Sei sulla pagina 1di 6

ENHANCED SYLLABUS IN CHILDRENS LITERATURE Course Number Course Title Course Credit No.

of Hours : EDR 10 : Teaching Childrens Literature (4th year) : 3 Units : 54

Pre-requisite: none

Course Description : This course is designed to equip our student-teachers with the innovations and strategies in teaching literatures to children. It also provides them an avenue to put into practice what they have learned from the theories and principles of teaching and learning styles. This course is very instrumental in developing the teaching skills of the students wherein teaching demonstrations, micro-teaching method, field study and observation are integral activities of this course. Varied assessment tools are used to evaluate the learning of the students teachers not only in a traditional pencil and paper method. Exposure to laboratory schools is one of the significant activities that students need to undertake in order to have a clearer picture of the real classroom setting. Terminal Objectives: At the end of the semester, the students are expected to: a. b. c. d. e. hone their skills in teaching different literary genres to children; explore different strategies and methods in the teaching of literature to children; develop appreciation and love for literature as an important tool to teach children good values; demonstrate mastery in teaching different literary genres to our laboratory school: acquire concepts and substantial knowledge on the different literary genres, its nature and historical roots that would lead them to realize the significance of literature to childrens lives; f. conduct field study and classroom observation to laboratory schools, particularly to teachers handling literature classes in the elementary; and g. innovate strategies and techniques so that teaching childrens literature would be fun and interesting.

Enabling Objectives a. imbibe in them the desirable values of a USEPian b. conscientize their role as a student by following religiously the rules and regulations of the school c. present creatively the VMGO of the university through varied activities a. recognize the importance of literature to the childrens lives b. keep abreast with the current trends and innovative strategies in teaching literature to the children c. assess the extent of teaching literature to children by reviewing the curriculum of Elem. And mapping it with

Topic/content I Orientation a. USEPs VMGO, b. Schools rules and regulations c. Subject, course requirements and the grading system

Methods PMI Sheet Choral reading Interpretative reading Role playing Simulated talk TV Panel discussion TV advertisement featuring USEP

Materials USEP VMGO Prints Students handbook Manila paper Pantel pen Acetate OHP

Beam Ribbons Student Centered Activities cater to different learning styles. Teachers act only as facilitator of learning. HOTS students are engaged in a wide variety of tasks.

BEC Competency 1st yr. Speaking 3.1.2 observe social and linguistic conventions in oral interaction. 2nd yr. 3.1.1 use appropriate turn-taking strats.

Evaluation Graded Oral Presentation (rubric for interpretative and choral reading) written output

Time Frame

4 hrs.

II Preliminaries and background of the childrens literature a. Learning about children and their literature b. Impact of childrens literature to the elementary curriculum

Concept mapping Dimensional Question approach Lecture method Field study/Interview/fi eld survey (DepEd schools) Simulated talk TV Panel discussion

Photocopy Students-made survey questionnaire Powerpoint Presentation Graphic visuals Manila paper Pentel pens

HOTS activities really challenged the skills of the students especially in their meta-cognitive skills. Active learningstudents work in group and engage in varied activities.

1st yr. Speaking Written 6.1 express thoughts output: and feelings Studenteffectively in writing made reports survey questionn 10 hrs. 2nd yr. Writing aire express feelings and Narrative attitudes using report/ter appropriate registers m paper 3rd yr. report 2.1 use outlines, Pictorial/ tables, graphs to collage of present data the pictures taken

d.

a.

b. c.

d.

a. b. c.

the BEC competency evaluate the impact of childrens lit to the elementary pupils through an interview recognize the importance of nursery rhymes to children create an artistic compilation of nursery rhymes demonstrate mastery in teaching nursery rhymes through micro-teaching Interview preschool teachers and observe classes in the teaching of nursery rhymes equip with broad understanding on the picture books know how to use picture books in the classroom recognize the importance of picture to children

Experiential sharing

III Teaching Nursery Rhymes a. historical overview b. types of nursery rhymes c. strategies of teaching nursery rhymes

Micro-teaching Small Group Discussion Lecture-method Creative Action song Experiential sharing

OHP Acetate Photocopy Manila paper Pentel pens

Student Centeredteacher establishes the needs, abilities and interests of the students that also address the diverse needs. Activities cater to different learning styles. HOTS students are engaged in a wide variety of tasks.

4th yr. 1.2.3 listen to determine what further elucidation is needed in a lecture 1.4 listen to get information from small group discussion

Compiled nursery rhymes Performance in the teaching demonstratio n

10 hrs.

IV Teaching Childrens lit. with picture book a. historical overview of picture books b. definition, classification

Concept mapping Picture talk Paint me a picture Small Group Discussion

OHP Acetate Powerpoint Presentation Pictures strips Scissors

HOTS activities really challenged the skills of the students especially in their meta-cognitive skills. Active learning students work in group and engage in

1st yr. 3.1 determine the content and feeling levels of utterances 1.1 speak in clear correct English appropriate to the situation

Studentmade picture book 10 hrs. Written output/quiz

d. develop their picture book demonstrate mastery in using picture book a. recognize the importance of poetry to children b. complete artistically meaningful poems that are appropriate to the level of the pupils c. acquire substantial teaching methodologies in teaching poetry with sounds patterns/appreciati on d. demonstrate mastery in teaching poetry through microteaching e. interview teachers in the field and observe classes in literature with emphasis on the teaching of poetry

, and description of picture books in the classroom IV-The teaching of poetry a. historical overview b. Elements of poetry b.1 rhythm b.2 verse b.3 tone b.4 measure b.5 amonance b.6 alliteration b.7 onomatopoeia c. Strategies in teaching poetry

Micro-teaching Arranging puzzles frames

Manila paper Pentel pens

varied activities.

Jigsaw reading Diamond Poem Composition Picture Analysis Choral and interpretative reading Creative singing of a poem Microteaching Experiential sharing questioning

Strips of cartolina Picture OHP Acetate Manila paper Acetate

HOTS activities really challenged the skills of the students especially in their meta-cognitive skills. Active learning students work in group and engage in varied activities. Student Centered Activities catered to different learning styles. Teachers act only as facilitator of learning.

1st yr. 6.1 express thoughts and feelings effectively in writing reports 2nd yr. 1.1 express feelings and attitudes using appropriate registers 3rd yr. 2.1 use outlines, tables, graphs to present data

Composed poem Written exam/quiz Performance in the microteaching Narrative report of their class observation 10 hrs.

a. trace back the historical roots of the traditional literature b. trace back the historical roots of the existence of fiction c. familiarize the significant elements of fiction d. demonstrate competence in teaching fiction through TV in the classroom Course Requirements:

V Teaching literature using traditional b. Types and characteristics of fiction c. Significant elements in teaching fiction

Group Discussion Literature Time Line Y map SHE chart Tableau Movie thriller Bumper sticker

Powerpoint presentation SHE chart Photocopy Manila paper Pentel pens

Student Centered Activities catered to learning. Active learning students work in group and engage in varied activities. Activities catered to different learning styles. Teachers act only as facilitator of learning.

1st yr. 6.1 express thoughts 1.1 speak in clear correct English appropriate to the situation

Story grammar (Significant Human Experience) sheet Performance in readers theater (graded oral performance) Performance in group dynamics

10 hrs.

A compilation of nursery rhyme, poems, folktales, fairy, tales etc. with creative and artistic drawing Term paper Teaching demonstration in laboratory school Reflective Journal Narrative Report Grading System: Quizzes : Attendance/behavior/ Class participation : Performance in group Activities/projects/ Teaching demo : Final Exam/project : 20% 20% 30% 30% 100%

References : Tomlinson, C.M. et.al. Essentials of Childrens Literature. 2002 fourth Edition. A Pearson Educational Company. 75 Arlingston St., Boston, MA. Opie, I. Here Cornes Mother Goose. 2003. Meadows Printice Hall. New York. My Book of Bible Stories. 2005. Watchtower Bible and tract Society. Pensylvania Scot, Q. Adventures in reading. 2001. A Pearson Education Company. 75 Arlingston St., Boston, MA Stern, M. Rhymes and Poetry. 2002. Cambridge publishing house. Submitted by: Recommending approval: Approved:

LEONARDO B. PONGOS EDR 17 Instructor

DR. CESAR M. LIMBAGA Dean USEP Tagum-Mabini Campus

DR. CESAR CAMBANGAY Chancellor USEP Tagum Mabini Campus

Potrebbero piacerti anche