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Literary appreciation skills

Teaching literary appreciation skills to children can be challenging.

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Literary appreciation skills

  1. 1. Objectives of the Unit  Explain why teaching literature to children is so important;  Identify the different literary appreciation skills;  Teach verses, poetry, fables, and legends to children;  Gain skills in storytelling;  Explain the steps in teaching choral reading; and  Gain skills in teaching drama in the classroom.
  2. 2. CONTENT OUTLINE 1. TEACHING LITERATURE TO CHILDREN 2. LITERARY APPRECIATION SKILLS 3. VERSES FOR CHILDREN 4. POETRY FOR CHILDREN 5. FABLES AND LEGENDS 6. STORYTELLING 7. CHORAL READING/ SPEAKING 8. DRAMA IN THE CLASSROOM
  3. 3. 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 entertainment
  4. 4.  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 Gainsberg
  5. 5.  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 Parayno
  6. 6.  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. Parayno
  7. 7.  Contributes to the development of their creative talents.  Stimulate children to write for themselves  Help build a vocabulary that will enable them to express themselves better.  Help children build skills in expression and it can develop sensitivity to sights, sounds, words, life’s problems and people. Parayno
  8. 8. Parayno  Increase their knowledge  Change their outlook  Broaden their interests  Develop desirable attitudes and values  Refine their tastes  Modify their behavior  Stimulate intellectual and emotional growth  Prepare for more effective participation in social processes  Living life fully
  9. 9. 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.
  10. 10. Salazar  Skills used to understand the selection  Used to enjoy and recognize the value of such selection Comprehension skills Literary appreciation Skills
  11. 11. 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
  12. 12. 1.Listening/ Speaking: Oral reading by the teacher Oral reading by the pupil Taped/filmed selections: cassette, disk, video, film, radio Panel discussion Dialog
  13. 13. 2. Oral interpretation Storytelling Speech choir Readers theater Radio play Declamation Oration
  14. 14. 3. Dramatization Role Play Chamber theater Skit Play Pantomime/ movie Pageant
  15. 15. 4. Reading/ Writing Free reading ( silent reading of student’s choice) Book report Changing the end of the story Writing a sequel Making scripts for dramatization Writing original poems, stories, essays
  16. 16. 5. Art Drawing/ sketching Coloring/painting Sculpturing Making dioramas Making mobiles Making puppets Paper folding
  17. 17.  A line of poetry having, usually, a determined metrical or rhythmical pattern. (Parayno)  Humorous verse– deals with the amusing things that befall real people, or might conceivably befall them.  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 literary development
  18. 18.  POETRY– is an aesthetic expression of thought and emotion in rhythmical language.  Can be compared to a musical scoring that must be interpreted by singing.  Should be read orally  Teachers must read and study poems before teaching.  Musical and rhythmical  Appealing to imagination  Universal emotional content  Variety of subjects
  19. 19.  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 words  Teaching poetry is requisite to ear training.  Make children comfortable in their seats during their study of poetry  Do not impose memorization  Allow time for children to react to poetry
  20. 20.  Enriches children’s experiences  Develops correct enunciation  Develops the imagination  Develops literary appreciation  Enlarges vocabulary  Improves the children’s aesthetic sense  Gives them pleasure and delight  Improves their outlook in life
  21. 21.  Motivation  Unlocking of difficulties  Presentation of the poem  Reading of the poem by the children  Second reading of the poem by the teacher  Culminating activities
  22. 22. 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 experience 5. Children enjoy because of the prominent part played by animals 6. Touch on moral and spiritual sense of values 7. Cultivate thinking and imagination 8. Good for storytelling and dramatization purposes
  23. 23.  In the early days, the story was simple account of the events that took place during the day.  Later on, man learned to express his own feelings, what he observes around him, the behaviors of others, his dreams and his beliefs.
  24. 24.  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 imagination.  Gives pleasure and enjoyment  Child learns to organize and express himself clearly  Builds confidence in his ability to face an audience.
  25. 25. •The children may like to draw the character of the story they liked best. Aesthetic activities • Do not give test nor ask the question, “ Did you like the story?” After telling the story • Describe each of the characters Show pictures of certain characters • This can be done in many ways Announce the story informally •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 and ending. Selection of a story to tell
  26. 26. 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.
  27. 27. 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.
  28. 28. 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 explanation.
  29. 29. 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.
  30. 30. 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
  31. 31. 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
  32. 32. 1.To encourage interest in and motivation for reading 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.
  33. 33. 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.
  34. 34. 4. Manage the practice and development of certain skills that are ideally taught in the context of dramatizing literature as:  Paraphrasing what has been read  Identifying and distinguishing  Understanding story structure  Identifying cause and effect  Identifying characters and relationships  Recognizing, understanding and appreciating figurative language.  Encouraging the development of imagination  Interpreting and appreciating the symbolic use of language
  35. 35. 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
  36. 36. THANK YOU FOR LISTENING.

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