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HERCOR COLLEGE
Km. 1 Lawaan, Roxas City, Capiz 5800
ACADEMIC YEAR 2020-2021

Department: College of Education Course Code: EL 106

Name of Instructor: Schedule:
Course Descrip tive Title: Teaching and Assessment of Literature Studies Semester: 1st Sem/A.Y. 2021-2022

Name of Student: ________________________________________ Year and Section: ________________________

Student ID Number: ______________________________________ Contact Number: _________________________
Email Address: __________________________________________ Alternate Contact Number:
__________________

TEACHING AND ASSESSMENT OF LITERATURE STUDIES LEARNING MODULE

Course Description:
This course allows pre-service English teachers to explore the nature of literature and the theoretical bases,
principles, and methods and strategies in teaching and assessing literature. It aims to provide them with various
strategies for pre-lesson, during lesson, and post-lesson which will develop their learners’ higher order thinking
skills in the use of the English language and will respond to their various backgrounds. Also, they are expected to
design developmentally-sequenced lesson plans and provide a range of assessment strategies to communicate
learners’ needs, progress and achievement in literature.

“Don't be pushed around by the fears in your mind. Be led by the dreams in your
heart.” ― Roy T. Bennett

 Module Release: August 23, 2021 (Monday)

 Submission of Tasks and Assignments: Next Release of Modules
 Google Classroom Code: sljku3j
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W EEK 1-2
CONTENT
OVERVIEW
In the first two weeks in this subject, you will study the Nature of Literature and an Overview in Teaching
Literature and what it involves. Also, you will encounter terms and definitions often used in a literature class and
other related English major subjects. These terms are useful to fully understand the whole course.

Along with these concepts, you will encounter activities that will gauge and evaluate your learning and
comprehension regarding the subject matter. Materials for your references are also available and attached in this
module. For this week, you are expected to gear yourself with the basic understanding of the course in preparation
for a larger scope of commitment to learn Teaching and Assessment of Literature Studies.

WEEK 1-2 [NATURE OF LITERATURE/OVERVIEW IN TEACHING LITERATURE] OBJECTIVES

By the end of this chapter/week, you will be able to:

1. explain the purposes and genres under the literature umbrella; and
2. recognize important concepts in teaching literature in English.

WEEKLY SCHEDULE
This week, we will utilize blended learning method. Upon receiving this learning module, you shall be guided with
the lessons, discussions, and tasks need to be completed. The DISCUSSION part of this module is for your
independent reading. Make sure to read and understand the provided notes and feel free to use books or online
references provided therein if you can access online. Prepare your inquiries and questions regarding the topics in
our scheduled limited face to face class. Also, you can reach me out for your clarifications through my email or you
can reach me out via messenger just in case we cannot meet in person.

DISCUSSION
NATURE OF LITERATURE
What you mean by literature?
Literature, a body of written works. The name has traditionally been applied to those imaginative works of
poetry and prose distinguished by the intentions of their authors and the perceived aesthetic excellence of their
execution.

What makes good literature?

Great literature is based on ideas that are startling, unexpected, unusual, weighty. or new. Great
literature makes us see or think things we never did before. The ideas underpinning the work challenge our
accustomed categories and ways of thinking, putting minds on edge. We may agree, and also we disagree.

How can literature be a significant human experience?

The human experience in literature contains themes about life and society that are relatable to readers.
Foregrounding distracts the reader and forces them to re-examine what they know about a topic through
unconventional language choices.
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What is the significance of literature to our lives?

Literature allows a person to step back in time and learn about life on Earth from the ones who walked
before us. We can gather a better understanding of culture and have a greater appreciation of them. We learn
through the ways history is recorded, in the forms of manuscripts and through speech itself.

How does literature relate to our humanity?

Literature is the foundation of humanity’s cultures, beliefs, and traditions. It serves as a reflection of
reality, a product of art, and a window to an ideology. Everything that happens within a society can be written,
recorded in, and learned from a piece of literature. Without literature, life ceases to exist.

How is literature a reflection of life?

Literature is truly the reflection of life and human experiences. Literature can allow people to relive their
memories. It also allows the reader to share the same experience with the writer. Lastly, literature allows the
reader to learn through a person’s mistakes and wins.

What is literature reflection?

“Literature is the reflection of human experience.” This quote is true. The human experience or a memory
is different through everyone else’s eyes. First, literature allows writers or readers to look back on their memories
because they can relive the memory or experience through words.

What is literature quality?

Quality literature is what makes up text sets that support inquiry and theme/concept exploration across
the curriculum. These opportunities, which also provide learners with experience in choosing text, support student
goal setting and reflection and formative assessment.

What is the format of literature review?

A literature review follows an essay format (Introduction, Body, Conclusion), but if the literature itself is
the topic of the essay, your essay will need to consider the literature in terms of the key topics/themes you are
examining.

Teaching of Literature – An Overview

Values of Literature
What is value?
The phrase "values of literature" refers to those qualities of poems, stories, novels, etc. that make them
worthwhile to read. If we feel our time reading is well spent, we can say that a work has value for us. If reading the
work was a complete waste, then we might say it has no value for us. And there is a spectrum between the two
extremes. Of course, if you simply do not like reading, then you really have no say in the matter.

What is there to value?

A work of literature can be valuable in several ways. Open your mind:

Literature has… If reading it…

Entertainment value is an enjoyable way to pass the time.
Political value can change the way people live with and influence
each other.
Artistic value helps us contemplate the nature of beauty and human
creativity.
Cultural value sheds light on the place and time of the author of the
work.
Historical value helps one understand the past and how the world has
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evolved.
Philosophical value explores human knowledge, how we know and what
we know.
Moral value teaches a lesson that will inspire the reader to live a
better life.
Ethical value helps us asks questions related to the standards of a
"good" life.

Entertainment value
Literature has entertainment value if reading it gives occasion to enjoy yourself. This type of value is
inherently subjective because not everyone will enjoy the same kinds of stories, styles, or themes. Being
entertained is important, but being bored does not give anyone license to reject a work outright. I can put the
book down and not read it anymore, but I should be careful not to assume that my boredom is somehow a
characteristic of the work I tried to read. Rather, I was bored, plain and simple. Someone else might not be. At the
same time, if a work is awesome to me, exciting, intriguing, etc., I should not assume that my interest is somehow
a characteristic of the work I enjoyed reading. Rather, I was interested, plain and simple. Someone else might not
be.

Political value
Literature has political value if reading it gives occasion to change how a person thinks or acts. Politics is
about the management and flow of power. And power, like electricity, flows from one end of a circuit to another
to make things happen. Reading a work can jolt someone into action. It can reveal an injustice, outrage its readers,
give voice to the oppressed, ridicule those who are corrupt, etc. The main idea here is to think about what the
work of literature is trying to do. It has political value if it attempts to persuade people or the world to start acting
and thinking in "this" way. We can see the political leanings of a work without necessarily being persuaded
ourselves. But most of the time, we will like a work for its political leanings if we are in fact persuaded to align
ourselves with the author.

Artistic value
Literature has artistic value if reading it gives occasion to contemplate the nature of beauty and human
creativity. There are many works of literature that experiment with the limits of language and its expressive
power. If I like how words can be manipulated to create beautiful works of art, then a work that tries to use words
that way in a new and unique way will have artistic value for me. I would say that every work of literature that we
read in this course has artistic value because they are all works that have remained important over the years for
the way they extended the power of language in a new direction. If you don't like words, it will be difficult to see
the artistic value of any poem or story. The value will still be there even if you don't see it, however.

Cultural value
Literature has cultural value if reading it gives occasion to think about the place and time of the author
at the time the work was written. Authors might seems like supernatural beings or at least people who are way
above us, transcending the world down here to live among the heavens with their artistic visions, but they are
actually regular people like the rest of us. They care about what is happening in the world around them, and they
have experiences in life that shape their attitudes toward various issues. If their work addresses the attitudes,
customs, and values of their time (or another time), then the work has cultural value. The work becomes a window
into a world that is unfamiliar, and we are encouraged to compare cultural differences.

Historical value
Literature has historical value if reading it gives occasion to think about the past, how things changes
overtime, and how the world has evolved into what it is today. Historical value sometimes overlaps with cultural
value; if a work is really old, then it can give us insight into a culture so far back that we can also think about how
that culture might be a foundation for our own. The cliché about history is true--the less we now about how things
were, the more likely we are to relive them. Of course, some things might be worth reliving, and we might regret
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some of the history we have left behind, but other things we want to avoid repeating. Works of literature can help
us learn about the past, process the past, and use the past to our advantage. Sometimes the historical value of a
work is that it shows us what we have gained and what we have lost.

Philosophical value
Literature has philosophical value if reading it gives occasion to explore the nature of human knowledge,
how we know and what we can know. These questions are central to the production of art because any artist
must interact with the world in order to represent it, whether lyrically in a poem or through storytelling in fiction;
he must, to some extent, know the world. But it is hard to be certain about what we know or even whether we can
know anything at all. Some writers explore philosophical issues pretty deeply because they are often a source of
crisis that can create great drama and raise intriguing questions. If a work invites us to think about perception,
making sense of our place in the world, or self-awareness, then we can say that it has philosophical value. In
response to such works, we tend to look inward and wonder, "who am I?"

Moral value
Literature has moral value if reading it gives occasion to learn a lesson. If a story or poem TEACHES us
how to live, or attempts to teach us, then it has a moral dimension. Is the work still valuable if we do not like the
lesson it teaches? Perhaps so. The best readers will see the moral value of a work even if the morals it endorses
are somehow distasteful to them. Moral value is a dangerous value to measure. The history of censorship, for
instance, is based on the idea that if a work teaches the "wrong" thing, it should not be read at all. This idea goes
all the way back to Plato, one of the earliest philosophers to explore the moral dimension of stories and poetry.
We have to be careful, I think, not to hold moral value as the most important one. If we reduce a story or poem to
a moral lesson, or require that a story or poem BE a moral lesson that we can endorse, then we are USING
literature to back up our own beliefs. To avoid this mistake, we must learn to appreciate works of literature for its
various kinds of value. "To appreciate" means "to measure the value of something," and we need to try to find
value in a work if we are inclined to reject it simply because we think it teaches the wrong lesson. Here is where
ethical value comes into play.

Ethical value
Literature has ethical value if reading it gives occasion to think about ethical questions. If a story
dramatizes conflicts and dilemmas, it is not necessarily teaching us how to live, but it encourages us to
contemplate the codes that the characters live by. If a poem has a speaker who promotes a particular world view
or seems conflicted about the world he lives in, the reader can try to look through the eyes of that speaker and see
what he or she sees. We may not agree with a speaker's or character's morality, but seeing that morality in action
can shed light on what it means or how it changes the world. If we reflect on a moral code, instead of simply
rejecting it or embracing it, then we are thinking ethically, and literature that promotes such thinking is ethically
valuable. Here are some important ethical questions: What is the good life? What is the excellent life? Where do
the definitions of good and excellent come from? Why do different definitions come into conflict? On what basis
do they conflict? Remember: works that raise questions do not always answer them. To measure the ethical value
of a work of literature, we need to ask the following questions:
 Do the characters make choices in the work? What are those choices?
 Do the characters or speakers defend particular beliefs or points of view? What are they?
 What motivates those choices or beliefs or points of view in the work?
 Where does the confidence in that motivation come from in the work?
 Is there a crisis in that confidence in the work? Why?
 To what place do those choices or beliefs or points of view lead in the work?

Factors Affecting Interests in Literature

Why study literature?
 It helps to promote empathy to the child in developing great understanding of human condition.
 Get to travel to other realms and times through the texts they read and understand about their own
culture and others.
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 Learn to empathize with characters to feel their joys and pains.

 Learn to consider multiple perspectives and understand the complexity of human nature.
 Develop a sense of individuality and creativity.
 Learn skills of persuasion as they need to convince others of their interpretations and this builds their
confidence.
 Develops students in enduring values such as integrity, compassion, loyalty and responsibility.
 It can introduce students to a range of aspects not also of the language but also of the culture.
 Learns the contexts and meanings of famous quotes and phrases.
 Provides an alternative to the pervasiveness of television culture with its immediacy and often its
shallowness.
 Students can learn not only language aspects such as vocabulary items but also that language can be used
for specific and aesthetic purposes.

Factors that Affect Interest in Literature

1. You need to learn how to read
2. Getting used to or becoming a habit of reading and wanting for more
3. It becomes part of communication for you and to the world.
4. You get to grow up with it or some grew only having literature from their childhood as their only
entertainment.

Why are you NOT INTERESTED in literature?

1. “I don’t have time.”
2. Books are expensive.
3. I don’t know what to read.
4. Can’t I just watch the movie?
5. Reading is too hard.
6. I just never got into the habit.
7. Reading keeps me awake at night.
8. Vocabulary itself

Choosing Books and Reading Materials

Children who choose their own books have an early advantage. It helps them make independent choices,
develop literacy likes and dislikes and understand their own reading ability. Explore different independent
strategies for children on how to choose books to read.

Young children are repeatedly in a position where adults choose their books. Teachers and parents pick
books with the best intentions, usually for reading development, but not always to develop a love of reading. We
need to teach them how to choose books to read by themselves.

Children who have opportunities to choose their own books have an early advantage. It helps them:
 make independent choices
 develop literacy preferences
 understand their own reading ability
 choose books for specific needs

Training students on how to choose books to read independently, the sooner they will recognize their
reading preferences. As they get older, they will have strategies to determine the best material for their own
academic endeavors.

Children may pick books that are too hard or too easy but this is part of the process. They won’t
understand their own reading preferences and ability until they choose books that they can’t read or don’t want to
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read. Very young children will not choose books to read independently but they can start the process from an
early age.

Children who read for pleasure are more likely to be successful in school. Part of developing this success is
giving them the skills on how to choose books to read independently. They are more likely to want to read a book
they have chosen rather than a teacher or parent.

Choosing a good book can be an overwhelming task for many children. As teachers, we can guide them
through the process. With a few effective strategies, it gets easier and becomes a habit for a lifetime. So, how do
we help children make appropriate, independent choices? Here are a few strategies to help.

1. STRATEGIES FOR HOW TO CHOOSE BOOKS TO READ

The first step is to find out what your students enjoy reading. Let them loose in your classroom or school
library to see what they choose for themselves. You may be surprised by the choices they make.

Have a quick chat to discover their thought process. You may find you have a class of fantasy lovers or
ones who enjoy nonfiction.
 Did they pick the book from the cover
 Have they read it before?
 Did they pick up any book because they felt overwhelmed by the task?

Take note of any common preferences and interests to inform your read-aloud choices. Teachers are
influential in developing a love of reading in children. This means we need to promote their access to a varied
selection of reading materials. For example, graphic novels and magazines can have as much impact on reading as
traditional books.

2. USING THE FRONT COVER AND THE BLURB

Do your students look at the front cover when making book choices?

Give them time to explore books in your classroom or school library. Ask them to choose a book just from
the front cover. What book covers interest them? Colourful, bold, realistic, fantasy, muted, animals, people, etc.

Once the children have chosen a book by the cover, teach them about the benefits of a book blurb. Even
though the blurb on a picture book or an easy reader is small, there will be enough information for them to make
an initial decision. Does the book still interest them? If so, get them to explore random pages to further gauge their
interest.

3. EXPLORING THE INTERESTS OF YOUR STUDENTS

Exploring books opens up discussions about a child’s interests. If a book doesn’t represent a child’s
preferred genre(s) they will be less inclined to choose it. They will be more motivated if the topic is something they
enjoy.

Ask your students questions for inspiration and help them narrow down their interests. Here are a few
examples:
 Do they like scary or funny books?
 Who is your favourite character or author?
 Do they enjoy fiction or nonfiction?
 What kind of movies and TV shows do you like to watch?
 What type of books don’t you like?

If you are lucky enough to have a school library – take advantage! Libraries are full of fiction books, but
they also carry nonfiction books for all ages. You will find books on every topic that a child gets obsessed with,
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including dinosaurs, transport, animals, sports and natural disasters. Adding non-fiction into the mix can be a
game-changer for some struggling readers and make them more likely to pick up a book for pleasure.

4. FIND A BOOK SERIES TO FOLLOW

Another great strategy is to find a book series students can get invested in. They will enjoy following the
same characters through different adventures and benefit from knowing the book is a good fit.

The problem arises when they finish the series and find it hard to move on. Do some research of your own
on different series so you have suggestions to offer. Some authors write more than one series which will help
children move from one series to another.

Being unable to move from one series to another is a phase for some children. A book series can be like a
comfort blanket, especially if they are struggling to integrate new reading strategies.

5. UNDERSTANDING READING LEVEL AND ABILITY

Part of the process involves helping children select a book that not only interests them but they can read.
This involves a lot of trial and error and is a crucial part of the process.

The 5 Finger Rule is one way for children to gauge whether a book is within their reading ability. It is a
versatile strategy and can be used with any reading material.

PROCESS: After choosing a book, students select a page at random and read it. When they come across a word
they don’t know or understand they raise a finger.
 If they have 4 or 5 fingers up the book will be too hard.
 If they have 0 or 1 finger up the book will be too easy.

6. HELPFUL QUESTIONS ON HOW TO CHOOSE BOOKS TO READ

Ask your students the following questions to support them in making appropriate book choices.
Encourage them to verbalize and explain their choices.
1. What type of book are you looking for?
 Are you looking for fiction or nonfiction?
 Are you looking for something funny, scary, adventurous…?
2. Does the book cover spark interest?
3. Does the cover provide any clues to the theme of the book?
4. Does the blurb make you want to find out more about the book?
5. Does the topic or theme of the book interest you?
6. Is the book part of a series?
 Do you think you would want to read more about the characters?
7. Do you know the author?
 Have you read any of their other books?
8. Does the length of the book seem a good fit for you?

IN CONCLUSION ...
There are no rules on how to choose books to read, but these strategies help children make appropriate
choices. Each child is different so they can determine the best strategy to help them discover the best book for
their needs.

Reading should be fun otherwise what is the point! As children get older they will read for learning, but
we don’t want them to lose their love of learning in the meantime. That’s why we need to embed a positive
attitude while they are young.
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I know I am preaching to the choir, but don’t push children to read what they are not ready for. You are
only reinforcing the message that reading is a chore. When children choose a book they don’t like, they can put it
back and choose another one. The goal is for reading to be about pleasure not forced enjoyment.

Reading should be fun otherwise what is the point! For children reading should be about enjoyment and
entertainment. As they get older they will read for learning, but we don’t want them to lose their love of learning.
That’s why we need to embed a positive attitude while they are young.

REFERENCES OF THE TOPIC/S

https://www.mvorganizing.org/how-can-literature-be-a-significant-human-experience/
http://english2112horton.blogspot.com/2010/08/values-of-literature.html
https://www.youtube.com/watch?v=N2wry-M4B98
https://childrenslibrarylady.com/strategies-choose-books-independently/

TEST AND EVALUATION

TASK DIRECTIONS
1. Go over your module, read and understand so that you can answer the evaluation comprehensively.
2. You can search online for further readings through the links provided above but you are not allowed to
copy answers from Google.
3. Ask for clarification (that is, ask questions) if needed.
4. Please practice independent reading and independent learning in this new normal set up.
5. Most importantly, STAY SAFE always!

ANSWER THESE!

Direction: On a sheet of yellow paper, copy the following questions and answer with honesty.
1. How does literature relate to humanity? How does it shape the perspectives of humans?
2. How does literature become a reflection of life? Cite instances that apply to this idea.
3. What is there to value literature?
4. Enumerate the factors both positive and negative that affect the interest in literature.
5. What do you think is the most important concept in teaching literature?

DIRECTIONS FOR SUBMISSION OF TASK AND EVALUATION

[You can pass your evaluation task through online or in person. If you prefer online, kindly send it to my Hercor
domain,, messenger, or you can submit it in Google Classroom. If you prefer in person, you can drop it in my
drop box at the gate of Riverside Campus. Just choose the most accessible way for you to pass your task and
assignment.]

DIRECTIONS TO SUBMIT (IF SUBMISSION IS THROUGH ONLINE)

[INSTRUCTIONS HERE WOULD VARY DEPENDING ON THE PLATFORM USED, FOR EXAMPLE GOOGLE
CLASSROOM , MESSENGER , GMAIL ]
1. On the right hand Menu, you will see a SUBMIT ASSIGNMENT button with a white plus sign.
2. Click on the SUBMIT ASSIGNMENT button. Then click BROWSE to look for your file on your computer.
3. When done, click the SUBMIT ASSIGNMENT button.
4. If you submit through messenger or Gmail, have it TYPEWRITTEN in MS Word Format or Google Docs.
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DIRECTIONS TO SUBMIT (IF SUBMISSION IS THROUGH FACE-TO-FACE)

[Instructions here would vary depending on the instructor]
1. Bring your completed assignment in school (Riverside Campus) on or before the scheduled submission of
tasks and assignments until 5PM only.
2. Drop your completed assignment at the box placed in front of Education Department Office.
3. Make sure to label your completed assignment with your name, course, year and section, and number
of week based on your module.

GRADING
[Scoring Rubrics for Task and Evaluation]

SCALE DESCRIPTION
5 Points Facts are consistently detailed/precise and very relevant. Uses correct spelling and grammar
effectively almost all of the time. Addresses the question completely.

4 Points Most facts are detailed/precise and relevant. Uses spelling and grammar with considerable
accuracy and effectiveness. Addresses the question, but left out few details.

3 Points Lacks few substantial details and examples to support ideas. Spelling and grammar require
moderate editing. Addresses the question, but provided few details.

2-1 Point/s More specific details and examples are needed to support opinions. Spelling and grammar require
considerate editing. Addresses the question, but in very few details.

END of WEEK 1-2 Learning Module