Jess23 Obe Cs Educ 414 1st Sem 20

Republic of the Philippines
MARIKINA POLYTECHNIC COLLEGE

Shoe Ave. cor. Mayor Juan Chanyungco St., Sta. Elena, Marikina City – 1800
BACHELOR OF SECONDARY EDUCATION

COURSE SYLLABUS IN SPEECH AND DRAMA (ENG 223)
The Marikina Polytechnic College shall be the national center for higher professional teacher and technical
MPC Vision
education and training and the development center for shoe and leathercraft and other allied industries by 2020.
The College is committed to promote quality and relevant education and training for prospective administrators,
MPC Mission teachers, trainers and technopreneurs and to produce quality researches for the development of shoe and leathercraft
and other allied industries.
 Produce technical teacher education teachers who are effective and efficient facilitators of learning.
 Produce quality researches for the improvement of instruction in the various areas of specialization.
Goals
 Produce nationally certified/licensed teachers and trainors in their respective fields of specialization.
 Produce graduates for local, national and international teaching opportunities.
 Equip the prospective teachers the competencies necessary in conducting quality researches.
 Equip the potential teachers with pedagogical knowledge and technical competencies/skills essential for effective
teaching.
 Provide the prospective teachers with activities that would develop their proper work attitude, values and personal
Objectives
discipline, and moral character.
 Provide the respective teachers learning activities that would enhance their critical and reflective thinking skills.
 Provide the prospective teachers with diverse opportunities to demonstrate their social, aesthetic and cultural
values that would develop them as committed humanists.
Course Code/Title CURRICULUM DEVELOPMENT WITH PROJECT PLANNING (EDUC 414)

Credit Units 3 units
Time Allotment 3 hours Lecture per week
Semester, School
First Semester SY 2019-2020
Year
Faculty DR. FRANCISCO DC COS, JR.
1
Course Pre-
None
Requisites
Course Co-Requisite None
This course is a comprehensive study of Philippine Literature from the beginning of Philippine literature to the present. It
Course Description introduces students to the development of the various literary genres of the Philippines. Through discussion and analysis
of various literary genres and elements, this course seeks to enhance students’ awareness and appreciation of Philippine
Literature.
By the end of the course, the students should be able to:

 Demonstrate critical thinking skills in understanding the breadth and depth of Philippine Literature;
Course Objectives  Develop among the students the appreciation to literary pieces and respect to cultural diversities;
 Inculcate value, awareness of and appreciation for a Filipino literary legacy ; and
 Participate in a stage play to give life to certain literary genres.
At the end of the learning experience, the learner will be able to:
Knowledge
 Differentiate the historical transition of Philippine Literature from the Pre-Spanish Period up to the present;
 Explain the significant features of the various literary pieces from different periods ;
Course Learning
 Recognize the development of the literary genres of the Philippines; and
Outcomes
Skills
 Write a wholesome critique paper in one of the selected readings;
 Design awareness and appreciation of Philippine literature; and
 Develop communicative competence through activities that will enhance both oral and written language skills;
2
Values
 Appreciate the importance of their own culture;
 express appreciation in reading Philippine literary texts; and
 Value the literary genres of the Philippines
 Humility
 Cooperation
Values Infused  Valuing
 Considerate
Time Frame Topics Time Frame Topics

Week 1 Introduction to the Course Week 10 G. Region V: Bicol Region
A. Getting to know the instructor, the 1. Ancient literature (Legend): “The Legend
students, and the course of Mount Mayon”
B. Distribution of course syllabus 2. Ancient literature (Epic): “Ibalong”
C. Introduction to Philippine Quiz 4
Literature
Week 2 Genres of Philippine Literature Across Week 11 IV. Literature from the Visayas
History A. Region VI: Western Visayas
A. Ancient/folk literature -- Ancient literature (Myths):
B. Philippine literature under the Spanish “Hinilawod”
period Quiz 5
Week 3 ContemContemporary literary forms: WEEK 12 MIDTERM EXAMINATION

Poetry, short stories, essays, dramas
Quiz 1
3
III. Literature from Luzon

Week 4 A. Region I: Ilocos Region Week 13 B. Region VII: Central Visayas
-- Spanish period (Epic): “Biag -- Ancient literature (Myth) “Sicalac and
ni Lam-ang” by Pedro Bukaneg Sicavay”
B. Region II: Cagayan Region C. Region VIII: Eastern Visayas
-- Ancient literature (Legend): -- Ancient literature (Folk tale): “Bowaon at
“The Legend of Magat River” Totoon”
C. CAR: Cordillera Autonomous V. Literature from Mindanao

Week 5 Region Week 14 A. Autonomous Region of Muslim
1. Short story: “The Wedding Dance” Mindanao (ARMM)
by Amador T. Daguio -- Ancient literature (Legend): “How
2. Poem: “Man of Earth” by Amador the Angels Built Lake Lanao”
T. Daguio B. Region IX: Zamboanga Peninsula
Quiz 2 -- Ancient literature (Epic): “Ag
Tobig Nog Keboglagan”
Quiz 6
PRELIMINARY EXAMINATION C. Region X: Northern Mindanao
Week 6 Week 15 -- Ancient Literature (Epic):
“Bantugan”
D. Region XI: Davao Region
-- Ancient literature (Legend): “The
Origin of Davao”
D. Region III: Central Luzon E. Region XII: SOCCSKSARGEN

Week 7 -- Contemporary literature Week 16 and 17 -- Ancient literature (Epics):
(1960’s): “Faith, Love, Time, & Dr. “Ulahingan” and “Indrapatra at Sulayman”
Lazaro” by Gregorio Brilliantes F. Region XIII: CARAGA
-- Ancient literature (Epic):
“Tuwaang Attends a Wedding”
Quiz 7
4
E. National Capital Region (NCR)

Week 8 1. Spanish period (Poem): “Love of Week 18 Project-Making:
Country” by Andres Bonifacio Compilation of Literary Piece from
2. Spanish period: “The Primer different Region in the Philippines.
of the Katipunan” by Emilio Jacinto
Quiz 3
Week 9 F. Region IV: Southern Tagalog Week 19 Final Examination

1. American period (Short story): “Dead HPS (60 points)
Stars” by Paz Marquez Benitez
2. Ancient literature (Folktales): “Stories
of Maria Makiling”
JESSSSSSSSSSSSSSSSSSSSS
ALIGNMENT OF COURSE OUTCOMES WITH SUMMATIVE ASSESSMENT TASKS
Evidence of Performance
Course Outcomes Performance Indicators
Performance Standard
 At least 80% class attendance  Compilations of Worksheets
CO 1: Manifest knowledge in defining terms
associated with Philippine Literature  Complied with all activities and class
projects Rubric for Grading Compilations
CO 2: Manifest knowledge and skills in
designing curriculum.  Passed all examinations (formative and Correctness and Completeness (5 points)
summative exams) 1 point: Submitted incomplete compilation but
show incorrect/wrong answers.
evaluating school-based curriculum.
2 points: Submitted compilation but give lacking
of answers
assessing 2002 basic Education Curriculum,
3 points: Submitted complete documents but
BTTE and K-12 Curriculum.
show incorrect/wrong answers.
5
CO 5: Demonstrate ability to make sound and 4 points: Submitted complete documents but
ethical decisions in during group’s presentations give lacking of answers
and project-making. 5 points: Submitted complete documents and
answers
LEARNING PLAN
Session Assessment
Desired Learning Textbooks/ Instructional Resource
Number Content/Subject Matter of Tasks
Outcomes References Strategies/Activities Materials
(by week) (ATs)
Week 1 Orientation
Week 2 1. Define terms and I. Curriculum: Textbook 1. Daily Routine (Drill, 1. Daly  Reference
acronyms associated with Concepts, Nature and Bilbao, Purita P., Review and Routine’s Books
concepts, nature and Purposes et.al. Motivation) Presentation  Visual
purposes of curriculum: Concepts, Nature and Curriculum 2. Group’s 2. Individual Aids
curriculum, PCSPE, Purposes Development. Presentation Performance  Handouts
SOUTELE, PCER, NCBTS, 1. Curriculum from LORIMAR 3. Lecture – 3. Group  Projector
progressive, philosophy, Different Points of View Publishing Discussion Performance  Wyte
history, CHED, DOST, 2. Points of View on Incorporated. 4. Role – playing Using Rubrics Board and
PAFTE, BIOTA, and BEC. Curriculum Development Copyright 2008. 5. Recitation 4. Seatwork / Marker
2. Explain the curriculum 3. Types of Curriculum 6. Group Dynamics Activity  Camera
from different points of view: Operating in Schools Additional 7. Self – Pace 5. Quizzes  Laptop
traditional and progressive. 4. Major Foundations of Supplementary Learning
3. Evaluate the curriculum of Curriculum Materials
a given school in private and 5. Philosophical On-line
in public. Foundations of reference #1
Curriculum
6. Historical Foundations
of Curriculum
1. Elements/Components
of the curriculum
6
8. Curriculum
Approaches
Week 3 1. Define terms associated I. Curriculum: Textbook 1. Daily Routine (Drill, 1. Daly  Reference
with concepts, nature and Concepts, Nature and Bilbao, Purita P., Review and Routine’s Books
purposes of curriculum: Purposes et.al. Motivation) Presentation  Visual
teaching, learning, process, (Continuation) Curriculum 2. Group’s 2. Individual Aids
phases, insight, fragments 8. Teaching-Learning Development. Presentation Performance  Handouts
and matrix. Process and Curriculum LORIMAR 3. Lecture – 3. Group  Projector
2. Explain the teaching Development Publishing Discussion Performance  Wyte
process paradigm. 8.1. Teaching as Incorporated. 4. Role – playing Using Rubrics Board and
3. Describe and explain the Process in Curriculum Copyright 2008. 5. Recitation 4. Seatwork / Marker
different phases of teaching 8.2. Learning as Process 6. Group Dynamics Activity  Camera
and learning. in Curriculum Additional 7. Self – Pace 5. Quizzes  Laptop
4. Evaluate the teaching and 8.3. Teaching and Supplementary Learning
learning in the curriculum as Learning Go Together Materials
regards practices in a given 8.4. Some Ways of On-line
school. Doing Teaching and reference #2
Learning
8.5. Teaching and
Learning in the
Curriculum
Week 4 1. Define terms associated II. Crafting the Textbook 1. Daily Routine (Drill, 1. Daly  Reference
with crafting the curriculum: Curriculum Bilbao, Purita P., Review and Routine’s Books
crafting, sequence, design, Curriculum Design et.al. Motivation) Presentation  Visual
structure, discipline, Models Curriculum 2. Group’s 2. Individual Aids
correlation, inter discipline, 1. Curriculum Design Development. Presentation Performance  Handouts
core, BEC, SEC and TEC. 2. Curriculum Design As LORIMAR 3. Lecture – 3. Group  Projector
2. Evaluate the Basic Regards the Structure Publishing Discussion Performance  Wyte
Education Curriculum 3. Dimension of Incorporated. 4. Role – playing Using Rubrics Board and
(BEC), Secondary Curriculum Design: Copyright 2008. 5. Recitation 4. Seatwork / Marker
Education Curriculum (SEC) Scope and Sequence 6. Group Dynamics Activity  Camera
7
and Tertiary Education 4. Guidelines in Additional 7. Self – Pace 5. Quizzes  Laptop

Curriculum (TEC). Curriculum Design Supplementary Learning
3. Evaluate the curriculum 5. The Six (6) Features Materials
designs of a given school. of a Curriculum On-line
4. Evaluate the curriculum of 6. Approaches to reference #3
a given school as regards its Curriculum Design
six features.
Week 5 1. Define terms and III. Implementing the Textbook 1. Daily Routine (Drill, 1. Daly  Reference
acronyms associated with Curriculum Bilbao, Purita P., Review and Routine’s Books
implementing the The Roles of et.al. Motivation) Presentation  Visual
curriculum: manager, Stakeholder in Curriculum 2. Group’s 2. Individual Aids
stakeholder, implement, Curriculum Development. Presentation Performance  Handouts
panel forum, dialogue, Implementation LORIMAR 3. Lecture – 3. Group  Projector
administrator, PTA, PTCA, 1. Learners at the Center Publishing Discussion Performance  Wyte
DepEd, CHED and PRC. of the Curriculum Incorporated. 4. Role – playing Using Rubrics Board and
2. State and explain the 2. Teachers as Copyright 2008. 5. Recitation 4. Seatwork / Marker
significant roles of Curriculum Developers 6. Group Dynamics Activity  Camera
stakeholders in curriculum and Implementers Additional 7. Self – Pace 5. Quizzes  Laptop
implementation. 3. Curriculum Managers Supplementary Learning
3. Evaluate the curriculum of and Administrators Materials
least five courses in CHED 4. Parents as Supporters On-line
as the passing rate in the to the Curriculum reference #4
board examination. 5. Community Members
4. Reflect and give as Curriculum
recommendations on the Resources
effectiveness of curriculum 6. Other Stakeholders in
implementation of a given Curriculum
school as regards the role of Implementation
each stakeholder.
8
Week 6 1. Define terms and III. Implementing the Textbook 1. Daily Routine (Drill, 1. Daly  Reference
implementing the (Continuation) et.al. Motivation) Presentation  Visual
curriculum: pilot testing, The Role of Technology Curriculum 2. Group’s 2. Individual Aids
methodology, accreditation, in Delivering the Development. Presentation Performance  Handouts
technology, haphazard, Curriculum; and Pilot LORIMAR 3. Lecture – 3. Group  Projector
BEC, RBEC, SBE, BEEd Testing, Monitoring and Publishing Discussion Performance  Wyte
and BSed. Evaluating the Incorporated. 4. Role – playing Using Rubrics Board and
2. State and explain the Implementation of the Copyright 2008. 5. Recitation 4. Seatwork / Marker
factors for technology Curriculum 6. Group Dynamics Activity  Camera
selection. 1. Factors for Additional 7. Self – Pace 5. Quizzes  Laptop
3. Explain and evaluate the Technology Selection Supplementary Learning
areas for accreditation under 2. The Role of Materials
curriculum and instruction. Technology in On-line
4. Evaluate the School- Curriculum Delivery reference #5
Based curriculum of a given 3. Pilot Teaching
public and private school.
Week 7 Project-Making: Preparing Course Syllabus (Per Major and Per Subject)
Week 8 Project-Making: Preparing Course Syllabus (Per Major and Per Subject)
Week 9 Mid-Term Examinations
Week 10 1. Define terms and IV. Assessing the Textbook 1. Daily Routine (Drill, 1. Daly  Reference
assessing the curriculum: Intended vs. et.al. Motivation) Presentation  Visual
intend, implement, achieve, Implemented vs. Curriculum 2. Group’s 2. Individual Aids
BEC, EPP, MSEP, HeKasi, Achieved; and Development. Presentation Performance  Handouts
GMRC, AP, PEHMA, Curriculum & Criteria for LORIMAR 3. Lecture – 3. Group  Projector
BEE,BSE, criterion, goal, Curriculum Assessment Publishing Discussion Performance  Wyte
objective, instruction, 1. Purpose of Curriculum Incorporated. 4. Role – playing Using Rubrics Board and
quality, flexibility and Assessment Copyright 2008. 5. Recitation 4. Seatwork / Marker
evaluation. 2. Criteria for Curriculum 6. Group Dynamics Activity  Camera
Assessment Defined 5. Quizzes  Laptop
9
2. Differentiate and explain 3. Criteria for Goals and Additional 7. Self – Pace
the purpose of curriculum Objectives Supplementary Learning
assessment. 4. Criteria for Materials
3. State and explain the Assessment of On-line
characteristics of a good Instruction reference #6
curriculum. 5. What are Curriculum
4. Evaluate the curriculum of Criteria?
a given school as regards 6. What are the
the quality and flexibility. Characteristics of a
Good Curriculum?
Week 11 1. Define terms associated IV. Assessing the Textbook 1. Daily Routine (Drill, 1. Daly  Reference
with assessing the Curriculum Bilbao, Purita P., Review and Routine’s Books
curriculum: assess, strategy, (Continuation) et.al. Motivation) Presentation  Visual
purpose, essay, Tools to Assess Curriculum 2. Group’s 2. Individual Aids
performance, demonstrate, Curriculum Development. Presentation Performance  Handouts
observe, interview, self- 7. What are Assessment LORIMAR 3. Lecture – 3. Group  Projector
assess, portfolio, anecdotal Strategies? Publishing Discussion Performance  Wyte
record, checklist, rubrics and 7.1. Paper - and - Pencil Incorporated. 4. Role – playing Using Rubrics Board and
panel. 7.2. Performance-Based Copyright 2008. 5. Recitation 4. Seatwork / Marker
2. Differentiate and explain 7.3. The Observational 6. Group Dynamics Activity  Camera
the strategies in assessing a Strategy Additional 7. Self – Pace 5. Quizzes  Laptop
curriculum. 7.4. Personal Supplementary Learning
3. Choose one strategy and Communication Materials
assess the curriculum of a 7.5. Oral Strategy On-line
given school. 7.6. The Reflection reference #7
4. Evaluate the curriculum of Strategy
our school as regards the 7.7. Combination of
strategies used by the Strategies
instructors and professor. 7.8. Recording
Devices/Tools
10
Week 12 1. Define terms associated IV. Assessing the Textbook 1. Daily Routine (Drill, 1. Daly  Reference
with assessing the Curriculum Bilbao, Purita P., Review and Routine’s Books
curriculum: validity, (Continuation) et.al. Motivation) Presentation  Visual
feasibility, instruction, Linking Curriculum, Curriculum 2. Group’s 2. Individual Aids
assessment, and Instruction and Development. Presentation Performance  Handouts
measurement. Assessment ( CIA ): LORIMAR 3. Lecture – 3. Group  Projector
2. Relate curriculum and Making a Fit Publishing Discussion Performance  Wyte
instruction, curriculum and 8. Curriculum and Incorporated. 4. Role – playing Using Rubrics Board and
assessment, and, instruction Instruction Copyright 2008. 5. Recitation 4. Seatwork / Marker
and assessment as regards 9. Curriculum and 6. Group Dynamics Activity  Camera
their alignment to the Assessment Additional 7. Self – Pace 5. Quizzes  Laptop
students and curriculum 10. Instruction and Supplementary Learning
expectation. Assessment Materials
3. Explain the criteria of On-line
significance, validity, reference #8
interest, learnability and
feasibility of curriculum.
4. Evaluate the curriculum of
a given school as regards
the above criteria used by
the curriculum developers.
Week 13 1. Define terms and V. Addressing the Textbook 1. Daily Routine (Drill, 1. Daly  Reference
acronyms associated with Future: Curriculum Bilbao, Purita P., Review and Routine’s Books
curriculum innovation: Innovations et.al. Motivation) Presentation  Visual
vision, mission, rationale, Curriculum Innovations: Curriculum 2. Group’s 2. Individual Aids
objective, evaluation, BEC, Local and Global Trends Development. Presentation Performance  Handouts
ICT, HKS, EPP, MSEP, and curriculum Issues, LORIMAR 3. Lecture – 3. Group  Projector
GMRC, AP, THE, EP, VE, Concerns and Publishing Discussion Performance  Wyte
CBI, TEEP, INSET, SIIF, E- Responses Incorporated. 4. Role – playing Using Rubrics Board and
Copyright 2008. 5. Recitation Marker
11
MIS, SEDIP, BEEd, BSEd, 1. Local and National 6. Group Dynamics 4. Seatwork /  Camera
BTTE and TVET. Curriculum Innovations Additional 7. Self – Pace Activity  Laptop
2. State and explain the 2. Global Curriculum Supplementary Learning 5. Quizzes
contents of the 2002 BEC, Innovations Materials
TEEP, SEDIP, TEC, BTTE, 3. Curricular Issues and On-line
and DepEd eXCELS. Concerns reference #9
3. Evaluate our BTTE
curriculum suggest some
ways on how to improve the
curriculum.
4. Evaluate the curriculum
issues, concerns and
responses in addressing
curriculum innovation.
Week 14 1. State and explain the VI. Assessing the 2002 Textbook 1. Daily Routine (Drill, 1. Daly  Reference
content of DepEd and CHED Basic Education Bilbao, Purita P., Review and Routine’s Books
memo pertaining to basic Curriculum and the et.al. Motivation) Presentation  Visual
Education Curriculum and Ladderized curriculum Curriculum 2. Group’s 2. Individual Aids
BTTE Program of MPC.. for Bachelor of Development. Presentation Performance  Handouts
2. Apply SWOT Analysis in Technical Teacher LORIMAR 3. Lecture – 3. Group  Projector
evaluating Basic Education Education (BTTE). Publishing Discussion Performance  Wyte
Curriculum and BTTE 1. Concepts Incorporated. 4. Role – playing Using Rubrics Board and
Program of MPC. 2. SWOT Analysis Copyright 2008. 5. Recitation 4. Seatwork / Marker
Additional 6. Group Dynamics Activity  Camera
Supplementary 7. Self – Pace 5. Quizzes  Laptop
Materials Learning
On-line
reference #10
On-line
reference #11
12
Week 15 1. State and explain the VII. Assessing the K – Textbook 1. Daily Routine (Drill, 1. Daly  Reference
content of DepEd memo 12 Curriculum Bilbao, Purita P., Review and Routine’s Books
pertaining to K -12 1. Concepts et.al. Motivation) Presentation  Visual
Curriculum of MPC.. 2. SWOT Analysis Curriculum 2. Group’s 2. Individual Aids
2. Apply SWOT Analysis in Development. Presentation Performance  Handouts
evaluating K – 12 Program of LORIMAR 3. Lecture – 3. Group  Projector
MPC. Publishing Discussion Performance  Wyte
Incorporated. 4. Role – playing Using Rubrics Board and
Copyright 2008. 5. Recitation 4. Seatwork / Marker
Additional 6. Group Dynamics Activity  Camera
Supplementary 7. Self – Pace 5. Quizzes  Laptop
Materials Learning
On-line
reference #12
Week 16 Project-Making: Preparing School’s Flyers Applying the Concepts of Curriculum Development
Week 17 Project-Making: Preparing School’s Flyers Applying the Concepts of Curriculum Development
Week 18 Final Examinations
Course References
 Bilbao, Purita P., et.al. Curriculum Development. LORIMAR Publishing Incorporated. Copyright 2008.
 Bilbao, Purita P., et.al. Curriculum Development for Teachers. LORIMAR Publishing Incorporated. Copyright 2015.
 Pawilen, Greg T. Curriculum Development: A Guide for Teachers and Students. Rex Bookstore. 2015.
 Bueno, David C. Fundamentals of Curriculum Theory and Development: A Modular Approach. Great Books Trading. 2016.
 Corpuz, Brenda B., et.al. Principles of Teaching 2 With TLE. LORIMAR Publishing Incorporated. 2015.
 Buenaflor, Roberto C. Assessment of Leaning, Book I: The Conventional Approach. Great Books Publishing House, 2012
 Buenaflor, Roberto C. Assessment of Leaning, Book 2: The Conventional Approach. Great Books Publishing House, 2012
 Gradner, John. Assessment and Learning. 2nd Edition. SAGE Publishing House, 2012
Additional Supplementary Materials
13
 https://www.scribd.com/doc/103027979/Curriculum-Concepts-Nature-and-Purposes
 https://www.slideshare.net/gaestimos/teaching-learning-process-and-curriculum-development
 https://www.slideshare.net/kendytobias/module-2-crafting-the-curriculum
 https://www.slideshare.net/laralundang/the-roles-of-stakeholders-in-curriculum-implementation-16151513
 https://www.theaccessgroup.com/education/curriculum/?gclid=Cj0KCQjwjMfoBRDDARIsAMUjNZq5bVY0dG1rdxw7dwDSnIQ-
qLGLWT8lvu1HGhUX44ovz3J_Eq4PXZga
 https://www.slideshare.net/milcrez/assessing-the-curriculum-67159506
 https://www.slideshare.net/CarlRichardDagalea/tools-to-assess-curriculum
 https://www.slideshare.net/JaneBerte/linking-curriculuminstruction-and-assessment-cia-making-afit
 https://www.slideshare.net/ronjhane09/addressing-the-future-curriculum-innovations
 https://www.slideshare.net/ChristineAnneLazaro/2002-basic-education-curriculum-72683042
 https://www.finduniversity.ph/majors/bach-of-technical-teacher-education-philippines/
 https://www.k12.com/k12-education/how-curriculum-is-developed.html
Course Requirements:
Grading System:
Quizzes 20%
Project/Activities/Seat Works/Assignments 25%
Recitation 20%
Attendance 5%
Attitude 5%
Midterm/Final Examination 25%_
Total: 100%
Suggested Activities: Projects:

1. Activities/Quiz A. Preparing Course Syllabus (Per Major & Per Subject)
2. Presentation of Output B. Preparing School’s Flyers Applying the Concepts and
Principles 3. Graded Recitation
of Curriculum Development and Project Planning
14
Course Policies:
Students are expected to comply with the course requirements with at least 80% mark at the end of every rating period; observe the
Academic Policies and Code of Conduct based on the College Student Handbook.
Consultation Period:
To be determined during the distribution of Academic Budget of the professor before the start of regular classes.
Prepared by:
FRANCISCO DC COS, JR., Ed. D.

Assistant Professor III
Checked and Reviewed by: Recommending Approval:
REYNALDO C. RIVERA, JR. OLIVE C. DELFINO

Head, Professional Education Department Dean, Bachelor of Technical Teacher Education
Approved:
MA. LOUELLA O. RUFA, Ed. D.

Vice President for Academic Affairs
15
16
Syllabus in Philippine Literature

COURSE SYLLABUS
17
Second Semester, School Year 2013-2014
Course Code/Title : PHILIPPINE LITERATURE IN ENGLISH
Prerequisite : ENG 1
Course Credit :3
Course Description:
The study of literary forms or genres as exemplified by selected literary texts from various regions of the Philippines written at different periods in Philippine literary history.
Course Objectives:
At the end of the semester, the students should be able to:
1. identify the various literary forms or genre with their respective characteristics;
2. read literary texts representing various regions, periods, and genres;
3. write analysis and reflection papers on literary texts;
4. express appreciation in reading Philippine literary texts; and
5. have integrated the PCU and CASTE values.
Course Outline:
18
TIME FRAME CONTENT/SUBJECT MATTER
Week 1 I. Introduction to the Course

A. Getting to know the instructor, the students, and the course
B. Distribution of course syllabus
C. Introduction to Philippine Literature
Week 2 II. Genres of Philippine Literature Across History
A. Ancient/folk literature
B. Philippine literature under the Spanish period
C. Contemporary literary forms: Poetry, short stories, essays, dramas

Quiz 1
Week 4 III. Literature from Luzon

A. Region I: Ilocos Region
-- Spanish period (Epic): “Biag ni Lam-ang” by Pedro Bukaneg
B. Region II: Cagayan Region
-- Ancient literature (Legend): “The Legend of Magat River”
19
Week 5 C. CAR: Cordillera Autonomous Region
1. Short story: “The Wedding Dance” by Amador T. Daguio
2. Poem: “Man of Earth” by Amador T. Daguio

Quiz 2
Week 6 PRELIMINARY EXAMINATION
Week 7 D. Region III: Central Luzon

-- Contemporary literature (1960’s): “Faith, Love, Time, & Dr. Lazaro” by Gregorio Brilliantes
Week 8 E. National Capital Region (NCR)

1. Spanish period (Poem): “Love of Country” by Andres Bonifacio
2. Spanish period: “The Primer of the Katipunan” by Emilio Jacinto
Quiz 3
Week 9 F. Region IV: Southern Tagalog

1. American period (Short story): “Dead Stars” by Paz Marquez Benitez
2. Ancient literature (Folktales): “Stories of Maria Makiling”
Week 10 G. Region V: Bicol Region

1. Ancient literature (Legend): “The Legend of Mount Mayon”
2. Ancient literature (Epic): “Ibalong”
20
Quiz 4
Week 11 IV. Literature from the Visayas

A. Region VI: Western Visayas
-- Ancient literature (Myths): “Hinilawod”
Quiz 5
Week 12 MIDTERM EXAMINATION
Week 13 B. Region VII: Central Visayas

-- Ancient literature (Myth) “Sicalac and Sicavay”
C. Region VIII: Eastern Visayas
-- Ancient literature (Folk tale): “Bowaon at Totoon”
Week 14 V. Literature from Mindanao

A. Autonomous Region of Muslim Mindanao (ARMM)
-- Ancient literature (Legend): “How the Angels Built Lake Lanao”
B. Region IX: Zamboanga Peninsula
-- Ancient literature (Epic): “Ag Tobig Nog Keboglagan”
Quiz 6
Week 15 C. Region X: Northern Mindanao
21
-- Ancient Literature (Epic): “Bantugan”

D. Region XI: Davao Region
-- Ancient literature (Legend): “The Origin of Davao”
Week 16-17 E. Region XII: SOCCSKSARGEN

-- Ancient literature (Epics): “Ulahingan” and “Indrapatra at Sulayman”
F. Region XIII: CARAGA
-- Ancient literature (Epic): “Tuwaang Attends a Wedding”
Quiz 7
Week 18 FINAL EXAMINATION
22

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Republic of the Philippines

MARIKINA POLYTECHNIC COLLEGE

BACHELOR OF SECONDARY EDUCATION

Course Code/Title CURRICULUM DEVELOPMENT WITH PROJECT PLANNING (EDUC 414)

Course Co-Requisite None

By the end of the course, the students should be able to:

Time Frame Topics Time Frame Topics

Week 3 ContemContemporary literary forms: WEEK 12 MIDTERM EXAMINATION

III. Literature from Luzon

C. CAR: Cordillera Autonomous V. Literature from Mindanao

D. Region III: Central Luzon E. Region XII: SOCCSKSARGEN

E. National Capital Region (NCR)

Week 9 F. Region IV: Southern Tagalog Week 19 Final Examination

and Tertiary Education 4. Guidelines in Additional 7. Self – Pace 5. Quizzes  Laptop

Additional Supplementary Materials

Suggested Activities: Projects:

FRANCISCO DC COS, JR., Ed. D.

Checked and Reviewed by: Recommending Approval:

REYNALDO C. RIVERA, JR. OLIVE C. DELFINO

MA. LOUELLA O. RUFA, Ed. D.

Syllabus in Philippine Literature

Second Semester, School Year 2013-2014

Course Code/Title : PHILIPPINE LITERATURE IN ENGLISH

At the end of the semester, the students should be able to:

2. read literary texts representing various regions, periods, and genres;

3. write analysis and reflection papers on literary texts;

4. express appreciation in reading Philippine literary texts; and

5. have integrated the PCU and CASTE values.

TIME FRAME CONTENT/SUBJECT MATTER

Week 1 I. Introduction to the Course

Week 2 II. Genres of Philippine Literature Across History

B. Philippine literature under the Spanish period

C. Contemporary literary forms: Poetry, short stories, essays, dramas

Week 4 III. Literature from Luzon

Week 5 C. CAR: Cordillera Autonomous Region

1. Short story: “The Wedding Dance” by Amador T. Daguio

2. Poem: “Man of Earth” by Amador T. Daguio

Week 6 PRELIMINARY EXAMINATION

Week 7 D. Region III: Central Luzon

Week 8 E. National Capital Region (NCR)

Week 9 F. Region IV: Southern Tagalog

Week 10 G. Region V: Bicol Region

Week 11 IV. Literature from the Visayas

Week 12 MIDTERM EXAMINATION

Week 13 B. Region VII: Central Visayas

Week 14 V. Literature from Mindanao

Week 15 C. Region X: Northern Mindanao

-- Ancient Literature (Epic): “Bantugan”

Week 16-17 E. Region XII: SOCCSKSARGEN

Week 18 FINAL EXAMINATION

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