1. Doc. Code: SLSU-QF-IN01-B
Revision: 00
Date: 29 July 2019
Republic of the Philippines
SOUTHERN LEYTE STATE UNIVERSITY-TOMAS OPPUS
San Isidro, Tomas Oppus, Southern Leyte, 6605 Philippines
COURSE SYLLABUS
ENGL 100- WORLD LITERATURE
2nd Semester, AY 2019-2020
National Goal : The attainment of globally competitive Filipinos through quality and excellent education, relevant and responsive to changing environment,
accessible and equitable to deserving students, and efficient and effective in optimizing returns and benefits.
Vision : A high quality corporate science and technology university.
Mission : SLSU will produce S and T leaders and competitive professionals generate breakthrough research in S and T –based disciplines transform
and improve the quality of life in the communities in the service areas be self-sufficient and financially viable.
University Goals : Goal 1: Develop comprehensive curricula to produce S and T leaders and professionals.
Goal 2: Establish a culture of Science and Technology-based research.
Goal 3: Facilitate adoption of technology to communities and service areas.
Goal 4: Intensify production capability.
Goal 5: Establish a transparent, efficient and effective management system.
Quality Policy : We, at Southern Leyte State University, commit enthusiastically to satisfy our stakeholders' needs and expectations by adhering to good
governance, relevance, and innovations of our instruction, research and development, extension and other support services and to
continually improve the effectiveness of our Quality Management System in compliance to ethical standards and applicable statutory,
regulatory, industry and stakeholders' requirements.
The management commits to establish, maintain and monitor our quality management system and ensure that adequate resources are
available.
Core Values : Service Excellence
Leadership Competence
Stewardship and Accountability
Unity in Diversity

2. Goal of the College of Teacher Education:
Goal 1: Produce Science and Technology oriented teachers imbued with reflective thinking and with theoretical, technical, and practical competence;
Goal 2: Develop a sense of progressive leadership in helping build an economically viable community through S&T-based research and extension;
Goal 3: Optimize future teachers’ abilities to transfer the technology of one’s field of specialization to communities and other service areas;
Goal 4: Capacitate prospective teachers with the skills in managing their professional, social and personal aspects of living; and
Goal 5: Imbibe SLSU’s core values of Service excellence, Leadership competence, Stewardship and accountability and Unity in diversity.
Program Objectives of Bachelor in Elementary Education
PO1: Possess a wide range of theoretical and pedagogical competence in facilitating diverse types of learners in a variety of settings;
PO2: Apply knowledge and skills in promoting the culture of research and involvement in extension activities as a means of helping improve the
quality of life;
PO3: Maximize the use of technology in order to promote its adoption by the community;
PO4: Exhibit professional and ethical behaviors that would inspire others towards a sensible outlook in life; and
PO5: Internalize the values of service, leadership, accountability and unity the SLSU way.
Program Outcome:
A. Common to all programs in all types of schools
A. Articulate and discuss the latest developments in the specific field of practice.
B. Effectively communicate orally and in writing using both English and Filipino
C. Work effectively and independently in multi-disciplinary and multi-cultural teams.
D. Act in recognition of professional, social, and ethical responsibility.
E. Preserve and promote “Filipino historical and cultural heritage”.
B. Common to Teacher Education
A. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political contexts
B. Demonstrate mastery of subject matter/discipline
C. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their
environments
D. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners
E. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices
F. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes
G. Practice professional and ethical teaching standards sensitive to the local, national, and global realities
H. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities
C. Common to a Graduate of a University

3. A. Graduates of universities contribute to the generation of new knowledge by participating in various research and development
projects.
Graduate Attributes:
Science andTechnology Leader
Competent and Competitive
Effective Communicator
Value-Oriented Individual
A. COURSE DETAILS
COURSE NAME ENGL 100-2FS- WORLD LITERATURE
COURSE DESCRIPTION
This course is intended for BEED students. It focuses on literature from all parts of the world – Asia, Africa, America, Europe. The
literary selections which serve as the vehicles for understanding the experiences of the human family are studied for appreciation of
their artistic and cultural values that unite the different literary traditions. It is also dealing with the study of literary genres,
exemplified by selected literary pieces from various countries, written at different period in history.
NUMBER OF UNITS 3 units
PREREQUISITE None
B. COURSE OUTCOME AND RELATIONSHIP TO PROGRAM OUTCOMES

4. situations.
Course Outcomes Program Outcomes
At the end of the course, the
learners should have:
1. deduced the breath and
Common to all
A B C D E
Common to Teacher Education
A B C D E F G H
Common to a Graduate of a
University
C. COURSE
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1. SLSU Mission and Vision
2. Goal and Objectives of the
1.5 Hrs Lecture
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- course outline
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3.Discussion of the Course
Syllabus
4. Classroom Policies
5. GAD
know each
other)
and Vision
I P I I P
nation’s educational goal,
the vision and mission of
SLSU, goals of the SLSU-
CTE BEED Program, the
general rules and
regulations of the
campus, and certain
policies in the class;
 project a positive attitude
towards the subject and
the students regardless of
the gender

5. UNIT 1
Introduction to World
Literature/Asian and African
Literature
Humanistic
Technique
Interactive
Discussion
Think-pair share
Group Reporting
 discuss the historical
perspective of literature
through the ages;
 determine the features of
the chosen literary pieces
through the literary
standards;
 identify and differentiate
the literary elements;
1. Background to the Study
of Literature
1.1 Overview About
Literature Through
The Ages
1.2 Purpose of Studying
Literature
1.3 Values of Literature
1.4 Approaches/Method
s of Studying
Literature
1.5 Literary Standards
1.6 Elements of the Story
1.7 Elements of Poetry
1.8 Elements of the Play
1.5 Hrs. Written Quiz about
determining literary
elements, approaches
and standards
Power Point
Handouts
Books
 infer the theoretical
connection between the
author and work;
 relate to actual life
experiences certain
situations in the literary
pieces;
2. Asian Literature And
African Literature
2.1 Philippine Literature
2.2 Introduction
2.3 A World of
Challenge (Johnny
Antillon)
2.4 The Visitation of the
Gods (Gilda Cordero-
Fernando)
2.5 Through Ages and
Ages Eternal (C.
Pedoche)
3 Hrs. Oral quiz on the three
literary pieces. The
quiz is subjective,
relating to actual life
situations
Power Point
Laptop
3. The Japanese Literature

6. 3.1 Introduction
 explain the fundamental
3.2 The Haiku
3.3 The Izu Dancer 3 Hrs.
Interactive
Discussion
Graded Oral Recitation
On the characteristics
TV
truth of life and human (Kambatu Yasumari) of Japanese literature Laptop
nature represented in the 3.4 The Little Rain
stories;
 discuss the
(Tu Fu) Books
characteristics of
Japanese literature
4. Indian Literature
4.1 Savitri (Excerpt from
 provide the essential Mahabharata) 1.5 Hrs. Group Reporting quiz Handouts
components of plot of the 3. Unending Love (simple recall of the
chosen stories; (Robindranath components of plot of
Tagore) the chosen stories
4. African Literature
4.1 Introduction
 write literary reactions
and analysis;
4.2 The Search For
Everlasting Life
4.3 The Story of the
Flood
3 Hrs. Interactive
Discussion
Think-pair share
Essay quiz depicting
literary reactions and
analysis
TV
Laptop
4.4 The Dress The
Sang ( Folktale)
4.5 A Thousand and One
Nights/The Arabian
Nights
5. Hebrew Literature
 portray the plot of each
piece
 discuss life experiences in
relation to biblical
5.1 The Prodigal Son
5.2 Psalm 91
5.3 The Book of Ruth
3 Hrs. Film Showing
Brainstorming
Role play on the
prodigal son andThe
Book of Ruth
Handouts
reflections
 Write an analysis on the
Unit II
American Literature
1. Introduction TLQR Reaction Paper Speaker

7. chosen literary piece
 manifest honestly in
evaluating one’s capacity
in analyzing the chosen
literary pieces
2. The Psalm of Life
3. The Cast of Amontillado
(Edgar Allan Poe)
4. The Road Not Taken
(Robert Frost)
5. Stopping By Woods On A
Snowy Evening
(Robert Frost)
6.Tiny Feet
(Gabriela Mistral)
3 hrs.
1.5 Hr
3 Hrs
Buzz Group
Brainstorming
Film Showing
(individual Reflection)
Oral Quiz (subjective
and objective about
the last three literary
pieces)
TV
Laptop
MIDTERM EXAMINATION (1.5 HRS.)- Written Exam
Unit III
English and Italian Literature
 explain the relevance of
the literary themes with
the modern times;
 pass ethical judgment of
characters in a story;
1. Introduction
2. The Anglo-Saxon Period
(449– 1066)
2.1 Introduction
2.2 Beowulf
(Anonymous)
2.3 Everyman
(Anonymous)
6 Hrs. TLQR
Buzz Group
Film Showing-
Reaction Paper
Movie Review
Character Analyses
Handouts
TV
Speaker
 discuss customs, norms
and traditions of each
stories and poems;
 write literary reactions
and analysis;
3. The Medieval Period
3.1 Introduction
3.2 The Canterbury
Tales (Geoffrey
Chaucer)
3.2.1 Prologue
3.2.2 The Millers
Plowmanand
Others
3.3.3. The Pardoner’s
Tale
3.3. The Eagle
(Alfred Tennyson)
3.4. The Story of King
6 Hrs. Individual
Reporting
Interactive
Discussion
Oral Quiz discussing
customs and norms of
each piece
Movie Clips
TV
Laptop

8.  develop a sense of
historical appreciation in
every literary genre;
 reflect and internalize the
message of the poems and
short stories;
Arthur
4. Renaissance Period
(1485– 1660)
4.1 Introduction
4.2 From The Tempest
(William
Shakespeare)
4.3 The Passionate
Shepherd to His Love
(Christopher
Marlowe)
4.4 The Nymphs Reply
To The Shepherd
(Sir Walter Raleigh)
6 Hrs. Interactive
Discussion
Pair activity (poem
recital on the
Passionate shepherd to
his love and the
nymphs reply to the
shepherd)
TV
Handouts
Laptop
 Discuss the plot the
chosen literary pieces
 manifest the acquired
essence of honestly,
sincerity, tolerance,
respect, and integrity in
internalizing the essence
of the literary genre.
5. Italian Literature
5.1 Introduction
5.2 The Divine Comedy
(Dante Alighieri)
5.3 Decameron/Tale of
the Falcon
(Giovanni Boccaccio)
5.4 The Three
Musketeers /
The King
Musketeers and
The Cardinal
Guards (Damus,
A)
3 Hrs. TLQR
Brainstorming
Film Showing
Role play depicting the
plot of Divine Comedy
and Decameron
Reaction paper
TV
Handouts
Laptop
TV
Laptop
 describe similarities and
differences in the
characteristics and
attributes of the gods and
goddesses of the
Unit IV
Greek Literature
1. Introduction to Ancient
Greece
2. The Gods and Goddesses
1.5 hrs. Interactive
Discussion
Quiz
(simple recall- basic
Books
Hand outs

9. Philippines and Greece;
 Explain the literary
elements used
2.1 Olympians
2.2 The Titans
3. Stories of Love and
Adventures
3.1 Cupid and Psyche
3.2 Pyramus and Thisbe
3.3 Orpheus and Eurydice
3.4 Prometheus and IO
3.5 Pygmaleon and
Galathea
4. Oedipus The King
6 Hrs.
1.5 Hrs.
Buzz Group
Film Showing
(on gods and
goddesses)
Brainstorming
concepts on Greek
Literature)
Individual Reflection
Group Role play on
the five stories of love
and adventure
Written Quiz- about
the literary elements
TV, researches,
books
TV and Laptop
FINAL EXAMINATION (1.5 HRS.)
Two Parts of Final Examination-Written (Objective Type) and Oral Examination (Subjective Type)
D. REFERENCES
1. Alcantara, R. et al., (2000). World Literature. Philippines: Katha Publishing Co. Inc.,
2. Bascara, L. (2003). Literature of the World. Philippines:Rex Bookstore, Inc.,
3. Garcia, C. et al., (2006). A Study of Literary Types and Forms. Revised Edition. Philippines:UST Publishing House.
4. Lacia, F. C. 2003. The Literature of the World. Philippines: Rex Bookstore, Inc.
5. Javines, F.(1997). English Literature. Philippines: Rex Bookstore, Inc.
6. Sialongo, E. et al., (2007). Literature of the World. Philippines: Rex Bookstore, Inc.
7. Singh Nem, R. (2011). Anthology of the World Literature for College. Philippines: Anvil Publishing, Inc.
8. Ampo, M. (2017). Syllabus: World Literature, AY. 2018-2019.
E. COURSE REQUIREMENTS
1. Attendance and Participation
2. High quality work and performances
3. Best outputs and efforts in group dynamics, presentations, examinations and other related subject tasks.

10. F. GRADING SYSTEM
Term Examination 40 %
Class Standing 60 %
Performance/Participation/Projects
Written Outputs
TOTAL _________
100%
G. AUTHENTIC ASSESSMENT TOOL
1. Rubric in Reporting
2. Rubric in Rating Oral Exam
3. Rubric in Rating Projects/Outputs
4. Rubric in Assessing Activity Participation
H. PROVISION FOR FLEXIBILITY
1. All students are expected to be academically honest. Cheating, lying and other forms of unethical behavior will not be tolerated. The students are expected to
come to class regularly on time A student who incurs 3 consecutive unexcused absences will be advised to visit the guidance office
2. for a counselling session and will be asked for a re-entry slip before being allowed to enter the class again. On the other hand, a student who has
accumulated 7 absences will be automatically dropped from the roll.
3. There should be equal opportunity for men and women to take leadership responsibility in every class activity or undertakings.
Prepared by:
CELEONIEME S. LABAJO

11. Faculty
Reviewed by:
ANALIZA M. NARES, Ed. D. JAHARA D. NAPALLA, MAEd
Chairman, Review Committee Member, Review Committee
Recommended for Approval:
VICENTE S. BETARMOS, JR., Ph.D
Department Head
Approved:
NORLA GRACE A. BETARMOS, Dev.Ed.D.
Dean, College of Teacher Education
MARVIN S. DAGUPLO, Ph.D
Asst. Dir., Academics, Research and Innovation
CONFIRMATION AND ACKNOWLEDGEMENT RECEIPT

12. This is to confirm that the contents of the course syllabus in , 1st semester of AY at SLSU-CTE, Tomas Oppus, Southern Leyte,
were discussed to us during the first day of class and a copy of which was provided for reproduction and individual reference and guide.
Names Signature Names Signature