ST. MARY’S COLLEGE OF TAGUM, INC.

Tagum City, Davao del Norte

SYLLABUS IN
Lit 1 (Anglo-American Literature)
Revised Edition, March 2018
 VISION:
We at St. Mary’s College of Tagum (SMCT) are prophetic witnesses to the love of the Triune God. True to our Ignacian Marian identity, we empower and
nurture
learners to become ethical, service-oriented and engaged citizens towards inner and social transformation for the common good.

MISSION:
We commit ourselves to:
1. Deepen our intimacy with the Triune God;
2. Continuously form engaged Ignacian Marian learners who witness to Faith, Excellence & Service in varied socio-cultural environment;
3. Intensify research, instruction and community involvement to develop world-class professionals;
4. Enhance resources and strengthen capabilities to improve the quality of life; and
5. Expand our educational thrust for the poor.

INTITUTIONAL CORE VALUES:

Faith & Prayer - Finding GOD in all things, living in the Christian, Marian, and Ignacian faith as one relates to self, family, peers and community
through prayer and liturgical celebrations.

Service - Sharing one’s self generously, going beyond what is asked and expected.

Excellence - Pursuing high standard in harnessing capabilities to handle life challenges.

INSTITUTIONAL GRADUATE ATTRIBUTE/ INSTITUTIONAL LEARNING OUTCOMES:
The Religious of the Virgin Mary Graduates can:
S - ocially, Ethically, Professionally Responsible and Civic conscious Persons;
M - anifest Life-Long Learning and Career Skills;
C - ommunicate and Collaborate Effectively;
T - hink Critically and Creatively; and
I - ntegrate Information Communication Technology.
PROGRAM OUTCOMES
LIBERAL ARTS PROGRAM GRADUATE OUTCOMES:
Graduates of AB PSYCHOLOGY must be able to:

1. Demonstrate the capability to discuss and analyze the major theories and concepts in psychology.
2. Demonstrate and apply the methods of psychological inquiry in building knowledge on local culture and context.
3. Demonstrate and apply psychological theories and methods in personal and professional setting.
4. Demonstrate capability for self -reflection and independent learning in graduate education or in a professional context.
5. Demonstrate professional and ethical behavior in research and practice in psychology.
6. Demonstrate harmonious interpersonal relationship with colleagues, clients and others in diverse cultural setting.
7. Demonstrate the ability to conduct psychological assessments and evaluation.
8. Live and exercise Christian moral values in their interaction with the community in the light of the gospel of Christ through faith, excellence and service.

COURSE CODE/ NUMBER : Lit 1

COURSE TITLE : Anglo-American Literature

COURSE DESCRIPTION:

This subject aims to introduce the development of the English language through literature from the Old English period to its contemporary state today. Reading
comprehension and analysis will be employed on criticizing literary text that existed and that has contributed to the historical development of the English language.
Significant figures from different eras will also be highlighted to provide historical and background on different literary pieces and how it made the English flourish.

COURSE OUTCOMES:

At the end of the semester, the students are expected to:

CO1. Demonstrate knowledge of major psychological concepts, historical and theoretical perspective, research findings and current trends.
CO2. Identify applications of the major perspectives to areas including development, personality, mental health, learning, and memory
CO3. Understand how interaction between different individuals/cultures can change current understanding of psychological principles.
CO4.Apply psychological knowledge to everyday life which fosters personal growth and self-awareness and increases awareness and
understanding of others.

COURSE CREDIT : 3 UNITS

TIME FRAME : 3 HOURS PER WEEK (54 Hours / Semester/ 18 Weeks)

 CURRICULUM MAP
BSBA Program Learning Outcomes (BSBA PLO) and Mission

BSBA PROGRAM LEARNING OUTCOMES (BSBA PLO) MISSION

1. Implement the basic functions of management such as planning, organizing, staffing, directing, leading, and controlling as basis in making faith-based decision. ⁄
2. Use the proper decision tools to critically, analytically, and creatively solve problems and drive results to promote justice, love and peace. ⁄

CURRICULUM MAP
BSBA Program Learning Outcomes (BSBA PLO) and Institutional Learning Outcomes (ILO)

INSTITUTIONAL LEARNING OUTCOMES (ILO)

UPHOLD SOCIAL AND
DEMONSTRATE MANIFEST LIFE- USE
COMMUNICATE ETHICAL RESPONSIBILITY
BSBA PROGRAM LEARNING OUTCOMES (BSBA PLO) THINK CRITICALLY PERSONAL LONG LEARNING INFORMATION
& COLLABORATE AND CIVIC
AND CREATIVELY RESPONSIBILITY AND AND CAREER SKILLS TECHNOLOGY
EFFECTIVELY CONSCIOUSNESS
PROFESSIONALISM RESPONSIBLY
1. Implement the basic functions of management such as
planning, organizing, staffing, directing, leading, and controlling
as basis in making faith-based decision.
⁄ ⁄ ⁄
2. Use the proper decision tools to critically, analytically, and
creatively solve problems and drive results to promote justice,
love and peace.
⁄ ⁄ ⁄
 CURRICULUM MAP
BSBA Program Learning Outcomes (BSBA PLO) and Course Outcomes (CO)

BSBA PROGRAM LEARNING OUTCOMES (BSBA PLO) CO1 CO2 CO3 CO4 CO5 C06
1. Implement the basic functions of management such as planning, organizing, staffing, directing, leading, and controlling as basis in D D
making faith-based decision. E E E D
2. Use the proper decision tools to critically, analytically, and creatively solve problems and drive results to promote justice, love and D D
peace. E E E D

LEGEND: ( I ) – Introductory Course. This course introduces students to the indicated Program Learning Outcomes
( E ) – Enabling Course. This course enables the students to eventually achieve the indicated Program Learning Outcomes
( D ) – Demonstrative Course. This course requires students to demonstrate the achievement of indicated Program Learning Outcomes
 SCOPE AND SEQUENCE

(Psy 100 – INTRODUCTION TO PSYCHOLOGY)

WEEK 1 I. INTRODUCTION TO LITERATURE AND ANGLO-SAXON CULTURE WEEK 10 - 13 V. AGE OF REASON

A. Definition and Importance of Literature A. Francis Bacon
B. History of the Anglo-Saxon Culture B. The Essays
C. Paradise Lost Paradise Regained

WEEK 2 & 3 II. THE OLD ENGLISH PERIOD WEEK 14 & 15 VI. VICTORIAN AGE
A. Beowulf A. Introduction to Victorian Age
B. The Wanderer B. Life and Works of: (Elizabeth Barrett
C. Riddles Browning, Robert Browning, Lewis Caroll)

WEEK 4 & 6 III. MIDDLE ENGLISH PERIOD WEEK 16 - 18 VII. CONTEMPORARY AND AMERICAN LITERATURE
A. Geoffrey Chaucer in the Middle English Period A. Modern English and Contemporary Literature
B. The Canterbury B. Modern American Writers and Works
C. The Pardoner’s Tale C. Literature of Exploration

WEEK 7 - 9 IV. RENAISSANCE PERIOD

A. Sonnets of William Shakespeare
B. The Passionate Shepherd to His Love

Course Code/Number & Title: Lit 1 Anglo-American Literature

LEARNING OUTCOMES TOPIC (Weeks 1-2) TEACHING-LEARNING RESOURCES ASSESSMENT
ACTIVITIES
At the end of the prescribed hours, the
students will be able to: Orientation Getting to know one Books Oral recitation,
1. Recite the School’s VMGO and some another,
rules and regulations. Introduction and orientation
2. State the school’s policies on absences, Discussion Making Meaning with Evaluative Written Quiz
uniform and grading system. I. INTRODUCTION TO Anglo-American & Purposive
3. Define literature and enumerate that LITERATURE AND ANGLO- Video Presentation Literature by Nolasco & Assignment.
elements that satisfy its definition. SAXON CULTURE Charades with a twist: Mendez
4. Acknowledge the importance of  Definition and importance Students will be instructed to
literature in the advancement of human of literature. do charades including the Youtube
civilization through: Science, Philosophy,  History of the Anglo-Saxon twist. The twist is when the Ted Ed and Crashcourse
Politics and other branches of culture. guessed the movie title
knowledge. correctly, they will be given a
5. Differentiate fictional form non fictional chance to present the theme
literature. for additional points.
6. Identify different elements of fiction.
7. Describe the life and culture of the
Anglo-Saxon’s when the first came to
England.
8. Observe how literary text from can be
analyzed through an approach.

LEARNING OUTCOMES TOPIC (Weeks 3-4) TEACHING-LEARNING RESOURCES ASSESSMENT

ACTIVITIES
At the end of the prescribed hours, the
students will be able to: I. OLD ENGLISH PERIOD Discussion Books Oral recitation,
1. Read excerpts from Old English literary  Beowulf Film Viewing Anthology of English and Evaluative Written Quiz
texts like Beowulf, The Wanderer and  Alliteration, keening and Video Presentation American Literature by & Purposive
Riddles. onomatopoeia Story Telling Mercado Assignment.
2. Paraphrase excerpts from the translated  The Wanderer
text into own understanding.  Elegy Youtube
3. Identify the literary devices that are  Riddles Ted Ed and Crashcourse
found in Old English texts.
4. Respond to how language was developed
through its Old English roots.
5. Define literary devices found in Old
English texts.
6. Recognize how literary devices are used
in the present.

LEARNING OUTCOMES TOPIC (Weeks 3-5) TEACHING-LEARNING RESOURCES ASSESSMENT

ACTIVITIES
At the end of the prescribed hours, the
students will be able to: I. MIDDLE ENGLISH PERIOD Discussion Books Oral recitation,
1. Discuss events that happened in the  Geoffrey Chaucer Film Viewing Making Meaning with Evaluative Written Quiz
Middle English period.  The Middle English Period Video Presentation Anglo-American & Purposive
2. Pay attention on how Old English  The Canterbury Tales Monologue Literature by Nolasco & Assignment.
evolved.  The Pardoner’s Tale Mendez
3. Name significant people who took part
into the Middle English society.
4. Act out different characters and their Youtube
functions from the Canterbury tales. Ted Ed and Crashcourse
5. Attribute what is a Pardoner during the
Middle English period.
6. Discriminate the role of the pardoner and
the tale he usually tells during homilies.
7. Justify the behavior of the characters in
the Pardoner’s Tale.

LEARNING OUTCOMES TOPIC (Weeks 3-5) TEACHING-LEARNING RESOURCES ASSESSMENT

ACTIVITIES
At the end of the prescribed hours, the
students will be able to: IV. RENAISSANCE PERIOD Discussion Books Oral recitation,
1. Define what is a sonnet and elements  Sonnets of William Film Viewing Making Meaning with Evaluative Written Quiz
that satisfy its definition. Shakespeare Video Presentation Anglo-American & Purposive
2. Recite several poems that William  The Passionate Shepherd to Sonnet Writing and Literature by Nolasco & Assignment.
Shakespeare made. His Love Recitation Mendez
3. Asses the meaning of the sonnets
through the reader’s response approach. Youtube
4. Express thoughts and feelings that has Ted Ed and Crashcourse
arisen when reading the literary pieces.
5. State historical events in the renaissance
period.
6. Construct their own English sonnet.

LEARNING OUTCOMES TOPIC (Weeks 3-5) TEACHING-LEARNING RESOURCES ASSESSMENT

ACTIVITIES
At the end of the prescribed hours, the
students will be able to: V. AGE OF REASON Discussion Books Oral recitation,
1. Describe Francis Bacon and his  Francis Bacon Film Viewing Making Meaning with Evaluative Written Quiz
contribution to English Literature.  The Essays Video Presentation Anglo-American & Purposive
2. Interpret excerpts from the essays of  Paradise lost and paradise Public Speaking/Oration Literature by Nolasco & Assignment.
Francis Bacon. regained Mendez
3. Imitate public speakers using the essays
of Francis Bacon.
4. Commit themselves to lifelong learning Youtube
through self-educating practices. Ted Ed and Crashcourse
5. Differentiate fictional literature from
essays.
6. Outline advices that was mentioned by
Francis Bacon.

LEARNING OUTCOMES TOPIC (Weeks 3-5) TEACHING-LEARNING RESOURCES ASSESSMENT

ACTIVITIES
At the end of the prescribed hours, the
students will be able to: VI. VICTORIAN AGE Discussion Books Oral recitation,
1. State the significant events that  Introduction to Victorian Film Viewing Making Meaning with
happened during the Victorian Period. Period. Video Presentation Anglo-American
 2. Recite the poems of Elizabeth and  Life and works of (Elizabeth Public Speaking/Oration Literature by Nolasco & Evaluative Written Quiz
Robert Browning. Barrette Browning, Robert Mendez & Purposive
3. Analyze the content of the poems. Browning, Lewis Caroll) Assignment.
4. Critique both poems from the Browning
couple. Youtube
5. Support concepts on the literary pieces Ted Ed and Crashcourse
that has been read.
6. Discriminate Lewi’s Caroll Style in writing
stories.

TEXTBOOK:
Pagoso, Cristobal. Money, Credit and Banking. 1st Edition. 2010
Mutya. Introduction to Philippine Money, Credit and Banking. Revised Edition. 2014
Miranda. Labor-Management Relations. Revised Edition. 1994
Serrano. Labor Relations Management and Negotiations. Edition. 2015
Labor Code of the Philippines

REFERENCES:
Ferrel et al. Business Ethics, 9th Edition, CENGAGE Learning
Mc Guigan et.al. Contemporary Financial management, CENGAGE Learning
Reid et. Al. Operations Management, 4th Edition, 2010
McShane et. Al. Organizational Behavior, 5th Edition, 2010

SUGGESTED WEBSITES:

www.accountingtools.com/articles-summary Retrieved March 2018

www.accounting/library.com/articles/credits and collection-management Retrieved March 2018
http://www.entreopreneur.com/topic/payment-and-collection Retrieved March 2018
COURSE REQUIREMENTS:

1. Compilation of all quizzes and seatwork

2. Credit Policy, Promissory Notes
3. Actual Loan Processing of BRC ClientsCredit Investigation and Appraisal Reports and all other Loan Documents

COURSE ASSESSMENT:

Aside from academic deficiency, other grounds for a failing grade are:
Grave misconduct and / or cheating during examinations
Unexcused absences of more than 20% of required number of meetings per term
A failing academic standing and failure to take periodic graded exams (Prelim, Mid-term & Finals)

GRADING SYSTEM:
Prelim & Mid-term: Finals
Long-Examination 50% Long- Examination 50%
Quiz 30% SAP Laboratory output 30%
Seatwork/Assignment 10% Seatwork/Assignment/Quiz 10%
Participation 10% Participation 10%
Total 100% Total 100%

CLASSROOM POLICIES ON DISCIPLINE:

 Both instructor and students should reach-out to one another with courtesy and respect.
 Students must be prompt.
 No student should be called out of classes except by an official call slip.
 Writing and carving on desks, littering on the floor, smoking and eating during classes are prohibited.

CONSULTATION:
Student(s) should report to the instructor whenever called for academic consultation at any the consultation rooms in the OSA building.
Prepared by: Reviewed by: Approved by:

Dr. Marlou M. Fabiosa & Virginia L. Cordoves Marlou M. Fabiosa, DPA Jovenal F. Lor, LPT, MARE
Teachers BSBA Program Head Dean of College