REVISED COURSE SYLLABUS

1
SAINT MICHAEL COLLEGE
OF CARAGA
NASIPIT, AGUSAN DEL NORTE
COLLEGE OF TEACHER EDUCATION
SYLLABUS IN WOLRD LITERATURE
A. SCHOOLS VISION, MISSION, GOALS, OBJECTIVES

Vision
Saint Michael College of Caraga as a Christian institution envisions persons committed to GOD and others through Academic
Excellence and Holistic Human Development.
Mission
As such SMCC, commits itself:
To develop persons love of God, country and people;
To promote the integral formation of pupils/students, enhancing their capabilities authentic persons and as Christian;
To hone the pupils/students commitment to nurture and care for the environment and the totality of Gods creation;
To offer programs that cater or respond to the community, industry and global needs or demands;
To update state-of-the-art facilities;
To provide continuing-education and enhancements among its personnel;
To produce graduates who are competent, effective, globally qualified, and socially responsible professionals and/or leaders;
To develop organizational culture in the school community that is value-oriented and Christ-centered;
To strengthen linkages with partner institutions and stakeholders; and
To design and conduct developmental research and extension program.
GOAL
To promote culture of excellence in the areas of spiritual formation, instruction, research, extension, and production.
GENERAL OBJECTIVES
To integrate positive values at all levels of education.
To offer additional technical and baccalaureate courses that cater to the needs/demands of the local and/or global market.
To design Christian formation programs that are effective and responsive to the psycho-spiritual needs of the students,
pupils, parents, and personnel.
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REVISED COURSE SYLLABUS

S
AL
T

To make SMCC an authentic center of performing arts1that promotes Filipino cultures, customs, traditional and values.
To continue the upgrading of the facilities and services for the satisfaction of its clientele.
To continually upgrade the teachers professional and emotional growth and their quality of instruction.
To establish harmonious linkages with the alumni, PTCA, LGU and other stakeholders to gain support for the school
development plans.
To work for the accreditation by any recognize accrediting agency.
Design initiatives and/or approaches that cater to the community extension and development and/or social involvements.
To conduct research for the school and community development.

ltruism
-

CORE VALUES
A ancity
true character

of a man-with an unconditional
commitment to life and to action. A man of God is to care
oveand promote and uphold all kinds of life that God has
for
bestowed,
that is shown in his day to day action-thus, the
ruthfulness
Salt and Light of the earth.

AND
L oyalty
I ngenuity
Generosity
H -umaneness
T - irelessness
PHILOSOPHY
A person is always in the state of becoming until he/she arrives at the state of perfection-when he/she becomes fully alive.
Hence, the aim of quality education is to transform every student into fully integrated individuals who have not only honed their
skills and potentials to the optimum but who are truly men and women of God and committed persons for others. Thus, SMCCs
commitment to the Christian and quality education.
Schools Graduate Attributes
S
Social responsible
M Missionaries of Christian Values
SAINT MICHAEL COLLEGE OF CARAGA | .

REVISED COURSE SYLLABUS

C
C

Committed individuals and/or leaders, &

Competent in their chosen field of endeavors

B. GRADUATES INTENDED LEARNING OUTCOMES

a.
b.
c.
d.

Demonstrate social responsibilities

Become missionaries of Christian values
Uphold unconditional commitment to life and to action
Exude competence in their chosen field of endeavors.

C. PROGRAM,VISION,MISSION,GOALS

VISION
The Arts and Sciences Department as a Christian centre of learning provides quality education and human potential holistically
through global instruction..
MISSION
To established, maintain and support a complete adequate and integrated system of education relevance to the need of the
people and society.
Provides students with an education which is broad in scope, excellent in quality, and inclusive of the disciplines which are
foundational for working with other people and community in social and educational settings
OBJECTIVES
To standardize the learning instructions and/or strategies.
students emerge with the abilities to read with comprehension, write with clarity and correctness, listen actively to the
opinions and ideas of others, articulate clearly their own ideas and opinions, evaluate evidence and logic, make moral
judgments and ethical decisions, and think logically and critically.
To acquire and develop curiosity about the world and a willingness to incorporate new knowledge into their existing patterns
of thought and behavior.
To be able to carry on independent research in a social or behavioural science discipline.
Demonstrate classroom knowledge and theories to real life situations.
Develop the students socially and civically competent and able to express themselves effectively.
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REVISED COURSE SYLLABUS

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D. PROGRAM INTENDED LEARNING OUTCOMES

PROGRAM MAPPING

Program Intended Learning Outcomes (PILOs)

Graduate
Intended
Learning
Outcomes
(GILOs)

After completion of the program, the student must be able

to:

a
a. Communicate clearly in oral, artistic, written, and nonverbal
form.
b. Demonstrate responsible emotional and cognitive behaviors

P
P

c. Appreciate the practical ,intellectual and aesthetic dimension

and application of mathematical tools in daily life
d. Understand the factors affect the development and
maintenance of personal identity
e. Appreciate the arts in contemporary society

P
D
I

P
P

f. Analyze the problem of the world today and new global order

P
g. Develop physical skills and personal hygiene.

h. Demonstrate a positive learning attitude.

i. Demonstrate a sense of caring.

P
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REVISED COURSE SYLLABUS

1 and to use this
j. Develop skills necessary for self-reflection
knowledge to analyze past experiences and to pursue
professional development opportunities.

k. Collaborate with fellow students, parents, community members,

and professional colleagues in order to support development.

I Introduce
E.
F.
G.
H.

COURSE
COURSE
COURSE
COURSE

D Demonstrate without Supervision

P
P

P Perform with Supervision

NAME: WORLD LITERATURE

CODE:
UNIT: 3
DESCRIPTION:THE SUBJECT PROVIDES A DEEPER UNDERSTANDING OF THE DIFFERENT LITERARY TREASURES OF THE WORLD. IT WILL DEAL WITH THE

POPULAR AND SELECTED LITERATURE CONTRIBUTED BY DIFFERENT COUNTRIES. IT GENERALLY FOCUSES ON THE ASPECTS OF PROSE AND POETRY TOGETHER WITH
ITS AUTHORS AND THEIR CONTRUBUTION IN SHAPING THE WORLDS CULTURE AND PEOPLE.

I. PRE-REQUISITES/CO-REQUISITES: COMARTS 1, COMARTS 2, PHILIPPINE LITERATURE

J. CONTACT HOURS: 1 HOUR AND 30 MINUTES
K. COURSE INTENDED LEARNING OUTCOMES

COURSE MAPPING
WORLD LITERATURE

Course Intended Learning Outcomes (CILOs)

Program Intended Learning

Outcomes (PILOs)

After completion of the course, the student must be able to:

1. DISTINGUISH THE PROSE AND POETRY OF THE DIFFERENT
COUNTRIES

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REVISED COURSE SYLLABUS

2. DIFFERENTIATE HOW LITERATURE AND CULTURE PLAY A 1VITAL
ROLE IN ESTABLISHING VARIED LITERATURES IN THE WORLD.
3. IDENTIFY THE FIGURES OF SPEECH AND SOME TECHNICALTIES OF
THE FORMS OF EACH PIECE.
4. DISCUSS THE PROSE AND POETRY OF DIFFERENT COUNTRIES
WITH ENTHUSIAM.
5. REALIZE HOW IMPORTANT LITERATURE IS IN THE EXISTENCE OF
MAN
6. EXPRESS PERSONAL REACTIONS IN ORAL AND WRITTEN FORMS
BY JUDGING, COMPARING, AND CONTRASTING LITERARY WORKS.
7. DEMONSTRATES IMAGINATION AND CREATIVITY IN WRITTEN
FORM WITH EMPHASIS ON CRITQUES.
8. REALIZED INDIVIDUAL STRENGTHS AND LIMITATIONS
9. REALIZED INDIVIDUAL STRENGTHS AND LIMITATIONS
10. PRACTICE SELF RELIANCE IN THE PROCESS OF
DIFFERENT LITERARY WORKS

I Introduce

READING

D Demonstrate without Supervision

P Perform with Supervision

L. CONTENTS:
WEEK

TOPICS

What
literature?
Genres
literature
Elements
Poetry
Elements

INTENDED LEARNING
OUTCOME

is
of
of
of

Define the basic

terminologies
used in literature.
Extract and label
the elements of
every genre in
actual
literary
texts.

TEACHING AND
LEARNING
ACTIVITIES

-Inductive
method lecture
-Oral recitation

RESOURCES

-Guide
questions
-readings
-lcd projector

REFERENCES

Prism: Intro to
literature

ASSESSMENT TASKS

Pecil-paper test

Masterpieces
of the world

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REVISED COURSE SYLLABUS

2-3

Short stories
Elements
novel

1
of

Ancient Days
The Bible

The Bible
a.The
First
Man
and Woman
b.The
Story
of
Abraham
Isaac,
Jacob
Quran
a.Story of Mariam
b.
Story
Prophet Isah
Mohammad

of
and

4-6

East
and
West
Masterpieces
East
India
Mahabharata
Ramayana
Greece
The Symposium
by Plato
Illiad by Homer
Odyssey
by
Homer
China

Identify
the
different
values
present in the
story and how this
shape the moral
grounds
of
civilization
Collaborate with
groupmaetes
to
portray how the
ancient literature
was formed.
Differentiate the
similarities
and
differences of the
ancient
literary
text about the
creation of the
world.
Recognize
the
unique culture of
some
selected
nations and their
literary texts
Examine
the
themes
and
distinguishing
forms
of
the
selected
literary
piece.
Recognize
the
different

-Reporting
-Oral recitation
-concept
mapping
-Small
group
discussions

-Guided
question
-handouts
-lcd projector
student
created visual
aids

Prism: Intro to
literature

-Reporting
-Oral recitation
-concept
mapping
-Small
group
discussions

-Guided
question
-handouts
-lcd projector
student
created visual
aids

Prism: Intro to
literature

Masterpieces
of the world

Masterpieces
of the world

-Portfolio
-Pencil-paper test
-Poem/Story analysis
- Story ladder
-Group Presentation.

-Portfolio
-Pencil-paper test
-Poem/Story analysis
- Story ladder
-Group Presentation.

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REVISED COURSE SYLLABUS

Art of War by Sun
Tzu
Italy
Decameron by
Giovanni
Boccascio

characters
and
sequence
of
important events
in the selected
texts.
Recognize the Life
and
Works
of
authors.

Divine Comedy
by Dante
Alegeire
Japan
The Tale of Genji
by Murasaki Shikibu

Short

Haiku by Matsuo
Basho
English Literature
Romeo and Juliet
by
William
Shakespeare
Stories
A
Cask
of
Amontillado
by
Edgar Allan Poe
A Rose for Emily
by

William

Faulkner

The Necklace by
Guy
Maupassant

de

Familiarize
the
elements of the
story.
Organize
and
distinguish
the
plot of a short
story.
Identify
the
different literary
techniques used
in the selected
text.
Produce their own

-Reporting
-Oral recitation
-concept
mapping
-Small
group
discussions
-Role playing

-Guided
question
-handouts
-lcd projector
student
created visual
aids

Prism: Intro to
literature
Masterpieces
of the world

-Portfolio
-Pencil-paper test
-Poem/Story analysis
- Story ladder
-Group Presentation.

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REVISED COURSE SYLLABUS

Poems and its Elements

Sonnets from the
Portuguese by
Elizabeth
Browning

My Last Duchess
by Robert
Browning
Canterbury Tales
by Geoffrey
Chaucer

Ozymandias by
Percy Bysshe
Shelley

Ulysses by Lord
Alfred Tennyson

Sonnet 116 and

Romeo and
Juliet by William
Shakespeare

M. Grading System
Written Task
Performance Task
Quarterly Assessment
Total:

literary
analysis
using structulism
approach.
Scan the poem
using
the
breakdown
of
elements
and
sound devices
Formulate
their
own
understanding of
the poems
Justify
the
meaning of each
lines
and
how
they relate to the
authors life.
Familiarized
the
works
of
the
important poets.

1
-Reporting
-Oral recitation
-concept
mapping
-Small
group
discussions
-Role playing

-Guided
question
-handouts
-lcd projector
student
created visual
aids

Prism: Intro to
literature
Masterpieces
of the world

-Portfolio
-Pencil-paper test
-Poem/Story analysis
- Story ladder
-Group Presentation.

30%
40%
30%
100%

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REVISED COURSE SYLLABUS

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Total

Date Revised:

Date of
Implementation:

Date
Submitted:

November
2016

N/A
November 2016March 2017
COLLEGE OF ARTS AND
SCIENCES

Prepared by:
KENNETH IAN B. BARRERA
Instructor
Evaluated by:

Approved by:
DENNIS P. MAUSISA, DODT
Vice President for Academic
Affairs
________________________
Date Approved

Glynda Bacong, MAED

Dean, College of Arts and
Sciences

SAINT MICHAEL COLLEGE OF CARAGA | .