1

Literary Criticism
LESSON 05 – GRAPHIC ORGANIZERS
PREPARED BY MR. JONATHAN M. AYSON
Introduction 2

“In preparing lessons for teaching a text, you need to

be able to reflect on your own responses to a text to
consider the kinds of responses, interpretative
strategies, themes, topics, issues, or critical lenses to
focus on in your instruction. And, you need to
recognize the differences between your own level of
interpretation and those of your students, differences
reflecting your knowledge, training, life experiences,
and purposes for reading as a teacher.”
Getting Started 3

I as a teacher should ask myself:

 How to require my students to read the text before
attending my class to ensure that I shall not be the
only who knows it?
 How to prepare my students to enter and penetrate
the world of text?
Getting Started 4

POSSIBLE APPROACHES
1. Use graphic organizers. Give them the freedom to write
whatever they want to write at home, guided by the
template (graphic organizer).
2. Let them speak out; read out loud whatever is in the
graphic organizer.
3. Give a pretest. Do it in the most creative ways. Measure
them.
4. Motivate yourself first and then motivate them after.
Getting Hooked 5
I as a teacher should ask myself:
 How should I handle the discussion/deconstruction
of the text using a particular framework/paradigm?
 How should I require my students to talk, to react, to
think critically, to argue, to make their own stand, to
prove their points and arguments, etc.?
 How should I elicit positive responses from my
students?
 How should I put an end into the discussion of the
text leaving no confusions, no doubts, no negative
implications, no intellectual crises, etc.?
Getting Hooked 6
Cirilo F. Bautista’s Framework
 Language Focus
 Use of Literary Theories
 Intertextuality
 Conclusion
Getting Hooked 7
POSSIBLE APPROACHES
 Set your own slant/focus
 Consider the students’ own schema, frame of reference, horizons of
expectation
 Throw questions that would lead to the hitting of your slant/focus
 Know the interpretive community
 Welcome arguments, debates, Q and A Sessions, etc.
 Relate the text and the students’ responses with the other texts and
other responses of students from other groups
 Highlight positive responses and feedback
 Let the students know that literature is taught to present the goodness
of all men and nature.
Getting Liberated 8
I as a teacher should ask myself:
1. How
should I assess my students after the discussion
and other activities?
2. Howshould I require them to assess their own levels
of understanding, appreciation, reaction, etc.?
3. How should I assess the level of infectiousness of the
text discussed?
4. Howshould I enrich more and sustain the level of
appreciation and understanding of the students
regarding the text discussed?
Getting Liberated 9
POSSIBLE APPROACHES
 Give your feedback immediately. Never end the day without
informing them of their performances/ results of quizzes, presentations,
group activities, and even just the socialized recitations.
 Always highlight the aspects that they have performed the best. Give
the not so good comments in the positive way also.
 Give the comments in a general perspective then if there is a need to
single out the best performer, do so but let the praises serve as a form
of motivation and encouragement to all other performers. Never
single out the worst performer, the lowest score, the worst group etc.
 Always use an evaluation tool to assess the performance of the
students. The students themselves can also use a separate tool to
assess their individual and group performances.
 Employ Leo Tolstoy’s “Theory of Infectiousness”
Getting Excited 10
I as a teacher should ask myself:
1. How should I inform them of the new text to discuss?
2. How
should I inform them of my expectations for the
new lesson?
3. How should I prepare them again for the new text?
Getting Excited 11
POSSIBLE APPROACHES
 A good prelude to a new lesson is a must for a literature teaching and
for a literature teacher
 Give in advance what your requirements are so the students could
prepare them.
 Plan ahead your next teaching methodology.
 Assess your performance, the performance of the students, the results
of the strategies you employed for the previous text and use these in
planning /handling your next lesson.
Conclusion 12
“Literature is a very versatile subject and is generally
considered one of the most difficult subjects to
teach. There is no right or wrong way to teach a
Literature class; however, there is a smart way to
teach it. The idea in Literature is not just to get an
answer, it is to get an in-depth, provocative and
creative answer. The job of the professor is not to
teach the student, it is to lead the student.”
Prelims – Graphic Organizer 13
(50% of prelim exam)
The students shall:
1. Choose his/her own short fiction (Novella, Novelette,
Short Story, and Flash Fiction)
2. Make his/her own graphic organizer.
3. Submit the graphic organizer as applied to one
short fiction.
Grading Rubric for 14
Graphic Organizer
Criteria Grading Scale

CRITERION 1 15 30 45 60
Authenticity and Creativity of the GO Poor Fair Good Excellent

CRITERION 2
(Organization and Style) 7.5 15 22.5 30
Correctness of Information presented in the Poor Fair Good Excellent
GO using the short fiction

CRITERION 3 2.5 5 7.5 10

Impact, Appeal, and Relevance Poor Fair Good Excellent
Prelims – Philosophy in 15
Teaching Literature
(50% of prelim exam)
The students are asked of the thought-processes
behind the development of their philosophy for
teaching literature and how this, in turn, affects the
choices they make for facilitating their students’
learning.
Grading Rubric for 16
Philosophy in Teaching Literature
Criteria Grading Scale

CRITERION 1
15 30 45 60
(Content and Organization)
Poor Fair Good Excellent
Substance

CRITERION 2
7.5 15 22.5 30
(Creativity of Thoughts)
Poor Fair Good Excellent
Fluidity of Thoughts and Ideas

CRITERION 3
2.5 5 7.5 10
(Structure)
Poor Fair Good Excellent
Form
References 17
http://www.teachingliterature.org/teachingliterature/chapter3/activities.htm
http://www.wikihow.com/Teach-Literature-to-College-Students
 18

Literary Criticism
SAMPLE GRAPHIC ORGANIZERS
 K E L 19
(What we Know, what we Expect to know, what we Learned)

(Short Fiction and Non-Fiction)

K: What we Know:

E: What we Expect to find L: What we Learned:

out:
 20
What I Know What I Wonder

Pages 1-10
Pages 11-20

Pages 21-30

Pages 31-40
Pages 41-50
 Problem-Solution Frame
21
Problem
What is the Problem?
Box

Why is it a problem?

Who has the problem?

Solutions Results
Solution Possible solutions Expected results from
Box
each solution

End Result
Box
 Story Summary
22
Chapter 1

Chapter 2

Chapter 3

Chapter 4

Chapter 5

Chapter 6
 Plot Relationships Chart
23
Somebody Wanted But So
 Story map
24
The setting/main characters
Statement of the problem
Event 1
Event 2
Event 3
Event 4

Event 5
Event 6
Event 7

Statement of the solution

Story theme (What is this story really about?)
Values brought out in the story
 Story Frame
25
The story takes place _______________________________________________
__________________________________________________________________
_____________________________________ is character in the story who ____
_____________________________. ____________________________________
is another character in the story who ___________________________________
_____________________________________________. A problem occurs when
_________________________________________________________________.
After that, _________________________________________________________
__________________________________________________________________
and ______________________________________________________________
__________________________________________________________________
_________________________________________________________________.
The problem is solved when __________________________________________
__________________________________________________________________
_________________________________________________________________.
The story ends with _________________________________________________
__________________________________________________________________
 Prediction Chart
26
What I predict will What actually happened
happen
Chapter 1

Chapter 2

Chapter 3

Chapter 4

Chapter 5

Chapter 6
 Knowledge Chart
27
Prior knowledge about_______________ New knowledge about ______________

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

6. 6.

7. 7.

etc. etc.
 Story Pyramid
28
1. _____
2. _____ _____
3. _____ _____ _____
4. _____ _____ _____ _____
5. _____ _____ _____ _____ _____
6. _____ _____ _____ _____ _____ _____
7. _____ _____ _____ _____ _____ _____ _____
8. _____ _____ _____ _____ _____ _____ _____ _____
1. Name of main character
2. Two words describing main character
3. Three words describing setting
4. Four words stating problem
5. Five words describing first event
6. Six words describing third event
7. Seven words describing second event
8. Eight words stating solution
 Compare / Contrast Chart
29
Different Alike Different