CT

COLLEGE OF TEACHER EDUCATION

COURSE TITLE PREREQUISITE CREDIT UNITS NUMBER OF HOURS

ENG 2:
TEACHING ENGLISH IN
3 UNITS (LECTURE) 3 HOURS PER WEEK
THE ELEMENTARY
THROUGH LITERATURE

CONSULTATION
INSTRUCTOR CLASS SCHEDULE TERM
HOURS
BEEd – II
FRAN, REYMARK MONDAY SECOND TERM
WEDNESDAY
DE CASTRO 1:00 – 4:00 PM 2020 - 2021
7:30 – 10:30 AM

COURSE SYLLABUS

VISION

A self-reliant center of development in Oriental Mindoro that provides sustained leadership in instruction,
research and extension to provide globally competitive professionals and appropriate technologies crucial in
helping develop a productive and spiritually and morally upright citizenry, in a diverse yet cohesive society.

MISSION

The institution exists to promote professional and technological education by intensifying instruction and
training, conducting more viable and relevant researches, utilizing knowledge and technology, sustaining income
generation through adoption of feasible state-of-the-art technologies, establishment of extensive and efficient
linkages and networking and continuous organizational development.

GOAL

Provide and broaden the access to quality education responsive to an ever growing and dynamic society.

OBJECTIVES

Strengthen the capabilities of the institution to:

1. Offer quality education;
2. Provide opportunities for the youth to develop their potentials as human beings and as
productive member of the society;
3. Expand financial assistance to poor but deserving students towards greater access to
education;
4. Maximize productivity to sustain income generation; and,
5. Intensify research and extension services, which are relevant to the needs of the community.

CORE VALUES

MinSCAT plants R – Responsibility I - Involvement C - Commitment E - Excellence

PROGRAM VMGO
VISION
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COLLEGE OF TEACHER EDUCATION

A center of excellence in Teacher Education in the Region IV

MISSION
The Teacher Education Program continues to train future teacher who are competent, excellent
and responsible citizen.

GOAL
To produce teachers equipped with higher level of accuracy, communication literacy and learning
skills needed for learned.

OBJECTIVES
1. Provides graduates who can impart necessary skills and computational techniques needed in
solving basic mathematical problems among students.
2. Produce teachers who can offer a systematic analysis and integrate with entrepreneurial
activities.
3. Develop analytical skills among students would be teachers to use variety of strategies on the
solution of real life.
4. Produce professionals equipped with appropriate values, traits and attitudes of a true mentor.

PROGRAM OUTCOMES

1.Articulate the rootedness of education in philosophical, socio-cultural, historical, psychology, and political.
2.Demonstrate mastery of subject matter/discipline
3.Facilities learning using a wide range of teaching methodologies and delivery modes to specific
4.Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners.
5.Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable
educational practices
6.Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning
processes and outcomes.
7.Practice professional and ethical teaching standards sensitive to local, national, and global realities
8.Pursue lifelong learning for personal and professional growth through varied experiential and field-based
opportunities.
Course Description

This three – unit course will emphasize English as a second language with main focus on language teaching methodologies
to improve knowledge on the structure and fluency in the English language through listening, speaking, reading, writing and
viewing. Proficiency in these macro-skills shall enable the pre-service teachers to demonstrate ease and confidence in the
use of the English language, thus, making them good communicators of knowledge and adept in principles of language arts
teaching, assessment and responsive learning programs for diverse learners. It consists of content-based lessons that will
enhance the students’ skills along application of various teaching strategies in teaching English, the use of ICT to facilitate
the teaching learning process and selecting, designing and organization of appropriate assessment strategies.
Demonstrating knowledge and skills on content and pedagogy through lesson presentations is an important highlight of this
course.
Course Outcomes:

After completing this course, the students must have:

A. Demonstrate content and pedagogical content knowledge on teaching literary through literature in the elementary
level.
B. Demonstrate understanding of learning environments that promote love for reading, fairness, respect and care to
encourage learning.
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COLLEGE OF TEACHER EDUCATION

C. Implement teaching strategies that are responsive to the learner’s linguistic, cultural, socio-economic and religious
backgrounds through contextualization.
D. Show skills in the selection, development and use of a variety of teaching and learning resources, including ICT to
address learning goals in the study of literary skills.
E. Demonstrate knowledge of the design, selection, organization and use of diagnostic, formative, summative
assessment, project-based assessment and performance -based assessment strategies appropriate for the
teaching of literature.

Course Outline

COURSE PROGRAM OUTCOMES

OUT
COMES 1 2 3 4 5 6 7 8
After completing this course, the students must have:
CO 1. Demonstrate content and pedagogical content knowledge on
teaching literary through literature in the elementary level.
I I I P D D P P

CO2 Demonstrate understanding of learning environments that

promote love for reading, fairness, respect and care to encourage
learning. I P P P P D P D

CO3. Implement teaching strategies that are responsive to the learner’s

linguistic, cultural, socio-economic and religious backgrounds through
I P D P D D P D
contextualization.

CO4. Show skills in the selection, development and use of a variety of

teaching and learning resources, including ICT to address learning goals
in the study of literary skills.
I D P D P D P P

1. ;
CO5. Demonstrate knowledge of the design, selection, organization
and use of diagnostic, formative, summative assessment, project-based
assessment and performance -based assessment strategies appropriate I I D P P D P P
for the teaching of literature.

LINK TO PROGRAM OUTCOMES

Legend:
I – Introductory - Introduced Concept/ Principles
P – Practiced - Practiced with Supervision
D – Demonstrated - Demonstrated across different clinical setting

Course Outline

Intended Learning Course Content / Subject Teaching – Learning Assessment and

Week
Outcomes Matter Activities Output
WEEK A. Identify the General principles in  Lecture-  Participation
1 underpinning teaching literacy in the Discussion in the
principles in elementary level Talking
 Brainstorming
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COLLEGE OF TEACHER EDUCATION

teaching literacy (Sharing of one’s Circles

among young Experiences/  Group Work-
learners Observations) Group
 Presentation
B. Discuss the  Talking Circles of Selected
Topics
principles in
Participation
teaching literacy
Talking Circle

Content (40%)
Delivery (20%)
Organization &
Correct Usage (20%)
Response to
Questions (20%)

WEEK A. Point out the Significance of literature in  Lecture-  Oral

2 significance of teaching children Presentation discussion
literacy among
young learners Criteria for Oral
 4As Approach Discussion:
Content (60%)
Delivery (20%)
 Panel discussion Organization &
Correct
Usage (20%)
Class Impact (10%)
WEE A. Describe the Types of literature for  Lecture-Group Participation in
K different literary Children Presentations Talking
3-4 genre for a. Poetry  Talking Circles Circle
children b. Riddles  5Es Learning  Content
B. Give examples of c. Stories Model (40%)
selections, d. Drama  Delivery
(20%)
stories, riddles
 Organization
and poems
& Correct
suitable for
Usage (20%)
literacy
 Response to
development
Questions
among
(20%)
young learners
C. Compile well-
selected literary
pieces that can
be used for
instruction
WEEK A. Discuss the Contextualizing literacy  Lecture-Group  Participation
5-6 importance of lessons for Filipino learners Presentations in the Oral
contextualization  Peer Learning discussion
in teaching  Mini-seminar on
B. Choose a wide Localization
array of classical /Contextualization
and : an expert on
contemporary local literature
literary pieces may be invited
written in the
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COLLEGE OF TEACHER EDUCATION

local setting
appropriate for a
specific grade
level
WEEK A. Identify and Enhancing the literary  Lecture-  Oral
7–8 explain the skills of learners through demonstration discussion
various the various approaches  Group
approaches in effective in teaching presentations Criteria for Oral
teaching literature like: Discussion:
literature Content (60%)
B. Identify lessons a. Shared Reading Delivery (20%)
in literature vis a b. Silent Reading Organization &
vis the intended c. Cooperative Correct
literary approach learning Usage (20%)
to be used d. Differentiated Class Impact (10%)
learning ( MI
grouping )
e. Listening to  Portfolio
Literature assessment
WEEK A. Describe The strategies in  Lecture-  Oral
9 - 10 and discuss teaching literacy demonstration Discussion
different through literature  Group  Class
methods presentation Task/Group
used in a. KWL Work -
teaching b. Think-Pair-Share  Word
c. Think-Square- Collocation
literature for
Share on Teaching
children
d. The Drama (including
B. Develop a
Method approaches,
classroom
e. Image Analysis strategies,
activity using
f. Graphic Story method and
literary methods
techniques),
The role of and
teachers in the drama Literature
method  Performance
g. Using Graphic -based
Organizers assessment
with the use
of rubric
WEEK A. Identify reading Strategies and  Video viewing  Assessment
11 strategies techniques that foster the  Lecture- of
B. Describe how reading - writing presentation completed
these reading connection  Talking circles task or
strategies are outputs
done a. Writing diary
C. Write original entries
samples of b. Writing journals
reading c. Writing
strategies reflections
d. Poetry writing
e. Writing sequel to
stories read
f. Writing book
reports
g. Journalisti
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COLLEGE OF TEACHER EDUCATION

c Writing
WEEK A. Identify and Assessment Techniques  Lecture-  Paper /pencil
12 describe the as applied for teaching presentation on  Assessment
different types of literature types of of
assessment assessment completed
B. Develop an a. Traditional  Group task outputs
assessment tool b. Performance-  (TOS and test
for teaching based question
literature c. Project-based preparation to be
d. Portfolio used as an
assessment tool in
evaluating the
level of pupil’s
literary skills )
 Rubric making
 Portfolio
preparation
WEEK A. Apply Designing instructional  Lecture- • Graded display
13 -1 4 appropriate plans and materials for demonstration on of
methodologies and teaching literacy through how Instructional instructional
strategies in the literature materials in materials
preparation of teaching literature
are prepared and • Individual
learning plan
lesson planning Work-
 Putting up Preparation of
B. Exhibit creativity
an exhibit Lesson
in making
featuring Plans/Session
instructional
the Plans Using
materials for a
creative Different
literature class
outputs of Approaches
students and
C. Prepare a lesson  Instructional plan Strategies
plan with writing
assessment • Pair Work –
strategies -guided Peer Critiquing
appropriate for the -independent of Sample
teaching of Lesson Plans or
literature Session Plans

WEEK A. Teach a literary Lesson Presentation  Lesson  Final Teaching

15 – 18 lesson to an presentation Demonstration
elementary class A. Micro  Peer Critiquing
in a lab school or teaching Criteria for Oral
cooperating Discussion:
DepEd School B. Team Content
effectively teaching (60%)
(applying Delivery
competencies C. Individual (20%)
learned from the teaching Organization &
previous lessons) Correct Usage
or conduct peer (20%)
teaching. Class Impact (10%)

- Critiquing Peer’s
Teaching
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COLLEGE OF TEACHER EDUCATION

Demonstration

Criteria for Peer

Critiquing Quality of
Questions (40%)
Delivery (25%)
Organization &
Correct Usage
(25%)

Suggested List of References

English Curriculum Guide , K to 12 Curriculum. Department of Education.

Introduction to Literature: Forms, Divisions and

Subdivisions.https://www.academia.edu/27992041/INTRODUCTION_TO_LITERATURE_FORMS_DIVISIONS_AND_S
UBDIVISIONS
Kreber, Carolin (2006) Developing the Scholarship of Teaching Through Transformative Learning . Journal of
Scholarship of Teaching and Learning, Vol. 6(1), 88 – 109. Lesley University (n.d.) Empowering Students: The 5E
Model Explained. https://lesley.edu/article/empowering-students-the-5e-model-explained

Literary Devices. https://literarydevices.net/

Literary Devices. https://literary-devices.com/ Bercasio. R (2016) PER3C Learning Model. Unpublished Report on
Innovative Modules in Selected Courses in Teacher

Education, BU, Legazpi City

Bonces, Rodriguez (2012) Content and Language Integrated Learning (CLIL): Considerations in the Colombian
Context. Gist Education and Learning Research Journal 6, 177-

189. https://files.eric.ed.gov/fulltext/EJ1062605.pdf

Carter, Ronald A. & Michael N. Long (1991) Teaching literature. Harlow: Longman Pub. Northern College learning
Excellence & Innovation Department (n.d.) Writing a lesson Plan.
http://northernc.on.ca/leid/docs/lessonplanning.pdf

Phenomenon-based learning. http://www.phenomenaleducation.info/phenomenon-based-learning.html

Prepared:

REYMARK D. FRAN
Instructor – I

Reviewed:

GEMCER D. SELDA, MAEd

Program Chair, BEEd

Approved by:
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COLLEGE OF TEACHER EDUCATION

ROMEO C. CASTILLO, Ph.D.

Dean, College of Teacher Education
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COLLEGE OF TEACHER EDUCATION

Week Intended Learning Outcomes Course Content? Teaching - Learning Assessment

At the end of the lesson, the students Subject Matter Activities and Output
must have
1 a. learned by heart the core CORE VALUES Suggested Essay
values of the College R- responsibility Activities and Reflective
b. determined the criteria on how I – involvement Output Paper
students’ performance will be C – commitment Online Module
evaluated and graded E – excellence PPT Presentation,
Grading system Group Dynamics,
c. articulated and applied various
Classroom Policies Mobile Messaging,
subject/course policies
Jam board,
2 -3 Discussed the different curricula that The Curricula in School Reflection
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COLLEGE OF TEACHER EDUCATION

exist in the school Whiteboard paper

Analyzed the significance of curriculum Different Curricula in Application, case Essay
and curriculum development in the Schools. studies, portfolios
teachers classroom. Roles of the teacher as a
Enhanced understanding of the role of curricularist in the
the teacher as a curricularist in the classroom and schools
classroom and school
4-5 Defined Curriculum, Definition, Nature and The School Curriculum, Reflective
Scope; Definition, Nature and Journal
Described the nature and scope of Scope; Class
Curriculum Observation
Described the different approaches to Approaches to the school
school curriculum; curriculum
Explained by examples how the
approaches clarify the definition of
curriculum;
Reflected on how the three approaches
interrelate with each other. The curriculum
development and models.
Explained and summarize the curriculum
development process and models.
5-6 Foundations of Reflection
Described the foundations of curriculum Curriculum: Historical, paper
development; Philosophical, Essay-
Explained how each foundation influences Psychological and Social Rubrics
the curriculum development.

Identified the fundamentals of curriculum Fundamentals of

designing; Curriculum Designing
Appreciated the task of designing a
curriculum.
7-8 Identified some familiar curriculum Approaches to Essay- Rubrics
designs and approaches to the design; Curriculum Design Reflective
Analyzed the approaches in the light of Paper
how these are applied in the school
setting.
Curriculum Mapping
Defined curriculum mapping and Curriculum Quality Audit
curriculum quality;
Explained the benefits of curriculum
mapping and curriculum quality audit;
Familiarized oneself of some examples of
curricular maps.

9 Midterm Examination
10 -12 Defined curriculum implementation; Curriculum Written Plan
Analyzed what is change process in Implementation as a
curriculum implementation; Change Process
Explained the process of curriculum
implementation
The teaching plans
Reviewed the components of a daily plan
for teaching;
Constructive alignment in
Identified intended learning outcomes; a teaching plan
Matched learning outcomes with
appropriate methods
Discussed the role of technology in Role of Technology Essay
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COLLEGE OF TEACHER EDUCATION

13-14 curriculum delivery; Reaction

Identified the factors in technology Paper
selection including the use of visual aids. Summative
Identified the stakeholders in the
curriculum;
Enumerated the role of each Stakeholders in the
stakeholders. curriculum

15-16 Acquired clear understanding of what is Curriculum Program Reflective

curriculum evaluation; Evaluation Essay
Explained the need to evaluate the Process of Curriculum Demonstration
curriculum and how it is being done. Evaluation

Explained how a curriculum can be Learning Outcomes

evaluated through assessment of learning assessment as a
outcomes; curriculum evaluation
Matched the levels of learning outcomes
Levels of Learning
with the appropriate assessment tolls;
Outcomes and Levels of
Identify the levels of learning outcomes Achievement
vis a vis levels of achievement;
Interpreted the value of assessment in Selected assessment
terms of grades assigned tools
Interpreting values of
assessment by assigning
grades
16 - 17 Analyzed the relationship between Relating Planning,4 Demonstration
planning and implementing in curriculum implementing and Essay
development Evaluating
Explained the connection of curriculum
implementation and evaluation;
Discussed the interrelatedness of
curriculum evaluation and curriculum
planning;
Interpreted the overall relationships and
implementing and evaluating in curriculum
development.

18 Final Examination

Course Policies (Suggested)

1. Virtual face-to-face will be done via google meet and/or zoom. Video camera must be turned on
during virtual discussion. Every student should participate. Always wear proper wardrobe/attire
during online classes. Microphone must be muted if not given the opportunity to speak. Strictly
observe the online etiquette. (Note: Online class attendance is not required but must be attended
if ever that students are available and capable.)
2. Modules will be uploaded in the google classroom.
3. Activities/Quizzes will be posted in the Google classroom and to be accomplished on or before
the due time.
4. Students should attend online meeting at least five (5) within the semester; once a month.
5. Students should access and submit their modules on LMS used: Google Classroom, Facebook
Room, Online Messaging Applications
6. All quizzes, midterm and final examinations will be announced. It will be uploaded using Online
Platforms in Google Form format.
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COLLEGE OF TEACHER EDUCATION

7. Academic dishonesty like cheating and in any examination, plagiarism and the like will be
penalized as stipulated in the MinSCAT Student Handbook and Academic Guidelines for the New
Normal
8. Students should maintain the integrity, reliability, confidentiality and efficiency in the use of flexible
and alternative learning modes.

Course Requirements
1. Compilation of submitted outputs (reflections)
2. Class Observation
3. Class Demonstration
4. Lesson plan

Grading System
Summative Assessment (Midterm and Final Exam) 40%
Formative Assessment (Quizzes, Performance Test (Demo- Teaching)
Outputs , Portfolios, Recitation,
Research paper or others, portfolio) 60%
100%
Total grade for Midterm 100%
Total grade for Final Term 100%

Final Grade = (Midterm Grade + Tentative Final Grade)/2

Learning Resources
Alistair, R (2000) Curriculum: Construction and Critique, London: Palmer Press
Basal, F and Bilbao, Putrita P. et al. (2003). Measurement and Evaluation. 2nd Rev. WVSU Printing Press.

English, Fenwick ed. (1983). Fundamental Curriculum Decision. Year Book, ASCD

Gardner, Howard (2006). Five Minds for the Future. Boston. Harvard Business School.

Hass, G. and F. Parky (1993). Curriculum Planning: A New Approach . Sixth Edition. Library of Congress Cataloging in
Publication Data, Massachusetts: Allyn and Bacon

Bilbao, Purita P, Dayagbil, F. et.al. (2020) The Teacher and the School Curriculum. Lorimar Publishing INC.

DepEd Order 54, series of 2012, or the Policy Guidelines on the Implementation of the Alternative Delivery Modes, which is
available at http://www.deped.gov.ph/orders/do-54-s-2012

http://www. carla.unn.edu/assessment/vac

http://www.deped.gov.ph/index.php/bals-program-project

http://www. ridoe.net/instruction/default,aspx.28k-cached

http://www.deped.gov.ph/k-to-12/inclusive-education/about-alternative-learning-system/ 6-20-2021

Freebody, P.,& Luke, A (1990) Literacies Pprograms: Debates and demands in cultural context, pros. Prospect:
Australian of TESOL, 5(7), 7-16.
Freire, P.,(1970)Pedagogy of the oppressed. New York: Herder & Herder.

Freire & Mercado, D. ( 1987) Literacy: Reading the word and the world. South Hadley,

MA Bergin & Garve.

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Janks, H (2000). Domination, access, diversity and design: A synthesis for critical

Literacy education. Educational Review,52, 175-186.

Knoblaunch, C.H, & Brannon, L( 1993)Critical Teaching and the idea of Literacy.

Heinemann: Portsmouth, NH.

Lankshear, C. H.,& McClaren, P. (Eds.).(1993). Critical literacy: Radical and

postmodernist perspectives,Albany, NY: SUNY Press.

Luke, A.(in press). New narratives of human capital. In S.J. Ball (Ed.), Key readings in

sociology of education. New York: Routeledge

Prepared by:
EVA V. BRINOSA, Ed.D
Associate Professor IV

Reviewed by:
GEROLYN B. JAVIER, Ph. D.
Program Chair, BSED

Approved by:
ROMEO C. CASTILLO, PhD
Dean, College of Teacher Education