Lesson 1 The English Program in the K-12 Curriculum

● Recognize the contributions of canonical Filipino writers to

WHY K-12? national literature development.
● Compare and contrast 21st-century literary genres with
● The K to 12 curriculum in the Philippines was implemented earlier genres/periods, citing their elements, structures,
to address concerns about the quality of education, and traditions.
particularly students' low performance in English. ● Infer literary meaning from literal language based on
● Studies consistently showed poor results in the National usage.
Achievement Test (NAT), indicating inadequate preparation ● Analyze figures of speech and literary techniques in a text.
for higher education. ● Explain the literary, biographical, linguistic, and
● The K to 12 English program aims to: sociocultural contexts, discussing how these enhance the
0 Strengthen students' language skills. text’s meaning and the reader’s understanding.
○ Integrate 21st-century learning.
○ Cultivate an appreciation for Contextualizing Literature
literature.
● Situate a text within regional and national contexts.
LITERATURE PROGRAM IN K TO 12 ● Explain how context influences a text’s meaning.
Importance of Literature in the K to 12 Curriculum
Creative Representation of Literary Texts
According to Cruz (2012), the curriculum should include learning
competencies and standards for literature. ● Produce a creative multimedia representation of a literary
After 12 years of pre-university education, students should be able text.
to: ● Choose an appropriate multimedia format to interpret a
literary text.
● Analyze themes, structures, and elements of myths, ● Apply Information and Communication Technology (ICT)
traditional narratives, and classical and contemporary skills in crafting an adaptation of a literary text.
literature. ● Conduct self- and/or peer-assessment of a creative
● Read a poem with proper pronunciation and appropriate adaptation of a literary text using rationalized criteria
emotion. before presentation.
● Recite at least ten poems from memory.
● Identify the characters, setting, theme, conflict, and type
of a work of fiction.
● Discuss literary devices, such as point of view and Lesson 2 Pedagogical Implications for Teaching Literature
symbolism.

GRADE-LEVEL COMPETENCIES • According to Rosenblatt, nurturing and developing

Grades 1 to 3 learners’ continuous love, enjoyment, and appreciation of
● Deal with simple literary elements of text such as literary texts will also enhance both their language
character, plot, and setting. proficiency and literary aptitude.
● Identify characters, their individual traits, and qualities.
• To achieve this, educators must first understand what
● Infer thoughts, feelings, and actions of characters.
children's literature is.
● Determine the striking message and provide an
explanation or rationale behind occurrences in the story.
Definition of Children's Literature
Grades 7 to 10 (Junior High School) Students should: • According to Otten (2003), children's literature is the
● Recognize literary devices and figures of speech that make product of the figment of imagination in the writer’s
writing interesting and appealing. mind, influenced by interactions with children and the
0 Example: Flashback (literary device), simile, construct of childhood.
metaphor, sarcasm, alliteration (figures of
speech). • Laffrado (1995) states that children's literature consists of
● Acquire and develop the effective use of rhetorical devices a wide variety of writing aimed at readers ranging from
such as: toddlers to adolescents (teenagers) approaching maturity
0 Repetition, parallelism, pronouns, cohesive and adulthood.
devices (induction, deduction, climactic order).
● Scrutinize portions of literary text that either adhere to or Main Genres of Children's Literature
diverge from literary practices. 1. Picture books o Appeal to the sense of sight.
● Critique or analyze a text in a structured, organized, and
o Provide a delightful visual experience.
objective manner.
● Apply Information and Communication Technology (ICT) o Tell a story through pictures.
skills in crafting an adaptation of a literary text. 2. Storybooks o Contain more text than pictures.
● Conduct self- and/or peer-assessment of a creative o Tell a story with accompanying
adaptation of a literary text using rationalized criteria
pictures and illustrations.
before presentation.
3. Traditional literature o Includes folklore, fables,
Grades 11 to 12 (Senior High School) legends, folktales, and myths.
o In the Philippine context, these are known as
The senior high school core curriculum covers 21stcentury literature alamat.
from the Philippines and the world. o Generally rich in the culture of that
place and time.
Philippine Literature History 4. Historical fiction o Some facts in the story can be
traced to real historical events and figures. o
● Identify the geographic, linguistic, and ethnic
dimensions of Philippine literary Allows children to take a trip back in time.
history from precolonial to contemporary times. o Some elements result from the writer’s
● Identify representative texts and authors from each region inventiveness, imagination, and creativity.
(e.g., engage in oral history research focusing on key
5. Modern fantasy o Stories born from the writer’s
literary figures from the students' region/province/town).
● Value the contributions of local writers to regional literary imagination.
traditions. o Include fantastic elements such as:
Appreciation of National Literature ▪ Talking animals
 ▪ Magical beings (witches, 5. Preserves cultural and literary heritage from
strange creatures) generation to generation.
6. Realistic fiction o Refers to made-up stories that can
be true in real life. o Children play as the main Children’s Literature vs. Adult Literature
characters. • Children’s literature is a class on its own with a unique
o Allows children to feel or go through brand of writing style and characteristics that set it apart
an experience as if it were real. from adult literature.
7. Nonfiction or informational books o Provide young • Characteristics of Children’s Literature: o Simple,
readers with information to help them develop more naïve, unsophisticated, natural, and uncomplicated.
knowledge about the world. o Cover a wide o Focuses on the present – everyday
range of topics, including: problems and challenges. o Expresses feelings,
▪ Science moods, sensitivities, and experiences from the
▪ Travel standpoint and attitude of a child.
▪ Life skills o Uses illustrations such as pictures, graphics, and
▪ New outlooks on life o designs that appeal to children.
Focus on topics that o Deliberate repetition of words and ideas to
interest young enable recall and recognition. o Avoids
minds. adult themes to ensure it remains child-friendly
8. Biography and appropriate.
o True life story of another person. o Action-packed – fantasy, imagination, and
o Can be about: dreams are common elements.
o Teaches a moral or lesson, making it
▪ Heroes
instructional and educational.
▪ Ordinary people whose
o Happy endings are common.
lives serve as an
inspiration for children
What is Pedagogy?
to emulate.
9. Children’s poetry o Aims to bring out
• According to Peel (Pedagogy, n.d.), pedagogy refers to the
methods a teacher uses to achieve objectives and engage
children’s creativity. o Enables children to
students in age-appropriate learning activities.
express emotions.
o Stimulates imagination through: • Larcher (What are Literature-Based…, n.d.) identifies
▪ Verses literature-based teaching strategies that focus on authors’
original works to develop literacy in children.
▪ Rhyme
▪ Rhythm General Strategies for Literature-Based Teaching:
▪ Other literary 1. Scaffold Instruction o Students are provided with
expressions
a lot of structures at the beginning.
10. Children’s Drama
o Gradually, structures are removed as students
• A genre of literature where the elements of a story are become capable of doing the tasks themselves.
presented through dialogue and action. 2. Modeling o
• Makes use of costumes, props, lighting, music, and sound. During reading or discussion of a literary work, the
• Develops in children: o Acting abilities o Public teacher thinks out loud to share thoughts related to the
speaking skills o Creative thinking text.
o Social skills 3. Cooperative Learning
o Students work together in small
Purpose of Literature groups
• Literature entices, motivates, and instructs. o Engage in tasks that involve risks and higher-level thinking
skills instead of the conventional question-answer teaching
• Opens opportunities for learners to see new horizons and
experience fun and delight in reading and learning. strategy.
4. Independent Reading
• According to Norton and Norton (2010), literature offers
limitless benefits for young people: o Promotes reading, writing, and thinking skills,
1. Encourages learners to respond appropriately to which are the goals of education.
literature and cultivate their own thoughts. 5. Literary Response
2. Develops students’ appreciation of their own o Students act in response to what they
culture and others. read.
3. Builds emotional strength, stability,
steadfastness, resourcefulness, and ingenuity.
4. Promotes social maturity and develops social
skills.
Lesson 3 Approaches in Teaching Literature ● The teaching of literature can be achieved using one or a
combination of three approaches:
● Definition of "Approach"
(MacMillan 1. Traditional Approach
Dictionary): 2. Language-Based Approach
3. Reader-Response Approach
● "A particular way of thinking about or dealing with
something." ● Understanding each approach is essential.

● Teaching Literature Approaches: APPROACHES IN TEACHING LITERATURE

1. Traditional Approach
 ● Description: Criteria for Selecting Materials (CARE)
The CARE framework ensures the selection of highquality
● Teaching is mainly lecture-based. instructional materials:
● The teacher is the center of the learning process.
● Learners are expected to read a large number of 1. C - Cultural Enrichment
literary works.
● Language and culture are
● Concerns: inseparable.
● Literature should mirror students' cultural
● Does not consider the learner’s backgrounds.
engagement in the learning process. ● Encourages students to appreciate and
● Learners' ability to assimilate, appreciate, and reconsider cultural norms.
analyze literature is questionable.
2. A - Authenticity of the Material
2. Language-Based Approach
● Should reflect real-life language use.
● Description: ● Enhances motivation and relevance to learners.
● Provides meaningful learning
● Focuses on how language is used in literary texts. experiences.
● Directs learners’ attention to various aspects of
the target language, such as: 3. R - Relevant Language Enrichment
○ Grammar
○ Vocabulary ● Develops vocabulary and grammar skills.
○ Other linguistic features ● Encourages better reading and writing abilities.
● Enhances communicative competence.
● Purpose:
4. E - Ease in Reading & Understanding
● Enhances awareness of the language through
engagement with literary texts. ● Should not be too easy or too difficult.
● Supports language learning while studying ● Must align with students’ cognitive levels.
literature. ● Encourages comprehension and
motivation.
● Key Contributor:
Lesson 5: Emerging Ways to Read Aloud
● Maley and Duff (1990) describe this approach as
one that engages learners in language activities Definition of Read-Aloud
via literary texts. ● Johnston (2016), Morrison & Wlodarczyk (2009):
0 An instructional practice where a teacher reads a
3. Reader-Response Approach text aloud to learners.
● Description: ○ Uses pitch, tone, pace, volume, pauses, eye contact,
questions, and comments to create a fluent and
● Student-centered approach. engaging reading experience.
● Encourages learners to express personal
responses to literature. Key Concept: Reading Aloud as a Strategy
● Promotes personal development and growth ● Reading aloud depends on how literary pieces are shared
through interaction with texts. with learners.
● It relies on teachers' knowledge of children's literature.
Activities Used in This Approach: ● When combined with book discussions, independent
● Individual tasks: reading, and a social reading environment, it results in
○ Personal writing engaged literature readers.
○ Journal writing
Benefits of Reading Aloud
● Collaborative tasks: ● Engages discussion (Barme & Youngs, 2008;
○ Brainstorming sessions Wilhelm, 2008).
○ Small-group discussions ● Develops listening habits (Bandre, Colabucci, Parsons, &
Son, 2007).
Lesson 4 Selecting Appropriate Materials for
● Motivates pupils to read (Serafini & Giorgis, 2003; Esquith,
Teaching Literature 2007).
● Leads to easier and quicker reading (Peterson & Eds, 2007;
Importance of Instructional Materials Tompkins, 2010).
Instructional materials are essential because they: ● Provides an easy assessment of reader comprehension
(Serafini & Giorgis, 2003).
● Facilitate better understanding of topics. ● Prolongs attention span (Fox, 2008).
● Ensure the smooth achievement of learning outcomes. ● Expands vocabulary (Fox, 2008).
● Enhance engagement and retention.
● Improve efficiency in teaching and learning. Traditional vs. Interactive Read-Aloud ●
Traditional Read-Aloud:
Challenges in Selecting Materials 0 The teacher simply reads the text while students
listen passively.
1. Lack of suitable pedagogical materials
● Some texts may not align with educational goals. ● Interactive Read-Aloud (Dickinson, 2001):
2. Limited clear-cut objectives for literature teaching 0 Engages children actively through discussion and
● Selection should be based on specific learning interaction.
objectives.
3. Need for alignment with students’ needs and cultural Different Methods of Read-Aloud
backgrounds 1. INTERACTIVE READING ALOUD
● Materials must be relatable and culturally ● Actively engages students during the reading
relevant. process.
 2. RETOLD OR DRAMATIZED READING ALOUD Common Roles and Functions in Literature Circles
● Retelling the story in an engaging way.
Role Functions
● Using gestures, facial expressions, and voice
modulation for dramatization. - Leads the group in stopping at certain points
DISCUSSION in the reading.- Acts as a predictor.- Asks critical
3. Multiple Pieces, Similar Topic Reading Aloud DIRECTOR and leading questions.- Starts off reading aloud.
● Reading multiple texts that share a similar theme
or topic. CREATIVE - Makes text-to-text, text-to-self, and text-to-
● Helps students draw connections and compare CONNECTOR world connections based on the reading.
perspectives.
4. Description-Initiated Reading Aloud - Predicts what will happen next at two stopping
PASSAGE
● The teacher introduces the story by describing its points during the group's reading.
setting, characters, or key events. PREDICTOR
● Sparks curiosity before starting the read-aloud.
Read-Aloud Practices in the Philippines ARTISTIC ARTIST - Illustrates what was read.- Writes a caption.

SUPER - Records the main events, characters, and

● A common effective method is using big books and
picture books. SUMMARIZER setting in the section read.
- Identifies new, interesting, and fun words in
● These materials help: the text.- Looks for the definition, part of
○ Expand vocabulary. WORD WIZARD
speech, etc.- Writes a sentence using the
○ Enhance oral comprehension. difficult words.

● DepEd Order 90, series of 2011 supports the production of

Research-Proven Benefits of Literature Circles 1.
big books for literacy improvement.
Develops responsibility among learners.
○ Examples of big books: 2. Engages learners in total participation by eliminating
■ Henny Penny timidity in large group discussions, helping build
■ The Monkey and the Turtle confidence in verbalizing ideas.
■ Various regional legends 3. Promotes collaboration among team
members.
4. Provides scaffolding to break down reading difficulties and
improve comprehension.
Effective Read-Aloud Techniques 5. Rejuvenates excitement about teaching and encourages
eagerness for literature reading.
1. Strongly imply the main problem or the literary piece’s 6. Helps children learn appropriate responses to literature
overview. and basic comprehension strategies through group
strategy discussions.
7. Relieves pressure from learners to perform in large group
2. Sustain children's attention using: conversations, creating a safe and intimate environment.
● Dramatic pauses
● Gestures
Implementation of Literature Circles
● Varied pacing
● Plenty of eye contact Focus of Literature Circles (Daniels, 2002)
• Literature circles aim to combine literary skills and
3. Choose the best location or create an appropriate strategies in a non-threatening and supportive
atmosphere for the reading. atmosphere.
• However, implementing high-quality literature circles in
4. Follow-up activities: the elementary is a herculean task.
● Writing or drawing tasks after the read-aloud • Beginning teachers must possess elemental skills such as:
session. o Providing proper modeling
o Giving sufficient instructions
5. Vary teacher positioning to engage all learners.
Foundational Procedures for Literature Circles
6. Ensure children can see the pages of a picture book while
reading.
1. Form a group of four to eight members.
2. Assign individual roles to members.
7. Encourage pair and small-group discussions before, during,
or after the read-aloud (Serafini & Ladd, 2008 call this 3. Select a literary piece and give each member a copy.
"interpretive space"). 4. Read aloud some parts of the piece while demonstrating
the expected work or function of each member.
5. Present thought-provoking or enduring questions to:
8. Use technology:
● Smart e-books from online sources can o Stimulate debate o Act as a compass in
supplement traditional books. their study
o Solve problems after the activity
9. Invite a guest reader:
● Example: A teacher in an animal costume reading
The Monkey and the Turtle to sustain attention.
Modifications in Literature Circles
Lesson 6 Literature Circles and Their Benefits Types of Modifications
Definition of Literature Circles • Differentiated literature circles
• Literature circles involve small peer-led discussions • Online literature circles
centered on reading the same piece of literature.
• Members of the group share interpretations and insights Differentiated Literature Circles
about what they read (SheltonStrong, 2012). • Based on differentiated learning principles.
• Each member is assigned a specific role to ensure full • In a differentiated classroom, teachers engage learners
engagement. through different approaches to learning by: o Appealing
• Teachers may modify pupils' roles as needed. to a range of interests. o Using a varied range of
instruction.
 o Providing a mixed range of task complexity. Who Benefits from Multisensory Teaching?
o Implementing different support systems ● Almost everyone can benefit from multisensory teaching.
(Tomlinson, 2014). ● Mostly benefits:
0 Learners with learning disabilities.
Differentiation in the K to 12 Curriculum ○ Learners with sensory integration challenges.
○ Early elementary grade students.
• The Department of Education (Philippines), through
Department Order 42, series of 2016, recognizes
Multisensory Teaching in Literacy Development ●
differentiation as a major feature of the K to 12
Literacy is a multisensory skill:
curriculum.
○ Requires decoding words and comprehending
• Every basic education teacher should be equipped with thought simultaneously.
the principles of differentiated instruction. ● Helps at-risk readers:
0 Encourages use of all senses while reading.
Research-Based Ways to Format Differentiated ○ Enhances critical thinking skills.
Literature Circles
• Teachers differentiate roles according to learners’ Applications of Multisensory Teaching ●
interests and abilities. Can be used in:
○ Actual teaching sessions.
• Teachers differentiate tasks associated with roles and
○ Remedial instruction for struggling learners.
scaffold them.
o The complexity is later escalated to motivate
learners to discuss the text at deeper levels. Example: Teaching a Poem with Actions
● A children’s literature teacher uses the poem "A Little
• Teachers provide learners with flexibility in role Spider" to show how spiders move.
assignments to ensure that children have a differentiated ● Instead of saying "spider," students:
experience. 0 - Touch both thumbs together.
• Teachers differentiate content, process, product, and ○ - Crisscross both index fingers.
environment based on:
Multisensory Activities for Literacy Development ●
o Learners' readiness o Learners' interests Auditory and visual activities improve literacy. ●
o Learners' learning profiles For advanced elementary students:
○ Develops critical thinking and higher-level
reading comprehension.
○ Example:
■ Read a poem aloud.
■ Insert critical thinking questions or
photographs between reading.

Emerging Modification: Multisensory Storytelling ●

Defined by Preece & Zhao (2015).
● Literature teachers narrate stories while using relevant
sensory objects.
● Sensory qualities of objects include:
0 - Feel
○ - Smell
○ - Temperature
○ - Height ●
Purpose:
○ - Increases literary appeal.
○ - Strengthens the relevance of the text for
learners.

Popular Multisensory Technique: Story Sticks

● Definition: Colored popsicle sticks represent different
elements of a story. ● Examples:
0 Blue stick = Characters
○ Green stick = Setting
● Activity Steps:
1. Learners exchange sticks.
2. Answer questions based on their stick’s category.
3. Listen to one another’s answers. ● Other
Story Stick Activities:
0 - Color or highlight major story elements.

Lesson 7: Multisensory Teaching and Whole-Brain Learning Techniques for Multisensory Teaching
1. Use audio and visual aids:
Key Concepts ● Whole-Brain • Play an audio recording or video clip of a narrator
Learning: reading a literary piece.
○ We remember how to do things best when 2. Enhance kinesthetic learning:
directions engage multiple senses. • Let learners build vocabulary words using letter
○ Learning is most effective when it involves multiple magnets.
sensory inputs. 3. Alternative assignments:
• Assign videos or audiobooks instead of print books.
● Multisensory Teaching and Multiple
Intelligences:
0 Can be combined with Howard Gardner’s
theory of multiple intelligences.
○ Allows learners to seek and use their preferred
learning style.
 BENEFITS OF CONDUCTING BOOK TALKS IN
ELEMENTARY

1. Engagement and Relationship Building

● Book talks actively engage students in reading.
● Help build relationships among classmates by
connecting over shared interests.
● Foster a supportive reading community where
students motivate one another.

2. Improvement of Comprehension Skills ●

Encourage deep thinking about texts.
● Promote meaningful discussions that enhance
understanding and analysis.

3. Supporting Struggling Readers

● Allow struggling readers to engage with
relatable texts.
● Help build confidence through peer
encouragement.
● Provide teacher and peer support to reinforce
comprehension skills.

4. Boosting Confidence in Reading

● Encourage self-expression and ownership of the
reading journey.
● Foster a sense of achievement and motivation in
students.

CRITERIA FOR EFFECTIVE BOOK TALKS

1. Key Elements of a Successful Book Talk

● Energy – Speak with passion and enthusiasm.
● Summary – Provide a brief overview of the
book, highlighting key points without spoilers.
● Passage – Choose a captivating excerpt to grab
the audience’s attention.

2. Enhancing the Discussion Flow

● Connections – Relate the story to reallife
experiences and broader societal themes.
● Flow – Prepare the conversation to ensure a
natural and engaging discussion.
● Time – Keep the discussion brief (around 5
minutes or less, depending on the grade level).

Lesson 8: Pupil-led Book Talks

TIPS FOR BEGINNING TEACHERS IN CONDUCTING
PUPIL-LED BOOK TALKS
OVERVIEW OF PUPIL-LED BOOK TALKS
1. Model – Begin book talks by demonstrating effective
Definition and Purpose presentations.
● Pupil-led book talks are interactive studentled discussions 2. Scaffold – Provide support and structure to help students
where they: prepare.
0 Share insights, summaries, and personal 3. Practice Makes Perfect – Encourage students to
interpretations of books they have read. thoroughly prepare for book talks.
○ Deepen reading comprehension by 4. Engage – Schedule and conduct engaging, interactive
communicating their views. discussions.
○ Sharpen critical thinking abilities. 5. Gather Feedback – Collect constructive criticism for
○ Foster enthusiasm for literature by encouraging continuous improvement.
exploration of various genres and authors.
○ Promote collaboration among peers, making
reading an engaging and shared experience.

Importance in Literacy Development ● Book talks

enhance literacy skills by:
○ Encouraging students to articulate their
understanding of texts.
○ Improving critical thinking and communication
skills.

Connection to Curriculum Standards

● Pupil-led book talks align with the K to 12 curriculum
standards by:
0 Developing essential reading and speaking
competencies.
○ Encouraging collaborative learning through
discussions.
 ● Althouse et al. (2003) advise that teachers should:
0 Avoid being overly controlling in creative tasks.
○ Allow students freedom in artistic expression to
maintain enthusiasm.
○ Provide structure only when teaching specific skills
(e.g., sewing, writing essays).

ANALYZING LITERATURE LIKE ART

● Zindler (2009) compares literary analysis to art
interpretation:
0 Both require questioning, paying attention to
details, and making inferences.
○ Students develop critical thinking by probing texts
the way they would analyze paintings or
sculptures.
○ Encourages active engagement rather than passive
reading.

● Eisner (1998):
0 “What cannot be conveyed in words is often
possible in visual images.”
○ Some ideas are better understood through artistic
representations rather than text alone.

CASE STUDIES ON VISUAL ARTS AND LITERACY

1. “The Power of Pictures”

0 Shows how teachers can use art to help
struggling readers improve their reading and
writing skills.
○ Visual arts encourage students to recognize words
and create artistic representations of literature.
○ Over time, students gain confidence to create their
own literary works.

2. “Thinking and Learning Through Drawing in Primary

Classrooms” ● Drawing allows students to:
0 Express their thoughts, emotions, and
experiences.
○ Develop creativity and confidence in literary
interpretation.
○ Broaden their understanding of the world beyond
their limited experiences.

● Suggests that drawing is a powerful tool for supporting

how children think and learn in literature.

VISUAL ARTS IN CURRICULUM INTEGRATION ● Smith

and Herring (1996):
0 Arts offer hands-on experiences that build
problem-solving and critical thinking skills.
○ Encourages decision-making, analysis, teamwork,
and communication in students.
Lesson 9: Interpreting Literature Through Visual Arts
● Siks (1983):
0 Art activities promote reflection, selfawareness,
● The goal of integrating visual arts into literature is to help and concentration.
learners discover deeper meanings in texts beyond mere
knowledge absorption.
BENEFITS OF ART IN READING LESSONS ● Mathieson
(2015):
THE ROLE OF VISUAL ARTS IN LITERACY ○ Found that students actively engage in storytelling
DEVELOPMENT when art is integrated into reading activities.

● Langer (1990) emphasizes that using visual arts in ● Catterall (2002):

literature promotes holistic development (intellectual, 0 Artistic experiences improve writing skills,
social, emotional). organization, sequencing, and interpretation.
● Some children struggle with verbal expression due to lack ○ Enhances reasoning, critical thinking, and reading
of confidence or emotional barriers. enthusiasm.
● Gandini (1992) highlights that visual arts provide an
alternative means of expression when words are difficult
to find.
THE FUTURE OF ARTS IN LITERATURE EDUCATION ● Fung (2013):
0 Activities like drawing, painting, sculpting allow
○ Found that integrating art with literature fosters:
children to convey their thoughts and emotions.
■ Innovative and creative ideas.
○ This fosters healthy emotional development and
■ Self-confidence in students.
a love for learning.
■ Collaboration and teamwork.
TEACHERS’ ROLE IN FACILITATING VISUAL
LITERATURE
 ● Teachers should use meaningful artistic activities to ○ Aligns with Bloom’s Taxonomy of thinking skills:
ensure students remain engaged in learning. ■ Knowledge – Reciting/retelling stories
using puppets.
■ Comprehension – Explaining and
providing examples using actions.
■ Application – Pretending to be a
character.
■ Analysis – Contrasting two characters using
mime.
■ Synthesis – Reinventing or reinterpreting a
story.
■ Evaluation – Relating oneself to the
story and forming
judgments (*Kwasnica, 2006*).

FACILITATING DRAMATIC EXPERIENCES IN

LITERATURE

● Acting out stories motivates students to process and share

information.
● Story dramatization introduces children to the writing
process, allowing them to:
0 Express ideas and feelings creatively.
○ Develop social skills (Rieg & Paquette,
2009).
● Drama combines action and activity, helping the brain
retain and process information more easily.
● Different teaching strategies in drama can be used
depending on lesson objectives.
● Two major categories of educational drama:

1. Text-Centered Drama
2. Text-Edged Drama

TEXT-CENTERED DRAMA (Wolf, 2004)

● Focuses primarily on interpreting the text itself.

● Reader’s Theater:
0 Develops reading fluency through script reading.
○ Does not require a stage – students can sit or stand
in a semicircle.
○ No memorization is needed, but students reread
the text multiple times.
○ Best suited for dialogue-heavy scripts.
○ Helps students practice reading with expression
and purpose (Bafile, 2003).

● Puppetry:
0 Uses movable dolls manipulated by a puppeteer.
○ Puppets convey emotions and thoughts through
movement.
Lesson 10: Interpreting Literature Through Drama ○ Used to teach various topics in classrooms.
and Play ○ For primary students, puppets help develop oral
and language skills.
THINK: Understanding Drama as a Literary Form ○ Shy students benefit from puppetry, as speaking
through a puppet shifts audience attention
● Definition of Drama (Literary Devices, 2017): away from them, increasing confidence
0 A mode of fictional representation through (Belfiore, 2013).
dialogue and performance.
○ Composed in verse or prose to present a story TEXT-EDGED DRAMA (Wolf, 2004)
either in pantomime or dialogue.
○ Used by dramatists to speak directly to audiences ● Uses a dialogic approach where students explore a text
through characters. rather than simply performing it.
○ Characters serve as vehicles for conveying thoughts ● Encourages students to:
and values. 0 Analyze the context of the text.
○ Spoken words and dialogues provide clues about ○ Understand social roles and
characters' feelings, backgrounds, and perspectives.
personalities. ○ Work collaboratively— no single student is
assigned a fixed role.
● Drama as an Educational Tool ○ Explore the text as a group to develop a deeper
0 Engages learners by making them actively connection to literature.
discuss what they are learning.
○ Encourages students to express ● Key Features of Text-Edged Drama
themselves and understand others.
○ Develops communication skills. 1. Teacher-In-Role (Heathcote, 1995):
○ Drama is inclusive, accommodating multiple 0 The teacher actively participates in drama with
intelligences and various learning styles. students.
○ Helps students solve problems, invent, and ○ The teacher may:
discover new ways to approach challenges.
 ■ Play a missing character. 3. Critiquing the Text – Sharing personal opinions about what
■ Introduce a new character in an ongoing they liked or disliked.
scene.
■ Ask questions and interact with other
characters. 2. Freewriting (Peter Elbow, 1973) ●
○ This encourages deeper exploration and student Definition:
engagement. ○ A pre-writing strategy where students write
continuously without stopping, editing, or
2. Critical Space (Wolf, 2004): worrying about grammar.
○ Allows students and teachers to step into and out ○ Focused on idea generation rather than structure.
of the dramatic experience. ● Process:
○ Encourages critical evaluation of the 0 Writing for 10-15 minutes without interruption.
dramatization. ○ Practiced daily or at least three times a week.
○ Teachers ask probing questions to deepen student ● Also known as “automatic writing”, where thoughts are
understanding, such as: quickly translated into words.
■ “What do you think about the main
character’s actions?” ● Benefits:
■ “Could you feel the emotions of the 0 Reduces writer’s block—words flow more
antagonist?” naturally over time.
○ Helps students connect with literature on a deeper ○ Develops fluency and confidence in writing.
level and express their interpretations. ● Modern Advocacy:
0 Cressida Cowell, award-winning author (How to
Train Your Dragon), supports freewriting
through:
■ “Free Writing Friday” –
A campaign encouraging children to write
for pleasure. ○ The National Literacy Trust
(UK):
■ - Encourages primary school children
to write freely without fear of red
marks or corrections on grammar and
spelling.
■ - Advocates for students to keep
personal notebooks to write or draw
for fun.

● Classroom Implementation:
0 Provide writing prompts for students to explore.
○ Encourage students to:
■ Draw maps of
imaginary places.
■ Sketch characters from their stories.
■ Rewrite a favorite story in their own
words.

3. Narrative Writing ● Definition:

○ A fictional story where a main character faces a
problem or event in a specific setting.
● Teaches essential writing components:
Lesson 11: Interpreting Literature Through Creative Writing 0 Tone, purpose, voice, structure.
○ Sentence structure, organization, word choice.
CREATIVE WRITING STRATEGIES IN THE CLASSROOM ● Samantha Cleaver (We Are Teachers):
0 Narrative writing helps students think like
authors.
1. Literacy Response Journals (Wolf, 2024)
● Purpose: ● Early Elementary (Kindergarten-Grade 2):
○ Allow students to write their thoughts, questions, 0 Introduce narratives by reading fiction and
feelings, and observations about the texts they nonfiction aloud.
read. ○ Encourage students to ask questions about story
● Students write in their journals: elements (characters, setting, events).
0 Before, during, and after reading a text. ● Grades 3-4:
0 Students start writing their own stories.
● Guiding principle:
● Strategies for Teachers:
0 Writing facilitates learning.
0 Use timelines and outlines to help students
○ Both students and teachers engage in the process. organize their ideas.
● Benefits for Teachers: ○ - Teach how to:
0 Provides insight into students’ thinking ■ Create strong introductions and endings.
processes and comprehension progress. ■ Add interesting details to their
● Key Questions for Students: narratives. ● Personal Narrative Writing:
0 Which quotes stand out to you? ○ Encourages students to draw from real-life
○ Which characters or plot points do you relate to the experiences.
most? ○ Strengthens self-expression and
○ How does the story’s message connect to your confidence.
own life experiences?

Three types of responses in journals:

1. Summarizing – Retelling the main points of the story.
2. Anticipating, Predicting, or Asking Questions – Making
guesses about what happens next.