MC ENG 2

LESSON 2 - PEDAGOGICAL IMPLICATIONS FOR Children Poetry - pertains to artistic literature that
TEACHING LITERATURE seeks to bring out the creativity in children by
enabling them to express their emotions and stir
Children's literature, according to Otten (2003), is their imagination through verses and the interplay of
the product of the figment of imagination in the rhyme, rhythm, and other literary expressions.
writer’s mind borne out of how on interacts with Children’s Drama - is a genre of literature where the
children and how the writer makes a construct of elements of a story are presented through dialogue
childhood. and action and makes use of costumes, props,
lightning, music, and sound. This literary
The main genres include the following: presentation develops in children acting abilities,
Picture Book - appeal to the sense of sight to provide public speaking skills, creative thinking, and social
skills among others.
a delightful visual experience to the reader through
pictures to tell a story.
According to Norton and Norton (2010), Literature
Story Book - tell a story accompanied by pictures offers limitless benefits for young people.
and illustrations where there is more text than
pictures.  literature makes it possible for students to
develop appreciation of their own culture
Traditional Literature - refers to literature or books and others.
that are passed from one generation to another like  literature and its books promote and
folklore, fables, legends, folktales, and myths. These preserve a people’s cultural and literary
are referred to as alamat in the Philippines context heritage from to generation.
and are generally rich in culture of that place and
time. Pedagogy, according to Peel, is all about the
Historical Picture Book - pertains to literary text methods a teacher uses to achieve one’s objectives
where some facts in the story can be traced to real to ensure that students are engaged in age-
historical events involving some real historical appropriate learning activities vis-a-vis the teacher’s
individuals, allowing children to take a trip back in expertise in using different methods.
time.
These general strategies include the following:
Modern Fantasy - refers to tales born out of the
writer’s imagination where fantastic elements such Scaffold Instruction - Students are given a lot of
as talking animals, and magical beings like witches structures at the beginning, and these structures are
and strange creatures are woven in the story. moved little by little until the students are capable of
Realistic Fiction - refers to made-up stories but doing it themselves.
which can be true in real-life. Children play as the Modeling- While reading or discussing a literary
main characters thereby allowing children to feel or work, the teacher thinks out load his thoughts
go through an experience if it were true. related to the text.

Nonfiction or Informational Books - present young Cooperative Learning - Students work together in
readers information to help them develop more small groups and engage in tasks that involve risks
knowledge about the world around them. They can dwell and higher-level thinking skills instead of the
on any topic or information (science, travel, life, skills, new conventional question-answer teaching strategy.
outlook) about life that would interest young minds.

Biography - pertains to the true-life story about another

person like heroes or ordinary people whose lives may
serve as an inspiration for children to emulate and follow.
LESSON 4: SELECTING APPROPRIATE MATERIAL FOR
LESSON 3 – Approaches in Teaching Literature TEACHING LITERATURE
3 Approaches namely:
Instructional materials play both an essential and
 Traditional Approach
significant role in teaching and the learning of
 Language-Based Approach
various subjects, including children's literature. In
 Reader-Response Approach
terms of learning, Olayinka (2015). Posited that
instructional materials make learning more
Dramatic responses to literature offer opportunities
interesting, practical, realistic, and appealing. They
for individual creativity and creativity and
also enable both the teachers and students to
cooperative achievement (chen, n.d.). participate actively and effectively in lesson sessions.
They give room for the acquisition of skills and
Oral Interpretation – is usually done by a single
knowledge and the development of self-confidence
individual in presenting a poem or a story. The Lines
and self-actualization. However, selecting
are memorized and presented dramatically with
instructional materials in literature classes remains
appropriate bodily actions like gestures, facial
to be one of the witnesses of literature teachers in
expressions, eye contact, posture, and movement as
the elementary grades. Choi (2008) included the
well as vocal expressiveness of pitch, volume, rate
issue of selecting instructional materials for language
and quality.
and literature teaching as one of the significant
Story Theater – It is basically a pantomime where concerns in Southeast Asia, including the Philippines.
the actors acting out the story read by a narrator. AUTHENTICITY OF THE MATERIAL
 Literary pieces were not created purposely for
Reader’s Theater – is all about vocal presentation as teaching. Hence, in a classroom context, learners
if one were listening to a drama on ratio. are exposed to actual language samples of real-
life or real-life like settings. Literature can act as a
Creative Dramatics – basically dramatization using beneficial complement to such materials, mainly
when the first survival level has been passed.
impromptu, unrehearsed, spur-of-the-moment  Authenticity in literary materials also relates to
dialogues and lines, much like an ad-lib. the motivation and interest of the learners. The
materials become authentic if the material
Role-Playing – It is like creative dramatics. The establishes a strong relevance and a firm link to
characters play out assigned roles and, on the spot, the motivation, needs, and backgrounds of the
cook up dialogues and actions along the way of the learners.
RELEVANT LANGUAGE ENRICHMENT
dramatization.
 Hismanoglu(2005) espoused that literature
provides learners with a wide range of individual,
Puppet Theater - is a familiar creative drama, a lexical, or syntactic items, so students become
popular version of which is that a Sesame Street and familiar with many features of the written
own “Batibot.” An effective tool in teaching language, reading a substantial and
literature, this show appeals to children for its contextualized body of the text.
 Raffi(2014), in this sense, a potential
dramatic effects and artistry.
instructional material for literature teaching
Independent Reading - This done to promote should enrich the linguistic skills of the learners,
especially their mastery of the grammar, the
reading, writing, and thinking skills which are the
expansion of their vocabulary and most
goals of education. importantly, the development of their
communicative competence.
Literary Response - Students act in response to what
the read.

LESSON 5: Emerging Ways to Read Aloud LESSON 6: DIFFERENTIATED LITERATURE CIRCLES

According to Johnston (2016), read aloud is an Literature Circles - It is a strategy that aims to
instructional practice where a teacher reads a text engage students in critical thinking and reflection as
aloud to learners incorporating pitch, tone, pace, they need to discuss and respond to a text.
volume, pauses, eye contact, questions, and Literature Circles aims to promote collaborative
comments to create a fluent and captivating reading discussions to construct new knowledge. And these
experience. approaches will make learners engaged in classroom
Benefits of reading aloud: discussion, achieve set of outcomes, and accomplish
the prepared task. (WHITTINGHAM, 2014)
1. It engages discussion
LITERATURE CIRCLES ON EDUCATIONAL
2. It develops listening habits PSYCHOLOGY
3. It motivates pupils to read It banks on the idea of social constructivism by Lev
4. It causes easy and quick reading Vygotsky. This theory suppose that learning exists
through socialization and the aid of "MORE
5. It prolongs the learner’s attention span KNOWLEDGEABLE OTHER"
Dickinson (2001) reported that the most effective Latendresse (2004) - He also believed that literature
method of conducting reading aloud is by actively circles are enjoyed especially in elementary grades
involving the children through interaction, rather because this methodology provides socialization
than making them passive listeners. The following opportunities that learners enjoy.
methods of doing the learner-focused read-aloud: SHELTON STRONG (2012) - Literature circles is used
of small led discussions, involved in the reading the
1. Interactive Reading Aloud same piece of literature. The group member come
together to share interpretations and insights about
2. Retold or Dramatized Reading Aloud
what they read.
3. Multiple Pieces, Similar Topic Reading Aloud DANIELS (2002) - The focus of the literature circles is
to combine literary skills and strategies, typically
4. Description- Initiated Reading Aloud given in a non- threatening and supportive
atmosphere.

Modification of Literature Circles:

1. Differentiated Literature Circles
2. Online literature circles