Prepared by: Jhundhell H.

Paruñgao
E-mail Address: [Link]@[Link]

Central Luzon State University

Science City of Muñoz 3120
Nueva Ecija, Philippines

Instructional Module for the Course

ELEM 2212: Teaching English in the Elementary Grades through Literature

Module 3 Use of Children’s Literature in Second Language Teaching

Topic 1 Why use children’s literature in teaching language?
Topic 2 How to Choose Children’s Literature
Appropriate to Your Elementary Students

Topic 3 Media in Teaching Language through Literature

Topic 4 Approaches in Teaching Language through Literature
Topic 5 Model/Methods in Teaching Language through Literature
Topic 6 Techniques in Teaching Language through Literature
Topic 7 Activities Before, During, and After Literary Piece Presentation
Topic 8 Ways in Unlocking Word Difficulties
Topic 9 Graphic Organizers
Topic 10 Effective Questioning
Topic 11 The Integrative Strategies of Teaching
Topic 12 Lesson Planning
Overview

The module covers a comprehensive array of subjects designed to

equip pre-service teachers (PSTs) with the skills to integrate literature into
second language instruction. It first helps PSTs grasp the significance of using
literature in English language teaching, then proceeds to discuss topics
essential for developing the expertise required to teach English through a
literary lens.
 ELEM 2212: Teaching English in the Elementary Grades through Literature

I. Objectives
On successful completion of the module, you are expected to:
1. discuss the importance of using literature in teaching the English
language;
2. tell how to choose children’s literature appropriate to elementary
students;
3. identify some media that could be used in teaching language through
literature;
4. tell how to use a given media in teaching language through literature;
5. explain the ground rules for choosing the right language media;
6. discuss the different approaches in teaching language through
literature;
7. differentiate the models that may be used in teaching language through
literature;
8. identify activities that may be used in teaching language through
literature;
9. tell the different means of helping students unlock the meaning of given
difficult word;
10. give the appropriate graphic organizer that will help in showing
important details of a particular literary piece and/ language concepts;
11. identify and classify different types of questions that follow the dos and
don’ts in asking questions;
12. tell what is integrative teaching and the different modes and levels of
integration;
13. discuss what is the four-pronged approach and how it can be used in
teaching language through literature;
14. explain the purpose of each of the parts of the lesson plan in teaching
English through literature using GLR-CT-GOLD; and
15. identify the parts of the lesson plan in teaching English through literature
that focuses on the selected macro skill.

II. Learning Activities

WHY USE CHILDREN’S LITERATURE IN TEACHING LANGUAGE

• Literature is meaningful, authentic and relevant material.
- It is good to expose learners to this source of unmodified language in the
classroom because they skills they acquire in dealing with difficult or
unknown language can be used outside the class. (Keshavarzi, 2012; Mart,
2016; Clanfield, 2020)
- Containing real examples of grammatical structures and vocabulary items,
the literary texts raise learners’ awareness of the range of the target
language and advance their competence in all language skills (Povey, 1967)
- Pugh (1989) states that literature is “a potentially rich source of meaningful
input outside the classroom” (p. 320). Sufficient amount of comprehensible
input enable learners to develop their language proficiency and become
competent language users. (Mart, 2016)
- It focuses on personal interpretation of the language so students begin to
experiment with the language and incorporate this into their everyday
speech and vocabulary (Keshavarzi, 2012).
- The use of literature yield greatest opportunity for engagement, reflection,
and hence, learning exists in them (Keshavarzi, 2012).
• Literature is motivating.
- With the literary text the student accesses this personal experience, if she
is touched by the theme and provoked, she will be able to relate what she

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 ELEM 2212: Teaching English in the Elementary Grades through Literature

is reading to her world, to what she knows and feels. Designing stimulating
activities that motivate the learners is the greatest challenge for language
teachers, and literature has a strong motivating power due to its calling on
to personal experience (Violetta-Irene, 2015).
- Literature holds high status in many cultures and countries. For this reason,
students can feel a real sense of achievement at understanding a piece of
highly respected literature. Also, literature is often more interesting than
the texts found in coursebooks. (Clanfield, 2020)
- When English is taught through literature, it creates the power of self-belief
in students, and hence, influences learner’s behaviors, motivation and
attitudes towards English language learning (Keshavarzi, 2012).
- Literature is intellectually stimulating because it allows a reader to imagine
worlds they are not familiar with (Keshavarzi, 2012).
• Literature increases linguistic knowledge of learners.
- Asking learners to examine sophisticated or non-standard examples of
language (which can occur in literary texts) makes them more aware of the
norms of language use (Widdowson, 1975 quoted by Lazar 1993).
- The integration of literature and language is a perfect opportunity to
sharpen language awareness (Wales, 1990). Literary encounter allows
learners to become aware of how words are linked with each other
meaningfully, in short, learners see how vocabulary and structures are
connected in sentences.
- Literature extends linguistic knowledge of learners because learners read
texts in which they study a wide range of vocabulary and grammatical
structures. Spack (1985) argues that “it is in literature that the resources of
the language are most fully and skillfully used” (p. 705). The use of
literature is a good opportunity for language enrichment. (Mart, 2016)
- Literature helps students to become more familiar with the sound and /
pronunciation of the language.
• Literature enhances communicative competence.
- Literature can motivate and stimulate learners for language learning
(Holten, 1997; Kaplan, 2000). Literature can promote communication in the
language classroom. Collie and Slater (1987) argue that language and
literature is integrated “to let the student derive the benefits of
communicative and other activities for language improvement within the
context of suitable works of literature” (p.10). Literature allows learners to
see how characters interact with each other and how language can be used
for different communicative functions; furthermore, when learners are
engaged in literature discussions they practice the language in meaningful
interaction. (Mart, 2016)
- Literary texts are often rich is multiple layers of meaning, and can be
effectively mined for discussions and sharing feelings or opinions (Clanfield,
2020).
• Literature educates the whole person. By examining values in literary texts,
teachers encourage learners to develop attitudes towards them. These values
and attitudes relate to the world outside the classroom (Clanfield, 2020).
• Literature promotes understanding of the target culture.
- Literature is an ideal vehicle to portray culture so people increase their
understanding of others who are different from themselves through
literature thus people develop tolerance for other cultures (McKay, 1987).
- The use of literature helps learners with cultural enrichment and personal
growth (Collie & Slater, 1991; Carter & Long, 1991)
- It helps understand a culture & its ideologies (Khan, 2013)

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 ELEM 2212: Teaching English in the Elementary Grades through Literature

• Literature develops interpretive skill. Interpretive skill is important in the

process of language learning because learners draw inferences from the text
during classroom activities. Learners try to construct meaning and understand
the text and they develop interpretation skills (Mart, 2016).
• Literature helps social development. Literature includes universal themes so it
provides learners with insights about the world issues. Learners develop their
personal opinions and experiences by literary encounter (Mart, 2016).

HOW TO CHOOSE CHILDREN’S LITERATURE APPROPRIATE TO YOUR

ELEMENTARY STUDENTS
Although it is always helpful to look for good literary pieces among award winning
stories and/story books still the teacher needs to have some criteria in mind to be
able to judge whether a literary piece he/she came across with is a good one
without relying heavily with the laurels printed on the cover. Here are some criteria
given by Weih (2015) that may help a teacher determine a good literary piece
written in a story format, including fiction and nonfiction.

Evaluating the Setting

• The location of the story should be clearly described in either words,
illustrations, or a combination of both.
• The time of the story should be clearly identified in either words, illustrations,
or a combination of both.
• Both time and location should be addressed early in the book-the first few
pages.

Evaluating the Problem or Conflict

• The problem or conflict should be described within the first few pages.
• Some authors use foreshadowing or revealing some details about what is to
come to arouse the reader.
• The problem should be something that is important to children, something that
stands out, something that is significant and relevant to their lives, and
something that peak their interests.
• The problem should also interest you, the teacher, because if it does not, then
it probably will not interest children, either.

Evaluating the Plot or Events of the Story

• If the book is a novel, something exciting, surprising, and maybe shocking
should happen in each chapter.
• If the book is a picture book, something exciting, or surprising, or maybe even
shocking should happen on each page.
• The plot of the story should be the rising action building to a clear,
distinguishable, and important peak or climax when all the story’s suspenseful
events come together. The falling action should lead the story characters past
the climax to a satisfying resolution regarding their problems or conflict.
• If the book is dull to you, it will be dull for children, be aware of dumbed down
plots or over simplification of words, action, and problems. Children are drawn
to excitement and uniqueness, just as adults are, just because it is a book for
children, does not mean it should be devoid of interesting vocabulary; it should
just be a topic that they can relate to, understand, and care about. Many times,
children will struggle through on their own in reading a book that is above their
reading ability just because they have strong personal motivation to read it
(see Weih, 2014).

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 ELEM 2212: Teaching English in the Elementary Grades through Literature

Evaluating the Characters

• The characters should be ones that children would be interested in.
• The characters can either be similar to them or drastically different from them.
• If the characters are animals, the author should develop them as fully as she
would if they were humans (in the following criteria, the word “characters” is
also intended to include “animals” as characters in a story). This will make them
relatable to children.
• The characters should be clearly and thoroughly described in the first few pages
in either words or illustrations. If not in illustrations, then with words so
descriptive, that the children will be able to create an imaginary image of the
characters in their minds.
• The characters should have multiple layers of personality, or a collection of
qualities, revealed through how they act, talk, and think.
• The behavior and thinking of the characters should change and develop
through the story, they should not remain the same or stagnant (but the
change should be from bad to good and not the other way around).
• Characters should go through a range of emotions: sadness, joy, courage, fear,
surprise, humor-children enjoy humor and can especially appreciate it when it
accompanies a character’s full-range of emotions.

Here is another checklist for assessing children’s literature (New York State
Association for the Education of Young Children, 2003 as cited in Santora, 2013)

Story:
• Is the story interesting to children?
• Is there conflict for children to explore?
• How is/are the conflict/s resolved?

Characters:
• Do characters show cultural sensitivity?
• Does it contain gender bias?

Themes:
• Does the story offer children a variety of things to think about, to question, and
to consider?
• Is there lesson to be learned?
• Does it tell them what should be done rather than what should not be done?
(the latter could trigger curiosity)

Settings:
• Is/are urban, suburban, and/ rural setting/s represented realistically?
• Is/are cultural setting/s represented realistically?

Illustrations:
• Are characters realistically and genuinely represented?
• Do the illustrations avoid reinforcing societal stereotypes?

Other Considerations:
• Will the story encourage discussions?
• Are children exposed to multiple perspectives and values?
• Does the story promote understanding of our diverse society?
• Is the story age appropriate to ensure children can understand what is
presented?

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 ELEM 2212: Teaching English in the Elementary Grades through Literature

MEDIA THAT COULD BE USED IN TEACHING LANGUAGE THROUGH LITERATURE

“Instructional media” refers to any physical materials that a teacher uses to

facilitate learning. Besides from the usual materials such as chalkboard and charts
there are certain instructional materials that you may use in teaching language
through literature some of which are listed below.
1. Big Books
Big Books are large-size versions of children’s literature that teachers use when
reading aloud to a group, making it easy for every child to see the pictures and
words (Quileste, 2015). While commercially available, they can also be made
by teachers. Big Books allow students to follow along and see the print and
pictures as the text is read aloud. Teachers typically invite students to read
along and engage them in conversations about various semantic and
graphophonic elements in the story (Lewison, Leland, & Harste, 2017).
Furthermore, the stories in Big Books can be used in developing students’
genuine love for reading and critical thinking, as well as serving as a
springboard for teaching grammar lessons.
2. Digital Stories
Digital stories refer to short videos, usually two to three minutes in length. A
digital story can be made from a range of audio and visual elements. The
backbone of a digital story is a written script — approximately 250 words long.
Your script is turned into an audio voice over and combined with visuals such
as photos, drawings, diagrams, video, and animation to create a digital story
(Atchley, 2020).
3. Interactive Reading Notebook
This is a unique form of note taking where teachers guide students through
creating colorful pages of notes on new topic. Notes often include drawings,
diagrams, and 3-D elements to make the material understandable and relevant.
Students are encouraged to make their notebook pages in ways that make
sense to them. With personalization, no two pages are exactly the same.
(Triplett & Parthemore, 2019)

Example:

Retrieved from [Link]

visual-search/?cropSource=6&h=2518&w=544&x=10&y=10

Things to Do in an Interactive Reading Notebook (Verner, n.d.)

• Open Mind Portrait - Have students draw a picture of one character from
the shoulders up. They should use the details in the text for their drawing.
Then students use a heavy marker to outline their picture. You want the

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 ELEM 2212: Teaching English in the Elementary Grades through Literature

line to bleed through to the other side of the page. On the back, students
cut pictures and words from magazines that represent what that character
thinks about or may be thinking about in the story. Students then glue the
pictures and words inside that outline to form a collage.

Google Gemini, 2025

• Affix Divisions - If you are teaching word roots, prefixes, and suffixes draw
a plate on a page – the kind that has three different sections. Label the
largest section roots and the other two sections prefixes and suffixes. At
the bottom of the page, write out several vocabulary words that have
prefixes and suffixes. Students then cut out the words and separate the
roots from their affixes and glue the pieces to the appropriate section of
the plate. If you like, have students keep a list on the back of the page of
each affix and its meaning or function in the word.

Google Gemini, 2025

• Charting Tension - In a good piece of literature, the tension level will go up

and down throughout the story. Have your students pay attention to this
frequent rise and fall of tension by completing a chart. On the bottom of
the page, students list different events in the story. The events should go

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 ELEM 2212: Teaching English in the Elementary Grades through Literature

from left to right on the page and follow chronological order. The left axis
of the chart represents the tension level. Students decide how high the
tension is at each point they have listed along the bottom of the page and
then mark it above that event with a dot. After they have marked the
tension level for each event, they connect the dots to see how the tension
lifts and falls throughout the story. They should end up with a zig-zag visual
of the changing tension level throughout the story.

Charting Tension: The Monkey and the Tortoise

High
Tension Level

Low
They find the The monkey The monkey The tortoise Hurt by the The tortoise
banana plant takes the top eats all the fruit place thorns on thorns the tricks the
half and the of the banana the banana monkey tries to monkey and
tortoise the planted by the plant as revenge kill the tortoise escapes
lower half tortoise

• Strip Story - This is one of the easiest pages to create in an interactive

reading notebook. Simply have a comic strip template(s) copied for your
students to complete. They draw the story or a section of it in the template
complete with pictures and text.

1. 2.

3. 4.

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 ELEM 2212: Teaching English in the Elementary Grades through Literature

• The Difference between Me and Venn - Venn diagrams are great for
comparing yourself to a character in the book or two characters to each
other. On the page, have two overlapping circles for students to fill in. Have
students label each circle with their name or the name of a character and
then fill in the spaces to show how they differ and how they are alike.

Benefits of an Interactive Reading Notebook to Students (Verner, n.d.)

• They are hands on - They are a great way for kinesthetic learners to connect
with a text they are reading. They also enable all of your ESL (English as
Second Language) students to make physical associations with the written
word.
• They are creative, fun, interesting, and memorable - Students may not
remember what they read in a book, but they will remember the creative
ways they expressed their ideas in their notebooks.
• They allow students to work independently - You can let students to work
on their own by teaching them how to use each page and then making a
stack of that page available in your classroom. When you assign a reading
passage, let students choose which page to complete from the ones you
have taught them how to use. That allows them to make their notebooks
personal as well.
• Students learn from each other - You can maximize this by making class
notebooks. If you have a classroom library that students can choose from,
have a reading notebook for each selection in your library. After students
read one of the materials in your library, they complete a page for that
notebook. The other students can look at those pages to help them choose
their next read and then afterward to see if they agree with what their
classmates said about the book.
• They are great for stations work in the reading classroom - If you have
independent work in your classroom, you may find it challenging to come
up with ways to include them in reading class. Notebook pages make a
great independent work station for students to work on during their free
learning periods.
• Each page can focus on different elements of a story - Some pages
emphasize vocabulary, some character, others plot, and others on just
about every other aspect of reading. You can assign certain topics for your
students to cover or you can let them choose their own. There is near
limitless flexibility when it comes to notebook pages.

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 ELEM 2212: Teaching English in the Elementary Grades through Literature

4. Create your Scene

This may be employed when encouraging your students to retell a story and in
helping them learn how to follow instructions and learn about prepositions. In
here students may be provided with cut-outs of everything they need to create
a particular scene or they may be asked to draw a particular scene from the
story that they like; the first is often used for younger students while the latter
is often used for older students.

5. Reading Comprehension Cube/Die

Each face of the cube contains question for your students to answer thus,
helping them talk by means of answering question that will come on top after
rolling the cube. This may be used before, during, or after story reading/telling
by simply creating cubes with appropriate questions as to when you will use it.

Retrieved from [Link]

com/products/foam-reading-comprehension-
cubes-20634

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 ELEM 2212: Teaching English in the Elementary Grades through Literature

6. Retell a Story Cube/Die

Just like the reading comprehension cube this is used by rolling the cube. On
the other hand, this is used in order to help the students retell a story through
specific activities that are written on each face of the cube.

Retrieved from [Link]

com/products/foam-retell-a-story-cubes-20635

Ground Rules for Choosing the Right Media in Teaching Language

(Gardner, A., 2020)
• Select media that’s a good fit for the topic or skill being taught. What’s your
primary goal in using media? Do you want the students to improve their
speaking? Or do you want them to learn something about the target culture?
Choose media that supports what you want your students to know and to be
able to do.
• Make sure it conforms to the ages of your students. That fun children’s video
about shapes and colors may be perfect for your grade one students, but a
grade six class is likely to find the same video boring. Choose media that
reflects your students’ needs and interests. Do your students love sports? Use
images of a baseball diamond as a visual aid to explain a tough topic like verb
conjugation. Do you have some students who struggle with reading? You can
find books and magazines that give just the right scaffolding to help them build
their reading skills.
• If you’re using new technology, give it a trial run. It’s hard to imagine anything
less engaging for students than sitting around waiting while you try to load that
video or figure out all the how to operate a particular device or application. Do
your trial and error ahead of time, before you’re demonstrating media to the
class.
• Check for authenticity and linguistic accuracy. The internet seems like a
limitless treasure trove of language media, but remember that it’s not always
authentic or accurate. Check your sources as you’re lesson planning to make
sure they’re reliable.

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 ELEM 2212: Teaching English in the Elementary Grades through Literature

APPROACHES IN TEACHING LANGUAGE THROUGH LITERATURE

(Durant, 1995)
1. Traditional approaches - It has been a longstanding tradition of English
teaching that basic language instruction in the structures of the language
somehow leads on to the study of literature. Studying literature is taken, in this
view, as somehow higher and more sophisticated than studying language.
Once a student has acquired language structures and can successfully perform
drills, she or he is ready to go on to short stories and selected lyrical poems,
followed later by a much broader range of literary texts. This idea, which fits
comfortably with structural syllabuses in language teaching, is implanted in the
professional hierarchies of many institutions, where literature teachers are
frequently the most senior, and language teachers the most junior (a situation
reflected virtually all around the world, including, in a slightly different form, in
the USA).
2. Functional approaches - In the 1960s and 1970s, the hierarchical view of
language and literature was challenged by ideas developing in functional
syllabus planning; notions of communicative language-teaching gradually
emerged as a more fully worked-out and institutionally confident set of
procedures. On the question of using literary texts, very often these syllabuses
adopted a principled exclusion, justified by the belief that while literary texts
may have value of various sorts, they have relatively little functional
application. This view had considerable polemical force (controversial opposing
argument), and enabled it, in many circumstances, to dislodge entrenched and
still widespread ideas of the value of literary texts as not only sources of moral
value, but (less convincingly) as models of best English usage.
3. Discourse stylistics approaches - In the late 1970s and 1980s, a marked
reaction against strong versions of the functional view as regards use of
literature occurred, drawing its ideas especially from work in discourse
stylistics. These approaches often suggest that, even given a dominant need
for communicative language teaching, it remains important to study a wide
range of texts, including not only examples of journalism, media texts and other
non-literary discourse, but also, within that range of texts, selected literary
works. The only condition imposed on the usefulness of these works is that
they should be used in innovative and appropriate ways, especially ways which
involve comparing and contrasting different stylistic properties and conceptions
of value.

Approaches in Teaching Literature that may be used in

Teaching Language through Literature (Mustakim, Lebar, & Minghat, 2018)
1. Language-Based Approach - Literary texts are seen as mean to help students
improve language proficiency. This is done by providing them with exposure to
the target language and connecting them to specific vocabulary, and other
aspects of the language. Maley and Duff (1990) insist that the primary aim of
this approach is, “quite simply to use literary texts as a resource for stimulating
language activities” (p.5).

With the use of language-based approach, the focus shifted to the learner, the
reading process and creating language awareness by the learners.

What the teacher does:

o Guide students to express their opinions towards a text.
o Set language activities in literature lesson.

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o Encourage students to actively participate in the process of understanding

the meaning of text. Students work with their classmates in the process of
understanding the text.
o Generate language practice using the text.

Activities employed by teachers:

• Group work
• Language activities (cloze, jigsaw puzzle, prediction exercises)
• Debate
• Performance activities (drama, role play, poetry recital)

2. Paraphrastic Approach - This approach deals with the surface meaning of the
text (Hwang & Embi, 2007). Talif (1995) asserts that it allows teachers to use
simpler words and sentence structures compared to the more complicated ones
in the texts. Sometimes the teacher can translate it into other languages. He
argues further that this approach is suitable for beginner of the target language
as it acts as a stepping-stone in formulating original assumptions of the author’s
work.

What the teacher does:

o Re-tell the text to students to help them understand.
o Use simple terms to explain what the story is about to students.
o Discuss what the author says in the text.
o Get students to tell the storyline (plot/subplot) of the text.

Activities employed by teachers:

• Translation of text using L1
• Re-tell story to students
• Students read paraphrased notes in the workbook/handouts
• Students re-tell story to the class

3. Information-Based Approach - This is an approach that demands a large input

from the teacher and it is closely related to the term Literature with a big “L”
proposed by McRae (1991). It describes the study of literature as aptly put by
Ganakumaran (2003) as, “aesthetically patterned artefact endowed with the
knowledge potentials philosophy, culture, morality, and humanities”

Carter and Long (1991) further argue that it involves critical concepts, literary
conventions and meta-language, and the students should be able to use such
terms and concepts in talking and writing about literature.

What the teacher does:

o Elicit information from students about the text.
o Explain the content of the text to the class.
o Ask questions to check students’ knowledge based on what they have read.
o Provide students with background information.

Activities employed by teachers:

• Comprehension questions exercises
• Lecture sessions
• Read notes from workbooks/handouts with students

4. Personal-Response Approach - This approach is associated with Personal

Growth Model proposed by Carter and Long (1991) as it aims to elicit personal

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response and foster students’ personal development. Vethamani (2003) further

argues that although learners are encouraged to explore various textual
meanings, their interpretation must be in tandem with the text. Talif (1995)
claims that this approach motivates and encourages students to read by
making a connection between the themes of the texts studied and their
personal life experiences.

What the teacher does:

o Encourage students to relate the themes to personal experiences.
o Elicit students’ response to a text.
o Encourage students to express feelings towards the issues of the text.
o Guide students to express their opinions towards a text.

Activities employed by teachers:

• Explain a text to students
• Journal writing
• Brainstorming sessions
• Small group discussions
• Writing about feelings/reactions towards an issue

5. Moral-Philosophical Approach - This is an approach which incorporates moral

values across curriculum. The focus of this approach is to discover moral values
while reading a particular literary text (Hwang & Embi 2007). It seeks the
worthiness of moral and philosophical considerations behind one’s reading
(Talif, 1995).

What the teacher does:

o Incorporate moral values in lessons.
o Ask students the values they learn from the text.
o Get students to search moral values from a text.
o Raise students’ awareness of values derived from the text.

Activities employed by teachers:

• Reflective sessions
• Discussions on moral dilemmas
• Tell moral values to students
• Conduct self-evaluation activities

6. Stylistic-Approach - Stylistic is a method of textual interpretation in which

primacy of place is assigned to language (Simpson, 2004). This approach
guides students towards a closer understanding and appreciation of the literary
text itself using the combination of linguistic analysis and literary critics. This
means, students are taught to see how linguistic forms in a literary text function
in conveying messages to the reader. Lazar (1993) stated that there are two
objectives of this approach. Firstly, it enables students to make meaningful
interpretations of the text. This allows students to look beyond the surface
meaning of the text. Secondly, it helps to expand students’ knowledge and
awareness of the language. The contribution to the meaning and interpretation
of the text as suggested by McRae and Carter (1996) will develop when
students scrutinize a literary text by marking certain linguistic features and look
into the language features, and extracting possible clues (Lazar, 1993).

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What the teacher does:

o Guide students to interpret a text by looking at the language used by the
author.
o Get students to mark any linguistic features from the text that are significant
to their reading.
o Ask students to look at the language of the text, thus, encourages language
awareness.
o Encourage students to discuss beyond the surface meaning of the text.

Activities employed by teachers:

• Identify linguistics features (eg. vocabulary, tenses) in a text
• Discuss different meanings of a text
• Extract examples from a text that describe a setting
• Identify adjectives that describe a character

DIFFERENT MODELS OF TEACHING LITERATURE IN CLASS THAT MAY BE USED

IN TEACHING LANGUAGE THROUGH LITERATURE (Carter & Long, 1991 and
Carter & Long, 1991 in Padurean, 2015)

1. Language Model - focuses on the way language is used in literary texts. It aims
to be more learner-centered and relies on the development of students’
knowledge by working with familiar grammar, lexical and discourse categories.
As learners proceed through a text, they pay attention to the way language is
used. They come to grips with the meaning and increase their general
awareness of English. Within this model of studying literature, the teacher can
choose to focus on general grammar and vocabulary (in the same way that
these are presented in coursebooks for example) or use stylistic analysis.
Stylistic analysis involves the close study of the linguistic features of the text
to enable students to make meaningful interpretations of the text – it aims to
help learners read and study literature more competently.
2. Cultural Model – encourages and teaches students how to deal with a literary
work in relation to the target language. It is also a transdisciplinary approach
to teaching as it does not focus on mere language acquisition but also on the
knowledge of a country’s culture and ideologies. It helps students go beyond
the lexis (vocabulary of a language) to other components of a nation. Students
are asked to explore and interpret the social, political, literary and historical
context of a text (Yimwilai, 2015).
3. Personal Growth Model - is an attempt to create a link between the language
model and the cultural model. The focus is placed on the use of language but
used in a specific cultural context. Students are not only passive receivers of
teacher given interpretations but they have to be intellectually and emotionally
engaged in the lesson and especially in the reading activity. Literature is used
as a resource and not just a study subject. In other words (Carter & Long,
1991 pp. 3-4) students develop their knowledge of and their knowledge about
literature. During this approach to literature, students are encouraged to
express their opinions and beliefs, to make connections between their own
experiences and the text and use critical thinking. Therefore, teachers should
take into consideration a few aspects when choosing their teaching materials:
• texts should be interesting and appropriate for the students’ age and
interests;

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• they should facilitate students’ personal discovery and involvement in the

text;
• they should be a resource which contributes to the students’ personal
growth
• lessons should be student centered as encouraged by learner centered
curriculum (Nunan, 1988) and teachers are only coordinators of certain
activities;
• teachers should use activities that encourage students’ communication and
relate to their personal life. Teachers are advised to use pre-reading, during-
reading and after reading activities and explore all resources that a text
offers. Activities such as prediction making, jigsaw reading (students
summarize texts), matching or gap-filling, reading comprehension, debates
and creative writings are common activities for work with literary texts in an
interactive manner.
• texts should be a resource for literary and linguistic development and they
shouldn’t be regarded as assessment material.

TECHNIQUES IN TEACHING LANGUAGE THROUGH LITERATURE

(Kim, 2009 p. 125)
• small group literary discussions that required students’ responses to literary or
comprehension checking questions presented in the book or prepared by the
teacher
• formal poetry presentation inviting both analytical and personal responses to
poems
• group novel presentation composed mainly of students’ own opinion questions
about one section of the novel and personal responses from group members
• using of varied questions: literal level with direct questions of fact regarding
setting, characters, and plot which can be answered by specific reference to
the text; inferential level, where they must make speculations and
interpretations concerning the characters, setting, and theme, and where they
produce the author’s point of view; personal / evaluative level, they share their
evaluations of the work and their personal reactions to it - to its characters, its
theme(s), and the author’s point of view, it is also where they share their
reactions to the work’s natural cultural issues and themes.
• use as a model of three main kinds of writing: Controlled Writing- mostly in
beginning-level writing typically require rewriting passages in arbitrary ways to
practice specific grammatical structures. For instance, students can be
reporters doing a live newscast, or they can rewrite a third person passage into
first person from a character’s point of view. Guided Writing - this activity
corresponds to intermediate-level ESL / EFL. Students respond to a series of
questions or complete sentences which, when put together, retell or sum up
the model. In some cases, students complete the exercise after they receive
the first few sentences or the topic sentence of a summary, paraphrase, or
description. Guided writing exercises, especially at the literal level, enable
students to comprehend the work. Model approach and scenario approach are
very beneficial in this respect. Reproducing the Model - this activity comprises
techniques like paraphrase, summary, and adaptation. These techniques are
very beneficial ESL / EFL writing exercises. In paraphrasing, students are
required to use their own words to rephrase the things that they see in print
or hear aloud. Since paraphrase coincides with the students’ trying to make
sense of the poem, it is a strikingly useful tool with poetry. Summary work goes
well with realistic short stories and plays, where events normally follow a
chronological order and have concrete elements like plot, setting, and character

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to guide student writing. Adaptation requires rewriting prose fiction into dialog
or, reversely, rewriting a play or a scene into narrative. This activity enables
students to be aware of the variations between written and spoken English
(Stern 1991, p. 333). (Hişmanoğlu, 2005)
• writing out of literature/ making use of a literary work as a springboard for
composition: Adding to the Work - this comprises writing imaginary episodes
or sequels, or, in the case of drama, “filling in” scenes for off-stage actions that
are only referred to in the dialog. Changing the Work - students can make up
their own endings by comparing the author’s ending to their own. Short stories
can be rewritten in whole or in part from the point of view of a character versus
a third person narrator or of a different character. Drama-Inspired Writing - it
is possible to derive drama-inspired writing activities from plays, short stories,
novels, and sometimes poetry. The student steps into the consciousness of a
character and writes about that character’s attitudes and feelings. A Letter
Addressed to Another Character - the student can write a letter to one of the
characters, in which he / she gives the character personal advice about how to
overcome a particular problem or situation (Stern 1991, p. 336). (Hişmanoğlu,
2005)
• dramatization. Dramatization requires classroom performance of scripted
materials. Students can make up their own scripts for short stories or sections
of novels, adapting them as closely as possible to the real text. Based on the
story, they must guess what the characters would say and how they would say
it. Scripts written by students are also probable with plays. Poems comprising
one or more personae may also be scripted by students. Students should
attentively read assigned sections of dialog in advance and be able to answer
questions about characters and plot. They should indicate vocabulary, idioms,
or dialog they don’t understand and words they cannot pronounce. Students
next rehearse the scene with their partners. Although they don’t memorize it,
they learn it well enough to make eye contact and say their lines with meaning
and feeling. Moreover, they discuss semiotic aspects of staging the scene (i.e.
facial expressions, gestures, and the physical aspects). At last, the
dramatization is presented before the class.
• improvisation and role-playing. Both improvisation and role-playing may be
developed around the characters, plot, and themes of a literary work.
Improvisation is a more systematic activity, i.e., a dramatization without a
script. There is an identifiable plot with a beginning, middle, and end in
improvisation. However, in role playing, students picture characters from the
work being read and join in a speaking activity other than a dramatization, such
as an interview or panel discussion.

ACTIVITIES BEFORE, DURING, AND AFTER LITERARY PIECE PRESENTATION

(Burke, 1998)
Here are some of the things students can do:
1. Pantomime - Act out a scene you choose or the class calls out to you while up
there.
2. Dramatic monologue - Create a monologue for a character in a scene. What
are they thinking/feeling at that moment? Why? Create a monologue for a
character while they are out of the book. Where are they? Why? What are
they thinking?
4. Business card book - Write the story in the most compelling way you can on
paper the size of a business card.
5. Postcard - Write to a friend, the author, or to a character about a book. Write
as if you were the character or author and write to yourself.
6. Mapmaker - Draw a map of the book’s setting.

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7. Moviemaker - Write a one page “pitch” to a producer explaining why the story
would or would not make a great movie.
8. Trailer - Movie previews always offer a quick sequence of the best moments
that make us want to watch it – storyboard or narrate the scenes for your
trailer. Focus on verbs.
9. Billboard - As in the movies, take what seems the most compelling image(s)
and create an ad.
10. Adjective-it is - Pick five adjectives for the book or character(s), and explain
how they apply.
11. Collage - Create an individual or class collage around themes or characters in
the book.
12. Haiku/Limerick - Create one about a character.
• Haiku is a short, traditional Japanese form of poetry, often focused on
nature, that generally follows a 5-7-5 syllable structure across three lines.

Haiku (Based from the story of the Monkey and the Turtle)
Green shell did not break,
Tricked the monkey up the tree,
Turtle is so wise.

• Limerick is a five-line poem with a specific rhyming scheme and rhythm,

often humorous or nonsensical. It consists of three longer lines and two
shorter ones, with the first, second, and fifth lines rhyming, and the third
and fourth lines rhyming. Limericks are commonly associated with
humorous and sometimes bawdy (coarse or indecent) verses.

Limeric (Based from the story of the Frog and the Cow)
A tiny young frog with a dream,
Said, "I'm big as that cow, it would seem!"
He puffed up his chest,
Put his size to the test,
And burst with a loud, final scream!

13. Cliffs Notes - Have each student take a chapter and, using the Cliffs Notes
format (summary of a much longer work designed to allow a student to quickly learn the key
points of the longer work), create their own.
14. Roundtable - Give students a chance to talk about what intrigues, bothers,
confuses them about the book.
15. Silent roundtable - The only rule is the teacher cannot say anything during the
period allotted for class discussion of book.
16. Silent conversation - A student writes about a story on paper, then passes it to
another who responds to what they said. Each subsequent respondent “talks”
to/about all those before.
17. Fishbowl - Impromptu or scheduled, two to four students sit in middle of circle
and talk about a text. The class makes observations about the conversation
then rotate into the circle.
18. Movie review - Students write a review of (or discuss) a movie based on a
story.
19. Dig deeper on the Web - Prior to, while, or after reading a book, research the
book, its author, or its subject online.
20. Inspirations - Watch a film inspired by a story and compare/contrast.
21. Timeline - Create a timeline that includes both the events in the novel and
historical information of the time. Try using Post-Its on a whiteboard or Manila
paper!

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22. Mandala - Create a mandala (circular design) with many levels to connect
different aspects of a book, its historical time, and culture.
23. Transparencies - Copy portions of the text to a transparency. Kids annotate
(add notes) with markers and then get up to present their interpretations to
the class.
24. Gender-bender - Rewrite a scene and change the gender of the characters to
show how they might act differently. You can also have a roundtable on gender
differences.
25. Picture this - Bring in art related to book’s time or themes. Compare, describe,
and discuss.
26. Fictional friends - Who of all the characters would you want for a friend? Why?
What would you do or talk about together?
27. Dear diary - Keep a diary as if you were a character in the story. Write down
events that happen during the story and reflect on how they affected the
character and why.
28. What if - Write about or discuss how the story would differ if the characters
were something other than they are: a priest, another gender or race, a
different age, or social class.
29. Personal ad - What would a particular character write in a personal ad for the
newspaper? After posting on board, discuss.
30. Holden meets Hamlet - What would one character (or set of them) in one story
say to another if given the chance to talk or correspond? Write a dialogue, skit,
or letter.
31. Author interview - Write an interview or letter in which the character in a story
asks the author a series of questions and reflects on how they feel about the
way they were made.
32. The Kuglemass - What would you do, say, think if you “traveled” into the story
you are reading?
33. Time machine - Instead of traveling into the book, write a scene or story in
which the character(s) travel out of the book into today.
34. Board game - Have groups design board games based on stories then play
them.
35. Life graph - Using the Life Graph assignment, plot the events in the character’s
life during the story and evaluate their importance; follow up with discussion
of graphs.
36. Second chance - Talk or write about how it would change the story if a certain
character had made a different decision earlier in the story.
37. Dear classmate - Using email or some other means of corresponding, write
each other about the literary piece as you read it, having a written conversation
about it.
38. Executive summary - Take a 3x5 card and summarize what happened on one
side. On the other, analyze the importance of what happened and the reasons
it happened.
39. Create a diorama - Create a diorama of a particularly important scene
40. Day in court - Use the story as the basis for a court trial; students can be
witnesses, expert witnesses called to testify, judge, reporter, etc.,
41. Questions anyone? - Students make a list of a certain number of questions they
have about a particular character or aspect of the book; use these as the basis
for class discussion.
42. Newspaper connection - Have students read the newspapers and magazines to
find articles that somehow relate to issues and ideas in the literary piece they
read. Bring those articles in and discuss.

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43. Open mind - Draw an empty head and inside of it draw any symbols or words
or images that are bouncing around in the mind of the character of a story.
Follow it up with writing or discussion to explain and explore responses.
44. Just the facts, ma’am - Acting as a reporter, ask the students the basic
questions to facilitate a discussion: who, what, where, why, when, how?
45. Venn diagram - Use a Venn diagram to help you organize your thinking about
a text as you read it. Put differences between two characters on opposite sides
and similarities in the middle.

WAYS IN UNLOCKING WORD DIFFICULTIES

In planning your lesson in teaching English through literature you need to carefully
look at the literary piece and decide which among the words it contains are not
within the vocabulary of majority of your students. Afterwards, think of the most
effective way/s in helping your students understand their meanings. Below are
some of the ways that you may use.
1. Through real objects or realia – showing a real object for a word that the
students may not understand. For example, orrery, you may bring a model of
the solar system.
2. Through pictures/images – even if showing real object is a great way to unlock
a difficult word, it may not be possible all the time. Showing pictures or moving
images in videos could be the next best option in helping students learn the
meaning of a difficult word.
3. Through demonstrations/actions – this is often useful in unlocking the meaning
of a verb. The teacher could even include a sentence about the action.
4. Through semantic clues – these are clues derived from the meaning of the
words co-occurring with the unknown word. The following are some of the
kinds of semantic clues:
4.1. definition/explanation clue – the meaning of the difficult word is directly
and literally given, sometimes very specific words are included to tell that
it will be introduced. Some of these signal words/phrases are the following:
which means, that is, in other words, is defined as, means, refer to, is
called, is defined.
Example: When you are often absent in school it is called truancy.
4.2. appositive clue – is a type of definition clue that defines the difficult word
which is a noun that comes before using another noun or noun phrase. It
is also called double comma clue.
Example: The congressman is worried about his constituents, his voters,
back home.
4.3. example clue – example/s of the difficult word is given which is/are often
introduced by the words such as: like, such as , for example, or including.
Example: A beverage such as cola, water, juice, or coffee will be given
soon.
4.4. inference/general clue – the definition of the word is not explained but
must be inferred through the clues within, before, and/or after the
sentence that contains the difficult word.
Example: The storm in their country was catastrophic. Everything was
destroyed, and many people got hurt.
4.5. synonym/restatement clue – a familiar word or words is/are use with
the same meaning as the difficult word to make the latter comprehensible.
It may use signal words such as in other words, that is, also known as,
sometimes called, or, like, as, resembles, compared to.

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Example: After seeing the very hungry children, Ana felt compassion or
pity for them.
4.6. antonym/contrast clue - it uses word/s that means the opposite of the
unknown word. The word/s that are often used to indicate contrast are:
but, in contrast, however, instead of, unlike, yet, on the contrary, while.
Example: Mike’s parrot is loquacious, but Maria’s said very little.
4.7. punctuation or font clues – the clues hidden are found in capitalization,
italicization, quotation marks and even parentheses. These clues tell the
reader that the word could be a name, a book title or even that, in the
case of parentheses, the word is being defined for us.
Examples:
Mary was nonchalant (unconcerned) while the teacher was
teaching.
The children are often loquacious – very talkative.
4.8. tone or mood clues – the feelings expressed in the sentence/s help/s the
reader guess the word’s meaning. If the setting is a ghost story, for
instance, and the protagonist is “brooding,” you can be pretty sure it
doesn’t mean he’s happy. Asking your student how he would feel in the
setting of the story is one way to give him a clue to the meaning of the
difficult word.
Examples: When the children at the birthday party saw the cake, the
balloons, and the clown, they were ecstatic.
Tired from the long march, hot sun, and thirst, the Boy Scouts
sat down by the side of the road in despair.
Mr. Bean is simply hilarious. His facial expressions make the
viewer laugh; his actions are side-splitting; his adventures
are so comical you can’t stop laughing.

DIFFERENT GRAPHIC ORGANIZERS THAT MAY BE USED IN TEACHING

LANGUAGE THROUGH LITERATURE
Graphic organizers are also called learning organizers. They are made out of
shapes (i.e. circles, rectangles, squares, etc.,), lines and/or arrows that show
logical connection between information or ideas about a particular topic. Moreover,
they are used mainly in organizing information/ideas.
1. Cluster map or Word web – it is a set of concepts or ideas that are connected
in a main concept. The main concept is in the center surrounded by supporting
ideas/concepts.

Pronoun

she
Verb
Noun
he
Parts of
Speech Pronouns it

Preposition Adjective
their
they

Adverb

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2. Ice-cream cone – the main topic is on the cone and the details are written in
order on each scoop.

Name of Things

Name of Places
Name of Persons

Nouns

3. Concept Map – use to aid comprehension; in organizing concepts and in the

analysis of the connection between concepts.

I Singular
have
You Pronouns

4. Cycle graph – it shows a cyclical process. It is a series of connected and

sequential events that produce a particular result.

5. Factstorming web – shows a broad concept and its supporting details.

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6. Semantic web – is used in organizing and integrating information that underlies

many theories of conceptual thinking.
- Its components are the following:
a. Core question – focus of the web and purpose of inquiry.
b. Web strands – answers given to core question.
c. Strand supports – facts, inferences, and generalizations that the reader takes
from the story/selection to give clarity and validity to the strands and to
differentiate one from the other.
d. Strand ties – are the relationships that strands have for each other.

7. Discussion web – graphic representation used in organizing arguments or

evidences from text. Effective in answering issues and balancing arguments
about pros and cons.

8. Tree diagram – this is the hierarchical organization of a topic wherein the main
concept serves as an umbrella and the supporting details are arrange below.

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9. Venn diagram – enclosed figures such as circles that are used in comparing
two or more sets of people, things, events, place, or major ideas wherein the
overlapping area/s of the closed figures represent common elements .

Differences

Differences Similarities Differences Similarities

Similarities
Differences

Similarities Differences

10. Flow chart – used in showing or telling sequence of events

Initiating Event Goal Formation

Outcome Attempt

Reaction Concluding Episode

11. Data information chart – each cell matrix contains information about a topic;
useful in summarizing.

Elements of a Story
(The White Carabao by Author)
Point of Writing
Characters Setting Plot Theme Tone
View Style

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12. KWL chart – gives students a purpose for reading and provides them an active
role before, during, and after reading.
Topic
What I Know What I Want to Know What I Learned

13. Timeline – present dates of events in time order from left to right; adding details along
the line.

14. Story map – used in story analysis.

15. Spider map/ semantic map – used to describe a central idea, process, concept,
or proposition with support. The key frame questions that must be answered
by this organizer are: What is the central idea? What are its attributes? What
are its functions?

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16. Herringbone –helps in enhancing retention by requiring the student to identify

the main idea and its supporting details.

EFFECTIVE QUESTIONING
Good teaching involves effective questioning, especially when large groups of
students are being taught. Skillful questioning can arouse the students’ curiosity,
stimulate their imagination, and motivate them to search out new knowledge. It
can challenge the students, make them think, and help clarify concepts and
problems related to the lesson. For these reasons, education students should learn
effective questioning. The following Do’s in Asking Questions given by Ornstein
(1988) could help to develop one’s skill in effective questioning.
1. Ask questions that are stimulating and not merely memory testing or dull. A
good teacher arouses students and makes them reflect with thought-provoking
questions.
2. Ask questions that are commensurate with students’ abilities. Questions that
are dramatically below or above the abilities of students will bore or confuse
them. Target questions, even on difficult subjects, within the ability level of the
majority of the class.
3. Ask questions that are relevant to students. Questions that draw on their life
experiences will be relevant.
4. Ask sequential questions. Questions and answers should be used as stepping
stones to the next question. This contributes to continuous learning.
5. Vary the length and difficulty of questions. Questions should be diversified so
that both high-and low-achieving students will be motivated to participate.
Observe individual differences and phrase questions so that all students take
part in the discussion.
6. Ask questions that are clear and simple. Questions should be easily understood
and trimmed of excess verbiage.
7. Call on nonvolunteers and volunteers. Some students are shy and need coaxing
from the teacher. Other students tend to daydream and need assistance from
the teacher to stay attentive. Distribute questions among the entire class so
that everyone can participate.
8. Call on disruptive students. This stops troublesome students without having to
interrupt the lesson.
9. Write the objective and summary of the lesson as a question, preferably a
problem. Questions encourage the class to think. The students are made to
consider the new work by presenting it as a question or problem.
10. Ask a question before calling the name of a student. Addressing the question
to the entire class encourages more students to think about the question and
to keep them alert, since this indicates that everyone can expect that they
could be called.

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If there are things that should be done when asking questions, there are also
Don’ts in Asking Questions (Ornstein, 1988)
1. Asking yes or no questions or questions that allow a 50-50 chance of getting
the right answer.
2. Asking indefinite or vague questions.
3. Asking double or multiple questions.
4. Asking tugging questions such as “What else? Who else? Another?” These tug
at the student and do not really encourage thought.
5. Asking cross-examination questions or asking many or rapid questions to the
same student.
6. Calling the name of the student before asking a question.
7. Repeating questions or repeating answers given by students.
8. Exploiting bright students or volunteers.
9. Allowing choral responses or handwaving.
10. Allowing improper speech or an incomplete answer to go unnoticed.

Types of Questions
The types and sequence of questions and how students should respond to them
influence the quality of classroom discussion and the effectiveness of instruction.
In the classroom, a good balance of different kinds of questions should be
observed by the teacher. Here are the categories of questions that teachers could
use in class.
1. According to the thinking process involved (examples are based on one of
Aesop’s Fables, The Crow and the Pitcher)
• low-level questions – emphasize memory and recall of information
(example: What is the crow’s problem?)
• high-level questions – go beyond memory and factual information and deal
with complex and abstract thinking (example: If you were the crow, what
could you have done differently to be able to get a drink of water?)
2. According to the type of answer required (examples are based on one of
Aesop’s Fables, The Crow and the Pitcher)
• convergent questions – tend to have one correct or best answer. They
usually start with what, who, when, or where. These may be at several
different levels of cognition — comprehension, application, analysis, or ones
where the answerer makes inferences or conjectures based on personal
awareness, or on material read, presented, or known. While these types of
questions are valuable in exercising mid-level cognitive thinking skills, it is
quite easy to expand students’ cognitive processes even higher by adding
another layer to these questions, whereby teachers ask students to justify
their answers in light of the evidence offered or the inferences made.
(examples: What did the crow do to get a drink of water?; How do the
pebbles make the water rise?; How did the crow solve his problem?)
• divergent questions – are often open-ended and usually have many
appropriate, different answers. Typically, this kind of questions start with
how or why; what or who questions, followed by “why” are really divergent
questions that are introduced by “what” to get to the “why” aspect of the
question. Correctness of answer may be based on logical projections, may
be contextual, or arrived at through basic knowledge, conjecture, inference,

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projection, creation, intuition, or imagination. This type of questions often

requires students to analyze, evaluate, or synthesize a knowledge base and
then project or predict different outcomes. Answering this type of questions
may be aided by higher levels of affective thinking as well — such as
valuing, organization, or characterization. Responses to this type of
questions generally fall into a wide array of acceptability. Often correctness
is determined subjectively based on the possibility or probability of the
proposed answer. The intent of this type of questions is to stimulate
imaginative, creative, or inventive thought, or investigate “cause and effect”
relationships. (examples: In what other ways could the crow quench his
thirst?; What description will you give to the character of the crow? Why?)
3. According to the degree of personal exploration or valuing (examples are based
from one of Aesop’s Fables, The Crow and the Pitcher)
• Valuing is a process in which students explore their feelings and attitudes,
analyze their experiences, and express their ideas. The emphasis is on the
personal development of the learner through clarifying attitudes and
aspirations and making choices. A teacher can stimulate valuing through
probing questions.
• According to Raths and his colleagues valuing is consists of seven
components in three levels: choosing ̶ 1. choosing freely (Do you think
patience is important just like what the crow showed? Why?), 2. choosing
from alternatives (What value do you think is the most important in
overcoming obstacles? Why?), 3. choosing after considering the
consequences of each alternative (What possible consequences may
happen if you will also take little step at a time just like the crow?); 4.
prizing ̶ cherishing the choice (Why does being patient matter to you?),
5. affirming the choice to others (How will you explain to others how

important is patience for you?); 6. acting ̶ doing something with the choice
(What are the things you do to show patience?), and 7. Repeating the action
(In what instances have you steadily show patience?).
4. According to the dimensions of reading comprehension (examples are based
from one of Aesop’s Fables, The Crow and the Pitcher from Pado, 2020)
• Level 1: Literal Level - Involves questions that can be answered by what
are actually stated in the selection.
- Answers can be found in the book (right there)
- Facts and details
- Rote learning and memorization
- Surface learning only
- Uses objective questions (what, where, when, who)
- Example: Who was very thirsty?
• Level 2: Interpretation - Involves putting together different parts of the
texts to answer the questions. It focuses on what is implied or meant rather
than what is actually stated
- Think and search
- Drawing inferences
- Tapping into prior knowledge/experiences
- Making logical leaps and educated guesses
- Reading between the lines to determine what is meant by what is stated
- Uses open-ended and thought-provoking questions (why, what if, how)

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- Examples: What do you think it felt when it saw the pitcher of water?
Will you use the word that we learned in the story?
• Level 3: Evaluation (Critical Reading) - In this level, readers should make
their own judgment from what they read to come up with answers.
- goes beyond just an understanding of the text
- carefully considering and evaluating the reading
- identifying the text’s strengths and implications
- identifying the text’s weaknesses and flaws
- looking at the “big picture” and deciding how the reading fits into the
greater academic context (the understandings presented in other books
and articles on this topic)
- Example: Do you think this story could really happen?
• Level 4: Integration (Application to Self/Life) - Taking what was stated
(literal) and then what was meant by what was said (interpretation), and
then extending the concept/ideas beyond the situation
- Comprehension required is more abstract and is based on a deeper
understanding and even emotional reactions to what was read
(language, imagery, ideas, values)
- Examples: Would you feel the same if you were the crow?
So, why did the crow put a pebble in the pitcher?
• Level 5: Creative Reading - Reading for implied and inferred meanings,
appreciative reactions, and critical evaluation.
- Reading goes beyond literal comprehension and demands that the
reader produce fresh, original ideas not explicitly stated in the reading
material.
- The reader becomes an active participant and adds to what the author
has written.
- Example: If you were the crow, what else could you have done to have
a drink of water?
- Activities: Draw a crow and write a sentence about your drawing.
Dramatize the part of the story that you like best.

Descriptive Categories of Questions (by James J. Gallagher in Ornstein, 1990)

1. Cognitive-memory questions require students to reproduce facts or remember
content through processes such as rote memory or selective recall.
2. Convergent questions require students to recall information that leads to a
correct or conventional answer. Given or known information is usually the
expected response.
3. Divergent questions require students to generate their own data or a new
perspective on a given topic. Divergent question has no single correct answer;
they suggest novel or creative responses.
4. Evaluative questions require students to make value judgments about the
quality, correctness, or adequacy of information, based on some criterion
usually set by the students or by some objective standard.

THE INTEGRATIVE STRATEGIES OF TEACHING

Pedagogically, integration is a mode of learning that is utilized to describe a
teaching procedure that relates a wide variety of subject matter of unit of study to
solve existing problems (Zulueta, 2006).

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Integrated Curriculum (Zulueta, 2006)

The success of integrative instruction is based in an integrated curriculum.
1. An educational approach that crosses and derives content of instruction from
different areas.
2. This is not just an organizational procedure that gives superficial/cosmetic
change or application of lesson plan that helps in other learning areas. It is a
process of thinking about things like, what schools are for, where do they get
the source that they use in creating a curriculum and also in the use of
knowledge. Because of this, integration in the curriculum starts with the idea
that the content of the curriculum should be problems, issues and concerns
that meets the needs in everyday life

Elements of Integrated Curriculum (Zulueta, 2006)

1. Combination of topics
2. Valuing of projects
3. Use of texts and other reading materials
4. Connecting of concepts
5. Preparation of thematic units

Integrative Teaching (Zulueta, 2006)

1. It is a process of teaching that uses questioning; conducting of activities that
will solve a problem; and processing of fitting activities for effective instruction.
2. Its success is based in creating a curriculum derived from different disciplines;
use of different instructional techniques and preparation of different learning
activities.
3. The process in which a particular field of knowledge could be connected in
other fields of knowledge.
4. In general, integrative teaching gives instruction in two or more disciplines. In
this way, the content of instruction in a lesson becomes richer.

General Type of Integrative Teaching/Integration

1. Vertical integration – this is the spiral progression of the scope of topics in the
elementary grade levels. As the grade level progresses, the scope of a
particular topic broadens. For example, at the lower grades, nouns are simply
defined as names of persons, places, and things. Afterwards, it is defined as
names of persons, places, things, and events, and finally, at the higher grade
level, nouns are often defined as names of persons, places, things, events, and
ideas. It is only at the higher grade that ideas are included in the definition of
nouns since ideas are abstract and are perceived to be difficult to understand
by students who are still in what Piaget called the concrete operational stage
(a cognitive development stage where individuals can learn things that they
can perceive by their senses but have difficulty in learning about abstract
concepts).

Spiral progression of
lesson’s concepts

Retrieved from [Link]

org/wiki/File:Espiral_Ascendente.png

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2. Horizontal integration – it is the integration in one lesson of the different topics

from different disciplines/subjects in one particular grade level. For example,
teaching English, Math, and Edukasyon sa Pagpapakatao (EsP) topics in one
lesson in English. There are different modes and levels in which this type of
integrative teaching could be done.
− How can you integrate a value (EsP topic) through horizontal integration?
Ask questions (around three will do) about the importance of the value
(students should first realize why it is valuable) and then ask questions
(around three will do) on how they may practice the value. For example,
“Why do you think honesty is important, especially to students like you?”;
“Will you give importance of honesty?”; “What importance of honesty can
you add?”; “How can you show honesty in school?”; “Will you give us an
example of how you may show honesty when playing?”; and “How can you
show honesty to yourself?”. These are just some examples of questions in
value integration. Notice that the questions usually try to connect the value
to the students’ personal experiences.

Some Modes of Integrative Teaching (Zulueta, 2006)

1. Thematic Teaching
- Thematic Teaching recognizes learning around ideas. It provides a
framework for linking content and processes from a variety of disciplines.
The theme provides coherence and focus for the accompanying activities.
The theme enables learners to see the meaningful connections across
content or skill areas. Example, topics that can be connected to a specific
theme, let’s say “Filipino hospitality” can be combined in one lesson. In
using thematic teaching in English using “Filipino hospitality” as a theme
the selection in English should be about Filipino hospitality (the topic may
be verb or something else that may use the selection as its springboard)
and the topic in EsP should also be connected with “Filipino hospitality”.
With that, the common theme serves as a tie that binds the topics from
different subjects that the teacher is integrating in one lesson.
- Below are the steps for the integrated Unit Design (thematic based):
1. Decide on a theme/ choose a theme to be studied.
2. Identify a major concept to serve as a suitable “integrating lens” for the
study.
3. Web the topics for study, by subject or learning area, around the
concept and theme/ organize the content of instruction.
4. Use different learning activities.
5. Choose a process of evaluation for the advancement of the students.
2. Content-Based Instruction (CBI)
- It is the integration of the content of learning areas like Mathematics and
Science into language teaching (English, Filipino or Languages). It means
that the contents of Mathematics or Science will be used as vehicles for the
development of language skills in English.
Example: A lesson in English designed to develop skills in
“identifying keywords in a given text” uses Science
content such as “Ecosystem” or related topic under the
unit on “Living Things and Their Environment.” The
Science content is used to develop the language skills.
3. Focusing Inquiry
- Inquiry teaching is an interdisciplinary approach that uses questions to
organize learning. Like most interdisciplinary teaching, it crosses
conventional knowledge boundaries. The teacher guides learners to
discover answers to questions, whether or not answer pre-exist. Learners

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become creators of knowledge, rather than recipients. Concepts and

content are less important than the governing process of conducting an
investigation and communicating what was learned to others. The process
of “inquiry” is the organizer of the instructional design while “content” is
relegated to an ancillary place.
- Inquiry learning can be a self-renewing cycle of questions and answers.
Using what learners already know as a starting-point, learners generate
questions about the things they do not know yet. They design a method of
investigation and gather information on their own. As they interpret the
information and generate answers, new questions emerge. The cycle is
continuous.
- The process of inquiry includes the following steps:
1. Frame a focusing question. (This should be linked to prior knowledge.)
2. Present a field of facts. (Who? What? When? How much?)
3. Help learners connect or relate facts (interpret, infer, give meaning).
4. Help learners generate explanatory ideas (generalization).
5. Help learners find answers.
4. Generic Competency Model/Generic Competency based Model
- In this model students are given a chance to study three or four branches
of knowledge. The connections between topics are based on generative
competencies. By using generic competency-based model crossing from
one topic to other topics becomes easy. For example, topics from different
subjects that have the competency of “developing patriotism” can be
combined in a single lesson.

Levels of Integration (Zulueta, 2006)

1. Multidisciplinary
- In the multidisciplinary level, attempts are made to relate the disciplines,
but the identity of each of the disciplines is maintained.

Social Studies Science

Philippines Culture and Types of Soil: Use
Geography: Use adjectives to describe
adjectives to describe characteristics of each
famous landmarks, like type of soil
Mayon Volcano

English
Descriptive Adjectives

EsP Arts
My Character Web: Use Collage: Use adjectives
adjectives to describe to describe colors,
oneself and his/her ideal shapes, textures of the
self materials used in their
collage

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Concerns in Filipino
English Fluency

Economics
Sociology 1. Needed to be competitive
1. Sign of being educated in the global market

English
1. An important skill to be honed

2. Intradisciplinary
- It involves the organization of English content using only the disciplines.
English, then has become a series of courses in the individual disciplines,
such as courses in language arts, and literature. To simplify, it is teaching
a topic within the different subjects under a particular discipline example,
the discipline is English and the topic could be taught under the different
subjects under it such as language arts and then literature. In Matatag
Curriculum teaching Reading and Literacy under Languages.
3. Interdisciplinary
- Interdisciplinary level crosses conventional knowledge boundaries by
having a common theme.
4. Transdisciplinary
- This is the level where there are no boundaries between disciplines. It
answers the higher order of learning objectives to meet the extensive
questions that shape the curriculum. Therefore, the issues about productive
citizenry can be met and given meaning through the real problems in our
world.

LESSON PLANNING
Four-Pronged Approach
History
The four-pronged approach was first developed by Professor Basilisa Manhit of the
College of Education, University of the Philippines, Diliman. The philosophical
foundations of the four-pronged approach are the following: literature-based,
holistic, and places emphasis on the process of transfer. This approach has evolved
through the years with the consistent use by the teachers of the University of the
Philippines Integrated School Kindergarten to Grade II (U.P.I.S. K-2) and with the
input of the other members of the faculty of the Reading Education Area of the
same university.

Rationale of Four Pronged Approach

The underlying principle in the reason for the use of four pronged approach in
teaching reading can be seen from the traditional ideologies of content-based
instruction, thematic approach to teaching, and constructivism.

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Content-Based Instruction Thematic Approach to

Constructivism
(CBI) Teaching
Different areas in the Understanding the world
Reading in relation to subject
curriculum are related to through reflection of
matter
central theme. one’s experiences
Learners engender their
“Learning about something
Teacher’s role is to initiate the own “mental models” to
rather than learning about the
theme. generate ideas from
language”
experiences
Development of use-oriented
Students will construct their Reading is a social
second and foreign language
own knowledge practice.
skills.

Goals of Beginning Reading Instruction

1. Development of genuine love for reading
2. Development of critical thinking skills (listening and reading)
3. Development of oral language and using grammatical structures correctly
4. Development/Enhancement of word attack skills and fluency

The Four Prongs

I. Genuine Love for Reading (GLR)
The first prong aims to immerse the child in literature and develop a deep and
lasting love for reading. Finding a good and interesting story or poem is the first
step in this prong. The story/poem should be suitable to the age, interests, and
vocabulary levels of the children. The message of the story should be very clear
to the teacher. His/Her understanding of the material will be the basis of an
appropriate objective which will guide the development of the lesson. The words,
phrases, places, and important details of the story which may hinder the children’s
understanding of the selection should be identified. Methods of clearing these
obstructions should be planned. Unlocking of difficulties may be made through a
variety of ways such as demonstrations, concrete objects, drawings, and other
forms of representation, verbal/contextual clues and games. To develop a love for
reading, the child must also have a need and desire to read or listen. The teacher
must look for an incident in the story/poem which is familiar to the child. From
this, a question for motivation may be asked so the children may freely share
personal experiences and feelings about it. Linking these expressed thoughts and
feelings to the story through a similarly phrased question will motivate them to
listen to or read the story. They will want to find out if the question is resolved
differently or not. Thus, the children have a motive for listening to the story. Only
after this enthusiasm is kindled, should the story be read to the children. The
manner of story or poetry reading should sustain this interest. The reading of the
story/poem should equal the artistry of the author.

II. Critical Thinking (CT)

After story/poetry reading, the children are asked to answer the motive question.
A discussion then unfolds the events and beauty of the selection. This discussion
should succeed in imparting the message of the story. The children arrive at this
on their own pace of realization guided by the questions of the teacher. The
children are trained to reflect on the story. They soon become accustomed to
critical thinking, the second prong. Creative exercises may follow to elevate the
reading/listening activity to a more aesthetic level when they can interpret the
story/poem purely on their own. Through this method of sharing literature,
vocabulary is developed, attention span is lengthened, listening comprehension is
honed and critical thinking, applied daily, becomes a habit.

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III. Mastery of the Structures of the (Filipino/English) Language /

Grammar and Oral Language Development (GOLD)
Through this method of sharing literature, vocabulary is developed, attention span
is lengthened, listening comprehension is honed and critical thinking, applied daily,
becomes a habit. Literature is an excellent source of examples of good language.
The children will catch this language and use it in their conversations in and out
of school. The story/poem gives the children a common experience which they can
talk about. Capitalizing on this shared knowledge and individual security to teach
specific language structures will eliminate the burden of listening and speaking
about unrelated topics. Using the content of the story, the children will be able to
practice newly learned language structures. In this manner, the children will gain
mastery of the structures of the (Filipino/English) language (now also named GOLD
or Grammar and Oral Language Development), without really knowing that they
have just had a grammar lesson.

IV. Transfer Stage (TS) (from printed symbols to oral language and
from oral language to printed symbols)
In the course of time, children who have become used to listening to stories will
want to read on their own. Opening a book and pretending to read are just some
of the symptoms that tell that a child is ready for beginning reading instruction, or
the transfer stage. This prong is also planned and implemented as systematically
as the three prongs. This is the prong where reading readiness activities are given
to the students.

Goals of the Four Prongs (Pado, 2014)

1. GLR – inculcate enduring love and pleasure for reading
2. CT – cultivate the reader’s reflective, critical, and creative acumen
3. GOLD – advance the reader’s grammatical competence and oral language
fluency
4. TS – advance reader’s phonemic awareness, decoding, and encoding skills

Components of Four-Pronged Approach (Pado, 2014)

1. GLR: Story reading by the teacher
2. CT: Teacher introduces engagement activities that are direct responses to the
story:
a. Cooperative group activities
b. Discussion of the story
3. GOLD: Using the story as a springboard, the teacher teaches a grammar
lesson
4. TS: Phonics and word recognition skills to fluency

Features of the Four-Pronged Approach (Pado, 2014)

1. Literature-based: the approach makes use of story or a poem for developing
genuine love for reading. The story is likewise used as a springboard for the
development of other skills.
2. Integrated literature and skills: Uses a story or a poem as a springboard for
developing
a. Oral language
b. Book handling behaviors
c. Phonological awareness
d. Vocabulary and concepts
e. Comprehension and critical thinking skills
f. Composing skills
g. Grammar

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and
h. Positive attitude toward reading
3. Balanced approach
GLR-CT: Use of whole language
GOLD and TS: Use of explicit instruction
What is Explicit Instruction?
 Explicit Instruction is another way of saying effective, meaningful direct
teaching. Goeke, J. L. (2009) Explicit instruction: A framework for
meaningful direct teaching. Pearson, page 10.

What Explicit Instruction is What Explicit Instruction is not

Explicit Instruction is skill based, but
Explicit Instruction is not skill and
students are active participants in the
drill.
learning process.
Explicit Instruction is holistic. For
example, teachers can use Explicit
Instruction to teach everything that is Explicit Instruction is not just used to
included in “literacy” (i.e., decoding, teach isolated facts and procedures.
comprehension, spelling, and the writing
process)
Explicit Instruction does not teach
Explicit Instruction integrates smaller
basic skills in isolation from
learning units into meaningful wholes
meaningful contexts.
Explicit Instruction is developmentally
appropriate. Instruction is tailored Explicit Instruction is not “one size
specifically to students’ learning and fits all.”
attentional needs
The teacher constantly monitors
understanding to make sure students are Explicit Instruction is not rote
deriving meaning from instruction.
Explicit Instruction is used in diverse Explicit Instruction is not basic skills
contexts and curricular areas. only
Students like it because they are Explicit Instruction is not boring and
learning! alienating
Students are cognitively engaged
throughout the learning encounter. They
Explicit Instruction is not all teacher
have opportunities throughout the
directed
lesson to self-monitor and direct their
own learning and participation.

Prong 1: GLR through story telling (Pado, 2014)

Before sharing a story: The Prereading Activities
Aims:
• Reduce the difficulty in understanding the story
• Activate the children’s prior knowledge and arouse their interest
• Provide a purpose for reading the story

Components of the Prereading Activities

• Unlocking of difficult words and concepts: reduces the difficulty in
understanding the story
• Motivation: activates children background knowledge and arouse their
interest

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• Motive Question: provides direction and purpose for reading (should be

aligned with motivation question and should be at literal level, which could
be answered by the students in the early part of the story; it gives students
reason to listen or read the story)

During Reading
• Interactive
• Encourages predictions
• Monitors comprehension

Prong 2: Developing CT through the Postreading Activities (Pado, 2014)

Objectives of Postreading
• To develop comprehension and critical thinking skills
• To strengthen the reading-writing connection
• To establish curriculum links using the story as a springboard
Engagement Activities during the Postreading
• Cooperative/ small group activities: the activities are direct responses to the
story.
• Discussion of the story: through skillful questioning, the teacher develops the
children’s critical thinking skills
• Enrichment Activities: the activities go beyond, but are related to the story
• Integration with Other Subject Areas: the story is used as a springboard in
introducing concepts or skills in other subject areas

Prong 3: GOLD (Pado, 2014)

• The story is used as a springboard for introducing the grammatical structure.
• Explicit instruction is used in developing grammar lesson.
Steps in an explicit instruction:
a. Introduction
b. Teaching/Modeling
c. Guided Practice
d. Independent Practice
e. Application

Prong 4: The TS (Pado, 2014)

Three Stages of Reading (Charles Fries)
Stage 1: The transfer stage: Learning to read
Stage 2: The productive stage: Reading fluently with comprehension
Stage 3: The vivid imaginative realization of vicarious experience (VIRVE):
Reading to learn

Parts of lesson plan in teaching English through literature using

GLR-CT-GOLD

Kinds of Objectives in the Four Pronged-Approach

Instructional objectives - These are objectives that directly pertain to the story.
This kind of objectives is used in GLR-CT. Examples: Sequence the events
that happen in the story. ; Compare two chosen characters in the story
using Venn diagram.
Insight objectives - A lesson in life you would like the students to realize, it is used
in GLR-CT part of the four pronged-approach (example: Share instances in
your life where you have realized the importance of being patient. Based
from Aesop’s The Crow and the Pitcher)

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Grammar objectives – These are grammatical definitions and rules that students
should learn and be able to apply thus, it is used under the GOLD prong.
Example: Give the definition of adjectives.
Language objectives - These objectives involve the four language skills (listening,
speaking, reading, and writing), but they can also include: the language
functions related to the topic of the lesson (e.g., justify, hypothesize)
vocabulary essential to a student being able to fully participate in the lesson
(e.g., axis, locate, graph) language learning strategies to aid in
comprehension (e.g., questioning, making predictions). This kind of
objectives is used in GOLD prong. Example: Use adjectives in sentences.

Motivation Questions and Motive Question (Pado, 2020)

- Motivation questions aim to activate the students’ prior knowledge and
experiences (or schemas) that are related to the story. Remember learning
becomes meaningful when students are able to relate new information with
their prior knowledge.
- Motive question provides purpose and direction for listening to and/or reading
the story. It usually deals with events/episodes at the beginning of the story.
Also, this is the question that is usually asked first after reading the story. In
formulating the motive question (could be questions especially for intermediate
grades), the following should be followed:
a. Make sure that motive question is parallel to the motivation questions.
b. It should be on the literal level; the answer is explicitly stated in the story.
c. It should be a good beginning question for the discussion of the story.
- Motivation and motive questions are referred to as tandem questions because
they are parallel questions. The motivation question asks about the learner’s
experiences, while the motive question refers to the story.

Examples based from Aesop’s fable The Crow and the Pitcher:
Motivation Question Motive Question
Pretend that you are playing under the
In the story that I’m going to tell let us
shade of a tree in one hot sunny
find out who is very thirsty.
afternoon. You felt very thirsty, but your
What did it do to get a drink of water?
water bottle is empty. What will you do?

There are other pre-reading activities that a teacher may use aside from
motivation-motive question tandem these are the following:

Semantic web – invites the learners to recall what they know about a topic by
letting them give words or phrases about it.

Example: What comes into your mind when you hear the word
crow? I will write around the web the things that you will
say about the crow.

Crow

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Prediction chart – invites the learners to “guess” or predict what may happen in
the story. The teacher poses a question and the learners attempt to guess the
answer. Their guesses are written in the second column. During the discussion of
the story, the teacher talks about what really happened in the story and checks
who made the correct guess.

Example:
Question Students Guesses What Happened in the
Story
What will the crow do in
order to get a drink of
water?

Knowledge chart – activates what the learners know about a certain concept. The
first column is the answers to the teacher’s question about what the learners know
and the second is their answers about the question on what they want to know.

Example:
What I Know What I Want to Know
Question: What do you know about a Question: What else do you want to
crow? know about a crow?
Answers: Answers:

K-W-L chart – similar to the knowledge chart K stands for what the students know,
W for what they want to know, and L for what they learned. Prior to reading or
telling the story the teacher may ask, “What do you know about a crow?” the
answer of the students will be written in the first column. For the second column
the teacher may ask “What else do you want to know about a crow?” and the
answers of the students will be written in the second column. For the third column
the teacher may say “After I read the story let us find out what the story tells
about the crow and list your answers in the third column.”

Example:
What Really Happened/
What I Know What I Want to Know
What I Learned

Sample of Lesson Plan Heading Formats for Lesson Plan that Uses Prongs

Explicit Lesson Plan in English I

Explicit Lesson Plan for Grade III

NOTE: Use the second format if you will use TS which shifts your students learning
to another subject example, from English to Math

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Time Allotment per Grade Level

MaTaTaG Curriculum
K to 12 (DepEd Order No. 012 s. 2024: should
Grade Levels
Curriculum not be less than 225 mins. per week for
grades 3 to 10)
I ̶— Language: 40
Reading and Literacy:
̶—
40
II 30 40
III 50 45 or 50 or 55 or 60
IV ̶— 45 or 50 or 55 or 60
V 50 45 or 50 or 55 or 60
VI 50 45 or 50 or 55 or 60
(Source: DepEd Order 31, s2012 and DepEd Order No. 012 s. 2024)

Sample Lesson Plan Using the Three Prongs

in the Four-Pronged Approach (Garcia as cited by Bernardo, 2015; Pado, 2020)

NOTE: The four-pronged approach in teaching English through literature is

advisable to use for the primary grades.

I. Prong 1: Genuine Love for Reading (GLR)

A. Objectives
At the end of the lesson, the students should be able to:
Insight Objective
1. share experiences where they learned how disobedience may lead them
to trouble;
Instructional Objectives
2. make inferences based on character traits; and
3. give judgments on the characters actions.

B. Subject Matter
Selection: The Tale of Peter Rabbit (animal fantasy)
Materials: Cutout pictures, word strips, and teaching charts
References: TG – Author’s Family Name, Initial letter of first name. Middle
initial. (Year of publication). Title of work. Location:
Publisher.
LM – Author’s Family Name, Initial letter of first name. Middle
initial. (Year of publication). Title of work. Location:
Publisher.
On-line Reference/s –
Other Reference/s –

NOTES: Use three or more references. Always use APA (American

Psychological Association) format 7th Edition even in other
forms of reference/s that you are going to use.

C. Preparation
1. Performing Routine / Routinized Activities (observe parallelism with
your entries)
a. Greeting (verb) / Greetings (noun)

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b. Praying (v) / Prayer (n)

c. Checking of Attendance (v) / Attendance (n)

D. Procedure
1. Pre-reading Activities
a. Developing Concepts/Vocabulary: (Unlocking of Difficulties)
i. Teacher presents words from the story that may hinder the
understanding of the students once they are listening to the story.
ii. These words should be discussed in context and reviewed
afterwards.
b. Developing a Purpose for Reading (always observe parallelism in your
motivation and motive questions)
i. Motivation Question: Was there a time when you disobeyed or did
not follow what your parents or other adults
told you to do? What happened then?
ii. Motive Question: In what way did the main character in the story
disobey his mother?

2. During Reading
a. Manner of Presentation: Story telling
b. Questions:
While telling (or reading) the story the teacher should ask questions
in increasing level of difficulty (literal, interpretation, evaluation,
integration, creative)
Example: What do you think will happen to Peter in the garden?

II. Prong 2: Critical Thinking (CT)

1. Post-reading Activities
a. Pre-engagement Questions
i. Answer motive question.
ii. What did he do once he was inside the garden?
b. Engagement Activities and Discussion (In here you should prepare
differentiated activities for your students; different activities for
different level of students’ abilities)
i. Group 1 Task: In the Garden
Through illustrations, show what Peter did inside the garden.
Questions:
• Why do you think Peter wanted to go in the garden?
• For what reason did his mother tell him and his siblings not to
go to the garden?
• If you were Peter, would you have gone into the garden too?
• What happened when Peter was looking for Parsley?
• Why did Mr. McGregor call him a thief?
• What did Mr. McGregor decide to do?

ii. Group 2 Task: A Thief! A Thief!

Look carefully at the pictures in the left column. Decide what
happened next after what was shown in the said column. Choose
among the pictures given.
Questions:
• Why do you think Mr. McGregor do not what Peter and his family
to be inside his garden?
• What would you do if you were Mr. McGregor and realized what
Peter was doing?

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• Would you run away just like what Peter did?

• What was Peter feeling when he was trying to run away from
Mr. McGregor?

iii. Group 3 Task: What a Feeling!

Listen to your teacher as he reads to you each situation identified
in your task. Try to guess what kind of feeling the character may be
having in each situation.
Draw the face to show the feeling you have chosen beside each
situation.
Questions:
• How was Peter able to escape?
• What do you think did he feel when he was able to finally escape
from Mr. McGregor?

iv. Group 4 Task: Peter’s Mother

Pretend that you are Peter’s mother. What will you tell him or make
him do if you find out what he did?
Questions:
• What can you say about what Peter did?
• What do you think he should do after what he did?
• What words can you use to describe the character?

v. Group 5 Task: Peter the Rabbit

Complete the profile of Peter the Rabbit by putting the needed
information.

III. Prong 3: Grammar and Oral Language Development (GOLD)

A. Objectives
At the end of the lesson, the students should be able to:
Grammar Objectives
1. explain what naming words are;
2. recognize naming words from other kinds of words;
3. classify naming words into categories;

Language Objectives
4. use appropriate naming words in a sentence; and
5. name people, animals, places, events, and things in their surroundings.

B. Subject Matter and Materials

1. Subject Matter: Nouns
2. Materials: Pictures and worksheets

C. Procedure
1. Introduction
In this part of the lesson, the grammatical structure is presented. The
teacher may use the structure in sentences, a short story, or in a short
paragraph using the characters and/events in the selection used in GLR-
CT.

When parts of the story are used it is considered as strong bridging

between GLR-CT to GOLD. Example, sentences in the story that uses
adjectives when the teacher is going to teach about adjectives. There is
also what you can call weak bridging from GLR-CT to GOLD that is when

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you only use certain element in the story such as the character. Example,
asking the students to help Little Red to describe the things she saw in
the forest when teaching about adjectives. In here the teacher do not
need to show the students things that the character really saw in the
forest based from the story but just use the character in the story in order
to shift to the third prong (GOLD).

Example:
Let me show you some pictures that are taken from the story. I want you
to name each picture. I will write the names you give on the
board. (Strong bridging for the topic nouns)
Pictures: Mr. McGregor, rabbit, garden, party, and fence

2. Presentation/Modeling
In here the teacher teaches the correct use of the grammatical structure.
Through skillful questions about the use of grammatical structure used in
sentences, story, or paragraph, the teacher leads the learners to draw out
generalization or “grammar rules” (we call this concept development, in
your previous lesson plan in ELEM 2103 which did not use prongs, the one
you help your students to derive and ask another to repeat then put in a
box to be read by all).

Example:
a. These words that we use to give names are called naming words or
nouns. It can name a person (Mr. McGregor), animal (rabbit), place
(garden), event (party), and thing (fence).
b. Around the classroom are pictures that show people, animals, places,
events, and things. Once you get a picture, I want you to come here
in front of the class, give the name of the picture, and tell whether it
is a person, animal, place, event or thing.
c. Put the picture in the correct column on the board.
Person Animal Place Event Thing

3. Guided Practice
After making the generalization, the teacher tries to find out if the learners
can apply the generalization made (concept formed — for example the
meaning of nouns). He or she introduces fun activities like games,
contests, and exercises given to the whole class to observe if the
grammatical structures are used correctly. The teacher scaffolds (provide
temporary support) the learners as they engage in these activities.
Decision is made on whether to reteach the lesson or give more guided
practice until the learners are able to use the grammatical structure
correctly. Then the teacher moves on to the next activity.
Example:
a. For each word that I say, I want you to stand if the word is a noun. If
it is not a noun, remain on your seat.
b. I have assigned areas around the classroom for each kind of noun. I
will be showing you a picture and give you its name. After I say “Go!”,
walk quickly to the assigned area of your answer.

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4. Independent Practice
If the teacher observes that the lesson on grammatical structure was
learned, he or she gives individual exercises, seatwork, or quiz.
Example:
a. In the first column of your paper are pictures and then words for each
of them. On the second column, draw a happy face if the word is a
noun or a naming word. If it is not, leave the space blank.
b. Listen to the sentences that I will say as I read what is on your paper.
For each blank, choose the correct naming word from the choices
given.

5. Application
The teacher encourages the students to use the learned grammatical
structure in sentences, short paragraph, and composition.
Example:
Teacher gives an activity that will make the students use their ability to
name and categorize nouns in real-life situations.

Parts of Lesson Plan in Teaching English through Literature that Focuses

on a Particular Macro Skill

TIME ALLOTMENT PER GRADE LEVEL (5 X a week)

MaTaTaG Curriculum
K to 12 (DepEd Order No. 012 s. 2024: should
Grade Levels
Curriculum not be less than 225 mins. per week for
grades 3 to 10)
I ̶— Language: 40
Reading and Literacy:
̶—
40
II 30 40
III 50 45 or 50 or 55 or 60
IV ̶— 45 or 50 or 55 or 60
V 50 45 or 50 or 55 or 60
VI 50 45 or 50 or 55 or 60
(Source: DepEd Order 31, s2012 and DepEd Order No. 012 s. 2024)

Sample of Heading Formats

Detailed Lesson Plan in English (write the macro skill here) III
Integrated with Science and Edukasyon sa Pagpapakatao (EsP)

The words “Integrated with” are used to indicate that it’s the topics in
Science and EsP that will be integrated in English. Do not use the words
“Integrated to” for that will indicate that English, your main subject is
the one being integrated to other subjects.

Detailed Lesson Plan in English (write the macro skill here)

Integrated with TLE and GMRC
Grade IV

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Detailed Lesson Plan

Integration of Lessons in English (write the macro skill here),
Science, and Edukasyon sa Pagpapakatao (EsP)
Grade VI
In this heading format, remember
that the first learning area to write
is that which you will primarily
teach.

The five macro skills in English in accordance to their sequence are: listening,
speaking, reading, writing, and viewing.

LISTENING
I. Objectives
At the end of a 50-minute lesson, the students are expected to:
a. ______________________________________;
b. _______________________________________________;
c. ___________________________________________; and
d. ___________________________________________.
Things to REMEMBER when writing your objectives (these are applicable no
matter what is your chosen macro skill):
- Make sure that they have the following characteristics: Specific, Measurable,
Attainable/achievable, Relevant/realistic/results-oriented, and Time-bound
(SMART) or Time-bound, Observable, Measurable, Attainable, and Specific
(TOMAS).
- They should be stated in behavioral terms for it can help you make them
observable. To do that, objectives are written using verbs as the first word for
example, define, tell, give, write, etc.,. This does NOT mean that using verb at
the beginning of your objective can ensure that it can be observable. This is
especially true when writing affective objective. Example, show is a verb but
“show love for nature” is an objective which is not observable for it does not
tell how you expect your students to show love for nature. An observable
behavior which you could measure that will help you gauge whether you
achieved the objective or not is absent.
- Your set of objectives should contain one objective which refers to the value
that you want your students to learn it is often referred to as the affective
objective. Sometimes affective objectives need condition for them to be
observable. Example, show love for nature by telling ways in how to help
protect the environment using verbs. Having “show love for nature” alone as
your objective will not make your objective observable but by adding the
condition, “by telling ways in how to help protect the environment using verbs”
makes it observable. Now, you can easily observe whether you students are
able to show love for nature or not. Also, notice that the affective objective is
still link with the main topic, in the example that is Verb.
- Your set of objectives should follow a logical and from simple to complex
sequence. For example, your students will not be able to identify irregular
nouns if they still don’t know what irregular nouns are thus, the objective
describe what are irregular nouns should come before identify irregular nouns
from the sentences heard.
- Majority or some of them, if not all, should show alignment with your chosen
macro and target skills. Let us say that your topic is Pluralization of Irregular

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Nouns and your macro skill is Listening and your target skill is Identifying
irregular nouns from the story heard. Therefore, you need to have objectives
that require your students to meet your macro and target skills. Example,
transform the irregular nouns heard in the story in their plural forms.

II. Subject Matter

Topic: (the lesson about grammar is written here)
Selection: (write the title and the genre of the selection)
Example. Little Book (short story)
Target Skill: (refer to the Curriculum Guide in English issued by DepEd)
Example. If you find “Identify cause- and-effect relationship” under
the column Reading Comprehension in the CG then your
target skill could be stated as: Identifying cause and effect
relationships from the text read. Take note that the verb
at the beginning ends with –ing.
Language Concept: (the main concept/s of the lesson is/are stated here)
- Often it is labeled in plural form Language Concepts for
topics usually have more than one important concepts.
Definition or description of the important concept is not
the only thing that is included here. If there are rules
that needed to be followed they are also included here.
Example, in the topic comparative adjectives, including
the terms in when to use it is not enough thus, ways in
transforming adjectives in their comparative form should
also be included. Both concepts in when to use
comparative adjectives and ways in transforming
adjectives in their comparative form are important
concepts that must be learned by the students.
References: TG – Author’s Family Name, Initial letter of first name. Middle
initial. (Year of publication). Title of work. Location:
Publisher.
LM – Author’s Family Name, Initial letter of first name. Middle
initial. (Year of publication). Title of work. Location:
Publisher.
Note: (Use three or more references)
Materials: (list them according to the sequence in which you are going to use
them)
- Instructional materials should be meaningful, interesting, and
appropriate for the age, maturation, ability level, and social
development of the students for whom the materials are selected.
- It should be chosen based on its relevance to your
purpose/lesson.
- Instructional material’s contents should be significant and
authentic.
- The material should be able to accomplish your predetermined
outcome of its use.
- It should have a relative value ̶ your outcomes to be
accomplished should be worth the time and effort in the
preparation of the instructional material.
- The instructional material feasibility should be taken into account.
Is the material usable in terms of time limitations and room
arrangements?

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III. Teaching Procedure/Strategy

A. Preparation
1. Performing Routine Activities
a. Greeting (verb) / Greetings (noun)
b. Praying (v) / Prayer (n)
c. Singing (v) / Opening Song (n)
d. Checking of Attendance (v) / Attendance (n)

• The entries under Performing Routine Activities may vary in

number and order depending on the necessity and preference
of the teacher.
• Observe parallelism in writing the entries under Performing
Routine Activities. Use verbs or nouns but do not mix verbs
and nouns.

2. Drill
- The topic here does not necessarily need to be the most recent past
lesson. It should be a past lesson that is related to the main concept
that you will teach.
- The activity here should help your students in automatically
exhibiting a certain skill or habit that will aid their understanding of
your new topic. Thus, it should be related (NOT the same) to your
new/main topic. Example: Giving the pronouns for nouns that are
shown or pointed at by the teacher is a good Drill activity if your
main topic is Descriptive Adjectives since it describes noun/s or
pronoun/s.
- Although this should be done in a snappy manner for it should not
consume too much time never forget that it is NOT all about asking
students to read what are written on a set of flash cards.
3. Review
- This brings a new view of old facts in a broader setting that results
in a new meaning, associations, and way of acting. It aims to
renew or recall the same subject matter and look at it from a
different point of view.
- Choose a previous topic that is also relevant to your main topic but
never use the topic which you’ve used in your Drill. Example: Drill
topic is the identification of noun, the review is about pronoun and
the main topic is adjectives, for adjectives describe nouns/pronouns.
- It is NOT enough to ask what your last topic in a subject was.
Providing an activity wherein you could see if the students could still
remember the concept of the past lesson is usually better.
- Try creating a competitive group activity. As much as possible don’t
give identical items for the two groups.
- This part should not consume too much time
- Ask a student to read the direction posted on the board before
creating groups of students who will answer or participate in the
activity. During the delivery of instruction, this will help the teacher
to ensure that the entire class is still attentive and chaos will be
avoided for those who will participate in the activity, once called,
already know what to do. This is also applicable in other parts of the
lesson plan when a teacher has an activity that needs direction for
students to follow.

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4. Motivation
- Remember using drawing/photo that is connected with the lesson is
NOT the only way to motivate your students. Moreover, when
showing a drawing/photo it is advised NEVER to ask questions that
are too general, vague, or thoughtless. Examples of bad questions:
“What can you say about the picture?”. This question is too general
that your students may give you too many answers which will make
it difficult for you to guide them to what you want them to observe
or identify. Another undesirable question is a vague question
example, “What can you see?”. This question could generate
answers that are even beyond the contents of the photo you are
showing. Here is an example of a thoughtless question, “Do you see
anything in the picture?”. Of course, they will see something in the
picture unless they are blind or they are covering their eyes or
something is obstructing their view. Using “bad” questions will
consume too much of the time that is better spent in the
development of important concepts/skill that is being targeted in
your lesson that is why they should NEVER be used. Here is a better
possible question when using a photo/drawing, “What have you
observed with how the cake slices are arranged in the picture?”.
Notice how specific the question is, with a specific and clear question
like the one in the example you may get answers that you want your
students to give that are in accordance with a planned direction of
your lesson.
- When using a photo might it be in Motivation or other parts of the
lesson plan it is usually (may deviate depending on the teacher’s
intention that is guided by the course of the lesson) better to use
realistic and contextualized photos (based on your students’
experiences or those in which they are more familiar with, for
example, instead of using peaches it is better to use papaw,
commonly known as papaya).
- Motivation seeks to tap at the students’ interest and schema or prior
experiences and relate them to ideas that will help you introduce the
selection.
- There should be an ending statement that will connect this part to
the next part of the lesson for a smooth transition.
- You may create integration in this part (usually value integration) but
make sure that it will not make this part too long that it already
compromises the time that are needed for skill development.

B. Developmental Activities
1. Introduction
- Introduce the title of the selection and tell your students about the
importance/relevance of that selection to your topic
2. Unlocking of Word Difficulties (Difficulty if there is only one word to be
unlocked)
- This is only present if there is a word or are words in the selection
that that will be difficult for their vocabulary level to understand
- Use context clues in helping your students unlock the meaning of
such words.
- The presence of too many words that needed unlocking indicates
that the selection you chose is not appropriate to the level of your
students thus, you must replace it with a suitable one.

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3. Reading of Guide Questions

- The kind of guide questions that you will provide should be aligned
to the macro and target skills that you have included
- NEVER ask questions that only require “YES/NO” answers instead
ask open-ended ones that require HOTS (Higher Order Thinking
Skills).
4. Recalling Standard for Listening (the activity should match macro and
target skills)
- Call a student to remind the class the standard for listening. If there
are too many items to be recalled you may call more than one
student (this applies especially in the primary grades)
5. Listening Period (the activity should match macro and target skills)
- The material that the students will listen maybe played more than
once (but be mindful of your time) especially in the primary grades.
6. Comprehension Check-up
- The Guide Questions are answered here
- Integration could be created here
7. Language Skill Development (the activity should match macro and target
skills)
- The selection that they listen to is used as a spring board in helping
them develop your target skill
- Integration could be created here
C. Generalization
- It is the part where the general rule or statement or concept is drawn
from the instances or learning activities conducted.
- The things that are written in your Language Concepts on the first page
of your lesson plan should be reflected in the answers of your students
in your questions in this part.
- This part should be as short as possible and it should NOT include
repetition of answers or asking of examples.
- From this part onwards you can no longer create integration
D. Application
- Provide an activity or activities where students can apply what they
have learned.
- Never forget that the activities in here must be parallel with your
objectives, and macro and target skills.
- Often it is better if the activity here is a group activity that is in the form
of play or competition to add excitement and allow students to help
each other.

IV. Evaluation
- This is the part that helps the teacher to determine the extent to which
students’ performance meets the standards that have been set in the
objectives or determine the amount of learning that has taken place.
- The activity which you will give here should here must be parallel with your
objectives, and macro and target skills.
- It is also advisable that the activity here is a bit more challenging than what
was given under D. Application but is still within the ability of your students.
- Individualize activity is also preferable to better gauge what and how much
each student has learned in the lesson.

V. Assignment/Homework
- It is a job, a piece of work or task given out by a teacher to an individual
or to the class. It may also be a problem to be solved, something to be

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read, themes to be written (not advisable to be given to primary grades),

questions to be answered, a practice to be done, a project to be undertaken,
and the likes.
- The assignment that should be given should be a form of enrichment for
your lesson. It should help your students realize the importance or
connection of your lesson to their daily lives.
- According to research, teachers in elementary grades shouldn't give their
students too many assignments, that is why you may not include the
assignment part in some of your lesson plans when you are already in-
service. On the other hand, your lesson plan that will be used for
demonstration teaching during pre-service (while you are a teacher
education student) and in-service (when you are employed as a teacher)
should include Assignment especially, the one that you will submit in this
subject.

NOTE: Majority of the reminders indicated in the parts of the lesson plan
for listening are also applicable in lesson plans that focus in other
macro skills.

SPEAKING
I. Objectives

II. Subject Matter With reference to the Curriculum Guide

Target Skill: issued by DepEd, the target skills for
Selection: speaking and writing are also the topics
Language/Important Concept/s: for grammar and study. That is why only
References: the Target Skill is included in this part of
Materials: the lesson plan (notice the absence of
topic.)
III. Teaching Strategy
A. Preparation
1. Performing Routine Activities
a. Greeting
b. Praying
c. Singing
d. Checking of Attendance
2. Drill
3. Review
4. Motivation
B. Developmental Activities
1. Introduction
2. Unlocking of Word Difficulties
3. Reading of Guide Questions
4. Recalling Standard for Oral Reading (preferably of a dialog to train you
students to a communication pattern)
5. Reading Period
- If you will use a dialog here is how it may be presented: the teacher
recites the dialog, then the students are asked to do the following:
1. read the parts of the dialog assigned to them; 2. read the dialog

and recall the parts that are now covered; and 3. reconstruct the
dialog based from the remaining skeleton text (majority of the parts
are covered).
6. Comprehension Check-up
7. Target Skill Development

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C. Generalization
D. Application

IV. Evaluation

V. Assignment/Homework

READING
I. Objectives

II. Subject Matter

Topic:
Selection:
Target Skill:
Language Concept:
References:
Materials:

III. Teaching Strategy

A. Preparation
1. Performing Routine Activities
a. Greeting (verb) / Greetings (noun)
b. Praying (v) / Prayer (n)
c. Singing (v) / Opening Song (n)
d. Checking of Attendance (v) / Attendance (n)
2. Drill
3. Review
4. Motivation
B. Developmental Activities
1. Introduction
2. Unlocking of Word Difficulties
3. Reading of Guide Questions
4. Recalling Standard for Silent/Oral Reading
- In primary grades oral reading is usually preferable than silent
reading while on the intermediate grades especially in grades five
and six silent reading is more preferred but of course this could also
be influenced by your objectives.
5. Reading Period
- If you will have oral reading the selection should be divided for
students to read in the primary grades. For the intermediate grades
the selection only when lengthy (for the specific grade and reading
level ability of the students) should be divided for students to read.
Short selection can be read by a single intermediate student since at
the end of grade four students are already expected to read fluently
in English.
6. Comprehension Check-up
7. Language Skill Development (the selection read is used as a spring
board in helping your students develop your target skill)
C. Generalization
D. Application

IV. Evaluation

V. Assignment/Homework

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WRITING
I. Objectives

II. Subject Matter

Target Skill:
Selection:
Language Concept:
References:
Materials:

III. Teaching Strategy

A. Preparation
1. Performing Routine Activities
a. Greeting (verb) / Greetings (noun)
b. Praying (v) / Prayer (n)
c. Singing (v) / Opening Song (n)
d. Checking of Attendance (v) / Attendance (n)
2. Drill
3. Review
4. Motivation
B. Developmental Activities
1. Introduction
2. Unlocking of Word Difficulties
3. Reading of Guide Questions
4. Recalling Standard for Silent/Oral Reading/Viewing
5. Reading Period
6. Comprehension Check-up
7. Language Skill Development
C. Generalization
D. Application

IV. Evaluation

V. Assignment/Homework

VIEWING (Critical Viewing)

(focus on interpreting what are seen)
I. Objectives
II. Subject Matter
Target Skill:
Viewing Material: Indicate title and form example, Rizal the Young Boy (short
film)
Important Concept:
References:
Materials:

III. Teaching Procedure

A. Preparation
1. Performing Routine Activities
a. Greeting (verb) / Greetings (noun)
b. Praying (v) / Prayer (n)
c. Singing (v) / Opening Song (n)
d. Checking of Attendance (v) / Attendance (n)

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2. Drill
3. Review
4. Motivation
B. Developmental Activities
1. Introduction
2. Unlocking of Word Difficulties (often used in movie/video viewing but
less likely in viewing photos/drawing)
3. Reading of Guide Questions/Setting a Viewing Purpose
4. Recalling Standard for Viewing
5. Viewing Period
6. Comprehension Check-up
7. Forming and Answering Relevant Questions
- Students form relevant questions based on what was viewed
- Based from their interpretations or inferences students answer the
questions formed
8. Relating to Personal Experience or Needs
- Students relate what they have seen to their personal experiences
- Students draw conclusions about the perspective and values found
in what they have seen
9. Language Skill Development
C. Generalization
D. Application

IV. Evaluation

V. Homework

III. Assessment

Recitations
Quizzes

References

Books
Bernardo, A. S. (2015). Developmental reading 2 (1st ed.). Manila: Rex Book Store,
Inc.,
Burke, J. (1998). The English teacher’s companion: a complete guide to classroom,
curriculum, and the profession. New Hampshire: Boynton Cook Publishers
Inc.
Carter, R., & Long, M. N. (1991). Teaching literature. Harlow, Essex: Longman
Publication.
Carter, R. Long, M. N. (1991), Teaching Literature, Longman: Handbooks for
Language Teachers, New York, Longman, p. 2.
Collie, J., & Slater, S. (1987). Literature in the language classroom: A resource
book of ideas and activities. Cambridge: Cambridge University Press.
Collie, J., & Slater, S. 1991. Literature in the language classroom (5th ed.).
Glasgow: Cambridge University Press.
Duff, A., & Maley, A. 1990. Literature. Oxford: Oxford University Press.
Ganakumaran, S. (2003). Literature programmes in Malaysian schools: A historical
overview. In Ganakumaran, S. (Ed). Teaching of literature in ESL/EFL
contexts (pp. 27–48). Petaling Jaya: Sasbadi Sdn. Bhd.

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Goeke, J. L. (2009). Explicit instruction: A framework for meaningful direct

instruction. New York: Pearson.
Holten, C. (1997). Literature: A quintessential content. In M. A. Snow & D. M.
Brinton (Eds.), The content-based classroom: Perspectives on integrating
language and content (pp. 377–388). White Plains, New York: Longman.
Lazar, G. (1993). Literature and language teaching. Massachusetts: Cambridge
University Press.
Lewison, M., Leland, C., & Harste, J. C. (2017). Teaching children’s literature: It’s
critical! (2nd ed.). London: Routledge.
McRae, J. (1991). Literature with a small l. Basingstoke: MEP Macmillan.
McRae, J., & Carter, R. (Eds.). (1996). Language, Literature and the Learner:
Creative Classroom Practice. London: Longman.
Nunan, D. (1988). The learner-centred curriculum: A study in second language
teaching. Cambridge: Cambridge University Press.
Ornstein, A. C. (1990). Strategies for effective teaching. New York: Harper Collins
Publishers Inc.
Pado, F. E. (2020). Teaching beginning literacy. Mandaluyong City, Philippines:
Anvil Publishing, Inc.
Simpson, P. (2004) Stylistics: A resource book for students. London: Routledge.
Stern, S. (1991). “An integrated approach to literature in ESL / EFL” in teaching
English as a second or foreign language. Murcia, M. (Ed.). Boston: Heinle &
Heinle Publishers.
Talif, R. (1995). Teaching literature in ESL: The Malaysian context. Kuala Lumpur:
Penerbit Universiti Pertanian Malaysia.
Triplett, A., & Parthemore, M. (2019). Interactive notebooks: Seasonal (Grade 1).
North Carolina, Greensboro: Carson-Dellosa Publishing LLC.
Vethamani, M.E. (2003). New Englishes New Literatures in English: Challenges for
ELT Practitioners. In Ganakumaran, S. (Ed). Teaching literature in ESL and
EFL contexts. Petaling Jaya: Sasbadi Sdn. Bhd.
Wales, K. (1990). Re-writing Literature: Style as a strategy in the classroom. In
Hill & Holden 1990: 96-99.
Zulueta, F. M. (2006). Principles and methods of teaching. Mandaluyong City:
National Book Store.

Research Articles
Durant, A. (1995). Introduction to “language through literature” approaches to
teaching literature in English in L2 contexts. Sprak Och Fiktion, 291-311.
Hişmanoğlu, M. (2005). Teaching English through literature. Journal of Language
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Padurean, A. N. (2015). Approaches to teaching literature in EFL

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Conference Paper
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Meeting/Symposium
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Unpublished Papers
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Spiral. (n.d.). Retrieved from Retrieved from [Link]

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Atchley, D. (2020). Digital storytelling. University of Wollongong Australia.
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