VPAA-QF-10

Republic of the Philippines CvSU Mission

CvSU Vision CAVITE STATE UNIVERSITY
Imus Campus Cavite State University shall
The Premier University in provide excellent, equitable and
Cavite Civic Center, Palico IV, Imus City, Cavite
historic Cavite globally relevant educational opportunities in
recognized for excellence in
 (046) 471-6607/ 471-6770 the arts, sciences and technology
character development, www.cvsu.edu.ph through quality instruction and
academics, research, responsive research and
innovation, and sustainable development activities. It shall
community engagement. produce professional, skilled, and
morally upright individuals for global
TEACHER EDUCATION DEPARTMENT competitiveness.

COURSE SYLLABUS
Second Semester, AY 2024- 2025
Course
Course Code ECED 28 Children’s Literature Type Lecture Credit Units 3
Title
This course focuses on the importance of children’s literature for promoting lifelong love of reading among the young learners and its use
Course
as springboard for developing literacy skills. Strategies and approaches for using children’s literature in the classroom will be discussed.
Description
(CMO 76 s.2017)
Pre-
NONE Course Schedule: Lecture Hours:
requisites
Students are expected to live by and stand for the following University tenets:

TRUTH is demonstrated by the student’s objectivity and honesty during examinations, class activities and in the development of projects.

EXCELLENCE is exhibited by the students’ self-confidence, punctuality, diligence and commitment in the assigned tasks, class
Core Values
performance and other course requirements.

SERVICE is manifested by the students’ respect, rapport, fairness and cooperation in dealing with their peers and members of the
community.
In addition, they should exhibit love and respect for nature and support for the cause of humanity.
Goals of the The Campus shall endeavor to achieve the following goals:
College/
Campus 1. Provide a general education program that will promote national identity; cultural consciousness, morality integrity and
spiritual vigor;
2. Train the nation’s manpower in skills required by national development;
3. Develop professions that will provide leadership for the nation, an advantage knowledge through research and apply new
knowledge for improving the quality of human life;

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 4. Respond effectively to changing societal needs and conditions;
5. Act in recognition of professional, social, and ethical responsibility;
6. Preserve and promote Filipino historical and cultural heritage.
The department shall endeavor to:

1. Produce effective instructional leaders and mentors who would facilitate learning.
Objectives 2. Equip student with knowledge, skills, attitudes and values necessary to become efficient educators in dynamic society.
of the 3. Conduct relevant research in the different areas of education to enrich the learning process.
Department 4. Provide relevant community development services to disseminate information.
5. Develop alternative learning approach for diverse learners.

Program Educational Objectives (based on the program CMO)

1. Articulate the rootedness of education in the philosophical, socio-cultural, historical, psychological and political contexts;
2. Demonstrate the mastery of the subject matter/discipline;
3. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environment;
4. Develop innovative curricula, instructional plans, teaching approaches and resources for diverse learners;
5. apply skills in the development and utilization of ICT to promote quality, relevant and sustainable educational practices;
6. demonstrate a variety of thinking skills in planning, monitoring, assessing and reporting learning processes and outcomes;
7. practice professional and ethical teaching standards sensitive to the local, national and global realities; and
8. pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunity.
Student Outcomes and Relationship to Program Educational Objectives
Program Educational Objectives Code (based on the
Program/Student Outcomes (based on the program CMO) program CMO)
1 2 3 4 5 6 7 8
The students will be able to: / / / / / / / /
a.
demonstrate mastery of subject matter/discipline; / / / / / / / /
a
b.
demonstrate high level of content and pedagogical knowledge; and / / / / / / / /
b
c.
demonstrate innovative thinking. / / / / / / / /
c
Course Outcomes and Relationship to Student Outcomes
Program/Student Outcomes Code
Program Outcomes Addressed by the Course
After completing this course, the students will be able to:
a b c
a. demonstrate knowledge and understanding of children’s literature to promote lifelong love for E E E

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 reading;
b. demonstrate knowledge of children’s literature to promote literacy skills; E E E
c. demonstrate interest and enjoyment of reading that nurture and inspire learner participation; E E E
d. show skills in the selection and use variety of teaching and learning resources Including ICT for
E E E
learners from the three ECE levels; and
e. apply teaching strategies using appropriate resources that are responsive to the learners’
E E E
linguistic, cultural, socio-economic and religions background
*Level: I-Introductory E- Enabling D-Demonstrative
COURSE COVERAGE
Outcomes- Due Date of
Teaching and
Week Intended Learning Mode of Resources based Submission of
Topic Learning
No. Outcomes (ILO) Delivery Needed Assessment Output
Activities (TLA)
(OBA)
1-2 At the end of these A. Introduction  Discussion  Quiz on the 1 week after the
weeks, the pre- 1. Knowledge base  Case Collaborative Student topics under discussion
service teacher of Children’s analysis: Method Handbook introduction
(PST) can: Literature in Teacher’s  Case
early education: use of Course analysis
a. describe the Developmentally children’s Syllabus report
literacy Appropriate literature in  Advocacy
elements; Practices, the AVP from poster on
constructivist classroom GAD the
b. explain the approach, Huge  Think, pair, importance
knowledge collection of share: of children’s
bases of quality books for Linking DAP literature-
children’s young children with poster
literature in 2. Importance of Children’s scoring
early Children’s Literature rubric
education; Literature and  Preparing
and building love of an
reading advocacy
c. advocate for 3. History of
the poster on
Children’s the
importance of Literature
building love importance
4. Literacy of
of reading Elements (plot,
and Children’s
theme, literature
enjoyment of

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 characterization, and building
books in the ) love for
early years. reading
3-4 At the end of these B. Characteristics of  Class  Collab  Reference  Quiz on 1 week after the
weeks, the pre- Young Children discussion orative material characteristi discussion
service teacher and appropriate Discussion via  Education cs of young
(PST) can: environments  Preparing a Synchronous al Video children and
1. Review of matrix of Class  Multimedi appropriate
a. articulate one’s Developmental salient  Indepe a environment
own reading characteristics characteristi ndent Exercise presentati  Matrix of
identity; and of young cs and need via on salient
children of young asynchronous characteristi
b. draw 2. Appropriate children class cs and need
corresponding Literature- Rich with of young
implications on Environments correspondi children with
the appropriate for infants and ng correspondin
use of children’s toddlers, implications g
literature to meet preschoolers for using implications
the children’s for using
developmental literature to children’s
characteristics match literature to
and needs of these. match these.
young children.  Reading
 Reading Identity
Identity: Reflection
Thinking paper
about your
early
developmen
t as a
reader.
Recalling
stories and
books that
one enjoyed
as a child.
Interviewing
family
members

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 on one’s
early
reading
experiences
and reflect
upon your
life as a
reader
inside and
outside of
school
environment
s. Exploring
why you are
the reader
or non-
reader that
you are
today.
 Visiting
exemplary
early
childhood
centers to
learn about
appropriate
literature
rich
environment
s
 Observing
young
children are
engaged in
literature
activities
5-6 At the end of these C. Literature Genres  Class  Collaborativ  Reference  Quiz on 1 week after the
weeks, the pre- and Forms discussion e Discussion material literature discussion
service teacher 1. The Picture Book via genres and

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(PST) can:  Examining Synchronou  Education forms
1. Types of picture s Class al Video  Picture book
a. demonstrate Picture Books books which  Reflective  Multimedi evaluation
knowledge on (alphabet, are approach via a report
picture books; counting, Caldecott asynchronou presentati  Critical
concept, medal / s class on annotation of
b. evaluate picture wordless Alcala picture
books books) winners, books
appropriate for 2. Criteria for choose
young children; Picture Book three that  Reading
and Selection you find record
3. Awards for appealing indicating
c. demonstrate Children’s and explain picture
positive books (Local why. books read
disposition and and Foreign  Reading at appropriate
enjoyment of 4. Common least two to
picture books Themes, picture infant/toddler
related to use Characters, books per , preschool,
with young and Situations level Kindergarten
children in Picture (infant/toddl to Grade 3)
books er, pre-k, K
to 3)
 Evaluating  Critical
picture annotations
books using of picture
a set of books-
criteria scoring
rubric
 Writing
 Activity plan-
critical
scoring
annotations
rubric
of picture
books
 Creating an
activity plan
using
picture
books for
young

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 children
7-8 At the end of these 2. Folk Literature  Collaborativ  Reference  Quiz on folk 1 week after the
weeks, the pre-  Class e Discussion material literature discussion
service teacher 1. Mother Goose discussion via  Education  Folk
(PST) can: 2. Folktale  Listening to Synchronou al Video Literature
3. Chained and traditional s Class  Multimedi evaluation
a. differentiate cumulative songs. Talk a report
the different tales among your  Reflective presentati  Critical
types of folk 4. Animal tales friends approach on annotation of
literature; 5. Transformatio regarding via folk literature
and nal tales your asynchrono  Reading
favorites. us class record
6. Pourquoi tales
b. demonstrate  Reading at indicating
7. Fables
positive least two selected folk
8. Tall tales and
disposition folk literature
legendary literature
and read
figures selection
enjoyment of appropriate
9. Noodlehead per level
folk literature to
tales (infant/toddl infant/toddler
related to
10. Myths and er, pre-k, K , preschool,
use with
legends to 3) Kindergarten
young
11. Songs as folk to Grade 3)
children.
literature  Writing  Writing
12. Fairy tales as critical critical
folk literature annotations annotations
of Folk of Folk
literature for literature for
children. children.
Include both Include both
foreign and foreign and
local local
selections. selections.

 Visiting a  Scoring
children’s rubric
bookstore
(actual or
virtual) and
look at titles

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 of new
folktales on
the market.
At the end of these 3. Modern Fantasy  Class  Quiz on 1 week after the
weeks, the pre- 1. What modern discussion modern discussion
service teacher fantasy is fantasy
(PST) can: 2. Science fiction  Choosing
3. How they are one  Review of a
a. describe use selection selected
what appropriately appropriate Modern
modern with young for young fantasy book
fantasy is; children children and
and writing a
review
9-10
b. demonstrate
positive
disposition
and
enjoyment
of modern
fantasy
related to
use with
young
children.
MIDTERM EXAMINATION
11-12 At the end of these 4. Realistic Fiction  Class  Collab  Reference  Quiz on 1 week after the
weeks, the pre- 1. Characteristic discussion orative material realistic fiction discussion
service teacher s of Quality Discussion via  Education
(PST) can: Realistic  Evaluating Synchronous al Video  Realistic
Fiction for realistic Class  Multimedi fiction
a. describe Young fiction using  Indepe a evaluation
realistic Children a set of ndent Exercise presentati report
fiction and its 2. Using the criteria via on
elements; Realistic asynchronous  Critical
Fiction Book  Writing class annotation of
b. choose in Social critical realistic fiction
appropriate Studies annotations

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 realistic fiction of realistic  Reading
selections fiction record
appropriate for indicating
young  Reading at selected
children; and least two realistic fiction
realistic read
c. demonstrate fictions per appropriate to
positive level infant/toddler,
disposition (infant/toddl preschool,
and enjoyment er, pre-k, K Kindergarten
of realistic to 3) to Grade 3)
fiction related
to use with
young
children.
13-14 At the end of these 5. Poetry and the  Class  Collaborativ  Reference  Quiz on 1 week after the
weeks, the pre- Rhythm of discussion e Discussion material poetry and discussion
service teacher Expression via  Education the rhythm of
(PST) can: 1. Poetry  Holding a Synchronou al Video expression
Elements and poetry s Class  Multimedi  Compilation
a. demonstrate Forms “workshop”  Reflective a of written
knowledge of 2. Poetry and Students approach via presentati poems and
various types of Rhythm will write asynchronou on rhymes-
poems by 3. Poetry their own s class scoring rubric
writing samples Throughout poems and
of some types; the Classroom rhymes  Activity plan
and  Poems and using poems
b. demonstrat Curriculum rhymes and rhymes-
e positive 4. Teacher’s use read-aloud scoring rubric
disposition of poetry  Compiling
and in the poems and
enjoyment classroom rhymes for
of poetry 5. Linking poetry young
related to with curricular children
use with themes
young 6. Poetry and  Preparing
children; Cultural an activity
and Diversity plan for
young

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 c. create an children
activity plan using
using poems and
poems and rhymes
rhymes for
young
children.
At the end of these 6. Books and  Class  Collaborativ  Reference  Quiz on books 1 week after the
weeks, the pre- Stories in Other discussion e Discussion material and stories in discussion
service teacher Forms/Media via  Education other forms or
(PST) can: a. Types  Curating Synchronou al Video media
1. Television apps related s Class  Multimedi
a. evaluate 2. Audio to Children’s  Reflective a  List of curated
appropriate books Literature approach presentati apps
books/materi 3. Video genre via on
als in other 4. Applicatio asynchrono  Activity plan
forms; ns (Apps) us class
5. Performa  Annotating  Annotated list
b. demonstrate nces – audio and of audio
positive puppet video books and
15-16 videos
disposition show
and enjoyment  Preparing an  Activity plan
b. Criteria in
of activity plan using poems
evaluating
books/material using the and rhymes-
other forms/
s in other curated scoring rubric
media for use
forms/media apps
with young
related to use children
with young
children; and

c. create an
activity plan
using.
16-17 At the end of these D. Literature in the  Surveying  Collab  Refer  List of 1 week after the
weeks, the pre- Classroom and at the themes orative ence selections discussion
service teacher Home and lessons Discussion via materi aligned to
(PST) can: 1. DepEd of the Synchronous al themes and
Kindergarten DepEd Clas  Educa lessons in the

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a. outline the Curriculum Kindergarte  Indepe tional DepEd
themes and themes and n Teacher ndent Exercise Video kindergarten
topics of the lessons Guide and via  Multi curriculum/
DepEd 2. ECCD Council- National asynchronous media NELC
Curriculum; National Early Early class prese
Learning Learning ntatio  Final
b. outline the Curriculum Curriculum n Requirement:
themes and (NELC) (NELC). Children’s
topics of the 3. Strategies to Preparing a Literature
NELC; develop love for list of Portfolio
reading for selections
c. align parents (local and  Include
appropriate foreign) projects and
children’s matching
resources
literature the themes
from this class
selections to and lessons
according to
the curriculum; with
annotations the course
and
 Setting a objectives.
book corner Include a
d. suggest
designed reflection for
strategies for
for: each section
parents to
- Infant indicating how
instill love of
books and and toddlers each content
reading. - demonstrate
Preschooler the learning
s outcome of
- K-3 the unit. This
is part of the
 Writing a summative
resource evaluation of
material for whether or not
parents on the course
ways to outcomes
instill love of
have been
books and
achieved.
reading to
young
children

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 18 FINAL EXAMINATION
Total
COURSE REQUIREMENTS

Suggested Lecture Requirements:

1. Midterm Examination
2. Final Examination
3. Quizzes/Seat works/Recitations
4. Video presentation
5. Fact Sheet
6. Class Reporting/Reaction Paper
7. Assignments
8. Class or Group Project (Term Paper/Project Design/Case Study/Feasibility Study/Culminating Activity/Portfolio)
9. Class Attendance

GRADING SYSTEM
Grade Distribution (Lecture) TRANSMUTATION TABLE FOR ALL COURSES
-----------------------------------------------------------------------
Class Standing 60% 96.7 – 100.0 1.00
93.4 – 96.6 1.25
--------------------------------------------------------------------------
90.1 - 93.30 1.50
Portfolio 20% 86.7 – 90.0 1.75
Quizzes 15% 83.4 – 86.6 2.00
Recitation 15% 80.1 – 83.3 2.25
Attendance/ Attitude 10% 76.7 – 80.0 2.50
-------------------------------------------------------------------------- 73.4 – 76.6 2.75
Comprehensive Exam 40% 70.00 – 73.3 3.00
50.0-69.9 4.00
--------------------------------------------------------------------------
Below 50 5.00
Midterm Examination 20% INC Passed the course but lack some
Final Examination 20% requirements.
____________________________________________ Dropped If unexcused absence is at least
TOTAL 100% 20% of the Total Class Hours.

Total Class Hours/Semester: (3 unit Lec – 54 hrs)

CLASS POLICIES

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A. Attendance
Students are not allowed to have 20% or more unexcused absences of the total face to face class hours; otherwise, they will be graded as
“DROPPED”.
B. Classroom Decorum
During face-to-face mode
Students are required to:
1. wear identification cards at all times;
2. wear face mask at all times
3. observe physical/social distancing at all times
4. clean the classroom before and after classes;
5. avoid unnecessary noise that might disturb other classes;
6. practice good manners and right conduct at all times;
7. practice gender sensitivity and awareness inside the classroom; and
8. come to class on time.
During distance mode
Students are required to:
1. sign an honor system pledge;
2. avoid giving or receiving unauthorized aid of any kind on their examinations, papers, projects and assignments,
3. observe proper netiquette during on-line activities, and
4. submit take home assignments on time.

C. Examination/ Evaluation
1. Quizzes may be announced or unannounced.
2. Mid-term and Final Examinations are scheduled.
3. Cheating is strictly prohibited. A student who is caught cheating will be given a score of ”0” for the first offense. For the second offense, the
student will be automatically given a failing grade in the subject.
4. Students who will miss a mid-term or final examination, a laboratory exercise or a class project may be excused and allowed to take a special
exam, conduct a laboratory exercise or pass a class project for any of the following reasons:
a. participation in a University/College-approved field trip or activity;
b. due to illness or death in the family; and
c. due to force majeure or natural calamities.

REFERENCES & SUPPLEMENTARY READINGS

Main References:

Kiefer, B. & Tyson, C. (2019). Charlotte Huck’s Children’s Literature: A Brief Guide. McGraw-Hill. 3rd edition

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 Ortiz, W. P. (2016). Bugtong ng Buwan: At Iba Pang Kuwento. Diliman, Quezon City, Manila, Philippines:
The University of the Philippines Press.

Secondary Referrences:

(1994) Bumasa at Lumaya: A Sourcebook on Children's Literature in the Philippines. Pasig, M.M.: Anvil.

Barone, D. M. (2011). Children’s Literature in the Classroom: Engaging Lifelong Readers. New York: The Guilford Press.

Glazer, J. I. (1997). Introduction to Children’s Literature. Upper Saddle River: Merrill.

Yu, R. T. (2011). Balagen: Edukasyong Pangkapayapaan at Panitikang Pambata. Diliman, Quezon City: University of the Philippines Press.
REVISION HISTORY
Revision Highlights
Date of Revision Date of Implementation
Number of Revision
1 February 10, 2022 Second Semester, SY 2021 - OBE format;
2022 added
features for
flexible mode
of teaching

Prepared: Evaluated: Approved :

JORDAN T. AQUINO MA. CARLOTA G. BAGUION DR. JENNY BEB-FERAER-ESPINELI

Instructor Department Chairperson Campus Administrator
CP # 09150871622 Department of Teacher College/Campus: CvSU Imus Campus
E-mail Address: jordan.aquino@cvsu.edu.ph Education Date Approved: ________________________
Consultation Schedule: E-mail Address:
Date Prepared: mgbaguion@cvsu.edu.ph
Date Evaluated:
______________

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