COURSE SYLLABUS IN ELT 228 – TEACHING AND ASSESSMENT OF LITERATURE STUDIES

Course Title: ELT 228 – TEACHING AND

Instructor: LORIE JANE R. DELOS SANTOS
ASSESSMENT OF LITERATURE STUDIES
Prerequisite: Eng. Lit. 217 – Literary Criticism Class Schedule: W -7:30-9:00 AM/ F -9:00-10:30

Credit Units: 3 Consultation Hours: M – 3:00-4:30 PM

Number of Hours: 3 hrs./week Term: SECOND SEMESTER/ A.Y. 2023-2024

COLLEGE OF TEACHER EDUCATION VMGO

Vision
A center of Excellence in Teacher Education engaging in lifelong learning responsive to the challenges of a fast-evolving world.

Mission
The College of Teacher Education (CTE) prepares globally competitive teachers who are imbued with philosophies
and principles through state-of-the-art instruction, researches, extensions, productions, and linkages.

Goals and Program Objectives

1. Develop teachers who are committed to practicing critical and analytical thinking.
2. Enable the learners to develop their full potential through a continuous pursuit of professional advancement.
3. Engage in the generation of new knowledge through research and development.
4. Establish Filipino citizens who are nationalistic, morally upright, and service-oriented.
5. Uphold the legacy of Filipino culture and heritage.
6. Foster and aid in the protection of the country’s diverse ecology through community services and
environmental preservation programs.

CORE VALUES
MinSU plants Resilience, Integrity Commitment, and Excellence

PROGRAM OUTCOMES:
1. Articulate and discuss the latest developments in the specific field of practice.
2. Effectively communicate in English and Filipino, both orally and in writing.
3. Work effectively and collaboratively with a substantial degree of independence in multi-disciplinary and multi-cultural
teams.
4. Act in recognition of professional, social, and ethical responsibility
5. Preserve and promote “Filipino historical and cultural heritage”
6. Articulate the rootedness of education in philosophical, socio-cultural, 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 local, national, and global realities.
13. Pursue lifelong learning for personal and professional growth through varied experimental and field-based
opportunities.
14. Share ideas, concepts, principles, and skills relevant to the computing industry

COURSE DESCRIPTION:
This course allows pre-service English teachers to explore the nature of literature and the theoretical bases,
principles, methods, and strategies in teaching and assessing literature. It aims to provide them with various strategies
for pre-lesson, during lessons, and post-lesson which will develop their learner’s higher-order thinking skills in the use

Course Syllabus in ELT 228 – TEACHING AND ASSESSMENT OF LITERATURE STUDIES

Page 1 of 8 MSU-ACA-FR-02.01
of the English language and will respond to their various background. Also, they are expected to design
developmentally sequenced lesson plans and provide a range of assessment strategies to communicate learners’
needs, progress, and achievement in literature.

COURSE OUTCOMES:
At the end of the semester, the students must have:
1. adapted competency-based learning materials in teaching literature that responds to the various linguistic,
cultural, socio-economic, and religious backgrounds of the learners;
2. familiarized with the range of assessment strategies in teaching literature that addresses learners’ needs,
progress, and achievement which are consistent with the selected competencies;
3. crafted a learning plan according to the English curricula that develop higher-order thinking skills of learners
through literary texts; and
4. conducted a teaching demonstration of a developmentally sequenced learning process using innovative
teaching principles, skills, and strategies for teaching literature.

LINK TO PROGRAM OUTCOMES:

PROGRAM OUTCOMES
Course After completing this course, the
Outcomes: students must have: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

CO1. Provided necessary knowledge

and skills in identifying instructional
goals.
CO2. Provided rationales for using a
systematic approach to instructional
design.
CO3. Conducted instructional
analysis, development,
implementation, and evaluation
phases of instructional design.
CO4. Develop creativity through
various activities.

COURSE OUTLINE:
Teaching/
Week Course Outcomes Topics Learning Assessment
Activities
Week 1 At the end of the MinSU VMGO Discussion of Pictographic
(3 hours) week, the pre- VMGO and
service teacher 1. VMGO Core Values. Presentation
(PST) must have: 2. Core Values
a. explained the 3. Academic Policies The students Graded Recitation
VMGO and core 4. Mode of Learning will be given a
values of the 5. Course Syllabus Situational
institution Analysis related
exemplified the to VMGO.
VMGO and core
values; Memorization
b. applied the core and deep
values; understanding
c. reflected on the of the VMGO in
value of the class.
institution’s
academic policies;
and

Course Syllabus in ELT 228 – TEACHING AND ASSESSMENT OF LITERATURE STUDIES

Page 2 of 8 MSU-ACA-FR-02.01
 Teaching/
Week Course Outcomes Topics Learning Assessment
Activities
d. internalized the
VMGO, core values
of the college as well
as the academic
policies.

Week 2-3 At the end of the Part I. Overview of the Nature Lecture- Written Exam/Quiz
(6 hours) week, the pre- of Literature and its Genres Discussion
service teacher • Literature as Significant through Rubric in Reporting
(PST) must have: Human Experiences Reporting
a. explained the • Purposes of Literature Oral recitation
purposes and • Prose vs. Poetry vs. Concept
genres; and Drama Mapping about Group process
b. identified notable • Fiction vs. Non-Fiction the nature of assessment on
authors appropriate • A Survey of Authors literature and its analysis of literature
for literature study in a. Filipino Authors
genres competencies and
K to 12 English choice of appropriate
b. International well-
literature. Trivia Quiz on literary texts
known Authors
famous authors
• Literature Documentation report
Competencies in Group analysis and presentation of the
English K to 12 of literature analysis of literature
Curriculum competencies competencies and
texts to use for choice of appropriate
such literary texts (focusing
competencies on Proper analysis and
critical thinking
Presentation of showing teamwork and
Analysis and collaboration, and
choice of texts appropriateness of
literary texts)
Week 5-8 At the end of the Part 2: Teaching Literature Lecture- Written Exam/Quiz
(12 hours) week, the pre- – An Overview Discussion
service teacher through Oral Questioning/
(PST) must have: • Value of Literature Reporting Recitation
a. recognized and Value of
important concepts Concept Graphic organizer as
Teaching Literature
formative
in teaching literature • Factors Affecting mapping activity
assessment on the
in English; Interest in Literature on the overview appropriate
b. identified • Choosing Books and of teaching methods and approaches
appropriate methods Reading Materials literature in
and approaches to and Considerations in teaching literature
teach literature; and Choosing Literary Graphic
c. discussed the right Texts organizer to Peer Teaching in using
books, reading • Models of Teaching compile right
materials, and appropriate books, reading materials,
Literature
comprehension methods and and or
1. Cultural Model comprehensive questions
questions in 2. Language Model approaches to
(Focusing on Appropriate
teaching literature. 3. Personal Growth teaching
Use of
Model literature Approach, Choice of
Learning

Course Syllabus in ELT 228 – TEACHING AND ASSESSMENT OF LITERATURE STUDIES

Page 3 of 8 MSU-ACA-FR-02.01
 Teaching/
Week Course Outcomes Topics Learning Assessment
Activities
• Approaches to Sharing of Material, Comprehension
Teaching Literature experiences in Questions Asked, and
1. Language-Based literature Factors of
Approach classes and Literature Focused)
2. Paraphrastic identifying
Approach approaches
3. Moral- used by former
Philosophical teachers
Approach
4. Information- Discussion on
Based Approach the differences
5. Personal- and implications
Response of the
Approach approaches to
6. Stylistics teaching
Approach literature
• Levels of
Comprehension Preparation for
Questions peer teaching
1. Literal Level activity using a
2. Inferential Level chosen text and
3. Critical/Evaluative an
Level appropriate
• Strategies for approach
Teaching Literature
1. Considerations in Peer Teaching
Choosing Activity on the
Methods, right
Strategies, and books, reading
Techniques in materials, and
Teaching comprehension
Literature questions in
2. Methods teaching
employed in literature
Teaching
Literature
3. Some Strategies
and Techniques
• Considerations in
Interpreting Literary
Texts
• Methods employed in
Teaching Literature
• What are the goals of
Teaching Literature?
• What are the
processes involved in
studying literature?
• The Teacher of
Literature: Requisites
and Demands

Course Syllabus in ELT 228 – TEACHING AND ASSESSMENT OF LITERATURE STUDIES

Page 4 of 8 MSU-ACA-FR-02.01
 Teaching/
Week Course Outcomes Topics Learning Assessment
Activities
MIDTERM EXAMINATION - WEEK 9 (1 and ½ hours)
Week 10- At the end of the Part 3. Teaching Poetry and Lecture- Written Exam/Quiz
13 week, the pre- Dramatic Poetry Discussion
(9 hours) service teacher • Comprehending through Rubric in Reporting
(PST) must have: Poetry Reporting
a. adapted • Strategies for Oral recitation
competency-based Teaching Poetry Designing
learning materials in 1. Reading Aloud competency- Creation of Original
teaching 2. Choral Reading based Instructional
poetry that responds 3. Silent Reading learning Materials and/or
to the various 4. Unlocking materials in Adapted Literary
linguistic, cultural, unfamiliar words teaching Poetic Texts (focusing
socio-economic, and 5. Paraphrasing poetry which is on
religious 6. KEYS Method responsive to Appropriateness and
backgrounds of • Lesson Design in the Resourcefulness)
learners; Teaching Poetry various Designing an
b. identified a range • Assessment in linguistic, Assessment Tool in
of Teaching Poetry cultural, Testing Poetry
assessment 1. Poetry Portfolio socioeconomic, (focusing on
strategies in 2. Teacher and and religious Validity, Reliability, and
teaching poetry that Peer backgrounds of Administrability)
address learners’ Conferences learners Making a Learning
needs, progress, 3. Rubrics and Plan in
and achievements Assessment List Planning, Teaching Poetry
which are consistent designing and (focusing on
with the selected implementing Completeness,
competencies; assessment Appropriate
c. crafted a learning strategies in Approach Used, and
plan according to the teaching poetry Facilitative
English curricula that that Process)
develop higher-order address Teaching
thinking skills of learners’ needs, Demonstration in
learners using poetic progress, and Poetry
texts; and achievement
d. conducted a which
teaching are consistent
demonstration of a with the
developmentally selected
sequenced learning competencies
process using
innovative teaching Learning Plan
principles, skills, and Making
strategies for according
teaching poetry. to the English
curricula that
develops
higher-order
thinking
skills of learners
through the use

Course Syllabus in ELT 228 – TEACHING AND ASSESSMENT OF LITERATURE STUDIES

Page 5 of 8 MSU-ACA-FR-02.01
 Teaching/
Week Course Outcomes Topics Learning Assessment
Activities
of poetic texts

Individual
Teaching
Demonstration
of a
developmentally
sequenced
learning
process using
innovative
teaching
principles, skills,
and
strategies for
teaching poetry
Week 14- At the end of these Part 4. Teaching Prose and Lecture- Quiz
17 weeks, the pre- Dramatic Prose Discussion
(12 hours) service teacher • Comprehending prose through Oral Recitation
(PST) must have: • Strategies for Teaching Reporting
a. adapted Prose
competency-based 1. Silent Reading Designing Creation of Original
learning materials in 2. Prose competency- Instructional
teaching prose that Performances based Materials and/or
respond to the 3. Dramatic learning Adapted Literary
various linguistic, Performance materials in Prose Texts (focusing
cultural, socio- 4. Discussion teaching on Appropriateness
economic, and 5. Oral Recitation prose and and
religious drama which Resourcefulness)
• Lesson Design in
backgrounds of are
Teaching Prose
learners; responsive to Designing an
b. familiarize a range • Assessment in the various Assessment Tool in
of assessment Teaching Prose linguistic, Testing Prose
strategies in 1. Text Search cultural, (focusing on
teaching prose that 2. Oration socioeconomic, Validity, Reliability, and
addresses learners’ Journaling and religious Administrability)
needs, progress, backgrounds of Making a Learning
and achievement learners Plan in
which are consistent Teaching Prose
with the selected Planning, (focusing on
competencies; designing and Completeness,
c. craft a learning implementing Appropriate
plan according to the assessment Approach Used, and
English curricula that strategies in Facilitative
develop higher-order teaching prose Process)
thinking skills of and
learners using the drama that Teaching
prose text; and addresses Demonstration in Prose
d. conduct a learners’
teaching
demonstration of a

Course Syllabus in ELT 228 – TEACHING AND ASSESSMENT OF LITERATURE STUDIES

Page 6 of 8 MSU-ACA-FR-02.01
 Teaching/
Week Course Outcomes Topics Learning Assessment
Activities
developmentally needs,
sequenced learning progress, and
process using achievement
innovative teaching which are
principles, skills, and consistent with
strategies for the
teaching prose. selected
competencies

Learning Plan
Making
according
to the English
curricula that
develops
higher-order
thinking
skills of learners
through the use
of prose and
dramatic texts

Individual
Teaching
Demonstration
of a
developmentally
sequenced
learning
process using
innovative
teaching
principles, skills,
and
strategies for
teaching prose
and
drama
FINAL EXAMINATION - WEEK 18 (1 ½ hours)
COURSE POLICIES:
1. Students are expected to comply with all the requirements of the course.
2. Students should be able to attend 80% of the required hours for the course.
3. Deliverables should be submitted on or before the due date.

COURSE REQUIREMENTS
• Written Reports and Reportorial Activities • Recitations
• Class Activities/Performance Tasks • Demonstration Teaching
• Major Examinations • Lesson Plans
• Written Outputs/Quizzes
• Projects (Mid and Final Terms)

Course Syllabus in ELT 228 – TEACHING AND ASSESSMENT OF LITERATURE STUDIES

Page 7 of 8 MSU-ACA-FR-02.01
GRADING SYSTEM:
Written output (assignments, quizzes, and others) = 30%
Performance Tasks (Research paper,
Laboratory exercises if applicable, portfolio, and others) = 40%
Major Assessment (Midterm and Final Exam) = 30%
Total Grade = 100%
Total grade for Midterm 100%
Total grade for Final Term 100%
Final Grade = (Midterm Grade + Tentative Final Grade)/2

LEARNING RESOURCES

Estroga (2014). Introduction to Literature in English. Retrieved from: http://tinyurl.com/38a77kdp

Garcia (2012). Prose and Poetry. Retrieved from: https://www.slideshare.net/GeraldinGarcia2/prose-and-poetry

Gray (n.d.). Human Experience in Texts: Literary Features & Analysis. Retrieved from:
http://tinyurl.com/5x2uj9kk

Ranker (2020). Filipino Authors from the Philippines Retrieved from: http://tinyurl.com/3eredns9

Blogger (2020) English 2112: World Literature Retrieved from: http://tinyurl.com/bdf36dwd

Blogger (2020). Tips for Selecting for the Whole Class. Retrieved from: http://tinyurl.com/59zbkn8f

Letras (2007). Selecting Reading Materials. Retrieved from: http://tinyurl.com/4p68s6sb

Julio (2021). Teaching and Assessment of Literature Studies. Retrieved from: http://tinyurl.com/2v992wca

Prepared by:

LORIE JANE R. DELOS SANTOS, M.A.Ed.

Instructor III

Reviewed by

JANETH D. LINGA, M.A.Ed.

BSED Program Chairperson, MBC

Approved:

APRIL M. BAGON – FAELDAN, Ph. D.

Dean, College of Teacher Education

Course Syllabus in ELT 228 – TEACHING AND ASSESSMENT OF LITERATURE STUDIES

Page 8 of 8 MSU-ACA-FR-02.01