Unit 1

Lesson 1
THE PLACE OF LITERATURE
IN A CHILD’S LIFE
The world of books offers children rich opportunities for developing into citizens and well round
personalities who will be assisting to their family and society. Through books, they maybe partly fulfill
their basic emotional needs an indispensable for personality development.

Literature fulfills a need in the classroom which does not confine it to the language arts alone. It
touches on every past of living and should be integral part of school program. There a wealth of good
literature for every occasion that the teacher can choose from.

Children need literature in order to enrich their own language. Children’s literature contributes
toward creative development. The creative teaching of literature can contribute to creative development
in many ways.
1. It can stimulate children to write for themselves.
2. It can help build a vocabulary that will help child to express himself better.
3. It can help children build skills in expression.
4. It can develop sensitivity to sight, sound, life problem & people.

Literature is entertainment along with radio, television, movies and pictures, magazines,
sometimes should be reserved for reading. The best initiators and motivators for developing in children
the desire to read are the parents, the teachers, and the librarian. Techniques activities devices can be
used to develop children’s interest in literature.

Tasks of parents, teachers and librarian

Best in children’s literature know that goods book is the best of friend today and forever.

Lesson 2
CHILDREN’S READING INTEREST

Children’s reading materials, when chosen in the lights of needs and interest, serve as one of the
essential factors in their development in the various phases of growth. In order to achieve these
desirable changes in the child through literature, it is necessary to know each child. This interest
capabilities needs and aspirations.

Interest is an expression of an individual pattern of reaction of behavior toward himself,

environment, his associates and the situation he may find himself.
Needs is the desire for what are called or considered necessities with strong motivations.

Needs have been classified in several ways:

- Physical - mental
- Emotional - social
- Moral & spiritual - aesthetic
- Economic - recreational

Certain basic needs are common to most people at most time. A child needs at first are very
strongly personal but as he grow up and mature they become broader and more socialized.

1. Needs for Materials Security

» The child needs of material security/economic security comes first and begins in his
mother and father arms.

2. Needs for Emotional Security

» Every child feels the need to be loved and wanted.

3. Needs for Intellectual Security

» The child needs to know accurately and surely. Now a days parents and teachers
realize that the child with keen intelligence has also a wide intellectual curiosity about
many things.

4. Needs for Spiritual Security

 » Spiritual security enables the individual to surmount danger overcome failures and
tragedies, and also a result or a strong religious belief.

5. The Needs to Belong

» Growing out of the needs for security is the need to belong and to be accepted member
of a group.

6. Need to Love and to be loved

» Every human beings wants to love and loved. It is in his family that the children learn his
first lesson in the love of affection relationships. His sense of security develops from these
family patterns.

7. The Need to Achieve, to Do or be someone Worthy of Respect

» Children as well as adult, have a story desire to achieve, to do
something for which they will be respected and loved.
8. Need for Recreation or Change
» One of the needs of the human being is rest or play as a part of the
desire for change

9. The Need for Aesthetic Satisfaction

» The need to adorn, to make beautiful, and enjoy beauty is another human need. Man
seeks aesthetic satisfaction in one form or can help other and various degrees of taste.

Lesson 3
SELECTING BOOKS FOR CHILDREN

Good books selection not only requires a thorough knowledge of children and their individual
needs, interest, an abilities but likewise demand an equal understanding of field (and taste for good) of
children’s literature.

The joy of reading and taste for good books must be develop and encouraged by the teacher and
not left to chance. The extent to which children find the joy in good books depends upon the teacher
pleasure in reading comes from the discovery that many kinds of books or stories can brings satisfaction.
Each enjoyed strengthens a child’s desire to read further.

Books are source of information, comfort and pleasure for people who know to use them and how
to choose them.

Certain basic needs of children as well as adult are:

1. Material security – it needs embraces everything that gives him a

sense of comfort and well-being.

2. Emotional security – the need to love and to be loved.

3. Intellectual security – the need to know things more accurately.

One must realize that the keener a child intelligent the wirer his intellectual
curiosity.

4. The need to achieve – to do or be something worthy of respect.

5. Need for Recreation and Diversion – books of laughter help dissolve

fear and tension.

6. Need to belong – to be a part of a group, children not only need to belong

to their own group but to identify themselves warmly and sympathetically with other group and
people.

Lesson 4
HISTORY OF CHILDREN’S LITERATURE

EARLY BEGINNING:
ANGLO-SAXON PERIOD
As far as back the Anglo-Saxon period, monk and other learned men wrote lesson book for
children.
Aldheim (640-709) – The first man to elite lesson book for children

THE MEDIEVAL PERIOD

By 15th century, book in manner and morals began to appear in England in 1430. This Books
contained rules of behavior for boys who trained to become knights during the Age of Chivalry.

ABC Books
In 16th century, ABC book or primer appeared. They were so called because they were used of
prime as book of private devotion in the Angelican Church.

Horn Books
These were the first book designed for children to handle. The hornbooks were used to teach the
alphabet and combination of a letter and to continue religious instruction.

Chap Books
These were called the chap books because they were sold by itinerant peddler called chapmen.
These broadsides contained ballads of Robin Hood.

PURITAN PERIOD
In England the America, books for children were influence by puritan ideas. The book stressed
fear of God, religious instruction and preparation for death which the children did not enjoy.

First Picture Book

In 1658, the first illustration school book appeared. It was known as sensual mumor orbis itos
(The World in Picture). It was invented by Johann Amos Comenius, bishop of Moravia and an educator
who believed in teaching children by letting them see things with their own eyes.
17th and 18th Century Book
John Newberry (1713-1767) was a writer and publisher who first thought of published his little
book solely for child. In 1744, he published his little pretty pocketbook, the first book that can truly called
a child book.

THE DEDACTIC PERIOD

Jean Jacques Russeau (1721-1778) was a French philosopher in the education of children. His
book Emile embodied the philosophy in children that must given to develop their natural interest and
learned from actual experience.

The Return of Fairy Tales Old and New

Jacob and Wilheim collected the old German stories not for the entertainment of the children but
to record them scientifically for posterity.

Hans Christian Andersen published his fairy tales in 1866. He was regarded as the great master of the
literary fairy tales.

Edward Lear – mark the laughter in the normal development of children.

Liwes Carrol was the mathematics professor at the Oxford University name Alice Lidell whom Liwes
become very fond. Alice was so delighted with stories she asked Liwes write down to her. He called his
collection of stories Alice in Wonderland. It was followed by through the looking glass.

Realistic Literature
This period was marked with the appearance of stories of boys and girls in simple situation,
stories of adventure, a brave men and women history and growth of countries, the wonder of nature and
science.

Lesson 5
DEVELOPMENT OF CHILDREN’S LITERATURE
IN THE PHILIPPINES
Children’s literature in the Philippines had been in exercises as far back as the private era. Even
before colonize came to the Philippines, the Filipinos already had their own language, their own alphabet,
knew how to read and writing materials oral mean. Knew how to read and write and had a system to
communicate the transmission and preservation of ideas.
In 1593, the first book for children in the Philippines, Doctrina Christiana en Lengua Tagala y
Espaniola by Father Domingo Nieva was publish. Next the Caton or (Caterpillar) Cartilla which
contained the Roman alphabet and syllable.
In 1606, the first book for children memories dela vida en Lengua China was published,
pamphlet containing the life of saint, novenarios, prayer and sermons of the missionary and parish were
circulated among the coverts, the passion, the story of the life and suffering of Jesus, had the wisest
popular appeal of the verses in which it as an written.
When the American came to the Philippines in 1990’s, they introduced book in English like
Pilagrams progress, Mother Goose Rhymes; Alice in Wonderland, Aesop Fables, Rin van winkle which it
were originated written for American children.
Literature book written by American authors, but prepared in the Philippines were published by
given company. One of these was Hugo Willers, Philippine folklore stories. In 1916, a representative of
Gin and Company, Mr. Hugo Millers, came to the Philippines to the writing of the books. Obias was the
first Filipino to write textbook in the 1990’s, he published Philippine Reader, book 1 to 7, known as the
Obias reader. Another literature (by Mendez) series publish by Gin and Company was the Philippine
High School Readers by Mendez. Mendez Potts in 1932.
Maximo Ramos, one of those writers, the writer who recognized the importance of preserving the
literary heritage, especially for children, wrote tales of long ago and Philippines myth and tales.
In 1962, bookmark incorporated published the work of a group of Maryknoll, students, these
were mostly picture books.
In 1945, Book mall incorporated encouraged writer to translate some foreign book like “The Little
Lame Prince and Rubiayat” of Omar Kaygam.
In 1946, National Bookstore engaged in reprinting foreign books and in translating fairy tales in
Filipino like this “Ladybird Series. Alemar Phoenix publishing house published children’s book like myth
and legend of early Filipino, Philippine folktale, and other stories.
In 1962, Pamana Incorporated started producing children’s book. New day publisher owned by
the Christian Literature of the Philippines, published by Friend and Haunted Cave and a Gift,

UNIT 2
Lesson 1
DEVELOPMENT OF POETRY FOR CHILDREN
THEIR POEM MAKERS

1. William Blake (1957-1827) – was the first of the important English poets to write poetry for children.
The first poem in the song of innocence entitle, “Introduction” show a gay and laughing child in a lively
abandon in song of expression, there is a sharper trial of pain and sadness and his stone the insoluble
question of faith and philosophy as a poem, “tiger, tiger, burning bright.”
2. Ann and Jane Taylor (1872-1866) – began to write for little children when they scarcely more than
children themselves. The Taylor were the first poet to write exclusively for children. Their first collection
of verses was published in 1804 with the title original poems for infant minds, by several young people,
which was in collaboration with a friend some of their well-known poems are “Twinkle, Twinkle, Little
Stars,” and “I like Pussy and Pretty Cow.”
3. Edward Lear (1812-1888) – had no literary for manner, he was simply himself. He was young gifted
English artist who at the age of nineteen years made colored drawings of birds for alone on zoological
society and later he was employed by the early derby to draw picture of his family.
4. Christina Rosetti (1830-1894) – wrote very simple little poem for children. She was one of the four
talented and artistic children of the Rosetti family. Rosetti was great master of musical language and
metrical art. Her first and most inspired work “Globe in Market” and other poem. Appeared in 1862 and
10 years, later when she becomes more of an invalid until her untimely death. She wrote “Sing-Song, a
collection of a little nursery poem which she dedicated to the infant, son of a very closed friend professor
Arthur Cayley of Cambridge.
5. Celia Laington (1835-1894) – was one of the earliest American writer of verse for children. Mrs.
Thaxter is especially noted for her many beautiful and truthful picture of birds and their way in stories and
poem. First published in 1883 which included such as poem as “The Sparrow”, “The Sandpiper” and
“The Wind Goose.”
6. Robert Louis Stevenson (1850-1894) – occupied a unique place as a writer for children; he was
considered as the first true poet “laureator” of children. His book, “A Child Garden of Verses”, was not
only regarded as a classic but it represented a standard of a style and quality for all other writer of
children’s poetry.
7. Laura Elizabeth Richard (1850-1943) – who was the daughter of Julia Ward Howe, author of the
Battle Hymn of the Republic, was not only a poet but also a musician. She published several collections
of song and rhymes as well as story which she contributed exclusively to the St. Nicholas, the leading
magazines for children.
8. Walter dela Mare (1873-1956) – published song of childhood, his first collection of poem. This is
followed by a child day in 1912, Peacock pie, his best known collection in 1913 and the Down-in-Down
Derry. A book of fairy tales and poems published in 1922.
9. Rose Fylemen (1877-1879) – has been affectionately called “poet of the fairies”, his first book of poem
for children’s fairies and chimneys was published in 1918. Her poem had sense of mystery and
enchantment in them which are enjoy by children.
10. Alan Alexander Milec (1882-1956) – he started his literary work by giving his full attention to the
writing of playing. He started writing his first book of verse when he got married and his first son. He
published his book of poem in 1924 under the title of “When We Are Young”. His poem had delightful
humor, captivating rhythms and appealing children fancies.
11. Rachel Field (1884-1942) – has been most successful in this genre and her collection contain
numerous poem about people and object belonging to their immediate environment such as “The Flower
Cart Man”, “Taxis”, “The Cuckoo Shop” and many others.
12. Dorothy Aldes (1897) – has written many short poem for young people choosing the simple and
common domestic scenes and event which she’s poetry with humor and charm.
13. Elizabeth Madox (1886-1941) – published under the tree which attraction and attention as the work
of anemint novelist because of the unique quality of the poem. Among her poem were “The Rabbit”, “The
Woodkeeper,” and “Milking Time.”
14. Dorithy Walter Baruch (1899) – is one of the modern poet for children who has made use of the
knowledge of the child psychology in her book like parent and children go to school.
15. Myra John Livingstone – a new comer to the scene of children’s poetry has freshness and charm in
her poem. Her book, whisper and other poem is filled with laughters, curiosity, griefly and tenderness.
16. Mary Anne Hoberman – is another modern poetry for children. Her collections of poem “Hello and
Goodbye” are lyrical amusing and full of laughter.
17. John Clardi – has written an engaging book of verse for young children entitle “The Reason for the
Pelican.” Some of his poems are more serious, such as the “Simle Rian Sizes” and “The Delightful Top
Hill.”

CRITERIA FOR SELECTING BOOKS

FICTION
1. Theme – the theme of books reveals the author purpose in writing the story. It deals with the idea of
the story, the meaning behind the story.
2. Plot – is the plan of story. It tells what the characters do and what happened to them. It is the action
of story built around a theme. The plot should develop through action and incident, rather than through
detailed description of character delineation.
3. Quality of Content – the quality of the content of the book must be examined. The story must be
telling or reading.
4. Characterization – the character in the story whether they are people or animal should be so depicted
that everything they do think, and say will see natural and true.
5. Style – the style of a books refer to the manner or the way the author has written it. Every author have
an own style.
6. Format – the physical aspects of the book must also be considered. The bonding should be durable
and practical, one which can be withstanding frequent use and handling.
7. Illustration – the illustration should be appropriate to the text. Beautiful illustration and design depend
and enrich child enjoyment of a book.
8. Other consideration – how does this book compare with other book on the same subject?

Lesson 2
MOTHER GOOSE RHYMES
OR NURSERY RHYMES
Mother Goose Rhymes never existed as a person and did not live anywhere. She is only a
myth, a personification of well, loved story tellers who have existed since the world began.
As a mother goose rhymes changes, we’re reveal handed down orally, they had customs,
manners and beliefs, searches reveal evidence that some of the rhymes refer to real people and
interesting facts.

QUALITIES OF MOTHER GOOSE RHYMES

1. Musical Quality – children, are captivated by their sound, rhymes

and rhythms.
2. Action – children like action.
3. Humor – children laugh at the unusual combination of words.
4. Story interest – children love the story element.
5. Variety of subject matter – children enjoyed the different subject
matter rhymes.

a. animals g. alphabet
b. dialogue h. riddle
c. counting rhyme i. tongue twister
d. games j. weather
e. people k. accumulative
f. time verse l. singing rhymes
 VALUES OF MOTHER GOOSE RHYMES

Children enjoy the rhymes because of their musical quality. The repetition and unexpected
combination of sounds. Mother goose rhymes serve as an introduction of familiar character. Mother
goose to feel poetry. They are good for air training and for their pleasure and amusement.
Comprehension of meaning and ability to read are not involved in the child’s enjoyment of the
rhymes.
Teachers recite the rhymes several times and children just follow and imitate their teachers.
Good literature can help children to understand and satisfy these basic vicariously if not on reality.

Lesson 3
VERSES FOR CHILDREN
Verse is a line of poetry having usually, a determination metrical or rhythmical pattern. A
humorous verse deals with the amusing things that be fall real people, or might conceivably be fall them.
Nonsense verse deals with absurd or meaningless words fables, jumbles, potatoes that dance, chickens
that go out to tea.

CERTAIN VALUES OF NON-SENSE VERSE FOR CHILDREN

1. They provide humor for children. Children laugh heartily at the words even though the words
maybe meaningless to them.
2. They introduce the children to rhyme and various patterns of verse.
3. They serve as a release from tension and anxieties.
4. They provide children a means of escape from reality.
5. They are excellent for ear-training.
6. They serve as introduction to better poetry.

POETS OF NONSENSE VERSE

Edward Lear (1882-1888) – was the greatest poet of nonsense verse. Although was sick of epilepsy,
Lear did not stop from writing limericks, funny poems of five lines. In
1846, he published the Book of Nonsense and in 1817, Nonsense
Songs and stories.

Lewis Carrol (1882-1898) – writer of humorous verse for children. He wrote “Alice Adventure in
Wonderland.”

Laura E. Richards (1850-1943) – was known as the children’s American poet Laureate of Nonsense.
Her favorite verses were found in Tirra Lirra: Rhymes Old and New
published in 1932.
The qualities of Laura E. Richard’s verse are:
1. She uses funny words.
2. She uses humorous tales.
3. She deals with funny characters and funny situations.
4. Her verses have lyrical quality.

A.A. Milne (1882) – Milne’s charm is his ability to present small children as they are. He portrays
children in their private inner world of make-believe their gay-world self-
centeredness, their liking for small animals, their toys and games. Milne shows the
child’s love of small animals like mice, rabbits, puppies, snails and goats whose
antics enliven the verses. The verses are full of the small child’s activities too.
Milne makes use of words, rhyme and rhythm to convey character, mood and
action.
VERSES ACCORDING TO SUBJECT MATTER

1. About boys and girls

2. About animals
3. About nature

Lesson 4
POETRY FOR CHILDREN
Poetry is an artistic expression of thought and emotion in rhythmical language poetry is a kind of
verbal music. Poetry is like musical score that must be interpreted by the human voice in order to get the
fullest enjoyment. The poets use words for sound effects as the musician uses musical notes.
 QUALITIES OF POETRY

1. Poetry has musical and rhythmic qualities that a child’s enjoyed.

2. Poetry appeals to the imagination. The poet makes us see what he seen and feel what he
has felt. He makes use of words and phrases that are descriptive, sensory and associative.
3. The emotional content of poetry must be sincere, worth expressing and must be universal in
appeal. A great poem must speak of experience common to all people.
4. Subjects of poetry for children must be varied. They must be subjects familiar to children and
can add new and richer meaning to their experiences.

CLASSIFICATION OF POETRY

Poetry can be classified according to form or according to their subject content:

1. Types of poems according to form:

A. Narrative poems tell a story and relate events.

Kinds of Narrative Poems

1. Ballads are narrative poems that are intended to be sung.
2. Epics deal with deeds and heroic adventures.
3. Metrical romances are a lengthily narrative poem that deals of love and brave
deeds of a hero like “Canterbury Tales.”

B. Lyric poems express the feeling, the mood and the personality of
the poet.

Kinds of Lyric Poems

1. Songs are poems that can be sung.
2. Pastoral poems are about shepherd and rural scenes.
3. Sonnets are poems of 14 lines. There is definite rhyming pattern.
4. Elegy is a meditative poem that expresses grief or deals with sorrow and death.
5. Ode is a poem that expresses an exalted feelings, a praise for someone or
something.

FACTORS THAT INFLUENCE APPRECIATION OF POETRY

1. The Teacher – like any teaching experience, effective teaching in poetry appreciation begins with the
teacher. He must have a natural love of poetry, broad educational background and reading excellence.
The teacher must have background fundamental general information, a personal knowledge of the basic
reality of living, love, hate, frustration, pain fear, grief, etc. he must have a familiarity with miscellaneous
allusions (indirect reference) to the Bible which are woven to all English poetry, words and phrases taken
from the whole racial store of the past and present place of life and thought.

2. The Pupil – The teacher must know the pupils well, their levels of interest, their varied backgrounds
and responses so that it can adjust his techniques and devices. Some children love to read aloud or to
memorize lines or stanzas of poems or even whole poems. These must be encouraged. The teacher
must be quick to exploit every possibility of enhancing appreciation of poetry by the children providing
them with different activities and inspiring them.

VALUES OF POETRY

1. Enriches children’s experiences.

2. Develops correct enunciation and pronunciation of words.
3. Develops literary appreciation.
4. Develops the imagination.
5. Enlarges the vocabulary.
6. Improve the aesthetic sense.
7. Gives them pleasure and delight.
8. Improve their outlook in life and a nature.

SUGGESTION IN TEACHING POETRY APPRECIATION

1. Do not assign a poem for home preparation. If any assignment is to be made, it should be
materials bearing upon the poem and essential to the understanding of it.
2. Do not be labor the pupils with study of facts. One should not forget that the chief purpose is to
understand and appreciate the poem itself, not the facts about the poem.
3. An excellent technique is for the teacher to read the poem first. Let the children catch the sound
and rhythmic movement. The teacher can read the poem twice to feel and observe whether
 children sit up and listen. Wait for children’s reactions or comments, but don’t ask them questions
like “Children did you like the poem?”
4. Anticipate difficulties with some words. Children’s enjoy poetry better if they know the meaning of
words. Clearing up of different words can be done in advance before the reading of the poem.
Some words can also be cleared after first reading of the poem. This is advantageous because
the children listen more to sounds of words.
5. Make it natural and habitual practice to read poetry to children. This is good to ear training for
children.
6. While reading or reciting a poem to children, the teacher can either stand or sit and have the
children sit comfortable and relax too.
7. Do not force children to memorize poems. They learn poems and rhymes easily if they like them.
8. Allow children time to react to poetry. They can react by way of follow-up activities like illustration,
dramatization, choral reading or speaking and other activities.

USES OF POETRY

1. Use poetry to correlate with other subjects like History, Arithmetic (counting rhymes).
2. To commemorate certain events, e.g. historical events, holidays (Christmas, New Years Day,
etc.) special days like Valentine’s Day, Arbor Day, Mother’s Day, and Father’s Day. There is a
poem practically for everything.
3. To express the meaning and rhythm of a poem is a pantomime or interpret dance.
4. To express their thoughts, feelings and imaginations like drawing, clay modeling, sculpture (soap,
potatoes, etc.)
5. Writing poems by children.

GENERAL OBJECTIVES IN
TEACHING A POEM: To develop appreciation of the poem.

STEPS IN TEACHING A POEM

I. Preparation
a. Mastery of the subject matter.
b. Preparation of the lesson plan.
c. Preparation of devices.
II. Introduction
a. Motivation
b. Presentation devices
c. Vocabulary development

III. Presentation
a. First Reading
b. Intellectual discussion

IV. Second Reading by the Teacher

a. Aesthetic discussion

V. Memorization
a. Culminating Activities
1. drawing 4. reproduction
2. dramatization 5. choral reading or choral speaking
3. composition

Meaning…
1. Culminating…climax of your teaching

2. Culminate… is connected to appreciation

3. Motivation…it is generally recognized in ordinary experience that motivation occupies in important

place in human learning. The term motivation is used to denote the spring of action, be it native
or acquired. Literally, it means causing or inducing part of the learner to master the subject
matter or to a given situation. Motivation is simply the moving power that elicits vigorous effort to
learn or to do things.
4. Types of Motivation
a. Psychological motivation
b. Conscious motivation
 c. Social motivation

Lesson 5
CHORAL SPEAKING OR READING

DEFINITION OF SPEAKING OR READING

Choral reading is an interpretation of poetry by the several voices speaking as one. It is the group
interpretation of poetry for the purpose of sharing enjoyment of it. Choral reading involves the use of the
book or script.

HISTORY OF CHORAL READING

The Hebrews had the antiphonal chorus, the chanting of prayers or hymns alternately by two
groups or by a reader and a choir which gave the responses. In the Greek dramas, the chorus recited
the main action of the play to hold the plot together. In England, France and Germany, troubadours
chanted and recited tales of heroic deed in verse, and their audiences must have joined in reciting the
refrain. In the Philippines and even our ancestors have participated in choral speaking in church and at
home specially in reciting the prayers and the rosary.

USES OF CHORAL SPEAKING

Choral speaking can be used in school at all levels. It is an activity that children and adults of any
ages can enjoy.
For children of pre-school (at all levels, it is an activity that children and adults of any ages)
kindergarten levels, the Mother Goose Rhymes, nonsense verse and jingles with a very marked rhythm
can be used the elementary grades enjoy poems with narrative interest, vivid imaginary and strong
rhythm while elder children would prefer poems they could interpret with feeling.

POEMS SUITABLE FOR CHORAL SPEAKING

1. Poems which are universal in tone

2. Poems which vary in mood, content and type
3. Poems which are lyrical and narrative
4. Poems that are rich in auditory image
5. Poems with marked rhythm
6. Poems that can be used with three voices

TYPES OF CHORAL SPEAKING ARRANGEMENT

A. Refrain – t his type is used with poetry which contains lines or verses which are repeated. Originally,
such poems are recite d with a minstrel saying t he verses and the audience reciting, the refrains and
choruses.
B. Sequence – this type is best employed in poems which develop its through into a strong climax or
which two lines are cumulative in response. The solo voice and the semi-choruses take turns saying the
lines and then the entire chorus enters to build a climax and an impressive finale.
C. Antiphonal – is a traditional form of reciting Biblical verses; thus many of the Psalms such as “The
Lord is My Shepherd” and passage like “The Beatitudes” are best interpreted by using the antiphonal or
two-part response. In this type of arrangement, one group responds to another boy to girls, children in
one row to another children with light voices to another group with dark voices, or children with high
voices to another group with low voices.
D. Unison – poems expressing and powerful emotions are best interpreted by the whole speaking group
rather than by part group or the semi-choruses. This is difficult type since it requires the ability to speak
together at the same time with perfect timing proper control and volume of voice.
E. Line-a-child – each of poems is read by a different child.

KINDS OF VOICES OR SEMI-CHORUSES

1. Light or High Voices – for the reading or saying lines that suggest full, happiness, brightness, for
asking question, unless a male asks a question.

2. Dark or Low Voices – for saying lines suggest mystery, terror, sadness, solemnity. For answering
questions, unless a female answers the question.
 3. Medium Voices – for blending all voices, relating the narrative, for introducing the characters and
for giving explanation.

STEPS IN CHORAL SPEAKING

1. Read the poem selected for its content. The teacher or conductor reads the poem to the class or
group.
2. Determine the type and the mood of the poem will determine the kind of voices or semi-choruses
to be used.
3. Understand the meaning of the poem, the meaning of every word or phrases, especially words of
unfamiliar strange significance.
4. Know the rhythmical nature of the poem, the tempo and movement in the poem.
5. Read the poem with the children. Spot pronunciation fault. After pointing out pronunciation faults,
show diction can be improved.
6. Repeat the selection together. Try several interpretations in order to decide on the best
arrangement.
7. Apportion the parts and lines to the children. Let them say the poem without your help.
8. Make sure that the voices blend properly. See to it that no one voice could be heard that others
or trading behind the others.
9. Avoid sing-sung recitation.

VALUES CHORAL SPEAKING

1. It enhances greater appreciation for poetry.

2. It enriches the art like experience by extending imagination and sympathy.
3. It develops good speech habits, articulation and enunciation.
4. It develops self-confidence and poise.
5. It develops cooperation and social understanding.

A FEW SUGGESTED CHRONIC MATERIALS

A. Refrain
“The Umbrella Bridge” by Laura E. Richard
B. Seavence
“Trees” by Joyce Kilmer
C. Antiphonal
“The Wind” by Robert Louis Stevenson
D. Unison
“The Mysterious Cat” by Vachel Lindsay

UNIT 3
Lesson 1
FOLKLORE AND FOLKTALES

The term “folklore” was invented by an English scholar by the name of William John Thomas in
1846. He used the word to denote the traditions, customs, and superstitions of the uncontrolled people in
the civilized country. Folklore is a science that embraces observations and customs, notions beliefs,
traditions, superstitions and prejudices of the common people.

IMPORTANCE OF FOLKLORE

1. Folklore is important in explaining social history of mankind.

2. Folklore is helpful in the study of comparative mythology and science of religion.
3. Folklore help in the understanding of the relationship between races and on the development of
religion, beliefs and ceremonies.
4. Folklores of great assistance to the ethnologist, sociologist, historians and students of
comparative mythology and science of religion.

KINDS OF FOLKLORE

1. Traditional literature in narrative form

a. folktales
b. hero tales
c. ballads and song
d. legends of places
 2. Traditional customs
a. local customs
b. astrology
c. festival customs
d. games

3. Superstitions and beliefs

a. witchcraft
b. astrology
c. superstitious practices
d. superstitious beliefs and fancies

4. Folk Speech
a. popular saying
b. popular nomenclature
c. proverbs
d. jingles, rhymes, riddles
FOLKTALES

The term folktales refer to a traditional narrative of unknown authorship that has been handed
down from generation to generation regardless of its content.

ORIGIN OF FOLKTALES

1. That all folktales originated in Indian in the Sacred Books of Buddhism and were transmitted by
migrations of people, by crusaders and Hebrew gypsies.
2. That many of the tales arose independently among people widely separated geographically and
historically. This proves that human experience, human nature and human emotion are universal.

PRIMARY CHARACTERISTICS OF FOLKTALES

1. Has no known individual author.

2. Has no fixed or original form.
3. Has a brief introduction.
4. Adapted to any age.
5. Has a simple plot that is easy to remember.
6. Characters appeal to both children and adults.
7. Has element of magic that appeals to children.

VALUES OF FOLKTALES

1. Gives pleasure and enjoyment to children.

2. Stirs the imagination.
3. Gives insights into life.
4. Used for dramatization.
5. Used for illustration.
6. Develops ear training.
7. Plays a role in the emotional development of children.
8. Develops confidence and courage in children against fear of the unknown.

TYPES OF FOLKTALE
1. Accumulative or Repetition – is the simplest type of tale. It has a simple plot
and rhythmical pattern. Its episodes follow each other neatly and logically in a pattern of
cadenced repetition.

2. Telling Beast Stories – are stories in which the animals talk. The animals not
only talk with other animals but with human beings. The animals tale generally teach a lesson
course age, integrity, and self-reliance, rewards are stressed in the outcome of the tales but they
are never moralistic.
3. Droll or Humorous Stories – are about sillies and numb skulls. They are
meant for fun and nonsense.

4. Myths – is a story that explaining primitive man’s idea of the origin of the
universe, the mysteries of natural phenomena, the life of gods and goddesses, and other pagan
divinities, their contact with each other and their relation to man. It is specially associated with
religious rites and beliefs. There are three types of these stories…..the Greek, Roman and Norse
myths.
 5. Epics and Hero Tales – is a story that is something written in verse, sometimes in prose and
others are in ballads. The story may be exploits of a hero, and his heroic acts embody the moral
code of a country or a nation.

6. Legends – is an old story containing wonders and miracles that was handed
down without any foundation in history but popularly believed to be true? Every country has its
own legend which was patterned in their own custom and tradition. It could be a story that tells the
origin of a place, thing or person.

7. Fables – is a fictitious story about an animal or an inanimate object which

behaves like a human being and has dominant trait. It is meant to teach a lesson or moral.

8. Fairy tales – the term tales includes a wide variety of folktales. A large
proportions of these stories are based on the element of magic or supernatural. Something extra
ordinary happens in the story. The setting of fairy tales is a visionary or unreal world. The setting
is usually idealized or romantic setting. The characters are fairies, water pixies, dwarfs, giants,
speaking animals, and beautiful creatures.

9. Religious tales –folktales using religious elements or belief are rarely found in
children’s collection. The religious folktales are either comical or didactic. They were patterned
after the morality plays of the middle Ages.
10. Romance Tale – is remote and impersonal. The characters are stereotypes. Enchantments
and impossible tasks separate folktale lovers and magic brings them together as in. “Beauty and
the Beast”, these types of stories are for older children and not for the younger ones.

11. Realistic stories – are improbable but possible.

FOLKTALES BY COUNTRY OR NATIONALITY

A. American
“The Dun Horse” by Gingerbread Boy

B. Arabian
“Aladdin and the Wonderful Lamp”

C. East Indian
“The Tiger, The Brahman and the Jackal”

D. English
“Jack and the Beanstalk”

E. French
“Cinderella”

F. German
“Elves and the Shoemaker”

G. Greek
“Fables of Aesop”

H. Norse
“Boots and His Brothers”

I. Russian
“The Straw Ox”

DESIRABLE USES OF FOLKTALES

1. For entertainment
Old folktales should be read for fun. They are also good for story telling purposes.
2. For Illustration
Folktales characters are subjects for drawing, sketching, modeling, painting, etc.
3. For dramatization
Even in the nursery schools, children can play the “Three Little Pigs, Three Billy Goats
Gruff” and other tales.
4. For puppets
The characters in folktales are suitable for hand puppets, sock puppets and stick puppets.
5. For story telling
 Story telling is one activity that is best suited for young children and the folktales are
excellent types of stories for telling.

Lesson 2
MYTHS
Mythology is a body of myths describing the gods of people, demigods and legendary human
beings in stories which involve supernatural elements. It is the science that treats of myths. Myth as
usually a more specialized meaning and refers to stories in which gods, goddesses and pagans, divinities
play apart.

The purpose of myth is to explain matters in the science of a pre-scientific age. A myths remains
its long as the divinity of its actor is recognized. It is associated with religious and beliefs.

EVOLUTION OF MYTHS

An ancient Greek writer, Euhemorus (300 B.C.) believed that the ancient gods were patterned
after heroes who actually lived at one time.

A second theory was made by philologist or people who study the growth of language. This study
claims that man repeating this their ancestor’s said, understood them in a different sense and because
of that, misunderstanding created myths.

The third theory was made by anthropologist or people who study the history of human race.
They tried to explain the cause of nature phenomenon.

The fourth theory according to French sociologist, Emile Durheim explained that myths came from
society as a whole. He believed that people got so excited during their tribal festivities that they thought
that a great power came to them from an object in their camp.

SOURCE OF MYTHOLOGY GREEK AND ROMAN MYTHS

GREEKS ROMANS
Zeus Ruler of the heavens or love and earth Jupiter
Hera Queen of the heavens Juno
Poseidon God of the Sea Neptune
Aphrodite Goddess of love and beauty Venus
Athena Goddess of Wisdom Minerva
Apollo God of the Sun Apollo
Artemis Goddess of Moon and the Sea Diana
Ares God of War Mars
Hermes Messenger of Zeus and of Gods Mercury
Heracles Strong man Hercules

TYPES OF MYTHS STORIES

1. The simplest of myth stories are the why stories or Pouquoi tales. Example of this type of story is:
“Why the sunflower turns to the sun?”

2. The second type of myth story is the allegory or symbolic story. An acceptable story for children is
the story of “King Midas.”

3. Another type of myth story is about the nature and other phenomena that is often baffling.

VALUES OF MYTH

1. There is a dramatic quality about myths that captures the imagination of the poets and children.
2. Many English poems are filled with classical from myths.
3. Subject of sculpture and graphic arts are taken from the Greek and Roman myths.
4. They furnish background for the great national epics of all countries.
5. They serve to explain the origin and meaning many words in everyday use.
6. They serve as an and in understanding of art and literature.
7. They widen our knowledge about the physical world the history and civilization of the times in which
the stories originated and about human nature.
8. Myths give answers to questions often asked by children concerning the how, when why of the ways
of animals, birds, insects, trees, flowers and others of nature.

Lesson 3
LEGENDS

Legend is a narrative that is partly true and partly imaginary about a particular person, events,
place or natural feature. It is a form of story containing miracles and wonders handed down from
generation to generation, through they are not authenticated by accepted proof. A legend is closely allied
to history although it is not verifiable.

ORIGIN OF LEGENDS

Legend came from the word Legenda which means for things to read. The term was used to
designate the life story of a saint and was also applied to portions of scripture and selection from life of
saints to be real at divine service. From the origin, the term legend came to any story and background
but thought to be true.

DIFFERENCES BETWEEN MYTHS AND LEGENDS

1. The myth is an interpretation of nature while a legend is the idealization of history.

2. Myths are stories in which god, goddesses and other divinities play a part while legends are
stories of wonders or miracles not only of gods and goddesses but about animals.
3. The legend lies within one or two characters whose names and sometimes their motives change
with the locality. Myths are found everywhere in one form or another.
4. The legend is usually built into one episode on a single act of the hero.

FILIPINO LEGENDS ACCORDING TO SUBJECT

A. Legendary Heroes
B. Legends about places
C. Legends about nature
D. Legends about plants
E. Legends about flowers

VALUES LEGENDS IN CHILDREN’S LITERATURE

1. Legends as a source of children’s literature deals with religious facts. Religious facts help
children in strengthening their faith in God.
2. Legends deal with historical background. They consciousness of children.
3. They develop vivid and fantastic imagination.
4. Some legends give children a moral lesson. They serve as a guide on what is right and what is
wrong.
5. Legends help acquaint children with the cultural phase of the country.
6. They give pleasure and enjoyment to children.

EXAMPLES OF FILIPINO LEGENDS

- Dama de Noche
- The Legend of Manila
- The Legend of the Hundred Islands
- Why the Sky is so High

Lesson 4
EPICS AND HERO TALES
Epics come from the Greek word “epos” meaning a saying or a song. Now the word epic is a
form of narrative wherein tragedy, comedy, lyric, dirge, and idyll are skillfully blended to form in immortal
work. Epics are sometimes written in verse like the “Iliad” or “Sigurd Saga” and sometimes in prose as
“Malory’s” Morte d’ Arthur”.
CLASSIFICATION OF HERO TALES
ACCORDING TO NATIONALITY

American India
 - How Tony Beaver Built Candy Dam - Rama
- Pecos Bill
English Spain
- Beowulf - El cid (Rodrigo Diaz de Bevar)
- Robin Hood
France Philippines
- Roland - Bernardo Carpio
- Lam-Ang
Greek - Mariang Makiling
- The Story of Odysseus
- Pandora

Irish Norse
- Fin M’ Cowl and the Giant - Heroes of Asgard
- Oisin in the Land of Youth - Sigurd the Volsung

Swiss
- William Tell

CHARACTERS OF HERO TALES

1. Hero tales are historical, biographical, mythical and legendary stories of heroes.
2. They posses qualities of good adventure which children’s like.
a. Directness of action
b. Singleness of motive
c. Simplicity of language
d. Vigor in style
3. The heroes present ideals of life and conduct worthy of emulation.
4. The exploits and deeds of heroes are worth worshipping.
5. The heroes succeed because of their ingenuity, valor, perseverance and other virtues.
6. The style in which story is told is serious, dignified, and there is objectivity.

VALUES OF HERO TALES

1. Develop in the child’s good moral characters.

2. Enlarge the child’s vocabulary.
3. Develop the imagination.
4. Give good background to interpret later reading with the allusions to the classic.

EXAMPLES OF HERO TALES

1. The Odyssey
2. Robin Hood
3. King Arthur and the Knights of the Round Table
4. St. George and the Dragon
5. Buffalo Bill

Lesson 5
FABLES
A fable is a short tale in which the chief characters are animals and sometimes in animator
objects that act and talk like human beings. The wisdom of the foolish acts (actions) of human beings are
shown by the actions and words of the beasts. The fables must always the theme or moral appears at
the end of the story.

SOURCES OF FABLES

1. Aesop
Most of the fables has been attributed to Aesop, who was said to and have been in Greek
slave. He was ugly, but cunning and clever. His skill in making fables gained him his freedom
from slavery and even won a high position in government.

2. Jatakas
Another ancient collection of India fables is the Jatakas. When they originated it is not
definitely known. Jataka is a Buddhist name for stories concerning the rebirth of Gautama
Buddha who according to tradition was reincarnated many times in the forms of many different
animas until he became at last, “Buddha the Enlighten One.”

3. La Fontaigne
 Another name associated with fable is Jean dele Fontaigne, a Frenchman who turned
many of the fables of Aesop into verses.

CHARACTERS OF FABLES

1. Characters of the story are usually animals.

2. Animals are made to think, act, and talk like human beings.
3. The moral lesson of the story is usually at the end.
4. The story is usually short.
5. Animals personify human beings.
6. The fable is full of actions and conversations.
7. Full of humor and funny situations.
8. Some have tragic and dramatic series of events.

VALUES OF FABLES

1. They give delight and enjoyment to both children and adults.

2. They teach ethical in an attractive manner or form.
3. They provide background for the understanding of many new or current expressions and
allusions.
4. Some of the fables serve as a guide to good conduct on the child’s level of expressions.
5. Children enjoy the fables because of the prominent part played by animals.
6. They touch moral and spiritual sense of values.
7. They cultivate thinking and imagination.
8. They are good for storytelling and dramatization purposes.

UNIT 4
Lesson 1
BIBLE STORIES

The Bible is sacred book for Christians. It is the basis of the Christian religion. It consists of the
writings of the Old Testament and The New Testament. The Old Testament has 37 books and the New
Testament is 27. The Bible tells a story with the special aim. The aim is to state the promise of God to
Jesus; to trace the influence of the promise upon our lives; to tell the fulfillment of the promise in Christ;
and show how the promise was extended to all men everywhere.

CHARACTERISTICS OF BIBLE STORIES

1. Stories are of religious nature.

2. Language is simple.
3. Contains many phrases.
4. Contains proverbs, poetry and songs.
5. Writer is nameless or anonymous.

VALUES TO CHILDREN

1. It helps children to know God.

2. It gives children better understanding and appreciation of the Bible.
3. It gives moral and spiritual values to children.
4. It helps children as well as adults to enter into a life that is dominated by Christianity.
5. Bible stories are good for storytelling and dramatization act.

EXAMPLES OF BIBLE STORIES

1. How the World Began

2. Moses
3. David and Goliath

Lesson 2
REALISTIC STORIES FOR CHILDREN
 A realistic story that is convincing true to life; that is, the place, the people, the action and
motives seem both possible and plausible. It is a story in which everything that happens could happens.

CHARACTERISTICS OF REALISTIC STORIES

1. Must contain plots with action.
2. Has unity of plot.
3. Has logical development.
4. The story must be true to human nature.
5. Must have a substantial theme.
6. Style must absorb and interest young readers.

VALUES OF REALISTIC STORIES

1. Children can identify themselves happily and profitably with the hero and or heroine of the tale.
2. Gives children an insight into real life situations.
3. Satisfy the need to belong.
4. Satisfy the need of love or to be loved.
5. Satisfy the need to know.
6. Satisfy the need to achieve.

EXAMPLES OF REALISTIC STORIES

- The Little Fisher

- The Poppy Seed Cakes

Lesson 3
AUTOBIOGRAPHY

Autobiography is the story of a person’s life written by himself. It is written from a person’s
memory of his past. In it’s pure form, an autobiography is an extensive true narrative of an individual’s
life, from infancy to date. It is written by the person himself in the first person, from his own point of view,
and in his own personal style. He writes about the events in his life with an air of reappraisal of re-
evaluation.

SOME REASONS

1. To leave a records about their deeds for their families.

2. To comply with the wishes of friends or admirers for an account of his personal life.
3. To inspire young people.
4. To help in perform. To teach others to live better lives, to change from bad to good.
5. To acknowledge the debts which one’s intellectual and moral development one’s to others.

AN AUTOBIOGRAPHY CONTAINS THE FOLLOWING:

1. Early life history: birthday and place, names and ages of father, mother, brothers, sisters,
language spoken and early childhood memories.
2. Health, height, weight, vision, hearing sickness, accidents, handicaps, etc.
3. Education: school attended, scholastic attainment, subjects, enjoyed best or excelled in, extra-
curricular activities, leadership, positions held, interesting school experiences.
4. Leisure and interest: hobbies, out of school activities, reading interests, sports, etc.
5. Other experiences: work experience.

VALUES OF AUTOBIOGRAPHY

1. For Information
– One gets such information as the full name of writer, date of birth and other pertinent
data-needed.

2. For Recreational Reading

– Reading gets vicarious experience from reading about the experience of a writer.

3. For Inspirations to Others

– The experience of the writer many of help to others. An example is Helen Keller’s “The
Story of me.”

4. For Self-Justification
 – Through reading autobiography you can justify a person how he became a poet , a
writer, a hero, etc. and to give proof that he really deserves that title. For e.g. “Cardinal
Newman’s Apologia pro Sora Vita 1864.”

Lesson 4
BIOGRAPHY
Biography is a story of a life of real person written by someone else. As a brand of literature, it
artistically records the actions and recreates the personality of an individual’s life that has actually lived.
It is a form of history which is applied not to races or masses but to an individual.

The earliest use of the word “biography” is attributed to Damacius, a Greek writer of the 16 th
century. Plutarch wrote about the lives of 46 Greek and Romans to show that people were all good and
bad, wise or foolish.

After World War I, biography became very popular and interesting. Biography is of perennial
interest because it deals with famous or notorious, or interesting personalities, but to more importance,
because its subject matter is human nature.
19th century biography, as a whole, was the type which made the person written about seems
unbelievably good. It was this method of writing biography that became very popular in the United
States. They brought out human story, human climax as if were writing a novel.

CHARACTERISTICS OF A GOOD BIOGRAPHY

A good biography must be very well-researched. Its interest is restricted to only one person, his
activities personal qualities and achievements. It records life that has been actually lived. It must be
based on document facts.

DIFFERENCES BETWEEN JUVENILE

AND ADULTS BIOGRAPHY

1. Biography for children is not usually documented.

4. These biographies for children may not be complete accounts if the person’s life includes
objectionable incidents or tragedy.
5. Biographers for young usually feel that it is the life of a person and to interpret the thoughts of
their character.

TWO TYPES OF BIOGRAPHY FOR CHILDREN

→ Fictionalized biography in which the facts are documented.
→ Biographical fiction in which a historical character is the basis for story
that is semi-historical in nature.

VALUES OF BIOGRAPHY

For Recreation
» Biography is well suited for free reading because it provides vicarious experiences for the
reader.

For Information
» Biography contains some factual materials. Biography provides the interest human interest
story for all forms of knowledge.

For Inspiration
» Biography inspires a youth to have faith in him and gives him courage to aspire and attain. It
enriches moral character through the indirect lesson learned by reading, the lives of great men
and women.
For Vocational Guidance
» The choosing of a vocation wisely can be influenced by reading about the lives of those men
and women in their chosen life or professions.

Lesson 5
MODERN FAIRY TALES or TALES OF FANTASY
 The term “fairy tales” includes a wide variety of folktales. It includes almost any tale in which
something extraordinary like fairies, giants, dwarfs, genies, and speaking animals appear. The term is
used to describe stories about magic.
The word fairy came originally from the Latin “fatum meaning fate,” through the old and Middle
French “Feerie” meaning the land of the free or fates, into the Middle English “faerie”. Edmund Spenser
used the word Faerie in his story “Faerie” in the word became “fairy.”

CHARACTERISTICS OF FAIRY TALES

1. The story commonly beings with “Once upon a time.”

2. There is no definite place where the story takes place. It may begin “Once upon a time there was a
prince who lived in a small kingdom.”

3. The setting of the story is an illogical world, inhabited with people whose lives are crossed by
creatures of magic such as fairies, witches, genies, elves, dwarfs, who meddle in the affairs of human
beings by means of enchantment. These human beings can be transformed into beasts.

4. It is unreal world in which the most difficult problem can be solved by enchantment or magic as the
waving of a wand, granting three wishes, wearing a magic ring, repeating a charm or spell. The
ending is always happy one no matter how great the problem.

5. Every character acts according to his nature, and the stories move in strong, direct action with an
expected ending. The good are rewarded and the evil are punished.

MODERN FAIRY TALES AND WRITERS

Charles Kingsley – a clergyman and scientist wrote a book for his own little boy which enjoyed great
popularity for many years. The book “The Water Babies” tells the story of “Tom” was carried
to fairies to the world of water-baby. The story is very appealing to children not only because
it embodies magic, but the water creatures are true to their species.
Charles Lutwidge Dodson – author of “Alice’s Adventures in Wonderland” love children. “Alice’s
Adventure in Wonderland” was the first English masterpiece for children. His pen name was
Lewis Carrol.

George McDonald – “At The Back of North Wind” is a story of a little boy adventure, some with North
Wind, some with his friends and foes.

Robert Lawson’s Rabbit Hill – tells hoe, the writer’s felt for the landscape of Connecticut where he lived
and shared the companionship of little creatures especially rabbits.

Selma Lagerlof – wrote “The Wonderful Adventure of Nils.” The story reveals the feeling of the writer for
Sweden, its landscape, its folklore and people. She used simple and poetic language.

Beatix Potter’s Tales of Peter Rabbit – was the first children’s book of the twentieth century followed by
Kenneth Grahames “The Wind in the Willows, Pamela Travers, Mary Popping, Wanda Gag’s
Millions of Cats.” Antoine de Saint Exupery’s “The Little Prince” and many others.

Jose Rizal – indulged in part time fairy tale’s writing. He wrote class story “The Monkey and the Turtle.”

VALUES OF FAIRY TALES OR TALES OF FANTASY

1. Fairy tale is something that changes the commonplace into what is rich, strange and wonderful.
2. Fairy tales teach children to look for wonder in the commonplace.
3. Fairy tales stir the imagination.
4. Fairy tales establish their sense of wonder.
5. Fairy tales satisfy their hunger for adventure.
6. Fairy tales develop courage in children.
7. Fairy tales play a role in the emotion development of children.

Uses of Fairy Tales

1. For reading aloud to children

2. For story telling
3. For dramatization
4. For illustration

Examples of Fairy Tales

`→ The princess and the pea
Hans Christian Andersen
 → Thumbelina
Hans Christian Andersen
→ Alice in wonderland
Lewis Carroll

UNIT 5
Literature: SPRING OF CREATIVE ACTIVITIES

Enticing children to explore the world of literature involves creating a learning environment for
them. We can generate interest in books if we introduce a lot of creative enriching activities to children.

Some of the suggested activities are:

1. Drawing their favorite character in the story.

2. Selecting, mounting and displaying of pictures.
3. Setting up and tables or tables display.
4. Modeling and sculpturing and other construction activities legend way to more interest in literature.
5. Making mobiles. Cut outs of characters, illustrations from a book, objects portrayed in the story are
hung or suspend by wire or string or thread from an umbrella frame.
6. In studying the myths, a map can be enlarged to show the important places and names from
mythology.
7. Drawing or pictures of famous authors and accepts from their works can be displayed on the bulletin
boards.
8. Making their own poems.
9. Writing their own stories.
10. Dramatization.

Creative techniques are used to make a story come alive. They help excite the imagination and
get the listener involved in the literature. One of the reasons for devising a variety of creative techniques
is for the enjoyment of the listening audience and to get the children interested doing the same thing
themselves.
There are many activities, devices and techniques which can be used to develop children’s
interest and better appreciation of literatures:

1. Literature can be appreciated through oral interpretation such as reading aloud, storytelling,
dramatization, dramatic reading.
2. Literature can be interpreted through creative dramatics, marionettes, puppetry and pantomime, etc.

Lesson 1
READING ALOUD

There are stories that are better read aloud just as there are stories more suitable for telling.

TYPES OF BOOKS AND STORIES FOR READING ALOUD

1. Picture-Story Books
- The picture-story book is one with pictures as an integral part of the test. The pictures or
illustrations are as important as the text. These stories should be read as intimately and comfortably
by the mother with the child on her lap or when she puts her baby to sleep.
2. Read stories which depend on the exact words of the author for the charm and meaning. No work of
the author should be altered and the style of the writer should not be tampered with.
3. Stories with clear-cut themes and plenty of action.
4. Stories which build strength and steadfastness in the child.
5. Stories which develop his faith in the essential decency and nobility of life.
6. Stories which give him a feeling for the wonder and goodness of the universe.
7. Stories that have characters who are real children like themselves or who are understandable people
they might know anywhere.
8. Stories that have mystery.
9. Stories that have fantasy.

PREPARATION FOR READING ALOUD

1. The teacher must acquaint himself with the materials to be read in advance. She must also consider
how much is to be allocated in reading.
2. The teacher should define or explain new words from the book or story that is to be read by listing the
words on the boards in advance of reading and then define them or let the words define them in
context.

3. Give the title and author of the book or story so that children who may wish to read it themselves or
have it read to them again may do so.

4. The children could be grouped in a semi-circle facing the reader and sit upon the floor to have a more
informal setting.

Lesson 2
PLAIN STORYTELLING
Stories are one of man’s chief means of communication. Stories are for telling by everyone with
experience to share with those who have cars to hear. Teller and listener create the story.
Storytelling, like singing, is an art that can be cultivated. It is a creative art. Storytelling is one of
the most valuable activities in school or at home. Parents can begin to take their children from six to
eighteen months on their laps and read or tell stories to them.

VALUES OF STORYTELLING TO CHILDREN

1. Storytelling introduces children to the world of written language. They hear new words and varied
language structure from which they can model their own language.
2. It gives children an opportunity to become acquainted with the best of children’s literature.
3. It increases a child’s knowledge and experiences.
4. It creates in children a desire to know about the lives of other people and know their culture.
5. It develops the ability to be good listeners and it stirs their imagination and become creative.
6. It gives pleasure and enjoyment to children.
7. When telling a story himself, the child learns to organize and express himself clearly, at the same
time, building confidence in his ability to face an audience.

ADVANTAGE OF STORYTELLING

There is no book between the storyteller and his listeners so, the storyteller has the advantage of
keeping close to the audience. The storyteller can observe the listener’s reaction and confusion.

Another advantage of storytelling is that a long piece of literature can be hear the whole story in
one setting. Stories that don’t require the exact words of the author can be told in simple words that can
be understood by the listeners.

STEPS IN STORYTELLING

1. Selection of the story to tell

- The story must have a good plot, a well-defined middle and ending. The choice of a story
should also be governed by its appeal to the storyteller.

2. Preparation of the story

- After choice of the story has been made, try to find out why you like the story. Is it is the
plot? Is it about animals? Is it an adventure story? Read the story over and over and then close
the book. See, you can tell the sequence of the story in the proper order. Try to imagine the
setting and the scenes of the story so that you will be able to tell the story as though it has
happened to you.

3. Practice telling the story aloud to yourself.

- Take note of the proper pauses, the places of suspense, the climax. Refer to the book when
you forget. Go through the story once or twice until you have thoroughly mastered it. Do not
memorize the story word for word. Mastery of the story is important. The beginning of the story
establishes the mood of your story. Practice telling the whole story without any lapses.

4. Announce your story informally in many ways.

a. Today we are going to hear about our old friends.
“The Three Little Pigs”
b. I have a new story for you today and it is called
“The Monkey and Turtle”
 c. You have all heard stories about
“Jack and the Beanstalk”
d. Show the pictures of certain characters in the story you are going to tell. Describe each of the
characters.

5. At the end of the storytelling do not give any check up questions or tests. Do not ask the children if
they liked the story or not.

6. Children may draw pictures of illustration of the character they like best or they may dramatize the
story later on.

Lesson 3
STORYTELLING WITH PICTURES
USES OF PICTURES

Pictures help create a series of incidents out of the story.

Pictures enrich meaning when there is a word or something not easily understood by the
listeners.
Pictures serve as substitutes for the real things if the objects are not at hand.
They stir the emotion and feeling of the listener.
They make the lesson more interesting and more understanding to children.

KINDS OF PICTURES

Pictures may be an illustration from magazines, a painting, photograph, drawing, or sketch or a

combination of these. They are handy to use in the classroom and are easily available.

PRINCIPLES INVOLVE IN THE USE OF PICTURES

Pictures should be authentic.

They should truly represent the things, objects, places, persons or situation.
Pictures should be simple and clear in detail.
They should be large enough so that the viewer can see a correct image of the object to
be seen.
Pictures should be meaningful.
They should explain something and inspire ideas.
Pictures should challenge the imagination.
Pictures should have color, harmony and beauty of design.

HOW TO USE PICTURES

 When using pictures for storytelling, be sure to display the pictures where everyone can see
them. The pictures can be arranged on the chalkboard or on the bulletin board, or placed on
pictures stands. The teacher can hold the pictures and presented one at a time for all the children
want to see.
 Each picture must be suited to the grade level of the children. Suitability to grade level includes
size, color and design and background for interpretation.

TYPES OF STORIES CAN BE TOLD WITH THE USE OF PICTURES

 fairy tales
 myths
 fables
 bible stories

Children will be curious to see what trolls, urges, elves and animals in
fables look like. They would like to see the people they heard or read about in the bible.

Lesson 4
DRAMATIZATION
The word “drama” comes from the Greek word and it means “to act” or “to do”. The dram is one
of the several methods of telling a story. The drama is intended to be acted rather than read and it is for
children as well as adults.
 Dramatization is the portraying through bodily action the characters, movements and activities of
a story and play. Dramatization is a means of helping children to interpret and understand literature.
Dramatization is the most natural and childlike means of expression.
Most teachers recognize that young children need to act their thoughts and fantasies in wholesome
ways.

TWO TYPES OF DRAMATIZATION

A. FORMAL DRAMATIZATION is one which is carefully planned in detail and rehearsed until the play is
thoroughly mastered. The plot is predetermined by the pupils. The play may have been chosen by the
pupils with the help of the teacher.

Values of formal Dramatization:

1. It gives the participants the ability of self-expression and power of understanding.
2. It gives entertainment to the audience.
3. It brings to life the subjects that make up the curriculum.
4. It gives substance to stories, historic events, lives of great men and women.
5. It adds meaning to celebration, holidays and memorative programs.
6. It develops cooperation among people.

B. INFORMAL DRAMATIZATION – the pupils act out the sequence of events

of a story that is well-known to them. They not memorize or rehearse written lines. There is no need
for customers and stage props. Simple costumes may help the imagination of the audience and help
players keep their characterization more believable.

Values of informal Dramatization:

1. It develops the imagination.
2. It improves oral expression and poise.
3. It gives them a command of self-expression.
4. It develops stage presence.
5. It provides an outlet for emotion.

STEPS IN DRAMATIZATION

1. Divide the story into scenes or acts.

2. Name the parts as Part I in the house, Part II in the forest.
3. List the characters in each part.
4. Discuss the setting place and time of the story.
5. Let the pupils choose the cast for different parts.
6. Review the action and principal conversation of each part or act .
7. Let the pupils give constructive criticism.
8. Let the pupils choose the final cast.
9. Allow time for practice and rehearsals until each pupil has thoroughly mastered his part and be
ready for the performance.
10. Let the pupils evaluate their own performance.

ANOTHER FORM OF DRAMATIC ACTIVITIES

MONOLOGUE – from the Greek word “monos” meaning alone and “novos” meaning speech is a
passage in a dramatic piece in a personage holds the scene to himself and speaks
unconsciously aloud that which is spoken by one person alone. The theory of the monologue
is that the audience overhears the thoughts of one who believes himself to be alone and also
inform them of what would otherwise be known to them.

PANTOMINE – is the expression of thoughts, feeling, emotions through bodily movements,

gestures steps and facial expression. Pantomime is the only means of communication
between people who speak different languages. It is the oldest form of dramatic expression
and the most universal

CERTAIN VALUES DERIVED FROM PANTOMINE

1. Shy children can take active part in pantomine.

2. Children lose their self-consciousness and develop poise and freedom of movement.
3. They develop changing facial expression.
4. Children learn to understand certain emotions and characterization by watching the performance
of others.
 5. Children develops appreciation of literature, stories that have few characters but have strong
emotional content and plenty of action are suitable for pantomine like the fairy tales, realistic
stories and poems.

CREATIVE DRAMATICS
Creative dramatics is a structured play experience that is carefully planned and executed.
Children can create or recreate a scene and episode, a problem or an event, usually from literature,
under teacher guidance. In creative dramatics, the dialogue is extemporaneous.

SOME IDEAS FOR CREATIVE WRITING

1. A child acts out the title of the book or poem which has color on it.
2. A child may read aloud the dialogue from a story.
3. A child may dress as a character from literature.
4. Children may dramatize a story they have heard or read.
5. Writing original scripts is an activity that can be done at the higher grade levels.

Lesson 5
PUPPETS AND MARIONETTES
Puppets are figures usually in imitation of life under all operation control used for dramatic
presentation.
A puppet is a doll manipulated by the performer so that it will act as a character in a play.
There are different types of puppets that can be made and the stories can adapted to the use of puppets.

The word “puppets” refers to two types of hand manipulated,

artificial figures:

1. Puppet a doll manipulated directly by hand.

Puppets may be classified:

a. Stick puppets are flat cut outs painted to represent the desired character
and attached to a stick or rod. The children hold the stick puppets and hide behind a
screen.
b. Shadow puppets or silhouettes are flat, black cut outs from card board
paper. Each cut out represents a character in the story or scene from a lighted screen of
Muslim paper or cloth.
c. Finger and hand puppets are the easiest type to make, though not to operate. They can be
made from socks or grocery bag or old pieces of cloth shaped like a head.

2. Marionettes or string puppets

– The word from French origin. A marionette is a figure with movable limbs which are
manipulated by string, wires or rods from above.

VALUES OF PUPPETS AND MARIONETTES

1. Cooperation is developing among members of the class.

2. Shy and show learners can make significant contribution.
3. A great deal of out of classroom work is done.
4. Interests in reading are developing.
5. Oral and written forms of expressions are improved.
6. Develop artist and creative skills.
7. Develop manipulative skills.

ADVANTAGE OF PUPPETS

1. Puppets provide opportunity for much participation.

2. It does not involve too much exercise.
3. It requires little in the way of costumes stage props and equipment.
4. Pupils may engage in every aspect of the production of the puppet or marionette play.
5. There is audience involvement and participation.

PRINCIPLES IN USING A PUPPET PLAY FOR TEACHING

1. Do not use puppets for stories or plays that can be done just as well or better by other dramatic
means.
2. Puppets play must be based on action rather than on words.
3. Puppet plays must be short.
4. Puppet plays must be adapted to the particular audience.
5. Music and dancing can be made part of the puppet show.
6. The hand puppet can be the narrator or storyteller.