DIVINE WORD COLLEGE OF LEGAZPI

SCHOOL OF EDUCATION, ARTS, AND SCIENCES

Cor. Rizal Streets., Old Albay, Legazpi City

SYLLABUS FOR GREAT BOOKS

1ST Semester, Academic Year 2021-2022

SCHOOL: Education, Arts, and Sciences Program: GENERAL EDUCATION

COURSE CODE: GE ELEC 02 CREDITS: 3 Units

CLASS SCHEDULE: Please see file ROOM: Please see file

INSTRUCTOR: Nora Nidea-Gallano, PhD English

CONSULTATION HOURS: (to be posted)

COURSE DESCRIPTION: It is a survey of the 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.

COURSE PRE- REQUISITES/S: None

Learning Outcomes:

The general objective of the course is to make the learners appreciate the breadth and depth of literatures in other countries. The course also aims to deepen the
student’s understanding of the different literary genres. By the end of the course, the student must have read representative literary texts from all continents and from all literary
periods. The student must have written a term paper analyzing one major literary text.

Furthermore, this study of literature aims to instill in the learners the following:
1. Critical Thinking: Creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of information.
2. Communication Skills: Effective development, interpretation and expression of ideas through written, oral and visual communication.
3. Social Responsibility: Intercultural competence, knowledge of civic responsibility, and the ability to engage in effectively in regional, national and global communities.
4. Personal Responsibility: The ability to connect choices, actions and consequences to ethical decision-making.
INTENDED LEARNING OUTCOMES:

Expected Divinian INTENDED GENERAL EDUCATION CURRICULUM OUTCOMES (PO) INTENDED COURSE OUTCOMES
Graduates At the of the program, the students should be able to: At the end of the course, the students should be able to:
Attributes/
Required Domains of
Competencies
Competent Exhibit higher level of comprehension (textual, visual, etc.) Read critically representative literary texts from all
continents from various literary periods
Communicate proficiently and effectively (writing, speaking, etc.)
Explain historical contexts and cultural influences of the
Use new technologies proficiently and effectively in communication different literary periods

Show understanding of basic concepts across the domains of knowledge

Analyze primary sources and synthesize information
Exhibit critical, analytical, and creative thinking

Apply different analytical modes (quantitative and qualitative, artistic and

scientific, textual and visual, experimental, observation, etc.) in tackling
problems methodically.

Interpersonally Skilled Work effectively in a group Conduct an interview and research on the literatures and
Resilient cultures of the different literary periods
Apply computing and information technology to assist and facilitate
research Appreciate poetry and prose as a dialogue with past
contexts and current issues.
Exhibit ability to negotiate the world of technology effectively

God Fearing Show ability to reflect on moral norms/imperatives as they affect individuals Write a reflection paper
Law Abiding and society

Exhibit capacity to reflect critically on shared concerns and think of

innovative, creative solutions, guided by ethical standards
Effective Leader Exhibit ability to appreciate and contribute to artistic beauty Present a photo collage of artworks
Passionate towards Work
Show understanding and respect for human rights Create a story and/or poetry

Show appreciation of human conditions

Personally, interpret the human experience

Disciplined
Service Oriented
Responsible Steward
Exhibit ability to view the contemporary world from both Philippine and
global perspectives
Exhibit ability to contribute personally and meaningfully to the country’s Deliver an oral report
development
Discuss various literary genres, concepts, elements, and
Show self-assuredness in knowing and being a Filipino terms
Show ability to solve problems, including those encountered in the real Present a PowerPoint presentation
world
Acquire proficiency in making meaningful comparisons
Exhibit basic work-related skills and knowledge across time and space in literary texts

Learning Plan
Intended Learning Topic/s Teaching/Learning Resources Needed Assessment/Evaluation Time Frame
Outcomes Strategies
At the end of the lesson,
The students will be able
to
Introduction to Literature 3 hours

Review of the nature of

literature, purpose of
literature, genres of
literature
Read critically texts and The Ancient of Days Lecture-Discussion Power Point Write a comparison- 8 hours
literature about the ancient a. Ancient Middle East Individual/ Group Reporting Presentation contrast essay;
world;  The Story of the Vocabulary Building Photo Collage/ Write an imaginative letter;
Determine historical Flood from the Epic Cooperative Learning Artworks Analyze primary sources
context and cultural of Gilgamesh Primary Sources of and synthesize information;
influences of the ancient  The Prodigal Son by Sacred Texts Write a reflection paper;
civilizations; Luke Create a story and poetry
Identify the characteristics b. Ancient India analysis charts.
of sacred texts; and  The Game of Dice
Analyze the elements of from Mahabharata
ancient civilization. by Vyasa
 The Story of the
Squirrel from
Ramayana by
Valmiki
c. Ancient China
 Tao Te Ching by
Lao Tzu
 The Book of Songs
by Confucius

Read critically selected
texts and literatures about
the ancient Greek and
roman world; a. Ancient Greece
Examine historical context
and cultural influences of
the ancient Greece and
Rome;
Identify Classical
literature, writers, and
genres;
Analyze Classical
literature, writers, and
genres; and
Conduct a research into
the literatures and cultures
and legacies of Ancient b. Ancient Rome
Greece and Rome.
Read critically selected
texts and literature about
The Glory That Was Comparison and Contrast Photo gallery of Conduct a research and 8 hours
Greece, The Grandeur Venn Diagram Artworks make Venn Diagram into
That Was Rome Vocabulary Building Power Point the literatures, cultures and
Cooperative Learning Presentation legacies of the Ancient
 The Twelve Group Reporting Greece and Rome.
Olympians from Research Making
Mythology by Edith
Hamilton
 Book I: Lines 1-8
from the Iliad by
Homer
 Book I: Lines 1-34
from the Odyssey
by Homer
 Prometheus Bound
by Aeschylus
 The Wave by Virgil
 Narcissus and Echo
from
Metamorphoses by
Ovid
East is East, West is Comparison and Contrast Photo gallery of Write a reflection paper. 8 hours
West Venn Diagram Artworks Create a story and poetry
the Medieval Period;  The Speech of the High Vocabulary Building Power Point analysis charts.
Examine historical context One from the Poetic Cooperative Learning Presentation
and cultural influences of Edda Group Reporting
the Medieval Period;  How Siegfried was
Distinguish between literal Slain from
and figurative meanings of Nibelungenlied
words.  The Death of Roland
Identify Classical from the Song of
literature, writers, and Roland
genres; and  Selected Haiku by
Analyze Classical Matsuo Basho
literature, writers, and  The Rubaiyat by Omar
genres. Khayyam

Read critically selected Renaissance and Comparison and Contrast Photo gallery of Write a reflection paper. 9 hours
texts and literature about Enlightenment Venn Diagram Artworks Create a story and poetry
the Renaissance;  Canto 1 from The Vocabulary Building Power Point analysis charts.
Examine historical context Divine Comedy by Cooperative Learning Presentation
and cultural influences of Dante Alighieri Individual/Group Reporting
the Renaissance;  Of Smells by Michel de
Identify Classical Montaigne
literature, writers, and  Titling at Windmills from
genres; Don Quixote by Miguel
Analyze Classical de Cervantes
literature, writers, and  The Passionate
genres; and Shepherd to His Love
Conduct a research into by Christopher Marlowe
the literatures and cultures
and legacies of
Renaissance.

Read critically selected The Romantic Period and Lecture-Discussion Photo gallery of Write a reflection paper. 9 hours
texts and literature about the Age of Realism Vocabulary Building Artworks Create a story and poetry
the 19th Century;  The Erl King by Johann Cooperative Learning Power Point analysis charts.
Examine the context of the Wolfgang von Goethe Individual/Group Reporting Presentation
19th Century literary  Pine Tree and Palm by
history, its writers, genres Heinrich Heine
and styles, including  Just There, Over the
connections and Crowned… by
distinctions between Alexander Pushkin
romantic and realist  To Helen by Edgar
movements; and Allan Poe
Appreciate poetry and  Oh, When I Sleep,
prose as a dialogue with Come By My Bed by
past contexts and current Victor Hugo
issues.  The Relevant by
Charles Baudelaire
 Sadness by Theopile
Gautier
 The Sky Is Just Beyond
the Roof by Paul
Verlaine
 The Sleeper of the
Valley by Arthur
Rimbaud
 Asides by Paul Valery
 To Himself by Giacomo
Leopardi
 The World is Too Much
With Us by William
Wordsworth
 The Lamb from Songs
of Innocence by William
Blake
 The Tiger from Songs of
Experience by William
Blake
 Ozymandias by Percy
Bysshe Shelley
 Ode an a Grecian Urn
by John Keats
 Ulysses by Lord Alfred
Tennyson
 Because I Could Not
Stop for Death by Emily
Dickinson
  A Rose for Emily by
William Faulkner
 Mateo Falcone by
Prosper Merimee
 The She Wolf by
Giovanni Verga
 The Three Hermits by
Leo Tolstoy
 The Lament by Anton
Cheknov
Read critically texts and A Dome of ManyColored Lecture-Discussion Photo gallery of Write a reflection paper. 9 hours
literature about the 20th Glasses Vocabulary Building Artworks Create a story and poetry
century;  The Lake Isle of Cooperative Learning Power Point analysis charts.
Familiarize with important Innisfree by William Individual/Group Reporting Presentation
writers, themes, and Butler Yeats
concepts of the 20th  Alone by Hermann
century literatures from Hesse
across the globe, including  Waiting for the
connections and Barbarians by
distinctions between Constantine Peter
modernism and post- Cavafy
colonial literatures;  The Return of the Exile
Acquire skill of analyzing by George Seferis
individual narrative, poetic,  New Heart by Federico
and dramatic texts in Harcia Lorca
terms of their specific  Eating Poetry by Mark
linguistic, formal, and Strand
generic characteristics;
 When Black Men’s
and
Teeth Speak OutYambo
Acquire proficiency in
Quologuem
making meaningful
 Out in the Open by
comparisons across time
Aleksandar Ristovic
and space in literary texts.
 We Don’t Know How To
Say Goodbye by Anna
Akhmatov
 Hamlet by Boris
Pastemark
 Folding Chairs by
Gunter Grass
 Love is a Surgeon by
Gunnar Ekelof
 Tipsy Furniture by
Sandor Weores
 Almost A Madrigal by
Salvatore Quasimodo
 Hotel by Guillaume
Apollinaire
 Tutti’s Ice Cream by
Chairill Anwar
 Women by Tran Te
Xuong
 The Boston Evening
Transcript by T.S. Eliot
 Stopping by Woods on
a Snowy Evening by
Robert Frost
 Somewhere I Have
Never Travelled, Gladly
Beyond by E.E.
Cunnings
 Tonight I Can Write the
Saddest Lines by Pablo
Neruda
 The Fist by Derek
Walcott
 Be Beautiful Noble Like
the Antique Ant by Jose
Garcia Villa
 Six P.M. by Nick
Joaquin
 On Love by Kahlil
Gibran
 Where the Mind is
Without Fear by
Rabindranath Tagore
  Voices of the Air by
Katherine Mansfield

Policies and Guidelines:

1. NEO LMS shall be the main online learning platform; however, other platforms may be utilized to deliver content or communicate with the students.
2. Online classes shall be generally asynchronous; however, the faculty may schedule synchronous meetings with the students, as the need arises.

GRADING SYSTEM:
Prelim/Mid-term/Pre-final/Final Grade

60% Class Standing

20% Activities
- 10% Attendance
10% Recitation
20% Quizzes
40% Term Examination

Total:100%
Final Grade: Average Grade of Prelim, Mid-term, Pre-final, and Final Grades

Learning Resources/References:

Cruz,J.Q., Del Rosario-Garcia M., Solmerano E. M., Chancoco, J. L.,& Palencia M.M.(2019). Great Books: a treasury of world literature. Mandaluyong City:Azes Publishing Co.

Puchner, M., Akbari S., Denecke, W. Dharwadker, V., Fuchs, F., Levine C., Lawall S., Lewis, P. & Wilson E., eds. (2012) The Norton Anthology of World Literature. New
York: W. W. Norton, Six vols.

Valdez, S. & Dianco,D.(2009) Understanding literary arts & appreciating literatures of the world. Manila:Mindshapers Co., Inc.

ON-LINE RESOURCES:
Websites:
PREPARED BY: APPROVED BY:

Nora Nidea-Gallano, PhD English Salvacion L. Garcera, PhD

Instructor Dean, SEAS