CHAPTER 1
Engaging Teachers in the Teaching
of Children’s Literature
Introduction
An engaging children’s literature or English teacher
cannot but be a thoughtful teacher who understands kids
and learning, and is an active, intelligent person who
loves his/her work.
• salient features of the K to 12 curriculum guide in
English
• pedagogical considerations that effect the teaching
of literature.
• approaches in teaching literature
LESSON 1
The English Program in the K to 12
Curriculum
Learning Targets
At the end of the lesson, you are expected to:
• describe the state of the country’s English proficiency prior
to the implementation of the K to 12 curriculum:
• explain the salient features of the K to 12 English
program;
• evaluate oneself as a language and literature teacher; and
• come up with innovative ways in teaching literature to
Generation Z learners.
Introduction
Studies show that improving langaugae
skills can have profound academic and
benefits for children, both in early
childhood and later in life... as
“[Langauge] emerges as a strong
predictor across subject areas.” This
can also be said about developing and
nurturing the appreciation skills of
learners of literary texts.
Why K to
12?
Scores of studies provide a quick glimpse of the current state of
education of the Philippines. Achievement scores in the National
Achievement Test (NAT) administered by the Department of
Education in SY 2011-2012, the last year of the basic education in
the Philippines, revealed a passing rate in English of only 66.27%
for Grade 6, and an evenlower passing rate of 51.80% for high
school.
This low performance for Grade 6 in English and in the major
subjects extends to even as far back as SY 2005-2006.
These findings on the deterioration of the countrys educational
system have been percieve as one of the factors contributing to the
poor academic preparation of the students in college.
Department of Education adopt the K-12 curriculum,
arguing this K-12 program will be the solution to the
yearly basic education woes and deteriorating quality
of education.
Through the implementation of its English program
over a span of 13 years of basic education along four
key stages, it seeks to make learning meaningful
through language via an effective Language Arts
and Multiliteracies Curriculum (LAMC)
● The K-12 system strengthens students' foundation
in crucial subjects and skills, including math, science,
language, and social sciences. K-12 education also
helps students master basic skills like reading and
writing,which are crucial in attaining higher education
and the job market.
● Today generation of learners, what we call
“Generation Z” or “digital natives” are the
stakeholders of the government’s educational
program.
Literature Program in K-12
Where does literature come in the new curriculum?
Cruz (2012) offers a glimpse at the learning competencies and standards in
the new curriculum to see if literature will finally be given its proper place in
the education of our youth.
On the whole, the program prescribes that “after 12 years of pre-university
education, a student wishing to enter college should be able to (among
others)
• Analyze themes, structures, and elements of myths, traditional narratives,
classical and contemporary literature.
• Read a poem with proper pronounciation and appropriate emotion.
• Recite at least ten poems from memory
• Identify the characters, setting, theme, conflict, and a type of work in fiction.
• Discuss literary devices, such as point of view and symbolism, used in a
work of fiction.
Competencies
Article I. A “competency” is an array of
knowledge, skills, and abilities (KSAs) required to
successfully perform a specific task
(Competencies and Learning Objectives, 2020).
The following are the competencies that are
expected to developed in the K-12 learners.
Grades 1 to 3
Students from Grades 1 to 3 are expected to:
• Deal with simple literary elements of texts such as character, plot, and
setting. This would entail knowing the events that transpire in the story
and identifying the problem and the solution.
• Identify the characters, their individaul traits and qualities from their
thoughts, words and behavior.
• Infer thoughts, feelings and actions of characters and the reasons that
justify why the characters acted accordingly.
• Make out striking message and provide an explanation or rationale
behind occurence in the story.
Grades 7 to 10 (Junior High School)
In junior high school, the students are expected to:
• Recognizes literary devices and figures of speech that make
writing interesting and appealing. Flashback is an example of a
literary device, and simile, metaphor, sarcasm and alliteration
among others, are some examples of figures of speech.
• In regard to basic literary and expository discourse (fiction
and nonfiction prose and poetry), required and develop the
effective use of rhetorical devices such as repetation,
parallelism, pronouns, and cohesive devices such as
induction, deduction, and climatic order as crucial aspects of
writing.
• Scrutinize portions of the literary texts that are faithful to, or
takes lightly, the practice in the creation of literary works.
• Critique or analyze a text or reading selection in a way that is
structured, organized, and objective and that can stand on its
own merits.
Grades 11 to 12 (Senior High School)
The senior high school core curriculum covers 21st century
literarture from the Philippines and the world.
The following are the expected competencies:
• Identify the geographic, linguistic, and ethnic dimensions of
Philippine literary history from pre-colonial to the
contemporary.
• Identify representative texts and authors from each region
( e.g. engage in oral history research with focus on the key
personalities from the students’ region/province/town).
• Value the contributions of local writers to the development of
regional literary traditions.
• Appreciate the contributions of the canonical Filipino writers to
the development of national literature.
• Differentiate/Compare and contrast the various 21st century
literary genres and the ones from the earlier genres/periods
citing their elements, structures, and traditions.
• Infer literary meaning from literal language based on usage.
• Analyze the figures of speech and their literary techniques and
devices in a text.
• Explain the literary, biographical, linguistic, and sociocultural
contexts and discuss hoe they enhance the text’s meaning and
enhance readers understanding.
• Situate the text in the context of the region and the nation.
● Explain the realationship of the context with the text
meaning.
● Produce a creative representstion of a literary text by
applying multimedia skills; choose an appropriate
multimedia format in interprating a literary texts.
● Apply Information and Communication Technology
(ICT) skills in crafting an adaptation of a literary text.
● Do self-and/or peer-assessment of the crteative
adaptation of a literary text, based on rationalized
criteria, prior to presentation.
● It is very encouraging that, in the present K-12 program,
literature has been given importance and prominence
alongside the learning of English.
● Unlike in the past, literature at this point is viewed as a catalyst
toward achieving the primary goal of basic education in
developing a holistic Filipino equipped with 21st century skills
that would make him/her locally, regionally, and globally
competative.
● Litearature, Cruz (2012) avers, is effective in achieving the
skills expected of, and from, a 21st century learner and
professional.
MATATAG Curriculum
● MATATAG stood for, “Make the curriculum relevant to produce job-
ready, Active and responsible citizens; TAke steps to accelerate the
delivery of basic education services and provision facilities; TAke
good care of learners by promoting learner well-being, inclusiveness
learning, and positive learning environment; and, Give support for
teachers to teach better.”
● On the other hand, Republic Act No. 10533 or the Enhanced
Basic Education Act is the current educational curriculum of the
country, which increased the number of years of basic education,
resulting in the creation of senior high school or grades 11 to 12,
which kick started in 2012 to 2013.
Do you have any questions?
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