Teaching literary appreciation skills to children can be challenging.

2. 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.

3. 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

4. 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

5.  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

6.  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

7.  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

8.  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

9. 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

10. 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.

11. Salazar
 Skills used to
understand the
selection
 Used to enjoy and
recognize the value of
such selection
Comprehension skills
Literary appreciation
Skills

12. 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

13. 1.Listening/ Speaking:
Oral reading by the teacher
Oral reading by the pupil
Taped/filmed selections: cassette, disk, video,
film, radio
Panel discussion
Dialog

14. 2. Oral interpretation
Storytelling
Speech choir
Readers theater
Radio play
Declamation
Oration

15. 3. Dramatization
Role Play
Chamber theater
Skit
Play
Pantomime/ movie
Pageant

16. 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

17. 5. Art
Drawing/ sketching
Coloring/painting
Sculpturing
Making dioramas
Making mobiles
Making puppets
Paper folding

18.  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

19.  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

20.  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

21.  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

22.  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

24. 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

25.  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.

26.  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.

27. •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

28. 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.

29. 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.

30. 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.

31. 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.

32. 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

33. 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

34. 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.

35. 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.

36. 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

37. 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

38. THANK YOU FOR LISTENING.