Republic of the Philippines
GABRIEL TABORIN COLLEGE OF DAVAO FOUNDATION, INC.
Lasang, Davao City
EL 117
LITERARY CRITICSM
(Summer, S.Y. 2023-2024)
LUGIELYN B. TAMPARONG, LPT
Instructor
GABRIEL TABORIN COLLEGE OF DAVAO FOUNDATION, INC.
Lasang, Davao City
OBE SYLLABUS
FIRST SEMESTER, S.Y. 2023-2024
Course Title Literary Criticism
Course Code EL 117
Credit Units 3 units
Course Description This course designed to enhance the learner’s perspective and stand, and guide them upon analyzing and critiquing different literary
works by discussing the major approaches to literary criticism.
Pre-requisite None
Vision: Gabriel Taborin College of Davao Foundation, Inc., a Catholic Educational Institution, anchored on 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, environmental concerns;
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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 sufficiently;
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 supported by their acquired education;
b.) Continuously scanning, adopting, 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/secondary learners;
14. Exhibited comprehensive knowledge of various leaning areas in the elementary/secondary curriculum;
15. Created and utilize 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
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17. Demonstrated a service orientation in one’s profession.
Course Intended Learning Outcomes (CILOs):
At the end of the course, the students must have:
1. Explained the concepts of literacies essential to the 21st century learners;
2. Examined global and intercultural issues and shared practices through the lens of different disciplines.
3. Integrated 21st century literacies in a curriculum using different approaches.
4. Connected effectively with individuals with diverse personalities and cultural background by interacting, maintaining, and building relationships.
5. Applied principles of organization of ecological communities (i.e., ecosystems) for creating sustainable human communities.
6. Managed financial ability of not letting money or the lack of it get in the way of your happiness, reaching dreams and fulfilling retirement.
7. Used appropriate technology and mobile devices in communicating universal ideas and information without compromising its safety, security, and legality.
8. Critiqued curriculum in terms of in the integration of the emerging 21 st century literacies.
9. Created visual images and symbols using any chosen media in order to communicate universal ideas and feelings.
10. Expressed appreciation on the importance of literacy.
Course Outline
Time Frame Topics
CLASSROOM ORIENTATION
Setting of expectation
Midterm Self-introduction
Week 1 Classroom Policies
VMGO
Introduction to the Course syllabus
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I. Overview of Literary Criticism
Definition of Literary Criticism
Week 2 Examples of Literary schools
Importance of Literary Criticism in teaching literature
Week 3 II. Formalism Judilla
Week 4 III. Structuralism Judilla
Week 5 IV. Post-structuralism/Deconstruction Arriba
Week 6 V. Myth Criticism or Archetypal Approach Arriba
Week 7 VI. Marxism Gillo
Week 8 VII. Feminism Gillo
Week 9 VIII. New Historicism Dela Cruz
Finals Week 10 IX. Post-colonialism Dela Cruz
Week 11 X. Psychoanalytic Criticism
Week 12 XI. Reader Response Criticism
Instructional Matrix
Midterm
Teaching Learning
Intended Learning Outcomes Assessment Tasks
Week Content Standard Activities Resources
(ILOs) (ATs)
(TLAs)
Classroom Orientation At the end of the lesson, the students will Interactive class Self- Power Point
1 be able to: discussion introduction Presentation
Setting of expectation
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1. apprehend the school’s Vision and Lecture Short Essay Hand-outs
Mission; Oral recitation
Self-introduction 2. share expectations in the course
Classroom Policies subject through oral recitation;
VMGO and
Introduction to the Course 3. reflect on the importance of
syllabus adhering respect and obedience
throughout the semester.
At the end of the lesson, the students will Interactive class Long Quiz Power Point
be able to: discussion Short essay Presentation
1. develop own understanding on the Lecture
I. Overview of Literary definition of Literary Criticisms
Criticism and examples of Literary schools;
Definition of Literary 2. critique a literary piece using
Criticism different Literary Criticism
Examples of Literary schools approaches; and
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Importance of Literary 3. reflect on the importance of
Criticism in teaching Literary Criticism in teaching
literature literature in a short essay.
At the end of the lesson, the students will Individual/Group Critique a PowerPoint
be able to: reporting literary piece Presentation
1. discuss Formalism as a Literary Open group
Criticism approach; discussion
2. critique a literary piece using
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II. Formalism Formalism approach; and
3. reflect on the value of Formalism
in critiquing a literary piece.
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At the end of the lesson, the students will Individual/Group Critique a PowerPoint
be able to: reporting literary piece Presentation
1. discuss Structuralism as a Literary Open group
Criticism approach; discussion
2. critique a literary piece using
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III. Structuralism Structuralism approach; and
3. reflect on the value of
Structuralism in critiquing a
literary piece.
At the end of the lesson, the students will Individual/Group Critique a PowerPoint
be able to: reporting literary piece Presentation
1. discuss Open group
Post-Structuralism/Deconstructio discussion
n as a Literary Criticism
approach;
IV. Post-structuralism/
5 Deconstruction 2. critique a literary piece using
Structuralism approach; and
3. reflect on the value of
Structuralism in critiquing a
literary piece.
6 V. Myth Criticism or At the end of the lesson, the students will Individual/Group Critique a PowerPoint
Archetypal Approach be able to: reporting literary piece Presentation
1. discuss Myth Criticism or Open group
Archetypal Approach as a discussion
Literary Criticism approach;
2. critique a literary piece using
Myth Criticism or Archetypal
approach; and
3. reflect on the value of Myth
Criticism or Archetypal approach
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in critiquing a literary piece.
Finals
At the end of the lesson, the students will Individual/Group Critique a PowerPoint
be able to: reporting literary piece Presentation
1. discuss Marxism as a Literary Open group
Criticism approach; discussion
2. critique a literary piece using
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VI. Marxism Marxism; and
3. reflect on the value of Marxism in
critiquing a literary piece.
At the end of the lesson, the students will Individual/Group Critique a PowerPoint
be able to: reporting literary piece Presentation
1. discuss Feminism as a Literary Open group
Criticism approach; discussion
8 2. critique a literary piece using
VII. Feminism
Feminism; and
3. reflect on the value of Feminism
in critiquing a literary piece.
At the end of the lesson, the students will Individual/Group Critique a PowerPoint
be able to: reporting literary piece Presentation
1. discuss New Historicism as a
Literary Criticism approach; Open group
2. critique a literary piece using discussion
9 VIII. New Historicism
New Historicism; and
3. reflect on the value of New
Historicism in critiquing a literary
piece.
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At the end of the lesson, the students will Individual/Group Critique a PowerPoint
be able to: reporting literary piece Presentation
1. discuss Post-colonialism as a
Literary Criticism approach; Open group
2. critique a literary piece using discussion
10 IX. Post-colonialism post-colonialism; and
3. reflect on the value of Post-
colonialism in critiquing a literary
piece.
At the end of the lesson, the students will Individual/Group Critique a PowerPoint
be able to: reporting literary piece Presentation
1. discuss Psychoanalytic Criticism
as a Literary Criticism approach; Open group
X. Psychoanalytic 2. critique a literary piece using discussion
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Criticism Psychoanalytic Criticism; and
3. reflect on the value of
Psychoanalytic Criticism in
critiquing a literary piece.
At the end of the lesson, the students will Individual/Group Critique a PowerPoint
be able to: reporting literary piece Presentation
1. discuss Reader Response as a
Literary Criticism approach; Open group
XI. Reader Response 2. critique a literary piece using discussion
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Criticism Reader Response; and
3. reflect on the value of Reader
Response in critiquing a literary
piece.
I. Policies:
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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 cell phones. All cell phones are put in silent mode inside the classroom. Texting and answering calls are to be done at designated areas in the campus.
8. Submission of requirements. Haste makes waste. Class requirements are to be submitted on time.
9. Courtesy. Respect for others is practiced at all times and in all places.
10. Additional Rules. The teacher may add rules upon agreed if needed.
II. Course Requirements:
Literary Analysis, Novel Analysis, Portfolio
III. Consultation Period
Monday – Friday (Tentative)
IV. 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%
V. References:
Rosales, R. (2012). Literary Criticism Reconstructed. Jimczyville Publications. Malabon City.
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Prepared by: Checked and Approved by:
LUGIELYN B. TAMPARONG, LPT MRS. DONNABEL T. LIBADISOS, Ed.D
Instructor School President
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