FATHER SATURNINO URIOS UNIVERSITY

Butuan City

ARTS AND SCIENCES PROGRAM

Course Syllabus

I. Course Code: ENGED 314

II. Course Title: Survey in English and American Literature
III. Course Description:
Engages students in a historical survey of selected literary works produced by understanding English and American literatures from its beginnings to the 21 st
century. Students will be equipped with deep appreciation and holistic insights from the history that is engraved in the literary pieces from English and American
literatures.

IV. Course Objectives:

At the end of the course, the students should be able to:
Knowledge
a. describe the characteristics of the English and American literature;
b. examine the importance of each era in the development of English and American literature;
c. discover the different literary pieces that contributed to the rise of movements in literature;

Skills
d. evaluate the literary piece from different perspective based on the era it was created;
e. compare the different eras and the type of literature it corresponds;
f. construct a literary analysis on the different literature;

Values
g. gain insight of the purpose of each movement in the history of English and American Literature;
h. analyze the meaning of the literary pieces and its application to real-life scenario; and
i. construct a network of ideas from the literary pieces to further understand and appreciate literature.

V. Duration / Credits: 54 hrs. / 3 units; 1.5 hrs.

VII. Content Outline
 Institutional Date/
Instructional Teaching/Learning
Learning Outcomes Graduate Attributes Topics/Content Assessment Tasks Schedule of Remarks
Material/References Activities
and Outcomes Class

At the end of the lesson,
the students should be
able to:
a. recall the basic concept
of literature;
b. define English and
American literature; and
c. compare and contrast
English literature from
American literature.
PGOTS 2. Effectively Introduction to
communicate orally
and in writing using American Literature
both Mother Tongue,
Filipino and English.
PGODTE 4. Develop
innovative curricula,
instructional plans,
teaching approaches,
and resources for
diverse learners.
PGOSEE 1. Possesses
broad knowledge of
language and
literature for effective
learning.
PGOSEE 3. Acquire
extensive reading
background in
language, literature,
and allied fields.
A Brief Survey of 1. Engage: 4. Evaluate:
English and English and American Students will make a Students will create
Literature By Frederick concept map of what a venn-diagram to
Monroe Tisdel (PDF) literature is. compare and
retrieved from contrast the ideas
https://drive.google.com/f 2. Explore and Explain: from English and
ile/d/1MYdqqJ2cN9A5nJ A PDF file “A Brief American literature.
DHvEFVus0mhJj-4aIm/ Survey of English and
view?usp=sharing American Literature By
Frederick Monroe
How did English evolve? Tisdel” will be given to
- Kate Gardoqui retrieved the students as a
from reference of lessons and
https://www.youtube.com discussion of the
/watch?v=kIzFz9T5rhI different ea and
literature.
3. Elaborate:
Students will write a
short comment on their
own definition of
English and American
literature.

At the end of the lesson,
the students should be
able to:
a. discover the
beginnings of the Old
English literature from a
short video clip;
PGOTS 2. Effectively The Old English A Brief Survey of 1. Engage: 4. Evaluate:
communicate orally Period English and American Students will watch a Students will create
and in writing using (Tilawan, Notarte) Literature By Frederick short video clip the write a short comic strip
both Mother Tongue, Monroe Tisdel (PDF) a comment about the that illustrates the
Filipino and English. retrieved from video. start of Old English
https://drive.google.com/f literature.
PGODTE 4. Develop ile/d/1MYdqqJ2cN9A5nJ 2. Explore and Explain:
innovative curricula, DHvEFVus0mhJj-4aIm/ Discussion of the Old
instructional plans, view?usp=sharing English period will be
teaching approaches, presented by the teacher
b. discuss the literary
pieces and characteristics
of literature from the Old
English period; and
c. create a short comic
strip that illustrates the
start of Old English
literature.
At the end of the lesson,
the students should be
able to:
a. recognize the transition
from English period to
the Middle English
period;
b. identify the key factors
that resulted to the
movement of Middle
English period; and
c. breakdown the
important events from
the Middle English
period through outlining
and resources for
diverse learners.
PGOSEE 1. Possesses
broad knowledge of
language and
literature for effective
learning.
PGOSEE 3. Acquire
extensive reading
background in
language, literature,
and allied fields.
PGOTS 2. Effectively The Middle English
communicate orally
and in writing using
both Mother Tongue,
Filipino and English.
PGODTE 4. Develop
innovative curricula,
instructional plans,
teaching approaches,
and resources for
diverse learners.
PGOSEE 1. Possesses
broad knowledge of
language and
literature for effective
learning.
PGOSEE 3. Acquire
extensive reading
background in
language, literature,
and allied fields.
The Beginning of English with the application of
Literature: The Old probing.
English Period retrieved
from 3. Elaborate:
https://www.youtube.com Students will write an
/watch?v=YBHRAJiY- essay about the
ZM characteristics of the
literary pieces from the
Old English period
A Brief Survey of 1. Engage: 4. Evaluate:
Period English and American Students will watch a Students will write
(Diva, Chato) Literature By Frederick short video about the an outline of the
Monroe Tisdel (PDF) transition from Old important events
retrieved from English to Middle that happened
https://drive.google.com/f English and share during the Middle
ile/d/1MYdqqJ2cN9A5nJ insights based from the English period.
DHvEFVus0mhJj-4aIm/ video.
view?usp=sharing
2. Explore and Explain:
From Old English to Teacher will present and
Middle English: The discuss the literary
effects of language pieces from the Middle
contact retrieved from English Period.
https://www.youtube.com
/watch?v=ZsfcOpQjfE0 3. Elaborate:
Teacher will call
Middle English Period | students to identify the
Notes, Summary, key factors that resulted
Analysis retrieved from to the movement of
https://www.youtube.com Middle English period.
/watch?v=JzY61LCSJKs
At the end of the lesson,
the students should be
able to:
a. interpret an artwork
from the Renaissance and
relate it to literature;
b. examine the
characteristics of literary
pieces from the
Renaissance; and
c. summarize the
important details in
Reniassance.
At the end of the lesson,
the students should be
able to:
a. recall the previous era
and relate it to the
Puritan Age;
b. explain the importance
of Puritan age to the
development of literature
in English and American;
PGOTS 2. Effectively
communicate orally (Leopardas, Montadas)
and in writing using
both Mother Tongue,
Filipino and English.
PGODTE 4. Develop
innovative curricula,
instructional plans,
teaching approaches,
and resources for
diverse learners.
PGOSEE 1. Possesses
broad knowledge of
language and
literature for effective
learning.
PGOSEE 3. Acquire
extensive reading
background in
language, literature,
and allied fields.
PGOTS 2. Effectively The Puritan Age
communicate orally (Bada, Cervantes)
and in writing using
both Mother Tongue,
Filipino and English.
PGODTE 4. Develop
innovative curricula,
instructional plans,
teaching approaches,
and resources for
diverse learners.
The Renaissance A Brief Survey of 1. Engage: 4. Evaluate:
English and American The students will watch A 30 items test will
Literature By Frederick a short video about the be given to the
Monroe Tisdel (PDF) artworks from the students
retrieved from renaissance period and
https://drive.google.com/f interpret one of the
ile/d/1MYdqqJ2cN9A5nJ artwork in relation to the
DHvEFVus0mhJj-4aIm/ period.
view?usp=sharing
2. Explore and Explain:
Exploring the Discussion of the topic
Renaissance retrieved will be given by the
from teacher to the class
https://www.youtube.com along with some
/watch?v=GOjBbkGiwq0 clarification of some
questions.
3. Elaborate:
Write a summary of the
important details from
the literature of
Renaissance period
PRELIMINARY EXAMINATION
A Brief Survey of 1. Engage: 4. Evaluate:
English and American Students will recall the Students will write a
Literature By Frederick previous lessons and poem in free-verse
Monroe Tisdel (PDF) connect it to the current with a minimum of
retrieved from lesson after watching the 4 lines and 2
https://drive.google.com/f video “Who were the stanzas.
ile/d/1MYdqqJ2cN9A5nJ Puritans? | American
DHvEFVus0mhJj-4aIm/ History Homeschool
view?usp=sharing Curriculum”.
Who were the Puritans? | 2. Explore and Explain:
American History A group of students will
and
PGOSEE 1. Possesses
c. write a poem inspired broad knowledge of
by the theme of the language and
literary pieces of the literature for effective
Puritan Age. learning.
PGOSEE 3. Acquire
extensive reading
background in
language, literature,
and allied fields.
At the end of the lesson, PGOTS 2. Effectively
the students should be communicate orally (Pulido, Nazareno)
able to: and in writing using
both Mother Tongue,
a. match the puzzle Filipino and English.
pieces to create a photo
of the main topic of this PGODTE 4. Develop
lesson; innovative curricula,
instructional plans,
teaching approaches,
b. present details that and resources for
illustrate the history and diverse learners.
certain events in the age
of Classicism; and PGOSEE 1. Possesses
broad knowledge of
language and
c. create a classroom literature for effective
activity with rubrics from learning.
the literary pieces in
Classicism era. PGOSEE 3. Acquire
extensive reading
background in
language, literature,
and allied fields.
At the end of the lesson, PGOTS 2. Effectively Romanticism
Homeschool Curriculum be assigned to present
retrieved from the history of the Puritan
https://www.youtube.com age along with the
/watch? literary pieces that
v=XZCAcMMqQhA flourished in that era.
Puritan Literature 3. Elaborate:
Characteristics and Teacher will ask some
Authors retrieved from students to share
https://www.youtube.com insights from the lesson.
/watch?v=niaur4RZlLc
Classicism A Brief Survey of 1. Engage: 4. Evaluate:
English and American Students have to solve a Students will create
Literature By Frederick puzzle to form a picture a classroom activity
Monroe Tisdel (PDF) of the topic/lesson. with rubrics from
retrieved from the literary pieces in
https://drive.google.com/f 2. Explore and Explain: Classical era.
ile/d/1MYdqqJ2cN9A5nJ Teacher will let the
DHvEFVus0mhJj-4aIm/ students watch a video
view?usp=sharing as a supplemental
information of the topic
Classicism | Literary before presenting the
Movement | HSA English main discussion of the
retrieved from topic.
https://www.youtube.com
/watch? 3. Elaborate:
v=m9dFK2V8NtE Students will answer a
question of the teacher
in a short reply.
A Brief Survey of 1. Engage: 4. Evaluate:
the students should be
able to:
a. list the things from
one’s prior knowledge
about through a KWL
chart;
b. discuss the Romantic
movement and its
importance in the English
and American literature;
and
c. present a song that fits
the theme of the literary
pieces from the romantic
period.
At the end of the lesson,
the students should be
able to:
a. identify the strengths
and weaknesses of the
different era in the
history;
b. evaluate the Victorian
era from the other
movements in the
English and American
literature; and
communicate orally
and in writing using
both Mother Tongue,
Filipino and English.
PGODTE 4. Develop
innovative curricula,
instructional plans,
teaching approaches,
and resources for
diverse learners.
PGOSEE 1. Possesses
broad knowledge of
language and
literature for effective
learning.
PGOSEE 3. Acquire
extensive reading
background in
language, literature,
and allied fields.
PGOTS 2. Effectively The Victorian Era
communicate orally (Olaez and Oraiz, lico)
and in writing using
both Mother Tongue,
Filipino and English.
PGODTE 4. Develop
innovative curricula,
instructional plans,
teaching approaches,
and resources for
diverse learners.
PGOSEE 1. Possesses
broad knowledge of
(Alaba, Labitad) English and American Students will complete Students will sing a
Literature By Frederick the KWL chart about song that they think
Monroe Tisdel (PDF) Romanticism leaving the relates to the theme
retrieved from L (what I learn) for the of the literary pieces
https://drive.google.com/f next activity. in the Romantic
ile/d/1MYdqqJ2cN9A5nJ period.
DHvEFVus0mhJj-4aIm/ 2. Explore and Explain:
view?usp=sharing A group of students will
be tasked to present the
Are You Romantic or topic and the literary
Classical? Retrieved from pieces in Romantic
https://www.youtube.com period.
/watch?
v=5QmJofRAB9M 3. Elaborate:
Students will complete
the L(what I learn) from
the KWL chart and
discuss it in a short
essay.
A Brief Survey of 1. Engage: 4. Evaluate:
English and American The students will watch The students will
Literature By Frederick a short video about an take a 30 items test.
Monroe Tisdel (PDF) overview of the
retrieved from Victorian era and write a
https://drive.google.com/f comment on the
ile/d/1MYdqqJ2cN9A5nJ strengths and
DHvEFVus0mhJj-4aIm/ weaknesses of the
view?usp=sharing previous era.
Literature in the 2. Explore and Explain:
Victorian Era | A The teacher will present
Historical Overview the topic to the class and
retrieved from ask some students
https://www.youtube.com through probing to fully

c. write a critical analysis
of the characteristics of
literature of the Victorian
era from the other literary
movements.
At the end of the lesson,
the students should be
able to:
a. review the previous
lessons through a raffle
draw Q and A;
b. analyze the important
events from the Early
American literature; and
c. present a monologue
from one of the literary
pieces of the Early
American Literature.
language and
literature for effective
learning.
PGOSEE 3. Acquire
extensive reading
background in
language, literature,
and allied fields.
PGOTS 2. Effectively Early American
communicate orally
and in writing using (Ednilan, Habal,
both Mother Tongue,
Filipino and English.
PGODTE 4. Develop
innovative curricula,
instructional plans,
teaching approaches,
and resources for
diverse learners.
PGOSEE 1. Possesses
broad knowledge of
language and
literature for effective
learning.
/watch?v=nllDcnfoH5A understand the topic.
3. Elaborate:
Students will write a
critical analysis of the
characteristics of
literature of the
Victorian era from the
other literary
movements.
MIDTERM EXAMINATION
A Brief Survey of 1. Engage: 4. Evaluate:
Literature English and American Students will review the Students will
Literature By Frederick previous lesson and choose a monologue
Durango) Monroe Tisdel (PDF) connect it to the present from the early
retrieved from one. American literature
https://drive.google.com/f or write their own
ile/d/1MYdqqJ2cN9A5nJ 2. Explore and Explain: that uses the theme
DHvEFVus0mhJj-4aIm/ Students will analyze from the said
view?usp=sharing the important events movement and
happened in the history present it in a video.
Early American of Early American
Literature retrieved from Literature.
https://www.youtube.com
/watch?v=rRhlxHHwP08 3. Elaborate:
Teacher will give a
question where students
could give their replies
in NEO.

PGOSEE 3. Acquire
extensive reading
background in
language, literature,
and allied fields.

At the end of the lesson, PGOTS 2. Effectively The First Creative A Brief Survey of 1. Engage: 4. Evaluate:
the students should be communicate orally Period English and American Students will be given Students will make
able to: and in writing using (Ramos, Rañin, Literature By Frederick synopsis of different a biographical
 both Mother Tongue,
a. describe the creative Filipino and English.
period from the given
text; PGODTE 4. Develop
innovative curricula,
b. note the instructional plans,
characteristics of the teaching approaches,
First Creative Period; and resources for
and diverse learners.
c. construct a PGOSEE 1. Possesses
biographical sketch of broad knowledge of
one of the famous language and
authors from the First literature for effective
Creative Period. learning.
PGOSEE 3. Acquire
extensive reading
background in
language, literature,
and allied fields.
At the end of the lesson, PGOTS 2. Effectively The Second Creative
the students should be communicate orally
able to: and in writing using
both Mother Tongue,
a. predict the difference Filipino and English.
of first and second
creative period from the PGODTE 4. Develop
given hints; innovative curricula,
instructional plans,
b. present the literary teaching approaches,
pieces and and resources for
characteristics of the diverse learners.
second creative period;
and PGOSEE 1. Possesses
broad knowledge of
c. make a T-chart that language and
shows the difference of literature for effective
Romero) Monroe Tisdel (PDF) literary pieces from the sketch of one of the
retrieved from first creative period that famous author from
https://drive.google.com/f they will describe for the First Creative
ile/d/1MYdqqJ2cN9A5nJ three sentences. Period.
DHvEFVus0mhJj-4aIm/
view?usp=sharing 2. Explore and Explain:
Teacher will present and
discuss the First
Creative Period and ask
students for some
clarification.
3. Elaborate:
The students will choose
a literary piece from the
first creative period and
share their insight from
it.
A Brief Survey of 1. Engage: 4. Evaluate:
Period English and American The students will be Students will make
(Boiser, Igot) Literature By Frederick given a jumbled words a T-chart to show
Monroe Tisdel (PDF) that they have to arrange the difference of the
retrieved from to get the hints of what first and second
https://drive.google.com/f the second creative creative period.
ile/d/1MYdqqJ2cN9A5nJ period is all about.
DHvEFVus0mhJj-4aIm/
view?usp=sharing 2. Explore and Explain:
A group of students will
be assigned to present
the literary pieces and
characteristics of the
second creative period
to the class.
3. Elaborate:
first and second creative learning. Students will write a
period. short essay of their
PGOSEE 3. Acquire understanding of the
extensive reading first and second creative
background in period.
language, literature,
and allied fields.

At the end of the lesson, PGOTS 2. Effectively The Development of A Brief Survey of 1. Engage: 4. Evaluate:
the students should be communicate orally the Short Story English and American Students will define Students will write a
able to: and in writing using (Mandawe, Morales, Literature By Frederick short story based on short story of their
both Mother Tongue, Presillas) Monroe Tisdel (PDF) their prior knowledge. chosen genre.
a. define short story; Filipino and English. retrieved from
https://drive.google.com/f 2. Explore and Explain:
b. compare short story PGODTE 4. Develop ile/d/1MYdqqJ2cN9A5nJ Teacher will present the
from other literary innovative curricula, DHvEFVus0mhJj-4aIm/ development of the short
genre; and instructional plans, view?usp=sharing story and its importance
teaching approaches, in the development of
c. write a short story. and resources for History of the Short English and American
diverse learners. Story, Clip 1 retrieved literature.
from
PGOSEE 1. Possesses https://www.youtube.com 3. Elaborate:
broad knowledge of /watch? Students will compare
language and v=4B22QGJoxZQ short story from other
literature for effective literary genre.
learning. History of the Short
Story, Clip 2 retrieved
PGOSEE 3. Acquire from
extensive reading https://www.youtube.com
background in /watch?v=yRhO6ouDIKo
language, literature,
and allied fields. How to Write a Short
Story | Writing a Good
Short Story Step-by-Step
retrieved from
https://www.youtube.com
/watch?v=ae61kGNpQPs

At the end of the lesson,
the students should be
able to:
a. define and present the
characteristics of a
Novel;
b. present notable novels
from English and
American Literature;
and
c. write a literary
analysis from one of the
novels presented in the
class.
At the end of the lesson,
the students should be
able to:
a. create a creative
diagram of what a poem
is and its characteristics;
b. present notable poems
from English and
American Literature;
and
SEMI-FINAL EXAMINATION
PGOTS 2. Effectively Notable Novels in A Brief Survey of 1. Engage: 4. Evaluate:
communicate orally English and American English and American Students will define and Students will write a
and in writing using Literature Literature By Frederick write the characteristics literary analysis
both Mother Tongue, (Aguhob, Bagaipo) Monroe Tisdel (PDF) of a novel from their from one of the
Filipino and English. retrieved from prior knowledge. novels presented in
https://drive.google.com/f the class.
PGODTE 4. Develop ile/d/1MYdqqJ2cN9A5nJ 2. Explore and Explain:
innovative curricula, DHvEFVus0mhJj-4aIm/ An assigned group of
instructional plans, view?usp=sharing students will present the
teaching approaches, notable novels in
and resources for 6 "Easy to Read" Classics English and American
diverse learners. of English and American Literature throughout
Literature your Teacher the history.
PGOSEE 1. Possesses Recommends retrieved
broad knowledge of from 3. Elaborate:
language and https://www.youtube.com The students will
literature for effective /watch?v=pezlnc92xh4 analyze the structure of
learning. a novel and learn how to
History of the Novel write one.
PGOSEE 3. Acquire retrieved from
extensive reading https://www.youtube.com
background in /watch?v=zZ5xcBEpcfU
language, literature,
and allied fields.
PGOTS 2. Effectively Notable Poems in A Brief Survey of 1. Engage: 4. Evaluate:
communicate orally English and American English and American Students will recall and Students will write a
and in writing using Literature Literature By Frederick create a creative poem analysis from
both Mother Tongue, (Antenorio, Cagmat) Monroe Tisdel (PDF) diagram about what a one of the poems
Filipino and English. retrieved from poem is and its presented in the
https://drive.google.com/f characteristics. class.
PGODTE 4. Develop ile/d/1MYdqqJ2cN9A5nJ
innovative curricula, DHvEFVus0mhJj-4aIm/ 2. Explore and Explain:
instructional plans, view?usp=sharing An assigned group of
teaching approaches, students will present the
and resources for notable poems in
diverse learners. English and American
Literature throughout
c. write a poem analysis PGOSEE 1. Possesses the history.
from one of the notable broad knowledge of
poems discussed. language and 3. Elaborate:
literature for effective Students will discuss the
learning. different famous poems
and its type from the
PGOSEE 3. Acquire English and American
extensive reading Litearature.
background in
language, literature,
and allied fields.

At the end of the lesson, PGOTS 2. Effectively Notable Essays in A Brief Survey of 1. Engage: 4. Evaluate:
the students should be communicate orally English and American English and American Students will share some Students will write a
able to: and in writing using Literature Literature By Frederick insights of what an essay critical essay from
both Mother Tongue, (Abastillas, Falcon) Monroe Tisdel (PDF) is. one of the essays in
a. share understanding of Filipino and English. retrieved from English and
what an essay is; https://drive.google.com/f 2. Explore and Explain: American literature.
PGODTE 4. Develop ile/d/1MYdqqJ2cN9A5nJ An assigned group of
b. present notable essays innovative curricula, DHvEFVus0mhJj-4aIm/ students will present the
from English and instructional plans, view?usp=sharing notable essays in
American Literature; teaching approaches, English and American
and and resources for How to Write an Essay: 4 Literature throughout
diverse learners. Minute Step-by-step the history.
c. write a critical essay Guide | Scribbr retrieved
from one of the essays in PGOSEE 1. Possesses from 3. Elaborate:
English and American broad knowledge of https://www.youtube.com A class discussion about
Literature. language and /watch? the presented essays will
literature for effective v=UuOWNNvupik be conducted to further
learning. understand the content
of the literary piece.
PGOSEE 3. Acquire
extensive reading
background in
language, literature,
and allied fields.

At the end of the lesson, PGOTS 2. Effectively Notable Plays in A Brief Survey of 1. Engage: 4. Evaluate:
the students should be communicate orally English and American English and American Students will watch the Students will write
 able to: and in writing using
both Mother Tongue, (Lauron and Precillas)
a. criticize the play Filipino and English.
“Hamlet” presented in
the class; PGODTE 4. Develop
innovative curricula,
b. present notable plays instructional plans,
from English and teaching approaches,
American Literature; and resources for
and diverse learners.
c. write and act a play PGOSEE 1. Possesses
from one of the themes broad knowledge of
in the notable plays in language and
English and American literature for effective
literature. learning.
PGOSEE 3. Acquire
extensive reading
background in
language, literature,
and allied fields.
VIII. Course Requirements:
1.
IX. Grading System:
Classwork (Oral, Written and Performance Tasks)
Literature Literature By Frederick “15 Minute Hamlet” and and act a play from
Monroe Tisdel (PDF) criticize the totality of one of the themes in
retrieved from the play. the notable plays in
https://drive.google.com/f English and
ile/d/1MYdqqJ2cN9A5nJ 2. Explore and Explain: American literature.
DHvEFVus0mhJj-4aIm/ An assigned group of
view?usp=sharing students will present the
notable plays in English
15 Minute Hamlet and American Literature
retrieved from throughout the history.
https://www.youtube.com
/watch?v=rNJLOr1akDQ 3. Elaborate:
The teacher will further
The emergence of drama discuss the history of
as a literary art - Mindy play and ask questions
Ploeckelmann retrieved to the students.
from
https://www.youtube.com
/watch?v=Yzcxd8tsJ3Q
How to write a play - five
golden rules retrieved
from
https://www.youtube.com
/watch?v=3O_ISCHsaUw
FINAL EXAMINATION
40%
 Summative Tests 60%
Total 100%

X. References:

A. Books
A Brief Survey of English and American Literature By Frederick Monroe Tisdel (PDF) retrieved from https://drive.google.com/file/d/1MYdqqJ2cN9A5nJDHvEFVus0mhJj-4aIm/view?usp=sharing

B. Online Sources

6 "Easy to Read" Classics of English and American Literature your Teacher Recommends retrieved from https://www.youtube.com/watch?v=pezlnc92xh4
15 Minute Hamlet retrieved from https://www.youtube.com/watch?v=rNJLOr1akDQ
Are You Romantic or Classical? Retrieved from https://www.youtube.com/watch?v=5QmJofRAB9M
Classicism | Literary Movement | HSA English retrieved from https://www.youtube.com/watch?v=m9dFK2V8NtE
Early American Literature retrieved from https://www.youtube.com/watch?v=rRhlxHHwP08
Exploring the Renaissance retrieved from https://www.youtube.com/watch?v=GOjBbkGiwq0
From Old English to Middle English: The effects of language contact retrieved from https://www.youtube.com/watch?v=ZsfcOpQjfE0
History of the Novel retrieved from https://www.youtube.com/watch?v=zZ5xcBEpcfU
History of the Short Story, Clip 1 retrieved from https://www.youtube.com/watch?v=4B22QGJoxZQ
History of the Short Story, Clip 2 retrieved from https://www.youtube.com/watch?v=yRhO6ouDIKo
How to Write a Short Story | Writing a Good Short Story Step-by-Step retrieved from https://www.youtube.com/watch?v=ae61kGNpQPs
How to write a play - five golden rules retrieved from https://www.youtube.com/watch?v=3O_ISCHsaUw
How to Write an Essay: 4 Minute Step-by-step Guide | Scribbr retrieved from https://www.youtube.com/watch?v=UuOWNNvupik
How did English evolve? - Kate Gardoqui retrieved from https://www.youtube.com/watch?v=kIzFz9T5rhI
Literature in the Victorian Era | A Historical Overview retrieved from https://www.youtube.com/watch?v=nllDcnfoH5A
Middle English Period | Notes, Summary, Analysis retrieved from https://www.youtube.com/watch?v=JzY61LCSJKs
Puritan Literature Characteristics and Authors retrieved from https://www.youtube.com/watch?v=niaur4RZlLc
The Beginning of English Literature: The Old English Period retrieved from https://www.youtube.com/watch?v=YBHRAJiY-ZM
The emergence of drama as a literary art - Mindy Ploeckelmann retrieved from https://www.youtube.com/watch?v=Yzcxd8tsJ3Q
Who were the Puritans? | American History Homeschool Curriculum retrieved from https://www.youtube.com/watch?v=XZCAcMMqQhA

Prepared by: Checked by: Approved by:

Ian Paul H. Daug Mr. Ryan V. Balolot Mrs. Donna F. Espuerta
Instructor Program Chair Program Dean