Pedagogical Retooling in Mathematics, Languages, and Science

for Junior High School

 Engaging Students
with Trade Books and Digital Texts
(Adapted from Intertextuality: Engaging Students with Trade Books and Digital
Texts, a Trainer’s Training Resource Package by Nemah N. Hermosa, Ph.D.)

Prepared by:

Denn Marc P. Alayon

Senior Education Program Specialist
Teaching and Learning Division
Bureau of Learning Delivery
Department of Education
 1. Define: text, children’s literature, trade
books, digital texts,
Session
hypertext/hypermedia, intertextuality
Objectives 2. Explain the rationale for using children’s
literature in learning science concepts
3. Explore different genres and formats of
trade books and digital texts that can
enhance learning in science
4. Describe ways in which non-textbook
texts may be used in a lesson or unit of
study in Science/English 7-10.
Let’s Do This:
Your facilitator will present two materials. Then,
evaluate the materials by doing the assigned task for
your group.

 Group 1 – Can you make a summary?

 Group 2 – What’s the author’s purpose?
 Group 3 – What’s the theme?
 Group 4 – What types of material are these?
 Group 5 – How can these materials
supplement the lessons in
the textbook?
Let’s Think About:
 How did you find the activity?

 Is it easy or difficult to evaluate these

supplementary learning resources?

 Should these be used in teaching English? Why?

 Do you think these materials will engage our

learners in our English class? How?
 Let’s Discover:

1 What is children’s literature, trade book, and

digital text?

2 Why should we use literature in learning content

in non-language arts subjects?

3 How do trade books and digital

supplement the lessons in the textbooks?
texts
 What is a trade book?
 A library book
 A textbook

 A book that is not part of a series of graded

instructional books
 A book that is considered “literature”
 A work book
 A book designed to inform
Let’s Watch:

Dr. Nemah N. Hermosa

Resource Person
 9

A common
scenario?

Our children are forced to read boring,

stilted textbooks (such as) books on social
science and history so turgid their subject
matter defies discovery behind walls of
incompetent prose.
- Teodoro Locsin, Jr.
What Teachers Can Do
• Help students develop strategies needed
to construct meaning during content area
reading
• reading.
Model methods to support students
before, during and after reading in their
specific content area.
• Supplement required texts with a variety
of reading materials related to content
area benchmarks.
• Allow time for students to collaborate to
discuss, question, and extend
understanding of content related reading.
 11

Defining “text”

Text is any communication –

spoken, written, or visual –
involving language.
(WDPI, 2017)
\
 12

Defining “children’s literature”

“Children’s literature is good quality trade

books for children from birth to adolescence,
covering topics of relevance and interest
to children of those ages, through prose and
poetry, fiction and nonfiction.”
(From Lynch-Brown, C. & Tomlinson, C. (2005).
Essentials of Children’s Literature, 5th edition.
What is a trade book?
 A library book
 A textbook
 A book that is not part of
a series of graded
instructional books
 A book that is considered
“literature“
 A work book
 A book designed to inform
What is a digital text (e-text)?
Electronic version of a written text;
a document read in digital form
Hypertext / hypermedia
• Digital text that is connected (hyperlinked) to
other chunks of text or elements, such as
images, video, audio to which the reader is
transferred by a mouse/button click.
• Non-linear: The reader
can jump from
anywhere to anywhere
while pursuing a chain
of thought.
 16

Children’s L I T E R A T U R E

GENRES
• Non-fiction FORMATS
• Biography • Picture books/
• Fiction picture storybooks
• Poetry • Illustrated books
• Folk literature • Various non-print
formats/digital texts
 17

Why use literature in learning content

in non-LA subjects?

Trade books serendipitous to a curricular

topic can make the difference between a
passive reader who quits when the bell rings
and an active, lifelong, self-motivated
reader.
- Sebesta, 1993
 18

Children’s literature addresses

many scientific topics, both in
narrative and expository forms.
They provide a context for
developing process skills and
help create a sense of place.
In addition, they are often more
fun to read than a dry textbook, accommodate a
wide variety of reading skills and learning styles,
and are often more up-to-date and inclusive of
women and minorities than textbooks.
- Sandra Abell, National Science Teachers Asso, 2008
 19

Nonfiction
Nonfiction can complement textbook
content and enliven every area of study. It
can provide in-depth, up-to-date
information about an array of subjects and
diverse topics. Through non-fiction,
learners see how knowledge in different
domains is organized, used, and related;
they become familiar with the language
and vocabulary of the discipline.
 20

Nonfiction: All About Energy

 21

Nonfiction: Graphic/cartoon/comics formats

Max
Axiom,
Super
Scientist
series
 22

Nonfiction: Graphic/cartoon/comics formats

 23

Science Wars
 24

Biography

Biographies can be used to successfully

motivate students to read. They allow
students to encounter a plethora of role
models. They give a face to human history and
give accurate, verifiable facts about a period.
 25

Biography
 26

The Inventor’s Secret: What Thomas

Jefferson Told Henry Ford
 27

Marie Curie

Robert Frost
 28

SCIENCE & HEALTH

Fiction and Science
There are many fiction stories that
relate to science concepts. They can be
• Read aloud to a class
• Used to introduce a topic and fact
• Answer student questions and
generate further student questions
about a topic
• Explore a topic combined with
hands-on experiences.
 29

Fiction:
Brainiacs: An Imaginative Journey
SCIENCE & HEALTH
through the Nervous System
 30

SCIENCE & HEALTH

Science Fiction
Like the scientific method, science fiction provides
an approach to understanding the universe we
live in. It provides the tools, tropes, and cognitive
framework within which we can explore ideas and
safely run thought-experiments where we cannot
or ought not in real-world experiments. By
dramatizing such scenarios, populating them with
believable characters, and providing the
background necessary for the audience to willingly
suspend disbelief, SF brings ideas to life.
-Chris McKitterick, 2015
 31

Poetry/Song in science studies

Poetry offers a world of sensory experiences
in any content area and should be used to
reinforce every subject taught.
- Holbrook, 2005
 32

Poetry

The Universe
The universe is every place.
Including all the e m p t y space.
It’s every star and galaxy,
All objects of astronomy,
Geography, zoology,
(Each cat and dog and bumblebee).
All persons throughout history—
Including you,
Including me.
 33

Saturn
Saturn’s rings turn around Saturn.
Its moons turn around it, too.
Saturn, by turns, turns around the sun.
Saturning through and through.
 34

The Garden Walked Away

(read aloud)
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 CAVEAT
Use caution when selecting texts for
a given science unit or lesson. How
accurate is the content? Make sure
there is no misinformation.
Text Set: English Grade 8 Unit I – AFRICA
 TEXT SETS FOR A LESSON/UNIT
Group Activity: Evaluating Trade Books & Digital Texts as
Supplementary Learning Resources
Reading/Watching the materials given to and identifying ways they
can be used to supplement the assigned DepEd Learning Material.

Group 1 – Grade 7 English

Group 2 – Grade 8 English
Group 3 – Grade 9 English
Group 4 – Grade 10 English
Group 5 – Grade 9 English
 TEXT SETS FOR A LESSON/UNIT
Group Activity: Evaluating Trade Books & Digital Texts as
Supplementary Learning Resources
Reading/Watching the materials given to and identifying ways they
can be used to supplement the assigned DepEd Learning Material.
Presentation (5 min per group)
Post your output on the designated wall. Briefly describe
the lesson(s) assigned to your group.
1. Give a brief summary of each material, then describe
how it will be used as a supplement to the LM lesson.
2. Any group member can answer any questions asked
by the other groups.
I have it… Concluding Activity
in my fingertips;
Something I did
I know it… not enjoy
like the back of my hand
Something I will
Something I treasure from
would like to the session
point out

Something
Something What I am little I want
good / going to do to add
something I next
enjoyed
Thought to ponder:

CLOSING
 67

You’ve been wonderful and

active participants!