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Holy Angel University
School of Hospitality and Tourism Management
Angeles City
Course Outline and Learning Plan
University Vision, Mission, Goals and Objectives:
Mission Statement (VMG)
We, the academic community of Holy Angel University, declare ourselves to be a Catholic University. We dedicate
ourselves to our core purpose, which is to provide accessible quality education that transforms students into persons of
conscience, competence, and compassion. We commit ourselves to our vision of the University as a role-model catalyst
for countryside development and one of the most influential, best managed Catholic universities in the Asia-Pacific region.
We will be guided by our core values of Christ-centeredness, integrity, excellence, community, and societal responsibility.
All these we shall do for the greater glory of God. LAUS DEO SEMPER!
UNIVERSITY VISION: To become a role-model catalyst for countryside development, and to be one of the most influential best-managed Catholic Universities in the Asia-Pacific region UNIVERSITY MISSION: To offer accessible quality education that transforms students into person of conscience, competence and compassion, all for the glory of God.
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COLLEGE VISION AND MISSION: To be the catalyst of change for students to become persons of conscience, competence, and compassion through
holistic learning experience in the university and to produce globally-competitive hospitality and tourism professionals
through its nationally and internationally recognized and accessible programs.
Course Description
This course aims to support and motivate students to become self-directed critical thinkers, collaborators and effective
communicators. Furthermore, it is designed to help students acquire skills necessary for the demands of the future. This
course generally exposes the college students to the rich repertoire of Philippine literature written in English and other
Philippine Languages. Specifically, it aims to develop them into critical thinkers and readers by analyzing literary texts
leading them to broaden and deepen their sense of pride towards the Filipino culture and ideas. More so, this course aims
to develop among the students a discriminating taste and appreciation for the works of Filipino authors.
COURSE LEARNING OUTCOMES (CLOs)
Upon completion of the course students will be able to:
CLO1 Appreciate local and national literary pieces.
CLO2 Develop a sense of understanding and critical thinking on the historical, cultural, geographical, social,
and religious aspect of the country as reflected in the literary texts studied.
CLO3 Communicate or express ideas, opinions, and arguments effectively and academically
PROGRAM LEARNING OUTCOMES (PLOs) Upon completion of the course students will be able to:
PLO1 Demonstrate proficiency in oral and written communication skills
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PLO 3 Integrate social, environmental, and cultural issues in the tourism and hospitality profession
INSTITUTIONAL LEARNING OUTCOME (ILOs) Upon completion of the course students will be able to:
ILO1 Communication
ILO2 Critical and Creative Thinking
ILO3 Aesthetic engagement
ILO4 Valuing and Ethical Reasoning
Faculty:
Course Title: Literature of the Philippines
Course Code: 1Lit1
Number of Units: Three (3)
Contact Hours per Week: Three (3)
Pre-requisite Subject: None
SELECTING LEARNING ACTIVITIES & INTEGRATING ALL COURSE COMPONENTS:
Learning
Outcomes for
Course
Ways of
Assessing
this Kind
of Learning
Acutal
Teaching and
Learning
Activities
Helpful Resources for Teaching and Learning Alignmen
t of CLO’s
to PLO’s
& ILO’s
1
.
Demonstrate
appreciation for
Reflection
or Reaction
Interactive
discussion
Kapampangan Center CLO1
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local and national
literary pieces.
Papers
Creation of
own Literary
Work
Role
Playing
Reading
Representationa
l Materials
Visiting
Kapampangan
Center
Viewing short
movies or
documentaries
Teacher’s Module
Buensuceso, Teresita. Panitikang Filipino Lumbera, Bienvenido. Paano Magbasa ng Panitkang Filipino Aguila, Augusto. et al. Philippine Literature, texts, themes, approaches
PLO1
ILO1
ILO2
ILO3
2
.
Develop a sense of
understanding on
the historical,
cultural,
geographical,
social, and religious
aspect of the
country as reflected
in the literary texts
studied.
Tour
Package
Presentatio
ns
Presentatio
n on
Cuisines
Pitches
Interactive
Discussion
Argumentation
Viewing
Pitching or
Presentation
Readings
Literary Analysis
and Criticism
Buensuceso, Teresita. Panitikang Filipino Lumbera, Bienvenido. Paano Magbasa ng Panitkang Filipino Aguila, Augusto. et al. Philippine Literature, texts, themes, approaches
CLO2
PLO1
PLO3
ILO1
ILO2
ILO3
ILO4
3
.
Communicate or
express ideas,
opinions, and
arguments
Debates
Spoken
Interactive
Discussion
Buensuceso, Teresita. Panitikang Filipino Lumbera, Bienvenido. Paano Magbasa ng
CLO3
PLO1
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effectively and
academically
Poetry
Writing
Argumentati
ve Essays
Readings Panitkang Filipino Aguila, Augusto. et al. Philippine Literature, texts, themes, approaches Music and videos of Kapampangan folk songs Castro, A. Literature of the Pampangos Manlapaz, E. kapampangan Literature
PLO3
ILO1
ILO2
ILO3
ILO4
COURSE CONTENT:
Timetable
Desired learning Outcomes
Course Content/ Subject matter
Teaching and Learning Activities (Methodology)
Assessment Task/ Student Output
Evaluation Tool
Resource Materials
WEEK 1-2
Demonstrate the importance of a well-managed classroom Express a basic understanding of Filipino
Classroom Management An Overview of the Course using Historical
Interactive Discussion of Classroom rules and expectations Interactive discussion of the course outline
Classroom Policies acknowledged by the students Course Outline
acknowledged by
students
A Commitment Sheet Rubrics for understanding course outlines
Student handbook PPT presentation of survey of regional literatures CHED CMO 1996 Buensuceso, Teresita.
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issues of race, class and identity Present a thoughtful declarative knowledge of Philippine culture and history
and Thematic Perspectives
Panitikang Filipino Lumbera, Bienvenido. Paano Magbasa ng Panitkang Filipino Aguila, Augusto. et al. Philippine Literature, texts, themes, approaches course outline for LIT 1
WEEK 2
Describe the nature of Literature Distinguish Prose from Poetry
Introduction to Literature Literary Genres
Interactive discussion of the role of SHE in literature Collaborative work on the different types of literature
Completion of Activity Sheets
Rubrics for collaborative work
WEEK 3
Illustrate the elements of
THE POETRY
Collaborative
Completion of Activity Sheets
Rubrics for the interview
Music and videos of Kapampangan
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Poetry Draw out the themes from regional forms of poetry Demonstrate understanding of the themes of Kapampangan poetry Illustrate understanding of Kapampangan Culture
OF THE KAPAMPANGAN REGION The Kapampangan poetic forms Atin Cu Pung Singsing
work Interview Guide
Presentation of Group Interview Outputs Song Interpretation Poetic Joust/ Crissotan
Rubrics for Song Interpretation Rubrics for informal debate
folk songs Castro, A. Literature of the Pampangos Manlapaz, E. kapampangan Literature
WEEK 4
Illustrate the elements of Short Story Demonstrate understanding of the themes of Kapampangan fiction, mythology and
FICTION OF THE KAPAMPANGAN REGION The Kapampangan Short Story
Interview of elderly kapampangans from rural areas Collaborative Work
Role Play
Reflective paper
Rubrics for conducting an interview Rubrics for Role Play Rubrics for Reflection
Castro, A. Literature of the Pampangos Manlapaz, E. kapampangan Literature
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folklore Illustrate understanding of Kapampangan Culture through a discussion of Kapampangan names
Kapampangan myths and lores
Interactive Discussion of the origin of Kapampangan names
Writing
WEEK 5 Show an understanding of epic conventions Differentiate between traditional Filipino customs and Spanish influences of various Filipino cultural practices Compare and Contrast themes of
THE LITERATURE OF REGION 1 Conventions of an epic Biag ni Lam-Ang (Yuson and Yabes’ versions) Agam-agam ni Lam-Ang by Mike Bigornia
Interactive discussion Collaborative Work Interactive
Completion of Graphic Organizers for Comparative Analysis The Story Grammar
Rubrics for Comparative Analysis of poetry Score sheets for Story
Bigornia, Mike. Agam-agam ni Lam-Ang in Lumbera, Bienvenido Paano Magbasa ng Panitikang Filipino ang mga Kolehiyo
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Biag ni Lam-Ang and Mike Bigornia’s Agam -agam ni lam-ang Demonstrate understanding of the conventions of Philippine Short Stories in English Apply the knowledge of the elements of a short story
(poetry) THE LITERATURE OF REGION 2 How My Brother Leon Brought Home A Wife
Discussion
Organizer
Grammar Arguilla, Manuel. How My Brother Leon Brought Home a Wife
WEEK 6
Demonstrate understanding of the Filipino Identity Apply understanding of the different types of conflict
The Wedding Dance
Interactive Discussion Informal debate
Graphic Organizer about types of conflict Writing strong arguments in defense of what makes a Filipino
Score sheets for Writing arguments
Daguio, Amador. The Wedding Dance page 119 in Aguila, Austo, et al Philippine Literatures,...
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WEEK 7
Demonstrate understanding of the image of the Filipino man Determine the attributes of the Filipino male Demonstrate understanding of the image of the Filipino woman Illustrate gender roles in Philippine Society
THE LITERATURE OF NCR Pagkat Lalaki Ka (poetry) Babae Ka (poetry)
Interactive and Collaborative Discussion of the Filipino male as a cultural construct Interactive and collaborative discussion of the Filipino woman ‘s roles
Collage Making of the roles of the Fiilpino male Collage Making of the roles of the Filpino woman
Rubrics for collage making Rubrics for collage making
Coroza, Michael. Pagkat lalaki Ka page 11 in Aguila, Austo, et al Philippine Literatures,... Babae Ka (song) by Inang Laya
WEEK 8
Illustrate class relations in the Philippines Apply understanding of the class relations in the Philippines
Children of the City (short story)
Interactive and Collaborative Discussion of Manila as a jungle
Video presentation of the story line using images from city life
Rubrics and guidelines for video presentation
Ma. Guerrero, Amadis. Children of the City page 370 in Aguila, Augusto, et al. Philippine Literatures. Texts, themes approaches
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WEEK 9 MIDTERM EXAM
WEEK 10 WEEK 11
Demonstrate the evolving Filipino values Illustrate the Filipino family at the maelstrom of migration and diaspora Infer the advantages and disadvantages of displacement and relocation to the Filipino family Demonstrate understanding of Philippine Mythology Apply
THE LITERATURE OF Region 5- Bicol The Sadness Collector (short story) THE LITERATURE OF THE REGION 6- Panay Islands Alunsina and Tungkung
Interactive and collaborative discussion of the effects of migration to the Filipino family Interview of an OFW Interactive and Collaborative work about the metaphors and archetypes in the Panay story of creation
Reflection Paper on the “Bagong Bayani” Creative forms of Story telling
Rubrics for Reflection Paper Rubrics for storytelling
Bobis, Melinda. The Sadness Collector in Aguila, Augusto, et al. Philippine Literatures. Texts, themes approaches F. Landa Jocano Collection of Philippine Myths
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knowledge of Philippine myth as archetype, metaphor and symbol
Langit (myth)
WEEK 12-14
Demonstrate understanding of war and the role of the Filipinos in history Apply knowledge of the impact of the war to the Filipino values Demonstrate understanding of the Filipino values in times of calamities Illustrate the Filipino beliefs and mores in
The LITERATURE OF REGION 7 (Cebu) “Sayonara” (short story) THE LITERATURE OF REGION 8 (Leyte) The old women in our village (poetry)
Interactive and Collaborative work about the significance of “Collaboration and Rumor” in the lives of the Filipino guerillas during WWII Interactive and collaborative work about the parallelism between the images in the poem and the destruction of typhoon ‘Yolanda’
A short video about the effects of collaboration and rumor to the modern Filipino society A Short Paper about Global Warming and the Philippine Experience
Rubrics for scoring a short video Rubrics for scoring research work
“Sayonara” by Edilberto K. Tiempo Video of the WWII
“The Old Women
in Our Village” by
Merlie Alunan
Video
presentation of
‘Yolanda’s
destruction and
the Pope’s visit’
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a sea side village Demonstrate understanding of the Moro culture Trace the history of the dichotomy between Muslim Filipinos and Filipino Christians
THE LITERATURE OF REGION 9 (Zamboanga City) The White Horse of Alih (short story)
Interactive and collaborative discussion of the search for the Filipino identity in the midst of cultural diversities
A Reflective Essay
Rubrics for scoring reflective essays
http://opinion.inquirer.net/39098/who-are-the-moro-people#ixzz4Emtf6eeg “The White Horse of Alih” by Mig Alvarez Enriquez
WEEK 15
Demonstrate an understanding of the many facets of love in Philippine culture Apply
THE LITERATURE OF REGIONS 10 AND 11 Love in the Cornhusks (short story)
Interactive and Collaborative work about the concept of enduring love and its effect on the Filipino character
A video presentation of the different illustrations of love in Philippine society
Rubrics for short video presentation
“Love in the Cornhusks” by Aida Rivera-Ford
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knowledge of the many facets of love as depicted in Philippine literature
WEEK 16 WEEK 17
Demonstrate understanding of the Filipino as guardian of God’s creation Apply knowledge imagery in interpreting Poetry Demonstrate appreciation for the Filipino brand of humor Apply knowledge of Filipino anecdotes and
The LITERATURE OF REGIONS 12, 13 Elegy for A Tortoise (poetry) More from NCR My Brother’s Peculiar Chicken Si Lola
Interactive and Collaborative work about the changing perspectives on the role of the Filipino as protector of the country’s rich biodiversity Interactive and collaborative discussion of Filipino humor as depicted in the short story
Poetry writing (an ode to nature ) A collection of Filipino jokes in various periods of Philippine history and experiences
Rubrics for poetry writing Rubrics for oral and written presentation
“Elegy for a Tortoise” by Christine Godinez- Ortega
“My Brother’s Peculiar Chicken” by Alejandro Roces Audio visual presentation of
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WEEK 17
its significance to the Filipino character Demonstrate and apply understanding of the Filipino concept of old age and death Demonstrate understanding of the Philippine drama Apply knowledge of the Philippine theater from page to stage Illustrate the knowledge of Filipino values as depicted in selected one-
Isyang at ang Matandang Puno ng Kaimito ANG DULANG PILIPINO Free selection of Philippine drama in English and/or Filipino
Interactive and collaborative work about the various Filipino practices during wake, funerals and “Undas” Interactive and Collaborative discussion of the concept, themes and constructs in Philippine drama
A collection of Filipino “kasabihan about death and dying” Writing an elegy for a dearly departed Staging a one-act play
Rubrics for oral presentation Rubrics for writing elegies Checklist for theater conventions Rubrics for Stage Play
Filipinos laughing in various contexts “Si Lola Isyang at ang Matandang Puno ng Kaimito by Chary Lou Navarro Abad, Gemino. 2002. The Likhaan Anthology of Philippine Literature in English from 1900 to the present. UP Press. Lumbera, Bienveniso. 2000. Paano Magbasa ng panitikang Filipino . UP Press.
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act plays
WEEK 18 FINAL EXAM
Textbook: None Course Requirements: Portfolio References: Buensuceso, T. (2014). Panitikang Filipino Lumbera, B. (2015). Paano Magbasa ng Panitkang Filipino Aguila, A. et al. (2014) Philippine Literature, texts, themes, approaches Bobis, Melinda. The Sadness Collector in Aguila, Augusto, et al. Philippine Literatures. Texts, themes approaches F. Landa Jocano Collection of Philippine Myths “Sayonara” by Edilberto K. Tiempo Video of the WWII
“The Old Women in Our Village” by Merlie Alunan
Video presentation of ‘Yolanda’s destruction and the Pope’s visit’
http://opinion.inquirer.net/39098/who-are-the-moro-people#ixzz4Emtf6eeg “The White Horse of Alih” by Mig Alvarez Enriquez
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“Love in the Cornhusks” by Aida Rivera-Ford “Elegy for a Tortoise” by Christine Godinez- Ortega “My Brother’s Peculiar Chicken” by Alejandro Roces Audio visual presentation of Filipinos laughing in various contexts “Si Lola Isyang at ang Matandang Puno ng Kaimito by Chary Lou Navarro Abad, Gemino. 2014. The Likhaan Anthology of Philippine Literature in English from 1900 to the present. UP Press. Lumbera, Bienvenido. 2015. Paano Magbasa ng panitikang Filipino . UP Press. Classroom Policies:
1. Attendance and Punctuality. Regular attendance is expected of all students. The student must attend every class meeting on time and
prepared.
2. Active class participation. The student must participate actively in class recitations, discussions, and other activities as the case may be. He/She must be responsible for his/her own learning and performance in class. Please refer also to Expectations from Students below.
3. Group work requirements. The student is expected harmoniously collaborate other students and/or groupmates through group
presentations, study groups or peer discussions and contribute significantly to the preparation of their group work.
4. Peer group evaluation. Members of the team would evaluate/assess the work of each team member by providing honest feedback.
Expectations from students:
It is the student’s responsibility to attend every class meeting prepared and on time. The student should participate actively in discussions, recitations, small-group work and presentations. He/She is expected to complete and submit assignments and take all examinations at a designated time. It is his/her responsibility to ask the faculty concerned for an exam he/she failed to take. A student who fails to take a major written exam should present a valid excuse slip (noted by the Department Chairperson) prepared by the student’s parent/ guardian.
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ACADEMIC INTEGRITY: All students are expected to be academically honest and persons of integrity. They should embody the scholastic attitude adhering to the holistic development of their character through the following: 1. To be truthful at all times in all academic dealings and transactions with teachers and co-learners; 2. To observe proper decorum in learning engagement inside and outside the classroom and the university; 3. To be respectful and sensitive to the needs of others at all times; 4. To be considerate in the use of common resources; 5. To practice punctuality in coming to class and in submitting requirements; 6. To be judicious in their preparations for major examinations and all academic requirements; 7. To create outputs of original contents in respect to ethical standards. Acts contrary to academic integrity will be subjected to sanctions in accordance with existing rules and policies stipulated in the College Student Handbook. POLICY on ABSENCES:
The maximum numbers of absences allowed for students, based on the College Student Handbook is as follows: for subjects held once a week is 3; subjects held twice a week is 7; for subjects held 3x a week is 10; subjects held 4x a week is 14; and for subjects held 5x a week is 18. Request for excused absences or waiver of absences must be presented upon reporting back to class. Special examinations will be allowed only in special cases, such as prolonged illness. It is the responsibility of the student to monitor his/her own tardy incidents and absences that might be accumulated leading to a grade of “FA.” It is also his/her responsibility to consult with the teacher, chair or dean should the case be of special nature. Grading System:
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Class Standing. : Quizzes, Written Works (70%)
Major Exams : (30%)
Passing Grade (50%)
CAMPUS++ COLLEGE ONLINE GRADING SYSTEM
Legend: (All Items in Percent)
CSA Class Standing Average for All Performance Items (Cumulative)
M Midterm Examination Score
F Final Examination Score
MEA Major Exam Average
MCA Midterm Computed Average
FCA Final Computed Average
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Note: For purposes of illustration, the sharing between CSA and MEA is shown below as 70% and 30%, respectively, when computing
the Computed Average for each Grading Period. Depending on the grading parameters set for a subject the sharing may be 65%-35%,
60%-40%, or other possible combinations.
Computation of Midterm Computed Average (MCA)
CSA = 𝑺𝒖𝒎 𝒐𝒇 𝑹𝒂𝒘 𝑺𝒄𝒐𝒓𝒆𝒔
𝑺𝒖𝒎 𝒐𝒇 𝑷𝒆𝒓𝒇𝒆𝒄𝒕 𝑺𝒄𝒐𝒓𝒆𝒔 𝒙 𝟏𝟎𝟎
Note: A student's Computed Average is a consolidation of Class
Standing Percent Average and Major Exam Percent Average.
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Computerized Grading System ( College Level) of the University. The computation is as follows:
Midterms = CSx2 +ME Finals = CSx2+FE MG+FG = FCG
2 2 3
CONSULTATION HOURS:
Days Time Room
SJH Faculty Room