Republic of the Philippines

Laguna State Polytechnic University

Province of Laguna

College of Teacher Education

I.UNIVERSITY

VISION: The Laguna State Polytechnic University is a center of sustainable development initiatives transforming lives and communities.

MISSION: LSPU provides quality education through responsive instruction, distinctive research, sustainable extension and production services for
improved quality of life.

QUALITY POLICY: LSPU delivers quality education through responsive instruction, distinctive research, sustainable extension, and production
services. Thus, we are committed with continual improvement to meet applicable requirements to provide quality, efficient and effective services
to the university stakeholder’s highest level of satisfaction through an excellent management system imbued with utmost integrity,
professionalism and innovation.

AN OUTCOMES-BASED LEARNING PROGRAM (Syllabus)

Program: Bachelor of Science in Secondary Education Academic Year:2021-2022
Course Title: Survey of Afro-Asian Literature (Maj15) Semester: First
Prerequisites: Language, Culture and Society No. of Hours: 54 hours

Part 1. Course Description

Surveys selected literary texts from Asia and Africa, particularly India, China, Japan, the countries in the southeast region in Asia and the African nations
south of the Sahara along socio-historical, philosophical, and literary underpinnings.

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Part 2. Outcomes-Based Macro Curriculum Framework

Intended Learning Outcomes (ILOS)

Institutional (IILOs)
LSPU Graduate Attributes
LSPU Graduate is expected to be a:
1. Responsible and Upright
Citizen, who is capable of
achieving high level
personal well-being
contributive to the
harmony and
INTEGRITY
Program Intended Learning Course Intended Learning Outcomes
Outcomes
When you have fully completed When you have fully completed Survey of Afro-Asian
the Bachelor in Secondary Literature, you will be able to:
Education, you should be
graduates who:
Use English as global language in
multilingual context as it applies Demonstrate leadership in decision making by applying the
to the teaching of language and theories contributed by different leaders.
literature

betterment of the
profession, family,
society and nation.

2. Compassionate Leader,
Inspire students and colleagues to
who is an advocate of
lead relevant and transformative Apply the knowledge learns in different life challenges as they
good governance and changes to improve learning and get employed.
quality management for teaching language and literature.
a quality life.

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 3. Professionally Skilled,
who applies
technological as worker-
leader in the field of
expertise apt to the
PROFESSIONALISM
Show competence in employing
innovative language and literature Demonstrate positive attitude and preserve the sense of
teaching approaches, nationalism towards nation building.
methodologies and strategies

global needs.
4. Effective
Communicator, who is
proficient in the
exchange of information
orally and in writing both Demonstrate proficiency in oral Apply appropriate work ethics in the teaching –learning
in English and in Filipino and written communication. environment.
in interpreting,
expressing and
negotiating meanings in
relevant settings for
lifelong learning.
5. Creative & Critical
Thinker, who articulates
and produces Possess broad knowledge of
Exhibit creative and critical thinking skills in teaching and
entrepreneurial language and literature for
INNOVATION

conducting research.
resources extended to effective learning.
families and community
for improvement.
6. Competent Research
Display skills and abilities to be a
Oriented Individual,
reflective and research-oriented Apply the skills by making innovations and reaching the lives in
who is able to analyze language and literature teacher. the community.
facts methodically,

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 discover and establish
new theory to use in
solving problems and
decision-making
contributory to the
sustainability of the
needs of the community.

Part 3. Curriculum Mapping

Major Courses Program Outcomes

A B C D E F G H

Survey to Afro Asian Literature I I P P P P D D

Legend:
I Introduced
P- Practiced skills with supervision
D- Demonstrated skills without supervision
Alternative Legend:
L- Facilitates learning of the competencies
P-Allows students to practice competencies
O-Opportunity for development

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Part 4. Teaching and Learning Matrix

WEEK Intended Learning Outcomes (ILOs) Course Contents Learning Activities Assessment Tasks

1 ILO 1. Orientation and Classroom Lecture Recitation

1. Explain the program and your Management;
LSPU’s quality policy vision- VMGO Dissemination
mission statements and objectives;
2. Focus your attention as well as
listen wholeheartedly and openly
to each member of the class during
sharing sessions; and
2-3 ILO 2: Module 2: Introduction to Lecture and discussion Essay
1. analyze and describe Afro-Asian Literature Work Presentations Researches
different genre implied in the o History of Afro- Written Output
literary piece of work; Asian Literature
1. identify how the literary o Genre
works are influenced by o Importance
their values cultural aspects;
2. explain how these pieces of
literary works may appeal to
students’ understanding.

4-5 ILO 3: Module 3: The Indian Written Output

1. 1 analyze and describe Literature Work Presentations Essay
different genre implied in Part 1 Demo Teaching (Thru Researches
the literary piece of work; Video)
- History Written Output
2. identify how the literary
works are influenced by - Genre
their values cultural aspects;

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 6 ILO 4: Module 3: The Indian Lecture and discussion Researches
recognize and value diverse Literature Work Presentations Reflective essay
cultural values gained from
Afro Asian Literature; Part 2
1. list the different approaches
and writing style of the – The Writers of
writers; and Indian Literature

7-8 ILO 3: Module 4: The Japanese Essay

1. identify how the literary works Literature Lecture and discussion Researches
are influenced by their values Work Presentations Written Output
cultural aspects; Part 1
2. explain how these pieces of
literary works may appeal to - History
students’ understanding - Genre

9 Midterm

10 ILO 4: Module 4: The Japanese Lecture and discussion Written Output

1. recognize and value diverse Literature Work Presentations Researches
cultural values gained from Afro
Asian Literature; Part 2
2. list the different approaches and
writing style of the writers; and – The Writers of
Japanese Literature

11-12 ILO 3: Module 5: The Chinese Lecture and discussion Essay

Literature Work Presentations Researches

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 1. identify how the literary works Part 1 Written Output
are influenced by their values
cultural aspects; - History
2. explain how these pieces of - Genre
literary works may appeal to
students’ understanding
13 ILO 4: Module 5: The Chinese Lecture and discussion Researches
1. recognize and value diverse Literature Work Presentations Reflective essay
cultural values gained from Afro
Asian Literature;
2. list the different approaches and Part 2
writing style of the writers; and – The Writers of Chinese
Literature

14-15 ILO 3: Module 6: The African Lecture and discussion Essay

Literature Work Presentations Researches
1.identify how the literary works Written Output
are influenced by their values Part 1
cultural aspects;
2 explain how these pieces of - History
literary works may appeal to - Genre
students’ understanding
16-17 ILO 4: Module 6: The African Lecture and discussion Researches
Literature Work Presentations Reflective essay
1. recognize and value diverse
cultural values gained from Afro Part 2
Asian Literature;
2. list the different approaches and - The Writers of
writing style of the writers; and African Literature

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 18 FInal Ex amInatIon

Part 5 References:

⚫ Students’ handbook
⚫ Birch, C. 1976. Anthology of Chinese Literature. Middlesex, England: Penguin Books
⚫ Ch’u C. and c Windberg, 1984. A Treasury of Chinese Literature. New York Thomas Y Croweli, Co.
⚫ Evangelista S.P. 1978. Asian Literature, A Historical Anthology. Quezon City: Phoenix Press, Inc.
⚫ Garcia, C. U. and O. A. Dimalanta, 2002. Highlights of World Literature (Part 1 – classical literature). Manila: UST Publishing House
⚫ Karkala, J. 1971. An Anthology of Indian Literature Middlesex, England, Penguin Books
⚫ Lin Yu Tang (ed), 1942. The Wisdom of China and India. New York: Random House
⚫ Literature of Africa. Traditions in World Literatre. 1999. Lincolnwood, Illinois, USA: National Textbook Company
⚫ Shimer, D.B. (ed). 1969. The Mentor Book of Asian Literature. New York: Grove Press, Inc.
⚫ Waley, A. 1956. Japanese Literature: An Introduction to Non-Western Readers. New York: Grove Press, Inc.
⚫ Yohanan, J. 1978. A Treasury of Asian Literature. New York: Mentor Books

Materials
Projector
Activity Sheets
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 Tools and Materials for Activities

Part 6. Learners’ Assessment (Grading System)

Quizzes 20%
Requirements 50%
• Recitation/Participation
• Project
• Attendance
• Assignment
• Seatwork
Major Examination 30%

Total: 100%
Suggested Readings
• Bilbrough, N. (2011). Memory Activities for Language Learning. UK: Cambridge University Press
• Syrja, R.C. (2011) How to Reach and Teach English Language Learners, Practical Strategies to Ensure Success
California: John Wiley & Sons, Inc.
Part 7. Course Policies
1. Regular attendance is required for all students 3 unexcused absence will mean automatically dropped from the subject.
2. Wearing of the University student’s ID and uniform at all times is required for all the students except when having field activities.
3. Active Participation individually and in group is expected.
4. Tardiness is equivalent to one day absence.
5. Student shall abide the instructor/ professor’s policy on the submission of learning outputs based on the metrics and deadlines given.

Prepared: Reviewed: Approved:

AUGUST V. TUIZA, EdD FLORHAIDA V. PAMATMAT, EdD

AILEEN M. DARAN, EdD

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Faculty Coordinator, Bachelor in Secondary Education Dean, College of Teacher Education

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