1

METHODOLOGY OF TEACHING LITERATURE

Name: Mangahas, Kimberly B. Course: MAEd- English

Student No.: 22-3402-481 Activity 3: Critical Analysis

a. Choose a literature lesson plan that you have used in your class.

b. Analyze the lesson plan in terms of the following:

 Approach used.

 Activities implemented.

c. At the end of the analysis, provide a synthesis- were the objectives met? Are the
activities aligned? Is the lesson plan effective? Have a concluding statement.

The Most Essential Learning Competencies, as outlined by the Department of

Education, do not include Literature topics. In Grade 10, the focus is more on
academic writing, listening skills, literary criticism theories, and research papers. For
this reason, I decided to use the Literature lesson plan that I employed in my Grade
10 class back in December 2019. In this lesson, the literary piece used is entitled “To
Build a Fire” by Jack London. The literary approaches employed were the
Information-Based Approach, Personal-Response Approach, and Moral-
Philosophical Approach.

The Information-Based Approach was utilized in activities titled “Author’s Life”

and “Comprehension Questions.” To gather information about the author and his
background, his essential biography was presented to the class. Moreover,
comprehension questions were used to assess the level of understanding of the
story.

Next, the Personal-Response Approach was employed in a group activity where

students needed to create an action plan based on their prior knowledge and
personal interpretation of the activity. It was a differentiated activity wherein students
were asked to: a) act as advisors and provide advice to a character; b) act as
designers and create outfits for the characters considering the weather; c) act as
artists and perform a mannequin challenge depicting the climax of the story; d) act as
engineers and design a shelter to keep the man safe and warm in a dangerous
 2
environment; and e) act as songwriters and compose a one-stanza song as a
soundtrack for the story.

Moreover, another activity involved students writing an essay expressing their

own insights using the quotation: “If I were to name the three most precious
resources of life, I should say books, friends, and nature; and the greatest of these,
at least the most constant and always at hand, is nature." - John Burroughs

Expanding on the Moral-Philosophical Approach, it delves into deeper ethical

and philosophical considerations within literature. In this context, students were
encouraged to engage in oral discussions centered around contemporary events
concerning the environment, often referred to metaphorically as "Mother Earth." The
objective was twofold: firstly, to explore the ethical dimensions of human interaction
with the environment, and secondly, to foster critical thinking about responsibility for
adverse events affecting the planet.

Were the objectives met? Are the activities aligned? Is the lesson plan effective?
In conclusion, upon realizing the various approaches in teaching literature, I confirm
that a combination of two or more approaches is highly evident, leading to a better
understanding of the literary text. The objectives were met, as evidenced by
evaluating the students' learning outcomes through the differentiated activities. The
activities were aligned with the intended objectives of the class. As for the
effectiveness of the lesson plan, it was aligned with the objectives intended for the
class to achieve.

In teaching literature, combining different approaches can enhance learning

outcomes. These approaches can be integrated into different parts of the lesson,
maximizing learning opportunities.

Mounting on the idea of combining different approaches in teaching literature, it

underscores the importance of employing diverse instructional strategies to optimize
the learning experience for students. Literature is a multifaceted subject that
encompasses various genres, themes, and literary devices, making it conducive to a
flexible and dynamic teaching approach. By integrating a range of pedagogical
methods, educators can cater to different learning styles, promote deeper
engagement with the material, and foster a more comprehensive understanding of
literary concepts.