Republic of the Philippines

GABRIEL TABORIN COLLEGE OF DAVAO FOUNDATION, INC.

Lasang, Davao City

ENGLISH 1
TEACHING ENGLISH IN THE ELEMENTARY GRADES (LANGUAGE ARTS)
(Summer, S.Y. 2023-2024)

LUGIELYN B. TAMPARONG, LPT

Instructor

GABRIEL TABORIN COLLEGE OF DAVAO FOUNDATION, INC.

 Lasang, Davao City

OBE SYLLABUS
FIRST SEMESTER, S.Y. 2023-2024

Course Title Teaching English in the Elementary Grades (Language Arts)

Course Code ENGLISH 1
Credit Units 3 units
Course Description This course teaches the students the methodologists and principles of teaching the English subject in the elementary. Teaches the
students to determine the most essential ways possible to teacher young learner the subject after transitioning from the MTB.

Pre-requisite None

Vision: Gabriel Taborin College of Davao Foundation, Inc., a Catholic Educational Institution, anchored on Spirituality of the Holy Family, envisions a society that
promotes the evangelical values of peace, solidarity, fraternal relationships, and respect of the environment.
Mission: Gabriel Taborin College of Davao Foundation, Inc. commits to form graduates who are academically competent, technologically skillful, socially committed and
spiritually mature.
Institutional Graduate Attributes (IGA):
1. Innovative
2. Effective Communicator
3. IT Proficient
4. Committed
5. God-centered

Institutional Graduate Outcomes (IGO)

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 1. Utilizes critical thinking and creative skills by providing solutions in consideration of ethical, socio-cultural, environmental concerns;
2. Uses English language effectively in both oral and writing in the workplace and the community;
3. Incorporates advancement of information technology to perform tasks effectively and sufficiently;
4. Performs work beyond the demands of duties and responsibilities with passion and commitment; and,
5. Lives-out the spirituality of the Holy Family in the family, the workplace, and the community.
Program Educational Objectives (PEO)
Three years after graduation, GTCD Education alumni shall:
1. have advanced their practice or achievement in the field of Elementary/Secondary Education and/or other endeavors supported by their acquired education;
2. strive to be globally competitive through;
a.) Living by the GTCD mission values, pursuing continuing education, and practicing continuous quality improvement supported by their acquired education;
b.) Continuously scanning, adopting, building on the best practices in their fields.
3. uphold dignified personality and manifest genuine enthusiasm and pride in teaching as a noble calling.

Program Outcomes (Pos):

By the time of graduation, the Elementary and Secondary Education students must have:
1. Articulated and discussed the latest developments in the specific field of practice;
2. Effectively communicated orally and in writing using both English and Filipino;
3. Worked effectively and independently in multi-disciplinary and multi-cultural teams;
4. Acted in recognition of professional, social, and ethical responsibility;
5. Preserved and promoted “Filipino historical and cultural heritage”;
6. Articulated the relationship of education to larger historical, social, cultural, and political processes;
7. Facilitated learning using a wide range of teaching methodologies in various types of environments;
8. Developed alternative teaching approaches for diverse learners;
9. Applied skills in curriculum development, lesson planning, materials development, instructional delivery, and educational assessment;
10. Demonstrated basic and higher levels of thinking skills in planning, assessing, and reporting;
11. Practiced professional and ethical teaching standards to respond to the demands of the community;
12. Pursued lifelong learning for personal and professional growth;
13. Demonstrated in-depth understanding of the development of elementary/secondary learners;
14. Exhibited comprehensive knowledge of various leaning areas in the elementary/secondary curriculum;
15. Created and utilize materials appropriate to the elementary/secondary level to enhance teaching and learning;

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 16. Designed and implemented assessment tools and procedures to measure elementary/secondary learning outcomes; and
17. Demonstrated a service orientation in one’s profession.

Course Intended Learning Outcomes (CILOs):

At the end of the course, the students must have:
1. Explained the concepts of literacies essential to the 21st century learners;
2. Examined global and intercultural issues and shared practices through the lens of different disciplines.
3. Integrated 21st century literacies in a curriculum using different approaches.
4. Connected effectively with individuals with diverse personalities and cultural background by interacting, maintaining, and building relationships.
5. Applied principles of organization of ecological communities (i.e., ecosystems) for creating sustainable human communities.
6. Managed financial ability of not letting money or the lack of it get in the way of your happiness, reaching dreams and fulfilling retirement.
7. Used appropriate technology and mobile devices in communicating universal ideas and information without compromising its safety, security, and legality.
8. Critiqued curriculum in terms of in the integration of the emerging 21 st century literacies.
9. Created visual images and symbols using any chosen media in order to communicate universal ideas and feelings.
10. Expressed appreciation on the importance of literacy.

Course Outline

Midterm Time Frame Topics

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 CLASSROOM ORIENTATION
 Setting of expectation
 Self-introduction
Week 1  Classroom Policies
 VMGO
 Introduction to the Course syllabus

CHAPTER 1 - THE K-12 ENGLISH CURRICULUM

Lesson 1: The K-12 English Curriculum Philosophy, Framework, and Rationale
Week 2
Lesson 2: The Learners in the Eyes of the K-12 Curriculum

Lesson 3: Goals of the K to 12 Curriculum Alcontin

Week 3 Lesson 4: Components of the K to 12 English Curriculum Alcontin
CHAPTER 2 - INSTRUCTIONAL PLANNING
Week 4 Lesson 5: Instructional Planning Components Absin
Lesson 6: Instructional Planning Cycle Absin
Lesson 7: Instructional Planning Models for Teaching English Ali
Week 5 Lesson 8: Thematic Approach to Instructional Planning Ali

Week 6 Lesson 9: DepEd Guidelines on Lesson Planning Monterde

CHAPTER 3 - INSTRUCTIONAL STRATEGIES

Lesson 10: Differentiated Instruction for English Learners Manggoyod
Week 7 Lesson 11: Collaborative Learning Nioda
Lesson 12: Gamification in Teaching English Nioda
Finals
CHAPTER 4 - ASSESSMENT STRATEGIES FOR ENGLISH
Lesson 13: Assessment in Learning English Polo
Week 8 Lesson 14: Formative Assessment Polo
Lesson 15: Traditional and Authentic Assessment Polo

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Instructional Matrix

Midterm

Intended Learning Outcomes Teaching Learning Activities Assessment Tasks

Week Content Standard Resources
(ILOs) (TLAs) (ATs)

At the end of the lesson, the  Interactive class  Self-introduction  Power Point
students will be able to: discussion  Short paragraph Presentation
Classroom Orientation 1. apprehend the school’s  Lecture sentence  Hand-outs
 Setting of Vision and Mission;  Oral recitation
expectation 2. share expectations in the
 Self-introduction course subject through
1
 Classroom Policies oral recitation; and
 VMGO 3. reflect on the importance
 Introduction to the of adhering respect and
Course syllabus obedience throughout the
semester.

2 Chapter 1 – The K-12 At the end of the lesson, the  Interactive class  Reflection paper  Power Point
English Curriculum students will be able to: discussion Presentation
1. discuss the rationale of  Reporting
Lesson 1: The K-12 English English education in the
Curriculum Philosophy, Philippines;
Framework, and Rationale 2. develop own
understanding of
Lesson 2: The Learners in teaching English in the
the Eyes of the K-12 elementary grades;

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 3. describe the
characteristics of the
target learners of the K to
12 Curriculum; and
Curriculum
4. reflect on the ways the
learners could be taught
in the K to 12
Curriculum.
At the end of the lesson, the  Individual/Group  Student made  PowerPoint
students will be able to: reporting assessment task Presentation
1. explain the major goals  Open group discussion
of the K to 12 English
Curriculum;
2. analyze the curricular
goals;
3. identify strategies in
order to attain the
Lesson 3: Goals of the K to curricular goals;
12 Curriculum 4. enumerate the
3
components of the K to
Lesson 4: Components of the 12 English Curriculum;
K to 12 English Curriculum 5. explain how each of
these components to the
overall framework of the
curriculum; and
6. analyze each of the
components’
implementation in the
curriculum.

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 At the end of the lesson, the  Individual/Group  Student made  PowerPoint
students will be able to: reporting assessment task Presentation
1. identify the basic  Open group discussion
components of
instructional planning;
2. explain how these
components contribute to
effective instructional
Chapter 2 - Instructional
planning;
Planning
3. create a sample
instructional plan
Lesson 5: Instructional
4 considering the
Planning Components
components identified;
4. identify the instructional
Lesson 6: Instructional
planning cycle;
Planning Cycle
5. explain how the planning
cycle plays in the
planning for instruction;
and,
6. explore implementation
techniques at each stage
of the cycle.

5 At the end of the lesson, the  Individual/Group  Student made  PowerPoint

Lesson 7: Instructional students will be able to: reporting assessment task Presentation
Planning Models for 1. identify various  Open group discussion
Teaching English instructional planning
models used in teaching
Lesson 8: Thematic English;
Approach to Instructional 2. compare instructional
Planning planning models
identified;
3. adapt a model in
designing one’s own
instructional plan;
4. identify the steps to

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 implement thematic
approach to planning;
5. design an instructional
plan using the thematic
approach; and,
6. understand the value of
the use of thematic
approach to instructional
planning.

At the end of the lesson, the  Individual/Group  Lesson Plan Writing  PowerPoint
students will be able to: reporting  Daily Lesson Log Presentation
1. determine the legal bases  Open group discussion Writing
for instructional planning
in the Department of
Education;
2. identify key features of
6 Lesson 9: DepEd Guidelines
instructional planning;
on Lesson Planning
and,
3. explain how the
instructional planning
strategies could be
integrated in with DepEd
guidelines.
Finals
7 Chapter 3 - Instructional At the end of the lesson, the  Individual/Group  Individual/Group  PowerPoint
Strategies students will be able to: reporting demo of Presentation
Lesson 10: Differentiated 1. define differentiated  Open group discussion instructional
Instruction for English instruction; strategies
Learners 2. identify various
differentiated
Lesson 11: Collaborative instructional strategies
Learning used in teaching;
3. employ differentiated
Lesson 12: Gamification in instruction in the

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 development of the
lesson;
4. identify collaborative
learning strategies;
5. determine when to use
collaborative learning
strategies;
6. apply collaborative
Teaching English
learning strategies in
lesson planning;
7. define gamification;
8. apply gamification in
teaching English; and
9. suggest ways to improve
teaching using
gamification.
8 Chapter 4 - Assessment At the end of the lesson, the  Individual/Group  Individual/Group  PowerPoint
Strategies for English students will be able to: reporting demo of Assessment Presentation
Lesson 13: Assessment in 1. define assessment of  Open group discussion strategies for
Learning English learning; English
2. apply assessment
Lesson 14: Formative strategies in the conduct
Assessment of instruction;
3. understand the general
Lesson 15: Traditional and use of assessment in
Authentic Assessment teaching English.
4. differentiate formative
assessment from
summative tests;
5. apply formative
assessment strategies in
formulating instructional
plans;
6. develop an instructional
plan using formative
assessment strategies;

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 7. differentiate traditional
assessment and authentic
assessment;
8. give examples of each
type of assessment; and
9. develop one own
authentic assessment
based on a lesson.

I. Policies:
Good manners and right conduct in the classroom.
1. Prayer. Each class begins and ends with a prayer.
2. Greetings. Students greet the teacher.
3. Attendance. Only for valid reasons can students be excused from class.
4. Promptness. Students are expected to come to class on time. More than 15 minutes is considered absent.
5. Participation. As much as possible, students are to participate in class discussions and activities.
6. Intellectual Integrity. Honesty is the best policy.
7. Use of cell phones. All cell phones are put in silent mode inside the classroom. Texting and answering calls are to be done at designated areas in the campus.
8. Submission of requirements. Haste makes waste. Class requirements are to be submitted on time.
9. Courtesy. Respect for others is practiced at all times and in all places.
10. Additional Rules. The teacher may add rules upon agreed if needed.

II. Course Requirements:

Individual/Group demo teaching, Assessment tasks writings/performances

III. Consultation Period

Monday – Friday (Tentative)

IV. Grading System

Learning in this course will be evaluated with the use of the following measures:
Written Tasks - 20%
Performance Tasks - 40%

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 Examination - 40%
Total - 100%

V. References:
Reyes II, R.G. (2021). A Course Module for Teaching English in the Elementary Grades (Language Arts). Rex Book Store, Inc.
Manila, Philippines.
Prepared by: Checked and Approved by:

LUGIELYN B. TAMPARONG, LPT MRS. DONNABEL T. LIBADISOS, Ed.D

Instructor School President

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