DEPARTMENT OF ENGLISH, FOREIGN LANGUAGES AND LITERATURE

College of Arts and Sciences

San Beda College
COURSE SYLLABUS
1st Semester, AY 2014-2015
Vision-Mission Statement :
Vision
Mission
Core Values
Course Title
Course Code
Prerequisite
Credits
Instructor
Email
Office
Consultation Hours
Venue
I.

San Beda College, a Catholic educational institution, is committed to the Christian formation of the Bedan
Community as its service to the Church, the Philippine society, and the world.
: San Beda College envisions a community that is fully Human, wholly Christian, truly Filipino, and globally competitive.
: San Beda College aims to form its members in faith, knowledge, and virtue.
: Inculcate in the students the Benedictine core values of study, community, and pursuit of peace

: Philippine Literature
: Lit 01
: none
: Three (3) Units
: Socorro Del Mundo- De Jesus, Ph. D.
Associate Professor 1
: socorro_dejesus@hotmail .com
: General Education, 2nd Floor, St. Anselms Building
: MWF : 11-12P.M ; TTH : 12 -1 P.M
:

Course Description:
The course is a survey of the literatures of the various regions of the archipelago written in English or translated into English from its original dialect. The genres of
poetry and fiction are the vehicles from which students will be able to journey through the rich literary landscape of the Philippines.

II.

Course Objectives:
1.
2.
3.
4.
5.
6.

At the end of the academic term, the students should be able to:
Analyze and evaluate the different selections using theories/approaches in literature;
Determine the diversity and significance of socio-cultural values evidenced in the different local literary texts and their relevance to the world at large;
Actively participate in communication around the selections given every meeting.
Employ critical thinking skills
Appreciate the cultural heritage exhibited in each literary piece.
Identify the elements, forms and themes of the various literary genres

Course

Learning Outcomes

Time

Topics

Teaching Strategies/

Assessment Tools / Tasks

1

Objectives

Allotment
Respond to student welcome

Communicate effectively the

value of Phil. Literature in our
changing times.

1,2&3

Assess the poem properly

pointing out mood and tone;
Determine Hyperbole and
Synecdoche

Weeks

Orientation/Introduction
To Phil. Literature

Activities
Icebreakers: Introduction to
the course; house rules

An Overview of Philippine
Literary History

Diagram Philippine Literary

History by timeline

REGION 1
Nalpay a Namnam Leona
Florentino/ translation: Blasted
Hopes M. Foronda Jr.

Poetry Reading:
Reading the selection in its
original form and its
corresponding translation.

1-2

3-4

Mini-lecture
Discussion
Quiz

Worksheet: Graphic
Organizer (timeline)
Discussion
Identify key points in
Reflective Essay
Philippine History that helped Quiz
influence and shape the
literatures of the times.
*Validate the linear
relationship that constructs
the periods.
Discussion
Oral Presentation
Teacher Observation
Checklist

Paraphrase the poem in

everyday language.

1,2 & 3

Develop the concept of

empowerment
through the characters; promote
teamwork
Define local color.
Empathize with the female
character
Explain symbols in the story.

Wedding Dance Amador T.

Daguio

*Examine problems in
translation
Role playing:
Alternate ending How would
the characters destiny change
once the ending is revised?
Detect the local color of the
selection.
Point out images in the story.
*Group
work
assessment:
Validate concepts given in their
role playing performance

Discussion
Timeline
Rubric-Scored Group
Presentations

Concept sketches
Culture Reflective essays
2

Discuss culture and traditions of

highlanders in the Philippines.

State the decision made by the

main characters.
Examine words that symbolize
something and explain their
meaning.

1,2 & 3

1,2&3

Examine the details that make up

the mood/tone of the poem in
bringing about the total effect of
its imagery

5-6

Use the information to write an

interior monologue in which the
character thinks aloud
revealing his / her thoughts and
feelings.
Produce insights about the main
character and relate to oneself.
Examine the details that make up
the mood/tone of the poem in
bringing about the total effect of
its imagery
Use the information to write an
interior monologue in which the
character
thinks
aloud
revealing his / her thoughts and
feelings.

REGION 2 / CAR
Nu Nunuk Du Tukun an
Ivatan Folk Lyric / The Nunuk
On the Hill source: F. Hornedo

Life is A Three-Ring Circus

Jose Quirino

Point out patriarchal tradition

seen in the story.
Individual work:
Identify the particular words
that help build up the mood/tone
of the poem
*Check
understanding
on
mood/tone.

Discussion
( Sharing news item on sea
tragedy )
Graphic Organizer : Open
Mind

Open Mind Organizer: Make a

visual representation of what a
given character is thinking or
feeling.
Paperwork:
Concept Sketches
Illustrate the main characters
three rings as well as their
own
*Inspect accuracy of individual
paperwork
Note: Give the assignment for
the next selection: Bring a
Catholic Bible

Produce insights about the main

character and relate to oneself.
Critique and evaluate the works
of other groups to ones own.

The Great Flood (Tinggian)

retold by F.L. Jocano
7

Teacher Observation
Checklist
Peer Evaluation
Project-Based assessment
( Talk show)

Group Work:
Compare and contrast the
Tinggian Myth with Genesis 6
(Noahs Ark);
create a Similarities and
3

1,2&3

Critique and evaluate the works

of other groups to ones own

REGION 4 / NCR
The Bread of Salt N.V.M.
Gonzalez

Differences chart of the two

selections.
Small group Work:
Compose alternative title studies
for the short story

Set-up a venue for creative

thinking: Egg On Your
Face

*Round up assessment of small

group work

1,2&3

Critically assess the subject of

the poem through the youth
point-of-view

8-10

Detect Metaphors; Draw out

class differences/dichotomy
evidenced in the selection
The Other Woman Francisco Paper and pencil work:
A. Arcellana
Prepare insights about the
qualities of the stereotype
querida in media, art and real
life

Make appropriate commentaries

from insights shared by others.

1,2&3

Make a story map.

Research news items on child
molestation.

Magnificence Estrella Alfon

Critically evaluate the

effectiveness of agencies and
advocacies that address this
prevalent social problem.
Evaluate the common Filipinos
American Dream and the
drawbacks of colonial mentality

Oral Presentation

Graphic Organizer :
Story Map

Interview a social worker, parish

worker, chief of police and other
public servants that deal with
child abuse
Week 9

1,2&3

One Minute Swap Shop : You

are given a minute to share ideas
and insights about the focused
issue.
Draw a semantic webbing of the
events in the story.

Culture Reflective Essay

11-13

MID-TERM EXAM
REGIONS 5-7
America Simeon Dumdum, Jr.

Collage/Poster Exhibit:
Create a Collage- The Positive
& Negative Images of America
*comparing their impressions
which weighs more: positive or
negative?

Project-Based assessment
Interview
Oral presentation
Written reports

List down reasons on how to

4

1,2&3

Relate on filial piety and

conclude on their views about it.

1,2&3

Share experiences on how

Mothers Know Best.

1,2&3

1,2&3

REGIONS 8-10
Family Reunion
Angeles
14 - 15

Formulate the uniqueness of

indigenous culture

Propose ideas to alleviate the

dilemma of street children
Cite examples of stories of
homeless children who live on
the streets and what the
government does for their
welfare

convince the speakers cousin to

stay in the Philippines.
Reader-response paper:
Discussion
Carlos Writing about family: Blood is Written reports
Thicker Than Water
Geneology

Bringing the Dolls Merlie

Alunan

Pilandok Crosses a River

16 -17

REGIONS ARMM, 12-13

(CARAGA), FILIPINOS
OVERSEAS
Street Urchin Tita LacambraAyala

1,2&3

Measure what makes a Filipino a

Filipino through the poem.

My Life In the News Fatima

Lim-Wilson

1,2&3

Draw out the two faces of

America are and how it affects
our country and the world at
large

Two Faces of America Carlos

Bulosan

*Sharing activity
Paired work:
Describing matriarchs
*Make appropriate
commentaries from insights
shared by students.
Discuss Filipino folktales &
legends: early stories of the
Fantastic
*The trickster tale: Assessing
narratives learned in childhood
Reader Response Sheet:
Writing about street children.
Promote social awareness and
concern by sharing their views
and solutions for the social issue
seen in the poem
Report news on abuses
experienced by homeless
children
Guessing Game: How Pinoy
are you?
List products/items and
behavioral patterns unique only
to Filipinos
Guided Seatwork:
Unmask the two faces of
Uncle Sam

Self-reflection

Discussion

Writing
Case Studies

Questionnaire

Observation
Interview
Drawing / sketches

Interview someone who has

5

gone to America.
* Sharing activity

References :
A handout will be provided for each student. Selections were taken from the following sources:
Abad, G H., (Ed.) ( 2002). The likhaan anthology of Philippine literature in English from 1900 to the present. Q.C: University of the Philippines Press.
Bascara, LR., et. al. (1999). Philippine literature: A tertiary textbook for literature I under the new curriculum, Revised Ed. Manila: REX Bookstore.

Cruz, I. R. (Ed.) The best Philippine short stories of the twentieth century: An anthology of fiction in English (2000), Manila : Tahanan Books
Croghan, R V. ( Ed) (1995) The development of Philippine literature in English (Since 1900). Q.C: Phoenix Press, Inc.
Dimalanta, O A. & Mata, V. M. rev. ed .( 2001). Philippine contemporary literature in English: tradition and change (From the 20s to the Present). Manila: UST Publishing
House.

Lacia, F.D.,Fabella, M.G. & Libunao, L.L. (2012), The literatures of the Philippines, Manila : Rex Book Store.
Lumbera, B. & Lumbera. C. N. (1997) Philippine literature: A history and

anthology. Pasig City: Anvil Publishing, Inc.

Patron, I. Y., (2002), Interactive reading : Responding to and writing about Philippine literature, Quezon City : Great Books Trading.

Basis
a. Class Standing
(Quizzes, Recitation, and other course requirements)
b. Midterm Examination (Compilation of Business Letters)
MIDTERM GRADE

Weight
60 %
40 %
100%

Percentage Equivalents
Below 60
60.63
3.00
64.67
2.75
68- 71
72-76
77- 81
82- 86
87- 91
92-96
97-100

Grade-point
5.00
2.50
2.25
2.00
1.75
1.5
1.25
1.00

1. Final Grade Computation

a. Midterm Examination
Prepared by:
b. Class Standing
(Quizzes, Recitation, and other course requirements)
c. Final Examination
FINAL GRADE

ROWENA JAVIER- RIVERO, MAEd

Faculty/ Chairperson, DEFLL

20 %
50 %

Noted by:

30 %
FEDELIZ SANDIL-TUY, Ed.D
Asst. Vice-Dean, Arts, Sciences & Humanities Area

100

Approved by

CHRISTIAN BRYAN S. BUSTAMANTE, Ph.D

Vice-Dean, CAS

TESSIE R. DA JOSE, Ph.D

Dean, CAS