Course Description The course is a study of literary genres exemplified by the selected literary texts from different regions of the Philippines written at different periods in the Philippine literary history. It aims to equip students with literary appreciation that may guide them towards wholesome development of the innate potentials and values. Credits 3 units Pre-Requisite Introduction to Literature Course Objectives The course has the following objectives: 1. show the relevance of the study of literature in human’s life; 2.
link the present to the future based on the thoughts of the past as presented and preserved in the literary texts; 3. point out the value of reading Philippine literary texts; 4. identify and differentiate the various elements of the different genres like short story; 5. articulate the importance of each element in the proper understanding of the genres; 6. showcase the meaning and lessons derived from the literary texts; 7. recognize the value the literary prowess of the writers; 8. help students appreciate the richness and value of Philippine literature; and 9.
relate literature to human experiences. Learning Competencies Students are expected to: 1. identify the importance of literature to human endeavor; 2. relate to the characters that personify the students’ character or experience; 3. infer the message implied in the different genres; 4. assimilate the lessons in life inherent in the different literary genres; 5. choose the correct paths for self-improvement as inspired by the literary texts; 6. interpret figurative meanings of poetry and identify its elements; 7.
The Term Paper on Genre Text
The Real Inspector Hound When you think of the term ‘genre’, what does it exactly mean to you? Well I’m sure it’s without a doubt that you all commonly believe it constitutes either a kind or category of text, but in actual fact does it really? Good morning Year 11. The prime focus of your studies during the HSC course next year, I’m going to discuss how the genre of crime fiction has extended ...
possess positive outlook in education through selected essays; 8. read poems observing proper phrasing and expression; 9. analyze the implications of the moves and motives of the characters/persona in the different genres studied; and 10. appreciate and value the richness and imaginative power of man to express ideas/expressions. Instructional Modes/ Learning Activities 1. lecture 2. discussion 3. Pair/group work 4. Debates 5. Role play 6. Film viewing 7. Reporting 8. Storytelling 9. Recital 10. Movie and Book review Content Coverage I. Introduction
A. Literature defined B. Importance of Literature C. Philippine Folk Literature D. Literary genres I. The short story A. Short story defined B. Elements of short story C. The Short Stories 1. Death into Manhood 2. How my Brother Leon Brought Home a Wife 3. Dead Stars 4. Faith, Love, Time and Dr. Lazaro 5. Wedding Dance 6. The House on Zapote Street 7. We Filipinos are Mild Drinkers II. Essay A. Essay defined B. Types of Essay C. Essay 1. College Uneducation 2. Sonia 3. Where is the Patis? 4. Male Homosexuality in the Philippines (Garcia) III. Poetry
A. Poetry defined B. Elements of Poem C. Representative poems 1. Ink 2. Quietness 3. Like the Molave 4. Eulogy of Roaches IV. Play A. Play defined B. Elements of a Play C. Sepang Loca Learning Resources 1. CD/DVDs 2. Audio-video equipments 3. TV set 4. LCD projector/laptop 5. Textbooks 6. Newspaper/magazines 7. Internet References 1. Balarbar, Corazon V. ,et. al. Gems in Philippine Literature. Manila: National BookStore. 1989. 2. Calixihan, Jovita O. and Lucesa Y. Diano. Gems in Afro-Asian Literature. Manila: National BookStore. 1989. 3. Roseburg, A.
G. Pathways to Philippine Literature in English. Phoenix Publishing House. 1996 4. Saymo, Apolinario S. Philippine Literature. Trinitas Publishing, Inc. 2004 5. Tomeldan, Yolanda V. ,et. al. Prism an Introduction to Literature. Manila: National Book Store. 1986 http://en. wikipedia. org www. seasite. niu. edu Course Requirements See www. arcy-tca. wikispaces. com for assignments and updated announcements. Additional requirements: 1. Participation in class activities (dyads, triads, groups) 2. Pass quizzes and long examinations(Midterm and Finals) 4.
The Review on Students’ Perception on Separating Class Based on Learning Style
There are some methods that can be used to identify the leaning style, one of them is fingerprint test. Fingerprint test is a techniques used to analyze someone’s multiple intelligence, learning style and personality (Ayu, 2007). Regarding to the importance of learning style, this study tries to find out students’ perception when they have to be seated in the classroom which consist of people who ...
Perform choral reading/participate in the speech choir inter-class competition 5. Create a Letter to the World as a major project. Course Policies 1. The rule on failing mark for 20% unexcused absences shall be strictly enforced (Chapter 4, Section 2, p. 24 of TCA Student Manual).
2. Short quizzes will be given unannounced; however, schedule for long quizzes shall be announced at least one week prior to its administration. 3. Mid-Term and Final Exams shall be given only to students who have completely or partially settled their accounts for the specified period.
4. Students will be held responsible for all assignments and requirements for the entire content on the course missed regardless of reasons for his absence (Chapter 4, Section 2, p. 24 of TCA Student Manual).
5. Only students officially enrolled in the course will be allowed to attend the class. 6. Talking during examinations, possession of textbooks or notes of any kind (unless authorized), giving or receiving information or any other attempts at communication shall render the offender to disciplinary action (Chapter 5, Section 4, p. 26 of the Student Manual).
7. The professor is not obliged to give a special or late test to any student who fails to take an examination at the regular time, except upon a written request approved by the Dean of the Institute concerned (Chapter 5, Section 5, p. 26 of the Student Manual).
8. Grades of 3. 10-4. 00 are conditional failures, and must be removed by re-examination before the enrolment for the next term (Chapter 6, Section 1, p. 27 of the Student Manual).
9. When given a grade of INC. (Incomplete) , the student shall complete the grade within one year, otherwise, a grade of 5.
0 is automatically given by the registrar. 10. A student under the influence of liquor and/or any dangerous/prohibited drug shall not be allowed entry in the classroom to attend class. 11. All students enrolled in this class is advised to read Chapter 7, pp. 84-93 of the TCA Student Manual for other salient policies and guidelines. Prepared by ARCELYN N. SANGALANG THOMAS FERREBEE Instructor I US Peace Corps Volunteer Recommending Approval EMERSON CUZZAMO ARLENE F. VALDEZ Chair, BEEd Program Coordinator, Academic Program Approved
The Term Paper on Over Representation of African American Students in the Special Education System.
Introduction My current school has special education roster of 32 students in self contain with over 90% of the students being African-American. This paper will address the large number African-American students in the special education system. Attention will be focus on the social economic roles that play a part in placement. When done properly and in appropriate perspective, special education is ...
NOEL J. POTERO, Ph. D. MARIA TERESA SJ. VALDEZ, Ph. D Dean, Institute of Education Vice-President, Academic Affairs TCA’s Vision : TCA as Center of Excellence in tertiary education, research, and training for sustainable agro-industrial development TCA’s Mission: Provision of tertiary education geared towards the: pursuit of a better quality of life thru sustainable agriculture & food security; provision of knowledge, skills, ideas and values to make students productive, effective and competent in agro-industrial development;
acceleration of the development of professionals to provide leadership in various agriculture-based disciplines; search for knowledge to harness the bio-diversity resources of the region. IEd’s Goals : High quality and excellent pre-service and post-graduate teacher education Relevance of pre-service and post-graduate training to national and international standards Effectiveness in conveying knowledge and facilitating teaching-learning processes and activities Efficiency in continuously developing human resource skills, competence, expertise, and leadership for the education sector
BEEd Objectives : To produce graduates who: 1. have a competitive edge in meeting the demands of the basic education industry here and abroad 2. will become professional teachers who are efficient and effective facilitators of learning 3. possess genuine appreciation of human ideas and values of refinement, and commitment to the progress of the nation as well as of all humanity; and 4. will become teachers who are proud of their profession and who appreciate Philippine culture and that of the world.
