Syllabus In Afro-asian 6bsq

SOUTHERN LUZON TECHNOLOGICAL COLLEGE FOUNDATION, INC. COLLEGE OF EDUCATION Ramon Santos St. Peñaranda, Legazpi City

OBE Syllabus for ENGLISH 104 (2nd Semester, 2015-2016)

I.

Course Title

:

Afro-Asian Literature

II.

Course Description : This one-semester course presents an intensive study of the literary works of African and Asian ethnicity reflecting various traditions, beliefs, values, and customs. While students are introduced to a multitude of cultures, they establish worldviews tolerant of cultural differences.

III.

Course Unit

:

3 units

IV.

Time Allotment

:

54 hours

V.

Course Pre-Requisite

:

VI.

Course Learning Outcomes : Upon completion of this course, BSEd English Major students will be able to: a. demonstrate understanding of the characteristics of the literature of African and Asian nations; b. display understanding and tolerance of various cultures encountered in the study of the literatures of other countries; c. produce scholarly works that reflect one’s worldviews and of others; d. promote the relevance of studying literature with emphasis on safekeeping culture and identity; and e. share the desirable values and significant experiences gained in the course.

VII. Course Content

SPECIFIC OBJECTIVES, TOPICS, AND TIME ALLOTMENT 1. Introduce the study of AfroAsian literature.

2. Characterize African literature through understanding of their culture. 3. Demonstrate knowledge of African culture.

4. Study African folktales. (Anticipation, A Handful of Dates, The Leopard)

5. Reflect on the African poems. (Vulture-Chinua Achebe, The TreesCharles Mungoshi, Saturday-Charles Mungoshi, Little Rich Boy-Charles Mungoshi, Once Upon a Time-Gabriel Okara, Piano and Drums- Gabriel Okara, Africa-David Diop)

STUDENTS LEARNING OUTCOMES (SLO) AND ACTIVITIES 1.1 Students can define history, culture and worldview using prior knowledge. 1.2 Students in pairs can illustrate their worldview using a drawing/collage. 2.1 Students can respond to a short video on the African history and culture. 3.1 Students in groups can prepare and present a skit of an aspect of African culture.

ASSESSMENT STRATEGIES

Individual participation assessed through giving of recitation points

Recitation cards as record of points earned

Output assessed through a criteria

Rating on the quality of output

Individual participation assessed through giving of recitation points

Recitation cards as record of points earned

Rating for quality of discussion Oral discussion assessed through a rubric

4.1 Students can deliver an oral discussion on the selected African folktales.

Recitation cards as record of points earned Individual participation assessed through giving of recitation points

5.1 Students can interpret the meaning of the symbolisms in the poems.

EVIDENCES OF LEARNING OUTCOMES

Rating on the quality of performance

Presentation assessed using a set of criteria Rating on the quality of output

5.2 Students in groups can present a choral reading of the presented poems.

Output/presentation assessed through a criteria

15 hours 5.3 Students can write a reflection paper on the things learned in studying African literature. 6. Introduce Arabian culture and religion. (The Koran, Five Pillars of Islam, Moorish Banquet, Arab-Israeli Conflict)

6.1 Students can respond to the video and/or pictures presented in relation to Arabian society and culture. 6.2 Students can participate in cooperative learning activities/motivational games on the topics. (Charade, Jigsaw Puzzle, Sisid in the Deep, Game Ka Na Ba?, Pinoy Henyo, etc.) 6.3 Students in groups can write a letter to the Arabs/Israeli people expressing their thoughts on the conflict raging between them.

7. Study the selected Arabian prose and poetry. (Arabian Nights, The Wonder Tree, Song of Maisuna, The Bewildered Arab)

7.1 Students can make a character analysis in the presented stories. 7.2 Students can create a slogan related to the central theme of the folktale discussed. 7.3 Students can present a song

Oral discussions/presentations assessed through a rubric/criteria; Individual participation assessed through giving of recitation points

Rating on the level of performance in the discussion; points earned in class participation

Output assessed by a set of criteria

Rating for the quality of output

Individual participation assessed through giving of recitation points

Points earned in class participation

Output assessed using a set of criteria

Rating for the quality of output

Presentation assessed through a

Rating on the quality of

related to the themes of the poems.

15 hours 8. Differentiate The Old and New Testament of the Bible as an introduction to Hebrew Literature. 9. Reflect on the stories in the New Testament. (Parable of the Prodigal Son, Parable of the Good Samaritan)

7.4 Students can present an object that represents their individual identity. 8.1 Students can present a comparison table on the topic.

set of criteria Individual participation assessed through giving of recitation points

performance

Points earned in class participation

Individual participation assessed through giving of recitation points

Recitation cards as record of points earned

9.1 Students can share personal experiences in relation to the characters in the parable.

Individual participation assessed through giving of recitation points

Recitation cards as record of points earned

9.2 Students in pairs can collect and present real human stories, articles, etc. of representative examples of a good samaritan in the society.

Output assessed through a criteria

Rating on the quality of output

9.3 Students can write a onepage movie review on the film, God’s Not Dead.

Output assessed using a set of criteria

10.1 Students in groups can create a pyramid out of materials provided.

Individual participation assessed through giving of recitation points

Recitation cards as record of points earned

Output assessed through a criteria

Rating on the quality of output

Rating on the quality of output

12 hours 10. Introduce Egyptian literature and the Book of the Dead. 11. Study Chinese Literature. (Analects of Confucius, The River Merchant’s Wife)

11.1 Students can research facts and information on the characteristics of Chinese literature.

Points earned for class

12. Display appreciation of the learning experiences gained in the course.

12 hours

11.2 Students can share their greatest wisdom in life. 12.1 Students can make a creative documentation of all activities in the course as a final requirement.

Individual participation assessed through giving of recitation points

participation

Class project assessed through a rubric

Rating on the quality of project

VIII. Course Requirements a. b. c. d. e. f.

Active Class Participation Regular Attendance ing Scores in Written Tests/Quizzes and Major/Term Exams Oral Discussion Written Reports/Outputs Presentations/Projects: Choral Reading of African Poems, Letter Writing, Literary Analysis, Class Documentation of Learning Experiences in Afro-Asian Literature

IX. Grading System Class Standing Oral Discussion Class Participation 20% Presentations/Projects Written Outputs/Quizzes 5% Major/Term Examinations TOTAL

70% 30% 15% 30% 100%

(Final Grade= Average of Prelim, Midterm, Pre-final, and Finals)

X. References A. Books Serrano, Josephine and Lapid, Milagros (2001). English Communication Arts and Skills Through Afro-Asian Literature Carpio, Rustica (2006). Crisscrossing Through Afro-Asian Literature. Anvil Publishing, Inc. B. Internet http://www.africaguide.com/culture/ http://www.encyclopedia.com/topic/Arabs.aspx http://www.youtube.com http://monvalmonte.com/e-classroom/afro-asian_lit.html http://www.slideshare.net/josephestroga/afro-asian-lit-15151461# http://www.authorstream.com/Presentation/jimbol2010-420187-afro-asian-literature-education-ppt-powerpoint/AA

Prepared by: KATRIN B. LUTAO Instructor

Noted and Approved: Dr. NELLY A. DETERA Dean, College of Education