Developing Critical -Th .

1nk•ng
1 among
.
Literature Learners ·
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Learning Targets
At the end ol'tJ • 1 .
'J ns esson, you are expected to: ,· ··· .
• anal . . . literature classes, .
yze suuatzons that promote thinking skills among . · . . : •
• d,ijjr'"er t. , . . . h. king skills; add · · ,\ · . .
:.,, en zate t,1e higher-o rder and lower-or der t m
• erarfita brief .
. literatur . • I thin,king af!Zong lzterature
e activity to promote the use ofcntt~a ,.. ' · ,. ! ' ;

learners,
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Introduction
I

What ·1s ·
• teaching and learning
· passive to you? .' h.t have thought
· v.1 ou mig . of pu~eIY
lecturing or a situation ·~here the teacher dominates the class. Literacy, as defined by
UNESCO (2004), is an ability that.can be de~~loped through·ti~e. It is associated With
varying contexts ·to a.chieve the pupils~,goal~; to build their knowledge and.potentials, .
and to participate fully in their comm:unity and ~roader ~ociety. This mea1:15 that effective.
· classrooms for literacy sh.ould ignite the use of critical thinking skills among learners. In
that way, active learning is achieved. In.this l~sson, you will be i~mersed in strategies
·and techniques to activate critical thinking ski\ls among the learners. Read on!
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Dev~loping higher-order thinking skills· is biie paramount aim of the current K to

12 Curricuium in the Philippines. DepE.d Orde·r No. 21, s. 2019 states that the curriculum
_adopts .inquiry-based l~~rning, which p~t~ "premium on questioning, probing; and
proving.".This will ev~ntually lead to d.eveloping t~e critical thinking of the learners.
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Oae way to ensure the engagement of ~he learners is by giving them the proper
activities that develop these ~~ills. Critical ~~inking involves abilities like id~ntifying
a problem, Iookin$ for a~sumptions, a~d tryi~g solutions from i~ductive and deductive
logic (Kennedy, Fisher, & Ennis, 19.91). Somet~mes, ·critical thinking skills are equated
t~ higher-order thinking sk~lls. The term. "higher-order thinking skills" has stemined ia
Bloom's taxonomy of lea~ning.
 A CREATE:
f/ combine Parts to mak
t- e 8 new whole
/'"
Higher EyALUATE:
order judge the value of inf . .
ormatton or ideas
Thinking
ANALYZE:
Skills
break down information into .
component Parts

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During the conception of t~e. taxonomy: _m~ny 1 educationalists believe that learning
is hierarchic~l; however, an ongo1~g debate. 1s challenging this : concept. Hence, some -
educationalists agree to j~st classify the skills into lower and higher thinking ,skills. Lower-
.order thi~king skills allow the learn~rs·to plainly give back what the teachers provided them
~o
or ~hat the book gave ~hem. The material learned goe~ through chan_ges at all. For example,
when the literature ~eacher just elicits.the name of the character ·in t~e short story read in class,
the pupils just tend to give·back the fact that is found in the piece. So, purely parroting a fact
• • • • ,, l •

or apiece of information from the text is considered a lower-order thinking skill.

Higher-order thinking skills involve the use of t~e piece of learning given to the
learners in order to take concepts, combine the pieces qf learning, evaluate· something, or
create something out' of the learning. Usualiy, the answers might not be based on ~he_book
.or the literary piece, even though they can use the book to arrive al an answer. In other
words, higher-order thinking is the result of the tea9her giving opportunities to le~rners
theappropriate tools that they will need in order to meaningfully interact with the content
~or tbem to remember the concept correctly. ' "
.,,
. _Going back to inquiry-based teaching approach, w~ can say that questi~nin.g ~at~ers .
in aliterature class in order to immerse the pupils to use their higher-order th10kmg skills.
One adopt d t • . · · and ensuring class
pa . .• . e each mg strategy to achieve appropnate questtonmg " . . .
Ii rti~tpatton is the "Six Thinking Hats" by Edward de Bono in 1~85· The ~tx Thmkmg
ats can h l ·
e P you approach problems and inquiries from d'ffc1 erent Perspecttves but one '-==-==a
 I
. from too many angles crowd.mg your think ing. The foll 0 w1" .
at a time' to avo1·d confusion •(g
are h· t t ·
Six Think ing Hats as a teac mg s ra egy to deve1 ~
. some of the benef its of using the 0
..
htghe r-ord er th·1n k 1ng
' sk 1·11 s: . .

1. It is a powe rful decision-checking technique while promoting colla?oration

alllottg
pupil s.
th ti:tne.
2· It helps the learne rs explore the situation from each perspective at e same
st
3· It forces the learners to move outside their habitual think ing I Y~es.
• 1

s, thus
4- It allow s the 'learn ers to look at things from _several differ~nt perspective 1

teach ing them to ·be critic al thinkers. . - . · · · .

5. !t perm its the pupils to g~t ~ more rounded •view of the litera ry piece
nd the context a
upon which the piece is related. ·
. .
ict"
For exam ple, as a litera ture teacher, you ·can ask your pupils to look at the·"confl
ve, or risk
in the "Thre e Little Pigs and the Wolf " from an emotiona~, intuitive, creati
the learners to
mana geme nt viewp oint. Not ~onsideriQg these perspectives could lead
, or ignore the
unde restim ate peopl e's resist ance to their pl~ns, fail to make creati ve leaps
ren's literature
need for essen tial conti ngenc y plans. When yo~ take'_the ~hoes of a child
and contexts
teach er, you can use the Six- Think ing Hats to cre~te questions, situat ions,
ise their critical
relate d to the J?iece. Then , the learners wilf approach the questions to exerc
think ing or use of highe r-orde r think ing skills. , . . •.
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stimulate
In prim ary grade s; six think ing hats may be used with literal color ed hats to
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t~e pupil s' cu_rio~it y. One good techn i9ue is tha_t, as ):_?U, give ~he color ed hat~
to ~ach group
brainstorm, use
ofpupil s, each hat has one question inside it. -You, therefore, allow them to f • .. • '

iduai( ized learning, you

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the hats as a guide , and add a color of suspense. If you opt fer ! indiv .,
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As
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:y ou put on your head a color ed hat, you walk

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~ may bring. in class differ ent colored hats.

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aroun d the class and ask question/s reflecti~g' the col~/ or'th~ hat being worn
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, • It is used to generate .
• It is . It is related to controlling a ~
f creative thoughts. . t•
. . . l
I : k1·ng caution. process. .,. , . : !
thtn .
· ·I
I .Jt 8l
tows the
.
learners , . , • ~t · allows the learners to 1
. k about critical ·, · f think of new ways, sound 1
to t b1n
• · h
· •· ·
· ~ 1t is used for thinking about ,
', t inking.
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judgment.
·. : i
solu~ions, a~d bet~er plans i ~
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~-j ~ ..to~ ol~~~robl:~~ :t h
:~· ~ ·t. ~
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combining the manner of q_uestioni~g with learner-centered and enjoyable techniques

. g the Bouquet," "Trip to Jerusalem;" or "Question-Pro.mpts Wheel'; .
•ke "Passin . ·. . . .. w111 ensure ,
h• ber engagement of the learners while developmg theu cnttcal thinking sk'll H
. . , . 1 s. ere are ·
big . . teps to implement the followmg learner-centered techniques: . ·. · · ,
the rrun1 s ,. . - . . . . . .
. ,
• Choose a familiar elementary song. , .
• Grqup the class into three big circles.
• Post the critical question in front. . '_ ./
Passing the Bouquet . i• . Ask t1'e pupils to sing_a song. Let them pass on something (e.g.~ a pen, a .
I handkerch~ef,,or a.to)'.) while singing. . . . . ' ..
• · · · When. yo·u say stop, pupils holding that thing will have th~ chanc~ to·
answer·the question. · .· · · · · ·
V. ~ -1- '·,, II \ . :, $., I ' 4- J) ► H;>.;il,/, ' ,.,.,..__
, ~ . ,- .~ ~ - - - ~ , . . _ - . . . . . , . . _

,-~ · ·. •.··::• .,._ ~~·"__ ,', • .~':'<: G~upth~;c1asS:~.n!o.t~9bigc~r.cles. /r·· . . .'. . · _:., · .... · ·.· ..-._-~J

I .__'·.f· ,.: ,. ·. · />~ :·;;,.S7Po~tJhecdti9aJquesti9rjiti.front:

• I • 1,.. ~ ,..,·, ,••' ;,:_,'~,
.; • .j' \ , ,_,. ,,,,•,'-\, \ _ {' .},• ,,'!-, ,t•'.J /" , . _ . . : - ~
.·. .&e.__!h~·~ha,irs,.(as !1!-,.!9e,typic_a! Tfip.to_Jerusalem g~me). · '. :/ ...: ,. : l,
<-"'• .1••,r': ..._
<.-.7'_.,(!\fl'atl
_:·
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__,. . ·-:. : :.i

, 1 ! , • ,. t -. ~ , • .. .,

· . ' -:, ·(:_ i , •• · . ...:: :· .... ~-

l- Trip to'!!~~~-~·~~ ..; -~§;\f0-wfi1i1e'i,f_;yj~g;~'!~ng:~upiis ·wili';alk (or dance) aro~nd t,lle ch~rs.' :·:- .~
!. ... ,.·'.1- . >!:;';; :·~i' . .,,; :\3/i:~ tp~.,~~s,f,/sirip{~upi}s ~h~-~re unable to sit on a v~~aiit ch~i~~in]
1

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f~i/J ., ..hlif i:i11~'fhaii'c. ;·10aAs~et 'th; q~~stion.
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• Create a wheel of critical thinking questions. · . , ,
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• Discuss each question on the wheel (e.g., what does the question mean or
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. what answer is neededf : . , .' . ,

· · Question-Prompts • Give.each pupil a'numbe~. _·. . . . .
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.. Wheel . • Us10g the number generator,{downloaded online), choos~ t~e pupil who -
will manipulate the wheel. · 1 _ '.

• When the wheel stops, the arro~·that ·points to the question will be asked
- tq the class or to the pupil-parti~ipant.
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~ake note tpat askin~ .the right q~estions· ~~n go a long ~ay in helping 'the lear~ers to
analyze thetexts. The questions for analyzi~g a literary text should be varied (See Chap!er 6
for• amore In-depth
· discussion· on questioning). The cnt1cal
. . thm·· k'mg quest·ons
1 should be
·
aence,parthea~ount:.consideration other·than the technique. of g1vmg
given · · quest1·ons to the. learners.
.
· questi~ns can be used in several ways: . • · ·
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· They.can serve· as your resources to help ' the· learners
·· · deIve more
. deeply
. into
, sp
aspects of the text. · ' ·
 • ' • • I , • ·• ' • •'

2. They can be µsed as guides for the learners to~arrive at an answer or a decision. ..
•. I • • •
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3. They can be. used as triggers for communication. • .

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Remember, using critical thinking questions and cotnbining them w.ith interactiv~
techniques can also develop cbmm~nicative • I
skills·
•
and. ·collaborative conne¢tions betw~en ' I

and among the learners' classmates. At the sam~ time, the class' ~enjoyment to improve
listening and_speaking literacies is heightened. ( . ,, ~
.~ u-sin9 p~ pi l-G e~ er.at ed ~o ar d Di~pla·
- . . . ys
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; Targets
L arn1ng .
e this lesson, you are·expected to:
Al the end of . . . . ,
the importance ofpupzl-g~nerated board displays .. .
discuss in enh . .
• · ancmg 1zteracy and
ing literature;
/earn . . . .
· . e the experiences of Englzsh elem - ,
syntheszz · · enta ry tedchers on u . .
• ddisplays; and · . . szng pupz1-generated
boa~ ' . ' . . . , ,
mini . ' .
create a board display for an elementary English class
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Introduction ·, . '
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Have you ever visited an ele1:1e~t~ry ,classroom a~d noticed
some board displays?
Well, some of you might ~a~e ?bs~~v_ed tha~ in ·.c~nspic~ous
places, some board displays
were ·generated by the pu~il~. _Some of _th~se displays_may
be the pupils' outputs in
their English clas~es. ~an this display.of outputs help improve
pupils' literjlcy? If yes,
how ca~ board displays help _im~rove the literacy of the pup
ils while they app;eciate .
literature? Read this lesson to unr~vel the answer~ ·to our ques
. . tion
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.iJ ~HINK ( . . ~ . I. .- ,
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Visual learners occupy a high percentage in th~ pie as compare . ' .

d to their auditory -and
kinesthetic.learners (EBC Online TEFL Blog; 2020). H~nce,
\ ' • as beginning teachers,·you·
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need to cater to this type of learning ability. One .~ay t~ inte

, -

rface iiteracy~ literature, and

visual learning ability is the use ·of pupil-generated board disp
lays. Some of t~ese displays
are interactive and rely .~n pupil contributions. Here are some sa~ples of inte
ractive pupil- .
generated ~lassroom displays. The foll_o~ing we_~e modified
techniques from Himmele, P.,
Himmele, "J/., aqd Pqtter (2014): · ·
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l. Quotable Quotes Board · .. ,\

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. .. ' Pupils post on • '

the bu'iletin 'board.the quotaole quotes they have found

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~n the
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st
: orybooks; poems, or short sto~ies·they have 'read i~ a read
-~loud activity or ~ book
talk. This is one ~ay to gaug~ how tpe ,literary piece relates
to the~: As a beginning. ·
te~cher, _YOU might want to ask them to share 'why the quotes
th1 _are quotable for ~he_m. In
s way, you target critical thinking and o!al litera~y. ·
 2. #MySuperhero Wall
j
Pupils post the drawing of their ideal character in the story or the persona i
the poem. Beside 1:he image is the reason why they like that dra~ing. In_this wa;
writing literacy.is enhanced as well as their reflective thinking. This, activity likewis'e
targets to _improve. the ability of.the ~hildren to relat~ to p·eople and be sensitive to the
thoughts and emotions of others. ,.
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3. ~u~cher Pa.p er . '
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The teacher posts :a ·butcher paper or. a graphic organizer :with title. prompts
selected by the literature teacher and ·a blan~ 1space for_students to writ~ ·~n. The
graphic organizer acts as a memo'r y aid for the pupils -to o_rganize their Jl}oug~Js about
• • • ( , ' .J ; .•
a spec~fic topic. • ' • "• • I '

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4. Collecting Words Wall .. ...
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The teacher posts· an empty enveiope on the board. It will act as a· basket of • I ' , • •

·difficult words that the pupils 'might have encountered in the read-aloud ~ctivity or
• • • \ I "' •

book talk. The pupils who have encountered such vocabulary will be resp_onsibl~ for
determining the ~eaning,' w;iting a sente~ce ~sing the vocabulary, and writing the
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specific p~rase or sentence where such wo~d was u·sed _in the text. They will all write
• , , ' :• • I • • " • .,

these details on a piece of paper that will be kept inside the envelope posted on the
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wall. Anyone who wishes to see the difficult words that his or her classmates have
l • ,. • • '

: encountered can have

?• i•
the
.
chance to see them._
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Again~curiosity
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among the learners is
t I ~ "'.. J I • I I • •

heightened through this activity: In that way, the pupils can try to ~ead the ~ook ·or the
·'_ literary piece that o!hers have read.· . ' . I • .•

5. Great Opening Lines Wall

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, Many pupils will remember a piece of literature through its opening lines. So,
• • I ' • , • •

. the learner~ could be 'asked to .d_OCUQJent the opening lines of the book they have
. alr~ady read or the . iiter~ry: pi~ces th~t· they i~tend t~ read. Thi~ p~oces~-product
•• ... I - I ' I '.. •

activity can establi~h anticipation in the r~ader and aid the mood that something
really.fabulous is about to ·be ~ead. . . . .~ . \
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,. . .The Class Bookworm·, . ,,

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an
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'This p~pil-generated wall is' add- on board for . the · pupils to ,write their
thoiights related tq the ~iterary piece read in class. It acts a~ a freedo~ wall ~r a vandal
wall regarding the · li~erary P,iece they have read. Creative· and reflective thin~ing
. abilit~es may be enhanced through this activity.rTheir thoughts may also be used as a
,. supplement for literary :analysis. , ·. · · · ·'
 1he Wf DU Bank
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small group discussions may ~ometimes resu • I

lt in Unanswered Cluestions of the .

learners. One good ,
way to gener~te ideas .of the clas~ is through
,, . the "WIDU" B k
the "What-I-Don t-Unders~and Bank. This ac . . : . an or
tivity impedes the pupils to forget the
boggling questions.' Also, it ~cts a_s an ~venu~
for them t~ be heard· in clasS without
.· their oral skills~ especially tf the questio
using . , . . ns are quite uncomfortable for them
. er .· .
to v balize. This act1v1ty can als .
o pe rm it yo u to 9reate a community of readers
ho feel that their _questiOns are welcomed. Th . . .
e pupils will just write thet; ·boggling
;uestions on an index card and shoot it in the
,. envelope·posted on the wall. Other .
pupils are free to answer the qUestioits throug
.
~ writing.~. · ' . '. . _ '
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•· Engaging the · learners in th~ aforementi?ne • I •

d pupil-generated displays can reSult

in literacy building and .rete~tio~ enhancem
en,t. ~side from .making the class· a visually
dominating i-oom, the activities can also niark
the establishment of readers. Do you also
of some ways on how display boards ca~ help
k.now . . . the learners? Think _on!
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 LESSON 14 _. -· • •. ~ -,
--====~~ !_- - ~ -.----''~- -;_---.-:ip
~ a:t~io~n~1:n~~ r
Ensurin g Total Pupil partlC . , '·
"
,- · Literatur e 'Classes · · . .

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Learning Targets

At ~he end of this lesson, ~OU are expected to: .. ~ ~' . ' ' , :·
• . . · .' icination in /itf!rature <;lasses, l
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analyze sztuatwns related to ensuring total pupil part r
__, · . . ·
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. . i ation in literature classes; a,,,,,
ueduce teaching techniques in ensuring total pupzl partzcp , · • '"' ·
• .-, . · . . • 1pupils in a literature clas ,
uevelop a teaching technique that ensures t~e partlc,patzon 0~ · . . 3
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Introduction • I

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· Do_you remember your effectiv~ elementary teachers? Some of you ~ay not forget '
them because they w~re full of teaching strategies and technique~ that snatched you
away from sleeping and shooed away your boredom. As beginning teachers of English
language and literature, you must always wear the liat Qf ateacher whose latitude of
techniques is vast. These t~chniques ~~sure that ~11 ·you.r pupils are actively engaged
while developing _their love fo~ Uterature and enh~ncing their literacy· level. This lesson
exposes you, to these tech~iques and provides specific guidelines to follow to help you
.implement them appropriately. ,Ai:_e ·you i~ady' to drive away las~itude and boredom in
your class? Read on! · .~ .I '
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Pupil~ in ~ny English or literatur_e class a~e varied·in· many ways. Someti.mes, the
.. chal~e~ge is to ~nsu~e t~at each learner 1s !~lly partici~~ting in_class and actively thinking.
, You might have. : noticed
· that
· some. ,learners
. . . are endowed with ah'1gh 1eve1 o f act1venes
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· They are those.who frequently raise theu hands and seem to -be
Pup11·s who
k . .
. . , . , . a11- now1ng.
never tend to stand and speak also exist, on the other hand Th· . h •,
. · . . . , . . · · 1s 1s w y every teacher 10
Enghsh, especially 1n hterature, should be loaded with techni · · . d
. . . . , , . ques and strategies to sub ue
this reahty. . .· ,-
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The following are some of the newest strategies and t h . · · ·_ ·

. . · h' . ec niques that you could use to
subdue daydreaming 1n cl~ss. T ey do not Just ensure a h' h _
. . ig 1evel of f · · 008
your.pupils, but they also al19w pupils to exert. effort to think . . . p~r icipatton _am d
.· . · . critically. Collaborat1on an
 · . kills at the same time, are targeted by these te h . .
·cauon s ' . . . . c ntques and strategies
cofllt'llunt 10 c. nowing teaching tips also provide you with ideas on h . . .
f the • h' . . ow to integrate
sorne o . ctive technology in te_ac ing. As beginning teach . .
of 1ntera . . ers, you are allowed
the use . and modify these ~each1ng techniques. The purpo . . .
textua1ize . , se is to suit it to the
to con . . {your own classes. . . ~
}iarittes o . .
peCU , .
. nd Bouncing Ans~ers ,
JUpphng a .. , . .. . .
a. S ggested by Himmele and Himmele (2011), this teachi.ng techn' .' d
u . · ique 1s use to
.
ehcit. ans~ers to be processed by. the . whole cla~s.. It. is lodged under .a co11a·borattve .
. g approach. · Moreover, it is dependent upon the skill of th t h
teach1n . .. e eac er to
ntroversial, higher-order, and cnt1cal questions.
eratit Co . . . It
. banks on the refl ect·1ve·
and diverge~t _thinking s~11ls _of the _learner~. Also, it ~hrives on) ~~e s~ccessful
communication and collaooratton of ideas , between and , among the learners. Th'1s
technique can be used either as a be~ore-reading or after-reading_activity.

, b. Link-It Cards! . , . f ' •' I

V)

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• · Encouraging
.
the pupils to share their thoughts is '-easy, but ensuring that ~hey
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have words to mumble·and share is .another story.·The tenets of constructivism as a
teaching theory m~y be applied to allo~ the pupfls to take the initiativ~ for their'own ·
tho~ght-sharing experience. .Hence,· using .~'Link-1t Cards" bank; on ~he pow~r of .
scaffolding or learner-support.in the initial stage of thought processing for him/her_~o
be an active learner. This activity uses' prompting sta~ements as scaffolds~especially
to th0s~ who might enc~u~t~r the difficuity of star.ting their thoughts. The pupils will
_con~inue the ·prompt ~ards they pfok. Before th~ pro~pt ~ards are pick~d, ·sh~w the_~ ··
,all mcomplete statements on the board ·and give them·ample tim~ to orgamze t?eir
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answers. In that way, "~ait-ti~e~; is pro~ided for,both fast and struggling learner~.
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. s:
Step-b y-Step o·1rechon : . ... ,.. . ., ;
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. s plus
the prompt s.. ~or ,. •~sfa.;.:
•; 'tCe
I. The teacher writes or shows inStructton t~'s answer by ask!ng hunfher,-,a
uF• . f r c1assJ11~ ~ ents·
~.,1·ng statem• . · . , . . , , ,, :-
; •. . 1

ind out the meaning o you h. .fo 11o~ ·~ :\ .-- ,, • •• . ; •

questio n starting with any of t e .~ ' · • .! f..' ." . .

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•
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·:'.•
i: • • I ' t, ,.\.,. -~ t •• :~

a. I did not get that part on._. · -~ ": . c~rtai~-abo~t: · : ~ ' ,. .

b. I underst and that part, but ..I aJll' ,~ot ~,~. ,' 'L ..,~} ,~. · .· ,, · '/.,; ·. , .
' ,. , '' 11 • . ·\;.-: ",f

1 1
c. How ·a boutif. .. · ·· 1 ·t
,/
•• • • .'·
. •
~ .,.
,. - ·,
◄ ' •
t
{. •
. .. . . ,, ,.,... ,. •

< ', _. _::

•. ,,

,.;-.> .. <-'t .
•

d.' So you mean t9 saY. tb~t. ·: :h. · '.:rds , • . .. .., . .. . .,, 1 .. :~· . :: \ · . .
4 .: ,
, . .

2. ~he prompt s are then written on t_e ~~ . ·, . _,. . ·:-!: ·..\. ·

. ··1 '' ickacard. · ... .·:.
·.J. ;;'.••·· ·.:. '•;; ;
_v•
·
.,·:,-, ,.
I
' ...' 3~ Distrib utethe ·c~rds·or letdtc~ pUP\ ~ .: ,•. · ;~:: :•·,,,· r~.·r·J.::<: ;t .~.; . of~ • • <'{· 1 .~ ~ ;~

fi / ,.;• .-.< ✓:,;;

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, {

time for .co'nversation:t"· \.,. r ~ J·;. t'""' ' v..,' ~ .

• ). ri, • '
• ..

4. . .., .Allow
< •: :·: _~- , ; ~- ;: • ",: :~- '

J -s • •

5. :: Pr~ces; ;he -~~~~~r~:i~ big. ,sharing. · ' g;~up

" ··· ·

Findin g Partne r in a Music Mingle

.~ . . · · that ensure s total participaf1
This activity is a discussion-based techni_que ,. . 00
d folded a~ they look for
(Himm ele, P., Himme le W. & Potter, 2014). Pupils are bho th
partne rs to conv~rse with I~ter. Music· plays an essentfa' role in is activity ~s a
,-variat ion to'.cons ider auditory' iearners. Controversies, open-e nded questions, and
. reflect ive questio ns related to the text are needed to be prepar ed by the teacher. A
: ·· teache r uses this activity to develop'.the dive~ge~ ~t-thi~k ing ability of the pupils and
, , _ t •

. their speaki ng_literacy. ,.It may be repeated in ~t least three rounds . Rules must also
• • I \ ,

be d_iscusse d before this\ 1ctivity,, Ii~e:1ai oi~ l~avi~g someon e when the music stops,
respec t th~ opinion s and an~wers ofyour classmates, stoppin g and speaki ng with tht
"I ' .. . •

same person twice is prohib fted, ~ndlid e _chatter i~ prohjbited. ~ • , • '

• • r ... 1 ... • Y'· 1 • I • ..
 -~-___:_-.---.....:.-------:-.-;,----
St ep -b y- St ep D ir ec tio ns
:
.
: 7 .
1. T he te ac he r w ri te s or sh
ows in st ru ct io ns , plus th
°F in d ou t th e m ea ni ng e prompts. Fo r inst~nce
of yo ur classmate's answ
qu es tio n st ar ti ng w it h !1D er by ~sking hi m /h er ~
Y of th e ·following statem
ents: ., · .,~
a. I di d no t ge t th at pa rt on
.. .
b. I un de rs ta nd t~~t pa rt , bu
t I am no t so cer~ain abou
C. H ow ab ou t if.. . t. · ·
d: So yo u m ea n t~ sa y th at • 1
.." , , ,
2. T he pr om pt s ar e th en w
ri tte n on th e cards.
3. D is tr ib ut e
t~ e ca rd s or le t e~ch pu
pi l ~ick a card. ···.
4. A llo w ti m e fo r conversa
' tion'.
5. Pr oc es s th e '
'a ns ~e rs in bi g gro~p sh ..
\
.
~~ing: · · .
c. F in di ng P ar tn er in a
M us ic M in gl e
T hi s ac ti vi ty is a disc
ussion-based technique
(H im m el e, P., H im m el th at ensures total partic
e, W., & Potter, 2014). Pu ipation
pa rt ne rs to co nv er se pils are blindfolded as th
w it h later. Music plays ey lo ok for
va ri at io n to co ns id er an es sentia1 role in this ac tiv
au di to ry learners. C~ntro ity as a
re fl ec ti ve qu es ti on s re versies, open-·ended ques
la te d to th e te xt ar e ne tions, an~
te ac he r us es th is ac ti vi ed ed to be prepared by the teache
ty to develop th e dive~g r. _A
•
· . th ei r sp ea ki ng _lit er ent thi~king ability of th
ac y. It m ay be re pe at ed I
e pu pi ls and
be di sc us se d be fo re th in at le as t th
'
ree rounds. Rules m us t al
is ac tivity, like: a~oid l~avin so
re sp ec t th ~ op in io ns an • • I g so m eo ne when the m us
'
d an ~w er s o fyo ur classm ic st op s,
sa m e pe rs on tw ic e is ates., stopping an d sp ea
pr oh ib ite d, and si de _c ha ki ng w ith th e
V • •
,.
tte r zs proh"~bited. . .
\ >
'
"
 .·ng Your Network ·
· pand1
£J ' . ' '
d- · · h' activity is ~est used f~r deb~iefin g or as a le
T is, · · · · ,
. , provide debriefing prom - . sson-ender A . h . ,·. .
te pts, ques tions . · · gam, t e teacher's . ·
ro is tohould offer metacogm.ttve ' .
questions to en · · , or tncom plet t
. e s_atements.'
her s · gage the pu ·1 • The ·
teac. . The aim of this activ ity is for the pupils t ·
ffecuve1y. . . . Pt s m conyersation
.
e . ,sharing their 1deas.w1th theu classmates,whom th o expa nd thei t k
do it by • r ~e wor . They
h l sson \ . ., , . . ey have not yet talked with
bout t e e · .
thrOUg . • .

e.
. .
.,. • 'Through thi~ activity, pupilswill have ·the ·~hance to enh~~c~··their ·decision- ·
maki~g skill~ and to let them make a stari·d ·on a~ ·i~sue·. At
the sam~ time, they ·will
have the opportunity to di~cuss with ' ~hei~ chissmates· who
I
se stand is the 1same as
' theirs . It·is 'an,excellent way to focus on ~hemes and conc
epts within the'text bein.g
'. ·discussed: ~t leads _to the cr~ation of a wiqe_afray ·of opti~~~-
1
Paramo~nt !equirement ..
·for it to be successful is a set of highly ~ebatable and ~ontrove
. ' .
rsial topics ..

t, 1 I
 I

Th e tot al par tic ipa tio n tec hni que s provided in this
lesson· are jus t a few of the .
ma ny tec hn iqu es yo u can use. Jus t remember, wh at
ma tte rs in the class is not the
· en ter tai nm en t, bu t the lea rni ng and lite rac y enh
anc em ent of the pupils. , Af ter all,
aca de mi c tim e is pre cio us.