DAGANGAN, HYACINTH B.

BEED III - C

ACTIVITY 1

What domain/s do we develop among the learners when we…..

1. read a story to them using a storybook?

Listening Comprehension, Vocabulary, Attitude towards language,

literacy and literature

2. teach them to name letter M, give its sound, match the big with the small m, and
write the letters correctly?

Alphabet knowledge, Phonics and Word Recognition

3. teach them the correct use of Ako, Ikaw, Siya?

Oral Language, Fluency, Grammar Awareness and Structure

4. ask them to say polite greetings and expressions such as Good morning. Thank
you, Excuse me… ?

Oral Language

5. teach them how to follow oral directions?

Grammar Awareness and Structure

6. teach them a poem and ask them to listen for rhyming words?

Phonological Awareness, Listening Comprehension

7. unlock new/difficult words prior to reading a story?

Vocabulary, Spelling

8. teach them how to sequence several events in a story that they listened to?

Book and Print Knowledge, Reading Comprehension

9. teach them to read short vowel words (bat, cat, sat, mat, hat, fat)?

Phonics and Word Recognition,

10. ask them to write/complete a birthday card after listening to a story about a
birthday party?

Phonological Awareness,

11. read a sentence or a short story with proper phrasing and proper expression?

Attitude towards language, literacy and literature, Listening

Comprehension,

12. point/read the title of the story that we will read to them?

Listening Comprehension

13. ask them to write the words that were taught to them during

decoding/word recognition?

Spelling, Writing and Composition

14. ask them to answer the WH- question about the story that they

read?

Reading Comprehension, Study Skills

ACTIVITY 2

Below are learning competencies from the given domains. Think of/ research
literature materials that can be used to achieve them.

1. Ask and answer simple questions (who, what, where, when, why, and how) about
text listened to
 BEAM ENG1 Module 1 – Appropriate Expressions. 2009.
 BEAM ENG1 Module 1 – Expressions. 2009.
 English Expressways 1. 2010. pp 202.
 English (Learner’s Material). Grade 2. 2013. pp 266-268.
  English (Teacher’s Guide). Grade 2. 2013. pp 138-139.
 Let’s Begin Reading in English 2.2013. pp 449-450
THRU READING STORIES LIKE:
 The Money Tree
 The Little Pigs

2. Retell and/or reenact events from a story

 BEAM ENG2 – Sequencing Events. 2009.
 English (Learner’s Material) 2. 2013. pp 315-318, 410-412
THRU PRESENTING THE STORIES LIKE:
 The Proud Lilac Lily
 The Monkey and the Turle

3. Participate in group and individual oral interpretation of short poems, rhymes, and
stories in English
 BEAM ENG1 Module 3B – Eyes, Eyes, Baby. 2009.
 BEAM ENG1 Module 3A – Sounds like Science. 2009.
 BEAM ENG1 Module 5 – All About Rhymes. 2009.
 UnionBank English. Grade 2. Unit 1. Lesson 14, 23.
 English Expressways 1. 2010. pp 236.
 Let’s Begin Reading in English 2. 2013. pp 201
THRU INTERPRETING THE FOLLOWING LITERARY PIECES:
 O Captain! My Captain! by Walt Whitman.
 Hickory, dickory, dock.
 The Cheetah and the Lazy Hunter

4. Identify and discuss the elements of a story (theme, setting, characters, and events)
 BEAM ENG1 Module 8 – Noting Details. 2009.
BEAM ENG2 Module 6B – Using -ing Form of the Verb. 2009.
THRU READING THE FOLLOWING SHORT STORIES OR LEGENDS:
 The Bread of Salt
 How My Brother Leon Brought Home a Wife
 The Legend of Magat River

5. Analyze figures of speech (simile, metaphor) to evaluate a variety of literary texts

 English for All Times 6. 1999. pp 144-146. 2.
 English for You and Me 6 (Reading). 2011. pp 51-52.
 English Arts I. 2000. pp 40-44, 187
THRU READING AND ANALYZING THIS POEM:
 A Red, Red Rose

By Robert Burns

O my Luve is like a red, red rose

  That’s newly sprung in June;
O my Luve is like the melody
  That’s sweetly played in tune.

So fair art thou, my bonnie lass,

  So deep in luve am I;
And I will luve thee still, my dear,
  Till a’ the seas gang dry.

Till a’ the seas gang dry, my dear,

  And the rocks melt wi’ the sun;
I will love thee still, my dear,
  While the sands o’ life shall run.

And fare thee weel, my only luve!

  And fare thee weel awhile!
And I will come again, my luve,
  Though it were ten thousand mile.
DAGANGAN, HYACINTH B.
BEED III – C

MODULE 3B

Reflection question

1. What is spiral progression? How is it related to the learning of a new

language ? ( Write your answer on the space provided below) :Please add
a separate sheet for your answers if needed

 A spiral progression technique involves introducing the

fundamental concepts in the initial grade and revisiting them in
increasingly complicated ways in later grades. This method
involves teaching concepts at a young age and reinforcing them in
progressively more complex ways as the years go on.The goal of
the spiral progression strategy is to expose students to a wide
range of subjects and concepts so they can study them repeatedly
while increasing the level of complexity until they have mastered
them.

2. Describe the role of literature in the teaching of a language.

 English language teaching (ELT) frequently uses literature to help

students learn the language. It makes the students understand how
communication works in a particular community and helps them
become familiar with the sociopolitical underpinnings of target
language society.

3. What do you think will be the kind of language learning opportunities/activities be

provided to Gen Z Learners?

 Gen Z learners favor social learning settings where they can participate
actively and directly in the learning process. They anticipate having
access to on-demand services that are always available and have
minimal entry requirements. Additionally, they are more career-focused
in the beginning of their college careers.

4. What are some competencies that are part of communicative competence?

 Grammatical
 Sociolinguistic
 Discourse
 Strategic
 LIFE
TH K S
E ME S
S TA
LANGUA
LITERAT

TEXTS
URE GE

Reflection question

5. What is your understanding of the diagram above. Relate it to this subject

Teaching Elementary English through Literature.

 Literature is a reflection of modern life. Literature and language have an

impact on society because they are integral to and entwined with human
existence. Literature is the expression of life through words.
Understanding the literary genres of short stories, prose, poetry, novels,
and plays requires language. Life and society are both expressed in
writing. One must be aware of all language developments and engage in
global exploration because language offers numerous options.