COURSE SYLLABUS FOR BASIC OF LITERATURE

Course Code: (FrED 1311)

Diploma Program:(12+2)

Chr. Hr: 2

WRITER: Habtamu Shiferaw (Assi.Prof) .....JCTE

Oromia Regional Education Bureau

June,2015
Finfine, Oromia
Course Title:Basic of Literature

Course goals:The overall competencies of the course is to introduce the basics of literature in English. While
studying this course, you will learn about the types, characteristics, forms and structures of different kinds of
literary works. In short the course: introduces you to the basic concept of literature in English; to demonstrates how
basic literature elements can be applied to selected literary works in English; sensitizes you to the way you can
undertake literary appreciation in an effective manner, and They will also acquire sufficient knowledge and skills
on how to select Basic of literature genres and apply them in the primary school teachers.

List of main topics or units:

Unit One: Basic Concept of Literature
Unit Two:Oral Literature
Unit Three: Fiction
Unit Four: Drama

Unit One Duration (Week 1-2)

1. Basic concepts of literature
1.1. Defining Literature:General and Specific
1.2. The difference between Oral and Written Literature
1.3. The Importance of Oral literature in Teaching English
1.4. Ways of studying literature
Intrinsic Approach
Extrinsic Approach

Academic Learning Competency Practical Learning Competency

(fact, concepts, skill/ techniques) ( Concepts and Applications)
 Describe diference definitin of Literature
 Explain the difference between Oral and Written
Literature;
 Recoginaze the diference of studying literature
 Identify and analyze the origins, development and
contributions of basic of literature.
 Analyze the benefits of literature approach for
students in the learning and teaching process in the
social life;
 Exploit literary works for the Importance of Oral
literature in the Language teaching.
Readings/Resources
 Explanations, summaries and brief notes on the topic 
given by the teacher/group,
 Primary textbooks, draft/framework and syllabus of
the new curriculum developed by the Ministry/
Bureau of Education.
 Berhanu Matthews. (2009). Fundamentals of
Literature. Addis Ababa: Alpha Printers PLC.
 Identify and write opinions of various scholars
on the nature of literature on yur own.
 Express the concepts of oral and written
literature in the small groups.
 Reflect on the rationale for studying literature
 They choose studying literature based on the
literature approach and practice it in the
classroom.
 Develop your reaading skills
Sample Activities
Select some of the oral literature in their area
such as folk tales, riddles, lullabies,songs, and
have them present them to each other in the
classroom;
 Take various examples of local stories in the
written literature can be applied in the practical
classrooms of our country and present them to
the class: Eg: Short story, novel etc
 Mention the role of literature in language
teaching and discuss in the classroom
 Identify and write opinions of various scholars
on the nature of literature and present them to
the class.
 .  As a teacher, compare and contrast Intrinsic
approach and Extrinsic approach of literature
as language teaching and analyze why it is
useful for them to present it to the classroom.
Unit Two Duration (Week 3-4)

2. Oral Literature
2.1. Function of oral literature
2.2. Characteristics of oral literature
2.3. Genres of oral literature
2.3.1. Proverbs and their uses
2.3.2. Tales/Fables
2.3.3. Folk Tales
2.3.4. Lullabies
2.3.5. Riddles
2.3.6. Ballads
2.4. Puzle questions

Academic Learning Competancy Practical Learning Competency

(fact, concepts, skill/ techniques) (Concepts and Applications)

 Define oral literature

 State the characterstics of oral literature and their
functions
 Recognize comman genres of oral literature
 Explain what proverb is
 List down the function of proverbs
 Explian the term Fables
 Define the term folktales,
 Describe the origin and purposes of Folktales
 Identify Characterstics and Comman theme of
Folktales.
 Explain what a puzzle is
 List down some functions of Puzzles Question
 Have them selected and illustrate some of the
genres of oral literature and present them in
the classroom;
 Express the central ideas of folk tale, fable in
pairs and groups;
 Identify in the classroom types of oral literature
used to teach literature include: Ballads, tales,
riddles, songs, wedding songs, fables, and so
on.
 Solve some Puzzle Problems
  The types of oral literatures include:
fundamental books and picture books as
examples to prepare lesson plans and introduce
them in small groups.

Readings/Resources Sample Activities

 Explanations, summaries and brief notes on the  Express the oral literature and present their
topic given by the teacher/group, ideas to the classroom.

 Scriptures and short articles on the topic prepared  Have teacher candidates discuss the following

by various researchers and published on various questions in small groups and present their

social networking sites, etc. ideas to the class; what are charactersitics of
oral literature and their functions, discuss the
 Preschool textbooks, draft/framework and syllabus
importance of oral literature?
of the new curriculum developed by the Ministry/
 Have them list what genres of literature are and
Bureau of Education.
explain their differences to the class;
 Have teacher candidates ask insightful people in
their area or research various sources to compile
proverbs, riddles and present them to the class
as a project.
 Melakneh, Mengistu. 2006. Fundamentals of
Literature for Colleges: Third Impression.

Unit Three Duration (week 5-6)

3. Fiction
3.1. Types of fiction
3.2. Element of Fiction
3.2.1.1.Seetting
3.2.1.2. Character
3.2.1.3.Plot
3.2.1.4.Theme
3.2.1.5. Conflict
3.2.1.6.Point of View
Academic Learning Competency Practical Learning competency
(fact, concepts, skill/ techniques) (Concepts and Applications)

 Describe the nature of the character;
 They tell the direction of the characters;
 Analyze a narrative based on the structure of the
narrative;
 Identify and analyze the setting, conflict and
message in a narrative;
 Explain narrative point of view in literary text
 Identify and write down the characters in the
story they read and present it to the class;
 Have them read an example narrative and
analyze the characters’ attitudes, behaviors,
cultures and interests in the world and present
them to each other in class in small groups;
 Have them read a story aloud and write
down the setting , conflict and main
message in the story and report it to the
class.
Readings/Resources Sample Activities

 Explanations, summaries and brief notes on the topic  Have teacher candidates discuss the following
given by the teacher/group, questions in small groups and present their

 Scriptures and short articles on the topic prepared by ideas to the class;

various researchers and published on various social  Engage in classroom activities dealing with

networking sites, etc. analysis of elements of short story

 Have them list what element of fiction are and
 Preschool textbooks, draft/framework and syllabus
explain their differences to the class;
of the new curriculum developed by the Ministry/
 Have teacher candidates ask insightful people
Bureau of Education.
in their area or research various sources to
 Roberts Edgar V. 1999. Writing About Literature:
compile shortstory, novel and present them to
Breif Ninth Edition. Printce - Hall Inc.
the class.
 Assist each group during group discussions
(Instructors)


Unit Four Duration (Week 5-6)

4. Drama
4.1. Types of Drama
4.1.1. Tragedy
4.1.2. Comedy
4.1.3. Tragicomedy
4.2. Elements of Drama
4.2.1. Dialogue
4.2.2. Staging
4.3. Figuarative Language
4.3.1 Simile
4.3.2 Metaphor
4.3.3 Hyperbole
4.3.4 Metonym, etc

Academic Learning Competancy Practical Learning Competency

(fact, concepts, skill/ techniques) (Concepts and Applications)

 Identify Drama and its characteristics
 Recognize the different elements of drama
 Analyze a narrative based on the poetry of the
figurative language;
 Identify the figurative language
 Identify figures of speeches used in the works
they read
 Identify and write down the figurative
language in the story they read and present it
to the class;
 Reflect on the characteristics of drama and
element of drama in the class room
 Have them read an example of poetry and
analyze the satire, methopher, hyberbole in
small groups.
 Readings/Resources Sample Activities

 Explanations, summaries and brief notes on the topic  Have them list what element of fiction are and
given by the teacher/group, explain their differences to the class;

 Scriptures and short articles on the topic prepared by  Have teacher candidates ask insightful people

various researchers and published on various social in their area or research various sources to

networking sites, etc. compile shortstory, novel and present them to

the class.
 Preschool textbooks, draft/framework and syllabus
 Have teacher candidates describe the function
of the new curriculum developed by the Ministry/
of figurative language and present in the class
Bureau of Education.
room.(short story, poetry,etc.)
 Roberts Edgar V. 1999. Writing About Literature:
Breif Ninth Edition. Printce - Hall Inc.

Instructional Methods and Strategies

Gapped lectures
Independent readings
Group discussions and presentations
Think-pair-share
Imaginative writing
Project work etc

Assessment Strategies and Techniques

Individual Assignment 10%

Group Assignment 15%
Project work 15%
Mid- Exam 20%
Final Examination = 40%

References

1. Berhanu Matthews. (2009). Fundamentals of Literature. Addis Ababa: Alpha Printers PLC.
2. Boynton, Robert W. and Mack, M. 1965. Introduction to the Poem. New York: Hayden
3. Daiches, David. 1981. Critical Approaches to Literature(2nd ed.) London and
4. Jaffe and Scott. 1966. Studies in the Short Stories. USA: Holt, Rinehart andWinston, Inc. Martin’s Press.
5. Kennedy X.J. (2002). Literature: An Introduction to Fiction, Poetry and Drama. New York: Longman.
6. Melakneh, Mengistu. 2006. Fundamentals of Literature for Colleges: Third Impression.
7. Roberts Edgar V. 1999. Writing About Literature: Breif Ninth Edition. Printce - Hall Inc.
8. Sherman, M. et al. 1986. Reading Literature. New York: McDougal, Lit tell Company