CT

COLLEGE OF TEACHER EDUCATION

COURSE SYLLABUS
COURSE TITLE PREREQUISITE CREDIT UNITS NUMBER OF HOURS
ENG 216: CONTEMPORARY,
POPULAR AND EMERGENT 3 UNITS (LECTURE) 3 HOURS PER WEEK
LITERATURE
INSTRUCTOR CLASS SCHEDULE CONSULTATION HOURS TERM
BSEd – II (ELT)
FRAN, REYMARK WEDNESDAY SECOND TERM
TUESDAY
DE CASTRO 7:30 – 9:30 AM 2021 – 2022
2:00 – 4:00 AM
VISION

A self-reliant center of development in Oriental Mindoro that provides sustained leadership in instruction, research
and extension to provide globally competitive professionals and appropriate technologies crucial in helping develop a
productive and spiritually and morally upright citizenry, in a diverse yet cohesive society.

MISSION

The institution exists to promote professional and technological education by intensifying instruction and training,
conducting more viable and relevant researches, utilizing knowledge and technology, sustaining income generation through
adoption of feasible state-of-the-art technologies, establishment of extensive and efficient linkages and networking and
continuous organizational development.

GOAL

Provide and broaden the access to quality education responsive to an ever growing and dynamic society.

OBJECTIVES

Strengthen the capabilities of the institution to:

1. Offer quality education;
2. Provide opportunities for the youth to develop their potentials as human beings and as productive
member of the society;
3. Expand financial assistance to poor but deserving students towards greater access to education;
4. Maximize productivity to sustain income generation; and,
5. Intensify research and extension services, which are relevant to the needs of the community.

CORE VALUES

MinSCAT plants R – Responsibility I - Involvement C - Commitment E - Excellence

PROGRAM VMGO
VISION
A center of excellence in Teacher Education in the Region IV

MISSION

The Teacher Education Program continues to train future teacher who are competent, excellent and responsible citizen.
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COLLEGE OF TEACHER EDUCATION

GOAL
To produce teachers equipped with higher level of accuracy, communication literacy and learning skills
needed for learned.

OBJECTIVES

1. Provides graduates who can impart necessary skills and computational techniques needed in solving basic
mathematical problems among students.
2. Produce teachers who can offer a systematic analysis and integrate with entrepreneurial activities.
3. Develop analytical skills among students would be teachers to use variety of strategies on the solution of
real life.
4. Produce professionals equipped with appropriate values, traits and attitudes of a true mentor.

PROGRAM OUTCOMES

1.Articulate the rootedness of education in philosophical, socio-cultural, historical, psychology, and political.
2.Demonstrate mastery of subject matter/discipline
3.Facilities learning using a wide range of teaching methodologies and delivery modes to specific
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 local, national, and global realities
8.Pursue lifelong learning for personal and professional growth through varied experiential and field-based
opportunities.
Course Description

This three (3) – unit course provides pre-service English teachers with opportunities to acquire extensive reading
backgrounds in literature and allied fields needed in the understanding and evaluation of critical issues in contemporary
and popular literature and genres. This course allows them to demonstrate their research-based content knowledge and
its relevance in the teaching learning process using various methods of literary analysis.

Course Outcomes:

After completing this course, the students must have:

A. Discuss research-based content knowledge and critical issues on contemporary, popular, and emergent
literature and its relevance in the teaching-learning process;
B. Explain the development of a given genre of popular literature from its beginning to its contemporary practice
through a historical timeline; and
C. Use various methods of literary analysis, such as formal, psychological, and /or feminist analysis in writing a
response paper
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COLLEGE OF TEACHER EDUCATION

COURSE PROGRAM OUTCOMES

OUT After completing this course, the students must have:
COMES 1 2 3 4 5 6 7 8
CO1. Discuss research-based content knowledge and critical
issues on contemporary, popular, and emergent literature and
I P P P P D P D
its relevance in the teaching-learning process;

CO2. Explain the development of a given genre of popular

literature from its beginning to its contemporary practice through a I P D P D D P D
historical timeline;
CO3. Use various methods of literary analysis, such as formal,
psychological, and /or feminist analysis in writing a response paper I D P D P D P P
1. ;
LINK TO PROGRAM OUTCOMES
Legend:
I – Introductory - Introduced Concept/ Principles
P – Practiced - Practiced with Supervision
D – Demonstrated - Demonstrated across different clinical setting

Course Outline

Intended Learning Course Content / Subject Assessment and

Week Teaching – Learning Activities
Outcomes Matter Output
WEEK A.Explain the 1. Interpreting and  In groups, students shall
1– 2
characteristics, types Evaluating Fiction collaborate in interpreting and Gather at least
and elements of fiction; 2. Types and evaluating a sample fiction. fiction stories
and Elements of Fiction Lead students to interpret and and do a literary
evaluate its content by analysis using
B.Interpret and providing each group guide the format
evaluate fiction. questions for discussion. below.

 Gather common responses Sample Fiction /

from the groups and help Type / Summary /
students identify the types Analysis
and elements of Fiction.

 Lecture –Discussion on
Fiction

WEEK 2 A.Acquaint  Assign students Make

1. Introduction to
themselves with styles contemporary stories to students
Contemporary
and concerns of read off class. conduct
Literature:
contemporary stories. literature
 Have students interpret and reviews on
1. Stories
evaluate the story assigned to some
them using a teacher-made selected
rubrics and guide questions. contemporary
stories
 Discussion on the styles
and concerns of
contemporary stories

WEEK 3 A.Analyze elements of 2. POETRY  Read Aloud. Choose one

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COLLEGE OF TEACHER EDUCATION

contemporary poetry; Choose a short contemporary poem

contemporary poem to and analyze its
B.Trace the history, read aloud and ask elements.
characteristics, and students to pay particular
famous personality in attention during this phase. Then make
contemporary poetry. students write a
Essential Question: comparative
1. What are the elements analysis between
of poetry present in the traditional poetry
poem read? and
2. How was the poem contemporary
different from the poetry.
traditional poem you
know?
3. What are its
characteristics?
4. Name some famous
contemporary poets.

 Narrate how contemporary

poets/poems came to be.

WEEK 4 A.Examine theatrical 3. DRAMA  Bring students to Make students

structures of contemporary watch a organize a stage
drama; and contemporary drama. drama reflecting the
trace the changes and  Make them examine unique elements
the its theatrical and theatrical
B.development of structure. structure of a
contemporary drama  Ask them to trace the changes contemporary
and development of drama.
contemporary drama.

WEEK 5 A.Identify issues and ISSUES AND CHALLENGES  Misconception Check. Make students
challenges in contemporary IN CONTEMPORARY Discover class gather some issues
literature; and LITERATURE preconceptions about and challenges in
contemporary poetry. contemporary
B.Explain the development  Then solicit students’ literature then write
in genres in contemporary knowledge on issues and a reaction paper
literature. challenges in contemporary about these issues
literature. and challenges.

WEEK 6 acquaint themselves with  Direct Instruction. Research on the

INTRODUCTION TO
the nature, appeal, and Provide students some development of
POPULAR LITERATURE
social functions of popular readings about popular popular literature.
1. Nature
literature literature.
2. Appeal
3. c, Social Function Pick one literary
 Discuss the nature, appeal and texts under popular
social function, and literature and using
development of popular the guide questions,
literature ask the students to
describe its nature,
appeal, and social
function.
WEEK A.Describe the  Organize a Photo exhibit Group students.
7 - 12 3. Popular Literature Genres
characteristics of popular displaying the different genres Each group shall
literature; and 1. Romance of popular literature titles and choose a popular
2. Science Fiction covers literature genre to
B.Differentiate popular 3. Detective Story present
from contemporary 4. Comic books  Introduce some of these titles
literature genres. 5. Comic Strips and cover in display to They must begin
students. their presentation by
describing the
characteristic of
 Discuss the characteristics their chosen genre
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COLLEGE OF TEACHER EDUCATION

of popular literature and its and how is it

difference from different from the
contemporary literature contemporary
genre.

WEEK A.React on issues Issues and Challenges in  Organize a talk show featuring Let students do a
13 and challenges in Popular Literature the issues and challenges of comparative
popular literature; popular literature. analysis between
and  Prepare possible questions to contemporary and
be popular literature
B.Conduct a critical analysis asked during the talk show. genres.
 Let students share their
between contemporary
opinion on these issues.
and popular literature.

WEEK A. Determine new  Student Story Telling. Group students.

8. Introduction to
14 – 16 emerging genres of Pre-assign a student to Choose one
Emerging Literatures
literature; prepare a spoken poetry Emerging
about any topics and ask literature to
1. Creative Non-Fiction
him/her to perform in class. create.
B.Discuss the elements 2. Hyper Poetry
and characteristics of 3. Chick lit/Chick
1. Let the class describe Display students’
these genres. Literature
what kind of genre of creation in an
4. Illustrated Novel
literature have they Emerging
5. Graphic Novel
witnessed being Literature Fair.
6. Text-Talk Novels
performed.
7. Manga
2. Continue the discussion by
8. Digi-Fiction
talking about new and
9. Doodle Fiction
emerging literatures, its
10. Flash Fiction
elements and
11. Six-word flash
characteristics.
fiction
12. Science Fiction
13. Blog

WEEK examine unique Issues and Challenges in  Panel Discussion. Make students react
17 characteristics of new Emerging Literature on some issues and
emerging genres of Assign 5 students as experts challenges facing
literature; and and moderators who will be new and emerging
talking about issues and literature.
discuss issues and challenges in emerging Strengthen claims
challenges in emerging literature. (topics are pre by citing research
literature. assigned to them) studies.

Synthesis to be done by the teacher.

WEEK A.Discuss the The Interrelationship of Literature Circles. Make students

18 relationship among Contemporary, Popular write a
contemporary, popular and Emergent With their literature circles, students will comparative/syner
and emergent collaboratively discuss the gistic essay of the
literature, and interrelationship of the contemporary vis- interrelationship
à-vis popular as parallel with emergent among
B.Analyze the literature. contemporary,
interconnectedness among (A Guide for discussion must be given to popular and
literatures like each group). emergent literature.
contemporary, popular and
emergent literature. Call on a representative to share what Note: An Analytic
has been talked about in his/her circle Rubric may be
used to evaluate
Synthesis will be provided by the teacher students’ output

Suggested Reference/s

Heick, T. (2017). 12 strategies for teaching literature in the 21st century.www.teachthought.com

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COLLEGE OF TEACHER EDUCATION

Prepared:

REYMARK D. FRAN
Instructor – I

Reviewed:

LORIE JANE R. DELOS SANTOS

Program Chair, BSEd

Approved by:

ROMEO C. CASTILLO, Ph.D.

Dean, College of Teacher Education