RIZAL MEMORIAL COLLEGES

F. Torres Street, Davao City

COLLEGE DEPARTMENT
COLLEGE OF ARTS AND SCIENCES
REVISED COURSE SYLLABUS
AS OF A.Y. 2020-2021

Course Code: Eng. 9 Prepared by: MS. GICEL C. BITAO

Course Title: Teaching of Literature 4th Year BSED Student
Pre-requisite: Eng4C & Eng5A Checked by: MR. VIRGEL S. TORREMOCHA
Credit Units: 3units Instructor
Lecture Hours: 54 hours Approved by: LOURDES C. CABINTOY, MBA, EDD
Laboratory Hours: N/A Vice President for Academic Affairs

I. RMC VISION, MISSION AND GOAL STATEMENTS

Vision
A premier educational institution that produces “cream of the crop” graduates who are the source of inspiration, motivation, and strength of mature Rizalian
stewards.

Mission
To be an educational institution committed to pursuit of knowledge and truth; to produce people who are God-fearing, professionally competent, service-
oriented and peace-loving, whose lives are anchored on the tenets of our national hero, Dr. Jose P. Rizal “Pro Deo Et Patria”- For God and Country.
 Goal
To maintain and continue to produce graduates who are globally competitive and employable in their respective fields of endeavor.

II. RMC GRADUATE ATTRIBUTES

Mission of RMC
Graduate Attributes God-fearing Professionally Service-Oriented Peace Loving
Competent
1. Competent Professional
Graduates should be able to explain and interpret theories and  
principles in their fields of learning and apply them to real-life
situations through logical and scientific inquiry.
2. Responsible Citizens
Graduates should be able to uphold and embody love of God, country,  
and service to humanity and responsible stewards of the environment.
3. Effective Communicator and Problem Seeker
Graduates should be able to demonstrate communication skills and 
empirical solutions to real life problems.
4. Lifelong Learner
Graduates should be able to apply their learning and skills in all 
aspects of life and continuously maintain a sustainable quality of life.
5. Team Builder
Graduates should be able to work harmoniously with stakeholders and  
promotes peaceful existence.
6. Creative Performer
Graduates should be able to manifest aesthetic skill in preserving the 
 Philippines and world cultural heritage.

III. DEGREE PROGRAM OUTCOMES

Graduate Attributes
Competent Responsible Effective Lifelong Team Creative
Professional Citizen Communicator & Learner Builder Performer
Problem Solver
1. Articulate and discuss the latest     
developments in the specific field of practice.
2. Effectively communicate orally and in  
writing using both English and Filipino.
3. Work effectively and independently in    
multidisciplinary and multi-cultural teams.
4. Act in recognition of professional, social, and   
ethical heritage.
5. Preserve and promote Filipino historical and  
cultural heritage.
6. Apply social science concepts and theories to    
the analysis of social issues.
7. Design and execute social research using    
appropriate approaches and methods.
8. Practice professional and ethical standards in     
the fields of social sciences and
communication.
IV. CURRICULUM MAP
Courses Relationship of the Course to Program Outcome
A. Language and Humanities a b C d E F g h i J k L m n o p Q
a. English
English Proficiency Program- EPP I D P P I I I P P D I I I I P P P
English 4C- Structure of English P D I I I I P D P P P P P D D P P
English 5A- Creative Writing I P P I I I P P P I I P I I I I P
English 9- Teaching of Literature P P P D I P P P P P P I I P P P P
a. Filipino
Filipino 1- Sining ng Pakipagtalastasan
Filipino 2- Pagbasa at Pagsulat sa Iba’t-ibang Disiplina
b. Humanities
Hum 1- Introduction to Humanities I I I I I
Hum 2- The Literatures of the Philippines I P P I P P P I I P I P I P I I P
Hum 3- Philosophy and Ethics
Hum 4- The Literatures of the World D P P I P P P I I P I P I P I I P

Legend:
I-Introduced : The student gets introduced to the concepts/principles.
P-Practiced : The student practices the competencies with supervision.
D-Demonstrated : The student practices the competencies access different settings with minimal supervision.
V. COURSE DESCRIPTION
This 3-unit course aims to help aspiring English teachers become familiarized with the techniques and strategies in teaching of literature. The students of this
course will be brought to a rewarding and worthwhile experience of teaching literature, and eventually formulate their unique ways of teaching literary texts to
equip their students with literary competence, develop critical thinking skills and a sense of literary appreciation.

VI. COURSE OBJECTIVES

At the end of the course, students will be able to:

1. Identify the elements of literary genres, teaching approaches, strategies and techniques in literature;
2. Compare and contrast the extended meanings of the chosen selections as basis for designing interactive lessons;
3. Stimulate the minds and hearts of the learners with the experiential and valid themes of literary selections;
4. Apply in various teaching situations across the curriculum the adaptable principles of teaching applied in literature;
5. Demonstrate teaching observing personal and group classroom management, competencies and performances;
6. Construct valid and reliable lesson designs and instructional directions in the teaching of literature and of the English language.

VII. COURSE OUTLINE AND TIMEFRAME

Timetable Course Content/Subject Matter

Prelim (Week 1-4)

Week 1 Orientation: RMC Vision, Mission, Goal and Core Values
Week 2 Introduction to Literature: Literary Genres
 Week 3 The Elements of Poetry, Drama and Short Story
Week 4 Literary Criticism: Underpinning Theories as an Approach in Teaching Literature
Week 5 Prelim Exam
Midterm (Week 6-10)
Week 6 Introduction to the Teaching of Literature: Nature, Goals and Practice of teaching Literature
Week 7 The Reading and Teaching of Fiction: History and Developments
Week 8 Nature, Characteristics and Techniques in Teaching Fiction
Week 9 Drama as Literature: Techniques, Strategies, and Approaches
Week 10 The Teaching of Poetry: Techniques, Strategies and Approaches
Week 11 Midterm Exam
Semi-Final (Week 12-13)
Week 12 The Reading and Teaching of Essay: Teaching Techniques, Strategies and Approaches
Week 13 Integrating Literature with the Teaching of other Skills
Week 14 Testing Literature
Week 15 Pre-Final Exam
Final (Week 16-17)
Week 16 Workshop 1: Lesson Planning in Teaching Literature
Week 17 Workshop 2: Demonstration Teaching
Week 18 Final Exam
VIII. DESIRED LEARNING OUTCOMES

DLO Course Content/ Subject Textbooks/References Teaching-Learning Assessment Tasks Resource Timeta
Matter Activities (TLAs) (ATs) Materials ble
At the end of the Prelim Period, the
student must have:
1. Articulated the mission, vision, Orientation: RMC Vision, course outline Lecture Free writing White Board 12
goal and core values. Mission, Goal and Core student handbook Facilitated marker hours
Values Discussion and White Board
2. Analyze the components of Introduction to Literature textbook handouts Interaction Graded Hand outs
literature  Understanding power point presentation Lecture and assignment & Laptop
Literature Discussion quiz Video
 Literary Genres story handouts Facilitated Projector
3. Classify the literary elements The Elements of Poetry, PPT Interaction Quiz Speaker
according to its type Drama and Short Story card board and coloring Lecture
materials Facilitated
speakers Discussion and
4. Differentiate the literary Literary Figures of Speech handouts Interaction Group activity
devices used by the authors as and Symbols PPT presentation -poem writing
an implicit approach in poetry. Lecture and
Point out the difference of Discussion
being poetic and prosaic Facilitated
Interaction
5. Use literary theories as a Literary Criticism: handouts Critique Paper
guiding principle in Underpinning Theories as powerpoint presentation Lecture and Short Story
 formulating lesson plan for an Approach in Teaching Discussion
literature discussions Literature Facilitated
 Literary Lenses Interaction

At the end of the Midterm Period, the

student must have: Introduction to the Lecture
1. Identify the reason and Teaching of Literature: Facilitated Guide Questions Worksheet 12
importance of teaching Nature, Goals and Practice Discussion and (Rubrics) Projector hours
literature to the students. of Teaching Literature Interaction Speakers
Instructional Video Laptop
Viewing
2. Know the literary The Reading and Guide Questions
movements and developments Teaching of Fiction: Facilitated (Rubrics)
of fiction as a literary genre. History and Developments Interaction
Lecture
3. Discover various approaches Nature, Characteristics Instructional Video Guide Questions
in teaching fiction. and Techniques in Viewing (Rubrics)
teaching Fiction Lecture and
Discussion
4. Discover various approaches The Teaching of Drama: Facilitated Guide Questions
in teaching drama. Techniques, Strategies Interaction (Rubrics)
and Approaches Instructional Video
Viewing
5. Discover various approaches The Teaching of Poetry: Guide Questions
in teaching poetry. Techniques, Strategies Lecture and (Rubrics)
and Approaches Discussion
 Instructional Video
Viewing

At the end of the Semi-Final Period,

the student must have:
1. Discover various approaches in The Reading and Guide Questions Worksheet 12
teaching Essay. Teaching of Essay: Facilitated (Rubrics) Projector hours
Teaching Techniques, Interaction Speakers
Strategies and Approaches Lecture Laptop
Instructional Video Guide Questions
2. Employ various strategies and Integrating Literature with Viewing (Rubrics)
techniques to make the the Teaching og other Lecture and
teaching of literature Skills Discussion
interesting, meaningful,
understandable and enjoyable Testing Literature Facilitated Guide Questions
3. Choose various and -Purpose: Knowledge or Interaction (Rubrics)
appropriate type of assessment Skills test Instructional Video
be used in measuring the -Approaches Viewing
students' literary competence. -Content
-Texts/Stimuli Lecture and
-Tasks Discussion
-Item types Instructional Video
-Marking and Scoring Viewing
At the end of the Final Period, the The Paragraph: Topic
student must have:
12
1. Create a Lesson Plan in Lesson Planning in Facilitated Semi-detailed hours
Literature Literature Discussion and Lesson Plan
Interaction (Rubrics and
Consultation)
2. Execute the lesson plan in the Final Demonstration Demo Teaching
actual classroom environment Teaching in Literature Execution of
Lesson Plan
(Rubrics)

VIII. Required Reading:

 Lacia, F.C. (2003). The Literatures of the World. Manila: Rex Bookstore.
 Saym, A. (2006). World Literature: Electronics References Complied Lessons in Teaching. Quezon City: Trinitas Publishing House.

Suggested Readings, References and Resources

 Applemand, Deborah. (2000). Critical Encounters: Teaching Literary Theory to Adolescents. New York: Teachers College Press.
 Blau, Sheridan D. (2003). The Literature Workshop Teaching Texts and their Readers. Portsmouth, NH: Heinemann.
 Showalter, Elaine. (2003). Teaching Literature, UK: Blackwell Publishing Ltd.
IX. Course Requirements:
 Course Individual Portfolio; Reflection Essay
All tasks and major exams and evidences of performance assessments are to be compiled by the students as part of their portfolio and must be submitted
to the instructor before the end of the semester as part of the assessment
X. Grading System

Task 60%
quizzes/seatwork 15%
recitation/participation 15%
attendance 10%
output 20%
(assignments, journals, projects, oral and written reports)

Major Examinations 40%

(Prelim, Midterm, Finals)
100%
XI. Classroom Policies
 Attendance/Absence Policy
 Students are expected to attend classes regularly.
 A readmission slip signed by your respective deans is required for readmission to the class with the attached excuse slip/letter duly signed by your
parent/guardian.
 Absence due to illness or medical reason, a medical certificate is required for readmission to the class.
 Students incurring 20% or more than the total number of class hours for the semester shall be automatically dropped from the course.
 Students are expected to monitor their absences.
 Academic Honesty
 Academic honesty, as expected of every student, is important to the process of education and to upholding high ethical standards. Acts of cheating,
plagiarism, inappropriate use of technology, or any other kind of unethical behavior, may subject the student to necessary academic disciplinary
measures and penalties including dismissal.
 All work required for submission for purposes of evaluation in a course, including journals, tests, term papers, must represent only the work of the
student unless certain indications like pertaining to group or dyadic activity is otherwise stipulated.
  Materials cited and or taken from the work of others, and used as reference and literary supplement must be acknowledged. Particular materials
submitted to fulfill requirements in one course may not be submitted in another course without prior approval of the instructor(s). It is a thrust that
students be encouraged to practice ingenuity in producing outputs.
 Classroom Behavior
 Students are expected to wear their IDs all the time.
 No student will be allowed to enter the classroom without an ID.
 Students are expected to behave properly in and outside the classroom.
 Students are also expected to respect their professors and persons of authority.
 Eating, bringing food into the classroom, and creating unnecessary noise are strictly prohibited.
 Cell phones, beepers and pagers should be switched off or put to silent mode inside the classroom.
 Students are prohibited from the unauthorized use of the chalkboard.
Prepared by:

MS. GICEL C. BITAO

4th year BSED-Eng. Student

Checked by:

MR. VIRGEL S. TORREMOCHA

Instructor/Professor

Approved by:

LOURDES C. CABINTOY, MBA, EDD

Vice President for Academic Affairs