Republic of the Philippines

North Eastern Mindanao State University

COLLEGE OF TEACHER EDUCATION
www.nemsu.edu.ph

OUTCOMES-BASED COURSE SYLLABUS IN

ENG 102 – TEACHING ENGLISH IN THE ELEMENTARY GRADES (LITERATURE)
1st Semester, A.Y. 2023 – 2024

PHILOSOPHY

NEMSU believes that higher education is an instrument for the improvement of life through democratized access to quality education in the development
of a well-rounded person.

VISION
A transformative leading University in Asia and the Pacific.

MISSION
NEMSU shall provide competency-based higher education training driven by relevant and responsive instruction, research, extension and sustainable
resource management.

CORE VALUES

Competence
A combination of observable and measurable knowledge, skills, abilities, and personal attributes that contribute to enhance SDSSU
employee and student performance and ultimately result in organizational success.
Accountability
Responsibility for own actions, decisions and commitment to accomplish work in an ethical, efficient, cost-effective and transparent manner
manifesting the value of sound stewardship in the wise use of resources for common good.

ENG 102: TEACHING ENGLISH IN THE ELEMENTARY GRADES (LITERATURE) FM-ACAD-011/Rev.004/1.26.2023/Page 1

 Responsiveness
A prompt action, consistent communication, quality information, and a focus on providing a superior experience to stakeholders.
Excellence
The quality spectrum at exceptional levels demonstrated by learning outcomes and the development of shared culture of quality consistent
with the vision, mission and goals of University.
Service
Dedication for a continuous improvement of services, stakeholder’s relationships and partnership which stresses interdependence and
collaboration for a sustainable success of clients and their communities in helping build a just, peaceful, stable and progressive Filipino
nation.

NEMSU CARES…
These core values are not descriptions of the work we do, nor the strategies we employ to accomplish our University vision. They are the core values
that underlie our works and interactions as we internalize responsibilities to fulfil our mission. They are the basic elements of how we go about our
work and how we deal with stakeholders, molds students to become competent, innovative, globally competitive and service-oriented.

QUALITY POLICY

The North Eastern Mindanao State University commits itself to produce highly motivated, globally competitive, and morally upright human resource
through the delivery of transformative and quality higher education that conforms to international standards driven by excellent instruction, relevant
researches, sustainable extension, and production services. Together with our stakeholders, we shall endeavor for continual improvement of our
quality management system in consonance with statutory and regulatory requirements for clients and industry satisfaction for quality of life.

INSTITUTIONAL LEARNING OUTCOMES (ILOs)

ILO1. Imbue global competency and innovation for a future-ready workforce.

ILO2. Acculturate the values of professionalism, honor, and excellence that promote productivity in the workplace and the community.
ILO3. Propagate the culture of research, extension, and production for sustainable economic viability, environmental stewardship, and social equity in
North Eastern Mindanao and beyond.

PROGRAM GOALS:

1. Quality training in their respective field of specialization;

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 2. Knowledge, skills and value system responsive to the needs of the communities;
3. Quality education through relevant pedagogy, research and use of Information and Communication Technology for teaching and lifelong
learning;
4. Productive activities relevant to their field of specialization; and
5. Ethical values to maintain the moral of our society.

PROGRAM LEARNING OUTCOMES (PLOs): (CMO No. 74 s 2017)

Programs Learning Outcomes Performance Indicators

PLO1. Demonstrate in-depth understanding of the diversity of learners  Identify various types of learners and provide them with appropriate,
in various learning areas. culturally-relevant learning activities and experiences.
 Develop and utilize relevant materials that match the learners’
learning styles, goals and culture.
 Select instructional strategies for the development of learners’
critical and creative thinking skills.
 Utilize developmentally appropriate activities in teaching the different
learning areas.
 Utilize appropriate technologies to achieve the learning outcomes.
 Apply theories of learning in designing learning-teaching
experiences.
PLO2. Manifest meaningful and comprehensive pedagogical content  Explain subject matter content clearly, accurately and
knowledge (PCK) of the different subject areas. comprehensively.
 Relate current content with past and future lessons.
 Integrate recent developments in education and in the specific field
to enrich learning.
 Provide examples from real life to make learning meaningful.
 Utilize appropriate teaching-learning methods and technology for
specific subject matter content.
 Keep abreast with educational issues, trends and practices vis-à-vis
local and global context to provide relevant learning experiences.
PLO3. Utilize appropriate assessment and evaluation tools to measure  Design authentic assessment, evaluation instruments and
learning outcomes. alternative assessment tools.
 Interpret assessment tools and use these to improve learning and

ENG 102: TEACHING ENGLISH IN THE ELEMENTARY GRADES (LITERATURE) FM-ACAD-011/Rev.003/1.26.2023/Page 3

 teaching.
 Keep accurate and updated records of the learners’ performance
using technology tools where feasible and appropriate.
 Provide timely feedback of assessment results to parents and
stakeholders.
PLO4. Manifest skills in communication, higher order thinking and use  Demonstrate skills in creative and critical thinking, logical reasoning,
of tools and technology to accelerate learning and teaching. problem solving and decision-making in various classroom
situations.
 Create learning experiences that develop the learners’ higher
thinking skills.
 Provide opportunities that develop the learners’ communication skills
 Use tools and technology to enhance learning and teaching.
PLO5. Demonstrate positive attributes of a model teacher, both as an  Act according to the norms of the teaching profession in dealing with
individual and as a professional. students, parents, colleagues and other stakeholders.
 Manifest positive personal and professional qualities of a teacher.
 Observe integrity and professionalism in handling issues, conflicts
and controversies related to student welfare as well as parents’ and
community concerns.
PLO6. Manifest a desire to continuously pursue personal and  Pursue personal growth and professional development through
professional development. attendance in seminar-workshops, participation in demo-fests,
conducting action research and other educational-related activities
 Participate actively in the school’s community outreach activities.

COURSE CODE : ENG 102

COURSE DESCRIPTIVE TITLE : TEACHING ENGLISH IN THE ELEMENTARY GRADES (LITERATURE)
COURSE PRE-REQUISITE : None
CREDIT UNITS :3
NO. OF HOURS : 54
COURSE DESCRIPTION : This 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, reading, writing, speaking 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

ENG 102: TEACHING ENGLISH IN THE ELEMENTARY GRADES (LITERATURE) FM-ACAD-011/Rev.003/1.26.2023/Page 4

and organization of appropriate assessment strategies. Demonstrating knowledge and skills on content and pedagogy through lesson presentation is an important
highlight of this course. (CMO No 74 s. 2017)

COURSE LEARNING OUTCOMES (CLOs):

Course Learning Outcomes ILO Code/s PLO Code/s BTIs Covered

At the end of the course, the pre-service teachers will be able to:

a. Demonstrate content and pedagogical content knowledge on teaching literary through ILO 1 PLO 2 1.1.1
literature in the elementary level;
b. Demonstrate understanding of learning environments that promote love for reading, ILO 1 PLO 4 2.2.1
fairness, respect and care to encourage learning;
c. Implement teaching strategies that are responsive to the learner’s linguistic, cultural, ILO 2 PLO 1 3.2.1
socio-economic and religious backgrounds through contextualization;
d. Show skills in the selection, development and use of a variety of teaching and learning ILO 2 PLO 4 4.5.1
resources including ICT to address learning goals in the study of literary skills; and
e. Demonstrate knowledge of the design, selection, organization and use of diagnostic, ILO 2 PLO 3
formative, summative assessment, project-based assessment and performance-based 5.1.1
assessment strategies appropriate for the teaching of literature.

Detailed Course Learning Plan

Time Course Intended Topics/Content Instructional Learning Assessment CLOs

Frame Learning Outcomes Methodology Materials/Resources Code
(CILOs) (Face-to-Face and
Remote Teaching)
Week 1 Be oriented with the ENG 101 Course Orientation to the Course Syllabus/ Oral Recitation CLO 1
overview of the Overview/Syllabus/ Course through the use Course Information
course/subject Course Information of the Course Syllabus
Familiarize the VMGO NEMSU VMGO & Student Handbook
& University Quality Quality Policy Oral Recitation

ENG 102: TEACHING ENGLISH IN THE ELEMENTARY GRADES (LITERATURE) FM-ACAD-011/Rev.003/1.26.2023/Page 5

 Policy
University Policies and CTE Manual
Internalize the Classroom Guidelines
University policies and
classroom guidelines
(requirements and
grading system)

Week 2 a) Identify the General principles in Lecture – Discussion Book Reference Participation in the Talking CLO 1
underpinning teaching literacy in the Circles
principles in elementary lelvel. Brainstorming (Sharing Additional relevant
teaching literacy of one’s experiences/ online references Group Work – Group
among young observations) Presentation of Selected
learners. Relevant online video Topics
Talking Circles clips
b) Discuss the Participation in Talking
principles in Circles Criteria
teaching
principles. Content (40%)
Delivery (20%)
Organization & Correct
Usage (20%)
Response to Questions
(20%)

Week 3 - a) Point out the Significance of Lecture – Presentation Book Reference Oral Discussion CLO 6
4 significance of literature in teaching
literacy among children 4As approach Additional relevant Oral Discussion Criteria
young learners. online references
Types of literature for Panel Discussion Content (60%)
b) Describe the children: Relevant online video Delivery (20%)
different literary 1. Poems Talking Circles clips Organization & Correct
genre for 2. Riddles Usage (20%)
children. 3. Stories 5Es Learning Model Class Impact (10%)
4. Drama
c) Give examples Participation in Talking

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 of selections, Circles
stories, riddles
and poems Participation in Talking
suitable fir Circles Criteria
literacy
development Content (40%)
among young Delivery (20%)
learners. Organization & Correct
Usage (20%)
d) Compile well- Response to Questions
selected literary (20%)
pieces that can
be used for
instruction.

Week 5-6 a) Discuss the Contextualizing literacy Lecture – Group Book Reference Oral Discussion CLO 1
importance of lessons for Filipino Presentations
contextualization learners Additional relevant Oral Discussion Criteria
in teaching. Peer Learning online references
Content (60%)
b) Choose a wide Mini-seminar on Relevant online video Delivery (20%)
array of classical localization/ clips Organization & Content
and contextualization: an Usage (20%)
contemporary expert on local Class Impact (10%)
literary pieces literature may be
written in the invited Portfolio Assessment
local setting
appropriate for a
specific grade
level.

Week 7-8 a) Identify and Enhancing the literary Lecture – Discussion Book Reference Oral Discussion CLO 2
explain the skills of learners
various through the various Group Presentations Additional relevant Oral Discussion Criteria
approaches in approaches effective in online references

ENG 102: TEACHING ENGLISH IN THE ELEMENTARY GRADES (LITERATURE) FM-ACAD-011/Rev.003/1.26.2023/Page 7

 teaching teaching literature like: Content (60%)
literature. A. Shared Reading Relevant online video Delivery (20%)
B. Silent Reading clips Organization & Content
b) Identify lessons C. Cooperative Usage (20%)
in literature vis a Learning Class Impact (10%)
vis the intended D. Differentiated
literary approach Learning (MI Portfolio Assessment
to be used. Grouping)
E. Listening to
Literature

Week 9 MIDTERM EXAM

Week 10 a) Describe and The strategies in Lecture – Book Reference Oral Disussion CLO 4
discuss different teaching literacy Demonstration
methods used in through literature Additional relevant Class Task/Group Work –
teaching Group Presentation online references Word Collocation on
literature for a. KWL Teaching (including
children. b. Think-Pair- Relevant online video approaches, strategies,
Share clips method and techniques)
b) Develop a c. Think-Square- and Literature
simple Share
classroom d. The Drama
activity using Method
literary methods. e. Image Analysis
f. Graphic Story –
the role of
teachers in the
drama method
g. Using graphic
organizers

Week 11 a) Identify reading Strategies and Video viewing Book Reference Assessment of completed CLO 4
strategies techniques that foster task or outputs
the reading – writing Lecture – Presentation Additional relevant

ENG 102: TEACHING ENGLISH IN THE ELEMENTARY GRADES (LITERATURE) FM-ACAD-011/Rev.003/1.26.2023/Page 8

 b) Describe how connection online references
these reading a. Writing diary Talking Circles
strategies are entries Relevant online video
done b. Writing journals clips
c. Writing
c) Write original reflections
samples of d. Poetry writing
reading e. Writing sequel
strategies to stories read
f. Writing book
reports
g. Journalistic
writing

Week 12 a) Identify and Assessment Lecture – presentation Book Reference Paper-pencil test CLO 4
describe the Techniques as applied on types of assessment
different types of for teaching literature Additional relevant Assessment of completed
assessment Group task (TOS and online references outputs
a. Traditional test question
b) Develop and b. Performance- preparation to be used Relevant online video
assessment tool based as an assessment tool clips
for teaching c. Project-based in evaluating the level
literature d. Portfolio of the pupil’s skills)

Rubric-making

Portfolio preparation

Week 13 - a) Apply Designing instructional Lecture-demonstration Book Reference Graded display of CLO 4
14 appropriate plans and materials for on how instructional instructional materials
methodologies teaching literacy materials in teaching Additional relevant
and strategies in through literature literature are prepared online references Individual Work –
the preparation and lesson planning preparation of lesson
of learning plan. Relevant online video plans/ session plans using
Putting up an exhibit clips different approaches and

ENG 102: TEACHING ENGLISH IN THE ELEMENTARY GRADES (LITERATURE) FM-ACAD-011/Rev.003/1.26.2023/Page 9

 b) Exhibit creativity featuring the creative strategies
in making outputs of students
instructional Pair Work – Peer
materials for a Instructional Plan Critiquing of sample
literature class. Writing lesson plans or session
- guided plans
c) Prepare a lesson - independent
plan with
assessment
strategies
appropriate for
the teaching of
literature

Week 15 - Teach a literary lesson Lesson Presentation Lesson Presentation Book Reference Final Teaching CLO 4
17 to an elementary class Demonstration
in a lab school or a. Micro teaching Peer Critiquing Additional relevant
cooperating DepEd b. Team teaching online references Oral Discussion Criteria
School effectively c. Individual
(applying competencies teaching Relevant online video Content (60%)
learned from the clips Delivery (20%)
previous lessons) or Organization & Content
conduct peer teaching. Usage (20%)
Class Impact (10%)

Critiquing Peer’s Teaching

Demonstration

Criteria for Peer Critiquing

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

ENG 102: TEACHING ENGLISH IN THE ELEMENTARY GRADES (LITERATURE) FM-ACAD-011/Rev.003/1.26.2023/Page 10

 Week 18 FINAL EXAM

COURSE REFERENCES AND SUPPLEMENTAL READINGS:

a. Books and E-books

 Bulusan, F. et. al (2022). Teaching Li

 Culpeper, J. et al (2018). English Language: Description, Variation and Context. MacMillan International; Red Globe Press. Retrieved
from https://sdssu.odilotk.es/info/english-language-description-variation-and-context-01658942
 Farrell, T. and Jacobs, G. (2020). Essentials for Successful English Language Teaching. Second Edition. Bloomsbury Academic.
Retrieved from https://sdssu.odilotk.es/info/essentials-for-successful-english-language-teaching-01684677
 Jain, A. (2019). English Language and Linguistics. Larsen and Kellen Education. Retrieved from https://sdssu.odilotk.es/info/english-
language-and-linguistics-02136268
 Johnson, K. (2018). An Introduction to Foreign Language Learning and Teaching. Routledge. Retrieved from
https://sdssu.odilotk.es/info/an-introduction-to-foreign-language-learning-and-teaching-02136269
 Reyes, R. and Pawilen, G. (2022). Teaching English in the Elementary Grades (Language Arts). REX Book Store, Inc (RBSI). Nicanor
Reyes Sr. St., Sampaloc, Manila

b. Journals/Magazines

 ELSEVIER: Journal for Second Language Writing. Writing science in an upper elementary classroom: A genre-based approach to
teaching English language learners. Retrieved from https://www.sciencedirect.com/science/article/abs/pii/S106037431400023X
 European Journal of Educational Research. Cooperative Learning in Acquisition of the English Language Skills. Retrieved from
https://dergipark.org.tr/en/pub/eujer/article/448830
 International Journal of English Linguistics, Vol. 7 No. 5; 2017. A Review of the Literature on the Integration of Technology into the
Learning and Teaching of English Language Skills. Retrieved from
https://pdfs.semanticscholar.org/fdb5/3756a6484da8d7310a593e124c187dc5d67f.pdf
 ProQuest. Teacher’s sense of efficacy in teaching English, perceived English language proficiency, and attitudes toward the English
language: A case of Korean public elementary school teachers. Retrieved from
https://www.proquest.com/openview/56c7a790992823e443470715460fd84f/1?pq-origsite=gscholar&cbl=18750

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COURSE REQUIREMENTS:

 Individual Class/Oral Presentation

 Activity sheets after each lesson
 Demonstration teaching
 Feedback Session Attendance
 Rubrics/Criteria for Demo-teaching

GRADING SYSTEM:

 Attendance 5%
 Assignment 5%
 Quizzes 20%
 Oral Participation 10%
 Requirements 20%
 Major Exams 40%

Total 100%

COURSE POLICIES:

1. 3 consecutive tardiness equals to 1 absence; 3 consecutive (invalid) absences equal to DROPPED.

2. Each student is assigned a topic to be presented to the class with English language teaching strategies incorporated in the presentation.
3. Each student should deliver a demonstration teaching on the 5 macro-skills of the English language.
4. Each student is given a feedback session on how s/he fared in the demonstration teaching.
5. Gender Policies (issues in equality)

ENG 102: TEACHING ENGLISH IN THE ELEMENTARY GRADES (LITERATURE) FM-ACAD-011/Rev.003/1.26.2023/Page 12

Date of Revision : August 1, 2023
Date of Effectivity : August 14, 2023

Prepared by: Content Noted: Reviewed by: Recommending Approved by:

Approval:

KARLA JEANE P. ROZ, EdD KARLA JEANE P. ROZ, EdD MERLYN E. AREVALO, PhD ANNIE Y. SAMARCA, PhD MARIA LADY SOL A. SUAZO, PhD
Associate Professor I Program Coordinator Department Chair Dean, CTE Vice President for Academic Affairs
Tandag Campus Tandag Campus Tandag Campus

ROSA C. PLAZA JANVIELLE V. ROSAL LYOID C. HUNAHUNAN, EdD ERWIN B. BERRY, EdD
Associate Professor II Program Coordinator Department Chair Director, Curriculum and
Tagbina Campus Tagbina Campus Tagbina Campus Development

AILYN GRACE P. BUQUID, EdD ERMELYN M. BUSTILLO, PhD ERMELYN M. BUSTILLO, PhD
Associate Professor I Program Coordinator Department Chair
Lianga Campus Lianga Campus Lianga Campus

Date: _________________ Date: _______________ Date: _________________ Date: ________________ Date: _____________

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