Republic of the Philippines

GABRIEL TABORIN COLLEGE OF DAVAOFOUNDATION, INC.

Lasang, Davao City

SURVEY ON ENGLISH AND AMERICAN LITERATURE

EL 115

(Second Semester)

REINA LYN E. ELEGIO

Instructor

GABRIEL TABORIN COLLEGE OF DAVAO FOUNDATION, INC.

Lasang, Davao City

 OBE SYLLABUS

S.Y. 2023-2024

Course Title Survey on English and American Literature

Course Code EL 115
Credit Units 3 units
Course Description This course engages pre-service English teachers in a historical survey of selected works produced by
understanding English and American literatures from its beginnings to the 21st century. The way, they will be
able to demonstrate content knowledge and application of English and American literature and use the English
language within the context of literature and English language teaching.
Pre-Requisite

Vision: Gabriel Taborin College of Davao Foundation, Inc., a Catholic Educational Institution, anchored on the Spirituality of the Holy Family, envisions a society
that promotes the evangelical values of peace, solidarity, fraternal relationships, and respect of the environment.

Mission: Gabriel Taborin College of Davao Foundation, Inc. commits to form graduates who are academically competent, technologically skillful, socially
committed and spiritually mature.

Institutional Graduate Attributes (IGA):

1.) Innovative
2.) Effective Communicator
3.) IT Proficient
4.) Committed
5.) God-centered
Institutional Graduate Outcomes (IGO):

1.) Utilizes critical thinking and creative skills by providing solutions in consideration of ethical, socio-cultural, and environmental concerns;
2.) Uses English language effectively in both oral and writing in the workplace and the community;
3.) Incorporates advancement of information technology to perform tasks effectively and efficiently;
4.) Performs work beyond the demands of duties and responsibilities with passion and commitment; and
5.) Lives-out the spirituality of the Holy Family in the family, the workplace, and the community.

Program Educational Objectives (PEO):

Three years after graduation, GTCD Education alumni shall:

1.) have advanced their practice or achievement in the field of Elementary/Secondary Education and/or other endeavors supported by their acquired
education;
2.) strive to be globally competitive through:

a.) living by the GTCD mission values, pursuing continuing education, and practicing continuous quality improvement in their personal lives;
and
b.) continuously scanning, adopting, and building on the best practices in their fields

3.) uphold dignified personality and manifest genuine enthusiasm and pride in teaching as a noble calling.

Program Outcomes (POs):

By the time of graduation, the Elementary and Secondary Education students must have:

1.) Articulated and discussed the latest developments in the specific field of practice;
2.) Effectively communicated orally and in writing using both English and Filipino;
3.) Worked effectively and independently in multi-disciplinary and multi-cultural teams;
4.) Acted in recognition of professional, social, and ethical responsibility;
5.) Preserved and promoted “Filipino historical and cultural heritage”;
6.) Articulated the relationship of education to larger historical, social, cultural and political processes;
 7.) Facilitated learning using a wide range of teaching methodologies in various types of environments;
8.) Developed alternative teaching approaches for diverse learners;
9.) Applied skills in curriculum development, lesson planning, materials development, instructional delivery and educational assessment;
10.) Demonstrated basic and higher levels of thinking skills in planning, assessing and reporting;
11.) Practiced professional and ethical teaching standards to respond to the demands of the community;
12.) Pursued lifelong learning for personal and professional growth;
13.) Demonstrated in-depth understanding of the development of elementary/adolescent learners;
14.) Exhibited comprehensive knowledge of various learning areas in the elementary/secondary curriculum;
15.) Created and utilized materials appropriate to the elementary/secondary level to enhance teaching and learning;
16.) Designed and implemented assessment tools and procedures to measure elementary/secondary learning outcomes; and
17.) Demonstrated a service orientation in one’s profession.

Course Intended Learning Outcomes (CILOs):

At the end of the course, the pre-service teachers should be able to:

I. Upon completion of this course, the student should be able to apply content knowledge of English and American literature by producing creative works
such as original epics, modern adaptations of texts, etc. that will develop their students’ understanding and use of the English language; to demonstrate
an understanding of content and research-based knowledge in preparing an annotated reading list of English and American literature based on an
analysis of the texts’ characteristics, motifs, archetypes, and symbol.
II. Instructional Matrix:

Teaching and
Course Content/ Subject
WEEK Student Learning Outcomes Learning Activities Assessment Tasks (ATs) Resources
Matter
(TLAs)

1. The instructor discusses all the
information about the course,
Week 1 netiquettes, grading system, rules
and regulations and school
policies also the M.V.F.P.O of the
school.
2. Review and refresh students of
what they have learned in their
 Course Orientation  Class discussion and   Oral recitation  PowerPoint
 Discussion about lecture presentation
netiquette rules
 Grading System 
 Rules and Regulations
and School Policies
 past about language
At the end of the unit, the Introduction to English  Class discussion and  Divergent questioning  PowerPoint
students must have: American Literature  lecture  presentation
1. describe the  Short Summary of  Graphic
characteristics and English and American
Week 2 common genres of English- Geography,History,
American Literature in Language, Society, and
relation to English and Culture 
American geography,  Characteristics and
history, language, society, Common Genres of
and culture; and English -American
2. identify the K to 12 Literature 
English learning outcomes  K to 12 English
under English -American Literature Competencies
literature as preparation for related to English -
an annotated reading list. American Literature
At the end of the unit, the Early Periods in English  Group Presentation  Oral recitation  Powerpoint
students must have: Literature   Lecture/discussion Presentation
 Recitation
1. recognize the early periods of  Anglo -Saxon/ Old  Quiz
Week 3 English literature as relevant English Literature
pieces in the current world history
and literature compendium;  • Folk Poetry
2. outline the plot and literary
elements of the stories, epics, • Beowulf
poems, sonnets and plays in Old
English, Medieval English, • Caesura and Kennings
Renaissance, and Restoration
literatures;   Anglo -French/ Medieval
3. produce literary responses for English Literature
the definitive selected texts under
the early periods of English
literature; and 
4. prepare an annotated reading
list under early
 At the end of the unit, the Early Periods in English  Group Presentation  Divergent questioning  PowerPoint
students must have: Literature Continuation  Lecture/discussion  presentation 
Week 4  Recitation  Graphic organizer
1. recognize the early periods of  Metrical Tales and  Quiz  Sample teaching
English literature as relevant Romances plans
pieces in the current world history
and literature compendium;  • King Arthur and the
2. outline the plot and literary Knights of the Round Table
elements of the stories, epics,
poems, sonnets and plays in Old • Canterbury Tales by G.
English, Medieval English, Chaucer
Renaissance, and Restoration
literatures; 
3. produce literary responses for
the definitive selected texts under
the early periods of English
literature; and 
4. prepare an annotated reading
list under early periods of English
literature.
At the end of the unit, the  Teaching Activities, Aids  Class discussion and  Divergent Questioning  PowerPoint
students must have: and Supporting Materials lecture presentation 
Week 5-6  Sample materials
1. Identify and design effective and activities for
learning materials for remedial remedial students
learners
2nd Trinal

At the end of the unit, the The Restoration and the  Class discussion and  Simulations  PowerPoint
students must have: 18th Century Literature  lecture presentation 

1. recognize the early periods of  Puritan Period 

Week 7-8 English literature as relevant  Neoclassical Period 
pieces in the current world history  On His Blindness by J.
and literature compendium;  Milton
 2. outline the plot and literary
elements of the stories, epics,
poems, sonnets and plays in Old
English, Medieval English,
Renaissance, and Restoration
literatures; 
3. produce literary responses for
the definitive selected texts under
the early periods of English
literature; and 
4. prepare an annotated reading
list under early periods of English
literature.
At the end of the unit, the Later Periods in English  Group Presentation  Oral Recitations  PowerPoint
students must have: Literature   Lecture/discussion  presentation 
 Recitation  Word lists 
1. recognize the later periods of  The Romantic Period  Quiz  Images 
Week 9-10 English literature as relevant  Odes, Elegies, and Lyric  Sample materials
pieces in the current world history Poetry 
and literature compendium;   Ode to the West Wind by
2. outline the plot and literary P. Shelley 
elements of the lyric poems,  I Wandered Lonely as a
novels, short stories and Cloud by W. Wordsworth
nonfiction prose in the Romantic, 
Victorian, 20th Century, and  Elegy Written in a
Contemporary period literatures; Country Churchyard by
3. produce literary responses for T. Gray
the definitive selected texts under
the later periods of English
literature; and 
4. prepare an annotated reading
list under the later periods of
English literature.
At the end of the unit, the Victorian Age   Group Reporting   Oral Recitations  PowerPoint
students must have:  Lecture/discussion presentation 
Week 11-  The Birth of Novels   Quiz
12 1. recognize the later periods of  Historical Novels   Recitation
  The Shoemaker/ The
English literature as relevant Tale of Two Cities by C.
pieces in the current world history Dickens
and literature compendium; 
2. outline the plot and literary
elements of the lyric poems,
novels, short stories and non -
fiction prose in the Romantic,
Victorian, 20th Century, and
Contemporary period literatures;
3. produce literary responses for
the definitive selected texts under
the later periods of English
literature; and 
4. prepare an annotated reading
list under the later periods of
English literature.
3rd Trinal

At the end of the unit, the The 20th Century to the  Group Reporting   Oral Recitations  PowerPoint
students must have: Contemporary Period  Lecture/discussion presentation
 Quiz
1. recognize the later periods of • Other Novel Types  Recitation
Week 13- English literature as relevant
14 pieces in the current world history • Pride and Prejudice by J.
and literature compendium;  Austen
2. outline the plot and literary
elements of the lyric poems, • The Lord of the Flies by
novels, short stories and non - W. Golding
fiction prose in the Romantic,
Victorian, 20th Century, and
Contemporary period literatures;
3. produce literary responses for
the definitive selected texts under
the later periods of English
literature; and 
 4. prepare an annotated reading
list under the later periods of
English literature.
At the end of the unit, the Early Periods in American  Group Reporting   Peer checking of written  PowerPoint
students must have: Literature Continuation  Lecture/discussion output presentation 
 Quiz  Samples of
1. recognize the early periods of Revolutionary Period common writing
Week 15- American literature as relevant Literature  Recitation miscues
16 pieces in the current world history
and literature compendium;  • Autobiography and
2. outline the plot and literary Biography
elements of the folk literature,
non-fiction prose, essays, and • Patriotic Speeches
novels in the Early American,
American Colonial, Puritan, and • The Whistle by B. Franklin
Revolutionary period literatures;
3. produce literary responses for • The Gettysburg Address by
the definitive selected texts under A. Lincoln
the early periods of American
literature; and 
4. prepare an annotated reading
list under early
At the end of the unit, the American Colonial Period and  Group Reporting   Oral Recitations  PowerPoint
students must have: Puritan Literature  Lecture/discussion presentation 
Week 17  Quiz
1. recognize the early periods of • Colonial Non -Fiction Prose
American literature as relevant and Essays  Recitation
pieces in the current world history
and literature compendium;  • Sinners in the Hands of an
2. outline the plot and literary Angry God by J. Edwards
elements of the folk literature,
non -fiction prose, essays, and
novels in the Early American,
American Colonial, Puritan, and
Revolutionary period literatures;
3. produce literary responses for
the definitive selected texts under
 the early periods of American
literature; and 
4. prepare an annotated reading
list under early periods of
American literature.
At the end of the unit, the Revolutionary Period  Group Reporting   Oral Recitations  PowerPoint
students must have: Literature  Lecture/discussion presentation 
Week 18  Quiz
1. recognize the early periods of  Autobiography and
American literature as relevant Biography  Recitation
pieces in the current world history  Patriotic Speeches
and literature compendium;   The Whistle by B.
outline the plot and literary Franklin
elements of the folk literature,  The Gettysburg Address
non -fiction prose, essays, and by A. Lincoln
novels in the Early American,
American Colonial, Puritan, and
Revolutionary period literatures;
2. produce literary responses for
the definitive selected texts under
the early periods of American
literature; and
3. prepare an annotated reading
list under early periods of
American literature.

III. POLICIES:

Good manners and right conduct in the classroom.

1. Prayer. Each class begins and ends with a prayer.

2. Greeting. Students greet the teacher.
3. Attendance. Only for valid reasons can students be excused from class.
4. Promptness. Students are expected to come to class on time. More than 15 minutes is considered absent.
5. Participation. As much as possible, students are to participate in class discussions and activities.
6. Intellectual Integrity. Honesty is the best policy.
 7. Use of cellphones. All cellphones are put in silent mode inside the classroom. Texting and answering calls are to be done at designated areas in
the campus.
8. Energy conservation. Lights and fans are put off by the one nearest the switch after every class.
9. Submission of requirements. Haste makes waste. Class requirements are to be submitted on time.
10. Courtesy. Respect for others is practiced at all times and in all places.

IV. COURSE REQUIREMENTS:

 Projects to be submitted on the following dates:

V. CONSULTATION PERIOD:

 Monday to Saturday
o 3:00 pm to 4:30 pm

VI. GRADING SYSTEM:

Learning in this course will be evaluated with the use of the following measures:

Written Tasks - 20%

Performance Tasks - 40%

Examination - 40%

Total - 100%

VII. REFERENCES:

Book: Bilbao, P., Dequilla, M.A., Rosano, D., Boholano, H. (2019). Technology for Teaching and Learning 1. LORIMAR PUBLISHING, INC.

Prepared by: Checked and Approved by:

REINA LYN E. ELEGIO DONNABEL T. LIBADISOS, Ed. D

Instructor Program Head