ESC 15:Teaching Literacy

in the Elementary Grades

Through Literature

This is a property of
PRESIDENT RAMON MAGSAYSAY STATE UNIVERSITY
NOT FOR SALE

- Teaching Literacy in the Elementary Grades Through Literature

First Edition, 2021
 
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Learning Module Development Team

Assigned Chapter/Lesson Title Author/s

Chapter 1
Chapter 2
Chapter 3
Chapter 4

 
Evaluators:
 
(First Name, Middle Initial, Last Name), Position
(First Name, Middle Initial, Last Name), Position
(First Name, Middle Initial, Last Name), Position
 
 
Course Overview
Introduction
Teaching Literacy in the Elementary Grades Through Literature is a course for the
would-be elementary teachers. It focuses on children’s literature in English, including poetry,
riddles, dramas, short stories, and other written works as an avenue to teach the English
language. Paramount emphasis is on the pedagogies in improving the literacy of the
elementary learners.

Course General Objectives

At the end of the course, the pre-service teachers should be able to:

A. Demonstrate content and pedagogical content knowledge on teaching literary through

literature in the elementary level.
B. Demonstrate understanding of learning environments that promote love for reading,
fairness, respect and care to encourage learning.
C. Implement teaching strategies that are responsive to the learner’s linguistic, cultural,
socio-economic and religious backgrounds through contextualization.
D. Show skills in the selection, development and use of a variety of teaching and
learning resources, including ICT to address learning goals in the study of literary
skills.
E. Demonstrate knowledge of the design, selection, organization and use of diagnostic,
formative, summative assessment, project-based assessment and performance -based
assessment strategies appropriate for the teaching of literature.

Course Details:

 Course Code: ESC 15

 Course Title: Teaching Literacy in English Through Literature
 No. of Units: 3
 Classification: Lecture-based
 Pre-requisite / Co-Requisite: None
 Semester and Academic Year: 1st Semester, AY 2021-2022
 Schedule: MWF 11:00-12:00
 Name of Faculty: Femia S. Albino
 Contact Details
Email: femiaalbino3@gmail.com
Mobile Number: 09300802396
FB Account: https://www.facebook.com/fmia.solomonalbino
 Consultation
Day: 4:00-5:00
Time: MWF

Learning Management System

The University LMS will be used for asynchronous learning and assessment. The link and
class code for LMS will be provided at the start of class through the class’ official Facebook
Group.
  Edmodo
 Google Classroom
 University LMS

Assessment with Rubrics

Students will be assessed in a regular basis thru quizzes, long/unit/chapter tests,

individual/group outputs using synchronous and/or asynchronous modalities or submission of
SLM exercises. Rubrics are also provided for evaluation of individual/group outputs.

Major examinations will be given as scheduled. The scope and coverage of the examination
will be based on the lessons/topics as plotted in the course syllabus.
 LM01-NGEC

0323
Module Overview
Introduction
This module focuses on children’s literature in English, including poetry, riddles,
dramas, short stories, and other written works as an avenue to teach English language.
This module does not only adhere to the description of the course inscribed on CMO
74, s. 2017, but it likewise targets the outcomes specific to the BEEd program. It is designed
to develop the 21st Century skills of the students, this module addresses multi-standards for
teacher education. It is aligned to the Philippine Professional Standards for Teachers
(PPST), primarily targeting domains under the Beginning Teacher Indicators. Moreover, this
module has widened its ambit by focusing on the Association of Southeast Asian Nations
(ASEAN) context of teaching, as an offshoot of the ASEAN Integration. It primarily follows
the tenets of the Outcomes-Based Education as stipulated in CMO 46, series of 2012.

Table of Contents

Chapter 1: Engaging Teachers in the Teaching of Children’s Literature

Lesson 1: The English Program in the K to 12 Curriculum

Lesson 2: Pedagogical Implications for Teaching Literature
Lesson 3: Approaches in Teaching Literature

Chapter 2: Engaging Learners To Literature Reading

Lesson 1: Selecting Appropriate Materials for Teaching Literature

Lesson 2: Emerging Ways To Read Aloud
Lesson 3: Differentiated Literature Circles
Lesson 4: Multisensory Literature Teaching
Lesson 4: Pupil-led Book Talks

Chapter 3: Interpreting Literary Texts for and with the Children

Lesson 1: Interpreting Literature Through Visual Arts

Lesson 2: Interpreting Literature Through Drama and Play
Lesson 3: Interpreting Literature Through Creative Writing

Chapter 3: Interpreting Literary Texts for and with the Children

Lesson 1: Interpreting Literature Through Visual Arts

Lesson 2: Interpreting Literature Through Drama and Play
Lesson 3: Interpreting Literature Through Creative Writing

Chapter 4: Developing Children’s Understanding of Literary Texts

Lesson 1: Developing Critical Thinking among Literature Learners

Lesson 2: Using Pupil-Generated Board Displays
Lesson 3: Ensuring Total Pupil Participation in Literature Class
Chapter 5: Assessing Learner’s Understanding of Literature

Lesson 1: Qualities of Good Reading and Text Comprehension Text

Lesson 2: Developing Objective Tests
Lesson 3: Testing Vocabulary Knowledge
Lesson 4: Testing Reading Skills
Lesson 5: Assessing Learner’s Reading Profile

Chapter 6: Planning the Literature Lesson

Lesson 1: Structuring the Literature Lesson

Lesson 2: Literature- Grammar Integration: The Four-Pronged Approach
 Teaching Literacy in English
Through Literature
 
Chapter 1

Engaging Teachers in the Teaching of

Children’s Literature
Chapter 1

Engaging Teachers in the Teaching of Children’s

Literature
 

Introduction

An engaging children’s literature or English teacher must be a thoughtful educator

who understands children and learning, as well as an active, bright person who enjoys what
he or she does.
This chapter is all about that kind of literature teacher who finds literature to be both
important and necessary. This chapter will explore the salient features of the much-talked
about K to 12 Curriculum Guide in English. It will tackle pedagogical considerations that
affect the teaching of literature toward providing teachers with effective research-based
approaches to the teaching of children’s literature to help build and strengthen literacy skills
of school-age learners.

Module Objectives

At the end of the lesson, the students should be able to:

 
a. relate the elements of the K to 12 language program into the approaches and
strategies in teaching children’s literature;
b. integrate information from a wealth of research in order to gin the knowledge,
skills, and attitude of an effective literature teacher; and
c. generate creative learning outputs exemplifying the teaching strategies to get the
most out of the value of teaching literature to children

Chapter 1: Engaging Teachers in the Teaching of = 6 hours

Children’s Literature (4 hours discussion; 2 hours
assessment)
Lesson 1

The English Program in the K to 12 Curriculum

 

Specific Objectives
At the end of this lesson, you are expected to:
a. describe the state of the country’s English proficiency prior to the implementation
of the K to 12 curriculum;
b. explain salient features of the K to 12 English program;
c. evaluate oneself as a language and literature teacher; and
d. come up with innovative ways in teaching literature to Generation Z learners

Introduction

Improved language abilities have been shown in studies to offer significant academic
and social benefits for children, both in early childhood and later in life... “[Language]
emerges as a major predictor across academic areas,” according to the study. This can also
be said of the development and nurturing of literary text learners' appreciation skills. The
first lesson in this module, on the basis, focuses on the English language program in the K–
12 curriculum. This lesson will motivate literature teachers to assess their effect and impact
on their students by incorporating 21st century literacies into their classrooms as teacher
leaders.

Lesson Proper

Why K to 12?

Scores of studies provide a quick glimpse of the current state of education of the
Philippines. Achievement scores in the National Achievement test (NAT) administered by
the Department of Education in SY 2011-2012, the last year of basic education in the
Philippines, revealed a passing rate in English of only 66. 27% for Grade 6, and an even
lower passing rate of 51. 80% for high school. This low performance for Grade 6 in
Englis00and in the major subjects extends to even as far back as SY 2005-2006. These
findings on the deterioration of the country’s educational system have been perceived as one
of the factors contributing to the poor academic preparation of students in college, prompting
the Department of Education to adopt a K to 12 curriculum, arguing that the “K to 12
program will be the solution to the yearly basic education woes and the deteriorating quality
of education. “Through the implementation of its English program over a span of 13 years of
basic education along four key stages, it seeks to make learning meaningful though language
via an effective Language Arts and Multiliteracies Curriculum (LAMC). Today’s generation
of learners, which we call Generation Z or “digital natives”, are the stakeholders of the
government’s educational program.
Literature Program in K to 12

Where does literature come in in the new curriculum?

Cruz (2012) offers a glimpse at the learning competencies and standards in the new
curriculum to see if literature will finally be given its proper place in the education of the
youth.
On the whole, the program prescribes that “after 12 years of pre- university
education, a student wishing to enter college should be able to (among others):
 Analyze themes, structures, and elements of myths, traditional narratives, and
classical and contemporary literature.
 Read a poem with proper pronunciation and appropriate emotion.
 Recite at least ten poems from memory.
 Identify the characters, setting, theme, conflict, and type of a work of fiction.
 Discuss the literary devices, such as point of view and symbolism, used in a work of
fiction.

Competencies

Article 1. A “competency” is an array of knowledge, skills, and abilities (KSAs)

required to successfully perform a specific task (Competencies and Learning Objectives,
2020). The following are competencies that are expected to be developed in the K to 12
learners.

Grades 1 to 3

Students from Grades 1 to 3 are expected to:

 Deal with simple literary elements of text such as character, plot, and setting. This
would entail knowing the events that transpire in the story and identifying the
problem and the solution.

 Identify the characters, their individual traits and qualities from their thoughts, words,
and behavior.

 Infer thoughts, feelings, and actions of characters and the reasons that justify why the
characters acted accordingly.

 Make out the striking message and provide an explanation or rationale behind
occurrences in the story.

Grades 7 to 10

In junior high school, the students are expected to:

 Recognize literary devices and figures of speech that make writing interesting and
appealing. Flashback is an example of a literary device, and simile, metaphor,
sarcasm, and alliteration among others, are examples of figures of speech.
 In regard to basic literary and expository discourse (fiction and nonfiction prose and
poetry), acquire and develop the effective use of rhetoric devices such as repletion,
 parallelism, pronouns, and cohesive devices such as induction, deduction, and
climactic order as crucial aspects of writing.
 Scrutinize portions of the literary text that are faithful to, or takes lightly, the practice
in the creation of literary works.
 Critique or analyze a text or reading selection in a way that is structured, organized,
and objective and that can stand on its own merits.

Grades 11 to 12 (Senior High School)

The senior high school core curriculum covers 21st century literature from the
Philippines and the world. The following are the expected competencies.

 Identify the geographic, linguistic, and ethnic dimensions of Philippine literary

history from precolonial to the contemporary.
 Identify representative texts and authors from each region (e.g. engage in oral history
research with focus on key personalities from the students’ region/province/town.
 Value the contributions of local writers to the development of regional literary
traditions
 Appreciate the contributions of the canonical Filipino writers to the development of
national literature.
 Differentiate/Compare and contrast the various 21 st Century literary genres and the
ones from the earlier genres/ periods citing their elements, structures, and traditions.
 Infer literary meaning from literal language based on usage.
 Analyze the figures of speech and other literary techniques and devices in the text.
 Explain the literary, biographical, linguistic, and sociocultural contexts and discuss
how they enhance the texts’ meaning and enrich the reader’s understanding.
 Situate the text in the context of the region and the nation.
 Explain the relationship of context with the text’s meaning.
 Produce a creative representation of a literary text by applying multimedia skills;
choose an appropriate multimedia format in interpreting a literary text.
 Apply Information and communication Technology(ICT) skills in crafting an
adaptation of a literary text.
 Do self-and/or peer- assessment of the creative adaptation of a literary text, based on
rationalized criteria, prior to presentation.

It is very encouraging that, in the present K to 12 program, literature has been given
importance and prominence alongside the learning of English. Unlike in the past,
literature at this point is viewed as a catalyst toward achieving the primary goal of the
basic education in developing a holistic Filipino equipped with 21 st century skills that
would make him/ her locally, regionally, and globally competitive.
Lesson 2

Pedagogical Implications for Teaching Literature

 

Specific Objectives
At the end of this lesson, you are expected to:
a. discuss pedagogical implications for teaching literature;
b. explain children’s literature and some pedagogical implications; and
c. innovate ways to teach and learn literature

Introduction

In an environment where change is inevitable, teachers need to prepare themselves

for this phenomenon. The key to this pedagogy, so teachers need to make corresponding
changes in the emphasis and pedagogy in their teaching to achieve the objectives of both
teachers and learners. The pedagogy adopted by teacher shapes their actions, judgements,
and other teaching strategies while taking into consideration theories of learning,
understandings of students and their needs, and the backgrounds and interests of individual
students. This lesson will focus on pedagogical implications and considerations that will be
helpful for teaching literature to improve the learners’ capacity to understand, learn from,
and above all, enjoy literary works.

Lesson proper

Long (1986) points out that the teaching of literature can be a dull, uninteresting, and
boring thing to do unless there is a response or a reaction from the learners, be it positive or
negative, adding that even a negative response can stir life and learning in the classroom
where learners get the feel of challenging the teacher’s often predictable responses.
In a n earlier discourse, Rosenblatt (1985) underscored that the reading of a particular
literary work cannot but be the unique experience of a particular reader with a unique range
of emotions over a particular text under a unique reading situation. She labels this as “a
transaction with the literary text.” This being the case, she espoused, along with Long and
Carter and Tudor, that, in teaching literature, the students should be encouraged to express
what they think about the text and discover for themselves how the text relates to
themselves. This, Rosenblatt believes, would nurture, and develop, in the learner the
“continuous love, enjoyment, and appreciation of literary texts” while at the same time
develop in due course both his/her language proficiency and literary aptitude.

What then are the pedagogical implications for teaching literature? The answer to this
is to know what children’s literature is.

Children’s literature, according to Otten (2003), is the product of the figment of

imagination in the writer’s mind borne out of how one interacts with children and how the
writers make a construct of childhood. According to Laffrado (1995) children’s literature
comprises a wide variety of writing for readers whose ages range from very young kids (like
toddlers) to adolescents (teenagers) approaching maturity and childhood. The main genres
include the following:

1. Picture books appeal to the sense of sight to provide a delightful visual experience to
the reader through pictures to tell a story.
2. Storybooks tell a story accompanied by pictures and illustrations where there is more
text than pictures.
3. Traditional literature refers to literature or books that are passed from one generation
to another like folklore, fables, legends, folktales, and myths. These are referred to
as aslamat in the Philippine context and are generally rich in culture of that place and
time.
4. Historical fiction pertains to literary text where some facts in the story can be traced
to real historical events involving some real historical individuals, allowing children
to take a trip back in time. Some events in the story however are a product of the
writer’s inventiveness, imagination, and creativity.
5. Modern fantasy refers to tales born out of the writer’s imagination where fantastic
elements such as talking animals, and magical beings like witches and strange
creatures are woven in the story.
6. Realistic fiction refers to made-up stories but which can be true in real-liofe. Children
play as the main characters thereby allowing children to feel or go through an
experience as if it were true.
7. Nonfiction or informational books present young readers information to help them
develop more knowledge about the world around them. They can dwell on any topic
or information (science, travel, life skills, new outlook) about life that would interest
young minds.
8. Biography pertains to the true life story about another person like heroes or ordinary
people whose lives may serve as an insipiration for children to emulate and follow.
9. Children’s poetry pertains to artistic literature that seeks to bring out the creativity in
children by enabling them to express their emotions and stir their imagination
through verses and the interplay of rhyme, rhythm, and other literary expressions.
10. Children’s drama is a genre of literature where the elements of a story are presented
through dialogue and action and makes use of costumes, props, lighting, music, and
sound. This literary presentation develops in children acting abilities, public speaking
skills, creative thinking, and social skills among others.

As the purpose of literature is to entice, motivate, and instruct, it opens opportunities for
learners to see new horizons and have an abundance of fun and delight in reading and
learning literature. This is quite possible for, according to Norton and Norton (2010).,
literature offers limitless benefits for young people. For one, literature provides learners the
chance to respond accordingly and appropriately to literature and to cultivate their own
thoughts about the subject matter. Second, literature makes it possible for students to develop
appreciation of their own culture and others. Third, literature develops in student’s emotional
strength, stability, and steadfastness as well as resourcefulness and ingenuity. Fourth,
literature promotes social maturity and helps develop social development. Finally, literature
and its book promote and preserve people’s cultural and literary heritage from generation to
generation.

What makes children’s literature apart from adult literature? Children’s literature is a
class on its own, with its own brand of writing style and characteristics that’s set it apart
from adult literature. Children’s literature is simple, naïve, unsophisticated, natural, and
uncomplicated. It dwells on the present, on the here and now of everyday problems and
difficulties that beset man. It echoes the feelings, moods, sensitivities, and experiences of
children today and expresses these from the standpoint and attitude of a child.

Children’s literature is adorned with illustrations such as pictures, graphics, designs,

and images that appeal to the mind of a child. Deliberate repetition of words and ideas are
used to enable recall and recognition. It avoids and steers away from adult themes to make it
child friendly and appropriate. To dispel boredom, it is often action-packed and is inclined to
dwell on fantasy, fancy, imagination, and castle-in –the-sky hopes and dreams. Certainly,
children’s literature is out to teach a moral or a lesson, making it instructional and
educational. Finally, more often than not, the ending of the story is happy.

What then is pedagogy? Pedagogy, according to Peel (Pedagogy, n.d.), is all about
the methods a teacher uses to achieve one’s objectives to ensure that students are engaged in
age-appropriate learning activities vis-à-vis the teacher’s expertise in using different
methods. Larcher (What are Literature-Based…, nd.) points out several literature-based
teaching strategies using author’s original works to serves the heart of experiences to help
children develop literacy. These general strategies include the following:

 Scaffold instruction- Students are given a lot of structures at the beginning, and these
structures are removed little by little until the students are capable of doing it
themselves.
 Modeling- While reading or discussing a literary work, the teacher thinks out loud his
thoughts related to the text.
 Cooperative Learning- Students work together in small groups and engage in tasks
that involve risks and higher level thinking skills instead of the conventional
question-answer teaching strategy.
 Independent reading- This is done to promote reading, writing, and thinking skills
which are the goals of education.
 Literary Response- Students act in response to what they read.

Sections 1.13 In addition, there are strategies that teach students text comprehension
like monitoring comprehension; metacognition or having control over
their reading before, during, and after reading; graphic and semantic
organizers; answering questions and generating questions; recognizing
story structure; and summarizing.

Section 1. 14 Whatever the pedagogy or strategy, it is best to remember to heed

however the advice of our National Artist F. Sionil Jose: “First, don’t
make literature difficult. Do not torture your students with too much
mind-bending tests. Make literature interesting; enjoyable.”

Section 1.15 Hence, if literature, according to Rosenblatt(1978), is to be

experienced as a transactional process, the interaction between the
teacher and the learners should be a meaningful collaboration toward
eliciting response to the text and guiding the learners to a personal
discovery, nurturing in them the continuous love, enjoyment, and
appreciation of literary texts.
Lesson 3

Approaches in Teaching Literature

 

Specific Objectives
At the end of this lesson, you are expected to:
a. differentiate the three approaches for teaching literature;
b. developing understanding and appreciation of the approaches; and
c. engage in activities contextualized to a particular approach

Introduction

Approach, according to the MacMillan dictionary, is the “particular way of thinking

about or dealing with something.” Thus, in the context of teaching literature, approach would
mean the best way or the best practice a teacher uses to teach literature to learners in the
classroom in order to achieve his/her goal of imparting relevant and meaningful knowledge
to the learner. Moody (1983) refers to this as an operational framework applicable to realities
on the ground in the classroom.

Aim and approach go hand-in-hand in teaching. If one has clear-cut aims in terms of
the lesson per se and expectations from the learner, the decision on what approach to tackle
that will suit the needs of the learners and make learning of great value and interest will
come easy. This lesson will focus on the approaches employed and challenges encountered in
the teaching of literature towards= successfully accomplishing its objectives and not mere
futile exercise.

The teaching of literature can be achieved using one, or a combination, of three

approaches namely: traditional approach, language-based approach, and reader-response
approach.

Traditional Approach

The teaching of literature in our schools has become mainly lecture-based with the
conventionally used traditional teacher-centered approach. Many of us must be familiar with
this approach where the teacher spells out important terms and concepts as a necessary part
of the discussion (Pugh, 1988), and the students has no choice but to listen and regurgitate
what the teacher says (Rashid et al., 2010).In this classroom setting, the teacher provides
background information like the social, political, and historical background to a text. He/She
also explains some thematic and stylistic features of the text (or other literary genres).
The learners, on the other hand, have only a few opportunities to do the task by
themselves and formulate their feelings and responses about the reading text, which tends to
make this approach quite teacher-centered. As a consequence, the student becomes parrot-
like, merely repeating what has been presented in class. Miliani(2003) states “thus, the
course (of literature) becomes a simple transposition of the teacher’s impressions and
feelings to the learner toward a literary work, and not an intellectual exercise for the latter
who should seek and discover meaning by himself with the means and strategies provided by
the teacher.”

A typical classroom scene would find the teacher dishing out the lecture and
providing students with background information and explaining the content of the text to the
class as the teacher reads notes from workbooks and handouts. Time and again, the teacher
elicits information from students about the text by asking comprehension questions or letting
the students do some exercises to check their knowledge based on what they have read.

Language-Based Approach

Studying the language of the literary text will help to integrate the language and
literature syllabuses more closely. Detailed analysis of the language of the literary text will
help students to make meaningful interpretations or informed evaluations of it. At the same
time, students will increase their general awareness and understanding of English. Students
are encouraged to draw on their knowledge of familiar grammatical, lexical categories to
make judgments of the text. Literary texts are seen as means to helping students’ improve
language proficiency by providing exposure to the target language and connecting them to
specific vocabulary and other aspects of the language.

Language Based Approach Language Based Approach is one of the method of

teaching literature in English that used literary text for the specific drills design to build the
languages skills rather than focusing on the literary skills. The usage of Language Based
Approach in classroom, had focused on the learner mainly on their reading processes and
how they created language awareness among themselves. Furthermore, students’ process of
reading the text and of creating their own meanings was given prominence. Through this
method, the students were expected to have more sensitive understanding and appreciation
towards literary text. There are two main objectives from the usage of this approach, firstly,
students are expected to be able to make meaningful interpretations of the text itself and also
to expand students’ knowledge and awareness towards the language.

What is its important?

This approach is kindly be one of the best approach of teaching literature because it’s
precisely concerned on the aesthetic value of one’s literature artwork. This approach creates
awareness of language use in classroom. Literature is one of the media for the students to
express their personal opinions, feelings and emotion. So through this, students would
understand the context thoroughly and understand the usage of the language better. Apart
from that, students can be encouraged to connect their vocabulary with other aspects of the
language.

Besides that, this approach could improve the development of language proficiency.
Through this approach, students were expected to improve their language proficiency by
exposure of the target language. Teacher should act as the main guidance to conduct this
approach in the classroom and to boost the awareness of the language among the students.
This would encourage the students to use new words regularly and they can improve their
language.  
Reader-Response Approach

Reader response theory is a movement within literary criticism that links form to
response. It emphasized the study of reading over the formal features. Actively, it might be
used to formulate questions of intention or response (Scott, 1994).

Reader Response Theory emphasizes the creative role of the reader. The question is
how to apply this theory? According to Elliot (1990), students should be engaged in role-play
tasks and letter-writing in conjunction with the text. There is a need to change the style of
questioning in classrooms. For instance, asking students about how they feel while reading
rather than what the author intends (Hirvela, 1996).

It follows that the teaching of literature should be an aesthetic experience rather than
an information gathering exercises since the reader opens the book (Carlisle, 2000).
Accordingly, the reader creates a secondary world to enter while reading with a little effort
and imagination (Tolkein, 1997). Incise the secondary world, the reader is engaged in four
elements of response: anticipating, picturing, interacting and evaluating (Benton & Fox, 1985
as cited in Carlisle, 2000). 

Pike (2003, p.63) in Garzon and Pena (2015, p.188) defines reader response approach
in class room as follows: “The transaction is one where the shape of the gap or entrance in the
text is determined by the shape of the reader who enters as well as the text being entered.
Essentially, different readers cause the gap to adopt different shapes. Further, what is
indeterminate for one reader may not be indeterminate for another.” This means that readers
influence the literary texts, have the power to change them and interact with them. In other
words, they have a similar role to the author, as explained by Justman (2010, p.112): “The
reader co-authors the literary text.”

Probst (1994) discusses the benefits of implementation of reader response approach

in the Literature/Writing program. Among the goals of the program listed, the following can
be emphasized:
1. Students will learn about themselves, via reflecting upon their behavior and their
experiences.
2. Students will learn about others, developing their empathy and understanding.
3. Students will learn about cultures and societies, their varying concepts and issues
of human experience.
4. Students will learn how texts shape our thoughts or our emotions, how thee texts
encourage an individual to see things in certain ways.
References/Additional Resources/Readings

http://1kitaliterature.blogspot.com/p/blog-page_22.html
https://sites.google.com/site/fidaaabubaderenglish/objectives/reader-response-approach

Spirovska, E. Reader-Response Theory and Approach: Application, Values and Significance

for Students in Literature Courses. DOI: 10.2478/seeur-2019-0003

Bulusan, F., Raquepo, M., Hamda, Irene. A Course Module for Teaching Literacy in the
Elementary Grades Through Literature (2021 ed). Rex Book Store
Activity Sheet

Name: ______________________Course/Year/Section: ___________ Score: _________

Activity 1.1(Lesson 1)
A. Look for editorials and columns in some daily newspapers, including your university or
college papers that discuss about the K to 12 curriculum. Read and extract the articles that
you have downloaded and fill out the T-diagram below by writing the strengths and
criticisms of the said curriculum in our country. Attach the copy of the article that you will
use in this activity.
STRENGHTS CRITICISMS

B. As a future literature teacher, come up with a SWOT Analysis of yourself by

accomplishing the matrix below.
INTERNAL FACTORS
Strengths Weaknesses
What positive character traits do I have? What are my weak areas?
What skills do I possess? What limited resources do I have?
What help do people usually ask from me? What kind of assistance do they not ask from
What makes me happy or fulfilled? me?
What unique experiences do I have? What makes me stressed?
What personal limitations do I feel?
EXTERNAL FACTORS
Opportunities Threats
What unique opportunities do I have at this What aspects of my life are holding me back?
stage of my life? What things are outside of my control?
What opportunities are open to me in the What vulnerabilities in the surroundings am
future? I facing?
What support systems do I have? What constraints(financial, etc.) do I have?
What am I uniquely qualified to do?

Activity 1.2 (Lesson 2)

Answer the given questions briefly and concisely in not more than five sentences.
1. Did any of your teachers in grade school teach you how to read literature when you were a
child? If so, how? How did this affect your appreciation of literature?
2. What educational experiences increased your enjoyment of specific texts? What literary
texts outside of the classroom did you enjoy reading when you were in grade school?
Activity 1.3 (Lesson 3)
Select the approach most closely identified with each of the following statements.
A. Traditional Approach
B. Language-Based Approach
C. Reader-Response Approach

1. Extends the student’s word repertory, as well as reading and writing skill.
2. Applies strategies to deconstruct literary texts in order to serve specific linguistic goals.
3. Writing about feelings/reactions toward an issue.
4. Equips students with broader views and more appreciative of diversity in worldviews.
5. Teacher assumes the role of facilitator and mediator.
6. Generates language practice using the text.
7. Checks the knowledge of students by asking them questions based on what they read.
8. Is teacher-centered
9. offers learners an opportunity to access a text systematically and methodically.
10. Is centered on background information and explanations about some thematic and
stylistic features of the text.
Assessment 1

Dramatic responses to literature offer opportunities for individual creativity and cooperative
achievement (Chen,n.d). As a group composing of three members, come up with one
dramatic responses described below. You may choose your favorite children’s literature,
local or foreign. You do not have to make a presentation of the whole literary work. You may
select an interesting portion that you would like to work on and come up with a 5-minute
presentation about it. Align your presentation to one of the three approaches.

Oral Interpretation
Oral interpretation is usually done by a single individual in presenting a poem or a
story. The lines are memorized and presented dramatically with appropriate bodily actions
like gestures, facial expression, eye contact, posture, and movement as well as vocal
expressiveness of pitch, volume, rate, and quality.

Story Theater
Story Theater is basically a pantomime where the actors act out the story read by a
narrator. It encourages children to be imaginative, original, inventive, and creative by acting
out the thoughts and emotions of the characters in the story. Only actions with a lot of drama
and acting are allowed.

Reader’s Theater
Whereas story Theater is all; about vocal presentation as if one were listening to a
drama on radio. The focus here is on the language and range of vocal qualities such as
articulation, enunciation, pronunciation, rate, pitch, volume, and quality. A story theater with
lots of speaking parts, dialogue and conversation, easy vocabulary and a good story line
appeals very much to children.

Creative Drama
Creative dramatics is practically and basically dramatization using impromptu,
unrehearsed, spur-of-the moment dialogues and lines, much like an adlib. The actors are
spared from memorizing a script but rely on their wit and humor, mental power, and
smartness in coming up with spontaneous, offhand dialogues and exchanges of conversation.
A good source and spin-off of creative dramatics includes folktales, fables, and very short
stories.

Role-playing
Role-playing is like creative dramatics, but unlike creative dramatics, the characters
play out assigned roles and on the spot, cook up dialogues and actions along the way of the
dramatization. The plot normally revolves around a problem which the actors are expected to
resolve through the exchanges and threads of conversation and acting, making this creative
presentation valuable in teaching interpersonal communication skills. Role-playing is often
resorted to thresh out present-day personal and social issues that children also need to be
aware of.

Puppet Theater
Puppet Theater is a familiar creative drama, a popular version of which is that of
Sesame Street and our own “Batibot.” An effective tool in teaching literature, this shows
appeals to children for its dramatic effects and artistry. Children, being naturally creative, can
come up with a whole lot of puppets made from scratch and scrap materials like popsicle
sticks, cardboard paper, plastic and paper cylinders, used clothing, and a lot more.
Learner’s Feedback Form
 
Name of Student: ___________________________________________________
Program : ___________________________________________________
Year Level : ___________ Section : ___________
Faculty : ___________________________________________________
Schedule : ___________________________________________________
 
Learning Module : Number: _________ Title : ______________________
 
 
How do you feel about the topic or concept presented?
□ I completely get it. □ I’m struggling.
□ I’ve almost got it. □ I’m lost.
 
In what particular portion of this learning packet, you feel that you are struggling or lost?
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Did you raise your concern to you instructor? □ Yes □ No
 
If Yes, what did he/she do to help you?
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If No, state your reason?

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To further improve this learning packet, what part do you think should be enhanced?
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How do you want it to be enhanced?
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NOTE: This is an essential part of course module. This must be submitted to the subject
teacher (within the 1st week of the class).