The document discusses reasons for teaching literature such as developing language skills, promoting critical thinking, and motivating learners. It also outlines different ways students can respond to literature, like describing or interpreting texts, and defines common literary terms such as genres, elements of fiction, and forms of poetry, essays, and drama. Key aspects of drama genres - tragedy, comedy, tragicomedy, and farce - are also defined.

1. 1. What is the world'shortest play?
2. What is the world'd shortest poetry form?
3. It is a book of observations and musings recorded by Sei Shonagon
during her time as court lady. (Japanese Lit)
4. It is a popular novel by Kamala Markandaya (India)
WHO WROTE EACH LITERARY WORK?
A. Hills Like White Elephants
B. The Bet
C. A Rose for Emily
D. Age of Innocence
E. A Doll's House
F. Essays in Idleness
G. The Road Not Taken
H. Sherlock Holmes

2. Why teach Literature? (Duff and Maley, 1990)
1. LINGUISTIC
In terms of language acquisition and learning, literary
texts offer samples of a very wide range of styles,
registers and text types at many levels of difficulty.
2. METHODOLOGICAL
-SInce literary texts are open to multiple interpretations,
readers can have different opinions and ideas about a
variety of topics. This provides learners an opportunity
to engage in genuine interaction. The learners can even
be taught to develop critical thinking.

3. 3. MOTIVATIONAL
Literary texts are non-trivial since they deal with
matters which concerned the writer enough to make
him or her write about them. In this they are unlike
many other forms of language teaching inputs, which
frequently trivialize experience in the service of
pedagogy. Literary texts touch on themes to which
learners can bring a personal response from their own
experience.

4. How do readers respond to literature? How can we
make our students respond to literature?
DESCRIPTION
Students can talk or write about what they read in their
own words
DISCRIMINATION
Students can discriminate among the different literary
texts. They can identify them by type, author or theme.

5. How do readers respond to literature? How can we
make our students respond to literature?
RELATION
Students can relate several elements of a litetary text to
each other or to other texts
INTERPRETATION
Students can figure out what they think the author is
saying and defend their style

6. How do readers respond to literature? How can we
make our students respond to literature?
GENERALIZATION
Students can draw out the main idea of a piece of
literary work or an author's style
EVALUATING
Students can evaluate the worth of a piece of literature
using a set of criteria

7. How do readers respond to literature? How can we
make our students respond to literature?
VALUING
Students can indicate the importance of literature to
their own lives or to the world outside of the text
CREATION
Students can respond creatively by making art projects,
composing a musical medley, producing an MTV, writing
another stanza for a poem or another chapter or novel
etc

8. FICTION
-fiction is any imaginative recreation and reconstruction
of life
-It includes short stories and novels.
THE ELEMENTS OF FICTION:
A. Setting - time and place
B. Characters
C. Plot -
Parts of the Plot - exposition, complication, crisis
climax, denouement

9. D. Point of View
E. Theme
POETRY
ESSAY
DRAMA

10. D. Point of View
E. Theme
POETRY
ESSAY
DRAMA

11. A. Achilles' heel
-the weakest point of one's personality or something
that marks the weakes point of a person
B. Herculean task
-a great or impossible task; something that is almost
impossible to do
C. Apple of discord
-the object of conflict

12. A. Achilles' heel
-the weakest point of one's personality or something
that marks the weakes point of a person
B. Herculean task
-a great or impossible task; something that is almost
impossible to do
C. Apple of discord
-the object of conflict

13. Arena - the theater style of early Greeks. The actors are
surrounded on all sides by the audience and they make
entrances and exits through the aisles. This establishes
intimate relationship with the audience

14. Medieval Theater - this used staging areas called
mansions inside the churches and portable wagons
wheeled about outside the churches
Elizabethan theater - this used staging areas called
mansions inside the churches and portable wagons
wheeled about outside the churches.

15. Elizabethan Theater

16. Genres of Drama
Tragedy - a type of drama that shows the
downfall and destruction of a noble or
outstanding person, traditionally one who
possesses a character weakness called a
tragic flaw. The tragic hero, through choice
or circumstance, is caught up in a sequence
of events that inevitably results in disaster.

17. Genres of Drama
Comedy - a type of drama intended to
interest and amuse the audience rather
than make them deeply concerned about
events that happen. The characters
overcome some difficulties, but they always
overcome their ill fortune and find
happiness in the end.

18. Genres of Drama
Tragicomedy - a play that does not adhere
strictly to the structure of tragedy. This is usually
a serious play that also has some of the qualities
of a comedy. It arouses thought even with
laughter.
Farce - has very swift movements, has ridiculous
situations, and does not stimulate thought.
Example: Comedy of Errors, The Taming of the
Shrew

19. Genres of Drama
Tragicomedy - a play that does not adhere
strictly to the structure of tragedy. This is usually
a serious play that also has some of the qualities
of a comedy. It arouses thought even with
laughter.
Farce - has very swift movements, has ridiculous
situations, and does not stimulate thought.
Example: Comedy of Errors, The Taming of the
Shrew

20. Genres of Drama
Farce - has very swift movements, has ridiculous
situations, and does not stimulate thought.
Example: Comedy of Errors, The Taming of the
Shrew