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ELT 4 WD Assignments Presenters

The document outlines a course for pre-service English teachers focused on teaching and assessing literature, emphasizing the development of higher-order thinking skills and competency-based learning. It includes program outcomes, course descriptions, learning outcomes, and content areas such as the nature of literature, teaching strategies, and assessment methods. Additionally, it provides suggested references for further reading on children's literature.

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Marlon Quercony Alva TV
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14 views11 pages

ELT 4 WD Assignments Presenters

The document outlines a course for pre-service English teachers focused on teaching and assessing literature, emphasizing the development of higher-order thinking skills and competency-based learning. It includes program outcomes, course descriptions, learning outcomes, and content areas such as the nature of literature, teaching strategies, and assessment methods. Additionally, it provides suggested references for further reading on children's literature.

Uploaded by

Marlon Quercony Alva TV
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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Teaching and

Assessment of
Literature Studies
ELT 4
• Program Outcomes (from CMO No. 75, s. 2017 p. 4):
• 6.3.1.b. Use English as a global language in a multilingual
context as it applies to the teaching of language and
literature.
• 6.3.1.c. Acquire extensive reading background in language,
literature, and allied fields.
• 6.3.1.d. Demonstrate proficiency in oral and written
communication.
• 6.3.1.e. Show competence in employing innovative
language and literature teaching approaches,
methodologies, and strategies
• Course Description
• This course allows pre-service English teachers to explore
the nature of literature and the theoretical bases,
principles, and methods and strategies in teaching and
assessing literature. It aims to provide them with various
strategies for pre-lesson, during lesson, and post-lesson
which will develop their learners’ higher order thinking
skills in the use of the English language and will respond to
their various backgrounds. Also, they are expected to
design developmentally-sequenced lesson plans and
provide a range of assessment strategies to communicate
learners’ needs, progress and achievement in literature.
• Course Learning Outcomes
• At the end of the course, the pre-service teachers should be able to:
• A. adapt competency-based learning materials in teaching literature
which respond to the various linguistic, cultural, socioeconomic, and
religious backgrounds of learners;
• B. be familiar with a range of assessment strategies in teaching
literature that address learners’ needs, progress, and achievement
which are consistent with the selected competencies;
• C. craft a learning plan according to the English curricula that
develops higher order thinking skills of learners through the use of
literary texts; and
• D. conduct a teaching demonstration of a developmentally-
sequenced learning process using innovative teaching principles,
skills, and strategies for teaching literature.
Content:

•1. Overview on the Nature of


Literature and its Genres
1. Overview on the Nature of Literature and its
Genres
• 1. Literature as Significant Human Experience
• 2. Purposes of Literature Presenters:
• 3. Prose vs. Poetry vs. Drama 1.Manalastas Rosabelle
2.CARREN VILLANUEVA
• 4. Fiction vs. Non-Fiction
3.CESAR SANCHEZ
• 5. A Survey of Authors 4. CHRISTINE PARIN
• a. Filipino Authors
• b. International Well-Known Authors
• 6. Literature Competencies in English K to 12 Curriculum
2. Teaching Literature – An
Overview
• 1. Value of Literature
• 2. Factors Affecting Interests in Literature Presenters:
• 3. Choosing Books and Reading Materials
1.EDMELDA DELA
• 4. Models of Teaching Literature
• 5. Language Model CRUZ
• 6. Cultural Model 2.JENITH FLORES
• 7. Personal Growth Model
• 8. Approaches to Teaching Literature
3.KRIS JOY BALAGTAS
• 9. Language-Based Approach 4.MARLON ALVA
• 10. Paraphrastic Approach
• 11. Moral-Philosophical Approach
• 12. Stylistics Approach
• 13. Levels of Comprehension Questions
• 14. Assessment Strategies in Teaching Literature
3. Teaching Poetry and Dramatic
Poetry
• 1. Review on the Genres of Poetry
•
•
2. Literary Devices
3. Fun Poetry • Riddles • Limericks • Haikus
Presenters:
• 4. Shape Poems 1.RONELYN PEPITO
• 5. Comprehending Poetry
• 6. Strategies in Teaching Poetry
2.SHINE ORTIZ
• 7. Reading Aloud 3.YNA MARIMON
• 8. Choral Reading
• 9. Silent Reading
• 10. Literary Appreciation and Valuing in/of Poetry
• 11. Lesson Design in Teaching Poetry
• 12. Materials and Resources in Teaching Poetry
• 13. Assessment in Teaching Poetry
4. Teaching Prose and
Dramatic Prose
• 1. Review on the Genres of Prose Presenters:
• 2. Comprehending Prose 1.
• 3. Strategies in Teaching Prose
• • Silent Reading
2.
• • Prose Performances 3.
• • Dramatic Performance 4.
• 4. Literary Appreciation and Valuing in/of Prose
• 5. Lesson Design in Teaching Prose
• 6. Materials and Resources in Teaching Prose
• 7. Assessment in Teaching Prose
Suggested References:
• _____________. (2012). The children’s hour: Stories on childhood. Diliman, Q.C.:
University of the Philippines Press.
• Abelardo, V. (2013). Literature for today’s children. Manila: Philippine Graphic Arts.
• Coody, B. (2002). Using literature with young children. Dubuque, IA: W.C. Brown
Publishers.
• Glazer, J. I. (2011). Literature for today’s children. New York: Macmillan.
• Lynch-Brown, C. (2012). Essentials of children’s literature. Boston: Allyn and Bacon.
• Profeta, L. M. (2008). Literature for Filipino children. Quezon City: Ken.
• Tomlinson, C. (2012). Essentials of children’s literature. Boston: Allyn and Bacon.

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