CHRIST THE KING COLLEGE DE MARANDING

COLLEGE OF EDUCATION

Course Syllabus in English

A.Y. 2019-2020

A.CKCM VMGO
CKCM Vision-Mission We are a Catholic Diocesan learning institution globally recognized for excellence in evangelization, education research, community
research and an agent of peace and environmental protection and produces highly competitive God-centered graduates.

Goals/Objectives Christ the King College de Maranding aims to:

a. Make Christian Living (CL)/Religious Studies (RS) as a core of the curriculum.
b. Teach, lead and form students to become agents of the new evangelization.
c. Strengthen one’s faith through active participation in Basic Ecclesial Community (BEC), interfaith dialogue, sacraments devotions, retreats,
recollections and other religious-related activities.
d. Educate students to readily respond to the needs of the times with creativity and commitment.
e. Inculcate social responsibility/stewardship to care for the environment.
f. Preserve Filipino culture and values as citizen of our country.
g. Integrate Christian values and practice in all instructions and activities with emphasis on the core values of Love, Excellence, Peace and
Service.
h. Adapt teaching pedagogies such as ICT-based instructions, Outcomes Based Education and other innovations.
i. Provide high academic standards through comprehensive, integrative course of studies immersed in Christian Spirituality.

B. INSTITUTIONAL OUTCOMES OF CKCM GRADUATES

Graduate Attributes Performance Indicator

a. God-centered individual imbued with a social training, good  Model of Christian faith and values in the community
spirit and will power to live the Faith and be a Christian witness
in the community;
b. Able to attain excellence in evangelization by proclaiming and  Evangelize the word of God through words and actions
living out the word of God;
c. A worthy and responsible citizen of the Philippine who is aware  Practice nationalism by using Filipino products
and proud of his/her collective national identity and able to  Takes pride in his national and ethnic identity by speaking his dialect and practice Filipino
 contribute meaningfully to the development of Filipino society
both at the local and national levels as an agent of peace;
d. Global citizen who recognizes and respects the dignity of all
humanity, respects and appreciates diversity, and cares about
the problems that affect the world and the common good
through research;
e. Good person, imbued with a balanced personality, with its mark
being a proper balance between the interior and exterior
self(things outside self), and an awareness of the dignity of self
and others in a highly competitive world;
f. Competent and Committed Graduate, one equipped with the
necessary knowledge, skills and values demanded of his
profession and committed to the application of these for service
to the community by uplifting their quality of life, by
evangelization and by providing literacy programs;
g. Responsible Citizen, one with an awareness of his relation with,
and responsibilities to the local and global society and
commitment to its improvement through the exercise of
professional competence and dedication;
h. Environmental Protector, one who is aware of his/her relation to
the environment, conscious in the care of Mother Earth by
creating awareness, preservation of natural resources and a
committed steward of God’s creations;
i. Instrument of God’s love, one who is compassionate to others
unconditionally;
j. Agent of Peace, one who is an instrument of peace-building,
educate, a conduit of peace either individually or collectively;
can embrace cultural diversity and who is at peace with himself
and others
k. Servant Leader, a witness to God and has a willingness to serve
others
customs and traditions.
 Concerned with problems outside the home, community and country
 Conduct research for the common good.
 Possess pleasing personality with desirable values.
 Presents himself/herself in a dignified manners both in and out of campus.
 Respects the dignity of others.
 Holistic individual who applies his knowledge, skills and values in improving his quality of life
and those of other stakeholders
 Help in the evangelization by participating in literacy programs and extension activities
 Relates well with local and global society by performing his responsibilities such as paying
taxes and voting wisely.
 Use his/her professional competence and dedication in performing his responsibilities as a
CKCM graduate.
 Concerned with protecting the environment and care of Mother Earth by practicing solid
waste management and care of natural resources.
 Allows himself/herself to be an instrument of God’s love by showing compassion to all and
showing unconditional love.
 A model of peace and conflict resolution
 Active involvement in promoting peace individually or collectively by joining groups on peace
education
 At peace with himself and views others as proponents of peace.
 Serves as a leader through service.
C. COURSE INFORMATION
Subject
Grade/Year Level
Subject Description
Learning Outcomes
References/Authors
Other Supplemental Materials
Course Requirements
Grading System:
Cumulative
Teacher
English
Grade 7
It is a subject that strikes a formidable balance between literature and language arts – considerably built on inquiry-based approach. It is a
resource that places at the helm the development of the Filipino students’ 21st-century literary and language skills, attitudes, and
understanding needed to make sense of life beyond the four walls of the classroom that may stand the test of time.
Cognitive/Knowledge
 Analyzes critically and purposively various texts.
 State the structural rules that govern the composition of clauses, phrases, and words in oral and written communication.
Psychomotor/Skills
 Interpret the contemporary and current issues in a form a role play.
 Construct their own poems and short stories.
Affective
 Fosters appreciation and understanding of the Filipino roots, customs, and traditions through the literary selections representative of
the Philippine literary periods.
LANGUAGE IN LITERATURE Philippine Literature By: Victoria L. Carbonell
Powerpoint, hand-outs
The students should attend classes and take well-organized notes;
The students should do a reporting activities
There will be a short quiz / reflective essay writing/ recitation / activity at the end of every discussion/ topic, which will serves as
evaluation
Quizzes = 30%; Assignment / Participation / Project = 30%; Attendance / Behaviour = 10%
Current = 2/3 Previous = 1/3
Name: Jomae Mark P. Galenzoga
Class Schedule:
Room Number:
Consultation Hours
D. COURSE OUTLINE
TERM Scope and Sequence TIME FRAME
Weeks No. of Hours
UNIT 1:
First half-First The Period of Ancient Literature
Grading Tracing Our Ancestral Roots
Encountering and Becoming Heroes
Second half-First
Revisiting Our Ancestors’ Mission
Grading
Imbibing the Nationalistic Spirit
UNIT 2
First half-Second The Period of Apprenticeship and Emergence
Grading Meeting Halfway
Blending Traditions and Innovations
Second half- Second
Emerging Achievers
Grading
Fighting for Freedom
UNIT 3
First half-Third The Period of Rapid Development
Grading Wallowing in Freedom
Immersing in a Changed Life

Second half-Third Getting Real

Grading Elevating Creative Expression

UNIT 4
First half-Fourth The Period of Contemporary Literature
Grading Valuing Treasured Memories
Seeing New Perspectives
Second half-Fourth Appreciating Customs and Traditions
Grading Exploring the Contemporary Scene 160
E. COURSE SYLLABUS

FIRST GRADING
Course Intended Learning
Outcomes (CILO)
Express oneself with
confidence.
Give their expectations of the
subject.
Differentiate legend from myth.
Learning Content Teaching and Learning Activities Assessment Tasks / Tools References / Resources
Introduction of oneself/
Orientation/VMGO/Grading Brainstorming
System
UNIT 1
The Period of Ancient
Literature
o Tracing Our Ancestral Lecture/Discussion Quiz
Roots

Define and discuss what epics are, o Encountering and Discussion Oral Recitation
(LANGUAGE IN
and their importance to humanity. Becoming Heroes LITERATURE)
Philippine Literature 7
Appreciate a play by participating and o Revisiting Our Group Activity Dramatize the playIbong Adarna
listening well. Ancestors’ Mission (Role Play) By:
Victorai L. Carbonell
Discuss the spirit of nationalism. o Imbibing the Nationalistic Essay Writing Write a descriptive Essay about
Spirit Apollinario Mabini Lourdes M. Ribo

Second Grading
UNIT 2
The Period of Apprenticeship
and Emergence
Learn how the two literatures –  Meeting Halfway Lecture/Discussion Oral Recitation.
English and American literature
flowed side by side.
”

Recognize and explain personification  Blending Traditions and Reflection Reflection about “Blending
Innovations Traditions and Innovations” (LANGUAGE IN
LITERATURE)
Point out the irony in a story  Emerging Achievers Lecture/Discussion Vocabulary building
Philippine Literature 7
By:
Identify the elements of an  Fighting for Freedom Lecture/Discussion Autobiography writing
Victorai L. Carbonell
Autobiography
Lourdes M. Ribo

Third Grading
UNIT 3
The Period of Rapid
Development
Identify Point of View o Wallowing in Freedom Lecture/Discussion Writing a Reaction Paper
(LANGUAGE IN
Discuss Philippine literature during o Immersing in a Changed Life Storytelling Conducting an Interview LITERATURE)
the post war period
Philippine Literature 7
Recognize a free verse o Getting Real Discussion Writing an Explanation
By:
Discuss Philippine literature during o Elevating Creative Discussion Taking Down Notes Victorai L. Carbonell
Martial Law era Expression
Fourth Grading
UNIT 4
The Period of Contemporary
Literature
Discuss Philippine literature of the o Valuing Treasured Memories Discussion Presenting Survey Result
Contemporary times (LANGUAGE IN
Identify stream of consciousness o Seeing New Perspectives Discussion Writing a Paragraph using LITERATURE)
device Comparison
Philippine Literature 7
Discuss customs and traditions o Appreciating Customs and Essay Writing Writing a Persuasive Essay
embedded in the literary selection Traditions By:
Victorai L. Carbonell
Lourdes M. Ribo
Rubrics (Role Play)
Criteria 1 2 3 4
Participation in Preparation and Presentation Rarely willing and focused during Sometimes willing and focused during Usually willing and focused Always willing and focused during
group work and presentation. group work and presentation. during group work and group work and presentation.
presentation.
Presentation of Character Limited communication of Adequate communication of Competent Convincing communication of
character’s feelings, situation character’s feelings, situation communication of character’s feelings, situation
character’s feelings,
situations

Achievement of Purpose Purpose is vaguely Purpose is Purpose is clearly Purpose is clearly

established and may not be established but may not be established and established and effectively
generally

Use of Non-Verbal Cues (voice, Limited variety of non-verbal cues are Satisfactory variety of non-verbal cues Good variety of non- Impressive variety of non-verbal
gestures, eye used in a developing way. used in an acceptable way. verbal cues are used in cues are used in an exemplary
contact, props, costumes) a competent way. way.

Imagination and Creativity Choices demonstrate little awareness Choices demonstrate awareness and Choices demonstrate Choices demonstrate insight and
and do little to enhance role play. developing acceptably enhance role play. thoughtfulness and powerfully enhance role play.
completely enhance role
play.

Rubrics (Oral Recitation)

Criteria Descriptive Rating Numerical Rating
Oral report is exceptionally clear, thorough, fully supported with Comprehensive 4
theories and principles of linear equation and inequalities, and easy
to follow.
Oral report is generally clear and reflective of student personalized In-depth 3
ideas, and some accounts are supported by mathematical principles
and theories.
Oral report is reflective of some of what is learned; lacks clarity and Developing 2
account have limited support.
Oral report is unclear and impossible to follow; is superficial and more Naïve 1
descriptive than analytical.
G. GRADING SYSTEM COMPONENTS
30% Quizzes
10% Attendance/Behavior
 30% Class participation/Project/Assignment
 30% Team/Exam

H. CLASSROOMS POLICIES

1.Student should come to each class prepared and on time 3. Students are expected to take all examinations on the date
scheduled.
2.Three(3) consecutive late is considered one (1) absent. Three (3) consecutive absences is 4. The student should read and/or perform the assigned tasks prior to
class considered drop.
5. The policies are explicitly elaborated in the Students Handbook.

Prepared by: Recommending Approval: Approved by:

Jomae Mark P. Galenzoga EVEROSE C. TOYLO LYDIE D. PADERANGA, PhD.

Instructor Asso. Dean, CEd Vice President for Academic Affairs / Dean, CEd
REFLECTION

My main purpose is to provide this diverse group of students with an applicable overview of the major areas of communication. I choose varied activities that will best suit for
diverse leaners since I wanted to provide students with a variety of ways to learn the material and for us to achieve the learning outcomes of the subject. In my syllabus, I provided a
variety of ways for students to engage with the material without overemphasizing one particular component of the course. As a future Educator I was expecting the learners be able to
speak, write, converse, and actively participate in class discussion. However, I still strive to provide methods of learning and applying material that will best suit the learners. In a course
such as Introduction to Communication I felt it was necessary to allow different types of assignments for evaluation purposes with the goal that at least one of the assignments would
be more comfortable for each student and the other assignments may be more challenging. Therefore, speaking, participating, writing, team work, and quizzes (multiple choice and
short answer) were all included as methods of demonstrating understanding of the course concepts.