COLLEGE DEPARTMENT

BACHELOR OF ELEMENTARY EDUCATION

LEARNING PACKET IN ENGLISH 102

(Teaching English in the Elementary Grades Through Literature)

(
Prepared by:

JEFFEY COMENDADOR, LPT

Email: jeffeycomendador@acdeducation.com

Checked by:

LESLIE C. BATIANCELA, MAED

BEED Program Coordinator

ENGLISH 102 – Learning Packet Week 1 1 | Page

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ENGLISH 102 – Learning Packet Week 1 2 | Page

 Lesson 1: The English Program in the K to 12 Curriculum

Why K to 12?
Scores of studies provide a quick glimpse of the current state of education of the
Philippines. Achievement scores in the National Achievement Test (NAT) administered
by the Department of Education in SY 2011-2012, the last year of basic education in the
Philippines, revealed a passing rate in English of only 66.27% for Grade 6, and an even
lower passing rate of 51.80% for high school. The result proved just as dismal with the
set of standardized tests addressing the major subjects taught in school with only
66.79% for Grade 6, and an even lower passing rate of 48.90% for high school. This low
performance for Grade 6 in English and in the major subjects extends to even as far
back as SY 2005-2006.These findings on the deterioration of the country’s educational
system have been perceived as one of the factors contributing to the poor academic
preparation of students in college prompting the Department of Education to adopt a K
to 12 curriculum, arguing that the “k to 12 program will be solution to the yearly basic
education woes and the deteriorating quality of education” Through the implementation
of its English program over a span of 13 years of basic education along four keys
stages, it seeks to make learning meaningful through language via an effective
Language Arts and Multiliteracies Curriculum (LAMC).

“Generation Z of digital natives” are the stakeholders of the government’s educational

program. Literature Program in K to 12 Cruz (2012) offers a glimpse at the learning
competencies and standards in the new curriculum to see if literature will finally be
given its proper place in the education of our youth.

Learning Outcomes
At the end of the learning session, the students can:
1. check their prior knowledge in different stories for kids ;
2. identify the positive and negative effects of Literature Program in K-12;
3. compare and contrast the different Literary Genre; and
4. create a storyboard.

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Time Frame

DAY ACTIVITIES
Activity 1
Day 1 – Monday  Virtual Meeting/Orientation
 Previous Knowledge Testing
Day 2 – Tuesday Activity 2: Let’s Begin
 Literature Program in K-12
Day 3 – Wednesday Activity 3: We’re on our Way
 Literary Genre
Day 4 – Thursday Activity 4: Let’s Dig Deeper
 5 stages in Reading Development
Day 5 – Friday Activity 5: Walk the extra Mile
 Create a Storyboar
Day 6 - Saturday “Submission of Output”

Total Scores: 85 Points

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Activities

01-PRIOR KNOWLEDGE TESTING:

Objective 1: check their prior knowledge in different stories for kids

Instructions:
1. Click the link below / copy and paste the link into your web browser.
2. Answer the Kahoot activity and paste your scores below.

KAHOOT LINK: https://kahoot.it/challenge/02042749?challenge-id=87aa8cef-b374-

4b57-9628-bfe1d13d3289_1647732051940

Note: Kahoot Activity will be closed on March 26, 2022. Failure to open, answer, and
participate on or before the deadline, your scores in this activity will be marked ZERO.

Paste your Scores here

Objective 1: _____/10 points

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 02 – Let’s Begin
Literature Program in K to 12
After 12 years of pre-university education, student wishing to enter
college should be able to:
 Analyze themes, structures, and elements of myths, traditional
narratives, and classical and contemporary literature.
 Read a poem with proper pronunciation and appropriate emotion.
 Recite at least ten poems from memory.
 Identify the characters, setting, theme, conflict, and type of a work
of fiction.
 Discuss literary devices, such as point of view and symbolism, used
in a work of fiction.

Competencies
Grades 11 to 12 (Senior High School)
Article I. “competency “is as array of knowledge skills, and abilities
required
 toIdentify the geographic, linguistic,
successfully perform a specific task and ethnic dimensions
(Competencies of
and Learning
Philippine literary history from pre-colonial
Objectives, to the contemporary.
 Identify representative texts 2020). and authors from each region (e.g,
engage in oral history research with focus on key personalities from
Grades 1 to 3
the students’ region/province/town).
 Value the contributions of the canonical Filipino writers to the
 development of regional
Deal with simple literaryliterary traditions.
elements of text such as character, plot
 Appreciate the contributions of the canonical
and setting. This would entail knowing the events Filipinothat
writers to the in
transpire
development
the story andofidentifying
national literature.
the problem and the solution.
 Differentiate/compare and
Identify the characters, their contrast the various
individual traits21st
andcentury literary
qualities from
genres and the ones
their thoughts, from
words, and thebehavior.
earlier genres/periods
Infer thoughts,citing their and
feelings,
actions of
elements, characters
structures, and and the .reasons that justify why the
traditions
character/s acted accordingly.
● Infer literary meaning from literal language based on usage.
 Make out the striking message and provide an explanation or
rationale behind occurrences in the story.

Grades
Grades 11 to10
7 to 12(Junior
(SeniorHigh
HighSchool)
School)
 Analyze
Recognizethe literary
figures devices
of speech and
andfigures
other of speech
literary that make
techniques and writing
interesting and appealing.
School) devices in the text. Flashback is an example of a literary
device,the
 Explain and simile,biographical,
literary, metaphor, linguistic,
sarcasm, andandsocio
alliteration
cultural among
others, are some examples of figures of speech.
contexts and discuss how they enhance text’s meaning and enrich
 the
In regard to understanding.
reader’s basic literary and expository discourse (fiction and non-
fiction prose
 Situate the textandin poetry) , acquire
the context of theand develop
region thenation.
and the effective use of
rhetorical devices such as repetition, parallelism,
 Explain the relationship of context with the text’s meaning. pronouns , and
cohesive devices such as induction, deduction, and climatic order
 Produce a creative representation of literary text by applying
ENGLISH
multimedia skills;102 – Learning
choose Packet Week
an appropriate 1
multimedia format in 6 | Page
interpreting a literary text.
 Apply Information and Communication Technology (ICT) skills in
crafting an adaptation of literary text.
 Food for the Brain: CONSTRUCTIVE RESPONSE TEST.
Objective 2: identify the positive and negative effects of Literature Program in K-12;

Instructions: Read and Answer.

1. What is K-12 curriculum?

2. What are the differences between Literature Program in K-12 to the BEC
Curriculum?

3. What is the impact of implementing Literature Program in K-12 to the students?

Specify the Positive and Negative Effects

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Objective 2: Total Scores + 3 Points = ____/15

03 – We’re on our Way

After learning the background of Literature Program in K-12. It’s time for you to study
the different Literary Genre.
Readings:
1. Literary Genres - Recommended Literature List (CA Dept of Education)
FIVE STAGES OF READING DEVELOPMENT
2. Literary Genres: Definition, Types, Characteristics & Examples - Video & Lesson Transcript |
“In a developmental theory, literacy is not a single skill that simply gets better ...
Study.com
Being literate is very different for the skilled first grader, fourth grader, high school
3. Literary Genres | Types of Genre Examples (storyboardthat.com)
student, and adult, and the effects of school experiences can be quite different at
different points in a child’s development.”
Objective 3: compare and contrast the different Literary Genre;
— Catherine Snow, et al, 1991, p 9
Comparison and Contrast
These five stages are:
 the emerging pre-reader (typically between 6 months to 6 years old);
FAIRY TALES vs. FOLK TALES
 the novice reader (typically between 6 to 7 years old);
 the decoding reader (typically between 7 - 9 yearsDifferences
Similarities old);
 the fluent, comprehending reader (typically between 9 - 15 years old); and
 the expert reader (typically from 16 yearsTALES
FAIRY and older). FOLK TALES

Stage 1
The Emergent Pre-reader (typically between 6 months to 6 years old)
“The emergent pre-reader sits on ‘beloved laps,’ samples and learns from a full range
of multiple sounds, words, concepts, images, stories, exposure to print, literacy
materials, vs.
PARABLES andFABLES
just plain talk during the first five years of life. The major insight in this
period is that reading never just happens to
anyone. Emerging reading arises out of years of perceptions,
Similarities Differences increasing conceptual
and social development, and cumulative exposures to oral and written language.”
(Wolf, 2008, p 115) PARABLES FABLES
Stage 2
The Novice Reader (typically between 6 to 7 years old)
In this stage, the child is learning the relationships between letters and sounds and
between printed and spoken words. The child starts to read simple text containing
high frequency
Objective words
3: ____/30 and phonically regular words, and uses emerging skills and
PointS
insights to “sound out” new one-syllable words. There is direct instruction in letter-
04 – Let’s Dig Deeper
sound relations (phonics). The child is being read to on a level above what a child
can read independently to develop more advanced language patterns, vocabulary
and concepts. In late Stage 2, most children can understand up to 4000 or more
words when heard but can read about 600.

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Stage 3
The Decoding Reader (typically between 7 - 9 years old)
In this stage, the child is reading simple, familiar stories and selections with
increasing fluency. This is done by consolidating the basic decoding elements, sight
vocabulary, and meaning in the reading of familiar stories and selections. There is
direct instruction in advanced decoding skills as well as wide reading of familiar,
interesting materials. The child is still being read to at levels above their own
independent reading level to develop language, vocabulary and concepts. In late
Stage 3, about 3000 words can be read and understood and about 9000 are known
when heard. Listening is still more effective than reading.

Stage 4
The Fluent, Comprehending Reader (typically between 9 - 15 years old)
By this stage, reading is used to learn new ideas in order to gain new knowledge, to
experience new feelings, to learn new attitudes, and to explore issues from one or
more perspectives. Reading includes the study of textbooks, reference works, trade
books, newspapers, and magazines that contain new ideas and values, unfamiliar
vocabulary and syntax. There is a systematic study of word meaning, and learners
are guided to react to texts through discussions, answering questions, generating
questions, writing, and more. At beginning of Stage 4, listening comprehension of the
same material is still more effective than reading comprehension. By the end of
Stage 4, reading and listening are about equal for those who read very well, reading
may be more efficient.

Stage 5
The Expert Reader (typically from 16 years and older)
“All reading begins with attention -- in fact, several kinds of attention. When expert
readers look at a word (like ‘bear’), the first three cognitive operations are: (1) to
disengage from whatever one else is doing; (2) to move our attention to the new
focus (pulling ourselves to the text); and (3) to spotlight the new letter and word.”
(Wolf, p 145)

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 04 – Walk Extra Mile
Objective 4: create a storyboard.
Instructions: Create a storyboard based on your chosen Literary Genre. It’s your
prerogative on what type of materials to be used. For more references and examples
you can visit Literary Genres | Types of Genre Examples (storyboardthat.com)

Example:

ENGLISH 102 – Learning Packet Week 1 10 | Page

Objective 4: scores + 6 points = _____/30
Assessment Tools

4 points 3 points 2 points 1 points 0 point

The The The The There is no
explanation is explanation is explanation is explanation is attempt to
clear and correct. The correct but the incorrect and answer the
correct. The ideas are ideas are not the ideas are question.
ideas are organized and organized and not organized
organized and the examples the examples and no
the examples are complete. are lacking. examples
are complete. given.

ENGLISH 102 – Learning Packet Week 1 11 | Page

References
1. Literary Genres - Recommended Literature List (CA Dept of Education)
2. Literary Genres: Definition, Types, Characteristics & Examples - Video & Lesson Transcript |
Study.com
3. Literary Genres | Types of Genre Examples (storyboardthat.com)

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