MEDINA FOUNDATION COLLEGE OF SAPANG DALAGA, INC.

Former: Medina Foundation College

Purok Jasmine, Poblacion, Sapang Dalaga, Misamis Occidental, 7212
Tel No.: (065) 908-2380 | | Email Address: mfc_1984@yahoo.com
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COURSE SYLLABUS
An educational community of men and women dedicated to the formation of the whole person with professional competence and
Vision
commitment to promote local, regional, national and global development
As an institution of higher learning, the College commits itself to offer well-rounded program of liberal education and to provide varied
opportunities for students to grow professionally, spiritually, socially and culturally. In the pursuit of this mission, Medina Foundation
College of Sapang Dalaga, Inc. is guided by the following commitments:
 As a Christian community, it welcomes faculty, staff and students with other religious beliefs and respects the religious
Mission freedom of every member while providing opportunities for them to grow in their faith-life.
 As an Academic community, it strives to offer quality and responsive education to prepare its graduates for national and
global competitiveness.
 As a Filipino community, it promotes the formation of the students’ awareness of their civic and social responsibilities and
development of the students’ pride for nation’s rich cultural heritage.
Course ENG 122
Description CHILDREN AND ADOLESCENT LITERATURE
Credit Units 3
Contact Hours/week 3
Pre-requisite
Literature has the power similar to the space stone that enables a holder to create a portal to go on any place he would like. Literature
connects us Filipinos. They serve as bridges to explore our own cultural identity. Understanding yourself as well. Moreover, this course
will enable the students to connect with the mind of the authors and appreciate certain literary pieces of the renowned authors of our
Rationale
country.

This course provides a survey of categories and types of literature for children and adolescents. Therefore, pre-service English Teachers
Course Description will be able to demonstrate content knowledge on children and adolescent literature, promote literacy skills through the use of varied
literary texts that suit learners’ gender needs, strengths, interests and experiences.
Course Objectives At the end of this course, the students will be able to:
 ENG 122 (CHILDREN & ADOLESCENT LITERATURE) | Course Syllabus
a. Appreciate the different masterpieces of the authors;
b. Construct their own interpretation of the certain literary pieces; and
c. Apply their own understanding and principles in every aspect of their lives.
COURSE OUTLINE AND TIMEFRAME
Week 1-18 Course Content/Subject Matter

Week 1-2: Lesson 1 & 2. Introduction of Children & Adolescent Literature

 The place of Literature in the Child’s Life
 Children’s reading interest
 Need for Material Security
 Need for Emotional Security
 Need for Intellectual Security
 Need for Spiritual Security
 The Need to Belong
 The Need to Love and be Loved
 The Need to Achieve, to Do or be Someone Worthy of Respect

Week 3-4:
Lesson 3. Selecting Books for Children

 Criteria for Books Selection

 Fiction
 Biographies
 Informational Books
 Reference Books
 Lesson 4. History of Children’s Literature
 Early Beginnings: Anglo-Saxon Period
 The Medieval Period
 ABC Books
 Hornbook
 Chapbooks

Week 5-6:
 Puritan Period
PREPARED BY: ALJUN C. EBANAY, MEE, LPT
Instructor/Director of Student Affairs & Services
 ENG 122 (CHILDREN & ADOLESCENT LITERATURE) | Course Syllabus
 First Picture Book
 17th Century and 18th Century Books
 John Newberry Era
 The Didactic Period
 The Return of Fairy Tales Old and New
 Realistic Literature
 Lesson 5. The Development of Children’s Literature in the Philippines
Week 7-8:
 Development of Poetry for Children and Their Poem-Makers
 Mother Goose Rhymes or Nursery Rhymes
 Qualities of Mother Goose Rhymes
 Values of Mother Goose Rhymes
 Verses for Children
 Poets of Nonsense Verse
Week 9-10:
 Poetry for Children
 Narrative Poem
 Classification of Poetry
 Kinds of Narrative Poems
 Kinds of Lyric Poems
 Four Factors that Influence Appreciation of Poetry
 Values of Poetry
 Suggestions in Teaching Poetry Appreciation
 Uses of Poetry
 Steps In Teaching a Poem

PREPARED BY: ALJUN C. EBANAY, MEE, LPT

Instructor/Director of Student Affairs & Services
 ENG 122 (CHILDREN & ADOLESCENT LITERATURE) | Course Syllabus

Week 11-12:
Folklore and Folktales
 Importance of Folklore
 Kinds of Folklore
 Stories for Children
 Folktales
 Primary Characteristics of Folktales
 Values of Folktales
 Folktales by Country or Nationality
 Desirable Uses of Folktales
 Myths
 Evolution of Myths
 Sources of Mythology
 Types of Myth Stories
 Values of Myths

Week 13-14:
Legend
 Introduction of Legend
 Definition
 Origin of Legends
 Difference Between Myths and Legends
 Difference Between Legends and Folktales
 Legendary Heroes According to Nationality
 Filipino Legends According to Subject

PREPARED BY: ALJUN C. EBANAY, MEE, LPT

Instructor/Director of Student Affairs & Services
 ENG 122 (CHILDREN & ADOLESCENT LITERATURE) | Course Syllabus
 Values of Legends in Children’s Literature

Week 15-16:
Modern Fairy Tales or Tales of Fantasy

 Characteristics of Fairy Tales

 Literary Fairy Tales
 Distinctive Characteristics of Andersen’s Tales
 Modern Fairy Tales and Writers
 Values of Fairy Tales or Tales of Fantasy
 Uses of Fairy Tales

Week 17-18:

Literature Spring Board of Creative Activities

 Reading Aloud
 Preparation for Reading Aloud
 Plain Storytelling
 Storytelling
 Dramatization
 Puppets and Marionettes

ENG 122 (CHILDREN AND ADOLESCENT LITERATURE)

PREPARED BY: ALJUN C. EBANAY, MEE, LPT
Instructor/Director of Student Affairs & Services
 ENG 122 (CHILDREN & ADOLESCENT LITERATURE) | Course Syllabus
COURSE OUTLINE

Vision and Learning Content Time Methodology Assessment References:

Mission Outcomes Allotment

VISION a. expound on Introduction of Children &

Children and Adolescent Literature Week 1 Face-to-Face Activity, Formative Children’s
An educational Adolescent Interaction/Classes Assessment and Literature
Literature and its 3 hours Reflection (Revised Edition)
community of  The place of
men and women historical Literature in the & By: Salud M.
development in Child’s Life
dedicated to the Parayno
relation to the rich Week 2
formation of the repertoire;  Children’s Reading
whole person Interest 3 hours
with professional b. explain how  Need for Material Children and
competence and language Security Adolescent
commitment to development can  Need for Emotional Literature
promote local, be achieved Security (OBE & PPST-
Based)
regional, through the use of  Need for Emotional
national, and children and Security By:
global adolescent  Need for Intellectual Jennifer B.
development. literature; Gonzales, EdD
Security
MISSION  Need for Spiritual Joshlen C.
c. recognize how
Security Baclayon, PhD
language
As an institution  The Need to Belong
development can Jeson A.
of higher  The Need to Love
be achieved Bustamante, EdD
learning, the and Be Loved
through the use of
college commits  The Need to Achieve,
children and
itself to offer well- to Do or be Someone
adolescent
rounded program Worthy of Respect
literature
of liberal
education and to
provide varied

PREPARED BY: ALJUN C. EBANAY, MEE, LPT

Instructor/Director of Student Affairs & Services
 ENG 122 (CHILDREN & ADOLESCENT LITERATURE) | Course Syllabus
opportunities for
students to grow
professionally,
spiritually,
socially, and
culturally. In the
pursuit of this Lesson 3. Selecting Books for Week 3
mission, Medina Face-to-Face Activity, Formative
Children 3 hours
Foundation Interaction/Classes Assessment and
College is guided  Criteria for Books Reflection
&
by the following Selection
commitments: Week 4
 Fiction
✓ As a Christian 3 hours
 Biographies
community, it
 Informational Books
welcomes
faculty, staff and  Reference Books
students with  Lesson 4. History of
other religious
Children’s Literature
beliefs and
respects the  Early Beginnings:
religious freedom Anglo-Saxon Period
of every member
 The Medieval Period
while providing
opportunities for  ABC Books
them to grow in
 Hornbook
their faith life.
 Chapbooks
✓ As an
Preliminary Examinations
academic
 Puritan Period
community, it Week 5 Face-to-Face Activity, Formative
strives to offer Acquire  First Picture Book Interaction/Classes Assessment and
3 hours
quality and reasonable taste  17th Century and 18th Reflection
&
responsive of most of the
Century Books Week 6
education to subfields of
PREPARED BY: ALJUN C. EBANAY, MEE, LPT
Instructor/Director of Student Affairs & Services
 ENG 122 (CHILDREN & ADOLESCENT LITERATURE) | Course Syllabus
prepare its Literature; and  John Newberry Era 3 hours
graduate for
 The Didactic Period
national and
global  The Return of Fairy
Appreciate
competitiveness. Tales Old and New
certain literary
✓ As a Filipino pieces.  Realistic Literature
community, it  Lesson 5. The
promotes the
Development of
formation of the
students’ Children’s Literature
awareness of Identify the
in the Philippines
their civic and different
social children’s books
responsibilities in different
and development periods
of the students’
pride for nation’s
rich cultural
heritage.

 Development of
Poetry for Children Week 7 Face-to-Face Activity, Formative
and Their Poem- Interaction/Classes Assessment and
3 hours
PREPARED BY: ALJUN C. EBANAY, MEE, LPT
Instructor/Director of Student Affairs & Services
 ENG 122 (CHILDREN & ADOLESCENT LITERATURE) | Course Syllabus
Makers & Reflection
 Mother Goose
Week 8
Rhymes or Nursery
Rhymes 3 hours
 Qualities of Mother
Goose Rhymes
 Values of Mother
Goose Rhymes
 Values for Children
 Poets of Nonsense
Verse
Acquire  Poetry for Children
reasonable taste  Narrative Poem Week 9 Face-to-Face Activity, Formative
of most of the Interaction/Classes Assessment and
 Classification of 3 hours Reflection
subfields of Poetry
Literature; and  Kinds of Narrative &
Poem
Week 10
 Kinds of Lyric Poems
Appreciate  Four Factors that 3 hours
certain literary Influence
pieces. Appreciation of
Poetry
 Values of Poetry
 Suggestions in
Teaching Poetry
Appreciation
 Uses of Poetry
 Steps in Teaching a
Poem
Midterm Examinations
a. demonstrate Folklore and Folktales Week 11 Activity, Formative
understanding on the Face-to-Face Assessment and
categories of  Importance of 3 hours Interaction/Classes Reflection
literature for children Folklore

PREPARED BY: ALJUN C. EBANAY, MEE, LPT

Instructor/Director of Student Affairs & Services
 ENG 122 (CHILDREN & ADOLESCENT LITERATURE) | Course Syllabus
and adolescents;  Kinds of Folklore &
 Stories for Children
b. identify suitable Week 12
 Folktales
children and
adolescent literary  Primary 3 hours
texts for genre which Characteristics of
will suit the learners’ Folktales
gender, needs,  Values of Folktales
strengths, interests  Folktales by Country
and experiences; or Nationality
 Desirable Uses of
c. perform variety of
Folktales
activities
 Myths
 Evolution of Myths
 Sources of Mythology
 Types of Myth Stories
 Values of Myth

Legend

 Introduction of
Legend
 Definition of Legend Activity, Formative
Week 13 Face-to-Face Assessment and
 Origin of Legends Interaction/Classes Reflection
3 hours
 Difference Between
&
Myths and Legends
 Difference Between Week 14

Legends and 3 hours

Folktales
 Legendary heroes
PREPARED BY: ALJUN C. EBANAY, MEE, LPT
Instructor/Director of Student Affairs & Services
 ENG 122 (CHILDREN & ADOLESCENT LITERATURE) | Course Syllabus
according to
Nationality
 Filipino Legends
According to Subject
 Values of Legends in
Children’s Literature

Modern Fairy Tales or

Tales of Fantasy

 Characteristics of
Fairy Tales
 Literary Fairy Tales
 Distinctive
Characteristics of
Andersen’s Tales
 Modern Fairy Tales
and Writers
 Values of Fairy Tales
or Tales of Fantasy Week 15 Activity, Formative
Face-to-Face Assessment and
 Uses of Fairy Tales
3 hours Interaction/Classes Reflection
&

Week 16

3 hours

Pre-Final Examinations
a. demonstrate Literature Springboard of Activity, Formative
understanding on the Creative Activities Week 17 Face-to-Face Assessment and
categories of Interaction/Classes

PREPARED BY: ALJUN C. EBANAY, MEE, LPT

Instructor/Director of Student Affairs & Services
 ENG 122 (CHILDREN & ADOLESCENT LITERATURE) | Course Syllabus
literature for children  Reading Aloud 3 hours Reflection
and adolescents;
 Preparation for &
b. identify suitable Reading Aloud
children and Week 18
adolescent literary  Plain Storytelling
3 hours
texts for genre which  Storytelling
will suit the learners’
gender, needs,  Dramatization
strengths, interests
 Puppets and
and experiences;
Marionettes
c. perform variety of
activities
Final Examinations

GRADING SYSTEM

Major Examination --------------------------------------------------------------------------------------30 %

Daily, Weekly, Unit Test --------------------------------------------------------------------------------30 %
Class Participation, Reporting, Performance (Project/Assignment) ------------------30 %
Attendance, Conduct and Behavior in Class and in School----------------------------10 %
100 %

Prepared by:

ALJUN C. EBANAY, MEE, LPT

Instructor/Director of Student Affairs & Services

PREPARED BY: ALJUN C. EBANAY, MEE, LPT

Instructor/Director of Student Affairs & Services
 ENG 122 (CHILDREN & ADOLESCENT LITERATURE) | Course Syllabus

Noted by: Checked:

ELENRY L. DUHAYLUNGSOD, Ed. D. LYDIA Y. SUMILE, Ed. D. EDUARDO P. DELOS SANTOS, MBA, MAEED
Dean of Colleges VPAA VP for Administration

INFORMAL ESSAY RUBRIC

Features Expert (20 pts) Accomplished (15 pts) Capable Beginner (5 pts) Score
(10 pts)
Quality of writing Piece was written in an Piece was written in an Piece had little style or Piece had no style or
extraordinary style and interesting style and voice. Gives some new voice. Gives no new
voice. Very informative voice. Somewhat information but poorly information and very
and well organized. informative and organized. poorly organized.
organized.
Grammar usage & Virtually no spelling, Few spelling and A number of spelling, So many spelling,
mechanics punctuation or punctuations errors, punctuation or punctuation and
grammatical errors. minor grammatical errors. grammatical errors. grammatical errors that it
interferes with the
meaning.

PREPARED BY: ALJUN C. EBANAY, MEE, LPT

Instructor/Director of Student Affairs & Services