ILIGAN MEDICAL CENTER COLLEGE

College of Education

VISION
A leading private non-sectarian professional institution producing holistic, productive and globally
competent graduates in various medical related fields and other disciplines.
MISSION
To nurture academic excellence attuned to global quality standards through
a) Production of intensive instruction utilizing advanced technology facilitated by highly qualified
faculty implementing a well-crafted curriculum to develop high-level careers.
b) Production of quality researches among faculty, staff, & students to generate knowledge and
technology relevant to industry and the socio-economic needs of the country.
c) Implementation of relevant and collaborative social orientation and community extension
program for knowledge & technology transfer
MISSION
PROGRAM EDUCATIONAL OBJECTIVES(PEO)
a b c
Five years after graduation, the alumni of Bachelor in Elementary
Education/Bachelor in Secondary Education program shall:
1. Entailed themselves on project/tasks in the field of Bachelor in   
Elementary Education/Bachelor in Secondary Education program
for the advancement of the profession significant to the society.
2. Performed work responsibly guided by the institution’s mission   
values
3. Established ability to unravel multifaceted problems with high   
ethical standards, singly or in teams.
4. Engaged in career advancement that defines their future clear   
opportunities and career path for professional development.

COURSE SYLLABUS
1. Course Code : ENG 1
2. Course Title : Teaching English in the Elementary Grades through Literature
3. Pre-requisite :
4. Co-requisite :
5. Credit : 3 units, 3hrs/wk (18weeks, 54hrs total)
6. Course Description : This course will focus on children’s literature in English to include
Riddles, poetry, stories, drama, and other written works as an avenue
English language. Teaching methodologies in the use of literature shall
Emphasized.
Learn about the methods of
teaching English as a second.
2. Learn about some of the
strategies and techniques used to
address specific language
skills.
3. Learn about the methods of
assessing ESL student.
4. Identify the competencies in
the different domains of literacy
and illustrate how these are
developed in the child’s mother
tongue and to his/her second
language/s.
5. Use technology in designing
integrated lessons and
instructional materials that are
culturally relevant and
developmentally appropriate for
ESL student using children’s
literature in English.
6. Apply the different strategies
in teaching ESL through exercises,
well-developed lesson
plans, and micro-teaching
activities.
Learn about the methods of
teaching English as a second.
2. Learn about some of the
strategies and techniques used to
address specific language
skills.
3. Learn about the methods of
assessing ESL student.
4. Identify the competencies in
the different domains of literacy
and illustrate how these are
developed in the child’s mother
tongue and to his/her second
language/s.
5. Use technology in designing
integrated lessons and
instructional materials that are
culturally relevant and
developmentally appropriate for
ESL student using children’s
literature in English.
6. Apply the different strategies
in teaching ESL through exercises,
well-developed lesson
plans, and micro-teaching
activities.
7. Student Outcomes and Relationship to Program Educational Objectives:

Program Educational
Student Outcomes Objectives
1 2 3 4
a) Learn about the methods of teaching English as a second    
b) Learn about some of the strategies and techniques used to address    
specific language skills
c) Learn about the methods of assessing ESL student    
d) Identify the competencies in the different domains of literacy and    
illustrate how these are developed in the child’s mother tongue and to
his/her second language/s
e) Use technology in designing integrated lessons and instructional    
materials that are culturally relevant and developmentally appropriate
for ESL student using children’s literature in English
f) Apply the different strategies in teaching ESL through exercises, well-    
developed lesson plans, and micro-teaching activities

8. Course Outcomes (COs) and relationship to Student Outcomes:

 Course Outcomes Student Outcomes
The Student should be able to: a b c d e f g
1. Gain a clear understanding of the reading process and
its implication for teaching beginning and primary
school readers.
2. Explain the relationship between beginning and
primary
3. Identify the competencies in the different domains of
literacy and illustrate how these are developed in the
child’s mother tongue and to his/her second
language/s.
4. Design integrated lessons and instructional materials
that are culturally relevant and developmentally
appropriate for the beginning and primary school
readers using children’s literature in English.
5. Apply the different strategies in teaching reading
through exercises, well-developed lesson plans, and
micro-teaching activities

*Level: I – Introduced, R – Reinforced, D – Demonstrated

Course Coverage : * Level: I- Introduced, R – Reinforced, D - Demonstrated

9. Course Coverage

WEEK DAY TOPICS TLA AT COURSE

OUTCOME
S
1 1  Orientation  Discussion  Brainstorming
 Course overview  Asking questions  Sharing of
 The range of children’s literature that get students to expectations/
share their thoughts understanding of
 Short quiz the course

2 2 Five general types of children’s literature  Lecture/Discussion  Grade Reporting

 Traditional Literature Research/ reporting  Short quizzes
 Poetry  Comparing and  Mapping out their
 Fiction contrasting understanding
 Informational books
 Biography

Special types of books

 Picture books
 Board books
  Pop up books
2 3  Literacy and the young readers  Lecture Discussion  Graded Reporting
 Developing reading fluency  Research/ Reporting  Short quizzes
 Characteristics of emergent  Journal Reflection  Essay on specified
beginning and primary readers or agreed topics
 Goals of beginning literacy and the within given
characteristics of emergent parameters
beginning, and primary

 WEEK 3: Prelim Examination

4 5 The languages curriculum in the k-12  Lecture/Discussion  Graded Reporting

program  Research/reporting  Assignment
 Domains Literacy and the  Document analysis  Short Quizes
competencies to be developed in
each domain
 Literacy in the mother tongue and
the second language/s: Bridging
among languages
4-6 6-9 Content and Approaches  Lecture/Discussion  Graded Reporting
 Developing Love for Reading  Research/Reporting  Short Quizzes
 Developing Love for Reading  Presentation  Essay on Specified
developing love for reading
topics within given
 Ways of sharing stories to young
readers Parameters
 Development of book and print
orientation skills
 Pre-, During, and Post-Reading
Activities
 Pre-reading Activities
 Unlocking difficult words
 Motivation-motive Question
tandem (K-W-L, Prediction chart,
etc.
 During Reading Activities
 Post-reading Activities
 developing listening CO1
comprehension: levels of
 comprehension questions
 other post reading activities

Week 6: Mid –Term Examination

7-10 10-13 Oral Language Development and Grammar  Lecture/Discussion  Graded Reporting
Awareness: Integration of Literature and  Research/Reporting  Assignment
Skills  Presentation  Short Quizzes
 Ways of developing oral language
in L1 and L2
 Lessons on Grammatical Structure
 Using a story as a springboard in a
grammar lesson
 Explicit instruction in a Grammar
Lesson
 Designing a Grammar Lesson
14-18 18-22 Developing Vocabulary and Spelling Skills  Lecture/Discussion  Graded Reporting
in L1 and L2.  Research/Reporting  Assignment
 Presentation  Short Quizzes

 The role of phonological

awareness
 Word Recognition and Vocabulary
Development
 Spelling

Developing reading fluency CO1

 The difficulties in oral reading
Strategies in developing reading
fluency

Strategies in developing reading fluency

 The relationship of fluency to
reading comprehension

CO1

WEEK 18: Semi-Final Examination

22 22 Developing Composing Skills  Lecture/Discussion  Graded Reporting

 Putting down ideas on paper: the  Research/Reporting  Assignment
stages of writing development  Presentation  Short Quizzes
 The issue on invented spelling and
mechanics of writing
 Teaching the mechanics of writing
23 23 Vocabulary Development: Understanding
what one reads
 Vocabulary and comprehension
 Developing vocabulary skills

Comprehension: the ultimate goal of

reading
 Listening and reading
comprehension
 Formulating questions of different
levels about selection read CO1
 Explicit instruction of composing
skills
Developing Study Skills

 Teaching the Literacy Skills in an

Integrated Way
 Micro-teaching Activities
Addressing Differences in
handling ability differentiated CO1
instruction
 Micro-teaching activities

WEEK 23: Final Examination

 9.

10. Contribution of Course to Meeting the Professional Component:

Attendance and Attitude …………………………………… 10%

Quizzes, Assignments & Class Participation ……….. 40%
Vocabulary Notebook ………………………………………… 20%
Major Exams ………………………………………………………. 30%
Total ……………………………………………………………………. 100%

11. Course Evaluation:

Student performance will be rated base on the following:

Assessment Tasks Weight Minimum
(%) Average For
Satisfactory
Performance
(%)
Recitation 5
CO1 Quizzes 6 5
Assignments 6
Recitation 5
CO2 Quizzes 6 5
Assignments 6
Recitation 5
CO3 Quizzes 6 5
Assignments 6
Recitation 5
CO4 Quizzes 6 5
Assignments 6
Summative Assessment Prelim Exam (PE) 8
Term Examination(written) Midterm Exam(ME) 8
30
Semi-Final Exam (SFE) 8
Final Exam(FE) 8
TOTAL 100 50

The final grades will correspond to the weighted average scores shown below.
Final Average Final Grade Final Average Final Grade
100-98 1.0 70-69 2.2
97-96 1.1 68-66 2.3
95-94 1.2 65-64 2.4
93-91 1.3 63-61 2.5
90-89 1.4 60-59 2.6
88-86 1.5 58-56 2.7
85-84 1.6 55-54 2.8
83-81 1.7 53-51 2.9
80-79 1.8 50-49 3.0
78-76 1.9 48-0 3.1-5.0(Fail)
75-74 2.0 dropped 6.0
73-71 2.1

13.1 Other Course Policies

a. Attendance
Iligan Medical Center College adheres to the following guidelines on absences and
tardiness:
1. A limited number of absences are permitted, and are not to exceed the following
configuration:
a. for a 3-unit course meeting two times a week, 10 absences;
b. for a 2-unit course meeting twice a week, 7 absences;
c. for a 1-unit course meeting once a week, 3 absences;
d. for a 3-unit course which meets only twice each week, 7 absences;
e. for a 2-unit course which meets only once a week, 3 absences;
f. for courses with 4 or 5 units, the allowable number of absences is
computed by multiplying the number of unit-hours by three and adding
one.
2. The number of minutes for a student to be late is 15 minutes. More than 15
minutes the student is considered absent but allowed to attend the class, subject
to existing rules and guidelines. The best judgment of the teacher is required to
help the student.
3. Tardiness for three times shall be considered as one absence.
4. Normally, absences are not excused. However, any consideration on special cases
shall be decided by the teacher in consultation with the Dean of the College.
5. Class hours lost by late registration is considered absences.
b. Submission of Assessment Tasks
Student Outputs should be on time; late submittal of coursework’s will not be accepted. If
you have a justifying circumstance, it must be discussed and a decision made before the
due date or it is due when the assignment is due. Copied works/tasks or any required
material to be submitted in the class are strictly prohibited and found guilty will be
considered as cheating as well.
c. Major Examination
 Term Examination (Prelim, Midterm, Semi-final, Final) will be administered as scheduled by
the Institutional Calendar. IMCC adheres to the No Permit, No Exam Policy. In case of non-
payment, student must ask approval of written promissory note from the college treasurer
or comptroller ahead of time. Failure to present a n approved Promissory Note, means No
Exam. No Special Exam will be given unless with a valid reason subject for approval by the
Dean of the College. The student is required to pay the special fee of P200 at the school
cashier. Special Exam receipt is required by the teacher. Furthermore, students of this
course are required to participate actively in the events/activities organized for this course.
d. Course Requirements
 Regular Class Attendance and Good Attitude
 Quizzes, Assignments, and Class participation
 Oral and Written Report
 Three(3) Major Exams (First and Second Prelims,Midterm and Final)
 Vocabulary Notebook
 Journal
 Major Compositions
 An Expository Essay
 A Narrative in the form of a Biography or a short Fiction
 A Descriptive Essay
 A Critical/Argumentative Article
e. Language of Instruction
Lectures, discussion, and documentation will be in English. Written and spoken work may
receive a lower mark if it is, in the opinion of the instructor, deficient in English.

f. Dress Code & Grooming Policy

 All students officially enrolled at Iligan Medical Center College should wear the
Prescribed School Uniform, except on Wednesdays and Saturdays designated as
wash days, with School Identification Card.
 If not in uniform, the student must secure a written approval from the Office of
Student Affairs.
 Good grooming for male & female students is a must.
g. Consultation Schedule
Consultation schedules with the Professor are posted on the CED Bulletin Board. It is
recommended that the student first set an appointment to confirm the instructor’s
availability.

12. Other References

 Hickman, P and Durodola S. (2009). Dynamic read-aloud strategies for English learners: building
language and literacy in the primary grades. Delaware International Reading Association.
 Hermosa, N. (2006). The psychology of reading. Quezon City: UP Open University
 Machado, J. (2007). Early childhood experiences in language arts early literacy, 8th edition,
Thomson Delmar Learning.
 Manning, M., Morrison, G and Camp, D. (2009). Creating the best literacy block ever. NY:
Scholastic
  Pado, F. (2000). A literature-based approach in teaching beginning readers: a sample lesson plan
in Literacy in multiple contexts, Ocampo D., editor. Reading Association of the Philippines
 Pado. F. and Hermosa, N. (2004) One-Year lesson guides on beginning reading in Filipino (for Mc
Donald's Bright Minds Project). Quezon City: Adarna Publishing House
 Rog, L. (2007). Marvelous minilessons for teaching beginning writing k-3. Delaware:
International Reading Association

13. Committee Members:

Professor: Esmeralda T. Metillo, MAT

Dean for CED: Terisita B. Ilago, Ph.D
Assistan Dean for Academic Affairs: Liezl Grace P. Wagas, Ed.D