UNIVERSIDAD DE MANILA

College of Education

Course Code ENG 312

Course Title TEACHING AND ASSESSMENT OF LITERATURE STUDIES
Course Credit 3 UNITS
Course Description This course provides the pre-service English teachers with the principles, methods, and approaches of translation and adaptation of various literary and non-
literary texts. It provides them exercises that require them to translate and adapt texts from one language to another (i.e. English to Filipino to Mother Tongue). Consequently, they
will be able to demonstrate content knowledge and application of translation skills in providing contextualized materials that develop their learners’ critical, creative, and other
higher-order thinking skills
A. UNIVERSITY VISION
Universidad De Manila is paragon of learning, research, excellence, and empowerment for the underprivileged youth of Manila.

B. UNIVERSITY MISSION
Universidad de Manila promotes free and quality tertiary education for the underprivileged youth, relevant curricular and research programs and responsive extension
services- all these benefitting the City of Manila and the country.

C. CORE VALUES
 QUALITY AND EXCELLENT EDUCATION
 ACADEMIC FREEDOM
 ETHICAL STANDARDS
 EMPOWERMENT
 PEOPLE ORIENTED

D. COLLEGE OF TEACHER EDUCATION VISION

Center of Excellence in Teacher-Education, research, extension and linkages as well as a leader in fostering competent, conscientious, versatile and holistic teachers
able to adapt to fast evolving new realities in the local and global learning environment.
E. COLLEGE OF TEACHER EDUCATION MISSION

The College of Education is committed to strive to pursue the highest level of excellence, advance the frontiers of knowledge using creative and innovative hybrid
approaches and engender lifelong learning.

F. CORE VALUES
 Excellence
 Ethics & Dignity
 Student Focus
 Research and Extension Oriented
 Collaboration and Public Engagement

G. INSTITUTIONAL GRADUATE STUDIES AND LEARNING OUTCOMES

1. Professional Competence. Demonstrate understanding and mastery of the fundamental knowledge and skills required for effective practice in the field of specialization.
2. Critical Thinking Problem Solving Skills. Exercise critical and creative thinking in providing solutions to discipline-related problems.
3. Productivity. Contribute to city and nation-building and development through application of new technology.
4. Communication Skills. Apply effective communication skills, both orally and in writing.
5. Interpersonal Skills. Work effectively in multi-disciplinary and multicultural teams.
6. Collaboration. Allows team members to solve problems together, thus expediting the process of finishing a task.
7. Research-minded. Display skills to assess and apply its insights effectively and the ability to identify appropriate sources of evidence and interpret potentially complex
and conflicting findings in appropriate specific practice settings.
8. Lifelong learning. Utilize lifelong learning skills in pursuit of personal development and in professional practice excellence.
9. Social and Ethical Responsibility. Holds personal values and beliefs as ethical professional consistent with Filipino family values, industry-desired values and global
citizen values.
10. Nationalism. Serves others willingly as a way towards contributing a nation-building and participates in influencing public policy towards the promotion of just society.

H. PROGRAM INTENDED LEARNING OUTCOMES (PILO)

PILO 1. Use English as a global language in a multilingual context as it applies to the teaching of language and literature.
 PILO 2. Acquire extensive reading background in language, literature, and allied fields
PILO 3 Demonstrate proficiency in oral and written communication.
PILO 4 Show competence in employing innovative language and literature teaching approaches, methodologies, and strategies

I. COURSE INTENDED LEARNING OUTCOMES (CILO)

Students to evidence success in this course, the students will be able to:

A. adapt competency-based learning materials in teaching literature which respond to the various linguistic, cultural, socioeconomic, and religious backgrounds of learners
B. 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
C. craft a learning plan according to the English curricula that develops higher order thinking skills of learners using literary texts
D. conduct a teaching demonstration of a developmentally sequenced learning process using innovative teaching principles, skills, and strategies for teaching literature.
Teaching Strategies
Student Learning
Content Synchronous Assessment
Outcomes Asynchronous
Face-to-Face Virtual
At the end of these Part 1. Overview on the  Review activity  Review activity on the  Review activity on the  Review Test on the
weeks, the preservice Nature of Literature and on the purposes purposes and genres literature purposes and genres Nature of Literature
teacher (PST) should be its Genres and genres studies literature studies and its Genres
able to: literature studies  Concept Mapping about the  Concept Mapping about  Group process
a. explain the purposes 1. Literature as  Concept Nature of Literature and its the Nature of Literature assessment on
and genres under the Significant Human Mapping about Genres and its Genres analysis of literature
literature umbrella Experience the Nature of  Trivia quiz on famous Filipino  Trivia quiz on famous competencies and
2. Purposes of Literature Literature and and international authors Filipino and international choice of appropriate
b. identify notable 3. Prose vs. Poetry vs. its Genres  Class discussion on literature authors texts
authors appropriate Drama overview and famous authors  Class discussion on  Documentation
for literature study in 4. Fiction vs. Non- for literary study literature overview and Report and
 K to 12 English Fiction  Group analysis of literature famous authors for Presentation of
Literature. 5. A Survey of Authors competencies and choosing of literary study Analysis of Literature
a. Filipino Authors appropriate texts to use for  Group analysis of Competencies and
b. International Well- such competencies literature competencies Choice of
Known Authors  Presentation of analysis and and choosing of Appropriate Literary
6. Literature choice of texts appropriate texts to use Texts (focusing on
Competencies in English for such competencies Proper Analysis and
K to 12 Curriculum  Presentation of analysis Critical Thinking
and choice of texts Shown, Teamwork
and Collaboration,
and Appropriateness
of Literary Texts)
At the end of these weeks, Part 2. Teaching
the preservice teacher Literature – An Overview  Concept  Concept Mapping Activity  Concept Mapping  Graphic organizer as
(PST) should be able to: 1. Value of Literature Mapping on the Overview of Activity on the formative assessment
a. recognize important 2. Factors Affecting Activity on the Teaching Literature Overview of on the appropriate
concepts in teaching Interests in Literature Overview of  Graphic Organizer to Teaching Literature methods and
literature in English 3. Choosing Books and Teaching compile appropriate  Graphic Organizer to approaches in
b. identify appropriate Reading Materials Literature methods and approaches to compile appropriate teaching literature
methods and 4. Models of Teaching  Graphic teach literature methods and  Peer Teaching in
approaches to teach Literature Organizer to  Sharing of experiences in approaches to teach using right books,
literature 5. Language Model compile literature classes and literature reading materials and
c. discuss the right 6. Cultural Model appropriate identifying approaches  Sharing of or comprehensive
books, reading 7. Personal Growth methods and used by former teachers experiences in questions (focusing
materials, and Model approaches to  Discussion on the literature classes and on Appropriate Use
comprehension 8. Approaches to teach literature differences and identifying of Approach, Choice
questions in Teaching Literature implications on the approaches used by of Learning Material,
teaching literature. 9. Language-Based approaches to teaching former teachers Comprehension
Approach literature  Discussion on the Questions Asked, and
10. Paraphrastic  Preparation for peer differences and Factor of Literature
Approach teaching activity using a implications on the Focused)
11. Moral-Philosophical chosen text and an approaches to
Approach appropriate approach teaching literature
 12. Stylistics Approach  Peer Teaching Activity on  Preparation for peer
13. Levels of the right books, reading teaching activity
Comprehension materials, and using a chosen text
Questions comprehension questions and an appropriate
14. Assessment in teaching literature approach
Strategies in Teaching  Peer Teaching
Literature Activity on the right
books, reading
materials, and
comprehension
questions in teaching
literature
At the end of these weeks, Part 3. Teaching Poetry  Designing  Individual Teaching  Individual Teaching  Creation of Original
the pre-service teacher and Dramatic Poetry competency-based Demonstration of a Demonstration of a Instructional
(PST) should be able to: 1. Review on the Genres learning materials developmentally developmentally Materials and/or
a. adapt competency- of Poetry in teaching poetry sequenced learning process sequenced learning Adapted Literary
based learning 2. Literary Devices which are using innovative teaching process using Poetic Texts
materials in 3. Fun Poetry responsive to the principles, skills, and innovative teaching (focusing on
teaching poetry • Riddles various linguistic, strategies for teaching principles, skills, and Appropriateness and
which respond to • Limericks cultural, poetry strategies for Resourcefulness)
the various • Haikus socioeconomic, and  Designing competency-based teaching poetry  Designing an
linguistic, cultural, 4. Shape Poems religious learning materials in teaching  Designing competency- Assessment Tool in
socio-economic, 5. Comprehending Poetry backgrounds of poetry which are responsive to based learning materials Testing Poetry
and religious 6. Strategies in Teaching learners the various linguistic, cultural, in teaching poetry which (focusing on Validity,
backgrounds of Poetry  Planning, socioeconomic, and religious are responsive to the Reliability, and
learners 7. Reading Aloud designing, and backgrounds of learners various linguistic, Administrability)
b. identify a range of 8. Choral Reading implementing  Planning, designing, and cultural, socioeconomic,  Making a Learning
assessment 9. Silent Reading assessment implementing assessment and religious Plan in Teaching
strategies in 10. Literary strategies in strategies in teaching poetry backgrounds of learners Poetry (focusing on
teaching poetry that Appreciation and Valuing teaching poetry that that address learners’ needs,  Planning, designing, Completeness,
address learners’ in/of Poetry 11. Lesson address learners’ progress, and achievement and implementing Appropriate
needs, progress, and Design in Teaching needs, progress, which are consistent with the assessment strategies in Approach Used, and
achievement which Poetry and achievement selected competencies teaching poetry that Facilitative Process)
 are consistent with 12. Materials and which are  Learning Plan Making address learners’ needs,  Teaching
the selected Resources in Teaching consistent with the according to the English progress, and Demonstration in
competencies Poetry selected curricula that develops higher achievement which are Poetry (focusing on
c. craft a learning plan 13. Assessment in competencies order thinking skills of consistent with the Teacher-Like
according to the Teaching Poetry  Learning Plan learners using poetic texts selected competencies Simulation,
English curricula Making according  Learning Plan Making Preparation,
that develops higher to the English according to the English Classroom
order thinking skills curricula that curricula that develops Management,
of learners using develops higher higher order thinking Learning
poetic texts order thinking skills of learners using Environment, and
d. conduct a teaching skills of learners poetic texts Interest and
demonstration of a using poetic texts Diligence in
developmentally Teaching Poetry)
sequenced learning
process using
innovative teaching
principles, skills,
and strategies for
teaching poetry
At the end of these weeks, Part 4. Teaching Prose  Designing  Individual Teaching  Individual Teaching  Creation of Original
the pre-service teacher and Dramatic Prose competency- Demonstration of a Demonstration of a Instructional
(PST) should be able to: based learning developmentally developmentally Materials and/or
a. adapt competency- 1. Review on the Genres materials in sequenced learning process sequenced learning Adapted Literary
based learning of Prose teaching prose using innovative teaching process using Prose Texts (focusing
materials in teaching 2. Comprehending Prose and drama principles, skills, and innovative teaching on Appropriateness
prose which respond 3. Strategies in Teaching which are strategies for teaching principles, skills, and and Resourcefulness)
to the various Prose responsive to prose and drama strategies for  Designing an
linguistic, cultural, • Silent Reading the various  Designing competency- teaching prose and Assessment Tool in
socio-economic, and • Prose Performances linguistic, based learning materials in drama Testing Prose
religious • Dramatic Performance cultural, teaching prose and drama  Designing (focusing on Validity,
backgrounds of 4. Literary Appreciation socioeconomic, which are responsive to the competency-based Reliability, and
learners and Valuing in/of Prose and religious various linguistic, cultural, learning materials in Administrability)
b. familiarize a range 5. Lesson Design in backgrounds of socioeconomic, and teaching prose and  Making a Learning
 of assessment Teaching Prose learners religious backgrounds of drama which are Plan in Teaching
strategies in teaching 6. Materials and  Planning, learners responsive to the Prose (focusing on
prose that address Resources in Teaching designing, and  Planning, designing, and various linguistic, Completeness,
learners’ needs, Prose implementing implementing assessment cultural, Appropriate
progress, and 7. Assessment in assessment strategies in teaching prose socioeconomic, and Approach Used, and
achievement which Teaching Prose strategies in and drama that address religious Facilitative Process)
are consistent with teaching prose learners’ needs, progress, backgrounds of  Teaching
the selected and drama that and achievement which are learners Demonstration in
competencies address consistent with the selected  Planning, designing, Prose (focusing on
c. craft a learning plan learners’ needs, competencies and implementing Teacher-Like
according to the progress, and  Learning Plan Making assessment strategies Simulation,
English curricula that achievement according to the English in teaching prose and Preparation,
develops higher which are curricula that develops drama that address Classroom
order thinking skills consistent with higher order thinking skills learners’ needs, Management,
of learners using the selected of learners using prose and progress, and Learning
prose texts competencies dramatic texts achievement which Environment, and
d. conduct a teaching  Learning Plan are consistent with Interest and
demonstration of a Making the selected Diligence in
developmentally according to the competencies Teaching Poetry)
sequenced learning English  Learning Plan
process using curricula that Making according to
innovative teaching develops higher the English curricula
principles, skills, and order thinking that develops higher
strategies for skills of learners order thinking skills
teaching prose using prose and of learners using
dramatic texts prose and dramatic
texts

J. Learning Environment: Physical classroom/Virtual

K. Classroom Policy: Attendance/Drop-out Policy
L. Course Requirement: Critical Thinking Papers
 M. Grading System: Class Standing (60%)
Recitation/Participation
Quizzes
Module Performance
Major Exams (40%)
Final Grade = Midterm (50%) + Finals (50%)
N. Resources: Textbooks, web links
O. 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.
P. Instructor: MR. RHUFERT J. COLARES
Q. Consultation Hour:

Prepared by: MR. RHUFERT J. COLARES Reviewed by: PROF. ALISTAIR B. SELORIO Approved by: DR. RONALD A.
HERRERA
INSTRUCTOR DEAN VPAA