Province of San Antonio de Padua – Philippines
ORDER OF FRIARS MINOR (OFM) – FRANCISCANS
Christ the King College of Calbayog City, Inc.
THE PIONEER CATHOLIC FRANCISCAN INSTITUTION OF EASTERN VISAYAS
Founded 1905
INSTITUTE OF TEACHER EDUCATION
Fraternitas
Studiositas
Minoritas
Oratio et Devotio
CKC VISION-MISSION
INSTITUTE VISION-MISSION
VISION
A globally- recognized Catholic Franciscan Educational
Institution that promotes justice, peace, and integrity of
creation through inter-religious and intercultural dialogue,
fostering holistic formation.
VISION
A leading institute of graduate studies committed to
promoting advanced research, innovation, professional
development, and Christian-life formation
MISSION
Rooted in the Gospel values, Christ the King College of
Calbayog City, Inc., provides a supportive and dynamic learning
environment that nurtures holistic development, strives to
improve the quality of life, and fosters a transformative and
sustainable society through excellent instruction, relevant
research, and innovation, responsive extension services, and
quality-assured production.
MISSION
The Institute commits to producing educational leaders and
academics imbued with holistic and professional competence
responsive to global needs.
COURSE GUIDE
Course Code
Course Title
SPEC 111
Units/Hours
Three Units/ 3 hours [Lec (3) Lab (0) per
week
Teaching English in the Elementary
Grades
DAY
NAME OF FACULTY
Pre-Requisite
 MTH
MA. MIER KIM C. ABELGAS
TIME
CONSULTATION
HOURS
Email Address
A.
DAY
Monday
Tuesday
Wednesday
TIME
 TF
6:00
PM –
7:30
PM
Thursday
 WED
Friday
NONE
 SAT
 WS
Saturday
4:00 - 6:00
Contact Number/s
mierkimabelgas@gmail.com
Smart (09983440769) | TM (09556742147)
Course Description
This course will emphasize English as a second language with a main focus on language teaching methodologies to improve
knowledge of the structure and fluency of the English language, and literacy skills, through listening, speaking, reading, writing,
and viewing. It consists of content-based lessons that will enhance the student’s skills along application of various teaching
strategies in teaching English, the use of ICT to facilitate the teaching-learning process, and selecting, designing, and organizing
appropriate assessment strategies. Demonstrating knowledge and skills in content and pedagogy through lesson presentations
is an important highlight of this course.
B. Course Learning Outcomes
At the end of the course, the pre-service teachers should be able to:
1.
2.
3.
4.
Demonstrate content knowledge on the structure of the English language that refers to grammar in both oral and written
form;
Demonstrate understanding of research-based knowledge and principles of teaching and learning fundamentals in language
arts education;
Prepare developmentally sequenced teaching and learning processes to meet curriculum requirements and respond to the
learners’ linguistic backgrounds;
Select, develop and use varied teaching and learning resources in Language Arts to promote literacy and English language
fluency;
Where
Charism, Knowledge,
ckcgraduatesudiesandresearch@gmail.com
www.facebook.com/CKCGraduateStudies
and
Globe
Character
Smart
09451778498 / 096208112885
are Our Traditions!
PLDT Landline
(055) 8371388
499 Magsaysay Blvd., Calbayog City, Samar 6710
www.ckc.edu.ph
Province of San Antonio de Padua – Philippines
ORDER OF FRIARS MINOR (OFM) – FRANCISCANS
Christ the King College of Calbayog City, Inc.
THE PIONEER CATHOLIC FRANCISCAN INSTITUTION OF EASTERN VISAYAS
Founded 1905
INSTITUTE OF TEACHER EDUCATION
Fraternitas
5.
Studiositas
Minoritas
Oratio et Devotio
Design, select, organize, and use appropriate and varied assessment strategies consistent with the curriculum requirements
and communicate learner progress and achievement.
C. Textbook
1.
A Course Module for Teaching English in the Elementary Grades (Language Arts)
D. Suggested Readings and References
1.
Behan, Dawn. (2015). Taking sides: clashing views in special education. McGraw-Hill.
2.
Clark, B. (2010). Characteristics of gifted children with disabilities, excerpt from Growing Up Gifted: Developing the
Potential of Children at Home and at School. 2008 ed, p.362-364.
3.
Escowitz S. (n.d.) Multiple Disabilities in Your Classroom: 10 Tips for Teachers. The Special Ed Wiki.
Sped.wikidot.com/emotional-behavioral- disorder-disorders.
4.
Gargiulo, Richard M. (2015). Special Education in Contemporary Society: An Introduction to Exceptionality. Los
Angeles: SAGE Publications. Griffin, (2015). Handbook of Learning Disabilities. The Guilford Press.(D)
5.
Imray, Peter. (2013). Curricula for Teaching Children and Young people with severe or profound and multiple learning
disabilities. Convention on the Rights of the Child
6.
UN Standard Rules on the Equalization of Opportunities for persons with Disabilities 1993. Rule 6
7.
UNESCO- Salamanca Statement and Framework for Action 1994
8.
Education for All World Forum, Dakar Framework for Action 2000 Millenium Development Goal2. Universal primary
Education by 2015 EFA Fast Track Initiative 2002
9.
UN Convention on the Rights of Persons with Disabilities DepEd Inclusive Education Policy Framework Differentiation
and Enrichment Strategies for Gifted Students
10. Fliess,
S.
D.
(n.d.)
Twice
http://www.education.com/magazine/article/Ed_Twice_Exceptional/?page=2
exceptional
children.
E. Methods for Assessing the Expected Outcomes
1.
2.
3.
4.
5.
6.
Lecture / discussion
Use of cooperative / active learning strategies
Self-assessment
Reflective learning experience
Critique or reflections
Major Examinations
F. Course Outline
Where
Charism, Knowledge,
ckcgraduatesudiesandresearch@gmail.com
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and
Globe
Character
Smart
09451778498 / 096208112885
are Our Traditions!
PLDT Landline
(055) 8371388
499 Magsaysay Blvd., Calbayog City, Samar 6710
www.ckc.edu.ph
Province of San Antonio de Padua – Philippines
ORDER OF FRIARS MINOR (OFM) – FRANCISCANS
Christ the King College of Calbayog City, Inc.
THE PIONEER CATHOLIC FRANCISCAN INSTITUTION OF EASTERN VISAYAS
Founded 1905
INSTITUTE OF TEACHER EDUCATION
Fraternitas
WEEK
TIME
FRAME
Studiositas
3
3
H
R
S
H
R
S
2
3
H
R
S
3
-
- Describe the characteristics of the target
learners of the K to 12 Curriculum;
- Reflect on the ways the learners could be taught
in the K to 12 Curriculum;
- Explain the major goals of the K to 12
Curriculum;
- Analyze the curricular goals;
- Identify strategies in order to attain the
curricular goals.
- Enumerate the components of the K to 12
English Curriculum;
- Explain how each of these components is
implemented in the curriculum
- Identify the basic components of instructional
planning;
- Explain how these components contribute to
effective instructional planning;
- Create a sample instructional plan considering
the components identified.
-
3
4
H
R
S
-
3
H
R
S
-
5
-
-
Where
Introduction to Classroom Rules and
Expectations;
Understanding
Curriculum
and
Syllabus;
Discuss the rationale of English
education in the Philippines;
Develop own understanding of teaching
English in the Elementary grades.
Classroom Orientation
I. The K to 12 English Curriculum
A. The K to 12 English Curriculum
Philosophy, Framework, and Rationale
1. Introduction
B. The Learners in the Eyes of the K to 12
Curriculum
1. Types of Learners in the K to 12 Curriculum
C. Goals of the K to 12 Curriculum
1. The K to 12 English Curriculum and Its
Desired Outcomes
D. Components of the K to 12 English
Curriculum
1. Language Learning Process
2. Effective Language Use
3. Making Meaning through Language
4. Holistic Assessment
……………………………………………………..
II. Instructional Planning
A. Instructional Planning Components
1.
Instructional Planning and its
Component
Identify the instructional planning cycle;
Explain how the planning cycle plays in
the planning for instruction;
Explore implementation
Identify various instructional planning
models used in teaching English;
Compare instructional planning models
identified;
Adapt a model in designing one’s own
instructional plan.
Identify the steps to implement a
thematic approach to planning;
Design an instructional plan using the
thematic approach;
Understand the value of the use of a
thematic approach to instructional
planning;
Determine the legal bases for
instructional planning in the Department
of Education;
Identify key features of instructional
planning;
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Oratio et Devotio
COURSE TOPIC / CONTENT
COURSE COMPETENCIES / OBJECTIVES
-
1
Minoritas
B. Instructional Planning Cycle
1. The Instructional Planning Cycle
C. Instructional Planning Models for
Teaching English
1. ADDIE Model
2. Kemp Design Model
3. ARCS Model
D. Thematic Approach
Planning
1. Thematic Teaching
to
Instructional
E. DepEd Guidelines on Lesson Planning
1. DepEd Order No. 42, s. 2016 or Policy Guidelines
on Daily Lesson Preparation for the K to 12
Education Program
2. Elements of Learning Plan
3. Parts of Daily Lesson Log (DLL)
Character
Smart
09451778498 / 096208112885
are Our Traditions!
PLDT Landline
(055) 8371388
499 Magsaysay Blvd., Calbayog City, Samar 6710
www.ckc.edu.ph
Province of San Antonio de Padua – Philippines
ORDER OF FRIARS MINOR (OFM) – FRANCISCANS
Christ the King College of Calbayog City, Inc.
THE PIONEER CATHOLIC FRANCISCAN INSTITUTION OF EASTERN VISAYAS
Founded 1905
INSTITUTE OF TEACHER EDUCATION
Fraternitas
WEEK
TIME
FRAME
Studiositas
3 HRS
-
3 HRS
7
-
8
3 HRS
9
3 HRS
-
11
3 HRS
Where
Oratio et Devotio
COURSE TOPIC / CONTENT
COURSE COMPETENCIES / OBJECTIVES
-
6
Minoritas
Explain how the instructional planning
strategies could be integrated with the
DepEd Guidelines.
Define differentiated instruction;
Identify various differentiated
instructional strategies used in teaching;
Employ differentiated instruction in the
development of the lesson;
Identify collaborative learning strategies;
Determine when to use collaborative
learning strategies;
Apply collaborative learning strategies
in lesson planning.
Define gamification;
Apply gamification in teaching
English;
Suggest ways to improve teaching
using gamification;
Define assessment of learning;
Apply assessment strategies in the
conduct of instruction;
Understand the general use of
assessment in teaching English.
III. Instructional Strategies
A. Differentiated Instruction for English
Learners
1. Differentiating via Content
2. Differentiating via Process
3. Differentiating via Product
B. Collaborative Learning
1. Examples of Collaborative Learning Activities
for English Classes
C. Gamification in Teaching English
1. Gamification
……………………………………………………..
IV. Assessment Strategies for English
A. Assessment in Learning English
1. What is assessed?
2. How are learners assessed?
3. Summative Assessment (Assessment of
Learning)
Differentiate formative assessment
from summative tests;
Apply formative assessment strategies
in formulating instructional plans;
Develop an instructional plan using a
formative assessment strategy.
B. Formative Assessment
Differentiate traditional assessment
and authentic assessment;
Give examples of each type of
C. Traditional
assessment;
Assessment
Develop one own authentic
assessment based on a lesson.
MIDTERM EXAMINATIONS
Discuss the five macro skill and their
importance within the English teaching
area and in promoting literacy skills;
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Authentic
IV. Five Macro Skills
1. Listening
2. Speaking
3. Reading
4. Writing
Character
09451778498 / 096208112885
and
are Our Traditions!
PLDT Landline
(055) 8371388
499 Magsaysay Blvd., Calbayog City, Samar 6710
www.ckc.edu.ph
Province of San Antonio de Padua – Philippines
ORDER OF FRIARS MINOR (OFM) – FRANCISCANS
Christ the King College of Calbayog City, Inc.
THE PIONEER CATHOLIC FRANCISCAN INSTITUTION OF EASTERN VISAYAS
Founded 1905
INSTITUTE OF TEACHER EDUCATION
Fraternitas
WEEK
TIME
FRAME
3 HRS
12
Studiositas
Oratio et Devotio
COURSE TOPIC / CONTENT
COURSE COMPETENCIES / OBJECTIVES
-
Demonstrate examples of teaching
strategies that promote the five macro
skills.
-
Explain the process of different
methodologies used in teaching English
for the elementary;
Determine how these methods address
learner’s diversity in an English class;
Assess the methods used in actual
teaching through classroom observation
-
3 HRS
13
-
-
15 HRS
14 - 18
Minoritas
-
-
Identify and discuss learning strategies
for an English lesson
Select appropriate assessment technique
to assess the extent of learners’ mastery
Articulate constructive feedback to
improve learners’ performance
Demonstrate an English language arts
lesson
using
content-based
and
pedagogical knowledge effectively
Apply
developmentally-sequenced
teaching strategies that promote literacy
skills through an actual teaching
presentation
Use varied learning resources responsive
to learners with different linguistic
backgrounds
Use appropriate and varied assessment
strategies consistent with the curriculum
requirements and communicate learner
progress and achievement
5.
Viewing
V. The Methods of Teaching Language Arts
1. The Grammar-translation
2. The Direct method
3. The Audiolingual method
4. Total Physical response
5. Community language learning
6. The Silent way
7. Language experience method
VI. Learning
Strategies
and
Assessment technique as applied
to teaching language
1. Strategies:
-Content
language
integrated
learning CALL Computerassisted language learning
VII.
Lesson Presentation (Demo Teaching)
1. Micro teaching
2. Team teaching
3. Individual teaching
G. CRITERIA FOR EVALUATING STUDENT PERFORMANCE/ASSESSING THE STUDENTS
1.
2.
3.
4.
There will be two grading periods for a regular semester, midterm period and final period.
Assessments will be in three forms: (a) written works such as pen-and-paper tests, (b) performance tasks such as
recitation, individual/group presentation, demonstration, etc, and (c) major exams (midterm and final).
For classes on a regular semester, the midterm grade shall be comprised of written works, performance tasks, and midterm
exam. The final grade on the other hand shall be comprised of accumulated written works, accumulated performance
tasks, , midterm exam, and final exam.
Percentages for each grade component in computing the midterm and final are shown on the first table below. The
computed midterm and final percentage grades will then be re-transmuted into point-grade equivalents and codes using
the second table.
Grade Component
Midterm Grade
Written Works
30%
30%
Performance Tasks
30%
30%
Major Exam
40%
15%
Research Output
Where
Final Grade
25%
Charism, Knowledge,
ckcgraduatesudiesandresearch@gmail.com
www.facebook.com/CKCGraduateStudies
and
Globe
Character
Smart
09451778498 / 096208112885
are Our Traditions!
PLDT Landline
(055) 8371388
499 Magsaysay Blvd., Calbayog City, Samar 6710
www.ckc.edu.ph
Province of San Antonio de Padua – Philippines
ORDER OF FRIARS MINOR (OFM) – FRANCISCANS
Christ the King College of Calbayog City, Inc.
THE PIONEER CATHOLIC FRANCISCAN INSTITUTION OF EASTERN VISAYAS
Founded 1905
INSTITUTE OF TEACHER EDUCATION
Fraternitas
Studiositas
GRADE
OLD
NEW
1.00
4.00
1.25
3.75
1.50
3.50
1.75
3.25
2.00
3.00
2.25
2.75
2.50
2.50
2.75
2.25
3.00
2.00
5.00
1.00
INC
INC
OD
OD
UD
UD
NC
NC
FA
FA
Minoritas
NUMERICAL
EQUIVALENT
98-100
95-97
92-94
89-91
86-88
83-85
79-82
76-78
75
Below 75
LETTER
EQUIVALENT
A+
A
AB+
B
BC+
C
CD
Oratio et Devotio
DESCRIPTION
Excellent
Superior
Very Good
Good
Very Satisfactory
Satisfactory
Average
Fair
Passed
Failed
Incomplete
Officially Dropped
Unofficially Dropped
No Credit
Failure Due to Excessive Absences
RUBRICS
ORAL PRESENTATION
CATEGORY
CONTENT /
ORGANIZATION
40%
DELIVERY
30%
CREATIVITY
10%
Where
4-Exemplary
3-Accomplished
Demonstrates full
knowledge by
answering all class
questions with
explanations and
elaboration. Provides
clear purpose and
subject; pertinent
examples, facts,
supports
conclusions/ideas with
evidence.
Is at ease with expected
answers to all questions
without elaboration.
Holds attention of entire
audience with the use of
direct eye contact,
seldom looking at notes.
Speaks with fluctuation
in volume and inflection
to maintain audience
interest and emphasize
key points.
Very original
presentation of material;
uses the unexpected to
full advantage; captures
audience’s attention.
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1-Beginning
Is uncomfortable with
information and is able to
answer only rudimentary
questions.
Does not have grasp of
information and cannot
answer questions about
subject.
Attempts to define
purpose and subject;
provides weak examples,
facts, which do not
adequately support the
subject; includes very
thin data or evidence.
Does not clearly define
subject and purpose;
provides weak or no
support of subject; gives
insufficient support for
ideas or conclusions.
Holds attention of entire
audience with the use of
direct eye contact, seldom
looking at notes. Speaks
with fluctuation in volume
and inflection to maintain
audience interest and
emphasize key points.
Displays minimal eye
contact with audience,
while reading mostly
from the notes.
Holds no eye contact
with audience, as
entire report is read
from notes.
Speaks in uneven volume
with little or no
inflection.
Speaks in low volume
and/ or monotonous tone,
which causes audience to
disengage.
Some originality apparent;
good variety and blending of
materials/media.
Little or no variation;
material presented with
little originality or
Interpretation.
Repetitive with little or
no variety; insufficient
use of multimedia.
Has somewhat clear purpose
and subject; some examples,
facts that support the subject;
includes some data or
evidence that supports
conclusions.
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2-Developing
and
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09451778498 / 096208112885
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PLDT Landline
(055) 8371388
499 Magsaysay Blvd., Calbayog City, Samar 6710
www.ckc.edu.ph
Province of San Antonio de Padua – Philippines
ORDER OF FRIARS MINOR (OFM) – FRANCISCANS
Christ the King College of Calbayog City, Inc.
THE PIONEER CATHOLIC FRANCISCAN INSTITUTION OF EASTERN VISAYAS
Founded 1905
INSTITUTE OF TEACHER EDUCATION
Fraternitas
ENTHUSIASM / AUDIENCE
AWARENESS
10%
Studiositas
Demonstrates strong
enthusiasm about topic
during entire
presentation.
Significantly increases
audience understanding
and knowledge of topic;
convinces an audience to
recognize the validity
and importance of the
subject.
LENGTH OF
PRESENTATION 10%
Within two minutes of
allotted time.
Minoritas
Oratio et Devotio
Shows little or mixed
feelings about the topic
being presented. Raises
Raises audience understanding audience understanding
and awareness of most points. and knowledge of some
points.
Shows no interest in topic
Presented.
Within three minutes of
allotted time.
Too long or too short;
five or more minutes
above or below the
allotted time.
Shows some enthusiastic
feelings about topic.
Within four minutes of
allotted time.
Fails to increase audience
understanding of
knowledge of topic.
H. Class Policies
1. Classes will start on time. It is the responsibility of a student to come to class promptly and regularly.
2. A student should be responsible for any missed lessons, written works, performance tasks, or major exams.
3. A student who accumulates absences beyond 10.8 hours will automatically receive a grade of zero.
4. Cheating or any act of academic dishonesty is a MAJOR offense with corresponding sanction.
5. Active participation in class activities is expected.
6. Mobile phones and other electronic devices must be kept in silent mode and must NOT BE USED during class.
7. There will be no borrowing of pens or asking papers during exams.
8. Practice RESPECT, HONESTY and HUMILITY at all times.
9. Maintain cleanliness and orderliness at all times.
10. Teacher may give bonus points for the students with complete attendance.
11. Maintain courtesy and cooperation at all times.
I.
Note:
Please note that the above schedule for lectures, class discussion and other activities can be modified or revised if unforeseen
circumstances dictate so or the changes are justified to address the needs or in the best interest of students.
Effective Date:
September 6, 2021
Date Revised:
Signature
Prepared by:
Reviewed by:
Recommending Approval:
Approved :
Where
Charism, Knowledge,
ckcgraduatesudiesandresearch@gmail.com
www.facebook.com/CKCGraduateStudies
and
Globe
Character
Smart
09451778498 / 096208112885
are Our Traditions!
PLDT Landline
(055) 8371388
499 Magsaysay Blvd., Calbayog City, Samar 6710
www.ckc.edu.ph
Province of San Antonio de Padua – Philippines
ORDER OF FRIARS MINOR (OFM) – FRANCISCANS
Christ the King College of Calbayog City, Inc.
THE PIONEER CATHOLIC FRANCISCAN INSTITUTION OF EASTERN VISAYAS
Founded 1905
INSTITUTE OF TEACHER EDUCATION
Fraternitas
Where
Studiositas
Charism, Knowledge,
ckcgraduatesudiesandresearch@gmail.com
www.facebook.com/CKCGraduateStudies
and
Globe
Minoritas
Oratio et Devotio
Character
are Our Traditions!
Smart
09451778498 / 096208112885
PLDT Landline
(055) 8371388
499 Magsaysay Blvd., Calbayog City, Samar 6710
www.ckc.edu.ph