Republic of the Philippines

PROVINCE OF BUKIDNON
Municipality of Don Carlos

DON CARLOS POLYTECHNIC COLLEGE

Purok 2, Poblacion Norte, Don Carlos, Bukidnon

COURSE SYLLABUS FOR BP1 (ENGLISH GRAMMAR)

Vision Statement Don Carlos Polytechnic College envisions to provide graduates with pedagogical content knowledge, lifelong learning, ethical standards, global
employment opportunities through local community partnerships and free quality tertiary education.
Mission Statement DCPC prepare graduates for dynamic careers through transformative education, enriched by innovative and flexible programs, and applied
research and extension services towards industry, community and global engagement.

Objective DCPC aims to embrace diversity of students, faculty, staff and stakeholders while maintaining a quality scholastic environment and commit to the
highest standard of professional endeavor to take leadership role in the community.

Core Values DCPC holds the core values which show its identity and propel its mission and vision.

Excellence. We commit ourselves to uphold and continue the culture of excellence in all collegiate operations through teaching, research and
innovations.
Respect. The institution highly considers the value of respect as a key for lasting global peace to humanity and social responsibility in harmony
with nature.
Integrity. Awareness of ethical, social and cultural issues to further commit to honest communication within a global context and their
importance in the exercise of professional skills and responsibilities.
Diversity. DCPC regards diversity of people that has an ability to apply effective, creative and innovative solutions, both independently and
cooperatively to current and future challenges.
Program Vision Don Carlos Polytechnic College-College of Teacher Education is a diverse college modeled in a new paradigm higher education as an engine of a
more peaceful, cooperative and productive society leading to open and dynamic, economically, culturally and globally creative individuals.
Program Mission DCPC opted to produce highly qualified career-oriented graduates in alignment with local, regional and global needs through excellence in
teaching, student learning, faculty engagement and in community development.
Program Objectives Graduates are expected to:
1. Enable students to realize their full potential through a supportive learning environment.
2. Facilitate a fulfilling and vibrant campus life to enable learning through co-curricular and extra-curricular activities.
3. Design and offer high quality flexible and interdisciplinary programs to meet current and future needs.
4. Contribute to the socio-economic agenda with research and creative solutions that address community needs.
 5. Ensure efficient management of key resources/facilities to support the academic vision-mission statement.
6. Foster a diverse, respectful, collaborative and team-oriented environment.
7. Drive accountability through a culture of empowerment and shared commitment to excellence.
8. Promote applied research and innovation aligned with program priorities
Program Core Values DCPC- COllege of Teacher EDucation holds the core values aligned to vision and mission of the college, institution and local government unit.

C Collaborate with stakeholders for community-building skills…

O Organization of values formation, social responsibility and accountability for personal and professional growth…
T The ability to develop student-teacher relationships in the teaching-learning process...
E Engaging students in excellent teaching preparation and innovation including research…
D Deep understanding of diversity of learners and passion for teaching…
Program Outcomes The graduates have the ability to:
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. Demonstrate positive attributes of a model teacher, both an individual and as a professional.
e. Manifest skills in communication, higher order thinking skills and use of tools and technology to accelerate learning and teaching.
f. Manifest a desire to continuously pursue personal and professional development.
g. Display awareness of ethical standards, social responsibility and accountability, cultural issues and diversity of learners within the
community and global context and their importance in the exercise of personal and professional skills.
Course Name English Grammar (BP1)
Course Credits 3 units
Course Description This course is designed to provide first year students, student-centered, comprehensive, and contextualized grammar lessons and activities to
help them enhance their grammatical competence in English.
Contact Hours/Week 3 hours
Prerequisite None
Course Outcomes After completing this course, the students must have:
1. Defined different parts of speech through write-ups with examples.
2. Identified different parts of speech in a selected song, FB post or any emerging and relevant text.
3. Composed coherent paragraph highlighting sentence parts.
4. Composed a write- up using various forms of phrases and forms of sentences and question patterns.
6. Make a video of a short skit or talk show, applying the appropriate verb tenses and sentence structure.

COURSE OUTLINE AND TIMEFRAME

 Week 1-3 Parts of Speech
Week 4-6 Parts of Sentence
Week 7-9 Nominal and Basic sentence patterns
Week 10-12 Verb Tenses and Voice
Week 13-16 Subject-Verb Agreement and Question Patterns
One week (or an Allotted for Long Exams/Prelim Exam and Pre-Final
equivalent of 3 hours)
One week (or an Allotted for Midterm, and Final Exam
equivalent of 3 hours)

Alignment of Course Outcomes with Summative Assessment Tasks

 Course Objectives Summative Assessment Task Details
1. Identified different parts of speech in a selected  Individual Online These tasks require students’ interaction in applying what they have learned
song, FB post or any emerging and relevant text. Activities with the topics that has been tackle in in online or modular learning modality.

 Journal entries This task includes the compilation of all their individual activities as a
2. Composed coherent paragraph highlighting measurement of their learning in each units.
sentence parts.

3. Composed a write- up using various forms of  Exercises These task will enable students to practice what they have gained through the
phrases and forms of sentences. discussion of each topics and developed their mastery of the topics.

 Assessment These tasks are given to evaluate students’ knowledge and understanding
4. Edit their own (and their classmate’s) journal entries about the topics discussed. This will help the teacher in evaluating if the course
using the grammar knowledge on subject-verb outcomes and desired learning outcomes are achieved or not.
agreement.

5. Make a video of a short skit or talk show, applying  Reflection These tasks are required as a supplement to their learning base on their own
the appropriate question patterns. ways of pondering the thoughts that are in line with the topics.

LEARNING PLAN
 Desired Learning Course Teaching and Learning Activities (TLAs) Assessment of Resource Time
Outcomes (DLO) Content/Subject Textbooks/References Teaching Activities Learning Activities Tasks (ATs) Materials Table
Matter
1. At the end of the Unit 1. Parts of
unit, the students must Speech
have: English Club. (2020). Parts of speech.  Modular Activity  Oral Recitation  Graded Oral  Handouts
Retrieved from  Brief Lecture via (online reports  Modules 9 hours
1.1 Identified A. Nouns https://www.englishclub.com/grammar/part online (zoom, platform)  Exercises  PPT
different parts of s-of-speech.htm skype, etc.) or  Online  Drills  Laptop
speech through B. Pronouns face to face Activities  Internet
exercises; (Providing  Answering  Projector
1.2 Differentiated C. Verbs Basic English Grammar (2020). Eight parts handouts/ guide questions
each part of of speech. Retrieved from PowerPoint  Completing
speech in varying D. Adjective https://www.basic-english-grammar.com presentation) Modules
uses and  Class Discussion
situations; and E. Adverbs via online
1.3 Written entries in platforms)
their journals F. Prepositions  Processing
highlighting the Students’
proper way of G. Conjunctions Output
using parts of  Q and A
speech. H. Interjections

2. At the end of the Unit 2. Parts of

unit, students must Sentence Atienza, L. (2003). Basic Communication
have: and Thinking Skills for College Freshmen  Modular  Modules  Graded  Handouts 9 hours
Activities  Completing Reflection  Modules
2.1 defined each A. Simple Bautista, V. (2008). English Grammar  Processing Modules  Graded  PPT
parts of a Plus Students’ Output  Online Journal Entry  Laptop
Subjects and
sentence;  Scaffolding Activities  Graded  Internet
Predicates My English teacher. (2010). Subject and Activities  Exercises  Speaker
2.2 arranged Predicate. Simple Subject and Predicate, (provide guide
sentences B. Compound Examples &Worksheets. Retrieved from questions and
according to Subjects and https://www.myenglishteacher.eu/blog/subj topics to
pattern through Predicates ect-and-predicate/ discuss)
exercises.
K12Reader Reading Instruction Resources.
C. Order of (2008). Compound Predicate. Retrieved
2.3 construct Subjects and from
compound https://www.k12reader.com/term/compound
 subject and -predicate/
compound Predicates
predicate BtB. (2015). Subject and Predicate Order.
sentence D. Complements Retrieved from
https://www.btb.termiumplus.gc.ca/tpv2gui
2.4 identified des/guides/wrtps/index-eng.html?
different parts of lang=eng&lettr=indx_catlog_s&page=9c-
a sentence TFJaebSgs.html
through given
exercises; Kittelstad, K. (n.d). What Is a Complement
2.5 created an essay in Grammar? Retrieved from
highlighting the https://grammar.yourdictionary.com/gramm
subject, ar/grammar-rules-and-tips/what-is-a-
predicate and complement-in-grammar.html
complements.
Academic Writing in English. (2011). The
order of subjects and verbs. Retrieved from
https://awelu.srv.lu.se/grammar-and-
words/selective-mini-grammar/subjects-
and-predicate-verbs/the-order-of-subjects-
and-verbs/

3. A the end of the unit, Unit 3. Nominals and

the students must Basic Sentence
have: Patterns  Modular  Modules  Graded  Handouts 9 hours
Activities  Completing Reflection  Modules
3.1 Identified the A. Basic Sentence  Processing Modules  Graded  PPT
basic sentence Patterns Students’ Output  Online Journal Entry  Laptop
patterns;  Scaffolding Activities  Graded  Internet
3.2 Determined the B. Short Reply Activities  Exercises  Speaker
proper way of (provide guide
transforming C. Tag Question questions and
topics to
statements to
discuss)
simple questions;
and
3.3 Written entries in
their journals
highlighting the
short replies and
tag questions
4. Interpret literary Unit 4. Verb Tenses
texts for Children and Voice
 Modular  Modules  Graded  Handouts 9 hours
4.1 Developed A. Principal Parts of English Club. (2020). Parts of speech. Activities  Completing Reflection  Modules
mastery in Verbs  Processing Modules  Graded  PPT
Retrieved from
subject-verb Students’ Output  Online Journal Entry  Laptop
B. Regular and Irregular https://www.englishclub.com/grammar/part
agreement rules;  Scaffolding Activities  Graded  Internet
4.2 Observed subject- Verbs s-of-speech.htm Activities  Exercises  Speaker
verb agreement (provide guide
C. Tenses of Verbs
rules in oral and questions and
written discourse; D. Perfect Tenses Basic English Grammar (2020). Eight parts topics to
4.3 Participated of speech. Retrieved from discuss)
actively in various E. Progressive and https://www.basic-english-grammar.com
communicative Emphatic Forms
tasks focusing on
subject-verb F. Consistency of
agreement; and Tenses
4.4 Edit their (and
their classmate’s) E. Voice of Verbs
written work using
the grammar
knowledge on
subject-verb
agreement.
5. Use of Children’s Unit 5. QUESTION
Literature as a tool for PATTERNS English Club. (2020). Parts of speech.
creative activities in Retrieved from  Modular  Modules  Graded  Handouts 12
teaching English https://www.englishclub.com/grammar/part Activities  Completing Reflection  PPT hours
Language  Processing Modules  Graded  Laptop
s-of-speech.htm
A. Yes/No Questions Students’ Output  Online Journal Entry  Speakers
5.1 Determined the (Do, Does, Did)  Scaffolding Activities  Graded  Internet
differences of various Activities  Exercises
B. WH Questions Basic English Grammar (2020). Eight parts  Headset
question patterns; (provide guide
of speech. Retrieved from  Projector
5.2 Accomplish online questions and
exercises on Question https://www.basic-english-grammar.com topics to
Patterns; and, discuss)
5.3 Used properly
structured questions in
their oral and written
discourse.
Suggested Readings
and References Academic Writing in English. (2011). The order of subjects and verbs. Retrieved from
https://awelu.srv.lu.se/grammar-and-words/selective-mini-grammar/subjects-and-predicate-verbs/the-order-of-subjects-and-verbs/

Basic English Grammar (2020). Eight parts of speech. Retrieved from https://www.basic-english-grammar.com
Course Requirement  Class Active Participation (modular activities and online activities)
 Examinations (Prelim, Midterm, Pre-Final)
 Completed Module
 Complete entries for their journal

Grading System Suggested

Midterm Finals
30%- Midterm Exam 40%- Final Exam
30%- Quizzes, Long Exams 30%- Reporting, Pre-Final
40%- Group Tasks (performance based and written) 30%- Quizzes, Group Tasks (performance based and written)