Republic of the Philippines

COMMISSION ON HIGHER EDUCATION

BAAO COMMUNITY COLLEGE
San Juan, Baao, Camarines Sur

OUTCOMES-BASED EDUCATION SYLLABUS

Name of Faculty :
Course Title : THE TEACHING AND ASSESSMENT OF LITERATURE STUDIES
Course Number : MC ELT 4
Course Prerequisite : None
Number of Credits : 3 units
Course Placement : BSE Second Year
Semester/Term : First Semester
Time/Room : Blended
Contact Information : Facebook/Messenger/GC
Consultation Time :
Consultation Venue : Facebook/Messenger/GC
LMS Link/Passcode : Google classroom

A. 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.

B. PROGRAM LEARNING OUTCOMES:

Graduates of the BSED Program are teachers who:
1. Common to the discipline (Teacher Education)
A. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political contexts.
B. Demonstrate mastery of the subject matter/discipline.
 C. Facilitate learning using a wide range of teaching methodologies and delivery models appropriate to specific learners and
their environment.
D. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners.
E. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices.
F. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and
outcomes.
G. Practice professional and ethical teaching standards sensitive to the local, national, and global realities.
H. Pursue life-long learning for personal and professional growth through varied experiential and field-based opportunities

C. COURSE LEARNING OUTCOMES:

At the end of the course, the students can:
1. Adapt competency-based learning materials in teaching literature which respond to the various linguistic, cultural, socio-
economic and religious backgrounds of learners.
2. Be familiar with a range of assessment strategies in teaching literature that address learners ‘needs, progress and
achievement which are consistent with the selected competencies.
3. Craft a learning plan according to the English curricula that develops higher order thinking skills of learners through the use of
literary texts
4. Conduct a teaching demonstration of a developmentally-sequenced learning process using innovative teaching principles, skills
and strategies for teaching literature.

D. COURSE REQUIREMENTS:

1. Written outputs
2. Class standing / Participation
3. Project/s
4. Linkages
5. Examinations

E. LEARNING PLAN:
Assessment Time
Specific Learning Instructional
Learning Content Instructional Delivery
Outcomes Resources Tasks Allotment

● Be oriented on: Flexible Learning Synchronous and Review the school’s ● Self-introduction/ 3
Flexible Learning Asynchronous mission , vision and Socialized
● Modalities Modalities instruction goals Discussion;
(synchronous (synchronous and ● Review of
and asynchronous) Syllabus;
asynchronous) ● Class discussion:
 ● Netiquette Netiquette https:// https:// Course objectives and
● Video www.slideshare.net/ www.slideshare.net/ rules;
Conferencing Video Conferencing slideshow/internet- slideshow/internet- ● Activity on
Etiquette Etiquette Commitment
etiquette-and- etiquette-and-
● Video
Conferencing Video Conferencing App netiquette/104215937 netiquette/104215937
App
Virtual Classroom – https:// https://
● Virtual
Classroom – Google Classroom www.coursehero.com/ www.coursehero.com/
Google file/136520661/ file/136520661/
Classroom BCC Mission, Vision and Students- Students-
● BCC Mission, Goals Handbook2docx/ Handbook2docx/
Vision and Goals

At the end of the Competency 1- Synchronous and Bacus, Terogo, Bustos, ● Lecture/Class 6
chapter, the pre-service Recognizing the Asynchronous Dapat. ( The Teaching discussion
teacher (PST) can: Teaching of instruction and Assessment of ● Take In Activity
(Which personal
Literature as a Literature Studies
● Explain the and/or academic
Significant Human (2022) Lorimar value do you like to
purposes and
Experience Publishing pursue when teaching
genres under the
literature literature to your
umbrella English language
● Identify notable students?
authors ● How and why we
appropriate for read literature?- Video
https:// https://
literature study Viewing
www.youtube.com/ www.youtube.com/
in K to 12 English watch?
Literature. watch?
v=MSYw502dJNY&t=1 v=MSYw502dJNY&t=1
s s

● Class reporting
Competency 2- (Optional)
Reviewing the Bacus, Terogo, Bustos, ● Group Discussion
of the concept/s
Genres and Branches Synchronous and Dapat. ( The Teaching
● Class
of Literature Asynchronous and Assessment of participation/recitatio
Literature Studies n
 instruction (2022) Lorimar ● Concept
Publishing mapping about the
Nature of Literature
https:// and its Genres
www.youtube.com/
watch?v=O-
ggtVgSfXM&t=22s

● Trivia Quiz on
Competency 3- Famous Filipino and
Discussing a Survey of International Authors
Renowned Authors https:// ● Group analysis of
Literature
www.slideshare.net/
https:// slideshow/famous-
www.youtube.com/ writers-and-their-
watch?v=O- workspptx/253458936
ggtVgSfXM&t=22s

List of Filipino Authors https://

https:// www.slideshare.net/
www.slideshare.net/ slideshow/worlds-
slideshow/famous- greatest-writers/
writers-and-their- 5365668
workspptx/253458936

List of Most Renowned

Writers

https://
www.slideshare.net/
slideshow/worlds-
greatest-writers/
5365668

At the end of the Chapter 2-Teaching Synchronous and ● Concept Mapping 12

chapter, the pre-service and Assessing Asynchronous Activity on the
teacher (PST) can: Literature: Models, instruction Overview of Teaching
Approaches and Literature
1. Recognize Strategies, Models of Teaching
important Literature in English
Competency 1- https://
concepts in
Teaching Understanding the https:// www.youtube.com/
Literature in Models of Teaching www.youtube.com/ watch?v=uqE0T8fAHBA
English Literature watch?v=uqE0T8fAHBA
2. Identify Bacus, Terogo, Bustos,
appropriate Dapat. ( The Teaching ● Key Concepts
methods and and Assessment of Table page 52 (task 3:
approaches to Literature Studies Try this out)
teach literature
(2022) Lorimar
3. Discuss the right ● Sharing of
books, reading Publishing experiences in
materials and literature classes and
comprehension identifying
questions in approaches used by
teaching former teachers
literature ● Discussion on
the differences and
implications on the
approaches to
teaching literature.

Synchronous and
Competency 2- Asynchronous ● Lecture/Class
instruction https:// discussion: Values
Determining the
www.slideshare.net/ and theories;
Approaches to https:// ● Class reporting
Teaching Literature slideshow/approaches-
www.slideshare.net/ (Optional)
in-teaching-literature/ ● Socialized
slideshow/approaches-
74451613 discussion (Optional)
in-teaching-literature/
● Group Discussion
74451613 Bacus, Terogo, Bustos, of the concept/s
Dapat. ( The Teaching ● Group work
and Assessment of ● Concept map
Literature Studies (Task 5-page 62)
 (2022) Lorimar
Publishing

Competency 3- ● Class reporting

Understanding (Optional)
Levels of Synchronous and ● Socialized
Asynchronous https:// discussion (Optional)
Comprehension
instruction www.youtube.com/ ● Group Discussion
Questions of the concept/s
watch?
https:// v=CtgC5cRFeWw
www.youtube.com/
● Come up with an
watch? Bacus, Terogo, Bustos,
acronym activity
v=CtgC5cRFeWw Dapat. ( The Teaching (Task 4-page 70)
and Assessment of with guiding
Literature Studies video from
(2022) Lorimar youtube.
Publishing

https://
https:// www.youtube.com/
www.youtube.com/ watch?
watch? v=0ZoD1mV1aZo ● Lecture/Class
Competency 4- v=0ZoD1mV1aZo discussion: Values
Employing and theories;
Assessment ● Class reporting
Bacus, Terogo, Bustos, (Optional)
Strategies in Synchronous and Dapat. ( The Teaching ● Think, Read and
Teaching Literature Asynchronous and Assessment of Share
instruction Literature Studies
(2022) Lorimar
Publishing
 INDEPENDENT LEARNING 3

MIDTERM EXAMINATION 3

At the end of the Chapter 3- Teaching Synchronous and Bacus, Terogo, Bustos, ● Graphic 12
chapter, the pre-service and Assessing Asynchronous Dapat. ( The Teaching organizer
teacher (PST) can: Poetry, Competency instruction and Assessment of ● Analyzing a
sonnet thru
1-Comprehending Literature Studies
1. Adapt dissection
Poetry (2022) Lorimar ● Creating Haiku
competency- Publishing
based learning https://
materials in www.pinterest.com/ https://
teaching poetry pin/ www.pinterest.com/
which respond to 22440599391927950 pin/
the various 9/ 22440599391927950
linguistic, 9/
cultural, socio-
economic and https://
religious www.slideshare.net/
backgrounds of slideshow/haiku-poetry-
learners ppt/14301475
2. Identify a range Competency 2-
of assessment ● Bubble Map
Selecting Strategies ● Poetic Web
strategies in Bacus, Terogo, Bustos,
teaching poetry in Teaching and ● Photo collage
Synchronous and Dapat. ( The Teaching
that address Assessing Poetry
Asynchronous and Assessment of
learners' needs,
instruction Literature Studies
progress, and
achievement (2022) Lorimar
which are Publishing
consistent with
the selected
competencies;
3. craft a learning https://
plan according https:// www.youtube.com/
to the English www.youtube.com/ watch?
curricula that
 develops higher watch? v=CmxArNBJHFQ
order thinking v=CmxArNBJHFQ
skills of learners https://
through the use https:// www.newdesignfile.co
of poetic texts; www.newdesignfile.co m/post_graphic-
and m/post_graphic- organizer-
4. conduct a ● Illustration of
organizer- template_99551/
teaching image from a
demonstration of template_99551/ poem
https://
a Competency 3-
developmentally https:// www.poemhunter.com/
Designing a Learning www.poemhunter.com/ poem/now-sleeps-the-
-sequenced
Plan in Teaching poem/now-sleeps-the- crimson-petal/
learning process
using innovative Poetry crimson-petal/
teaching Bacus, Terogo, Bustos,
principles, skills, Synchronous and Dapat. ( The Teaching
and strategies Asynchronous and Assessment of
for teaching instruction Literature Studies
prose (2022) Lorimar ● Drawing
● Graphic
Publishing Organizer (About
an Author)
Competency 4- https://
Teaching Poetry www.youtube.com/
Interactively watch?v=iBYBFqsKchQ
https://
www.youtube.com/ Bacus, Terogo, Bustos,
watch?v=iBYBFqsKchQ Dapat. ( The Teaching
and Assessment of
Synchronous and Literature
Asynchronous
instruction https://
www.youtube.com/
watch?
https:// v=ZUD50zQSUS0
www.youtube.com/
watch?
v=ZUD50zQSUS0
At the end of the Chapter 4- Teaching Synchronous and Bacus, Terogo, Bustos, ● Comparison 9
chapter, the pre-service and Assessing Prose Asynchronous Dapat. ( The Teaching Chart
teacher (PST) can: and Dramatic Pose instruction and Assessment of Descriptive
paragraph-
Competency 1- Literature Studies
1. Adapt essay (the Old
Comprehending and (2022) Lorimar Car-Old Car)
competency- Appreciating Prose Publishing
based learning
materials in
teaching prose
which respond to
the various Competency 2- ● Reflection Paper
Recalling and https:// https://
linguistic, www.slideshare.net/
cultural, socio- Understanding Prose www.slideshare.net/
and Dramatic Pose slideshow/prose- slideshow/prose-
economic, and 41329376/41329376
religious 41329376/41329376
backgrounds of ● Reflective Essay
learners Competency 3-
2. Familiarize a Identifying Materials Bacus, Terogo, Bustos,
range of and Resources and Dapat. ( The Teaching
assessment Applying Strategies and Assessment of
strategies in in Teaching Prose Literature Studies
teaching prose (2022) Lorimar
that address ● Reflection Paper
Publishing
learners' needs,
progress, and Competency 4-
achievement https://
Recognizing https://
which are www.wikihow.com/
consistent with Assessment in www.wikihow.com/
Write-a-Reflection-
the selected Teaching Prose Write-a-Reflection-
Paper
competencies Paper
3. Craft a learning
plan according
to the English
curricula that
develops higher
order thinking
skills of learners
 through the use
of prose texts
A. Conduct a
teaching
demonstration of a
developmentally-
sequenced
learning process
using innovative
teaching
principles, skills,
and strategies for
teaching prose
INDEPENDENT LEARNING 3

FINAL EXAMINATION 3

RUBRICS

Group
School
Reportin
Reflectio Points and
g/
Attendan Poin Recitatio Poin Poin Illustratio Poin Graphic Poin Descriptiv Poin n paper Communi Poin
ce ts ts
Interacti ts ts ts ts ts
n n organizer e essay ty
ve
Involvem
Discussi
ent
on

No 10 Clarity 2 Content 5 Craftmans 5 Content 10 Content 10 Focus and 10

absent hip and Relevance
Developme
 nt

1-3 Mastery Depth of 10

Organiz Compositio Organizatio
absenc 8 2 & 5 5 Organization 10 5 Reflection
ation n n/structure
es Delivery

Grammar, Organizati 5
4-6
punctuatio on
absenc 5 Content 2 Creativity 5 Proportions 5 Creativity 5 10
n and
es
Spelling

7 and Correctn Time Time Time Language 5

0 4 5 5 Ideas 5 5
above ess bound bound bound Use

Late -5 Total 10 Total 20 Total 20 Total 30 Total 30 Total 30

E. CLASSROOM VENUE: Blended G. SYSTEM OF COMPUTING GRADES:

F. COURSE REQUIREMENTS Written Outputs/Quizzes 45%
● major exams
● per unit outputs as specified in the assessment *Descriptive essay
● attendance
*Reflection paper
● quizzes
*Graphic organizer

*Illustration

Participation/Recitation 10%

Attendance/Behavior 10 %

Examinations 30%

School/Community 5%
H. COURSE POLICIES Involvement
1. Attendance Policy. Students' attendance is defined as active participation in an online
Total 100
and weekly threaded discussion, digital submission of performance
%
tasks/assignments, completion of a quiz/test/exam. Students are required to attend
synchronous sessions twice a month or as need arises and participate in all
asynchronous sessions.
2. Netiquette Guidelines. Strictly adhere to the netiquette and video conferencing etiquette presented.
3. Students must enroll in the Google Classroom and be included in the class GC.
4. Students are responsible for their own learning at their own pace. Materials/links are provided. Read all the assigned materials and
watch videos prior to class and be prepared for online and weekly threaded discussions. This means that, in addition to posting a
response to the thread topic presented, students are expected to respond to each other.
5. Maintain a standard of academic honesty. Students are expected to exhibit personal accountability. Plagiarizing and cheating will
automatically get 70 and subject for disciplinary action.
6. Performance tasks/assignments should be submitted in the Google Classroom on or before the due date. Failure to submit on the due
date will automatically get 70.
7. Quizzes, Assignments and examinations.
- There will be 2 Examinations (Midterm and Finals).
- A student who failed to take a scheduled examination shall only be allowed to take the special examination due to the following
valid reasons:
● Illness (supported by a Doctor’s Certificate)
● Hospitalization (with a Hospital Discharge Certificate)
● Death of an Immediate Family Member
● Emergency cases (i.e. fire, earthquake, accident, or such similar occurrences)
● Those who will be taking National Examinations (i.e. Civil Service Examination, TESDA Assessment, and the like)
- Student-examinee for the special examination is required to apply for a special test approved by the College Dean. He/she has to
present the approved letter to the instructor before taking the test.
- No make-up quizzes, homework, or exercises will be given. If it is necessary to be absent during a quiz or exercise, your score will
be zero.
- Missing more than one exam; having fewer than the required number of quizzes or assignments; or missing three exercises will
ensure a failing grade, 5.0, in the course.
- Take responsibility for your education.
- You are responsible for all information and materials in sessions and classes whether you are present or not.

SYLLABUS ACKNOWLEDGEMENT
I affirm that I have read the entire syllabus for the course, The Teaching and Assessment of Literature Studies and I understand the
information and the responsibilities specified.

SIGNATURE OVER PRINTED NAME

DATE:

CONTACT INFORMATION: