Literature of Region 7
LITERARY WORKS IN REGION 7– CETNRAL VISAYAS
Sicalac and Sicavay (A Visayan Creation Myth)
–Legend of dumaguete
–Ang Among Kabantang by Fernando Buyser–Aquino
–Our Pride translated by Juliet B. Samonte
–Letter to Pedro, U.S. Citezen, Also Called Pete by Rene Estella Amper
–The Clay Pipe by Marcel M. Navarra
–The Chambers of the Sea by Edith L. Tiempo
Visayan Folk Songs
–Usahay
–Matud Nila
Region VII– Central Visayas
Central Visayas, designated as Region IV, is a region of the Philippines located in the Central part of the Visayas island groups. It consists of four provinces– Bohol, Cebu, Negros Oriental and Siquijor, and the highly–urbanized cities of Cebu City,Lapu– Lapu City and Mandaue City. The region is dominated by...show more content...
Dili molubad kining pagsalig
Bisan sa unsa nga katargan
Kay unsa may bili ning Kanauji
Kung sa gugma mo hinikawan
Ingna ko nga dilimo Kawagoe
Damgo ug pasalig sa gugma mo.
English Translation
They say I am not capable To crave your love
They say you are not happy Because I have nothing to offer you. Love that is unrequited Is more precious than gold, But they say it is only a waste Of love and caring. Never will my love for you fade, As long as life shall last Never will I forget you Without you there is no love. If you do not believe I am possessed by love, At least have pity
I dream and hope for your love
At ako'y Inanod...
Marcel Navarra
Brief Summary
Ang kwento ay ayn sa isang sulat na ibibgay sana ni Loloy sa kanyang kababata atpinaka–matalik na kaibigan. Kid ang tawag niya rito, at kid din ang tawag nito sakanya. Nabunyag sa liham ang mga nangyari na lingid sa kaalaman ng kanyang kaibigan. Galit siya sa kanyang sarili dahil
nagawa niya ito. Binalaan na sioya datinito na umiwas na ng tuluyan sa mga babae upang hindi siya mapunta samasamang daan. Gumawa siya ng paraan. Tumigil siya sa pag–aaral upang maka–iwas sa mga babae. Ngunit hindi pa rin tumigil ditto ang kanyang kahinaan, nagpatuloy pa rin ang paglapit sa kanya ng mga babae. Dahilan sa ginawa niyang pagtigil sa pag–aaral, hindi na nagging madalas ang pagkikita nila ng kanyangkaibigan. Ngunit tumatambay siya sa bahay nito halos araw–araw. At dito nakilalaniya ang nakababatang kapatid
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Short Stories and Poetry There are many different forms of writing that all fall under the name literature. These different ways to create literature are often categorized into specific genres. Some of the genres have more in common with each other than others. Two genres, theshort story and the poem, share many similar aspects. Both the short story and the poem can successfully send powerful messages or tell complex stories in a very short amount of words. Both genres contain carefully manipulated language that quickly yet effectively establishes the meaning of the short story or poem. Point of view is a prominent aspect in controlling short stories and poetry. The works are thus often told in the first...show more content...
Short literary works are confined to the boundaries on length according to their specific genre; they don't have time for lengthy or slow introductions.
William Faulkner's "A Rose of Emily" (p. 443) begins immediately with a startling statement about Miss Emily's death. Faulkner creates a first sentence that describes how "our whole town went to her funeral" (1), using of course the first person form of "we" (28, 43, 46, etc...) The narrator is most likely one of the townspeople who represents the point of view of the entire town. Through the use of plural first person narration, the author makes the reader feel as if though they are part of the story, grasping his or her interest more quickly. Faulkner employs this first person narration in the first sentence of his story, thus immediately capturing the reader's attention. The reader's engagement in the story also adds to its emotionality. By feeling as though he or she is a part of the story, the reader often feels sadness, joy and other emotions with the characters of the story. When the townspeople were "surprised when Homer Barron...was gone" (46), the use of "we" (46) forces the reader to feel the same confusion and shock that the townspeople do. The first person helps to enrich the variability and appeal of the short story. This use of first person to strengthen the feeling of the
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Literature for Use in Classroom
Donna E. Norton's purpose in her book is "intended to help adults discover ways to share their enchantment with books, our literary heritage, and an appreciation for literature that will last a lifetime" (v). Teachers share that same goal. Inselecting literature for a classroom, teachers need to take in account the following: the school's standards and benchmarks, the adopted sequential curriculum, the age of the students, their stages of language, cognitive, personality, and social development. Teachers need to have the literature curriculum set for the year, butflexible enough to meet the needs of the students in the classroom.
Using the schools' standards is the first step in deciding how...show more content... to "help children grow up understanding themselves and the rest of humanity" (110). 5). to "help children evaluate what they read" (110). "Because of developmental stages, children have different personal and literary needs at different ages" (133). "If developing enjoyment through literature is a major objective of your reading program for children, you must consider children's reading levels and know how to gain and use information about children's reading interests" (133).
The optimal learning experience encourages risk taking. Risk taking involves making sure students are comfortable and confident in the classroom with both peers and the teachers. A safe, supportive "kid" friendly classroom has many different areas to address.
In developing literature curriculum for upper elementary, ages ten to twelve, teachers need to understand children are using "complex sentences and should encourage oral language and written activities that permit children to use more complex sentence structures" (9). "Literature is also important in stimulating cognitive development by encouraging the oral exchange of ideas and the development of thought processes" (19). "Children's literature is especially effective for developing the basic operations associated with thinking; 1)observing, 2) comparing, 3) classifying, 4) hypothesizing, 5) organizing, 6) summarizing, 7)applying, and 8) criticizing" (19). Cognitively, in upper