JOSE MARIA COLLEGE

Philippine – Japan Friendship Highway, Sasa, Davao City

COLLEGE OF ARTS AND SCIENCES

COURSE SYLLABUS
GE 12- Great Books

PHILOSOPHY
Jose Maria College, inspired by the principles of its Founding President, Rev. Pastor Dr. Apollo C. Quiboloy, believes that education is an ennobling
force that leads to the enlightenment and transformation of individuals.
VISION
Jose Maria College is a leading global educational institution committed to total human development for the well-being of society and the
environment.
MISSION
The mission of Jose Maria College is to achieve and sustain excellence in every area of its teaching and research, developing and maintaining its
position as a recognized leading world-class educational institution, and enriching the international, national, and regional communities through the
fruits of its research and instruction, the productivity of its alumni and staff, and the publishing of academic and educational materials.

GOALS
JMC’s commitment to excellence is reflected in its five over-arching goals, articulated below:
1. Student Excellence. Enroll, education, and graduate the most deserving, promising and diverse student body possible and in the process, provide
all students (basic education and undergraduate) with an education that is innovative, distinctive, and of the highest quality, that inspires in them
a zest for learning
2. Excellence in Research, Scholarship and Creativity. Achieve national and global pre-eminence in research, scholarship and creativity.
3. Faculty Excellence. Recruit, nurture and retain a diverse faculty who are outstanding scholars and teachers and an excellent, qualified staff who
provide outstanding support to faculty and students.
4. Excellence in Public Engagement. Strengthen the engagement of the institution’s instruction, research, and extension programs with local,
national, and international communities, consonant with its stature as an academically distinguished private institution with a mission.
5. Organizational and Staff Excellence. Review and enhance organizational structure, processes, and manpower and facilities that promote and
support academic excellence.
6. Educational Excellence. Review and enhance organizational structure and processes that promote and support academic excellence.

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 INSTITUTIONAL CORE VALUES
 Commit to Justice that provides fairness and equal avenues for all members of the JMC community.
 Support every Open opportunity for a collaborative, collegial and caring learning environment.
 Seek knowledge through free and open intellectual inquiry and expression between and among members of the JMC community.
 Sustain Excellence in teaching, research and extension engagement of the institution.
 Embrace opportunities to Maximize linkages, networking and promotions of the institution with external entities.
 Apply learning in every discipline to prepare the JMC community for ASEAN integration and global competitiveness.
 Reward and recognize merit, creativity and innovation of members of the JMC community.
 Instill faith and belief in the Divine Providence through a life of moral, and righteous living, and caring for people, creations and resources.
 Continue Active pursuit of life-long activities of faculty, students and personnel.

INSTITUTIONAL GRADUATE ATTRIBUTES

1. Professional Competence
Demonstrate proficiency in their respective area of specialization in consonance with regulatory and global standard.
(Assured Education)
2. Leadership Skills
Execute sustainable leadership in the practice and engagement in the world of work. (Consistent Education)
3. Value-Oriented
Exhibit exemplified learning with passion for people, creations and resources. (Quality Education)

PROGRAM EDUCATIONAL OBJECTIVES

Three to five years after graduation, the BEED/BSED graduates are expected to:
PEO A Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political contexts;
PEO B Demonstrate mastery of subject matter/ discipline;
PEO C Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their
environment;
PEO D Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners;
PEO E Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices;
PEO F Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes;
PEO G Practice professional and ethical teaching standards sensitive to the local, national, and global realities;
PEO H Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities; and
PEO I Model desirable values and attitudes, disciplined professionals with integrity and passion to engage in life-long learning undertakings.

PEOs

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 STUDENT OUTCOMES
BEED/BSED students are expected to: A B C D E F G H I
SO a Acquire minimum qualifications necessary for the teaching profession     
SO b Possess and exhibit substantial understanding of the subject areas in terms
      
of knowledge and pedagogy
SO c Possess the required knowledge, skills and values that support the teaching
      
and learning process
SO d Employ strategies in all learning endeavors      
SO e Involve oneself to mentoring practices 

COURSE INFORMATION

Course Title Great Books

Course Description Selected masterpieces to be read in their entirety.
Course Credits 3 units
Contact Hours/Week 3 hours a week
Prerequisite none

COURSE OUTCOMES Upon completion of the course, the BSED/ BEED students are expected to: SOs
a b c d e
Create your own definition of culture and analyze its impact on a particular country
CO 1
or region’s literature.
CO 2 Identify and describe major literary styles and genres from multiple parts of the
world.
Demonstrate how common or culturally specific heritages, perspectives, histories,
CO 3 and/or belief systems influence writers and the forms or genres in which they
write.
Analyze the importance of literature as it relates to its socio-cultural context and to
CO 4
its “universal” appeal
Explain how and why socio-cultural factors:
CO 5 - Influence our understanding and experience of a literary piece.
- Impact the significance and meaning of a literary piece.

Legend:
L Facilitates learning of the competencies P Allows students to practice competencies O Opportunity for development

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 LEARNING PLAN

Schedule Intended Learning Course Content/ Teaching and Learning Assessment Tasks (AT) Learning
Outcomes (ILO) Subject Matter Activities Resources
Week • Establish the • JMC Philosophy, Vision, • Oral Recitation • Poster and Slogan of •LCD Projector
1 connections of the Mission, and Goals • Group Sharing ACQ education
course to JMC’s • JMC Hymn, The College • Think-Pair-Share •Powerpoint
Vision, Mission and Student Handbook • Memorized JMC Slides
Goals. • Course introduction and philosophy, VMG
• Outline the overview •College
components and • Policies on Grading System,
requirements of the Attendance, and Course •Handbook
course. Requirements
• Class Organization and
Acquaintance
Week • Value the essence • Introduction to literature Interactive lecture Graded Oral •Powerpoint
2 and significance of • Literary Genres Presentation Slides
literature • Literary Models Pair Work • Online
• Identify and describe References
major literary styles
and genres from
multiple parts of the
world.
Week • Appreciate poetry • Poetry Interactive Lecture Graded Presentation •LCD Projector
3-4 • Make a poem • Types of Poetry •Powerpoint
• Identify the different • Sounds of a Poem Group Work Written Test Slides
sounds of a poem • Online
Role Playing References

Week • Familiarize the • Essay Group Activity Graded Oral •LCD Projector
5 different types of • Drama Presentation •Powerpoint
essay Group discussion Slides
• Identify the elements Written Examination • Online
of drama Story Telling References
• Perform the different Portfolio
kinds of drama Gallery Walk

Schedule Intended Learning Teaching and Learning Assessment Tasks (AT) Learning

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 Outcomes (ILO) Activities Resources
Week • Identify the moral, Eastern Literature Interactive lecture Graded Oral •LCD Projector
6-7 philosophical and -Arabic & Middle Eastern Presentation •Powerpoint
socio-political values Literature Four Corners Activity Slides
embodied in the • Selected Stories from “The Written Examination • Online
Eastern literature Arabian Nights: Tales from References
• Evaluate the Arabic a Thousand and One Critique Paper
and Middle Eastern Nights”
literature and their • Salman Rushdie,
representative works “Midnight’s Children”
• Discuss the various • Khaled Hosseini, “The Kite
literary forms Runner”
underlying the
themes ideas
Week • Identify the moral, Asian & Far Eastern Story Telling Graded Oral •LCD Projector
8-9 philosophical and Literature Presentation •Powerpoint
socio-political values • Wu Cheng’en, “Monkey: A Interactive Lecture Slides
embodied in the Folktale of China” Written Examination • Online
Asian & Far Eastern • Manuel Estabillo Arguilla Film Viewing References
literature “How my Brother Leon
• Evaluate the Asian Brought Home a Wife” Interactive story telling Critique Paper
and Far Eastern
literature and their
representative works
• Discuss the various
literary forms
underlying the
themes ideas
Week • Identify the moral, Asian & African Literature Interactive lecture Graded Oral •LCD Projector
10-11 philosophical and • Chinua Achebe, “Anthills of Presentation •Powerpoint
socio-political values the Savannah” Cart wheel lecture Slides
embodied in the • Alan Paton, “Cry, the Written Examination • Online
Asian & African Beloved Country” References
literature Critique Paper
• Evaluate the Asian
and African literature
and their
representative works
• Discuss the various
literary forms

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 underlying the
themes ideas
Schedule Intended Learning Course Content/ Teaching and Learning Assessment Tasks (AT) Learning
Outcomes (ILO) Subject Matter Activities Resources
Week • Identify the moral, Western Literature Interactive Lecture Graded Oral •LCD Projector
12-13 philosophical and • Classical Greek and Presentation •Powerpoint
socio-political values Roman Literature Pair Work Slides
embodied in the -Cupid and Psyche Essay: The influence of • Online
Western literature -Trojan War Film Viewing the King Arthur legend to References
• Evaluate the • Sophocles, “Oedipus Rex” the expansion of British
Western literature • Aristotle, “Nicomachean Group Discussion empire into the East.
and their Ethics”
representative works • Voltaire, “Candide”
• Discuss the various
literary forms
underlying the
themes ideas
Week • Identify the moral, European & English Interactive Lecture Graded Oral •Powerpoint
17-19 philosophical and Literature Presentation Slides
socio-political values • William Shakespeare, “King Pair Work • Online
embodied in the Lear” Written Examination References
European & English • Jean-Paul Sartre, “No Exit” Film Viewing •LCD Projector
literature • Dante Alighieri, Selected
• Evaluate the Cantos from “The Divine
European & English Comedy”
literature and their • Albert Camus, “The
representative works Stranger”
• Discuss the various • Geoffrey Chaucer, Excerpts
literary forms from “The Canterbury
underlying the Tales”
themes ideas American Literature
• Selected Works of Edgar
Allan Poe
-The Cask of Amontillado
-Tell-Tale Heart
• Joseph Heller, “Catch-22”
• Victor Hugo, “Les
Miserables”
• Miguel de Cervantes, “Don
Quixote”

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 BASIC REFERENCES
1
2
3

SUPPLEMENTARY READINGS
1
2
3

CLASSROOM POLICIES
Basic Expectations from Teacher Education Students
• intentional punctuality and consistent class attendance;
• timeliness in the submission of coursework and requirements;
• be responsible to regularly monitor his/her own academic standing;
• acquisition of a personal copy of the book or print copy of the reference;
• give sincere attention and listen to the person speaking in front;
• must have a notebook in which important details, unfamiliar terms, reminders, schedules, etc. is written;
• active participation in all classroom activities (e.g. reporting, oral recitation, group activities)

The JMC Culture of Excellence and the Future Teacher

• It is the student-teacher’s responsibility to come to class prepared therefore, s/he is also prepared in any oral or written quiz.
• Written outputs and other outcome-based requirements should reflect due diligence and effort, hence, late and low quality outputs are
unacceptable.
• Topic presentations must be in accordance with prescribed guidelines such as; sufficient before-class time preparation, effective visual
aids, use of the English language, and oral fluency.
• Excellence is doing ordinary things extraordinarily well. It not an act but a habit.

Academic Honesty
All Teacher Education students are expected to be academically honest. Cheating, lying and any dishonest behavior will not be tolerated.
Any student found guilty of cheating in examination (in any form) or plagiarism in submitted course requirements will automatically get a FAILED
mark in the course. Plagiarism refers to the use of books, notes or other intellectual property without giving proper attribution to its author, or
representing the work of another person as one’s own. Cheating refers to securing help in a test, copying tests, assignments, reports or term
papers; collaborating with other students during an examination or preparing academic work; signing another student’s name on an attendance
sheet; or otherwise, practicing scholastic dishonesty.
Policy on Absences

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 A student who incurs six (6) cumulative unexcused absences shall be dropped from the roll. Similarly, three (3) consecutive unexcused
absences shall result to being dropped from the roll. The student must present, upon returning to class, an authentic medical certificate (if
admitted) indicating the doctor’s license and contact number; or a letter (for simple sickness or family emergency) duly signed by the parent or
guardian stating the reason of the absence.
Presenting a falsified medical certificate or forged excuse letter is considered academic dishonesty. Moreover, it is the responsibility of the
student-teacher to cope with the lessons covered during his/her absence; however, NO SPECIAL QUIZZES shall be given. It is also the student’s
responsibility to consult with the teacher, program head or dean should her/his case be of special nature.

Rules on Use of Electronic Gadgets in Class

The use of cellphone during class is utterly impolite and becomes a source of distraction. Students are strictly prohibited to use their
cellphones once the class begins or the moment the instructor arrives in the room. All phones must be put in silent mode. In case the student is
expecting an important message or call, he/she should ask permission from the instructor before going out of the classroom to use the phone to
answer.
Laptop computers are allowed in class for relevant presentation purposes only.

Policy on Examinations
• All gadgets, bags, books, and notebooks must be set aside.
• Nothing but pen, permit, answer sheet, and test questionnaire must be on the student’s desk during exams.
• Borrowing of anything from classmates is not allowed; the student must bring his/her own exam materials.
• Any unnecessary noise such as talking, whistling, humming, stomping, tapping, and clicking of pen is highly discouraged.
• No student is allowed to go out of the room once the exam has started.
• Special exams shall be administered after one (1) week of the regular exam schedule.
• The highest possible rating which can be obtained in a special exam is 80%.
• There shall be no special exam for the Final exam.
• Failure to take any exam shall be scored ZERO.
• Strictly “NO PERMIT, NO EXAM”

Grading System
• Each periodic grade has Component Weight components with a corresponding weight. Please refer to
the table below. Assignment 5%
Projects 10%
(Research/Requirements/ etc.)
Participation/ Performance 25%
Quizzes 20%
Periodic Examinations 40%
Total 100%

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 • Every student must know how to compute their grades following the Base-20 Grading System. Computations of grades shall observe the
following formula:

For each component: { [ ( Raw Score ÷ Number of items ) x 80] + 20} x weight of component = Computed Weight
Example: { [ ( 45 ÷ 50) x 80] + 20} x 0.4 (exam) = 36.8

• Example grade computation (for Prelim)

{ [ ( 21 ÷ 30) x 80] + 20} x 0.05 (assignments) = 3.8
{ [ ( 21 ÷ 30) x 80] + 20} x 0.10 (projects) = 7.6
{ [ ( 21 ÷ 30) x 80] + 20} x 0.25 (participation) = 19.0
{ [ ( 34 ÷ 50) x 80] + 20} x 0.20 (quizzes) = 14.9
{ [ ( 54 ÷ 80) x 80] + 20} x 0.40 (exam) = 29.6
74.9 – Prelim Grade

• There are four (4) grading periods in the semester namely: Prelim, Midterm, Semi-Final, and Pre-Final.
• The Final Grade (FG) shall be the total rating after each grade is multiplied to 25%.
• Prelim (25%) + Midterm (25%) + Semi-Final (25%) + Pre-Final (25%) = FG
Instructor’s Consultation Schedule
• Day: Every 1st and 2nd Friday of the month
• Time: 3:00pm – 5:00pm
• Room: 440, CTE Office
• Form: College Academic Consultation Form

Prepared by: Reviewed by: Approved by:

JOAN MAE S. ESPINOSA, LPT, MAED IRENE B. QUILISTE, LPT, MAED MARK S. ALEMANIA, MAEd
Name of Instructor Program Chair Dean, College of Arts and Sciences Education

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 STUDENT’S ACKNOWLEDGEMENT

I have received and read the course syllabus in ( ________________ ). I understand that I have to comply with the requirements of the
course and the expectations from me as a student in the said course during the First/Second Semester, A.Y. __________ as these have been
discussed also by our instructor. I am fully aware of the consequences of non-compliance with the above mentioned requirements.

_______________________________________________ __________________________________
Student’s Signature over Printed Name Date Signed

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