MATER DEI ACADEMY

HIGH SCHOOL DEPARTMENT

ENGLISH II AFRO-ASIAN LITERATURE SYLLABUS RATIONALE: The focus of English Communication Arts and Skills II is Afro-Asian literature. The approach is situational and that introduces real-life situations within the experiential background of the youth through the featured literary pieces. This enables the students to easily relate to situations and experiences new to them. The approach is considered sequential in that it organizes literature into chronological patterns suitable for high school students while the language lessons follow the developmental pattern, that is to form the simple to complex.

UNIT 1 : Introduction to Chinese and Japanese Literature UNIT OBJECTIVES: At the end of this unit, the child must be able to: a. Describe Chinese and Japanese literature, drama and poetry in general b. Distinguish sentence transformations c. Distinguish the literal meaning from symbolism d. Show appreciation for the works of Chinese and Japanese poets e. Use nouns and pronouns proficiently f. Infer character traits and motives g. Use symbolic language h. Use context clues i. Identify verb modifications VALUES INTEGRATION: Appreciate the uniqueness of Chinese and Japanese cultural heritage. Express and respect ones opinion on the importance of good study habits. Realize the value of sacrifice. Appreciate the value of being truthful and fair Instructional Materials: Textbook, reference material, pictures, charts and graphs, LCD projector, computer, pictures of Chinese and Japanese philosophers that would serve as backgrounder LESSON OUTLINE UNIT 1 : Introduction to Chinese and Japanese Literature Lesson 1 : Introduction to Chinese Literature Lesson 2 : Improving your Vocabulary Lesson 3 : Study Skills Lesson 4 : The Great Chinese Philosophers Lesson 5 : The Soul of the Great Bell Lesson 6 : Chinese Poetry Lesson 7 : Japan , Land of the Rising Sun Lesson 8 : The Story of the Aged Mother Lesson 9 : Japanese Poetry Lesson 10 : Say It With Flowers Lesson 11 : Japanese Zen Story Lesson 12 : The Madman on the Roof Time Frame FIRST QUARTER (8weeks) Learning Outcome The students would be able to trace the development of Chinese literature from ancient period to the modern times Activities Sentence Construction Poem Analysis Critical Reading Vocabulary Drill and Development

 They would enumerate some characteristics of Chinese literature The students would cite influences of Chinese literature to the Philippine culture The students be finding the synonyms, antonyms and homonyms using context clues The students would share some basic teachings of Chinese philosophers specifically Confucius and Lao Tzu and explain Confucian sayings. The students would be able to identify the post-noun modification and its three kinds. The students must be able to use the verb-modification structures in sentences The students would enumerate the different characteristics of Chinese poetry.

Graded Recitation Poem Recitation (with emotions) Poem Writing Research and reporting : New items on the living conditions of the Filipinos working in Japan esp the entertainers. Discuss the significance of the happenings on our morale as people. Quizzes Project Making : Recycled Poetry Reflection Activity (WLS) Group Activity related to Say It With Flowers

UNIT II : Introduction to Indian, Arabian and Jewish Literature UNIT OBJECTIVES: At the end of this unit, the child must be able to: a. Identify and distinguish the background of Indian, Arabian and Jewish Literature b. Point out the characteristics of each literature c. Write complete and coherent sentences following the guidelines d. Observe correct subject-verb agreement e. Write coherent and well-organized paragraphs f. Write a creative story VALUES INTEGRATION: Realize how time plays a significant role in building lasting friendships Instructional Materials: Textbook, reference material, pictures, charts and graphs, LCD projector, computer, pictures of Indian authors (their biographies), Arabian writers and Jewish philosophers that would serve as backgrounder LESSON OUTLINE UNIT II : Introduction to Indian, Arabian and Jewish Literature Lesson 1 : Introduction to Indian Literature Lesson 2 : Agreement between Subject and Verb Lesson 3 : Cabuliwallah Lesson 4 : The Story of the Saint Lesson 5 : Israel Jewish republic of Asia Lesson 6 : Arabia Cradle of Islam Lesson 7 : Writing a Story Lesson 8 : Simple Explanations Short Notes

Time Frame SECOND QUARTER (8weeks)

Learning Outcome The students would be able to show how the Indian way of life and qualities are portrayed in their epics. The students would use the guidelines in writing complete

Activities Sentence Construction Paragraph Writing observing: a. Coherence b. Organization c. Unity d. Subject-verb Agreement

sentences with correct subject Creative writing verb agreement. Quizzes The students would be able to Project Making : describe the manifestations of The Ramayana Indian influences on Philippine Scriptwriting and Theater Productions culture. (With Documentation) The students would explain how point of view is shown in each story. The students would differentiate the different points of view in narrating The students would express ones idea about sainthood. The students would enumerate the characteristics of good paragraph. The students would write coherent, unifies and wellorganized paragraph The students would write a parody of a fairy tale. The students would make an outline before writing a short story UNIT III : Introduction to the Literature of the Islands (Philippines, Island and Mainland Southeast Asia) UNIT OBJECTIVES: At the end of this unit, the child must be able to: a. Identify and describe the three general divisions of Philippine Literature b. Differentiate the meanings of the given words c. Discuss and share insights on selection read d. Use the correct tenses of the verb in written and oral communication e. Enhance speaking and listening skills f. Characterize the literature of Island and Mainland Southeast Asia g. Understand the culture of different people based on their literary works h. Relate theme and motif to ones experiences and to other given situations VALUES INTEGRATION: Sharing ones experiences regarding an event Express ones idea of what family honor means Be sensitive to the use of humor and learn to employ it effectively Instructional Materials: Textbook, reference material, pictures, charts and graphs, LCD projector, computer, pictures depicting life in the Philippines before Spanish occupation, during Spanish occupation and during American occupation, pictures or video showing the People Power Revolution, pictures of Philippine writers, Thai authors (their biographies),other Asian philosophers that would serve as backgrounder LESSON OUTLINE

UNIT III : Introduction to the Literature of the Islands (Philippines, Island and Mainland Southeast Asia) Lesson 1 : Introduction to Philippine Literature Lesson 2 : Memories of the People Power Revolution Lesson 3 : Magindanao Pearls Lesson 4 : Dahong Palay Lesson 5 : The Literature of Island Southeast Asia Lesson 6 : The Literature of mainland Southeast Asia

Time Frame THIRD QUARTER (8weeks)

Learning Outcome The students would be able to state what the Philippine literature in English would be like. The students would summarize ones life story in a brief autobiography. The students would change statements to questions (vice versa) The students would write, compare and contrast different literary composition The students would relate ones experiences to the values reflected in a story.

Activities Composition Writing Literary Review Poem Analysis according to: a. Theme b. Tone c. Language Critical essay Writing comparing and contrasting : a. Theme b. Tone c. Mood d. style Quizzes Research on an aspect of Thai or Burmese life that interests them. Project Making : Writing a Parody with illustrations (RWLS)

UNIT IV : Introduction to African Culture and Literature

UNIT OBJECTIVES: At the end of this unit, the child must be able to: a. Characterize African Literature and contrast it with the Literature of Asian nations b. Identify and define the different types of argumentation c. Identify the parts of a letter d. Write and effective and interesting letter e. Prepare oneself for an interview VALUES INTEGRATION: Appreciating the opinions of others with respect Writing and speaking with confidence Instructional Materials: Textbook, reference material, pictures, charts and graphs, LCD projector, computer, world map, pictures/videos depicting African life and culture LESSON OUTLINE UNIT IV : Introduction to African Culture and Literature Lesson 1 : Africa : The Dark Continent Lesson 2 : Writing Social and Business Letters Time Frame FOURTH QUARTER (8weeks) Learning Outcome The students would be able to state the importance of simple and formal argumentation. The students would relate to Philippine situations the values reflected in a given selection The students would enumerate the different types of formal argumentation. The students would identify the parts of a social and business letter. The students would familiarize themselves with the things/points to remember in facing an Activities Writing Social and Business Letters Filling in personal data sheet Interview Literary Review Debate Quizzes Project Making : Formal Argumentation (RWLS) to be submitted with a group portfolio)

interviewer