teaching-english-through-literature-lesson-2_084828.pptx

Teaching English in the Elementary Grades through literature Lesson 2

1. Lesson 2: pedagogical implication for teaching literature Presented by: Mascardo , Imari L. Mascardo , Iseiah L.

2. Pedagogical implication for teaching literature Long (1986) points out that teaching literature can be dull, uninteresting, boring thing to do unless there is a response or reaction from the learners, be it positive or negative, adding that even a negative response can stir life and learning in the classroom where learners get the feel of challenging the teacher’s often predictable responses. Rosenblantt (1985) underscored that reading of a particular literary work cannot but be the unique experience of a particular reader with a unique range of emotion over a particular text under a unique reading situation. She labels this as “a transaction with the literary text” Children’s Literature- according to Otten (2003), is the product of the figment of imagination in the write’s mind borne out of how one interacts with children and how the writer makes a construct of childhood.

3. The main genres of children literature Picture books – appeal to sense of sight to provide a delightful visual experiences to the reader through pictures to tell a story. 2. Storybooks- tell a story accompanied by pictures and illustrations where there is more text than pictures.

4. The main genres of children literature 3. Traditional literature- refers to the literature or books that are passed from one generation to another like folklore, fables, legends, folktales, and myths. 4.Historical fiction- pertains to literary text where some facts of the story can be traced to real historical events involving some historical individuals, allowing the children to trip back in time.

5. The main genres of children literature 5. Modern fantasy- refers to tales borne out of writer’s imagination where fantastic elements such as talking animals, and magical beings like witches and strange creatures are woven in story. 6. Realistic fiction- refers to made up stories but which can be true in real-life.

6. The main genres of children literature 7. Nonfiction or informational Books- present young readers information to help them develop more knowledge about the world around them. 8 . Biography- pertains to the true life story about another person like heroes or ordinary whose lives may serve as an inspiration for children to emulate and follow

7. The main genres of children literature 9. Children’s Poetry- pertains to artistic literature that seeks to bring the creativity in children by enable then to express their emotion and stir imagination through verses and the interplay of rhyme, rhythm, and other literary expression. 10. Children’s drama- is genre of the literature where the elements of the story are presented through dialogue and action and makes use of costumes, props, lightning, music and sound.

8. Importance of literature to young learners Norton and Norton (2010) Literature provides learners the chance to response accordingly and appropriately to the literature and cultivate their own thoughts about subject matter. Literature makes it possible for students to develop appreciation of their own culture and others. Literature develops in student’s emotional strength, stability, maturity and helps develops social development. Literature and its books promote and preserve a people’s cultural and literary heritage from generation to generation.

9. Pedagogical implication for teaching literature Pedagogy – Peel (Pedagogy, n.d. ) is all about the methods a teacher uses to achieve one’s objectives to ensure that that students are engage in age –appropriate learning activities vis-à-vis the teacher’s expertise in using deferent methods. Latcher (“what are literature based) points out several literature based teaching strategies using authors’ original works to serve as the heart of experiences to help children develop literacy. These are the general strategies include the following:

10. The general strategies Scaffold Instruction- Students are given a lot of instructions at the beginning, as these structures are removed little by little until the students are capable of doing it themselves. Modeling- while reading o r discussing a literary work, the teachers thinks out loud his thoughts related to text. Cooperative learning- students work together in a small groups and engage in task that involve risk and higher level thinking skills instead of the conventional question-answer teaching strategy. Independence reading- this done to promote reading, writing, and thinking skills which are the goal of education.

11. The general strategies 5. Literary response- students response to what they read. 6. Book clubs- students gather together into small group to discuss a piece of literature, with each student having a specific role. Readers’ theatre- students are given the chance to perform on stage, complete either dramatic readings, costumes and creativity. Choral reading