COURSE SYLLABUS

College of Teacher Education

I. Institutional Purpose and Vision

The Holy Child College of Davao is a Bible-based institution that aims to empower its community of workers and students to become servant leaders who
continuously respond to God’s will.
A fully alive academic community manifesting greatness of God’s creation being the first choice Christian learning environment.

II. Institutional Mission

Impact community as notable provider of graduates who manifest Christian beliefs and ideals through their humanism and professionalism as seen in the manner
the workers and graduates conduct their personal and professional lives.

III. Institutional Learning Outcomes (ILO)

No. OUTCOMES Upon graduation, the student shall be expected to:
Creative, Empathetic, Compassionate, Sensible, Self- Recognize and solve problems integrating Godly values with respect to diversity of culture and religious
1 reliant and Optimistic background of the community.
Hardworking, Loads of Drive and Initiative, and Exercise high degree of professionalism with accountability in personal life and globally competent.
2
Trustworthy
Ethical, Proactive, Self-evaluation, Reliable and Act as an agent of moral and social transformation adhering to the social responsibility taking a stand
3
Globally, Culturally and Socially Aware with a commitment to uphold it.
4 Respectful, Modest and Tactful Appreciate and respect the profession as one renders service to his community, country and people.

IV. Program Learning Outcomes (PLO)

No. OUTCOMES After the student completed the course, he shall be expected to:
A Conscientious and Analytical Thinker Understand the moral and social responsibility of one person with the other.
B Responsive, Diligent and Adept Develop a proactive attitude recognizing the need to courageously facing the challenge with optimism.
Analytical, updated and articulate Utilize various learning’s gained from the institution and continue to explore exploiting God given
C
talents.
D Upbeat, Progressive and motivated Pursue and practice profession as a means for a life-long learning and professional growth.
V. Student Learning Outcomes (SLO)
SLO Upon graduation, the graduates are expected to: PLO

SLO1 Students will use standard English grammar, punctuation, spelling, and usage. A B C D
Students will write a coherent analytical essay of a rhetorical situation or through written communication
SLO2
effectively analyze the components of an argument
Students will evaluate major developments in world history, the historical roots of contemporary global
SLO3
cultures, or the literary, philosophical, or religious contributions of world cultures.
Students will comprehend and proficiently interpret text.
SLO4
Students will become familiar with different genres and make connections within and across those genres
SLO5
of literature.
Students will synthesize, analyze, and interpret primary and secondary material, media, and other means
SLO6
of expression.
Students will recognize the influence of individual differences such as gender, ethnicity, race, geography,
SLO7
and class on the practice of reading and interpretation.
Students will analyze connections between specific texts and broader cultural and media contexts (both
SLO8
historical and contemporary)

VI. Course Learning Outcomes (CLO)

CLO Upon completion of the course, the students are expected to: SLO
write a coherent analytical essay of a rhetorical situation or through written communication effectively
CLO1
analyze the components of an argument
Evaluate major developments in world history, the historical roots of contemporary global cultures, or the
CLO2
literary, philosophical, or religious contributions of world cultures.
CLO3 Comprehend and proficiently interpret text.
CLO4 Become familiar with different genres and make connections within and across those genres of literature.
CLO5 Synthesize, analyze, and interpret primary and secondary material, media, and other means of expression.
Recognize the influence of individual differences such as gender, ethnicity, race, geography, and class on
CLO6
the practice of reading and interpretation.
Analyze connections between specific texts and broader cultural and media contexts (both historical and
CLO7
contemporary)

VII.
Course Code WORLD LIT. 2
Course Name WORLD LITERATURE
Pre- requisite NONE
Course Credit 3
Contact Hours/week 3
A study of representative works of world literature from Antiquity, the Middle Ages, and the Renaissance. The course emphasizes
the study and consideration of the literary, cultural, and human significance of selected great works of the Western and non-
Western literary traditions. An important goal of the class is to promote an understanding of the works in their cultural/historical
contexts and of the enduring human values which unite the different literary traditions. The course's pedagogy gives special
Course Description
attention to critical thinking and writing within a framework of cultural diversity as well as comparative and interdisciplinary
analysis.

VIII.

Time Frame
Intended Learning Course Content/ Teaching Learning Activities
Assessment Task (ATs) Values Integration
Outcomes (ILO) Subject Matter (TLAs)
Students will evaluate GIVE IMPORTANCE TO
major developments in THE HISTORY, THE
Literature
world history, the historical TEXT, AND THE
Introduction to course REFLECTION PAPER/PEN
Week 1 roots of contemporary CULTURE. THE NORMS
and each other. What is CRITIQUING OF TEXT AND PAPER
global cultures, or the AND THE PEOPLE
“world” literature? TECHNIQUE/exams
literary, philosophical, or INVOLVED IN THE
What is “literature”?
religious contributions of STORY/TEXT through
world cultures. stage arts.
Week 2 -4 Evaluate major Storytelling Analysing, interpreting, and Performance task/drama,
developments in world The Arabian Nights, pp. evaluate the text story telling
history, the historical roots 5-44. Last day to drop
of contemporary global and receive a full tuition
refund.
“Aladdin and the
Wonderful Lamp.” Also
read, watch, listen, or
study at least one
adaptation of The
Arabian Nights from the
list of adaptations
cultures, or the literary,
compiled here. Think
philosophical, or religious
about how the
contributions of world
adaptation relates to
cultures.
the original text. What
elements does it adapt
or remix? How does it
capture the spirit of The
Arabian Nights? If you
haven't already, make
this your weekly journal
entry.
Week 5-10 - Recognize the influence of Poetry Evaluate major developments in Drama
individual differences such The Experience of world history, the historical roots
as gender, ethnicity, race, Censorship (packet).* of contemporary global cultures,
geography, and class on Poems include “Some or the literary, philosophical, or
the practice of reading and Advice to Those Who religious contributions of world
interpretation. Will Serve Time in cultures.
Prison” by Nazim
Hikmet (Turkey),
“TheSilenced” by Nadia
Anjuman (Afghanistan),
and “Fragrant Hands”
by Faiz Ahmed Faiz
(Pakistan).
The Experience of Exile
and/or Imprisonment
(packet).* Poems
include “Identity Card”
by Mahmoud Darwish
(exiled from Palestine);
“Solitary Confinement"
by Faiz Ahmad Faiz
(Pakistan), and
“Answers to an
Interrogation” by Reza
Baraheni (Iran)
write a coherent analytical
essay of a rhetorical
situation or through Writing Workshop Essay writing and critiquing
Week 11-12 Comprehend and proficiently
written communication Writing Workshop of a short story, poem and
interpret text.
effectively analyze the Poetry Illustration songs
components of an
argument
Recognize the influence of
individual differences such
as gender, ethnicity, race, - Greek Drama Evaluate and comprehend the
Week 14-15 Critiquing of the text
geography, and class on Sophocles, Electra importance of the text.
the practice of reading and
interpretation.
Students will become
familiar with different
Demonstrate the importance and
WEEK 16-20 genres and make Value and give importance
DEMONSTRATION give value to the world literature
connections within and to the lesson discussed
through demonstration.
across those genres of
literature.

IX. References:

 Paul Davis, Gary Harrison et al., eds., The Bedford Anthology of World Literature, Package A (Volumes 1, 2, 3) (Bedford / St. Martins, 2003). ISBN 0?312?
40480?8
 EDWIN, A., MAGAN, R., SAYABOC, W., AND CAMELLO, L.WORLD LITERATURE (MUTYA PUBLISHING HOUSE).
X. Course Requirements:

PARTICIPATION: 20%

READING JOURNAL: 20%

POETRY ILLUSTRATION/ASSIGNMENT: 20%

DEMONSTRATION 40%

100%

XI. Grading System:

The grading system is averaging:

10% - Attendance
20% - Seatwork, Assignment, Class Participation and Projects
30% - Quizzes (Oral, Long and Short Quiz)
40% - Periodical Exam
---------------------
100% - Total

Prepared by: Reviewed by: Noted by: Approved by:

NILO C. HAGONOY JENNIFER D. OBENZA JEANIE DELOS ARCOS, MIM ENGR. MA. CHRYSTELLA SUZZETTE I. VELASCO
Instructor Coordinator, General Education OIC, Dean Academic Operations Officer

Note: In order to achieve the OBE (outcomes- based education), your TLAs and ATs are aligned to your ILO. Learners should have a clear understanding of: what they need to
know, what they must be able to do, and what attitudes and values are desired at the end of the program centered.