Cabarrus Catholic College

COLLEGE DEPARTMENT
City of Sipalay, Negros Occidental

COLLEGE OF EDUCATION
OBE Course Syllabus in EL 100 – Introduction To Linguistics
First Semester, S.Y. 2023 – 2024
I. College: Cabarrus Catholic College

Vision: We, the inclusive learning community of Cabarrus Catholic College, envision ourselves as living witnesses to
Christ and His message, advancing a learner centered environment imbued with Christian values, leading to
safeguard of the common home to social transformation.

Mission: Invoking the guidance of Holy Spirit with the Blessed Virgin Mary as our model, we administrators faculty and
staff of Cabarrus Catholic College commit ourselves to:
1.To produce Cabarrusian who have the spirit of faith seal of service communion in Mission.
2. To educate integrally self-propelled learner committed to lifelong learning.
3. To build an educational village of new knowledge to address the need of the school, community, church
and society.

Core Values
1.Reverence and Care for God’s Creation 9. Justice and Peace
2. Faith/Prayer 10. Excellence and Disctinction
3. Hope 11. Humility
4. Love 12. Prudence
5. Nationalism
6. Preferential Option for the poor
7. Integrity/Honesty
8. Resiliency
II. Degree: Bachelor of Secondary Education
III. Common Outcome to a Graduates of colleges are qualified for various types of employment and participate in developmental activities
Horizontal Type of School (CMO and public discourses, particularly in response to the needs of the communities they serve.
No. 46, s. 2012)
IV. Program Outcomes A. Common to All Types of School
a.1. Articulate and discuss the latest developments in the field of practice (PQF level 6 descriptor);
a.2. Effectively communicate orally and in writing using both English and Filipino;
a.3. Work effectively and independently in multi-disciplinary and multi-cultural teams (PQF level 6
descriptor);
a.4. Act in recognition of professional, social, and ethical responsibilities;
a.5. Preserve and promote ‘’ Filipino historical and cultural heritage’’ (based on RA 722);

B. Common to the Discipline (Teacher Education)

b.1. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and
political contexts.
b.2. Demonstrate mastery of subject matter/discipline
b.3. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to
specific learners and their environments.
b.4. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse
learners.
b.5. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable
educational practices.
b.6 Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning
processes and outcomes.
b.7. Practice professional and ethical teaching standards sensitive to the local, national, and global
realities.
b.8. Pursue lifelong learning for personal and professional growth through varied experiential and field-
based opportunities.
c.1. Bachelor of Secondary Education Major in English
c.1.1. Possess broad knowledge of language and literature for effective learning.
c.1.2. Use English as a global language in a multi-lingual context as it applies to the teaching of language
and literature.
c.1.3. Acquire extensive reading background in language, literature and allied fields.
c.1.4. Demonstrate proficiency in oral and written communication.
c.1.5. Show competence in employing innovative language and literature teaching approaches ,
methodologies, and strategies.
c.1.6. Use technology in facilitating language learning and teaching.
c.1.7. Inspire students and colleagues to lead relevant and transformative changes to improve learning and
teaching language and literature.
c.1.8. Display skills and abilities to be a reflective and research-oriented language and literature teacher.

Program Outcomes Specific to BSED Performance Indicators

English
Possess broad knowledge of language
and literature for effective learning
Use English as a global language in a
multi-lingual context as it applies to the
teaching of language and literature
Acquire extensive reading background in
language, literature and allied fields.
Demonstrate proficiency in oral and
written communication.
Show competence in employing
innovative language and literature
teaching approaches, methodologies, and
strategies.
Use technology in facilitating language
learning and teaching.
Inspire students and colleagues to lead
relevant and transformative changes to
improve learning and teaching language
and literature.
Display skills and abilities to be a
reflective and research-oriented
language and literature teacher.
VI. Course Outcomes
VII. Program
VIII. Course Number
IX. Course Title
X. Course Description
XI. Credit Units
XII. Credit Hours
XIII. Course Requisites
XIV. Learning Plan
Use knowledge of language and literature in planning performance tasks in designing class curriculum or in
planning the lesson.
Incorporate features of English as a global language in the design of the curriculum , learning activities and
materials
Show the ability to enrich the curriculum to include an extensive reading list for learning, literature, and allied
fields.
Apply proficiency in oral and written language in preparing the required course outputs.
Employ a variety of innovative teaching approaches, methodologies, and strategies in designing learning plans
appropriate to the specific levels of learners.
Prepare one independent and one supervised technology-based lesson plan or class curriculum.
Brainstorm on what relevant and transformative changes to implement or integrate in the curriculum especially in
this time of pandemic.
Base the proposed changes on the research findings in making curriculum enhancements.
BSEd
EL 111
Children and Adolescents Literature
This course provides a survey of categories and types of literature for children and adolescents. Therefore, English
students will be able to demonstrate content knowledge on children and adolescent literature, promote literacy
skills through the use of varied literary texts that suit learners’ gender needs, strengths, interests and experiences.
3
3 hours per week
None
 Time Teaching and Learning
Desired Learning Course Content References Frame Activities Assessment Task Resources
Outcomes (DLO) (hrs.) Materials

PRELIM Unit 0: Course College 3 hrs Orientation Small Group Task Laptop
At the end of the unit 0, the Orientation and the Department 1. Discuss Mobile phone
students must be able to: Institutional Vision, Student “How does Kabankalan Internet
1. Review the program Mission, Core, Values, Handbook Catholic College hone you connection
outcomes (common to all and Outcomes to become graduates with Social Media
types of school, common CMO NO. character, knowledge and
to the teacher education • Vision, Mission, Core 46 S. 2012 skills?”
discipline, specific to a Values CMO NOS. 2. Make a power point
sub-discipline and major), 74, 75, 80 S. presentation of the
CCC vision, mission, and • Desired teacher 2017 summary of discussion
core values. education program and present to the group
2. Explain how are these outcomes chat.
outcomes are realized in
order to produce graduates
with character, knowledge
and skills
At the end of the three Unit 1: Introduction to Gonzales, J. 9 hrs • Small group discussion • Panel discussion and oral Laptop
weeks, the students children and Adolescent B., on the important participation as formative Mobile phone
should be able to: Literature Baclayon, concepts, values and assessment of concepts, Internet
J.C.,
1. demonstrate knowledge development of the values and development of connection
Bustamante,
on children and adolescent A. Understanding J.A., (2022).
children and adolescent children and adolescent Social Media
literature and its historical Children and Children and literature. Rubric
development in relation to Adolescent Adolescent Module
the rich repertoire; Literature Literature.
Lorimar • Discussion and • Creation of an artistic
2. recognize how language B. The period of Publishing timeline making on the Timeline on Historical
development can be Development of developmental history of development of Children
achieved through the use Children and children and and Adolescent literature
of children and adolescent Adolescent adolescent’s literature to
literature. Literature today’s rich repertoire.
• Literature based
3. design a children and • Trivia quiz on famous
adolescent literature children’s literature and
following the formal discussion/storytelling of
learned. C. Book Formats these classical tales and
 for Children representative of the
and Adolescent periods of children and
Literature adolescent literature

At the end of the four Unit 2: Elements of Gonzales, 12 hrs • Short quiz on the Laptop
weeks, the students Children and J. B., • Lecture discussion on elements of children and Mobile phone
should be able to: Adolescent Literature Baclayon, the elements of children adolescent literature Internet
1. Demonstrate knowledge A. Elements of J.C., and adolescent literature connection
on the elements of children Fiction Bustamante • Group and individual Social Media
and adolescent literature; B. Elements of , J.A., • Analysis of the analysis and output Rubric
Poetry: Sound (2022). elements of children and presentation on the Module
2. Analyze the elements of Children adolescent literature selected children and
the selected children and and adolescent literature
adolescent literature. C. Literary Adolescent
Elements: Literature. • Creative writing on the
3. Produce a creatively Imagery Lorimar • Individual pair, chosen genre of children
written piece that Publishing brainstorming analysis and adolescent literature
encapsulates one’s of the sound and incorporating and
understanding of the imagery elements of emphasizing the elements
elements of children and children and adolescent learned.
adolescent literature. literature

MIDTERM Unit 3: Categories of Gonzales, 12 hrs.  Guided  Personal Laptop

At the end of the five Children and J. B., discussion on responses and Mobile phone
weeks, the students Adolescent Baclayon, the different oral Internet
should be able to: J.C., categories of presentations. connection
1. Demonstrate A. Poetry for Bustamante children and  Compilation of Social Media
understanding on Children and , J.A., adolescent the annotated list Rubric
the categories of Adolescents (2022). literature of children and Module
literature for Children adolescent
children and B. Traditional and  Identifying literature.
adolescents; Literature Adolescent representative  Learning
Historical and Realistic Literature. children and synthesis and
2. Identify suitable Literature Lorimar adolescent analysis of the
children and Publishing literature based different children
adolescent literary on category that and adolescent
texts for each will suit to the literature based
genre which will local children’s on categories.
suit the learner’s needs, gender,  Authentic
gender, needs, strengths, performances
 strengths, interests interests,
and experiences; preferences and
experiences
Perform creative
presentations, Creative performances
storytelling and such as drama
drama appropriate storytelling, and other
as adapted from creative presentations
children and using the selected
adolescent children and adolescent
literature. literature
FINAL Unit 4: Issues and Gonzales, 9 hrs  Round table  Class Laptop
At the end of the three Concerns of Children J. B., discussion on participation and Mobile phone
weeks, the students and Adolescent Baclayon, the issues and oral presentations Internet
would be able to: Literature J.C., concerns in  Critical connection
1. Discuss the A. Censorship of Bustamante Children And reflections Social Media
implication of Children and , J.A., Adolescent  Formative Rubric
some issues and Adolescent (2022). Literature Assessments Module
concerns in Literature Children  Discussion and Creative
children and and writing of Performance
adolescent B. Social and Adolescent critical
literature to Political Issues Literature. reflection paper
education, in Children and Lorimar on the impact of
language learning, Adolescent Publishing movie and
and growth and Literature television
development; version, and
2. Analyze the C. Writing and other issues in
impact of these Deconstruction children and
issues and of Classical adolescent
concerns to Tales literature
literary selection,  Table
language completion on
teaching, and the issues,
learning materials challenges,
development; and impacts and
Perform an action to
adapted or answer some
deconstructed issues and
children and concerns of the
adolescent literary genre
 text which Actual
answers some performance on
issues and adapted or
concerns of genre deconstructed
children and
adolescent
literary texts.
At the end of the three Unit 5: Strategies in Gonzales, 9 hrs • Groups • Graphic Laptop
weeks, the students Teaching and J. B., Synthesis and Organizers as Mobile phone
would be able to: Adolescent Literature Baclayon, presentation of formative Internet
1. Recognize how children J.C., graphic assessment connection
and adolescent literature A. Teaching Strategy for Bustamante organizers • Process Social Media
can be an avenue to teach Multicultural Students , J.A., discuss assessment and Rubric
multiculturalism and (2022). appropriate written synthesis Module
media; B. Teaching Different Children teaching of the strategies
2. Identify strategies and Styles of Reading and strategies in for children and
techniques in reading and Materials Adolescent teaching adolescent
storytelling using children Literature. children and literature
and adolescent literature; C. Technology Assisted Lorimar adolescent • Lesson
3. Prepare a learning plan Teaching Publishing Plans
and perform a teaching • Class • Teaching
demonstration using D. Reading Strategies in discussion on Demonstrations
children and adolescent Teaching Children and the role of
literature Adolescent Literature Media and
Technology in
Children and
Adolescent
Literature to
include
literacy/reading
/academic
development
• Preparation
and
presentation of
storytelling and
reading
simulations on
suitable literary
texts.
 • Lesson Plan
writing and
teaching
demonstration.
IX. COURSE REQUIREMENTS :

1. Self-Assessment Activity Sheets

2. Group Task

3. Exam

X. GRADING SYSTEM:

Periodical Exams – 40%

Written Output – 20%

Recitation – 10%

Quizzes/Assignments – 10%

Reports – 20%

TOTAL – 100%

XI. Other REFERENCES :

Anderson,N.A (2006). Elementary children’s literature. USA: Perason Education, Inc.

Duncan, D. (2009). Teaching children’s literature, USA: Routledge.

Gamble, N. (2013). Exploring children’s literature. Singapore: Sage Publication LTd.

Parayno, S.M. (1991). Children’s literature. Quezon City. Katha Publishing Co.,Inc.

XII. RESOURCE MATERIALS:

This syllabus, video clips, multi-media, reference books, teaching guide, modules, audio and video materials
 A. RUBRIC FOR SUBMISSION OF REQUIREMENTS

Excellent Very Satisfactory Satisfactory Fair Passed

No Grade
98-100 95-97 91-94 87-90 83-86

Submitted more than Submitted more than the Submitted the required Submitted less than the Submitted 50% of the Submitted less than
50% of the required required required required 50% of the required

XIII. COURSE MAPPING

COURSES OUTCOMES PROGRAM OUTCOMES

RELATIONSHIP TO PROGRAMS c.1.1 c.1.2 c.1.3 c.1.4 c.1.5 c.1.6 c.1.7 c.1.8
1. Demonstrate content knowledge and application of the structural aspects of P P P P P P P D
language, i.e. phonology, morphology, syntax, semantics, and pragmatics across
languages and other fields through sharing arguments and counter-arguments;
2. Use English competently in varied linguistic activities (performing a jazz P P P P P P P P
chant, recording a listening material dialogue, writing appropriate learning
materials); and
3. Draw implications of the theories of linguistics to language teaching, I P P P P P P P
learning, and benefit to community and society through a reflection paper.
Legend: I - Introduced P - Practiced D – Demonstrated

Prepared by:

AIGEN T. CONSTANTINO, LPT Date: April 29, 2024

Faculty

Validated by:

REYNATO H. DIVINAGRACIA LPT, Ph.D. Date: April 29, 2024

Program Chairperso