LEARNING PLAN FOR ENG 31

TEACHING LITERACY IN THE ELEMENTARY GRADES THROUGH LITERATURE

Content Standard: Students will understand how drama, including puppetry and Reader's Theater, serves as a
powerful tool for literacy development. They will be able to differentiate between Text-Centered Drama, which
emphasizes interpreting the text itself, and Text-Edged Drama, which encourages deeper, dialogic exploration and self-
reflection.

Performance Standard: Students will demonstrate their understanding of drama as an educational tool by actively
engaging in both Text-Centered and Text-Edged Drama exercises. They will practice role-playing in various formats,
including puppetry and Reader's Theater, to convey text interpretation.

Formation Standard: Students will foster soft skills like empathy, creativity, and effective communication. Through
participation in group-based dramatic exercises, they will build self-confidence, collaboration, and critical thinking
skills, applying these interpersonal abilities to better understand and interpret literary texts and real-life social roles.

LESSON 10 Specific Learning Competency:

Students will be able to interpret
Topic: Interpreting Literature through November 13, 2024 and perform a literary text using
Drama and Play Text-Centered Drama,
demonstrating fluency in reading
aloud, expressive communication,
and critical thinking.
Learning Outcomes:

At the end of this lesson, you are expected to:

 Recognize how effective drama can serve as a teaching tool in promoting student literacy,
 Distinguish the difference between Text-Centered and Text-Edged Drama as the main categories in educational
drama; and
 Apply the concepts of puppetry and Reader's Theater in the Text-Edged Drama feature "Teacher-in-Role."
LEARNING ACTIVITIES/INSTRUCTIONAL STRATEGIES

ACTIVITY/DISCUSSION INPUT/DEEPENING ACTIVITY/SYNTHESIS/ ENRICHMENT

EVALUATION

A. Opening Activity Reading Material: Activity: Assignment:

 Opening Prayer
 Greetings A Course module for Pick a character from your
 Energizer teaching literacy in the favorite children story and Create an engaging
 Checking of elementary grades have a short monologue or and educational short
attendance through literature dramatization in front of the story for young
class. children that
By: promotes creativity,
B. Lesson Proper  Bulusan, empathy, or problem-
Ferdinand [author] A. Synthesis solving skills.
Topic: Interpreting Literature Contributor(s):
 Raquepo, Marcelo
through Drama and Play Incorporating drama as a Instructions:
Revibes [author]
 Blanco-Hamada,
teaching tool offers a dynamic
Irene [author] and engaging approach to 1. Choose a Theme or
1. Have you ever acted out a promoting literacy and Lesson: Think about a
story or used puppets to tell a deepening students' simple, positive message
story? How did it feel to step Introduction understanding of literature. or lesson for children.
into the character’s role? Drama directly involves Some ideas could be
Using drama as a students in the learning about kindness, honesty,
2. Why do you think acting or teaching tool promotes process, making them active sharing, friendship, or
using drama might help us the interests of students participants rather than bravery. Keep the
understand a story better in literacy. It is based on passive learners. It helps message simple and
than just reading it quietly? the premise that an develop the four key language clear.
involved child is an arts skills: listening, speaking,
3. What do you think makes a interested child, and an reading, and writing. Through 2. Develop a Main
story more interesting: interested child will learn. drama, students have the Character: Decide on a
reading it from a book or Drama, in this case, opportunity to engage with main character for your
performing it with friends? directly involves the child, characters and themes in a story—this could be a
Why? so it is an invaluable tool way that allows for deeper child, animal, or even an
in literacy development comprehension and emotional imaginary creature!
 (McMaster, 1998). It connection. The use of drama Make sure your character
encompasses the four also fosters essential life skills is relatable and easy for
C. Motivation modalities of language such as creativity, empathy, children to understand.
arts: listening, speaking, communication, and
reading, and writing. collaboration, which are critical 3. Create a Simple
Picture Analysis Children who are for both academic and Plot: Write a short story
The teacher will show three challenged by writing and personal development. with a beginning, middle,
(3) pictures, and the students reading would most likely and end. Introduce your
will analyze the picture and respond positively to the This lesson distinguishes character, show a
share it to the class. imaginative and between two primary problem or challenge,
multisensory learning categories of educational and then explain how the
offered by drama. Since drama: Text-Centered character solves it.
drama is a natural part of Drama and Text-Edged Remember to keep the
children's lives, this art Drama. Text-Centered Drama plot straightforward so
form can be used to focuses on interpreting the young children can
encourage students to words on the page, such as follow along.
learn interactively and through Reader's Theater or
actively as it encourages puppetry. These methods 4. Use Simple
students to understand allow students to practice Language: Choose
and express various reading fluency, expression, words and sentences
points of view. Students and comprehension, while also that are easy for young
also develop soft skills giving them the confidence to readers to understand.
like creativity, perform without memorization Try to avoid complex
communication, inquiry, or complex staging. In words or phrases so that
self-confidence, empathy, contrast, Text-Edged Drama the story is enjoyable
cooperation, leadership, involves a more exploratory, and accessible.
and negotiation (Farmer, dialogic approach, where
2011). So, when it comes students use a text as a 5. Add Descriptive
to developing literacy, starting point to create, Details: Use
incorporating drama in debate, and reflect on different descriptions that help
the curriculum and class perspectives and social children imagine the
dynamic will enrich the contexts. One key feature of scenes. Think about how
learning process. this approach is Teacher-in- you might describe
Role, where the teacher colors, sounds, or
THINK actively participates in the emotions in ways
drama, encouraging students children can relate to.
According to Literary to think critically and engage
Devices (2017), the in the creative process. 6. Include an
 drama is a mode of Illustration Idea
fictional representation Through these strategies, (Optional): If you'd like,
through dialogue and drama serves as an inclusive, imagine an illustration
performance. A drama is social, and reflective tool that for one part of the story
composed in verse or enhances student learning. It and describe it briefly.
prose that presents a allows students to use For example, you could
story either in pantomime different forms of intelligence, write, "A picture of the
or dialogue. This type of supports a wide range of fox and bunny shaking
Guide questions: literary form is a good learning styles, and hands under the
1. How do you think the way for dramatists to encourages the development rainbow."
use of drama (e.g., speak to their readers of higher-order thinking skills.
puppetry, Teacher-in- and audiences directly. Overall, using drama in the 7. Write a Happy or
Role) affects the way we Characters in the story classroom not only improves Positive Ending: End
understand the scene? are used as a vehicle to literacy but also helps the story on a happy or
2. How might performing convey certain thoughts students explore their inspiring note that
this scene help and values. Through creativity and emotional reinforces the lesson or
someone understand spoken words and intelligence, making learning a theme you chose. This
the story better? dialogues, clues are given more holistic and engaging helps children remember
3. What do you think is our as to the characters' experience. and feel good about the
topic today? feelings, backgrounds, story.
and personalities. So, as a
collection of instructional B. Evaluation 8. Limit Your Story to
D. Discussion approaches, the drama is 1-2 Pages: Aim to keep
able to engage learners in the story short and
Today, we’re going to explore a way that causes them True or False: Write TRUE engaging, so that young
how drama can be a powerful to talk about what they if the statement is correct children can stay
tool for understanding are learning. and FALSE if the statement interested.
literature and improving our The use of drama in the is wrong.
literacy skills. Drama allows us classroom helps make Submission: Once
to take a deeper look at connections in reading, _____1. Drama is an effective you've completed your
stories by acting them out, whether it be text-to-text, teaching tool that only focuses story, read it out loud to
and it helps us engage in text-to-self, and text-to- on improving reading skills. see if it sounds clear and
ways that reading alone might world. So, when it comes fun.
not. By using drama in the to inspiring and _____2. Text-Centered Drama
classroom, we not only motivating learners by involves interpreting the text
enhance our reading and using multiple on the page, while Text-Edged
writing skills but also develop intelligences, drama is Drama focuses more on
creativity, confidence, and proven to be effective. exploration and reflection.
empathy. For one, drama allows
students to express and _____3. In Text-Centered
First, we’ll talk about how understand themselves Drama, a stage and
drama can promote literacy. and others better. Thus, memorization of lines are
When we act out stories, we communication skills are required for performances like
are actively involved in the developed. Drama is also Reader's Theater.
learning process. This makes inclusive. It allows the
us more interested and students to use the seven _____4. The Teacher-in-Role
motivated, which helps us bits of intelligence and technique involves the teacher
learn more effectively. Drama accommodates various actively participating in the
encourages us to listen, learning styles of drama alongside students.
speak, read, and write—all students. Third, drama is
essential skills in language social as it involves _____5. Puppetry is only useful
learning. Plus, it allows us to children as active for advanced students and not
practice expressing ourselves, learners, so they are able recommended for younger
seeing things from different to improve, invent, and learners.
perspectives, and working discover different ways to
together with others, which solve problems. Finally, _____6. In Text-Edged Drama,
are all important soft skills. drama is thinking. It students are encouraged to
allows the use of Bloom's explore the text and think
We’ll focus on two main types Taxonomy of thinking critically about the characters
of educational drama: Text- skills. Knowledge comes and their motivations.
Centered Drama and Text- in when students recite or
Edged Drama. retell stories using _____7. Using drama in the
puppets, for example. classroom can help students
Text-Centered Drama- Comprehension is seen develop soft skills like
focuses on the text itself. The when students explain empathy and leadership.
words in the story are the and provide examples
most important, and we use using actions. Application _____8. Drama activities focus
them to bring the story to life. is evident when students only on improving speaking
One popular example is pretend to be a character, skills and do not affect other
Reader’s Theater, where we while analysis is seen areas of literacy.
read scripts and act out parts when students are able to
of the story without needing a contrast two characters ______9. Critical Space in
stage or costumes. This helps using mime. When drama allows students and
us practice reading fluently students begin to create, teachers to reflect on the role
and with expression. Another reinvent, or look at a play and make connections to
type is Puppetry, where we story in a new way, real life.
use puppets to tell the story. synthesis happens. And of
Puppetry is especially helpful course, when students ______10. Reader's Theater
for shy students because it start evaluating and helps students improve their
shifts the focus away from relating themselves with reading fluency by reading
them and onto the puppet, the story, evaluation is scripts with expression and
making it easier to speak and taking place (Kwasnica, purpose.
perform in front of others. 2006). Here we see that
drama integrates all Multiple Choice: Write the
Text-Edged Drama- takes a modes of communication letter of the correct
different approach. Instead of and literacy. answer.
just performing the story as Facilitating dramatic
written, we use the story as a experiences that are 1. Which of the following is
starting point to explore based on literature is vital NOT a benefit of using drama
deeper ideas and themes. We because acting out in the classroom?
might think about what the stories motivates a) Improved reading skills
characters are feeling or what students to process and b) Increased creativity
the story tells us about the share information. Story c) Reduced student
world. One feature of Text- dramatization introduces interaction
Edged Drama is called children to the writing d) Enhanced social skills
Teacher-in-Role, where I, the process that allows them
teacher, join in as a character to creatively express their 2. What does Text-Edged
in the story. This helps us ideas and feelings, as well Drama primarily focus on?
explore the text together and as develop their social a) Interpreting the text word
adds more layers to our skills (Rieg & Paquette, for word
understanding. 2009). Since drama b) Exploring and reflecting
combines action and on the themes of the text
Through these two types of activity, the brain is able c) Memorizing lines for
drama, we not only act out to retain and learn performance
stories but also analyze them information easily. There d) Directing the performance
in ways that make learning are various teaching
more interactive and strategies in drama that 3. Which activity is commonly
meaningful. Today, we’ll try teachers can employ used in Text-Centered Drama?
out some activities that will depending on the lesson a) Mime
bring these concepts to life objectives. This lesson b) Puppetry
and show how drama can discusses two categories c) Teacher-in-Role
make literature more of educational drama- d) Group discussions
engaging and easier to Text-Centered Drama and
understand. Text-Edged Drama. 4. What is the main purpose of
 According to Wolf (2004), the Teacher-in-Role technique?
The purpose of this topic is to Text-Centered Drama can a) To let the teacher control
demonstrate how drama can take many forms, but its the drama entirely
be used as an effective primary virtue is the text. b) To guide students through
teaching tool to enhance This means interpreting exploration by taking on a
literacy development and the words on the page is character role
deepen students' the driving force. One c) To have students
understanding of literature. By famous type of Text- memorize and perform lines
integrating drama into the Centered Drama is d) To create a performance
learning process, students can Reader's Theater. It for an audience
actively engage with stories, develops reading fluency
improving their skills in because it involves 5. In Reader's Theater,
reading, writing, speaking, children reading parts in students are required to:
and listening. The topic aims scripts. A stage is a) Memorize their parts
to show how Text-Centered unnecessary, and b) Perform in front of an
Drama and Text-Edged Drama students can simply sit or audience
can provide different ways to stand in a semicircle. c) Read scripts with
explore literature, encourage Students do not need to expression
critical thinking, and foster memorize their parts, but d) Act out the story in full
creativity. Through activities they would need to costume
like Reader's Theater, reread it more than once.
puppetry, and Teacher-in-Role, The best types of scripts 6. Which of the following is a
students will learn to express to use for this one are key feature of Text-Edged
emotions, perspectives, and scripts with a lot of good Drama?
ideas in a fun and interactive dialogue. As a teacher, it a) Teacher-directed
way, helping them better is important to be performances
understand characters, sensitive to the b) Exploration of social roles
themes, and the overall capabilities and reading and perspectives
message of a story. levels of the students to c) Focus on individual
Ultimately, this approach be able to assign proper character monologues
encourages active learning, reading parts to the d) Use of costumes and
collaboration, and the students carefully, props for every student
development of important Reader's Theater is a
soft skills such as empathy, strategy that combines 7. What does "critical space" in
communication, and problem- reading practice and drama refer to?
solving. performing. It enhances a) A designated area where
the child's reading skills students perform
Unlocking of Difficult and confidence because b) Time for reflection and
Terms they practice reading with evaluation after a drama
expression and with a activity
Here are five challenging purpose (Bafile, 2003). c) The stage where
words from the context Another form of Text- performances occur
along with kid-friendly Centered Drama is d) The space for teacher
definitions: Puppetry. Puppets are preparation
movable dolls that a
1. Literacy – The ability to puppeteer manipulates. 8. What is one major
read and write well and to The body movements advantage of using puppetry
understand what we read. provide visual in education?
Literacy helps us learn new impressions that convey a) It allows students to
things from books, stories, emotions and thoughts perform in front of a large
and other writings. through movement. audience
These can be used to b) It helps shy students gain
2. Dramatization – Acting teach an array of topics in confidence in speaking
out a story or scene to show the classroom. For c) It requires no preparation
what happens, like pretending primary students, d) It can only be used for
to be the characters in a play puppets develop oral and primary students
or movie. language skills. Once a
puppet speaks, the
3. Empathy – Understanding children listen. They also 9. What is an example of a skill
and caring about how identify and understand developed through the use of
someone else feels. It’s like different words and drama in the classroom?
putting yourself in someone phrases. For shy a) Memorization of passages
else’s shoes to feel what they students, puppetry is only
feel. recommended because b) Enhanced empathy and
speaking through a communication
4. Perspective – The way puppet shifts the c) Writing skills exclusively
someone sees or understands audience's attention d) Physical endurance
things. For example, your away from the students,
perspective is how you see which will then make 10. Which of the following is a
and feel about a story or them more confident with key component of Text-
event, which might be speaking in public Centered Drama?
different from someone else’s. (Belfiore, 2013). a) Focus on group-based
The other category of exploration
5. Critique – Giving helpful educational drama is b) Focus on the written
opinions on something, like a Text-Edged Drama, which words of the text
performance, to make it emphasizes a dialogic c) Emphasis on
better. It’s telling what you approach to drama (Wolf, improvisation
think was good and what 2004), Children start with d) Heavy reliance on real-life
could improve. a text whether from a experiences
book. play, picture,
object, or film clip and ESSAY
then explore it. Rather
than simply performing it, 1.How can the use of drama in
students elaborate upon the classroom help students
it. They begin to think develop both literacy skills and
carefully about the social-emotional skills? Provide
context of the text and examples of activities that can
how this reflects various foster these outcomes.
roles and people's social
standing. This means that 2. Compare and contrast Text-
there is an emphasis on Centered Drama and Text-
connecting one's self and Edged Drama. How do these
seeing things from new two approaches differ in terms
perspectives. Groups may of their focus and the role of
be assigned a certain the teacher? How can both be
scene or idea, and no integrated into a
learner is responsible for comprehensive literacy
one particular role or program?
character. This is because
exploration is everyone's
responsibility.
Text-Edged Drama has a
"Teacher-In-Role" feature,
which is the practice of
teacher structuring within
the drama by
participating in fictional
encounters with their
students (Heathcote,
1995). This means
teachers participate side-
by-side with students.
Note, however, that the
teachers are not
domineering. For
example, the teacher can
play the role of a missing
character, or be a new
character in an ongoing
scene, or be the one to
ask questions and join the
discussion among other
characters. These
interventions will lead to
further exploration of the
text and in the way the
students interact with
each other during the
dramatization. This way,
both students and the
teacher are engaged in
the learning experience.
Another feature of Text-
Edged Drama is critical
space. Critical space
allows children and their
teachers to live in the life
of the drama and then
step out into real life by
critiquing it (Wolf, 2004).
Put simply, this feature
focuses on critical
evaluation of the
dramatic exercise.
Questions that the
teacher can raise at this
important part of the
process can be as simple
as asking, "What do you
think about the dance of
the main character?" or it
can also be something
 like, "Could you feel the
pain of the antagonist in
the performance?" These
types of critiquing
questions create a deeper
connection to the text
among students, making
learning more
meaningful. As children
develop new perspectives
through drama, they
explore creative ways to
express themselves,
whether in writing,
speaking, listening, and
reading.

Prepared by: Checked by:

Approved by:

DE LA TORRE, BRENDILYN C. MRS. LORNA T. ZERNA, M.A

DR. SUSANA S. VILLALONGJA

BEED- III
Instructress TED PROGRAM HEAD