Assessment

1. Teaching and Assessment of
Literature Studies
Module 1 Approaches in Teaching Literature
This module is designed to acquaint the students to the different approaches in teaching
literature and apply them in real classroom demonstration.
Description
develops the application of the principles , methods and approaches of transition and adaptation of various texts.

2. Lesson 1- Reading for Plot and Comprehension
Learning Outcomes
• Describe the reading for plot and comprehension;
• Apply reading for plot and comprehension in teaching literature in real
classroom demonstration.
• INTRODUCTION
• Hello! Welcome to our first lesson. and I hope you are ready with it.
• So, in this Module , we will be first learning about approaches in teaching
literature before we go through assessment to enable you to know the
approaches before learning how to assess students’ learning in literature.

3. Activity
1. What approach did you learn in teaching
literature? Is it effective? How do you know that it
is effective?

4. Analysis
• Do you know the Reading for Plot and Comprehension Approach in
teaching literature? How do you describe it?
• Give a particular title of a literature (prose) which you can apply this
approach and discuss how.

5. Abstraction
Climax
Falling
action
Rising
action
Exposition
resolution
Elements of
a Plot
PLot is the
sequence
of events in
a story.

6. includes the events that build the tension, leading to the climax, which provides the dramatic
turning point for the story.
introduces the setting, the characters and the primary dramatic conflict.
Exposition
Falling action includes the fallout from the climax, such as what the hero does after winning the fight.
Climax usually a big scene, like the primary battle between the hero and villain.
Resolution the way the story ends, which may not answer all questions in the plot.
Rising action

7. • Comprehension, or extracting meaning from what you
read, is the ultimate goal of reading. Experienced
readers take this for granted and may not appreciate
the reading comprehension skills required. The
process of comprehension is both interactive and
strategic, rather than passively reading text, readers
must analyze it, internalize it and make it their own.
• Tierney (1982) added that in order to read with
comprehension, developing readers must be able to
read with some proficiency and then receive explicit
instruction

8. • The key comprehension strategies are the following

11. • Application
1. What are the strategies to be applied to test the comprehension of your students in literature? Do you think they are
effective to develop the students’ learning? Why?
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2. How do you assess if you want to know if your students have learned something from the discussion?
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3. Read the story of Beowulf and identify the following:
• setting
• Rising action
• Climax
• Falling action
• resolution
• Closure: Congratulations! You have just finished lesson 1 of this module.
Thank you so much for completing the activities and application. Until the
next lesson, good luck. I hope you will have the same enthusiasm in working
for the next lesson.
___________________________________________________________________
Closure: Congratulations! You have just finished lesson 1 of this module. Thank you so much for completing the activities and application. Until the next lesson, good luck. I hope you

12. Lesson 2-Making Inferences
Learning Outcomes
• Identify what the author may intend to draw from the
information
• Discuss how to detect the purpose of a paragraph.
•

13. Activity
1.What is a paragraph?
Analysis
1.1. What is an inference?
2.How can you detect the purpose of the author in
writing a paragraph?

14. Abstraction

15. • Example:
• Clara habitually wakes up early in the morning. She takes a bath, and
cooks her breakfast. After eating, she prepares herself for her daily
routine. She puts in her bag the lesson plan, books, visual materials,
chalk box , her “baon” and readies herself for school.
• What can you infer about Clara?
• What is your prior knowledge about the paragraph?
• What are the clues that made you to infer about Clara?
• Is the author describing, informing, persuading , entertaining or
telling a story?

16. • The purpose of a paragraph that entertains is to amuse the readers.
• does not mean that the text must be happy
• the text could be a tragedy, but the main reason for writing the text is
to amuse readers.
The purpose of a paragraph that describes is a statement that
gives details about someone or something. An example of
description is a story about the places visited on a family trip.
Descriptive writing is a literary device in which the author uses
details to paint a picture with their words. This process will provide
readers with descriptions of people, places, objects, and events
through the use of suitable details.

17. • Informative paragraph is
• simply a paragraph that provides the reader with information.
• It similar to a research paper.
A persuasive paragraph
tries to convince the reader that a particular point of view is worthy of
consideration.
It wants you to consider both sides of an issue, but it reveals a bias in
favor of one side over another.

18. Read the paragraph and identify the author’s
purpose in writing it.
• Miss Tapias appearance was dark and forbidding when she arrived at
our door. Her heavy dark eyebrows met above her nose because her
forehead was heavily furrowed. Her hair was pulled into a severe bun
and she wore tarnish hoops in her ears. At her side, she clasped a
large leather bag with brass hinges and a heavy brass chain.
Somehow we knew that Miss Tapia’s arrival marks an uncomfortable
change in our lives.
What does the author want to infer from this information? Is he
informing, explaining, describing, persuading, entertaining or telling a
story?

19. Assignment
• Go to Edmodo and answer the assignment.

20. Learning Outcomes
 Discuss what a theme in literature is.
 Explain how to identify a theme in literature.
Lesson 3- Reading for Theme

21. • Activity
•
• What is your purpose in reading literature? Do you
find reading literature a fun? Why?
Analysis
1.What is a theme in literature?
2.How will you identify a theme in literature?

22. Abstraction
• A theme is a central topic, subject, or message within a
narrative. Themes can be divided into two categories: a work's
thematic concept is what readers "think the work is about"
and its thematic statement being "what the work says about
the subject".
• In literature, the theme is the big idea, the underlying message.
• Usually Universal in nature
• What the story means.
• Critical belief about life
• touches on the human experience, regardless of race or language.
• Main messages of any story

23. How to identify theme in literature
• To identify the theme, be sure that you've first identified the story's
plot, the way the story uses characterization, and the primary conflict
in the story.
• Application
1.Discuss in your own words how will you identify the theme of a
story? Write your answer in your notebook.

24. Lesson 3- Reading for Author’s Craft
• Learning Outcomes
• examine the author’s craft in a piece of literature.
• Discuss how to analyze the author’s craft in a literature.
• Activity
What is your favorite literature? Why do you consider it as
your favorite?

25. • Analysis
• What is an author’s craft in literature?
• How do you examine the author’s craft in a literature? Is it
easy to find the author’s craft? Why?

26. • One of the most rewarding ways to explore a book is through a
close reading of the text to examine not only what the story
means, but also how the author communicates that meaning. Is
the novel exciting? What makes it exciting? Why do we laugh ?
How does the author manage to make us like the main
character even though he or she has some serious flaws? A
close reading is a deep investigation of the patterns in a book
and of the techniques the author uses, from word choice and
syntax to rhetorical devices and symbolism.
• To analyze a piece, one must notice the ways that the author uses
words: i.e. word choice, sentence structure, figurative language,
sentence arrangement, mood, imagery, etc. When
analyzing craft/style, look at a piece of writing from the overall
structure of the text to the small details and word choices.
• Examples of author’s craft are simile, metaphor, onomatopoeia,
personification, alliteration and repetition.

27. • Examples of author’s craft are simile, metaphor,
onomatopoeia, personification, alliteration and
repetition.
• Ex. She was fragrant like a morning when papayas are
in bloom
• Application.
•
1.Take time to read the story, “How my Brother Leon
brought Home a Wife” by Manuel Arguilla then
examine the author’s craft, discuss how the author
uses words in the story.

28. • Lesson 4 Approaching Literary Theories
• Learning Outcomes
• Discuss how to do literary theories
• Give example of a literary theory of a particular literature.

29. • Activity
• What is a theory?
• Analysis
• 1. What do you understand about approaching literary theory.
Explain your answer.
•

30. • Abstraction
• Teaching literary theories explicitly allows students to take a more
active role in their own literary interpretation. Literary theories allow
students the chance to bring their own understanding to the texts
they read, giving them a way to talk about what they read and how
they interpret what they read.

31. • Application
• Do you think there’s a need to give the student a chance to explain
their understanding of the text they read? Why?

32. Lesson 5 Bloom’s Taxonomy
• Learning Outcomes
• Discuss and explain the Bloom’s taxonomy of learning.
• differentiate the three domains in Bloom’s taxonomy.
• The goal of an educator who is using Bloom's taxonomy is to encourage higher-
order thought in their students by building up from lower-level cognitive skills.
Behavioral and cognitive learning outcomes are given to highlight how Bloom's
taxonomy can be incorporated into larger-scale educational goals or guidelines.
So in learning literature, Bloom’s taxonomy can be applied in learning the
different phases of literature. By using these models, the teacher can help
classes progress from a rudimentary understanding of the basic language being
used all the way up to synthesizing multiple sources and developing their own
original analysis of the text.

33. • Activity
• Are you familiar with Bloom’s taxonomy of Learning? How did you learn it?
• Analysis
• 1. What do you know about Bloom’s taxonomy?
• _____________________________________________________________
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34. • 2. What are the three types of learning in Bloom’s taxonomy?
•
• Abstraction
•
• The Three types of Learning
• Benjamin Bloom and a committee of colleagues in 1956, identified three domains of
educational activities; the cognitive, referring to mental skills; affective referring to
growth in feeling or emotion; and psychomotor, referring to manual or physical skills,
these terms were regarded as too technical by practicing teachers and so the domains
were translated to simpler terms commonly used by teachers; knowledge, skills and
attitudes (KSA).
• These domains are organized into categories or levels and arranged in hierarchical
order from the simplest behavior to the most complex behavior. To ensure that the
learning outcomes are measurable, demonstrable and verifiable, the outcomes should
be stated as concrete and active verbs.
•
• The most important use of Bloom's Taxonomy is that is a good heuristic for teachers
to understand the varying levels of cognitive, psychomotor, and affective demand
that teachers have as outcomes for students. It also helps with assessments in terms of
matching your assessment items to the level of your objectives.