SDA

TEACHING –
LEARNING OBJECTIVES TIME ALLOTMENT
TOPIC LEARNING ASSESSMENT TASK
(TOPIC) (HOURS)
ACTIVITIES
I. Course Orientation and CBSUA To orient the students about the Virtual Orientation Written output 3 (WK 1)
PVMG, CDE Goals and Program course and refresh them on the PVMG    
Thrusts of CBSUA as anchorage of all
  educational undertakings of the
Institution.
 
II. Stylistics and Discourse  Expound given definitions of Group discussion Online and Modular 3 (WK 2)
Analysis: An Introduction stylistics; Experiential Sharing Interaction
Introduction to Stylistics  Compare and contrast style and Consensus Building Group participation
 Nature and Scope of stylistics; and Group Processing Group dynamics
Stylistics  Reflect on the nature of discourse Cooperative     output
 Style and Stylistics analysis by way of a summary Learning
Introduction to Discourse Differentiated
Analysis Instruction
 Discourse, Text and Context Self-Paced Learning
 What is Discourse Analysis? Multiple Learning
 What Discourse Analysis Tools
Does?

III. Elements of Style in Literature Group discussion 3 (WK 3)

 Big Picture Elements Experiential Sharing
 Line-by-line Elements Consensus Building
Stylisticians Group Processing
Subdisciplines of Stylistics Cooperative
Learning
Differentiated
Instruction
Self-Paced Learning
 Multiple Learning
Tools

IV. Types of Stylistics Group discussion 9 (WK 4-6)

 General Stylistics Experiential Sharing
 Literary Stylistics Consensus Building
 Textualist Stylistics Group Processing
 Interpretative Stylistics Cooperative
 Formalist and Functional Learning
Stylistics Differentiated
 Evaluative Stylistics Instruction
 Discourse Stylistics Self-Paced Learning
 Contextualist Stylistics Multiple Learning
 Phonostylistics Tools
 Sociostylistics
 Feminist Stylistics
 Computational Stylistics
 Expressive Stylistics
 Pedagogical Stylistics

V. The Concept of Language Group discussion 6 (WK 7-8)

Variations Experiential Sharing
Varieties of Language Consensus Building
Factors that Give Rise to Dialect Group Processing
 Geographical Cooperative
 Social Stratification Learning
 Historical/Temporal Differentiated
 Idiosyncratic Instruction
 Age Self-Paced Learning
 Sex Multiple Learning
Tools
VI. Doing Stylistic Analysis: Some Group discussion 12 (WK 9-12)
Fundamental Techniques Experiential Sharing
Sample Stylistic Analyses: Consensus Building
 “The Onset” by Robert Frost Group Processing
 “Introduction to Poetry” by Cooperative
Billy Collins Learning
 “Story of an Hour” by Kate Differentiated
Chopin Instruction
Foregrounding Self-Paced Learning
Types of Foregrounding Multiple Learning
Tools

VII. Introduction to Discourse Group discussion 6 (WK 13-14)

Analysis Experiential Sharing
 What is Discourse Consensus Building
 Text, Discourse, Context Group Processing
 Examples of Discourse Cooperative
 Discourse and Frames Learning
 Turn-taking Differentiated
 Discourse Markers Instruction
 Speech Acts Self-Paced Learning
 Emergence of Discourse Multiple Learning
Analysis Tools

VIII. Speech Act Theory 6 (WK 15-16)

Grice’s Cooperative Principle
Maxims of Conversation and
Conversational Implicature
The Ethnography of Speaking
The Speech Event
Face
Conversation Analysis
X. Linguistic and Communicative 3 (WK 17)
Competence
Inference
Presupposition
Cohesion
Coherence

XI. Sample Discourse Analyses 3 (WK18)

 “Introduction to Poetry” by
Billy Collins
 Miss Brill by Katherine
Mansfield
How to Do a Discourse Analysis

 
SPLE
TEACHING –
LEARNING OBJECTIVES TIME ALLOTMENT
TOPIC LEARNING ASSESSMENT TASK
(TOPIC) (HOURS)
ACTIVITIES
I. Course Orientation and CBSUA To orient the students about the Virtual Orientation Written output 3 (WK 1)
PVMG, CDE Goals and Program course and refresh them on the PVMG  
Thrusts of CBSUA as anchorage of all  
  educational undertakings of the
Institution.
 
II. Introduction to Literature Group discussion Online and Modular 6 (WK 2-3)
What is Literature Experiential Sharing Interaction
Why Is Literature Important? Consensus Building Group participation
Introduction to Philippine Group Processing Group dynamics
Literature Cooperative     output
Why Do We Need to Study Learning
Philippine Literature? Differentiated
The Literary Periods in Philippine Instruction
Literature Self-Paced Learning
 Pre-Colonial Multiple Learning
 Spanish Colonial Tools
 American Colonial
 The Rebirth of Freedom
 Period of Activism
 Period of the New Society
 Period of the Third Republic
 Contemporary Period

III. Further Review on Literature 9 (WK 4-6)

Prose
 Fiction
 Non-Fiction
Poetry
 Narrative
 Lyric
 Dramatic
Literary Elements
 Point of View
 Setting
 Character
 Plot
 Conflict
Literary Techniques

IV. Time Frames of Philippine 6 (WK7-8)

Literature in English During the
American Colonial Period
 The Period of Re-
 orientation: 1898-1910
 The Period of Imitation:
1910-1925
 The Period of Self-
Discovery: 1925-1941
Philippine Literature in English
During the Japanese Period

V. Representative Works from 12 (WK 9-12)

the American Colonial Period
 Dead Stars by Paz Marquez
Benitez
  Footnote to Youth by Jose
Garcia Villa
 Revolt from Hymen by
Angela Manalang Gloria
 My Father’s Tragedy by
Carlos Bulosan
 How My Brother Leon
Brought Home a Wife by
Manuel Arguilla
 A Poem Must Be Magical by
Jose Garcia Villa
 The Spouse by Luis Dato
 The Mats by Francisco
Arcellana

VI. Representative Works from 18 (13-18)

the Post-American Colonial
Period
  We Filipinos Are Mild
Drinkers by Alejandro Roces
 The Witch by Edilberto
Tiempo
 Magnificence by Estrella
Alfon
 Our Country Relatives by
Solomon Arnaldo
 The Chieftest Mourner by
Aida Rivera-Ford
 Faith, Love, Time and Dr.
Lazaro by Gregorio C.
Brillantes
 The Visitation of the Gods by
Gilda Cordero
 I have Fallen in Love With
the Same Woman Three
Times by Ninoy Aquino
 Candles by Danton Remoto
 The Gods We Worship Next
Door by Bienvenido Santos

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