Name: Christine S.

Abal

Course and Year: BSED-III English

Subject: Eng. 305. Teaching and Assessment of literature Studies

Instructor: Mrs. Darlin Jane T. Balbastro

Lesson 1: Introduction to Literature

Learning Outcomes

At the end of this lesson, you will be able to:  Distinguish Literature from literature; 
Illustrate the similarities and differences between prose and poetry using a Venn diagram; and
 Create a graphic organizer on the different types of literary genres.

Let’s Check What You Know

True-False

Directions: The following are statements about literature and its genres. To determine how far
you about it, identify each statement as either true or false. Write TRUE if it is true and FALSE if
not. Write your answers on the given spaces.

___True____1. Literature expresses the feelings, ideas, attitudes, and values of people.

____False______2. Prose pertains to those writings in verse.

____False_____ 3. Short story is one example of nonfiction.

_____True_____4. A novel is a lengthy narrative usually structured into chapters.

____True____5. An announcement posted on a bulletin board cannot be considered literature.

___True______6. Legend deals with origin.

____False___7. Drama is a genre intended mainly for presentation to an audience.

__True___8. Poetry has a literary genre always contains rhyme and measure.

____True_____9. Any written work is literature.

___True_____10. Myth is a work of fiction.

Activity 1. “Collect and Tell”

Directions: Collect five (5) samples of written articles/excerpts which can be categorized as
“Literature” and another five (5) for “literature” from any written materials which you can get
either at home, from public places, or from the internet. If you intend to collect written
materials from public places, have them photographed. If taken from the internet, indicate the
source. Identify what genre or type of written material is each article/excerpt (e.g.
announcement, short story, news, poem, etc.). Then discuss why it is categorized as either
“Literature” or “literature”. You may use separate sheet when necessary.

1. Literature
1. Legend
 Types: Fiction
The Legend of the Guava

A long time ago, there's a king who ruled a rich, prosperous island. He had all the things a king
could ever ask for: the power, the wealth, and all the delicious foods one could only
imagine.The king's name was King Barabas.

King Barabas is a rude king and overweight, indulging himself to all the foods available, hesitant
to share to anyone. And his castle is starting to become filthy. He would spend most of his time
sitting and eating with his bare hands. As he eats, he drips food on the floor and smile
mockingly at the people around him, specially his servants.

People in the kingdom would approach with requests for his help, but he would always refuse.
As he neglected his kingdom, people started to complain and starve.

After some time, an old hunched-back woman showed up at the castle begging for food while
the king was eating. The old lady asked for food as she was starving.

"Go away! I don't have anything to give. Can't you see I'm eating?" said the irritated king.

"Please, my king," begged the old woman. "I'm asking for anything, anything you could give me
as I am so hungry. Even a little piece of bread or fruit would do."

"Get out at once! You disgust me," the king belittled the old beggar.

The old woman stood up straight, casting aside her stooped posture. "I've heard much about
you and how your kingdom is suffering." The tone of her voice had changed. It was no longer
the voice of a weak, old woman. "I asked for help, and you shoved me away. You have a lot for
yourself, but when I only asked for a little food, you belittled me. You are selfish. No one loves
you and no one will remember you when you are gone!"
And the beggar disappeared.

After a few more days, the king slowly weakened and became sick. No one knows what's wrong
with him. He got weaker and weaker and lost much weight. He looked older than his age. Soon
after that, the king died. As unfortunate and unexpected as it was, no one cried and nobody
showed up at the king's burial. He died alone.

And where the king was buried, his people noticed a strange plant growing, a plant they had
never seen before. The plant soon grew into a tree, which bore rounded fruits that turned
yellowish when ripe.

People also noticed that the fruit seemed to have a crown as it develops, which reminded them
of their selfish, arrogant king. The flesh of the fruit tasted a bit sour, just like the sour
personality of the king towards them.

The people learned to eat the fruit, which helped them with starvation. And because the tree
was from the grave of their King Barabas and it has crown just like their king, they named the
tree after him: barabas, which in time they called bayabas.

The fruit is still called, as to this day, bayabas.

2. Folksong
 Types: Fiction
Paru-Parong Bukid (Farm Butterfly)

Farm butterfly, flying and flitting by,

In the middle of the road

Flapping and floating by

Thirty inches of wrap-around skirt

And an inch of sleeve

The colorful skirt

One foot dragging on the ground

And she has a hairnet

 Oh!

And also has a comb

Oh!

Decorated underskirt

She's trying to show off

She's facing the altar

Looking at her reflections

Then she would walk teasingly

With her hips swaying

3. Fables
 Types: Fiction

The Ants & the Grasshopper

One bright day in late autumn a family of Ants were bustling about in the warm sunshine,
drying out the grain they had stored up during the summer, when a starving Grasshopper, his
fiddle under his arm, came up and humbly begged for a bite to eat.

"What!" cried the Ants in surprise, "haven't you stored anything away for the winter? What in
the world were you doing all last summer?"

"I didn't have time to store up any food," whined the Grasshopper; "I was so busy making music
that before I knew it the summer was gone.

The Ants shrugged their shoulders in disgust.

"Making music, were you?" they cried. "Very well; now dance!" And they turned their backs on
the Grasshopper and went on with their work.

There's a time for work and a time for play.

4. Short Story
Types: Fiction

The Circle of Joy

One day, a countryman knocked hard on a monastery door. When the
monk tending the gates opened up, he was given a magnificent bunch of grapes.
 “Brother, these are the finest my vineyard has produced. I’ve come to
bear them as a gift.”

“Thank you! I will take them to the Abbot immediately, he’ll be delighted
with this offering.”

“No! I brought them for you.”

“For me?” The monk blushed, for he didn’t think he deserved such a fine
gift of nature.

“Yes!” insisted the man. “For whenever I knock on the door, it is you
opens it. When I needed help because the crop was destroyed by drought, you
gave me a piece of bread and a cup of wine every day. I hope this bunch of
grapes will bring you a little of the sun’s love, the rain’s beauty and the miracle of
God, for it is he made it grow so fine.”

The monk held the grapes and spent the entire morning admiring it: it
really was beautiful. Because of this, he decided to deliver the gift to the Abbot,
who had always encouraged him with words of wisdom.

The Abbot was very pleased with the grapes, but he recalled that there
was a sick brother in the monastery, and thought:

“I’ll give him the grapes. Who knows, they may bring some joy to his life.”

And that is what he did. But the grapes didn’t stay in the sick monk’s
room for long, for he reflected:

“The cook has looked after me for so long, feeding me only the best
meals. I’m sure he will enjoy these.”

When the cook appeared at lunch, to bring him his meal, he presented
him with the grapes:

“They’re for you,” said the sick monk. “Since you are always coming into
contact with that which nature produces, you will know what to do with this
work of God.”

The cook was amazed at the beauty of the grapes, and showed his
assistant how perfect they were. So perfect, he thought to himself, that no one
would appreciate them more than the sexton; since he was responsible for the
 Holy Sacrament, and many at the monastery considered him a holy man, he
would be best qualified to value this marvel of nature.

The sexton, in turn, gave the grapes as a gift to the youngest novice, that
he might understand that the work of God is in the smallest details of Creation.
When the novice received them, his heart was filled with the Glory of the Lord,
for he had never seen such beautiful grapes.

Just then, he remembered the first time he came to the monastery, and
of the person who had opened the gates for him; it was that gesture which
allowed him to be among this community of people who knew how to value the
wonders of life.

And so, just before nightfall, he took the grapes to the monk at the gates.

“Eat and enjoy them,” he said. “For you spend most of your time alone
here, and these grapes will make you very happy.”

5. Folktale
 Types: Fiction
The Two Friends

Two boys were born on the very same day in an African tribe, and they grew up to be firm
friends. Ndemi was the rich one. Jinjo was poor. They looked so alike that nobody could tell the
one from the other.

After spending his youth in the usual tribal pursuits - grass cutting, hunting of hares, mice and
rats, and later bigger game - Ndemi had a yearning to see something of the world outside. It
was only natural that he should ask his poor friend to go along with him.

When they reached the next village, Ndemi was so dazzled by the beauty of a most lovely girl
called Malama that he immediately asked her to marry him, adding, "I would be prepared to
give a hundred cattle for such loveliness."

"My father is Chief of the village," she replied, "and it is his wish that I should marry a man
capable of doing superhuman things. He sets a task for my suitors, such a difficult one that I
fear I shall grow old without ever being married."

Suddenly a voice came squeaking out of the darkness: "Young man, you are worried. Can I be of
assistance?" Jinjo looked hard in all directions but could not see anybody. "Look down,"
squeaked the voice, "I am Davyaga, the rat. Tell me your problem and I will try to find a
solution."

When Jinjo had told his tale, Davyaga said, "Leave it to me. You sleep well tonight. Your friend is
no longer in danger." And he was gone, rustling through the dry grass. Reaching the old
woman's hut, Davyaga gnawed a hole through the wall, and while the old woman went on
sleeping, a horrible leer of triumph creasing her face, he pushed the calabash through the hole

"This happens quite often," Kalima explained to him. "The meat runs to that distant hill. It
swallows the meat, and will do the same, it is said, to anybody who goes near the mighty rock
at its foot. This has never happened, for all are afraid of that rock and never go close enough to
be engulfed."

A few days later Jinjo went hunting with ten young men from the village. Seeing an antelope,
they gave chase, and in their excitement kept running even when the animal passed the
dreaded rock, which opened its stony mouth wide and swallowed them all.

At that very moment, many miles away, Ndemi happened to be standing at the cotton-seed
tree planted by Jinjo and now as high as his chest. Even as he looked, the leaves withered and
dried up, and he knew that his friend was either dead or in great danger. He set out
immediately.

Three days later he reached the hut where Kalima and Jinjo lived. He looked so much so much
like Jinjo that Kalima thought her husband had returned from the hunt.

"Three days you have been gone," she cried. "You must have hunted many animals for the pots
of the villagers." "Yes," he replied, pretending to be Jinjo so that she would not be alarmed. "It
was a splendid hunt and we were very successful, but I must go away again immediately, for a
great herd of buffalo is moving across the plain and we need all the meat we can get before the
winter comes on."

"Which one is my husband?" cried Kalima as the two young men, looking exactly alike, stood
before her.

"I am your husband," said Jinjo, "and this is my dear friend Ndemi who saved us all." And he
told her of their friendship and adventures together, and how Ndemi had come to help him
when the cotton-seed tree's leaves withered and dried up.

"Such likeness!" she cried. "Such friendship and devotion! How truly wonderful it is and how
proud I am of both of you."

They went back home with Ndemi, built a house near his, and the two young men and Malama
and Kalima remained dear friends for the rest of their long lives.
2. literature

 Flyer- promotional devices that will help the customers to choose the
best products in an easy way.

 Lea
flets- promotional devices that will the businessman to endorse their
products to their
expected
customers.

 Brochure- it is a kind of promotional devices that well give awareness to

the customers on the different products that they need to purchase
because they will be able to see the expected quality of the products as
shown by the models.
 Magazine- it is a promotional devices that well give awareness about the
latest trench and events happens in the society or latest products.


Billboards- It will provide an advertisement, inform and provide awareness
as well as to catch the attention of their expected customers on their
products because of the image they see and word to read.
Acitivity 2. Compare It!

Complete the Venn diagram to point out the similarities and differences of prose and poetry.
 Prose
Poetry
 The words are not limit.
 The writings
 Consists of paragraphs and Similarities
consist of lines
sentences.
Both are literary words and verses
 Doesn’t use rhythm and
 The words use
ryhme. Use descriptive language are limited.
 It is a long piece narrative
Provide ideas and message  Use rhyme or
rhythm
Teach lesson in life  Use figurative
language and
artistic
expressions

Activity 3. Design to Describe

Directions: Create a graphic organizer showing the main divisions of literature and its genres.
Then have a one-liner description (word or phrase) for each genre to differentiate it from one
another. You may use separate sheet when necessary.

LITERATURE

Prose
Poetry
Fiction Non-Fiction
Comedy Sonnet
Short story Diaries
Melodrama Corridos
Fables Journal
Tragedy awit
Novel News
Epic Ode
Drama Autobiography
Folksong Ballads
Essay Activity 1. Matrix Making
 Directions: Create a matrix of all notable Filipino and international authors mentioned in the
lesson and their famous writings. You also have to include in the matrix keywords (word,
phrase, or clause) that you best remember about these authors or their writings. You can write
as many descriptions as you can. Then, give at least three (3) titles of their writings and indicate
each genre (e.g short story, poem, drama, novel, etc.) Do not include the writings which are
already cited in the discussion. Use the given format.

What I best Remember about Famous Writings

Authors Them or Their Writings

Filipino

1. Manuel E. Arguilla  His stories tells his hometown Midsummer(short story)

(Nagrebcan) Lion brought home a Wife

2. Paz Marquez- Benitez
 She was the first Filipinos Night in the Hills (short
trained in the American story)
education system which used
English as the medium of
instruction.

3. Francisco Sionil Jose
 Most of his writings depict the My Brother My Executioner
social underpinnings of class ( Novel)
struggles and colonialism in Ermita (Novel)
Filipino society.
 known as P.E.N as playwrights,
essayists and novelists.

4. Nick Joaquin  He was a Filipino journalist and Collected Verse (Poetry

writer. Cave and Shadows
 Known as National Artist of the ( Novel)
Philippines for Literature.

5. Jose Garcia Villa
 He was a Filipino poet, writer, The Emperors New
and painter. Sonnet ( Poem) - story) -
 He introduced the "reversed Poems in Praise of Love
consonance rhyme scheme". - (Poem)
 He was known on his penname
Doveglion

6. Carlos Bulosan  Carlos Bulosan was an English America is in the Heart

language Filipino Novelist and ( Novel)
 poet. - The Voice of Bataan
 He migrated in the United ( Poetry)
States of America.

7. Lope K. Santos  One of the former senator of Paggiggera (A Poem for

the Philippines Tagalog Women )
 A Filipino Tagalog language ( Poem) - Ang Matampuhin
writer. ( Poem)

8. Jose Corazon de Jesus  He was known on his pen name Agaw- Dilim (Twilight)
Huseng Batute. (Poem)
 One of The Filipino poet who ( The Beautiful Christmas
used Tagalog poetry. Lantern) (Poem)

9. Amado V. Hernandez  A Filipino writer and labor Mga Ibong Mandaragit

leader. (Poetry)
 He was involved in a communist Luha ng Buwaya (Novel)
movement.

 His famous writing is zarzuela

10. Severino Reyes  Filipino writer and playwright. Ang Halik Ni Hudas
 Known as a Father of tagalog (Play)
plays

 He was a Filipino journalist.

11. Aurelio Tolentino  Third and youngest child of Dakilang Asal (Poem)
Leonardo Tolentino and Patrona
Valenzuela.

 He was a Filipino American and

12. Bienvenido Santos non-fiction writer. The Praying Man ( Novel) -
 He studied first in creative Scent of Apples ( Short
writing under Paz Marquez story)
Benitez.
13. Gregorio C. Brillantes  He was a Philippines' most
Faith Love Time (Short story)
popular writers in English.
Dr. Lazaro ( Short story)
 He earned the title as Catholic
writer.

 She was received the

14. Angela Manalang Solidad ( Short story)
Philippine's Commonwealth
Gloria Our Literary Matriarchs
 Literary Awards in 1940. (Short story)
 Filipina poet who wrote in
English

International

1. William Shakespeare  Known as the King's Men. Hamlet (play, tragedy) –

 An English poet and actor. A Midsummer Night’s Dream
 Called as England's national (play, comedy)
poet and the "Bard of Avon" (or
simply "the Bard").

2. Edgar Allan Poe  Known for his poetry and short

stories, particularly his tales of Annabel Lee (poem) -
mystery and the macabre. The Tell- Tale Heart
 Regarded as a central figure of (short story)
Romanticism in the United
States and of American
literature.

3. Leo Tolstoy  Russian writer regarded as one

of the greatest authors. War and Peace (Novel)
 He is best known for the novels The Death of Ivan llyich
War and Peace. (Novel)

4. Geoffrey Chaucer  The first poet buried in Poets'

Corner of Westminster Abbey. The Book of the Duchess
 He is best known today for The (poem)
Canterbury Tales. Troilus and Criseyde
( Epic poem)
 His novel called as Great
5. Mark Twain American Novel. The Prince and The Pauper
 Known as American writer and (novel)
humorist. The Diaries of Adam and Eve
( Diary)
 An American poet .
6. Robert Frost  The setting of his writing is from The Road Not Taken (poem)
rural life in New England. Fire and Ice (poem)

 An English writer and social

7. Charles Dickens Bleak House (novel)
critic.
Great Expectation (novel)
  He creates some of the world's
best-known fictional characters.

8. Chinua Achebe  Nigerian novelist, poet, and

professor. Home and Exile (Essay)
 His writing a novel Things Fall
Apart (1958) is also considered
his magnum opus.

9. Dante Alighieri  An Italian poet of the Late

Middle Ages. Paradiso (poem)
 The greatest poet of world
literature.

10. William Faulkner  He wrote novels, short stories,

screenplays and poetry. Sanctuary (novel)
 Won the Pulitzer Prize for Soldier’s Pay (novel)
Fiction.

11. Ernest Hemingway  An American novelist, short

story writer, and journalist. The Sun also Rises (novel)
 One of the Ambulance Driver in For Whom the Bell Tolls
World War I. (novel)

12. Alfred Lord Tennyson  One of the most popular British

poets. The Lotos- Eaters (poem)
 His writing in verse was based
on classical mythological
themes.

 Called as the Father of Free

13. Walt Whitman Verse. O Me O Life (poem)
 An American poet, essayist, and
journalist.

Lesson 3: Activity 1. Summarizing

Directions: Summarize the literature competencies of all quarters for each grade level. A
sample table is provided below for your answers.

Grade Level Literature Competencies (In bullets)

Grade 7  Identify the literary devices used and how the elements specific
to a genre contribute to the theme of the literary selection.
 Discover the tone, mood, technique, and purpose of the author
and appreciate the sensory images used.
 Determine the conflicts presented in literary selections on how to
resolve those conflicts in non-violent ways and discover literature
as a tool to assert one’s unique identity.
 Determine through Philippine literature the need to work
cooperatively and responsibly in today’s global village.
 Explain the distinguishing features of poems, short stories,
revolutionary songs.

Grade 8  Explain how a selection may be influenced by culture, history,

environment or other factors.
 Explain the tone, mood, technique, key ideas and purpose of the
author.
 Appreciate literature as an art form inspired and influence by
nature, as a mirror to a shared heritage of people with diverse
backgrounds, as an expression of philosophical and religious
ideals, and as a means of understanding the human being and
the forces he/she needs to contend with.
 Identify the similarities and differences of the featured selections
and in relation to the theme.

Grade 9  Explain the distinguishing features of notable Anglo- American

sonnets, dramatic poetry, vignettes, short stories, and one-act
plays, lyric poetry, songs, poems, sermons and allegories.
 Identify how the elements specific to a selection build its theme,
a genre contribute to the theme of a particular literary selection,
and how elements full-length plays build its theme.
 Determine similarities and differences of the featured selections
in relation to the theme.

 Explain the tone, mood, technique, and purpose of the author.

Grade 10  Identify the similarities and differences of the featured selections
 in relation to the theme.
 Evaluate literature as a way of expressing and resolving one’s
personal conflicts, and as vehicle of expressing and resolving
conflicts between and among individuals or groups.
 Appreciate literature as a source of wisdom in expressing and
resolving conflicts between individuals or groups and nature.

Lesson 3. Activity 2. Selecting Literary Texts

Directions: Pick out at least three (3) learning competencies for each grade level. Analyze these
competencies and identify what literary text would be appropriate for that set of
competencies. In selecting the literary text/piece, consider the content standard for each grade.
Then cite the reasons for choosing such text. Do this on the given table.

Grade Level Literature Competencies Literary Text Reasons for choosing

the Literary Text

Grade 7  Identify the literary “ The Monkey and I like this literary text
devices used and how The Turtle” because it teach me a
the elements specific to moral lesson on how
a genre contribute to to live our life good to
the theme of the others.
literary selection.
 Discover the tone,
mood, technique, and
purpose of the author
and appreciate the
sensory images used.
 Determine the conflicts
presented in literary
selections on how to
resolve those conflicts
in non-violent ways and
discover literature as a
tool to assert one’s
unique identity.

Grade 8 • Explain how a selection “ Foothnote to Youth” I choose this literary

may be influenced by culture, text because I like it
educate us about the
 history, environment or other young generation
factors. how they grow.
• Explain the tone,
mood, technique, key ideas
and purpose of the author.
• Appreciate literature as
an art form inspired and
influence by nature, as a
mirror to a shared heritage of
people with diverse
backgrounds, as an expression
of philosophical and religious
ideals, and as a means of
understanding the human
being and the forces he/she
needs to contend with.

Grade 9 “ A Psalm of Life” I choose this literary

• Explain the text because it talks
distinguishing features of about life that will
notable Anglo- American help me to broaden
sonnets, dramatic poetry, my knowledge on
vignettes, short stories, and how to surpass all the
one-act plays, lyric poetry, battles in life.
songs, poems, sermons and
allegories.
• Identify how the
elements specific to a selection
build its theme, a genre
contribute to the theme of a
particular literary selection,
and how elements full-length
plays build its theme.
• Determine similarities
and differences of the featured
selections in relation to the
theme.

Grade 10 • Explain the tone, “ Beowulf” I choose this literary

mood, technique, and purpose text because it is very
of the author. interesting.
• Identify the similarities
and differences of the featured
 selections in relation to the
theme.
• Evaluate literature as a
way of expressing and
resolving one’s personal
conflicts, and as vehicle of
expressing and resolving
conflicts between and among
individuals or groups.

Lesson 4 Activity 1. Creating Graphic Organizer

Directions: Create a graphic organizer illustrating both the personal and academic value of
literature.

Value of Literature

Academic Value
Personal Value
1. Content Area Subjects
1. Moral reasoning
2. Reading
2. Knowledge and insight
3. Art Appreciation
3. Heritage and cultural identity
4. Enjoyment
5. Imagination
6. Inspiration
7. Literary and Artistic
preferences
Lesson 4. Activity 2.

Activity 2. Essay Writing

Directions: As a future English teacher, why is it important to introduce literature to students?

Discuss this in an essay of not less than 200 words.

Literature is very important because it records the different things happens in the past
up to the present time. Through literature people well know the diverse discoveries of our
ancestors before as well as give awareness and teach us the different culture, beliefs, traditions
in other parts of the world. In addition, literature will also broaden our vocabulary, our horizon
and letting ourself to travel the world by the power of our imagination. As I can say without
literature people will not able to the things happens people but through to it we can
understand the present time.

Literature has a great value because it provide enjoyment, educate, as well as gives
entertainment. Then, it will also cover all the data and enhances the critical thinking of the
students or readers as they read the different literary text written by the diverse authors.
Literature gives a greatest impact to the life of the people because they have knowledge and
wisdom of what happens around the universe.

Lesson 5. Activity 1. When to Use the Models and Approaches in Teaching Literature

Directions: Complete the table below by citing situations when to use each model and approach
in teaching literature. Consider factors like the nature and interests of learners and your
motives /philosophy of teaching.

Model What to Use

Language Model Language model (LM) is the use of various

statistical and probabilistic techniques to
determine the probability of a given sequence
of words occurring in a sentence. Language
models analyze bodies of text data to provide
 a basis for their word predictions. They are
used in natural language processing (NLP)
applications, particularly ones that generate
text as an output.

Cultural Model Cultural models (CM) are mental structures

and patterns of behavior that distinguish one
culture from another. CM are based on joint
experience and are shared by the majority of
the members of a certain ethnic or social
culture; they are connected with the system of
values of these cultures.

Personal Growth Model The personal growth model is more student-

centred. Its aim is to motivate the students to
read by selecting themes, to a large extent,
related to their own personal experiences.

Approach

Language based Approach A language – based Approach language-based

approach to using literature includes
techniques and procedures which are
concerned more directly with the study of the
literary text itself. The aim here is to provide
the students with the tools they need to
interpret a text and to make competent
critical judgements of it.

Paraphrastic Approach This approach deals with the surface of the

text. It refers to paraphrasing or re-telling the
text in a simpler version. The purpose of this
approach is to ease students’ understanding
apart from translating it into another
language.

Information –based Approach Information-based approach. Information-

based approach gives knowledge and
information to students. It is teacher-centred
and demands a lot of teacher's input in giving
students various contents of literary text like
on historical, political, cultural and social
 background.

Personal Response Approach A personal response generally involves several

details that analyze, interpret and make
connections to the text that they read. It
focuses on a given text and the reader's
interpretation of it, but it may also include
strategies a reader uses to comprehend and
interpret the text.

Moral –Philosophical Approach Moral philosophy is the branch of philosophy

that contemplates what is right and wrong. It
explores the nature of morality and examines
how people should live their lives in relation to
others. It addresses specific, practical issues of
moral importance such as war and capital
punishment.

Lesson 5: Activity 2. What Will I likely Use?

Directions: It is an accepted fact that there is no single best method or approach in teaching.

However, if you were to decide now reflecting on your own teaching philosophy, which of the

models and approaches in literature teaching discussed in this lesson would you likely use in

your future English class?

If I were to decide of my teaching Philosophy as a future English teacher I used Personal

response approach were my students are freely to interpret and discover their understanding
about the given literary pieces. In addition, they will also had a freedom to give their insights
and learning about the given text. Then, they are also active learners because they make an
effort to understand and comprehend the text of their own so that they can make connections
and they can apply their learning they gather in real life situations.

Lesson 6. Research and compile

Direction: Do an internet research on the methods, strategies and techniques.

Method Strategies Techniques


Thematic approach: This is
the teaching of literature
based on the understanding
of the central theme and
the sub themes.
- Stylistic approach: This
has to do with looking at
the text in respect of the
author‟s
style and in comparison
with another author.
- Group Approach: This
engages the weak and the
strong in a common activity
possibly
to strengthen the weak. But
as an approach to teaching
of literature, group
approach is
engaged in to dramatize or
act out the text.
- Response Approach: This
portrays the critical
method. This offers the
student the
freedom to be real to the
text and not stereotyped or
stage-managed.
- Integrated approach: This
has to do with looking at a
text as a whole entity. This
approach also involves
using the text to teach
language and literature. A
test could be
so used to teach
vocabularies,
pronunciation, literary
devices etc.
- Problem posing approach
requires the students to
unravel a given mystery in
The teacher can develop a
Vocabulary building. This is an important variety of techniques to
component of any English class. This facilitate the teaching and
strategy focuses a portion of each learning of literature. His
classroom session on building a better techniques would be
vocabulary. Teachers can ask students to determined by a number of
point out unfamiliar words and go over factors viz; the age of the
the meanings in class or use interactive learners, the environment
vocabulary-building exercises that relate where the teaching/learning
to the class’s reading material. takes place, the text to be
Writer’s workshop. Have students read, availability of material
participate in a writer’s workshop several resources and of course the
times each year. The writing workshop time available to the class.
model created by Lucy Calkins, founder of Against these backdrops, the
the Teachers College Reading and Writing teacher can ask the students
Project, allows students to learn about to memorize poems and recite
and participate in all aspects of the writing them to the class or
process: drafting, revision, editing and at school functions. They can
publishing. be encouraged to rewrite a
Peer response and editing. This can be a novel using different
very valuable teaching strategy for both characters from the names in
the teacher and the student, and there are the original text.
many peer response strategies to try in
class. Students get a chance to think
critically about others’ writing and see the
results their classmates got from a writing
assignment. In addition, teachers can
observe how different students learn and
what strategies might work better in the
future.
Cooperative learning. This learning
strategy is useful for English teachers who
incorporate literature into their
classroom. Cooperative learning requires
students to discuss a piece of literature in
small groups. By allowing the students to
engage in meaningful discussion, they
begin to learn to analyze literature and
participate in an educational process that
they will find more interesting than a
general lecture on a chapter in a book.
Student-chosen texts. Allowing students
to choose their own reading materials is a
 the text. strategy that literacy specialists
recommend as a way to develop lifelong
readers. Students are given a choice of
literature from an age- and reading level-
appropriate book collection.
Lesson 7: Activity 1. Evaluating Appropriateness of Literary Texts

Directions: Using yours answers in Activity 2 of Lesson 3, evaluate the appropriateness of your
identified literary texts to the students’ grade level. Consider factors like the students’ age and
reading interest, the text’s level of difficulty , and grade level standard and content standard in
the k to 12 English Curriculum Guide. If found that the identified literary texts are not
appropriate, suggest other literary text that are appropriate to the grade level and write them
on the last column.

Grade level Literature Literary text Evaluation as to Suggested

Competencies appropriateness of literary text
literary text if not
appropriate

Grade 7 • Identify the “ The Monkey and This literary text is

literary devices used The Turtle” appropriate to the year
and how the level because the
elements specific to vocabulary used by the
a genre contribute authors is simple suit to
to the theme of the the level of understanding
literary selection. of the grade 7 students.
• Discover the
tone, mood,
technique, and
purpose of the
author and
appreciate the
sensory images
used.
• Determine
the conflicts
presented in literary
selections on how to
resolve those
conflicts in non-
violent ways and
 discover literature as
a tool to assert one’s
unique identity.

Grade 8 • Explain how “ Foothnote to The literary is appropriate

a selection may be Youth” to the year level because
influenced by the words used are
culture, history, difficult to understand and
environment or the level analysis of the
other factors. grade 8 student becomes
• Explain the deeper.
tone, mood,
technique, key ideas
and purpose of the
author.
• Appreciate
literature as an art
form inspired and
influence by nature,
as a mirror to a
shared heritage of
people with diverse
backgrounds, as an
expression of
philosophical and
religious ideals, and
as a means of
understanding the
human being and
the forces he/she
needs to contend
with.

Grade 9 • Explain the “ A Psalm of Life” This text is appropriate to

distinguishing the year level because the
features of notable grade 9 students started
Anglo- American to discover and
sonnets, dramatic comprehend the text on
poetry, vignettes, their own this text is more
short stories, and on figurative language.
 one-act plays, lyric
poetry, songs,
poems, sermons and
allegories.

• Identify how
the elements
specific to a
selection build its
theme, a genre
contribute to the
theme of a
particular literary
selection, and how
elements full-length
plays build its
theme.
• Determine
similarities and
differences of the
featured selections
in relation to the
theme.

Grade 10 • Explain the “ Beowulf” This text is appropriate to

tone, mood, the year level because the
technique, and ability of the grade 10
purpose of the students is deeper as well
author. as they also have more
• Identify the vocabulary words on their
similarities and schema in order to
differences of the understand the intended
featured selections message of this text so
in relation to the they can deal with it and
theme. comprehend also
• Evaluate critically.
literature as a way
of expressing and
resolving one’s
personal conflicts,
and as vehicle of
expressing and
 resolving conflicts
between and among
individuals or
groups.

Module 3: Lesson 8

Let’s do this

Activity 1. Identifying Sound Devices and Figurative Language

Identify the sound devices or figurative language exemplified by each of the following
sentences. Write your answer on the blank provided before each number.

__ Alliteration _ 1. A wicked whisper came and changed my life.

Irony __ 2. The fire station burned down last night.

Personification _3. The leaves danced in the wind on the cold October afternoon.

Alliteration____4. Theophilus, Thistle the successful thistle sifter, thrust three thousand thistles
through the thick of his thumb.

Hyperbole___5. Her brain is the size of the pea.

Consonance 6. In my dream, I was somewhere and I saw the cutler, antler, battler.

_Assonance_____7. The house of my friend is hard to reach but when I arrived, I enjoy the
nearby beach.

Irony_____8. The homeless survived in their cardboard palaces.

Onomatopoeia__9. “Woosh, woosh” of the howling wind can be heard in darkness.

Hyperbole______10. I’m starving! I can devour hundred tons of sandwiches and French
fries any time.

Module 3. Lesson 8.
 Activity 2: What is Each Strategy About?

Synthesize your learning about the strategies in teaching poetry by providing 3-5 sentence
descriptions about each strategy (pre-reading, during, and post reading). Your synthesis should
focus on questions like what set of strategies is concerned with, why employ them in a poetry
lesson, and what the purpose/s of each set of strategies is/are. Write your sentences on the
given table.

Pre- reading strategies During Reading strategies Post Reading strategies

Pre-reading strategies are learning
approaches designed to help give
your child structure, guidance, and
background knowledge before they
begin exploring a new text. These
strategies target your child's reading
comprehension skills by giving them
the tools they need to become
active, successful readers.
Speed chatting
Prepare one or two simple
questions related to the topic of the
reading. Ask the class to make two
rows facing each other. Then,
encourage your learners to ask each
other the questions, but warn them
that they only have 60 seconds to
do so. Once the 60 seconds are up,
one of the rows rotates so each
learner has a new partner. Repeat
the process several times.
Pictures
Select three or four pictures that
relate to the topic of the reading.
Ask the students to make small
groups and give each group a copy
of the pictures. The learners should
work together to connect the
pictures and to try to guess what
the reading will be about. Each
group takes it in turns presenting
their ideas.
The title
During reading, the teacher Post-reading strategies give
stops students at strategic learners a way to summarize,
points in the story to ask reflect, and question what they
students to make additional have just read. Here are three
predictions and to verify, reject, post-reading teaching strategies to
or modify their purposes and try in your class today. Exit Slips.
predictions. After reading, the The exit slip post-reading tactic is
teacher asks students to find used to help learners reflect on
and read aloud any part of the what they have just learned.
text that supports their Creative Writing
predictions. Ask students to choose 10-15
words from the text. You can
Identifying the Main Idea provide categories for the words
requires the students determine e.g. the most interesting words /
what is important and then put the most important words.
it in their own words. Implicit in Students then write a text using
this process is trying to the words.
understand the author’s
purpose in writing the text. Areas of Interest
Ask students to say which part of
Questioning the text is the most
Asking and answering questions important/interesting and which
about text is another strategy part is not interesting or important.
that helps students focus on the
meaning of text. Teachers can Character Analysis
help by modeling both the If you read a story, there must be
process of asking good questions one or two characters involved,
and strategies for finding the analyze those characters and
answers in the text. prepare a set of question that you
would like to make them. When all
Making Inferences classmates have prepared their
In order to make inferences questions, ask them to give you
about something that is not their answers and then as a group
Ask the students to make small
groups and tell the groups the title
of the reading. The learners should
work together to pool their
knowledge of this topic. Again, once
the group has finished, each group
can share their ideas with the other
groups.
Module 3. Lesson 9.
explicitly stated in the text, try to answer the questions.
students must learn to draw on
prior knowledge and recognize A Graphic organizer
clues in the text itself. (also known as a concept map or
mind map) is usually a one-page
form with blank areas for learners
to complete with ideas and
information which are connected
in some way.’

Activity 1. Creating Graphic Organizer

Create a graphic organizer illustrating the elements of literature (prose and poetry).

Elements of Literature

Poetry
Prose
1. Imagery
1. Characters
2. Persona
 Protagonist
3. Sound devices
 Antagonists
 Alliteration
2. Setting
 Ryhme
3. Plot
 Assonance
4. Theme
 Consonance
5. Language and style
4. Figurative Langauge
6. Point of view
 Metaphor
 First person point of view
 Simile
 Second person point of view
 Hyperbole
 Third person point of view
 Personification
7. Conflict
5. Voice
6. Mood
Module 3. Lesson 9

Activity 2. Creating a Prose Lesson Outline

You will teach a short story to your class. Create a simple lesson outline of your chosen literary
piece containing pre-reading, during reading, and post reading activities that you will employ in
actual teaching. Be sure that the pre-reading, during reading, and post reading activities you
have identified are coherent and provide continuity from one activity to another. Provide also
descriptions/ discussion for each activity that you will do. You can have more than one activity
for each phase as long as the entire activities are attainable in one teaching episode.

Chosen Short Story: How My Brother Lion Brought Home A Wife

By: Manuel Arguilla

I. Pre- reading Activities

 Unlocking of Difficulties- to unlock the difficult words found in the story of
the How My Brother Lion Brought Home A Wife so that the students will be
able to understand the story in the discussion proper.

I will ask the students to read the following words in column A which is the
difficult words and the column B, the meaning of the words. Then, I let them to
find the correct meaning of the words and the students will write their answer
on the space provided.

Column A Column B

____1. surmise a. scanty evidence

_____2. Jolting b. to surprise or shock

II. During reading Activities

During reading activity I will ask diverse question to my students in order for
them to understand and comprehend the story.

Guide Questions:
1. Who is Leon? Describe him.
 2. Describe Maria. Do you think she is a typical city girl? What is her physical
description? Does Baldo like him?
3. Who is the person speaking/ narrating the story?
4. Where is the setting of the story?
5. What tests were given to Maria? Enumerate. If you were Maria, would you
survive the challenge?
6. How did Maria deal with the test? Cite proof of Maria’s good sense.
7. What is the reason of the father why he tested Maria?
8. Characterize the father. How does he react to events unfolding before him?
9. Maria was city bred yet she triumphantly overcomes her trials. Could this be
out of love? Could love change a person’s character?
10. What Filipino tradition is shown in the story?

III. Post reading activities

I let the students to perform the events of the story and summarizing it in order
to assess their understanding and comprehension.

 Role play- the students will act the events of the story by group.
 Summary- the students will write an individual summary of the story.

Module 4. Lesson 10.

Let’s do this

Activity 1. Creating Graphic Organizer

1. What are the two main goals in teaching language under the K to 12 Curriculum?
Discuss each goal.
The two main goal of teaching language under the K to 12 Curriculum are the
communicative competence and multi-literacies. Communitive competence
refers to the knowledge of effective and appropriate communication patterns
and the ability to use and adapt that knowledge in various contexts where the
students are able to use their knowledge in a different context they can
effectively communicate and socialize other people belongs to different context.
Multi-literacies are the concept based on the assumption that individuals 'read'
the world and make sense of information by means other than traditional
 reading and writing. The students are able to do a multi-task because multi-
literate.

2. As a future English teachers, what is your main purpose in teaching literature under
the K to 12 Curriculum?
As a future English teacher my main purpose in teaching literature is to enhance
and develop the communicative competence and multi-literacies of the
students.

3. What teaching principles should guide you in facilitating the teaching and learning of
literature?
The teaching principle that guide myself to facilitate the teaching and learning of
literature is the communicative competence through to it I am able to know the ability
of the students of this principle and it will lead me to move forward by developing their
multi-literacies because they fully developed on their communicative competence they
can easily adjust and learn on how to become a multi-literate person.

Module 4.Lesson 11.

Let’s do this

Activity 1. Answer the given questions

1. How important are instructional materials in teaching literature?

Instructional materials are very important in teaching literature because it guides
and helps the teacher to understand, and deliver their learning instruction
effectively and easily.
2. Supposed you are teaching in a remote barangay with no electricity and with
limited resources available, what will you do so that you can still have instructional
materials to use for your literature lesson?
If supposed to teach in a remote barangay with no electricity and with limited
resources available in order to deliver my learning instruction efficiently despite
the lack of resources I rather use the available materials in the suroundings or
environment.
Module 4. Lesson 12.

Activity 1. Answer This

Answer the given questions

1. In the K to 12 Curriculum, how will you assess the learning of literature in the context of
communicative competence and multi-literacies? Are traditional forms of assessment
(e.g. paper and pencil test) sufficient to develop these skills?

In the K to 12 Curriculum, I will assess the learning literature in the context of

communicative competence and multi-literacies through performance base
assessment wherein the students are the one to discover their learning and they
can engage themselves in varied performance activities that will help them to
improve their communication skills and to become a multi-literate.