St.

Paul University at San Miguel

(A Branch of St. Paul University Quezon City)
Salangan, San Miguel, Bulacan

TERTIARY DEPARTMENT
MS 14 – Teaching Literacies in Elementary Grades through Literature
Activity 1
1. Look for editorials and columns in some daily newspapers including e-newspapers, that
relate to the K to 12 curriculum. Read and extract the articles you have downloaded and
fill out the T-diagram below by writing the strengths and criticisms of the K to 12
Curriculum in Philippines.
Strengths Criticisms
The department will be looking at the  the K+12 proposal has been criticized as an additional financial
most important skills and subjects burden on families who can hardly afford to send their children to
that ought to be learned by students school.
in junior high, and what other skills
ought to be added for grades 11 and
12, where there would be
specializations, Quijano said.
“Instead of DepEd providing facilities DepEd should instead focus on addressing perennial shortages in
and other resources to Grades 11 and classrooms, teachers, textbooks and other study materials.
12 students in public schools including
hiring new teachers, it is my humble
viewpoint that existing facilities in
public and private colleges and
universities as well as technical
vocational institutions be utilized with
DepEd underwriting the cost under a
full scholarship arrangement,” Valisno
said.
Valisno said that the huge funding Some universities in Europe and North America, however, no
requirement would be recouped by longer recognize a Philippine high school diploma as adequate for
the government when the 1.5 million admission to their schools because of its missing two years. Many
students graduate and are added to other Asian countries have already adopted the basic 12 year
what would become a huge pool of system.
highly skilled and well-educated
graduates that are ready to join the
workforce either for jobs in local
industries or overseas.
Department of Education (DepEd) after some reports said "the program is a failure" because most
Secretary Leonor Magtolis Briones has senior high school (SHS) graduates did not land jobs after
reiterated that the main objective of graduation due to skills-job mismatch.
the K to 12 program is to improve the
 quality of education in the country
and “not solely to provide immediate
jobs for its graduates.”
K+12 aims to raise the country’s basic
education course to world standards
and produce high school graduates
ready to be employed even without a
college degree.
To the implementing agency, the country cannot attempt a trialand
error outcome out of this policy. They must have to consider this
not an experimental thing to be tested and evaluated. Beforehand,
all of the possible consequences and preparations to counter any
of those must be well handled and planned already. An evaluation
of the educational resources, a budget plan for the teaching force –
a long term plan of all of these including the construction of some
additional facilities and equipment must be comprehended.

Articles and References: (APA version 6 format)

1. By Tarra Quismundo, Philippine Daily Inquirer First Posted 04:06 am 11/21/2010
DepEd Needs P45 B More to Subsidize Grade 11, January 6, 2012

https://sites.google.com/site/k12philippines/articles.

2. K-12 program to improve quality of education: Briones

By Ma. Teresa Montemayor June 5, 2018, 8:47 pm

https://www.pna.gov.ph/articles/1037617.

3. DepEd readies K+12 curricula for next year

By: Tarra Quismundo - Reporter / @TarraINQ

Philippine Daily Inquirer / 01:28 AM October 07, 2011

https://newsinfo.inquirer.net/71693/deped-readies-k12-curricula-for-next-year ,
March 31, 2012,Genne B. Lagura, An Analysis of the Policy: K-12 Education Program

https://www.academia.edu/1525168/K12_Educational_System_in_the_Philippines_A_Poli
cy_Paper.

2. As a future literature teacher, come up with a SWOT Analysis of yourself by

accomplishing the matrix below.
Internal Factors
Strengths Weaknesses
What positive character traits do I have? What are my weak areas?
What skills do I possess? What are my limited resources?
What help do people usually ask from me? What help do people not ask from me?
What makes me happy or fulfilled? What makes me stressed?
What unique experience do I have? What personal limitations do I feel?
External Factors
 Opportunities
What unique opportunities do I have at this stage
of my life?
What opportunities are open to me in the future?
What support systems do I have?
What am I uniquely qualified to do?
Internal Factors
Strengths
 Loyalty, Respectfulness, Responsibility,
Fairness, and Forgiveness.
 Willingness to learn, and Positive attitude.
 Asking advice from me for what should they
do about their problem
 When my work is done perfectly, when my
family is complete, and had a travel with my
friends, family, and to my boyfriend
 Exciting to teach children to learn something
new.
External Factors
Opportunities
 Able to pursue my studies in St. Paul
University at San Miguel
 To be a license and successful teacher in
the government
 The Government Scholarship to pursue my
study.
 To finish my study and pass the board
exam for teachers.
Threats
What aspects of my life are holding me back?
What things are outside of my control?
What vulnerabilities in the surroundings am I
facing?
What constraints (financial, etc.) do I have?
Weaknesses
 Self-discipline.
 time-management, communication, and
resilience.
 My mental health, My opinion, and My
decisions,
 When I mess up everything in my work and
when people around me try to distract me
when I’m busy.
 I get easily lost my tempered.
Threats
 Financially unstable
 Individual differences of the students
 The pandemic ( covid 19 )
 My money for my expenses is limited due
to poverty
 St. Paul University at San Miguel
(A Branch of St. Paul University Quezon City)
Salangan, San Miguel, Bulacan

TERTIARY DEPARTMENT
MS 14 – Teaching Literacies in Elementary Grades through Literature
Activity 2
1. Did any of your teachers in grade school teach you how to read literature when you
were a child? If so, how? How did this affect your appreciation of literature?
Yes, because in grade school we learned how to read literature and now i’m able to
appreciate and understand the different kind of literature.

2. What educational experiences increased your enjoyment of specific texts? What literary
texts outside of the classroom did you enjoy reading when you were in grade school?
When we read a alamat in grade school it makes me enjoyable because we learn a lot of
things like moral lesson and values. I will apply in my everyday living the moral lesson I’ve
learned.
3. Why do we need to have literature specifically written for children? What kinds of
literary experiences did you enjoy as a child? Which of the three approaches do you
remember your teachers taught you that you liked best?
We need to have literature written for children is because of literature it will make us
become accustomed and the more you read literature the more knowledge you will gain. It
helps children to develop their skill or talent and reading comprehension.
 St. Paul University at San Miguel
(A Branch of St. Paul University Quezon City)
Salangan, San Miguel, Bulacan

TERTIARY DEPARTMENT
MS 14 – Teaching Literacies in Elementary Grades through Literature
Activity 3
Select the approach most closely identified with each of the following statements. Make
letter of your choice that corresponds to the best response. Write your answers in the
blanks provided.
A. Traditional Approach
B. Language-Based Approach
C. Reader-Response Approach

B 1. Extends the student’s word repertory, as well as reading and writing skills.
B 2. Applies strategies to deconstruct literary texts in order to serve specific
linguistic goals.
A 3. Writing about feelings/reactions toward an issue.
C 4. Equips students with broader views and more appreciative of diversity in tastes
and worldviews.
C 5. Teacher assumes the role of facilitator and mediator.
B 6. Generates language practice using the text
A 7. Checks the knowledge of students by asking them questions based on what they
read.
A 8. Is teacher-centered
B 9. Offers learners an opportunity to access a text systematically and methodically
C 10. Is centered and background information and explanations about thematic and
stylistic features of the text.