LESSON 13

Using Pupil-Generated Board

Displays
L E A R N I N G TA R G E T S
At the end of the lesson, you are expected to:

• discuss the importance of pupil-generated board

displays in enhancing literacy and learning literature;

• synthesize the experiences of English elementary

teachers on using pupil-generated board displays; and

• create a mini board displays for an elementary English

class.
 INTRODUCTION
Visual learners occupy a high percentage
in the pie as compared to their auditory
and kinesthetic (EBC Online TEFL Blog,
2020). Hence, as beginning teachers, you
need to cater this type of learning ability.
One way to interface literacy, literature,
and visual learning ability is to use of
pupil-generated board displays. Some of
these displays are interactive and rely on
pupil contributions.
Here are some samples of interactive
pupil-generated classroom displays.
The following were modified
techniques from Himmele, P.,
Himmele, W., and Potter (2014):
1 . Q O U TA B L E Q O U T E S B O A R D
Pupils post on the bulletin board the
quotable quotes they have found in the
storybooks, poems, or short stories
they have in a read-aloud activity or a
book talk. This is one way to gauge
how the literary piece relates to them.
As a beginning teacher, you might
want to ask them to share why the
quotes are quotable for them. In this
way, you target critical thinking and
oral literacy.
1 . Q O U TA B L E Q O U T E S B O A R D
Pupils post on the bulletin board the
quotable quotes they have found in the
storybooks, poems, or short stories they
have in a read-aloud activity or a book
talk. This is one way to gauge how the
literary piece relates to them. As a
beginning teacher, you might want to
ask them to share why the quotes are
quotable for them. In this way, you
target critical thinking and oral literacy.
2. #MY SUPERHERO WALL
Pupils post the drawing of
their ideal character in the
story or the persona in the
poem. Beside the image is
the reason why they like
that drawing. In this way,
writing literacy is
enhanced as well as their
reflective thinking.
This activity likewise
targets to improve the
ability of the child to
relate to people and be
sensitive to the
thoughts and emotion
of others.
2. #MY SUPERHERO WALL
 3. BUTCHER PAPER
The teacher posts a butcher paper or a
graphic organizer with title prompts selected
by the literature teacher and a blank space
for students to write on. The graphic
organizer acts as a memory aid for the pupils
to organize their thoughts about a specific
topic.
3. BUTCHER PAPER
 4. COLLECTING WORDS WALL
The teacher posts an empty envelope on the board. It
will act as a basket of difficult words that the pupils
might have encountered in the read-aloud activity or
book talk. The pupils who have encountered such
vocabulary will be responsible for determining the
meaning, writing a sentence using the vocabulary, and
writing the specific phrase or sentence where such
word was used in the text.
 4. COLLECTING WORDS WALL
They will all write these details on a piece of paper
that will be kept inside the envelope posted on the
wall. Anyone who wishes to see the difficult words
that his or her classmates have encountered can have
the chance to see them. Again, curiosity among the
learners is heightened through this activity. In that
way, the pupils can try to read the book or the literary
piece that others have read.
4. COLLECTING WORDS WALL
 5. GREAT OPENING LINES WALL
Many pupils will remember a piece of literature
through its opening lines. So, the learners could
be asked to document the opening lines of the
book they have already read or the literary
pieces that they intend to read. This process-
product activity can establish anticipation in the
reader and aid the mood that something really
fabulous is about to be read.
5. GREAT OPENING LINES WALL
6. THE CLASS BOOKWORM
This pupil-generated wall is an add-on board for the pupils
to write their thoughts related to the literary piece read in
class. It acts as a freedom wall or a vandal wall regarding the
literary piece they have read. Creative and reflective
thinking abilities may be enhanced through this activity.
Their thoughts may also be used as a supplement for literary
analysis.
6. THE CLASS BOOKWORM
 7. THE WIDU BANK
Small group discussions may sometimes result
in unanswered questions of the learners. One
good way to generate ideas of the class is
through the “WIDU” Bank or the “What
-I-Don’t-Understand Bank”. This activity
impedes the pupils to forget the boggling
questions.
 7. THE WIDU BANK
Also, it acts as an avenue for them to be heard in class without using
their oral skills, especially if the questions are quite uncomfortable
for them to verbalize. This activity can also permit you to create a
community of readers who feel that their questions are welcomed.
The pupils will just write their boggling questions on an index card
and shoot it in the envelope posted on the wall. Other pupils are free
to answer the questions through writing.
7. THE WIDU

BANK
 CONCLUSIONS
Engaging the learners in the aforementioned
pupil-generated displays can result in
literacy building and retention enhancement.
Aside from making the class a visually
dominating room, the activities can also
mark the establishment of readers.
THANK YOU!
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