Saint Louis College of Bulanao

Tabuk City, Kalinga

Academic Year 2018-2019

OUTCOMES-BASED SYLLABUS IN ENGLISH AND

AMERICAN

I. SAINT LOUIS COLLEGE OF BULANAO VISON-MISSION

We, the Louisians, envision ourselves to be a Christ- centered community of PEACE for the good of our people and for the greater glory of God.

Therefore, we commit ourselves to promote:

Peace and Justice Consciouness,

Ecological and Cultural Awareness
Academic Excellence and Competence,
Christian Discipleship and Community Leaders,

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 Employabilty

II. INSTITUTION’S VISION-MISSION

College of Education

The College of Education is envisioned as a Christ-centered, academically competent and culture- responsive community of
educational leaders committed to the formation and training of teachers who are:

P – eacemakers and peacebuilders in the classroom, in the community, and in the nation;

E – cological, social and culture – responsively locally, regionally and globally;

A – cademically excellent and competent in teaching ad dedicated to the profession;

C – hristian leaders ad disciples who are examplars/ paragons of Christian values; and

E – ducationally and professionally responsible thus can be easily employed.

III. BEED/ BSED PROGRAM OUTCOMES

After finishing the BEED/ BSED Program the students should be able to;
PROGRAM OUTCOMES PERFORMANCE INDICATORS
KNOWLEDGE
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1. Demonstrate basic and higher level literacy, communication, numeracy, critical thinking, learning skills needed for
higher learning.
2. Exhibit a deep and principled understanding of the learning processes and the role of the teacher in facilitating these
processes in their students.
3. Show a deep and principled understanding of how educational processes relate to larger historical, social, cultural,
and political processes.
4. Display a meaningful and comprehensive knowledge of the subject matter they will teach.
SKILLS
1. Apply a wide range of teaching process skills such as in curriculum development, lesson planning, materials
development taking into consideration the use of indigous/ recycled materials, educational assessment ad teaching
approaches.
2. Innovative alterative teaching approaches, take risk in trying out these innovative approaches and evaluate
effectiveness of such approaches improving student’s learning.
3. Facilitate meaningful learning of diverse types of learners, in diverse types of learning environments, using a wide
range of teaching knowledge and skills.
ATTITUDE
1. Practice the professional, responsible, ethical, and inclusive requirements of the teaching profession.
2. Reflect on the relationships among the teaching process skills, the learning process of the students, the nature of the
content/ subject matter, and the broader social forces hindering the school and educational processes in order to
constantly improve their teaching knowledge, skills, and practices.
3. Exhibit willingness and capability to continue learning by collaborating with colleagues and other experts in their
own fields in order to better fulfill their mission as teacher.
VALUE
1. Create a peaceful classroom and inclusive learning friendly environment that provides opportunities and promotes
potential of all kinds of leaners.
2. Model Christian leadership and discipleship to the school and to the community.

IV. COURSE OUTCOMES

After finishing the course, the students should be able to:

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 Course Description (CO) PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
CO1- Know and understand the development
of Philippine Literature, life and work of L L L O O L L L P P P L
Filipino writers and poets.
CO2- Study oral and written literature of the
Philippines and be aware of the sentiments, O P P P P P O P P P O P
culture and practices of the earlier people as
embodied in their culture.
CO3- Appreciate works of Filipino writers and
recognize their contributions to Philippine O O O O L O O O O L L L
Literature.
CO4- Craft their respective literary pieces and
artworks inspired by the discussed topics. P P P P P L P P P L L P
CO5- Illustrate the development of Philippine
Literature through the years and how the P L P P P L L L L L P P
earlier forms molded the current ones.

Legend:

L- Learned Outcomes (knowledge, skills, values) achieved in the subject

P- Practiced the learned outcomes (knowledge, skills, values)
O- Opportunity to learn and practice knowledge, skills and values but not taught formally.
V. COURSE CODE: LIT11

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VI. PHILIPPINE LITERATURE

VII. COURSE DESCRIPTIVE

This course deals with the study of representative writings- the different genres of literature, particularly of the Philippines,
produced from the Pre-Spanish time through the modern period. It discusses the development of the Philippine Literature from oral
literature to the time when Filipinos wrote imitatively in English and when Filipino writers in English blossomed into their own styles of
writing. It also coins out the salient points of Philippine Literature which are involved in the development and challenging of its literary
pieces. Also in line in this course giving the students opportunities to craft their own literary pieces as inspired by the different topics
discussed.

Course Intended Learning Outcomes

(CILO)/ Desired Outcome
Course Content
After finishing the lesson, the students
can:
Practice the expectations as indicated in Orientation: Introduction to
the course. the Course Outcomes, major
requirements, and
assessment methods for the
whole semester
 Define comprehensively Literature in Literature in General
their own words  Definition
 Present valid reasons why literature is  Importance
important in our daily lives  Types
Learning Activities/ Assessment Tool
Strategies to Accomplish (Main course Time Learning Resources/
the CILO (must be requirement and Frame Reference Materials
aligned with the assessment
assessment tool of the methods and tools)
CILO)
1 Hour Course/ Program Syllabus
 Discussion on the  Quizzed  Kahayon, A, 2000.
definition of  Assignments 1 Hour Philippine Literature
Literature and its through the Years.
importance. 1 Hour Mandaluyong City: National
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 Differentiate the various types of o Prose Book Store.
literature a. Fiction  Research work  Rubrics for the 2 Hours  Yap- Patron, I 2007.
 Create prose pieces which are either b. Non-Fiction  Short story analysis short story Interactive Reading:
fiction of nonfiction. c. Elements  Short story writing writing 2 Hours Responding to and Writing
 Recognize each element of prose as it about Philippine Literature.
exist in actual writing Quezon City: Great Books
Training.
 Cadiente, D., Mamaoag, M.
2012.Philippine
Literatures:Text and
Context. Bayombong,
Nueva Vizcaya: St. Mary’s
University Publishing House
 Differentiate the three kinds of poetry o Poetry  Group reporting on the  Rubrics for 1 Hour  Kahayon, A, 2000.
 Interpret poetry based on certain a. Narrative different types of group reporting Philippine Literature
factors to be considered b. Lyric poetry. through the Years.
 Draft and present original composition c. Dramatic  Poetry Writings  Rubrics for 1 Hour Mandaluyong City: National
in class d. Understanding Poetry  Poetry Analysis poetry writing 1 Hour Book Store.
 Yap- Patron, I 2007.
Interactive Reading:
Responding to and Writing
about Philippine Literature.
Quezon City: Great Books
Training.
 Cadiente, D., Mamaoag, M.
2012.Philippine
Literatures:Text and
Context. Bayombong,
Nueva Vizcaya: St. Mary’s
University Publishing House
 Relate Philippine history to the Philippine Literature  Discussion on the  Quiz/ Seatwork 1 Hour  Kahayon, A, 2000.
development of literature during this  Pre-Spanish Literature connection of the Philippine Literature
era. o Historical historical background of  Graded 1 Hour through the Years.
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 Draw out salient information that Background the Phillipines with the recitation Mandaluyong City: National
construct the basic features of o Different forms of literature durig this era 1 Hour Book Store.
political, cultural, and social landscapes oral  Compilation of  Yap- Patron, I 2007.
of Pre-Spanish Philippines communication. prose literature Interactive Reading:
 Explain how such landscapes moulded  Epigrams Responding to and Writing
the oral tradition of pre-colonial  Riddles about Philippine Literature.
Philippine Literature  Chants 1 Hour Quezon City: Great Books
 Cite examples of oral literature  Proverbs  Literary Analysis Training.
specifically those from their respective  Legends  Folk tale Cadiente, D., Mamaoag, M.
towns and barrios  Epics anaylsis 2012.Philippine Literatures:Text
 Determine the anciet Filipino Value and Context. Bayombong,
system as demonstrated in their Nueva Vizcaya: St. Mary’s
literature University Publishing House
 Analyze certain literary pieces during
this period.
 Discuss the class the notable Spanish Era in Philippine  Discussion on the  Quizzes  Kahayon, A, 2000.
contribution of the Spaniards and Literature (1564-1898) connection of the Philippine Literature
how they have influenced the  Spanish influences on the historical background  Assignments 1 Hour through the Years.
Filipinos in terms of writing literary Philippine Literature of Philippines with the Mandaluyong City: National
pieces.  The Nationalist Writers literature during this Book Store.
 Name the nationalist Writers and and respective era  Yap- Patron, I 2007.
have an understanding of their contributions to  Games 3 Hours Interactive Reading:
significant contributions to Philippine Philippine Literature  Brainstorming/ Mind  Written Output Responding to and Writing
Literature.  Doctrina Cristiana Mapping about Philippine Literature.
 Differentiate how this era differs from  Pasion Quezon City: Great Books
Pre-Spanish era in the Philippine  Cenaculo Training.
Literature  Urbana at Felisa  Cadiente, D., Mamaoag, M.
 Produce an output (either oral,  Panunuluyan 2012.Philippine
written, or performance task) of a  Salubong Literatures:Text and
given literary piece in this context. Context. Bayombong,
Nueva Vizcaya: St. Mary’s
University Publishing House

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Prelim Requirements
Summative Test Prelim Examination
 Relate the historical background of American Period(1898-1941)
this era to the development of  Historical Bacground
Philippine Literature  Poetry and prose during
 Compare and contrast the this era
characteristics of Philippine Literature  Notable Writers
during this era and the 2 previous  Stories for analysis
eras. o “The Wedding
 Construct an abstraction of a certain Dance”
text at hand based on the context o “The Small
given. Key”
 Dramatize a certain short story during o “How my
this era. brother Leon
Brought
Home a Wife”
o “Footnote to
 Making of book mark  Kahayon, A, 2000.
about Philippine Literature
through the Years.
Mandaluyong City: National
Book Store.
 Yap- Patron, I 2007.
Interactive Reading:
Responding to and Writing
about Philippine Literature.
Quezon City: Great Books
Training.
 Cadiente, D., Mamaoag, M.
2012.Philippine
Literatures:Text and
Context. Bayombong,
Nueva Vizcaya: St. Mary’s
University Publishing House
1 Hour TEST QUESTIONS
 Text Translation  Written Ouput 1 Hour  Kahayon, A, 2000.
Philippine Literature
 Research  Seatworks 2 Hours through the Years.
Mandaluyong City: National
 Discussion 1 Hour Book Store.
 Yap- Patron, I 2007.
 Role Playing  Role Playing 4 Hours Interactive Reading:
Rubrics Responding to and Writing
about Philippine Literature.
Quezon City: Great Books
Training.
 Cadiente, D., Mamaoag, M.
2012.Philippine
Literatures:Text and
Context. Bayombong,
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 Youth”
 Scrutinize the different aspects of Japanese Era (1941-1945)
Philippine Literature during this era  Historical Background
 Compose their respective haikus and  Kinds of Literary Pieces
tanagas following the context given during this era
 Discuss in the class the state of o Haiku
Philippine Literature during this era o Tanaga
o Usual Form
o Other Literary
Pieces
 State of Philippine
Literature during this Era
 Emphasize the importance of this era Rebirth of Freedom (1946-
in Philippine Literature through 1970)
discussion and brainstorming.  Historical Background
 Evaluate the differences of each  Literary Pieces during
literary piece and medium and plot this era
into a comprehensive output such as a  Palanca Awards
diagram.
Nueva Vizcaya: St. Mary’s
University Publishing House
 Kahayon, A, 2000.
 Haiku Interpretation  Rubrics for Haiku 1 Hour Philippine Literature
Interpreation through the Years.
 Film Viewing  Reaction Paper 2 Hours Mandaluyong City: National
Book Store.
 Group Reporting  Rubrics for  Yap- Patron, I 2007.
Group Reporting 2 Hours Interactive Reading:
Responding to and Writing
about Philippine Literature.
Quezon City: Great Books
Training.
 Cadiente, D., Mamaoag, M.
2012.Philippine
Literatures:Text and
Context. Bayombong,
Nueva Vizcaya: St. Mary’s
University Publishing House
 Discussion  Assignments 1 Hour  Kahayon, A, 2000.
 Tableau of  Rubrics for 1 Hour Philippine Literature
Performance Tableau through the Years.
Presentation 1 Hour Mandaluyong City: National
 Seatwork Book Store.
1Hour  Yap- Patron, I 2007.
Interactive Reading:
Responding to and Writing
about Philippine Literature.
Quezon City: Great Books
Training.
 Cadiente, D., Mamaoag, M.
2012.Philippine
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 Literatures:Text and
Context. Bayombong,
Nueva Vizcaya: St. Mary’s
University Publishing House
Summative Test Prelim Examination 1 HOUR TEST QUESTION
 Coin out the historical background that Period of Activism(1946-  Kahayon, A, 2000.
shaped the ways and outputs of the 1970)  Powerpoint 2 Hours Philippine Literature
different writers both in Filipino and  The oOnset of Martial Presentation  Reaction Paper through the Years.
English. Law  Film Viewing  Written Outputs 2 Hours Mandaluyong City: National
 Acquaint themselves with the notable  Notable Writers during  Brainstorming on the 1 Hour Book Store.
writers during this era. this Era impact of Martial Law  Yap- Patron, I 2007.
 Study why such themes were  Literary Pieces and to Philippine Literature Interactive Reading:
embodied in the different literary Themes Responding to and Writing
pieces during this era. about Philippine Literature.
Quezon City: Great Books
Training.
 Cadiente, D., Mamaoag, M.
2012.Philippine
Literatures:Text and
Context. Bayombong,
Nueva Vizcaya: St. Mary’s
University Publishing House
 Characterize the literary pieces during Period of New Society (1972-  Peer Tutoring  Written Outputs  Kahayon, A, 2000.
this period in Philippine Literature 1980) 2 Hours Philippine Literature
 Discuss the impact of Martial Law to  Declaration of Martial  Roundtable  Seatworks through the Years.
the development of Philippine Law and its Effect to Mandaluyong City: National
Literature Philippine Literature Book Store.
 Compare and contrast this period with  Important Characteristics  Think-Pair Share 1 Hour  Yap- Patron, I 2007.
the other periods. of this era Interactive Reading:
 Literary Pieces and Responding to and Writing
Themes about Philippine Literature.
Quezon City: Great Books
Training.
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 Discuss why this period was called Period of The Third Republic
The Third Republic (1981-1985)
 Create a poem revolving around  Historical Background
the themes during this period.  Themes during this
 Debate on the impact of the death period
of Ninoy Aquino to Philippine  State of Philippine
Literature Literature During this
period
 Explain the different characteristics/ Contemporary Period (1986-
trends which constitute this era 1999)
 Accomplish different learning task  Historical Background
designed to set the direction of  Sate of Philippine
discussing the literature of the period Literature during this
period
 Literary Pieces and
themes
 Cadiente, D., Mamaoag, M.
2012.Philippine
Literatures:Text and
Context. Bayombong,
Nueva Vizcaya: St. Mary’s
University Publishing House
 Class Discussion  Quizzes 1 Hour  Kahayon, A, 2000.
Philippine Literature
 Poem Writing  Rubrics for Poem 1 Hour through the Years.
Writing Mandaluyong City: National
 Debate 2 Hours Book Store.
 Rules/Rubrics for  Yap- Patron, I 2007.
Debate Interactive Reading:
Responding to and Writing
about Philippine Literature.
Quezon City: Great Books
Training.
 Cadiente, D., Mamaoag, M.
2012.Philippine
Literatures:Text and
Context. Bayombong,
Nueva Vizcaya: St. Mary’s
University Publishing House
 Mind Mapping  Written Outputs 1 Hour  Kahayon, A, 2000.
Philippine Literature
 Games  Rubrics 1 Hour through the Years.
Mandaluyong City: National
Book Store.
 Yap- Patron, I 2007.
Interactive Reading:
Responding to and Writing
about Philippine Literature.
Quezon City: Great Books
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 Enumerate the new trends existing in
the Philippine Literature during this
period
 Debate on the differences of the
earlier periods and present period of
Philippine Literature
 Perform assigned tasks to deepen
understanding of the themes during
this period
SUMMATIVE TEST
VIII. COURSE REQUIREMENTS
For the computation of the students’ respective grades, the following bases of evaluation shall be used:
1. Attendance and Participation
21st Century Philippine
Literature (2000-Present)
 New Trends in the
Philippine Literature
 Literary Pieces and
Themes during this
period
 Notable Writers
FINAL EXAMINATION
Training.
 Cadiente, D., Mamaoag, M.
2012.Philippine
Literatures:Text and
Context. Bayombong,
Nueva Vizcaya: St. Mary’s
University Publishing House
 Song Composition-  Quizzes 1 Hour  Kahayon, A, 2000.
Then and now  Written Output Philippine Literature
 Dramatization- The  Rubrics for role 2 Hours through the Years.
development of playing/stage Mandaluyong City: National
Philippine Literature drama Book Store.
from Pre-Spanish Era  Yap- Patron, I 2007.
to Present Interactive Reading:
Responding to and Writing
about Philippine Literature.
Quezon City: Great Books
Training.
 Cadiente, D., Mamaoag, M.
2012.Philippine
Literatures:Text and
Context. Bayombong,
Nueva Vizcaya: St. Mary’s
University Publishing House
1 Hour TEST QUESTIONS
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 2. Group Activities and Outputs

3. Individual Outputs

4. Periodical Examinations

5. Performance Tasks

IX. REFERENCES
Books:

Kahayon, A, 2000. Philippine Literature through the Years. Mandaluyong City: National Book Store.

Yap- Patron, I 2007. Interactive Reading: Responding to and Writing about Philippine Literature. Quezon City: Great Books Training.

Cadiente, D., Mamaoag, M. 2012.Philippine Literatures:Text and Context. Bayombong, Nueva Vizcaya: St. Mary’s University Publishing House

X. GRADING SYSTEM: Averaging

PG = PCS + PT MG = MCS + MT TFG = FCS + FT FG/ AVERAGE = PG + MG + TFG
2 2 2 3

LEGEND:
PCS- Prelim Class Standing MCS- Midterm Class Standing FCS- Finals Class Standing
PT- Prelim Test MT= Midterm Test FT- Final Test
PG- Prelim Grade MG- Final Grade TFG= Tentative Final Grade

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