In the Philippines currently the length of Major and Secondary schools is becoming debated regardless of whether to add yet another 2 a lot more years in the usual 6 years Key and 4 years secondary, creating secondary also 6 years for a total of twelve years in preparation to School education. School principals and teachers alike are divided. Paying parents in the privates schools are resistant although even non-paying parents in the public schools raise their brows on the program of the government. Quite a few sectors query the plan for that would imply paying extra and staying longer in school. Parents want their little ones to end school suitable away so that their little ones can enable them alleviate their poverty. So what is the use of adding years in the one hundred-year long educational plan whilst Filipino graduates all over the globe are competitive. Beneath is a proposal primarily based from a read the writer performed on the Language and Literature strategy of Famy National Higher School Laguna, Philippines on the achievable answer to aid the lack of students preparation and exposure to Literature ahead of they go to tertiary or High education sans the situation of adding quantity of years in the secondary school.
A. RATIONALE:
Immediately after scanning the atmosphere of the students, teachers and the components readily available in Famy National Higher School in Laguna Philippines they each applied though they had the English four, the proponent saw the wants to prepare the fresh graduates from the Famy National Higher School by providing a preparatory crash course plan in Literature to prepare them for the requirements and rigors of School Literature courses.
The fourth-year Higher school students did not have sufficient exposure in studying Literature since the book they utilized entitled Moving Ahead in English published in 1999 which was framed on integrative method therefore, mastery of the 4 macro capabilities was emphasized all through the year. The lessons they had in Literature was a mixed of Planet Literature, Asian Literature and Philippine Literature provided Following each lesson. Their exposure on Literature was not primarily based on a strong foundation since the concentrate was additional on language and not on Literature. Out of seven lessons, one was only provided to Literature with concerns focusing on the moral or didactic lessons. The students themselves looked at Literature as springboard lessons to language lessons with out worth for it as an art form.
The 2 teachers themselves assigned in teaching the fourth year had been passionate teachers teaching the language lessons however they turn out to be less energetic even though they attain the Literature lessons for the reason that students did not study. One teacher was BSE Key in English graduate from Union School of Sta. Cruz, Laguna and the other was unit earner in Education with a Bachelor's degree in Accountancy. Each seldom attend seminars on the current trends and difficulties in teaching Literature mainly because of the scarcity of economic enable from the school. Therefore, their expertise and approaches had been primarily based from their old undergraduate schema.
With these difficulties, the proponent certainly saw the wants of preparing the students by means of a crash course strategy in Literature with the After factors:
1. inform students around the fundamentals of Literature they by no means had in Higher school; two. talk about literature, not as a springboard of language lessons, however as it is as an art; three. prepare students to the requirements of Literature courses in School and four. immerse students on the current trends, techniques and concerns in understanding Literature.
B. DESCRIPTION OF THE Strategy: The crash course strategy in Literature mainly aims to prepare the incoming freshmen to School Literature courses that they never ever discovered or encountered a lot in Higher school, not since they had been not taught, however since the method then was integrative of the 4 macro expertise and Literature was employed as springboard to language lessons. The crash course discusses the fundamentals of Literature from ideas, theories, use of tactics, trends and challenges in mastering literature used altogether in teaching the students. The plan is only a crash course to be delivered in 45 hours with three hours per lesson. The fifteen-day sessions either in MWF (Monday, Wednesday, Friday) or TThS (Tuesday, Thursday, Saturday) schedules are devoted to classroom discussion and other current activities that culminate in a range show of poetry recitation, dramatization and choral recitation, activities which are also carried out in School. It is in MWF or TThS schedule to give students time to study and achieve their assignments on the lessons prior to coming to class.
C. PROPONENT OF THE Strategy The proponent of the plan is Wilfredo M. Valois who is a current student in Physician of Philosophy Principal in Literature at the Philippine Regular University, Manila. He has been teaching Literature Topics at the Royal and Pontifical University of Sto. Tomas (UST), Manila for twelve (12) years. He has taught Topics like Philippine Literature in English, Introduction to Literature and Classical Globe Literature.
D. FRAMEWORK OF THE Plan With the advent of technologies particularly the tv, radio and web, individuals have turn out to be less receptive to what's going on about them, rather, they grow to be far more dependent on what they watch, they see and what they hear rather than what they study. Individuals's vision is blurred by the comfort what technologies offers them therefore forgetting the worth of reading, the worth of Literature. In the academe, with the concentrate on the communicative competence and other ever-altering methods and theories, the teaching and mastering of Literature is generally dwarfed, minimized or even abandoned by Several schools.
Carolina Garcia and Ophelia Diamante reminded readers that Literature should inform and entertain. A excellent literature have to be able to awaken men and women from ignorance to enlightenment. In addition, they stated that literature have to have intellectual worth, emotional worth, spiritual worth, universality, permanence, style and most of all artistry.
Similarly, Edilberto Tiempo says that literature or superior literature is intended to move, it will have to seduce however a work's emotive high-quality will have to not assault the sensibility, it ought to be ungirded by reasonableness, by logic, it ought to complement and satisfy the intellect, it need to have the inevitability.
The criteria on how the literary selections in this crash course strategy on Literature have been primarily based from Jose Garcia Villa's criteria as cited by Edilberto K. Tiempo's ideas on what need to be integrated in any anthology of Literature. They are substance and form. Jose Garcia villa mentioned that he followed double Normal of form and substance. Substance requirements vitality of subject and big selection of details. Genuine substance is accomplished only although a pulse beats via the correlated details, for main substance alone, if with out beat of life, stay dead substance. To accomplish validity, hence, substance in fiction must be living as properly as important. The second test is form. It requirements vigor of structure though form and substance in literature are a inventive one and they are indivisible, nevertheless they are distinctive. As a result generating achievable this test of form. Form, in literature, is the enough and wonderful externalization of substance. It is not restrictive, mold, yet is no cost, but artistically disciplined presentation of substance.
Literature liberates the mind and spirit as one reads via the pages. The expertise one has in seeking at a painting, listening to a classical music or a moving efficiency in a theatre is similar to the reading of a literary text. It moves the mind to feel critically. It touches the heart with that emotive energy although one reads poetry or reads a play. All these effects and far more are knowledgeable by readers or learners which includes the enthusiasts while they are arrested by effective literary texts with lovely form and substance.
Literature is an instrument to fight illiteracy. Men and women have come to be dependent on moving photographs and flashed things that they tend to study less. Individuals have develop into lazy readers if not none readers at all, therefore elevating our status of illiteracy. Thanks to the government's work in placing Option Understanding Program or ALS in a variety of municipalities and barangays exactly where teachers educate the illiterates. Yet the efforts are geared towards financial and not artistic. Therefore, the debate on the conflict among "art for art's sake" (autonomy of the art) and "art for social awareness" (proletariat literature) is once once more Higher. The crash course offers an resolution to this debate as it hinges on bridging the gap and conflict among the autonomy of art and social awakening by providing students the artistic literary texts that will give them at the identical time an awakening along the way in the read of literatures.
The plan is made to meet the requires set by the Commission on High Education (CHED) to give at least 6 units of Literature courses across discipline in the general education. Namely, the 2 courses are Introduction to Planet Literatures and Regional Philippines Literatures. That while they proceed to School education, incoming freshmen will be much more than prepared to face the requires of the Literature courses without having insecurity and ignorance due to lack of exposure and education in literatures.
E. OBJECTIVES: At the end of the crash course, incoming freshmen are anticipated to: 1. Define the which means of literature; two. Differentiate fiction and non-fiction; three. Enumerate the 5 genres of literature; four. Evaluate and contrast the characteristics of narrative and poetry; 5. Draw or diagram the structure of a narrative plot; six. Study a poem with feelings according to its form; 7. Clarify the figures of speech applied in the texts; eight. Determine characters in the brief story, novel or drama; 9. Describe the setting in the brief story, novel or drama; ten. Arrange logical sequence of plot in the brief story, novel or drama; 11. Synthesize themes from the texts; 12. Trace the reasons and effects of actions of characters in the texts; 13. Appreciate the text the culture of a nation; 14. Determine an author and his/her work; 15. Analyze a text using different tactics in mastering literature; 16. Write a critique on the assigned literary text; 17. Recite properly and individually a poem; 18. Dramatize nicely scenes from the text; 19. Mount a range show highlighting poetry recitation, dramatization and choral recitation.
F. COURSE Content material: The crash course involves excerpts from Literature courses that Commission on High Education CHED has mandated what each School student will have to take across discipline. Namely they are:
LITERATURE 1: Regional Philippine Literatures
This course presents a survey of planet literatures representing a gamut of human experiences as exemplified in different literary sorts and varieties.
LITERATURE two: Introduction to Globe Literatures
This course introduces students to representative literatures from the regions tackling the wide array of Filipino encounters and experiences as these are expressed by means of themes which includes gender, racial identity, class and history
G. MATRIX OF COMPETENCIES/OBJECTIVES AND THEIR CORRESPONDING LESSONS:
Competencies/Objectives Lessons
1. Define the which means of literature; Lesson on Introduction to Literature two. Differentiate fiction and non-fiction; Lesson on Introduction to Literature three. Enumerate the 5 genres of literature; Lesson on introduction to Literature four. Evaluate and contrast the functions of narrative and poetry; Lesson on Introduction to Literature 5. Draw or diagram the structure of a narrative plot; Lesson on Introduction to Literature six. Study a poem with feelings according to its form; Lesson on Poetry 7. Clarify the figures of speech made use of in the texts; Lesson on Poetry eight. Determine characters in the brief story, novel or drama; Lesson in Fiction 9. Describe the setting in the quick story, novel or drama; Lesson in Fiction ten. Arrange logical sequence of plot in the brief story, novel or drama; Lesson in Fiction 11. Synthesize themes from the texts; All lessons 12. Trace the factors and effects of actions of characters in the texts; All lessons 13. Appreciate the text the culture of a nation; All lessons 14. Determine an author and his/her work; All lessons 15. Analyze a text using different strategies in mastering literature;
All lessons 16. Write a critique on the assigned literary text lessons in poetry, brief story, novel, drama and essay 17. Recite affectively and individually a poem; Lesson on Poetry 18. Dramatize nicely scenes from the text; Lesson on Fiction 19. Mount a selection show highlighting poetry recitation, dramatization and choral recitation. All lessons
H. SYLLABUS ON THE CRASH COURSE Strategy IN LITERATURE
Content material/ Subjects Teaching/Studying Activities Time Allotment 1. An Overview on Literature a. Definition b. Causes why we read literature
Group work brainstorming Discussion Timeline
three hours
two. Sorts of Literature a. Fiction and non-fiction b. According to nations c. According to classification Library analysis Buzz group discussion Jigsaw puzzle Diagramming
three hours
three. Seven (7) requirements of fantastic Literature a. Samples for each exemplifying each Normal
Pair work Collage Poster-producing three hours
four. Genres of Literatures a. Poetry b. Brief story c. Novel d. Drama e. essay Popcorn discussion Diagramming Believed bubbles three hours
5. Poetry a. Nature and varieties b. Components c. Figures of speech Lecture Chanting Diagramming three hours
six. Reading and analyzing of samples of poetry a. "God Stated I created a Man" by Jose Garcia Villa b. "The Man of Earth" by Amador T. Daguio c. "Si Lola Isyang at ang Matandang Puno ng Kaimito" d. "Stopping By the Woods on a Snowy Evening" by Robert Frost e. "I am No one" by Emily Dickenson f. A sonnet by William Shakespeare g. "Psalm 23" by King David Discussion Reading of the text Chanting of the text Unlocking vocabulary Role playing Pair work Synthesizing by way of slogan Write a critique paper three hours
7. Quick Story a. Nature and kinds b. Components Discussion Diagramming Library investigation two hours
eight. Reading and discussing/ analyzing of samples: a. "How My Brother Leon Brought Property a Wife" by Manuel Arguilla b. "Harvest" by Loreto Paras Sulit c. "Footnote to Youth" by Jose Garcia Villa d. "The Lady and the Tiger" Anonymous e. "The Present of the Magi" by O. Henry f. "The Necklace" by Guy de Maupassant Literary map Believed bubbles Comics strip Film poster Radio drama Skit Role playing Tableaux Discussion Write a critique paper
four hours
9. Novel a. Nature and forms b. Components Discussion diagramming two hours
ten. Reading and discussing/analyzing of samples: a. An excerpt from America is in the Heart by Carlos Bulosan b. The Pearl by John Steinbeck Literary map Believed bubbles Comics strip Film poster Radio drama Skit Role playing Tableaux Discussion Write a critique paper
four hours
11. Drama a. Nature and varieties b. Components Discussion Pair work Jigsaw puzzle two hours
12. Reading and discussing/analyzing of samples: a. "The Globe is an Apple" by Alberto Florentino b. "New Yorker in Tondo" by Marcelino Angana Believed bubbles Comics strip Film poster Radio drama Skit Role playing Write a critique paper Tableaux Discussion
four hours 13. Essay a. Nature and kinds b. Components Discussion Diagramming two hours
14. Reading and discussing and analyzing of samples: a. "Heritage of Smallness" (an excerpt) by Nick Joaquin b. "On Getting a Stomach" by Lin Yutang c. "Of Research" by Francis Bacon Mock debate Pair work Buzz group discussion Slogan writing Discussion Write a critique paper four hours
15. Culminating Activity by means of a Assortment Show of: a. Poetry recitation of "Stopping By the Woods on a Snowy Evening" b. Skit or Dramatization of "New Yorker in Tondo" c. Choral Recitation of "God Mentioned I Developed a Man" Range show Poetry recitation Dramatization Choral recitation three hours
Assistant Professor, Division of Humanities, Consevatory of Music, University of Sto. Tomas (UST), Manila, Philippines
PhD in Literature (in progress), Philippine Regular University (PNU), Manila, Philippines
Municipal Councilor, Famy, Laguna, Philippines
willy_valois@yahoo.com
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