IMs/WRITTEN REPORT GUIDE
Ite Items for Review
m
No.
1 Cover Page
2 Preface
3 Table of Contents
4 Chapter I
Overview of the Chapter
5 Chapter
Objectives/General
Objectives
6 Lesson I
Review Details
- Should contain Course Title, Name of the
Author/Compiler and the Date in capital letters.
- No need to write the course number
- Maximize the spacing of the whole page
- It is an introduction statement (written by the
author/compiler at the beginning of a written report which
explains what the written report is about or why it was
written
- At least 3-5 paragraphs or as deemed appropriate
- Should contain description of the IMs and how the
students will go about the IMs
- Should contain completely the contents and their
respective pages
- Chapter title should be in capital letter
- Contain the general topic/title of the chapter
- Provides brief background of the topic or overview of the
content. This could be a historical background, a current
situation, or providing the context for the topic
- Chapter objectives are a set of goals that the
author/compiler intends the reader to achieve after
reading and comprehending a particular chapter
- It is listed in the beginning of every chapter
- These objectives establish a link between the delivery of
information by the author and the expectation of the
readers
- Should be in SMART behavioral terms (specific,
measurable, achievable, relevant, and time-bound)
- Specific – Objective clearly states, so anyone reading it
can understand, what will be done and who will do it.
- Measurable – Objective includes how the action will be
measured. Measuring your objectives helps you
determine if you are making progress. It keeps you on
track and on schedule.
- Achievable – Objective is realistic given the realities
faced in the community. Setting reasonable objectives
helps set the project up for success
- Relevant – A relevant objective makes sense, that is, it
fits the purpose of the grant, it fits the culture and
structure of the community, and it addresses the vision of
the project.
- Time-bound – Every objective has a specific timeline for
completion.
- Refer to Revised Bloom’s Taxonomy
- Should be seen/coincide in the lessons presented
- Heading should be provided to organize the
presentation of the lesson
 - Sub-topics should be arranged properly
7 What to Expect/ Lesson - Contains the lesson objectives
Objectives - Should be in SMART behavioral terms
- Refer to Revised Bloom’s Taxonomy
- Should be coincide with the contents/topics/discussion
8 Pre-discussion - Brief introductory statement/activity of the lesson
- Include scenarios that the students can relate and/or
questions to motivate the students
9 Lesson Outline - Presentation of the lesson
- Should be summarized and in simplified way
- Include sub-headings/title of every topic for a clearer
presentation
10 Lesson Summary - 2 to 3 paragraphs only or as deemed necessary
(Optional) - In paragraph or in bullet form
- Include only key learning points of the lesson

11 Chapter - 2 to 3 paragraphs only or as deemed necessary

Summary - In paragraph or in bullet form
(Required) - Include only key learning points of the chapter
12 Assessment/Enric - Should be in varied types (objective and subjective
hment types)
- Objective type of test should be varied- multiple choice,
matching type, etc.
- Subjective type of test should be provided with rubrics
or rating system
- Provide clear and complete direction/instruction
- Consider new normal context activities
13 Chapter References - Provide references each chapter
- In APA 7th edition format
- In alphabetical order
- All authors cited in the reference, correct spelling,
correct year
Book
Johnson, S. (2002). Who moved my cheese? An amazing way
to deal with change in your work and in your life. Putnam.

Book Chapter
Jacobowitz, S. (2005). Chuck E. Cheese at noon: Adventures
in
parenting and higher education. In R. H. Bassett (Ed.),
Parenting & professing: Balancing family work with an
academic career (pp. 133-140). Vanderbilt University
Press.

Online Sources
- Centers for Disease Control & Prevention. (2019,
October 3). Outbreak of lung injury associated with e-
cigarette use, or vaping.
https://www.cdc.gov/tobacco/basic_information/e-
cigarettes/severe-lung-disease.html
14 References - Provide all references cited in the written report
 - In APA 7th edition format
- In alphabetical order
- All authors cited in the reference, correct spelling,
correct year
Book
Johnson, S. (2002). Who moved my cheese? An amazing way
to deal with change in your work and in your life. Putnam.

Book Chapter
Jacobowitz, S. (2005). Chuck E. Cheese at noon: Adventures
in
parenting and higher education. In R. H. Bassett (Ed.),
Parenting & professing: Balancing family work with an
academic career (pp. 133-140). Vanderbilt University
Press.

Online Sources
Centers for Disease Control & Prevention. (2019, October 3).
Outbreak of lung injury associated with e-cigarette use, or
vaping. https://www.cdc.gov/tobacco/basic_information/e-
cigarettes/severe-lung-disease.html

15 Written Report Format - Font style: Arial

- Font size: 12
- Margin: Left-1.5, Top, Bottom & Right- 1
- Bond paper Size: A4
- No big vacant space within the chapter

God bless!
 Course Outline
General Objectives Unit 1: Children and Children’s Facilitators
Literature
a. expound on children and AGUTAYA
adolescent literature and its 1. Personal and Academic AMIHAN
historical development in Values of Literature to Children BALINDOA
relation to today’s rich 2. Relationship between BARRETO
repertoire; and Children’s Development and BELGIRA
their Literature BESA
b. recognize how language 3. Historical Background of CADAYONA
development can be Children’s Literature
achieved through the use of  Classical Period-
children and adolescent Aesop’s Fables
literature.  Anglo-Saxon Period-
Epics
 Medieval Period
1. ABC Books
2. Hornbooks
3. Chapbooks
 Puritan Period-
Fairytales, Folktales,
and Legends
 John Newberry Era-
Children’s Book
 Didactic Period-Book for
Teaching Children
a. identify the elements of Unit 2: Elements of Children and CALIGDONG
children and adolescent’s Adolescent’s Literature CHIOCO
literature making it a unique A. Verbal Elements CORPUZ
genre of its own; 1. Writer’s Purpose DESALIZA
b. analyze the verbal, visual, 2. Plot
and other stylistic elements 3. Characters
of literature in suitable 4. Setting
children and adolescent 5. Themes
texts; and 6. Style
c. prepare a worksheet for B. Visual Elements
children and adolescent  Line
literature students to  Color
recognize element in  Shape
famous texts.  Texture
 Styles
 Illustrations
C. Other Stylistic Elements
 Musical Quality
 Action
 Humor
 Story Interest
 Variety of Subject Matter
a. identify suitable children Unit 3-Categories of Children and EPE
and adolescent literary texts Adolescent’s Literature (with ESCOVIDAL
for each genre which will suitable texts) ESPANOLA
suit learners’, gender, 1. Poetry ESTOQUE
ESTRELLA
 needs, strengths, interests,
and experiences;
b. prepare learning materials
and worksheets to
introduce/aid/assess
children and adolescent’s
learning of literacy texts;
and
c. perform creative
presentations, storytelling,
and drama appropriate as
adapted from children and
adolescent literature
 Mother Goose Nursery FAELDIN
Rhymes FLORO
 The Owl and the Pussycat GIGAWIN
by E. Lear HERBULARIO
 Jabberwocky by L. Carroll LACAR
 Little Red Riding Hood by LAMAYO
R. Dahl LARIOSA
 Life Doesn’t Frighten Me by LUNJAS
M. Angelou MANDADERO
2. Picture Books
 The Very Hungry Caterpillar
by E. Carle
 The Cat in the Hat by Dr.
Seuss
 The Giving Tree by S.
Silverstein
 Where the Wild Things Are
by M. Sendak
3. Traditional Literature
 Aesop’s Fables
 Andersen’ Fairytales
 The Grimm Brothers’
Fairytales
 One Thousand and One
Arabian Nights Stories
 Other Famous Fairytales
 Filipino Folktales
 Filipino Legends
4. Modern Fables
 Peter Rabbit by B. Potter
 Curious George by M. Ray
 Charlotte’s Web by E. B.
White
 Winnie Pooh by A.A. Milne
5. Modern Fantasy
 A Christmas Carol by C.
Dickens
 Alice’s Adventures in
Wonderland by L. Carroll
 Bridge to Terabithia by K.
Paterson
 Chronicles of Narnia by C.S.
Lewis
 Peter Pan by J.M. Barrie
 Harry Potter by J.K. Rowling
6. Realistic Fiction
 Anne of Green Gables by
L.M. Montgomery
 Diary of a Wimpy Kid by J.
Kinney
 Wonder by R.J. Palacio

a. discuss the implications of
some issues and concerns in
children and adolescent’s
literature to education,
language learning, and
growth and development;
b. analyze the impact of these
issues and concerns to
literary selection, language
teaching and learning
materials development; and
c. perform an
adapted/deconstructed
children and adolescent
literary text which answers
some issues and concerns of
the genre.
a. recognize how children and
adolescent literature be an
avenue to teach
multiculturalism and media
literacy;
b. identify strategies and
techniques to storytelling and
reading aloud for children
and adolescents;
c. prepare an annotated
reading list of books
appropriate to children and
adolescent’s gender, needs,
strengths, interests, and
experiences; and
d. perform storytelling/reading
aloud to children and
adolescents.
Suggested References:
7. Non-Fiction (Biographies and
Essays)
 I am Malala by M. Yousafzi
 Anne Frank: Diary of a
Young Girl by A. Frank
8. Historical Fiction
 Number the stars by L.
Lowery
 Little House on the Prairie by
L. Wilder
9. Muti-cultural and International
Literature
 Akong Bugsay by A. Aboitiz
 Stories by L. Gatmaitan and
other Palanca awardees
 Hidden Figures by M.L.
Shetterly
Unit 4: Issues and Concerns in MAPANDI
Children and Adolescent’s MURILLO
Literature OLIVAR
SALCEDO
1. Censorship SARMIENTO
2. Social Issues
3. Political Correctness in
Fables and Tales
4. Rewriting/Deconstruction of
Classical Tales
5. Movie and TV Versions
Unit 5: Teaching Children and SUAN
Adolescent Literacy through TENESIO
Appropriate Books and Strategies TIMOLA
in Literature. VALDEZ
1. Multiculturalism VELASCO
2. Storytelling and Reading Aloud VIERNES
3. Choice and Types of Books
4. Media and Technology in
Children and Adolescent
Literature
Anderson, N. A. (2006). Elementary children’s literature. USA: Pearson Education, Inc.

Duncan, D. (2009). Teaching children’s literature. USA:Routledge.

Gamble, N. (2013). Exploring children’s literature. Singapore: Sage Publication Ltd.

Parayno, S.M. (1991). Children’s literature. Quezon City: Katha Publishing Co., Inc.