Republic of the Philippines

BATANGAS STATE UNIVERSITY

JPLPC Campus
Malvar, Batangas
Tel. No. (043) 778-2170 local 124

COLLEGE OF TEACHER EDUCATION

SECONDARY EDUCATION PROGRAM

COURSE SPECIFICATION
Second Semester, AY 2016-2017
VISION
A globally recognized institution of higher learning that develops competent and morally upright
citizens who are active participants in nation building and responsive to the challenges of 21st
century

MISSION
Batangas State University is committed to the holistic development of productive citizens by
providing a conducive learning environment for the generation, dissemination and utilization of
knowledge through innovative education, multidisciplinary research collaborations, and
community partnership that would nurture the spirit of nationhood and help fuel national economy
for sustainable development.

CORE VALUES
Faith Integrity
Patriotism Mutual respect
Human dignity Excellence

PROGRAM GOAL
The Bachelor of Secondary Education (BSEd) program aims to develop globally competent and
morally upright secondary education graduates who are research and community service-oriented
and are committed to the holistic development of 21st century learners.

PROGRAM EDUCATIONAL OBJECTIVES

The BSEd program aims to produce secondary teachers who have the ability to:
1. demonstrate comprehensive and up-to-date knowledge in a specific field of specialization in
the secondary education curriculum by engaging in scholarly and research activities, and by
maximizing opportunities for lifelong learning;
2. provide meaningful learning experiences to secondary students by using emerging educational
technologies for quality and effective teaching, and by creating an environment that encourages
positive social interaction, active engagement, and self-motivation;
3. demonstrate competence in teaching and testing through the design, adoption and utilization of
teaching methods, instructional materials, and assessment tools that are appropriate to the
cognitive, affective and psychomotor development of secondary learners;
4. observe the professional code of ethics for teachers and internalize the importance of
continuous professional development, as well as the need to work cooperatively and
harmoniously with all members of the academic community; and
5. establish sustainable partnerships and linkages with the professional community and provide
assistance to the underserved, depressed, illiterate and less skilled members of society through
extension activities and community service.

Course Title: ENGLISH AND AMERICAN LITERATURE

Course Code: LIT 305 Instructor: Richard M. Baez, MAT
Prerequisite: LIT 204 Contact Number: (043)778-2170
Credit Unit: 3 Email Address: chadbanez25@gmail.com
Revision Number: 01 Schedule: MWF 10:00 11:00
Issued Date: January 16, 2017 Room: CTE 102

1. PHILOSOPHY
The course provides a study of representative literary works by early and contemporary English
and American writers. Through this course students will develop their enthusiasm for literature as well as

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the skills of critical thinking and textual analysis. The study of literature incorporates a consideration of
History, Sociology and Psychology and will combine well with these subjects.
Because history and literature are closely related (one being the record of man's deed, the other of
his thought and feeling), this course includes a brief historical introduction to every literary period. It also
provides a review of the general literary tendencies of each age, of the fashions, humors and ideals that
influenced writers in forming their style or selecting their subject. Then there is a biography of every
important author, written not to offer another subject for hero-worship but to present the man exactly as he
was; a review of his chief works, which is intended chiefly as a guide to the best reading; and a critical
estimate or appreciation of his writings based partly upon first-hand impressions, partly upon the
assumption that an author must deal honestly with life as he finds it. Finally, this course deals with a concise
summary of the period under consideration, a list of selections for reading and a bibliography of works that
will be found most useful in acquiring a larger knowledge of the subject.

2. AUDIENCE
The course is intended for third year Bachelor in Secondary Education major in English students.

3. STUDENT OUTCOMES
The following are the skills that teacher education graduates are expected to acquire upon the
completion of their program. These skills are essential in performing their various tasks as educators. After
finishing the program, the BSEd graduates must have the ability to:
a. design lessons, adopt instructional methods, and develop teaching-learning strategies according
to the stages of secondary learners growth and development and in consideration of the
potentials and uniqueness of young adult learners;
b. discuss and share profound yet age-appropriate insights on a specific subject areas learning
goals, instructional procedures, and content in the secondary education curriculum;
c. select, develop, and/or adopt updated technology, instructional materials and both traditional
and non-traditional assessment techniques, utilizing assessment data to improve teaching and
learning;
d. utilize research skills in solving problems and generating innovative ways of teaching and
testing;
e. be involved in community-oriented activities by rendering free service in the specific area they
are needed;
f. show commitment, dedication and competence in performing their tasks and responsibilities as
mandated by relevant laws and regulations;
g. possess positive interpersonal skills, as well a good oral and written communication skills; and
h. engage in activities that would foster personal and professional advancement.

4. INTENDED LEARNING OUTCOMES

By the end of the course, the students must be able to:
ILO 1. survey the literary history of English and American literature;
ILO 2. review the major writers and their works in English and American literature;
ILO 3. interpret and analyze selected works of English and American writers;
ILO 4. point out the recurrent issues, subject matter, and themes in English and American
literature; and
ILO 5. trace the influences of religion, culture, history and literary movements in English and
American literature.

The following table maps the intended learning outcomes with the student outcomes. This also
illustrates the relationship of the intended learning outcomes (ILOs) with the student outcomes (SOs).

Intended Learning Outcome Applicable Student Outcomes

ILO 1 a b c
ILO 2 a b c
ILO 3 a b c
ILO 4 b c d
ILO 5 d g h

5. SPECIFIC OBJECTIVES
Upon completing the course, students should be able to exhibit the following objectives congruent
with each topic outlined in the course.

Topics and Objectives Intended Learning Outcomes

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 ILO ILO ILO ILO ILO
1 2 3 4 5
A. ENGLISH LITERATURE
a. evaluate selected English literary pieces in light of
their literary merits and their historical and + + + + +
philosophical contexts;
b. trace the influence of Christianity in the Anglo
+ + + + +
Saxons Beowulf;
c. discuss feminism as portrayed in The Wife of Baths
+ + + + +
Tale from Chaucers Canterbury Tales;
d. determine the tone of the persona in Queen
+ + + + +
Elizabeths When I Was Fair and Young;
e. discuss the lamentation of the Refused in Devereux
+ + + + +
To Plead My Faith Where Faith Had No Reward;
f. criticize the question of life in Raleighs What is Our
+ + + + +
Life?;
g. trace irony and satire in Swifts A Modest Proposal; + + + + +
h. determine the effect of prevision on the protagonist
+ + + + +
of George Elliots The Lifted Veil;
i. interpret the symbolisms and allusions in George
Elliots The Lifted Veil characterizing Bertha as a + + + + +
destructive and wicked contemporary Eve;
j. describe the image of an icon in Pop culture in A. E.
+ + + + +
Housmans To an Athlete Dying Young;
k. determine the attitude of the persona to the
approaching death of his father in Dylan Thomas Do + + + + +
Not Go Gentle into that Good Night;
l. editorialize the conflict between personal happiness
+ + + + +
and social obligation in James Joyces Eveline;
m. devise age-appropriate instructional materials to
supplement lessons in teaching English literature; + + + + +
and
n. demonstrate lessons in English Literature. + + + + +
B. AMERICAN LITERATURE
a. evaluate selected American literary pieces in light of
their literary merits and their historical and + + + + +
philosophical contexts;
b. relate the nature of American Literature in Teresa
+ + + + +
Palomo Acostas My Mother Pieced Quilts;
c. discuss power and conflict in William Carlos
+ + + + +
Williams The Use of Force;
d. argue on ways of redemption from sins as gleaned
from Jonathan Edwards Sinners in the Hands of an + + + + +
Angry God;
e. discuss moral perfection in Benjamin Franklins The
+ + + + +
Autobiography;
f. analyse the structure of grotesque and arabesque tales
+ + + + +
in Edgar Allan Poes Hop-Frog;
g. expound on secret sin and deviance in Nathaniel
Hawthornes The Ministers Black Veil and The + + + + +
Scarlet Letter;
h. determine the influence of Psychological Realism in
+ + + + +
the Poems of Emily Dickinson;
i. examine the tenets of Negritude in Arna Bontemps'
+ + + + +
A Black Man Talks of Reaping;
j. describe the features of American Theatre in
+ + + + +
Tennessee Williams' The Glass Menagerie;
k. relate to the existential and societal issues in
Gwendolyn Brooks To Be in Love and Ronald Arias' + + + + +
El Mago;

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 l. devise age-appropriate instructional materials to
supplement lessons in teaching English literature; + + + + +
and
m. demonstrate lessons in English Literature. + + + + +

6. TEACHING-LEARNING STRATEGIES AND ASSESSMENT METHODS

Teaching and Learning Strategies

A. Active Learning. This is includes question-posing, inquiry, and self-directed learning.
B. Cooperative Learning. This allows students to work in groups and be responsible for each
others learning, and each accountable for their own learning.
C. Critical Explorations. This is a teaching strategy designed to promote independent
learning in a literature class. Students will be assigned to read or to view texts and
documentaries that will allow them to critically respond by answering a series of questions
or accomplishing worksheets. They will also be allowed to consult an array of media to
find relevant information that will support their responses in the given material.
D. Critical Thinking. This approach to thinking emphasizes stating original claims or
opinions and supporting them with reasons. Critical thinking is used expressively when
students make interpretations and support them verbally or in writing. Critical thinking is
used receptively when students critique other peoples arguments.
E. Directed Reading Activity. This is a building-knowledge strategy for guiding the silent
reading of students with comprehension-level questions; often associated with reading with
stops or chunking.
F. Explicit Teaching of Text Structure. Teaching the parts of different types of text and
making sure students understand the text structure before reading is the primary goal of
this strategy. This would include basics such as text in English is read from left to right,
and also more sophisticated structures such as the structure of a narrative.
G. Literature Circles. Students discuss portions of books in a small group. Sometimes roles
are assigned for group interaction. Students at varying levels are able to share different
points about the book.
H. RAFT. A writing activity usually used in the consolidation phase of a lesson in which
students consider four elements: role, audience, format and topic.
I. Reading and Questioning. A cooperative learning and study activity in which pairs of
students read a text and write questions about the text and answers to those questions. Later
they may use the questions and answers as study aids.

Assessment and Evaluation Methods

A. Formative and Summative Assessments. Formative assessment covers activities that
generate information on how well students are engaged in classroom interactions such as
recitations and discussions. On the other hand, summative assessment includes major
examinations that describe and measure students learning outcomes.
B. Performance-Based Assessment. Instructor observes and make judgements about
students demonstration of skills and competencies in creating a product, constructing a
response and the like in line with the criteria communicated by the instructor through
rubrics and other assessment organizers.
C. Affective Assessment. Students affective traits and dispositions are recorded through
instructors observation, student self-report, and peer ratings.

7. COURSE REQUIREMENTS
A. Teaching Demonstration. This is a major requirement in the course. The students will
conduct teaching demonstration in their selected genre while integrating literary theories
and educational technology in engaging their audience to the lesson. Performance of the
students will be assessed through rubrics and test.
B. Lesson Planning. This serves as a prerequisite to demonstration teaching. Students will
compose lesson plans in teaching each genre while considering appropriate theories and
strategies that will shape the lesson in each learning plan. Performance of the students will
be assessed through rubrics and test.
C. Instructional Material Development. In order to conduct demonstration teaching,
students should have developed instructional materials that will supplement to their
lessons. The students will consider the result of the needs analysis in developing these
instructional materials. The following are recommended instructional materials:
a. Biographical Montage
b. Star Diagrams

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 c. Value Judgement Worksheets
d. Language Worksheets
e. Thought Bubbles
f. Trailers
g. Cover Designs
h. Blurb for the Book Cover
i. Dramatic Adaptations
D. Homework and Seatwork. Homework and seatwork are integral part of the course. This
may come in various task such as group work, individual activity, research work, extended
reading and the like. This will provide opportunities for the students to transfer the concepts
they have learned in class to a more concrete situation and to equally participate in class
discussion
E. Examinations. There will be four major examinations to be administered on the date set
by the department otherwise specified. These will evaluate students knowledge on the
topics covered in the class. Make-up tests will only be given to a student having a valid
reason for not taking the examination on the prescribed date. The instructor has the right
to disapprove any explanations for absences presented without prior notice and to void
opportunity for a make-up test.
F. Class Engagement. Students are expected to actively participate in the various activities
prepared by the instructor. To be part of the learning community, students are required to
accomplish various tasks required in the course while adhering to the set standards
prescribed by the instructors.

8. COURSE POLICIES
A. Refer to the University Student Handbook for the policies on Attendance, Dropping of
Subject, Grading System and on Scholastic Delinquency.
B. Academic Misconduct. Academic misconduct will be subject to disciplinary action. Any
act of dishonesty in academic work constitutes academic misconduct. This includes
plagiarism, changing or falsifying any academic documents or materials, cheating, and
giving or receiving unauthorized aid in tests, examinations, or other assigned school works.
Punishment for academic misconduct will vary according to the seriousness of the offense.
Punishment for such offenses includes expulsion, suspension, non-credit of examination
and the like.
C. Regulations and Restrictions in the Classroom
The students should be completely aware of their behavior and attitude inside the class.
They must avoid interrupting or distracting the class on any level. The following must be
strictly observed during the class.
a. The orderliness and cleanliness of the classroom must be maintained before, during
and after the class.
b. Any material or gadget irrelevant to the subject must be turned off and kept.
c. Chatting or talking with the seatmates is prohibited unless required in the
classroom activity.
d. Going in and out of the room without permission from the instructor.
e. Being excused by friends or peers from the class for any reason is not allowed
except for emergency cases concerning family problems or administrative reasons.

9. ACADEMIC INFRASTRUCTURE
A. Textbooks:
McDonnell, Helen, Nakadate, Neil E., Pfordresher, John., and Shoemate, Thomas E.
England in Literature. Glenview, Illinois: Scott, Foresman and Company, 2002.
Miller, James E. Jr., et al. United States in Literature. Glenview, Illinois: Scott, Foresman
and Company, 2002.

B. References:
Barnet, Sylvan. A Short Guide to Writing about Literature. Boston Toronto, USA: Little,
Brown and Company, 2002.
Griffith, Kelley. Writing Essay about Literature: A Guide and Style Sheet. United States
of America: Heinle & Heinle Thomson Learning, 2002.
Heffernan, William A., Johnston, Mark, and Hodgins, Frank. Literature: Art and Artifact.
Orlando, Florida: Harcourt Brace Jovanovich, Inc., 2002.
Perrine, Laurence. and Arp, Thomas R. Sound and Sense: An Introduction to Poetry. 9th
ed. Orlando, Florida: Harcourt Brace Jovanovich Publisher, 2004.

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 Perrine, Laurence. Story and Structure. 7th ed. Orlando, Florida: Harcourt Brace
Jovanovich Publisher, 2004.
Roberts, Edgar V. and Jacobs, Henry E. Literature: An Introduction to Reading and
Writing. 6th ed. New Jersey, USA: Pearson Prentice Hall, 2001.
Roberts, Edgar V. Writing Themes about Literature. Englewood Cliffs, New Jersey:
Prentice-Hall Incorporated, 2001.
Safier, Fannie, and Daniel, Kathleen T. Adventures in Appreciation. Orlando, Florida:
Harcourt Brace Jovanovich, Inc, 2002.
Wood, James. How Fiction Works. New York, United States of America: Picador, 2008.

10. COURSE CALENDAR

The following is the list of topics and required readings for the course. However, the instructor has
the right to alter the outline any time due to inevitable circumstances such as scheduling problems, affairs
and official functions for the university, or presence of other resources which he deems essential for the
class. Such adjustments should be made for the benefit of the students.

Week Topics Required Readings

A. English Literature
1 1. The Anglo Saxons McDonnell et al.: 21
Beowulf (trans. By Kevin Crossley-Holland)
2. The Medieval Period
2 McDonnell et al.: 81
The Canterbury Tales (by Geoffrey Chaucer)
3. The Renaissance
When I Was Fair and Young (by Queen Elizabeth)
3 To Plead My Faith Where Faith Had No Reward (by McDonnell et al.: 118
Robert Devereux, Earl of Essex)
What Is Our Life (by Sir Walter Raleigh)
Sonnets 18 and 130 (by William Shakespeare)
4. The Age of Reason
4 McDonnell et al.: 125
A Modest Proposal (by Jonathan Swift)
PRELIMINARY EXAMINATION
5. The Romantics
The Lamb (from Song of Innocence by William
5 Blake) McDonnell et al.: 302
The Tyger (from Song of Experience by William
Blake)
6. The Victorians
6 McDonnell et al.: 409
The Lifted Veil (by George Eliot)
7. New Directions
7 McDonnell et al.: 454
To an Athlete Dying Young (by A. E. Housman)
8. The Twentieth Century
Do Not Go Gentle into That Good Night (by Dylan
Thomas) McDonnell et al.: 608
8
Eveline (by James Joyce) & 632
Three Pictures (by Virginia Woolf)
MIDTERM EXAMINATION
B. American Literature
1. American Mosaic
9 My Mother Pieced Quilts (by Teresa Palomo Acosta) Miller et al.: 94
The Last Flower (by James Thurber)
The Use of Force (by William Carlos Williams)
2. The New Land
Sinners in the Hands of an Angry God (by Jonathan
Edwards) Miller et al.: 94, 124,
10
Moral Perfection (from The Autobiography by 130 & 132
Benjamin Franklin)
As Poor Richard Says (by Benjamin Franklin)
3. Literary Nationalism
11 Hop-Frog (by Edgar Allan Poe) Miller et al.: 206
Annabel Lee (by Edgar Allan Poe)
12 4. American Classic Miller et al.: 254

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 Fable (by Ralph Waldo Emerson)
Walden (by Henry David Thoreau)
The Ministers Black Veil and The Scarlet Letter (by
Nathaniel Hawthorne)
SEMI-FINAL EXAMINATION
5. Variations and Departures
There Was a Child Went Forth (by Walt Whitman)
13 Miller et al.: 364
Because I Could Not Stop for Death (by Emily
Dickinson)
6. The Modern Temper
A Worn Path (by Eudora Welty)
14 A Black Man Talks of Reaping (by Arna Bontemps) Miller et al.: 476
Tell Your Children (by The Grand Council Fire of
American Indians)
7. The Modern Drama
15 Why It is Called The Glass Menagerie (by Tennessee Miller et al.: 589
Williams)
8. New Frontiers
16 To Be in Love (by Gwendolyn Brooks) Miller et al.: 688
El Mago(by Ronald Arias)
Project Making
17-18 FINAL EXAMINATION
Submission of all requirements

Prepared by:

RICHARD M. BAEZ, MAT

Instructor III

Reviewed by:

RACHELLE M. QUINCO
Department Chair, CTE

Approved by:

AMADO C. GEQUINTO, Ph.D.

Dean of Colleges

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