Republic of the Philippines

Laguna State Polytechnic University

Province of Laguna

College of Arts and Sciences

I. UNIVERSITY

VISION: The Laguna State Polytechnic University shall be a center of sustainable development initiatives transforming lives and communities.

MISSION: LSPU provides quality education through distinctive research, sustainable extension, and production services for improved quality of life for
nation building.

QUALITY POLICY LSPU delivers quality education through responsive instruction, distinctive research, sustainable extension, and production services. Thus,
we are committed to continual improvement to meet applicable requirements to provide quality, efficient and effective services to the university
stakeholder’s highest level of satisfaction through an excellent management system imbued with utmost integrity, professional ism and innovation

AN OUTCOMES-BASED LEARNING PROGRAM (Syllabus)

Program: Academic Year: SY 2019-2020
Course Title: GEC Elec 2 – Great Books Semester: 2nd Summer:
Pre-Requisites: None No. of Units: 3 No. of Hours: 3

Part 1. Course Description

Great Books is a three-unit course that develops students’ ability to appreciate, analyze, and critique literary works. It is a survey of the selected greatest
masterpieces of literature from all over the world, embracing more than 5000 years of development of world literature, in different literary forms or genres, with
representative pieces from various places, cultures, and periods that produced them.

Part 2. Outcomes-based Macro Curriculum Framework

Intended Learning Outcomes (ILOs)

General Education Course Intended
Institutional (ILOs)
Learning Outcomes Learning Outcomes
LSPU Graduate Attributes
When you have fully completed the GE Core When you have fully completed the
Courses, you should be to: course, you should be to:
An LSPU Graduate is expected to be a:

LSPU-ACAD-SF-015 Rev 1 17 April 2018

 1. Responsible and Upright Citizen, who is capable a) Contribute personally and meaningfully to 1) Appreciate the historical context of
INTEGRI
TY of achieving high level personal well-being the nation’s well-being and progress. literature, how it affects and reflects
contributive to the harmony and betterment of the age in which it was written.
the profession, family, society, and nation. b) Create innovative practices and solutions
2. Professionally Skilled, who applies technological guided by proper values. 2) Enjoy literature in its broader social
PROFESSIONALISM

as worker-leader in the field of expertise apt to context and thereby garner insights
the global needs. c) Engage collaboratively with others into the human condition.
productively.
3) Identify the literary elements and
d) Develop solutions to real-world problems devices employed in each text and
in various fields. analyze their function and relation to
one another within the framework of
3. Creative and Critical Thinker, who articulates and e) Cope with one’s knowledge, skills, and the genre.
produces entrepreneurial resources extended to values for upright and fruitful living.
families and community for improvement. 4) Enhance writing and communication
f) Evaluate “texts” (written, visual, oral, etc.) skills useful in academic and
4. Competent Research Oriented Individual, who is analytically. professional settings.
able to analyze facts methodically, discover and
establish new theory to use in solving problems g) Display proficient and effective 5) Gain intellectual growth by
INNOVATION

and decision making contributory to the communication (writing, speaking, and use strengthening students' abilities to
sustainability of the needs of the community. of new technologies). read analytically and creatively.

h) Exhibit critical, analytical, and creative 6) Transform and extend creatively

thinking. literary materials to other artistic and
digital expressions.
i) Utilize different methodical modes in
problem solving. 7) Analyze a piece of literature from the
assigned period and effectively write
j) Take advantage of existing technology to about it using appropriate critical
aid in facilitating learning and research. strategies.

Part 3. Curriculum Mapping

G.E. Learning Outcomes Great Books

KNOWLEDGE
1. Analyze texts critically L
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2. Demonstrate proficient and effective communication (writing, speaking, and use of new technologies) L

3. Use basic concepts across the domains of knowledge L

4. Demonstrate critical, analytical, and creative thinking L

5. Apply different analytical modes in problem solving L

VALUES
1. Appreciate the complexity of the human condition 0
2. Interpret the human experience from various perspectives P
3. Examine the contemporary world from both Philippine and global perspectives L
4. Take responsibility for knowing and being Filipino L
5. Reflect critically on shared concerns 0
6. Generate innovative practices and solutions guided by ethical standards 0
7. Make decisions based on moral norms and imperatives 0
8. Appreciate various literary forms P
9. Contribute to aesthetics P
10. Advocate respect for human rights 0
11. Contribute personally and meaningfully to the country’s development 0
SKILLS
1. Work effectively in a group P
2. Apply computing tools to process information effectively 0
3. Use current technology to assist and facilitate learning and research L
4. Negotiate the world of technology responsibly 0
5. Create solutions to problems in various fields 0
6. Manage one’s knowledge, skills, and values for responsible and productive living 0
7. Organize one’s self for lifelong learning 0

Legend:
L – Learned
P – Practiced Skills
O- Opportunity to Learn

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Part 4. Teaching and Learning Matrix

Time Frame Intended Learning Teaching-Learning

Course Contents Assessment Tasks
Outcomes (ILOs) Activities
Week 1 Familiarize students with VMGO, Rules and Regulations, Course Syllabus Informal Recitation Catch the Ball Rubric
the vision, mission, goals
and objectives of the Orientation to the Course Collaborative Approach Class Covenant Rubric
university/college.
Introduction to the Great Books Program Parliamentary Practice Essay: Reflection on Your
Orient students with the Studies of 21st Century
university and classroom Activity: Catch the Ball Philippine and World
rules and regulations. Literatures
Activity: Class Covenant
Discuss the course
syllabus.

Determine students’
expectations of the
course.

Orient students with

the Great Books
program.

Introduce basic
parliamentary practice.
Week 2 ILO 1: Review the 1.1 The Nature of Literature Lecture/Discussion Graded Recitation
nature of literature, the
reasons and tests for 1.2 Reasons and Tests for Reading Literature Technology Based Learning Activity: Video
reading literature, its Evaluation Chart
1.3 The Genres of Literature Video: How and Why We
literary elements
language, and Read Research: Elements of
1.4 The Language of Literature
standards; and Fiction Chart
Research Based Approach
1.5 Literary Standards
Increase students’ Research: Literary Devices
Project Based Approach Chart
understanding of the
intricacy of the reading
process.
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 Research: Elements of
Poetry Chart

Research: Figures of
Speech Chart

Research: Sound-effect
Devices Chart

Project #1: Literary

Analysis: Elements of the
Novel Rubric

Week 3 ILO 2: Introduce the 2.1 The Hero’s Lecture/Discussion Activity: Video Evaluation
idea of Joseph Journey - Mythic Chart
Campbell’s monomyth, Technology Based Learning
Structure of Joseph
or hero’s cycle;
Campbell’s Monomyth Activity: The Hero’s
Discuss the qualities of by Dan Bronzite Video: The Hero’s Journey and the
a hero; and Journey and the Monomyth Chart
Monomyth: Crash
Learn the stages of the Course World
archetypal hero’s Mythology #25
journey and decide for
yourself if a story you
are reading follows this
cycle.
Week 4 ILO 3: Describe the 3.1 Ancient Guided Reading Approach Activity: Video Evaluation
character of Gilgamesh; Middle East Chart
(Mesopotamia) FGD
Identify the epic
conventions and the Quiz:
3.2 “The Story of the Technology Based Learning Characteristics of an Epic
key elements of the
cycle of a hero; Flood” from The Epic of Gilgamesh by Sin-
leqiunninni Video: The Epic of Character Profile
Compare and Gilgamesh: Crash Chart: Gilgamesh
contrast different Course World
versions of flood myths; Mythology #26 Research: Comparing and
and Contrasting Different
Research Based Approach Versions of Flood Myths

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 Explain the thematic
meaning of the epic.
Week 5 ILO 4: Describe the 4.1 Ancient Guided Reading Approach Graded Recitation
character of Rama; India: Ramayana
Identify the epic Technology Based Learning Activity: Video Evaluation
conventions and the 4.2 Book IX (Ravana-Sabha) from Ramayana Chart
key elements of the by Valmiki Video: Rama and the
cycle of a hero; Ramayana: Crash
Activity: Character Profile
Course World
Appreciate and Chart: Rama
Mythology #27
understand the
meaning of the
Film: The Legend of Activity: Character Profile
selected text;
Prince Rama Chart: Ravana
Explain the significant
human experience Project Based Approach Quiz: Characteristics of an
expressed in the text; Epic
and
Project # 2: Ramayana
Clarify and extend ideas
Characters Photo
through discussions
Collage Rubric
and activities.
Week 6 ILO 5: Describe the 5.1 Ancient Guided Reading Approach Graded Recitation
character of Odysseus; Greece: The Odyssey
Technology Based Learning Quiz
Identify the epic 5.2 Book I: Lines 1-34
conventions and the from The Odyssey by Homer
key elements of the Video: A Long and Activity: Character Profile
cycle of a hero; Difficult Journey, or The Chart: Odysseus
5.3 Book IX
Odyssey: Crash Course
Appreciate and from The Odyssey by Homer Activity: Video Evaluation
Literature # 201
understand the Chart
meaning of the
selected text; and Film: Hallmark
Entertainment, “The Activity: Film Evaluation
Explain the significant Odyssey” Chart
human experience
expressed in the text. Module: The Odyssey:
Exploring The Text and Film

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 Week 7 ILO 6: Identify literary 6.1 Book III from Guided Reading Approach Graded Recitation
elements and The Metamorphoses: “Narcissus and Echo”
techniques in literary by Ovid Technology Based Learning
genres and tell how Graded Recitation
they affect the story;
Video: The National
Gallery, “Who was Activity: Author Study:
Appreciate and
understand the Ovid?” narrated by OVID
meaning of the Bernadine Corrigan
selected text. Activity: Character Profile
Project Based Approach Chart: Narcissus
Improve the students’
analytical and writing Activity: Character Profile
skills; and Chart: Echo

Survey works of art Project #3: A Story from

based on myths from the Metamorphoses and
The Metamorphoses. its artistic depiction Rubric
Week 8 ILO 7: Understand 7.1 Ancient China Lecture/Discussion Quiz
Taoism by analyzing
verses of the Tao Te 7.2 The Tao Te Ching by Guided Reading Approach Activity: What Would a
Ching for style and Lao Tzu Taoist Do or Not DO?
content.
Activity: The Yin and Yang
Define paradox and
Symbol
identify examples in the
text; and
Activity: Poem Analysis
Identify approach to life Chart
and the universe
offered by Taoism.
Week 9 Midterm Examination
Week 10 ILO 8: Read haiku 8.1 Japan Lecture/Discussion Quiz
critically.
8.2 Selected Haiku Poets: Basho, Buson, Issa, Art Integrated Learning From Poem to Paint Rubric
Analyze the selected Shiki
texts.
Module: From Poem to
Paint
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 Use available
technology to design,
produce, and present
compositions and
multimedia works.
Week 11 ILO 9: Define and 9.1 Persia and Arabia Lecture/Discussion Activity: Film Evaluation
describe the structure Chart
of frame narratives. 9.2 The Fisherman and the Technology Based Learning
Jinni from A Thousand and One Nights Research: A Story from
Analyze the selected
text. Film: Hallmark The Arabian Nights Chart
Entertainment, “The
Recognize the issues, Arabian Nights”
conflicts and themes
articulated in the story; Module: The Arabian
and Nights: Exploring the Epic
and Film
Improve the students’
analytical and writing Research Based Approach
skills.
Week 12 ILO 10: Identify literary 10.1 The Lecture/Discussion Research: A Story from The
elements and Middle Ages Decameron Chart
techniques in literary Guided Reading Approach
genres and tell how 10.2 Third Day, Tenth Story (Rustico and
they affect the story. Research: Examining the
Alibech) from The Decameron by Giovanni Research Based Approach Black Death Rubric
Appreciate and Boccaccio
understand the
meaning of the
selected text; and

Improve the students’

analytical and writing
skills.
Week 13 ILO 11: Read 11.1 The Renaissance Lecture/Discussion Activity: Author Study
Shakespeare’s selected Rubric
sonnets with proper 11.2 Selected Sonnets of Guided Reading Approach
emotion. William Shakespeare
Technology Based Learning

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 Train the students to Activity: Poetic Form:
have an Video: Shakespeare's Life Shakespearean Sonnet
understanding of the and Works from Sparknotes Rubric
various structures of a
sonnet; and Video: Shakespeare’s Quiz
Sonnets: from Crash
Point out the elements Course Literature
of poetry, figures of hosted by Activity: Video Evaluation
speech and sound- John Green Chart
effect devices in the
selected sonnets of
Shakespeare.
Week 14 ILO 12: Familiarize 12.1 The Enlightenment Lecture/Discussion Activity: Story Chart
students with the
conventions of satire. 12.2 Memnon (“Human Wisdom”) Guided Reading Approach Activity: Author Study
Rubric
Demonstrate the
application of the Technology Based Learning
elements of fiction in Activity: Video Evaluation
the selected short #TheSchoolOfLife Chart
story. LITERATURE – Voltaire

Discuss the effective Video: Candide: Crash

use of these elements Course Literature #405
in bringing out the
thematic significance
of the text; and

Analyze and draw

values from the text.
Week 15 ILO 13: Discuss the 13.1 Romanticism Lecture/Discussion Quiz
effective use of
romantic elements in 13.2 “The Lamb” from Songs of Innocence Guided Reading Approach Activity: Romantic Poetry
bringing out the Comparison Chart
thematic significance and “The Tyger” from Songs of Experience by
William Blake Poetry Reading
of the text.

Appreciate and 13.3 “The World Is Too Much With Us, Late Activity: Worksheet for The
understand the and Soon” by William Wordsworth Lamb and The Tyger
meaning of the

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 selected texts of the 13.4 “Ozymandias” by Percy Bysshe Shelley
Romantic poets.
13.5 “Ode on a Grecian Urn” by John Keats

Week 16 ILO 14: Identify the 14.1 Realism Lecture/Discussion Activity: Sequence Chart
literary style of the
text to enhance 14.2 “The Lament” by Anton Chekhov Guided Reading Approach
meaning and
comprehension.

Be familiar with
common literary
devices in the selected
texts; and

Evaluate important
themes and topics by
using accurate
interpretations of the
text.
Week 17 ILO 15: Identify the 15.1 Modernism Lecture/Discussion Quiz
literary style of the
text to enhance 15.2 “The Metamorphosis” by Franz Kafka Guided Reading Approach Activity: 5Ws and H Chart
meaning and
comprehension.
Activity: Plot Diagram
Ascertain literary Rubric
elements and
techniques in literary Activity: Character Traits
genres and tell how Chart
they affect the story.
Activity: Foreshadowing
Chart
Week 18 Departmental/Final
Examination

Part 5. Textbook
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  Medrano, M., Fernandez, M., and Solmerano, E. (2019). Great Books: Selected Masterpieces of World Literatures. Manila: Fastbooks Publishing,
Inc.

Materials

 Laptop
 LCD Projector
 Audio-speakers
 Activity materials
 White board and marker

Part 6. Learners’ Assessment (Grading System)

Quizzes 20%
Requirements 60%
 Recitation
 Activities
 Attendance
 Assignment
 Seatwork
 Projects

Major Examination 20%

Total 100%

Part 7. Course Policies

1. Regular attendance is required for all students; six (6) unexcused absences will mean automatically dropped from the course.
2. Wearing of the University students’ ID and school uniform at all times are required for all the students except when having field activities.
3. Active participation individually or in a group is expected.
4. Fifteen (15) minutes of tardiness is equivalent to one (1) period of absence.
5. The student shall abide by the instructor/professor’s policy on the submission of learning outputs based on the metrics and deadlines given.

Prepared by: Reviewed by: Approved by:

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 Faculty Program Coordinator Dean/ Associate Dean

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