Literature

in English
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The English Unit
(Secondary)

Issue 1, 2016

Text Review and Selection

At a Glance Do you still remember the Literature texts you studied when you were in lower and
upper secondary?
Pages 2 – 5
My experiences with literary texts in the secondary classroom still resonate with
A Guide to Text me. Anne Holm’s I am David introduced me to the horrors of the concentration
Review and Selection camps in World War 1, and led me to read more about the atrocities of war.
Daddy-Long-Legs by Jean Webster was a charming introduction to epistolary
Page 6 -
fiction. Chinua Achebe’s Things Fall Apart grippingly depicted life in an African
Book Review village where pride and self-worth crumbled in the face of colonisation and the
inexorable march of change. And who can forget initial encounters with the
Page 7 – startling language and imagery of Keats, Wordsworth, Blake and Owen in the
poetry anthology A Choice of Poets, or Shakespeare’s doomed Macbeth as his
Voices from the ambition wrestled with his conscience in a dramatic depiction of the struggle
Literature Classroom between the supernatural, free will and vengeance?

Page 8 -
Today, the range of literary texts available for reading and study is unbelievably
Literature Resources vast. We have easy access to prose, poetry and drama by writers from all over the
world – e.g., African, Chinese, Indian, Vietnamese, Singaporean, American, British –
Page 9 -10
each with a plethora of thought-provoking thematic concerns, vividly fleshed-out
Calendar of Courses characters, differing points of view, wondrous settings, and skilled craftsmanship in
style. Text selection has never been easier, with this immense wealth of texts that
2016
comprise both the canonical and the contemporary. Arguably, it has also become
more challenging, as timeless considerations such as student profile, age-
appropriateness and language come into the picture.

In this issue, we will examine some text review and selection considerations at lower and upper secondary
level, and the processes that could facilitate the endeavour. We will also hear from Mrs. Gloria Zahri, Year
Head, of Orchid Park Secondary School, who will share her rich experience as a member of the Literature Text
Review and Selection Committee.

Let’s start our students off on adventures of exploration and learning through literary texts that will open doors
into new, unfamiliar and exciting worlds! Let’s ask ourselves: what will our students remember about their
literary texts?
Ms. Janet Liew, Senior Curriculum Specialist/ English Language (Secondary), CPDD 1
 A Guide to Text Review and Selection

In this article, we will examine some text review and selection considerations at both lower and upper secondary.
Imagine that you are Mr. Goh, the newly appointed Literature Subject Head, from Peridot Secondary School. It is that time
of the year again ─ the review of the lower and upper secondary Literature curricula, in preparation for 2016. Four of your
teachers have given feedback and raised concerns about the texts students have been studying:

“We’ve been teaching

‘An Inspector Calls’ for “Our 2016 Sec 3 Express
six years now…it’s and N(A) classes need
time for a change.” new upper sec prose and
drama texts! What our
“My classes complain Sec 4s are studying now
“The unseen poems and
when they read Sing won’t be examined in
prose extracts we used
to the Dawn! The girls 2017.”
this year are too simple
really like the book, for our students. I think
but the boys say all we need to look for
the village mouse and other more challenging
girly-angsty stuff is ones.”
boring.”

How should Mr. Goh embark on the review and selection of Literature texts for the school’s lower and upper secondary
students?
The following are some considerations and guiding questions:
Considerations Guiding Questions What could be of further help
Process  How should my teachers start the Chapter 2, Section 2.4 of the Guide to the Literature in
review of texts ─ individually or as a English Teaching Syllabus 2013 offers guidelines on
team? the team processes involved, e.g., shortlisting,
 What are some sub-processes discussion and resource building.
involved?
Appendix 2.4.1 (Literature Text Review Form for Lower
Secondary) is a tool to help the department make
informed decisions regarding lower secondary text
selection.

Sources of Texts Lower Secondary Lower Secondary

 Are there ready-to-use lists of texts
that have been evaluated for
suitability as Literature texts?
Upper Secondary
 Where are the prescribed text lists
for the O and N(A) national
Literature in English examinations?
 When are they released to schools?
The Lower Secondary Recommended Text List is
available on the Literature page on OPAL. It comprises
prose, drama and poetry texts that are suitable for
lower secondary classrooms. Schools are free to
choose texts outside of this list.
Upper Secondary
SEAB releases the O and N(A) prescribed text lists two
years before any year of examination in April/ May
through an email to schools. The lists are
subsequently available on OPAL as well as on the SEAB
website.

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Considerations Guiding Questions
Literary Merit Learning Outcomes
 Does the text allow for exploration and study of
the learning outcomes as outlined in the
Literature in English Teaching Syllabus 2013?
Richness of Themes
 Does the text have enduring value and allow
for a rich discussion of universal themes that Upper Secondary
are still relevant in our changing world? The O and N(A) prescribed texts have
 Does it add to students’ understanding of the been selected with literary merit in mind.
human condition?
Style
 Is the text written in language that is rich, and
that invites and rewards close and critical
analysis?
 Is there scope for exploration of literary devices
such as imagery, irony and symbolism?
Accessibility to Target Students’ Language Abilities and Entry Level
Audience  For low progress learners, is the text simple
linguistically, yet sufficiently complex in ideas?
 Does it provide opportunities for engaging in
deep processing and critical thinking?
Students’ Interests
 Have I considered the gender of the student
cohort?
 Is the text interesting and relevant to students?
 Does any existing temporal or cultural distance
override the text’s potential for offering new
perspectives into other worlds?
What could be of further help
Lower Secondary
The texts on the Lower Secondary
Recommended Text List have been
selected with literary merit in mind.
Schools are free to choose texts outside
of the list, but should keep in mind
literary merit as a consideration.
Lower Secondary
The Lower Secondary Recommended Text
List comprises prose, drama and poetry
texts that cater to students of differing
language abilities.
Upper Secondary
The O and N(A) prescribed texts have
been selected with accessibility in mind.
Lower and Upper Secondary
Appendix 2.4.2 (Student Interest Survey)
in the Guide to the Literature in English
Teaching Syllabus 2013 could be used to
find out what students are interested in.
The survey could be conducted in May to
facilitate planning for the next year.
To find out students’ opinions on texts,
another survey could be carried out.
Appendix 2.4.3 (Student Feedback on
Literature Text) in the Guide to the
Literature in English Teaching Syllabus
2013 could be used for this purpose.
3
Considerations Guiding Questions What could be of further help
Appropriateness of  Is the content or subject matter age- Lower and Upper Secondary
Content/ Subject Matter appropriate and suitable for study? While the texts on the Lower Secondary
 Are there controversial areas or issues such Recommended Text List and the O and N(A)
(perhaps there is no prescribed texts have been selected with this
as gratuitous references to sex and violence,
need to to justify text for consideration in mind, teachers should also
the considerations; left- for example? Are my teachers comfortable think about how potential areas of concern
align instead?) teaching a text with these areas or issues could be handled in class.
present?

Appropriateness of  Does the text have objectionable or Lower Secondary

Language offensive use of language? Chapter 2, Section 2.4 of the Guide to the
 Are my teachers comfortable with the Literature in English Teaching Syllabus 2013
discusses the issue of whether such
language of the text?
instances of the use of objectionable
language could be used in any way to further
discussion of complex and contemporary
issues in society.

Upper Secondary
The O and N(A) prescribed texts have been
selected with this consideration in mind.

Resources for Teaching  Are there available resources for teaching Lower and Upper Secondary
the Text the text? Many of the prose and drama texts on the
 If there aren’t, are my teachers able to Lower Secondary Recommended Text List
come with starter resources. There are also
create their own resources?
starter resources for the upper secondary
prescribed texts. These are all available on
OPAL.

Schools offering similar texts could contact

one another via the networking link on the
Literature subject page on OPAL, and pool
resources or organise book club discussions
on the texts.

Range of texts offered 
during 2 – 5 years of
Literature curriculum
What range of texts should my students be Lower and Upper Secondary
exposed to? Consider selecting texts from different parts
of the world, including Singapore, as well as
different time periods and contexts. This will
help to develop students’ global outlook,
introduce them to a variety of cultures and
issues, and highlight the interconnectedness
between texts, the world and the self.

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 Considerations Guiding Questions What could be of further help
Genre-specific  How long should prose texts for Lower Secondary
considerations lower secondary students be? Chapter 2, Section 2.4 of the Guide to the Literature in
 How many poems should I select for English Teaching Syllabus 2013 offers some guidance
on genre-specific considerations for lower secondary
my lower secondary students’
text selection.
study? What should guide the
choice of poems?
 Do plays for lower secondary
students always have to be in
several Acts?

Unseen Poetry and  Do the texts allow for close Note

Prose language analysis and the Unseen prose and poetry is now introduced only at
application of skills? upper secondary; it is no longer a lower secondary
content specification.
 Are they engaging and age-
appropriate?
 Is the subject matter, language and/
or themes sufficiently challenging?
 Is the subject matter, language
and/or themes unfamiliar or
esoteric?
 Are the texts of reasonable lengths
so that students may respond to
them within specified periods of
time?
 Is there a wide range of texts by
different writers from different
parts of the world?

Finally, Mr. Goh should ensure that his team of Literature teachers embark on the review and selection process early.
Specifically for upper secondary Literature, the process should start when the prescribed text lists are released in April/ May
each year.

Read Chapter 2 of the Guide to the Literature in English Teaching Syllabus 2013 for more details!

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 Book Review

A Monster Calls
Novel by Patrick Ness, illustrations by Jim
Kay, Candlewick Press, 2011
(ISBN 978-0-7636-6065-9)

A Monster Calls is a masterful fantasy tale of thirteen-year-old Conor who has to come to terms with the
imminent death of his mother from terminal cancer. Set in today’s England, this ‘young adult’ novel
movingly portrays a boy, barely into his teens, who struggles to handle his fear, anger and helplessness at
the situation his family is in. He does his best to cope with many things: with school; with being bullied by
his classmate, Harry; with the over-solicitous way others are treating him; with his grandmother’s
unwelcome yet necessary presence at the last stages of his mother’s illness; and with his estranged,
remarried and relocated father’s re-entry into his life at this critical stage, when decisions have to be made
about what happens to Conor after his mother’s death.

Even as he refuses to accept the very real possibility that his mother is dying, he is plagued by a recurrent
and terrifying nightmare he is unwilling to confront or even mention, the nightmare with ‘the darkness and
the wind and the screaming’. Suddenly, he also starts receiving visits at 12:07 a.m. from an enormous yew
tree monster which tells him bizarre and strangely relevant stories, stories that ‘are the wildest things of all’,
stories that ‘chase and bite and hunt’. Is the monster real? Why does it always come at seven minutes past
midnight? Is the monster the one which destroys rooms and physically hurts people, or is it Conor? Is Conor
hallucinating or imagining things? Or is the monster a psychological manifestation of his emotional turmoil?
These are questions that engage the reader even as the novel hurtles towards its cathartic ending.

A Monster Calls won both the Carnegie Medal for literature and the Kate Greenaway Medal for illustration,
and was a New York Times Book Review Notable Book of the Year. The novel’s hauntingly rich language
effectively conveys Conor’s troubled inner world, and also fleshes out the central themes of love, guilt,
family relationships, and death lyrically. Critically acclaimed author Patrick Ness has produced a text that
explores the human condition with great honesty and compassion, and Jim Kay’s moody and atmospheric
black and white illustrations are works of art in themselves, going beyond merely supporting the writing.

A Monster Calls is a must-read about coming to terms with loss, and the resilience of the human spirit.

Ms. Janet Liew, Senior Curriculum Specialist/ English Language (Secondary), CPDD
6
 Voices from the Literature Classroom

This issue features Mrs. Gloria Zahri, who has taught Literature for 35
years, and has been both a Level Head and Year Head for the past 13 years
in Orchid Park Secondary School.

As a member of the Literature Text Review and Selection Committee in

2011, 2013 and 2015, she has been involved in the review and selection of
texts for the Upper Secondary Text List. Gloria enjoys reading the plays of
William Shakespeare, as well as the poetry of William Blake and Wilfred
Owen.

In this issue, Gloria shares with us her experience as a member of the

Literature Text Review and Selection Committee.

Q1: You have been a part of the text review and selection committee in 2011, 2013 and 2015. What were
some of the insights you have gained, working on the committee?

G: I have gained some understanding of how Literature texts are selected and I am pleased to note that there
is a rigorous process involved. In reviewing a text, the committee looks into its literary merit, its accessibility
to students and the kind of values it promotes. We also discuss areas of concern, such as objectionable
language or controversial subject matter. It was also a meaningful learning experience for me, as I had the
opportunity to collaborate with a diverse group of teachers, who offered unique insights and perspectives
due to the different profiles of students they taught.

Q2: What were some of the challenges the text review committee faced, during the decision-making
process?

G: One key challenge was the search for suitable contemporary texts that would appeal to teenagers. Some
books which students enjoy may contain objectionable language or controversial subject matter, while others
are simply too long to be studied in a year. Sometimes, the committee members may not agree on the
suitability of a particular text. We would then weigh the benefits and constraints, before making a decision
after extensive deliberation. For example, there was a text that dealt with meaningful themes of racial
discrimination and growing up, which we felt students would be able to identify with. However, the
committee came to the consensus that the text was more suited for adult readers as it featured crude
humour and vulgar language.

There were also texts we could not adopt due to practical considerations. For example, there was a collection
of short stories which were well-written, and rich in literary merit. However, there were thirty-two stories in
the collection, which would make it arduous for students to plough through and remember all the stories and
characters.

Q3. Do you have any advice for teachers on some factors to consider, when choosing literature texts for the
lower and upper secondary curricula?

G: For Lower Secondary, the culture and context of the text should not be too foreign to students. A text that
is too difficult to access may intimidate students before they can get a taste of the subject. However, the right
text will differ from school to school, depending on the profile of the students. For Upper Secondary, I feel
that it is sometimes better, although more challenging, to choose a text that has fewer resources online,
especially in the form of study guides. This encourages students to be independent and critical readers, who
have to decipher texts, make connections and develop personal responses. 7
 Literature Resources: Literature Page on OPAL 2016

Syllabi and Syllabus Guide Text Lists and Resources for texts
A digital copy of the Literature in English Lower Secondary Recommended Text Lists
Teaching Syllabus 2013
National Exam syllabuses for years of exam 2015 Upper Secondary Prescribed Text Lists
and 2016

The digital Guide to the Literature in English 33 sets of resources for Lower and Upper
Teaching Syllabus 2013 Secondary Set Texts

This document has a wealth of resources for Literature
teachers and leaders, including suggestions for
teaching the various learning outcomes. All annexes
are in word document format for teachers to
customise as they feel necessary.
NEW! Where Angels Fear to Tread by E.M. Forster
NEW! The Midwich Cuckoos by John Wyndham
These are starter resources for upper and lower
secondary texts. They may be helpful in forming a
perspective on the text.

Other General Resources Networking

Resources from Leading the Literature Team Networking Link
Workshop
Click here for resources on how to plan your school- Click here to find out which schools are offering similar
based Lit Curriculum. texts to yours, and network with them.
A Glossary of Literary Terms How to Organise a Book Club or A Poetry Circle

This glossary provides definitions and examples of Click here to learn how to organise a book club or a
literary terms Secondary School students may poetry circle with other schools offering the same texts as
encounter in the course of their study of Literature. you are.
This is also found in Chapter 7 of the Online Guide to
the Literature Syllabus.
Resources from Literature Symposium 2014

Resources from the Symposium 2014, including

speeches, lectures, workshops and teacher
presentations may be found here.

Resources for Poetry Resources for Assessment

The Poetry Teaching Package 2015 The Literature Assessment Planning Tool and
Overview of Literature Assessment Tasks
This document has a range of resources for the
teaching of Poetry, taken from various parts of the These documents help in the planning of school-based
syllabus guide, with additional resources like write-ups Literature assessment.
about different eras, and sets of poems organised by
themes.
Resources from Poetry Workshops Resources from Assessment Workshops

Note: refers to resources highlighted in this issue. 8

 The English Unit (Secondary)
Support for English Language & Literature Teachers
Calendar of Courses 2016*
*Please note that the details are subject to change.
For confirmation of details, please look out for the EL Unit (Sec)’s memos to be sent to EL HODs.

ENGLISH LANGUAGE

Course Date

1. Seminars & Symposiums English Language Teaching Seminar 2016: 17 & 18 Feb
st
English Language Teaching and Learning in the 21 Century

2. Department LAMP-plus: Curriculum Leadership Module – English Language 26-28 Oct

Management & (Secondary) [Workshop for newly appointed KPs]
Curriculum Leadership

3. HOD Sharing-cum-Discussion Session 4 Nov

(0.5 day)

4. Pedagogy and En-ELT Workshop C: Reciprocal Teaching 20 & 21 Jan

Instructional Materials (For project schools only) (1 day; 2 runs)

5. En-ELT Workshop D: Creative, Critical and Inventive Thinking 25 & 26 May

(For project schools only) (1 day; 2 runs)

6. School-based School-based EL Assessment Workshop: Assessment Principles 19 & 20 Jan

Assessment and Item Setting Considerations [Exp/ N(A)]

7. School-based EL Assessment Workshop: Assessment Principles 20 & 21 Jan

and Item Setting Considerations [N(T)]

8. Sharing Session: e-Oral Assessment [N(T)] – Considerations for 2 Feb

Developing Video Clips and Prompts

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 LITERATURE

Course Date

9. Seminars & Symposiums Literature Symposium 2016: 31 Aug

Between and Beyond Lines

10. Department Leading the Literature Team 30 & 31 Mar

Management &
Curriculum Leadership

11. HOD Sharing-cum-Discussion Session 4 Nov

(0.5 day)

12. Pedagogy Teaching Poetry: Building the Basics 3 Feb (1 day) &
4 Feb (0.5 day)

13. Understanding and Appreciating Drama in the Literature 4 & 6 Apr (2 half days)
Classroom
st
14. Teaching the Dramatic Text Through Drama Pedagogy 1 Run: 30 & 31 May
nd
2 Run: 2 & 3 Jun
(1.5 days; 2 runs)

15. School-based Upper Secondary School-based Assessment Workshop 9 and 10 Nov 2016
Assessment (1 day; 2 runs)

Literature Events and Training by Partners (2016)

Organiser Event Date
1. National Arts Council (NAC) Words Go Round Schools Programme 29 Feb to 12 Mar 2016

2. Singapore Examinations and Assessment – Literature (Secondary) Class 1: 25 Feb (full day) &
Assessment Board (SEAB) 10 Mar (half-day, PM)
Class 2: 7 Apr (full day) &
21 Apr (half-day, PM)

3. Schools National Schools Literature Festival (NSLF) 2016 at CHIJ Jul 2016
Katong Convent

A Happy New Year from the English Language Unit (Secondary) to all teachers
and all the best for 2016! 10