NEGROS ORIENTAL STATE UNIVERSITY

College of Arts and Sciences

Main Campus I, Dumaguete City

ENGLISH AND LITERATURE DEPARTMENT

COURSE SYLLABUS

Code Number : Lit 114

Descriptive Title : Philippine Literature in English
Credit : 3 units
Course Description :
The course is designed to offer the students a general orientation to Philippine Literature. It introduces the students to the
four dominant types of Philippine literature – fiction, drama, poetry, essay – teaching the basic elements, structure and
technical aspects of each genre. Skills in communication continue to be developed through discussion, reports and paper
works.

Hours Per Week : 3 hours

Pre-requisite : English 111 and 112

MISSION STATEMENTS:

A. Institutional Mission Statement

Negros Oriental State University passionately delivers excellent instruction, foster cutting-edge research, and encourages socially responsive
community services through relevant and innovative technologies.

B. Mission Statement of the College of Arts and Sciences

The College is committed to the holistic development of the students in the various fields of Arts and Sciences, making them physically, socially,
intellectually, and morally competent human resources equipped with competitive scientific and technological skills responsive to the needs of the society.

C. Mission Statement of the English and Literature Department

The English and Literature Department is committed to produce graduates who are functionally competent in oral and written communication skills,
as well as graduates who are aware and conscious of the literary legacy of well-known local and international writers.
 UNIT LESSONS OBJECTIVES ACTIVITIES EVALUATION REFERENCE TIME
MATERIALS ALLOTMENT

I. What is 1.1 Definition of At the end of the unit, the Lecture-demonstration Lecture- Introduction to literature 12 hrs.
literature literature students will be able to: demonstration by: Arsenia B. Tan pp.
1.1.1 The subject Semantic Webbing on the 1-6
of literature  Give comprehensive meaning of “literature”
1.1.2 The form of definition of literature
literature as Construct a diagram that
1.1.3 The point of a.) life shows the interrelatedness Introduction to Literature
view of b.) art of the different literary fields Group Dynamics by: Edilberto K. Tiempo,
literature Miguel Bernad and Edith L.
 demonstrate their Differentiating from poetry Tiempo pp. 1-14
understanding of through comparison and
nature of literature contrast
1.2 Presentation of  identify the different Philippine Literature by
the Structure of forms of writing in the Distinguishing literal vs. Ida Yap-Patron
literature literary field subjective language in a Formative
1.2.1 The Drama  classify literary works given text Assessment
1.2.2 The Novel according to genres (dyads)
1.2.3 The Short  point out the basic
Story features of each of
1.2.4 The Essay these genres
1.2.5 Poetry
1.2.6 The Epic  demonstrate their
understanding of the
meaning of literary
terms (by giving)
a.)symbols
b.)rhythm and rhyme
1.3 Structural Base c.)figures and
of Literary Genres speech
UNIT LESSONS OBJECTIVES ACTIVITIES EVALUATION REFERENCE TIME
MATERIALS ALLOTMENT
d.)foreshadowing
e.)poetic justice
f.)tone
h.)charater
i.)plot
j.)theme

 distinguish the
difference between
connotation and
denotation
 construct their own
sentences using
common figures of
speech
 analyze how the
different elements of
fiction, drama and
poetry help to bring
about a literary work
of art.
 Evaluate selected
reading
texts/materials based
on content and form

At the end of the unit, the

students will be able to:

 Illustrate the
 historical background
of pre-colonial
UNIT LESSONS OBJECTIVES ACTIVITIES EVALUATION REFERENCE TIME
MATERIALS ALLOTMENT
Philippine literature
 Display their
knowledge of riddles  Lecture-
and proverbs demonstration on
II. Pre-Colonial 2.1 Historical  Identify and examine the historical 1.Philippine Literature:
Literature (?- Background the different types of background of Quiz A History and Anthology by:
1564) lyric poetry existing Philippine literature Bienvenido Lumbera and 10 hrs.
2.1.1. Riddles during the period during precolonial Cynthia N. Lumbera, Rev.
2.1.2. Proverbs  Narrate/portray times. Ed. pp.1-6.
2.1.3 Songs ancient Philippine  Group games Cloze Test
2.1.4. Myths myths,fables and (question & answer) 2. Readings for English
2.1.5. Folktales/ legends “luwa-luwa” 114-A Compilation by:
Fantastic Stories  Discover through  Infering/deducing Elizabeth Q. Enanoria
2.1.6. Epics research unusual  Meanings of pp. 1-5.
local folktales from proverbs Narrative Report
their places of origin.  Researching of 3. Philippine Literature
 Enumerate the folksongs from local From Ancient Times to
essential features of areas in negros the Present by: Teofilo
folk epics together with native C. Tuazon and Buena-
 Appraise ethno-epics musical instruments ventura S. Medina Jr.
for values and ideal used by pre-colonial (Chapters
traits prized by Filipinos 1-6)pp. 13-68, pp. 82-84
ancient Filipinos  Show and tell
indigenous texts
At the end of the unit, the and/or materials to 4. Philippine Literature:
students will be able to: the class Through the Years by:
 Dramatic Alicia H. Kahayon Celia
 Retell in his own presentations of A. Zulueta.pp. 18-29
words how the ancient Filipino
 Spanish”frayles”
effectively created a
schism between the “
UNIT LESSONS OBJECTIVES
“taga-bukid” and the
“taga-bayan”
 Show how the
Spanish
priest/missionary/friar
became the
embodiment of
Spanish power and
culture among the
III. Literature 3.1 Historical colonized populace
Under Spanish Background  Examine how religion
Colonialism 3.1.1 Confluence became an effective
(1565-1897) of Two Cultures tool of Spanish
3.1.2. Spanish feudal culture that
Imposition, Filipino translated into
Response respect for authority
3.1.3. Growth of a  Identify and
Nationalist reconstruct the
Consciousness literary development
3.1.4 The Birth of from the time of the
the Essay Form Dominican priests
(1593) up to the time
Selected Literary of Francisco Baltazar
Pieces/Texts (1788-1862)
Doctrina  Analyze the changes
Kristiana/Christiana in the content and
May Bagyo Ma’t May outlook of writing
Rilim after the emergence
myths, 1.Philippine Literature:
fables,legends A History and Anthology by:
and/or epics. Bienvenido Lumbera
ACTIVITIES EVALUATION REFERENCE TIME
MATERIALS ALLOTMENT
 Show and tell and Cynthia N. Lumbera,
(dyads) Rev. Ed. pp. 37-43; pp.69-
 Role play portraying 86, 113-121, 142-151,
manners 171-179
 Lecture-
demonstration on 2. Philippine Literature 12 hrs.
literature under from Ancient Times to
Spanish Colonial the Present by: Teofilo c.
Administration Tuazon and Buenaven-
 Quiz bee about the tura S. Medina Jr. pp.69-
literary and authors 80, 86-90, 104-119,122-
during the Spanish 126,135-140,142-159,
colonial period 160-170,171-197
 Game Show
 Balagtasan 3. Philippine Literature
 Impersonation of through the Years by:
characters in Rizals Alicia H. Kahayon
novels Celia a. Zulueta. Pp.
32.34.
Summative
Assessment
 Pasyon at of the educated elite
Sinakulo/Cenacub as a result of the
Awit,Corido, Royal Decrees of
Komedya, Moro-moro 1863
UNIT LESSONS OBJECTIVES ACTIVITIES EVALUATION REFERENCE TIME
MATERIALS ALLOTMENT
Urbana at Feliza  Evaluate J.P. Rizal’s
Ibong Adarna/Florante literature of realism
at Laura by examining
Noli Me Tangere/El representative
Filibusterismo samples of his works
Mi Ultimo Adios  Point out literary
Ang Dapat Mabatid features and
ng Mga Tagalog traditions exemplified
Liwanag at Dilim by the works at
Dupluhan at Balagtas and Rizal
Tuksuhan
 Compare and
contrast the content
in literary forms
during the early
years of Spanish
colonization with
those during the
second half of the
nineteenth century
(1850 onwards)

 Defend the shift from

Spanish to Tagalog
by the Philippine
reformists/revolution
aries
  Evaluate the reasons
for the failure of the
nationalist movement
against the
UNIT LESSONS OBJECTIVES ACTIVITIES EVALUATION REFERENCE TIME
MATERIALS ALLOTMENT

opportunism and
collaboration of rich
middle class Filipinos
and the US
imperialistic scheme Philippine Literature From
in the Philippines. Ancient Times to the
Present by Teofilo del
At the end of the unit the Castillo Tuazon and
students will be able to: Buenaventure S. Medina
 Determine the Jr. pp. 229-254, 255-269
factors that led the
Filipino elite to
collaborate with the
American colonizers
 Examine the extent
of U.S. control over
Philippine affairs to
make the natives
capitulate and
surrender
 Evaluate the factors
that bore on Phil.
Writing forms, critical
theory and subject
matter/themes during
 the first half of
American
Occupation.

UNIT LESSONS OBJECTIVES ACTIVITIES EVALUATION REFERENCE TIME

MATERIALS ALLOTMENT
 Determine and
analyze how the
“Zarzuela”as a
theater medium
supported the
campaign to make
Americans aware of
the cultural legacy of
the Filipino people.
 Illustrate the extent
to which the use of
English impacted on Lecture-demonstration
the Philippine
educational system Group
as well as the culture discussions/dynamics
IV. Literature 4.1 Historical and values of the
Under U.S. Background Filipinos at that time. Role playing 10 hrs.
Colonialism  Generate a paper
(1898-1945) 4.1.1. The Euro- showing what young Manifesto of Intent
Hispanic Tradition people could do in
4.1.2. American order to retain and Resource Speaker
Imposition, Filipino maintain our Quiz
Response, Selected traditional Filipino
Readings Values of Philippine Literature: A
trustworthiness, Group reporting 3 History and Anthology by:
 discipline, hard work. page narratives Bienvenido Lumbera and
Cynthia Nograles-
Explain the relevance today Lumbera. Pp. 87103,
of the theme in a selection

UNIT LESSONS OBJECTIVES ACTIVITIES EVALUATION REFERENCE TIME

MATERIALS ALLOTMENT
 Kahapon, Prepare a collage based on 108120, 125-137
Ngayon at the images of the poem.
Bukas Stage Philippine Literature
(sarswela) Compare and contrast the performance Through the Years by:
by:Aurelio characters in a story. based on agreed Alicia H. Kahayon and
Tolentino standards Celia A. Zulueta. Pp. 63-81.
Internalize the message in a (rubrics)
 Wanted: A story.
Chaperon Manifesto signed Philippine Literature From
(play) by: Discuss literary devices by students Ancient Times to the
Wilfredo Ma. such…. Present by: Teofilo del
Guerrero Castillo Tuazon and
Evaluate how the settings One page Buenaventure S. Medina
 How My contribute to the mood of the Reaction Paper Jr. pp. 285302, 303330,
Brother Leon play. 345-373, 374-411, 412-
Brought Home 469, 470-527, 528-542.
A Wife (short Describe tone, mood and
story) by: local color in the selection. Readings for English 14
Manuel E. by Elizabeth Q. Enanoria
Arguilla pp. 36-43.

 Literature and
Society
(Essay) by:
Salvador P.
 Lopez

 Asyenda
(poem) by:
Benigno R.
Ramos

UNIT LESSONS OBJECTIVES ACTIVITIES EVALUATION REFERENCE TIME

MATERIALS ALLOTMENT
 Two Faces of
America
(short story)
by: Carlos
Bulosan

Lecture - Demonstration

Draw a semantic web of the

event in a story

V. 5.1 Historical Manifest cultural

A. Background appreciation 10 hrs.
Contemporary
Literature 5.2 A Merger of List words that denote Writing a poem
(1946-1985) Traditions feelings evoked by a poem. and/or short story

5.3 Existentialism Collaborative

and the Search for work on a novel
Identity or 4 page Philippine Literature: A
B. The Analysis of NVM history and Anthology by:
Literature After 5.4 Growing Gonzales “The Bienvenido Lumbera and
Edsa (1988- Militancy of National Bamboo Cynthia N. Lumbera pp.
1995) Consciousness Dancers” (a 179-355, 364-433.
novel)
5.5The Fall of the Philippine Literature From
Conjugal Dictatorship Ancient Times to the
5.6 The Post EDSA Present by Teofilo del
Years Castillo Tuazon and
UNIT LESSONS OBJECTIVES ACTIVITIES EVALUATION REFERENCE TIME
MATERIALS ALLOTMENT
Selected Readings: Buenaventura S. Medina

Footnote To Youth Jr. pp. 285-373, 374-542.

By Jose Garcia Villa

Wedding Dance
By: Amador Daguio

The Chieftest
Mourner
By: Aida Rivera-
Ford

Liham ni Pinay Mula

sa Brunei by Elynia
ruth S. Mabangko

Gahasa
By Joi Barrios

Sa Babaye nga
Naghubo Didto sa
Baybayon Sa Obong
 By:Rene Estrella-
Amper

Geyluv by Honorio
de Dios

REFERENCES:

Alburo, et al (1988). Cebuana Poetry (until 1940). Cebu City: Cebuana Studies Center, University of San Carlos.

Alburo, et al (1988). Cebuana Poetry (1940 – 1988). Cebu City: Cebuana Studies Center, University of San Carlos.

Dadufalsa, Concepcion D. (1984). Perceivings II. Diliman, Quezon City: University of the Philippines.

Dagot, Edilberto P., et al (1974). Introduction to Literature. Quezon City: Phoenix Press, Inc.

Duran, Sandra P. 2000). Supplementary Material for Lit 114. Central Visayas Polytechnic College

Maramba, Asuncion D. (1986). Early Philippine Literature (from Ancient Times to 1940. Manila: National Book Store, Inc.

Maramba, Asuncion D. (1993). Philippine Contemporary Literature in English and Filipino. Metro Manila: Bookmark, Inc.

Tiempo, Edilberto K., et al (1984). Introduction to Literature: Fiction – Poetry – Drama. Quezon City: R.P. Garcia Publishing Co., Inc.

Tomeldan, et al ( 1986). PRISM: An Introduction to Literature. Quezon City: National Book Store, Inc.

Mantala: A Quarterly Journal of Philippine Literature. Vol. I, no. I, Quezon City: National Committee on Literary Arts (NCLA), 1997

REQUIREMENT OF THE COURSE:

 CRITERIA WEIGHT IN PERCENTAGE

Quizzes/Long Exams 30%

Oral Participation, Project, Attendance 30%
Major Examinations (Mid-Term/Final Exams) 40%

Total 100%

PREPARED BY:

THE ENGLISH AND LITERATURE FACULTY

NEGROS ORIENTAL STATE UNIVERSITY SYSTEM

SUSAN S. VILLALONGJA SALVACION AMORADO CATALINA T. PEREZ

NORSU, Bais Campus NORSU, Bais Campus NORSU, Bayawan Campus

LEDILLA A. GENCIAGAN MARJORIE PILAS BERNADETTE ARAULA

NORSU, Bayawan Campus NORSU, Main Campus NORSU, Main Campus

ROSE MARIE T. PINILI PEDRINA D. PATRON

NORSU, Main Campus NORSU, Main Campus

CHECKED BY:

ROSE MARIE T. PINILI, Ed.D.

Chair, English and Literature Department

APPROVED FOR USE BY:

VIOLETA B. TARING, Ed.D. VICTORIA P. DINOPOL, Ph.D.
Dean, College of Arts and Sciences Vice President for Academic Affairs