Quarter 3 – Module 6

Literature

Department of Education ● Republic of the Philippines

English - Grade 8
Alternative Delivery Mode
Quarter 3 –Module 6: Literature
First Edition, 2020

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1
 Lesson Identifying Literary Genres

1 Contributed by Southeast Asian

Writers
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What I Need to Know

Genres of literature are important to learn about. The two main categories
separating the different genres of literature are fiction and nonfiction. Genres are not
wholly fixed categories of writing, but their content evolves according to social and cultural
contexts and contemporary questions of morals and norms. In this lesson, the students are
expected to:

 identify the notable literary genres contributed by Southeast Asian writers

specifically Myanmar (Burma) and Philippines.

What’s New

Task 1 GREAT NAMES TO NAMES:

Directions: Read about these writers and be ready to name each one. Write the name
of the writer in the space provided.

Ludu U Hla James Hla Kyaw

https://en.wikipedia.org/wiki/Ludu_U_Hla https://en.wikipedia.org/wiki/James_Hla_Kyaw

Francisco Baltazar José Rizal

https://www.poemhunter.com/franciscobaltaza
https://www.google.com/searchLifeandworksof
r/biography
JoseRizal
 1. He was a prominent Filipino poet, and is widely considered as the Tagalog equivalent of
William Shakespeare for his impact on Filipino literature. The famous epic, Florante at
Laura, is regarded as his defining work.
Answer:
2. A pioneer Burmese novelist and author of the first Burmese novel titled Maung Yin
Maung, Ma Me Ma. Burmese novels had existed before but they were written in verse
not in prose. Most of these novels were based on Buddhism, myth and legend and
history of Burma; therefore there were no novels that were based on everyday lives like
Maung Yin Maung, Ma Me Ma.
Answer:
3. He is widely considered one of the greatest heroes of the Philippines and has been
recommended to be so honored by an officially empaneled National Heroes Committee.
However, no law, executive order or proclamation has been enacted or issued officially
proclaiming any Filipino historical figure as a national hero.[9] He was the author of the
novels Noli Me Tángere and El filibusterismo, and a number of poems and essays.
Answer:

4. He was a Burmese journalist, publisher, chronicler, folklorist and social reformer whose
prolific writings include a considerable number of path- breaking nonfiction
works. A library of 43 volumes of folk tales, a total of 1597 stories, that he collected
between 1962 and 1977 from most of the ethnic minorities of Burma was a truly
Herculean undertaking. Many of these have been translated into several languages.[3]
There are 5 other volumes of folktales from around the world to his credit.

What Is It?

es: poetry, , , and non-fiction. All of these genres have particular features and functions that distinguish them from one another. Hence

Types of Genre

There are five types of genres in literature, which include:

 Poetry

Poetry is the first major literary genre. All types of poetry share specific
characteristics. In fact, poetry is a form of text that follows a meter and rhythm, with each
line and syllable. It is further subdivided into different genres, such an epic poem,
narrative, romantic, dramatic, and lyric. Dramatic poetry includes melodrama, tragedy,
and comedy, while other poems includes ode, sonnet, elegy, ballad, song, and epic.
 Popular examples of epic poems include Paradise Lost, by John Milton, The Iliad
and The Odyssey, by Homer. Examples of romantic poems include Red Red Rose, by
Robert Burns. All these poetic forms share specific features, such as they do not follow
paragraphs or sentences; they use stanzas and lines instead. Some forms follow very
strict rules of length, and number of stanzas and lines, such as villanelle, sonnet, and
haiku. Others may be free-form, like Feelings, Now, by Katherine Foreman, which is
devoid of any regular meter and rhyme scheme. Besides that, often poetry uses figurative
language, such as metaphor, simile, onomatopoeia, hyperbole, and alliteration to create
heightened effect.
 Prose

This type of written text is different from poetry in that it has complete sentences
organized into paragraphs. Unlike poetry, prose focuses on characters and plot, rather
than focusing on sounds. It includes short stories and novels, while fiction and non-fiction
are its sub genres. Prose is further categorized into essays, speeches, sermons, and
interpretations.

 Drama

Drama is a form of text that is performed in front of an audience. It is also called a

play. Its written text contains dialogues, and stage directions. This genre has further
categories such as comedy, tragedy, and tragicomedy. William Shakespeare is known as
the father of English drama. His well-known plays include Taming of the Shrew, Romeo
& Juliet, and Hamlet. Greek playwrights were the pioneers in this field, such as
Sophocles’ masterpiece Oedipus Rex, and Antigone, while modern dramas include
Death of a Salesman, by Arthur Miller.

 Fiction

Fiction has three categories that are, realistic, non-realistic, and semi-fiction. Usually,
fiction work is not real and therefore, authors can use complex figurative language to
touch readers’ imaginations. Unlike poetry, it is more structured, follows proper
grammatical pattern, and correct mechanics. A fictional work may incorporate fantastical
and imaginary ideas from everyday life. It comprises some important elements such as
plot, exposition, foreshadowing, rising action, climax, falling action, and resolution.
Popular examples of literary fiction include, James Joyce’s novel A Portrait of an Artist
as a Young Man, Charles Dickens’ A Tale of Two Cities, Jane Austen’s Pride and
Prejudice, and Harper Lee’s To Kill a Mockingbird.

 Non-Fiction

Non-fiction is a vast category that also has sub-genres; it could be creative like a
personal essay, or factual, like a scientific paper. It may also use figurative language,
however, not unlike poetry, or fiction has. Sometimes, non-fiction may tell a story, like an
autobiography, or sometimes it may convey information to readers.

Other examples of non-fiction include biographies, diaries, memoirs, journals,

fantasies, mysteries, and romances. A popular example of non-fiction genre is Michael
Pollan’s highly celebrated book, The Omnivore’s Dilemma: A Natural History of Four
Meals, which is an account of the eating habits of Americans.
 What’s More
Appreciating Poetry.
Silvery Beach
Nu Yin
Once
For relations Beyond the edge of cliff
I visited this place. While I was seeking shelter
I thought of the cliffs
Alone And our lives.
On this silvery beach
Beside the cliffs Though these dreadful waves
I walked in tonight. Could sometimes overleap,
I gazed at the endless sea They could not overwhelm cliffs.
And I pondered.
“Similarly in one’s existence
Gazing at the sapphire and green Though violent minds
sea Like rough winds
I felt calm. May be attacking you,
I did not tire of staring at the If one practices patience
waves coming toward the beach One can have tranquility in one’s
Like crumbling mountains heart.”
With terrific sound
Like wanting to devour and While taking shelter behind a cliff
swallow, This thought came to me.
Being alone, I felt scared Source: Burmese Poems Through
And took shelter from this tide and the Ages. Trans.
rough wind The Most Rev. Friedrich V. Lutig

Task 2. Identifying Figurative Language and Mood

Figurative language is a way of using words in different and unusual words to
make a strong point. One type of figurative language occurs when poets compare two
things that are very different. In the passage above, the poet compares the waves to a
crumbling mountain. The word crumbling creates the image of having the ability to
destroy or destruct (destroying or destructive). By using figurative language, she forcefully
makes the point that the waves were like destructive mountains.
1. In this passage the poet describes the “violent minds like rough winds”. What
point is she making about violent minds?

A. She emphasizes that violent minds can cause trouble or can bring danger.
B. She emphasizes that violent minds are cautious and careful.
C. She compares violent minds to an intelligent person.
D. She compares rough winds to witty minds.
Mood is said to be an emotional or emotional-intellectual attitude which the author
takes toward his subject or theme. Reread the poem and answer the question below.

2. What does the title suggest? Does it establish the mood of the poem?
  Expressing Appreciation of an Essay

ay is a short piece of nonfiction writing in which a writer gives his or her opinion on one subject. Informal or personal essays reflect a w

There’s a Teenager in the House

Kerima Polotan Tuvera

There’s a teenager in my house. Until a few years ago, he was my son. But
when he turned thirteen, he became also this tall stranger with new pimples around
his nose and insolence in his manner.

For nearly two years, there’s been an undeclared war between him and me.
He wins the skirmishes but he loses the battles. He may get his way every now and
then, but he knows that I make the big decisions. I am always tempted to punish him,
and I am sure that he thought of fighting back. We are suddenly to each other two
people we don’t like very much. He has ideas that shock me and I have standards
that appall him.

Once or twice, we manage to rediscover each other. After a hundred

arguments over why he should roll up his bedding and pick up his soiled clothes, and
study his lessons, this teenager and I look into each other’s eyes. I search for the
baby I woke for each dawn for thirteen years ago. I do not know what he looks for in
my face but he finds it there because he smiles. The anger vanishes between us
although the issue is not solved. Strewn on the floor each morning will be his
bedding. Close by, like the molting of a snake, are the algebra lessons undone, the
comic books well-thumbed, the messy bathroom, the weeping young sisters, and the
unwatered lawn….

When I surprised him in his room, I find him staring at the ceiling,
daydreaming. I am reality. I am the enemy with my many dos and don’t’s.
Sometimes, I feel he and I will never reach each other again. Surely, he may not
understand me till he’s a father himself and stands where I do now.

He says he will never marry, which is typically thirteen’s. He says when he

grows up he will get a good job. Then he will buy a fast car, and take all the pretty
girls riding. He goes to school which is not a rich man’s son’s school, and not a poor
man’s either. He was doing better last year at his studies, passing by the skin of his
teeth. I am not too sure he will pass this year, not even if he has two sets of teeth.

He barely opens his textbooks. He reads adventures, detective stories,

aviation magazines- but he reads, thank God! He can sit for hours before the idiot
box, the TV, mesmerized by even the most stupid programs. He needs a pair of
shoes and school pants badly, but he wants me to buy him a set of drums (only
P300). He will master them, he says. To convince me, he goes about with a pair of
sticks topping out some crazy rhythm on table tops and window sills and sometimes,
even on the head of a younger brother.
 He wants, like all his friends in school, a car and a pair of funny-looking
Spanish boots. He will not get them either but I am trying to save for a small
microscope he saw at Alemar’s.

He does not lie very well. I sent him once on an errand and he was gone for
three hours. When he returned, he told me that the man I wanted wasn’t there and
that he waited, etc. ten minutes later, he was telling me the truth. He had gone
joyriding with a classmate, a boy of 15 who obviously with his parents’ help, had
gotten a license and drove a car of his own.

I went to his school and sought out this license-owning, car-driving 15-year-
old. I found him nice and respectful. But since I will not hand over to this friend and to
anyone else the responsibility for my son’s safety, I asked him to stop taking my boy
along with him on these rides.

I do not know if it will happen again. He brings home too many envious stories
of too many cars on their high school campus. He want what all his friends want-
Noise, Speed, Glitter.

Last week, on the eve of an induction party, I kept him home. He had me
believe it was a simple Boy Scout investiture ceremony with, perhaps Coke and
cookies later. It turned out to be something more elaborate. They had to have
sponsors and he had picked his one out. She was much older - a sophisticate from a
nearby college. She smoked and drank. She expected him to call her at her home
and take her back. I was quite sure liquor would be sneaked in. If his fifteen-year-old
friends could get licenses, bringing in a flask was no problem.

It was also his bad luck that day before the party, he handed me a report card
with four failing grades. I said simply, stay home. I felt guilty about making him miss
the fun, but he was over his hump quicker than expected. At 7:30 p.m., when the
party was beginning somewhere in Pasong Tamo, he had a bottle of Coke in one
hand, and he was horsing around with his brothers and sister at home.

Next year, I will send him, to a school in the south. I want to take him away
from the city, away from souped-up cars and 15-year-old drivers and college girls
who smoke and drink at 17. I saw Silliman last summer and was impressed. He will
board at a place where he must get his own food and put his room in order.

I am not always right about him, but I am right about the things I want for him.
I want him to have all the virtues that seem to be going out of fashion: honesty, a
respect for the law, compassion, and a curious intelligence. Mine is certainly not a
modern attitude because I refuse to be his pal. I am his parent and I will not retreat
from that responsibility. I will not give up my parenthood with all its difficulties and
loneliness (and its bills) to become my son’s pal. I will not encourage him to think
along with his generation that life is one joyride. I allow him his Beatles haircut and
his passion for Presley. He must allow me my passion for his good future.

Source: R. Dumawal, N. Cay & P. Remolona, Communication Arts in English, Quezon City:
Vibal Publishing House, Inc., 1980.
 Task 3. Understand What You Read

Directions: Write the answer to each question in the space provided.

1. Who is the “I” or the narrator in the selection?

2. What is she narrating?

3. Pick out at least four details from the essay that describe the son’s different
actuations or manners.

4. What is the mother’s attitude towards her son? Is she indifferent? angry?
understanding? Give the details that support your answer.

5. How do you think teenagers from other Asian countries like Japan, Korea, Burma,
Thailand, Indonesia, and Malaysia with their different religions and cultures express
their unique personality?

What I Can Do

Task 4 All About Myself

Directions: In an autobiography, a person tells his or her own life story. It describes the
important events, people and decisions in a person’s life from the one who actually had the
experiences. Write a three-paragraph composition describing your most interesting life
story/experience. Remember the parts of a narration (the introduction, body and
conclusion).
 Lesson
Identifying the Distinguishing
Features of Notable Poems, Short

2 Stories, Dramas and Novels

Contributed by Southeast Asian
Writers
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ni

What Is It?
FEATURES TO REMEMBER
Singaporean literature in English started with the Straits-born Chinese
community in the colonial era; it is unclear which was the first work of literature in
English published in Singapore,but thereis evidence of Singapore literature published
as early as the 1830s. The first notable Singaporean work ofpoetry in English
ispossibly F.M.S.R., apasticheofT. S.Eliot by Francis P.Ng, published in
Londonin1935.This was followed byWangGungwu's Pulse in 1950.
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. It is telling that many critical essays on
Singapore literature name Thumboo's generation, rightly or wrongly, as the first
generation of Singapore writers. Poetry is the predominant mode of expression; it has
a small but respectable following since independence, and most published works of
Singapore writinginEnglishhavebeenin poetry.

 Singaporean Poem

A Letter to Lee Choon Seng

By: Khoo Seok Wan
In my humble hut Cooking meals to carry me
These cold, dismal days Through inclement weather

Sleepless And more,

As the rain creates The comfort of your presence
Its endless rhythms And the flow of your wine
Settled in the pavilion
You Here at my side.
A friend in times of need

Malaysian Literature
Three Forms of Traditional Malay Poetry

1. Mantera - a sacred message of a text; repeated word or phrase in

meditation (e.g “Om”, “Om Namo”)
2. Pantu - a traditional oral form of expression.
- consists of a quatrain which employs an abab rhyme scheme.
 3. Syair - can be a narrative poem, a didactic poem, or a poem used to
convey ideas on religion or philosophy, or even one to describe
historical event

Fables in Malaysia

Kancil (mouse deer) serves as the main character in a number of stories and regards
as the humble animal in the highest esteem.

 Famous Writers
Abdullah Abdul Kadir
Malayan writer of Indian origin
Most cultured Malay who wrote
one of the greatest innovators in Malay
The father of modern Malay literature
He wrote Hikayat Abdullah, an autobiography.

Usman Awang

Best poet in the Malay language.

Did not produce a very large corpus of poetry, only
about 200 of them
His poems are simple, clear, often romantic, and
beautiful
A master at weaving words into striking
phrases, sentences and verses that are of
exceptional
classical beauty and sometimes appear to be nostalgic and even
escapist.

Huzir Sulaiman
A Malaysian actor, director and writer based in
Singapore.
One of Malaysia's leading dramatists.
His plays, often charged with dark humor, political
satire, and surrealistic twists, have won numerous
awards and international recognition.

What’s More
Task 1 Name Me
Singaporean and Malaysian literatures are two of the pillars of Asian
literature. The rich literary features refects the variety of color of Asian culture that
still radiates up to this day.
 Directions: Review the previous facts of Singaporean and Malaysian literature
and be able to answer to write the fact on what is being asked. Write your answer in the
space provided.
1. the language of Singaporean literature published in the 1830s
2. the first generation of Singapore writers
3. the dominant genre in Singaporean literature
4. It is the main character in a number of stories and regards as the humble animal.
5. a sacred message of a text, repeated word or phrase in meditation.
6. a didactic poem used to convey ideas on religion.
7. consists of a quatrain which employs an abab rhyme scheme.
8. the best poet in Malay language
9. the father of modern Malay literature
10. Malaysia’s leading dramatist
 Lesson
Explaining Figurative Language

gni
3 Used
ni

What Is It
Figurative – Array

Figurative language refers to language that uses words in ways that deviate from their
literal interpretation to achieve a more complex or powerful effect.

Common Types of Figurative Language

There are many, many types of figures of speech that can be involved in figurative
language. Some of the most common are:

 Metaphor: A figure of speech that makes a comparison between two unrelated things by
stating that one thing is another thing, even though this isn't literally true. For example, the
phrase "her lips are a blooming rose" obviously doesn't literally mean what it says—it's a
metaphor that makes a comparison between the red beauty and promise of a blooming
rose with that of the lips of the woman being described.

 Simile: A simile, like a metaphor, makes a comparison between two unrelated things.
However, instead of stating that one thing is another thing (as in metaphor), a simile states
that one thing is like another thing. An example of a simile would be to say "they fought
like cats and dogs."

 Hyperbole: Hyperbole is an intentional exaggeration of the truth, used to emphasize the

importance of something or to create a comic effect. An example of a hyperbole is to say
that a backpack "weighs a ton." No backpack literally weighs a ton, but to say "my
backpack weighs ten pounds" doesn't effectively communicate how burdensome a heavy
backpack feels.
 Personification: In personification, non-human things are described as having human
attributes, as in the sentence, "The rain poured down on the wedding guests,
indifferent to their plans." Describing the rain as "indifferent" is an example of
personification, because rain can't be "indifferent," nor can it feel any other human
emotion. Source: www.litcharts.com/literacy-devices-and-terms/figurative-language
 What’s More
Task 1. Figurative Language

Directions: Read the following examples of figurative language. Identify the poetic device
being used.

1. Their thoughts were like golden birds.

a. simile b. metaphor c. hyperbole d. personification

2. Fear lurks, watching me, waiting for the moment to pounce.

a. hyperbole b. metaphor c. simile d. personification

3. The sound of your breath is a music of which I will not soon tire.
a. hyperbole b. personification c. metaphor d. simile

4. After she left, the sun never shined again.

a. hyperbole b. personification c. metaphor d. simile

5. Their trumpets crying, their white plumes flying, And their sabers flashing in the sun.
a. hyperbole b. personification c. metaphor d. simile

6. Wisdom gently whispers to us to part from evil. _

a. hyperbole b. personification c. metaphor d. simile

7. My mind is like a clamorous market-place._

a. hyperbole b. personification c. metaphor d. simile

8. The night sky was a loom threaded with darkness.

a. hyperbole b. personification c. metaphor d. simile

9. If I had the chance to hold her, I would never let her go. _
a. hyperbole b. personification c. metaphor d. simile

10. His eyes were sad as fishes that swim up and stare upon the land that is not theirs. _
a. hyperbole b. personification c. metaphor d. simile