Professional Documents
Culture Documents
VISION
A globally recognized institution of higher learning that develops competent and morally
upright citizens who are active participants in nation building and responsive to the challenges of
21st century
MISSION
Batangas State University is committed to the holistic development of productive citizens
by providing a conducive learning environment for the generation, dissemination and utilization of
knowledge through innovative education, multidisciplinary research collaborations, and
community partnership that would nurture the spirit of nationhood and help fuel national economy
for sustainable development.
CORE VALUES
Faith Integrity
Patriotism Mutual respect
Human dignity Excellence
1. PHILOSOPHY
Developmental Reading is a good foundation and its completion is a prerequisite to
perform well in English subjects. This subject includes background knowledge on the nature of
psychology of reading process and various topics related to the acquisition and refinement of
reading skills. It includes multi-level exercises in developing vocabulary, comprehension and
literary appreciation, speed and study skills.
2. AUDIENCE
The course is intended for third year Bachelor in Elementary Education students.
3. STUDENT OUTCOMES
The following are the skills that teacher education graduates are expected to acquire upon
the completion of their program. These skills are essential in performing their various tasks as
educators.
a. Identify and design lessons according to the stages of learners growth and
development.
b. Utilize the potentials and uniqueness of individual learners in teaching.
c. Discuss and share insights on the subject areas learning goals, instructional
procedures and content in the elementary/secondary curriculum.
d. Use appropriate teaching-learning strategies to sustain interest in learning.
e. Select, develop or adapt updated technology in support of instruction.
f. Use traditional and non-traditional assessment techniques and use assessment data
to improve teaching and learning.
g. Behave in accordance with the Code of Ethics for Professional Teachers.
h. Plan and carry out personal and professional advancement.
The following table maps the intended learning outcomes with the student outcomes. This
also illustrates the relationship of the intended learning outcomes (ILOs) with the student
outcomes (SOs).
5. SPECIFIC OBJECTIVES
Upon completing the course, students should be able to exhibit the following objectives
congruent with each topic outlined in the course.
7. COURSE REQUIREMENTS
A. Dramatic Presentation. This is a major requirement in the course. The students
will conduct a dramatic presentation by applying the elements of drama.
Performance of the students will be assessed through rubrics.
B. Book Review. Students will analyze an entire book to evaluate its usefulness in
the field of education by writing a comprehensive review. Performance of the
students will be assessed through rubrics.
C. Examinations. There will be four major examinations to be administered on the
date set by the department otherwise specified. These will evaluate students
knowledge on the topics covered in the class. Make-up tests will only be given to
a student having a valid reason for not taking the examination on the prescribed
date. The instructor has the right to disapprove any explanations for absences
presented without prior notice and to void opportunity for a make-up test.
D. Homework and Seatwork. Homework and seatwork are integral part of the
course. This may come in various task such as group work, individual activity,
research work, extended reading and the like. This will provide opportunities for
the students to transfer the concepts they have learned in class to a more concrete
situation and to equally participate in class discussion
E. Class Engagement. Students are expected to actively participate in the various
activities prepared by the instructor. To be part of the learning community, students
are required to accomplish various tasks required in the course while adhering to
the set standards prescribed by the instructors.
8. COURSE POLICIES
A. Refer to the University Student Handbook for the policies on Attendance,
Dropping of Subject, Grading System and on Scholastic Delinquency.
B. Academic Misconduct. Academic misconduct will be subject to disciplinary
action. Any act of dishonesty in academic work constitutes academic misconduct.
This includes plagiarism, changing or falsifying any academic documents or
materials, cheating, and giving or receiving unauthorized aid in tests,
examinations, or other assigned school works. Punishment for academic
misconduct will vary according to the seriousness of the offense. Punishment for
such offenses includes expulsion, suspension, non-credit of examination and the
like.
C. Regulations and Restrictions in the Classroom
The students should be completely aware of their behaviour and attitude inside
the class. They must avoid interrupting or distracting the class on any level. The
following must be strictly observed during the class.
a. The orderliness and cleanliness of the classroom must be maintained
before, during and after the class.
b. Any material or gadget irrelevant to the subject must be turned off and kept.
c. Chatting or talking with the seatmates is prohibited unless required in the
classroom activity.
d. Going in and out of the room without permission from the instructor.
e. Being excused by friends or peers from the class for any reason is not
allowed except for emergency cases concerning family problems or
administrative reasons.
9. ACADEMIC INFRASTRUCTURE
A. Textbooks:
Cox, C. (2012). Teaching language arts: A student-and response-centered
classroom. Boston: Allyn and Bacon.
Henry, D.J. (2014). The effective reader. United States of America: Pearson
Education.
Villanueva, A. S. & Delos Santos, R. L. (2008). Developmental reading 1. Quezon
City: Lorimar Publishing.
B. References:
Barnet, S. (2012). A short guide to writing about literature. Boston Toronto, USA:
Little, Brown and Company.
Clandfield, L. (2016). Teaching materials: using literature in the EFL/ ESL
classroom. Retrieved August 8, 2016, from:
http://www.onestopenglish.com/methodology/methodology/teaching-
materials/teaching-materials-using-literature-in-the-efl/-esl-
classroom/146508.article
Griffith, K. (2012). Writing essay about literature: a guide and style sheet. United
States of America: Heinle & Heinle Thomson Learning.
Heffernan, W. A., Johnston, M. & Hodgins, F. (2012). Literature: art and artifact.
Orlando, Florida: Harcourt Brace Jovanovich, Inc.,
Perrine, L. & Arp, T. R. (2014). Sound and sense: an introduction to poetry. 9th ed.
Orlando, Florida: Harcourt Brace Jovanovich Publisher.
Perrine, L. (2012). Story and structure. 7th ed. Orlando, Florida: Harcourt Brace
Jovanovich Publisher.
Roberts, E. V. & Jacobs, H. E. (2012). Literature: an introduction to reading and
writing. 6th ed. New Jersey, USA: Pearson Prentice Hall.
Roberts, E. V. (2011) Writing themes about literature. Englewood Cliffs, New
Jersey: Prentice-Hall Incorporated.
Wood, J. (2008). How fiction works. New York, United States of America: Picador.
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