Outcomes-Based Education (OBE) Course Syllabus in LIT. 422- World Literature
2nd Semester of School Year 2018-2019
II. Program/Degree: Bachelor of Elementary Education
III. Program Outcomes: Based on CMO No. 30, Series of 2017
A. Common to all programs in all types of schools
The graduates have the ability to:
1. Articulate and discuss the latest developments in the specific field of practice
2. Affectively communicate orally and in writing using both English and Filipino
3. Work effectively and independently in multi-disciplinary and multi-cultural teams
4. Act in recognition of professional, social and ethical responsibility
5. Preserve and promote “Filipino historical and cultural heritage”
B. Common to the Teacher Education
1. Articulate the rootedness of education and philosophical, socio-cultural, historical, psychological and political context.
2. Demonstrate mastery of subject matter/discipline.
3. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their
environments.
4. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners.
5. Apply skills in development and utilization of ICT to promote quality, relevant, and sustainable educational practices.
6. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes.
7. Practice professional and ethical teaching standards sensitive to the local, national and global realities.
8. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities.
C. Bachelor in Elementary Education Program Outcomes
1. Demonstrate in-depth understanding of the diversity of learners in various learning areas.
2. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas.
3. Utilize appropriate assessment and evaluation tools to measure learning outcomes.
4. Manifest skills in communication, higher order thinking, and use of tools and technology to accelerate learning and teaching.
5. Demonstrate positive attributes of a model teacher, both as an individual and as a professional.
6. Manifest a desire to continuously pursue personal and professional development.
D. Common to graduates of horizontal type of institution as defined in CMO 46 s. 2012
1. Graduates of professional institutions demonstrates service orientation in their respective professions.
2. Graduate of colleges are qualified for various types of employment and participate in development activities and public discourses,
particularly in response to the needs of the communities they serve.
3. Graduates of universities contribute to the generation of new knowledge by participating in various research and development projects.
4.
IV. Course Description:
This course gives emphasis on the continued study of literary forms/genres, exemplified this time by selected literary texts from various
countries, written during different periods of history.
VII.
Course Credit/Unit: 3 units
VIII. Course Outcomes: At the end of the course, students must have:
 Appreciated the breadth and depth of literatures in other countries.
 Deepened their understanding of the different literary genres
 Read representative literary texts from all literary periods.
 Written a term paper of at least five pages analyzing one literary text written by an author born in a Southeast Asian country.
IX.
Course Design Matrix:
TOPICS
Unit O. The University
Vision, Mission,
Goals, Objectives and
Core Values
INTENDED
LEARNING
OUTCOMES (ILO)
At the end of the
unit, the students
must have:
1. Internalized and
demonstrated
the vision,
mission, goals,
objectives and
core values of
CapSU and
COE.
TEACHER’S
ACTIVITIES
LectureDiscussion using
power point
presentation
LEARNER’S
ACTIVITIES
LectureDiscussion using
power point
presentation
INSTRUCTIONAL
MATERIALS
Laptop
Multi-media
projector
REFERENCES
University Code
Ten-Year Strategic
Plan of University
ASSESSMENT
TASKS (ATs)
TIME
TABLE
Oral recitation
Reflection
2 hrs
Unit 1. The Shaping
Devices of Fiction
a. Literary Genre
b. Devices of Literature
At the end of the
unit, the students
must have:
1. Distinguished
different literary
genre.
LectureDiscussion using
power point
presentation
Literary Reading
Literary Reading
Laptop
Multi-media
projector
Copies of literary
pieces showing
the different types
of play
Tabotabo, C. V. 2008.
A Travel to the
Literatures of the
World. Navotas:
National Book
Laptop
Multi-media
projector
copies of the story
fact sheets
map of Southeast
Asia
Valisno, M. D. 1997.
Literatures of the
World. Manila:
Technical
Subcommittee on
Literature Technical
Panel on Humanities,
Social Sciences, and
Communication
Commission on Higher
Education.
2. Differentiated
the types
of play.
Quizzes
3 hours
Quizzes
Reaction Paper
Performance
Assessment
Test
Peer Evaluation
9 hours
Sialongo, E.B. 2007.
Literatures of the
World. Manila,
Philippines: Rex
Bookstore.
3. Compared the
difference
between
folk tradition
and
literature.
Unit II. Literature of
Southeast Asia
* Short Story from
Singapore, “ Ang
Istorya ng Taxi
Driver”, by Catherine
Lim.
At the end of the
unit, the students
must have:
1. Brought some
insights about
human nature in
the story
read.
2. Prepared a
monologue.
3. Dramatized the
story.
4. Created a
dialogue.
Class Discussion
and Participation
using power point
presentation
Literary Reading
Preparing a
Monologue
Creating a
Dialogue from
Scenes in the
Story Dramatic
Presentation Role
Playing
Class Discussion
and Participation
using power point
presentation
Literary Reading
Preparing a
Monologue
Creating a
Dialogue from
Scenes in the
Story Dramatic
Presentation Role
Playing
5. Role played
some scenes.
6. Written a onepage paper
reacting to a
specific issue
raised by the
story.
Unit III. Literature of
Middle East
* Poem from
Lebanon
“ The Prophet “,
by Jubran Kahlil
Jubran
At the end of the
unit, the students
must have:
1. Expanded the
ideas
presented in the
verses and
their implication
to human life.
Literary Reading
Class Discussion
using power point
presentation
Brainstorming
Choral
Interpretative
Reading of the
Poem
Literary Reading
Class Discussion
using power point
presentation
Brainstorming
Choral
Interpretative
Reading of the
Poem
Laptop
Multi-media
projector
Copies of the
poem
fact sheets
map of Middle
east
Valisno, M. D. 1997.
Literatures of the
World. Manila:
Technical
Subcommittee on
Literature Technical
Panel on Humanities,
Social Sciences, and
Communication
Commission on Higher
Education.
Quizzes
Performance
Assessment
Test
Peer Evaluation
8 hours
Literary Reading
Discussion using
power point
presentation
Creating a Chart
Dramatic
Presentation
Literary Reading
Discussion using
power point
presentation
Creating a Chart
Dramatic
Presentation
Laptop
Multi-media
projector
Copies of the play
Fact sheets
Map of Africa
Sialongo, E.B. 2007.
Literatures of the
World. Manila,
Philippines: Rex
Bookstore.
Quizzes
Performance
Assessment
Test
Peer Evaluation
8 hours
2. Explained how
the values
learned from a
poem will
affect their lives.
Unit IV. Literature of
Africa
* Play from Mombasa,
“ Bones”, by Sadru
Kassam
At the end of the
unit, the students
must have:
1. Analyzed the
human flaws
and ideas
ridiculed in the
play
that needs a
possible change
in society.
2. Created a
character chart for
the two main
characters in the
story.
3. Dramatized the
play.
4. Passed ethical
judgment on
the characters
in the play.
V. Literature of North
Australia
* Short Story from
New Zealand,
“ A Dill Pickle”, by
Katherine Mansfield
At the end of the
unit, the students
must have:
1. Explained the
symbols used
in the story.
2. Dramatized the
story.
3. Drawn the faces
of the
Literary Reading
Discussion using
power point
presentation
Making a
Character Sketch
Dramatic
Presentation
Writing A Story
Literary Reading
Discussion using
power point
presentation
Making a
Character Sketch
Dramatic
Presentation
Writing A Story
Laptop
Multi-media
projector
Copies of the short
story
Fact sheets Map
of Australia
Valisno, M. D. 1997.
Literatures of the
World. Manila:
Technical
Subcommittee on
Literature Technical
Panel on Humanities,
Social Sciences, and
Communication
Commission on Higher
Education.
Quizzes
Performance
Assessment
Test
Peer Evaluation
8 hours
characters in
the story.
4. Written a story.
VI. Literature of North
America
* Poem from
Massachusetts,
“ J 435”, by Emily
Dickinson
At the end of the
unit, the students
must have:
Literary Reading
Discussion
Role Playing
Literary Reading
Discussion
Role Playing
Laptop
Multi-media
projector
Copies of the
poem
Fact sheets Map
of North America
Valisno, M. D. 1997.
Literatures of the
World. Manila:
Technical
Subcommittee on
Literature Technical
Panel on Humanities,
Social Sciences, and
Communication
Commission on Higher
Education.
Quizzes
Performance
Assessment
Test
Peer Evaluation
6 hours
Literary Reading
Discussion
Literary Reading
Discussion
Laptop
Multi-media
projector
Copies of the short
story
Fact sheets Map
of South/Latin
America
Sialongo, E.B. 2007.
Literatures of the
World. Manila,
Philippines: Rex
Bookstore.
Quizzes
Graded
Individual
Activity
5 hours
1. Given the
underlying idea of
the poem.
2. Simulated or
role played the
theme of the
poem.
VII. Literature of
South/Latin
America
* Essay from Mexico
“ In Search of the
Present”, by Octavio
Paz
At the end of the
unit, the students
must have:
1. Explained the
theme
of the essay.
2. Written a onepage paper
reacting to a
specific issue
raised by the
essay.
VIII. Literature of
Europe
* Short Story from
Ireland
“Araby”, by James
Joyce
At the end of the
unit, the students
must have:
1. Discussed the
literary devices
such as point of
view and
symbols used in
the story.
2. Written a
monologue based
on a scene in
the story.
3. Sketched or
drawn the setting
of the story.
Literary Reading
Discussion using
power point
presentation
Writing a
Monologue
Making a Sketch
of the Setting of
the Story
Literary Reading
Discussion using
power point
presentation
Writing a
Monologue
Making a Sketch
of the Setting of
the Story
Laptop
Multi-media
projector
Copies of the short
story
Fact sheets Map
of South/Latin
America
Valisno, M. D. 1997.
Literatures of the
World. Manila:
Technical
Subcommittee on
Literature Technical
Panel on Humanities,
Social Sciences, and
Communication
Commission on Higher
Education.
Quizzes
Graded
Individual
Activity
5 hours
X.
Criteria for Grading
XI.
Other Requirements:
Classroom participation (Quizzes/Attendance)
20%
Mid/Final Exam
40%
Final Grade
Performance (Role Play, Choral Reading, etc.)
20%
Midterm Grade x 30%
Individual Outputs/Portfolio
20%
Final Term Grade x 70%
Total
100%
100%
Write a term paper of at least five pages analyzing from one literary text from six literary periods.