This document discusses criteria for selecting literary works for instructional purposes. It identifies basic concerns like provoking an emotional experience, developing empathy in students, craftsmanship of the work, and conveying important values. Specific values discussed include dignity of labor, filial love, courage, and enduring love. The document also differentiates between values, moral lessons, messages, and themes. It stresses that literature should focus on moving students affectively and discusses factors that influence readability.

1. Have book, will
read:CRITERIA
FOR
SELECTION
Jovy D. Elimanao – Mihm,
MAEd

2. This lesson should help you
• Identify the basic concerns in the
choices of literary selections for
instructional purpose; and
• Differentiate the various
requirements for choosing literary
selections on the basis of genre

3. Basic Concerns
forSELECTING
READING
MATERIALS

4. •Think of the most
memorable
literature class you
ever had.
•What makes it
memorable?

5. EMOTIONAL
EXPERIENCE

6. •The intellect is
a mere speck in
the sea of
emotions

7. • The selections moved you
• Feeling like a different
person after reading
• Teachers’ mistake of
filling literature classes
with activities that are
cognitive

8. • Literature should focus on
affective domain
• Students’ beg for more
• Doesn’t equate to crying
students
• Deepest emotional
reactions are not readily
seen

9. EMPATHY

10. •Walking in
the shoes of
another

11. • Feeling what others feel
given the same condition
or stimuli
• Deeper than sympathy
• Empathy lasts longer
• Empathy for characters of
the same age

12. • Characters who share the
same fears, doubts and
weaknesses
• See themselves in the
character of the stories,
regardless of age
difference

13. CRAFTSMANSHIP

14. •The gift of
words

15. • The way writer wields
his/her craft
• Characters are true-to-life
• Uses words to convey the
plot, characters, and
content
• Capacity to move and
touch young readers

16. VALUES

17. •Ingredients
of a
meaningful
life

18. • “Moral lesson” is wrongly
emphasized
• Values are different from
“moral lesson”
• Values are product of
collective wisdom of a
race or culture

19. • Chinese: Confucian work
ethics
• Americans: Dignity of
labor
• Jews and Poles: Faith and
devotion to religion
• Filipino: Family and
familial relationships

20. •Values vs moral
lesson vs
message vs
theme

21. • Values – expressed in
general terms
• Moral lessons – expressed in
exhortations, and sounds
like commands
• Messages – bits of advice
• Theme – general truths, it
can be applied anywhere

22. V
A
L
U
E
S
DIGNITY OF LABOR
FILIAL LOVE
COURAGE

23. • VALUES:
• Filial devotion
• MORAL LESSON:
• Love and devotion
• MESSAGE:
• Your parents deserve
unconditional love

24. Which is
Which and
How?

25. • State the message and
the theme of the
following:

26. • If apples were pears,
• And peaches were plums,
• And if the rose had a
different name,
• If tigers were bears,
• And fingers were thumb,
• I’d love you just the same.

27. • Value: Enduring Love
• Message:
• Theme:

28. • Message:
• Show enough indications
(signs) of an enduring love
• Theme:
• Enduring love never changes
• or
• Enduring love takes on
many signs

29. READABILITY

30. •Thoughts
flow through
the lines

31. • Ease in which a material is
read
• Factors that affect
readability:
–Material to be read
–The readers
–The purpose for reading

32. What are your
considerations
when buying or
reading a book?

33. • Name of the author
• Catchy title
• Attractive book design
• Thinness/thickness of the book
• Size of the print
• Blurbs on the outside
• Subject matter
• Writer’s style
• Friend’s recommendation
• Number of illustrations
• Price