Republic of the Philippines

CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE

COLLEGE OF DEVELOPMENT EDUCATION

PHILOSOPHY UNIVERSITY GOALS

Education for Sustainable Human Development
1. Provide quality education experience to the students
VISION 2. Generate innovative technologies for commercialization
A leading university in the Philippines by 2018 and in the 3. Empower communities and other stakeholders
ASEAN Region by 2024 4. Enhance university resources

MISSION CORE VALUES

We are committed to produce globally competitive graduates, to  Quality and Excellence  Teamwork and Unity
develop viable agri-industrial technologies, and to help build  Professionalism  Liberalism
resilient and sustainable communities.  Institutional Pride

COLLEGE GOALS UNIVERSITY GOALS

1 2 3 4
1. Nurture quality pre-service teachers who will demonstrate excellent √ √ √ √
performance in the areas of instruction, research and publication, and
extension.
2. Promote quality teacher education programs that prepare world-class √ √
teachers.
3. Develop relevant and responsive educational technologies through √ √
research
4. Catalyze development through community engagement. √
5. Improve human and physical resources. √
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STUDENTS OUTCOMES (BSE PROGRAM OUTCOMES) PROGRAM

By the time of graduation, the students of the BSE program shall be able to: OUTCOMES

1 2 3 4 5 6 7
a. Demonstrate in-depth understanding of the development of adolescent learners. √ √ √ √ √ √ √
b. Exhibit comprehensive knowledge of various learning areas in the secondary curriculum. √ √ √ √ √ √ √

c. Create and utilize materials appropriate to the secondary level to enhance teaching and learning. √ √ √ √ √ √ √
d. Design and implement assessment tools and procedures to measure secondary learning outcomes. √ √ √ √ √ √ √

COLLEGE GOALS
PROGRAM OUTCOMES 1 2 3 4 5
After four years, the graduates of the BSE program shall:
1. Articulate the relationship of education to larger historical, social, √ √ √ √ √
cultural and political processes.
2. Facilitate learning using a wide range of teaching methodologies in √ √ √ √ √
various types of environment.
3. Develop alternative teaching approaches for diverse learners. √ √ √ √ √
4. Apply skills in curriculum development, lesson planning, materials √ √ √ √ √
development, instructional delivery and educational assessment.
5. Demonstrate basic and higher levels of thinking skills in planning, √ √ √ √ √
assessing and reporting.
6. Practice professional and ethical teaching standards to respond to the √ √ √ √ √
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CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE

demands of the community.

7. Pursue lifelong learning for personal and professional growth. √ √ √ √ √

STUDENTS OUTCOMES (BSE PROGRAM OUTCOMES) PROGRAM OUTCOMES

By the time of graduation, the students of the BSE program shall be able to:
1 2 3 4 5 6 7
e. Demonstrate in-depth understanding of the development of adolescent learners. √ √ √ √ √ √ √
f. Exhibit comprehensive knowledge of various learning areas in the secondary √ √ √ √ √ √ √
curriculum.
g. Create and utilize materials appropriate to the secondary level to enhance √ √ √ √ √ √ √
teaching and learning.
h. Design and implement assessment tools and procedures to measure secondary √ √ √ √ √ √ √
learning outcomes.

1. Course Number: ENG 112

2. Course Name: Afro-Asian Literature
This is a three-unit course that provides literature of the various Afro-Asian countries from ancient to the
present. This subject seeks to provide insights into the thoughts, feelings, values, and attitudes of Africans and
3. Course Description:
Asians as embodied in their culture and to maintain mutual respect and understanding among Filipinos and the
African and Asian people.
4. Credit Units 3 Units

5. Contact Hours 3 hours/ week

6. Prerequisite None
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respect, patience, orderliness, timeliness, perseverance, diligence, open-mindedness,

7. Values Integration commitment, self-reliance, honesty, logical reasoning, sharing of experiences, originality, accuracy, cooperation, and zeal
8. Program Outcomes addressed by the Course
Students Outcomes
Outcomes:
After completing this course, the student must be able
to: a b c D

a. Familiarize the most basic concepts of Literature in

general and Afro- Asian Literature D D D D

b. Trace the historical development of East Asian

literature. D D D D

c. Manifest understanding of the different literary

pieces in India D D D D

d. Express appreciation for the wisdom imparted by

the various pieces of Southeast Asian literature; D D D D

e. Express appreciation for the wisdom imparted by

D D D D
the various pieces of Southeast Asian literature
f. Write summary, reaction paper, and paraphrase of
D D D D
required literary selections.
g. Identify the characteristics of Persian Literature.
D D D D
h. Appreciate learning the cultural heritage of Africa as
an important tool D D D D
for understanding its literature.

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* I – Introductory, P- Practice, E- Enabling, D- Demonstrate

9. Course Coverage
Time
Teaching-Learning
Course Outcome Topics Learning Objectives Assessment Tasks Frame
Activities
(hour)

Review on Literature In this learning experience, a. Lecture- discussion a. Assess thru

CO 1: Enumerate (general concepts) the students are expected to: observation of
and identify the most b. individual participation students’
1. Discuss the most basic
basic concepts of Introduction to Afro- in class discussions responses on Q 3
concepts of literature
literature in general Asian Literature and A
2. Familiarize the most basic
c. group and individual
concepts in Afro- Asian
activities b. Written quiz
Literature
3. Differentiate oral and
written Literature

East Asian Literature In this learning experience, a. Lecture-discussion a. Written outputs 10

CO 2: Trace the (Introduction) the students are expected to:
b. brainstorming
historical -The Culture of East b. Quiz
1. Discuss the important
development of East Asian countries c. small group discussion
facts and figures about c. Assignments
Asian literature. (China, Japan, and
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Korea) China, Japan, and Korea

-History of China, 2. Trace the development d. digital presentation d. group work
Japan, and Korea of Chinese, Japanese, presentation
e. web research
-Prolific writers of and Korean Literature
f. participative and
China, Japan, and from the beginning to collaborative learning
Korea modern period.
-The Analects of 3. Identify the life and g. peer teaching
Confucius (China) works of Chinese,
- Haikus (Japan) Japanese, and Korean h. concept mapping
writers.
4. Find pleasure in
reading and analyzing
Haikus

South Asian Literature In this learning experience, a. Lecture a. Written quiz 11

CO 3: Manifest (Indian/ Hindu the students are expected to:
understanding of the Literature) b. Group dynamics b. Oral recitation
1. Identify facts and
different literary - Historical Background
figures on India c. Rubrics
pieces of India - General View of c. panel discussion
Hindu Literature 2. Discuss India’s system
(South Asia)
- Hindu Poetry of government
d. Peer teaching
- The Epics 3. Trace its history since
- Indian Drama 1947 to present
- The Ramayana e. Collaborative
4. Find pleasure in
- The Mahabharata learning
discussing the general
- The Story of the
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Saint view of the Indian

literature, i.e., religious
and secular works
5. Appreciate the great
epics of India:
Mahabharata, and
Ramayana
6. Study the life and
writings of India’s great
writers

Southeast Asian In this learning experience, a. Lecture- discussion a. Assess thru 6

CO 4: Express Literature the students are expected to: observation of
appreciation for the b. individual participation students’ responses
1. Discuss the important
wisdom imparted by -The cultures of in class discussions on Q and A
facts and figures about
the various pieces of selected Southeast
East Asian Literature
Southeast Asian Asian countries c. group and individual b. Written quiz
2. React to the literary
literature; -Everybody has his activities
pieces in various ways
Burden (traditional c. rubrics
3. Summarize and outline
folktale, Indonesia) d. group reporting
the plot of the different
-The Mandarin and the
short stories
Flower festival
(Vietnam)

Southwest Asia In this learning experience, a. Lecture- discussion a. Assess thru 7

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CO 5: Write summary,
reaction paper, and
paraphrase of required
literary selections.
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the students are expected to: observation of
Israel – Jewish b. individual participation students’ responses
Republic of Asia 1. Trace the history of in class discussions on Q and A
- Introduction to Hebrew Literature
Hebrew Literature 2. Discuss the historical c. group and individual b. Written quiz
-Characteristics/
development of the Bible activities
qualities of Jewish
Literature. 3. Identify the divisions of
-Classification of Old the Bible and the books d. group reporting
Testament and the under each division
New Testament Books 4. Narrate one of the
-Reading Selections parables of Jesus
a. The Story of Ruth 5. Appreciate the literary
c. The Prodigal Son
masterpieces of the Jews
d. Samson and Delilah
ARABIA–Cradle of 1. Trace the historical
Islam development of Arabian
-Introduction to literature
Arabian Literature. 2. Recognize the
-Characteristics/ importance of the Koran
Qualities of Arabian in the life of the Arabs
Literature
3. Identify the different
-Literary History
a. Umayad History forms of Arabic prose
b. Abbasid Empire and poetry
c. Modern Period 4. Narrate the origin of the
d. The Koran- The Thousand and One
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Sacred Book of Islam Nights

e. The Arabian 5. Find pleasure in
Nights/A thousand reading sample
and One Nights
selections from Arabic
f. Ali Baba 1
g. Aladin Literature
h. Sinbad the Sailor
Central Asia (Iran) In this learning experience,
the students are expected to: a. Lecture- discussion a. Assess thru 5
CO 6: Identify the Introduction to Persian observation of
characteristics of Literature 1. Discuss important facts b. individual participation students’ responses
Persian Literature. Culture and Tradition of and figures about Iran in class discussions on Q and A
Persian people 2. Trace the history of Iran
Characteristics of 3. Recognize the c. group and individual b. Written quiz
Persian Literature important contributions of activities
Omar Khayyam Omar Khayyam to Persian c. rubrics
Selections from the Literature
Rubaiyyat 4. Explain the different
Hafiz, and Sadi stanzas of Rubaiyat
5. Read and expound the
poems of Hafiz, and Sadi

Africa- The Dark In this learning experience,

Continent the students are expected to: a. Lecture- discussion a. Assess thru 3
observation of
CO7 Appreciate a. People 1. Characterize African b. individual participation students’ responses
learning the cultural b. Languages
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heritage of Africa as an c. Religion Literature in class discussions on Q and A

important tool d. Education 2. Differentiate oral and
for understanding its written literature. c. group and individual b. Written quiz
literature. 2. African Literature
3. Discuss the different activities
a. Characteristics/
qualities of African African languages c. rubrics
Literature 4. Appreciate African
literary works in English
3. African writers and 5. Identify various African
their works. writers.

4. African Poetry
a. African Prose
b. The Hands of the
Black
c. African Plea
In this learning experience,
Egyptian Literature the students are expected to: a. Lecture- discussion a. Assess thru 3
CO 8: Trace the observation of
historical Introduction 1. Characterize Egyptian b. individual participation students’ responses
background of a. People literature. in class discussions on Q and A
Egyptian literature b. Government 2. Enumerate and identify
a. Language the different forms of c. group and individual b. Written quiz
b. Religion Egyptian literature
c. Education activities
3. Discuss religious c. rubrics
The Literature of literature d. small group discussion
Egypt 4. Find pleasure in
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a. Historical reading Egyptian literary e. digital presentation

Background pieces.
b. Types of Egyptian f. web research
Literature
Book of the Dead g. participative and
Selection collaborative learning
1 The Two Brothers
2 Tale of Sinuhe h. reporting
CO 1 Midterm Exam Evaluation of Students Evaluation Paper and Pen Test 3.0
CO 2 Learning
CO 3

CO 4 Final Exam Evaluation of Students Evaluation Paper and Pen Test 3.0
CO 5 Learning
CO 6
CO 7
CO 8

10. Course Evaluation

LECTURE
Class Standing 60%
Attendance 5%
Attitude 5%
Recitation 10%
Quizzes/ Homeworks 20%
Projects/ Reports 20%
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Mid-Term Examination 20%

Final Examination 20%
Total 100%
11. Resources Needed
Book:
Duka, Carolina R. The Literatures of Asia and Africa. Rex Book Store., Inc. 2001
Learning Facilities/Equipment
Laptop, LCD projector

Course Title: Prepared by: Recommending Approval: Approved by:

English 112 Afro-Asian
Literature
Date Effective: Angelica P. Joven MARGARITA A. DELOS SANTOS ANA E. MIRAÑA, EdD
2nd Semester, SY 2017-2018 Instructor Chairperson, Dean, CDE
Secondary Education Program
Date Signed:

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