Teaching and Assessment of Literature Studies.pptx

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1. Teaching and Assessment of Literature Studies Quezonian Educational College Inc., Marlon Quercony Q. Alva Bachelor of Secondary Education Major in English Teaching Literature – An Overview Value of Literature Factors Affecting Interests in Literature Choosing Books and Reading Materials Models of Teaching Literature

2. What is there to Value? Literature has entertainment value if reading it gives occasion to enjoy yourself. This type of value is inherently subjective because not everyone will enjoy the same kinds of stories, styles, or themes. Being entertained is important, but being bored does not give anyone license to reject a work outright. I can put the book down and not read it anymore, but I should be careful not to assume that my boredom is somehow a characteristic of the work I tried to read. 1. Entertainment Value

3. Literature has political value if reading it gives occasion to change how a person thinks or acts. Politics is about the management and flow of power. And power, like electricity, flows from one end of a circuit to another to make things happen. Reading a work can jolt someone into Action. It can reveal an injustice, outrage its readers, give voice to the oppressed, ridicule those who are corrupt, etc. The main idea here is to think about what the work of literature is trying to do. It has political value if it attempts to persuade people or the world to start acting and thinking in "this" way. 2. Political Value

4. Literature has artistic value if reading it gives occasion to contemplate the nature of beauty and human creativity. There are many works of literature that experiment with the limits of language and its expressive Power. If I like how words can be manipulated to create beautiful works of art, then a work that tries to use words that way in a new and unique way will have artistic value for me. I would say that every work of literature that we read in this course has artistic value because they are all works that have remained important over the years for the way they extended the power of language in a new direction. 3. Artistic Value

5. Literature has cultural value if reading it gives occasion to think about the place and time of the author at the time the work was written. Authors might seems like supernatural beings or at least people who are way above us, transcending the world down here to live among the heavens with their artistic visions, but they are actually regular people like the rest of us. They care about what is happening in the world around them, and they have experiences in life that shape their attitudes toward various issues. If their work addresses the attitudes, customs, and values of their time (or another time), then the work has cultural value. 4. Cultural Value

6. Literature has historical value if reading it gives occasion to think about the past, how things change overtime, and how the world has evolved into what it is today. Historical value sometimes overlaps with cultural value; if a work is really old, then it can give us insight into a culture so far back that we can also think about how that culture might be a foundation for our own. Works of literature can help us learn about the past, process the past, and use the past to our advantage. Sometimes the historical value of a work is that it shows us what we have gained and what we have lost. 5. Historical Value

7. Literature has philosophical value if reading it gives occasion to explore the nature of human knowledge, how we know and what we can know. These questions are central to the production of art because any artist must interact with the world in order to represent it, whether lyrically in a poem or through storytelling in fiction; he must, to some extent, know the world. If a work invites us to think about perception, making sense of our place in the world, or self-awareness, then we can say that it has philosophical value. In response to such works, we tend to look inward and wonder, "who am I?" 6. Philosophical Value

8. Literature has moral value if reading it gives occasion to learn a lesson. If a story or poem TEACHES show to live, or attempts to teach us, then it has a moral dimension. Is the work still valuable if we do not like the lesson it teaches? Perhaps so. The best readers will see the moral value of a work even if the morals it endorses are somehow distasteful to them. Moral value is a dangerous value to measure. "To appreciate" means "to measure the value of something," and we need to try to find value in a work if we are inclined to reject it simply because we think it teaches the wrong lesson. Here is where ethical value comes into play. 7. Moral Value

9. Literature has ethical value if reading it gives occasion to think about ethical questions. If a story dramatizes conflicts and dilemmas, it is not necessarily teaching us how to live, but it encourages us to contemplate the codes that the characters live by. If a poem has a speaker who promotes a particular world view or seems conflicted about the world he lives in, the reader can try to look through the eyes of that speaker and see what he or she sees. We may not agree with a speaker's or character's morality, but seeing that morality in action can shed light on what it means or how it changes the world. 8. Ethical Value

10. The key in promoting a love of literacy in children. They should be surrounded by titles that reflect the lives of themselves as well as their classmates. When students find titles with characters that look like them and families that resembles their own or their neighbors, their interest level increases. Factors Affecting Interests in Literature Motivation

11. Finding texts that relate to students’ lives emerged as another factor influencing interest in literature. Students are more engaged in their learning if they find it interesting or relatable. The consideration of students’ interest is an important aspect of literature selection. Ability to Relate to Students.

12. When asked how much student’ thought and feeling influence the literature selected, 79.2% of teachers either agreed or strongly agreed. The interest and desires of students are also a critical component. Thoughts and Feelings.

13. This is the quality of the literature that makes it valuable enough. Literary Merit 1. Entertains the reader, and is interesting to read. 2. Does not merely conform to the expectation of a single genre or Formula. 3. Has been judged to have artistic quality by the literary community. 4. Has stood the test of time in some way, regardless of the date of Publication. 5. Demonstrates, innovation in style, voice, structure, plot etc. 6. Is universal in its appeal Literary Merit.

14. Deciding whether to make a novel required reading or give students a choice of options was frequently discussed by teachers as a factor influencing their selection. The difference between student choice and student requirement depends on whether the students have a say in what they will be reading. Choice vs. Requirements.

15. Teacher preference for texts appeared as another factor that influenced literature interest. These may be the texts that teachers are most knowledgeable about or devoted the most time to teaching. They have crafted and re-crafted multiple lessons and units on these works of literature. Teacher Preference.

16. Parents have a large impact in children’s lives. Parents have the ability to control what their children does, where they go, and potentially what they read. Administration, parents, and community.

17. Books selected for English learners should be appropriate for the age and interest level of the children. This task is more complex than it sounds. Especially with English learners, the typical grade level suitability may not apply. The maturity, backgrounds (family, cultural, language, and knowledge), and interests of English learners vary tremendously from totally non– English-speaking immigrants to native-born students who have a general knowledge of English. When matching English learners with books, teachers and librarians must consider specific language factors that influence comprehension. The more the book material deviates from these criteria, the more teaching support will be needed to assist English learners with the obvious language and structural difficulties. CHOOSING BOOKS AND READING MATERIAL

18. Is the story or topic familiar or helpful? When students already know about a concept in their own language, transitioning to a book in English about the same concept is not so overwhelming because they have a knowledge base upon which to build. LANGUAGE ACCESSIBILITY Is the language of the book simple and direct? Simple phrases or sentence patterns, a limited amount of text on each page, and predictable, repetitive text offer a reader-friendly experience for English learners at a beginning proficiency level. Elements to Consider in choosing books and reading materials CONTENT ACCESSIBILITY

19. Are there abundant illustrations? When word knowledge is limited, readers rely on other cues to help figure out the meaning of text. This utilitarian function of illustration is extremely helpful. GENRE ACCESSIBILITY Are there a variety of genres available? Just as the classroom reflects diversity, the school and classroom library should, too— through a rich array of genres and topics. From the poetry of Douglas Florian to the nonfiction of Gail Gibbons or the fiction of Allen Say, English learners need exposure to various styles of writing and patterns of text organization. VISUAL ACCESSIBILITY

20. Finding books that are culturally connected to the lives of students is an important variable in building a beginning library that is both reassuring and relevant for English learners. However, it can be challenging to select books that are authentic representations of the culture. CULTURAL ACCESSIBILITY

21. The location of the story should be clearly described in either words, illustrations, or a combination of both. The time of the story should be clearly identified in either words, illustrations, or a combination of both. Both time and location should be addressed early in the bookthe first few pages. Evaluating Narrative Books: The Setting Criteria in Evaluating Books and Reading Materials

22. The location of the story should be clearly described in either words, illustrations, or a combination of both. The time of the story should be clearly identified in either words, illustrations, or a combination of both. Both time and location should be addressed early in the book and the first few pages. Evaluating Narrative Books: The Problem or Conflict

23. The problem or conflict should be described within the first few Pages. Some authors use foreshadowing or revealing some details about what is to come to arouse the reader. The problem should be something that is important to children, something that stands out, something that is significant and relevant to their lives, and something that peak their interests. The problem should also interest you, the teacher, because if it does not, then it probably will not interest children, either. Evaluating Narrative Books: The Problem or Conflict

24. The problem or conflict should be described within the first few Pages. Some authors use foreshadowing or revealing some details about what is to come to arouse the reader. The problem should be something that is important to children, something that stands out, something that is significant and relevant to their lives, and something that peak their interests. The problem should also interest you, the teacher, because if it does not, then it probably will not interest children, either. Evaluating Narrative Books: The Problem or Conflict

25. If the book is a novel, something exciting, surprising, and maybe shocking should happen in each chapter. If the book is a picture book, something exciting, or surprising, or maybe even shocking should happen on each page. The plot of the story should be the rising action building to a clear, distinguishable, and important peak or climax when all the story’s suspenseful events come together. The falling action should lead the story characters past the climax to a satisfying resolution regarding their problems or conflict. If the book is dull to you, it will be dull for children, be aware of dumbed down plots or oversimplification of words, action, and problems. Children are drawn to excitement and uniqueness, just as adults are, just because it is a book for children, does not mean it should be devoid of interesting vocabulary; it should just be a topic that they can relate to, understand, and care about. Evaluating Narrative Books: The Plot or Events of the Story

26. The characters should be ones that children would be interested in. The characters can either be similar to them or drastically different from them. If the characters are animals, the author should develop them as fully as she would if they were humans (in the following criteria, the word “characters” is also intended to include “animals” as characters in a story). This will make them relatable to children. The characters should be clearly and thoroughly described in the first few pages in either words or illustrations. If not in illustrations, then with words so descriptive, that the children will be able to create an imaginary image of the characters in their minds Evaluating Narrative Books: The Characters

27. The characters should have multiple layers of personality, or a collection of qualities, revealed through how they act, talk, and think. The behavior and thinking of the characters should change and develop through the story, they should not remain the same or stagnant. Characters should go through a range of emotions: sadness, joy, courage, fear, surprise, humor-children enjoy humor and can especially appreciate it when it accompanies a character’s full of range of emotions.

28. Some books of this type are written to provide information for how to make or do something Some books are intended to give explanations about topics. Evaluating this type can be a difficult task, but try to think about what children would be drawn to. What would attract them? What would interest them? What would. Explanation for Background Perspective

29. Children are drawn to uniquely created books. The innovativeness of the book should hit you in the face! It should really stand out ! And be the first thing you notice. The front and back covers should have large illustrations with bright colors and large print. There should be imaginative and clever words, terms, labels throughout the entire book. The topics of informational books should also be stimulating and unique. The inside covers, albeit not frequently done, should also be highly interesting. Evaluating Informational Books: The Creativity

30. The graphics should be colorful and as large as possible and take up most of each page. Each page should have graphics that catch the children’s attention and arouse their curiosity. Unlike stories that are intended to be read from the beginning to the end, informational books have sections that are written to stand alone for meaning. These sections should be clearly and distinctly identified in the book. There should be a table of contents that is eye-catching, has large distinguishable print, color, and illustrations (i.e., interesting format and style) There should be a section covering facts in an interesting format and style. There should be a section covering terminology or a glossary of terms that also has an interesting format and style. Evaluating Informational Books: The Graphics Evaluating Informational Books: The Organization

31. The print on the pages should vary in size and font to signify different purposes, for example: headings, explanations, labeling of illustrations, insets into margins, and captions to illustrations; but it should be very readable for children and not scribbly, and overall, larger than found in narrative books. Sometimes, for the sake of uniqueness, authors use scribbly writing which actually impedes children’s reading abilities. Large, standard, dark print is what children can read the best Evaluating Informational Books: The Print

32. The reasons for teaching literature necessarily transcend the particular circumstances, places, and contexts in which literature is taught. Three main reasons for the teaching of literature have been consistently advanced. Each embraces a particular set of learning objectives for the student of literature. These are: a) cultural model (information-based approach) b) language model (language-based approach, stylistic approach, paraphrastic approach) c) personal growth model (reader-response approach, moralphilosophical approach) MODELS OF TEACHING LITERATURE Literature in the Classroom