TEP-002-18-175

POLYTECHNIC COLLEGE OF THE CITY OF MEYCAUAYAN

Pag-asa Street, Malhacan, City of Meycauayan, Bulacan
(044)228-5442 / pccmbulacan@gmail.com

TEACHER EDUCATION PROGRAM

COURSE SYLLABUS

COURSE CODE: EL 114

DESCRIPTIVE TITLE: Survey of Afro-Asian Literature
PREREQUISITE(S): EL 111 – Children and Adolescent Literature
CREDIT UNITS: 3

COURSE DESCRIPTION: This course deals with an intensive study of the selected literary texts from Asia and Africa,
particularly India, China, Japan-the countries in the southeast region in Asia, and the African nations south of the Sahara,
along with socio-historical, philosophical, and literary underpinnings.

Using research-based content knowledge, the pre-service English teachers will understand, analyze, and appreciate the
outstanding characteristics: contexts, dimensions, elements, genres and structures, of Afro-Asian works of literature,
which can lead to the promotion of cultural tolerance. Moreover, they are expected to come up with an annotated reading
list of the chosen literary texts and a synthesis paper that presents their critical interpretation and tolerance of diverse
cultures encountered in the study of the select texts.

COURSE OUTCOMES: After successful completion of the course, pre-service teachers should be able to:

A. Be familiar with the literary history, philosophy, religious beliefs, and culture of the Afro-Asian nations.
B. Point out the universal themes, issues, and subject matter that dominate Afro-Asian literature.
C. Interpret the significance of the selected literary pieces.
D. Identify outstanding writers and their major works.

COURSE COVERAGE
Week Course Learning
Topic Learning Activities Assessment Resources
No. Outcomes
1 ORIENTATION Discuss the Discussion on college’s Reflection Student Handbook
PCCM Vision, vision, mission vision, mission, and core Course Syllabus /
Mission, Core and core values values. Course Outline
Values of PCCM Textbook

Course Course policies;

syllabus and orient students Discussion on the course
outline on requirements polices
and familiarize
the student of
the course
outline
2-3 African At the end of Lights, Camera, Duka, C.R. (2001)
Literature these weeks, Differentiated Tasks Action! The Literatures of
1.1 The Great the preservice The class will be assigned A scoring rubric will Asia & Africa.
Civilization teacher (PST) with tasks: be used to assess REX Book Store
1.2 Literary should be able The Researchers the performance of
Forms to: The Developers the students in
1.3 Negritude a. Characterize The Discussants terms of their
1.4 African African The Participants assigned tasks.
Poetry literature; The Assessors • The researchers
1.5. Novels b. Share The Monitors organize the
1.6 Major writers representative materials from
literary works Focus of the Discussion: various sources.
by early and
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Suggested contemporary Types and characteristics of • The developers

Literary African writers; African literature prepare the
Pieces: and Famous African writers audio/and or visual
c. Discuss the Sample literary works: materials to be used
Africa by prevailing summary during the
David Diop ethos, ideas themes presentation.
and philosophy • The discussants
Once Upon a philosophies share important
Time by behind the concepts and key
Nadine chosen literary information
Gordimer text. • The participants
listen and ask
Anticipation questions relevant
by Mabel to the topics
Dove- • The assessors
Danquah provide thought-
provoking questions
to be answered by
the participants.
• The monitors give
intelligent and
informed feedback
on the performance
of each group.
4-5 Egyptian At the end of Literature Circle Summary Paper
Literature these weeks, Each is assigned to a topic The class will
the pre- within summarize and
Types service teacher their group and monitored outline the plot of
• Tales and (PST) should be discussion will follow the various
Love Songs able to: thereafter. pieces of African
• Myths and a. trace the and Arabian
Legends historical Discussion Question literature;
background of Graded recitation
Egyptian and Why do we always need to on their
Arabian Arabian consider? - reaction to
Literature literature; the culture of the people literature in
b. summarize when we various ways;
Prose selected study literature?
• Poetry literary reflection on the
pieces; and Discussion Question theme of
c. articulate Why do we always need to the various pieces of
one’s consider literature;
awareness the culture of the people - expression of
of how language when we appreciation
works in study literature? for the wisdom
literary text and imparted by
author’s Key Points: the various piece of
style in writing. literature;
types and forms of Egyptian
and
Arabian literature
Suggested Literary Pieces
- The Thousand and One
Nights
- The Tale of Sinuhe
(anonymous author)
- The Quran/Koran
- The Arabian Nights by
Tahir
Shah
- The Lady and Her Five
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Suitors
- Love by Kahlil Gibran
- The Prophet by Kahlil
Gibran

- Bewildered Arab by Nour-

od-
Din Abd-or-Rahman-e Jami

- The Food of Paradise by

Ibn
Amjed
- Count Not Your Chickens
before they Hatched
- To Whom Should I Speak
Today by T. Eric Peet

6-7 Chinese At the end of Literature Circle Summary Paper The Textbook /
Literature these weeks, class will summarize Internet resources
2.1 Historical the preservice Each is assigned to a topic and outline the plot
Background teacher (PST) within their group and of the various pieces
2.2 should be able monitored discussion will of Chinese
Philosophy to: follow thereafter. literature;
and Religion a. Trace the
2.3 Genres in historical Discussion Question Graded recitation
Chinese background of on their - reaction to
Poetry Chinese Life Lessons from Confucius literature in various
2.4 literature; ways;
Conventions b. Summarize
of Chinese selected literary Reflection on the
Theater pieces; and theme of the
2.5 Major c. Articulate various pieces of
Writers one’s awareness literature; -
of how language expression of
works in literary appreciation for the
text and wisdom imparted by
author’s style in the various piece of
writing. literature;

8 Hindu Students Think and Talk A Venn Diagram

Literature possible tasks Students, in smaller groups, The class creates a
and discuss the characteristics of venn diagram
Persian possible Chinese and Hindu literature outlining the
Literature outputs: focusing on the forms and similarities and
- Timelines on structure-e.g. on prose and differences between
the history of poetry. Persian and
Hebrew and of Sample group tasks: Hindu literature. A
Persian -Analysis of the life and scoring rubric
Literature teachings will be used to rate
Narration of one of Confucius the students’
of the -Discussion of Confucius work.
parables Five • An Annotated
- Articulation of Books and Six Principles Reading List /
one’s -Identification of facts and Annotated
appreciation of figures Bibliography of the
the literary on India and Indian system selected literary
masterpieces of of pieces.
the Jews and government The class will choose
the Iranians -Tracing India’s history from outstanding
- An annotated 1947 literary pieces and
reading list of to present submits an
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the chosen -Reading India’s religious annotated reading

literary pieces and list or an
- Discussion of secular works annotated
the facts and bibliography.
figures about Group Dynamics
Iran Students possible tasks and
- Singling out of possible outputs:
the important - Timelines on the history of
contributions of Persian Literature
the writer to
the growing Narration of one of the
body of Hebrew parables
and Persian - Articulation of one’s
literature appreciation of the literary
- Explanation of masterpieces of the Jews
the different and
stanzas of the Iranians
Rubaiyat - An annotated reading list
- Expounding of
the poems of the chosen literary pieces
Hapiz, Jami and - Discussion of the facts and
Sadi figures about Iran
- Singling out of the
Characteristics important
of Persian contributions of the writer
Literature to
2. Persian Prose the growing body of Hebrew
and Poetry and Persian literature
Suggested - Explanation of the
Pieces: different
Rubaiyat by stanzas of Rubaiyat
Omar - Expounding the poems of
Khayyam Hapiz, Jami and Sadi
Hafiz’s Poetry
Rumi’s epic and
poems
Ferdowsi’s
writings
9 MIDTERM EXAMINATION
10-11 Japanese At the end of Think and Talk Students, in A Venn Diagram For background on
Literature these weeks, smaller groups, discuss the The class creates a what a haiku is, the
3.1 Historical the preservice characteristics of Japanese Venn diagram students maybe
Background teacher (PST) literature focusing on the outlining the asked to visit
3.2 Religious should be able forms and structure. similarities and https://www.yout
Traditions to: differences between ube.com/watch?v
3.3 Socio- Sample group tasks: Chinese and =VJHCGPp4G4k
Political a. Survey the Analysis of Haikus Japanese literature. for features and
Concept outstanding A scoring rubric will structures of a
3.4 Poetry characteristics Discussion of different be used to rate the haikus.
3.5 Prose of Japanese novels students’ work.
3.6 Drama literature; • An Annotated
3.7 Novels b. Compare and Identification of facts and Reading List
and Short contrast the figures on Japanese
Stories forms of government
3.8 Major Chinese and
Writers Japanese prose Tracing Japan’s history from
and poetry; and different dynasties to
Korean c. Organize an present
Literature annotated
reading list of
About Korea selected
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Japanese
Literary literature.
Works of
Korea
12-13 Indian At the end of Group Dynamics Students An Annotated
Literature these weeks, possible tasks and possible Reading List The
4.1 Literary the preservice outputs: class submits an
Periods teacher (PST) annotated reading
4.2 Religions should be able Timelines on the history of list of the selected
4.3 Major to: Hebrew and of Persian Hebrew and Persian
Writers and literature literature. A scoring
poems a. A. Perform the rubric will be used
Ferdowsi’s differentiated Narration of one of the to rate the students’
writings tasks that parables work.
exemplify their
understanding Articulation of one’s
of Indian appreciation of the literary
literature; and masterpieces of the Indians.
B. Prepare an
annotated An annotated reading list of
reading list of the chosen literary pieces
the chosen
literary pieces. Discussion of the facts and
figures about
the important contributions
of the writers to the
growing body of Indian
literature
14-15 Vietnam Explain how the Creative Presentation Essay, Easy
Literature Vietnam and Each group will be tasked to The class will
Indonesian present a topic creatively. answer the
Facts about literature (on poems and short stories following
Vietnam mirrors of essay questions.
2. Poetry and the customs and Vietnam) A. Explain how the
Short Stories traditions Note: These are Vietnamese Vietnam and
Suggested of the people; Literature written in English Indonesian
Piece: b. reason out • Writing an Analysis Paper: literature mirrors
-The how literature Suggested Pieces: the customs and
Mandarin and affects the -The Mandarin and the traditions of
the history and Flower the people;
Flower culture a nation Festival by P. Khiem B. Provide proofs on
Festival by P. like Vietnam -Selected Indonesian how
Khiem and Indonesia; Literature literature affects the
and history
c. organize an and culture a nation
annotated like
Indonesian reading list for Vietnam and
Literature all the Indonesia.
outstanding • Annotated
Pujangga literature of Reading List
Lama Afro-Asian The students will
2. Traditional countries. organize an
Forms annotated reading
• syair list for all the
(traditional
narrative outstanding
poetry) literature of Afro-
• pantun Asian countries.
(quatrains
made up of
two
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seemingly
disconnected
couplets)
• qurindam
(brief
aphorism)

• hikayat
(stories, fairy-
tales, animal
fables,

chronicles)
• babad
(histories or
chronicles
Suggested
Piece:
Everybody
has his
Burden
(Indonesian
Folktale)

16-17 Completion Peer Mentoring As learning Writing Haikus, the For additional
of Course buddies, the students will class will submit a input, the class
Requirements discuss the development of compilation of may be asked to
Japanese literature form the written haikus. visit
beginning up to the modern
https://www.you
period as well as the life and
tube.com/watch?
works of famous Japanese • Synthesis Paper
authors. The class will write a v =_B4Z1PB97KY
Additional At the end of synthesis paper on to watch
Reading these weeks, The teacher may give a the chosen literary Mahabharata:
Materials the preservice paper and pen test to check pieces of Japan and Krishna talks to
teacher (PST) the students’ grasp of the Korea. Prince Arjuna, or
should be able concepts, names and titles
to: of literary works. https://www.you
a. characterize tube.com/watch?
the • Read and Tell The v =F-nNTGK0wFw
additional students may be assigned
for Unanswered-
literature; with a literary piece to read
Mysteries from
b. write a and to share.
synthesis paper the
on the various Understanding Haikus As a MahabharataTED
literary pieces. lead-in, the students maybe x Talks by
given a time to view, Christopher
Charles Doyle.
Haikus from
https://www.youtube.com/
watch?v =VJHCGPp4G4k

Explanation of the different

stanzas of Rubaiyat

Expounding the poems of

Hapiz, Jami and Sadi

Sample haikus maybe

provided before the class

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will compose their own

haikus.

Reading India’s religious and

secular works

Articulation and
appreciation of the great
epics of India: Mahabharata
and Ramayana –

Studying the life and

writings of India’s great
writers

• Informance
(also called ‘lecture cum
performance’)
A representative shares the
summary of a chosen piece
after describing the
historical background when
the piece of literature was
written.

• Signs, Signs, Signs

Each class member will be
assigned to one of the
Analects of Confucius and
they will transform such into
a ‘slogan’ using the most
appropriate choice and
number of words.

For additional input, the

class may be asked to visit
https://www.youtube.com/
watch?v =_B4Z1PB97KY to
watch Mahabharata:
Krishna talks to Prince
Arjuna.
16-17 Completion At the end of Creative Presentation of Choose one film to
of Course these weeks, Mandala Arts. watch or one
Requirements the preservice literary piece to
teacher (PST) Each student will be tasked read and write
should be able to present a topic creatively. synopsis.
Exhibit of: to:
a. Explain and
Select films relate the films
and reading watched and
materials readings.
b. Reason out
Mandala Arts how literature
affects the
history and
culture.

c. Organize an
annotated
reading list for
all the
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outstanding
literature of
Afro-Asian
countries.
18 FINAL EXAMINATION

REFERENCES:
Carpio, R. (2006). Crisscrossing through Afro-Asian literature. Philippines: Anvil Publishing, Inc
Duka, C. (2001). The Literatures of Asia & Africa. REX Book Store Inc.
Lapid, M. &Serrano, J. (2015). Afro-Asian literature, Manila: Phoenix Publishing House Philippine Normal University.
Licensure Examination for Teachers

GRADING SYSTEM:

Major Examinations (Midterm and Finals): 40%

Quizzes: 20%
Recitation: 20%
Project: 20%
Total: 100%

The final grade of the student is interpreted as shown on the table below:
74 and
AVERAGE 97–100 94–96 91–93 88–90 85–87 82–84 79–81 76–78 75
below
FINAL GRADE 1.00 1.25 1.50 1.75 2.00 2.25 2.50 2.75 3.00 5.00

Prepared: Endorsed: Approved:

Rona R. dela Rosa Frederick L. Berboso Dr. Reneliza C. Sta.Ana

Associate Professor II TEP Head College Dean/OIC PCCM

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