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SOUTHERN LUZON TECHNOLOGICAL COLLEGE FOUNDATION, INC.

COLLEGE OF EDUCATION
Ramon Santos St. Pearanda, 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 ones 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,


Gods 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
Merchants 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
Passing 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