Course Name Contemporary, Popular and Emergent Literature

Course Credit 3 units

Course Description This course teaches the pre-service English teachers how to develop their learners' higher order thinking skills in the use of
the English language. They are expected to design developmentally-sequenced lesson plans and provide a range of
assessment strategies to communicate learners' needs, progress, and achievement in literature.

Contact Hours/Week 3 hours/week

Course Outcomes By the end of the course, the students should be able to:
1. adapt competency-based learning materials in the classroom that take into account the learners' diverse linguistic, cultural,
socioeconomic, and religious backgrounds;
2. be knowledgeable about a variety of assessment techniques used in teaching literature to evaluate students' needs,
development, and accomplishments in relation to the chosen competencies;
3. create a learning plan in accordance with the English curriculum that fosters learners' development of higher order thinking
abilities through the use of literary texts; and
4. use innovative teaching principles, skills, and strategies for teaching literature to carry out a teaching demonstration of a
developmentally-sequential learning process.
COURSE OUTLINE AND TIMEFRAME
Week Course Content/Subject Matter
1-3  Introduction to the course syllabus and Overview on the Nature of Literature and Its Genres

4-7  Teaching Literature-An Overview

8-12  Teaching Poetry and Dramatic Poetry

13-18  Teaching Prose and Dramatic Prose

Alignment of Course Outcomes with Summative Assessment Tasks

Course Objectives Summative Assessment Details
Task
By the end of the course, the students should be  Reflection essays Students are expected to showcase what they have learned from the
able to: exemplifying and discussing course by designing assessment and evaluation tools. Furthermore,
1. express their thoughts on major issues and major issues and concepts in they have to demonstrate teaching literature studies with a well-
concepts in teaching and assessing teaching and assessing constructed lesson plan and instructional materials contextually and
literature studies; literature studies locally designed.
2. demonstrate their knowledge of teaching  Graded reporting on English
and assessing literature studies by rigidly teaching and assessment of
reporting on their research-based literature studies
presentations;  Analysis of lesson plans and
3. familiarize themselves with the different teaching demonstration in
theoretical bases, principles, and methods teaching literature studies
and strategies in teaching and assessing  Demonstration teaching
literature studies by analyzing various  Writing Learning Plans on
lesson plans and teaching demonstrations; literature studies teaching
and and assessment
4. conduct a teaching demonstration of
 literature studies witha well- prepared
lesson plan.

LEARNING PLAN

Desired Course Contents/Subject Textbooks/ Teaching and Assessment of Resource Time

Learning Matter References Learning Activities Tasks (Ats) Materials Table
Outcomes (TLAs)
(DLO)
At the end of these
weeks, the pre-service
teacher (PST) should be
able to:
 Explain the 1.Overview of the Syllabus and  Bacus, R. C., Terogo, 1. Review activity on the 1. Pen and Paper 1. Graphic Weeks 1-3
purpose and Overview on the Nature of I. J., Bustos, R. T., & purposes and genres Test Organizers (9 hrs)
genres under the Literature and its Genres Dapat, L. C. (2022). literature studies 2. Reaction/ 2. Computer/
literature The Teaching and 2. Concept mapping Reflection Paper laptop/
 Literature as Significant
umbrella; and Assessment of about the nature of on Qualities of an mobile
Human Experience
Literature Studies literature and its effective English phones/inte
 Identify notable  Purposes of Literature
 Bulusan, F. B., genres Macro Skills rnet
authors  Prose vs Non-Fiction Raquepo, M. R. R., & 3. Diagram of literature Teacher 3. GoogleClass
appropriate for  A Survey of Authors Hamada, I. R. (2021). 4. Trivia quiz on famous
literature study in 3. Oral recitation/ room/
a. Filipino Authors A course module for Filipino and
K to 12 English documentation Googlemeet
b. International Well-known teaching literacy in international authors
Literature. Authors the elementary 5. Class discussion on report and /SVFC
 Literature Competencies in grades through literature overview presentation of Portal
English K to 12 Curriculum literature. Rex Book and famous authors analysis literature
Store, Inc. for literary study competencies and
 Domagsang, A. G. T. 6. Group analysis of choice of
(2016). Exploring literature appropriate
literature and g 7. Competencies and literary texts
rammar: Reading choosing of (focusing on
and writing skills. appropriate texts to proper analysis
Brilliant Creations use for such
and critical
Publishing, Inc. competencies
thinking shown,
 Milton, N., & 8. Presentation of
teamwork and
Mackenzie, V. analysis and choice of
(2016). Foundations collaboration, and
texts
Creative Writing. appropriateness
OCA of literary texts)
 Penn, J. (2018). How 4. Graded
to write non-fiction. reporting/Lecture
Google Books /Discussion
 Wijayanti, N. (2020). 5. Group process
Creative writing: assessment on
Writing creatively. analysis of
9786230214066 literature
competencies and
choice of
appropriate texts

2. Teaching Literature- An  Bacus, R. C., Terogo, 1. Concept Mapping 1. Graphic Organizer 1. Graphic Weeks 4-7
 Recognize Overview I. J., Bustos, R. T., & 2. Graphic Organizer Organizers ( 12 hrs)
important  Value of Literature Dapat, L. C. (2022). 3. Sharing of Experiences 2. Peer Teaching 2. Computer/
concepts in  Factors Affecting Interests in The Teaching and in Literature Classes laptop/
teaching Literature Assessment of and identifying mobile
literature in Literature Studies approaches used by phones/inte
 Choosing Books and Reading
English;  Bulusan, F. B., former teachers rnet
Materials
Raquepo, M. R. R., & 4. Discussion on the 3. GoogleClass
 Identify  Models of Teaching Literature Hamada, I. R. (2021). differences and
appropriate room/
 Language Model A course module for implications on the
methods and Googlemeet
 Cultural Model teaching literacy in approaches to teaching
approaches to the elementary /SVFC Portal
 Personal Growth Model literature
teach grades through
literature; and
 Approaches to Teaching
literature. Rex Book
Literature
 Discuss the Store, Inc.
right books,  Language- Based  Domagsang, A. G. T.
Approach (2016). Exploring
reading
materials, and  Paraphrastic Approach literature and g
comprehension  Moral-Philosophical rammar: Reading
questions in Approach and writing skills.
 Stylistic Approach Brilliant Creations
teaching
Publishing, Inc.
literature
 Milton, N., &
Mackenzie, V.
(2016). Foundations
Creative Writing.
OCA
 Penn, J. (2018). How
to write non-fiction.
Google Books
 Wijayanti, N. (2020).
Creative writing:
Writing creatively.
9786230214066
 adapt 3. Teaching Poetry and Dramatic  Bacus, R. C., Terogo, 1. Designing 1. Pen and Paper 1. Graphic Weeks 8-
competency- Poetry I. J., Bustos, R. T., & competency-based Test Organizer 12
Dapat, L. C. (2022). learning materials in 2. Reaction 2. Computer/ (15 hrs)
based learning
The Teaching and teaching poetry which Paper/Document laptop/
materials in  Review on the Genres of Poetry
Assessment of are responsive to the
 Literary Devices Analysis mobile
the classroom Literature Studies various linguistic,
3. Graded phones/inte
that take into  Fun Poetry  Bulusan, F. B.,
cultural,
socioeconomic, and reporting/Lecture rnet
account the  Riddles Raquepo, M. R. R., &
religious backgrounds /Discussion 3. GoogleClass
learners'  Limericks Hamada, I. R. (2021). of learners 4. Creation of room/
diverse  Haikus A course module for
2. Planning, designing original Googlemeet
 Shape Poems teaching literacy in
linguistic, and implementing instructional /SVFC
the elementary assessment strategies
cultural,  Comprehending Poetry grades through materials and/or Portal
in teaching poetry that
socioeconomi  Strategies in Teaching Poetry literature. Rex Book adapted literary 4. Lesson Plan
address learners’
c, and  Reading Aloud Store, Inc. needs, progress, and poetic texts Model
 Choral Reading  Domagsang, A. G. T. achievement which (focusing on 5. Demonstrati
religious
(2016). Exploring are consistent with the appropriateness on Teaching
backgrounds  Silent Reading
literature and g selected competencies and Model
 be  Literary Appreciation and rammar: Reading 3. Learning plan making resourcefulness)
knowledgeabl Valuing in/ of Poetry and writing skills. according to the 5. Designing an
e about a  Lesson Design in Teaching Brilliant Creations English curricula that assessment tool
variety of Poetry Publishing, Inc. develops higher order in Testing Poetry
 Milton, N., & thinking skills of
assessment  Materials and Resoources in learners through the (focusing on
Mackenzie, V. validity,
techniques Teaching Poetry use of poetic texts
(2016). Foundations reliability, and
used in  Assessment in Teaching Creative Writing. 4. Individual teaching
teaching demonstration of a administrability)
Poetry OCA
developmentally- 6. Making a learning
literature to   Penn, J. (2018). How sequenced learning plan in teaching
evaluate to write non-fiction. process using poetry (focusing
students' Google Books innovative teaching on completeness,
needs,  Wijayanti, N. (2020). principles, skills, and
Creative writing: appropriate used,
strategies for teaching
development, and facilitative
 and Writing creatively. poetry process)
accomplishme 9786230214066 7. Teaching
nts in relation demonstration in
poetry (focusing
to the chosen
on teacher-like
competencies
simulation,
 create a
preparation,
learning plan classroom
in accordance management,
with the learning
English environment, and
curriculum interest and
that fosters diligence in
learners' teaching poetry)
development
of higher
order thinking
abilities
through the
use of literary
texts; and
 use innovative
teaching
principles,
skills, and
strategies for
teaching
literature to
carry out a
teaching
demonstratio
 n of a
developmenta
lly-sequential
learning
process.

 adapt 4. Teaching Prose and Dramatic  Bacus, R. C., Terogo, 1. Designing 1. Pen and Paper 1. Graphic Weeks 13-
competency- Prose I. J., Bustos, R. T., & competency-based Test Organizers 18 (18 hrs)
 Review on the Genres of Prose Dapat, L. C. (2022). learning materials in 2. Reaction 2. Computer/
based learning
The Teaching and teaching prose which Paper/Document laptop/mobile
materials in  Comprehending Prose are responsive to the
Assessment of Analysis phones/inter
the classroom  Strategies in Teaching Prose Literature Studies various linguistic,
cultural, 3. Graded net
that take into  Silent Reading  Bulusan, F. B.,
socioeconomic, and reporting/Lecture 3. GoogleClassro
account the  Prose Performances Raquepo, M. R. R., & /Discussion om/
religious backgrounds
learners'  Dramatic Performance Hamada, I. R. (2021). of learners 4. Creation of Googlemeet/
diverse  Literary Appreciation and A course module for
2. Planning, designing original SVFC Portal
teaching literacy in
linguistic, Valuing in/of Prose and implementing instructional 4. Lesson Plan
the elementary assessment strategies
cultural,  Lesson Design in Teaching grades through materials and/or Model
in teaching prose that
socioeconomi Prose literature. Rex Book adapted literary 5. Teaching
address learners’
c, and  Materials and Resources in Store, Inc. needs, progress, and prose texts Demonstratio
Teaching Prose  Domagsang, A. G. T. achievement which (focusing on n Model
religious
(2016). Exploring are consistent with the appropriateness
backgrounds  Assessment in Teaching
literature and g selected competencies and
 be Prose rammar: Reading 3. Learning plan making resourcefulness)
knowledgeabl and writing skills. according to the 5. Designing an
e about a Brilliant Creations English curricula that assessment tool
variety of Publishing, Inc. develops higher order in Testing
 Milton, N., & thinking skills of
assessment learners through the
Prose(focusing on
Mackenzie, V. validity,
techniques use of prose and
(2016). Foundations reliability, and
used in dramatic texts
Creative Writing.
teaching 4. Individual teaching administrability)
OCA
demonstration of a 6. Making a learning
literature to  Penn, J. (2018). How developmentally- plan in teaching
 evaluate to write non-fiction. sequenced learning prose (focusing
students' Google Books process using on completeness,
 Wijayanti, N. (2020). innovative teaching appropriate used,
needs, principles, skills, and
Creative writing: and facilitative
development, strategies for teaching
Writing creatively. process)
and 9786230214066 prose and drama
7. Teaching
accomplishme demonstration in
nts in relation prose (focusing
to the chosen on teacher-like
competencies simulation,
 create a preparation,
learning plan classroom
in accordance management,
with the learning
environment, and
English
interest and
curriculum
diligence in
that fosters teaching prose)
learners'
development
of higher
order thinking
abilities
through the
use of literary
texts; and
 use innovative
teaching
principles, skills,
and strategies
for teaching
literature to
carry out a
teaching
demonstration
of a
developmentall
y-sequential
learning
process.
Suggested Readings Balita, C. E. (n.d.). Ultimate Learning Guide to English: General Education and Majorship. Ultimate Learning Series
and References Brown, A.M.(2017). Writing tips: 5 rules for writing creative non-fiction. https://www.thecreativepenn.com/2017/08/17/writing-creative-non-
fiction/
Donovan, M. (2021). A guide to writing creative nonfiction. https://www.writingforward.com/creative-writing/writing-creative-nonfiction
Gladwell, M. (2021). A complete guide to writing creative nonfiction. https://www.masterclass.com/articles/a-complete-guide-to-writing-creative-
nonfiction
Glatch, S. (2020). Creative nonfiction: What it is and how to write it. https://writers.com/what-is-creative-nonfiction
MasterClass staff. (2021). 16 writing tips for fiction writers. https://www.masterclass.com/articles/writing-tips-for-fiction-writers#16-fiction-
writing-tips
MasterClass staff. (2021). 6 elements of good fiction writing. https://www.masterclass.com/articles/elements-of-good-fiction-writing

Course Requirements 1.Paper Presentation (oral reports)

2.Attendance and class participation
3. Term Paper (Position Paper)
4. Research (Case) Analysis/ Literary Criticism
Format:
4.1 Executive Summary
4.1.1 The purpose of the research study
4.1.2 The scope of the research
4.1.3 The main findings and points of discussion
4.1.4 The main conclusions of the research
4.1.5 The main recommendation
4.2 Findings
4.2.1 Problem Identification and Analysis
4.2.2 Evaluation of Alternative Solutions
4.3 Conclusion
4.4 Recommendation and Implementation
4.5 Reference List
5. Teaching demonstration with a lesson plan

Grading Systems Grades are computed using the following formula:

Grade = raw score / tot al no. of items 50+ 50
The term grade is computed using the formula:

40% Performance(Portfolio, projects,demonstration teachin. )

30% Major Exam Grade
30% Assignment/Attendance/ Quiz Grade

Midterm Grade = I00% of the Midterm Grade

Prepared by: Verified by: Approved by:

Richard Michael Dean B. Isidoro, MAEd Vice-President for Academic Affairs Office of the Registrar
Professor