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Republic of the Philippines Tarlac College of Agriculture Camiling, Tarlac Institute of Education Expanded Course Outline in ENGL04-Philippine Literature

in English

Course Code Course Title Course Description

ENGL04 Philippine Literature in English The course is a study of literary genres exemplified by the selected literary texts from different regions of the Philippines written at different periods in the Philippine literary history. It aims to equip students with literary appreciation that may guide them towards wholesome development of the innate potentials and values. 3 units Introduction to Literature The course has the following objectives: 1. show the relevance of the study of literature in humans life; 2. link the present to the future based on the thoughts of the past as presented and preserved in the literary texts; 3. point out the value of reading Philippine literary texts; 4. identify and differentiate the various elements of the different genres like short story; 5. articulate the importance of each element in the proper understanding of the genres; 6. showcase the meaning and lessons derived from the literary texts; 7. recognize the value the literary prowess of the writers; 8. help students appreciate the richness and value of Philippine literature; and 9. relate literature to human experiences. Students are expected to: 1. identify the importance of literature to human endeavor; 2. relate to the characters that personify the students character or experience; 3. infer the message implied in the different genres; 4. assimilate the lessons in life inherent in the different literary genres; 5. choose the correct paths for self-improvement as inspired by the literary texts; 6. interpret figurative meanings of poetry and identify its elements; 7. possess positive outlook in education through selected essays; 8. read poems observing proper phrasing and expression; 9. analyze the implications of the moves and motives of the characters/persona in the different genres studied; and 10. appreciate and value the richness and imaginative power of man to express ideas/expressions. 1. 2. 3. 4. lecture discussion Pair/group work Debates

Credits Pre-Requisite Course Objectives

Learning Competencies

Instructional Modes/ Learning Activities

5. Role play 6. Film viewing 7. Reporting 8. Storytelling 9. Recital 10. Movie and Book review Content Coverage I. Introduction A. Literature defined B. Importance of Literature C. Philippine Folk Literature D. Literary genres I. The short story A. Short story defined B. Elements of short story C. The Short Stories 1.Death into Manhood 2.How my Brother Leon Brought Home a Wife 3.Dead Stars 4.Faith, Love, Time and Dr. Lazaro 5.Wedding Dance 6.The House on Zapote Street 7.We Filipinos are Mild Drinkers

II. Essay A. Essay defined B. Types of Essay C. Essay 1.What is an Educated Filipino? 2.College Uneducation 3.Sonia 4.Where is the Patis? 5.Male Homosexuality in the Philippines (Garcia) 6.Selected essay on the topic of colonialism (TBD) III. Poetry A. Poetry defined B. Elements of Poem C. Representative poems 1.Ink 2.Quietness 3.All Men Are Created Equal 4.Eulogy of Roaches IV. Play A. Play defined B. Elements of a Play C. In Unity/Sepang Loca Learning Resources 1. 2. 3. 4. 5. 6. 7. CD/DVDs Audio-video equipments TV set LCD projector/laptop Textbooks Newspaper/magazines Internet

References

1. Balarbar, Corazon V.,et.al. Gems in Philippine Literature. Manila: National BookStore. 1989. 1. Joaquin, Nick. The Woman with Two Navels. Bookmark, Inc.1991 2. Roseburg, A.G. Pathways to Philippine Literature in English. Phoenix Publishing House. 1996 3. Saymo, Apolinario S. Philippine Literature. Trinitas Publishing, Inc. 2004 4. Tomeldan, Yolanda V.,et.al. Prism an Introduction to Literature. Manila: National Book Store. 1986 5. http://en.wikipedia.org

6. www.seasite.niu.edu 7. www.issue9mm.com

Course Requirements

See www.arcy-tca.wikispaces.com announcements. Additional requirements: 1. 2. 4. 5.

for

assignments

and

updated

Participation in class activities (dyads, triads, groups) Pass quizzes and long examinations(Midterm and Finals) Submit a reflection paper Create a resource notebook for future classroom use. 1. The rule on failing mark for 20% unexcused absences shall be strictly enforced (Chapter 4, Section 2, p. 24 of TCA Student Manual). 2. Short quizzes will be given unannounced; however, schedule for long quizzes shall be announced at least one week prior to its administration. 3. Mid-Term and Final Exams shall be given only to students who have completely or partially settled their accounts for the specified period. 4. Students will be held responsible for all assignments and requirements for the entire content on the course missed regardless of reasons for his absence (Chapter 4, Section 2, p. 24 of TCA Student Manual). 5. Only students officially enrolled in the course will be allowed to attend the class. 6. Talking during examinations, possession of textbooks or notes of any kind (unless authorized), giving or receiving information or any other attempts at communication shall render the offender to disciplinary action (Chapter 5, Section 4, p. 26 of the Student Manual). 7. The professor is not obliged to give a special or late test to any student who fails to take an examination at the regular time, except upon a written request approved by the Dean of the Institute concerned (Chapter 5, Section 5, p. 26 of the Student Manual). 8. Grades of 3.10-4.00 are conditional failures, and must be removed by re-examination before the enrolment for the next term (Chapter 6, Section 1, p. 27 of the Student Manual). 9. When given a grade of INC. (Incomplete) , the student shall complete the grade within one year, otherwise, a grade of 5.0 is automatically given by the registrar. 10. A student under the influence of liquor and/or any dangerous/prohibited drug shall not be allowed entry in the classroom to attend class. 11. All students enrolled in this class is advised to read Chapter 7, pp. 84-93 of the TCA Student Manual for other salient policies and guidelines.

Course Policies

Prepared by ARCELYN N. SANGALANG Instructor I Recommending Approval Approved NOEL J. POTERO, Ph.D. Dean, Institute of Education MARIA TERESA SJ. VALDEZ, Ph.D Vice-President, ACSA LUCENA G. GARCIA, Ed.D. Chair, BEEd Program THOMAS FERREBEE US Peace Corps Volunteer ARLENE F. VALDEZ Coordinator, Academic Program

TCAs Vision : TCA as Center of Excellence in tertiary education, research, and training for sustainable agro-industrial development TCAs Mission: Provision of tertiary education geared towards the: pursuit of a better quality of life thru sustainable agriculture & food security; provision of knowledge, skills, ideas and values to make students productive, effective and competent in agro-industrial development; acceleration of the development of professionals to provide leadership in various agriculture-based disciplines; search for knowledge to harness the bio-diversity resources of the region. IEds Goals : High quality and excellent pre-service and post-graduate teacher education Relevance of pre-service and post-graduate training to national and international standards Effectiveness in conveying knowledge and facilitating teaching-learning processes and activities Efficiency in continuously developing human resource skills, competence, expertise, and leadership for the education sector

BEEd Objectives : To produce graduates who: 1. have a competitive edge in meeting the demands of the basic education industry here and abroad 2. will become professional teachers who are efficient and effective facilitators of learning 3. possess genuine appreciation of human ideas and values of refinement, and commitment to the progress of the nation as well as of all humanity; and 4. will become teachers who are proud of their profession and who appreciate Philippine culture and that of the world.