1. COURSE SYLLABUS
VISION MISSION
Total development of a God-loving, well disciplined, skillful, morally upright, and
globally competitive individuals who are proud of their Filipino identity and cultural
heritage.
Trece Martires City College adheres itself to the upliftment of every poor but deserving
individual in the city via educational opportunities, committed to the pursuit of
excellence, creative and appreciative of nature, arts and technology.
OUTCOMES BASED TEACHING AND LEARNING PLAN IN TEACHING ENGLISH IN THE
ELEMENTARY GRADES THROUGH LITERATURE
Course Name
Teaching English in the Elementary
Grades Through Literature
Course Code EEd115
Course Credits Three (3) units Pre/Co-requisites EEd111
Contact Hours/week 3 hours/week
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 to teach English language. Teaching methodologies in the use of literature shall be emphasized.
Course Intended Learning Outcome
(CILO)
In the context of the specific field of specialization, the students will be able to:
1. Analyze and select high quality and developmentally appropriate literature for children, their authors, and illustrators in a
range of genres and age levels from preschool to 6th grade.
2. Develop a lesson to integrate literature throughout the curriculum.
3. Examine critically how children's literature reflects and promotes society's views of childhood, gender roles, etc. from
early books to current publishing trends.
4. Design age-appropriate activities designed to stimulate and extend children's literary experiences and reading enjoyment.
5. Include literature selections which show an appreciation for cultural diversity in each set.
6. Gain skill and composure in conducting lessons.
2. COURSE OUTLINE AND TIMEFRAME
Course Content/Subject Matter
Week 1-2 Literature
• Valuable Authentic Material
• Cultural Enrichment
• Language Enrichment
• Personal Involvement
History of Literature (Philippines)
Reasons of using literature in teaching
Common problems of using literature in teaching
Different approaches to using literature in the language classroom.
Models of Literature
Cultural Model
Language Model
Personal Growth
Week 3-4 Teach English through poetry.
Poetry
• History of poetry
• Kinds of poetry
• Examples of short stories
Analyze a 3-4-line poem in terms of its elements (rhymes, sound devices)
Infer the theme of literary text
Figure of Speech
Analyze figures of speech (simile, metaphor, personification, hyperbole) in a given text Metaphorical
Language
3. Week 5 Using songs and poems to teach grammar
• History of songs and poems
• Kinds of songs and poems
• meaning of songs and poems
• contextualize grammar
• develop all four language
• language, sentence patterns, vocabulary, pronunciation, rhythm, adjectives and adverbs
Week 6-7 Using drama to teach English
Drama
• History of poetry
• Kinds of poetry
• Examples of short stories
• Basic Elements of Drama
Educational Benefits of Drama
• stimulates the imagination and promotes creative thinking,
• develops critical thinking skills,
• promotes language development,
• heightens effective listening skills,
• strengthens comprehension and learning retention by involving the senses as an integral part of the learning process,
• increases empathy and awareness of others,
• fosters peer respect and group cooperation,
• reinforces positive self-concept,
• provides teachers with a fresh perspective on teaching
Ingredients of communicative competence
4. Week 8 Using short stories to teach English in elementary grades Short
Stories
• meaning
• kinds of literature
• sequence events in a story
• identify the main idea, key sentences and supporting details
• distinguish reality from fantasy
Summarize narrative texts based on elements -Theme -Setting -Characters (Heroes and Villains) -Plot (beginning, middle and ending)
Genres of Literature
Week 9 Using short stories to teach English
• History of short stories
• Kinds of short stories
• Examples of short stories
Analyze a narrative in terms of its setting
Analyze a narrative in terms of its characters
Analyze a narrative in terms of its plot (Conflict/Problem/Reaction/Resolution/Ending)
Week 10 Using Novel to teach English
• Benefits of novel
• History of novel
• Kinds of short stories
• Examples of short stories
• Develop the sub-skills of written language like spelling, handwriting, grammar, and punctuation
Week 11 Using role plays to teach English
• Benefits of role play
• History of role play
• Kinds of role play
• Examples of role play
Week 12 Practicing activities to integrate literature in language teaching
5. Alignment of Course Outcomes with Summative Assessment Tasks
Course Objectives Summative Assessment Tasks Details
1. Analyze and select high quality and developmentally
appropriate literature for children, their authors, and
illustrators in a range of genres and age levels from
preschool to 6th grade.
Instructional Material
Detailed Lesson Plan (DLP)
Demonstration
The students will be required to design an instructional
material using appropriate literature for children. The
students should be able to select and include content
about the current understanding in literature.
The students will be required to create lesson plan
and integrate literature throughout the curriculum
The students will write a Detailed Lesson Plan
(DLP) based on the chosen literary works.
The focus of the assessment is more on the content of
how children's literature reflects and promotes society's
views of childhood, gender roles.
The students can show the skill and composure in
conducting lesson through demonstration
2. Develop a lesson to integrate literature throughout the
curriculum
3. Examine critically how children's literature reflects
and promotes society's views of childhood, gender roles,
etc. from early books to current publishing trends.
4. Design age-appropriate activities designed to
stimulate and extend children's literary experiences and
reading enjoyment.
5. Include literature selections which show an
appreciation for cultural diversity in each set.
.
6. Gain skill and composure in conducting lessons
LEARNING PLAN
7. The learner
develop language
skills through
various active
learning
strategies. It also
draws attention to
the design of an
English language
curriculum,
particularly at
elementary levels,
where the
incorporation of
literature.
Tracing a history
of literature,
discuss the
appropriateness of
using literary
texts in language
classrooms.
Literature
• Valuable Authentic Material
• Cultural Enrichment
• Language Enrichment
• Personal Involvement
History of Literature (Philippines)
Reasons of using literature in teaching
Common problems of using literature in teaching
Different approaches to using literature in the language
classroom
Models of Literature
Cultural Model
Language Model
Personal Growth
J. and S. Slater.
1990. Literature
in the Language
Classroom: A
Resource Book
of Ideas and
Activities.
Cambridge:
CUP.
Lenore, K.L.
1993. The
Creative
Classroom A
Guide for Using
Creative Drama
in Classroom.
U.S.A.: Elsevier,
Inc.
Richards, J. C.,
& Theodore, S.
R. (2005).
Approaches and
methods in
language
teaching.
London:
Discussion/Exercises Reflective
Essay
Textbook/3 hours
Reflective essay
template and
rubric
for assessment
3 hours
Cambridge
University Press.
8. The learner will
be able to
incorporate poetry
plays into the
teaching of
English. It focus
on the scope of
literature in the
teaching of
English through
poetry at various
levels,
particularly in the
elementary
grades.
Teach English through poetry
Poetry
• History of poetry
• Kinds of poetry
• Examples of short stories
Analyze a 3-4-line poem in terms of its elements
(rhymes, sound devices)
Infer the theme of literary text
Figure of Speech
Analyze figures of speech (simile, metaphor,
personification, hyperbole) in a given text
Metaphorical Language
J. and S. Slater.
1990. Literature
in the Language
Classroom: A
Resource Book
of Ideas and
Activities.
Cambridge:
CUP.
Lenore, K.L.
1993. The
Creative
Classroom A
Guide for Using
Creative Drama
in Classroom.
U.S.A.: Elsevier,
Inc.
Richards, J. C., &
Theodore, S. R.
(2005).
Approaches and
methods in
language
teaching.
London:
Cambridge
University Press.
Discussion/Exercises
Collaborative
Learning
Formative
Assessment
Textbook/handout
PowerPoint
Presentation
3 hours
9. Prepares for and
participates
effectively in a
range of
conversations and
collaboration with
diverse partners,
building on
others’ ideas and
expressing their
own clearly and
persuasively
Using songs and poems to teach grammar
• History of songs and poems
• Kinds of songs and poems
• Meaning of songs and poems
• Contextualize grammar
• develop all four Language language, sentence
patterns, vocabulary, pronunciation,
rhythm, adjectives and adverbs
J. and S. Slater.
1990. Literature
in the Language
Classroom: A
Resource Book
of Ideas and
Activities.
Cambridge:
CUP.
Lenore, K.L.
1993. The
Creative
Classroom A
Guide for Using
Creative Drama
in Classroom.
U.S.A.: Elsevier,
Inc.
Richards, J. C.,
& Theodore, S.
R. (2005).
Approaches and
methods in
language
teaching.
London:
Cambridge
University Press.
Discussion/Exercises Formative
Assessment
Textbook/handout 3 hours
10. Creating,
executing and
reflecting on
Using drama to teach English
Drama
History of poetry
J. and S. Slater.
1990. Literature
in the Language
Discussion/Exercises Formative
Assessment
Textbook/handout 3 hours
learning goals and
objectives for
literacy
instruction
through drama in
teaching English
• Kinds of poetry
• Examples of drama
• Basic Elements of Drama
Educational Benefits of Drama
• stimulates the imagination and promotes
creative thinking,
• develops critical thinking skills,
• promotes language development,
• heightens effective listening skills,
• strengthens comprehension and learning
retention by involving the senses as an integral part of
the learning process,
• increases empathy and awareness of others,
• fosters peer respect and group cooperation,
• reinforces positive self-concept,
• provides teachers with a fresh perspective on
teaching
Ingredients of communicative competence
Classroom: A
Resource Book
of Ideas and
Activities.
Cambridge:
CUP.
Lenore, K.L.
1993. The
Creative
Classroom A
Guide for Using
Creative Drama
in Classroom.
U.S.A.: Elsevier,
Inc.
Richards, J. C., &
Theodore, S. R.
(2005).
Approaches and
methods in
language
teaching.
London:
Cambridge
University Press.
11. Listening,
reading, speaking,
and writing skills
will develop to the
learners using
Using short stories to teach English in
elementary grades Short Stories
• meaning
• kinds of literature
A Course Module
for Teaching
Literacy in the
Elementary
Grades through
Literature
by Ferdinand
Bulusan, Ph.D;
Marcelo Revibes
Raquepo, Ph.D.;
Irene Blanco-
Hamada, Ph.D
Rex
Bookstore
Discussion/Exercises Formative
Assessment
Textbook/handout 3 hours
Discussed short
stories as
language
performance and
progress using
their own
selfdesigned
assessment
procedures
Using short stories to teach English
• History of short stories
• Kinds of short stories
• Examples of short stories
• Analyze a narrative in terms of its setting
• Analyze a narrative in terms of its characters
• Analyze a narrative in terms of its plot
(Conflict/Problem/Reaction/Resolution/Ending)
J. and S. Slater.
1990. Literature
in the Language
Classroom: A
Resource Book
of Ideas and
Activities.
Cambridge:
CUP.
Discussion/Exercises Formative
Assessment
Textbook/handout 3 hours
12. Used novel to
make deeper in
reading
comprehension
strategies in the
classes were
studied and
analysed for
improving
English reading
ability.
Using Novel to teach English
• Benefits of novel
• History of novel
• Kinds of novel
• Examples of novel
• Develop the sub-skills of written language like
spelling, handwriting, grammar, and
punctuation
• Develop reading comprehension
J. and S. Slater.
1990. Literature
in the Language
Classroom: A
Resource Book
of Ideas and
Activities.
Cambridge:
CUP.
Lenore, K.L.
1993. The
Discussion/Exercises Formative
Assessment
Textbook/handout 3 hours
Suggested Reading and References
A Course Module for Teaching Literacy in the Elementary Grades through Literature
by Ferdinand Bulusan, Ph.D; Marcelo Revibes Raquepo, Ph.D.; Irene Blanco-Hamada, Ph.D
Rex Bookstore
Course Requirements Term Exams, Summative Assessment Tasks, Mini Tasks (reflective essay, formative assessment)
Grading System
Term Examinations: 30%
Attitude: 10%
Attendance: 10%
Performance/Class Participation 50%
Total: 100%
13. Classroom Policies
All students who are enrolled in this course should conform to the following class policies:
A. Attendance
1. To be officially enrolled in the class, the student must present his/her registration form during the first day of his/her
attendance to the class. Students who attend, participate and strive to complete course requirements without formal enrolment will
not receive credit for their work.
2. The three (3) maximum allowable absences rule shall be imposed in the class.
3. Students who have failed to officially drop from the class on or before August 30, 2019 and who have incessantly become
absent from the class thereafter and have already maximized the allowable absences will not be dropped from the class and
instead, will be a given a grade of 5.0.
4. The students who have missed the term exams without a satisfactory explanation shall be automatically be given a failing
14. Submitted by: Reviewed by:
MR. JOHN ANGELO HENRICK S. ARUTA DR. ROGELIO O. DOÑES
grade. To avoid such consequence, the students should notify the instructor immediately. If the student is absent due to an illness,
the student must present a valid medical certificate to be a given a chance to take the exam.
5. Students are excused from classes to participate in college-approved events or competitions. Before missing classes, the
participants must present their instructors with a letter signed by both the dean and the faculty adviser/coach of the student. These
letters confirm the dates and locations of the events. An excused absence does not excuse students from completing course work
missed during their absences.
6. Students who face emergencies, such as a death in the family, serious illness of a family member, court appearances,
hazardous weather that makes attendance impossible or other situations beyond their control that preclude class attendance should
notify their instructors immediately to be excused from their class.
7. Students without notifications of absence or excuse letters will not be allowed to have make-up course work such as quiz,
but will be allowed to take midterm and/or final examinations.
B. Use of Electronic Devices in the Classroom
The use of cellphone and other electronic devices is prohibited in the classroom unless the teacher gives the students to use the
said gadgets in rare cases that they are imperative to the discussion. They must be turned off or in silent mode and must be kept
during the class hour.
C. Class Participation and Behavior
1. Class participation is a very important part of the learning process in this course. Students will be evaluated on the quality
of their contributions and insights
2. Any form of cheating will immediately earn you a failing grade.
3. Students are required to adhere to the behavior standards and to refrain from disrupting classes
4. If a student is disruptive, the faculty member may ask the student to stop the disruptive behavior and warn the student that
such disruptive behavior can result in academic or disciplinary action.
D. Plagiarism
Any form of plagiarism will not be tolerated in the class. Students caught cheating and plagiarizing will automatically be given a
grade of 5.0.
