EE102 Learning Materials

General Principles in Teaching Literacy
in the Elementary Level

“Every child, scrawling his first letters on his slate and attempting to read for the first time, in so doing, enters
an artificial and most complicated world.” – Hermann Hesse
Introduction
Foundational knowledge forms the underpinnings of teachers’ instructional practices in literacy.

Knowledge of literacy development—and the cognitive, social, and affective processes required to support
literacy development—is key to thoughtful instruction. A teacher who is knowledgeable about literacy theory,
and connects this knowledge with practice, can critically evaluate texts, flexibly adapt curricula, and
intentionally design instruction to meet the needs of students in a range of situations.
Children’s lives are enriched by literature. Picture books support children’s understanding of the
thoughts, feelings and motivations of other people, and teach them new facts about their world, which plays
an important role in their linguistic, social, emotional and intellectual development. Educators and parents
support children’s learning by engaging in rich and interesting book-focused conversations in which they
respond to children’s questions and comments, discuss the meanings expressed by words and pictures, and
guide children to look for print, letters and the sounds they make. Children’s oral language is, therefore,
central to their emerging understanding of written language and how it conveys meaning. Research shows
that the amount and diversity of the words children use and understand prior to school age helps with their
later academic achievement (Senechal, Ouellette & Rodney, 2006).
Children learn to read by being read to frequently by educators, parents and other familiar adults—
from babyhood, and for pleasure. Research tells us that children’s future success in reading is predicted by
the following experiences in early childhood (Verhoeven & Snow, 2001): seeing adults enjoy reading; having
access to books and other literacy-rich materials; engaging in stimulating conversations about books and
reading; and expecting that they will succeed in reading.
Think
High-quality literacy instruction in elementary school can mitigate and prevent poor reading
outcomes for students in secondary school and during postsecondary pursuits. In contrast, students with
early reading problems who do not receive high-quality literacy instruction as part of their regular coursework
often develop more serious literacy-related difficulties as adolescents.
AFFECTIVE, SOCIAL, AND COGNITIVE PROCESSES RELATED TO LITERACY DEVELOPMENT

What Is It?
Our understandings of reading and writing processes as well as literacy learning and development
have been enriched by research from many theoretical perspectives. From cognitive psychology and
neuropsychology come discoveries about how the brain perceives, processes, stores, and retrieves
information, and how children’s cognitive functioning changes as they mature. From social psychology,
sociology, and other fields come insights regarding the influences of culture, belief systems, emotional
development, and social interaction on learning. Teachers need to understand the key insights into literacy
learning and development that come from these disciplines to create the most powerful instructional
environments. Although we tend to think of literacy learning as primarily a cognitive process, successful new
learning also depends on affective factors and social interaction.
What Do Teachers Need to Know?

Affective Processes: Dispositions and Motivation for Engagement in Literacy Learning
Children come to school with wide variations in interests, goals, and in dispositions toward literacy
learning. They vary in confidence, persistence, and ability to self-regulate in complex tasks, as well as in their
EE102 | TEACHING LITERACY IN THE ELEMENTARY GRADES THROUGH LITERATURE 1

understanding of what the value or rewards of reading and writing might be. A growing body of evidence
demonstrates that differences in dispositions toward learning affect long-term performance in school and life
more than whatever is measured by intelligence tests (Tough, 2012). Similarly, children who view reading
and writing as meaningful activities that have value in their lives show more persistence over time and
develop greater proficiency than children who view literacy tasks as something required for school or work
with little personal value. Attention to the affective aspects of literacy learning is sometimes overlooked, but
is an essential component of effective literacy instruction.
In reading and writing, as with all complex endeavors, there is a direct relationship between practice
and proficiency (Anderson, Wilson, & Fielding, 1988; Pressley, Mohan, Raphael, & Fingeret, 2007.) But
children will not read or write extensively if they do not enjoy it or view it as a meaningful activity! The
widespread use of extrinsic rewards, such as stickers, suggests teachers recognize the critical role that
students’ motivation for learning plays in classroom settings. But extrinsic incentives to motivate reading have
been found to have minimal effects at best—unless tightly linked to the reading task, such as using books for
rewards (Gambrell, 2011). More often, extrinsic rewards have negative effects: they undermine children’s
long-term habitual motivation to read (Schiefele, Schaffner, Moller, & Wigfield, 2012).
GUIDING PRINCIPLES IN TEACHING LITERACY IN THE ELEMENTARY LEVEL
The K-12 Language Arts and Multiliteracies Curriculum is anchored on the following language
acquisition, learning, teaching and assessing principles. All languages are interrelated and interdependent.
Facility in the first language (L1) strengthens and supports the learning of other languages (L2).
Acquisition of sets of skills and implicit metalinguistic knowledge in one language (common
underlying proficiency or CUP) provides the base for the development of both the first language (L1) and the
second language (L2). It follows that any expansion of CUP that takes place in one language will have a
beneficial effect on the other language(s). This principle serves to explain why it becomes easier and easier
to learn additional languages.
Language acquisition and learning is an active process that begins at birth and continues
throughout life.
It is continuous and recursive throughout students’ lives. Students enhance their language abilities
by using what they know in new and more complex contexts and with increasing sophistication
(spiral progression). They reflect on and use prior knowledge to extend and enhance their language
and understanding. By learning and incorporating new language structures into their repertoire and
using them in a variety of contexts, students develop language fluency and proficiency. Positive
learning experiences in language-rich environments enable students to leave school with a desire to
continue to extend their knowledge, skills and interests.
Learning requires meaning

We learn when we use what we know to understand what is new. Start with what the students know;
use that to introduce new concepts. They use language to examine new experiences and knowledge
in relation to their prior knowledge, experiences, and beliefs. They make connections, anticipate
possibilities, reflect upon ideas, and determine courses of action.
Learners learn about language and how to use it effectively through their engagement with
and study of texts.
The term ‘text’ refers to any form of written (reading and writing), oral (listening and speaking) and
visual communication involving language. The texts through which students learn about language
are wide-ranging and varied, from brief conversations to lengthy and complex forms of writing. The
study of specific texts is the means by which learners achieve the desired outcomes of language,
rather than an end in itself. Learners learn to create texts of their own and to engage with texts
produced by other people.
Successful language learning involves viewing, listening, speaking, reading and writing
activities.

Language learning should include a plethora of strategies and activities that helps students focus on
both MEANING and ACCURACY.
Language learning involves recognizing, accepting, valuing and building on students’

existing language competence, including the use of non-standard forms of the language, and
extending the range of language available to students.
Through language learning, learners develop functional and critical literacy skills. They learn to
control and understand the conventions of the target language that are valued and rewarded by
society and to reflect on and critically analyze their own use of language and the language of others.
An effective language arts and multiliteracies curriculum satisfies the following principles:
1. develops thinking and language through interactive learning;
2. develops communicative competence and critical literacy;
3. draws on literature in order to develop students’ understanding of their literary heritage;
4. draws on informational texts and multimedia in order to build academic vocabulary and strong
content knowledge;
5. develops students’ oral language and literacy through appropriately challenging learning;
6. emphasizes writing arguments, explanatory/informative texts and narratives;
7. provides explicit skill instruction in reading and writing;
8. builds on the language, experiences, knowledge and interests that students bring to school;
9. nurtures students’ sense of their common ground in using language/s for communication as present
or future global citizens to prepare them to participate in school and in civic life, and;
10. assesses and reflects the students’ ability to interpret and/or communicate in the target language.
References
Guilford Publications. Literacy Teacher Education. By Deborah G. Litt, Susan D. Martin, and Nancy A. Place
K to 12 Curriculum Guide in English

Significance of Literature in Teaching Children
Introduction
Literacy is defined by dictionaries as the state of being able to read and write (Literacy, Literate, n.d.).
Although it is the ultimate thesis of this chapter that such a traditional definition no longer suffices in the
information age, a thorough understanding of literacy and its past nuances will give us a solid foundation in
exploring and discussing the "new" literacies of the 21st century and why possessing them is now mandatory
for both teachers and students in all levels of education. This chapter explores several definitions of literacy
and what being literate means in the multiplicity of contexts in the 21st century, with the goal of raising
awareness in readers who might be presently unaware of the evolving perspectives on literacy and giving
teachers the opportunity to pause and reflect on their own literacies even as they attempt to teach the new
literacies to their students.
Think
Giving children access to all varieties of literature is extremely important for their success. Educators,
parents, and community members should help students develop a love and passion for reading. Not only is
reading literature important in developing cognitive skills to be able to succeed in a school or work setting,
but it is valuable for other reasons as well. Although there are countless values in exposing children to
literature, Donna Norton (2010) identifies the value of literature for young people in her book Through the
Eyes of a Child. Children’s literature is important because it provides students with opportunities to respond
to literature; it gives students appreciation about their own cultural heritage as well as those of others; it helps
students develop emotional intelligence and creativity; it nurtures growth and development of the student’s
personality and social skills; and it transmits important literature and themes from one generation to the next.
Second, children’s literature provides an avenue for students to learn about their own cultural
heritage and the cultures of other people. It is crucial for children to learn these values because, “developing
positive attitudes toward our own culture and the cultures of others is necessary for both social and personal
development” (Norton, 2010, p. 3). In saying this, however, when teaching students about the cultural
heritage of others, one should be very careful in selecting which books to recommend to young readers.
There are many stories, some folktales, which contain blatant stereotypes and inaccuracies about certain
cultural groups. This includes books such as Brother Eagle, Sister Sky (Jeffers, 1991), or The Rough-Face
Girl (Martin, 1992). Both of these stories depict Native Americans in a misguided way and contain
misinterpretations of what actually occurred in history. For example, the Iroquois tribe in The Rough-Face
Girl (Martin, 1992) historically lived in longhouses, but the illustrator depicts these Native Americans as living
in teepees. This is a clichéd view, and it can be very damaging in perpetuating stereotypes if we as adults
are not cautious in the books we have in our classroom and home libraries. However, there are some
children’s books that are more accurate in teaching the cultural differences of others. A story called “Eric”
from Tales from Outer Suburbia (Tan, 2009) is a touching story about a family who takes in a foreign
exchange student and must learn about their guest and accept the differences between their cultures. It has
a positive message about encouraging acceptance of the cultural differences between people, which is
something that we want to help nurture in our students. Another book that helps discuss culture is Going
Home (Bunting, 1996), which is the story of a Mexican immigrant family with the children who were born in
the U.S. There is a difference in what “home” is for the parents and the children, and when they take a trip to
Mexico, the children realize how important their parent’s culture and homeland is for them. Many books are
available that depict culture as an important piece of society that is to be treasured and valued, and those
books can have great value for students.
Third, children’s literature helps students develop emotional intelligence. Stories have the power to
promote emotional and moral development. Children’s literature “contains numerous moments of crisis, when
characters make moral decisions and contemplate the reasons for their decisions,” an important skill for
children to see modeled (Norton, 2010, p. 34). Guji Guji (Chen, 2004), for example, is a story about a crocodile
who is adopted into a family of ducks. Ultimately he must choose between betraying his adopted family and
going back to his own “species,” and he decides to remain true to his beliefs and not betray his family. The

Scar (Moundlic, 2007) is an effective book to read with students in order to teach them about responding to
grief, as it is about a boy whose mother dies. This requires a complex level of emotional intelligence, as many
young children do not understand death. The topic of death would be more appropriate for an older grade
level, but it is an important topic to discuss with students. Another book that encourages emotional
intelligence is Selma (Bauer, 2002), which discusses what it takes for a young sheep to be happy. It is a
philosophical story within a picture book, and challenges students to think about what happiness really is.
The Big Box (Morrison, 1999) is a story about children who have their freedom taken away by being put into
a box and the deeper problems that exist with not being given one’s freedom. Children’s literature encourages
students to think deeper about their own feelings.
Finally, children’s literature is of value because it is a timeless tradition, one in which “books are the
major means of transmitting our literary heritage from one generation to the next” (Norton, 2010, p. 3). Classic
stories like Dr. Seuss’ And to Think That I Heard it on Mulberry Street (Geisel, 1989) and The Cat in the Hat
(Geisel, 1957) are important books to read to children because of their literary heritage. For a younger
audience, children could build their cognitive and language skills through exposure to Mother Goose rhymes.
One example of a good collection of these classic rhymes is Hey Diddle Diddle and Other Mother Goose
Rhymes (dePaola, 1998). Children in older grades can learn to appreciate the classic plays and messages
of William Shakespeare in picture books that aim to make the plays more accessible. Many versions of
Shakespeare’s works are available in abridged and picture book formats, including Romeo and Juliet (Coville,
1999) and The Tempest (Mayer, 2005). Children are only young for a short time, and so we must give them
access to a basic literary heritage of timeless books. Quality children’s literature has the great power to
captivate audiences for many generations.
Children’s literature is extremely valuable in both the school setting and at home. Teachers and
parents should both be able to differentiate between quality and mediocre literature, in order to give students
access to the best books to encourage these important values of literature and considering developmental
domains. Children’s literature is valuable in providing an opportunity to respond to literature, as well as
cultural knowledge, emotional intelligence and creativity, social and personality development, and literature
history to students across generations. Exposing children to quality literature can contribute to the creation
of responsible, successful, and caring individuals.
References
Guilford Publications. Literacy Teacher Education. By Deborah G. Litt, Susan D. Martin, and Nancy A. Place
K to 12 Curriculum Guide in English
https://www.luther.edu/oneota-reading-journal/archive/2012/the-value-of-childrens

LESSON 3
Types of Literature for Children
Think
‘Children’s Literature’ sounds like an enticing study; because children’s books have been largely
beneath the notice of intellectual and cultural gurus, they are (apparently) blissfully free of the ‘oughts’—what
we ought to think and say about them. More than that, to many readers, children’s books are a matter of
private delight, which means, perhaps, that they are real literature—if ‘literature’ consists of texts which
engage, change, and provoke intense responses in readers.
But if private delight seems a somewhat indefensible justification for a study, then we can reflect on
the direct or indirect influence that children’s books have, and have had, socially, culturally, and historically.
They are overtly important educationally and commercially—with consequences across the culture, from
language to politics: most adults, and almost certainly the vast majority in positions of power and influence,
read children’s books as children, and it is inconceivable that the ideologies permeating those books had no
influence on their development.
What is Children's Literature?
Children's literature' is a term generally used to cover all literature for children and adolescents,
including oral literature, such as fairy tales and nursery rhymes, graphic narratives and young adult literature"
(Bland, 2013)
Benefits of Children's Literature
Cognitive Dimension
• Piaget's Concrete Operational Stage — children between ages 6-12 require stimulation of the in
order to understand a concept. Senses Picture books, graphic novels and nursery rhymes —
interaction with the 5 senses.
• Constructivist theory— meaning is actively constructed by readers in relation to the text by drawing
on his / her previous knowledge (schemata). Dynamic "meaning-making process
• Reader-response theory — readers fill in the gaps within and between texts with their own meaning
to produce a diversity of responses. ' Gaps = tension between image, layout & text. ' Develops critical
thinking skills — prediction, inferences, synthesis, guessing from context. 9Cognitive Dimension
Krashen's Theory of Comprehensible Input — we acquire language subconsciously through
understanding messages via authentic texts, meaningful tasks and contextual clues. ' Emphasis on
meaning, not form. Prepared by Gladys Koh
Affective Dimension
• Krashen's Theory of Affective Filter — the importance of low-anxiety environment to absorb

comprehensible input. / extensive reading / free Pleasure reading reading / sustained silent reading
(SSR) — freedom to read any materials at your own pace.
• Boost self-esteem, confidence and motivation to read. ' Satisfying ending— after." ' 'they live happily
ever Bibliotherapy — relationship with the story / characters can heal and soothe the heart.
Socio-cultural Dimension
• Postcolonial Theory - Acceptance of otherness - characters meet aliens, witches, monsters, animals,
ghosts, etc. Blurs the boundary of the self and other — "Us" and "them" - challenges stereotypes. '
Awareness and acceptance of cultural differences

Moral Dimension
• Universal themes and values. ' Identity Formation - feelings of empathy and identification with the
characters and their moral dilemma — able to relate. Hero-worship phenomenon.
Obstacles in Teaching Children's Literature
Limited access to motivating books— libraries not well-stocked.
The constant purpose of a teacher is to interest children in a varied and well-balanced program of
reading. Books are a source of information, comfort and pleasure for people who know how to use them and
how to choose them.
A book is a good book for children only when he enjoys it. A book is a poor book for children, even when
adults rate it as a classic, If children are not able to read it and enjoy it.
Types of Children’s Literature
a. POETRY
Poetry for Children

- An artistic expression of thought and emotion in rhythmical language.
- Like a musical score that must be interpreted by the human voice in order to get the fullest
enjoyment.
Qualities of a Poetry
- Has musical and rhythmic qualities that children enjoy.
- Appeals to the imagination.
- The emotional content must be sincere, worth expressing and must be universal in appeal.
- Subject of poetry must be varied.
Classification of Poetry
- Narrative Poem
- Ballads
- Epic
- Metrical Romance
- Lyric Poem
- Songs
- Pastoral Poems
- Sonnets
- Elegy
Factors that influence appreciation of Poetry

• The Teacher
• The Pupil
Different activities that children can involve themselves:

- Read poetry aloud
- Memorize favorite line or stanzas
- Set up strap books
- Participate in declamation contests
- Join poetry reading club Interpret renew meaning and rhythms of poem in a pantomime.
Values of Poetry
- Enriches children's experiences
- Develops correct enunciation and pronunciation of words
- Develops literary appreciation
- Develops imagination

- Enlarges vocabulary
- Improve the aesthetic sense
- Gives them pleasure and delight
- Improve their outlook in life and nature
Uses of Poetry
• To correlate worth other subject
• To commemorate certain events
• To express the meaning and rhythm of a poem in a pantomine
• To express their thoughts, feelings and imagination
• Writing poems by children
Steps in teaching a poem

I – Preparation
II – Introduction
III – Presentation
IV - Second reading by the teacher
V – Memorization
Choral Speaking and Reading

-The interpretation of poetry by several voices speaking as one.
-The interpretation of poetry for the purpose of sharing enjoyment of it.
-Involves the use of book or script.
- is a group that is reading a text aloud. It helps to develop reading fluency and word
pronunciation. - It also helps self-confidence and gives motivation.
- ensemble speaking by a group often using various voice combinations and contrasts to bring
out the meaning or tonal beauty of a passage of poetry or prose
Poetry is the most emotionally charged means of written expression and it consists of words arranged in
patterns of sound and imagery to spark an emotional, and intellectual, response from us.
Poetry is the language of the imagination, of feelings, of emotional self-expression, of high art.
Prose explains, but poetry sings.
The language in poetry is musical, precise, memorable, and magical. (Russell, 2005, pp. 176-177)
Poetry was not considered a genre. It was used for moral teachings for children. Much later in time,
writers began to introduce the idea of poetry for the enjoyment of children; eventually developing
poetry into a genre
b. RIDDLES
Kids love hearing riddles and trying to figure out the answers to riddles, but what is a riddle? How do you
make a riddle, and what type of riddles are there? All your riddles’ questions answered!
What is a Riddle?
A riddle is usually a question or statement that has multiple meanings and that needs to be solved. Riddles
can be thought-provoking or funny brain busters. It is like a puzzle that you are trying to solve. Some of the
best riddles get your mind thinking. Riddles can be super simple or complex, it is really up to the creator of
the riddle.
Steps to Creating a Riddle
1. Come up with an answer to your riddle

• The first step to creating a riddle is to come up with the answer. You do this to know what your
riddle is going to be about.

2. Long Riddle or short riddle?
• After you have your answer to your riddle you need to decide if you are going to create a short
riddle or a long riddle. This is a personal preference because both long and short riddles are
great.
3. Create a List
• Once you have your answer to your riddle, create a list of what your “answer does” or things that
describe it. For instance, if your answer is a box. You could say it is brown, square, holds things,
comes in all sizes, travels around the world, etc.
4. Draft Your Riddle
• Once you have your list of describing words it is time to draft your riddle. The best types of riddles
use simple strong words in the riddle. For example, what has hands, but can’t clap? The answer
is a clock! (The hands move around to tell the time, but of course, they can’t clap!)
5. Share your Riddle

• Now that you have created a riddle it is time to share it with friends. Did they guess it? Did they
think it was a good riddle? Based on how they react you might have to revise it as necessary.
Creating riddles is a fun way to pass the time and have fun with family and friends.
Different Types of Riddles

- There are a few different types of riddles. Some are very simple and some are more complex.
- Riddles can be classified as an enigma or a conundrum.
- An Enigma riddle is a riddle that will require careful thinking and problem solving to be able to solve.
- A conundrum riddle is usually one that consists of a pun usually within the question or the answer.
- The best type of riddles are ones that are difficult to solve and have an answer or meaning to it.
- Riddles aren’t like they were in ancient times, but one thing is for sure, people and kids still love
creating riddles and solving them!
Benefits of Riddles for kids
When I first asked my kids if they wanted to solve a riddle, they followed it up with, “What is a riddle?” After
explaining it to them they were, they were totally on board trying to solve riddles as well as create their own.
Little did they know I was teaching them about riddles because of the benefits of riddles for kids.
Some of the benefits of riddles for kids are:

- Introduces them to a new kind of humor
- Most kids think humor is a funny joke that makes people laugh, but riddles introduce them to an
intellectual type of humor.
- Riddles help use their brains differently. Riddles create critical thinking and problem-solving skills
which actually help raise their IQ.
- Reading and Vocabulary
- When you try to figure out riddles your reading and vocabulary increase.
- Love for Learning
- Sometimes kids don’t love to learn, but love to do other things, to create things. Well, creating and
solving riddles is fun, but yet an effective learning skill that they don’t know they are learning.
- This instills in kids who love solving riddles a love for learning early on.
c. STORIES
Meaning of Children’s Literature – Written works that express in simple form the universality of
truth and clearness of purpose– characteristic of great literature that would endure and find a place
in children’s regard. – The body of written works and accompanying illustrations produced in order
to entertain or instruct young people. (Encyclopedia Britannica)
1. 4. • Genre - classics of world literature - picture books and easy-to-read stories written exclusively
for children. - fairy tales - lullabies - fables - folk songs -other primarily orally transmitted materials

EE102 | TEACHING LITERACY IN THE ELEMENTARY GRADES THROUGH LITERATURE
Elements of a Story
• Setting – The time and place a story takes place.
• Characters – the people, animals or creatures in a story.
• Plot – the series of events that make up a story.
• Conflict – a problem or struggle between two people, things or ideas.
Setting Details can describe:

- Time of day
- Time of year
- Time in History
- Scenery
- Weather
- Location
- The setting describes where an when the story takes place.
- It helps build background and create images in the mind
- It helps set the tone or mood of the story.
Characters
Every story needs Characters… People Animals Or Creatures
The protagonist is the “good guy”
The antagonist is the “bad guy” or force
Characterization
Characterization is the way in which an author shows the personality of a character Characterization is a
technique writers use to make characters “come to life.”
Direct Characterization
• Direct Characterization tells the reader the personality of the character.
• Direct Characterization is obvious to the reader and “spells” it right out.
Indirect Characterization
• Indirect Characterization shows things that reveal the personality of the character.
• Speech • Thought • Effect on Others • Actions • Looks
Factors in Analyzing Characters

• Physical appearance/what they look like
• Personality & Character Traits
• Background/personal history
• Motivation/why do they act?
• Relationships Conflict or struggles
• Does the character change?
• What do they think and feel?
• How do others feel about them?
Plot
Plot - the events that take place in a story. Every story needs a plot! The plot has different “parts…”
Plot Components Climax:

• the turning point, the most intense moment—either mentally
Rising Action: the series of events and conflicts in the story that lead to the climax
Exposition: the start of the story, before the action starts or in action
Falling Action: all of the action which follows the climax
Resolution: the conclusion, the tying together of all of the threads\
Special Techniques of Plot:

Suspense- excitement or tension

Flashback- interrupts the normal sequence of events to tell about something that happened in the past
Surprise Ending- conclusion that reader does not expect
And…Foreshadowing… A hint about what will happen next is called foreshadowing
Conflict
• Conflict is the “battle” between two forces.
• Conflict isn’t always bad..sometimes it helps to create change.
• Conflict is the struggle between two forces in a story. Without conflict, there is no plot.
Types of Conflict
• Character vs Character (problem with another character)
• Character vs Nature (problem with force of nature)
• Character vs Society (problem with the laws or beliefs of a group/ character vs. community, society
or culture)
• Character vs Self(problem with deciding what to do or think; “inner conflict”)
d. DRAMA
The word drama comes from the Greek word for “action.” Drama is written to be performed by actors
and watched by an audience.
DRAMA
Consists of two types Can be presented in

of writing two ways
The stage directions

that tell the actors how As performance, the
The dialogue that the As literature, the text
to move and speak, production of the play
characters speak of the play itself
describing the sets and in a theater
props
1. Tragedy
 shows the downfall or death of a tragic hero, or main character. In ancient Greek plays, the hero
was a good person brought down by a tragic flaw, or defect in character. In a modern plays, the
hero can be an normal person destroyed by an evil in society.
 emphasizes human greatness.
2. Comedy
• often shows a conflict between opposite age groups , genders, or personality types.
• typical comedies involve confusion, jokes, and a happy ending.
• stresses human weaknesses.
A drama or play is a form of storytelling in which actors make the characters come alive
through speech (dialogue) and action (stage directions).
• Every performance of a play is different, even if the same actors perform the same play many
times.
• Performances are influenced by the audience. To be a part of an audience is different than
reading a play alone. The response of the audience will also affect our own response. For
example, we laugh louder when the rest of the audience is laughing, too.

 The author of a play is called a playwright. Everything a playwright writes must appear onstage.
 A play in written form is called a script.
 The playwright must write the dialogue, or what the characters say to each other in conversation,
as well as the stage directions, which tells how the play is to be performed.
Dialogue
 Dialogue is what the characters say, and it is used to reveal their personalities = Character Traits.
 The name of the character who is to speak is listed usually in bold at the start of a line, followed by
a colon.
 Every time the speaker changes, a new line is started. Dialogue is necessary in order to
develop conflict and advance the plot.
Staging a play
 Drama is more than just the words on a page. The production of a play involves directing the way
the characters move, what they wear, the lighting, and the scenery.
 Staging is the practice of putting on the play. Some of the details of staging may be included in the
stage directions, however, the director and the producer take what the playwright has described
and bring it to life with their own ideas.
Sets
 Sets are the scenery, backdrops, and furniture that create the setting.
 A production may have different sets for different scenes. For example, some scenes may take
place outside in the street, while others may take place in a character’s living room. Some scenes
may take place during the day, while others may take place at night.
Props
 Props are things like books, telephones, dishes, and other items that actors use onstage during the
performance to support the action.
Stage Directions
 Stage directions are notes in the script usually written in italics and enclosed in parentheses or
brackets. They usually describe where and when a scene takes place (setting), how the
characters should say their lines, and how the characters should move onstage. They may explain
the character’s mood or how the character is feeling.
 Stage directions may also describe sets, costumes, props, lighting, and sound effects.
 Stage directions use certain terms to describe the stage. Look at the following slide and
see how.
Dramatization
 A dramatization is a play that was once a novel, short story, folk tale, biography, or other type of
writing. Some plays are completely new works. Other plays are adapted from novels, short stories,
or even from nonfiction. A playwright takes scenes, characters, and action from an existing work
and turns them into a play, or dramatizes them.
Drama Techniques and Activities in the Classroom
Why Use Drama Activities?

• To develop children’s understanding of themselves and the world around them.
• To explore significant issues.
• To engage children’s interest, attention and imagination and develop their language skills in a
holistic way.
• To foster social skills and attitudes, such as active listening, collaborating, turn taking and respect
for others, in a positive way.
• Provides opportunities for: multi-sensory; kinesthetic responses; learning by doing; associating;
actions, words and meanings’, encouraging children’s language development, confidence and self-
esteem Drama Techniques and Activities in the Classroom

Drama Techniques and Activities in the Classroom

Role Play
- Children act out a scene - with the added factor that each is allocated a specific role or
character.
- They pretend to be someone other than themselves.
- It is a good idea to allow children a few minutes to think about their character (or to discuss
it with a friend) before the activity commences.
- Role play can be used in literacy or citizenship lessons to explore different points of view; in
foreign language lessons to practice use of language; in science lessons to consider
implications of using particular scientific inventions. Drama Techniques and Activities in the
Classroom
Improvisation
- An action without pre-planning done ‘on the spot’.
- Improvisation has the advantage over role play because children can "be themselves".
- Improvisation can be used in literacy lessons to develop storylines; in geography lessons to
simulate living in different social conditions; or in history lessons to consider "how it might
have been" or to generate "alternative endings" to historical scenarios. Drama Techniques
and Activities in the Classroom
Miming/Pantomime
- Simple mime can help children focus on how they show their emotions - which can lead to
more descriptive writing.
- It can help children recognise similarities in patterns of movement - thus developing their
use of simile and metaphor.
- It can also help children to develop simple physical mnemonics that can aid retention of
information - and also facilitate understanding.
- Miming use facial expressions, body movements and gestures to communicate but
improvisation adds speech to spontaneous movements and actions. Drama Techniques and
Activities in the Classroom
Mirroring
- A simple activity to encourage observation, concentration and physical expression.
- Working in pairs, face to face, one child takes the lead (by agreement) and performs a series
of simple movements which their partner replicates - as if in a mirror.
- Alternatively, the whole class mirrors the movements of the teacher. The teacher starts with
a simple sequence of movements which is then repeated - with additional movements
added.
- Gradually a lengthy sequence can be built up, thus helping to develop children's memory
skills. Drama Techniques and Activities in the Classroom
Designing Costumes
- Costume can help to remind pupils that they are "in character".
- They can design simple costumes: a simple hat, cloak or scarf, king’s crown, etc. Drama
Techniques and Activities in the Classroom
Drawing /Making Props and Backdrop

- Making props can provide something for children to do with their hands.
- Props can also be used to indicate who the characters are (a crown for a king; a sword for
a soldier; a Bible for a priest; etc.).
- Teachers can provide the polistherine, fabric, paint for children draw and colour the trees,
buildings, lamp posts etc. Drama Techniques and Activities in the Classroom
Freeze Frame/ “Still Pictures”

- This is a device to be used in conjunction with improvisation or role play.
- Upon a given signal from the teacher (clap, bell, etc.), children "freeze" in position.
- This enables exploration of what characters may be thinking, which can inform the continuing
action.

- Children could discuss how many frames are needed to tell a story, which could inform a
subsequent piece of writing.
- If children are asked to add a single phrase to the freeze frame, this encourages them into
being selective about dialogue. Drama Techniques and Activities in the Classroom
Slow Motion (an extension of freeze frame)

- Children try to encapsulate a story or incident in as few frames as possible (perhaps before,
during and after a dramatic moment).
- This can be used to provide the structure of a subsequent piece of writing.
- It also slows down the incident, encouraging attention to detail and enabling more detailed
analysis (especially of the feelings of the characters involved). Paired Conversation
- This is a conversational rather than a dramatic device.
- Children work in pairs, seated and without props, to hold a conversation.
- Children can be allocated roles or speak from opposing viewpoints.
- The activity can be useful in preparing ideas to be used in persuasive writing tasks. Drama
Techniques and Activities in the Classroom
Making Puppets
- The children learn/improve their fine motor skills, and creative ability, and are learning
socialisation as they work on their puppets in a cooperative group.
- As they create their puppet they are thinking about the attributes of their character and
understanding the story characters better. Drama Techniques and Activities in the
Classroom
Acting with Puppets

- Using puppets often means that children are less self- conscious - because it is the puppet
who speaks (not the child), thus shy children may become more assertive (or even
aggressive).
- When children act with puppets, the task is reduced to hand movements and speech. There
is no need to learn how to move about on the stage and be aware of other players.
- The puppeteers need only deliver the lines at the appropriate time while moving the puppet
around in relation to the other puppets.
- Although puppets are most useful with younger children, they can also be used with older
children, who could be Drama Techniques and Activities in the Classroom
Hot Seating
- In this activity, pupils get to practise thinking about a particular character, without having to
deliver lines or portray them on the stage.
- The pupil playing the character sit on a chair in front of the group (arranged in a semi-circle).
- To help students begin teacher can try hot-seating children individually, in pairs (e.g. a pair
of street urchins) or in groups (e.g. environmental protesters, refugees).
- The technique is useful for developing questioning skills with the rest of the group.
- It is helpful if the teacher takes on the role of facilitator to guide the questioning in
constructive directions. Drama Techniques and Activities in the Classroom
Storytelling
- Before storytelling, teachers can have practice on mime or actions they plan to use to convey
meaning, the way they are going to use their voice, e.g. for different characters or to create
surprise or suspense, and the places they are going to pause or ask questions to encourage
the children to show their understanding or predict what’s going to happen next
- When teachers tell the story, they need to make sure that everyone can see and hear them and, if
they are using a picture book, hold this up and show each illustration slowly round the group.
Storytelling
- With younger children it is usually best if they can sit on the floor in a semi-circle near
teachers and they may also like to introduce the story with a rhyme to settle the children
before they begin.

- As teachers tell the story, it is a good idea to maintain frequent eye-contact with the children,
in order to help them stay focused and attentive.
- Teachers also need to give them time to think, look, comment, ask or respond to questions
and, if appropriate, encourage them to join in with you as you tell the story.
- At the end, it is important to invite a personal response, e.g. by asking children if they like
the story, or have had Drama Techniques and Activities in the Classroom
Modelling
- Working in small groups, one member of the group (the "sculptor") arranges the other
members to form a tableau.
- This may be freeform or with a specific objective in mind (perhaps suggested by the teacher).
- This can then lead to discussion of the role of each tableau member.
- Alternatively, the teacher may manipulate a number of children into a tableau, which the rest
of the class discusses (or guesses), making suggestions for appropriate alterations etc.
Conscience Alley
- Children stand facing each other in two lines that form an alley.
- As the character walks between the lines, each child that they pass speaks to their
conscience - providing arguments for and against a possible course of action.
- It is not essential for every child to say something - and some children may wish to repeat a
previous contribution.
- If there are several options for the main character to consider, the activity could be adapted
into a "conscience triangle" or a "conscience square".
Reader’s Theatre
- Readers read from a "script" and reading parts are divided among the readers.
- No memorization, costumes, blocking, or special lighting is needed.
- Scripts are held by the readers.
- The focus is on reading the text with expressive voices and gestures. Drama Techniques
and Activities in the Classroom
Dance Drama
- Getting the pupils to present a culturally relevant dance scene may be useful to their
understanding of the play as well as being enjoyable for the audience.
- Teaching dance in a way that is comfortable and worthwhile for the pupils (and the teacher)
takes special skill and a passion for this specific art form.
- If taught well, pupils can benefit from improved understanding of the emotions involved and
even sometimes vocabulary items.
- Teachers can also involve pupils in interesting dance such as monster dance, tribal dance,
etc. Drama Techniques and Activities in the Classroom
Drama Performance
- Although it is not necessary for every piece of "dramatic" work to result in a performance,
the opportunity to present work to an audience does show that the work has been valued
and helps to develop children's confidence.
- Whereas a proper performance may require more rehearsal time than you are prepared to
allocate, a compromise solution is for children to present a makeshift performance in a "good
work assembly" or similar occasion.
- Although this may require polishing up, children are usually more than happy to do this
during lunchtime or a "wet playtime". Drama Techniques and Activities in the Classroom.

Enhancing the Literacy Skills of the Learners through

the Various Approaches effective in Teaching Literature
“Children must be taught how to think, not what to think.” – Margaret Mead
Discussion
A. SHARED READING
Shared Reading is an interactive reading experience that occurs when students join in or share the reading
of a book or other text while guided and supported by a teacher. The teacher explicitly models the skills of
proficient readers, including reading with fluency and expression. The shared reading model often uses
oversized books (referred to as big books) with enlarged print and illustrations.
When to use: Before reading During reading After reading

How to use: Individually With small groups Whole class setting
Why use shared reading?

• It provides struggling readers with necessary support.
• Shared reading of predictable text can build sight word knowledge and reading fluency
• Allows students to enjoy materials that they may not be able to read on their own.
• Ensures that all students feel successful by providing support to the entire group.
How to use shared reading

• Introduce the story by discussing the title, cover, and author/illustrator. Ask the students to make
predictions regarding what they think the story might be about.
• Read the story aloud to the students using appropriate inflection and tone. Pause and ask the
students to make predictions. Ask brief questions to determine students' comprehension level.
• Conclude the reading by reserving time for reactions and comments. Ask questions about the story
and relate the story to the students' similar experiences. Ask the children to retell the story in their
own words.
• Re-read the story and/or allow time for independent reading.
• Conduct follow-up activities such as making crafts related to the story.
CHORAL READING
Choral reading is reading aloud in unison with a whole class or group of students. Choral reading
helps build students' fluency, self-confidence, and motivation. Because students are reading aloud
together, students who may ordinarily feel self-conscious or nervous about reading aloud have built-in
support.

Why use choral reading?

• It can provide less skilled readers the opportunity to practice and receive support before being
required to read on their own.
• It provides a model for fluent reading as students listen.
• It helps improve the ability to read sight words.
How to use choral reading?
• Choose a book or passage that works well for reading aloud as a group:
• Patterned or predictable (for beginning readers)
• Not too long
• At the independent reading level of most students

• Provide each student a copy of the text so they may follow along. (Note: You may wish to use an
overhead projector or place students at a computer monitor with the text on the screen)
• Read the passage or story aloud and model fluent reading for the students.
• Ask the students to use a marker or finger to follow along with the text as they read.
• Reread the passage and have all students in the group read the story or passage aloud in unison.
PAIRED (OR PARTNER) READING

Paired reading is a research-based fluency strategy used with readers who lack fluency. In this
strategy, students read aloud to each other. When using partners, more fluent readers can be paired with
less fluent readers, or children who read at the same level can be paired to reread a story they have already
read. Paired reading can be used with any book, taking turns reading by sentence, paragraph, page or
chapter.

Why use paired reading?

• It helps students work together.
• It encourages cooperation and supports peer-assisted learning.
How to use paired reading

Pair students either by same reading ability or by high level readers with low level readers. Use the
following steps to pair high-level readers with low-level readers:
• List the students in order from highest to lowest according to reading ability
• Divide the list in half
• Place the top student in the first list with the top student in the second list
• Continue until all students have been partnered
• Be sensitive to pairings of students with special needs, including learning or emotional needs.
Adjust pairings as necessary
• The reader from the first list should read first while the reader from the second list listens and
follows along
• The second reader should pick up where the first reader stops. If additional practice is needed, the
second reader can reread what the first reader read
• Encourage pairs to ask each other about what was read. "What was your page about? What was
your favorite part?"
READER’S THEATER
Reader's theater is a strategy for developing reading fluency. It involves children in oral reading
through reading parts in scripts. In using this strategy, students do not need to memorize their part; they need
only to reread it several times, thus developing their fluency skills. The best reader's theater scripts include
lots of dialogue.

More fluency strategies

• Choral Reading
• Paired Reading
• Audio-Assisted Reading
Why use reader's theater?

• It promotes fluency.
• It helps readers learn to read aloud with expression.
• It helps build reading confidence.
How to use reader's theater

1. Choose a story that can be divided into parts, or character. Tips on choosing scripts >
2. Assign reading parts to each child.
3. Ask students to read their scripts orally for practice.
4. Have students read assigned parts to the audience.
B. COOPERATIVE LEARNING
Cooperative learning is rated by Joyce (1999) as the number-one strategy to increase student
achievement and to enhance self-esteem.”How do I know what I think until I see what I say,” is a paradoxical
statement that somehow explains the thinking power of group work. As learners express their thoughts to
their team partners, the thinking becomes visible to their peers and to themselves.
Establish roles and responsibilities
Establishing the roles and responsibilities of the group members encourages all members to
participate (Johnson, Johnson, Holubec & Roy, 1984; Slavin, 1983). One student leads the discussion with
predetermined questions. Another shares a favorite passage, while still another might quiz members on
selected vocabulary. This team effort builds a sense of trust and safety and a sense of belonging, while at
the same time, building a strong understanding of what critical reading is all about. It makes reading active,
interactive, and engaging for all members.
Literature Circles
Cooperative learning strategies that incorporate roles and responsibilities and involve choice within
a given structure are highly effective for literacy instruction. Literature circles, based on such strategies, are
one way to assist struggling readers.
Similar to book clubs. literature circlcs (Bjorklund et al., 1998) usually consist of five or six students.
If you arc trying this practice with your class, note that one motivational strategy is to use standard books
such as novels rather than picture books. Students often want to read more sophisticated material but need
support. While students must read at their developmental level for deep understanding and reading
successes, the literature circle gives students the help they need to tackle more advanced books.
COOPERATIVE TEAR SHARE
A surefire cooperative strategy to try with younger and older readers is the cooperative tear share. rt
is a compelling strategy in which students are active, interactive, engaged, and invested. In this cooperative
strategy, there are four students per group. They fold a blank piece of paper into four corner sections and
number them 1. 2. 3. 4. In turn, the students count off: 1. 2, 3,4. Now. all four are instructed to read the
designated piece that is assigned, and all four are instructed to respond, in the appropriately numbered corner
of their papers, to each of the four questions posed: student number 1 responds to questions 1-4 and so on.
At this point the teacher may model an oral summary. cautioning the students not to give a running report on
each of the four responses but rather to summarize the results. Each team proceeds by having its members
share individual summaries and reflect on the responses and the activity itself.
C. DIFFERENTIATED LEARNING
Differentiated instruction is based on the premise that instructional approaches should vary and be
adapted in relation to individual and diverse students. This brief looks at how differentiation strategies applied
to reading can be designed to help students learn a range of skills including, phonics, comprehension,
fluency, word prediction, and story prediction.
How is it implemented?
Implementation looks different for each student and each assignment. Before beginning instruction,
teachers should do three things:
Use diagnostic assessments to determine student readiness. These assessments can be formal or
informal. Teachers can give pre-tests, question students about their background knowledge, or use

KWL charts (charts that ask students to identify what they already Know, what they Want to know,
and what they have Learned about a topic).
Determine student interest. This can be done by using interest inventories and/or including students
in the planning process. Teachers can ask students to tell them what specific interests they have in
a particular topic, and then teachers can try to incorporate these interests into their lessons.
Identify student learning styles and environmental preferences. Learning styles can be measured
using learning style inventories. Teachers can also get information about student learning styles by
asking students how they learn best and by observing student activities. Identifying environmental
preferences includes determining whether students work best in large or small groups and what
environmental factors might contribute to or inhibit student learning. For example, a student might
need to be free from distraction or have extra lighting while he or she works.
Teachers can differentiate at least four classroom elements based on student readiness, interest, or learning
profile:
 Content – what the student needs to learn or how the student will get access to the information;
 Process – activities in which the student engages in order to make sense of or master the content;
 Products – culminating projects that ask the student to rehearse, apply, and extend what he or she
has learned in a unit; and
 Learning environment – the way the classroom works and feels.
1. Content
Examples of differentiating content at the elementary level include the following:
• Using reading materials at varying readability levels;
• Putting text materials on tape;
• Using spelling or vocabulary lists at readiness levels of students;
• Presenting ideas through both auditory and visual means;
• Using reading buddies; and
• Meeting with small groups to re-teach an idea or skill for struggling learners, or to extend the
thinking or skills of advanced learners.
2. Process
Examples of differentiating process or activities at the elementary level include the following:
• Using tiered activities through which all learners work with the same important understandings
and skills, but proceed with different levels of support, challenge, or complexity;
• Providing interest centers that encourage students to explore subsets of the class topic of
particular interest to them;
• Developing personal agendas (task lists written by the teacher and containing both in-common
work for the whole class and work that addresses individual needs of learners) to be completed
either during specified agenda time or as students complete other work early;
• Offering manipulatives or other hands-on supports for students who need them; and
• Varying the length of time a student may take to complete a task in order to provide additional
support for a struggling learner or to encourage an advanced learner to pursue a topic in greater
depth.
3. Products
Examples of differentiating products at the elementary level include the following:
• Giving students options of how to express required learning (e.g., create a puppet show, write a
letter, or develop a mural with labels);
• Using rubrics that match and extend students' varied skills levels;
• Allowing students to work alone or in small groups on their products; and
• Encouraging students to create their own product assignments as long as the assignments
contain required elements.
4. Learning environment
Examples of differentiating learning environment at the elementary level include:

• Making sure there are places in the room to work quietly and without distraction, as well as
places that invite student collaboration;
• Providing materials that reflect a variety of cultures and home settings;
• Setting out clear guidelines for independent work that matches individual needs;
• Developing routines that allow students to get help when teachers are busy with other students
and cannot help them immediately; and
• Helping students understand that some learners need to move around to learn, while others do
better sitting quietly (Tomlinson, 1995, 1999; Winebrenner, 1992, 1996).
What does it look like for reading?

Differentiation strategies applied to reading can be designed to help students learn a range of skills
including, phonics, comprehension, fluency, word prediction, and story prediction. The chart below offers a
variety of strategies that can be used.
Strategy
 Tiered Assignments
Readiness
Tiered assignments are designed to instruct students on essential skills that are provided
at different levels of complexity, abstractness, and open-endedness. The curricular content and
objective(s) are the same, but the process and/or product are varied according to the student's
level of readiness.
Students with moderate comprehension skills are asked to create a story-web. Students
with advanced comprehension skills are asked to re-tell a story from the point of view of the main
character.
 Compacting
Readiness
Compacting is the process of adjusting instruction to account for prior student mastery of
learning objectives.
Compacting involves a three-step process:

- assess the student to determine his/her level of knowledge on the material to be studied and
determine what he/she still needs to master;
- create plans for what the student needs to know, and excuse the student from studying what
he/she already knows; and
- create plans for freed-up time to be spent in enriched or accelerated study.
A student who can decode words with short vowel sounds would not participate in a direct
instruction lesson for that skill, but might be provided with small group or individualized instruction on a
new phonics skill.
 Interest Centers or Interest Groups
Readiness
Interest centers (usually used with younger students) and interest groups (usually used
with older students) are set up so that learning experiences are directed toward a specific learner
interest. Allowing students to choose a topic can be motivating to them.
Interest Centers: Centers can focus on specific reading skills, such as phonics or
vocabulary, and provide examples and activities that center on a theme of interest, such as outer
space or students' favorite cartoon characters.
Interest Groups: For a book report, students can work in interest groups with other
students who want to read the same book.
 Flexible Grouping
Readiness

Students work as part of many different groups depending on the task and/or content.
Sometimes students are placed in groups based on readiness, other times they are placed
based on interest and/or learning profile.
Groups can either be assigned by the teacher or chosen by the students. Students can
be assigned purposefully to a group or assigned randomly. This strategy allows students to
work with a wide variety of peers and keeps them from being labeled as advanced or
struggling.
The teacher may assign groups based on readiness for phonics instruction, while
allowing other students to choose their own groups for book reports, based on the book topic.
 Learning Contracts
Readiness
Learning contracts begin with an agreement between the teacher and the student. The
teacher specifies the necessary skills expected to be learned by the student and the required
components of the assignment, while the student identifies methods for completing the tasks.
This strategy:
- allows students to work at an appropriate pace;
- can target learning styles; and
- helps students work independently, learn planning skills, and eliminate unnecessary skill
practice.
For example, the student might decide to write a paper and present a poster to the class.
The learning contract indicates the dates by which each step of the project will be completed.
 Choice Boards
Readiness
Choice boards are organizers that contain a variety of activities. Students can choose one
or several activities to complete as they learn a skill or develop a product.
Choice boards can be organized so that students are required to choose options that focus
on several different skills.
After students read Romeo and Juliet, they are given a choice board that contains a list
of possible activities for each of the following learning styles: visual, auditory, kinesthetic, and
tactile. Students must complete two activities from the board and must choose these activities
from two different learning styles.
D. LEARNING THROUGH LISTENING

(Strategies for Literature )
Read-alouds are effective tools to use with literature circles to introduce the available books to the
students. In this use it is important to choose chapters or shorter selections from all the books that will elicit
interest in the students. An alternative approach is for teachers to spend a few minutes daily to read a whole
book with the class. For example, an acquaintance recently related an experience from when she was in
fourth grade. Her teacher read Bridge to Terabithia aloud to the class. She and her classmate felt the shared
grief of Leslie's death. She said she had read the book herself before and was saddened by the death, but
hearing it and experiencing her classmates' surprise and unhappiness heightened the experience for her.
The community of sharing makes the affective dynamic more intense, just as the cognitive aspects of a
reading have more of an impact when they are experienced and discussed immediately.
References
Fogarty, R.J. (2007). Literacy matters: Strategies every teacher can use. Thousand Oaks, CA: Corwin Press.

The Strategies in Teaching Literacy through Literature

“We must meet the children where they are, we must understand them well to teach them, and we must offer them the
right amount of support and challenges to grow.”
Discussion
A. KWL
- A KWL table, or KWL chart, is a graphical organizer designed to help in learning. The letters KWL
are an acronym, for what students, in the course of a lesson, already know, want to know, and
ultimately learn.
- It was created by Donna Ogle in 1986.
- A KWL chart can be used for all subjects in a whole group or small group atmosphere. The chart is
a comprehension strategy used to activate background knowledge prior to reading and is completely
student centered.
- It is a part of Constructivist Teaching Method where students move away from the old monotonous
way of teachinglearning. In this particular methodology the students are given the space to learn by
constructing their own learning pace and their own style of understanding a given topic or idea.
The K-W-L strategy serves several purposes:

 Elicits students’ prior knowledge of the topic of the text.
 Sets a purpose for reading.
 Helps students to monitor their comprehension.
 The KWL (Know, Want, Learn) strategy (Ogle 1986) provides a structure for activating and
building prior knowledge, establishing a purpose for reading and for summarising what was
learned.
 The strategy can help students reflect and evaluate their learning experience, as well as serve
as a useful assessment tool for teachers.
 Similarly, the KNWS strategy (know -K/what information is not relevant-N/ what the problem
wants them to find out-W/ and what strategy can be used to solve the problem-S), can be used
to plan, organise and analyse how to solve word problems .
B. THINK-PAIR-SHARE
Think-pair-share (TPS) is a collaborative learning strategy where students work together to solve a
problem or answer a question about an assigned reading. This strategy requires students to (1) think
individually about a topic or answer to a question; and (2) share ideas with classmates. Discussing with a
partner maximizes participation, focuses attention and engages students in comprehending the reading
material.

Why use think-pair-share?

• It helps students to think individually about a topic or answer to a question.
• It teaches students to share ideas with classmates and builds oral communication skills.
• It helps focus attention and engage students in comprehending the reading material.
How to use think-pair-share

• Decide upon the text to be read and develop the set of questions or prompts that target key content
concepts.
• Describe the purpose of the strategy and provide guidelines for discussions.
• Model the procedure to ensure that students understand how to use the strategy.

Monitor and support students as they work through the following:
T : (Think) Teachers begin by asking a specific question about the text. Students "think" about what they
know or have learned about the topic.
P : (Pair) Each student should be paired with another student or a small group.
S : (Share) Students share their thinking with their partner. Teachers expand the "share" into a whole-class
discussion.
C. THINK-PAIR-SQUARE-SHARE
Think, Pair, Share is always a great strategy to use in any classroom and is especially effective for EAL
learners. Think, Pair, Square, Share is a slight variation on Think, Pair, Share in that:
o Think – As usual give learners some think time to respond to something you have asked or want
them to consider. (Remember that Wait Time is crucial for EAL learners)
o Pair – Discuss with a partner what they have been thinking about.
o Square – Now get pairs to join with another pair and each pair shares what they have been
discussing.
o Share – Each group of four shares one thing that they have been discussing and the teacher can
check answers and give feedback.
I like this classroom strategy because it involves lots of discussion and learners get to hear lots of different
ideas from a range of different sources.
D. DRAMA METHOD
Benefits of Drama in the Classroom

• Research indicates that using drama in the classroom as a means of teaching helps students learn
academically, socially, and developmentally.
• Educators have recently started to explore the use of drama as an integrated way of learning in
elementary curriculum.
Integrating Drama Works Because….

• Drama provides a fun means of learning.
• Recent brain research proves that emotions are linked with learning.
• When we connect to the concept emotionally, we will have a better understanding of it.
• Teaching using drama brings emotion and learning together.
According to Researcher Jeffrey Wilhelm

• Through drama, students became a part of the learning process rather than mere observers or
inactive receptacles of the rich experience of learning.
• In this way, their learning is deeper, more sustained, and infinitely more complex.
Standards and the Classroom

Today’s elementary classroom is very much controlled by the state and is influenced by standards
and benchmarks. However, research shows that learning is individually specific and that standardized
materials and instruction diminish or inhibit learning.
Definitions of Drama
- The act of using the imagination to become someone or something other than yourself.
- The human process whereby imaginative thought becomes action, drama is based on internal
empathy and identification, and leads to external impersonation.
- Wondering, ‘What if…?’ and then interacting with others in a drama world as if that imagined reality
was actual.
- Drama is characterized by a high degree of spontaneity as teacher and students work to create a
fictional world in which they assume roles to explore issues that are of concern to them.

The Role of the Teacher in Using Drama

- Teachers should use drama to teach the elementary curriculum and to teach the students.
- The teacher’s job is to teach students the curriculum and help students become life-long learners.
- To become a life-long learner or someone who uses their skills to teach himself and solve everyday
problems, the person must acquire some basic social and problem solving skills.
- Drama is a great way to develop these skills.
How to Use Drama in the Classroom

- Putting on plays for an audience is not what is meant by using drama in the classroom.
- Instead, the goal is to teach the core curricular areas using drama.
- Language arts, social studies, and science are subject areas, which are very successful in using
drama.
- Drama is very effective in making a historical event come alive for students
Example of Using Drama Teaching Thanksgiving

- Fort this lesson students were allowed to be the teachers.
- Students were then assigned to a group, which would cover a specific topic of Thanksgiving.
(Mayflower, Pilgrims, Native Americans, feast)
- Each group was told to choose a way to teach the class about their topic.
- Every one of the groups chose to use role play to teach their classmates.
- It was an immediate, unanimous decision made by all groups to use drama to teach the class.
- Point: Children love using drama to learn!
E. IMAGE ANALYSIS
Use this strategy to guide students through a close analysis of an image. By following the steps in this
image-analysis procedure, students develop awareness of historical context, develop critical thinking skills,
enhance their observation and interpretive skills, and develop conceptual learning techniques. You can use
this strategy with any visual media, including a piece of art, photograph, political cartoon, propaganda poster,
or video clip.
Procedure
- Select an Image
- Choose an image that lends itself to deep analysis by students. This analysis strategy works best
when the image is one that reflects (intentionally or not) a particular opinion, point of view, or
perspective. Visual art, propaganda images, photographs, and political cartoons are good examples
of visual media that reflect a perspective.
Lead Students through Analysis

- Share the image with students by providing copies or by projecting or displaying it in the classroom.
Lead students slowly through the following six steps, pausing between each step to give them
significant time for thinking and writing.
References
https://k12.thoughtfullearning.com/blogpost/strategies-connecting-writing-and-
reading.https://www.slideshare.net/RheaTeressaSubaan/kwl-strategy?from_action=save

Instructional Materials
DESIRED SIGNIFICANT LEARNING OUTCOMES
In this lesson, you are expected to:
Identify and explain the various approaches in teaching literature;

Identify lessons in literature vis a vis the intended literary approach to be used.
Discussion
Preparation and Evaluation of Instructional Materials
Instructional Materials Educational resources used to improve students’ knowledge, abilities, and
skills, to monitor their assimilation of information, and to contribute to their overall development and
upbringing.
Values and Importance of Instructional Materials

• To help clarify important concepts.
• To arouse and sustain student’s interests.
• To give all students in a class the opportunity to share experiences necessary for new
learning.
• To help make learning more permanent.
Criteria for Selection of Instructional Materials

• Appropriateness
• Authenticity
• Interest
• Organization and Balance
• Cost
Basic Guidelines in the Use of Instructional Materials

• Selecting the materials.
• Preparing the class for the audio-visual materials.
• Guiding the pupils through the audio-visual experience.
• Following up the audio-visual experience after its completion.
Various Roles of Instructional Materials in the Different Modes of Teaching/Learning:

• Mass Instruction
• Individualized Learning
• Group Learning
Kinds of Instructional Materials

I. Printed Materials
a. Textbooks
b. Supplemental materials
1. Workbooks
2. Duplicated Outlines
3. Teacher-prepared study guides
4. Reference Books
5. Pamphlets
6. Magazine Articles
7. Newspapers

II. Audio Aids

1. Radio
2. Phonograph
3. Tape Recorders
III. Visual Aids

A. Chalkboard
B. Still Pictures
1. Non-projected
a. photographs
b. illustrations
2. Projected
a. Slides
b. Filmstrips
c. Opaque projections
d. Overhead Projections
e. LCD projections
C. Graphic Materials
1. Charts
2. Graphs
3. Maps and Globes
4. Posters
D. Exhibits
1. School-made displays
2. Bulletin boards
3. Museums
E. Flannel board and Felt board.
F. Objects
1. Specimens
2. Realias
3. Models
IV. Audio visual Aids

1. Motion pictures
2. Television
3. Videotape
V. Demonstrations
VI. Community Resources

1. Field trips
2. Resource Person
VII. Language laboratory
VIII. Programmed Instruction
TYPES OF INSTRUCTIONAL MATERIALS (Leus, 2002)
I. Realia and Representations of Realia

tools art objects facsimile
utensils coins models
documents textiles exhibits
costumes stamps dioramas
doils collections instruments
II. Sound and Visual Resources
• films Camcorder Cameras

• television Still Video Camera FAX Machine

• video Compact discs
• VCR
III. Pictures and Pictorial Representatives

• photographs Post Cards Collages
• drawings Study prints Murals
• slides Albums Videos
• transparencies Scrap books Story boards
• still pictures
IV. Symbolic and Graphic Representations

• maps Posters Graphs
• charts Cartoons Bulletin board
• chalkboard Posters Flannel board
• globes Diagrams Time lines
• atlases
V. Microcomputer Resources
• hardware software networks
• printer modem scanner
• graphics tablet trackball joystick
• voice synthesizer mouse touch window
VI. Projectors, Viewers, Players, Recorders

• slide Film strips Overhead
• tape Opaque Video
• LCD projector
VII. Resources for Production of Media

• lettering devises slide making duplicating
• map outlines chart making map making
• transparencies picture mounting photocopying
References
Agno, L. (2010). Principles of Teaching 2: A Modular Approach. Manila Philippines: C&E Publishing, Inc

Lesson Planning
“A good plan is like a road map. It shows the final destination and usually the best way to get there” – Donald Judd
DESIRED SIGNIFICANT LEARNING OUTCOMES
In this lesson, you are expected to:
Identify and explain the various approaches in teaching literature;

Identify lessons in literature vis a vis the intended literary approach to be used.
Discussion
A lesson plan is the instructor’s road map of what students need to learn and how it will be done
effectively during the class time. Then, you can design appropriate learning activities and develop strategies
to obtain feedback on student learning. Having a carefully constructed lesson plan for each 3-hour lesson
allows you to enter the classroom with more confidence and maximizes your chance of having a meaningful
learning experience with your students.
A successful lesson plan addresses and integrates three key components:
• Learning Objectives
• Learning activities
• Assessment to check for student understanding
A lesson plan is a teacher’s daily guide for what students need to learn, how it will be taught, and
how learning will be measured.
Lesson plans help teachers be more effective in the classroom by providing a detailed outline to
follow each class period. This ensures every bit of class time is spent teaching new concepts and having
meaningful discussions — not figuring it out on the fly!
The most effective lesson plans have six key parts:
1. Lesson Objectives

2. Related Requirements
3. Lesson Materials
4. Lesson Procedure
5. Assessment Method
6. Lesson Reflection
CHARACTERISTIC DESCRIPTION
Clearly stated tasks Free from jargon and complex vocabulary; describe specific and achievable tasks
(such as ‘describe’, ‘analyse’ or ‘evaluate’) NOT vague tasks (like ‘appreciate’,
‘understand’ or ‘explore’).
Important learning goals Describe the essential (rather than trivial) learning in the course which a student
must achieve.
Achievable Can be achieved within the given period and sufficient resources are available.
Demonstrable and Can be demonstrated in a tangible way; are assessable; achievement and quality of
measurable achievement can be observed.
Fair and equitable All students, including those with disabilities or constraints, have a fair chance of
achieving them.
Linked to course and Consider the broader goals - i.e. course, program and institutional goals.
program objectives
Because each part of a lesson plan plays a role in the learning experience of your students, it’s
important to approach them with a clear plan in mind.
BEFORE CLASS: STEPS FOR PREPARING A LESSON PLAN

Listed below are 6 steps for preparing your lesson plan before your class.
1. Identify the learning objectives
Let’s start with the first part of every lesson plan -- the lesson objectives!
Lesson objectives list what students will be able to do after completing the lesson.
One of the most popular goal-setting strategies is the “SMART” criteria, which ensures goals are focused.
In the context of lesson planning, you can use the SMART criteria to determine your lesson objectives:
• Is the objective specific?

• Is the objective measurable?
• Is the objective attainable by all students?
• Is the objective relevant to your class and students?
• Is the objective time-based to align with your syllabus?
Before you plan your lesson, you will first need to identify the learning objectives for the lesson. A
learning objective describes what the learner will know or be able to do after the learning experience rather
than what the learner will be exposed to during the instruction (i.e. topics). Typically, it is written in a language
that is easily understood by students and clearly related to the program learning outcomes. The table below
contains the characteristics of clear learning objectives:
The Bloom’s Revised Taxonomy of Educational Objectives is a useful resource for crafting learning
objectives that are demonstrable and measurable.

2. Plan the specific learning activities

When planning learning activities you should consider the types of activities students will need to
engage in, in order to develop the skills and knowledge required to demonstrate effective learning in the
course. Learning activities should be directly related to the learning objectives of the course, and provide
experiences that will enable students to engage in, practice, and gain feedback on specific progress towards
those objectives.
As you plan your learning activities, estimate how much time you will spend on each. Build in time for
extended explanation or discussion, but also be prepared to move on quickly to different applications or
problems, and to identify strategies that check for understanding. Some questions to think about as you
design the learning activities you will use are:
• What will I do to explain the topic?

• What will I do to illustrate the topic in a different way?
• How can I engage students in the topic?
• What are some relevant real-life examples, analogies, or situations that can help students
understand the topic?
• What will students need to do to help them understand the topic better?
Many activities can be used to engage learners. The activity types (i.e. what the student is doing) and their
examples provided below are by no means an exhaustive list, but will help you in thinking through how best
to design and deliver high impact learning experiences for your students in a typical lesson.
Activity Type Learning Description

Activity
Interaction with content Drill and practice Problem/task is presented to students where
they are asked to provide the answer; may be
timed or untimed
Students are more likely to retain
information presented in these ways if Lecture Convey concepts verbally, often with visual
they are asked to interact with the aids (e.g. presentation slides)
material in some way.
Quiz Exercise to assess the level of student

understanding and questions can take many
forms, e.g. multiple-choice, short-structured,
essay etc.

Student Oral report where students share their

presentation research on a topic and take on a position
and/or role
Interaction with digital content Game Goal-oriented exercise that encourages

collaboration and/or competition within a
Students experiment with decision controlled virtual environment
making, and visualise the effects and/or
consequences in virtual environments Simulation Replica or representation of a real-world
phenomenon that enables relationships,
contexts, and concepts to be studied
Interaction with others Debate Verbal activity in which two or more differing
viewpoints on a subject are presented and
Peer relationships, informal support argued
structures, and teacher-student
interactions/relationships
Discussion Formal/informal conversation on a given

topic/question where the instructor facilitates
student sharing of responses to the questions,
and building upon those responses
Feedback Information provided by the instructor and/or

peer(s) regarding aspects of one’s
performance or understanding
Guest Speaker Feelings, thoughts, ideas and experiences

specific to a given topic are shared by an
invited presenter
Problem solving and Critical thinking Case Study Detailed story (true or fictional) that students
analyse in detail to identify the underlying
Presenting students with a problem, principles, practices, or lessons it contains
scenario, case, challenge or design
issue, which they are then asked to
address or deal with provides students Concept Mapping Graphical representation of related
with opportunities to think about or use information in which common or shared
knowledge and information in new and concepts are linked together
different ways
Real-world Planned set of interrelated tasks to be
projects executed over a fixed period and within
certain cost and other limitations, either
individually or collaboratively

Reflection Reflection journal Written records of students’ intellectual and

emotional reactions to a given topic on a
The process of reflection starts with the regular basis (e.g. weekly after each lesson)
student thinking about what they already
know and have experienced in relation
to the topic being explored/learnt. This is
followed by analysis of why the student
thinks about the topic in the way they
do, and what assumptions, attitudes and
beliefs they have about, and bring to
learning about the topic.
It is important that each learning activity in the lesson must be (1) aligned to the lesson’s learning
objectives, (2) meaningfully engage students in active, constructive, authentic, and collaborative ways, and
(3) useful where the student is able to take what they have learnt from engaging with the activity and use it
in another context, or for another purpose.
3. Plan to assess student understanding
Assessments (e.g., tests, papers, problem sets, performances) provide opportunities for students to
demonstrate and practice the knowledge and skills articulated in the learning objectives, and for instructors
to offer targeted feedback that can guide further learning.
Planning for assessment allows you to find out whether your students are learning. It involves making
decisions about:
• the number and type of assessment tasks that will best enable students to demonstrate learning
objectives for the lesson
o Examples of different assessments
o Formative and/or summative
• the criteria and standards that will be used to make assessment judgements
o Rubrics
• student roles in the assessment process
o Self-assessment
o Peer assessment
• the weighting of individual assessment tasks and the method by which individual task judgements
will be combined into a final grade for the course
o information about how various tasks are to be weighted and combined into an overall grade
must be provided to students
• the provision of feedback
o giving feedback to students on how to improve their learning, as well as giving feedback to
instructors how to refine their teaching
4. Plan to sequence the lesson in an engaging and meaningful manner

Robert Gagne proposed a nine-step process called the events of instruction, which is useful for
planning the sequence of your lesson. Using Gagne’s 9 events in conjunction with Bloom’s Revised
Taxonomy of Educational Objectives aids in designing engaging and meaningful instruction.
1. Gain attention: Obtain students’ attention so that they will watch and listen while the instructor
presents the learning content.
• Present a story or a problem to be solved
• Utilize ice breaker activities, current news and events, case studies, YouTube videos, and
so on. The objective is to quickly grab student attention and interest in the topic
• Utilize technologies such as clickers, and surveys to ask leading questions prior to lecture,
survey opinion, or gain a response to a controversial question

2. Inform learner of objectives: Allow students to organize their thoughts regarding what they are
about to see, hear, and/or do.
• Include learning objectives in lecture slides, the syllabus, and in instructions for activities,
projects and papers
• Describe required performance
• Describe criteria for standard performance
3. Stimulate recall of prior knowledge:

• Help students make sense of new information by relating it to something they already know
or something they have already experienced.
• Recall events from previous lecture, integrate results of activities into the current topic,
and/or relate previous information to the current topic
• Ask students about their understanding of previous concepts
4. Present new content: Utilize a variety of methods including lecture, readings, activities, projects,
multimedia, and others.
• Sequence and chunk the information to avoid cognitive overload
• Blend the information to aid in information recall
• Bloom's Revised Taxonomy can be used to help sequence the lesson by helping you chunk
them into levels of difficulty.
5. Provide guidance: Advise students of strategies to aid them in learning content and of resources
available. With learning guidance, the rate of learning increases because students are less likely to
lose time or become frustrated by basing performance on incorrect facts or poorly understood
concepts.
• Provide instructional support as needed – as scaffolds (cues, hints, prompts) which can be
removed after the student learns the task or content
• Model varied learning strategies – mnemonics, concept mapping, role playing, visualizing
• Use examples and non-examples
6. Practice: Allow students to apply knowledge and skills learned.

• Allow students to apply knowledge in group or individual activities
• Ask deep-learning questions, make reference to what students already know or have
students collaborate with their peers
• Ask students to recite, revisit, or reiterate information they have learned
• Facilitate student elaborations – ask students to elaborate or explain details and provide
more complexity to their responses
7. Provide feedback: Provide immediate feedback of students’ performance to assess and facilitate
learning.
• Consider using group / class level feedback (highlighting common errors, give examples or
models of target performance, show students what you do not want)
• Consider implementing peer feedback
• Require students to specify how they used feedback in subsequent works
8. Assess performance: To evaluate the effectiveness of the instructional events, test to see if the
expected learning outcomes have been achieved. Performance should be based on previously
stated objectives.
• Utilise a variety of assessment methods including exams/quizzes, written assignments,
projects, and so on.
9. Enhance retention and transfer: Allow students to apply information to personal contexts. This
increases retention by personalising information.
• Provide opportunities for students to relate course work to their personal experiences
• Provide additional practice
5. Create a realistic timeline

A list of ten learning objectives is not realistic, so narrow down your list to the two or three key concepts,
ideas, or skills you want students to learn in the lesson. Your list of prioritized learning objectives will help
you make decisions on the spot and adjust your lesson plan as needed. Here are some strategies for creating
a realistic timeline:
• Estimate how much time each of the activities will take, then plan some extra time for each
• When you prepare your lesson plan, next to each activity indicate how much time you expect it will
take
• Plan a few minutes at the end of class to answer any remaining questions and to sum up key points
• Plan an extra activity or discussion question in case you have time left
• Be flexible – be ready to adjust your lesson plan to students’ needs and focus on what seems to be
more productive rather than sticking to your original plan
6. Plan for a lesson closure

Lesson closure provides an opportunity to solidify student learning. Lesson closure is useful for both
instructors and students.
You can use closure to:
• Check for student understanding and inform subsequent instruction (adjust your teaching
accordingly)
• Emphasise key information
• Tie up loose ends
• Correct students’ misunderstandings
• Preview upcoming topics
Your students will find your closure helpful for:
• Summarizing, reviewing, and demonstrating their understanding of major points

• Consolidating and internalising key information
• Linking lesson ideas to a conceptual framework and/or previously-learned knowledge
• Transferring ideas to new situations
There are several ways in which you can put a closure to the lesson:
• state the main points yourself (“Today we talked about…”)

• ask a student to help you summarize them
• ask all students to write down on a piece of paper what they think were the main points of the lesson
DURING THE CLASS: PRESENTING YOUR LESSON PLAN

Letting your students know what they will be learning and doing in class will help keep them more
engaged and on track. Providing a meaningful organisation of the class time can help students not only
remember better, but also follow your presentation and understand the rationale behind the planned learning
activities. You can share your lesson plan by writing a brief agenda on the whiteboard or telling students
explicitly what they will be learning and doing in class. Here are some tips and techniques to facilitate an
interactive lesson.
Here are some strategies to deliver an effective and interactive lecture.
2. Avoid text-heavy slides: These result in a tendency by both you and your students to read off slides.
3. Choose examples carefully: A relevant, concrete example (familiar and meaningful to students)
may help far more than paragraphs of abstract or theoretical description.
4. Use varied multimedia and technology to support your delivery (e.g. audio clips, videos, websites,
demonstrations and experiments).
5. Create opportunities for students to discuss and peer-teach each other: This is one of the most
impactful teaching lecture strategies. It breaks the passivity and engages students to think through,
reformulate, and explain the lesson concepts in their own words. This could be introduced with
minimal effort by (a) inviting students to teach their neighbor, followed by a quick class level

discussions on points of disagreement or confusion or questions that may have arisen or (b) pausing
at various points in the lecture for students to work in pairs to discuss and rework their notes without
input from you.
6. Use pop quizzes regularly in class: These can be readily generated on eLearn or using
other EdTech resources. They involve the students in practicing what they have just learnt, and
receiving feedback on their level of understanding, individually, as well as relative to their peers.
7. Managing different types of students: Here are some tips on how to handle common archetypes
of students that you may encounter in the SMU classroom:
AFTER THE CLASS: REFLECTING ON YOUR LESSON PLAN

Take a few minutes after each class to reflect on what worked well and why, and what you could
have done differently. Identifying successful and less successful organization of class time and activities
would make it easier to adjust to the contingencies of the classroom. If needed, revise the lesson plan.
TYPES OF LESSON PLAN
There are several types of Lesson plan the following:

• Detailed lesson plan
• Semi-detailed lesson plan
• Understanding by Design (UbD)
Detailed Lesson plan
• It provides mastery of what to teach, and gives the teacher the confidence when teaching.
In this plan, both teacher’s and students’ activities are presented.
Semi-detailed Lesson Plan
A semi-detailed lesson plan is less intricate than the detailed lesson plan. It is having a general
game plan of what you wanted to cover for that subject on that particular day.
Parts of Lesson Plan
There are five parts of detailed and semi- detailed lesson plans:
• Objectives
• Subject matter
• Procedure
• Evaluation
• Assignment
Objectives
The first thing a teacher does is create an objective, a statement of purpose for the whole
lesson. An objective statement itself should answer what students will be able to do by the end of
the lesson.
The objective drives the whole lesson, it is the reason the lesson exists. Care is taken when
creating the objective for each day’s lesson, as it will determine the activities the students engage in.
Subject matter
Subject matter or specific topic includes sources of information, e.g., textbooks and library
references.
The subject matter includes the following:

• Topic – particular lesson
• Reference/s – usually from the book and internet websites.

• Materials – refer to objects or tools that serve as instructional aids for particular
subject.
Procedure
The procedure is the body of your lesson plan, the ways in which you'll share information
with students and the methods you'll use to help them assume a measure of mastery of that material.
• In detailed lesson plan, the expected routines, lesson proper, activities are
presented. Questions and answers are written.
• In semi-detailed lesson plan has only contains procedures or steps to be used in
the lesson proper.
Evaluation
It can take the form of formative test consisting of a 10-item multiple choice questions after
the day’s lesson to determine the mastery of learning, e.g., 95% of the class got 100% correct
answers.
Assignment
It includes questions, exercises, and/or a set of practice specified by the teacher. In order to
succeed in discussing the assignment for the following day, a teacher give focused/specific questions
for students to answer.
Understanding by Design (UbD)
It is a framework for improving student achievement through standards-driven curriculum

development, instructional design, assessment and professional development
( Wiggins & McTighe, 2006)
The emphasis of UbD is on "backward design", the practice of looking at the outcomes in
order to design curriculum units, performance assessments, and classroom instruction
Parts of Understanding by Design (UbD)
There are three stages of Understanding by Design or UbD:

Stage 1 - Desired results
Stage 2 – Assessment Evidence
Stage 3 – Learning Plan

References
Agno, L. (2010). Principles of Teaching 2: A Modular Approach. Manila Philippines: C&E Publishing, Inc.

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General Principles in Teaching Literacy

in the Elementary Level

Foundational knowledge forms the underpinnings of teachers’ instructional practices in literacy.

AFFECTIVE, SOCIAL, AND COGNITIVE PROCESSES RELATED TO LITERACY DEVELOPMENT

What Do Teachers Need to Know?

EE102 | TEACHING LITERACY IN THE ELEMENTARY GRADES THROUGH LITERATURE 1

GUIDING PRINCIPLES IN TEACHING LITERACY IN THE ELEMENTARY LEVEL

Learning requires meaning

EE102 | TEACHING LITERACY IN THE ELEMENTARY GRADES THROUGH LITERATURE 2

Language learning involves recognizing, accepting, valuing and building on students’

EE102 | TEACHING LITERACY IN THE ELEMENTARY GRADES THROUGH LITERATURE 3

EE102 | TEACHING LITERACY IN THE ELEMENTARY GRADES THROUGH LITERATURE 4

EE102 | TEACHING LITERACY IN THE ELEMENTARY GRADES THROUGH LITERATURE 5

Types of Literature for Children

What is Children's Literature?

Benefits of Children's Literature

• Krashen's Theory of Affective Filter — the importance of low-anxiety environment to absorb

EE102 | TEACHING LITERACY IN THE ELEMENTARY GRADES THROUGH LITERATURE 6

Obstacles in Teaching Children's Literature

Limited access to motivating books— libraries not well-stocked.

Types of Children’s Literature

Poetry for Children

Factors that influence appreciation of Poetry

Different activities that children can involve themselves:

EE102 | TEACHING LITERACY IN THE ELEMENTARY GRADES THROUGH LITERATURE 7

Steps in teaching a poem

Choral Speaking and Reading

Steps to Creating a Riddle

1. Come up with an answer to your riddle

EE102 | TEACHING LITERACY IN THE ELEMENTARY GRADES THROUGH LITERATURE 8

5. Share your Riddle

Different Types of Riddles

Benefits of Riddles for kids

Some of the benefits of riddles for kids are:

EE102 | TEACHING LITERACY IN THE ELEMENTARY GRADES THROUGH LITERATURE 9

Setting Details can describe:

Factors in Analyzing Characters

Plot Components Climax:

Special Techniques of Plot:

EE102 | TEACHING LITERACY IN THE ELEMENTARY GRADES THROUGH LITERATURE 10

Suspense- excitement or tension

Consists of two types Can be presented in

The stage directions

EE102 | TEACHING LITERACY IN THE ELEMENTARY GRADES THROUGH LITERATURE 11

Drama Techniques and Activities in the Classroom

Why Use Drama Activities?

EE102 | TEACHING LITERACY IN THE ELEMENTARY GRADES THROUGH LITERATURE 12

Drama Techniques and Activities in the Classroom

Drawing /Making Props and Backdrop

Freeze Frame/ “Still Pictures”

EE102 | TEACHING LITERACY IN THE ELEMENTARY GRADES THROUGH LITERATURE 13

Slow Motion (an extension of freeze frame)

Acting with Puppets

EE102 | TEACHING LITERACY IN THE ELEMENTARY GRADES THROUGH LITERATURE 14

EE102 | TEACHING LITERACY IN THE ELEMENTARY GRADES THROUGH LITERATURE 15

Enhancing the Literacy Skills of the Learners through

When to use: Before reading During reading After reading

Why use shared reading?

How to use shared reading

When to use: Before reading During reading After reading

Why use choral reading?

EE102 | TEACHING LITERACY IN THE ELEMENTARY GRADES THROUGH LITERATURE 16

PAIRED (OR PARTNER) READING

When to use: Before reading During reading After reading