EASTERN VISAYAS STATE UNIVERSITY

Tacloban, City

Control No.
Title of form: Course Syllabus Revision No.
Date

Institutional Graduate
VISION Institutional Outcomes Program Educational Objectives Program Outcomes
Attributes
1. Articulate the rootedness of 1. Possess broad knowledge of
A leading State Demonstrate personal 1. Excellent in one’s field of education in philosophical, socio- language and literature for
University in and collective adherence specialization thereby cultural, historical, psychological, effective learning.
Technological and to high standards and demonstrating a personal and political contexts. 2. Use English as a glocal
2. Demonstrate mastery of subject language in a multilingual
professional Education distinctive achievement. and collective adherence matter/discipline. context as it applies to the
to high standards in all 3. Facilitate learning using a wide teaching of language and
MISSION Instill the value for lifelong areas. range of teaching methodologies literature.
learning among graduates 2. Visionary leaders guided and delivery modes appropriate to 3. Acquire extensive reading
Develop a strong who are guided with with the highest practice specific learners and their background in language,
technologically and highest practice of ethics, of ethical and moral environments. literature and allied fields.
professionally principles and moral standards. 4. Develop innovative curricula, 4. Demonstrate oral and written
competent productive standards. 3. Serving individuals instructional plans, teaching communication.
towards a committed approaches and resources for 5. Show competence in
human resource imbued diverse learners. employing innovative
with positive values Show commitment and citizenry, driven by 5. Apply skills in the development and language and teaching
needed to propel motivation to exist with relevant cause for the utilization of ICT to promote quality, approaches, methodologies
sustainable relevance and common good relevant and sustainable and strategies.
development significance in providing 4. Unifying agent founded educational practices. 6. Use technology in facilitating
assistance to clientele. on truth and respect of 6. Demonstrate a variety of thinking language learning and
CORE VALUES human worth amidst skills in planning, monitoring, teaching.
Create environment which diversity of beliefs and assessing, and reporting learning 7. Inspire students and
respect each other’s talents. processes and outcomes. colleagues to lead relevant
E – excellence
worth, beliefs and talents 7. Practice professional and ethical and transformative changes to
V – Value-laden standards sensitive to local, improve learning and teaching
S – Service-driven towards a synergistic national and global realities. language and literature.
U – Unity in Diversity goal. 8. Pursue lifelong learning for personal 8. Display skills and abilities and
and professional growth though research-oriented language
Provide platforms for varied experiential and field-based and literature teacher.
technological competence opportunities.
and skills development.

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COURSE INFORMATION
Course Code LIT 313 Course Description
Course Title Survey of Afro Asian Literature
Credit Units 3 Units This course deals with an intensive study of the selected literary texts from Asia and Africa,
Lec/Lab Hours None particularly India, China, Japan-the countries in the southeast region in Asia, and the African
Class Schedule TWTHF – 5:15-6:45 PM nations-south of the Sahara, along socio-historical, philosophical, and literary underpinnings.
Prerequisite(s) None Using research-based content knowledge, the pre-service English teachers will be able to
understand, analyze, and appreciate the outstanding characteristics: contexts, dimensions,
Co-requisite elements, genres and structures, of Afro-Asian literatures which can lead to promotion of cultural
tolerance. Moreover, they are expected to come up with an annotated reading list of the chosen
literary texts and a synthesis paper that presents their critical interpretation and tolerance of
diverse cultures encountered in the study of the select texts.

COURSE CONTENT
Week Course/Learning Outcomes Topics Resources and Teaching-Learning Assessment Learning
No. References Activities Evidence
At the end of the 1st week the
students will be able to:

Explain the Eastern Visayas State

University and the Technology
Department’s vision, mission, goals
and objectives
1 Demonstrate understanding of the
life and works of Jose Rizal.
Critic the course description,
objectives, strategies, requirements
and grading system.
• Vision, mission, goals of the Ppt and video recording Orientation and Oral recitation, Q&A Students’ pro-
University relevant to the University’s e-lecture/discussion, about the mission, active participation
• Vision, mission, goals of the VMGO, school policies, etc. brainstorming. vision of the in school activities.
Technology Department University.
• Overview of the course and its
requirements University Code 2017
• Blended learning policies.

Exemplify the importance of subject

and the new normal classroom rules.
At the end of the week the students 1. African Literature PPT Slides Synchronous Writing exercise Learning packets,
will be able to: Learning portfolio, student
A. Characteristics of Laptop, android mobile
2
✓ demonstrate content and African Literature phone for Asynchronous via Task Based output given task
research-based knowledge B. African Writers and synchronous/asynchronous Google Meet prompts
of Afro-Asian literature in
Poets
class Blended Learning
the preparation of an Modular Instructions Google Forms

Page 2 of 9
 annotated reading list
(ARL); and
✓ write a synthesis paper
which encapsulates their
understanding of the
outstanding characteristics
of Afro-Asian literature
along various viewpoints
and lenses.
✓ share representative
literary works by early and
contemporary African
writers;
At the end of the week the students
will be able to:
✓ demonstrate content and
research-based knowledge
3 of Afro-Asian literature in
the preparation of an
annotated reading list
(ARL); and
✓ write a synthesis paper
which encapsulates their
understanding of the
outstanding characteristics
of Afro-Asian literature
along various viewpoints
and lenses.
✓ share representative
literary works by early and
contemporary African
writers;
At the end of the week the students
will be able to:
C. African Poems and Carpio, R. (2006). Synchronous Activity Sheets
Crisscrossing through Afro- Learning
Short Stories
D. African Literature Asian literature. Asynchronous via Learning Packets
Suggested Literary Pieces: Philippines: Anvil Google Meet
Publishing, Inc Blended Learning Literary Analysis
• Africa by David Diop
Modular Instructions through Reading
• Once Upon a Time by Report
Nadine Gordimer
• Anticipation by Mabel
Dove- Danquah
2. Egyptian Literature PPT Slides Synchronous Pop Quiz Learning packets,
Learning portfolio, student
A. Types Laptop, android mobile Task Based
B. Tales and Love Songs phone for Asynchronous via output given task
C. Myths and Legends synchronous/asynchronous Google Meet prompts
class Blended Learning
Modular Instructions Google Forms
3. Arabian Literature Lapid, M. and Serrano, J. Synchronous
A. Prose (2015). Afro-Asian Learning Activity Sheets
B. Poetry literature, Manila: Phoenix Asynchronous via
4. Chinese Literature Publishing House Google Meet Learning Packets
Suggested Pieces: Blended Learning
• The Five Classics and Modular Instructions Literary Analysis
the Four Books through Reading
• A Wife Mourns for her Report
Husband by Confucius
A.
5. Hindu Literature PPT Slides Synchronous Task Based Learning packets,
Learning portfolio, student
Suggested Pieces: Laptop, android mobile
phone for
Page 3 of 9
 4 ✓ demonstrate content and
research-based knowledge
of Afro-Asian literature in
the preparation of an
annotated reading list
(ARL); and
✓ write a synthesis paper
which encapsulates their
understanding of the
outstanding characteristics
of Afro-Asian literature
along various viewpoints
and lenses.
✓ share representative
literary works by early and
contemporary African
writers;
At the end of the week the students
will be able to:
✓ demonstrate content and
research-based knowledge
5-6 of Afro-Asian literature in
the preparation of an
annotated reading list
(ARL); and
✓ write a synthesis paper
which encapsulates their
understanding of the
outstanding characteristics
of Afro-Asian literature
along various viewpoints
and lenses.
✓ share representative
literary works by early and
contemporary African
writers;
• Mahabharata synchronous/asynchronous Asynchronous via Rubrics on Literary output given task
class Google Meet Analysis prompts
(Ganesha, Vyasa)
• Panchantantra Blended Learning
Cuddon, J.A. (2013). A
Modular Instructions Rubrics on Video Google Forms
collection of Fables by Dictionary of Literary Terms
Synchronous Analysis
Vishnu Sharma and Literary Theory. A John
Learning Activity Sheets
• Panchatantra Stories Wiley & Sons, Ltd.,
Asynchronous via
• Bhagavad Gita by Publication
Google Meet Learning Packets
Vyasa Blended Learning
• Abhilaash (Hindi for Modular Instructions Literary Analysis
Desire) by through Reading
Rabindranath Tagore Report
• Gitanjali by Tagore
• Plays and Poems of
Kalidasa
•
6. Hebrew Literature PPT Slides Synchronous Task Based Learning packets,
Learning portfolio, student
A. Nature of the Hebrew Laptop, android mobile
Language, Poetry and phone for Asynchronous via Rubrics on Literary output given task
Prose synchronous/asynchronous Google Meet Analysis prompts
B. Masterpieces of the
class Blended Learning
Modular Instructions Rubrics on Video Google Forms
Jews https://www.acadshare.co Synchronous Analysis
Suggested Pieces m/afro-asian-literature-cour Learning Activity Sheets
• Genesis: The Creation se-synopsis/, Afro-Asian Lit Asynchronous via
• Psalm 23 erature Course Synopsis Google Meet Learning Packets
• The Ecclesiastes Blended Learning
• The Story of Joseph Modular Instructions Literary Analysis
• The Story of Ruth through Reading
Report
• The Parables (The
Good Samaritan, The
Last Seat, Prodigal
Son, Talents
Page 4 of 9
 At the end of the week the students
will be able to:
7-8 ✓ demonstrate content and
research-based knowledge
of Afro-Asian literature in
the preparation of an
annotated reading list
(ARL); and
✓ write a synthesis paper
which encapsulates their
understanding of the
outstanding characteristics
of Afro-Asian literature
along various viewpoints
and lenses.
✓ share representative
literary works by early and
contemporary African
writers;
9 MIDTERM EXAMINATION
At the end of the week the students
will be able to:
10 - 11 ✓ demonstrate content and
research-based knowledge
of Afro-Asian literature in
the preparation of an
annotated reading list
(ARL); and
✓ write a synthesis paper
which encapsulates their
understanding of the
outstanding characteristics
of Afro-Asian literature
along various viewpoints
and lenses.
✓ share representative
literary works by early and
7. Persian Literature PPT Slides Synchronous Task Based Learning packets,
Learning portfolio, student
A. Characteristics of Agathocleous, T. & Dean, Asynchronous via Rubrics on Literary output given task
Persian Literature A. (2003). Teaching
B. Persian Prose and Google Meet Analysis prompts
Literature A Companion. Blended Learning
Poetry Antony Rowe Ltd,
Modular Instructions Rubrics on Video Google Forms
Suggested Pieces: Chippenham and Synchronous Analysis
• Rubaiyat by Omar Eastbourne Learning Activity Sheets
Khayyam Asynchronous via
• Hafiz’s Poetry Google Meet Learning Packets
• Rumi’s epic and Blended Learning
poems Modular Instructions Literary Analysis
• Ferdowsi’s writings through Reading
Report
8. Japanese Literature PPT Slides Synchronous Task Based Learning packets,
Learning portfolio, student
A. Development of Laptop, android mobile
Japanese literature phone for Asynchronous via Rubrics on Literary output given task
from the beginning up synchronous/asynchronous Google Meet Analysis prompts
class Blended Learning
to the modern period
Modular Instructions Rubrics on Video Google Forms
B. Life and works of Synchronous Analysis
Japanese authors Learning Activity Sheets
C. Haikus of Bassho, Asynchronous via
Buson and others Google Meet Learning Packets
Suggested Pieces: Blended Learning
• Tale of Genji Modular Instructions Literary Analysis
• The Madman on the through Reading
Roof by Hiroshi Kikuchi Report
• In a Grove”by
Akutagawa Ryunosuke
Page 5 of 9
 contemporary African
writers;
express appreciation for
the wisdom imparted by
the various piece of
literature;
At the end of the week the students
will be able to:
✓ demonstrate content and
research-based knowledge
12 -13 of Afro-Asian literature in
the preparation of an
annotated reading list
(ARL); and
✓ write a synthesis paper
which encapsulates their
understanding of the
outstanding characteristics
of Afro-Asian literature
along various viewpoints
and lenses.
✓ share representative
literary works by early and
contemporary African
writers;
At the end of the week the students
will be able to:
14 - 15 ✓ demonstrate content and
research-based knowledge
of Afro-Asian literature in
the preparation of an
annotated reading list
(ARL); and
✓ write a synthesis paper
which encapsulates their
understanding of the
9. Korean Literature PPT Slides Synchronous Task Based Learning packets,
Learning portfolio, student
A. About Korea Laptop, android mobile
B. Literary Works of Korea phone for Asynchronous via Rubrics on Literary output given task
synchronous/asynchronous Google Meet Analysis prompts
class Blended Learning
Modular Instructions Rubrics on Video Google Forms
Abcarian R. & M. Klotz. Synchronous Analysis
(2000). Literature: Reading Learning Activity Sheets
and writing the human Asynchronous via
experience (7th shorter ed.) Google Meet Learning Packets
Boston & New York: Blended Learning
Bedford/St. Martin’s. Modular Instructions Literary Analysis
through Reading
Report
10. Vietnam Literature PPT Slides Synchronous Task Based Learning packets,
Learning portfolio, student
A. Facts about Vietnam Laptop, android mobile
B. Poetry and Short phone for Asynchronous via Rubrics on Literary output given task
Stories synchronous/asynchronous Google Meet Analysis prompts
class Blended Learning
Modular Instructions Rubrics on Video Google Forms
Synchronous Analysis
Suggested Piece: Learning Activity Sheets
The Mandarin and the Flower Asynchronous via
Festival by P. Khiem Google Meet Learning Packets
Blended Learning
Page 6 of 9
 outstanding characteristics
of Afro-Asian literature
along various viewpoints
and lenses.
✓ share representative
literary works by early and
contemporary African
writers;
At the end of the week the students
will be able to:
16 - 17
✓ demonstrate content and
research-based knowledge
of Afro-Asian literature in
the preparation of an
annotated reading list
(ARL); and
✓ write a synthesis paper
which encapsulates their
understanding of the
outstanding characteristics
of Afro-Asian literature
along various viewpoints
and lenses.
✓ share representative
literary works by early and
contemporary African
writers;
At the end of the week the students
will be able to:
18
Modular Instructions Literary Analysis
through Reading
Report
11. Indonesian Literature PPT Slides Synchronous Task Based Learning packets,
Learning portfolio, student
A. Pujangga Lama Laptop, android mobile
Asynchronous via Rubrics on Literary output given task
B. Traditional Forms phone for synchronous/
• syair (traditional asynchronous class Google Meet Analysis prompts
Abcarian R. & M. Klotz. Blended Learning
narrative poetry)
(2000). Literature: Reading Modular Instructions Rubrics on Video Google Forms
• pantun and writing the human Synchronous Analysis
(quatrains made experience (7th shorter ed.) Learning Activity Sheets
up of two Boston & New York: Asynchronous via
seemingly Bedford/St. Martin’s. Google Meet Learning Packets
disconnected Blended Learning
couplets) Modular Instructions Literary Analysis
• qurindam (brief through Reading
aphorism) Report
• hikayat (stories,
fairy-tales,
animal fables,
chronicles)
• babad (histories
or chronicles
Suggested Piece:
Everybody has his Burden
(Indonesian Folktale)
Review for the Final Examination PPT Slides Synchronous Task Based Learning packets,
Learning portfolio, student
Laptop, android mobile
phone for synchronous/
Page 7 of 9
 ✓ demonstrate content and asynchronous class Asynchronous via Rubrics on Literary output given task
research-based knowledge Google Meet Analysis prompts
of Afro-Asian literature in Guerrero, G.T. (2013). Instructio
Blended Learning
the preparation of an nal Materials. URL: http://instr
annotated reading list Modular Instructions Rubrics on Video Google Forms
uctionalminutes.blogspot.c
(ARL); and Synchronous Analysis
om/search/label/World%20
Learning Activity Sheets
✓ write a synthesis paper Literature
Asynchronous via
which encapsulates their
understanding of the
Google Meet Learning Packets
outstanding characteristics Blended Learning
of Afro-Asian literature Modular Instructions Literary Analysis
along various viewpoints . through Reading
and lenses. Report
✓ share representative
literary works by early and
contemporary African
writers;

Culminating Activity
This activity aims students to develop knowledge of (fictional) books by methodical considerations on what literature is, how it links to history and society, and how we might interpret it.
TASK PROMPT:
1. Topic Reporting
2. Video Analysis of Representative Texts

Page 8 of 9
 Grading System
Assessment Tasks, written exams
and reports 60%
Performance Based Tasks 40%
TOTAL 100%
INC: If there is missing any of the
course requirements listed, students
are given 1 semester to comply.
Classroom Policies
1. Be respectful. Don’t talk when it is not your turn. Switch off mic while listening to the lecture. Use the chat box when
raising a point or a question during the lecture series/class discussion
2. Think before you click. Be aware of the strong language, all caps and exclamation points. Read everything out loud
before you send it.
3. The students need to engage in an appropriate online behavior and communicate only with the teacher regarding their
school assignments, course lessons.
4. Avoid posting or sharing negative and offensive comments, posts, messages, photos and inappropriate material.
5. Active participation in all class activities is encouraged.
6. Students are expected to submit all the requirements for the subject. Students may submit via email, telegram, FB
Page of via the EVSU-LGU academic kiosk or link.
7. Projects, assessments, culminating activities, etc. must be submitted as scheduled. For valid reasons, grace period
shall be given.
8. If possible, all students must be members of the class Facebook group. For purposes of transparency and proper
identification, students must register using their real names and profile pictures. The use of fake names & photo in the
student’s Facebook account is strongly discouraged.
9. In compliance with Republic Act No. 10627 otherwise known as the “Anti-bullying Act of 2013, students are enjoined to
constantly refrain from making annoying, cruel and discriminating remarks on anyone while engaging in any class
activity.

Effectivity and revision Information

Effectivity Date: Revision Date: Revision Number: Notes on revision
August 16, 2021 - -

Prepared by: Reviewed by: Recommending Approval: Approved:

KYLA E. RAMILO, LPT DAISY T. PEDERE, MSc. EDUARDO A. BAGAS, Ed. D. LYDIA M. MORANTE, D.A.
Faculty Head, Education Department Campus Director Vice President for Academic Affairs

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