Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
COLLEGE OF DEVELOPMENT EDUCATION
PHILOSOPHY
Education for Sustainable Human Development
VISION
A leading university in the Philippines by 2018 and in the
ASEAN Region by 2024
MISSION
We are committed to produce globally competitive graduates, to
develop viable agri-industrial technologies, and to help build
resilient and sustainable communities.
UNIVERSITY GOALS
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4.
Provide quality education experience to the students
Generate innovative technologies for commercialization
Empower communities and other stakeholders
Enhance university resources
CORE VALUES


Quality and Excellence
 Teamwork and Unity
Professionalism
 Liberalism
 Institutional Pride
COLLEGE GOALS
UNIVERSITY GOALS
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.
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Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
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5. Improve human and physical resources.
STUDENTS OUTCOMES (BSE PROGRAM OUTCOMES)
By the time of graduation, the students of the BSE program shall be able to:
PROGRAM
OUTCOMES
a. Demonstrate in-depth understanding of the development of adolescent learners.
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b. Exhibit comprehensive knowledge of various learning areas in the secondary curriculum.
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c. Create and utilize materials appropriate to the secondary level to enhance teaching and learning.
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d. Design and implement assessment tools and procedures to measure secondary learning outcomes.
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PROGRAM OUTCOMES
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.
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COLLEGE GOALS
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Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
6. Practice professional and ethical teaching standards to respond to the √
demands of the community.
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7. Pursue lifelong learning for personal and professional growth.
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STUDENTS OUTCOMES (BSE PROGRAM OUTCOMES)
By the time of graduation, the students of the BSE program shall be able to:
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.
PROGRAM OUTCOMES
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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
Asians as embodied in their culture and to maintain mutual respect and understanding among Filipinos and the
African and Asian people.
3. Course Description:
4. Credit Units
3 Units
5. Contact Hours
3 hours/ week
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Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
6. Prerequisite
None
7. Values Integration
respect, patience, orderliness, timeliness, perseverance, diligence, open-mindedness,
commitment, self-reliance, honesty, logical reasoning, sharing of experiences, originality, accuracy, cooperation, and zeal
8. Program Outcomes addressed by the Course
Outcomes:
After completing this course, the student must be able
to:
Students Outcomes
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
D
D
D
D
D
D
D
D
D
D
D
D
h. Appreciate learning the cultural heritage of Africa as
D
an important tool
D
D
D
e. Express appreciation for the wisdom imparted by
the various pieces of Southeast Asian literature
f. Write summary, reaction paper, and paraphrase of
required literary selections.
g. Identify the characteristics of Persian Literature.
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Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
for understanding its literature.
* I – Introductory, P- Practice, E- Enabling, D- Demonstrate
9. Course Coverage
Course Outcome
CO 1: Enumerate
and identify the
most basic
concepts of
literature in general
Topics
Review on Literature
(general concepts)
Introduction to AfroAsian Literature
East Asian Literature
(Introduction)
CBSUA-PIL-SYL-CDE-ENG 112
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Learning Objectives
In this learning experience,
the students are expected
to:
Teaching-Learning
Activities
a. Lecture- discussion
b. individual
participation in class
discussions
1. Discuss the most basic
concepts of literature
2. Familiarize the most basic
c. group and individual
concepts in Afro- Asian
activities
Literature
3. Differentiate oral and
written Literature
In this learning experience,
the students are expected
to:
Rev: 0
a. Lecture-discussion
Assessment Tasks
Time
Frame
(hour)
a. Assess thru
observation of
students’
responses on Q
and A
3
b. Written quiz
a. Written outputs
10
b. brainstorming
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Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
CO 2: Trace the
historical
development of
East Asian
literature.
CO 3: Manifest
understanding of
the different literary
pieces of India
(South Asia)
-The Culture of East
Asian countries
(China, Japan, and
Korea)
-History of China,
Japan, and Korea
-Prolific writers of
China, Japan, and
Korea
-The Analects of
Confucius (China)
- Haikus (Japan)
South Asian Literature
(Indian/ Hindu
Literature)
- Historical
Background
- General View of
Hindu Literature
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b. Quiz
1. Discuss the important
facts and figures about
China, Japan, and Korea
2. Trace the
development of Chinese,
Japanese, and Korean
Literature from the
beginning to modern
period.
3. Identify the life and
works of Chinese,
Japanese, and Korean
writers.
4. Find pleasure in
reading and analyzing
Haikus
In this learning experience,
the students are expected
to:
1. Identify facts and
figures on India
c. small group
discussion
d. digital presentation
e. web research
f. participative and
collaborative learning
c. Assignments
d. group work
presentation
g. peer teaching
h. concept mapping
a. Lecture
a. Written quiz
b. Group dynamics
b. Oral
recitation
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c. panel discussion
c. Rubrics
d. Peer teaching
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Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
CO 4: Express
appreciation for the
wisdom imparted
by the various
pieces of Southeast
Asian literature;
- Hindu Poetry
- The Epics
- Indian Drama
- The Ramayana
- The Mahabharata
- The Story of the
Saint
2. Discuss India’s system
of government
3. Trace its history since
1947 to present
4. Find pleasure in
discussing the general
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
Literature
In this learning experience,
the students are expected
to:
-The cultures of
selected Southeast
Asian countries
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1. Discuss the important
facts and figures about
East Asian Literature
Rev: 0
e. Collaborative
learning
a. Lecture- discussion
b. individual
participation in class
discussions
a. Assess thru
observation of
students’ responses
on Q and A
b. Written quiz
c. group and individual
activities
c. rubrics
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Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
CO 5: Write summary,
reaction paper, and
paraphrase of required
literary selections.
-Everybody has his
Burden (traditional
folktale, Indonesia)
-The Mandarin and the
Flower festival
(Vietnam)
2. React to the literary
pieces in various ways
3. Summarize and
outline the plot of the
different short stories
Southwest Asia
In this learning experience,
the students are expected
to:
Israel – Jewish
Republic of Asia
- Introduction to
Hebrew Literature
-Characteristics/
qualities of Jewish
Literature.
-Classification of Old
Testament and the
New Testament
Books
-Reading Selections
a. The Story of Ruth
c. The Prodigal Son
d. Samson and
Delilah
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1. Trace the history of
Hebrew Literature
2. Discuss the historical
development of the Bible
3. Identify the divisions of
the Bible and the books
under each division
4. Narrate one of the
parables of Jesus
5. Appreciate the literary
masterpieces of the
Jews
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d. group reporting
a. Lecture- discussion
b. individual
participation in class
discussions
a. Assess thru
observation of
students’ responses
on Q and A
b. Written quiz
c. group and individual
activities
d. group reporting
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Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
ARABIA–Cradle of
Islam
-Introduction to
Arabian Literature.
-Characteristics/
Qualities of Arabian
Literature
-Literary History
a. Umayad History
b. Abbasid Empire
c. Modern Period
d. The Koran- The
Sacred Book of Islam
e. The Arabian
Nights/A thousand
and One Nights
f. Ali Baba 1
g. Aladin
h. Sinbad the Sailor
CO 6: Identify the
characteristics of
Persian Literature.
1. Trace the historical
development of
Arabian literature
2. Recognize the
importance of the
Koran in the life of the
Arabs
3. Identify the different
forms of Arabic prose
and poetry
4. Narrate the origin of
the Thousand and
One Nights
5. Find pleasure in
reading sample
selections from Arabic
Literature
In this learning experience,
Central Asia (Iran)
the students are expected
Introduction to Persian to:
Literature
Culture and Tradition
of Persian people
Characteristics of
Persian Literature
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1. Discuss important
facts and figures about
Iran
Rev: 0
a. Lecture- discussion
b. individual
participation in class
discussions
a. Assess thru
observation of
students’ responses
on Q and A
b. Written quiz
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Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
CO7
Appreciate
learning the cultural
heritage of Africa as an
important tool
for understanding its
literature.
Omar Khayyam
Selections from the
Rubaiyyat
Hafiz, and Sadi
2. Trace the history of
Iran
3. Recognize the
important contributions of
Omar Khayyam to
Persian Literature
4. Explain the different
stanzas of Rubaiyat
5. Read and expound the
poems of Hafiz, and Sadi
Africa- The Dark
Continent
In this learning experience,
the students are expected
to:
a. People
b. Languages
c. Religion
d. Education
2. African Literature
a. Characteristics/
qualities of African
Literature
3. African writers and
their works.
CBSUA-PIL-SYL-CDE-ENG 112
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1. Characterize African
Literature
2. Differentiate oral and
written literature.
3. Discuss the different
African languages
4. Appreciate African
literary works in English
5. Identify various African
writers.
Rev: 0
c. group and individual
activities
c. rubrics
a. Lecture- discussion
a. Assess thru
observation of
students’ responses
on Q and A
b. individual
participation in class
discussions
3
b. Written quiz
c. group and individual
activities
c. rubrics
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Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
4. African Poetry
a. African Prose
b. The Hands of the
Black
c. African Plea
Egyptian Literature
CO 8: Trace the
historical
background of
Egyptian literature
Introduction
a. People
b. Government
a. Language
b. Religion
c. Education
The Literature of
Egypt
a. Historical
Background
b. Types of Egyptian
Literature
Book of the Dead
Selection
1 The Two Brothers
2 Tale of Sinuhe
In this learning experience,
the students are expected
to:
1. Characterize Egyptian
literature.
2. Enumerate and
identify the different
forms of Egyptian
literature
3. Discuss religious
literature
4. Find pleasure in
reading Egyptian literary
pieces.
a. Lecture- discussion
b. individual
participation in class
discussions
a. Assess thru
observation of
students’ responses
on Q and A
3
b. Written quiz
c. group and individual
activities
c. rubrics
d. small group
discussion
e. digital presentation
f. web research
g. participative and
collaborative learning
h. reporting
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Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
Evaluation
Paper and Pen Test
3.0
Final Exam
Evaluation of Students
Evaluation
CO 4
Learning
CO 5
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%
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
Paper and Pen Test
3.0
CO 1
CO 2
CO 3
Midterm Exam
Evaluation of Students
Learning
Laptop, LCD projector
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Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
Course Title:
Prepared by:
Recommending Approval:
Approved by:
English 112 Afro-Asian
Literature
Date Effective:
2nd Semester, SY 2017-2018
Angelica P. Joven
Instructor
MARGARITA A. DELOS SANTOS
Chairperson,
Secondary Education Program
ANA E. MIRAÑA, EdD
Dean, CDE
Date Signed:
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