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Lesson 13

lesson 13

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Leslie Justine Celes
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88 views13 pages

Lesson 13

lesson 13

Uploaded by

Leslie Justine Celes
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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LESSON 13

USING
PUPIL-
GENERATED
BOARD
DISPLAYS
LEARNING
TARGETS
At the end of this lesson, you are expected
to:
Discuss the Synthesize the Create a mini
importance of experiences of board display
pupil-generated English for an
board displays in elementary elementary
enhancing literacy teachers on using English class.
and learning pupil-generated
literature. board displays.
Think
!
Visual Learners occupy a high percentage in
the pie as compared to their auditory and
kinesthetic learners (EBC Online TEFL Blog,
2020). Hence, as beginner teachers, need to
cater to this type of learning ability. One way
to interface literacy, literature, and visual
learning ability is the is the use of pupil-
generated board displays. Some of these
displays are interactive and rely on pupil
contributions. Here are some samples of on
interactive pupil-generated classroom
displays. The following were modified
techniques from Himmele, P., HImmele, W.,
• Quotable Quotes Board
Pupils post on the bulleting
board the quotable quotes
they have found in the
storybooks, poems, or shorts
stories they have read in a
read-activity or a book talk.
This is one way to gauge how
the literary piece relates to
them.
As a beginning teacher, you
might want to ask them to
share why the quotes are
quotable for them. In this
way, you target critical
thinking and oral literacy.
2. #MySuperhero Wall
Pupils post the drawing of
their ideal character in the
way or the persona in the
poem. Beside the image is the
reason why they like that
drawing.
In this way, writing literacy is
enhanced as well as their
reflective thinking.

This activity likewise targets


to improve the ability of the
children to relate people and
be sensitive to the thought
and emotions of others.
3. butcher paper

The teacher posts a


butcher paper or a
graphic organizer
with title prompts
selected by the
literature teacher and
a blank space for
organize their
thoughts about a
specific topic.
4. collecting words wall
The teacher post an empty
envelope on the board. It
will act as a basket of
difficult words that the
pupils might have
encountered in the read-
aloud activity or book talk.
tHe pupils will be responsible for
determining the meaning, writing
a sentence using a vocabulary,
Curiosity of learners is
and writing the specific phrase or
heightened through this
sentence where such words was
activity. In that way, pupils
used in the text.
can try to read the book or
They will all write the details on a
the literary piece.
piece of envelope posted on the
5. great opening lines wall

Many pupils will remember a


piece of literature through its
opening lines. so, the learners
could be asked to document
the opening lines of the book
they have already read or the
literary pieces that they
intend to read.
this process-product activity
can establish anticipation in
the reader and aid the mood
that something really
fabulous is about to be read.
6. the class bookworm
this pupil-generated wall is an
add-on board for the pupils to
write their thoughts related to
the literary piece read in
class.
it acts as a freedom wall or a
vandal wall regarding to the
literary piece they have read.

creative and reflective


thinking abilities may be
enhanced through this
activity. their thoughts may
also be used as a supplement
for literary analysis.
7. the widu bank
small group discussions may
sometimes result in unanswered
questions of the learners.
one good way to generate ideas of
the class in through “widu” bank or
the “what-i- don’t- understand Bank”.
it impedes the pupils to forger
boggling questions.
it acts as an avenue for them to be The pupils will just write
their boggling questions
heard in class without using oral
on an index card or shoot
skills. in the envelope posted on
this activity permit you to create a the wall. other pupils will
community of readers who feel that feel free to answer the
their questions are welcomed. questions through writing.
Engaging the learners in the aforementioned
pupil-generated displays can result in literacy
building and retention enhancement. Aside from
making the class a visually dominating room,
the activities can also mark the establishment of
readers.
ACTIVITY: Design
your own display
board in your English
class
(computerized/drawin
g). State the
importance of it.

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