Course Code & Title ENG 22: AFRO-ASIAN LITERATURE

VISION MISSION GOALS CORE VALUES (CV)

A proactive academic pillar of CVSC shall provide golden opportunities to its stakeholders Quality Instruction Culture of Excellence
development in Davao Region toward producing globally competent graduates, relevant and Relevant and Responsive Research, Extension and Volunteerism
responsive research, extension, and production services Production Solidarity and Sustainability
anchored on good governance. Effective and Efficient Resource Management Compassion

PROGRAM EDUCATIONAL OBJECTIVES (PEOs) AND THEIR LINKS TO ASPECTS OF CVSC VISION-MISSION-GOALS-CORE VALUES (VMG-CV)

PROGRAM EDUCATIONAL OBJECTIVES Institutional Graduate Attributes

Within 3 years after graduation, the CVSC Teacher Education graduates should be Proactive academic Globally Culture of Volunteerism Solidarity & Compassion
able to: pillar of development competent Excellence Sustainability
in Davao Region graduates
A. To equip students with the desired competencies to prepare them of their   
professional teaching career that can be used locally and globally.
B. To build research culture amongst faculty and students to promote
inquiry-based and research-based teaching and learning   
C. To expose students in community involvement geared towards effective   
and harmonious partnerships and linkages
D. To employ multiculturalism in designing programs, projects and activities
intended for the college
  
E. To train faculty and students in demonstrating proficiency in
technological, pedagogical, and content knowledge
  
F. To integrate high value of professionalism which corresponds to the
timely demands of community
 
PROGRAM OUTCOMES (POs) AND THEIR LINKS TO PROGRAM EDUCATIONAL OBJECTIVES (PEOs)

PROGRAM OUTCOMES PROGRAM EDUCATIONAL OBJECTIVES

By the time of graduation, the students should be able to:
A B C D E F
1. Possess broad knowledge of language and literature for effective learning
 

2. Use English as a global language in a multilingual context as it applies to the teaching of language and literature
   

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3. Acquire extensive reading background in language, literature and allied fields
 

4. Demonstrate proficiency in oral and written communication

  

5. Show competence in employing innovative and literature teaching approaches, methodologies, and strategies


6. Use technology in facilitating language learning and teaching

 

7. Inspire students and colleagues to lead relevant and transformative changes to improve learning and teaching language and literature
    

8. Display skills and activities to be reflective and research-oriented language and literature teacher
    
COURSE INFORMATION
1. COURSE NAME : AFRO-ASIAN LITERATURE
2. COURSE NUMBER : ENGLISH 22
3. PRE-REQUISITE : 3RD YEAR STANDING
4. COURSE CREDIT : 3 UNITS
5. COURSE DESCRIPTION: This course is designed to enhance appreciation of the students of the literary works published in the contemporary period. This will also serve as a study of
representative/landmark texts from the literatures of the world, but with a focus on Philippine literary works, as a dynamic interaction among the individual, society, and cultural forces. This
class will examine the differing views in literary texts against own perspectives within national and global contexts.

COURSE OUTCOMES (COs) AND THEIR LINKS TO PROGRAM OUTCOMES (POs)

COURSE OUTCOMES POs

Upon completion of the course, the students should be able to: 1 2 3 4 5 6 7 8
a. Identify and explain the atmosphere, mood, imagery and symbolism in short stories, poetries and other
literary pieces discussed;     
b. Explain the theme, message, universal truths in the selected literary pieces;     
c. Identify the customs and traditions as related to the literature of each country being discussed;   
d. Show understanding of the sequence of events through filling in of charts and the like and participating in    
the activity;  
e. Make their own examples of how maxims, universal truths, and philosophies can be used in real life
situations through various strategies.
      
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ASSESSMENT TASKS (ATs), THEIR WEIGHTS (WTs.), AND COURSE OUTCOMES (COs) ASSESSED

COs
Assessment Task DESCRIPTION WTs.
a b c d e
QuizzesWritten Output You are required to take quizzes every after the discussion of a topic. The items in this formative test  
require you to recall facts, explain concepts, and analyze situations. Also, this includes assignment, 15% 
journals, reflection paper, literary criticism and etc. that the teacher will assigned as written outputs.
Class
RecitationPerformance
You are expected to share ideas, opinions, and propositions regarding the matters that concern ethics.
This could be in a way of applying concepts and presenting examples from given concepts in various 20%
    
activities.
Portfolio A systematic collection of student work and related material that depicts a student’s activities,
accomplishments, and achievements in one or more school subjects. The collection should include
    
25%
evidence of students reflection and self-evaluation, guidelines for selecting the portfolio contents, and
criteria for judging the quality of the work.
Periodical
Examination
You are required to take a 50-item multiple-choice test, which covers the entire topic discussed for every
period. The test items require you to recall facts, analyze situations and use your knowledge and 40%
    
understanding of the general ethics.

COURSE INSTRUCTIONAL PLAN

Teaching Learning Textbooks/
Time Frame Student Learning Outcomes Course Content Assessment Tasks
Activities References/Materials
 Introduce the course participant to the  Introduction Textbook, Laptop,
Compostela Valley State College Mission-  The Compostela Valley State Discussion whiteboard, projector
1.5 hrs. Vision and the policies of the school. College Mission-Vision, and Oral Recitation
Classroom Policies. Socratic Questioning The CVSC Mission-Vision
 Outline the assessment component of this  The Course Syllabus handbook
course and identify the key knowledge and
skills required for each assessment. English 22 Course
Syllabus.

Week 1-2  Identify and explain the atmosphere, mood,  How My Brother Leon brought One-minute Paper One-Minute Paper Output Visual Materials
imagery and symbolism in short stories, Home a Wife - Manuel Arguilla
poetries and other literary pieces discussed; LectureIndividual Quiz Marker and White Board
 Silvery Beach – Nu Yin Reporting
 Explain the theme, message, universal One-Word Splash: After reading Book
truths in the selected literary pieces;  Yes, I Follow Islam, But I Am Not a Reading Quiz a literary piece, students write
Terrorist – Nada El Sawy down one word that they feel
 Identify the customs and traditions as sums up the whole message of
related to the literature of each country the material and explain it to
being discussed; the class.
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  Show understanding of the sequence of Facebook Status
events through filling in of charts and the
like and participating in the activity; Literary Criticism Blog (posted
in Afro-Asian Website)
 Make their own examples of how maxims,
universal truths, and philosophies can be
used in real life situations through various
strategies.

 Create a website for literary discussion and

post their literary criticism to encourage
discussion outside the classroom venue.

Week 3-4  Identify and explain the atmosphere, mood,  American Guests Come to our LectureIndividual Topical Quiz Laptop and Projector
imagery and symbolism in short stories, House – Aziz Nesin Reporting Marker and White Board
poetries and other literary pieces discussed; Writing Outputs Book
 In Vain – Chairil Anwar Wait Time: Rather than
 Explain the theme, message, universal choosing the student who Gallery Walk*
truths in the selected literary pieces;  Flower in a Classic Whisper – Chan will answer the question
Pong-gon presented, this variation Facebook Status
 Identify the customs and traditions as has the instructor Literary Criticism Blog (posted
related to the literature of each country WAITING before calling in Afro-Asian Website) for the
being discussed; on someone to answer it. output in Quick Draw

 Show understanding of the sequence of Quick Draw: After

events through filling in of charts and the reading a part of a story,
like and participating in the activity; students draw a picture
about what they’ve just
 Make their own examples of how maxims, read or learned that have
universal truths, and philosophies can be an impact to them.
used in real life situations through various
strategies.

Week 5  Identify and explain the atmosphere, mood,  A Meeting in the Dark – James Individual Reporting Laptop and Projector
imagery and symbolism in short stories, Ngugi Marker and White Board
poetries and other literary pieces discussed; Directed Reading Quotations Quiz Book
 Till Hearts End – Chayasi
 Explain the theme, message, universal Sunthonphiphit Individual Activity: Presentation of Soliloquy
truths in the selected literary pieces; Identify Flat and Round
 Africa – David Diop Characters Facebook Status
 Identify the customs and traditions as
related to the literature of each country Literary Criticism Blog (posted
being discussed;

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 in Afro-Asian Website)
 Show understanding of the sequence of
events through filling in of charts and the
like and participating in the activity;

 Make their own examples of how maxims,

universal truths, and philosophies can be
used in real life situations through various
strategies.
PRELIMINARY EXAMINATION

Week 6-7  Identify and explain the atmosphere, mood, Textbook, Laptop,
imagery and symbolism in short stories, Task 1: Police Report* whiteboard, projector
poetries and other literary pieces discussed;

 Explain the theme, message, universal

3-2-1 Process: First, students
truths in the selected literary pieces;
write three facts they learned
 The Stranger – Abd al-Majid Ben from what they read. Next,
 Identify the customs and traditions as Lecture
Jallun students write two questions
related to the literature of each country
 To a Dead One – Nizar Qabbani they still have about the topic
being discussed; Student Summary of
 Song of a Common Lover – that wasn't covered or discussed
Another Student's
Flavien Ranaivo in class. Finally, students write
 Show understanding of the sequence of Answer
one opinion they have about the
events through filling in of charts and the
topic.
like and participating in the activity;
Facebook Status
 Make their own examples of how maxims,
universal truths, and philosophies can be Literary Criticism Blog (posted
used in real life situations through various in Afro-Asian Website)
strategies.

Week 8  Identify and explain the atmosphere, mood,  A Man Can Try – Eldred Durosimi Fish Bowl Categorize Book Quotes:
imagery and symbolism in short stories, Jones Students need to identify the
poetries and other literary pieces discussed; Individual Activity: emotion evident in the given Visual Materials
 Explain the theme, message, universal  Green Nostalgia – Nguyen Thu Le Character Map quotes.
Marker and White Board
truths in the selected literary pieces;
 Identify the customs and traditions as Character Map Output
Book
related to the literature of each country
Facebook Status
being discussed;
 Show understanding of the sequence of

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 events through filling in of charts and the
like and participating in the activity;
 Make their own examples of how maxims,
Literary Criticism Blog (posted
universal truths, and philosophies can be
in Afro-Asian Website)
used in real life situations through various
strategies.

Week 9  Identify and explain the atmosphere, mood,  Coffee for the Road – Alex La
imagery and symbolism in short stories, Guma
poetries and other literary pieces discussed;  Amarantha – Ophelia A. Finger Signals Interactive Recitation Laptop and Projector
 Explain the theme, message, universal Dimalanta
Reader’s Theater Marker and White Board
truths in the selected literary pieces;  Falling in love –Ibn Hazm
 Identify the customs and traditions as Facebook Status Book
related to the literature of each country
being discussed; Literary Criticism Blog (posted
 Show understanding of the sequence of in Afro-Asian Website)
events through filling in of charts and the
like and participating in the activity;

 Make their own examples of how maxims,
universal truths, and philosophies can be
used in real life situations through various
strategies.


Week 10  Identify the importance of different  In a Grove - Ryū nosuke Secret Answer Textbook, Laptop,
Writings from Chinua Achebe Akutagawa whiteboard, projector,
 Value the importance of business reports in Synthesizing Quiz on the
human life  I give You Thanks My God – discussed topics. rubrics
 Analyze different styles in writing Bernard Dadie
Facebook Status

Literary Criticism Blog (posted

in Afro-Asian Website)

 MIDTERM EXAMINATION
Week 11  Outline a Topic Sentence for Islamic  Life on a Slave Ship – Olaudah Emotion Card: Students Group Activity: Pictionary
Literatures Equino will choose an emoticons
 Appreciate the essential qualities from the  Drinking Alone in the Midnight – to show their reaction to

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 Islamic Literatures Li Po the lines read by the Facebook Status Visual Materials
 Differentiate the culture of writings in Islam teacher.
and dDifferent religions Literary Criticism Blog (posted Marker and White Board
 One-page plus one-more in Afro-Asian Website)
character Book


Week 12  Identify some virtues about love in the  Essays in Idleness – Yoshida Group Activity: Circle- Bingo Quiz
discussion Kenko writing
 Improve students writings through Tableau Laptop and Projector
creating own essay about love  Instant Justice- Tewfik-al Hakim Think-Pair-Share
Facebook Status* Marker and White Board
 Reflect on the written topics discussed
 Book
Literary Criticism Blog (posted
in Afro-Asian Website)
Week 13-14  Revise a personal draft regarding Indian  Three Tankas-Ito Sachio,
Literatures Topics Wakayama Bokusui
 Appreciate the importance of Literatures Lecture and discussion Charades Visual Materials
and reflect on the virtues of Indians  Three Haikus-Basho, Hara
Poetry Writing Marker and White Board
 Explain the type of Literary writings of Sekitit, Matsumoto Takashi
Indians  Haiko and Tanka: Facebook Book
 Statuss

FINAL EXAMINATION
6. TEXTBOOK
1. Afro-Asian Literature: A Tapestry by Renato De Guzman Rosales, 2014. Jimmyziville Publication.
2. Crisscrossing through Afro-Asian Literature by Rustica C. Carpio. 2006. Anvil Publication. Pasig City.

7. SUGGESTED REFERENCES
1. World Literature (Asian, Africn, Islamic and South American) by Renato de Guzman Rosales. Published by Katha Publishing Co., Inc. 2010 edition.
8. CLASS POLICIES AND GUIDELINES
a. Only officially enrolled students are allowed to attend their classes.
b. All students are required to attend their classes regularly.
c. Attendance is counted from the first regular class meeting.
d. Punctuality is a must to all students.
e. A validated student identification card must always by worn be all students while attending classes.
f. Any form of dishonesty shall be dealt with accordingly.

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g. Cheating is strictly prohibited.
h. Students who incur absences equivalent to more than 20% of the course hours required shall be dropped from the course provided he/she has not taken any exam.
i. Should a student nurse be absent from his/her class, he/she has to secure and fill up an excuse slip (form found in the student guide) duly signed by parent/guardian
(supported by a medical certificate from the University Physician, if the student is sick) and to be signed by the subject teacher/s, College Dean and to be submitted to
their respective subject teachers or Clinical Instructors thereafter. A student shell be given a three (3) days grace period in the submission of the excuse slip otherwise
the absence will be considered unexcused.
j. Valid examination permits are necessary in taking the examinations as scheduled.
k. No special quiz shall be given to any student who comes in late or absent during classes.
l. Honesty is called for at all times.

Course No. & Name Date: Term Effective: Prepared by Recommending Approval Approved by:

ENG 22: AFRO-ASIAN May 02, 2018 2nd Sem, SY 2018- VIA M. BAWINGAN, LPT GLORYJEAN C. ALTAMERA, MAEd ROBERT M. GOMEZ, Ed.D.
LITERATURE Revised date: 2019 Course Instructor Program Head Director of Instruction
January 232,
20198

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