SOUTHERN LUZON TECHNOLOGICAL COLLEGE FOUNDATION, INC.

COLLEGE OF EDUCATION
Ramon Santos St. Pearanda, Legazpi City

OBE Syllabus for LIT 01

(2nd Semester, 2015-2016)

I.

Course Title

Literatures of the Philippines

II.

Course Description
:
This one-semester course deals with the study of the development of Philippine Literature from
Early Period to the Contemporary Period. The most anthologized literary pieces written by great Filipino writers are explored and
examined in relation to the history and culture of the place of origin.

III.

Course Unit

3 units

IV.

Time Allotment

54 hours

V.

Course Pre-Requisite

VI.

Course Learning Outcomes

a.
b.
c.
d.

:
Upon completion of this course, First Year Students will be able to:
Display knowledge and understanding of the different literary forms in Philippine Literature;
Create artistic and creative expressions of the themes reflected in literary pieces;
Examine the cultural similarities and differences embodied in Filipino writings; and
Share the significance of studying and appreciating the literature of ones country;

VII. Course Content

SPECIFIC OBJECTIVES, TOPICS,

STUDENTS LEARNING

ASSESSMENT STRATEGIES

EVIDENCES OF LEARNING
1

AND TIME ALLOTMENT

1. Introduce literature, its
classifications, standards, and
genres.

OUTCOMES (SLO) AND

ACTIVITIES
1.1 Students can make a graphic
organizer of the
classification/genres of literature.

OUTCOMES
Individual participation assessed
through giving of recitation points

Recitation cards as record of

points earned

1.2 Students can write an acrostic

poem expressing the significance
of studying literature.

Outputs assessed using a criteria

Rating on the quality of output

2. Show the characteristics of precolonial literature.

2.1 Students can explain the

pictures showing the
characteristics of literature during
the pre-colonial times.

Individual participation assessed

through giving of recitation points

Recitation cards as record of

points earned

3. Study the selected literary

works during the pre-colonial
period.

3.1 Students in group can create

a flow chart/storyboard of the
myths being studied.

Outputs assessed using a criteria

Rating on the quality of output

Individual participation assessed

through giving of recitation points

Recitation cards as record of

points earned

Performance assessed through a

Rating for quality of performance

(The Creation of the World, The

Great Flood, The Legend of Mayon
Volcano, The Legend of Mariang
Makiling, Ibalong, Indarapatra at
Sulayman)

3.2 Students can make a

comparison table in analyzing
similarities and differences of the
myths.
3.3 Students can respond to
questions raised in understanding
and reflecting on the stories.
3.4 Students in groups can
prepare and present a simple
commercial based on the themes

in the Legend of Maria Makiling.

12 hours
4. Display familiarity of the
influences brought by the Spanish
Era to Philippine Literature.
5. Reflect on themes inherent to
the writings during the Spanish
times.
(Juan Osong, My Last Farewell, Ang
Dapat Mabatid ng mga Tagalog,
Urbana at Feliza)

6. Present creatively the literary

pieces under the Pre-War Period.
(Like the Molave, Soledad, Footnote
to Youth, My Father Goes to Court)

set of criteria

3.5 Students in groups can

prepare and present a dance
drama/interpretative dance of
Hero by Mariah Carey.
4.1 Students can present pictures
showing Spanish influences to the
Philippines.

Individual participation assessed

through giving of points

5.1 Students-discussants can

deliver a lesson/discussion on the
literary pieces, specifically:
- write a letter to Jose Rizal in
relation to his poem, My Last
Farewell;
- illustrate the behaviors and
conduct depicted in Urbana at
Feliza through a poster
- express ones thoughts and
ideas on the graffiti wall

Oral discussions/outputs assessed

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

6.1 Students in groups can deliver

a choral reading/dance drama of
the poems.
6.2 Students in groups can
present a socio-drama of a scene
and/or a song production related
to the theme of Footnote to Youth.

Recitation cards as record of

points

Rating on the level of

performance in the discussion;
points earned in class
participation

Presentation assessed through a

criteria
Rating on the quality of
performance

Individual participation assessed

through giving of recitation points
Individual participation assessed
3

through giving of recitation points

15 hours

7. Review the nature of literary

works during the Post-War Period.

8. Illustrate the image expressed

in the poem, Order for Masks and
Magnificence.
9. Analyze the story, My Father
Goes to Court.

12 hours
10. Note important events/trends
during the contemporary period
that influenced Filipino works.
11. Analyze the poem, Mothers
Break by Merlinda Bobis.
12. Reflect on the literature
influenced by the Martial Law Era.
(Song of the Tear-gassed Man by
Cirilo Bautista)

6.3 Students can make a question

bank for the discussion of the
literary works.

7.1 Students can make a concept

map in presenting the notable
characteristics distinct to the
literature of the period.
8.1 Students can draw the masks
the woman speaks of in the
poem.
9.1 Students can participate in
literature circles in analyzing the
work.
10.1 Students can list the events
watched in the short
video/documentary.

11.1 Students can select a

symbolism to represent the
essence of motherhood.
12.1 Students can present a
pantomime/human picture

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

Group outputs assessed through

a criteria/rubric; participation
assessed through giving of
recitation points

Rating on the quality of output;

points earned for points earned

Individual participation assessed

through giving of recitation points

Points earned for class

participation

3-minute essay on the topic

assessed through a criteria

Rating on the quality of writing

Presentation assessed through a

criteria

Rating on the quality of

4

showing the scenes revealed in

the poem.
13. Dramatize New Yorker in
Tondo.

15 hours

performance

12.2 Students can present a song

number written during the Martial
Law Era.
13.1 Students can prepare and
present a short play/readers
theater of the story.

VIII. Course Requirements

a.
b.
c.
d.
e.
f.

Active Class Participation

Regular Attendance
Passing Scores in Written Tests/Quizzes and Major/Term Exams
Oral Discussion
Written Reports/Outputs
Presentations/Projects

IX. Grading System

Class Standing

70%

Oral Discussion
Class Participation

30%
20%

Presentations/Projects
Written Outputs/Quizzes

15%
5%

Major/Term Examinations

30%

TOTAL

100%
5

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

X. References
A. Books
Pearanda, Librada C. Philippine Literature in English: An Anthology. Adamson University: Department of Foreign Languages
Reyes, Linda D. (2005). Language in Literature: Philippine Literature (Revised Edition). Vibal Publishing House Inc.
B. Internet
http://en.wikipilipinas.org/index.php/Creation_of_the_world(bicol)
http://www.slideshare.net/hersheyssa/phil-literature?related=1
http://arcy-tca.wikispaces.com/Philippine+Literature+in+English
http://tagaloglang.com/Philippine-Literature/English-Poems/my-last-farewell-by-jose-rizal.html
Guerrero, G. T. Instructional Minutes. Accessed: [Date] URL: http://instructionalminutes.blogspot.com/2013/07/syllabus-in-philippineliterature.html
Prepared by:
KATRIN B. LUTAO
Instructor

Noted and Approved:

Dr. NELLY A. DETERA
Dean, College of Education