Republic of the Philippines

NORTHERN ILOILO STATE UNIVERSITY

Estancia, Iloilo
COLLEGE OF EDUCATION
Teacher Education Department
BACHELOR OF SECONDARY EDUCATION

COURSE SYLLABUS IN EL 115 (ENGLISH-AMERICAN LITERATURE)

NIPSC QUALITY POLICY NIPSC commits itself to continually strive to provide quality and relevant instruction, research and extension activities, adhering to quality standards and
regulatory requirements in order to meet the highest level of clientele satisfaction with commitment to continual improvement of the management system.

VISION “A globally competitive State University in Asia”

MISSION “Human resources development through quality and relevant education, environment-friendly modern technologies and preservation of Filipino values and culture for
sustainable and improved quality of life.”

GOALS The College shall have the following goals:

1. Produce human capital imbued with scientific and technological skills endowed with desirable values and work ethics;
2. Provide quality education in the fields of industry, agriculture, fisheries, technology, sciences, education and other relevant undergraduate and graduate programs;
3. Establish a university research culture responsive to community and global needs;
4. Enhance research-based extension programs and transfer of sustainable technologies;
5. Maximize productivity through efficient and effective resource management; and
6. Strengthen linkages with local, national and international partner-agencies.

PURPOSES The Northern Iloilo Polytechnic State College has the following purposes:
1. Provide advanced and higher education and training in the fields of industry, agriculture, fisheries, arts, sciences, education, management, hospitality & tourism,
information technology, engineering, criminal justice and services as well as, continuing education;
2. Promote progressive leadership in research and advanced studies in the fields of industry, agriculture, fisheries, arts, sciences, education, management, hospitality
& tourism, information technology, engineering, criminal justice;
3. Undertake sustainable extension activities for technology transfer and solution of social problems, and;
4. Enhance its critical role in community development.
Matrix Showing the Alignment of the Institutional Goals and Objective to the College Mission

Institutional Goals 1 2 3 4 5
1.To turn out competent graduates in the polytechnic areas, who are prepared for occupational and professional requirements, and gainful
employment. / /
2.To improve the instructional resources e.g. libraries, classrooms, laboratories and workshops. / /
3.To provide opportunities for student’s expressions of their aesthetics, physical, intellectual, emotional and social development.
/ /
4.To strengthen faculty competencies through in-service programs, scholarships and study assistance’ / /
5.To support the faculty to undertake research aimed at improving the teaching and learning situation. / /
6.To enhance the management capabilities of key officials through the use of participatory decision making. / /
7.To contribute to community improvement by encouraging faculty and staff members to become leaders/officers and members of civic,
professional, religious, and other NGO’s in the service area, / /
8.To use research to generate knowledge and find solutions to social problem, / /
9.To make institutional development planning as a means for responding to changes / /
10.To promote a college environment that is conducive to the pursuit of learning and other academic activities. / /

GOALS OF THE SCHOOL OF EDUCATION

1. Produce students who are equipped with appropriate knowledge and skills needed for their profession and values to become successful teachers.
2. Increase the competence/capability of its faculty in providing quality education to help the students to maximize their potentials in becoming useful and productive members
of the society.
3. Cultivate the spirit of inquiry in students by encouraging research so they will truly become agents of change.
4. Develop critical and creative thinking skills in students to help them in their intellectual endeavors.
5. Provide activities that will enhance the total development of the students.

Matrix Showing the Alignment of the Goals of School of Education to the College’s Mission

Goals of School of Education 1 2 3 4 5

1. Produce students who are equipped with appropriate knowledge and skills needed for their profession and values to become successful
teachers. / /
2. Increase the competence/capability of its faculty in providing quality education to help the students to maximize their potentials in becoming
useful and productive members of the society. / /
3. Cultivate the spirit of inquiry in students by encouraging research so they will truly become agents of change / /
4. Develop critical and creative thinking skills in students to help them in their intellectual endeavors. / /
5. Provide activities that will enhance the total development of the students. / /
 PROGRAM OBJECTIVES
In consonance with the mission statement of the Teacher Education Department, its Bachelor of Secondary Education (BSED) programs are designed to:
1. Provide quality instruction to produce teachers with sufficient knowledge and skills necessary for immediate and gainful employment and to make them competent
professionals;
2. Expose students to varied learning activities and experiences that will enhance their critical thinking so that they will be able to do their work well;
3. Involve students in research, extension, and production activities that will make them knowledgeable, useful and productive citizens;
4. Instill in students values to make them better persons.

Matrix showing the alignment of the College of Education Program Objectives to its Goals
Program Objectives of the College of Education 1 2 3 4 5
1.Provide quality instruction to produce teachers with sufficient knowledge and skills necessary for immediate and gainful employment and to make them
competent professionals; / /
2.Expose students to varied learning activities and experiences that will enhance their critical thinking so that they will be able to do their work well;
/ /
3.Involve students in research, extension, and production activities that will make them knowledgeable, useful and productive citizens;
/ /
4.Instil in students values to make them better persons. / /

Program Outcomes/Student Learning Outcomes:

The graduates of BSEd program are teachers who are able to:
1. manifest basic and higher level literacy, communication, numeracy, critical thinking, and other learning skills needed for higher learning as well as competence in the field of
work.
2. demonstrate a deep and principled understanding of the learning processes and the role of the teacher in facilitating these processes in order to constantly improve their
teaching knowledge, skills and practices
3. engage in scholarly research and extension and production activities that would benefit not ony the institution where they are connected with but of the community as a
whole
4. practice and demonstrate professional and ethical requirements of the teaching profession

Matrix Showing the Alignment of the Departments Program outcomes to it Objectives

Program Outcomes of the College of Education 1 2 3 4
1.manifest basic and higher level literacy, communication, numeracy, critical thinking, and other learning skills needed for higher learning as well as
competence in the field of work. / /
2.demonstrate a deep and principled understanding of the learning processes and the role of the teacher in facilitating these processes in order to
constantly improve their teaching knowledge, skills and practices / /
3.engage in scholarly research and extension and production activities that would benefit not only the institution where they are connected with but of
the community as a whole / /
 4.practice and demonstrate professional and ethical requirements of the teaching profession / /

Curriculum Map Showing the Alignment of Courses in the BSED Curriculum to its Program Outcomes.
BACHELOR of SECONDARY EDUCATION

First Semester
COURSE
PROGRAM OUTCOMES

a b c d
English Plus
English 101 Study and Thinking Skills
Filipino 101 Komunikasyon sa Akademikong Filipino
1st year Math 101 Fundamentals of Mathematics
Math 103 Elementary Algebra
Soc. Sci. 101 Philippine History, Roots and Development
Science 101 Earth Science
ICT 101 Information and Communication Technology
English 104 Mythology and Folklore
P.E 101 Physical Fitness
NSTP 1 CWTS/ROTC
Second
Semester COURSE
PROGRAM OUTCOMES

a b c d
English 102 Writing in the Discipline
Filipino 102 Pagbasa’t Pagsulat Tungo sa Pananaliksik
ICT 102 Basic Computer
1st year Soc. Sci. 102 General Psychology with Drug Education
Science 102 Biological Science
Math 102 Contemporary Math
Science 103 Inorganic Chemistry
Geography 101 Basic Geography
P.E 102 Rhythmic Activities
NSTP 2 CWTS/ROTC
 First COURSE PROGRAM OUTCOMES
Semester
a b c d
English 103 Speech and Oral Communication
Filipino 103 Masining na Pagpapahayag
Soc. Sci. 103 Philippine Society and Culture with Family Planning
2nd year Educ. 101 Child and Adolescent Development
Educ. 102 Social Dimensions of Education with Philosophy of Educ.
Values Educ. 101 Personhood Development
Lit. 101 Philippine Literature in English
Math 104 Plane Geometry
P.E 103 Individual/Dual Games
Second
Semester COURSE
PROGRAM OUTCOMES

a b c d
Filipino 104 Ang Panitikan ng Pilipinas
Soc. Sci. 104 Economics, Taxation and Land Reform
Human 101 Art Education
2nd year Educ. 103 Facilitating Learning
Educ. 105 Educational Technology 1
Science 104 Physics for Health Science
Educ. 104 Principles of Teaching 1
Lit. 102 Masterpieces of World Literature
P.E 104 Team Sports and Games
Field Study 1 The Learner’s Development and Environment

First
Semester COURSE
PROGRAM OUTCOMES

a b c d
English 114 Translating and Editing of Text
Filipino 105 Mga Anyo ng Kontemporaryong Panitikang Filipino
Soc. Sci. 105 Politics and Governance with New Constitution
3rd year Educ. 106 Principles of Teaching 2
 Educ. 107 Assessment of Student Learning 1
Educ. 108 Educational Technology 2
Special Topic 1 MTB-MLE
Math 105 Statistics and Probability
HELE 106a Home Economics and Livelihood Education
Field Study 2 Experiencing the Teaching-Learning Process
Field Study 3 Technology in the Learning Environment
Second
Semester COURSE
PROGRAM OUTCOMES

a b c d
Educ. 109 Developmental Reading 1
Educ. 110 Assessment of Student Learning 2
Educ. 111 Introduction to Educational Research
3rd year Educ. 112 Curriculum Development
Special Topic 2 Environmental Education with Disaster Preparedness
Science 105 Ecology
Geography 102 Geography and Natural Resources of the Philippines
English 124 Children’s Literature
Field Study 4 Exploring the Curriculum
Field Study 5 Learning Assessment Strategies
First
Semester COURSE
PROGRAM OUTCOMES

a b c d
Educ. 109b Developmental Reading 2
Educ. 113 The Teaching Profession
Educ. 114 Undergraduate Thesis
4th year Soc. Sci. 106 Rizal’s Life, Works and Writings
Special Topic 3 Multi-grade Teaching
Science 106 Astronomy
Math 119 Problem Solving
MAPE Foundations of MAPE
Human 102 Introduction to Humanities
Field Study 6 On Becoming a Teacher
 COURSE
PROGRAM OUTCOMES

a b c d
Educ. 115 Practice Teaching
4th year Educ. 116 Problems Meet and Enhancement Program

College: College of Education Program: BSED

Prepared by: Reviewed by: Recommending Approval: Approved by:

GILDA E. DEGUMA, LPT, Ed.D. KAYE C. JARDENIL, LPT, Ed. D. GILDA E. DEGUMA, LPT, Ed. D JOMARTIN C. LIMSON, DPA
Subject Professor Chairman, BSED Program Dean, School of Education VP, for Academic Affairs

Descriptive Title: ENGLISH-AMERICAN LITERATURE

Course Code: EL 115

Course Credit: 3 Lecture Hours/ Week: 3

Pre-requisite: None

Course Description:
This subject is designed to further equip Teacher Education students with knowledge and understanding of the various literary pieces in the English and American literature written by prolific
writers, thus gaining insights, good values, morals, experiences, and new perceptions on the world we live in. The sharing of experiences and application of knowledge of the English and American
literature learned will further offer great benefits to them as future teachers of the 21st Century.
ADDITIONAL READINGS:

1. The end of" American" literature: Toward a multicultural practice by GS Jay - College English, 1991 - JSTOR
2. Teaching and learning pathology: a critical review of the English literature By: R Marshall, N Cartwright, K Mattick - Medical education, 2004 - Wiley Online Library
3. Teaching English Literature by E Thaler - 2016 - books.google.com
4. Teaching and learning English literature by E Chambers, M Gregory - 2006 - books.google.com
5. Teaching and learning pathology: a critical review of the English literature by R Marshall, N Cartwright, K Mattick - Medical education, 2004 - Wiley Online Library

Revised Grading System

OBE Based Computation:

Non-Laboratory Subjects Rating = RS x 35

+60
A. Cognitive 40%
1. Formative (Quizzes/Assignments) 20% Total No. of Items
2. Summative (Midterm/Final) 20%
B. Psychomotor 40%
1. Process/Performance 20%
2. Output/Product 20% Example :
C. Affective 20%
1. RICH Values 10% Rating = 100 x 35
2. Classroom Deportment and Punctuality 10% 100 + 60
TOTAL 100%
Rating = 95 = 1.0

Transmutation of Score to Grade/Rating

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below

Grade 1.0 1.25 1.5 1.75 2.0 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below
Learning Episodes Exemplary Superior Satisfactory Needs Improvement
4 3 2 1
Learning Activities All tasks were done with All or nearly all tasks were done Nearly all tasks were done Fewer than half of the tasks
outstanding quality; work with high quality with acceptable quality were done; or most objectives
exceeds expectations. 2 were met but needs
4 3 improvement
1
Analysis of the Learning Episodes All questions episode were Analysis questions were Analysis questions were Analysis questions were not
answered completely; in depth answered completely not answered completely answered.
answers; thoroughly grounded Clear connection with theories Vaguely related to theories Grammar and spelling are
on theories Grammar and spelling are Grammar and spelling are unsatisfactory
Exemplary grammar and superior acceptable
spelling.
2
4 3 1

Reflections/Insights Reflection statements are Reflection statements are clear Reflection statements are Reflection statements are
profound and clear, supported but not clearly supported by shallow; supported by unclear and shallow and are not
by experiences in the learning experiences in the learning experiences from the supported by experiences from
episodes. episodes learning episodes the learning episodes

4 3 2 1
Learning Portfolio Portfolio is complete, clear, Portfolio is complete, clear, well- Portfolio is incomplete; Portfolio needs improvement,
well- organized and all organized; most supporting supporting documents are no evidence to support the
supporting documents are documents are available and organized but are lacking. documents.
located in sections clearly logical and are in clearly marked
designated. locations 2
1
4 3
Submission of the learning Submitted before the deadline Submitted on the deadline Submitted the day after Submitted two days or more
episodes the deadline. before the deadline.
4 3 2 1
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