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.
Responsive and Respond and be responsible
Accountable in Group for agreed tasks.
RESILIENCE 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
understanding of the diversity
of learners in various learning
areas
2. Manifest collaborative
skills and a sense of
accountability for assigned
tasks A. demonstrate content
knowledge of
3. Utilize appropriate
assessment and evaluation
Philippine Literature in
English; and
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

in knowledge and skills acquiring and applying curricula, instructional plans,
knowledge and skills. teaching approaches and
Imaginative, innovative Utilize available resources for resources for diverse learners
and resourceful specific and significant needs.
Facilitate and engage Confidently facilitate and B. demonstrate
COMPETENCE
confidently in engage in both oral and 6. Manifest skills in research-based
communication for written communication. communication, higher order knowledge in the
social transformation thinking and use of tools and preparation of an
technology to accelerate annotated reading list of
learning and teaching
the selected Philippine
Optimistic and Demonstrate the ability to live 7. Manifest a desire to
Enthusiastic with a positive outlook in life. create a healthy work-life literary pieces.
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 Philippine Literature in English Course Code:

Course Credit: 3 Units Room and Schedule: Course Prerequisite:
Course Description: This course enables the pre-service English teachers to demonstrate research-based content knowledge in analyzing the growth
and development of Philippine Literature in English from 1900 to the present along socio-historical events as shown in representative works.
Moreover, it provides them with an opportunity to enrich the K to 12 English curriculum by producing an extensive and grade-specific reading list
to enhance their future students’ reading skills. Particular attention is given to the analysis and appreciation of the cultural differences and
similarities embodied in select literary texts.

Course Structure and Content

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

the students should be Learning Outcomes
learning experiences
able to: and Course Learning
Outcomes
Demonstrate Discussion of Syllabus Product: signed eCopy
understanding of the Expectation Setting by Students of the syllabus
Wk 1 Course Intended Grouping by Degree Program or signifying agreement to
Introduction to the Learning Outcomes and Major everything in it
Course the evidences for their (Formative, no point
attainment. value, BUT part of the
ePortfolio which is
graded)

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1. Overview: Philippine a. Explain the role of • Critical Viewing The students QUIZ NO. 1
Literature in English literature in will be asked to view, Teaching
understanding the Philippine Literature in English LAS no. 1
Wk 2 uniqueness of the from
1. Role of Literature Filipinos; and https://www.youtube.com/watch?v
=5URW1s1Jfuc to gain a snapshot
2. Essence and Functions b. Differentiate the varied of Philippine literature in English.
types of literary genres in
Wk 3 3. Main Divisions the country. • Dyadic Discussion In pairs, the
students explore and share the
4. Literary Genres • essence and functions of literature,
Drama • Essay • Poetry • its main divisions, and the
Short story characteristics of the each type of
genre: drama, essay, poetry and
short story.

b. Search and Share The class will

2. Oral Lore from Pre- a. Come up with an be given a time to read about the
Colonial Times (--1564) infomercial that presents oral lore in the Philippines and to
Wk 4 1. Riddles gist of the oral lore in the organize details in a creative
2. Proverbs Philippines. presentation. In groups, they will
3. Lo-as discuss the nature and QUIZ NO. 2
4. Myths and Legends characteristics the oral lore present
5. Epics during the pre-colonial period. LAS no. 2
Their knowledge of the content
shall be presented to the class.

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Wk 7 3. Literature under the a. Share the contribution Name Game The class will be
Spanish Colonization of the outstanding given the description, short
Filipino writers during biography of the outstanding
Wk 8 1. Filipino Writers the Spanish era; and b. Filipino writers during the Spanish QUIZ NO. 3
present the summary of era and they have to identify the
2. Literary Pieces the assigned literary name of the writer. They then will LAS no. 3
Wk 9 (written in Spanish but piece. share the contribution of these
translated in English) writers to Philippine literature. •
Suggested pieces: Option: Team Task Each team
will choose a representative who
3. Excerpts of Noli Me will wear a sash with the name of
Tangere the writer. Another member
introduces the writer by citing
4. El Filibusterismo important information about him
guided by the 5Ws and H
5. Urbana at Felisa questions.

6. Maragtas

Mid Term Exam Week

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4. Literature under the •Identify and consider factors that Literature Circles In each session QUIZ NO. 4
US Colonialism determines the content and the students will be in groups,
1. Newspaper context of the presentation. called Literature Circles, to share LAS no. 4
2. El Renacimiento about nature, characteristics and
3. Philippine Free Press •Identify types of business literary pieces during the three
presentations and its functions.
Wk 10 4. Plays periods: re-orientation, imitation,
5. Pioneer Filipino selfdiscovery • Close analytical
•Develop a team-oriented
English Writers during business presentation about a reading Key Points: - Writers in
the Period of Re- project, plan, or campaign related this era wrote all forms of
orientation to their academic degree literature like news, poetry,
stories, plays, essays and novels
1. Newspaper
2. El Renacimiento
which depicted their love of
3. Philippine Free Press 4. Plays country and longing for
5. Pioneer Filipino English Writers
during the Period of Re-orientation
independence - The spirit of
• Justo Juliano (Sursum Corda) • Juan nationalism of the people
F. Salazar (My Mother” and Air
Castles • Proceso Sebastian (To my
remained undaunted. - Summary
Lady in Laoag) 6. Literature during of American Period to the Filipino
Wk 11 the Period of Imitation (suggested
titles) • Never mind and Other Poems
Literature
by Procopio Solidum • George
Washington by Bernardo P. Garcia •
Azucena by Marcelo de Gracia
Concepcion • Reminiscences By
Lorenzo E. Paredes 1. Life and
Success by Zoilo Galang 2. Filipino
Poetry by Rodolfo Dato 3. Dead Stars
by Paz Marquez Benitez 4. Tales of
the Philippines by Zoilo Galang 5.
Daughters for Sale and Other Plays by
Carlos P. Romulo

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Wk 12
• Literature during the Period of
Selfdiscovery (suggested pieces) •
Manila: A Collection of Verses by
Luis Dato • Bamboo Flute by Marcelo
de Gracia Concepcion • Moon
Wk 13 Shadows on the Water by Aurelio S.
Alvero • My Book of Verses by Luis
Dato • First Leaves by Rafael Zulueta
da Costa • Nuances by Aurelio Alvero

• Soft Night by Abelardo Subido •

Poems by Doveglion by Jose Garcia
Villa • Filipino Love Stories by Paz
Marquez Benitez • Philippines Short
Stories by Jose Gracia Villa • How My
Brother Leon Brought Home A Wife
by Manuel Arguilla • Broken Parasol
by Jose Lansang • Sunset by Paz
Latorena • Talanata’s Wife by Sinai
Hamada • The Filipino Way of Life by
Camilo Osias • I am a Filipino by
Carlos P. Romulo • The Radiant
Symbol by Jorge Bacobo • 13 Plays by
Wilfrido Ma. Guerero

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5. Literature under the a. expound on the salient Lecture A. The History of the QUIZ NO. 5
Wk 14 Republic (suggested titles) characteristics of post- English language in the
Note: Use the validated or LAS no. 5
acknowledged translated
EDSA literature; and Philippines B. Significant
versions of the original texts) Developments of the Period • Key
Points: A. A new way of writing
1. Isang Dipang Langit by b. compare and contrast literature emerged with the arrival
Amado V. Hernandez 2. Ang the themes of the various of the English language in the
Dapat Paniwalaan by Jose literary pieces in this Philippines. B. The Filipinos,
F.Lacaba 3. Gabi ng Isang
Piyon by Lamberto Antonio 4.
period. being lovers of languages and
The World is an Apple by natural linguists, began using
Alberto Florentino 5. Another English as the new medium to
Invitation of the Pope to Visit record their thoughts, sentiments,
Tondo 6. Valediction Sa ideas and views, dreams and fears
Hillcrest 7. Maganda pa ang
Wk 15 Daigdig 8. Visiting Poverty 9.
as well as everyday lifematters. •
The Day the Dancers Came Dyadic Discussion The students
discuss the influence of English
6. Literature after EDSA language in shaping the literature
under the Republic.
1. Characteristics of
PostEDSA Literature 2.
Famous Authors • Lilia
Quindoza Santiago • Charlson
Ong • Jose Dalisay Jr. •
Ricardo Lee • Danton
Remoroto • Marjorie Evasco •
Ruth Elyna Mabanglo 3. Short
Stories • The Very Last Story
Wk 16
of Huli by Lilia Quindoza
Santiago • Down (the)Memory
Lane The class shares what
they know about EDSA
Revolution. Video clips may
be assigned and students will
be asked to give a synthesis of
what the clip is about. Focus:
8

A. There are theories that
inform literary production. B.
There is in the academe an
emerging critical orientation.
C. Publishing has been marked
by adventurousness and a
willingness to gamble on non-
conventional projects. • Say
it!/ Pen it down! The class
Wk 17 responds to the questions
related to the A. salient
characteristics of post-EDSA
literature B. famous authors
and their writings • Post It
Draw/Sketch the common
theme/s derived from the
varied literary pieces. A
scoring rubric will be used to
Wk 18 rate the students’ work. 1.1.1
1.1.1 121 Survey of Philippine
Literature in English • The
Execution by Charlson Ong •
Among the Disappeared by
Ricardo Lee • Geyluv by
Honorio De Dios
7. Literature of the
Regions 1. Luzon 2.
Visayas 3. Mindanao
8. 21st Century
Philippine Literature 1.
Flash Fiction 2.
Speculative Literature 3.
Graphic Novels
FEU ROOSEVELT
Tertiary education division
Learning Stations The students, in
each learning stations, will present
the assigned literary piece
creatively. Time for supervised
study and material preparation will
be given to ascertain the quality of
a. Identify the different the performance during the
literary pieces in Luzon, scheduled presentation in their
Visayas and Mindanao; respective stations. • It’s Feedback
b. Describe how are these Time Both the students and the
literature differ in terms teacher are expected to provide
of type and theme; and constructive feedback and
c. Prepare an annotated comprehensible input to deepen
reading list of the the students’ understanding of the
selected literary pieces literary pieces.
Interactive Discussions and
Presentation of Samples on: -
Philippine Flash Fiction
a. Identify the different https://pepulma.wordpress.co
literary pieces in Luzon, m/tag/philippine-flash-
Visayas and Mindanao; fictionanthology/ - Speculative
b. Describe how are these Fiction - Graphic Novels- to
literature differ in terms include fiction and non-fiction and
of type and theme; and anthologized work
c. Prepare an annotated
reading list of the
selected literary pieces.
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Final Exam Week

References:
Garcia, J.N. (2014). Translation and the problem of realism in Philippine literature in English, Retrieved from
https://journals.ateneo.edu/ojs/index.php/kk/article/view/1883/1885 Kirong, M. and Tumaneng L. (2014). Philippine literature in English
Vol.1, Philippines: TechFactors Inc Lumbera, B., & Lumbera, C. N. (1997). Philippine literature: A history & anthology. Philippines:
Anvil. Lumbera, B. (2001). Filipinos writing: Philippine literature from the regions. Pasig City, Philippines: Anvil Pub. Tayao, M. et al.
(2018). 21st Century Literature in the Philippines and the world. Quezon City; C and E Publications Valdeavilla, R. (2018). The 10 best
books in Philippine literature. https://theculturetrip.com/asia/philippines/articles/the-10-best-books-in-philippine-literature/ Vinuya, R.
(2012). Philippine Literature: A statement of ourselves. Grandbooks Publishing, Inc., Metro, Manila.
https://salirickandres.altervista.org/american-period/. American Period http://www.angelfire.com/la2/litera1/afteredsa.html. Literary
Period After EDSA www.ctflc.org/sites/default/.../12-CSET-Litt.%20I-II- III%2029JuneforWebsite.docx, Literary Forms in Philippine
Literature-Council for Teaching ncca.gov.ph/about-ncca-3/…on-the-arts…/literary…/philippine-literature-in-english. Philippine Literature
in English, National Commission for Culture and the Arts https://www.coursehero.com/file/12472943/LESSON-1-INTRODUCTION- TO-
PHILIPPINE-LITERATURE-IN-ENGLISH/ Introduction to Philippine Literature in English Philippines and Philippine Literature in English.
https://www.slideshare.net/ezr001/philippines-and-philippine-literature-in-english
http://nlpdl.nlp.gov.ph:81/CC01/NLP00VM052mcd/v4/v6.pdf. Literature in English
http://jm92-philippineliteraryworks.blogspot.com/2012/09/introduction-philippine-literature_24.html. Philippine Literature
http://nlpdl.nlp.gov.ph:81/CC01/NLP00VM052mcd/v4/v1.pdf. Philippine Literature https://anelepapers.wordpress.com/category/21st-
century-literature-from-the-regions/ 21st Century Literature from the Regions

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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
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

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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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