Republic of the Philippines

NORTHERN ILOILO STATE UNIVERSITY

Estancia, Iloilo

COLLEGE OF EDUCATION
Teacher Education Department
SURVEY OF PHILLIPINE LITERATURE (BSED ENGLISH)
COURSE SYLLABUS IN _______________________________________
1st Semester 2023-2024

QUALITY POLICY

NISU commits itself to continually strive to provide quality and relevant instruction, research and extension services adhering to
quality standards and regulatory requirements in order to meet the highest level of clientele satisfaction with commitment to continual
improvement of the management system.

VISION

“A globally competitive State University in Asia”

MISSION

“Human resources development through quality and relevant education, environment-friendly modern technologies and
preservation of Filipino values and culture for sustainable and improved quality of life.”

GOALS

The College shall have the following goals:

1. Produce human capital imbued with scientific and technological skills endowed with desirable values and work ethics;
2. Provide quality education in the fields of industry, agriculture, fisheries, technology, sciences, education and other relevant
undergraduate and graduate programs;
3. Establish a university research culture responsive to community and global needs;
4. Enhance research-based extension programs and transfer of sustainable technologies;
5. Maximize productivity through efficient and effective resource management; and
6. Strengthen linkages with local, national and international partner-agencies.

pg. 1
CORE VALUES

C-ommunicative
R-esearch oriented
E-xcellent time manager
A-cademically competent
T-echnically equipped
I-nnovative
V-alues oriented
E-nvironment friendly

PURPOSES

The Northern Iloilo Polytechnic State College has the following purposes:

1. Provide advanced and higher education and training in the fields of industry, agriculture, fisheries, arts, sciences, education,
management, hospitality & tourism, information technology, engineering, criminal justice and services as well as, continuing education;
2. Promote progressive leadership in research and advanced studies in the fields of industry, agriculture, fisheries, arts, sciences,
education, management, hospitality & tourism, information technology, engineering, criminal justice;
3. Undertake sustainable extension activities for technology transfer and solution of social problems, and;
4. Enhance its critical role in community development.

Matrix Showing the Alignment of the Institutional Goals and Objective to the College Mission

Institutional Goals 1
1. To turn out competent graduates in the polytechnic areas, who are prepared for occupational and professional requirements, and
gainful employment. /
2.To improve the instructional resources e.g. libraries, classrooms, laboratories and workshops. /
3.To provide opportunities for student’s expressions of their aesthetics, physical, intellectual, emotional and social development.
/
4.To strengthen faculty competencies through in-service programs, scholarships and study assistance’ /
5.To support the faculty to undertake research aimed at improving the teaching and learning situation. /
6.To enhance the management capabilities of key officials through the use of participatory decision making. /
7.To contribute to community improvement by encouraging faculty and staff members to become leaders/officers and members of /
civic, professional, religious, and other NGO’s in the service area,
pg. 2
 8.To use research to generate knowledge and find solutions to social problem, /
9.To make institutional development planning as a means for responding to changes /
10.To promote a college environment that is conducive to the pursuit of learning and other academic activities. /

GOALS OF THE COLLEGE OF EDUCATION

1. Produce students who are equipped with appropriate knowledge and skills needed for their profession and values to become successful
teachers.
2. Increase the competence/capability of its faculty in providing quality education to help the students to maximize their potentials in
becoming useful and productive members of the society.
3. Cultivate the spirit of inquiry in students by encouraging research so they will truly become agents of change.
4. Develop critical and creative thinking skills in students to help them in their intellectual endeavors.
5. Provide activities that will enhance the total development of the students.

Matrix Showing the Alignment of the Goals of College of Education to the College’s Mission

Goals of School of Education 1 2 3 4 5

1. Produce students who are equipped with appropriate knowledge and skills needed for their profession and
values to become successful teachers. / /
2. Increase the competence/capability of its faculty in providing quality education to help the students to
maximize their potentials in becoming useful and productive members of the society. / /
3. Cultivate the spirit of inquiry in students by encouraging research so they will truly become agents of / /
change
4. Develop critical and creative thinking skills in students to help them in their intellectual endeavors. / /
5. Provide activities that will enhance the total development of the students. / /

PROGRAM OBJECTIVES

In consonance with the mission statement of the Teacher Education Department, its Bachelor in Secondary Education (BSED) and
Bachelor in Elementary Education (BEED) programs are designed to:

1. Provide quality instruction to produce teachers with sufficient knowledge and skills necessary for immediate and gainful employment
pg. 3
 and to make them competent professionals;
2. Expose students to varied learning activities and experiences that will enhance their critical thinking so that they will be able to do their
work well;
3. Involve students in research, extension, and production activities that will make them knowledgeable, useful and productive citizens;
4. Instill in students values to make them better persons.

Matrix showing the alignment of the School of Education Program Objectives to its Goals

Program Objectives of the School of Education 1 2 3 4 5

1.Provide quality instruction to produce teachers with sufficient knowledge and skills necessary for immediate and gainful
employment and to make them competent professionals; / /
2.Expose students to varied learning activities and experiences that will enhance their critical thinking so that they will be
able to do their work well; / /
3.Involve students in research, extension, and production activities that will make them knowledgeable, useful and
productive citizens; / /
4.Instill in students values to make them better persons. / /

Program Outcomes/Student Learning Outcomes:

The graduates of BEED and BSEd programs are teachers who are able to:

1. manifest basic and higher level literacy, communication, numeracy, critical thinking, and other learning skills needed for
higher learning as well as competence in the field of work.
2. demonstrate a deep and principled understanding of the learning processes and the role of the teacher in facilitating these
processes in order to constantly improve their teaching knowledge, skills and practices
3. engage in scholarly research and extension and production activities that would benefit not ony the institution where they
are connected with but of the community as a whole
4. practice and demonstrate professional and ethical requirements of the teaching profession

Matrix Showing the Alignment of the Departments Program outcomes to it Objectives

pg. 4
Program Outcomes of the School of Education 1 2 3 4

1.manifest basic and higher level literacy, communication, numeracy, critical thinking, and other learning skills needed
for higher learning as well as competence in the field of work. / /

2.demonstrate a deep and principled understanding of the learning processes and the role of the teacher in facilitating
these processes in order to constantly improve their teaching knowledge, skills and practices / /

3.engage in scholarly research and extension and production activities that would benefit not ony the institution where
they are connected with but of the community as a whole / /

4.practice and demonstrate professional and ethical requirements of the teaching profession / /

pg. 5
 Curriculum Map Showing the Alignment of Courses in the BSED Curriculum to its Program Outcomes.

BACHELOR of SECONDARY EDUCATION

Major in English
Revised 2022

CURRICULUM MAPPING

First
Semester COURSE
PROGRAM OUTCOMES

a b c d
EL100 Introduction to Linguistics
GE 5 Purposive Communication
GE 2 Readings in Philippine History
1st year GE 4 Mathematics in the Modern World
GE EL 15 Komunikasyon sa Akademikong Filipino
GE 6 Art Appreciation
GE 1 Understanding the Self
PATHFit 1 Movement Competency Training (MCT)
NSTP CWTS/ROTC

pg. 6
 Second
Semester COURSE
PROGRAM
OUTCOMES

a b c d
EL101 Language, Culture and Society
EL 102 Structure of English
GE 8 Ethics
1st year GE 3 The Contemporary World
Ped 101 Child and Adolescent Learner and Learning Principles
Ped 102 The Teaching Profession
GE EL 10 Living in the IT Era
PATHFit 2 Exercise-based Fitness Activities
NSTP CWTS/ROTC

First
Semester COURSE
PROGRAM
OUTCOMES

a b c d
EL 103 Principles and Theories of Language Acquisition and Learning
EL107 Teaching and Assessment of the Macro-skills
EL112 Mythology and Folklore
2nd year EL 104 Language Programs and Policies in Multilingual Societies
EL108 Teaching and Assessment of Grammar
PEd 108 Technology for Teaching and Learning 1
PEd 109 The Teacher and The School Curriculum
PEd 103 The Teacher and the Community, School Culture and Organizational Leadership
PATHFit 3 Choice of Dance, Sports, Group Exercise

pg. 7
 Second
Semester COURSE
PROGRAM OUTCOMES

a B c d
EL 109 Speech and Theater Arts
EL111 Children and Adolescent Literature
EL 120 Technology in Language Education (TTL 2)
2nd year
EL 118 Technical Writing
GE EL 14 Reading Visual Arts
PEd 104 Foundation of Special and Inclusive education
PEd 105 Facilitating Learner-Centered Teaching
GE EL 11 Gender and Society with Peace Education
PATHFit 4 Choice of Dance, Sports, Group Exercise

First
Semester COURSE
PROGRAM OUTCOMES

a b c D
EL 105 Language Learning Materials Development
EL 113 Survey of Philippine Literature in English
EL 114 Survey of Afro-Asian Literature
3rd year EL 115 Survey of English and American Literature
EL 116 Contemporary, Popular and Emergent Literature
PEd 106 Assessment in Learning 1
Eng. Elec. Creative Writing
1
EL 110 Language and Education Research
FS 1 Observations of Teaching-Learning in Actual School Environment

pg. 8
 Second
Semester COURSE
PROGRAM OUTCOMES

a b c D
EL 106 Teaching and Assessment of Literature Studies
El 117 Literary Criticism
EL 119 Campus Journalism
3rd year PEd 107 Assessment in Learning 2
PEd 110 Building and Enhancing New Literacies Across the Curriculum
Eng. Elec. 2 Stylistics and Discourse Analysis
PEd 111 Undergraduate Thesis
FS 2 Participation and Teaching Assistantship

First
Semest COURSE
PROGRAM
er
OUTCOMES

a b c d
PEd 112 Problems Met in Teaching Internship
4th PEd 114 Teaching Internship
year

Second
Semester COURSE
PROGRAM OUTCOMES

a b c d
PEd 113 LET Enhancement/Review/Pre-Board
4th year GE 7 Science, Technology and Society
GE 12 The Life and Works of Rizal
pg. 9
School: College of Education Program: BSED-ENGLISH

Prepared by: Reviewed by: Recommending Approval: Approved by:

CRISTY MAE B. BACLAGON, MAEd KAYE C. JARDENIL, Ed. D GILDA E. DEGUMA, Ed. D JOMARTIN C. LIMSON, DPA
Subject Teacher Chairperson, BSED Program Dean, College of Education Vice President for Academic Affairs

Course Code: EL 113 Descriptive Title: SURVEY OF PHILIPPINE LITERATURE

Course Credit: 3 Units Lecture Hours/ Week: 3hrs/week

Pre-requisite: None

Course Description: This course enables the pre-service English teachers to demonstrate research-based content knowledge in analyzing the
growth and development of Philippine Literature in English from 1900 to the present along socio-historical events as shown in
representative works. Particular attention is given to the analysis and appreciation of the cultural differences and similarities embodied in select
literary texts.

pg. 10
 INTENDED TEACHING/ OUTCOME-BASED ASSESSMENT
TEXTBOOK/
LEARNING TOPICS LEARNING EQUIPMENT TIME ALLOTMENT
REFERENCE
OUTCOMES ACTIVITIES TASK TOOL

At the end of the

lesson, students
will be able to:
1.Discuss EVSU and
Reflection
COED Vision, College’s Quality
Paper
Mission, and Policy, VMGO, Orientation
Laptop
Program goals and Student
Commitment Transmutation
Objectives and objectives and Interactive Manual 1 hr.
Internet/ Letter on Table/ Rubric
how they can the Department Reaction
Wifi support to the
contribute to the and its retention
Course
fulfillment of it. policy.
Objectives
2.Explain Course
Description and
Requirements

1. Overview:
a. explain the role Philippine
Formative Test
of literature Literature in
in understanding English Lecture/Discussion Television
Performance
the 1. Role of Textbooks
Task Quiz
uniqueness of the Literature Group Reports Laptop
Filipinos; 2. Essence and Web
Performance Rubrics
and Functions Story Telling Internet 6hrs
in the Report
b. differentiate 3. Main Divisions
the varied types 4. Literary Genres
Story Analysis
of literary genres • Drama
in the • Essay
country. • Poetry
• Short story

pg. 11
 Formative Test
2. Oral Lore from
Lecture/Discussion Television
Pre-Colonial
a. come up with
Times (--1564)
an infomercial Group Reports Laptop Textbooks
1. Riddles Performance
that presents gist Quiz
2. Proverbs Task
of the oral Story Telling Internet
3. Lo-as 6hrs
lore in the Rubrics
4. Myths and
Philippines. Web
Legends
5. Epics Performance
in the Report

3. Literature under
the Spanish
Television
Colonization
Formative Test
a. share the 1. Filipino Writers
Lecture/Discussion
contribution of the 2. Literary Pieces
outstanding (written in
Textbooks
Filipino writers Spanish but Quiz
during the Spanish translated in
Group Reports Laptop Performance
era; and English) 8hrs
Task
b. present the Suggested
summary of the pieces:
assigned literary 3. Excerpts of Noli
Web
piece. Me Rubrics
Story Telling Internet
Tangere
Performance
4. El Filibusterismo
in the Report
5. Urbana at Felisa

pg. 12
a. identify the
different literary
pieces in Luzon,
Visayas and Formative Test
Mindanao;
Television
Lecture/Discussion
b. describe how
Literature of the
are these Textbooks
Regions Quiz
literature differ in
terms of Performance
1. Luzon Group Reports
type and theme; Task
2. Visayas Laptop
and
3. Mindanao
c. prepare an Web
Rubrics
annotated
Story Telling 6hrs
reading list of the Performance
Internet
selected in the Report
literary pieces.

MIDTERM EXAMINATION 1hr

4. Literature under Lecture/Discussion
a. trace the
the US
historical events
Colonialism
and development
1. Newspaper
of
2. El Renacimiento Group Reports
Philippine
3. Philippine Free Television Textbooks Formative Test Quiz
literature during
Press

pg. 13
the American 4. Plays
period; 5. Pioneer Filipino
b. identify the English Story Telling
contributions of Writers during the 6hrs
American period Period Laptop Web Performance Rubrics
to the of Re-orientation Task
Philippine literary • Justo Juliano
tradition; (Sursum Corda)
and • Juan F. Salazar
c. come with a (My Internet
timeline that Mother” and Air Performance
presents the Castles in the Report
literary pieces • Proceso
during the Sebastian
American period. (To my Lady in
Laoag)
6. Literature during
the
Period of Imitation

Lecture/Discussion
a. discuss the 5. Literature under
influence of the Republic
English language (suggested titles)
in shaping Note: Use the
Group Reports
the literature validated or
Television Textbooks Formative Test Quiz
under the acknowledged
Republic; and translated versions
of the original
b. present an texts)
Story Telling
outline of the
chosen literary 1. Isang Dipang
Laptop Web Performance Rubrics
piece. Langit by
Task

pg. 14
 Amado V.
Hernandez
2. Ang Dapat
Paniwalaan by Internet
Jose F.Lacaba Performance
3. Gabi ng Isang in the Report 6hrs
Piyon by
Lamberto Antonio
4. The World is an
Apple by
Alberto Florentino
5. Another
Invitation of the
Pope to Visit
Tondo

6. Literature after
EDSA
Lecture/Discussion
a. expound on 1. Characteristics
the salient of PostEDSA
Television Textbooks Formative Test Quiz
characteristics of Literature
post-EDSA 2. Famous Authors
Group Reports
literature; and • Lilia Quindoza
Santiago
8hrs
b. compare and • Charlson Ong
contrast the • Jose Dalisay Jr.
Laptop Web Performance Rubrics
themes of the • Ricardo Lee
Story Telling Task
various • Danton
literary pieces in Remoroto
this period. • Marjorie Evasco
• Ruth Elyna
Internet
Mabanglo
Performance
3. Short Stories
in the Report

pg. 15
 • The Very Last
Story
of Huli by Lilia
Quindoza
Santiago

Television Formative Test

Lecture/Discussion Quiz
Textbooks
a. delineate
. 21st Century
nature of 21st
Philippine
century Philippine
Literature Group Reports
literature;
and Laptop Performance
1. Flash Fiction Rubrics
Web Task 6hrs
b. present
2. Speculative
samples of 21st
Literature Story Telling
century Philippine
literature. Internet
3. Graphic Novels
Performance
in the Report

pg. 16
 FINAL EXAMINATION 1hr

Course Requirements:

Periodic Exams
Performance/Culminating Activities
Group Reports
Group Individual Projects

Grading System OBE Based

Non-Laboratory Subjects

A. Cognitive 50%
1. Formative (Assessment/Activities Accomplished) 25%
2. Summative (Midterm/Final) 25%
B. Psychomotor 50%
1. Output/Product 50%
TOTAL 100%

Computation
RS X 45
Rating = TS +50

pg. 17
RUBRIC FOR ASSESSMENT

Learning Episodes Exemplary Superior Satisfactory Needs Improvement

4 3 2 1
Learning Activities All tasks were done with All or nearly all tasks were done Nearly all tasks were Fewer than half of the tasks
outstanding quality; work with high quality done with acceptable were done; or most objectives
exceeds expectations. quality were met but needs
4 3 2 improvement
1
Analysis of the Learning All questions episode were Analysis questions were Analysis questions were Analysis questions were not
Episodes answered completely; in depth answered completely not answered completely answered.
answers; thoroughly grounded Clear connection with theories Vaguely related to Grammar and spelling are
on theories Grammar and spelling are theories unsatisfactory
Exemplary grammar and superior Grammar and spelling are
spelling. acceptable

4 3 2 1
Reflections/Insights Reflection statements are Reflection statements are clear Reflection statements are Reflection statements are
profound and clear, supported but not clearly supported by shallow; supported by unclear and shallow and are
by experiences in the learning experiences in the learning experiences from the not supported by experiences
episodes. episodes learning episodes from the learning episodes

4 3 2 1
Learning Portfolio Portfolio is complete, clear, Portfolio is complete, clear, well- Portfolio is incomplete; Portfolio needs improvement,
well- organized and all organized; most supporting supporting documents are no evidence to support the
supporting documents are documents are available and organized but are lacking. documents.
located in sections clearly logical and are in clearly marked
designated. locations
2 1
4 3
Submission of the learning Submitted before the deadline Submitted on the deadline Submitted the day after Submitted two days or more
episodes the deadline. before the deadline.
4 3 2 1
Comments

pg. 18
References

Garcia, J.N. (2014). Translation and the problem of realism in Philippine literature in English, Retrieved from
https://journals.ateneo.edu/ojs/index.php/kk/article/view/1883/1885
Kirong, M. and Tumaneng L. (2014). Philippine literature in English Vol.1, Philippines: TechFactors Inc
Lumbera, B., & Lumbera, C. N. (1997). Philippine literature: A history & anthology. Philippines: Anvil.
Lumbera, B. (2001). Filipinos writing: Philippine literature from the regions. Pasig City, Philippines: Anvil Pub.
Tayao, M. et al. (2018). 21st Century Literature in the Philippines and the world. Quezon City; C and E Publications
Valdeavilla, R. (2018). The 10 best books in Philippine literature. https://theculturetrip.com/asia/philippines/articles/the-10-best-
books-in-philippine-literature/
Vinuya, R. (2012). Philippine Literature: A statement of ourselves. Grandbooks Publishing, Inc., Metro, Manila.
https://salirickandres.altervista.org/american-period/. American Period
http://www.angelfire.com/la2/litera1/afteredsa.html. Literary Period After EDSA
www.ctflc.org/sites/default/.../12-CSET-Litt.%20I-II- III%2029JuneforWebsite.docx, Literary Forms in Philippine Literature-Council for
Teaching
ncca.gov.ph/about-ncca-3/…on-the-arts…/literary…/philippine-literature-in-english. Philippine Literature in English, National
Commission for Culture and the Arts
https://www.coursehero.com/file/12472943/LESSON-1-INTRODUCTION- TO-PHILIPPINE-LITERATURE-IN-ENGLISH/ Introduction to
Philippine Literature in English
Philippines and Philippine Literature in English. https://www.slideshare.net/ezr001/philippines-and-philippine-literature-in-english
http://nlpdl.nlp.gov.ph:81/CC01/NLP00VM052mcd/v4/v6.pdf. Literature in English
http://jm92-philippineliteraryworks.blogspot.com/2012/09/introduction-philippine-literature_24.html. Philippine Literature
http://nlpdl.nlp.gov.ph:81/CC01/NLP00VM052mcd/v4/v1.pdf. Philippine Literature
https://anelepapers.wordpress.com/category/21st-century-literature-from-the-regions/ 21st Century Literature from the Regions

pg. 19