Literature Mindanao lessons

FOCUS OBJECTIVES REFERENCE

 Discuss the cultural biases Enriquez, Antonio R. The Night I Cry and Other
in the story by (a) Stories. Quezon City: New Day Publishers, 1989,
identifying the ethnic 1-9.
groups with the bias and
(b) citing historical events
on which the bias may
Asocena have been based.
(Zamboangueňo,  Develop familiarization
short story) with the Zamboangueňo
culture by (a) enumerating
some of their beliefs,
values, and customs, and
(b) identifying aspects of
their culture that are
reflected in the text.
 Examine the characters’
moral decisions by
explaining the possible
thought processes which
led to their decisions.
 Compare the western Alburo, Erlinda K., Vicente Bandillo, Simeon
short story and the Visayan Dumdum, Jr., and Resil Mojares (eds.).
sugilanon by (a) describing Sugilanong Sugbuanon: Cebuano Fiction Until
their elements and (b) 1940. Quezon City: Ateneo de Manila University
describing how these Press, 2009, ix-xv.
elements merge in the
Libat text. Alburo, Erlinda K., Vicente Bandillo, Simeon
(Bisaya, short  Develop familiarization Dumdum, Jr., and Resil Mojares (eds.).
story) with the Visayan culture by Sugilanong Sugbuanon: Cebuano Fiction 1941-
identifying aspects of their 2005. Quezon City: Ateneo de Manila University
culture that are reflected Press, 2009, ix-xv.
in the text.
 Discuss prevalent LGBTQ Castrillo, Pamela R., Don Pagusara, Macario Tiu.
issues in the country by (a) Philippine Literature: A Mindanao Reader.
identifying them in the text Davao City: Ateneo de Davao University
and (b) expressing one’s Research and Publication Office, 2005, 37-44.
opinions on these issues.
Mojares, R. And Consing M. P. “Cebuano” from
CCP Encyclopedia of Philippine Art, vol. 1.
Manila: Cultural Center of the Philippines, 1994,
206-233.
 Determine the meaning of Macansantos, Francis C. Balsa: Poemas
the text by explicating it Chabacano. Manila: National Commission for
line per line. Culture and the Arts, 2011, 42-43.
  Determine the social and
historical background of
Debolbida the text by (a) describing
(Zamboangueňo, the personal background
poem) of its possible persona, (b)
describing the possible
social context or
circumstances in which the
persona was in, and (c)
determining the author’s
circumstance which may
have prompted him to
write the poem.
 Be able to relate to the
poem’s message by
comparing a personal
experience with the poem.
 Describe the encuentro by Maravilles, May Lilian T. “Lipunan at Panitikan
(a) discussing its rules and sa Isang Makabagong Anyong Sagutan” in
mechanics and (b) Musika Jornal 11. Quezon City: University of the
Encuentro identifying its participants, Philippines-Center for Ethnomusicology, 2015,
(Zamboanga, setting and theme. 38-71. “Zambo Top Dogz.” Youtube.
poetic joust)  Determine the encuentro’s
history by identifying the
historical, economic,
political and cultural
factors that led to its
creation.
 Argue the literariness of
the encuentro by (a)
identifying the elements of
the form which one
considers artistic, (b)
explaining why it is so.
 Discuss the issue of Lucero, R.C., C.G. Iňigo, F. Prudente, R. Obusan,
tradition vs. modernity by E.A. Manuel. “Bagobo” from CCP Encyclopedia
Balyan (a) enumerating the pros of Philippine Art, vol. I. Manila: Cultural Center
(Bisaya/Bagobo, and cons of each side, (b) of the Philippines, 84-95.
short story) citing scenes in the text in Tiu, Macario. “Balyan.” Bisaya Magazine. 2015.
which each side made bismag.pbworks.com/w/page/9015574/Balyan.
sense, and (c) explaining (accessed April 7, 2019).
how traditional and
modern mindsets can help
solve pressing
Mindanaoan issues.
 Develop a familiarization
with the Bagobo culture by
 (a) explaining the group’s
history, customs and
values, (b) identifying
these in the text.
 Determine the meaning of Sungkit, Telesforo, Jr. “I, Higaonon.”
the text by explicating the Cordite Poetry Review. 2018.
text line per line. cordite.org.au/poetry/philippines/i-higaonon/
 Determine the social and (accessed April 7, 2019)
historical background of
the text by (a) describing
the personal background
of its possible persona, (b)
describing the possible
social context or
circumstances in which the
I, Higaonon persona was in, and (c)
(Higaonon, poem) determining the author’s
circumstance which may
have prompted him to
write the poem.
 Be able to relate to the
poem’s message by
comparing a personal
experience with the
experience that the poem
talks of.
 Discuss the most pressing
issues of lumad groups in
Mindanao by (a)
identifying the historical,
economic and political
factors behind these issues
and (b) proposing
measures to address them.
 Determine the meaning of
the text by explicating the
text line per line.
 Determine the social and
historical background of
Fruit Salad the text by (a) describing
(Christian, poem) the personal background
of its possible persona, (b)
describing the possible
social context or
circumstances in which the
persona was in, and (c)
determining the author’s
 circumstance which may
have prompted him to
write the poem.
 Be able to relate to the
poem’s message by
comparing a personal
experience with the
experience that the poem
talks of.