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Code: SLSU-QF-IN01-B
Revision: 00
Date: 29 July 2019

Republic of the Philippines

SOUTHERN LEYTE STATE UNIVERSITY-TOMAS OPPUS
San Isidro, Tomas Oppus, Southern Leyte, 6605 Philippines

COURSE SYLLABUS

ENGL 100- WORLD LITERATURE

2nd Semester, AY 2019-2020

National Goal : The attainment of globally competitive Filipinos through quality and excellent education, relevant and responsive to changing environment,
accessible and equitable to deserving students, and efficient and effective in optimizing returns and benefits.

Vision : A high quality corporate science and technology university.

Mission : SLSU will produce S and T leaders and competitive professionals generate breakthrough research in S and T –based disciplines transform
and improve the quality of life in the communities in the service areas be self-sufficient and financially viable.

University Goals : Goal 1: Develop comprehensive curricula to produce S and T leaders and professionals.
Goal 2: Establish a culture of Science and Technology-based research.
Goal 3: Facilitate adoption of technology to communities and service areas.
Goal 4: Intensify production capability.
Goal 5: Establish a transparent, efficient and effective management system.

Quality Policy : We, at Southern Leyte State University, commit enthusiastically to satisfy our stakeholders' needs and expectations by adhering to good
governance, relevance, and innovations of our instruction, research and development, extension and other support services and to
continually improve the effectiveness of our Quality Management System in compliance to ethical standards and applicable statutory,
regulatory, industry and stakeholders' requirements.
The management commits to establish, maintain and monitor our quality management system and ensure that adequate resources are
available.

Core Values : Service Excellence

Leadership Competence
Stewardship and Accountability
Unity in Diversity
Goal of the College of Teacher Education:
Goal 1: Produce Science and Technology oriented teachers imbued with reflective thinking and with theoretical, technical, and practical competence;
Goal 2: Develop a sense of progressive leadership in helping build an economically viable community through S&T-based research and extension;
Goal 3: Optimize future teachers’ abilities to transfer the technology of one’s field of specialization to communities and other service areas;
Goal 4: Capacitate prospective teachers with the skills in managing their professional, social and personal aspects of living; and
Goal 5: Imbibe SLSU’s core values of Service excellence, Leadership competence, Stewardship and accountability and Unity in diversity.

Program Objectives of Bachelor in Elementary Education

PO1: Possess a wide range of theoretical and pedagogical competence in facilitating diverse types of learners in a variety of settings;
PO2: Apply knowledge and skills in promoting the culture of research and involvement in extension activities as a means of helping improve the
quality of life;
PO3: Maximize the use of technology in order to promote its adoption by the community;
PO4: Exhibit professional and ethical behaviors that would inspire others towards a sensible outlook in life; and
PO5: Internalize the values of service, leadership, accountability and unity the SLSU way.
Program Outcome:
A. Common to all programs in all types of schools
A. Articulate and discuss the latest developments in the specific field of practice.
B. Effectively communicate orally and in writing using both English and Filipino
C. Work effectively and independently in multi-disciplinary and multi-cultural teams.
D. Act in recognition of professional, social, and ethical responsibility.
E. Preserve and promote “Filipino historical and cultural heritage”.

B. Common to Teacher Education

A. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political contexts
B. Demonstrate mastery of subject matter/discipline
C. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their
environments
D. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners
E. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices
F. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes
G. Practice professional and ethical teaching standards sensitive to the local, national, and global realities
H. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities

C. Common to a Graduate of a University

 A. Graduates of universities contribute to the generation of new knowledge by participating in various research and development
projects.

Graduate Attributes:
Science and Technology Leader
Competent and Competitive
Effective Communicator
Value-Oriented Individual

A. COURSE DETAILS

COURSE NAME ENGL 100-2FS- WORLD LITERATURE

This course is intended for BEED students. It focuses on literature from all parts of the world – Asia, Africa, America, Europe. The
COURSE DESCRIPTION literary selections which serve as the vehicles for understanding the experiences of the human family are studied for appreciation of
their artistic and cultural values that unite the different literary traditions. It is also dealing with the study of literary genres,
exemplified by selected literary pieces from various countries, written at different period in history.

NUMBER OF UNITS 3 units

PREREQUISITE None

B. COURSE OUTCOME AND RELATIONSHIP TO PROGRAM OUTCOMES

 Course Outcomes Program Outcomes

At the end of the course, the Common to a Graduate of a C. COURSE

learners should have: Common to all Common to Teacher Education University DESIGN
MATRIX
A B C D E A B C D E F G H
1. deduced the breath and
Teaching-
depth of literature
Intended of the
Learning other
Outcomes Allotted Instructional
countries; (ILO) I P I PTopics
P I I I time inP I Learning Assessment Tasks
Materials
Activities
Hours
2. deepen their identification,
inferences, andofinsights
At the end of the the
the semester, INTRODUCTION
different literary genres;
student should be able to: I P I I P I

3. explained
 discussthe the
significance
policies and 1. SLSU Mission and Vision 1.5 Hrs Lecture - course outline
of the literary works with the 2. Goal and Objectives of the - Oral recitation of - seat plan
requirements of the
lives of the authors from I PBEED P I P P Game (getting to University’s Mission - ORF
subject;
different nationalities; and and Vision
 acquire a general view of 3. Discussion of the Course know each
what the subject is all Syllabus other)
4. demonstrated
about; the values 4. Classroom Policies
learned in the study and
 internalize of give 5. GAD
literatureimportance
to real life to the
situations. I P I I P
nation’s educational goal,
the vision and mission of
SLSU, goals of the SLSU-
CTE BEED Program, the
general rules and
regulations of the
campus, and certain
policies in the class;

 project a positive attitude

towards the subject and
the students regardless of
the gender

Literature/Asian and African
 discuss the historical
perspective of literature
through the ages;
 determine the features of
the chosen literary pieces
through the literary
standards;
 identify and differentiate
the literary elements;
 infer the theoretical
connection between the
author and work;
 relate to actual life
experiences certain
situations in the literary
pieces;
UNIT 1
Introduction to World
Literature
1. Background to the Study
of Literature
1.1 Overview About
Literature Through 1.5 Hrs. Humanistic Written Quiz about Power Point
The Ages Technique determining literary
1.2 Purpose of Studying elements, approaches Handouts
Literature and standards
1.3 Values of Literature Interactive Books
1.4 Approaches/Method Discussion
s of Studying
Literature
1.5 Literary Standards
1.6 Elements of the Story
1.7 Elements of Poetry
1.8 Elements of the Play
2. Asian Literature And 3 Hrs. Think-pair share Oral quiz on the three Power Point
African Literature literary pieces. The
2.1 Philippine Literature Group Reporting quiz is subjective, Laptop
2.2 Introduction relating to actual life
2.3 A World of situations
Challenge (Johnny
Antillon)
2.4 The Visitation of the
Gods (Gilda Cordero-
Fernando)
2.5 Through Ages and
Ages Eternal (C.
Pedoche)
3. The Japanese Literature
 3.1 Introduction
3.2 The Haiku Interactive Graded Oral Recitation TV
 explain the fundamental 3.3 The Izu Dancer 3 Hrs. Discussion On the characteristics
truth of life and human (Kambatu Yasumari) of Japanese literature Laptop
nature represented in the 3.4 The Little Rain
stories; (Tu Fu) Books
 discuss the
characteristics of
Japanese literature
4. Indian Literature
4.1 Savitri (Excerpt from
 provide the essential Mahabharata) 1.5 Hrs. Group Reporting quiz Handouts
components of plot of the 3. Unending Love (simple recall of the
chosen stories; (Robindranath components of plot of
Tagore) the chosen stories

4. African Literature
4.1 Introduction
 write literary reactions 4.2 The Search For 3 Hrs. Interactive TV
Everlasting Life Discussion Essay quiz depicting
and analysis;
4.3 The Story of the literary reactions and Laptop
Flood Think-pair share analysis
4.4 The Dress The
Sang ( Folktale)
4.5 A Thousand and One
Nights/The Arabian
Nights

5. Hebrew Literature
 portray the plot of each 5.1 The Prodigal Son
5.2 Psalm 91 Film Showing Role play on the
piece 3 Hrs. Handouts
5.3 The Book of Ruth prodigal son and The
 discuss life experiences in Book of Ruth
relation to biblical Brainstorming
reflections
Unit II
American Literature

 Write an analysis on the 1. Introduction TLQR Reaction Paper Speaker

 chosen literary piece 2. The Psalm of Life 3 hrs. (individual Reflection)
3. The Cast of Amontillado Buzz Group
 manifest honestly in (Edgar Allan Poe) TV
evaluating one’s capacity 4. The Road Not Taken 1.5 Hr Brainstorming Oral Quiz (subjective
in analyzing the chosen (Robert Frost) and objective about Laptop
literary pieces 5. Stopping By Woods On A the last three literary
Snowy Evening 3 Hrs Film Showing pieces)
(Robert Frost)
6. Tiny Feet
(Gabriela Mistral)

MIDTERM EXAMINATION (1.5 HRS.)- Written Exam

Unit III
English and Italian Literature

 explain the relevance of 1. Introduction

the literary themes with 2. The Anglo-Saxon Period
the modern times; (449– 1066) 6 Hrs. TLQR Reaction Paper Handouts
2.1 Introduction
2.2 Beowulf Buzz Group Movie Review TV
 pass ethical judgment of (Anonymous)
characters in a story; 2.3 Everyman Film Showing- Character Analyses Speaker
(Anonymous)

 discuss customs, norms 3. The Medieval Period 6 Hrs. Individual Oral Quiz discussing Movie Clips
and traditions of each 3.1 Introduction Reporting customs and norms of
stories and poems; 3.2 The Canterbury each piece TV
Tales (Geoffrey Interactive
 write literary reactions Chaucer) Discussion Laptop
and analysis; 3.2.1 Prologue
3.2.2 The Millers
Plowman and
Others
3.3.3. The Pardoner’s
Tale
3.3. The Eagle
(Alfred Tennyson)
3.4. The Story of King
 Arthur
 develop a sense of
historical appreciation in 4. Renaissance Period 6 Hrs. Interactive Pair activity (poem TV
every literary genre; (1485– 1660) Discussion recital on the
4.1 Introduction Passionate shepherd to Handouts
 reflect and internalize the 4.2 From The Tempest his love and the
message of the poems and (William nymphs reply to the Laptop
short stories; Shakespeare) shepherd)
4.3 The Passionate
Shepherd to His Love
(Christopher
Marlowe)
4.4 The Nymphs Reply
To The Shepherd
(Sir Walter Raleigh)
 Discuss the plot the
chosen literary pieces 5. Italian Literature 3 Hrs. TLQR Role play depicting the TV
5.1 Introduction plot of Divine Comedy
5.2 The Divine Comedy Brainstorming and Decameron Handouts
(Dante Alighieri)
 manifest the acquired 5.3 Decameron/Tale of Laptop
essence of honestly, the Falcon
sincerity, tolerance, (Giovanni Boccaccio)
respect, and integrity in 5.4 The Three Film Showing Reaction paper TV
internalizing the essence Musketeers /
of the literary genre. The King Laptop
Musketeers and
The Cardinal
Guards (Damus,
A)

Unit IV
 describe similarities and Greek Literature
differences in the
characteristics and 1. Introduction to Ancient 1.5 hrs. Interactive Quiz Books
attributes of the gods and Greece Discussion
2. The Gods and Goddesses (simple recall- basic Hand outs
goddesses of the
 Philippines and Greece; 2.1 Olympians concepts on Greek
2.2 The Titans Literature)
3. Stories of Love and
Adventures 6 Hrs. Buzz Group TV, researches,
3.1 Cupid and Psyche Individual Reflection books
3.2 Pyramus and Thisbe Film Showing
3.3 Orpheus and Eurydice (on gods and
3.4 Prometheus and IO goddesses) Group Role play on
 Explain the literary 3.5 Pygmaleon and the five stories of love
elements used Galathea and adventure
4. Oedipus The King 1.5 Hrs. Brainstorming TV and Laptop
Written Quiz- about
the literary elements
FINAL EXAMINATION (1.5 HRS.)
Two Parts of Final Examination-Written (Objective Type) and Oral Examination (Subjective Type)

D. REFERENCES

1. Alcantara, R. et al., (2000). World Literature. Philippines: Katha Publishing Co. Inc.,
2. Bascara, L. (2003). Literature of the World. Philippines:Rex Bookstore, Inc.,
3. Garcia, C. et al., (2006). A Study of Literary Types and Forms. Revised Edition. Philippines:UST Publishing House.
4. Lacia, F. C. 2003. The Literature of the World. Philippines: Rex Bookstore, Inc.
5. Javines, F.(1997). English Literature. Philippines: Rex Bookstore, Inc.
6. Sialongo, E. et al., (2007). Literature of the World. Philippines: Rex Bookstore, Inc.
7. Singh Nem, R. (2011). Anthology of the World Literature for College. Philippines: Anvil Publishing, Inc.
8. Ampo, M. (2017). Syllabus: World Literature, AY. 2018-2019.

E. COURSE REQUIREMENTS

1. Attendance and Participation

2. High quality work and performances
3. Best outputs and efforts in group dynamics, presentations, examinations and other related subject tasks.
F. GRADING SYSTEM
Term Examination 40 %
Class Standing 60 %
Performance/Participation/Projects
Written Outputs
TOTAL _________
100%

G. AUTHENTIC ASSESSMENT TOOL

1. Rubric in Reporting
2. Rubric in Rating Oral Exam
3. Rubric in Rating Projects/Outputs
4. Rubric in Assessing Activity Participation

H. PROVISION FOR FLEXIBILITY

1. All students are expected to be academically honest. Cheating, lying and other forms of unethical behavior will not be tolerated. The students are expected to
come to class regularly on time A student who incurs 3 consecutive unexcused absences will be advised to visit the guidance office
2. for a counselling session and will be asked for a re-entry slip before being allowed to enter the class again. On the other hand, a student who has
accumulated 7 absences will be automatically dropped from the roll.
3. There should be equal opportunity for men and women to take leadership responsibility in every class activity or undertakings.

Prepared by:
CELEONIEME S. LABAJO
 Faculty

Reviewed by:
ANALIZA M. NARES, Ed. D. JAHARA D. NAPALLA, MAEd
Chairman, Review Committee Member, Review Committee

Recommended for Approval:

VICENTE S. BETARMOS, JR., Ph.D

Department Head

Approved:
NORLA GRACE A. BETARMOS, Dev.Ed.D.
Dean, College of Teacher Education

MARVIN S. DAGUPLO, Ph.D

Asst. Dir., Academics, Research and Innovation

CONFIRMATION AND ACKNOWLEDGEMENT RECEIPT

 This is to confirm that the contents of the course syllabus in _________________, 1 st semester of AY __________________ at SLSU-CTE, Tomas Oppus, Southern Leyte,
were discussed to us during the first day of class and a copy of which was provided for reproduction and individual reference and guide.

Names Signature Names Signature