Objectives of the Unit
Explain why teaching literature to children is so
Identify the different literary appreciation skills;
Teach verses, poetry, fables, and legends to
Gain skills in storytelling;
Explain the steps in teaching choral reading; and
Gain skills in teaching drama in the classroom.
1. TEACHING LITERATURE TO CHILDREN
2. LITERARY APPRECIATION SKILLS
3. VERSES FOR CHILDREN
4. POETRY FOR CHILDREN
5. FABLES AND LEGENDS
7. CHORAL READING/ SPEAKING
8. DRAMA IN THE CLASSROOM
Reading- taught to children to enable them to
learn not only in the content fields but also for
them to enjoy literature.
Literature is taught as a content area
Taught the skills and approaches that will lead
them to read for enlightenment and
The child be taught to read literature critically and
that critical reading is creative reading. The
effective reader is alert to shades of meaning and
interrelationships of details.
Employs an active rather than a passive approach
Evaluates and questions as he reads
Focuses more on what the author means than what
the author says
Emotional release and in reading the writing of others,
they are able to project themselves so they receive help
for their own problems.
Understanding human nature by learning that their
problems are not unique
Development of taste in reading for pleasure
Enrich their own language
Satisfaction, happiness, contentment, fun, joy, positive
release and pleasure should accompany the literature
period in the classroom.
Mental processes of thinking, perceiving, remembering,
forming concepts, generalizing and abstracting are made
possible as they acquire their vocabulary.
Contributes to the development of their creative talents.
Stimulate children to write for themselves
Help build a vocabulary that will enable them to express
Help children build skills in expression and it can develop
sensitivity to sights, sounds, words, life’s problems and
Increase their knowledge
Change their outlook
Broaden their interests
attitudes and values
Refine their tastes
Modify their behavior
Stimulate intellectual and
Prepare for more
effective participation in
Living life fully
Preschoolers start to appreciate literature when
stories are read to them. Even at their early age, they
acquire tastes in literature; they even select what
stories they want their parents to tell them- what
rhymes they want to recite. But once the children
have acquired the appropriate skills in reading, they
become independent of their parents and are able to
choose the kind of literary pieces they like to read.
Skills used to
Used to enjoy and
recognize the value of
1. Verbalizing emotional response
2. Identifying characters
3. Identifying sensory impressions
4. Understanding figurative language
5. Identifying tone and mood
6. Enjoying humor
7. Appreciating poetry/ poetry works
Oral reading by the teacher
Oral reading by the pupil
Taped/filmed selections: cassette, disk, video,
4. Reading/ Writing
Free reading ( silent reading of student’s choice)
Changing the end of the story
Writing a sequel
Making scripts for dramatization
Writing original poems, stories, essays
A line of poetry having,
usually, a determined
metrical or rhythmical
Humorous verse– deals
with the amusing things
that befall real people, or
might conceivably befall
Nonsense verse– deals
with the absurd or
meaningless words. May
not represent highest
level of poetry but they
do contribute to the
children's personal and
POETRY– is an
of thought and
emotion in rhythmical
Can be compared to a
musical scoring that
must be interpreted by
Should be read orally
Teachers must read and
study poems before
Musical and rhythmical
Appealing to imagination
Variety of subjects
Do not assign a poem for
study at home.
Do not belabor the pupils
with the study of facts.
Read the poem first
Do not ask the question “
Did you like the poem?”
Unlocking of difficult
Teaching poetry is
requisite to ear training.
comfortable in their
seats during their study
Do not impose
Allow time for children to
react to poetry
Develops the imagination
Improves the children’s
Gives them pleasure and
Improves their outlook in
Unlocking of difficulties
Presentation of the poem
Reading of the poem by the children
Second reading of the poem by the teacher
1. Give delight and enjoyment to all
2. Teach ethical truths in an attractive manner or form
3. Provide background for the understanding of many new
or current expressions and allusions
4. Serve as a guide to good conduct on the child’s level of
5. Children enjoy because of the prominent part played by
6. Touch on moral and spiritual sense of values
7. Cultivate thinking and imagination
8. Good for storytelling and dramatization purposes
In the early days, the
story was simple
account of the events
that took place during
Later on, man learned
to express his own
feelings, what he
observes around him,
the behaviors of others,
his dreams and his
Introduces children to the world
Gives children an opportunity to become acquainted with
the best of children’s literature
Increases children’s knowledge and experiences
Creates in children a desire to know about the lives of
other people and their own culture.
Develops the ability to be good listeners and stirs their
Gives pleasure and enjoyment
Child learns to organize and express himself clearly
Builds confidence in his ability to face an audience.
•The children may like to draw the character of the
story they liked best.
• Do not give test nor ask the question, “
Did you like the story?”
• Describe each of the characters
• This can be done in many ways
Announce the story
•Take note of the proper pauses,
the places of suspense, the
climax. Master the story so you
can retell it without lapses.
Practice telling the story
aloud to yourself
• Read the story very well and try
to picture the story in your mind
and see if you can tell the story
in the proper sequence
Preparation of the story
• The story must have a good
plot, a well- defined conflict,
a good beginning, middle
Selection of a story to tell
To enjoy poetry, it should be read orally. It should never be
used as a reading exercise. To read poetry aloud, it
demands from the reader a keen imagination and a delicate
accuracy of interpretation. The reader should read the
poem aloud and try to get the general mood or feeling. It
helps train your ear, diction and your taste for poetry.
1. Poems which are universal in tone
2. Poems which vary in mood, content, and type
3. Poems that are lyrical and narrative
4. Poems that are rich in auditory image
5. Poems marked with rhythm
6. Poems that can be used with three voices.
1. Light or high voices- for reading lines that suggest fun,
happiness, or brightness. For asking questions, unless a
male asks the question.
2. Dark or Low voices- for saying lines that suggest
mystery, terror, sadness, solemnity. For answering
questions, unless a female answers the question.
3. Medium voices- for blending all voices. For relating the
narrative, for introducing the characters and for giving
1. Read the poem selected for its content.
2. Determine the type or mood of the poem.
3. Understand the meaning of the poem, the new meaning
of every word to be used.
4. Know the rhythmical nature of he poem.
5. Read the poem with the children.
6. Read the selection together again.
7. Apportion the parts and lines to the children.
8. Make sure that the voices blend properly.
9. Avoid sing- song repetition.
WHO HAS SEEN THE WIND?
SOLO: Who has seen the wind?
CHORUS: Neither I nor you.
But when the leaves hang trembling
The wind is passing through
SOLO: Who has ween the wind?
CHORUS: Neither I nor you.
But when the trees bow down their heads,
The wind is passing
Research reinforces the notion of a positive
relationship between action- centered
experiences with drama and learning to
read, says Cox.
It was concluded that a important link is
formed as children experience drama in
response to literature
1.To encourage interest in and motivation
2.To expand vocabulary
3.To encourage the development of critical
reading skills and comprehension.
4.To encourage guided, extended reading
5.To encourage lifetime readers.
1.Provide a model for comprehension processes by
reading and interacting with the story or play;
2.Stimulate guided discussions of stories and plays
and practice questioning techniques to help the
pupils further understand what they have read so
they can quite literally act.
3.Offer feedback pertinent to acting out of a story
to reinforce the pupil’s active reading,
understanding and responding to stories and
script or information helpful to creating a play.
4. Manage the practice and development of certain skills
that are ideally taught in the context of dramatizing
Paraphrasing what has been read
Identifying and distinguishing
Understanding story structure
Identifying cause and effect
Identifying characters and relationships
Recognizing, understanding and appreciating figurative
Encouraging the development of imagination
Interpreting and appreciating the symbolic use of language
1. Divide the story
2. Name the parts
3. List the characters in each part
4. Discuss the setting
5. Let the pupils choose the cast
6. Review the action and principal conversation
7. Constructive criticism
8. Let pupils choose the final cast
9. Allow time for practice and rehearsals