Senior High School

21st Century Literature from

the Philippines and the World
Quarter 1
The Role of Context in Literature
EN12Lit-IIf-28

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Core Subject – 21st Century Literature from the Philippines and the World
Supplementary Learning Material
Quarter 1 –The Role of Context in Literature
First Edition, 2020

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The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education - Region III

Secretary : Leonor Magtolis Briones
Undersecretary : Diosdado M. San Antonio

Development Team of the Module

Author : Locsina P. Locsin
Language Reviewer : Maica Jill N. De Guzman
Content Editor : Esperanza S. Nunez, PhD
Illustrator : Eugenia B. Bleza
Layout Artist : Clarissa P. Cajucom

Management Team
Gregorio C. Quinto, Jr., EdD
Chief, Curriculum Implementation Division
Rainelda M. Blanco, PhD
Education Program Supervisor - LRMDS
Agnes R. Bernardo, PhD
EPS-Division ADM Coordinator
Jay Arr V. Sangoyo, PhD
EPS – English
Glenda S. Constantino
Project Development Officer II
Joannarie C. Garcia
Librarian II

Department of Education, Schools Division of Bulacan

Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan
Email address: [email protected]

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 Senior High School

21st Century Literature from

the Philippines and the World
Quarter 1
The Role of Context in Literature
EN12Lit-IIf-28

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 Introductory Message
For the Facilitator:

Welcome to 21st Century Literature from the Philippines and the World, Project
Supplementary Learning Material (SLM) Module on Core Subjects in Senior High School.

This module was collaboratively designed, developed and reviewed by educators both from
public and private institutions to assist you, the teacher or facilitator in helping the learners
meet the standards set by the K to 12 Curriculum while overcoming their personal, social,
and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent learning
activities at their own pace and time. Furthermore, this also aims to help learners acquire the
needed 21st century skills while taking into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of the
module:

Notes to the Teacher

This contains helpful tips or strategies that will
help you in guiding the learners

As a facilitator, you are expected to orient the learners on how to use this module. You also
need to keep track of the learners’ progress while allowing them to manage their own
learning. Furthermore, you are expected to encourage and the learners as they do the tasks
included in the module.

For the Learner:

Welcome to 21st Century Literature from the Philippines and the World Project
Supplementary Learning Material (SLM) Module on Core Subjects in Senior High School.

This module was designed to provide you with fun and meaningful opportunities for guided
and independent learning at your own pace and time. You will be enabled to process the
contents of the learning resource while being an active learner.
This module has the following parts and corresponding icons:

This will give you an idea of the skills or

competencies you are expected to learn in
the module.

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 This part includes an activity that aims to
check what you already know about the
lesson to take. If you get all the answers
correctly (100%), you may decide to skip this
module.
This is a brief drill or review to help you link
the current lesson with the previous one.
In this portion, the new lesson will be
introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.
This section provides a brief discussion of the
lesson. This aims to help you discover and
understand new concepts and skills.
This comprises activities for independent
practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
This includes questions or blank
sentence/paragraph to be filled in to process
what you learned from the lesson.
This section provides an activity which will
help you transfer your new knowledge or skill
into real life situations or concerns.
This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.
In this portion, another activity will be given to
you to enrich your knowledge or skill of the
lesson learned.
This contains answers to all activities in the
module.

At the end of this module, you will also find:

References- This is a list of all sources used in developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities included
in the module.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult
your teacher or facilitator. Always bear in mind that you are not alone.
We hope that through this material, you will experience meaningful learning and gain deep
understanding of the relevant competencies. You can do it
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Learning Competency: Discuss how different contexts enhance the text’s meaning and
enrich the reader’s understanding
LC Code: EN12Lit-IIf-28

This module provides varied activities that will help you learn about different types
of context and how these contexts enhance the text’s meaning and enhance the
reader’s understanding.
At the end of this module, you are expected to:
• define context and its different types;
• identify the role of context in enhancing text’s meaning; and

• determine how context enriches reader’s understanding.

Check it Out!
Directions: Read each statement carefully. Identify whether the statement is a FACT
or a BLUFF by putting a check mark (/) in the appropriate column.

STATEMENTS FACT BLUFF

1. Context is the framework, background, setting, environment,
or surroundings of occurrences or events.
2. Context is not essential in reading a text.
3. Context enables readers to understand a narrative or a
literary piece.
4. Context makes a literary piece more difficult to comprehend.
5. Context shapes the readers’ attempt to construct meaning
as they read.

It is important for you to first familiarize yourself

with the definition of context in order to make yourself
aware of its importance.
Context means circumstances forming a
background of an idea, statement, or event. It
includes the framework, background, setting,
environment, or surroundings of occurrences or events.
Simply, context enhances the text’s meaning in a way
that it enables readers to better understand a literary
piece. Providing information develops thoughts that
enrich readers’ understanding. This piece of information
that illuminates
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the meaning and relevance of the text, and may be something social, historical or cultural is
called context.

For some authors, context affects their choices as they

compose their literary piece/s. For readers, context helps
them form meanings as they attempt to understand a text with
the help of their prior knowledge. For that matter, let us also
consider the author’s context and the reader’s context. The
author may write a literary piece with a social, historical, or
cultural context based on his/her experience or background
knowledge. Now, the reader’s understanding of the text is
greatly influenced by the reader’s current social, historical, or
cultural context. The reader’s context may be similar or
different with the author’s context depending on their shared
common experiences and expectations about a text.

Now that we have defined context, let us study the following statements. Ponder on
these questions to do the activity indicated below: a.) Which statement is true about context?
b.) How can we determine facts about it?

Directions: Draw a happy face  if the statement is true, and draw a sad face  if the
statement is false. Draw your answer on the figure before each number.

1. Context enhances the text’s meaning by enabling readers to comprehend a

literary piece.
2. Information that illuminates the meaning and relevance of the text is called
context.
3. Context has no effects to the authors’ choices when they compose a literary
piece.

4. Context complicates things when readers attempt to form meaning.

5. The context of reader or author may be similar or different depending on

their shared common experiences and expectations about a text.

You are indeed correct if you answered  in numbers 1, 2, and 5. These statements
are true about context. Context enhances the text’s meaning helping readers to understand a
text. It adds information that illuminates the meaning and relevance of the text. The reader’s
context and author’s context may be similar or different depending on their shared common
experiences and expectations about a text.

You are also correct if you answered  in numbers 3, and 4. These statements are
not true about context. In fact, context greatly influences the author’s decisions and choices
when writing a literary piece. In addition, context makes things easier when readers attempt
to form meaning when they read a literary piece.

There are several contexts that can help us form meaning as we read. Among these
are social, historical, and cultural context. They are used to enhance the text’s meaning and
enrich the reader’s understanding. Let us find out more about context in the next par
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Directions: Read and analyze the poem “Apo on the Wall.”

APO ON THE WALL

by Bj Patino

1 There’s this man’s photo on the wall

2 Of my father’s office at home, you
3 Know, where father brings his work,
4 Where he doesn’t look strange
5 Still wearing his green uniform
6 And colored breast plates, where,
7 To prove that he works hard, he
8 Also brought a photo of his boss
9 Whom he calls Apo, so Apo could
10 You know, hang around on the wall
11 Behind him and look over his shoulders
12 To make sure he’s snappy and all.
13 Father snapped at me once, caught me
14 Sneaking around his office at home
15 Looking at the stuff on his wall- handguns,
16 Plaques, a sword, medals a rifle-
17 Told me that was no place for a boy
18 Only men, when he didn’t really
19 Have to tell me because, you know,
20 That photo of Apo on the wall was already
21 Looking at me around,
22 His eyes following me like he was
23 That scary Jesus in the hallway, saying
24 I know what you’re doing.

Directions: Read each question carefully. Write the letter of your answer on the space
provided before each number.

_______1. How would you describe the persona’s relationship with his father?
A. The father and the persona are close with each other.
B. The father allows the persona to freely roam around the office.

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 C. The father is strict and authoritarian towards the persona.
D. The persona can comfortably open up to his father.
_______2. What do the lines 7 to 9 “ to prove that he works hard, he also brought a
photo of his boss whom he calls Apo” imply about the persona’s father?
A. The persona’s father seems to admire Apo.
B. The persona’s father hates Apo.
C. The persona’s father is scared of his boss.
D. The persona’s father is required to have a photo of his boss
_______3. Who is Apo in the poem?
A. Ferdinand E. Marcos C. Joseph E. Estrada
B. Fidel V. Ramos D. Rodrigo R. Duterte
_______4. In lines 17 to 18 “told me that was no place for a boy, only men”, what
kind of values does the father want to teach his son?
A. Kindness and humility as a Filipino.
B. Dependability and reliability as a son.
C. Honesty and loyalty towards the family.
D. Discipline and respect towards elders and authorities.
_______5. How do lines 23 to 24 “that scary Jesus in the whole way, saying I know
what you are doing” reflect faith as part of Filipino culture?
A. Most Filipinos are scared to commit sin because Jesus is omniscient.
B. The portrait of Jesus in the hallway has a hidden surveillance camera.
C. Most Filipinos are careful when someone is watching.
D. All Filipinos are hospitable and caring.

Notes to the Teacher

The activities in this module are arranged from simple to complex in order to help
the learner gradually master the desired learning competency. Give him/her the needed
support and guidance so that he/she will be able to perform the tasks to prepare him/her
later on identify the types and role of context in enhancing text’s meaning; and
determining how context enriches reader’s understanding.

The Role of Context in Literature

Context shapes the reader’s attempt to construct meaning as they read. There are
three main types of context. These are social, historical, and cultural contexts. These three

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contexts may be discussed one by one, but one should be aware that these contexts are not
just related with one another, but intertwined with each other as a literary piece unfolds when
readers form meanings. To put it simply, you may imagine three overlapping circles that
somehow get tangled with one another. To further discuss how contexts, enhance the
meaning of the text. Let us analyze the poem “Apo on the Wall”.

SOCIAL CONTEXT
The social context of a literary piece is the way
in which the features of the society it is set impact on
its meaning. There are two aspects that need to be
taken into consideration in social context: first, the kind
of society in which the characters live in as indicated in
the reading text, and second, the one in which the
author’s literary piece was produced.
In the poem “Apo on the Wall,” the persona’s
father is strict and authoritarian. This may be an effect
of the father being part of the military as implied in the
lines 5 to 6, “still wearing his green uniform and
colored breast plates.” The way the father portrays his
role in the family is a reflection of how authoritarian
society was during Marcos regime, and how it can be
mimicked in the family.
To continue, let us analyze lines 7 to 9, “to prove that he works hard, he also brought
a photo of his boss whom he calls Apo.” The persona’s father admires Apo. The father feels
close to Ferdinand Marcos to the point of bringing his portrait into his own home. The
relationship between the persona’s father and Apo is that of a loyal servant and a king. This
gives us an idea that whatever Apo dictates, the persona’s father will surely follow. As
implied in the poem that the father has a position in the military during Marcos regime, there
is a certain military pride of being part of the Marcos government which gives an impression
of having an important role in the society compared to a typical Filipino during that time.

HISTORICAL CONTEXT
The historical context is important to note especially
when large changes have occurred between the time the
work was produced and the current time, so it is not
assessed by our own concerns alone. The historical context
of a text is entangled with its social context, as underlying
norms and convention are historically specific.
The poem “Apo on the Wall” was set during the
Marcos regime. Apo is powerful and he is none other than
Ferdinand Marcos who is known for dictatorship and Martial
Law. The Philippines was turned into a totalitarian
dictatorship with Marcos as its Supreme Leader. This part of
the Philippine history plays an important role in the poem. The father as an authoritarian
figure in the family is similar to how authoritarian Marcos was not only in military, but also
throughout the country.
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CULTURAL CONTEXT
Cultural context is similarly linked with
social, and historical context. Culture refers to a
particular ‘way of life,’ involving religion, race, and
nationality, as well as things like food, dress code,
and manners. Furthermore, culture can relate to
music, art, language and literature itself. Cultural
context affects the fundamental assumptions,
aspirations, and beliefs in the reading of a text.
To further expound the importance of cultural
context in enriching readers’ understanding, let us
have a short explanation of the poem using this
type of context. The word Apo has various
meanings, but in Ilocos where Marcos came from,
Apo means an elderly figure with authority who has given a great importance.
In lines 17 to 18 “told me that was no place for a boy, only men”, the father wants to
teach the persona discipline and respect to the elders and to those who are much higher in
authority, even if they are not around. The father’s office at home is considered as his
territory wherein the persona is not allowed to roam around. This is because of the thought
that he is yet a little boy who makes his father thinks that he will misbehave in the office
unlike a grown up man who is already disciplined and matured enough. The father being the
older one should be respected according to what culture or tradition dictates while the
persona being the younger one is expected to follow the people who have authorities to
avoid being reprimanded.
In the last seven lines of the poem, the persona thinks there is no need for his father
to tell him because it already feels awkward having Apo on the wall similar with how he was
scared of Jesus in the hallway giving him chills that someone is watching his every move.
Religion as part of cultural context has a great influence with how the readers form meaning
as they read the poem. With majority of the Filipinos being Christian, many can relate with
who Jesus is, and God being omnipotent (all-powerful), omniscient (all-knowing), and
omnipresent (all-present).

In summary, the persona’s father is an authoritarian figure in the family, the

same way that Marcos was an authoritarian figure during Martial Law, and how
some people treat Jesus the same way. There seems to be a powerful authority
who is watching the persona, similar to the eyes of the dictator during Martial Law,
and to the strict omnipresent eyes of God.

Independent Activity 1
Yes or No?

Directions: Answer YES if the sentence is a factual statement about context, and NO if not.
Write your answer on the space provided before each number.

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 ______ 1. The different types of contexts are related with one another.
______ 2. The way in which the features of the society a literary piece is set lacks
impact on its meaning.
______ 3. Historical context is entangled with social context, as underlying norms
and convention are historically specific.
______ 4. Cultural context is a totally different context and should be discussed
solely without touching social and historical contexts.
______ 5. Cultural context affects the fundamental assumptions, aspirations, and
beliefs in the reading of a text.

Independent Assessment 1

Choose it!

Directions: Identify the type of context defined in each sentence. Choose your answers from
the given choices. Write only the letter that corresponds to your answer on the space
provided before each number.

A. Social Context B. Historical Context C. Cultural Context

______ 1. It is a context that uses past situations or events to enhance a text’s

meaning.
______ 2. It is a context in which the features of the society impact the meaning of
the literary piece.
______ 3. It is a context that refers to a particular ‘way of life’, involving religion,
race, and nationality.
______ 4. It is a context that considers the changes that occurred between the
time the literary piece was produced and the current time.
______ 5. It is a context that affects the fundamental assumptions, aspirations,
and beliefs in the reading of a text.

Independent Activity 2
Fill it in!
Directions: Fill in the blanks with the appropriate words. Complete the given statements
related to the different types of contexts.
1. The kind of society in which the __________ live in as indicated in the reading
text should be taken into consideration.
2. Culture can be related to music, art, language and __________ itself.
3. The kind of society in which the author’s __________ piece was produced should
also be taken into consideration.
4. The historical context of a text is entangled with its social context, as underlying
norms and __________ are historically specific.
5. Culture can be related to food, dress code and __________ .

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Independent Assessment 2
Choose me!

Directions: Choose the correct word from the box to complete some selected lines which
contain ideas exemplifying different contexts. Write your answers in the blanks.

1. There’s this man’s __________ on the wall of my father’s office

at home. Apo
2. Where he doesn’t look strange still wearing his green photo
__________ , and colored breast plates. Jesus
3. He also brought a photo of his boss whom he calls _________. uniform
4. Told me that was no place for a boy, only __________. men
5. His eyes following me like he was that scary _________ in the
hallway, saying I know what you’re doing.

Independent Activity 3

Word Association

Directions: Write S if the words are related to social context, H if the words are related to
historical context, and C if the words are related to cultural context. Write the letter of your
answer on the space provided before each number.

______1. Government – policy – people

______2. Past – timeline – events
______3. Tradition – belief – religion
______4. Citizen – rules – leader
______5. Music – art – language

Independent Assessment 3
Check it!

Directions: Read each statement carefully. Identify whether the statement indicates the role
of context by putting a check mark (/) in the appropriate column.

STATEMENTS YES NO
1. Enhances text meaning.
2. Enriches readers understanding.
3. Counts syllables.
4. Forms background idea.
5. Identifies rhyme scheme.

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 Having gone through different activities, do you realize now the essence of contexts
and how these contexts enhance the text’s meaning and enrich the reader’s understanding?
Write your realization below by plotting your ideas

As a learner who reads different literary pieces, recall some situations in which you
can totally relate yourself or your life to a certain literary piece that you read. Now is your
time to write something about it, also, share how do you think context helped you to
understand those literary pieces. Write your answers on the space provided below.

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Modified True or False

Directions: Answer TRUE if the statement is correct and If the statement is FALSE, change
the underlined word with the correct term to rectify the statement. Write your answer on the
space provided before each number.

_______________ 1. Context means circumstances forming a background of an

idea, statement or event.
_______________ 2. History refers to a particular ‘way of life’ involving religion,
race and nationality.
_______________ 3. The historical context of a text is entangled with its cultural
context, as underlying norms and convention are historically
specific.
_______________ 4. Reader’s understanding of the text is greatly influenced by
the reader’s current social, historical, or cultural context.
_______________ 5. Social context affects the fundamental assumptions,
aspirations, and beliefs in the reading of a text.

Write a free verse poem about a topic of your choice and make sure to apply the
existence of context whether social, historical or cultural in your output. Ask your teacher,
classmate and a family member to read your poem. Then, let them write their comments and
suggestions.
*Note: Free verse poems are poems that do not have a specific pattern, structure or
rule to follow. It is solely up to you on how you want to write them.

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Comments / Suggestions

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What I Know Independent Assessment 2
FACT BLUFF Choose me!
1. / 1. photo
2. / 2. uniform
3. / 3. Apo
4. / 4. men
5. / 5. Jesus
What’s In Independendent Activity 3
1.  Word Association
2.  1. S
3.  2. H
4.  3. C
5.  4. S
5. C
What’s New
1. C Independent Assessment 3
2. A Check it!
3. B YES NO
4. D 1. /
5. A 2. /
3. /
What’s More 4. /
Independendent Activity 1 5. /
Yes or No?
1. YES What I Have Learned
2. NO Answers may vary
3. YES
4. NO What I Can Do
5. YES Answers may vary
Independent Assessment 1 Assessment
Choose it! 1. TRUE
1. B 2. culture
2. A 3. social
3. C 4. TRUE
4. B 5. cultural
5. C
Additional Activities
Independendent Activity 2 Answers may vary
Fill it in!
1. character
2. literature
3. literary
4. convention
5. manners
 References

Lapingcao, Angelbert Louis. Apo on the Wall by Bj Patino. 21st Century Literature. Accessed
July 29, 2020. http://bertsnewblog.blogspot.com/2018/07/apo-on-wall-by-bj
patino.html#:~:text=About%20the%20Poem,alongside%20with%20the%20Martial%
0Law.

Twomey, Elly. The Importance Of Context In Literature. VCE Study Guides. Accessed July
29, 2020. https://www.vcestudyguides.com/blog/the-importance-of-context-in-literature

Writing @ CSU. The Role of Context in Shaping Purpose and Constructing Meaning.
Colorado State University. Accessed July 29, 2020.
https://writing.colostate.edu/guides/page.cfm?pageid=19&guideid=3
 For inquiries or feedback, please write or call:

Department of Education, Schools Division of Bulacan

Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan

Email Address:[email protected]

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