GOOD

MORNING
OBJECTIVES
of the
UNIT
 Explain why teaching literature to children is
so important;
Identify the different literary appreciation
skills;
Teach verses and poetry tochildren;
Gain skills in storytelling;
Explain the steps in teaching choral reading;
Gain skills in teaching drama in the
classroom.
 ER
RT
PO Krystel
RE

ALMAREZ
 Y
IT
V
AC
MySTORY
TI Kind

OF
 One__(1)__, I couldn't
help but to__(2)__
my __(3)__ husband/ wife/
girlfriend/ boyfriend because

he/ she has given me__(4)__.

 One__(1)__, I couldn't help
but to__(2)__ my __(3)__
husband/ wife/ girlfriend/
boyfriend because he/ she
has given me__(4)__.
 We went to the__(5)__ and
he/she kissed me on
the__(6)__ for __(7)__ times.
All I can say is __(8)__.
 I hope that the same good
thing will happen sooner in
__(9)__ because it reminds
me of a scene in the movie
__(10)__.
 G
IN
H
AC

Literatur
TE

TO
CHILDREN
e
 RE
is taught to children
to enable them to

AD
learn not only in the

IN
content fields but also

G
for them to enjoy
literature.
teaching them the
skills and approaches
that will lead them to

N
O
read for

D-
enlightenment and for

AD
entertainment
The child be taught to
read literature critically
and that critical reading
is creative reading. The

N
O
effective reader is alert

D-
to shades of meaning

AD
and interrelationships of
details.
Evaluates and
questions as he reads

ER
AD
Focuses more on
what the author

RE
means than what the

D
author says
O
O
G
 Why
LITERATURE
Teach
to
Children
LITERATURE TO CHILDREN:
Increases knowledge
Enriches own language
Develops taste in
c reading for
pleasure
Changes outlook and develops
desirable values and attitudes
Refines tastes

PARAYNO
LITERATURE PROVIDES
Emotional release and in reading the
writing of others,they are able to project
themselves so they receive help for their own
problems.
Understanding of human nature by
learning that their problems are not unique
Stimulation for children to write for
themselves and express themselves

PARAYNO
TEACHING LITERATURE TO CHILDREN

satisfaction
happiness
contentment
fun
joy
positive release
pleasure
 RY
RA

Appreciati
TE
LI

SKILLS
on
 FROM THE
Perspecti
PRESCHOOLERS
ve of
Comprehension skills are requisite to the
appreciation of literature
Literary Appreciation
Comprehension Skills
Skills

Used to enjoy
Skills used to
and recognize
understand the
the value of
selection
such piece
 LITERARY SKILLS
1. Verbalizing emotional response
2. Identifying characters
3. Identifying sensory impressions
4. Understanding figurative language
5. Identifying tone and mood
6. Enjoying humor
7. Appreciating poetry/ poetry works
 TEACHING
STRATEGIES
LITERARY
Appreciati
1. LISTENING/ SPEAKING
Oral reading by the teacher
Oral reading by the pupil
Taped/filmed selections:
cassette, disk, video, film, radio
Panel discussion
Dialog
2. ORAL INTERPRETATION
Storytelling
Speech choir
Readers theater
Radio play
Declamation
Oration
 3. DRAMATIZATION
Role Play
Chamber theater
Skit
Play
Pantomime/ movie
Pageant
4. READING/ WRITING
Free reading ( silent reading of
student’s choice)
Book report
Changing the end of the story
Writing a sequel
Making scripts for dramatization
Writing original poems, stories,
essays
 5. ART
Drawing/ sketching
Coloring/painting
Sculpturing
Making dioramas
Making mobiles
Making puppets
Paper folding
 S E
R O Y
P TR
E
an

P O
d

for
 VERSES FOR CHILDREN

Humorous verse– deals with

the amusing things that befall
A line of poetry real people, or might
conceivably befall them.
having, usually, Nonsense verse– deals with the
a determined absurd or meaningless words.
metrical or May not represent highest
rhythmical level of poetry but they do
contribute to the
pattern. children's personal and
literary development
 POETRY FOR CHILDREN
POETRY– is an
aesthetic expression of
QUALITIES OF
thought and emotion in
POETRY
rhythmical language.
 Musical and
 Can be compared to a
rhythmical
musical scoring that
 Appealing to
must be interpreted by
imagination
singing.
 Universal emotional
 Should be read orally
content
 Teachers must read and
 Variety of subjects
study poems before
teaching.
In teaching poetry...

 Do not assign a poem for study at home.

 Do not belabor the pupils with the study of
facts.
 Read the poem first
 Do not ask the question “Did you like the
poem?”
 Unlocking of difficult words
In teaching poetry...

 Teaching poetry is requisite to ear training.

 Make children comfortable in their seats
during their study of poetry
 Do not impose memorization
 Allow time for children to react to poetry
 VALUES OF POETRY

 Enriches children’s experiences

 Develops correct enunciation
 Develops the imagination
 Develops literary appreciation
 Enlarges vocabulary
 Improves the children’s aesthetic sense
 Gives them pleasure and delight
 Improves their outlook in life
STEPS IN TEACHING POETRY

 Motivation
 Unlocking of difficulties
 Presentation of the poem
 Reading of the poem by the children
 Second reading of the poem by the teacher
 Culminating activities
 STORY
TELLING
 STORY
TELLING
a form of sharing
experiences, real or
imaginary
 STORY TELLING

Later on, man learned

In the early days, to express his own
the story was feelings, what he
simple account of observes around him,
the events the behaviors of
that took place others,
during the day. his dreams and his
beliefs.
VALUES OF STORY TELLING
 Introduces children to the world
 Gives children an opportunity to
become acquainted with the best of
children’s literature
 Increases children’s knowledge and
experiences
 Creates in children a desire to know
about the lives of other people and
their own culture.
VALUES OF STORY TELLING

 Develops the ability to be good

listeners and stirs their imagination.
 Gives pleasure and enjoyment
 Child learns to organize and express
himself clearly
 Builds confidence in his ability to
face an audience.
 sth
eti • The children may like to draw the character of
STEPS IN STORY TELLING
Ac
c

tivi
the story they liked best.
After
tie • Do not give test nor ask the question, “Did
telling
s you like the story?”
the story
Show pictures of • Describe each of the characters
certain characters
Announce the story • This can be done in many
informally ways
• Take note of the proper pauses ,the places of
Practice telling the story aloud to suspense, the climax. Master the story so you
yourself can retell it without lapses.
• Read the story very well and try to picture
the story in your mind and see if you can tell
Preparation of the story the story in the proper sequence

• The story must have a good plot, a

Selection of a story to tell well- defined conflict, a good

beginning, middle and ending.
CHORAL
READING
MAY ANNE
DORIA
 CHORAL
READING
the interpretation of poetry by
several voices speaking as one. It
involves the use of a book or a
script.
 To enjoy poetry, it should be
read orally. It should never be used
as a reading exercise. To read poetry aloud, it
demands from the reader a keen imagination
and a delicate accuracy of interpretation. The
reader should read the poem aloud and try to
get the general mood or feeling. It helps train
your ear, diction and your taste for poetry.
 POEMS SUITABLE FOR CHORAL
READING

1. Poems which are universal in tone

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

1. Light or high voices- for reading lines that

suggest fun, happiness, or brightness. For asking
questions, unless a male asks the question.
2. Dark or Low voices- for saying lines that suggest
mystery, terror, sadness, solemnity. For answering
questions, unless a female answers the question.
3. Medium voices- for blending all voices. For
relating the narrative, for introducing the characters
and for giving
explanation.
STEPS IN TEACHING
CHORAL
READING
1. Read the poem selected for its content.
2. Determine the type or mood of the
poem.
3. Understand the meaning of the poem,
the new meaning of every word to be
used.
4. Know the rhythmical nature of he
poem.
5. Read the poem with the children.
6. Read the selection together again.
7. Apportion the parts and lines to
the children.
8. Make sure that the voices blend
properly.
9. Avoid sing- song repetition.
 DRAMA
in the
Classro
om
Research reinforces the notion
of a positive relationship
between action- centered
experiences with drama and
learning to read, says Cox.
It was concluded that a
important link is formed as
children experience drama in
response to literature.
VALUES OF DRAMATIZATION

1.To encourage interest in and

motivation for reading
2.To expand vocabulary
3.To encourage the development of
critical reading skills and
comprehension.
4.To encourage guided, extended
reading
5.To encourage lifetime readers.
TO PROVIDE CRITICAL READING AND
COMPREHENSION

1.Provide a model for comprehension

processes by reading and interacting
with the story or play;
2.Stimulate guided discussions of
stories and plays and practice
questioning techniques to help the
pupils further understand what they
have read so they can quite literally
act.
TO PROVIDE CRITICAL READING AND
COMPREHENSION

3.Offer feedback pertinent to acting

out of a story to reinforce the
pupil’s active reading,
understanding and responding to
stories and script or information
helpful to creating a play.
TO PROVIDE CRITICAL READING AND
COMPREHENSION

4. Manage the practice and

development of certain skills that are
ideally taught in the context of
dramatizing literature as:
 Paraphrasing what has been read
 Identifying and distinguishing
 Understanding story structure
 Identifying cause and effect
TO PROVIDE CRITICAL READING AND
COMPREHENSION

 Identifying characters and

relationships
 Recognizing, understanding and
appreciating figurative language.
 Encouraging the development of
imagination
 Interpreting and appreciating the
symbolic use of language
 STEPSin
TEACHING
Dramatizat
ion
1. Divide the story
2. Name the parts
3. List the characters in each
part
4. Discuss the setting
5. Let the pupils choose the cast
6. Review the action and
principal conversation
7. Constructive criticism
8. Let pupils choose the final
cast
9. Allow time for practice and
rehearsals
Before...
But today...
Next time...
Being told you're
APPRECIATED
is one of the SIMPLEST
and MOST
UPLIFTING
things you can hear.