Republic of the Philippines

Province of Cebu
Municipality of Cordova
CORDOVA PUBLIC COLLEGE
Gabi, Cordova, Cebu
Municipality of Cordova

College of Teacher Education

Bachelor of Secondary Education (BSEd) Major in English

OUTCOMES-BASED EDUCATION (OBE) COURSE SYLLABUS

Second Semester, 2021-2022
Date revised: August 3, 2021

Course Code : EL 111

Course Description : CHILDREN AND ADOLESCENT LITERATURE

No. of Hours per week : 3 Hours/Week

No. of Hours per Semester : 54 Hours

Credit Units : 3 units

Pre-requisites :

I. Cordova Public College Vision : A community-based college that shall offer quality education at a low tuition fee.

II. Cordova Public College Mission : To offer affordable and quality education, primarily but not exclusively, to the Cordovanhons with the end
in view that education shall be within everyone’s reach.

: To provide tertiary education, technical, vocational and other practical courses.

III. Cordova Public College Core Values: Patriotism, Respect, Accessibility, Integrity, Spirituality, Excellence, Service
IV. College Outcomes:
● To foster, sustain and support the knowledge proficiency, and professional levels essential to employment.
● To develop the capacity to grow into fully qualified professional leaders
● To cultivate the spirit of nationalism enhancing individual and social awareness of society and community
● To inculcate a strong sense of commitment and dedication to any profession guided by faith and strong moral fervor
● Develop intellectually motivated individuals demonstrating scientific training through related academic activities; research and evaluation that
will contribute to the local and national development
● Train for democratic leadership characterized by commitment to the vision-mission of the institution
● Contribute to the socio-economic, technological, scientific and cultural growth of man in society
● Produce self-reliant citizens imbued with love of his/her community and country

V. Program Outcomes: (Based on Section 6 of CHED memorandum 75 s.

2017) Common to all Programs
1. Articulate and discuss the latest developments in the specific field of practice (PQF level 6 descriptor)
2. Communicate effectively through oral and in forms using both English and Filipino.
3. Work effectively and independently in multi-disciplinary and multi-cultural teams (PQF level 6 descriptor).
4. Act in recognition of professional, social, and ethical responsibility
5. Preserve and promote “Filipino Historical and Cultural Heritage”(based on RA 7722)
Common to the Discipline (Teacher Education)
6. Articulate the rootedness of education in philosophical, sociocultural, historical, psychological and political contexts.
7. Demonstrate mastery of subject matter/discipline
8. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments.
9. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners.
10. Apply skills in the development and utilization of ICT to promote quality , relevant, and sustainable educational practices.
11. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes.
12. Practice professional and ethical teaching standards sensitive to the local, national and global realities.
13. Pursue lifelong learning for personal and professional growth through varied experiential and field based opportunities.
Specific to the BSEd-English Program
14. Possess broad knowledge of language and literature for effective learning
15. Use English as a global language in a multilingual context as it applies to the teaching of language and literature
16. Acquire extensive reading background in language, literature, and allied fields
17. Demonstrate in-depth understanding the diversity of learners in various learning areas
18. Show competence in employing innovative language and literature teaching approaches, methodologies, and strategies
19. Use technology in facilitating language learning and teaching
 20. Inspire students and colleagues to lead relevant and transformative changes to improve learning and teaching language and literature
21. Displays kills and abilities to be reflective and research-oriented language and literature teacher

VI. Course Description:

This course provides knowledge of the categories and types of the world’s literature for children and adolescents. Therefore, students 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. Students will interpret and evaluate literature written for children and adolescents in
various genres, including myths and legends, fantasy, realism, biography, poetry, and picture storybooks. The course is a reading and writing
intensive course.

VII. Course Outcomes:

At the end of the course, the pre-service teachers should be able to;
1. prepare an annotated reading list of literary selections and genres appropriate for children and adolescents and which will demonstrate their
content knowledge;
2. design literature/reading worksheets for teaching to enhance the literacy skills of future students that begins early in school and continues through
life;
3. appreciate the value of traditional literature including historical, cultural, dystopian, and modern fantasy through performance-based tasks;
and
4. gain critical literacy, specifically evaluating picture storybooks, poetry, and novels for adolescents (written responses)

TO COMPLETE THIS COURSE:

COURSE OUTLINE AND TIMEFRAME

WEEK COURSE CONTENT / SUBJECT MATTER
WEEK 1 – WEEK 3 Children and Children’s Literature
WEEK 4 – WEEK 7 Elements of Children and Adolescent’s Literature
WEEK 8 – WEEK 12 Categories of Children and Adolescent’s Literature (with suitable texts)

WEEK 13 – WEEK 15 Issues and Concerns in Children and Adolescent’s Literature

WEEK 16 – WEEK 18 Teaching Children and Adolescent Literacy through Appropriate Books and Strategies in Literature

One of the Days In A Week (Allotted for the Prelim, Midterm, Semi Final or Final Exams.)
(or an equivalent of 1 - 3
hours)
 DURATION IN HOURS
OUTCOMES-BASED RESOURCE
DESIRED LEARNING COURSE CONTENT / SUBJECT ASSESSMENT OF LEARNING
TEACHING AND LEARNING MATERIALS
OUTCOMES (DLO) MATTER OUTCOMES
ACTIVITY /REFERENCES

PRELIM - MIDTERM PERIOD

Synchronous/Asynchronous Synchronous/Asynchronous
Weeks 1 - 3 -Panel discussion and oral 9
1. Children and Children’s -Small group discussion on participation as formative Hours
Power point
At the end of the lesson, Literature the important concepts, assessment on concepts, presentation
the students will 1. Personal and Academic Values values, and development of values, and development of
be able to: of Literature to Children children and adolescent children and adolescent https://
2. Relationship between Children’s literature literature www.slideshare.net/
Development and their Literature shayLAVAPIE/
a. expound on children and 3. Historical Background of -Interactive instruction and -Creation of an artistic
adolescent literature and its childrens-
Children’s Literature facilitated discussion Timeline on Historical
historical development, in litamericansetting2
-Brainstorming Development of Children’s
relation to today’s rich Classical Period Literature and Adolescent
repertoire (PPST Domain https://
– Aesop’s Fables (focusing on Completeness of
1); and www.slideshare.net/
• Anglo-Saxon Period – Epics -Trivia quiz on famous Details, Creativity, and
babemary24/childrens-
• Medieval Period children’s literature and Organization of Ideas)
b. recognize how language literature-54004681
1. ABC Books discussion/ storytelling of
development can be achieved 2. Hornbooks these classical tales as
through the use of children 3. Chapbooks representative of the periods
and adolescent literature Puritan Period – Fairytales, of children and adolescent
(PPST Domain 1). Folktales, and Legends literature

• John Newberry Era – Children’s -Timeline making on the

Books developmental history of
• Didactic Period
Children and adolescent’s
– Books for Teaching
Children literature to today’s rich
repertoire
 2. Elements of Children and -Lecture discussion on the
Adolescent’s Literature elements of children and
adolescent literature

A. Verbal Elements -Class analysis of elements -Short quiz on the verbal,

Weeks 4 - 7
1. Writer’s Purpose of children and adolescent visual and other stylistic
At the end of the lesson, the 2. Plot literature in sample texts with elements of children and
students will be able to: 3. Characters discussion and sharing of adolescent literature
4. Setting their purposes,
a. identify suitable children and 5. Themes appropriateness, and -Individual/pair Stylistic
adolescent literary texts for 6. Style creativity Analysis of a suitable
each genre which will suit B. Visual Elements children and adolescent text
• Line -Individual/pair stylistic (focusing on Accuracy of
learners’ gender, needs,
• Color analysis on the verbal, Analyzed Elements,
strengths, interests, and
• Shape visual, and other elements of Organization of Ideas, and
experiences (PPST Domain 1);
• Texture literature in suitable children Language
• Styles and adolescent texts
• Illustrations -Synthesis of Text 9
C. Other Stylistic Elements Hours
b. prepare learning materials -Worksheet Making Activity Worksheet for Children and
• Musical Quality for children and adolescent Adolescent’s
and worksheets to
• Action literature students to
introduce/aid/ assess children
• Humor recognize elements in -Literature based on
and adolescent’s learning of
• Story Interest famous texts Elements identified (focusing
literary texts (PPST Domain 1)
• Variety of Subject Matter on Facilitative for Self-
; and
Learning, Originality,
Appropriateness, and
c. perform creative Creativity of Task)
presentations, storytelling, and
drama appropriate as adapted - Summative quizzes
from children and adolescent
literature (PPST Domain 1).

SEMI FINAL AND FINAL PERIOD

Weeks 8-12 -Guided Discussion on the 12
3. Categories of Children and different categories of Children -Comprehension and literature Hours
Adolescent’s Literature (with and Adolescent’s Literature response activities of the
suitable texts) sample literary texts as
At the end of the lesson, the
1. Poetry -Multi-Media Presentation formative assessment on the
students will be able to:
• Mother Goose Nursery Rhymes Categories of Children and
• The Owl and the Pussycat by -Identifying suitable children and Adolescent’s Literature
E. Lear adolescent literary texts other
a. identify suitable children and • Jabberwocky by than the examples presented for -Storytelling/Drama/Creative
 L. Carroll each genre based on learner’s
• Little Red Riding Hood by gender, needs, strengths,
R. Dahl interests, and experiences
• Life Doesn’t Frighten Me by through class/small group
M. Angelou discussion and note-taking
2. Picture Books
• The Very Hungry Caterpillar by
E. Carle - Learning Materials
• The Cat in the Hat by Dr. Seuss Development/ Worksheet
Performance Presentation of a
• The Giving Tree Making Activity of a
chosen/assigned literary text
by S. Silverstein chosen/assigne d genre in
appropriate literature (focusing
adolescent literary texts for each Where the Wild Things Are by M. Children and Adolescent’s
on Appropriateness of
genre which will suit learners’ Sendak Literature
Presentation and Text,
gender, needs, strengths, interests, Creativity and
and experiences (PPST Domain 1); 3. Traditional Literature -Storytelling, drama and/or
Resourcefulness, and Ability of
• Aesop’s Fables creative presentations (i.e
b. prepare learning materials and Text to Pursue
• Andersen’s Fairytales Tableau, Puppet Stories, etc.)
worksheets to introduce/aid/ assess Children/Adolescent Interest in
• The Grimm Broth of a chosen/assigned genre
children and adolescent’s learning Literature/Reading)
• One Thousand and One Arabian or literary text appropriate to
of literary texts (PPST Domain 1); children and adolescent
Nights Stories -Summative quizzes
and learners’ gender, needs and
• Other Famous Fairytales
c. perform creative presentations, • Filipino Folktales interest (online presentation)
-Compilation of Annotated
storytelling, and drama appropriate • Filipino Legends Reading List and Literary
as adapted from children and 4. Modern Fables Worksheets for Children and
adolescent literature (PPST Domain • Peter Rabbit by Adolescent Literature
3). B. Potter
• Curious George
by M. Rey
• Charlotte’s Web
by E.B. White
• Winnie the Pooh by A. A.
Milne
5. Modern Fantasy
• A Christmas Carol by C.
Dickens
• Alice’s Adventures in Wonderland
by L. Carroll
• Bridge to Terabithia by K.

4. Issues and Concerns in -Brain-storming/ -Guided Activity 9

Week 13-15 Children and Adolescent’s Planning for the presentation Hours
Literature -Class participation during the
At the end of the lesson, 1. Censorship -Interactive instruction and Interactive instruction and
the students will
be able to: 2. Social Issues facilitated discussion on the facilitated discussion on the
3. Political Correctness in Fables issues and concerns in Children issues and concerns in Children
a. discuss the implications of and Tales and Adolescent’s Literature and Adolescent’s Literature
some issues and concerns 4. Rewriting/ Deconstruction of
Classical Tales -Multimedia Presentation -Critical Reflection Paper on
in children and adolescent’s Impact of Movie and Television
5. Movie and TV versions
literature to education, -Video presentation versions and other issues in
language learning, and Children and Adolescent’s
growth and development - Writing of a critical reflection Literature (focusing on
(PPST Domain 1); paper on the impact of movie Arguments, Organization of
and television versions and Ideas, and Language Mechanics)
b. analyze the impact of other issues in children and
these issues and adolescent literature -Formative Assessment on the
concerns to literary issues, challenges,impact and
selection, language actions to be taken to resolve
teaching and learning issues in Children and
materials development Adolescent’s Literature through
(PPST Domain 1); and identifying of appropriate
activities, learning materials, and
c. perform an adapted/ literary texts/resources
deconstructed children and
adolescent literary text which -Creative Performance
Presentation of a/an
answers some issues and
adapted/deconstructed literary
concerns of the genre (PPST
text appropriate for children and
Domain 3).
adolescent literature (focusing on
Appropriateness of Presentation
and Text, Creativity and
Resoucefulness, and Ability of
Text to Pursue
Children/Adolescent Interest in
Literature/Reading)

-Summative test

Week 16-18 6. Teaching Children and

Adolescent Literacy -Graphic organizers as
At the end of the lesson, through Appropriate formative assessment on
the students will Books and Strategies in - Group synthesis and Appropriate Teaching
be able to: Literature presentation of graphic Strategies in Children and
 organizers to discuss Adolescent Literature
Appropriate
a. recognize how children and Teaching Strategies in - Process assessment on
adolescent literature be an teaching children and preparation for storytelling
avenue to teach adolescent literature and reading aloud
multiculturalism and media performance of a suitable
literacy (PPST Domain 1); -Class discussion on the literary text for
b. identify strategies and role of Media and children and adolescent
techniques to Technology in Children and literature
storytelling and 1. Multiculturalism Adolescent Literature to
children and adolescents include literacy/ -Storytelling and Reading
(PPST Domain 1) 2. Storytelling and Reading reading/academic Aloud Performance
c. prepare an annotated Aloud development Presentation on suitable
reading list of books 3. Choice and Types of Books -Preparation and presentation literary texts for children and
appropriate to children and Media and Technology in Children of Storytelling and Reading adolescents (focusing on
adolescent’s gender, and Adolescent Literature Aloud Simulation on suitable Confidence, Appropriateness
needs, strengths, literary texts of Material and Presentation,
interests, and experiences and Literacy Teaching 15
(PPST Domain 1); and Interest and Effectiveness) Hours

d. perform storytelling/ -Compilation of Annotated

reading aloud to children Reading List and Literary
and adolescent (PPST Worksheets for Children and
Domain 3) Adolescent Literature

STUDENTS EVALUATION AND GRADING SYSTEM

To determine the rating every grading period, the following criteria and weight shall be followed:

Quizzes 10%
Attendance/Oral participation 15%
Modules/Projects 25%
Major Examination (Prelim, Midterm, Semifinal, Final) 50%
TOTAL 100%

EQUIVALENT = BASED ON 60% CRITERION (passing percentage)

GENERAL AVERAGE GRADE = AVERAGE OF MIDTERM AND FINAL GRADE

SUGGESTED COURSE REFERENCES:

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:

JENYLEN T. CABISO, M.A.Ed.

Instructor Date Submitted: February 10, 2022

Reviewed and Recommended by: Approved by:

ELDINO E. DINOY, Dev. Ed. D. FATIMA RICHELL F. EVIOTA, Dev. Ed. D.

CTE-Chairperson College Administrator