LAGUNA STATE POLYTECHNIC UNIVERSITY

San Pablo City Campus

College of Teacher Education
Bachelor of Secondary Education
Major in English
TEACHING AND ASSESSMENT OF LITERATURE STUDIES
First Semester, SY 2018-2019
Instructor: Chester M. Derequito, M.A.

Pre-requisites:

Credits: Three (3) Units

Course Description

This course introduces the students majoring in English some approaches, methods, strategies and techniques
in the teaching of literature in the secondary education level. The professor’s instructional mechanism for the whole
semester will be underpinned and unified by the DEVELOPMENTAL frameworks: FROM TEACHING TO
LEARNING, FROM CONTENT EXPERTISE TO PEDAGOGY, FROM READING COMPREHENSION TO
LITERARY APPRECIATION, and FROM THEORY TO PRACTICE, which all culminate in each student’s lesson
plan following strictly the conventions of the TRIARCHIC MODEL OF TEACHING AND LEARNING. These are
DEVELOPMENTAL FRAMEWORKS FOR INSTRUCTION emphasizing that a student cannot proceed to the next
activity if previous ones are not accepted or approved for implementation. Other supporting principles are pre-
requisites, recency, and primacy.

Thus, guided by such theoretical frameworks, the course has to be divided into three main divisions. In the
Preliminary Period, the focus of instruction will be to ENABLE each student for Literary Comprehension.
Fundamentally, instruction shall proceed FROM developing skills in Reading Comprehension to Literary Appreciation.
As sequel, the Midterm Period shall focus on developing students’ skills for Literary Competence. Basically,
instruction shall proceed FROM Literary Text to Pedagogy. In the Final Period instructional activities must
EMPOWER students for Literature Teaching; thus, instruction must underscore the (1) Expectations and Standards set
by CHED curriculum for BSED English, DEPED’s NCAE, PRC LET competencies, and LSPU Quality of Instructional
Delivery, (2) TRIARCHIC MODEL OF TEACHING AND LEARNING, and (3) Development of student’s
instructional competence via Lesson Planning and Actual Demo-Teaching in the high school laboratory school.

Inasmuch as the course will check students’ disciplinary knowledge in literature contents expanding to
literary theory and criticism, and pedagogy, the general goals of the course shall then be to achieve instructional
competence in the teaching of literature, illustrated as follows:

A. Students’ Literature Content Expertise B. Students’ Pedagogical Knowledge and

Application
1. Knowledge and Understanding of literature contents 3. Knowledge and Understanding of pedagogical
(Literatures of the World) principles in Lesson Planning
2. Knowledge and Understanding of the application of 4. Knowledge and Understanding of the application of
literature Contents (Literary Theory and Criticism) pedagogical principles in Actual Demo-Teaching

C. DEMONSTRATION OF LITERATURE CONTENT and PEDAGOGY

(Lesson planning and Actual Demonstration-Synthesis and Evaluation)

The course sets expectations for both the professor and the students realized in complementing teaching and
learning modes. Initially, the mode of instruction is highly professor-led, however eventually; such instructional mode
will graduate into highly student-led activities. Hence, initial instructional endeavors by the professor must be highly
enabling through skills and task-based instructional delivery mechanisms.

The success of teaching and learning depends on the students’ authentic and proactive acceptance of
standards and responsibilities set in the course.

In a NUTSHELL, the COURSE is THEMATICALLY crafted as follows:

A. The OVERARCHING FRAMEWORKS FOR INSTRUCTION for the Whole Semester are:
B.
 FROM TEACHING TO LEARNING
 FROM CONTENT EXPERTISE TO PEDAGOGY
 FROM THEORY TO PRACTICE
B. General DEVELOPMENTAL framework for Instruction for in each Grading Period:

Prelim Period: ENABLING for Literary Comprehension!

 FROM Reading Comprehension to Literary Appreciation
Midterm Period: Developing for Literary Competence!
 FROM Literary Text to Pedagogy
Final Period: EMPOWERING for Literature Teaching!
 Expectations and Standards set by CHED curriculum for BSED English, DEPED’s NCBTS, PRC LET
competencies, and LSPU Quality of Instructional Delivery
 TRIARCHIC MODEL OF TEACHING AND LEARNING
 Development of student’s instructional competence via Lesson Planning and Actual Demo-Teaching

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General Expectations for Teaching and Learning Excellence & Specific Topics and Activities
for Instructional Processes

It is assertively assumed that the Professor’s General Instructional Behaviors will result in expected and
desired learning behaviors. Thus, the professor must demonstrate the instructional behaviors enumerated in the
subsequent lines.

Professor’s General Instructional Behaviors Students’ General Learning Behaviors

Prelim Period: ENABLING for Literary Comprehension!

FROM Reading Comprehension to Literary Appreciation

For the Whole Prelim Period, Instructional Mechanisms MUST ENABLE every student to COMPREHEND
Literary Texts for APPRECIATION.

WEEK One, Day 1

Professor’s Discussion on: Students’ Proactive Acceptance of:
a. Scope, Demands and Standards of the Course (1) academic responsibilities mandated by the course,
stipulated in the syllabus with corresponding high degree of academic
b. Academic Footnotes accountabilities
c. Texts, Topics for Individual and/or Group Task
Engagements (2) Professor’s Instructions for Written, Oral Reports,
d. Reflection Journals and LPs, etc
e. Academic Journey
Learning Engagement 1: How Do I Set my Mind for
Such Academic Demands? (10 points, Today)
WEEK One, Day 2

Main Paradigm Shifts in Instruction

 From Discrete to Whole-Text Teaching
 From Product to Process
 From Extrospection to Introspection Learning Engagement 2: From Here, To WHERE? (10
 From Teacher-oriented to Learner-oriented points, Today)
Activities

The Reading Process: Triangulation Benefits

 The WRITER Learning Engagement 3: Aha, Whatta
 The TEXT Complementation! (10 points, Next Meeting)
 The READER

WEEK Two, Day 1 &2

The TEXT: its Theme, Skeleton and Flesh Learning Engagement 4: My Text in a NUTSHELL!
 Literary Theme (Sine qua non) (10 points, Today)
 Schematic Framework (BONE)
 The Elements of Literature (FLESH)

Recurring Themes in Literary Texts Learning Engagement 5: The General Truth: Of What
 On Change Kind? (10 points, Today)
 On Life
 On Growth
 On Man

WEEK Three, Day 1&2

The Written Discourse: Decoding & Trans-coding Skills Learning Engagement 6: My Text-- Theme, Bone,
 Decoding Skills & Trans-coding Flesh (15 points, Day 1)
Correspondence
 Schematic Frame-working

WEEK Four, Day 1 &2

Question-Answer Methodologies (DISCRETE teaching) Learning Engagement 7: My Text in Questions-

Teacher-Oriented Question-Answer Teaching Answers by Gray! (15 points, Day 1)
Methodologies
 Dimensional Questions by Gray
 Levels of Questions by Vacca
 Question-Answer relationship (QAR) by
Rafael
Teacher-Learner Question-Answer Teaching Learning Engagement 8: My Text in GPU! (15 points,
Methodologies Day 2)
 Reciprocal questioning procedure (Request) by

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 Manzo Learning Engagement 9: My Text in KWLH! (15
 Gradual Psychological Unfolding Questions points, WEEK Five, Day 1)
(GPU) Learning Engagement 10: My Text According to
Learner-Centered Question-Answer Teaching Woddowson! (15 points, WEEK Five, Day 1)
Methodologies
 KWLH Approach by Ogle
 Interactive Reading Process by Widdowson

WEEK Five, Day 2

Approval and Submission of Learning Engagements 1-10

BE WARNED: NO LATE SUBMISSION!

PRELIM EXAMINATION: Cumulative Scores

SUMMARY Points of ASSESSMENT Components for the Prelim Period

Components POINTS Percentage
 Learning Engagements 1, 2, 3, 4, 5 ( Written Cumulative Quiz 1) 50 33%
 Learning Engagements 6,7,8,9,10 (Written Cumulative QUIZ 2) 75 34%
 Oral Defense from Learning Engagements 4-10 (Oral Cumulative Quiz 3) 60 33%
 Cumulative Scores: Learning Engagements 1-10 185 100%

Midterm Period: DEVELOPING for Literary Competence!

FROM Literary Text to Pedagogy

For the Whole Midterm Period, Instructional Mechanisms MUST DEVELOP students’ Literary Competence
FOR EFFECTIVE PEDAGOGY.

WEEK Six, Day 1

Hierarchy for Literary Appreciation Development Learning Engagement 11: Justifying and Rationalizing
Competence Theme against Context-situations and critical theories
 Making Sense from the text (20 points, Today)
 Extracting and Contextualizing Theme from
Situations in the Text
 Critical Frame-working
 Appreciating the text

WEEK Six, Day 2

Hierarchy for Meaning Development: Learning Engagement 12: How is Meaning Developed
 Sub-sentential Meaning Development in Hierarchy? (20 points, Today)
 Sentential Meaning Development
 Supra-sentential Meaning Development

WEEK Seven, Day 1

The Hierarchy of the Communicative Competence Learning Engagement 13: Therefore… (20 points,
 Linguistic Competence Today)
 Socio-Linguistic Competence
 Discourse Competence
 Strategic Competence

WEEK Seven, Day 2

The Depth of Discourse Competence Learning Engagement 14: Oh, I See! (20 points, Today)
 Written Discourse: Genre & Text Analysis,
Coherence & Cohesion
 Oral Discourse

WEEK Eight, Day 1

Discourse Analysis: Two Macro Discourse Patterns Learning Engagement 15: My Text in Two Macro
 PSn Discourse Patterns (20 points, Today)
 TRI

WEEK Eight, Day 2

Rhetorical Functions
 Describe Learning Engagement 16: My Text Intends to…
 Compare because… (20 points, Today)
 Contrast...
WEEK Nine , Day 1&2

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Meaning Relationships & Rhetorical Techniques Learning Engagement 17: My Text: Meaning
 Order Relationships vis-à-vis Rhetorical Devices (20 points,
 Space Today)
 Line
 Addition
 Time
 Chronology

WEEK Ten

The Literary Meaning from Literature Teachers who

Subscribe to Various View Points:
 The Literary Meaning from Teachers who
subscribe to the Traditional Critiques Learning Engagement 18: THEN, what is Literary
 The Literary Meaning from Teachers who Meaning? (20 points, Day 1)
subscribe to the Formalists
 The Literary Meaning from Teachers who
subscribe to the Structuralists Learning Engagement 19: My Text from Various View
 The Literary Meaning from Teachers who Points (40 points, Day 2)
subscribe to the Post-Structuralists
 The Literary Meaning from Teachers who
subscribe to the Feminists
 The Literary Meaning from Teachers who
subscribe to a Marginalized Group

WEEK ELEVEN

Learning Engagement 20: My Literary Paper! (100 points)

WEEK Twelve

Submission and Approval of Learning Engagements 11-20

BE WARNED: NO LATE SUBMISSION!

MIDTERM EXAMINATION

SUMMARY Points of ASSESSMENT Components for the Midterm Period

Components POINTS Percentage
 Written Learning Engagements 11-15 (Major QUIZ 1) 100 33%
 Written Learning Engagements 16-19 (Major QUIZ 2) 100 34%
 Oral Defense from Learning Engagements 11-19 (Major QUIZ 3) 100 33%
 Cumulative Scores divided by 3 (Prelim Exam) 100 100%

Final Period: EMPOWERING for Literature Teaching!

FROM Enabling to Developing to Empowering!

 Expectations and Standards set by CHED curriculum for BSED English, DEPED’s NCBTS, PRC LET
competencies, and LSPU Quality of Instructional Delivery
 TRIARCHIC MODEL OF TEACHING AND LEARNING
 Development of student’s instructional competence via Lesson Planning and Actual Demo-Teaching

For the Whole Final Period, Instructional Mechanisms MUST EMPOWER each student for EFFECTIVE
PEDAGOGY.

WEEK Thirteen, Day 1

Professor’s Discussions on: Learning Engagement 21: Achieving Congruency of
The Congruency of Expectations and Standards set by Expectations and Standards for Effective Literature
CHED curriculum for BSED English, DEPED’s Instruction (10 points, Today)
NCBTS, PRC LET competencies, and LSPU Quality of
Instruction Delivery—Focus: Reading Comprehension
and Literary Appreciation Skills

Highlighting of Expectations and Standards for Teaching

and Learning Literature via curriculum analysis
WEEK Thirteen, Day 2

Organization of Engagement GROUPS unified by strong leadership

Group Meeting, Brainstorming

WEEK Fourteen, Day 1

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 Learning Engagement 22: The Teaching of Literature via Question Methodologies (10 points, Today)

WEEK Fourteen, Day 2

Learning Engagement 23: The Learning Expectations for Literature in 2002 BEC vis-à-vis Transcoding (10 points,
Today)

WEEK Fifteen, Day 1

Learning Engagement 24: TOS--Classifying Learning Expectations in Reading and Literature according to Bloom’s
Taxonomy and Gray’s Multidimensional Questions, and Discussion and Test Questions (20 points, Day 2)

WEEK Fifteen, Day 2

Approval and Assessment of Learning Engagements OUTPUTS by Group

WEEK Sixteen, Day 1

Professor’s Discussion on:

The conventions of lesson planning showcasing the Learning Engagement 25: INTRUCTIONAL
fusion of the literature contents, literary theory and MATCHING for CONGRUENCY of the Pedagogical
criticism, and pedagogical principles to develop Beliefs and Principles for Teaching and Learning,
student’s instructional competence via Lesson Planning Critical Theories, Literary Piece in Focus, and the
and Actual Demo-Teaching. Triarchic Model: Teaching and Learning Expectations,
Instructional Processes and Assessment (20 points, Day
 Unification of all Learning Engagements 2)
following strictly instructional frameworks to
come up with acceptable Lesson Plans in
Literature
 Discussions of General Instructional
Frameworks for Lesson planning, Fusion of
Frameworks, Lesson Plan Formats, Style and
Contents
 The Conventions of TRIARCHIC MODEL OF
TEACHING AND LEARNING
 Assessment and Approval of Lesson Plans
 Scheduling of Final Demo-Teaching in the
Laboratory School
 Monitoring and Assessment of Individual
Competence in the Teaching of Literature

WEEK Sixteen, Day 2

Learning Engagement 26: Writing of the Semi-detailed Lesson Plans following the Specifications of Engagement
10 (20 points, WEEK Seventeen, Day 1)

WEEK Seventeen, Day 1

Learning Engagement 27: PORTFOLIO—Soft and Hard Copies (20 points, Day 2)

WEEK Seventeen, Day 2

FINAL APPROVAL and SCHEDULING OF LESSON PLANS FOR ACTUAL DEMONSTRATION in the
LABORATORY SCHOOL based on the POTFOLIO

WEEK Eighteen

FINAL ENGAGEMENT: Actual Demonstration Teaching (100 points)

SUMMARY Points of ASSESSMENT Components for the Final Exam

Components POINTS Percentage
 Learning Engagement 21-27 100 50%
 Actual Demonstration Teaching 100 50%
TOTAL 100 100%

Summary of Course Requirements, Assessment and Grading Scheme

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 SUMMARY Points of ASSESSMENT Components for the Prelim Period
Components 0020 POINTS Percentage
 Learning Engagements 1, 2, 3, 4, 5 ( Written Cumulative Quiz 1) 50 33%
 Learning Engagements 6,7,8,9,10 (Written Cumulative QUIZ 2) 75 34%
 Oral Defense from Learning Engagements 4-10 (Oral Cumulative Quiz 3) 60 33%
 Cumulative Scores: Learning Engagements 1-10 185 100%

SUMMARY Points of ASSESSMENT Components for the Midterm Period

Components POINTS Percentage
 Written Learning Engagements 11-15 (Major QUIZ 1) 100 33%
 Written Learning Engagements 16-19 (Major QUIZ 2) 100 34%
 Oral Defense from Learning Engagements 11-19 (Major QUIZ 3) 100 33%
 Cumulative Scores divided by 3 (Prelim Exam) 100 100%

SUMMARY Points of ASSESSMENT Components for the Final Exam

Components POINTS Percentage
 Learning Engagement 21-27 100 50%
 Actual Demonstration Teaching 100 50%
TOTAL 100 100%

Arbitrarily Selected Literary Canon for Lesson Planning

Literary Genre and Title Writer
A. POEMS
1.Ode to a Nightingale John Keats
2.The Listeners Walter de la Mare
3.The Cave Cirilo F. Bautista
4.God Said, “I Made a Man” Jose Garcia Villa
5.The Innocence of Solomon Nick Joaquin
6. The Love Song of J. Alfred Prufock T.S. Eliot
7.Montage Ophelia Dimalanta
8.Babae Akong Namumhay Nang Mag isa Joi Barrios
9.Pagkat Lalake Ka Michael Corroza
10. Is It the Kingfisher? Marjorie Evasco
11.Ithaca Constantine Cavafy
12.Is My Soul Asleep Antonio Machado
13. Wild Geese Mary Oliver
14. The Pulley Alexander Pope
15. Six Variations Denise Levertev
16. Daybreak Galway Kinnel
17. The Listeners Walter de la Mare
18. Thomas Mann Wislawa Szymborska
19. The Second Coming W.B. Yeats
20. The, Bright, Centipede Jose Garcia Villa
B. SONGS
1. Born Free
2. Vincent
3. Sandra
4. Elusive Dream
C. SHORT STORIES
1. Wedding Dance Amador Daguio
2. Mill of the Gods Estrella Alfon
3. Mats Francisco Arcellana
4. Woman With Horns Cecilia Manguerra-Brainard
5. The Distance to Andromeda Gregorio Brillantes
6. The Guest Albert Camus
7. The Metamorphosis Franz Kafka
8. Secret Life of Walter Mitty James Thurber
9. Just Lather, That’s All! Hernando Tellez
10. The Day the Dancers Came Bienvenido Santos
11. Chambers of the Sea Edith Tiempo
12. The Lottery Shirley Jackson
13. War Luigi Pirandello
14. The Garden of Forking Paths Jorge Luis Borges
15. The Cask of Amontillado Edgar Allan Poe
16. Ritual Cirilo F. Bautista
17. Candles Delfin Fresnoza
C. MOTION PICTURES
1. Schindler’s List
2. The English Patient
4. Dolores Claiborne
D. ESSAY

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 1. Si Richard at ang Mito ng Pagkalalaki
2. The Will of the River Alfredo Gonzales
3. The Heritage of smallness Nick Joaquin
4. Three Days To See Helen Keller
E. LITERARY SPECIMENS
1. The Road Not Taken Robert Frost
2. Trees Joyce Kilmer
3. In a Station of the Metro Ezra Pound
4. The Sick Rose William Blake
References

A. Main Text for LITERARY TEXTS: The Norton Anthology of Literary Theory and Criticism
 Supporting Texts: The Norton Anthology of World Literature
The Heath Guide to Literature
Western Wind by John Frederick Nims
A Handbook to Literature by Guerin, et al
Insights by Joseph V. Landy, S.J.
Philippine Literatures: texts, themes and approaches
Views by Lopez, et al
Reading and Writing the Essay by Maximo Ramos
Non-Print Materials for Films and MTVs
Credible internet sites only

B. Main Text for the TEACHING OF Literature: THE CONSTEL: Tele-course for teachers of English (FUSE)
 Supporting Texts: Celse-Murcia, Marianne. (2001) The Teaching of English as a Second Language. 3 rd
Edition. Heinle and Heinle Publishers.

Important Footnotes for Lesson Planning and Actual Demo-Teaching:

Our syllabus has spelled out all the standards for performance that must be achieved within a certain level of
acceptance. Despite suspensions, these standards must be ensured. Time has become everybody’s enemy; therefore,
everyone must be serious to reach these standards of performance. Therefore, all must comply with the mandates
enumerated in the Gantt Chart of Instructional Activites.

1. All our activities are developmental because they followed the principle of prerequisite, recency, and primacy.
Thus, never will you receive any point if prerequisite activities have not been approved. My approval gives you the
clear signal that you have to proceed to the next activity/ies. You cannot have any point in Learning Engagement 2, if
Learning Engagement 1 has not been approved.

2. For ACTUAL DEMONSTRATION teaching, you can ONLY get your schedule for actual demonstration if you
have successfully obtained Final APPROVAL of your PORTFOLIO that showcases the final requirements, which are
Brief Lesson Plan, and 3 which is the Semi-Detailed Lesson Plan.

3. You shall be assigned to a STUDENT TEACHER under the tutelage of an English Critic Teacher, who shall be
trained to observe you. Observations shall be based on certain criteria that will be provided. Points that the student
teacher or the critic teacher shall give, will be final; unless, you have contentions that have merit. However, it is
emphasized that student teachers who shall observe you shall be trained by me, and who shall likewise be supervised
by their CRITIC TEACHERS.

4. There will be No more scheduled actual demonstrations in the ensuing week. You know the CONSEQUENCES
if you fail to comply with these footnotes.

5. The only choice that can have is FOLLOW, but DO THINGS CORRECTLY to be accepted.

Other Important Footnotes

1. All activities must be done and submitted on time because the first activity is a prerequisite of the next. No
learning engagements means no lesson plans, no lesson plan means no actual teaching demonstration. Thus,
no actual demonstration will mean failure. Be warned: actions have ripple effects which are subsequently
very despising!

2. Your source of literary texts is the literary canon selected for in-depth study. Draw lots will be done to
determine the genre and literary piece that you will be using for your lesson plan.

3. To pass the course, all activities must be accomplished within standards set. Otherwise, you would fail.

4. You may be absent. You will suffer from it anyway, for there will be no special treatment; unless, just cause
is proven otherwise. Absences are not special privileges. You will lose significant things; hence, efforts must
be done to regain losses. Remember that assessment is always meritocracy—if no points earned, it is failure.

5. Instructional activities are heavily skills and tasks based, which are the only bases for your grades. You may
be very good, but that must be behaviorally manifested in the class; otherwise, you will fail. Personal claims
must always be supported by concrete pieces of evidence. Learning engagements, academic discussions, tests
and lesson plans are the pieces of evidence. Make good here.

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6. Important dates for the implementation of the teaching and learning activities are set in place. They must be
followed, no matter what the magnitude of the effects of the disturbances. You are advised to submit course
requirements on the dot as expressed in the Gantt chart of instructional Activities. Be warned, for hardly there
is any other time for indolence and indifference.

7. In-class writing activities are done within time parameters; try to finish and submit the same on time. On the
other hand, there could be no prize for a deafening silence during oral recitations, for they are important
components of the periodical grading system. You are then encouraged to participate, but only relevant
thoughts are accepted. No points are given to irrelevant thoughts--No braggadocios and feigning that you
know something, but actually nothing at all.

8. You are encouraged to work collaboratively for complementation. However, this encouragement must not
lead you overdependence on somebody else until you become a parasite. Remember that learner autonomy is
the be-all and end-all of this course. Manifest it, for if this would not be evident in you, there will be other
semesters for you. See you then again!

9. Academic Advisements and consultations will be set in place. However, students who are gifted are
encouraged to share their expertise to others, but within acceptable bounds. Stinginess is discouraged, for this
group is envisioned to embark on an academic journey unified by the spirit of good will and sharing.

10. Misdemeanors are subject to serious administrative procedures. Again, English majors must have imbibed
desirable values from what they read. Be warned, too. Remember: “I have seen heaven, for I have gone to
hell twice!” Don’t ever dare!

11. You are reminded to be serious in your studies all the time. Aiming for a passing grade (C, Ct, B-) is already
a hard climb; hitting for excellence (B or higher) is seven hills away. Thus, indulge into serious reading and
writing—the only formula to pass a subject of this kind! Take note: you are likewise enrolled in other courses
with equal great demands. Manage your time. Worldliness will be later!

12. Acceptance of your learning responsibilities is a quantum jumpstart for the sake of your academic journey.
Many have failed along the way, for the road towards success was not taken. Begin the journey here, if you
have not begun. Just do it. Believe in yourself; unleash that inner power in the name of academic excellence!
I will always be there along the way, TO LEAD AND STIR YOU.

13. It is a great pleasure meeting you ALL in this intellectual arena! “Survive even in the imminence of Death”.
Good Luck and More Power!

15. This is Sir Chez!