Together, they defeat the
troll. Hermione tells a lie to protect Harry and Ron from being punished. During Harry‘s first
Quidditch match, his broom jerks out of control. Hermione notices Snape staring at Harry and
muttering a curse. She concludes that he is jinxing Harry‘s broom, and she sets Snape‘s clothes on
fire. Harry regains control of the broom and makes a spectacular play to win the Quidditch match.
For Christmas, Harry receives his father‘s invisibility cloak, and he explores the school,
unseen, late at night. He discovers the Mirror of Erised, which displays the deepest desire of
whoever looks in it. Harry looks in it and sees his parents alive. After Christmas, Harry, Ron, and
Hermione, begin to unravel the mysterious connection between a break-in at Gringotts and the
three-headed guard dog. They learn that the dog is guarding the Sorcerer‘s Stone, which is capable
of providing eternal life and unlimited wealth to its owner and belongs to Nicolas Flamel,
Dumbledore‘s old partner.
A few weeks later, Hagrid wins a dragon egg in a poker game. Because it is illegal to own
dragons, Harry, Ron, and Hermione contact Ron‘s older brother, who studies dragons. They
arrange to get rid of the dragon, Fluffy, but get caught. Harry, Ron, and Hermione are severely
punished, and Gryffindor is docked 150 points. Furthermore, part of their punishment is to go into
the enchanted forest with Hagrid to find out who has been killing unicorns recently. In the forest,
Harry comes upon a hooded man drinking unicorn blood. The man tries to attack Harry, but Harry is
rescued by a friendly centaur who tells him that his assailant was Voldemort. Harry also learns that
it is Voldemort who has been trying to steal the Sorcerer‘s Stone.
Harry decides that he must find the stone before Voldemort does. He, Ron, and Hermione
sneak off that night to the forbidden third-floor corridor. They get past the guard dog and perform
many impressive feats as they get closer and closer to the stone. Harry ultimately finds himself face
to face with Quirrell, who announces that Harry must die. Knowing that Harry desires to find the
stone, Quirrell puts Harry in front of the Mirror of Erised and makes him state what he sees. Harry
sees himself with the stone in his pocket, and at that same moment he actually fells it in his pocket.
But he tells Quirrell that he sees something else. A voice tells Quirrell that the boy is lying and
32
requests to speak to Harry face to face. Quirrell removes his turban and reveals Voldemort‘s face on
the back of his head. Voldemort, who is inhabiting Quirrell‘s body, instructs Quirrell to kill Harry, but
Quirrell is burned by contact with the boy. A struggle ensues and Harry passes out.
When Harry regains consciousness, he is in the hospital with Dumbledore. Dumbledore
explains that he saved Harry from Quirrell just in time. He adds that he and Flamel have decided to
destroy the stone. Harry heads down to the end-of-year banquet, where Slytherin is celebrating its
seventh consecutive win of the house championship cup. Dumbledore gets up and awards many
last-minute points to Gryffindor for the feats of Harry and his friends, winning the house cup for
Gryffindor. Harry returns to London to spend the summer with the Dursleys. ("Sparknotes: Harry
Potter And The Sorcerer‘S Stone: Plot Overview" 2020)
What’s More
Based on the given information on the different archetypes for characters, use the table
below to specify which character in Harry Potter and the Sorcerer‘s Stone
subscribes to the given archetype.
Eight Male Archetypes

Chief
Bad boy
The best friend
Charmer
The lost soul
The professor
The swashbuckler
The warrior
Eight Female Archetypes

Boss
The Survivor
The spunky kid
The Free Spirit
The waif
The librarian
The crusader
The nurturer
What I have learned
Answer the questions below. Write your answers in your LITERATURE ACTIVITY NOTEBOOK.
1. What is the main message of Harry Potter and the Sorcerer‘s Stone?
______________________________________________________________
2. What life‘s lessons does Harry Potter and the Sorcerer‘s Stone teach?
______________________________________________________________
33
What I Can Do
Using your knowledge about the archetypes found in Harry Potter and the Sorcerer‘s Stone,
write a critical paper about the impact of the archetypes to the story. Your paper will be rated based
on the rubric below.

There is a well-developed Introduction Introduction
Introduction introduction with an creates interest. adequately
and attention grabber that gets Thesis states the explains the
conclusion the reader‘s interest and position. background,
(Background continues to engage the Conclusion but may lack
history/ reader up until the thesis effectively detail. Thesis
Thesis statement. The thesis summarizes the states the topic,
statement) statement should clearly topic but key
state the experience or elements are
event that will be missing.
described as well as the
effect on the writer.
Conclusion should
effectively wrap up and re-
stress the importance of
thesis.
Main points Well-developed main
Three or more Three or more
(Body points/topic sentences thatmain points relate main points are
paragraphs) relate directly to the to the thesis, but present, but
thesis. Supportingsome may lack lack details in
examples are concrete details. The describing the
and detailed. The analysis analysis shows event. Little
is developed with an events from the descriptive
effective point of view. author‘s point of language is
view, but could use used.
more descriptive
language.
Organization Logical progression of Logical progression Organization is
(Structure ideas with a clear of ideas. clear.
and structure that enhances Transitions are Transitions are
Transition) the thesis. Transitions are present throughout present at
effective and vary the essay, but times, but there
throughout the paragraph, lacks variety is very little
not just in the topic variety.
sentence.
Style Writing is smooth, skilful, Writing is clear and Writing is clear,
(Sentence and coherent. Sentences sentences have but could use a
flow, variety, are strong and expressive varied structure. little more
diction) with varied structure. Diction is sentence
Diction is consistent and consistent. variety to make
words are well-chosen. the writing more
interesting.
Mechanics Punctuation, spelling, and Punctuation, There are only
(Spelling, capitalization are all spelling, and a few(3-4)
punctuation, correct. No errors. capitalization are errors in
capitalization) generally correct punctuation,
with few errors(1- spelling, and
2). capitalization.
Score /50
Post assessment
Let‘s check what you‘ve learned. Answer each item below. Write only the letter of the correct
34
_____1. How does Harry first learn that he is a wizard?
a. Dudley accidentally lets it slip
b. He reads about it in the Daily Prophet
c. The Dursleys tell him when he is eight
d. Hadgrid has to track him down to tell him
_____2. Where does Harry live in the Dursley‘s home?
a. with Dudley
b. in the guest house
c. in a cupboard under the stairs
d. in Mr. and Mrs. Dursley‘s room
_____3. Who decides where the children will be housed at Hogwarts?
a. The Sorting Broom
b. Albus Dumbledore
c. The Sorting Hat
d. Each child decides for himself or herself
_____4. How do the children wants to get rid of Hagrid‘s dragon?
a. They poison it.
a. They bring it up to the top of the tallest tower and push it off
c. They bring it up to the top of the tallest tower and give it to Voldermort
d. They bring it up to the top of the tallest tower and give it to Ron‘s older brother‘s friends
_____5. Which teacher is trying to steal the Sorcerer‘s Stone?
a. Quirrell b. Snape c. Dumbledore d. McGonagall
_____7. To whom does the Sorcerer‘s Stone belong?
a. Harry b. Hagrid c. Voldermort d. Nicolas Flamel
_____8. Who is Fluffy?
a. Harry‘s own dragon b. Hagrid‘s dog
c. Dumbledore‘s pet snake d. Hagrid‘s three-headed dog
_____9. What does Harry see when he looks in the Mirror of Erised for the first time?
a. His parents b. A Quidditch trophy
c. The Sorcerer‘s Stone d. Himself as an old, wise wizard
_____9. Who actually puts the curse on Harry during the Quidditch match?
a. Quirrell b. Snape c. Malfoy d. Nicolas Flamel
_____10. What do the first two initials in J.K. Rowling‘s name stand for?
a. Jenna Kate b. Jennifer King c. Joan Kinsey d. Joanna Kathleen
35

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PHILIPPINE CENTRAL ISLANDS COLLEGE

San Jose Occidental Mindoro

for the Philippines and

Our School Hymn

1. Confucius is a famous ______________ in ancient Chinese history.

40. Which of the following is an example of symbolism in literature?

Lesson 8: Asian Literature: Chinese

What I Need to Know

1. What poetry is written and read on a mobile phone?

―We grasp our battle-spears: we don our breast-plates of hide.

The warriors are all dead: they lie on the moor-field.

And I see sparrows fly over. They look around

What I Have Learned

1. Confucius is a famous ____ in ancient Chinese history.

What I Need to Know

The Taximan’s Story

What I Have Learned

1. How do you like ―The Taximan‘s Story?‖

What I Need to Know

A figure of speech that makes an

A figure of speech in which

Ex. Her cheeks are red like a rose.

A figure of speech whereby the

China ancient myths Heian Tale of Genji literature

―I‘ll think about that when the time comes,‖ I say.

I blush a little. It doesn‘t take much to make me blush.

―How about we play our game?‖ he says.

―All right,‖ I say. I close my eyes and quietly take a breath.

What I Have Learned

Criteria Description Score

10. What does the boy feel toward Crow?

Lesson 11: African Literature

What I Need to Know

exposition climax setting theme

1. The complication begins to show itself on the ___________________

The Lion and the Mouse

Story Mind Map

Who are the characters? When did it happen?

Why did it happen?

The Clever Young Man and the Monster

Rawera (the Comforter) and the Monster

Things Fall Apart (summary)

What I Have Learned

Tips in Writing Short Paper

Cohesion The essay is The essay is The essay is not

Organization The essay is The essay is The essay is not

Lesson 12: European Literature - I

1. Who is Sir Kay‘s squire?

2. Who lied about finding the sword?

The Miracle of the Sword and Stone

CALL OF DESTINY (excerpt)

For a while. Until things started to go wrong.‘

The Miracle of the Sword and Call of Destiny

From the story books.‘

What I Have Learned

EXPOSITION provides enough background on the

Lesson 13: European Literature - II

What I Need to Know