Semester Adopted:

Revision Status:
Republic of the Philippines
Revision Date:
Western Mindanao State University
Recommending approval:
External Studies Unit – Molave Campus
Concurred:
Teacher Education Department
Approved:

RESTRUCTURED OUTCOMES-BASED EDUCATION (OBE) COURSE SYLLABUS IN PHYSICAL EDUCATION 1

For the 1st Semester, SY 2021-2022 ONLY

Western Mindanao State University Teacher Education Department

Vision GOALS College Goals

The University of Choice for higher learning with strong research orientation a. The Bachelor
Provide of Secondary
high quality Education
teacher education Program
that is responsive ofto
the College of Teacher
education-
that produces professionals who are socially responsive to and responsible for for-all in theEducation,
nation andWestern Mindanao State University
education-for-sustainable developmentaimsneeds
to: in
human development; ecological sustainability; and, peace and security within the world;
and beyond the region. a. develop
b. Realize the knowledge,
the threefold attitudes,
institutional thrust skills and habits
of instruction, of the prospective
research and high
school teacher to enable
community outreach in higher education; him to harness his potentials as a human person,
Mission family member, and community organizer.
c. Hone
b. the
caterstudents to theof
to the needs competencies and skills of a newclientele
its socio-culturally-pluralistic breed ofby
21 st
The Western Mindanao State University, set in a culturally diverse environment, centurycontinuously
teachers, such as information-media
revising/ literacyitscommunication
enriching/ upgrading curricular offerings;
shall pursue a vibrant socio-economic agenda that include: skills, civic literacy, global awareness, among
c. provide adequate training to would-be teachers others; in evolving a sound
 A relevant instruction paradigm in the education and training of d. Createphilosophy
an environmentof lifefor
inspired by an abiding
transformational faith in God
leadership amongandstudents
love for
competent and responsive human resource for societal and industry who willfellowmen;
be imbued with energy, enthusiasm and passion for positive
needs; d. instil
change in thecritical thinking
teaching as welland
profession; as aesthetic and cultural values among the
 A home for intellectual formation that generates knowledge for people prospective high school teachers,
e. Instill the value of lifelong learning among and;
graduates who will not only
empowerment, social transformation and sustainable development; and; e. produce a new breed of teachers
desire to become full-fledged professionals but who arealso
imbued with and
molders altruism,
artists
 A hub where science, technology and innovation flourish enriched by the dynamics, responsibility and ethics virtues
who blend the natural qualities and strong desire to be the best in the
wisdom of the Arts and Letters, and Philosophy. profession.

Name of Institution Date Last Revised

WMSU-VPAA-FR-032.00 Page 1 of 14
Effective Date: 24-JUN-2020
 Institution College Name Revision Date
Logo Department Semester Adopted
Vision Mission
College Goals

Program Outcomes (from CMO No. 74, s. 2017 p. 4):

6.3.a. Demonstrate in-depth understanding of the diversity of learners in various learning areas
6.3.b. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas
6.3.c. Utilize appropriate assessment and evaluation tools to measure learning outcomes
6.3.d. Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and teaching
6.3.e. Demonstrate positive attributes of a model teacher, both as an individual and as a professional

Class Information Instructor's Information

Section Instructor's
Name
Schedule Office
Designation
Time Office Hours

Venue Office
Telephone
Term E-mail Address

Course Information
WMSU-VPAA-FR-032.00 Page 2 of 14
Effective Date: 24-JUN-2020
 Course Name Teaching Literacy in the Elementary Course Code
Grades through Literature
Pre-requisite Subject Course Credit 3 units, 3 hrs./wk. (18 weeks, 54 hrs. total)
Course Requirements

Grading System

Course Description BTIs covered

This course will emphasize English as a second language with main focus on language teaching methodologies to improve knowledge on
the structure and fluency in the English language through listening ,speaking, reading, writing and viewing. Proficiency in these macro-skills 1.1.1
shall enable the pre-service teachers to demonstrate ease and confidence in the use of the English language , thus, making them good 4.5.1
communicators of knowledge and adept in principles of language arts teaching , assessment and responsive learning programs for diverse 5.1.1
learners . It consists of content-based lessons that will enhance the students’ skills along application of various teaching strategies in
teaching English, the use of ICT to facilitate the teaching learning process and selecting, designing and organization of approriate
assessment strategies. Demonstrating knowledge and skills on content and pedagogy through lesson presentations is an important
highlight of this course.
Course Learning Outcomes BTIs covered
At the end of the course, the pre-service teachers will be able to:
A. Demonstrate content and pedagogical content knowledge on teaching literary through literature in the elementary level. 1.1.1
B. Demonstrate understanding of learning environments that promote love for reading, fairness, respect and care to 2.2.1
encourage learning.
C. Implement teaching strategies that are responsive to the learner’s linguistic, cultural, socio-economic and religious backgrounds
3.2.1
through contextualization.
D. Show skills in the selection, development and use of a variety of teaching and learning resources, including ICT to address learnìng 4.5.1
goals in the study of literary skills.
E. Demonstrate knowledge of the design, selection, organization and use of diagnostic, formative, summative assessment, project-based 5.1.1
assessment and performance -based assessment strategies appropriate for the teaching of literature.

WMSU-VPAA-FR-032.00 Page 3 of 14
Effective Date: 24-JUN-2020
 Course Description BTIs covered
This course will emphasize English as a second language with main focus on language teaching methodologies to improve knowledge on
the structure and fluency in the English language through listening ,speaking, reading, writing and viewing. Proficiency in these macro-skills 1.1.1
shall enable the pre-service teachers to demonstrate ease and confidence in the use of the English language , thus, making them good 4.5.1
communicators of knowledge and adept in principles of language arts teaching , assessment and responsive learning programs for diverse 5.1.1
learners . It consists of content-based lessons that will enhance the students’ skills along application of various teaching strategies in
teaching English, the use of ICT to facilitate the teaching learning process and selecting, designing and organization of approriate
assessment strategies. Demonstrating knowledge and skills on content and pedagogy through lesson presentations is an important
highlight of this course.
Course Learning Outcomes BTIs covered
At the end of the course, the pre-service teachers will be able to:
A. Demonstrate content and pedagogical content knowledge on teaching literary through literature in the elementary level. 1.1.1
B. Demonstrate understanding of learning environments that promote love for reading, fairness, respect and care to 2.2.1
encourage learning.
C. Implement teaching strategies that are responsive to the learner’s linguistic, cultural, socio-economic and religious backgrounds
3.2.1
through contextualization.
D. Show skills in the selection, development and use of a variety of teaching and learning resources, including ICT to address learnìng 4.5.1
goals in the study of literary skills.
E. Demonstrate knowledge of the design, selection, organization and use of diagnostic, formative, summative assessment, project-based 5.1.1
assessment and performance -based assessment strategies appropriate for the teaching of literature.

WMSU-VPAA-FR-032.00 Page 4 of 14
Effective Date: 9th-AUG-2021
 Time Intended Learning Outcomes (ILOs) BTIs Content Suggested Teaching Learning Suggested Assessment BTIs
Allotment Activities
Week 1 a. Identify the underpinning 1.1.1 General principles in teaching  Lecture-Discussion  Participation in the Talking 1.1.1
principles in teaching literacy 2.2.1 literacy in the elementary Circles 2.2.1
among young learners [A,B] level  Brainstorming (Sharing of
b. Discuss the principles in teaching one’s Experiences/  Group Work- Group
literacy Observations) Presentation of Selected
Topics
 Talking Circles
 Participation in Talking
Circle
Content (40%)
Delivery (20%)
Organization & Correct
Usage (20%)
Response to Questions
(20%)

Week 2 a. Point out the significance of 1.1.1 Significance of literature in  Lecture-Presentation  Oral discussion 1.1.1
literacy among young learners [A] teaching children
Criteria for Oral Discussion:
 4As Approach Content (60%)
Delivery (20%)
Organization & Correct
 Panel discussion Usage (20%)
Class Impact (10%)

WMSU-VPAA-FR-032.00 Page 5 of 14
Effective Date: 9th-AUG-2021
 Week a. Describe the different literary 1.1.1 Types of literature for  Lecture-Group Presentations  Participation in Talking 1.1.1
3-4 genre for children [A] Children Circle
b. Give examples of selections, a. Poetry  Talking Circles Content (40%)
stories, riddles and poems suitable b. Riddles Delivery (20%)
for literacy development among c. Stories  5Es Learning Model Organization & Correct
young learners d. Drama Usage (20%)
Response to Questions
c. Compile well-selected literary
(20%)
pieces that can be used for
instruction
Week a. Discuss the importance of 3.2.1 Contextualizing  Lecture-Group Presentations  Participation in the Oral 3.2.1
5-6 contextualization in teaching [C] literacy lessons for discussion
b. Choose a wide array of classical Filipino learners  Peer Learning
and contemporary literary pieces
written in the local setting  Mini-seminar on Localization
/Contextualization: an expert on
appropriate for a specific grade
local literature may be invited
level

Week a. Identify and explain the various 2.2.1 Enhancing the literary  Lecture-demonstration  Oral discussion
7-8 approaches in teaching literature 3.2.1 skills of learners
[B,C] through the various  Group presentations Criteria for Oral 2.2.1
b. Identify lessons in literature vis a
approaches effective Discussion: 3.2.1
vis the intended literary approach
to be used in teaching literature Content (60%)
like: Delivery (20%)
Organization &
a. Shared Reading Correct Usage (20%)
b. Silent Reading Class Impact (10%)
WMSU-VPAA-FR-032.00 Page 6 of 14
Effective Date: 9th-AUG-2021
 c. Cooperative learning
d. Differentiated
 Portfolio assessment
learning ( MI
grouping )
e. Listening to
Literature
Week a. Describe and discuss 2.2.1 The strategies in  Lecture- demonstration  Oral Discussion
9- different methods used in 3.2.1 teaching literacy
10 [B,C] through literature  Group presentation  Class Task/Group Work - 2.2.1
teaching literature for
Word Collocation on 3.2.1
children
b. Develop a simple a. KWL Teaching (including
b. Think-Pair-Share approaches, strategies,
classroom activity using literary
c. Think-Square-Share method and techniques),
methods
d. The Drama and Literature
Method
e. Image Analysis
f. Graphic Story

- The role of  Performance-based

teachers in the assessment with the use of
drama method rubric
g. Using Graphic
Organizers

WMSU-VPAA-FR-032.00 Page 7 of 14
Effective Date: 9th-AUG-2021
 Week 11 a. Identify reading strategies 2.2.1 Strategies and techniques  Video viewing  Assessment of completed CLO 2
3.2.1 that foster the reading - task or outputs and 3
b. Describe how these reading
[B,C]
strategies are done writing connection  Lecture-presentation
2.2.1
c. Write original samples of reading 3.2.1
strategies a. Writing diary entries
b. Writing journals  Talking circles
c. Writing reflections
d. Poetry writing
e. Writing sequel to
stories read
f. Writing book reports
g. Journalistic Writing

Week 12 a. Identify and describe the different 5.1.1 Assessment Techniques as  Lecture-presentation on  Paper /pencil CLO 5
types of assessment [E] applied for teaching types of assessment
5.1.1
b. Develop an assessment tool for literature
teaching literature  Assessment of completed
a. Traditional  Group task outputs
b. Performance-based ( TOS and test question
c. Project-based preparation to be used as an
d. Portfolio assessment tool in
evaluating the level of
pupil’s literary skills )

 Rubric making

 Portfolio preparation

WMSU-VPAA-FR-032.00 Page 8 of 14
Effective Date: 9th-AUG-2021
 Week 13- a. Apply appropriate methodologies 1.1.1 Designing instructional  Lecture-demonstration on  Graded display of 1.1.1
14 [A] plans and materials for how Instructional materials instructional materials 2.2.1
and strategies in the preparation
3.2.1
of learning plan teaching literacy through in teaching literature are
4.5.1
2.2.1 literature prepared and lesson  Individual Work-
b. Exhibit creativity in making 5.1.1
3.2.1 planning Preparation of Lesson
instructional materials for a 4.5.1
Plans/Session Plans Using
literature class [B,C,
 Putting up an exhibit Different Approaches and
D]
featuring the creative Strategies
c. Prepare a lesson plan with
5.1.1 outputs of students
assessment strategies appropriate  Pair Work – Peer Critiquing
[E]
for the teaching of literature  Instructional plan writing of Sample Lesson Plans or
Session Plans
-guided
-independent
Week 15- a. Teach a literary lesson to an 1.1.1 Lesson Presentation  Lesson presentation  Final Teaching 1.1.1
18 2.2.1 Demonstration 2.2.1
elementary class in a lab school or
3.2.1 3.2.1
cooperating DepEd School d. Micro teaching  Peer Critiquing
4.5.1
4.5.1 e. Team teaching Criteria for Oral Discussion:
effectively (applying competencies 5.1.1
5.1.1 Content (60%)
learned from the previous lessons) f. Individual teaching
Delivery (20%)
or conduct peer teaching. [A,B,
Organization & Correct Usage
C,
(20%)
D,E]
Class Impact (10%)

- Critiquing Peer’s Teaching

Demonstration

Criteria for Peer Critiquing

WMSU-VPAA-FR-032.00 Page 9 of 14
Effective Date: 9th-AUG-2021
 Quality of Questions (40%)
Delivery (25%)
Organization & Correct Usage
(25%)

WMSU-VPAA-FR-032.00 Page 10 of 14
Effective Date: 9th-AUG-2021
 Suggested List of References
English Curriculum Guide , K to 12 Curriculum. Department of Education.
Introduction to Literature: Forms, Divisions and Sub-

divisions.https://www.academia.edu/27992041/INTRODUCTION_TO_LITERATURE_FORMS_DIVISIONS_AND_SUBDIVISIONS

Kreber, Carolin (2006) Developing the Scholarship of Teaching Through Transformative Learning . Journal of Scholarship of Teaching and Learning, Vol. 6(1), 88 – 109. Lesley University
(n.d.) Empowering Students: The 5E Model Explained. https://lesley.edu/article/empowering-students-the-5e-model-explained

Literary Devices. https://literarydevices.net/

Literary Devices. https://literary-devices.com/ Bercasio. R (2016) PER3C Learning Model. Unpublished Report on Innovative Modules in Selected Courses in Teacher Education, BU,
Legazpi City

Bonces, Rodriguez (2012) Content and Language Integrated Learning (CLIL): Considerations in the Colombian Context. Gist Education and Learning Research Journal 6, 177-

189. https://files.eric.ed.gov/fulltext/EJ1062605.pdf

Carter, Ronald A. & Michael N. Long (1991) Teaching literature. Harlow: Longman Pub. Northern College learning Excellence & Innovation Department (n.d.) Writing a lesson Plan.
http://northernc.on.ca/leid/docs/lessonplanning.pdf

Phenomenon-based learning. http://www.phenomenaleducation.info/phenomenon-based-learning.html

WMSU-VPAA-FR-032.00 Page 11 of 14
Effective Date: 9th-AUG-2021
 GRADE COMPONENT AND CORRESPONDING WEIGHT:
For the 1st Semester, SY 2021-202 ONLY
FINAL RATING
Midterm Grade......................40%
Final term Grade...................60%
TOTAL SCORE.................................40 correct out of 50 items
PERCENTAGE GRADE....................80%
NUMERICAL RATING.....................2.00
REMARKS …………………………………. PASSED
Passing Grade = 60%
100%

MIDTERM GRADE
 Midterm Exam (to be administered face to face).....……………… 40%
 Written Output (can be generated online or offline) ……………. 30%
e.g. quizzes, essays, case analysis, reflection paper & etc.
 Course Output/Project (can be generated online or offline)… 20%
 Participation (can be generated online or offline) ……………….. 10%
100%
FINAL TERM GRADE
 Final Exam (to be administered face to face)............……………… 40%
 Written Output (can be generated online or offline) ……………. 30%
e.g. quizzes, essays, case analysis, reflection paper & etc.
 Course Output/Project (can be generated online or offline)… 20%
 Participation (can be generated online or offline) ………………... 10%
100%

SAMPLE COMPUTATION OF PERCENTAGE GRADE FOR A QUIZ OR EXAM

Percentage Grade = raw score / total number of items x 100
Example: raw score = 40, total items = 50
GRADE = 40/50 x 100
= 0.80 x 100
= 80%

WMSU-VPAA-FR-032.00 Page 12 of 14
Effective Date: 9th-AUG-2021
 NUMERICAL  At least 60% passing in all exams and other graded requirements
% EQUIVALENT
RATING
96-100 1.0
91-95 1.25
86-90 1.5
81-85 1.75
76-80 2.0
71-75 2.25
66-70 2.5
62-65 2.75
60-61 3.0
Below 60 5.0
Lacks requirements and/or final exam INC

Authorized Withdrawal (Dropped with permit) AW

Unauthorized Withdrawal (Dropped from class for non-
attendance/non-appearance for 20% of prescribed UW
attendance)
COURSE REQUIREMENTS
 2 Written Major Exams (Midterm and Final Examination)
 Course output/project
CONDITIONS FOR PERFORMANCE EVALUATION
 Active participation in all class activities.
WMSU-VPAA-FR-032.00 Page 13 of 14
Effective Date: 9th-AUG-2021
 Prepared By: Noted: Recommending Approval: Approved:

HAZEL P. ALJAS NOEL V. PUGOSA BYRON B. GO SILK, Ph.D. MARIA CARLA A. OCHOTORENA, Ph.D.
INSTRUCTOR Academic Coordinator / Dean, External Studies Unit President
OIC Campus Coordinator

WMSU-VPAA-FR-032.00 Page 14 of 14
Effective Date: 9th-AUG-2021