BUKIDNON STATE UNIVERSITY Malaybalay City College of Arts and Sciences Language and Letters Division A Course Syllabus

in English 141: The Teaching of Literature I. Course Description This course is designed for Education students. This course examines the teaching of literature in the secondary level. Its perspective is both practical and theoretical, examining topics that include the kinds of readings and readers English teachers are trying to create and effective pedagogical practices for the teaching of literature. The course is designed around 3 core themes: the purposes for teaching literature; the content for teaching literature; and pedagogical approaches for teaching literature. We will explore these topics through a variety of texts and perspectives. As part of the culminating assignment for the course, students will be asked to prepare a lesson for a teaching demonstration at any secondary level. II. Credit Units 3 credit units III. Time duration 54 hours IV. Mission/Vision/Reflection Mission: BSU develops globally competitive professionals, committed to build a sustainable life for all through quality instruction, research, extension and production. Vision: To be the premier institution of higher learning.

Reflection: To achieve its mission and vision, BSU subscribes to the tenets of democracy, and respects ethnic, religious and political affiliations of people. The University aims to become a catalyst in building a humane society through fostering for truth, excellence, moral integrity and social justice. V. Goals The National, Regional, Institutional and Program goals of the University are anchored from the Five Key Result (Priority) Areas of President Aquino, CHED, NEDA- and the BSU Code

National Goals 1. Quality and Excellence- Provide quality instruction ,research, extension and production activities whose standards are comparable with those offered in the other leading institutions in the country (Ref: CHED, BSU Code, Aquino KRA I,II,III,V) 2. Relevance and Excellence- Generate, adapt, and disseminate knowledge, skills; and trainings, and to keep abreast with recent trends and issues in education, peace and gender advocacy though instruction, research, extension and production (Ref: CHED, Aquinos KRA I-V)) 3. Access and Equity- Provide access to continuing professional development through information communication technology (ICT), and scholarships to poor but deserving students (Ref: CHED & Aquinos KRA II,III) 4. Efficiency and Effectiveness- Strengthen complementation and productive partnership between and among private and public HEIs, as well with other concerned sectors (Ref: CHED & Aquinos KRA III,V) Regional Goals 1. Quality and Excellence- Adopt measurers in the selection, retention, programs of the students to provides quality education that will render them to become competitive (Ref: CHED, NEDA #2 & 3, Aquinos KRA II,III) 2. Relevance and Responsiveness- develop the competencies and skills and students that will enable them to generate, adopt and disseminate knowledge (Ref: CHED, NEDA #2 & 3, Aquinos KRA I,III) 3. Access and Equity- Provides access and equity to a participative development activities especially in the deprived, depressed and undeserved (DDU) areas (Ref: CHED, NEDA #6, Aquinos KRA II,III,IV,V) 4. Efficiency and Effectiveness- Provide cost effective services to the faculty, students and the community (Ref: CHED,NEDA #2 & 3,Aquinos KRA II,III,IV,V) Institutional Goals (Ref: BSU Vision 2010 NEDA-MTPD) 1. Quality and Excellence Enhance the quality of undergraduate education (Goal #1, Aquinos KRA I-V) Enhance the quality of graduate and professional education (Goal #2, Aquinos KRA I-V) Enhance the quality of the colleges programs of research; scholarships creative expression and artistic performance (Goal #3, Aquinos KRA I-V) Enhance the quality of the colleges programs of the public services continuing education and extension (Goal #4, Aquinos KRA I-V) Enrich the quality of life for the students, faculty and staff (Goal #5, Aquinos KRA I-V)

2. Relevance and Responsiveness Establish a comprehensive program of human resource development for faculty, staff and administration (Goal #6, Aquinos KRA I-V) 3. Access and Equity Enhance the equity and accessibility of library and other information sources, as well as computing and communication technologies (Goal #8, Aquinos KRA I-V) 4. Efficiency and Effectiveness Increase the effectiveness and the efficiency of administrative and support services operations (Goal #7, Aquinos KRA I-V) Develop the physical facilities necessary to the fulfillment of the colleges mission (Goal #9, Aquinos KRA I-V) Departmental Goals 1. Quality and Excellence Produce individuals who are proficient in language and literature. Develop the students creative and critical thinking skills in the study of language and literature 2. Relevance and Responsiveness Develop the students scholarly appreciation of indigenous, national and world literatures as well as the languages for local and global communication Strengthen the value of research as to how language and literature relates to the ever changing society. 3. Access and Equity Provide opportunities for students who aspire to acquire and learn mastery in language and literature subject to fair, reasonable, and equitable admission and academic requirements. 4. Efficiency and Effectiveness Develop capabilities among the students to accelerate the achievement of their respective goals through quality instruction, research, extension and production. Prepare students for a career dealing with the creative and critical use of language. VI. Course Objectives Our primary course objectives are to improve understanding of:

1. The characteristics of young adult literature and readers' responses to it; 2. Basic materials used in teaching literature to adolescents; 3. Approaches commonly used in teaching literature to adolescents; 4. How to design appropriate learning experiences using literature; 5. Current reading interests of adolescents and plan to accommodate their needs and interests; VII. Values Integration The values that the students can derive from this course are the following: 1. diligence in doing reading assignments and other works; 2. professionalism in demonstrating a topic; 3. creative, critical, and reflective thinking in the study of the teaching theories. VIII. Course Outline Through reading, writing, and discussion we will explore theories and techniques regarding young adult literature. A wide range of genres, including the short story, poetry, drama, novel, and the nonfiction, will be examined. Unit 1:Why Teach Literature Specific Objectives: 1. Point out the significance of teaching and learning literature 2. Explain the principles in teaching literature Suggested Content: 1. The Importance of Teaching Literature 2. Principles in Teaching Literature Time Frame: 2 Hour Unit 2:Theories and Approaches in the Teaching of Literature Specific Objectives: 1. Explain and discuss the theories and approaches in the teaching of literature 2. Evaluate the effectiveness of the different approaches in teaching literature Suggested Content: 1. Theories in teaching literature 2. Approaches in teaching literature

Time Frame: 3 Hours Unit 3:Secondary Education English and Literature Curriculum Specific Objectives: 1. Understand and evaluate the Philippine Secondary English Curriculum 2. Make a summary outline of the Secondary Education English and Literature Curriculum Suggested Content: 1. Secondary Education English and Literature Curriculum Time Frame: 2 Hours Unit 4: The Act of Teaching Specific Objectives: 1. Understand the ways in planning for instruction 2. Adapt an instructional plan in teaching a sample literary piece Suggested Content: 1. Preparing Lesson Plans 2. Evaluating Lesson Plans Time Frame: 3 Hours Unit 5: The Teaching of Fiction Specific Objectives: 1. demonstrate knowledge of a range of works of literary theory and criticism and an understanding of their effect on reading and interpretive approaches 2. learn to respond to film, video, graphic, photographic, audio, and multimedia texts 3. plan to teach one literary text under the fiction type Suggested Content: 1. Why Teach Fiction 2. Lesson Procedure in the Teaching of Fiction 3. Illustration and Exemplars Time Frame: 15 Hours Unit 6: The Teaching of Poetry Specific Objectives:

1. demonstrate knowledge of a range of works of literary theory and criticism and an understanding of their effect on reading and interpretive approaches 2. understand how teachers prepare the environment for poetry learning/teaching 3. identify strategies in teaching poetry 4. note the issues in assessing students understanding of poetry Suggested Content: 1. Creating Appropriate Environment for Poetry 2. Strategies for sharing poetry 3. Assessment issues with poetry Time Frame: 15 Hours Unit 7: The Teaching of Non-Fiction Specific Objectives: 1. demonstrate knowledge of a range of works of literary theory and criticism and an understanding of their effect on reading and interpretive approaches 2. read several critical essays from academic journals covering a variety of approaches and theories 3. learn the tools of reading nonfiction (i.e., text features) 4. use think-aloud strategies to prepare to read the selection Suggested Content: 1. Text Structure of Non-fiction 2. Importance of non-fiction 3. Best practices for including non-fiction in the classroom Time Frame: 15 Hours Unit 8:Re-Writing Texts Specific Objectives: 1. re-write texts of different genres 2. interpret different texts 3. interact with different texts Suggested Content: 1. Re-Writing Narratives 2. Re-Writing Prose IX. Teaching Strategies The course consists of a variety of learning experiences, including student presentations, research,

preparation of learning materials, discussion, and brief lectures when needed. The class is conducted as a workshop, and is participatory and collaborative. The teacher and students will discuss readings as well as work alone and in small and large groups on reading and writing skills. X. Course Requirements 1. Term Examinations 2. Lesson Plans (Adapted and Original) 3. Researches 4. Teaching Demonstrations 5. Portfolio XI. Evaluation Mid Term Average = Class Standing = 60% + Midterm Exam= 40% Final Term Average = Class Standing = 50% + Project= 10% + Final Term Exam = 40% FINAL GRADE = Midterm Average (1/3) + Final Term Average (2/3) XII. Course Materials 1. Secondary Education English Curriculum 2. Hand-outs on Teaching Theories in Literature 3. PowerPoint on sample literature lessons 4. Sample Rubrics XIII. Suggested Research and/or Extension Work The students may be grouped to work on an observation report based from secondary literature instruction.

XIV. Performance Contract The students should: 1. submit all requirements on time; 2. not be absent for more than 7 days for TTh and 11 days for MWF class schedule; 3. be present on the scheduled teaching demonstration. XV. References a. Books: Arends, R. Learning to Teach. 2001. Corpuz, B., Salandanan, G., Rigor, D. Principles of Teaching 2. 2006. McDougal, Little. The Language of Literature. 2005. McGraw-Hill. Introduction to Literature. 2nd Ed. . 1995. MacMillan/McGraw-Hill. Discovering Literature. 1991. Ramirez, B. Teaching Beyond Content. 2007. Salandanan, G. Methods of Teaching. 2009. Scott Foresman. Literature and Integrated Studies. 2005. b. Electronics:
www.classiclit.about.com/od/howtohelpstudentsread/tp/aatp_teachlit.htm

http://archive.org/details/essentialprinci02leongoog
www.teachingliterature.org/teachingliterature/chapter9/read.htm www.ncte.org/cee/2007summit/roleofliterature

Prepared by: Grenna Marie Joy P. Simene Instructor Approved by:

Dr. Hazel Jean M. Abejuela Chair, Language and Letters Division

Dr. Beatriz C. Garcia Dean, College of Arts and Sciences

Dr. Cornelia T. Partosa Vice-President for Academic Affairs Revisions: 2012