MODULE : Understanding Cagayan Culture through Narratives

Competencies/ Skills:

 Narrate events
 Identify texts representative of the literature and culture of Cagayan
 Cite characteristics, elements, structures and traditions of early forms of Philippine
narratives
 Analyze the figures of speech and other literary techniques and devices used in the texts
 Discuss how the literary and socio-cultural contexts enhance the text’s meaning and
enhance the reader’s understanding
 Explain the relationship of the geographical context to the text’s meaning
 Produce a creative representation of a literary text by applying multimedia skills
 Choose an appropriate multimedia format in interpreting a literary text
 Apply ICT skills in crafting an adaptation of a literary text

CARINA V. PELAGIO
Writer/Developer
April 11, 2019
 Understanding Cagayan Culture through Narratives

Introduction

How familiar are you with the world you live in? Are you aware of the beautifully rich
culture which defines your unique identity?

Culture is a way of life. It encompasses all our values and beliefs, customs and
traditions, language and creative expression. Culture provides people with a sense of shared
identity and belongingness and guides them in life. Interestingly, the culture of the early Filipinos
is embodied and reflected in stories or narratives. Through these narratives, we get to see
glimpses of how their life was like as well as the circumstances they went through that shaped
their ideals and beliefs, temperaments or tendencies. With this knowledge and understanding of
how things were like in the past, we can better appreciate and uphold our cultural heritage at
present and in the future.

This module prepares you to appreciate your unique identity and heritage as a
Cagayano and Filipino who is ready to claim his place in the larger world. As you rediscover
distinct Filipino ideals and beliefs in the selected texts from Cagayan, you must be able to :

1. narrate events;

2. identify texts representative of the literature and culture of Cagayan;

3. cite characteristics, elements, structures and traditions of early forms of Philippine

narratives;
4. analyze the figures of speech and other literary techniques and devices used in the
texts;
5. discuss how the literary and socio-cultural contexts enhance the text’s meaning and
enhance the reader’s understanding;
6. explain the relationship of the geographical context to the text’s meaning; and
7. produce a creative representation of a literary text by applying multimedia skills
 Choose an appropriate multimedia format in interpreting a literary text
 Apply ICT skills in crafting an adaptation of a literary text.

Now that you know all the lessons that you are expected to learn from this module,
check out first how you would score in the pre – test below :
 PRE – TEST

A. How well do you know the terms or concepts below? Match the literary
terms with the correct definitions.

LITERARY TERMS DEFINITIONS

1. Narrative a. People, animals or other creatures
in the story
2. Theme b. The “when” and “where” of the
story
3. Setting c. The series of events that make up
the story
4. Character d. The central idea upon which the
story is built
5. Plot e. The problem that the characters
deal with and try to resolve in the
story
6. Conflict f. Spoken or written account that
tells a story
B. Go over the following story titles. Are they familiar? Draw a happy emoji beside the item if
you think the title is under Philippine narratives. If not, draw a sad emoji beside the item.

Refer to these emojis for your answers :

Happy Sad

1. The Monkey and The Turtle

2. The Happy Mirror
3. The Legend of Lacaylacay
4. The Grasshopper and The Ant
5. Mother Mountain
Why do you think the pineapple has many eyes? List down as many reasons you can think of
and write them down on a clean sheet of paper.

The Legend of The Pineapple

What is the origin of the pineapple?

Tia Rosa was a widow. She had a ten-year old daughter named Piǹang whom she loved
very dearly. Tia Rosa loved Piǹang so much that she did not want her to work if possible. She
wanted her to play and be happy all the time. She did all the household work while Piǹang spent
her time playing in the garden.

Piǹang was a very happy child. She loved to stay in the garden. She could be seen there

laughing and playing as if she had a playmate. The neighbours frequently saw a light among the

flowers at night where Piǹang used to stay. They wondered at it. “Piǹang must have a fairy
playmate,” they said.

Late one afternoon Tia Rosa fell ill. She felt very weak. She had to stay in bed. Much

against her wish, she had to ask Piǹang to cook for her.

Piǹang was sorry for her mother. She hurriedly went to the kitchen and started to cook
rice. She got some pieces of paper with which to kindle fire. She looked for the match, but she
could not find it. “Where is the match, Mother?” she called.

“It is under the stove,” replied Tia Rosa.

After kindling the fire Piǹang proceeded to get the rice. “Mother, where is the rice?” she
asked again.

“It is in the jar behind the door shutter,” answered the sick woman.

Piǹang washed the rice and put it in the pot. Then she set the pot on the stove. Soon the
rice started to boil. After a while it began to boil over. Piǹang looked for the ladle, but she could
not find it. “Mother! Mother! Where is the ladle?” she cried excitedly. Tia Rosa’s head was
aching severely. She grew impatient with Piǹang’s questions. “Why don’t you look for it in the
rack? It must be there,” she replied crossly. “Oh, how I wish you had many eyes so you could
find all the things you need!”

“Your wish shall be granted,” said a voice near her. Tia Rosa was startled. She looked
around, but there was no one in the room. She began to feel afraid. Who spoke? What could it
mean --- that her wish would be granted?

Greatly frightened she called to Piǹang frantically. There was no answer. She struggled

up and slowly went to the kitchen. She saw the rice boiling over the pot, but Piǹang was not
there. She looked out of the window. Piǹang was nowhere in the garden. Then Tia Rosa noticed
a strange plant with a big fruit among the plants where Piǹang used to stay. That plant had not
been there before! Neither had she seen one like it yet. Filled with dread, she went downstairs
calling “Piǹang! Piǹang! Where are you?”

She went to the garden where she saw the strange plant. There it was with its sweet –
smelling fruit which looked as if it was covered with many eyes. She remembered with regret
what she had said to Piǹang. “I wish you had many eyes...” Again she seemed to hear the voice
saying, “Your wish shall be granted.” Alas, her daughter was changed to a plant! Feeling very
unhappy she sat among the plants and wept bitterly.

Tia Rosa called the plant Piǹang in memory of her child. Today the plant is called “Piǹa”
for short.

COMPREHENSION QUESTIONS

1. Who are the characters in the story?

2. How did Tia Rosa show her love for Piǹang?
3. Would you like this kind of love from your own mother? Why? Why not?
4. Why was Piǹang made to cook one afternoon?
5. Why did Tia Rosa become impatient with her?
6. What became of Piǹang? Why?
7. Does Piǹang deserve what happened to her? Why? Why not?
8. What Filipino principle in raising a child is underscored in the narrative?
9. What details or instances in the story suggest or depict the inherent belief of Cagayanos
in the supernatural?
10. How does the Cagayano’s predisposition to superstition affect their beliefs and actions?
11. In the Cagayano culture, how significant is a mother’s role in the shaping of a child’s
destiny as indicated in the narrative?
12. What do you think is the lesson the story conveys?

THE NARRATIVE

Narratives are accounts or stories of people’s experiences, thoughts, sentiments and beliefs
which in a profound sense, embody their culture and collective identity. Much of the Philippine
narratives are in the form of folk narrative specifically myths and legends “explaining how the
world and man came to be in their present form" ( Dundes, 1984: 1).

Myths are narratives used in the early times by our ancestors to explain things and make
sense of the world and phenomenal events in life like thunder and lightning, earthquake, storms,
solar eclipse, high tides and low tides, the existence of many islands, the heavenly bodies and
even death.

A myth is a traditional story that may answer life's overarching questions, such as the
origins of the world (the creation myth) or of a people. A myth can also be an attempt to explain
mysteries, supernatural events, and cultural traditions. Sometimes sacred in nature, a myth can
involve gods or other creatures. It presents reality in dramatic ways.

Legends refer to stories that often tell about the origin of things which may be true or not.

These narratives have the elements of setting, character, plot, theme, and conflict.
Setting refers to the “place and time” of the story. Character refers to the make – believe people,
animals, and/or other creatures in the story. The element of character also pertains to
characterization or how the characters are developed to embody human qualities. Plot is the
series of interrelated events arranged in a such a way that universal truths and lessons are
conveyed. Theme is the central idea around which the story revolves. Conflict is the problem
which the characters face and struggle to resolve in the story.

LET’S READ FOR FURTHER APPRECIATION

Before you read the next story, go over the following phrases and determine how they reinforce
the meaning of the story.

Datu Gammad chicharon beat the gong

tribe of Kalingas Chico and Cagayan Rivers

 What did you notice with the words listed above? Do they make you think of a particular
or distinct group of people and their unique way of life?

Local color is a writing style in which the raw qualities of a particular locality/region or
time and the characteristics and language of its inhabitants are depicted to lend authenticity to
the literary piece.

Now let us read the story.

THE FIRST CHICHARON

What was the origin of the “chicharon”?

“Why worry about the children?” shouted Datu Gammad. “They are of no help. Give
them no rice for they do not know how to work. They do not help plant and harvest rice. Give
them no meat. Give them the hides only!”

Datu Gammad was the ruler of the tribe of Kalingas that once inhabited the place where
the Chico and the Cagayan rivers meet. He ruled his village wisely and for a time there was
peace and contentment among the people.

Now there arose a famine. The crops failed and game was scarce in the forests. Datu
Gammad was worried. He beat the gong that brought the men to a meeting. He wanted to
discuss with them how they could solve the problem of providing food for everyone.

From one of the elders came the suggestion that the game caught each time they
hunted should be divided among the families in accordance with the number of children in each.
A murmur came from among the young men. Some of them were unmarried and so had no
children. They felt, too, that they worked harder than many of the elder men who had many
children. They did not think it fair to divide the game that way. The bravest among them voiced
his objections to the suggestion and a dispute arose. Datu Gammad became very angry. He
was so angry that he gave the order : “Give the children the hides only.”

The parents felt very sorry for their children, but the word of the datu was law. No one
dared question his decision. The women and the children received the news quietly. They were
afraid of the datu.

The mothers talked of how they could best cook the hide so that the children would
enjoy eating them.

“The hides are quite tough. Let us stew them to make them tender,” suggested one.

“Let us try broiling them, too, after they are stewed,” suggested another.

The broiled hides gave out a very nice smell. It attracted the children who were out
playing. Their mouths watered. “Please, let us taste that delicious food,” they said.

Each one of them got a piece which they started to eat. As they did, crackling sounds
were produced. How crisp and delicious the food was! The children enjoyed it so much that the
elders in the settlement began eating it, too. Since then, this recipe was handed from generation
to generation.

Such was the origin of the “chicharon”. At present, instead of broiling the stewed hides,

they are fried in deep boiling fat.

Let’s Talk About the Story!

1. What is the setting of the story?
2. What worried Datu Gammad and his men?
3. What caused the dispute in the meeting?
4. What was the decision of Datu Gammad?
5. Do you agree with his decision? What kind of ruler is he?
6. How did the mothers make the food for the children delicious?
7. What underlying values and ideals in life are implied as necessitated by the geographical
context or backdrop of the story?
8. What societal realities or truths about life in the early times are conveyed in the story?

Let’s GET PErSONAL

Write down your beautiful realizations about your own culture and enumerate
ways by which you can uphold, share, and even enhance them.

POST TEST

A. Choose one of the narratives in this module and give the significant events that make up
its plot structure.
B. Using the moviemaker, make an animated adaptation or presentation of any of the
narratives in the module. Your creative output will be graded using the following rubric :

4 3 2 1
Plot Presents events Presents Presents a Presents no
that create a sequence of confusing logical order
clear narrative events sequence of
events
Characters Successfully Goes in-depth Includes some Does not go in-
goes in-depth with description description depth with
with description description
Dialog and Contains details Contains details Contains Contains few or
that provide and dialog that characters and no details to
Elaboration
insight to develop setting; contains develop
character; characters some dialog character or
contains dialog setting; no
that that reveals dialog provided
characters and
furthers the plot
Use of Uses ICT Uses a fair Attempts to Fails to put
creatively and amount of ICT string together together an
Technology
adeptly to skills in story events on understandable
reveal setting presenting a a screen flow of story
and character linear flow of using ICT
story
ANSWER KEY

Pre – Test

A. B.

1. F 1.

2. D 2.

3. B 3.

4. A 4.

5. C 5.
6. E

The Legend of the Pineapple

1. Tia Rosa, Piǹang
2. She did not let her do any household work.
3. Students’ answers may vary.
4. Tia Rosa fell ill.
5. Piǹang kept asking a lot of questions.
6. She became a pineapple.
7. Students’ answers may vary.
8. Sample answers :
- A child should be taught to help with the household chores.
- A child should not be spoiled by excessive care and protection from the parents.
9. They believed there was a fairy in the garden.
A voice answered Tia Rosa’s wish.
Piǹang was turned into a pineapple.
10. Their superstitious beliefs guide them in their actions and decisions mainly to avoid bad
fortune and the like.
11. A mother’s love and discipline mold the child’s character and destiny.
12. Sample answers :
Training a child early on in life will help him/her to succeed in the future.
Spoiling a child will cause future agony and misery on the part of both parents and child.
 The First Chicharon
1. In a Kalinga village where the Chico and Cagayan Rivers meet
2. Famine
3. The suggestion that the game during each hunt be divided among the families
according to the number of children in each which gained objections from the
younger men.
4. “Give the children the hides only.”
5. Students’ answers may vary.
6. They stewed and broiled the hides.
7. Strength and power, security, patriarchal order in the family
8. Sample answers :
- People lived near places where they can get food and sustainance.
- Conflict arises in times of scarcity.
- Women and children are at a disadvantaged condition.
- Mothers have the ability to lighten difficult situations.

REFERENCES

Lombardi, Esther.The Meaning of Myths, Folklore, Legends, and Fairy Tales. Retrieved at
https://www.thoughtco.com/defining-terms-myth-folklore-legend-735039.

Alamat, A Philippine Folktales, Myths and Legends Page. Retrieved at

https://folktales.webmanila.com/

Introduction to Philippine Folklore. Retrieved at

https://folklore.philsites.net/legends.html

Godinez – Ortega, Christine F. The Literary Forms in Philippine Literature. Retrieved at

http://www.seasite.niu.edu/tagalog/literature/literary_forms_in_philippine_lit.htm

PHILIPPINE FOLKTALES: THE CULTURAL GEMS OF FILIPINO LITERARY CREATIVITY.

RETRIEVED AT
http://driftwoodjourneys.com/philippine-folktales-the-cultural-gems-of-filipino-literary-creativity/