COURSE SYLLABUS

_1st__ Semester School Year _____2023-2024_

I. Course Code MC Lit 3

II. Course Title Survey of Philippine Literature in English
III. Course Credit 3 Units
IV. Duration (Total No. of Hours for the Semester) 54 hours
V. Frequency (No. of Days and Hours per Week) Every Saturday/ 3 hours

VI. Course Description- This course enables the pre-service English teachers to demonstrate research-based content knowledge in
analyzing the growth and development of Philippine Literature in English from 1900 to the present along socio-historical events
as shown in representative works. Moreover, it provides them with an opportunity to enrich the K to 12 English curriculum by
producing an extensive and grade-specific reading list to enhance their future students’ reading skills. Particular attention is
given to the analysis and appreciation of the cultural differences and similarities embodied in select literary texts.
VII. Institutional Outcomes-
VIII. CHED Program Outcomes Common to all Teacher Education Programs
IX. OCC Program Outcomes
X. Course Learning Outcomes- At the end of the course, the pre-service teachers should be able to:

A. demonstrate content knowledge of Philippine Literature in English; and

B. demonstrate research-based knowledge in the preparation of an annotated reading list of the selected Philippine literary pieces.
XI. Course Outline
Time Intended Learning BTIs Content Suggested Teaching Learning Suggested Assessment BTIs
Allotment Outcomes (ILOs) CLOs Activities CLOs
Week 1 At the end of the week, 1. Overview: Philippine • Critical Viewing a. My Daybook 1.1.1
the pre- service teacher Literature in English The students will be asked to The students organize what
(PST) should be able 1.1.1 view, Teaching Philippine they considered as salient
to: (A) 1. Role of Literature Literature in English from points from the video in a
2. Essence and Functions https://www.youtube.com/watch?v daybook. A daybook is like a
a. explain the 3. Main Divisions =5URW1s1Jfuc diary or a journal or a ledger
role of 1.1.1 4. Literary Genres to gain a snapshot of Philippine which contains the
literature in (A) • Drama literature in English. transactions-in this case, the

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 understandin • Essay important ideas/concepts
g the • Poetry • Dyadic Discussion learned within week.
uniqueness Short In pairs, the students explore (A scoring rubric will be used
of the story and share the essence and to rate the students’ daybook
Filipinos; and functions of literature, its main entry.)
differentiate the divisions, and the characteristics
varied types of of the each type of genre:
literary genres drama, essay, poetry and short
in the country. story.

• Key Points for Discussion:

- readers as active
producers of meaning.
- difference between
‘literature’ and ‘Literature’
(from
http://www.electricka.com/et
a
f/muses/literature/literature_
p
opups/whats_literature.htm)
- close analytical reading
of literary texts
four functions of literature:
recreation, recognition,
redemption and revelation
Week 2 At the end of the week, 1.1.1 2. Oral Lore from Pre-Colonial 1.1.1
the pre- service teacher (A) Times (--1564) b. Search and Share c. FYI!
(PST) should be able The class will be given a time to Each group will present an
to: 1. Riddles read about the oral lore in the infomercial that presents the
2. Proverbs Philippines and to organize details gist of the oral lore in the
3. Lo-as in a creative presentation. In Philippines during the pre-
a. come up with an
4. Myths and Legends groups, they will discuss the colonial period.
infomercial
that presents Epics nature and characteristics the oral
gist of the oral lore
lore in the present during the pre-colonial
Philippines. period. Their knowledge of the
content shall be presented to
the class.

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Week 3 At the end of these 1.1.1 3. Literature under the Spanish
&4 weeks, the pre- service (A) Colonization • Name Game • Magic 3. 1.1.1
teacher (PST) should The class will be given the The students will choose 3
be able to: 1.1.1 1. Filipino Writers description, short biography of literary pieces and writes a two- 1.2.1
(A) 2. Literary Pieces (written the outstanding Filipino writers page summary of each chosen
a. share the in Spanish but translated during the Spanish era and they text.
contribution of in English) Suggested have to identify the name of the (A scoring rubric will be used to
the pieces: writer. rate the students’ summary
outstanding 3. Excerpts of Noli They then will share the paper.)
Filipino Me Tangere contribution of these writers to
writers during 4. El Filibusterismo Philippine literature.
the Spanish 5. Urbana at Felisa
era; and Maragts • Option: Team Task
present the Each team will choose
summary of a
the assigned representative who will wear a
literary piece. sash with the name of the
writer. Another member
introduces the writer by citing
important information about him
guided by the 5Ws and H
questions.
Weeks At the end of these 1.1.1 4. Literature under the US 1.1.1
5-8 weeks, the pre- service (A) Colonialism • Literature Circles • Check it out.
teacher (PST) should In each session the students The class (individually or in
be able to: 1. Newspaper will be in groups, called groups) designs their linear
2. El Renacimiento Literature Circles, to share and comparative timeline
a. trace the 3. Philippine Free Press about nature, characteristics that encapsulates the
historical 4. Plays and literary pieces during the literature from pre-colonial
events and 5. Pioneer Filipino English three periods: re-orientation, era to the American period.
developmen Writers during the imitation, self- discovery A scoring rubric will be used to
t of Period of Re-orientation rate the students’ timelines.
Philippine • Justo Juliano
literature (Sursum
during the Corda) • Close analytical reading
American • Juan F. Salazar Key Points:
period; (My Mother” and - Writers in this era wrote all
b. identify the Air Castles forms of literature like
contributions • Proceso Sebastian news, poetry, stories,
of American plays, essays and novels

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 period to the (To my Lady in which depicted their love of
Philippine Laoag) country and
literary 6. Literature during - longing for
tradition; and the Period of independence. The spirit
come with a timeline Imitation of nationalism of the
that presents • (suggested titles) people remained
the literary Never mind and undaunted.
pieces during Other Poems by - Summary of American
the American Procopio Period to the Filipino
period. Solidum Literature
• George Washington
by Bernardo P. • Supplementary Materials:
Garcia 1. The students may be asked
• Azucena by to visit,
Marcelo de Gracia https://www.youtube.com/watch?v
Concepcion =LR7djUKyNwM, to watch,
• Reminiscences Philippines during the
American Colonization to
By Lorenzo E. Paredes deepen their understanding of
the role of history in shaping
1. Life and Success by the language and literature of
Zoilo Galang the country.
2. Filipino Poetry by
Rodolfo Dato 2. Assign the class to read,
3. Dead Stars by Garcia’s paper on
Paz Marquez Translation and the Problem
Benitez of Realism in Philippine
4. Tales of the Literature in English from
Philippines by Zoilo https://journals.ateneo.edu/ojs/i
Galang nd
5. Daughters for Sale and ex.php/kk/article/view/1883/188
Other Plays by Carlos 5 as basis for their reflection
P. Romulo paper
• Literature during
the Period of Self-
discovery
(suggested pieces)
• Manila: A
Collection of
Verses by Luis

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 Dato
• Bamboo Flute by
Marcelo de
Gracia
Concepcion
• Moon Shadows on
the Water by Aurelio
S. Alvero
• My Book of
Verses by Luis
Dato
• First Leaves by
Rafael Zulueta
da Costa
• Nuances by Aurelio
• AlveroSoft Night
by Abelardo
Subido
• Poems by
Doveglion by Jose
Garcia Villa
• Filipino Love
Stories by Paz
Marquez Benitez
• Philippines Short
Stories by Jose
Gracia Villa
• How My Brother
Leon Brought
Home A Wife by
Manuel Arguilla
• Broken Parasol
by Jose Lansang
• Sunset by
Paz Latorena
• Talanata’s Wife by
Sinai Hamada
• The Filipino Way of
Life by Camilo
Osias

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 • I am a Filipino
by Carlos P.
Romulo
• The Radiant
Symbol by Jorge
Bacobo
• 13 Plays by Wilfrido
Ma.
Guerero
Weeks 9- At the end of these 1.1.1 5. Literature under the Republic • Mull Over 1.1.1
11 weeks, the pre- service (A) “History is not the story of • My Choice:
teacher (PST) should (suggested titles) heroes entirely. It is often the The students will choose one
be able to: Note: Use the validated or story of cruelty and injustice and of the literary pieces in this
1.1.1 acknowledged translated versions shortsightedness. There are period, make an outline of it,
a. discuss the (A) of the original texts) monsters, there is evil, there is and present it to the class.
influence of 1. Isang Dipang Langit betrayal. That’s why people A scoring rubric will be used to
English by Amado V. should read Shakespeare and rate the students’ outline.
language in Hernandez Dickens as well as history—they
shaping the 2. Ang Dapat Paniwalaan will find the best, the worst, the
literature by Jose F.Lacaba height of noble attainment and
under the 3. Gabi ng Isang Piyon the depths of depravity”
Republic; and by Lamberto Antonio -David McCullough,
present an outline of 4. The World is an Apple http://thinkexist.
the chosen by Alberto Florentino • com/quotations/literature/2.html
literary piece. 5. Another Invitation of the Lecture
6. Pope to Visit Tondo A. The History of the
Valediction Sa Hillcrest English language in the
7. Maganda pa ang Daigdig Philippines
8. Visiting Poverty B. Significant Developments
The Day of the Period
the
Dancers • Key Points:
Came A. A new way of writing
literature emerged with the
arrival of the English
language in the Philippines.
B. The Filipinos, being lovers
of languages and natural
linguists, began using
English as the new medium

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 to record their thoughts,
sentiments, ideas and
views, dreams and fears as
well as everyday life-
matters.

• Dyadic Discussion
The students discuss the
influence of English language in
shaping the literature under the
Republic.
Weeks At the end of these 6. Literature after EDSA • Down (the)Memory Lane • Say it!/ Pen it down! 1.1.1
12-14 weeks, the pre- service The class shares what they The class responds to the
teacher (PST) should 1.1.1 1. Characteristics of know about EDSA Revolution. questions related to the
(A)
be able to: Post- EDSA Literature Video clips may be assigned A. salient
2. Famous Authors and students will be asked to characteristics of
a. expound on 1.1.1 • Lilia give a synthesis of what the clip post-EDSA literature
the salient (A) Quindoza is about. B. famous authors and
characteristics Santiago Focus: their writings
of post-EDSA • Charlson Ong A. There are theories that 1.1.1
literature; and • Jose Dalisay Jr. inform literary • Post It
compare and • Ricardo Lee production. Draw/Sketch the common
contrast the • Danton Remoroto B. There is in the academe theme/s derived from the
themes of the • Marjorie Evasco an emerging critical varied literary pieces.
various literary • Ruth Elyna Mabanglo orientation. A scoring rubric will be used to
pieces in this 3. Short Stories C. Publishing has been rate the students’ work.
period. • The Very Last marked by
Story of Huli by adventurousness and a
Lilia Quindoza willingness to gamble on
Santiago The non-conventional projects
Execution by D. Distinct features
Charlson Ong characterize post-EDSA/
• Among the contemporary literature
Disappeared
by Ricardo Lee • Learning Stations
• Geyluv by Honorio
De Dios The students, in each learning
stations, will present the
assigned literary piece creatively.
Time for supervised study and

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 material preparation will be given
to ascertain the quality of the
performance during the
scheduled presentation in their
respective stations.

• It’s Feedback Time

Both the students and the
teacher are expected to provide
constructive feedback and
comprehensible input to deepen
the students’ understanding of
the literary pieces.
Weeks At the end of these 7. Literature of the Regions 1.2.1
15-16 weeks, the pre- service 1.1.1 • Let It be Known • This is It!
(A)
teacher (PST) should 1. Luzon Students do an independent Students prepare an
close reading of the assigned annotated reading list (ARL)
be able to: 2. Visayas
a. identify the 1.1.1 literature in a particular region. of the selected Philippine
Mindana
different (A) 1. Cordillera literature literature from 1900 up to the
o
literary pieces 2. Northern Luzon literature present.
in Luzon, 1.2.1 3. Pangasinan literature
Visayas and (B) 4. Pampanga literature
Mindanao; 5. Central Luzon and
b. describe Southern Tagalog
how are literature
these 6. National Capital Region
literature 7. Bicol literature
differ in 8. Eastern Visayas literature
terms of 9. Central Visayas literature
type and 10. Western Visayas literature
theme; and • Mindanao literature
prepare an • Simulation
annotated A tour guide is with a group of
reading list of students who are on their
the selected educational tour. As they move
literary pieces about in the room (of which
sections are labeled with the

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 different regions), a discussant
presents the summary of the
outstanding/popular literature in
that region. Questions will be
entertained during this
simulation activity.
Weeks At the end of these 8. 21st Century Philippine 1.2.1
17-18 weeks, the pre- service Literature • Interactive Discussions • Check this out!
teacher (PST) should 1.2.1 and Presentation of The students will come up
be able to: (B) 1. Flash Fiction Samples on: with a collection of
- Philippine Flash Fiction outstanding 21st century
2. Speculative Literature
a. delineate https://pepulma.wordpress.c Philippine literature.
Graphic
nature of 21st Novels o m/tag/philippine-flash-
century fiction- anthology/
Philippine - Speculative Fiction
literature; and - Graphic Novels- to
present samples of include fiction and non-
fiction and anthologized
21st century
work
Philippine
literature.
Group Sharing and Critiquing
XII. List of References http://www.angelfire.com/la2/litera1/afteredsa.html. Literary Period After EDSA
www.ctflc.org/sites/default/.../12-CSET-Litt.%20I-II-
III%2029JuneforWebsite.docx, Literary Forms in Philippine
Literature-Council for Teaching
ncca.gov.ph/about-ncca-3/…on-the-arts…/literary…/philippine-literature-in-
english. Philippine Literature in English, National Commission for
Culture and the Arts
https://www.coursehero.com/file/12472943/LESSON-1-INTRODUCTION- TO-
PHILIPPINE-LITERATURE-IN-ENGLISH/ Introduction to Philippine
Literature in English
Philippines and Philippine Literature in English.
https://www.slideshare.net/ezr001/philippines-and-philippine-literature-in-
english http://nlpdl.nlp.gov.ph:81/CC01/NLP00VM052mcd/v4/v6.pdf. Literature
in English
http://jm92-philippineliteraryworks.blogspot.com/2012/09/introduction-philippine-literature_24.html. Philippine Literature
http://nlpdl.nlp.gov.ph:81/CC01/NLP00VM052mcd/v4/v1.pdf. Philippine Literature https://anelepapers.wordpress.com/category/21st-
century-literature-from-the-regions/ 21st Century Literature from the Regions

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XIII. Suggested Readings
Valdeavilla, R. (2018). The 10 best books in Philippine literature.

https://theculturetrip.com/asia/philippines/articles/the-10-best-books-in-philippine-literature/ Vinuya, R.

(2012). Philippine Literature: A statement of ourselves. Grandbooks Publishing, Inc., Metro, Manila.
https://salirickandres.altervista.org/american-period/. American Period

XIV. Course Requirement/s Students are required to comply the following:

1. Major Examinations (Midterm/Finals)
2. Chapter Outputs/PPTs
3. Performance Tasks (Creative Cultural Presentations, Compendium of Filipino Literary Works)

XV. Grading System Midterm Examination 20%

Final Examination 20%
Class Participation/Standing 20%
Short and Long Quizzes 15%
Assignments/Outputs
(Content, Timeliness, Novelty and Authenticity) 15%
Attendance 10%
Total- 100%

Prepared by: Noted:

CHARLIE C. CARATAO, EdD ( CAR )__ RICHARD R. BERMUNDO, MAEd

Signature Over Printed (Faculty) Program Head, BEEd and BSEd Dept.

Recommending Approval: Approved:

BELINDA R. SACAYAN, EdD NERRY P. MENDOZA, EdD.

Dean College Administrator

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