Module 1

Introduction to Children’s Literature

Lesson 1: History of Children’s Literature (Worldly Scope)

Activate

Look at the pictures shown below. They are famous literatures from different eras. Give

the title of each.

Alice in Wonderland Snow White

The BFG Thumbelina

How did you feel while guessing the titles of these literatures? Were you able to answer

them without checking the internet?

While guessing the titles of the literatures, I feel that I was also remembering my

childhood memories. It was great since the pictures are familiar to me. I was able to answer them

without checking the internet since I am a fan of reading literature and watching or listening

several stories when I was still a child. With this experience I would love to read these

literatures again.

What is the relevance of knowing these classic literatures for you? Why?

Classic literatures brought about several advantages to us. It was a foundation to us to

build the love of reading and telling stories. Every literature has significance to our daily lives. It

contains lessons that we can use to our day-to-day encounters. Understanding these classic works

of literature has helped me to appreciate classical art. As I learn to appreciate classical art, I will

also learn about the culture, norms, beliefs, and traditions of the period in which it was created. I

gained insight into the past as a result, grew knowledgeable about it, and picked up lessons I can

apply going forward.

 Apply

Identify what is asked from the given descriptions for each number.

1) He was the Bishop of Moravia and an educator who believed in teaching children by letting them see

things with their own eyes. Johann Amos Comenius

2) He translated the book Orbis Sensualum in England. Charles Hooke

3) This is the period where books on manners and morals began to appear in England. Fifteenth century

4) This was the book with a subtitle Manners and Meals in the Olden Times. The Babies Boke

5) These books were written by monks and other learned men that is designed for teaching children.

Lesson books

6) He was the man who ordered the printing of both Catholic and Protestant primers that contained the

alphabets ad Christian principles. Henry VIII

7) This kind of book was also called primer. ABC Books

8) These books were used to teach thee alphabet and combination of letters and to continue religious

instruction. Hornbooks

9) This is what single sheets of paper printed on one side only is called. Broadsides

10) It means Tales of My Mother Goose published by Charles Perrault. Comtes de Ma Mere L’Oye o

11) This is the period where books were stressed on the fear of God, religious instruction and preparation

for death which the children did not enjoy. Puritan Period

12) These are the features that made the battledore popular until 1840. Alphabets and easy-reading

matter.

13) The first children’s poem. The Cradle Hymn

14) The father of children’s literature. John Strong Newberry

15) The award to be given for the most distinguished children’s book. The Newberry Award

16) The book that embodied the philosophy that children be given freedom to develop their natural

interests and learn from actual experiences. Emile

17) He was regarded as the great master of the literary fairy tale. Hans Christian Andersen

18) This publication revived the love for fairy tales and interest for imaginative stories. The publication of

Grimm’s fairytales

19) The book that marked the need for laughter in the normal development of children. Book of Nonsense

20) The only woman that was considered to be an author of the best example for realistic literature. Louisa

M. Alcott
 Assess

Create a chronological timeline showing the history of children’s literature. You can also include the significant events that happened

during the specific period/era.

 Lesson 2 – Development of Children’s Literature in the Philippines

Activate

Who is the person in the picture?

What do you think are his contributions in the Philippine Literature?

Dr. Jose Rizal is our national hero. He is a great writer that helps or country. Many and major

contributions to Philippine literature and history were made by him. His best-known writings in

Spanish are "Noli Me Tangere" and "El Filibusterismo," which depicted the inequities, cruelty, and

corruption of Spanish colonial power in the Philippines. These writings spurred a movement for

independence as well as widespread opposition to Spanish rule. Being a representative of the nation's

pride and independence movement, he is still held in high respect in the Philippines, and his legacy

endures to this day. Filipinos are still inspired by his reform-minded views, activism, and energy to

struggle for a more equitable and just society.

Apply

Identify what is asked in each number.

1. 17 character pre- Filipino writing system and this script was traditionally carved in strips

of bamboo with sharp object for announcement and poetry. Baybayin

2. A form of early literature for children where mothers hummed or chanted to their child.

Lullabies

3. An Ilongot lullaby that shows how a father expresses his growing boy’s future.

Baliwayway

4. A puzzle in which an object to be guessed is described in terms of another unrelated

object.

Riddle or bugtong

5. These are sayings, which encapsulate and preserve community’s beliefs, norms, and

codes of behavior. Proverbs and Aphorisms

6. It expresses insights and lessons on living. I doesn’t have a title. Tanaga

7. This is used as a form of social entertainment and as a tool for teaching the young in

Oriental Mindoro. Ambahan

8. This is the period where publishing companies are in robust to produce children’s

literature in the country Philippines. Spanish Colonial Period

9. The name of the published first book for children in the Philippines. Doctrina

Christiana en Lengua Tagala y Espanola

10. The author who wrote the first book for children in the Philippines. Father Domingo

Nieva

11. These are the form of literatures that became popular in 1606. Religious poems and

hymns, corridos

12. He is a great Filipino writer who translated some Danish fairy tales to Filipino. Jose

Rizal

13. First Filipino writer of text books and was able publish the Osias Readers. Camilo Osias

14. The publishing company who started producing children’s literature. Pamana

Incorporated

15. The period where writing has become more competitive and professional throughout the

country. Contemporary Period

16. The publishing firm that engaged in reprinting foreign books and in translating fairy tales

in Filipino like Ladybird Series. National Bookstore

17. The company who published the books in the Philippines that were written by American

authors. Ginn and Company

18. The author of Makisig: The Little Hero of Mactan.Gemma Cruz

19. The publishing firm owned by the Christian Literature of the Philippines published My

Friends and The Haunted Cave by Thelma Zuniega and A Gift by Rosario Ratorta. New

Day Publishers

20. The period where books in English like Pilgrim’s Progress, Mother Goose Rhymes, Alice

in Wonderland, Aesop’s Fables, Rip Van Winkle were introduced to Filipino children.

Puritan Period
 Assess

Create a matrix showing the development of literature in the Philippines. You may include the periods, significant events happened during the period

and the form of literatures/ literatures made and the authors of the said literatures.

PERIOD SIGNIFICANT EVENTS FORM OF LITERATURES/

LITERATURES

Ancient Period (BC to 1564)  This time period is dependent on oral  Folk songs, epics, narratives and sung

tradition because there aren't many written narratives, tales of beasts, legends of

records from it. strange events and phenomena, origin of the

 Folk speech, folksongs, and folk tales are first man and woman, stories about strange

the three categories under which literature creatures like the pugot, the kapre, and

from this era can be categorized. other fantastic tales.

 Folk speech, folksongs, and folk narratives.

Spanish Colonial Period  Theatre gained popularity.  Doctrina Christiana en Lengua Tagala y

 Religious hymns and poetry gained Espanola by Father Domingo Nieva.

popularity at this time because Spanish  Carton or cartilla

explorers tried to teach their language to  Memorias de la Vida en Lengua China

the local inhabitants.  The Passion

 A similar strategy was used when prose

was first introduced in an effort to

 change social norms.

 Filipino authors began employing prose

to their own advantage in the 19th

century by writing about the detrimental

impacts of colonization.

American Colonial Period  English-language novels were  Pilgrim’s Progress, Mother Goose Rhymes,

introduced to the Philippines in the Alice in Wonderland, Aesop’s Fables, Rip

1900s by Americans. Children who Van Winkle

have studied the English language in  Hugo Miller’s Philippine Folklore Stories

school read these.

 The attitudes, beliefs, and philosophies

that American children's books reflected

were ingrained in Filipino children. As a

result, American literature and culture

easily influenced children's literature in

the Philippines and our own.

Contemporary Period  The current era began to take shape  When I was a Little Boy by I. V.

once military authority ended in the Mallari; Banca Moon by Amparo

1960s. Short stories, prose, and poetry Asuncion and Philippine Myths and
 are still widely read, but writing has Tales for the Young by Maximo Ramos.

become more professional and  The Little Hero of Mactan by Gemma

competitive nationwide. Cruz, Horgle and the King’s Soup by

 Workshop attendance is encouraged, Gilda C. Fernando, Once Upon a

and literary prize ceremonies are held Hilltop by Isabel T. Escoda, Anak Datu

annually. by Abdulmari Imao, The Wind

Whispered to the Grass by A. Lo, Ang

Kaharian sa Tuktok ng Kawayan, etc.

 Lesson 3 – Setting up a Print-rich Environment

Activate

Look closely at the sets of classroom environment and answer the following questions given

below.

What can you say about the setup of Classroom A?

The arrangement of the tables and chairs in classroom A makes it appear to be a well-

organized space. The classroom is orderly and tidy overall. Yet, it lacks any educational materials

that learners could use to study further and learn from. The kids should be given the chance to

respond to the reading and form their own ideas on the subject. As a result, Classroom A's layout

is lacking in optimal print-rich educational resources.

What can you say about the setup of Classroom B?

The arrangement of classroom B demonstrates cleanliness and organization. Also, it

contains a variety of educational resources that the kids should use to learn efficiently. Children's

literature aids in the development of emotional intelligence in learners. Children's books also

foster inventiveness. According to developmental psychologist Jean Piaget, learners grow less

egocentric as they advance from the pre-operational to the operational stage of cognitive

development. As a result, classroom B's setup is optimal for ensuring successful learning.
Which among the two set up is an ideal print-rich classroom environment for young

children? Why?

In my opinion, classroom B's set-up is the best print-rich learning environment for young

children because it contains a variety of printed teaching resources that can be used for both

teaching and learning, including storybooks and any kind of literature. It is crucial for kids'

success to have access to a wide range of literature. Learners' enthusiasm and passion for reading

should be fostered by educators, parents, and community members. Reading literature is

beneficial for a variety of reasons, including the development of cognitive abilities necessary for

success in a school or workplace environment. As a result, classroom set B is the best

configuration.
 Apply

Write your insights to the following given questions below.

Using your own words, what are the ways that you can do to get the reading interest of

your learners?

There are many things you may do to pique your learners' enthusiasm in reading. Allow

your child to pick the book you will read next from a selection of novels you believe they would

like. Offer them a range of options that cover a range of topics and have characters that they can

identify with. Children become more enthusiastic and engaged readers when they genuinely have

a say in what they read. Childrens are starting to understand that people live differently than they

do. They exhibit interest and can be asking questions. To help the person make sense of the outer

world when this happens, it is a good idea to turn to books. Learners also like nonfiction books,

animal stories, rhymes, stories with funny-sounding words, stories that repeat, and books with

pictures that can tell a story even without words. In general, have fun when reading to your kids.

Exaggerate, be funny, and play around with different facial and verbal expressions. You might

turn it into a performance by including props. Dramatic embellishments keep kids interested and

can help them understand the story.

Explain the importance of children’s literature in early childhood education.

Early childhood education places a high value on children's literature since it promotes a

child's overall development. There are more reasons than you would think why a child's

education benefits from early exposure to reading. By having access to a wide range of high-

quality books, a kid can develop critical cognitive abilities, an understanding of their own and

other cultures, emotional intelligence and empathy, as well as personality and social skills. In

conclusion, teaching children to read at a young age gives them the tools they need to become

successful, thoughtful, and intelligent people. In general, young children are encouraged by

children's books to think more deeply about their own feelings and to develop their own moral

views.
 Assess

Foresee your own early childhood classroom. Create a floor plan that shows a print-rich environment.
Description:

In my own early childhood classroom, I see a variety of print-rich instructional materials. It features a

number of noticeboards that draw pupils and a number of bookcases where different children's books are

displayed. That would be a print-heavy environment in my classroom. It contains a reading area with a number

of books as well as visual displays on bulletin boards and bookcases. Children are like sponges, soaking up

practically everything around them. It is true! Toddlers' minds are always working as they digest the words they

hear and the lessons the characters are taught when listening to stories. Reading to children will enhance your

relationship with them, their brain development, and so much more. Also, let them practice reading. And all it

needs is some time, some drive, and a variety of books.

Performance Assessment Output
.
 Module 2

The World of Children’s Literature

Lesson 1: Picture Books

A duck is swimming and watch her

little and lovely ducklings but a
duckling was seemed lost.

That morning, one duckling was lost

and they tried to search for it.

The duck looked for her ducklings.

 The duck asked all the animals he
passes by. But couldn’t find his
ducklings.

The duck keeps on searching for her

ducklings.

The frog helps the duck in searching

Even the sea lion was asked by the duck.

t

The duck also asked the fishes

The rest of the ducklings just followed the duck in

searching.

Another duck with her ducklings passes through the

river.

Have you seen my duckling? Asked the duck.

The duckling hides through the grasses since he was

lost and afraid.
 The duck heard a noise beside them.

The rest of the duckling also heard the

noise beside them.

They followed the noise carefully.

Finally, the duck found the lost

duckling and gave a hug to all of her
ducklings.

Describe how you were able to come up with your story above.

I come up with the story by looking and understanding the pictures.

 Apply

Look for four picture books. Read it and write a brief description for each chosen books.

Title: Goldilocks and the Three Bears Author: Robert Southey

Summary:

Once upon a time, there were three bears, who lived in a small house in a wood. One of them was

a Great Big Bear, the other was a Middle-sized Bear and the small one was a Little, Wee Bear.

They each had a pot for their porridge: the Great Big Bear had a large pot, the Middle-Sized Bear

a medium-sized pot, and the Little Wee Bear a small pot. They also each had a bed to sleep in: the

Great Huge Bear had a large bed, the Middle-Sized Bear a medium-sized bed, and the Tiny Wee

Bear a small bed. Goldilocks, a little girl living on the other side of the forest, passed by the bears'

house while her mother was away on a walk. She peeked through the window and peeped in at

the keyhole, and when she saw that nobody was in the house, she entered. The door was not

locked, so Goldilocks went into the house and was very happy when she saw the pots full of

porridge on the table. She was a rude, impudent little girl who helped herself and tasted the

porridge. Goldilocks, a hard sleeper, tasted porridge from three different porridge pots and found

that the Great Big Bear's porridge was too hot for her, the Middle-sized Bear's was too cold for

her, and the Little Wee Bear's was just right for her. She liked it so much that she ate every bit.

When she heard the three bears standing beside her bed, she was so scared that she jumped

through the window and ran into the woods, never to be seen again. Whether she got lost or broke

her neck, or managed to find her way out of the woods, nobody knows.
Title: Hide and Seek Author: T. Albert

James was bored, as well as his sister Sally and their close buddy Mark. They had been playing

all day, but now that it was dark and hard to see, they were bored. Since they didn't want to go

inside and play a game, they played hide and seek. They enjoyed their game up until they

misplaced Sally. They became concerned and began looking for her. What had happened? Sally

enquired. All she could remember doing was hiding by crawling under a big fallen tree. She could

now see a few stars through a tiny hole above her head as she glanced upward. She had plunged

into a void, she was seeking help when she slid under the tree trunk. After finding the opening

underneath the the tree trunk, Mark's father attached the rope to it and made a few movements

before entering the cave. He walked toward the floor of the cave, shining the light on Sally, and

hugged her like a bear. He, his brother Mark, and Mark's father gave a captain the treasure that

Sally had found.

Title: Captain Funtastic Author: T. Albert

Princess Aura normally throws the best parties for her birthday, so friends from all across the

galaxy had come to her planet to celebrate. For their inspired friend, Captain Fantastic and his

wonder dog Winston had chosen the right gift. But Captain Fantastic's arch-enemy, the evil

Doctor Zob, was adamant that there would be no birthday cake for the two at the end of this

adventure. Winston gave Captain Fantastic a cheery bark before he stepped into the space

hangar. On his journey back to the spaceship, Winston thought he spotted someone get out of

their rocket ship. After that, the ship's systems were all operational. Captain Fantastic and
Winston were buckled in and ready to go as the lights and screens began to flash. On Doctor

Zob's enormous black spacecraft, however, all that could be heard was laughter—the kind that

only an evil genius could conjure—bursting forth from the stomach. The pleasant hum of the

spaceship was immediately transformed into chaos as the red warning light flashed and the ship

violently turned around, but it eventually subsided. Before grabbing his favorite bone and

unwinding for the remainder of the journey, Winston let out a happy yelp.

Title: Are We There Yet? Author: T. Albert

Summary:

The discovery that Jimmy and Jennie were twins made them happy. They had just completed

kindergarten. And because of their accomplishment, they were now going to the Big Zoo in the

city. They got into the family car's backseat. The city's enormous zoo was far from home. It didn't

take Jennie and Jimmy very long to get bored. After looking at Jennie, Jimmy tried to cast a quick

peek out the window. Yet because they were sat so low, they were unable to see anything. Jimmy

and Jennie enjoyed themselves so much today. As they began to sing while facing the front of the

automobile, they both giggled and chuckled a little. They visited every animal at the petting zoo,

enjoyed the hot dogs, popcorn, and other treats.

 Assess

Using two stories from Apply, evaluate the stories using the given criteria below. Fill in the

matrix with appropriate details.

Title: Goldilocks and the Three Bears Author: Robert Southey

Criteria Details

Age group and maturity (Is the child age The story is suitable for children because it

appropriate and aligned to the content of the isn't overly complicated but it has a

book?) meaningful plot that establishes kids'

curiosity.

Building the word bank (How many sight The are a lot of sight words such happy, eat,

words/CVC can be found in the book? jump, sleep,etc.

Stimulates the mind (Can this book arouse the While the story is about exploration, it also

curiosity of the child?) stimulates the child's mind.

Interactive (Is the book engaging to the The story is about interactions of goldilocks

child? How?) and the bears. Hence, it is very interactive.

Classic book (Did the book stand a test of It is relatable in the past and present since it is

time? When was the origin of this book?) more on experiences and esploration.

Characters (Who are the main characters in Goldilocks and the bears

the story? What are their roles?

Setting (When did the story happened) The story happens in a forest home.

Plot of the Story (What happened in the The plot centers on a woman who breaks into

story?) the three anthropomorphic bachelor bears'

forest home while they are away. She

consumes some of their porridge, destroys

one of their chairs, and spends the night in the

bears' bedroom in their forest home.

Moral of the Story (What is the lesson you  Help those who need help

can get after reading the story?)  We don't all come in one size

Title: Hide and Seek Author: T. Albert

Criteria Details

Age group and maturity (Is the child age The story is suitable for children because it is

appropriate and aligned to the content of the not overly complex, but it also has a

book?) meaningful story flow and lesson that helps

 kids develop their creativity and work

together as a team.

Building the word bank (How many sight There are sight words found in the story such

words/CVC can be found in the book? as run, go hide, seek, the, etc.

Stimulates the mind (Can this book arouse the The plot of the story always leads to a

curiosity of the child?) question, which stimulates the child's

thinking.

Interactive (Is the book engaging to the As there are various characters and the

child? How?) children may relate, the story is participatory.

Classic book (Did the book stand a test of It is relatable in the past and present since it is

time? When was the origin of this book?) more on playing.

Characters (Who are the main characters in Sally is the main character. Her job is to

the story? What are their roles? develop into a good children or a child with

good manners.

Setting (When did the story happened) The story happens outside at night.

Plot of the Story (What happened in the The cchildren decided to play hide-and-seek

story?) because they wanted to play. However, they

can’t find Sally since she was trap. Sally

found a treasure. Fortunately, Sally was found

by Mark’s father and returned the treasure to a

captain.

Moral of the Story (What is the lesson you  Be careful

can get after reading the story?)

 Always observed ethical deeds

 Do what is right at all times

Lesson 2 – Folk Literature

1. This refers to traditional narrative of unknown authorship that has been handed down

from generation to generation regardless of its content. Folktales

2. The story that explains primitive man’s idea of the origin of the universe. Myth

3. The story that is sometimes written in verse, prose, and in ballads. Epic

4. An old story containing wonders and miracles that was handed down without any

foundation in history but popularly believed to be true. Legends

5. A fictitious story about an animal or an inanimate object which behaves like a human

being and has one dominant trait. Fable

 Apply

You have learned about folklore and folktales. Using a Venn Diagram, compare and contrast

these kinds of literature. On the right side and left side, write the unique characteristic of folklore

and folktales. In the interloping part at the center, write their similarities.

Folklore Folktales
 Folklore refers to a  It includes how the protagonist
collection of fictional stories deals with everyday
circumstances, and the story
about humans or animals.
 All are passed may include a crisis or conflict.
 Superstitions and religious down from  The storyteller would add
convictions are important generation to something from his own
generation. imagination specially designed
components of folklore.
 Include a lesson to appeal to his certain
 Beneficial for comparative in the story audience.
mythology and religious  These stories may teach people
how to cope with life (or
studies
death), and they also contain
 Important in explaining universal elements across
social history of humans civilizations.
 Assess

Read at least 2 folk literature selection per ECE level (infant/toddler, pre-k, K to 3) and write a

summary for the chosen folk literatures.

Infant/Toddler Title: Cinderella

Author: Charles Perrault Origin: France

Summary

A prince has a daughter, Cinderella (the Cinderella figure), who is tended by a beloved

governess. The governess, with Cinderella's help, persuades the prince to marry her. The

governess then brings forward six daughters of her own, who abuse Cinderella and send her

into the kitchen to work as a servant. A golden spade, a golden bucket, a silken napkin, and a

date seedling are among the gifts the prince brings back for his daughter after visiting the

island of Sinia where he meets a fairy who gives gifts to his daughter. The girl cultivates the

tree, and when the king hosts a ball, Cinderella appears dressed richly by a fairy living in the

date tree. The king falls in love with her, but Cinderella runs away before he can find out who

she is. Cinderella manages to elude the king and his attendants twice. The third time, the

king's servant captures one of her slippers. The king invites all of the maidens in the land to a

ball with a shoe-test, identifies Cinderella after the shoe jumps from his hand to her foot, and

eventually marries her.

Infant/Toddler Title: The Tiger, The Brahman, and the Jackal

Author: Joseph Jacobs Origin: East India

Summary:

A tiger was accidentally caught in a trap once. He attempted unsuccessfully to exit through the

bars and, upon failing, rolled and bit in rage and sorrow.

By coincidence a poor Brahman came by. Now when the tiger grieved and lamented and wept

and swore, the pious Brahman's heart softened, and at last he consented to open the door of

the cage. The tiger suddenly appeared and jumped on the helpless man, crying. In vain the

Brahman pleaded for his life; the most he could win was a pledge to abide by the judgement of

the first three items he selected to dispute as to the justice of the tiger's behavior. Then the

Brahman, sad in heart, traveled further afield till he discovered a buffalo turning a well-

wheel; but he suffered no better from it and until they understand each other.

Pre-K Title: The Three Bears

Author: Paul Goldone Origin: England

Summary:
The three bears in this tale, who range in size, each have their own belongings, including a

bowl, a chair, and a bed. They had made porridge but it was too hot to eat so they took a walk.

While they were gone a small girl arrived in their house and sampled all their porridge and

sat in all their chairs and laid in all their beds. The bears found that someone had broken into

their home and tampered with their belongings when they arrived back. The young girl fled

when they discovered her out of fear and they never saw her again.

Pre K Title: The Three Little Pigs

Author: James Marshall Origin: England

Summary:

Three pigs are an old sow's beloved offspring, but because she is unable to provide for them,

she sends them out into the world to seek their fortune. sitting down. The pig constructs his

straw home once the man gives his consent. Nevertheless, a passing wolf notices the pig inside

the home. He approaches the door and calls out, "Little pig, let me in!" Meanwhile, the second

of the three small pigs encountered a guy carrying a bundle of sticks and had the same thought

as his brother. The wolf smells the pig inside the stick-built house and knocks on the door as

he passes. When the final of the three little pigs, who had survived, came across a man with a

mound of bricks, the man kindly offered him the bricks with which to build a house. The last of

the three small pigs had had the same concept as his previous siblings. The wolf apologizes to

the small pig for not accompanying him to the fair the day before by paying a visit to his house

the next day.

K to Grade 3 Title: Hansel and Gretel

Author: Jacob and Wilhelm Origin: Germany

Grimm

Summary:

Hansel and Gretel are the young children of a poor woodcutter. During a famine, the

woodcutter's second wife orders him to take the children into the woods and leave them there

to fend for themselves. They are unaware that in the children's bedroom, Hansel has overheard

them and gathers as many white pebbles as he can. After their parents abandon them, the

children wait for the moon to rise and then follow the pebbles back home safely, much to their

stepmother's rage. The following morning, Hansel takes a slice of bread and leaves a trail of

bread crumbs for them to follow, but the birds have eaten the crumbs and they are lost in the

woods.

After days of wandering, they follow a dove to a clearing in the woods and discover a

gingerbread house. The elderly woman that lives there lures the children inside with the

promise of soft beds and delicious food, but they enter without realizing that her hostess is a

witch who built the gingerbread house to waylay children to cook and eat them. The witch

locks Hansel in an iron cage in the garden and forces Gretel into becoming a slave. After

weeks of this, the witch grows impatient and decides to eat Hansel anyway. She prepares the
oven for Hansel, but decides she is hungry enough to eat Gretel, too.

She coaxes Gretel to the open oven and asks her to lean over in front of it to see if the fire is

hot enough. Gretel pretends she does not understand what the witch means, but the witch

demonstrates, and Gretel shoves her into the hot oven, slams and bolts the door shut, killing

the witch. Gretel frees Hansel from the cage and the pair discover a vase full of treasure,

including precious stones. They set off for home and find only their father, who has died from

an unknown cause. With the witch's wealth, they all live happily ever after.

K to Grade 3 Title: The Straw Ox

Author: Valery Carrick Origin: Russia

Summary:

The story is about an old man who is sharpening a knife to make a leather jacket for himself

and a pelisse for his old wife. He is visited by a bear and a wolf, who ask him why he is

sharpening his knife. He explains that he wants to flay off his skin to make a warm cap for

himself and his wife, and that he will bring them a herd of sheep and hens and geese. He then

takes the honey from the bear and goes to bed, but early in the morning, he sees a wolf driving

a whole hive of honey.

 Lesson 3 – Modern Fantasy

Activate

K-W-H-L Chart
Topic: Modern Fantasy

K W H L

What do I know? What do I want to How will I learn? What have I

know? learned?

It also goes by the  What re the By researching and The human

name of difference studying this module. psychology and old

contemporary between folklore serve as the

literature. It is a classical and foundation for many

literary style that has modern themes seen in

a strong connection fantasy contemporary

to classic literature. It fantasy? fantasy. They bring

distinguishes up issues such as the

noteworthy because nature of good and

several story parts evil and the purpose

defy accepted of existence. They

scientific and sate the contemporary

physical laws of need for myth.

physics. Talking Children may gain

animals, strange from good fantasy if

characters, and it helps them better

fantastical settings grasp who they are

are all part of it. and the challenges

they may encounter

in real life. Fantasy

may not only offer

fresh perspectives but

also help children’s'

imaginations grow.
 Apply

Give a brief answer to the following questions.

1. In your own understanding, what is the difference between old folktales and modern fairy

tales?

We all hold out hope that what happened in the timeless tales of Cinderella, Snow

White and the Seven Dwarfs, and The Little Mermaid, in which a beautiful girl experiences

hardship before ultimately finding love and happiness and we believe that it will also occur

in our own lives. The ancient folktales gave hope to those looking for something unusual to

believe in, but they also depicted a reality that modern interpretations felt compelled to reveal

as being questionable. Fantasy stories are created on several levels and often feature animals,

dolls, miniature worlds, weird people and events, uncommon planets, magical abilities, the

paranormal, time travel, and kingdoms. High fantasies frequently involve topics that are

fundamental to life and are conveyed in a series. They are the most complicated since they

have recurrent themes and motifs. Heroes undertaking missions are frequently shown.

Science fiction is categorized as fantasy, although it varies from fantasy in that it makes

predictions about what may happen if particular scientific theories were put to action. It is

prized for its capacity to encourage imaginative application and take into account the ethical

and social ramifications of scientific concerns.

 Assess

Read at least 2 modern fantasy selection per level (infant/toddler, pre-k, K to 3) and write a

summary for the chosen selection.

Infant/ toddler Title: The Snow Queen

Author: Hans Christian Origin: Danish

Andersen

Summary

Kay and Gerda, a young boy and girl, lived next to each other and shared a garden outside the

top window. They often listened to the stories of Kay's grandmother and were content. One day,

Kay was hit by one of the evil mirrors flakes in the heart, which became ice and one in the eye.

He started to make fun of people and disliked the roses Gerda and Kay always cherished in their

garden. When a sledge with a beautiful woman came, Kay attached his sledge to hers and she

left town with him, flying off into the winter night.

Gerda wondered if Kay was dead and offered her new red shoes to the river if it would take her

to Kay, but the journey was long and she almost drowned. An old woman took her out of the

river and took her to her flower garden, where she made all the roses disappear into the ground,

so Gerda would not be reminded of home. Her tears woke the roses up and they told her that Kay

was not dead, but none of them was related to Kay so Gerda got frustrated and left the garden.

The fourth section starts with Gerda meeting a wise crow who tells her of the princess of this
land and her aim for a partner. Gerda is taken by the crow to the castle and with help from the

crows partner gets into the bedroom of the royal couple.

However, the prince is not Kay, just someone similar and Gerda wept. The princess gives her a

carriage and fine clothing and allows her to continue her search for her playmate. The two

crows were allowed to become royal crows in the service of the crown. The journey to Lapland is

long and arduous and most of the food the robber girl provided was used up before they reached

their destination. The sixth section tells the story of Gerda and the reindeer, who are sent to the

north to meet a woman from Lapland and a woman from Finland.

The woman tells them that the Snow Queen's garden starts just a few kilometres away and sends

them off. Gerda forgets her warm clothes and is met by a group of gigantic snow flakes in

different shapes. She prays to God and a group of angels appear to help her. The seventh section

starts with a description of the enormous, empty castle of the Snow Queen, where the queen sits

at the center, broken into a million pieces. Kay is unable to make sense out of the pieces, but

Gerda enters and her tears and kisses melt his heart.

They both leave the castle and travel south, meeting all of the people Gerda has met before. They

arrive at home and enjoy the warm summer light.

Pre-K Title: The Princess and the Pea

Author: Hans Christian Origin: Danish

Andersen

Summary:

When the woman claims to be a princess, the mother of the prince places a pea beneath twenty

mattresses in the bed where the princess is scheduled to spend the night. The young princess

responds that she had a terrible night since there was something hard beneath her on the bed,

and by the time dawn arrived, her body was black and blue. Her hosts then inquire as to how

well she slept the previous night. The prince and his mother view the young lady's kindness

and sensitivity to have been upset by a pea buried under twenty mattresses as proof that she is

a true princess. The princess and prince have a valid marriage license.

Pre-K Title: The Tinder Box

Author: Hans Christian Origin: Danish

Andersen

Summary:

While a soldier is returning from battle, he meets a witch who offers him riches in exchange

for helping her out. He discovers three rooms with riches that are watched over by three dogs.
The princess tells the king and queen about her dream in which she was being kissed by a

soldier and riding on the back of a dog. The soldier is taken into custody and locked up, but he

bribes a children to bring him a tinder box. When the soldier is about to be executed by

hanging, he hits the tinder box three times, and all three of the dogs show up to save him. The

dogs terrorize the crowd, but the soldier agrees to rule them, the princess is freed from the

castle and weds the soldier, and the dogs live with them. One of the most bizarre military

takeovers in literature is this one.

K to Grade 3 Title: The Garden of Paradise

Author: Hans Christian Origin: Danish

Andersen

Summary:

The Prince is in a cave with an older woman who informs him that his sons are playing

rounders with the four winds of the world in the grotto of the winds. The Northwind makes its

frosty arrival to Behring Island, and the narrator introduces himself as a native of the Arctic

and a crew member of the Russian walrus hunters. The Garden of Paradise is found by the

Prince and the Southwind, who become fast friends. But, it hasn't been inhabited since Adam

and Eve's time. The Prince rushes to the Fairy after she calls for him to accompany her to the

Tree of Knowledge, breaking his pledge not to kiss her.

K to Grade 3 Title: The Little Mermaid

Author: Hans Christian Origin: Danish

Andersen

Summary:

The youngest of the six sisters that reside with the mermaids at the bottom of the sea is more

reserved and reflective than her elder sisters. Even though the tiny mermaid has a rose-filled

garden with a statue of a handsome boy, she is more interested in the world above the water.

The mermaid saves the prince as the ship sinks and brings him to land, where three

inexperienced females help him regain consciousness. The mermaid understands how much she

would give to have him at her side and acquire an everlasting soul. The tiny mermaid is offered

a potion by the sea witch that would transform her fish tail into two human legs and cause her

pain whenever she walks. The mermaid agrees to insert her soul into the prince's heart and

combine them to form a fish's tail because she is yearning to marry the prince and acquire a

soul. They can abbreviate the time it takes to acquire an immortal soul by creating one

themselves at the conclusion of their three centuries of devotion.

 Apply

Fill in the summary matrix below. List down all the types of realistic fiction and describe it using

your own words.

Types of Realistic

Fiction Description

Family Stories As they are based on the everyday events and activities, the quarreling, plotting,

(domestic stories) and reconciliations that families often participate in, family stories generally

rely on episodic storylines.

Stories of Social Stories of this nature typically address friendship, self-identity, racial

Realism discrimination, child abuse, sexual abuse, homosexuality, and other societal

concerns that may be relevant to human growth and development.

Adventure and These are tales of survival in which people are faced against the powers of the

Survival Stories natural world or, in many contemporary works, the forces of a callous, heartless

society. They often include characters coming of age, overcoming obstacles,

and confronting forces that are stronger and more formidable than themselves.

Mystery or Creating a world that is more thrilling, dangerous, and beautiful than we
Detective Stories perceive our own to be, the mystery or detective novel is a type of romance.

Animal Stories Stories of this genre are predicated on the idea that animal characters may

experience love, loyalty, jealously, fear, and other human emotions.

Sports Stories The excitement of the game, the importance of collaboration and good

sportsmanship, and the interpersonal issues that arise between the players are

the main themes in most sports stories. They are well-liked because of their

subject matter, despite the fact that frequently the stories, characters, and

conversation are formulaic.

Historical Stories A time period that is earlier than the time the work was produced is the setting

for historical fiction. One method to extend our perspectives is to read historical

fiction. By reading about the past, we may learn more about the people and

places in our world today. Learning how to prevent past mistakes is a further

crucial factor.
 Assess

Read at least 2 realistic fiction selection per level (infant/toddler, pre-k, K to 3) and write a

summary for the chosen selection.

Infant/ toddler Title: Treasure Island

Author: Robert Louis Origin: Scotland

Stevenson

Summary:

In the eighteenth century, a little boy named Jim Hawkins resides at his parents' inn, the

Admiral Benbow, close to Bristol, England. William Bones, a retired sea captain, passes away

at the hotel after discovering a black spot. After opening Billy's sea treasure, Jim and his

mother discover a journal and a map inside. Jim decides that the documents must contain vital

information, so he gives one of them to some local friends, Dr. Livesey and Squire Trelawney.

They identify it as a chart for a sizable treasure that the notorious pirate Captain Flint hid on

a far-off island.

Jim climbs aboard the pirates' boat and goes ashore with them, despite Captain Smollett's

efforts to get the majority of the mutineers off the ship so they may have some downtime on

shore. He sees Silver murder a sailor who declines to join the mutiny and runs further into the

island's interior, where he meets Ben Gunn, a half-crazed man. As Silver goes to talk to the

captain, the captain is cautious and won't engage in conversation. The following day, the

stockade is attacked by pirates, and the captain is injured.

Jim sets out to the ship that is anchored with the purpose of breaking it loose, but he notices

that his little boat has drifted close to the pirates' camp and worries that he will be found.

When he struggles inside, he learns that Israel Hands, one of the watchmen, killed the other

watchman in a drunken rage. Israel turns against Jim when he takes control of the ship. Ben

has buried the wealth in his cave, so Jim and Silver flee there. The guys get ready to go for

home after spending three days hauling the plunder to the ship. Silver is permitted to join the

expedition but sneaks off the ship one night with some of the loot and disappears without a

trace.

Captain Smollet eventually hangs up his sea hat, and Ben takes over as lodge keeper. Jim

vows never again to go in search of hidden wealth and experiences frequent sea- and golden-

coin-related nightmares.
Infant/ toddler Title: The Adventures of Huckleberry Finn

Author: Mark Twain Origin: United Kingdom

Summary:

Huck and Jim are striving to escape the mental and physical restraints of society, while Jim is

running away from a literal life of slavery. The Widow Douglas' attempts to "civilize" Huck

and turn him into a respectable citizen represent his clash with civilization. Huck is persuaded

to stay with the Widow by Tom Sawyer, but in order to continue with Tom's gang of robbers,

Huck must adhere to social norms. After Huck's drunken, violent father abducts him, Huck

fakes his own death and flees to Jackson's Isle to get away from prison. There he meets Jim,

who is an even more terrible sufferer of societal restrictions due to his position as an escaped

slave.

Together, the two protagonists embark on a raft trip down the Mississippi River as a

means of mutual emancipation. The increasing action starts when they encounter the king and

duke, two newcomers who pose as royalty but are actually scam artists who prey on trusting

villagers. In contrast to the self-interested hypocrisy of the majority of the individuals they

encounter, Huck recognizes Jim's kindness. His moral development starts when he tells Mary

Jane Wilks the truth about the monarch and duke. The duke and king sell Jim after narrowly

avoiding the Wilks; Jim is then taken prisoner and detained by Tom Sawyer's aunt and uncle.

Huck must choose between helping Jim escape and ensuring his return to servitude or keeping

Jim's whereabouts a secret. Tom shows up and helps Huck in formulating a complex plot to

release Jim, viewing the escape as an opportunity for adventure similar to the books he read.
Jim is successfully set free by Tom and Huck, but Tom is wounded and Jim runs off into the

woods. The death of Jim's owner, Miss Watson, resulted in Jim becoming legally emancipated,

and Tom explains that he just intended to assist Jim in escaping for fun.

Jim receives $40 from Tom as payment for his pains, allowing him to board a steamboat and

return to the north, where he may live in relative freedom and rejoin with his family. The

information that Jim provides about Pap's death, which he attempted to conceal from Huck, as

well as the fact that Tom concealed Jim's release, had significant effects on Huck's choice to

leave "civilized" life behind for good and move to the West.
Pre-K Title: Island of the Blue Dolphins

Author: Scott O'Dell Origin: America

Summary:

In the first chapter of The Isle of the Blue Dolphins, Captain Orlov, a Russian who has

traveled to the island of the blue dolphins with the Aleuts to hunt otter, is introduced to Karana

and her brother Ramo. A deal is reached between Chowig and Orlov, and the residents of

Ghalas-at agree to let the Aleuts hunt otters in exchange for a share of their earnings in the

form of jewelry and iron spearheads. Chowig and his troops demand payment from the Aleuts

as they prepare to go, but the two sides disagree, and a battle ensues. After the fight is over,

the Aleuts have managed to flee while many of the Ghalat-at men have perished.

A new leader, Kimki, makes the decision to depart from Gahlas-at and travel on her own to

clear a path for them in a different county. Ramo is slain by wild dogs despite the fact that

Karana and Ramo work hard to support themselves. Using equipment to protect herself,

Karana decides to abandon her community and makes camp on a rock close to the headland.

She fortifies herself with a home and more powerful weapons, then exacts revenge on the wild

dogs by scaring them away from their cave with fire. To avoid the Aleuts, she builds a second

home in a cave, but when one of the Aleut girls finds her, they end up becoming good friends.

As Karana grows more at ease on the island, she makes herself new outfits and makes animal

friends.

After Rontu passes away, Karana removes his son from the wild dog cave and gives him the

name Rontu-Aru. Karana takes her belongings and departs Ghalas-at during a protracted stay
on the Isle of the Blue Dolphins.

Pre-K Title: White Fang

Author: Jack London Origin: America

Summary:

After being saved, Henry arrives in town with Lord Alfred's body but, upon hearing the hungry

pack howling in the distance, he sets up a fire barrier to defend himself from them. As

wolfdogs—hybrids of wolves and domestic dogs—Kiche and White Fang lose their autonomy

when they come upon a group of Native Americans who capture them and bring them back to

their camp. White Fang grows close to his human friends and learns how to compete with

other canines for their attention. When there is a famine in the camp, White Fang wants to go

back to the wild, but Beauty Smith buys him so she may use him in dog fights. Weedon Scott

rescues White Fang and takes him to California so that he may learn how to love both others

and himself. Along with these skills, he gets an understanding of other domesticated animals

and protects Scott's family from an invader. As a result of his steadfastness, White Fang gains

notoriety and finds serenity.

K to Grade 3 Title: Call of the Wild

Author: Jack London Origin: America

Summary:

A muscular dog named Buck, who is half sheepdog and half St. Bernard, resides on Judge

Miller's property in the Santa Clara Valley of California. He is taken captive and sold to dog

merchants after men find gold in Canada's Klondike area. He is taught to fight, forage for

food, and sleep under the snow after becoming the property of Francois and Perrault, two

letter carriers who work for the Canadian government. In the course of their intense struggle,

he kills Spitz, the lead dog, and replaces him as the alpha. The new owners of Buck are

unskilled, out of place in the woods, and they prepare badly, overburden the sled, and abuse

the dogs. They are worn out at the conclusion of the voyage and sold to a bunch of American

gold seekers. Buck becomes John Thornton's master and is completely dedicated to him after

saving him from drowning and coming out on top in a $1,600 wager. In addition to hunting

bears and moose and making friends with wolves, Buck travels with Thornton and his buddies

in pursuit of a lost mine. When the Yeehat Indians assault and kill Buck's master, Buck leads a

pack of wolves in battle, becomes a legendary character, and eventually makes his way back to

the scene of Thornton's death.

K to Grade 3 Title: The Merry Adventures of Robin Hood

Author: Howard Pyle Origin: America

Summary:

The moral character Robin Hood has a stringent moral code. In Sherwood Forest, he

establishes a society devoid of rules where they live contentedly and in harmony. Yet since they

think the men in positions of authority are avaricious and acquired their money dishonestly,

they clash with the legal and religious structures that govern society. Robin and his band

believe that by taking matters into their own hands, they are balancing the scales of justice by

assisting individuals who have been victimized by those in positions of authority. Although

Robin Hood has a hazy and sometimes dubious moral code, he does draw a clear boundary by

refusing to take from people who have not harmed him. His horn, Sherwood Forest, and the

protective sphere that their friendship has created are all metaphors for the men's commitment

to one another. The novel's turning point comes when Robin Hood is saved by following Sir

Richard of Lea's advice and pleading with Queen Eleanor for leniency. After a long absence,

Robin makes a comeback to Sherwood Forest, where the Sheriff of Nottingham is chasing him.

The fight between the two is put to end when Robin shoots the Sheriff, but Robin passes away

in Little John's arms due to an illness, demonstrating that the most significant things in his life

were his friends and the cabin he built in the woods.

 Lesson 5 – Poetry

Apply

Create at least 2 poems or rhymes per level (infant/toddler, pre-k, K to 3). You may use the

spaces provided below.

Infant / toddler Title: I love Colors

I love orange, it makes me amaze,

I love yellow, it helps me glow,

I love violet, it makes me bet,

I love blue, it makes me move,

I love red, and that’s what I’ve said.

Infant / toddler Title: Hello

Hello, hello, hello.

I can be your friend,

 I can make my toys lend,

We can bend,

Have our hugs and kisses send

Hello, hello, hello.

I can be your friend,

Until the end.

Pre-K Title: I am Happy

I love the weather today,

I should go out and play.

Come what may,

I’ll say hey!

Come outside and play,

Let us run to the bay!

Let’s play every day,

I hope you’re happy,

Let’s go out every day!

Pre-K Title: The clouds in the sky

I love the clouds in the sky,

It makes me want to fly.

I love the clouds in the sky,

It makes me want to ride a bike,

I love the clouds in the sky,

It makes me want to fly a kite.

I love the clouds in the sky,

It makes me happy that cannot be buy.

K to Grade 3 Title: I am happy as ever be

My mother loves me,

She cooks my favorite meal.

I am happy as ever be.

My father loves me,

He makes a ride for me,

I am happy as ever be.

My brother loves me,

He always plays with me.

I am happy as ever be.

My sister loves me,

She bakes for me,

I am happy as ever be.

K to Grade 3 Title: Inside my Bag

I need my bag,

I have toys in it.

It makes me play; it makes me happy.

I need my bag,

I have snacks in it.

It makes me full; it makes me happy

I need my bag,

I have my notebooks in it.

I makes me learn, it makes me happy.

I need my bag

I have pencils in it.

It makes me write; it makes me happy.

 Assess

Create three Activity Plans that can develop appreciation for poetry among young children

Activity Plan for Infant/Toddler

Title of Activity: Reading Aloud

Age Level of Children: 2 years old

Target Domain/Learning Competencies: Listening skills and Fine motor skills

Purpose/Objective(s): At the end of this activity, the children should be able to:

a. Identify the emotions of the poetry

b. Develop listening skills and fine motor skills

c. Establish understanding of emotions

Materials: Poems, Posters, Props Music, Speakers

Procedure:

1. The teacher will prepare several poems to read to the children.

2. Then, the children must read aloud the poem with background music

appropriate to the poem. The teacher will ensure to read the poem with

emotions.

3. Next, the teacher will use props to convey the meaning of the poem.

4. Finally, the children will identify and props and its relation to the poem’s

message.
 Activity Plan for Pre-School

Title of Activity: Choral Poetry

Age Level of Children: 5 years old

Target Domain/Learning Competencies: Motor skills, social skills and critical thinking skills

Purpose/Objective(s): At the end of this activity, the children should be able to:

a. Identify the message of the poem,

b. Develop social, motor, and critical thinking skills

c. Establish teamwork.

Materials: Poem

Procedure:

1. The teacher will prepare a copies and illustration poems.

2. Then, the teacher will read the poem and assign the children to repeat

what the teacher have recited.

3. Next, together with the whole class, they should recite the poem

repeatedly.

4. Finally, the class will recite the poem together with while acting it out.
 Activity Plan for K to 3

Title of Activity: Rhyming activity

Age Level of Children: 8 years old

Target Domain/Learning Competencies: Creativity, Fine motor skills, and communication skills.

Purpose/Objective(s): At the end of this activity, the children should be able to:

a. Identify the words that rhymes

b. Develop creativity, sensory, fine motor and communication

skills

c. Establish appreciation of poem

Materials: Posters/ illustration

Procedure:

1. The teacher will present posters or illustrations that can be form words

from it.

2. The teacher will require learners to observe the poster or illustration.

3. Then, the teacher will require the children to formulate words from

what they have observed.

4. Next, the children will recite the words and the teacher will require

them to recite words that rhymes.

 5. Finally, the teacher will ask the children to recite all the words they

had identified from the poster or illustration.

Lesson 6 – Myths and Legends

Apply

Activity 1. Read each item carefully and write the correct names of the described mythical

characters.

1. The Roman God of wine and happiness. Bacchus

2. The Greek Goddess of vegetation. Demeter

3. The Greek God who uses bow and an arrows that causes someone to fall in love. Eros

4. The Roman God who was the son of Ares and Aphrodite. Cupid

5. This is the oldest original of the Gods who is also the sister of the Greek God, Zeus. Hestia

6. This is the Roman Goddess who gave up her spot on Mt. Olympus for Dionysus. Vesta

7. This is the Greek God who has a trickster figure. Hermes

8. The Roman God who loves Aphrodite. Mercury

9. The Greek God of fire and metalworking. Hephaestus

10. The Roman god who is the husband of Venus.

11. The Greek Goddess who popped out of Zeus’ head after he swallowed the pregnant Metis.

Pallas Athena

12. The Roman Goddess who carries a shield with Medusa’s head on it. Minerva

13. The Roman God who has a violent character.

14. The Roman name for this Goddess was given to her because it is a beautiful planet that can

be seen with just our naked eye. Venus

15. The Roman Goddess who consider stags as sacred to her. Diana

16. The Greek God who has the Oracle of Delphi/Pythia. Phoebus Apollo

17. The Greek Goddess who is the protector of marriage and considered to be the Queen of the

Gods in Mt. Olympus. Hera

18. The Greek God who has a helmet that can make the wearer invisible. Hades

19. The second most powerful Roman God. Neptune

20. The Greek God who is the ruler of Mt. Olympus and uses thunderbolts as his weapon. Zeus

21. The Roman Goddess who has the symbol of a peacock. Juno

22. The Roman Goddess who considers cows as sacred to her. Juno

23. The Greek God who was thrown out of Mt. Olympus for interfering with a fight between his

parents. Hephaestus

24. The Roman God of the thieves. Mercury

25. The Roman God of the messenger. Mercury

26. The Greek God who is often portrayed as a child. Eros

27. The Greek God who is coined as a momma’s boy. Eros

28. The Roman Goddess who had powers of growth and resurrection. Ceres

29. The Greek God with the symbol of panther and grape vine. Dionysus

30. The Roman name of the King of the Gods; named after him because the planet’s size is big –

the King of the Planets). Jupiter

 Activate

Give the names of the Mythical creatures that has been described below. Write it inside the box

Zues

Diana

Minerva
Zues
 Assess

Read at least 2 myths/legends selection per level (infant/toddler, pre-k, K to 3) and write a

summary for the chosen selection.

Infant/ Toddler Title: The Story of Pina

Author: Jonathan Josol Origin: Philippines

Summary:

Pina was the most spoiled child her neighborhood had ever seen. When her mother became

ill, Pina was not interested in helping. Pina said she couldn't find the ladle. The frustrated

mother of Pina wishes she had a million eyes to see the ladle. The neighbors had to help

Pina's mother recuperate after she disappeared. Despite her mother's greatest attempts, Pina

could not be located. Her mother finally located a large, spherical fruit with 1,000 blind eyes

after considerable searching. Her mother harvested many seeds from the fruit, nurtured them,

and then gave them to every resident in the hamlet. This was the only decent deed Pina had

ever done for anyone.

Infant/ Toddler Title: Legend of the Banana

Author: Flordeluna Curz Origin: Cainta, Philippines

Atabay

Summary:

A beautiful and brave maiden named Raya walks in the woods at dusk in search of forest

spirits. She meets a strange man named Sag-ing, who introduces himself as an engkanto. After

a period of courtship, Sag-ing reveals that he is a creature from the land of dreams and must

serve the dark spirits after his stay on earth expires. When Sag-ing says goodbye, Raya holds

on him tight and begs him to stay, but there are forces greater than their love. After a few days,

Raya discovers a little plant growing at the site where she buried Sag-ing's heart, which grows

into a tree with wide leaves and a heart-shaped flower bud. This is a testament to the love that

has left but will return again and again.

Pre- K Title: King Arthur

Author: Sir Thomas Malory Origin: Great Britain

Summary:

Whilst searching for a sword for his foster brother Sir Kay during a tournament, Arthur

accidently removes the sword that Merlin had buried in a marble stone and anvil. On

Christmas Day, Arthur performs the miracle of pulling the sword from the stone in front of

everyone after Merlin confesses that he is adopted. After one of Arthur's knights fails to

revenge Myles, Arthur decides to pursue the quest for vengeance on his own. Arthur first

follows Myles in his quest for adventure. When Lady Guinevere shows up, Arthur is smitten.

The four knights learn of Arthur's identity and assist him in the battle against Mordaunt and

some of Mordaunt's knights.

In the end, Arthur becomes Sir Domas' prisoner and defends him, while Accalon defends

Domas' adversary, Sir Ontzlake. Excalibur's sheath is taken by Morgana, who then casts it

back into the water into the woman's palm before transforming herself and her whole court

into stone. In exchange for a year and a day to figure out what ladies want in return, Arthur is

challenged to behead a knight. The woman admits she is under a spell to always seem

stunning, and the guy murders the knight by destroying his life force.
Pre-K Title: The Carabao and the Shell

Author: Sylvia Mendez Origin:Philippines

Ventura

Summary:

The carabao perceived the shell as moving extremely slowly. As the race started, the carabao

ran a considerable distance before shouting "shell," to which another shell promptly

responded. He continued, and each time he yelled for a shell, another shell would respond.

Carabao was adamant on winning the race, so he continued running till he passed out from

exhaustion.

K to Grade 3 Title: Mother Mountain

Author: Sylvia Mendez Origin:Philippines

Ventura

Summary:

A widow who lived with her two kids who only wanted to play is described in The Mother

Mountain. As soon as she got off work, the mother told her daughters to start cooking their

meal. The daughters were not present when the mother got home, so she made supper by

herself. The daughters observed their mother making dinner as soon as they arrived home, but

they still chose to play. Mother left the home after becoming irate. The daughters followed her
at a late hour. They are unaware that their mother changed into the form of the mountain Mt.

Iraya.

K to Grade 3 Title: The Necklace and the Comb

Author: Neni Sta. Romana- Origin: Philippines

Cruz

Summary:

Inday, who cherished her necklace and comb, is the subject of the story The Necklace and the

Comb. As a family treasure, she received these for her sixteenth birthday. The necklace and

comb, which she would carry with her while working, were placed on the cloud to prevent

damage. Later, her necklace and comb rose with the sky. As time passed, the comb

transformed into a quarter moon, and the necklace into stars.

 Lesson 7 – Fables

Activate

Let’s try to reminisce these famous stories below. Write the title of the story on the boxes

provided beside each picture

The lion and the mouse

The Tortoise and The Hare

The Ant and the Grasshopper

Do you know what these stories are called? These are fables since the characters are animals

and it have diverse and several moral of the story.

Apply

Activity 1. Read the following fables below. Write the moral or lesson of the story in the spaces

provided.
The City Mouse and the Country Mouse
an Aesop Fable

Moral/Lesson of the story:

 To be content with what we have is preferable.
 Sometimes, if we crave plenty, it puts our safety at danger.
 We ought to be content with what we have in order to be joyful.
 Appreciate little things

Sour Grapes
an Aesop Fable

Moral/Lesson of the story:

 It's best to accept things in life occasionally.
 If we are unable to fulfill our desires, it indicates that we are not the intended
recipients.
 There is a better path for us, and perhaps our unfulfilled aspirations weren't all
that fantastic after all.

The Goose That Laid the Golden Egg

an Aesop Fable
Moral/Lesson of the story:
 Before acting, we should thoroughly consider our options.
 We cannot easily grow ourselves.
 To fulfill our ambitions, a step-by-step procedure should be encountered.
 Do not decide uncautiosly
 Assess

Step 1: Determine the Moral of the Story

Story #1 Story #2

Love your parents Appreciate little things

Step 2: Pick Your Characters

Story #1 Story #2

Dogs Tree

Hyena Birds
Step 3: Pick Your Characters’ Traits

Story #1 Story #2
Dogs- loving Tree- Appreciative
Hyenas- unloving Birds- uncontented

Step 4: Shape the Conflict

Story #1 Story #2

The dogs is a family but the The tree always provides

hyena is left behind with his shelter and food to the bird,
own family but the bird left him.
Step 5: Write

Story #1
The Hyena left his family and would laugh to the father dog who sacrificed everything for
his family.
“I pity you father dog, you are exhausted. Have time for yourself enjoy spending time alone,
be happy, leave your family!” said the Hyena.
“I love my family too much and I am happy when I’m sacrificing my life to them.” The
father dog replied.
“Dad, dad! Where you came from? We missed you!” screamed the sons of father dog.
The father dog kisses his sons and started playing.
The Hyena left and was jealous about what he has seen.

Story #2
The tree is always happy and bare many fruits. He would share his blessings to
anyone. The Bird is one who benefit from the fruits from the tree.
One day, the bird tried to get all the fruits.
“What are you doing,” asked the tree.
“I am getting this all, one fruit is not enough, I am always starving, and I need all of this,”
the bird replied.
Then, the bird left with all the fruits. In his way, he can’t hold all of the fruits, he had a
hard time flying. When a strong wind came, he lost his way and he was never seen after
it.
 Lesson 8 – Story Telling

Activate

I want you to choose a book that you want to read to a young child. Then tell the story to that

child in your own way. After that, answer the following questions below.

What was the title of the story?

The story is entitled, “Cinderella”

Who is the author of the book?

Charles Perrault

How old was the child?

The child is 6 years old

What was his/her reaction while you were reading the story to him/her?

He was bored at first. Fortunately, he was interested with the characters and started to ask

questions.

Did he/she enjoy it?

He experienced a range of feelings, starting off sorrowful and curious and ending up

delighted. He seemed to appreciate the tale, as evidenced by his engagement and display of

emotion.
 Apply

Answer the following questions in a short but concise manner.

Why is storytelling activity important to young children?

Children live in an environment that is relatively restricted. Reading aloud to childrens

may enhance and widen their understanding of the world by exposing them to unfamiliar

settings, intriguing characters, and challenging events. It may also be a great way to help children

deal with difficult circumstances in their everyday life. Because the brain activity that occurs

when we read fiction is very similar to experiencing that condition in real life, psychologists

believe that reading about a problem might help childrens find out how to address it in reality.

What are the key points you gained from this lesson?

It's even more amazing when you think about how reading fiction to kids influences their

social conduct. By just asking them whether they recall what occurred in the narrative or if they

understand the meaning of some of the more challenging terms, you may significantly improve

their understanding and vocabulary. It is crucial to engage children in storytelling activities

because questions that require more "inference," such "why do you believe this character did

that? ", encourage childrens to think about and understand the motivations of others.

How are you going to execute storytelling to young children?

I am going to execute storytelling to young children by first involving problem-solving

exercises. Young children that excel academically frequently have a deep and abiding passion in

a specific subject. For instance, if someone has an interest in animals, they are likely capable of

and motivated to learn more about deeper concepts relating to animals, such as extinction or how

animals should be handled ethically. According to various studies, young gifted learners should

be exposed to more complex ideas since they frequently transfer knowledge between concepts

more easily than their peers of the same age. Problem-solving scenarios are a good method to

introduce and explore these more challenging topics of interest because they offer the issue a

bigger context, encourage perspective-taking, and allow learners to use play to explore and test

their ideas.
 Module 3

Read, Plan and Create!

Lesson 1: Developing Reading Materials for Young Children

Activate

As a future Early Childhood educator, what are the ways you can think of that may

develop love for reading in the young child?

Together with teaching learners how to read, it's important to encourage a love of reading.

Learners who prefer to read exhibit less unfavorable attitudes about reading than pupils who are

required to read. I'll instill motivation as a future early childhood educator. Motivation is the key

to fostering a child's love of reading. One of the most effective strategies I've found for igniting

interest in reading is a shelf full with books that correlate to kids' reading levels and areas of

interest. We'll both read out loud. By regular guided reading, teachers may expose their learners

to engaging instructional literature across genres. As part of their personalized reading practice,

learners get the ability to read books of their choice at their autonomous reading level.
How can you instill in them the love for literature?

By asking them about their favorite television series, movies, or video games, I can

inspire a love of books in them. Seek for novels that expand on the settings and characters that

currently enthrall young readers. Explain to them how comic books and graphic novels blend

narrative text with vivid images. Urge them to produce original fanfiction or comics and

distribute them to their peers.

 Apply

Cite five important tips in developing reading materials for young children. Use your own words

as much as possible.

Inquire about their favorite movies, TV shows, or video games. Seek for books that

expand on the settings and characters that currently enthrall young readers. Explain to them how

comic books and graphic novels blend narrative text with vivid images. Urge them to produce

original fanfiction or comics and distribute them to their peers. Use pictures of famous people

and objects to help readers connect the book's theme to reality. You can take pictures of your

family, the child's favorite toys, and other familiar items to entice them to chat and learn more

about their surroundings.

 Assess

Create three Activity Plans that can develop reading literacy skills and you may incorporate

songs, finger plays, and rhymes for young children in it following the details below.

Activity Plan for Infant/Toddler

Title of Activity: How are you?

Age Level of Children: 2 years old

Purpose/Objective(s): At the end of this activity, children will be able to:

a. Identify emotions

b. Develop sensory skills

c. Establish appreciation of reading

Materials: Flashcards

Procedure:

1. The teacher will require children to listen attentively.

2. Then, the teacher will show flashcards and read it to the class.
 3. Next, the children will repeat what the teacher have read. The flashcards should

have pictures.

4. Last, children will read the placards together and identify the illustrated emotions.

Activity Plan for Preschool

Title of Activity: Identify with Me

Age Level of Children: 5 years old

Purpose/Objective(s): At the end of this activity, children will be able to:

a. Identify the types of animals

b. Develop sensory, critical thinking, and communication skills

c. Establish appreciation of reading

Materials: Audiobook, visual presentation

Procedure:

1. The teacher will play the audiobook.

2. Then, the teacher will let the children listen to the story.

3. Next, the teacher will pause every part of the story for children to read and ask

questions.

4. Finally, the children will identify the needs of animals.

 Activity Plan for K-3

Title of Activity: Bring Me

Age Level of Children: 7 years old

Purpose/Objective(s): At the end of this activity, children will be able to:

a. Identify the words and objects

b. Develop sensory, motor, and communication skills

c. Establish appreciation of reading

Materials: Flashcards, objects

Procedure:

1. The teacher will present a reading material which consist words of objects.

2. Then, the children will read reading material (flashcard)

3. Finally, the children will find the objects written in the flashcards inside the

classroom.
 Module 3

Read, Plan and Create

Performance Assessment Output

Reading material for infant/toddler

Reading material for pre-k
Reading material for K to 3