FEU ROOSEVELT

Tertiary education division

Program: BS ___

VISION-MISSION
Vision: FEU ROOSEVELT envisions a productive and responsible citizenry empowered through education.
Mission: Promote the value of RESILIENCY through programs that advocate teamwork, and collaboration; Develop COMPETENCE in lifelong
learners; nurture their ability to be effective communicators, creative and critical thinkers; Instill INTEGRITY of mind, body and spirit.
FEUR supports a dynamic curriculum to realize its vision.

PEOs are CHED’s Program Goals

Common to All FEUR Programs
Mission Graduate Attributes Institutional Intended
Learning Outcomes
Respectful of Diverse Recognize, appreciate, and
Learners and Ideas accept diverse learners and
ideas.
RESILIENCE
Responsive and Respond and be responsible
Accountable in Group for agreed tasks.
Tasks
Flexible in adapting to Flexible in dealing with
changes and challenges changes and challenges in
multiple modalities and in
eliciting alternative
perspectives.
Specific to the Program
Program Educational
Objectives
Graduates of the program,
three to five years after
graduation are:
PEO 1. Licensed professional
teachers
PEO 2. Gainfully employed in
a government (i.e., DepEd)
recognized elementary or high
school
PEO 3. Teachers who possess
the knowledge, attitudes,
values and skills for lifelong
learning
Specific to the Course
Program Outcomes Course Learning
(from CMO) Outcomes
Upon successful completion of At the end of the course, the
the program, the student will be students should be able to:
able to:
1. Demonstrate in-depth A. Demonstrate content
understanding of the diversity and research-based
of learners in various learning
areas
knowledge of Literature
2. Manifest collaborative / Afro-Asian literature
skills and a sense of in the preparation of an
accountability for assigned annotated reading list
tasks (ARL)
3. Utilize appropriate
assessment and evaluation
tools to measure learning
outcomes
4. Manifest meaningful
and comprehensive
pedagogical content
knowledge (PCK) of the
different subject areas

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Logical and Scientific Organized and systematic in 5. Develop innovative B. Write a synthesis
in knowledge and skills acquiring and applying curricula, instructional plans, paper which
knowledge and skills. teaching approaches and
Imaginative, innovative Utilize available resources for resources for diverse learners
encapsulates their
and resourceful specific and significant needs. understanding of the
Facilitate and engage Confidently facilitate and outstanding
COMPETENCE
confidently in engage in both oral and 6. Manifest skills in characteristics of Afro-
communication for written communication. communication, higher order Asian literature along
social transformation thinking and use of tools and various viewpoints and
technology to accelerate lenses.
learning and teaching
Optimistic and Demonstrate the ability to live 7. Manifest a desire to
Enthusiastic with a positive outlook in life. create a healthy work-life
Physically fit, active, Plan and engage in healthy balance that promotes
and healthy physical activities. physical, mental and spiritual
Honest to oneself and Demonstrate honesty and well-being.
INTEGRITY others fairness in all undertakings
through sound judgment. 8. Practice professional
Morally upright and Morally upright and and ethical teaching standards
uphold values, cultures demonstrate an understanding sensitive to the local, national
and tradition of equality with diverse and global realities
values, culture and tradition.

Course Title: Survey of Afro-Asian Literature Course Code:

Course Credit: 3 Units Room and Schedule: Course Prerequisite:
Course Description: This course deals with an intensive study of the 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. Using research-based content knowledge, the pre-service English teachers will be able to understand, analyze, and appreciate the
outstanding characteristics: contexts, dimensions, 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 Structure and Content

Week/Date CLO Topics Intended Leaning Learning Activities Assessment Tasks
Outcomes: Teaching methods for interactive Evidences to
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At the end of the measure

Wk 1
Aug 22 & 25
Introduction to the Course
Wk 2 African Literature
Aug 29 & Sept
1 1.Characteristics of African
Literature
2. African Writers and Poets
3. African Poems and Short
A Stories
4. African Literature Suggested
Literary Pieces:
-Africa by David Diop
- Once Upon a Time by Nadine
Gordimer
- Anticipation by Mabel
DoveDanquah
lesson, the students achievement of
should be able to: learning experiences Learning Outcomes
and Course
Learning Outcomes
Demonstrate Discussion of Syllabus Product: signed
understanding of the Expectation Setting by Students eCopy of the
Course Intended Grouping by Degree Program or syllabus signifying
Learning Outcomes Major agreement to
and the evidences for everything in it
their attainment. (Formative, no
point value, BUT
part of the
ePortfolio which is
graded)
Class reading:
a. Characterize With the supervision of the
African literature; teacher, the class will read and
African.
b. Share
representative literary Focus of the Discussion: - Types Objective Quiz
works by early and and characteristics of African Objective Recitation
contemporary African literature - Famous African writers LAS 1
writers; - Sample literary works summary
Themes
c. Discuss the philosophy
prevailing ethos,
ideas and Activity:
philosophies behind LAS 1
the chosen literary
text.

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Wk 3 Each is assigned to a topic within Summary Paper

Sept 5 & 8 Egyptian Literature
• Types
• Tales and Love Songs
A • Myths and Legends
a. Trace the historical their group and monitored The class will
background of discussion will follow thereafter summarize and
Egyptian literature; outline the plot of
Discussion Question Why do we the various pieces
b. Summarize always need to consider the of African and
selected literary culture of the people when we Arabian literature;
pieces; and study literature?

c. Articulate one’s
awareness of how
language works in
literary text and
author’s style in
writing.

Wk 4 Arabian Literature a. Trace the historical Discuss the types and forms of Graded recitation
Sep 12 & 15 • Prose background of Egyptian and Arabian literature on their
• Poetry Arabian literature Suggested Literary Pieces - The -reaction to
b. Summarize Thousand and One Nights - The literature in various
selected literary Tale of Sinuhe (anonymous ways;
B pieces; and author) - The Quran/Koran - The - reflection on the
c. Articulate one’s Arabian Nights by Tahir Shah - theme of the
awareness of how The Lady and Her Five Suitors - various pieces of
language works in Love by Kahlil Gibran - The literature;
literary text and Prophet by Kahlil Gibran - - expression of
author’s style in Bewildered Arab by Nour-odDin appreciation for the
writing. Abd-or-Rahman-e Jami - The wisdom imparted
Food of Paradise by Ibn Amjed - by the various piece
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Wk 5 A Chinese Literature
Sep 19 & 22 Suggested Pieces:
- The Five Classics and the
Four Books
- A Wife Mourns for her
Husband by Confucius
Wk 6 A Hindu Literature Suggested
Sep 26 & 29 Pieces:
- Mahabharata (Ganesha,
Vyasa)
- Panchantantra collection of
Fables by Vishnu Sharma
- Panchatantra Stories
- Bhagavad Gita by Vyasa
Wk 7 A Hindu Literature Suggested
Oct 3 & Oct 6 Pieces: (continuation)
-Abhilaash (Hindi for Desire)
by Rabindranath Tagore
- Gitanjali by Tagore
- Plays and Poems of Kalidasa
Wk 8 B Hebrew Literature
Oct 10 &13 1. Nature of the Hebrew
Language, Poetry and Prose
FEU ROOSEVELT
Count Not Your Chickens before of literature;
they Hatched - To Whom Should I
Speak Today by T. Eric Peet
Survey the • Think and Talk Students, in Objective Quiz
outstanding smaller groups, discuss the Objective Recitation
characteristics of characteristics of Chinese and
Chinese literature Hindu literature focusing on the LAS 2
forms and structure-e.g. on prose
an poetry. Sample group tasks: -
Analysis of the life and teachings
of Confucius
Survey the Discussion of Confucius Five Objective Quiz
outstanding Books and Six Principles - Objective Recitation
characteristics of Identification of facts and figures LAS 3
Hindu literature on India and Indian system of
government -Tracing India’s
history from 1947 to present -
Reading India’s religious and
secular works
Compare and contrast • Informance (also called ‘lecture Objective Quiz
the forms of Chinese cum performance’) A
and Hindu prose and representative shares the summary
poetry of a chosen piece after describing
the historical background when
the piece of literature was written.
a. Perform the Students possible tasks and An Annotated
differentiated tasks possible outputs: Reading List The
that exemplify their class submits an
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2. Masterpieces of the Jews
Suggested Pieces Genesis: The
Creation
Psalm 23
The Ecclesiastes
The Story of Joseph
The Story of Ruth
The Parables (The Good
Samaritan, The Last Seat,
Prodigal Son, Talents)
Wk 9 7. Persian Literature 1.
Oct 17 & 20 Characteristics of Persian
Literature Persian Prose and
B Poetry Suggested Pieces:
Rubaiyat by poems Ferdowsi’s
writings Omar Khayyam
Hafiz’s Poetry Rumi’s epic and
Wk 10 B Japan1ese Literature
Oct 31& Nov 1. Development of Japanese
3 literature from the beginning up
to the modern period
Wk 11 B Japan1ese Literature
Nov 7 & 10 (continuation)
FEU ROOSEVELT
understanding of - Timelines on the history of annotated reading
Hebrew and Persian Hebrew and of Persian literature list of the selected
literature Hebrew and Persian
b. Prepare an - Narration of one of the parables literature. A scoring
annotated reading list rubric will be used
of the chosen literary - Articulation of one’s to rate the students’
pieces. appreciation of the literary work.
masterpieces of the Jews and the
Iranians LAS 5
a. Perform the An annotated reading list of the
differentiated tasks chosen literary pieces - Discussion
that exemplify their of the facts and figures about Iran
understanding of - Singling out of the important
Hebrew and Persian contributions of the writer to the
literature growing body of Hebrew and
b. Prepare an Persian literature
annotated reading list - Explanation of the different
of the chosen literary stanzas of Rubaiyat - Expounding
pieces. the poems of Hapiz, Jami and Sadi
Mid Term Exam Week
a. characterize • Peer Mentoring As learning • Writing Haikus
Japanese and Korean buddies, the students will discuss The class will
literature; b. compose the development of Japanese submit a
haikus; and c. write a literature form the beginning up to compilation of
synthesis paper on the the modern period as well as the written haikus.
various literary pieces life and works of famous Japanese
of Japan and Korea. authors. The teacher may give a
paper and pen test to check the
a. characterize students’ grasp of the the
Japanese and Korean concepts, names and titles of
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2. Life and works of Japanese
authors
Wk 12 B Japan1ese Literature
Nov 14 & 17 (continuation)
3. Haikus of Bassho, Buson and
others Suggested Pieces: • Tale
of Genji • The Madman on the
Roof by Hiroshi Kikuchi • In a
Grove”by Akutagawa
Ryunosuke
Wk 13 B Korean Literature
Nov 21 & 24 1. About Korea
2. Literary Works of Korea
Wk 14 Vietnam Literature
1. Facts about Vietnam
B Indonesian literature
Wk 15 Vietnam Literature
2. Poetry and Short Stories
Suggested Piece: -The
Mandarin and the Flower
Festival by P. Khiem
FEU ROOSEVELT
literature; b. compose literary works. For background on • Synthesis Paper
haikus; and c. write a what a haiku is, the students The class will write
synthesis paper on the maybe asked to visit a synthesis paper on
various literary pieces https://www.youtube.com/watch?v the chosen literary
of Japan and Korea. =VJHCGPp4G4k for features and pieces of Japan and
structures of a haikus. • Read and Korea.
a. characterize Tell The students may be assigned
Japanese and Korean with a literary piece to read and to
literature; b. compose share. • Writing Haikus The class
haikus; and c. write a will submit a compilation of
synthesis paper on the written haikus. • Synthesis Paper
various literary pieces The class will write a synthesis
of Japan and Korea. paper on the chosen literary pieces
of Japan and Korea. 1.1.1 130
Survey of Afro-Asian Literature
a. characterize Understanding Haikus As a lead-
Japanese and Korean in, the students maybe given a
literature; b. compose time to view, Haikus from
haikus; and c. write a https://www.youtube.com/watch?v
synthesis paper on the =VJHCGPp4G4k Sample haikus
various literary pieces maybe provided before the class
of Japan and Korea. will compose their own haikus.
a. explain how the • Creative Presentation Each • Essay, Easy The
Vietnam and group will be tasked to present a class will answer
topic creatively. (on poems and the following essay
mirrors the customs short stories of Vietnam) Note: questions. A.
and traditions of the These are Vietnamese Literature Explain how the
people; b. reason out written in English • Writing an Vietnam and
how literature affects Analysis Paper: Suggested Pieces: Indonesian
the history and -The Mandarin and the Flower literature mirrors
culture a nation like Festival by P. Khiem -Selected the customs and
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Vietnam and Indonesian Literature traditions of the

Wk 16 B Indonesian Literature Indonesia; and c. people; B. Provide
1. Pujangga Lama organize an annotated proofs on how
reading list for all the literature affects the
Wk 17 Indonesian Literature outstanding literature history and culture
2. Traditional Forms • syair of Afro-Asian a nation like
(traditional narrative poetry) • countries. Vietnam and
pantun (quatrains made up of Indonesia. •
two seemingly disconnected Annotated Reading
couplets) • qurindam (brief List The students
A aphorism) • hikayat (stories, will organize an
fairytales, animal fables, annotated reading
chronicles) • babad (histories or list for all the
chronicles outstanding
literature of
Wk 18 Indonesian Literature AfroAsian
Suggested Piece: Everybody countries.
has his Burden (Indonesian
Folktale)
Final Exam Week

References:
Carpio, R. (2006). Crisscrossing through Afro-Asian literature. Philippines: Anvil Publishing, Inc Lapid, M. and Serrano, J. (2015). Afro-
Asian literature, Manila: Phoenix Publishing House https://theculturetrip.com/.../the-top-10-contemporary-african-writers-you-should-
know, The Top 10 Contemporary African Writers You Should Know https://www.youtube.com/watch?v=F-nNTGK0wFw,
https://www.acadshare.com/afro-asian-literature-course-synopsis/, Afro-Asian Literature Course Synopsis
https://www.ancient.eu/Chinese_Literature/. Chinese Literature https://www.bartleby.com/214/0203.html, Nature of the Hebrew
language, poetry and prose https://www.wdl.org/en/item/6881/ Persian Prose and Poetry
https://theculturetrip.com/middle-east/iran/articles/10-must-read-iranian-authors/10 must read Iranian Authors
https://theculturetrip.com/asia/south-korea/articles/a-century-of-tumult-ten-important-modern-korean-authors/ Ten Important Modern
and Contemporary Writers from South Korea https://www.youtube.com/watch?v=VJHCGPp4G4k, Haikus

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Grading System Grade Point Equivalent

Midterm Period Summative Assessments (sample) Letter Quality Numerical
Performance Task, Process and/or Product 20% Grade Point Equivalent
Reflective Journals A 4.00 92-100
Midterm Period Grade = 50%
20% B+ 3.50 85-91
(First half of the semester)
ePortfolio 30% B 3.00 78-84
Midterm Exam 30% C+ 2.50 71-77
C 2.00 64-70
Midterm Period Grade = 100% D+ 1.50 57-63
Final Period Summative Assessments (sample) D 1.00 50-56
Final Period Grade = 50% Performance Task, Process and/or Product 20% F 0 49-below
(Second half of the semester) Reflective Journals
20%
ePortfolio 30%
Final Exam 30%
Final Period Grade = 100%
Final Grade: Midterm Period Grade + Final Period Grade / 2
Class Policies
Attendance
1. Every student is required to attend classes at least 80% of the total number of hours prescribed by the course.
2. A student who is absent due to illness must submit a physician’s certification of his/her illness, or if due to some other valid reason, must
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present an excuse letter from his/her parents or guardian.

3. It is the student’s responsibility to contact the professor or a classmate to determine what was missed during his/her absence. 
4. Only students whose absence is excused are allowed to make up for missed graded tasks during the excused absence.
5. Any student who accumulates more than the maximum number of absences allowed in a given course (20% of total hours required) is
disqualified from earning the course unit and is dropped automatically from the class.

Cell Phones
6. Cell phone use on campus is allowed but should never be disruptive to others. Cell phones must be on silent mode whenever possible.
7. Cell phones may be used during classes only with the permission of the professor.

Classroom Conduct and Behavior

8. Students are expected to be professional and respectful of other students, instructors, administration, and staff. This includes verbal and
physical behavior as well as language used in email, FB messenger, MS teams and phone messages.

Academic Integrity
9. Students are expected to come to class on time
10. Students are expected to submit requirements on time.
11. Students are expected to submit original work for all course assignments, including exams.
12. Students are responsible for their own conduct and all cases of dishonesty (e.g., plagiarism, cheating) will be reported to the proper school
officials for further investigation and appropriate sanctions.
Prepared by: (name of faculty member) Date of Effectivity: August 14, 2023
Approved by:
Consultation Hours: (Part time faculty: by appointment)
(Full time: 10 hours/week)
Dean: Victor Tabuzo, Ed.D.

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