QUIRINO STATE UNIVERSITY

ARA-Instruction

AN OUTCOMES-BASED

COURSE SYLLABUS

in

Eng 111
Children and Adolescent Literature

Second Semester
Academic Year 2022-2023
College of Teacher Education- Bachelor of Secondary Education

Prepared by:

ANALIZA TUPPAL, MAEd.

Subject Instructor

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Course Number Eng 111

Course Title Children and Adolescent Literature
Course Description This course provides a survey of the categories and types of the world’s literature for children and adolescents. Therefore, preservice
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.
Course Credits Three (3) units
Contact Hours Three (3) Hours / Week
Prerequisite None
Educational Mandates VISION: QSU as the leading center for academic and technological excellence and prime catalyst for progressive
and sustainable Quirino Province and Southern Cagayan Valley.

MISSION: Develop competent and morally upright professionals and generate appropriate knowledge and
technologies to meet the needs of Quirino Province and Southern Cagayan Valley.

GOALS: 1. Perform the mandated functions of the university through an effective and efficient
management system;
2. Provide innovative and quality academic programs and produce competent, productive and
committed professionals;
3. Generate relevant knowledge and responsive technologies through quality researches;
4. Develop and implement techno-transfer and efficient training and extension services; and
5. Generate adequate resources to support and enhance institutional development.

CORE VALUES: Quirino State University commits itself to stakeholders to:

Quality and Excellence – Quickly & willingly render excellent, ethical and professional service at all times;
Commitment – Seriously pursue academic excellence to produce globally competitive graduates; and
Unity & Integrity – Unitedly promote a working environment of morally upright government servants.

QUALITY POLICY: Quality Service Upheld: a continuous commitment in improving our endeavors to meet the
satisfaction of our valued stakeholders. Specifically, Quirino State University shall:
Quickly & willing render excellent, ethical & professional service which show strong management involvement
& commitment to produce quality graduates
Seriously pursue to continually improve the quality management system through the enhancement of faculty
& staff competencies, creativity, empowerment & accountability through relevant development programs; and

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Unitedly provide quality services through participatory governance & compliance to legal & other prescribed
requirements.

QUALITY OBJECTIVES:
1. Provide continuous excellent instruction to produce competent, productive and committed professional;
2. Generate relevant knowledge and responsive technologies through advanced research;
3. Develop and implement techno-transfer approaches for sustainable extension activities; and
4. Generate adequate resources to support and enhance institutional development.

GOALS OF THE COLLEGE OF TEACHER EDUCATION:

1. Development of competent teachers in basic education;
2. Preparation of competent teachers supportive to national development goals; and
3. Preservation and promotion of desirable values for a dignified teaching profession.

OBJECTIVES OF THE BACHELOR OF SECONDARY EDUCATION

1. To equip prospective high school teachers with the academic and cultural background for better
understanding of their roles in the society;
2. To provide knowledge, skills and desirable attitudes necessary for efficient and effective teaching in the
secondary high
Schools;
3. To instill moral and social responsibilities in the teaching professions; and
4. To produce patriotic, upright productive, technology driven and globally competitive high school teachers.
Program Educational Program Educational Objectives
Objectives Graduates of the BSED are professionals who:
1. have a deep and principled understanding of a wide range of ranging process (including curriculum
development, lesson planning, materials development, educational assessment and teaching
approaches) and the role of the teacher in facilitating these processes in their students (COGNITIVE)

2. have creativity and innovation in applying alternative teaching approaches, while demonstrating
basic and higher literacy, communication, numeracy, critical thinking, and learning skills needed for
higher learning in diverse types of learning environment; (PSYCHOMOTOR/SKILLS)
3. can demonstrate and practice the professional and ethical requirements of the teaching profession
(AFFECTIVE/VALUES)

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Learning Outcomes 1. Possess broad knowledge of language and literature for effective learning.
(For major in English 2. Use English as a global language in a multilingual context as applies in applies to the teaching of language
and literature.
3. Acquire extensive background in the field of language, literature, and other allied services.
4. Demonstrate proficiency in oral and written communication.
5. Show competence in employing innovative language and literature teaching approaches, methodologies, and
strategies.
6. Use technology in facilitating language learning and teaching.
7. Inspire students and colleagues to lead relevant and transformative changes to improve learning and
teaching language and literature.
8. Display skills and abilities to be a reflective and research-oriented language and literature teacher.

At the end of the semester, the students should be able to:

Learning Outcomes
(For the subject) 1. expound on children and adolescent literature and its historical development, in relation to today’s rich
repertoire;
2. recognize how language development can be achieved through the use of children and adolescent
literature;
3. identify the elements of children and adolescent’s literature making it a unique genre of its own;
4. analyze the verbal, visual, and other stylistic elements of literature in suitable children and adolescent
texts;
5. prepare a worksheet for children and adolescent literature students to recognize elements in famous
texts;
6. demonstrate a deep understanding of the basic approaches to studying learning and knowledge in
complex domains;
7. identify suitable children and adolescent literary texts for each genre which will suit learners’ gender,
needs, strengths, interests, and experiences;
8. prepare learning materials and worksheets to introduce/aid/ assess children and adolescent’s
learning of literary texts;
9. perform creative presentations, storytelling, and drama appropriate as adapted from children and
adolescent literature;
10. discuss the implications of some issues and concerns in children and adolescent’s literature to
education, language learning, and growth and development;

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11. analyze the impact of these issues and concerns to literary selection, language teaching and learning
materials development;
12. perform an adapted/ deconstructed children and adolescent literary text which answers some issues
concerns of the genre; and
13. recognize how children and adolescent literature be an avenue to teach multiculturalism and media
literacy.
Grading System
LECTURE % Allocation
Prelim/Midterm/Final
40%
Exams
Quizzes 30% Final Grade =Prelim Grade + Midterm Grade + Semi-Final Grade
Requirements 10% 3
Recitation/Participation 10%
Attendance and
10%
Assignment
Total 100%
Transmutation of Grades
Point System Percentage System Point System Percentage System
1.00 98-100 2.50 80-82
1.25 95-97 2.75 77-79
1.50 92-94 3.00 75-76
1.75 89-91 4.00 71-74
2.00 86-88 5.00 70-below
2.25 83-85
Y
Course Requirements Written and Performance Outputs, Demonstration Teaching
LCD Projector, slides, laptop computer, research guides, sample literary pieces, case study sample, books, and
Materials/Equipment
other related materials.
Learning Resources Crowther, Ingrid (2007) Creating Effective Learning Environments 2nd Edition. Thomson Nelson.
Lucas, Ma. Rita and Corpuz, Brenda (2011) Facilitating Learning: Metacognitive Process. Published: Lorimar Publishing, Inc.
Mayer, Richard E. (2011) Applying the science of learning. Boston: Pearson Education.
McDevitt, Teresa M. (2013) Child development and education. 5th ed. Boston: Pearson.
Schunk, Dale H. (2012) Learning Theories: An Educational Perspective. 6th Ed. Boston: Pearson Education.

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Vega, Violeta A. (c2012) Facilitating learning. Revised ed. Mandaluyong City: Books Atbp.
Syllabus of Maria Rita D. Lucas, Ph.D. Centro Escolar University
Modality Face to Face
Classroom Policies 1. Prayer. Each class begins and ends with a prayer.
2. Greeting. Students greet the teacher “Good Morning”, Sir/Ma’am/Sister. Praised be Jesus and Mary!”
before the beginning of the class.
3. Attendance. Only for valid reasons can students be excused from class.
4. Identification Card. A validated student identification card must always be worn by all students.
5. Promptness. Students are expected to come to class on time. More than 15 minutes is considered absent.
6. Participation. As much as possible students are to participate in class discussions and activities.
7. Intellectual integrity. Cheating is strictly prohibited. Any form of dishonesty shall be dealt with
accordingly. Honesty is the best policy.
8. Use of Cellular Phones. All cellular phones are put in silent mode inside the classroom. Texting and
answering calls are to be done at designated areas in the campus.
9. Energy Conservation. Lights and fans are put off by the one nearest the switch after every class.
10.Submission of Requirements. Haste makes waste. Class requirements are to be submitted on time.
11.Courtesy. Respect for others is practiced at all times and in all places.

Faculty Information Name of Faculty: ANALIZA TUPPAL

Academic Rank: INSTRUCTOR-COS
Designation: COLLEGE / PROGRAM SECRETARY, BATCH ADVISER
Contact Number: 09656689950
Email Address: analizatuppal@gmail.com
Consultation Time: MWF 1:00-2:00

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LEARNING PLAN

LEARNING
TOPICS MODALITY ASSESSMENT REMA
OUTCOMES METHODOLOGY RESOURCES
RKS
Familiarize with the Orientation Face to face Open discusssion Student’s Handbook Oral recitation
University’s VMGO. A. VMGO
Discuss the B. Class Rules and QSU Manual
requirements of the Regulations
course, grading C. Class requirements Videos/ Songs
system and
expectations.
a. expound on Children and Face to face Interactive Hand Out/ Module Individual Activity:
children and Children’s Literature Lecture Individual
adolescent literature I. Children’s reading Powerpoint Recitation
and interests Peer Sharing Presentation
its historical II. Relationship between Self Assessment
development, in Children’s Development Differetiated
relation to today’s and their Literature Activities
rich III.Historical
repertoire; and Background of
b. recognize how Children’s Literature
language - Anglo-Saxon Period –
development can be Epics
achieved through the - Medieval Period
use of children and a. ABC Books
adolescent b. Hornbooks
literature. c. Chapbooks
- Puritan Period Face to face Interactive Hand Out/ Module Story Analysis
- Fairytales, Folktales, Discussion
and Legends Powerpoint Short Quiz
- John Newberry Era – Group Presentation
Children’s Books Presentation

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- Didactic Period – Differetiated

Books for Teaching Activities
Children
IV. Development of
Children’s Literature in
the Philippines
a. identify the 2. Elements of Children Face to face Interactive Hand Out/ Module Performance Task
elements of children and Adolescent’s Discussion
and adolescent’s Literature Powerpoint Quiz
literature making it a A. Verbal Elements Reporting Presentation
unique genre of its a. Writer’s Purpose Activity varies on
own; b. Plot Lesson Planning Differetiated the demonstrator
b. analyze the verbal, Activities
c. Characters
visual, and other Demonstration
stylistic
d. Setting Teaching
elements of literature e. Themes
in suitable children f. Style
and B. Visual Elements
adolescent texts; and a. Line
c. prepare a b. Color
worksheet for c. Shape
children and d. Texture
adolescent e. Styles
literature students to f. Illustrations
recognize elements in
famous texts
PRELIMINARY EXAMINATION
a. identify suitable 3. Categories of Children Face to face Interactive Hand Out/ Module Individual Activity
children and and Adolescent’s Lecture and
adolescent literary Literature (with suitable Discussion Powerpoint Group Activity
texts for each genre texts) Presentation
which will suit 1. Poetry Group Discussion Differetiated Activity varies on
learners’ gender, Mother Goose Nursery Activities the demonstrator
needs, strengths, Rhymes Lesson Planning

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interests, and The Owl and the Pussycat by

experiences; E. Lear Demonstration
b. prepare learning Jabberwocky by L. Carroll Teaching
materials and Little Red Riding Hood by
worksheets to R. Dahl
introduce/aid/ Life Doesn’t Frighten Me by
assess children and M. Angelou
adolescent’s 2. Picture Books
learning of literary The Very Hungry Caterpillar
texts; and by E. Carle
c. perform creative The Cat in the Hat by Dr.
presentations, Seuss
storytelling, and The Giving Tree by S.
drama appropriate as Silverstein
adapted from Where the Wild Things Are
children and by M. Sendak
adolescent literature.
3. Traditional Literature Face to face Interactive Hand Out/ Module Individual Activity
Aesop’s Fables Lecture and
Andersen’s Fairytales Discussion Powerpoint Group Activity
The Grimm Brothers’ Presentation
Fairytales Group Discussion Activity varies on
One Thousand and One Differetiated the demonstrator
Arabian Nights Stories Lesson Planning Activities
Other Famous Fairytales
Filipino Folktales Demonstration
Filipino Legends Teaching
4. Modern Fables
Peter Rabbit by B. Potter
Curious George by M. Rey
Charlotte’s Web by E.B.
White
Winnie the Pooh by A. A.
Milne

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5. Modern Fantasy Interactive Hand Out/ Module Individual Activity

A Christmas Carol by C. Lecture and
Dickens Discussion Powerpoint Group Activity
Alice’s Adventures in Presentation
Wonderland by L. Carroll Group Discussion Activity varies on
Bridge to Terabithia by K. Differetiated the demonstrator
Paterson Lesson Planning Activities
Chronicles of Narnia by C.
S. Lewis Demonstration
Peter Pan by J.M. Barrie Teaching
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
7. Non -Fiction
(Biographies and Essays)
I Am Malala by M.
Yousafzai
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. Multi-cultural and
International
Literature
Akong Bugsay by A. Aboitiz
Stories by L. Gatmaitan and

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other Palanca awardees

Hidden Figures by M. L.
Shetterly
a. discuss the 4. Issues and Concerns in
implications of some Children and Adolescent’s
issues and Literature
concerns in children 1. Censorship
and adolescent’s 2. Social Issues
literature to 3. Political Correctness in
education, language Fables
learning, and growth and Tales
and 4. Rewriting/ Deconstruction
development; of
b. analyze the impact Classical Tales
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.
MIDTERM EXAM
A. recognize how children Literacy through Face to face Interactive Hand Out/ Module Individual Activity
and adolescent literature Appropriate Books and Lecture and
be an avenue to teach Strategies in Literature Discussion Powerpoint Group Activity

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multiculturalism and 1. Multiculturalism Presentation

media literacy; 2. Storytelling and Reading Group Discussion Activity varies on
B. identify strategies and Aloud Differentiated the demonstrator
techniques to storytelling 3. Choice and Types of Lesson Planning Activities
and reading aloud for Books
children and adolescents 4. Media and Technology in Demonstration
C. prepare an annotated Children Teaching
reading list of books and Adolescent Literature
appropriate to children
and adolescent’s gender,
needs, strengths, interests,
and experiences; and
D. perform storytelling/
reading aloud to children
and adolescents in line
with competencies from
the K to 12 English
Curriculum Guide
FINAL EXAM

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