Republic of the Philippines

BATANGAS STATE UNIVERSITY

JPLPC Campus, Malvar, Batangas

COLLEGE OF TEACHER EDUCATION

SECONDARY EDUCATION PROGRAM

COURSE SPECIFICATION

First 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

COURSE TITLE: THE TEACHING OF LITERATURE

COURSE CODE: LIT 407 INSTRUCTOR: Richard M. Baez, MAT
PREREQUISITE: LIT 306 CONTACT NUMBER: (043)778-2170
CREDIT UNIT: 3 EMAIL ADDRESS: chadbanez25@gmail.com
REVISION NUMBER: 03 SCHEDULE: Thursday 2:00 5:00
ISSUED DATE: August 3, 2016 ROOM: CTE 204

PROGRAM EDUCATIONAL OBJECTIVES

The graduates have the ability to:
1. Demonstrate in-depth understanding of the development of adolescent learners.
2. Exhibit comprehensive knowledge of various learning areas in the secondary curriculum.
3. Create and utilize teaching methodologies and materials appropriate to the secondary
level to enhance teaching and learning.
4. Design and implement assessment tools and procedures to measure learning outcomes
in the secondary level.
5. Communicate effectively in oral and in writing using both English and Filipino.
6. Act in recognition of professional, social and ethical responsibility.
7. Pursue lifelong learning for personal and professional growth.

1. PHILOSOPHY
This course explores the basic pedagogical theories, teaching strategies, philosophical
influences and movements in literature as they affect teaching. It aims to introduce aspiring
literature teachers to the analysis of how educational ideas both classic texts and recent
research illuminate the teaching of literature and at the same time, find connections to current
educational thinking.

2. AUDIENCE
The course is intended for fourth 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.
a. Identify and design lessons according to the stages of learners growth and
development.
 b. Utilize the potentials and uniqueness of individual learners in teaching.
c. Discuss and share insights on the subject areas learning goals, instructional
procedures and content in the elementary/secondary curriculum.
d. Use appropriate teaching-learning strategies to sustain interest in learning.
e. Select, develop or adapt updated technology in support of instruction.
f. Use traditional and non-traditional assessment techniques and use assessment data
to improve teaching and learning.
g. Behave in accordance with the Code of Ethics for Professional Teachers.
h. Plan and carry out personal and professional advancement.

4. INTENDED LEARNING OUTCOMES

By the end of the course, the students must be able to:
ILO 1. determine appropriate approaches in teaching different literary genres;
ILO 2. examine some of the main issues involved in teaching Literature;
ILO 3. demonstrate various methodologies and strategies in teaching Literature
ILO 4. plan curriculum and courses in Literature through a range of modern teaching-
learning and assessment methods; and
ILO 5. apply various evaluation strategies on students works and performances.

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 c d e
ILO 2 c d i
ILO 3 d e f
ILO 4 e f g
ILO 5 d e f

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

Intended Learning Outcomes

Topics and Objectives ILO ILO ILO ILO ILO
1 2 3 4 5
A. ORGANIZING FOR LITERATURE STUDY
a. Specify a rationale for teaching literature. + +
b. Identify ways to group literature for teaching. + +
c. Select methods of individualizing student for
+ +
learning.
B. TEACHING DRAMA
a. Create dramatic events through pantomime,
+ +
improvisation, role playing and writing.
b. Describe and design appropriate setting for a
+ +
play.
c. Identify themes in a scripted play. + +
d. Summarize and evaluate the plot of a play. + +
e. Reinterpret aspects of plays for varying
+ +
audience.
C. TEACHING THE SHORT STORY
a. Trace the evolving definition of short story. + +
b. Identify and evaluate themes in terms of the
+ +
texts and audiences experiences.
c. Specify the purpose of characters in a short
story and evaluate the authors characterization + +
techniques.
d. Relate plot to other structure of the story. + +
e. Identify and evaluate the authors use of tone,
+ +
mood, and point of view.
f. Evaluate stories by considering the authors
purpose and its relationship to the other + +
elements.
D. TEACHING THE NOVEL
 a. Classify novels as to realistic or romantic. + +
b. Relate values to specific character in novels. + +
c. Respond to dilemmas presented in novels. + +
d. State personal objectives for reading novels. + +
E. TEACHING POETRY
a. Explore techniques employed in teaching
+ +
specific poems.
b. Determine and evaluate poetic techniques in
non-poetry context, such as advertisement and + +
everyday language.
c. Determine the voice and tone embodied in
+ +
specific poems.
d. Recognize and explain symbols in poetry. + +
F. TEACHING NONFICTION PROSE
a. Characterize biography and autobiography. + +
b. Respond to a particular work in terms of
+ +
experiences, values and beliefs.
c. Analyze and evaluate language and language
strategies employed in political speeches and
+ +
literature, advertising, and other forms of non-
literary prose.
G. RHETORIC, STYLE, AND LITERATURE
a. Identify and categorize the rhetorical tools that
+ +
a writer employs in a literary selection.
b. Evaluate a literary selection in terms of
+ +
rhetorical strategies.
c. Employ a variety of rhetorical techniques that
+ +
well-known writers have used.
H. PLANNING TO TEACH LITERATURE
a. Conduct a needs analysis of the target learners
to identify their strengths and weaknesses in + + +
studying a literary genre.
b. Apply the considerations derived from the
needs analysis in devising instructional
+ + +
materials to be used in teaching any literary
genre.
c. Conduct demonstration teaching on the
+ + +
different literary genres.
d. Develop a unit plan that includes
+ + +
considerations in teaching literature.
e. Experiment with varying methods of teaching
+ + +
literature in actual classroom conditions.

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 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.
D. 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.
E. 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.
F. Hands-On. This encourages the students to design activities that they are actively
involved. Hands-on participation is as important as verbal participation in the
activity.
 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
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 behaviour 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. Textbook:
Rodrigues, J. & Badaczewski, D. (2006). A guidebook for teaching literature.
Boston: Allyn and Bacon.
Chambers, E. & Gregory, M. (2006). Teaching and learning English literature.
London: SAGE Publications.

B. References:
Barnet, S. (2012). A short guide to writing about literature. Boston Toronto, USA:
Little, Brown and Company.
Clandfield, L. (2016). Teaching materials: using literature in the EFL/ ESL
classroom. Retrieved August 8, 2016, from:
http://www.onestopenglish.com/methodology/methodology/teaching-
materials/teaching-materials-using-literature-in-the-efl/-esl-
classroom/146508.article
Griffith, K. (2012). Writing essay about literature: a guide and style sheet. United
States of America: Heinle & Heinle Thomson Learning.
Heffernan, W. A., Johnston, M. & Hodgins, F. (2012). Literature: art and artifact.
Orlando, Florida: Harcourt Brace Jovanovich, Inc.,
Perrine, L. & Arp, T. R. (2014). Sound and sense: an introduction to poetry. 9th ed.
Orlando, Florida: Harcourt Brace Jovanovich Publisher.
Perrine, L. (2012). Story and structure. 7th ed. Orlando, Florida: Harcourt Brace
Jovanovich Publisher.
Roberts, E. V. & Jacobs, H. E. (2012). Literature: an introduction to reading and
writing. 6th ed. New Jersey, USA: Pearson Prentice Hall.
Roberts, E. V. (2011) Writing themes about literature. Englewood Cliffs, New
Jersey: Prentice-Hall Incorporated.
Wood, J. (2008). How fiction works. New York, United States of America: Picador.

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 or presence
of other resources which he deems essential for the class.

Week Topics Required Readings

A. Organizing for Literature Study
Rodrigues and
1 1. Rationales for Teaching Literature
Badaczewski: pp. 1 - 12
2. Grouping Literature for Teaching
2 3. Individualizing Literature Instruction
B. Teaching Drama
Rodrigues and
3 1. Creative Dramatics
Badaczewski: pp. 21 - 33
2. Analyzing the Elements of Drama
3. Developing Understanding of Drama
4. Ways to Interpret Drama Rodrigues and
4
5. The Evaluation of Drama Badaczewski: pp. 34 - 46
PRELIMINARY EXAMINATION
 C. Teaching the Short Story
1. Involving Students with Theme Rodrigues and
5
2. Involving Students with Characterization Badaczewski: pp. 47 - 73
3. Involving Students with Plot
4. Involving Students with Tone, Mood, and
Point of View Rodrigues and
6
5. Involving Students with the Evaluation Badaczewski: pp. 74 - 90
Process
D. Teaching the Novel
Rodrigues and
7 1. Selection
Badaczewski: pp. 91 - 98
2. Approaches
3. Adolescent Literature
4. Multiethnic Novels
Rodrigues and
8 5. Science Fiction
Badaczewski: pp. 99 - 126
6. Classics
MIDTERM EXAMINATION
E. Teaching Poetry
Rodrigues and
9 1. Deciding How to Teach Poetry
Badaczewski: pp. 127 - 141
2. Involving Students with Poetry
Rodrigues and
10 3. Teaching Terminology of Poetry
Badaczewski: pp. 127 - 141
F. Teaching Nonfiction Prose Rodrigues and
11
1. Biography and Autobiography Badaczewski: pp. 161 - 170
2. Articles, Columns, Departments, and
Features: The Modern Essay Rodrigues and
12
3. Nonliterary Prose Badaczewski: pp. 161 - 170
SEMI-FINAL EXAMINATION
G. Rhetoric, Style, and Literature
Rodrigues and
13 1. Strategies of Rhetorical Modeling
Badaczewski: pp. 177 - 182
2. Rhetorical Analysis of Literature
H. Planning to Teach Literature Rodrigues and
14
1. Unit Planning Badaczewski: pp. 189 - 215
2. Censorship Rodrigues and
15
3. Learning Activities for Literature Teacher Badaczewski: pp. 189 - 215
Project Making
Teaching Demonstration
16-18
FINAL EXAMINATION
Submission of all requirements

Prepared by:

Mr. RICHARD M. BAEZ

Instructor III

Checked and Verified by: Recommending Approval:

Miss RACHELLE M. QUINCO Dr. RUBILYN M. LATIDO

Department Chair, CTE Associate Dean, CTE

Approved:

Dr. AMADO C. GEQUINTO

Dean of Colleges