Teaching

English in
Elementary
Grades through
Reading
EED 15
 Module 1
In the Beginning –Exploring
Language and Literature
 Lesson 1:
An Introduction to Language
and
Literature in the Classrooms
 Lesson
• Come up Objectives
with other reasons of
using literature as a framework in
teaching the English language.
• Discuss the importance of utilizing
literatures in teaching English.
Groupings
BEED 3B
12:30-2:00 pm
Monday & Tuesday
Room 117
 BATIANCILA, RYSHEL
Group 1 BUSLON , MENNIE ROSE GERMINO

EJAGO, GIERLYN JEAN BAULITE

GALO, GERMAN ALIGATO

REYSON, MARY GRACE AYALA

RULE, STEPHEN PAMADA

Lesson 3: Language Learners

in Content Areas
Group 2 ARAIS, QUENIE MAE ALABA
BALIGHOT, CHARISSE FAITH
MUSCA

GOOD, ELLAH MAE GARCIA

JUMALON, ZHAIRA MHAE
SARUEDA

SAGARINO, JESSA MAE ROMERO

SENIEGO, ELIZABETH B.

Lesson 3: Language Learners

in Content Areas
Group 3
ABALLE, ALLYZA NICHOLE
CATAYOC
ANUHAN, WEDELYN MONTERO

LABORADA, LORRY JANE LEONES

LADEZA, RACHEL MAY SEÑOR

SITON, REYMART VALMORIA

TIO, ANGEL MAY COBRADO

Lesson 3: Language Learners

in Content Areas
Group 4
CAGADAS, JERICO BONDAL
CAGUIOA , JUNITA GRACE SALANG

LENDIO, MARIA CECILIA OPLE

MINA, HEIDELYN NOVEDA

TROCIO, ROBIE MAE

TUTOR, ZENIX JOSEPH

Lesson 3: Language Learners

in Content Areas
Group 5
CAHATIAN, JANICE
CALISTE, CHRISTIAN LIGUID

PANZA, JEAVERLIE CABAÑAS

PETERE , GINALYN DUHILAG

VALENCIA , MARY GRACE

SARMIENTO
VILLA CRUZ, HANNAH MAE
CABALLES

Lesson 3: Language Learners

in Content Areas
Group 6
CELOCIA, ARIANE VIRTUDAZO
DOYDORA , TRISHA CRISOSTOMO

PRANCONAS, CHIN KYLENE

MENDEZ
RESTAURO, SOPHEA JEAN SANCHEZ

BUSLON , MICHELLE GERMINO

ZAMORA, MEI MARIE COSTELO

Lesson 3: Language Learners

in Content Areas
Groupings
BEED 3A
7:30-9:00 am
Wednesday & Thursday
Room 118
 ARNAEZ, ANGELICA JANO
Group 1 ARTIAGA , NELPIE CABANA

DIANO, LOVE JOY DALUMPINES

GIAN, KAREN PANGAN

INOB, KIM HAZEL

SIPE, DINA BEGORDAN

Lesson PRINCESS
TAHUM, 3: Language
JEANLearners
PREGUA
in Content Areas
Group 2 BALAYAN, KRISTINE MAE
BONGCALES
CABAJIT, SIGRID PANGILINAN

GRAFIA, JERYL BOILES

HALLASGO, REYMART LALISAN

SEGUNCIA , JIELMAY ROSE

GALENZOGA
SENIEGO, ANA CLYDETTE ANTHEA
CHUCA

Lesson 3:, Language

TEODOSIO Learners
NOVIE YEN LUMANTA
in Content Areas
Group 3
CABUG-OS, MERRY DIMASUHID
CABUG-OS, SHAIRA ANGELA
ELISAN

HIBAYA, IVY JOY

HUDIERES, CYRELL CALAPE

SADIA, SHEINA PALMA

SALAR, MARYJOY ALABA

Lesson 3: Language Learners

in Content Areas
Group 4
CANAY, MARY JEAN CARLOM
CANDADO, MIYEAH SHANE
LEONES

LINDERO, HYACINTH MAE NAJERA

MAGDALE, ANNA LOUIZA SENIEGO

RABAYA, RACHEL ROSE YLANAN

RARO, JANE MAE CRISTY REYSON

Lesson 3: Language Learners

in Content Areas
Group 5
CAPOL, PITY ROSE MAGPUYO
CARAL, MELLY QUIAMBAO

MASING, KLYVEL JULIET PASCUA

MATA, DACILYN CLEOPAS

PLANOS, JONA MAE LUARDO

PONCE, NICOLE DAGUIO

Lesson 3: Language Learners

in Content Areas
Group 6
COBRADO, CHARLIE JAY COQUILLA
DADOR, QUEENCY JADE REMIS

NAVARITE , REALYNN LUEGA

NICOR, JAZELLIE ABASCAR

OBENQUE, JESSA MAY CAÑEZO

PACQUIAO, MERHYLL JOY
NAVAREZ

Lesson 3: Language Learners

in Content Areas
 Group 1 and 2
• Work with your groupmates.
• Compare and contrast language and
literature in the classroom setting.
• What are its similarities and
differences?
Language Literature

Similarities
 Group 3 and 4
• Work with your groupmates.
• Discuss with your groupmates the
main reasons which lead a language
teacher to use literature in the
classroom.
 Group 5 and 6
• Work with your groupmates.
• Discuss the reasons for regarding
literature as a potent resource in the
language classroom based on
Malley (1989:12)
 Share it!
Choose one representative from
your group who will share to the
class what has transpired in your
group discussion.
 four main reasons which lead a language
teacher to use literature in the classroom
1. valuable authentic material
2. cultural enrichment
3. language enrichment
4. personal involvement
 Valuable Authentic Material
• samples of language in real-life contexts
• Be familiar with many different linguistic
forms, communicative functions and
meanings.
 Cultural Enrichment
• facilitate understanding how
communication takes place in that country
• literature adds a lot to the cultural grammar
of the learners.
 Language Enrichment
• become familiar with many features of the
written language, reading a substantial and
contextualized body of text
 Personal Involvement
• drawn into the text
• student becomes enthusiastic to find out
what happens as events unfold via the
climax; he feels close to certain characters
and shares their emotional responses
 More of these
reasons for regarding literature as a
potent resource in the
language classroom based on Malley
(1989:12):
1.Universality – universal truth
2. Non-triviality – genuine & authentic inputs
3. Personal Relevance – relate with the text
4. Variety – variety of topic and style, specific
language
5. Interest – engaging topics
6. Economy and Suggestive Power - suggests
many ideas
7. Ambiguity – different interpretation
 Working Together
• Answer the following questions
with your groupmates:

1. Why is it important to use literatures

as framework in teaching the basic
concepts of English?
 Working Together
2. Aside from the reasons explicated in
this lesson, what other compelling
reasons can you think of as bases in
integrating literature in teaching
English, especially in the elementary
level?
 Working Together
3. As an aspiring teacher of English,
how would you utilize literature in
teaching a particular linguistic skill to
your students? Provide one example.
 Thank You!
DO YOU HAVE ANY QUESTION?