CANO, LARIE MAE

BEED 3A
EEED ENG 383

LESSON 2: PEDAGOGICAL IMPLICATIONS FOR TEACHING LITERATURE

ASSESS

In group of four, gather one example of children’s literature for each genre justifying your choice.
Give a brief description of each and point out and explain effective strategy/ies on how to teach this
literacy text. Present it in class. (Note: This activity has a bearing to the harness part of this lesson).

Genre Title of Brief Description Strategy/ies

Literacy Text
This is a classic •Scaffold
story full of •Instructions &
sentiment and •Modeling
humour that you - Examine the
will want to share Illustration on
again and again. the Book Cover
Whether you're a or Title
Picture Books Love You mom or a dad, - Show them the
Forever this story about a Images and read
mother and her the Story to
son will resonate them.
with you, and you - Make a list of
might find questions and
yourself telling discuss possible
your own predictions.
children, "I'll love - Introduce New
you forever, I'll Words and
like you forever, Concepts
as long as I'm - Connect
alive, my baby concepts to
you'll be." students' prior
knowledge and
personal
experiences.

This timeless tale •Scaffold

raises issues of •Instructions
bullying, - Ask a set of
discrimination, questions.
and the value of - Describe the
being true to setting so that
oneself. The Ugly readers can
Story Books The Ugly Duckling stood imagine it.
Duckling out from his - Provide
siblings, who background
mocked and information that
mistreated him will interest
because he didn’t readers.
look like them. He - Introduce
wished he was as yourself to
lovely as the readers in a
swans he saw surprising way.
flying through the - Begin your
sky. reading with
emotion.

Long ago, a •Scaffold

wicked, greedy Instructions,
Prince John ruled •Modeling,
England. He •Cooperative
directed Sheriff Learning,
Nottingham to •Literacy
levy such a high Response
tax on the people - Show the front
that some were cover and first
forced to become few pages of the
outlaws. Robin mentor text to
Hood and Little the class.
John, two of the - Read the first
most famous few pages of the
outlaws, would mentor text
Traditional Literature Robin Hood steal tax money aloud. Ask the
(Legend) from the Sheriff students to
and give it to the identify any
poor. elements of
Traditional
Literature that
they have heard.
Allow the
students to jot
down these
thoughts in their
notebooks.
- Continue
reading aloud
until you reach
the halfway point
of the story. Ask
the students to
identify any
elements once
more, this time
focusing on a
problem, magical
elements, or
repetition. Allow
time for students
to record.
- Continue
reading aloud
until you reach
the end of the
story. Once
more, have the
students identify
any new
elements that
they have
discovered.
Again, have the
students write
down their
thoughts.
- Come together
and share their
findings as a
group.
Presented as • Independent
originally Reading
released in 1939.
Includes themes Here are the
and character three strategies
depictions which for teaching
may be offensive historical fiction
and problematic to the students
to contemporary so that they can
audiences. Epic better
Civil War drama understand the
focuses on the time period of a
Historical Fiction GONE WITH life of petulant historical fiction
THE WIND Southern belle novel.
by Margaret Scarlett O'Hara.
Mitchell Starting with her - Activate
idyllic life on a Background
sprawling Knowledge
plantation, the - Rapid Research
film traces her - Tracking the
survival through time period to
the tragic history increase
of the South understanding
during the Civil
War and
Reconstruction,
and her tangled
love affairs with
Ashley Wilkes and
Rhett Butler.
The first book in • Scaffold
Phillip Pullman’s Instruction
epic trilogy His • Independent
Dark Materials Learning
tells the story of a
young girl named - Write a
Lyra and her continuation of a
dæmon folktale that was
Pantalaimon. The previously
two live in a introduced to the
Modern Fantasy HIS DARK mystical universe students.
MATERIALS where children - Dictate some
by Phillip have dæmons, dialogue
Pullman which are animal- between some of
like creatures the characters.
that are physical - Integrating
manifestations of music into the
the child’s inner lesson.
self. Dæmons can
also assume any
shape, real or
imaginary until
sometime during
the child’s
maturity when
their dæmon
“settles” into a
final form that is
the final true
representation of
the child’s
character.
Realistic Fiction Wonder Auggie Pullman is • Modeling
by R.J Palacio a normal fifth • Literacy
grader getting Response
ready to start
public school for -Explore the
the first time. The characteristics
only issue? He First, you should
was born with a explore how
facial deformity characters,
that draws setting, plot and
unwanted themes work in
attention realistic fiction.
wherever he What are the
goes. The story characters like?
follows Auggie What should the
through his fifth- setting be? What
grade year as he themes are
makes friends, usually written
deals with about in this
bullying, and genre?
shows the school This will help to
what a wonder he give an overview
really is. It of the genre and
demonstrates show your class
how, as my friend what to expect
who teaches when you start
elementary reading a realistic
school put it, fiction book.
“Kids adapt!” - Analyse short
realistic fiction
Once your pupils
are familiar with
the genre, it's
time to start
reading! You
could start with
an extract or
short story that
fits within the
genre. Ask your
pupils about the
characters,
setting, plot and
themes. What
makes it realistic?
Do they think the
events could
happen in real
life?
- Write realistic
fiction
A great way for
your pupils to
consolidate their
learning is to
have a go at
writing some
realistic fiction
for themselves.
After learning
about the
different
elements of the
genre and taking
a closer look at
them in an
extract or short
story, they
should be ready
to use what
they've learnt to
write their own
realistic fiction.
Notification/Informational The true story Parents need to • Scaffold
Books of Elizabeth know that Who Instruction
Blackwell Says Women Be • Modeling
Doctors?: The • Literacy
Story of Elizabeth Response
Blackwell is a
lively telling of Learn the
how a girl "who Characteristics of
never walked Nonfiction Text
away from a Start by teaching
challenge" grew children the
up to be the first characteristics of
female doctor in nonfiction. Most
the United States, nonfiction texts
against all odds have
and despite many organizational
people and characteristics
institutions called text
believing girls features. Help
weren't smart kids become
enough to familiar with
become doctors. them. Practice
Tanya Lee Stone's finding and using
biographical the table of
picture book is contents, titles,
brimming with subtitles,
Marjorie keywords,
Priceman's fun, captions, and
exuberant index. Unless it’s
illustrations -- and a narrative
even a cute dog -- nonfiction book,
that speed the these nonfiction
tale along and text features lend
make this slice of themselves to
history engaging specific reading
and entertaining. strategies.
An inspirational •Determine
choice for Importance:
Women's History Main Idea vs.
Month or Interesting
anytime. And a Details
great way to • Determine
encourage girls to Importance:
pursue science. Main Idea vs.
Interesting
Details
•Ask Questions
•Use Visual Note
taking to
Organize
Information
•Summing It All
Up
The Village • Scaffold
Blacksmith” is a Instruction
poem by Henry • Cooperative
Wadsworth Learning
Longfellow, first • Literacy
published in Response
1840. The poem
describes a local -In teaching the
blacksmith and literary text
Poetry The Village his daily life. The about the village
Blacksmith blacksmith serves blacksmith, the
by: Henry as a role model teacher should
Wadsworth who balances his present a
job with the role flashcard that
he plays with his contains the
family and picture of the
community. Years author.
after its - Present a
publication, a flashcard
tree mentioned in containing the
the poem was cut picture of a
down and part of village
it was made into blacksmith.
an armchair - Present a chart
which was then containing the
presented to poem the Village
Longfellow by Blacksmith .
local - Placards
schoolchildren. containing
difficult words for
vocabulary.
This Native • Scaffold
American story Instruction
comes from the
Snohomish • Literacy
people, whose Response
chiefs and
Drama helps
villagers were
children develop
upset that the sky
was so low and social skills like
they were empathy. Acting
constantly out a scene
bumping their during drama
Drama Pushing Up heads or getting class is an
things lost in the excellent way for
the Sky
sky. They decide children to
By: Joseph unanimously to develop their
Bruchac push up the sky empathy and
and succeed in emotional
doing so by
intelligence.
pushing all
Children will
together using
long poles. The learn how to
poles poked holes understand
in the sky, others' emotions
revealing stars through their
shining through, connection with
which are still peers during play
present there acts.
today.