Republic of the Philippines

CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE

Sta. Cruz Poblacion, Calabanga, Camarines Sur 4405
www.cbsua.edu.ph

COLLEGE OF EDUCATION

PHILOSOPHY UNIVERSITY GOALS

Education for Sustainable Human Development 1. Enable transformative and inclusive learning experiences.
2. Generate and utilize new knowledge and technologies.
3. Engage and empower communities.
VISION 4. Intensify internationalization and resource generation initiatives.
An Agricultural Research University of Global Standards 5. Establish on E-governance system.
6. Enhance management of university resources.

MISSION CORE VALUES

Leading Innovations, Building Resilient and Sustainable  Quality and Excellence
Agricultural Communities  Professionalism
 Teamwork and Unity
QUALITY POLICY  Liberalism
 Institutional Pride
Central Bicol State University of Agriculture is
committed to lead innovations in instruction, research,
GUIDING VALUES
extension and resource generation for clients' satisfaction,
 Discipline
uphold its core values and principles and satisfy all applicable
requirements and standards through continual improvement of  Respect
its quality management system.  Care

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 Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
Sta. Cruz Poblacion, Calabanga, Camarines Sur 4405
www.cbsua.edu.ph

UNIVERSITY GOALS
COLLEGE GOALS
1 2 3 4 5 6
Provide quality instruction, research, and extension in the field of elementary and secondary
√ √ √ √ √ √
education major in English, Filipino, and Mathematics.

PROGRAM OUTCOMES COLLEGE GOALS

(Per CMO No. 75 s 2017)
After four years, the graduates of the BSEd program shall:

a. Produce globally-competitive secondary education teachers equipped with lifelong learning skills
√
who demonstrate excellence in instruction, research and extension.

b. Develop innovative methodologies, alternative approaches and creative techniques to uplift

√
professional leadership in secondary education.

c. Generate up-to-date and relevant programs to prepare BSE students to actual classroom teaching
√
experiences.

d. Develop relevant instructional materials for meaningful learning. √

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 Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
Sta. Cruz Poblacion, Calabanga, Camarines Sur 4405
www.cbsua.edu.ph

COURSE SYLLABUS

1. Course Number EL118

2. Course Name Teaching and Assessment of Literature Studies
3. Course Description This course allows pre-service English teachers to explore the nature of literature and the theoretical bases,
principles, and methods and strategies in teaching and assessing literature. It aims to provide them with various
strategies for pre-lesson, during lesson, and post-lesson which will develop their learners’ higher order thinking
skills in the use of the English language and will respond to their various backgrounds. Also, they are expected to
design developmentally-sequenced lesson plans and provide a range of assessment strategies to communicate
learners’ needs, progress and achievement in literature
4. Credit Units 3 units
5. Contact Hours 3 hours per week, 54 hours
6. Prerequisite None

7. Course Learning Outcomes Program Outcomes*

At the end of the course, the students must be able to: a b c d
1. adapt competency-based learning materials in teaching literature which respond to the various linguistic, E E E E
cultural, socioeconomic, and religious backgrounds of learners (PPST 1.1.1)
2. be familiar with a range of assessment strategies in teaching literature that address learners’ needs, I I I I
progress, and achievement which are consistent with the selected competencies;. (PPST 1.1.1)
3. craft a learning plan according to the English curricula that develops higher order thinking skills of learners D D D D
through the use of literary texts; and
4. conduct a teaching demonstration of a developmentally-sequenced learning process using innovative D D D D
teaching principles, skills, and strategies for teaching literature

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 Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
Sta. Cruz Poblacion, Calabanga, Camarines Sur 4405
www.cbsua.edu.ph

*Level: I – Introductory, P – Practice, E – Enabling, D - Demonstrative

8. Course Coverage
Time Intended Learning Outcome Topics Teaching and Learning Assessment
Allotment (ILOs) Activities Tasks
Week 1-3 In this learning experience, the PART I- INTRODUCTION •Independent Flexible Learning •Reflection on the
students are expected to: VMGO through Asynchronous(learning VMGO
a. inculcate in them the sense Quality Policy module) and Synchronous
of pride and the core values of College Goals Teaching
CBSUA Department Goals
b. orient students about the Course Outline •Assessing oneself to living and
course, its requirements, etc. Course Requirements abiding CBSUA’s VMGO
Grading System
University Students Policies and
Guidelines
Classroom Policies and
Guidelines

At the end of these weeks, the
preservice teacher (PST)
should be able
to:
a. explain the purposes and
genres under the literature
umbrella; and
1. Overview on the Nature of • Review activity on the purposes • Review Test on
Literature and its Genres and genres literature studies the Nature of
• Concept Mapping about the Literature and its
1. Literature as Significant Nature of Literature and its Genres
Human Experience Genres • Group process
2. Purposes of Literature • Trivia quiz on famous Filipino assessment on
3. Prose vs. Poetry vs. and analysis of

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 Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
Sta. Cruz Poblacion, Calabanga, Camarines Sur 4405
www.cbsua.edu.ph
b. identify notable authors
appropriate for literature
study in K to 12 English
Literature.
Weeks At the end of these weeks, the
4-5 preservice teacher (PST)
should be able
to:
a. recognize important
CBSUA-CAL-SYL-COE- EL118
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Drama international authors literature
4. Fiction vs. Non-Fiction • Class discussion on literature competencies
5. A Survey of Authors overview and famous authors for and choice of
a. Filipino Authors literary study appropriate texts
b. International Well-Known • Group analysis of literature • Documentation
Authors competencies and choosing of Report and
6. Literature Competencies appropriate texts to use for such Presentation of
in English K to 12 competencies Analysis of
Curriculum • Presentation of analysis and Literature
choice of texts Competencies and
Choice of
Appropriate Literary
Texts (focusing on
Proper
Analysis and
Critical Thinking
Shown, Teamwork
and
Collaboration, and
Appropriateness of
Literary Texts)
2. Teaching Literature – An Concept Mapping Activity on the • Graphic organizer
Overview Overview of Teaching Literature as formative
1. Value of Literature • Graphic Organizer to compile assessment on the
2. Factors Affecting appropriate methods and appropriate
Interests in Literature approaches to teach literature methods and
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 Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
Sta. Cruz Poblacion, Calabanga, Camarines Sur 4405
www.cbsua.edu.ph
concepts in teaching
literature in English;
b. identify appropriate methods
and approaches to teach
literature; and
c. discuss the right books,
reading materials, and
comprehension questions in
teaching literatur
Week 6
Weeks At the end of these weeks, the
7-11 preservice teacher (PST)
should be able
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3. Choosing Books and
Reading Materials
4. Models of Teaching
Literature
5. Language Model
6. Cultural Model
7. Personal Growth Model
8. Approaches to Teaching
Literature
9. Language-Based
Approach
10. Paraphrastic Approach
11. Moral-Philosophical
Approach
12. Stylistics Approach
13. Levels of Comprehension
Questions
14. Assessment Strategies in
Teaching Literature
Assessment 1
3. Teaching Poetry and Dramatic
Poetry
1. Review on the Genres of
• Sharing of experiences in approaches in
literature classes and identifying teaching literature
approaches used by former • Peer Teaching in
teachers using right
• Discussion on the differences books, reading
and implications on the materials and or
approaches to comprehensive
teaching literature questions
• Preparation for peer teaching (focusing on
activity using a chosen text and Appropriate Use of
anappropriate approach Approach, Choice
• Peer Teaching Activity on the of Learning
right books, reading materials, Material,
and comprehension questions in Comprehension
teaching literature Questions Asked,
• Preparation for peer teaching and Factor of
activity using a chosen text and Literature Focused)
an appropriate approach
• Peer Teaching Activity on the
right books, reading materials,
and comprehension questions in
teaching literature
•Independent Flexible Learning • Creation of
through Asynchronous(learning Original
module) and Synchronous Instructional
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 Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
Sta. Cruz Poblacion, Calabanga, Camarines Sur 4405
www.cbsua.edu.ph

to: Poetry Teaching Materials and/or

a. adapt competency-based
learning materials in teaching
poetry which respond to the
various linguistic, cultural,
socio-economic, and
religious backgrounds of
learners;
b. identify a range of
assessment strategies in
teaching poetry that address
learners’ needs, progress,
and achievement which are
consistent with the selected
competencies;
c. craft a learning plan
according to the English
curricula that develops
higher order thinking skills of
learners through the use of
poetic texts; and
d. conduct a teaching
demonstration of a
developmentally-sequenced
learning process using
innovative teaching
2. Literary Devices
3. Fun Poetry
• Riddles
• Limericks
• Haikus
4. Shape Poems
5. Comprehending Poetry
6. Strategies in Teaching
Poetry
7. Reading Aloud
8. Choral Reading
9. Silent Reading
10. Literary Appreciation and
Valuing in/of Poetry
11. Lesson Design in
Teaching Poetry
12. Materials and Resources
in Teaching Poetry
13. Assessment in Teaching
Poetry
• Designing competency-based Adapted Literary
learning materials in teaching Poetic Texts
poetry which are responsive to (focusing on
the Appropriateness
various linguistic, cultural, and
socioeconomic, and religious Resourcefulness)
backgrounds of learners • Designing an
• Planning, designing and Assessment Tool in
implementing assessment Testing Poetry
strategies in teaching poetry that (focusing on
address learners’ needs, Validity, Reliability,
progress, and achievement which and
are consistent with the selected Administrability)
competencies • Making a
• Learning Plan Making according Learning Plan in
to the English curricula that Teaching Poetry
develops higher order thinking (focusing on
skills of learners through the use Completeness,
of poetic texts Appropriate
• Individual Teaching Approach Used,
Demonstration of a and Facilitative
developmentally-sequenced Process)
learning process using innovative • Teaching
teaching principles, skills, and Demonstration in
strategies for teaching poetry Poetry

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 Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
Sta. Cruz Poblacion, Calabanga, Camarines Sur 4405
www.cbsua.edu.ph

principles, skills, and (focusing on

strategies for teaching Teacher-Like
poetry Simulation,
Preparation,
Classroom
Management,
Learning
Environment, and
Interest and
Diligence in
Teaching Poetry)
Week 12 Assessment 2
Weeks At the end of these weeks, the 4. Teaching Prose and Dramatic • Designing competency-based Creation of Original
13-17 preservice teacher (PST) learning materials in teaching Instructional
should be able Prose prose and drama which are Materials and/or
to: 1. Review on the Genres of responsive to the various Adapted Literary
a. adapt competency-based Prose linguistic, cultural, Prose Texts
learning materials in 2. Comprehending Prose socioeconomic, and religious (focusing on
teachingprose which respond 3. Strategies in Teaching Prose backgrounds of learners Appropriateness
to the • Silent Reading • Planning, designing and and
various linguistic, cultural, • Prose Performances implementing assessment Resourcefulness)
socio-economic, and • Dramatic Performance strategies in teaching prose and • Designing an
religious backgrounds of drama that address learners’ Assessment Tool in
learners 4. Literary Appreciation and needs, progress, and Testing Prose
b. familiarize a range of Valuing in/of Prose achievement (focusing on
assessment strategies in which are consistent with the Validity, Reliability,

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 Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
Sta. Cruz Poblacion, Calabanga, Camarines Sur 4405
www.cbsua.edu.ph

teaching prose that address 5. Lesson Design in Teaching selected competencies and
learners’ needs, progress, Prose • Learning Plan Making according Administrability)
and achievement which are to the English curricula that • Making a
consistent with the selected 6. Materials and Resources in develops higher order thinking Learning Plan in
competencies Teaching Prose skills of learners through the use Teaching Prose
c. craft a learning plan of prose and dramatic texts (focusing on
according to the English 7. Assessment in Teaching Pros • Individual Teaching Completeness,
curricula that develops • Demonstration of a Appropriate
higher order thinking skills of developmentally-sequenced Approach Used,
learners through the use of learning process using innovative and Facilitative
prose texts teaching principles, skills, and Process)
d. conduct a teaching strategies for teaching prose and • Teaching
demonstration of a drama Demonstration in
developmentally-sequenced Prose
learning process using (focusing on
innovative teaching Teacher-Like
principles, skills, and Simulation,
strategies for teaching pro Preparation,
Classroom
Management,
Learning
Environment, and
Interest and
Diligence in
Teaching Poetry)
Week 18 Assessment 3

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 Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
Sta. Cruz Poblacion, Calabanga, Camarines Sur 4405
www.cbsua.edu.ph

References
Abelardo, V. (2013). Literature for today’s children. Manila: Philippine Graphic Arts.

Coody, B. (2002). Using literature with young children. Dubuque, IA: W.C. Brown Publishers.

Glazer, J. I. (2011). Literature for today’s children. New York: Macmillan.

Lynch-Brown, C. (2012). Essentials of children’s literature. Boston: Allyn and Bacon.

Profeta, L. M. (2008). Literature for Filipino children. Quezon City: Ken.

Tomlinson, C. (2012). Essentials of children’s literature. Boston: Allyn and Bacon.

Course Title: Prepared by: Recommending Approval: Approved by:
Literary Criticism
Date Effective:
2nd Semester, SY 2020-2021

MARLENE A. RAMOS, MLL JEROME M. HIPOLITO, MLL MARABEL R. BERNAL, PhD

Instructor Program Coordinator Dean
Date Signed:

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