Lesson Philippine Literature

4 in Japanese Period
Grade 12, First Semester, Q1 – Week 4

What I Know

This time we will study the Philippine literature during the

Japanese Period and its contributions to our literature.
Activity 1. Read the following questions carefully. Then choose your answers
from the words in the box.

HAIKU TANAGA ISHIWARA LIWAYWAY TRIBUNE

_________________1. One of the two newspapers which were not stopped to operate
during the Japanese period.
_________________2. A weekly magazine which was under surveillance until it was
managed by a Japanese.
_________________3. A Japanese who managed the weekly magazine who gave a
break to Filipino literature.
_________________4. A free verse poem in 17 syllables, divided into three lines.
_________________5. A free verse poem on which each line has 17 syllables.
 What’s In
We are now in Lesson 4. Previously, we have studied about the
American contributions in Philippine literature. Do you still remember
some of them?
Activity 2. Fill in the squares to form the different genres or composition
our Filipino writers have developed during the American
period.

D
P
C
E

SHORTSTORI ES

Y
L Y

What I Need to Know

At the end of this lesson, you are expected to:

1. Identify the geographic, linguistic, and ethnic dimensions of Philippine literary history
from pre-colonial to the contemporary( );
2. Identify representative texts and authors from each region (e.g. engage in oral history
research with focus on key personalities from the students‟ region/provinces( );
st
3. Compare and contrast the various 21 century literary genres and the ones from the
earlier genres/periods citing their elements, structures and traditions( ); and
4. Discuss how different contexts enhance the text‟s meaning and enrich the reader‟s
understanding( ).

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 What’s new

Activity 3. This time we will study the Philippine literature during the Japanese
Period and its contributions to our literature.
Try to analyze this:

1. You’re pulling a saber

The flowers shivered
When you approached.

How many lines is the poem? __________

How many syllables are there in the poem? ___________
2. He’s a behaved palay
Who bowed when the wind blew
But stood up again
And bore gold.
How many lines is the poem? ________________
How many syllables are there in the poem? _____________

Which is a Haiku? Tanaga?

What Is It

Haiku is a poem of free verse that Japanese liked. which is made up of

17 syllables divided in three lines.It is allegorical in meaning, short and covers a
wide scope of meaning. The same with Tanaga, short but with 17 syllables in each
line and it has measure and rhyme. Source: Alicia Kahayon and Celia A. Zulueta, ( Cacho
Hermanos Inc..,2010:84).

Rejecting the English language espoused by Americans, the Japanese

colonizers sought to redefine Philippine Literature by strengthening the vernacular
languages. There were Filipino writers who distinguished themselves as excellent
practitioners of short fiction in the vernacular.

In the post- war period, there were vernacular novels that reflected social
and political realities. Literature in Tagalog brought their own touch of modernism.
American influence could be gleaned from the writers‟ works that reflected realism.
Vernacular poetry continued to blossom. The strains of modernism were
evident to some „writers but produced excellent works. Writers based in the Ateneo
de Manila University, focused on concrete objects rather than the abstract ideas
espoused by the poets of old. We see emphasis on the tangible along with a touch of
modernism.
The modernist movement continued to be dominant in the post –war period,
particularly in the genre of poetry.
Source: Simoun Victor D. Redoblado, (Brilliant Creations Publishing, Inc., 2017:40-
45).
 What’s More

Read the poem that follows. Notice the style and blend of images-
a testament to the uniqueness of poetic voices during that literary epoch.

Source: Simoun Victor D. Redoblado, (Brilliant Creations Publishing, Inc., 2017:45).

Process Questions:

Activity 4. In 3 to 5 sentences, answer the following questions:

1.Describe the poem‟s handling of standard English grammar-punctuation,

capitalization, sentence/phrase structure. What effect do liberties of the poem have
on the message that it imparts?
2. Why does the poem allude to Icarus and Daedalus? „what is the story of these
figures of Greek mythology, and what does this story have to do with the poem.
3. What persona is being invoked by this poem? Who or what could be the voice that
unfolds each line of the poem.

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 What I Have Learned

Activity 5. Compare and contrast Ilio’s use of the English language with
Guerrero’s handling of English in “Condemned”. As suggested by “Icarus,” to
what extent have our writers embraced the English language during the post-war
period? Rubrics are found on the last page of this lesson.

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What I Can Do

Activity 6. Be a Poet! Get inspired with the poem. Compose a free verse
poem in ten lines, which expresses a specific emotion, too. Rubrics are on the last
page of this lesson.
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Rubrics for Comparison and Contrast

Meets or Meets Some Meets Few Meets No

Exceeds Expectations Expectations Expectations
Expectations
Description 3 2 1 0

1. Purpose & Supporting Details

a. The paper compares and contrasts
items clearly.
b. The paper points to specific examples
to illustrate the comparison.
c. The paper includes only the
information relevant to the comparison.

2. Organization & Structure

a. The paper breaks the information into
the whole-to-whole, similarities to-
differences, or point by-point structure.
b. The paper follows a consistent order
when discussing the comparison.
c. The paper breaks the information into
appropriate sections or paragraphs to
the ideas.

3. Transitions & Coherence

a. The paper moves smoothly from one
idea to the next.
b. The paper uses comparison and
contrast transition words to show
relationships between ideas.
c. The paper uses a variety of sentence
structures and transitions.

4. Conventions
a. The paper shows correct grammar and
usage.
b. The paper follows the rules for
punctuation.
c. The paper includes words that are
spelled correctly
TOTAL
Adopted:https://www.eriesd.org/site/handlers/filedownload.ashx?moduleinstanceid=14837&dat
aid=13730&FileName=5Comparison%20Contrast%20Rubric.pdf [accessed June 12, 2020].

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Rubrics for the Poem

Adopted: https://www.teacherspayteachers.com/Product/Basic-Poetry-Rubric-3691783
[accessed June 12, 2020].
Assessment
Multiple Choice. Choose the best answer. Write the letter of your
answer on the blank before the number.

______1. Below is an example of _________.

You’re pulling a saber

The flowers shivered
When you approached.

a. Haiku b. Tanaga c. Free verse

______2. Below is an example of _________.

He’s a behaved palay

Who bowed when the wind blew
But stood up again
And bore gold.

a. Haiku b. Tanaga c. Free verse

______3. In the poem,”Icarus in Catechism Class”, who do you think is speaking?

a. Icarus b. Daedalus c. angels labyrinth
______4. The lines in “Icarus in Catechism Class”, what does it mean?
Or make us angels all, with dirty feet,
Without wings, chanting the beatitudes,
a. Icarus was interested to fly.
b. Icarus was disinterested to fly.
c. Icarus was excited to fly.
d. Icarus wanted to fly for escape.
______5. What did the poem,“Icarus in Catechism Class” believed for angels?
a. with dirty feet b, with halo
c.with clean feet d. without halo

For inquiries or feedback, please write or call:

MAIGO NATIONAL HIGH SCHOOL
Senior High Department – District of Maigo
Labu-ay, Maigo, Lanao del Norte
Contact number: 0921 830 1717
Email address: lawrence.lagasca@deped.gov.ph