Republic of the Philippines BATANGAS STATE UNIVERSITY Jose P. Laurel Polytechnic College

Malvar, Batangas

COLLEGE OF TEACHER EDUCATION

SECONDARY EDUCATION PROGRAM COURSE SPECIFICATION

First Semester, AY 2015-2016 VISION A globally recognized institution of higher learning that develops competent and morally upright citizens who are active participants in nation building and responsive to the challenges of 21st century MISSION Batangas State University is committed to the holistic development of productive citizens by providing a conducive learning environment for the generation, dissemination and utilization of knowledge through innovative education, multidisciplinary research collaborations, and community partnership that would nurture the spirit of nationhood and help fuel national economy for sustainable development. CORE VALUES

Faith Patriotism Human dignity

Integrity Mutual respect Excellence

PROGRAM EDUCATIONAL OBJECTIVES 1. To develop secondary school teachers equipped with knowledge on the government thrusts

and their roles in nation building through holistic education program that instills love of country, spiritual vigor, harmony and teamwork, commitment to excellent service, human and gender equality, transparency, honesty and accountability and concern for the environment.

2. To develop secondary school teachers who can teach their field of specializations like: English, Mathematics, Science, Filipino, Social Studies, Technology and Livelihood Education and Music, Arts, Physical Education and Health.

3. To utilize different teaching styles aided with varied teaching methodologies, strategies,

techniques and advanced Information and Communication Technology (ICT) application. 4. To function as members of the academic community in the conduct of researches and

extension services anchored in their field of specialization. 5. To engage in lifelong learning, through graduate education and other professional activities

for career advancement.

COURSE TITLE: AFRO-ASIAN LITERATURE

COURSE CODE: LIT 203 REVISION NUMBER: 02

PREREQUISITE: None ISSUED DATE: April 15, 2015

LECTURE UNIT: 3 SCHEDULE:

LABORATORY UNIT: None ROOM:

1. PHILOSOPHY

The course provides a study of the leading works by early and contemporary African and Asian writers. It deals not only with the representative literary works of African and Asian writers but also with their customs, traditions, and philosophies which mirror the mosaic of human consciousness in dealing with reality. This aims to broaden and deepen students understanding of life and strengthen their literary perception, judgment, and criticism.

2. AUDIENCE The course is intended for second year Bachelor in Secondary Education major in English

students.

3. STUDENT OUTCOMES The following are the skills that teacher education graduates are expected to acquire upon

the completion of their program. These skills are essential in performing their various tasks as educators.

a. Can apply basic and higher level literacy, communication, critical thinking, and learning skills in becoming life-long learners.

b. Can serve as role models in the pursuit of positive social, cultural, and political practices through actions, statements, and social interactions.

c. Can establish a favorable social, psychological, and physical environment in delivering instruction to diverse types of learners.

d. Can demonstrate mastery of the subject matter with the use of appropriate teaching-learning approaches and techniques toward the attainment of curricular goals and objectives.

e. Can innovate and design alternative teaching strategies by recognizing and respecting individual differences among learners in attaining desired learning goals.

f. Can align assessment tools to curricular goals, objectives and standards, and use the results to improve teaching and learning.

g. Can adapt, design, and utilize instructional materials and Information Communication Technology (ICT) resources in delivering instruction and performing various roles of teachers.

h. Can establish linkages with communities in attaining curricular goals. i. Can demonstrate a high regard for the teaching profession and embark in a continuing

professional development.

4. INTENDED LEARNING OUTCOMES By the end of the course, the students must be able to: ILO 1. identify outstanding African and Asian writers and their major works; ILO 2. discuss the literary history, philosophy, religious beliefs, and culture of the Afro-

Asian nations; ILO 3. interpret the significance and meaning of selected literary pieces; ILO 4. analyze the themes, issues, and subject matters that dominate Afro-Asian

literature; ILO 5. employ various cultural studies oriented approaches in interpreting selected

masterpieces from Africa and Asia; and ILO 6. evaluate selected literary pieces ranging from Africa to Asia in light of their literary

merits and their historical and philosophical contexts.

The following table maps the intended learning outcomes with the student outcomes. This also illustrates the relationship of the intended learning outcomes (ILOs) with the student outcomes (SOs).

Intended Learning Outcome Applicable Student Outcomes

ILO 1 c d e ILO 2 c d i ILO 3 d e f ILO 4 e f g ILO 5 d e f ILO 6 d e f

5. SPECIFIC OBJECTIVES

Upon completing the course, students should be able to exhibit the following objectives congruent with each topic outlined in the course.

Topics and Objectives Intended Learning Outcomes

ILO 1

ILO 2

ILO 3

ILO 4

ILO 5

ILO 6

A. CULTURAL STUDIES

a. Familiarize with the roles of culture in shaping thoughts, society and literature.

+ +

b. Determine the role of culture in literary analysis. + +

c. Analyze some cultural studies oriented approaches used in interpreting literature.

+ +

d. Adapt the methodologies of cultural studies in responding, interpreting, and evaluating literary works from Africa to Asian countries.

+ +

B. AFRICAN LITERATURE

a. Explore the personas nostalgia in Africa by David Diop.

+ + + + + +

b. Describe racism and racial discrimination depicted from Telephone Conversation by Wole Soyinka.

+ + + + + +

c. Examine the effect of counter colonialism and post colonialism in Civil Peace by Chinua Achebe.

+ + + + + +

d. Relate the epigraph of the novel to the struggles confronted by the characters in Things Fall Apart by Chinua Achebe.

+ + + + + +

e. Discuss pessimism in To Whom Should I Speak Today by T. Eric Peet.

+ + + + + +

f. Describe Personal beliefs in He Walketh by Day by Robert Hillyer.

+ + + + + +

g. Examine the effect of polarities on man and nature as expatiated by Akhenaton in The Hymn to the Sun.

+ + + + + +

h. Explore the unity between meaning and progression in narrative in Half a Day by Naguib Mahfouz.

+

+ + + +

i. Identify the universal theme depicted in Instant Justice by Tewfik al-Hakim.

+ + + + + +

C. ASIAN LITERATURE

a. Relate Hindus principles on Samsara, Moksha, and Karma in Isa Upanishad translated by Robert Hume.

+ + + + + +

b. Extract tenets of Hinduism in The Curse of a Brahmin and The Well of Life from the Mahabharata.

+ + + + + +

c. Investigate the conflict between personal will and social duties in Bhagavad Gita from the Mahabharata.

+ + + + + +

d. Expound on the nature of peace in Where the Mind is without Fear from the Gitanjali by Rabindranath Tagore.

+ + + + + +

e. Argue on social inequalities lead by caste system in Dhowli by Mahasweta Devi.

+ + + + + +

f. Extract philosophical ideas of Confucianism in The Book of Songs by Confucius.

+ + + + + +

g. Link flashbacks to narrative present in Homecoming by Lin Huai-min.

+ + + + + +

h. Identify literary symbols employed by the author in Homecoming by Lin Huai-min.

+ + + + + +

i. Examine the dramatic irony in The Price of Wine from a Chinese Theater.

+ + + + + +

j. Describe the nature and structure of Haiku. + + + + + + k. Relate the effect of intention and attitude to the

action of the protagonist in The Mole by Kawabata Yasunari.

+ + + + + +

l. Determine character traits through examining the representation of speech and thought in The Reed Cutter by Kanze Motokiyo Zeami.

+ + + +

+

m. Explore the nature of love and relationship conveyed in The Prophet by Kahlil Gibran.

+ + + + + +

n. Examine the development of theme through symbolism, parable and dramatic situations in The Food of Paradise by Ibn Amjed.

+ + + + + +

o. Extract Koranic allusions in The Morrow by Mustafa Lutfi al-Manfaluti.

+ + + + + +

p. Relate imagery to meaning in Rubaiyat by Omar Khayyam.

+ + + +

+

q. Explore poetic devices in A Caravan from China Comes by Hafiz.

+ + + +

+

r. Investigate on the nature of Christianity in selected biblical stories.

+ + +

+

s. Relate Christians virtues to the motives and actions of various characters in the anthology.

+ + +

+

t. Compare and contrast Christian practices in the biblical times to the present era.

+ + +

+

6. TEACHING-LEARNING STRATEGIES AND ASSESSMENT METHODS

Teaching and Learning Strategies A. Active Learning. This is includes question-posing, inquiry, and self-directed

learning. B. Cooperative Learning. This allows students to work in groups and be responsible

for each others learning, and each accountable for their own learning. C. Critical Thinking. This approach to thinking emphasizes stating original claims or

opinions and supporting them with reasons. Critical thinking is used expressively when students make interpretations and support them verbally or in writing. Critical thinking is used receptively when students critique other peoples arguments.

D. Directed Reading Activity. This is a building-knowledge strategy for guiding the silent reading of students with comprehension-level questions; often associated with reading with stops or chunking.

E. Explicit Teaching of Text Structure. Teaching the parts of different types of text and making sure students understand the text structure before reading is the primary goal of this strategy. This would include basics such as text in English is read from left to right, and also more sophisticated structures such as the structure of a narrative.

F. Hands-On. This encourages the students to design activities that they are actively involved. Hands-on participation is as important as verbal participation in the activity.

G. Literature Circles. Students discuss portions of books in a small group. Sometimes roles are assigned for group interaction. Students at varying levels are able to share different points about the book.

H. RAFT. A writing activity usually used in the consolidation phase of a lesson in which students consider four elements: role, audience, format and topic.

I. Reading and Questioning. A cooperative learning and study activity in which pairs of students read a text and write questions about the text and answers to those questions. Later they may use the questions and answers as study aids.

Assessment and Evaluation Methods

A. Paper Presentation. This is the major requirement in the course. Applying the concepts that they have learned from the course in critiquing literary texts, the students will spearhead a paper presentation on their extracted issues from selected literary works. They will prepare multimedia presentations of their researches in English and American Literature. The following are recommended topics for analysis.

a. Racism and Racial Discrimination depicted from Telephone Conversation by Wole Soyinka

b. The Effect of Counter Colonialism and Post Colonialism in Civil Peace by Chinua Achebe

c. Pessimism in To Whom Should I Speak Today by T. Eric Peet d. Personal beliefs in He Walketh by Day by Robert Hillyer e. The Effect of Polarities on Man and Nature as expatiated by Akhenaton in

The Hymn to the Sun f. The Unity between Meaning and Progression in Narrative in Half a Day by

Naguib Mahfouz g. Hindus principles on Samsara, Moksha, and Karma in Isa Upanishad

translated by Robert Hume h. The Conflict between Personal Will and Social Duties in Bhagavad Gita

from the Mahabharata

i. Social Inequalities lead by Caste System in Dhowli by Mahasweta Devi j. The Effect of Intention and Attitude to the Action of the Protagonist in The

Mole by Kawabata Yasunari k. The Nature of Love and Relationship conveyed in The Prophet by Kahlil

Gibran l. Christian Practices in the Biblical Times to the Present Era

B. Homework and Seatwork. Homework and seatwork are integral part of the course. This may come in various task such as group work, individual activity, research work, extended reading and the like. This will provide opportunities for the students to transfer the concepts they have learned in class to a more concrete situation and to equally participate in class discussion

C. Examinations. There will be four major examinations to be administered on the date set by the department otherwise specified. These will evaluate students knowledge on the topics covered in the class. Make-up tests will only be given to a student having a valid reason for not taking the examination on the prescribed date. The instructor has the right to disapprove any explanations for absences presented without prior notice and to void opportunity for a make-up test.

D. Class Engagement. Students are expected to actively participate in the various activities prepared by the instructor. To be part of the learning community, students are required to accomplish various tasks required in the course while adhering to the set standards prescribed by the instructors.

7. COURSE POLICIES

A. Refer to the University Student Handbook for the policies on Attendance, Dropping of Subject, Grading System and on Scholastic Delinquency.

B. Academic Misconduct. Academic misconduct will be subject to disciplinary action. Any act of dishonesty in academic work constitutes academic misconduct. This includes plagiarism, changing or falsifying any academic documents or materials, cheating, and giving or receiving unauthorized aid in tests, examinations, or other assigned school works. Punishment for academic misconduct will vary according to the seriousness of the offense. Punishment for such offenses includes expulsion, suspension, non-credit of examination and the like.

C. Regulations and Restrictions in the Classroom The students should be completely aware of their behavior and attitude inside

the class. They must avoid interrupting or distracting the class on any level. The following must be strictly observed during the class.

a. The orderliness and cleanliness of the classroom must be maintained before, during and after the class.

b. Any material or gadget irrelevant to the subject must be turned off and kept. c. Chatting or talking with the seatmates is prohibited unless required in the

classroom activity. d. Going in and out of the room without permission from the instructor. e. Being excused by friends or peers from the class for any reason is not

allowed except for emergency cases concerning family problems or administrative reasons.

8. ACADEMIC INFRASTRUCTURE

A. Textbook: Carmody, Denise L. and Brink, T. L. Ways to the Center: An Introduction to World

Religions. 5th ed. United States of America: Wadsworth, 2002.

Carpio, Rustica C. Crisscrossing through Afro-Asian Literature. Pasig City: Anvil Publishing, 2006

Duka, Carolina R. The Literatures of Asia and Africa. Quezon City: Rex Book Store, 2003.

B. References:

Anderson, James Norman Dalrymple. The Worlds Religions. England: Inter-Varsity Press, 2005.

Armstrong, Karen. A History of God: The 4,000-Year Quest of Judaism, Christianity, and Islam. United States of America: Ballantine Books, 2003.

Barnet, Sylvan, Berman, Morton, and Burto, William. An Introduction to Literature. Boston Toronto, USA: Little, Brown and Company, 2000.

Bartlett, Sarah. Mythical Lovers, Divine Desires: The Worlds Great Love Legends. United Kingdom: Blandford, 2002.

Campbell, Chryl et al. Mythology: Myths, Legends, and Fantasies. Lane Cove, Australia: Global Book Publishing, 2008.

Charles, Gerda. Great Short Stories of the World. London: Spring Books, 2000. Cruz et. al. A Treasury of World Literature. Mandaluyong City: Books ATPB.

Publishing Corporation, 2004. Evangelista, Susan P. Asian Literature for College. Quezon City: Phoenix

Publishing House, 2000. Gates, Henry Louis Jr. Eds. Reading Black Reading Feminist: A Critical Anthology.

United States of America: Penguin Books, 2000. Kirszner, Laurie G., and Mandell, Stephen R. Literature, Reading, Reacting,

Writing. Fort Worth, TX: Harcourt College Publishers. 2004. Solomon, Barbara H. Other Voices, Other Vistas: A Collection of Contemporary

Multicultural Fiction. United States of America: Signet Classics, 2002.

9. COURSE CALENDAR The following is the list of topics and required readings for the course. However, the

instructor has the right to alter the outline any time due to inevitable circumstances or presence of other resources which he deems essential for the class.

Week Topics Required Readings

1 I. Literature and Cultural Studies Guerin et al.: 275

2-3

II. Presentation and Study of Afro-Asian Literature A. Africa

a. African Literature Africa by David Diop Telephone Conversation by Wole Soyinka A Meeting in the Dark by Ngugi wa Thiongo Civil Peace by Chinua Achebe Things Fall Apart by Chinua Achebe

Carpio: 231 Solomon: 27 - 34 &

95 - 110 Achebe: 1 - 209 Anderson: 11 - 48

4

b. Egyptian Literature To Whom Should I Speak Today by T. Eric Peet He Walketh by Day by Robert Hillyer The Hymn to the Sun by Pharaoh Akhenaton Half a Day by Naguib Mahfouz Instant Justice by Tewfik al-Hakim

PRELIMINARY EXAMINATION

Carpio: 85 90 Cruz et al.: 406 Duka: 22 & 24

5-6

B. Asia a. Hindu Literature

Isa Upanishad translated by Robert Hume The Curse of a Brahmin from the Mahabharata The Well of Life from the Mahabharata Bhagavad Gita from the Mahabharata Where the Mind is without Fear from the Gitanjali by Rabindranath Tagore Dhowli by Mahasweta Devi

Carmody and Brink: 110 & 119 - 120

Cruz et al.: 21 - 22, & 314

Solomon: 229 - 257

7-8

b. Chinese Literature The Book of Songs by Confucius Homecoming by Lin Huai-min The Price of Wine from a Chinese Theater

MIDTERM EXAMINATION

Cruz et al.: 29 - 30 Carpio: 40 51 &

257 - 281

9-10

c. Japanese Literature Haiku by Basho The Mole by Kawabata Yasunari The Reed Cutter by Kanze Motokiyo Zeami

Cruz et al.: 201 Carpio: 16 - 24 & 285

- 297

11-12

d. Arabian Literature The Prophet by Kahlil Gibran The Food of Paradise by Ibn Amjed The Morrow by Mustafa Lutfi al-Manfaluti

SEMI-FINAL EXAMINATION

Duka: 50 - 54 Carpio: 85 - 90 & 443

- 445

13-14

e. Persian Literature Rubaiyat by Omar Khayyam Jamshid and Zuhak by Firdawsi The Sailor and the Pearl Merchant by Anonymous A Caravan from China Comes by Hafiz

Charles: 77 Cruz et al.: 132 & 134

15-16

f. Hebrew Literature The Book of Ruth from the Old Testament The History of Susanna from the Apocrypha The Raising of Lazarus from the New Testament Rabbi Akiva from the Talmud Moses and Aaron Confront Pharaoh from the Old Testament

Charles: 54, 59, 63 & 65

17-18 FINAL EXAMINATION Project making and submission of all requirements

Prepared by: Mr. RICHARD M. BAEZ Instructor III

Checked and Verified by: Assoc. Prof. NORA V. MARASIGAN Program Chair, CTE

Noted: Dr. RUBILYN M. LATIDO Associate Dean, CTE

Approved:

Dr. AMADO C. GEQUINTO Dean of Colleges