Assumption College of Davao

J.P. Cabaguio Avenue, Davao City

PROGRAM
COURSE CODE
COURSE TITLE
PREREQUISITE
NUMBER OF HOURS
CREDIT

:
:
:
:
:
:

BACHELOR IN SECONDARY EDUCATION (Major in English)

ENG 16
Womens Literature
54
3 UNITS

I. VISION - MISSION
VISION : An institution acknowledged for quality transformative education characterized by active social involvement towards a society that is
just, humane, nationalist, democratic, peaceful, faith motivated and interconnected with the totality of Gods creation.
MISSION: We, the ACD community, are dedicated to the development of an integrated person who is committed to take part effectively in the
transformation and true development of society through a nationalist, scientific and mass oriented education.
We are also committed to the development of a holistic spirituality to sustain our solidarity with poor. We strive to create a school
community that is permeated by the gospel spirit of joy, simplicity and love.
II.

INSTITUTIONAL LEARNING OUTCOMES

Graduates who are :
1.
Critical thinkers
2.
Integrally developed
3.
Socially concerned and involved
4.
Faith motivated
5.
Hopeful, joyful and simple
6.
Information and technology-competent
7.
Professional, respectful and confident
8.
Effective communicators
9.
Effective leaders and collaborators
10. Culturally sensitive

Course Code:
AY 2015-2016

Course Title:
Page 1 of ___

Date Effective:

III.

CORE VALUES
Faith and Solidarity, Leadership and Excellence, Integrity

IV.

PROGRAM INTENDED LEARNING OUTCOMES

Culturally sensitive

&CollaboratorsEffective Leaders

CommunicatorsEffective

IT Competent

Faith Motivated

respectful, confidentProfessional ,

Articulate and discuss the latest developments in the specific field of practice
Effectively communicate orally and in writing using both English and Filipino
Work effectively and independently in multi-disciplinary and multi-cultural teams
Act in recognition of professional, social and ethical responsibility
Preserve and promote Filipino historical and cultural heritage
Demonstrate a service orientation in ones profession
Apply a wide range of teaching process skills including curriculum development, lesson
planning, material development, and educational assessment

SimpleHopeful, Joyful &

1
2
3
4
5
6
7

InvolvedSocially Concerned &

PROGRAM INTENDED LEARNING OUTCOMES

Integrally Developed

INSTITUTIONAL LEARNING OUTCOMES

Critical Thinker

Graduates of the Bachelor in Secondary Education program who have the ability to

8
9
1
0
11
1

Utilize a variety of assessment and use assessment data to drive instruction

Demonstrate deep and comprehensive knowledge of the subject matter they will teach
Facilitate learning of diverse types of learners in diverse types of learning environments using
a wide range of instructional strategies that promote the intellectual, physical, emotional, and
social development of learners and result in a high level of engagement of all students
Effectively integrate tools of technology in curriculum, assessment and instruction to enhance
student learning
Create and maintain a positive and democratic classroom climate that supports and facilitates
learning for all students

Course Code:
AY 2015-2016

Course Title:
Page 2 of ___

Date Effective:

2
1
3
1
4
1
5
1
6
1
7
1
8
1
9
2
0
V.

Create, innovate and develop alternative teaching approaches and evaluate the effectiveness
of such approaches in improving student learning
Design, implement and evaluate standards-based lesson plans for learning and achievement
in content areas
Demonstrate a command of content knowledge, pedagogical skills and professional behavior
needed to prepare students to meet the challenges of the 21st century
Analyze and interpret literary works within their historical and cultural contexts
Speak English at the formal and informal levels and use it for daily conversation,
presentation, group discussion and debate
Respond to and compose texts for understanding, interpretation, critical analysis and
pleasure using different technologies
Use and describe language forms and features, and structures of texts appropriate to
different purposes, audiences and contexts
Apply critical reading skills and strategies specific to literary selections and
informational/functional texts to appreciate how language works in different texts

COURSE DESCRIPTION &INTENDED LEARNING OUTCOMES

PILO 17

PILO 16

PILO 15

PILO 14

PILO 13

PILO 12

PILO 11

PILO 10

PILO 9

PILO 8

PILO 7

PILO 6

PILO 5

PILO 4

PILO 3

At the end of this course, the students are able to :

PILO 2

COURSE INTENDED LEARNING OUTCOMES

PILO 1

This course introduces students to representative works by and about women from historical, social, and literary perspectives as it seeks to inform
them about gendered identities. They will learn how gender roles develop and change and how women's views of themselves are reflected in their writing.
They will read different literary forms, and should become able to identify motifs, themes, and stereotypical patterns in that literature. Additionally, they will
learn historical, philosophical, religious, and cultural information to help increase their understanding and appreciation of the works. By the end of the
course, the students should be able to demonstrate knowledge of the texts, the authors and literary and social movements that produced them, and the
elements of those texts, such as symbols, themes, and points of view.

To apply analytical and problem solving skills to personal,

social, and professional issues and situations.

Course Code:
AY 2015-2016

Course Title:
Page 3 of ___

Date Effective:

2
3
4
5
6
7

To communicate orally and in writing, socially and

interpersonally.
To develop an awareness of the contributions made to
civilization by the diverse cultures of the world, including those
within our own society.
To work and study effectively both individually and in
collaboration with others.
To understand what it means to act ethically and responsibly as
an individual in ones career and as a member of society.
To develop and maintain a healthy lifestyle physically, mentally,
and spiritually.
To realize the ongoing value of learning, self-improvement, and
career planning.

Legend : I Introduced (The student gets introduced to the concepts/principles)

P - Practiced (The student practices the competencies with supervision)
D Demonstrated (The student practices the competencies across different settings with minimal supervision.

VI.

COURSE CONTENT
STUDENT LEARNING
OUTCOMES

1.1 Appreciate and explain the schools

vision, mission and goals
1.2 Acquire a thorough understanding of
the course objectives, duration, prerequisites, coverage, requirements,
evaluation techniques and grading
system.

Course Code:
AY 2015-2016

LEARNING CONTENTS

Course Orientation

ACD Vision. Mission, Philosophy

BC Program Goals and Objectives
Course Objectives, Duration and Prerequisites
Course Coverage/ Main Topics
Teaching Methodologies
Learning Activities and course
Requirements
Course Title:
Page 4 of ___

TEACHING/LEAR
NING ACTIVITIES

Lecture
Discussion
Shared Learning
Exercises
Value Integration

ASSESSMENT
TASKS AND OTHER
ASSESSMENT
STRATEGIES

Individual participation in
class discussion and
group presentation using
a rubric to assess quality
of participation.

EVIDENCE OF OUTCOMES

Rubric-based score cards of class

participation accomplished by :
1
Professor
2
Peer
3
Self

Date Effective:

2.1 Identify the problems and needs of the

community ;

Evaluation Techniques
Grading System

Issues/Problems/Needs Women in the

Community and Economic System

2.2. Take part in developing alternative

solutions and action to community
needs, problems and issues;

3.1 Explore the three stages of womens

movement throughout history
especially in literature;
3.2 Describe how each stages define
women and how it became significant
to the formation of the women of
today;

Three Stages of Womens Movement

Feminine
Feminist
Female

Common Space in Feminist Theories

3.3 Point out the distinguishing factors

Course Code:
AY 2015-2016

Analysis of
Community
--- Profile,
problems and
needs
Develop
individual and
group
alternative
solutions and
action
Synthesis on
identified
alternative
solutions

Course Title:
Page 5 of ___

Lecture-Discussion
Reporting
Small Group
Discussion

Brainstorming
Reporting
Small Group
Discussion
Values integration
Cooperative conflict
resolution strategy
Concept attainment and
development

Checklist of students
Level of Performance identified through
performance in reporting
Checklist
and small group
discussion
Rating of Level and quality of lessonLesson-based group and
based group and oral presentation
oral presentation and
and reporting of assigned topic
reporting of assigned
topic
Result of Short examinations/quizzes

Checklist of students
Level of Performance identified through
performance in reporting
Checklist
and small group
discussion
Rating of Level and quality of lessonLesson-based group and
based group and oral presentation
oral presentation and
and reporting of assigned topic
reporting of assigned
topic
Rubric-based score cards of class
participation accomplished by :
Date Effective:

which are unique for each stages in

womens movement

1. Professor
2. Peer
3. Self

3.4 Discriminate the distinct values that

arise in each stages and discuss how
these became valuable or
unconstructive to women

Result of Short examinations/quizzes

3.5 Structure a new value that would

complement the existing ideals or
make up for the missing or deficient
value in the stages of womens
movement
4.1 Analyze the Gender Approach in
studying literature and how it is
essential in the study of the course
4.2 Critic the difference of Gender
Approach to the other approaches in
studying in literature

Literary Criticism: A Closer Look to Gender

4.3 Discuss the components of the term

paper, eg: format, approach, and
guidelines
4.4 Arrange and assign topics for each
student to defend in their term paper
4.5 Lay out the flow of the defense for the
students to execute come the day of
their report
5.1 Rediscovery of the early proponents of
Course Code:
AY 2015-2016

Introduction to Feminist Literary

Criticism
Analysis of the gender approach in
literary criticism
Evaluation of the merit of the approach
to the immediate concern in the
depiction of reality and society in
literature

Lecture-Discussion
Class decision making

Individual participation in Result of Short examinations/quizzes

class discussion

Brainstorming

Individual participation in Level of Performance identified through

Term Paper Discussion

Components of term paper

Guidelines for preliminaries
Guidelines for text
Guidelines for reference materials

A Vindication of the Rights of Women

Course Title:
Page 6 of ___

Date Effective:

Feminist Literature: Scrutiny of

Wollstonecrafts A Vindication of the
Rights of Women
5.2 Indentify with how women were torn
apart with their values and how it was
shown in their writings

Values integration
Mary Wollstonecraft
Cooperative conflict
The concept of woman
resolution strategy
A Vindication of the Rights of Women Concept attainment and
vs. Reflections in the Revolution in
development
France
Synectics
Theme
Investigation

class discussion
Comparison chart
Goal Setting

Checklist
Rating of Level and quality of lessonbased group and oral presentation
and reporting of assigned topic
Rubric-based score cards of class
participation accomplished by :
1. Professor
2. Peer
3. Self

5.3 React with how this conflict was

carried out through time through
pointing it out in an essay

Result of Short examinations/quizzes

6.1 Synthesize literary/visual concepts into
a structured essay
6.2 Determine whether the movie
genuinely portrayed the issues of a
woman profoundly or superficially

Film Showing/ Film Review Making

Sex and the City (2008)

Chicago (2002)

Values integration
Concept attainment
Concept development
Conflict resolution
Free writing

7.2 Create a diagram showing the

similarities and differences of the
female lead and the author
7.3 Explain the findings applying the direct
method in language teaching
Course Code:
AY 2015-2016

Selected authors and female lead

Brainstorming
Shared Learning
Concept Attainment
Concept Development
Reporting

Agatha Christie and Miss Jane

Marple (Nemesis)
Veronica Roth and Beatrice "Tris"
Prior (Divergent)
Stephenie Meyer and Melanie
Stryder (The Host)
Virginia Woolf and Mrs. Clarissa
Dalloway (Mrs. Dalloway)

Course Title:
Page 7 of ___

Level of Performance identified through

Checklist
Rubric-based score cards of essay
accomplished by :
1. Professor
2. Peer
3. Self

6.3 Identify terms and concepts that serve

the basis for movie reviews
7.1 Compare and contrast the female lead
in a literary piece from the author
using the biographical approach in
literature

Guided content analysis

Consultation sessions

Checklist of students
Level of Performance identified through
performance in reporting
Checklist
and small group
discussion
Rubric-based score cards of essay
Goal setting
accomplished by :
1. Professor
Venn Diagram
2. Peer
3. Self
Rating of Level and quality of lessonDate Effective:

7.4 Integrate literature and language in a

single setting

8.1 Justify the points of argument laid out

in the term paper through oral defense
8.2 Verify the morals and values that
transpired in the writing of the text and
the lessons that was brought to light in
the reading of the text
8.3 Expound the relevance of the adapted
thesis statement to the story
8.4 Present the term paper

Course Code:
AY 2015-2016

based group and oral presentation

and reporting of assigned topic

Stephenie Meyer and Bella Swan

(Twilight)
Cassandra Clare and Clary Fray (The
Mortal Instruments: City of Bones)
Sapphire and Claireece Precious
Jones (Push)
Toni Morrison and Baby Suggs
(Beloved)
J.K. Rowling and Hermione Granger
(Harry Potter and the Sorcerers
Stone)
Margaret Mitchell and Scarlet OHara
(Gone with the Wind)

Selected stories for Oral Defense/ Term Paper Reporting

Concept Attainment
The Importance of Being Earnest by Concept Development
Oscar Wilde
Conflict Resolution
Jane Eyre by Charlotte Bronte
Little Women by Louisa May Alcott
A Room With a View by E.M. Forster
The Hunger Games by Suzanne
Collins
The Scarlet Letter by Nathaniel
Hawthorne
Anna Karenina by Leo Tolstoy
Wicked: The Life and Times of the
Wicked Witch of the West by
Gregory Maguire
Ang Kagilagilalas na
Pakikipagsapalaran ni Zsa Zsa
Zaturnnah by Carlo Vergara
Madame Bovary by Gustave Flaubert
Course Title:
Page 8 of ___

Checklist of students
Level of Performance identified through
performance in reporting
Checklist
and small group
discussion
Rubric-based score cards of essay
accomplished by :
4. Professor
5. Peer
6. Self
Rating of Level and quality of lessonbased group and oral presentation
and reporting of assigned topic

Date Effective:

VII.

Wuthering Heights by Emily Bronte

The Girl with the Dragon Tattoo by
Stieg Larsson
Uncle Tom's Cabin by Harriet
Beecher Stowe
Pride and Prejudice by Jane Austen
To Kill a Mockingbird by Harper Lee

COURSE REQUIREMENTS

Examinations (Midterm and Final)

Attendance and Class Participation
Reflection Papers and Assignments
Quizzes and Reports
Term Paper

VIII.

COURSE REFERENCES
A.

Books and Manuals

Alcott, Louisa May. Little Women. New York: HarperFestival, 2003. Print.

Austen, Jane, and James Kinsley. Pride and Prejudice. Oxford: Oxford UP, 1990. Print.

Based on the Novel "Push" London: Vintage :, 2010. Print.

Bronte, Charlotte. Jane Eyre. Irvine: Saddleback Educational Pub., 2005. Print.

Bronte, Emily. Wuthering Heights. [North American ed. Chicago: Oldcastle, 2013. Print.

Christie, Agatha. Nemesis. New York: Dodd, Mead, 1971. Print.

Clare, Cassandra, and Mike Rosamilia. City of Bones. New York: M.K. McElderry, 2007. Print.

Collins, Suzanne. The Hunger Games. New York: Scholastic, 2008. Print.

Flaubert, Gustave. Madame Bovary. Ed. Digital. ed. Buenos Aires: Ambrosia, 2002. Print.

Forster, E. M. A Room with a View. Auckland: Floating, 2009. Print.

Course Code:
AY 2015-2016

Course Title:
Page 9 of ___

Date Effective:

B.

Hawthorne, Nathaniel. The Scarlet Letter. Champaign, Ill.: Project Gutenberg, 199. Print.

Larsson, Stieg, and Reg Keeland. The Girl with the Dragon Tattoo. New York: Alfred A. Knopf, 2008. Print.

Lee, Harper. To Kill a Mockingbird. Philadelphia: Lippincott, 1960. Print.

Maguire, Gregory. Wicked: The Life and times of the Wicked Witch of the West. S.l.: Headline, 2006. Print.

Meyer, Stephenie. Twilight. Print.

Meyer, Stephenie. The Host: A Novel. New York: Little, Brown, 2008. Print.

Mitchell, Margaret. Gone with the Wind. New York: Macmillan, 1936. Print.

Morrison, Toni. Beloved: A Novel. New York: Knopf :, 1987. Print.

Roth, Veronica. Divergent. Channahon, IL: Library, 2014. Print.

Rowling, J. K. Harry Potter and the Sorcerer's Stone. New York: A.A. Levine, 1998. Print.

Stowe, Harriet Beecher, and Jean Fagan Yellin. Uncle Tom's Cabin. Oxford: Oxford UP, 1998. Print.

Tolstoj, Lev Nikolaevic, and Agnieszka Misiaszek. Anna Karenina. Krakow: Zielona Sowa, 2005. Print.

Vergara, Carlo. Ang Kagilagilalas Na Pakikipagsapalaran Ni Zsa Zsa Zaturnnah. Visprint, 2003. Print.

Wilde, Oscar. The Importance of Being Earnest. New York: Dover Publications, 1990. Print.

Wollstonecraft, Mary. A Vindication of the Rights of Women. Buffalo, NY: Prometheus, 1989. Print.

Woolf, Virginia. Mrs. Dalloway. New York: Harcourt, Brace, 1925. Print.

Websites

C.

"Feminist Theory -- An Overview." Feminist Theory -- An Overview. Web. 18 May 2015. <http://www.victorianweb.org/gender/femtheory.html>.
"The Online Writing Lab at Purdue (OWL)." Welcome to the Purdue University Online Writing Lab (OWL). Web.
<http://wp.lps.org/akabour/files/2013/12/Literary-Theory-and-Schools-of-Criticism_-Feminist-Criticism-The-OWL-at-Purdue.pdf>.

Others

Course Title:
Course Code:
AY 2015-2016

Sex and the City. Distributed in the USA by Warner Home Video, 2008. Film.
Chicago. Miramax Home Entertainment : 2002. Film.

Date Effective:

Prepared by:

Course Title:
Page 10 of ___

Approved by:

Noted by
Date Effective:

Eng 16: Womens

Literature

Course Code:
AY 2015-2016

1st Semester
A.Y.2015-2016

Emir Rasgo

Course Title:
Page 11 of ___

CARMELA G. URMENETA
Program Coordinator

EUFROSINA P.
EDD
Dean of College

MINES,

Date Effective: