Republic of the Philippines

BOHOL ISLAND STATE UNIVERSITY

Bilar, Bohol

VISION: A premier Science and Technology university for the formation of a world class and virtuous
human resource for sustainable development in Bohol and the country.

MISSION: BISU is committed to provide quality higher education in the arts and sciences, as well as in the
professional and technological fields; undertake research and development, and extension
services for sustainable development of Bohol and the country.

GOALS: 1. Pursue faculty and education excellence and strengthen the current viable curricular programs
and develop curricular programs that are responsive to the demands of the times both in the
industry and the environment.
2. Promote quality research outputs that respond to the needs of the local and national
communities.
3. Develop communities through responsive extension programs.
4. Adopt efficient and profitable income generating projects/enterprise for self-sustainability.
5. Provide adequate, state-of-the-art and accessible infrastructure support facilities for quality
equation.
6. Promote efficient and effective good governance supportive of high quality education.

CORE VALUES:
1. Search for Excellence (BISU’s commitment to quality education shall be driven and characterized by
excellence in every output and activity it produces/conducts through interweaving the technical,
fundamental and practical knowledge.)
2. Responsiveness to Challenges (As a newfound institution of higher learning, BISU is faced will all
the challenges demanded particularly the continuing depletion of the national government’s financial
support along with BISU’s desire for upgrading its facilities and human resources. Being intellectually
diverse and entrepreneurial, creative and innovative, BISU shall beat the odds by capitalizing on
creative collaborations with its individual campuses, the community, local government units and other
sectors available.)
3. Student Access (Being a state-owned university, BISU is committed to providing public service, by
becoming a university that is open and accessible to all students who merit entrance. This value is the
most important consideration by BISU in its drive to continuously develop, improve and upgrade its
facilities and seek for more funds.)
4. Public Engagement (Expresses BISU’s commitment to search for knowledge-based solutions to
societal and economic problems particularly of Bohol and of the region. Public engagement is the
interpretation of BISU’s commitment to research and extension by being proactive in introducing
changes that will deeply impact on the improvement of the life of the people.)
5. Good Governance (Alongside the current regime’s objectives of good governance in the delivery of
basic services, BISU shall strive to institutionalize a streamlined, efficient and effective structure and
systems that is supportive of the university’s goals and objectives, sans bureaucratic practices.)

BEEd PROGRAM OBJECTIVES:

1. promote higher literacy, critical thinking, upgraded competencies and skills on basic education
through innovative trainings;
2. develop students’ research capabilities through relevant researches;
3. establish a research-based extension program to promote economic, social and cultural
development;
4. provide the necessary facilities and effective services;
5. produce academically, emotionally, socially, morally equipped and humane educators in a
progressive and student-friendly learning environment.

Course Syllabus, Learning Plan & Log in Teaching Multi-Grade Classes, 2 nd Sem., 20__-20__ Page 1 of 9
 Course Component
Course Code TEng 2

Course Name Teaching English in Elementary Grades Through

Literature
Course Description This course will focus on Children’s Literature in English
to include riddles, poetry, stores, drama, and other
written works as an avenue to teach English language.
Teaching methodologies in the use of literature shall be
emphasized.
Pre-requisite GE2; GEE 4; Educ 7; TTLEG

Course Credits 3 units

Contact Hours/week 3

Course & Year BEEd- 3

Academic Year 2020-2021

Class Schedule

COURSE OUTLINE

CONTENT/TOPICS Timeframe Remarks

I. Becoming an Effective Literacy Teacher Prelim Melodina

Assessing Literacy Learning: Reading and Writing Assessment
Value of Literature
Selecting and Using Literature
Emerging into Literacy

II. Culturally Diverse Literature Midterm Mam Tatad

Picture Books (with Project)
Reading and Writing Children’s Poetry, Verse, Riddles and Folklore
Reading and Writing Children’s Stories and Drama
Fantasy and Science Fiction
Contemporary Realistic Fiction
Historical Fiction
Biography
Nonfiction

III. Developing Responsive Readers Semi- Final

What is guided reading? Mam Minchie
Building on a student’s early learning
Writing and Reading are complementary processes
Guided reading with a balanced literacy program
Designing and Organizing the Learning Environment
Managing a guided reading classroom

IV. The role of literature in English Language teaching and learning Final
Linking Assessment and Instruction Mam Judith
Teaching for Strategies (with Project)
Learning about letters and words
Stages of reading and writing development
Organizing and managing language arts program
Love for work, Honesty, Trust and Confidence, Courage, Leadership,
Integration of Values:
Adaptability, Understanding, Respect, Freedom, Cooperative Learning
Course Requirements: Midterms: Exam, Quizzes, Teaching Demonstration, Lesson Plan
Course Syllabus, Learning Plan & Log in Teaching Multi-Grade Classes, 2 nd Sem., 20__-20__ Page 2 of 9
 Finals:Exam Quizzes, Teaching Demonstration, Lesson Plan,
, Reaction Paper, Portfolio
Grading System: 1. 60% passing mark/transmutation of raw scores or
cumulative/sum of related scores
2. Major WRITTEN Examinations 20 %
Major Outcome-Based Projects (product or
process and/or performance) 40 %
Class Standing – quizzes, class participation/
assignments/other outputs/performances) 40 %
100 %

SUGGESTED READING, REFERENCES AND LEARNING RESOURCES:

Main Textbooks:
Tompkins, G.E. (2009). Language Arts: Patterns of Practce, 7th ed. Upper Saddle Rver, NJ: Pearson.
Sebastian, E. L., and Cayao, E.A. (2006). English Proficiency 2. Quezon City: C & E Publishing Inc.
Galda, L., & Cullinan, B.E. (2006). Literature and the child. (6th ed.). Belmont, CA: Thomson Higher
Education
Nagin, C. (2006). Because writing matters. San Francisco, CA: Jossey-Bass
Au, K. (2006). Multicultural Issues and Literacy Achievement. Mahwah, New Jersey:
Lawrence Erlbaum Associates

Other References:
Beers, K. (2003). When kids can’t read: What teachers can do. Portsmouth, NH: Heinemann.
Behrman, C. H. (2000). Writing skills problem solver. West Nyack, NY: The Center for Applied Research in
Education.
Neuman, S., Copple, C., & Bredekamp, S. (2000). Learning to read and write: Developmentally appropriate
practices for young children. Washington, DC: NAEYC Fountas, I.C., & Pinnell, G.S. (1996). Guided reading: Good
first teaching for all children. Portsmouth, NH: Heinemann
Allen, J. (2004). Tools for teaching content literacy. Portland, ME: Stenhouse.
Robb, L. (2003). Teaching reading in social studies, science, and math. New York: Scholastic.
Billmeyer, R., & Barton, M. L. (1998). Teaching reading in the content areas: If not me, then who?
Alexandria, VA: ASCD.
Guthrie, J. T., Van Meter, P., McCann, A. D., Wigfield, A., Bennett, L., Poundstone, C. C., Rice, M. E.,
Faibisch, F. M., Hunt, B., & Mitchell, A. M. (1996). Growth of literacy engagement: Changes in motivations and
strategies during concept-oriented reading instruction. Reading Research Quarterly, 31(3), 302-332.
Vacca, R. T., & Vacca, J. L. (2004). Literacy and learning across the curriculum (8th ed.). Boston:
Pearson/Allyn & Bacon.
Popp, M.S. (2005). Teaching language and literature in elementary classrooms: A resource book for
professional development (2nd ed.). Mahwah NJ: Lawrence Erlbaum Associates
Piaget, J. (1970). The science of education and the psychology of the child. New York: Orion Press.
Seefeldt, C. (1998). Early childhood education (4th ed.). Upper Saddle River, NJ: Prentice Hall, Inc.
Temple, C., Miriam M., & Junko Y. (2006). Children’s books in children’s hands: An introduction to their
literature (3rd ed.). Boston: Allyn & Bacon
Tomlinson, C. M., & Lynch-Brown, C. (2005). Essentials of children’s literature. Boston: Allyn & Bacon.

Tompkins, G.E. (2002). Language arts: Content and teaching strategies, (5th ed.). Upper Saddle River, NJ:
Merrill/Prentice Hall.
Tompkins, G. E. (2006). Literacy for the 21st century: A balanced approach. (4th ed.). Upper Saddle River,
NJ: Prentice Hall
Yopp, R.H. & Yopp, H.K. (2001). Literature-based reading activities. Boston: Allyn and Bacon
Opitz, M.F. & Rasinski, T.V. (1998). Good-bye round robin: 25 effective oral reading strategies. Portsmouth,
N.H.:Heinemann
Norton, P., & Sprague, D. (2001) Technology for teachers. Boston: Allyn & Bacon

Course Syllabus, Learning Plan & Log in Teaching Multi-Grade Classes, 2 nd Sem., 20__-20__ Page 3 of 9
 LEARNING PLAN and LOG

Subject Code : TEng 2 Course Credits (Units) : Total: 3 Lecture: 3 Lab.:

Teaching English in Elementary Grades
Course Name : Through Literature Contact Hours/week : Total: 3 Lecture: 3 Lab.:

Prerequisite : GE2; GEE 4; Educ 7; TTLEG Course & Year : BEEd 3

Component : Academic Year : First Semester A.Y. 20 - 20___
Class Schedule :

LEARNING PLAN LEARNING LOG

Desired Learning Outcomes Time Frame Teaching and Learning Assessment Task Resource Remarks Monitored
Course Content/Subject matter (Term/Week/ (accomplished/ by
(DLO) hrs)
Activities (TLAs) (ATs) Materials not accomplished)

1.Discuss the history and value of I. Value of Literature Prelim Lecture and video clip Pen and Paper Textbook, laptop,
literature for children; Becoming an Effective Literacy presentation; problem-based test projector, speaker
2. discuss the history of literature Teacher learning
written for children; Assessing Literacy Learning:
4. Analyze the ways of becoming Reading and Writing Assessment
an effective literacy teacher; Value of Literature
5. discuss the impact of Selecting and Using Literature
technology and commercialism Emerging into Literacy
on literature for children;
6. conduct assess on literacy
learning;
7.. enumerate reading and writing
assessment;
8. select and use literature;
9. define emerging literacy;

1.Differentiate culturally diverse II. Culturally Diverse Literature Midterm Group research; inquiry- Written test; oral Textbook, laptop,
literature Picture Books based approach; examination; projector
nd
Course Syllabus, Learning Plan & Log in Teaching Multi-Grade Classes, 2 Sem., 20__-20__ Page 4 of 9
 2.apply criteria to judge children’s Reading and Writing Children’s demonstration demonstration
books, comics, television, and Poetry, Verse, Riddles and
films by genre; Folklore
3. define picture books; Reading and Writing Children’s
5. discuss the constraints and Stories and Drama
possibilities of picture books; Fantasy and Science Fiction
6. explain what s meant by Contemporary Realistic Fiction
“Poetry eludes precise definition.” Historical Fiction
7. read children’s poetry, verse, Biography
riddles, folklore, stories and Nonfiction
drama;
8. describe what actions a
teacher can take to foster a
child’s love of poetry, folklore and
other stories;
9. explain the value of poetry,
folklore, poetry and other stories
and readings in the development
of a child’s literacy skills and how
can it be used at different
developmental stages;
10.discuss the criteria for
evaluating fantasy, science
fiction, realistic fiction, and
historical fiction to include: (a)
setting, (b) plot, (c) characters,
(d) style, (e) theme;
11. discuss the value of teaching
historical fiction in children’s lives;
12. define biography and discuss
its use n children’s lives;
13. explain why researchers
would say children prefer
nonfiction to fiction;
Semi- Final Lecture; analysis of sentence Written test; oral Textbook, laptop,

Course Syllabus, Learning Plan & Log in Teaching Multi-Grade Classes, 2 nd Sem., 20__-20__ Page 5 of 9
 1.identfy 10 ways to explore III. Developing Responsive structures; composition examination; projector
literature in a classroom; Readers writing; demonstration demonstration
2. develop an understanding of What is guided reading?
the essential components of Building on a student’s early
guided reading; learning
3. design and implement a Writing and Reading are
guided reading and writing group complementary processes
management plan Guided reading with a balanced
; literacy program
4. develop an understanding of Designing and Organizing the
how meanings are formed; Learning Environment
5. connect writing and reading as Managing a guided reading and
a reciprocal process; writing classroom
6. use literature for a basis of
writing;
7. develop an underlying theory
for literacy learning;
8. observe and discuss the
elements of an organized literacy
learning environment; Final Problem- based Learning Written test; oral Textbook, laptop,
IV. The role of literature in English approach; group research; examination; projector, speaker
Language teaching and learning demonstration; role- play demonstration;
1.dicuss the role of literature in Linking Assessment and presentation role- play
English language teaching and Instruction presentation;
learning; Teaching for Strategies portfolio
2. explain the assessment Learning about letters and words
techniques that can be used in Stages of reading and writing
the literature classroom; development
2. discuss how student records Organizing and managing
can be used to assess student language arts program
progress;
3. discuss and apply the use of
assessment as a means to
determine what students know
and are able to do in meeting

Course Syllabus, Learning Plan & Log in Teaching Multi-Grade Classes, 2 nd Sem., 20__-20__ Page 6 of 9
 local, national, and international
standards;
4. describe assessment-related
issues and the purpose,
characteristics, and limitations of
various types of assessment;
5. review about how learners
develop: (a) concepts about print,
(b) alphabet recognition, (c)
phonemic awareness, (d) sound-
letter correspondences, (e) sight-
word vocabularies;
6. explain the stages of reading
and writing development;
7. implement strategies that
support the interrelated
development of word recognition,
reading fluency, and
comprehension;
8. describe a reading-
comprehension monitoring
strategy and how it can fit into
instructional designs;
9. compare and contrast different
teaching strategies to
accommodate learners
differences ;
10. discuss how technology
nfluences communaton;
11. create and describe
techniques that can stmulate
nterest and promote growth in
language arts;
12. provide opportunities for
written creative and personal

Course Syllabus, Learning Plan & Log in Teaching Multi-Grade Classes, 2 nd Sem., 20__-20__ Page 7 of 9
 response to literature;

Suggested Reading, Tompkins, G.E. (2009). Language Arts: Patterns of Practce, 7th ed. Upper Saddle Rver, NJ: Pearson.
References and Learning Sebastian, E. L., and Cayao, E.A. (2006). English Proficiency 2. Quezon City: C & E Publishing Inc.
Resources Galda, L., & Cullinan, B.E. (2006). Literature and the child. (6th ed.). Belmont, CA: Thomson Higher Education
Nagin, C. (2006). Because writing matters. San Francisco, CA: Jossey-Bass
Au, K. (2006). Multicultural Issues and Literacy Achievement. Mahwah, New Jersey: Lawrence Erlbaum Associates
Other References Beers, K. (2003). When kids can’t read: What teachers can do. Portsmouth, NH: Heinemann.
Behrman, C. H. (2000). Writing skills problem solver. West Nyack, NY: The Center for Applied Research in Education.
Neuman, S., Copple, C., & Bredekamp, S. (2000). Learning to read and write: Developmentally appropriate practices for young children. Washington, DC:
NAEYC Fountas, I.C., & Pinnell, G.S. (1996). Guided reading: Good first teaching for all children. Portsmouth, NH: Heinemann
Allen, J. (2004). Tools for teaching content literacy. Portland, ME: Stenhouse.
Robb, L. (2003). Teaching reading in social studies, science, and math. New York: Scholastic.
Billmeyer, R., & Barton, M. L. (1998). Teaching reading in the content areas: If not me, then who? Alexandria, VA: ASCD.
Guthrie, J. T., Van Meter, P., McCann, A. D., Wigfield, A., Bennett, L., Poundstone, C. C., Rice, M. E., Faibisch, F. M., Hunt, B., & Mitchell, A. M. (1996).
Growth of literacy engagement: Changes in motivations and strategies during concept-oriented reading instruction. Reading Research Quarterly, 31(3), 302-332.
Vacca, R. T., & Vacca, J. L. (2004). Literacy and learning across the curriculum (8th ed.). Boston: Pearson/Allyn & Bacon.
Popp, M.S. (2005). Teaching language and literature in elementary classrooms: A resource book for professional development (2nd ed.). Mahwah NJ:
Lawrence Erlbaum Associates
Piaget, J. (1970). The science of education and the psychology of the child. New York: Orion Press.
Seefeldt, C. (1998). Early childhood education (4th ed.). Upper Saddle River, NJ: Prentice Hall, Inc.
Temple, C., Miriam M., & Junko Y. (2006). Children’s books in children’s hands: An introduction to their literature (3rd ed.). Boston: Allyn & Bacon
Course Syllabus, Learning Plan & Log in Teaching Multi-Grade Classes, 2 nd Sem., 20__-20__ Page 8 of 9
 Tomlinson, C. M., & Lynch-Brown, C. (2005). Essentials of children’s literature. Boston: Allyn & Bacon.
Tompkins, G.E. (2002). Language arts: Content and teaching strategies, (5th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
Tompkins, G. E. (2006). Literacy for the 21st century: A balanced approach. (4th ed.). Upper Saddle River, NJ: Prentice Hall
Yopp, R.H. & Yopp, H.K. (2001). Literature-based reading activities. Boston: Allyn and Bacon
Opitz, M.F. & Rasinski, T.V. (1998). Good-bye round robin: 25 effective oral reading strategies. Portsmouth, N.H.:Heinemann
Norton, P., & Sprague, D. (2001) Technology for teachers. Boston: Allyn & Bacon
Teaching Demonstration, Midterm and Final Examination, Lesson Plan/ Syllabus Design,
Course requirements Instructional Materials Design, Portfolio, Reflection Paper
Grading system 1. 60% passing mark/transmutation of raw scores or cumulative related scores
2. Major WRITTEN Examinations 20 %
Major Outcome-Based Projects (product or performance) 40 %
Class Standing – quizzes, class participation/ assignments/other outputs/performances) 40 % / 100%
Classroom Policies Show cooperation in every classroom activity.
Submit course requirements on time.
Reach at least 60% of the activities to pass the subject.

Designed/Adapted by :

DOBIELYN T. OMBAJIN
Instructor

Course Syllabus, Learning Plan & Log in Teaching Multi-Grade Classes, 2 nd Sem., 20__-20__ Page 9 of 9