Southern Luzon Technological College Foundation

Pio Duran Incorporated

College of Education

English Department 1st Semester

Vision: Mission:

A competitive institution providing quality tertiary and Offer and maintain relevant and responsive degree
basic education and training alongside research and programs and technical-vocational programs to produce
public service in the countryside with a view to produce globally competitive manpower; Provide state-of-the-art
leaders and empowered citizens of the country. ICT facilities and equipment to support instruction,
training, research and public service; Practice varied
instructional delivery modes to address the students’
diverse learning needs; Promote linkages and
network through active social participation in socio-civic
activities in the community.

College Goals:

Graduates of the SLTCF-PDI, taking up BSEd, major in English are teachers who can:

1. Exhibit comprehensive content, pedagogical and technological knowledge and understanding of the learners and the
teaching-learning environment;
2. Demonstrate a wide range of competence in curriculum development, inclusive of lesson planning, materials
development, instructional delivery, assessment and research;
3. Develop innovative teaching approaches catering the diverse needs of learners;
4. Uphold the dignity of the teaching profession anchored on local context and global perspectives;
5. Pursue lifelong learning for personal and professional growth and render service to the community.
Program Outcomes (from CMO No. 75, s. 2017 p. 4):

6.3.1.a. Possess broad knowledge of language and literature for effective learning
6.3.1.b. Use English as a global language in a multilingual context as it applies to the teaching of language and literature
6.3.1.c. Acquire extensive reading background in language, literature, and allied sciences
6.3.1.d. Demonstrate proficiency in oral and written communication
6.3.1.h. Display skills and abilities to be a reflective and research-oriented language and literature teacher.

Class Information: Instructor’s Information:

Section BSED English 3A and 3B Instructor’s

Name Pacito M. Sto. Tomas III
Schedule Monday and Tuesday Office SLTCFPDI
Designation Instructor
Time 4:00 pm – 7:00 pm Office Hours
8:00 am – 5:00 pm
Venue Room 101 and Room 102 Office
Telephone 09300877184
st
Term 1 Semester E-mail
Address [email protected]
Course Information
Course Name Contemporary Popular and Course Code MC Lit 6
Emergent Literature
Pre-requisite Subject None Course Credit 3 units, 3hrs.wk.(18 weeks, 54 hrs. Total)
Course Requirements:

Each student’s performance in the following areas will determine the student’s grade for this course:

 FINAL RESEARCH PAPER {40% of course grade}: All students will complete a final research paper on a topic relevant
to the focus of this course. The paper should have authoritative critical support [current books, chapters, articles, etc.] in
addition to a well-honed, original argument or interpretation. The paper should be approximately 20-25 pp. in length.
  MIDTERM EXAMINATION {20% of course grade}: All students must take midterm examination consist of multiple choice
test, identification, enumiration, and essay type test {50 items}. According to the course content/coverage that would be
discussed.

 CONFERENCE PAPER and PRESENTATION {20% of course grade}: All students must complete a conference-style
paper for a 15-minute presentation on a topic relevant to the focus of these students will present the paper at the end of
the semester. The paper and presentation will receive a single grade for both elements of the presentation.

 RESEARCH PAPER PROPOSAL {10% of course grade}: All students will submit a brief [approx... 5 pp.] proposal of what
they intend to present as their final paper for the course. The proposal should identify the works and authors they wish to
examine critical approach, a working introduction with clear thesis, and a working bibliography.

 CLASS PARTICIPATION {10% of course grade}: Participation grades require completing all assignments, module
activities, quizes, including readings in a timely fashion; productive use of discussions and thoughtful replies to other
colleagues’ discussions. Some discussions might be online during selected weeks.

Grading System:

A. CLASS PARTICIPATION - 10%

B. RESEARCH PAPER PROPOSAL - 10%
C. CONFERENCE PAPER AND PRESENTATION - 20%
D. MIDTERM EXAMINATION - 20%
E. FINAL RESEARCH PAPER - 40%
TOTAL - 100%

 No work submitted late will be accepted. All work not submitted on time will recieve
 a grade of zero [0].
 No extra credit work will be assigned.

Course Description: BTIsCovered

This 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 1.1.1
issues in contemporary and popular literature and genres. This course allows them to demonstrate 1.3.1
their research-based content knowledge and its relevance in the teaching learning process using
various methods of literary analysis.

The course focuses on critical issues in contemporary and popular world literature and genres.

This course also examines short narratives, specifically short-fiction collections Published during the
past 25 years by writters from different countries. Students should expect to begin developing a
working set of theoritical principles for short fiction as a genre with special attention to collections as
opposed to individual stories.

Students will read, watch, discuss, and write about literature and analyze formal
features/developments and a historical context to inform their understanding of these literary works.

Students will read/watch ten contemporary short-fiction collections; write one article-length research
paper (20-25 pp.) and, before the paper is due, a proposal for the final paper; develop a 15-minute
conference paper and presentation with the presentation delivered to the class; and engage in weekly
discussions and other course activities.

Course Learning Outcomes: BTIS Covered

At the end of the course, the pre-service teachers should be able to:

A. discuss research-based content knowledge and critical issues on contemporary, popular, 1.1.1
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 1.1.1
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

Time Intended Learning Outcome BTIs Content Teaching Learning Assessment BTI’s
Allotment (ILO’s) Activities

Week 1 At the end of the week, the 1. Interpreting and

preservice teacher (PST) Evaluating Fiction • In groups, students • Gather at least
should be able to: shall collaborate in fiction stories
2. Types and interpreting and and do a literary
Elements of Fiction evaluating a sample analysis using
a. explain the characteristics, 1.1.1 fiction. Lead students the format
types and elements of fiction; (B) to interpret and below.
and evaluate its content
by providing each • Sample Fiction
b. Interpret and evaluate fiction. 1.2.1 / Type /
group guide
(A) Summary /
questions for
discussion. Analysis

• Gather common
responses from
the groups and help
students identify the
types and elements
of
Fiction.

• Lecture –
Discussion on Fiction
Week 2 At the end of the week, the 3. Introduction to
preservice teacher (PST) Contemporary 1. Assign students Make students 1.1.1
should be able to: Literature: contemporary stories conduct
to read off class. literature
1. Stories reviews on some
a. acquaint themselves with 1.1.1 2. Have students selected
styles and concerns of (B) interpret and contemporary
contemporary stories. evaluate the story stories
assigned to them
using a teacher-
made rubrics and
guide questions.

3.Discussion on the
styles and concerns
of contemporary
stories
Week 3 At the end of the week, the 2. Poetry
preservice teacher (PST) • Read Aloud. • Choose one
should be able to: Choose a short contemporary
contemporary poem poem and
to read aloud and analyse its
a. analyze elements of 1.1.1 ask students to pay elements.
contemporary poetry; and (B) particular attention
during this phase. • Then make
b. trace the history, Essential Question: students write a
characteristics, and famous 1. What are the comparative
personality in contemporary elements of poetry analysis
poetry. present in the poem between
read? traditional poetry
2. How was the and
poem different from contemporary
poetry.
 the traditional poem
you know?
3. What are its
characteristics?
4. Name some
famous
contemporary poets?

• Narrate how
contemporary
poems/poetry came
to be.
Week 4 At the end of the week, the 3. Drama
preservice teacher (PST) • Bring students to • Make students 1.1.1
should be able to: watch a organize a stage
contemporary drama. drama reflecting
the unique
a. examine theatrical 1.1.1 • Make them elements and
structures of contemporary (B) examinethe its theatrical
drama; and theatrical structure. structure of a
contemporary
b. trace the changes and • Ask them to trace drama.
development of contemporary the changes and
drama. development of
contemporary drama.
Week 5 At the end of the week, the 4. Issues and
preservice teacher (PST) Challenges in • Misconception • Make students 1.1.1
should be able Contemporary Check. gather some
to: literature Discover class issues and
preconception challenges in
a. Identify issues and 1.1.1 s about contemporary
challenges in contemporary (B) contemporary literature then
 literature; and poetry. write a reaction
paper about
b. Explain the development in • Then solicit these issues and
genres in contemporary students’ knowledge challenges.
literature. on issues and
challenges in
contemporary
literature.
Week 6 At the end of the week, the 5. Introduction to
preservice teacher (PST) Popular Literature • Direct Instruction. • Research on 1.1.1
should be able Provide students the development
to: 1. Nature some readings about of popular
2. Appeal popular literature. literature.
a. acquaint themselves with 1.1.1 3. Social Function
the nature, appeal, and (B) • Discuss the nature, • Pick one
social functions of popular appeal and social literary texts
literature function, and under popular
development of literature and
popular literature using the guide
questions, ask
the students to
describe its
nature, appeal,
and social
function.

Week 7- At the end of these weeks, the 6. Popular Literature

12 preservice teacher (PST) Genres
should be able
to: 1. Romance • Organize a Photo • Group 1.1.1
2. Science exhibit displaying the students. Each
a. describe the characteristics 1.1.1 Fiction different genres of group shall
(B) popular literature choose a
 of popular literature; and 3. Detective titles and covers. popular literature
Story genre
b. differentiate popular from 4. Comic books • Introduce some of to present
contemporary literature genres. 5. Comic Strip these titles and cover
in display to • They must
students. begin their
presentation by
• Discuss the describing the
characteristics of characteristic of
popular literature and their chosen
its difference from genre and how
contemporary is it different
literature from the
contemporary
genre.

• Each
presentation
shall be
evaluated using
a rubric.
Week 13 At the end of the week, the 7. Issues and
preservice teacher (PST) Challenges in Popular
should be able Literature • Organize a talk • Let students do 1.1.1
to: show featuring the a comparative
issues and analysis
a. react on issues and 1.1.1 challenges of popular between
challenges in popular literature; (C) literature. contemporary
and and popular
• Prepare possible literature genres.
b. conduct a critical analysis questions to be
between contemporary and asked during the talk
show.
 popular literature.
• Let students share
their opinion on
these issues.

Week 14- At the end of these weeks, the 8. Introduction to

16 preservice teacher (PST) Emerging Literatures
should be able to:
1. Creative Non-Fiction • Student Story • Group 1.1.1
a. determine new emerging 1.1.1 2. Hyper Poetry Telling. students.
genres of literature; (B,C) 3. Chick lit/Chick Pre-assign a student Choose one
Literature to prepare a spoken Emerging
b. discuss the elements and 4. Illustrated Novel poetry about any literature to
characteristics of these genres. 5. Graphic Novel topics and ask create.
6. Text-Talk Novels him/her to perform in
7. Manga class. • Display
8. Digi-Fiction 1. Let the class students’
9. Doodle Fiction describe what kind of creation in an
10. Flash Fiction genre of literature Emerging
11. Six-word flash they have witnessed Literature Fair.
fiction being performed.
12. Science Fiction 2. Continue the
13. Blog discussion by talking
about new and
emerging literatures,
its elements and
characteristics.

Week 17 At the end of the week, the 9. Issues and

preservice teacher (PST) Challenges in • Panel Discussion. • Make students 1.1.1
should be able to: Emerging Literature react on some
 1. Assign 5 students issues and
a. examine unique 1.1.1 as experts and challenges
characteristics of new emerging (B) moderators who will facing new and
genres of literature; and be talking about emerging
issues and literature.
b. discuss issues and challenges in Strengthen
challenges in emerging emerging literature. claims by citing
literature. (topics are pre research
assigned to them) studies.

2. Synthesis to be
done by the teacher.
Week 18 At the end of the week, the 10.The
preservice teacher (PST) Interrelationship of • Literature Circles. • Make students 1.1.1
should be able Contemporary,Popula With their literature write a
to: r circles, students will comparative/syn
and Emergent collaboratively ergistic essay of
a. discuss the relationship 1.1.1 discuss the The
among contemporary, popular (B,C) interrelationship of interrelationship
and emergent literature, and the contemporary among
vis-à-vis popular as contemporary,
b. analyze the parallel with popular and
interconnectedness among emergent literature. emergent
literatures like contemporary, (A Guide for literature.
popular and emergent discussion must be
literature. given to each group). Note: An
Analytic Rubric
Call on a may be
representative to used to evaluate
share what has been students’ output
talked about in
his/her circle
 Synthesis will be
provided by the
teacher

Suggested References

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

Martin Amis, Heavy Water and Other Stories (9780375701153)

Julian Barnes, The Lemon Table (9781400076505)
Roddy Doyle, The Deportees and Other Stories (9780143114888)
Sarah Hall, The Beautiful Indifference: Stories (0062208454)
Kazuo Ishiguro, Nocturnes (9780307455789)
Claire Keegan, Antarctica (9780802139016)
A.L. Kennedy, Original Bliss (9780375702785)
Salman Rushdie, East, West: Stories (9780679757894)
Will Self, The Quantity Theory of Insanity and Other Stories (XXXX)
Irvine Welsh, The Acid House and Other Stories (9780393312805)

Glover, D. and McCracken, S. eds.(2012) The cambridge companion to popular fiction.

New York: Cambridge UP.

Kubala, R.. (2015). “Philosophy, literature and emotional engagement” (CW). Retrieved from
https://courseworks.columbia.edu.

*Students are welcome to use any edition of the above titles.