CITY COLLEGE OF CALAMBA

Program: Bachelor of Secondary Education Major in English Language Education

Outcomes – Based Teaching and Learning Plan in Survey of Philippine Literature in English
VISION: The City College of Calamba envisions itself as an accredited premier academic institution in
the region, providing quality learning opportunities to financially challenged but deserving students in
order to produce competent, conscientious, committed, and compassionate global professionals.
MISSION: In pursuit of this vision, WE, the faculty, staff, and students of City College of Calamba,
recognize our vital roles in collaboratively honing the professionals by promoting social responsibility,
moral uprightness, and national servitude, guided by the ideals, philosophies, and values of our national
hero, Dr. Jose Rizal.

Course Title Survey of Philippine Literature in English Course Code ENGM301

Credit Units 3 Course Pre-/Co-requisites EL 111 – Children and Adolescent Literature

This course enables the pre-service English teachers to demonstrate research-based content knowledge in analyzing the growth and development of Philippine Literature in
Course Description English from 1900 to the present along socio-historical events as shown in representative works. Moreover, it provides them with an opportunity to enrich the K to 12 English
(Based on CMO No. 75 Series of 2017) curriculum by producing an extensive and grade-specific reading list to enhance their future students’ reading skills. Particular attention is given to the analysis and
appreciation of the cultural differences and similarities embodied in select literary texts.

At the end of this program, graduates will have the ability to:
PILO 1. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political context
PILO 2. Demonstrate mastery of subject matter/discipline
PILO 3. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific earners and their environments

Program Intended Learning
Outcomes (PILO)
PILO 4. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners
PILO 5. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices
PILO 6. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes
PILO 7. Practice professional and ethical teaching standards sensitive to local, national, and global realities
PILO 8. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities
 At the end of the semester, the students should be able to:
CILO 1. Possess broad knowledge of language and literature for effective learning
CILO 2. Use English as a glocal language in a multilingual context as it applies to the teaching of language and literature
CILO 3. Acquire extensive reading background in language, literature, and allied fields
CILO 4. Demonstrate proficiency in oral and written communication
Course Intended Learning CILO 5. Show competence in employing innovative language and literature teaching approaches, methodologies, and strategies
Outcomes (CILO)
CILO 6. Use technology in facilitating language learning and teaching
CILO 7. Inspire students and colleagues to lead relevant and transformative changes to improve learning and teaching language and literature
CILO 8. Display skills and abilities to be a reflective and research-oriented language and literature teacher

PRELIMINARY Essential Learning Suggested

Intended Learning Outcomes Assessment
Declarative Teaching/Learning
Week Content Standards Functional Knowledge (ILO) Tasks (ATs)
Knowledge Activities (TLAs)

1-2
Demonstrate understanding
of the purposeful meaning of
literature, the relationship
between literature and
history, the conflicting nature
of Philippine Literature in
English, and close-reading
strategies
Overview: Philippine Literature in
English
The Interrelationship between
Literature and History
The Conflicting Nature of
Philippine Literature in English
Close-Reading Strategies
-Explaining the purposeful meaning -Share insights on the purposeful meaning of Class discussion - Annotating Activity as
of literature, and the literature Application of Close-
Group Discussion Reading Strategies
interrelationship between literature
and history Interactive Close-reading - Essay Quiz
-Retell the interrelationship between literature and strategy
-Discussing the conflicting nature history - Self-Assessment
of Philippine literature in English Research Work Activity with Rubrics
-Demonstrating the use of various
close-reading strategies -Provide examples of the interrelationship
between literature and history

-Reflect on the conflicting nature of Philippine

literature in English

Demonstrate understanding
and appreciation of the
Filipino literary works in
English during the American
Occupation
3-4
Demonstrate understanding
and appreciation of the
Filipino literary works in
English during the Japanese
Occupation
5 themes
6 Demonstrate understanding
and appreciation of the
Filipino literary works in
English during the Post-War
Era/Rebirth of Freedom
The American Occupation
1. Period of Reorientation
2. Period of
Imitation/Apprenticeship
3. Period of Self-discovery and
Growth
Assigned Reading Material:
1. Dead Stars by Paz Marquez-
Benitez
Conditions during the Japanese
Occupation
Assigned Reading Material:
Rendezvous at Banzai Bridge by
Manuel Arguilla
The State of Philippines and its
Literature during the Post-war
Era/Rebirth of Freedom
-Tracing the origins of Philippine
literature in English back in the
American period as shown in its
stages of development
-Facilitating a reading of sample
Filipino literary pieces in English
produced during the American
period
-Reviewing the conditions during
the Japanese occupation that
determine the production of
literature in the Philippines
-Facilitating a reading of sample
Filipino literary pieces in English
produced during the Japanese
period
- Reviewing the conditions during
the Post-War Era that determine the
production of literature in the
Philippines
-Apply close-reading strategies in given text
-Recall the various stages of development of Class discussion - Individual Visual
Philippine Literature in English during the Interpretation with
American occupation Group Research Discussion Rubrics for Assessment
Presentation
- Group Roleplays as
Retellings of the Stories
Character Roleplaying
with Rubrics for
Assessment
-Analyze the assigned text based on the short
story conventions such as character, conflict, and
themes
-Observe the literary style of the authors on
sample works during the American period in
relation to their sociohistorical backdrop
-Recall the conditions during the Japanese Community of Inquiry - Individual Visual
occupation that determined literary production in Interpretation with
the Philippines Rubrics for Assessment
Viewing Supplementary -Reflection Essay with
Videos on Japanese Rubrics for Assessment
-Examine the assigned text based on the short Occupation and its
story conventions such as character, conflict, and Contemporary Aftermath
-Relate the literary style of the authors on sample
works to its sociohistorical backdrop that is the
Japanese period
-Revisit the situations during the Post-War Era Community of Inquiry Group Performance
that affected the literary production in the Tasks:
Philippines Think-Pair-Share
Creative Work-Group
Dynamics

Demonstrate understanding
and appreciation of the
Filipino literary works in
7-8
English during the Martial
Law Era and the
Underground Activism
9-11
Demonstrate competence in
writing a literary analysis
The Martial Law Era and its
Ideologies
Activism, Protests, and
Underground Literature
Aftermath of Martial Law in the
Contemporary Era and Historical
Revisionism
Assigned Reading Materials:
Generations by Ninotchka Rosca
Apollo Centennial by Gregorio
Brillantes
Prometheus Unbound by Jose F.
Lacaba
Writing a Literary Analysis
1. Writing a Thesis Statement
2. Writing an Introduction
3. Organizing the Literary
-Facilitating a reading of sample
Filipino literary pieces in English
produced during the Post-War
Era/Rebirth of Freedom
PRELIMINARY EXAM
-Presenting the Martial Law Era and
its ideologies from which works of
Filipino writers responded to
-Facilitating a reading of sample
Filipino literary pieces in English
produced as reaction and reflection
of Martial Law experiences
-Inculcating the significance of
activism and the continuous fight
against historical revisionism
-Explaining what a literary analysis
is
-Providing guidance and steps on
composing a literary analysis
-Probe into the assigned text based on the short
story conventions such as character, conflict,
and themes
-Connect the literary style of the authors on
sample works with Post-War Era as historical
context
-Describe human experiences during the Martial Survey of Knowledge and Visual Interpretation of
Law Era Views on Martial Law the Texts with Rubrics for
Assessment
Community of Inquiry
Reflection Essay with
-Articulate the ideologies of the assigned texts as Viewing of Supplementary Rubrics for Assessment
shown in short story conventions like character, Documentaries and Films on
conflict, and themes Martial Law Interview-Based
Reportage with Rubrics
for Assessment
-View the assigned reading materials as
reflections and subversions on the dominant
ideologies during the Martial Law Era
-Discourse on the relevance of activism and the
threats of historical revisionism
-Define a literary analysis Workshops on Composing -Literary Analysis with
Introduction and Thesis Rubrics for Assessment
Statement
-Compose a literary analysis
Checking of Drafts

Demonstrate understanding
and appreciation of the
Filipino literary works in
English during the Third
Republic
12
Demonstrate understanding
and appreciation of the
Filipino literary works in
English during the 1990s
13
14-15 Demonstrate understanding
and appreciation of the
Filipino literary works in
English in the Contemporary
Era
Analysis
4. Using Textual Evidence
The EDSA Revolution
The State of the Philippines in the
Third Republic
The Social Conditions during the
1990s
21st Century Ideologies
The Contemporary Conditions of
the Philippines and Duterte
Administration
Assigned Reading Materials:
-Reviewing the time of EDSA
Revolution and the period of the
Third Republic that influenced the
writings of Filipino authors
-Facilitating a reading of sample
Filipino literary pieces in English
produced during the post-EDSA
regime
MIDTERM EXAM
-Revisiting the 1990s’
sociohistorical conditions that
shaped the writings of Filipino
authors
-Facilitating a reading of sample
Filipino literary pieces in English
produced as reaction and reflection
of Martial Law experiences
-Explaining the characteristics of
21st century literature
-Discusses with the class the
ideologies and situations of the
current administration
Exchanging of Papers
-Recall the events before and during the EDSA Community of Inquiry Visual Interpretation of
Revolution and the conditions under the new the Texts with Rubrics for
administration that followed Assessment
Think-Pair-Share Essay Quiz
-Analyze the assigned reading materials based
on conventions such as character, conflict, and Viewing of Supplementary
theme Individual Performance
Documentaries and Films on Tasks:
EDSA revolution and post-
EDSA government and Literary Analysis and
-Establish a link between the texts and the conditions Critiquing
sociohistorical influence of the Third Republic
administration
-Identify notable events in the 1990s that molds Community of Inquiry Visual Interpretation of
the writings of these times the Texts with Rubrics for
Assessment
Think-Pair-Share Essay Quiz
-Examine the assigned reading materials based
on conventions such as character, conflict, and
theme
-Explain how the sample texts represent the
ideologies of the 1990s
-Determine the characteristics of 21st century Community of Inquiry Visual Interpretation of
literature the Texts with Rubrics for
Invitation of a Guest Lecturer Assessment
Reflection Essay with
-Analyze the assigned reading materials based Rubrics for Assessment
on conventions such as character, conflict, and
theme
 The New Normal by Jose Miguel
Arguelles
The Fragile Mansion of
Love/Pericos Tao by Andrew
Drilon
-Facilitating a reading of sample -Observe how the assigned reading materials
Filipino literary pieces in English reflect and respond to the dominant ideologies of
authored in the 21st century and this the existing regime
contemporary regime

A Door Opens: The Beginning of

the Fall of the Ispancialo-in-
Hinirang by Dean Francis Alfar

Rene Estrella Amper (Socio-

economic and Political Situation)

“Letter to Pedro, U.S. Citizen,

also called Pete”

Movie and Play Review and Critiquing

16-18
CONSULTATION AND WORKSHOPS FOR LITERARY OUTPUTS
Submission of Final Requirements and PT-Written Outputs

FINAL EXAM
 Reference Materials:
Books
Basic Readings
1. Arguelles, J. M. (2018). Ordinary world. Visprint.
2. Rosca, N. (2015). Generations. In G. H. Abad (ed.), The Likhaan anthology of Philippine literature in English from 1900 to the present. UP Press.
3. Department of Education (2013). K to 12 Senior High School Core Curriculum – 21st Century Literature from the Philippines and the World.
4. Garcia, J. N. C. (2014). Translation and the problem of realism in Philippine literature in English. Kritika Kultura, 23, 99-127.
5. Lacia (2008). The Literature of the Philippines. Rex Bookstore, Manila. ISBN 9789712357020
6. Kahayon,(2008). Philippine literature through the years. National Book Store, Mandaluyong City. ISBN 971086078x
(This section is
7. Lumbera, B. & Lumbera, C. N. (2005). Philippine literature: A history and anthology. Anvil, Pasay City. ISBN 9712715078
for the college
Linkages:
librarian’s
signature) 1. De Vera, R. S. (2020). The dark geography of Ninotchka Rosca’s ‘Bitter Country’. Retrieved November 26, 2020 from https://lifestyle.inquirer.net/361307/the-dark-
geography-of-ninotchka-roscas-bitter-country/
2. Salonoy, M.C. (2020). Faith to the fate: The rise and fall of 21st century Philippine literature. Retrieved November 26, 2020 from https://medium.com/vox-populi-ph/faith-
to-the-fate-the-rise-and-fall-of-21st-century-philippine-literature-7cbf8c1013d9
3. Villaceran, M. A. J. (n.d.). Sinigang. Retrieved October 22, 2020 from https://www.sushidog.com/bpss/stories/sinigang.htm
4. Abad, G. (2019). Teaching Philippine Literature in English. Retrieved July 30, 2020 from https://www.youtube.com/watch?v=5URW1s1Jfuc
5. Cruz, K. M. (n.d.). Introduction to Philippine literature. Retrieved November 26, 2020 from https://21stcenturylitph.wordpress.com/introduction-to-philippine-literature/
6. De Ungria, R. (n.d.). Philippine literature in English. Retrieved from https://ncca.gov.ph/about-ncca-3/subcommissions/subcommission-on-the-arts-sca/literary-
arts/philippine-literature-in-english/
7. Lacaba, J. F. (n.d.). Prometheus unbound. Retrieved fromhttps://www.esquiremag.ph/long-reads/features/the-marcos-era-resistance-poem-that-smuggled-a-hidden-
message-into-state-media-a1508-20180911-lfrm2

Course
As identified in the Assessment Task
Assessment
Grading System:
For Prelim and Midterm Grade and Pre-Final Grade
Average of Enrichment Activity (60%) + Average of Assessment (40%)
Final Grade: (Prelim Grade x 0.30) + (Midterm Grade x 0.30) + ( Pre Final Grade x 0.40)
60% shall be given numerical grade
Below 60% shall be given incomplete grade
Course Policies
*Major Examination - 40%; Performance Task and Literary Analysis/Critiquing Outputs - 40%; Attendance, Recitation, Quizzes, Seatworks - 20%
Consultation Faculty Member : Simplicio P. Alba, LPT,Ed.D
Contact Number : 09155814539
Schedule E-mail address : spalba@ccc.edu.ph
Consultation Hours: Monday to Wednesday
Time and Venue : 1:00pm-2:00pm/ 5:00pm-6:00pm thru Online
Course A.Y. Term of
Prepared by: Checked by: Noted by Approved by
Title Effectivity

ENGM30
2022-2023 Dr. Simplicio P. Alba Dr. Raquel N. Wagan Dr. Ronald A. Gonzales
1
Director, DTE Vice President for Academic Affairs
Faculty Member/ Cluster Coordinator, Language
Senior Lecturer and Literature