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Course Syllabus (Competency/ Outcome-Based Education: Curriculum Quality Audit)

Discipline Across all disciplines Program Across all programs

Course Code Lit 1 Course Title Philippine Literature in English

Credit Units 3 Duration 3 hours

Program Placement Second Year, Second Semester Prerequisite GE 5

A. COURSE DESCRIPTION AND COURSE INTENDED LEARNING OUTCOMES (CD-CILOs/ Outcomes)

Lit 1 Philippine Literature in English is a three-unit course that explores the rich literary works of Filipinos in English thematically organized to reflect on and promote
Filipino language, culture, society, values, identity and history (2.3.1.1; 6.0.1.1). It equips the students with more critical comprehension and thinking skills and creativity
(5.1.5.1) through independent reflective oral and written performance tasks done in teams or individually (1.3.1.1) using English and/or Filipino (2.1.1.1).

At the end of the course, the learners are to (A) 1. Respond to literary texts creatively and critically using literary devices (e.g., rhyming, symbolisms, and alliteration)
and theories (e.g., structuralism, feminism, marxism, post-colonialism; 2. Value the Filipino cultural heritage; 3. Internalize meaning of literary texts through reflection of
Filipino identity and history and value-setting; (S) 4. Articulate understanding of literary texts through reflective oral and written performance tasks; 5. Embody Filipino
values reflected in the literary texts; (K) 6. Evaluate literary texts using various interpretation tools; 7. Apply the different literary devices demonstrated in the literary texts;
and 8. Analyze the meaning of literary texts.

All these are achieved through (4.2.1.1) excellent instruction, relevant and responsive research and/ or extension services, and quality-assured production (4.3.1.1) of a true
NOrSUnian with the core values of SAPPHIRE needed to (4.1.1.1) become dynamic, competitive and globally responsive.
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Program Standards/ BGI 4.2.1.1; 4.3.1.1; 4.1.1.1

(Ref DM: Constructive
Alignment)

B. COURSE CONTENT AND STRUCTURE (CCS/ Content)

Duration Content/ Intended Learning Outcomes Outcomes-Based Teaching-Learning Outcomes-Based Assessment (OBA) CILO BGI
(by Topic (by Unit/ process+particularity/purpose+p (OBLT) (Ref DM: Constructive Alignment) (Ref DM: Constructive Alignment) (Ref DM:
week) Chapter/ Module) roduct Teaching Resource Type Tool/ Constructive
and (Instructional Material/ Reading) (Ref DM: Instrument Alignment)
(Ref DM: Introduce/ Learning Written Work/
Demonstrate/ Practice) Activity Performance
Task/ Major
(ILO) (TLA) Exam)
1-3 NOrSU Pre-liminaries
Institutional Intended
Learning Outcomes
(IILOs) as
√ VM/ Grad
Attributes
√ Cmps/Col/ Sch Goals
cascaded to
Program
Intended Learning
Outcomes (PILO)
cascaded to
Course
Intended
Learning
Outcomes
(CILOs)
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Duration Content/ Intended Learning Outcomes Outcomes-Based Teaching-Learning Outcomes-Based Assessment (OBA) CILO BGI
(by week/ Topic process+particularity/purpose+p (OBLT) (Ref DM: Constructive Alignment) (Ref DM: Constructive Alignment) (Ref DM:
hour) (by Unit/ Chapter/ roduct Teaching and Learning Resource Type Tool/ Constructive
Module) Activity (Instructional Material/ (Ref DM: Instrument Alignment)
(Ref DM: Introduce/ Reading) Written Work/
Demonstrate/ Practice) (TLA) Performance
Task/ Major
(ILO) Exam)
4-6 S- Articulate understanding of literary
texts through reflective oral and creating a poem
written performance tasks incorporating the Partner Poem Poetry Checklist
elements of poetry and writing
Poetry (Understanding A- respond to literary texts creatively literary devices
and critically using literary devices https://learn.lexiconic.net/
Poetry/Elements of Poetry)
elementsofpoetry.htm
e.g. Bonsai (Edith Tiempo)
actively participating Rubrics for Poem
Fish Bowl
K- Analyze the meaning of literary in class discussion Analysis and
Technique
texts Interpretation

7-9 Short Story (Understanding A-value the Filipino cultural heritage Specifying/defining http://cstl- Picture-Cued Rating Scales for
Short Stories/Elements of a particular upright and cla.semo.edu/hhecht/the Descriptions from Group Work
Short Story) e.g. Harvest S- Embody Filipino values reflected unfavorable Filpino %20elements%20of the Literary Text
(Loreto Paras- Sulit) in the literary texts values %20fiction.htm

https://ww
w.enotes.com/homework-

10-12
Drama (Understanding
Drama /Elements of Drama
e.g. Excerpt from "Tatarin"
(Nick Joaquin)
13-18 Love for God and Family
Faith, Love, Time, and Dr.
Lazaro (Greg Brillantes)
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K- Apply the different literary devices Detailing literary devices Word Cloud
demonstrated in the literary texts reflected in the text help/what-lost-important-
elements-short-story-
379387
A-internalize meaning of literary texts
through reflection of Filipino identity
and history and value-setting Editorializing literary Political Cartoon Rating Scales
interpretation
K- Evaluate literary texts using https://www.enotes.com/h
various interpretation tools omework-help/please-
define-five-different-
S- demonstrate understanding of Showing mastery of the elements-drama-274360
literary texts through reflective oral elements of drama Letter to the Author Rubrics
and written performance tasks of the Literary Text
A- Respond to literary texts creatively Interpreting lines in the https://iwrotefiction.blogsp Discussion Rubrics
story that will lead to the ot.com /2010/04/faith-
and critically using literary devices
theme love-time-and-dr-
S- Articulate an understanding of lazaro.html
Reporting Item-scoring
literary texts through reflective Creating the elements of
the story
oral/written performance tasks
K- Remember and understand the Evaluating characters’
personality and motives Worksheet Item-scoring
different literary devices employed in
the literary texts
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19-24 A-Value Filipino cultural heritage Explain Filipino Group discussion Agree/disagree
superstitious beliefs
Preservation of Cultural
Heritage S- Articulate understanding of literary Performing events in the
texts through oral performance task. story http://malacanang.gov.ph/ Role-playing Rubrics for role-
Tatarin 75510-the-summer- playing
K- Evaluate literary texts using Interpret lines and solstice-by-nick-joaquin/ Worksheet
(Nick Joaquin)
various interpretation tools. scenes in the story Item-scoring

25-27 Midterm Examination

The Fence by Jose Garcia

Villa

28-33 The Face of Poverty A - Respond to literary texts Interpreting events in the http://compilationofphilippi Forum posts Emojis
creatively and critically using literary story neliterature.blogspot.com/
The Rice devices. 2011/04/rice-by-manuel- Role-playing Rubrics for role-
Performing events in the e-arguilla.html playing
(Manuel Arguilla) S – Articulate an understanding of story
literary texts through an oral
performance task. Evaluating characters’ Worksheet
personality and motives Item-scoring
K – Remember and understand the
different literary devices employed in
the literary texts.

34-36 Romantic Love A-Respond to literary texts creatively Listing down the literary http://www.sushidog.com Role-play Rubrics for role-
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and critically using literary devices devices that can be playing

and theories. found in the story
( Midsummer by Nick
Joaquin) Role-playing a scene in
S- Articulate understanding of
the story that will lead to
literary texts through reflective oral the theme. Essay writing Rubrics for essay
/bpss/stories/stars.htm
performance tasks. writing
Discussing why it is
entitled Midsummer.
K- Evaluate the meaning of literary Worksheets
text Listing down the literary Item-Scoring
devices that can be
found in the story

34-36 Promoting Filipino Language A- Internalize meaning of literary text Interpreting events in the Group Discussion Rubric
and through reflection of Filipino identity story
and history Worksheet Item scoring
Culture Specifying the different http://www.seasite.niu.ed
S- Embody Filipino values reflected Filipino values that can
How my Brother Leon u/Tagalog/Literature/Shor
in the literary text be found in the text
Brought Home a Wife t%20Stories/How%20My
(Manuel E. Arguilla) %20Brother%20Leon
%20Brought%20Home
K- Analyze the meaning of literary Comparing the traditional %20A%20Wife.htm
Debate Rubrics
text way and a millennial way
of introducing and
courting a woman

37-42 Promoting Filipino Identity
and History
My Brother’s Peculiar
Chicken
(Alejandro R. Roces)
43-49
Respect for Self and Others
The Witch (Edilberto Tiempo)
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A- Internalize meaning of literary text
through reflection of Filipino identity
and history Extracting lines or Group presentation Rubrics
situations in the story that
S- Articulate understanding of literary reflects Filipino identity
texts through reflective oral and
written performance tasks Listing down the literary Worksheet Rubrics
devices that can be
K- Apply the different literary devices found in the story
demonstrated in the literary texts
Sketching inferences by Drawing Oral Explanation
referring to the title given
A - Organize the literary text Relating the literary text http://www.seasite.niu.ed Reflection paper Rubrics
creatively and critically using literary in real-life situations u/Tagalog/Literature/Shor
devices t%20Stories/The
Simulating instances %20witch.htm
S - Articulate an understanding of about how appearances Role-playing Rubrics
literary text through an oral are defined in society
performance task
Sketching inferences
about a specific
character by referring to Drawing Oral explanation
K - Synthesize the different literary the title and excerpt
devices employed in the literary text. given
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49-51

Preparation Time

52-54

Cultural Food Fare

Print Textbook +Field Study Workbook, if tagged course References to include PDF printed out and circulated; Suggested Reading Materials; and
all are within a 5-year period

Non-Print Important website, webpage, learning management system like edmodo/ twitter/ facebook/ schoology (blended mode instruction)

D. COURSE REQUIREMENTS AND GRADING SYSTEM

Course Requirements The possible demonstrations, teaching/ on-the-job/ practicum, oral/ creative presentations and like performances…
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The possible submission of projects, papers, researches, and the like outputs…

The possible attendance in Blended Mode of Instruction (BMI) with the observance of the standard: 75% classroom face-to-face and 25%
technology mediated sessions…

Grading System Breakdown of the 100% final grade into at least 4 specific grade-components as agreed by the concern faculty members in the department/
program/ college or school
Major Examinations (Mid-Term/ Final)……
Component B ……………………………….
Component C ………………………………. Cut-off or required grade in relation to the
Component D ………………………………. _________ course/ program standard is ____
Final Grade = 100%

E . C L A S S P O L I C I E S (Specific to the Course)

Pedagogical The course implements Blended Mode of Instruction/ BMI through schoology.com. Enrollment to the said learning management system will be
Nature and discussed in the classroom. This is on a flexi-learning course as the FS fieldwork requires a presentation of Action Research.
Delivery
Attendance, Assignment Students are required to observe attendance in the class as monitored in the School Register Form. In case of BMI, the important dates are
and Submission Policies considered the attendance. Assignments and their submission are to be on time as announced or as scheduled in the class sessions/ BMI.

Uniform and Students are deemed accountable to follow …

Decorum

Academic Honesty All forms of dishonesty as indicated as ideal class rules in the basic and higher education is automatically equivalent to a failing grade of the
and Scholarship academic exercise. Plagiarism is automatic “Failed” in an output.

Special Education Need Persons with physical/ learning disabilities are requested to see the Professor within the first two weeks of the semester. A doable strategy is
and Disability designed by both the Professor and student throughout the semester. Have an appointment with the Professor for his/ her consultation time.
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Accommodation
Gender and Development All oral and written communication outputs/ class interactions are required to observe the use of gender sensitive language. The course
Related Accommodation prohibits discrimination and harassment based upon race, ethnicity, sex (including sexual assault), pregnancy, color, religion, national origin,
physical or mental disability, age, marital status, sexual orientation, gender identity, and genetic information. Any student who has concerns
about such behavior should the Professor.
Religious Accommodation In the academic work in the class, everybody is required to avoid conflicts with student’s religious practices and/ or observances. For an
exemption, the student may request reasonable accommodations. This request must be in writing, and the Professor will review the request
and this may even seek for assistance from the Dean.
Academic State clearly your rule for mentoring-coaching for competency-based classes, dual classes with both lecture and laboratory…
Mentoring, Coaching and State clearly your rule course consultation…
Consultation
Integration of CHED CMO 1, series 2019 on Peace Studies/ Education
Mandates CMO 2, series 2019 on Indigenous People Studies/ Education

PROFESSORIAL TEAM FOR THE COURSE

Faculty NAME H EdQ Faculty NAME H EdQ
(Team (Member)
Leader)

Schedule TIME & DAY VENUE Schedule TIME & DAY VENUE

LMS EMAIL BMI LMS EMAIL BMI

Faculty NAME H EdQ Faculty NAME H EdQ

(Member) (Member)

Schedule TIME & DAY VENUE Schedule TIME & DAY VENUE
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LMS EMAIL BMI LMS EMAIL BMI

Weekly Session Plan (Based on COBEdized Syllabus)

Discipline Program
Course Code Course Title
Credit Units Duration
Content/ Topic

P R E P A R A T I O N (Ref DM: Constructive Alignment)

Intended Attitude
Leaning
Outcome
(ILO) Skill
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Knowledge

Week 1 2 3 4 5
Routine Activity
(5 mins) Greeting the
Class/ Opening Remarks
Checking Attendance/
Assignment

Introductory
Activity
(10 mins) Motivation;
Review; Drill or Practice;
Audio or Video Clip

P R E S E N T A T I O N (Ref DM: Introduce/ Demonstrate/ Practice)

Week 1 2 3 4 5
Input Session
(20 mins) Lecture;
Demonstration;
Discussion; other
Teacher Driven
Pedagogy; or Summative
Assessment (Chapter/ Unit
Test)

Developmental
Activity
(20mins)Practice;
Seatwork; other
student-centered
pedagogy;
Summative Assessment
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(Chapter/ Unit Test) or

Formative Assessment

A S S E S S M E N T (Summative/ Performance) (Ref DM: Written Work/ Performance Task/ Major Exam)
Summative Standards/ Performance Rating (%) Total
(Questions) Criteria 1 2 3 4 5
Lowes Highes
t t
I
II
III
IV
Total

Week 1 2 3 4 5
Closing Activity
(5 mins)Wrapping-up;
Closing Remarks; Giving
Assignments/ Agreements