Republic of the Philippines

UNIVERSITY OF RIZAL SYSTEM

Province of Rizal

Cainta Campus
College of Education
2nd Semester, S.Y. 2020-2021

COURSE TITLE : Contemporary, Popular and Emergent Literatures COURSE CODE: EL112
CONTACT HOURS : 3 hours CREDIT UNITS: 3
PRE-REQUISITES : EL 104 CO-REQUISITE: none

I. Vision : The leading University on human resource development, knowledge, and technology generation, and environmental
stewardship.

II. Mission : The University of Rizal System is committed to nurture and produce upright and competent graduates and empowered
community through relevant and sustainable higher professional and technical instruction, research, extension and production
services.

III. Goals : National: To train the nation’s manpower in skills required for national development for the improvement of
quality of life.

Regional: To train the nation’s manpower to in the skills needed for regional advancement

University: To develop the full potential of an individual in academic and technological disciplines for an
empowered, productive and morally-upright citizenry

IV. Core Values : Responsiveness, Integrity, Service, Excellence, Social Responsibility

V. Graduate Attributes Globally Competitive, Innovative, Adaptive, Nationalistic, Trustworthy, Service-Oriented

VI. Program : Bachelor of Secondary Education

VII. Program Outcomes : The minimum standards for the BSEd programs are expressed in the following minimum set of learning outcomes.

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 Common to all programs in all types of schools
a. articulate and discuss the latest developments in the specific field of practice;
b. effectively communicate in English and Filipino, both orally and in writing;
c. work effectively and collaboratively with a substantial degree of independence in multi-disciplinary and multi-
cultural teams;
d. act in recognition of professional, social, and ethical responsibility; and
e. preserve and promote "Filipino historical and cultural heritage" (based on RA 7722).

Common to the discipline

a. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political
contexts.
b. Demonstrate mastery of subject matter/ discipline.
c. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific
learners and their environments.
d. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners.
e. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational
practices.
f. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and
outcomes.
g. Practice professional and ethical teaching standards sensitive to the local, national, and global realities.
h. Pursue lifelong learning for personal and professional growth through varied experiential and field-based
opportunities.

VIII. Program Outcomes Addresses by the Course:

Specific to the Bachelor of Elementary Education program
a. Demonstrate in-depth understanding of the diversity of learners in various learning areas.
b. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas.
c. Utilize appropriate assessment and evaluation tools to measure learning outcomes.
d. Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and
teaching.
e. Demonstrate positive attributes of a model teacher, both as an individual and as a professional.
f. Manifest a desire to continuously pursue personal and professional development.

URS-PIL-COE-ISY-SEN-009 Rev:00 Effectivity Date: January 6, 2020

 Specific to Bachelor of Secondary Education major in English
a. Possess broad knowledge of language and literature for effective learning.
b. Use English as a global language in a multilingual context as it applies to the teaching of language and
literature.
c. Demonstrate proficiency in oral and written communication.
d. Shows competence in employing innovative language and literature teaching approaches, methodologies, and
strategies.
e. Use technology in facilitating language learning and teaching.
f. Inspire students and colleagues to lead relevant and transformative changes to improve learning and teaching
language and literature.
g. Acquire extensive reading background in language, literature, and allied fields.
h. Display skills and abilities to be a reflective and research-oriented language and literature teacher.
IX. Course Outcomes:
1. Discuss research-based content knowledge and critical issues on contemporary, popular, and emergent literature and its relevance in the
teaching-learning process.
2. Explain the development of a given genre of popular literature from its beginning to its contemporary practice through historical timeline.
3. Use various methods of literary analysis in writing a response paper.

X. Course Description:
This course provides pre-service English teachers with opportunities to acquire extensive reading backgrounds in literature and allied fields
needed in the understanding and evaluation of critical issues in contemporary and popular literature and genres. This course allows them to
demonstrate their research-based content knowledge and its relevance in the teaching learning process using various methods of literary analysis.

XI. Course Outline:

WEEK / OUTCOME-BASED TEACHING AND

INTENDED LEARNING EL101 LEARNING
TIME ASSESSMENT LEARNING REFERENCES
OUTCOMES (ILO) CONTENT RESOURCES
ALLOTMENT (OBA) ACTIVITIES (TLA)
Week 1 /
3 hrs. Instill the URS Recitation, Quiz, I. Interpreting and Recitation on the Copies of URS URS (2013). Student
Vision/Mission, Goals and Reflection/Essay Evaluating Fiction importance and Vision and Handbook: University
Objectives implication of VMGO Mission and of Rizal System
to chosen course Goals

URS-PIL-COE-ISY-SEN-009 Rev:00 Effectivity Date: January 6, 2020

 WEEK / OUTCOME-BASED TEACHING AND
INTENDED LEARNING EL101 LEARNING
TIME ASSESSMENT LEARNING REFERENCES
OUTCOMES (ILO) CONTENT RESOURCES
ALLOTMENT (OBA) ACTIVITIES (TLA)

A Guide to Reading
and Interpreting
Short and Long
Module, Online
Fiction. (n.d.).
Discussion
Interpret and evaluate Lecture and Https://Www.Highlan
using Google
fiction. Discussion dhs.Org/Uploaded/Hi
Classroom and
ghland/Academics/E
Google Meet
xtended_Guide_for_I
nterpreting_Fiction.P
df.

Week 2-3 /
6 hrs. Explain the Recitation, Quiz, II. Types and Elements of Module, Online A Guide to Reading
characteristics, types and Reflection/Essay Fiction Discussion and Interpreting
elements of fiction. a. Stories using Google Short and Long
b. Poetry Classroom and Fiction. (n.d.).
c. Drama Google Meet Https://Www.Highlan
dhs.Org/Uploaded/Hi
ghland/Academics/E
xtended_Guide_for_I
nterpreting_Fiction.P
df.
https://www.highland
hs.org/uploaded/Hig
hland/Academics/Ext
ended_Guide_for_Int
erpreting_Fiction.pdf

Reid, R. (2021,
January 28). The 6
Elements of Fiction.

URS-PIL-COE-ISY-SEN-009 Rev:00 Effectivity Date: January 6, 2020

 WEEK / OUTCOME-BASED TEACHING AND
INTENDED LEARNING EL101 LEARNING
TIME ASSESSMENT LEARNING REFERENCES
OUTCOMES (ILO) CONTENT RESOURCES
ALLOTMENT (OBA) ACTIVITIES (TLA)

The Write Practice.

https://thewritepractic
e.com/elements-of-
fiction/

URS-PIL-COE-ISY-SEN-009 Rev:00 Effectivity Date: January 6, 2020

 WEEK / OUTCOME-BASED TEACHING AND
INTENDED LEARNING EL101 LEARNING
TIME ASSESSMENT LEARNING REFERENCES
OUTCOMES (ILO) CONTENT RESOURCES
ALLOTMENT (OBA) ACTIVITIES (TLA)

III. Literary Movement of

Contemporary Period
a. 1940s
 Objectivist Poets
b. 1950s
 Absurdist
Understand the growth  Beat Generation Milne, Ira Mark
and development of  Black Mountain Poets (2009). Literary
 Confessional Poetry Movements for
Popular Literature from
 New York School
the post-World War II or Students:
c. 1960s Module,
the contemporary period  Postmodernism
Presenting
Lecture/Discussion, Readings,
to present Recitation, Quiz,  British Poetry Revival Online
Analysis, Context,
Research, Readings
Week 4-6 / Reflection/Essay New Wave Science and Criticism on
Discussion
9 hrs. Determine the critical Fiction Literary
 Nouveau Roman using Google
issues on the acceptance
d. 1970s Classroom and Movements (2 ed.).
of literary genres, literary Detroit: Gale
 Language Poets Google Meet
styles, themes, among
 Misty Poets
others, that are reflected
e. 1980
on the different literary  Cyberpunk
movements.  Maximalism
 New Formalism
 Poetry Slam
f. 1990s
 Postcyberpunk
g. 2000s
 Transrealism
 New Formalism

Week 7 /
PRELIMINARY EXAM
1.5 hr

URS-PIL-COE-ISY-SEN-009 Rev:00 Effectivity Date: January 6, 2020

 WEEK / OUTCOME-BASED TEACHING AND
INTENDED LEARNING EL101 LEARNING
TIME ASSESSMENT LEARNING REFERENCES
OUTCOMES (ILO) CONTENT RESOURCES
ALLOTMENT (OBA) ACTIVITIES (TLA)

IV. Introduction to Module, Online

Acquaint themselves with Recitation, Quiz, Popular Literature Discussion
Week 7-8 / the nature, appeal, and Reflection/Essay Lecture/Discussion,
 Nature using Google
3 hrs. social functions of popular Readings, Reflection
 Appeal Classroom and
literature
 Social Function Google Meet

V. Popular Literature
Describe the
Genres
characteristics of popular Module, Masterclass.com.
a. Romance
literature. Readings, (n.d.). 8 Popular
b. Science Fiction
Online Literary Genres.
Week 8-10 / Recitation, Quiz, c. Detective Story Lecture/Discussion,
Discussion https://www.mastercl
7.5 hrs. Reflection/Essay d. Comic books Readings, Reflection
using Google ass.com/articles/a-
e. Comic Strip
Differentiate popular from Classroom and guide-to-popular-
f. Horror
contemporary literature Google Meet literary-genres
g. Thriller/Mystery
genres.
h. Young Adult

Week 11 /
MIDTERM EXAM
1.5 hr
Week 11-12 /
3 hrs. Identify issues and Recitation, Quiz, VI. Issues and Challenges in Lecture/Discussion, Module, Sterling, B. (2020,
challenges in Readings, November 18).

URS-PIL-COE-ISY-SEN-009 Rev:00 Effectivity Date: January 6, 2020

 WEEK / OUTCOME-BASED TEACHING AND
INTENDED LEARNING EL101 LEARNING
TIME ASSESSMENT LEARNING REFERENCES
OUTCOMES (ILO) CONTENT RESOURCES
ALLOTMENT (OBA) ACTIVITIES (TLA)

Eighteen Challenges
contemporary and in Contemporary
Online
popular literature. Literature. Wired.
Reflection/Essay Discussion
Contemporary and https://www.wired.co
Research, Reflection using Google
Explain the development Popular Literature m/2009/05/eighteen-
Classroom and
in genres in contemporary challenges-in-
Google Meet
and popular literature. contemporary-
literature/

VII. Introduction to Emerging

Literatures Gutjahr, P. C.
a. Illustrated Novel
(2003). Popular
b. Digi-Fiction
c. Graphic Novel American Literature
Determine new emerging d. Manga of the 19th century.
genres of literature; e. Doodle Fiction Module, Online New York: Longman.
Recitation, Quiz, f. Chick lit/Chick Discussion
Week 12-14 / Lecture/Discussion,
Reflection/Essay Literature using Google Muller, T. (2017).
9 hrs. g. Flash Fiction/Dagli Research, Reflection
Discuss the elements and Classroom and Handbook of the
characteristics of these h. Six-word flash fiction Google Meet American novel of
genres. i. Speculative Fiction the twentieth and
j. Blog twenty-first
k. Creative Non-Fiction
centuries. Boston: de
l. Hyper Poetry
m. Slam/Spoken Work Gruyter.
n. Text-Talk Novels
Week 14-17 / Reflection/Essay Lecture/Discussion, Module, Collins, S. (2009).
10.5 hrs. Understand the VIII. Popular Writers of Research, Reflection Readings, Catching Fire. New York:
the Contemporary Period Scholastic Press,
background of the popular Online Chicago
writers of the and Their Sample Works Discussion
contemporary period. Prose: using Google King, S. (1999). Carrie.
Classroom and New York: Pocket Books
 Catching Fire by Suzanne
Analyze critically the Collins Google Meet Haddon, M. (2003). The
sample literary work of  Carrie by Stephen King Curious Incident of the

URS-PIL-COE-ISY-SEN-009 Rev:00 Effectivity Date: January 6, 2020

 WEEK / OUTCOME-BASED TEACHING AND
INTENDED LEARNING EL101 LEARNING
TIME ASSESSMENT LEARNING REFERENCES
OUTCOMES (ILO) CONTENT RESOURCES
ALLOTMENT (OBA) ACTIVITIES (TLA)
the contemporary period  The Curious Incident of the Dog in The Night-Time.
according to its literary Dog in the Night-Time by New York: Doubleday
Mark Haddon
styles.  The Perks of Being a Chbosky, S. (1999). The
Wallflower by Stephen Perks of Being a
Relate the message of Chbosky Wallflower. New York:
the sample literary work  The Road by Cormac Pocket Books
of the contemporary McCarthy
 Middlesex by Jeffrey McCarthy, C. (2006). The
period in current societal Road. New York: Vintage
Eugenides
issues.  The Color Purple by Alice Books.
Walker
 To Kill a Mockingbird by Eugenides, J. (2003).
Harper Lee Middlesex. New York:
Picador/Farrar, Straus,
 Bridget Jone’s Diary by
Giroux
Helen Fielding
 Fahrenheit 451 by Ray
Walker, A. (1982). The
Bradbury
Color Purple, Pocket
 Gone Girl by Gillian Flynn Books
 Room by Emma Donoghue
 The Handmaid's Tale by Lee, Harper. (2006). To
Margaret Atwood Kill a Mockingbird. New
Poetry: York :Harper Perennial
 Fire and Ice by Robert Frost Modern Classics
 Hope is the thing with
Feathers by Emily Dickinson Fielding, H. (1998).
 Mad Girl’s Love Song by Bridget Jones's diary: A
Sylvia Plath novel.
 For My Lover, Returning to
His Wife by Anne Sexton Flynn, G. (2012). Gone
 Las Ruinas del Corazon by girl: A novel.
Eric Gamalinda
 If You Forget Me by Pablo Donoghue, E. (2011).
Neruda Room: A novel. Toronto:
 What My Father Told Me by HarperCollins.
Dorianne Laux
 Lies I Tell by Sara Borjas Atwood, M. (1998). The
handmaid's tale. New
 Sex Without Love by
York: Anchor Books
Sharon Olds

URS-PIL-COE-ISY-SEN-009 Rev:00 Effectivity Date: January 6, 2020

 WEEK / OUTCOME-BASED TEACHING AND
INTENDED LEARNING EL101 LEARNING
TIME ASSESSMENT LEARNING REFERENCES
OUTCOMES (ILO) CONTENT RESOURCES
ALLOTMENT (OBA) ACTIVITIES (TLA)
Poetry Foundation.
 Still I Rise by Maya Angelou
(n.d.).https://www.poetryf
 Ugly by Warsan Shire
oundation.org/
Week 18 FINAL EXAM

XII. Course Policies:

1. All students must wear the prescribed uniform with ID when attending classes.
2. All students are expected to come to class prepared for discussions.
3. Three consecutive late will be equivalent to one day absence.
4. Six consecutive absences will be equivalent to drop.
5. Extended absences / non-participation (due to illness or injury) must be reported immediately.
6. Projects, assignments, exercises or paper works must be submitted on or before the agreed date of deadline.
7. No extension for submission of requirements.
8. No giving of special quiz.
9. A conditional grade of 4.0 will be given to standards who obtained a final grade of 3.05 – 3.30. Removal examinations will be given
at the end of each semester.
10. An incomplete (Inc.) grade will only be given to students who lack certain requirements like Final Examination or Project. Students
who lack two (2) term examination will be given a grade of 5.0.
11. All students are not allowed to use cell phones during class hours.
12. Proper decorum must be observed at all times.
13. Cheating:
a. First offense – oral or written reprimand signed by the Dean and the parent or guardian.
b. Second offense – suspension for one month.
c. Third offense – expelled from the class.

XIII. Grading System:

Class Standing: 60% (Quizzes -30%, Recitation – 20 %, Project – 10%)

Term Exam: 40%
100%

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XIV. Consultation Period:MW 2:00-3:30

Prepared by: JEREMY ANN T. CATUNAO, LPT ________________

Instructor Date

Reviewed by: JACKIELOU B. ELARDO, LPT, MAT ________________

Program Head Date

Approved by: JAMESON C. MARTINEZ, LPT, MAT ________________

Dean Date

URS-PIL-COE-ISY-SEN-009 Rev:00 Effectivity Date: January 6, 2020