Syllabus sa Ang Filipino sa Kurikulum ng Batayang Edukasyon

AY 2018-2019

FOUNDATION UNIVERSITY
DUMAGUETE CITY

Life Purpose
The life purpose of Foundation University is to educate and develop individuals to become productive, creative, useful and responsible
citizens of society.

Vision
Foundation University envisions itself as a dynamic, progressive environment that cultivates effective learning, generates creative
ideas, responds to societal needs and offers equal opportunity for all.

Mission
To enhance and promote a climate of academic excellence, responsive to the challenges of the times where individuals are devoted to
the pursuit of knowledge, critical thinking, commitment to life-long learning and service to society.

Core Values

Excellence Commitment Integrity Service

Objectives of the College of Education

Specifically, the objectives of the College of Education which serve as guide in fulfilling the mission and vision of the University are the
following:

1. to produce persons of sound mind, good moral character and broad culture;
2. to produce students with specialized training in fields they are expected to teach;
3. to inculcate in the students understanding of humanism, nationhood, international unity, and desirable Filipino values; and
4. to train students in research and lifelong learning.

Institutional Outcomes
 Syllabus sa Ang Filipino sa Kurikulum ng Batayang Edukasyon
AY 2018-2019

Foundation University endeavors to produce students who can:

1. Be effective communicators who employ critical thinking in synthesizing arguments asserting what is ideal for the common good.
2. Produce innovative creations and solutions through the redefined use of technology that are beneficial to the environment and
community
3. Appraise the traditional arts and actively promote local culture and wisdom
4. Translate and implement global ideas and practices of specialized disciplines for local, environmental, and community action.
5. Demonstrate passion for life-long learning in the creation of new knowledge through research.

Program Educational Objectives

(This course is common to BSEd and BEEd programs)
Common to BSEd and BEEd Programs
The graduates of the Bachelor in Elementary Education and Bachelor in Secondary Education Programs of the College of
Education shall be able to:
1. possess comprehensive knowledge on the teaching and learning processes, refined skills in effectively delivering instruction
given different learning situations and milieu, and resilient attitude in dealing with curricular reforms and instructional
challenges (PQF Level 6 Descriptor);
2. carry over the knowledge, skills, and attitudes in performing the duties and responsibilities expected from a licensed
professional teacher with enthusiasm, creativity, dynamism, dedication, patriotism, morality and integrity (PQF Level 6
Descriptor);
3. dedicate life in service of their learners through lifelong learning, research and continuous personal and professional
development (PQF Level 6 Descriptor);
4. demonstrate educational leadership in participating in addressing pertinent issues from the micro level to the macro level;
5. develop well-rounded personality that could easily work with people coming from different backgrounds; and
6. promote globalization in education through utilization of diverse teaching methods and strategies.

Specific to BEEd Program

The graduates of the Bachelor in Elementary Education Program of the College of Education shall be able to:
1. be equipped with fundamental knowledge of all general education subjects;
2. possess different approaches to teaching that is suitable for young learners; and
3. exhibit patience and positivism.

Specific to BSEd Program

The graduates of the Bachelor in Secondary Education Program of the College of Education shall be able to:
1. align their knowledge of the teaching and learning processes with their knowledge of their respective area of
concentration;
 Syllabus sa Ang Filipino sa Kurikulum ng Batayang Edukasyon
AY 2018-2019

2. demonstrate comprehensive understanding of an adolescent learner through empathetic and sensitive approaches to
instruction; and
3. promote values in preparation for adolescence and young adulthood.

Program Outcomes
Common to Teacher Education
1. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political contexts
2. Demonstrate mastery of subject matter/discipline
3. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their
environments
4. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners
5. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices
6. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes
7. Practice professional and ethical teaching standards sensitive the local, national, and global realities
8. Pursue lifelong learning for the personal and professional growth through varied experiential and field-based opportunities
9. Demonstrate genuine concern and care towards the welfare of the learners
10. Manifest sense of responsibility and accountability in performing tasks
11. Demonstrate resilience in working conditions, initiative to instigate actions, creativity in recreating learning tasks,
innovativeness in providing learning experiences, and resourcefulness to realizing all that was mentioned

Specific to BEEd Program

1. Demonstrate in-depth understanding of the development of elementary learners.
2. Exhibit comprehensive knowledge of various learning areas in the elementary curriculum.
3. Create and utilize materials appropriate to the elementary level to enhance teaching and learning.
4. Design and implement assessment tools and procedures to measure elementary learning outcomes.
5. Demonstrate flexibility in teaching pupils of different levels.
6. Takes responsibility in facilitating activities in school and in the community.

Specific to BSEd Program

1. Demonstrate in-depth understanding of the development of adolescent learners.
2. Exhibit comprehensive knowledge of various learning areas in the secondary curriculum.
3. Create and utilize materials appropriate to the secondary level to enhance teaching and learning.
4. Design and implement assessment tools and procedures to measure secondary learning outcomes.
5. Demonstrate flexibility in teaching students of different levels.
6. Takes responsibility in facilitating activities in school and in the community.
 Syllabus sa Ang Filipino sa Kurikulum ng Batayang Edukasyon
AY 2018-2019

A. Institutional Outcomes (IO) Program Educational Objectives (PEO) and Programs Outcomes (PO) in relationship to Life
Purpose, Vision, Mission, and Core Values

Life Mission Vision Core Values

Purpose
a b c d
Institutional Outcomes
1. Be effective communicators who employ critical thinking in
synthesizing arguments asserting what is ideal for the common       
good.
2. Produce innovative creations and solutions through the redefined
use of technology that are beneficial to the environment and       
community
3. Appraise the traditional arts and actively promote local culture and
wisdom       
4. Translate and implement global ideas and practices of specialized
disciplines for local, environmental, and community action.       
5. Demonstrate passion for life-long learning in the creation of new
knowledge through research.       
Program Educational Objectives (Common)
1. possess comprehensive knowledge on the teaching and
learning processes, refined skills in effectively delivering       
instruction given different learning situations and milieu, and
resilient attitude in dealing with curricular reforms and
instructional challenges;
2. carry over the knowledge, skills, and attitudes in performing
the duties and responsibilities expected from a licensed       
professional teacher with enthusiasm, creativity, dynamism,
dedication, patriotism, morality and integrity;
3. dedicate life in service of their learners through lifelong
learning, research and continuous personal and professional       
development;
4. demonstrate educational leadership in participating in
addressing pertinent issues from the micro level to the macro       
 Syllabus sa Ang Filipino sa Kurikulum ng Batayang Edukasyon
AY 2018-2019

level;
5. develop well-rounded personality that could easily work with
people coming from different backgrounds; and       
6. promote globalization in education through utilization of
diverse teaching methods and strategies.       
Program Outcomes (Common to TEIs)
1. Articulate the rootedness of education in philosophical, socio-
cultural, historical, psychological, and political contexts       
2. Demonstrate mastery of subject matter/discipline
      
3. Facilitate learning using a wide range of teaching methodologies
and delivery modes appropriate to specific learners and their       
environments
4. Develop innovative curricula, instructional plans, teaching
approaches, and resources for diverse learners       
5. Apply skills in the development and utilization of ICT to promote
quality, relevant, and sustainable educational practices       
6. Demonstrate a variety of thinking skills in planning, monitoring,
assessing, and reporting learning processes and outcomes       
7. Practice professional and ethical teaching standards sensitive the
local, national, and global realities       
8. Pursue lifelong learning for the personal and professional growth
through varied experiential and field-based opportunities       
9. Demonstrate genuine concern and care towards the welfare of the
learners
10. Manifest sense of responsibility and accountability in performing
tasks
11. Demonstrate resilience in working conditions, initiative to
instigate actions, creativity in recreating learning tasks,
innovativeness in providing learning experiences, and
resourcefulness to realizing all that was mentioned
 Syllabus sa Ang Filipino sa Kurikulum ng Batayang Edukasyon
AY 2018-2019

B. Institutional Outcomes (IO) Program Educational Objectives (PEO) and Programs Outcomes (PO) in relationship to College
Objectives

College Objectives
1 2 3 4
Institutional Outcomes
1. Be effective communicators who employ critical thinking in
synthesizing arguments asserting what is ideal for the common    
good.
2. Produce innovative creations and solutions through the redefined
use of technology that are beneficial to the environment and    
community
3. Appraise the traditional arts and actively promote local culture and
wisdom    
4. Translate and implement global ideas and practices of specialized
disciplines for local, environmental, and community action.    
5. Demonstrate passion for life-long learning in the creation of new
knowledge through research.    
Program Educational Objectives (Common)
1. possess comprehensive knowledge on the teaching and
learning processes, refined skills in effectively delivering  
instruction given different learning situations and milieu, and
resilient attitude in dealing with curricular reforms and
instructional challenges;
2. carry over the knowledge, skills, and attitudes in performing
the duties and responsibilities expected from a licensed  
professional teacher with enthusiasm, creativity, dynamism,
dedication, patriotism, morality and integrity;
3. dedicate life in service of their learners through lifelong
learning, research and continuous personal and professional    
development;
4. demonstrate educational leadership in participating in
addressing pertinent issues from the micro level to the macro  
level;
5. develop well-rounded personality that could easily work with
people coming from different backgrounds; and   
 Syllabus sa Ang Filipino sa Kurikulum ng Batayang Edukasyon
AY 2018-2019

6. promote globalization in education through utilization of

diverse teaching methods and strategies.    
Program Outcomes (Common to TEIs)
1. Articulate the rootedness of education in philosophical, socio-
cultural, historical, psychological, and political contexts    
2. Demonstrate mastery of subject matter/discipline

3. Facilitate learning using a wide range of teaching methodologies
and delivery modes appropriate to specific learners and their  
environments
4. Develop innovative curricula, instructional plans, teaching
approaches, and resources for diverse learners  
5. Apply skills in the development and utilization of ICT to promote
quality, relevant, and sustainable educational practices 
6. Demonstrate a variety of thinking skills in planning, monitoring,
assessing, and reporting learning processes and outcomes   
7. Practice professional and ethical teaching standards sensitive the
local, national, and global realities    
8. Pursue lifelong learning for the personal and professional growth
through varied experiential and field-based opportunities   
9. Demonstrate genuine concern and care towards the welfare of the
learners
10. Manifest sense of responsibility and accountability in performing
tasks
11. Demonstrate resilience in working conditions, initiative to
instigate actions, creativity in recreating learning tasks,
innovativeness in providing learning experiences, and
resourcefulness to realizing all that was mentioned

C. Institutional Outcomes (IO) in Relationship to Program Educational Objectives (PEO) and Programs Outcomes (PO)

Institutional Outcomes (IO) Program Educational Objectives Program Outcomes (PO)

(PEO) (Common to TEIs)
 Syllabus sa Ang Filipino sa Kurikulum ng Batayang Edukasyon
AY 2018-2019

(Common)
IO-1 Be effective communicators who employ critical 1, 2, 3, 4, 5, 6 1, 2, 3, 4, 5, 9
thinking in synthesizing arguments asserting what
is ideal for the common good.
IO-2 Produce innovative creations and solutions through 1, 2, 4, 6 1, 2, 3, 4, 5, 6, 8
the redefined use of technology that are beneficial
to the environment and community
1O-3 Appraise the traditional arts and actively promote 1, 2, 3, 4, 5, 6 1, 2, 3, ,4, 6, 7, 9
local culture and wisdom
IO-4 Translate and implement global ideas and practices 1, 2, 4, 5 1, 2, 6, 7, 8, 9
of specialized disciplines for local, environmental,
and community action.
IO-5 Demonstrate passion for life-long learning in the 3, 4, 5, 6 4, 6, 7, 9
creation of new knowledge through research.

D. Program Outcomes and Performance Indicators

Program Outcomes Performance Indicators

Common to Teacher Education
1. Articulate the rootedness of education
in philosophical, socio-cultural,
historical, psychological, and political
contexts
2. Demonstrate mastery of subject
matter/discipline
3. Facilitate learning using a wide range
of teaching methodologies and delivery
modes appropriate to specific learners
and their environments
4. Develop innovative curricula,
instructional plans, teaching
approaches, and resources for diverse
learners
5. Apply skills in the development and
utilization of ICT to promote quality,
relevant, and sustainable educational
 Generate opportunities for reflection on historical, social, cultural and political
processes as they affect the day to day lives of the students.
 Discuss with efficiency and proficiency the foundations of education
 Engage students in a cooperative activity to fully understand the roots of
education
 Actively engage students to sustain interest in the subject matter.
 Implement learner-friendly classroom management procedures and practices.
 Use varied teaching methodologies appropriate for diverse learners.
 Evaluate current teaching approaches and innovate based on learners’ needs
 Employ reflective thinking in choosing an appropriate teaching strategy in
teaching a particular group of students.
 Implement and evaluate the curriculum.
 Effectively write and carry out the lesson plan with mastery.
 Deliver interesting lessons with congruent objectives, subject matter, teaching-
learning activities, materials and assessment procedures.
 Integrate use of technology in the teaching and learning processes
 Reinvent use of common technology-based tools to augment learning experiences
with technology
 Syllabus sa Ang Filipino sa Kurikulum ng Batayang Edukasyon
AY 2018-2019
practices
6. Demonstrate a variety of thinking skills
in planning, monitoring, assessing, and
reporting learning processes and
outcomes
7. Practice professional and ethical
teaching standards sensitive the local,
national, and global realities
8. Pursue lifelong learning for the
personal and professional growth
through varied experiential and field-
based opportunities
9. Demonstrate genuine concern and care
towards the welfare of the learners
10. Manifest sense of responsibility and
accountability in performing tasks
11. Show resilience in working
conditions, initiative to instigate
actions, creativity in recreating
learning tasks, innovativeness in
providing learning experiences, and
resourcefulness to realizing all that
was mentioned
 Show proficiency in the use of technology as an integral tool in teaching, learning,
and assessment
 Employ regular feedback to student’s performance
 Source and organize data and information concerning teaching and learning.
 Analyze and interpret data and information using appropriate tools and
procedures.
 Compose and disseminate properly well-written reports (progress reports,
assessment, official communications, among others).
 Behave in accordance to the Code of Ethics of Professional Teachers.
 Use the community as a learning resource.
 Enthusiastically take part in activities that would benefit the school and the
community.
 Plan and carry out personal and professional advancement.
 Proactively notice and address problems inside the classroom
 Give equal importance to the inputs of all students
 Provide contextualized discussions of topics
 Dedicate time and effort in finishing started and assigned work
 Show passion in completing a task
 Manifest readiness by preparing contingency plans in every task given
 Adapt to various teaching milieus
 Can work under pressure
 Demonstrate eagerness to learn a new task or can easily adopt to a different work
environment not related to teaching
 See limitless possibilities in recreating existing concepts and ideas
 Effectively facilitate inclusive learning by taking into consideration different ideas
from students and colleagues
 Lead in development work in school or in the community
 Syllabus sa Ang Filipino sa Kurikulum ng Batayang Edukasyon
AY 2018-2019

Sabdyek Kowd: Filipino118

Pamagat ng Sadyek: Maikling Kuwento at Nobela
Bilang ng Units: 3
Pre-requisite:
Mga Instruktor: Felipe B. Sullera, Jr., MAEd-Filipino; Cristina P. Calisang, Ed.D.

Diskripsyon ng Kurso:

Sinasaklaw ng kursong ito ang pag-aaral at pagpapahalaga sa makasaysayang pag-unlad ng maikling kuwento at nobelang Filipino
na may pagbibigay-diin sa mga sangkap at pagkabuo nito. Gagawin din ang pag-aaral, pagpapahalaga at pagsusuri ang iba’t ibang uri ng
maikling kuwento (banghay, tauhan, kapaligiran/katutubong kulay atbp.). Kasamang tatalakayin ang sining ng pagkukuwento, pagsusuri sa
anyo at nilalaman; sangkap at kailangan ng maikling kuwento. Kasama rin ang paglinang ng kaalaman at kakayahan sa paglikha ng
kaibahan ng maikling kuwento – pagsusuri sa anyo at nilalaman ng uri ng nobela, pag-aaral at pagpapahalaga sa mga kinatawang nobela
sa lahat ng panahon ng panitikang Pilipino.

Course Learning Outcomes

Pagkatapos ng kurso, inaasahang ang mga estudyante ay:

CLO 1: Makikilala ang kalikasan ng maikling kuwento at nobela bilang anyo ng panitikan;

CLO2: Mapag-aaralan ang mga klasikal, premyado at namumukod-tanging maikling kuwento at nobela sa Pilipinas bilang
hulwaran ng artistikong kahusayan ng Pilipino;

CLO3: Malilinang ang isipan sa pamamagitan ng mga bokabularyong piling gagamitan sa pagbuo ng kani-kanilang gawa;

CLO4: Makapupulot ng aral tungo sa pag-unlad ng sariling kalinangan at kasanayan pati na sa lipunang gingagalawan; at

CLO5: Makapagbibigay inspirasyon sa kapwa estudyante at mga mambabasa dahil sa maipakitang kasiningan, kasinupan
at kahusayan sa pagbubuo ng katha mapa maikling kuwento man o nobela.
 Syllabus sa Ang Filipino sa Kurikulum ng Batayang Edukasyon
AY 2018-2019

E. Course Learning Outcomes (CLO) in Relationship to Institutional Outcomes (IO), Program Educational Objectives (PEO),
Programs Outcomes (PO) and College Objectives (CO)

Course Learning Outcomes (CLO) Institutional Program Program CE Objectives

Outcomes Educational Outcomes
Objectives (Common to
TEIs)
CLO 1 Makikilala ang kalikasan ng maikling kuwento
at nobela bilang anyo ng panitikan; 1,2,5 1,2,3,5 1,4,6,7,8,9,10, 11 1,2,3,4,5
CLO 2 Mapag-aaralan ang mga klasikal, premyado at
namumukod-tanging maikling kuwento at 1,2,4,5 1,2,4,5 1,4,5,6,7,8,9,10, 1,2,3,4,5
nobela sa Pilipinas bilang hulwaran ng 11
artistikong kahusayan ng Pilipino;

CLO 3 Malilinang ang isipan sa pamamagitan ng mga

bokabularyong piling gagamitan sa pagbuo ng 1,3 2, 5 1,2,3,10 1,2,5
kani-kanilang gawa;
CLO 4 Makapupulot ng aral tungo sa pag-unlad ng
sariling kalinangan at kasanayan pati na sa 1,3 2,5 1,2,3,10 1,2,5
lipunang gingagalawan; at
CLO 5 Makapagbibigay inspirasyon sa kapwa
estudyante at mga mambabasa dahil sa 1,2,3,5 1,3,4,6 1,4,6,7,9,10, 11 1,3,4,5
maipakitang kasiningan, kasinupan at
kahusayan sa pagbubuo ng katha mapa
maikling kuwento man o nobela.
 Syllabus sa Ang Filipino sa Kurikulum ng Batayang Edukasyon
AY 2018-2019

Grading System:

COMPONENTS PRELIM GRADE MIDTERM GRADE FINAL GRADE

Attendance 5% 5% 5%

Quizzes 20% 20% 20%

Recitation 10% 10% 10%

Presentation 20% 20% 20%

Project 20% 20% 20%

Examination 25% 25% 25%

TOTAL 100% 100% 100%

Course Grade: 0.3(PG)+0.3(MG)+0.4(FG)

Alituntuning Pang-klasrum:

1. Uniporme – Inaasahan ang kumpletong pagsusuot ng uniporme at ID sa araw ng pasukan.

2. Mga nararapat na gupit ng buhok ng mga lalaki (bawal ang paglalagay ng hikaw). Inaasahan din ang maayos na ayos ng buhok ng mga
babae lalo na ang paglalagay ng mga kolorete at pagsusuot ng mga hikaw at anupamang aksesorya ay kinakailangan ding naaayon.
3. Atendans – Mariin na ipanatutupad na sinuman ang gagawa ng tatlong (3) sunod-sunod na di-katanggap-tanggap na pagliban ay
maaaring buburahin sa pagkakatala (dropped). Ang mga nahuhuli sa pagpasok ay maaaring patawan ng mga sumusunod: (a) dalawang
sunod-sunod na pagkahuli ay papatawan ng 1 liban; (b) ang estudyanteng lalabas ng klase bago ang itinakdang oras ay huli rin at
papatawan ng katulad ng nabanggit sa una; at (c) labinlimang (15) minutong palugit lamang ang ibibigay sa mga estudyante bago
lubusang maging huli sa klase. Kinakailangang magpakita ng Liham Paumanhin ang estudyante na nilagdaan ng magulang o sinumang
nakatatanda sa kanya at naglalaman ng paliwanag at rason ng pagliban at pagkahuli. Maaari ring may lagda ng dekana/dekano.
4. Higit na ipinagbabawal ang pangongopya at pangongodego. Sinuman ang mahuli na gumagawa ng nabanggit ay makatatanggap ng
karampatang parusa. Higit na malalang parusa ang pagkaalis o dismissal sa paaralan.
 Syllabus sa Ang Filipino sa Kurikulum ng Batayang Edukasyon
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5. Sinuman ang hindi makakakuha ng alinman sa mga pasulat na pagsusulit at makasali sa anumang pagtatanghal o presentasyon ay
bibigyan lamang ng pagkakataong makakuha nito kung balido ang rason.
6. Higit na iniimplementa sa buong unibersidad ang NO PERMIT, NO EXAM. Bibigyan lamang ng labindalawang (12) araw na palugit ang
mga estudyante na makakuha ng major exams. Lampas sa itinakdang panahon ay hindi na maaaring kumuha pa ng pasulit datapwa’t
awtomatikong zero (0) ang makukuhang eskor dito. Tuwing Pinal na Pasulit, bibigyan lamang ng limang araw na palugit ang mga
estudyante bago lubusang makakuha ng gradong INC ganun din sa pagpasa ng proyekto at anumang pagtatanghal sa presentasyon na
komponent..
7. Sa pagpasa ng mga kursong pangangailangan, marapat na ipasa ito dalawang (2) araw o sa araw na itinakda. Lampas sa itinakdang
araw ay hindi papayagang makapapagpasa pa.
8. Ang respeto ng bawat isa ay higit na kinakailangan lalong-lalo na sa guro. Sinuman ang magpapakita ng kawalan ng respeto lampas sa
makakayang bigyan ito ng konsiderasyon ay makatatanggap ng karampatang parusa depende sa guro. Ipinagbabawal din ang bullying.
9. Ugaliing panatilihin ang kalinisan at kaayusan ng silid-aralan. Itapon ang mga basura sa basurahan at hinihikayat din ang lahat na
isaayos ang mga upuan bago lalabas ng silid.
10. Ang iilan sa mga polisiya at tuntunin ay ibibigay sa mga estudyante sa mga pagkakataon o sitwasyon na kinakailangan.
 Syllabus sa Ang Filipino sa Kurikulum ng Batayang Edukasyon
AY 2018-2019

Course Outline and Timeframe

MARKAHAN LINGGO ARAW PAKSA

Yunit 1: Ang Maikling Kuwento

I. Ang Panitikan
1. Katuturan ayon sa iba’t ibang tanyag na manunulat
WEEK 1 PI:1-3(August 13-17, 2018) 2. Kahalagahan ng panitikan
PII: 1-5( August 15-17, 2018) 3. Mg Impluwensiya ng panitikan

II. Maikling Kuwento

1. Kalikasan at Katuturan
2. Kasaysayan (Ang Maikling Kuwento at ang Tradisyong Oral sa
Panitikan)
3. Layunin
4. Kahalagahan mula sa Rehiyon
5. Mga Uri ng Maikling Kuwento Batay sa Layunin (rising and falling
action)

PRELIM III. Paglikha ng Banghay

WEEK 2
PIII;1-3 ( August 20-21, 2018)
PIV; 1-4 ( August 22-23, 2018)
PV; 1-3 ( August 24, 2018)
1. Magkaugnay na Banghay
2. Mga Suliranin sa Paglikha ng Banghay
3. Ang galaw ng kuwento
IV. Pagsusuri sa Banghay ng Kuwento
1. Tunggalan
2. Kahulugan
3. Halaga ng Tunggalian
4. Uri ng Tunggalian
V. Ang Tema
1. Kahulugan
2. Layunin
3. Paraan ng Pagpapahayag ng Tema

VI. Pagkilala sa Tauhan

1. Kahulugan
2. Uri Batay sa Layunin
 Syllabus sa Ang Filipino sa Kurikulum ng Batayang Edukasyon
AY 2018-2019

3. Klasipikasyon ng mga Tauhan

WEEK 3 PVI&VII ( August 28-29, 2018)
PV VIII ( August 30-31, 2018)
4. Halaga ng Pagpapangalan
VII. Tagpo
1. Kahulugan
2. Halaga ng Lunan
3. Tungkulin ng Lunan
VIII. Dayalogo
1. Kahulugan ng Dayalogo
2. Anyo ng Dayalogo sa Iba’t ibang Midyum
3. Tungkulin ng Dayalogo
4. Teknikal na Paraan ng Pagsusulat ng Dayalogo

Yunit 2: Ang Nobela

I. Kasaysayan ng Pag-unlad ng Nobela

( September 4 – 7, 2018) 1. Panahon ng Kastila
2. Panahon ng Amerikano
WEEK 1

( September 10 – 14, 2018) 3. Panahon ng Kalayaan

WEEK 2 4. Panahon ng Bagong Lipunan
5. Panahon ng Kontemporaryo
MIDTERM
II. Kalikasan ng Nobela
WEEK 3 September 17 – 20, 2018 1. Uri ng Nobela
2. Layunin ng Nobela
3. Mga Sangkap ng Nobela

III. Ang Pagsusuri at Pagsusulat ng Maikling Kuwento at Nobela

( September 24 – 2018 ) 1. Ang Malikhaing Pagsulat
2. Mga Layunin at Proseso sa Malikhaing Pagsulat
FINALS WEEKS ( October 1 – 10, 2018) 3. Pagsusuri ng mga Piling mga Maikling Kuwento at Nobela sa
1-3 Pilipinas
IV. Ang Sining ng Pagkukuwento
 Syllabus sa Ang Filipino sa Kurikulum ng Batayang Edukasyon
AY 2018-2019

Time Specific Learning Outcomes Course Topics Methods & Assessment

Frame Learning Activities
Outcomes
PRELIM
WEEK 1 1. Natutukoy at naipaliliwanag Yunit 1: Ang Maikling
ang kahulugan ng panitikan at Kuwento
iba pang konsepto ng
panitikan. I. Ang Panitikan
1. Katuturan ayon sa iba’t
2. Nailalarawan ang iba pang CLO1,3,4 ibang tanyag na
konsepto ng panitikan sa manunulat Malayang
masining na pamamaraan. 2. Kahalagahan ng talakayan
panitikan
3. Natatalakay ang mga 3. Mg Impluwensiya ng Interaktibo at
pangunahing konsepto sa panitikan kolaboratibong Konseptong papel
maikling kuwento. gawain sa
II. Maikling Kuwento pagkatuto
4. Nakalilikha ng isang 1. Kalikasan at Katuturan
konseptong papel. 2. Kasaysayan (Ang
Maikling Kuwento at ang Round table
Tradisyong Oral sa discussion
Panitikan)
3. Layunin
4. Kahalagahan mula sa
Rehiyon
5. Mga Uri ng Maikling
Kuwento Batay sa
Layunin (rising and
falling action)
 Syllabus sa Ang Filipino sa Kurikulum ng Batayang Edukasyon
AY 2018-2019

WEEK 2 1. Natutukoy ang III. Paglikha ng Banghay

mahahalagang bahagi sa 1. Magkaugnay na
paglikha ng banghay. Banghay
2. Mga Suliranin sa
2. Naisaalang-alang ang mga Paglikha ng Banghay Pag-uulat
bahagi sa pagsusuri ng 3. Ang galaw ng kuwento
banghay ng kuwento. CLO 1,2,3,4,5 IV. Pagsusuri sa Malayang Isang Dagli/Bitbit
Banghay ng Kuwento talakayan
3. Napalalawig ang kamalayan 1. Tunggalan
sa halaga at kaugnayan ng 2. Kahulugan Hot seat
tema sa pagbuo ng maikling 3. Halaga ng Tunggalian
kuwento. 4. Uri ng Tunggalian
V. Ang Tema
4. Nakabubuo ng isang 1. Kahulugan
kwentong Dagli/Bitbit, 2. Layunin
3. Paraan ng
Pagpapahayag ng Tema
WEEK 3 VI. Pagkilala sa Tauhan
1. Natutukoy ang kaibahan ng 1. Kahulugan
mga papel na ginagampanan 2. Uri Batay sa Layunin
ng iba’t ibang uri ng tauhan. 3. Klasipikasyon ng mga
Tauhan
2. Naisaalang-alang ang tagpo CLO1,3,4 4. Halaga ng Malayang
sa pagsusuri ng kuwento. Pagpapangalan talakayan
VII. Tagpo
3. Nakalilikha ng isang 1. Kahulugan Sariling likhang
epektibo at masining na 2. Halaga ng Lunan Jigsaw transfer Diyalogo
dayalogo. 3. Tungkulin ng Lunan
VIII. Dayalogo
1. Kahulugan ng Dayalogo Dugtungang
2. Anyo ng Dayalogo sa Pasalaysay
Iba’t ibang Midyum
3. Tungkulin ng Dayalogo
4. Teknikal na Paraan ng
Pagsusulat ng Dayalogo

MIDTERM
 Syllabus sa Ang Filipino sa Kurikulum ng Batayang Edukasyon
AY 2018-2019

WEEK 1
1. Natutukoy ang mga
mahahalagang pag-unlad ng
nobela sa panahon ng Kastila
at Amerikano. Yunit 2: Ang Nobela Pag-uulat

2. Naibubukod ang mga CLO1,2,3,4,5 I. Kasaysayan ng Pag- Videoclip Awtput ng

katangian ng mga nobela unlad ng Nobela sinuring
dalawang panahon. 1. Panahon ng Kastila Malayang indibidwal na
2. Panahon ng Amerikano talakayan nobela sa
3. Nasusuri ang tema ng mga dalawang
piling nobela sa panahon ng panahon.
Kastila at Amerikano.

WEEK 2
1. Nakikilala ang tema at 3. Panahon ng Kalayaan Pag-uulat Awtput ng
banghay sa mga piling nobela 4. Panahon ng Bagong sinuring
sa panahon ng Kalayaan, Lipunan Videoclip indibidwal na
Bagong Lipunan at 5. Panahon ng nobela mga
Kontemporaryo. Kontemporaryo Malayang panahon.
CLO1,2,3,4,5 talakayan
2. Nasusuri ang mga piling
nobela sa bawat panahon.

WEEK 3 1. Natutukoy ang

mahahalagang konsepto ng II. Kalikasan ng Nobela
nobela. 1. Uri ng Nobela Malayang Pasalita at pasulat
CLO1,2,3,4,5 2. Layunin ng Nobela talakayan na pagsusulit
2. Naisaalang-alang ang mga 3. Mga Sangkap ng Nobela
sangkap ng nobela sa
pagsusuri.

FINALS
 Syllabus sa Ang Filipino sa Kurikulum ng Batayang Edukasyon
AY 2018-2019

WEEKS 1-3
1. Naiisa-isa ang mga
mahahalagang konsepto sa
pagsulat nang malikhain.
2. Nakapagsusuri ng mga
piling maikling kuwento at
nobela sa Pilipinas alinsunod
sa mga pamantayan sa
pagsusuri.
3. Nakapaglalahad nang
masining sa mga nabuo at
nasuring maikling kuwento at
nobela.
III. Ang Pagsusuri at
Pagsusulat ng Maikling
Kuwento at Nobela
1. Ang Malikhaing
Pagsulat Masining na Mga awtput sa
2. Mga Layunin at Proseso presentasyon sinuring mga
sa Malikhaing Pagsulat nobela at maikling
CLO1,2,3,4,5 3. Pagsusuri ng mga Piling kuwento gayundin
mga Maikling Kuwento at Malayang ang mga sariling
Nobela sa Pilipinas talakayan likhang obra.
IV. Ang Sining ng
Pagkukuwento
 Syllabus sa Ang Filipino sa Kurikulum ng Batayang Edukasyon
AY 2018-2019

Prepared by/Date Reviewed by/Date Noted by/Date Approved by/Date

FELIPE B. SULLERA JR., ANTONIA LYDIA LINDA P. JASPER ERIC C. CATAN,

LPT, MAEd GUEYNDOLINE B. FEROLINO, MAEd LPT, MAEd.
Instructor DESPOJO, LPT, MAEd University Librarian CE Dean
Chairperson, Syllabi
___________________ committee
Signature
____________________ ____________________ ____________________
Signature Signature Signature
CRISTINA P. CALISANG.,
LPT, Ed.D
___________________ ___________________ ___________________
___________________ Date Date Date
Signature

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Date