Republic of the Philippines

GABRIEL TABORIN COLLEGE OF DAVAOFOUNDATION, INC.

Lasang, Davao City

Child and Adolescent Literature

EL 111
(First Semester; S.Y. 2023-2024)

REINA LYN E. ELEGIO

Instructor
 GABRIEL TABORIN COLLEGE OF DAVAO FOUNDATION, INC.
Lasang, Davao City

OBE SYLLABUS
S.Y. 2023-2024

Course Code Child and Adolescent Literature

Credit Units 3 units
Course Description This course provides a survey of the categories and types of the world’s literature for children and
adolescents. Therefore, pre-service English teachers 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.

Pre-Requisite

Vision: Gabriel Taborin College of Davao Foundation, Inc., a Catholic Educational Institution, anchored on the Spirituality of the Holy Family,
envisions a society that promotes the evangelical values of peace, solidarity, fraternal relationships, and respect of the environment.

Mission: Gabriel Taborin College of Davao Foundation, Inc. commits to form graduates who are academically competent, technologically
skillful, socially committed and spiritually mature.

Institutional Graduate Attributes (IGA):

1.) Innovative
2.) Effective Communicator
3.) IT Proficient
4.) Committed
5.) God-centered

Institutional Graduate Outcomes (IGO):

1.) Utilizes critical thinking and creative skills by providing solutions in consideration of ethical, socio-cultural, and environmental
concerns;
2.) Uses English language effectively in both oral and writing in the workplace and the community;
3.) Incorporates advancement of information technology to perform tasks effectively and efficiently;
4.) Performs work beyond the demands of duties and responsibilities with passion and commitment; and
5.) Lives-out the spirituality of the Holy Family in the family, the workplace, and the community.

Program Educational Objectives (PEO):

 Three years after graduation, GTCD Education alumni shall:
1.) have advanced their practice or achievement in the field of Elementary/Secondary Education and/or other endeavors
supported by their acquired education;
2.) strive to be globally competitive through:
a.) living by the GTCD mission values, pursuing continuing education, and practicing continuous quality improvement in
their personal lives; and
b.) continuously scanning, adopting, and building on the best practices in their fields
3.) uphold dignified personality and manifest genuine enthusiasm and pride in teaching as a noble calling.

Program Outcomes (POs):

By the time of graduation, the Elementary and Secondary Education students must have:

1.) Articulated and discussed the latest developments in the specific field of practice;
2.) Effectively communicated orally and in writing using both English and Filipino;
3.) Worked effectively and independently in multi-disciplinary and multi-cultural teams;
4.) Acted in recognition of professional, social, and ethical responsibility;
5.) Preserved and promoted “Filipino historical and cultural heritage”;
6.) Articulated the relationship of education to larger historical, social, cultural and political processes;
7.) Facilitated learning using a wide range of teaching methodologies in various types of environments;
8.) Developed alternative teaching approaches for diverse learners;
9.) Applied skills in curriculum development, lesson planning, materials development, instructional delivery and educational
assessment;
10.) Demonstrated basic and higher levels of thinking skills in planning, assessing and reporting;
11.) Practiced professional and ethical teaching standards to respond to the demands of the community;
12.) Pursued lifelong learning for personal and professional growth;
13.) Demonstrated in-depth understanding of the development of elementary/adolescent learners;
14.) Exhibited comprehensive knowledge of various learning areas in the elementary/secondary curriculum;
15.) Created and utilized materials appropriate to the elementary/secondary level to enhance teaching and learning;
16.) Designed and implemented assessment tools and procedures to measure elementary/secondary learning outcomes; and
17.) Demonstrated a service orientation in one’s profession.

Course Intended Learning Outcomes (CILOs):

At the end of the course, the pre-service teachers should be able to:
1. prepared an annotated reading list of literary selections and genres appropriate for children and adolescents and which will demonstrate
their content knowledge;
2. designed literature/reading worksheets for teaching to enhance the literacy skills of future students that begins early in school and continues
through life;and
3. performed an adaptation of a chosen literary text that suits learners’ gender, needs, strengths, interests and experiences.
INSTRUCTIONAL MATRIX:
I. Instructional Matrix:
Week Student Learning
Outcomes
1st trinal
Week 1 - At the end of these weeks,
3 the students should be able
to:
1. Expound on children and
adolescent literature and
its historical
development, in relation
to today’s rich repertoire;
and
2. Recognize how language
development can be
achieved through the use
of children and
adolescent literature.
Week 4-6 At the end of these weeks,
the students should be able
to:
1. identify the elements of
children and
adolescent’s literature
making it a unique
genre of its own;
2. analyze the verbal,
visual, and other stylistic
elements of literature in
suitable
children and adolescent
texts; and
Course Content/ Teaching and Learning Assessment Tasks (ATs) Resources
Subject Matter Activities (TLAs)
1. Children and Children’s  Small group Panel Discussion and oral Laptop
Literature discussion on the participation as formative
a. Personal and Academic important concepts, assessment on concepts,
Values values, and values, and development of
of Literature to Children
development of children and adolescent
b. Relationship between
children and literature
Children’s
adolescent literature  Creation of an artistic
Development and their
  Discussion and Timeline on Historical
Literature
2. Historical Background timeline making on Development of Children’s
the developmental Literature and Adolescent
of
Children’s Literature history of children (focusing on Completeness
a. Classical Period – and adolescent’s of Details, Creativity, and
Aesop’s  literature to today’s Organization of Ideas
Fables rich repertoire 
b. Anglo-Saxon Period –
  Trivia quiz on
Epics
c. Medieval Period i. ABC famous children’s
Books literature and
ii. Hornbooks  discussion/
iii. Chapbooks storytelling of these
d. Puritan Period – classical tales as
Fairytales, representative of the
Folktales, and Legends periods of children
e. John Newberry Era – and adolescent
Children’s literature
Books 
f. Didactic Period – Books
for
Teaching Children

3. Elements of Children  Lecture discussion on  Short quiz on the verbal, Laptop
and the elements of visual and other stylistic Worksheets
Adolescent’s Literature children and elements of children and
a. Verbal Elements adolescent literature adolescent literature
i. Writer’s Purpose  Class analysis of  Individual/pair Stylistic
ii. Plot elements of children Analysis of a suitable
iii. Characters and adolescent children and adolescent
iv. Setting literature in sample texts text (focusing on Accuracy of
v. Themes with discussion Analyzed Elements,
vi. Style and sharing of their Organization of Ideas, and
b. Visual Elements purposes, Language Mechanics)
i. Line appropriateness, and  Synthesis of Text
ii. Color creativity Worksheet for Children and
iii. Shape  Individual/pair stylistic Adolescent’s Literature based
 3. prepare a worksheet
for children and
adolescent literature
students to recognize
elements in famous
texts.
2nd
Trinal
Week 7-12 At the end of these weeks,
the teacher should be able
to:
1. identify suitable children
and adolescent literary
texts for each genre which
will suit
learners’ gender, needs,
strengths, interests, and
experiences;
2. prepare learning
materials and worksheets
to
introduce/aid/ assess
children and adolescent’s
learning
of literary texts; and
3. perform creative
presentations, storytelling,
and drama appropriate as
adapted from children and
adolescent literature.
iv. Texture analysis on the
v. Styles verbal, visual, and
vi. Illustrations other elements of
c. Other Stylistic literature in suitable
Elements children and
i. Musical Quality ii. adolescent texts
Action  Worksheet Making
iii. Humor Activity for children
iv. Story Interest v. and adolescent
Variety of literature students to
Subject Matter recognize elements in
famous texts
4. Categories of  Guided discussion on
Children and the different categories of
Adolescent’s Literature Children and
(with Adolescent’s
suitable texts) Literature
a. Poetry  Identifying suitable
i. Mother Goose children and adolescent
Nursery literary texts other than
Rhymes the
ii. The Owl and the examples presented for
Pussycat by E. Lear each genre based on
iii. Jabberwocky by L. learners’ gender, needs,
Carroll strengths, interests, and
iv. Little Red Riding experiences through
Hood by R. Dahl class/small group
v. Life Doesn’t Frighten discussion and note
Me by M. Angelou taking
 Learning Materials
b. Picture Books Development/Worksheet
i. The Very Hungry Making Activity of a
Caterpillar by chosen/assigned genre in
E. Carle Children and
ii. The Cat in the Hat by Adolescent’s
Dr. Seuss Literature Storytelling,
iii. The Giving Tree by drama and/or creative
S. presentations (i.e
Silverstein Tableau, Puppet Stories,
iv. Where the Wild etc.) of a
Things Are by M. chosen/assigned genre
Sendak or literary text appropriate
to
c. Traditional Literature children and adolescent
i. Aesop’s Fables learners’ gender, needs
ii. Andersen’s and
on Elements identified
(focusing on Facilitative for
SelfLearning, Originality,
Appropriateness, and
Creativity of Task)
 Comprehension and Woorksheets
literature response
activities of the sample
literary texts as formative
assessment on the
Categories of Children and
Adolescent’s Literature
 Compilation of an
Annotated List of Literary
Texts for Children and
Adolescent’s Literature
based on different
categories (focusing on
Appropriateness of Literary
Texts Identified, Short
Discussion/Gist/Explanation for
each text chosen, and
Completeness of Work)
 Synthesis of Learning
Material/Text Worksheet for
Children and Adolescent’s
Literature based on
category/genre identified
(focusing on Facilitative for
Self-Learning, Originality,
Appropriateness, and
Creativity of Task)
 Storytelling/Drama/
Creative
Performance Presentation
of a chosen/assigned literary
text appropriate for children
Fairytales Interest. and adolescent literature
iii. The Grimm Brothers’ (focusing on Appropriateness
Fairytales of Presentation and Text,
iv. One Thousand and Creativity and
One Resourcefulness, and Ability of
Arabian Nights Stories Text to Pursue
v. Other Famous Children/Adolescent Interest in
Fairytales Literature/Reading)
vi. Filipino Folktales
vii. Filipino Legends
d. Modern Fables i.
Peter Rabbit
by B. Potter
ii. Curious George by M.
Rey
iii. Charlotte’s Web by
E.B. White
iv. Winnie the Pooh by
A. A.
Milne
e. Modern Fantasy
i. A Christmas Carol by
C. Dickens
ii. Alice’s Adventures in
Wonderland by L.
Carroll
iii. Bridge to Terabithia
by K. Paterson iv.
Chronicles of
Narnia by C. S. Lewis v.
Peter Pan by J.M.
Barrie
vi. Harry Potter by J. K.
Rowling

f. Realistic Fiction
i. Anne of Green Gables
by L.M. Montgomery
ii. Diary of a Wimpy Kid
by J. Kinney
iii. Wonder by R.J.
Palacio

g. Non-Fiction
(Biographies and
Essays)
i. I Am Malala by M.
Yousafzai
ii. Anne Frank: Diary of
a Young Girl by A.
 Frank

h. Historical Fiction

i. Number the Stars by

L. Lowery
ii. Little House on the
Prairie by L. Wilder

i. Multi-cultural and
International Literature
i.Akong Bugsay by A.
Aboitiz
ii. Stories by
L.Gatmaitan and other
Palanca awardees
iii. Hidden Figures by M.
L. Shetterly

3rd Trinal

Week 13- At the end of these weeks, 5.Issues and Concerns  Round Table  Class participation during Laptop
15 the teacher should be able in discussion on the the round table discussion
to: Children and Issues and Concerns in activity on Issues and
1. discuss the Adolescent’s Children and Concerns in Children and
implications of some Literature Adolescent’s Adolescent’s Literature
issues and concerns in a. Censorship Literature
children and b. Social Issues c.  Critical Reflection Paper on
adolescent’s literature Political  Discussion and Impact of Movie and
to education, language Correctness in Fables writing of a critical Television versions and
learning, and growth and reflection paper on other issues in Children
and development; Tales the impact of movie and Adolescent Literature
2. analyze the impact of d. Rewriting/ and television (focusing on Arguments,
these issues and concerns Deconstruction of versions and other Organization of Ideas, and
to literary selection, Classical Tales issues in children Language Mechanics)
language e. Movie and TV and adolescent
teaching and learning Versions literature  Formative Assessment on
materials development;   Table Completion on the issues, challenges,
and the Issues, impact and actions to be taken
3. perform an adapted/ challenges, impacts to resolve issues in
deconstructed children and and action to children and adolescent
adolescent literary answers some literature through identifying
text which answers issues and of appropriate activities,
some issues and concerns of the learning materials, and
concerns of the genre. genre. literary texts/resources

 Actual performance  Creative Performance

on adapted or Presentation of a an

Week 16- At the end of these weeks,
18 the teacher should be able
to:
1. recognize how
children and
adolescent literature
be an avenue to
teach multiculturalism
and media literacy;
2. identify strategies
and techniques to
storytelling and
reading
aloud for
children and
adolescents
3. prepare an annotated
reading list of books
appropriate to children and
adolescent’s gender,
needs, strengths,
interests, and
experiences; and
4. perform storytelling/
reading aloud to
children and
adolescents in line
with
competencies
from the K to 12
English Curriculum
Guide
deconstructed adapted/deconstructed
children and literary text appropriate for
adolescent literary children and adolescent
texts. literature (focusing on
Appropriateness of
Presentation and Text,
Creativity and
Resourcefulness, and
Ability of Text to Pursue
Children/ Adolescent
Interest in
Literature/Reading)
6. Teaching Children Group synthesis Graphic organizers as
and and presentation of formative assessment on
Adolescent Literacy graphic organizers Appropriate Teaching
through to discuss Strategies in Children and
Appropriate Books and Appropriate Adolescent Literature
Strategies in Literature Teaching Strategies  Process assessment on
in teaching children preparation for storytelling
a. Multiculturalism and adolescent and reading aloud
b. Storytelling literature performance of a suitable
and Reading Aloud literary text for children and
 Class discussion on adolescent literature
c. Choice and Types of the role of Media  Storytelling and Reading
Books and Technology in Aloud Performance
Children and Presentation on suitable
d. Media and Adolescent literary texts for children and
Technology in Literature to include adolescents (focusing
Children and literacy/ on Confidence,
Adolescent reading/academic Appropriateness of Material
Literature development and Presentation, and
 Preparation and Literacy Teaching Interest
presentation of and Effectiveness)
Storytelling and  Compilation of Annotated
Reading Aloud Reading List and Literary
Simulation on Worksheets for Children
suitable literary and Adolescent Literature
texts (focus on
 Finalizing annotated
reading list and
literary worksheets
for children and
adolescent literature
II. POLICIES:
Good manners and right conduct in the classroom.
1. Prayer. Each class begins and ends with a prayer.
2. Greeting. Students greet the teacher.
3. Attendance. Only for valid reasons can students be excused from class.
4. Promptness. Students are expected to come to class on time. More than 15 minutes is considered absent.
5. Participation. As much as possible, students are to participate in class discussions and activities.
6. Intellectual Integrity. Honesty is the best policy.
7. Use of cellphones. All cellphones are put in silent mode inside the classroom. Texting and answering calls are to be done at
designated areas in the campus.
8. Energy conservation. Lights and fans are put off by the one nearest the switch after every class.
9. Submission of requirements. Haste makes waste. Class requirements are to be submitted on time.
10. Courtesy. Respect for others is practiced at all times and in all places.
III. COURSE REQUIREMENTS:

 Projects to be submitted on the following dates:

IV. CONSULTATION PERIOD:

 Monday to Saturday
o 3:00 pm to 4:30 pm

V. GRADING SYS TEM:

Learning in this course will be evaluated with the use of the following measures:

Written Tasks - 20%

Performance Tasks - 40%
Examination - 40%
Total - 100%

VI. REFERENCES:
Book: 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.

Prepared by: Checked and Approved by:

REINA LYN E. ELEGIO, LPT DONNABEL T. LIBADISOS, Ed. D

Instructor Program Head