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| Course Description |
|
| Course Name |
: |
Türk Folk Literatüre II |
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| Course Code |
: |
TEB204 |
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| Course Type |
: |
Compulsory |
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| Level of Course |
: |
First Cycle |
|
| Year of Study |
: |
2 |
|
| Course Semester |
: |
Spring (16 Weeks) |
|
| ECTS |
: |
3 |
|
| Name of Lecturer(s) |
: |
|
|
| Learning Outcomes of the Course |
: |
Knows about the products of folk literature.
|
|
| Mode of Delivery |
: |
Face-to-Face |
|
| Prerequisites and Co-Prerequisites |
: |
TEB204 Türk Folk Literatüre II
|
|
| Recommended Optional Programme Components |
: |
None |
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| Aim(s) of Course |
: |
The aim of this course is to introduce the types of Turkish folk literature according to their periods. |
|
| Course Contents |
: |
The main focus of this course is to introduce the types of Turkish folk literature according to their periods. |
|
| Language of Instruction |
: |
Turkish |
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| Work Place |
: |
İsmail Hakkı Tonguç Classroom |
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Course Outline /Schedule (Weekly) Planned Learning Activities |
| Week | Subject | Student's Preliminary Work | Learning Activities and Teaching Methods |
|
1 |
Introduction to the course content |
No |
Lectures, examples |
|
2 |
Describing the characteristics of folk literature prose. |
Reading the related part of the course book assigned in advance. |
Lectures, examples |
|
3 |
Identifying the types of folk literature prose |
Reading the related part of the course book assigned in advance. |
Lectures, examples |
|
4 |
A kind of prose in folk literature: fairy-tale |
Reading the related part of the course book assigned in advance. |
Lectures, examples |
|
5 |
A kind of prose in folk literature: fairy-tale |
Reading the related part of the course book assigned in advance. |
Lectures, examples |
|
6 |
A kind of prose in folk literature: folk tale |
Reading the related part of the course book assigned in advance. |
Lectures, examples |
|
7 |
A kind of prose in folk literature: folk tale |
|
|
|
9 |
A kind of prose in folk literature: folk tale |
Reading the related part of the course book assigned in advance. |
Lectures, examples |
|
10 |
Epic |
Reading the related part of the course book assigned in advance. |
Lectures, examples |
|
11 |
Legend |
Reading the related part of the course book assigned in advance. |
Lectures, examples |
|
12 |
The Epic of Dede Korkut |
Reading the related part of the course book assigned in advance. |
Lectures, examples |
|
13 |
The Epic of Dede Korkut |
Reading the related part of the course book assigned in advance. |
Lectures, examples |
|
14 |
Spectacle village show |
Reading the related part of the course book assigned in advance. |
Lectures, examples |
|
15 |
Dummy, Karagöz |
A week ago I read a book recommended by the subject |
Lectures, examples |
|
|
|
Required Course Resources |
| Resource Type | Resource Name |
| Recommended Course Material(s) |
 Prof.Dr. Erman Artun-Turkish Folk Literature Prose
|
| |
| Required Course Material(s) | |
|
|
|
Assessment Methods and Assessment Criteria |
|
Semester/Year Assessments |
Number |
Contribution Percentage |
|
Mid-term Exams (Written, Oral, etc.) |
1 |
100 |
|
Homeworks/Projects/Others |
1 |
0 |
|
Total |
100 |
|
Rate of Semester/Year Assessments to Success |
40 |
| |
|
Final Assessments
|
100 |
|
Rate of Final Assessments to Success
|
60 |
|
Total |
100 |
|
|
| Contribution of the Course to Key Learning Outcomes |
| # | Key Learning Outcome | Contribution* |
|
1 |
They can evaluate the developmental stages and their roles in the learning processes of primary 5-8 grade students. |
5 |
|
2 |
They can monitor the students´ learning processes while using the traditional methods and techniques of measurement besides the alternative measurement and evaluation methods and techniques. |
5 |
|
3 |
They can take individual and group responsibility to solve the problems encountered related to classroom management. |
5 |
|
4 |
They can use Turkish teaching program and the specific teaching strategies, methods and techniques to teach the program to Grades 5-8. |
5 |
|
5 |
They can criticise and/or explain the characteristics of philosophical, literary and other works of art. |
5 |
|
6 |
They can assess their performance objectively and make up for the deficiencies in accordance with the judgments made if they have any. |
5 |
|
7 |
They can use the appropriate methods and techniques to help the students improve their higher thinking skills such as critical thinking, creative thinking and problem solving. |
5 |
|
8 |
They can use the appropriate techniques and methods to help the students improve their reading, listening, speaking, smooth and aesthetic writing skills. |
5 |
|
9 |
They can develop appropriate learning materials and use the information and communication technologies in this process effectively. |
5 |
|
10 |
They can explain the concepts and principles of Turkish sound, shape, sentence, text information and historical and contemporary Turkish dialects. |
5 |
|
11 |
They can exlain the concepts and principles of basic language skills (reading, listening, speaking and writing) and grammar. |
5 |
|
12 |
They can evaluate the periods of Turkish literature and the important people, events and the phenomena. |
5 |
|
13 |
They can acquire self-learning ability. |
5 |
|
14 |
They can communicate effectively with students, teachers, friends, school management and parents. |
5 |
|
15 |
They can improve themselves about the cultural and social aspects. |
4 |
|
16 |
They have the knowledge and skills required by the field of study. |
4 |
|
17 |
They can apply the basic principles and general objectives of education. |
5 |
| * Contribution levels are between 0 (not) and 5 (maximum). |
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| Student Workload - ECTS |
| Works | Number | Time (Hour) | Total Workload (Hour) |
| Course Related Works |
|
Class Time (Exam weeks are excluded) |
14 |
2 |
28 |
|
Out of Class Study (Preliminary Work, Practice) |
14 |
2 |
28 |
| Assesment Related Works |
|
Homeworks, Projects, Others |
1 |
3 |
3 |
|
Mid-term Exams (Written, Oral, etc.) |
1 |
2 |
2 |
|
Final Exam |
1 |
2 |
2 |
|
Total Workload: | 63 |
| Total Workload / 25 (h): | 2.52 |
| ECTS Credit: | 3 |
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